Home » Сторінка вчителя » Іноземні мови (Сторінка 2)

Іноземні мови

контрольний тест для 10 класу

КОНТРОЛЬНИЙ   ТЕСТ

З  англійської мови

для 10 класу

READ THE TEXT

Vernon Davies lived in London and kept birds, which were called budgies ( попугайчик). One day he phoned his friend and asked to feed the birds as he was going to Wales for a week. He said he’d leave food ready in his kitchen. A key to his front door would be left in the letterbox of his friend’s flat.

His friend forgot about the birds untill the night before Vernon was going to return. He also forgot about the key and tried to get to Vernon’s house through a window. He thought that poor birds would either be dead or dying.

As a result, when he reached the window, a policeman came and shone a torch at him, asking what was he doing there.

“Oh”, -he said,- “I was just going to get in to give some food to Mr Davies’ birds!”

  1. Choose the sentences which don’t correspond to the meaning of the text

a/ Vernon’s friend was absent-minded

b/ His friend got at the house as people usually do

c/ Vernon’s birds had to be fed

d/ A policeman wanted to know about the friend plans

  1. Choose the right answer

Why couldn’t Vernon himself give his bird anything to eat?

a/ He had no wish to do it

b/ He had no money to buy food

c/ He was leaving the town

d/ His wife could do it

  1. Choose the right answer

How did Vernon Davies want his friend to get into his house?

a/ It was open all the time

b/ There was a key left for him

c/ He could phone Vernon and ask to open it

d/ There was a policeman in the house

  1. Choose the right answer

How was the friend trying to get in?

a/ He found the window to get in

b/ He brought a key with him

c/ He was not going to get in at all

d/ He asked a neighbour to open the door

  1. Choose the right answer

What did  he say to explain the situation?

a/ He said he was waiting for Vernon Davies

b/ He said he wanted to climb

c/ He said he lived in that house

d/ He said there was someone to be given something to eat

  1. Choose the right one

If the weather… fine, we shall go skating

a/ was

b/ were

c/ is

d/ will be

  1. I drink…coffee. I don’t like it

a/ few

b/ any

c/ very little

d/ a few

  1. What shall I do? I… my key

a/ had lost

b/ have been lost

c/ have lost

d/ lost

9.I’ll be back…half an hour

a/ at

b/ for

c/ in

d/ till

  1. Harry is looking… a job. He wants to work in a hotel

a/ for

b/ about

c/ –

d/ through

  1. He… swim very well when he was young

a/ can

b/ could

c/ may

d/ ought to

  1. Nobody… went to the concert enjoyed it very much

a/ what

b/ who

c/ which

d/ whom

  1. Finish the sentence

The family likes to  watch TV in the evening,…it?

a/ didn’t

b/ doesn’t

c/ wasn’t

d/ won’t

  1. Choose the right answer

We buy … bread from a bakery near our house

a/ the

b/ –

c/ a

d/ any

  1. The two men are in  Germany….

a/ on business

b/ in busuness

c/ by business

d/ business

  1. Choose the right reply

-Hello. ……..

-Single or return?

a/ Where is the lift?

b/ I’d like a ticket to London

c/ I’d like to book a room for 2 days

d/ I’m married

  1. Invite your friend to meet tomorrow

a/ I am busy to morrow

b/ May I ask you something

c/ I am sorry to trouble you

d/ Why don’t we meet to morrow

  1. Choose the right answer

….described life in England and showed how hard it was for the poor and children

a/ William Shakespeare

b/ George G. Byron

c/ Charles Dickens

d/ Victor Hugo

  1. Fill in the questionnaire

 

Name……………..

Age………………

Place of birth…….

Date of birth……..

Adress……………

Hobbies…………..

Favourite subjects at school………….

Ambition in life……………………..

 

 

тести для учнів 6 класу

I. Put a preposition from the box into the gaps.

At / without / on / to / about

1. I am worried ….. the exam.

2. She is good ….. singing.

3. She climbs ….. ropes.

4. What is ….. TV tonight.

5. Well, let’s go ….. the cinema.

Answers: 1. about; 2. at; 3. without; 4. on; 5. to.

II. Put do, don’t, does or doesn’t into the gaps.

1. ….. you like red roses? Yes, I …..

2. ….. he work for Toyota? Yes, he …..

3. ….. she go to the supermarket on Monday? No, she …..

4. ….. you learn English on Saturdays? No, I …..

5. ….. they drive to work? Yes, they …..

Answers: 1. Do/Yes, I do; 2. Does/Yes, he does; 3. Does/No, she doesn’t; 4. Do/No, I don’t; 5. Do/Yes, they do

III. Write is / are in the gaps.

1. Where ….. you from?

2. What …. this?

3. ….. they from Italy?

4. What ….. your telephone number?

5. ….. you a secretary?

Answers: 1. are; 2. is; 3. are; 4.is; 5. are.

IV. Put have/has in the gaps.

1. What pets ….. people got?

2. Ann ….. many friends at school.

3. Nina …..a blue dress.

4. All boys and girls in the class ….. books and pens.

5. His cat ….. three kittens.

Answers: 1. have; 2. has; 3. has; 4. have; 5. has.

V. Choose the correct verb.

1. At weekends Ali cook/cooks dinner for his friends.

2. When does/do you get up?

3. Andrew and I like/likes playing tennis.

4. Tom have/has lunch at work.

5. John lives/live in London.

Answers: 1. cooks; 2. do; 3. like; 4. has; 5. lives.

VI. Complete the sentences using the superlative form of the adjective.

1. That house is very old.  Yes, __________________ in the village.

2. The Ritz is a very expensive hotel. Yes, __________________ in London.

3. Hambledon is a very pretty village. Yes, _________________ in England.

4. Everest is a very high mountain. Yes, ____________________ in the world.

5. This is a very easy exercise. Yes, _________________ in the book.

Answers: 1. Yes, it’s the oldest house in the village. 2. Yes, it’s the most expensive hotel in London. 3. Yes, it’s the prettiest village in England. 4. Yes, it’s the highest mountain in the world. 5. Yes, it’s the easiest exercise in the book.

VII. Put There is/There are in the gaps.

1. ….. a big tree in the garden.

2. …. a lot of accidents on this road.

3. ….. a good film on TV tonight.

4. ….. 11 players in a football team.

5. ….. a train at 11.30.

6. ….. some big trees in the garden.

7. …..a man on the roof.

8. ….. seven days in a week.

Answers: 1. There is; 2. There are; 3. There is; 4. There are; 5. There is; 6. There are; 7.There is; 8. There are.

завдання заочного туру 11 клас

Writing Comprehension

Test For 11th form Students

Directions: In this test you will select from the three tasks written on the board one which you feel you are most capable to write about. You will then begin writing your essay on the pages provided. When you are finished, close your papers, lay down your pen and wait. Your test materials will be collected.

