Основные речевые клише, необходимые для построения презентации на профессиональную тему

• Название: Основные речевые клише, необходимые для построения презентации на профессиональную тему
• Дата: 03.04.2022
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• Имя файла: Angliyskiy_yazyk.docx
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Сложное дополнение/подлежащее (Complex Object)

Пример:

• 
  Я хочу, чтобы ты сходил в магазин.
  
• 
  Я хотел бы, чтобы ты поиграл с ребенком.
  
• 
  Я видел, что он перешел дорогу  
  

В русском языке такие фразы строятся при помощи придаточного предложения. В английском языке такие предложения образуются при помощи специальной конструкции - Complex Object - сложного дополнения. Сложное дополнение может состоять из прямого дополнения + инфинитив с частицей to или без to / ing-овая форма глагола, что зависит от глагола сказуемого.

Поэтому наши примеры будут выглядеть на английском языке следующим образом:

• 
  I want you to go to the shop
  
• 
  I would like you to play with the child
  
• 
  I saw him cross the street
  
• 
  
  

Общая схема оборота следующая:

Подлежащее + глагол (в активном залоге) + объект действия + инфинитив + остальная часть предложения.

Обратите внимание на важные моменты:

• 
  Глагол используется только в активном залоге.
  
• 
  Объект действия может быть выражен местоимением в объектном падеже (her вместо she, him вместо he, us вместо we, them вместо they) или существительным.
  
• 
  Инфинитив может быть с частицей to или без нее.
  
• 
  Инфинитив может быть в форме Simple Infinitive Active или Passive, то есть простой инфинитив в активном или пассивном залоге.
  

Употребляется Complex Object после следующих групп глаголов:

Выражающих предположение: к примеру, to find, to consider, to expect, to believe, to think и т. д.

• 
  I expected the teacher to come in few days. — Я ожидал, что учитель придет через несколько дней.
  
• 
  Anna considered the task to be too easy for Nina. — Анна считала, что задание будет слишком легким для Нины.
  

Используемых для отражения желания либо нежелания: например, структура would like, глаголы to hate, to like, to want, to wish и прочие глаголы для выражения (не)желания;

• 
  I would like her to be a writer. — Я хотел бы, чтобы она была писателем.
  
• 
  I want Anna to cook for children. — Я хочу, чтобы Анна готовила для детей.
  

Обозначающие чувственное, зрительное или слуховое восприятие: например, to watch, to hear, to feel, to see и т. д. Обратите внимание! В этом случае в Complex Object частица to используется только тогда, когда употребляется пассивный залог.

• 
  I saw him cleaning the house. - Я видел, как он убирал дом.
  
• 
  I have never heard her play the guitar. — Я никогда не слышал, как она играет на гитаре. (Active Voice)
  
• 
  She has never been heard to play the guitar. — Никогда не слышали, чтобы она играла на гитаре. (Passive Voice)
  

Выражающих разрешение или принуждение: к примеру, to let, to order, to make, to forbid и другие глаголы для запрета, позволения и приказания. После let и make частица to не употребляется. В страдательном залоге вместо глагола let употребляем глагол to allow, а после make в страдательном залоге частица to употребляется.

• 
  He forbade me to do it. — Он запретил мне делать это.
  
• 
  She made him write this letter. — Она заставила его написать это письмо. (Active Voice)
  
• 
  He was made to write this letter. — Его заставили написать это письмо. (Passive Voice)
  

В случае, если глагол выражает утверждение, знание чего-либо: например, to declare, to report, to announce и прочие.

• 
  I know him to be a bad engineer. — Я знаю, что он плохой инженер.
  
• 
  She declared the lesson to begin at 3 o’clock.- Она заявила, что урок начинается в 3 часа.
  

Для передачи смысла оборота Complex Object на русском используются союзы «что» и «чтобы», если синтаксический комплекс содержит в себе инфинитив, а также «как», если в структуре присутствует причастие в настоящем времени.

• 
  I want her to be a vet. — Я хочу, чтобы она был ветеринаром.
  
• 
  We saw him playing the violin. — Мы видели, как он играл на скрипке.
  

Глаголы восприятия

Оборот «объектный падеж с инфинитивом» может использоваться с глаголами восприятия, но без частицы to, например:

• 
  See — видеть
  
• 
  Hear — слышать
  
• 
  Feel — чувствовать
  
• 
  Watch — смотреть
  
• 
  Notice — замечать
  
• 
  Observe — замечать
  

Примеры:

• 
  I saw your dog chase my cat. — Я видел, как ваша собака гналась за моей кошкой.
  
• 
  I heard the doorbell ring. — Я слышал, как прозвенел дверной звонок.
  

С этим вариантом оборота связаны три нюанса:

1. 
   В данном варианте оборота (то есть в варианте с глаголом восприятия) вместо инфинитива может использоваться причастие настоящего времени (форма глагола на -ing). При этом возникает небольшая, зачастую незначительная разница в смысле: инфинитив обычно выражает законченное действие, а причастие — длительное. Возьмем пример:
   

• 
  Anna saw Jim enter the house.
  
• 
  Anna saw Jim entering the house.
  

В первом случае Анна увидела, как Джим зашел в дом. Во втором случае Анна видела, как Джим вошел в дом, то есть, грубо говоря, не просто зафиксировала факт, а наблюдала процесс в его развитии.

2. 
   В обороте с глаголом восприятия не используется инфинитив в пассивном залоге. Вместо него используют причастие прошедшего времени (3-я форма глагола):
   

• 
  I saw your car towed away by a tow-truck. — Я видел, как твою машину увез эвакуатор.
  
• 
  I heard a tree fallen down. — Я слышал, как дерево упало.
  

1. 
   Глаголы hear и see могут использоваться не в прямом смысле «слышать» и «видеть», а в переносном: hear — узнавать о чем-то, see — понимать, замечать. В этом случае с ними используется не объектный падеж с инфинитивом, а придаточное предложение-дополнение.
   

• 
  Lara heard that Ron had broken up with his girlfriend. — Лара слышала (узнала), что Рон расстался со своей девушкой.
  
• 
  I see that you are rich now. — Я вижу (понимаю, заметил), что ты теперь богат.
  

Complex Object + Infinitive/Ving

После глаголов восприятия используется следующая формула — глагол + существительное или местоимениев объектном (винительном) падеже + инфинитив (неличная форма глагола) БЕЗ частицы to, либо герундий (Ving).

• 
  I heard him whispering my name. — Я слышал, как он шептал моё имя.
  
• 
  I heard him whisper my name. — Я слышал, как он прошептал моё имя.
  

В чём разница между использованием герундия и инфинитива?

Если подразумевается процесс действия (в русском языке это глагол несовершенного вида), то используется герундий.

• 
  I heard you shouting at him. — Я слышал, как ты кричал на него. (что делал? Процесс, глагол несовершенного вида).
  

Если же подразумевается завершённое действие (в русском языке это глагол совершенного вида), то используется инфинитив.

• 
  I saw him push the door. — Я видел, как он толкнул дверь. (что сделал? Завершённое действие, глагол совершенного вида).
  

1.3. Самостоятельная/проектная работа:

- изучение дополнительной информации по теме;

- выполнение дополнительных заданий по теме онлайн и/или на образовательном портале ЧГУ.

Повышенный уровень

Основные клише, необходимые для реферирования текста профессионального характера

TEXT REVIEW 

Sharing the opinion (Высказываниесвоейточкизрения)

1. І find this text rather interesting (instructive, informative, boring etc.). Я нахожу этот текст дocmamoчно интересным (поучительным, информативным, скучным и m.д.).

2. Frankly speaking, it was difficult for me to render the text. Честно говоря, мне было трудно реферировать этот текст

Самостоятельная/проектная работа:

- изучение дополнительной информации по теме;

-выполнение дополнительных заданий по теме онлайн и/или на образовательном портале ЧГУ.

1.4. Чтение

Базовый уровень

1.4.1. Чтение текстов профессиональной направленности. Выполнение заданий после знакомства с текстом: переформулировать выделенную идею по образцу, расширить исходный текст, используя дополнительную информацию, развёрнутая аннотация текста.

1.4.2. Структурирование прочитанного текста 1; составление цитатного плана текста, трансформация тезисов плана, реферативный перевод.

1.4.3. Реферативный перевод текста 1; поисковое чтение (текст больших объемов) с заполнением матрицы ответа, развернутый пересказ

Text 1.

Higher Education

Out of more than three million students who graduate from high school each year, about one million go on for higher edu­cation. A college at a leading university might receive applica­tions from two percent of these high school graduates, and then accept only one out of every ten who apply. Successful applicants at such colleges are usually chosen on the basis of a) their high school records; b) recommendations from their high school teachers; c) their scores on the Scholastic Aptitude Tests (SATs).

The system of higher education in the United States com­prises three categories Of institutions: 1) the university, which may contain a) several colleges for undergraduate students seeking a bachelor's (four-year) degree and b) one or more graduate schools for those continuing in specialized studies beyond the bachelor's degree to obtain a master's or a doctoral degree, 2) the technical training institutions at which high school graduates may take courses ranging from six months to four years in duration and learn a wide variety of technical skills, from hair styling through business accounting to com­puter programming; and 3) the two-year, or community col­lege, from which students may enter many professions or may transfer to four-year colleges.

Any of these institutions, in any category, might be either public or private, depending on the source of its funding. Some universities and colleges have, over time, gained reputa­tions for offering particularly challenging courses and for pro­viding their students with a higher quality of education. The factors determining whether an institution is one of the best or one of the lower prestige are quality of the teaching faculty; quality of research, facilities; amount of funding available for libraries, special programs, etc.; and the competence and num­ber of applicants for admission, i. e. how selective the institu­tion can be in choosing its students.

The most selective are the old private north-eastern univer­sities, commonly known as the Ivy League, include Harvard Radcliffe, (Cambridge, Mass., in the urban area of Boston), Yale University (New Haven, Conn. between Boston and New York), Columbia College (New York), Princeton University (New Jersey), Brown University, Cornell University, Dartmouth College, University of Pennsylvania. With their traditions and long established reputations they occupy a position in Ameri­can university life rather like Oxford and Cambridge in Eng­land, particularly Harvard and Yale. The Ivy League Universi­ties are famous for their graduate schools, which have become intellectual elite centers.

In defence of using the examinations as criteria for admis­sion, administrators say that the SATs provide a fair way for deciding whom to admit when they have ten or twelve pli­cants for every first-year student seat.

In addition, to learning about a college/university's entrance requirements and the fees, Americans must also know the fol­lowing:

Professional degrees such as a Bachelor of Law (LL.A.) or a Bachelor of Divinity (B.D.) take additional three years of study and require first a B.A. or B.S. to be earned by a student.

Graduate schools in America award Master's and Doctor's degrees in both the arts and sciences. Tuition for these programs is high. The courses for most graduate degrees can be completed in two or four years. A thesis is required for a Master's degree; a Doctor's degree requires a minimum of two years of course work beyond the Master's degree level, success in a qualifying examination, proficiency in one or two foreign languages and/or in a research tool (such as statistics) and completion of a doctoral dissertation.

The number of credits awarded for each course relates to the number of hours of work involved. At the undergraduate level a student generally takes about five three-hour-a week courses every semester. (Semesters usually run from September to early January and late January to late May.) Credits are earned by attending lectures (or lab classes) and by successful­ly completing assignments and examinations. One credit usual­ly equals one hour of class per week in a single course. A three-credit course in Linguistics, for example, could involve one hour of lectures plus two hours of seminars every week. Most students complete 10 courses per an academic year and it usually takes them four years to complete a bachelor's degree requirement of about 40 three-hour courses or 120 credits.

In the American higher education system credits for the academic work are transferable among universities. A student can accumulate credits at one university, transfer them to a second and ultimately receive a degree from there or a third university.

As you read the text a) look for the answers to the questions:

1. What are the admission requirements to the colleges and universities? 2. What are the three types of schools in higher education? 3. What degrees are offered by schools of higher learning in the USA? What are the requirements for each of these degrees? 4. What are the peculiarities of the curricula offered by a college or a university? 5. What is a credit in the US system of higher education? How many credits must an undergraduate student earn to receive a bachelor's degree? How can they be earned?

b) Find in the text the factors which determine the choice by in individual of this or that college or university.

c) Summarize the text in three paragraphs.

Самостоятельная/проектная работа:

Самостоятельное индивидуальное чтение специальной профессионально-ориентированной литературы (не менее 5000 печатных знаков в семестр).

Составление глоссария по прочитанным текстам (не менее 50 лексических единиц в семестр, перевод). Реферирование прочитанного текста, устный отчет с опорой на письменный текст.

Повышенный уровень

1.4.4. Поиск информации в тексте 2; определение основной идеи параграфа; расширение исходного текста, используя дополнительную информацию. Аннотирование текста 2.

1.4.5. Реферативный перевод текста 2; составление развернутой описательной аннотации к тексту; поисковое чтение (текст больших объемов) .

Text 2.

The Difficult Child

The difficult child is the child who is unhappy. He is at war with himself, and in consequence, he is at war with the world. A difficult child is nearly always made difficult by wrong treat­ment at home.

The moulded,¹ conditioned, disciplined, repressed child — the unfree child, whose name is a Legion, lives in every corner of the world. He lives in our town just across the street, he sits at a dull desk in a dull school, and later he sits at a duller desk in an office or on a factory bench. He is docile, prone to obey authority, fearful of criticism, and almost fanatical in his desire to be conventional and correct. He accepts what he has been taught almost without question; and he hands down all his complexes and fears and frustrations to his children.

Adults take it for granted that a child should be taught to behave in such a way that the adults will have as quiet a life as possible. Hence the importance attached to obedience, to man­ner, to docility.

The usual argument against freedom for children is this: life is hard, and we must train the children so that they will fit into life later on. We must therefore discipline them. If we allow them to do what they like, how will they ever be able to serve under a boss? How will they ever be able to exercise self-discipline?

To impose anything by authority is wrong. Obedience must come from within — not be imposed from without.

The problem child is the child who is pressured into obedi­ence and persuaded through fear.

Fear can be a terrible thing in a child's life. Fear must be entirely eliminated — fear of adults, fear of punishment, fear of disapproval. Only hate can flourish in the atmosphere of fear.

The happiest homes are those in which the parents are frankly honest with their children without moralizing. Fear does not enter these homes. Father and son are pals. Love can thrive. In other homes love is crushed by fear. Pretentious dig­nity and demanded respect hold love aloof. Compelled respect always implies fear.

The happiness and well-being of children depend on a de­gree of love and approval we give them. We must be on the child's side. Being on the side of the child is giving love to the child — not possessive love — not sentimental love — just behaving to the child in such a way the child feels you love him and approve of him.

Home plays many parts in the life of the growing child, it is the natural source of affection, the place where he can live with the sense of security; it educates him in all sorts of ways, pro­vides him with his opportunities of recreation, it affects his sta­tus in society.

Children need affection. Of all the functions of the family that of providing an affectionate background for childhood and adolescence has never been more important than it is today.

Child study has enabled us to see how necessary affection is in ensuring proper emotional development; and the stresses and strains of growing up in modern urban society have the effect of intensifying the yearning for parental regard.

The childhood spent with heartless, indifferent or quarrel­some parents or in a broken home makes a child permanently embittered. Nothing can compensate for lack of parental affec­tion. When the home is a loveless one, the children are im­personal and even hostile.

Approaching adolescence children become more indepen­dent of their parents. They are now more concerned with what other kids say or do. They go on loving their parents deeply underneath, but they don't show it on the surface. They no longer want to be loved as a possession or as an appealing child. They are gaining a sense of dignity as individuals, and they like to be treated as such. They develop a stronger sense of responsibility about matters that they think are important.

From their need to be less dependent on their parents, they turn more to trusted adults outside the family for ideas and knowledge.

The adolescence aggressive feelings become much stronger, in this period, children will play an earnest game of war. There may be arguments, roughhousing and even real fights! Is gun­play good or bad for children?

For many years educators emphasized its harmlessness, even when thoughtful parents expressed doubt about letting their children have pistols and other warlike toys. It was assumed that in the course of growing up children have a natural tendency to bring their aggressiveness more and more under control.

But nowadays educators and physicians would give parents more encouragement in their inclination to guide children away from violence of any kind, from violence of gun-play and from violence on screen.

The world famous Dr. Benjamin Spock has this to say in the new edition of his book for parents about child care:

"Many evidences made me think that Americans have often been tolerant of harshness, lawlessness and violence, as well as of brutality on screen. Some children can only partly distin­guish between dramas and reality. I believe that parents should flatly forbid proprams that go in for violence. I also believe that parents should firmly stop children's war-play or any other kind of play that degenerates into deliberate cruelty or mean­ness. One can't be permissive about such things. To me it seems very clear that we should bring up the next generation with a greater respect for law and for other people's rights."

1. As you read the text: a) Look for the answers to the following questions:

1. What makes a child unhappy? 2. Why do you think, a child who, according to the text "sits at a dull desk at school" will later sit "at a duller desk in his office"? What is implied here? 3. Why do many adults attach such importance to obedi­ence? Is it really in the child's interests? 4. What are the usual arguments put forward against giving more freedom to the child? Are the arguments well-founded? 5. Why is it wrong to pres-; sure a child into obedience? 6. What kinds of fear does a child experience? 7. What kind of atmosphere is necessary for child's proper emotional development? 8. What new traits and habits emerge in adolescence? 9. How and why did Dr Spock's attitude change regarding the adolescents' games of war? 10. Why is it so dangerous for children to be exposed to violence? 11. How should the new generation be brought up?

b) Summarize the text in three paragraphs specifying the following themes:

1. The prime importance of home in the upbringing of child­ren. 2. The negative and harmful role of fears in a child's life. 3. The impact of aggressive gun-play on children's character.

1.5. Продуктивная устная речь

Базовый уровень

- комментирование фрагмента текста 1(фрагмент – по выбору студента);

- ответы на вопросы по тексту 1;

- краткий пересказ прочитанного текста 1.

Самостоятельная/проектная работа:

подготока доклада по проблеме «The Difficult Child in Elementary School».

Повышенный уровень

- комментирование фрагмента текста 2 (фрагмент – по выбору студента);

- участие в дискуссии по теме текста 2:

1. Use the topical vocabulary in answering the following questions:

1. What traits of character would you name as typical for a normal happy child? Consider the following points with regard to his attitudes to: a) his family, parents; b) the school, teachers, studies, rules and regulations; c) his classmates; d) his friends.

2. What traits of character would you consider prominent in a difficult child, a problem child? Consider the points given above. 3. What traits of character are brought about by excessively harsh discipline and pressure? 4. What traits of character would be brought about by lack of discipline and control, by pampering or permissiveness? 5. How would you describe a good parent? 6. What traits of a parent would you consider most favourable for a child? 7. What are the dangerous symptoms of a problem child? 8. What kind of parents' attitude may make a child ir­responsive, and unable to cope with difficulties? 9. Under what circumstances would a child grow confident, self-possessed, able to cope with difficulties?

2. Below are the statements expressing different opinions. Imagine that you are expressing these opinions, try to make them sound convincing:

I. The parents' permissiveness breeds contempt in child­ren. 2. The child is born selfish and he will need the best part of-his life to get over it. 3. Popularity and success in" life seldom come to totally self-centered people. 4. Enjoying things is es­sential to a child's development. 5. True enjoyment comes mostly from using skills for real achievement. 6. Enjoyment may come not only from personal experience but also from passive enjoyment.

Самостоятельная/проектная работа:

подготока к собеседованию с директором школы.

1.6. Продуктивная письменная речь

Базовый уровень.

- написание делового письма .