Criteria for assessing tasks in the oral part of the Unified State Examination foreign languages

Task 2 (maximum – 5 points).

Each of the five questions asked is scored separately.

Tasks 3 and 4 (describing a photo and comparing two photos) - 7 points for one task (maximum - 14 points).

*Note. If the examinee receives 0 points according to the criterion “Solving a communicative problem,” the entire task is scored 0 points.

APPENDIX 4.

English language. Oral part. Additional circuit assessment of task 1 “Reading text aloud”

English language. Oral part. Additional assessment scheme for task 2 (conditional dialogue-questioning).

Expert's name_______________________________________ Expert code ____________________

English language. Oral part. Additional assessment scheme for task 3 (photo description).

Expert's name_______________________________________ Expert code ____________________

English language. Oral part. Additional assessment scheme for task 4 (comparing two photos).

Expert's name_______________________________________ Expert code ____________________

Communicative competence and its components are interpreted somewhat differently in the foreign and domestic methodological tradition by different scientific and practical schools, which, however, basically agree on its linguistic and methodological description. Detailed comparative analysis see: Safonova V.V. Communicative competence: modern approaches to multi-level description for methodological purposes. – M.: Euroschool, 2004.

Federal component of the state educational standard of secondary (complete) general education in foreign languages.//New state standards in foreign languages. grades 2–11./ Education in documents and comments. – M.: AST. Astrel, 2004. p.93.

Federal component of state educational standards for primary general, basic general and secondary (complete) general education, 2004.

See Verbitskaya M.V. Testing speaking skills on a single state exam in a foreign language. - .. Federal Institute of Pedagogical Measurements: Collection of articles for the fifth anniversary of the institute / ed. A.G. Ershova, G.S. Kovaleva. – M., EKSMO, 2007. P. 98-107.

Federal State Educational Standard 2012

Solovova E.N., Rodomanchenko A.S. Forms of control of monologue skills in international exams in English language.-//Foreign languages ​​at school, 2013, No. 2, pp. 39-46.

The first digit indicates the task number according to the numbering of tasks in the oral part of the Unified State Examination in foreign languages, i.e. task 1 – reading the text aloud, task 2 – questions; task 3 – description of the photo, task 4 – comparison of two photographs. The second number indicates a specific option.

The third number conventionally designates the specific student’s answer being analyzed.

ASSESSMENT CRITERIA FOR FOREIGN LANGUAGE (ENGLISH)

Speaking:

- monologue form

"5" - the student logically constructs a monologue statement (description, story) in accordance with the communicative task formulated in the assignment. Lexical items and grammatical structures are used appropriately. There are practically no errors. The student’s speech is clear: almost all sounds are pronounced correctly,

correct intonation is maintained.

“4” - the student logically constructs a monologue statement (description, story) in accordance with the communicative task formulated in the assignment. The lexical units and grammatical structures used correspond to the communicative task. The student makes individual lexical or grammatical errors that do not interfere with the understanding of his speech. The student’s speech is understandable, the student does not make phonemic errors.

“3” - the student logically constructs a monologue statement in accordance with the communicative task formulated in the task. But the statement is not always logical; there are repetitions. There are lexical and grammatical errors that make understanding difficult. Speech is generally understandable, and the student generally maintains correct intonation.

“2” - the communicative task was not completed. There are numerous lexical and grammatical errors that make understanding difficult. A large number of phonemic errors.

- dialogical form

“5” - the student logically builds dialogical communication in accordance with the communicative task; demonstrates the skills of verbal interaction with a partner: able to start, maintain and end a conversation. Lexical units and grammatical structures correspond to the assigned communicative task. There are practically no errors. Speech is clear: almost all sounds are pronounced correctly, correct intonation is observed.

“4” - the student logically builds dialogical communication in accordance with the communicative task; generally demonstrates the skills of verbal interaction with a partner:

able to start, maintain and end a conversation. The vocabulary and grammatical structures used are appropriate to the communicative task at hand. There may be some lexical and grammatical errors that do not impede understanding.

Speech is clear: almost all sounds are pronounced correctly, the correct intonation is generally observed.

"3" - the student logically builds dialogical communication in accordance with the communicative task. However, the student does not strive to maintain a conversation. The lexical units and grammatical structures used correspond to the communicative task. Phonemic, lexical and grammatical errors do not make it difficult

communication. But there are violations in the use of vocabulary. Some gross grammatical errors are allowed.

