Methodological recommendations for students on studying. General guidelines for learning foreign languages About the specifics of the subject foreign language
Successful learning of a foreign language not only depends on the professional skills of the teacher, but also on the ability of students to understand and accept the tasks and content of the subject. It is necessary to take an active part in the educational process and be responsible for what you do in practical classes in a foreign language and during independent outside-class training.
Successful learning of a foreign language is possible only with systematic independent work on it. An important role in this is played by the accumulation of sufficient vocabulary, knowledge of grammatical structures and the phonetic structure of the language being studied through extracurricular reading.
First of all, you need to regularly practice reading and pronunciation.
In order to correctly read, understand foreign speech by ear, and also speak a foreign language, you should widely use technical means that combine visual and audio perception: listen to audio recordings, watch videos in a foreign language.
To develop skills and abilities to work on text without a dictionary, regular and systematic work on accumulating a vocabulary of words is necessary, and this, in turn, is inevitably associated with the development of skills in working with a dictionary. In addition, for a more accurate understanding of the content of the text, it is recommended to use grammatical and lexical analysis of the text.
We recommend working on consolidating and enriching vocabulary as follows:
Familiarize yourself with working with the dictionary - study the construction of the dictionary and the system of symbols;
Write down unfamiliar words in a notebook in their original form with the appropriate grammatical characteristics; verbs - in an indefinite form (in the infinitive), indicating the basic forms for strong and irregular verbs; adjectives - in short form.
When writing a foreign word in its traditional spelling, write its phonetic transcription next to it in square brackets (the same is true for a number of words in other foreign languages).
Write down and memorize first of all the most common verbs, nouns, adjectives and adverbs, as well as building words (i.e. all pronouns, modal and auxiliary verbs, prepositions, conjunctions and particles).
When translating, take into account the polysemy of words and choose the Russian word that has the appropriate meaning in the dictionary, based on the general content of the text being translated.
When writing out so-called international words, pay attention to the fact that along with the frequent coincidence of the meanings of words in Russian and foreign languages, there is a strong discrepancy in the meanings of words.
An effective means of expanding your vocabulary is knowledge of word formation methods in a foreign language. Knowing how to break down a derived word into a root, prefix and suffix, it is easier to determine the meaning of an unknown new word. In addition, by knowing the meaning of the most common prefixes and suffixes, you can easily understand the meaning of all words derived from the same root word that you know.
Each language has specific phrases that are unique to that language. These stable phrases (so-called idiomatic expressions) are an inextricable whole, the meaning of which cannot always be understood by translating its constituent words. Set phrases in one language cannot be literally translated into another language. Such expressions should be written out and memorized in their entirety.
For practical mastery of a foreign language, it is necessary to master its structural features, especially those that distinguish it from the Russian language. Such features include, first of all, a fixed word order in a sentence, as well as a certain number of grammatical endings and word-forming suffixes.
The learning skills necessary for successful learning activities can and should be developed independently and with the help of a teacher.
Conventionally, educational skills are divided into three groups:
skills related to intellectual processes,
skills related to the organization of educational activities and their correlation,
compensatory or adaptive skills.
To skills related to intellectual processes. The following skills include:
observe one or another linguistic phenomenon in a foreign language, compare and contrast linguistic phenomena in a foreign language and one’s native one,
compare, compare, classify, group, systematize information in accordance with a specific educational task;
summarize the information received, evaluate what you listened to and read; record the main content of messages; formulate, orally and in writing, the main idea of the message; draw up a plan, formulate theses,
prepare and present detailed reports such as a report.
The skills associated with the organization of educational activities and their correlation include:
work in different modes (individually, in pairs, in groups), interacting with each other;
use abstracts and reference materials;
control your actions and the actions of your comrades, objectively evaluate your actions;
seek help and additional clarification from the teacher or other students.
Compensatory or adaptive skills allow you to:
use linguistic or contextual guesses, dictionaries of various kinds, various kinds of hints, supports in the text (keywords, text structure, preliminary information, etc.);
use periphrases, synonymous means, words that describe general concepts, explanations, examples, interpretations, “word creation” when speaking and writing;
repeat or paraphrase the interlocutor’s remarks to confirm understanding of his statement or question;
ask your interlocutor for help (clarify the question, ask again, etc.);
use facial expressions, gestures (in general and in cases where linguistic means are not enough to express certain communicative intentions);
switch the conversation to another topic.
