Topics of the oral part of the English Language Olympiad. Speaking situations for the school English language Olympiad

Preparation for the OGE and the Unified State Exam

Secondary general education

Line UMK M.V. Verbitskaya. English language "Forward" (10-11) (basic)

Line of teaching materials of O. V. Afanasyeva, I. V. Mikheeva, K. M. Baranova. "Rainbow English" (10-11) (basic)

Let's analyze the Unified State Examination English language: oral part

Let's sort it out oral part exam with experienced teachers, build a reasoning, choose the best answer options.

Jalolova Svetlana Anatolyevna, English teacher of the highest qualification category. Winner of the competitive selection for the Moscow Grant in the field of education in 2010. Senior expert of the State Examination Agency Unified State Exam in English. Winner of the All-Russian Olympiad of English Language Teachers “Profi-Kray” 2015. Certificate of honor from the Ministry of Education of the Russian Federation 2014, Certificate of winner of the competition for the best teachers of the Russian Federation 2007, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 23 years.

Nedashkovskaya Natalya Mikhailovna, English teacher of the highest qualification category. Winner of the PNPO 2007. Winner of the competitive selection for the Moscow Grant in the field of education 2010. GIA OGE expert in English. Conducted a pedagogical examination of educational publications at the Russian Academy of Education 2015-2016. Certificate of Honor from the Ministry of Education of the Russian Federation 2013, Certificate of the winner of the competition for the best teachers of the Russian Federation 2007, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 35 years.
Podvigina Marina Mikhailovna, English teacher of the highest qualification category. Winner of PNPO 2008. Winner of the competitive selection for the Moscow Grant in the field of education 2010. Senior expert of the State Examination Agency Unified State Exam in English. Conducted a pedagogical examination of educational publications at the Russian Academy of Education 2015-2016. Certificate of honor from the Ministry of Education of the Russian Federation 2015, Certificate of winner of the competition for the best teachers of the Russian Federation 2008, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 23 years.
Trofimova Elena Anatolyevna, English teacher of the highest qualification category. Senior expert of the State Examination Agency Unified State Exam in English. Certificate of honor from the Ministry of Education of the Russian Federation in 2013. Work experience - 15 years.

Task 3. Description of the photo

Task 3. These are photos from your photo album. Choose one photo to describe to your friend

You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12–15 sentences). In your talk remember to speak about:

where and when the photo was taken
what/who is in the photo
what is happening
why you keep the photo in your album
why you decided to show the picture to your friend

You have to talk continuously, starting with: “I’ve chosen photo number …”

Work program for the Enjoy English teaching and learning complex (basic level) for grades 10-11. Available for viewing and free download.

Methodical hint

Read the assignment carefully and familiarize yourself with the presented plan. You have 1 minute 30 seconds to prepare for this task. It takes 2 minutes to complete it (that is, describe the photo). Select one of the photographs suggested for description. When choosing, be guided not by what kind of photo you like, but by how familiar you are with the topic and vocabulary on it, and how much you can describe in it. The choice should not take more than three seconds.

Important! The proposed plan does not indicate an introduction and conclusion, but they must be present, since you are asked to make a coherent, complete description of the photograph, which in itself presupposes the presence of an introductory and final part.

For the introduction and conclusion, as well as for answers to the first, fourth and fifth questions, you can prepare several templates in advance that can be easily and quickly modified depending on the photo. Thus, you can spend the bulk of the time (about a minute out of one and a half) allotted for preparation on describing the photo itself, that is, who and what is in the photo (second point of the plan) and what is happening in it (third point of the plan) . Some tips:
1. It’s always easier to talk about people you know, so imagine that the photographs are of your friends or relatives, determine what kind of family connections you have, and give the people names.
2. When describing the photograph itself, it would be advisable to divide it into parts and describe first what is in the background (in the background), then on the sides (on the left / right side), gradually moving towards the center or foreground (in the center of/in the foreground). Don't forget that if the photo was taken outside, you can always say a few words about the weather.
3. When describing the people in the photograph, you can say about their age and appearance, what they are wearing, what emotions they experience.
4. Next we describe what is happening in the photograph. For this we use time Present Continuous. Sometimes, for some reason, there is practically no action in the photo. It is necessary to mention this, explaining the reason. It is enough to name three actions.

The description of the photograph itself (that is, the answer to the second and third points of the plan) should take up approximately half of the total time, the second half should include the introduction and conclusion and the answer to points 1, 4, and 5 of the plan.

Important! Remember that this is not a story about what was happening in your life or in the lives of your relatives/friends at the time the photo was taken, but a description of what is happening in the photo.

Approximate completion of task 1

I"ve chosen photo number 1. (Introduction) You know, taking photos is my hobby, and I always take a lot of photos wherever I go. I keep the best photos in my family album. (Question 1 of the plan) I took this photo last summer in the forest near our country house when we had a family reunion. (Question 2 of the plan). In the photo you can see a group of children playing football (general information on the picture). The day is nice, it is sunny and not windy. In the background you can see a forest with tall trees and bushes and in the foreground there is green grass. There are some children in the center of the picture - they are all my relatives. They are all quite young. The oldest girl is 6. She is my sister Olga. She is at the front of the group. And the youngest one is my nephew Nikolay who is just behind Olga. They are all wearing light clothes-T-shirts and shorts as it is very warm. They all look very happy and excited as they are playing together. They are running after a ball trying to kick it. And you can see that Nikolay is very concentrated as he is moving very fast to be the first to catch the ball. (Please note that the entire description is in the present tenses - Present Simple (to describe statics) and Present Continuous (to describe movement)! (Answer to question 4) I keep this photo in my family album as it is very dear to me. It was actually a very memorable day when our big family got together and I could meet all my cousins and nephews and nieces and enjoy time together. (Answer to question 5 of the plan) I decided to show it to you as I"m proud of my family and happy that we get together from time to time and I wanted to share my emotions with you. Maybe next year you'll be happy to spend time together with us. (Conclusion) This is all I wanted to tell you about this photo. I hope you liked it.

#ADVERTISING_INSERT#

Task 4. Comparing two photographs, identifying commonalities and differences.

Task 4. Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:

give a brief description of the photos (action, location)
say what the pictures have in common
say in what way the pictures are different
say which of the professions presented in the pictures you’d prefer
explain why

You will speak for not more than 2 minutes (12–15 sentences). You have to talk continuously.

When performing this task, remember the following:

You have 1 minute 30 seconds to prepare for this task and 2 minutes to complete it.

Just like in the third task (description of a photograph), when completing task 4, you need to make an introduction and conclusion before you proceed directly to the answer according to the plan. The introduction consists of one or two sentences on the general topic revealed in the photographs (the fourth paragraph of the plan can suggest the topic) and one sentence telling what you will do now. If the topic is not formulated in any way, one last sentence is enough. In conclusion, to summarize what has been said, we need to return to the topic again (one or two sentences).

