Знакомство с теоретическими работами психолингвистов и социолингвистов (G. Kaspar, T.B. Carlson, K.L. Allwright и др.),  а также анализ практического опыта обучения позволили некоторым образом систематизировать способы и приемы обучения групповому общению на уроках английского языка.
Организация группового общения начинается с формирования речевых групп. Многочисленными исследованиями психологов было доказано , что оптимальный состав группы - четыpе- пять человек, временно объединенных учителем в целях выполнения учебного задания и имеющих общую цель и функциональную структуру. В зависимости от характера задания состав речевой группы может меняться.
Чтобы более рационально подбирать состав группы для решения речевых задач, учитель должен иметь представление об учебных и внеучебных интересах учащихся, уровне их коммуникабельности, эмоциональности, социальном статусе. Уровень обученности иностранному языку не всегда является ведущим критерием организации речевой группы.
Практика показывает, что наиболее удачными оказываются группы, где их члены дополняют друг друга: один  работоспособен  но не эмоционален; другой обладает личным опытом, но слабо успевает; третий мало знает, но интересуется данным вопросом. В  группе каждый ученик может проявить себя, внести свой посильный для него вклад в общее дело. в процессе работы возникает чувство  сотрудничества, взаимной поддержки.
Количество речевых групп определяется видом групповой работы и заданием, которое ставится перед учащимися.
Участие в речевом общении предполагает владение мотивом деятельности, задаваемым коммуникативным  заданием,  и  совершение речевого поступка в соответствии с этим мотивом.
Если всем группам предстоит обсуждать одну и ту же проблему, учитель может сообщить о цели задания после организации речевых групп. Для обсуждения разных проблем задания лучше объявлять до формирования групп. Тогда  учащиеся,  интересующиеся  одной темой, смогут объединиться для совместного творчества.
Для начального этапа обучения иностранным языкам наиболее эффективными и доступными являются такие формы группового  общения, как драматизация и ролевая игра.
Драматизация - представления в виде сцен рассказов, сказок, забавных историй, а также  сюжетных  картин.  Задача  учащихся состоит в том, чтобы воплотить заданную тему и сюжет в акт речи. Для организации таких заданий учителя английского языка  могут использовать книгу для чтения Т. Клементьевой “Счастливый английский I”, дополнительные материалы для чтения, а также  видеоматериалы (например, “Мази”).
Ролевая игра может изображать элементарный коммуникативный акт (покупка, поздравление, знакомство и пр.) и сложный  коммуникативный акт, состоящий из серии элементарных (выбор маршрута путешествия - в бюро путешествий - в железнодорожной кассе).
Могут быть ролевые игры, участники которых исполняют обобщенные стандартизированные социальные роли (библиотекарь, продавец, пассажир и др.), не имеющие личностных характеристик и действующие в стандартных ситуациях повседневной жизни. И, наконец, это может быть ролевая игра в которой участники исполняют роли вымышленных персонажей, обладающих всеми личностными характеристиками конкретного лица (пол, возраст, семейное положение, личные качества). Данная разновидность предполагает наличие  определенного количества персонажей и проблемной ситуации, в которой участники действуют. Их задача - разрешить  проблему.  Например: “На улице холодно, идет снег, а шестиклассница Анна собирается идти погулять без теплого шарфа и перчаток. Члены семьи  (дедушка, старший брат и родители) стараются убедить ее одеться теплее”.
Интересной формой группового общения при обучении иностранному языку на продвинутом этапе являются игры типа “Брейн  ринг” или “Риск”. Группы учащихся вместе готовят ответы на поставленные вопросы, принимают решения и  сообщают  о  них.  Используются вопросы, проверяющие знания культуры, литературы, традиций англоязычных стран  и  своей  страны,  общую  эрудицию  и  сообразительность, лингвистический кругозор. Например: “В чем состоит отличие американского футбола от европейского?” или “Назовите города и штаты США, имеющие одинаковое название”, “Каково первоначальное значение английского слова ‘хобби’ “?
Еще одной формой группового общения, близкой к подлинному общению, является дискуссионная игра, в ходе которой  обсуждаются актуальные и интересные для учащихся вопросы.
Каждый учащийся выбирает удобную для себя роль и высказывается от имени выбранного им персонажа. Таким образом,  снимается психологический барьер страха перед языковой ошибкой и представляется возможность высказывать свое мнение.
Преподаватель берет на себя роль организатора общения, он поддерживает обсуждение уточняющими репликами, наводящими вопросами, обращает внимание на оригинальные мнения участников, спорные проблемы, снимает возникающее напряжение. Со  временем  роль ведущего (лидера) может быть передана одному из учащихся.
Содержанием таких дискуссий может быть любая проблема реальной жизни. Это могут быть дискуссии по морально-этическим,  социальным, политическим и другим вопросам. Например, выбор профессии, планы на будущее, отношения с родителями, защита  окружающей среды, роль женщин в обществе и другие.
С большим интересом готовятся учащиеся к обсуждению таких проблем как “Проблемы подростков и молодежи”, “Школа будущего  - учитель или компьютер?”, “Идеальная семья - вымысел или реальность?”, “Служить по желанию или обязанности?”
Ведущий объявляет тему дискуссии, организует дебаты и делает заключение в конце обсуждения.
Роли выбираются по желанию. Например, при обсуждении проблемы отношений с престарелыми людьми учащиеся выступают от  имени следующих персонажей: директор дома ветеранов, социальный работник, психолог, врач, продавец, члены семьи престарелого.
Такой тип группового общения, как дискуссионная игра, отличается высокой мотивированностью, вытекающей из  значимости  обсуждаемых вопросов, и заинтерисованности всех в нахождении возможных правильных решений.
Дискуссия как форма работы считается сложной и требует проявления многих качеств коммуникантов, от которых требуется  владение достаточным уровнем речевой компетентности, т.е. операционной готовности включиться в реальную  коммуникацию.  С  помощью специальных упражнений необходимо научить школьников запрашивать информацию, уточнять полученную информацию, вступать в  разговор, вовлекать в него других участников, адекватно эмоционально реагировать на реплики партнеров по общению, соглашаться или не соглашаться с мнениями других.
Данные коммуникативные действия реализуются с помощью:
а) реплик согласия/несогласия: Right, I think the same; I’m afraid you are wrong; I  think...;  Exactly;  Absolutely;  As  for me...; On the contrary; I don’t think so;
б) фраз и вопросов уточняющего характера: What makes you think so?; Where have you got this  information?;  Do  you  mean...?;
What do you mean?; What’s your idea about this?; I beliеve...; Well, I suppose...;
в) эмоциональных реакций: Unbelievable!; That sounds strange; Incredible! How nice! Great! I can’t believe it;
г) обобщающих суждений: On the whole; In general; Summing up all you’ve just said; Let’s come  to  a  conclusion;  The  result
is...;
Умение реплицировать формируется в ходе выполнения респонсивных упражнений разных типов:  вопросо-ответных,  репликовых  и упражнений типа условная беседа.
Например: Let’s talk a little. On hearing a statement each of you should say  something.  Follow  the  scheme  of  typical responses (exсlamation, question, statement, request, suggestion, etc.).
Model: Our headmaster has invited a group of American high school students to our school.
Exclamation: - Fine! How nice!
Question: - When will they come?
Suggestion: - Let’s take them to our discoteque.
Request: - Will you help us to talk to them?
Упражнения такого типа стимулируют условно-коммуникативную, неподготовленную и  частично  инициативную  речь  учащихся  на иностранном языке. Однако эти упражнения сами по себе не могут сформировать у учащихся умения вести дискуссию. Необходимо  научить школьников сочетать эти реплики в естественной речи, непринужденно развертывая общение. С этой  целью  можно  использовать беседу на различных этапах обучения иностранному языку.
В заключение хотелось бы подчеркнуть необходимость использования на уроках всех типов группового общения, т.к. они обеспечивают воссоздание в учебных условиях тех ситуаций, которые актуальны для будущего иноязычного общения обучающихся.
Примерные темы групповых дискуссий.
1. Is protection of the еnvironment an important problem today?
2. Should women work outside the home?
3. How should the elderly people be taken care of?
4. Should AIDS divvention be taught in our school?
5. Is choosing a profession for secondary school graduates the responsibility of the parents only?
6. Are more prisons for teenagers the answer to the rising crime rates?
7. Should teenagers work after classes to have their pocket money?
8. An ideal family - fact or fiction?
9. Are mass media a reflection of society?
10. Television is a source of education and pleasure, isn’t it?
11. “He who loves not his country can love nothing.”(Byron)
12. Is education so important for the good of society?
13. Peace on earth is everybody’s concern.
14. The country expects every man to do his duty.
15. “Reading is to the mind what exercise is to the body.”
16. Theatres renewal or decline?
 
Примеры ролевых ситуаций.
1. You are a new pupil and talk with your classmates about the time-table.
2. You were absent from school yesterday. Talk with your friends about what they did yesterday. Start the conversation.
3. You invited your friends to the birthday party. Start the conversation at birthday dinner.
4. You have just returned from a trip to Moscow. Start the conversation with your parents.
5. You are the shop assistant suggesting Christmas gifts to a group of schoolchildren.
6. You are a police officer in the street. Three members of a school group from the U.S.A. have  become  separated  from  their group. Help them to find the way to the hotel.
7. You are at your grandparents house watching television. You don’t like the program. Try to  convince  your  grandmother  and grandfather to change to another program.
8. You are a librarian. Try to convince the boys who are not very much interested in reading to choose some  interesting  books for their English class.
9. You are custmers talking with a waiter at a cafe.
10. You are two passengers talking with a stewardess on a plane.
 
