Программа вступительного испытания по дисциплине Иностранный язык (английский, немецкий) (стр. 2 )

(в соответствии с базовым уровнем программ среднего (полного) образования по иностранным языкам)

К завершению обучения в старшей шко­ле на базовом уровне подразумевается дости­жение учащимися уровня общеевропей­ского порогового уровня (В1) подготовки по иностранному языку.

В результате изучения иностранного языка на базовом уровне ученик должен знать/понимать:

значения новых лексических единиц, связанных с тематикой данного этапа обу­чения и соответствующими ситуациями общения, в том числе оценочной лексики, реплик-клише речевого этикета, отражающих особенности культуры страны/стран изучаемого языка;

значение изученных грамматических явлений в расширенном объеме (видо-вре­менные, неличные и неопределенно-личные формы глагола, формы условного наклоне­ния, косвенная речь/косвенный вопрос, по­буждение и др., согласование времен);

страноведческую информацию из ау­тентичных источников, обогащающую со­циальный опыт школьников: сведения о стране/странах изучаемого языка, их науке и культуре, исторических и современных реалиях, общественных деятелях, месте в мировом сообществе и мировой культуре, взаимоотношениях с нашей страной, язы­ковые средства и правила речевого и нере­чевого поведения в соответствии со сферой общения и социальным статусом партнера.

В результате изучения иностранного языка на базовом уровне ученик должен уметь:

говорение

вести диалог, используя оценочные суждения, в ситуациях официального и неофициального общения (в рамках изу­ченной тематики); беседовать о себе, своих планах; участвовать в обсуждении проблем в связи с прочитанным/прослушан­ным иноязычным текстом, соблюдая пра­вила речевого этикета; рассказывать о своем окружении, рассуждать в рамках изученной тематики и проблематики; представлять социокуль­турный портрет своей страны и страны/стран изучаемого языка;

аудирование

относительно полно и точно пони­мать высказывания собеседника в распространенных стандартных ситуациях повседневного общения, понимать основное содержание и извлекать необходимую информацию из различных аудио - и видеотекстов: прагматических (объявления, прогноз погоды), публици­стических (интервью, репортаж), соответствующих тематике данной ступени обучения;

чтение

читать аутентичные тексты различных стилей: публицистические, художест­венные, научно-популярные, прагматичес­кие, используя основные виды чтения (оз­накомительное, изучающее, поисковое/ просмотровое) в зависимости от коммуникативной задачи;

письменная речь

писать личное письмо, заполнять анкету, письменно излагать сведения о себе в форме, принятой в стране/странах изучаемого язы­ка, делать выписки из иноязычного текста; использовать приобретенные знания и умения в практической деятельности и повседневной жизни для:

общения с представителями других стран, ориентации в современном мультикультурном мире;

получения сведений из иноязычных источников информации (в том числе че­рез Интернет), необходимых в образова­тельных и самообразовательных целях;

расширения возможностей в выборе будущей профессиональной деятельности;

изучения ценностей мировой культу­ры, культурного наследия и достижений других стран; ознакомления представите­лей зарубежных стран с культурой и достижениями России.

Языковые знания и навыки:

Орфография

Наличие у абитуриентов сформированных орфографических навыков, применительно к языковому материалу, входящему в лексико-грамматический минимум базо­вого уровня.

Фонетическая сторона речи

Наличие у испытуемых сформированных слухо-произноси­тельных навыков, примени­тельно к языковому материалу, входящему в минимум базо­вого уровня; наличие на­выков правильного произношения; соблюдение ударения и интонации в словах и фразах; наличие ритмико-интонационных навыков оформления различных типов предложений.

Лексическая сторона речи

Лек­сический минимум выпускников полной средней школы составляет 1400 лексичес­ких единиц.