  1. Some educators argue that every child in every school should have access to computers. Others believe that the value of computers in the classroom is overrated and computers may actually interfere with the learning process. Which point of view do you agree with? Why? How important are computers in the classroom? What are the advantages and disadvantages of having computers in schools?
  2. Today, our world is confronted with many challenges: poverty, hunger, disease, environmental changes, and many others. In your opinion, what is the most serious problem that society faces today? What has caused this problem? Do you think that this problem can be solved? Explain.
  3. Every generation of people is different in important ways. How is your generation different from your parents’ generation? Use specific reasons and examples to explain your answer.

 

Reading Comprehension Test for 11th Form Students

Directions: In this test you will read four texts. Each text is followed by different tasks. You should do the tasks that follow the text on the basis of what is stated or implied in the text. For each task you will choose the best possible answer, as specified prior to each text. Choose the best answer and circle the letter of your choice or put + if the statement is true, – if it is false on the answer sheet.

Text 1

Originally, fairs were held in connection with religious festivals. Because of the difficulties of travel in the Middle Ages, it was impossible for merchants to get regular supplies of commodities. Fairs, therefore, gradually developed, taking place when enough goods had been accumulated and where great numbers of potential purchasers were present. They were established as annual events throughout Europe, and also in the Middle East, particularly in the religious centre of Mecca. Fairs were so important to commercial life that secular and religious authorities granted merchants special privileges, such as a court of their own to settle disputes that arose while fairs were in progress. In the Middle Ages, particularly during the 13th and 14th centuries, many fairs were held in Europe. The fairs of Champagne France were the most famous. Some fairs were established for the sale of a particular kind of merchandise, such as cattle, horses, or cloth; others dealt in general merchandise. Many fairs, in addition to their trading activities, maintained labour exchanges, where domestic or agricultural servants hired themselves out for a year. Occasionally a “pleasure fair,” a place for amusement was held in connection with the commercial fair. By the 18th century when the number of shops and markets had increased and transportation and communication methods were improved, commercial fairs had lost their importance.

Directions: Choose the best possible answer and mark the letter of your choice.

  1. The above text is most certainly taken from
  2. An encyclopedia b. A fiction book c. A business letter d. A private letter
  3. What was the original connection between fairs and festivals?
  4. Festivals were timed to fairs. b. There was no connection between these events. c. Fairs followed festivals. d. Fairs were timed festivals.
  5. What were the two necessary conditions for fairs to take place?
  6. Permission from the church and convenient time
  7. Sufficient amount of commodities and many prospective buyers
  8. Good roads to travel and appropriate season
  9. A great number of merchants and a huge market place
  10. In the Middle Ages, fairs were held
  11. Whenever possible
  12. Only in European countries
  13. Every year
  14. In religious centers of Europe and the Middle East
  15. Special privileges granted to merchants were connected with
  16. The sale of a particular kind of commodities
  17. Dealing in general merchandise
  18. The settlement of legal issues
  19. Resolving their disputes with secular and religious authorities
  20. Labour exchanges were important, because
  21. They offered job opportunities to workers.
  22. They were maintained in major European cities.
  23. Rich people could get domestic help there.
  24. They promoted the sales of agricultural produce.
  25. A ‘pleasure fair’
  26. Was a required part of any commercial fair.
  27. Offered entertainment for merchants and purchasers.
  28. Was always held as a separate event.
  29. Quickened the commercial activities.

Text 2 Forgiveness by Christine

Many To forgive may be divine, but no one ever said it was easy. When someone has deeply hurt you, it can be extremely difficult to let go of your grudge. But forgiveness is possible and it can be surprisingly beneficial to your physical and mental health. “People who forgive show less depression, anger and stress and more hopefulness,” says Frederic Luskin, Ph.D., author of Forgive for Good (HarperCollins, 2002). u So it can help save on the wear and tear on our organs, reduce the wearing out of the immune system and allow people to feel more vital.” So, how do you start healing? Try these following steps: Calm Yourself. To defuse your anger, try a simple stress-management technique. “Take a couple of breaths and think of something that gives you pleasure: A beautiful scene in nature, or someone you love,” Luskin says. Don’t wait for an apology. “Many times the person who hurt you has no intention of apologizing,” Luskin says. “They may have wanted to hurt you or they just don’t see things the same way. So if you wait for people to apologize, you could be waiting an awfully long time.” Keep in mind that forgiveness does not necessarily mean reconciliation with the person who upset you or condoning of his or her action. Take the control away from your offender. “Instead of focusing on your wounded feelings, learn to look for the love, beauty, and kindness around you,” Luskin says. Try to see things from the other person’s perspective. If you empathize with that person, you may realize that he or she was acting out of ignorance, fear…even love. To gain perspective, you may want to write a letter to yourself from your offender’s point of view. Recognize the benefits of forgiveness. Research has shown that people who forgive report more energy, better appetite and better sleep patterns. Don’t forget to forgive yourself. “For some people, forgiving themselves is the biggest challenge,” Luskin says. “But it can rob you of your self-confidence if you don’t do it.”

Directions: Circle the best possible answer for each question.

  1. What is the purpose of this article?
  2. To promote friendship
  3. To help cure depression and stress
  4. To inform people how to forgive one another
  5. To sell the book by Frederic Luskin, Ph.D.
  6. Christine Many probably quoted Frederic Luskin, Ph.D. because
  7. He is an authoritative source supporting her views on forgiveness
  8. He is well liked by many people
  9. He is intelligent
  10. He is an expert on healthy living
  11. In this article, reconciliation can be defined as
  12. Remaining enemies
  13. The forgiveness of sins
  14. Waiting for an apology
  15. Solving an argument and becoming friends
  16. According to the author, forgiveness is important for
  17. World peace
  18. Physical health
  19. Mental health
  20. Both b and c
  21. For some people, the most difficult aspect of forgiveness is
  22. Being able to sleep and eat
  23. Waiting for an apology
  24. Being able to forgive themselves
  25. Trying stress-management techniques

Text 3 The History of Religion in Britain by

The Institute of Contemporary British History Of the religions practiced in modern Britain, Christianity is the most long established and widely observed. It was first brought to Britain during the days of the Roman Empire. There are, in fact, forty churches still in regular use, parts of which date from that period. With the departure of the legions and the Anglo-Saxon invasions of the fifth century, Christianity was reduced to pockets of support in Wales, Scotland, and Ireland. This situation changed with the arrival of missionaries sent by the Pope led by Augustine in 597. The next few centuries saw Christianity established throughout Britain. Augustine meanwhile became the first Bishop of Canterbury. The Archbishop of Canterbury remains the most important figure in the Church of England. The Reformation of the sixteenth century did not disturb this structure. It did however, fracture the Christian community in the British Isles. Links with Rome were broken and an established church owing its allegiance to the English crown replaced the mediaeval Church in England, Wales, and Ireland. In Scotland it was replaced by the Presbyterian Church of Scotland. Roman Catholicism survived in strength only in Ireland.

