I APPROVED

Director of IMOYAC

"___"_____________2011

DISCIPLINE WORK PROGRAM

practical course of the first foreign language
(Russian language)

DIRECTION OF OOP 035700 Linguistics

TRAINING PROFILE Theory and practice of intercultural communication QUALIFICATION Bachelor

BASIC ADMISSION CURRICULUM 2011

WELL 1–3 SEMESTER 1–5

NUMBER OF CREDITS 52 (6/12/12/12/10)

PREQUISITES Preparatory department program (Russian as a foreign language)

COREQUISITES Russian language and speech culture, History of literature of the countries of the language being studied, Practical course of a second foreign language

TYPES OF LEARNING ACTIVITIES AND TIME RESOURCE:

FORM OF TRAINING Full-time

TYPE OF INTERMEDIATE CERTIFICATION Test in 1st, 3rd, 4th semesters, exam in 2nd, 5th semesters

SUPPORT DIVISION Department of RAL

HEAD OF THE DEPARTMENT _______________

HEAD OF PLO _______________

TEACHERS _______________

1. Goals of mastering the discipline

As a result of mastering this discipline, the bachelor acquires knowledge, skills and abilities that ensure the achievement of goals Ts1, Ts2, Ts5 main educational program "Linguistics". The goal of the discipline is to develop communicative competence that allows solving communicative problems in various situations and areas of communication (at the middle stage of studying RFL). The discipline is aimed at preparing bachelors of linguistics for production and practical activities to ensure intercultural communication in various professional fields.

2. The place of discipline in the structure of OOP

The discipline is included in the basic part of the professional cycle and is directly related to the disciplines of this cycle, including the discipline “Practical course of a second foreign language.” The course is basic for the simultaneous and further study of all disciplines of the first foreign language: “Ancient languages ​​and cultures”, “History of literature of the countries of the language being studied”, disciplines of the profile “Theory and practice of intercultural communication”.

To successfully master the discipline, a student must have a sufficient level of competencies in the field of Russian as a foreign language, developed within the framework of the preparatory department program, corresponding to the first level of the TRFL.

3. Results of mastering the discipline

After studying this discipline, bachelors acquire knowledge, skills and experience that allow them to achieve the results of the main educational program P2, P3, P4, P5, P6, P7, P11*. The correspondence of the results of mastering the discipline “Practical course of the first foreign language” with the results of training in the OOP “Linguistics” is presented in the table.

FEDERAL STATE BUDGET EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

"VORONEZH STATE UNIVERSITY"

(FSBEI HPE "VSU")

I APPROVED

Head of the department

Romance philology
_______________

prof. Doctor of Philosophy Titov V.T.

WORKING PROGRAM OF THE ACADEMIC DISCIPLINE
C3.B.6 Practical course in translation of the first foreign language (Portuguese)
Code and name of the discipline in accordance with the Curriculum

1. Code and name of the area of ​​training/specialty:

035701 “Translation and translation studies”

2. Training profile/specialization: 02“Linguistic support for military activities (Portuguese)”

3. Graduate qualification (degree): specialist
4. Form of education: full-time
5. Department responsible for the implementation of the discipline: Department of Romance Philology
6. Compilers of the program: Filippova Tatyana Nikolaevna; Associate Professor, Candidate of Sciences philologist. sciences
7. Recommended: NMS Faculty of the Russian Geographical Faculty protocol No. 10 dated June 23, 2014

1. 
   Goals and objectives of the academic discipline:

To form an idea of ​​the basic translation techniques;

Analyze the main stages of translation;

Consider text genres from the perspective of translation;

Consider the most typical situations in which the actions of translators are associated with the transformation of lexical, grammatical or stylistic characteristics of the source units, caused by the difference in the structure of the Portuguese and Russian languages;

To familiarize with possible ways, means and techniques for transforming speech units of the source language (specification, generalization, modulation, semantic development and holistic rethinking; compression, decompression; antonymic translation, descriptive translation, compensation);

Develop the ability to apply the most effective transformation techniques;

Develop editing and self-editing skills.

1. 
   Place of the academic discipline in the structure of OOP:

To successfully master this discipline, the student must have basic knowledge obtained from the courses: “Fundamentals of Linguistics”, “Theoretical Grammar”, “Lexicology”, “Stylists”, “Translation Theory”, “Introduction to the Theory of Intercultural Communication”, “Practical Course 1” AND I". To master translation skills, students need to rely on the knowledge acquired during the study of humanities disciplines, such as the history of language, the history of literature, and analytical reading; They will also be required to have skills in working with special dictionaries, encyclopedias, reference books and literary sources.

