- •Введение
- •Education and Science
- •1.1 Science as the Main Prerequisite of the Civilization Development
- •1 Look at the schemes, compare and contrast them, analyse the meaning of the concepts presented and prepare a short description of them.
- •2 Generate ideas on the following issue.
- •Information-accumulation: watching a video
- •1 Brainstorm your ideas and think of a word which describes each letter in the word ‘science’, swap your associations.
- •2 Watch the video lecture by Jennifer Des Rochers ‘What is Science?’
- •3 Watch the lecture again and take notes. Based on the notes you have taken, write a description essay about Science (in 300-350 words).
- •4 Discuss the following questions.
- •2 Scan the extracts below and say what extracts the following subheadings refer to.
- •What classification of sciences do you know?
- •What classification of academic disciplines do you know?
- •Scan the text and answer the questions.
- •1 Read the question below.
- •2 Write your report (in 300-350 words). Consult the ‘Writing Bank’ section.
- •1 Read the text a and fill in the gaps with the suitable form of the word (1-10). There is an example at the beginning (0).
- •Perspectives on Knowledge, Information, Data
- •2 Read the text b, explain the meaning of the notions described.
- •Defining Data, Information, and Knowledge
- •What is Research?
- •Components of a Full Research Paper
- •Title page
- •4 Read the text again, complete the statement with a suitable ending (a-I).
- •Vocabulary
- •1 Scan the text and circle the words which have the following meaning.
- •2 Review the words described and fill in the gaps using the suitable ones.
- •The Importance of Scientific Literacy
- •2 Read the text again and choose from the options (a-d) given.
- •3 Express your opinion on the following issues.
- •Vocabulary
- •1 Look at the italicized words in the article and say which word refers to the following.
- •2 Using the words under consideration, fill in the gaps.
- •Tenses Revision
- •2 Read the following short story and conjugate the verbs in the suitable tense form.
- •4 Discuss the following.
- •1 Read the following.
- •1.2 The System of Secondary and Higher Vocational Education in the Republic of Kazakhstan and Abroad. Types of Secondary Schools. Documents of Secondary Education. Admission to the University
- •1 Generate ideas on the following issue.
- •Information-accumulation: reading
- •1 Answer the following questions.
- •2 Read the text and choose the extract (a-g) which best fits the gap (1-5). Education in Kazakhstan
- •Vocabulary
- •1 Read the text and discuss its main idea.
- •2 Paraphrase the sentence using the word given.
- •3 Write a paragraph about education in the Republic of Kazakhstan using expressions with future meaning. Share your description/opinion in class.
- •Information-accumulation: listening
- •1 Answer the following questions.
- •1 Discuss the following questions.
- •2 Read the following excerpt and comment on it.
- •1.3 Modern Trends in the Development of the Educational System in the Target-Language Countries and the Republic of Kazakhstan
- •Trends in Education
- •Vocabulary
- •1 Read the text and discuss its main idea.
- •2 Read the text and complete the gaps with suitable words. There is an example at the beginning (0). Content and Language Integrated Learning
- •What is Learning?
- •Information-accumulation: reading
- •1 Answer the following questions.
- •2 Read the text and answer the questions that follow. What is Lifelong Learning?
- •3 Complete the sentences below. Choose no more than three words from the passage for each answer.
- •1.4 Types of Educational Institutions.
- •International Cooperation in Foreign Languages Education
- •Information-accumulation: reading
- •1 Answer the following questions:
- •2 Read the text and summarize its main idea.
- •International Schools
- •Vocabulary
- •1 Explain the meaning of the words.
- •2 Make up a story, using the words from the list.
- •Information-accumulation: reading
- •1 Read the following text and complete the gaps with suitable words (a-d). The Bolashak Programme
- •2 Answer the following questions.
- •1 Write your essay (in 300-350 words).
- •2 Write your statement of purpose (in about 500 words).
- •3 Consult the ‘Writing Bank’ sections.
- •Information-accumulation: video-watching
- •1 Answer the following questions.
- •Modelling of situations & context-based intercultural communication
- •A Round-Table Discussion
- •A Debate
- •2 Discuss the questions.
- •1 Read the following note and comment on it.
