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:
5 модуль
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
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-National Evidence
Gary N. Marks
Australian Council for Education Research and Melbourne
Institute of Applied Economic and Social 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).