1. 
   Student competencies formed as a result of mastering the discipline:

ability to master the basics of using abbreviated translation notation when performing oral consecutive interpreting (PK-20)

the ability to quickly switch from one working language to another (PC-21)

ability to understand the norms and ethics of interpreting (PK-22)

the ability to analyze the results of one’s own translation activities in order to improve it and improve one’s qualifications (PK-34)

13. Educational, methodological and information support of the discipline
a) basic literature:

b) additional literature:

1. 
   c) information electronic educational resources:

1. 
   Material and technical support of the discipline:

1. Teaching aids.

2. Auditor fund.

3. Projector.

4. Computers, Internet resources.

5. Computer printouts of materials.

6. Literary texts.

7.DVD player

– Preparation of literature notes for self-study / Study and note-taking of scientific literature

– Preparation for discussion of topics in class (familiarization with research literature, drawing up a thesis plan for the answer).

– Familiarization with materials of electronic databases on the discipline.

– Individual consultations with a teacher

1. 
   Certification criteria based on the results of mastering the discipline:

Test: the student masters the knowledge system within the framework of this program, skillfully applies them when analyzing translations, successfully interprets the meaning of the text and translates from Portuguese into Russian and from Russian into Portuguese.

Failure: the student does not have the necessary theoretical knowledge and cannot cope with practical tasks.

STATE EDUCATIONAL INSTITUTION

HIGHER PROFESSIONAL EDUCATION

"SAKHALIN STATE UNIVERSITY"

Department theory and practice of translation

EDUCATIONAL AND METHODOLOGICAL COMPLEX OF DISCIPLINE

"PRACTICAL COURSE OF THE FIRST FOREIGN LANGUAGE"

directions 031100.62 “Linguistics”

Qualification: Bachelor of Linguistics

Art. teacher

The educational complex in the discipline “Practical course of the first foreign language (English)” in the direction 031100.62 “Linguistics” complies with the presented work program of the discipline and the requirements of the State Educational Standard of Higher Professional Education; presented in handwritten and electronic form.

The discipline is part of the federal component of the cycle of general professional disciplines.

Coordination with the dean of the training institute

Dean __________________ ___________

(signature) (acting surname)

Library Director ________ ___________

Federal State Budgetary Educational Institution
higher education "National State University of Physical Culture, Sports and Health named after P.F. Lesgaft, St. Petersburg"

Center for International Educational Programs

Working curriculum

discipline "Russian as a foreign language"

(Practical course. Entry level - 112 hours)

1. Characteristics, structure and content of training sessions

1.1. Goals and objectives of training sessions

Main goal training foreign students on the course “Russian as a foreign language” (Practical course. Entry level - 120 hours) Russian language is:
a) mastering the Russian language system for communication in the Russian speech environment,
b) in mastering the language of the specialty necessary for obtaining professional education at a university.

Learning Objectives:

1) in reading– development of skills and abilities of the student, introductory and abstract reading of texts in the specialty, socio-economic and sociocultural texts;
2) in a letter– mastery of the basic types of written speech in scientific and official business styles to an extent sufficient for drawing up official documents and writing work in the specialty;
3) in listening– formation of the level of linguistic, communicative and sociocultural competencies in colloquial, journalistic and scientific styles of speech, facilitating adequate perception of information, close to the perception of native speakers;
4)in speaking– formation of the level of sociolinguistic, communicative and discursive competencies that predetermine the optimal use of linguistic means in various spheres of communication.

1.2. Requirements for the student’s preparedness to master the content

Students starting to study the Russian language course according to the educational program of the university must have training in the scope of the First Certification Level of the Russian State System of Testing of Citizens of Foreign Countries in the Russian Language: TRKI–1(level B1 – in accordance with the Common European Scale of Foreign Language Communicative Competence). In this case, the student’s threshold level of knowledge can be differentiated depending on the number of points obtained as a result of testing: 1) B1–1 – provided that the student receives scores in the range of 66-79% in all five subtests (one of the subtests is 60% is allowed); 2) B1–2 – provided that the student receives scores in the range of 80-90% on all five subtests (one of the subtests is 75%); 3) B1–3 – provided that the student receives scores in the range of 91-100% on all five subtests (one of the subtests is 85%).

1.3. List of developed competencies (learning outcomes)

Upon completion of the course, students should have formed the following types of competencies: 1) linguistic; 2) sociolinguistic; 3) discursive; 4) sociocultural; 5) strategic, allowing foreign students to solve the communicative tasks facing them in the educational, professional and sociocultural spheres of communication.
The maturity of these competencies presupposes:

• knowledge of a certain corpus of lexical units of the Russian language, its grammatical structure, phonetic system, norms and rules for the use of language units;
• the ability to understand different types of communicative statements, as well as construct holistic and logical statements of different functional styles; the ability to compose professionally oriented texts of various types (scientific texts of standard content, indicative, informative, and review);
• the ability to select and use adequate linguistic forms and means depending on the purpose and situation of communication, on the social roles of the participants in communication;
• knowledge of the cultural characteristics of native speakers and the ability to adequately understand them and use them in the communication process;
• the ability to use verbal and nonverbal means that a person resorts to in case of unsuccessful communication.

1.4. Knowledge, abilities and skills mastered by students

In the process of mastering the Russian language as a foreign language course program, students develop the following skills in speech activity.