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Text content of presentation slides: Methodological recommendations for preparing for GIA-9 in mathematics (for teachers, parents, students). The main directions in preparing for the State Examination are the formation of the ability to solve tasks of different levels; development of motivation; developing a positive attitude; development of self-control; building confidence and positive self-esteem. Development of a work program for the subject 1) allocation of reserve time in lessons to create a system for repeating the studied material; 2) determining a place in planning for conducting test forms of work, both educational and controlling; 3) development and selection of tasks in the context of educational and thematic planning based on level differentiation. How to build a training system? 1. Actively introduce testing technologies, starting from the seventh grade. 2. Particular attention should be paid to working with formulations. 3. Repetition of the studied material should be carried out at each lesson using mental calculation. Advice for teachers when preparing students for the State Examination: You should not try to solve as many options from previous years as possible. Form a stable general way of activity. Form a bank of personal achievements of students. It is advisable to conduct comprehensive testing at the end of the year (April-May). Advice for students when working with the test. 1. Select those tasks for which you know the answers and can easily solve them. 2. Pay attention to tasks where you can make an estimate of the result. 3. Monitor the time it takes to complete the task. 4. Use your intuition if you don’t have time to complete all the tasks. The main causes of anxiety are doubts about the completeness and strength of knowledge; doubts about one’s own abilities: the ability to analyze, concentrate and distribute attention; psychophysical and personal characteristics: fatigue, anxiety, lack of self-confidence; stress of an unfamiliar situation; stress of responsibility to parents and school. Psychological preparation of students Formation of ZUNPersonal readiness Motivational readiness Emotional-volitional readiness Communicative readiness Work with students and parents Corners for preparing for the final certification Indication of sites Parent meetings and cool watch Starikova Tatyana Mikhailovteacher, MBOU Secondary School No. 151
Attached files
Guidelines
for independent work of students of specialty 050303 " Foreign language»
in the discipline “Theory and Methods of Teaching a Foreign Language”
Chita - 2010
Compiled by: A.V. Spiridonova, candidate of cultural studies, deputy. Director for educational and methodological work of the ChPK
Reviewers: T.A. Nesterova, teacher of foreign languages
Considered at a meeting of the PCC of linguistic disciplines
Protocol No. 3 of November 13, 2010
Recommended for publication by the scientific and methodological council of the Chita Pedagogical College
Methodological recommendations for independent work of students of specialty 050303 “Foreign Language” in the discipline “Theory and Methods of Teaching a Foreign Language” on the topic “History of Methods of Teaching Foreign Languages” / Compiled by Spiridonova A.V. – Chita: State Educational Institution of Secondary Professional Education “Chita Pedagogical College”. – 2008. – 35 p.
Methodological recommendations for independent work of students of specialty 050303 “Foreign Language” in the discipline “Theory and Methods of Teaching a Foreign Language” on the topic “History of Methods of Teaching Foreign Languages.” The history of methods of teaching foreign languages will help students and teachers navigate existing modern methodological directions.
The methodological recommendations contain abstracts prepared for the journal “Foreign Languages at School” by Academician of the Russian Academy of Education A.A. Mirolyubov, after studying which students have the opportunity to answer questions and complete tasks intended for independent work.
Content
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Section 1. | |
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1.1. Requirements for knowledge and skills |
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1.2. Questions |
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1.3. Tasks. |
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Section 2. | |
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Literature |
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Section 1.
1.1.Basic requirements for the knowledge and skills of a student who has completed studying the topic “History of methods of teaching foreign languages» .
The student must be able to:
analyze methods of teaching foreign languages in order to highlight the basic principles, stages of the learning process, the heritage of methods, the positive and negative aspects of each of the methods under consideration.
1.2. Answer the following questions:
How did the great linguist W. Humboldt characterize the goal of teaching foreign languages using the grammar-translation method?
Why couldn’t the grammar-translation method provide even basic knowledge of a foreign language?
What goal did representatives of the text-translation method call the main goal of teaching?
What is the main means of semantization and assimilation of language material using the grammar-translation method?
What is the main task according to the supporters of the natural movement M. Berlitz, M. Walter, F. Gouin?
What exercises were widely used in M. Berlitz's textbooks?
How did M. Walter try to bring learning closer to familiarizing students with the country of the language being studied?
What is the legacy of the natural method?
What is the name of the direct method associated with?
What are common features different directions of the direct method?
Name the features of the “Russian version” of the direct method.
Explain the famous expression of G. Palmer “Let us take care of the initial stage, and the rest will take care of themselves.”
What rationalization was introduced by G. Palmer into teaching grammar?
What of what G. Palmer introduced into the methodology has remained in it to this day?
What skill did West put forward as his main goal?
Why, according to M. West, regardless of the purpose of learning, should learning begin with reading?
Who first developed the criteria for selecting productive and receptive vocabulary, divided into basic and additional?
The mixed method combined the features of two methodological directions. Which ones?
How is grammar teaching characterized by mixed methods?
What new approach to controlling speech skills was proposed by supporters of the conscious-comparative method?
Under what method do students master only partially the elements of culture at the first stage, and fully master them at the second stage?
What types of substitutions did R. Lado distinguish?
Why didn’t C. Friz and R. Lado specifically develop a reading methodology?
What do the works of the authors of audiovisual and audio-lingual methods have in common?
What, according to representatives of the audiovisual method, increases the effectiveness of teaching intercultural communication?
1.3. Fill out the table by studying materials on the history of methods of teaching foreign languages .
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Grammar-translation |
Natural- |
Straight |
Palmer method |
West method |
Mixed |
Conscious definitely- compare telny |
Audio-lin- gvalny |
Audio-visa- nal |
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Representatives | |||||||||
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Principles | |||||||||
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Legacy of the method |
Section 2.
2.1. Grammar-translation method
In the early 60s of the last century, attempts were made to define a method in the methodology of teaching foreign languages as a set of teaching techniques. This is how methods of familiarization with language material, training methods, etc. arose. In connection with this, duality arose in the understanding of this term. The consideration of methodological directions must be preceded by some clarification regarding the term “method” itself.
