- •Язык профессионального общения:
- •Starter activity
- •Reading one
- •Moral Re-armament: History and Challenges
- •1. Give definitions of the following words and word-combinations, make use of a dictionary. Reproduce the situations they are used in the text.
- •Reading two Britain’s Moral Crisis
- •Starter activity
- •Reading one What Makes People Volunteer
- •Speech activities
- •Reading two
- •Nurse Nicky Nears Her Peak of Fitness
- •Reading one Who Uses Drugs and Why?
- •2. Check and compare your answers with your partner. Language Focus
- •Reading two
- •Europe: Drugs – Adapting To New Realities
- •Reading three
- •They're toking up for algebra class. Teenagers need incentives to keep it clean
- •Reading four
- •Partnering Against Trafficking
- •Discussion
- •Imagine you are the head of a Charity Fund. Write a report about the charity activities your fund is performing. Functional vocabulary
- •Phrases related to the topic
- •Speech Functions Bank
- •I. Interrupting People
- •Reading One Status of Women
- •Status of women and girls around the world: facts and figures (provided by the Global Fund for Women)
- •Violence
- •Insert prepositions or particles where necessary.
- •Reading two Schoolbooks and the female stereotype
- •Reading One The Qualities to Look for in a Wife
- •Reading two What’s wrong with marrying for Love
- •Reading three
- •I’m your Equal, Partner!
- •Is your relationship out of balance? Scared to stick up for yourself? It's time for a change
- •Imagine you are having a row with your male partner/husband. Work in pairs and try to make it up with the help of the Five r’s.
- •Reading One Careers and Marriage
- •1. Explain the meaning of the word combinations used in the text:
- •3. What practical tips for having a stable and fruitful marriage were given in the text? Discuss them in pairs. Reading two They'll Never Go Home Again
- •1. Answer the questions:
- •Reading three The Frustrated Housewife
- •Insert a preposition or a particle where necessary.
- •Interview several working and staying-at-home mothers about their attitude to the problems raised in the text. Present the findings of your questionnaires in class and analyse the results together.
- •Role-play. Discuss the problem.
- •General Discussion
- •Phrases related to the topic
- •I. Asking for and Giving Opinions
- •2. Use appropriate language from the boxes above to ask for and give opinions in the following situations.
- •2. Explaining and Justifying
- •1. Make the following into statements explaining and justifying using the language from the box above.
- •2. Use appropriate language from the box above to make statements explaining and justifying in the following situations.
- •1. Asking for Clarification
- •2. Giving Clarification
- •1. Make the following into questions and statements asking for and giving clarification.
- •2. Ask for and give clarification in the following situations.
- •1. Make the following into statements of agreement and disagreement using the language in the boxes above.
- •Reading one Censorship Debate
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading two bbc Chiefs Order Tough Curb on tv Sex and Violence
- •Reading three
- •Is Film Censorship Necessary?
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading four Censorship – What and by Whom?
- •Insert particles or prepositions where necessary. Translate the sentences into Russian/Belarusian.
- •Reading two
- •Public Concerns
- •Did he follow this pattern? ________
- •Reading three Paying the Price for News
- •Functional vocabulary
- •Phrases related to the topic
- •The power of the media Speech Functions Bank
- •I. Expressing Preferences
- •II. Talking about likes and Interests.
- •Starter activity
- •Reading one Ten Ways to find the best schools
- •Bruce Kemble. News Week. 2002 Language focus
- •A Whitehall checklist;
- •Speech activities
- •Reading two Slimmed-down School Curriculum Aims to Free Quarter of Timetable for Pupils Aged 11 to 14
- •Reading three High-Stakes Games
- •Reading four
- •5 Times More Florida Kids to Repeat Third Grade State's New Policy Links Promotion to Reading Test Scores
- •Reading one Why Parents Choose to Opt out of State System
- •In the following sentences use the right particle with the verb to put:
- •Reading two
- •Reading three The City – as- School
- •Imagine that a friend of yours is considering sending his/her child to a non-government school (institute) you are working in. Write a letter either encouraging or discouraging him/her.
- •Reading one Survey Results Detail What Top Entry Level Employers Want Most
- •Reading two Employers Still Prefer Traditional Degrees Over Online Learning, Study Finds
- •Insert prepositions or particles where necessary.
- •In groups of 3 or 4 prepare and stage a debate on the prospects of online learning. For more ideas read the supplementary texts and visit the relevant web sites.
- •Reading three Two in Three Trainee Teachers who Qualify 'Are not up to the Job'
- •Functional vocabulary
- •Phrases related to the topic
- •Speech Functions Bank
- •1. Asking for More Detailed Information
- •1. Make the following into questions or statements asking for more detailed information using the language in the box above.
- •2. Use appropriate language from the box above to ask for more detailed information in the following situations.
- •2. Making Comparisons
- •1. Make the following into statements of comparison using the language in the box above.
- •2. Use appropriate language from the box above to make statements of comparison about the following.
- •3. Making generalisations
- •2. Use appropriate language from the box above to make generalisations about the following.
