Контрольное задание № 3

Методические рекомендации по выполнению контрольной работы.

Перед выполнением контрольной работы проработайте по учебнику следующие грамматические темы:

1. Образование новых слов: конверсия, сдвиг ударения.

2. Употребление артикля с некоторыми именами собственными.

3. Предлоги, предложные конструкции, фразовые глаголы, их сравнение с русскими выражениями.

4. Времена группы Perfect Continuous в действительном залоге.

5. Страдательный залог (Passive Voice) во временах группы Indefinite, Continuous, Perfect; способы образования и перевода на русский язык.

6. Сложноподчинённое предложение. Бессоюзное подчинение придаточных определительных и дополнительных предложений.

7. Согласование времён (The Sequence of Tenses), основные сведения о правилах соблюдения согласования времён в придаточном дополнительном предложении. Способы перевода английских предложений на русский язык при согласовании времён в главном и придаточном дополнительном предложении.

8. Перевод русских сложноподчинённых предложений на английский язык с соблюдением правила согласования времён в главном и придаточном дополнительном предложении.

9. Прямая и косвенная речь. Повествовательное предложение в косвенной речи; соблюдение правила согласования времён при изменении прямой речи в косвенную.

10. Вопросительное предложение в косвенной речи; соблюдение правила согласования времён при изменении вопросительного предложения прямой речи в косвенный вопрос.

11. Истинные модальные глаголы, их эквиваленты. Прочие глаголы, имеющие модальное значение: need, shall, will, should, would, dare, used to, их отличие от смысловых и вспомогательных глаголов. Многофункциональность глаголов shall, will, should, would.

12. Выражения to be used to, to get used to, to become used to, их лексическое значение в предложении. Отличие в значении и употреблении модального выражения used to (do) от значения и способа употребления выражений to be used to (something), to get used to (something), to become used to (something).

13. Основные сведения о сослагательном наклонении. Предложения типа “I wish I were”, “I wish I had been”.

14. Условные предложения. Типы условных предложений: I тип, II тип, III тип, нулевой тип, смешанный тип.

Первый вариант контрольного задания №3 Tasks

1. Прочитайте текст и письменно ответьте по-английски на вопросы, следующие за текстом.

Cooperative Kids

The concept of cooperative learning is alien to all of us who were taught the traditional way, but it offers our children the adventure of finding their own answers. Some people think that if you took a doctor from the 19th century and put him or her in a modern operating theatre, they would have no idea what to do. But if you put a teacher from the 19th century into a modern classroom he or she would be able to carry on teaching without a pause. The idea remains that students are empty containers which the teacher fills with knowledge, and that all students have to do is listen and write.

Some education consultants say that this approach does not work in today’s changing world. We are not teaching creative problem-solving. We encourage competition, believing that this brings out the best in people. But this is not. The teacher’s role is no longer to feed students with information. The facts are available in libraries, on CD ROMs and on the internet. What students need is the skills to find this information, to use it and to think creatively in order to solve the problems of our world. Some teachers believe that cooperative learning is the future of education and it is the best way to encourage responsibility, tolerance and helpfulness towards others.

In cooperative learning classes, the traditional classroom physical layout is abandoned. Pupils learn to work in pairs, then in threes, and finally in teams of four. Students are required to participate actively in discussing and shaping their own knowledge. The teacher, who is still very important to the process, becomes the helper rather than master.

Many people make incorrect assumption about cooperative learning that it is merely group work with students. It is much, much more. With this technique, most of the time in the classroom is spent teaching them these skills – life-skills. This way students learn how to work with others at the same time, they are given enough time to discuss issues and problems in detail.

There are examples when several students in the class could hardly speak a word of English. But the teacher need not have worried, as with cooperative learning the children’s response was amazing. All in all, it seems that cooperative learning turns the classroom from a competitive arena into a place where learning facts and life skills are both more fun and more effective for pupils and teachers alike.

Questions:

1. What do some people think of the possibilities of doctors and teacher of the last century?

2. Do you agree that the student is an empty container for the teacher to fill it with knowledge?

3. What do students need to solve the problems of our world?

4. In what way do pupils learn to work to get knowledge in cooperative learning classes?

5. In your opinion, can a child learn to speak any foreign language in cooperative classes?