Учебное пособие 1780
.pdfScientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
sent home-made cupcakes to Harry Potter when aunt Petunia began starving the boy and sending him to live in a closet under the stairs. His каменны е кексы / rock cakes are a classic British dessert named so because of their look as they resemble fragments of rocks, not because of the rigidity. They were made from fried oat flakes, flour, eggs, sugar, crushed nuts and dried fruits [5*].
Almost all children love sweets and the author does not forget about it. Лакричные конфеты в шоколаде / Licorice in chocolate is a favourite candy of all the students at Hogwarts, you can find them only in Hogwarts. Another delicacy is апельсиновый конфитюр / orange marmalade. It often mentioned in a series of novels about the adventures of the young wizard and his friends because it also belongs to the traditional national dishes of Great Britain. In Chapter 6 of «Harry Potter and the prisoner of Azkaban» Hermione resolutely refuses to discuss her busy study schedule at breakfast so instead of answering Ron's question she asks for orange marmalade [1*]. According to a legend, orange jam appeared thanks to the resourcefulness of the wife of a Scottish merchant who brought her oranges from Seville, but they were too tasteless. She decided to experiment with them in the kitchen and because of her culinary talent she invented orange marmalade from those oranges, sugar and lemon. It has become a great treat and is still popular nowadays.
Conclusion
As shown by the study, the gastronomic code is a special phenomenon in culture and gastronomic realities being its representatives in this case form special culturally marked texts with definitely expressed national colouring.
Having analyzed the gastronomic realities describing traditional English dishes in the cycle of stories about the adventures of Harry Potter and his friends, we came to the conclusion that their use is diverse.
Firstly, their active use in the text of novels is one of the characteristics of J. K. Rowling’s individual author style which is associated with a defined artistic goals, on the one hand, it creates a fantastic atmosphere of the feasts; on the other hand, being so familiar to any child or adult meals in the school of wizards are described as a special mandatory daily ritual. The writer almost in every chapter mentions the names of the dishes or food served to children for breakfast, lunch or dinner in the magic school.
Secondly, the use of gastronomic realities in the narrative of events helps to get interested the reader, to convey the atmosphere of fabulous life and to recreate the traditions of British national cuisine. J. K. Rowling does not invent fabulous dishes, but refers to British folklore and traditional classical national cuisine. Thus, gastronomic realities become her personal attributes of her idiostyle.
Thirdly, introducing gastronomic realities in the text of the cycle of novels about Harry Potter, the writer has achieved an unexpected educational result. Trying to be like their favorite protagonist Harry Potter, children-readers have become to eat healthy food from vegetables and healthy dishes which are easy to cook more willingly according to the statistics of growth of culinary sites, referring to dishes from her books [5*; 6*; 7*; 9*].
Moreover, appeal to the study of almost forgotten ancient recipes and cooking dishes from the menu for young wizards also has had a beneficial effect on the creative activity and participatory home activities of children and their parents according to parent forums and forums of Harry Potter’s fans [9*; 10*].
In conclusion, it is necessary to emphasize that the gastronomic realities carry linguistic, cultural, linguistic, cultural and sociolinguistic information, thus becoming an integral component in the creation individual and national picture of the world.
124
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
References
[1]Lavrinenko I. Ju. Kognitivnye strategii kak sredstvo realizacii zamysla avtora v filosofskom diskurse F. Bjekona (na primere jemocional'nogo koncepta « Despise»/I.Ju. Lavrinenko//Nauchnyj vestnik Voronezh. gos. arh.-stroit. un-ta. Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija. 2014. -vyp. 3 (23). - S. 30-46.
[2]Dormidontova O.A. Kody kul'tury i ih uchastie v sozdanii jazykovoj kartiny mira (na primere gastronomicheskogo koda v russkoj i francuzskoj lingvokul'turah) // Vestnik TGU. 2009. №9. S. 201-205. [Jelektronnyj resurs]. URL: http://cyberleninka.ru/article/n/kody- kultury-i-ih-uchastie-v-sozdanii-yazykovoy-kartiny-mira-na-primere-gastronomicheskogo- koda-v-russkoy-i-frantsuzskoy-lingvokulturah (data obrashhenija: 17.09.2017).
