Communication : Science
Покупка
Основная коллекция
Тематика:
Английский язык
Издательство:
Московский педагогический государственный университет
Автор:
Лушникова Ирина Ивановна
Год издания: 2017
Кол-во страниц: 72
Дополнительно
Вид издания:
Учебно-методическая литература
Уровень образования:
ВО - Бакалавриат
ISBN: 978-5-4263-0543-4
Артикул: 756880.01.99
Учебно-методическое пособие "Communication: Science" направлено на развитие иноязычной коммуникативной компетенции студентов неязыковых факультетов, изучающих дисциплину «Иностранный язык» в рамках очного, очно-заочного и заочного обучения. Тематическая направленность учебного пособия затрагивает общеобразовательные и общенаучные вопросы современности. Пособие включает ссылки и фрагменты современных иноязычных источников, работа с которыми выстраивается на основе интегративно-дифференцированного подхода, что определяет его актуальность и универсальность при обучении студентов неязыковых факультетов различных направлений. Структура учебно-методического пособия включает четыре основные раздела, лексико-грамматический справочник, терминологический глоссарий, ключи к заданиям, список литературы. Пособие может быть использовано для самостоятельного изучения английского языка студентами неязыковых профилей подготовки.
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Министерство образования и науки Российской Федерации Федеральное государственное бюджетное образовательное учреждение высшего образования
«Московский педагогический государственный университет»
И. И. Лушникова
COMMUNICATION: SCIENCE
Учебно-методическое пособие
МПГУ
Москва • 2017
УДК 378
ББК 74.409:81.2я73
Л877
Рецензенты:
Г. В. Сороковых, доктор педагогических наук, профессор кафедры французского языка и лингводидактики Института иностранных языков ГАОУ ВО «Московский городской педагогический университет»
О. А. Чекун, кандидат педагогических наук, доцент кафедры иностранных языков МПГУ
Лушникова, Ирина Ивановна.
Л877 Communication: Science : учебно-методическое пособие / И. И. Лушникова. - Москва : МИГУ, 2017. - 72 с.
ISBN 978-5-4263-0543-4
Учебно-методическое пособие “Communication: Science” направлено на развитие иноязычной коммуникативной компетенции студентов неязыковых факультетов, изучающих дисциплину «Иностранный язык» в рамках очного, очно-заочного и заочного обучения.
Тематическая направленность учебного пособия затрагивает общеобразовательные и общенаучные вопросы современности. Иособие включает ссылки и фрагменты современных иноязычных источников, работа с которыми выстраивается на основе интегративно-дифференцированного подхода, что определяет его актуальность и универсальность при обучении студентов неязыковых факультетов различных направлений.
Структура учебно-методического пособия включает четыре основные раздела, лексико-грамматический справочник, терминологический глоссарий, ключи к заданиям, список литературы.
Иособие может быть использовано для самостоятельного изучения английского языка студентами неязыковых профилей подготовки.
УДК 378
ББК 74.409:81.2я73
ISBN 978-5-4263-0543-4 © МИГУ, 2017
© Лушникова И. И., текст, 2017
CONTENTS
UNIT 1: STUDIES
Part 1 4
Part 2 5
Part 3 9
Part 4 10
Part 5 14
Unit vocabulary list 1 ............................................ 15
UNIT 2: STRESS
Part 1 17
Part 2 18
Part 3 24
Part 4 ............................................................ 29
Unit vocabulary list 2............................................. 30
Review and consolidation: Unit 1-2..................................32
UNIT 3: FUTURE
Part 1 34
Part 2 34
Part 3 39
Part 4 44
Unit vocabulary list 3............................................. 45
UNIT 4: WORK
Part 1 47
Part 2 48
Part 3 53
Part 4 55
Part 5 ............................................................ 56
Unit vocabulary list 4 ............................................ 58
Review and consolidation: Unit 3-4 ................................ 60
Grammar focus ..................................................... 61
Answer key section .................................................... 63
Glossary .............................................................. 65
References ............................................................ 71
UNIT 1: STUDIES
Part 1
1. Discuss the questions.
1) What is the best way to learn a language?