In response to the first point of the plan, it is quite brief description each photo. It is necessary to say for each picture what is happening and where. And you can add one general sentence about what is in the first and second photographs.

When we reveal the second and third points of the plan, we need to find two common features and two differences. Both common features and differences should be of a general nature. Point number 4 of the plan can help not only with the introduction, but also with significant common features and differences, because they are also related to the main theme of the photographs.

When answering the fourth point of the plan, it is enough to rearrange the word order of the phrase I"d prefer the ...... (Profession) presented in the picture number indicated in the plan....... You cannot say I"d prefer the picture number. ... because it does not correspond to the task. You cannot say “I"d prefer to be in the picture number...., since this is incorrect in meaning - we cannot be in the picture. In the fifth point of the plan, you need to justify your choice made before this with 2-3 detailed sentences (point 4).

Don’t forget that task 4 is structurally close to the essay format, so it is necessary to use linkers (conjunctive words) when listing common features and differences. For example, Firstly, /Secondly,..... Or To begin with, -Furthermore, (Moreover,....What is more....). In conclusion/To conclude....-in conclusion.

Before listing the general features, it is necessary to say that you will now talk about general features. For example, Both pictures have some features in common. Before moving on to the differences, this also needs to be mentioned. For example, however, there are some differences.

When comparing, phrases or verbs expressing assumptions will sound good. For example, they could be designers. They must be in the office. They seem to be teenagers. They look like young employees. ......

Differences should not repeat common features. With an approximate time schedule, the introduction and response to the first and second points of the plan should not take more than one minute.

Example of task 4

(In modern society there is a great variety of different professions. People try to choose one according to their taste and abilities. And these two pictures show this. - this part of the introduction need not be said) Now I"d like to compare and contrast these two photographs. In the first picture there is a young teacher explaining something to the pupils in front of her. They all are in the classroom. In the second photo there are two people who look like designers studying what might be a project in their office .Both pictures have some similarities. Firstly, the most striking common feature is that both pictures show people engaged in doing jobs. Secondly, people are interested in what they are doing. They look quite concentrated on their work. Nevertheless, both photos have some differences. To begin with, in the first picture we can see the profession which presupposes working with people - the teacher is teaching pupils on her own, other people are not included in the process. Whereas in the second picture there is a profession which involves doing the job with co-workers. Moreover, in the first picture the classroom is practically empty except for a blackboard and some desks while the second picture depicts an office with a lot of furniture, models and whiteboards. I would prefer the profession presented in picture number one as I think it is a very challenging but rewarding job. Besides I love working with people, especially children and I have always been good at teaching my friends and my younger sister"s friends some things. (In conclusion, choosing the right profession which will suit you in all aspects is a very hard task and we must think a lot and ask for advice before we make the correct choice. – in case of lack of time, this sentence can be omitted) That is all I wanted to tell you.

Every society needs gifted people, and the task of society is to consider and develop the abilities of all its representatives. Unfortunately, not every person is able to develop their abilities. A lot depends on both the family and the school. The task of the family is to see and discern the child’s abilities in time, while the task of the school is to support the child and develop his abilities, to prepare the ground for these abilities to be realized. It is at school that the foundations for the development of a thinking, independent, creative personality should be laid. The thirst for discovery, the desire to penetrate into the most intimate secrets of existence are born at school.

Each of the teachers has encountered students who are not satisfied with working with a school textbook, they are not interested in the work in the lesson, they read dictionaries and encyclopedias, study specialized literature, and look for answers to their questions in various fields of knowledge. That’s why it’s so important at school to identify everyone who is interested in

various fields of science and technology, to help bring their plans and dreams to life, to lead schoolchildren on the path of search in science and life, to help them fully reveal their abilities. The modern school is designed to give the student not only and not so much ready-made knowledge and experience in carrying out activities according to a model, but, above all, experience in creative activities, experience in emotional-value relationships of a personal nature. Among the numerous work methods aimed at the intellectual development of schoolchildren, subject Olympiads occupy a special place.

The term “Olympiad” implies an organized competition, a competition in the field of some knowledge or skills.

The Olympiads search for young talents and identify the most prepared, gifted students who have shown a special interest in the subject being studied.

The goals of the Olympiads are:

Promoting scientific knowledge and developing interest in scientific activities;

Creating the necessary conditions for identifying gifted children;

Activation of the work of optional and elective courses, scientific societies and other forms of extracurricular and extracurricular work with students;

Providing assistance to high school students in professional self-determination.

This means that participation in the Foreign Language/English Olympiad stimulates in-depth study of the subject and serves to develop interest in the English language.

According to the “Regulations on the All-Russian Olympiad for Schoolchildren”, approved by the Ministry of Education Russian Federation All-Russian Olympiads are held in four stages: school, municipal, regional and final. The stages of the Olympiad are carried out according to tasks compiled on the basis of approximate basic general education programs of basic general and secondary (complete) general education. Winners and prize-winners of all stages of the Olympiad are determined based on the results of participants in the corresponding stages of the Olympiad.

Olympiad tasks in a foreign language help expand the linguistic and regional horizons of students. Participants in the Olympiad are required to show not only a high level of mastery of program material, but also a creative approach to completing the proposed tasks, erudition, intelligence, and in some cases, linguistic insight.

When preparing students to participate in the Olympiad in a foreign language, they should remember that the tasks test the practical skills of solving communicative problems in all types of speech activity and the key competencies of the Olympiad participants. It is important to note that the tasks themselves are creatively oriented, have a problem-searching nature, and are formulated in the form of a specific communicative task.

As a rule, the content of tasks includes texts and tasks in the following sections: listening, reading, vocabulary and grammar, writing.

Analysis of the performance of Olympiad tasks from previous years allows us to formulate some general ones that are relevant for all age groups of students. recommendations:

In listening and reading, it is necessary to develop the ability not to pay attention to words on which understanding of the main content does not depend. It should be remembered that in an audio text the main idea is usually expressed in words synonymous with those used in the test question.

It is important to be able to rationally use both the playing time of audio recordings and the pauses between listening to audio texts to answer.

You must be able to highlight the requested information and ignore unimportant information.

It is important to remember that when filling in a blank, you need to enter only the missing lexical unit, without repeating words already given in the sentence.

It is important to pay more attention to the issues of compatibility of lexical units.

You should learn to analyze the differences in the meaning and use of synonyms.

It is necessary to pay attention to how grammatical construction influences the choice of lexical unit, learn to see the connection between vocabulary and grammar.

You should regularly practice writing assignments of varying lengths.

It is important to be able to analyze and edit your own written work.

It is necessary to be able to select the material necessary for the complete and accurate completion of the task in accordance with the assigned communicative tasks, and after writing the work, check it both from the point of view of content and from the point of view of form.

