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Examination in English speaking. Speaking Unified State Exam: task C6 (44)

19.01.2024

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Hello colleagues!

There is very little left before the start of the oral English exam. This year it will be on June 15th. I am sure that you are actively training your students now. This year I myself wanted to take the Unified State Exam in English ahead of schedule; I was interested in taking the oral part. But due to family circumstances it was not possible to go. There was too much going on.

Benefits that will delight me for the next school year

In general, this year I have three students who are taking the Unified State Exam this summer 2017. Now we are actively training tasks from the “Speaking” section. To do this, I am helped by manuals already known to many teachers and tutors.

The photo shows some of the oral teaching aids. Each has its own pros and cons. But despite this, they turned out to be the most used in my work as a private tutor.

Effective Speaking. Oral part. Unified State Examination in English. 10-11 grades. Edited by Verbitskaya M.V. (Buy in Labyrinth )

This manual is ideal for beginning tutors, because it describes everything in detail, how to work with each task, gives practical examples and exercises, and examines evaluation criteria. There is an audio CD.

The downside for me is the extra 8 pages at the end; they provide a phonetic guide, which I have never used and will never use. I bought the manual mainly because there are 10 practice options and some of them have sample answers. The options are good.

2. English language. Oral part. We are preparing for the Unified State Exam. Author Yuneva S. A. (Buy in Labyrinth)

A big plus of this manual is the huge number (20 pieces!!!) of training options with color pictures on thick paper. As it turned out, color pictures are a very important point in preparation, since looking closely at black and white illustrations and looking at the details is not very good. At the end there are criteria for assessing answers. I didn't find any cons.

3. Unified State Exam. English language. Oral part. Training tests. Author - Milrud R.P. (Buy in Labyrinth, Ozone )

Also a good guide. Contains as many as 160 training exercises to prepare for the oral part. The audio application is downloaded from the website. There are texts to read there. The downside for me is the black and white pictures.

4. English language. Unified State Exam. Oral part. Author - Mishin A. V. (Buy in Labyrinth, Ozone)

A big plus of this manual is a complete analysis of one of the options with step-by-step instructions. I liked the approach, the feeling that an experienced teacher was talking to you, sharing how best to prepare for the Unified State Exam, what phrases to use, why it is better to ask a question this way, and so on. Sample answers to all tasks are given. For these pages alone, the book should be considered valuable for beginning teachers and tutors.

There are five options in total. All tasks where you need to be able to ask a question have answers and how you can ask them. At the end there is a small reference book and typical phrases for describing pictures and comparing photographs. The pictures, unfortunately, are also black and white.

These four manuals were actively used by me in preparation for the oral part. I will continue to work with them next academic year. I don’t think that I can still learn anything new for myself in new books. Now I have a lot of options, there is nothing to save, I need to use what I have.

In addition, I also have a collection that I shared with you in

But two years have passed, the wording has changed a little, and the mistakes that were made have been corrected. In general, I am sharing with you again, but with an updated version. Here are 10 more options for you to add to your collection!

How I work with students' oral responses

By the way, I once gave you a review of her simulator. So, the book itself turned out to be uninteresting for me, the pictures are difficult to describe and compare. But her simulator turned out to be very useful. Or rather, I only recently realized that you can make options not from her book, but simply include some option from the simulator, and say a completely different option, from the book that you like.

Thus, the time is counting down, like in an exam, and the program makes it possible to record the student’s answer in full.

Why didn't I realize it earlier? It has become very convenient for me; I can write down each student’s answer and then send it by mail. The student listens to his answer again at home and draws conclusions.

It is joyful to notice when each time the student’s answer becomes better and more confident. His voice does not tremble, is clear and loud. As my student said, now there is no shame in listening to yourself.

In general, my advice is to be sure to write down the student’s answer and give them something like a real exam. Microphone and headphones are my constant companions for oral answers. Otherwise, there is no way to psychologically prepare a child if he does not feel like he was in an exam.

You can record on any device: phone, Nemykina’s simulator, Dictaphone. The main thing is that the recording is of a lower quality for listening.

