Communication. Science. Учебно-методическое пособие
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Министерство образования и науки Российской Федерации Федеральное государственное бюджетное образовательное учреждение высшего образования
«Московский педагогический государственный университет»
И. И. Лушникова
COMMUNICATION: SCIENCE
Учебно-методическое пособие
2-е издание, стереотипное электронное
МПГУ Москва • 2024
УДК 378
ББК 74.409:81.2я73 Л877
Рецензенты:
Г. В. Сороковых, доктор педагогических наук, профессор кафедры французского языка и лингводидактики Института иностранных языков ГАОУ ВО «Московский городской педагогический университет»
О. А. Чекун, кандидат педагогических наук, доцент кафедры иностранных языков МПГУ
Лушникова, Ирина Ивановна.
Л877 Communication: Science: учебно-методическое пособие / ИИ. . Лушникова. – 2-е изд., стер. электрон. – Москва: МПГУ, 2024. – 72 с. –
Текст: электронный.
ISBN 978-5-4263-0543-4
Учебно-методическое пособие “Communication: Science” направлено на развитие иноязычной коммуникативной компетенции студентов неязыковых факультетов, изучающих дисциплину «Иностранный язык» в рамках очного, очно-заочного и заочного обучения.
Тематическаянаправленностьучебногопособиязатрагиваетобщеобразовательные иобщенаучныевопросысовременности. Пособиевключаетссылкиифрагментысовременных иноязычных источников, работа с которыми выстраивается на основе интегра- тивно-дифференцированного подхода, что определяет его актуальность и универсальность при обучении студентов неязыковых факультетов различных направлений.
Структураучебно-методическогопособиявключаетчетыреосновныераздела, лек- сико-грамматический справочник, терминологический глоссарий, ключи к заданиям, список литературы.
Пособие может быть использовано для самостоятельного изучения английского языка студентами неязыковых профилей подготовки.
|
УДК 378 |
|
ББК 74.409:81.2я73 |
ISBN 978-5-4263-0543-4 |
© МПГУ, 2017 |
|
© Лушникова И. И., текст, 2017 |
CONTENTS
UNIT 1: STUDIES
Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Part 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Part 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Unit vocabulary list 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
UNIT 2: STRESS
Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17 Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 Part 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Unit vocabulary list 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 Review and consolidation: Unit 1–2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
UNIT 3: FUTURE
Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Part 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 Unit vocabulary list 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
UNIT 4: WORK
Part 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47 Part 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Part 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53 Part 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55 Part 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Unit vocabulary list 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Review and consolidation: Unit 3–4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60 Grammar focus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Answer key section . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
UNIT 1: STUDIES
PART 1
1. Discuss the questions.
1)What is the best way to learn a language?
2)How did you learn English? How long did it take?
3)What level of competence* did you attain*?
* Check the meaning of underlined words and include them into Unit vocabulary list.
2.What recommendation can you give to someone who wants to learn a new language? Write down your ideas in the space below.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
3.Discuss your ideas in pairs and share them with the group.
4.Think about the process of acquiring* a new language and enlarge * the phases below:
…learning a new language at a very fast speed…
…the more effort you put in to keep up with* studies the more…
…is a very good way to keep your brain in shape…
…a talent for languages…
5.Look at the title of the article “Language learning makes the brain grow, Swedish study suggests”. Guess the content and describe it in short to your partner. Do you have the same opinion?
4
UNIT 1: STUDIES
PART 2
1.Look at the words and their short meanings below, if necessary, enlarge the definitions and add transcription to the words.
|
Word/phrase |
Short meaning |
Enlargement |
|
|
|
|
1 |
interpret |
understand/explain |
|
2 |
interpreter |
translator |
|
3 |
fast pace |
fast speed |
|
4 |
researcher |
a person who works to find infor- |
|
|
|
mation |
|
5 |
opportunity |
an amount of time or a situation |
|
|
|
in which something can be done |
|
6 |
unique |
like nothing else, special |
|
7 |
observe |
watch/notice |
|
8 |
flair |
talent/style |
|
9 |
fluent |
able to easily and correctly speak |
|
|
|
or write a language |
|
10 |
recruit |
a person newly enlisted in the |
|
|
|
armed forces and not yet fully |
|
|
|
trained |
|
11 |
MRI |
magnetic resonance imaging |
|
12 |
cognitive |
thinking-related |
|
13 |
hippocampus |
brain part |
|
14 |
spatial |
related to space or existing in |
|
|
|
space |
|
15 |
navigation |
driving or flying a vehicle to |
|
|
|
somewhere/figuring out how to |
|
|
|
get somewhere |
|
16 |
cerebral |
brain part |
|
|
cortex |
|
|
17 |
degree |
the amount, level, or extent to |
|
|
|
which something happens or is |
|
|
|
present |
|
18 |
indicate |
point to/show |
|
19 |
alzheimer’s |
brain disease |
|
|
disease |
|
|
20 |
onset |
beginning |
|
21 |
bilingual |
able to speak two languages |
|
5
И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE
2. Read the abstract from the article “Language learning makes the braingrow,Swedishstudysuggests”(reference: LundUniversity.“Language learning makes the brain grow, Swedish study suggests.” ScienceDaily. ScienceDaily, 8 October 2012. www.sciencedaily.com/releases/2012/10/121008082953.htm).
