Тема: Професійно орієнтовані джерела з іноземної мови.

Мета: навчити студентів правильно користуватися лексикою до теми; розвивати навички монологічного та діалогічного мовлення, навички послідовного перекладу; виховувати культуру мовлення, формувати граматичні навички узгодження часів.

Обладнання: роздруківки завдань до теми, підручник.

Час проведення: 2 години.

План заняття

І Організаційний момент. Привітання

II. Перевірка домашнього завдання.

ІІІ. Основна частина.

Читання тексту

Professionally oriented foreign language teaching as a fundamental factor in the formation of a competitive specialist.

The rapid entry of Kazakhstan into the world community, integration processes in politics, economy, culture, ideology, mixing and movement of peoples and languages ​​raise the issue of intercultural dialogue, mutual understanding of participants of communication.

Under present conditions, the role of information at all levels and in all areas of social development is raising. For specialists the knowledge of only their native language is no longer enough , they should be aware of what is going on in their professional field in the world. A foreign language is a prerequisite for their professionalism, allowing to work with the information available to the world community, as well as to communicate with colleagues in the profession in different countries. The actual integration of Kazakhstan in the Bologna process and participation in the European labor market is possible when the future professionals receive sufficient training in foreign languages, including the language faculties.

However, we must note the discrepancy between the level of foreign language training specialists with higher education and the requirements of the time. The problem from the category of private has outgrown long ago into the nationwide rank. Until recently, the language barrier was an insurmountable obstacle for many Kazakh specialists, which prevented them from getting the information from the original foreign sources, deprived them of the possibility of self-assessment of scientific ideas put forward by foreign scientists.

Obviously, the content and technology of the learning process in a foreign language (FL) should reflect the goals and objectives of the specialist training in correspondence with the future professional activity. When implementing a professionally-oriented training of a foreign language as traditional didactic and methodological principles must be considered alongside with the relatively new: education and development of internationally-oriented personality; humanistic development of learning tools in the context of a foreign language in the dialogue of cultures ; as well as the principles of problem-oriented, interdisciplinary interdependence and complementarity .

The modern system of education, relying on traditional sources of information and knowledge management process, requires an expansion of the information field. With the Internet a fundamentally new situation in the education system has been created: the ability to use scientific databases and information centers around the world, the information, which is located on the sites of the various institutions. The term "information culture" is increasingly found in defining the objectives and content of education. In general, information culture is characterized as the basis of human culture. The main factor in the widespread concept under consideration is the process of informatization and computerization of society as a whole, and the education system. Modern means of communication with partners, access to information resources on the Internet suggest fluency not only in computer technology, but DICE.

Professionally-oriented training based on the needs of students in learning a foreign language is dictated by the peculiarities of their future profession or specialty. It involves a combination of professionally-oriented mastering of a foreign language to the development of personal qualities of students, knowledge of the culture of the countries of the studied language and the acquisition of specific skills based on professional and linguistic knowledge.

Speaking about the necessity of learning foreign languages ​​as part of higher education, it is important to convey to students the idea that ignorance of foreign languages, as well as the inability to use it is an important reason for the lag in science and technology, and in slowing the integration of Kazakhstan into the world economic system . In addition, foreign language becomes an instrument of self-education of the future specialist, which significantly increases the chances of a professional. Foreign language is becoming some key to professional success of a modern specialist.

Therefore, the discipline «Professionally-oriented foreign Language» should be a means for improving the training of students in general.

Modern society it is important that today's graduates was professionally successful and mobile, able to build their own careers, work in the face of fierce competition in the domestic and international markets, and actively promote the successful development of the whole society. Development and implementation in the educational process of teaching materials and manuals in the field to support the implementation of professionally oriented foreign language training of technical universities and increase students' motivation to learn the language.

Граматичні вправи

1. He says he doesn’t even know such problems exist. 2. The newspaper writes that he is without any doubt, the best actor of the year. 3. I think the game’s worth the candle. 4. Do they say it is an established fact? 5. It’s really surprising that the factory was built in record time. 6. We are surprised to hear that your question wasn’t answered at once. 7. They write that preliminary contacts have already been established. 8. He says the detective parts have been replaced. 9. We are surprised to see that nothing has been changed. 10. The experts find the construction will cost an enormous sum. 11. Everybody understands the new project will require a great effort. 12. They write that they will be able to give us an idea of the cost of project when they receive all the necessary documents.

III. Complete these sentences with ”said”, ”told” or ”talked” and translate into Ukrainian

1. Jack ... me that he was enjoying his new job. 2. Tom ... it was a nice restaurant but I didn’t like it much. 3. The doctor ... that I would have to rest for at least a week. 4. Mrs. Taylor ... us she wouldn’t be able to come to the next meeting. 5. Ann ... Tom that she was going away. 6. At the meeting the chairman ... about the problems facing the company. 7. Jill ... us all about her holiday in Australia.

IV. Change the following dialogue into indirect speech

Ann: Will you join me? I am going to the grocery.

Helen: Come along, I have spare time, and will you go with me to the Department store?

Ann: Surely. Do you want to buy a new dress, a blouse or a skirt? I know you are very fond of blouses.

Helen: That’s right. How do you know?

Ann: It’s quite easy to guess. You have a new blouse nearly every other day.

Helen: You see this time I want to buy a pair of shoes.

Ann: Haven’t you bought brown shoes recently?

Helen: I bought those for my mother.

VI. Translate into English. Pay attention to the sequence of tenses

1. Йому дуже хотілось поїхати на південь, і ми не думали, що він повернеться так швидко. 2. Він сказав, що коли він вчить уроки, то завжди вимикає радіо. 3. Батько сказав, що ми вирушимо , як тільки я закінчу снідати. 4. Ми говорили про свою майбутню роботу. Петро сказав, що він поїде навчати дітей в своє рідне село. Там хороша школа. 5. У нас було обмаль часу, оскільки ми від’їжджали наступного дня. 6. Він дуже поспішав, оскільки боявся, що сестра буде чекати на нього. 7. Моя сестричка відчувала себе нещасною, коли отримала двійку за твір. 8. Я піду додому, як тільки закінчу прослуховувати п’ятий урок. 9. Мій старший брат сказав мені, щоб я не вмикав магнітофон, якщо я не знаю, як це робити. 10. Я якраз снідав, коли зайшов мій приятель і сказав, що мені доведеться поспішити, якщо я хочу приєднатись до них. 11. Ми вирішили, що поки ти будеш робити переклад, Ганна буде допомагати нам, а потім ми допоможемо їй вимити посуд і прибрати кімнату до того, як її мама прийде з роботи. 12. Джон сказав, що він все влаштує для нашої поїздки на узбережжя. 13. Ми сподіваємося, що коли він повернеться, він візьме участь в нашій дискусії про сучасну американську літературу. 14. Він відповів, що ми не зможемо уладнати цю справу, поки не поговоримо з деканом. 15. Джемма знала, що Артур не змінить свого рішення, навіть якщо вона дасть йому пораду, і, крім того, вона не хотіла давати йому ніяких порад.

Домашнє завдання : підготувати невеличкі повідомлення по темі.

Заняття № 29

Тема: Робота з іншомовними джерелами наукового характеру.

Мета: навчити студентів правильно користуватися лексикою до теми; розвивати навички монологічного та діалогічного мовлення, навички послідовного перекладу; виховувати культуру мовлення. Навчити студентів реферувати тексти, писати анотації до них.

Обладнання: роздруківки завдань до теми, підручник.

Час проведення: 2 години.