Комплект контрольно-оценочных средств для оценки результатов освоения дисциплины «Иностранный язык (английский)»
методическая разработка на тему

ГБОУ СПО НСО

«Новосибирский технологический техникум»

Комплект контрольно-оценочных средств

для оценки результатов освоения

дисциплины «Иностранный язык (английский)»

Форма аттестации: дифференцированный зачет

Разработчик:         

преподаватель

английского языка

г. Новосибирск ,2013 год.

Комплект контрольно-оценочных средств по общеобразовательному циклу, по учебной дисциплине «Английский язык» является составной частью фонда оценочных средств основной профессиональной образовательной программы.

Комплект контрольно-оценочных средств содержит паспорт контрольно- оценочных средств, материалы для оценки сформированности элементов общих компетенций по учебной дисциплине « Английский язык», средства контроля, а также задания для оценки освоения умений и усвоения знаний по предмету « Английский язык» в виде приложений.

Комплект контрольно-оценочных средств по учебной дисциплине «Английский язык» адресован руководителям и педагогическим работникам учреждений, реализующих основные профессиональные образовательные программы среднего профессионального образования и занимающихся проблемами формирования фонда оценочных средств.

Содержание

1. Паспорт комплекта контрольно - оценочных средств……….5
2. Область применения комплекта контрольно - оценочных средств…….5
3. Система контроля  и оценки освоения программы……………………..8
4. Критерии оценивания…………………………………………………….11
5. Используемая литература, Интернет - источники…………………….12
6. Приложение 1……………………………………………………………13
7. Приложение 2……………………………………………………………..15
8. Приложение 3…………………………………………………………….17
9. Приложение 4…………………………………………………………….18
10. Приложение5……………………………………………………………..20
11. Приложение 6…………………………………………………………….21
12.  Приложение 7……………………………………………………………22

I. Паспорт комплекта контрольно-оценочных средств

1.1. Область применения

Комплект контрольно-оценочных средств  предназначен для проверки результатов освоения учебной дисциплины « Английский язык»

Комплект контрольно-оценочных средств позволяет оценивать:

 Распределение оценивания результатов обучения по видам контроля

2. Освоение умений и усвоение знаний

1. 2   Система контроля  и оценки программы учебной дисциплины

Таблица3.

1. 2.1. Формы промежуточной аттестации по УД

1.2.2.Организация текущего контроля успеваемости,  промежуточной аттестации по итогам освоения учебной дисциплины

           Оценка уровня освоения умений  и усвоения знаний по УД производится на основании ответов  на контрольные вопросы, в том числе по результатам практических работ по выполнению  заданий внеаудиторных и самостоятельных работ, по текущему контролю.

              При условии, что обучаемый имел значительные  затруднения в текущей работе и много пропусков, для него организуется   дифференцированный зачет.

           Формой итоговой аттестации по УД является дифференцированный зачет.

2. Комплект контрольно-оценочных средств

2.1. Задания для проведения дифференцированного зачета

1 вариант

 1.  Читать и переводить текст:

 Any laboratory is a place where scientists must carry out experimental study in any branch of science for the purpose to advance men`s knowledge or to apply scientific principles in testing, analyses and special application of natural laws. The word «laboratory» denotes any room or building where men are to carry out investigation in techniques and sciences. The word `laboratory` can also denote the work – room of a chemist, or a testing – room of an industry.

In early days people called the place for chemical work simply a workshop to make drugs. Later chemists had to use the workshops to make chemical substances for the metallurgical industry or textiles, home life and so on.

Among the laboratories of the world we may note the laboratory of the Royal Institution of Britain established in 1800 and devoted to the applied sciences. The laboratory soon became the seat of activity where such great scientists as M. Faraday and J. Tyndall might conduct research in pure sciences.

Nowadays laboratories have to be introduced into educational institutions to teach scientific and technical knowledge by means of experiments. New laboratories will have to provide for more departments for research in pure sciences and for application of science to industrial purposes where skilful industrial workers, engineers and scientists will be able to carry their important work.

2.  Ответить на вопросы:

1. 1. What do we call a laboratory?

2. What does the word «laboratory» denote?

3. What is the purpose of experimental study?    

3. Записать синонимы  по парам:

1) to achieve; 2) to appear; 3) complex; 4) to protect; 5) conversation; 6) great; 7) to solve; 8) design; 9) task; 10) to reduce; 11) at present; 12) possibility; 13) to link; 14) simple; 15) huge.

1) to connect; 2) to obtain; 3) complicated; 4) project; 5) to emerge; 6) nowadays; 7) problem; 8) tremendous; 9) talk; 10) to defend; 11) opportunity; 12) common; 13) to decrease; 14) large; 15) to decide.

