четверг, 28 ноября 2013 г.

Reading – the 10-th form

For items 11-20 read the text. Fill the gaps (11-20) in the text choosing from the list A-K the one which fits each gap. There is one extra sentence which you do not need to use.

Designing a Quake-Resistant Building Starts at the Soil
Builders in developing countries are often not required to build strong buildings. (11)
Yet, Japan is one of the most developed countries in the world.  (12)
Brady Cox is an assistant professor of civil engineering at the University of Arkansas.  He is also an earthquake expert with an organization called Geotechnical Extreme Events Reconnaissance, or GEER.  (13)
Professor Cox says Japan has one of the best building-code systems in the world.
“The problem is this earthquake was just a mammoth earthquake, one of the, you know, top five earthquakes in recorded history.  (14)
The quake measured magnitude nine.
“One thing I think a lot of people don’t understand is that building codes are meant to prevent loss of life in earthquakes. (15)
Mr. Cox says Japan has invested a lot in seismic research and design since a magnitude 7.5 earthquake in Niigata in 1964.  (16)
“Those two earthquakes really opened up a lot of new research on something called soil liquefaction, in particular.  And, you know, the Japanese, they have more earthquakes greater than magnitude six or seven than probably any other country in the world. (17)
Soil liquefaction is the process by which the strength or stiffness of soil is weakened by an event like the shaking of an earthquake.  (18)
Professor Cox says the first step to designing an earthquake-resistant building is to study the soil.
“Then the structural engineers take that information and they use it to detail the building in terms of, is this going to be a steel structure? (19)  And then you get into all kinds of things in terms of the designs of the columns and the beams and the framing of the building and the connections.  And how much steel do you put in?”
A team from Geotechnical Extreme Events Reconnaissance is planning a trip to Japan to examine the destruction. (20)
“A lot of the work that we’ve been doing has been focusing on the rebuilding effort and how to especially make sure that the rebuilding of schools and hospitals, and kind of critical facilities that you would need to respond to an emergency – police and fire stations, government buildings – that those things get rebuilt appropriately.”

A. That same year, a 9.2 quake shook the American state of Alaska.
B. Is it going to be reinforced concrete?
C. So when a disaster strikes, the damage is often widespread.
D. In a mammoth earthquake, countries with strong building codes can’t rebuild.
E. The soil begins to move like liquid.
F. Mr. Cox and other members of GEER went to Haiti after the powerful earthquake last year, and continue to work with Haitian officials.
G. The group studies major disasters.
H. I mean, they get hit a lot.
I. That doesn’t mean that the buildings won’t  - or bridges for that matter, or anything – won’t sustain significant damage.
J. Still, the March 11 earthquake and tsunami waves destroyed more than 14,000 buildings.
K. So anytime you have an earthquake that large, you’re going to have damage.

Keys reading  Disasters
11.           C
12.           J
13.           G
14.           K
15.           I
16.           A
17.           H
18.           E
19.           B
20.           F

11 класс. Reading
For items 11-20 read the text about the Peace Corps. Fill the gaps (11-20) in the text choosing from the list A-K the one which fits each gap. There is one extra sentence which you do not need to use.
The Peace Corps at 50
President John Kennedy established the Peace Corps soon after he took office in 1961.  (11)
 The new program gave Americans a chance to answer the call to service that the president made in his inaugural speech.  “Ask not what your country can do for you,” he said.  “Ask what you can do for your country.”
Kennedy told Peace Corps volunteers that America’s image in the countries where they were going would depend largely on them.
“And if you can impress them with your commitment to freedom, to the advancement of the interests of people everywhere, to your pride in your country and its best traditions, and what it stands for, the influence may be far-reaching.”
On August 30, 1961, the first group of 51 Peace Corps volunteers arrived in Accra, Ghana, to serve as teachers.  (12) They would spend two years in Ghana helping its people and learning the reality of life in a developing country.
(13) About half of them taught English or health care.
In the 50 years since then, more than 200,000 Americans have served as Peace Corps volunteers.  They have worked in 139 countries.
The Peace Corps is a government agency that was created to promote world peace and friendship.  There are three goals - First, to help the people of interested countries in meeting their need for trained men and women.  Second, to help promote a better understanding of Americans on the part of the people served.  And third, to help promote a better understanding of other people on the part of Americans.
By 1966, there were almost 16,000 volunteers and trainees.  (14) It was also around the time when many young men were seeking an alternative to military service because of the Vietnam War.
Today, the Peace Corps has more than 8,000 volunteers and trainees in 77 countries.  They work in agriculture, economic development, education, the environment, and health care.  (15)
The agriculture programs are designed to teach people how to produce food while protecting natural resources. (16) And in parts of Central Africa, Peace Corps volunteers have taught farmers how to raise freshwater fish.
60% of current Peace Corps volunteers are women.  The average age of a volunteer is 28.  (17) Some Americans join the Peace Corps after they retire.
Today, 7% of volunteers are over the age of 50.  And 19% are members of minority groups.
This year’s budget for the agency is $400 million.
Allegra Troiano is based in Costa Rica as a regional adviser for the Teaching English as a Foreign Language program of the Peace Corps. (18)
In the past, volunteers were placed in a classroom to teach English by themselves.  (19)
“In teaching English as a Second Language, the goal is to put Peace Corps volunteers in classes with host country national teachers.  (20)
She says the Peace Corps is currently expanding programs in countries like Costa Rica to meet growing demand for English teaching.
“It’s the way to communicate with the global world.  So I think there’s a great need and I think there’s also a great desire.”

