Министерство образования и науки Российской ФедерацииФедеральное государственное бюджетное образовательное учреждение

высшего образования «Нижневартовский государственный университет»Факультет экологии и инжиниринга

УТВЕРЖДАЮДекан факультета

__________________/__В.Б. Иванов ___/ (подпись) (Ф.И.О.)

«29» марта 2017 г.

Рабочая программа дисциплиныБ1.Б.01 Иностранный язык

Вид образования: Профессиональное образование

Уровень образования: Высшее образование бакалавриат

Квалификация выпускника: Бакалавр

Направление подготовки: 13.03.01 «Теплоэнергетика и теплотехника»

Направленность (профиль) образовательной программы:

«Промышленная теплоэнергетика»

Тип образовательной программы: Программа академического бакалавриата

Форма обучения: очная

Срок освоения образовательной программы:

4 года

Номер внутривузовской регистрации образовательной программы:

13.03.01(48)-17-О

Нижневартовск, 2017г

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1. Цели освоения дисциплиныОсновной целью курса является повышение исходного уровня владения иностранным

языком, достигнутого на предыдущей ступени образования, и овладение студентами необходимыми достаточным уровнем коммуникативной компетенции для решения социально-коммуникативных задач в различных областях бытовой, культурной, профессиональной и научнойдеятельности при общении с зарубежными партнерами, а также для дальнейшего самообразования.Изучение иностранного языка призвано также обеспечить:

повышение уровня учебной автономии, способности к самообразованию; развитие когнитивных и исследовательских умений; развитие информационной культуры; расширение кругозора и повышение общей культуры студентов; воспитание толерантности и уважения к духовным ценностям разных стран и

народов.В контексте вышеуказанных требований в рамках коммуникативной направленности

изучения иностранного языка, которая является системообразующим фактором, в неязыковом вузевыделяются четыре аспекта цели обучения: 1) учебный практический аспект; 2) воспитательныйаспект; 3) образовательный аспект; 4) развивающий аспект.

Учебный практический аспект. Практической целью при обучении иностранному языку внеязыковых вузах является формирование у студента способности и готовности к межкультурнойкоммуникации, что предполагает развитие умений опосредованного письменного (чтение иписьмо) и непосредственного устного (говорение и аудирование) иноязычного общения.Обучающиеся должны уметь пользоваться иностранным языком в устной и письменной формах,то есть владеть четырьмя видами речевой деятельности: аудированием, чтением, говорением,письмом и связанными с ними тремя аспектами языка – лексикой, фонетикой, грамматикой.

Воспитательный аспект обучения предполагает формирование у обучающихся системынравственно-моральных ценностей; оценочно-эмоционального отношения к миру; положительногоотношения к культуре народа, говорящего на изучаемом иностранном языке, способствующегоразвитию взаимопонимания, толерантности; воспитание ответственности за свои поступки,эстетическое и духовное развитие личности. Для реализации данного аспекта необходимоиспользовать содержательные (подбор соответствующих текстов и заданий к ним) иорганизационные (обсуждение проблем, формирование умения выносить свое ценностноеотношение к возникающим/обсуждаемым проблемам) возможности при обучении иностранномуязыку.

Образовательный аспект предполагает понимание особенностей мышления;приобретение знаний о культуре, реалиях и традициях стран изучаемого языка; представление одостижениях национальных культур в развитии общечеловеческой культуры, включениеобучающихся в диалог культур; понимание знаний о строе изучаемого иностранного языка, егосистеме, особенностях, сходстве и различиях с русским языком; удовлетворение личныхпознавательных интересов.

Развивающий аспект, осуществляемый в процессе освоения опыта творческойпоисковойдеятельности, предполагает формирование механизма языковой догадки и умения переноса знанийи навыков в новую ситуацию на основе осуществления широкого спектра проблемно-поисковойдеятельности; формирование и развитие языковых, интеллектуальных и познавательныхспособностей; ценностных ориентаций, чувств и эмоций; способности и готовности вступать виноязычное общение, потребности в дальнейшем самостоятельном изучении иностранного языка.

2. Место дисциплины в структуре ОП бакалавриата Дисциплина «Иностранный язык» относится к базовой части в структуре ОП

Для освоения данной дисциплины (модуля) студент должен:Знать: лексический минимум в объеме, установленном программой средней школы;

основные грамматические явления, правила речевого этикета.Уметь: вести монологическую и диалогическую речь в рамках изученных тем,

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установленных программой средней школы;переводить аутентичные адаптированные тексты общей тематики с английского языка на

русский со словарем;извлекать необходимую информацию из устных и письменных источников без словаря;правильно использовать грамматические структуры, лексику и термины.Владеть: навыками разговорной речи на английском языке и перевода текстов общей

тематики.

3. Перечень планируемых результатов обучения по дисциплине.3.1. Компетенции обучающегося, формируемые в результате освоения дисциплины

согласно матрице соответствия компетенций и составляющих ОП:В результате изучения дисциплины студент должен обладать: общекультурными компетенциями: – способностью к коммуникации в устной и письменной формах на русском и иностранномязыках для решения задач межличностного и межкультурного взаимодействия (ОК-5)

3.2. Планируемые результаты обучения по дисциплине, соотнесенные сформируемыми компетенциями.

По окончании курса обучения иностранному языку обучающиеся должны: Знать: – основные фонетические, лексические и грамматические явления английского языка, позволяющие использовать его как средство коммуникации; – лексический минимум в объеме 4000 учебных лексических единиц общего итерминологического характера; основные способы словообразования;

специфику артикуляции звуков, интонации, акцентуации и ритма нейтральной речи в изучаемом языке; чтение транскрипции;

грамматические навыки, обеспечивающие коммуникацию без искажения смысла приписьменном и устном общении общего характера; грамматические явления;

культуру и традиции стран изучаемого языка, правила речевого этикета; Уметь:– использовать знание английского языка в профессиональной деятельности и межличностном общении;– понимать и использовать языковой материал в устных и письменных видах речевой деятельности на английском языке; – использовать на практике приобретенные учебные умения, в том числе определенные приемы умственного труда. Владеть:– способностью к деловым коммуникациям в профессиональной сфере, способностью работать в коллективе; – навыками продолжения коммуникативного акта в условиях недостатка языковых знаний или непредвиденного развития речевой ситуации с использованием компенсационных механизмов; – навыками критического восприятия информации на английском языке.

4. Структура и содержание дисциплины «Иностранный язык»

Общая трудоемкость дисциплины составляет 6 зачетных единиц 216 часов.

4.1. Объем дисциплины и виды учебной работы:Вид учебной деятельности Всего часов Семестры

1 2Аудиторные занятия (всего) 60 20 40

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В том числе:ЛекцииПрактические занятия (ПЗ) 60 20 40Самостоятельная работа (всего) 129 52 77Вид аттестации 27 зачет Экзамен (27)Общая трудоемкость (часы) 216 108 108Зачетные единицы 6 2 4

4.2. Разделы дисциплины и виды учебной работыРаспределение часов дисциплины по темам

Раздел дисциплины Виды учебной работы,включая

самостоятельнуюработу студентов и

трудоемкость

Форма текущего контроляуспеваемости

Форма промежуточнойаттестации (по семестрам)

Лексическая тема Грамматическая тема

практические

контроль

СРС

I семестрОпределение уровня входных знаний 2 Входная диагностика: тест с

последующим обсуждени-ем результатов

Я и моя семья Семейные традиции, уклад жизни. Дом, жилищныеусловия. Досуг иразвлечения в семье.Семейныепутешествия.

Особенности фонети-ческого строяанглийского языка. МестоимениеИмя существительное Глагол “to be”. Глагол“to have”АртикльИмя прилагательноеНаречиеИмя числительноеОборот there is/there are

10 28 Лексико-грамматический анализтекста;Эссе “About myself”Грамматический тест;Монологическое высказывание “My Family”

Я и мир. Я и моеобразование. Высшееобразование в России иза рубежом. Рольвысшего образованиядля развития личности. Уровни высшегообразования.Квалификации исертификаты.Студенческая жизнь вРоссии и за рубежом.История и традициимоего вуза. Жизньстудента НВГУ.

Глагол. Активный залог:настоящее время, прошедшее время.

8 28 Лексико-грамматический анализтекста;Круглый стол «Роль высшего образования для развития личности»;Грамматический тест.Монологическое высказывание “My University”;

Я и мир. Я и моябудущая профессия.Язык как средствомежкультурногообщения. Иностранныеязыки и их роль вбудущейпрофессиональнойсфере, при знакомстве

Глагол. Активный залог:будущее время.

10 22 Лексико-грамматический анализтекста;Грамматический тест;Эссе «Why do I learn English» «My future profession»Итоговая контрольная работа

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с культурой странизучаемого языка.Знание ИЯ – залогпрофессиональногоуспеха. Рольиностранного языка всовременном мире. Современный мирпрофессий, рыноктруда и проблемыпрофессиональнойдеятельности. Мирпрофессий в сфереэлектроэнергетики.Итого 1 семестр: 30 78 Зачет

2 семестр

Транспорт иЭкология История развитиятранспорта.Современные видытранспорта.Безопасностьдвижения.Электромобиль и егопреимущества.Основные причины ивиды загрязненияокружающей среды.Примеры глобальных илокальныхэкологическихкатастроф.Экологическиепроблемы родногогорода. Пути решенияэкологических проблемв современном мире.

Глагол. Страдательный залог.Модальные глаголы и их эквиваленты

12 21 Лексико-грамматический анализтекста;Круглый стол «Экологические проблемы родного города»;Грамматический тест.Эссе « Protection against Environ-mental Pollution» «Kinds of Transport,Its Negative & Positive Impact on Nature & Human Beings»

Электричество. Егоприрода и свойства.Основные сферыприменения. Знаменитые ученые иоткрытия в областиэлектричества.Природные источникиэнергии: традиционныеи нетрадиционные.Виды электрическихстанций. Новыеоткрытия в областиэлектричества (способыпередачиэлектроэнергии ,энергосберегающиетехнологии). Электрическийтранспорт,электрификацияжелезных дорог.Преимущества

Неличные формы глагола

18 30Лексико-грамматический анализтекста;Эссе “ Traditional & Non-Tradi-tional Sources of Enegy, Types of Electric Power Stations, Power Supply Systems” Грамматический тест;Монологическое высказывание “Electricity Origin & Properties, Applications”Итоговая контрольная работа

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электрической тяги посравнению с другимивидами тяги Итого 2 семестр: 30 27 51

Итого 60 216

4.3. Содержание учебного материала по разделам (темам)I. Предметное содержание речи

Раздел 1. Я и моя семьяТема 1. Моя семья.Тема 2. Семейные традиции, уклад жизни. Тема 3. Дом, жилищные условия.Тема 4. Досуг и развлечения в семье.Тема 5. Семейные путешествия.

Раздел 2. Я и мир. Я и мое образованиеТема 1. Высшее образование в России и за рубежом.Тема 2. Роль высшего образования для развития личности.Тема 3 Уровни высшего образования. Квалификации и сертификаты.Тема 4. Студенческая жизнь в России и за рубежом. История и традиции моего вуза. Жизнь

студента НВГУ.Раздел 3. Я и мир. Я и моя будущая профессия.

Тема 1. Язык как средство межкультурного общения. Иностранные языки и их роль вбудущей профессиональной сфере, при знакомстве с культурой стран изучаемого языка. ЗнаниеИЯ – залог профессионального успеха. Тема 2. Роль иностранного языка в современном мире. Тема 3. Современный мир профессий, рынок труда и проблемы профессиональнойдеятельности. Мир профессий в сфере электроэнергетики.

Раздел 4. Транспорт и Экология Тема 1 История развития транспорта. Современные виды транспорта. Безопасность движения.

Электромобиль и его преимущества. Тема 2. Основные причины и виды загрязнения окружающей среды. Примеры глобальных и

локальных экологических катастроф. Экологические проблемы родного города. Пути решенияэкологических проблем в современном мире. Раздел 5. Электричество. Его природа и свойства. Основные сферы применения. Тема 1. Знаменитые ученые и открытия в области электричества. Тема 2. Природные источники энергии: традиционные и нетрадиционные. Видыэлектрических станций. Новые открытия в области электричества (способы передачиэлектроэнергии ,энергосберегающие технологии). Тема 3. Электрический транспорт, электрификация железных дорог. Преимуществаэлектрической тяги по сравнению с другими видами тяги

II. Грамматические темыТема №1

Особенности фонетического строя английского языка:Общие сведения о звуковом строе и орфографии английского языка. Произношение гласных.Произношение согласных. Правила чтения гласных букв и буквосочетаний. Правила чтениягласных: в ударном слоге, в безударном слоге. Правила чтения согласных букв и буквосочетаний.Английская интонация: восходящий и нисходящий тон, фразовое ударение.

Тема №2Имя существительное (The Noun)

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Категория числа существительных: единственное и множественное число исчисляемыхсуществительных. Существительные употребляемые только в форме единственного числа.Существительные употребляемые только в форме множественного числа. Множественное числосложных и составных существительных. Заимствования.Категория падежа существительных: общий и притяжательный падеж. Правила образованияпритяжательного падежа одушевленных существительных в единственном и множественномчисле. Абсолютное употребление притяжательного падежа. Выражение отношенияпринадлежности с помощью оборота с предлогом “of”. Функции существительных в предложении: подлежащего, дополнения, предикатива,обстоятельств, определения.

Тема №3Артикль (The Article)

Общие сведения об артикле. Виды артиклей. Употребление неопределенного артикля.Употребление определенного артикля. Отсутствие артикля.

Тема №4Имя прилагательное (The Adjective)

Общие сведения о прилагательных. Типы прилагательных. Функции прилагательных впредложении. Степени сравнения прилагательных. Особая группа. Сравнительные конструкции:as...as, not so/as... as, more (less).... than, the more ... the less, the ... the, much better.

Словообразование прилагательных с помощью префиксов, суффиксов.

Тема №5Наречие (The Adverb)

Общие сведения о наречии. Степени сравнения наречий. Словообразование наречий.

Тема №6Имя числительное (The Numeral):

Общие сведения о числительном. Количественные числительные. Порядковые числительные.Дробные числительные. Обозначение дат.

Тема №7Местоимение (The Pronoun):

Общие сведения о местоимении. Личные местоимения: категория падежа.Притяжательные местоимения: зависимая и абсолютная формы.Возвратные и усилительные местоимения. Относительные местоимения.Указательные местоимения. Неопределенные местоимения и их производные.