In the domestic methodological literature, this term has two meanings: method as a methodological direction and method as a method - a set of teaching techniques. The duality of the meaning of this term is associated with the following circumstances. Initially, the first meaning of this term came from the methodological literature: natural method, direct method, etc. This term meant a certain teaching system, characterized by a set of specific teaching principles, i.e. basic guidelines. It should be noted that a method in this meaning is characterized by a set of principles, because individual principles in different methodological systems may coincide.
This series of articles discusses only methods - methodological training systems recognized in the methodology, because often for commercial purposes, individual courses provide new names for methods under which well-known methods are hidden, for example, the immersion method, the echo method, etc.
The consideration of methodological directions begins with the oldest method - grammar-translation, which existed for two centuries and has not been used since the beginning of the 20th century. Representatives of this direction believed that learning a foreign language in secondary educational institutions has exclusively general educational significance, which boils down to mental gymnastics and the development of logical thinking, achieved as a result of the systematic study of grammar. This goal of study was well characterized by the great linguist W. Humboldt: “When teaching languages, the public teaching section will disseminate the method that, even if the language itself is forgotten, will make the beginning of the study of languages useful for life not only for the development of memory, but also for the development of mind, critical examination of judgments and acquisition of a general outlook. The purpose of teaching a language is to communicate knowledge about its general structure” (1). The formation of thinking based on the study of grammar came from the Latin language, when the study of its grammar was considered the best means of developing logical thinking. This goal of learning foreign languages is well illustrated by the exercise of turning a passive construction into an active one, or vice versa, which has survived to this day. If nowadays it is sometimes used to master passive constructions, which, however, is hardly advisable, then representatives of the grammar-translation method used it to show that in an active construction the logical and grammatical subjects coincide, but in a passive one they do not coincide.
The basic principles of teaching this method were as follows.
1. The course was based on a grammatical system, which determined the selection of material, including the selection of vocabulary, and the structure of the course as a whole. This situation was justified by the fact that the study of grammar provides a solution to a general educational problem - the development of thinking.
2. The main material on which teaching was based were texts, because written speech reflected, in the opinion of teachers of that time, the original language. It seems that this is inspired by the traditions of studying the Latin language.
3. Vocabulary was considered only as illustrative material for studying grammar. Since it was believed that words different languages differ from each other only in sound and graphic image, and not in meaning, compatibility, etc., it was recommended to memorize them out of context as isolated units.
4. Analysis and synthesis were recognized as the leading processes of logical thinking. In this regard, in the teaching process, much attention was paid to analyzing the text from the point of view of grammar, memorizing the rules and constructing foreign language sentences on this basis. Sometimes this method was called analytical-synthetic.
5. The main means of semantization of language material was translation (from foreign to native and from native to foreign).
Let us turn to the consideration of the learning process using this method.
As already indicated, the basis of instruction was texts selected to illustrate the grammatical material to be studied. Authors of one of the oldest textbooks German language P. Glaser and E. Petzold stated: “Texts for reading are selected so that they best reflect the grammatical material to be studied” (2). Text analysis and translation occupied a significant place in the learning process. Words and especially grammatical rules were learned by heart. To test the mastery of grammar, translations from the native language were offered, and the sentences were not related to each other in meaning. In the textbook of the same authors, for example, the following text for translation is given: “Lions, bears and elephants are strong. Do you know my neighbor Count N.? The trees of our garden contain the nests of many starlings and finches. Merchants live in cities, and farmers live in villages” (3).
In a number of cases, after the sentence, German words were given for translation, which had to be used in correct form. It is easy to notice that all attention was paid to the ability to construct a foreign language sentence. The authors themselves understood that the use of rarely used words does not interfere with their use as illustrative material. It is only important to format them grammatically correctly. In addition, exercises in declination and conjugation were used. Some methodologists, for example G. Ollendorf, believed that the content of translations should be absurd and repel students, so that they would focus their attention on the grammatical side of the sentences. Thus, E. Bik cites the texts of the translation from Russian, which was given in the second grade of one of the gymnasiums: “This bear has a nephew and niece. These camels wrote their own Russian language lesson” (4). The main control was the level of proficiency in grammatical material and translation of the text, and in some cases - knowledge of isolated words. It is easy to see that with such a “method” it was impossible to ensure even basic language proficiency. In the second half of the 19th century, in accordance with the requirements of life, and first of all, oral communication, dialogues for memorization, as “conversations” were then called, were added to the textbooks of this methodological direction. However, all these innovations could not provide even basic knowledge of a foreign language. Therefore, this method finally disappeared at the beginning of the 20th century. Despite all the shortcomings, this method still left something in the technique. These include paraphrase exercises in which the tense of the verb changes or the passive form changes to active.
At the end of the 18th century, another type of translation method appeared - the textual-translation method. Representatives of this direction also believed that the main goal of education was general education. However, they understood it as the general mental development of students based on the study of authentic works of art. The main provisions of this method were reduced to the following principles.
The basis of training is an original foreign text, which contains all the linguistic phenomena necessary to understand any text.
The assimilation of language material is achieved as a result of text analysis, rote memorization and translation, usually literal.
