Текущий контроль 3

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TEACHING NATIVE LANGUAGE

For more than a century there have been extensive debates on how to teach the native language so that, with gaining knowledge of grammar and spelling, pupils also develop in­tellectually.

Outstanding Russian educators and linguists including F. Buslayev, K. Ushinsky, A. Peshkovsky voiced their opinions on the possible content of native language courses at school. There are various theories and concepts of how to teach reading and writing, grammar and spelling.

Each time in those battles of ideas, the methodology drew on what ever directly advanced the tasks of education in given period of social development.

From the point of view of methodology, leading expert in child psychology V. Davidov pointed out that the scientific and technological revolution calls for the development of dialectic thinking. This makes it necessary to look for new psychologi­cal, logical and methodological principles for designing school curricula: "The entire system of education should be reoriented from developing rational, empirical thought in children toward fostering in them an up-to-date, scientific way of thinking."

Actually, the child's everyday life and learning grammar according to traditional programs almost never confront it with problems, the solution of which depends on a highly developed sensitivity to language and its forms and structures expressing diverse shades of meaning. The tasks of everyday verbal com­munication are fairly easy and do not require a conscious atti­tude to language as an abundant means of thinking and com­munication. But it is precisely such an attitude to language that contributes to the moulding of the individual and uninhibited speech and thinking.

The present native language curricula design pursued at least two strategic goals: a) to teach children to orient themselves on a fairly large scale in language from the outset, fostering in them the fundamentals of theoretical thinking and encouraging them to take a creative approach, which could prove significant for the individual's general development abs b) to ensure their further intellectual and language development.

Рубежный контроль 2 контрольные работы

Материал включает следующие разделы курса профессионально-ориентированный иностранный язык (английский язык):

1. Понятие об интонации (понижающаяся и повы­шающаяся интонации).

1. Образование и употребление глагольных форм групп Indefinite, Continuous, Perfect в действительном и страдательном залоге и группы Perfect Continuous, в действительном залоге.

2. Неличные формы глагола, их функции в предло­жении и особенности перевода на русский язык:

а) Инфинитив.

б) Простые и сложные формы причастия. Определи­тельные и обстоятельственные причастные обороты. Самостоятельный (независимый) причастный оборот.

в) Герундий. Герундиальные обороты.

г) Отглагольное существительное.

4. Понятие о сослагательном наклонении. Особен­ности перевода условных предложений на русский язык.

4. Словообразование. Словообразование путем сло­восложения.

4. Многозначность слов в английском языке_;