Название: Английский язык - рабочая программа (О.В. Салкова, Л.А. Франчук)

Жанр: Гуманитарные

Просмотров: 1265


3. монологические высказывания

Отлично – развернутое (не менее 12-15 предложений), полное, грамматически правильно оформленное высказывание, допускаются неточности, не влияющие на понимание.

Хорошо – полное высказывание, допускаются 2-3 грамматические/лексические ошибки / фонетические неточности.

Удовлетворительно – неполное высказывание (примерно 2/3 – 1/2), 3-5 грамматических/ лексических/ фонетических ошибок.

Неудовлетворительно – неполное высказывание (менее 1/2), более 5 грамматических / лексических / фонетических ошибок, грамматически не оформленная речь.

 

4. Диалогическая речь (по образцу оценки монологических высказываний, не менее 5-6 реплик/откликов).

 

5. Лексико-грамматический тест

Отлично –                                             100 \% – 90 \%

Хорошо –                                                               89 \%– 75 \%

Удовлетворительно –                          74 \% – 50 \%

Неудовлетворительно –                      менее 50 \%

 

6. Аудирование. Форма контроля – письменная/устная проверка (тест).

Двухкратное предъявление (преподавателем или в звукозаписи) в естественном темпе, построенной на изученном языковом материале и допускающей включение до 3-4 \% незнакомых слов, незнание которых не препятствует пониманию услышанного.

Длительность звучания связных текстов – до 3-5 мин.

 

Список литературы

 

1. Требования к обязательному минимуму содержания и уровню подготовки бакалавра по циклу «Общие гуманитарные и социально-экономические дисциплины». – М., 2000.

2. Минина Н.М. Программа обучения активному владению иностранным языком студентов неязыковых специальностей и методические рекомендации. – М., 1998.

3. ESP today: A Practitioner’s. – Prentice Hall International (UK), 1991.

4. Шляхова В.А. Английский язык. Контрольные задания для студентов технических специальностей высших учебных заведений: Учеб. метод. пособие. – М.: Высш. шк., 2000.

5. «Новосибирск» Лабораторная работа по развитию навыков устрой речи и аудирования. – Новосибирск, 1994.

6. Фролова. Учебник английского языка для I курса факультетов иностранных языков. – 1995.

7. Косман Л. Бытовые диалоги (аудиопособие). – 1989.

8. Break into English. – Oxford University Press, 1985.

9. Cambridge English Course. – Cambridge University Press, 1988.

10. Streamline English. – Oxford University Press, 1988.

11 Michal H. Long and Jack C. Richards Methodology in TESOL: A Book of Reading. – Newbury House Publishers, 1987.

12. TESOL Journal. VOL 4 № 2 Winter 1994/95.

13. Judy B. Gilbert. Clear Speech. – Cambridge University Press, 1984.

14. Molinsky, Steven J. Side. – Prentice-Hall, 1990.

15. Любимцева С.Н., Тарковская В.М., Памухина Л.Г. Business English. – М., 1991.

16. Христорождественская Л.П. Практический курс английского языка. – Минск, 1993.

17. Агабекян И.П. Английский для технических вузов. – Ростов-на-Дону, 2000.

18. Журавлева И.С., Зотова Е.А. Высшее образование в Великобритании. Методические указания. – Новосибирск, 1999.

19. Ганичева Т.Б., Мищенко Е.И. Методические указания. Personal Information. – Новосибирск, 2000.

20. Махнева Н.А. Методические указания по практической грамматике английского языка. Неличные формы глагола. – Новосибирск, 2000.

 

Базовые учебники:

 

1. Полякова Т.Ю. Английский язык для инженеров. – М., 2000.

2. Орловская И.В. Учебник английского языка для технических университетов и вузов. – М., 2000.

3. Курашвили Е.А. Английский язык для студентов-физиков: первый этап обучения. – М., 2001.

 

Приложение 1

 

Examination Topics

Monologues

1

Personal Information

 (Lifestyle).

Unit I*;

Методические указания

«Personal Information»

2

Living in a Big City

(Novosibirsk).

Методические указания

«Novosibirsk»

3

NSTU.

Методические указания

«Технический университет»

4

Educational System in Russia.

 

Unit II

5

The System of Higher Education

in Great  Britain.

Методические указания

«Образование в Великобритании»

6

The Scientist and the Greatest Invention.

Units IV, V

7

Technological Problems.

(Ecology. Transport.)

Units VI, VII;

English in action (3)

8

Computing.

Unit XII

9

The Faculty.

Методические указания

«Технический университет»

10

Applying for a Job.

Unit XIII; English in action (2)

Dialogues

1

Introducing Yourself.

Telephoning:

Making an Appointment.

(p. 32)   U. I *

 

(p. 58)   U. II

2

Asking the Way.

(p. 80)   U. III

3

Getting to the University.

(p. 155)  U. VI

4

The School I Went to.

