I remember a mistake i made when i teach english in argentina

Школьная Олимпиада

Задания Школьного Этапа Всероссийской Олимпиады по английскому языку для 7-8 классов

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«Школьная Олимпиада»

Муниципальный этап Всероссийской олимпиады школьников

по английскому языку

2016-2017 учебный год

Время выполнения – 60 минут Максимальный балл – 50

Time: 10 minutes

Task 1. You will hear six short extracts with people talking about rides and theme parks. Listen and decide which pictures below (A, B, C, D, E, F, G or H) are most similar to the attractions the speakers are talking about. There are extra pictures which you do not need.

You will hear the extracts two times.

Transfer your answers to the answer sheet!

Time: 15 minutes

Task 1. Read the article about British people and foreign languages and decide whether the following ideas are true (1), false (2) or do not appear in the text (3). Mark 1, 2 or 3 in the box.

UK students never have to study a foreign language.

Most British people only speak English.

Edward Jones’ students never try to speak a foreign language.

British people don’t travel a lot.

Britain could do more business abroad.

The Government accepted there was a problem with their policy.

Learning languages earlier is definitely more effective.

The European Commission strongly supports early teaching.

There aren’t many opportunities for older people to learn.

‘Language policy a disaster’ says head teacher

A top head teacher in the UK has called for a “review of language policy” after the number of students taking exams in languages at sixteen fell by 14.4% because foreign languages are now optional after the age of fourteen.

Lack of motivation

Low levels of language learning are nothing new in Britain – over 60% of the population are unable to get by in a foreign language. As Edward Jones, a teacher from Manchester, says, “Many of my students lack motivation and, strangely, foreign travel doesn’t really help. Often, they make an effort to speak French, or whatever, when they go abroad, but then find that local people reply in English and are more fluent than they are. They often feel embarrassed and just speak English after that. They come back to class asking ‘What’s the point?’”

According to a recent report, the point is that Britain is losing millions of euros of trade because of the lack of language skills. Relying on everyone else to speak English is not enough. Officials, however, defend their language policy. “We need to be realistic about what will improve language learning. Telling young people to learn a language at 16 won’t help. It’s better to give children the opportunity to learn a foreign language from the age of 7.”

Change to early teaching question

While there have been similar changes in many countries, studies have questioned if it really is easier for younger children to learn languages. A European Commission report has noted that there is a lack of evidence about the usefulness of early teaching. Although the report is generally in favour, it suggests that the advantages of an early start depend on providing “a good environment for learning and continuity from one year to the next.”

That can be difficult, according to Brian Willis, a language expert. “Many primary teachers have a basic level themselves and can’t teach much. Also, students progress at different speeds – some pick up quickly, some don’t learn anything at all! When they go to secondary school, their teachers have to deal with a wide range of levels. It’s very difficult.” He suggests that making language learning more available to older learners is equally important. “They could provide cheap classes at work or in universities.” Willis says it also helps if learners have more opportunities to hear foreign languages. “Places like Sweden and Holland show a lot of foreign films on TV and they don’t dub foreign TV programmes and films into their own languages.”

Brian Willis speaks eight different languages ‘at various levels’ and runs a company providing ‘language solutions’

People often say they have no talent for languages and so don’t even try. It’s nonsense. Everybody can learn to have basic conversations if they don’t worry about feeling stupid sometimes. All fluent speakers have had experiences when they get things badly wrong, but it’s important to keep practising.

I remember one mistake I made when I was teaching in Argentina. I had done a bit of Spanish before, but not much. In my first class, I was explaining to the students that I was a language learner too, so I knew how they felt. I told them – in Spanish – “Don’t get embarrassed!” The students looked surprised and said, “Embarazada?” “Yes,” I said, “because if you’re embarrassed, you can’t talk.” Several students laughed and we continued the class. I later found out I had used the wrong word and I’d actually said “Don’t get pregnant!” I felt stupid, but it didn’t stop me from talking and learning. I just never made the same mistake again!

Transfer your answers to the answer sheet!