2 вариант

         1.  Читать и переводить текст:

One of today’s important tasks is to raise production efficiency and quality. To achieve this requires contributions from many scientific disciplines, among them the science of materials strength. The quality and reliability of machines and structures depend in large measure on its advances. The modern age has confronted this science with tasks of unprecedented scope demanding urgent solution.

The great Galileo is considered to be the father of the science of materials strength, one of the basic engineering disciplines, and the bane of undergraduates at technological colleges. There is probably historic justice in the fact that Galileo was also the first man to whom it occurred to direct an unsophisticated optical instrument skywards in order to see the mountains of the Moon: today we are faced with problems of the strength of instruments and apparatus the Moon, Venus, Mars … .

But before it could produce mechanisms capable of withstanding comic cold and vacuum, the strains and stresses of takeoff and return to Earth, the science of materials strength had to cover a long and difficult path. Its progress accelerated in the 19th century, when people began to lay thousands of miles of railway tracks, erect bridges and dig tunnels, build ocean – going ships and complex machines.

Our predecessors managed to cope with their tasks. Many structures built centuries ago have not only survived to our day but even remain in use.

 2.  Ответить на вопросы:

1. What is one the most important tasks of today? 2. What does the raise of production efficiency require? 3. What do the quality and reliability of machines and structures depend on? 4. Who is considered to be the father of the science of materials strength?

3. Заполнить пропуски словами из текста.

1. The progress of the science of materials strength … in the 19th century. 2. To be sure, there were also … and … when machines broke down or … collapsed. 3. One of today’s important … is to raise … efficiency and … of … . 4. Many … built centuries ago have only … to our day but even …  in use. 5. Our predecessors … to cope with their tasks. 6. The … Galileo is considered to be the … of the science of … strength.

Критерии оценивания:

оценка «отлично» выставляется обучающемуся за работу, выполненную безошибочно, в полном объеме с учетом рациональности выбранных решений;

оценка «хорошо» выставляется обучающемуся за работу, выполненную в полном объеме с недочетами;

оценка «удовлетворительно» выставляется обучающемуся за работу, выполненную в не полном объеме (не менее 50% правильно выполненных заданий от общего объема работы);

- оценка «неудовлетворительно» выставляется обучающемуся за работу, выполненную в не полном объеме (менее 50% правильно выполненных заданий от общего объема работы).

2.  Перечень рекомендуемых учебных изданий, дополнительной литературы, интернет-ресурсов

        Основные источники: 

1.  Агабекян И.П. Английский язык для средних специальных учебных заведений. - М.: Проспект, 2011

2. Голицынский Ю.Б. Грамматика английского языка, Сборник упражнений. -СПб.: КАРО, 2010

3. Голицынский Ю.Б. Пособие по развитию разговорной речи. - СПб.: КАРО, 2007 (Английский язык для школьников).

4 . Дубровин М.И. Англо — руссский\русско — английский словарь.- м.: Иностранный язык, 2007

5 . Луговая А.Л. Современные средства связи: Учебное пособие. - М.: Высшая школа, 2009

        Дополнительные источники:

1     Клементьева Т.Б. Повторяем времена английского глагола. - М.: Дрофа, 1996

2     Кравцова Л.И. Английский язык: учебник для СПО. - М.: Высшая школа, 2004

3.    Полякова Т.Ю. Английский язык для диалога с компьютером: Учебное пособие для технических вузов. - М.: Высшая школа, 1997

        4.    Тесты по английскому языку для студентов технических вузов /С.А. Хоменко, В.Ф. Скалабан, Н.Е.Ковшик, А.И.Гресь. - Минск: Амалфея, 2003

      Нормативные документы:

1.  ФГОС  СПО

2.    С.В. Зотова, методист центра мониторинга и научно-методического обеспечения качества профессионального образования Челябинского ИРПО Рекомендации по ФОС

3. Рабочая программа учебной дисциплины общеобразовательного цикла «Иностранный язык» (английский) разработана на основе Государственного стандарта общего полного среднего образования, утвержденного Министерством образования РФ от 5.03.2004 года № 1089, и примерной программы  по иностранному языку для использования в учреждениях СПО Департаментом государственной политики и нормативно-правового регулирования в сфере образования Минобрнауки России от 16.04.2008 года.