“2” - the communicative task was not completed. The student does not know how to build dialogic communication and cannot maintain a conversation. An extremely limited vocabulary is used, and there are numerous lexical and grammatical errors that make understanding difficult. A large number of phonemic errors.

Note: upon completion of the oral response, a brief analysis answer, a motivated assessment is announced. It is possible to involve other students to analyze the answer, self-analysis, and offer an assessment.

Listening:

« 5 “- the communicative task has been solved and the student has fully understood the content of foreign language speech that meets the program requirements for each class.

« 4 “- the communicative task is solved and the student understands the content of foreign language speech that meets the program requirements for this class, with the exception of individual details that do not affect the understanding of the content of what was heard as a whole.

« 3 “- the communicative task has been solved and the students understood only the basic meaning of foreign language speech that meets the program requirements for this class.

« 2 "- the student did not understand the meaning of foreign language speech that meets the program requirements for this class.

Reading:

« 5 “- the communicative task has been solved and the student has fully understood and comprehended the content of the read foreign language text to the extent provided for by the task; the student’s reading meets the program requirements for this class.

« 4 “- the communicative task is solved and at the same time the student understands and comprehends the content of the read foreign language text, with the exception of details and particulars that do not affect the understanding of this text, to the extent provided for by the task, the students’ reading meets the program requirements for this class.

« 3 “- the communicative task is solved and at the same time the student understands and comprehends the main idea of ​​the read foreign language text to the extent provided for by the task; the student’s reading basically corresponds to the program requirements for this class.

« 2 “- the communicative task has not been solved - the student did not understand the content of the read foreign language text to the extent provided for by the task, and the student’s reading does not meet the program requirements for this class.

Assessments with analysis are brought to the attention of students in the next lesson, work on errors and elimination of gaps is provided.

Project:

Projects are used as a form of control during the school year. In 1st grade, projects are of an educational nature, in 2nd grade, two compulsory projects, in 3rd and 4th grades, three projects per year. The project is assessed in accordance with the criteria developed in joint activities before the start of the project. The project is scored as a percentage of the total number of points for the project, then converted to a five-point scale. The mark for the project is included in the journal.

Criteria for assessing the skills of junior school students

(English language)

When teaching English to children 9-10 years old, it is hardly worth talking about direct control educational activities, pronunciation, grammatical, lexical skills, as well as the speech skills of students. At the same time, classes in a foreign language, as well as in any general education subject included in the primary school hours, must be assessed at certain fixed intervals of academic time (quarters, half-years, years). When studying the course, 3 types of control are expected to be carried out :current: When carrying out current control, there is no emphasis on the control lesson, and the test of knowledge is carried out in an unobtrusive game form. (control of knowledge of vocabulary, grammar, spelling);milestone: (listening, reading, speaking or writing at the end of the quarter);

final: An important condition for monitoring and assessing students’ speech skills is also compliance with the following condition: the nature of the tasks offered as tests should be well known to students. (control of all types of speech activity at the end of the school year). The results of verification (control) work are assessed on a five-point scale.

Criteria for assessing the skills of 3rd grade students

Criteria for assessing speaking Monologue form

Rating Characteristics of response

The student logically constructs a monologue statement (description, story) in accordance with the communicative task formulated in the assignment. Lexical items and grammatical structures are used appropriately. There are practically no errors. The student’s speech is understandable: almost all sounds in the flow of speech are pronounced correctly, and the correct intonation pattern is observed. The volume of the statement is at least 5 phrases

The student logically constructs a monologue statement (description, story) in accordance with the communicative task formulated in the assignment. The lexical units and grammatical structures used correspond to the communicative task. The student makes individual lexical and grammatical errors that do not interfere with the understanding of his speech. The student’s speech is clear, the student does not make phonemic errors. The volume of the statement is at least 5 phrases

The student constructs a monologue statement (description, story) in accordance with the communicative task formulated in the assignment. But: - the statement is not always logical, there are repetitions, - lexical and grammatical errors are made that make understanding difficult. The respondent’s speech is generally understandable; the student generally follows the intonation pattern. The volume of the statement is less than 5 phrases

The communication task has not been completed. The content of the answer does not correspond to the communicative task set in the task. There are numerous lexical and grammatical errors that make understanding difficult. Speech is poorly perceived by ear due to a large number of phonemic errors.

