General conversational course of Russian as a foreign language A1. General conversational course of Russian as a foreign language A1 Intentions. Situations and topics of communication

General proficiency in Russian as a foreign language.

1. Content of communicative and speech competence

1.1. Intentions. Situations and topics of communication

1.1.1. A foreigner must be able to verbally implement the following intentions:

Enter into communication, get to know someone, introduce yourself or represent another person, say hello, say goodbye, address someone, thank, apologize, respond to gratitude and apology, ask to repeat;

Ask a question and report about a fact or event, a person, an object, the presence or absence of a person or object, the quality, belonging of an object, an event, an action, the time and place of an action, its cause;

Express a desire, request, offer, invitation, agreement or disagreement, refusal;

Express your attitude: evaluate a person, object, fact, action.

1.1.2. A foreigner must be able to implement basic communicative intentions:

In a store, kiosk, cash register;
at the post office;
at a bank, at a currency exchange office;
in a restaurant, buffet, cafe, canteen;
in the library;
in class;
on city streets, in transport;
at the clinic, at the doctor's, at the pharmacy.

1.1.3. A foreigner must be able to carry out basic verbal communication on the following topics:

A story about yourself. Biography elements: childhood, studies, work, interests.
My friend (acquaintance, family member).
Family.
My working day.
Free time, recreation, interests.

1.2. Requirements for speech skills

1.2.1. Listening

A. Listening to monologue speech
A foreigner must be able to: understand by ear the information contained in a monologue.

Subject of the text: relevant for everyday, socio-cultural and educational spheres of communication.

Text volume: 120-150 words.

Speech rate: 120-140 syllables per minute.
Number of text presentations: 2.

B. Listening to dialogic speech
A foreigner must be able to: understand by ear the content of the dialogue, the communicative intentions of its participants.

Subject of the text: relevant for everyday communication.
Volume of mini-dialogue: from 4 to 6 replicas, volume of dialogue: up to 12 replicas.
Number of unknown words: up to 1%.
Speech rate: 120-150 syllables per minute.
Number of presentations: 2.

1.2.2. Reading
A foreigner must be able to:

Read the text with an eye toward the general scope of its content;
determine the topic of the text;
understand quite fully and accurately the basic information of the text, as well as some details that carry an important semantic load.

Type of reading: reading with general content coverage, studying reading.
Type of text: specially composed or adapted plot texts (based on lexical and grammatical material corresponding to the elementary level).
Subject of the text: relevant for everyday, socio-cultural and educational spheres of communication.
Text volume: 250-300 words.
Number of unknown words: 1-2%.

1.2.3. Letter
A foreigner must be able to build:

A written text of a reproductive and productive nature on a proposed topic in accordance with a communicatively given setting and based on questions;
a written text of a reproductive nature based on a read text in accordance with a communicatively given setting.

Type of text: specially composed or adapted plot texts (based on lexical and grammatical material corresponding to the elementary level).
Volume of submitted text: up to 200 words.

Written texts on the proposed topic, created by foreigners, must be formatted in accordance with the norms of the modern Russian language and contain at least 7-10 sentences.

1.2.4. Speaking

A. Monologue speech
A foreigner must be able to:

Independently produce coherent statements in accordance with the proposed topic and communicatively given setting.
build a monologue statement of a reproductive type based on the text read.

The volume of statements by foreigners on the topic: at least 7 phrases.

Type of text: specially composed or adapted plot texts, built on the basis of lexical and grammatical material corresponding to the elementary level.
Text volume: 150-200 words.
Number of unfamiliar words in the text: 1%.

B. Dialogical speech
A foreigner must be able to:

Understand the interlocutor’s statements, determine his communicative intentions within a minimum set of speech situations;
respond adequately to the interlocutor’s remarks;
initiate dialogue, express communicative intentions in minimum set speech situations. Students' statements must be formatted in accordance with the norms of the modern Russian language, including generally accepted socially determined norms of speech etiquette.

2.1. Phonetics. Graphics

Alphabet. The relationship between sounds and letters. Vowels and consonants. Hard and soft, voiced and voiceless consonants. Word, syllable. Accent and rhythm. Pronunciation rules. Syntagmatic division. Types of intonation structures: IK-1 (complete statement), IK-2 (special question, appeal, request), IK-3 ( general question), IK-4 (comparative question with the conjunction “a”), IK-5 (assessment).

