Фонд оценочных средств для проведения промежуточной аттестации обучающихся по
дисциплине:
Общие сведения
1. Кафедра
Иностранных языков
035700.62 Лингвистика. Профиль:
Перевод и переводоведение
Практический курс английского языка 1
курс: домашнее чтение
Тест
2. Направление подготовки
3. Дисциплина
4. Тип заданий
Количество этапов формирования
5.
компетенций (ДЕ, разделов, тем и т.д.)
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Перечень компетенций
ПК 1 –владеет системой лингвистических знаний, включающей в себя знание основных
фонетических, лексических, грамматических, словообазовательных явлений и закономерностей
функционирования изучаемого иностранного языка, его функциональных разновидностей
ПК 2 – имеет представление об этических и нравственных нормах поведения, принятых в
инокультурном социуме, о моделях социальных ситуаций, типичных сценариях взаимодействия
ПК 3 – владеет основными дискурсивными способами реализации коммуникативных целей
высказывания применительно к особенностям текущего коммуникативного контекста (время,
место, цели и условия взаимодействия)
ПК 4 – владеет основными способами выражения семантической коммуникативной и структурной
преемственности между частями высказывания – композиционными элементами текста (введение,
основная часть, заключение), сверхфразовыми единствами, предложениями
ПК5 – умеет свободно выражать свои мысли, адекватно используя разнообразные языковые
средства с целью выделения релевантной информации
ПК 6 –владеет основными особенностями официального, нейтрального и неофициального
регистров общения
ПК 7 обладает готовностью преодолевать влияние стереотипов и осуществлять межкультурный
диалог в общей и профессиональной сферах общения
ПК 8 - умеет использовать этикетные формулы в устной и письменной коммуникации
(приветствие, прощание, поздравление извинение, просьба)
Критерии и показатели оценивания компетенций
Знания: 1. Знать грамматическую и лексическую структуру английского языка
2. Знать основные страноведческие реалии.
Умения: уметь читать и понимать без словаря неадаптированные тексты, содержащие
изученный материал и включающие новые слова, о значении которых студент в состоянии
догадаться.
Навыки: 1 Владение нормами речевого этикета на иностранном языке
Этапы формирования компетенций
ДЕ -1 Понимание основного содержания прочитанного
ДЕ-2 Извлечение необходимой информации
ДЕ-3 Полное понимание прочитанного
Шкала оценивания (за правильный ответ дается 1 балл)
«2» – 60% и менее «3» – 61-80% «4» – 81-90%
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«5» – 91-100%
ТЕСТ
1. For paragraphs 1-6, choose the correct heading A-I from the list of headings below.
List of headings
A A dishonest craftsman
B A mysterious theft
C A successful conspiracy – a fake Mona Lisa?
D Would Mona Lisa pass a scientific test?
E An international conspiracy
F Are all the da Vincis by da Vinci?
Will the real Mona Lisa please stand up
(1 ———) The paintings of renaissance scientist, inventor and musician Leonardo da
Vinci have always attracted controversy. Only 14 works have ever been attributed to him and
experts have questioned the authenticity of several. Not even such a famous painting as the
Mona sLisa is above suspicion. It is neither signed nor dated and no record of subsequent
payment to Leonardo has ever been found.
(2———) The painting, believed to be a portrait of the wife of a Florentine merchant, is
dated at about 1502. It has been on public display in the Louvre since 1804. Now housed in a
bullet-proof glass case, it has always been surrounded by tight security. Even so, on 24 August
1911, it was stolen. Initial leads came to nothing and no clues to the thief's motives or the
whereabouts of the picture materialized for fifteen months. At one point Picasso, then relatively
unknown, came under suspicion, but there was no evidence to suggest that he did anything more
serious than 'borrow' some neglected tribal pieces from the museum.
(3———) In November 1913, Florentine art dealer Alfredo Geri received a letter from
someone claiming they had the Mona Lisa. The writer of the letter was prepared to sell it back to
Italy for 500,000 lire. Geri contacted the director of the Uffizi museum in Florence, who
arranged a meeting with the person who had written to Geri. This person turned out to be an
Italian carpenter, Vincenzo Peruggia, who had been commissioned by the Louvre to make the
painting's protective wooden box. He had been able to steal the famous work of art because he
knew the museum's routine so well. The Mona Lisa he produced was proclaimed genuine by the
Uffizi and sent back to Paris. The big question was why did Peruggia wait so long before trying
to sell the painting?
