сайт учителя английского языка Каркусовой Диляры Маирбековны МАОУБ СОШ №7 г. Владикавказ

• pride - гордость
• get through - проходить через
• To trust - поверить, довериться
• throw(threw,thrown) away - выбрасывать
• to be through - устать, порвать отношения

Time, it needs time
To win back your love again
I will be there, I will be there
Love, only love
Can bring back your love someday
I will be there, I will be there

I'll fight, babe, I'll fight
To win back your love again
I will be there, I will be there
Love, only love
Can break down the walls someday
I will be there, I will be there

If we'd go again
All the way from the start
I would try to change
The things that killed our love
Your pride has built a wall so strong
That I can't get through
Is there really no chance
To start once again
I'm loving you

Try, baby, try
To trust in my love again
I will be there, I will be there
Love, our love
Just shouldn't be thrown away
I will be there, I will be there

If we'd go again
All the way from the start
I would try to change
The things that killed our love
Your pride has built a wall so strong
That I can't get through
Is there really no chance
To start once again

If we'd go again
All the way from the start
I would try to change
The things that killed our love
Yes, I've hurt your pride and I know
What you've been through
You should give me a chance
This can't be the end
I'm still loving you
I'm still loving, I need your love
I'm still loving you

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• to dream - мечтать
• desert - пустынный, необитаемый, заброшенный
• sand - песок
• tie - связывать, привязывать
• tire - уставать
• flame - пламя, связь, огонь
• desire - желание, страсть
• veil - вуаль, покрывало, чадра
• promise - обещание
• to torture - пытать, мучать
• to lift - поднимать, возвышать
• gaze - пристальный взгляд
• intoxication - возбуждение, опьянение
• Eden - едем
• to haunt - неотступно преследовать

• To justify - оправдать
• bitter - злой
• to keep in touch - поддерживать связь
• shy away - избегать
• colour-blind - не различающий цветов
• treason - измена, предательство
• to define - определять, оправдать(преступление)
• barren - скучный бесплодный
• to reach out - добиваться
• faith - вера, доверие
• to push the shift - надовить (на газ)

She's taking her time making up the reasons
To justify all the hurt inside
Guess she knows from the smiles and the look in their eyes
Everyone's got a theory about the bitter one
They're saying
Mama never loved her much
And daddy never keeps in touch
That's why she shies away from human affection
But somewhere in a private place
She packs her bags for outer space
And now she's waiting for the right kind of pilot

To come (and she'll say to him)

She's saying

I would fly you to the moon and back
If you'll be if you'll be my baby
Got a ticket for a world where we belong
So would you be my baby

She can't remember a time
When she felt needed
If love was red then she was colour-blind
All her friends they’ve been tried for treason
And crimes that were never defined

She's saying

Love is like a barren place
And reaching out for human faith is
Is like a journey I just don't have a map for
So baby gonna take a dive and push the shift to overdrive
Send a signal that she's hanging all her hopes on the stars

(What a pleasant dream) just saying

I would fly you to the moon and back
If you'll be if you'll be my baby
Got a ticket for a world where we belong
So would you be my baby

Mama never loved her much
And daddy never keeps in touch
That's why she shies away from human affection
But somewhere in a private place
She packs her bags for outer space
And now she's waiting for the right kind of pilot

To come (and she'll say to him)

I would fly you to the moon and back
If you'll be if you'll be my baby
Got a ticket for a world where we belong
So would you be my baby
I would fly you to the moon and back
If you'll be if you'll be my baby
Got a ticket for a world where we belong
So would you be my baby yeah...

• whisper - шопот
• stare - пристальный взгляд
• to touch - дотронуться
• time run out - время истекло
• to make - заставлять
• to shelter - спрятаться, укрыться
• tear drop - слеза

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Every night in my dreams
I see you, I feel you,
That is how I know you go on

Far across the distance
And spaces between us
You have come to show you go on

Near, far, wherever you are
I believe that the heart does go on
Once more you open the door
And you're here in my heart
And my heart will go on and on

Love can touch us one time
And last for a lifetime
And never let go till we're gone

Love was when I loved you
One true time I hold to
In my life we'll always go on

Near, far, wherever you are
I believe that the heart does go on
Once more you open the door
And you're here in my heart
And my heart will go on and on

There is some love that will not go away

You're here, there's nothing I fear,
And I know that my heart will go on
We'll stay forever this way
You are safe in my heart
And my heart will go on and on

to go on - продолжать

wherever - гдебы ни

to believe - верить

to touch - касаться

to fear - бояться

safe - надежный, безопасный

• step - шаг, этап
• bittersweet - горьковато-сладкий, сладко-горький
• memory - воспоминание
• to treat - обращаться, относиться
• to dream of - мечтать о...
• above all - самое главное, прежде всего

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No more champagne
And the fireworks are through
Here we are, me and you
Feeling lost and feeling blue
It's the end of the party
And the morning seems so grey
So unlike yesterday
Now's the time for us to say...

