ࡱ> )`lbjbj7n{{""""""""666686lB76 77777777oqqqqqq$0hNE"87788""77ڔI<I<I<8"7"7oI<8oI<I<J\""77 @~[)69TۃB0 ~:"d7 8I<8 &8w777;X777 888866636663666"""""" Subject: Methodology of teaching disciplines of specialty 9.03. 2020. The 1-st year MA students. The theme of the lecture: Modern requirements o the El teachers. 1. The dynamic tendency from qualification to the competence is reflected in all documents of the Council of Europe. The term professional qualification doesnt cover the dynamic tendency of increasing cognitive and informative backgrounds of specialists. The term competent becomes adequately in the current conditions. The content of the FL specialists qualification according to levels is described in the terms of competences and results of FLT (Tuning program in the Bologna Declaration). Thus, the key term of this approach is competence and it is used for creation the professional portrait of FL specialists as modeling the results of FLT and their introducing as norms of qualities of the FL specialists. This direction allows defining the levels of professional development in the frame of their qualification qualities, abilities and skills. According to the CEFR document, the competences are used for description of the goals, content and methods, they promote a transparence of the courses, curriculums and criteria of assessment. According to European standard, 5 basic competences provide adaptation, self-realization in the market conditions: 1. Social-political competence or readiness to problem-solving; 2. Information competence; 3. Communicative competence; 4. Social and sociocultural competence (sociocultural in the communicative competence) 5. Readiness to long-life learning. 2. Professional literacy of FL teachers includes the following components: 1) linguistic (lexical, grammatical, and phonetic); 2) communicative (speaking, listening, reading, writing); 3) linguo-cultural; 4) social-cultural; 5) subjective (informative-thematic, conceptual); 6) methodological.  3. The main components of the various models of general pedagogical knowledge (Table 1) Pedagogical componentsPsychological components Knowledge of classroom management: maximizing the quantity of instructional time, handling classroom events, teaching at a steady pace, maintaining clear direction at lessons. Knowledge of teaching methods: having a command of various teaching methods, knowing when and how to apply each method; Knowledge of classroom assessment: knowledge of different forms and purposes of formative and summative assessments, knowledge of how different frames of reference (e. g., social, individual, criterion-based) impact students motivation; Structure: structuring of learning objectives and the lesson process, lesson planning and evaluation Adaptivity: dealing with heterogeneous learning groups in the classroom  Knowledge of learning processes: supporting and fostering individual learning progress by having knowledge of various cognitive and motivational learning processes (e. g. learning strategies, impact of prior knowledge, effects and quality characteristics of praise, etc.). Knowledge of an individual students characteristics: having knowledge of the sources of a students cognitive, motivational, and emotional heterogeneity.  4. In the professional activity the pedagogical culture shaped the following components: professional and pedagogical knowledge professional pedagogical skills professionally-psychological positions teachers attitudes personal qualities provided professionally-oriented knowledge and skills. To understand the instructional aspect of teachers training it is necessary to illustrate what components are included into teachers pedagogical potential. (See Table). Table 2. The structure of pedagogical potential Professional trainingCreativity of teachersProfessionalism of teachersPedagogical culture orientation on profession professional development readiness to pedagogical activity pedagogical intellect professional competency individual style of teaching-creative attitude to the job development of creative initiative innovative activity humanistic orientation professional growing professional position professional activeness pedagogical style of thinking pedagogical mechanics mastery of communication social activeness instructional mastery 5. From the gnosiological standpoint we consider the philosophical and culturological, components of culture as norms, knowledge, values, and symbols. Cultural norms are associated with normative social behavior, its roles, social expectations, etc. Questions for reflection: What are the main modern requirements to FL teachers pointed in the state resolutions? What does professional competence of FL teachers includes? What do you know about other models of communicative competence? Can you explain the notions of self-education and self-development? What do we mean by the psychological component of culture? Can you define the cultural components? Subject: Methodology of teaching disciplines of specialty 9.03. 2020. The 1-st year MA students. The theme of the lecture: The methodology of teaching specialized materials. 1. The content of teaching: Micro-level: terms and special texts Macro-level: professionally-oriented situations, discourse genres, modes of interaction It is necessary to present the basic principles for working specialized language. They are: - Students acquisition of a new terminology or new structure requires the presentation of these items in the contexts, not in a list of isolated items. - The students are engaged in hands-on-activities that involve talking about concepts to acquire the language of their specialty. - Simultaneously, language in general will develop from the communicative context (vocationally-oriented) in which it is used (Moham, 1986 p. 8-9). 2. The main approaches on the basis of which the ESP teaching is organized are following: Content-based Learning, Task-based Learning CLIL Types of interdisciplinary links at non-linguistic institutes. Types of interdisciplinary linksRealization of interdisciplinary links1. content-information- professionally-oriented topics in correspondence with the profile of education; - specialized texts and situations; - specialized vocabulary. 2. operation-action- incorporation of language and communicative knowledge and skills for conducting professional activity; - incorporation of language and communicative knowledge and skills for searching professional value material or information. 3. organization-instructional- construction of system of methods, techniques, forms for teaching FL and communication within professionally-oriented topics and interaction moods; - enlarging professional knowledge via target language 3. Algorithm of lesson design: 1Theme, Goal and objectives, Learning outcomes.2Communicative task for pre-reading stage: . Working on terms and grammar constructions. B. Generalization of ideas for anticipation the content of the special text.3Communicative task for while-reading stage (reading strategy)4After-reading stage: . Reflection. B. Fixing and training for obtaining language and speech material. C. Production activities The specialized text and vocabulary are given to students as linguistic items of teaching at technical institutes. Design activities for PPP lesson organization in obtaining the specialized terms and information given in the chart. Text: Engineers have to know the best and most economical materials to use. Engineers must also understand the properties of these materials, and how they can be worked. There are two kinds of materials used in engineering metals and non-metals. We can divide metals into ferrous and non-ferrous metals. The former contain iron and the latter do not contain iron. Cast iron and steel, which both are alloys, or mixtures of iron and carbon, are the two most important ferrous metals. Steel contains a smaller proportion of carbon than iron contains. Certain elements can improve the properties of steel and are therefore added to it. For example, chromium may be included to resist corrosion and tungsten to increase hardness. Aluminum, copper, and the alloys, bronze and brass, are common non-ferrous metals. Vocabulary: properties, ferrous, iron, steel, aluminum, copper, brass alloy, carbon, chromium, corrosion, tungsten, Elements of world building: non-, -less Questions for reflection: What are the main principles of teaching ESP or EOP? What types of interdisciplinary links must be taking into consideration when we design a syllabus for ESP? 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