Бюджетное учреждение профессионального образования

Ханты-Мансийского автономного округа - Югры

«Нижневартовский социально-гуманитарный колледж»

(БУ« Нижневартовский социально-гуманитарный колледж»)

Комплект контрольно-оценочных средств

для оценки результатов освоения дисциплины

Иностранный язык

 по специальности  53.02.01   Музыкальное образование                                                                           

        год начала подготовки по учебному плану 2017

 Нижневартовск  2018

Разработчик:

Василькова Е.В., преподаватель, к.культурологии

Ф.И.О., ученая степень, звание, должность,

Рассмотрено и одобрено на кафедре

 Филология

заведующий кафедрой

Л.В.Борисенко, преподаватель высшей квалификационной категории

Ф.И.О., ученая степень, звание, должность,

 «22» марта   2018 года

1. Общие положения

Контрольно-оценочные средства (КОС) предназначены для контроля и оценки образовательных достижений обучающихся, освоивших программу учебной дисциплины Иностранный язык        

    КОС включают контрольные материалы для проведения текущего контроля и промежуточной аттестации в форме дифференцированного зачета

    КОС разработаны на основании положений:

основной профессиональной образовательной программы по специальности 53.02.01   Музыкальное образование.

2. Результаты освоения дисциплины, подлежащие проверке

3. Структура контрольного задания

3. 1. Текст задания.

I. Тест с закрытой формой ответов

1. Judo is …….than billiards.

a) difficult          b) the most difficult     c) more difficult           d) the more difficult

2. Skydiving is one of …….. sports.

a) most extreme          b) more extreme          c) the most extreme            d) the more extreme

3. They are ……… students in this class.

a) the worst  b) worse c) the worse  d) worst

4. He ……….on an important project this week. He is very busy.

a) work     b) works        c) is working       d) does work

5. What ….. you …..? – I’m washing the dishes.

a) do…do          b) is….do        c) are…..do            d) are….doing

6. Is there a car park? – Yes, …… .

a) it is            b) there is           c) he is           d) she is

7. Do you like ………tennis?

a) play          b) to playing           c) playing         d) plays

8. I …..you yesterday but you ……. .

a) call, didn’t answered   b) called, didn’t answer c) called, don’t answer   d) called, doesn’t answer

9. When……he……..school?

a) did, left           b) does, left         c) did, leave        d) do, leave

10. I……….by the news.

a) surprised       b) did surprised   c) was surprised    c) did surprise

11. The building …… in the 18th  century.

a) destroyed     b) was destroy       c) did destroy      d) was destroyed

12. The thief …….two days ago.

a) was catch          b) was caught          c) caught         d) did caught

13. The dinner ……………. now.

a) cooks           b) is cooking            c) is being cooked           d) is cooked

14. The results of the exams ……….tomorrow.

 a) will announced     b) will announce    c) will be announce    d) will be announced

15. He suggested ……….to the cinema.

a) going      b) to going    c) to go    d) went

16. Do you mind my……….the window?

a) open    b) to open     c) opening    d) opened

17. I remember ………….to the cinema as a child.

a) to go     b) went     c) to going    d) going

18. The dished need ………….. .

a) washing   b) to wash    c) to washing   d) washed

19. He wanted ……..to the shops.

a) going   b) to go   c) to went    d) go

20. I like … to parties.

a) go    b) to go   c) to going   d) going

21. It’s no use………….about it.

a) worrying     b) to worry    c) worried   d) to worrying

22. I ………for this company since 2012.

a) work    b) worked      c) have worked   d) has worked

23. We …………….him yesterday.

a) haven’t seen     b) hasn’t seen     c) didn’t saw   d) didn’t see

24. When I visited them yesterday, they …already….. .

a) have …gone   b) has …gone    c) had….gone    d) did…go

25. We………….before.

a) hadn’t met    b) didn’t met   c) didn’t meet  d) haven’t met

26. I returned the book to the library because I ……..it.

a) read    b) have read  c) had read  d) has read

27. She often … friends.

a) see     b) does see    c) sees   d) does sees

28. You look ill. You …..go home and take some pills.

a) can    b) should    c) might    d) must

29. He ….be at home. The lights are on.

a) can     b) may      c) might    d) must

30. It’s Sunday today, I ……….get up early.

a) don’t have to    b) mustn’t   c) can’t  d) shouldn’t

31. If I ……you, I wouldn’t go there late at night.

a) will be     b) were    c) have been   d) had been

32. You ……..the University if you had passed the exams.

a) would enter   b) would entered    c) would have entered    d) entered

33. If the weather……good, we’ll go to the beach.

a) were    b) was     c) will be    d) is

34. You………….TV for four hours!

a) have watched   b) are watching    c) have been watching   d) watched

35. He………. his car since early in the morning.

a) has been washing  b) has washed  c) has been washed    d) is washing

II. Лексико-грамматическая карточка.

CARD 1

1. If it ………(rain), we……. (not go) to the beach.
2. There ……(be) an armchair and a sofa in the living room.
3. He…….(not like) playing tennis.
4. I don’t need some / any help.
5. This car is very expensive. It costs much/many/a lot of money.
6. Alexander ……..(play) the guitar. But he ….. (not play) the guitar now. He…… (read).
7. ……you…..(go) to the cinema last week? – No, I …… .
8. English …….(speak) all over the world.
9. He insisted on …… (buy) a new car.
10. This was not their first argument. They …..(argue) before.
11. He doesn’t need a pen. He …….. write with a pencil.
12. If it ………(rain), we……. (not go) to the beach.
13. They ………………(argue) since morning.

CARD 2

1. Unless you…….(study) hard, you ……(not pass) your exam.
2. ….(be) there a sofa in the living room?
3. He ….(have) many interests.
4. Would you like any/some tea? – Yes, please.
5. Don’t eat too many/much before you go to bed.
6. My parents ……. (arrive) on Friday.
7. ….you…..(go) to the seaside last year? – Yes, I……
8. My car…….(steal) last week.
9. I’m thinking of …..(change) my job.
10. He …. (lose) his wallet on Saturday. He is very upset.
11. By the time he came home, his family …..already ….(go) to bed.
12.  Could/Should/Must I ask you a question?
13. I ………(know) him since we first met at university in 2000.

CARD 3

1. If I ………..(be) you, I ……..(go) to the seaside in summer.
2. There is/This is a TV in the living room.
3. He ……(not like) playing football.
4. I want to tell you some/something/any/anything. Can you listen to me?
5. Have we got any bread? – Yes, we’ve got any/some/something. I think it’s enough for dinner.
6. How much …… this dress …. (cost)?
7. I…………..(not see) him recently.
8. She gave up …..(look) for a new flat.
9. When …….the plane …….(land)? – 10 minutes ago.
10. This cathedral ……(built) in the 19th century.
11. You can’t/shouldn’t/don’t need to smoke in here. There are a lot of children around.
12. I……never…..(be) to Great Britain.
13. How long ……you….(read) this book? – For a month.

CARD 4

1. If we ……..(read) this book last week, we ……(answer) at the Literature lesson.
2. There/This isn’t a book on the table.
3. He is fond of ……(speak) English.
4. Does anybody/somebody know what to do?
5. Students ask the teacher very little/few questions because they understand everything.
6. What …..you ….(go) to do at the weekend?
7. I…….(not do) my homework yet.
8. The floor …..just…….(wash). It’s wet.
9. We don’t feel like …… (go) out.
10. ……you …..(see) her yesterday?
11. By the time my son came home, I ………….(cook) dinner.
12. He ………….be in town, he went to the country yesterday and didn’t plan to return till next week.
13. We ……(wait) for you for half an hour. Where have you been?

CARD 5

1. I didn’t buy a new computer. But if I ……..(buy) it, I …..(do) my project much more quickly.
2. Are there/Is there a table and two chairs in the room?
3. They …….(not enjoy) shopping.
4. There is somebody/anybody in the room. I can here strange sounds.
5. There is few/a little/little milk in the fridge. I think we need to buy some more.
6. What …. you ….. (do)? – I ……. (study) at college.
7. I……(call) you yesterday, but you….(not answer).
8. When ….the book….(write)? – In the 19th century.
9. He left without ….. (say) goodbye.
10. We……..never……(be) to Japan. But our parents………(be) there ten years ago.
11. You ……………eat so many sweets. It’s bad for your teeth.
12. When I …..(arrive), my mum…..already…..(do) the shopping.
13. She…….(do) her project for two weeks.

III. Текст

British Schools

All British children must stay at school from the age of 5 until they are 16. Many of them stay longer and take final examinations when they are 17 or 18. There are different types of secondary schools.

State schools are divided into the following types:

Grammar schools. Children who go to grammar schools usually prefer academic subjects, although many grammar schools now also have some technical courses.

Technical schools. Some children go to technical schools. Most course there are either commercial or technical.

Modern schools. Boys and girls who are interested in working with their hands and learning in a practical way can go to a technical school and learn some trade.

Comprehensive schools. These schools usually combine all types of secondary education. They have physics, chemistry, biology, laboratories, machine workshop for metal and woodwork and also geography, history and art departments, commercial and domestic courses.

There are also many schools which the state does not control. They are private schools. They charge fees for educating children, and many of them are boarding schools, at which pupils live during the term time.

After leaving school many young people go to colleges of further education. Those who become students at Colleges of Technology come from different schools at different ages between 15 and 17. The lectures at such colleges, each an hour long, start at 9.15 in the morning and end at 4.45 in the afternoon.

Answer the questions.

1. When do British children start going to school?
2. When do they take their examinations?
3. Do children pay money for their studies in all schools?
4. In what type of school do pupils learn to work with their hands?
5. What is grammar school?
6. What school combines all types of secondary education?
7. What is boarding school?

3.2. Время на подготовку и выполнение:

На групповую работу отводится 30 минут. Далее  каждый студент отвечает индивидуально. На ответ каждому студенту предоставляется 5-7  минут.

Результаты индивидуальной работы сдаются преподавателю. Максимальное время выполнения задания в аудитории, включая групповой и индивидуальный этапы – 90 минут.  

3.3. Перечень материалов, оборудования и информационных источников, используемых в аттестации

Основные источники:

1. Голубев А.П. Английский язык. – Москва, 2014
2. Безкоровайная Г.Т. Planet of English: Учебник английского языка для учреждений НПО и СПО: (+CD) (1-е изд.) учебник  2015.

Дополнительные источники:

1. Агабекян И.П Английский для средних и специальных заведений- Ростов н/ Д, 2012- 320 с.
2. Арбекова Т.И Я хочу и буду знать английский. – Москва 2013 – 502 с.
3. Голицинский Ю.И Грамматике: - Сборник упражнений. –Санкт-Петербург, 2012 – 544 с.
4. Бурнашева В.Ю.Англо – русский словарь, 2016 – 603с.
5. Воронцова И.И. Английский язык для студентов экономических факультетов – М.:Издательство ПРТОР, 2012 – 144 с.
6. Шевелева С.А. Английский язык для банковских работников. – М.: Издательство института общего среднего образования PAO, 2015,- 313с.
7. Интернет ресурсы:

1. http://www/britannica.co.uk.

2. . http://en.wikipedia.org

Бюджетное учреждение профессионального образования

Ханты-Мансийского автономного округа-Югры

«Нижневартовский социально-гуманитарный колледж»

Комплект оценочных средств

для оценки результатов освоения

ОГСЭ.03 Иностранный язык

(индекс и наименование  учебной дисциплины/ междисциплинарного курса)

основной профессиональной образовательной программы

по специальности ПО

53.02.01 Музыкальное образование  

(код, наименование)

        год начала подготовки по учебному плану _____2020__________

Нижневартовск, 2020

Разработчики:         

Преподаватель, к.культурологии Василькова Е.В.________________________

I. Паспорт комплекта оценочных средств в 6 семестре

1.1. Комплект оценочных средств предназначен для оценки результатов освоения ОГСЭ.03. Иностранный язык

индекс и наименование учебной дисциплины /  междисциплинарного курса в соответствии с ФГОС СПО

В результате оценки осуществляется проверка следующих объектов:

Таблица 1

1.2. Организация контроля и оценивания

       Текущий контроль успеваемости осуществляется в процессе:

• - проведения практических занятий и лабораторных работ,
• - выполнения индивидуальных работ и домашних заданий
• - тренировочного тестирования.