Time: 10 minutes

Task 1. Read the sentences below and choose the correct answer (A, B, C or D). There is only one correct answer for each sentence.

16. The actors … the kids with their performance and enthusiasm.

A inspired B inclined C involved D included

17. Most … like travelling.

A of people B of the people C the people D people

18. They … Alex to forget the idea, as it just could not be done and it was not practical.

A talked B said C told D spoke

19. I went to London … clothes.

A for buy B for to buy C to buy D to buying

20. … Gloria last week?

A Have you seen B Did you see C Were you seeing D You saw

Task 2. Read the conversation between Julia and Kevin who met by chance at the station. Put the verbs in the correct form like in the example given.

Hello, Kevin. …… I haven’t seen …… (I/not/see) you for ages.

I’m fine. How about you? You look well!

Yes, I’m very well, thanks. So, (21) ………………………… (you/meet) somebody

No, (22) ………………………… (I/go) to London for a business meeting.

Oh. (23) ………………………… (you/often/go) away on business?

Quite often, yes. And you? Where (24) ………………………… (you/go)?

Nowhere. (25) ………………………… (I/meet) a friend. Unfortunately, her train

nearly half an hour.

How are your children?

They’re all fine, thanks. The youngest (28) ………………………… (just/start) school.

How is she getting on? (29) ………………………… (she/like) it?

Oh, yes! She thinks it’s great! And you? Are you working at the moment?

When (30) ………………………… (I/last/speak) to you, you were working

in a travel agency…

Transfer your answers to the answer sheet!

Time: 25 minutes

You would like to make life in your hometown better and you have some ideas how to do it.

Plant trees and create more parks for public use

Renovate the historical part of the town / city to attract visitors

Set up a recycling centre to reduce pollution

Choose one idea and write a letter to the local authorities. In your letter

mention why you do not quite like something in your hometown

make your proposal using one of the ideas

explain how your hometown will change

Conquer Your Fear of Making Mistakes when Speaking English!

If you are new here please read this first.

If you’re a foreign English speaker – there’s a 90% chance you are because you’re reading my blog! – you’re most likely familiar with anxiety of making mistakes when speaking English.

You know – it’s the feeling when you’d gladly say something when chatting in English with someone, but you hold it inside because you’re not sure you’ll get it right.

In the most extreme cases you might even be avoiding communication only not to experience embarrassment and humiliation! That’s when it gets really serious because no matter how badly you fear making mistakes, you’re not going to improve your spoken English simply because you’re not speaking enough ❗

So how to deal with this anxiety and how to overcome your fear of making mistakes?

Watch the video above and you’ll find out how to change your mindset when it comes to making mistakes; alternatively you can read this video’s script below!

Fear of Making Mistakes Feeds on Itself!

I think that the majority of foreign English speakers have to admit that FEAR of making mistakes when speaking English is one of the main factors inhibiting our spoken English fluency.

We all can definitely remember situations when we’ve made a mistake when speaking or attempting to speak, and that has made us feel insecure, embarrassed and ashamed of our level of spoken English.

The more similar situations we encounter, the more conscious we become, and fear of making mistakes constantly feeds on itself. So what initially shows up only as moments of slight embarrassment can grow into a proper speech anxiety, and you can start avoiding contacting other English speaking people to avoid those embarrassing situations 😯

And this is where it gets serious. While being a bit confused and making an odd mistake here and there is absolutely normal, those foreign English speakers who are constantly worried about making mistakes have their English improvement seriously impeded; in other words – they find it hard to enjoy themselves when speaking English.

Where This Fear Comes From?

So where does this fear of making mistakes come from and why it’s so prevalent among foreign English speakers?

I think there are a couple of reasons for that, and the biggest of them goes back to your school days when you studied English sitting behind a desk.

Just think about this – at school you are aiming to achieve good grades, so every mistake you make downgrades your assessment in your English teacher’s eyes. While generally students are encouraged to speak and express themselves, at the same time your knowledge is constantly assessed and checked against the existing standards.

