Правительство Российской Федерации
Государственное образовательное бюджетное учреждение
высшего профессионального образования
«Государственный университет - Высшая школа экономики»
Факультет социологии
Методические рекомендации по изучению дисциплины
Английский язык
для преподавателей
для НАПРАВЛЕНИЯ 040201.65 СОЦИОЛОГИЯ
1 курс
Одобрено на заседании кафедры______________
Зав.кафедрой иностранных языков
Автор: к.ф.н., доцент Щемелева И.Ю.
Кравченко С.В.
Кузнецова Е.О
Папиашвили Д. С.
«___»_________2010
СОДЕРЖАНИЕ
1. Общий английский язык:
1.1 Текущий контроль с.2
1.2 Промежуточный контроль с.3
1.3 Рекомендации по выполнению домашнего чтения с.4
2. Деловой английский язык
2.1 Формы текущего контроля.
Образцы заданий для контрольных работ с.15
2.2 Формы промежуточного контроля с.18
Обучение английскому языку в ГУ ВШЭ Санкт-Петербургского филиала факультета «Социология» 1 курса строится по двум аспектам:
-общий английский язык
- деловой английский язык
По каждому аспекту студентам предъявляются определенные требования по получению знаний, навыков и умений.
Изложенный ниже материал поможет студенту иметь ясные и четкие представления о предъявляемых студенту требованиях. Более того, использование ряд рекомендаций значительно облегчит подготовку к контрольным работам, зачетам и экзаменам по данной учебной дисциплине.
Общий английский язык
1.1. Текущий контроль знаний студентов:
Образец контрольной работы по General English
Контрольная работа (каждый модуль)
Данная контрольная работа и ответы к ней представлена в Teacher’s Book (страницы 149 - 161)
Course Book Enterprise 4, Express Publishing, 2006
и включает в себя несколько разделов:
1. Vocabulary (лексические задания). Представлены несколькими видами: сопоставить два ряда английских слов, чтобы получить правильные словосочетания, выбрать из двух предложенных слов, соответствующее смыслу предложения, выбрать из ряда слов одно, соответствующее смыслу предложения, задание на фразовые глаголы и предложное управление, перевод с русского на английский
2. Word formation (Словообразование).
3. Grammar (Грамматика). Выбрать правильную форму слова из предложенных, поставить глагол в правильном времени, образовать форму слова самостоятельно, перефразировать предложение, используя данное слово.
4. Writing (Письмо). Написать письмо на одну из предложенных тем.
1.2 Промежуточный контроль проводится в форме зачета после 2-го и 5-го модулей.
2 модуль
1. Чтение (со словарем) и пересказ газетной статьи на общественно-политическую тему объемом 1 500 - 1 800 печ. знаков тему.
2. Устное обсуждение с преподавателем одной из пройденных тем
Темы для устного обсуждения:
Crossing Barriers
Moods and Feelings
Making a living
Make yourself at home
5 модуль
Чтение (без словаря) газетной статьи на общественно-политическую тематику объемом 1500 – 1800 печ. знаков, пересказ, беседа с преподавателем о прочитанном.
Устное сообщение на одну из пройденных тем
Темы для устного обсуждения:
1. Modern living
2. Going places
3. History
4. Learning lessons
5. Planet issues
6. The cycle of life
Образец
статьи
Children as young as three may already be racists, says Ouseley
By Steve Bloomfield
Published: 07 May 2006
Children as young as three may already be racist, a leading race equality campaigner has claimed. Toddlers at nursery school must be encouraged to play with children of different ethnic backgrounds to help them "unlearn any racist attitudes and behaviour they may have already learnt", said Herman Ouseley, the former chairman of he Commission for Racial Equality.
Lord Ouseley, who wrote a report on the 2001 Bradford riots, said different racial groups have to play together "from day one". In an article for the journal Race Equality Teaching, Lord Ouseley wrote: "If, for example, Muslim children nearly always play together and seldom play with other children, the question needs to be asked, 'Is there a reason for it that may relate to culture? Or apprehension? Or prejudice?'"
