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Контрольна робота № 1.

Контрольні завдання (зразок виконання)
Тема: Higher Education and Professional Training.
Section 1. Reading Comprehension.

2.1. Read the following excerpt. Each passage in this section is followed by a group of questions. For some of the questions, more than one of the choices could conceivably answer the ques­tion. You are to choose the best answer; that is, the response that most accurately and completely answers the question.
Thomas Fuller


Experienced schoolmasters may quickly make a grammar of boy’s natures and reduce them all, saving some few exceptions to these general rules:

Those that are ingenious and industrious. The conjunction of the two such planets in a youth presage much good into him. To such a lad a frown may be a whipping, and a whipping death, where their master whips them once, shame whips them all the week. Such natures he useth with all gentleness.

Those that are ingenious and idle. These think, with the hare in the fable, that running with snails (so they count the rest of their school fellows), they shall come soon enough to the post, though sleeping a good while before their starting. Oh, a good rod would finely take them napping!

Those that are dull and diligent. Wines, the stronger they be, the more lees they have when they are new. Many boys are muddy headed till they be clarified with age, and such afterwards prove the best. Bristol diamonds are both bright and squared and pointed by nature, and yet are soft and worthless; orient ones in India are rough and rugged naturally. Hard, and dull natures of young acquit themselves afterwards the jewels of the country if they be diligent.

Those that are invincibly dull and negligent also. Correction may reform the latter, not amend the former. All the wetting in the world can never set a razor’s edge on that, which hath no steel in it. Such boys are consigneth over to other professions. Shipwrights and boatmakers will choose those crooked pieces of timber which other carpenters refuse.

  1. By mentioning the ability of experienced schoolmasters to make grammar of boy’s natures and reduce them all to general rules the author means:

(A) Experienced schoolmasters make all students obey the general rules.

(B) They can group the students based on their characters.

(C) Based on general qualities, experienced schoolmasters develop stereotypes about basic types of students’ characters.

(D) Experienced schoolmasters have the general rules, which suppose reducing the number of boys, by result of their grammar test.

  1. Ingenious and industrious students are characterized as:

(A) Afraid of whipping.

(B) Shameful and longing to perfection.

(C) Gentle characters.

(D) Too good to be true.

  1. Comparing dull and diligent students with the Bristol diamonds the author means :

(A) Such students are hopeless.

(B) They are hard to teach.

(C) No matter how hard they try they will never achieve outstanding results.

(D) Possessing no inborn gift for learning, these students can achieve a lot due to hard labour, although they will never become prominent.
2.2. Make the corresponding pairs of antonyms characterizing students:

  1. Ingenious – (dull)

  2. Diligent – (negligent)

  3. Industrious – (idle)

2.3. Comment on the stylistic effect these pairs create in the excerpt.
Answer: the usage of the given pairs of antonyms result in a stylistic device of antithesis. By opposing the key features in students’ characters the author makes his opinion sound more categorical and convenient. The difference between student’s types become more evident.

2.4. What phonetic effect is achieved in the following pairs: “Ingenious and industrious”, “Dull and diligent”.

Answer: The effect achieved by combining the words having the same initial sound is known in stylistics as alliteration. It makes the narrative sound more rhythmical. It also singles out the given idea and makes it better memorable.

    1. Comment upon the effect created by mentioning the images of hare and snails in the description of the third type of students.

Answer: Mentioning the images of the hare and the snail, the author creates an allusion to a widely known fable about the running competition between the animals. Associating ingenious students with the hare, the author characterizes them as conceited types. This comparison also contains a warning about their possible defeat in the race for knowledge, which the “snails” – less gifted, but more diligent students are likely to win thanks to their persistent effort.