Such system works pretty well in exact subjects such as Math, and similar, where you are literally required to memorize formulas and to able to perform certain calculations whereby making a mistake would result in a wrong answer.

English speaking is a completely different matter altogether, I would rather put English is the same subject category with Arts and Music because when you learn a language it’s more about being able to improvise and express yourself in a unique way rather than cram something into your brain and then re-produce the very exact knowledge ❗

So in other words, I believe that the existing English teaching system at school is responsible for many foreign English speakers being way too conscious of mistakes they’re making. They feel as if they’re still sitting behind a desk in an English class and if they say something that isn’t 100% correct, they’ll get a bad grade.

Another reason for many foreign English speakers being too worried about making mistakes when speaking is their type of personality. If you aren’t very confident and you generally tend to be a bit on the shy side, you can find it very intimidating when speaking with an English speaker and making mistakes.

It’s basically down to feeling like a lesser person, and none of us like feeling that way, do we?

So if you’re one of those folks who are anxious about making mistakes, here’s what I’ll tell you.

You have to change your mindset regarding how you perceive mistakes made during a conversation!

A slip of a tongue when speaking isn’t the same as making a permanent mistake when performing some practical task. If you’re a shop assistant and you make a mistake when giving a change to your customer, it’s a real mistake.

If you make a small mistake when thanking your customer for making a purchase, it’s an entirely different matter. You can always go back and correct yourself, so you have to start looking at mistakes made during English speech in a similar way you’d regard mistakes during a musical performance.

When you sing despite not being a professional artist, it doesn’t really matter that much if you’re off tune on a couple of notes, or if your voice is a bit shaky because you’re nervous on stage. Once you’re hitting the main notes right and you carry yourself with a head held high, you’re 100% fine, and people will still be getting the song’s message, they’ll feel your heart and soul through the song.

And the same goes with speaking English. You’re not a professional English speaking artist which means that you’re not a native English speaker. But similar to what I just said about signing performance, as far as you’re smiling and being friendly and the small mistakes you make aren’t as big as to create a real communication barrier, you’re fine! 😉

You see, the thing is that nine out of ten native English speakers and also other English speaking people in general will see much more in your English speech than just words. It’s about how you look at people; it’s about your emotions when you speak, your facial expressions, your gestures and so on ❗

And it’s not a secret that the biggest part of the message you get across to the other person consists of those components than just words.

Of course, as I said previously, if your mistakes create a real communication barrier, it does become an issue indeed, so you need to make 100% sure you’re getting the basics right, there’s no doubt about that!

But the main point of today’s lesson is that if you constantly fear making mistakes when speaking English with people, you will avoid real communication and therefore you will find it very hard to improve your communication skills!

Speaking English Is Much More Than Just Words!

There’s much more to speaking English than just being able to speak. It’s actually more about facing other people, especially people you speak with for the first time, or important people, and the related stress you’re experiencing and how it affects your verbal performance.

You may even find yourself in a strange situation when you can speak with much fewer mistakes with certain people or when you practice your spoken English with yourself.

When you go out there and face real life communication, however, you might make a whole lot more mistakes because during real communication you get stressed out a bit, or you face non-standard questions so you’re required to improvise when speaking, and it all adds up creating a brand new dimension of English speaking.

So basically if you perceive mistakes during English speech as something terrifying, as something that you make and it stays there, and you can’t correct, or as something that will definitely make others laugh about you and you’ll end up being humiliated, then you definitely have to change the way you see mistakes.

You have to start seeing them as an integral part of being a foreign English speaker, you simply have to tell yourself: “Making mistakes is normal” whenever you feel onset of fear and anxiety if there’s a prospect of speaking with someone.

But don’t think I’m condoning speaking in bad, broken English without trying to improve it. That’s not what I’m saying at all, you definitely need to work on your spoken English skills to make sure you get English grammar right and also that you use proper words and phrases and so on.

This video episode’s point was simply to make you understand that you have to IGNORE the fear of making mistakes when you speak English!