- •2 Answer the following questions.
- •1 Suggest the idea for the Science Festival for the next year, and then create its program.
- •2 Consult the ‘Writing Bank’ section.
- •Prospective Foreign Language Teacher Professional Education in the Target-Language Countries and the Republic of Kazakhstan
- •Teacher Education
- •Initial Teacher Education Text a: Organization
- •Text b: Curriculum
- •Text c: Supervised field experiences
- •2 Read the whole text and answer the following comprehension questions:
- •Information-accumulation: watching a video
- •Language Teacher Education
- •Language Teacher Education in the European Higher Education Area
- •1 Scan the text and say how it correspond to the first text.
- •2 Study the text and fill in the gaps with words from the list. Teaching, Learning and Assessment
- •3 Analyze the information and compare it with that one in Kazakhstan.
- •1 Scan the text and say how it is related to the first two passages.
- •2 Study the text and fill in the gaps with suitable forms of the word. Knowledge, Skills and Understanding (Competences)
- •3 Analyze the text and say what other Foreign Language teacher competences you would add to the list. Create a mind map and perform it in class. Communication: a ranking activity
- •1 Scan the text and comment on its main idea.
- •Teaching and Learning
- •2 In small groups, discuss the instruments that the prospective Foreign Language teachers are taught to use, then rank them in order of importance for fl teacher education.
- •Information-accumulation: sentence-completion
- •1 Scan the text and say comment on its main idea. Assessment
- •2 Read the text and complete the sentences, choosing form the suitable ending. You may choose several endings if they relate to the sentence.
- •Induction of Beginning Teachers
- •2 Read the text intensively and answer the following multiple-choice questions, choosing the suitable option from a-d.
- •3 Study the words and phrases and explain their meaning.
- •4 Comment on the opinion that ‘current teacher education is primarily geared towards a western dominated curriculum’. What do you know about internationalization of education?
- •1 Scan the text, summarize its content and give a definition of the concept of ‘Continuous Professional Development (cpd)’. Continuous Professional Development (cpd)
- •Communication Pragma-Professional Task: cpd
- •Teacher Education Policy
- •Information-accumulation: reading
- •1 What is the role of ict in Foreign Language Education?
- •The Potential of ict in Foreign Language Education
- •3 Read the following sentences and fill in the gaps with suitable words.
- •Overview of Modals
- •Information-accumulation: reading
- •1 Give a definition to the term “blended learning”.
- •2 Compare your definition with the following one.
- •3 What are the differences between e-learning and blended learning?
- •4 Does Blended Learning allow students to develop their critical thinking skills? What are some of the pros and cons?
- •5 Read the following text and choose the title from the following.
- •6 Answer the questions.
- •Are you a 21st century teacher of mfl?
- •6 Name the disadvantages of using computers from this point of view.
- •1 Study the issue of the significance of creating a corresponding learning environment for learners and say what the motivating learning environment is.
- •2 Dwell on the following questions:
- •Teacher Development Why Is Teacher Development Important?: Because Students Deserve the BestTeacher Preparation
- •Teacher-Induction Programs
- •Ongoing Professional Development
- •2 Read the text again and decide whether the information in the statements is True, False, or Not Given.
- •Thinking About Becoming a Teacher
- •1 Read the note.
- •2 Generate ideas and create a list of ‘Top 10 Reasons Why You Should Consider Teaching As a Career’. What would you say to persuade a school-graduate to choose teaching as a future profession?
- •1 Study the model interview with Jess and summarize its content.
- •What is it about the age group that you teach that you enjoy?
- •What is the best reason to go into teaching?
- •How well does your pgce training prepare you for teaching?
- •What is the best advice you can give to a new trainee to get through their first year?
- •Self-study
- •Experience Translation: Professional Development Courses
- •Professional Development
- •The Exchange of the Best Teaching Experience
- •Modelling of situations & context-based intercultural communication
- •Quotes About Teachers
- •Language Education & Intercultural Communication
- •3.1 Linguistic Education in the Republic of Kazakhstan and in the Target-Language Countries
- •What is ‘Plurilingualism’?
- •4 Label the mind-map below using the words from the box. Write the correct letter, a-j, in spaces 1-10.
