Английский язык. Учебно-методический комплекс по направлению подготовки 230700 «Прикладная информатика»; профилям подготовки «Информационно-аналитичес

2.There are several hundred universities in Great Britain, Oxford and Cambridge being the oldest and the most famous.

3.His having taken part in the discussion surprised us greatly.

4.He mentioned his having shown these slides at the conference.

5.She noticed somebody following her.

6.I dislike my relatives' interfering in my affairs.

7.They were heard discussing a new plan of reconstructing the museum.

5.Перепишите и переведите предложения, обращая внимание на инфинитив и инфинитивные обороты:

1.We didn’t expect him to come so early.

2.You are not allowed to wear overcoats, smoke, drink alcohol inside the cinema house.

3.The sad ending of this film made half the audience weep.

4.The programme seems to have forgotten one of the computer languages.

5.The lecturer pretended to be listening attentively to the students.

6.Перефразируйте предложения, используя инфинитив цели, как в приведенном примере:

Model: We entered the University because we want to study. – We entered the University to study.

1.They moved quietly because they did not want to wake up their parents.

2.If you need to understand the meaning of an unknown word, use the dictionary.

3.He worked hard because he thought he could get a promotion.

4.She bought a new dress in order to impress him.

5.They left home for the airport three hours before the flight, as they did not want to be late.

7.Поставьте глаголы в скобках в форму либо инфинитива, либо герундия:

1.He’ll never forget (meet) Mel Gibson.

2.Do you fancy (go) to the theatre.

3.He is so shy, he prefers (be) alone rather than in a company.

4.I can’t help (be) nervous before the exams.

5.The students can’t wait to go on holiday.

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8. Переведите текст письменно: Information society

The information society is a society where the creation, distribution, diffusion, use, integration and manipulation of information is a significant economic, political, and cultural activity. The aim of the information society is to gain competitive advantage internationally, through using information technology (IT) in a creative and productive way. The knowledge economy is its economic counterpart, whereby wealth is created through the economic exploitation of understanding. People who have the means to partake in this form of society are sometimes called digital citizens. This is one of many dozen labels that have been identified to suggest that we are entering a new phase of society.

The markers of this rapid change may be technological, economic, occupational, spatial, cultural, or some combination of all of these. Information society is seen as the successor to industrial society. Closely related concepts are the post-industrial society (Daniel Bell), post-fordism, post-modern society, knowledge society, Telematic Society, Information Revolution, Liquid modernity, and network society (Manuel Castells).

There is currently no universally accepted concept of what exactly can be termed information society and what shall rather not so be termed. Most theoreticians agree that a transformation can be seen that started somewhere between the 1970s and today and is changing the way societies work fundamentally. Information technology is not only internet, and there are discussions about how big the influence of specific media or specific modes of production really is.

Some people, such as Antonio Negri, characterize the information society as one in which people do immaterial labour. By this, they appear to refer to the production of knowledge or cultural artifacts. One problem with this model is that it ignores the material and essentially industrial basis of the society. However it does point to a problem for workers, namely how many creative people does this society need to function? For example, it may be that you only need a few star performers, rather than a plethora of non-celebrities, as the work of those performers can be easily distributed, forcing all secondary players to the bottom of the market. It is now common for publishers to promote only

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their best selling authors and to try to avoid the rest-even if they still sell steadily. Films are becoming more and more judged, in terms of distribution, by their first weekend's performance, in many cases cutting out opportunity for word-of-mouth development.

Considering that metaphors and technologies of information move forward in a reciprocal relationship, we can describe some societies (especially the Japanese society) as an information society because we think of it as such as letters.

СОДЕРЖАНИЕ ЗАЧЕТОВ И ЭКЗАМЕНОВ

Итоговый контроль знаний студентов осуществляется в форме зачета (II, III семестры) и экзамена (I, IV семестры) на очной форме обучения. На заочной форме обучения студенты сдают зачет во II семестре и экзамены в I, III семестрах. Успешное выполнение письменных контрольных работ по лексико-грамматическому материалу обеспечивает студенту допуск к зачету, который включает следующие вопросы:

1.Чтение фрагмента профессионально-ориентированного текста объемом 800 печатных знаков и его пересказ (или ответы на вопросы преподавателя по тексту).

2.Устное изложение одной из изученных тем (или ответы на вопросы).

Содержание устного экзамена по курсу «Английский язык»

1.Чтение, письменный перевод со словарем профессионально ориентированного текста объемом 1500–2000 печатных знаков, обсуждение его содержания на английском языке.

2.Ознакомительное чтение и пересказ текста на английском языке.

3.Устное изложение одной из изученных в течение курса тем по общеэкономической специальности.

