Ю. М. Литвинова; Урал гос пед ун-т. Екатеринбург, 2010. 40 с icon

Ю. М. Литвинова; Урал гос пед ун-т. Екатеринбург, 2010. 40 с


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Министерство образования Российской Федерации

Уральский государственный педагогический

университет


У Ч Е Б Н О Е П О С О Б И Е

по английскому языку

( для студентов 5 курса математического факультета)


Е К Т Е Р И Н Б У Р Г

2 0 1 0






Утверждено на заседании

Совета Института иностранных

языков

Протокол № ________
От _________



Рецензенты: кафедра иностранных языков УрГПУ, кандидат педагогических наук, доцент О. П. Казакова


Составитель: ассистент Ю. М. Литвинова


Учебное пособие для студентов 5 курса математического факультета педагогического вуза [текст] / Ю. М. Литвинова ; Урал. гос. пед. ун-т. – Екатеринбург, 2010. – 40 с.


Пособие предназначено для интенсивного повторения, а также развития и совершенствования речевых навыков и умений студентов пятого курса специальности «Математика». Данный курс систематизирует лексические и грамматические основы владения английским языком. Особое внимание уделено коммуникативной стороне речи.


О Г Л А В Л Е Н И Е

Предисловие………………………………………………………….

Lesson 1 …………………………………………………………………

Lesson 2……………………………………………………………………

Lesson 3……………………………………………………………………

Lesson 4……………………………………………………………………

Lesson 5……………………………………………………………………

Lesson 6……………………………………………………………………

Lesson 7……………………………………………………………………

Lesson 8……………………………………………………………………

Lesson 9……………………………………………………………………

Lesson 10…………………………………………………………………

Lesson 11…………………………………………………………………

Lesson 12…………………………………………………………………

Lesson 13…………………………………………………………………

Lesson 14…………………………………………………………………

Приложение…………………………………………………………….


П Р Е Д И С Л О В И Е


Настоящее пособие предназначается для студентов 5 – го курса математического факультета. Оно написано в соответствии с программой, составленной кафедрой иностранного языка УрГПУ и отвечает требованиям ГОС ВПО. Пособие рассчитано на 60 часов аудиторной и самостоятельно работы, предусмотренных учебным планом специальности.

Основная цель пособия – интенсивное повторение грамматических и лексических основ английского языка и совершенствование навыков практического употребления языковых явлений, а так же активное использование изученного лексического и грамматического материала в коммуникативных ситуациях. Кроме этого, к задачам пособия можно отнести развитие языковой и межкультурной компетенций студентов, а также способствование развитию педагогических навыков.

В данном пособии сделана попытка представить типичный набор ситуаций, с которыми сталкиваются молодые специалисты, устраивающиеся работать за рубежом. Отбор грамматического и лексического материала, включенного в пособие, мотивирован именно частотой его употребления в данных ситуациях. Пособие состоит из 13 тем-уроков однотипной структуры, включающих в себя выполнение студентами трех творческих проектов. В каждую часть входит текст или диалог соответствующей тематики, содержащий основной лексический и грамматический материал, подлежащий закреплению. Методическая обработка каждого текста обеспечивается достаточным количеством упражнений на повторение и усвоение лексико-грамматического материала, а также творческими заданиями на обсуждение тематики.

Коммуникативная направленность обучения обеспечивается комплексным представлением лексико-грамматического материала на ситуативно-тематической основе.


Lesson 1. First Meeting.

Тема: Знакомство

Грамматика: 1. Глагол to be

2. Артикли


I. Listen to the dialogue and answer the question Where is Marc from (country & city)?


II. Repeat the dialogue after the speakers.

- Hello! I am Jennifer.

- Hi, my name is Marc. Nice to meet you!

- And you. Where are you from, Marc?

- I’m from France.

- Oh, right – and what part of France?

- From Paris, the capital.

- Oh, really? I love Paris.

- Yes, it’s beautiful.

- So, are you a student here, than?

- Yes, I’m a student, I’m in my first year… erm, what else… I am twenty-one, and I’m single…

- …at the moment!

- So, Jennifer, are you a student too?

- No, I’m a teacher here.

- Oh! I’m sorry!

- No, that’s OK – but I’m a new teacher here – I teach business.

- Oh, right, and are you American?

- No, no. I’m from Canada, from Toronto.

- Oh.

- Yes, and I’m here with my husband.


III. Which sentences are true for Marc?

  • He is married.

  • He is 24.

  • He is a teacher.

  • He is from France.

  • He is from Toronto.

  • He is single.


^ IV. Fill in the chart.




Marc

Jennifer

Status







Age







Where from







Marital status








^ V. Change the sentences into negatives and questions:

Example: That’s good

That isn’t good

Is that good?