[3]Golubeva A. A. Gastronomicheskie realii russkogo jazyka v perevode na kitajskij jazyk // Nauchno-metodicheskij jelektronnyj zhurnal «Koncept». – 2016. – T. 11. – S. 3446– 3450. [Jelektronnyj resurs]. URL: http://e-koncept.ru/2016/86727.htm. (data obrashhenija: 22.09.2017).
[4]Zagidullina M. V. Pishhevoj kod kak smyslovoj centr nacional'noj kul'tury i problema globalizacii // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda / Otv. Red.: N.V.Zlydneva. SPb.: Aletejja, 2011. - S. 392403.
[5]Filatova N.M. Rol' pishhevogo koda v predstavlenijah russkih i poljakov drug o druge // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda / Otv. Red.: N.V.Zlydneva. SPb.: Aletejja, 2011. - S. 270–282.
[6]Vojvodich Ja. Mjaso i mjasnye bljuda (na primere russkoj literatury XIX veka) // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda / Otv. Red.: N.V.Zlydneva. SPb.: Aletejja, 2011. - S. 346-364.
[7] Ranchin A. M. Chto edjat pomeshhiki v «Mertvyh dushah» N.V. Gogolja // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda / Otv. Red.: N.V.Zlydneva. SPb.: Aletejja, 2011. - S. 335 – 344.
[8] Chepelevskaja T. I. Kod edy v slovenskoj kul'ture: koncepcija izuchenija v istoricheskom rakurse // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda / Otv. Red.: N.V.Zlydneva. SPb.: Aletejja, 2011. - S. 378 – 391.
[9] Kurennaja N. M. «Vodka v Rossii – vsegda tema» v literature socrealizma // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda / Otv. Red.: N.V.Zlydneva. SPb.: Aletejja, 2011. – S. 404 – 409.
[10]Gusarova K. O. Poedanie kul'tury: gastronomicheskie i pishhevaritel'nye metafory v sovetskoj publicistike 1920-h gg. // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda / Otv. Red.: N.V.Zlydneva. SPb.: Aletejja, 2011. - S. 410 – 421.
[11]Korol'kova P. V. Pishhevye obrazy kak sposob realizacii oppozicii «svoj – chuzhoj»
vrasskazah Momo Kapora // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda / Otv. Red.: N.V.Zlydneva. SPb.: Aletejja, 2011. - S. 431442.
[12]Fateeva N. A. Gruppy perenosnyh znachenij slov, oboznachajushhih pishhevye produkty, v russkom argo // Kody povsednevnosti v slavjanskoj kul'ture: eda i odezhda Rossijskaja akademija nauk, Institut slavjanovedenija ; redakcionnaja kollegija: N. V. Zlydneva (otvetstvennyj redaktor), P. V. Korol'kova, N. M. Filatova. SPb.: Aletejja, 2011. – S. 16-24.
[13]Merkulova N.V. Germenevticheskij analiz hudozhestvennogo teksta v aspekte sinergii jesteticheskih onimov (na materiale romana G. Flobera «Vospitanie chuvstv») / N.V. Merkulova // Nauchnyj zhurnal «Sovremennye lingvisticheskie i metodiko-didakticheskie issledovanija». – 2018. – vyp. 1 (37). – S. 17-35.
[14]Undricova M.V. Gljuttonicheskij diskurs: lingvokul'turologicheskie i perevodcheskie aspekty // Vestnik Moskovskogo universiteta, 2012. № 2. S. 86-91.
125
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
Analysed sources
[1*] Rouling Dzh. K. Garri Potter i uznik Azkabana [EHlektronnyj resurs]. URL: https://potter3.bib.bz/ (data obrashcheniya: 21.09.2017).
[2*] Rouling Dzh. K. Garri Potter i Tajnaya Komnata [EHlektronnyj resurs]. URL: http://pottersarmy.wikidot.com/book-two (data obrashcheniya: 20.09.2017).
[3*] Rouling Dzh. K. Garri Potter i Princ-polukrovka [EHlektronnyj resurs]. URL: https://potter6.bib.bz/ (data obrashcheniya: 23.09.2017).
[4*] Rouling Dzh. K. Garri Potter i kubok ognya [EHlektronnyj resurs]. URL: https://potter4.bib.bz/ (data obrashcheniya: 22.09.2017).
