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SoFL Integrative Exam Course Description (Vnutrenniy Ekzamen)

Year 1 Module 4 2023/2024

Developed by School of Foreign Languages

Course format Without the use of an online course

Abstract
Integrative Exam is a mandatory exam for all first-year students. The Exam is aimed at evaluating micro and macro skills of academic discourse.
All the exam tasks are the same for each course programme. The exam tasks include non-fiction texts and articles within the framework of specific
language competencies applicable for different course programmes. This exam is an integral part of each course programme. The final grade for this course
is resulting.
If a student receives over 3 (three) points on a 10-point scale on SoFL Integrative Exam course (Vnutrenniy ekzamen), all of his/her previous
unsatisfactory grades for English shall be replaced with the grade that he/she received for the examination:
English for General Communication Purposes. Advanced Course – 1;
English for General Communication Purposes. Advanced Course – 2;
English for Business Purposes. Advanced Course – 1;
English for Business Purposes. Advanced Course – 2;
English for General Academic Purposes. Advanced Course – 1;
English for General Academic Purposes. Advanced Course – 2;
English for General Communication Purposes. Upper-Intermediate Course – 1;
English for General Communication Purposes. Upper-Intermediate Course – 2;
English for Business Purposes. Upper-Intermediate Course – 1;
English for Business Purposes. Upper-Intermediate Course – 2;
English for General Academic Purposes. Upper-Intermediate Course – 1;
English for General Academic Purposes. Upper-Intermediate Course – 2;
English for General Communication Purposes. Intermediate Course – 1;
English for General Communication Purposes. Intermediate Course – 2.

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 Learning Objectives and Expected Outcomes
Learning objective – to assess the level of English language communication competence: the state of the first-year students’ listening, reading,
writing, and speaking skills needed for effective communication in everyday, academic, and business situations.

Expected Outcomes

Listening
 to understand recorded materials delivered in a standard language;
 to identify and interpret the gist and specific details of audio texts;
 to identify the mood and attitude of the speaker.

Reading
 to understand the content of structured, lengthy written texts, including articles and reports;
 to identify and interpret the gist and specific details of written texts;
 to differentiate between factual information and opinion.

Writing
 to produce clear, detailed texts on a variety of subjects related to the field of interest; synthesise and evaluate information and arguments;
 to paraphrase ideas in order to emphasise or explain certain points;
 to produce well-organised, coherent, and cohesive texts.

Speaking
 to produce well-organised, coherent, and cohesive monologues on a variety of subjects;
 to develop clear arguments, expand and support opinions with relevant examples;
 to speak fluently, without pauses or mistakes that impede understanding.

Language Skills
 to use a wide range of vocabulary;
 to use synonyms and paraphrasing in order to avoid repetition;
 to show a relatively high degree of grammatical control;
 to have a good command of simple grammatical structures and some complex grammatical structures.

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Assessment Elements
● Listening (non-blocking)

● Speaking (non-blocking)

● Writing (non-blocking)

● Reading (non-blocking)

SoFL Integrative Exam Structure (Vnutrenniy Ekzamen)

Year 1 Module 4

Exam time – 95 minutes. The exam is computer-based. The tasks are completed in consecutive order.

№ Section Assignments Points Comments on assignments

Listen to the lecture-presentation ONCE and complete the following
Listening tasks.
In tasks 1-5 choose one correct variant A, B, or C. Audio file – 8-10 minutes.
1 0,25*L
In tasks 6-10 fill in the gaps with the exact words from the text, using
NO MORE THAN 3 WORDS AND/OR A NUMBER for each answer.

Speaking A student should speak for 3-5 minutes.

Argumentative monologue on a given topic organised according to the
2 0,25*S
plan.

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 Write an essay on one of the following topics. There are two types of Word count – 250 words.
Writing essays:
3 0,25*W
– Discuss advantages and disadvantages
– Discuss both views and express your opinion

Read the text and complete the following tasks.

Reading In tasks 1-5 decide which statements are True, False, or Not Stated
4 0,25*R Word count – 3000-3500 characters.
according to the information given in the text.

In tasks 6-10 choose one correct variant A, B, or C.

