Guidelines for organizing the study of the discipline (English). Guidelines for the study of the discipline "history of literature of the countries of the language being studied Guidelines for the study of a foreign language

Guidelines

for independent work of students of the 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 of educational work CHPK

Reviewers: T.A. Nesterova, teacher of foreign languages

Considered at the meeting of the PCC of linguistic disciplines

Minutes No. 3 dated November 13, 2010
Recommended for publication by the Scientific and Methodological Council of the Chita Pedagogical College
Guidelines for independent work of students of the 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: GOU SPO "Chita Pedagogical College". - 2008. - 35 p.

Guidelines for independent work of students of the 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 foreign language teaching methods will help students and teachers to orient themselves in the existing modern methodological directions.

Methodological recommendations contain abstracts prepared for the journal "Foreign Languages at School" by Academician of the Russian Academy of Education A.A. Mirolyubov, having studied which students have the opportunity to answer questions and complete tasks intended for independent work.
Content

Section 1.
1.1. Requirements for knowledge and skills	4
1.2. Questions	4
1.3. Tasks.	5
Section 2
Grammar-translation method	6
natural method	7
direct method	13
Palmer method	17
West and his method of reading	21
mixed method	25
Consciously comparative method	29
Audio-lingual method	34
Audio-visual method	38
Literature	41

Section 1.

1.1.The main requirements for the knowledge and skills of a student who has completed the study of the topic "History of foreign language teaching methods» .

The student must be able to:

analyze the methods of teaching foreign languages in order to highlight the basic principles, stages learning process, legacy methods, positive and negative aspects of each of the considered methods.

1.2. Answer the following questions:

How did the great linguist W. Humboldt describe the goal of teaching foreign languages using the grammar-translation method?
Why couldn't the grammar-translation method provide even an elementary knowledge of a foreign language?
What was the main goal of the textual-translational method called by the representatives of the textual-translational method?
What is the main means of semantization and assimilation of linguistic material in the grammar-translation method?
What is the main task according to the ideas of the supporters of the natural direction 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?
What are the common features of different directions of the direct method?
Name the features of the "Russian version" of the direct method.
Explain G. Palmer's famous expression “Let's take care of initial stage and the rest will take care of themselves."
What rationalization was introduced by G. Palmer in teaching grammar?
What of G. Palmer's contributions to the methodology has been preserved in it to this day?
What skill did West put forward as the main goal?
Why, according to M. West, regardless of the purpose of learning, should learning begin with reading?
Who first developed the selection criteria for productive and receptive vocabulary, divided into basic and additional ones?
The mixed method combined the features of two methodological directions. What?
How is grammar learning characterized in a mixed method?
What new approach to the control of speech skills was proposed by the supporters of the conscious-comparative method?
Under what method at the first stage do students master only partially the elements of culture, and at the second - already in full?
What types of substitutions did R. Lado distinguish?
Why didn't Ch. Freese and R. Lado specifically develop a reading technique?
What is common in the works of the authors of audiovisual and audio-lingual methods?
What, according to representatives of the audiovisual method, increases the effectiveness of teaching intercultural communication?

1.3. Fill in the table by studying the materials on the history of foreign language teaching methods .

	Grammar-translation	natural	Straight	Palmer method	West Method	Mixed	Consciousness tly- compare- body	Audio line gvalny	audio-visa- al
Representatives
Principles
The 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 methods. This is how methods of getting acquainted with the language material, methods of training, etc. arose. In this regard, there was a duality in the understanding of this term. Consideration of methodological directions should be preceded by some clarifications regarding the very term "method".

In domestic methodological literature, this term has two meanings: method as a methodological direction and method as a way - a set of teaching methods. The duality of the meaning of this term is connected 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 system of education, characterized by a set of specific principles of education, i.e. basic guidelines. It should be noted that the method in this sense is characterized by a set of principles, because individual principles in different methodological systems may coincide.

In this series of articles, only methods are considered - methodical systems of training 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.

Consideration of methodological directions begins with the oldest method - grammar-translation, which has existed for two centuries and has not been used since the beginning of the 20th century. Representatives of this direction believed that the study foreign language in the middle educational institutions has an exclusively general educational value, which comes down to the gymnastics of the mind and the development logical thinking achieved as a result of the systematic study of grammar. This goal of the study was well characterized by the great linguist W. Humboldt: “When teaching languages, the section of public teaching will spread the method that, even if the language itself is forgotten, will make the learning of languages begun for life useful not only for the development of memory, but also for the development mind, critical examination of judgments and the acquisition of a general outlook. The purpose of language teaching is to communicate knowledge about its general structure” (1). The formation of thinking based on the study of grammar came from Latin when the study of its grammar was considered the best remedy development of logical thinking. This goal of learning foreign languages is well illustrated by the exercise in turning a passive construction into an active one or vice versa, which has come down to our days. If today it is sometimes used to master passive constructions, which, however, is hardly advisable, then the representatives of the grammatical-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.