Every time you feel onset of fear when there’s a prospect of a conversation with someone in English, don’t avoid the conversation, simply jump into it as if you’re jumping in a swimming pool from a jumping board!

Robby

P.S. Are you ready to get on the fast track to spoken English fluency? Check out my English Harmony System HERE!

P.S. Are you serious about your spoken English improvement? Check out the English Harmony System HERE!

I already responded to your other comment where you asked pretty much the same thing, so let me just say that I also thought 11 years ago that if I were to bring my grammar knowledge to perfection, I’d become a totally fluent English speaker, so I started studying grammar on a daily basis while at the same time building my vocab.

A few years down the line I could recite ANY English grammar rule by heart, I’d built thousands of words large vocabulary YET I couldn’t speak fluently…

It’s simple – GRAMMAR alone isn’t going to help you SPEAK fluently.

Spoken English practice is the only thing that will going to help you – you can either just start doing regular self-practice by speaking with yourself: http://englishharmony.com/spoken-english-practice/ or buying my best-selling product English Harmony System http://englishharmony.com/improve-spoken-english.php where such spoken practice is automated and makes the whole thing an awful lot easier.
Cheers,
Robby

Hi Robby,
Thanks for such a great blog, I want to know that how much time is required to know the grammar rules which you can use in your daily life & what are the grammar rules where we need to put stress. might be I have make mistake in this post as well because whatever I write is comes from heart & I don’t think about grammar rule right now. is my grammar correct?, should I learn grammar through heart or mind. because I am struggling with grammar from so many years, but still I could grab basic grammar rules. where I am lacking. could you please help & tell me any easiest way so that I can improve my grammar in short time.

Technique of correcting mistakes of spoken language in the classroom

Дата публикации: 04.04.2016 2016-04-04

Статья просмотрена: 3178 раз

Библиографическое описание:

Фазилдинова, С. Н. Technique of correcting mistakes of spoken language in the classroom / С. Н. Фазилдинова. — Текст : непосредственный // Молодой ученый. — 2016. — № 7.2 (111.2). — С. 111-113. — URL: https://moluch.ru/archive/111/27584/ (дата обращения: 15.08.2022).

This article deals with the tips and techniques of correcting mistakes of English learning students’ speaking in the classroom.

Key words: to make mistake, error, learning process, to correct, self-correction, non-verbally, comprehension, to focus on something, fluency.

Техника исправления ошибок в устной речи на занятиях

Фазилдинова Севара Нематовна, ассистент

Джизакский политехнический институт (Узбекистан)

В этой статье предусматривается техника и советы исправления ошибок в устной речи у учащихся английского языка.

Ключевые слова: сделать ошибку, ошибка, учебный процесс, исправлять, самостоятельное исправление, не устно, понимание, сосредоточивать внимание на что-либо, плавность речи.

As learners of the foreign language we often make mistakes as it is not our native language. Especially, in spoken English we sometimes omit articles which aren’t translated, use prepositions incorrectly which are those followed by the particular verbs and adjectives. Students also don’t follow grammar rules and make mistakes when they talk. Mistakes aren’t always bad.

It is an important part of the learning process. If they are not making mistakes then they are not being given difficult enough topics and structures to work with. You have to choose material that is challenging but manageable for your class and correct mistakes in positive ways. Singling out students who make errors will make students feel selfconscious and shy so some tact when correcting mistakes is important.

When our students learn something new they always make mistakes. What is the best way to correct these mistakes? Which mistakes should be corrected? Should all student errors be marked?

If they are mistakes, the instructor should point them out. Again, we should go back here to the purpose of correction. If the purpose is to help students improve production, then correction should be limited to one or two areas for students to focus on which are important to overall comprehensibility: the student’s pattern of run-on sentences, for example, or stress patterns, not a single misspelling or mispronunciation.

A crucial issue for any teacher is when and how to correct students’ English mistakes. Mistakes may be numerous and in various areas (grammar, vocabulary choice, pronunciation of both words and correct stressing in sentences). Of course, there are a number of types of corrections that teachers are expected to make during the course of any given class. Here are the main types of mistakes that need to be corrected:

— Grammatical mistakes(mistakes of verb tenses, preposition use, etc.)