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 Assessment

Interim assessment
 Interim assessment (module 4)

0,25* Listening +0,25* Speaking +0,25* Writing+0,25* Reading = 10

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ESSAY ASSESSMENT CRITERIA (max 10 points)

Task Response (max 3 points)

3 points – the student fully addresses all parts of the task: the task in the introduction is fully paraphrased and ends with a clear thesis statement that
states the main idea/position of the author; in the body, the student presents a fully developed position in answer to the question, each paragraph
discusses only one new point and begins with a clear topic sentence, each paragraph has 1-2 supporting arguments (facts/examples/statistics); the
conclusion summarises the main points or paraphrases the thesis statement, begins with a concluding signal, does not contain any new/unrelated ideas
or new information;

2 points – the student does not fully address all parts of the task: the task in the introduction is only partly paraphrased and ends with a clear thesis
statement but it does not fully reflect the main idea of the essay; in the body the student addresses all parts of the task although some parts may be more
fully covered than others, each paragraph discusses only one new point and begins with a clear topic sentence, there is only 1 supporting argument or
some arguments are not well supported; in the conclusion some ideas may be missed in summarising, or the thesis statement is not adequately
paraphrased, the conclusion does not contain any new/unrelated ideas or information;

1 point – the student responds to the task only in a minimal way or the answer is tangential: the task in the introduction has not been paraphrased, the
last sentence does not formulate a thesis statement; the topic sentences in the body paragraphs are difficult to identify and may be repetitive, the
position of the author is not supported by facts/statistics/examples/illustrations, more than one main idea is discussed in each body paragraph; in the
conclusion the thesis statement is not properly paraphrased and does not clarify the position of the author, the conclusion contains some irrelevant ideas
which are not discussed in the main body, a concluding signal is not used;

0 points – the student does not adequately address any part of the task: there is no introduction, and/or there is no thesis statement in the introduction;
the student presents some ideas in the body, which are largely undeveloped or irrelevant; there is no conclusion at all.

Coherence and Cohesion (max 2 points)

2 points – the student writes a clearly structured essay, uses a variety of linking devices which connect the ideas appropriately, uses paragraphing
sufficiently, the ideas are logically organised;

1 point – the student writes a poorly structured essay, uses a limited number of linking devices, does not use paragraphing sufficiently; the ideas are
not always logically organised;

0 points – the student does not organise information and ideas logically, fails to use linking devices appropriately or repeats them, does not write in
paragraphs.

Lexical Resource and Register (max 2 points)

2 points – the student uses a wide range of vocabulary, including some advanced lexical items; there may be 1-2 inaccuracies;
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1 point – the student uses a sufficient range of vocabulary, but may make 1-2 mistakes in spelling, word formation or word choice;
0 points – the student only uses basic vocabulary with very limited control of spelling, word formation or word choice; errors are numerous and
impede understanding.

Grammatical Range and Accuracy (max 2 points)

2 points – the student uses a wide range of grammar structures and may make 1 minor mistake;
1 point – the student uses a variety of grammar structures, but may make 2 mistakes;
0 points – the student uses basic grammar structures or a limited range of structures and/or makes more than 2 grammatical mistakes, some of which
impede understanding.

Register (max 1 point)

1 point – the essay is written in an appropriate (academic/neutral) style: the student uses formal vocabulary and grammar structures, impersonal
language avoiding personal pronouns including passive voice where necessary; the student may make a few minor stylistic errors;
0 points – the style is inappropriate for the task; the register is informal: the student uses contractions, idiomatic vocabulary, numbering or basic
transitions to begin sentences, simple sentences, personal pronouns, imprecise wording.

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 SPEAKING ASSESSMENT CRITERIA (max 10 points)

Students should speak for no less than 3 minutes and no longer than 5 minutes.

