Federal Stale Budgetary Educational Institution of Higher Education
«St. Petersburg State Pediatric Medical University» of the Ministry of Healthcare of the Russian Federation
Program of Entrance Examination English Language
Apply to the university now | St. Petersburg State Pediatric Medical University
GENERAL INFORMATION
The program of English language entrance examination has been prepared for Saint Petersburg State Pediatric Medical University applicants going to be trained on higher education programs for Bachelor degree and Specialist degree according to the requirements of the Federal State Training Standard for secondary general education (Order N.•1645 of the Ministry of Education and Science of the Russian Federation dated December 29, 2014), the Federal State Training Standard for principal general education (Order №1644 of the Ministry of Education and Science of the Russian Federation dated December 29, 2014) and is focused on the basic level of the applicants’ knowledge.
The purpose of English language entrance examination is to assess the level of mastering the Federal component of the Federal State Trainlng Standard for secondary and principal general education, and to determine the readiness to study in English language according to the chosen program of higher education. During the examination the applicants have to demonstrate the knowledge of English language within the limits of secondary school program, as well as practical use of the basic concepts and characteristic features of phonetic, lexical and grammar system of English language.
PROGRAM CONTENT
1. THE APPLICANT SHOULD HAVE THE FOLLOWING :
- general cultural competences:
- ability for communication in oral and written forms in English language to solve the problems of interpersonal and intercultural interaction;
- ability for team work, tolerant interpretation of social, ethnic, confessional and cultural differences.
- ability for communication in oral and written forms in English language to solve the problems of interpersonal and intercultural interaction;
- BASIC SKILLS NECESSARY FOR EDUCATION PROGRAM TRAINING:
- basic vocabulary,
- basic grammar structures,
- word-formation rules (structures and meaning),
- basic information on social phenomena occurring in modem world countries and priority tendencies of medical sphere.
- The level of English language should demonstrate a strong base for its successful application, have a wide vocabulary and accurate knowledge of grammar rules, as well as it should be a step for perspective participation in negotiations, business correspondence with medical institutions, understanding of specialized medical literature.
2.1 Requirements (or entrance knowledge — the applicant should :
KNOW:
- word-formation models that can be used to understand independently the meaning of unfamiliar complex and derivative words of medical professional language; basic vocabulary including 2000 units of general and terminological character;
- basic grammar structures;
- the features of the system of public health service and ethical standards of doctor-and-patient and colleague-and-colleague communication in the medical environment.
BE ABLE:
- to use productively: narrative extended sentences to compose a statement;
- to ask basic questions to make conversation;
- to use actively not less than 900 terminological units and term elements;
- to manage the basic skills of business correspondence (application form, business letter, resume etc.);
- to state the received information logically and correctly;
- to prepare a description, message, and report on a given topic;
- to determine and take into consideration the communicative purposes, goals and motives of the interlocutor’s behaviour, to predict the responses.
TO MANAGE:
- skills of fluent reading of the texts with not less than 75% of general and popular science vocabulary with correct intonation;
- skills of participation in conversations on a familiar medical topic and expression of the attitude to the text read using a thematic lexical vocabulary minimum and speech models;
- principles of the work with various specialized guidebooks and encyclopedic literature;
- skills of taking information and transformation of the information received from relevant sources (including periodicals and the Internet).
2.2. Requirements to the initial level o(linowledee and abilities
To study the educational program it is necessary to have A-2 level (Pre-Intermediate Level) which is characterized by the following indicators:
- understanding of English language intonation system (falling and rising tones) of principal sentences (simple and compound),
- understanding of tense system (present, past, future simple tenses, present and past continuous tenses, present and past perfect tenses), modal verbs (can, must, may, have to),
- ability to read fluently and express the attitude to the text read,
- ability to continue conversations on various everyday topics (family, education, work, sightseeing tours).
The program is recommended if an applicant:
- understands the statements of the interlocutor, can continue the dialogue and ask questions, but uses short sentences;
- knows the basic grammar rules quite well, but has some difficulties in their usage in spontaneous speech;
- has had an experience of studying English language at school , college or university and has good basic knowledge.
2.3. Assessment criteria
Speaking/understanding
- Correct combination of words in sentences, free usage of intonation, ability to express the emotions and to understand the emotions of the interlocutor.
- Ability to express the ideas in understandable form and absence of pronunciation difficulties.
- Coherent expression of misunderstanding of some moments of conversation and adequate requests to explain the doubtfulpoints.
- Quick selection of synonyms, understanding and memorizing of word constructions in specific context.
Readfng
- Understanding of an original text, except for a very specialized one, ability to analyze it and make some conclusions.
- Understanding of different styles of the information presentation and meaning of popular English phraseological units andfixed expressions in specific context.
Grammer
- Present, Past and Future Simple Tenses, Present and Past Continuous Tenses, Present and Past Perfect Tenses.
- Understanding of expressions I’m going to travel in autumn, I used to work hard and I’m used to working hard(eoTistruetioR$ to be going to, used to do and to be used to).