Happy new year
Happy new year
May we all have a vision now and then
Of a world where every neighbour
is a friend
Happy new year
Happy new year
May we all have our hopes,
our will to try
If we don't we might as well
lay down and die
You and I

Sometimes I see
How the brave new world arrives
And I see how it thrives
In the ashes of our lives
Oh yes, man is a fool
And he thinks he'll be okay
Dragging on, feet of clay
Never knowing he's astray
Keeps on going anyway...

REFRAIN.

Seems to me now
That the dreams we had before
Are all dead, nothing more
Than confetti on the floor
It's the end of a decade
In another ten years time
Who can say what we'll find
What lies waiting down the line
In the end of eighty-nine...

REFRAIN.

• firework - фейерверк
• to be through - покончить, закончить
• to feel lost - быть растерянным
• to feel blue - чувствовать себя одиноким
• unlike - непохожий
• vision - мечта, представление, видение
• hope - надежда мечта
• brave new world - дивный новый мир
• to thrivе - процветать
• ash - зола
• to drag on - скучно тянуться, тормозить
• feet of clay - "глиняные ноги" (т.е. слабость того кто казался великим)
• to astray - заблудиться, заблуждаться
• to keep on - продолжать (делать что-то)
• decade - десятилетие
• down the line - когда-нибудь, в конце концов

We all want our students to succeed. We try to encourage honest learning and do not just teach to the test.

We do assess our students, but can we influence their success merely by the test questions we write? We most certainly can. Following are some helpful tips learned from experience to help you write successful test questions.

Multiple Choice Questions

1. 1

   The grammar you use in your answer choices may be influencing how your students choose an answer. Make sure all your choices are grammatically parallel. In other words, if you ask, “Where does a rabbit live?”, phrase all your answers as prepositional phrases.
   A. In a house
   B. In a car
   C. Under a bridge
   D. In a warren.
   If you offered choice E. dangerously close to the highway, it will obviously be incorrect because it is phrased differently than the other choices.

2. 2

   Though every education student has probably heard it, watch your vowels. Always give the possibility of either a or an when asking a question. You can include the choice either in the question itself or in the answers.
   What does a rabbit eat for breakfast?
   A. a carrot
   B. a protein shake
   C. an egg
   D. a piece of toast,
   
   (or a rabbit eats a(n)___________ for breakfast).

3. 3

   Keep all your answers around the same length. If one answer is significantly longer or shorter than all the rest, it will likely be the best choice or an easy elimination. Try to write about the same amount for each answer option to avoid give away answers.

Fill In the Blank Questions

1. 4

   There is a difference between recognition knowledge of a word and recall knowledge of a word. Recognition knowledge means you understand the word when you hear it or read it. Recall knowledge means you can and will use the word in your own speech or writing. Everyone no matter what his language has a greater recognition vocabulary than a recall vocabulary. Test your students’ ability to understand the material you have presented, their recall knowledge, by providing them with a word bank. The word bank can have more words or the same number that your students will need to fill in the blanks. Because providing a word bank tests their recall knowdlege, it is a better measure of what they have learned than testing their recall knowledge and asking them to elicit vocabulary words on their own.

True False Questions

1. 5

   Do not try to trick your students with questions that have minor changes in them to make them false. When testing on literature, do not make up false names for characters or change letters in words to make them incorrect. This is confusing for your students and does not give you a useful gauge on their comprehension of the material. Instead, try to test general comprehension of the material.

2. 6

   If you really want to know what your students have learned, have them correct the false statements to make them true. This will eliminate random guessing and also give you a better idea what concepts your students might not understand yet. You may also find that you have to cover specific material again or explain a concept in another way.

Difficulty Level

1. 7

   Start your test with the easiest questions and move toward those that are more difficult. Though you might want to mix up the order to challenge your students, going from easier to harder questions alleviates stress for your students and makes for a better testing experience. Not to mention, standardized tests like the SAT and TOEFL follow this organization, so structuring your tests that way will help your students on these important tests in the future.

2. 8

   Test multiple learning levels. The majority of your questions should target the lower learning levels of recall, comprehension and application. Do not be afraid, however, to add one or two questions testing higher levels of learning like analysis, synthesis and evaluation (see Bloom’s taxonomy of learning for more information on learning levels). Test these higher levels sparingly, especially if you have not spent a lot of time during class on these types of activities.

General Tips

1. 9

   Give your students experience with the types of questions with which you will be testing. The test should not be the first time they have seen a fill in the blank or made corrections to an incorrect sentence. Your students should have practice with the form so you can test the content and not the form.

