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that the porter had not yet brought my luggage. I was just

going to look for him when he appeared, breathing heavily,

with my suit-cases. I asked him rather what he had

been doing.
"The lady is still there," said the boy, "and will be for so-

me time, I think. They are going through her things properly.'
"But why?"
"Well, they'd found forty watches when I came away, and

that was only the start, so I thought maybe you wouldn't

want me to wait."
I have often wondered whether, when Miss Bradley stood

so helplessly on the platform at Calais, she had already chosen me as the person to come to her rescue, or whether she

was just sure that somebody would.
Looking back, I think she must have chosen me. I am

fairly sure of that though exactly how, I have never been

clear. I am quite sure she never made the slightest effort

to make my acquaintance.

. Уровень глобального понимания.
Answer the following questions, using the active vocabulary of the lesson.
1. From which town was travelling the train?
2. Describe the appereance of Miss Bradley.
3. How did the acquaitance between Miss Bradley and the author begin?
4. How did Miss Bradley look?
5. Why did Miss Bradley stay in Italy?
6. By which was travelling the author and by which Miss Bradley?
7. Through which did the customs officer examine the luggage?
8. What did the author declare?
9. How long did the author waited for his luggage?
10. What did the customs officers find in Miss Bradley luggage?
11.What did the customs officers find in Miss Bradley luggage?
12.What had the author often wondered about Miss Bradley?

2)Задания к контрольному тесту по говорению:

Диалог.

. Make up a dialogue using the following vocabulary:
1. an accident, to break one’s leg, a difficult (serious) case; to treat, to have a slight pain;
2. to seem ordinary, to bore, to attract one’s attention, to get very interestedin, to prove to be;
3. to have plenty of, to wait patiently, to be due, to get through the customs, to have something (nothing) to declare;
4. to be due, patiently, to share, joint luggage, to get through;
5. to share one’s opinion, to go through the customs, to be under way, plenty of, to declare;
6. to declare, not to examine, properly, to pay duty on, to fill in a declaration form.

Монолог.

. Answer the following questions proving your statements and using the active vocabulary. Enlarge your answer.

1. Do you agree with the author that he was specially chosen

by Miss Bradley at Calais Maritime to get her through

the customs? Was it a happy choice?
2. Do you think it was the first time Miss Bradley was doing

that kind of thing?
3. What would you have done if you had found yourself

in the author's place?
4. Why is the story called "A Custom House Inci-

dent"?
5. Have you read or heard of any similar incidents? Describe

them.
6. What should devoted friends share?
7. Can you remember an important event? Why did you pay attention to it?
8. Do you usually feel calm of do you get slightly impatient on the day of your departure? Give examples.
9. What would you call a happy (sad) occasion. Give examples from your own life.
10. What would you do to attract the attention of a person standing at a distance from you?
11. How are you getting on with your English? Can you make practical use of it?
12. Can you describe a case when the result was worth the effort?

3)Задания к контрольному тесту по письму:
. Write a composition (100 words). Try to imagine why there were watches in

Miss Bradley luggage.
4) Задания к контрольному тесту по aудированию:
. Текст для аудирования.

Honesty.
Honesty as the readers demonstrated by leaving eighteen wallets containing
? 30 around the country is both absent and alive in the most surprising places. The poor like Glasgow student Andrew Pride who had only had ? 10 to spend on food that week often found it in themselves to return the wallet.
While those who are obviously much better off sometimes “trouser” the money without second thought.

Trouser is the right word here because it seems that women are far more likely to be honest than men. Two thirds of women who found a wallet handed it in compare to little more than half of men.

Imagination often seems to separate people in experiment. The Glasgow student wondered if the wallet might have sentimental value while an unemployed man in Baseldon speculated that it might have been dropped by someone else who was unemployed.

What would you do in the following situations:
1) You find a ? 5 note lying in the street. Do you: a) Hand it in to the police? b) Pocket it and thank your good fortune? c) Give it to charity or the next homeless person you meet?
2) You have filled in a ? 5 national lottery ticket for a friend who has asked you to choose his numbers. And at the same time you have completed your own ticket. Three days later you discover that one of the tickets has come up with five numbers but you can’t be absolutely certain whether it is your ticket or your friend’s. A prize of more than ? 100.000 is involved.
Do you: a) Suggest that you’ll split the prize? b) Make the claim yourself and keep the whole amount? c) Insist that your friend take the whole amount?