    1. Translate the 4th paragraph into Ukrainian.

Translation: Тупі й сумлінні. Щоміцнішим є вино, тим менше своїх властивостей воно має поки воно молоде. Більшість хлопчаків має плутанину в голові аж доки вона не прояниться із віком, і такі діти є найуспішнішими з цього типу. Бристольські діаманти наповнює блиском, шліфує та відточує сама природа, однак вони все одно м’які й не мають великої цінності. Східні камені Індії - від природи тверді й шорсткі. Тверді й шорсткі голови учнів перетворюються із часом на домашні коштовності, за умови якщо твердість дана їм від народження, а шліфовка є результатом їхнього сумління. А вчитель, який карає за помилку дитину, обділену природою, сам заслуговує на покарання.
Section 2 Lexical Competence

2.1. Fill in the blanks with the appropriate word:
1. Our life is nothing … than an investigation of other people’s behaviour.

a) else b) complete c) more d) expect

2. His parents had him … at home at least for an hour.

а) stay b) to stay c) staying d) been staying
3. Now … he has become a graduate student, he can go in for his favourite business.

a) when b) that c) right d) so

4. His mother will … him go in for medicine.

a) have b) want c) ask d) force

5. Now it is high time for you to … your thoughts.

а) find out b) gather c) rally d) collect
6. As far as students began to differentiate themselves it was not so easy to … an eye open to each of them.

a) have b) keep c) take d) get

7. An examination is a straight contest between students and examiners, but the most important thing about it is to wait for results to come …

a) up b) in c) out d) forth

8. But the viva is nothing more … a judgement day.

a) that b) but c) than d) ecxept for

9. In such cases he always … an attitude of sterness towards his employees.

a) has b) adopts c) arranges d) sets

10. The girl had given care to her … up for the examination

a) cramming b) preparation c) swotting d) learning

Section 3. Listening Comprehension.
EFL Teachers’ Talk”

3.1. Listen to the extract from an interview with two teachers of English as a Foreign Language (EFL) Ben and Paul. Answer the following questions:

    1. What made each of them join the profession

Answer: For both of them it wasn’t a positive decision, a conscious choice, it happened by chance.

    1. What careers had Ben had before taking up teaching? In what way were they unsatisfactory?

Answer: Ben used to work as a journalist , an advertising script writer, and a free lance writer. As a free lance writer he didn’t earn enough money. In advertising he earned a lot, but the people around him were very ambitious.

    1. What difference does Ben see between the work of state school teachers and teachers of EFL?

Answer: At a state school teachers deal with children who are in school because they have to be there, whilst the EFL teachers deal with much better motivated audience.

    1. In what way does he hope English language schools might change in future?

Answer: Ben hopes, that in future EFL teachers will take more responsibilities in terms of school management. This might enable them to reduce working hours in class and increase their incomes.

    1. In what way are both Paul and Ben critical of EFL teachers?

Answer: Ben and Paul criticize teacher for being passive and reluctant to take responsibility for their own destiny.
Section 4. Writing Activity.

4.1. Write a 120 summary of newspaper article raising problems of education or professional training (selected from English language press).
Контрольна робота №1.

Контрольні завдання. Варіант 1.
Тема: Higher Education and Professional Training.
Section 1. Reading Comprehension and Text Assessment

1.1. Read the following excerpt. Each passage in this section is followed by a group of questions to be answered on the basis of what is stated or implied in the passage. Сhoose the best answer, that is, the response that most accurately and completely answers the question.
L.G. Alexander
We might marvel at the progress made in every field of study, but the methods of testing a person’s knowledge and ability remain as primitive as ever they were. It really is extraordinary that after all these years, educationists have still failed to devise anything more efficient and reliable than examinations. For all the pious claim that examinations test what you know, it is common knowledge that they more often do the exact opposite. They may be a good means of testing memory, or the knack of working rapidly under extreme pressure, but they can tell you nothing about a person’s true ability and aptitude.

As anxiety-makers, examinations are second to none. That is because so much depends on them. They are the mark of success or failure in our society. Your whole future may be decided in one fateful day. It doesn’t matter that you weren’t feeling very well, or that your mother died. Little things like that don’t count: the exam goes on. No one can give of his best when he is in mortal terror, or after a sleepless night, yet this is precisely what the examination system expects him to do. The moment a child begins school, he enters a world of vicious competition where success and failure are clearly defined and measured. Can we wonder at the increasing number of “drop-outs”: young people who are written off as utter failures before they have even embarked on a career?