2. 10

   Tell them ahead of time what will be on the test both in structure and in content. It does not hurt you as a teacher or skew your test results to give your students a heads up about the type of questions that will be on the test. Giving your students this information ahead of time means you cannot write your test the night before, but that makes for a higher quality piece of evaluation anyway. Also, give them some idea what content will be covered on the test though you do not have to give specifics. Page numbers, lecture dates or book chapters are sufficient.

3. 11

   Include the points each section is worth. This way students can budget their time to be most impactful for them. Neither you nor they want them to spend ten minutes struggling to answer a question of minimal importance. Let them have full knowledge of what is weightiest as they take the test so they can prioritize as they take it.

4. 12

   Expect your students to have “foreign” handwriting. Even though English is taught in places all around the world, handwriting is not the same everywhere. Do not be surprised if your students consistently write in a penmanship style that is challenging for you to read.

When a person is scared, angry or is experiencing any strong emotion, language will instinctively revert to what is most natural for that person. Do what you can to relieve as much of your students’ stress as possible by writing good test questions so that you are testing their knowledge at its best, not its worst. It will make you a better teacher and your students better learners.

How to Use Magazines in Your ESL Classroom

1. 1

   Current Events Reading and Speaking

   Particularly with advanced adult students, magazine articles from magazines like Time and Newsweek spark discussion and debate. Choose an article that suits your students' level, make enough copies for all, introduce vocabulary, present the topic through an engaging warm up activity, then read. End the lesson with a debate or discussion on the topic: try to present specific thought-provoking questions, rather than a simple, “Discuss!” See our other article ‘How To Teach Current Events to ESL Students’ for more on teaching current events.

2. 2

   Celebrity Comparisons

   This is a great activity for teens or beginners who are into celebrities. Magazines like People will work best in this case: the more celebrity pics, the better! Use celebrity photos to spark comparisons: Arnold Swatznegger is taller than Tom Cruise. He's also bigger. But Tom is a better actor. Who's the most talented actor of them all? Or songwriter? See what your students have to say!

3. 3

   A Search for Words

   Little ones LOVE cutting up magazines. Ask them to look through a pile of magazines and cut out all of the fruits and vegetables they can find, or people playing sports, or clothes - you choose the set of vocabulary you want them to practice. Once you have all of their cutouts, prompt them to say whatever comes to mind about each: Apples are red. I love apples. I don’t like tomatoes. I hate lettuce. I eat bananas every day for breakfast, etc…

4. 4

   What's happening?

   This a wonderful way to practice tenses like the present continuous and not have to resort to the same illustrations your students have already seen countless times before. Choose a photo from a magazine - make sure it's a scene where there's a lot going on, like an airport, restaurant, a family doing things outdoors. Simply show them the picture and ask: What’s happening in this picture?; What’s the father doing?; What’s the mother doing?; etc.

5. 5

   On the Cover

   Magazines are also excellent authentic materials that provide a great deal of information about more cultural aspects. Choose magazines that cater to specific audiences or shed some light into the American culture. Show your students the cover and ask them what they think this magazine is about: is it an entertainment, fashion, or news magazine? Who or what is on the cover and why? Ask them to guess what each story is about based on the headline.

6. 6

   Focusing on Headlines

   The headlines themselves may spark great speaking activities, as well as a glimpse into newspaper and magazine headline language. Before asking students to open the magazine, list some of the headlines featured in the magazine and ask them to say what they think each article is about. Write a list of topics that correspond to those headlines. Ask students to match the right topic to the right headline.

7. 7

   Where Would You Find Information on…?

   Bring several different types of magazines to class, the greater the variety, the better. Give your students a few minutes to browse through each and get a feel for the content. Then ask them: where would you find information on the latest iPhone apps? Where would you find information on dog breeds? What kind of person would buy Rolling Stone? What kind of person would buy Car and Driver? What interests do they have?

8. 8

   Topic of Interest

   Ask students to browse several magazines and choose one article or topic that interests them. Tell them that they can read the article, but they must be prepared to tell the class about it in their own words.

9. 9

   What Was That Question Again?

   Choose a magazine article that features an interview or information on a celebrity. Ask students to think of what questions the interviewer asked to get this information. Ask students to supply any other questions they may want to ask.

10. 10

    Find the Differences

    Show students two magazine pictures that present a similar situation: people in an office, people playing sports, people showing different emotions. Show students each set and ask them to tell the class what these pictures have in common and how they differ.

Choose unusual, abstract magazine photos and let your students’ imagination run wild. Choose magazine ads for a variety of products and discuss marketing or advertising strategies. There are as many ways to use magazines in an ESL classroom as there are magazines in a newsstand. But no matter which activity you choose, make sure you give your students a chance to speak up!

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