Тема №8Глагол “to be”

Общие сведения о глаголе. Динамичные и статичные глаголы. Переходные и непереходныеглаголы. Полнозначные, вспомогательные и служебные глаголы. Основные формы глагола.Спряжение глагола “to be” в настоящем, прошедшем и будущем времени. Основные случаиупотребления глагола “to be”. Четыре типа вопросов. Устойчивые сочетания с глаголом “to be”.

Тема №9Оборот “there is / there are”

Особенности употребления. Правила перевода на русский язык.

Тема №10Глагол “to have (got)”

Спряжение глагола “to have” в настоящем, прошедшем и будущем времени. Основные случаиупотребления. Устойчивые сочетания с глаголом “to have”.

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Тема №11Система видовременных форм английского глагола.

Времена группы Simple.Образование утвердительных, отрицательных, вопросительных форм Present, Past, Future Simple.Употребление и значение времен группы Simple.Правила орфографии. Правила перевода предложений с английского языка на русский и наоборот.

Тема №12Времена группы Continuous.

Образование утвердительных, отрицательных, вопросительных форм Present, Past, Future Continu-ous.Употребление и значение времен группы Continuous.Значение и употребление оборота “to be going to”.Правила орфографии. Правила перевода предложений с английского языка на русский и наоборот.

Тема №13Времена группы Perfect.

Образование утвердительных, отрицательных, вопросительных форм Present, Past, Future Perfect.Употребление и значение времен группы Perfect.Правила орфографии. Правила перевода предложений с английского языка на русский и наоборот.

Тема №14Времена группы Perfect Continuous.

Образование утвердительных, отрицательных, вопросительных форм Present, Past, Future PerfectContinuous.Употребление и значение времен группы Perfect.Правила орфографии. Правила перевода предложений с английского языка на русский и наоборот.

Тема №15Страдательный залог

Общая характеристика страдательного залога. Образование видо-временных форм глагола встрадательном залоге. Особенности перевода страдательных конструкций на русский язык.

Тема № 16Модальные глаголы

Общая характеристика и классификация модальных глаголов:1) модальные глаголы и их эквиваленты, выражающие возможность;2) модальные глаголы и их эквиваленты, выражающие долженствование;3) модальные глаголы и их эквиваленты, выражающие вероятность, предположение.

Тема № 17Неличные формы английского глагола.

Инфинитив.Образование форм инфинитива.Употребление и значение форм инфинитива. Значение и употребление инфинитивных оборотов.Правила орфографии. Правила перевода предложений с английского языка на русский и наоборот.

Тема № 18Неличные формы английского глагола.

Герундий.Образование форм герундия.Употребление герундия в различных функциях.Правила орфографии. Правила перевода предложений с английского языка на русский и наоборот.

Тема № 19Неличные формы английского глагола.

Причастие.

8

Образование форм причастия.Употребление причастий.Правила орфографии. Правила перевода предложений с английского языка на русский и наоборот.

5. Образовательные технологии

Образовательные технологии в рамках учебной дисциплины «Иностранный язык»рассматриваются как совокупность методов, приемов и средств, применяемых для обученияречевой деятельности на любом иностранном языке. В настоящее время методической основой обучения учебной дисциплине «Иностранный язык»является комплексное сочетание традиционных методов и инновационных технологий.

При проведении практических занятий используются различные образовательныетехнологии, такие как, технологии проблемного, проектного, дифференцированного обучения,технология деловой игры с применением групповых и индивидуальных активных методовобучения, а также нестандартные формы занятий: конкурсы, дискуссии, проекты, видеозанятия,консультации, деловые ролевые игры и другие.

Итоговые занятия по изученным темам проводятся с использованием методик деловых и

ролевых игр.

Примерно 20% (12 часов) занятий проводятся в интерактивной форме

6. Учебно-методическое обеспечение самостоятельной работы студентов. Виды самостоятельной работы студентов

№ Виды речевойдеятельности иаспекты языка

Виды самостоятельной работы

1 Чтение: просмотровое выделение основной идеи текста

ознакомительное найти необходимую информацию; извлечение основной информации по тексту

изучающее ответы на вопросы по тексту;

поисковое определение ложных и/или истинных утверждений;определение правильной последовательности текста.

2 Письмо: эссе / сочинение; перевод; тезисы; аннотация; реферат

3 Говорение: диалогическая речь; монологическая речь;комментирование фактологического материала; учебный проект по теме

4 Аудирование: ответы на вопросы по всем фактам;добавление или исключение информации;ответы на вопросы по прослушанной информации;найти необходимую информацию;ответы на вопросы по основному содержанию прослушанной информации;ответы на вопросы по прослушанной информации;определение ложных и/или истинных утверждений;определение правильной последовательности прослушанной информации.

5 Лексика (учебная, терминологическая)

работа с двуязычными словарями;образование слов методом аффиксации (продуктивные префиксы, суффиксы);составление предложений, ситуаций с новой лексикой;словарный диктант

9

6 Грамматика: анализ грамматических структур;выбор правильного варианта ответа;тест; написание конспекта по теме;итоговый тест;контрольная работа

Самостоятельная работа (индивидуальная, групповая, коллективная) является важной частьюосвоения дисциплины «Иностранный язык». Студентам предлагаются следующие формысамостоятельной работы:

a) самостоятельная домашняя работа – еженедельно;b) внеаудиторное чтение – 1 раз в месяц;c) выполнение заданий по пройденным грамматическим темам с использованием

грамматических справочников – еженедельно;d) самостоятельная работа с использованием Интернет-ресурсов – при подготовке

презентаций, проектов и т.д.;e) творческая работа (подготовка проекта, презентации) – по завершении тематического

блока;f) письменный перевод статей/информационных блоков с английского языка на русский язык

– 2 раза в месяц;g) подготовка и написание эссе/аннотаций – один раз в месяц;h) самостоятельное прослушивание аудиозаписей/просмотр видеофрагментов и выполнение

соответствующих им заданий – 2 раза в месяц.

7. Учебно-методическое и информационное обеспечение дисциплины (модуля) 7.1. Основная и дополнительная литература

Распределение

учебныхизданий(включая

учебники иучебныепособия):

О -Основное /

Д -Дополните

льное( О / Д )

Автор, название, издательство, годиздания учебной и учебно-методической

литературы

Годиздани

я

Формаиздания:

печатное /электронное

Количествоэкземпляров

(печатныеиздания) /

Количествоключей

доступа вЭБС

(электронныеиздания)

Местахранения(печатныеиздания) /Ссылка на

ресурс(электронны

е издания)

1 2 3 4 5 6

O

Английский язык: учебное пособие для студентов заочного отделения неязыковых факультетов/ Сост.Л.И.Колесник, С.П.Микитченко, Н.Н.Осипова, М.П.Трофименко. – Нижневартовск: Изд-во Нижневарт. гос. ун-та, 2015. – 291 с.

2015 печатное 30 АБ-К4

O

Английский язык для технических вузов:учеб. пособие для студентов мл. курсов,

обучающихся по техн. специальностям/ Г. В.Шевцова, Л. Е. Москалец. - 3-е изд.. - М.:

Флинта: Наука, 2011. - 390, [1] с.

2011печатное 15

АБ-К2

10

O

Grammarway 4/ J. Dooley, V. Evans. - [New-bury]: Express Publishing, 2009. - 224 с.:

цв.ил.. - (English grammar book). - На англ. яз. 2009 печатное 9 АБ-К4

д

Бочкарева Т.С. Английский язык [Электронный ресурс]: учебное пособие по английскому языку/ Бочкарева Т.С., Чапалда К.Г.— Электрон. текстовые данные.— Оренбург: Оренбургский государственный университет, ЭБС АСВ, 2013

2013

http://www.iprbookshop.ru/30100.— ЭБС «IPRbooks», попаролю

Д

Беликова Е. Английский язык [Электронный ресурс]: учебное пособие/ Беликова Е.— Электрон. текстовые данные.— Саратов: Научная книга, 2012.

2012http://www.iprbookshop.ru/8177.— ЭБС «IPRbooks», попаролю

7.2. Программное обеспечение, профессиональные базы данных и информационныесправочные системы

Программное обеспечение дисциплины подлежит ежегодному обновлению (сведенияуказаны в Приложении 10 к основной профессиональной образовательной программе – СПРАВКА«Программное обеспечение образовательного процесса»).

Программное обеспечениеНаименование программного

обеспечения, используемого приизучении дисциплины

Реквизиты лицензионного соглашения

MicroSoft Windows Договор поставки № 09/02-14-223 от 11.06.2014

MicroSoft Office Лицензии Майкрософт №№: 44235773, 43344894, 60339642,60497930, 60905228, 61308389, 62181716, 48976042, 63641708,

643026387-Zip Свободно распространяемое ПО. Лицензия 7-Zip

Abbyy FineReader 10 Счет-фактура №Tr019369 от 09.06.2010

Adobe Reader Свободно распространяемое ПО. Лицензия Adobe

Google Chrome Свободно распространяемое ПО. Лицензия Google Chrome

Антивирус Касперского 10 Лицензионный договор №492 от 27.05.2016

Профессиональные базы данных и информационные справочные системы:Наименование профессиональных баз данных и

информационных справочных системСсылка

Справочно-поисковая система Консультант Плюс В сети интернет:http://www.consultant.ru/

В сети НВГУ:\\vcrs.nvsuedu.ru\consultant\cons.exe

Базы данных оборудования Nanocad http://www.nanocad.ru/products/show_folder.php?cmp_name=list.databases&productID=25286&sectionID=2235

Программное обеспечение Siemens http://low-medium-voltage.siemens.ru/products/soft-ware/

11

Energy-University Schneider-Electric(в том числе техническая коллекция)

http://www.schneider-electric.ru/ru/work/energy-uni-versity/

Каталог электрооборудования Электрощит Самара https://electroshield.ru/catalog/Каталог, паспортные данные ОАО Электровыпрямитель

http://www.elvpr.ru/products/index.php

Продукция ОАО «Самарский Трансформатор» http://www.unitedenergy.ru/product/Каталог Чебоксарский электрозавод Трансформатор

http://www.cheb-transformator.com/catalog

ЭМЗ Электромашиностроительный завод http://e-m-z.ru/catalogЭлектрощитовое оборудование Челябинский завод электрооборудования

https://www.chelzeo.ru/catalog/

Продукция Релематика http://relematika.ru/produkty/Каталог ABB http://www.abb.ru/ProductGuide/Техническая поддержка (методики расчета уставок) ООО «НТЦ Механотроника»

http://www.mtrele.ru/support/raschet_ustavok/

Росэнергосервис. Электронная библиотека по энергетике

http://lib.rosenergoservis.ru/energotehnika/41-kattehnika/55-123.html

Электронная библиотека http://www.electrolibrary.info/Электроспец. Электронная библиотека http://elektrospets.ru/books-elektrooborudovanie.php

8. Материально-техническое обеспечение дисциплины

Номераудитори

и

Наименование оборудованныхучебных кабинетов, объектов для

проведения практическихзанятий, объектов физическойкультуры и спорта с перечнем

основного оборудования

Адрес (местоположение)учебных кабинетов, объектовдля проведения практическихзанятий, объектов физической

культуры и спорта (с указаниемномера помещения в

соответствии с документамибюро техническойинвентаризации)

Собственность или иноевещное право (оперативноеуправление, хозяйственное

ведение), аренда, субаренда,безвозмездное пользование

Документ - основаниевозникновения права

(указываются реквизиты исроки действия)

413 Учебная аудитория 312 (длязанятий лекционного типа,

семинарского типа, курсовогопроектирования (выполнениякурсовых работ), групповых и

индивидуальныхконсультаций, текущего

контроля и промежуточнойаттестации): Кафедра - 1шт

Системный блок - 1шт.Монитор 17" Beng TFT T721

– 1шт.Проектор V11H233040 Epson

EMP-1810:LCD – 1 шт.Стол преподавателя -1шт

Шкаф лабораторныйпристенный секционный –

2шт.Шкаф для учебных пособий -

4 шт.Стол письменный "ольха" – 1

шт.Телевизор Sаmsung 25D8 -

1шт. Экран на штативе Matte White

S 200х200 Professional -1шт.

Стол студенческий 2-хместный - 20шт.

Стул ученический 6 ростовойгруппы - 38шт. (3 шт.)

Доска меловая аудиторная -1шт.

Жалюзи вертикальные – 3 шт.

628611, Тюменская область,Ханты-Мансийский

автономный округ -Югра,город Нижневартовск,

улица Дзержинского, д. 11,третий этаж , помещение29.

Оперативное управление Свидетельство огосударственной

регистрации праваповторное, взамен

свидетельства:01.03.2013; 11.11.2013

Дата выдачи: 01.04.2016№ 86-АА 042962 Срок действия -

бессрочно.

12

Рабочая программа составлена на основании федерального государственногообразовательного стандарта высшего образования направления (специальности) 13.03.01«Теплоэнергетика и теплотехника», утвержденного приказом Министерства образования и наукиРоссийской Федерации № 1081 от «1» октября 2015 г.

Составитель рабочей программы: Микитченко С.П., к.п.н, доцент кафедры иностранных языков ФИО ученая степень, звание, должность

СОГЛАСОВАНО

Рабочая программа одобрена на заседании кафедры энергетики

Протокол № 2 от «2» февраля 2017 г.

Заведующий кафедрой _________________ /Г.В. Мальгин/ (подпись) (Ф.И.О.)

13

Дополнения и изменения в рабочей программе дисциплины на 2018/2019 учебный год

В рабочую программу вносятся следующие изменения:1) Обновление информации о наличии печатных и электронных образовательных иинформационных ресурсов, перечня основной и дополнительной литературы;2) Обновление информации о составе программного обеспечения, профессиональных базданных и информационных справочных системах, используемых в образовательном процессе;3) Актуализированы: фонды оценочных средств.

Рабочая программа пересмотрена на заседании кафедры энергетики

Протокол № 3 от «01» марта 2018 г.

Заведующий кафедрой* _________________ /Г.В. Мальгин/ (подпись) (Ф.И.О.)

*подписывает заведующий выпускающей кафедры

14

Министерство образования и науки Российской ФедерацииФедеральное государственное бюджетное образовательное учреждение

высшего образования «Нижневартовский государственный университет»Факультет экологии и инжиниринга

Приложение 1к Рабочей программе дисциплины

Фонд оценочных средств дисциплиныБ1.Б.01 Иностранный язык

Вид образования: Профессиональное образование

Уровень образования: Высшее образование бакалавриат

Квалификация выпускника: Бакалавр

Направление подготовки: 13.03.01 «Теплоэнергетика и теплотехника»

Направленность (профиль) образовательной программы:

«Промышленная теплоэнергетика»

Тип образовательной программы: Программа академического бакалавриата

Форма обучения: очная

Срок освоения образовательной программы:

4 года

Номер внутривузовской регистрации образовательной программы:

13.03.01(48)-17-О

Нижневартовск, 2017г.