В качестве видов текущего контроля успеваемости используются:

• - контрольные работы,
• - устные опросы,
• - письменные работы,
• - тестирование,
• - технические зачеты.

     В качестве форм промежуточного контроля используются зачёты, диф.зачеты, итоговые контрольные работы и экзамены.

     Вид промежуточной аттестации для обучающихся с ограниченными возможностями здоровья устанавливается с учетом индивидуальных психофизических особенностей (устно, письменно на бумаге, письменно на компьютере, в форме тестирования и т.п.).

1.3. Материально-техническое обеспечение контрольно-оценочных мероприятий

Контрольно-оценочные мероприятия проводятся в учебных кабинетах 101/2 и 3/1.

Оборудование учебного кабинета и рабочих мест кабинета: компьютер, колонки, интерактивная доска, мультимедийный проектор.

2. Комплект материалов для контроля и оценки освоения умений и усвоения знаний по междисциплинарному курсу

Текст задания.

I. Тест с открытой формой ответов

1. ………was the English composer who devoted his talent to commissions.
2. Ballad operas were based on ………… .
3. Church music was popular in England from the …. century.
4. Gershwin’s music was greatly influenced by ………… .
5. Large choral and orchestral works were popular / unknown at the Golden Age.
6. One famous musician said: “………. music is the only really American music”.
7. R. Williams was the composer who drew inspiration from …….. .
8. Sir Thomas Beecham was a composer / a conductor.
9. The famous Gershwin’s opera, which he composed in 1930, was ……………. .
10. The Golden Age in England was the period which lasted from ….. to ….. .
11. The most famous English composer of the 18th century was ……. .
12. The most famous English opera of the 18th century was………… .
13. The most poetic composer born in England was …………. .
14. The most popular music instrument of the Golden Age was ….. .
15. The most remarkable feature of the Golden age was …… .
16. ………….. saw in the younger generation future listeners of operas and symphonies.
17. Сlassical music can teach a child every aspect of music including …………. ,……………..,……………,……………….,…………. .
18.  The composers who wrote music suitable for children were ………………,……………,……………… .

II. Текст

1 My Future Profession of Being a Teacher

It’s rather difficult sometimes to choose a career and to speak about future profession. I’d say it’s because a lot may change in our life in a moment. If we are not indifferent to our future, while thinking about future career we are to pay attention to a number of important things. We should determine our abilities and inclinations, we should analyze job prospects, we must know whether the profession we have chosen will guarantee good living conditions and give promotion. We must be sure we’ll avoid unemployment or at least will be able to apply our skills and knowledge in other fields of human activity.

There are many interesting and useful professions and it is really not an easy task to choose the right one. I began to think about my future profession at the age of (15). My favourite subjects at school were mathematics, physics and English. My teachers were well-educated people with broad outlook and deep knowledge of the subjects. They encouraged me in my desire to become a teacher. Now I know well what I'm going to do after finishing college. I didn't make a blind choice. It was not a sudden flash either. I opted for a career in teaching. I came to this decision little by little. It was my teacher of music who aroused my interest in that field.

Teaching is a very specific and responsible job. The success of educating and upbringing of children depends to a great degree on the personality of the teacher, his professional skills, moral principles, erudition and cultural background. This noble and challenging profession demands from a teacher constant creativity, enthusiasm, understanding of children and love for them, complete dedication to his cause.

The teacher must be a model of competence, so he is a person who is learning as well as teaching all his life. Most jobs can be done within the usual office hours, but teacher's work is never done and evenings are mostly spent marking exercise-books and preparing for the next lesson. It is also a stressful job because you have to encourage your pupils and keep them interested.

A good teacher treats his pupils with respect and values them as individuals. He understands that each child is unique and has special talents and capabilities. That's why he educates each pupil with special attention to his or her interests and encourages each one to be the best he or she can be. He helps children to develop their critical and creative thinking, to form their views and characters, their attitudes to life and to other people. He teaches them to work independently and cooperatively, to be helpful and useful.

A good teacher will do his best to bring up honest and considerate, patient and tactful, self-confident, objectively-minded and self-disciplined people, able to meet many challenges of adult life in a rapidly changing world.

Now I’m a college student. I'll try to study to the best of my abilities to achieve my life's ambition and to justify the hopes of my parents. I also hope that I’ll never regret my choice and get a well-paid and interesting job afterwards. Maybe I should consider a school as a school teacher of music.

Answer the questions.

1. Teaching is a very demanding and challenging profession, isn’t it?
2. What does this profession demand from a teacher?
3. What are the main advantages and disadvantages of this profession?
4. What personal qualities and moral principles should a teacher have?
5. Do you think it’s a great responsibility to be a teacher?

2 Career of a music teacher

Carol has been a self-employed music teacher for fifteen months.

Prior to becoming a music teacher, she was Head of Department in Music at a large Comprehensive Girl’s school, with approximately 1400 students. Carol has always been passionate about music and, from a very early age, has had a desire to impart her musical knowledge to others. At the moment, she is responsible for teaching almost 40 students. Many of these students initially made contact with Carol after seeing advertisements placed in a local music shop but she believes that many people hear about her through word of mouth. She also applied to two local schools directly and she visits these schools during the week to give music lessons to students interested in learning an instrument.

During a typical day at work, Carol teaches students of different ages and abilities. She teaches piano, flute, singing, and theory lessons, and also coaches A Level music students. She teaches lessons in slots which last for thirty minutes. Carol really enjoys her job and appreciates how flexible it can be at times. Furthermore, she likes developing good working relationships with students and also realises that she is lucky there is not too much preparation involved in the job. This means that when she leaves a lesson, she is generally free to relax. However, Carol does not enjoy the late hours that sometimes have to be worked. This can be a particular problem if music teachers conduct more lessons at home than in schools.

Carol had some words of wisdom for individuals hoping to become music teachers. She believes that you should only think about entering the profession if you are passionate about music and enjoy working with people of all ages and abilities. Furthermore, you need to be able to organise a complex schedule and have an awareness of how to run a small business. She also believes that it is beneficial to join a professional body so that you will be legally protected. Gaining previous experience is vital in Carol’s opinion and she believes that individuals should build up a reasonable library of music and try to gain the opportunity to shadow a music teacher for a day or two, in order to see if the job is suitable.

With regards to career progression, Carol is keen to remain working as a self-employed music teacher for the foreseeable future. However, she is also currently helping to create a youth choir in the local area. Over the next few years, Carol would like to start giving lessons in the form of an official singing course to members of choirs who may be experiencing difficulties reading music.

Answer the questions

1. How long has Carol been self-employed?
2. What did she do before this?
3. What is she responsible for at the moment?
4. How did students make contact with Carol?
5. Describe Carol’s typical working day.

3 Music for Children

Music is an important component for all people to posses in their lives. A child should be introduced to music at a very young age. The introduction of every type of music from classical to modern rock is important. This gives a child the ability to form their own opinion to what they might like the best.

Сlassical music can teach a child every aspect of music including harmony, themes, dynamics, poly meters, and poly rhythms. These are the components that are scarce in modern music today. The three major components of variation are melody, rhythm, and meter. Variation is an important key to teach a child so that they understand that there are many different ways to approach music and life. The composer Lucien Caillet wrote many variations on the theme “Pop Goes the Weasel.” Most children have heard this tune in cartoons or songs at school not realizing the classical context. This is a wonderful piece for children because of the dramatic and calm instrumentals followed by the variations of the theme.

The music has a whimsical cheerful feeling and is a perfect example for an introduction, theme, five variations of the theme followed by a coda. These are all important parts of a piece for a child to recognize. Wolfgang Amadeus Mozart is a remarkable composer that all children should study. The piece, “Ah, Vous Dirac-je, Maman” is perfect for a child. It resembles a well known nursery rhyme, “Twinkle Twinkle Little Star.” This piece is also an example of variations of theme.

This begins as a simple melody transforming into a complex variation containing a difference in meter throughout the variations with an increase in tempo. The composition has a very light and cheerful familiar sound to it and could easily attract the attention of a child. The use of sensory imagery in music, impressionism, is another form helpful to increase interest and make music enjoyable. Modest Petrovich Mussorgsky composed a piece, “Promenade, from pictures of an exhibition” solely around an art exhibition. This is a dark and gloomy symphony that represents a marching soldier and paints a vivid picture of an army. Another composer using imagery was Aram Khachaturian. He composed a work called “Sable Dance.” This is an extremely energetic powerful piece that paints a definite picture of a chase and catch situation.

This can be found in many cartoons today, which allows a child to relate the classical music to a humorous situation. The piece is filled with energy and caused my seven year old brother to dance and run around the room. He enjoyed this piece the most and said it reminded him of a Tom and Jerry cartoon… A modern classical composer, Steve Reich wrote “Different Trains”, this is a classic example of sensory imagery. The composer uses many counts of ostinato, tempo, and meter changes to portray the sounds of different trains in different cities. The sampled sounds paint a colorful picture and make the piece very interesting and unique.

Answer the questions.

1. Why is it important to introduce music to a child at a very early age?
2. Why is classical music so important for children?
3. How is classical music different from modern music?
4. Name all the composers and their works mentioned in the text.
5. Why are these works considered to be perfect for children?

4 George Gershwin

George Gershwin was born on the 26th of September in 1898 in New York in the family of emigrants from tsarist Russia. The first musical impressions of a little boy were connected with the tunes and rhythms of ragtimes, blues and spirituals which he had heard in the Nergo block of Harlem. These first impressions greatly influenced the whole creative work of the composer.

Since his childhood George had played the piano, tried to improvise.

15 year old George earned his living playing the piano in a big publishing house. At the same time he kept studying theory, harmony and composition. In 1916 his first songs “When you want 'Em, you can get ’Em” and “This making of a girl” were included into Broadway review. Since 1918 Gershwin had begun composing musical comedies where one can find elements of drama, variety art, opera, ballet and operetta. His first musical comedy “La La Lucille" was a tremendous success. The notes of Gershwin’s songs and records are issued in million copies. His name is known in Europe and his music wins the world-wide fame.

After Gershwin’s journey to Europe where he got acquainted with such outstanding musicians as Francis Pulenk, Sergei Prokofyev, Igor Stravinsky, the composer sets more mature and serious tasks for his work. He decided to work in the genre of political satire and together with his brother and other librettists writes a musical comedy “Strike up the Band”. This musical comedy is notable for its novelty and satirical power against militarism and reaction.

In 1930 the composer starts to work at the opera “Porgy and Bess”. The opening night took place on the 30th of September 1935 in Boston which was followed by its triumphal march throughout the world.

Gershwin died on the 11th of July 1937 after serious illness, but he is still alive in his wonderful music, in his great songs.

Great Toskanini, who admired Gershwin’s music, wrote: “Gershwin's music is the only one really American music”.

 Answer the questions.

1. When and where was Gershwin born?

2. What were his first musical impressions?

3. Did these impressions influence his future creative work?

4. Did Gershwin have to work when he was a boy?

5. How did he earn his living?

5 Benjamin Britten

B. Britten was born in Suffolk, in the small village of Lost forte on the 22sd of November, 1913 and died in 1976. Music was part and parcel of his life when he was a very small boy. His mother was fond of music and she was an active member and organizer of the village choir.