Holding an Olympiad in a foreign language is usually preceded by a lot of and painstaking preparatory work, both on the part of the teacher and the student. Effective forms of training students are various classes: individual with a teacher-mentor, elective classes and classes in schools for gifted children. The stages of preparation for the Olympiad include several important points. As a rule, this work begins with identifying the most prepared, gifted and interested schoolchildren. The teacher will be helped in this by his observations during English lessons, and the organization of study groups, research work, and other activities. extracurricular activities by subject. It is important to assess the ability of schoolchildren and analyze their performance in other philological subjects, the study of which begins earlier than the English language.

What does a schoolchild need to successfully participate in this intellectual competition? Taking into account the peculiarities of the English language, we can highlight the components of such success:

Developed linguistic and regional outlook, knowledge of linguistic and regional studies material;

Ability to perform grammatical and lexical exercises of varying degrees of difficulty, possession of the necessary language reserve for this;

Practical skills and abilities, knowledge of basic techniques of listening, reading, speaking.

These key points determine the main directions of the student’s preparation.

In the formation of linguistic and cultural horizons big role belongs to a variety of literature. This could be fiction, popular science literature, books about interesting discoveries, famous people in Russian, then in English, and then about linguistic phenomena. Along with books, a lot of interesting things can be found in periodicals and on the Internet.

Another way of effective preparation is targeted repetition of the topic. Various goals can be set, as a rule, this is a generalization and systematization of the material. This could be the creation of reference diagrams, tables, research on the topic. In search of the necessary information, a variety of sources are processed, the necessary skills are acquired, and the products created are then used as reference materials.

Also important for a student’s success at the Olympiad will be a certain culture of presentation of their work.

Of course, his participation in research work on the subject will also contribute to the preparation of schoolchildren in this direction.

All tasks of the Olympiad are creatively oriented. The format of the tasks is not a simple repetition of the Unified State Exam format

Competition assignments in English usually include two sections: oral and written. The written part consists of:

Reading Competition

Lexico-grammatical test (Use of English)

Writing Competition

The oral part is represented by tasks of a monologue and dialogic nature. (The time for completing written tasks is 2 hours 30 minutes; the time allotted for oral speech is 10-12 minutes)

To effectively prepare for the Olympics, it is important
Familiarization with the Olympiad format(Four main types of speech activity. Oral text comprehension competition. Written text comprehension competition. Oral speech competition. Written speech competition. Lexico-grammatical test. Types of tasks. Duration of tasks.)

Strategies for preparing for the Listening section

Working with test tasks to extract the requested information

(Performing test tasks with subsequent analysis of task performance and analysis of typical errors.)

Working with test tasks for a complete understanding of what you listened to

(Performing test tasks with subsequent analysis of task performance and analysis of typical errors.)

Strategies for preparing for the Reading section
How to use the instructions? How to work with the task? How to work with text?

Working with test tasks for understanding the main content
(Performing test tasks with subsequent analysis of task performance and analysis of typical errors.)

Working with test tasks for understanding structural and semantic connections

(Performing test tasks with subsequent analysis of task performance and analysis of typical errors.)

Working with test items for complete reading comprehension

(Performing test tasks with subsequent analysis of task performance and analysis of typical errors.)

Strategies for preparing for the Use of English section
Section structure, task analysis

Personal and impersonal forms of the verb, types of tense forms of the verb

(Repetition of verb forms, use of tenses, use various forms verb, filling in the gaps with verbs according to the context)

Passive voice
Repetition of verb forms in the passive voice, performing exercises on the use of the passive voice)

Degrees of comparison of adjectives and adverbs (Repetition of the rules for the formation of degrees of comparison of adjectives and adverbs, execution practical exercises)

Plural of nouns
(Repetition of the rules for forming the plural of English nouns, exceptions to the rules, performing practical exercises)

Ordinals

(Repetition of the rules for the formation and use of ordinal numbers, performing practical exercises)

Working with test tasks on word formation
(Identifying parts of speech and forming new words, adding suffixes, adding prefixes, performing practical exercises)

Set phrases, phrasal verbs, idiomatic expressions

(Performing exercises on the use of stable phrases, phrasal verbs and idioms)

Methods of control in a sentence (prepositions), methods of composition and subordination (conjunctions)

Working with test tasks on lexical compatibility of units

(Thinking through possible option answer, choosing the correct answer, identifying incorrect answers, completing tasks in the Olympiad format)

Strategies for preparing for the Writing section, personal writing

Strategies for preparing for the “Speaking” section, speech cliches

Practical instructions and exercises to overcome typical difficulties, strategies aimed at developing compensatory skills in oral verbal communication

Dialogue to exchange information
(Various types of pragmatic dialogues, strategies for requesting and transmitting information)

Topic of monologue statement
(Presentation of the topic with discussion)

In conclusion, I would like to note that the multi-stage system of holding the All-Russian Olympiad in Foreign Languages makes it possible to involve a huge number of students in the Olympiad movement, thereby increasing their interest in learning foreign languages, to provide assistance to high school students in choosing a profession, to identify the most capable and gifted children.

Of course, as in any competition, in Olympiads of different levels there are winners and losers. Therefore, it is important that the result of the next Olympiad is perceived by each participant as another victory, albeit not in comparison with other participants, but in comparison with themselves. Such growth in personal achievements requires serious and focused preparation, and constant work on oneself will contribute to the formation of a creative personality and successful activity in all areas.

goals
develop communicative knowledge for written and oral communication in English;

study, repeat and summarize the material in those sections of grammar and vocabulary that are included in the main parts of the Olympiad;

familiarize yourself with the format of the Olympiad;

develop flexibility and the ability to navigate the types of Olympiad tasks;

to develop certain skills and abilities necessary for the successful completion of Olympiad tasks, namely: in the field of speaking - teach to speak on a proposed topic, express one’s opinion in a reasoned manner, discuss problems and propose solutions, maintain a conversation on general topics, pose questions correctly; in the field of writing - learn to write coherent texts of complex structure on various topics, express and justify your opinion on a wide range of general cultural and socially significant issues; in the field of listening – to develop the ability to listen to a text with an understanding of the general idea and with the extraction of information, with a detailed understanding; in the field of reading - to develop the ability to read texts with an understanding of the general idea and with the extraction of information, with a detailed understanding;

to develop compensatory competence, develop the ability to use linguistic and contextual guesswork;

teach to analyze and objectively evaluate the results of one’s own educational activities;

Master the skills of completing Olympiad tasks

Must demonstrate ability to understand audio recordings in English

You must be able to:

Understand texts of everyday and professional speech style;

Select the main facts, omitting the secondary ones;

Selectively understand the necessary information based on linguistic guesswork and context.