— Vocabulary mistakes (incorrect collocations, idiomatic phrase usage, etc.)

— Pronunciation mistakes (errors in basic pronunciation, errors in word stressing in sentences, errors in rhythm and pitch)

— Written mistakes (grammar, spelling and vocabulary choice mistakes in written work) [4]

The main issue at hand during oral work is whether or not to correct students as the make mistakes. On the other hand, correction of written work boils down to how much correction should be done. In other words, should teachers correct every single mistake, or should they give a value judgment and correct only major mistakes.

With oral mistakes made during class discussions, there are basically two schools of thought:

1) Correct often and thoroughly;

2) Let students make mistakes;

Sometimes, teachers refine the choice by choosing to let beginners make many mistakes while correcting advanced students often.

However, many teachers are taking a third route these days. This third route might be called “selective correction”. In this case, the teacher decides to correct only certain errors. Which errors will be corrected is usually decided by the objectives of the lesson, or the specific exercise that is being done at that moment.

In other words, if students are focusing on simple past irregular forms, then only mistakes in those forms are corrected (i.e., goed, thinked, etc.). Other mistakes, such as mistakes in a future form, or mistakes of collocations (for example: I made my homework) are ignored.

Finally, many teachers also choose to correct students after the fact. Teachers take notes on common mistakes that students make. During the follow-up correction session the teacher then presents common mistakes made so that all can benefit from an analysis of which mistakes were made and why.

make mistakes in speaking for three reasons: they didn’t pay attention, they need more practice, or they don’t understand grammatical structure or vocabulary. That’s why when they make mistakes, determine the reason for mistake. You can give them more practice or explanation if they need it. They also make mistakes with structures or vocabulary they learned but don’t remember how to use. You can make a note their mistakes and review this material in a later class. Mistakes are good source of topics to review. Although you don’t correct students’ mistakes every time, you shouldn’t forget them.

Correcting mistakes is done to help students speak better English. Therefore, some methods are better than others. Here are some techniques teachers can use to correct mistakes in student’s speech.

— Don’t interrupt. If students make mistakes, let them finish what they are saying. If you stop them every time they make mistake, they will never learn to say a full sentence. They will expect you to help them when they have even a little bit of trouble. It is important for students to remember words or grammar themselves. If they ask you for help, help them. But if not, let them try to talk.

— Have a positive attitude. Your attitude toward mistakes can interest the students in speaking. There shouldn’t be the tone which makes them afraid of. Don’t shout at students who make mistakes. They feel embarrassed and try not to participate once again in activities. Correct them in a gentle way. Try not to embarrass them before other students for not just using articles or prepositions correctly.

— Self-Correction (oral). The best way to correct mistakes is to have students correct themselves. Ideally a student will realize a mistake has been made and fix it automatically but that is not always the case. If a student answers a question incorrectly you can gently prompt them to revisit their answer. One of the ways to do this is to repeat what the student said placing emphasis on the incorrect portion, for instance “I have play baseball.” and saying it in a questioning way. At this point the student has an opportunity to think about and revise his initial response. You may have your own method of prompting students with a facial expression or phrase which they associate with being incorrect but avoid saying words such as wrong, incorrect, or no in response to mistakes. They are negative and will have ill effects on your students’ confidence in the classroom. It is probably more effective for students to correct their own mistakes. In order to do this, students and the teacher should have common shorthand for correcting mistakes.Self-correction should take place quickly, hardly affecting the flow of the conversation. If students correct themselves too much, it can have the opposite effect. It hinders fluency. You also can’t always rely on students to catch their own mistakes. These may go uncorrected.

— Self-correction (written). Write down the students’ sentences with the mistake on the blackboard. The student might see the mistake when it is written down and be able to correct it. Try to emphasize the mistake they have done. For elementary levels you may underline the word used incorrectly. After all, the student should repeat the correct sentence orally to practice. We teachers should teach students how to self-correct.