Little Ben began playing the piano and composing music at the age of six. Music was the main subject at school which he finished at sixteen. In 1929 Ben entered the Royal Musical College in London. He studied composition ardently as it became his favorite occupation. He often attended concerts and operas, studied classical and modem music. Here in the College he wrote a number of plays which were soon performed over the radio and at concerts.

The composer first attracted attention in 1934 with the music he composed for the International Society for Contemporary music. During World War II, while living in the United Stated, he wrote his first opera “Peter Grimes" (1945). In this opera Britten showed the tragic fate of a poor fisher-man who was dreaming of a better life. But he was alone in his struggle and was doomed. One of the peculiarities of this opera is the abundance of choir episodes of scenes. These scenes are the best example of choir lyrics.

Speaking about the British opera, Britten called it “The Cinderella who is still awaiting her Prince”.

The opera "Peter Grimes” placed Britten among the major composers of England. Bliss, Walton, William, prominent English composers, could not raise the English opera to a higher standard.

Britten wrote much for children: he saw in the younger generation future listeners of operas, symphonies and chamber music and tried to prepare them for understanding and loving real art. He wrote the book “In the Wonderful World of Music" which is also intended for children. His views on real music are as follows: “Music is a real means of communication. A composer should tell people something. And as he is a member of the society, his duty is to write useful and good music. A composer should write for the people; for only people’s life is an eternal source of inspiration for him”.

B. Britten is a real composer-humanist, as well as an active public figure. He has many admirers in other countries. His best works has become classical.

          Answer the questions

1. What did Benjamin study in the Musical College?

2. Did he write music while studying at the College?

3. When was his first opera written?

4. What is the plot of this opera?

5. What is the peculiarity of the opera?

6 The Beatles

The English rock music group The Beatles gave the 1960-s its characteristic musical flavour and had a profound influence on the course of popular music, equaled by few performers. The guitarists John Winston Lennon (born October 9, 1940), James Paul McCartney (born June 18, 1942), George Harrison (born February 25, 1943) and the drummer Ringo Starr, Richard Starkey (born July 7,1940) were all born and raised in Liverpool. Lennon and McCartney had played together in a group called “The Quarrymen”. With Harrison, they formed their own group, “The Silver Beatles”, in 1959, and Starr joined them in 1962.

As The Beatles, they developed local popularity performing in Liverpool clubs, and their first recordings, “Love Me Do” (1962) and "Please Please Me” (1963), quickly made them Britain’s top rock group. Their early music was influenced by the American rock singers Chuck Kerry and Elvis Presley, but they infused a hackneyed musical form with freshness, vitality, and wit. The release of “I Want to Hold Your Hand” in 1964 marked the beginning of the phenomenon known as "Beatlemania" in the United States. The Beatles’ first U.S. tour aroused a universal mob adulation. Their concerts were scenes of mass worship, and their records sold in the millions.

Their first film, the innovative “A Hard Day’s Night” (1964), was received enthusiastically by a wide audience that included many who had never before listened to rock music. Composing their own material  (Lennon and McCartney were the major creative forces) the Beatles established the precedent for other rock groups to play their own music. Experimenting with new musical forms, they produced an extraordinary variety of songs: the childishly simple “Yellow Submarine”; the bitter social commentary of “Eleanor Rigby”; parodies of earlier pop styles; new electronic sounds; and compositions that were scored for cellos, violins, trumpets, and sitars, as well as for conventional guitars and drums.

Some enthusiasts cite the albums "Rubber Soul” (1965) and “Revolver" (1966) as the apex of Beatle art, although “Sergeant Pepper’s Lonely Hearts Club Band" (1967), perhaps the first rock album designed thematically as a single musical entity, is more generally considered their triumph.

The group disbanded in 1970, after the release of their final album “Let It Be” to pursue individual careers. On December 8, 1980, John Lennon was fatally shot in New York City. In 1991, Paul McCartney’s classical composition “Liverpool Oratorio" was performed to some acclaim in Britain and the United States. George Harrison was rarely seen, but spent time raising money for charily. Ringo Starr began a surprisingly successful career as a film star. Still nowadays the Beatles are of great popularity and known by everybody all over the world.

          Answer the questions.

1. What song marked the beginning of Beatlemania?

2. Was their tour to the USA a great success?

3. The first film of Beatles failed, didn’t it?

4. How did they differ from other rock groups?

5. What was the apex or triumph of Beatles?

 Время на подготовку и выполнение:

На тест отводится 20 минут. Далее  каждый студент отвечает индивидуально. На подготовку каждому студенту предоставляется 30  минут.

I. Паспорт комплекта оценочных средств в 8 семестре.

1.1. Комплект оценочных средств предназначен для оценки результатов освоения ОГСЭ.03. Иностранный язык

индекс и наименование учебной дисциплины /  междисциплинарного курса в соответствии с ФГОС СПО

В результате оценки осуществляется проверка следующих объектов:

Таблица 1

1.2. Организация контроля и оценивания

       Текущий контроль успеваемости осуществляется в процессе:

• - проведения практических занятий и лабораторных работ,
• - выполнения индивидуальных работ и домашних заданий
• - тренировочного тестирования.

В качестве видов текущего контроля успеваемости используются:

• - контрольные работы,
• - устные опросы,
• - письменные работы,
• - тестирование,
• - технические зачеты.

     В качестве форм промежуточного контроля используются зачёты, диф.зачеты, итоговые контрольные работы и экзамены.

     Вид промежуточной аттестации для обучающихся с ограниченными возможностями здоровья устанавливается с учетом индивидуальных психофизических особенностей (устно, письменно на бумаге, письменно на компьютере, в форме тестирования и т.п.).

1.3. Материально-техническое обеспечение контрольно-оценочных мероприятий

Контрольно-оценочные мероприятия проводятся в учебных кабинетах 101/2 и 3/1.

Оборудование учебного кабинета и рабочих мест кабинета: компьютер, колонки, интерактивная доска, мультимедийный проектор.

2. Комплект материалов для контроля и оценки освоения умений и усвоения знаний по междисциплинарному курсу

Текст задания.

I. Тест с открытой формой ответов

19. ………was the English composer who devoted his talent to commissions.
20. 1964 marked the phenomenon called ……….. when the Beatles’ tour aroused a universal mob adulation.
21. Ballad operas were based on ………… .
22. Church music was popular in England from the …. century.
23. Gershwin’s music was greatly influenced by ………… .
24. Large choral and orchestral works were popular / unknown at the Golden Age.
25. One famous musician said: “………. music is the only really American music”.
26. R. Williams was the composer who drew inspiration from …….. .
27. Sir Thomas Beecham was a composer / a conductor.
28. The famous Gershwin’s opera, which he composed in 1930, was ……………. .
29. The Golden Age in England was the period which lasted from ….. to ….. .
30. The Internet is also a medium for ……lessons.
31. The methods of promoting your music lessons service are 1)…… and 2)……. .
32. The most famous English composer of the 18th century was ……. .
33. The most famous English opera of the 18th century was………… .
34. The most poetic composer born in England was …………. .
35. The most popular music instrument of the Golden Age was ….. .
36. The most remarkable feature of the Golden age was …… .
37. The only problem with high profile sites is a lot of …. and …. .
38. There are ….. and…… sites which basically function as a bulletin board.
39. This composer saw in the younger generation future listeners of operas and symphonies.
40. What happened to John Lennon?
41. What is Richard Starkey’s famous nickname?
42. Which composer defined the British opera as “the Cinderella who is still awaiting her prince”?
43. Which famous English group disbanded in 1970?

II. Тексты

1. How The Internet Can Help A Music Teacher

Private music teachers used to have to rely on word of mouth and paper flyers to promote their services. Now, with the help of the internet, there are much more effective and wide reaching methods of promoting your music lessons service or just your music in general. With the right efforts, it is more possible than ever for musicians to set up successful teaching businesses, and this means more quality teachers will be available for everyone to benefit from.

The first great way that the internet can help a music teacher set up their own service is with online listing and directory sites. These basically function as a bulletin board does in any public space, but the right ones on the internet can expose you to a huge market of potential students. One of the most popular of these is Craigslist. On this particular site, you can make a temporary posting that will enable people browsing and searching the site to find your information and hopefully sign up for lessons with you.

The only problem with a high profile site like Craigslist is that it has a lot of competition and also a lot of spammers who will reply to your ads, but even considering this, it is the first place you should post your information. A more specialized site, like the music teacher directory, is also worth posting your information on, as they allow free postings and will keep your information up indefinitely.

Besides listing sites, the internet can also help you gain a name for yourself and give you some free promotion by blogging and writing about areas that you are interested in. As an example of this, guitar teachers may want to find places to write articles about guitar playing techniques and lessons. Ultimately, you may want to create your own site to fill with content and draw in visitors who will then find information about your lessons.

The internet is not just helpful to music teachers by offering them more effective promotional techniques, it can also provide teachers with a medium for long range private lessons. Music teachers are now sometimes providing lessons to people around the world through online services like Skype, which allow you to see and hear a person in a sort of visual phone call.

This is obviously opening whole new areas for private music teachers, and can be used to give teachers in more remote areas access to a greater number of students. It will be interesting to see where this development takes music lessons in the future.

Music teachers should try to take advantage of the internet in every way that they can because the possibilities are really endless. Whereas teachers used to be limited to the local students around their area, they are now open to a worldwide student base through use of the web. As the internet continues to develop both in terms of speed and access, music teachers should always be on the look out for how to use these developments to help their services. 

Answer the questions

1. What are the differences in promoting services then and now?
2. How can the internet help a music teacher?
3. Are there any problems with the internet? What are they?
4. Is it possible to provide lessons online? How? How can music teachers from remote areas benefit from it?
5. Why should music teachers always be on the look?
6. How do you use the internet for professional purposes?

2. FROM THE HISTORY OF ENGLISH MUSIC

England is world famous not only for its literature, painting but for its great composers. In fact the 16-th century and early 17-th witnessed Germans visited England to listen to the music. Even back in the 15-th century English enjoyed church music.

Speaking of the music in England of the 17-th century we should point out the spending quality and the amount of Purcell’s music that he produced during his short life. In the 18-th century England was backward in the creation of symphonies and concerts, but choral singing was very popular. The 18-th century delighted in the theatre and entertainment such as ballad opera, as spoken dialogue with songs and dances. The most famous one was “Beggar’s Opera” with a biting libretto by John Gay, which was a great success at Covent Garden. Its success led immediately to a flood of ballad operas based on popular songs and ballads (more than hundred and twenty were produced in the following decade).

As for the composers of the 18-th century we should remember Edward Elgar (1657-1738) who loved England, its past, its people, its countryside. He was a natural musician of great invention. He said that “music is in the air all around us, the world is full of it”. He managed to transform it into the brilliance of the romantic orchestra. Elgar borrowed elements from Brahms, Strauss and even from Verdi, but it is stamped with British personality all the same.

Frederic Delius (1862-1934) comes next. He found it essential that music should be the expression of a poetic and emotional nature, and indeed, Delius’s music reminds us of the English landscape and its seasons: the freshness of spring, the short-lived brilliance of summer, the sadness of autumn. He was regarded as the most poetic composer born in England.

Delius was lucky to find an ideal interpreter in Sir Thomas Beecham. It’s due to this dynamic conductor that Delius’s music became popular in Great Britain. Sir Thomas Beecham organized in 1929 a six-day festival of Delius’ works which he conducted himself. It is said that had Sir Thomas Beecham not organized that festival Delius might died unrecognized as an artist.

