2015-09-06
376
УО «БЕЛОРУССКИЙ ГОСУДАРСТВЕННЫЙ ЭКОНОМИЧЕСКИЙ УНИВЕРСИТЕТ»
Н. В. Белова
DEVELOP YOUR READING STRATEGIES
Учебно-методическое пособие по самостоятельному чтению для студентов I курса факультета «Высшая школа туризма»
Заочной формы обучения
Минск: 2012
Рецензент: Новик Н. А., заведующий кафедрой профессионально ориентированной английской речи Учреждения образования «Белорусский государственный экономический университет», кандидат филологических наук, доцент.
Рекомендовано кафедрой профессионально ориентированной английской речи БГЭУ.
Белова Н. В.
Develop Your Reading Strategies. Учебно-методическое пособие по самостоятельному чтению для студентов I курса факультета «Высшая школа туризма» заочной формы обучения / Н. В. Белова. – Мн.: БГЭУ, 2012. – 136 с.
Настоящее электронное учебно-методическое пособие направлено на совершенствование навыков самостоятельного чтения на английском языке по тематике, предусмотренной типовой учебной программой по дисциплине «Иностранный язык».
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Пособие предназначено для студентов I курса факультета «Высшая школа туризма» заочной формы обучения.
Contents
PREFACE ……………………………………………………………………………..5
UNIT 1. EDUCATION
Level A 2 ……………………………………………………………………………… 7
Level B 1 …………………………………………………………………………….. 13
Level B 2 …………………………………………………………………………….. 20
UNIT 2. FAMILY
Level A 2 …………………………………………………………………………… 28
Level B 1 …………………………………………………………………………… 32
Level B 2 …………………………………………………………………………… 38
UNIT 3. PEOPLE AND THEIR PERSONALITIES
Level A 2 …………………………………………………………………………… 45
Level B 1 …………………………………………………………………………… 51
Level B 2 …………………………………………………………………………… 56
UNIT 4. HOUSING
Level A 2 …………………………………………………………………………… 64
Level B 1 …………………………………………………………………………… 70
Level B 2 …………………………………………………………………………… 78
UNIT 5. FOOD AND COOKING
Level A 2 …………………………………………………………………………… 86
Level B 1 …………………………………………………………………………… 90
Level B 2 …………………………………………………………………………… 97
UNIT 6. SHOPPING
Level A 2 …………………………………………………………………………… 104
Level B 1 …………………………………………………………………………… 107
Level B 2 …………………………………………………………………………… 112
UNIT 7. ENVIRONMENT
Level A 2 …………………………………………………………………………… 118
Level B 1 …………………………………………………………………………… 123
Level B 2 …………………………………………………………………………… 129
PREFACE
Since its publication in 2001, the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEF) has had a wide-ranging impact on the teaching and learning of languages around the world. Many ministries of education, local education authorities, educational institutions, teachers’ associations, and publishers use the CEF, and it will continue to have an impact for many years to come. In most countries there is general agreement that language learning can be organized into three levels: basic/beginner, intermediate, and advanced.
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Course books and supplementary materials that are referenced to the CEF can help the teacher achieve his or her classroom goals. The book consists of seven units. Each unit comprises nine texts: three texts belong to level A2, three texts belong to level B1, and three texts belong to level B2. The texts are arranged in the following way: multiple matching, multiple choice, gapped text.
MULTIPLE MATCHING
In this part, there is an emphasis on locating specific information and detail, and recognizing opinion and attitude, in one long text or a group of short texts. Students are required to locate the specific information which matches the questions. To do this, they need to understand detail, attitude or opinion in the question and locate a section of text where that idea is expressed, discounting ideas in other sections which may appear similar but which do not reflect the whole of the question accurately. Some of the options may be correct for more than one question.
MULTIPLE CHOICE
In this part, there is an emphasis on detailed understanding of a text, including the expression of opinion, attitude, purpose, main idea, detail, tone and gist. Students are also tested on their ability to recognize meaning from context and follow text organization features, such as exemplification, comparison and reference. The 4-option multiple-choice questions are presented in the same order as the information in the text so that students can follow the development of the writer’s ideas as they work through the questions. The final question may require students to interpret an aspect of the text as a whole.
GAPPED TEXT
In this part, there is an emphasis on text structure, cohesion and coherence, and students’ ability to follow the development of a long text. It consists of the text from which several sentences have been removed and placed in jumbled order after the text, together with an extra sentence which does not fit in any of the gaps. Students are required to decide from where in the text each sentence has been removed. Each sentence may be used only once, and there is one sentence that students do not need to use. The task tests understanding of how texts are structured. Rather than concentrating on individual sentences, students need to be able to follow the development of ideas, opinions and events through the text as a whole, using their understanding of text coherence and cohesion devices.
In conclusion, it should be noted that at the center of the learning process and the framework itself is the learner. It is important that learners understand what the framework means to them so that they can use self-assessment and learner autonomy to become more effective learners inside and outside the classroom.
UNIT 1 EDUCATION