Reading and Listening

• read and comprehend texts of different types (sociocultural, socio-political and scientific); find and isolate all content blocks in texts, independently navigate the semantic, structural and communicative organization of the text;
• identify main, additional (detailing, specifying and illustrative information) and redundant information in content blocks;
• predict the dynamics of the development of the content of texts of different nature in the main and body blocks, independently navigate the semantic, structural and communicative heading, the content of the first and last paragraphs, as well as relying on knowledge of the structure of the text, on the means of interphrase communication;
• compare information from two or more texts, identify new and already known;
• accurately perceive oral speech stimuli, corrective cues (including elliptical ones) that formulate communicative tasks;
• fully understand specialized texts within the framework of professional competence, and be able to critically evaluate what they read.
• understand specialized texts outside of your professional competence, effectively use a dictionary to clarify the meaning of unfamiliar terms.
• understand both live and recorded oral speech within the framework of both familiar and unfamiliar topics in personal, social, educational and professional spheres of communication (lectures, conversations, reports, interviews, radio / television news, etc.), with varying degrees penetration into the content (full understanding, understanding of the main content, extracting the necessary information);
• critically evaluate what you hear.

Speaking and writing

• respond to the interlocutor’s statements (ask clarifying questions, ask again, make a request, explain something, repeat something, etc.); give an assessment, express agreement/disagreement, give counterarguments;
• when relying on a text read or perceived by ear, reproduce it (orally or in writing) with the necessary communicatively specified processing;
• possess compression skills at all levels: text, paragraph, sentence;
• carry out conscious and evaluative processing of the text: formulate your position (point of view) and evaluate the content of the text from this position; summarize information from two or more texts;
• participate in the discussion of the text, be able to summarize the discussion, summarizing the information received in the dialogue;
• construct your own speech works (oral or written) such as messages, narratives, discussions on everyday topics;
• write various types of letters (personal or business), using the appropriate style of speech;

Language skills

• Knowledge and ability to use:
• grammatical structures necessary for expressing communicative functions and concepts in accordance with the speech situation and for generating a variety of texts in the educational and professional spheres;
• rules of syntax in order to understand and create a variety of texts in educational and professional fields;
• linguistic forms characteristic of official and colloquial styles in educational and professional spheres;
• vocabulary (including terminology) sufficient for communication both within a wide range of general topics and topics related to the field of educational and professional interests.

Study skills

Search for information

• search for new text, graphic, audio and video information in Russian-language sources (both printed and electronic), using appropriate search methods and terminology, to perform educational and educational-professional tasks.

Public speaking

• prepare logically connected, reasoned speeches and give public speeches on educational issues (within the framework of educational topics);

1.5. List and scope of active and interactive forms of training sessions

The main form of teaching the Russian language is practical classes, which, depending on the specific purpose of the lesson, can vary in forms of work and types of activities (reading and retelling, doing written work, discussing a topic, giving a message, watching a film, listening to news, etc. ).
The choice of organizational form of work corresponds to the type of task being performed: 1) linguistic, conditionally communicative tasks involve work in pairs; 2) situational tasks can be implemented during work in groups and in pairs; 3) written assignments are usually completed individually.
A modern communication-oriented approach to teaching the Russian language involves the widespread use of non-traditional forms of educational activities: an integrated lesson, a debate lesson, a conference, an excursion lesson, a video lesson, organizing and conducting role-playing and aspect games of various target orientations, as well as turning to multimedia technologies.

1.6 Description of course content

Total: 120 hours

1.7 Assessment of the final overall proficiency in the Russian language as a result of the completed course

Language aspect

1. Corrective course in phonetics.
2. Corrective course in the morphology of nouns, adjectives, numerals, as well as verbs, pronouns, adverbs.
3. Syntax of a simple sentence.

Communicative-speech aspect

1. Listening and speaking on everyday and sociocultural topics.
2. Speech etiquette: expression of agreement/disagreement, invitation, proposal, advice, recommendation.
3. Official business style: standard forms for drawing up statements and explanatory notes.

Certification of a student's educational activities is carried out according to three criteria: 1) attendance at classes, 2) the student's work during the semester, 3) passing the current (test) and final (exam) test.

Current control includes regular checking of students’ homework: written and oral.

Interim certification carried out in the form of a certification test and requires the student to complete:
1) a grammar test in accordance with the studied lexical and grammatical topics;
2) reading and retelling the text;
3) oral communication on the topic;
4) written work based on the text.

1.8. Educational and methodological support for students' workand classroom work.

The list of basic textbooks and teaching materials is contained in the course program (see)

1.9. Methodological support for independent work:
1) educational research projects (creation of presentation projects in Microsoft Power Point);
2) use of educational electronic aids, interactive computer textbooks and simulators;
3) use of test electronic aids;
4) individual computer testing for monitoring and assessing learning outcomes

1.10. Material and technical support of the discipline
Textbooks for the course of the discipline, educational computer programs on RFL, educational films, audio and video cassettes with recordings of lessons on RFL.

