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Listening Comprehension 11th Form
Text: From Travellers’ Stories by Eliza Lee Follen
Glossary:
to gild - золотити
to spout - вивергати струмінь
mane - грива
on the lookout - на посту спостереження
to curtsy - робити реверанс
On the first of August I set sail in the steamer Caledonia for England. At four o'clock in the afternoon, we were out of sight of land; one by one, we had taken leave of every object which could be seen from the departing vessel; and now nothing was visible to us but the sky, the ocean meeting it in its wide, unbroken circle, the sun gradually sinking in the west, and our small but only house, the ship. How strange, how inspiring the scene was! So lonely, so magnificent, so solemn! At last the sun set, gilding the clouds, and looking, to my tearful eyes, as if that too said farewell! Then the moon appeared; and the long, indefinite line of light from where her rays first touched the waters to our ship, and the dancing of the waves as they crossed it, catching the light as they passed, were so beautiful that I was unwilling to leave the deck when the hour for rest arrived.
The wind was against us, and we did not get on very fast; but I enjoyed the novel scene the next day, and passed all my time on deck, watching the sailors and the passengers, and noticing the difference between Englishmen and Americans.
On Sunday it was very cold, and the wind, still contrary, rose higher and higher; it was impossible to set any sail, but I still kept on deck, and thus avoided sickness. Soon after breakfast I saw a white foam rising in different places occasionally, and was told that it was whales spouting; I saw a great number, and enjoyed it highly. Presently some one called out, "An iceberg!" and, far off against the sky, I saw this floating wonder. It was very beautiful; such a splendid white, so calm and majestic, and so lonely; it was shaped, as I thought, like an old cathedral, but others thought like a sleeping lion, taking what I called the ruined tower for his head and mane.
Soon after this, the man on the lookout cried, "Steamship America;" and in a few moments more we saw her coming rapidly towards us with her sails all set, for the wind was fair for her. Captain Leitch then told me that he should stop his vessel and send a boat on board, and that he would send a letter by it if I would write one quickly; to others he said the same thing. In a moment the deck was cleared, and in a few more moments all had returned with their letters; and never was there a more beautiful sight than these two fine steamers maneuvering to stop at a respectful distance from each other; then our little boat was lowered, and O, how pretty it was to see her dancing over the rough waves to the other steamer! We sent to the America the sad news of the loss of the Kestrel. After what seemed to us a long time, the boat returned and brought papers, etc., but no important news; and in a few moments the two steamers curtsied to each other, and each went on her way.
Directions: In this test you will carefully listen to a text read aloud twice. The text is followed by 20 tasks. You should do tasks 1 through 10 following the first reading of the text on the basis of what is stated or implied in the text. The text will be read a second time and you should do tasks 11 through 20 following the second reading of the text on the basis of what is stated or implied in the text. For each task you will choose from four possible answers (a, b, c, or d), or two symbols (+ or -) as specified prior to each task. Choose the best answer and mark the letter or symbol of your choice on the Answer Sheet.
Section 1. True or False Statements (+/-). Listen to the story and decide which of these statements are true and which of them are false.
1. The traveller is going to America.
2. The traveller didn't want to go to bed on the first night.
3. The wind helped the traveller's ship.
4. There were only English people on the ship.
5. The traveller saw whales on Sunday morning
6. The people on the ship saw the iceberg in summer.
7. The traveller saw a sleeping lion and an old cathedral on the journey.
8. The traveller thought the two ships meeting was the most beautiful sight ever.
9. We can assume some tragedy happened to the Kestrel.
10. We know that the traveller is a woman.
Section 2. Multiple choice. For each question, listen to the story and decide which of the statements is the best answer.