Directions: If you agree with the statement, write the word, “TRUE” on the line. If you disagree with the statement, write the word, “FALSE” on the line.

  1. _________ Christianity is the main and oldest religion of Britain.
  2. __________ The role of the Archbishop of Canterbury can be described as insignificant.
  3. _________ The Reformation shattered the Christian community in the British Isles.
  4. _________ During the Reformation, the Presbyterian Church remained significant in Ireland.
  5. __________ Roman Catholicism survived and thrived in England.
  6. __________During the Reformation the church strengthened its ties with Britain

Text 4

New York City, with its population of about eight million people, uses more than a billion gallons of water daily. This enormous amount is required to take care of the physical needs of the city as well as the more personal necessities of its people. When the population was smaller, the water could be obtained from nearby sources. Up to 1917 Manhattan, a borough of New York City, received most of its water supply from the Croton watershed. When this became inadequate, it was necessary to arrange for an additional supply in the Catskill Mountains. From here the water is collected into several large reservoirs, the largest of which is the Ashokan, ninety-two miles north of New York. This reservoir, capable of furnishing the city with about five hundred million gallons daily, has a capacity of over one hundred and thirty billion gallons. Mountains had to be tunneled to make it possible for the water to reach the city. The circular tube through which it rushes to New York City has a diameter varying from eleven to fifteen feet, and is located many hundreds of feet below the surface. In the city this depth is necessary to safeguard the foundations of buildings and subways. This engineering feat, which cost almost two hundred million dollars, is comparable to the building of the Panama Canal. 1 foot – 0.3048 m 3 feet – 1 yard

Directions: choose the best possible answer and mark the letter of your choice.

  1. Much of New York City’s water supply is obtained from the
  2. Niagara Falls b. Hudson River c. Croton watershed d. Ashokan
  3. New York City’s water supply is brought to the city by means of
  4. water wagons b. pipes c. rivers d. reservoirs
  5. New York City’s water supply is stored in
  6. steel tanks b. cisterns c. vats d. reservoirs
  7. Manhattan obtains additional water from the
  8. future b. Croton watershed c. Catskill Mountains d. Panama Canal
  9. New York’s Catskill water supply comes from
  10. a distance of about a hundred miles b. New Jersey c. a distance of about twenty miles d. Canada
  11. The height of the passage through which the water is conducted is about
  12. that of six men b. five yards c. eighty inches d. thirty feet
  13. The water conduits are placed hundreds of feet below street level to
  14. prevent the support of buildings b. protect them from the elements c. avoid interfering with street traffic d. avoid interference with the supports of buildings

 

 

завдання заочного туру 10 клас

Speaking Comprehension

Test For 10th Form Students

Directions: In this test you will select three task slips from those before you. After selecting three, choose the one you feel you are most capable to speak about and return the other two to the table face down. Then take about a minute to collect your thoughts before you begin to speak on the topic. You may refer to the topic as needed. Take a deep breath and begin.

  1. Talk about the influence of other cultures on Ukrainian youth, particularly through mass media ( television, radio, the Internet, magazines, etc). – What are the positive and negative influences of media from other cultures? – Should the negative influences be censored by the government? Explain. – What are the responsibilities of parents in monitoring what their children are exposed to?
  2. Litter that has been disposed of improperly is a global problem and takes away from the beauty and safety of many cities and towns throughout the world. – Do you feel that litter is a problem in Ukrainian cities and towns? Why or why not? – What are some practical ways in which the litter problems around the world could be addressed? – Why do you think they would be effective?
  3. All students are required to participate in physical training classes. Should participation in physical training at school be mandatory? – What benefits and problems does this training have? – What dangers might be involved in physical training activities? – Should parents have the right to remove their children from this kind of lesson? Why?

4.Some people believe that living a healthy lifestyle is the key to one’s happiness. – What is your idea of a healthy lifestyle? – How has the definition of health changed over time, and from culture to culture? – Can a person who is not healthy still be happy?

  1. There are many different ways to be a leader. – How have you been a leader at school , among your friends, or in other ways? – What are some necessary characteristics of a good leader? – Can everyone be a leader? – Why is being or having a leader important?
  2. Traditions allow us to maintain a quasi-connection to our ancestors. – What traditions do you have in your family? – From where/whom do they originate? – Do you think that you will continue these traditions, or start new ones?
  3. Some would say it`s almost impossible to be true friends with people from different generations. Do you agree? – What are the advantages and disadvantages of these types of relationships? – What does society think about such relationships? – Do you have any close friends from a different generation?
  4. Let`s imagine that many people have fallen ill in the city where you live due to the high number of cars in town that are creating air pollution. – What would you suggest to be done about this problem? – How do you think people of your town will respond to limitations on car use? – How practical do you think bicycle riding is as an alternative to car driving in Ukraine?
  5. It is often said that, « The world is getting smaller.» – How has technology made the world smaller? – What are the advantages and disadvantages of living in a more connected world? – Does it make sense to say that « The world is getting bigger»? Explain.

10.Many pupils dream of travelling to other countries. Let`s imagine that you have to choose one country, not your native country, where you will go to live for a long time. – Which country would you choose? Why? – What would be the worst part about living there? The best? – How would you deal with the problem of being far from your native land?

  1. Vegetarianism is promoted for its health benefits, for environmental reasons and to prevent animal cruelty. – Which of these reasons do you relate to the most important? – If you were a vegetarian, what dishes would you miss the most? – Are there any social situations where it would be awkward for you to be a vegetarian?
  2. The invention of the wheel has changed the course of human progress. – What do you think are the three most influential inventions of the last 100 years? – Why do you think these inventions are so significant? – What are some qualities that might be common to all inventors?
  3. Let`s imagine that Ukraine has been chosen to host the Olympics. – In which city or village should the Olympics be hosted? Why? – Would you prefer to host Summer or Winter Olympic Games? – What additional activities would you recommend to tourists?

14.In an effort to help others, many people donate their time and money to different organizations and causes. – Which of the two do you think is more valuable? – Do you think it is better to contribute locally or internationally? – Which organization or cause do you feel is the most important and how are you helping it?

15.A recent study suggests that half of Europe`s teenagers use the Internet without parental supervision. – Do you believe that teenagers should be able to use the Internet without supervision? – What are some potential problems with unsupervised internet use? – What measures should teenagers take to protect themselves against these threats?

16.Imagine you have the chance to make your own Reality TV program. – Describe the program , including location, set design and anticipatedviewing audience. – What kinds of people do you want to be on the program? – What will people do on this program, and how do you want the people on the show to interact?