Finally, it’s usually not enough for the instructor to just show where the errors are. The student also must know how to correct them, so the instructor should demonstrate for the student how to do this—how to check that the verbs agree with the subject, for example—rather than just making the correction herself, from which the student learns nothing. It is, of course, ultimately the goal for the student to use English independently, which means monitoring and correcting his own language production.

— Peer-Correction. When a student is unable to self correct, peer correction might be appropriate. If a student raises his hand while you are waiting for a student to self correct, you may want to call on that student for the correct answer or, after waiting a short time for a student to self correct, you could ask the whole class the same question and encourage a choral response. Especially with challenging questions, this is a good method because then it is unknown who in the class has the right answer and who does not. Just repeat and emphasize the correct answer by writing it on the board and explaining why it is correct. This is a good method of correcting mistakes because it shifts focus away from the student that provided the original incorrect answer [2].

— Group correction: A student doesn’t always catch his own mistakes, though, no matter how skilled he may be. Or perhaps you don’t want to interrupt an activity. Or maybe you feel as though you have corrected too much during the lesson already, so teacher-to-student correction is out, too. Group correction is an alternative, with peers in small groups pointing out mistakes.

The idea is that groups of students work together to help one another. Because large groups can prove intimidating, five students or fewer together end up as ideal. With role-plays, presentations, interviews, debates, or any other type of group activity, students note mistakes for a feedback session later. Similarly, one student can sit out, observe the conversation, and jot down notes. Other students then rotate out to observe as the activity continues. A correction session follows in which your English learners play the role of the teacher. Always stress that feedback should be positive, and that everyone benefits by pointing out and correcting mistakes together!

Group correction has the potential to foster teamwork, as well as a sense of support in the classroom. Both are important in creating a positive learning environment where students can feel comfortable experiment with the language. It also provides the opportunity for learners to notice language problems without help or interruption by the teacher

— Model the correct sentence. If a student makes a mistake, repeat the sentence for them correctly. Ask the student to repeat the correct version after you for practice.

— Student-to-student correction: This isn’t so dissimilar from group correction. It has many of the same advantages and disadvantages. The primary difference, though, comes with students working in pairs rather than groups.

You can use this type of correction in any conversational activity. As with all conversations, the primary objective is to exchange ideas and/or information. Assign a secondary objective of listening for, identifying, and correcting any mistakes. Students could also work in pairs with a worksheet, discussing and correcting sentences with mistakes that you have purposely made. Both encourage high student talk time, and fosters comprehension and teamwork.

On the negative side, students could miss problems with the language, or even correct something that doesn’t need correction. In group correction, these problems are less likely, because everyone benefits from more than one person’s knowledge of English. Student-to-student correction also has a tendency to eat up a lot of time.

positives: encourages high student talk time, comprehension, and teamwork.

negatives: students might not identify the mistakes, or might try to correct language that isn’t wrong; can be time-consuming.

— Correct non-verbally. You don’t always have to tell students when they make mistake. You may use the gesture, nod your head, or move your head to let them know they made mistake. After gesture, they might notice themselves.

— Ignore the mistakes. Sometimes students speak incorrectly because they haven’t learned the right grammar to use. Explaining this kind of mistakes might take up too much time. If your student says something very complicated and you don’t want to explain the mistake, you don’t have to do it. You can ignore it. Also students sometimes make more than one mistake. You might want to focus on one mistake. Instead of correcting all of them. For example, “I father clever”. You could just correct one of his mistakes “My father”.

— Encouraging. And of course, praise them for their ability to admit their mistakes.

To my mind, one of the best ways to deal with mistakes is to prevent them. Leading students to speak step by step will minimize mistakes and make students more comfortable speaking. The first stage of your lesson is presentation. Explain the new grammar structure and vocabulary. Next begin to practice with simple oral drills. Make sure students can repeat the vocabulary or manipulate the grammar. Next do a focused activity. Before you do the activity, model the task for them. Show them what they will do during the activity. Give them example sentences. Write down sample sentences on the board to help them. Make sure they know what to do, how to do it, and how much time they have. Conduct the activity. While they are doing the activity move around the room and check them. Do they understand? Are they doing the activity correctly? After they finish, ask some students to show the class their work. Go over the answers to the task. If they are ready, do a fluency activity. Review the material in the next lesson, the next week, and in future lessons.