A good education should, among other things, train you to think for yourself. The examination system does anything but that. What has to be learned is rigidly laid down by a syllabus, so the student is encouraged to memorise. Examinations do not motivate a student to read widely, but to restrict his reading; they do not enable him to seek more and more knowledge, but induce cramming. They lower the standards of teaching, for they deprive the teacher of all freedom. Teachers themselves are often judged by examination results and instead of teaching their subjects, they are reduced to training their students in exam techniques which they sometimes despise. The most successful candidates are not always the best educated; they are the best trained in the technique of working under duress.

  1. The author of the passage claims that the examinations is:

(A) The best method of testing a person’s knowledge.

(B) An extraordinary way to test knowledge.

(C) A good way of testing memory, but not about person’s aptitudes.

(D) A good way of testing a person’s ability to work under preassure.

  1. The exams is unfair means of testing knowledge:

(A) Too much depends on them.

(B) Exams are anxiety-makers.

(C) they clearly define success and failure.

(D) Exams don’t take into account the circumstances under which the student is put and his state of mind.

  1. The examination system does not ensure good education for the following reasons:

(A) Examination do not motivate students to read widely, thus training students to think for themselves.

(B) teachers are judged upon the examination results, thus, which effects their objectivity of their judgment.

(C) Teaching reduces to preparation for the exams.

(D) Teachers despise the exams techniques.

2.2. Based on the given fragment give three arguments against examinations as the way of testing knowledge:



2.3. Translate the second passage into Ukrainian.

2.4. Write out of the fragment at least three examples of emphatic syntactic constructions and comment upon effect they bring to the text.
Section 2. Lexical Competence.
2.1. Fill in the blanks with the appropriate word from the essential vocabulary:
1. His parents had him … at home at least for an hour.

stay b) to stay c) staying d) been staying

2. Life is … more than a long dim scramble which in most cases is finished with success.

greatly b) nothing c) something d) anything

3. Now … he has become a graduate student, he can go in for his favourite business.

a) when b) that c) right d) so

4. As far as students began to differentiate themselves it was not so easy to … an eye open to each of them.

a) have b) keep c) take d) get

5. In such cases he always … an attitude of sterness towards his employees.

a) has b) adopts c) arranges d) sets

6. The night before the results … out the old don totters back from hall and chucks the lot down the staircase.

a) get b) appear c) come d) become evident

7. I never raise my voice … anyone.

a) at b) for c) against d) to

8. It is generally adopted noone is allowed to cheat … exam.

a) in b) at c) during d) by

9. I couldn’t go … as to tell her what I thought about it.

a) there b) so far c) so long d) so deep

10. The team members gave three … for their captain.

a) cries b) words c) cheers d) supports

11. I bought a pair of shoes that don’t fit me. I can’t wear them anymore because my feet hurt. That was money …

a) down the drain b) out of of one’s hand c) gone with the wind d) lost

12. I wanted to write a poem but didn’t know how to … it’ so I had to wait till some ideas emerged

  1. go down b) go about c) go into d) go round

13. As far as the plain didn’t have enough petrol to fly the navigator must have an … longing.

  1. emergency b) urgent c) immediate d) necessary

14. Why are you chattering like a …

a) nightingale b) magpie c) seagull d) bullfinch

15. The teacher tried to … the excited children to order.

  1. decrease b) reduce c) cut d) diminish

16. Much to her … the pairs began wriggling, keeping time with the horrible music.

  1. dislike b)disgust c) annoyance d) aversion

17. It’s not a wrestling match not a ….. of strength.

a) competition b) collision c) control d) contest

18. He seems to … from his reverie.

a) awake b) emerge c) appear d) escape

19. I had taken a taxi which …. down the road

a) chattered b) buzzed c) beeped d) rattled

20. The captain was … to the ranks for his dishonorable action.

a) reduced b) rewarded c) reelected d) restricted

2.2. Translate the following into Ukrainian using your topical vocabulary.

1. В США зарахування абітурієнтів в університети та коледжі проводиться на підставі балів отриманих ними по закінченні середньої школи.