The main principles of teaching this method were as follows.

1. The course was based on a grammatical system that determined the selection of material, including the selection of vocabulary, and the construction of the course as a whole. This situation was justified by the fact that the study of grammar provides a solution to the general educational problem - the development of thinking.

2. The main material on which the training was based was texts, because written speech reflected, in the opinion of the then teachers, the true language. It seems that this is inspired by the traditions of studying the Latin language.

3. Vocabulary was considered only as an illustrative material for studying grammar. Since it was believed that the words different languages differ from each other only in a sound and graphic way, 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 text analysis from the point of view of grammar, memorization of rules and the construction of foreign language sentences on this basis. Sometimes this method was called analytic-synthetic.

5. The main means of semantization of linguistic material was translation (from foreign to native and from native to foreign).

Let us turn to the consideration of the learning process by this method.

As already mentioned, the basis of learning was texts, selected in such a way as to illustrate the grammatical material to be studied. The authors of one of the oldest textbooks German language P. Glaser and E. Petzold argued: “The texts for reading are selected so that they reflect the grammatical material to be studied in the best possible way” (2). A significant place in the learning process was occupied by text analysis and translation. Words and especially grammar rules were learned by heart. To test the assimilation of grammar, translations from the native language were offered, and the sentences were not interconnected in meaning. In the textbook of the same authors, for example, the following text is given for translation: “Lions, bears and elephants are strong. Do you know my neighbor Count N.? On the trees of our garden there are nests of many starlings and finches. Merchants live in cities, and farmers live in villages” (3).

In a number of cases, after a sentence, German words were given for translation, which had to be used in the correct form. It is easy to see 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 make them grammatically correct. In addition, exercises in declension and conjugation were used. Some methodologists, such as G. Ollendorf, believed that the content side of translations should be ridiculous and repel students so that they focus their attention on the grammatical side of sentences. So, 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 a niece. These camels have written their Russian lesson” (4). The main control was the level of proficiency in grammatical material and the 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 provide even an elementary knowledge of the language. In the second half of the 19th century, in accordance with the requirements of life, and first of all, oral communication, dialogues for memorization were added to the textbooks of this methodological direction, as they called “conversations” then. However, all these innovations could not provide even an elementary knowledge of a foreign language. Therefore, this method finally disappears at the beginning of the 20th century. Despite all the shortcomings, this method still left something in the methodology. 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 kind of translation method appeared - the textual translation method. Representatives of this direction also believed that the main goal of education is general education. However, they understood it as a general mental development of students based on the study of genuine works of art. The main provisions of this method were reduced to the following principles.

The training is based on the original foreign text, which contains all the linguistic phenomena necessary to understand any text.
Assimilation of language material is achieved as a result of text analysis, rote memorization and translation, as a rule, verbatim.
The main learning process is associated with analysis - the main method of logical thinking. From these provisions it follows that the text is the center of all work on the language - a position that later existed in methodology for a long time.

In the methodological instruction "Methods of Teaching", developed by professors of Moscow University, at the end of the 18th century, the entire course of study is divided into three stages: at the first stage, students master the alphabet, pronunciation, read texts from an reader and study morphology; on the second - work continues on texts from the anthology and mastering the syntax; finally, on the third - they begin to read the originals and study the style. Readers and grammars were the main aids, to which authentic works of art were added at the senior level. It is quite obvious that the textual-translational method gave more positive results in teaching reading. On the basis of it, self-instruction books were created, mainly by the authors of C. Toussaint and G. Langensheid, which were distributed in the late 19th and early 20th centuries. Usually the texts of such tutorials were built as follows: a sentence was given in the traditional spelling, a transcription display of this sentence was placed under it, and, finally, a literal translation was placed under it. On this basis, pronunciation was practiced, analysis was carried out, the study of grammar and vocabulary was carried out. Transfers occupied a certain place, in particular, reverse transfers began to be used for the first time. On the basis of the knowledge and skills acquired in the work on the mentioned texts, the students proceeded to work on texts of a textbook nature.

It should be noted that, despite certain shortcomings, a number of techniques developed by the textual-translation method entered the arsenal of subsequent methodological directions. Thus, the work on the text served as the basis for the formation of such types of learning as static (or explanatory) reading. The methodology included the practice of reverse translations.