- •5 Highlight the key concepts of the issue of plurilingualism in the text above and be ready to explain them.
- •6 Scan the text and give the suitable words and phrases to match the following definitions.
- •7 Decide if the statements are True or False:
- •A Round-table discussion
- •2 Summarize the text in one paragraph (about 50-100 words).
- •3 Write an analytical overview (200-250 words) of the information provided using the four steps listed below.
- •1 Study the excerpt and complete the gaps with suitable language forms. Refer to the information on ‘Modifying Comparisons’
- •2 Read the sentences and choose the correct word or phrase:
- •Language Education in the us
- •3 Choose the answer (a-d) to the following questions.
- •A Conference
- •The Agenda.
- •3.2 The Role of the Foreign Languages in the Process of Upbringing and Development of the Multicultural Personality
- •3 Read the interview and answer the comprehension questions:
- •3.3 Foreign Language Teacher’s Meaningful Lingua-Cultural Competences
- •The Role of Intercultural Competence in Foreign Language Teaching
- •3 Read the excerpt and answer the question.
- •4 Read the text and explain the concepts.
- •1 Talk to your partner about the following issues.
- •1 Read the excerpt from the article and note down the key words that best fit each space, there is an example at the beginning. Definition of Culture Learning
- •2 Word formation: Read the other extract from the article and using the word given, form a word that fits in the space in the same line.
- •3 Read the following passage and take notes on the main points of the reading passage.
- •4 Summarize the information and say how important it is to develop the icc.
- •1 Study the examples and choose the suitable language forms. Refer to the information on ‘Gradable and Ungradable Adjectives’
- •2 Choose the word or phrase which does not fit the sentence.
- •3 Talk about foreign language teacher competences, using gradable and ungradable adjectives.
- •3.4 Global World and Knowledge of the Foreign Languages
- •1 Generate ideas on the following issue.
- •I nformation-accumulation:
- •1 Before you watch the video, say what languages are spoken in different countries and continents.
- •2 Create a map illustrating linguistic diversity in the world (e.G. Asia, Europe, America, etc.)
- •4 Watch the video again and say whether the statements are True (t) or False (f).
- •5 Analyse David Crystal ‘s opinion and say whether you agree or disagree with him.
- •3 Read the passage and complete the sentence with four suitable endings.
- •3.5 The Trinity of Languages in Professional Training of the Foreign Language Teachers of the Next Generation
- •2 Study the text again and prepare a comparative analysis of the following aspects:
- •3 If you had to continue writing the article, what would you tell about language teacher preparation in the period between the 2000s and the present period?
- •4 Analyze the main peculiarities of the issues under consideration and produce a scheme (a table, or an association map, etc.) to support your answer.
- •1 Identify the italicized words in the excerpt and explain their meaning, illustrate it with examples.
- •3 Read the following sentences and fill in the gaps with suitable words.
- •1 Read the questions and express your opinion.
- •2 Comment on the following quotations:
- •1 Study the news excerpt from ‘Education Week’ and paraphrase the information presented, using the ‘Impersonal Passive Structures’. Refer to the tips if necessary.
- •Impersonal Passive Structures
- •2 Read the sentences and choose the correct structure.
- •3 Write a passage about languages taught at school in the Republic of Kazakhstan, using at least eight examples of impersonal passive structures.
- •Foreign Language Teacher Preparation in Different Countries
- •3 Process:
- •Modelling of situations & context-based intercultural communication
- •1 Listen to the discussion between a tefl professor and a student after class, and take notes on its main points.
- •2 Listen to the discussion again and answer the questions:
- •3 Read the passage and analyze the conversation according to the following aspects:
- •A conversation between a tefl professor and a student after class
- •4 Work with a partner: Create a scheme of the conversation, and then reproduce the conversation according to the scheme you have created.
- •5 Role play the following situations.
- •1 Read the information given and express your point of view on the problem. Teaching 21st Century Skills
- •A Conference
- •A Discussion
- •A Role Play
- •A Polemic Discourse
- •A Discussion Club
- •1 Intro: a Discussion Club
- •The Debate Club
- •1 Intro: a Debate
- •1 Discuss the following issues:
- •2 Read the following role-cards and be ready to participate in the round table discussion on the theme above.