List of required literature

Chernyshov S., Chernyshova A. Let's go! 1+2. ... An intensive tutorial for beginners. Chrysostom SPb. 2015.
Antonova V.E., Nakhabina M.M., Safronova M.V., Tolstykh A.A. Road to Russia. Textbook of the Russian language (elementary level) Zlatoust, Central Educational Institution of Moscow State University. 2014.
Russian language. Main course: practical grammar for foreign students of natural and technical specialties / T.M. Balykhina, T.I. Vasilishina et al. St. Petersburg, 2011.

List of additional literature

Andryushina N.P., Bitekhtina G.A., Klobukova L.P. “Russian language program for foreign citizens.” First level. Common ownership. – St. Petersburg, 2002;
Golubeva A.V., Lemeshev K.N. Walks around St. Petersburg: Educational video for Russian language learners. Texts and exercises. St. Petersburg, 2005.
State educational standard for Russian as a foreign language. First level. Common ownership / Ivanova T. A. et al. M.-SPb., 1999.
Zadorina A.I. Golubeva A.V., Kozhevnikova L.N. and others. Collection of exercises on Russian grammar (for foreigners). Issue 1. St. Petersburg, 1997.
Zykova E.I., Ilinova A.I. Collection of exercises on phonetics of the Russian language. 3rd ed. stereotype. St. Petersburg, St. Petersburg State University Publishing House, 2010.
Department of Russian language for foreigners-non-philologists. Uch. programs (for undergraduates, graduate students and interns in the humanities and natural sciences) / Ed. V.V. Chemist. SPb.: Publishing house St. Petersburg. University, 2000.
Kolesova D.V., Maslova N.N. Rainbow. Workshop on the development of written speech. St. Petersburg, 2008.
Kolesova D.V., Kharitonov A.A. Golden feather. A guide to developing writing skills: A book for students. St. Petersburg, 2001.
Kotova V.D. Russian language textbook for foreign students of the humanities. M., 2004.
Kumbasheva Yu.A. Man in the modern world. Textbook A guide to speaking practice. M., 2006.
Lariokhina M.N. Practical Russian language course for foreign students. Part 1-2. Advanced stage. M., 1997.
Fundamentals of Russian business speech: Textbook. manual for higher students textbook establishments / N.A. Bure, L.B. Volkova, E.V. Kosareva and others; Ed. V.V. Chemist. St. Petersburg, 2011.
Starovoitova I.A. Your opinion: Textbook. A guide to speaking practice. M., 2005. Tests, tests, tests...: A guide for preparing for the certification exam in vocabulary and grammar. II certification level. St. Petersburg, 2007.
Model tests in Russian as a foreign language. Second certification level. Common ownership / Averyanova G.N. and others. M.-SPb., 1999.
Requirements for the First Certification Level of Proficiency in Russian as a Foreign Language. Common ownership. Professional module / N.P. Andryushina et al. St. Petersburg, 2011.
Educational and training tests in Russian as a foreign language. Vol. 1. Grammar. Vocabulary: Study Guide. St. Petersburg, 2011.
Educational and training tests in Russian as a foreign language. Vol. 2. Reading: Study Guide. St. Petersburg, 2011.
Educational and training tests in Russian as a foreign language. Vol. 3. Writing: Study Guide. St. Petersburg, 2011
Chemist V.V. Practical syntax of the Russian language. St. Petersburg, 1995.
Shatilov A. S. Reading texts in the specialty. Issue 2. Humanities: textbook on the language of the specialty. St. Petersburg, 2011.

List of Internet resources

Philological portal: Philology.ru
Reference and information portal: www.gramota.ru
National Corpus of the Russian Language: www.ruscorpora.ru/
Educational portal “Russian Language”: ruslang.edu.ru
Official website of the Russian Language Development Center: www.ruscenter.ru/
Russian language for business people: www.mylanguage.ru
ROPRYAL portal “Russian Word”: www.ropryal.ru/
Official website of the Russian Language Institute named after. V.V. Vinogradov RAS RF:
www.ruslang.ru/
Virtual library of V. Moshkov: lib.ru
Websites for educational and information purposes: elearning PRO.ru, www.pushkin.edu.ru, univertv.ru
Video service: www.youtube.com/videos

The program is compiled in accordance with the requirements of the Federal State Educational Standard for Higher Professional Education, taking into account the recommendations and the Approximate General Educational Program for Higher Professional Education in the direction and profile of training “Russian as a Foreign Language”

Signatures:

Textbooks and teaching aids:

1. Miller L.V., Politova L.V. “Once upon a time...” 12 Russian language lessons. Basic level. – St. Petersburg, 2003;
2. Kapitonova T.I. etc. “We live and study in Russia.” – St. Petersburg, 2003;
3. Rodimkina A.M., Riley Z., Landsman N. “Russia today.” Texts and exercises. – St. Petersburg, 2002;
4. Rodimkina A.M., Landsman N. “Russia 2000”. Texts and exercises. – St. Petersburg, 2003;
5. Collection of exercises on Russian grammar Issue 1. – St. Petersburg, 2003;
6.Glazunova O.I. “Grammar of the Russian language in exercises and comments” - St. Petersburg, 2003;
7. Model test in Russian as a foreign language. Elementary level. Common ownership. – St. Petersburg, 2004;
8. Model test in Russian as a foreign language. Basic level. General ownership. - St. Petersburg, 2004;
9. Model test in Russian as a foreign language. Third level. Common ownership. – St. Petersburg, 1999;
10. Model test in Russian as a foreign language. Third level. Philology. – St. Petersburg, 2001;
11. Andryushina N.P., Bitekhtina G.A., Klobukova L.P. “Russian language program for foreign citizens.” First level. Common ownership. – St. Petersburg, 2002;
12. Korchagina E.L. “Requirements for Russian as a foreign language.” Threshold level. – St. Petersburg, 2003;
13. Korchagina E.L. "Model tests in Russian as a foreign language." Threshold level." - St. Petersburg, 2003.
14. Miller L.V., Politova L.V., Rybakova I.Ya. “Once upon a time...” 28 Russian language lessons for beginners. – St. Petersburg, 2005;
15. Skorokhodov L., Khorokhordina O. “Window to Russia.” Part 1. - St. Petersburg, 2003; 2nd part – St. Petersburg, 2005;
16. Maksimova A. L. “Corrective course of Russian grammar” - St. Petersburg, 2005;
17. Model test in Russian as a foreign language. First level. Common ownership. – St. Petersburg, 2005;
18. Model test in Russian as a foreign language. Second level. Common ownership. – St. Petersburg, 2005;
19. Model test in Russian as a foreign language. Fourth level. Common ownership. – St. Petersburg, 2005.

C) software and Internet resources
__________________________________________________________________

For the teacher

on organizing the study of the discipline

“Practical course of the first foreign language (speaking and writing workshop)”

The discipline “Practicum of oral and written speech” includes training in the lexical side of speech, training in speech skills: listening, reading, monologue speech, dialogic speech, writing.

Practical lesson plans are set out in the course work program and contain the following main topics:

First semester: biography, family, housing, food, English cuisine, countries, nationalities, working day.

Second semester: weather. recreation, shopping, theater, appearance and character.

Third semester: choice of profession, health, sports.

Fourth semester: travel, London, British Isles.

Fifth semester: hobbies, cinema, raising children.

As a result of mastering the discipline, the student must:

Know: basic information from the geography, history, political, economic, social and cultural life of the country of the language being studied, about the role of the country of the language being studied in regional and global political processes

Phonetic, lexical, grammatical system of the language being studied, the concepts of norm and usage, linguistic organization of functional and stylistic varieties of text;

Rules for constructing coherent, consistent and complete texts in a foreign language.

Be able to: compose oral and written communications on topics related to life in the country of the language being studied and its role in the world community.

Create dialogic and monologue statements in a foreign language in accordance with the chosen language style.

Apply the rules for constructing texts in working languages ​​to achieve their coherence, consistency, and integrity based on compositional speech forms

Possess: lexical, grammatical, regional studies material, allowing you to compose oral and written messages on topics related to life in the country of the language being studied and its role in global political processes.

Sustained skills in generating speech in foreign languages, taking into account their phonetic organization, maintaining the tempo, norm, usage and style of the language

Rules for constructing coherent, consistent and integral texts.

Gain experience in activities: experience communicating in a foreign language on topics dedicated to life in the country of the language being studied and the role it plays in the world community.

Communicating in a foreign language using different styles.

Experience in composing coherent, consistent and complete texts in a foreign language.

The structure of the main course is presented in sections, including a number of subtopics, work on which is carried out by students in the following modes: 1) under the direct guidance of the teacher, 2) independently with the advisory support of the teacher. It is recommended to use open learning methods, such as training and mutual learning in micro-groups, developing projects, preparing presentations, conducting independent comparative studies, etc., aimed at developing such key competencies of students as the ability to learn independently and work with information, apply in practice acquired knowledge, carry out cooperation and communication.