Jane Lane, an early years equality adviser, co-wrote the article. "There is a view that children do not learn their attitudes until they are about five," she told The Sunday Telegraph. "But people in the early years know that children ... at the age of three are categorising people ... Many, many are racially prejudiced, for all sorts of historical reasons."
Lord Ouseley's claims were questioned by childcare experts. Margaret Morrissey, a spokeswoman for the National Confederation of Parent Teacher Associations, said that children did not tend to notice different skin colours until the age of six. "In all the time I have been involved in nursery education, since about 1975, I have never seen children segregating to play," she said.
Research presented by the fertility and development expert Robert Winston last year suggested that children as young as four hold racist views. An experiment for his BBC1 series Child of Our Time showed that young children identified black people as potential troublemakers and criminals. It also showed that children of all backgrounds prefer white people, associating them with success and trustworthiness. At the time, Lord Winston warned that Britain was in danger of "breeding a new kind of racism" in young children.
Children as young as three may already be racist, a leading race equality campaigner has claimed. Toddlers at nursery school must be encouraged to play with children of different ethnic backgrounds to help them "unlearn any racist attitudes and behaviour they may have already learnt", said Herman Ouseley, the former chairman of he Commission for Racial Equality.
Lord Ouseley said different racial groups have to play together "from day one". In an article for the journal Race Equality Teaching, Lord Ouseley wrote: "If, for example, Muslim children nearly always play together and seldom play with other children, the question needs to be asked, 'Is there a reason for it that may relate to culture?'"
Jane Lane, an early years equality adviser, co-wrote the article. "There is a view that children do not learn their attitudes until they are about five," she told The Sunday Telegraph. "But people in the early years know that children ... at the age of three are categorising people ... Many, many are racially prejudiced, for all sorts of historical reasons."
Lord Ouseley's claims were questioned by childcare experts. Margaret Morrissey, a spokeswoman for the National Confederation of Parent Teacher Associations, said that children did not tend to notice different skin colours until the age of six. "In all the time I have been involved in nursery education, I have never seen children segregating to play," she said.
Research presented by the fertility and development expert Robert Winston last year suggested that children as young as four hold racist views. An experiment showed that young children identified black people as potential troublemakers and criminals. It also showed that children of all backgrounds prefer white people, associating them with success and trustworthiness. At the time, Lord Winston warned that Britain was in danger of "breeding a new kind of racism" in young children.
1.3 Домашнее чтение. Методические рекомендации.
Объем
читаемого текста должен составлять менее 7 страниц (книги, журнала, электронный документ формата А4 12 шрифта)
Текст должен содержать информацию по специальности
(социология)
Работа с текстом подразумевает:
1) Прочтение;
2) Выписку и перевод незнакомых слов;
3) Выписка и знание наизусть слов, ключевых для понимания прочитанного материала;
3) Подготовленное письменное краткое изложение (на иностр. языке) статьи (summary) объемом не менее страницы;
4) Подготовленное устное изложение (на иностр. языке) содержания статьи.
Домашнее чтение считается зачтенным, если:
1) Осуществлено устное изложение на иностранном языке прочитанного материала;
2) Выучены слова, ключевые для понимания прочитанного материала;
3) Прочитан и
безошибочно переведен отрывок, указанный преподавателем;
4) Даны верные ответы на вопросы преподавателя по содержанию статьи.
Пример выполнения домашнего чтения:
Статья из журнала International Sociology ✦ November 2008 ✦ Vol. 23(6): 845–863
Gender
Differences
in
the
Effects
of
Socioeconomic
Background
Recent
Cross-Nation
al
Evidence
Gary N. Marks
Australian
C
ouncil
fo
r
Ed
uc
atio
n
Research
and
M
elbourne
Institute
of
Applied
Eco
nomic
and
Soc
ia
l
Researc
According to traditional sex-role theory, parents are more concerned with the educational and socioeconomic success of their sons, since paid work in the labour market is the basis of their sons’ financial security. For their daughters, the expectation would be a short period in paid work followed by marriage and home duties. Gender role socialization would thus contribute to gender differences in educational choices and attainment and later influence occupational and other labour force outcomes (Connelltal., 1982). Since socioeconomically advantaged families have greater financial and other resources to devote to their sons’ educational and labour force careers than less advantaged families, the educational and labour market outcomes of men would be more closely tied to their socioeconomic origins than those for women.