How to deal with the fear of the microphone and recording yourself?

My students’ first oral responses were exciting and quiet. There were even small hysterics and breakdowns when it was time to compare pictures, many were lost, because time was passing, the clock was ticking, but they couldn’t figure out the similarities and differences in their heads.

Some of my students were nervous and moved the microphone away with the words: “That’s it. I won't. I do not know anything. I can not. I do not have time". This is a normal reaction. What to do in such cases?

We try to overcome similar situations, where the student is clearly nervous and nervous in front of the microphone, together with the student. How do we usually do it?

First, the student tries to answer without a microphone. It is necessary to ensure that the student knows the basic phrases and clichés very well and does not waste time thinking about them.
Then we just talk into an unconnected microphone, we don’t record. Of course, at this stage, I can turn it on if I feel that the child is ready.
The most important thing is to explain to the student that this is a kind of game, that later he will even enjoy answering, and after the exam he will still say things like: “It’s better to take the oral part again than to sit for three hours on the written part!” There is no need to intimidate the child, but explain in a calm voice why points can be reduced and how best to answer.
Then we make the first recording.

Usually the student answers quietly. He reads the text quickly, because he is afraid of not being able to complete it in the allotted time. I notice that on the second task the student relaxes a little, since there is plenty of time allotted, and he answers calmly. By the third task, calmness is still maintained by inertia, but on the fourth, when you need to compare pictures, nervousness increases again.

And here is a banal piece of advice - you need to train a lot in order to complete the task within the allotted time and achieve the maximum score.

Now, perhaps, it seems funny to them and not scary at all. But this is the result of hard training. At each lesson, we make sure to set aside time for an oral answer on the record; they know this and are mentally prepared.

I can also recommend the website to help my students, which has a practice version of the oral response recording station so kids can imagine what things will look like on the exam.

This is how, dear colleagues, I work with students and their oral responses. We work together, we survive together. You need to be not only a teacher, but also a bit of a psychologist.

P.S. I was once looking for oral assignments on the Internet and came across some pretty interesting and useful video content. The creator of these wonderful videos is Elena Shramkova. She made them herself. I think it's very cool. Maybe you will like them too, you can let your students watch them.

I hope your preparation for the Unified State Exam is also going well, although, to be honest, I’m already a little tired and want summer. The Kazan spring does not please us with warm days, while it is still cold and windy. And it even snowed today.

13.01.2018

General information about the oral part of the Unified State Exam in English.
Tips for preparing for each part.
Examples of tasks.

Speaking on the Unified State Exam - general information

The oral part of the Unified State Exam consists of several different tasks - tasks 41 - 44.

Task 41. Reading the text aloud
Task 42. Conditional dialogue-questioning
Task 43. Coherent thematic monologue statement using basic communicative types of speech (description, narration, reasoning)
Task 44. A coherent thematic monologue statement - conveying the main content of what was seen with an expression of one’s attitude, assessment, argumentation (comparing two photographs)

The maximum number of points you can score for the oral part in English on the Unified State Exam is 20 points.

1 point for reading, 5 points for dialogue and 7 points for each spoken statement.

Difficulty levels of tasks in the oral part: basic for the first three and high for the last.

The total time for completing the oral part of the work is 15 minutes.

Tips for preparing for each of the oral tasks on the Unified State Exam.

The oral part of the Unified State Exam is computerized, so you will not be able to influence the time in any way. You will be given exactly as much as is determined by the program limit, so even if you are ready to talk a lot and for a long time, you will have to speak exclusively to the point. While answering, you will also not have the opportunity to make written notes - speech must be spontaneous.

Be sure to listen to your answer in full at the end of the exam. If for some technical reason the entire answer or part of it was not recorded, you will be able to retake the oral part of the Unified State Exam.

Be sure to familiarize yourself with the program interface for the oral part of the exam. You can do this here - http://injaz.ege.edu.ru/. Practice, learn to control the timing of speaking.