Listening tasks involve:

Testing the ability to understand the main content of an audio text

Testing the ability to understand the content of an audio text in detail

Testing the ability to purposefully extract the requested information from an audio text

To successfully complete assignments, the student must have the following skills and abilities:

Possess strategies for global, selective, detailed understanding of what is heard, be able to apply these strategies in connection with the assigned tasks;

Have a developed mechanism for semantic prediction, based not on speculation and fantasy, but on the linguistic form of the message,

Be able to use acoustic paralinguistic elements of the text (raising/lowering voice, pause, rhythm, interjections, etc.) to understand the text;

Be able to distinguish between audio texts of different genres

The development of the lexical side of speech goes through 3 stages. The conceptualization stage can be divided into 3 successive steps: motivation (introduction to the topic by reading headlines, analyzing illustrations, formulating assumptions about the content of the communication situation, its problems), selection of new lexical units (at the text level), semantization (disclosure of the meaning of new lexical units based on linguistic guesswork, analysis of semantic meanings in different languages). The internalization stage consists of developing the ability to use new vocabulary, memorizing it, and translating it into long-term memory. This is achieved through exercises, the purpose of which is to form stable associative connections of a new word with a situation, topic, and other words (maintaining thematic dictionaries, cards, grouping vocabulary by characteristics, filling out diagrams, tables, crosswords, captioning pictures, compatibility exercises). This is followed by substitution, question-and-answer written and oral exercises that allow you to use the word in context. In the first year of study, associative exercises should be numerous and varied, while in the second and third years the focus is on the use of new words in text-based communication. At the training stage, students’ speech actions with lexical material are organized “hierarchically”: statements with support, solution of a specific communicative task.

The methodology for developing reading skills should combine training in reading-comprehension itself with the interpretation of the text as a product of verbal communication in the perspective of recreating a similar type of text in speaking and writing. Reading with full understanding is carried out on the material of educational texts, the difficulties of which are dosed, and the lexical and grammatical material is subject to productive assimilation. Reading with understanding of the main content is carried out on authentic texts, including a certain amount of unfamiliar vocabulary. Reading with selective understanding of what is being read is carried out on the material of authentic functional texts (advertising, notices, diagrams, questionnaires, annotations, recipes, posters, headlines, etc.).

It is important to remember that reading comprehension is not reducible only to logical or linguistic operations - it is a complex set of skills that can be mastered as a result of targeted training, including the following basic actions:

Constant, rather than occasional, work on reading with an emphasis on understanding what is being read, while the text should be considered as a source of information used for communicative purposes;

The ability to apply various reading strategies, which involves working on various types of reading, understanding the specifics of texts of various genres and their intended purpose. It is necessary to understand what types of tasks and exercises will be most effective for certain types of reading;

Recognition of text “signals”: ​​each type of text is characterized by its own characteristics, for example, shape, external and internal structure, specific headings, and printing design features. These are the supporting elements of the text, allowing you to predict its content, which significantly facilitates the process of understanding when reading;

Using compensatory skills.

Training students in correct time management during tests

The method of teaching dialogic utterance includes the following stages: preparatory (defining the communication situation, referring to sample dialogues, improving phonetic, lexical, grammatical skills), reproductive (reproduction of a sample dialogue, exercises to select an appropriate response to a remark, the relationship of the remark with the picture, role-playing identification, development of a dialogue strategy, modification of a sample dialogue according to certain parameters), productive (solving communicative problems within the framework of educational and speech situations).

The formation of monologue utterance skills is carried out on the material of a complete text. This process is carried out in stages: preparatory stage (analysis of the communicative intention and structure of the text), reproductive (exercises on comparison, explanation, giving an example, description, confirmation, refutation, filling in gaps, retelling with an expression of personal attitude, summarizing the text), productive (solving a problem tasks, answers to problematic questions, argumentation of one’s own point of view, group discussions, statements based on a video, text, development of an idea, addition to the base text, description based on visual support).

Writing skills include the following levels: calligraphy, spelling, punctuation, syntax and style. Writing skills and abilities need to be developed in the areas of spelling and sentence syntax, while skills at the textual and stylistic levels should be developed based on existing skills. Written speech itself reproduces authentic genres of written speech: biography, questionnaire, personal letter, postcard, personal diary, newspaper article, advertisement, own texts by analogy.

For effective teaching of the discipline “Practicum of oral and written speech” the following pedagogical technologies can be used.

- Group collaboration of students - a complex of pedagogical teaching methods, which involves students mastering a number of algorithms, techniques and technologies for joint decision-making, developing a common strategy of action and finding solutions to emerging problems, which are successfully used in the future during discussions and debates.

- Discussion – a method of organizing joint collective activity, which allows, in the process of direct communication, through logical arguments, to influence the opinions, positions and attitudes of the participants in the discussion. The purpose of the discussion is an intensive and productive solution to the group problem. During the discussion, students have the opportunity to activate their acquired speaking skills. Group discussions are widely used in teaching a second foreign language at all stages of learning.

- Dispute – this is a public debate, one of the active forms of working with students. Usually devoted to discussing topical issues. Disputes can be held not only with students of the same group, but also between students of parallel groups.

- Report - a public message, which is a detailed presentation of a specific topic or program issue. In the process of preparing reports, students actively use reading (viewing, familiarizing and studying), writing skills, and learn the appropriate design of material for presenting it to students. This method is actively used in organizing students’ independent work.

- Role-playing game – a teaching method that simulates the activities of an organization or group of people. Events, specific human activities, as well as the environment in which an event occurs or an activity is carried out can be modeled. The game script contains a plot, a description of the structure and purpose of the simulated processes and objects. Participants assume the roles of various characters in the game and act according to these roles.