2. В Україні університети дуже відрізняються один від одного вимогами до вступників та рівнем оплати навчання.

3. плата за навчання в українськиї закладах вищої освіти не така висока як в Сполучених штатах чи Англії.

4. По закінченні чотирирічної освіти випускник університету отримує ступінь бакалавра.

5. Гарвардський університет відомий своєї магістратурою та аспірантурою, які стали центом підготовки інтелектуальної еліти країни.

6. Залік ставиться студентам, які відвідували всі практичні та лабораторні заняття та успішно виконали контрольну роботу.

7. Лос-Анжелеський комітет з питань освіти висунув пропозицію перевести заклади освти на цілорічний графік навчання без зимових та літніх канікул.

8. Малозабезпечені студенти мають право на отримання фінансової допомоги, стипендії або роботи за місцем навчання.

9. Студент, який провалив іспит має право перескласти його двічи.

10. Чинники, від яких залежить престижність навчального закладу включають професіоналізм викладацького складу, якість навчальної бази та компетентність абітурієнтів.
Section 3. Listening Comprehension.


3.1. Listen to Mr. And Mrs. Barrington talking about their daughter Saffron’s career plans. Answer the following questions:

  1. How did Saffron’s plans recently change?

  2. Do the father approve or disapprove Saffron’s plan’s and why (state at least two reasons).

  3. Why does the mother disapprove Saffron’s choice?

  4. Does Saffron herself care about the results of her graduation exams?

  5. Which are the two greatest Saffron’s ambitions are?

  6. Does Saffron plan to continue staying with her parents and why?

  7. Where does the girl see herself in five years time?

Section 4. Writing Activity.

4.1. Write a 120 summary of newspaper article raising problems of education or professional training (selected from English language press).
Контрольні робота№ 1.

Контрольні завдання. Варіант 2
Тема: Crime and Law Inforcement.

Reading Comprehension and Text Assessment
2.1. Read the following excerpt. Each passage in this section is followed by a group of questions to be answered on the basis of what is stated or implied in the passage. For some of the questions, more than one of the choices could conceivably answer the ques­tion. However, you are to choose the best answer; that is, the response that most accurately and completely answers the question.
There are two major systems of criminal procedure in the modern world—the adversarial and the inquisitorial. Both systems were historically preceded by the system of private vengeance in which the victim of a crime fashioned a remedy and administered it privately, either personally or through an agent.

The modern adversarial system is only one historical step removed from the private vengeance system and still retains some of its characteristic features. For example, even though the right to initiate legal action against a criminal has now been extended to all members of society (as represented by the office of the public prosecutor), and even though the police department has effectively assumed the pretrial investigative functions on behalf of the prosecution, the adversarial system still leaves the defendant to conduct his or her own pretrial investigation. The trial is viewed as a forensic duel between two adversaries, presided over by a judge who, at the start, has no knowledge of the investigative background of the case. In the final analysis the adversarial system of criminal procedure symbolizes and regularizes punitive combat. By contrast, the inquisitorial system begins historically where the adversarial system stopped its development. It is two historical steps removed from the system of private vengeance. From the standpoint of legal anthropology, then, it is historically superior to the adversarial system. Under the inquisitorial system, the public prosecutor has the duty to investigate not just on behalf of society but also on behalf of the defendant. Additionally, the public prosecutor has the duty to present the court not only evidence that would convict the defendant, but also evidence that could prove the defendant's innocence. The system mandates that both parties permit full pretrial discovery of the evidence in their possession. Finally, an aspect of the system that makes the trial less like a duel between two adversarial parties is that the inquisitorial system mandates that the judge take an active part in the conduct of the trial, with a role that is both directive and protective.