Must demonstrate ability to read and understand texts on contemporary issues. It is necessary to be able to understand the essence of the text and cope with unfamiliar words and grammatical structures, separate information that is important for understanding the text from unimportant information, and understand the position of the author of the text

It is necessary to demonstrate an appropriate level of proficiency in lexical material and the ability to operate with it in multiple choice conditions, as well as proficiency in grammatical material within the framework of the program high school and the ability to practically use it not only at the level of an individual sentence, but also in a broader context

You need to demonstrate the ability to write simple coherent texts on well-known or socially significant topics, express and justify your opinion, the ability to handle grammatical structures, use the necessary vocabulary, write without errors and with correct punctuation, and correctly use speech etiquette formulas

You must demonstrate the ability to communicate in English with another Olympiad participant

As part of a monologue you need to be able to:

Compose a coherent message on topics known or of interest to the participant;

Express and justify your opinion;

As part of the dialogue you need to be able to:

Start, conduct and end a conversation in standard communication situations, asking again and clarifying if necessary

Question the interlocutor and answer his questions, express your opinion, request, respond to the interlocutor’s proposals with agreement or refusal, based on the studied topics and learned lexical and grammatical material

Tell about yourself, your family, friends, your interests and plans for the future, provide brief information about your country, city, etc.

Expected results

The main result is the readiness of students to participate in the Olympiad. By the end of this course, students generalize and consolidate lexical and grammatical material and practice certain skills in all sections of the Olympiad.
Explanatory note

Relevance of the program

When we hear the word “Olympiad”, we associate it with strong students,

excellent students. This approach is justified when it comes to regional, regional, All-Russian and International intramural Olympiads. At such levels the very purpose of the Olympics

– identifying gifted and innovatively thinking students, identifying the strongest of them.

Currently, a network of correspondence subject Olympiads has been created in all academic subjects. The purpose of Olympiads of this type is somewhat different - it is to familiarize students with the tasks of subject levels and provide an opportunity to compare their successes in studying fields of science with the successes of their peers.

Participation of gymnasium students in correspondence Olympiads of regional, All-Russian and

International level has a number of attractive aspects for both the student and the

for parents and teachers:

gives students and their teachers the opportunity to defend the honor of their educational institution;

creates a situation of success, raises students’ interest in studying the subject;

attracts students from the elementary grades to participate in the Olympiads, with the results of all participants according to several criteria: by class, by region,

find out your result on the OU website;

each participant has the opportunity to receive a prize-winner or participant diploma,

Trajectory of preparation for the Olympics

Training system for Olympiad participants:

basic training in the subject;

training received within the framework of the additional education system (clubs,

electives, elective courses);

self-preparation (reading scientific and popular science literature, independent

problem solving, searching for information on the Internet, etc.);

purposeful preparation for participation in a certain stage of the competition according to

or another subject (as a rule, such preparation is carried out under

guidance of a teacher who has experience in participating in the Olympiad movement).

Preparing schoolchildren for Olympiads.

To effectively prepare for the Olympiad, it is important that the Olympiad does not

was perceived as a one-time event, after which all work would quickly

fades out.

preparation for the Olympiad should be systematic, starting from the beginning

school year;

elective courses are more appropriate to use not for discussing theoretical issues, but

to develop children's creative abilities;

individual preparation program for the Olympiad for everyone

student, reflecting his specific trajectory of movement from

ignorance to knowledge, from practice to creativity;

use of a diagnostic tool (for example, intelligent

competitions in each section of the program in the subject);

pay attention to the improvement and development of experimental

skills, abilities to apply knowledge in a non-standard situation, independently

model your search activity when solving experimental problems;

the teacher should use all the possibilities at his disposal: mental

experiment, lessons - workshops, experiment in the classroom, etc.

1. We identify the most prepared, gifted and interested students through:

observations during lessons;

organization of research, club work and other

extracurricular activities in subjects;

ability assessment__

Olympiad in English for grades 5-6 Redka O.N.

I Competition for understanding oral text (Listening)

Exercise 1

You will hear four dialogues. Match the places A - D where these dialogues took place with the numbers of the dialogues. Record your answers in the table. You will hear the recording twice.

A Hospital B Library C Bank B Shop

Exercise 2

Listen to a story about one of Queen Elizabeth II's days and complete tasks 1-4 by circling the letter A, B, C or D that corresponds to the answer you think is most correct. You will hear the recording twice.

1. The Queen wakes up at

B) half past eight

D) half past seven

2. The Queen reads personal letters

A)after breakfast

C) before breakfast

D) with her personal breakfast

3. At half past four the Queen receives

A) a group of businessmen

C) foreign visitors

D) Prince Philip

4. The Queen phones to some members of the Royal Family

A) to say goodnight

B) to tell some news

C) to discuss some official papers

D) to be sure that everything goes all right

Exercise 3

Listen to Max talk about how he leads healthy image life, and answer questions 1-5. You will hear the recording twice.

How many times does Max run around his house?

____________________________________________________________________________

What Max eats to keep feet?

Where doesn't Max like to eat?

Why doesn't Max like to have guests at home?

_____________________________________________________________________________

What is Max's motto?

_____________________________________________________________________________

II Written Speech Comprehension Competition (Reading)

Time: 30 minutes

Read the text.

A1 Elizabeth I was the Queen of England. When Elizabeth was born, her father, Henry VIII, was very angry, because his new child was a daughter – he wanted a son. She sent Elizabeth away from him. Elizabeth was unhappy but she was good at learning. She loved the theater and she could speak many languages – Latin, French, Italian.

A2 Elizabeth's sister Mary became a Queen in 1553. She put Elizabeth in prison. When Mary died, Elizabeth became the Queen. But she never married and she didn't have any children.

A3 Elizabeth was a great Queen. England became rich and strong. There were wars with Spain, but there was also a period of peace and beauty.

1. Match headings 1-5 paragraphs A-A4. One heading is redundant.

A hard way to the throne.

A clever student.

Queen's childhood.

The best time for arts.

2. Determine whether the given statements are consistent (True) with the text or inconsistent (False).

A5 Elizabeth was a happy princess.

A6 Henry VIII didn't want to have a daughter.

A7 Elizabeth couldn't speak Italian.

A8 Elizabeth didn't like theater.

A9 Elizabeth was the first English Queen.

A10 She had no children at all.

A11 England became poor in the period of Elizabeth"s

Participant's ID number

READING COMPREHENSION

ANSWER SHEET

III Lexico-grammatical test (Use of English)

TASK 3 USE OF ENGLISH (30 points)
Time: 30 minutes
1. Read the sentences. Choose the answers A, B or C.

1. This is a present ____ Kate.

A. four B. for C. far

2. Sarah usually ______ novels.

A. writes B. going to write C. is writing

3. Water in a glass is very ______.

A. clean B. much clean C. the cleanest

4. I _________ this book to my friend yesterday.

A. bring B. brought C. did bring

5. A very clever person is called ___________.

A. interesting B. wise C. nice

6. Jack must not eat so much. He is too.

A. round B. slim C. fat

7. Let ____ wash the floor in the kitchen.

A. her B. he C. they

8. We ________ the history of Egypt now.

A. studies B. are studying C. studied

9. This book is not very boring. There are ________ interesting facts in it.

A. anything B. any C. some

10.I don"t like this music. Misha doesn"t like it ____.

