Методические рекомендации студенту по изучению дисциплины «современные средства оценивания результатов обучения» рабочая программа по дисциплине «современные средства оцениваия результатов обучения»
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C1 You have 20 minutes to do this task. You have received a letter from your English-speaking pen friend Steve who writes … At school we are doing projects on reading habits of people indifferent countries. Could you tell me what kind of books you and themembers of your family like reading? ^ Write a letter to Steve. In your letter - answer his questions - ask 3 questions about his sister’s husband Write 100 – 140 words. Remember the rules of letter writing. C2 You have 40 minutes to do this task. Comment on the following statement. ^ What is your opinion? Which way of life do you find more satisfying? Write 200 – 250 words. Use the following plan:
Раздел 5. Говорение
Задания для экзаменуемого C3 Task 1 (3 – 3.5 minutes) Give a talk on learning English. Remember to discuss:
You will have to talk for 1.5 – 2 minutes. The examiner will listen until you have finished. Then she \ he will ask you some questions. C4 Task 2 (3 – 4 minutes) Your friend and you are asked to organize a special event during the Arts Week for senior classes of your school. You can choose from:
Discuss with your friend and choose the one you both would like to be responsible for. You begin the conversation. The examiner will play the part of your friend. Remember to:
Карточка экзаменатора-собеседника Warm up 1. Do you like going to school? 2. What are your favourite classes / subjects? 3. What do you like doing in your free time? C3 INTERLOCUTOR CARD Task 1 (3 – 3.5 min) Let the student talk for 1.5 – 2 minutes. Ask only those questions which the student has not covered:
Finally, you should ask each student the following:
SKILLS TO BE TESTED: The student is expected to demonstrate her / his ability to:
C4 INTERLOCUTOR CARD Task 2 (3-4 minutes) You are discussing what special event to organize during the Arts Week. These are your ideas about each option:
Note: Make sure all the options have been discussed. When discussing each option first use the information that is contrary to what the student says. You may choose to make use of some ideas only. Do not speak first all the time but ask the student what s/he thinks about the options. Invite the student to come up with her/his suggestions, especially if s/he readily agrees with the things you say. If the student says all the time, “What do you think about it?” without expressing her / his own opinion, say, “Sorry, I don’t know.” or “I’m not sure. How do you feel about it?” SKILLS TO BE TESTED. The student is expected to demonstrate her / his ability to:
Тексты для аудирования Вы сейчас будете выполнять тест по аудированию. Во время его выполнения перед каждым заданием дана пауза с тем, чтобы вы смогли просмотреть вопросы к заданию, а также паузы после первичного и повторного предъявления аудиотекста для внесения ответов. По окончании выполнения всего раздела «Аудирование» перенесите свои ответы в бланк ответов. Задание В1
^ Speaker 1 In Spain I lived in a flat with students from the local university. In my drama class I met a Spanish girl who was looking for someone to speak English with. We became best friends and we spoke half the time in English, and half the time in Spanish. I also joined a gym and had great fun trying to do an aerobics class which was not a difficult task though the instructions were given in Spanish. On Sundays I went to the cinema and only watched Spanish films. Now I’m quite good at Spanish. Speaker 2 I went to China to work as an English language teacher because I wanted to understand people who live in China. It took me a long time before I met local Chinese people with the same interests as I had. I met even more interesting people thanks to them. I had great fun and left China with a better understanding of the lifestyle of ordinary Chinese people. Speaker 3 The first foreign language which I studied was French. I learnt it at a secondary school. Between school and university I spent three months working on two farms in southern France. This helped me to speak easily in French and to get a rich vocabulary connected with farming. I can still speak and read in French quite well. However, my written French is rather bad. Speaker 4 I have always been good at languages that’s why I studied French and German at high school. To brush up my French and German I took part in a few student exchange programmes. But then I thought that my chances of finding a good job might be improved if I chose a more unusual language. I considered Chinese, Japanese and Arabic. Finally I decided on Chinese and Japanese, which I studied at the University of Leeds. During my second year I spent a term studying Chinese in China, and another term studying Japanese in Osaka. Speaker 5 I began learning Arabic because I planned to visit different Arabic-speaking countries, including Morocco. Using a textbook I learnt Arabic pronunciation, the Arabic script, a few words and a bit of grammar. Soon I spent some weeks in Morocco. Unfortunately I found out that my French was much more useful than the little Arabic I knew. Speaker 6 Many years ago I was given an Irish whistle as a birthday present. I liked it so much that soon I started to collect Irish tunes, songs and albums, it became my favourite occupation. I enjoyed listening to Irish music so much that I started playing it myself. As I listened to and played Irish music I got interested in the Irish language as well. And you see, my hobby led me to the decision to start learning the Irish language. ^ Now you will hear the text again. (Repeat.) This is the end of the task. You now have 15 seconds to check your answers. Задания А1 – А7