  1. She is a good student.

  2. It’s a difficult task.

  3. I am from St. Petersburg.

  4. He is at home.

  5. That’s a brilliant idea!

  6. He is hard-working.

  7. She is my mother.

  8. They are his group mates.

  9. Her name is Jane.

  10. My granny is a musician.


VII. Make sentences

My parents

The Himalayas

Hockey

Andre

London

Great Britain

I

Her teacher

Too many sweets


am

am not

is

isn’t

are

aren’t

good for your teeth.

at work this week. I’m ill.

the capital of the UK.

very high mountains.

my brother’s favourite sport.

strict.

on the British Isles.

19 years old today.

on holiday.


VII. Fill in the gaps with to be

  • Hello! My name __ Jane.

  • Hi! I ___ Monica. How ___ you?

  • I ___ fine, thanks. And you?

  • I ___ OK. ___ you a new teacher here?

  • Yeah, ___ we colleagues?

  • Right. I teach Math. And you?

  • Me too! How old ___ you?

  • I ___ 22.

  • I _____ 25. Where ___ you from?

  • I ___ from Yekaterinburg, Russia. And what ____ you native city?

  • I come from San Francisco. Look, I think those students ___ your class. Let’s go!



VIII. Use A or AN.

  1. My brother is _____ actor

  2. Is she _____ businesswoman?

  3. Do you have _____ lessons today?

  4. Is that _____ map? No, it’s ___ plan.

  5. Are you _____ waiter?

  6. I hope to get ___ answer from her soon.

  7. I’m not _____ journalist!

  8. This is my _____ e-mail address.


^ IX. Act out a dialogue using the above-given example.


X. Read the CV and point out the main parts.


Victor Ivanov

123 Amundsen St., apt. 23

Yekaterinburg

620123

victor@uspu.ru

8(999)2432764


Date of Birth: 23 February 1987

Marital Status: Single


EDUCATION

2004-2009 Ural State Pedagogical University

Graduated as “Teacher of Math”


^ WORK EXPERIENCE

2006 to 2010 School № 322, Yekaterinburg

Teacher: conducting lessons


2009 to present Ural State Pedagogical University

Teacher: conducting lessons, working out courses


ADDITIONAL SKILLS

  • languages: English – Intermediate Level

  • computer skills: Experienced with MS Word, Excel, Internet Explorer and Outlook Express)

  • Driving: Driving Licence Category A

  • Qualified and highly-professional; enthusiastic; good communication skills; eager to experience and learn new skills.


INTERESTS

  • history

  • travelling

  • literature

  • psychology

  • tennis, badminton


REFERENCES

Available upon request


^ X. Complete the chart about yourself:

Personal Information



Education



Work Experience




Additional skills



Interests



References




^ XI. Prepare your own CV. Use Appendix 1.





Lesson 2. Employment.

Тема: Устройство на работу

Грамматика: Глагол to have


^ I. Read the job advertisement and answer: Would you apply for this advertisement? Why? Why not?


Company: Morris High School 

Location: London, UK

  • Salary: £120-£140 per day

  • Category: Education / Teaching

  • Date Posted: 07/28/2010

  • Travel Required: Not Specified

  • Work Type: Any

Job Description

Job Title: Math Teacher


^ KEY RESPONSIBILITIES

      • Teaches material from approved curriculum in accordance with assigned schedule to ensure student satisfaction.

      • Develops daily lesson plans to include instructional aids.

      • Assists students in achieving completion of objectives.

      • Provides regular and timely feedback to students.

      • Advises students in matters related to academics, attendance and behaviors.

      • Motivates students to actively participate in all aspect of the educational process.

      • Maintains and reports student grades and attendance in accordance with company policies.

      • Completes professional development and in-service activities in accordance with college standards.

      • Participates in department curriculum meetings.


^ REQUIRED SKILLS

  • Must have a doctorate or a masters degree and earned 18 graduate semester (or equivalent) credit hours in Math. Degree must be from an institution accredited by an accrediting agency recognized by the U. K. Department of Education.

  • Minimum of two (2) years experience in mathematics or related field is required.

  • Teaching experience in post-secondary education at an accredited institution is preferred.

  • Superior interpersonal, presentation and communication skills required.

  • Creative, innovative and problem solving skills required.

  • Proven organizational skills and ability to complete assignments timely and accurately with minimal supervision.

  • Ability to utilize different methods and mediums to deliver course material.

  • Proficiency in MS Office and the Internet.

  • Able to obtain and maintain licenses if applicable as required by state or accrediting commissions.

  • Evening hours may be required.