Задания:
. Уровень глобального (общего) понимания текста:
Listen to the following monologue about women’s position in the world and say whether the statement is true or false.
1. There were left 18 wallets.
2. Andrew Pride studies in Glasgow.
3. He had only ? 10 to spend on food.
4. Women are far more likely to be honest than men.
5. Little more than half of men handed a wallet in.
6. Imagination often seems to separate people in experiment.
7. The Glasgow student wondered if the wallet might have historical value.

. Уровень детального (полного) понимания текста:
Listen to the monologue and then complete the text.

Honesty as the readers demonstrated …(1) leaving eighteen wallets containing ? …(2) around the country is both …(3) and alive in the most
…(4) places. The poor like Glasgow …(5) Andrew Pride who had only …(6) ? 10 to spend on …(7) that week often found it …(8) themselves to return the wallet. …(9) those who are obviously much …(10) off sometimes “trouser” the money …(11) second thought.

Trouser is the right word …(12) because it seems that women …(13) far more likely to be …(14) than men. Two thirds of …(15) who found a wallet handed …(16) in compare to little more …(17) half of men.
Imagination often …(18) to separate people in experiment. …(19) Glasgow student wondered if the …(20) might have sentimental value while …(21) unemployed man in Baseldon speculated …(22) it might have been dropped
…(23) someone else who was unemployed.

…(24) would you do in the …(25) situations:
1) You find a ? …(26) note lying in the street. …(27) you: a) Hand it in to the …(28)? b) Pocket it and thank your …(29) fortune? c) Give it to charity …(30) the next homeless person you …(31)?
2) You have filled in a ? …(32) national lottery ticket for a …(33) who has asked you to …(34) his numbers. And at the …(35) time you have completed your …(36) ticket. Three days later you …(37) that one of the tickets …(38) come up with five numbers …(39) you can’t be absolutely …(40) whether it is your ticket or …(41) friend’s. A prize of …(42) than ? 100.000 is involved.
Do you: a) …(43) that you’ll split the prize? b) …(44) the claim yourself and keep the …(45) amount? c) Insist that your friend …(46) the whole amount?

. Уровень критического понимания текста:
Listen to the cassette and answer these questions.
1. Say would you do in the first situation presented in the text. Why?
2. Say would you do in the second situation presented in the text. Why?
3. What do you think about honesty in general?
4. Who are honest people? Why do you think so?
5. Why some people feel better to trouser the money than to hand it in?
6. Why do you think women are more honest than men?
7. Is it possible to justify dishonesty in some cases? In which cases and why?

Результаты заключительного контрольного теста:

Чтение Таблица №1
|Фамилия |Кол-во |Уровень |Кол-во |Незнакомая |
| |правильных |глобального |неизвестных |лексика в % |
| |ответов |понимания |слов | |
|Барацявичюс Виктор |11 |100% |10 |1% |
|Войтенко Юлия |11 |100% |11 |1.2% |
|Герасимов Владимир |10 |91% |20 |2.1% |
|Колесникова Ирина |11 |100% |13 |1.3% |
|Кромин Виктор |11 |100% |6 |0.6% |
|Кудилова Татьяна |9 |82% |25 |2.6% |
|Кудрявцев Юрий |11 |100% |16 |1.7% |
|Кузнецов Евгений |8 |73% |30 |3.1% |
|Латушкина Лилия |11 |100% |18 |1.8% |
|Маринина Мария |10 |91% |20 |2.1% |
|Палий Соня | | | | |
|Палий Соня |9 |82% |27 |3% |
|Пуцило Сергей |11 |100% |9 |0.9% |
|Средний показатель |10 |90% |17 |1.8% |

Говорение: Диалог.Таблица №2

|Фамилия |Количество новых слов|Новая лексика в % |
|Барацявичюс Виктор |5 |100% |
|Войтенко Юлия |5 |100% |
|Герасимов Владимир |3 |60% |
|Колесникова Ирина |5 |100% |
|Кромин Виктор |5 |100% |
|Кудилова Татьяна |3 |60% |
|Кудрявцев Юрий |4 |80% |
|Кузнецов Евгений |3 |60% |
|Латушкина Лилия |5 |100% |
|Маринина Мария |3 |60% |
|Палий Соня | | |
|Палий Соня |3 |60% |
|Пуцило Сергей |5 |100% |
|Средний показатель |4 |80% |