[5*] Garri Potter: recepty volshebnyh blyud [EHlektronnyj resurs]. URL: http://www.aif.ru/food/27572 (data obrashcheniya: 27.09.2017).
[6*] Magicheski vkusno: sem' blyud, kotorye eli v «Garri Pottere» [EHlektronnyj resurs].
URL: https://kudago.com/all/list/magicheski-vkusno-sem-blyud-kotorye-eli-v-garri-po/ (data obrashcheniya: 27.09.2017).
[7*] Garri Potter: recepty volshebnyh blyud [EHlektronnyj resurs]. URL: http://www.aif.ru/food/27572 (data obrashcheniya: 27.09.2017).
[8*] Za stolom s Garri Potterom [EHlektronnyj resurs]. URL: http://kuking.net/8_634.htm (data obrashcheniya: 27.09.2017).
[9*] Roditel'skij forum [EHlektronnyj resurs]. URL: http: //pravbeseda. ru/archive/ pb_ roditeli /1199725073.html (data obrashcheniya: 27.09.2017).
[10*] Russkij klub Garri Pottera [Elektronnyj resurs]. URL: http://hpclub.ru/ (data obrashcheniya: 28.09.2017).
126
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
SCIENTIFIC OVERVIEW
V.V. Kozlova, I.Yu. Lavrinenko
ON INTERREGIONAL CONFERENCE FOR ENGLISH LANGUAGE TEACHERS
«TEACHING TEENAGERS AND YOUNG LEARNERS: CHALLENGES AND SOLUTIONS», ORGANIZED BY THE VORONEZH REPRESENTATIVE OF
CAMBRIDGE UNIVERSITY PRESS, THE FACULTY OF ROMAN-AND-GERMAN
PHILOLOGY AND CAMBRIDGE RESOURCE CENTER
‘INTERNATIONAL HOUSE VORONEZH-LINGUIST’
(15th of June,2018)
For the second year teachers of English became participants of a remarkable scientific and practical event - the interregional conference "Teaching Teenagers and Young Learners: Challenges and Solutions" that took place on June 15th, 2018 in Voronezh. Like last year, the conference was held within the walls of the main building of Voronezh State University. The conference was organized by the world-renowned and highly reputed Cambridge University Press, the faculty of Romance and Germanic Philology of Voronezh State
University and the Cambridge Resource Center “International House Voronezh-Linguist”.
This year, the geography of the conference participants expanded: teachers from Rostov- on-Don and Stary Oskol joined the number of colleagues who came from other cities. It is nice that this year the seminar was attended by philologists from Lipetsk, Kursk and Tambov, which is becoming a pleasant tradition. In general, the number of conference participants was about 300 people.
The theme of the conference was aimed at improving the methods of teaching English for children and adolescents. The dean of the Faculty of Romance and Germanic Philology of Voronezh State University, Ph.D., Associate Professor Olga O. Boriskina addressed the conference participants with a welcoming speech. Olga Boriskina noted that the conference is becoming not only a platform for enhancing the professional skills of teachers, but a meeting of really close people who share an interest in educational problems, search for new non-standard solutions and are ready to learn new things, learn from the experience of colleagues and share their methodologies and reflections on the topic of teaching a foreign language. The uniqueness of the meeting also lies in the opportunity to get not only new knowledge, but also great pleasure in communicating with each other.
It is no exaggeration to note that the scale of the conference is growing, as evidenced by the growing number of its participants, as well as the expanding range of methodological issues raised at the conference.
This year the conference consisted of two large blocks . The first block included two lecture presentations. The first lecture was devoted to the problem of preparing students for Russian Ol ympiads and Cambridge exams . Lyudmila Gorodetskaya, Professor of the Faculty of Foreign Languages and Regional Studies of Moscow State University named after M.V. Lomonosov, Senior Consultant of Cambridge University Press, Member of the Methodical Commission of the All-Russian Olympiad in English, read a lecture to the participants of the conference.
Professor L.A. Gorodetskaya shared with the conference participants her professional experience in preparing students for international exams and the All-Russian Olympiads. In the course of her lecture, L.A. Gorodetskaya raised questions related to the possibility of drawing parallels between Russian and European standards for assessing knowledge of a foreign language, as well as the specifics of selection of tasks for the Olympiad. Professor L.A. Gorodetskaya drew an analogy between the levels of proficiency in English and the ranks of
127
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
the international examination grid. In the opinion of the distinguished lecturer, the tests offered at international exams and at the Olympiads should not duplicate each other, but represent different types of activities.