The English Renaissance in music was heralded by an awaking interest in the native song and dance. Out of this interest came a generation of composers. The most important figure among them was Ralph Vaugham Williams (1872-1958) - the have representative of English music on the international scene. He suggested that a composer in England should draw inspiration from life around him. He was in the first place a melodist. His love of folk tunes was part of an essentially melodic approach lo music. His natural expression was diatonic, with strong leaning toward modal harmony and counterpoint. He favoured old forms — the passacaglia, fugue and concerto grosso.

4. Answer the questions.

1. Since what time had English enjoyed music?

2. Whose music was popular in the 17-th century?

3. New music form appeared in the 18-th century. What was it?

4. What was its success followed by?

5. Prove from the text that he transformed the beauty of nature into the music.

6. Who followed Edward Edgar? Find in the text that he also created music out of nature.

 Время на подготовку и выполнение:

На групповую работу отводится 30 минут. Далее  каждый студент отвечает индивидуально. На ответ каждому студенту предоставляется 5-7  минут.

Результаты индивидуальной работы сдаются преподавателю. Максимальное время выполнения задания в аудитории, включая групповой и индивидуальный этапы – 90 минут.  

Бюджетное учреждение профессионального образования

Ханты-Мансийского автономного округа-Югры

«Нижневартовский социально-гуманитарный колледж»

Комплект оценочных средств

для оценки результатов освоения

ОГСЭ.04 Иностранный язык

(индекс и наименование  учебной дисциплины/ междисциплинарного курса)

основной профессиональной образовательной программы

по специальности ПО

44.02.02 Преподавание в начальных классах  

(код, наименование)

        год начала подготовки по учебному плану _____2020__________

Нижневартовск, 2020

Разработчики:         

Преподаватель, к.культурологии Василькова Е.В.________________________

I. Паспорт комплекта оценочных средств в 4 семестре.

1.1. Комплект оценочных средств предназначен для оценки результатов освоения ОГСЭ.04. Иностранный язык

индекс и наименование учебной дисциплины /  междисциплинарного курса в соответствии с ФГОС СПО

В результате оценки осуществляется проверка следующих объектов:

Таблица 1

1.2. Организация контроля и оценивания

       Текущий контроль успеваемости осуществляется в процессе:

• - проведения практических занятий и лабораторных работ,
• - выполнения индивидуальных работ и домашних заданий
• - тренировочного тестирования.

В качестве видов текущего контроля успеваемости используются:

• - контрольные работы,
• - устные опросы,
• - письменные работы,
• - тестирование,
• - технические зачеты.

     В качестве форм промежуточного контроля используются зачёты, диф.зачеты, итоговые контрольные работы и экзамены.

     Вид промежуточной аттестации для обучающихся с ограниченными возможностями здоровья устанавливается с учетом индивидуальных психофизических особенностей (устно, письменно на бумаге, письменно на компьютере, в форме тестирования и т.п.).

1.3. Материально-техническое обеспечение контрольно-оценочных мероприятий

Контрольно-оценочные мероприятия проводятся в учебных кабинетах 101/2 и 4/1.

Оборудование учебного кабинета и рабочих мест кабинета: компьютер, колонки, интерактивная доска, мультимедийный проектор.

2. Комплект материалов для контроля и оценки освоения умений и усвоения знаний по междисциплинарному курсу

Текст задания.

I. Тест

Part 1 Mass Media

1. Match the words with their definitions.

1 review                  a) a piece of writing about an important subject

2 article                   b) a radio program that you download from the Internet and play on your computer

3 report                    c) a regular series of programs about a group of characters who live in the same area

4 headline                d) words and pictures about a product to make people buy it

5 advert                    e) titles written in large letters about reports and articles

6 chat show              f) send something on TV, radio or the Internet

7 soap opera             g) a newspaper published online

8 e-paper                  h) a piece of writing which gives an opinion

9 podcast                  i) a piece of writing about news items written by reporters/ journalists

10 broadcast             j) a program where people are asked questions about themselves

2. Translate the following headlines from the BBC news website.

1. Putin to run again for Russian president
2. Reporter helps save horses in wildfire
3. Russia could still boycott Olympics
4. Ancient South African skeleton unveiled
5. The pioneering furniture of Latin America

Part 2 Ecology

1. Match the words and translate the expressions.

1 destroy                    a) warming

2 climate                    b) gasses

3 greenhouse              c) fuels

4 global                      d) environment

5 human                     e) efficient

6 fossil                        f) change

7 carbon                      g) bulbs

8 energy                      h) dioxide

9 light                          i) energy

10 save                        j) life

2. Complete the sentences with the words given below.

energy     environment      effects     create      exist      destroy   result     drought  

1. ……………… is the power that comes from gas and electricity.
2. Greenhouse gasses ………………….. naturally.
3. If you ………………….something, it is badly damaged.
4. Two ………………… of climate change have been hotter summers and wetter winters.
5. Greenhouse gasses in the atmosphere …………… the greenhouse effect.
6. The ………….. is the air, land and water around us.
7. Global warming is the ……………. of an increase in the amount of greenhouse gasses.
8. A ……………………. is a long period without rain.

Part 3 Great Scientists

1. Complete the sentences with the words given below.

medicine          vacuum         invention          encyclopedia           big bang          technology        discoveries      genius          moving films            physicist          

1. Marconi  is a Nobel laureate …………………. from Italy.
2. Avicenna is known as the father of modern ………………………… .
3. He found a ……………………….. to communicate without wire.
4. S. Hawking suggested a ……………………. theory.
5. Marconi is known for his ……………………….. of radio.
6. Avicenna’s Book of Healing is a vast philosophical and scientific ……………………… .
7. Faraday is known for his ………………………… of electromagnetic inductions and rotations.
8. This ………………… invented the electric motor.
9. Edison invented the kinetoscope that was used for viewing …………………… .
10. He proposed ideas on preserving fruit by keeping it in ………………….. .

2. Put the paragraphs in the correct order.

1____   2_____ 3_____ 4 _____ 5_____

The Record-player. How Does It Work?

a) After a few experiments, Edison devised a machine which consisted of two diaphragms on either side4 of a drum of tinfoil. Each diaphragm was attached to a needle, which rested on the foil. Edison turned the drum by hand and shouted a poem into one of the diaphragms – the recording unit – which then cut a pattern into the tinfoil. This is because the diaphragm vibrations moved the needle in certain directions, which were recorded on the foil.

b) This all happened in 1877, more or less by accident. In a hundred years of development and experimentation, the phonograph has developed into what we know now as the record-player. The principle is still the same, however, sound waves hitting a microphone (diaphragm) are then converted onto a record by mechanical or electronic means. The sound is then stored, it is released as vibration when the needle follows the path that has been cut, and reproduces the original message. Stereo sound is a little more complicated. Two microphones, each attached to its own recording systems, record the sound that is produced from the loudspeakers. It appears very similar to the original sound. Nowadays, by "mixing" the sound, and by changing it from one channel to the other, you can make the sound travel from one loudspeaker to the next one.

c)  He had been experimenting on ways of sending Morse Code signal more quickly by telegraph: in order to do this, he built a machine which cut out small marks, representing the Morse symbols, into a strip of paper. By running the paper through the transmitting machine at a very fast speed, he could send messages much more quickly than by the manual method. He noticed that the machine was making a noise which sounded like human voices3 in conversation. Edison was a true scientist: if something unusual happened he wanted to find out why: so he decided to fit a diaphragm to the machine, to see what this would do.

d)  You may know a lot about music: you may have a good knowledge of modern records: but how much do you know about the machine that plays your records? How, for example, does it work? It will help you to understand how record-players work, if you go back to the person who invented the first phonograph, Thomas Edison.

e)  Edison then reversed the process so that the reproducing needle was at the start of the newly-cut needle path5 and started winding the drum again. He then heard his own voice repeating the poem: the needle, following the path in the foil, vibrated its diaphragm which then reproduced the sounds that the other diaphragm had recorded.

II. Текст

NEWSPAPERS AND MAGAZINES

  ”Why should I read newspapers and magazines? I get news on TV and radio.” You may have heard people say that. They don’t know that there is much more fun than just news in a newspaper or a magazine. You enjoy reading special articles about hobbies, home, sport, and movie stars. Maybe you’ll like comics. You read where to buy what you need at a lowest price, what happened yesterday in your town and around the world. Newspapers also tell you where to go for fun. They also tell you about shows and sports. Lots of events happen to people, and newspapers tell you what happened, who did it, where it happened, why it happened and how it happened. No one can read everything in the newspaper every day. But if you read a part of your newspaper every day, you will know a lot. The first American newspaper was published in Boston in 1690. Now lots of magazines and newspapers are published in the USA. They keep up with all the new discoveries and events that are happening every day and bring the world of events into your home. Magazines and newspapers can be divided into two large groups - mass and specialized. Mass magazines and newspapers are intended for large group of people, living in different places and having many different interests. Among them are newspapers and magazines for teachers, for cat lovers, for stamp collectors. In fact, there is a magazine and a newspaper to fit any interest. Most U.S. cities today have only one newspaper publisher. In more than 170 American cities, a single publisher produces both a morning and an evening newspaper. But some cities (fewer than 30) have different owners. The “New York Times,” “USA Today” and “Washington Post” can be read everywhere in the United States. Do you want to know the price? Today most sell for 45 cents or more a copy. Surprisingly, many people buy newspaper more for the advertising than for the news. Advertising accounts for 65 percent of newspaper revenues.

Here are some of the magazines you might read.

News magazines. “Time” and “Newsweek.” They come out once a week and give summaries of world and national news and background information on the news.

Digests. They are magazines that print articles that have already been published some- where else.

Fiction magazines. They print short stories. Two popular ones are “Ellery Queen’s Mystery Magazine” and “Fantasy and Science Fiction.”

Magazines for African Americans have articles about African Americans and news of interest to black persons. Some of them are “Sepia” and “Ebony.”

Women’s magazines deal with many subjects: family life, child care, health, home decorating, beauty, marriage, divorce, and do-it-yourself projects.  There are also advice columns, short stories and articles about famous women. Other magazines specialize in beauty, or other tips on face make-up and hair-does.

There are magazines for brides and for teenage girls.

Sports. “Sport Illustrated” is one of the most popular sports magazines.  It deals with amateur and professional sports.

If you are interested in model trains, antiques, sewing, cooking, crafts and magic, you can find some magazines for yourself. There are plenty of other magazines to choose from, too.

SCIENCE AND SCIENTISTS

The word "science" comes from the Latin word "scientia", which means "knowledge". Science covers the broad field of knowledge that deals with facts and the relationship among these facts.

Scientists study a wide variety of subjects. Some scientists search for clues to the origin of the universe and examine the structure of the cells of living plants and animals. Other researchers investigate why we act the way we do, or try to solve complicated mathematical problems.

Scientists use systematic methods of study to make observations and collect facts. They develop theories that help them order and unify facts. Scientific theories consist of general principles or laws that attempt to explain how and why something happens or has happened. A theory is considered to become a part of scientific knowledge if it has been tested experimentally and proved to be true.

Scientific study can be divided into three major groups: the natural, social, and technical sciences. As scientific knowledge has grown and become more complicated, many new fields of science have appeared. At the same time, the boundaries between scientific fields have become less and less clear. Numerous areas of science overlap each other and it is often hard to tell where one science ends and another begins. All sciences are closely interconnected.

Science has great influence on our lives. It provides the basis of modern technology – the tools and machines that make our life and work easier. The discoveries and the inventions of scientists also help shape our view about ourselves and our place in the universe.

LIVING ON PLANET EARTH

The image of earth from space is that of a solitary blue sphere, largely water and air, carrying its thin tissue of life. It is an image, too, of the international character of environmental challenges of building a sustainable future.

Environment is a combination of the external factors affecting an organism. These factors may be other living organisms (biotic factors) or nonliving variables (abiotic factors), such as water, soil, climate, light, and oxygen. These interacting factors together make up an ecosystem. Organisms and their environment constantly interact, and both are changed by this interaction. Humans have clearly changed their environment on a grander scale than any other species.