Although early research on occupational mobility suggested that occupational background had a weaker relationship with occupational destinations among women than men (for a summary of this research, see Glenn and Albrecht, 1980) this is not true of educational outcomes, at least for the US during the 1960s and 1970s. In the Wisconsin longitudinal study of high school seniors, socioeconomic background had a greater influence on educational attainment (measured by years of education) among women
than men (Alexander and Eckland, 1974; Sewell and Hauser, 1976: 13; Sewell and Shah, 1967; Sewell et al., 1980). Similarly, analysing other US data, Treiman and Terrell (1975) reported higher correlations between occupational background and educational attainment among women than men.
A variant of sex-role theory is the same-sex socialization model, which contends that children are particularly influenced by the same-sex parent because they see the same-sex parent as more similar to themselves (Mischel, 1970). The same-sex socialization model can be used to account for a range of gender-specific behaviours including children’s play, house- hold chores, aggression and occupational aspirations. Raley and Bianchi (2006) summarize the child development literature as showing that ‘a gendered self-concept emerges through a mix of social learning, biological predispositions, and gender role modelling processes that take place within the family and that result in schemas for appropriate male and female behavior and choices’. For male children and adolescents, their most visible adult role model is usually their father, so they will be more influenced by their father’s occupation and education. Therefore, according to the same-sex socialization model, their educational outcomes should be more consistent with their father ’s educational and occupational attainment rather than their mother ’s. Similarly, daughters’ educational attainment should be more closely aligned to their mothers’ socioeconomic characteristics than those of their fathers. Korupp (2000:37) provides a stronger version of the same-sex socialization model:
Here the leading hypothesis is that compared with the father the mother ’s educational and occupational status is important only for the daughter and compared with the mother, the father ’s socioeconomic influence is important only for the educational attainment of the son.
Early studies tended to support a weaker version of the same-sex socialization model in that the socioeconomic characteristics of either parent influenced the educational attainment of their children (of either sex) but the effects of the same-sex parents’ characteristics were stronger. For the US, Treiman and Terell (1975) reported stronger effects of father’s education than mother’s education on their son’s education; and stronger effects of mother’s education than father’s on their daughter’s education. Similarly, Ofek and Santos (1979) found that women’s educational attainment was more influenced by their mother’s education than their father’s.
However, later studies were less consistent with the same-sex socialization model. Reeder and Conger (1984) concluded that among daughters, father’s education was more important than mother’s, but mother’s occupation was more important than father’s. Consistent with the same-sex socialization model, Crook (1995) found in that in Australia mothers’ characteristics influenced their daughters’ education more than their sons’ but concluded that ‘parents are no more likely to influence the educational and occupational attainment of their like-sexed than their opposite-sexed children’. In a three-country study of Germany, the Netherlands and the US, Korupp (2002) did not find strong evidence for the same-sex socialization model. She concluded, ‘little support is found to underline the expectation of a sex-role model regarding the educational attainment of children’ (Korupp, 2000: 53).
Cross-national studies of student achievement provide a strong empirical basis to assess the appropriateness of sex-role theory and the same- sex socialization model to students’ educational performance. In the studies reviewed above, education is measured by years of education, which has different meanings between countries. Furthermore in countries with highly tracked systems, it obscures the great variation in student performance between students in different tracks with the same number of years of education. In contrast, in cross-national studies of student achievement educational performance is based on students’ scores in standardized tests. Test score is a much finer measure of educational performance than years of education. Furthermore, the measures of socio- economic background, father ’s and mother ’s occupation and education, are measured in the same way across countries whereas single-country studies often have quite different measures.
