- •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
Краткие методические указания
Авторы считают, что на работу с учебником следует отводить не менее 4 часов в неделю. Каждый урок учебника потребует для тщательной проработки в среднем 2-3 недели в зависимости от сложности и длины текста.
Для аудиторной работы над уроком студенты должны прочесть текст дома. Тексты более 2 страниц следует делить на 2 задания. В аудитории текст читается и, при необходимости, переводится выборочно (на усмотрение преподавателя).
Обсуждение текста по предлагаемой системе вопросов - один из важнейших этапов работы в аудитории, т.к именно этот вид деятельности способствует выработке углубленного понимания содержания текста, навыка анализа фактологического материала и его обобщения, а самое главное – развитие навыков самостоятельного осмысленного восприятия читаемого.
Систематическое выполнение упражнений на словообразование способствует активизации большого количества лексики, известной студентам пассивно, а также предотвращению типичных ошибок на смешение частей речи. Эти упражнения, так же как и другие, выполняются в ходе занятий по выбору преподавателя. Очень важно дать обучаемым понять, что не все слова и выражения следует упорно искать в словарях, переводить и заучивать наизусть. Часть слов необходимо дать студентам в качестве основного вокабуляра, который обязательно подлежит заучиванию, другая часть семантизируется беспереводно, исходя из смыслового контекста, в котором эти слова находятся, самими студентами, наконец, слова, которые встречаются студентам впервые должны быть ими выписаны в словари с целью их возможного использования в дальнейшем и пополнения пассивного словарного запаса. Особенно важно довести до сведения студентов различие между вокабуляром, который необходим для понимания читаемого и вокабуляром, необходимым для использования. Безусловно преподаватель должен остановить внимание обучаемых на зависимости смысла от комбинации слова с другими словами, предлогами, приставками, частицами (особое значение приобретает проработка глаголов с постпредлогами, контекстное переосмысление значений слов, которые легко путаются из-за похожести написания, произношения и пр.).
Упражнения на перевод с русского на английский представляют собой завершающий этап деятельности по теме и требуют большого внимания со стороны преподавателя, чтобы избежать прямого калькирования русских предложений обучаемыми. Так как учебник не ставит цель обучения переводу как таковому, то эти упражнения используются для активного использования изученного материала в речи. С этой целью следует ориентировать студентов на употребление изученных слов, выражений и типично английских конструкций в приложении к русскому тексту.
Контроль выполнения домашних упражнений осуществляется на занятии частично - по выбору преподавателя. Кроме этого рекомендуется проводить контроль на общее знание пройденного материала в письменной или устной форме по завершении темы.
Учебное пособие может быть использовано и для самостоятельной работы. В этом случае обучаемые должны воспользоваться предоставленным в их распоряжение грамматическим справочником и обширным словарем терминов и профессионализмов.
Предлагаемые указания ни в коей мере не сковывают инициативу преподавателя, напротив, они направлены на развитие творчества в использовании предоставленного учебником материала, на принятие собственных методических решений в активизации языковой и речевой деятельности обучаемых.
Авторы надеются, что учебник в качестве основного или дополнительного источника информации и ее использования в процессе обучения окажется полезным при подготовке магистрантов и аспирантов.