Professor L.A. Gorodetskaya paid attention to the characteristics of the stages of international exams held in Russia, the characteristics of selection of material for examination tests, in particular, for such aspects as Listening and Speaking. The distinguished lecturer consulted on the methodological recommendations on the preparation of tasks for the Olympiad of schoolchildren of both municipal and all-Russian scale, recommended levels of difficulty of tasks, types of competitions held depending on the type of educational activity to be tested (Listening, Reading, Use of English, Writing). She talked about the goal of each aspect of the competition and possible formats of tasks (deduction, jumbled paragraphs, gist, etc.), discussed strategies for their implementation. The conference participants were recommended literature to develop tasks for the school Olympiad and to prepare for them. In addition, a series of textbooks for preparing schoolchildren and students for international exams and tests was presented: a series of course-books “Compact”, “Objective”, “Complete”, “Trainers Family” of the Cambridge
University Press.
Besides, the lecturer presented an overview of textbooks recommended for preparing for different levels of such international exams as TOEFL, IELTS, student’s books for work in the framework of both subject and language integrated learning - Content and Language Integrated Learning (CLIL), as well as literature aimed at teaching English in the direction of Critical Thinking and for teaching Academic Reading and Writing.
Professor L.A. Gorodetskaya also noted that when choosing teaching literature, it is necessary to focus on publications that will allow schoolchildren and students to learn a language not only in the field of their interests, but also in the area in which they would like to improve their knowledge. Thus, we are talking about this approach of students and teachers to learning, in which the student or schoolchild views the knowledge of English as a tool for achieving further professional success, for learning a certain scientific-oriented field of knowledge in which the student will work in the future.
Another important information resource, highlighted by the speaker during the lecture, was the Cambridge English Corpus. According to Lyudmila A. Gorodetskaya, this corpus is of high practical importance because it contains a large amount of examples of use of language material by native speakers, which is of high value for learning English, conveys a living language in its most modern form. The value of this Corpus is also in the fact that the language material contained in it is used to compile exercises for preparation for international exams. It is important that these exercises are focused on the correct performance by students of those aspects of the tests that in the previous year caused the greatest difficulty for the learners.
We would like to note the high level of information saturation and relevance of the lecture of distinguished Lyudmila Gorodetskaya. The actual knowledge and invaluable practical experience shared by Professor L. Gorodetskaya with the conference participants will certainly be of great help to all teachers involved in preparing for the Olympiads and tests, will help us to feel the direction of modern trends in education, as well as to guide students and teachers to choose a required roadmap of learning in future.
The second lecture was devoted to one of the most advanced approaches in teaching English - Unplugged Learning (learning based on the teacher’s own pedagogical experience, regardless a particular course, as well as independently from a specific textbook). The speaker of the lecture is Julia Tsai. She is a specialist in training teachers of qualifications CELTA and CELTA YL, Master of the Department of Modern Linguistics at the University of Dublin, head of the Clever Clover School Language Center, Rostov-on-Don.
The Unplugged Learning strategy described in the course of the lecture is aimed at both junior and adult learners. The essence of the Unplugged Learning methodology is to conduct a lesson in the form of communication on a topic that stimulates the greatest interest in the learn-
128
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
ing group, and is the most relevant. At the same time, communication can be built in different forms: monologue, dialogue, polylogue, discussion, round table and many other forms of communication. In the course of the discussion, the teacher focuses on certain aspects of grammar, studies new terminology, pays attention to the stylistic features of the English language, etc.
We would like to note that this form of classrooming requires a significant amount of time resources from the teacher to prepare, but the classroom teacher is not focused on using certain literature, and also not limited by the implementation of a specific planned list of exercises, he is free to use the knowledge and teaching skills that have been accumulated with experience. In this case, training takes place in a relaxed atmosphere, discussions occur in a comfortable communication zone, which contributes to psychological comfort of students and teacher, and contributes to the progress in the knowledge gained. It is noteworthy that, using the method of Unplugged Learning, the focus of the source of information provision shifts from the teacher to the students, they become the main participants of communication. The role of the teacher is in the right direction of the discussion, which would, on the one hand, keep the interest and attention of students to the topic under discussion, inspire and encourage them to participate in the discussion, on the other hand, would allow to activate the necessary language material (grammatical, lexical, stylistic and others).
