4. Методическая и технологическая корректность составления пакета заданий.
Рекомендуется использовать разнообразные виды заданий следующих типов:
множественный выбор: выбор среди вариантов, один из которых является правильным, а остальные (в количестве двух или трех) – отвлекающими (дистракторы),
альтернативный выбор (правильно/неправильно)
перекрестный выбор (из двух списков единиц подобрать пары по тем или иным предложенным признакам; списки содержат разное количество единиц)
упорядочение (составить связный текст из разрозненных предложений или абзацев; восстановить последовательность событий, представленных в произвольном порядке)
трансформация, замена, подстановка (при проверке лексико-грамматических навыков)
завершение высказывания (нахождение недостающего компонента)
ответы на вопросы закрытого и открытого типа ( краткие и развернутые)
внутриязыковое перефразирование (относится к наиболее продуктивным типам тестовых заданий, требует от составителя четкой формулировки задания)
клоуз-процедура или клоуз-тест (заполнение допущенных в тексте пробелов словами, артиклями и т.д.)
Необходимо обратить внимание на корректность формулировки заданий: формулировка должна быть законченной, простой, доступной. Проверяемые единицы должны иметь коммуникативную ценность (не должны носить экзотического характера).
Образцы заданий даны в разделе Примеры олимпиадных заданий.
5. Творческий характер заданий, сформулированных в виде конкретной коммуникативной задачи (в какой степени задания проверяют не формальные навыки и знание алгоритмов, а творческий потенциал учащегося).
Все задания олимпиады должны быть творчески ориентированы. Формат заданий не должен быть простым повторением формата ЕГЭ (см. Примеры олимпиадных заданий)
Примеры олимпиадных заданий
В качестве примера приводятся олимпиадные задания для 9 - 11 классов, которые уже использовались на олимпиадах прошлых лет. В данном разделе приводятся также образцы листов ответов, ключей, протоколов и карточки устного ответа для членов жюри. Для каждого конкурса дается полный набор необходимых материалов (образцы).
Запрещается размножать для повторного использования приведенные в данном разделе тексты заданий, карточки устного ответа участников, карточки членов жюри, листы ответов и ключи. Все вышеперечисленные материалы являются авторскими и их размножение является нарушением закона об авторском праве.
Разрешается размножение и использование протоколов устного и письменного ответа.
Конкурс понимания письменного текста
В комплект материалов, необходимых для проведения конкурса понимания письменного текста, входят:
1. Методические рекомендации
2. Описание процедуры проведения конкурса понимания письменного текста
3. Текст задания
4. Лист ответа (для каждого участника)
5. Ключи (для членов жюри)
Методические рекомендации
Рекомендуемое время для выполнения всех заданий теста – 45 минут.
Задания по чтению нацелены на анализ и интеллектуальную обработку информации. В первом тексте English History in Place Names предлагается заполнить пропуски в таблице, составленной на основе информации, данной в тексте. Это задание проверяет способность учащихся извлекать из прочитанного наиболее важную информацию. В то же время формат таблицы требует от учащихся умения вставлять пропущенные слова в нужной грамматической форме, что усложняет задание. Например, в графе Origin стоят прилагательные, поэтому правильным вариантом для пропуска №3 является вариант Anglo-Saxon, а не форма Angles and Saxons, которая употреблена в тексте.
Второе задание по чтению состоит из двух текстов про Вторую мировую войну. Учащиеся должны восстановить пропущенные предложения в текстах. Пропущенные предложения даются списком, и их необходимо поместить в нужные пропуски, восстановив нарушенные смысловые связи в тексте. Данное задание проверяет умение учащихся сортировать полученную информацию. Пропущенные предложения должны подойти хронологически (хронология особенно важна во втором тексте), стилистически (тексты принадлежат к разным стилям речи), а также грамматически и лексически.
Критерии оценивания: Каждый правильный ответ оценивается в 1 балл. Максимальное количество баллов, которое можно получить за данное задание - 20.
