Комплект контрольно-измерительных материалов
учебно-методический материал по теме

МИНИСТЕРСТВО ОБРАЗОВАНИЯ Нижегородской области

Государственное бюджетное образовательное учреждение

среднего профессионального образования

"Лукояновский педагогический колледж им. А.М.Горького"

(ГБОУ СПО ЛПК)

Комплект

контрольно-измерительных материалов

для промежуточной аттестации по учебной дисциплине

ОГСЭ.03   Иностранный язык

основной профессиональной образовательной программы

по специальности СПО 230701    Прикладная информатика

базовой подготовки  

г. Лукоянов 2013 год

Разработчик:         

Рассмотрен на заседании предметно-цикловой комиссии  иностранных языков Протокол № 20ноября от 2013 г.

Приложение: на 1 л. в 1 экз.

И.Г. Логинова преподаватель

89535723097

1. Общие положения

Контрольно-измерительные материалы предназначены для контроля и оценки образовательных достижений обучающихся, освоивших программу учебной дисциплины    ОГСЭ.03  Иностранный язык

КИМ включают контрольные материалы для проведения промежуточной аттестации в форме дифференцированного зачета.

Проводится  (в форме тестирования по чтению и устного ответа по карточкам)

2. Результаты освоения дисциплины, подлежащие проверке

3. Измерительные материалы для оценивания результатов освоения учебной дисциплины

Задания для проведения  дифференцированного зачета

Форма  дифференцированного зачета (тестирование по чтению и устный ответ по карточкам)

1. Место выполнения задания: учебная аудитория

2. Максимальное время выполнения задания: 90минут

3. Источники информации, разрешенные к использованию на экзамене, оборудование: Англо-русский словарь

Вариант 1

Раздел 1. Тестирование по чтению.

Задание 1. . Прочитайте рекомендации ученых как построить счастливую семью. Установите соответствие между заголовками 1—8 и текстами А—G. Занесите сиои ответы в таблицу. Используйте каждую цифру только один раз. В задании один заголовок лишний.

1. He ad-and-heart listening
2. Clear responsibilities
3. Family discussions
4. Flexibility.

5. Balanced communication
6. Caring and appreciation
7. Family roots
8. Encouragement

A.        Building a successful family is like building a home. Both need a plan. A successful family based on unity and love takes careful planning, but it's worth every moment. The best way to be orga nized as a family is to talk about family matters. By doing this, families enjoy a special closeness and stability. Choosing to spend time with your family sends a message more powerful than words. Memories made together during this time will bond and sustain your family through the years.

B.        Family traditions promote feelings of warmth and unity. Trace your family tree and collect all the photographs of your ancestors that you can find. Public libraries and bookstores have books on genealogy for you to get you started. Compile a family oral history.

Ask older relatives to talk about their parents and childhood and record their comments. Then transcribe the tapes and send copies to aunts and uncles, grandparents and cousins. These stories

contain a glimpse of the past that would be lost otherwise.

C.        How much time should families spend together? That varies from family to family. Families with young children usually spend most of their time together because young children need a great deal of physical care and guidance. Families with teenagers may spend

less time together because teens naturally want to spend more time with their friends. Healthy families keep a good balance between 'too much' and 'not enough' time together. They spend enough time to satisfy all family members.        '

D.        Strong families take time to talk to one another. They share their hopes and dreams, feelings and concerns. This involves listening beyond words to the meanings and feelings attached to them. A good listener can better understand and respond to the needs and

concerns of others. It means laying aside personal views and really trying to understand the other person's point of view. Even if you don't agree with their opinion, you can make sure you understand them before responding.

E.        Members of successful families feel they really belong in their family. Family members feel accepted for what they are and promote one another's self-esteem. They celebrate their victories and help each other learn from mistakes. Sometimes life gets rough and we need all the support we can get. A cheering word from a family member can really come in handy. Put the words on sticky notes and stick them in places where they can be easily found.