^ Email resume: mailto:morrishs@gmail.com


Fax resume to: 212-223-5031

Mail resume to:

The Morris High School

587 Green Street

London 10044

UK


^ II. Answer the questions

  1. What company gives the advertisement?

  2. What specialist does it need?

  3. Where is the company (country and city)?

  4. What salary do they offer?

  5. What are the key responsibilities? (Name the most important three or four)

  6. Which skills are required? (Name the most important three or four)

  7. Which skills have you got? What responsibilities can you take?

  8. What is important for you when you read such advertisements?


III. What parts has the advertisement got? What are the useful phrases which you can use in your advertisement? Make a plan.


^ IV. Write your own advertisement and be ready to have a job interview with applicants.


V. Use have got/has got

Ruth is 21. She ________ fair hair and blue eyes. She _________ two brothers., William and Philip, but she _________ any sisters. Her brothers ______ brown hair and brown eyes. One of her brothers, Philip, is married and __________ two children, so she’s an aunt. Ruth lives with her parents in an apartment. It _____ five rooms but it ___________ a garden. She _________ her own room in the apartment. In it she __________ her computer and a TV. She _______ a car but her parents _____________ one because they can’t drive.


^ VI. Finish the questions.

1. – Tim is a good driver.

– What kind of car ___________?

2. – My uncle is very rich!

– How much money _______________?

3. – Kate is going to the dentist.

– __________________ a toothache?

4. – They are buying a new flat!

– Oh, really? How many rooms _______________?

5. – My friend wants to talk to you.

– ____________________ my telephone number?

6. – My granny loves dogs.

– How many dogs ___________________?


VII. Answer the questions.

  1. Have you got a big family?

  2. Has your father got a car or a motorbike?

  3. Have you got a pet rat?

  4. Has your best friend got an interesting job?

  5. Have you got forty cousins?

  6. Have your got an ear for music?

  7. Has your mother got long hair?

  8. Have you got a driving license?


VIII. Job interview.

Прежде, чем прочитать, приведите примеры вопросов, которые могут задать на собеседовании – и какие варианты ответа вы можете на них предложить. Проверьте, встретятся ли эти вопросы в тексте.


- Hello, I am Victor Ivanov.

- Hi, I am Joe Smith.

- Nice to meet you!

- Nice to meet you, too! How are you today, Victor?

- I'm fine thank you, and you?

- I’m great, thanks. So, can you tell us a little bit about yourself?

- I was born and raised in Yekaterinburg, Russia. I attended the Ural State Pedagogical University and graduated last year. I have been in teaching for 4 years – I have started working at school when I was at my third year. After graduation I was offered a job of a Math teacher at the university. I agreed because I wanted to get more experience.

- Are you interested in a full-time or part-time position?

- I am more interested in a full-time position. However, I would also consider a part-time position.

- What is your greatest strength?

- My main strength is that I am very creative and responsible. If I have a task I will do my best to do it. I’m also very sociable and it’s easy for me to communicate with people. They trust me and come to me for advice. I think I am also quite flexible and dynamic. I can always adapt to new situations.

- And what weaknesses have you got?

- I am overzealous and sometimes I’m too demanding. I expect students to do their best at the lessons and it is hard for me to understand their excuses. I know about these weaknesses and I am trying to be more careful working with people.

- Why have you decided to change your job?

- At my last job I got a lot of experience in teaching but now I want to work for an international company and to learn more about the international practice.

- Why do you want to work for Morris High School?

- I know this college has a reputation for quality and professionalism. I feel that my knowledge may be useful here and I can learn here a lot, too.

- When can you begin?

- Immediately.

- Thank you, Mr. Ivanov.


Nice to meet you! – приятно познакомиться!

to raise [reɪz] - растить, воспитывать

to attend [ə'tend] - посещать

to graduate (from) ['grædjueɪt] – закончить университет

^ I was offered – мне предложили

еxperience [ɪk'spɪərɪəns] - опыт

full-time position – работа на полный день

part-time – неполный рабочий день

to consider [kən'sɪdə] - рассматривать

strength [streŋθ] – сильная сторона

responsible [rɪ'spɔnsəbl] – ответственность

to do my best - прилагать все усилия, делать всё возможное

sociable ['səuʃəbl] – общительный, коммуникабельный

flexible ['fleksəbl] - гибкий

weakness ['wiːknəs] - слабость

overzealous ['zeləs]чрезмерно усердный

demanding [dɪ'mɑːndɪŋ] - требовательный


IX. True/false?

  • The interviewer wants to know only about candidate’s weaknesses;

  • The candidate’s weakness is that he is flexible.

  • The candidate has been a teacher at university for one year.

  • The candidate wants to have only a full-time position.

  • The candidate wants to work for an international company.

  • The interviewer asked the candidate to tell about himself.

  • The candidate’s strength is that he has a lot of experience in teaching.


^ X. Answer the questions of the interview.


Lesson 3. Job interview.





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