2.2. Word formation and morphology

2.2.1. Composition of the word

The concept of the basis of a word: the basis of a word and its ending; root of the word, suffix (table - dining room, city - urban, student - student), prefix (write - write).

Recognition of the minimum number of word-formation models: teacher - teacher; foreigner - foreigner; urban; read - read; go - go - come; Russian - in Russian. The main alternations of sounds in the root in the forms of verbs I and II conjugations (in the minimum set of verbs).

2.2.2. Noun

Animate and inanimate nouns. Gender and number of nouns. Case system of nouns. Shaping; meaning and use of cases.

Basic meanings of cases:

Nominative
Nina is watching TV. This is Andrey. Here's the book. Andrey, come here! Brother is a doctor. There are exams tomorrow. There is a theater in the city. I have a book. My name is Lena.

Genitive
a) without preposition:

Definition of an object (person)
absence of a person (object) only in the present tense
This is the city center. Here's my brother's car. I don't have a brother. There is no theater in the city.

Designation of quantity, measures in combination with the numerals two, three, four, five in limited constructions
It's two o'clock now. Pens cost 5 rubles.

Month in date (to the question “What date is today?”)
First of January.

b) with prepositions:
starting point of movement (from, from)
person who owns something
They came from England. We came from the concert. Andrey has a car.

Dative
a) without preposition:

Action recipient
person (object) whose age is being discussed (only with personal pronouns)
a person who feels the need for something (only with personal pronouns)
In the evening I call my father. This is my friend. He is twenty years old.

b) with prepositions:
face as the target of movement (to)

Accusative case
a) without preposition:

Person (object) as an object of action
logical subject of the verb to call
duration, validity period, denotes time b) with prepositions:
direction of movement (in, on)
time (hour, day of week) (at)

Instrumental case
a) without preposition:

With the verb to engage
profession of the person (with the verb to be)

b) with prepositions:
compatibility
definition

Prepositional
with prepositions:

Object of speech, thought
place (in/on)
vehicle (on)

2.2.3. Pronoun

Meaning, case forms and use of personal pronouns (I, you, he, she, it, we, you, they). Interrogative (which? whose? how many?), possessive (my, your...), demonstrative (this), attributive (everyone) and negative (nobody, nothing) pronouns.

2.2.4. Adjective

Full adjectives (beautiful, Russian, big). Agreement of full adjectives with nouns in gender and number in the nominative case. Familiarization with the case system of full adjectives. Short adjectives in a limited set (glad, busy, must, sick).

2.2.5. Verb

Infinitive (read, can, go, watch). Imperfect and perfect forms of the verb (do - do, read - read). Present, past and future tenses of the verb (read, read, will read, read, read). 1 and 2 verb conjugation (do, speak, study). Classes and groups of verbs: 1) read - I read, 2) be able - I can, 3) feel - I feel; 4) meet - meeting, 5) relax - rest; 6) give - give; 7) wait - they are waiting, 8) write - they write; 9) be able - can; 10) go - go; 11) go - go; 12) want - they want, 13) take - they take; 14) live - live. Imperative from well-known verbs (read, read; speak, speak). Verb control (watching TV; talking to my brother). Transitive and intransitive verbs (met my brother, go to school). Verbs of movement without prefixes and with prefixes (by-, at-): go, walk, go, ride, go, come.

2.2.6. Numeral

Cardinal numbers (one, two, three...). The use of numerals in combination with nouns (one book, two years). Ordinal numbers (first, second, etc.) in the form of the nominative case.

2.2.7. Adverb

Classes of adverbs by meaning: place (far, close), time (morning, winter), manner of action (good, bad), measure and degree (slow, fast). Predicative adverbs (may, may not) in limited structures, interrogative adverbs (how, when, where, where, from).

2.2.8. Functional parts of speech

Prepositions (in, on, from, with, to, y, o), conjunctions and allied words (and, or, a, but, not only..., but also..., because, therefore, what, where , where, which, etc.), particles not, even.