Говорение: монолог Таблица №3
|Фамилия |Количествон|Новая |Количество слов в|
| |овых слов |лексика |высказывании |
| | |в % | |
|Барацявичюс Виктор |10 |13% |78 |
|Войтенко Юлия |9 |12% |76 |
|Герасимов Владимир |8 |12% |65 |
|Колесникова Ирина |8 |11% |75 |
|Кромин Виктор |12 |13% |90 |
|Кудилова Татьяна |6 |10% |60 |
|Кудрявцев Юрий |9 |13% |69 |
|Кузнецов Евгений |4 |10% |40 |
|Латушкина Лилия |8 |11% |70 |
|Маринина Мария |7 |10% |67 |
|Палий Соня | | | |
|Палий Соня |5 |9% |51 |
|Пуцило Сергей |10 |13% |80 |
|Средний показатель |8 |13% |68 |
| | | | |
| | | | |
| | | | |

Письмо Таблица №4

|Фамилия |Количество |Количество |Количество |
| |новой лексики в|граматических |орфoграфических |
| |единицах |ошибок |ошибок |
| | |высказывании | |
|Барацявичюс Виктор |12 |1 |2 |
|Войтенко Юлия |14 |0 |1 |
|Герасимов Владимир |11 |2 |4 |
|Колесникова Ирина |12 |0 |2 |
|Кромин Виктор |18 |0 |0 |
|Кудилова Татьяна |8 |3 |5 |
|Кудрявцев Юрий |10 |1 |1 |
|Кузнецов Евгений |7 |5 |7 |
|Латушкина Лилия |11 |2 |2 |
|Маринина Мария |9 |3 |5 |
|Палий Соня | | | |
|Палий Соня |8 |3 |6 |
|Пуцило Сергей |15 |0 |1 |
|Средний показатель |11 |1 |3 |

Аудирование Таблица №5

|Фамилия |Уровень |Уровень |Уровень |
| |глобального |детального |критического |
| |понимания |понимания |понимания |
|Барацявичюс Виктор |7 |100% |35 |76% |5 |71% |
|Войтенко Юлия |7 |100% |37 |80% |5 |71% |
|Герасимов Владимир |5 |71% |26 |56% |3 |43% |
|Колесникова Ирина |6 |86% |30 |65% |4 |57% |
|Кромин Виктор |7 |100% |42 |91% |6 |86% |
|Кудилова Татьяна |4 |57% |20 |43% |2 |29% |
|Кудрявцев Юрий |6 |86% |24 |52% |3 |43% |
|Кузнецов Евгений |2 |29% |12 |26% |1 |14% |
|Латушкина Лилия |6 |86% |25 |54% |3 |43% |
|Маринина Мария |4 |57% |22 |48% |2 |29% |
|Палий Соня | | | | | | |
|Палий Соня |3 |42% |15 |32% |2 |29% |
|Пуцило Сергей |7 |100% |40 |87% |6 |86% |
|Средний показатель |5 |72% |26 |56% |3.5 |48% |

Список использованной литературы

1. Артемов В.А. Психология обучения иностранному языку. М., 1969.
2. Архипов Г. В. Оптимальный типовой режим предъявления воспринимаемой на слух информации//Сб. тез. науч.-техн. конф. по вопросам обучения иностранным языкам/Моск. гос. пед. ин-т иностр. яз. им. М. Тореза. 1977.
3. Белопольская А.Р. Ланда Л.Н. Применение технических средств и программированного обучения в средней и высшей школе. М., 1983.
4. Блонский Л. Л. Избранные психологические произведения. М., 1964.
5. Бенедиктов Б. А. К вопросу о темпе речи//Уч. зап. Моск. гос. пед. Ин- та.1981.
6. Бочарова С. Л. Влияние информационной ценности объектов на память человека//Матер. к XIX междунар. психолог, конгрессу. М., 1979.
7. Вайсбурд М.Л. Обучение учащихся средней школы пониманию иностранной речи на слух. – М.: Просвещение, 1985.
8. Витлин Ж.Л. Навыки и умения в психологии и методике обучения.//Иностр.яз.в школе. №1 1999.
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11. Гез Н.И., Ляховицкий М.В., Миролюбов А.А. и др. Методика обучения иностранным языкам в средней школе: учебник. – М.: Высш. шк., 1982.
12. Гез. Н.И. «Роль условий общения при обучении слушанию и говорению»: Ж.

«Иностранные языки в школе». – 1981 - №5 - с. 32.
13. Голубь Я.В. Соотношение образа и иностранного слова. М., 1972.
14. Гез Н. И. Взаимоотношение между устной и письменной формами коммуникации//Иностранные языки в школе. 1986. № 2.
15. Драгунова Т. В., Элъконин Д. Б. Некоторые психические особенности

личности подростка//Советская педагогика. 1975. № 6.
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