The problems facing the environment are vast and diverse. Destruction of the world’s rainforests, global warming, and the depletion of the ozone layer are just some of the problems that will reach critical proportions in the coming decades. Their rates will be directly affected by the size of the human population.  The more civilization is developing, the greater the ecological problems are becoming. Factories, power stations and motor vehicles pump large quantities of carbon dioxide and other waste gases into the air. This is a major cause of the greenhouse effect. Air pollution, for instance in Mexico City, Chicago and Sheffield (England) remains the worst. Some people say the air in these cities is so bad that breathing it is equivalent to smoking a pack of cigarettes a day. Smog, usually found in urban areas, can cause brain damage in children and other serious health problems.

Some poisonous gases dissolve in water in the atmosphere and then fall to the earth as acid rain. Acid rain has made numerous lakes so acidic that they no longer support fish populations. Acid rain is also thought to be responsible for the decline of many forest ecosystems worldwide. Germany’s Black Forest has suffered dramatic losses, and recent surveys suggest that similar declines are occurring throughout the eastern United States. Rivers and lakes are also polluted by chemical fertilizers and pesticides used by farmers.

The greenhouse effect has lead to global warming.

Normally, heat from the sun warms the earth and then escapes back into space. But CO2, SO2and other gases trap the sun’s heat, slowly making the earth warmer. Scientists say the temperature of the earth could rise by 3oC over the next 50 years. This may cause drought in some parts of the world, and floods in others, as ice at the North and South Poles begins to melt and sea levels rise. Rainforests absorb CO2 and help to control global warming. In recent years, large areas have been destroyed as the trees are cut down for wood or burned to clear the land, for farming. As a result, large areas turn to desert. Many plant and animal species, like chimps and other primates, that live there could become extinct.

3.2. Время на подготовку и выполнение:

На тест отводится 40 минут. Далее каждый студент отвечает индивидуально.

I. Паспорт комплекта оценочных средств в 8 семестре.

1.1. Комплект оценочных средств предназначен для оценки результатов освоения ОГСЭ.04 Иностранный язык

индекс и наименование учебной дисциплины /  междисциплинарного курса в соответствии с ФГОС СПО

В результате оценки осуществляется проверка следующих объектов:

Таблица 1

1.2. Организация контроля и оценивания

       Текущий контроль успеваемости осуществляется в процессе:

• - проведения практических занятий и лабораторных работ,
• - выполнения индивидуальных работ и домашних заданий
• - тренировочного тестирования.

В качестве видов текущего контроля успеваемости используются:

• - контрольные работы,
• - устные опросы,
• - письменные работы,
• - тестирование,
• - технические зачеты.

     В качестве форм промежуточного контроля используются зачёты, диф.зачеты, итоговые контрольные работы и экзамены.

     Вид промежуточной аттестации для обучающихся с ограниченными возможностями здоровья устанавливается с учетом индивидуальных психофизических особенностей (устно, письменно на бумаге, письменно на компьютере, в форме тестирования и т.п.).

1.3. Материально-техническое обеспечение контрольно-оценочных мероприятий

Контрольно-оценочные мероприятия проводятся в учебных кабинетах 101/2 и 4/1.

Оборудование учебного кабинета и рабочих мест кабинета: компьютер, колонки, интерактивная доска, мультимедийный проектор.

2. Комплект материалов для контроля и оценки освоения умений и усвоения знаний по междисциплинарному курсу

Текст задания.

I. Тест

1. What is K. Ushinsky called?______________________________________
2. Which educators thought that teachers ought to follow in the footsteps of nature? ____and ____
3. This educator established schools for peasants.__________________
4. This educator worked with orphans.___________________
5. What did L. Tolstoy think about punishment for children at schools?___________________
6. Pestalozzi’s basic pedagogical principles include: 1) ______ 2) ________ 3)_______
7. British children have to start school at the age of ________ .
8. _______________ wanted to reform human society through education.
9. The main principle of Tolstoy’s educational method was_____________
10. In Ushinsky’s book _________an individual is described as a multidimensional creature.
11. GCSE stands for___________________ .
12. Watching violent programmes can increase __________ .
13. Pansophic learning is _________ .
14. This educator advocated education for the poor.______________
15. Comenius’s book ___________ was about comparing two languages.
16. According to Ushinsky, the main purpose of education is _______________ .
17. To enter a University or College of further education students have to pass ______________.
18. A theologian is a person who studies __________ .
19. Which educator considered moral education most important?_____________
20. This educator spoke several foreign languages but never graduated from University.________
21. Name 3 reasons why children should watch less TV. 1) ______ 2)_______ 3)_______
22. Pestalozzi’s project with agriculture was a success. Yes/No
23. A boarding school is a school where ________________ .
24. The motto of Ushinsky was ___________________ .
25. Name 3 ways in which parents can control children’s watching TV. 1) ____ 2)_____ 3)_____

II. Текст

1 John Amos Comenius

John Amos Comenius (or Jan Ámos Komenský) (1592-1670) was a great Czech educational reformer and religious leader. He is remembered mainly for his innovations in methods of teaching, especially languages.

The educational reform.

The reform of the educational system would require two things. First, a revolution in methods of teaching was necessary so that learning might become rapid, pleasant, and thorough. Teachers ought to “follow in the footsteps of nature,” meaning that they ought to pay attention to the mind of the child and to the way the student learned. Comenius made this the theme of The Great Didactic and also of The School of Infancy—a book for mothers on the early years of childhood. Second, to make European culture accessible to all children, it was necessary that they learn Latin. But Comenius was certain that there was a better way of teaching Latin than by the inefficient and pedantic methods then in use; he advocated “nature’s way,” that is, learning about things and not about grammar. To this end he wrote Janua Linguarum Reserata, a textbook that described useful facts about the world in both Latin and Czech, side by side; thus, the pupils could compare the two languages and identify words with things. Translated into German, the Janua soon became famous throughout Europe and was subsequently translated into a number of European and Asian languages. Comenius wrote that he was “encouraged beyond expectation” by the book’s reception.

Comenius turned to an even more ambitious project—the reform of human society through education. Others in Europe shared his vision, among them a German merchant living in London, Samuel Hartlib, who invited Comenius to England to establish a college of pansophic learning. With approval from the Brethren, Comenius went to London in 1641, reporting back that he had been “fitted out with new clothes befitting an English divine.” He met a number of influential men, engaged in much discussion, and wrote essays of which the most notable was The Way of Light, which set out his program. Parliament went so far as to consider setting up a college “for a number of men from all nations.” This prospect was shattered by the outbreak of the English Civil War, however, and Comenius was obliged to leave the country in 1642. He had been invited to France by Cardinal Richelieu; and the American John Winthrop, who was in Europe looking for an educator-theologian to become president of Harvard College, may have met Comenius. Instead, Comenius accepted an offer from the government of Sweden to help reform its schools by writing a series of textbooks modeled on his Janua.

He tried to lay a philosophical foundation for a science of pedagogy. In The Analytical Didactic, forming part of his Newest Method of Languages, he reinterpreted the principle of nature that he had described in The Great Didactic as a principle of logic. He put forward certain self-evident principles from which he derived a number of maxims, some of them full of common sense and others rather platitudinous. His chief attention was directed to his system of pansophy. Ever since his student days he had been seeking a basic principle by which all knowledge could be harmonized. He believed that men could be trained to see the underlying harmony of the universe and thus to overcome its apparent disharmony.

2 Johann Heinrich Pestalozzi

Johann Heinrich Pestalozzi (1746-1827), was a Swiss educational reformer, who advocated education of the poor and emphasized teaching methods designed to strengthen the student’s own abilities. Pestalozzi’s method became widely accepted, and most of his principles have been absorbed into modern elementary education.

Pestalozzi’s pedagogical doctrines stressed that instructions should proceed from the familiar to the new, incorporate the performance of concrete arts and the experience of actual emotional responses, and be paced to follow the gradual unfolding of the child’s development.

Pestalozzi’s curriculum emphasized group rather than individual recitation and focussed on such participatory activities as drawing, writing, singing, physical exercise, model making, collecting, map making, and field trips. Among his ideas, considered radically innovative at the time, were making allowances for individual differences, grouping students by ability rather than age, and encouraging formal teacher training as part of a scientific approach to education.

Pestalozzi was influenced by the political conditions of his country and by the educational ideas of Rousseau; as a young man he abandoned the study of theology to go “back to Nature.” In 1769 he took up agriculture on neglected land. When this enterprise near Zürich collapsed in 1774, he took poor children into his house, having them work by spinning and weaving and learn simultaneously to become self-supporting. This project also failed materially, although Pestalozzi had gained valuable experience. He also took an active interest in Swiss politics.

As practical realization of his ideas was denied him, he turned to writing. Die Abendstunde eines Linsiedlers (1780; “The Evening Hour of a Hermit”) outlines his fundamental theory that education must be “according to nature” and that security in the home is the foundation of man’s happiness. His novel Lienhard und Gertrud (1781–87; Leonard and Gertrude), written for “the people,” was a literary success as the first realistic representation of rural life in German. It describes how an ideal woman exposes corrupt practices and, by her well-ordered homelife, sets a model for the village school and the larger community. The important role of the mother in early education is a recurrent theme in Pestalozzi’s writings.

For 30 years Pestalozzi lived in isolation on his estate, writing profusely on educational, political, and economic topics, indicating ways of improving the lot of the poor. His proposals were ignored by his own countrymen, and he became increasingly despondent. His main philosophical treatise, Meine Nachforschungen über den Gang der Natur in der Entwicklung des Menschengeschlechts (1797; “My Inquiries into the Course of Nature in the Development of Mankind”), reflects his personal disappointment but expresses his firm belief in the resources of human nature and his conviction that people are responsible for their moral and intellectual state. Thus, Pestalozzi was convinced, education should develop the individual’s faculties to think for himself.

Pestalozzi’s chance to act came after the French Revolution, when he was more than 50 years old. The French-imposed Helvetic Republic in Switzerland invited him to organize higher education, but he preferred to begin at the beginning. He collected scores of destitute war orphans and cared for them almost single-handedly, attempting to create a family atmosphere and to restore their moral qualities. These few exhausting months in Stans (1799) were, according to Pestalozzi’s own account, the happiest days of his life.

From 1800 to 1804 he directed an educational establishment in Burgdorf and from 1805 until 1825 a boarding school at Yverdon, near Neuchâtel. Both schools relied for funds on fee-paying pupils, though some poor children were taken in, and these institutes served as experimental bases for proving his method in its three branches—intellectual, moral, and physical, the latter including vocational and civic training. They also were to finance his life’s “dream,” an industrial (poor) school. The Yverdon Institute became world famous, drawing pupils from all over Europe as well as many foreign visitors. Some visiting educators—e.g., Friedrich Froebel, J.F. Herbart, and Carl Ritter—were so impressed that they stayed on to study the method and later introduced it into their own teaching.

While dedicated assistants carried on the teaching, Pestalozzi remained the institute’s heart and soul and continued to work out his method. Wie Gertrud ihre Kinder lehrt (1801; How Gertrude Teaches Her Children) contains the main principles of intellectual education: that the child’s innate faculties should be evolved and that he should learn how to think, proceeding gradually from observation to comprehension to the formation of clear ideas. Although the teaching method is treated in greater detail, Pestalozzi considered moral education preeminent.

Pestalozzi was an impressive personality, highly esteemed by his contemporaries. His concept of education embraced politics, economics, and philosophy, and the influence of his “method” was immense.