Both of the methods discussed above have much in common and are related to translation, since the main means of semantization and assimilation of linguistic material is translation. Both methods are characterized by a separation of form from content. So, in the grammar-translation method, all attention is directed to grammar, and the content of the texts and vocabulary are ignored. In the textual translation method, all attention is paid to the content and features of the texts, grammar was studied haphazardly, and the rules were given on a case-by-case basis.

At the end of the 19th century, these methods began to come into conflict with the social order of society and gradually lose 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 textbook. - Part II - Ed. 10. - St. Petersburg, 1912. - P.3.

3. Quoted. Textbook P. Glaser, E. Petzold. - P.46-47.

4. Bik E. Analytical and synthetic method of teaching foreign languages / Russian School. - 1890. - No. 5.

2.2.natural method

In the 70s of the 19th century, serious economic changes took place in the countries of Western Europe. The development of capitalist relations, accompanied by a struggle for markets and raw materials, demanded that fairly wide sections of society speak foreign languages. As a result, it changes social order society to the school in relation to teaching foreign languages. The methods then in use 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 called "natural". According to the opinion of M. Berlin, M. Walter, F. Gouin, supporters of this trend, learning oral speech, and this, in their opinion, was the main task, should be carried out as in life a child learns his native language, that is, as it happens in nature (Natur). The most famous were Berlitz's textbooks and courses, which also existed in our country in the 1920s.

The basic principles underlying the teaching of 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. The words of a foreign language should be associated with an object or action, and grammar should be learned intuitively, because such a process is typical for a child to master his native language.
Mastering the material should take place on the basis of imitation and analogy. Therefore, comparisons with the native language and rules are superfluous.

4. Disclosure of the meaning of words, grammar should be carried out with the help of visibility (objects, actions, pictures).

The main form of work is dialogue.
All language material is preliminarily perceived by ear (mastery of pronunciation), then it is practiced orally (by different authors in different ways in terms of duration) and after a considerable time reading, starting with individual words.

In accordance with these principles, all training was built. So, in the textbook by M. Berlitz, the first pages of the book were filled with drawings with captions depicting individual objects, mainly the school audience (1). Such an oral beginning, which concerned the introduction of new material in subsequent paragraphs, was justified by the author by the fact that the student must first of all hear the original pronunciation and the pattern that should be imitated. The semantization of vocabulary was carried out with the help of visualization, while facial expressions played an important role. In cases where these tools could not help, the teacher turned to semantization with the help of context. Question-answer exercises were widely used as exercises. It was interesting to learn to read. Initially, previously learned words were read without dismembering them, and only after a few lessons was the reading of individual letters and phrases explained. In other words, the learning of reading words, questions and answers took place as if "from the voice" of the teacher. Thus, the main attention was paid to dialogic speech. The vitality of Berlitz's schools is explained by the fact that on a small material the ability to conduct a dialogue was achieved, that is, what was required in connection with the struggle for markets for goods. Unlike M. Berlitz, F. Guen was a teacher and, by his own admission, used different methods. In general, he came to the conclusion that they were unproductive. Once, while observing children, he discovered that, while learning their native language, children accompany their actions with toys with comments in a chronological sequence such as: “The bear goes to bed. The mouse falls asleep. The bear is fast asleep,” etc. Therefore, the main place in F. Gouin’s system is occupied by the position that it is natural to teach the language on the basis of human actions, his feelings in chronological sequence (2). From this followed the second position of his system - the educational unit around which training is built is a sentence that combines both grammar and vocabulary. Guen first began to distinguish three groups of concepts in the vocabulary: objective, subjective and figurative. In accordance with these groups, series were built on the basis of the decomposition of the action. Let's explain this with a specific example of "writing a letter": I take paper. I take out a pen. I remove the cap from the ink bottle. I dip my pen into an inkwell, etc.

He offered in the textbook up to 75 series, consisting of a series of sentences, work on such a series was as follows. First, the teacher performs the actions and comments on them at the same time. Then the students follow the teacher to repeat each sentence. After that, the teacher says separate 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 training, students write the series in their notebooks.

It is easy to see that after such training based on semi-mechanical imitation, the students mastered, on limited material, mainly oral speech. For the rest, F. Guen 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, attaching great importance to the sensual side of the perception of the surrounding world.