Therefore, the purpose of this article is to address two specific research questions: (1) Are there gender differences in the influence of socioeconomic background on students’ educational performance? and (2) Is student performance influenced more by the socioeconomic characteristics of the same-sex parent? These research questions are addressed using student achievement data from a large number of countries that include detailed measures of fathers’ and mothers’ occupation and education. It may be the case that the same-sex socialization role is more applicable for parental education than parental occupation or vice versa. Two internationally comparable measures of educational performance are analysed: reading and mathematics. The same-sex socialization model may be more apparent for mathematics than for reading. For example, men may attach more importance to their sons’ performance in mathematics than their daughters’, so their socioeconomic characteristics have a larger impact among boys for mathematics.
The two general research questions are disaggregated into seven testable hypotheses. They form a hierarchy from the most aggregated measure of socioeconomic background down to hypotheses about its four components, father ’s and mother ’s occupation and education.
According to sex-role theory:
1. The effect of the family’s socioeconomic level on student performance is stronger among boys.
According to the same-sex socialization model:
2.1 The effect of father ’s socioeconomic characteristics on student performance is stronger among boys.
2.2 The effect of mother ’s socioeconomic characteristics on student performance is stronger among girls.
3.1 The effect of father ’s occupational status on student performance is stronger among boys.
3.2 The effect of mother ’s occupational status on student performance is stronger among girls.
3.3 The effect of father ’s educational attainment on student performance is stronger among boys.
3.4 The effect of mother ’s educational attainment on student performance is stronger among girls.
Dat
a
an
d
Measures
The data analysed are from the OECD’s 2000 Programme for International Student Assessment (PISA) study that examined student achievement in reading, mathematics and science among over 172,000 15-year-old students in 6000 schools in 32 countries. Participating countries include the OECD countries (except Turkey), and several non-OECD countries: Brazil, Latvia and Russia. Within each country, a two-stage sampling procedure was employed: first randomly selecting schools with probabilities proportional to size, and second, randomly selecting 15-year-old students within selected schools. In some countries, schools were stratified by type or location. Details on the sampling and response rates for both schools and students can be found in the initial and technical reports (OECD, 2001, 2002). Japan was excluded from these analyses because there were too much missing data on parental occupation and education. Liechtenstein was also excluded because of the small sample size.
Measur
es
The outcome measures investigated are reading and mathematics achievement scores. Item response theory (IRT) modelling was used to create scores standardized to an international (OECD) mean of 500 and a standard deviation of 100. Students’ scores are in the form of five plausible values rather than a single score. Details on the plausible values are available from the PISA technical report (OECD, 2002).
Students’ gender was elicited by a simple question asking if the student was a boy or a girl. If missing, the gender of the student was usually ascertained by the sampling frame. In the constructed measure of gender, girls were assigned a score of 1 and boys 0.
Information on parents’ occupation was obtained by two questions, asking students their mother ’s and father ’s main job and what they did in their main job. The information on parental occupation was coded according to the International Standard Classification of Occupation 1988 (ISCO-88), as provided by the International Labour Office. ISCO-88 is a four-digit hierarchical coding schema comprising 390 different occupational categories. Each ISCO-88 occupational category is assigned an occupational status score from the International Socioeconomic Index (ISEI). Ganzeboom and Treiman (1996) provide details on its construction and list ISCO-88 occupational titles with their respective ISEI scores. Information on the educational attainment of each parent was elicited by two questions. The first asked for the level of school education completed. A follow-up question was then asked about whether the parent had obtained any post-secondary qualifications. The responses to these questions were classified according to the International Standard Classification of Education (ISCED) schema (OECD, 1999).
The resulting measure of parental educational attainment comprised seven categories: no schooling, primary school, middle secondary school, higher secondary school (non-academic), higher secondary school (academic), tertiary education (non-academic) and tertiary education (academic). Scores for each category were constructed through optimal scaling techniques estimating scores that maximize the relationship between parents’ education and student achievement across the three domains within countries. This was done because the ordinal and cardinal relationships between the categorical measure of parental education and student achievement differ between countries.