Наличие у испытуемых навыков распознавания и упо­требления в речи лексических единиц, об­служивающих ситуации в рамках темати­ки основной и старшей школы, наиболее распространенных устойчивых словосоче­таний, реплик-клише речевого этикета, ха­рактерных для культуры стран изучаемого языка; навыков использования словарей.

Грамматическая сторона речи

Владение абитуриентами навыками распозна­вания и употребления в речи различных коммуникативных и структурных типов предложения; владение навыками распозна­вания и употребления сложносочиненных и сложноподчи­ненных предложений, в том числе условных предложений с разной степенью вероятности: вероятных, маловероятных и невероятных.

Владение навыками распознавания и употребления в речи: различных грамматических конструкций, входящих в минимум базо­вого уровня; наиболее употребительных временных форм действительного и пассивного залога; модальных глаголов и их эквивалентов; неличных форм глагола; различных грам­матических средств для выражения буду­щего времени; артиклей; имен существительных в единственном и множественном числе (в том числе исключения); личных, притяжательных, ука­зательных, неопределенных, относитель­ных, вопросительных местоимений; прила­гательных и наречий, в том числе наречий, выражающих количество; количественных и порядковых числительных.

Наличие знаний о функцио­нальной значимости предлогов и навыков их употребления: предлоги во фразах, выражающих направ­ление, время, место действия; навыков употребления разных средств связи в тексте для обеспечения его целостности.

Образцы типовых экзаменационных заданий,

ключи для их проверки, бланки ответов и списки рекомендуемой литературы для подготовки к вступительным испытаниям

английский язык

Типовое экзаменационное задание.

Part 1. LISTENING COMPREHENSION

Task 1. Say if the following statements are true (“+”) or false (“-“) according to the text.

1) The Limas were eager to exchange the film that seemed not long enough.

2) They had a lot of pictures with the castle in them, but Mrs. Lima insisted on having more.

3) The assistant wanted them to pay for the pictures in advance.

4) Mrs. Lima wanted to have one of the photos bigger in size.

5) One photograph cost eight crowns.

6) The Limas disagreed to use the same-day service.

Task 2. Complete the sentences according to the text you’ve listened to.

1. It normally took the service…

a) … just a day to develop a film.

b) … much time and strength to please every client.

c) … three days to develop and print the ordered pictures.

d) … eight crowns to refund in case a film was spoiled by them.

2. As a rule the assistant asked their clients…

a) … to pay in advance.

b) … to leave a small deposit.

c) … to pay eight crowns for developing a film.

d) … not to hurry them.

3. According to Mr. Lima, paying…

a) … for something in advance was not suitable.

b) … eight crowns for the provided service was too much.

c) … a small deposit was ridiculous.

d) … for services like that was ridiculous.

4. One of the printed pictures was bad because …

a) … Mr. Lima forgot to remove the protective cap from the lens when taking the photograph.

b) … the castle in it was not clearly seen.

c) … the service spoiled it when processing.

d) … there was Mr. Lima’s thumb on it.

Part 2. READING COMPREHENSION

Task 1. Read the following text and complete the sentences given below according to the text.

Mobile phones harm blood cells?

Mobile phone radiation may damage cells by increasing the forces they exert on each other, scientists have said. The finding could be the key to claims that mobile phones cause cancer and other health problems. Swedish physicists looked at the effect of electromagnetic radiation on red blood cells using a mathematical theory, New Scientist reported.

Experts cautioned that the finding was theoretical and said there was no evidence of a danger to health. There have been suggestions that mobile phones can cause brain tumours and Alzheimer's disease, but research has been inconclusive.

The conventional view has been that radio waves could only damage a cell if they were energetic enough to break chemical bonds or "cook" tissue. But radiation given off by mobile phone handsets is too weak to do this.

Bo Sernelius at Linkoping University, Sweden, looked at another possibility by modelling the properties of red blood cells. Water molecules have poles of positive and negative charge which create forces between cells. These forces are normally extremely weak - about a billion-billionth of a newton.