Fact-finding is at the heart of the inquisitorial system. This system operates on the philosophical premise that in a criminal action the crucial factor is the body of facts, not the legal rule (in contrast to the adversarial system), and the goal of the entire procedure is to attempt to recreate, in the mind of the court the commission of the alleged crime.

Because of the inquisitorial system's thoroughness in conducting its pretrial investigation, it can be concluded that, if given the choice, a defendant who is innocent would prefer to be tried under the inquisitorial system, whereas a defendant who is guilty would prefer to be tried under the adversarial system.

1. It can be inferred from the passage that the crucial factor in a trial under the adversarial system is

(A) rules of legality

(B) dramatic reenactments of the crime

(C) the search for relevant facts

(D) the victim's personal pursuit of revenge

2. The author sees the judge's primary role in a trial under the inquisitorial system as that of

(A) passive observer

(C) uninvolved administrator

(D) aggressive investigator

(E) involved manager

3. According to the passage, a central distinction between me system of private vengeance and the two modern criminal procedure systems was the shift in responsibility for initiating legal action against a criminal from the

(A) defendant to the courts

(B) victim to society

(D) courts to a law enforcement agency

(E) victim to the judge
4. All of the following are characteristics of the inquisitorial system that the author cites except:

(A) It encourages full disclosure of evidence.

(B) It requires that the judge play an active role in the conduct of the trial.

(C) It places the defendant in charge of his or her defense.

(D) It favors the innocent.
5. The author's attitude toward the inquisitorial system can best be described as

(A) doubtful that its judges can be both directive and protective

(B) satisfied that it has potential for uncovering the relevant facts in a case

(C) optimistic that it will replace the adversarial system

(D) wary about its downplaying of legal rules
2.2. Supply the following words and word combinations with the appropriate synonyms from the text. Comment on their stylistic value and function in the text:

  1. Struggle –

  2. Opinion –

  3. To oblige –

  4. In the focus –

  5. Above mentioned –

2.3. State the image with the help of which the trial under the adversarial system is characterized. Explain the implications (up to 5 sentences).
2.4. Translate the 2 concluding paragraphs of the given above excerpt into Ukrainian.
Section 2. Lexical Competence
2.1. Fill in the blanks with the appropriate word from your active vocabulary:

1. There was the corroborative evidence to convict Tom Robinson … raping the girl.

a) in b) of c) with d) against

2. In American courts people have … an oath before testifying.

a) to give b) to take c) to sweat d) to produce

3. All people present were certain that the Negro had … the crime he was charged with.

a) done b) arranged c) committed d) perpetrate

4. The jury brought … the verdict of guilty on the evil assumption that all Negroes are basically immoral beings.

a) up b) against c) in d) down

5. When the speaker was … … his speech, somebody interrupted him.

  1. in the middle of …, b) half way through, c) in the middle down, d) in the middle up

6. The boss told his employees to smarten … and increase their weekly output.

  1. high b) over c) up d) out

7. You’ve lost my book, so I’ll take yours …

  1. back b) in exchange c) as a result d) as well

8. Two women exchange … and left the room.

  1. words b) letters c) quarrels d) arguments

9. The train made a sudden … and stopped.

  1. pull b) tug c) jerk d) luck

10. The dog’s nose … as it smelled the sausage

  1. moved b) twitched c) trembled d) fluttered

11. Tom’s attempt to shift the … onto his companion met no response.

  1. guilt b) blame c) fault d) criticism

12. His … were not very substantial, but they were treated as serious brain-teasers

  1. blame b) gaps c) faults d) problems

13. His … and merits were accepted as something indivisible

  1. faults b) guilt c) blame d) deficiency

14. If anything had gone wrong, I would have had to take the …

  1. fault b) guilt c) blame d) deficiency

15. The burglar was taken to the Police station and … with breaking and entering.

a) indicted b) accused c) charged d) tried

16. I hate the way she looks … on people.

  1. down b) at c) up d) for

17. Mr. Brawn knew very well that his business was …

  1. in danger b) at stake c) uncertain d) not successful

18. The criminal was sentenced to life …

  1. custody b) detention c) incarceration d) imprisonment

19. No … reason could be given for his conduct.

  1. good b) sound c) safe d) interesting

20. I always trust … chance.

  1. a b) in c) to

2.2. Translate into English using your topical and active vocabulary:
1. Хоч багато свідків свідчили на користь підсудного, присяжні визнали його винним та засудили до великого терміну ув’язнення.

