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on the first bench, imagined his father to be God, looking at him from above. The font, in which the German philosopher had been baptized, was preserved.

Charles Nietzsche`s family had a very large library, which was always used by young Friedrich Nietzsche. From his childhood, Nietzsche surprised everyone by his profound knowledge and philosophical arguments., A major role was played by Nietzsche's sister (Teresa Nietzsche) in the preservation of Nietzsche's legacy. She having felt his unusual, very precocious talent of the philosopher, poet, writer, musician, collected everything that had been written by him. Owing to this fact, today the world has priceless materials (See: Nietzsche`s Archives).

Nietzsche`s museum presented the exhibition, where one can see his numerous manuscripts, first writings, first editions of books, as well as illustrations for his books, including posters, photographs, portraits of Nietzsche's relatives and many others. Visitors` attention was attracted by a small shoe which, as expected, belonged to little Nietzsche or to his sister.

Nietzsche liked his small home (Rёken) very much, which was sung by him not only in his poems, but also mentioned in his philosophical works. Having moved to Naumburg, Nietzsche's family, as well as Nietzsche himself, remained in their soul in Rёkene, dear to their heart. There is the burial of Nietzsche`s close relatives on the territory of the estate.

The tour to Reken was organized and well conducted by Dr. Ralph Ayhberg, director of the Documentation Center named after Friedrich Nietzsche. Thanks to very interesting and cognitive information, comments, Dr. Ralph Ayhberg`s additions, the participants of the Congress had an opportunity to become more deeply acquainted with the relevant facts from the life of Friedrich Nietzsche.

In conclusion, I express my deep gratitude to the organizers of the Congress for warm welcome, friendly atmosphere, for carrying out interesting, lively discussions on topical issues of the modern world in their connection with Nietzsche`s prognosis for Europe and for the world as a whole, as well as for the opportunity to learn more about the philosophical Nietzsche`s legacy and to significantly expand the understanding of Nietzsche as the man who once lived in the beautiful city of Naumburg, glorified it, in the city - Cathedral, the city of mysterious beauty Uta reigning in the Naumburg Cathedral which is famous all over the world.

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Erofeeva L.A., Chechetka V.I.

The Information on Participation in Advanced Training for Russian Highschool Teachers of the German Language at the University of Potsdam (Federal State of Brandenburg, Germany, Potsdam), 8-26 August 2016

The University of Potsdam founded in 1991 is one of the most beautiful educational institutions in Germany. The place has a remarkable atmosphere: the main campus of the University is situated in the large park of the Palace Sanssouci, the university buildings are in the historical campus At The New Palace (Am Neuen Palais). Young, modern and future-oriented: this year the University is celebrating the 25-th anniversary of its founding. The University of Potsdam takes a prominence place in the academic and educational space; it offers various study opportunities for students and teachers. Specific concepts of courses are developed, organized and realized apart from continual educational programmes for international students and teachers as well as partner institutions.

Since 2010, the University of Potsdam offers special advanced training courses for German language teachers at Russian institutions for higher education with a focus on technical German. The advanced training course took place from 8 to 26 August 2016. Besides individual professional development in the scientific-and-theoretical and scientific-and-methodical spheres the program is aimed at opening new prospects by cooperation with other teachers, at taking part in development of new study forms and techniques as well as at discussing possibilities of their adoption into educational process.

The course was designed in different modules and included the following, carefully chosen topics:

Module German as a Foreign Language,

Module Technical German in the fields of: Urban Development & Architecture, Economics, and Politics and Management,

Module Media Competence for an effective use of the internet in class.

The total number of academic hours was 160. The course included seminars, lectures, workshops, excursions and self-studying. The participants of the course were given the certificates.

The relevant level of teaching quality was guaranteed by skilled teachers who used innovative and effective methodic-and-didactic techniques. For further improvement and optimization of the course the participants were asked to answer an anonymous questionnaire which showed their impressions and personal opinions about organization and realization of the programme.

Module G e r m a n a s a F o r e i g n L a n g u a g e ( D e u t s c h a l s F r e m d s p r a - c h e ) was formed as in-class learning devoted to analysis of the modern German language. Astrid Scharipowa, Associated Professor of the University of Leipzig and of the Kazan Federal University, Lecturer of the DAAD (the German Academic Exchange Service), gave practiceoriented classes in Lexicology and Phraseology. Astrid Scharipowa has been a member of the

International Society of Phraseology “Europhras” for many years and she has a great experience in teaching German as a foreign language.

The course participants were improving their language competence extending and intensifying their knowledge of German Grammar and Vocabulary. The method of learning lexical units by their structure was used in the classes. It means not to learn one word but to learn its synonyms, antonyms, cognate words, compounds with this component, collocations, and idiomatic expressions including the word etymology, its definitions and stylistic peculiarities of its usage. Different exercises were done, e.g. finding a synonym to a neutral word from conversational style or lofty level of the language; finding a dialect word or an archaism as a synonym;

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choosing a correct meaning/definition to the word; ordering cards with word antonyms; explaining meanings of different prefixes of one and the same word and some more exercises.

