ЗАДАНИЕ N 1 ( - выберите один вариант ответа) Заполните пропуск A British university year is divided into three _____.
ТЕСТ К ЭКЗАМЕНУ (ЗАЧЕТУ)
ЗАДАНИЕ N 1(- выберите один вариант ответа)
Заполните пропуск A British university year is divided into three _____.
ВАРИАНТЫ ОТВЕТОВ:
1)
conferences (конференции)
2)
Sessions (сессии)
3)
terms (семестр)
4)
Periods (периоды)
ЗАДАНИЕ N 2(- выберите один вариант ответа)
Заполните пропуск A _____ is a formal written agreement (письменное соглашение), drawn up (составлен) between two sides.
ВАРИАНТЫ ОТВЕТОВ:
1)
invoice (счет-фактура)
2)
registration (регистрация)
3)
сontract (контракт)
4)
declaration (декларация)
ЗАДАНИЕ N 3(- выберите один вариант ответа)
Geriatric psychology (гериатрическая психология- наука о поведении людей старческого возраста)focuses on the health and well-being (благостояния, здоровья) of the _______.
ВАРИАНТЫ ОТВЕТОВ:
1)
older people
2)
Infants (младенцы) (ˊɪnfənt)
3)
Youngsters (молодежь)
4)
middle-aged people
ЗАДАНИЕ N 4(- выберите один вариант ответа)
______is a doctor who treats people with mental illnesses.
ВАРИАНТЫ ОТВЕТОВ:
1)
Psychologist психолог
2)
Psychiatrist психиатр
3)
Psychoanalyst психоаналитик
4)
Psychotic психотический
ЗАДАНИЕ N 5(- выберите один вариант ответа)
Заполните пропуск The article deals with (статья посвящена) the problem of our country’s economic ______.
ВАРИАНТЫ ОТВЕТОВ:
1)
Politics политика
2)
Politician политик
3)
Policy политика
4)
Political политический
ЗАДАНИЕ N 6(- выберите один вариант ответа)
Заполните пропуск It is not my book, it is ______.
ВАРИАНТЫ ОТВЕТОВ:
1)
them
2)
themselves
3)
theirs
4)
their
ЗАДАНИЕ N 7(- выберите один вариант ответа)
Заполните пропуск I have ______ job in the world.
ВАРИАНТЫ ОТВЕТОВ:
1)
the best
2)
better
3)
goodest
4)
a good
ЗАДАНИЕ N 8(- выберите один вариант ответа)
Заполните пропуск He knows ________ history of French Revolution well.
ВАРИАНТЫ ОТВЕТОВ:
1)
the
2)
an
3)
-
4)
a
ЗАДАНИЕ N 9(- выберите один вариант ответа)
Заполните пропуск I had a great time _______ my working holiday.
ВАРИАНТЫ ОТВЕТОВ:
1)
to
2)
by
3)
on
4)
-
ЗАДАНИЕ N 10(- выберите один вариант ответа)
Заполните пропуск She went to work _______ she had a cold.
ВАРИАНТЫ ОТВЕТОВ:
1)
or
2)
for
3)
as
4)
although
ЗАДАНИЕ N 11(- выберите один вариант ответа)
Заполните пропуск - You _______ hard today. - Yes, I’ve got a lot to do.
ВАРИАНТЫ ОТВЕТОВ:
1)
works
2)
has worked
3)
are working
4)
work
ЗАДАНИЕ N 12(- выберите один вариант ответа)
Заполните пропуск _______ all his money, Martin asked for a loan (взаймы).
ВАРИАНТЫ ОТВЕТОВ:
1)
Spent
2)
To have spent
3)
Having spent
4)
To spend
ЗАДАНИЕ N 13(- выберите один вариант ответа)
Заполните пропуск Dear Tom, Marry and me would like to _______you _______ your birthday.
ВАРИАНТЫ ОТВЕТОВ:
1)
congratulate... in
2)
congratulate …from
3)
congratulate …to
4)
congratulate … on
ЗАДАНИЕ N 14(- выберите один вариант ответа)
Заполните пропуск John ______ take a taxi because he was late.
ВАРИАНТЫ ОТВЕТОВ:
1)
had to
2)
did not have to
3)
could
4)
was to
ЗАДАНИЕ N 15(- выберите один вариант ответа)
Заполните пропуск Your friend: Would you like to come to our house on Sunday? You: __________________
ВАРИАНТЫ ОТВЕТОВ:
1)
Will you repeat it, please?
2)
No, I wouldn’t.
3)
Thanks. I’d love to. That’s great.
4)
Really?
ЗАДАНИЕ N 16(- выберите один вариант ответа)
Выберите реплику, наиболее соответствующую ситуации общения
Woman: “I’m Laura Miles from London office. How do you do!”
Man: “____________________”
ВАРИАНТЫ ОТВЕТОВ:
1)
Hello, everybody!