Task Response (max 3 points)

3 points – the student fully addresses all parts of the task (the monologue is clearly planned); presents a fully developed position in answer to the
question with relevant, fully extended, and well supported ideas (there are at least 2 arguments, all of which are fully developed, extended, and
supported); content corresponds to the topic of the monologue, is not narrowed down or overextended;
2 points – the student addresses all parts of the task although some parts may be more fully covered than others (presents relevant main ideas but
some may be inadequately developed/unclear); presents a relevant position although the conclusions may be unclear or repetitive (there are at least 2
arguments, all of which are fully developed, extended and supported); content is mostly relevant, not narrowed down or overextended;
1 point – the student responds to the task only in a minimal way or the answer is tangential; the format may be inappropriate; presents a position but it
is unclear and/or the arguments are not fully developed, extended or supported; presents some main ideas but they are difficult to identify and may be
repetitive, irrelevant or not well supported (content is partially relevant; it is narrowed down or overextended);
0 points – the student does not adequately address any part of the task: the monologue is not planned; the student does not express a clear position;
presents few ideas which are largely undeveloped or irrelevant.

Coherence and Cohesion (max 2 points)

2 points – the student applies logic when organising ideas, effectively uses linking devices and introductory constructions;
1 point – the student applies logic when organising ideas, but there might be an occasional breach in logic; some of the linking devices and
introductory constructions are used inappropriately;
0 points – the student does not apply logic when organising ideas; there are no linking devices, introductory constructions, and/or they are used
inappropriately.

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Lexical Resource (max 2 points)
2 points – the student uses a wide range of appropriate vocabulary and attempts to use some advanced lexical items;
1 point – the student uses appropriate but limited vocabulary, phrasal verbs and/or collocations are used inappropriately, cohesive devices are
inadequate, repetitive, under- or overused;
0 points – the student’s vocabulary is too limited to comment on the topic; numerous mistakes impede understanding; active vocabulary is not used or
is used inappropriately.
Grammatical Range and Accuracy (max 2 points)
2 points – the student uses a wide range of structures and may make 1 minor mistake which does not impede understanding;
1 point – the student uses a variety of structures, but may make 2-3 mistakes which might impede understanding;
0 points – the student uses basic structures; grammatical and stylistic mistakes are numerous and impede understanding.
Fluency, pronunciation (max 1 point)
1 point – smooth and fluent speech, no pauses/repetitions/self-correction; there might be some minor pronunciation mistakes, but they do not impede
understanding, intonation is appropriate, all sounds are articulated clearly;
0 points – it takes the student time to find the words; he/she fumbles the words and ideas and/or makes numerous pronunciation mistakes which
impede understanding; intonation is not appropriate; some sounds are articulated indistinctly.

RETAKE PROCEDURE
The procedure of the first retake is organised in accordance with the HSE Assessment Regulations.
The procedure of the second retake is organised in accordance with the HSE Assessment Regulations.
The retake of the exam is organised during the retake period till the 15th of October, 2024.
The first retake follows the structure of the SoFL Integrative Exam structure (Vnutrenniy ekzamen).
The second retake follows the structure of the SoFL Integrative Exam structure (Vnutrenniy
ekzamen).

LISTENING
Listen to the lecture-presentation ONCE and complete the following tasks.
In tasks 1-5 listen to the audio and choose one correct variant A, B, or C.
1. According to the speaker, what will be the most likely cause of a global catastrophe in the near future?
a. A nuclear war
b. A global pandemic
c. A natural disaster
2. What is the main issue with the disease prevention system?
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 a. It exists, but functions poorly
b. It does not exist at all
c. It only exists in certain countries
3. Which organization is funded to monitor epidemics?
a. The WHO
b. The UN
c. Médecins Sans Frontières
4. Which fortunate condition prevented Ebola from spreading further?
a. A cure was found quickly
b. People were provided with protective gear
c. The virus did not spread through urban areas
5. How can people’s movements be monitored nowadays?
a. Through satellite maps
b. Through street cameras
c. Through cell phones
In tasks 6-10 fill in the gaps, using NO MORE THAN 3 WORDS AND/OR A NUMBER for each answer.
6. NATO has a that is always ready to go.
7. Among the key pieces are in underprivileged countries.
8. To get the military ready for action we need to run and detect problem areas.
9. The speaker can’t give a/an for the cost of medical research.
10. The World Bank predicts that in case of a global pandemic the will be drastically reduced.