TASK 41 - READING THE TEXT OUT LOUD

You will have 1.5 minutes to prepare and exactly the same amount to read the texts. Don't worry, this time will be enough for you. Below in the article are sample texts for reading on the oral part of the Unified State Exam.

Try to pronounce all words correctly, and also be sure to observe intonation. As you prepare, look to see if the text contains question marks or exclamation marks. Pause at commas and periods.

Use intonation to highlight important words that carry more meaning.

Don't worry if you make a pronunciation mistake while reading. In order to get 1 point (maximum) for this task, you need to make no more than 5 phonetic errors, with no more than 2 gross ones. Gross errors include those that interfere with the understanding of a word.

TASK 42 – CONDITIONAL DIALOGUE-QUESTION

In this task you will need to react to what is happening and ask questions. Yes Yes! The important thing here is to be able to ask questions. So be sure to repeat all types of questions, and especially special questions, since basically, you will be asking exactly them. You will need to ask 5 questions, each of which will be worth 1 point. In order to get this point you need to formulate a grammatically correct question.

Do not try to make the question lexically rich - this will not be assessed additionally. Don't overthink it - do everything simply and confidently. It is perfectly acceptable to use questions of the same type.

Remember that the person reviewing your questions will be reviewing the most recent one. Therefore, if you made a mistake, you can ask the question again and correct it.

TASK 3 – THEMATIC MONOLOGICAL STATEMENT

You will need to choose one of three personal photographs and describe it according to the proposed plan. You are given 1.5 minutes to prepare, the answer should consist of 12 – 15 sentences and take no more than 2 minutes.

What is important to get maximum points?

1 – solve a communicative problem (that is, tell what is required in the plan). If you do not solve the communication problem, then no matter how well you speak, you will still receive 0 points for this USE task.
2 – use at least 12 phrases (3 points are given for this)
3 – be sure to make an introduction and conclusion (2 points)
4 – make a minimum of mistakes (2 points)

Try to strictly follow the plan proposed to you.

The answer should begin with the phrase I’ve chosen photo number..., as indicated in the assignment, but this phrase will not be considered introductory.

Examples of opening phrases:

I’d like to show you a picture from my photo album.
Would you like to have a look at this picture?

Examples of closing phrases:

I hope you liked my picture.
I guess that’s all I can tell you about this photo.

To some extent, you can prepare at home. Think about how to tell where and when the photo was taken, why you decided to take the photo, why you decided to show this particular photo.

In a story about a photograph you cannot do without using expressions thereis /thereare- so be sure to repeat this rule.

Also repeat the Present Continuous tense; you can hardly do without using it.

Use phrases:

the picture,
in the background
in the foreground,
to the left/right,
in the center,
to take a picture

BE SURE TO USE SYNONYMS FOR PICTURE (SHOT, PHOTO, PHOTOGRAPH).

TASK 4 – THEMATIC MONOLOGICAL STATEMENT

When completing this task, you will need to compare 2 photographs (pictures) according to the proposed plan. The photos will show 2 ways of the same thing. You will have 1.5 minutes to prepare and 2 minutes to answer.

The task is graded in exactly the same way as the previous one:

Using at least 12 phrases – 3 points
There is an introduction and conclusion – 2 points
Few or no errors – 2 points

If the communicative task is not solved (you did not compare the pictures according to the plan), then you receive 0 points.

Examples of introductory phrases.

I’d like to compare and contrast these two pictures for you.
Let me talk about these two pictures for you., etc.

Examples of closing phrases:

That’s all I wanted to tell you about these two pictures.
I hope I’ve managed to complete the task., etc.

You may also need the following cliches:

As for the similarities between the two pictures, ...
However, there are some differences between these pictures.,
I’d personally prefer shopping online, etc.

Examples of tasks for the oral part of the Unified State Exam in English.

Examples of texts for reading - TASK 41.

Geography is the study of the Earth and its features, its inhabitants, and its phenomena. The word geography comes from Greek. It means “to write and draw about the Earth”. Geography studies continents, seas, rivers and mountains. It deals with all the people and animals that live on the Earth. It is interested in the things that happen on the Earth like tides, winds, and earthquakes. A person who is an expert in geography is a geographer. A geographer tries to understand the world and the things that are in it, how they started and how they have changed. Geographers need to know a lot about maps because maps are very important for understanding geography.