A. then B. ever C. too

2. Choose the correct form of plural of a noun. (5 points)
1.Child
a. children b. childs c. children
2.Foot
a. foots b. feet c. feet
3.Dress
a. dresses b. dresses c. dress
4. Shelf
a. shelfs b. shelvs c. shelves
5. Lady
a. ladys b. ladies c. lady

3. Choose the right option: (10 points)
a. a b. an c. the d. --
1. She is... doctor. She works in hospital.
2. They are at a café on…High Street.
3. He eats…egg and toast for breakfast.
4. In summer… the sky is clear and blue.
5. I want to be... engineer when I leave school.
6. … the moon is very bright tonight.
7. My cousin lives in… Odessa.
8. It's raining. Don’t forget to take…umbrella.
9. I don’t like tea with… milk.
10. His younger sister likes… bananas.

4. Put the verbs “has”, “does”, “is”. (5 points)
1. Mary a clever girl.
2. Jane two sisters.
3.Mr. Brown don't read magazines.
4. She got a lot of friends.
5. When does your father come home?

TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET

Answer Sheet

IV Writing Competition (Writing)
TASK 4 WRITING (20 points)
Time: 20 minutes
Write the short story (8-10 sentences) about your house (flat).

Writing

Participant's ID number

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

YOU CAN USE THE OPPOSITE SIDE

V Speaking Competition

TASK 5 SPEAKING (20 points)
Time: 10 – 12 minutes

Task 1. Dialogue (5 points) (5 min.)
Arrange phrases of telephone conversation in a correct order.
Yes, he has.
Hi. It's Jane here. Can I speak to Mark, please?
OK. Bye then.
Sure. Has he got your number?
Yes, please – can you ask him to ring me?
Thanks. Bye.
No, I’m sorry – he isn’t in. Can I take a message?

Task 2.Monologue (15 points) (5min.)
Speak on studies at school.

Competition evaluation criteria

1. Listening - from 20 to 30 points

2. Use of English (lexico-grammatical test) - from 20 to 30 points(for each correct answer 1 point is given, a total of 20 to 30 questions)

3. Reading (reading) - from 20 to 30 points(for each correct answer 1 point is given, a total of 20 to 30 questions)

4. Writing (letter) - 20 points(estimated at Evaluation criteria for the writing competition)

5. Speaking (oral speech) - 20 points(estimated at Evaluation criteria for the speaking competition)

For each participant, the points received for each competition are summed up. The winner is the participant who scores the most points. The winners are the participants following the winner in the ranking (for the number of winners and prize-winners, see below). Regulations).

Scale of criteria for assessing assignments in the “Written Speech” section

POINTS (for content)

(maximum 10 points)

DESIGN (maximum 10 points)

Composition

(maximum 2 points)

(maximum 3 points)

Grammar

(maximum 3 points)

Spelling and punctuation

(maximum 2 points)

The communicative task is fully completed taking into account the purpose of the utterance and the addressee. The topic is fully covered. The participant demonstrates an original approach to revealing the topic. The participant met the specified volume (deviations in the direction of increasing or decreasing the volume of text up to 10% are allowed).

The work has no errors in terms of composition.

The participant demonstrates a rich vocabulary necessary to develop the topic, accurate choice of words and adequate knowledge of lexical combinability. The work has no errors in terms of lexical formatting.

The participant demonstrates competent and appropriate use of structures necessary to develop the topic. The work has no errors in terms of grammatical formatting.

2 points

The participant demonstrates strong command of spelling and punctuation skills. The work has no errors in terms of spelling and punctuation.

The communicative task is completed taking into account the purpose of the utterance and the addressee. The topic is fully covered, but the work lacks originality in the presentation of the topic. Or the participant did not meet the specified volume (deviations towards increasing or decreasing the volume of text from 10 to 20%).

The communicative task has been generally completed, but there are some violations of the integrity of the content. The topic is not fully covered: all the necessary arguments and/or facts are not given. Or the participant did not meet the specified volume (deviations towards increasing or decreasing the volume of text from 20 to 30%).

In general, the text has a clear structure corresponding to the given topic. The text is divided into paragraphs. The text contains connecting elements. Minor violations of the structure, logic or coherence of the text are acceptable.

The participant demonstrates a rich vocabulary necessary to develop the topic, accurate choice of words and adequate knowledge of lexical combinability. The work contains several (1-2) minor lexical items errors.

The participant demonstrates competent and appropriate use of structures necessary to develop the topic. There are 1-2 minor grammatical errors in the work.

The communicative task is partially completed. The content of the text does not fully correspond to the given topic. Or the participant did not meet the specified volume (deviations towards increasing or decreasing the volume of text from 30 to 40%).

In general, the lexical composition of the text corresponds to the given topic, however, there are inaccuracies in the choice of words and lexical compatibility (more than 2), which do not make it difficult to understand the text. Or: standard, monotonous vocabulary is used.

The text contains grammatical and/or syntactic errors (more than 2) that do not impede the general understanding of the text. Or: simple, monotonous grammatical structures are used.

The text contains spelling and/or punctuation errors that do not impede the overall understanding of the text.

The communication task has not been completed. The content of the text does not correspond to the given topic. Or the participant did not meet the specified volume (deviations towards increasing or decreasing the volume of the text by more than 50%).

The text does not have a clear logical structure. The paragraph division of the text is missing or incorrectly executed. There are serious violations of the coherence of the text and/or numerous errors in the use of logical means of communication.

The participant demonstrates an extremely limited vocabulary. Or: there are numerous errors in the use of vocabulary that make it difficult to understand the text.

The text contains numerous grammatical errors that make it difficult to understand.

The text contains numerous spelling and/or punctuation errors that make it difficult to understand.

Scale of criteria for assessing assignments in the “Speaking” section

Maximum points: 20

Attention! If the score is 0 for the “Content” criterion, the overall score is 0.

POINTS

CONTENT

(maximum 10 points)

Interaction with the interlocutor and presentation of speech (maximum 10 points)

Interaction with your interlocutor

(maximum 4 points)

Lexical design of speech

(maximum 2 points)

Grammatical formatting of speech

(maximum 2 points)

Phonetic design of speech

(maximum 2 points)

9-10

The communicative task is fully accomplished: the goal of communication has been successfully achieved, the topic has been covered to the specified extent. Participant expresses interesting and original ideas.

4 points

The participant is able to conduct a conversation logically and coherently: the participant follows the order when exchanging remarks, if necessary, the participant starts first or maintains the conversation, and restores the conversation in case of failure.

2 points

There are no lexical errors in the participant’s speech; The participant’s vocabulary is rich, varied and adequate to the task.

2 points

There are no grammatical errors in the participant’s speech; The participant’s speech is rich in a variety of grammatical structures.

2 points

There are no phonetic errors in the participant's speech.

