Внутренний экзамен по английскому языку (1 курс)

2020/2021

Учебный год

RUS

Обучение ведется на русском языке

Кто читает:

Школа иностранных языков

Статус:

Курс обязательный

Когда читается:

1-й курс, 4 модуль

Преподаватели

Андрюшкина Юлия Александровна

Антонова Юлия Владимировна

Афонина Ольга Игоревна

Баранова Татьяна Александровна

Билмэс Леонид

Борзова Надежда Александровна

Борисова Лада Вячеславовна

Бородкина Елена Владимировна

Букина Анна Викторовна

Буримская Диана Валентиновна

Бывалина Валентина Юрьевна

Вайсман Анна Сергеевна

Варкан Анна Петровна

Виклова Анна Валерьевна

Виноградова Ольга Ильинична

Володяева Елизавета Владимировна

Воронцова-Менало Анна Сергеевна

Выренкова Анастасия Сергеевна

Гаврилина Анастасия Германовна

Германович Анастасия Андреевна

Глебова Дарья Сергеевна

Григорова Наталья Сергеевна

Григорян Инна Багратовна

Гриднева Екатерина Михайловна

Данилова Елизавета Андреевна

Демченкова Оксана Андреевна

Денискина Юлия Викторовна

Долгушина Елена Анатольевна

Дошлыгина Анна Владимировна

Дурнева Софья Павловна

Дымова Елена Евгеньевна

Ефимова Алла Александровна

Замковая Мария Александровна

Зернова Виктория Игоревна

Ильченко Ольга Алексеевна

Казачкова Александра Викторовна

Калашников Александр Владимирович

Ковалёва Ирина Игоревна

Колесникова Светлана Владимировна

Колмакова Анжелика Владимировна

Комова Лилиана Валериевна

Конова Маргарита Анатольевна

Костина Юлия Викторовна

Кошелева Виктория Павловна

Красильникова Елена Михайловна

Крюкова Елена Владимировна

Кузнецова Алина Игоревна

Кузнецова Виктория Максимовна

Левина Анастасия Алексеевна

Левитская Галина Юрьевна

Лихачева Анна Владиславовна

Лосева Алла Владимировна

Лучкина Татьяна Васильевна

Майорова Наталья Геннадьевна

Макаренко Виктор Петрович

Маслова Любовь Николаевна

Медведева Екатерина Павловна

Мехтиева Наталия Владиславовна

Мирзаева Дарья Улхановна

Мироненко Екатерина Александровна

Мироненко Наталья Викторовна

Мишустина Наталья Алексеевна

Мнацаканьян Анна Никитична

Мостачева Елена Юрьевна

Нургалеева Татьяна Галинуровна

Панькина Лидия Анатольевна

Парамонова Елена Владимировна

Пелевина Ирина Анатольевна

Питра Татьяна Георгиевна

Попова Анна Игоревна

Поспелова Ксения Вадимовна

Приползина Наталья Викторовна

Ракитин Павел Юрьевич

Репникова Вероника Сергеевна

Рой Вера Вадимовна

Рокотянская Людмила Юрьевна

Рудаковская Вера Александровна

Савицкая Наталия Александровна

Свириденко Ольга Юрьевна

Семина Нелли Владимировна

Сенникова Ксения Георгиевна

Сильдимирова Марина Александровна

Соболянова Екатерина Александровна

Соколова Александра Вячеславовна

Стогниева Ольга Николаевна

Суворова Юлия Александровна

Сунгурова Татьяна Вячеславовна

Тамбовцева Ольга Борисовна

Ткаленко Дмитрий Эдуардович

Трибис Ксения Валентиновна

Троицкая Ольга Всеволодовна

Тулум Андрей Сергеевич

Утенкова Дарья Владимировна

Фадеева Ирена Викторовна

Хавронич Алина Алексеевна

Хлебникова Ирина Николаевна

Хомутский Константин Игоревич

Хотинская Анна Ивановна

Хоч Елена Петровна

Черемных Анна Евгеньевна

Шапиро Элина Диаматовна

Швец Лидия Сергеевна

Шиланкова Мария Павловна

Шихалкина Татьяна Григорьевна

Шустова Елена Дмитриевна

Эйхман Марина Михайловна

Программа дисциплины

Аннотация

The aim of this Exam is to evaluate micro and macro skills of academic discourse, which are the basis of international exams (English level B1-B2). All the exam tasks are the same for each course programme. The texts are designed to fit various English-level usage models, including non-fiction texts and articles within the framework of specific language competencies applicable for different course programmes. This exam is an integral part of each course programme. The final grade for this course is resulting.

Цель освоения дисциплины

• to assess the level of English language communication competence
• to assess the state of the students’ lexical, grammatical, listening, reading, writing and speaking skills needed for effective communication in everyday, academic and business situations

Планируемые результаты обучения

• read English language texts and comprehend the necessary information
• listen to English language texts and comprehend the necessary information
• write texts of various genres on a wide range of topics
• analyse, compare and interpret information using subject-specific vocabulary and fully formed communicative strategies
• extract and compartmentalise information into plans, tables, mind-maps, etc
• speak on a wide range of topics using genre-specific vocabulary

Содержание учебной дисциплины

• Listening
  listen to the text and complete the given tasks.
• Writing
  write an essay on the given topic.
• Speaking
  prepare and perform an argumentative monologue on the given topic.
• Reading
  read the text and complete the given tasks.