- •A case study ‘Global World and Knowledge of Foreign Languages’
- •1 Read the following case and be ready to discuss the following stories of people who share their experience and opinions on studying foreign languages.
- •'A language looks good on your cv'
- •'There was no one at school to inspire you'
- •'It's fun to teach your toddler'
- •'We weren't learning stuff that would be useful if you went to the country'
- •1 Choose one of the topics 1-4 and write your essay in 300-350 words in an appropriate style.
- •2 Choose one of the questions 1-6 and write your answer in 300-350 words in an appropriate style.
- •3 Consult the ‘Writing Bank’ section.
- •2 Write an analytical overview of the report (in 300-350 words).
- •‘ElLs and college’
- •4.1 The Relationships between Language and Culture
- •Information-accumulation: reading
- •2 Read the text and explain its main idea.
- •3 Answer the following questions.
- •4 What position would you have in these situations? Discuss them in small groups explaining your point of view.
- •1 Give your own definition of intercultural communication.
- •2 Read the definition of intercultural communication and check your answer.
- •4.2 Intercultural Communication
- •1 Generate ideas on the following issue.
- •Information-accumulation: reading
- •1 Skim the text and choose the best title.
- •3 Read the text again and discuss the following questions in pairs.
- •Vocabulary
- •1 Match the following essential key concepts of intercultural communication to their definitions taken from Cambridge Advanced Learners Dictionary.
- •2 Fill in the gaps with key concepts of intercultural communication given above.
- •1 Answer the following questions:
- •2 Discuss in pairs and give your own understanding of the following:
- •4.3 Intercultural Language Teaching and Learning
- •Intercultural Language Teaching and Learning
- •2 Read the text again and choose the correct answer.
- •3. Answer the questions.
- •Information-accumulation: listening
- •1 Chart the history of your English language learning over the years in a piece of paper. Talk about your charted histories taking into account the following:
- •2 Listen to the text and decide whether these sentences are true (t) or false (f)
- •3 Listen again and fill in the gaps with suitable words.
- •Teaching and Learning Intercultural Awareness
- •2 Scan the text and decide whether the following statements are True (t) or False (f)
- •3 Read the text again and answer the questions
- •4 Cover the extracts and look at the headings. Tell your partner what techniques can be used to develop intercultural awareness.
- •1 Express your opinions on the following issues.
- •Vocabulary
- •1 Word search: use a dictionary or the Internet to build up collocations and synonyms for each word.
- •2 Share the results of your search with your partners. Explain the collocations and synonyms to each other.
- •4.4 Multiculturalism and Intercultural Understanding
- •2 Listen to the recording and decide whether the following sentences are True (t) or False (f).
- •3 Look at the words below. Try to recall the context where the following words are used.
- •3 Listen again and write down some questions you would like to ask the class. Ask your questions.
- •1 Write an article on Intercultural Understanding supporting your ideas with relevant information (250-300 words).
- •Mixed Conditionals
- •1 Study the following grammar rules
- •2 Complete the sentences with the appropriate form of the verb.
- •3 Work in pairs and complete the sentences with examples from your own experience.
- •Information-accumulation: reading
- •1 Skim the text and choose the best title.
- •2 Read the text and match the headings to each paragraph. There is one extra heading.
- •3 Read the text again and decide whether the following statements are True (t) or False (f).
- •4 Answer the questions.
- •1 Work in groups of three or four. Express your agreement or disagreement on the following issues about Intercultural Competence.
- •2 Discuss the diagram of creating Intercultural Understanding in groups.
- •3 Add more ideas and present your map to other groups.
- •1 Work in groups of three or four and express your opinions on the following assumptions and beliefs about culture and intercultural learning.
- •2 Read the proverbs about languages and share your opinions in small groups. Support your opinions with any relevant examples from your own knowledge or experience.
- •If you want people to understand you, speak their language. (African proverb)
- •3 Write a brief summary of your discussion about proverbs and present it to the group.
- •2 Write an analytical overview of the report (in 300-350 words).
