- •Университет Сервиса и экономики
- •Организация обслуживания туристов
- •Содержание
- •Введение
- •Краткие методические указания
- •Part I unit 1. Globalisation
- •A) Study the following words and word combinations:
- •B) Make up 10 sentences using these words. Exchange your lists with your partner and translate them into Russian.
- •Make sure you know how to pronounce these words, transcribe them and check with a dictionary:
- •Give synonyms to the words:
- •Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Work in small groups, make up sentences with these word combinations.
- •Match the words and their definitions:
- •Translate the sentences into Russian:
- •A) Read the text:
- •Answer the questions:
- •Work in small groups, find sentences which contain the words of exercise 2, translate them without using a dictionary. Compare your work with that of your partner.
- •Translate the first, the second, the third and the last abstracts of the text in written form, entitle them. Choose the best translator.
- •Render the text following the tips:
- •A) Read the text: text b Positive and Negative Effects of Globalisation
- •Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Match the words with their definitions:
- •Translate the sentences into Russian:
- •A) Read the text: text c Anti-Globalisation
- •Render the text: Проблемы глобализации
- •12. Discuss the following questions:
- •Unit 2. World economy
- •1. A) Study the following words and word combinations:
- •3. Make sure you know how to pronounce these words, transcribe them and check with a dictionary:
- •4. Give synonyms to the words:
- •5. A) Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •6. Match the words and their definitions:
- •7. Translate the sentences into Russian:
- •8. Translate the sentences into English:
- •9. A) Read the text:
- •10. Read and memorize the dialogue. Represent it in class.
- •Introducing something surprising:
- •Render the text: Как поправить дела в мировой экономике
- •Discuss the following questions:
- •Unit 3. Economy of europe
- •1. A) Study the following words and word combinations:
- •B) Make up 10 sentences using these words. Exchange your lists with your partner and translate them into Russian.
- •2. Make sure you know how to pronounce these words, transcribe them and check with a dictionary:
- •3. Give synonyms to the words:
- •4. A)Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Work in small groups, make up sentences with these word combinations.
- •5. Translate the sentences into Russian:
- •Match the word combinations with their Russian equivalents:
- •A) Read the text:
- •8. Before reading tasks:
- •Text b Economic Development Of Europe
- •9. Render the article: Европа дороже Америки
- •10. Discuss the following questions:
- •Unit 4. Economy of russia
- •1. A) Study the following words and word combinations:
- •2. Give synonyms to the words:
- •3. Give antonyms to the words:
- •4. A) Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •5. Match the word combinations with their Russian equivalents:
- •6. Translate the sentences into Russian:
- •7. Match the words and their definitions:
- •A) Read the text: Economy of Russia
- •Industry and Trade
- •Study the dialogue on the current state of the Russian economy. Make up your own opinion on the problems raised in the dialogue. Share your ideas with the class.
- •10. Mikhail and Maxim are discussing the question how a rise can be seen in the Russian economy. Use the notes below to write the conversation. Then practise reading your conversations to each other.
- •11. Lena and Oleg are discussing the question why Russia is still experiencing economic decline. Use the notes below to write the conversation. Then practise reading your conversations to each other.
- •12. Render the text: Россия как страна незавершенных реформ
- •13. Discuss the following questions:
- •Unit 5. Economy of the united states of america
- •A) Study the following words and word combinations:
- •Make up 10 sentences using these words. Exchange your lists with your partner and translate them into Russian.
- •Give synonyms to the words:
- •A) Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Match the word combinations with their Russian equivalents:
- •Translate the sentences into Russian:
- •Match the words and their definitions:
- •A) Read the text: Economy of the United States
- •A) Read the text. Think of a title for it.
- •Render the newspaper article: Мир больше не пляшет под дудку Америки
- •10. Discuss the following questions:
- •Unit 6. Economy of japan
- •A) Study the following words and word combinations:
- •Make sure you know how to pronounce these words, transcribe them and check with a dictionary:
- •Give synonyms to the words:
- •A) Translate the word combinations into Russian without using a dictionary, then check with a dictionary:
- •Match the word combinations with their Russian equivalents:
- •Translate the sentences into Russian:
- •Match the words and their definitions:
- •A) Read the text: Economy of Japan
- •9. A) Read the article.
