Оқыту әдістемелік кешені «Speech communication»

Бағалау жүйесі

Студенттердің бағалау жүйесіне ағымды, межелі және қорытынды бақылаулар кіреді.

Әр ағымды бақылау түрі 4,0 бағасымен бағаланады, теоретикалық және тәжірибелік сабақтардың тапсырмаларын орындау, ОСӨЖ, СӨЖ 4,0 бағамен бағаланады.

Бақылау түрі – емтихан.

Тәртіпті бұзған үшін және тапсырмаларды уақытында тапсырмау үшін:

• 
  Кешігу – минус 0,5 балл
  
• 
  Теоретикалық және тәжірибелік сабақтан қалу – минус 2 балл. Тапсырманы кешігіп тапсыру – бағаны 1 баллға төмендету
  

2 межелік бақылауды қортқанда, 8-15 апта бойы жиналған баллдын саны есептеледі.

Brain storming

Essay

Monologue

Role playing

Project work

Speech communication

Individual work

OSCE

Unemployment

Lifestyle

Demographic changes

Poverty

Hunger

Environmental politics

Healthy living

Breakthrough

Employment

Global village

United nations

Sovereignty

State

Statistics

Supranationalism

Integration

Migration

Modernize

International law

Property


Тәжірибелік сабақ тақырыптары және оны жазуға әдістемелік нұсқау
1. Тәжірибелік сабаққа әдістемелік нұсқау

Мақсаты: студенттерді курс бойынша тиісті теориялық біліммен қаруландыру. Пән бойынша жан-жақты мағлұмат беру.

Міндеттері:

• 
  әр тақырыпты сапалы меңгерту мақсатында жүйелі білім беру;
  
• 
  әр тақырып бойынша негізгі түсініктермен таныстыру, меңгерту;
  
• 
  үлгімен жұмыс істей білуге және оны сауатты толтыра білуге машықтандыру;
  
• 
  Тиісті білімді меңгеру үшін материалдық қамтамасыз ету.
  

1. 
   тәжірибелік сабақ
   

"Today young people bind sex much more strongly to love, relationship and faithfulness than 20 years ago," says sexologist Gunter Schmidt, of Hamburg University. He thinks "one of the main reasons may be the many disappointments and anxieties about the unstable relationship of the parent generation." In a survey last year by Germany's Federal Agency for Health Education, 78% of teenage girls and 59% of teenage boys said they wanted "absolute faithfulness in their relationship". A steady relationship for them is "one where you can talk with each other and where you do not fool around with anybody else".

In many parts of Europe most young people rank fidelity way ahead² of free love, whether or not they are going to get married. For most of them sex does not necessarily - even in the theory - involve marriage. Increasing divorce rates reduced marriage from a near-obligation to an option for those living to­gether. Berthilde Goupy, a 16-year-old student in Paris, is typical of many of her peers when she says she may want to marry one day but "one day" would be when she is "between 25 and 30". Goupy describes as ridiculous the church attitude to premarital sex.

For those young Europeans who see marriage as a goal it is rather distant. In Germany, for example, women wed at 27 years and 10 months, men at 30 and four months. Five million Germans and 32% of Dutch couples are living in what was once called sin. In France, where the number of marriages has fallen by 30% in 30 years, concubinage and concubinage with having a child, have now become part of teenagers' choices about living with somebody-else. There is no social division between those who choose to get married and those who don't.

1. 
   For the '60s generation free love was less important than marriage.
   
2. 
   For the '90s generation fidelity in love is more important than it used to be for the "60s generation.
   
3. 
   Today faithfulness in marriage is as important as faithfulness in relation­ship outside marriage.
   
4. 
   Increasing divorce rates did not influence the number of marriages.
   
5. 
   Most Europeans get married before they are 25.
   
6. 
   Living together as man and wife without being married is still considered sinful in E,urope.
   

Yes, but don't you think that...? Formal: There is some / a lot of truth in what you say (in this).

Still / however... . That may be so but... . Informal: Could be, but... . OK, but... . Yes, but... .

Model: Statement: Young people today are far more preoccupied with em­ployment problems than with love.

I couldn't agree more. Now that so many young people can't get a job, es­pecially a well-paid one, they try to find work while they are still at college or university. Sometimes they have to combine studies and work. Natu­rally, there is little time and energy left to go out, to date and to have a re­lationship.

1 totally disagree. In my view, young people fall in love, date, and even get married as much as they always did. It's human nature. When you are young you can't help being attracted by the opposite sex. Love is what most young people have on their minds whether they have to look for a job or not.