Dialogue form Assessment Response characteristics

The student logically builds dialogical communication in accordance with the communicative task. The student demonstrates the skills and abilities of verbal interaction with a partner: he is able to start, maintain and end a conversation. The language material used corresponds to the delivered brief. Lexical and grammatical errors are practically absent.

The student’s speech is clear: he does not make phonemic errors, pronounces almost all sounds in the stream of speech correctly, and maintains the correct intonation pattern. The volume of the statement is at least 3-4 remarks on each side. 4 The student logically builds dialogical communication in accordance with the communicative task. The student generally demonstrates the skills and abilities of language interaction with a partner: he is able to start, maintain and finish a conversation. The vocabulary and grammatical structures used correspond to the assigned KB. Some lexical errors may be made but do not impede understanding. Speech is understandable: there are no phonemic errors, almost all sounds in the flow of speech are pronounced correctly, and generally the correct intonation pattern is observed. The volume of the statement is less than specified: 3-4 remarks on each side. 3 The student logically builds a dialogue in accordance with the CP. However, he does not try to keep the conversation going. The used LE and GS correspond to the supplied short circuit. Phonemic, lexical and grammatical errors do not impede communication. But: - there are violations in the use of vocabulary, - some gross grammatical errors are made. Well known and simple words are pronounced incorrectly. The volume of the statement is less than specified: 3-4 remarks on each side. 2 short circuit not fulfilled. The student does not know how to build dialogic communication and cannot maintain a conversation. An extremely limited vocabulary is used, and there are numerous lexical and grammatical errors that make understanding difficult. Speech is poorly perceived by ear due to a large number of phonemic errors. Student Reading Assessment Criteria

Score Reading Characteristics

He knows the rules of reading well and practically does not make mistakes. The reading pace is fluent, natural (close to natural). He makes minor mistakes and easily corrects them himself. Demonstrates mastery of all learned reading rules. The student fully understood the content of the text and completed all tasks for the texts.

He has a fairly good command of reading technique, makes 2-4 mistakes within the studied material, which do not interfere with the general understanding of what he read, and can correct them himself. Read at an even pace, with short pauses. The student understood the content of the text, excluding details and completing 2/3 of the tasks for the text.

The rate of speech is low, with noticeable pauses. Uses simple speech patterns. Makes a large number of mistakes, sometimes preventing comprehension of what is read. The student understood only the main content of the text and completed 1/3 of the task for the text

A large number of gross errors, often preventing the understanding of the meaning of what was read. Reading pace is slow. Does not know the rules of reading, makes a large number of gross mistakes that impede understanding of what is read. The reading pace is very slow.

Criteria for assessing student listening skills

Assessment Characteristics of answers

Students fully understood the content of the text by ear and completed all tasks in the text. Full understanding (90-100%) The maximum permissible number of semantic errors (distortion, omission, addition of information) when answering questions about the listened text is 1. The maximum number of grammatical errors is 1.

Students understood the content of the text without hearing details and completed 2/3 of the task. More than 70% of the content is understood. The maximum permissible number of semantic errors (distortion, omission, addition of information) when answering questions about the listened text is 2. The maximum number of grammatical errors is 2.

Students understood only the main meaning of the text by ear with a slight distortion of the details of the content and completed 1/3 of the task. More than 50% of content understood. The maximum permissible number of semantic errors (distortion, omission, addition of information) when answering questions about the listened text is 2. The maximum number of grammatical errors is 4.

Students did not understand the content of the text and did not complete the tasks in the text correctly. Less than 50% of content understood. The maximum permissible number of semantic errors when answering questions about the listened text is more than 3. The maximum number of grammatical errors is 5.

Criteria for assessing students' written work

Mark Amount of correctly completed tasks (in % of the total amount of work) 5 Exceeds 75% The student completed 4 tasks grammatically correctly. 4 Does not exceed 65-75% The student completed 3 tasks, making 2-3 grammatical errors. 3 Does not exceed 50%-65% The student made 4-5 grammatical errors and completed 1 task. 2 Does not exceed 25% The student did not complete any task correctly.