(p. 31)    U. I

5

Admission Interview.

(Programme)

6

Interview with a Scientist.

(p. 131)   U.V

7

Driving a Car.

(p. 201) U.VIII

8

Buying the Computer. 

(p. 296)   U.XII

9

Speaking about Research Work.

(p. 130)  U. V

10

Interview with an Applicant

(p. 340) Role Play

 

(для групп уровня “Beginners” темы 2 и 10 считать дополнительными)

 

* Полякова Т.Ю. Английский язык для инженеров.

Окончание прил. 1

 

Пример диалогического высказывания

 

An Admission Interview

 

(A student – Andrew. An interviewer – Mr. Robson.)

 

Andrew. Hello. I'm looking for Mr.Robson.

 

Mr. Robson. Ah, well, that's me. You must be a new student. Do come in and sit down. Have you filled in the registration form? Ah, yes, hmm. Right. Well, first of all, Andrew, welcome to The Hartfield Academy. I'd just like to ask you a few questions. Where did you learn your English?

 

Andrew. At school in Russia.

 

Mr. Robson. And how many years of English have you had?

 

Andrew. Erm, four, six, seven. Yes, seven. And I went to a private language school for two years, too.

 

Mr. Robson. I see. Have you been to Britan before?

 

Andrew. No, I haven't. Er, this is my first time.

Mr. Robson. Mm. And what brings you to Hartfield?

Andrew. Oh, I see. What brings me to Hartfield? Well, my cousin has got a penfriend here in Hartfield. I'm staying with his family.

 

Mr. Robson. Oh, that's nice. Why do you want to study English with us, Andrew?

 

Andrew. I want to go to university here or in the States or Canada – somewhere in an Englishspeaking country – so I want to improve my English first.

 

Mr. Robson. Mm. What do you want to study at university?

 

Andrew. Computing. I'd like to be a programmer.

 

Mr. Robson. Thank you very much, Andrew. Well, the next thing you need to do is a short test, so that we can decide which group will be best for you. That will be at eleven o'clock in Room 20.

Приложение 2

 

Предлагаемые темы для творческих письменных работ

 

1. My future career. Why I've chosen NSTU.

2. NSTU - its present day and future.

3. The British University I want to study at.

4. The British and Russian educational systems: similarities and

differences.

5. Why Student's Exchange Programmes are popular in the world.

6. The city I live in. Will Novosibirsk become the capital of Siberia?

7. Ecological problems. What can we do to solve them?

8. Technological progress is the end or the beginning of ecology.

9. The greatest invention of the XX century.

10. Is there an end to the computer race?

 

Другие виды письменных заданий

 

 

Formal writing:

 

 

Informal writing:

 

– Life history(CV/resume)

 

– Student's life (a diary of a student in Russia/the USA)

 

 

– Application letter

 

– Getting acquainted through the Internet(informal letter)

 

 

– Registration form

 

– So many countries, so many customs (a greeting card to your foreign penfriend)

 

 

Приложение 3

 

Образец аудиотекста и контрольного задания

на понимание прослушанного

 

The Story of American Schools

 

The first schools in America started in the 1600s. The Puritans, that is people who left England because of their religious beliefs, wanted each person in New England to know the Bible. So they organised schools to teach religion and basic subjects. But in the 19th century large numbers of children did not attend school. The problem of children's education started a great discussion in America. There were three groups of people who had different ideas.

One group of people said that young people should spend their time at home helping their families. As most Americans lived on farms there was always much agricultural work to be done.

The second group, mostly businessmen, believed that children should work at factories. America's Industrial Revolution had begun, and this group knew that there would be many jobs in manufacturing. Some young people were already working at factories. They were children from 7 to 16 years old and their working day lasted up to 13 hours each day.

The third group said that to help create a better society, young people should know how to write and express their own ideas. Therefore each state should develop a system of public schools, called free schools, or common schools. This idea was supported by Thomas Jefferson, the third president and later by Abraham Lincoln who said that education was very important for people.

In 1839 Horac Mann, a Massachusetts - born educator, a lawyer by profession, opened the first common school in the United States. He devoted all his life to this idea and soon a lot of common schools were opened throughout the state of Massachusetts. His example attracted national attention. Before long many states were doing what Massachusetts had done. The free school supporters had won the discussion.

 

Listen to the text "The Story of American Schools". Formulate your ideas about the problems in the chart and place ticks in its corresponding boxes.

 

The children should

Group 1

Group 2

Group 3

Learn to read, to write, etc.

at free schools

 

 

 

Work at factories

 

 

 

Know the Bible

 

 

 

Help their families at home

 

 

 

The winners of the debate

 

 

 

 

Запись аудиотекста находится в 515 ауд. "Аудиокурс к учебнику "Английский язык для инженеров". Т.Ю. Полякова и др., кассета 1.

 

 

 

 

 

 

 

 

Приложение 4

 

Образец текстовых материалов

для изучающего чтения