A.  Most of the volunteers had just completed college.
B.  Some work in programs related to youth development.
C.  It was the time of the Cold War between the United States and the Soviet Union.
D.  She says the way Peace Corps volunteers teach English has changed.
E.  In Thailand, for example, volunteers have taught farmers how to improve soil conditions.
F.  This was the height of the Peace Corps’ popularity.
G.  So they have established that this model of co-teaching is the most sustainable.
H.  They had agreed to work for almost no pay. 
I.  But now, Ms. Troiano says the aim is to work with local teachers to provide what is known as co-teaching.
J.  But the ages of Peace Corps volunteers range from 18 to 86. 
K. The volunteers and trainees promote world peace and friendship.
Keys reading  The peace Corps
11.           C
12.           H
13.           A
14.           F
15.           B
16.           E
17.           J
18.           D
19.           I
20.           G

reading 9 кл
For items 1-10 read a text. Choose the best option A, B, C or D.
The Carpet Fitter
    Eddie was a carpet fitter, and he hated it. For ten years he had spent his days sitting, squatting, kneeling or crawling on floors, in houses, offices, shops, factories and restaurants. Ten years of his life, cutting and fitting carpets for other people to walk on, without even seeing them. When his work was done, no-one ever appreciated it. No- one ever said "Oh, that's a beautiful job, the carpet fits so neatly." They just walked all over it. Eddie was sick of it.
     He was especially sick of it on this hot, humid day in August, as he worked to put the finishing touches to today's job. He was just cutting and fixing the last edge on a huge red carpet which he had fitted in the living room of Mrs. Vanbrugh's house. Rich Mrs. Vanbrugh, who changed her carpets every year, and always bought the best. Rich Mrs. Vanbrugh, who had never even given him a cup of tea all day, and who made him go outside when he wanted to smoke. Ah well, it was four o'clock and he had nearly finished. At least he would be able to get home early today. He began to day-dream about the weekend, about the Saturday football game he always played for the local team, where he was known as "Ed the Head" for his skill in heading goals from corner kicks.
     Eddie sat back and sighed. The job was done, and it was time for a last cigarette. He began tapping the pockets of his overalls, looking for the new packet of Marlboro he had bought that morning. They were not there.
     It was as he swung around to look in his toolbox for the cigarettes that Eddie saw the lump. Right in the middle of the brand new bright red carpet, there was a lump. A very visible lump. A lump the size of -- the size of a packet of cigarettes.
     "Blast!" said Eddie angrily. "I've done it again! I've left the cigarettes under the blasted carpet!"
     He had done this once before, and taking up and refitting the carpet had taken him two hours. Eddie was determined that he was not going to spend another two hours in this house. He decided to get rid of the lump another way. It would mean wasting a good packet of cigarettes, nearly full, but anything was better than taking up the whole carpet and fitting it again. He turned to his toolbox for a large hammer.
     Holding the hammer, Eddie approached the lump in the carpet. He didn't want to damage the carpet itself, so he took a block of wood and placed it on top of the lump. Then he began to beat the block of wood as hard as he could. He kept beating, hoping Mrs. Vanbrugh wouldn't hear the noise and come to see what he was doing. It would be difficult to explain why he was hammering the middle of her beautiful new carpet.
     After three or four minutes, the lump was beginning to flatten out. Eddie imagined the cigarette box breaking up, and the crushed cigarettes spreading out under the carpet. Soon, he judged that the lump was almost invisible. Clearing up his tools, he began to move the furniture back into the living room, and he was careful to place one of the coffee tables over the place where the lump had been, just to make sure that no-one would see the spot where his cigarettes had been lost. Finally, the job was finished, and he called Mrs. Vanbrugh from the dining room to inspect his work.
     "Yes, dear, very nice," said the lady, peering around the room briefly. "You'll be sending me a bill, then?"
     "Yes madam, as soon as I report to the office tomorrow that the job is done." Eddie picked up his tools, and began to walk out to the van. Mrs. Vanbrugh accompanied him. She seemed a little worried about something.
     "Young man," she began, as he climbed into the cab of his van, laying his toolbox on the passenger seat beside him, "while you were working today, you didn't by any chance see any sign of Armand, did you? Armand is my parakeet. A beautiful bird, just beautiful, such colors in his feathers... I let him out of his cage, you see, this morning, and he's disappeared. He likes to walk around the house, and he's so good, he usually just comes back to his cage after an hour or so and gets right in. Only today he didn't come back. He's never done such a thing before, it's most peculiar..."
     "No, madam, I haven't seen him anywhere," said Eddie, as he reached to start the van.
     And saw his packet of Marlboro cigarettes on the dashboard, where he had left it at lunchtime....
     And remembered the lump in the carpet....
     And realized what the lump was....
     And remembered the hammering....
     And began to feel rather sick....