The simplified mathematical model investigated the effect of electromagnetic radiation in the field of 850 megahertz on the blood cells. 850 megahertz is around the range used by some mobile phones, though different networks vary and some phones use around 1800 megahertz.

The molecules all ended up with their poles aligned in the same direction. The forces between the cells unexpectedly jumped by about 11 orders of magnitude. If confirmed by experiments, the results could give an explanation for tissue damage. Stronger attractive forces between cells might make them clump together or cause blood cells to contract, New Scientist said.

Katie Daniel, deputy editor of the journal Physical Chemistry Chemical Physics, said the finding was important.

"It highlights the idea that electromagnetic radiation might act on cells by affecting the attractive forces between them rather than simply causing heat damage to tissue," she said.

Camelia Gabriel, from King's College London, who is taking part in the Mobile Telecommunications and Health Research Programme funded by the Government, said the theory was feasible.

But she said the model was extremely simple and may not apply to larger numbers of cells. "It needs to be tested experimentally," she said.

Dr Michael Clark at the National Radiological Protection Board said: "It is an interesting theory but it is not evidence of an effect on cells or a real health effect. I don't think the author would claim it was." Recent reviews of the science had not shown there was a danger to health from using mobile phones, he said.

"There is presently no evidence of cancer or any other serious health effect. It is so far so good, but it is early days of course," said Dr Clark. "The widespread use of mobile phones is a relatively recent phenomenon, particularly by children”.

Task 1. Complete the following sentences according to the text you’ve read:

1. This text is mostly about...

A) ... the harm that mobile phones do to the human brain.

B) ... the way the radiation influences blood sells.

C) …the cancer risk that mobile phones may cause.

D) …the evidence proving that mobile phones do not harm blood cells any way.

2. The waves emitted by a mobile phone…

A) … are not strong enough to harm body cells.

B) … may surely cause tumour development.

C) … must fit the range of not more than 850 megahertz.

D) … are really harmful for kids.

3. Camelia Gabriel assumes that…

A) … phones do not influence our health.

B) … electromagnetic radiation may do even greater harm to cells than just heating.

C) … the theory suggested by Katie Daniel and her fellow scientists does not work.

D) … no experiments needed to verify the suggested theory.

4. Dr Michael Clark believes that…

A) … the harm caused by the mobile phones has not been scientifically proved yet.

B) … the widespread use of the mobile phones by kids should be restricted.

C) … his colleagues Camelia Gabriel and Katie Daniel are absolutely wrong in their opinions.

D) … recent research has proved the negative influence of the cell phones.

5. Bo Sernelius and New Scientist suppose that…

A) … blood cells have no magnetism between themselves.

B) … Camelia Gabriel and Katie Daniel’s theories were not quite true.

C) … the radiation emitted by mobile phones is too weak to harm blood cells.

D) … the radiation emitted by mobile phones can probably make blood cells stick together.

Task 2. Read the following texts and match them with the headings given below. One heading is extra.

1. Blistering heat caused four more deaths in Spain on Tuesday as Europe baked in relentless weather that has disrupted travel and cooked the Mediterranean enough for one scientist to warn of a proliferation of jelly-fish.

2. British Columbia Premier Gordon Campbell is framed by two of the largest fires burning in province, August 5, 2006. Crews battling “breathtaking” forest fires in the parched mountains held their own against flames on Tuesday but kept a nervous eye on the sky for forecast thunderstorms and lightning strikes.

3. Fiji’s prime minister expanded the Cabinet on Wednesday to add ministers from the ethnic Indian-dominated opposition, following a Supreme Court order aimed at enforcing a balance in the government of this ethnically divided Pacific island nation.

4. Mars is getting ready for its close-up, with the red planet coming as near to Earth this month as it has in almost last 60,000 years.

5. The Army is telling troops to take precautions as it tried to figure out the cause of pneumonia cases, including two deaths, among forces in the Afghan and Iraqi campaigns.