17.Imagine you were invited to speak at an American university about Ukrainian culture. – What aspect of our culture would you be most proud to share? – What do you think they would be most surprised by? – What would you hope to gain by speaking with American university students?

18.There are some who say that zoos are like prisons for animals, others say they are sanctuaries for them. – Do you feel that they are prisons for animals? Do they guarantee their survival? – How do we protect endangered species from extinction? – Have you ever taken part in a project to protect endangered wildlife?

 

10 th FORM  Reading Comprehension

Directions: In this test you will read four texts. Each text is followed by different tasks. You should do the tasks that follow the text on the basis of what is stated or implied in the text. For each task you will choose the best possible answer, as specified prior to each text. Choose the best answer and circle the letter of your choice or put + if the statement is true, – if it is false on the answer sheet Directions: Read Death Valley, and answer questions 1-10. Mark True(+) or False (-) next to the number.

Text 1

Death Valley

Death Valley doesn’t sound like a very inviting place. It is one of the hottest places in the world. The highest temperature ever recorded there was 134 degrees Fahrenheit. That is the highest recorded in the Western Hemisphere. And that was in the shade! Death Valley in California covers nearly 3,000 square miles. Approximately 555 square miles are below the surface of the sea. One point is 282 feet below sea level – the lowest point in the Western Hemisphere. In Death Valley, pioneers and explorers faced death from thirst and the searing heat. Yet despite its name and bad reputation, Death Valley is not just an empty wilderness of sand and rock. It is a place of spectacular scenic beauty and home to plants, animals, and even humans. In 1849 a small group of pioneers struggled for three months to get across the rough land. They suffered great hardships as they and their wagons traveled slowly across the salt flats in the baking sun. They ran out of food and had to eat the oxen and leave their possessions behind. They ran out of water and became so thirsty they could not swallow the meat. They found a lake and fell on their knees, only to discover it was heavily salted. Finally, weak and reduced to almost skeletons, they came upon a spring of fresh water and their lives were saved. When they finally reached the mountains on the other side, they slowly climbed up the rocky slopes. One of them looked back and said, “Goodbye, Death Valley.” That has been its name ever since. Death Valley is the driest place in North America. Yet far from being dead, it is alive with plants and animals. They have adapted to this harsh region. In the salt flats on the valley floor, there are no plants to be seen. But near the edge, there are grasses. Farther away, there are some small bushes and cactus. On higher ground there are shrubs and shrub-like trees. Finally, high on the mountainside, there are pine trees. What is not visible are the seeds lodged in the soil, waiting for rain. When it does come, a brilliant display of flowers carpets covers barren flatlands. Even the cactus blossoms. It is the most common of all desert plants. As the water dries up and the hot summer nears, the flowers die. But first they produce seeds that will wait for the rains of another year.

1.) Death Valley doesn’t sound like a very hospitable place.

2.) The territory of Death Valley is approximately 3,000 square kilometers.

3.) Death Valley had the highest temperature ever recorded in the world.

4.) The lowest point in the world is in Death Valley and it is 282 kilometres below sea level

5.) Even though Death Valley is a place of spectacular scenic beauty no humans live there.

6.) It took a small group of Native Americans three months to get across the rough land in 1849.

7.) The pioneers ran out of food and had to leave their cattle behind.

8.) Despite being the driest place in North America, Death Valley gives life to many plants and animals.

9.) The cactus is the only of the desert plants to blossom twice a year.

10.) Some plants and animals have adapted to harsh climate.

2 Directions: Read Alaska – The Last Frontier, and answer questions 11-15. Choose A, B, C or D.

Text 2

Alaska – The Last Frontier

There is nothing small or ordinary about Alaska. It is America’s largest state. It has the highest mountain and largest glacier in North America. Its chain of volcanoes is the longest in the world. It has vast regions of uninhabited land richly diverse in both geography and wildlife. It is a remarkable place known as the “Last Frontier.” Alaska fits its name very well. It comes from the word alyeska, meaning “Great Land” in the language of its native Aleut people. Alaska covers 591,004 square miles. The state of Rhode Island would fit into Alaska 480 times! The highest point in Alaska is 20,320-foot Mount McKinley. The 16 highest mountains in the United States are all in Alaska. There are also about 100,000 glaciers. The largest, Malaspina Glacier, covers 850 square miles. Alaska also has more than three million lakes and 3,000 rivers, much more than any other state. Everything about Alaska seems to be big. The largest salmon on record was caught in 1985 in Alaska’s Kenia River. It weighed 97 pounds, 4 ounces. Its brown bears, called Kodiak bears, are the world’s largest bears. Even the vegetables grown there are big. Cabbages have been known to weigh 95 pounds and carrots to be 3 feet long! If you took a trip through Alaska, it would take quite a long while to cover its vast territory. You’d have to take an airplane from place to place because much of Alaska doesn’t have roads. Along the coast you would see thousands of islands, rocks, and reefs. You’d see glaciers and icebergs, which are huge pieces of glaciers that fall into the water. Glaciers cover nearly 29,000 square miles of Alaska. Most are in the south and southeast. In south-central Alaska, you’d fly over the Alaskan Mountain Range and Mount McKinley. Thousands of visitors have climbed up Mount McKinley. Others have died trying. The youngest person to climb Mount McKinley was Taras Genet of Talkeetna, Alaska, who climbed it in 1991 when he was 12 years old. No doubt you would visit several of Alaska’s national parks. In these protected lands there are glaciers, mountains, active volcanoes, lakes, rivers, forests, and wildlife of many kinds. Besides Kodiak bears, there are grizzly bears, polar bears, moose, caribou, wolves, porcupines, beavers, mountain goats, foxes, and squirrels. Alaska has 450 kinds of birds. In its waters, whales and dolphins swim along the coast. Seals, walruses, and sea otters are also found there. Part of Alaska lies within the Arctic Circle. The land there is called tundra. There are no trees because the soil is permanently frozen. This frozen soil, called permafrost, thaws on the surface during the summer, when it is covered with a thick layer of mosses, wildflowers, and grasses. People who live there have a special problem because of the permafrost. A house built on it sometimes causes it to thaw beneath the house. The thawed soil begins to sink down, and the house goes with it! Many arctic inhabitants build their houses on platforms so they can be moved from time to time.

11.) Alaska means _______________ in the language of its aborigines.

A.) Largest State B.) Great Land C.) Last Frontier D.) important territory

12.) Alaska has the ____________ of volcanoes in the world

. A..) most uninhabited areas B.) highest range C.) largest glacier D.) longest chain 13.) Alaska _________ 480 times bigger than Rhode Island

A..) fits B.)is C.) runs D.) enters

14.) Along the coast of Alaska you’d see icebergs, which are enormous pieces of __________ that fall into the water.