Технологическая карта

15

I семестр

СрокиКомпетенции(компоненты)

Наименование оценочногосредства с указанием темы/

раздела

Количество балловМинимальное(пороговое)

Максимальное

Текущая аттестациясентябрь

(2 неделя)ОК-5

Входной тест 1 3

сентябрь (3 неделя)

ОК-5Устное сообщение «My Family» 3 5

сентябрь (4 неделя)

ОК-5Лексико-грамматический тест 3 5

октябрь(1 неделя)

ОК-5 Устное сообщение «Students’ ac-tivity»

3 5

октябрь(2 неделя)

ОК-5Проект «Travelling» 3 5

октябрь(3 неделя)

ОК-5Лексико-грамматический тест 3 5

октябрь(4 неделя)

ОК-5 Устное сообщение «Advantages

and disadvantages of Higher Edu-

cation in Russia»

3 5

ноябрь(1 неделя)

ОК-5 Эссе «Higher Education in the

USA and Great Britain»3 5

ноябрь(2 неделя)

ОК-5 Круглый стол «Our University:

History and nowadays »3 5

ноябрь( 3 неделя)

ОК-5Лексико-грамматический тест 3 5

ноябрь(4 неделя)

ОК-5 Эссе «Foreign Languages in our

life»3 5

декабрь (2 неделя)

ОК-5 Диспут «Foreign Languages and

my future profession»3 5

Декабрь (4 неделя)

ОК-5Контрольная работа №1 6 12

Промежуточная аттестацияОК-5 Зачет 15 30

ИТОГО баллов 55 100

16

Технологическая картаII семестр

СрокиКомпетенции(компоненты)

Наименование оценочногосредства с указанием темы/

раздела

Количество балловМинимальное(пороговое)

Максимальное

Текущая аттестация

февраль(2 неделя)

ОК-5 Конкурс на лучшийпрофессионально-ориентированный перевод

1 3

февраль (4 неделя)

ОК-5 Устное сообщение « My future profession in the sphere of power en-gineering»

3 5

март(1 неделя)

ОК-5Эссе «Transport: «Electric vehicles» 3 5

март(2 неделя)

ОК-5 Диспут «Environmental problems inour city»

3 5

март(3 неделя)

ОК-5Лексико-грамматический тест 3 5

март(4 неделя)

ОК-5 Устное сообщение «New discover-

ies in the sphere of power engineer-

ing»

3 5

апрель(1неделя)

ОК-5 Эссе «Power stations» 3 5

апрель(2 неделя)

ОК-5 Устное сообщение «Energy-saving

technology »3 5

апрель(3 неделя)

ОК-5 Диспут «Industrial railway electri-

fication»3 5

апрель( 4 неделя)

ОК-5Лексико-грамматический тест 3 5

май(1 неделя)

ОК-5 Дискуссия «Electric traction advan-

tages……. »3 5

май (2 неделя)

ОК-5 Круглый стол «Electricity in our

life»3 5

май(4 неделя)

ОК-5Контрольная работа №2 6 12

Итоговая аттестацияОК-5 Экзамен 15 30

ИТОГО баллов 55 100

17

1. Описание процедуры использования оценочного средства в учебном процессе Выполнение лексико-грамматических тестов предполагает использование англо-русского ирусско-английского словарей, таблиц. На выполнение теста отводится 90 минут.

2. Содержание оценочного средства

ТЕСТ ДЛЯ ОПРЕДЕЛЕНИЯ ИСХОДНОГО УРОВНЯ ПОДГОТОВКИ.

Выберите правильный вариант для заполнения пропуска:1. My name ___ Kathy.

A are B is C will D am

2. She ______ from Russia.A not B isn't C aren't D hasn't

3 . ____ you work for IKEA?A Do B Have C Does D Are

4. This is ______ pen.A a Peter's B Peter's C Peter D Peters

5. I like _____ to the theatre.A going B coming C to going D go

6. _____ he love her?A Is B Are C Do D Does

7. _______ some paper on your desk.A There are B There aren't C There isn't D There is

8. ______ a glass of sherry?A I can have B Can I C Can I have D Have I can

9. She ______ tea for breakfast.A has always B always has C always having D having

10. They like watching films ______ television.A on B at C in D of

11. She ____ play the piano.A do can B can C does can D can to

12. Where were you born? I ________ in Madrid.A am born B was born C were born D have been born

13. Would you like ______ water?A an B a C any D some

14. Life is getting ______ every day.A gooder B better C best D good

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15. I ______ any paper.A amn't got B hasn't C haven't got D have got

16. What ______ now? I'm eating peanuts.A you do B you are doing C are you doing D do you do

17. ______ to leave the university?A He is going B Is he going C Does he go B He going

18. I ______ in England ten years ago.A have stayed B staid C did stayed D stayed

19. What did you _____ him?A tell B say C said to D tell to

20. Would you like to go ____ the world?A about B out of C by D round

21. When she got back, the dog ________ her lipstick.A chewed B chew С was chewing D were chewing

22. He is reading ___ newspaper.A an B ___ C a D the

23. The doorbell is ringing. I ______ it.A am going to get B get C will get D got

24. You _____ to laugh if you don't like the joke.A doesn't have B mustn't C don't have D shouldn't

25. If I _____ shopping today, I'll buy some apple juice for you.A go B would go C will go D went

26. She ______ smile a lot, but now she doesn't.A used to B use to C is used D did use to

27. Football ______ all over the world.A played B is played C plays D is plays

28. If I ____ a lot of money, I would buy a house in the country.A had B have C would have D would had

29. When I arrived, the film _________.A had started yet B already had started C started already D had already started

30. She said she _____ his new car.A can to like B like C could to like D liked

31. _______ waiting long?A Have you been B You have been C Were you D Are you

32. After ______ to Manchester, the Johnsons felt much better

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A to move B moving C move D having moved

33. I want ______ at home tonightA to stay B stay C stayed D staying

34. We ______ eaten the pie by the time Mother gets home, won't we?A will B won't have C have D will have

35. If you had really seen the film you ______ said such silly things about it.A hadn't B won't have C wouldn't have D wouldn't

36. This time tomorrow she ______ her last exam.A will take B is taking C will be taking D takes

37. Please contact me ____ time you like. I'm always available.A no B some C any D anywhen

38. She can't learn anything _______. She must have some company.A with herself B on herself C at her own D on her own

39. ___ life is easy in ____ USA.A ___, the B ___, ___ C The, the D The, ___

40. I depend so much ___ youA of B on C at D in

Процедура и критерии оценивания:

Количество правильныхответов

Уровень владения языком

< 15 Beginner15-24 Elementary25-34 Pre-Intermediate35-40 Intermediate

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Лексико-грамматический тест № 11. Выберите правильный ответ:

1. We ... all from different countries.a) are b) am c) is

2. I ... fond of animals.a) isn’t b) are c) am not

3. John’s favourite sport ... football.a) am b) is c) are

4. It ... warm today.a) are b) am c) isn’t

5. Jane’s family ... very big. They are only two.a) are b) aren’t c) isn’t

6. Mary and I .... good friends.a) isn’t b) am c) are

7. ... your parents English?a) is b) are c) am

2. Заполните пропуски нужной формой глагола «to have (got)»8. Julia wants to go on holiday but she .... any money.

a) has got b) haven’t got c) hasn’t got9. Mr and Mrs Johnson ... two children, a boy and a girl.

a) haven’t got b) has got c) have got10. It’s a nice town. It .... a very nice shopping centre.

a) have got b) haves got c) has got11. I ... a car but I ... a bicycle.

a) have got, hasn’t got b) has got, hasn’t got c) have got, haven’t got12. How much money .... you ...?

a) has…. got b) have … got c) haven’t got

3. Закончите предложения, выбрав нужную форму оборота «there is/there are» .13. ... a telephone in your flat?

a) there is b) there isn’t c) is there14. ... no sugar in the sugar-basin.

a) there are b) there is c) there isn’t15. .... some beautiful flowers in this garden.

a) are there b) there is c) there are16. How many pieces of furniture ... in your study?

a) are there b) is there c) there are17. ... too much work for me to do this afternoon.

a) there are b) there is c) there isn’t

4. Заполните пропуски местоимениями “some, any” или “no” .18. My uncle Dan can’t take ... photos. He has ... camera.

a) some, any b) any, some с) any, any19. Have you got ... free time? – Yes, I have ... .

a) some, some b) any, any c) any, some20. I’m afraid there are.... letters for you today.

a) some b) no c) any21. Can you buy ... bread when you go to the shops?

a) no b) any c) some22. Nick is very clever. He can answer .... question.

a) any b) no c) some5. Закончите предложения, добавив название страны или национальности.

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23. Paola is from China. She is .....24. Pablo is from.... . He is Spanish.25. Hans is from ... . He is Finnish.26. Fergus is from Scotland. He is .... .27. Marek is from Poland. He is ... .

6. Укажите существительные во множественном числе28. a) tooth b) news c) watch d) foot e) children29. a) mistake b) person c) advice d) mice e) address30. a) information b) time c) tomato d) data e) church

7. Укажите предложения, в котором окончание «-s» является показателем притяжательного падежа.31. a) My mother’s friend lived not far from her.

b) She reads a lot.c)He’s a teacher by profession.d) The Browns are my neighbours.

32. a) Ellen lives in a village in the country.b) Tom’s got black hair.c)My grandfather’s over seventy years old already.d) When is your sister’s birthday?e)We have a big garden with a lot of flowers.

33. a) The weather’s nice today.b) These exercises are very easy.c) My daughter studies French and German at school. d) George’s wife is a doctor in a large hospital.e) Jim’s got a new car.

Лексико-грамматический тест №2Выберите правильный вариант ответа1. .… to the United States have fallen recently. A: Britain of export B: export to Britain C: Britain’s exports D: Britains exports

2. I’ve got … holiday starting on Monday. A: three of weeks B: three’s week C: weeks’ three D: three weeks’

3. Where did you have … lunch? We went to … restaurant. A: -; a B: the; - C: a; the D: the; the

4. Where’s …nearest shop? There’s one at … end of this street.a) A: a; - B: an; the C: the; the D: the; a

5. Can you tell me where … Room 25 is, please? It’s on … second floor.a) A: a; an B: -; the C: the; - D: a; the

6. I haven’t been to … cinema for ages.a) A: a B: the C: - D: an

7. Mary and I arrived at … same time. a) A: - B: an C: a D: the

8. The red dress is … than the blue one.a) A: more expen- B: most expensive C: much expensive D: expensiver

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sive9. The Atlantic is … as the Pacific.

a) A: much deep B: not as deep C: more deep D: -10. It was an awful day. It was …day of my life.

a) A: bad B: badly C: worse D: the worst11. Our hotel was … than all the others in the town.

a) A: more cheaper B: cheaper C: cheapest D: cheap12. I … eat meat. I am a vegetarian.

a) A: always B: never C: usually D: sometimes13. The driver of the car had … injuries.

a) A: seriously B: badly C: serious D: terriblly 14. It’s 10 o’clock and Tom hasn’t got up … .

a) A: still B: already C: no longer D: yet 15. The … second text is easy.

A: hundred B: twenty-one C: two D: second 16. He died in … .

A: nineteen sixtieth B: nineteen sixty C: one thousand nine hundred sixty

D: nineteen hundred sixty

17. This dress costs $ 34.10A: thirty-four dol-lars, ten cent

B: thirty-four dollars and ten cent

C: thirty-fourth dollars and ten cent

D: ten cent and thirty-fourth dollars

18. How much is … watch?a) A: this B: it C: these D: hers

19. Can I borrow … scissors, please?a) A: your B: you C: yours D: its

20. Don’t worry about Tom and me. We can look after … .a) A: myself B: ourselves C: yourself D: them

21. You can cash these traveller’s cheques at … bank.a) A: any B: some C: somewhere D: anyone

22. It was a public holiday, so there were … shops open.a) A: some B: any C: no D: none

23. There is … at the door. Can you go and see who it is?a) A: anybody B: somebody C: nothing D: somewhere

24. I’m not very busy today. I haven’t got … to do.a) A: many B: more C: some D: much

25. I … never late for class.a) A: am not B: is C: am D: are

26. … you happy when John came to visit you?a) A: was B: were C: aren’t D: am

27. My aunt … two dogs and a parrot.a) A: hasn’t B: have C: has got D: haves

28. Julie … a party last week.a) A: had B: have C: having D: has

29. … a bookshop near here? Yes, … one in Hill Street.a) A: are there;

there isn’t B: is there; there is

C: was there;there is

D: are there;there were

30. … a lot of salt in the soup.a) A: there is B: there were C: there weren’t D: there was

31.… anything on television, so I turned it off.a) A: there is B: there isn’t C: there wasn’t D: there were

32. She … a glass of fresh milk every morning.a) A: is drinking B: drinks C: drink D: drank

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33. I … she is between twenty and twenty-five years old.A: think B: thinks C: ’m thinking D: don’t think

34. Helen … the flowers yesterday.A: watered B: has watered C: was watering D: waters

35. Somebody … the doorbell while we were having dinner. A: rings B: were ringing C: rang D: ringed

36. Be careful with this or you … drop it.A: will B: are going C: are D: is going

37. Can you wait for me? I … be very long.A: will B: shall C: won’t D: are

38. We … dinner when Julie phoned me.A: had B: were having C: have D: has

39. Bob was playing the piano while Greg … when I called on them.A: sleeps B: was sleeping C: slept D: has slept

40. … you … to the radio? No, you can turn it off.A: are … listening B: is … listening C: have listen D: was listen

Лексико-грамматический тест № 3Выберите правильный вариант для заполнения пропуска:1.'What time does the train leave?' 'I think it ..... at 2 o'clock.'

a) leaves b) has been leaving c) has left

2. 'What is Jill doing these days?''She.................for a job for six months.'

a) is looking b) has been looking c) looks

3. 'Have you been for a walk?''Yes. I often..........for walks in the evenings.'

a) have gone b) am going c) go

4. 'Who does your hair for you?' 'My mother usually.......it.'

a) is cutting b) cuts c) has cut

5. Liz and I are good friends. We ………each other for four yearsa) know b) have known c) have been knowing

6. We … for two hours when we stopped for a rest.a) were driving b) drove c) have been driving d) had been driving

7. My husband … to work by the time I woke up.a) had been going b) went c) was going d) had gone

8. Mary … dinner when her husband came home.a) cooked b) was cooking c) has been cooking d) had cooked

9. Lucy … a letter to her sister last night.a) had written b) was writing c) wrote d) had been writing

10. My friend was relieved to hear that he … the exam.

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a) had been passing b) was passing c) had passed d) passed