Интернет-ресурсы:

1. http://www.fepo.ru// интернет-экзамен в сфере профессионального образования

2.  http://www.englishteachers.ru// методическая помощь изучающим английский язык

Приложение 1

Материал к уроку контрольного чтения

Время на выполнение задания – 30 минут

1. Her Majesty’s Government, in spite of its name, derives its authority and power from its party representation in Parliament. Parliament is housed in the Palace of Westminster, once a home of the monarchy. Like the monarchy, Parliament is an ancient institution, dating from the middle of the thirteenth century. Parliament is the seat of British democracy, but it is perhaps valuable to remember that while the House of Lords was created in order to provide a council of the nobility for the king, the Commons were summoned originally in order to provide the king with money. 
   
   B. The reigning monarch is not only head of state but symbol of the unity of the nation. The monarchy is Britain’s oldest secular institution, its continuity for over a thousand years broken only once by a republic that lasted a mere eleven years (1649-60). The monarchy is hereditary, the succession passing automatically to the oldest male child, or in the absence of males to the oldest female offspring of the monarch. In law the monarch is head of the executive and of the judiciary, head of the Church of England, and commander-in-chief of the armed forces. 
   
   C. The dynamic power of Parliament lies in its lower chamber. Of its 650 members, 523 represent constituencies in England, 38 in Wales, 72 in Scotland and 17 in Northern Ireland. There are only seats in the Commons debating chamber for 370 members, but except on matters of great interest, it is unusual for all members to be present at any one time. Many MPs find themselves in other rooms of the Commons, participating in a variety of committees and meetings necessary for an effective parliamentary process.  
   
   D. Britain is a democracy, yet its people are not, as one might expect in a democracy, constitutionally in control of the state. The constitutional situation is an apparently contradictory one. As a result of a historical process the people of Britain are subjects of the Crown, accepting the Queen as the head of the state. Yet even the Queen is not sovereign in any substantial sense since she receives her authority from Parliament, and is subject to its direction in almost all matters. This curious situation came about as a result of a long struggle for power between the Crown and Parliament during the sixteenth and the seventeenth centuries.  
   
   E. Her Majesty’s Government governs in the name of the Queen, and its hub, Downing Street, lies in Whitehall, a short walk from Parliament. Following a general election, the Queen invites the leader of the majority party represented in the Commons, to form a government on her behalf. Government ministers are invariably members of the House of Commons, but infrequently members of the House of Lords are appointed. All government members continue to represent “constituencies” which elected them. 
   
   F. Each parliamentary session begins with the “State Opening of Parliament”, a ceremonial occasion in which the Queen proceeds from Buckingham Palace to the Palace of Westminster where she delivers the Queen’s Speech from her throne in the House of Lords. Her speech is drafted by her government, and describes what the government intends to implement during the forthcoming session. Leading members of the Commons may hear the speech from the far end of the chamber, but are not allowed to enter the House of Lords. 
   
   G.  The upper chamber of Parliament is not democratic in any sense at all. It consists of four categories of peer. The majority are hereditary peers, a total of almost 800, but of whom only about half take an active interest in the affairs of the state. A smaller number, between 350 and 400, are “life” peers – an idea introduced in 1958 to elevate to the peerage certain people who rendered political or public service to the nation. The purpose was not only to honour but also to enhance the quality of business done in the Lords.  

Установите соответствие между заголовками 1 – 8 и текстами A – G. Занесите свои ответы в таблицу. Используйте каждую цифру только один раз. В задании один заголовок лишний.

Ответ: A: 4; B: 8; C: 1; D: 5; E: 7; F: 2; G: 3

Приложение 2

'Second Stonehenge'

Archaeologists have discovered evidence of what they believe was a second Stonehenge located a little more than a mile away from the world-famous prehistoric monument.
The new find on the west bank of the river Avon has been called "Bluestonehenge", after the colour of the 25 Welsh stones of A___________________.
Excavations at the site have suggested there was once a stone circle 10 metres in diameter and surrounded by a henge – a ditch with an external bank, according to the project director, Professor Mike Parker Pearson, of the University of Sheffield.
The stones at the site were removed thousands of years ago but the sizes of the holes in B  _________________ indicate that this was a circle of bluestones, brought from the Preseli mountains of Wales, 150 miles away.
The standing stones marked the end of the avenue C  __________________, a 1¾-mile long processional route constructed at the end of the Stone Age. The outer henge around the stones was built about 2400BC but arrowheads found in the stone circle indicate the stones were put up as much as 500 years earlier.
Parker Pearson said his team was waiting for results of radiocarbon dating
D __________________  whether stones currently in the inner circle of Stonehenge were originally located at the other riverside construction. 
Pearson said: "The big, big question is when these stones were erected and when they were removed – and when we get the dating evidence we can answer both those questions."
He added: "We speculated in the past E ____________________ at the end of the avenue near the river. But we were completely unprepared to discover that there was an entire stone circle. Another team member, Professor Julian Thomas, said the discovery indicated F_________________ was central to the religious lives of the people who built Stonehenge. "Old theories about Stonehenge that do not explain the evident significance of the river will have to be rethought," he said. Dr Josh Pollard, project co-director from the University of Bristol, described the discovery as "incredible".