2) How did you learn English? How long did it take?
3) What level of competence* did you attain*?
* Check the meaning of underlined words and include them into Unit vocabulary list.
2. What recommendation can you give to someone who wants to learn a new language? Write down your ideas in the space below.
3. Discuss your ideas in pairs and share them with the group.
4. Think about the process of acquiring* a new language and enlarge * the phases below:
... learning a new language at a very fast speed...
... the more effort you put in to keep up with* studies the more.
. is a very good way to keep your brain in shape.
. a talent for languages.
5. Look at the title of the article “Language learning makes the brain grow, Swedish study suggests”. Guess the content and describe it in short to your partner. Do you have the same opinion?
4
UNIT 1: STUDIES
Part 2
1. Look at the words and their short meanings below, if necessary, enlarge the definitions and add transcription to the words.
Word/phrase Short meaning Enlargement
1 interpret understand/explain
2 interpreter translator
3 fast pace fast speed
4 researcher a person who works to find infor-
mation
5 opportunity an amount of time or a situation
in which something can be done
6 unique like nothing else, special
7 observe watch/notice
8 flair talent/style
9 fluent able to easily and correctly speak
or write a language
10 recruit a person newly enlisted in the
armed forces and not yet fully
trained
11 MRI magnetic resonance imaging
12 cognitive thinking-related
13 hippocampus brain part
14 spatial related to space or existing in
space
15 navigation driving or flying a vehicle to
somewhere/figuring out how to
get somewhere
16 cerebral brain part
cortex
17 degree the amount, level, or extent to
which something happens or is
present
18 indicate point to/show
19 alzheimer’s brain disease
disease
20 onset beginning
21 bilingual able to speak two languages
5
И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE
2. Read the abstract from the article “Language learning makes the brain grow, Swedish study suggests” (reference: Lund University. “Language learning makes the brain grow, Swedish study suggests.” ScienceDaily. ScienceDaily, 8 October 2012. www.sciencedaily.com/releases/2012/10/121008082953.htm). If necessary, leave notes on the margins next to the passages.
Notes Abstract Notes
“At the Swedish Armed Forces Interpreter Academy, young recruits learn a new language at a very fast pace. By measuring their brains before and after the language training, a group of researchers has had an almost unique opportunity to observe what happens to the brain when we learn a new language in a short period of time.
At the Swedish Armed Forces Interpreter Academy in the city of Uppsala, young people with a flair for languages go from having no knowledge of a language such as Arabic, Russian or Dari to speaking it fluently in the space of 13 months. From morning to evening, weekdays and weekends, the recruits study at a pace unlike on any other language course.
As a control group, the researchers used medicine and cognitive science students at Umea University - students who also study hard, but not languages. Both groups were given MRI scans before and after a three-month period of intensive study. While the brain structure of the control group remained unchanged, specific parts of the brain of the language students grew. The parts that developed in size were the hippocampus, a deeplying brain structure that is involved in learning new material and spatial navigation, and three areas in the cerebral cortex.
6
UNIT 1: STUDIES
Notes Abstract Notes
“We were surprised that different parts
of the brain developed to different de-
grees depending on how well the stu-
dents performed and how much effort
they had had to put in to keep up with
the course,” says Johan Martensson,
a researcher in psychology at Lund
University, Sweden.
Previous research from other groups has
indicated that Alzheimer’s disease has
a later onset in bilingual or multilingual
groups.
“Even if we cannot compare three
months of intensive language study with
a lifetime of being bilingual, there is
a lot to suggest that learning languages
is a good way to keep the brain in
shape,” says Johan Martensson”.
3. Read the abstract from the article “Language learning makes the brain grow, Swedish study suggests” (reference: Lund University. “Language learning makes the brain grow, Swedish study suggests.” ScienceDaily. ScienceDaily, 8 October 2012. www.sciencedaily.com/releases/2012/10/121008082953.htm). If necessary, leave notes on the margins next to the passages. Include unfamiliar words and expressions into Unit vocabulary list.