^ Mother: Morning, Ted. Ted: Good morning, Mum. Mother: I’m making scrambled eggs. Shall I make some for you or would you rather have a sandwich? Ted: No, thanks Mum. I’ve already eaten. I got up early . Did you see some sandwiches? I made some sandwiches earlier. They were right here. Mother: They’re in the fridge. You have enough sandwiches to feed a small army. Why don’t we do something together today? ^ I’m sorry, Mum. But I’m busy from morning till night. Mother: Where are you going? Ted: To the park. Mother: Why? What’s happening at the park? Ted: Don’t you remember, Mum? It’s Riverdale Day. Mother: Oh, that’s right. Today’s the day when everyone helps clean up the town parks. ^ You know they’re doing something special to improve the playground area. Mother: They want to make it bigger or smaller? Ted: Not bigger, it’s big enough. Mostly they want to make it safer. Do you remember my friend Jimmy? He broke his arm on the playground last year. Mother: Jimmy? The tall guy with freckles on his face? He has a job as a lifeguard at the town swimming pool. Right? Ted: That’s right. He and I will be working together today. Jimmy’s father is a builder, and he’s bringing a tractor to make the rough ground smooth. He doesn’t want Jimmy to break his arm again. Mother: There must be something I can do to help you. I could do some painting or any other job. ^ Thanks, Mum but you’ve been working so hard. You should just rest this weekend. Mother: OK. Do a great job! Ted: We will. Mother: Take care. Ted: Bye. You have 15 seconds to complete the task. (Pause 15 seconds.) Now you will hear the text again. (Repeat.) This is the end of the task. You now have 15 seconds to check your answers. Задания А8 – А14
^ Can you tell me where you were born and about your family? I was born in Nairobi, Kenya, in 1934. I was one of eight children. My mother didn't go to work, she was a housewife, but my father was a tailor, a master tailor. He used to make clothes privately for people. And it was a very, very hard time for him to support us financially. The size of the family probably made it doubly hard and the allowances for children were very small. They didn’t really help. I think it was made even harder because my father was self-employed and he worked from home. I don’t think this gave him any financial stability, as there were days when there were no clients. We just had to live from hand to mouth from day to day. Yes, I think those were very hard times for my parents. ^ The area had lots of terraced houses. They were very simple. Our house had a veranda in front, two rooms, and a veranda at the back. This was because of the tropical weather. They gave some sort of shade. The primitive kitchen was located in a courtyard. No electricity, no gas, and there was only a pipe for water which was a communal one. Everyone used to bring water in buckets into the house. The area was residential. It was about say an hour’s walking distance to the railway station. And schools were quite far away from there. ^ Well, it was one of the well-known British Government Primary Schools with a team of qualified and experienced teachers. It later changed to the Duke of Gloucester School just because the Duke of Gloucester happened to go there as a visitor one day. The school was a very nice place and beautifully designed too. All by English architects here in Kenya, and most of the materials were shipped from England. I was very happy there overall. And I think I got a very good standard of education there as well. I remember well the day when the Duke came to school. When I think back about that, it makes me laugh. In my opinion, some officials just wanted to make themselves look important. Everybody wanted to shake the Duke’s hand. Maybe I’m being cynical, but on reflection, I don’t think the officials really behaved very nicely. Their behaviour was very false, I think. They just wanted to show themselves in a good light. ^ Yes. I did learn about the history of Great Britain. Very little was taught to us about Kenya itself. I also learned about the history of the world. Things like that, but very little of my own culture or history. You might wonder if that puzzled us, but I can honestly say that at that time we were not bothered about it. I honestly think that we just got on with whatever we were told to do. I never realized that things could or should have been any different. ^ Life was quite difficult. There wasn't much money coming in and we were very much restricted in food. There was plenty of cheap fruit available, like bananas and oranges. But sometimes we wished we could afford things like ham or cheese, but it never became an obsession. We just thought it would be nice to have some luxury things. I think that would be the normal reaction of any child. I don’t think we were exceptional in that. ^ Oh yes, yes. They were mostly from school. As soon as we came home we used to go out and play until mother got very angry and called us in. I loved that time after school when we were free just to do whatever we wanted. School rules were quite strict, you know, and we had to behave well and sit still a lot. So it was great just to be wild for a bit. ^ Now you will hear the text again. (Repeat.) This is the end of the task. You now have 15 seconds to check your answers. This is the end of the Listening Test. Ответы
^ (Максимум 20 баллов) Критерии оценивания выполнения заданий С1 – С2
Схемы оценивания вы полнения заданий раздела «Говорение» (2008 г.) (Максимум 20 баллов) Критерии оценивания выполнения заданий С3 – С4
Примечание: Критерий «Орфография и пунктуация» (К5) в разделе «Письмо» и критерий «Произношение» (К10) в разделе «Говорение» оцениваются по шкале 0 – 2 балла. Эксперты оценивают выполнение заданий С1 по критериям К1 и К2, задание С3 по критериям К6 и К7. Задание С2 оценивается по критериям К1 – К5, задание С4 по критериям К6 – К10). учебные материалы для выполнения СРС - учебно-методическое пособие «СОВРЕМЕННЫЕ СРЕДСТВА ОЦЕНИВАНИЯ РЕЗУЛЬТАТОВ ОБУЧЕНИЯ» разработаннЫ спеЦиально для студентов ОЗО к.П.н., ДОЦЕНТОМ КАФЕДРЫ ая И МПАЯ РЕДЬКИНОЙ С.Д. И К.П.Н., СТАРШИМ ПРЕПОДАВАТЕЛЕМ КАФЕДРЫ аЯ И МПАЯ ДОРОДНЕВОЙ Н.В.
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