(4———) One explanation is that he was an accomplice of the international criminal the
Marques de Valfierno, who had copies made of the Mona Lisa while it was still in the Louvre.
Once the theft was announced, Valfierno went to America where he sold 'the original Mona Lisa'
six times over to wealthy collectors for two million dollars. Peruggia was left with the original
painting and realising that Valfierno was never going to contact him again, attempted to make
some money by selling it. As for the American collectors, they couldn't complain for fear of
revealing their involvement in the crime. Intriguingly a number of 'original Mona Lisas' have
since turned up in America.
(5————) But there is another theory. Shortly after the theft, Parisian art dealer Eduard
Jonas claimed he was in possession of the original Mona Lisa. He subsequently changed his
story under threat of being charged with its theft and declared it a fake. Later, however, a British
conman, Jack Dean, insisted that he had helped Peruggia steal the painting, but substituted a
copy for the original— before Peruggia took it to Italy. Dean claimed to have sold the original to
a Paris art dealer. If Dean's story is true, and the Jonas incident gives it some support, then the
painting now in the Louvre, surrounded by impregnable security systems and seen by thousands
of visitors a day, is a forgery.
(6————) 'So, is there any way of knowing for certain? It would seem that there is. A
method known as 'neutron activation analysis' has been used on a number of occasions to
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establish the authenticity of works of art. It involves bombarding the painting with neutrons so as
to identify chemical elements in the paint. It can be used to determine exactly when a painting
was produced since chemical elements in even tiny traces of paint vary according to the period
of painting. If the directors of the Louvre chose to, they could put the painting's neutrons to the
test and perhaps the real Mona Lisa would at last stand up.
2. Read the text and decide which sentence goes in each of the numbered gaps in the text.
Would you set yourself on fire for £75 a day?
... OR LAUNCH yourself off the Great Wall of China without a parachute? It's all in
a day's work when you're a nerves-of-steel stuntwoman. And as it's a profession where there is
very little female participation - there are only sixteen stuntwomen in the whole of Britain -it's a
job consideration worth taking seriously. Sue Dando finds out the facts.
A stuntperson is a man or woman who does all the really dangerous bits of acting work in
films or on TV. (1————) Sarah Franzi, 24, is one of Britain's 16 professional stuntwomen (as
against 160 men). Like many of her female colleagues, it was a career she'd never seriously
considered. 'From when I was young I'd trained to be a dancer, and for seven years after school I
was rarely out of work. A dancer's life is pretty short, though, and it was my father who
suggested I should think about doing stunt work after I'd given up dancing. (2 ————) For six
months, I worked really hard, every day, all day. I had to learn six different skills - sub-aqua, sky
diving, horse riding, stuff like that - to a high standard of training.'
Sarah finished all the requirements in just five months — it can take as long as three
years to qualify. Two weeks after Sarah's completed application was accepted by the Stunt
Committee, she was launching herself off the Great Wall of China in Superman IV. 'I was very
lucky to get work so quickly. I had a small part, playing a tourist who fell off the Wall after an
earthquake, only to be rescued from death by Superman. In reality, I fell 15 metres onto a pile of
cardboard boxes! (3 ————) You just have to suffer the discomfort and fall properly. I was
paid £210 a day for it, and because it was considered dangerous, another £200 "adjustment" fee
was added for every extra take.' This may sound like a lot but, as Sarah explains, 'The film
company is paying for the risk. If I'd broken a bone, that isn't very much money at all when
you're out of work for the next few months, and there is a risk involved. Safety procedures are
very strict, but it's still a danger. (4 ————).'
As yet, Sarah has received injuries no more severe than bangs and bruises, though she
does admit to having been scared on at least one occasion.
'I was set alight for London's Burning (a TV programme about the London Fire Brigade).
It was a full fire job, which meant that my whole body - I was wearing protective clothing - was
set alight. (5 ————) The difficulty with that kind of job is that you're never fully in control of
the fire, so it's easier for something to go wrong.
'It's jobs like that which make people think we must be completely mad to do this kind of
work. (6 ————) There are so many safety precautions, with so much mental concentration
involved, that what we are really doing is creating an illusion of danger. If people think, ‘How
could you do that?.
A But that’s not the case at all
B You must be mad!’ then we’re just doing our jobs properly
C I was on fire for 15 seconds and towards the end it was incredibly hot.