1. which could reveal
2. which they stood
3. which it was once made up
4. that this stretch of the river Avon
5. that there might have been something
6. that it should be considered as integral part
7. that leads from the river Avon to Stonehenge

Прочитайте текст и заполните пропуски A – F частями предложeний, обозначенными буквами 1 – 7. Одна из частей в списке 1 – 7 лишняя. Занесите цифру, обозначающую соответствующую часть предложения, в таблицу.

Ответ: A: 3; B: 2; C: 7; D: 1; E: 5; F: 4

Приложение 3

Вариант 1

1. Прочитайте и письменно переведите текст.

SHOPPING

     There are many kinds of shops helping people to meet their needs. You can go shopping to small food stores: the grocery store, store of dairy products, butcher’s, bakery, greengrocer’s, confectionery store. But most people do shopping in large stores – supermarkets. Supermarkets sell not only food. Many sell household goods, cards, magazines, cigarettes, and even flowers.

When you come into the supermarket you have to take a food basket or a shopping cart to put all the products you buy. All the necessary foodstuffs can be bought here. In the meat aisle the customers can buy beef, pork, veal, poultry. There is always a rich choice of fish there. In the grocery aisle you can see all kinds of cereals. Here you can buy flour, macaroni, salt, spices and some other products. Everything is sold in ready packets. You go to the dairy counter to buy milk products. There is a wide choice of them: milk, cream, kefir, sour cream, yogurt, margarine and butter, cheese and curds. In the bread aisle you take loaves of rye or wheat bread, rusks, rolls and buns. There is a big choice of items in the confectionery: sugar, sweet, chocolates, tarts, wafers, coffee, cocoa.

The green grocery and fruit aisles look very attracting. Here you can buy fresh vegetables, fruits and greens. Juicy apples, grapes, oranges, bananas, lemons, pears are sold in every season.

After buying all necessary products, you come up to the cashier’s desk to pay the money. Sometimes there are a lot of customers in the shop and you have to get in line, but most often it doesn’t take much time.

If you are a smart shopper, you compare prices, always look at the date of production of perishable foods and check the change.

Приложение 4

Материал к уроку контрольного чтения

Задание: прочитать текст и выбрать правильный вариант продолжения предложения, выписанного под текстом.

Getting What He Deserved?

    There were seven or eight of us in the line, waiting to pay the cashier for our lunches. We were all in a hurry because that’s the way of the American business-day lunch. At the front of the line there was a pretty woman with a small boy of about eight. He was a cute little fellow wearing black jeans, white sneakers and a blue pullover sweater. A shock of dark hair fell over his eyes. He looked very much like his mother. The boy had a charming face with chiseled features but he was depressed. 
           As the woman fumbled in her purse, looking for money to pay her check, the kid noticed a display of candy bars beside the cash register and immediately wanted one.
           “You can’t have any candy”, said his mother. “You had a pie with your lunch”. She took out her handkerchief, then put it back and went on fumbling in her purse.
          “But I want some candy”, said the kid. His tone was surprisingly insistent. Almost aggressive.
           The mother continued her search for money in her purse, and the kid continued to whine about the candy. Then he began to stamp his feet and shout.
           The rest of us in line were beginning to get fidgety. We bunched a little closer together and several folks began mumbling under their breath. “Ought to snatch him bald”, said one man quietly.
The kid by now was reaching for the candy display in open opposition to his mother. She grabbed his arm and pulled it away, but not before he clutched a Snickers bar in his hand.
          “Put it back”, she said.
         “No!” shouted the child. It was an arrogant “No!”
The line bunched even more closely together, and the man who had suggested snatching the kid bald appeared ready to do so himself. So much for the kid’s shock of dark hair, I thought.
         But the mother moved suddenly and with purpose. She paid the cashier, took back her change and dropped it into her purse. Then with one quick motion, she grabbed hold of the child’s pullover sweater and lifted him off the floor. The moment his sneakers came back to earth, she turned his back toward her and began flailing him. A look of disbelief came across the kid’s face. His eyes filled with tears. He tried to break away but that made his mother flail him again.
         When she had finished administering the punishment, she turned the child around and pointed a finger squarely in his sobbing face. With a voice strong and certain, she said, “The next time I tell you do something, young man, will you do it?”
The child looked at the floor. Meekly and sincerely, he replied, “Yes, ma’am.”
The mother turned to go. The child returned the Snickers bar without further hesitation and marched dutifully out behind her.
The people in a line broke into spontaneous applause. 
“Did the kid deserve the punishment he had? What would I do if I were his mother? She may have been absolutely right for all I know. I have no children. I have no right to argue with the mother” I thought. “There is nothing I can do but wait. Perhaps the best way to get an idea of normal behavior of children is to get married and raise a few”.