2.3. Syntax

2.3.1. Types of simple sentences

Non-interrogative sentences
narrative
incentive
affirmative
negative

Interrogative sentences
Two-piece models
One-component models without conjugated verb form

2.3.2. The concept of subject and predicate in a sentence

Ways to express the grammatical subject:
noun or pronoun in the nominative case
combination of nouns with numerals in the genitive case
noun or pronoun in the accusative case
noun or pronoun in genitive form
noun or pronoun in dative form

Ways to express a predicate:
verb in the indicative, imperative mood
combination of the personal form of a verb with an infinitive
combining the personal form of a verb with a noun

2.3.3. Ways to express logical-semantic relations in a sentence

Object relations (case and prepositional-case constructions of nouns): I'm reading a book, I'm reading about Russia.

Attributive relations:
agreed upon definition: a beautiful girl.
inconsistent definition: brother's book, tea with sugar.
Spatial relations (prepositional-case constructions of nouns, adverbs): John lives in America, Natasha lives far away.
Temporary relationships (adverbs): I've been waiting for you for a long time.
Target relationships (combination of the personal form of the verb with the inf.): I'm going to lunch.

2.3.4. Types of complex sentences

Compound sentences with conjunctions and, and, but, or; not only..., but also...
Complex sentences, types of subordinate clauses with various conjunctions and allied words:
explanatory (what, in order, who, how, which, whose, where, where, from);
definitive (which) to a limited extent;
temporary (when);
cause-and-effect (because).

Conjunctive words and conjunctions in direct and indirect speech: what, where, when, how much, why... He asked: “Where is Petya?” I said that Petya is now in the theater.

2.3.6. Word order in a sentence

With neutral word order in phrases:
the adjective precedes the noun (interesting exhibition);
the dependent word follows the main word (in the city center; reads a newspaper);
adverbs with -о, -е precede the verb (dances well), and adverbs with the prefix po- and suffix - ski follow the verb (writes in Russian);
the subject group is in front of the predicate group (Brother reads.);
a determiner denoting place or time can be at the beginning of a sentence, followed by a predicate group, and then a subject group (There is a theater in the city.).

2.4. Vocabulary

The lexical minimum at the elementary level is 780 units. The main composition of the active dictionary at the elementary level serves everyday, educational and socio-cultural spheres of communication.

The presence of an elementary level certificate indicates that a foreigner has enough necessary knowledge to further study the language for general cultural purposes and achieve the next, basic level of RFL.

* The developers of the Russian state system of educational standards are teams of authors created on the basis of Moscow State University. M.V. Lomonosov, St. Petersburg state university, Peoples' Friendship University of Russia and St. Petersburg State Technical University.

The workbook on the Russian language of the series “Unified State Exam 2013. Russian Language” is aimed at preparing high school students for successfully passing the unified state exam in the Russian language in 2013. The manual includes training tasks corresponding to positions A1-A6 (orthoepic, lexical, morphological, syntactic norms).
The authors of the book are test developers measuring materials in Russian for primary and secondary schools.
The manual is addressed to eleventh grade students, school teachers and tutors.

Examples.
In what example should the word SWAMPY be used instead of the word SWAMPY?
1) Before going to the training ground, we were given military boots and a SWAMP-colored uniform.
2) In these damp, swampy places, you can easily cut your feet with sharp sedge.
3) Gradually the mountains gave way to swamps, on which only crooked and stunted SWAMP birches grew.
4) There was a bitter SWAMPy smell in the barn.

Give an example of an error in the formation of a word.
1) platoon of soldiers
2) most simply
3) the lamp will light up
4) less than six hundred rubles

Provide a grammatically correct continuation of the sentence.
While in the UK,
1) Mr. Crone was shocked by the news of a long drought and crop failure in his native Oklahoma.
2) I was assigned to write a short essay on the history of London.
3) Marx wrote his main economic works, including Capital.
4) be sure to visit Arundel Castle.

Content
Introduction
Task A1
Orthoepic norms
Task A2
Lexical norms
Task A3
Morphological norms
Task A4
Syntactic norms (constructing a sentence with a gerund)
Task A5
Syntactic norms (in phrases, in simple and complex sentences) Task A6
Syntactic norms (replacement subordinate clause participial phrase)
Answers to assignments.

Download the e-book for free in a convenient format, watch and read:
Download the book Unified State Exam 2013, Russian language, A1-A6, Language standards, Workbook, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I. - fileskachat.com, fast and free download.