In the course of describing the specifics of the Unplugged Learning approach, Julia Tsai addressed the workshop participants with an offer to discuss what is the role of a teacher in English classes, as well as what strategies in teaching can be considered the most effective? As the results of the discussion showed, the functions of teachers constitute a whole range of actions: to provide knowledge, to inspire, to guide the learning process, to direct, to designate the perspectives of learning, to receive feedback from students, etc. The specific role of the teacher depends on the purpose of learning that each student chooses for himself (to acquire fluency and correctness of the speech, to learn to better understand authentic speech, to form the necessary phonetic skills, to pass an international exam, to enjoy a dialogue in English, etc.). Due to the diversity of learning objectives, the teacher must have different professional skills: of a linguist, psychologist, philosopher, artist, and should always be ready to receive new knowledge, learn and be ready to play a part of a student.
Unplugged Learning leaves indifferent neither teachers nor trainees. As the results of the discussion on the Unplugged Learning approach have shown, many teachers rate it quite highly, but consider it as one of the elements of the educational process, rather than constantly and the unique technique used. In general, a combination of approaches can contribute to the effectiveness of training: the use of certain educational literature with a set of exercises to work out topics, and game elements, as well as design tasks. Many teachers recognized the innovative nature of the Unplugged Learning methodology and expressed their intention to apply it in their own teaching practice.
The second block of the conference included several fascinating master classes that attracted the attention of linguists being present.
It is necessary to note the informational and practical value of the master class titled
“Digitall y Speaking, or The Essential Steps to Facilitate Your Adult Students` Vocabulary Acquisition” conducted by Ph.D., Associated Professor Marina V. Bocharova.
Marina Bocharova is the author of online courses aimed at memorizing new terminology, including the system of business courses in learning English. The purpose of the methodological developments of M.V. Bocharova was the creation of the most effective tasks for students, in order to facilitate use of new English lexemes in natural speech. At the same time, one of the tasks of creating these courses is the development of tasks within minimal time limits, technical and intellectual expenses of the teacher. Marina Bocharova offered the conference participants to share their own experience in applying the technique aimed at their students mastering terminology, enriching vocabulary, and also shared her own experi-
129
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
ence in using Internet platforms to create assignments for learning new lexemes. One of such resources includes visuwords resources (a resource that allows you to create visual associations to new lexemes) and the Quizlet and Evernote platforms – the master class of
Yekaterina Denisova, teacher of the School of Foreign Languages “Baker Street”, at a conference in 2017 was devoted to a detailed description and technology for working with these resources (see Lavrinenko I.Yu., Kozlova V.V. Scientific overview on annual inter-regional ELT conference, held on 15th June 2017 in Voronezh State University / I.Yu. Lavrinenko, V.V. Kozlova /
Scientific Journal “Modern linguistic and methodical-and-didactic researches”. – 2017. – № 4 (19).–
P. 186-190).
Marina Bocharova shared useful electronic resources: a dictionary of collocations ozdic.com, offering users a wide range of combinations of tokens and a corpus of examples from natural speech, as well as the English-English dictionary Merriam-Webster Thesaurus, which contains definitions of tokens, that is priceless not only for memorizing new words, but for complex research in the field of lexicology, as this resource includes a corpus of synonyms, antonyms, collocations, contextual uses with idiomatic expressions and many others. According to M.V. Bocharova, despite the diversity of vocabulary enrichment opportunities, during 24 hours students memorize no more than 20% of new information, while the remaining 80% of new terminology, being inactive, is forgotten over the next 8 hours. In this regard, the issue of activating and memorizing as many new lexemes as possible remains relevant. One of the ways to achieve this goal is to regularly address students to new words, and over time, the intervals between repetitions and assignments aimed at memorizing new words need to be increased. It is this technique that most effectively helps assimilate new lexemes and replenish their active vocabulary.