Family socioeconomic status comprises four variables: father’s and mother’s occupational status and educational attainment. Father’s socioeconomic characteristics comprise two variables, father’s occupational status and father’s education. Similarly, mother’s socioeconomic characteristics comprise mother’s occupational status and education. The composite measures of family’s, father’s and mother’s socioeconomic characteristics were constructed using the sheaf variable technique (see Whitt, 1986), which maximizes the combined relationship of the constituent variables with the dependent variable. The resultant single sheaf variable explains exactly the same amount of variance as do the constituent variables in a parallel OLS regression analysis. The sheaf variables used the ISEI indices for the
In the tables of results the regression coefficients for socioeconomic background variables reflect the average change in student achievement score for a one standard deviation change in the corresponding independent variable. The coefficients for gender are estimated on the difference in achievement (in reading or mathematics) of girls compared to boys. The interaction terms between the measures of socioeconomic background and gender are estimates of the difference in the effect of the measure of socioeconomic background on achievement for girls compared to boys. If the coefficient is negative then the effect of the measure of socioeconomic background on student achievement is weaker among girls compared to boys. If it is positive then the effect is stronger among girls than boys.
The standard errors associated with the regression coefficients have been adjusted to take into account the cluster design of the sample and sample stratification (if employed). Each regression coefficient and associated standard error was calculated by averaging the results obtained from separate analyses of the five plausible values. The OECD’s (2002) PISA weights were employed but adjusted to the original sample sizes rather than countries’ populations of 15-year-olds.
The composite variables comprised only variables with non-missing data. For example, mother ’s socioeconomic characteristics comprised only mother ’s education for cases where data on mother ’s occupation was missing. For the analyses that included the four separate measures of father ’s and mother ’s occupation and education, missing cases were deleted list-wise. Other approaches to handling missing cases were experimented with but did not substantially change the results.
Result
s
Gender
Diff
erenc
es
in
t
he
Effe
cts
o
f
F
ath
er’s
and
Moth
er’s
Characte
ris
tics
The estimates for father ’s and mother ’s socioeconomic characteristics, gender and the gender interactions are presented in Table 2 for reading and Table 3 for mathematics. These analyses provide support for the same-sex socialization model but only in a limited number of countries.
The effects of father’s socioeconomic characteristics on reading achievement are significantly weaker among girls in five countries: Australia, Belgium, Canada, Denmark and France. For Norway, the interaction term was significant at the .05 < p
< .10 level. The effects of mother’s occupational and educational characteristics are significantly stronger (at the conventional level) among girls in only three countries: Australia, Canada and France. In Denmark, the effect is significant at the .05 < p
< .10 level.
So only in Australia, Canada, Denmark and France are gender differences in the effects of father’s and mother ’s characteristics on reading achievement consistent with the same-sex socialization model.
For mathematics, the effects of father’s socioeconomic characteristics are significantly weaker among girls in Austria, Belgium, Denmark, Ireland and Latvia (Table 3). At the more generous level of statistical significance, the effect of father’s characteristics was also weaker among girls in the Czech Republic. In Austria, Belgium and Denmark the magnitude of the difference between boys and girls in the effect of father ’s socioeconomic characteristics is relatively large: over 10 score points. Contrary to the same-sex socialization hypothesis, in Poland the effect of father ’s socioeconomic characteristics was substantially stronger among girls, but not at the conventional level of statistical significance. In no country was the effect of mother ’s socioeconomic characteristics on mathematics achievement significantly stronger (at conventional levels of statistical significance) among girls.
Gender
Diff
erences
in
t
he
Effe
cts
of
F
ath
er’s
and
Moth
er’s
Occupationa
l
S
tatus
and
Educa
tion
The effects of father’s and mother ’s occupational status and education, gender and the gender interactions on student achievement are presented in Table 4 for reading and Table 5 for mathematics. There are four interaction terms, one each for father ’s and mother ’s occupational status and education.