- •Politics and Policies of the Target Language Countries and the Republic of Kazakhstan
- •1 What do the following symbols mean? Discuss with your partner.
- •4 Look at the list of terms provided below and be ready to comment on them. Diplomatic Rank nb: Listed in order of precedence
- •5 Choose the best answer for the multiple choice questions.
- •6 Decide if the following definitions are True or False.
- •5.1 Globalization: Benefits and Perils
- •3 Skim the text quickly and say if the author is mainly positive or negative about globalization? Globalization
- •3 Read the text again and choose the best answer to the following questions.
- •4 Discussion: Express your opinion on the following questions.
- •1 Look through the list provided and be ready to explain the meaning of the following words and collocations.
- •2 Read the sentences and fill in the gaps with suitable forms of the words and phrases.
- •Global English
- •Communication
- •1 Role play the situation: The participants of the debate talk about Kazakhstan in the global context.
- •2 Answer the following question: How do foreign affairs influence domestic policy of the country?
- •3 Look through the beginning of the ‘Foreign Policy Concept for 2014-2020 rk’ and be ready to outline the goals of Kazakhstan’s foreign policy.
- •1. Vision for the development of the foreign policy of the Republic of Kazakhstan
- •Goals of Kazakhstan’s Foreign Policy
- •7 Work in pairs and create an association map of the countries the Republic of Kazakhstan has strategic partnership relations.
- •1 Read the passage and fill in the gaps with suitable words.
- •2 Rewrite the sentences to emphasise the parts of the sentences.
- •1 Multiple matching: Read the full text of the ‘Foreign Policy Concept for 2014-2020 rk’ and match the parts of the Concept and the questions.
- •2 Read the full text of the ‘Foreign Policy Concept for 2014-2020 rk’, transform the text into the
- •Information-accumulation: listening
- •2 Note completion: Listen to a radio programme again and complete the sentences with the missing words and phrases.
- •3 Summarise the information and write down the definition of the concept of ‘globalisation’.
- •5.3 Integration of the Republic of Kazakhstan into the World Community
- •1 Generate ideas on the following issue.
- •Information-accumulation: reading
- •1 Before you read: Elicit what you know on the following questions.
- •Cooperation of the Republic of Kazakhstan with the United Nations Organization
- •3 Talk to your partner and share the information.
- •4 Read the text and comment on the statements, find out whether they are True or False.
- •5 Complete each sentence with the correct ending, a-g, below.
- •6 Discussion: Express your opinion on the following question.
- •1 Give definitions to the following words.
- •2 Fill in the gaps in the sentences with the suitable form of the words and phrases.
- •Information-accumulation: listening
- •1 Listen to a radio programme about ‘Peacekeeping ’ (by Richard Sidaway ) and be ready to discuss its main idea and details [103].
- •2 Listen to the programme again and make notes of the questions the interviewer asked.
- •3 Note completion: Listen to a radio programme again and complete the sentences with the missing words and phrases.
- •4 Write an overview of the text and comment on the ideas expressed (300-350 words).
- •2 Consult the ‘Writing Bank’ section.
- •1 Express your opinion on the following questions:
- •2 Read the uk Prime Minister David Cameron's first speech and prepare a summary of it.
- •Questionnaire
- •1. Where do you side on environmental issues?
- •Is Global warming a threat to the environment?
- •Should the government raise the federal minimum wage?
- •4. Evaluation: Check your report for mistakes and anaylse your work.
- •2 Read the following text and the quotes and express your opinion on them. Former Secretary-General Kofi Annan
- •Kofi Annan quotes
- •3 Read the following text and express your opinion on the problem discussed.
- •E xtraordinary Service to Refugees
- •1 Intro: a Press Conference
- •1 Intro: a Conference on Political Issues and Global Challenges
- •1 Choose one of the following themes to organize a round-table discussion.
- •1 Use the ideas below to develop the themes of the debate.
- •3 Conduct a debate.
- •4 Write a review (300-350 words) on the outcomes of the debate.
- •1 Use these ideas for research projects.
- •1 Read the following themes, choose one and write your essay (in 300-350 words).
- •2 Consult the ‘Writing Bank’ section.
- •2 Write a synopsis of the lecture (in 300-350 words).