If necessary, leave notes on the margins next to the passages.
Notes |
Abstract |
Notes |
|
“At the Swedish Armed Forces Inter- |
|
|
preter Academy, young recruits learn |
|
|
a new language at a very fast pace. By |
|
|
measuring their brains before and after |
|
|
the language training, a group of re- |
|
|
searchers has had an almost unique op- |
|
|
portunity to observe what happens to the |
|
|
brain when we learn a new language |
|
|
in a short period of time. |
|
|
At the Swedish Armed Forces Inter- |
|
|
preter Academy in the city of Uppsala, |
|
|
young people with a flair for languages |
|
|
go from having no knowledge of a lan- |
|
|
guage such as Arabic, Russian or Dari |
|
|
to speaking it fluently in the space of |
|
|
13 months. From morning to evening, |
|
|
weekdays and weekends, the recruits |
|
|
study at a pace unlike on any other lan- |
|
|
guage course. |
|
|
As a control group, the researchers used |
|
|
medicine and cognitive science students |
|
|
at Umeå University – students who also |
|
|
study hard, but not languages. Both |
|
|
groups were given MRI scans before and |
|
|
after a three-month period of intensive |
|
|
study. While the brain structure of the |
|
|
control group remained unchanged, spe- |
|
|
cific parts of the brain of the language |
|
|
students grew. The parts that developed |
|
|
in size were the hippocampus, a deep- |
|
|
lying brain structure that is involved in |
|
|
learning new material and spatial navi- |
|
|
gation, and three areas in the cerebral |
|
|
cortex. |
|
6
|
|
UNIT 1: STUDIES |
|
|
|
Notes |
Abstract |
Notes |
|
“We were surprised that different parts |
|
|
of the brain developed to different de- |
|
|
grees depending on how well the stu- |
|
|
dents performed and how much effort |
|
|
they had had to put in to keep up with |
|
|
the course,” says Johan Mårtensson, |
|
|
a researcher in psychology at Lund |
|
|
University, Sweden. |
|
|
Previous research from other groups has |
|
|
indicated that Alzheimer’s disease has |
|
|
a later onset in bilingual or multilingual |
|
|
groups. |
|
|
“Even if we cannot compare three |
|
|
months of intensive language study with |
|
|
a lifetime of being bilingual, there is |
|
|
a lot to suggest that learning languages |
|
|
is a good way to keep the brain in |
|
|
shape,” says Johan Mårtensson”. |
|
3. Read the abstract from the article “Language learning makes the braingrow,Swedishstudysuggests”(reference: LundUniversity.“Language learning makes the brain grow, Swedish study suggests.” ScienceDaily. ScienceDaily, 8 October 2012. www.sciencedaily.com/releases/2012/10/121008082953.htm).
If necessary, leave notes on the margins next to the passages. Include unfamiliar words and expressions into Unit vocabulary list.