Geography is divided into two main parts called physical geography and human geography. Physical geography studies the natural environment and human geography studies the human environment. Human geography studies include things such as the population in a country, a country’s economy and so on.

Astronomy is the study of the universe and everything in it. This includes stars, planets and galaxies as well as other things. The word astronomy comes from two Greek words. The first means star and the second means slaw. A person who studies astronomy is called an astronomer.

Astronomy is one of the oldest sciences. Ancient people used the positions of the stars to navigate, and to find when was the best time to plant crops. Astronomy is very similar to astrophysics. Since the 20th century there have been two main types of astronomy, observational and theoretical astronomy. Observational astronomy uses telescopes and cameras to look at stars, galaxies and other astronomical objects. Theoretical astronomy uses maths and computer models to predict what should happen. The two often work together, the theoretical predicts what should happen and the observational shows whether the prediction works

Examples of tasks for constructing a conditional dialogue-questioning - TASK 42.

Example 1. Study the advertisement.

You are considering visiting the exhibition and now you’d like to get more information. In 1.5 minutes you are to ask five direct questions to find out about the following:

opening hours
number of exhibits
if one can take photos
admission fee
group discounts

Example 2.

You are considering visiting the museum and now you’d like to get more information. In 1.5 minutes you are to ask five direct questions to find out about the following:

location
opening hours
transportation
guided tours
if a visitor can have lunch there

You have 20 seconds to ask each question.

An example of tasks for composing a monologue statement is TASK 43.

These are photos from your photo album. Choose one photo to describe to your friend.

You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12-15 sentences). In your talk remember to speak about:

where and when the photo was taken
what/who is in the photo
what is happening
why you keep the photo
why you decided to show the picture to your friend

You have to talk continuously, starting with:

“I’ve chosen photo number...”.

An example of tasks for composing a monologue statement is TASK 44.

Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:

give a brief description of the photos (action, location)
say what the pictures have in common
say in what way the pictures are different
say which of the professions presented in the pictures you’d prefer
explain why

You will speak for not more than 2 minutes (12-15 sentences). You have to talk continuously.

UNIFIED STATE EXAMINATION OF ENGLISH LANGUAGE COMPLEX OF MATERIALS FOR PREPARATION OF STUDENTS Edited by M.V. Verbitskaya

Preparation for the OGE and the Unified State Exam

Secondary general education

Line UMK M.V. Verbitskaya. English language "Forward" (10-11) (basic)

Line of teaching materials of O. V. Afanasyeva, I. V. Mikheeva, K. M. Baranova. "Rainbow English" (10-11) (basic)

We analyze the Unified State Examination in English: the oral part We analyze the oral part of the exam with experienced teachers, build a reasoning, and select the optimal answer options.

Jalolova Svetlana Anatolyevna, English teacher of the Highest qualification category. Winner of the competitive selection for the Moscow Grant in the field of education in 2010. Senior expert of the State Examination Agency Unified State Exam in English. Winner of the All-Russian Olympiad of English Language Teachers “Profi-Kray” 2015. Certificate of honor from the Ministry of Education of the Russian Federation 2014, Certificate of winner of the competition for the best teachers of the Russian Federation 2007, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 23 years.