Unified State Exam 2013, Russian language, A20-A27, Punctuation, Text, Workbook, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I.
Unified State Exam 2013, Russian language, Workbook, A20-A27, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I.
Unified State Exam 2013, Russian language, Workbook, A13-A19, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I.
Unified State Exam 2013, Russian language, Workbook, A1-A6, Kuznetsov A.Yu., Rubinskaya G.P., Kuznetsova L.I.

The following textbooks and books.

A1 / ELEMENTARY LEVEL (Breakthrough Level)

The candidate can establish and maintain social contacts in standard situations everyday life; masters a minimum of linguistic means, his vocabulary can reach 900-1000 lexical units, including 240 internationalisms and about 30 units of speech etiquette (training course is at least 60-80 classroom hours).

meet;
name your profession and occupation;
learn and provide biographical information about yourself and a third party;
learn and communicate about hobbies and interests;
congratulate on a holiday (state, national, family);
thank, respond to congratulations; express a wish;
give/receive a gift; invite to a holiday, to visit; accept the invitation / refuse the invitation, explain the reason for the refusal;
agree on a time and place of meeting;
find out, provide address, phone number;
find out/tell where things are; how to get there / get there; is it far or close; how much does the fare cost, how to pay for the fare; use the transport schedule; signs on the streets, train stations, at the airport;
tell how the excursion went, express your assessment;
offer/accept an offer to have breakfast/lunch/dinner in a restaurant, cafe; refuse the offer, explain the reason for the refusal; agree on the place and time of the meeting; read the menu; order food and drinks; find out/tell about your favorite dishes, your choice; pay for lunch/dinner.

A2 / PRE-THRESHOLD (BASIC) LEVEL (Waystage Level)

Your successful completion of testing at this level indicates that your communicative competence has been developed at entry level, which allows you to satisfy your basic communication needs in a limited number of situations in the social, everyday and socio-cultural spheres of communication. Simply put, you can do your own shopping in a store, use local public transport, discuss the weather with others, exchange a few common phrases with classmates or teachers, etc.

Official requirements: skills and abilities that you must have at a basic level of proficiency in Russian as a foreign language (RFL):

be able to read short simple texts, taken from various sources (names of magazines and newspapers, signs, inscriptions, indexes, advertisements, etc.); understand the basic and additional information of adapted texts of a regional studies, informational, journalistic and social character;
be able to write a short letter, note, congratulations, etc., present the main content of the source text based on questions;
understand basic information (topic, indication of place, time, reason, etc.) presented in individual dialogues and monologues of a social, everyday and socio-cultural nature;
be able to initiate dialogue in simple situations of a standard type; maintain a conversation about yourself, a friend, family, study, work, learning a foreign language, the working day, free time, hometown, health, weather, and also construct your own statement based on the text you read;
use grammatical and lexical skills to formulate statements about your intentions in a limited set of situations.

At the same time 1300 units.

However, knowledge of Russian as a foreign language at a basic level not enough for studying in Russian educational institutions, with the exception of preparatory faculties (departments or courses) for foreign citizens, where future students undergo special language training throughout the year.

B1 / THRESHOLD LEVEL

Your successful completion of testing at this level indicates that your communicative competence is formed at an average level and allows you to satisfy your basic communicative needs in the social, social, cultural and educational and professional spheres of communication. In other words, you are already more independent in a foreign language environment and can navigate most standard everyday situations, and are also able to solve a significant part of the everyday problems that arise and the tasks that confront you. This corresponds to the state standard for RCT.

Official requirements: first level of RCT:

be able to read short texts from newspapers, magazines, books; understand general content reading, individual details, conclusions and assessments of the author;
be able to write a text of 20 sentences on one of the proposed topics: about yourself, your family, studies, learning a foreign language, working day, free time, hometown, health, weather; convey the main content of the text read or listened to on the proposed topic;
understand short dialogues and extract factual information (topic, time, relationships, characteristics of objects, goals, reasons); understand detailed dialogues and express your attitude to the statements and actions of the speakers; understand announcements, news, and socio-cultural information;
be able to participate in dialogues in a fairly wide range of everyday communication situations, start, maintain and end a dialogue; conduct a conversation on various topics (about yourself, about work, profession, interests, about the country, city, cultural issues, etc.); formulate your own statement based on the read text of a socio-cultural nature;
use grammatical and lexical skills to formulate statements in accordance with the intentions that arise in simple situations of a standard type.

