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Of understanding information, distinguishing between main and secondary things,
essence and details in professional texts (oral and written) within the subjects
studied;
Of retrieving professional texts (oral and written);
Of inducing discourse (monologue, dialogue) using communicative strategies,
adequate to the profession-oriented situations studied (telephone talks, interview,
presentation, etc.);
Of producing written texts in the genres and formats studied;
Of annotating professional texts;
Of translating professional texts from foreign into Kazakh (Russian) language
(within the subjects studied);
Of preparing for and making presentations on the topic given (within the program).
The place of the discipline in the structure of EP
Initial requirements for the course «Profession-oriented foreign language
(introduction to professional communication)» are the first stage of study (the
discipline «Foreign language», 1-2 year), general education disciplines: History of
Kazakhstan, Philosophy, Social science, Political science, and the disciplines of the
educational program on the specialty.
Course completion requirements: courses on specialty, practices, diploma
project.
Forms of lessons:
Practical lessons
Tutorial lessons
Student’s self-study
Methods of teaching:
IT-methods
Work in a team
Advanced self-study
Case-study
Project method
Game
Searching method
Others
Types and forms of control:
1. Current control (home tasks in written form, quizzes, tests, oral questioning)
2. Mid-term control (mid-term test, report, essay)
3. Oral examination
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Discipline contents
Introduction
The study of the discipline provides the same methods as study of the discipline
«Foreign language», its objects are texts on specialty, terminological dictionaries,
exercises.
The discipline «Profession-oriented foreign language (introduction to
professional communication)» is closely connected with other scientific disciplines
and requires a specific approach from scientific point of view.
In the process of Kazakhstan’s higher education institutions joining the Bolognese
reforms, providing academic and professional recognition of domestic diplomas at
the international level, high level of competence on foreign language is necessary
not just for students-philologists, but for specialists of technical profile. In
conditions of the development of new innovative technologies, a problem of
developing students’ foreign language professional communicative competence as
future representatives of informative society acquires special significance.
Principle part
1
Introduction to subject area of specialty in profession-oriented foreign
language
1.1
mathematics as a subject and science
1.2
Basic concepts and terms of Math science
1.3
Specifics of conducting a Mathematics lesson in English
2
Professional foreign language as disciplinary phenomena serving sphere
of Mathematics teacher’s activity
2.1
Career planning
2.2
Getting a job
2.3
Communications at work
2.4
Object of professional activity
2.5
Scientific and pedagogical activity as professional activity
2.6
Project as a product of professional activity
3
Fundamental facilities for acquiring subject-related linguistic material
3.1
Specifics of subject-related linguistic material
3.2
Categories and concepts of profession-oriented foreign language
3.3
Professional terminology in foreign language
4
Special profession-oriented material
4.1
Selecting texts according to subjects
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4.2
Applying material to professional situations (at Math lessons)
4.3
Contents of the subject of Mathematics in foreign language
5
Professional competence
5.1
Analysis of texts in foreign language
5.2
Essay on professional topics
6
Link of profession-oriented foreign language to other disciplines
6.1
Link of profession-oriented foreign language to Mathematics
6.2
Link of profession-oriented foreign language to Pedagogy
6.3
Specifics of teaching Mathematics at school in foreign language
Program of tutorial lessons
1.
CV (CV structure, recommendations for writing CV)
2.
My profession (my occupation, my working day, planning Math lesson,
conducting an open lesson in Mathematics for being observed)
3.
My living activities (work and studies, leisure-time, transport, meals,
shopping, travelling, sport)
4.
Social and cultural sphere of communication (human place in a society, job
and career, interpersonal relations and temperamental attributes)
5.
Environment (world, ecology, weather and climate)
6.
Children and school
7.
Children and parents
8.
University education and science (study at a university and academic and
career prospects, scientific discoveries, science in the modern world).
9.
Introduction into Mathematics
10.
Branches of Mathematics (Math analysis, Elementary Mathematics,
Differential equations, etc., their interrelation)
Program of student’s self-study
1. Home work
Drilling of lexical and grammatical material, reading, speaking, auding, writing,
translation and annotating.
2. Students’ creative activity
Preparing for role-play games, preparing for Case Study, searching, analyzing,
structuring and presenting a project, working at creative individual tasks, preparing
and presenting portfolio (using interactive methods including new programs such
as Quiz Maker, Ispring, etc).
3. Information-analytical search