Nedashkovskaya Natalya Mikhailovna, English teacher of the highest qualification category. Winner of the PNPO 2007. Winner of the competitive selection for the Moscow Grant in the field of education 2010. GIA OGE expert in English. Conducted a pedagogical examination of educational publications at the Russian Academy of Education 2015-2016. Certificate of Honor from the Ministry of Education of the Russian Federation 2013, Certificate of the winner of the competition for the best teachers of the Russian Federation 2007, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 35 years.
Podvigina Marina Mikhailovna, English teacher of the highest qualification category. Winner of PNPO 2008. Winner of the competitive selection for the Moscow Grant in the field of education 2010. Senior expert of the State Examination Agency Unified State Exam in English. Conducted a pedagogical examination of educational publications at the Russian Academy of Education 2015-2016. Certificate of honor from the Ministry of Education of the Russian Federation 2015, Certificate of winner of the competition for the best teachers of the Russian Federation 2008, Diploma of the winner of the competition for the Moscow Grant 2010. Work experience - 23 years.
Trofimova Elena Anatolyevna, English teacher of the highest qualification category. Senior expert of the State Examination Agency Unified State Exam in English. Certificate of honor from the Ministry of Education of the Russian Federation in 2013. Work experience - 15 years.

Task 3. Description of the photo

Task 3. These are photos from your photo album. Choose one photo to describe to your friend

You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12–15 sentences). In your talk remember to speak about:

where and when the photo was taken
what/who is in the photo
what is happening
why you keep the photo in your album
why you decided to show the picture to your friend

You have to talk continuously, starting with: “I’ve chosen photo number …”

Work program for the Enjoy English teaching and learning complex (basic level) for grades 10-11. Available for viewing and free download.

Methodical hint

Read the assignment carefully and familiarize yourself with the presented plan. You have 1 minute 30 seconds to prepare for this task. It takes 2 minutes to complete it (that is, describe the photo). Select one of the photographs suggested for description. When choosing, be guided not by what kind of photo you like, but by how familiar you are with the topic and vocabulary on it, and how much you can describe in it. The choice should not take more than three seconds.

Important! The proposed plan does not indicate an introduction and conclusion, but they must be present, since you are asked to make a coherent, complete description of the photograph, which in itself presupposes the presence of an introductory and final part.

For the introduction and conclusion, as well as for answers to the first, fourth and fifth questions, you can prepare several templates in advance that can be easily and quickly modified depending on the photo. Thus, you can spend the bulk of the time (about a minute out of one and a half) allotted for preparation on describing the photo itself, that is, who and what is in the photo (second point of the plan) and what is happening in it (third point of the plan) . Some tips:
1. It’s always easier to talk about people you know, so imagine that the photos are of your friends or relatives, determine what kind of family connections you have, and give the people names.
2. When describing the photograph itself, it would be advisable to divide it into parts and describe first what is in the background (in the background), then on the sides (on the left / right side), gradually moving towards the center or foreground (in the center of/in the foreground). Don't forget that if the photo was taken outside, you can always say a few words about the weather.
3. When describing the people in the photograph, you can say about their age and appearance, what they are wearing, what emotions they experience.
4. Next we describe what is happening in the photograph. For this we use the Present Continuous tense. Sometimes, for some reason, there is practically no action in the photo. It is necessary to mention this, explaining the reason. It is enough to name three actions.

The description of the photograph itself (that is, the answer to the second and third points of the plan) should take up approximately half of the total time, the second half should include the introduction and conclusion and the answer to points 1, 4, and 5 of the plan.

Important! Remember that this is not a story about what was happening in your life or in the lives of your relatives/friends at the time the photo was taken, but a description of what is happening in the photo.

Approximate completion of task 1

I"ve chosen photo number 1. (Introduction) You know, taking photos is my hobby, and I always take a lot of photos wherever I go. I keep the best photos in my family album. (Question 1 of the plan) I took this photo last summer in the forest near our country house when we had a family reunion. (Question 2 of the plan). In the photo you can see a group of children playing football (general information on the picture). The day is nice, it is sunny and not windy. In the background you can see a forest with tall trees and bushes and in the foreground there is green grass. There are some children in the center of the picture - they are all my relatives. They are all quite young. The oldest girl is 6. She is my sister Olga. She is at the front of the group. And the youngest one is my nephew Nikolay who is just behind Olga. They are all wearing light clothes-T-shirts and shorts as it is very warm. They all look very happy and excited as they are playing together. They are running after a ball trying to kick it. And you can see that Nikolay is very concentrated as he is moving very fast to be the first to catch the ball. (Please note that the entire description is in the present tenses - Present Simple (to describe statics) and Present Continuous (to describe movement)! (Answer to question 4) I keep this photo in my family album as it is very dear to me. It was actually a very memorable day when our big family got together and I could meet all my cousins and nephews and nieces and enjoy time together. (Answer to question 5 of the plan) I decided to show it to you as I"m proud of my family and happy that we get together from time to time and I wanted to share my emotions with you. Maybe next year you'll be happy to spend time together with us. (Conclusion) This is all I wanted to tell you about this photo. I hope you liked it.