A..) glaciers B.) mountains C.) volcanoes D.) snow

15.) No trees grow in the territory___________ because the soil is permanently frozen.

A..) called permafrostB.) within the Arctiic circle C.) of south-central Alaska D.) called tundra Directions:

Read Death Valley- continued, and answer questions 16-20. Choose A, B, C or D.

Text 3

Death Valley – continued

At noon on a summer day, Death Valley looks truly devoid of wildlife. But in reality, there are 55 species of mammals, 32 kinds of birds, 36 kinds of reptiles, and 3 kinds of amphibians. During the day many seek shelter under rocks and in burrows. As night approaches, however, the land cools. The desert becomes a center of animal activity. Owls hunt for mice. Bats gather insects as they fly. The little kit fox is out looking for food, accompanied by snakes, hawks, coyotes, and bobcats. Many of these animals, like the desert plants, have adapted to the dry desert. They use water very efficiently. They can often survive on water supplies that would leave similar animals elsewhere dying of thirst. Humans have also learned how to survive in this land. Little is known about the first people, the Lake Mohave people, except that they hunted there as long as 9,000 years ago. From 5,000 to 2,000 years ago, the Mesquite Flat people inhabited the region. Then the Saratoga people came. Finally, about 1,000 years ago, the earliest of the Shoshone natives moved in. To this day, a few Shoshone families live the winter months in the desert. The natives knew where every hidden spring was. They also knew the habits of the desert animals, which they hunted. The natives, and later even the prospectors, ate every imaginable desert animal. They ate everything from the bighorn sheep to snakes, rats, and lizards. They were often on the edge of starvation. In autumn they gathered nuts from the pine trees. Other foods they ate included roots, cactus plants, leaves, and sometimes insects. The early prospectors didn’t know the desert as well as the natives. Many died looking for gold and silver in Death Valley. Others did find the precious metals. Then a “boomtown” was born. First it consisted of miners living in tents. Then permanent buildings were built. But when the mine failed, the town that built up around it did too. Today the remains of these “ghost towns” are scattered about Death Valley. They have names like Skidoo, Panamint City, Chloride City, and Greenwater. Going to Death Valley once meant danger, hardship, and even death. Today, visitors can drive there in air-conditioned comfort. They can stay in hotels. They don’t have to worry about dying of hunger or thirst. They can look upon the hills, canyons, and cactus with appreciation rather than fear. They can admire the beauty of this strange land. They can leave with happy memories.

16.) On summer midday, Death Valley seems______________ wildlife.

A.) entirely lacked from B.) to inhabit C.) to shelter D.) to capture

17.) During the day it is common for _____________ to seek shelter under rocks and in burrows.

A..) desert plants B.) humans C.) the Saratoga people D.) wildlife

18.)The people who originally inhabited Death Valley were called _____

. A..) the Lake Mohave people B.) the Mesquite Flat people C.) the Saratoga people D.) the Shoshone natives

19.) _______________ also knew the habits of the desert animals, which they hunted.

A.) The Americans B.) The aborigines C.) The prospectors D.) The visitors

20.) Many _________________ rushed to Death Valley in search of precious metals.

A.) Shoshone families B.) Mesquite Flat people C.) prospectors D.) natives

 

Writing Comprehension

Test For 10th form Students

Directions: In this test you will select from the three tasks written on the board one which you feel you are most capable to write about. You will then begin writing your essay on the pages provided. When you are finished, close your papers, lay down your pen and wait. Your test materials will be collected.

  1. Some people say that the Internet provides people with a lot of valuable information. Others think access to so much information creates problems. Which view do you agree with? Use specific reasons and examples to support your opinion.
  2. Woodrow Wilson once said, “Friendship is the only cement that will hold the world together.” Do you agree? Why or why not? How can this be applied to global politics? How can this be applied to your personal life?
  3. Since the beginning of the world, millions of species of animals have died out. Despite our efforts species go extinct every day, some even before we discover them. Is it important for humanity to make sure more species don’t die out? What would happen to the world if we stopped protecting animals? What would this mean for nature and for humans? What are the benefits of biodiversity?

завдання заочного туру 9 клас

Speaking Comprehension

Test for 9th Form Students Directions:

In this test you will select three task slips from those before you. After selecting three, choose the one you feel you are most capable to speak about and return the other two to the table face down. Then take about a minute to collect your thoughts before you begin to speak on the topic. You may refer to the topic as needed. Take a deep breath and begin.

  1. You are the owner of a pet store, and you have been asked to speak about the importance of having pets. – Explain how to choose the right pet for you. – What benefits do pets offer their owners? – What responsibilities do owners have to their pets?
  2. If you could have lunch with one person, living or dead, real or fictional, who would it be? – What questions would you ask this person? – What would you tell this person about yourself? – What would you suggest you do for lunch?
  3. Describe your dream house and why you want to live there. – What does it look like? – Where is it located? – What amenities does it have?
  4. You find a magical mirror that can show you anything in the world. – What do you want to see? – Why do you want to see it? – What will you do with this information?
  5. If you could have any talent that you don`t already possess, what would it be? – Why is this talent so important for you to have? – How would you use it? – Do you feel it is more important to gain talents through hard work or through natural ability?
  6. There is a proverb in English that says, « You are what you eat.» – What does this saying mean to you? – How much thought do you give to the food you eat? – How is food connected to our bodies and moods?

 

Writing Comprehension

Test For 9th form Students Directions:

In this test you will select from the three tasks written on the board one which you feel you are most capable to write about. You will then begin writing your essay on the pages provided. When you are finished, close your papers, lay down your pen and wait. Your test materials will be collected.

  1. What is your favorite family tradition, something that is unique to your family? Why does your family follow this special tradition? How did this tradition get started in your family? Would you like to continue this tradition in the future, when you have a family of your own?
  2. Art, literature, poetry, music, and theatre are among some of the most popular ways for people to express their emotions. In which of the previously mentioned ways do you best express yourself? Explain. Is it any different from how your friends express themselves? In which other ways do you express your emotions?
  3. The mass media are currently being talked about by many people in Ukraine. What media are the most popular with adults and teenagers in our country? Which media do you prefer? Write about your favourite channel/radio programme/newspaper. Express your opinion on the importance of the media in the society.

завдання заочного туру 8 клас

Speaking Comprehension

Test for 8 th Form Students Directions:

In this test you will select three task slips from those before you. After selecting three, choose the one you feel you are most capable to speak about and return the other two to the table face down. Then take about a minute to collect your thoughts before you begin to speak on the topic. You may refer to the topic as needed. Take a deep breath and begin.