11. I saw Jim this morning. He … … for the bus.a) ran b) was running c) had run d) had been running

12. Keri was angry. She … … for Sarah for two hours.a) had been waiting b) was waiting c) waited d) has waited

13. They … … their grandparents for a long time before they decided to go to see them.a) hadn't visited b) weren't visiting c) didn’t visit d) haven’t visited

9. She … … hate washing up, but now she likes it.a) used to b) is used to c) was used to d) use to

10. They… … basketball yesterday.a) were playing b) play c) had played d) played

11. Nick cut himself when he … ….a) had shaved b) shaved c) was shaving d) is shaving

12. I … … in England ten years ago.a) have stayed b) was staying c) had been staying d) stayed

13. When I arrived, the film … ….a) already had started b) had started yet c) had already started d) started already

14. This time tomorrow, I … to the managing director.a) will talk b) talk c) is talking d) will be talking

15. His parents think she … an actor today.a) will become b) is becoming c) becomes d) has become

16. By next weekend, Tom … the projecta) will be finishing b) will have finishedc) will be finished d) will finish

17. I hope life … in the 21st century. a) will have changed b) change c) will change d) is changing

18. By the time my mother retires, she … for the same company for 25 years.a) will work will be working has worked will have been working

19. I’m too tired to walk home. I think I … a taxi.a) takes b) will take c) has taken d) will be taken

20. What … you … on Saturday evening?a) does … do b) are … doing c) does d) will have done

21.Independence Day ___________ by Americans on July 4. a) was celebrated b) had been celebrated c) is celebrated

22.“Was Tom pleased with the newspaper article about him?” “No. He was angry because his name ________wrong”a) was spelt b) is spelt c) had been spelt

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23. Many towns __________ by the earthquake in Japan last year.a) have been destroyed b) has destroyed c) were destroyed

24. “Did you hear about the robbery last week?” “Yes. The suspects _________already.”a) were arrested b) will have been arrested c) have been arrested

25. When he entered the hall the most dangerous tricks _____________.a) are being performed b) will be performed c) were being performed

26. Don’t leave your bicycle outside. It_________.a) is stolen b) will have been stolen c) will be stolen

27. The applicants __________ by 6 p.m. tomorrowa) will be interviewedb) will have been interviewed c) are being interviewed

28. Jane didn’t go to the meeting yesterday. It _______________a) is cancelled b) had been cancelled c) was cancelled

29. I am going home now because all the work __________ .a) was done b) had been done c) has been done

30. The bank __________ by the time I was free.a) was closed b) had been closed c) was being close

31. I_______ never _______how to play chess. a) was … taught b) haven’t … been taught c) have … been taught

32. Usually lunch ___________ from 12.00 to 12.00a) is being served b) serves c) is served

33. The Statue of Liberty ___________ to America by the French.a) was given b) was being given c) had been given

34. The experiment ____________ by the scientists at this time yesterday.a) is being done b) was doing c) was being done

35. The test papers ___________ now.a) were handed out b) are being handed out c) are handed out

36. All these beautiful things you can see ___________ by Sophie a) was made b) are being made c) have been made

37. My teeth __________ by the dentist tomorrowa) are checked b) will have been checked c) will be checked

38. I’m afraid I can’t lend you my camera. It ____________ still.a) is repaired b) has been repaired c) is being repaired

39. By the year 2030 human labour in industry __________ by robots.a) will be replaced b) will have been replaced c) will have replaced

40. All the information _____________ before the detective handed in his report.a) had collected b) was collected c) had been collected

Лексико-грамматический тест № 4

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I. Выберите один вариант ответа, который, по вашему мнению, является правильным.1. I … the contract if I had read it properly. A will have signed B wouldn’t have signed C didn’t sign

2. The files aren’t here – I … them back at the office. A have left B must be leaving C should have left

3. I haven’t seen Simone for ages – she … in a different department. A should work B needn’t have worked C must be working

4. It’s a pity we sold the shares when we did – we … them for another couple of months. A should keep B should be keeping C should have kept

5. Sorry, but … you give me a hand with these boxes? A might B would C may

6. We had to get an interpreter in Japan because none of us … speak Japanese. A knew B could C were able

7. The CEO is confident that we will … increase sales by 100% next year. A be able to B can C manage

8. We … them the reminder last Monday morning because the cheque arrived in the post that af-ternoon. A needed to send B needn’t send C needn’t have sent

9. Alex … here for six months. A has been working B works C had been working

10. She went to the travel agent and … two tickets for Rome. A takes B took C were taking

11. He … that skill from his grandfather who was a magician. A was learning B had learnt C has been learning

12. Could you look after Mrs. Cervenkova tomorrow? – I can’t do it because I … back from the conference when she gets here. A was going to travel B will have travelled C will be travelling

13. Dear Karen, I am in England. I … with some English friends. A am staying B stay C have stayed

14. Hello, Mike. What are you doing here? I … to find nearby to rent. A am wanting B want C have wanted

15. At the weekend I … to the cinema. A am probably going B have probably gone C will probably go

16. All salaries … recently. A were cut B have been cut C cut

17. His raincoat … at the moment. A is being cleaned B has been cleaned C was cleaned

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18. The Capitol … in 1765. A were completed B has been being completed C was completed

19. The fire was put out … the firemen. A by B with C on

20. The fire was put out … water. A by B from C with

21. The class … mathematics at that time yesterday. A was teach B had been taught C was being taught

22. The water level … every day. A is check B is checked C must checked

23. … Janet recently? A have you met B did you meet C do you meet

24. Peggy broke the glass when she … lunch. A was having B had C had had

25. My mother … at this station for 20 years by next week. A will work B will be working C will have been working

26. How long … English when he took up German? A did he study B has he been studied C had he been studying

27. I came too late: all my papers … . A was removed B had been removed C has been removed

28. We … drive on the left in Britain. A should B ought to C have to

29. He … come more often. A ought to B would C will

30. The French Immigration office is in England. So passengers … get straight on to the train in England. A must B can C should

31. My mother says that I … go to the party till twelve o’clock. A can B must C may

32. … I open the window? It’s too stuffy here. A shall B should C would

33. As he behaves badly he … . A was punished B will be punished C are punished

34. She said that the letter … at once. A should be answered B must be answered C had to be answered

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35. She … with her housework. A was help B is being helped C will being helped

36. She said that he … before you came. A would have been sent for B will be sent for C is sent for

37. The article … by 6 o’clock. A will be translated B will be translate C will have been translated

38. It … that the delegation has left Moscow. A is report B is reported C reports

39. He tells us that the road … against the red light. A can not be crossed B must not be crossed C should not be crossed

40. The goods … tomorrow. A will be examined B will being examined C will have been examined

Процедура и критерии оценивания:– оценка «отлично» выставляется студенту, если процент правильных ответов составляет 86 –100%;– оценка «хорошо» выставляется студенту, если процент правильных ответов составляет 70 – 85%;– оценка «удовлетворительно» выставляется студенту, если процент правильных ответовсоставляет 50 – 69%;– оценка «неудовлетворительно» выставляется студенту, если процент правильных ответовсоставляет 49% и меньше.

Составитель: Микитченко С..П., канд. пед. наук, доцент кафедры ИЯ ФИО ученая степень, звание, должность

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1. Описание процедуры использования оценочного средства в учебном процессе

Для того чтобы выполнить контрольную работу №1, необходимо усвоить следующийграмматический материал:

1. Существительное. Число, падеж.2. Местоимение. Личные и притяжательные местоимения.3. Прилагательное. Степени сравнения.4. Числительное. Порядковые и количественные числительные.5. Глагол ‘to be’, ‘to have’.6. Оборот there is/are.

Выполнение контрольных работ предполагает использование англо-русского и русско-английского словарей, таблиц. На выполнение работы отводится 90 минут.

2. Содержание оценочного средства

Контрольная работа № 1

ВАРИАНТ 1

I. Напишите во множественном числе данные группы слов.

a) a thin pencil, a nice place, a simple shape, a beautiful lady, a likable child, a red potato, a simple radio,

a black bench, a big map, an expensive set, an important information, this woman, that hand, this

phenomenon, that class, the best size, the same red planet, the little green lamp, bad news, good

knowledge.

b) Преобразуйте подчеркнутые существительные во множественное число и произведите все

необходимые изменения.

1. The sheep is eating grass.

2. Her brother in law is an engineer.

3. The roof of this house is flat.

4. This is the plan of this report.

5. There is a yellow leaf on the ground.

6. This is a black tie.

c) Преобразуйте подчеркнутые существительные в единст-

венное число и произведите все необходимые изменения.

1. The wolves are stronger than the foxes.

2. The leaves are on the trees.

3. The oxen are in the yards.

4. The beautiful flowers are in the gardens.

5. There are some people in the classrooms.

6. The cases are in the lost-property offices.

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II. Объедините два существительных, используя форманты притяжательного падежа (‘s) (“ ) или (….of….). Переведите полученные словосочетания на русский язык.1) the child / name2) the test / the effect3) these men / ideas4) the result / the football match5) the children / Don and Mary6) next door neighbour / daughter

III. Переведите на английский язык словосочетания, обращая внимание на употребление

притяжательного падежа.

1. Cегодняшняя газета.

2. Друзья моих родителей — пенсионеры.

3. Стакан апельсинового сока.

4. Научные работы студентов.

5. Размер руки.

6. Это кабинет декана.

IV. Употребите There is/There are. Переведите предложения

на русский язык.

1. ………. twenty four students in our academic group.

2. ………. few children here.

3. ………… much time for this work.

4. ………… a lot of furniture in their flat.

5. …………. much information.

6. ……….…. many people outside.

V. Задайте: a) общий вonpoc, альтернативный вопрос, разделительный вопрос и специальный

вопрос (what, where, etc.).

1. There is a large building in that square.

2. There are various methods of research in their lab.

3. There are four dining-rooms in the main building of the University.

4. Some parents are always angry with their children.

5. His friend is a smart software engineer.

VI. Замените русские слова, данные в скобках, английскими и переведите предложения на русский

язык.

1. They know (ничего) about our translating machine. 2. Is there (что-нибудь) interesting in the article?

3. Opening the book he found (что-то) and showed it to his teacher. 4. My sister wanted to ask (кoro-

нибудь) to help her with the work. 5. Did you find the same result (гдe-нибудь)? 6. You must do (все) in

time. 7. Coming into the lab he saw that (ничего) was ready for the experiment. 8. (Bсe) can take part in

31

the discussion. 9. I am glad I will obtain (некоторую) information on the subject. 10. Did (кто-нибудь)

see the running child? 11. Are there (какие-нибудь) interesting exhibitions in Moscow now? 12. You can

get this journal (повсюду). 13. (Никто) of them could say (что-нибудь) about the new method of

research. 14. They have (какие-то) journaals at their disposal. 15. There are (несколько) bookstalls in the

park.

VII. Дополните предложения, используя степени сравнения прилагательных. Переведите

предложения на русский язык

1. Today is ………. day of the year. (hot)

2. Travelling is becoming …….... . (expensive)

3. What‘s …… way of getting from here to the station? (quick)

4. It was an awful day. It was ……… day of my life. (bad)

5. The Mississippi is …….. river in the world. (long)

6. The text is ………. than that one. (easy)

VIII. Прочитайте и письменно переведите текст на русский язык.

British University

Britain‘s universities, except for the University of Buckingham, are financed by the State. One

particularity of universities in UK is that most students choose to attend institutions far away from their

hometowns. There are four main types of British Universities: Ancient Universities, Red Brick

Universities, New Universities, Open University. Ancient Universities in the United Kingdom: University

of Oxford founded before 1167, University of Cambridge — founded 1209. Red Brick Universities:

University of Birmingham, University of Bristol, University of Leeds, University of Liverpool, University

of Manchester — named after the buildings they were housed in which were usually built with red brick

— were founded in the industrial parts of the cities during the Victorian era (1837—1901) and before the

Second World War. Red Brick Universities concentrated on teaching predominantly «practical subjects»

often linked to engineering. Two types of universities are subsumed under the term «New Universities».

First of all the academic institutions founded in the 1960s after the Robins Report. Besides recommending

immediate expansion of universities, the Report also suggested elevating Colleges of Advanced

Technology to university status. Some New Universities: Aston University, University of Bath, University

of Bradford. The Open University is Britain‘s single distance-learning institution. In 2010 a total of

180,000 students, most of them based in the UK, were enrolled, which made it the largest institution of

higher education in the UK by student numbers. The Open University was rated top university in England

and Wales for student satisfaction in 2010 and the Quality Assurance Agency for Higher Education rated

teaching at the Open University as excellent that same year.

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Контрольная работа № 1ВАРИАНТ 2

I. Напишите во множественном числе данные группы слов.

a) a nice face, a simple fact, a fine place, an easy text, a big child, a black mouse, a friendly family, a

wooden bench, that man, this goose, that college, this radius, the worst day, this simple test, the best type,

the same length, an angry black wolf, a little thin hand, personal happiness, folk music, good news.

b) Преобразуйте подчеркнутые существительные во множественное число и произведите все

необходимые изменения.

1. The deer is in the forest.

2. Her sister in law is an artist.

3. The knife is on the shelf.

4. That young lady is a second year student.

5. This hero is an old man.

6. There is a new film on TV.

c) Преобразуйте подчеркнутые существительные в единственное число и произведите все

необходимые изменения.

1. Those geese are in the lakes.

2. These families are in the shops.

3. There are a lot of women in the governments.

4. These mice are in the cages.

5. The deer are in the forests.

6. These new methods are scientific.

II. Объедините два существительных, используя форманты притяжательного падежа (s) (‗) или (…

of…). Переведите полученные словосочетания на русский язык.

1) the children / help

2) the ellipse / the change

3) the printer / his computer

4) the length / the pencil

5) the workers / families

6) trade / Britain

III. Переведите на английский язык словосочетания, обращая внимание на употребление

притяжательного падежа.

1. Книги моих студентов.

2. Результат этих исследований.

3. Бутылка свежего молока.

33

4. Это новая программа правительства.

5. План научного руководителя.

6. Учителя моего сына.

IV. Употребите There is/There are. Переведите предложения на русский язык.

1. …………. seventeen students in his group.

2. …………… no time to visit the museum.

3. ………….. traffic lights at every corner of the street.

4. …………… a few English books in his library.

5. …………… some chalk in the box.

6. …………… a lot of snow in the garden.

V. Задайте: a) общий вonpoc, альтернативный вопрос, разделительный вопрос и специальный

(what, where, etc.).

1. There is much furniture in the hall.

2. There are eight labs in the main building of the University.

3. There are many scientists at this conference.

4. Her parents are teachers at the University.

5. This student is always late for the lessons.

VI. Замените русские слова, данные в скобках, английскими и переведите предложения на русский

язык.