Примеры заданий и вопросов страноведческой игры-викторины “Риск”.
I. Questions.
1. What was the first name of New York? (New Amsterdam)
2. On what rivers do Washington D.C. and London stand? (the Potomac, the Thames)
3. What is the largest lake in North America? (Lake Superior)
4. What are the largest British universities? (Oxford, Cambridge)
5. What’s the nickname of New York city? (Big Apple)
6. What is the most popular sport in Wales? (Rugby)
7. What country is called a “melting pot” or “mixed salad”? (the U.S.A.)
8. Who was George Washington’s Vice President? (John Adams)
9. Which American companies are called the “Big Three”? (Ford, GM, Crysler)
10.I n what country do  the  people  most  speak Gaelic? (Ireland)
11. What two geographical regions fought in the American Civil War?
12. What country did America buy Alaska from? (Russia)
13. What state  is  Disney World  in? (Florida)
14. What are the four popular professional sports in America? (Basketball, baseball, football, hockey)
15. In what city were Paul, John, George and Ringo (Beatles) born? (Liverpool, England)
16. In the legend as well as in the movie, in what city was Robin Hood born (Locksley)
17. What is the  national  Scottish  musical  instrument (Bagpipe)
18. Where is the tallest skyscraper in the world? (Chicago)
19. What  is  the national symbol of America? (The bold eagle)
20. Why  do  the  Americans celebrate the 4th of July?
 
II.    Give British variant of the American English
apartment (flat)
candy (sweets)
french fries (chips)
gasoline (petrol)
line (queue)
mailman (postman)
rooster (cock)
subway (tube)
truck (lorry)
vacation (holiday)
faucet (tap)
 
III.   Give Russian equivalents to the following proverbs and sayings.
A man is judged by his deeds, not by his words. (Не по словам судят, а по делам).
A friend in need is a friend indeed. (Друзья познаются в беде).
Better a lean peace than a fat victory. (Худой мир лучше доброй ссоры).
Business before pleasure. (Делу время, потехе час).
He works best who knows his trade. (Дело мастера боится).
Think today and speak tomorrow. (Сначала подумай, а потом скажи).
IV.   Listening and comdivhension contest.
 
1. He lived in Greece. He was God of shepherds. He liked to hunt and play the flute and was very strange. People were afraid of him and when they saw him they cried loudly. Now we all know the word, which means “uncontrolled, quickly  sdivading  fear”.
    This word is derived from the name of that Greek God.
    What was his name? What’s the word? (Pan. Panic)
2. He was a scientist who left 3.5 million dollars to make the prize after his death. Each prize consists of  a  diploma,  a gold medal and money (from 20 to 40 thousand dollars). Every year five prizes are given to people for the greatest contribution to physics, chemistry, medicine, literature and world peace. The peace prize is given in Oslo, others in Stockholm.
Who is the man? What’s the Prize? (Alfred Nobel.Nobel prize).
 
Методика работы над проектом
по учебнику английского языка
“Happy English II”
В настоящее время обучение школьников иностранному языку направлено на формирование и развитие личности, способной  и  желающей участвовать в общении на английском языке. Очевидно, что достижение этой цели становится возможным, если созданы  мотивы и условия, в которых учащиеся могут проявлять познавательную активность и испытывать желание реально пользоваться приобретенными знаниями и сформированными речевыми навыками и умениями.
Учебник “Happy English II” В.П. Кузовлева и др., содержит информативный и познавательный материал, который ориентирован на развитие личностной активности школьников, вовлечение их в творческую деятельность.
В конце каждого цикла учебника предусмотрен специальный урок “My Project”, на котором учащиеся разрабатывают  и  представляют свой проект. Например, “The School I Would Like to Go to”, “What We Can Do to Help People”, “Let’s Make the World a Better Place” и др.
Работа над проектом предполагает создание максимально благоприятных условий для раскрытия и проявления творческого  потенциала учеников: развивает их воображение, фантазию, мышление.
В условиях работы над проектом формируется внутренний мотив говорения, возникает  необходимость  что-то  сказать,  которая диктуется желанием принять участие в общении.
Работа над проектом основывается на групповом взаимодействии, которое является не только методом обучения, но и естественным компонентом учебного процесса. Состав участников творческой группы определяется такими критериями, как а)  уровень  обученности, б) коммуникабельность, в) инициативность, г) работоспособность, д) интересы учащихся и др. В зависимости от темы  проекта и интересов учащихся состав участников может меняться. Что касается количественного состава группы, то наиболее успешно разрабатывают проект группы из 3-4 человек. Таким образом, в классе образуются 4 творческие группы, работающие по одной теме.
Учитель может расширить круг тем, а также предложить учащимся придумать свои. Например, работая над проектами первого цикла “My School” и “School I Want to Go”. Можно также создать проекты “School of the Future” и “School of My Dream”.
А обсуждая план проекта цикла III “What We Can Do to Help People”, вполне возможно расширить тему, внеся некоторые изменения в название: “What We Can Do to Help Troubled Children” и “What We Can Do to Help Needy People”. Опыт показывает, что  проблемы взрослых, такие, как судьба беженцев из бывших республик Союза, жизнь детей, оставшихся без родителей, по-настоящему  волнует наших подростков.
Работа над проектом проходит в несколько этапов. В зависимости от планируемого результата (плакат, чертеж, выставка фотографий и рисунков и т.д.) она может занимать одно занятие или ей отводится время на нескольких уроках. Кроме того, учащиеся  получают домашние задания поискового характера. Такие задания предполагают самостоятельную работу с  дополнительной  литературой, прослушивание радиопередач, интервьюирование одноклассников, учителей, родителей.
Этапы работы:
1. Работа над темой цикла (овладение лексикой, грамматическими образцами, аудирование и чтение текстов  по  теме,  активизация материала в упражнениях).
2. Обсуждение темы будущего проекта. Учащиеся ищут ответы на вопросы проблемного  характера  в  материалах  учебника (например, “Why is the problem of ecology so important now?”, “Can mass media really help a lot in solving environmental problems?”),  доказывают необходимость работы над будущим проектом.
3. Формирование творческих групп, распределение задания между членами группы, работа над планом проекта. Одному  из  учащихся, например, поручают нарисовать плакат или рекламу, другому собрать фактический материал и т.д.
4. Сбор дополнительной информации. Работая над проектом “Let’s make the world a better place”, учащиеся могут использовать  не только тексты учебника, но и материалы периодической печати, журналов по экологии, аутентичные учебные  пособия  (“Streetwise”, Oxford University Press стр. 56-57; газета “English” - приложение к газете “Первое сентября” и  др.).  Особое  внимание  должно уделяться краеведению. Познакомив учащихся с экологической обстановкой их родного города, можно предложить им еще один  вариант проекта “Places on the map of your city which need your help”.
5. Оформление проекта (рисунки, плакаты, чертежи, сценарии праздника). Одни проекты учащиеся могут оформить самостоятельно дома, другие, требующие большей помощи со стороны учителя, должны создаваться в классе. Главное - не подавлять инициативу учащихся, с уважением относиться к любой идее, предложению, помогать, но не диктовать, не навязывать свою точку зрения.
6. Презентация проекта.
Этот этап работы всегда должен быть праздником для ребят. Одновременно это очень ответственный  этап.  Ведь  весь  отобранный, творчески оформленный материал надо так ярко и эмоционально приподнести, чтобы заинтересовать одноклассников, для которых  каждый чужой проект - сюрприз.
7. Подведение итогов работы.
Очень важно на этом этапе дать возможность учащимся выразить свое мнение, обменяться впечатлениями. Самые яркие, оригинальные, содержательные проекты награждаются аплодисментами зрителей и символическими медалями. Каждый проект  заслуживает  одобрения  и похвалу: в него вложен труд и творчество. Не следует заострять внимание на ошибках. Ведь основное внимание школьников направлено на содержательную сторону высказывания. Ошибки можно незаметно записать на карточках, систематизировать, а на уроках отработать в различных упражнениях.
Приводим примеры некоторых проектов учащихся 7 классов. После обсуждения таких экологических проблем, как  Littering,  Air pollution, Water pollution, Endangered animals, Destruction of natural resources, учащиеся сделали плакаты на английском языке:
“Pick up litter”, “Save water”, “Use less paper”, “Reuse old newspapers”, “Plant trees and flowers” и другие, развесили  их  на стенах школы. Затем каждая группа собрала фактический материал и выступила с сообщениями перед классом. Одно из них  называлось “Help Wild Animals”.
Help Wild Animals
We think it is necessary to help wild animals. Many of them are in danger now. For  example,  pandas  which  live  in  the jungle and white bears which live in the Antarctic.
White bears eat fish. If people pollute rivers and seas, animals die.
All woods are home to animals and birds. It is important to take care of them. If trees are damaged and flowers and  grass are cut, birds and animals may be extinct.
Each of us can do something to help nature. We must not frighten animals or bird. We  must  never  break  plants  or  baby trees. We are proud of our classmates who have made some bird feeders this winter and filled them with  food.  There  are  many squirrels in the park near our school every winter. We believe they come here “to ask” for help,  because  they  eat  from  our  hands.
We are sure that not only Greenpeace, Friends of Earth or Wildlife Service can take care of nature.
There are a lot of ways of keeping the planet healthy and we must take part in environmental activities.
Let’s help wild animals and birds! We announce a contest for the most interesting ideas and plans.
Другое сообщение посвящалось экологической обстановке Пензенской области. Учащиеся посетили  комитет  по  охране  природы, познакомились с материалами периодической печати, прошли по тропе здоровья и экологической тропе.
Вот текст их выступления.
Local Environmental Problems
We are the caretakers of the earth. We know that polluted air, water and land are harmful to plants, animals  and  people.
As a result of our investigation we found out that 17 districts of our region are severely polluted. People of Penza, Serdobsk, Kuznetsk, Belinsky and other towns of Penza region suffer from smog. Their  industries  pour  their  waste  into  rivers  Sura, Ivanovka, Insarka and others. Many purifying systems don’t work well.
Every year Penza region plants pollute the atmosphere with about 12 thousand tons of harmful substances.  These  are  very dangerous wastes. They go into the air and are carried by winds for great distances.
As a result many animals have become extinct, for example, golden eagle, musk-rat, etc.
60% of air pollution is caused by different means of transport: cars, trucks, buses. Penza plants use  about  60  thousand auotomobiles, over 100 thousand cars are in private use. Public anxiety has grown after the Chernobyl disaster, which  resulted in radio-active pollution of vast territories, including Penza region.
Then we must remember, that when we use aerosol sprays we destroy the ozone layer,  which  protects  the  Earth  from  the dangerous ultraviolet rays of the sun.
The list of serious environmental problems could be continued and we invite you all to take part in environmental  actions to keep our town and region suitable for living.
С большим интересом работали учащиеся над проектом “Welcome to Our Home Town”. Результатом были рекламные проспекты,  рассказывающие об интересных местах Пензы.
Welcome to Our Home Town
A warm Penza welcome awaits you at the Penza Hotel, superbly located downtown on the  banks  of  the  river  Sura.  Within walking distance of the hotel are wonderful dining and shopping opportunities, including the  exclusive  shops  of  Moscovskaya street. Experience a wonderful Theatre production, or take in a concert at Concert Hall.
Other nearby attractions include the Circus, the Savitsky Art Gallery and the Folk Crafts Museum, the Belinsky Park.
No doubt you have plenty of other places to go, because Penza is a city full of sights, history and  atmosphere.  You  can reach any part of Penza easily and enjoy the bus ride.
At the end of your day, return to the comfort and relaxation of the Penza Hotel where all the comforts of home await you!
Experience the charms of Penza!
В работе над проектом имеются и трудности. Не всегда учащиеся готовы обсуждать организационные вопросы по-английски,  поэтому прибегают к использованию русского языка, обращаются за помощью к учителю  на  английском  языке.  Тогда  можно  заключить “сделку” - если затрудняешься расспросить о важном для тебя по-английски, спроси по-русски, но объяснения услышишь  на  английском языке, так что будь внимателен.
Чтобы облегчить учащимся работу по подготовке проекта, можно предложить им памятку-инструкцию  для  организации  групповой работы. Например, создавая проект к циклу II “They are(were) good at...”, учащиеся могут работать по следующему плану.
1. Find information about 3-4 famous people who lived in the past or live now.
2. Make stories about them, explaining why they became famous.
3. You are welcome to bring pictures, posters, photos and cassetes to make your project more interesting.
4. Describe how you worked(what you did first, then, next, after that, finally).
5. Words and phrases which may help:
to be good at something(doing something);
nicely,  seriously,  beautifully,    skilfully,    regularly,
correctly, hard, etc.
We’d like to divsent our project...
Welcome to the divsentation...
The project was developed by.. .
 