In accordance with this, he tried to bring learning closer to familiarizing students with the country of the language being studied. So, teaching German in Scotland, he equipped his audience in the form of a German pub. If at the initial stage the mastery of the material of the language was based on actions and comments on them, then at the advanced stages, students acted out scenes, portrayed certain characters. Thus, M. Walter went a little further than Gouin on the connection between learning and imitation of activities and actions.

interesting in it methodological techniques is a recommendation for working with the picture. So, in his opinion, when describing a picture, one should focus on the parts of the object, their features (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 exercises in groupings as a means for memorizing vocabulary. So, he suggested grouping words according to the principle of synonyms and antonyms, according to the thematic principle, single-root words. 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 allows them to be combined, despite the use different tricks and exercise.

Concluding a brief review of the foundations 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 of what 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, demonstrating an action using facial expressions;

2) disclosure of the meaning of words with the help of synonyms, antonyms or definitions;

3) disclosure of meaning with the help of context.

All these methods of semantization have survived many methodological trends and have become part of our methodology. Of course, the modern methodology uses various kinds of groupings proposed by M. Walter as one of the possible ways to systematize vocabulary, primarily by thematic principle. found its place in modern methodology and commenting on actions, especially at the initial stage, as well as acting out scenes. All this suggests that the heritage of the natural method has not disappeared.

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.

2.3.

Successful mastering 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 training outside the classroom.

Successful learning of a foreign language is possible only with systematic independent work on it. An important role is played by the accumulation of a 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 read correctly, to understand by ear foreign speech, as well as speaking a foreign language, one should widely use technical means that combine visual and sound perception: listen to audio recordings, watch videos in a foreign language.

For the formation of skills and abilities to work on a text without a dictionary, regular and systematic work on the accumulation of a vocabulary 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, the use of grammatical and lexical analysis of the text is recommended.

We recommend building the work on consolidating and enriching the vocabulary as follows:

Familiarize yourself with working with a dictionary - study the construction of a dictionary and a system of conventional notation;

Write out unfamiliar words in a notebook in its original form with the appropriate grammatical characteristic; verbs - in an indefinite form (in the infinitive), indicating the main 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 construction 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 appropriate meaning in the dictionary Russian word based on the general content of the translated text.

When writing out the 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 the vocabulary is the knowledge of the ways of word formation in a foreign language. Knowing how to divide a derivative word into a root, prefix and suffix, it is easier to determine the meaning of an unknown new word. In addition, knowing the meaning of the most common prefixes and suffixes, you can easily understand the meaning of all the words formed from the same root word that you know.

Each language has specific phrases that are unique to that language. These stable phrases (the so-called idiomatic expressions) are an inseparable whole, the meaning of which cannot always be understood by translating the words that make it up. Set phrases of 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 learn its structural features, especially those that distinguish it from the Russian language. These features include, first of all, a fixed word order in a sentence, as well as a certain number of grammatical endings and derivational suffixes.

The learning skills needed to be successful learning activities can and should be developed independently and with the help of a teacher.

Conventionally, learning skills are divided into three groups:

skills associated with intellectual processes,

skills related to the organization of educational activities and its correlation,

Compensatory or adaptive skills.

To the skills associated with intellectual processes. include the following skills:

observe one or another linguistic phenomenon in a foreign language, compare and compare linguistic phenomena in a foreign language and native,

compare, compare, classify, group, systematize information in accordance with a specific educational task;

summarize the information received, evaluate what they heard and read; fix the main content of messages; formulate, orally and in writing, the main idea of the message; draw up a plan, formulate thesis,

prepare and present detailed reports such as a report.

The skills associated with the organization of educational activities and its correlation include:

work in different modes (individually, in pairs, in a group), interacting with each other;

use abstract and reference materials;

control their actions and the actions of their comrades, objectively evaluate their actions;

seek help, additional explanations from the teacher, other students.

Compensatory or adaptive skills allow you to:

use a linguistic or contextual guess, dictionaries of a different nature, various kinds of hints, supports in the text (key words, text structure, preliminary information, etc.);

use periphrases, synonymous means, words-descriptions of general concepts, explanations, examples, interpretations, "word-creation" when speaking and writing;

repeat or paraphrase the interlocutor's remark in confirmation of understanding of his statement or question;

seek help from the interlocutor (clarify the question, ask again, etc.);

use facial expressions, gestures (in general and in cases where language means are not enough to express certain communicative intentions);

switch the conversation to another topic.