#ADVERTISING_INSERT#

Task 4. Comparing two photographs, identifying commonalities and differences.

Task 4. Study the two photographs. In 1.5 minutes be ready to compare and contrast the photographs:

give a brief description of the photos (action, location)
say what the pictures have in common
say in what way the pictures are different
say which of the professions presented in the pictures you’d prefer
explain why

You will speak for not more than 2 minutes (12–15 sentences). You have to talk continuously.

When performing this task, remember the following:

You have 1 minute 30 seconds to prepare for this task and 2 minutes to complete it.

Just like in the third task (description of a photograph), when completing task 4, you need to make an introduction and conclusion before you proceed directly to the answer according to the plan. The introduction consists of one or two sentences on the general topic revealed in the photographs (the fourth paragraph of the plan can suggest the topic) and one sentence telling what you will do now. If the topic is not formulated in any way, one last sentence is enough. In conclusion, to summarize what has been said, we need to return to the topic again (one or two sentences).

In response to the first point of the plan, a very brief description of each photograph is sufficient. It is necessary to say for each picture what is happening and where. And you can add one general sentence about what is in the first and second photographs.

When we reveal the second and third points of the plan, we need to find two common features and two differences. Both common features and differences should be of a general nature. Point number 4 of the plan can help not only with the introduction, but also with significant common features and differences, because they are also related to the main theme of the photographs.

When answering the fourth point of the plan, it is enough to rearrange the word order of the phrase I"d prefer the ...... (Profession) presented in the picture number indicated in the plan....... You cannot say I"d prefer the picture number. ... because it does not correspond to the task. You cannot say “I"d prefer to be in the picture number...., since this is incorrect in meaning - we cannot be in the picture. In the fifth point of the plan, you need to justify your choice made before this with 2-3 detailed sentences (point 4).

Don’t forget that task 4 is structurally close to the essay format, so it is necessary to use linkers (conjunctive words) when listing common features and differences. For example, Firstly, /Secondly,..... Or To begin with, -Furthermore, (Moreover,....What is more....). In conclusion/To conclude....-in conclusion.

Before listing the general features, it is necessary to say that you will now talk about general features. For example, Both pictures have some features in common. Before moving on to the differences, this also needs to be mentioned. For example, however, there are some differences.

When comparing, phrases or verbs expressing assumptions will sound good. For example, they could be designers. They must be in the office. They seem to be teenagers. They look like young employees. ......

Differences should not repeat common features. With an approximate time schedule, the introduction and response to the first and second points of the plan should not take more than one minute.

Example of task 4

(In modern society there is a great variety of different professions. People try to choose one according to their taste and abilities. And these two pictures show this. - this part of the introduction need not be said) Now I"d like to compare and contrast these two photographs. In the first picture there is a young teacher explaining something to the pupils in front of her. They all are in the classroom. In the second photo there are two people who look like designers studying what might be a project in their office .Both pictures have some similarities. Firstly, the most striking common feature is that both pictures show people engaged in doing jobs. Secondly, people are interested in what they are doing. They look quite concentrated on their work. Nevertheless, both photos have some differences. To begin with, in the first picture we can see the profession which presupposes working with people - the teacher is teaching pupils on her own, other people are not included in the process. Whereas in the second picture there is a profession which involves doing the job with co-workers. Moreover, in the first picture the classroom is practically empty except for a blackboard and some desks while the second picture depicts an office with a lot of furniture, models and whiteboards. I would prefer the profession presented in picture number one as I think it is a very challenging but rewarding job. Besides I love working with people, especially children and I have always been good at teaching my friends and my younger sister"s friends some things. (In conclusion, choosing the right profession which will suit you in all aspects is a very hard task and we must think a lot and ask for advice before we make the correct choice. – in case of lack of time, this sentence can be omitted) That is all I wanted to tell you.