Пример типового задания для зачета

(очная/заочная форма обучения)

1. Read and translate the text using the dictionary:

Education for librarianship in the USA and Canada

In the United States and Canada, a librarian normally has a one or twoyear master's degree in library and information science, library science or infor-

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mation science (called an MLS, MSLS, MIS, MS-LIS, MISt, MI, MLIS, or MILS) from an accredited university. These degrees are accredited by the American Library Association (ALA) and can have specializations within fields such as archives, records management, information architecture, information policy, knowledge management, public librarianship, medical librarianship, law librarianship, special librarianship, academic librarianship, or school (K-12) librarianship. School librarians often are required to have a teaching credential, as well as a library science degree. Master's degree programs for school library media specialist initial preparation are also accredited by the National Council for Accreditation of Teacher Education (NCATE), which ALA recognizes. Many, if not most, academic librarians also have a second, subject-based master's degree.

The early history of education for librarians in the U.S. has been explored by Churchwell. The University of Chicago studies in library science assessed the state of education for librarians in 1948. The pivotal role of the first doctoral degree at the University of Chicago, Graduate Library School from 1921–1951 has been analyzed by John Richardson in his study «The Spirit of Inquiry».

At the turn of the millennium (1999–2000) problems related to the graduate education of professional librarians pervaded professional and academic discourse. These were initially identified by the Council of the American Library Association as the growing elimination of the word «library» from the names of schools, the seeming lack of attention to core competencies (cataloguing was often mentioned), and the national shortage of professionals to work with particular groups (specifically young people in public libraries and disadvantaged populations), and in particular environments (such as schools). The Final Report of the Steering Committee on the Congress for Professional Education provides an analysis of these issues. The Coalition on Reinventing Information Science, Technology, and Literary Education supported by the Kellogg Foundation provided additional analysis of future educational needs and direction. Bernie Sloan compiled an extensive 2004 bibliography on changes in LIS education.

2.Answer the questions on the text:

1.What are the degrees for librarians in the USA and Canada?

2.What is the role of John Richardson in education for librarians?

3.What are the problems related to the graduate education of professional librarians?

3.Speak on the topiс:

Do you know good food tips? What are they?

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Пример типового экзаменационного билета (очная/заочная форма обучения)

1. Read and translate the text using the dictionary:

Library school

A library school is an institution of higher learning specializing in the professional training of librarians. The first library school was established by Melvil Dewey (the originator of the Dewey decimal system) in 1887 at Columbia University. Since then many library schools have been founded in the United States and Canada. The development of library schools in other countries began in 1915, when librarians' schools were founded at Leipzig and Barcelona (currently, as a faculty of the Universitat de Barcelona, the latter is the oldest library school in Europe). Many others were founded during World War II. The University of Chicago became the first library school to confer a master's degree in library science, which is now the standard professional degree, and later became the first to give a doctoral degree in the field. Three other prominent American library schools are located at the University of Illinois at Urbana-Champaign and at the University of North Carolina at Chapel Hill.

Most library schools in North America offer graduate programs only. Accreditation of these programs is granted by the American Library Association. The bachelor's degree in Library Science (or Library Economics as it was called in early days) was, for the most part, phased out several decades ago. Librarians in North America typically earn a master's degree, typically the Master of Library Science (MLS) or the Master of Library and Information Science (MLIS). This degree allows one to work as a practicing librarian in public libraries, academic libraries, school library media centers, and special libraries, while many individuals with the MLS credential work with major library vendors. The degree is also applicable to related sectors such as publishing.

Master of Library Science programs are typically structured to offer a mixture of required and elective courses in library science and information science. The required courses focus on core library skills such as cataloging, reference, collection development as well as related areas such as the philosophy underlying the profession, information technology and management. Elective

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courses may include information management, children's literature, genealogy and archives as well as specialized courses related to different types of libraries.

In recent decades, many library schools have changed their names to reflect the shift from print media to electronic media, and to information contained outside of traditional libraries. Some call themselves schools of library and information science (abbreviated to «SLIS», hence the term «SLISters» for their students), while others may have dropped the word «library» altogether.

2. Read the text. Define the main idea of the text and give its summary:

Network society

The term Network Society describes several different phenomena related to the social, political, economic and cultural changes caused by the spread of networked, digital information and communications technologies. A number of academics (see below) are credited with coining the term since the 1990s and several competing definitions exist. The intellectual origins of the idea can be traced back to the work of early social theorists such as Georg Simmel who analyzed the effect of modernization and industrial capitalism on complex patterns of affiliation, organization, production and experience.

The term network society was coined in Dutch by Jan van Dijk in his book De Netwerkmaatschappij (1991) (The Network Society), and used by Manuel Castells in The Rise of the Network Society(1996), the first part of his trilogy The Information Age. In 1978 James Martin used the related term «The Wired Society» indicating a society that is connected by massand telecommunication networks. Barry Wellman and the team of Roxanne Hiltz and Murray Turoff also have done work on the concept of network society.