The language lotto was practiced in class to develop extralinguistic and linguistic knowledge of the learners in different topics: “History of Germany”, “Famous German People”, “Etymology of Idiomatic Expressions” and others.

A. Scharipowa also showed to the participants short learning films considering lifestyle of German young people, the problems of society that were analyzed and discussed after watching. Some films were advised to be used for lessons. You can find them on the website of the Goethe-Institute under “Film ab” (http://www.goethe.de/lhr/prj/fab/krz/deindex.htm). No matter if you teach German beginners or elementary level students (level A1-A2) or you work with lower intermediate or upper intermediate level students (level B1-B2), short films as well as advertising clips will work fine in class. They reflect fragments of German reality and that is why they offer totally different topics for discussion in the group.

The M o d u l e T e c h n i c a l G e r m a n aroused a particular interest of the participants of the course. Seminars and workshops in the field of Urban Development & Architecture were held by Adrian Stiglbauer, Associated Professor of the TU Berlin, a professional in teaching German as a foreign language, Roman languages, Literature and Art. Mr. Stiglbauer has been cooperating with Russian universities in the field of intercultural communication for more than 15 years. He is also a DAAD-lecturer.

In class the course participants worked with texts about the history of Berlin, its development as a capital of Germany, its urban environment. In addition to the texts some poems devoted to Berlin were considered. The learners worked with maps of Berlin in different periods of its development. There was an opportunity to watch some films about Berlin in the classes: “Berlín. Die Sinfonie der Großstadt“, „Berlin 1900“, „Walter Gropius - Bauhaus in Dessau“ and others. Such methods promote not only gaining objective and subjective information about Berlin but also learning aesthetic information that is very important and relevant for the foreign language lessons.

For German teachers in such fields as “Civil Engineering” and “Architecture” the classes were often given in the relevant environment. For example, urban development and architecture were learned in Potsdam and Berlin: the participants had a possibility not only to see famous places of interest in the city centres but also to visit their suburbs and industrial areas. They managed not only to hear or to read about well-known buildings and monuments but to see them in reality. It was remarkable to have classes walking about the old Berlin that was divided into parts after the Second World War. It was also interesting to know the difference between terrible commercial apartment buildings from the German Empire and new quarters from 1913-1934 which are full of light, air and sunshine. Line clearness and simple architectural forms created in these areas defined the direction of architectural and urban development of the 20th century. Visiting museums of some quarters and thanks to walking tours we could get the overview of new architectural concepts of the 1920-1930th. Spandau is situated in the centre of the city; it is a quarter of Berlin being held after bomb exploding during World War II. Hackische yards with their architecture, restaurants and souvenir shops for tourists are very remarkable here: they are home for designers and other creative people.

It was also interesting to visit farther suburbs in the west of Berlin, e.g. Olympia Park with its stadium and the ancient Spandau Citadel. The Slavic groups (gavelyane) used to live in Spandau in the seventh century. In 1197 the fortress Spandau was mentioned in the papers of the margrave Otto II; a new colony appeared near there and got rights as a town not later than in 1232. Spandau is famous for its typical old part with a market place and a church. But its main place of interest is the ancient Spandau Citadel which is a model of fortification architecture of Late Renaissance.

Nowadays Berlin is compared to a big building ground because of constant reconstruction of its old buildings and construction of new ones even in the historical centre. For example,

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a new construction of the Berlin City Palace (Berliner Stadtschloß) which used to be the main winter residence of Brandenburg margraves and princes and then of Prussian kings and German imperators on the Spreeinsel island on the river Spree. The Palace was destroyed very much during World War II. But it was taken a decision not to reconstruct it and the rests of the palace were pulled down in 1950. The construction began in 2013. That was a coordinated decision of federal and state authorities, who had taken the plan “Humboldtforum” on construction of a new building in proportions of the old palace reconstructing its three historical front buildings.

It would be useful for the students of our university to see the reconstruction of Potsdamer Platz, the building of Berlin Central Railway Station in 2006 (there had not been the main railway station in the city yet and this construction may be connected with the World Football Championship in Germany in 2006) and some other buildings.

Module 3 of the course dealt with gaining competence in the media sphere, especially with modern e-learning platforms. Media competence means knowledge of effective and skillful use of communication media (internet, radio, television) for objectives to be achieved. The advantage of modern multimedia is that they can make teacher’s work more easy and classes more attractive for the students. It is necessary to teach the students to use the offered information during the whole period of educational process, to work with it carefully and to communicate it correctly. It is also essential to form a cultural point for using informational support as a component of general culture and to help learners with understanding how to use the information for answering questions and solving difficult problems. It is impossible without modern informative and communicative techniques in the educational field.