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Task 3. Sample Answer

Task 3. Imagine that these are photos from your photo album. Choose one photo to present to your friend. You will have to start speaking in 1.5 minutes and will speak for not more than 2 minutes (12–15 sentences). In your talk remember to speak about:

∙ where and when the photo was taken

∙ what/who is in the photo

∙ what is happening

∙ why you keep the photo in your album

∙ why you decided to show the picture to your friend

You have to talk continuously, starting with: “I’ve chosen photo number … “

This is how the task is formulated. Your photo description should include:

Introduction.
The main part.
Conclusion.

The phrase “I’ve chosen photo number…” is not an introduction. It is necessary so that the expert can evaluate your answer. Don’t forget to pronounce it; the expert has no right to speculate. You are describing a photograph for a friend, and you are addressing him.

Introduction. Decide on the theme of the photo.

For example:

You know that I keep photos of my school life in my album. I have lots of them. This one shows how we celebrated the Day of our Motherland Defender.

Main part. It was taken on the eve of the 23rd of February last year. The students gathered in the assembly hall. You can see that the walls are decorated with posters. We are waiting for the concert to start. You can hardly see any faces because the students are looking at the posters trying to decide which of them is the best one. My friends and I made the poster which is on the left. We are all wearing our school uniforms. The general atmosphere in the picture is positive. The reason I keep this photo is because I like comparing decorations that we make for celebrating different holidays at school.

I decided to show you this photo because you have never been in my school. Why don’t we go to the concert together next time?

Conclusion. Looking through photo albums is a pleasant thing.

This is not to say that such a picture is easy to describe. Most likely, the exam will present photos, to describe which you will need the following prepositions and phrases with them:

at the top
at the bottom
in the background
in the foreground
in the middle
on the left
on the right

I’d like you to see the photo that was taken last_____ / _________ years ago.
I remember that day very well.
He (she, they) is (are) in his (her, their) twenties.
He (she, it, they) is (are) in (at) (a, the) … (café, city, mountains, garden, park, forest, wood, meadow, bus, lesson, classroom, home, seaside, … ).
As you see, he (she) looks ... .
She (he, it, they) is (are) wearing …
As the people are wearing warm coats and caps, it is probably late autumn (summer winter, spring).
The weather is…
In this photo you can see a man / some people __________ ing _______________.
The man is / The people are ________________. They are wearing _____________.
In the foreground there is a __________. He is ________ ing ____________.
The people in the background are __________ ing ___________.
The weather in the picture is _____________________________________________________
The general atmosphere in the picture is positive/ depressing /tense/crazy_________ .
The reason I keep this photo is because I was surprised/amazed /shocked/amused by

________________________ __ .

It’s nice to record the impression _____________________________________
I keep this photo because I had never seen anything like that before.
I decided to show it to you to share my emotions/impressions/experiences.
I decided to show you this photo because it was the brightest moment of that trip /event/concert/holiday/day...
I decided to show you this photo because the child/children remind(s) me of myself when I was his/her/their age.
The picture makes me think about the time when we were___________________________
Why don’t we go there together some day?
I think we could do something like that here in Moscow.
I can't wait to go there again. Would you like to keep my company?
I wish you were there with me.

Here are some more tips:

Don't describe the photo in too much detail, but be sure to touch on its theme.
Build the statement in accordance with the proposed plan in order to ensure the logic of the statement. Remember to use logical connections (and, but, too, then, so, that’s why, nevertheless etc).
Consistently reveal the content of each item of the plan.
Offer extensive argumentation when necessary.

Do not give excessive information, commenting in detail on each point of the plan, as you may not have enough time.
Show a variety of vocabulary. Use more adjectives.
Don't forget to express your opinion about the photo and its subject at the end of your statement.

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say which school decorations you like better
explain why

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