Пожелание успеха (Good luck!) и красочное оформление памятки способствует повышению творческой активности  учащихся,  настраивают на работу.
В работе над проектом неизбежны языковые ошибки: ведь часть дополнительной информации ученики находят в  русских  источниках. Поэтому работа по повторению и обобщению необходимого грамматического материала должна предшествовать разработке проектов, а сами проекты целесообразнее разрабатывать на заключительном этапе работы над темой, когда уже созданы условия  для  свободной импровизации в работе с языковым и речевым материалом.
В заключение хотелось бы подчеркнуть, что данный прием организации групповой работы имеет ряд достоинств и приносит  положительные результаты: работа над проектом вызывает большой интерес учащихся, разнообразит урок, развивает способность  к  общению, укрепляет межличностные отношения. Обеспечиваются условия для развития всех речевых умений, так как учащиеся поставлены  в условия, когда они вынуждены пользоваться иностранным языком и как средством извлечения информации, и  как  средством  общения.
Такой способ организации учебного труда несомненно способствует росту мотивизации к изучению языка,  а  следовательно  помогает достижению целей обучения, выдвинутых современной программой.
 
 
Тестирование в обучении английскому языку
Коммуникативный подход к обучению иностранному языку, получивший широкое распространение в современной школе,  требует  разработки качественной оперативной и одновременно объективной системы контроля. Вот почему проблемы тестирования в  последние  годы привлекают все большее внимание учителей иностранных языков. Ведь тесты обладают безусловным преимуществами по сравнению с другими формами контрольных заданий: тест позволяет работать одновременно с большим количеством обучаемых; результаты его выполнения устанавливаются быстро и просто. Достоинством теста является и его полифункциональность. Помимо контролирующей функции тест может служить средством диагностики трудностей языкового материала, а также способом прогнозирования успешности или неуспешности обучения.
В методической литературе можно найти различные классификации тестов: по их цели, структуре, форме выполнения, содержанию, условиям проведения и т.д. Наиболее распространенной является классификация тестов по их назначению.
Основная цель прогностических тестов состоит в определении способности того или иного учащегося к изучению иностранных  языков (aptitude tests). Общее владение языком проверяется с помощью так называемого proficiency теста.
Средством текущего и итогового контроля сформированности навыков и развитие умений служит тест достижений (achievement test).
Причем тесты, измеряющие общие умения в речевой деятельности (proficiency), не зависят от конкретной программы,  методики  или учебного пособия, которые использовались в процессе обучения.
Тесты могут быть тематическими/промежуточными (formative tests) или итоговыми (summative tests). Итоговые тесты предназначены для измерения уровня обученности учащихся с помощью стандартизированных заданий. Тематический тест имеет целью показать учителю и учащимся недостатки в ходе обучения, выявить трудности в овладении учебным материалом, а также мотивировать работу  учащихся по повторению изученного материала определенного раздела учебника.
Тестирование как область прикладной психологии предлагает введение сравнимых количественных единиц, отражающих  характеристики изучаемого явления. По выражению американского психолога Торндайка, все, что существует, существует  в  каком-либо  количестве.
Действительно, основным отличием теста от традиционной работы состоит в том, что он предполагает измерение. Поэтому  оценки  по результатам тестирования отличаются большей объективностью, которая гарантируется измерением количественной информации.
Каковы же объекты тестирования?
Согласно требованиям школьной Программы по иностранным языкам основной целью обучения в базовой школе является  достижение минимального достаточного уровня коммуникативной компетенции, которая предполагает овладение основополагающей  системой  знаний (лексических, грамматических, фонетических) и речевых и социокультурных умений (аудирование, говорение, чтение  и  письмо).  Их взаимодействие необходимо для осуществления общения на иностранном языке. Следовательно, объектами тестирования выбираются  либо элементы языка (тесты по лексике, грамматике), либо речевая деятельность (тесты по аудированию, говорению, чтению, письму).
Качество любого теста определяется его надежностью и валидностью. Под надежностью понимается определенная устойчивость показателей теста - близость или совпадение результатов при повторных измерениях.
Надежный тест должен исключать случайность того или иного результата. Показатель надежности свидетельствует  о  последовательности результатов измерений.
Валидность (добротность, пригодность, действенность) теста определяется с помощью сравнения результатов с каким-либо внешним критерием. Валидным будет считаться тест, измеряющий уровень развития тех умений, навыков, знаний, для измерения которых он предназначался, т.е. тест и оценки за него должны измерять одни и те же знания и речевые умения. Это значит, что правильная интерпретация результата теста будет возможна только в том случае, когда задание, предназначенное для проверки  знания  учащимися определенной группы слов или грамматических форм, измеряет уровень сформированности именно этого знания.
Какими основными характеристиками должен обладать правильно составленный тест?
Анализ психолого-педагогической литературы и практический опыт использования тестовой методики контроля позволяет  сформулировать основные требования, которым должны отвечать тесты.
1. Каждый тест имеет определенную цель и только с этой целью должен применяться.
2. Тестовые задания должны содержать лишь одну, четко определенную трудность.
3. Тест должен включать задачу, требующую однозначного (как в языковом, так и в содержательном плане) решения.
4. Задания теста должны быть содержательно и конструктно валидны (следует обратить внимание на четкость формулировок заданий).
5. Тесты должны быть построены на изученном языковом материале.
6. Важным свойством хорошо составленного теста является его экономичность. Под этим параметром  подразумеваются  малые  затраты времени как на выполнение теста в целом, так и на отдельные виды заданий.
7. Организация теста должна быть несложной, чтобы можно было легко подсчитать его результаты.
8. Задания в тесте следует располагать по степени нарастания трудностей.
9. Тесты как измерительное средство при разных видах контроля должны соответствовать определенным критериям, адекватно  удостоверенным в паспорте измерительного средства.
10. Задания могут предлагаться как на иностранном, так и  родном  языке  учащихся.
11. В зависимости от уровня обученности и условий обучения тест может содержать от 40 до 100 позиций.
По своему характеру тестовые задания относятся к проблемным ситуациям. Задача тестируемого заключается в решении  конкретной проблемной ситуации. При выполнении тестовых заданий учащийся выполняет ряд мыслительных операций над языковым  материалом.
К таким операциям относятся выделение и идентификация объекта, составление (поиск сходства, различия), трансформация, обобщение, исправление, завершение (поиск недостающего элемента) и т.д.
Наиболее частыми приемами, отражающими эти вербальные операции, являются: 1.множественный выбор; 2.завершение; 3.сопоставление; 4.трансформация; 5.действия с группировками; 6.исправление; 7.расположение по порядку.
Характер заданий в немалой степени зависит от объекта тестирования. Если тестируются языковые знания, то за основу  тестовых заданий берутся явления языка. С этой целью используются обычно промежуточные тесты по окончании работы над циклом  учебника или темой.
Тестировать речь - это значит брать за основу выполнения задания те внеязыковые отношения, которые заложены  в  конкретном речевом высказывании.
В условиях коммуникативного обучения иностранным языкам наиболее целесообразным представляется комплексный подход к тестированию. В ходе тестирования учащиеся должны продемонстрировать умение использовать языковые (грамматические, лексические,  фонетические), лингвострановедческие знания во всех видах речевой деятельности (говорении, чтении, аудировании, письме).
Тестовые задания должны составляться в соответствии с государственным образовательным стандартом. Для учащихся,  изучающих иностранный язык углубленно, могут быть предложены дополнительные задания.
Непременным условием успешности тестового контроля является использование тестов в функции упражнений в  ходе  тренировочной работы. Тогда ученики будут четко представлять, какие именно умения требуются от них при выполнении того или иного  задания теста, что и как будет оцениваться в итоге.
Согласно критериям государственного стандарта обученности по иностранным языкам школьники, правильно выполнившие не  менее 60% тестов и тестовых заданий, достигли минимального уровня обученности, зафиксированного в стандарте, что  должно  оцениваться по типу зачетной системы: достигнут / или не достигнут уровень стандарта.
Результаты тестовых работ могут быть оценены отметками в баллах. Для каждого типа учебных заведений можно рассчитать  свою норму выведения отметки на основе стандартной оценки.
Для классов гимназий и лицеев, где иностранный язык изучается углубленно, можно предложить следующие оценочные критерии:
“5” - учащийся выполнил правильно 90-100% тестовых заданий, продемонстрировав высокий уровень сформированности языковых  навыков и речевых умений.
“4” - учащийся выполнил правильно 80-89% тестовых заданий, допустив некоторые ошибки и недочеты.
“3” - правильно выполнено 60-79% тестовых заданий.
В обычной средней школе оценочные критерии могут быть несколько ниже. Изложенное выше свидетельствует о том, что тест в  учебном процессе можно применять и в качестве тренировочного упражнения, и как средство контроля.  Результаты  тестирования  позволяют определять уровень обученности учащихся и выявить перспективы и тенденции в развитии образования. Методически грамотно организованное тестирование позволяет осуществлять обратную связь и, таким образом, способствует повышению  эффективности  обучения иностранному языку.
Приложение I
Тестовыве задания по лексике, грамматике и чтению, представленные ниже, отвечают принципу доступноссти и программным требованиям, предъявляемым к учащимся средних школ, гимназий и лицеев. Тесты не разделены по классам и не соотнесены  с  процессом обучения. Они могут использоваться учителем по его усмотрению на протяжении всего курса обучения (V - XI классы) позволяя выявить общие, типичные ошибки учащихся. Наряду  с  самооценочными тестами (“Test Yourself”), предложенными в современных учебниках английского языка для средней школы, представляется целесообразным использовать и проверочные тесты (revision tests), являющиеся эффективной формой контроля в обучении иностранному языку.
 