2015

The main criterion for assessing speaking is the completion of a communicative task (1). Here it is assessed how well the student completed the task (for example: meeting a new student, saying hello to a friend, congratulating him on his birthday, talking about a pet, etc.), i.e. Does he understand what needs to be said in this situation? If the task is not completed according to this criterion, then communication has not taken place, so it is considered as not actually completed (0 points are counted) and is not assessed according to other criteria.

At the next stage, speaking assessment includes different approaches to dialogic and monologue speech.

When analyzing a dialogue, you should evaluate the criterion of interaction with the interlocutor (2). It is important that children do not strive to automatically reproduce lines learned by heart, but maintain the conversation, responding to the words of the interlocutor, look at each other, take into account the reaction of the interlocutor, ask again, etc.

When evaluating a monologue, criterion 2 is not applied, but in the monologue there is more possibilities for variations in content, therefore, for a monologue, the content criterion (3) is introduced.

As already noted, at the initial stage of training great attention is devoted to mastering linguistic means and developing skills in operating them. That is why it is proposed to evaluate this aspect according to three criteria: lexico-grammatical correctness of speech (4), compliance with pronunciation norms (5), intonation correctness of speech (6).

Scoring system based on speaking assessment criteria

Evaluation of dialogical speech

Assessment of monologue speech

Final work in English for primary school graduates

The purpose of the final work is to assess the level of achievement of the planned results of primary school graduates in English. The final work consists of two parts: written and oral. The oral part is carried out separately from the written part, in the lesson preceding or following the written test.

Since the final test is aimed at an integrative assessment of students’ communicative competence in the English language, its written part includes tasks on listening, reading, vocabulary, grammar, writing, and the oral part includes tasks on speaking (see Table 1 below). The content of the test is determined by the goals of studying a foreign language in primary school and the planned results of primary education in English.

The final test offered in this program for the elementary FL course secondary school totally coincides sample program and the planned results of primary general education and can be used as a final one, regardless of which textbook the students studied with.

In accordance with the planned results of mastering the English language program for primary school, the tasks proposed in the final work belong to two levels of complexity: basic and advanced.

The basic level of test tasks corresponds to the compulsory level of preparation in English, which is necessary to continue studying in primary school. Every student is capable of and should achieve this level by the end of primary school. Skills and abilities basic level are indicated in the planned results with the wording “The graduate will learn.”

The increased level of control tasks is designed for students with a higher level of preparation, which they were able to achieve thanks to their abilities, diligence, and interest in the subject. Skills and abilities higher level are indicated in the planned results with the wording “The graduate will have the opportunity to learn.”

Table 1. Distribution of tasks by type, control objects and level of complexity

The following types of tasks are used in the final work:

· multiple-choice tasks, in which you are supposed to select only one correct answer from several proposed ones (16 tasks out of 21);

· tasks with a short answer in the form of one word to complete the connected text (1 out of 21);

· tasks to establish a correspondence between a list of personal names and information about characters contained in the listened text (1 out of 21);

· tasks open type, requiring a detailed answer (3 out of 21).

Maximum number primary points for completing all tasks, the total score is 50. The distribution of points between various tasks reflects the natural priorities of learning goals at this stage. Since one of the main principles of teaching foreign languages ​​in elementary school is the principle of oral advance and special attention is paid to oral speech skills, for the successful completion of 2 tasks that control speaking skills, a primary school graduate can receive 20 points. The maximum primary score for completing listening and speaking tasks is 27 points out of 50, i.e.

54%, and the score for tasks on productive activities (writing and speaking) is 50% of maximum score for completing the final work.

Table 2. Distribution of max. primary score for assessment objects and its percentage expression

Compliance of student preparation with the requirements of basic and advanced levels of complexity. Distribution of points between basic and advanced level tasks. Basic level tasks make up more than half of total number tasks (54%), for correct completion of tasks a graduate can receive a maximum of 27 points.

Table 3. Correlation of tasks of basic and advanced levels of complexity

If a student receives 20 points or less for completing the entire work, then he has insufficient preparation in the English language.

If a student receives from 21 points to 27 points, then his preparation meets the requirements of the program.

If a student receives more than 27 points, then he demonstrates higher proficiency in English.