Master-class of Lyudmila Baiduganova, a teacher at school number 4, dedicated to such a modern direction in teaching English as Videocrossing, turned out to be unexpectedly creative and emotionally intense. The presenter of the master class introduced her colleagues to the Videocrossing project, in which the teacher participates with her elementary school students. The main idea of this project is exchange of video messages between students and native speakers. The material written by the project participant should contain an appeal directly to the students of this school (which, of course, makes it personal, provoking students interest), and also should contain a video about a nationally significant fact or event for people who are the authors of the message.
The idea of organizing this type of work in English classes in such a format seemed very interesting to the conference participants, despite the fact that, as L. Baiduganova noted, it requires a lot of time and special technical equipment. However, despite certain organizational difficulties, the result from the work on creating joint videos with schoolchildren exceeds all the expectations. Students receive invaluable experience of real communication with native speakers, learn interesting facts about the culture of different countries of the world and their own culture, as well as they share personal experience, communicating exclusively in English!
The participants of the master class were provided with an excellent opportunity to take part in the Videocrossing project on their own. We needed to write a letter in English to the participant of the Videocrossing project, answering his question, and also to briefly write about ourselves. It was particularly pleasant that the participants had an opportunity to choose a postcard for the recipient, taking into account his preferences. The keen interest of the participants of the master class was caused by the demonstration of the real video - part of the Videocrossing project, as well as the task received to record their own video message in response to it. Colleagues coped well with the task, having received an unforgettable positive charge and having immersed into the atmosphere of co-creation.
The master-class of the English teacher Anna Bolkhoeva “Human Rights in Teaching English” turned out to be relevant in the framework of creating a legal society in the modern world. The author rightly assumes that today young people want to be aware of
130
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
their rights, to realize where are the limits permitted by law, to be legally literate. And foreign language teachers can and should help teens become more knowledgeable in this area! Anna Bolkhoeva insists that there are many opportunities to help students better understand the laws and their civil rights, and that foreign language teachers can help young people become comprehensive members of the legal community. The author of the master class presented to her listeners a methodological guide developed by her Perm colleagues, containing the development of lessons that allow an English teacher to actively shape the civic competence of students in accordance with the guidelines of the Federal Educational Standard, which is certainly very important and relevant in the modern world.
Teacher of the school number 99 Eugenia Savvina offered to the audience of her master class an interesting message on the topic “Blended learning at school”. The author of the project set forth in detail what types and forms of blended learning exist, what is the reason for the emergence of such a class of education, what results should be expected in the end. E. Savvina described in detail the advantages of this system of teaching a foreign language in conditions of an accelerated rhythm of life and a large flow of data from a huge number of information sources. The author presented a number of educational platforms, within which it is possible to combine interactive and traditional classroom forms of education. Blended learning does not negate the leading role of the teacher in the educational process, while learning remains as emotional and exciting as with the classical approach to learning.
The message of the managing director of the Interlingua language school Elena
Kuznetsova “Emotiona l Intelligence in the ELT Classroom” is extremely inspiring and promising. In her master class, E. Kuznetsova revealed the nuances of the classroom work of a foreign language teacher in the framework of the theory of "emotional intelligence" - an innovative phenomenon in psychology, being now embedded into the techniques of "a successful person." The basis of this theory is the idea that the foundation of any effective action, leading to a positive result, is an emotion, a positive message. By developing the ability to control emotions and stimulate the “right”, positive emotions, a person can reach incredible heights in everything - in career, business, family success, etc. Language learning is no exception for the Emotional Intelligence feature list. The author of the master class enthusiastically told the audience what techniques she recommends to use to stimulate emotional involvement, interest, and therefore efficiency among our students. This master class was very useful for those who desire to be specialists not only in the field of teaching competence, but also want to become active members of society, who tend to be successful and productive in their daily lives.
One of the many advantages of the seminar should also be mentioned an exhibition of educational and methodological literature of Cambridge Universit y Press . There were presented copies of the newest textbooks designed for different levels of students (A1 - C1) and different age groups (Young Learners, Teenagers, Adults ).
After the conference, the organizers provided an opportunity for all of its participants to receive materials of presentations and master classes in electronic form. All useful information is freely available, which is, of course, a valuable resource for teachers and students. The resources provided are not only original and relevant methodological material, but also an incentive for self-development and self-improvement in the professional direction.