- •10. Translate the sentences into English:
- •12. Discuss the following questions:
- •Part II unit 1. Entrepreneur
- •A) Study the following words:
- •Match the words and their definitions:
- •Translate the sentences into Russian:
- •A) Give Russian equivalents to the following words and expressions:
- •Explain in your own words the meaning of these terms.
- •Match the definitions and see if you were right:
- •A) Can you give a definition of an entrepreneur and list traits typical of entrepreneurs? Read the following text and find out whether you were right:
- •Put each of the sentences together and translate them:
- •Make up 10 questions based on the text and ask each other in turn. Render the text.
- •A) Read the article.
- •14. A) Read the information about one of the World's richest men Ingvar Kamprad, ikea founder and restore missing questions:
- •15. Render the text: Содержание предпринимательской деятельности
- •16. Discuss the following questions:
- •Unit 2. Famous entrepreneurs
- •A) Study the following words:
- •Match the words and their definitions:
- •A) Give Russian equivalents to the following words and expressions:
- •Translate the sentences into Russian:
- •A) Read the text: Steve Jobs
- •Make up 10 questions based on the text and ask each other in turn.
- •Render the text.
- •10. Summarize your own opinion of the problem discussed in the article in a single paragraph. Use the following linking ideas:
- •What's Your Entrepreneurial Personality Type?
- •11. A) Read the interviews, clarify any difficult terms with a dictionary or glossary:
- •12. Render the text: Опра Уинфри - самая богатая женщина
- •Discuss the following questions:
- •Unit 3. Social entrepreneurship
- •A) Study the following words:
- •Match the words and their definitions:
- •Translate the sentences into Russian:
- •A) Give Russian equivalents to the following words and expressions:
- •A) Can you give a definition of social entrepreneurship and list traits typical of social entrepreneurs? Read the following text and find out whether you are right:
- •Answer the questions:
- •Translate the first abstract of the text in written form, entitle it. Choose the best translator.
- •Put each of the sentences together and translate them:
- •Make up 10 questions based on the text and ask each other in turn.
- •Render the text.
- •Is it told about a social or business entrepreneur in this article?
- •10. A) Complete the dialogue between the interviewer and Dr. Randal Pinkett, a successful businessman. Choose from the words in the box.
- •11. Read Henry Ford quotations for entrepreneurs. Are the following statements true or false? Provide your arguments:
- •12. Render the text:
- •Discuss the following questions:
- •Part III unit 1. Tourism. Definition, classification and prerequisites.
- •A) Study the following words:
- •Match the words and their definitions:
- •Translate the sentences into Russian:
- •A) Work in groups of four. Make a list of forms of tourism you know. Think of brief definition of each of them and discuss in the group.
- •A) Can you give a definition of tourism and list the 3 basic forms of tourism and then by combining them list categories of tourism? Read the following text and find out whether you are right:
- •Make up 10 questions based on the text and ask each other in turn.
- •Render the text.
- •9. A) The text you are about to read describes the early history of tourism. Discuss in pairs what events and conditions in society do you think first led to tourism?
- •10. A) Read the interview with Indonesian Vice-President Jusuf Kalla who tells Bali Post why he's pushing for higher tourism targets.
- •11. Render the text: «Британцы едут в Россию испытать дедовщину»
- •12. Discuss the following questions:
- •Unit 2. Tourism in russia
- •A) Study the following words:
- •Match the words and their definitions:
- •Translate the sentences into English:
- •Translate the sentences into Russian:
- •Answer the questions:
- •Work in small groups, find sentences which contain the words of exercise 2, translate them without using a dictionary. Compare your work with that of your partner.
- •Translate the first abstract of the text in written form, entitle it. Choose the best translator.
- •Put each of the sentences together and translate them:
- •Make up 10 questions based on the text and ask each other in turn.
- •Render the text.
- •9. A) The text you are about to read describes the trends in business travel in Russia. Discuss in pairs what events do you think helped to develop business travel in our country?