The effects of father’s occupational status on reading (Table 4) were significantly stronger among boys in six countries: Canada, the Czech Republic, Denmark, Finland, Germany and Hungary. (In Switzerland the effect was significant at the .05 < p
< .10 level.) In several of these countries, the gender difference was fairly substantial around, or above, 10 score points. The effects of mother’s occupational status were significantly stronger among girls in only four countries: Canada, France, Hungary and Norway. The effect for Denmark was significant at the less demanding .05 > p
> .10 level.
In no country was the effect of father’s education on reading significantly stronger among boys compared to girls at conventional levels of statistical significance. In Belgium and France, the effect was consistent with the same-sex socialization model but significant only at the .05 > p
> .10 significance level. Contrary to the same-sex socialization model, the effects of father’s education were significantly stronger among girls in Luxembourg and in Germany at the less demanding significance level. Mother’s education had significantly stronger effects among girls only in Iceland.
For performance in mathematics (Table 5), the effect of father ’s socio-economic status was significantly stronger among boys in five countries: Austria, Belgium, Germany, Hungary and the Netherlands. The effect was significant at the .05 > p
> .10 level in Finland and Luxembourg. There was no significant difference between boys and girls in the magnitude of the effect of mother’s occupational status on mathematics score in any of the countries examined.
The effects of father’s education on mathematics score were consistent with the same-sex socialization model in only three countries: Belgium, Denmark and Latvia but only at the .05 > p
> .10 significance level. Again, only in Iceland was the effect of mother’s education significantly stronger among girls.
Key Words:
gender role – гендерные роли
sex-role theory - традиционные представления о том, что является уделом женщины и мужчины
socialization - социализация
socioeconomically advantaged families - социально и экономически благополучные семьи
occupational mobility – профессиональная мобильность
longitudinal study - лонгитудинальное исследование (длительное и непрерывное)
educational attainment – уровень образования
gender-specific behaviours особенности поведения, обусловленные полом
biological predispositions – биологическая предрасположенность
testable hypotheses - проверяемые гипотезы
hierarchy - иерархия
aggregate measure - комплексный показатель, совокупный показатель
OECD countries – страны организации экономического сотрудничества и развития
randomly selecting - отобранные в произвольном порядке
response theory – теория отклика
standard deviation – допустимое /стандартное/ среднеквадратическое отклонение
plausible values – правдоподобное значение
PISA - Международная программа по оценке образовательных достижений учащихся
follow-up question - уточняющий вопрос
primary school- начальная школа
middle secondary school - младшие классы средней школы
higher secondary school (non-academic) – старшие классы средней школы (нетрадиционной)
higher secondary school (academic),
tertiary education (non-academic) - высшее образование
tertiary education (academic) - высшее образование (классическое)
cluster design – кластерного вида
results obtained – полученные результаты
data on sth. is missing – отсутствуют данные по, отсутствует информация о
gender interactions – взаимодействие между полами
Summ
ary
This article examines two related questions: (1) Are there gender differences in the influence of socioeconomic background on students’ educational performance? and (2) Is student performance influenced more by the socioeconomic characteristics of the same-sex parent? Seven hypotheses are derived and tested using data from 30 countries on student performance in reading and mathematics. There is little or no gender difference in the effects of socioeconomic background on educational performance in almost all countries examined. In no country are all the hypotheses relating to the same-sex socialization model supported, although there is a tendency for father’s socioeconomic characteristics and father’s occupation to have a stronger impact among boys in some countries. There were very few instances where mother’s characteristics were stronger among girls. In sum, there is only limited evidence to support the same-sex socialization model for educational performance.
Table 6 summarizes the results for countries for the seven hypotheses tested. It can be concluded that the effect of socioeconomic background on educational performance is no stronger among boys than girls. The only exception was Belgium, where the difference was not statistically significant at conventional levels.
