• A
  • A
  • A
  • ABC
  • ABC
  • ABC
  • А
  • А
  • А
  • А
  • А
Regular version of the site

English Language Integrative Exam

2020/2021
Academic Year
RUS
Instruction in Russian
Course type:
Compulsory course
When:
1 year, 4 module

Instructors

Программа дисциплины

Аннотация

The aim of this Exam is to evaluate micro and macro skills of academic discourse, which are the basis of international exams (English level B1-B2). All the exam tasks are the same for each course programme. The texts are designed to fit various English-level usage models, including non-fiction texts and articles within the framework of specific language competencies applicable for different course programmes. This exam is an integral part of each course programme. The final grade for this course is resulting.
Цель освоения дисциплины

Цель освоения дисциплины

  • to assess the level of English language communication competence
  • to assess the state of the students’ lexical, grammatical, listening, reading, writing and speaking skills needed for effective communication in everyday, academic and business situations
Планируемые результаты обучения

Планируемые результаты обучения

  • read English language texts and comprehend the necessary information
  • listen to English language texts and comprehend the necessary information
  • write texts of various genres on a wide range of topics
  • analyse, compare and interpret information using subject-specific vocabulary and fully formed communicative strategies
  • extract and compartmentalise information into plans, tables, mind-maps, etc
  • speak on a wide range of topics using genre-specific vocabulary
Содержание учебной дисциплины

Содержание учебной дисциплины

  • Reading
    read the text and complete the given tasks.
  • Listening
    listen to the text and complete the given tasks.
  • Writing
    write an essay on the given topic.
  • Speaking
    prepare and perform an argumentative monologue on the given topic.
Элементы контроля