- •1 Using the ‘Self-assessment Grid’, reflect on the information you obtained while working at the unit 5, competences you developed.
- •2 Collect the best papers (mind-maps, etc.) created by you in your ‘Portfolio File 5’. Writing bank
- •An essay
- •Essay 1- Model question
- •Essay 1- Model answer
- •Essay 2- Model question
- •Essay 2- Model answer Ways to encourage young people to train for careers in science
- •A social biography essay
- •A descriptive essay
- •Planning your descriptive essay:
- •Drafting your descriptive essay:
- •Revising your descriptive essay:
- •Writing an essay
- •Criteria for grading assessed essays Essential elements required for all essays
- •A report
- •Useful language for a report
- •Report - Model question
- •Report - Model answer
- •Introduction
- •An article review
- •Critical Reading and Writing Assignment Sheet
- •An analytical overview
- •Introduction
- •Summary
- •Critique
- •[120] Structure of a Critical Review. Australia, 2014 types of graphic organizers
- •A proposal
- •Proposal - Model question
- •Introduction
- •Portfolio preparation
- •1 International Standards of Assessment: c2 (Proficiency), lsp
- •Evaluation Rubrics
- •Individual Learning Profile
- •Personal Development Plan
- •References and Acknowledgements
- •Why Is Teacher Development Important?: Because Students Deserve the Best. – Edutopia, 2008. – Режим доступа – url: http://www.Edutopia.Org/teacher-development-introduction
- •Teacher Education. – Wikipedia, 2016. – Режим доступа – url: https://en.Wikipedia.Org/wiki/Teacher_education
- •Language Teacher Education. – LanQua, University of Southampton, 2016. -– Режим доступа – url: http://www.Lanqua.Eu/theme/language-teacher-education/
- •Ict in English Language Teaching and Learning. 2013. – Режим доступа – url: https://prinzessinnadia.Wordpress.Com/2013/02/01/
English for Specific Purposes – учебник для специальных целей предназначен для студентов 4 курса специальности «5B011900» - Иностранный язык: два иностранных языка» языковых вузов и педагогических факультетов, гуманитарных направлений, ориентированных на достижение общеевропейского уровня C1 владения английским языком.
Учебник состоит из 5 речевых блоков общепрофессиональной и специально-профессиональной сфер общения.
Тема каждого модуля завершается разделом контроля и самоконтроля усвоения пройденного материала. Учебник снабжен справочным материалом по грамматике, рекомендациям по письменной речи. К учебнику прилагаются аудио-диск с текстами, записанными носителями языка. В отдельном буклете прилагаются ключи к упражнениям учебника и аудио тексты.
Введение
Процессы глобализации, происходящие во всех сферах жизни и в том числе в сфере образования, делают востребованным изучение английского языка как средства профессионально-ориентированного межкультурного общения. В свете новых требований переосмыслены цели, содержание, принципы и технологии иноязычного профессионально-ориентированного образования.
Данный учебник английского языка для специальных целей призван обеспечить реализацию цели овладения английским языком на профессионально-ориентированном межкультурном уровне.
Методическая система, отраженная в учебнике, базируется на когнитивно-лингвокультурологической методологии иноязычного образования, разработанной в КазУМОиМЯ им. Абылай хана (Кунанбаева С.С.) и обеспечивает личностно-центрированный, контекстно-базируемый, профессионально-ориентированный, компетентностный подходы.
В соответствии с этой теорией содержание учебника структурируется в виде тематико-текстовых единств (ТТЕ – термин Кулибаевой Д.Н.). Организующим стержнем каждого единства является содержательная представленность профессионального контекста. Для формирования межкультурно-комуникативной компетенции профессионального общения осуществляется конструирование ТТЕ с учетом основных функций текста (коммуникативная, прагматическая, когнитивная, эпистимическая). На последовательности этих ТТЕ и одноименных с ними стадий (понятийно-когнитивная, информационно-аккумулятивная и прагматико-репрезентирующая), формирующих указанные функции, строится преемственная система обучения и формирования профессионально-ориентированных умений, обеспечивающих усвоение предметного содержания будущей профессии и тем самым закладываются основы «контекстного обучения». Данный комплекс ТТЕ выступает как интегративная учебная единица.