3 The Pupil of the People: Lev Nikolaevich Tolstoy’s Peasant Schools at Yasnaya Polyana

Count Lev Nikolaevich Tolstoy is best known as the author of some of the world’s most famous literature, specifically the epic novels War and Peace and Anna Karenina. Tolstoy naturally merits this distinction: his works changed the face of Russian literature.

In the late 1850s, Tolstoy began investigating popular education, as well as contemplating the establishment of his own peasant schools on his Yasnaya Polyana estate. At the turn of the decade, Tolstoy founded his school. While this venture lasted only about three years, it represented the concerted effort of one of the world’s most famous literary figures to alter the state of Russia’s educational system.

Tolstoy never attended a school; his own education was conducted by tutors at home, the usual solution for aristocratic Russian families of his day. This situation continued after Tolstoy’s mother and father both died before Tolstoy turned eight – his legal guardians continued to appoint tutors for him. This private educational system hardly limited the young Tolstoy. In his earliest years he attained a level of near-fluency in both French and German, while simultaneously learning the skills of writing, reading, and mathematics. Before entering formal university, Tolstoy was fluent in English and was also well-versed in Arabic, Tartar, and Turkish.

Upon entering the University of Kazan in 1844, Tolstoy studied Oriental Languages and Law. He failed his initial examinations in Oriental Languages — despite his prior grasp of three foreign languages — and left the University after only three years, having never earned a degree. Not long after his withdrawal from the University of Kazan in 1847, Tolstoy entered the Russian army with his brother, Nikolai, who was serving in the Caucasus. This period was pivotal in the life of young Tolstoy.

Tolstoy’s sudden desire to educate the peasants on his estate seemed to appear randomly: in a single diary entry in June 1857, he stated, “A strong and distinct idea has occurred to me of setting up a school in my village for the whole district.” Tolstoy returned to Moscow and Yasnaya Polyana later that year, and approximately a year and a half later, he established the first Yasnaya Polyana School.

This first school was an experiment, as Tolstoy developed his theories regarding education.

He was revolutionary but nondogmatic. He did not attack the popular cultural education of the day, but instead bowed to it and supplemented it with complementary material. At the same time, he eagerly offered children as much education as they desired.

How then did Tolstoy’s methods differ? Perhaps the most evident example of the distinctiveness of the Yasnaya Polyana School was its writing program. The basic method of teaching writing began as follows: “The chief goal in having children write compositions, consists not just in giving them themes but in presenting them with a large choice, in pointing out the scope of the composition, and in indicating the initial steps.” By simply offering his students a minimum number of ideas, they could continue on their own literary path. This non-compulsory method of teaching writing led to several things: the boys not only completed the assignment, but expressed a deep interest in the writing process.

Tolstoy did not view grades as great disciplinary tools. He wrote:

Grades are, for the students, a measure of their work, and the students express dissatisfaction with grades only when they believe a grade has been given unfairly…Grades by the way, are left with us only from the old ways, and are beginning to fall into disuse.

Disciplinary measures as punishment, to Tolstoy, were equally vestigial:

Let the people who are themselves punished invent the rights and obligations of punishment. Our world of children —of simple, independent people — must remain pure, free from self-deception and the criminal faith of believing in punishment.

As in his first attempts at peasant education, Tolstoy began by focusing on the instruction of children, specifically in the realm of reading and writing. Throughout the early 1870s, Tolstoy focused primarily on the creation of an ABC Book and a Primer both of which, he hoped, would bring basic, rudimentary skills to the masses. These books contained a series of basic exercises, serving as a culmination of Tolstoy’s educational philosophy. A large portion of the texts included stemmed not only from Tolstoy’s own work, but also from folk stories.

Lev Nikolaevich Tolstoy frequently proved himself as a man of many abilities. His skills in prose caused him to be ranked not only as one of the foremost authors of his time, but as a timeless author whose extensive works have affected generations. Tolstoy, despite the brevity of his Yasnaya Polyana schools, acted not only as a voice for an ideology, but as a man of action, seeking to help the peasantry through a new form of popular education. Interaction with the Russian government and the balance between his personal and literary life—factors that frequently complicated Tolstoy’s remaining years—caused the gradual disintegration of this particular experiment in social change.

4 Konstantin Ushinsky. The great teacher.

Konstantin Dmitriyevich Ushinsky (1823 – 1871) is proudly called “the father of Russian pedagogy” and he deserved this title not only in theoretical field knowledge. Having finished Moscow University’s Faculty of Law, Ushinsky with a degree of the candidate of pedagogical sciences started his practice as an acting professor in the Demidov’s Lyceum in Yaroslavl. During his life, Konstantin Dmitriyevich changed a number of institutions due to inconsistency of his pedagogical views with the schools’ management, but whenever he was leaving a school, the system of teaching was radically different in a better way.  The reasons of such a drastic educational success are hidden in pedagogical principles of the great teacher.

Ushinsky was a strong proponent of democratization of education. Education for all, regardless gender or social status was the motto of Ushinsky, giving him love and respect of children and teachers he was working with. In addition, the father of Russian pedagogy argued that laws of philosophy, psychology, anatomy and physiology should constitute a foundation of pedagogy. The practice, in his opinion, even successful, does not mean its absoluteness and is closely bounded to theoretical field, as theoretical knowledge is complete only when accompanied by practical application.

Another component of “upbringing” by Ushinsky is the development of harmonious personality, which is impossible without moral values. The teacher viewed the moral side of the human as the main purpose of education, placing the skills and knowledge on a second plan. At the same time, an integral part of upbringing and learning in his concept is the acceptance of national traits, correspondence with traditions and special values; education in that way promotes love for Motherland, but contrasts with idea of chauvinism and endorses respect to other nations.

The masterpiece of the great teacher “Man as the object of education: Educational anthropology” is a comprehensive work, illustrating complexity of a human as a unit for research. He described an individual as a multidimensional creature that is very difficult to measure and even more difficult to educate. Ushinsky argued that in order to educate an individual in every aspect, an educator should know a human from every side.

As you may see, even today the ideas expressed by Konstantin Ushinsky are relevant and insightful. The modern society faces new challenges of epoch; when the humanity is getting more advanced in sciences and technology, the gap between knowledge and moral components is still increasing. The Globe is on fire: fire of wars, fire of human indifference, purblindness and moral numbness. Perhaps, it is time to sit on a leather chair, open the book and start to listen to the classic melody of Ushinsky’s wisdom.

3.2. Время на подготовку и выполнение:

На тест отводится 40 минут. Далее каждый студент отвечает индивидуально.

Бюджетное учреждение профессионального образования

Ханты-Мансийского автономного округа-Югры

«Нижневартовский социально-гуманитарный колледж»

Комплект оценочных средств

для оценки результатов освоения

ОГСЭ.04 Иностранный язык

(индекс и наименование  учебной дисциплины/ междисциплинарного курса)

основной профессиональной образовательной программы

по специальности ПО

44.02.01 Дошкольное образование  

(код, наименование)

        год начала подготовки по учебному плану _____2020__________

Нижневартовск, 2020

Разработчики:         

Преподаватель, к.культурологии Василькова Е.В.________________________

I. Паспорт комплекта оценочных средств в 4 семестре.

1.1. Комплект оценочных средств предназначен для оценки результатов освоения ОГСЭ.04 Иностранный язык

индекс и наименование учебной дисциплины /  междисциплинарного курса в соответствии с ФГОС СПО

В результате оценки осуществляется проверка следующих объектов:

Таблица 1

1.2. Организация контроля и оценивания

       Текущий контроль успеваемости осуществляется в процессе:

• - проведения практических занятий и лабораторных работ,
• - выполнения индивидуальных работ и домашних заданий
• - тренировочного тестирования.

В качестве видов текущего контроля успеваемости используются:

• - контрольные работы,
• - устные опросы,
• - письменные работы,
• - тестирование,
• - технические зачеты.

     В качестве форм промежуточного контроля используются зачёты, диф.зачеты, итоговые контрольные работы и экзамены.

     Вид промежуточной аттестации для обучающихся с ограниченными возможностями здоровья устанавливается с учетом индивидуальных психофизических особенностей (устно, письменно на бумаге, письменно на компьютере, в форме тестирования и т.п.).

1.3. Материально-техническое обеспечение контрольно-оценочных мероприятий

Контрольно-оценочные мероприятия проводятся в учебных кабинетах 101/2 и 4/1.

Оборудование учебного кабинета и рабочих мест кабинета: компьютер, колонки, интерактивная доска, мультимедийный проектор.

2. Комплект материалов для контроля и оценки освоения умений и усвоения знаний по междисциплинарному курсу

Текст задания.

I. Тест

Part 1 Mass Media

1. Match the words with their definitions.

1 review                  a) a piece of writing about an important subject

2 article                   b) a radio program that you download from the Internet and play on your computer

3 report                    c) a regular series of programs about a group of characters who live in the same area

4 headline                d) words and pictures about a product to make people buy it

5 advert                    e) titles written in large letters about reports and articles

6 chat show              f) send something on TV, radio or the Internet

7 soap opera             g) a newspaper published online

8 e-paper                  h) a piece of writing which gives an opinion

9 podcast                  i) a piece of writing about news items written by reporters/ journalists

10 broadcast             j) a program where people are asked questions about themselves

2. Translate the following headlines from the BBC news website.

1. Putin to run again for Russian president
2. Reporter helps save horses in wildfire
3. Russia could still boycott Olympics
4. Ancient South African skeleton unveiled
5. The pioneering furniture of Latin America

Part 2 Ecology

1. Match the words and translate the expressions.

1 destroy                    a) warming

2 climate                    b) gasses

3 greenhouse              c) fuels

4 global                      d) environment

5 human                     e) efficient

6 fossil                        f) change

7 carbon                      g) bulbs

8 energy                      h) dioxide

9 light                          i) energy

10 save                        j) life

2. Complete the sentences with the words given below.

energy     environment      effects     create      exist      destroy   result     drought  

1. ……………… is the power that comes from gas and electricity.
2. Greenhouse gasses ………………….. naturally.
3. If you ………………….something, it is badly damaged.
4. Two ………………… of climate change have been hotter summers and wetter winters.
5. Greenhouse gasses in the atmosphere …………… the greenhouse effect.
6. The ………….. is the air, land and water around us.
7. Global warming is the ……………. of an increase in the amount of greenhouse gasses.
8. A ……………………. is a long period without rain.

Part 3 Great Scientists

1. Complete the sentences with the words given below.

medicine          vacuum         invention          encyclopedia           big bang          technology        discoveries      genius          moving films            physicist          

1. Marconi  is a Nobel laureate …………………. from Italy.
2. Avicenna is known as the father of modern ………………………… .
3. He found a ……………………….. to communicate without wire.
4. S. Hawking suggested a ……………………. theory.
5. Marconi is known for his ……………………….. of radio.
6. Avicenna’s Book of Healing is a vast philosophical and scientific ……………………… .
7. Faraday is known for his ………………………… of electromagnetic inductions and rotations.
8. This ………………… invented the electric motor.
9. Edison invented the kinetoscope that was used for viewing …………………… .
10. He proposed ideas on preserving fruit by keeping it in ………………….. .

