Иностранный язык (английский язык). Учебно-методический комплекс по направлению подготовки 050400 «Психолого-педагогическое образование»

4.Alexander Fleming was a famous Englishman who discovered penicillin.

______________

5.Cardiff is the capital of Wales. ____________

6.The BBC (British Broadcasting Corporation) began its broadcasts in the 1940’s. ______________

7.Winston Churchill got a Nobel Prize. _________

8.St. Andrew is the patron saint of England. __________

9.In the UK there is more coal, oil and natural gas than in any other country in the European Union. ________

10.Gaelic is the Celtic language spoken in the north of England. ________

11.The Republic of Ireland is also known as Ulster. ________

12.Edward VIII was the only British king who abdicated in 1936. _________

13.The Beatles started their career in Liverpool. _________

14.Oscar Wilde was a famous English writer. __________

15.Cambridge is the oldest university in Great Britain. ___________

16.There are 3 airports in the London area. __________

17.The population of London is around 3 million people. _________

18.Northern Ireland is a part of the Republic of Ireland. __________

19.Sherlock Holmes lived at Baker Street in London. _________

20.The Channel Tunnel between Britain and France was opened in 1991.

_________

21.William Shakespeare lived in the Elizabethan times. _________

22.The Romans invaded Britain twice. ___________

23.King Henry VIII had 6 wives. __________

24.The Conservative and the Labour are two the most important parties in the UK. ______

25.Golf originated in Wales. ___________

26.The UK and the Republic of Ireland have the same currency.

____________

27.Britain has one of the oldest parliaments in the world. ___________

28.Most Irish names begin with Mac, Mc or O’. ________

29.The only state church in Britain is the Anglican Church. _________

30.The British Isles are the biggest isles in Europe. __________

31.All Acts of Parliament must be signed by the Queen. __________

32.Edinburgh is the biggest city in Scotland. ___________

33.The ‘Square Mile’ is a political centre of London. ___________

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34.The House of Commons has 646 members. ____________

35.Trooping the Colour is held to celebrate the Queen’s birthday. _________

36.The symbol of Ireland is a daffodil. ____________

37.On 30th January Scotsmen celebrate the birthday of Robert Burns.

__________

38.One of the most famous National Parks in Wales is Snowdonia.

________________

39.The Lords in the House of Lords are elected. ___________

40.Guy Fawkes’ Night is celebrated on 15th November each year. _________

ОБРАЗЕЦ ТЕКСТА И ЗАДАНИЙ К ПРОФЕССИОНАЛЬНО-ОРИЕНТИРОВАННОЙ ТЕМЕ

Text 1. Social pedagogy

The term social pedagogy has been used to describe a range of work straddling social work and education. Often more holistic and group-oriented than dominant forms of social work and schooling, social pedagogy (sozial pädagogik) has its roots in German progressive education – and is sometimes translated as 'community education' or 'education for sociality'. Here we explore its history and current status.

The term 'social pedagogy' has been used in countries such as Germany, Holland and Hungary to embrace the activities of youth workers, residential or day care workers (with children or adults), work with offenders, and play and occupational therapists. It has also been used to describe aspects of church work and some community development activity. In a few European countries the notion of animation is utilized to cover a similar arena of practice. With the growth of more integrated children's services in Britain, there has been an interest in social pedagogy as a means of making sense of the professional development of staff in these areas of state service. There also has been some usage of the term from those seeking to explore classroom group work.

As an idea «sozial pädagogik» first started being used around the middle of the nineteenth century in Germany as a way of describing alternatives to the dominant models of schooling. However, by the second half of the twentieth century social pedagogy became increasingly associated with social work and notions of social education in a number of European countries. Within

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the traditions that emerged there has been a concern with the well-being or happiness of the person, and with what might described as a holistic and educational approach. This has included an interest in social groups – and how they might be worked with.

Some of its practitioners translate it as ‘community education’ others in more social work terms – for example around care. It can be seen as having three key pillars or traditions. A concern with: the nature of man and, in particular the extent to which individuals can only develop fully as part of society. Within this tradition of social pedagogy there is an emphasis upon social integration and socialization. This tradition has been described as ‘The Continental tradition’ by Eriksson, and Markström.

Answer the following questions:

1.When is the term social pedagogy used?

2.Where and when was the term social pedagogy first started to be used?

3.Are there any differences between the social pedagogy and social

work?

4.What is the etymology of Pedagogy?

5.Why is the social pedagogy is written in German in the text?

6.Who developed the term Social Pedagogy?

7.What equivalent for social pedagogy is given in the text?

8.Which traditions were concerned as three key pillars?