1. She knows (ничего) about this article. 2. My parents wanted to asked (кoro-нибудь) to help them with

their car. 3. Did you find (что-нибудь) interesting in this magazine? 4. The students must do (все) in

time. 5. The scientist realized that (ничего) was ready for the experiment. 6. (Каждый) will be able to

take part in the confernce. 7. Is there (что-нибудь) important in this discussion? 8. She is happy to obtain

(некоторую) information on it. 9. Did (кто-нибудь) see the running boy? 10. Are there (какие-нибудь)

significant errors in this research? 11. These ladies can buy these glamorous magazines (повсюду). 12.

(Никто) of them could say (что-нибудь) about these

students. 13. They have (какие-то) newspapers at their disposal. 14. There are (несколько) cars in the

parking lot. 15. He found (что-то) interesting and showed it to his scientific supervisor.

VII. Дополните предложения, используя степени сравнения прилагательных. Переведите

предложения на русский язык.

1. February is ……. than June. (cold)

2. We had a great holiday. It was one of the ….. holidays we‘ve ever had. (enjoyable)

3. She is not so …….. as her sister. (tall)

4. Everest is ……… mountain in the world. It is ….. than any other mountain. (high)

5. His test is ….. than yours. (good)

34

6. What is ………… sport in your country? (popular)

VIII. Прочитайте и письменно переведите текст на русскийязык.

The American university

The American university is more like a city than a school. The largest buildings on campus are used not

for classrooms but for athletic events. There may be more buildings resersed for administrative functions

than for teaching. Other buildings serve a complete range of cultural needs: a library, a museum, a theater,

possibly a publisher‘s press. At the large state universities, there is usually an agricultural operation – a

cornfield and pens for farm animals. Thousands of students may live

on the campus in large dormitories or near the campus in houses marked by Greek letters. The American

university is sometimes so big that, like a city, it has its own bus system. «University» and «College»

Today, three conditions are usually present when an institution calls itself a university. First, it offers

«graduate» (i.e., post-baccalaureate) degrees — at least a Master of Arts or Master of Science, but

probably the Doctor of Philosophy degree. Second, its faculty (that is, the teaching

members of the staff) is expected to do research and to publish. Finally, it has more than one

undergraduate program. Most universities today will have colleges of business administration and

engineering as well as the traditional arts and sciences college. The meaning of «college» has also

changed, however. The word may be used in one of three ways: Generally among Americans,

«college» refers to any post-secondary education; young people who say they are «going to college» may

be speaking of a small liberal arts college, a university, an institute of technology, a nursing school, or

even a secretarial school. An institution refers to itself as a college when it offers post-secondary,

undergraduate education in only one branch of learning (usually, liberal arts); it may provide 2 years of

work, leading to an associate‘s degree, or 4 years, resulting in a bachelor‘s degree.

35

Контрольная работа № 2

1. Описание процедуры использования оценочного средства в учебном процессеДля того чтобы выполнить контрольную работу №2, необходимо усвоить следующийграмматический материал:

1. Глагол. Правильные и неправильные глаголы. Видо-временные формы английского глагола(действительный залог).

2. Видо-временные формы английского глагола (страдательный залог).3. Модальные глаголы и их эквиваленты.4. Согласование времен.

Выполнение контрольных работ предполагает использование англо-русского и русско-английского словарей, таблиц. На выполнение работы отводится 90 минут.

2. Содержание оценочного средства

Контрольная работа № 2Вариант №1

I. Прочтите текст и письменно ответьте на вопросы, следующие за ним.

The Internet in a cup

1. Where do you go when you want to know the latest business news, follow commodity prices, or stayabreast of the latest scientific and technological developments? Today, the answer is obvious: you log onto the internet. Three centuries ago, the answer was just as easy: you went to a coffee-house. There, for theprice of a cup of coffee, you could attend scientific lectures, or chat with like-minded people about litera-ture or politics. Like today’s websites, coffee-houses were lively. Collectively, Europe’s interconnectedweb of coffee-houses formed the internet of the Enlightenment era.

2. The contrast between coffee and alcoholic drinks was reflected in the decor of the coffee-houses thatbegan to appear in European cities, London in particular. They were adorned with bookshelves, mirrors,gilt-framed pictures and good furniture, in contrast to the rowdiness and gloom of taverns. According tocustom, social differences were left at the coffee-house door, the practice of drinking healths was banned,and anyone who started a quarrel had to atone for it by buying an order of coffee for all present.

3. Coffee was the ideal drink. Its popularity owed much to the growing middle class of informationworkers, who did mental work in offices rather than performing physical labour in the open, and foundthat coffee sharpened their mental faculties. Such men were not rich enough to entertain lavishly at home,but could afford to spend a few pence a day on coffee. Coffee-houses were nicknamed “penny universi-ties” in a contemporary English verse which observed: “So great a Universitie, I think there ne’er wasany; In which you may a Scholar be, for spending of a penny.”

4. Though coffee-houses were also popular in Paris, Venice and Amsterdam, this characteristic wasparticularly notable in London, where 82 coffee-houses had been set up by 1663, and more than 500 by1700. Coffee-houses around the Royal Exchange were frequented by businessmen; those around StJames’s and Westminster by politicians; those near St Paul’s Cathedral by clergymen and theologians. Inthe days before street numbering or regular postal services, it became a common practice to use a coffee-house as a mailing address. Regulars could pop in once or twice a day, hear the latest news, and check tosee if any post awaited them. The wide-ranging interests of Robert Hooke, a scientist and polymath, werereflected in his visits to around 60 coffee-houses during the 1670s. Coffee-houses were popular in Paris,where 380 had been established by 1720. As in London, they were associated with particular topics orlines of business.

5. Can the coffee-houses’ modern equivalent, the internet, claim to have had such an impact? Perhapsnot. But the parallels are certainly striking. Originally the province of scientists, the internet has sincegrown to become a nexus of commercial, journalistic and political interchange. The kinship between cof-

36

fee-houses and the internet has recently been underlined by the establishments of wireless “hotspots”which provide internet access, using a technology called WiFi, in modern day coffee-shops.

1. What were the coffee-houses adorned with?2. Why were the coffee-houses nicknamed “penny universities”?3. What could regulars pop in the coffee-houses once or twice a day for?

II. Письменно переведите 1, 4, 5 абзацы текста.

III. Выпишите из текста предложения с глаголами в страдательном залоге. Определитевидо-временную форму глаголов.

IV. Преобразуйте предложения из страдательного залога в действительный.

1. A dolphin was being dissected by a group of scientists including Isaac Newton in one of London’scoffee-houses.

2. Coffee-houses were used by their patrons to report major events such as the outbreak of war or thedeath of a head of the state.

3. Many attempts had been made to prohibit coffee and coffee-houses in the Muslim world.4. Coffee-houses, like other public places in Paris, were stuffed with government spies.5. Snippets of political news are rounded up and analysed in weblogs, those modern equivalents of

pamphlets and broadsides.

V. Переведите предложения, содержащие модальные глаголы и их эквиваленты.

1. In the 17th century everybody was able to go to a coffee-house.2. If you want to know the latest business news, keep up with political gossip, you can log on to the in-

ternet.3. Depending on the interests of their customers, some coffee-houses had to display commodity prices,

share prices and shipping lists.4. In the coffee-houses you could read the latest pamphlets, catch up on news and gossip, strike busi-

ness deals.5. Coffee-houses were to provide a forum for education, debate and self-improvement.

VI. Поставьте сказуемое придаточного предложения в нужную видо-временную фому,учитывая правила согласования времен.

1. Rumours, news and gossip were carried between the coffee-houses by their patrons, and some-times runners (to flit) from one coffee-house to another.

2. One day he said to his friend that he (to go) to the coffee-house to discuss some problems.3. The result was a public outcry, for coffee-houses (to become) central to commercial and political

life. 4. Scientific lectures and experiments also took place in coffee-houses, such as the Marine, near St

Paul’s, which (to frequent) by sailors and navigators. 5. He thought that she (to wait) for him in the coffee-house.

VII. Выберите правильный вариант. Переведите предложения на русский язык.

1. If you use the shower, try and avoid.........water on the floor.a. splash b. splashing c. being splashed

2. Could you stop......so much noise?

37

a. to make b. make c. making

3. He can't stand........ to traditional music.a. dancing b. to dance c. having danced

4. I have difficulty in.......... people's names.a. to remember b. remembering c. being remembered.

5. Imagine…..the lottery!a. to win b. winning c. having won.

6. We guarantee …….the goods by the end of June. a. to deliver b. delivering c. deliver.

7. May I suggest……the meeting until the next week?a. to postpone b. being postponed c. postponing

8. He refused……the contract until he’d spoken to his boss.a. sign b. to sign c. signing.

9. If we don’t decide soon, we risk…..the whole contract.a. to lose b. lose c. losing.

10. Are you waiting……the phone?a. using b. to use c. use.

Контрольная работа № 2.Вариант 2

I. Прочтите текст и письменно ответьте на вопросы, следующие за ним.

The Internet Today

1. Where do you go when you want to know the latest business news, keep up with political gossip,find out what others think of a new book, or stay abreast of the latest scientific and technological develop-ments.....? Today, the answer is obvious: you log on to the Internet. The Internet/“the net” is a networkconnecting millions of computer users worldwide. The Internet is without doubt one of the most importantinventions in history. It was started in 1968 by the US government, but at first it was used mainly by thescientists. Since 1990, when the World Wide Web was created, it has changed the world.

2. The main use of the Internet is to find information. You can study for school or college and even ob-tain a degree using the Internet. Universities from around the world have sites and some offer online cour-ses. Most schools now have an Internet connection, and many schoolchildren use it for research and forkeeping in touch with schools abroad. Children can also visit special online exhibitions created by world-famous museums. It is much faster and easier to serf the net in search of information from all over theworld than to travel to libraries in dozens of countries.

3. You can access information on the Internet or send and receive electronic mail/e-mail from a com-puter. E-mail makes it possible to send electronic messages anywhere in the world in seconds, and youcan use the Internet to ‘chat’ with people and make new friends. There are more than 25 000 every possi-ble groups of news in the Internet, participants of which discuss politics, current events, software, ‘con-verse with’ of autos, domestic animals, tattoos, motion pictures, supermodels and love. E-mail is popularbecause it is faster than sending a letter and cheaper than a telephone conversation.

4. The Internet offers huge benefits to the consumers, not only as a source of information and entertain-ment, but as a new way of shopping for goods and services. On-line shopping makes it possible to search

38

through catalogues to find exactly what you want at the best price, saving both time and money. But Inter-net shopping has its problems too. We take consumer protection for granted when we buy from the shop,over the phone or by the mail order, but it’s often difficult to apply the same protection to shopping on theInternet.

5. Advertisements for the Internet promise you a world of information, entertainment, on-line shop-ping, e-mail services. But the real world of the Internet may not be as perfect as the advertisements sug-gest. The Internet obviously has both good and bad points. Fortunately, the system is improving all thetime, and any problems which still exist can be solved. Using the Internet is getting cheaper and easier allthe time. Whether we like it or not, the Internet is here to stay, so we have to make the best possible use ofit.

1. When was the World Wide Web created?2. What can you use the Internet for?3. What does the Internet offer to the consumers?

II. Письменно переведите 2, 4, 5 абзацы текста.

III. Выпишите из текста предложения с глаголами в страдательном залоге. Определитевидо-временную форму глаголов.

IV. Преобразуйте предложения из страдательного залога в действительный.1. Your computer is connected to the web site, a document is downloaded, and a page appears on your

computer screen.2. The keyboard was broken.3. The children are allowed to surf the net on their own.4. She has never been taught how to use a computer.5. In future the more jobs will be done by computers, the less will be done by people.

V. Переведите предложения, содержащие модальные глаголы и их эквиваленты.1. On-line shopping can save you time and money.2. If you need to look up statistics, you could try surfing the Internet. You never know what you might

find. 3. To surf the net, you should enter a web site address.4. The Internet offers many advantages, but children should be supervised when they are using it, and

parents must teach them how to use it. 5. Twenty years ago few people realised that computers were to become part of our daily lives.

VI. Поставьте сказуемое придаточного предложения в нужную видо-временную фому,учитывая правила согласования времен.

1. Many people may now be wondering whether the spread of computers (to bring) us as many prob-lems as it (to solve).

2. Schoolchildren (to become) as familiar with computers as their parents (to be) with pencils and exer-cise books.

3. She knew that her brother (to work) hard at computerization of public records. 4. He could complete his work after he (to collect) all the necessary data. 5. The programmer said that he (to be going) to test programs for performing various tasks on a com-

puter.

VII. Выберите правильный вариант. Переведите предложение на русский язык

1. The house……in our street is a new school.a. being built b. to build c. build.

39

2. I haven’t decided where……the picture yet.a. to put b. putting c. having put.

3. David went to work without……breakfast this morning.a. have b. to have c. having.

4. ……….to accept the invitation he left the office.a. to refuse b. refuse c. having refused

5. ……..is a good form of exercise.a. walk b. to walk c. walking

6. We read the article……….in English.a. to write b. write c. written

7. My parents let me…....a party for my friends.a. have b. to have c. having

8. Jim would like……….his own business.a. start b. starting c. to start

9. The manager advised us…….to the boss. a. speaking b. speak c. to speak

10. You had better…….your parents now.a. to call b. calling c. call

Процедура и критерии оценивания:– оценка «отлично» выставляется студенту, если процент правильных ответов составляет 86 –100%;– оценка «хорошо» выставляется студенту, если процент правильных ответов составляет 70 – 85%;– оценка «удовлетворительно» выставляется студенту, если процент правильных ответовсоставляет 50 – 69%;– оценка «неудовлетворительно» выставляется студенту, если процент правильных ответовсоставляет 49% и меньше .

Составитель: Микитченко С..П., канд. пед. наук, доцент кафедры ИЯ ФИО ученая степень, звание, должность

40

1. Описание процедуры использования оценочного средства в учебном процессеРабота с текстами предполагает письменный перевод текста и выполнение заданий к нему.

2. Содержание оценочного средства

I семестрText 1. Read and translate the text paying attention to the words in bold. Make a plan of this text.

About myselfLet me introduce myself. I am Victor Belov, a first-year student. I’d like to say a few words about

myself. Let’s start with my family.Well, what can I say about my own family? First of all, it is very small – there are only three of us in

my immediate family: my father, my mother and, of course, myself. I have no brothers or sisters so I aman only child. I love my parents very much and I should say that we are friends. We used to spend a lot oftime together but now I live away from home so we can’t spend much time together.