SPEAKING

Expand on the way social networking sites can be dangerous.

You should:

 express your attitude towards the given problem

 speculate on the problem and justify your statement, providing at least 2 supporting arguments
 summarise your ideas

You should speak for no less than 3 minutes and no longer than 5 minutes.

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WRITING

English for General Communication Purposes

Write an essay on one of the following topics:

1. Some people say that protecting the environment is the government’s responsibility. Others believe that this should be the responsibility of
each individual. Discuss both views and give your own opinion. Give reasons for your answer and include any relevant examples from your own
knowledge or experience.
Write at least 250
words.

OR

2. People now have the freedom to work and live anywhere in the world. Discuss the advantages and disadvantages of this
trend. Write at least 250 words.

English for Business Purposes

Write an essay on one of the following topics:

1. Some people think that the best way to learn about business is to take a course at college or university. Others believe that there are better
ways to learn about business.
Discuss both views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or
experience.
Write at least 250
words.

OR

2. Discuss advantages and disadvantages of working from home.

Write at least 250 words.

English for General Academic Purposes

Write an essay on one of the following topics:

1. Some people believe that it is good to share as much information as possible in scientific research, business, and the academic world.
Others believe that some information is too important or too valuable to be shared freely.
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Discuss both views and give your own opinion. Give reasons for your answer and include any relevant examples from your own knowledge or
experience.

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Write at least 250
words.

OR

2. Discuss the advantages and disadvantages of online education.

Write at least 250 words.

READING
Read the text and complete the following tasks.
In tasks 1-5 decide which statements are True, False, or Not Stated according to the information given in the text.
By the 700s BC, Greece was rebounding in what is now considered its Archaic Age. People adopted a new writing system for their language, and the
first Olympic Games were held. The growing population put land at a premium. Mountains and rocky terrain made it difficult to grow crops, and arable
land was scarce. Another problem was the Greek tradition of inheritance. Farms were divided equally among a man's sons. What began as a large farm
was sliced up into smaller pieces with each generation unless the sons married women from wealthier families. Eventually, the small pieces weren't
enough land to support a family.
To relieve the pressure and help their troubled economy, enterprising Greeks set out to find more land and establish colonies along the coast of the
Mediterranean Sea. These new colonies did not depend on their motherland. They were independent and self-ruling. The geography of Greece
contributed to this system. Rugged mountains and valleys made travel difficult, and communication between communities was limited, if it existed at
all. The people who settled on one side of a mountain were, more likely than not, isolated from the people who lived on the other side. Thus, they were
forced to be self-reliant, which nurtured a feeling of independence.
This led to the rise of the Greek citizen-state, or polis. Although it is commonly called a city-state, a polis was defined less by its geographic
boundaries than by its people - the citizens - who counted themselves part of the city even if they lived outside the city itself. These hundreds of city-
states, some tiny and some large, shared a common lifestyle and culture, but their governments were independent.
The governments of classical Greece were as complex and varied as its many city-states. Some, such as early Athens, were ruled by oligarchies,
composed of a few citizens from the elite classes. Because they concentrated power in the hands of just a few people, oligarchies were not popular,
since they looked after the interests of the elite above the other citizens.

1. Young Greek men inherited small pieces of land because land was divided between several children.
2. New Greek colonies were controlled and ruled from the centre.
3. Citizens of new colonies hardly ever interacted with each other because the structure of their islands made it impossible to interact.
4. The terms city-state and polis can be used interchangeably to define the same thing.
5. The majority of city-states were ruled by few rich and respected citizens.

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In tasks 6-10 choose one correct variant A, B, or C.