СОДЕРЖАНИЕ ИТОГОВОГО КОНТРОЛЯ И ЭКЗАМЕНОВ

Итоговый контроль знаний студентов по дисциплине «Иностранный язык» (английский) осуществляется в форме текущего контроля, контрольного тестирования (I, III семестр) и экзаменов (II, IV семестры) на очной форме обучения. Текущий контроль осуществляется в течение семестра в устной и письменной форме в виде тестов, устных опросов и индивидуальных заданий. Промежуточный контроль проводится в конце каждого раздела курса в устной и письменной форме в виде тестов, устных опросов и индивидуальных заданий. Объектом контроля являются коммуникативные умения во всех видах речевой деятельности (аудирование, говорение, чтение, письмо), ограниченные тематикой и проблематикой изучаемых разделов курса. Итоговый контроль проводится в виде экзамена в конце II (основной уровень), IV (повышенный уровень) семестров. Объек-

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том контроля является достижение заданных результатов обучения и формируемых компетенций, предусмотренных в программе курса.

Структура и содержание экзамена по дисциплине «Иностранный язык» (английский) по направлению 050400 «Психолого-педагогическое образование»

1.Чтение и перевод профессионально-ориентированного адаптированного текста (для II семестра) и аутентичного текста (для IV семестра) объемом 1000–1500 печатных знаков. Беседа по тексту.

2.Пересказ текста.

3.Устное изложение одной из изученных тем. Беседа по теме.

Пример типового экзаменационного билета

1. Read and translate the text. (It is possible to use the dictionary).

Text 1. Social pedagogy and social education

Many of the ideas that informed debates around social pedagogy in the late nineteenth century began to influence developments in American educational thought. From the late nineteenth century on there was a US journal and community of practice centred around social education (see, for example, Scott 1908). Dewey, through the work of Hebart – and his knowledge of Rousseau, Froebel and Pestalozzi – sought to develop what could be described as child-centred theory. But he added to this a powerful dimension (and one that connects with the concerns of many early champions of social pedagogy) – that the experience required for learning was participation in community life (community was defined by Dewey in terms of sharing in a common life). Thus, his classroom was to be a community in itself – a place where there are group activities – where people cooperate. Teachers were to join in with the activities – to take part in a common endeavor. A critical point here is that Dewey saw the environment as social. People learn through interacting with a social environment.

This then links across to his – and other contemporary American writers – concern for democracy. People like Mary Parker Follett and Eduard Lindeman studied German developments. We can see a number of similarities with the concerns identified in Follett's notion of training 'for the new democracy' (see la vie associative).

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These ideas also aroused considerable interest amongst UK educators – especially those operating within what might be called the informal education tradition. They were reflected in some of the key post-war developments around community centres and associations, community work, community education and youth work. Perhaps the most significant shift in terms of practice was the reconceptualization of youth work as social education during the second half of the 1960s (see, in particular, the work of Davies and Gibson 1967). For a significant period 'social education' became the dominant way of describing both the content and the process of youth work. However, it was subject to some critique and gradually became less prominent – especially as 'informal education' came back into use and gained a stronger theoretical base (see Smith 1988).

The notion of social education (as being concerned with the relationship we have with ourselves, others and the world) also became an aspect of debates around schooling. Social and personal education, then social, personal and health education were part of the curriculum of many schools. Significantly, in terms of social work and care work, there was a trend in the 1970s of re-labelling centres for adults with special education needs as social education centres. Subsequently, other labels and concerns came to predominate – especially as schooling became more centralized and focused on achieving national curriculum and other state objectives. More recently in the UK with a growing interest in happiness and well-being, and appreciation of the problems of the individualistic and outcome turn that both schooling and social welfare have taken, there appears to be some movement towards the 'social' (see, for example, Layard and Dunn 2009).

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

3.Speak on the topic. Известные люди профессионального сообщест-

ва (история и современность). (Famous people of professional society).

СПИСОК ЛИТЕРАТУРЫ

Основная литература

1. Войсковская, А. С. Английский язык для вузов [Текст]: учеб. пособие / А. С. Войсковская, Т. А. Карпова. – 4-е изд., доп. перераб. – Ростов на/Д.: Феникс, 2010. – 349 с.

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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.

3.Clandfield L., Jeffries A. Global. L. Clandfield, A. Jeffries [Text] /

Pre-Intermediate/Intermediate. Student’s book. Macmillan Education, 2010 – 162 p.

4. Clandfield L., Jeffries A. Global. L. Clandfield, A. Jeffries [Text] / Pre-Intermediate/Intermediate. Workbook. Macmillan Education, 2010 – 124 p.

Дополнительная литература

5. Longman dictionary of contemporary English [Text] / ed. by

A.Gadsby. – 3rd ed. – London: Longman Group Ltd, 1995. – 1668, 27 p.