45 minutes (one lesson) are allotted to complete the written part of the work. Education in primary school should already lay the foundations of general academic ability to carry out tests and tests. In the "Forward" series of educational complexes, much attention is paid to the formation of strategies for completing tests and cultivating a positive attitude of students towards various forms of control. From the very beginning of their education, children learn to perceive tests as an opportunity to test themselves and demonstrate how well they have mastered the material and how much new they have learned. When performing self-tests, the student is guided by the fact that if a task cannot be completed without errors, it means that he still needs to work on this topic.

By the end of elementary school, students become accustomed to the fact that a test includes several tasks, and they must be completed in the order in which they are given. At the first CD in grades 2 and 3, the teacher helps students monitor the time schedule for completing work. If the student has completed the task earlier, he can move on to the next one. If you don’t have time to complete it completely or find it difficult to answer some questions, you still need to move on to the next task. Then, having completed everything in order, you can return to the unfinished task.

In the 4th grade, during quarter term studies, students must work individually so that they get used to independently monitoring the time and progress of work. It is very important that students, when performing test-type CDs, learn to act rationally, explaining that the CD time is limited and therefore cannot stop at one difficult task: they need to move on to the next tasks, try to do as much as possible more tasks per lesson. It is better to leave the most difficult task unanswered than to do only one task out of the entire test. It is useful to recall these tips before starting the final work for the primary school course.

Update. Please note that this article was written in 2015 and has not been updated or expanded since then.

I would like to collect in one article everything that I know today about the format of the oral part of the Unified State Exam in English, as well as about the exam evaluation criteria. Everything stated below is based on information posted on the website of the Federal Institute of Pedagogical Measurements, as well as presentations and reports given by Macmillan, especially those made by Maria Valerievna Verbitskaya, the author of numerous textbooks on the English language, one of the leading experts on the Unified State Exam. I tried to be as accurate and attentive as possible when presenting the facts. If you believe that any information in this article is inaccurate or outdated, please write about it in the comments.

First, a small announcement. Demo versions of the exam and the entire package of documents (specifiers, codifiers, demo versions) for the exam are located on the new website at http://new.fipi.ru. (the old site is operational, a bank of open tasks is posted there).

They wanted to return the oral part of the Unified State Exam in a foreign language for quite some time. The only problem was how to do this in an accessible and methodologically sound form. At the experimental stage, in 2004-2008, there was an oral part, but then they decided to exclude it. Mainly due to organizational difficulties, such as time restrictions (the exam is long, students are very tired), poor technical equipment and an insufficient number of experts.

When introducing speaking in the 2014-2015 school year, we decided to take the path computerization, that is, they refused the participation of a “live” examiner (only a technical specialist will be in the audience), students “communicate” with the computer, a digital recording of the answers is kept, which will be assessed by experts after the end of the exam. Over time, they want to computerize the entire exam.

The oral part is conducted on a separate day, after a few days break.

Maximum the number of points for the oral part is 20. For the written part - 80 points.

The oral part is not (!) compulsory, but it will need to be taken by those who want to get more than 80 points for the exam.

The minimum score is currently 22, previously it was 20. The threshold is very low, 99% of students overcome it.

When developing the exam, the compilers faced a huge number of scientific and methodological difficulties regarding the exam format, difficulty levels and assessment criteria. This year, the oral part of the Unified State Exam in English will consist of the following tasks.

1. Expressive reading of a fragment of informational or popular science text aloud.

Example.

"C3. Imagine that you are preparing a project with your friend.You have found some interesting material for the presentation and you want to read this text to your friend. You have one minute to read the text silently, then be ready to read it out aloud.

You don't see many birds in winter. Most have left your area. Those that stay are not as active. Activity uses energy that is needed to keep warm. The worst problems for birds in winter are getting enough heat and holding on to the heat once it is made. These are problems for all birds."

Setting the base level, score - 1 point.

Students are required to read clearly and expressively, which is easily perceived by ear without any interruptions in communication.

Main evaluation criteria:

• speech is easy to understand
• there are no unnecessary pauses,
• phrasal stress, intonation contour and pronunciation of words without violating the norm,
• The emphasis in the words is placed correctly.

Allowed no more than 5 phonetic errors(including 1-2 errors that distort the meaning), that is, even if a student makes 5 phonetic errors, he will still receive 1 point. A score of 0 points is given if speech is difficult to perceive (a large number of unnatural pauses, hesitations, incorrect emphasis, more than 5 phonetic errors, more than 3 errors that distort the meaning).