D They should fall within at least three of the groups, but not more than two categories
should fall within any one group.
E This can be anything from a relatively simple fall into a swimming pool, to jumping off
the top of a skyscraper.
F Fortunately, the risks are one part of the job I really enjoy.
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G I did think about it for the next two years – then decided to take the plunge and have a
real go.
H You can’t use anything softer than that, like mattresses for instance, because you’d
bounce back up into view of the camera.
3. Read the text and choose the correct alternative to complete the sentences below.
101 ways to avoid studying
The Six-o'clock-In-The-Evening-Enrhusiastic-Determined-And-Well-Intentioned-StudierUntil-Midnight is a person with whom you are probably already familiar. At 6 o'clock he
approaches his desk, and carefully organises everything in preparation for the study period to
follow. Having everything in place he next carefully adjusts each item again, giving himself time
to complete the first excuse: he recalls that in the morning he did not have quite enough time to
read all items of interest in the newspaper. He also realises that if he is going to study it is best to
have such small items completely out of the way before settling down to the task at hand.
He therefore leaves his desk, browses through the newspaper and notices as he browses
that there are more articles of interest than he had originally thought. He also notices, as he leafs
through the pages, the entertainment section. At this point it will seem like a good idea to plan
for the evening's first break - perhaps an interesting half-hour programme between 8 and 8.30
p.m.
He finds the programme and it inevitably starts at about 7.00 p.m.
At this point, he thinks, 'Well, I've had a difficult day and it's not too long before the
programme starts, and I need a rest anyway and the relaxation will really help me to get down to
studying ...' He returns to his desk at 7.45, because the beginning of the next programme was
also a bit more interesting than he thought it would be.
At this stage, he still hovers over his desk tapping his book reassuringly as he remembers
that phone call to a friend which, like the articles of interest in the newspapers, is best cleared out
of the way before the serious studying begins.
The phone call, of course, is much more interesting and longer than originally planned, but
eventually the intrepid student finds himself back at his desk at about 8.30 p.m.
At this point in the proceedings he actually sits down at the desk, opens the book with a
display of physical determination and starts to read (usually page one) as he experiences the first
pangs of hunger and thirst. This is disastrous because he realises that the longer he waits to
satisfy the pangs, the worse they will get, and the more interrupted his study concentration will
be.
The obvious and only solution is a light snack. This, in its preparation, grows as more and
more tasty items are piled onto the plate. The snack becomes a feast.
Having removed this final obstacle the desk is returned to with the certain knowledge that
this time there is nothing that could possibly interfere with the following period of study. The
first couple of sentences on page one are looked at again ... as the student realises that his
stomach is feeling decidedly heavy and a general drowsiness seems to have set in. Far better at
this juncture to watch that other interesting half-hour programme at 10 o'clock after which the
digestion will be mostly completed and the rest will enable him to really get down to the task at
hand.
At 12 o'clock we find him asleep in front of the TV Even at this point, when he has been
woken up by whoever comes into the room, he will think that things have not gone too badly, for
after all he has had a good rest, a good meal, watched some interesting and relaxing programmes,
fulfilled his social commitments to his friends, digested the day's information, and got everything
completely out of the way so that tomorrow, at.6 o’clock...
1. The student in fact reads the newspaper in order to
A find out what is on TV
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B avoid beginning work
C be able to work continuously without a break later
D keep up-to-date with world events
2. The student starts planning his first break
A when he sits down at his desk at 6 o’clock
B after working for a very short period
C while he is reading the newspaper before starting work
D at 7 p.m.
3. After he watches TV, the student’s study period is further delayed because
A he has to make an important phone call
B he phones a friend to avoid starting work
C he realises he won’t be able to concentrate unless he calls his friend first.
D he finds what his friend says on the phone very interesting
4. What does “this final obstacle” refer to?
A the feast he has just eaten.
B feeling tired.
C the phone call he made earlier.
D the pangs of hunger and thirst he was experiencing earlier.
5. Which best describes the writer’s attitude to the student he is describing?
A He is angry with him.
B He is gently poking fun at him.
C He feels sorry for him.
D He doesn’t care about him.
Методические материалы, определяющие процедуры оценивания знаний
Ключи к тестовым заданиям
ДЕ
ДЕ-1
ДЕ-2
ДЕ-3
E
G
H
F
C
A
B
B
C
B
D
B
№ вопроса
1
2
3
4
5
6
7
F
B
A
E
C
D
5