- Questions of different types (Word Order). Degrees of Comparison.
- Difference betwseen little flour and a few strawberries (Quantifiers).
- -ing forms – enjoy reading, infinitive form with to – I want to study Medfcine (Geiunds and Infinitives).
- Difference between I must oof work and I do not have ta work (Modal Verbs have to/don’t have to, must/musn’t, can7could, iTiay/ittf ht, should7shouldn’t).
- Difference between “Iy it rains, I’ll stay at home and If it rained, I would stay at home ”
(Conditionals).
- Meaning of “A good report was made by Sara ” (Passive Voice).
- Paraphrasing of Direct Speech He safd. “I’m working” to Reported Speech He said that he was working.
Vocabulary
- Vocabulary from 1500 to 2000 words and phrases.
- Various forms of the words, some idioms and phrasal verbs.
- Structures with the words so, either, neither, no more, anymore, too, enough, no longer, whenever, if, when, as, like.
Speaking
- Distinct speaking, correct pronunciation.
- Making a story of 15-18 sentences about the family, likes and dislikes, opinions, professions, hobbies.
- Understanding that a verb with a preposition can have some specific meaning (phrasal verbs).
- Understanding the main idea of spoken in English speech even if some words are unknown. Ability to have a dialogue with anative speaker if the conversation is characterized by familiar words.
- Ability to explain word meanings by other words.
Reading
- Understanding of simple texts, newspaper and magazine articles, adapted literature. Understanding of the main ideas oforiginal texts, even if there are some unknown words.
Listening
- Understanding of informal conversation if spoken in average speed with the usage of familiar words.
- Ability to catch the meaning of a film or TV-show in English. Accurate distinction ofintonations, accents, sounds.
- Understanding of adapted audiobooks.
- Understanding of the main ideas of popular medical texts while listening to and ability to discuss the received information.
ENTERANCE EXAMINATION FORM
- The form of entrance examination is distinct, in the form of interactive dialogue to check the level of English languagecompetences using medical texts of popular scientific character.
- The duration of entrance examination is over 20 minutes.
ENTRANCE EXAMINATION ASSESSMENT CRITERIA
Entrance eaamination results are assessed according to the following criteria:
- situation competence
- vocabulary competence
- grammar competence
- pronunciation
- fluency of speech
The results of entrance examination are assessed by a point-number system:
85-100 (“excellent”) — deep understanding of the material, accurate and detailed answer, independence ofreasoning, ability to prove conclusions, logic sequence of the statement; 70-84 (“good”) understanding ofthe material, accurate, but not detailed answer, the statements have some mistakes;
55-69 (“satisfactory”) — partial understanding of the material, an incomplete answer without some details, thestatements are characterized by some misinterpretations of the main facts or ideas of the text, the material isinsufficiently presented;
0-54 (“unsatisfactorily”) — complete misunderstanding of the idea presented in the examination material orunderstanding of some separate parts of it only, absence of logic in the sentences, bad mistakes in the sentences andthe sentence content.
REFERENCES
Textbooks and books:
- doiix H A., KOTHk P.A., JIyxszHOBa H.A. Yoe6iiiix aHrniiñcxoro z3sIKa. B 2-x uacTzX. M. 2001. 637 c. + Audio
- JOHx H.A., KOTtik F.A., Jl BHOBa H.A. Kmo’iz x yse6iiiixy a ruiiñcxoro z3sma. M. 2007. 176 c.
- Boiix H.A., KOTllii F.A., JIyxssiiOBa H A. C6O Hllx yripaviieiirtñ x ye6Hiixy aiiriliiñcxoro ssiaxa. M. 2006. 84 c.
- BoHx H.A., CanTi•IKOBa K.M. Knacciixecxas rpdMMariixa x efiHxm a+irnañcxoro msixa. M. 2014.
- English File. Intermediate Level. Oxford University Press. 2013.
- Rachal Roberts. New Total English. Pearson Longman. 2012.
Appendix 1
ENGLISH LANGUAGE ENTRANCE EXAMINATION
Examples of texts and questions for interviewing
RABIES
Rabies is caused by a virus which is present in the saliva of affected animal, mainly the dog. Rabies is transmitted through bites and even licks, if the skin surface is open with a scratch, wound or sore. The virus travels to the brain andsymptoms begin 4-8 weeks after the bite. Sometimes there may be a delay of over two years. The disease is always fatal,so every effort should be made to prevent it.
The pet dog should be protected against rabies by injections. However, one has no control over stray dogs. It isimportant to recognise a rabid animal. It may go off its food completely, behave in a strange manner or later run aroundbiting people without any provocation. It has difficulty in swallowing, dribbles saliva all over and foams at the mouth.
The name hydrophobia is given to the disease because the animal cannot swallow and may even start convulsing at the sight of water.
In dumb rabies the animal is quiet and it appears as if a bone has got stuck in its mouth. If you try to remove the bone with your hand the dog may bite you.