Элементы контроля

• Reading
• Listening
• Writing
  ESSAY ASSESSMENT CRITERIA (max 10 points) Word count – 250 words Structure (max 2 points) 2 points – the student uses paragraphing appropriately; there is an introduction (the task has been effectively rephrased and/or the topic sentence is clearly stated), main body and conclusion (the student summarizes the main points and/or clearly restates his/her opinion) 1 point – the student uses paragraphing appropriately, but in the introduction the task has been only partly rephrased and/or the topic sentence is not clearly stated and/or the conclusion contains some irrelevant ideas not discussed in the main body; the student either summarizes the main points or expresses/restates his/her opinion 0 points – the student uses paragraphs incorrectly or does not use paragraphs, the task hasn’t been rephrased or there is no introduction and/or there is no topic sentence in the introduction, there is no conclusion. Main body: supporting arguments (max 3 points) 3 points – each paragraph contains 1-2 arguments, all of which are fully developed, extended and supported. The student applies logic when organizing ideas. Each paragraph contains a valid topic sentence which clearly states the main idea. 2 point – each paragraph contains 1-2 arguments. One argument is inadequately developed, unclear or irrelevant, and/or not all the paragraphs contain a relevant topic sentence / not all the topic sentences are clearly stated. The student applies logic when organizing ideas. 1 point – each paragraph contains 1-2 arguments. More than one argument is inadequately developed, unclear or irrelevant, or the student addresses the task only partially (only one point of view is discussed). The student does not apply logic when organizing ideas (there might be an occasional breach in logic). 0 points – the student doesn’t adequately address any part of the task and/or the answer is completely unrelated to the task. All the topic sentences are irrelevant / there are no topic sentences. The student does not apply logic when organizing ideas. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of structures and may make 1-2 minor mistakes 1 point – the student uses a variety of structures but may make 3-4 mistakes 0 points – the student uses basic structures or a limited range of structures and/or makes more than 4 grammatical mistakes, some of which impede understanding Lexical Resource (max 3 points) 3 points – the student uses a wide range of subject-specific vocabulary attempting to use some advanced lexical items and effectively uses a wide range of cohesive devices. There may be 1-2 inaccuracies in spelling, word formation or word choice. 2 points – the student uses a sufficient range of subject-specific vocabulary, but may make 3-4 mistakes in spelling, word formation or word choice. The student effectively uses a range of cohesive devices. 1 point – the student uses a range of vocabulary, most of which is not subject-specific, may make 3-4 mistakes in spelling, word formation or word choice, some of which impede understanding. Cohesive devices are inadequate, repetitive, under- or overused 0 points - the student only uses basic vocabulary. Errors in spelling, word formation or word choice are numerous. Cohesive devices do not indicate a logical connection between ideas.
• Speaking
  SPEAKING ASSESSMENT CRITERIA (max 10 points) Students should speak for no less than 2 minutes and no longer than 3 minutes. Task achievement (max 3 points) 3 points – the student fully addresses all the parts of the task: attitude towards the given problem is expressed. There are at least 2 arguments, all of which are fully developed, extended and supported. Content corresponds with the topic of the monologue, not narrowed down or overextended. 2 points – the student addresses the task only partially, attitude is not expressed. There are at least 2 arguments, all of which are fully developed, extended and supported. Content is mostly relevant, not narrowed down or overextended. 1 point – the student addresses the task in a minimal way, attitude is not expressed, and/or the arguments are not fully developed, extended and supported. Content is partially relevant, it can be narrowed down or overextended. 0 points – the student does not address the task, the content is irrelevant. There is no structure at all. Logic and structure (max 2 points) 2 points – the student applies logic when organizing ideas, effectively uses linking devices, introductory constructions, etc. 1 point – the student applies logic when organizing ideas, but there might be an occasional breach in logic. Some of the linking devices, introductory constructions, etc. are used inappropriately. 0 points – the student does not apply logic when organizing ideas. There are no linking devices, introductory constructions, etc, and/or they are used inappropriately. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of structures and may make 1-2 minor mistakes which don’t impede understanding. 1 point – the student uses a variety of structures, but may make 3-4 mistakes which might impede understanding. 0 points – grammar and stylistic mistakes are numerous and impede understanding. Lexical Resource (max 2 points) 2 points – the student uses a wide range of appropriate vocabulary attempting to use some advanced lexical items and effectively uses a wide range of cohesive devices. 1 point – appropriate, but limited vocabulary. Phrasal verbs and/or collocations are used inappropriately. Cohesive devices are inadequate, repetitive, under-or overused 0 points – vocabulary is too limited to comment on the topic. Numerous mistakes impede understanding. Active vocabulary is not used or used inappropriately. Fluency, pronunciation (max 1 point) 1 point –Smooth and fluent speech, no pauses/repetitions/self-correction. There might be some minor pronunciation mistakes, but they don’t impede understanding. Intonation is appropriate. Individual sounds are articulated clearly. 0 points –It takes the student time to find words; he/she doesn’t fumble the words and ideas and/or makes numerous pronunciation mistakes, which impede understanding. Intonation is not appropriate.

Промежуточная аттестация

• Промежуточная аттестация (4 модуль)
  0.25 * Listening + 0.25 * Reading + 0.25 * Speaking + 0.25 * Writing

Список литературы

Рекомендуемая основная литература

• English file : upper-intermediate student's book, Latham-Koenig, C., 2019
• New language leader: upper intermediate : coursebook, Cotton, D., 2016
• New language leader: upper intermediate : coursebook, Cotton, D., 2019

Рекомендуемая дополнительная литература

• English grammar in use : a self-study reference and practice book for intermediate students: with answers, Murphy, R., 1992
• English vocabulary in use : upper-intermediate & advanced, McCarthy, M., 1997