Sample Tests
 
1.        Read each word that has a number.  Find a word on the right that means the opposite and write the letter on the line.
 
A.        1. soft         ____ a. inside                B.      1. summer   ____ a. night
  2. glad         ____ b. opened                       2. before     ____ b. hate
  3. lived        ____ c. hard                            3. wet ____ c. lost
  4. hear         ____ d. far                              4. day          ____ d. winter
  5. outside    ____ e. sad                             5. love         ____ e. after
  6. slow        ____ f. ahead                          6. found      ____ f. big
  7. behind     ____ g. died                            7. give         ____ g. dry
  8. closed     ____ h. fast                             8. little         ____ h. take
 
 
2.        Odd one out.
 
  penny, happy, easy, busy
 
  helper, enter, skier, speaker
 
  correctly, neatly, lovely, properly
 
  came, went, see, did
 
  drier, stronger, writer, colder
 
  spaceship, friendship, membership, championship
 
  discover, displace, disco, displease
 
 
3.        Make as many words as you can using the letters of
  “Merry Christmas”.
           Example: charity, heart, rhyme, smart, have, mister, star, taste
 
4.        Write down as many American words as you can.
 
  tin ________________                    sweets _______________
 
  flat _______________                     chips ________________
 
  tube _______________                            bath _________________
 
  form ________________                chemist ______________
 
  autumn _______________               queue ______________
 
  lorry __________________            football ____________
 
 
 
5.        Choose the correct word in the following sentences.
 
  1. Who (learnt / taught) you to play the piano, Ann?
 
  2.  I didn’t have time to (do / make) the beds this morning.
 
  3. It is never late to (study / learn).
 
  4. Never put off till tomorrow what you can (do/ make) today.
 
  5. Natalie was (accepted / admitted ) to the university last year.
 
  6. Do the Smiths often (receive / accept) guests?
 
  7. I’ve (left/ forgotten) my keys upstairs.
 
  8. Could you (find out / learn) his telephone number, please?
 
  9. I wonder if I might have a (recipe / reciept) for the things I’ve                  bought?
 
  10.  Could you (remember/ remind) me to phone the dentist this         afternoon to make an appointment?
 
 
6.        Write one of the words in the space.
 
  1.  Tom is __________ than Joe.
           small           smaller        smallest
 
  2. The cat is __________ than the kitten.
           large            larger largest
 
  3. I am the __________ runner in the class.
           fast             faster           fastest
 
 
  4.  Kate is the __________ girl of all.
           small           smaller        smallest
 
  5. Of the three dogs, Bobo is the ___________.
           big              bigger          biggest
 
  6. Summer is the __________ season of the year.
           warm           warmer        warmest
 
  7. The rabbit is __________ than the turtle.
           quick           quicker        quickest
 
  8. My bed is __________   than your bed.
           soft             softer          softest
 
 
7.        Write the word that belongs in the sentence.
 
  1. I really __________ go home now.
           mist             must            mast
 
  2. The sailor is on the __________ of the ship.
           duck           dock           deck
 
  3. Who __________ the bell?
           rang            ring             rung
 
  4. Minna ate too much candy and so she got __________.
           sack            sick             sock
 
  5. Did someone __________ that shop?
           rob              rib               rub
 
  6. You can __________ three friends  to come to lunch.
           pack            pick            peck
 
  7. Ted fell and hurt his __________ .
           lag               lug              leg
 
  8. Some people say that a rabbit’s foot will give you good ________.
           luck             lock            lick
 
 
 
8.        Fill in the correct divpositions.
 
  1. We can agree __________ your new prices.
 
  2. The lesson began __________ 8 o’clock.
 
  3. I don’t like the furniture __________ the room.
 
  4. There are many choices of food __________ babies in the supermarkets.
 
  5.  I don’t like the idea __________ going there.
 
  6. The letter grading system is widely used __________ the USA.
 
  7. Young people can call special phone numbers to ask ________    help.
 
  8. In private schools the cost __________ education is paid    __________ parents.
 
  9. The classrooms in the American schools are well equipped   __________ visual and technical aids.
 
  10. In America, grandparents can’t take care ____________ their     grandchildren.
 
  11. They got married __________ the 12th of March.
 
  12. He has been __________ Washington, D.C.  twice.
 
  13. We got to the station just __________ to catch the train.
 
  14. __________ my opinion the film wasn’t very good.
 
  15. I didn’t watch the match ____________ television.  I listened     __________ it __________ the radio.
 
 
9.        Choose the correct form of the verb.
 
  1.  He was so tired that he couldn’t _____ with us.
           a) to go       b) went        c) go
 
  2. We _____ to stay at home because it was raining.
           a) have been          b) will          c) had
 
  3. Mother was cooking supper while father _____ his favourite          newspapers.
           a) read                  b) was reading                c) had read
 
  4. Young artists _____ good training in art school.
           a) received            b) receive              c) are receiving
 
  5. We shall discuss the results when we _____ our expedition.
           a) finish                b) shall finish        c) have finished
 
  6. I _____ Ann today.
           a) had not seen      b) have not seen    c) didn’t see
 
  7. They hoped you ______ help them.
           a) will          b) should              c) would
 
  8. We _____ English for 7 years already.
           a) have studied      b) have been studying       c) had studied
 
 
10.      Fill in the missing words.  Use the words from the box.
 
 
  opera                   prince         minister      nurse          to develop
 
 to be born            delicate      condition    heroine       play   to honour
 
 
 
  1.  William Shakespeare _______________ in 1564.
 
  2.  Jane is a very __________ girl.
 
  3. Margaret Thatcher is the first woman _______________ of          Britain.
 
  4.  Florence Nightingale was a _______________ in the army.
 
  5. People remember Florence Nightingale as a kind, generous and      delicate lady.  She is a national _______________ .
 
  6. William Shakespeare wrote tragedies, comedies, sonnets and         _______________ .
 
  7. I’d like to go to the ___________________.
 
 
 
11.      Choose the correct word to fit into each sentence.
 
  1. His teacher always __________ his mistakes.
           a) reveals              b) explains            c) exposes            d) marks
 
  2. This is a good __________ of Byron’s poetry.
           a) cause                                            b) difference                                     c) experiement                             d) example
 
  3. George Washington’s birthday is a public __________ in the                 U.S.A.
           a) health                b) harvest             c) holiday          d) husband
 
  4. The last electric __________ had gone when we go to the station.
           a) plant                 b) passenger         c) lorry              d) train
 
  5. Our country has a democratic __________ .
           a) railway                                          b) stream                                          c) government                              d) mountain
 
  6. An __________ of modern artists’ work was opened in the          museum of Fine Arts last Saturday.
           a) industry                                         b) education                                      c) exhibition                             d) execption
 
  7.  Father wanted Bob to _______________ an engineer.
           a) become             b) speak               c) think        d) seem
 
  8. Last year she _____________ English lessons to a group of our   students.
           a) worked             b) defended          c) drew       d) gave
 
  9. The boy helped me to _____________ heavy box into the house.
           a) cover                b) invite                c) carry       d) lose
 
  10. At school I always __________ in the first row.
           a) found                b) became             c) sat           d) fed
 
  11. She __________ me a magazine to read.
           a) became             b) brought            c) compared         d) caught
 
  12. You must not drink the water __________ from this lake.
           a) appeared b) refused         c) taken           d) defended
 
  13. When you __________ 5 to 2, the total is 7.
           a) move                b) add                  c) open                 d) prove
 
  14. They made a __________ to keep warm.
           a) thing                 b) ready                c) piece                d) fire
 
  15. John Milton decided to join the __________ for freedom not by           fighting but by writing.
           a) struggle             b) surprise            c) terrible              d) success
 
  16. The reporter asked Bob to __________ him the place where the car had stopped.
           a) run          b) take                  c) give                  d) show
 