Brainstorm – (brainstorming) a method of activating thought processes through a joint search for solutions to a difficult problem. A brainstorming session involves a team of several students and a teacher acting as a facilitator. Before brainstorming begins, the facilitator clearly states the problem to be solved. During a brainstorming session, participants express their ideas for solving the problem, both logical and absurd. In the process of brainstorming, ideas at first are not particularly original, but gradually as the work progresses, when the template ideas are exhausted, the participants express original ideas. The facilitator writes down all ideas expressed. Then a detailed analysis of each idea expressed is carried out. As a result, the most optimal solution is selected. This method is especially important at the second stage of training, in preparation for business games and discussions.

- Presentation – a way of visually presenting information, usually using audiovisual means. A presentation based on information and communication technologies contains text, illustrations, and uses hyperlinks.

- Self-learning is a method in which the student interacts with educational resources with minimal participation from the teacher and other students. Self-study based on modern technologies is characterized by a multimedia approach, which uses educational resources: printed materials, audio and video materials, computer training programs, electronic journals, interactive databases, etc.

Guidelines for students

for studying the discipline "Workshop on oral and written speech"
Planning and organizing time

In order to effectively master the discipline, you need to properly organize your time. You should prepare for practical classes in advance in order to better understand the material, and if necessary, clarify unclear points with the teacher during a consultation.

Scenario for studying the discipline

The study of a lexical topic is usually carried out according to the following scheme: presentation of vocabulary on the topic, pre-text exercises, work with basic text on the topic, post-text language exercises, work with additional texts on the topic, speech exercises, prepared monologue statement, prepared dialogical speech, unprepared dialogical speech with elements of a monologue. At the initial stage, the rules of spelling of the French language are studied; exercises are recommended to be done in writing. In subsequent stages, the rules for writing an address and executing a personal and business letter are explained.

Each student has the right to familiarize himself with the teaching materials of the discipline, which consists of 3 sections: the work program, methodological support for the discipline, and a fund of assessment tools.

In the work program, a student can glean the following information: requirements for the level of mastery of the discipline (in terms of knowing, being able to, mastering, gaining experience in activities); the number of hours allocated to study the course; topics for practical classes, topics for independent study; list of basic and additional literature, periodicals, Internet resources.

In the methodological support of the discipline, the student can familiarize himself with these guidelines for studying the discipline.

The fund of assessment tools contains forms of current control, intermediate and final certification; schedule of control and assessment activities; practical assignments for tests and exams; evaluation criteria; types and forms of making up missed classes.
Methodological recommendations for certain types of work

Successful learning of a foreign language not only depends on the professional skills of the teacher, but also on the ability of students to understand and accept the tasks and content of the subject. It is necessary to take an active part in the learning process and be responsible for what you do in practical French classes and during self-study.

Successful learning of a foreign language is possible only with systematic independent work on it. An important role in this is played by the accumulation of sufficient vocabulary, knowledge of grammatical structures and the phonetic structure of the language being studied through extracurricular reading.

In order to learn to read correctly, understand foreign speech by ear, and also speak a foreign language, you should widely use technical means that combine visual and audio perception: listen to audio recordings, watch videos in a foreign language. When listening, the text is heard once or twice. After the first listening, you should get a general picture of what you heard, and after the second, you should understand the details. When listening, it is recommended to make notes: dates, titles, and only then proceed to the tasks.

To develop skills and abilities to work with text without a dictionary, regular and systematic work is necessary to expand the vocabulary, and this, in turn, is inevitably associated with the ability to work with a dictionary. In addition, for a more accurate understanding of the content of the text, it is recommended to use grammatical and lexical analysis of the text.

When reading, it is not recommended to consult the dictionary every time you encounter an unfamiliar word. First you need to try to determine its meaning from the context. Only after this should its meaning be clarified in the dictionary, written down with the current meaning and others available in the dictionary, as well as with fixed expressions. When writing new words, you should follow the accepted writing culture: nouns indicating gender, adjectives indicating feminine gender, verbs in the infinitive (with conjugation if the type of conjugation is not familiar). Write down and memorize first of all the most common verbs, nouns, adjectives and adverbs, as well as function words (i.e. all pronouns, auxiliary verbs, prepositions, conjunctions and particles). When translating, take into account the polysemy of words and choose the Russian word that has the appropriate meaning in the dictionary, based on the general content of the text being translated. When writing out so-called international words, pay attention to the fact that along with the frequent coincidence of the meanings of words in Russian and foreign languages, there is a strong discrepancy in the meanings of words.

An effective means of expanding your vocabulary is knowledge of word formation methods in a foreign language. Knowing how to break down a derived word into a root, prefix and suffix, it is easier to determine the meaning of an unknown new word. In addition, by knowing the meaning of the most common prefixes and suffixes, you can easily understand the meaning of all words derived from the same root word that you know.

