Module Test

in the English Language

for the 4th year students
at the Germanic Philology Faculty
Speciality 035 Philology
Specialization 035.041 Germanic languages and literatures (translation included),
English as a first foreign language
Semester VII
2021-2022
Variant 3
Student’s Name _________
Group ________________
Test Date __ December 2020
Start Time __
End Time __

Test Instruction

You should do the written part of your test within 80 minutes. You have an extra 15
minutes to check and submit your test. The document will not be accepted after
_________a.m.___ .
Type your answers within this DOC file. No extra files are necessary.

Task 1. Listening. https://www.youtube.com/watch?v=erasyNTnc24

Listen to the poem “I am” by John Clare. Mark the statements True or False.
1. This poem is an expression of joy and love for friends.

2.  Indirectly, the poem talks about fair-weather friends.

3. “I am” is the poem about the search for the Self.

4. The speaker of the poem is facing heart-wrenching isolation.

5. The speaker wants to return to his childhood.

Task 2. Listening, analysis, and writing.

Write a paragraph about your impressions after listening to the poem “I am” by
John Clare. Your opinion should be based on the stylistic analysis of this poem. (150
– 200 words)
student’s mark according to a twenty-
point scale
Task 3. Reading and writing.
Write a summary of the following article. (100-150 words).

student’s mark according to a twenty-

point scale

CLASSROOMS WITHOUT ROOMS AND HOPEFULLY COVID

(The New York Times)

First graders sit crisscross applesauce on tree stumps, hands sky-high to ask a question.
Third graders peer closely at the plants growing in class gardens, or spread themselves out
in a sunflower-filled space to read. When the sun beats down, students take shelter under
shades made from boat sails.
That’s what a school day is like this year in one community on Cape Cod, where every
student now spends at least part of the day learning outdoors — at least when the rain
holds off.

Seeking ways to teach safely during the pandemic, schools across the United States have
embraced the idea of classes in the open air, as Americans did during disease outbreaks a
century ago.

The efforts to throw tents over playgrounds and arrange desks in parks and parking lots
have brought new life to an outdoor education movement, inspired in part by
Scandinavian “forest schools” where children bundle up against frigid temperatures for
long romps in the snow.

“The outside provides much more flexibility,” said Sharon Danks, the chief executive
of Green Schoolyards America and the coordinator of the National Covid-19 Outdoor
Learning Initiative, which formed in May. “You can have a six-foot-apart seating chart,
and have enough space to move around.”

While some educators balked at the costs and logistical hurdles, others embraced the idea,
with teachers learning carpentry to build their own outdoor classrooms, and parents raising
money and hitting up local businesses for lumber.

“Covid has hastened the pace of a shift toward trying to take better advantage of the
outdoors,” said Maria Libby, the superintendent of the Five Town Community School
District in Rockport, Maine, who bought tents and Adirondack chairs for outdoor
classrooms.

New York City, which has a long history of holding classes outside during disease
outbreaks, approved about 1,100 proposals for public schools to move students outdoors
this fall. Some wanted to close down streets or take to parks. Essex Street Academy
students just had to climb the stairs.

At the Prairie Hill Waldorf School outside of Milwaukee, students do not use technology

in the classroom until middle school. And even then, they use it sparingly, under an
educational philosophy developed a century ago in Germany and followed at some private
and charter schools in the United States.

“Virtual learning definitely isn’t a strong option for us, so we wanted to come back to
school in a safe way,” said Lindsey Earle, a fourth-grade teacher at the Prairie Hill school,
which has about 125 students in pre-K to eighth grade.
Her idea for how to do that: Build a 12-sided outdoor classroom.
Ms. Earle spent the summer months working alongside parent volunteers to create the
space, and the outdoors easily become part of her lessons on Wisconsin history and
geography.
“A lot of what we do incorporates the natural world,” Ms. Earle said. “With Wisconsin
geography, what better way to be out and exploring it? We’re talking about glaciers and
the landforms that were left over by the glaciers. We can even see some of those on our
properties.”

“It feels like we’re camping all day long,” she said, laughing. “With camping comes a lot
of packing, a lot of schlepping, a lot of back and forth. It’s trials and tribulations, but in the
end, you’re just glad that you did it.”

Task 4. Translation

student’s mark according to a twenty-

point scale

Task 5. Speaking

student’s mark according to a twenty-

point scale

Evaluation Criteria for the Test

 Test points National grade Rating points
90-100 5 20
75-89 4 16
60-74 3 12
59 й менше 2 8
0 0 (missed test) 0

Test Results

National Grade
Rating Points

Evaluation Criteria for the Test

A student gets a mark for each task according to a twenty-point scale. The final grade for the test is the
sum of the four marks.

National grade Rating points

5 20
4 16
3 12
2 8
0 (missed test) 0

Test authors: The Department’s Education and Methodical Panel for the English Language

Approved at the meeting of Professor O.M. Morokhovsky Department of English Philology, Translation,

and Philosophy of Language, the minutes # 10 of November 24, 2021.

Head of the Department Prof. O. Marina