  17. The English language __________ will take place at our school in         May.
           a) tradition                               b) competition
           c) condition                             d) attention
 
  18. We __________ our things on that shelf.
           a) know                b) keep                 c) sleep                 d) wake
 
  19. The __________ travels around the sun.
           a) death                b) east                  c) land                  d) earth
 
  20. The __________ of his friends was stronger than that of his own         family.
           a) birth                                              b) government      
           c) influence                                       d) harvest
 
  21. You must work hard to ___________ your knowledge.
           a) move                b) like          c) improve            d) mean
 
  22. The great artisit did not pay __________ to his appearance.
           a) purpose            b) attention           c) demand            d) excuse
 
 
 
12.      Choose the correct word to fit into each sentence.
 
  1. Can he ____________ English?
           a) speaks              b) speaking c) speak      d) to speak
 
  2. John speaks English, but __________ ?
           a) does Margaret                      b) speaks Margaret
           c) Margaret speaks                   d) Margaret does
 
  3. What time __________ lunch?
           a) does Jack has                      b) Jack has
           c) do Jack has                         d) does Jack have
 
  4. __________ you written the letter to our teacher?
           a) Shall                 b) Will         c) Have       d) Having
 
  5. When __________ her homework?       
           a) Ella usually does                  b) does Ella do usually
           c) usually does Ella                  d) does Ella usually do
 
  6. If you work hard, you __________ your exams well.
           a) pass        b) will pass           c) have passed      d) are passing
 
  7. His son is __________ .
           a) so old as yours                    b) as old as your one
           c) so old as your one               d) as old as yours
 
  8. I’m sorry that I had to stop our conversation ________ telephone.
           a) for answer                           b) for answering
           c) to answer                   d) to answering
 
  9. He has three children, __________ he?
           a) don’t                b) hasn’t               c) haven’t             d) hadn’t
 
  10. All the questions of this test should ___________ .
           a) answer                                          b) to answer                                      c) be answered                                 d) to be answered
 
  11. Oh, sorry!  What a sad mistake!- __________ !
           a) Not at all                              b) Pleased to meet you
           c) You’re welcome                            d) That’s all right
 
  12. They’ve been looking for you __________ .
           a) in all places                                   b) everywhere
           c) anywhere                             d) for all places
 
  13. Is it __________ that you will buy a new car?
           a) true                   b) simple              c) sorry                d) able
 
  14. Father is __________ , he can’t go for a walk with you.
           a) bought              b) sold                  c) busy                 d) drew
 
  15. When you speak slowly, I __________ you, when you speak     quickly,  I don’t.
           a) introduce                             b) realize
           c) understand                                    d) listen
 
  16. We must __________ in critical situations.
           a) laugh                 b) feel                   c) wait                  d) act
 
  17. What time is the first ___________ of the film?
           a) show                                             b) play
           c) performance                                  d) programme
 
 
13.      Choose the correct word to fit into each sentence.
 
  1. Must we __________ the poem by heart?
           a) to learn                                          b) learning                                         c) learn                                              d) being learned
 
  2. Has Fred got his books now?  Yes, my brother __________        yesterday.
           a) has given them to him           b) gave them to him
           c) gave to him them                           d) has given to him them
 
  3. Where __________ on Sundays?
           a) do Mike do                                   b) Mike goes        
           c) Mike does go                                c) does Mike go
 
  4. __________ you read anything by Dickens?
           a) Are          b) Were                c) Have                 d) Was
 
  5. They invited him yesterday but he __________ .
           a) didn’t yet say that yes          b) didn’t yet say yes
           c) hasn’t yet said yes                         d) hasn’t said yes yet
 
  6. If I __________ James I ___________ happy to give him the      divsent.
           a) will see __ am                               b) see ___ will be
           c) see ___ am                                   c) will see ___ will  be
 
 
  7. Is Mary __________ Pam?
           a)  taller that b. so tall as           c) taller        d) as tall as
 
  8. Ask him to go to this shop __________ some food.
           a) in order he buys                            b) for buying
           c) to buy                                           d) for to buy
 
  9. She’d written that before, __________ ?
           a) didn’t she                                      b) wouldn’t she    
           c) hadn’t she                                     d) shouldn’t she?
 
  10. Your answer __________ to that question is incorrect.
           a) give                  b) given                c) gave        d) giving
 
  11. The day was really __________ , with the bright sun shining in    the blue sky.
           a) independent                                   b) beautiful
           c) terrible                                          d) yellow
 
  12. It was quite __________ when we got back from the trip.
           a) part                   b) last                   c) late d) giving
 
  13. The doctor didn’t allow her to carry __________ things.
           a) honest               b) general              c) easy        d) heavy
 
  14. After I had read through the text I was _________ to do the test correctly.
           a) full          b) hard                 c) ill            d) able
 
  15. Everybody enjoyed the film __________ me.
           a) unless               b) not          c) except     d) although
 
  16. Have you visited your parents? __________ .
           a) Not yet             b) Not ever           c) Already     d) Ever
 
  17. There is an old apple-tree __________ house.
           a) in                      b) between            c) behind        d) through
 
  18. He won’t be able to lift it __________ we help him.
           a) but          b) unless               c) when           d) or
 
  19. I cannot discuss the problem right now, __________ some other         day.
           a) seldom              b) near                  c) although    d) perhaps
 
  20. I will go, __________ I would rather stay at home.
           a) whether             b) although c) if                      d) just
 
 
 
14.      Choose the correct word to fit into each sentence.
 
  1. He __________ a bad mistake.
           a) did                    b) went                 c) put          d) made
 
  2. Anthony __________ the TV set back to the shop.
           a) borrowed b) took                 c) returned            d) left
 
  3. We had __________ and potatoes for dinner.
           a) wind                 b) fog                   c) meat                 d) sand
 
  4. They sat near the __________ to keep warm.
           a) cloud                b) snow                c) coal                  d) fire
 
  5. Vistors can see many interesting __________ in the new museum.
           a) fruits                 b) things               c) enemies            d) laws
 
  6. We don’t want to __________ in town this summer.
           a) stay                  b) develop            c) excuse              d) decide
 
  7. Last autumn he __________ a student from our university.
           a) jumped             b) invented            c) became            d) learned
 
  8. You must __________ before you answer.
           a) belong              b) think                 c) happen             d) like
 
  9. These fishermen live in a little __________ at the seaside.
           a) mountain b) road                 c) city                   d) village
 
  10. The police _________ the car in the forest far from the town.
           a) threw                b) found               c) felt          d) fought
 
  11. We can travel to Germany by __________ and sea.
           a) land                  b) grass                c) lake                  d) wood
 
  12. The reporter wanted to know how everything had __________ .
           a) graduated b) happened          c) invited          d) explained
 
  13. We hoped that he will ___________  the game.
           a) sell                    b) cut                   c) tell           d) win
  14. We always __________ hard to finish our work on time.
           a) take                  b) try           c) shout                d) wash
 
  15. A dark __________ covered the sky and soon it began to rain.
           a) coat                  b) land                  c) cloud                d) stick
 
  16. William Hill made it the aim of his life to get a good _________ .
           a) decision                                        b) exdivssion                                    c) examination                             d) education
 
  17. The Central Lowlands ___________ between the Western                   Australian Plateau and the Eastern Highlands.
           a) ruin                   b) lie                     c) pay                   d) place
 
  18. Mrs. Green __________ the house at 10 o’clock every morning to       go shopping.
           a) draws               b) comes              c) leaves               d) lives
 
  19. It was great __________ to meet the famous scientist.
           a) friendship                                      b) honour                                          c) memory                                         d) knowledge
 
  20. This discovery is of great __________ .
           a) movement                                     b) ability
           c) difficulty                              d) importance
 
 
 
15.      Rewrite each of the sentences in reported speech.
 
  1. “Why did he leave yesterday?”
           She asked me ________________________________________
 
  2. “Where will you be going next summer?”
           He asked me _________________________________________
 
  3. “Have you met him before?”
           I inquired ____________________________________________
 
  4. “Eat more fruits and vegetables,” the doctor said.
           The doctor said _______________________________________
 
  5. “Don’t come before 10 o’clock,” I said to him.
           I told ________________________________________________
 
  6. “Can you speak more slowly?” he asked me.
           He asked ____________________________________________
 
  7. Ann says, “I am working tomorrow evening.”
           Ann says ____________________________________________
 
  8. Tom said, “I am feeling ill.”
           Tom said ____________________________________________
 
  9. Ann said, “I am going away for a few days.”
           Ann said _____________________________________________
 
  10. John said,  “I can’t come to the party on Friday.”
           John said ____________________________________________
 
 
16.      Put the verbs in the simple divsent or the simple progressive.
 
  Supermarkets in the U.S. __________ (test) a new robot checkout system.  The machines __________ (attract) interest from several European chains.  Shoppers __________ (start) by touching a video screen which _________ (give)  instructions on how to pass the shopping over a scanning window.  As the customer __________ (do) this, the system __________ (get) information from the computer and __________ (print) a bill.  Customers can pay by credit card without human contact.  The largest American supermarket chain __________ (study) customer reactions.  25% of the customers __________ (divfer) the system but 25% __________ (hate) it because they are afraid of technology and like human contact.
 
 
17.      Use the correct form of the word.
 
  In the last four years, over 150 football magazines _________ (appear) in Britain.  They are about football, football, and more football.
  The magazines are called “fanzines,” and Howard Presser _________ (start) one when he was sixteen.
  Howard __________ (speak) to Jill Evans about his magazine.
  “I __________ (be) a football fan since I __________ (be) eleven.  I __________ (decide) to start my own magazine because the newspapers never __________ (write) about my team.”
  Howard __________ (be) a fan of Queens Park Rangers (a London) team and his fanzine __________ (come) a long way in a short time.
  When the magazine __________ (begin), Howard only __________ (have) a few readers.  He __________ (sell) over five hundred copies at his last match!
  Howard __________ (not have) a free minute since he __________ (start) the magazine two years ago, but he doesn’t mind.
  “I ___________ (meet) lots of interesting people in the last two years and I _____________ (be) never bored.”
 