The wound should be washed thoroughly with soap and water, and the dog should be tied and observed for 4 – 5 days. If itseems to be quite well at the end of this time it can be considered healthy. You should consult a doctor immediately after a dog’s bite. All hospital casualty departments stock anti-rabic vaccine and know the indications, doses and so on.
Bites on head, face and neck should be treated with anti-rabic vaccine even while the dog is being watched. Thetreatment can be stopped after 4 days if the dog appears normal and healthy.
Answer the questions relying on the information from the text.’
- Why is rabies spread with animal bites?
- What organ of the body gets affected with it?
- What time after the bite do symptoms begin?
- Do people get well again if they have been infected with rabies?
- What symptoms does a dog with rabies have?
- Can you protect your pet dog from catching rabies? How?
- What are the signs of “dumb” rabies?
- What can a person try and do after a bite to protect himself?
ACCIDENTS IN CHILDREN
More children die from accidents each year than from any other cause. And yet the majority of these accidents could have beenprevented.
It is not too hard to keep the baby safe during the first year of his life, because most of the time he is in a crib, a playpen, and acarriage or held by his mother. But when the child begins to get around he needs constant supervision. He must explore theworld for himself, but he has no sense of danger. He does not use his eyes alone in learning about the world: he will lick, taste, squeeze, listen and toss. Ordinary things in the house become dangerous when the child reaches the exploring age. Among thecommon items are lamp cords, electric sockets, ashtrays, fireplaces, irons left with the cord dangling down, pins and scissors.As the child grows older he covers more territories indoors and out. Just how little we can rely on him is proven by the numberof accidents which occurs to adventurous and curious children.
Accidents are the leading cause of death in children at the age of 2-3, and a fifth of all poisonings happening at just this age.Poisons kill more children than polio, diphtheria, scarlet fever, whooping cough and streptococcal infections combined. Otherleading causes of death in young children are cars, falls, fire and drowning.
In spite of all care children get hurt. They fall off beds and stairs, cut themselves with broken glass. Parents have to learn toaccept some accidents as a part of growing up. If you constantly remind your child to be careful he becomes overanxious abouthis own welfare, and it can lead him to having more accidents or hurting more severely when he does encounter danger.
Through a reasonable amount of experience with heat, sharpness and pain a child learns to explore with caution.
Answer the questions relying on the information from the text.
- Do children often have accidents AND why?
- What age is the most dangerous for accidents?
- Which ordinary things in the house that may become dangerous for little children are mentioned in the text?
- What child’s age is the safest and why?
- What statistics data of children accidents are there in the text?
- What are the main causes of children accidents according to the text?
- Can parents prevent accidents in their children altogether?
- Should parents always tell their child to be careful? Why (not)?
PREVENTION OF ACCIDENTS IN LITLLE CHILDREN
While every effort must be made to prevent accidents, minor hurts are a part of a child’s initial education. While at all times hemust be protected from bums and scalds, it is no harm if he has felt the heat of a teapot or a saucepan. He soon realises what hotis, and when told not to touch it because it is hot and will burn, he will usually listen. There must be a constant balance betweenprotection and education.
Specific don’ts. Never leave a child alone in the house. Never leave a child near fire or near the stove or heater. Do not allowthe child to play with matches. Do not leave him near the hot iron. Do not leave a hot teapot near the edge of the table, or ahanging tablecloth with the tea tray on it. Never hold the baby in your lap while drinking anything hot, or while smoking orcooking.
Never leave a child alone near a bucket of water or a bath tub. Keep all the electric wires safe and in good condition. Unplug electric appliances when not in use. See that the safety latch is on the kitchen gas. Do not leave the child alone in the kitchen. He is better safe in a playpen while you are cooking. Cleaning agents, drugs and insecticides should be locked up in acupboard. Do not leave medicine lying around. Even commonly used medicine like aspirin or iron tablets is dangerous for the baby. Always read the label before administering any medicine. Do not keep any medicine without any label. Do not keepcleaning agents in cola bottles, jam jars and so on. Do not refer to medicine as “sweetie”.
Keep all small objects like coins, buttons, beads and nuts away from the baby’s reach. Sharp objects such as scissors andknives should not be left lying around. Toys and furniture with lead paint must not be used. No child should be allowed to runwith anything sticking out of his mouth. If he falls, it will injure his mouth and palate. Children must not be allowed to putplastic bags on their heads or cords around their neck.
The bars on the side of the baby’s cot or playpen should be close enough, so that the child’s head cannot get though them.There should be a barrier for stairs, gates, heaters and fireplaces.
Answer the questions relying on the information fram the text.
- What does the text say about a connection between education and accidents†
- How can one teach a little child what “hot” means?
- What rule should parents stick to, teaching a child how to avoid accidents?
- How can parents prevent accidents with a hot teapot or saucepan?
- How can we prevent accidents with medicine?
- What household things must we not leave near a little child?
- What safety measures should be taken at home of a little infant moving around?
- Why should not a child run with a stick in his mouth?
Apply to the university now | St. Petersburg State Pediatric Medical University