In no country are all the hypotheses derived from the same-sex socialization model supported. Nevertheless, in about half the countries examined, aspects of the same-sex socialization model are supported to some degree: the effects of occupational status or education of the same-sex parent, usually the father, tend to be stronger. However within countries there is a lack of consistency across measures of socioeconomic background and between achievement in reading and mathematics. When occupational and educational data are combined, the effects for father’s characteristics on educational performance are stronger among boys and mother ’s characteristics stronger among girls in only a limited number of countries: Australia, Austria, Canada, Denmark and France. Even in these countries, the hypotheses are not always supported for both reading and mathematics. Therefore, there is not strong support for the model. Furthermore, there is no evidence that the same-sex socialization model is more appropriate in more traditional, or less modern, societies or that it is more appropriate for performance in mathematics than reading.
The effects of father ’s occupational status are consistent with the same-sex socialization model in a greater number of countries and the coefficient tends to be larger than is the case for mother ’s occupational status or the educational attainment of either parent. So studies in these countries in which the measure of socioeconomic background is based solely on father ’s occupation may show that the effect of socioeconomic background is stronger among boys, implying that the reproduction of socioeconomic inequalities is stronger among males. However, more comprehensive measures of socioeconomic background would show such a conclusion is not warranted.
In summary, gender differences in the effects of parental socioeconomic characteristics on student achievement are in a number of instances consistent with the same-sex socialization model. However, in the great majority of countries there is little or no gender difference in the effects of father ’s and mother ’s socioeconomic characteristics on their sons’ and daughters’ educational performance
Примеры
вопросов
преподавателя
:
What theories are examined in the article?
Data from what countries are the results based on?
What conclusion does the author draw?
What is your opinion on the issue?
2. Деловой английский язык
2.1 Текущий контроль
знаний, умений и навыков студентов проводится в течение модуля, целью которого является проверка пройденного учебного материала в рамках заявленной программы по дисциплине.
По данной дисциплине текущий контроль включает в себя
· работу на уроке
· навыки делового общения (общение, телефонные переговоры, встречи, презентация)
· коммуникативные ситуации в форме аргументированного диалога, симулятивных ситуаций, обсуждений, ролевых ситуаций)
· словарные диктанты
· аудирование
· деловое письмо
· домашние задания
· языковые упражнения
· контрольные работы
Контрольные работы
проводится по окончании периода обучения (модуля или семестра в форме контрольных работ (1 контрольная работа по аспекту в модуль) по пройденному материалу модуля.
| Контрольная работа № 1 |
Тема: «Socialising» и «Telephoning» |
| Контрольная работа № 2 |
Тема: «Presentation» |
| Контрольная работа № 3 |
Тема: «Meeting» |
| Контрольная работа № 4 |
Тема: «Negotiating» |
Контрольная работа состоит из ряда практических заданий.
Образцы
заданий
Task 1
Listening
(
примерное задание на аудирование по теме: “Presentation”)
You will hear an extract from a presentation by Hal Bonelli about his company, which is called Flicker. Choose the correct answer – a, b or c. You will hear the presentation twice.
1 Who is Mr Bonelli presenting to?
a) visitors b)investors c) customers
2 The first part of Mr Bonelli’s presentation is about …
a) general company information b) employment c) finance
3 What kind of company is Flicker?
a) manufacturing b) retail c) services company
4 Hal explains that the company plans to …
a) merge with another company b) move to new offices in the USA c) move into new industry sectors
Listen again and complete these sentences (5–10).
5 Mr Bonelli’s job in the company is ____________________ .
6 Flicker’s sales of cigarette lighters today are $____________________ million.
7 The number of employees in Ohio is now ____________________.
8 Sales in China are currently $____________________ million.
9 Mr Bonelli expects sales in China to go ____________________.
10 In the future, the company plans to sell ____________________. (Give one
example only.)
Образцы заданий лексико-грамматической направленности
Task 2
Complete the dialogue with these sentences (a–f). Each sentence should match the function given in brackets.