A. Politics

B. Private life

C. Science

D. Health

E. Disasters

F. Weather

Task 3. You are going to read a newspapers article about healthy eating. Six paragraphs have been removed from the article. Choose from the paragraph A-F the one which fits each gap (1-5). There is one extra paragraph which you do not need to use. There is an example at the beginning (0).

LIVE LONGER WITH VIRGIN OIL FROM CRETE

Crete, that Greek island of olive trees and sunny beaches which was the home of the mythical Minotaur, now has another claim to fame. It has Europe's healthiest population.

0

G

The key to the Cretans' good health, say experts, lies in their diet. They have long been known to use far more extra virgin olive oil, flavoured with fresh herbs from the mountains, than other nationalities.

1

Experts believe the oil is so good for the health because it provides plenty of oleic acid. This is the kind of fat that is found in the purest olive oil.

2

Research has shown the benefits of this. When tests were carried out, replacing part of the animal fat content of the north European diet with olive oil, it was found that olive oil can greatly reduce levels of the cholesterol that can clog the blood­stream and cause heart problems.

3

Research was conducted by Christine Williams, Professor of Food - Studies at Reading University. She wanted to compare a diet rich in animal fats with one that used olive oil. Unilever, the food multinational, supplied her with a va­riety of identical food, including, ready meals, pudding and cakes, for a seven-month experiment with two groups of men aged 30 and 45. In half the meals the fat content was made up of animal products, the other contained olive oil.

The results showed that the oily simplicity of the Cretan diet is it's strength. As the very essence of Mediterranean cooking, it lacks the piles of pasta favoured by the Italians, the grilled meats of southern France or the chorizo (spicy 20 sausages) of Spain.

4

Spreading mountains of butter on toast is equally foreign to them. The standard treatment for bread is to break it into lumps and dip them into a bowl of oil.

5

I don't think we're going to get people eating a Mediterra­nean diet here because we don't have the climate for it, but we could incorporate the benefits of olive oil into the foods we are used to', she said. "The scientific evidence is sufficient to, jus­tify a really major campaign.

A. These scientists also say that the greener and more virgin the olive oil, the higher the level of flavonoid chemicals. These stop cholesterol deposits sticking to the artery walls.

B. But whether this diet will catch on with Britons is uncertain. Williams believes it's unlikely that they will change their eating habits.

C. A great reduction in heart disease was noted food during Second World War and the years immediately after­wards. Once they returned to their usual diet the num­ber of patients quickly rose again.

D. In fact Cretans consume almost three times as much oil as northern Europeans, whose diets tend to be dominat­ed by animal fats. The oil brings many benefits.

E. This discovery is one reason why leading doctors and sci­entists working in the European Commission are finish­ing a Cretan dietary factsheet. This will be circulated to all family doctors in the European Union, so everyone can benefit from the sun-kissed island's nutrition secrets.

F. Unlike the British, the islanders have always had a low part of meat and milk products. Instead of decorating animal-based food with creamy sauces, they would much rather use the local vegetables with their favourite olive oil.

G. In developments that could create a new fashion for Cretan food, scientists have found that the islanders have rates of heart disease, obesity and cancer far below those of people in Britain. They are also much lower than in other European countries.

Part 3. GRAMMAR AND VOCABULARY

Task 1. Read the text, fill in the blanks using the words given in the right column and making necessary changes in them. Write down the words in your answer sheets.

*** Sample: (0) - natural

The site of the town of Winchester was a …(0)… place for a …(1)… , at the point where a river cut through the chalk of the …(2)… hillsides. A simple camp at St. Catherine’s Hill was the …(3)… known use of the site. This was followed by an Iron Age hill-fort, but this was left …(4)… by 100 BC. It was the Romans who finally established the town and …(5)… it with a defensive wall for the protection of their people and trade.

NATURE SETTLE SOUTH EARLY INHABIT ROUND

Task 2. Read the text, fill in the blanks using the necessary form of the word.