1.     Why did Eddie hate being a carpet-fitter?
A.        The pay was too low.
B.         He didn't like working alone.
C.         No-one appreciated his work.
D.         He couldn't smoke on the job.
2.     What did Eddie think of Mrs. Vanbrugh?
A.         She was a kind, thoughtful lady.
B.         She was rich and selfish.
C.         She was always losing things.
D.         She had good taste in furniture.
3.     Why was Eddie called "Ed the Head" by his friends?
A.         Because he was such an intelligent carpet-fitter.
B.         Because he had a large head.
C.         Because he was very proud and self-important.
D.         Because of his footballing skills.
4.     What did Eddie want to do when he had finished fitting the carpet?
A.         have a cigarette
B.         hammer the carpet flat
C.         look for Mrs. Vanbrugh's lost bird
D.        start work in the dining room
5.     Why didn't Eddie remove the carpet to take out the thing that was causing the lump?
A.         He couldn't take the carpet up once he had fitted it.
B.         He didn't need the cigarettes because he had some more in the van.
C.         It would take too long to remove the carpet and re-fit it.
D.         He intended to come back and remove the lump the next day.
6.     What did Eddie do with the hammer?
A.         hammered nails into the lump
B.         fixed the coffee table
C.         left it under the carpet
D.         flattened the carpet
7.     What was Mrs. Vanbrugh worried about?
A.         Her bird was missing.
B.         She thought the carpet was going to be too expensive.
C.         She thought Eddie had been smoking in the house.
D.         She couldn't find her husband, Armand.
8.     What was really under the carpet?
A.         the cigarettes
B.         Eddie's toolbox
C.         nothing
D.         the missing bird
9.     "Eddie was determined...." means that he:
A.         had no idea
B.         decided for sure
C.         felt very angry
D.         couldn't decide
10.                       "Peculiar" in the sentence "He's never done such a thing before, it's most peculiar..." means:
A.        normal
B.        like a bird
C.        difficult
D.        Strange

Keys   reading  The carpet fitter
1.      C
2.      B
3.      D
4.      A
5.      C
6.      D
7.      A
8.      D
9.      B

10.    D
В помощь учителю иностранного языка

Структура оформления кабинета

Как же оформить кабинет немецкого языка, способный заинтересовать учащихся в его изучении? Структура оформления кабинета отражается в следующей схеме:
Библиотека художественной и справочной литературы
Учебно-наглядные пособия
Страноведческий стенд
Стенд «Что я знаю?» (материал, подобранный учащимися)
Сменные стенды с творческими работами учащихся

Центральное место в кабинете занимает страноведческий стенд, объединяющий материалы по странам изучаемого языка (Германия, Австрия, Швейцария, Люксембург, Лихтенштейн). В кабинете так же представляются сменные стенды, сделанные в виде «раскладушек», где помещаются наиболее интересные творческие работы учащихся. Стенды выполняются профессионально, на высоком художественном уровне. Это имеет большое воспитательное значение для развития эстетического вкуса у учащихся и служит решению не только образовательных задач, но и прививает любовь и интерес к изучаемому языку.
Для повышения интереса к работе на уроках немецкого языка учащимся можно предложить оформление стенда: «Что я знаю?». Это стенд с карманами, куда учащиеся кладут подобранный ими материал по различным изучаемым темам: небольшие рассказы, песни, стихи, загадки, пословицы и т.д. Всё это помогает учителю в подготовке интересных уроков иностранного языка.
Создавая оптимальные условия для изучения иностранного языка, недостаточно иметь в кабинете только хорошо оформленные стенды и наглядные материалы.

Необходимо иметь в классе современные ТСО и учебно-наглядные пособия (грамматические таблицы, аудиокассеты, видеоматериалы). Для работы на уроке используются аудиомагнитофон, видеомагнитофон с телевизором. Конечно, при наличии соответствующих возможностей, очень удобно, если кабинет иностранного языка будет оснащён компьютерами, что также будет способствовать росту интереса учащихся к работе на уроках немецкого языка. В кабинете иностранного языка организуется небольшая библиотека методической, художественной и справочной литературы для помощи организации самостоятельной работы учащихся и учителя. Рядом с небольшой библиотекой могут быть полки с яркими наглядными пособиями к урокам иностранного языка (игрушки, картинки и т.д.), а также поделки учащихся, которые могут быть изготовлены на уроках иностранного языка.