  1. A well known proverb states: «When in Rome, do as the Romans do.» What does this mean? Do you agree or disagree?
  2. Should uniforms be worn in school? Explain advantages and disadvantages of wearing uniforms.
  3. If you could become a character from any book or play that you have read, who would that character be?
  4. Is organized tour the best way of learning about the world? Explain advantages and disadvantages of such kind of travel?
  5. What would happen if there were no television? Why would this be good/ bad? 6. Describe the social and professional activities that give you the most opportunity to speak English.
  6. What would you say to persuade your parents that the music you listen to is worth listening to?
  7. When people from other countries visit our country, how do they see Ukrainians?
  8. How do mobile phones truly improve the quality of life of those who use them? 10.You are having a meeting with American sportsmen. Ask them about the most popular kinds of sport in the USA and say whether you play the same games in Ukraine.

11.Describe the moral, or lesson, that you have learned from your favorite story? . How do books influence your behavior?

12.It’s Sunday. You see your friend hurrying somewhere. Ask him about his plans for the day off and suggest your way of spending it.

  1. In the past, sports were activities that people did for fun in their free time. This has changed a lot in recent years. Tell about some things that have changed .
  2. If you were asked to send one thing representing your country to an international exhibition, what would you choose? Why?
  3. What are the most important components of a healthy lifestyle? How do you keep yourself healthy?
  4. Do you believe that the majority of youth in Ukraine prefers watching TV to reading? What benefits, if any, does reading provide that watching TV does not? 17. A gift (such as a camera, a soccer ball, or a pet) can contribute to a child’s development. What gift would you give to help a child develop? Why?
  5. Many pupils dream of travelling to other countries. Imagine that you have to choose one country, not your native country, where you will go to live for a long time. Where will you go? Why?
  6. You are given a chance to choose the route about Great Britain. What parts of this country would you recommend to see and express your own preferences bearing in mind your devotion to literature.

Writing Comprehension

Test For 8th form Students Directions:

In this test you will select from the three tasks written on the board one which you feel you are most capable to write about. You will then begin writing your essay on the pages provided. When you are finished, close your papers, lay down your pen and wait. Your test materials will be collected.

  1. It has been said, “Not everything that is learned is contained in books.” Compare and contrast knowledge gained from experience with knowledge gained from books. In your opinion, which source is more important? Why?
  2. Which person has had the greatest influence on your life? Was this person in your family or outside of your family? Why was this person influential? What did this person teach you?
  3. Sport is very important for young generation as well as for adults. Which sport is a favourite one in Ukraine? Why do you think so? What is your favourite sport? Why? Are you a sports fan?

 

тести для початкової школи

Test 1 “Welcome to school”

Variant 1

  1. Write small letters.

Напиши маленькі літери.

A___     C___     K___     F___     R___     W___     Q___     L___

Z___     N___     I ___     U___    X___      G___      P___     O___

  1. Write the letters in the correct order.

Напиши літери в алфавітному порядку.

bdc __ __ __                  dfe __ __ __                  xzy __ __ __

kml __ __ __                  hji  __ __ __                  tsu __ __ __

  1. Fill in the letters.

Допиши літери.

__lackboard                   __omputer                     __D player

__ap                                __indow                        __eiling

__amp                             __lassroom                   __arker

Добери і з’єднай.

1                3               4              6                2                7

 

four              six             three            one             seven            two

  1. Choose and write.

Обери і напиши.

is  /  are

  1. There ____  a bag on the desk.
  2. There ____ 2 posters on the wall.
  3. There ____ windows in the classroom.
  4. ____ there a pencil-box in the bag? –  Yes, there
  5. ____ there 5 CDs in the box? – No, there ____ not.

 

 

Test 1 “Welcome to school”

Variant 2

  1. Write small letters.

Напиши маленькі літери.

B___     D___     E___     H___     V___     W___     Y___     R___

L___     G___     I ___      X___     Z___       F___     K___    A___

  1. Write the letters in the correct order.

Напиши літери в алфавітному порядку.

qop __ __ __                  egf __ __ __                  rts __ __ __

acb __ __ __                  uwv __ __ __                 ijk __ __ __

  1. Fill in the letters.

Допиши літери.

__lock                            __ag                                    __oster

__en                               __ookshelf                          __ot plant

__oor                              __esk                                  __encil

  1. Match

Добери і з’єднай.

5                2                   8                  10                9                  3

 

ten             nine            three               five            eight           two

  1. Choose and write.

Обери і напиши.

 is  /  are

  1. There ____ 3 windows in the classroom.
  2. There ____ a computer in the classroom.
  3. There ____ a flower pot on the floor.
  4. ____ there a book in the bag? – Yes, there  ____.
  5. ____ there 4 posters on the wall? – No, there ____ not.

                                               

Обовязкові правила для роботи вчителя при вивченні іноземної мови в початковій школі

Правило 1. Зберігати самоцінність дитинства, самоцін ність кожного періоду дитячого життя. Створювати й утверджувати на уроках іноземної мови в початковій школі атмосферу дитинства – найважливіший чинник природ ного й гармонійного розвитку дитини: фізичного, інте лектуального, духовного.

Правило 2. Враховувати неповторну індивідуальність дитячої особистості. Пам’ятати: “All children need to feel treated and cared about аs individuals rather than as a group to be controlled”.1 Зважати на особливості модальності дитини, тобто на спосіб сприйняття навколишнього (слуховий, зоровий, кінетичний), на рівень її домагань (chal lenge), сформованість мотиваційної сфери. Орієнтуватись у навчанні на зону найближчого розвитку дитини (в тер мінології Л.С. Виготського).

Правило 3. Вчити й виховувати дітей, виходячи із сильних, найкращих якостей і виявів їхнього характеру, особливостей мислення, емоційновольової сфери. Не фіксувати помилки і слабкість учня (“Never say to a student he is wrong. Do not fuss about students’ mistakes: let them speak on”2). Вірити в обдарованість кожної дитини. Створювати умови для розкриття творчого потенціалу її особистості, для фор мування у дитини позитивної самооцінки (Я–концепції, або selfconcept, в термінах Р. Бернса3) і культивування у неї цінності іншої людини.

Правило 4. Виховувати демократичну культуру класу. Виявляти повагу до дітей. Ні в якому разі не маніпулювати своєю владою під час контролю та оцінювання рівня навченості учнів. Будувати стосунки з дітьми на засадах взаємоповаги і рівноправного партнерства за гаслом “Ev eryone is equal when in class”. Правило 5. Вирішувати завдання, пов’язані з моделю ванням міжособистісного і міжкультурного спілкування, зумовлені двоплановістю діяльності вчителя іноземної мови як фасилітатора (підсилювача) процесу спілкування і водночас його незалежного учасника. Пам’ятати: педагог, який знаходиться у постійному мовленнєвому контакті з учнями, сприяє успішності вивчення мови і впливає на їхні особистості.5 Практикувати з цією метою режими роботи (в парах, у малих групах, командах), спрямовані на забезпечення творчої співпраці і взаємодії молодших учнів, застосо” вуючи широкий спектр прийомів навчання іноземної мови в початковій школі.6

Правило 6. Формувати у дитини внутрішню вимогливість до себе. Забезпечувати засобами розвиваючого навчання такі умови, щоб молодший учень усвідомлював себе мислячою особистістю. Вчити кожного учня працювати над іноземною мовою самостійно, на рівні його фізичних, інтелектуальних та емоційних можливостей. Реалізувати у такий спосіб індивідуалізацію і диференціацію навчаль ного процесу, створюючи дитині можливості пізнати «радість навчання», в термінології В.О. Сухомлинського.