- •10. Read the article below about airport hotels.
- •In most of the lines 1 - 12 there is one extra word. It is either grammatically incorrect or does not fit in with the meaning of the text. Some lines, however, are correct.
- •If a line is correct, write correct, if there is an extra word in the line, write the extra word.
- •Checking in to a working base
- •11. Render the text: в России продолжается спад въездного туризма
- •12. Discuss the following questions:
- •Part IV texts for supplementary reading единые задания к текстам:
- •Historical precedents of globalisation
- •Theodore levitt and his role in developing term globalisation
- •The state of world trade
- •U.S. Economy in worst hiring slump in 20 years
Введение
Настоящий курс английского языка рассчитан на магистрантов, аспирантов, а также владеющих языком в объеме 3-4 курсов неязыкового вуза и желающих совершенствовать свои знания. Он предназначен для завершающего этапа работы над языком и ставит следующие цели:
- углубление языковых знаний (обогащение словарного запаса за счет типично английских оборотов речи и конструкций, расширение тематического словаря);
- развитие навыков понимания оригинального английского текста;
- совершенствование навыков письменной и устной речи,
-выработку навыков вдумчивого чтения и понимания научного профессионального текста.
Курс строится по тематическому принципу и включает такие темы как: Globalization, World Economy, Economy Of Europe, Economy Of Russia, Economy Of The United States Of America, Economy Of Japan, Entrepreneur, Famous Entrepreneurs, Social Entrepreneurship, Tourism: Definition, classification and prerequisites, Tourism in Russia.
Учебные тексты принадлежат современным американским и английским авторам, неадаптированы и сокращены лишь в той мере, в какой это представлялось необходимым по соображениям учебно-методического характера.
При отборе текстов авторы учебника руководствовались тем, чтобы каждый текст имел познавательный интерес и мог служить иллюстрацией к теме, материалом для беседы, базой для закрепления тематической и профессиональной лексики. Авторы стремились наиболее полно представить различные точки зрения, опора на которые должна помочь выработке языковой компетенции обучаемых.
Учебник состоит из 11 уроков, каждый из которых структурирован следующим образом:
-
лексический материал;
-
упражнения на закрепление лексического материала, на расширение словарного запаса;
-
основной текст с информацией по теме и базовой лексикой;
-
дополнительные тексты на развитие практических навыков обработки текста и передачи его содержания на английском языке.
Необходимость дать логически законченный отрывок, представляющий собой основу для последующего выхода обучаемых в речь, определила различную длину текстов и, соответственно, объем уроков.
Учебник построен на оригинальных текстах, расположенных в тематическом порядке, в связи с чем не везде удалось соблюсти принцип постепенного нарастания языковых и грамматических трудностей. Для снятия возможных проблем авторы снабдили учебник обширным словарем, включающим не только базовый вокабуляр, но и потенциальный корпус слов и выражений, связанный с определенной профессиональной деятельностью (термины, профессиональные слова и т.д.).
Вопросы, следующие за текстом, дают основу для всестороннего и систематизированного обсуждения предлагаемого отрывка. Их цель - способствовать глубокому проникновению в содержание текста. Вопросы задаются таким образом, чтобы дать направление мысли студентов. В некоторых вопросах частично содержится материал для предполагаемого ответа. При обсуждении текста обучаемый должен опираться на предложенный учебником вокабуляр. Упражнения к текстам направлены на развитие навыков обобщения, выделения главной мысли, оформления мысли новой лексикой. Вокабуляр, отобранный из текстов для активизации, включает профессиональную лексику и фразеологию, необходимые для дальнейшего развития речевых навыков студентов.
Количество и характер упражнений в каждом отдельном уроке определяются спецификой текста. Тем не менее составители стремились придерживаться определенной последовательности во всех уроках, а именно:
- упражнения, направленные на закрепление лексики и фразеологии текста,
- упражнения на словообразование,
- задания, направленные на совершенствование навыков перевода;
- некоторые виды творческих упражнений, направленных на развитие навыков устной речи.