1.1.1. Указания к выполнению контрольной работы №1

Для того чтобы выполнить контрольную работу №1, необходимо усвоить следующие разделы курса английского языка:

1. Имя существительное, артикли, множественное число имен существительных. Выражение падежных отношений в английском языке с помощью предлогов окончаний; порядок слов в предложении.

2. Степени сравнения имен прилагательных и наречий, сравнительные конструкции.

3. Местоимения: личные, указательные, притяжательные.

4. Формы настоящего, прошедшего и будущего времени действительного залога изъявительного наклонения. Видовременные формы Simple (Present, Past, Future), формы Continuous (Present, Past, Future), формы Perfect (Present, Past, Future)

5. Оборот there + be .

1.1.2. Образец выполнения контрольной работы №1

Задание 1.

Maslow’s theory begins with physiological needs.

Теория Маслова начинается с психологических потребностей.

Maslow’s – притяжательный падеж имени собственного Maslow.

Needs – множественное число существительного need

Задание 4.

By the end of the next year the scientist will have finished his research.

К концу следующего года ученый закончит это исследование.

will have finished – Future Perfect Active от глагола to finish .

Задание 7. Обратите внимание на то, что письменно нужно переводить только указанные абзацы. Перевод должен быть оформлен, как указано выше.

КОНТРОЛЬНАЯ РАБОТА № 1

Для студентов 1 курса, обучающихся по специальности

37.03.01 «Психология»,

37.05.02 «Психология служебной деятельности»

ВАРИАНТ 1

1. Перепишите предложения, определите функцию окончания –s, переведите предложения на родной язык:

1. Alzheimer’s disease is a disorder that attacks your brain and changes your life.

2. Literally, the word “psychology” means the study of the mind.

3. Learning disabilities are problems that affect the ability to receive process, analyze, or store information.

4. People with schizophrenia may hear voices which other people don’t hear or believe that others are reading their minds or controlling their thoughts.

5. The child’s knowledge influences the structure of his intellectual processes.

2. Перепишите предложения, употребляя местоимение в нужной форме. Переведите предложения на родной язык:

2. What colour is the shirt? I do not see _____ (it) colour.

3. He is a friend of ________ (we).

4. Give _______ (they) to ________ (she).

5. The newcomers built the houses ________ (they).

6. Why are ________ (you) sitting here?

3. Перепишите предложения. Переведите предложения, обращая внимание на степени сравнения прилагательных:

1. Research in parapsychology is less clear.

2. There are fewer specialists in the sphere of parapsychology.

3. A healthy dose of optimism can help you make the best of stressful circumstances.

4. The sooner he takes the medicine the better he will feel.

5. I like psychology as much as you do.

4. Перепишите предложения, определите в каждом из них видовременную форму сказуемого. Письменно переведите предложения на родной язык.

1. He applies the new method for his investigation.

2. The students are watching the testing process.

3. The scientist obtained interesting data.

4. We have not analyzed the results of his last experiment yet.

5. What were you doing in the laboratory when the instructor came?

5. Прочитайте и переведите текст:

Sir Francis Galton

Francis Galton was born February 16, 1822 near Birmingham, England. He was the youngest of 7 children, and first cousin of Charles Darwin. His father, a wealthy banker, insisted on educating Francis at home, especially considering that Francis could read at 2 and a half years old.

Later in childhood, he was sent off to boarding school, which he despised and criticized even in adulthood. At 16, he went to medical school at King's College at Oxford. He got his degree at Cambridge in 1843, at 21.

His father died, leaving Galton a wealthy young aristocrat. He traveled extensively and became a member of the Royal Geographical Society, for which he developed maps of new territories and accounts of his adventures. He became president of that organization in 1856.

Galton had a penchant for measuring everything – extending even to the behinds of women he encountered in his travels (something he had to do from a distance, of course, by means of triangulation). This interest in measurement led to his invention of the weathermap (including highs, lows, and front – terms he introduced), and to suggesting the use of fingerprints to Scotland Yard.

His obsession eventually led to his efforts at measuring intelligence. In 1869, he published Hereditary Genius: An Inquiry into its Laws and Consequences, in which he demonstrates that the children of geniuses tend to be geniuses themselves.

In 1874, he produced English Men of Science: Their Nature and Nurture. In this volume, he noted that, although the potential for high intelligence is still clearly inherited, that it also needed to be nurtured to come to full fruition. In particular, the broad, liberal education provided by the Scottish school system proved far superior to the English school system he hated so much.

In 1888, he published Co-Relations and Their Measurement, Chiefly from Anthropometric Data. As the title suggests, it was Galton who invented correlation, as well as scatter plots and regression toward the mean. Later, Karl Pearson (1857-1936) would discover the mathematical formulation of correlation.

Sir Francis died in 1911, after an incredibly productive life.