This summer I entered Moscow State University. Now I am a freshman, as they put in America,and I am doing History. I take a full course of World and Russian History. I must say I take a specialliking to the subjects in which I am going to major (to specialize). And that is Modern History of Russiawhich was my favourite subject at school.

There are many historical subjects in our programme. When I am in my third year, I wish to devotemyself to the special study of modern and contemporary history by which I am greatly attracted.

Each year we must present a course paper to our scientific adviser and make reports in class onhistorical themes. At the end of each term we will take several credits and examinations.

As for English, they will teach us not only to read and translate historical documents and literaturebut to speak English as well. Our English teacher says we must work at the language very hard.

It was shortly before leaving school that I made up my mind to enter this faculty and take up historyseriously as my future speciality. Whether I will make a very good teacher or a research worker remainsto be seen, but I am sure that eventually I will become quite knowledgeable in the field of history andperhaps social sciences.

Text 2. Go through the main reading and choose the most suitable heading from the list A-l foreach paragraph 1-8. There is one extra heading not to be used. Give a brief summary of the mainreading according to these items.

The Importance of the Family The family is important for every person, young and old. It is not only a warm dry place to live

and enough food to eat. The family gives you a sense of stability, understanding and support, makes youfeel secure and comfortable. Here you feel loved for being special and unique to the people you feel closeto.

The roots of the family date back to prehistoric times. The family has changed a lot ever since butpreserved its essence. Families can be made up of many different types of relationships that result fromsuch factors as divorce, remarriage, job mobility, and changing social attitudes.

In its traditional understanding family is a group of people who are closely related. Psychologistsusually refer to a family consisting of mother, father and their children, who are either twins or siblings,as a nuclear family. Some of them are one-parent or single-parent families. A family which includesaunts, uncles, cousins, nephews, nieces, grandparents and other distant relatives is called extended family.Relatives keep in touch but they see less of each other than they used to.

These days the word "households" has appeared to describe a group of people living together. Inmost cases household consists of parents and children, too. But there maybe other relationships, such assingle mother or father, divorced or remarried parents, young couples with no children, adult childrenwho live on their own, etc.

41

Mothers play a special role in the family. They bring up children and create a friendly home at-mosphere. Children are more often attached to their mothers and feel a great deal of confidence to them.Mothers encourage children to greater efforts, point out mistakes for the progress to be made. They arecaring, loving, generous, overprotective and ambitious about the adorable offsprings (отпрыски). Some-times it's a very delicate task demanding tact and patience because teenagers are very radical in their opin-ions.

Fathers are usually the main breadwinners in the family and stay less time at home. Still there ex-ists the strongest human relation between father and child. While we turn to our mothers for love and sup-port, we often need our fathers for approval. Many famous men and women have talked about the impor-tance of their fathers to them. They always try to follow their fathers' advice and this helps them to be thebest at whatever they do.

Many people have happy memories of their grandparents. Their grandparents, especially grand-mothers, loved them, gave them special treats, toys and sweet. Sometimes, grandparents even helpedthem when they had problems with their parents. It seems that for many people, their grandparents were avery happy part of their childhood. Today, many children do not live with their grandparents. However,grandparents still have an important role in their grandchildren's lives. They still love and care for theirgrandchildren, and make their lives happier, too.

I'd like to say that there are times in our lives when everything seem to be going badly. You feeldepressed and suffer from despair and can't cope with problems. In this case a fatherly manly hug(крепкое объятие) or a mother's loving embrace can really restore you from ashes. In this case you un-derstand that even if the whole world turns its cold shoulder on you, there'll still be a family to turn to forlove, compassion and understanding. And as every great masterpiece the family will remain in your soulforever.

HeadingsA. A special role of mothersB. "Households"C. A very happy part of our childhood.D. To be important to everybody.E. Problems of mixed families.F. A means for restoring you from ashes.G. Psychological types of families.H. Factors of family making up.I. The main breadwinners.

Text 3. Read and translate the text. Give a brief summary of the article.Unusual Hobbies

Everyone has different hobbies. It can be doing things, making things, collecting things or learningthings. You are doing it to relax or to belong.

Here is a list of the most unusual hobbies we found:1. Tree shapingIt’s a very cool hobby in which you train living trees and other woody plants into artistic shapes or use-

ful structures. Think about growing your own chair! It might take a while though.2. Beetle fightingChoose different types of beetles to fight against each other. Beetle fighting enthusiasts sometimes

breed different species of beetles for fighting. You can find videos about it online, but while some mightfind it interesting, others may think it’s a bit gross!

3. NewsraidingThis consists of appearing as a bystander in the background of television shows. Very few have the re-

solve, planning skills, and perfect star-alignment to call this a hobby and not just a mere pipe dream. There has only been one truly great newsraider, Paul Yarrow, from the UK. He has appeared in manymany broadcasts.

4. Extreme Ironing

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Yes, it’s a competitive sport, also known as “EI”. Extreme ironing consists of ironing clothing in dif-ferent, usually extreme, situations like while rock climbing, surfing, on a kayak…

5. Stone skippingYes it’s exactly that. You take a nice oval stone and you try to make it bounce on water as many times

as possible. The current record holder managed a 51 bounce throw.6. GeocachingThis is free real-world treasure hunting hobby using technology. There are hidden containers called

geocaches with items inside these are located using a smart phone or GPS. This hobby is good for explor-ing the world and sharing experiences with other members.

7. SuingOk, this belongs more in the comedy category but it seems there was at least 1 person who made suing

into an actual hobby.Despite being incarcerated at a federal prison in Kentucky, Jonathan Lee Riches has made it into the

Guinness Book of World Records. He was named as the person who has filed the most lawsuits ever. Sowhat did he do next? He filed a lawsuit against the folks at Guinness! He’s also filed lawsuits againstPlato, Nostradamus, James Hoffa, the Lincoln Memorial, the Eiffel Tower and Three Mile Island. In hislatest court filing, Riches wrote about how he sued Black History Month, the president of Iran and buttersubstitute I Can’t Believe It’s Not Butter!

8. Element CollectingYou collect elements from the periodic table. People do this in different ways and of different purities.

Heavy elements, poisonous and radioactive ones are not recommended to collect.9. Competitive duck herdingYes competitive duck herding is a hobby. You learn to herd duck like you would sheep. 10. Toy VoyagingDo you have a toy that needs a vacation? Well, by registering at ToyVoyagers.com, you can find your

toy a host from around the world, or offer to host someone else’s toy. So basically, you register on thesite, get a toy voyager ID, create a travel log and profile for your traveling toy, and send it packing! Youcan also include Life Missions for your toy, where you tell potential hosts what your toy wants to do whilevisiting. Hosts and owners update the travel log and add pictures.

Text 4. Read and translate the text in written form.Harvard University

Harvard, the oldest university in America, founded in 1636, is second to none in the world. Probablythis is the most famous, prestigious and noble place to study. Even though this year it was ranked secondin the world according to the World University Ranking, the actual level of its teaching standards and sci-entific research is undoubtable.

It would take an entire magazine's space only to list all the famous alumni and their achievements. Butthere are two of them who are particularly interesting for us. Their stories are very similar; they were ac-cepted into Harvard, then came up with a kind of innovative and unbelievable idea, and finally droppedout of the University. Their names are William Henry Gates and Mark Zuckerberg. The first one inventedWindows and is now one of the richest people in the world. Well, the second one was named the Personof the Year by Time magazine, and he created Facebook. It is fascinating to see how these two studentshave changed the world.

I don't know whether someone can explain this immense success of Harvard's students. It is difficult tobelieve that this is simply a coincidence; there should be something else that influences young minds.Probably it all began in 1620, when the Mayflower arrived in the unknown land, which later on would becalled the United States of America. The entrepreneurial ambition and belief in a new life influenced ev-ery single aspect of people's lives. I reckon that there are a few critical issues at Harvard: atmosphere,teaching standard, size of classes, individual work and, most important, the desire to study, study andstudy. In Harvard, students want to explore and to learn, and are always motivated by its brilliant teachingstaff. It is a different philosophy, which aims to see something special in each student rather than simplyproduce office clerks.

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This summer, I was privileged to do an on-line course at Harvard University. It did not require any-thing specific in the application process, simply IELTS results and some other relevant educational infor-mation. The crucial thing is the organization of the overall educational process. Many students from dif-ferent parts in the world want to listen to the lectures. To satisfy their desire, all the lectures are recordedand then uploaded on a special webpage. And to make life even easier, the videos are divided into logicalsegments, so that it does not take too much time to find the required part. You would probably be inter -ested to know how the given assignments are marked. In the era of the internet, this should not be a prob-lem. You can do homework in Microsoft Word and insert drawings if necessary, or write by hand on pa-per and then scan it. I was personally surprised at the level of organization. In the first few days, I receivede-mails explaining the whole process of submitting assignments, deadlines, contacts of people who are incharge of different segments, etc. This very well-structured system actually motivates one to study and doeverything in time. When you know that late homework is not accepted, you are more likely to do it intime, especially considering that each mark influences your final mark.

Finally, it is worth saying a few words about teaching at Harvard. Well, it is so fascinating and un-precedented that it is difficult to describe. The most important thing is that professors always take theirtime; they especially emphasize the students' understanding and involvement. It only takes writing an e-mail to ask a question or to arrange a personal meeting.

You think that it is impossible for everyone to see these lectures? That's not true. Many lectures areavailable on-line on YouTube, so you can find one that is particularly interesting to you and make as ifyou were a Harvard student (or at any other university from the Ivy league) here: http://www. youtube.-com/user/Harvard. By Alexey Grabarnik,

University College London BSc Mathematics with Economics

Text 5. Read and find out the most popular leisure time activities among students. Translate the text. Students spend more time in leisure activities than studying

Spending hours on Facebook chat and sifting through your friend’s recently posted photos as a meansof academic procrastination probably sounds familiar. In fact, UC Riverside sociologists show that this,coupled with other leisure activities, dictates the majority of student attention among UC students.

Spending hours on Facebook chat and sifting through your friend’s recently posted photos as a meansof academic procrastination probably sounds familiar. In fact, UC Riverside sociologists show that this,coupled with other leisure activities, dictates the majority of student attention among UC students.

A recent survey conducted by UC Riverside sociology professor Steven Brint found that of the 63,600UC students surveyed, students on average dedicate 41 hours per week to social and leisure activities, al-locating only 28 hours to academics. 10.7 of the 41 hours, according to the study, are spent on non-aca-demic computer usage.

“A lot of the academic work I have requires a computer, but somehow I always end up on Facebook in-stead of being productive,” said sophomore community and regional development major Susan Haynes.“It gets to the point where I’ll have my roommate change my password so I can’t access my account.”

Brint and colleagues developed the questionnaire, known as the University of California Undergradu-ate Experience Survey, as part of a collaborative effort intended to show a relationship between produc-tive uses of time and positive academic outcomes.

Though the largest amount of time was dedicated to Internet usage on sites like Facebook, 10.5 hourswere spent, on average per week, on socializing with friends and partying. Only 5.4 hours went to physi-cal exercise and sports, five to watching television and 3.5 to attending entertainment events.

“I think that college students have too much free time on their hands because they don’t know how totime manage,” said Will Lipinski, a junior managerial economics major. “We don’t have enough structureand it’s the first time being on our own. Since I’ve gotten a job it’s been a lot easier to focus and figureout how to allocate my time.”

Since 2003, the time spent on leisure activities has sharply increased from 25 hours per week to 41hours per week. Researchers attribute some of the increase to a change in question wording between 2003and 2006, replacing “recreational or creative interests” with “partying.”

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Steadily advancing technology has also resulted in an increased amount of time spent on the computer,contributing to the overall time increase students dedicate to leisure and recreation.

“At every type of institution, in every major, every demographic group, there’s been a longtime in-crease in leisure time,” Brint said. “There’s something about the college experience as something that hasto do with friends, social life, organizational involvement, recreation, and not just academics.”

The 28 hours per week allocated to academics includes time studying outside of class as well as timespent attending lecture. Students who spent 13 hours per week of studying outside of lecture maintainedroughly a 3.60 GPA, while those who studied just an hour less per week tended to maintain lower GPAs,averaging out to 2.79. While student attention to leisure and recreation has steadily increased, time allo-cated to academics both inside and outside the classroom has remained virtually the same.

“The old Carnegie rule had it that students should spend two hours outside of class for every unit ofcredit,” said sociology professor John Hall. “At, say, 15 units, that would translate into 45 hours per weekon academics, counting class. Now, I never believed that Davis students were all following that rule, butit’s a little challenging to think that students can succeed at college at [a 28 hour] level of time commit-ment.”

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Text 6. Read and say if the statements below are true (T) or false (F). Correct the false statements.Translate the text.

The American and Russian Approach to EducationI have studied in the 12th grade of an American school after graduating from ours. Now I would like

to tell you what things are good in American education. The American system of education differs fromours in its freedom and personal approach. The structure is more open than the post-Soviet one. There areelectives – subjects one can choose freely for the semester. They make up only part of the total number;there are required courses also. This gives a student the necessary amount of freedom – to decide for him-self the subjects he wants to take; the freedom our students lack so much and need so badly.

The personal approach to each student, to my mind, is another element we need. That is not to saythat our teachers and professors do not spend time with students, also not that American professors aremore altruistic teachers. Nevertheless, American professors take their job as a teacher more seriously; theyare serious, honest teachers, taking their work as a duty. Unfortunately, our teachers usually take their jobas a means of subsistence in our tough life. There are “true” teachers left, but... There is this “but”... .

American teachers value the student’s viewpoint as his/her essential right – “an inalienable right”. Itis the right to express their thoughts, to fulfil their potential, to feel themselves equal to the teacher – notin age or experience, but in mental capabilities. There is a respect for the personality in their attitude tostudents. Our teachers value obligation, discipline, “the rule of law” if you like. True, American studentsare very free in the classroom, even during the class. The professors are open to the student’s opinions andstudents are free to debate, to discuss, to criticize, not the teacher, but his ideas. Our teachers hold back allcontroversial opinions, all discussions; there is no such thing as “critical thinking”. They think if a studentcriticizes – he dislikes his teachers. Our students are to take the teacher’s word as “the truth, the onlytruth”.

The kind of activities students do is, also, an interesting point of contrast. In the American systemstudents learn to express their own opinions, to argue the points, to use their imagination and senses. Oursystem teaches us to learn by heart, to interpret, to explain, to know the dogmas, the rules, somebodyelse’s words and opinions; but not to build up our own. This is unfortunate for us, for I am sure one canlearn only when he/she develops his or her own vision of the world, and integrates himself or herself intothe world’s structure with its natural laws. Of course without knowing pure theory, one cannot know real-ity. But playing, debating, exchanging opinions, changing roles, etc. as a part of the American teachingprocess, helps students better undestand the laws the world is running by. Nowadays American teachingmethods are breaking through the post-Soviet thinking and system of values.