The main learning process is associated with analysis - the main technique of logical thinking. From these provisions it follows that the text is the center of all work on language - a position that later existed in the methodology for a long time.
It should be noted that, despite certain shortcomings, a number of techniques developed by the text-translation method were included in the arsenal of subsequent methodological directions. Thus, work on the text served as the basis for the formation of such types of training as statistic (or explanatory) reading. The methodology included the practice of reverse translations.
Both methods discussed above have much in common and are considered translation methods, since the main means of semantization and assimilation of language material is translation. Both methods are characterized by a separation of form from content. Thus, in the grammar-translation method, all attention is directed to grammar, and the content of the texts and vocabulary are ignored. In the text-translation method, all attention is paid to the content and features of texts, grammar was studied haphazardly, and rules were given from case to case.
At the end of the 19th century, these methods began to come into conflict with the social order of society and gradually lost their place in teaching foreign languages.
1. Spranger Ed. W.V. Humboldt und die reform des Bildungswesens. - Berlin, 1910. –S. 168
2. Glaser P., Petzold E. Lehrbuch der deutschen Sprache. German language textbook. – Part II – Ed. 10. – St. Petersburg, 1912. – P.3.
3. Quote. Textbook by P. Glaser, E. Petzold. – P.46-47.
4. Bik E. Analytical-synthetic method of teaching foreign languages / Russian School. – 1890. - No. 5.
2.2.Natural method
In the 70s years XIX centuries there are serious economic changes in countries Western Europe. The development of capitalist relations, accompanied by the struggle for markets and raw materials, required fairly wide sections of society to speak foreign languages. In this regard, the social order of society towards schools in relation to teaching foreign languages is changing. The methods available at that time did not meet these requirements. Pedagogical science was not prepared either. In this regard, a new direction in the methodology of teaching foreign languages was first developed by practitioners and some methodologists without sufficient scientific justification. This new method is called "natural". According to the supporters of this direction M. Berlin, M. Walter, F. Gouin, teaching oral speech, and this, in their opinion, was the main task, should be carried out in the same way as a child learns his native language in life, i.e. occurs in nature (Natur). Berlitz's textbooks and courses, which existed in our country in the 20s of the last century, became the most famous.
The basic principles underlying teaching according to the Berlitz method were as follows:
The purpose of training is the development of oral speech.
The perception of linguistic material must be carried out directly, that is, immanently. Words of a foreign language must be associated with an object or action, and grammar must be acquired intuitively, because a similar process is characteristic of a child mastering his native speech.
Mastering the material should occur on the basis of imitation and analogy. Therefore, comparisons with the native language and rules are unnecessary.
The main form of work is dialogue.
All material of the language is first perceived by ear (mastery of pronunciation), then practiced orally (different authors have different durations) and after a considerable time reading, starting with individual words.
He proposed up to 75 series in the textbook, consisting of a number of sentences; work on such a series boiled down to the following. First, the teacher performs the actions and comments on them at the same time. Then the students repeat each sentence after the teacher. After this, the teacher pronounces individual phrases and the students perform actions. The strong student then says the sentences while the others perform the actions. Oral work ends with the naming of actions (by all students) and their implementation. After such practice, students write down the series in their notebooks.
It is not difficult to notice that after such training on the basis of semi-mechanical imitation, students mastered mainly oral speech using limited material. Otherwise, F. Gouin adhered to the same methodological principles, as M. Berlitz.
A major representative of the natural method was M. Walter (3). He, like Gouin, connected the teaching of a strange language with the active activity of students, giving great importance the sensory side of perception of the surrounding world.
In accordance with this, he tried to bring teaching closer to familiarizing students with the country of the target language. So, while teaching German in Scotland, he equipped his classroom in the form of a German beer hall. If at the initial stage mastery of language material was based on actions and comments on them, then at advanced levels students acted out scenes and portrayed certain characters. Thus, M. Walter went somewhat further than Gouin in connecting learning with imitation of activities and actions.
An interesting aspect of his methodological techniques is his recommendation for working with pictures. So, in his opinion, when describing a picture, one must focus on the parts of the object, their characteristics (size, shape, color, etc.), on actions with this object and, finally, on its application. It should be noted that M. Walter was the first to systematize group exercises as a means of memorizing vocabulary. Thus, he proposed grouping words according to the principle of synonyms and antonyms, according to the thematic principle, words with the same root. The basis for memorizing words was the creation of associations, as proposed by associative psychology, which insisted that the strength of memorization increases when relying on associations.
Otherwise, M. Walter adhered to the same positions as other creators of the natural method, which makes it possible to combine them, despite the use of different techniques and exercises.
Concluding a brief review of the basics of the natural method, it should be noted that, although it did not have sufficient scientific justification, and its authors were simple teachers, he contributed quite a lot to the methodology that has remained in it to this day.
First of all, it should be noted that representatives of the natural method proposed a system untranslatable semantization of vocabulary:
1) showing an object, its image, demonstration of an action using facial expressions;
2) revealing the meaning of words using synonyms, antonyms or definitions;
3) revealing meaning using context.