The volume of the lexical minimum should already reach 2300 units.

Knowledge of Russian as a foreign language at the first level enough to start studying in Russian educational institutions, including higher vocational education, i.e. universities, institutes and academies . This level is usually achieved by graduates of preparatory faculties(departments or courses) for foreign citizens after a year of special language training.

B2 / POST-THRESHOLD LEVEL (Vantage Level)

Successfully passing testing at this level indicates that your communicative competence is formed at a sufficiently high level, and allows you to satisfy your communication needs in all areas of communication, conduct professional activity in Russian as a specialist in the relevant profile: humanities (with the exception of philology), engineering and technology, natural science, etc.

Official requirements: second level of RCT:

be able to read various journalistic and artistic texts of a descriptive and narrative nature with elements of reasoning, as well as mixed types of texts with a clearly expressed author’s assessment.
be able to write plans, theses, notes based on what you have heard and read; write your own written texts of an informative nature in the form of personal or official business letter, as well as texts of a business nature (statements, requests, explanatory notes, etc.).
understand dialogues on everyday topics with a clearly expressed attitude of the speakers; radio news, advertising announcements; dialogues from feature films and television programs with a clearly expressed nature of interpersonal relationships;
be able to maintain a dialogue, implementing previously proposed tactics of verbal communication; act as an initiator of dialogue-questioning; talk about what you saw, express your own opinion and evaluate what you saw; analyze the problem in a situation of free conversation;
be able to adequately perceive and use lexical and grammatical means of the language, ensuring the correct linguistic design of statements.

The volume of the lexical minimum should reach 10 000 units.

Proficiency in Russian as a foreign language at the second level necessary to obtain a bachelor's or master's degree - a graduate of a Russian university (except bachelor's or master's degree philologist).

C1 / LEVEL OF COMPETENT PROFICIENCY (Effective operational proficiency)

Successfully passing testing at this level indicates a high level of communicative competence, which allows you to satisfy your communication needs in all areas of communication, as well as conduct professional philological activities in Russian.

Official requirements: third level of RCT:

understand and adequately interpret texts related to the socio-cultural and official business spheres of communication, as well as the ability to read Russian fiction. Moreover, it is assumed that socio-cultural texts should contain a fairly high level of known information. Official business texts mean regulations and official communications.
be able to write a problem summary, an essay, a formal/informal letter, a message based on what has been heard and read, demonstrating the ability to analyze and evaluate the information provided; be able to write your own text of a problematic nature (article, essay, letter).
understand an audio text as a whole, understand details, demonstrate the ability to evaluate what is heard (radio and television broadcasts, excerpts from films, recordings of public speeches, etc.) and evaluate the speaker’s attitude to the subject of speech;
be able to maintain a dialogue using a variety of linguistic means to implement various goals and tactics of verbal communication; act as the initiator of a dialogue-conversation, which is a resolution of a conflict situation in the process of communication; build a monologue-reasoning on moral and ethical topics; in a situation of free conversation, defend and argue your own opinion;
be able to demonstrate knowledge of the language system, manifested in the skills of using linguistic units and structural relationships necessary for understanding and formatting individual statements, as well as statements that are part of original texts or fragments thereof.

The volume of the lexical minimum should reach 12 000 units, including active parts of the dictionary - 7 000 units.

Availability of this Certificate necessary to obtain a bachelor's degree in philology- graduate of a Russian university.

C2 / NATIVE LANGUAGE LEVEL (Mastery Level)

Successful completion of testing at this level indicates fluency in the Russian language, close to the level of a native speaker.

Official requirements: fourth level of RCT:

understand and adequately interpret original texts of any subject: abstract philosophical, professionally oriented, journalistic and artistic texts with subtextual and conceptual meanings;
be able to write your own texts, reflecting personal ideas about the subject of speech, and texts of an influencing nature;
understand as fully as possible the content of radio and television programs, excerpts from films, television plays, radio plays, recordings of public speeches, etc., adequately perceiving the socio-cultural and emotional features of the speaker’s speech, interpreting famous sayings and hidden meanings.
be able to achieve any communication goals in a situation of prepared and unprepared monologue and dialogical communication, including public, demonstrating the ability to implement the tactics of speech behavior characteristic of the organizer of communication who seeks to influence the listener;
demonstrate knowledge of the language system, demonstrating understanding and skills in the use of linguistic units and structural relations necessary for the understanding and design of individual statements, as well as statements that are part of original texts or fragments thereof, taking into account their stylistically distinguished use.