 
18.      Underline the correct form.
 
  1. He ran / had run out of the room as soon as we walked in.
 
  2. I had gone to sleep / went to sleep by the time he arrived.
 
  3. They waited until we were all there before they had started /           started.
 
  4. He left because he had finished/  finished his homework.
 
  5. He left / had left school by the age of sixteen.
 
  6. He wasn’t there where I had looked / looked.
 
  7. I was sure that I saw / had seen her somewhere before.
 
  8. The house has been / had been empty for several months when I    bought it.
 
  9. He couldn’t play because he had injured / injured his leg.
 
 
19.      Complete the text with a / an, the or “zero”.
 
  __________ Komodo dragon lives on __________ island of Komodo, which is part of __________ Indonesia.  __________ Komodo dragons are very dangerous animals.  They grow up to be three metres long.  They eat __________ chickens, __________ goats and other small animals, as well as __________ humans.  Just the saliva of __________ Komodo dragon can kill __________ man, and there is a well-known case of __________ Frenchman who was bitten by __________ dragon, and died two years later.
  Most animals survive because __________ adults do not eat their own babies. __________ Komodo dragon survives because  __________ babies can climb __________ trees whereas __________ adults cannot.  __________ adults are too big to do it, so __________ babies just sit in the trees until they are ready to look after themselves.  The Komodo dragon does not breathe __________ fire but it has ________ worst breath known to __________ mankind, and there is __________ strong temptation to run when you are close to these animals.
 
 
20.      Choose the best answer.  Only one answer is correct.
 
  One of Elvis Presley’s best known gestures was to run a comb through his hair, and he _______1________ for it.  In the spring of 1957, Life magazine ran a story about a large group of girls who all ____2_____ like Presley’s by a hairdresser in Michigan.  The hairdresser responsible _______3_________ as saying that she _______4__________ over a thousand “Elvis heads,” and that by the following year over 75,000 girls would be wearing it.  This didn’t happen.  Elvis _____5__________ the U.S. Army on March 24, 1958, at the height of his success.  By the end of the following day, he _____6_________ in one of the most photographed events of his career.  The photographers ______7________ the barber to cut more slowly, and Elvis ______8_________ , “Hair today, gone tomorrow.”  The Presley hair _____9___________ and destroyed, but the cutting of his hair was very symbolic.  Although Elvis looked similar when he returned from the army in March 1960, his career was never the same.  As John Lennon said when he ____10________ of Elvis’s death in 1977, “Elvis died the day he went into the army.”
 
  1. a. loved                                                  2. a. have their hair cut
      b. was loved                                               b. cut their hair
      c.  had loved                                              c.  had their hair cut
      d.  has been loved                                       d.  had cut their hair
 
  3. a. was reported                              4. a. has cut
      b. reported                                                 b. was cut
      c.  had reported                                 c. cut
      d.  had been reported                        d. had cut
 
  5. a. had joined                                           6. a. cut his hair
      b. was joined                                              b. has cut his hair
      c.  had been joined                                      c. had had his hair cut
      d.  joined                                          d. was cut his hair
 
  7. a. was begged                                         8. a. says
      b. had begged                                             b. said
      c. begged                                                   c. had said
      d. had been begged                                     d. told
 
  9. a. swept up                                             10. a. informed
      b. had been swept up                          b. had informed
      c. was swept up                                            c.  had been informed
      d. had swept up                                            d. was informed
 
 
21.      Choose the best answer.  Only one answer is correct.
 
  _____1______ very poor woman _____2_____ to a party by a rich friend of hers.  At first she thought she _____3_____ accept the invitation because she _____4______ nothing to wear and no jewelery.  But then she _____5_____ “Why not? May be it’s the only party I’ll ever go to.”
  So she made _____6____ a dress from some clothes that _____7____ gave her.  She also _____8___ a beautiful bracelet from her rich friend.   The bracelet was the most beautiful thing she _____9____ ever _____9____.   At the party she felt rich and happy.  She laughed, she _____10_____ wine, she danced, she talked and she _____11_____ again.
  When she got home she looked very _____12_____ .  Suddenly she noticed there was no bracelet; it ____13______ .
  Next day she ran to the jeweller, described the bracelet to him and asked, “How much may a bracelet like that ____14______ ?”  He named a very big sum of money.  She borrowed the money from a money-lender and bought a new bracelet identical to the one she ____15_____ and gave it to her rich friend.  The friend didn’t notice ______16_______ .
  The poor woman ______17_____ pay the money back.  So she took two jobs and worked eighteen hours _____18______ .  She worked like that for twenty years and at forty she ____19______ sixty.  Of course, she hadn’t seen her rich friend since then.
  One day, however, she met the friend _____20______ in the street.  The rich lady ____21______ recognized her.  And the woman had to remind her of _____22______ party and ____23____ beautiful bracelet she had borrowed from her. 
  “Oh, that,” laughed the rich friend.  “That wasn’t a real bracelet.  It was just an imitation.  Not worth ____24______ at all.”
 
 
  1. a. The                        2. a. was invited              3. a. didn’t
      b. A                               b. invited              b. can’t            
      c. An                             c. was inviting                c. couldn’t
 
 
  4.  a. didn’t have            5. a. thinks                     6. a. her
       b. had                           b. was thinking      b. herself
       c. hasn’t had                 c.  thought                      c. yourself
 
 
  7.  a. somebody             8. a.  was lending            9. a.  has seen
       b. anybody                    b.  borrowed                  b.  has been seeing
       c. nobody                     c.  was borrowing           c.  had seen
 
 
  10. a. has drunk              11. a. has been laughing  12. a. happily
        b. drinks                        b. laughed                                b. luckily
        c. drank                c. laughing                               c. happy
 
 
  13. a. went                     14.  a. cost                              15. a. lost                   b. has gone                     b. costs                                           b. had lost
        c. was gone                     c. was costing                         c.  has lost
 
 
  16. a. different                17. a. had to                            18. a.  in day
        b. the different       b. must                                    b.  a day
        c. the difference              c. was                                    c.  on day
 
  19. a. looked                  20. a. by chance                       21. a. hard
        b. looking                       b. in chance                             b. harder
        c. was looked                 c. on chance                            c.  hardly
 
  22. a. the                        23. a. a                                    24. a. somethng
        b. an                              b. an                                        b. anything
        c. a                                c. the                                       c. nothing
 
 
22.      Correct the mistakes.  G- grammar, P- punctuation,          Sp- spelling
 
Cole Porter
P                  Cole Porter was born in indiana, USA, in 1891.  When he was GG     young, his mother teached him to play __ piano and __ violin.  After PPSp leaving high school, he studyed law at harvard university and music G      at yale, where he wrote football songs.  In 1917, he did go to Europe G    and join the French Foreign Legion.  After the was he has got          G         married and lived in Paris and Venice.  He worked very hard during G         ten years writing songs but he was not successfully.  Then he wrote a G       song called “Let’s Do It”.  It was _____ big hit and he becomes one G     of the most greatest song writers of all time.  Cole Porter died in      G         1964 but his songs will live forever.
 
 
 
23.      Fill in the correct form of the verbs.
 
           Dear Boris,
  I _____1_____ your letter about a month ago but I could not find time to write ever since.  I _____2_____ very busy lately revising for my exams.  Next Friday  I ____3______ my first exam.  Right now it is 6 p.m. and I ______4____ at my desk.  I ____5______ here since 9 a.m.  Thank you for everything you ____6______ for me.  I hope to hear from you soon.
                                                
                                                          Yours,
                                                                             Helen
 
1. recieve                2. be           3. take         4. sit            5. sit            6. do
 
 
24.      The Title Tells It All
  Read the sentences.  Then put a X next to the title that tells what all the sentences are about.
 
  1.  Some animals, like bears, sleep in caves.  Turtles might sleep in burrows[1] in the ground.  Birds can sleep in trees, and a little deer will lie down in the leaves.
 
·     Burrows Used By Animals
·     Places Where Animals Sleep
·     A Home in the Trees
 
  2.  Fish like to eat bugs[2] - or other fish!  Birds like to eat bugs, too.  A bear might eat the fish he pulls out of the a lake.  Dogs like lots of things.  And cats just love to have milk.
 
·     A Bear at the Lake
·     Birds and Bugs
·     Foods That Animals Like
 
  3.  Everyone likes a special kind of animal.  Some people like dogs, and some like cats.  I know a girl who loves horses, and I know a boy who loves mice.  What animals do you like?
 
·     The Girl Who Loves Horses
·     The Cat Family
·     Animals That People Like
 
 
25.      What Do They Really Mean?
  Put an X  next to the right answer.
 
  1.  Ted’s mother told him to clean his room and then go outside to    rake the leaves.  Ted said, “A giant couldn’t do all the work I have to   do.”
          
           What did Ted really mean?
           _____ Ted thought he could do the work but a giant couldn’t                      do it.
           _____ Ted thought he had too much to do.
 
 
  2. “Come to the window,” said Suzy.  “Look at all the rain.”
  ”Yes,” said her father. “It is raining cats and dogs today.”
 
           What did Suzy’s father really mean?
           _____ He thought it was raining very hard.
           _____ He thought that animals were falling to the earth.
 
 
  3.  Father looked around the room.  “All the things are out of   place,” he said.  “It will take me seven years to clean this room.”
 
           What did Father really mean?
           _____ He thought he was very slow when he worked.
           _____ He thought the room needed a lot of cleaning.
 
 
26.      Read the text.
Alice Makes a Birdhouse
 
           Winter was coming, and Alice wanted to make a home for the birds.  She would make a birdhouse.
           Alice and her mother got some wood.  Next, Alice’s mother cut        the wood for all of the sides of the birdhouse.  Then she made a hole for the birds to get into the house.
           Alice and her mother put the sides on the house.  Then they     put on the top.  Alice ran to get food to put in the hole.  Then the       house was ready!
 
