Проверяемый результат обучения - умение практически применять правила английской грамматики

Test (Лексико-грамматический тест)

I. Вставьте артикль a, an or the где необходимо. Предложения переведите на русский язык.

1) I like … blue T-shirt over there better than … red one.

 

2) Their car does 150 miles … hour.

 

3) Where's … USB drive I lent you last week?

 

4) Do you still live in … Bristol?

 

5) Is your mother working in … old office building?

 

6) Carol's father works as … electrician.

 

7) The tomatoes are 99 pence … kilo.

 

8) What do you usually have for … breakfast?

 

9) Ben has … terrible headache.

 

10) After this tour you have … whole afternoon free to explore the city.

II. Напишите форму множественного числа следующих существительных:

Example: car - cars

 

1) ox -

2) roof -

3) potato -

4) party -

5) deer -

6) chief -

7) photo -

8) series -

9) wife -

10) brother-in-law -

Задание 3. Перефразируйте следующие словосочетания и предложения, употребляя притяжательный падеж.

Например: The room of my friend - my friend’s room.

1. The skateboard of that boy.

2. The songs of the children.

 3. The umbrella of my grandmother.

3. The questions of my son.

4. The poems of Pushkin.

5. The car of my parents.

6. The flat of my sister is large.

7. The work of these students is very interesting.

8. The room of the boys is large.

9. The name of this girl is Jane.

10. He is a boyfriend of my daughter.

Задание 4. Вставьте указательные местоимения this, that, these или those в пробелы. Предложения переведите на русский язык.

1. Who was ___ boy you were dancing with at the party yesterday?

2. ____ shoes are killing me. I can’t wait to take them off.

3. Hello. ___ is Beth. Can I speak to Kate?

4. I knew Jenny at university. In ____ days she had long blond hair.

5. ___ is our Sales Manager. His name is John.

6. I was in the pub last night when ____ bloke came up and hit me.

7. ___ was a wonderful film, wasn’t it?

Part II. Reading (Чтение)

Проверяемый результат обучения - владение умением чтения текста на английском языке (Умение переводить (со словарем) иностранные тексты общей и  профессиональной направленности; умение отвечать на вопросы).

2.1. Прочитайте текст, ответьте на вопросы по-английски. Ответы запишите.

Mark Twain

 

I like to read very much. Best of all I like to read detective stories, historical novels and books about adventures. That's why I prefer books by Fenimore Cooper, Jack London, Agatha Christie and others. My favourite writer is Mark Twain. He was the founder of the realistic American novel of the present day. Mark Twain wrote such famous novels as “The Adventures of Tom Sawyer”, “The Adventures of Huckleberry Finn”, “The Prince and the Pauper” and many others. He was also a great short story writer.

Mark Twain's real name was Samuel Clemens. He was born in 1835 in a small village on the Mississippi River. His father died when Sam was twelve years old, and the boy had to work to support the family. All his life Twain liked to read. He spent all his free time in libraries and read the works of such famous authors as Shakespeare, Dickens, Servantes, Voltaire and others.

Later he became a pilot of a steamship on the Mississippi. There he learned much about men. His реn-name —Mark Twain — comes from that period of his life. It means “mark two”. Much later he became a journalist, and then a famous writer known all over the world. There is much humour in most of Mark Twain's works. But there is also social criticism and satire.

Words

founder — основатель

novel — роман

pilot — лоцман

steamship — пароход

learned — узнал

pen-name — псевдоним

to mean — означать

mark — отметка

Задание: Answer the questions:

1. What books by M. Twain have you read?

 

 

2. Did you like these books?

 

 

3. What was Mark Twain's real name?

 

 

4. Why did you like Mark Twain's the books?

 

 

5. What other English writers do you know?

Прочитайте текст о рабочем дне воспитателя. Переведите текст на русский язык письменно.

DAY OF KINDERGARTEN TEACHER

I am a morning person. I usually get up early, sometimes around 5 o'clock. As I get ready for school I try to organize my day. I clean up, put things in place. One of the things I have learned in teaching is that once you go into a classroom you don’t have time to plan other parts of your life. As I drive to school I try to run through the day reviewing the day's activities and lessons.

As I enter the classroom, the first thing that need to be done: paper has to be ordered. While children arrive around 9 o'clock, I am ready. This is important to me. I want the children to be sure of me, to know that I am ready to meet and learn with them. As the children enter the classroom, I try to make contact with each child.

It's like meeting an old friend. Sometimes, I am a counselor, as well as a teacher, often a mother to their varied needs.

The day begins with opening exercises. These activities tell the children that the day is starting. We first meet as a group, greeting each child, noting who is here and especially who is absent. We then move to classroom routines. We discuss what day it is, where we are in the week, the month and the season.

After opening exercises we break into reading groups, after reading we have a creative art activity. This is followed by free play, I give the children the responsibility of choosing their own activity.

At this time we will begin either a group math or writing activity. Math activity may consist of numeral identification, in which the children will be asked to match numerals with series of objects, such as oranges or hats.

In writing, the children will practice the alphabet letters. As some children finish before others, we may sing a little song and recite a quiet poem while waiting for the rest of the group to join us.

We follow quiet time with a group story. The stories are selected to reinforce past learning as well as to motivate future activities.

Outside activities, weather permitting, follow. During bad weather we stay indoors.

A lot of things happen in the course of the day, some planned for, many unanticipated.

My day is filled with many interactions, involving children, parents colleagues, administrators. In each of these I need to say things in positive way, so that teachers, parents and other persons feel positive about themselves.

Having a good principal creates good teachers. Teaching is complicated enterprise it demands coordination of effort.

Work with parents is especially important. One parent needs assistance, another feels that his child should be achieving more he is dissatisfied and argumentative. How do I explain individual differences and developmental lags in a manner that he can understand? It's been a long day. As it draws to an end, I ask have I ensured the day's learning? Have I been an effective teacher?

 

Notes:

1. morning person – воспитатель утренней смены

2. to run through – бегло просматривать

3. a counselor – советник, адвокат

4. routine – заведенный порядок

5. the rest of the group – остальных из группы

6. to reinforce – закреплять, повторять

7. unanticipated – незапланированные

Part III. Writing (Письмо)