МИНИСТЕРСТВО ОБРАЗОВАНИЯ РЕСПУБЛИКИ БЕЛАРУСЬ
MINISTRY OF EDUCATION OF THE REPUBLIC OF BELARUS
Минский государственный лингвистический университет
Minsk State Linguistic University
Язык профессионального общения:
УСТНЫЙ ДИСКУРС
language for professional communication:
oral discourse
Пособие для студентов V курса языковых вузов и факультетов
иностранных языков, обеспечивающих получение высшего образования
по специальности 1-21 06 01-01 «Современные иностранные языки (преподавание)», учебная дисциплина «Язык профессионального общения»
Минск 2011
УДК 811.111’243 (075.8)
ББК 81.432.1−923.1
я 41
А в т о р ы: Л.С. Крохалева, П.М. Леонтьев, А.В. Разумова, Р.С. Трохина, О.И. Федоренчик
Р е ц е н з е н т ы: кандидат педагогических наук, доцент Р.В. Фастовец (МГЛУ), кандидат филологических наук, доцент Л.К. Козлова (Академия управления при Президенте Республики Беларусь)
Р е к о м е н д о в а н о Советом Минского государственного лингвистического университета
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Я41 |
Язык профессионального общения: устный дискурс = Language for professional communication: oral discourse: Пособие для студентов V курса языковых вузов и факультетов иностранных языков, обеспечивающих получение высшего образования по специальности 1-21 06 01-01 «Современные иностранные языки (преподавание)», учебная дисциплина «Язык профессионального общения» / Л.С. Крохалева, П.М. Леонтьев, А.В. Разумова, Р.С. Трохина, О.И. Федоренчик. – Мн.: Минск. гос. лингв. ун-т, 2011. – 147 с. |
Цель пособия – способствовать дальнейшему совершенствованию умений студентов использовать иностранный язык в качестве инструмента профессиональной деятельности на основе взаимосвязанного обучения всем видам иноязычной речевой деятельности.
Пособие состоит из четырех разделов, каждый из которых включает аутентичные тексты социально и профессионально значимой тематики, творческие задания для парной и групповой работы обучающихся в условиях учебного сотрудничества, тематический словарь, разговорные модели, необходимые для осуществления речевого взаимодействия в сфере устного профессионального общения, а также дополнительный текстовой материал, размещенный на электронных носителях для организации самостоятельной учебной деятельности студентов.
Пособие основывается на положениях компетентностного подхода и предусматривает формирование у будущих преподавателей иностранных языков академических, социально-личностных и профессиональных компетенций.
Данное пособие является составной частью учебно-методического комплекса по одному из разделов учебной дисциплины «Язык профессионального общения (Профессионально ориентированный устный дискурс)» и предназначено для студентов V курса языкового вуза, а также других высших учебных заведений, где английский язык изучается как основная специальность.
УДК 811.111'243(075.8)
ББК 81.432.1−923.1
© Минский государственный лингвистический университет, 2011
About the Book
The textbook is for students following an advanced English Language course. Its aims are: to expose students to a variety of challenging and interesting text-types in the reading and listening activities and to stimulate them to give their own opinions and participate in discussion and roleplay; to extend students' functional vocabulary, to encourage cooperative learning by focusing on pair and group work.
The textbook has four thematic Units:
Moral Re-Armament: the Mould of Today’s Personality
Family Values and the Modern World
Mass Media within the Context of National Culture
Educational Challenges
Each Unit contains tasks for out-of-class work:
discussion points (Starter activity) to launch the theme of the Unit;
a number of stimulating reading texts with questions that follow them;
vocabulary extensive exercises (Language focus);
a speaking/roleplay activity (Speech activities);
a suggestion for extended writing.
The 3 appendices at the back of each Unit contain: Functional Vocabulary, Speech Functions Bank and an electronic version of Supplementary Texts.
The textbook is in conformity with the requirements of the course “Language for Professional Communication” which has the advanced module as one of its constituent parts.
Contents
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About the Book ………………………………………………………… |
3 |
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Unit I. Moral Re-Armament: the Mould of Today’s Personality ……… |
5 |
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Section 1. Moral Re-armament - a Problem of Social Concern…….... |
5 |
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Section 2. The Role of Charity in Moral Re-armament……………… |
13 |
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Section 3. Drug Abuse: the Plague of the Century ………………… |
20 |
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Unit II. Family Values and the Modern World ………………………… |
37 |
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Section 1. Gender Equality: Reality or an Elusive Goal? …………… |
37 |
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Section 2. The Problems of Modern Family…………………………… |
47 |
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Section 3. Career and Family: Can Women Have it All? …………… |
56 |
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Unit III. Mass Media within the Context of National Culture …………. |
82 |
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Section 1. Censorship: a Curse or a Blessing? ……………………….. |
82 |
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Section 2. Media and Communications ………………………………. |
94 |
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Unit IV. Educational Challenges………………………………………… |
111 |
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Section 1. Are Schools Doing their Job? ……………………………… |
111 |
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Section 2. Schools with a Difference ………………………………… |
123 |
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Section 3. Graduate Opportunities …………………………………… |
130 |
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Unit I. Moral Re-Armament: the Mould of Today’s Personality
Section 1. Moral Re-armament − a Problem of Social Concern