 
1         2        3        4        5        6
  Number the sentences to show the order of things that Alice or her mother did.
 
  _____         Alice’s mother cut wood for all the sides.
 
  _____         Alice wanted to make a birdhouse.
 
  _____         They put the sides together.
 
  _____         Alice’s mother made a hole so that the birds could get in.
 
  _____         Alice got food for the birds.
 
  _____         They put the top on the house.
 
 
27.      Read the text.
 
A Move to the City
 
           When Nicky and his family moved to the city, Nicky was sad.           He loved the country, but his mother and father took jobs in the city.  Nicky’s father and mother did what they could to make him happy.
           Nicky missed his friends more than anything.  But on the way   to his new school, a boy ran up to him.  The boy said his name was   Ted.
           “I’ll show you around the school,” said Ted.  He smiled at       Nicky, and Nicky smiled back.
 
  Write Yes or No on the line.
 
  1. Nicky was happy to move.
                     __________
 
  2. Nicky’s mother and father didn’t care[3] about Nicky’s feelings.
                     __________
 
  3. Ted was nice to Nicky.
                     __________
 
  4. Nicky was happy that Ted came by.
                     __________
 
 
28.      Read the text.
 
  Larry liked to do things that scared[4] people.  He thought he was funny.
  One day Larry waited in the back of the door.  His little sister walked into the room.  Then Larry jumped out at her.  Larry’s sister cried out.  Then Larry knew that he had not done anything funny.  He had not thought of anyone but himself.
 
  Write Yes or No on the line.
 
  1. Did Larry want to be mean to others? __________
 
  2. Did Larry think that he was funny when he scared people?                                                                               __________
 
  3. Did Larry’s sister think that he was funny? __________
 
  4. Do you think Larry’s sister was silly to cry out? __________
 
  5. Do you think Larry was sorry for what he did? __________
 
 
29.      Read the text and answer the questions.
 
           Ted thought he would like to be in the school band.  But Ted   also liked to play baseball.  He played baseball everyday after      school.       
           The time came for Ted to try out for the band.  He didn’t do    well.  He was told that he couldn’t be in the band.
           Ted got angry.  He felt that the head of the band was not fair.  When he told his friends, they said he had played too much baseball.           So Ted got angry with them, too.
 
           1. What did Ted do every day after school?
           2. What did the head of the band tell Ted?
           3. Do you think Ted had a right to be angry with the head of              the band?
           4. Do you think that Ted’s friends wanted to be mean to him.
30.      Read the text.  Choose the best answer to each question.
 
           The Stone Age was a period of history which began in    approximately million B.C. and lasted until 3000 B.C.  Its name was   derived from the stone tools and weapons that modern scientists     found.  This period was divided into the Paleolithic, Mesolithic and    Neolithic Ages.  During the first period, (2 million to 8000 B.C.) the         first hatchet and use of fire for heating and cooking were developed.          As a result of the Ice Age, which evolved about 1 million years into          the Paleolithic Age, people were forced to seek shelter in caves, and develop new tools.
           During the Mesolithic Age (8000 to 6000 B.C.) people made    crude pottery and the first fish hooks, took dogs hunting, and    developed a bow and arrow, which was used until the fourteenth    century A.D.
           The Neolithic Age (6000 to 3000 B.C.) saw humankind   domesticating sheep, goats, pigs, and cattle, being less nomadic than      in divvious eras, establishing permanent settlements, and creating       governments.
 
  1. Into how many periods was Stone Age divided?
           (1) 2
           (2) 3
           (3) 4
           (4) 5
 
  2. Which of the following developed earliest?
           (1) the fish hook
           (2) the first hatchet
           (3) the bow and arrow
           (4) pottery
 
  3. Which of the following developed earliest?
           (1) farming
           (2) clothing
           (3) living outdoors
           (4) using fire
 
  4. Which period lasted longest?
           (1) Paleolithic
           (2) Ice Age
           (3) Mesolithic
           (4) Neolithic
 
  5. Which of the following periods saw humankind developing a more          communal form of living?
           (1) Paleolithic
           (2) Ice Age
           (3) Mesolithic
           (4) Neolithic
 
  6. The author states that the Stone Age was named so because
           (1) it was very durable.
           (2) the tools and weapons were made of stone.
           (3) there was little vegetation.
           (4) the people lived in caves.
 
 
31.      Read the text and answer the questions.
 
           The Spartans lived in that part of southern Greece called          Laconia.  Sometimes people called them Spartans and sometimes          Laconians.  Those people were very brave and their way of life was        very simple.  One of their rules was that they should always speak      very briefly (кратко) using no more words than were necessary.  To         this day we often call a short answer laconic; that is, such an answer        as a Laconian might give.
           There was in northern Greece a land called Macedonia, ruled    over by a king, Philip by name.  Philip wanted to become head of all Greece.  He had a great army and conquered state after state.  But    although his strength was so great, Laconia remained free.  When       Philip reached Laconia, he sent a letter to the brave Spartans saying,      “If I conquer your country, I will level your great city to the     ground.”  In a few days he saw the answer brought to him.   Upon     opening the letter he found only one word written in it.  That word     was “If”.
 
  1. Why did Laconians speak very briefly?
  2. What do we call a short answer?
  3. Why did Philip attack Laconia?
  4. Why did Spartans answer Philip’s letter in one word?
  5. Do you always speak laconically?  When do you speak                           laconically?
 
 
32.      Read the text and answer the questions.
          
           Robin Hood fought against those who opdivssed people.        Robin Hood took money from the opdivssors and gave it to the poor          people.  The Sheriff tried to arrest him but could not do it.  At last   the Sheriff decided to organise a shooting contest where he could      arrest Robin Hood.  He knew that Robin Hood could shoot quite       well.  The appointed prize was a golden arrow.  On  the day of the        contest the Sheriff was looking everywhere for Robin Hood but did          not see him.
           Suddenly, a man in red appeared in the village.  There were      several companions with him, too.  He won the contest and recieved the prize.  When he was leaving the town, an idea came to his mind.     He shot an arrow into the Sheriff’s open window.  There was a paper          attached to it with the following words: “Robin Hood thanks the         honourable Sheriff for the Golden Arrow.”
 
  1. What did Robin Hood do?
  2. Why did the Sheriff want to catch Robin Hood?
  3. Why did the Sheriff organise the shooting contest?
  4. Why did Robin Hood decide shoot an arrow into the Sheriff’s       window?
  5. Was the Sheriff glad to get an arrow in the window?  Why do you think so?
 
 
33.      Read the text.  Choose the best answer to each question.
 
Children and Work
 
           England could be growing richer using the workforce of schoolchildren who are working too young.  Perhaps England has       about a million children workers.
           A national study that will be organised by specialist Chris         Pond, will find out if employers are making young people do difficult    work for a child’s wages.
           Mr. Pond says the aim of the study is not to stop children’s     work.  He thinks many young people enjoy working - and they        especially enjoy the pocket money they earn.  However, they may     also be paid less money.  They risk being in danger and they miss      school very often.
           Six weeks ago the Government started a campaign against        children missing classes, with a plan to punish parents who allow       their children not to go to school regularly.  Politicians were shocked        by a new report which showed as many a seven out of 10 children     who don’t got to school at least once a month.
           Through his study, Mr. Pond also hopes to find out what         children spend their money on. ‘I don’t expect to find that they are      working to help their families- although some might be.  Most are        likely to be spending money on compact discs and sporting clothes   for themselves,’ he said.
 
  1.  What becomes clear from this part of the text?
 
        In England
  A.  children who have a job earn a lot of money.
  B.   many children who are not old enough have jobs.
  C.   parents often force their children to take on jobs.
 
 
  2.   What will Chris Pond try to find out?
 
  A.  What kind of work children ususally do.
  B.   Whether working children are paid too little.
  C.   Why so many children have jobs.
 
 
  3. What does this part of the text make clear?
 
  A. Children should not be allowed to work for money.
  B.  Young people often know the disadvanges of jobs very well.
  C.  Working not only has positive but also negative sides for                   children.
 
 
  4. What sort of campaign did the Government start six weeks ago?
 
       A campaign against
  A.  children behaving badly to teachers.
  B.   children having all kinds of jobs.
  C.   children staying away from school a lot.
 
 
  5.   What does Mr. Pond want to find out?
 
  A.  How much money working children have to give to their parents.
  B.   On what things children spend the money they have earned.
  C.   With what kind of work children earn most.
 
34.      Read the text.  Choose the best answer to each question.
 
Fred Savage
 
An interview with 16-year-old American film and TV actor Fred Savage, who starred in the TV series “The Wonder Years.”
 
  How did you start acting?
When I was six years old I did a Pac Man vitamins commercial.  I love doing commercials because it’s such a lot of fun.  A lot of my friends still do commercials on TV, and it’s just great because some day that money will pay their college course.
  Why did you want to become an actor?
I’ve never done this to be popular or to have fans or anything.  I’m doing this because I enjoy it.  I don’t do it for the job or because I need the money.
  Do you still go to school?
I have a teacher when I’m filming; he helps me with my schoolwork.  I should spend three hours a day on it, but a lot of the time I do only one or two hours.  I like science, but I hate English, because it is boring.
  You don’t have a normal childhood do you?
It’s true I don’t go to school with my friends or spend a much time with them as I’d like to, but I’m getting knowledge that they may never get.
  Didn’t you have your first film kiss on “The Wonder Years?”
Yes, I had to kiss this girl and it was also her first film kiss.  It was bad enough doing it, but when I finished our parents stood up and clapped their hands- we felt really uncomfortable.
  What do you think of your fans?
My fans are great.  I really love them.  People are able to find me in the strangest places, though.  I can be riding my bicycle in the woods somewhere, and someone will find me and ask for my autograph.  I guess it’s still new to me, so I’m really pleased by it.
 