Van Dijk defines the network society as a society in which a combination of social and media networks shapes its prime mode of organization and most important structures at all levels (individual, organizational and societal). He compares this type of society to a mass society that is shaped by groups, organizations and communities («masses») organized in physical co-presence.

Wellman studied the network society as a sociologist at the University of Toronto. His first formal work was in 1973, «The Network City» with a more comprehensive theoretical statement in 1988. Since his 1979 «The Community Question», Wellman has argued that societies at any scale are best seen as

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networks (and «networks of networks») rather than as bounded groups in hierarchical structures. More recently, Wellman has contributed to the theory of social network analysis with an emphasis on individualized networks, also known as «networked individualism». In his studies, Wellman focuses on three main points of the network society: community, work and organizations. He states that with recent technological advances an individual's community can be socially and spatially diversified. Organizations can also benefit from the expansion of networks in that having ties with members of different organizations can help with specific issues.

In 1978, Roxanne Hiltz and Murray Turoff's. The Network Nation explicitly built on Wellman's community analysis, taking the book's title from Craven and Wellman's «The Network City». The book argued that computer supported communication could transform society. It was remarkably prescient, as it was written well before the advent of the Internet. Turoff and Hiltz were the progenitors of an early computer supported communication system, called EIES.

3. Speak on the topic:

Modern information technologies.

СПИСОК ЛИТЕРАТУРЫ

Основнаялитература

1.Войсковская, А. С. Английский язык для вузов [Текст]: учеб. пособие / А. С. Войсковская, Т. А. Карпова. – 4-е. доп. перераб. – Ростов н/Д: Фе-

никс, 2010. – 349 с.

2.Гуревич, В. В. Практическая грамматика английского языка. Упражнения и комментарии [Текст]: учеб. пособие / В. В. Гуревич. – 7-е изд. –

М.: Наука (м); Флинта, 2010. – 296 с.

Дополнительнаялитература

3.Clandfield, L., Jeffries, A. Global [Text]: Student’s book / L. Clandfield, A. Jeffries / Pre-Intermediate/Intermediate: Macmillan Education, 2007. – 162 p.

4.Greenall, Simon. People Like Us [Text] / Simon Greenall; Pre-Intermediate/

Intermediate. Macmillan Education, 2003. – 75 p.

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5.Vince, Michael. Macmillan English Grammar In Context. Intermediate with key [Text] / Michael Vince. – [S.L.]: Macmillan ELT, 2008. – 232 p.: ill.; +1CD.

6.Williams, Erica J. Presentations in English. Find your voice as a presenter [Text] / Erica J. Williams. – [S.L.]: Macmillan ELT, 2008. – 128 p.; +1CD.

7.Бжиская, Ю. В. Английский язык: информационные системы и технологии [Текст]: учеб. пособие / Ю. В. Бжиская. – Ростов н/Д: Феникс, 2008. – 249 с.

8.Коваленко, Е. А. Business communication [Текст]: учеб. пособие для студентов 2-го курса / Е. А. Коваленко; КемГУКИ. – Кемерово: КемГУКИ, 2008. – 28 с.

9.Ртищева, О. В. Английский язык [Текст]: сборник профессионально

ориентированных текстов для ознакомительного чтения студентов 1, 2-го курсов по направлению подготовки 230700 «Прикладная информатика» / сост. О. В. Ртищева. – Кемерово: Кемеров. гос. ун-т культуры и искусств, 2012. – 35 с.

Электронныересурсы

10. Богатырева, М. А. Учебник английского языка для неязыковых гуманитарных вузов. Начальный этап обучения [Электронный ресурс] / М. А. Богатырева. – 2-е изд., стереотип. – М.: Флинта, 2011. – 637 с. –

Режим доступа: http://www.biblioclub.ru/93367_Uchebnik_angliiskogo_ yazyka_dlya_neyazykovykh_gumanitarnykh_vuzov_Nachalnyi_etap_obuch eniya.html.

11.Бурова, З. И. Учебник английского языка для гуманитарных специальностей вузов [Электронный ресурс] / З. И. Бурова. – 8-е изд. – М.:

Айрис-пресс, 2011. – 576 с. – Режим доступа: http://www.biblioclub.ru /79002_Uchebnik_angliiskogo_yazyka_dlya_gumanitarnykh_spetsialnostei_ VUZov.html

12.Вельчинская, В. А. Грамматика английского языка [Электронный ресурс]: учеб.-метод. пособие / В. А. Вельчинская. – М.: Флинта: Наука, 2009. – 232 с. – Режим доступа: – http://www.biblioclub.ru/79509_ Grammatika_angliiskogo_yazyka_uchebno_metodicheskoe_posobie.html

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ПЕРЕЧЕНЬ КЛЮЧЕВЫХСЛОВ

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