2. Том Робінсон був не винен у зґвалтуванні білої дівчини, але вирок присяжних поставив його життя на карту.

3. В американських судах, коли свідчення чорношкірої людини протистоїть слову білої людини, біла людина завжди виграє діло, із чорним ніколи не чинять по справедливості, навіть якщо його невинність очевидна.

4. Не зважаючи на відсутність прямих доказів у справі Тома Робінсона та протиріччя у свідченнях свідків, не зважаючи на те, що справа була ясною та простою, Том був засуджений на смерть.

5. За таких обставин підсудного могли врятувати лише неспростовні докази його невинності.

6. Новий закон вступить у силу з нового року.

7. Я відчуваю себе винною, за те, що не розповіла вам все одразу.

8. Ти звинувачуєш мене, що прийша із запізненням, але ти сам призначив мені цю годину.

9. Авто різко рушило з місця й набрало неабияку (велику) швидкість.

10. Лікар завжди повинен бути уважним, хоб до нього не звернувся.

Section 3. Listening Comprehension.
Like Going Shopping”

3.1. Listen to Martin describing a crime and answer the following questions:

  1. In which city did the crime occur?

  2. In what sort of area did the story begin?

  3. What was noticeable about the girl?

  4. How did the crime begin? What seemed to be happening first?

  5. When did he realize what was really happening?

  6. “Either option seems ridiculous”. What are the options mentioned?

  7. How did the other passengers react during the crime?

  8. How many criminals were involved?

  9. “It’s like shopping.” What does Martin mean by this?

  10. Why was it lucky there was no policemen on the bus?

Section 4. Writing activity.

Choose the following writing options:

3.1. Write an account of a crime (true or imaginary) you have witnessed (120 words).

3.2. Write a 120 word summary of a newspaper article related to the problem of crime and law enforcement ( selected from the English –language press).
Критерії оцінювання контрольних робіт.
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за викладення основних фактів газетної статті (побаченої події) та дотримання основних правил композиційної побудови резюме. В резюме допускається 3-4 граматичні/ лексичні помилки, 1-2 пунктуаційні помилки.


за 84-75% привильних відповідей по трьох перших блоках завдань;

за подачу окремих фактів реферованої статті (описуваної події). Допускаються порушення правил композиційної побудови резюме. У творі допускається не більше 6-ти граматичних/лексичних помилок та до 3-х пунктуаційних помилок.

Не задовільно”:

за менше ніж 75% привильних відповідей по трьох перших блоках завдань;

за невідповідність змісту резюме тексту та газетної статті, грубе порушення або повне ігнорування правил написання резюме, наявність в резюме більше ніж 6-ти граматичних/лексичних помилок.

3. Зміст семестрового контролю

Екзамени з практики усного та писемного мовлення на ІV курсі складаються з письмової та усної частин. Написання екзаменаційних робіт проводиться заздалегідь, на одному з аудиторних занять. Усний іспит проводиться згідно з екзаменаційними білетами, кожний з яких включає два питання (зразок додається).

Вимоги до знань, умінь та навичок студентів. VII семестр

Письмова частина.

Письмова частина екзамену передбачає реферування автентичної англомовної газетної статті на одну з тем, які вивчались протягом семестру.

Обсяг статті 300-350 слів (без урахування службових слів).

Обсяг резюме 100 слів (з урахуванням службових слів).

Об’єкт перевірки: знання та навички орфографії, лексико-граматичні навички, вміння реферувати текст, вміння дотримуватись норм газетно-публіцистичного стилю.
Усний іспит.