All these methods of semantization have survived many methodological directions and entered our methodology. Of course, modern techniques use various kinds groupings proposed by M. Walter as one of the possible ways to systematize vocabulary, primarily on a thematic basis. Found its place in modern methods and commenting on actions, especially at the initial stage, as well as acting out scenes. All this allows us to say that the heritage of the natural method has not been lost.
Literature
Berlitz M. Textbook of the German language - St. Petersburg, 1892.
Gouin F. L'art d'enseigner et d'etudier les languages. - Paris, 1880.
Walter M. Zur Methodik des neusprachlichen Unterrichts. 2 Aufl. – Marburg, 1912.
About the specifics of the subject foreign language
A foreign language is one of the subjects, the purpose of teaching which is to develop communication skills and abilities, including all its aspects - reading, speaking, listening and writing. Skills and abilities are developed through constant practice and execution. large number exercises.
It is not surprising that a significant part of the time for the formation of such skills and abilities is allocated to the student’s independent work. How in sports it is impossible to show good result Without long-term, systematic, methodically correctly organized training, and when studying a foreign language, it is impossible to successfully master communication skills and abilities without constant and targeted work on their formation.
Thus, in order to achieve success in learning a foreign language, it is necessary to work regularly, systematically, daily if possible.
2. Pronunciation and reading
One of distinctive features English language is that there is not always a sound-letter correspondence when reading a written text aloud. Thus, 6 vowels and 20 consonants of the English alphabet convey 44 sounds. To improve your pronunciation and reading aloud skills, you should:
rules for reading vowel letters under stress,
rules for reading vowels in various combinations,
rules for reading combinations of consonants.
The correct reading of words can be checked in a phonetic transcription dictionary. Phonetic transcription is a system of conventional signs, each of which always represents the same sound.
b) remember the basic rules of stress in two-syllable and polysyllabic words.
Knowledge of reading rules in itself does not indicate possession of the ability to read text aloud. Therefore, to acquire the above skill, it is necessary, guided by the rules of pronunciation, reading, stress, pausing, to systematically read aloud reading exercises and texts.
How to work with vocabulary
Every language consists of two inextricably linked elements of vocabulary and grammatical structure. To master a foreign language, a student needs to master grammar and accumulate the necessary vocabulary.
To remember a new word well, you need to:
Capture it clearly by saying it repeatedly, loudly and clearly, only after you hear it from a teacher or learn about the correct reading from a dictionary.
Pronounce it until you feel that it is pronounced easily, clearly, fluently,
Say the word out loud repeatedly and write it down as you say it,
When mastering and memorizing a word, be sure to simultaneously reproduce the internal image of the word along with the sound (try to imagine what this word means).
When memorizing words and expressions, be sure to repeat them the next day (remember that the most intense forgetting occurs after the first 24 hours), and memorizing them after repeated repetition in subsequent days.
To consolidate the words and expressions you have covered in your memory, it is recommended
Systematically reread previously studied texts
4. Grammar and work on text
There are large discrepancies between the grammatical structure of English and Russian languages. Due to the features historical development The English language in its grammatical system has retained a minimum number of endings - 5 (-s, -er, -est, -ed, -ing). The relationships between words in a sentence are conveyed by fixed word order and building words (articles, pronouns, prepositions, conjunctions, auxiliary and modal verbs). The latter are the most frequent units of any text. They must be learned by heart. You should also learn adverbs. The following special forms should also be memorized:
Plurals of nouns,
Degrees of comparison of adjectives and adverbs,
Irregular verbs.
A small number of endings, lack of conjugation in verbs, declensions in nouns and adjectives leads to the fact that students cannot comprehend the content of the text; they write out the first meaning of an unfamiliar word from the dictionary, without taking into account the function of this word in a sentence. Therefore, first of all, it is necessary to determine the part-speech affiliation of a word, relying on the formal structural features of the significant parts of speech (verb, noun, adjective, adverb). Then find the predicate verb and its subject and translate them. Only after this write them down in the dictionary with the appropriate meaning. Then write down the remaining unfamiliar words with translation.
| Part of speech | Function in a sentence |
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| 1) adjective - right | definition, circumstance |
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| 2) verb - straighten 3) noun - right 4) adverb - correct | predicate subject, addition, definition, circumstance circumstance |
5. Working with a dictionary
To work effectively with a dictionary you must:
learn the english alphabet
familiarize yourself with the construction of the dictionary,
remember the dictionary indexing of significant parts of speech:
A) n- for a noun,
b) a, adj- for an adjective,
"b) v-for a verb,
G) adv- for an adverb.
Before looking up the meaning of a word in a dictionary, you should:
Determine what part of speech the unfamiliar word is,
Reduce the word to dictionary form
Select the Russian equivalent in the dictionary under the appropriate dictionary index, based on the general meaning of the sentence being translated.
| There are 5 main endings in English: - (e)s, - ег, -est, -ed, -ing. |
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| End of the base | |||
| vowel + consonant | Drop consonant elements suffix /s, g, st, d, ng/ | requiring -require |
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| Drop the ending completely | belonged -belong |
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| doubled consonant | Drop the ending and one of doubled. consonants Ho: ss, ll, dd - saved. | drilling - drill |
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| End of the base | |||
| consonant | Drop the ending. Replace i with y | difficulties – difficulty |
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| Drop the ending. Replace v with f | |||
| The ending is completely discarded. | throwing - throw brightest - bright |
||
As you work with the text, all new words are written down in their original form in a separate notebook, designed like an alphabetical dictionary.