2)
What do you want?
3)
Pleased to meet you, Ms Miles.
4)
Hi, Laura!
ЗАДАНИЕ N 17(- выберите один вариант ответа)
Выберите реплику, наиболее соответствующую ситуации общения
Student: “Have you had time to mark my composition?”
Teacher: “__________________________”
ВАРИАНТЫ ОТВЕТОВ:
1)
Oh, dear, you look awful, what’s the matter with you?
2)
Yes, and I do hope you don’t mind my saying this but you’ve made one or two tiny mistakes.
3)
Yes, it was quite good, and I’ve underlined the mistakes you’ve made.
4)
Yes, I have.
ЗАДАНИЕ N 18(- выберите один вариант ответа)
Выберите реплику, наиболее соответствующую ситуации общения
Colleague: “Can you lend me some money?”
Peter: “_________________________”
ВАРИАНТЫ ОТВЕТОВ:
1)
Nobody likes to lend money.
2)
Sorry, but I’m short of money at the moment.
3)
You see, money is not everything.
4)
Yes, do, please.
ЗАДАНИЕ N 19(- выберите один вариант ответа)
Заполните пропуск _______ is a very large Gothic church in central London. It is the traditional place of coronation and burial site for English monarchs.
ВАРИАНТЫ ОТВЕТОВ:
1)
Southwark Cathedral
2)
Westminster Cathedral
3)
Westminster Abbey
4)
Buckingam Palace
ЗАДАНИЕ N 20(- выберите один вариант ответа)
Заполните пропуск The USA consists of 50 _____.
ВАРИАНТЫ ОТВЕТОВ:
1)
states
2)
counties
3)
republics
4)
districts
ЗАДАНИЕ N 21(- выберите один вариант ответа)
Заполните пропуск The Great Lakes are situated between Canada and _____.
ВАРИАНТЫ ОТВЕТОВ:
1)
Cuba
2)
the USA
3)
Great Britain
4)
Mexico
ЗАДАНИЕ N 22(- выберите один вариант ответа)
Заполните пропуск The Scottish man who lived most of his life in the USA, _______, invented the telephone.
ВАРИАНТЫ ОТВЕТОВ:
1)
Benjamin Franklin
2)
Christopher O’Donnell
3)
James Dean
4)
Alexander Bell
ЗАДАНИЕ N 23( - выберите варианты согласно указанной последовательности)
Расположите части делового письма в правильном порядке
ВАРИАНТЫ ОТВЕТОВ:
1)4
We thank you for your letter dated the 29th September and are pleased to send you our latest catalogue and the current price list. We shall send you a special offer as soon as we have your exact requirements.
2)2
George Finchley & Sons, 68 Bond Street, London 4 October 2003
ЗАДАНИЕ N 24( - выберите варианты согласно тексту задания)
Перед Вами конверт
Соотнесите информацию под определенным номером на конверте с тем, что она обозначает.
ВАРИАНТЫ ОТВЕТОВ:
A)
the ZIP Code in the return address 3
B)6
the ZIP Code in the mailing address
C)
the addressee 4 адресат
D)5
the addressee’s company name
E)
the sender 1
F) 2
the town the letter comes from
ЗАДАНИЕ N 25(- выберите один вариант ответа)
Определите, к какому виду делового документа относится представленный ниже отрывок
ВАРИАНТЫ ОТВЕТОВ:
1)
Memo
2)
Job advertisement
3)
Contract
4)
Letter of inquiry
ЗАДАНИЕ N 26( - выберите варианты согласно тексту задания)
Выберите слова или сочетания слов для заполнения пропусков так, чтобы они отражали особенности оформления служебной записки
(1) _____: Purchasing & Sales Supervisor From: (2) _____ (3) _____: Drinks and Beverages Co Date: 1 Feb
Drinks and Beverages Co recently delivered our (4) _____. Unfortunately, we ordered 75 kilos of tea and 60 kilos of coffee powder and they only sent us the tea. Please write and ask them to deliver the coffee powder as soon as possible.
ВАРИАНТЫ ОТВЕТОВ:
A)
order No.378 4
B)
Manager 2
C)
To 1
D)
Subject 3
ЗАДАНИЕ N 27(- выберите один вариант ответа)
Прочитайте текст и выполните задания MOTIVATION
1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. 2. A form of attribution theory developed by Bernard Weinerdescribes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance. 3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. 4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing. (Wikipedia)
Определите, является ли утверждение: Much research activity in educational psychology has focused on developing theories of self-regulated learning and metacognition.
ВАРИАНТЫ ОТВЕТОВ:
1)
в тексте нет информации
2)
истинным
3)
ложным
ЗАДАНИЕ N 28(- выберите один вариант ответа)
Прочитайте текст и выполните задания MOTIVATION
1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. 2. A form of attribution theory developed by Bernard Weinerdescribes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance. 3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. 4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing. (Wikipedia)
Определите, является ли утверждение: Students having performance avoidance goals strive for the chances to show their abilities.