Reading Comprehension
Time: 45 minutes
Part 1
For items 1-10 read an article about English place names. Fill in the gaps in the table, using the information from the text.
English History in Place Names
The oldest place names in England are Celtic, like the majority of the place names in Wales and Cornwall. They include river names such as Avon and Ouse, and some names including the word pen, meaning “hill”. There is even one of these in a London suburb – Penge.
The Roman occupation, during the first four hundred years of our era, left some place names, particularly those ending in – chester, or – caster (from Latin castra, “a camp or fort”). The English word street also comes from the Roman strata.
But the overwhelming majority of English place names were contributed by the Angles and Saxons, who invaded or settled from the fifth century onwards. Very common endings are –ham, -ton, and –wick (or wich) meaning “a farm”; -worth or –worthy implies also something like “a farm”. The family suffix, like –ov in Russian, was – ing. The town of Reading was originally the small farm of a man called Red, whose name is preserved in the pronunciation, which is, as it were, “Red-ing”.
The ending –bury, -burgh, or –borough usually means “a fort” (Old English burh) but sometimes a “hill” (Old English bearh, like German berg). Names, which use hall, do not often imply an ancient hall; they are more likely the same as the names in hale or halgh, meaning a corner or a triangular piece of land. Lea, lee, or leigh were originally clearings in a wood, and later any open place. Shaw meant “a wood”, hurst meant a small hill, probably wooded. Many of these elements are not found as separate words in Old English, but only as part of a place name. However, some place names are quite easy to understand, like Cambridge – the bridge over the river Cam.
The Scandinavian invaders (9th to 11th centuries) brought some place names of their own: -by and –thorpe for a settlement, -thwait for a clearing, and –toft for homestead.
The Normans after their conquest in 1066 contributed very few place names, but the more important places often acquired something of a Norman-French form from being recorded by the new administration, e.g. Chester-le-Street, where le is the French word “les” meaning “next to”; or Ashby-de-la-Zouch, which added the name of the Norman lord of the manor to the original Ashby.
New names since those days are very few indeed, but there have been a few industrial settlements named after the firm which was responsible for their existence, e.g. Stewartby in Bedfordshire. When founding “New Towns” the British authorities have preferred to use the name of an existing settlement however small, e.g. Cumbernauld in Scotland. Peterlee in Durham, however, was named after miners’ leader Peter Lee.
Complete the table using the text
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dates
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origin
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typical words/endings and their meanings
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examples of place names
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800 BC
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Celtic
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Pen = hill
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1. ________
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55 BC -
410 AD
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Roman
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-chester = 2. _____
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Manchester
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449
-735
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3. ____________
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-ham = farm
-wich = 4. _______
-ing = belonging to the family of…
-bury = fort, 6. ___
-hurst = 7. __ hill
-hall = 8. _______
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Birmingham
Ipswich
5. ________
Canterbury
Ashurst
Vauxhall
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800 -
1016
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9. ____________
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-by = settlement
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Ashby
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1042-1066
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Norman
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-le = 10. _________
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Chester-le-Street
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Part 2
For items 11-20 read two texts about the Second World War. Fill the gaps (11-20) in the texts choosing from the list A – L the one which fits each gap. There are two extra sentences which you do not need to use.
The Second World War
(after Winston Churchill)
In these pages I attempt to recount some of the incidents and impressions, which form in my mind the story of the coming upon mankind of the worst tragedy in its history. This presented itself not only in the destruction of life and property inseparable from war. There had been fearful slaughters of soldiers in the First World War, and much of the accumulated treasure of the nations was consumed. (11) When the storm and dust of the cannonade passed suddenly away, the nations could still recognize each other as historic racial personalities. The laws of war had on the whole been respected. There was a common professional agreement between military men who had fought one another. The winners and the losers alike still preserved the appearance of civilized states. The reign of law was proclaimed. (12)
In the Second World War every bond between man and man was to vanish. (13) The wholesale massacre by systematized processes of six or seven million of men, women, and children in the German execution camps exceeds in horror all the previous wars. Deliberate extinction of whole populations was planned by Germany. (14)
We have at length emerged from a scene of material ruin and moral devastation the like of which had never darkened the imagination of former centuries. After all that we suffered and achieved we find ourselves still confronted with great problems.