11. At four o'clock on the first day the traveller:
A. watched the sunset.
B. couldn't see land.
C. saw an iceberg.
D. set sail.
12. The traveller used many words to describe the first day of the journey, EXCEPT:
A. strange
B. inspiring
C. magnificent
D. solemn
13. On the first evening of the journey the traveller noticed how the moon:
A. was shining on the water.
B. was full.
C. was low on the horizon.
D. was dancing in the sky.
14. The traveller watched the sailors and passengers on:
A. the first of August.
B. Sunday.
C. the second day of the journey.
D. the sixteenth of April.
15. On Sunday the weather was:
A. warm and windy.
B. cold and still.
C. warm and still.
D. cold and windy.
16. On Sunday the traveller decided to stay on deck in order to:
A. breathe the fresh salty air.
B. have breakfast.
C. avoid getting seasick.
D. see the Steamship America.
17. All of these words were used to describe the iceberg EXCEPT:
A. calm
B. white
C. lonely
D. enormous
18. The Steamship America was travelling:
A. faster than the traveller's ship.
B. in the same direction as the traveller's ship.
C. slower than the traveller's ship.
D. to England.
19. The deck of the traveller's ship was cleared because:
A. everyone wanted to go to the other ship.
B. everyone was writing letters.
C. it was time for lunch.
D. the weather that day was horrible.
20. What happened when the two ships met?
A. The ships crashed into the Kestrel.
B. The traveller went to the America.
C. Leitch sent a boat to the America.
D. The Steamship America sent sad news to the traveller's ship.
Section 3. Fill the gaps in the sentences.
A. How strange, how inspiring the … was!
B. On Sunday it was very cold, and the wind, still … , rose higher and higher.
C. Presently some one called out, "An iceberg!" and, far off against the sky, I saw this floating … .
D. In a moment the deck was cleared, and in a few more moments all had … with their letters.
Розроблений тест дозволяє виміряти глибину і точність розуміння тексту слухачем, так як виконання цього завдання неможливе без детального (повного) розуміння тексту.
Висновки
В цій курсовій роботі досліджена розробка серії завдань з контролю аудіювання англійською мовою при проведені учнівських олімпіад.
Актуальність цього дослідження має педагогічний характер.
Об’єктом дослідження являється аудіювання, як один з видів мовленнєвої діяльності та засіб перевірки мовленнєвих навичок під час вивчення іноземної мови.
Предмет дослідження: досліджено види та функції контролю аудіювання іноземною мовою.
Мета роботи: досліджено особливості розробки тестових завдань для контролю аудіювання англійською мовою за форматом Всеукраїнської учнівської олімпіади. Придатність предметних тестів для діагностики знань крім їх об’єктивності випливає з того, що цей вид контролю дає можливість скласти питання в об’ємі всього предметного курсу, до того ж результати їх можна добре порівнювати між собою. Все це одночасно дозволяє встановити діапазон індивідуальних відмінностей учнів. Деякі сторони знань, умінь та навичок предметний тест діагностувати все ж таки не може, наприклад вміння виражати свої думки в усній формі, а також глибину знань в області даної теми; обмежені також можливості перевірки попередніх знань.
Та все ж тестовий контроль спрощує перевірку робіт учителем і дає змогу організувати рубіжний та підсумковий контроль, активізувати діяльність учнів шляхом охоплення контролем більшої кількості школярів, перевірити знання великого за об’ємом матеріалу за невеликий проміжок часу. Для забезпечення ефективного навчання іноземної мови в середньому навчальному закладі та отримання об’єктивних показників навчальних досягнень з предмета "Іноземна мова" необхідно також створити надійну систему контролю оволодіння іноземною мовою. Однією з найбільш результативних методик контролю при вивченні іноземної мови, як показали результати багатьох досліджень та експериментів, є тестова методика.
Summary
Our work is devoted to a problem of listening comprehensive control. The control of pupils’ linguistic skills is very important and actual in modern pedagogic.
The work may be interesting for teachers which want to develop pupils’ knowledge and skills in foreign language communities.
The object of our work are the types of the listening comprehensive control.
The aim is to design the complex of tasks for checking listening comprehension in English Olympiads.
In our work we analyzed the types of control and especially the types of test, the particularity of listening comprehensives’ texts.
The practical part of our work contents the texts, what are recommended for listening comprehension (9-11 form), and complex of test tasks.
So in our work we consider some ways of creation of different types of tests.
Дата: 2019-07-24, просмотров: 855.