The volume of the lexical minimum should reach 20 000 units, including active parts of the dictionary - 8 000 units.

Availability of this Certificate necessary to obtain a master's degree in philology- a graduate of a Russian university giving the right to all types of teaching and research activities in the field of the Russian language.

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About testing in Russian as a foreign language
(TRKI, levels A1-C2)

The Russian state system of certification levels of general proficiency in Russian as a foreign language (TRFL) includes the following test system:

TEU - Test of Russian as a Foreign Language. Elementary level (A1);
TBU - Test of Russian as a Foreign Language. Basic level (A2);
TRKI-1 - Test of Russian as a foreign language. First certification level (B1);
TRKI-2 - Test of Russian as a foreign language. Second certification level (B2);
TRKI-3 - Test of Russian as a foreign language. Third certification level (C1);
TRKI-4 - Test of Russian as a foreign language. Fourth certification level (C2).

The Russian state system of certification levels of general proficiency in Russian as a foreign language correlates with testing systems adopted in other countries.

Russia	Elementary level	Basic level	I level (TRKI-1)	Level II (TRKI-2)	Level III (TRKI-3)	IV level (TRKI-4)
	A1	A2	B1	B2	C1	C2
Europe	Level 1 Breakthrough Level	Level 2 Waystage Level	Level 3 Threshold Level	Level 4 Vantage Level	Level 5 Effective Operational Proficiency	Level 6 Good User
USA	Novice	Intermediate	Intermediate-High	Advanced	Advanced Plus	Superior Native

Since 1997, the Russian State Testing System (TRKI) has been an official member of the Association of Language Testers in Europe (ALTE).

Testing procedure

TRKI — international exam to determine the level of Russian language proficiency. General proficiency in Russian as a foreign language includes six levels:

Elementary,
Base,
I certification,
II certification,
III certification,
IV certification.

Test for each level consists of five components(subtests):

Vocabulary. Grammar,
Reading,
Listening,
Letter,
Speaking.

To successfully pass the exam, you must score at least 66% on each subtest. If the test taker receives less than 66% in one of them, he has the right to take a retest on the failed subtest for an additional fee (50% of the exam cost). In this case, a Certificate of Testing is issued, which indicates all the results obtained. The certificate is valid for 2 years, it can be presented for retake at any time educational institution, part of the Russian state system testing.

The results of successfully passed subtests are taken into account when retaking the exam.

Exam duration

Component (subtest)	Elementary level	Basic level	I certification level
Vocabulary. Grammar	50 min.	50 min.	60 min.
Reading	50 min.	50 min.	50 min.
Listening	30 min.	35 min.	35 min.
Letter	50 min.	50 min.	60 min.
Speaking	30 min.	25 min.	25 min.
Total duration:	3 hours 30 minutes	3 hours 30 minutes	3 hours 50 minutes
Written part of the exam:	180 min.	185 min.	205 min.

Component (subtest)	II certification level	III certification level	IV certification level
Vocabulary. Grammar	90 min.	90 min.	60 min.
Reading	60 min.	75 min.	80 min.
Listening	35 min.	35 min.	40 min.
Letter	60 min.	60 min.	60 min.
Speaking	35 min.	40 min.	50 min.
Total duration:	4 hours 40 minutes	5 hours 00 minutes	4 hours 50 minutes
Written part of the exam:	280 min.	260 min.	290 min.