Усний іспит складається з двох основних завдань. Перше завдання спрямоване на перевірку навичок мовленнєвої діяльності, пов’язаних з обробкою автентичного тексту (читання, переклад, реферування, лінгвостилістичний аналіз). Друге завдання передбачає перевірку навичок монологічного мовлення та знання поточної лексики.

Докладніше, об’єктом перевірки виступають:

  • знання тематичної лексики, яка вивчалась протягом семестру та знання основ лінгвостилістичної інтерпретації тексту;

  • навички читання незнайомого автентичного художнього чи публіцистичного тексту обсягом 1,5-2 сторінки;

  • навички перекладу цього ж тексту на рідну мову (фрагмент обсягом 80-100 слів на вибір викладача);

  • навички лінгвостилістичної інтерпретації/аналізу незнайомого автентичного художнього чи публіцистичного тексту обсягом1,5-2 друковані сторінки.

  • навички монологічного мовлення (роздуму-коментаря) в рамках запропонованої комунікативної ситуації.

Розмовні теми на екзамен

1. The principal tasks of higher education.

2. Higher education in the USA: opportunities and problems.

3. Higher education in Ukraine: opportunities, problems and prospects.

4. Higher education – an asset or a spiritual value?

5. The US court system.

6. The Ukrainian court system.

7. Crime as one of the vital challenges of the contemporary life.

8. Most widely spread types of crime in Ukraine.

9. Juvenile delinquency is a matter of growing concern.

10. Capital charge – a strike of justice or a crime?

Контрольна робота № 2 з курсу практики усного та писемного мовлення

для студентів факультету вечірнього та заочного навчання - здобувачів освітньо-кваліфікаційного рівня “бакалавр”
Програмні вимоги з курсу.

Семестр VIII.

Модуль 3.

Вид мовленнєвої діяльності


Навчальні посібники

та матерал для опрацювання



Музика й театр.

Man and Music.


Обов’язковий мінімум:

1. Практический курс английского языка для IV курса: Учеб. для педвузов/ В.Д. Аракин И.А. Новикова, Г.В. Аксенова-Пашковская и др. - М.: Высш. школа, 1999. – 335 с.

Unit 4. Прочитати та перекласти уривок з роману Е.Л.Доктороу “Ragtime” Doctor in the House”, опрацювати мовленнєві моделі на с. 108, сталі словосполучення с. 109, словниковий мінімум с. 11-15 та тематичний вокабуляр на с. 109-113. Виконати усно вправи 1(а) с.113; 2 с.114; 8. с. 115; 11 с. 116; 12 с. 117; 2 с. 117; 5 с. 119; 3 с. 118; 6-7 с. 120; письмово – вправи 3 с. 114; 6,10 с. 115; 4 с. 119; 9 с. 120.

Опрацювати тематичний словник с. 121-122, Прочитати текст “Understanding Music” с.122-125, усно виконати вправи 1-2 с. 125-126; 6 с.128; 7 с. 128; письмово – 5 с. 128.

2. Методичні рекомендації з курсу аналітичного читання E.L. Doctorow: Rаgtime (для студентів ІY факультету англійської мови та факультету заочного та вечірнього навчання)/ Укл. О.П. Воробйова, Г.В.Чеснокова. Морякіна І.А. – К.: Вид. Центр КДЛУ, 2002. – 28 с.

Усно опрацювати вміщені в “Рекомендаціях” матеріали та вправи.

3. Методичні рекомендації з письмової практики: Пунктуація та механіка (для студентів старших курсів факультету англійської мови)/ Укл. Г.В.Чеснокова. – К.: Вид. Центр КДЛУ, 2000. – 61 с. Опрацювати розділи 1.1.- 1.2. с. 4-17.

Додаткові джерела:

Матеріали англомовної преси, радіо та телепрограм, інтернет-джерела, художня література.

Аналітичне читання

Синтаксична організація тексту та її роль у формуванні текстового смислу.

Syntax and the message of fiction / publicistic text


Пунктуація і механіка: кінцеві розділові знаки та кома.

Punctuation: end marks and coma.

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