7-8

The communicative task is fully accomplished: the goal of communication has been successfully achieved, the topic has been covered to the specified extent, but the presentation is not distinguished by originality of thought.

5-6

The communicative task is not fully completed: the goal of communication is basically achieved, but the topic is not fully disclosed: the statements made are not sufficiently reasoned.

3 points

In general, the participant is able to conduct a conversation logically and coherently: the participant observes the turn when exchanging remarks, but does not always take the initiative in maintaining the conversation.

1 point

The participant's vocabulary generally corresponds to the task, but there is some difficulty in selecting words and/or there are inaccuracies in their use.

1 point

The participant’s speech contains grammatical errors that do not impede understanding or monotonous grammatical structures are used.

1 point

The participant’s speech is generally understandable; the participant makes some phonetic errors.

3-4

The communicative task has been partially completed: the goal of communication has not been fully achieved, the topic has been covered to a limited extent: the positions expressed are few and they are not substantiated.

2 points

The participant is not able to conduct a conversation logically and coherently: he does not start or strive to maintain it, and is largely dependent on help from the interlocutor.

1-2

The communicative task is not completed: the goal of communication is not achieved, the content does not correspond to the communicative task.

1 point

The participant in the dialogue is not able to conduct a conversation.

0 points

Vocabulary not enough to communicate in accordance with the task.

0 points

The participant's speech contains grammatical errors that make understanding difficult.

0 points

Understanding the participant's speech is difficult due to large quantity phonetic errors.

Refusal to answer

0 points

Refusal to complete a dialogue task

Annex 1

FORM OF REPORT FOR EVALUATING THE WORK OF OLYMPIAD PARTICIPANTS

p/p

Last name First name Patronymic Class Code

Number of points

Final

point

(place)

Au Thu LG P G

Chairman of the Jury

FULL NAME. Signature

Members of the Jury

FULL NAME. Signature

Secretary

FULL NAME. Signature

Appendix 2

OLYMPIAD PARTICIPANT’S APPLICATION FOR APPEAL

To the Chairman of the Jury of the municipal stage

All-Russian Olympiad for schoolchildren

in English for a student of ____class

_____________________ (full title

educational institution)

_________________ (Full Name)

Statement

I ask you to reconsider my work performed in the competition ( indicated

Olympiad task ), because I do not agree with the points given to me. ( Participant

_____________________________________________________________________________

________________

Appendix 3

PROTOCOL No. ____

consideration of the appeal of a participant in the municipal stage of the All-Russian

English language olympiads

(full full name)

student of_______class__________________________________________________________

(full name of educational institution)

Date and time ________________________________________________

Present:

Members of the Jury: (full full name must be indicated).

Members of the Organizing Committee: (full full name must be indicated).

A brief record of the explanations of the Jury members (on the essence of the appeal) _______________________

_____________________________________________________________________________

_______________________________________________________

Result of appeal:

1) the score given to the Olympiad participant is left unchanged;

2) the score given to the Olympiad participant has been changed to _____________.

I agree (disagree) with the result of the appeal ________ (signature of the applicant).

Members of the Jury

FULL NAME. Signature

Members of the Organizing Committee

FULL NAME. Signature

Appendix 4

PROTOCOL No. ____

Jury meetings to determine the winners and prize-winners of the municipal stage

All-Russian Olympiad for schoolchildren in English

from "____" _______________ 2013

____ members of the Jury, ______members of the Organizing Committee were present at the meeting.

Agenda: Summing up the results of the municipal stage of the All-Russian Olympics

in English language; approval of the list of winners and prize-winners.

Made a speech:

1. Chairman of the Jury _____________________

2. Members of the Jury ____________________________

3. Members of the Organizing Committee _____________________

"against"_____

Solution: approve the list of winners and prize-winners of the English Olympics

language (attached).

Chairman of the Jury

Secretary

Members of the Jury

Members of the Organizing Committee

Signature __

PROTOCOL OF EVALUATION OF THE TOUR “LETTER”

Expert No. __________________________

participant

Sum of points

V Speaking

Jury member card

The speaking competition involves 2 jury members and 2 Olympiad participants.

All instructions to participants in the speaking competition are given in English.

Teachers - members of the jury invite a couple of participants to their table.

Pairs are made up by random selection.

The jury members begin to conduct a conversation and ask each participant 2-3 questions in order to relieve tension, get them ready for the conversation and prepare them for completing the oral task of the Olympiad.

The time allotted for this stage of the task - warm-up, 1 - 2 minutes.

Warm-up

Sample list of questions:

How are you?

What do you think about the weather?

How long have you been learning English?

What other foreign languages do you know?

What do you usually do in your spare time?

Attention! Questions that are aimed at finding out the participant’s last name, the number of the school where the participant studies, etc. are not allowed.

PROTOCOL

assessments of the oral round of the Olympiad

Members of the jury ______________________________________________________________

Member ID number

Note

School stage of the All-Russian Olympiad for schoolchildren in English

2014/2015 academic year

All-Russian Olympiad

schoolchildren

English language

(school stage)

201 4 -201 5 school year

(grades 9-10)

The written part of the Olympiad (oral speech comprehension competition, written speech comprehension competition, lexical and grammatical test, written speech competition)

( 9-10 classes)

The set of materials required for the written part of the Olympiad includes:

Description of the procedure for conducting the written part of the Olympiad

Description of the procedure for conducting a speech comprehension competition

Text of tasks (for each participant)

Answer form (for each participant)

Keys (for jury members)

A disc with a recording of sound text in the format MP 3 (for listening in each audience)

8. Text of the entry (for jury members)

9. Protocol of the writing competition (for jury members)

Scale of evaluation criteria for the writing competition (for jury members)

Dear participant in the school stage of the All-Russian English Language Olympiad!

The Olympiad consists of two main parts - the written part and the oral part. Written part The Olympiad consists of a competition for understanding oral speech (auditing), a competition for understanding written language (reading), a lexical-grammatical test and a writing competition. The oral part of the Olympiad includes an oral speech competition (speaking).

Maximum points, which can be obtained for each of the competitions, is indicated in the tasks themselves. The maximum number of points that can be obtained for completing all tasks of the Olympiad is 120 (100 points for the written part and 20 points for the oral part).

We wish you success

PAPER 1. LISTENING (SPEAKING UNDERSTANDING COMPETITION)

Time: 20 minutes

Total score for paper 1– 20 points (two points for each correct answer).

PAPER 1. LISTENING

Listen to an interview with a one-hundred-year-old man and answer the questions below. Write your answers (A, B or C) on your answer sheet.