The first one is given as an example.
a) We really need to have everything by the middle of the month.
b) Well, we can offer you delivery of some items in ten days and the rest later.
c) Can I check it with them and get back to you?
d) I was hoping it could be sooner than that.
e) OK, then.
f) Delivery by the middle of the month could be all right as long as the Production Department agrees.
Seller
We usually deliver in 14 days.
Buyer
[rejects
] __d
__
Seller
[makes an offer
] _____
Buyer
[states aim
] _____. We have an important conference at the end of the month and we want to complete installation before then.
Seller
Right – I understand. [makes concession
] _____ [makes request
] _____
Buyer
[agrees
] _____
Seller
Good. What else do we need to discuss?
(Задание по теме «
Negotiating
»
имеет цель проверить знания студента о четком представлении языковой функциональности по данной теме)
Task 3
Phrasal verbs
Match the words in A and B to make phrasal verbs. Then, replace the underlined
phrases in sentences 1-9.
| A |
B |
| run
|
back
|
1 I’m connecting you
now. _________________________________________________
2 I’ll return your call
in a minute.____________________________________________
3 Just wait for
me a second._________________________________________________
4. Can I repeat it? ________________________________________________________
5 Please don’t speak so fast
!_________________________________________________
6 It’s a bad line. Can you talk more loudly
?_____________________________________
7 I’ll give her
your message._________________________________________________
8. Do you mind if I check it again? ___________________________________________
(задание на проверку знаний студентов некоторых фразовых глаголов и их употребление в контексте темы «
Telephoning»)
Task 4
Writing
You work for the computer wholesalers, Wilson’s. Your company has not yet
received payment from a client for the invoice below. The finance manager,
Ms Sanderson, asks you to write a letter (120 to 140 words) to the client.
Include the following points:
• the subject of the letter
• remind the client what the order was
• explain to the client that the payment is overdue
• if payment is not received within seven days, the company
will take further action
• give details of how you or Ms Sanderson can be contacted
B
INVOICE:
Client: Mr Fitzpatrick
Invoice no: PIC401
Item: 1 litre glass bottles
Quantity: 10,000
Price including VAT : £2,025
Payment due: within 30 days (by 14 May)
(целью задание является проверка навыков и умений студентов правильного оформления делового письма заявленной характеристики)
2.2 Промежуточный контроль
осуществляется в виде зачетов в конце 2 и 4 модуля.
На зачет выносится:
1. Монологическое высказывание по одной из пройденных тем.
2. Задания, оценивающие полученные навыки делового общения по темам модулей (диалог)
Навыки делового общения:
· деловое общение
· телефонный разговор
· проведение презентации
· проведение переговоров
· проведение собраний встреч, участие в проведение собраний
Образец билета с заданиями на зачет
1. Speak on the topic suggested:
- the role of a chairperson in the meeting.
You can cover the following points:
- preparation
-delivering a meeting
2. Role play the situation according to the information given in your card
Студентам в парах предлагается составить диалог по заданной ситуации по одной из пройденных тем.
| Card 1 Student A
You work for Gedemis, a multinational company. You have arranged to visit a potential partner in a German company. You have received an outline program for the day, finishing at 5 pm. When you arrive, introduce yourself and say you have an appointment. Also: - You would like to make a telephone call. - Unfortunately – you only discovered this yesterday – you need to leave at 4 p.m. as you have to catch a plane (to Paris) at 5.30. You would like to have a taxi to take you to the airport. - You have heard there are train strikes. Ask if this will affect reaching the airport. |
Card 1 Student B
You are expecting a visitor from Gedemis, a multinational company with a plant in Germany. You have arranged a meeting to talk about the products and services you offer. You have sent your visitor an outline plan for the day. Welcome the visitor and spend a few minutes making him/her feel relaxed. There are at present strikes affecting trains and buses in your region of the country. the roads are likely to be congested. Finally suggest that you go to meet one of your colleagues, Bert Trautman. |