I don't think I quite agree with that. First of all, it is natural for young peo­ple to fall in love and to have a relationship. It's true that the economic situation in the country is such that young people are more anxious to get a job and earn a living than they used to. But 1 don't think that concern about I'.clting a job can prevent young people from thinking about love and fal­ling in love.

1. 
   Young people stand on their two feet earlier today than they did in the past.
   
2. 
   Girls who go to college or university tend to marry later.
   
3. 
   There is not much difference between being married and just living to­gether.
   
4. 
   A lot of relationships end for the very reason that lovers get married.
   
5. 
   In Russia it is now acceptable for young people to live together before they are married.
   
6. 
   In families where parents talk frankly with their children about love and sex teenagers tend to have more successful relationships with the opposite sex.
   
7. 
   Most information about sex comes from peers; parents are rarely the main source of information for their children.
   
8. 
   The growing number of unmarried teenage mothers is the result of poor sex education.
   
9. 
   Loving a person means allowing him / her to be himself/ herself.
   
10. 
    Marriages are made in heaven. But so are thunder and lightning.
    

1. 
   Do you think people should get to know each other well before getting married? Do you approve of concubinage (cohabitation)?
   
2. 
   Do you believe in love at first sight?
   
3. 
   Do you believe that marriages of convenience can be successful (happy)? What are the reasons for getting married?
   
4. 
   What is your attitude to mixed marriages?
   
5. 
   What is the best age for getting married?
   
6. 
   What should people take into consideration before getting married?
   

1. 
   Do Americans tend to get married later or earlier now than in the middle of the twentieth century?
   
2. 
   Why do women tend to marry later?
   

Today, while both men and women are marrying later in life, the number of unmarried-couple households has grown by two percent for the last ten years. However, this still represents only 7 percent of all couples.

1. 
   What is the average age for a first marriage in the US today?
   
2. 
   What disadvantages do early marriages have in terms of education?
   

4. Has the number of unmarried-couple households in the US increased or decreased during the last few years?

6. What effect does women's greater participation in careers have on child-bearing?

2. Айбарша Ислам «Английский язык»

3. Зражевская «Курс английского языка»

Theme 2. AT SCHOOL IN THE UK AND THE USA
Курстың мақсаты ; студенттерді ауызша сөйлеу қабілетін дамыту. студенттерге алған білімдерін жүзінде қолдану үшін кәсіби мен дағдыларға төселдіруге көмектесу.

Pre-reading questions:

What do you know about the education system in the UK'? Check yourself.

1. 
   What types of schools do they have in the U K?
   
2. 
   When do children start / leave school?
   
3. 
   What are the stages of schooling according to age?
   
4. 
   What exams do pupils have to take?
   
5. 
   Do school leavers have to take entrance exams to go to university?
   
6. 
   It is well known that there is no written constitution in the UK. Is there such a thing as a national curriculum? (if you do not know the word look it up in the Glossary)
   

1. 
   comprehensive school единая средняя школа (с 11 лет)
   
2. 
   grammar school средняя классическая школа
   
3. 
   eleven plus testing отборочные экзамены для 11-
   

средней школы (17 18 лег)

Education ordinary level)

Reform in the schools sector probably started with the famous Ruskin Col­lege speech of 1976 by the then Prime Minister James Calaghan, criticising the skill levels of school leavers. However, it took the Education Reform Act of 1988 to make it a reality.

Before 1988 there were a number of specific concerns, one of which was that with the advent of comprehensive schools during the 1970s eleven plus testing was almost totally abandoned. This development left schools free of almost any kind of formal curriculum or assessment control. The other concern which remains is elitism of the education system. It is evident in the combina­tion of two different educational traditions: elementary schooling for "the workers" in parallel with the grammar school selective system.

Educationists in other countries are frequently amazed that there was no tradition of a national curriculum in the UK until 1988. However, it is impor­tant to understand that there was a tradition in the UK to rely on control through various kinds of assessment, particularly public examinations of eleven plus and eighteen plus.

The 1988 Education Act is now regarded as the most significant educa­tional legislation in forty years. Its aim was to raise both standards and ex­pectations in pupil achievement by introducing a broad and balanced curricu­lum for all pupils. A key element in the introduction of the National Curriculum was the provision for a national assessment system. This national assessment system was designed not only to measure the performance of pu­pils at the end of four Key Stages but to provide competition between schools to attract pupils.