F. Strong families develop predictable routines, roles, and rules that govern everyday life and provide for continuity and stability. Reasonably stable patterns empower a family to deal with the many challenges inevitable in family life; without such patterns, chaos would result. At the same time, strong families adapt relationships and family rules when needs arise. The varied circumstances of family life may necessitate individual adaptation. Since no family knows what tomorrow will bring, being adaptive is a good trait for family members to develop.

G. Recent studies affirm the importance of love in families. Research shows that expressions of affection towards children reduce problem behaviors and enhance children's development. Strong families notice and share positive aspects of each member. They notice the talents, skills and achievements, special qualities, and characteristics that make the other person unique. They find ways to be positive even when another family member makes a mistake and make a conscious effort to develop closeness and show love at home.

Раздел 2.Говорение

Задание 1.

 Выразите свое мнение:

• Do you find the article useful? Why/why not?
• Is there any other advice you could give to people who want to have a happy family?
• What do you think is the best way to solve family problems?

Задание 2. Составьте монологическое высказывание из предложенных ниже тем:

1. MY FUTURE PROFESSION
2. MY FAVOURITE BOOK
3. MY FAMILY
4. MY HOOBY
5. MY WORKING DAY AND DAY OF

Вариант 2

Раздел 1. Тестирование по чтению.

Задание 1. Прочитайте рассказ и выполните задания 1—7. В каждом задании обведите цифру 1, 2, 3 или 4, соответствующую выбранному вами варианту ответа. Перенесите ответы в таблицу.

When David steps out of the front door he is blinded for a moment by the white, fizzing sunlight and reaches instinctively for his dad's hand. It's the first really warm day of the year, an unexpected heat that bridges the cusp between spring and summer. Father and son are on their way to the barbershop, something they have always done together.

Always, the routine is the same. 'It's about time we got that mop оf yours cut,' David's dad will say pointing at him with two fingers, ii cigarette wedged between them. 'Perhaps I should do it. Where are those shears, Janet?' Sometimes his dad chases him round the living room, pretending to cut off his ears. When he was young David used to get too excited and start crying, scared that maybe he really would N lose his ears, but he has long since grown out of that.

Mr Samuels' barbershop is in a long room above the chip shop, reached by a steep flight of stairs. There is a groove worn in each step by the men who climb and descend in a regular stream. David follows his father, annoyed that he cannot make each step creak like his old man can.

David loves the barbershop — it's like nowhere else he goes. Black and white photographs of men with various out-of-fashion hairstyles

hang above a picture rail at the end of the room, where two barber's chairs are bolted to the floor. They are heavy, old-fashioned chairs with foot pumps that hiss and chatter as Mr. Samuels, the rolls of his plump neck squashing slightly, adjusts the height of the seat. In front of the chairs are deep sinks with a showerhead and long metal hose attached, to the taps. Behind the sinks are mirrors and on either side of these, shelves overflowing with a mixture of plastic combs, shaving mugs, scissors, cut throat razors, hair brushes and, stacked neatly in a pyramid, 10 bright red tubs of Brylcreem.

At the back of the room sit the customers, silent for most of the time, except when Mr Samuels breaks off from cutting and takes a drag on his cigarette, sending a wisp of grey-blue smoke like the tail of kite twisting into the air.

When it is David's turn for a cut, Mr. Samuels places a wooden board covered with a piece of oxblood red leather across the arms of the chair, so that the barber doesn't have to stoop to cut the boy's hair. David scrambles up onto the bench.

'The rate you're shooting up, you won't need this soon, you'll be sat in the chair,* the barber says. 'Wow,' says David, squirming round to look at his dad, forgetting that he can see him through the mirror. 'Dad, Mr Samuels said I could be sitting in the chair soon, not just on the board!' 'So I hear,' his father replies, not looking up from the paper. '1 expect Mr Samuels will start charging me more for your hair then.' 'At least double the price,' said Mr Samuels, winking at David, Finally David's dad looks up from his newspaper and glances into the mirror, seeing his son looking back at him. He smiles.