2. Conditional questioning dialogue with verbal and visual support.

"C4. Study the advertisement.

You decided to visit the place and now you are calling to make some clarifications. In a minute you are to ask five questions to find out the following:
1) dates for departures
2) hotel facilities
3) if breakfast is included
4) number of city tours
5) availability of party reductions"

Necessary ask 5 direct questions (of any type) on basic keywords, which are in the task.

Setting the baseline. Behind every question - 1 point. Total maximum 5 points.

The content of the question must correspond to the task, that is, it is necessary to ask about what needs to be asked, and have the correct grammatical form of a direct question. Evaluated linguistic and intonation design. The intonation should correspond to the type of direct question being asked; possible phonetic and lexical errors should not complicate perception.

Grade 0 points is displayed if the question is not asked, if the content of the question is incorrect, if the question is not grammatically formulated, or there are lexical and phonetic errors that impede communication.

There may be some debate about the types of questions. So far the compilers have decided so. A dividing question is possible, requests from the series What about...? Could you tell me about...? do not count as questions, since they are essentially requests. Questions like Could you tell me what the price is? is not considered incorrect if the word order is correct.

One of common mistakes- instead of asking questions, students begin a story based on the picture. In this case, a score of 0 points is given, since the communicative task has not been solved.

3.Monologue thematic statement based on a verbal situation and visual information.

Example.

"C5. Imagine that while traveling during your holidays you took some photos.
Choose one photo to present to your friend. You have one minute to think it over.
When presenting the picture remember to mention:
when you took the photo
what/who is in the photo
what is happening
why did you take the photo
why you decided to show the picture to your friend

Setting the baseline. Must be described only one photo. During testing, a problem arose with this. The children did not read the assignment, or read it inattentively, and began to describe all three photographs. In theory, there shouldn’t be such a problem during the exam, since the student will need to press one of three buttons, and only one picture will remain on the screen.

Next, I will highlight the whole sentence in bold, since this point was not obvious to me. To get a high grade, you need a coherent story consisting of 12-15 sentences, with an average of 3 sentences per paragraph. If the student says only one sentence for each point, then high score He will not receive any money for this task.

Are being assessed three criteria:

• solving a communication problem (3 points).

3 points are awarded if the communicative task is completed in full, the content fully, accurately and comprehensively reflects all aspects specified in the task. 2 points - if one aspect (point of the plan, what is in detail) is not disclosed, 1 point - if two aspects are not disclosed (or all aspects are disclosed, but very little is said). 0 points - if the task was ignored, or three or more aspects were not disclosed.

• Organization of oral presentation (maximum 2 points).

This is where I don’t really agree with the requirements, namely the need to say introductory and concluding phrases, for example, “I"d like to show this photo/ That"s one of the most beautiful photos ... or That"s all I wanted to say ... But... demands are demands.

• Linguistic design of the statement (maximum 2 points).

Linguistic design is a complex and rather subjective criterion; here it has great importance difference in the approaches of experts. Since the speech is spontaneous (1 minute to prepare is very little), errors and reservations are allowed. The main thing is that there are no language errors that impede communication. Total maximum 7 points.

I'll highlight one more sentence because it's important. A common mistake made by students is that children say that they are the ones captured in the photo, although the assignment simulates a situation where they cannot be in the photo, since they took the photo. In case of such an error, 0 points are given for the task, since the student did not complete the communicative task and did not understand the task.

4. Monologue thematic task.

"C6. Study the two photographs. In a minute be ready to ...

1) give a brief description of the photos (action, location)
2) say in what way the pictures are different
3) say which of the pastimes presented in the pictures you prefer
4) explain your choice

This task is fundamentally different from task 3, since it is a task high level. This requires analytics and a fairly high other level of language training, since a basic level of vocabulary and grammar will not be enough. Evaluation criteria - see point 3. Total maximum 7 points.

A few more points. Preparation time for each task is about 1.5 minutes. The answer time for the first 2 questions is 1.5 minutes, for the second 2 questions - 2 minutes. Total time to complete the oral part of the exam is 15 minutes. Students are NOT expected to take any rough notes during the exam as very little time is given for preparation. In January, Macmillan will release a new collection of tests for preparing for the Unified State Exam.

The exam compilers recommend the following as basic aids for preparing for the Unified State Exam: