Учебно-методический комплекс для специальности

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Название	Учебно-методический комплекс для специальности
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Тип	Учебно-методический комплекс

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МАТЕРИАЛЫ, УСТАНАВЛИВАЮЩИЕ СОДЕРЖАНИЕ И ПОРЯДОК ПРОВЕДЕНИЯ ПРОМЕЖУТОЧНЫХ И ИТОГОВЫХ АТТЕСТАЦИЙ
ПРОБНЫЕ ТЕСТЫ

Поставьте существительные в форму множественного числа:

a woman, a dress, a child, a student, a man, a shelf, a teacher, a picture, a town, a textbook.

Заполните пропуски, вставив глагол в нужной форме (to have, to have got, to be).

My brother a new TV-set.
Mary Mr. Brown's wife.
Ann a university student.
They three children: two boys and a girl.
Her son having an English class now.

6) they a four-room flat or a three-room flat?

- Peter's brother a journalist? - Yes, he is.
How many English books she ?
The Petrovs a two-room flat?

10) you going to have guests on Sunday?

11) Who coming to see your mother tomorrow?
3. Заполните пропуски, вставив необходимые слова (many, much, little, few, a little, a few, a lot of):

There are not books on the table.
Mr. Brown receives engineers from factories in the afternoon.
She writes letters every day.
There are students in this classroom.
There is not butter at home.
There are children in the park.

7) I have journals at home.
4. Найдите слова-антонимы

А	В
Take Before Late Begin Difficult Morning Often Sometimes Much Open	Evening Little Seldom Give Always After Easy Close Early Finish

5. Употребите глаголы, данные в скобках, в соответствующей форме (Present Simple and Present Continuous).

He usually (to walk) home after work.
They (to translate) an article now.
Your sister often (to stay) at the office after work for her English?
Who (to answer) questions now?
You (to be) going to discuss this question tomorrow morning?
The students (to revise) the words at home or in class?
Our English lessons usually (to last) two hours.
I (to go) to stay at the factory after work today.
The teacher (to give) us a lot of homework.
Who often (to discuss) plans with these engineers?

6. Раскройте скобки, употребив личные местоимения в объектном падеже.

Is he going to speak to (we) about his new work?
These are very good exercise-books. Where do you get (they)?
My sister knows English well. I often do my homework with (she).
This engineer works with (I). I know (he) well.
I don't know (she). What's her name?
These are very good exercises. Do (they) at home.
Take this book and read (it) at home, please.

8) You know this girl. She works with (you).
ПЕРЕЧЕНЬ РЕФЕРАТОВ И СООБЩЕНИЙ

Excursion around the city of your dream.
My University.
Outstanding person.
Excursion around Britain.
Types of mouse.
E-mail to a friend.
English authors contribution to the world literature.
Your own instructions for using Find and Replace commands.
The role of youth in political and economic life of our country.
Youth problems.
Future of computer technologies.
Nanotechnologies.
Mass Information Media.
Computer jobs.
Business negotiations.

ПЕРЕЧЕНЬ ВОПРОСОВ К ЗАЧЕТУ

Computers in everyday life.
Different types of computers.
Components of a computer.
The motherboard.
Keyboard.
Mouse.
Types of input devices.
Types of output devices.
Types of storage devices.

LAN.
WAN.
Types of network topology.
Different types of communication.
E-mail and Newsgroups.

ПЕРЕЧЕНЬ ЭКЗАМЕНАЦИОННЫХ ВОПРОСОВ

Everyday uses of computers.
Types of computer.
Parts of a computer.
Keyboard and mouse.
Input devices.
Output devices.
Storage devices.
Graphical User Interface.
Networks.

Communications.
The World Wide Web.
Word Processing.
Databases and spreadsheets.
Graphical and multimedia.
Programming.
Languages.
Low-level systems.
Future trends.
Issues in computing.
Careers in computing

УЧЕБНО-МЕТОДИЧЕСКОЕ ОБЕСПЕЧЕНИЕ ДИСЦИПЛИНЫ МЕТОДИЧЕСКИЕ РЕКОМЕНДАЦИИ ДЛЯ ПРЕПОДАВАТЕЛЯ
This course is intended for students of computing and information technology with an English level of beginner plus to lower-intermediate. The book is also intended for professionals who have not studied English formally for some time, and wish to refresh their knowledge of the language within the context of their specialism.

The course aims to develop students' language skills in the context of computing and information technology with emphasis on reading, listening, speaking, and writing - in that order. The language content has a number of strands: firstly, key points of grammar and key functions appropriate to this level are covered; secondly, language items important for decoding texts in the specialism are included (around 400 terms in computing and information technology are introduced); thirdly, language skills are developed as outlined below.

The skill of reading for information is developed by means of a wide range of practical reading tasks, based on a variety of authentic texts in the specialism. The texts are drawn from genres such as textbooks, newspapers, popular computing magazines, Internet newsgroups, screen displays, web pages, manuals, and advertisements.

The skill of listening for information is developed from a range of inputs, including interviews with students and professionals in computing and information technology, specialists describing aspects of hardware and software, simulated voice-mail, and email attachments. In addition to listening for specific information, the listening activities aim to develop the skills of listening for the main points in a description, explanation, or argument.

The course develops the students' ability to participate in simple exchanges of information and opinions in the context of the specialism. There is an emphasis on survival skills, such as strategies for coping with not understanding and not being understood.

Students learn to write simple instructions, descriptions, and explanations about topics in computing and information technology.

МЕТОДИЧЕСКИЕ УКАЗАНИЯ ДЛЯ СТУДЕНТОВ Unit 1. EVERYDAY USES OF COMPUTERS

By the end of this unit, students should be better at:

asking and answering simple questions about computing;
asking for help when they don't understand listening and scanning a text for general information.

They should be able to:

understand the difference between definite and indefinite articles;
use articles more accurately.

They should know and be able to use these words: barcode, barcode reader, calculate, computer, computing, control, memory, program, software.
Unit 2. TYPES OF COMPUTERS
By the end of this unit, students should be better at:

listening for specific information;

scanning a text in the form of a table. They should be able to:
make comparisons using adjectives;
use common phrases for agreeing and disagreeing.

They should know and be able to use these words: mainframe, multimedia, notebook, laptop, handheld, PC, minicomputers, monitor, modem.
Unit 3. PARTS OF A COMPUTER
By the end of this unit, students should be better at:

matching pictures of components to their English names and functions;
listening for specific detail. They should be able to:
make simple instructions;
use sequence words.

They should know and be able to use these words: byte, kilobyte, megabyte, gigabyte, megahertz, motherboard, port, RAM, ROM, cache memory, expansion.
Unit 4. KEYBOARD AND MOUSE
By the end of this unit, students should be better at:

matching a spoken description with a diagram reading for specific detail and reading email adresses aloud;

writing a simple description from notes provided.

They should be able to make affirmative and negative statements using the Present simple.

They should know and be able to use these words: keyboard, key, numeric keypad, function, editing keys, print screen, cursor, delete, display, full stop, comma, dot, slash.
Unit 5. INPUT DEVICES
By the end of this unit, students should be better at making inferences from a text. They should be able to describe the function of a device.

They should know and be able to use these words: trackerball, joystick, touchscreen, lightpen, lever, graphics tablet, scanner,digital camera, microphone.
Unit 6. OUTPUT DEVICES
By the end of this unit, students should be better at:

reading monitor advertisements;
listening and note-taking.

They should be able to use structures for giving advice in English. They should know and be able to use these words: monitor, printer, dot-matrix, dye-sublimation, laser, inkjet, resolution, grill pitch.
Unit 7. STORAGE DEVICES
By the end of this unit, students should be better at:

listening for specific information;
reading a text for main points and reporting these orally. They should be able to use linking words.

They should know and be able to use these words: floppy/hard disk drive, drive monitor, read/write heads, sealed case, magneto-optical disk, magnetic tape.
Unit 8. GRAPHICAL USER INTERFACE
By the end of this unit, students should be better at:

listening for specific detail;
identifying definitions in a text. They should be able to:
make definitions using defining relative clauses;
use simple phrases to discuss possibilities.

They should know and be able to use these words: GUI, window, icon, pointer, menu, interface, dialog box, text box, checkbox, title bar, tab, recycle bin, arrow pointer, drag and drop.
Unit 9. NETWORKS
By the end of this unit, students should be better at:

scanning a text for information;
matching diagrams with a spoken description;
new information.

They should be able to make simple predictions using the structure If X happens, Y will happen.

They should know and be able to use these words: LAN, WAN, ring / bus / star topologies, hub, server, password, network.
Unit 10 COMMUNICATIONS
By the end of this unit, students should be better at:

listening and reading for detailed information;
explaining rules orally.

They should be able to describe procedures using the Present Passive.

They should know and be able to use these words: voicemail, video conferencing, telephone lines, fibre optic cable, microwave station, earth satellite, relay, send, transmit.
Unit 11. THE INTERNET 1
By the end of this unit, students should be better at:

listening and reading for detail;
making inferences.

They should be able to understand the difference between the Past Simple and Past Continuous.

They should know and be able to use these words: router, server, hub, email, newsgroup, Internet service provider (ISP), attachment, UFO (unidentified flying object).

ИННОВАЦИОННЫЕ МЕТОДЫ, ИСПОЛЬЗУЕМЫЕ В ПРОЦЕССЕ ОБУЧЕНИЯ
This course takes a broadly communicative approach with the addition of techniques such as problem-solving, a particularly appropriate technique for students of a subject which is very much concerned with finding solutions to problems. Activities focusing on form are also given an important role.

Most of the activities are designed for pair or group work but there are also individual tasks for class-time and for homework. When the class are involved in pair or group activities, use the time to monitor their performance. Try not to interrupt too much.

Make a note of any serious inaccuracies and deal with them at the end of the activity. Some teachers of English for Specific Purposes worry about their own acknowledge of the specialism, that they are not experts in the field. They should not be so concerned. What ESP teachers should aim to be is experts at language teaching. All ESP teachers, however, should have an interest at a lay level in the specialism. It's worth reading an introduction to the subject and developing links with teachers of the specialism who can explain technical aspects to you and may provide help in locating authentic materials for your teaching. It's not difficult these days to keep up with developments in computing. Many national newspapers carry regular articles about computing and some have special supplements on a weekly basis. There are TV programmes from time to time. And of course your students can often help you.

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