2. Put the paragraphs in the correct order.

1____   2_____ 3_____ 4 _____ 5_____

The Record-player. How Does It Work?

a) After a few experiments, Edison devised a machine which consisted of two diaphragms on either side4 of a drum of tinfoil. Each diaphragm was attached to a needle, which rested on the foil. Edison turned the drum by hand and shouted a poem into one of the diaphragms – the recording unit – which then cut a pattern into the tinfoil. This is because the diaphragm vibrations moved the needle in certain directions, which were recorded on the foil.

b) This all happened in 1877, more or less by accident. In a hundred years of development and experimentation, the phonograph has developed into what we know now as the record-player. The principle is still the same, however, sound waves hitting a microphone (diaphragm) are then converted onto a record by mechanical or electronic means. The sound is then stored, it is released as vibration when the needle follows the path that has been cut, and reproduces the original message. Stereo sound is a little more complicated. Two microphones, each attached to its own recording systems, record the sound that is produced from the loudspeakers. It appears very similar to the original sound. Nowadays, by "mixing" the sound, and by changing it from one channel to the other, you can make the sound travel from one loudspeaker to the next one.

c)  He had been experimenting on ways of sending Morse Code signal more quickly by telegraph: in order to do this, he built a machine which cut out small marks, representing the Morse symbols, into a strip of paper. By running the paper through the transmitting machine at a very fast speed, he could send messages much more quickly than by the manual method. He noticed that the machine was making a noise which sounded like human voices3 in conversation. Edison was a true scientist: if something unusual happened he wanted to find out why: so he decided to fit a diaphragm to the machine, to see what this would do.

d)  You may know a lot about music: you may have a good knowledge of modern records: but how much do you know about the machine that plays your records? How, for example, does it work? It will help you to understand how record-players work, if you go back to the person who invented the first phonograph, Thomas Edison.

e)  Edison then reversed the process so that the reproducing needle was at the start of the newly-cut needle path5 and started winding the drum again. He then heard his own voice repeating the poem: the needle, following the path in the foil, vibrated its diaphragm which then reproduced the sounds that the other diaphragm had recorded.

II. Текст

NEWSPAPERS AND MAGAZINES

  ”Why should I read newspapers and magazines? I get news on TV and radio.” You may have heard people say that. They don’t know that there is much more fun than just news in a newspaper or a magazine. You enjoy reading special articles about hobbies, home, sport, and movie stars. Maybe you’ll like comics. You read where to buy what you need at a lowest price, what happened yesterday in your town and around the world. Newspapers also tell you where to go for fun. They also tell you about shows and sports. Lots of events happen to people, and newspapers tell you what happened, who did it, where it happened, why it happened and how it happened. No one can read everything in the newspaper every day. But if you read a part of your newspaper every day, you will know a lot. The first American newspaper was published in Boston in 1690. Now lots of magazines and newspapers are published in the USA. They keep up with all the new discoveries and events that are happening every day and bring the world of events into your home. Magazines and newspapers can be divided into two large groups - mass and specialized. Mass magazines and newspapers are intended for large group of people, living in different places and having many different interests. Among them are newspapers and magazines for teachers, for cat lovers, for stamp collectors. In fact, there is a magazine and a newspaper to fit any interest. Most U.S. cities today have only one newspaper publisher. In more than 170 American cities, a single publisher produces both a morning and an evening newspaper. But some cities (fewer than 30) have different owners. The “New York Times,” “USA Today” and “Washington Post” can be read everywhere in the United States. Do you want to know the price? Today most sell for 45 cents or more a copy. Surprisingly, many people buy newspaper more for the advertising than for the news. Advertising accounts for 65 percent of newspaper revenues.

Here are some of the magazines you might read.

News magazines. “Time” and “Newsweek.” They come out once a week and give summaries of world and national news and background information on the news.

Digests. They are magazines that print articles that have already been published some- where else.

Fiction magazines. They print short stories. Two popular ones are “Ellery Queen’s Mystery Magazine” and “Fantasy and Science Fiction.”

Magazines for African Americans have articles about African Americans and news of interest to black persons. Some of them are “Sepia” and “Ebony.”

Women’s magazines deal with many subjects: family life, child care, health, home decorating, beauty, marriage, divorce, and do-it-yourself projects.  There are also advice columns, short stories and articles about famous women. Other magazines specialize in beauty, or other tips on face make-up and hair-does.

There are magazines for brides and for teenage girls.

Sports. “Sport Illustrated” is one of the most popular sports magazines.  It deals with amateur and professional sports.

If you are interested in model trains, antiques, sewing, cooking, crafts and magic, you can find some magazines for yourself. There are plenty of other magazines to choose from, too.

SCIENCE AND SCIENTISTS

The word "science" comes from the Latin word "scientia", which means "knowledge". Science covers the broad field of knowledge that deals with facts and the relationship among these facts.

Scientists study a wide variety of subjects. Some scientists search for clues to the origin of the universe and examine the structure of the cells of living plants and animals. Other researchers investigate why we act the way we do, or try to solve complicated mathematical problems.

Scientists use systematic methods of study to make observations and collect facts. They develop theories that help them order and unify facts. Scientific theories consist of general principles or laws that attempt to explain how and why something happens or has happened. A theory is considered to become a part of scientific knowledge if it has been tested experimentally and proved to be true.

Scientific study can be divided into three major groups: the natural, social, and technical sciences. As scientific knowledge has grown and become more complicated, many new fields of science have appeared. At the same time, the boundaries between scientific fields have become less and less clear. Numerous areas of science overlap each other and it is often hard to tell where one science ends and another begins. All sciences are closely interconnected.

Science has great influence on our lives. It provides the basis of modern technology – the tools and machines that make our life and work easier. The discoveries and the inventions of scientists also help shape our view about ourselves and our place in the universe.

LIVING ON PLANET EARTH

The image of earth from space is that of a solitary blue sphere, largely water and air, carrying its thin tissue of life. It is an image, too, of the international character of environmental challenges of building a sustainable future.

Environment is a combination of the external factors affecting an organism. These factors may be other living organisms (biotic factors) or nonliving variables (abiotic factors), such as water, soil, climate, light, and oxygen. These interacting factors together make up an ecosystem. Organisms and their environment constantly interact, and both are changed by this interaction. Humans have clearly changed their environment on a grander scale than any other species.

The problems facing the environment are vast and diverse. Destruction of the world’s rainforests, global warming, and the depletion of the ozone layer are just some of the problems that will reach critical proportions in the coming decades. Their rates will be directly affected by the size of the human population.  The more civilization is developing, the greater the ecological problems are becoming. Factories, power stations and motor vehicles pump large quantities of carbon dioxide and other waste gases into the air. This is a major cause of the greenhouse effect. Air pollution, for instance in Mexico City, Chicago and Sheffield (England) remains the worst. Some people say the air in these cities is so bad that breathing it is equivalent to smoking a pack of cigarettes a day. Smog, usually found in urban areas, can cause brain damage in children and other serious health problems.

Some poisonous gases dissolve in water in the atmosphere and then fall to the earth as acid rain. Acid rain has made numerous lakes so acidic that they no longer support fish populations. Acid rain is also thought to be responsible for the decline of many forest ecosystems worldwide. Germany’s Black Forest has suffered dramatic losses, and recent surveys suggest that similar declines are occurring throughout the eastern United States. Rivers and lakes are also polluted by chemical fertilizers and pesticides used by farmers.

The greenhouse effect has lead to global warming.

Normally, heat from the sun warms the earth and then escapes back into space. But CO2, SO2and other gases trap the sun’s heat, slowly making the earth warmer. Scientists say the temperature of the earth could rise by 3oC over the next 50 years. This may cause drought in some parts of the world, and floods in others, as ice at the North and South Poles begins to melt and sea levels rise. Rainforests absorb CO2 and help to control global warming. In recent years, large areas have been destroyed as the trees are cut down for wood or burned to clear the land, for farming. As a result, large areas turn to desert. Many plant and animal species, like chimps and other primates, that live there could become extinct.

3.2. Время на подготовку и выполнение:

На тест отводится 40 минут. Далее каждый студент отвечает индивидуально.

I. Паспорт комплекта оценочных средств в 8 семестре.

1.1. Комплект оценочных средств предназначен для оценки результатов освоения ОГСЭ.04 Иностранный язык

индекс и наименование учебной дисциплины /  междисциплинарного курса в соответствии с ФГОС СПО

В результате оценки осуществляется проверка следующих объектов:

Таблица 1

1.2. Организация контроля и оценивания

       Текущий контроль успеваемости осуществляется в процессе:

• - проведения практических занятий и лабораторных работ,
• - выполнения индивидуальных работ и домашних заданий
• - тренировочного тестирования.

В качестве видов текущего контроля успеваемости используются:

• - контрольные работы,
• - устные опросы,
• - письменные работы,
• - тестирование,
• - технические зачеты.

     В качестве форм промежуточного контроля используются зачёты, диф.зачеты, итоговые контрольные работы и экзамены.

     Вид промежуточной аттестации для обучающихся с ограниченными возможностями здоровья устанавливается с учетом индивидуальных психофизических особенностей (устно, письменно на бумаге, письменно на компьютере, в форме тестирования и т.п.).

1.3. Материально-техническое обеспечение контрольно-оценочных мероприятий

Контрольно-оценочные мероприятия проводятся в учебных кабинетах 101/2 и 4/1.

Оборудование учебного кабинета и рабочих мест кабинета: компьютер, колонки, интерактивная доска, мультимедийный проектор.

2. Комплект материалов для контроля и оценки освоения умений и усвоения знаний по междисциплинарному курсу

Текст задания.

I. Тест

1. What is K. Ushinsky called?______________________________________
2. Which educators thought that teachers ought to follow in the footsteps of nature? ____and ____
3. This educator established schools for peasants.__________________
4. This educator worked with orphans.___________________
5. What did L. Tolstoy think about punishment for children at schools?___________________
6. Pestalozzi’s basic pedagogical principles include: 1) ______ 2) ________ 3)_______
7. British children have to start school at the age of ________ .
8. _______________ wanted to reform human society through education.
9. The main principle of Tolstoy’s educational method was_____________
10. In Ushinsky’s book _________an individual is described as a multidimensional creature.
11. GCSE stands for___________________ .
12. Watching violent programmes can increase __________ .
13. Pansophic learning is _________ .
14. This educator advocated education for the poor.______________
15. Comenius’s book ___________ was about comparing two languages.
16. According to Ushinsky, the main purpose of education is _______________ .
17. To enter a University or College of further education students have to pass ______________.
18. A theologian is a person who studies __________ .
19. Which educator considered moral education most important?_____________
20. This educator spoke several foreign languages but never graduated from University.________
21. Name 3 reasons why children should watch less TV. 1) ______ 2)_______ 3)_______
22. Pestalozzi’s project with agriculture was a success. Yes/No
23. A boarding school is a school where ________________ .
24. The motto of Ushinsky was ___________________ .
25. Name 3 ways in which parents can control children’s watching TV. 1) ____ 2)_____ 3)_____

II. Текст

1 John Amos Comenius

John Amos Comenius (or Jan Ámos Komenský) (1592-1670) was a great Czech educational reformer and religious leader. He is remembered mainly for his innovations in methods of teaching, especially languages.

The educational reform.

The reform of the educational system would require two things. First, a revolution in methods of teaching was necessary so that learning might become rapid, pleasant, and thorough. Teachers ought to “follow in the footsteps of nature,” meaning that they ought to pay attention to the mind of the child and to the way the student learned. Comenius made this the theme of The Great Didactic and also of The School of Infancy—a book for mothers on the early years of childhood. Second, to make European culture accessible to all children, it was necessary that they learn Latin. But Comenius was certain that there was a better way of teaching Latin than by the inefficient and pedantic methods then in use; he advocated “nature’s way,” that is, learning about things and not about grammar. To this end he wrote Janua Linguarum Reserata, a textbook that described useful facts about the world in both Latin and Czech, side by side; thus, the pupils could compare the two languages and identify words with things. Translated into German, the Janua soon became famous throughout Europe and was subsequently translated into a number of European and Asian languages. Comenius wrote that he was “encouraged beyond expectation” by the book’s reception.