Правило 7. Виявляти постійну турботу про психічне, інтелектуальне і фізичне здоров’я дітей. Пам’ятати, що основою цього здоров’я є емоційна благополучність дітей у школі та в родині. Вона зумовлена здійсненням педагогом стратегії психологічної підтримки розвитку особистості дитини, наданням допомоги дітям у розв’язанні їхніх проблем, а також підживлюється творчим співробіт ництвом учителя з батьками. Значний потенціал для реалізації цих правил на прак” тиці, за даними наших досліджень, закладено в усіх цен” трованих на особистості молодшого школяра техно” логіях навчання іноземної мови, про які йтиметься далі. Розпочнемо з проектної технології – такого різновиду творчої роботи молодших учнів, коли вони під керівниц” твом учителя або самостійно вчаться створювати зміст своєї іншомовної навчальної діяльності в ході підго” товки і захисту обраного проекту. При цьому примітною ознакою проекту є те, що його кінцевий продукт має, як правило, матеріальне втілення, як”от: колаж, альбом, комікс, анкета, інсценівка тощо. Розрізняють міні” проекти, розраховані на один урок або його частину, і довгострокові проекти для домашнього виконання .

Індивідуальні проекти: “My Pet”, “My Family Tree”, “My Photo Album”, “My Day”, “My Room/Flat/House”, “My Per sonal File”, “My Letter to an English Penfriend”, “Your Family WashingLine”. Групові проекти: “We Make a Comic Strip about Our Pets”, “At the Pet/Toy/Flower/Food Shop”, “We Make a Collage about Weather”, “The ABC Party”, “Merry Christmas”, “This is Our Class”, “Our Last Weekend”, “Our Favourites”.

– інформаційні (“My Pet”, “My Letter to an English Pen friend”, “My Personal File”, “Our Last Weekend” etc); – художні (“The Best New Year Postcard”, “We Make a Comic Strip about Our Pets”, “Your Family Washing Line”, “We Make a Collage about Weather” etc); – рольово#ігрові (“Interview Your Classmate”, “At the Pet/ Toy/Flower/Food Shop”, “Let’s Make Lunch Together” etc); – театральні (“The ABC Party”, “Merry Christmas”, “Mother Goose Party”, “Hot Cross Buns” (Святкування Великодня) etc);

Про обсяг і характер домашніх завдань учнів загальноосвітніх навчальних закладів (Лист Міністерства освіти і науки України від 29.10.07 № 1/9-651)

Міністерству освіти і науки Автономної Республіки Крим, управлінням освіти і науки обласних, Київської та Севастопольської міських державних адміністрацій

Інститутам післядипломної педагогічної освіти

Керівникам загальноосвітніх навчальних закладів

З метою збалансування навчального навантаження учнів загальноосвітніх навчальних закладів, збереження їх здоров’я Міністерство освіти і науки України надсилає методичні рекомендації щодо обсягу і  характеру домашніх завдань.

Звертаємо увагу на те, що контроль та відповідальність за перевантаження учнів домашніми завданнями покладається на керівників загальноосвітніх навчальних закладів.

 

Заступник Міністра                               В.В.Тесленко

 

Про обсяг і характер домашніх завдань учнів загальноосвітніх навчальних закладів

Головним завданням сучасної загальноосвітньої школи є забезпечення умов для розвитку і саморозвитку кожного учня, що реалізується через оновлення змісту навчальних програм, інноваційних технологій організації навчально-виховного процесу, в тому числі й організації домашньої самостійної роботи.

Основною метою домашніх завдань є: закріплення, поглиблення і розширення знань, набутих учнями на уроці; підготовка до засвоєння нового матеріалу; формування в дітей уміння самостійно працювати; розвиток їх пізнавальних інтересів, творчих здібностей тощо.

Ефективність домашніх завдань визначається дотриманням певних вимог до їх організації:

  • розуміння учнями поставлених перед ними навчальних завдань;
  • врахування вікових та індивідуальних особливостей школярів, їх пізнавальних можливостей, специфіки кожного навчального предмета, складності матеріалу, характеру завдань та ін.;
  • формування загальнонавчальних умінь і навичок (уміння правильно розподіляти час, встановлювати послідовність виконання завдань, виділяти головне, використовувати попередньо вивчений матеріал, застосовувати наявні знання тощо).

Раціональна організація виконання домашніх завдань сприятиме збереженню здоров’я учнів, високого рівня функціонального стану їх організму протягом дня.

При визначені форм, характеру, змісту, обсягу домашніх завдань, методів їх організації необхідно враховувати специфіку навчального предмета, пізнавальні можливості учнів, їх вольові якості та уподобання тощо.

Домашні завдання можуть бути як усні, так і письмові; індивідуальні, що заохочують, стимулюють школяра до навчання, пізнання, розвивають індивідуальні здібності та інтереси дитини; групові та парні, що направлені на дослідницьку. пошукову, аналітичну роботу, співпрацю, співдружність тощо; репродуктивного. конструктивно-варіативного та творчого характеру.

Домашні завдання можна диференціювати в залежності від підготовки учнів, їх індивідуальних особливостей сприйняття, пам’яті, мислення, урізноманітнюючи при цьому зміст домашніх робіт та їх характер.

Згідно з Державними санітарними правилами і нормами влаштування. утримання загальноосвітніх навчальних закладів та організації навчально-виховного процесу (ДСанПіН 5.5.2.008-01), у 1-му класі домашні завдання не задаються. Обсяг домашніх завдань з усіх предметів має бути таким, щоб витрати часу на їх виконання не перевищували у 2-му класі 45 хв; у 3 класі – 1 години 10 хв; 4 класі – 1 год. 30 хв; у 5-6-му класах – 2,5 години; у 7-9 класах – 3 години; у 10-12 класах – 4 години.

Звертаємо увагу на необхідність дотримання вимог Державних санітарних правил. При визначенні обсягів домашніх завдань необхідним є врахування темп) і ритму роботи учнів, навантаження їх навчальною роботою цього та наступного днів, стану їхнього здоров’я.

Домашні завдання не рекомендується задавати на канікули, на вихідні та святкові дні.