As for “critical thinking”, this “do not believe what is written unless it is proven” idea is extremelyuseful. It makes children think, makes them scrupulous and pragmatic. I myself remember how hard itwas to grasp this idea – “do not believe it”, how opposed we all were when the American professorbrought it to us. But now every time I read a newspaper and meet a sweeping generalisation or mistakenfact taken for the truth, I wonder at how our post-Soviet mentality is still deep within us. Maybe it is fun-damental in our education and all Soviet faults will remain forever? Probably since we are so intelligent,we will acquire this new approach from the US. For all new is not necessarily bad. It can be extremelygood.

___ 1. Ekaterina tells us about good things in Russian education.___ 2. There are only required courses in American schools/colleges.___ 3. According to E. Brovko Russian students have enough freedom.___ 4. American teachers take their job as a means of subsistence.___ 5. American students feel themselves equal to their teachers in experience.

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___ 6. “Critical thinking” makes students criticize themselves.

Text 7. Read and translate the text paying attention to the words in bold. Find out if the state-menys below are True (T) or False (F).

New Rules on US Summer Jobs for Foreign StudentsMore than one hundred thousand international students will spend this summer working and traveling

in the United States. They are participating in the Summer Work Travel program through the State De-partment. They receive J-1 exchange visitor visas.

The idea is for students to work for up to three months and earn enough money to then spend a monthtraveling before they return home.

The Summer Work Travel program has existed for years. This year there are some changes. The StateDepartment recently amended the employment rules. These changes follow a strike last summer by for-eign students working at a distribution center for Hershey's chocolates.

The State Department said the students were put to work for long hours in jobs that provided little orno contact with the outside world. The students complained about having to lift heavy boxes and towork overnight.

They and other workers protested conditions at the plant in Palmyra, Pennsylvania. The students alsocomplained about being underpaid as a result of deductions from their earnings. Some of their pay had togo to subcontractors involved in the operations.

The State Department has now banned the use of Summer Work Travel students in warehouses orpackaging plants. Also, the majority of their work hours cannot fall between ten at night and six in themorning. The students are also barred from jobs in workplaces that the federal Labor Department saysare unsafe.

More jobs will be banned in the fall. These include most construction, manufacturing and food process-ing jobs. Summer Work Travel students will also not be allowed to work in most mining and agriculturaljobs.

Daniel Costa at the Economic Policy Institute in Washington welcomed the new limits on jobs that thestudents can fill.

DANIEL COSTA: "That is good because it will protect the actual foreign workers from getting in-jured on the job. It also protects U.S. workers, because there is high unemployment in a lot of those occu-pations."

He also praised a requirement that employers only fill temporary or seasonal jobs with SummerWork Travel students. He noted that some employers have continually hired new student workers toavoid having to hire regular full-time employees.Jacob Horwitz is lead organizer for the National Guestworker Alliance, the group that organized the strikein Palmyra.

JACOB HORWITZ: "The changes to the J-1 rules really recognize the demands that the students putforward, and both add a whole set of protections and changes that protect local workers who work in in-dustries that use guest workers and also protect future J-1 students."

He says the State Department's changes will help return the program to its original purpose as a cul-tural exchange program.

1. The main purpose of the Summer Work travel program is to fill temporary or seasonal jobs with foreignstudents.2. The Program started some years ago.3. There are no reasons for changing the employment rules of the program.4. The State Department has banned the use of Summer Work Travel students in some jobs.5. The new limits on jobs students can fill protect US employers.6. The goal of the State department’s changes is to return the program to its original purpose as a cultural exchange program.

Text 8. Read and translate the text. Give a brief summary of the article.

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Modern worker, dated benefitsWHAT does your employer owe you? For your work do you deserve (in addition to your wages) job

security, excellent health care, and pension in retirement? We have a romantic notion that such benefitsused to be a part of employment. The company man was the ideal, working for a large manufacturing firmfor most of his (inevitably his) career and receiving a variety of forms of compensation in exchange forhis life's work. Is this still a realistic expectation? Health care inflation and longer life expectancy meanthat a progressively larger share of compensation comes from benefits. This rising expense is part of thereason real wages have stagnated for many Americans.

I wonder if this situation benefits employees anymore either. In the modern and more global labourmarket the nature of work has changed. It's popular to say employees can no longer coast on average skilllevels, according to Thomas Friedman:

In the past, workers with average skills, doing an average job, could earn an average lifestyle. But, to-day, average is officially over. Being average just won't earn you what it used to. It can't when so manymore employers have so much more access to so much more above average cheap foreign labor, cheaprobotics, cheap software, cheap automation and cheap genius. Therefore, everyone needs to find their ex-tra — their unique value contribution that makes them stand out in whatever is their field of employment.Average is over.

But that's unfair to the old-school company man. It may be more accurate to say that what we mean bybeing a good employee has changed. Before, it benefited both employers and workers to form long-termemployment relationships. The premium on firm specific-capital was large; the skills needed to be good ata job were often idiosyncratic across employers. Now a higher premium exists for individual capital—likea knowledge of specialised tasks and or a good network of contacts. Acquiring this requires more educa-tion both in school and on the job. It may require changing jobs at least a few times in a career, and per-haps working as a contractor in order to learn opperations at other companies and expand one's network.This may explain why, before the financial crisis, average tenure was decreasing while the probabilityof losing a job decreased. To some degree this reflects a shift to a service economy, but it's also true inmanufacturing. Adam Davidson describes the changing nature of work at an auto-parts manufacturer inSouth Carolina.

Before the rise of computer-run machines, factories needed people at every step of production, fromthe most routine to the most complex. The Gildemeister, for example, automatically performs a series ofoperations that previously would have required several machines—each with its own operator. It's rela-tively easy to train a newcomer to run a simple, single-step machine. Newcomers with no training couldstart out working the simplest and then gradually learn others. Eventually, with that on-the-job training,some workers could become higher-paid supervisors, overseeing the entire operation. This kind of knowl-edge could be acquired only on the job; few people went to school to learn how to work in a factory.

We shouldn't romanticise the old days. Even then it was an insider-outsider economy; at the apex of thecompany pension plan less than 30% of the population had one. But a worrying aspect of the modernlabour market is the income inequality it has created. This is in part due to the rising premium on skillsontained from education and also because workers face mixed incentives when it comes to changing jobs.A new job or a stint as a contractor at a different company might be important in terms of career develop-ment, but it might also mean a loss of benefits. Large, employer-based benefit packages inhibits jobchange.

This is not such a big problem for pensions, because most firms now offer private accounts, which areportable. But it is still true for health care. Economist Brigitte Madrian has found that if it were not foremployer health insurance, job turnover would be 25% higher. It also may discourage entrepreneur-ship. Alison Wellington found people are more likely to be self-employed when they are not dependent ontheir job for health insurance. The tax deduction employers get to provide health care makes it much moreexpensive for individuals to buy their own health insurance (it remains to be seen what the impact ofhealth-care reform will be for individual buyers).

It is often too expensive for a middle-earning breadwinner to work as a contractor, even if that wouldbe a sensible career move. If America wants its workers to better adapt to the new economy, it should re-form its welfare state to better accommodate flexibility and the accumulation of individual skills.

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II семестрText 1. Read and translate the text. Answer the questions.

ELECTRICITYElectricity has been known since ancient times, but scientists could not make use of it safely until

the eighteenth century. Thomas Edison‘s invention of the electric light bulb in 1879 sparked the demandfor electric power that continues to this day, ultimately resulting in the need for legislative and regulatorycontrols on the electric-power-ge nerating industry.

By the end of the nineteenth century, the United States had completed its transition from usingwood as a major energy source to using coal, and the next transition from coal to oil and natural gas wasjust beginning. By the early twentieth century, both homes and businesses increased their demand forelectric power, and electric utilities obtained long-term franchises from municipalities.In 1920, the Federal Power Act (FPA), (16 U.S.C.A. §§ 791a—828c), was passed in response to increasedcompetition between electric utilities and a lack of consistent service to rural areas. The Federal PowerAct gave the Federal Power Commission the authority to license hydroelectric plants.

Later, President Franklin D.Roosevelt encouraged Congress to create part II of the act, whichgave the Federal Power Commission the power to regulate the transmission of electric energy (16U.S.C.A. §§ 824—824m). This legislation was necessary to guard against potential abuses of the utilitycompanies‘ monopolistic structure and to ensure adequate and consistent service nationwide. As more andlarger electric generating plants were constructed and as more electric power lines were strung, legislatorsbelieved that through economies of scale, electric utility monopolies could actually offer lower costs toconsumers than could competition between smaller utilities. Because of the capital-intensive nature ofproviding electric power, and the sunken costs of building plants and stringing lines, it is more cost-effective to spread these costs over the large and consistentcustomer base provided by a monopoly.

West’s Encyclopedia of American LawAnswer the questions:1. When did Thomas Edison invent the electric light bulb?2. When did homes and businesses increase their demand for electricpower?3. What did the Federal Power Act give the Federal Power Commission?4. What did President Franklin D.Roosevelt encourage Congress for?5. What was this legislation necessary for?

Text 2. Read and translate the text. Answer the questions.

ELECTRIC CURRENTThe electric current is a quantity of electrons flowing in a circuit per second of time. The unit of mea-

sure for current is ampere. If one coulomb passes a point in a circuit per second then the current strength is1 ampere. The symbol for current is I.

The current which flows along wires consists of moving electrons. The electrons move along the cir-cuit because the electromotive force drives them. The current is directly proportional to the e. m. f.

In addition to traveling through solids, however, the electric current can flow through liquids as welland even through gases. In both cases it produces some most important effects to meet industrial require-ments.

Some liquids, such as melted metals for example, conduct current without any change to themselves.Others, called electrolytes, are found to change greatly when the current passes through them.

When the electrons flow in one direction only, the current is known to be d.c., that is, direct current.The simplest source of power for the direct current is a battery, for a battery pushes the electrons in thesame direction all the time (i.e., from the negatively charged terminal to the positively charged terminal).

The letters a.c. stand for alternating current. The current under consideration flows first in one direc-tion and then in the opposite one. The a.c. used for power and lighting purposes is assumed to go through50 cycles in one second. One of the great advantages of a.c. is the ease with which power at low voltage

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can be changed into an almost similar amount of power at high voltage and vice versa. Hence, on the onehand alternating voltage is increased when it is necessary for long-distance transmission and, on the otherhand, one can decrease it to meet industrial requirements as well as to operate various devices at home.

Although there are numerous cases when d.c. is required, at least 90 per cent of electrical energy to begenerated at present is a.c. In fact, it finds wide application for lighting, heating, industrial, and some otherpurposes.

Oxford English for ElectronicsAnswer the questions:1. What is the electric current?2. Do melted metals conduct current without any change to themselves?3. Can alternating voltage be changed to operate various devices at home?4. Does a battery push the electrons in the same direction?5. What is the alternating current used for?

Text 3. Read and translate the text. Answer the questions.

ELECTRIC CIRCUITS

The concepts of electric charge and potential are very important in the study of electric currents.When an extended conductor has different potentials at its ends, the free electrons of the conductor itself arecaused to drift from one end to the other. The potential difference must be maintained by some electricsource such as electrostatic generator or a battery or a direct current generator. The wire and the electricsource together form an electric circuit, the electrons are drifting around it as long as the conducting path ismaintained.

There are various kinds of electric circuits such as: open circuits, closed circuits, series cir -cuits, parallel circuits and short circuits.

To understand the difference between the following circuit connections is not difficult at all. If thecircuit is broken or “opened” anywhere, the current is known to stop everywhere. The circuit is brokenwhen an electric device is switched off. The path along which the electrons travel must be complete other-wise no electric power can be supplied from the source to the load. Thus the circuit is “closed” when anelectric device is switched on.

When electrical devices are connected so that the current flows from one device to another, theyare said “to be connected in series”. Under such conditions the current flow is the same in all parts of thecircuit as there is only a single path along which it may flow. The electrical bell circuit is considered to bea typical example of a series circuit. The “parallel” circuit provides two or more paths for the passage ofcurrent. The circuit is divided in such a way that part of the current flows through one path and partthrough another. The lamps in the houses are generally connected in parallel.

The “short” circuit is produced when the current can return to the source of supply without control.The short circuits often result from cable fault or wire fault. Under certain conditions the short circuit maycause fire because the current flows where it was not supposed to flow. If the current flow is too great afuse is used as a safety device to stop the current flow.

Oxford English for Electrical and Mechanical Engineering

Answer the questions:1. What concepts are important in study of electric currents?2. What materials are the best conductors and insulators?3. What kinds of electric circuits do you know?4. What can you say about “parallel” circuits?5. Why do the short circuits cause fire?

Text 4. Read and translate the text. Answer the questions.

THE NATURE OF ELECTRICITY

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Practical electricity is produced by small atomic particles known as electrons. It is the movement ofthese particles which produces the effects of heat and light.

The pressure that forces these atomic particles to move, the effects they encounter opposition and howthese forces are controlled are some of the principles of electricity.

Accepted atomic theory states that all matter is electrical in structure. Any object is largely composedof a combination of positive and negative particles of electricity. Electric current will pass through a wire,a body, or along a stream of water. It can be established in some substances more readily than in others,that all matter is composed of electric particles despite some basic differences in materials. The science ofelectricity then must begin with a study of the structure of matter.

Matter is defined as any substance which has mass (or weight) and occupies space. This definitionshould be broad enough to cover all physical objects in the universe. Wood, water, iron, and paper aresome examples of matter. Energy is closely related to, but not to be confused with, matter. Energy doesnot have mass, and it does not occupy space. Heat and light are examples of energy.

The smallest particle of matter which can be recognized as an original substance was thought to be aunit called the atom. Recently scientists have found particles even smaller than atoms, but our theories arestill based on the atom. The atom consists of a nucleus and a cloud of electrons. It is generally agreed thatthe electrons are small particles of electricity, which are negative in nature. These particles orbit the nu-cleus in much the same fashion that planets orbit a sun.

electrotech@v-itc.ru

Answer the questions:1. What is practical electricity produced by ? 2. What is any object composed of? 3. Are there any differences between energy and matter? What are they? 4. What is the smallest particle of matter? 5. What does the atom consists of?

TEXT 5. Read and translate the text. Answer the questions.

CONDUCTORS AND INSULATORS

All substances have some ability of conducting the electric current, however, they differ greatly in theease with which the current can pass through them. Solid metals conduct electricity with ease while non-metals do not allow it to flow freely. Thus, there are conductors and insulators.