ВАРИАНТЫ ОТВЕТОВ:
1)
истинным
2)
в тексте нет информации
3)
ложным
ЗАДАНИЕ N 29(- выберите один вариант ответа)
Прочитайте текст и выполните задания MOTIVATION
1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. 2. A form of attribution theory developed by Bernard Weinerdescribes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance. 3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. 4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing. (Wikipedia)
Определите, является ли утверждение: Motivation means “motive-for-action” and as an inner state of a human it guides his behavior.
ВАРИАНТЫ ОТВЕТОВ:
1)
в тексте нет информации
2)
ложным
3)
истинным
ЗАДАНИЕ N 30(- выберите один вариант ответа)
Прочитайте текст и выполните задания MOTIVATION
1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. 2. A form of attribution theory developed by Bernard Weinerdescribes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance. 3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. 4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing. (Wikipedia)
Определите, является ли утверждение: Learners’ motives and emotions are directly connected with their views about the causes of failure or success.
ВАРИАНТЫ ОТВЕТОВ:
1)
в тексте нет информации
2)
ложным
3)
истинным
ЗАДАНИЕ N 31(- выберите один вариант ответа)
Прочитайте текст и выполните задания MOTIVATION
1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. 2. A form of attribution theory developed by Bernard Weinerdescribes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance. 3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. 4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing. (Wikipedia)
Укажите, какой части текста (1, 2, 3, 4) соответствует следующая информация: Research on motivation is also concerned with how students’ goals influence the way of performing academic tasks.
ВАРИАНТЫ ОТВЕТОВ:
1)
2)
3)
4)
ЗАДАНИЕ N 32(- выберите один вариант ответа)
Прочитайте текст и выполните задания MOTIVATION
1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. 2. A form of attribution theory developed by Bernard Weinerdescribes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance. 3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. 4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing. (Wikipedia)
Укажите, какой части текста (1, 2, 3, 4) соответствует следующая информация: Those students who have mastery goals are persistent and creative; they prefer sophisticated tasks and possess intrinsic motivation.
ВАРИАНТЫ ОТВЕТОВ:
1)
2)
3)
4)
ЗАДАНИЕ N 33(- выберите один вариант ответа)
Прочитайте текст и выполните задания MOTIVATION
1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. 2. A form of attribution theory developed by Bernard Weinerdescribes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance. 3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. 4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing. (Wikipedia)
Ответьте на вопрос: What emotions do students have when they associate their failure with lack of effort?
ВАРИАНТЫ ОТВЕТОВ:
1)
They have a feeling of embarrassment.
2)
Students experience emotional disturbance.
3)
Students suffer from guilt.
4)
Students experience the emotion of shame.
ЗАДАНИЕ N 34(- выберите один вариант ответа)
Прочитайте текст и выполните задания MOTIVATION
1. Motivation is an internal state that activates, guides and sustains behavior. Educational psychology research on motivation is concerned with the volition or will that students bring to a task, their level of interest and intrinsic motivation, the personally held goals that guide their behavior, and their belief about the causes of their success or failure. 2. A form of attribution theory developed by Bernard Weinerdescribes how students' beliefs about the causes of academic success or failure affect their emotions and motivations. For example, when students attribute failure to lack of ability, and ability is perceived as uncontrollable, they experience the emotions of shame and embarrassment and consequently decrease effort and show poorer performance. In contrast, when students attribute failure to lack of effort, and effort is perceived as controllable, they experience the emotion of guilt and consequently increase effort and show improved performance. 3. Motivational theories also explain how learners' goals affect the way that they engage with academic tasks. Those who have mastery goals strive to increase their ability and knowledge. Those who have performance approach goals strive for high grades and seek opportunities to demonstrate their abilities. Those who have performance avoidance goals are driven by fear of failure and avoid situations where their abilities are exposed. 4. Research has found that mastery goals are associated with many positive outcomes such as persistence in the face of failure, preference for challenging tasks, creativity and intrinsic motivation. Performance avoidance goals are associated with negative outcomes such as poor concentration while studying, disorganized studying, less self-regulation, shallow information processing and test anxiety. Performance approach goals are associated with positive outcomes, and some negative outcomes such as an unwillingness to seek help and shallow information processing. (Wikipedia)
Определите основную идею текста
ВАРИАНТЫ ОТВЕТОВ:
1)
There are three types of learners’ goals: mastery goals, performance approach goals and performance avoidance goals.
2)
Performance approach goals are associated with both positive and negative outcomes.
3)
Educational psychology studies motivation as students’ internal state that guides their behavior when they perform academic tasks.
4)
Students who are afraid of failure try to avoid situations in which their abilities are demonstrated.
- выберите варианты согласно указанной последовательности)