When writing an English word in its traditional spelling, you should write its phonetic transcription next to it in square brackets, followed by a short designation of the part of speech accepted in the dictionary.
Non-standard verbs must be written in three main forms: infinitive, past tense, past participle:
be – was, were – been
MINISTRY OF EDUCATION AND SCIENCE OF THE RUSSIAN FEDERATION
State educational institution
higher professional education
"Magnitogorsk State University"
Department of Foreign Languages
Developers: Art. Rev. Butova A.V.
Art. Rev. Bogach E. S.
Assoc. Matveeva A.S.
Assoc. Melnikova E.P.
Assoc. Kolesnikova O.Yu
Assoc. Perel O.N.
Assoc. Slobozhankina L.R.
Assoc. Chernyaeva A. Yu.
foreign language
(English)
Guidelines for studying the discipline are consistent with the work program
____________________
(signature of the head of the department)
Magnitogorsk, 2010
Goals and objectives of the discipline………………………………………………………4
List of main topics and subtopics……………………………………….4
Glossary………………………………………………………………..35
References……………………………………………………...48
I Basic information about the authors
Butova A.V., Senior Lecturer at the Department of Foreign Languages, experience in scientific and pedagogical work is 9 years. Leads practical lessons at the Faculty social work and at the Faculty of History. He has 4 publications, including: the Apple Pie educational manual, which was certified by the Ministry of Education and Science of the Chelyabinsk Region. Developed topic 2.
Bogach E. S., Senior Lecturer at the Department of Foreign Languages, experience in scientific and pedagogical work is 6 years. Conducts practical classes at the Faculty of Philology, Faculty of Linguistics and Translation, Faculty of Technology. Has 7 publications of scientific articles. Co-authored topic 11
Kolesnikova O.Yu., Ph.D., Associate Professor of the Department of Foreign Languages, Candidate of Philological Sciences. Experience in scientific and pedagogical work is 9 years. Conducts practical classes at the Faculty of Philology and the Faculty of Computer Science. Has 8 publications. Working on the release of methodological recommendations for the textbook "Intelligent Business" Developed topic 9
Matveeva A.S., Ph.D., Associate Professor of the Department of Foreign Languages. Experience in scientific and pedagogical work is 6 years. Conducts practical classes at the Faculty of Philology, as well as the Faculty of Economics and Management. He has 10 publications, of which: one educational manual “Guidelines for analyzing texts of fiction in English lessons.” Developed themes 1.7.
Melnikova E.P., Ph.D., Associate Professor of the Department of Foreign Languages, Experience in scientific and pedagogical work is 12 years. Conducts practical classes at the Faculty of Philology, as well as at the Faculty of Technology and Physics and Mathematics. She has 22 publications, including English language for communication and culture study, Keep up your English, etc. She co-authored topic 3.
Perel O.N., Associate Professor of the Department of Foreign Languages. Experience in scientific and pedagogical work is 24 years. Conducts practical classes at FIiD. Has 4 publications intended for full-time and part-time students. Developed topic 6.
Slobozhankina L.R., Candidate of Pedagogical Sciences, Associate Professor of the Department of Foreign Languages, Experience in scientific and pedagogical work is 8 years. Conducts practical classes at the Faculty of Physics and Mathematics. Has 13 publications. Developed topic 4
Chernyaeva A. Yu., Ph.D., Associate Professor of the Department of Foreign Languages. Experience in scientific and pedagogical work is 7 years. Gives lecture courses: “Theoretical and practical foundations of translation”, conducts practical classes at the Faculty of Psychology, Linguistics and Translation, as well as the Faculty of Technology. Has 16 publications, of which 4 are educational and methodological and 12 scientific works, author of the Apple Pie educational manual. Developed topics 5,8, 10,12, took part in the development of topics 2,9, edited topics 1-12.
II Goals and objectives of the discipline
2.1Purpose of the course
The university foreign language course is communicative-oriented and professionally oriented. Its tasks are determined by the communicative and cognitive needs of specialists in the relevant profile. The purpose of the course is for students to acquire linguistic and communicative competence sufficient for further educational activities, for studying foreign experience in a certain (professional) field of science and technology, as well as for business and professional communication.
Course Objectives
1) Development of foreign language speech skills and abilities necessary for situations of official/informal communication.
2) Development of skills in reading, summarizing, annotating authentic educational, fiction, journalistic, and specialized literature.
3)Development of writing skills necessary for conducting personal and business correspondence with foreign partners.
Features of studying the discipline:
To study this discipline, students must have knowledge of the following disciplines: school course of Russian and foreign languages (English);
when studying each topic, the student must adhere to the following order: mastering basic lexical and grammatical units, reading and analyzing texts on the topic being studied, writing information, oral exchange of information, written transmission of information;
moving on to studying a new topic is possible only if all the tasks in the previous sections are completed.
III.List of main topics and subtopics
During the course of study, the student must study the following topics:
Study and life at the university (daily routine)
My hobbies (sports)
Culture and art. Contemporary theater, cinema, exhibitions.