Comenius turned to an even more ambitious project—the reform of human society through education. Others in Europe shared his vision, among them a German merchant living in London, Samuel Hartlib, who invited Comenius to England to establish a college of pansophic learning. With approval from the Brethren, Comenius went to London in 1641, reporting back that he had been “fitted out with new clothes befitting an English divine.” He met a number of influential men, engaged in much discussion, and wrote essays of which the most notable was The Way of Light, which set out his program. Parliament went so far as to consider setting up a college “for a number of men from all nations.” This prospect was shattered by the outbreak of the English Civil War, however, and Comenius was obliged to leave the country in 1642. He had been invited to France by Cardinal Richelieu; and the American John Winthrop, who was in Europe looking for an educator-theologian to become president of Harvard College, may have met Comenius. Instead, Comenius accepted an offer from the government of Sweden to help reform its schools by writing a series of textbooks modeled on his Janua.

He tried to lay a philosophical foundation for a science of pedagogy. In The Analytical Didactic, forming part of his Newest Method of Languages, he reinterpreted the principle of nature that he had described in The Great Didactic as a principle of logic. He put forward certain self-evident principles from which he derived a number of maxims, some of them full of common sense and others rather platitudinous. His chief attention was directed to his system of pansophy. Ever since his student days he had been seeking a basic principle by which all knowledge could be harmonized. He believed that men could be trained to see the underlying harmony of the universe and thus to overcome its apparent disharmony.

2 Johann Heinrich Pestalozzi

Johann Heinrich Pestalozzi (1746-1827), was a Swiss educational reformer, who advocated education of the poor and emphasized teaching methods designed to strengthen the student’s own abilities. Pestalozzi’s method became widely accepted, and most of his principles have been absorbed into modern elementary education.

Pestalozzi’s pedagogical doctrines stressed that instructions should proceed from the familiar to the new, incorporate the performance of concrete arts and the experience of actual emotional responses, and be paced to follow the gradual unfolding of the child’s development.

Pestalozzi’s curriculum emphasized group rather than individual recitation and focussed on such participatory activities as drawing, writing, singing, physical exercise, model making, collecting, map making, and field trips. Among his ideas, considered radically innovative at the time, were making allowances for individual differences, grouping students by ability rather than age, and encouraging formal teacher training as part of a scientific approach to education.

Pestalozzi was influenced by the political conditions of his country and by the educational ideas of Rousseau; as a young man he abandoned the study of theology to go “back to Nature.” In 1769 he took up agriculture on neglected land. When this enterprise near Zürich collapsed in 1774, he took poor children into his house, having them work by spinning and weaving and learn simultaneously to become self-supporting. This project also failed materially, although Pestalozzi had gained valuable experience. He also took an active interest in Swiss politics.

As practical realization of his ideas was denied him, he turned to writing. Die Abendstunde eines Linsiedlers (1780; “The Evening Hour of a Hermit”) outlines his fundamental theory that education must be “according to nature” and that security in the home is the foundation of man’s happiness. His novel Lienhard und Gertrud (1781–87; Leonard and Gertrude), written for “the people,” was a literary success as the first realistic representation of rural life in German. It describes how an ideal woman exposes corrupt practices and, by her well-ordered homelife, sets a model for the village school and the larger community. The important role of the mother in early education is a recurrent theme in Pestalozzi’s writings.

For 30 years Pestalozzi lived in isolation on his estate, writing profusely on educational, political, and economic topics, indicating ways of improving the lot of the poor. His proposals were ignored by his own countrymen, and he became increasingly despondent. His main philosophical treatise, Meine Nachforschungen über den Gang der Natur in der Entwicklung des Menschengeschlechts (1797; “My Inquiries into the Course of Nature in the Development of Mankind”), reflects his personal disappointment but expresses his firm belief in the resources of human nature and his conviction that people are responsible for their moral and intellectual state. Thus, Pestalozzi was convinced, education should develop the individual’s faculties to think for himself.

Pestalozzi’s chance to act came after the French Revolution, when he was more than 50 years old. The French-imposed Helvetic Republic in Switzerland invited him to organize higher education, but he preferred to begin at the beginning. He collected scores of destitute war orphans and cared for them almost single-handedly, attempting to create a family atmosphere and to restore their moral qualities. These few exhausting months in Stans (1799) were, according to Pestalozzi’s own account, the happiest days of his life.

From 1800 to 1804 he directed an educational establishment in Burgdorf and from 1805 until 1825 a boarding school at Yverdon, near Neuchâtel. Both schools relied for funds on fee-paying pupils, though some poor children were taken in, and these institutes served as experimental bases for proving his method in its three branches—intellectual, moral, and physical, the latter including vocational and civic training. They also were to finance his life’s “dream,” an industrial (poor) school. The Yverdon Institute became world famous, drawing pupils from all over Europe as well as many foreign visitors. Some visiting educators—e.g., Friedrich Froebel, J.F. Herbart, and Carl Ritter—were so impressed that they stayed on to study the method and later introduced it into their own teaching.

While dedicated assistants carried on the teaching, Pestalozzi remained the institute’s heart and soul and continued to work out his method. Wie Gertrud ihre Kinder lehrt (1801; How Gertrude Teaches Her Children) contains the main principles of intellectual education: that the child’s innate faculties should be evolved and that he should learn how to think, proceeding gradually from observation to comprehension to the formation of clear ideas. Although the teaching method is treated in greater detail, Pestalozzi considered moral education preeminent.

Pestalozzi was an impressive personality, highly esteemed by his contemporaries. His concept of education embraced politics, economics, and philosophy, and the influence of his “method” was immense.

3 The Pupil of the People: Lev Nikolaevich Tolstoy’s Peasant Schools at Yasnaya Polyana

Count Lev Nikolaevich Tolstoy is best known as the author of some of the world’s most famous literature, specifically the epic novels War and Peace and Anna Karenina. Tolstoy naturally merits this distinction: his works changed the face of Russian literature.

In the late 1850s, Tolstoy began investigating popular education, as well as contemplating the establishment of his own peasant schools on his Yasnaya Polyana estate. At the turn of the decade, Tolstoy founded his school. While this venture lasted only about three years, it represented the concerted effort of one of the world’s most famous literary figures to alter the state of Russia’s educational system.

Tolstoy never attended a school; his own education was conducted by tutors at home, the usual solution for aristocratic Russian families of his day. This situation continued after Tolstoy’s mother and father both died before Tolstoy turned eight – his legal guardians continued to appoint tutors for him. This private educational system hardly limited the young Tolstoy. In his earliest years he attained a level of near-fluency in both French and German, while simultaneously learning the skills of writing, reading, and mathematics. Before entering formal university, Tolstoy was fluent in English and was also well-versed in Arabic, Tartar, and Turkish.

Upon entering the University of Kazan in 1844, Tolstoy studied Oriental Languages and Law. He failed his initial examinations in Oriental Languages — despite his prior grasp of three foreign languages — and left the University after only three years, having never earned a degree. Not long after his withdrawal from the University of Kazan in 1847, Tolstoy entered the Russian army with his brother, Nikolai, who was serving in the Caucasus. This period was pivotal in the life of young Tolstoy.

Tolstoy’s sudden desire to educate the peasants on his estate seemed to appear randomly: in a single diary entry in June 1857, he stated, “A strong and distinct idea has occurred to me of setting up a school in my village for the whole district.” Tolstoy returned to Moscow and Yasnaya Polyana later that year, and approximately a year and a half later, he established the first Yasnaya Polyana School.

This first school was an experiment, as Tolstoy developed his theories regarding education.

He was revolutionary but nondogmatic. He did not attack the popular cultural education of the day, but instead bowed to it and supplemented it with complementary material. At the same time, he eagerly offered children as much education as they desired.

How then did Tolstoy’s methods differ? Perhaps the most evident example of the distinctiveness of the Yasnaya Polyana School was its writing program. The basic method of teaching writing began as follows: “The chief goal in having children write compositions, consists not just in giving them themes but in presenting them with a large choice, in pointing out the scope of the composition, and in indicating the initial steps.” By simply offering his students a minimum number of ideas, they could continue on their own literary path. This non-compulsory method of teaching writing led to several things: the boys not only completed the assignment, but expressed a deep interest in the writing process.

Tolstoy did not view grades as great disciplinary tools. He wrote:

Grades are, for the students, a measure of their work, and the students express dissatisfaction with grades only when they believe a grade has been given unfairly…Grades by the way, are left with us only from the old ways, and are beginning to fall into disuse.

Disciplinary measures as punishment, to Tolstoy, were equally vestigial:

Let the people who are themselves punished invent the rights and obligations of punishment. Our world of children —of simple, independent people — must remain pure, free from self-deception and the criminal faith of believing in punishment.

As in his first attempts at peasant education, Tolstoy began by focusing on the instruction of children, specifically in the realm of reading and writing. Throughout the early 1870s, Tolstoy focused primarily on the creation of an ABC Book and a Primer both of which, he hoped, would bring basic, rudimentary skills to the masses. These books contained a series of basic exercises, serving as a culmination of Tolstoy’s educational philosophy. A large portion of the texts included stemmed not only from Tolstoy’s own work, but also from folk stories.

Lev Nikolaevich Tolstoy frequently proved himself as a man of many abilities. His skills in prose caused him to be ranked not only as one of the foremost authors of his time, but as a timeless author whose extensive works have affected generations. Tolstoy, despite the brevity of his Yasnaya Polyana schools, acted not only as a voice for an ideology, but as a man of action, seeking to help the peasantry through a new form of popular education. Interaction with the Russian government and the balance between his personal and literary life—factors that frequently complicated Tolstoy’s remaining years—caused the gradual disintegration of this particular experiment in social change.

4 Konstantin Ushinsky. The great teacher.

Konstantin Dmitriyevich Ushinsky (1823 – 1871) is proudly called “the father of Russian pedagogy” and he deserved this title not only in theoretical field knowledge. Having finished Moscow University’s Faculty of Law, Ushinsky with a degree of the candidate of pedagogical sciences started his practice as an acting professor in the Demidov’s Lyceum in Yaroslavl. During his life, Konstantin Dmitriyevich changed a number of institutions due to inconsistency of his pedagogical views with the schools’ management, but whenever he was leaving a school, the system of teaching was radically different in a better way.  The reasons of such a drastic educational success are hidden in pedagogical principles of the great teacher.

Ushinsky was a strong proponent of democratization of education. Education for all, regardless gender or social status was the motto of Ushinsky, giving him love and respect of children and teachers he was working with. In addition, the father of Russian pedagogy argued that laws of philosophy, psychology, anatomy and physiology should constitute a foundation of pedagogy. The practice, in his opinion, even successful, does not mean its absoluteness and is closely bounded to theoretical field, as theoretical knowledge is complete only when accompanied by practical application.

Another component of “upbringing” by Ushinsky is the development of harmonious personality, which is impossible without moral values. The teacher viewed the moral side of the human as the main purpose of education, placing the skills and knowledge on a second plan. At the same time, an integral part of upbringing and learning in his concept is the acceptance of national traits, correspondence with traditions and special values; education in that way promotes love for Motherland, but contrasts with idea of chauvinism and endorses respect to other nations.

The masterpiece of the great teacher “Man as the object of education: Educational anthropology” is a comprehensive work, illustrating complexity of a human as a unit for research. He described an individual as a multidimensional creature that is very difficult to measure and even more difficult to educate. Ushinsky argued that in order to educate an individual in every aspect, an educator should know a human from every side.

As you may see, even today the ideas expressed by Konstantin Ushinsky are relevant and insightful. The modern society faces new challenges of epoch; when the humanity is getting more advanced in sciences and technology, the gap between knowledge and moral components is still increasing. The Globe is on fire: fire of wars, fire of human indifference, purblindness and moral numbness. Perhaps, it is time to sit on a leather chair, open the book and start to listen to the classic melody of Ushinsky’s wisdom.

3.2. Время на подготовку и выполнение:

На тест отводится 40 минут. Далее каждый студент отвечает индивидуально.