Each language has specific phrases that are unique to that language. These stable phrases (so-called idiomatic expressions) are an inextricable whole, the meaning of which cannot always be understood by translating its constituent words. Set phrases in one language cannot be literally translated into another language. Such expressions should be written out and memorized in their entirety.

Conventionally, educational skills are divided into three groups:

Skills related to intellectual processes

Skills related to the organization of educational activities and their correlation,

Compensatory or adaptive skills.

The skills associated with intellectual processes include the following skills:

Observe one or another linguistic phenomenon in a foreign language, compare and contrast linguistic phenomena in a foreign language and one’s native language;

Compare, compare, classify, group, systematize information in accordance with a specific educational task;

Summarize the information received, evaluate what you listened to and read; record the main content of messages; formulate (orally and in writing) the main idea of ​​the message; draw up a plan, formulate theses;

Prepare and present detailed reports such as reports.

Skills related to the organization of educational activities and their correlation include:

Work in different modes (individually, in pairs, in groups), interacting with each other;

Use abstracts and reference materials;

Control your actions and the actions of your comrades, objectively evaluate your actions;

Seek help or additional clarification from the teacher or other students.

Compensatory or adaptive skills allow you to:

Use linguistic or contextual guesses, dictionaries of various types, various kinds of hints, supports in the text (keywords, text structure, preliminary information, etc.);

When speaking and writing, use periphrases, synonymous means, words that describe general concepts, explanations, examples, interpretations, “word creation”;

Repeat or paraphrase the interlocutor’s remark to confirm understanding of his statement or question;

Ask your interlocutor for help (clarify the question, ask again, etc.);

Use facial expressions and gestures (in general and in cases where linguistic means are not enough to express certain communicative intentions);

- “switch” the conversation to another topic.

The main purpose of organizing preparation for practical classes is to develop reading, writing, speaking and listening skills. When preparing for each lesson, you must refer to the lesson in the textbook on the topic and additional teaching aids to learn new vocabulary, terminology, and grammatical structures. When working with lexical and grammatical material, it is necessary to strive not only to recognize a word or grammatical phrase, but also to understand the purpose of its use in a given context, the functional load that a given linguistic unit has.

Teaching speaking and listening is focused on the expression and understanding of various information and different communicative intentions, characteristic of both everyday situations and professional communication. One of the main tasks is to develop the skills to conduct business and personal correspondence, take working notes when reading and listening to texts, and perform abstract and annotative types of translation.

While studying this discipline, a student must master certain cognitive techniques that allow him to carry out cognitive and communicative activities. Particular attention should be paid to the formation of compensatory skills, including the ability to clarify elements of statements.

The educational potential of the discipline makes it possible to form a respectful attitude towards the spiritual and material values ​​of other countries and peoples, and to improve the moral qualities of the student’s personality.

Guidelines for students

1. Stock of words and expressions

To understand technical literature in a foreign language, you need to master a certain vocabulary and expressions. To do this, it is recommended to regularly read educational texts, newspapers and foreign language literature in the specialty. We recommend working on consolidating and enriching vocabulary as follows:

a) Familiarize yourself with the construction of the dictionary and the system of symbols adopted in this dictionary.

b) Write down unfamiliar words in a notebook or on cards in their original form with the corresponding grammatical characteristics, i.e. nouns – in singular number; verbs - in an indefinite form (in the infinitive), indicating the basic forms for irregular verbs.

When translating from a foreign language into Russian, it is necessary to remember that difficulties are caused by the following: polysemy of words; internationalisms; word formation, etc.

A characteristic feature of the language of scientific literature is the presence of a very large number of terms. A term is a word or a stable phrase that has one strictly defined meaning for a specific field of science. However, in the scientific literature there are cases when one term has several meanings. The difficulty of translation lies in choosing the correct meaning of a polysemantic foreign term. To avoid mistakes, you need to know the general content of a passage or paragraph and, based on the context, determine to which area of ​​knowledge the concept expressed by the unknown term belongs.

2. Work on the text

Since the main goal of learning is to obtain information from a foreign language source, special attention should be paid to reading texts.

Understanding a foreign text is achieved by performing two types of reading:

1) reading with general content coverage;

2) studying reading.

When reading a text intended to understand the general content, it is necessary, without resorting to a dictionary, to understand the basic meaning of what was read.

Reading covering general content consists of the following skills: a) guessing the meaning of unfamiliar words based on word-formation features and context; b) see international words and establish their meaning; c) find familiar grammatical forms and constructions and establish their equivalents in Russian; d) use the illustrative material, diagrams, formulas, etc. available in the text; e) apply knowledge in special subjects as the basis for semantic and linguistic guesses. An accurate and complete understanding of the text is achieved through studying reading.

Study reading presupposes the ability to independently conduct lexical and grammatical analysis of special texts. The result of learning reading is an accurate translation of the text into the native language.

When carrying out this type of work, one should develop the skills of adequate translation of text (oral or written) using industry-specific, terminological dictionaries, and dictionaries of abbreviations.