Sascha Dinse, Associated Professor, held very interesting and informative classes devoted to such aspects as:

data saving with different websites (https://www.dropbox.com, https://spideroak.com/, https://www.google.com/intl/ru/drive/ and others);

creating and preparation of presentations in the internet (https://prezi.com/, http://etherpad.org/, https://docs.google.com);

working with documents and planning (https://evernote.com/intl/ru/, https://googlekeep.com, http://doodle.com/ru/);

developing of an own website or a website with tasks for students (https://ru.wordpress.com/);

creating of an own online-newspaper (https://paper.li/), pictures with text in (for example, quotations, tasks) (https://pablo.buffer.com/);

working with diagrams (http://www.easel.ly/).

A special attention was paid to the e-learning platform – moodle

(https://moodle.org/?lang=en). This software makes online-learning and online-teaching in collaboration possible. The course participants created experimental tests for students by themselves, gave home tasks or tasks for self study, set supervisions, chatted on the platform discussing some exercises in teams, etc.

Sasha Dinse is a most interesting person: besides teaching he is a writer, a musician, and a sociologist. Mr. Dinse has been keen on distance teaching more over 20 years and he delivered some lectures on such relevant topic as cyber bullying (when electronic communication media are used for bullying and humiliation), right extremism and the Internet dependence of children.

Matthias Ristow, Associated Professor, conducted important seminars and practice classes devoted to data protection on private and work computers, e-mail boxes; the modern society has a problem connected with protection of personal data and law regulation of the Internet space because of fast development of information technologies, broadcasting of online-services in the Internet, developing of international business practices and growing popularity of social networks.

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Mr. Ristow told about advantages and disadvantages of different computer programmes (Windows, UBUNTU/LINUX, LibreOffice), Internet providers (Google, Mozilla Firefox, Opera, Internet Explorer) that are the most popular nowadays. The following characteristics were taken into account: payment for installation of the software, availability for users, experience, protection from scum ware, consistency, quantity of Apps, license, economy and ecological compatibility by using, and certainly careful information storage and processing.

The main idea of the classes in the media module was that “We should protect our private sphere otherwise it will be lost” (M. Ristow).

In conclusion we would like to write about our cultural events after classes. The cultural landscape of Berlin and Potsdam is the largest object of the World heritage in Germany. Besides tours organized during our classes we had excursions to famous castles and gardens of Sanssouci, in the historical centre of Potsdam and Berlin, a ship trip on the Havelland, we also visited the Reichstag building.

Advanced training courses organized by the University of Potsdam encourage the development of professional competences, improvement linguistic and communicative skills, increasing linguistic and cultural knowledge, effective use of new learning media in further practice.

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INFORMATION ABOUT AUTHORS

1. Kostrzewa Frank – Professor of Karlsruhe Pedagogical Institute (Karlsruhe, Germa-

ny).

2.Borodkina G.S. -- PhD of Philology, Associate Professor of the German Philology Department, Voronezh State University (Voronezh).

3.Guyduk I.V. - Ph.D. in Philology, Associate Professor of Foreign Languages Department, Voronezh State Technical University

4.Erofeeva L.A. - PhD of Philology, Associate Professor, Associate Professor of the Department of Foreign Languages of Voronezh State Technical University (Voronezh).

5.Zhujkowa O.V. - Postgraduate Student of Voronezh State Technical University (Voro-

nezh).

6.Karell Fure B.K. - Doctor of Philology, Professor, Faculty of Foreign Languages,

University of Havana (Cuba).

7.Korobko L.V. - Post-graduate of the Department of Foreign Languages of Voronezh State Technical University, teacher of the Department of Foreign Languages of Russian Air Force Military Educational and Scientific Center “Air Force Academy named after Professor N.E. Zhukovsky and Y.A. Gagarin” (Voronezh).

8.Kriatchko L.N. – Senior lecturer of the Department of Foreign Languages of Voronezh State Technical University (Voronezh).

9.Lavrinenko I.Yu. – Ph.D. of Philology, Associate Professor of Voronezh State Technical University (Voronezh).

10.Miloud Mohamed Rachid - Teacher of Turkish and Russian languages Department of

Algiers University 2 named after Abu Elkassem Saad Allah (Algiers).

11.Nazarchuk U.I. - PhD of Philology, Associate professor, the head of the Chair of foreign Languages of Philological faculty of State University of Pridnestrovie (Pridnestrovie).

12.Sushkova I.M. - Ph.D. in Philology, Associate professor of the Department of Russian language for foreign students of the basic faculties of the Institute of International Education, Voronezh State University (Voronezh).

13.Chechetka V.I. - PhD of Philology, Associate Professor, Associate Professor of the Department of Foreign Languages of Voronezh State Technical University (Voronezh).

14.Farha E.N. - Ph.D. of Philology, Senior Lecturer of the Department of Russian language for foreign students of the basic faculties of the Institute Of International Education, Voronezh State University (Voronezh).

15.Fomina Z.Ye. – Doctor of Philology, Professor, Head of the Foreign Languages Department of Voronezh State Technical University, Honorable Person of the Higher Professional

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Education of the RF, Corresponding member of Russian Academy of Natural Sciences (Voronezh).

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