It is my purpose, as one who lived and acted in these days to show how easily the tragedy of the Second World War could have been prevented; how the structure and habits of democratic States, unless they are united into larger organisms, lack persistence and conviction which can alone give security to the masses; how, even in matters of self-preservation, no policy is pursued for even ten or fifteen years at a time. We shall see how the middle course adopted from desires for safety and a quiet life may be found to lead direct to disaster. (15)
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The final assault on Nazi Germany, 1944 – 45
The Red Army kept up its forward advance on the eastern front. A major Soviet offensive, planned to coincide with the D-Day landings, began on 22 June 1944. (16) The offensive inflicted the biggest territorial losses of the Second World War on the German army. It showed how the initiative had passed to the Red Army. Hitler knew the attack was imminent. (17) The superiority of the Red Army made this impossible. (18) Within a fortnight, the three major German armies in the Soviet Union were smashed to pieces. At the end of August 1944, The Red Army drove the German army out of most of the Soviet territory it had previously occupied. (19) By late November 1944, they had driven the Nazis out of Yugoslavia, surrounded Budapest, the capital of Hungary, and were on the border of Poland. Hitler now departed from the Wolf’s Lair in East Prussia and returned to Germany to undertake the defense of Berlin.
The final Red Army offensive began on 12 January 1945. (20) On 17 January 1945, Warsaw, the capital of Poland, was captured and the next day Budapest fell. On 20 January 1945, the Red Army entered East Prussia. German troops evacuated Tannenberg; they dug up the remains of President Hindenburg and transported them back to Berlin. The Red Army next captured the vital industrial area of Silesia, promoting Albert Speer, the Nazi Armaments Minister, to tell Hitler: “The war is lost”.
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A. He ordered a massed static defense against it.
B. By this stage, Soviet tanks outnumbered the Germans by a staggering ten to one and aircraft by eight to one.
C. Poland was predictably crushed in less than five weeks.
D. We shall see how absolute is the need of a broad path of international action pursued by many States in common across the years.
E. A solemn peace was made which, apart from financial aspects, conformed to the principles, which in the nineteen century had increasingly regulated the relations of peoples.
F. Zhukov led the final assault on Nazi Germany and in less than a fortnight had advanced to less than 100 miles outside Berlin.
G. Crimes were committed by the Germans under the Hitlerite domination, which find no equal in scale and wickedness with any that have darkened the human record.
H. The date chosen by Stalin for this massive Red Army offensive was the third anniversary of Operation Barbarossa.
I. Still the main body of the European civilization remained erect at the close of struggle.
J. The process of bombarding open cities from the air, once started by the Germans, was repaid twenty-fold by the Allies, and found its culmination in the use of the atomic bombs which devastated Hiroshima and Nagasaki.
K. At this point Mussolini, believing that Germany had already won the European war, finally entered on Hitler's side.
L. By the end of September 1944, the Red Army had captured Bulgaria and Romania from the Nazis.
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TRANSFER ALL YOUR ANSWERS TO YOUR ANSWER SHEET
Participant’s ID number
READING COMPREHENSION
ANSWER SHEET
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1
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2
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3
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4
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5
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6
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7
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8
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9
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10
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11
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12
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13
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14
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15
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16
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17
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18
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19
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20
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READING COMPREHENSION
KEYS
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1
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Penge
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2
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camp / fort
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3
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Anglo-Saxon
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4
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farm
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5
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Reading
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6
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hill
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7
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small ( wooded)
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8
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corner
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9
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Scandinavian
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10
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next to
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11
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I
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12
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E
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13
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G
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14
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J
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15
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D
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16
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H
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17
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A
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18
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B
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19
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L
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20
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F
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