Notes |
Abstract |
Notes |
interpret |
“At the Swedish Armed Forces Inter- |
opportunity |
understand/ |
preter Academy, young recruits* learn |
an amount of |
explain |
a new language at a very fast pace. By |
time or a situ- |
fast pace fast |
measuring* their brains before and |
ation in which |
speed |
after the language training, a group of |
something can |
researchers |
researchers has had an almost unique |
be done |
people who |
opportunity to observe what happens to |
observe watch |
work to find |
the brain when we learn a new language |
or notice |
information |
in a short period of time. |
unique like |
|
|
nothing else, |
|
|
special |
|
|
|
7
И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE
|
|
Notes |
Abstract |
Notes |
||
|
flair talent/ |
At the Swedish Armed Forces Inter- |
pace speed |
|||
|
|
|
|
|
preter Academy in the city of Uppsala, |
|
|
style |
|
||||
|
fluent able to |
young people with a flair for languages |
|
|||
|
|
|
|
go from having no knowledge of a lan- |
|
|
|
easily and cor- |
|
||||
|
rectly speak |
guage such as Arabic, Russian or Dari |
|
|||
|
or write a lan- |
to speaking it fluently in the space of |
|
|||
|
guage |
13 months. From morning to evening, |
|
|||
|
|
|
|
|
weekdays and weekends, the recruits |
|
|
|
|
|
|
study at a pace unlike on any other lan- |
|
|
|
|
|
|
guage course. |
|
|
|
|
|
|
|
|
|
cognitive |
As a control group, the researchers |
spatial related |
|||
|
thinking- |
used medicine and cognitive science |
to space or ex- |
|||
|
related |
students at Umeå University – students |
isting in space |
|||
|
specific par- |
who also study hard, but not languages. |
navigation |
|||
|
ticular |
|
Both groups were given MRI scans* |
driving or fly- |
||
|
hippocampus |
before and after a three-month period of |
ing a vehicle |
|||
brain part that |
intensive study. While the brain struc- |
to somewhere/ |
||||
helps with |
ture of the control group remained* |
figuring out |
||||
memory |
unchanged, specific parts of the brain of |
how to get |
||||
|
|
|
|
|
the language students grew. The parts |
somewhere |
|
|
|
|
|
that developed in size were the hip- |
cerebral cor- |
|
|
|
|
|
pocampus, a deep-lying brain structure |
tex brain part |
|
|
|
|
|
that is involved in learning new mate- |
|
|
|
|
|
|
rial and spatial navigation, and three |
|
|
|
|
|
|
areas in the cerebral cortex. |
|
|
|
|
|
|
|
|
|
degree the |
“We were surprised that different parts |
|
|||
|
amount, level, |
of the brain developed to different de- |
|
|||
|
or extent to |
grees depending on how well the stu- |
|
|||
|
which some- |
dents performed* and how much effort |
|
|||
|
thing |
they had had to put in to keep up with |
|
|||
|
|
|
|
|
the course,” says Johan Mårtensson, a |
|
|
|
|
|
|
researcher in psychology at Lund Uni- |
|
|
|
|
|
|
versity, Sweden. |
|
|
|
|
|
|
|
|
8
|
|
UNIT 1: STUDIES |
|
|
|
Notes |
Abstract |
Notes |
indicated |
Previous research from other groups has |
onset begin- |
pointed to/ |
indicated that Alzheimer’s disease has |
ning |
showed |
a later onset in bilingual or multilin- |
bilingual able |
Alzheimer’s |
gual* groups. |
to speak two |
disease Brain |
“Even if we cannot compare three |
languages |
disease |
months of intensive language study |
|
|
with a lifetime of being bilingual, there |
|
|
is a lot to suggest that learning lan- |
|
|
guages is a good way to keep the brain |
|
|
in shape,” says Johan Mårtensson”. |
|
|
|
|
PART 3
1. Answer the following questions.
1)What is your opinion about the learning experience described in the article?
2)What pros and cons of this method do you see (discuss the question in groups and share your ideas with the class)?
3)Imagine a studying schedule of the language students (described in the article), make a plan or draw sketches. Present your ideas to your group.
4)Do you want to have the same practice? Why and why not? Discuss it in groups.
9
И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE
PART 4
1.Match the words to their short definitions. You can check your answers in the Answer key section.
Word or phrase |
Definition |
_____ psychology |
1: understand/explain |
|
|
_____ specific |
2: college/school |
|
|
_____ unique |
3: fast speed |
|
|
_____ researcher |
4: magnetic resonance imaging |
|
|
_____ hippocampus |
5: like nothing else |
|
|
_____ academy |
6: watch/notice |
|
|
_____ spatial |
7: talent/style |
|
|
_____ bilingual |
8: able to easily and correctly speak or |
|
write a language |
_____ onset |
9: thinking-related |
|
|
_____ interpret |
10: particular |
|
|
_____ MRI |
11: brain part that helps with memory |
|
|
_____ cognitive |
12: related to space or existing in space |
|
|
_____ navigation |
13: driving or flying a vehicle to some- |
|
where/figuring out how to get somewhere |
_____ alzheimer’s disease |
14: brain part |
|
|
_____ indicated |
15: person who works to find information |
|
|
_____ cerebral cortex |
16: the study of thinking and behavior |
|
|
_____ observe |
17: pointed to/showed |
|
|
_____ flair |
18: brain disease |
|
|
_____ fast pace |
19: beginning |
|
|
_____ fluent |
20: able to speak two languages |
|
|
10