To view a presentation with pictures, design, and slides, download its file and open it in PowerPoint on your computer.
Text content of presentation slides: Guidelines for preparing for GIA-9 in mathematics (for teachers, parents, students). The main directions in the preparation for the GIA are the formation of the ability to solve tasks of different levels; development of motivation; building a positive attitude; development of self-control; building confidence and positive self-esteem. Development of a work program on the subject 1) allocating spare time in the classroom to create a system for repeating the studied material; 2) determining the place in planning for conducting test forms of work, both teaching and controlling; 3) developing and selecting tasks in the context of educational and thematic planning based on level differentiation. How to build a training system? 1. Actively introduce test 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 oral counting. Tips for the teacher when preparing students for the GIA One should not strive to solve as many options as possible from past years Form a stable general way of activity Form a bank of students' personal achievements Comprehensive testing should be carried out at the end of the year (April-May) Tips 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 estimate the result. 3. Keep track of the task completion time. Use your intuition if you do not have time to complete all the tasks in time. 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, self-doubt; stress of an unfamiliar situation; stress of responsibility to parents and school. Psychological preparation of students Formation of ZUNPersonal readinessMotivational readinessEmotional-volitional readinessCommunicative readiness Work with students and parents cool watch Starikova Tatyana Mikhailovnauchitel, MBOU secondary school No. 151