6.Simon Greenall, People Like Us. Simon Greenall [Text] / PreIntermediate/Intermediate. Macmillan Education, 2010 – 75 p.

7.Presentations in English [Text] /Pre-Intermediate/Intermediate. Macmillan Education, 2010 – 80 p.

8.Vince, Michael. – Macmillan English Grammar In Context. Intermediate with key [Теxt] / Michael Vince. – Macmillan ELT, 2008. – 232 с.: илл. ; +1CD

9.Vince, Michael. – Macmillan English Grammar In Context. Advanced with key [Теxt] / Michael Vince . – Macmillan ELT, 2008. – 240 с.; +1CD.

10.Williams, Erica J. – Presentations in English. Find your voice as a presenter [Теxt] / Erica J. Williams. – Macmillan ELT, 2008. – 128 с.; +1CD. –

Березина, О. А. – Английский язык для студентов университетов.

11.Межова М. В. Учебный англо-английский терминологический словарь психолого-педагогических терминов=English-english dictionary of psychological and pedagogical terms [Текст]: для студентов 1, 2 курсов по направлению подготовки 050400 «Психолого-педагогическое образование» / сост. М. В. Межова. – Кемерово: Кемеров. гос. ун-т культуры и ис-

кусств, 2012. – 96 с.

Электронные ресурсы

1. Богатырева, М. А. Учебник английского языка для неязыковых гуманитарных вузов. Начальный этап обучения [Электронный ресурс] / М. А. Богатырева. – 2-е изд., стер. – М.: Флинта, 2011. – 637 с. – URL: http://www.biblioclub.ru/93367_Uchebnik_angliiskogo_yazyka_dlya_ neyazykovykh_gumanitarnykh_vuzov_Nachalnyi_etap_obucheniya.html

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

ва: Айрис-пресс, 2011. – 576 с. – URL: http://www.biblioclub.ru/79002_ Uchebnik_angliiskogo_yazyka_dlya_gumanitarnykh_spetsialnostei_VUZov.html

3.Вельчинская, В. А. Грамматика английского языка [Электронный ресурс]: учебно-методическое пособие / В. А. Вельчинская. – М.: Флинта:

Наука, 2009. – 232 с. – URL: http://www. biblioclub.ru/79509_Grammatika_ angliiskogo_yazyka_uchebno_metodicheskoe_posobie. html

ПЕРЕЧЕНЬ КЛЮЧЕВЫХ СЛОВ

37

СОДЕРЖАНИЕ

ВВЕДЕНИЕ………………………………………………………………… 3

Требования к уровню освоения дисциплины иностранный язык (английский) по направлению подготовки 050400 «психологопедагогическое образование»……………………………………………… 4

ТЕМАТИЧЕСКИЙ ПЛАН…………………………………………………. 6

СОДЕРЖАНИЕ ДИСЦИПЛИНЫ…………………………………………. 8 ПРИМЕРНЫЙ ПЕРЕЧЕНЬ ПРОФЕССИОНАЛЬНО ОРИЕНТИРО-

ВАННЫХ ТЕМ…………………………………………………………….. 13

ОПИСАНИЕ ПРАКТИЧЕСКИХ ЗАНЯТИЙ…………………………….. 14 МЕТОДИЧЕСКИЕ УКАЗАНИЯ ПО ВЫПОЛНЕНИЮ САМОСТОЯТЕЛЬНОЙ РАБОТЫ СТУДЕНТОВ………………………………………. 24 ПРИМЕРНЫЙ ПЕРЕЧЕНЬ ТЕМ ЭССЕ/УСТНОГО СООБЩЕНИЯ…… 25 ПРИМЕРНЫЙ ПЕРЕЧЕНЬ ВОПРОСОВ ДЛЯ ВЫПОЛНЕНИЯ ИНДИВИДУАЛЬНОГО СИТУАТИВНОГО ЗАДАНИЯ………………… 26 УЧЕБНО-МЕТОДИЧЕСКОЕ ОБЕСПЕЧЕНИЕ ДИСЦИПЛИНЫ……… 27 Оценочные средства для текущего контроля успеваемости, промежуточной аттестации по итогам освоения дисциплины……………………. 27 Образцы тестовых заданий для текущего, промежуточного, итогового контроля знаний студентов………………………………………………... 27 Образец текста и заданий к профессионально-ориентированной теме… 32 Содержание итогового контроля и экзаменов…………………………… 33 Структура и содержание экзамена………………………………………... 34 Пример типового экзаменационного билета……………………………... 34

СПИСОК ЛИТЕРАТУРЫ………………………………………………… 35

ПЕРЕЧЕНЬ КЛЮЧЕВЫХ СЛОВ………………………………………… 37

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