Методические указания по работе с текстами профессиональной направленности

Практическое владение языком специальности предполагает умение самостоятельно работать со специальной литературой на иностранном языке с целью получения профессиональной информации.

Задача преподавателя – обучить студентов общим приемам использования иностранного языка в работе по специальности в качестве: источника информации, необходимой для непосредственной работы по специальности.

По окончании курса обучения студенты должны уметь читать и понимать со словарем специальную литературу по широкому и узкому профилю специальности; самостоятельно работать со специальной литературой на иностранном языке с целью получения профессиональной информации; профессионально-ориентированно осуществлять устный и письменный перевод с иностранного языка на русский и наоборот.

Тексты профессиональной направленности подбираются преподавателем в зависимости от специальности или направления подготовки, а также уровня владения иностранным языком студентами.

Примерные тексты профессиональной и общекультурной направленности

Read the text and do exercises on it.

A Good Educational System

The importance of teaching both science and religion has been already mentioned. We must now add that a good educational system will not only teach its students whatever may be profitable so that in future they may carry on a work useful for themselves and society, it will also train them to use their rational faculty freely and make good spiritual and moral choices in their daily lives.

Psychological research has proved that children learn many things through imitation. Therefore a teacher whose behavior or character are reprehensible may have a bad influence on his pupils, although he or she may teach them very useful intellectual notions. Therefore the quality of an educational system does not depend only on good legislation, but also on the quality of the teachers. They should be both intellectually and spiritually qualified people. Materialistically oriented societies, in the name of freedom, are inclined to disregard the spiritual aspects of the cultural development of their teachers. However, since the right of the children to be protected from the bad influence of reprehensible teachers is also to be taken into consideration, this issue deserves to be examined and solved.

Language activity

I. What’s the purpose of a good educational system? Does it reflect or coincide with some ideas of the purpose of education?

II. Is it possible for an educational system to address moral issues without paying attention to the more profound question of spirituality?

III. Put your heads together to reflect on the following issues:

1). Are we created noble or evil?

2). What are the “inner treasures of man”?

3). What can be called “things of the spirit”?

4). What “graces and praiseworthy qualities” do you know?

5). What is “sound knowledge”?

6). What “branches of learning” are worth studying?

7). When can a human being be called a “spiritual being”?

8). What kind of education can help to reveal the inner treasures of man?

9). How can mankind benefit from the inner treasures of each human being?

IV. What are the rules of good conduct?

V. Studying the Golden Rule what else can you add to behave according to moral principles?

Hinduism: “This is the sum of all true righteousness: deal with others as thou would thyself be dealt by.” Mahabharata.

Judaism: “What is hateful to you, do not to your fellow men. That is the entire Law, all the rest is commentary.” The Talmud, Shabbat, 31a.

Buddhism: “Hurt not others in ways that you yourself would find hurtful.” Udana-Varqa, 5:18.

Zoroastrianism: “That nature only is good when it shall not do unto another whatever is not good for its own self.” Dadistan-i Dinik, 94:5.

Christianity: “As ye would that men should do to you, do ye also to them likewise.” Luke 6:31.

Islam: “No one of you is a beliver until he desires for his brother that which he desires for himself.” Sunnah.

Confucianism: “Surely it is the maxim of loving kindness: Do not unto others that you would not have them do unto you.” Analects, XV, 23.

Baha’i Faith: “He should not wish for others that which he doth not wish for himself...” Gleanings.

VI. What does the phrase “...make good spiritual and moral choices...” mean?

VII. Mention some qualities of the human soul from your point of view.

VIII. Make a list of positive and negative human qualities from the following words: arrogance, aggression, love, kindness, politeness, respect, care, revenge, envy, openness, trust, unity, greed, honesty, faithfulness, humiliation, thoroughness. How do you understand them?

IX. Make up a dialogue using the following proverbs:

a) Live and learn.

b) One’s man fault is another man’s lesson.

c) Curiosity killed the cat.

d) Never put off till tomorrow what you can do today.

e) He who makes no mistakes, makes nothing.

f) There is no rule without an exception.

g) Don’t teach fishes to swim.

h) Repetition is the mother of learning.

i) A little learning is dangerous.

j) Two heads are better than one.

k) Learning is the eye of the mind.

l) It’s never too late to learn.

m) Knowledge is power.

n) There is no royal road to learning.

o) Learn to walk before you run.

p) Never do things by halves.

q) Experience is the teacher of fools.

r) Well begun is half done?

s) Where there is a will there is a way.

t) Zeal without knowledge is a runaway rose.

u) To know everything is to know nothing.

v) A tree is known by its fruit.