The national assessment system combined teacher assessment at the end of Key Stage 1 at age seven, Key Stage 2 at age eleven, and Key Stage 3 at age fourteen, and Standard Assessment tests (SATs), i.e. external assessment. Ex­ternal assessment at the end of Key Stage 4 at age sixteen was to be in the form of the newly introduced GCSE examination. The introduction of GCSE in­creased central government control over the content of syllabuses.

At the post-sixteen level it has been traditional for students to study two or three subjects in depth for GCE A-level. The standards of academic achieve­ment are high, as are the rewards. Success frequently leads to a university place - although many students study for two years, only to fail to get the necessary passport to higher education.

A new initiative in education reform was taken when the Labour Govern­ment came to power in May 1997. On 13 January 1998 the Secretary of State for Education, David Blunkett, announced a comprehensive revision of the Na-

tional Curriculum. Although schools are expected to continue teaching history, geography, design and technology, art, music and physical education, only English, mathematics, science, information and communication technology, and religious education remain obligatory after September 1998. The schools are free to decide the content and the amount of coverage in the other subjects. This initiative is aimed at ensuring that all children leave primary school equipped with the necessary competence in the basics of literacy and nu­meracy. However, there is a growing concern that the narrowing of the Cur­riculum will reduce the opportunity for pupils to develop other learning skills and attitudes which are essential to meet the challenges of the twenty-first cen­tury.
Негізгі сұрақтар:
Read the text again for detail and answer the following questions (op­tional):

1. 
   Why can the speech of James Callaghan be regarded as the start of the re­form in the schools sector?
   
2. 
   When was eleven plus testing abandoned? Why?
   
3. 
   What does the author describe as elitism of the education system in the UK?
   
4. 
   What amazes educationists in other countries?
   
5. 
   What helped to control the content of education at schools when there was no national curriculum?
   
6. 
   What was the aim of the 1988 Education Reform Act?
   
7. 
   What kind of assessment system was designed at that time?
   
8. 
   What is the essence of the new initiative in the education reform?
   
9. 
   Why is there a growing concern about the narrowing of the Curriculum?
   

1. 
   the then Prime Minister
   
2. 
   specific concerns
   
3. 
   it took the Education Reform Act to make it a reality
   
4. 
   left school free of almost any kind of formal curriculum and assessment control
   
5. 
   a key element in the introduction of the National Curriculum was the pro­vision...
   
6. 
   external assessment
   
7. 
   to study in depth
   
8. 
   only to fail to get the necessary passport to higher education
   
9. 
   comprehensive revision (of the National Curriculum)
   

1. full-time compulsory education should start at 5 and take 12 years to

complete. .¹. Primary school should concentrate on basic skills while secondary school

should offer a wider curriculum, with most subjects being optional. (. I entrance exams can be abandoned only if standardized external testing of

high school students is introduced throughout the country. 1. Primary school should take children of all abilities from the neighbourhood

without discrimination, while secondary schools should have a right to se- lect students by means of an examination and divide them into different groups according to the results.

5. 
   Elite school education is essential for talented children who do not find high school curriculum challenging enough.
   
6. 
   Sport and IT should be an integral part of school curriculum and be com­pulsory for every student; for university students these subjects should be optional.
   
7. 
   Private schooling in Russia doesn't necessarily mean an elite education.
   

1. 
   Putting resources into school reform makes about as much sense as invest­ing in the horse and buggy at the end of the 19th century. Just as the auto­mobile was destined to sweep aside horse-based transport, so "hyperleam-ing" will sweep aside education as we now understand it. We can no longer afford to think of education as something we complete in our youth as a preparation for work and citizenship. With skill requirements changing constantly, we all have to accept the need for lifelong learning.
   
2. 
   Teaching today is immensely labour intensive. Hundreds of thousands of teachers stand in classrooms delivering almost identical lectures to their students. Yet such techniques are inherently inefficient because the abili­ties of students vary so enormously - and because the competitive atmos­phere of classrooms inhibits many less able students. With the latest com­puter technology, a single talented teacher can prepare and deliver a course to an unlimited number of students. Programmed instruction can allow stu­dents to learn at their own pace, repeating difficult sections as often as nec­essary.
   
3. 
   Governments should abolish all public grants for schools and colleges and give the money directly to families to spend on whatever form of education they choose, be it distance learning courses, video cassettes, books or con­ventional schooling (which would no longer be compulsory). This will cre­ate a market where parents will become shoppers, which will lead to an improvement in the standard of education.
   

2. Айбарша Ислам «Английский язык»

3. Зражевская «Курс английского языка»