Когнитивно-лингвокультурологический (профессионально-контекстный) аспект ТТЕ составляют:
аутентичные инофонные тексты различных профессионально-ориентированных жанров как ядро единства;
коммуникативные сферы с набором специфических для каждой сферы речевых тематик;
типичные ситуации общения, типовые и прагмо-профессиональные задачи;
лингвистический (языковой и метаязыковой) материал.
Процессуальный же аспект содержания тематико-текстовых единств включает набор соответствующих компетенций, упражнений и технологий для их формирования.
Обновленное с новых методологических позиций содержание профессионально-базируемого образования структурируется в учебнике путем выведения 5-ти ТТЕ (Units), представленных двумя коммуникативными сферами (общепрофессиональная и специально-профессиональная).
Предметный и процессуальный аспекты содержания реализуются в учебнике системой подготовительных и речекоммуникативных упражнений в составе инновационных технологий, которые обеспечивают поэтапный переход от имитативно-репродуктивного к продуктивному и креативному уровню профессионально-ориентированного, контекстно-базируемого иноязычного общения. Среди инновационных интерактивных технологий преобладают игровые (ролевые-ситуативные, мнемотехнические и др.), креативные (решение проблемных задач и др.), проективные.
Содержание учебника соответствует уровню C1 общеевропейского стандарта, являясь логическим продолжением учебника базового английского языка для 2 курса, обеспечивающего общеевропейский уровень B2.
С учетом требований кредитной системы учебник предусматривает наряду с аудиторными практическими занятиями по английскому языку для специальных целей определенный объем самостоятельной работы студентов.
Content
|
Unit |
Theme/Subtheme |
Pages
|
|
Unit 1 |
Education and Science |
4 |
|
1.1 |
Science as the Main Prerequisite of the Civilization Development |
4 |
|
1.2 |
The System of Secondary and Higher Vocational Education in the Republic of Kazakhstan and Abroad. Types of Secondary Schools. Documents of Secondary Education. Admission to the University |
16 |
|
1.3 |
Modern Trends in the Development of the Educational System in the Target-Language Countries and the Republic of Kazakhstan |
22 |
|
1.4 |
Types of Educational Institutions. International Cooperation in Foreign Languages Education |
29 |
|
Unit 2 |
Prospective Foreign Language Teacher Professional Education in the Target-Language Countries and the Republic of Kazakhstan |
36 |
|
2.1 |
Content of the Foreign Language Teacher Professional Education |
36 |
|
2.2 |
Modern Technologies in Foreign Language Teacher Professional Education |
45 |
|
2.3 |
Teacher Trainees’ Internship. The Experience of the Target-Language Countries. |
52 |
|
Unit 3 |
Language Education & Intercultural Communication |
60 |
|
3.1 |
Linguistic Education in the Republic of Kazakhstan and in the Target-Language Countries |
60 |
|
3.2 |
The Role of the Foreign Languages in the Process of Upbringing and Development of the Multicultural Personality |
68 |
|
3.3 |
Foreign Language Teacher’s Meaningful Lingua-Cultural Competences |
71 |
|
3.4 |
Global World and Knowledge of the Foreign Languages |
74 |
|
3.5 |
The Trinity of Languages in Professional Training of the Foreign Language Teachers of the Next Generation |
76 |
|
Unit 4 |
The Interaction of Languages and Culture |
89 |
|
4.1 |
The Relationship between Language and Culture |
89 |
|
4.2 |
Intercultural Communication |
91 |
|
4.3 |
Intercultural Language Teaching and Learning |
96 |
|
4.4 |
Multiculturalism and Intercultural Understanding |
104 |
|
Unit 5 |
Politics and Policies of the Target Language Countries and the Republic of Kazakhstan |
108 |
|
5.1 |
Globalization: Benefits and Perils |
110 |
|
5.2 |
Aspects of Foreign Policy |
114 |
|
5.3 |
Integration of the Republic of Kazakhstan into the World Community |
119 |
|
Writing Bank |
131 |
|
|
References and Acknowledgements |
153-158 |
|
|
|
|
|
UNIT 1