Элементы контроля

  • неблокирующий Reading
  • неблокирующий Listening
  • неблокирующий Writing
    ESSAY ASSESSMENT CRITERIA (max 10 points) Word count – 250 words Structure (max 2 points) 2 points – the student uses paragraphing appropriately; there is an introduction (the task has been effectively rephrased and/or the topic sentence is clearly stated), main body and conclusion (the student summarizes the main points and/or clearly restates his/her opinion) 1 point – the student uses paragraphing appropriately, but in the introduction the task has been only partly rephrased and/or the topic sentence is not clearly stated and/or the conclusion contains some irrelevant ideas not discussed in the main body; the student either summarizes the main points or expresses/restates his/her opinion 0 points – the student uses paragraphs incorrectly or does not use paragraphs, the task hasn’t been rephrased or there is no introduction and/or there is no topic sentence in the introduction, there is no conclusion. Main body: supporting arguments (max 3 points) 3 points – each paragraph contains 1-2 arguments, all of which are fully developed, extended and supported. The student applies logic when organizing ideas. Each paragraph contains a valid topic sentence which clearly states the main idea. 2 point – each paragraph contains 1-2 arguments. One argument is inadequately developed, unclear or irrelevant, and/or not all the paragraphs contain a relevant topic sentence / not all the topic sentences are clearly stated. The student applies logic when organizing ideas. 1 point – each paragraph contains 1-2 arguments. More than one argument is inadequately developed, unclear or irrelevant, or the student addresses the task only partially (only one point of view is discussed). The student does not apply logic when organizing ideas (there might be an occasional breach in logic). 0 points – the student doesn’t adequately address any part of the task and/or the answer is completely unrelated to the task. All the topic sentences are irrelevant / there are no topic sentences. The student does not apply logic when organizing ideas. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of structures and may make 1-2 minor mistakes 1 point – the student uses a variety of structures but may make 3-4 mistakes 0 points – the student uses basic structures or a limited range of structures and/or makes more than 4 grammatical mistakes, some of which impede understanding Lexical Resource (max 3 points) 3 points – the student uses a wide range of subject-specific vocabulary attempting to use some advanced lexical items and effectively uses a wide range of cohesive devices. There may be 1-2 inaccuracies in spelling, word formation or word choice. 2 points – the student uses a sufficient range of subject-specific vocabulary, but may make 3-4 mistakes in spelling, word formation or word choice. The student effectively uses a range of cohesive devices. 1 point – the student uses a range of vocabulary, most of which is not subject-specific, may make 3-4 mistakes in spelling, word formation or word choice, some of which impede understanding. Cohesive devices are inadequate, repetitive, under- or overused 0 points - the student only uses basic vocabulary. Errors in spelling, word formation or word choice are numerous. Cohesive devices do not indicate a logical connection between ideas.
  • неблокирующий Speaking
    SPEAKING ASSESSMENT CRITERIA (max 10 points) Students should speak for no less than 2 minutes and no longer than 3 minutes. Task achievement (max 3 points) 3 points – the student fully addresses all the parts of the task: attitude towards the given problem is expressed. There are at least 2 arguments, all of which are fully developed, extended and supported. Content corresponds with the topic of the monologue, not narrowed down or overextended. 2 points – the student addresses the task only partially, attitude is not expressed. There are at least 2 arguments, all of which are fully developed, extended and supported. Content is mostly relevant, not narrowed down or overextended. 1 point – the student addresses the task in a minimal way, attitude is not expressed, and/or the arguments are not fully developed, extended and supported. Content is partially relevant, it can be narrowed down or overextended. 0 points – the student does not address the task, the content is irrelevant. There is no structure at all. Logic and structure (max 2 points) 2 points – the student applies logic when organizing ideas, effectively uses linking devices, introductory constructions, etc. 1 point – the student applies logic when organizing ideas, but there might be an occasional breach in logic. Some of the linking devices, introductory constructions, etc. are used inappropriately. 0 points – the student does not apply logic when organizing ideas. There are no linking devices, introductory constructions, etc, and/or they are used inappropriately. Grammatical Range and Accuracy (max 2 points) 2 points – the student uses a wide range of structures and may make 1-2 minor mistakes which don’t impede understanding. 1 point – the student uses a variety of structures, but may make 3-4 mistakes which might impede understanding. 0 points – grammar and stylistic mistakes are numerous and impede understanding. Lexical Resource (max 2 points) 2 points – the student uses a wide range of appropriate vocabulary attempting to use some advanced lexical items and effectively uses a wide range of cohesive devices. 1 point – appropriate, but limited vocabulary. Phrasal verbs and/or collocations are used inappropriately. Cohesive devices are inadequate, repetitive, under-or overused 0 points – vocabulary is too limited to comment on the topic. Numerous mistakes impede understanding. Active vocabulary is not used or used inappropriately. Fluency, pronunciation (max 1 point) 1 point –Smooth and fluent speech, no pauses/repetitions/self-correction. There might be some minor pronunciation mistakes, but they don’t impede understanding. Intonation is appropriate. Individual sounds are articulated clearly. 0 points –It takes the student time to find words; he/she doesn’t fumble the words and ideas and/or makes numerous pronunciation mistakes, which impede understanding. Intonation is not appropriate.
Промежуточная аттестация

Промежуточная аттестация

  • Промежуточная аттестация (4 модуль)
    0.25 * Listening + 0.25 * Reading + 0.25 * Speaking + 0.25 * Writing
Список литературы

Список литературы

Рекомендуемая основная литература

  • English file : upper-intermediate student's book, Latham-Koenig, C., Oxenden, C., 2019
  • New language leader: upper intermediate : coursebook, Cotton, D., Falvey, D., 2016
  • New language leader: upper intermediate : coursebook, Cotton, D., Falvey, D., 2019

Рекомендуемая дополнительная литература

  • English grammar in use : a self-study reference and practice book for intermediate students: with answers, Murphy, R., 1992
  • English vocabulary in use : upper-intermediate & advanced, McCarthy, M., O'Dell, F., 1997