What do the terms "conductors" and "insulators" mean?This difference is expressed by what is called electrical conductivity of the body. It depends upon the

atomic constitution of the body. Substances through which electricity is easily transmitted are called con-ductors. Any material that strongly resists the electric current flow is known as an insulator.

Conductance, that is the conductor's ability of passing electric charges, depends on the four factors:the size of the wire used, its length and temperature as well as the kind of material to be employed.

A large conductor will carry the current more readily than a thinner one. To flow through a short con-ductor is certainly easier for the current than through a long one in spite of their being made of similar mate-rial. Hence, the longer the wire, the greater is its opposition, that is resistance, to the passage of current.

There is a great difference in the conducting ability of various substances. Almost all metals are goodelectric current conductors. The best conductors are silver, copper, gold and aluminum. Nevertheless, cop-per carries the current more freely than iron; and silver, in its turn, is a better conductor than copper. Cop-per is the most widely used conductor. The electrically operated devices are connected to the wall socketby copper wires.

A material which resists the flow of the electric current is called an insulator.The higher the opposition is, the better the insulator is. There are many kinds of insulation used to

cover the wires. The kind used depends upon the purposes the wire or cord is meant for. The insulatingmaterials generally used to cover the wires are rubber, asbestos, glass, plastics and others. The best insu-lators are oil, rubber and glass.

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Rubber covered with cotton, or rubber alone is the insulating material usually used to cover desk lampcords and radio cords.

Glass is the insulator to be often seen on the poles that carry the telephone wires in city streets. Glassinsulator strings are usually suspended from the towers of high voltage transmission lines. One of the mostimportant insulators of all, however, is air. That is why power transmission line wires are bare wires de-pending on air to keep the current from leaking off.

Conducting materials are by no means the only materials to play an important part in electrical engi-neering. There must certainly be a conductor, that is a path, along which electricity is to travel and theremust be insulators keeping it from leaking off the conductor.

English for Power Engineering StudentsAnswer the questions

1. What does electrical conductivity of a body depend upon? 2. Do solid metals conduct electricity with ease?3. How many factors does conductance depend on?4. Do conductors play an important role in electrical engineering?5. Do insulators allow the electric current to flow freely?

TEXT 6 Read and translate the text. Answer the questions.

TESTS OF MICROPROCESSOR-BASED RELAY PROTECTION DEVICES: PROBLEMS ANDSOLUTIONS

Relay protection constitutes a major part of any power system that provides for continuous controlof the main operation modes of power system elements and generates tripping commands for the failedparts or elements of the system. Faulty operation of relay protection owing to internal malfunctions canlead to the development of massive failures and even to the collapse of the power system with huge atten-dant financial losses. For this reason the performance of the relay protection has to be periodically tested.There exists a vast variety of relay protection devices with different operating principles and construction.

Lately all but microprocessor relay protection devices (MPD) have been completely driven out ofthe market. The choice of MPDs has been driven by various reasons and not at all by their absolute advan-tage over electromechanical or analog electronic devices. MPDs based on a various principles of operationhave their advantages and disadvantages. However, one of the problems is the complexity of the proce-dures for testing their operation. Usually the operational condition of relay protection devices is checkedwith specific settings used for the relay operation in a certain network point. Any change of the settingsduring the normal relay operation requires repeating the working condition test with these new specificsettings.

When electromechanical relay protection devices were used, this procedure was quite reasonablesince any change of settings was effected by the mechanical shifting of the internal relay elements orswitching the taps of the built-in transformers, etc. Following a change of settings, a failure in the internalrelay circuits connected to a new tap of the transformer (rupture of a wire, contact failure, insulation dam-age etc.), relay imbalance caused by the change of the mechanical parts position, relay “grinding” andother problems might occur. Therefore an electromechanical relay normally used with a fixed setting didnot necessarily ensure its normal operation with other settings.

Central Electric Laboratory, Israel Electric Corp.

Answer the questions:

1. Where can faulty operation of relay protection lead to?2. What reason the performance of the relay protection has to be periodically tested for?3. What advantages and disadvantages does MPDs have?4. What does any change of the settings during the normal relay operation require?

TEXT 7 Read and translate the text. Answer the questions.

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SEMICONDUCTORSThere are materials that really occupy a place between the conductors of the electric current and

the non-conductors. They are called semiconductors. These materials conduct electricity less readily thanconductors but much better than insulators.

Semiconductors include almost all minerals, many chemical elements, a great variety of chemicalcompounds, alloys of metals, and a number of organic compounds. Like metals, they conduct electricitybut they do it less effectively. In metals all electrons are free and in insulators they are fixed. In semicon-ductors electrons are fixed, too, but the connection is so weak that the heat motion of the atoms of a bodyeasily pulls them away and sets them free.

Minerals and crystals appear to possess some unexpected properties. It is well known that theirconductivity increases with heating and falls with cooling. As a semiconductor is heated, free electrons init increase in number, hence, its conductivity increases as well.

Heat is by no means the only phenomenon influencing semiconductors. They are sensitive to light,too. Take germanium as an example. Its electrical properties may greatly change when it is exposed tolight. With the help of a ray of light directed at a semiconductor, we can start or stop various machines, ef-fect remote control, and perform lots of other useful things. Just as they are influenced by falling light,semiconductors are also influenced by all radiation. Generally speaking, they are so sensitive that a heatedobject can be detected by its radiation.

Such dependence of conductivity on heat and light has opened up great possibilities for various usesof semiconductors. The semiconductor devices are applied for transmission of signals, for automatic con-trol of a variety of processes, for switching on engines, for the reproduction of sound, protection of high-voltage transmission lines, speeding up of some chemical reactions, and so on. On the one hand they maybe used to transform light and heat energy directly into electric energy without any complex mechanismwith moving parts, and on the other hand, they are capable of generating heat or cold from electricity.

Russian engineers and scientists turned their attention to semiconductors many years ago. They saw inthem a means of solving an old engineering problem, namely, that of direct conversion of heat into elec-tricity without boilers or machines. Semiconductor thermocouples created in Russia convert heat directlyinto electricity just as a complex system consisting of a steam boiler, a steam engine and a generator doesit.

Oxford English for Electronics

Answer the questions:1. What do semiconductors include? 2. How does the atomic structure of semiconductors influence their properties? 3. What are emiconductors influenced by? 4. What are the semiconductor devices applied for? 5. How do semoconductors help in solving engineering problems?

TEXT 8 Read and translate the text. Answer the questions.

ALTERNATING CURRENT

Current is defined as increment of electrons. The unit for measuring current was named in honor of A.M.Ampere, the French physicist. Thus it is called ampere. The symbol for current is I. The electric current is aquantity of electrons flowing in a circuit per second of time. The electrons move along the circuit because thee.m.f. drives them. The current is directly proportional to the e.m.f.

A steam of electrons in a circuit will develop a magnetic field around the conductor along which theelectrons are moving. The strength of the magnetic field depends upon the current strength along the con-ductor. The direction of the field is dependant upon the direction of the current.

If the force causing the electron flow is indirect, the current is called direct (d.c.). If the force changesits direction periodically the current is called alternative (a.c.).

Alternating current is the current that changes direction periodically. The electrons leave one terminalof the power supply, flow out along the conductor, stop, and then flow back toward the same terminal. Avoltage that caused current reverses its polarity periodically. This is properly called an alternating voltage.The power supply that provides the alternating voltage actually reverses the polarity of its terminals ac-

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cording to a fixed periodic pattern. A given terminal will be negative for a specific period of time anddrive electrons out through the circuit. Then, the same terminal becomes positive and attracts electronsback from the circuit. This voltage source cannot be a battery. It must consist of some types of rotatingmachinery =1300

Answer the questions:1. Why do electrons move along the circuit?2. What does the strength of the magnetic field depend upon?3. What is alternating current?4. What is an alternating voltage?

3. Процедура и критерии оценивания:

зачтено Выставляется студенту, если он точно понял текст, умеет строитьписьменное высказывания по обозначенной теме темам, знаетнеобходимый лексический и грамматический минимум, умеетграмотно использовать приобретенные знания, умения и навыки.

не зачтено Выставляется студенту, если он частично понял текст, неуверенно, сбольшими затруднениями выполняет задания по тексту; письменноевысказывание построено с большим количеством грамматических илексических ошибок.

Составитель: Микитченко С. П., канд. пед. наук, доцент кафедры ИЯ ФИО ученая степень, звание, должность

Требования, предъявляемые на зачете

К зачету допускаются студенты, выполнившие контрольную работу по пройденномулексико-грамматическому материалу; сдавшие дополнительное чтение в объеме, установленномдля данного курса; не имеющие задолженностей за текущий учебный материал при работе ваудитории.

Для получения зачета студент должен: ─ владеть лексико-грамматическим материалом согласно учебному плану курса;─ прочитать и понять текст объемом 1500-2000 печатных знаков (I этап), 2500-3000 печатных

знаков (II этап);─ подготовить и представить эссе/монологическое высказывание в рамках изученных тем

согласно учебному плану.Форма проверки: 1) чтение и передача основного содержания текста на русском/иностранном

языке; 2) перевод на русский язык отрывков из текста, указанных преподавателем; 3) нахождениеосновной мысли текста, выполнение заданий на поиск соответствия-несоответствия информации,ее трансформации и т. п.; 4) беседа по содержанию текста и по затронутым в нем проблемам.

─ уметь вести/поддерживать беседу в рамках разговорных тем и ситуаций общения согласноучебному плану курса

Примерный перечень вопросов к зачету (1 семестр)Грамматический материал

1. Порядок слов в английском предложении (утвердительное, отрицательное, вопросительное).

2. Глагол «to be».

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3. Глагол «to have (got)»4. Местоимения. 5. Имя существительное (образование множественного числа, притяжательного падежа,

употребление артиклей).6. Имя прилагательное и наречие. Степени сравнения прилагательных и наречий.7. Оборот «There is/are»8. Неопределенные местоимения и их производные.9. Категории глагола: лицо, число, время, наклонение, залог. Видо-временные группы

глагола в действительном залоге.10. Особенности образования и употребления видовременных форм. 11. Способы обозначения будущего действия.

ПРИМЕРНЫЙ ПЕРЕЧЕНЬ ВОПРОСОВ К ЗАЧЕТУ

1. What is your first / middle / last / full / family name / patronymic / surname?

2. When and where were you born?

3. Where does your family live? / What is your native place?

3. Do you live in a small family or in a large family?

4. What kind of family would you prefer to have in future? Why?

5. How many generations are there in your family?

6. How old are they?

7. Do you have junior/younger/senior/elder sisters or brothers?

8. How many years are you their senior/junior?

9. What are their hobbies?

10. What are you interested in/fond of/crazy about? Do your family members share your hobbies?

11. What household duties do you have in the family?

12. What are the most important traditions of your family?

13. What is the best relationship between parents and children?

14. How can you describe personality traits of your family members/your own

character?

15. When did you finish school?

16. What University do you study at?

17. What forms of tuition are there in the University?

18. What is the value of education?

19. What peculiar features distinguish higher education in Russia, Great Britain & the USA?

20. What is a computer? What types of computers do you know?

21. Where are computers used at present?

22. What are pros & contras of having a computer at home?

23. What do you know about computer games addiction?

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24. Name the most important scientific inventions, which we use in our homes.

25. Do you think the development of science can solve all problems?

26. What are positive and negative effects of science on our life?

Требования, предъявляемые на экзамене К экзамену допускаются студенты, получившие зачеты за весь курс обучения; выполнившие

письменную контрольную работу согласно учебному плану курса; сдавшие дополнительноечтение в объеме, установленном для данного курса; не имеющие задолженностей за текущийучебный материал при работе в аудитории.

Экзамен по иностранному языку включает в себя:1. Чтение и понимание основного содержания текста по специальности вуза или по своей

специальности объемом 2500-3000 печатных знаков, письменный перевод со словарем указанногофрагмента текста объемом 400-450 печатных знаков (время подготовки – 45-60 минут). Беседа состудентом по затронутым в тексте проблемам, разрешается пользоваться текстом.

2. Беседа со студентом в рамках разговорных тем и ситуаций согласно учебному плану курса:1) «Роль иностранного языка в современном мире», 2) «Иностранные языки и их роль в будущейпрофессиональной сфере, при знакомстве с культурой стран изучаемого языка», 3) «Мирпрофессий в сфере электроэнергетики», 4) «Транспорт и экология», 5) «Новые открытия в областиэлектричества (способы передачи электроэнергии, энергосберегающие технологии)», 6) «Моябудущая профессия».

Примерный перечень вопросов к экзамену (2 семестр)Грамматический материал:

1. Видовременные формы английского глагола в активном и страдательном залогах.Особенности образования и употребления видовременных форм глагола в активном истрадательном залогах.

2. Общая характеристика и классификация модальных глаголов: модальные глаголы и ихэквиваленты, выражающие возможность; модальные глаголы и их эквиваленты, выражающиедолженствование; модальные глаголы и их эквиваленты, выражающие вероятность,предположение.

3. Образование форм инфинитива. Употребление и значение форм инфинитива. Значение иупотребление инфинитивных оборотов.

4. Образование –ING форм. Употребление в различных функциях.5. Образование форм причастия. Употребление причастий.

Разговорные темы и ситуации:1. Роль иностранного языка в современном мире.2. Иностранные языки и их роль в будущей профессиональной сфере, при знакомстве с

культурой стран изучаемого языка. 3. Мир профессий в сфере электроэнергетики4. Современный мир профессий, рынок труда и проблемы профессиональной деятельности.5. Транспорт и экология6. Новые открытия в области электричества (способы передачи электроэнергии,

энергосберегающие технологии)7. Моя будущая профессия.

Примерный перечень вопросов к экзамену

1. What means of transport are there in the world? Which of them are ecologically cleaner, to your

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mind, and why?

2. What automobile companies are known worldwide?

3. Is there any link between science fiction & scientific discoveries?

4. What innovations are introduced in modern cars?

5. What electronic devices do drivers have at their disposal in modern cars?

6. What is your idea of a car for tomorrow?

7. What are the alternatives to automobiles?

8. What factors bring about national & global ecological disasters?

9. What efforts does the world community make to protect the environment?

10. Are you concerned about ecological problems: overcrowded cities, noise, air

11. & water pollution, acid rains, global warming, destroying the Earth ozone layer, damaging

forests & wildlife?

12. How are ecological problems solved in your native place?

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УТВЕРЖДАЮ Зав. кафедрой ИЯ

Колесник Л.И.«____ » __________ 201__ г.

Билет № 1 1. Переведите и прочитайте выделенный отрывок текста №1 (со словарем).2. Примите участие в беседе с преподавателем по теме, представленной в тексте №2.3. Примите участие в беседе с преподавателем по теме: «…»

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