Journey
American style wedding
Looking for work
Entrepreneurship
Insurance against failure
Image of a modern business person
3.1 Topics and content of classes
Topic 1 “People”
Purpose of study: students’ acquisition of linguistic and communicative competence sufficient to perceive and transmit basic information on the topic “People”, necessary in various situations of everyday communication.
know:
a lexical minimum on the topic, as well as proposed language material (idiomatic expressions, evaluative vocabulary, etc.) related to this topic and relevant communication situations;
speech etiquette serving situations within a given topic (acquaintance in an official / informal / neutral situation);
be able to:
form comparative and superlative degrees of adjectives and use this grammatical phenomenon in speech;
recognize the grammatical phenomenon “Present Simple” in the text and use it in speech;
use definite and indefinite articles in speech;
extract the necessary information from the listened text, convey your attitude towards it;
compose a story using the proposed utterance plan;
make a report on the topic “Famous people of different eras”
have:
skills in discussing topics of speech statements “Famous People”;
;
personal letter writing skills.
When studying a topic"People" necessary:
study educational material:
Lesson 1 “Club People”, “Famous People”;
“Simple present tense”, “Degrees of comparison of adjectives”, “Formation of the plural of nouns”, “Articles”, ;
lesson 2 “My family”;
Meeting People.
Pay special attention to:
formation of positive, comparative and superlative degrees of comparison of monosyllabic, disyllabic and polysyllabic adjectives and possible exceptions;
ways to construct narrative/interrogative sentences with verbs in the present simple tense “Present Simple”;
formation of the 3rd person singular form of the present tense of the Simple group;
forms of the verb to be in the present tense;
cases of using the definite article, as well as stable phrases that require an indefinite (definite) article.
Questions for self-control.
Questions about speaking practice:
Do you think people's idea of beauty is different in different cultures/ centuries? What makes you think so?
What is the description of one of your group-mates?
Do you admire any person? Why?
What do you know about your friend’s family?
What would you tell about your family to your foreign friend, if he/she would like to visit you?
Questions to check the assimilation of grammatical material on the topic:
What suffixes form comparative and superlatives adjective comparisons?
What adverbs are used to form degrees of comparison for polysyllabic adjectives?
What adjectives do not form degrees of comparison according to the rule (name these exceptions)?
What auxiliary verbs form interrogative and negative form verbs in the present simple tense?
In what cases is the definite/indefinite article used?
"People"
Grammar:
Forms of the verb “to be”, exercises 157-160;
Conjugating verbs in the simple present tense ex. 169-173, ex.2, ex.1;
Degrees of comparison of adjectives exercises 3-5, exercise 4
Special cases of formation of degrees of comparison exercises 127-130
The use of the conjunction than in the comparative degree of the adjective ex. 133-137
Indefinite article ex. 1-3
Definite atricle ex. 4-9
Vocabulary:
words and expressions on the topic “People” vocabulary processing – ex. 2-7;
words and expressions for the text “Club people”, processing vocabulary for this text exercises 4-6;
Listening:
Listening to the lyrics of "Famous People";
exercises to test understanding of the content of the listened text exercises 1-6
exercises to interpret what you hear, express your attitude to the information received exercises 7-11
Reading:
reading the text “Club people”;
exercises to test understanding of the content of exercises 2-3;
exercises to interpret what you read exercises 4-9;
Speaking:
monologue speech: exercise 10 “Outstanding personalities”;
dialogic speech: exercise 1 “At the party”;
Letter: writing a personal letter
While studying the topic, the student gets acquainted with the features of the description of appearance and facts of personal life famous people USA, UK, etc. .
Speech etiquette in everyday life, social and business spheres:
Situation of official communication: meeting new colleagues, official invitation;
Informal communication situation: meeting new people at an informal meeting/party, informal invitation.
QuestionsToseminaryclasses:
Who of students would you like to make friends with?
Who might be the best your group representative? Give your arguments.
What do you like/dislike about people?
What does your friend look like and what traits of his/her character do you like/dislike?
What do people expect the life of a famous star to be like?
What is the problem with judging people from the first impression?
Do you think it matters what people look like?
Would you like to be as famous as Madonna? Why?
What is the most unusual person you have ever met?
Subject2 "Purchases"
Purpose of study: students’ acquisition of linguistic and communicative competence sufficient to perceive and transmit basic information on the topic “Shopping”, necessary in various situations of everyday communication.
Having studied this topic, the student should:
know:
a lexical minimum on the topic, as well as proposed language material (the construction there is/there are, idiomatic expressions on the topic, set phrases, etc.) related to this topic and relevant communication situations;
grammatical material relevant to the topic;
speech etiquette serving situations within a given topic (the “buyer-seller” situation);
linguistic and regional information, expanded by this topic and issues of speech communication;
be able to:
form the plural of nouns;
use indefinite pronouns in speech ;
use the construction there is/there are in speech in the past/present/future simple tense;
recognize in the text, compose and apply in speech the grammatical forms of the simple present and present continuous tense of verbs;
conduct an informal dialogue and questioning in the everyday sphere;
extract information from the listened text;
reason in connection with the problems of the text read;
have:
skills in discussing the topics of speech statements “Shopping”, “Shopping mania is a new social disease”;
skills of perception and listening comprehension of information on the topic being studied ;
interaction skills in a buyer-seller communication situation;
skills in writing a complaint letter.