Attached files

MOSCOW INSTITUTE OF ECONOMICS, MANAGEMENT AND LAW Department of Linguistics T.V. LEDENEV, E.I. POLYAKOVA, E.F. NECHAYEVA A FOREIGN LANGUAGE Guidelines for studying the course MOSCOW 2007 1 PDF created with pdfFactory Pro trial version www.pdffactory.com UDC 81 Compiled by: Ledeneva TV, candidate of philological sciences, associate professor; Polyakova E.I., senior lecturer; Nechaeva E.F., senior lecturer. Under the general editorship of Dmitriev E.V., Doctor of Philology, Professor. Foreign language: Guidelines for the study of the course / Comp.: Ledeneva T.V., Polyakova E.I., Nechaeva E.F. - M.: MIEMP, 2007. - 56 p. The manual was developed for the preparation of students of economics, law and management faculty of MIEMP, taking into account modern state standards teaching foreign languages in non-linguistic universities in Russia. UDC 81 © Ledeneva T.V., Polyakova E.I., Nechaeva E.F., 2007 © Moscow Institute of Economics, Management and Law, 2007 2 PDF created with pdfFactory Pro trial version www.pdffactory.com CONTENTS Introduction... ................................................. ...................................................4 I. Organizational and methodological part. Rating system of evaluation........7 II. Program in Foreign Languages....................................................15 III. Thematic plan of practical exercises...................................................21 IV. Lexico-grammar tests............................................................... ..39 V. Examination ............................................... .........................46 VI. Bibliography................................................ ...................49 3 PDF created with pdfFactory Pro trial version www.pdffactory.com INTRODUCTION This program was developed on the basis of the "Exemplary program for teaching foreign languages in universities of non-linguistic specialties" (2001), recommended by the Office of Educational Programs and Standards for Higher and Secondary vocational education, in relation to the professional areas "Management", "Jurisprudence" and "Economics" and is based on the following provisions: 1. Proficiency in a foreign language is a mandatory component of the professional training of a modern specialist of any profile. 2. The university course of a foreign language is one of the links in the system "school-university - postgraduate education" and, as such, continues the school course. 3. The university course of a foreign language is communicatively oriented and professionally oriented. Its tasks are determined by the communicative and cognitive needs of specialists of the relevant profile. The purpose of the course is the acquisition by students of communicative competence, the level of which at certain stages of language training allows the use of a foreign language practically both in professional activities and for the purposes of self-education. Communicative competence refers to the ability to relate language tools with specific areas, situations, conditions and tasks of communication. Accordingly, the language material is considered as a means of implementing verbal communication; in its selection, a functional-communicative approach is carried out. 4. A holistic system of university training in a foreign language at all stages of education implies, on the one hand, the autonomous nature of education at each stage, and on the other hand, the interconnection of all stages of education, in which the achievement of the goals of each stage allows one to use a foreign language to one degree or another and provides an opportunity to continue learning at the next stage. 5. Along with the practical goal of teaching communication, the foreign language course at MIEMP sets educational and educational goals. Achieving educational goals means expanding the horizons of students, increasing the level of their general culture and education, as well as the culture of thinking, communication and speech. The realization of the educational potential of a foreign language is manifested in the readiness of specialists to promote the establishment of intercultural and professional ties, to respect the spiritual values of other countries and peoples. Goals and objectives of a foreign language course Based on the above provisions, the goals of teaching a foreign language at MIEMP are formulated as final requirements for individual stages of learning. The concretization of these requirements is reflected in the following components of the content of teaching a foreign language: - in the nomenclature of certain areas and situations of professional and everyday communication in which the use of a foreign language is expected; - in the list of skills of oral and written foreign language communication, correcting with the indicated areas and situations; - in the register of selected linguistic phenomena (lexical units, formulas of speech communication, grammatical forms and structures, differentiated by types of speech activity); - in a number of indications regarding the nature, content and functional and stylistic aspects of information, including linguo-cultural knowledge, which is also of great importance for increasing motivation to master a foreign language, satisfying the cognitive interests of students, as well as their needs for communication in a foreign language. The content of the foreign language training course The content of the training is considered as a certain model of natural communication, the participants of which have certain foreign language skills and abilities, as well as the ability to correlate language means with the norms of speech behavior that native speakers adhere to. When teaching oral and written forms of communication, the standard is the modern literary and colloquial language, that is, the language used by educated native speakers in official and informal situations of communication. When teaching reading, students master the language of various genres of popular science, reference literature and documentation. The ability to work with written text is a basic skill for 5 PDF created with pdfFactory Pro trial version www.pdffactory.com professional activity, and independent work to improve skills or the level of knowledge of a foreign language is most often associated with reading. When teaching writing, the main task is to master the language of business correspondence and written popular science texts that are typical for practical professional activities. The organization of teaching a foreign language also involves taking into account the needs, interests and personality traits student. At the same time, the student acts as a full participant in the learning process, built on the principles of conscious partnership and interaction with the teacher, which is directly related to the development of the student's independence, his creative activity and personal responsibility for the effectiveness of training. Control of training in a foreign language at each stage is carried out in the form of a written test and an oral exam, which checks the quality of the formed skills and abilities and their compliance with the training stage. Forms of control reproduce the situations of reading, speaking and writing, the most typical for professional communication between lawyers and businessmen. 6 PDF created with pdfFactory Pro trial version www.pdffactory.com I. ORGANIZATIONAL AND METHODOLOGICAL PART. RATING SYSTEM OF EVALUATION Teaching foreign languages at MIEMMP involves the following forms of classes: - classroom group classes under the guidance of a teacher; - compulsory independent work of the student on the instructions of the teacher, performed outside the classroom, including the use of technical teaching aids; - individual independent work of a student under the guidance of a teacher; - individual consultations. The listed forms of classes can be supplemented by extracurricular work of various types, the nature of which is determined by the interests of students (meetings with foreign specialists, translation agencies fulfilling orders from profiling departments, etc.). Preparing full-time students of MIEMP involves compulsory education in the amount of 200 hours of classroom studies during the 1st, 2nd, 3rd and 4th semesters; each hour of classroom lessons corresponds to the same amount of time for extracurricular individual independent preparation of the student for classes. In case of insufficient formation of the student's language skills and speech skills within the framework of the secondary school program, this stage includes an appropriate introductory-corrective course (using intensive teaching methods and techniques). At the end of the 4th semester, students take a written test and an oral exam. The structure of the rating for the discipline "Foreign Language" Rating is understood as a system of quantitative assessment of the quality of mastering the educational program in the discipline. A rating system has been introduced for more complete and objective accounting and evaluation of students' progress. The rating system is characterized by the fact that the final grade in a foreign language in a test or exam, entered into the examination sheet and record book, reflects not only the results of passing the semester test or exam, but also the results of the student's current educational work during the semester. To gain a rating, a student must pass control sections, each of which is assessed by a certain number of points. When 7 PDF created with pdfFactory Pro trial version www.pdffactory.com studying the discipline "Foreign language" the student passes four control sections during the semester - these are two boundary controls and two control works. The form of boundary control in a foreign language is a grammar test, a test is a written translation of a text from a foreign language into Russian with a dictionary. A test or exam is part of the system for evaluating a student's work, and the assessment on it, expressed in points, is part of the final rating scored by the student when mastering the discipline. In the discipline "Foreign Language" the normative rating is 50 points. This is the maximum possible amount of points that a student can score in one semester. The passing rating in a foreign language is 28 points (55% of the standard) - this is the minimum amount of points, by scoring which a student is considered certified in this discipline. The actual rating of a student is the sum of points scored by him while studying the discipline. A student, accumulating points in the process of learning a foreign language, earns a rating, which ultimately shows the student's educational competence. Each student is also given a current rating, which evaluates the student's attitude to learning throughout the semester - activity in the classroom, attendance, homework. The structure of the rating in a foreign language in the 1st semester: Frontier control 1-7 points (passing rating 3 points) Frontier control 2-7 points (passing rating - 3 points) Test 1-7 points (passing rating - 3 points) Test 2 -7 points (Passing 3 points) Current rating - 5 points (Passing 3 points) Exam - 17 points (Passing 9 points) Total - 50 points (Passing 28 points) 8 PDF created with pdfFactory Pro trial version www.pdffactory.com 9 PDF created with pdfFactory Pro trial version www.pdffactory.com 10 PDF created with pdfFactory Pro trial version www.pdffactory.com