Also we would like to note a pleasant token of appreciation from the organizers of the conference and the speakers who took care to capture on the camera the most interesting fragments with participation of the conference guests. The photo report from the conference will certainly remind its participants not only of fruitful teamwork with team-fellows and likeminded people, but also convey the creative atmosphere of the whole process of work, workshop where you want to return.
We express our gratitude to the organizers of the conference for an excellent opportunity to replenish the knowledge base with modern techniques in teaching English, to get acquainted
131
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
with new ideas, to get inspired and to share experience with colleagues, to get high mood and to enjoy our hard but certainly interesting and noble work!
Candidate of Philology,
Associate Professor of the Department of Foreign Languages
and Technology of Translation
Voronezh State Technical University
Victoria V. Kozlova
Candidate of Philology,
Associate Professor of the Department of Foreign Languages
and Technology of Translation
Voronezh State Technical University
Irina Yu. Lavrinenko
132
Scientific Journal “Modern Linguistic and Methodical-and-Didactic Researches” Issue 3 (22), 2018 ISSN 2587-8093
V.I. Chechetka
ON THE COURSES FOR IMPROVING QUALIFICATION OF GERMAN LANGUAGE TEACHERS OF RUSSIAN UNIVERSITIES IN POTSDAM STATE UNIVERSITY (POTSDAM, BRANDENBURG, GERMANY)
AUGUST 8 - 30, 2018
Potsdam State University (Federal Land Brandenburg, Germany) founded in 1991, is the largest of the four Institutions of higher education in the capital of Brandenburg. The campuses of the University are located not only in Potsdam, but also in Brandenburg, as well as in the New Palace and in the Babelsberg Park. The campus of the University, located in the New Palace where the Courses were held, is also considered to be one of the most beautiful educational Institutions in Germany (See: https://www.uni-potsdam.de/de/index.html for more details).
From August 8 to 30, 2018, Potsdam State University, under the support of DAAD, for the ninth time became the organizer of the three-week Courses for improving qualification of teachers of the professional (specialized) German language. The Courses were organized for the teachers not younger than 32 years old, who are not directly engaged in scientific activities and teaching specialized German at various faculties in one of the Universities of the Russian Federation. The Courses offered the participants a modulated form of teaching German in the following fields:
•German as a foreign language;
•professional (specialized) language in the following modules: architecture and urban planning, economics and politics;
•new methods and ways of teaching German as a foreign language (See https: //www.unipotsdam.de/isc/ in more detail).
The training included 160 academic hours and was conducted in the form of lectures, seminars, classes, excursions, and independent work. After completion of the Courses, certificates were given to the teachers on their completion of the advanced training Courses.
The D e u t s c h als F r e m d s p r a c h e module (G e r m a n as a f o r e i g n l a n g u a g e) included practical German classes in lectureand video-halls. At the seminars and classes, Dr. Astrid Sharipova, the Associate Professor of Kazan (Volga Region) Federal University (Russia), lecturer at the German Academic Exchange Service (DAAD) and the University of Leipzig (Germany), discussed with the participants of the Courses some applied problems of lexicology and phraseology of the modern German language. Among other things, the participants were offered some educational short films on the problems of German society for the comprehensive analysis and discussion. (One may read more widely in Goethe-Institut’s website http://www.goethe.de/lhr/prj/fab/krz/ deindex.htm ).
It should be emphasized that seminars and classes devoted to the t e a c h i n g of the G e r m a n l a n g u a g e in the p r o f e s s i o n a l s p h e r e (F a c h s p r a c h e S t ä d t e b a u) were of particular interest. The module of the professional (specialyzed) German language in the field of “Architecture and Urban Planning” consisted of a number of practical classes in lecture-halls and extracurricular activities. The Course participants worked with texts, where the history of Berlin development was examined at different epochs, especially in the 19th and 20th centuries, during the first and second world wars. In parallel with the texts designed for the analysis, there were proposed poems, songs, films, dedicated to Berlin. The work was also carried out with the old maps of the city, where Berlin was depicted at different periods of its development. A. Stieglbauer, an invited Associate Professor of Berlin Technical University, who is also a DAAD lecturer, often conducted classes in the streets of Berlin, in parks and squares. Most of all, the lessons that were accompanied by a walk through old Berlin were re-
133