The people in the cafe were all in a hurry because

1. they had to buy their lunch far away from the office.

 2. they wanted to be the first in line to pay for the food.

 3. 3it was the way they normally behaved at lunch time.

                4. they had to buy their lunch before the cashier left for her lunch.

Ответ: 3

Приложение 5

Материал к уроку контрольного чтения

Task 1(C1)

You have 20 minutes to do this task.
You have received a letter from your English-speaking pen-friend Tom who writes:

У Вас 20 минут на выполнение работы.

Вы получили письмо от друга по переписке, Тома, который пишет и просит ответить ему.

Ответ

Приложение 6

1. Используя реплики под чертой, восстановите и запишите диалоги; переведите их.

Диалог 1

A.: Have you ever been to Stratford-upon-Avon?

B.: ………………………………………………………………………

A.: ………………………………………………………………………

B.: Yes, the Royal Shakespeare Theatre was opened in Stratford in 1932. Only Shakespeare's plays are performed here.

_______________________________________________________

- I know that there is a famous theatre in this town.

- Yes, I have. Stratford-upon-Avon is a small town which is associated with Shakespeare, the greatest English poet and playwright.

Диалог 2

• Here we are in London. I’m glad the trip is over.

…………………………………………………………………….......

• Only 3 days. I’d like to visit the British Museum, the National Gallery and Buckingham Palace.

…………………………………………………………………….......

_______________________________________________________

• Let me accompany you. I know the city well. I’ll show you all interesting places in London.
• How long are you planning to stay in London?

Приложение 7

Упражнение № 1. Найдите и выпишите из текста "Development of environmental engineering" следующие английские эквиваленты:

Улучшать качество окружающей среды

Водоснабжение

канализационная система

канализационные трубы

очистка воды

ухудшение качества окружающей среды

длительное воздействие

широкое применение

сельскохозяйственные вредители

на грани вымирания

наносить вред окружающей среде

Упражнение № 2. Прочитайте и переведите текст.

Development of environmental engineering

        Ever since people first realized that their health and well-being were related to the quality of their environment, they have applied thoughtful principles to improve the quality of their environment. The ancient Indus civilization utilized early sewers in some cities. The Romans constructed aqueducts to prevent drought and to create a clean, healthful water supply for the metropolis of Rome. In the 15th century, Bavaria created laws restricting the development and degradation of alpine country that constituted the region's water supply. In the mid-19th century in London Joseph Bazalgette designed the first major sewerage system. The introduction of drinking water treatment and sewage treatment in industrialized countries reduced waterborne diseases.

The field emerged as a separate environmental discipline during the middle third of the 20th century in response to widespread public concern about water and pollution and increasingly extensive environmental quality degradation. However, its roots extend back to early efforts in public health engineering.

In many cases, as societies grew, actions that were intended to achieve benefits for those societies had longer-term impacts which reduced other environmental qualities. One example is the widespread application of DDT (dichlorodiphenyltrichloroethane) to control agricultural pests in the years following World War II. While the agricultural benefits were outstanding and crop yields increased dramatically, thus reducing world hunger substantially, and malaria was controlled better than it ever had been, numerous species were brought to the verge of extinction due to the impact of the DD T on their reproductive cycles. The story of DDT as vividly told in Rachel Carson's «Silent Spring» is considered to be the birth of the modern environmental movement and the development of the modern field of environmental engineering.

Упражнение № 3. Написать мини-сочинение по теме «Защита окружающей среды».

Development of environmental engineering

Эталон ответа для упражнения №1

Улучшать качество окружающей среды- to improve the quality of their environment

Водоснабжение- water supply

канализационная система- sewerage system

канализационные трубы- sewers

очистка воды- water treatment

ухудшение качества окружающей среды- environmental quality degradation

длительное воздействие- longer-term impacts

широкое применение- widespread application

сельскохозяйственные вредители- agricultural pests

на грани вымирания- to the verge of extinction

наносить вред окружающей среде- to harm the environment