Developers: Art. teacher

Guidelines for the study of the discipline are consistent with the work program

_____________________

(signature of the head of the department)

Magnitogorsk

2012

2. Goals and objectives of the discipline.. 4

2.1. Goals and objectives of the course ……………………………….………….4

2.2. The place of discipline in the structure of OOP 4

2.3. Requirements for the results of mastering the discipline 4

2.4.Features of the study of the discipline……………………………… 4

3. List of sections, main topics and subtopics 5

Topic 3.* House, living conditions.

Topic 4. Food. Purchases.

3.2. Section 2. “Me and my education”……………………….10

Topic 1. *Higher education in Russia and abroad.

Topic 2. My university.

Topic 3. Student life.

Theme 4*. Student international contacts: scientific, professional, cultural.

3.3. Section 3. “I and the world. Me and my country”……………………13

Topic 1. Culture and art. World achievements in the arts (music, dance, painting, theater, cinema, architecture).

Topic 2. International tourism.

Topic 3. Common and different in countries and national cultures.

Topic 4. *Language as a means of intercultural communication.

Topic 5. *Lifestyle of modern man in Russia and abroad.

Topic 6. *Global problems of mankind and ways to solve them.

Topic 7.* Information Technology 21st century

3.4. Section 4. “Me and my future profession”………………17

Topic 1. The labor market. Vacancies. Work searches.

Topic 2. My business. Individual entrepreneurship.

Topic 3. The main areas of activity in this professional area. (Social insurance. Service sector).

Topic 4. *History, current state and prospects for the development of the science under study.

Topic 5*. Outstanding personalities of this science.

Topic 6*. Major scientific discoveries.

3.5. Tips for preparing for the exam (test)………………………22

Glossary. 2 2

Bibliography.. 2 5

I Basic information about the authors

Compiled by: Art. teacher

departments of foreign languages

experience of scientific and pedagogical work is 9 years. Conducts practical classes at the Faculty of Social Work and at the Faculty of History. He is the author of 19 publications, as well as teaching aids: „ Kurze Geschichten und Tatsachen aus alten Zeiten “, a collection of tests “Check your German” for teachers and students of the university of non-linguistic faculties.

II Goals and objectives of the discipline

2.1 Aims and objectives of the course

The purpose of the discipline "Foreign Language" is to increase the initial level of foreign language proficiency achieved at the previous stage of education, and to master the necessary and sufficient level of communicative competence for students to solve social and communicative problems in various areas of everyday, cultural, professional and scientific activities when communicating with foreign students. partners, as well as for further self-education.

The study of a foreign language is also intended to provide:

· increasing the level of educational autonomy, the ability to self-educate;

· development of cognitive and research skills;

· development of information culture;

· broadening the horizons and improving the general culture of students;

2.2 The place of discipline in the structure of the OOP.

The discipline "Foreign language" refers to the basic part of the humanitarian, social and economic cycle of disciplines (B1.B1.) and is studied in 1 - 4 semesters.

To master the discipline "Foreign language", students use the knowledge, skills and competencies formed at the previous stage of education (in a secondary school), as well as in the study of parallel disciplines: "Russian language and culture of speech", "World artistic culture".

2.3 Requirements for the results of mastering the discipline:

· The process of studying the discipline is aimed at the formation of the following competencies:

· - the ability to logically correctly, reasonably and clearly build oral and written (OK-2)

- speak one of the foreign languages at a level not lower than conversational (OK-17)

· As a result of studying the discipline, the student must:

Know : Fundamentals of the culture of a native speaker country

Be able to : Clearly, competently build oral and written language in one or more foreign languages

Own : interpersonal and intercultural communication skills based on respect for historical heritage and cultural traditions, all types of reading adapted literature, skills for obtaining professional information from various types of sources

2.4 Features of studying the discipline

1) to study this discipline, students must have knowledge of the following disciplines: a school course in Russian and a foreign language (German);

2) when studying each topic, the student must adhere to the following order: mastering the basic lexical and grammatical units, reading and analyzing texts on the topic under study,writing information, at direct exchange of information, written communication of information;

3) the transition to the study of a new topic is possible only if all the tasks of the previous sections are completed.