1. How does Mr Sinclair feel about being one hundred?

A. ironic

B. serious

C. indifferent

2. How many times has Mr Sinclair been married?

A. once

B. twice

C. three times

3. How many living children do he have?

A. Four

B. Six

4. What is his attitude to a healthy lifestyle?

A. enthusiastic

B. sceptical

C. nervous

5. Was his family wealthy?

A. Yes, it was.

B. No, it wasn't.

C. The interview doesn’t contain any information concerning it.

6. When he was young he was strong because...

A. he took a lot of exercise.

B. he had enough to eat.

C. he had to be strong to survive.

7. Why did his brothers and sisters live a long life, in his opinion?

A. It is due to the fact that they had worked hard.

B. It is down to the fact that they had spent lots of time outdoors

C. It’s because they took after their father.

8. What does he think you can do to guarantee a long life?

A. You should avoid hardship.

B. You shouldn’t pay attention even to tragedies which happen to you.

C. You can do nothing.

9. What does he advise doing?

A. being active and having a positive attitude

B. not smoking

C. doing everything possible to guarantee a long life.

10. Has he ever smoked ?

A. No, he hasn’t.

B. Yes, he tried smoking cigarettes.

C. Yes, he has.

PAPER 2. READING (WRITTEN SPEECH UNDERSTANDING COMPETITION)

Time: 20 minutes

Total score – 10 points (2 points for each correct answer)

Read this text and answer the questions below (1-5) choosing the best answer (A-D). Write your answers (A-D) on your answer sheet.

Lobbying

Lobbying is the practice of approaching politicians in order to persuade them to support a particular aim or cause, and then to speak about it and draw attention to it. In the US it means trying to obtain the support of members of Congress or a state legislature. In Britain lobbying involves persuading MPs or members of the House of Lords to speak in Parliament.

Anyone can write to their MP or a member of Congress, or organize a petition about an issue, but most lobbying is now done by pressure groups or by professional lobbyists. Pressure groups work on behalf of a particular section of society or for a specific issue or cause. Many employ full-time liaison officers to develop contacts with politicians who are likely to be sympathetic. In Britain some MPs are employed by some pressure groups as consultants. They have to give details of such employment in a special Register of Members’ Interests.

Large companies use professional lobbyists to keep them informed of what is being discussed in Congress or Parliament and to try to persuade politicians to put forward their point of view in debates. In the US lobbyists provide information to politicians, sometimes by testing before Congress. They also try to influence the way members of Congress vote, for example by persuading them that a certain policy will be popular with the people they represent. Lobbyists may try to influence politicians by inviting them to an expensive lunch or dinner in a restaurant, or to a party. There are rules limiting what gifts politicians can accept and any gifts must be reported. Some organizations have many lobbyists who are very active. The tobacco industry, for example, has a strong lobby, and its representatives are good at getting what the industry wants from Congress and state legislatures.

In Britain the methods which lobbyists use to influence MPs, and the issue of whether MPs should be connected with lobbyists at all, came to public attention in 1996 when two MPs were found guilty of taking money in exchange for asking questions in Parliament. It became known as cash questions for affair.

1. According to the text, lobbying is...

A. getting one's causes supported by top politicians.

B. being informed of what is being discussed in Congress or Parliament.

C. inviting politicians to expensive restaurants.

D. asking questions in Congress or Parliament.

2. It is contrary to the text that...

A. some people get paid for developing contacts with politicians.

B. some pressure groups in Britain can legally pay money to MPs.

C. politicians can accept absolutely any gifts if they are reported.

D. In Britain there has been a public debate about lobbying.

3. It is clear from the text that the main purpose of pressure groups is to ...

A. provide information to politicians.

B. vote in Congress or Parliament.

C. test before Congress.

D. campaign for or against certain debatable things.

4. Lobbyist persuade congressmen to vote in a particular way…

A. by making them believe that the people will like what they voted for.

B. by limiting gifts which politicians can accept.

C. by putting forward their points of view in debates.

D. by representing people in Congress.

5. The text does not contain information concerning…

A. some ways ordinary people can raise a question with a top politician.

B. MPs’ participation in the work of pressure groups.

C. the public debate about the legality of the methods lobbyists use to

influence members of Congress.

D. the fact that people representing the tobacco industry are good at

approaching politicians.

PAPER 3. USE OF ENGLISH ( LEXICO- GRAMMATICAL TEST)

Time – 55 minutes

Total score – 50 points (1 point for each correct answer in tasks 1-40 and 2 points for each correct answer in tasks 41-45)

Read the text below and use the words in boxes (1-10) in the correct form. Write these words on your answer sheet.

The Nobel Prizes are awards that 1. GIVE ____________ each year for special things that people or groups of people have made. There are awards in six areas: physics, chemistry, medicine, literature, peace and economics.

The prizes come from a fund that was created by the2. SWEDEN ____________ inventor Alfred Nobel. He wanted to use some of his money to help make the world a much3.GOOD ____________ place to live.

Many organizations 4. CHOOSE ____________ by Alfred Nobel himself, determine who receives the prizes. Each award consists of a gold medal, a diploma and a lot of money. Prizes can only5. GIVE ____________ to individuals of all races, countries and religions.

6.ONE ____________ Nobel Prizes were handed out on December 10, 1901 - five years after Alfred Nobel’s7. DEAD ____________ . Nobel was a 8. CHEMISTRY ____________ , engineer and inventor whose most famous 9. INVENT ____________ , dynamite, made him a rich man. Although he gave the world such a deadly weapon , Nobel was always against wars and10. VIOLENT ____________ . He therefore left a lot of money that was to go to those who did a lot for mankind.

All prizes are presented in Stockholm, Sweden, only the Peace Prize is awarded in Oslo, Norway.

Rephrase these sentences (11-15) using the words in brackets. You must not change the words in brackets. Write these sentences on your answer sheet.

11. He has stopped smoking because he is feeling bad.(given)

________________________________________________________________________________ __

12. She has decided to apply to Oxford University.(mind)

____________________________________________________________________________________

13. Who takes care of your baby when you are at work?(looks)

_________________________________________________________________________________

14. John's parents raised him very strictly.(brought)

__________________________________________________________________________________

15. It was raining heavily. (cats)

Each of the sentences given below contains ONE mistake. Which of the parts(A-D) contains a mistake? Write your answers (A-D) on your answer sheet.

16. His cheeks are pink because he had been walking in the cold .

17. Jack and Jessica's house is far much bigger than ours .

A B C D

18. The boy spent all his money to sweets at the supermarket .

A B C D

19. I didn't think about it how long would he have to wait at reception .

A B C D

20 . I must to think what should I do in case my plan doesn't work out.

A B C D

Read this piece and fill in the gaps (21-30) choosing the best items (A-D) on the list below. Write your answers (A-D) on your answer sheet.

The parents of a boy who has run away to try to 21 ____________ a train have asked railway staff to put 22 ____________ warning posters to stop him 23 ____________ into danger.

Four-year-old Toby Friend has even tried 24 ____________ a ticket at the station near his house in mid-Kent. He has climbed his back garden fence and crossed two main roads 15 times in his effort to 25 ____________ the station. "He just loves the train so much... he thinks he can go on 26 ____________ "said his mother, Kirstie Field.