When studying topic 2"Purchases" necessary:
study educational material:
lesson 2 “Shopping”, lesson 7 “Shopping”;
grammatical material of the topic: “Present continuous tense”, “Indefinite pronouns”, construction there is/there are;
Take a closer look at the work yourself:
How to bargain in a correct and polite way ex. 13
“Two soups”, ex. 1-5.
Pay special attention to:
conjugation of the verb “to be” in the present tense;
formation of the plural of nouns;
nouns forming the plural irregularly (child, goose, tooth, etc.);
typical suffixes of adjectives and adverbs;
construction “there is/there are”.
Questions for self-control.
Questions about speaking practice:
What is shopping for you? How often do you go shopping? What shops do you visit most?
Is shopomania a social disease or just a normal way of living for many people?
What is your attitude to shopaholics? Are they really sick people?
What do you know about shopomania in Russia?
What do you know about the traditional American food? Do you like it?
Questions on checking the assimilation of grammatical material on the topic:
How are the plurals of nouns formed and what are the exceptions?
Which indefinite pronouns are used with countable nouns and which with uncountable nouns?
What verbs cannot be used in the Present Continuous?
To express which actions are used the tenses: Present Continuous and Present Simple?
Which construction introduces a sentence with the meaning of existence in which the predicate precedes the subject?
Plan of practical/laboratory/seminar classes on the topic
"Purchases"
Grammar:
Indefinite pronouns; ex. 9, 10
Formation of the plural of nouns; ex. 85, 86
Conjugation of the verb "to be" in the present tense; ex. 6
Present Simple ex. 137-140
Present continuous tense; ex. 6, 1,
Simple present tense and present continuous tense in comparison; ex. 175, 176
Vocabulary:
words and expressions on the topic “Shopping”; vocabulary processing ex. 2-7
words and expressions to the text “Social Disease” p.25; words and expressions for the text “Shopping”; vocabulary processing - ex. 2-4;
Listening:
Listening to the text “Shopping at a market”, ;
exercises to test understanding of the content of the listened text ex. 1-3
Reading:
reading the text exercises 1-2 “New Social Disease”;
exercises to test understanding of the content of the text and interpretation of what is read ex. 3-5;
reading the text "Christmas";
Speaking:
Monologue speech: exercise 1.5;
Dialogue speech: ex. 1-3, exercise 17.4, 17.6;
Letter: drafting a letter of complaint ex. 12
Culture and traditions of the country of the language being studied. While studying the topic, the student gets acquainted with the peculiarities of shopping in the USA and Great Britain ex. 5, 6
Speech etiquette in everyday life and social and business spheres: offer of services and assistance ex. 1, 2, exercises 1-3
QuestionsToseminaryclasses:
What is shopomania?
Is it true that only women are victims of shopomania? What can you say about men?
What advice would you give to a person who suffers from shopomania?
What is shopping for you? How often do you do/go shopping?
What do you think about the traditional English and Russian food/meals?
Clothes: what style do you prefer?
What is your opinion about dress code? Should it be?
What is Boxing Day?
How do people usually celebrate Christmas? What do they eat etc.?
What are the key points of writing a letter of complaint?
Topic 3 "Study and life at the university (daily routine)»
Purpose of study: students’ acquisition of linguistic and communicative competence sufficient to perceive and transmit basic information on the topic “Study and life at the university (daily routine)”, necessary in various situations of everyday, educational and social communication.
Having studied this topic, the student should:
know:
a lexical minimum on the topic, as well as proposed language material (verbal phrase “be going to”, idiomatic expressions on the topic, set phrases, etc.) related to this topic and relevant communication situations;
grammatical material relevant to the topic;
speech etiquette serving situations within a given topic (arrange a meeting / make an appointment);
linguistic and regional information, expanded by this topic and issues of speech communication;
be able to:
recognize the grammatical phenomenon: Future simple indefinite (Future Simple), Future continuous (Future Continuous) in the text;
use tenses in speech: Future simple indefinite (Future Simple), Future continuous (Future Continuous) ;
use structures with verbs Future Simple, Future Continuous
use the verb phrase “to be going to + v.” in speech. in alternation with others to express action in the future (Present Continuous / Future Continuous);
selectively extract the necessary information from the listened text;
compose a story by analogy with the sample text you listened to, using the proposed utterance plan;
have:
skills in discussing the topics of speech statements “One day in the life of a student” “Education abroad (UK/USA/Russia/Japan”);
skills of perception and listening comprehension of information on the topic being studied ;
email writing skills.
When studying topic 3"Student life" necessary:
study educational material:
lesson 5, lesson 2, lesson 2 “Learning”;
Future Simple;
Future Continuous
verb phrase “to be going to do smth.” ,
Rules for formatting an email c. 114,
Take a closer look at the work yourself:
Higher education system;
lesson 11;
Debora's day
Pay special attention to:
features of constructing narrative/interrogative sentences with verbs in the Future Simple, Future Continuous;
Features of the use of Future Simple, Future Continuous
possible translations into Russian;
Rules for writing an email.
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