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By the 600s BC, there was evidence of a more democratic government taking hold, particularly in Athens. A typical day at the agora - a central meeting
place - would feature traders conducting business and men discussing politics. Members of the aristocracy became archons, the leaders who governed the
city. All of Athens' male citizens were allowed to attend the Assembly, which elected the archons each year. This right was open to any citizen, rich or
poor, although the archons still made all the decisions in the city's operation.
In approximately 621 BC, the Athenians decided to write down the city's laws to prevent aristocrats from making thoughtless decisions. However, the
Athenians' chosen ruler made strict laws that were unfavorable to poor people. Athens was in an economic crisis, with more and more money being
concentrated in the hands of the rich. Conditions deteriorated rapidly as tensions rose between the rich and the poor. By the early 500s BC, Athens found a
new man to fix things. Solon was charged with trying to balance the demands of rich and poor, and he instituted several changes that promoted democracy.
Among these were outlawing certain taxes and establishing several classes of citizens which were based on wealth, rather than family heritage. Only the
richest men could hold office. Although this doesn't seem democratic in modern times, it allowed people to work their way up the economic ladder to
participate in politics.
In 508 to 507 BC, another Athenian pushed the city even further down the path of democracy. Cleisthenes established a system that divided the population
into ten tribes. Through voting, all male citizens could participate directly in making laws that governed the people, such as charging taxes, deciding how
to spend the city's funds, and formulating military policy. In between, Assembly meeting - a council of 500 men, 50 from each of the 10 tribes - took care
of day-to-day business.

6. Ancient Greece being a democracy… .

A. is the author’s opinion
B. is supported by data
C. has been disproven by historians
7. A Greek citizen could become an archon by … .
A. getting the most votes at the Assembly
B. reaching a certain age
C. investing money in local businesses
8. The citizens of Athens decided to record their laws in order to … .
A. promote equality in society
B. improve the social standing of the middle class
C. ensure that the government makes well-considered decisions
9. According to the text, Solon … .
A. raised taxes for the aristocracy
B. established democracy in Athens
C. divided people according to their fortune
10. During the rule of Cleisthenes, all men … .
A. could take part in ruling Athens
B. had to serve in the military
C. were obligated to attend Assembly meetings
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KEYS
Reading
1. True
2. False
3. True
4. True
5. Not Stated
6. B
7. A
8. C
9. C
10. A

Listening
1. B
2. B
3. A
4. C
5. A
6. mobile unit
7. strong health systems
8. simulations
9. exact budget
10. global wealth

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 Sources
Essential literature
Name of the book
#
Bezzabotnova O., Bogolepova S., Gorbachev V. et al. English for Academics, Cambridge University Press, 2014

Cavage C. University Success Advanced, Oral Communication, 2018

Cotton D., Falvey D., Kent S. New Language Leader Intermediate, Pearson, 2014

Cotton D., Falvey D., Kent S. New Language Leader Upper-Intermediate, Pearson, 2017

Cotton D., Falvey D., Kent S. et al. New Language Leader Advanced, Pearson, 2015

Dalby K., Dalby T. University Success Intermediate to High-Intermediate, Writing, 2018

Dubicka I., O`Keeffe M. et al. Business Partner B1+, Pearson, 2018

Dubicka I., Rosenberg M. et al. Business Partner B2+, Pearson, 2019

Dubicka I., Rosenberg M. et al. Business Partner C1, Pearson, 2020

Eickhoff L., Frazier L., Vosters M. University Success Advanced, Reading, 2018

Emmerson P. Essential Business Grammar Builder, Macmillan, 2006

Emmerson P. Essential Business Vocabulary Builder, Macmillan, 2010
Hewings M. Advanced Grammar in Use, 4th edition, Cambridge University Press, 2023
Mascull B. Business Vocabulary in Use, 3rd edition, Cambridge University Press, 2017
McLaughlin T., Cavage C. University Success Intermediate to High-Intermediate, Oral Communication, 2018
Murphy R. English Grammar in Use, 5th edition, Cambridge University Press, 2019
Steenburgh C. University Success Intermediate to High-Intermediate, Reading, 2018

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 Additional literature
Name of the book

Барановская Т.А., Захарова А.В., Поспелова Т.Б., Суворова Ю.А. Английский язык для академических целей. English for academic purposes.
Учебное пособие для бакалавриата и магистратуры, М. : Юрайт, 2019

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 Procedure for the examination of students with disabilities
If necessary, students with declared disabilities could take part in the exam using the following methods:
for the visually impaired: printed with a larger font; in audio form;
for the hearing impaired: in print;
for persons with disorders of the musculoskeletal system: printed with a larger font; in audio form.

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