Go from easy activity to difficult activities, from controlled to guide to free activities, and from focused speaking activities to fluency activities. Take baby steps. Don’t expect students to speak fluently without a lot of practice.

In addition to considering the seriousness of an error, the instructor should consider the frequency of the error. If the student has a concern with almost always omitting articles (“a,” “an,” and “the”), this is a problem that should be addressed because omitted articles are distracting from the overall message and can affect overall comprehensibility of the writing.

Correcting student error is a sensitive issue that most instructors would probably rather not do. However, through considering such issues as overall comprehensibility and goals of correction, the instructor can turn the potentially negative exercise of giving corrective feedback into a positive learning experience.

In conclusion I can say that, whichever way you go about correcting your students, try to keep the experience positive for the learner. Being corrected constantly can be a really de-motivating, as every language learner knows. As you are listening out for your students’ errors, make sure you also listen out for really good uses of language and highlight these to the group too. In the case of language learning I really do believe the classic saying, ‘you learn from your mistakes’.

2-я часть 71 урока английского языка, speaking and writing

Женщина с ребенком на руках

Нам давался небольшой текст и мы должны были откорректировать его, то есть вставить вот эти слова там где они были пропущены: fell, was having, was staying, was, was expecting, didn’t know, hoping, visited.

Сначала прочитайте текст и вставьте пожалуйста нужные слова там где это необходимо сами! При чем одно словосочетание уже проставлено как пример в тексте.

I remember when my little sister was born. I was ten years old and I was staying inLondon with my parents. I knew my mother a baby, but I how soon it would arrive. I was really for a girl. It happened when I at a friend’s house. It was her birthday and so she a party. My grandmother came to collect me, but when she told me the news I was so excited that I ran down the stairs, and I and broke my arm. I my mother abs sister in hospital, and I had to spend the night there with my arm in plaster too.

Ниже приведен текст с грамматически правильным построением предложений!

I remember when my little sister was born. I was ten years old and I was staying in London with my parents. I knew my mother was expecting a baby, but I didn’t know how soon it would arrive. I was really hoping for a girl. It happened when I was at a friend’s house. It was her birthday and so she was having a party. My grandmother came to collect me, but when she told me the news I was so excited that I ran down the stairs, and I fell and broke my arm. I visited my mother abs sister in hospital, and I had to spend the night there with my arm in plaster too.

Женщина играет с ребенком

Дальше у нас была разговорная часть (speaking) и мы должны были выбрать одно из предложенных событий. (Choose one of the events below.) Нужно было отметить в своем рассказе что ты делала, где жила и на что надеялась в это время. (Make notes on what you were doing, where you were living and what you were hoping for at the time.)

— someone was born

— you received some good news

— you received your exam results

— something important happened in your country

— an important/interesting event in your life.

А вы о каких событиях в вашей жизни можете рассказать?

Далее мы прорабатывали смысловые выражения, которые наиболее часто употребляются в английском языке. Мы должны были выбрать из предложенных вариантов два правильных словосочетания (collocations) и одно неправильное. Например можно сказать go on strike, go on holiday, но нельзя сказать go on work!

Далее для практики нам давалось упражнение с пропущенными словосочетаниями (collocations) и мы должны были заполнить по смыслу пробелы!

Пьер и Мария Кюри

А вы можете написать в качестве имя популярного человека который:

— has had plastic surgery – имел пластические операции

— performs songs on TV – исполняет песни на ТВ

— won a race recently – выиграл гонку недавно

— has broken a record – побил рекорд

В этом видео песня группы Rolling stones I Can’t Get No Satisfaction, которая сделала их популярной! Мик Джаггер поёт её на концерте для миллионной толпы поклонников!