In the mirror David sees a little head sticking out of a long nylon cape that Mr, Samuels has swirled around him and folded into his collar with a wedge of cotton wool. Occasionally he steals glances at the barber as he works. He smelts a mixture of stale sweat and aftershave as the barber's moves around him, combing and snipping, combing and snipping. David feels like he is in another world, noiseless except for the scuffing of the barber's shoes on the lino and the snap of his scissors. In the reflection from the window he could see a few small clouds moving slowly to the sound of the scissors' click.

When Mr. Samuels has finished, David hops down from the seat, rubbing the itchy hair from his face. Looking down he sees his own thick, blonde hair scattered among the browns, greys and blacks of the men who have sat in the chair before him. For a moment he wants to reach down and gather up the broken blonde locks, to separate them from the others, but he does not have time,

The sun is still strong when they reach the pavement Outside the shop, but it is less fiery new, already beginning to drop from its zenith. 'Let's get some fish and chips to take home, save your mum from cooking: tea,' says David's dad. The youngster is excited and grabs' his dad's hand. The thick-skinned fingers close gently around his and David is surprised to find, warming ire his father's palm, a lock of his

own hair

1.        Sometimes David's dad chases him round the living room, be¬

cause.

1),        he intends to take him to the barbershop.

2)        he wants to frighten David.

3)        he wants to cut off David's ears.        '

4)        he intends to cut David's hair with the shears.

2.        In paragraph 3 'a groove;' means

1)        a kind of clothes worn by the men who come to the barber-shop.

2)        a special perfume.

3)        a thin cut into a wooden, surface.

4)        a creak that each step makes. .

3.        Mr, Samuels

1)        has got a modern barbershop.        .    . r

2)        is a rich barber.

3)        has got very few customers.

4)        is slightly fat.

4.        Mr. Samuels places a wooden board across the arms of the chair

because        *

1)        he wants David to sit comfortably while cutting.

2)        he would like David to see himself in the mirror.

3)        he doesn't want to bend while cutting the boy's hair*

4)        in this case he doesn't have to work hard.

5.        Mr. Samuels says he will charge double the price for David's hair

because

1)        he intends to raise the price of the haircut.        

2)        David has already grown up.

3)        he is kidding.        

4)        he needs to buy a new chair.

6.        David feels like he is in another world because

1)        he has never been to the barbershop.

2)        he can hear almost no sounds.   :        '\

3)        he smells a mixture of stale sweat and aftershave.

4)        he can see a few small clouds in the sky.

7.        David's hair is

1)        fair.

2)        grey.        >

3)        brown.

4)        red.

Раздел 2. Говорение 

Задание 1. Выразите свое мнение:

• Do you spend 9 lot of time with your parents? Why/why not?
• Why is it important for parents and children to spend a lot of time together?
• What kind of relationships should be between parents and children?

Задание 2. Составьте монологическое высказывание из предложенных ниже тем:

6. еMY FUTURE PROFESSION
7. MY FAVOURITE BOOK
8. MY FAMILY
9. MY HOOBY
10. MY WORKING DAY AND DAY OF

Критерии оценивания заданий

5 баллов -(при правильном выполнении 3 заданий из 3 предложенных),

4 балла – при правильном выполнении 3 заданий из 3 предложенных с замечаниями.

3 балла - при правильном выполнении не менее 2 заданий,

2 балла – при правильном выполнении менее 2 заданий.

Ответы

Вариант1.

Задние 1.

 3751846

Вариант 2.

Задание 1.

 2343321

Список использованной литературы: 

1. Английский язык: ЕГЭ учебник /Е.С. Музланова М.:АСТ: Астрель: Полиграфиздат, 2011-622стр.

2. Дуда.Н.В. Тестовые задания для подготовки к ЕГЭ по английскому языку.-Ростов н/Д:изд-во «Феникс», 2003г-288с.