Рабочая программа Учебная дисциплина б 3 Иностранный язык

НазваниеРабочая программа Учебная дисциплина б 3 Иностранный язык
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ТипРабочая программа
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В. What's the Meaning?

Level: Medium to Difficult

You, the teacher, may need a dictionary do this activity.

  • Choose a word which is long, difficult, and unknown to the students, a good word to begin with is: warmonger.

  • Without using a dictionary, your students write down a definition. (They can work out the definition in groups of three).  Allow them a few minutes to think and write.

  • Collect the definitions and read them aloud.

  • When you have finished reading, they will have to vote which of those is the correct one. (It doesn't matter if none of them is the correct one)

  • After they have voted and none of the groups guessed the meaning you read the correct one aloud.

The idea of this game is to let students be creative and practice writing skills.

Then you can have the students to discuss their writings.


Оценочные средства для текущего контроля успеваемости, промежуточной аттестации по итогам освоения дисциплины и учебно-методическое обеспечение

Тестовые задания

I курс

Структура теста


Наименование дидактической единицы


Тема задания




Времена английского глагола


Неопределенные местоимения


Степени сравнения прилагательных




Страдательный залог


Исчисляемые и неисчисляемые существительные


Притяжательные местоимения


Личные местоимения


Устойчивые сочетания глагола




Модальные глаголы




Общая лексика


Поисковое чтение с целью определения в тексте запрашиваемой информации


Культура и традиции стран изучаемого языка


Страноведение Великобритании:


I. Grammar

    1. ... “Gone with the wind’’ before?

      1. have you seen

      2. did you see

      3. has you seen

    1. Mrs. Grant was nervous because she ….before.

      1. didn’t fly

      2. wasn’t fly

      3. hadn’t flown

    1. Mr. Smith … me when I arrived.

      1. waited

      2. was waiting

      3. had waited

    1. We can’t go now. It … now.

      1. rains

      2. rain

      3. is raining

5. Peggy … the glass when she was having lunch.

a) broke

b) breaks

c) was breaking

6. She …late for classes.

a) has

b) do

c) is

7.There aren't ….easy ways of learning a foreign language.

a) some

b) no

c) any

d) the

8. There aren't …. conveniences in the house.

a) some

b) no

c) any

d) much

9. This dessert is …. the one you made last night.

a) sweeter than

  1. sweet as

  2. more sweeter than

10. That was …. question in the exam.

  1. the least

  2. little difficult

  3. the less difficult

  4. d) the least difficult

11.This was the …. test I've ever done.

a) easiest


  1. most easiest

12. I know how to use ….. computer.

a) a

b) the

c) —

d) an

13. She was the first woman to cross …. Atlantic in a canoe.

a) a

b) the

c) an

d) --

14. Milk … usually at 9.

a) bought

b) is bought

c) has bought

15. Knowledge … a power.

a) is

b) are

c) -

16. Don’t take this pencil. It’s … .

a) my

b) mine

c) me

17. … likes to go skating in winter.

a) her

b) she’s

c) she

18. Have you … your report?

a) done

b) made

c) --

19. What book are you looking… ?

a) –

b) at

c) for

20) I thought that I … do it.

a) may

b) could

c) can

21) You … be there at 9 a.m. There’ll be a meeting.

a) can

b) must

c) may

II. Vocabulary


Parure - a matched 22)... of jewelry consisting of such pieces as earrings, bracelet, brooch, necklace, and ring. By the mid-17th century, jewels had 23)... to be created as individual works of 24)... expressing some idea or 25)... and had instead become mere personal ornaments that were beautiful but lacking in any deeper 26).... Consequently, as the forms of jewels tended to become 27)..., the matching set of jewels, or parure, be­came the dominant 28)... in jewelry. In about 1700, parures consisted of earrings, brooch, necklace or clasp, ring, and sometimes shoulder brooches or buckles, all set with diamonds, either alone or in 29)... with rubies, topazes, sapphires, or emeralds. In the 18th century the 30)... of France had parures of great 31)..., most made of diamonds and 32)... shoe buckles, coat decorations, insignia, and sword hilts. For 33)... occasions, the 19th-century Napoleonic 34)... imitated the parures of the ancien 35)..., with the addition of a jeweled coronet of 36)... form. Parures of semiprecious stones were made for everyday 37)... and for the less af­fluent. Parures continue to be a staple element in jewelry 38)....


A set

В group

С assortment

D pack


A quitted

В halted

С ceased

D stopped


A facility

В creativity

С skill



A conceive

В fancy

С image

D reckon


A credit

В consequence

С significance

D merit


A cliche

В stereotyped

С tired

D worn


A pattern

В approach

С manner

D style


A mixture

В combination

С alliance

D association


A tsars

В emperors

С kings

D idols


A ceremony

В pomp

С dazzle

D splendour


A excluding

В including

С inclusing

D counting


A government

В country

С state

D politic


A suite

В staff'

С cortege

D court


A dynasty

В regime

С management



A model

В classical

С classic

D standard


A clothing

В underwear

С cloth

D wear


A draft

В design

С sketch

D scheme

III. Reading


In medieval England if a boy wanted to be a knight - and what a boy didn't - he had to begin at about the age of seven. Usually he was taken from his home and sent to school at the castle of one of the great barons, perhaps that of his father's overlord. At first he was given over to the women who taught him table manners and how to behave in the house.

These young boys were called pages and as they grew older they had an increasing list of duties to perform. They waited on the ladies. They ran errands. They began to learn the endless list of terms applied to hunting, to falconry, to serving a table. They might be taught to read and write by a priest, who also taught them religion. And always, they had the idea drilled into them that some day they would be knights.

When the boys could find time, they loved to loiter about the stables or the armory, caring for the horses, or listening wide-eyed to the esquires or squires who were apprentice knights. When the pages reached the age of fourteen, they could hope to pass over to this high position themselves. From the time a boy graduated from pagehood until he won his golden spurs, he was an esquire and spent most of his time practicing with weapons. Esquire means "shield bearer," and when he grew older — sixteen or so - that's exactly what he was. He was assigned to the personal service of his lord, or of some other knight. He carried the knight's heavy shield for him on journeys. He attended to the knight and armed him for a tournament or battle. He kept his weapons in good condition, and got him out of danger if he were wounded. And all the time, of course, he was supposed to be learning the principles of chivalry from his master - courage, honor, faith, devotion to duty - and the use of arms.

A39.The boys who were to become knights started with...

  1. studying of etiquette.

  2. attending special schools.

  3. serving their father's overlord.

  4. doing housework in the castles of great Barons.

A40. What was the most important part of the education of pages?

  1. Teaching them to read and write".

  2. Teaching them how to behave with ladies.

  3. Making them realize that they will become knights.

  4. Teaching them hunting.

A41. When did pages become squires?

  1. When they won golden spurs.

  2. When they started practicing with weapons.

  3. When they left pagehood.

  4. When they started personal service to their lords or other knights.

A42. What were an esquire's duties?

  1. To practice with weapons.

  2. To protect his lord during battles.

  3. To look after his lord's weapons.

  4. To cure the wounds of his lord.

A43.The esquires were called so because they had to...

  1. arm their lords for tournaments.

  2. carry their lord's shield during the journeys.

  3. learn the principles of chivalry.

  4. get their wounded lords out of danger.

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