Notes Abstract Notes
interpret “At the Swedish Armed Forces Inter- opportunity
understand/ preter Academy, young recruits* learn an amount of
explain a new language at a very fast pace. By time or a situfast pace fast measuring* their brains before and ation in which
speed after the language training, a group of something can
researchers researchers has had an almost unique be done
people who opportunity to observe what happens to observe watch
work to find the brain when we learn a new language or notice
information in a short period of time. unique like
nothing else,
special
7
И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE
Notes Abstract Notes
flair talent/ At the Swedish Armed Forces Inter- pace speed
style preter Academy in the city of Uppsala,
fluent able to young people with a flair for languages
easily and cor- go from having no knowledge of a lan-
rectly speak guage such as Arabic, Russian or Dari
or write a lan- to speaking it fluently in the space of
guage 13 months. From morning to evening,
weekdays and weekends, the recruits
study at a pace unlike on any other lan-
guage course.
cognitive As a control group, the researchers spatial related
thinking- used medicine and cognitive science to space or exrelated students at Umea University - students isting in space
specific par- who also study hard, but not languages. navigation
ticular Both groups were given MRI scans* driving or flyhippocampus before and after a three-month period of ing a vehicle
brain part that intensive study. While the brain struc- to somewhere/
helps with ture of the control group remained* figuring out
memory unchanged, specific parts of the brain of how to get
the language students grew. The parts somewhere
that developed in size were the hip- cerebral cor-
pocampus, a deep-lying brain structure tex brain part
that is involved in learning new mate-
rial and spatial navigation, and three
areas in the cerebral cortex.
degree the “We were surprised that different parts
amount, level, of the brain developed to different de-
or extent to grees depending on how well the stu-
which some- dents performed* and how much effort
thing they had had to put in to keep up with
the course,” says Johan Martensson, a
researcher in psychology at Lund Uni-
versity, Sweden.
8
UNIT 1: STUDIES
Notes Abstract Notes
indicated Previous research from other groups has onset begin-
pointed to/ indicated that Alzheimer’s disease has ning
showed a later onset in bilingual or multilin- bilingual able
Alzheimer’s gual* groups. to speak two
disease Brain “Even if we cannot compare three languages
disease months of intensive language study
with a lifetime of being bilingual, there
is a lot to suggest that learning lan-
guages is a good way to keep the brain
in shape,” says Johan Martensson”.
Part 3
1. Answer the following questions.
1) What is your opinion about the learning experience described in the article?
2) What pros and cons of this method do you see (discuss the question in groups and share your ideas with the class)?
3) Imagine a studying schedule of the language students (described in the article), make a plan or draw sketches. Present your ideas to your group.
4) Do you want to have the same practice? Why and why not? Discuss it in groups.
9
И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE
Part 4
1. Match the words to their short definitions. You can check your answers in the Answer key section.
Word or phrase Definition
_____psychology 1: understand/explain
______specific 2: college/school
_____unique 3: fast speed
______researcher 4: magnetic resonance imaging
_____hippocampus 5: like nothing else
____academy 6: watch/notice
______spatial 7: talent/style
_____bilingual 8: able to easily and correctly speak or
write a language
______onset 9: thinking-related
______interpret 10: particular
____MRI 11: brain part that helps with memory
______cognitive 12: related to space or existing in space
_____navigation 13: driving or flying a vehicle to some-
where/figuring out how to get somewhere
______alzheimer’s disease 14: brain part
______indicated 15: person who works to find information
______cerebral cortex 16: the study of thinking and behavior
_____observe 17: pointed to/showed
________flair 18: brain disease
______fast pace 19: beginning
______fluent 20: able to speak two languages
10
UNIT 1: STUDIES 2. Complete the definitions to the words in the table. 1 recruit 2 measure 3 cognitive 4 flair 5 onset 6 scan 7 spatial 8 degree 9 perform 10 multilingual 3. Look through the text of the article and find the words for the following definitions. You can check your answers in the Answer key section. 1 a degenerative brain disease of unknown cause that is the most common form of demen- tia, that usually starts in late middle age or in old age, that results in progressive memory loss, impaired thinking, diso- rientation, and changes in per- sonality and mood 11