"He just loves adventure. We don't drive, so 27 ____________ the occasional bus, train is our only transport. The first time he actually 28 ____________ get on a train and asked for a ticket," she said.

"Luckily the train guard didn"t leave the station, but there"s always that worry that he"s going to get on a train and not ask for a ticket, and just go and sit down, and the train just leaves as 29 ____________ ."

Railway staff at stations all along the line from Tonbridge to Ashford now have pictures of Toby to help them keep a lookout for him 30 ____________ he try to get on a train again.

(31– 35)

Fill in the gaps (31-35) choosing the words (A-J) in the box below. Each word can be used only once. There are five odd words out. Write your answers (A-J) on your answer sheet.

31. a _______________________________ of sausage.

32. a ___________________________________ of bread

33. a _____________________________________ of sugar

34. a _____________________________________ of butter.

35. a ___________________________________of orange

A. loaf F. lump

B. baton G. drop

C. circle H. slice

D. square I. sector

E. segment J. knob

(36 – 40)

How well do you know the difference between British and American English? Complete the table below. Write British/American equivalents of the words given in the table. Write the missing words on your answer sheet.

Translate these sentences from Russian to English. Write them on your answer sheet.

41. I thought the work would be done by 3 o'clock.

_____________________________________________________________________________________

42. We couldn't use the gym because it was being painted.

_____________________________________________________________________________________

43. The computer game was so addictive that I played it all night.

_____________________________________________________________________________________

44. I didn't know if I could translate such a difficult article.

_____________________________________________________________________________________

45. I'll call you as soon as I find out Bob's and Bill's addresses.

_____________________________________________________________________________________

PAPER 4. WRITING (WRITTEN SPEECH COMPETITION)

Time – 60 minutes

Total score – 20 points

Continue this short story.

John was having difficulty falling asleep. He was thinking about the argument he had had with his best friend….

Write the continuation of this story in 200 or more words on your answer sheet.

Oral Part Olympiads (speaking competition)

( Paper 5 . S peaking )

(grades 9-10)

The set of materials required for the speaking competition includes:

Methodical recommendations

Description of the procedure for conducting a speaking competition

Participant cards (No. 1 - No. 5) with tasks (2 copies each)

Cards of jury members (No. 1 - No. 5) (for jury members)

Protocol of oral response (for jury members)

Evaluation criteria for the speaking competition (for jury members)

participant card No. 1

PAPER 5.SPEAKING

Time – 3-5 minutes

Total score – 20 points

STUDENT'S CARD No. 1

jury member card No. 1

PAPER 5.SPEAKING

TEACHER'S CARD No. 1

Sample questions

1. What is a healthy diet?

2. Do you think your diet is healthy? Why (not)?

3. What do you eat in a typical day?

4. What are your favorite foods?

5. What foods do you dislike?

6. Are you good at cooking? What dishes can you make?

7. Do you think the food served in your school canteen is healthy? Why (not)?

8. Why do more and more people choose to eat food made with organic ingredients?

9. What are the pros and cons of going on a diet?

10. Why is eating at home considered healthier than eating out?

participant card No. 2

PAPER 5.SPEAKING

Time – 3-5 minutes

Total score – 20 points

STUDENT'S CARD No. 2

This picture was published in a newspaper as an illustration of an article. What do you think the article was about? What things were discussed in it? What do you personally think about the topics highlighted in the article?

jury card No. 2

PAPER 5.SPEAKING

TEACHER'S CARD No. 2

Sample questions

1. What are some of the problems related to spending too much time online?(problems at school/work, broken communication with family and ‘real-life’ friends, health problems, time distortion, lack of proper sleep, changed personality)

2. Why are the computer and the Internet so addictive?

3. Do you think you are addicted to the computer? Why (not)? How much time do you usually spend on the Internet? What do you usually use your computer for?

4. Do you know any people who are addicted to the computer and the Internet? What makes you think they are addicted?

5. What should be done to solve the problem of computer addiction?

6. What should parents do to prevent their children from getting addicted to the computer?

7. What consequences can spending too much time in front of the computer lead to?

8. How can the computer be a good thing for schoolwork and how can it be a bad thing for it?

9. Why are social networking sites so popular at the moment?

10. Would you be able to live without your computer? Why(not)?

participant card No. 3

PAPER 5. SPEAKING

Time – 3-5 minutes

Total score – 20 points

STUDENT'S CARD No. 3

This chart was published in a newspaper as an illustration of an article. What do you think the article was about? What things were discussed in it? What do you personally think about the topics highlighted in the article?

jury card No. 3

PAPER 5.SPEAKING

TEACHER'S CARD No. 3

Sample questions

1. Do you think it is easy to get a job that you enjoy doing, good at and which pays well at the same time?

2. Do you think many people have their dream jobs? Why (not)?

3. What is your dream job? Why?

4. Which jobs pay well at the moment?

5. Which do most young people take into account when choosing their future career – their abilities and interests or an opportunity to earn as much money as possible? Why?

6. Would you like to take on a job that you enjoy doing but pays little or a job you hate but that pays handsomely? Why?

7. What professions are popular at the moment? Why?

8. What professions enjoy less prestige? Why?

9. Do you agree that making a choice of career is only the first step on the road to becoming a top professional?

10. Do you know any people who have their dream jobs? Who are they?

participant card No. 4

PAPER 5.SPEAKING

Time – 3-5 minutes

Total score – 20 points

STUDENT'S CARD No. 4

jury card No. 4

PAPER 5.SPEAKING

TEACHER'S CARD No. 4

Sample questions

1. What are some of the advantages of urban life?

2. What are some of the disadvantages of living in a city?

3. What are some of the merits of living in the country?

4. What are some of the downsides to living in the countryside?

5. Why are some people moving from the city to the country at the moment?

6. Why are some people moving from the country to the city at the moment?

7. Why are many villages in Russia increasingly disappearing?

8. Which is better – town or the countryside, in your opinion? Why?

9. Do you agree with the opinion that the difference between urban and rural life is not so huge as it used to be?

10. Why do old people opt for the country and the young choose city life?

participant card No. 5

PAPER 5.SPEAKING

Time – 3-5 minutes

Total score – 20 points

STUDENT'S CARD No. 5

jury card No. 5

PAPER 5.SPEAKING

TEACHER'S CARD No. 5

Sample questions

1. What are the advantages of learning foreign languages?

2. What foreign languages enjoy popularity now? Why?

3. What languages besides English would you like to learn? Why?

4. What professions are associated with a knowledge of foreign languages? Why?

5. Why is it easier to learn foreign languages at the age of advanced computer technologies?

6. What should language students do to improve their linguistic skills?

7. Is it a good idea to study a foreign language in a language school abroad? Why (not)?

8. Would you like to take part in a student exchange? Why (not)?

9. Do you think learning a foreign language is beneficial for personal growth? Why (not)?

10. Do you think you will need a knowledge of foreign languages in your future career? Why (not)?