Russian language as a means of business communication

Typical tests by level

6,300 rub. RUB 3,150 Third certification (TRKI-III/C1)
High level of communicative competence. 6,500 rub. RUB 3,250 Fourth certification (TRKI-IV/C2)
Fluency in Russian, close to the level of a native speaker. 6,500 rub. RUB 3,250
I have been working as an English tutor for many years and preparing my students for both entrance and final exams. I can say that any exam is a serious test for an applicant, and the Unified State Exam in English is one of the most difficult exams in a secondary school. After all, this is not only graduation, but also entrance examination to college! Therefore, preparation should be approached with all responsibility.
In order to pass the Unified State Exam in English with a high score (84-100), you must have a level of knowledge not lower than upper-intermediate. This is the level you need to focus on if your goal is to enter leading universities in Moscow.
A lot of literature has been published to prepare for the unified state exam. Basically, these are manuals with a set approximate options Unified State Examination in English. Such manuals are very useful at the last stage of education, when the child has already developed a certain grammatical, lexical and conversational level, many topics of the program have been studied, and the teacher’s goal now remains to orient the student to a new form of testing. An experienced teacher understands perfectly well that without the formation of a solid theoretical foundation based on knowledge of various competencies, no amount of coaching will help in choosing the right answer. For this purpose, there are various textbooks by both domestic and foreign authors. Both have their pros and cons. Therefore, when choosing textbooks, I always try to use those tasks that are most useful in teaching a particular child and can give the best result. Do not forget that any experienced tutor will also refer to his teaching aids, developments and ideas.
Listening is a type of speech activity that causes greatest number difficulties not only for those who begin to learn a language or prepare for various types of exams, but also for those who find themselves in a foreign language environment and are forced to take independent decisions. To begin, you need to answer the following questions:
1) What is listening and how does it differ from listening?
2) Why does this type of speech activity cause the most difficulties?
3) How is teaching listening related to the formation of related language and speech skills?
Firstly, Listening Comprehension is the process of perceiving and understanding speech by ear. Teaching students to understand speech by ear is one of the most important goals of teaching English. In situations of real communication, we are faced with listening as completely an independent species speech activity. Often, in addition to listening to speech, we perform other actions: we observe, speak, write. Any audio recording provides information for discussion, which, in turn, involves further development of speaking skills. Therefore, listening is a means of learning. It is simply impossible to draw a clear line between listening and speaking in this case. Even the term speaking initially presupposes listening skills.
Secondly, listening difficulties include:
A) difficulties caused by listening conditions (external noise, recording quality, poor acoustics)
B) difficulties caused by the individual characteristics of the source of speech (lack of practice in listening to the speech of people of the opposite sex, different ages, features of diction, tempo, pausing)
Thirdly, psychologists note that when listening, internal pronunciation of speech occurs. The clearer the pronunciation, the higher the level of listening. Anyone who has the habit of internally speaking and recording information will understand and remember it better. The exam, which tests listening comprehension of English speech, is perhaps one of the main problems. The reason is not only that audio cassettes are not listened to throughout the entire school course (which is 11 years), but also that students do not know how to correlate key words in questions and audio recordings and choose answer options only because the same words are heard in the texts, and they forget that the correct answer, as a rule, is expressed synonymously. Plus, in any exam, limited time is allocated to complete the task. Add to this the anxiety that is natural during an exam, and the exam goes worse than it could.
Reading, from my point of view, is the section that causes the greatest difficulties for applicants. Even if the student knows the format of the tasks, one should not forget that the texts for testing are provided authentic, and those who do not have a good lexical and grammatical base will not be able to show linguistic intuition, since the tasks are formulated in such a way that the use of a synonymous series can confuse the child. to no avail. A limited amount of time is allocated for the English language exam, and children simply do not have time, they are in a hurry, plus anxiety - and again unwanted mistakes. That's why in my lessons I special attention I devote myself to studying authentic texts of various subjects and complexity, which certainly leads to improved listening, speaking, and writing skills. Fiction, classical, English literature, offered for listening and subsequent discussion, encourages children to independently study the work.
Grammar and vocabulary are not the problem of one or two students, but the problem of 90% of all who decide to take the Unified State Exam in English. In lexical tasks, synonymous series can confuse even strong students. Therefore, special attention is paid to knowledge of spelling rules and the skills of their application based on the studied lexical and grammatical material, to the understanding of synonymy, antonymy, lexical compatibility, polysemy, further expansion of the scope of meanings of grammatical means studied previously, and acquaintance with new grammatical phenomena, to compliance existing norms of lexical compatibility in English; I teach how to find and form related words using the basic methods of word formation, recognize that words belong to parts of speech based on certain characteristics (articles, affixes, etc.);
Written assignments. This includes writing a personal letter of 140 words, and writing an essay on a given topic expressing your point of view (200-250 words). In this type of assignment, it is important to follow a strict structure, using arguments to prove your point. It’s not easy to come up with arguments and often it takes a lot of time to analyze the topic, the essay has to be rewritten, and everyone understands that the more topics a student understands, the more chances he has to get a top score.
Speaking is inextricably linked with cultural competence, the meaning of which is the creative assimilation and comprehension of everything valuable both in the culture of one’s own people and in other cultures. High level Only a small proportion of students have cultural competence. Others are characterized by a low and average level of this competence. Consequently, it is necessary to organize special work on the formation of cultural education in the learning process, namely, in the process of learning a foreign language. To develop this competence, it is necessary to organize special activities that would allow focusing on the relationship between culture, education and communication. The oral exam in English (as well as the written one) has its own structure. Therefore, to successfully pass this type of test (20 out of 20), you should follow it. Of course, for those who have fluent speaking skills, coping with this task is much easier.
It should be noted that the most important task of the Federal State Educational Standard (FSES) is the formation of universal (meta-subject) educational activities that provide schoolchildren learning a foreign language with the ability to learn, the ability to independent work above language, and, consequently, the ability for self-development and self-improvement. Therefore, the most important task of any teacher should be to develop the student’s motivation and self-confidence.
Today, the concepts of “meta-subject” and “meta-subject learning” are gaining particular popularity. This is understandable, since the meta-subject approach is the basis of the new standards.