1.        How does acting in commercials help young people?
 
  A. They can later pay their studies with the wages they earn.
  B. They get a lot of friends who work in the the film or TV business.
  C. They learn things that will help them to become good actors.
 
2.        Why does Fred want to be an actor?
 
  A. Because he likes the work of an actor.
  B. Because he loves it if many people know him.
  C. Because he wants to become rich fast.
 
3.        Which of these statements about Fred’s schoolwork is true?
 
  A. He does not really work hard enough for it.
  B. He is better at language then at science.
  C. He likes private lessons better than going to school.
 
4.        What especially does Fred like about his way of life?
 
  A. He has more freedom than most other young people have.
  B. He has more money for nice things than his friends.
  C. He learns things that most other young people do not learn.
 
5.        What does Fred tell about his first film kiss?
 
  A. He did not feel OK, especially because of his parents’ reaction.
  B. He felt shy because he did not know the girl very well.
  C. He was rather proud of the way he did it.
 
6.        What does Fred say about fans?
 
  A. He is sorry that he cannot speak with all his fans.
  B. He thinks that fans cause a bit too much trouble sometimes.
  C. He very much likes the interest fans have in him.
 
Answer Keys
 
1. A. 1c,  2e,  3g,  4d,  5a,  6h,  7f,  8b
    B. 1d,  2e,  3g,  4a,  5b,  6c,  7h,  8f
2. penny, enter, loosely, see, writer, spaceship, disco,
4. can, apartment, subway, grade, fall, truck, candy, french fries,         bathtub, druggist, gasoline, line, soccer
5. taught, do, learn, do, admitted, receive, left, find out, receipt,           remind
6. smaller, larger, fastest, smallest, biggest, warmest, quicker, softer
7. must, deck, rang, sick, rob, pick, leg, luck
8. to, at, of, for, of, in, for, of, by, with, of, on, to, in, in, on, to, over
9. c, c, b, b, a, b, c, b, c
10. was born, delicate, minister, nurse, heroine, plays, opera
11. b, d, c, d, c, c, a, d, c, c, b, c, b, d, a, b, b, b, d, c, c, b
12. c, a, d, c, d, b, d, c, b, c,  d, b, a, c, c, d, a
13. c, b, d,  c, d, b, d, c, c, b, b, c, d, d, c, a, c, b, d, b
14. d, b, c, d, b, a, c, b, d, b, a, b, d, b, c, d, b, c, b, d
16. are testing, attract, start, gives, is doing, gets, prints, is studying, divfer, hate
17. appeared, started, spoke, have been, was, decided, wrote, is, came,   began, had, sold, has not had, started, have met, have never been
18. ran, had gone, started, had started, left, looked, had seen, had been, had injured
 
19. The, the, zero, zero, zero, zero, zero, a, a, a, a, the, the, the, zero, the,    the, zero, zero, the, zero, a
20. b, c, a, d, d, c, c, b, b, d
21. b, a, c, b, c, b, a, b, c, c, b, c, c, a, b, c, a, b, a, a, c, a, c, b
22. recieve, have been, shall/will take, am sitting, have been, have done
30. 2, 2, 1, 1, 4, 2
33. b, b, c, c, b
34. a, a, a, c, a, c
 
Приложение II
 
Walt Disney’s World
 
  Walt Disney was an American original, a man who developed the animated film into an art form.  A brillant businessman, he also created Disneyland which proved to be as much an innovation in the world of outdoor entertainment as Disney films were in the world of motion pictures.  From the very beginning of his remarkable career, Walt Disney lived on the edge of tomorrow.  Dreaming impossible dreams.  And daring to make them come true.
  Walt Disney was born in Chicago in 1901.  His father was Irish-Canadian and his mother was of German-American origin.  He remembered nothing of his early years in Chicago, but the memories of Marceline, Missouri, stayed with him throughout his life.  He revealed a talent for drawing and an interest in photography very early.
  In 1911, when Walt was ten years old, the family moved to Kansas City.  Mr. Disney bought a newspaper delivery business, and the father expected Walt to help with the newspaper business and deliver newspapers.  After school Walt and his brother worked for their father.  On Saturday mornings Walt took classes in painting and drawing at the Kansas City Art Institute.
  Then one day Walt saw a silent film version of “Snow White and the Seven Dwarfs.”  This film and the way  it was projected onto the screen fascinated Walt.
  In 1917 Walt Disney moved to Chicago and took a job at the post office.  He worked long hours delivering mail, going to school and taking classes at Chicago’s Academy of Fine Arts.
  Some of his pictures were cartoons in the Chicago newspapers.   He drew comic pictures and sketches of politicians and people in the news.  The short comments under them poked fun at them.
  Elias Disney, Walt’s father, could not understand his son’s fascination with the entertainment world, nor did his sympathize with Walt’s ambition to be a cartoonist.
  During the First World War, Walt Disney joined the American Red Cross as an ambulance driver, but when in 1919 the American Ambulance Corps was disbanded, he boarded the ship for the voyage back to America and the start of his career.
  He went back to Kansas City where he got a job with an advertising company.  It lasted only six weeks, but it taught him many things about working in the art field.
  His next job was drawing cartoons for screen advertisement in movie theatres, just like TV commercials today.  By 1923, Hollywood had become a company town, and movie makers started arriving in California.
  Walt Disney asked for work as a director and was turned away.  There were no cartoonists in Hollywood; the animation business was centered in New York.  He found a man in New York to buy his films and hired some art students.  Together they made seven animated cartoons but the man in New York ran off with the money made from the cartoons.  Walt was forced to close his company, but wasn’t discouraged.  He loved cartoons and was full of ideas.  He decided to start all over again in California where movies were being made.
  In Hollywood Walt rented an old camera and a garage which he turned into a small studio.  He made a series of “Alice in Cartoonland” cartoons.  Cinema owners bought them as quickly as he could make them.  In 1927, he had some success with the series called “Oswald the Lucky Rabbit,” but it was not until 1928, when “Steamboat Willie” appeared, the first “Mickey Mouse” with sound, that he achieved lasting success.  Mickey Mouse became a household word, together with such companions as Minnie, Pluto, and perhaps the favourite of them all- Donald Duck.
  By 1930, Walt Disney had created 12 Mickey Mouse cartoons.  They all were very popular with children and adults all over the world.
  Then another great invention was made- colour in movies.  Walt started making long colour cartoons.  These included “Pinocchio”, “Bambi”, “Cinderella”, “Alice in Wonderland” and many others.
  After World War II Walt made not only animated films, but movies about real animals.  The film, “Seal Island” was made.  Later Walt made many nature films, among them “Beaver Valley”and “Living Desert.”
  In 1955, he branched out into a  different enterprise- “Disneyland”, a huge amusement park in southern California.  Of all the show places, none was as famous as Disneyland.  This superb kingdom of fantasy linked to technology was created by Walt Disney.
  Honours were given to Walt Disney.  The highest came on September 14, 1964, when President Johnson divsented him with the Medal of Freedom at the White House.
  Walt Disney died in 1966 at the age of 65.  the New York Times wrote, “He had a genius for innovation; his production was enormous; his hand was ever on the public pulse.  He was a legend in his own lifetime- and so honored many times over.”
Walt Disney is gone but each year lots of new movies and cartoons are made in his studios.
 
 
 
 
 
 
 
 
 
The Jungle Book
 
 
Introduction:
 
This film is made from Rudyard Kipling “Mowgli” stories.  The best and most beloved of Kipling’s prose works was written in 1894-1895 and was intended for children.  In this beautifully written book, Kipling depicts the life of wild animals, and he shows their character and behavour.
  The cartoon shows the life of a man-cub in the jungles and his adventures on the way to the man-village.
 
Characters:
 
Mowgli -                 a man-cub
 
Bagheera -              the black panther
 
Rama -                   father wolf
 
Akela -                   the leader of the pack
 
Baloo -                   the bear
 
Kaa-                       the rock python
 
Shere-Khan - the tiger
 
Hathi-            the elephant
 
Winifred-                Hathi’s wife
 
Little Elephant         (Hathi’s son)
 
Louie -                   the gray monkey
 
Vultures
 
 
Episode 1
Mowgli and Bagheera
 
1. Words and exdivssions.
 
  to swear  (swore, sworn)          to look out for oneself
  to grow up                                        to go to sleep       
  to make a mistake                   
  Things will look better in the morning.
  Leave me alone.
  You have just sealed your doom.
  This is going to slow down my slithering.
 
2. Watch the film and show the correct order of events by numbering them from 1 to 6.
 
_____           Bagheera offered to take Mowgli to a man-village.
 
_____           A council was held to settle the problem with Mowgli                        upon the Council Rock.
 
_____           Bagheera fell asleep.
 
_____           Bagheera was explainig to Mowgli why he couldn’t stay                     in the jungle.
 
_____           Kaa hypnotized Mowgli.
 
_____           Bagheera helped Mowgli.
 
 
3. Use a word from the box to complete each of the sentences below.
 
to grow up            to explain            to swear              to go back
 
           ahead of us                                               to be afraid
 
a. Shere-Khan has returned to this part of the jungle, and   __________ to  kill  you.
 
b. Shere-Khan is not going to allow you __________ to become a man.
 
c. I __________ of Shere-Khan.
 
d. I don’t want __________ to the man-village.
 
e. No one __________ anything to Shere-Khan.
 
f. We’ve got a long journey __________ tomorrow.
 
 
 
Episode 2
Mowgli and Elephants
 
1. Words and exdivssions.
 
  patrol                             muzzle
  drill                                         barracks
  ranks                                       treason
  regulations                               colonel
  to keep heels together               to take good care of
 
2. Watch the film and answer the questions.
 
  What did Mowgli and Bagheera hear in the morning?
  What were the elephants doing?
  What did Mowgli do?
  Why was Colonel Hathi angry?
  Why did Mowgli and the Little Elephant laugh?
  Why did Bagheera leave Mowgli alone?
 
 
Episode 3
 
Baloo and Mowgli
 
1. Words and exdivssions.
 
  bear (bare) necessities                       confidence