III.List of sections, main topics and subtopics

During the course of study, the student should study the following sections and topics:

No. p / p	Section names
	Me and my family	1 person. His appearance and character.
2 Me and my family. Family traditions, way of life
3. Food. Purchases
4. My hobbies (leisure).
5. House, living conditions.*
1. Active active and passive rest*
2. Relationships in the family*
	Me and my education.	1. My university.
2. Student life (scientific, cultural, sports life of students)
3. Higher education in Russia and abroad*
4. Student international contacts: scientific, professional, cultural*
	Me and the world. Me and my country.	1. Culture and art. World achievements in the arts (music, dance, painting, theater, cinema, architecture)
2. International tourism
3. Common and different in countries and national cultures.
4. Lifestyle of a modern person in Russia and abroad*
5. Language as a means of intercultural communication*
6. Global problems of mankind and ways to solve them *
7. Information technology of the 21st century*
	Me and my future profession.	1. Labor market. Vacancies. Work searches.
2. My business. Individual entrepreneurship.
3. The main areas of activity in this professional field: 3.1 Social insurance. 3.2 Service industry.
4.History, current state and prospects for the development of the science under study.*
5. Outstanding personalities of this science *
6.Main scientific discoveries*

The purpose of the study: P the acquisition by students of linguistic and communicative competence sufficient for the perception and transmission of basic information on the topic "My Family", which is necessary in various situations of everyday and business communication.

Topic 1. Man. His appearance and character. (In developing)

Topic 2. Me and my family. Family traditions, way of life.

Topic 3.* House, living conditions.

Topic 4. Food. Purchases. (In developing)

Topic 5. My hobbies (leisure).

Topic 6*. Active and passive recreation.

Topic 7. * Relationships in the family.

After studying these topics, the student must:

- know:

– lexical minimum by topic "Person. His appearance and character”, “Me and my family. Family traditions, way of life”, “House, living conditions”, “Food. Shopping”, “My hobbies (leisure)”, “Active and passive recreation”, “Family relations” , which is 500 lexical units related to everyday topics, as well as the proposed language material (idiomatic expressions, evaluative vocabulary, etc.) associated with this topic and the corresponding situations of communication;

– speech formulas of address, greetings and farewells ;

- be able to:

– distinguish and compose the word order of simple affirmative, interrogative and negative sentences ;

– inflect the article (definite, indefinite), personal pronouns, nouns ;

– conjugate the verbs "haben", " sein » in the present and simple past forms ;

– recognize in the text, compose and apply in speech the grammatical forms of the present and simple past tense of verbs ;

- have:

– word-formation skills, including suffix-prefix formation of nouns, adjectives, adverbs, verbs;

– the skills of discussing the topics of speech statements - “Let me introduce myself!”, “My family: my relatives and friends, family responsibilities, family problems and joys”;

– skills of perception and listening comprehension of information on the subject under study ;

– personal correspondence skillsdrawing up a business card.

When studying the topics of section 1, you must:

1) study the educational material : "Darf ich mich vorstellen?" , "Meine Familie" , "Mein Familienalbum" [ 6, 22-30];

2) to consider the work in more detail:

· Die Familie: Ursprung des Wortes, Funktionen der Familie, Familienformen im Laufe der Geschichte [http://de. wikipedia. org/wiki/Family]

· Die Familie aus einer Partnerschaft [http://www. alternimnetz. de/cms/paracms. php? site_id=5&dir=22]

3) study study material : "Freunde und Clique"; "Freizeit" ; Music in unserem Leben.

4) independently consider the work in more detail:

§ Jugenddisko auf dem Land [6 , 20-21]

§ Liebe [6 , 34-35]

§ Freizeitsport[6 , 108]

Pay special attention to:

– cases of the use of the definite / indefinite article, the absence of the article, the placement of the article after the verbs "haben", "brauchen" and the turnover " esgibt";

– the structure and features of the use of a compound nominal predicate (z. B .: Was ist er? – Erist Lehrer. Wie sind Ihre Familienmitglieder? – Sie sind eintr achtig)

– features of the use of denials "nicht" and " kein ”, other ways of expressing negation in sentences;

– the meaning of nouns formed with the suffixes –ung, - heit, -keit, -er, -in, -chen.

– use cases genitive, dative prepositions

– features of conjugation of reflexive verbs;

– features of the use of an indefinite personal pronoun

- man ", the impersonal pronoun " es" .

For self-control on the topic, you must answer the following questions:

· Wie heissen Sie und wie alt sind Sie?

· Wo wohnen Sie ?

Sind Sie berufst ätig?

Was sind Sie von Beruf?

Sind Sie verheiratet?