Добір завдань для домашньої роботи, інструктаж щодо їх виконання (повний, стислий, конкретний тощо) учитель продумує завчасно і фіксує в поурочному плані-конспекті уроку.

Домашнє завдання може бути задано з предметів інваріантної частини навчального плану, з будь-якого розділу програми, але тоді, коли його доцільність вмотивована.

Успішне виконання учнями домашніх завдань в значній мірі залежить від співпраці учителя з їхніми батьками. Важливо переконати батьків у тому, що дотримання оптимального режиму виконання домашніх завдань, їх посильна допомога і контроль за виконанням сприятимуть розв’язанню основної мені навчальної домашньої роботи. Вчитель повинен знайомити батьків з основними програмовими вимогами до навчальних предметів, усного та писемного мовлення молодших школярів тощо, повідомляти батьків про результати виконання домашніх завдань.

Місце подачі домашнього завдання може бути на будь-якому етапі уроку.

Не допускається подача домашнього завдання під час чи після дзвінка на перерву, після уроків, оскільки воно в повній мірі не фіксується дітьми; учні позбавлені можливості ставити запитання; учитель не встигає пояснити суть завдання.

Форми перевірки домашнього завдання можуть бути різними: фронтальна, індивідуальна, колективна, само-, взаємоперевірка, творча тощо. Вибір форми контролю залежить від змісту, виду і мети домашнього завдання.

В.о. директора департаменту          О.В.Єресько        Ващенко Л.С. 486-10-83

 

«Якщо ми будемо вчити сьогодні так, як вчили вчора, ми крадемо
у наших дітей завтрашній день»
Джон Дьюї

Слідуючи пораді Джона Дьюї, в останні роки я все частіше поповнюю свою методичну скарбничку новими технологіями навчання. В даній статі хочу привернути Вашу увагу до однієї із таких популярних сучасних видів освітніх Інтернет-технологій, як веб-квест.

Якщо звернутись до етимології цього поняття, то воно походить з англійської мови. Web [web] – веб, всесвітня мережа, quest [kwest] – пошук. В сучасній педагогіці веб-квест розглядається як проблемне завдання з елементами рольової гри. Це – свого роду міні-проект, значна частина матеріалу для якого береться з Інтернету.

“A WebQuest is an inquiry-oriented activity in which some or all of the information that learners interact with comes from resources on the internet”, – стверджує Берні Додж. Саме він разом зі своїм колегою Томасом Марч, будучи викладачами університету Сан-Дієго (США), у 1995 році представив цю технологію міжнародній педагогічній спільноті. А сьогодні вчителі іноземних мов всього світу широко використовують цю інноваційну технологію як один із засобів ефективного навчання мови з використанням ресурсів Інтернету.

Слід відмітити, що веб-квест як освітня технологія спирається на такий підхід до навчання, в процесі якого відбувається створення нового. У ході роботи над веб-квестом учитель створює умови для самостійної розумової та творчої діяльності старшокласників і підтримує їх ініціативу. Він є консультантом, організатором і координатором проблемно-орієнтованої, дослідницької, навчально-пізнавальної діяльності учнів. У свою чергу, учні стають рівноправними «співучасниками процесу навчання», поділяючи зі своїм учителем відповідальність за його процес і результати.

Як правило, веб-квест можна поділити на чотири основні елементі (кроки):

• 1-ий крок – Вступ (Introduction).

Етап «Вступ» зазвичай використовується для ознайомлення із загальною темою веб-квесту. Він включає надання вступної інформації і часто вводить ключову лексику та поняття, які будуть потрібні учням, щоб зрозуміти як виконувати наведені завдання.

• 2-й крок – Завдання (Task).

На цьому етапі чітко пояснюється, що повинні робити учні, працюючи з веб-квестом. Запропоновані вчителем завдання повинні бути добре вмотивованими, дійсно цікавими для них та побудованими на реальних ситуаціях. Як правило, в цьому етапі найактивніше приймають участь учні, які люблять розігрувати рольові ігри.

• 3-ій крок – Процес (Process).

Це – поетапний опис ходу роботи, розподіл ролей та обов’язків кожного учасника веб-квесту, посилання на Інтернет-ресурси, кінцевий продукт. На цьому етапі вчитель роз’яснює, як саме учні будуть виконувати завдання (порядок виконання та сортування інформації).
У веб-квесті, основаному на мовному матеріалі, на цьому етапі можна вводити чи повторно використовувати англійську лексику та граматику. Крок «Процес» матиме один, або декілька «продуктів» (learning outcomes), які учні повинні подати в його кінці. Ці «продукти» часто формують основу наступного етапу.

• 4-ий крок – Оцінювання (Evaluation).

На цьому етапі учні можуть займатися самооцінюванням, порівнюючи і протиставляючи те, що виконали з іншими учнями, та аналізуючи те, що вивчили чи чого досягли власними зусиллями. Тут також проводиться оцінювання вчителем, підводиться підсумок і заохочується рефлексія та подальше дослідження проблеми.

Берні Додж визначив два види веб-квестів:

1. Короткострокові веб-квести

Наприкінці такого веб-квесту учень стикнеться зі значною кількістю нової інформації, котру розумітиме. Короткостроковий веб-квест матиме за мету набуття елементарних знань з певної теми. Він може охоплювати період близько кількох занять, протягом якого учні переглядатимуть вибрані сайти для того, щоб знайти потрібну інформацію, і використовуватимуть її у класі для досягнення поставлених навчальних цілей.

2. Довгострокові веб-квести

Після завершення такого веб-квесту учень грунтовно проаналізує отриману інформацію, продемонструє розуміння матеріалу, самостійно створюючи та ускладнюючи завдання для роботи над темою. В цьому полягає основна відмінність між короткостроковими та довгостроковими веб-квестами – у другому випадку учні повинні змінити інформацію, що одержали, перетворюючи її в новий продукт: доповідь, презентацію, інтерв’ю чи дослідження. Довгострокові веб-квести можуть тривати кілька тижнів або й навіть навчальний семестр.

У цілому, структура будь-яких веб-квестів повинна сприйматися як основна директива, і тому потрібно проектувати їх так, щоб вони відповідали потребам і навчальним цілям, які ви ставите перед собою та учнями на уроці.

Отже, веб-квест – це новий формат уроку або позаурочної діяльності з орієнтацією на розвиток пізнавальної, дослідницької роботи учнів, на якому основна частина інформації добувається через ресурси Інтернет. Завдяки конструктивному підходу до навчання, учні не тільки добирають і упорядковують інформацію, отриману з Інтернету, але й скеровують свою діяльність на поставлені перед ними завдання.

З власного досвіду можу стверджувати, що робота учнів в такому варіанті проектної діяльності, як веб-квест, дає можливість урізноманітнити навчальний процес, зробити його біль живим і цікавим та підвищити його ефективність.