Kuznetsova Tatyana Vladimirovna, English tutor

Fight the fears within yourself: 5 ways to prevent pre-exam fear from ruining your life
Turn your fears into your wisdom
We all have both positive and negative experiences. This is natural, but often we fail in the fight against negative experiences - with mistakes that brought us pain - and they haunt us and prevent us from being happy. We are afraid of making mistakes again, and this does not give us the opportunity to enjoy life and therefore we are in constant tension. To achieve happiness, reduce stress, and move forward toward your dreams, you need to confront these fears. One of the worst fears we have to fight is constantly expecting failure. When we cannot free ourselves from the negativity that the future may bring us, we allow it into today's life. By clinging to our fear, we limit our potential and our future. Correct perception and the ability to realize what haunts us, including in relationships with people, allows us to learn valuable lessons that help us avoid serious mistakes in the future. If we are able to overcome past mistakes and forget about them, we become more resilient to stress and adversity and realize that we can cope with them. But sometimes we are not fully aware of what worries us. Surprisingly, fears can have a beneficial effect on us, forcing us to change and look at life in a new and more constructive way. The ability to overcome fears makes us stronger and more resilient to ups and downs. Successfully combating fears within ourselves determines our ability to be happy, improve ourselves and enjoy everything that life gives us. And here's how you can do it.
1. Be able to pinpoint the cause of your fear.
Before you can fight your inner fears, you need to see them. There is no need to endlessly say that you cannot cope with the problem, play games with your subconscious, become despondent and irritate those around you. Find time for yourself, be left alone with yourself and find the objective reason for your fear.
2. Be objective.
Having named the reason for your fear, move to a more objective plane, try to think more rationally. Ask yourself what exactly caused this experience.
3. Keep things in perspective.
Remind yourself that failure, pain, disappointment and other negative feelings are an integral part of life. But you are strong enough to not let your anxiety make you a hostage to the situation. Think about the future of your problems. What happens if you win? Or what happens if you lose?
4. Start developing your small business plan.
Often it is difficult for us to do this because we do not have such experience. But think about it, what are we losing? A little of your time and a couple of sheets of paper? Take a notebook. Write down what problem you have, use an arrow to the left to indicate the reason, and use an arrow or several to the right to indicate ideas for overcoming the obstacle we call fear. If you have no ideas, you can ask your parents or teachers for advice. You, of course, have friends who also experience these same problems. It's always easier to act together.
5. We begin to act.
When we constantly cling to anxiety, we limit our own capabilities because we avoid risks and new endeavors due to fears. We think in terms of “I can’t”, “I shouldn’t”, “I won’t succeed”. But it should be the other way around. You have a clear understanding of your problem and you know how to overcome it. Go ahead and don’t forget: you have your own business plan and its implementation depends only on you.