Файл: Н.Н. Курпешко Моя будущая профессия.pdf

МИНИСТЕРСТВО ОБРАЗОВАНИЯ РОССИЙСКОЙ ФЕДЕРАЦИИ ГОСУДАРСТВЕННОЕ УЧРЕЖДЕНИЕ

КУЗБАССКИЙ ГОСУДАРСТВЕННЫЙ ТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ

КАФЕДРА ИНОСТРАННЫХ ЯЗЫКОВ ГОРНО-СТРОИТЕЛЬНОГО ПРОФИЛЯ

Моя будущая профессия М Е Т О Д И Ч Е С К И Е У К А З А Н И Я

для обучения устной речи на английском языке для студентов II курса всех специальностей

Составители Н.Н. Курпешко Т.К. Румас Н.А. Устинова И.В. Батенко Л.П. Варакса

Утверждены на заседании кафедры Протокол № 8 от 27.06.02

Рекомендованы к печати методической комиссией специальности 550200 Протокол № 9 от 28.06.02

Электронная копия находится в библиотеке главного корпуса ГУ КузГТУ

Кемерово 2002

U N I T I

WHAT DO YOU DO FOR A LIVING?

(A PROFESSION)

Под словом profession англичане понимают занятие, требующее специальной длительной подготовки (высшего образования), как, например, шахтер, архитектор, врач.

Profession часто противопоставляется слову trade - занятие, ремесло, способ добывания средств существования (например, столяр, каменщик и т.д.).

В современной речевой практике наблюдается тенденция к более широкому употреблению слова profession, которое может относиться к таким видам занятий, как библиотекарь, медсестра, репортер, работник управления. В этом смысле при установлении контакта предпочтительны слова occupation занятие, род занятий, профессия и job работа, должность, круг обязанностей.

К слову profession близко по значению слово career. В английском языке оно не имеет отрицательного оттенка и на русский должно переводиться профессия, работа, профессиональный (в

грамматическом значении прилагательного) и т.д. Например: Choosing a career is sometimes very difficult. Should all careers be open to women? It is often difficult for women to combine a career with a family.

Таким образом, справляясь о профессии собеседника, следует использовать такие вопросы, как:

What do you do (for a living)? What is your occupation? What is your occupation job? What is your profession?

Вопрос What are you? представляется неудачным, бестактным.

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Trades and Professions

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TEXT A. MASTER A SECOND LANGUAGE

FOR A GLOBAL ENGINEERING SUCCESS

Without a doubt, English is the accepted language for worldwide business, and even a multilingual engineer is of little use to a company without the most up-to-date technical knowledge. But for engineers seeking the edge for their companies in international business and for themselves in their careers, learning a second language holds untold potential if they're willing to make the effort. In a world of global sales and technological alliances, the engineer who can speak in the appropriate tongue will gain the advantage.

Knowing the culture is as important as knowing the language. A language is a mentality. It's a way of saying things differently from your own native way. When you meet people who have made the effort of learning another language - whether it's Spanish or French or Japanese - they have invested something in learning about the culture, too.

Jerry Murch, a chief scientist for Tektronix of Beaverton, Ore, readily concurs. He learned German when he was working toward his Ph.D. at the University of Goettingen in Germany. "Languages and the way they arc expressed are indigenous to the culture, the way business is done, and the way people interact. If you talk to someone in their native language about a business relationship, the comprehension is at a much higher level. Not in the sense of just understanding words, but in the way people speak, the inflection of their voice."

The range of languages spoken by the engineers polled included Dutch and French. But the utility of German and Japanese were noted most often. Nevertheless, the verdict was not unanimous. Frequently, the most advantageous language depended on the company.

The bilingual engineers were unanimous, however, in their advice for anyone following in their footsteps. The first thing to do is to determine the language you want to learn. Sometimes your choice of language is the first instrumental step toward changes in your personal life. The engineer recommended immersing oneself in the language and the environment. Even intense language schools can't supply this aspect.

WHAT DO YOU DO FOR A LIVING?

Basic Situation: You find out what your new friend does for a living, what his profession or trade is; you answer similar questions.

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Topical Words:

work, occupation, job, profession, trade, vocation; accountant, turner, mechanic, carpenter, shoemaker, tailor, sailor, pilot, farmer, builder; artist, engineer, chemist, lawyer, physicist; factory, office, farm, firm, company; to become, to look for, to graduate.

Speech Patterns:

1.

What do you do? I'm an engineer.

What does your father do? He's a worker. What does your sister do? She is a designer. What does Mr. Smith do? He is a miner.

What does Lord Cardigan do? He is an architect.

2.

What is your occupation? I'm a student.

What is Mr. Rogov's profession? He is an architect. What is your trade? What are you by trade? I'm a miner.

What is his trade? What is he by trade? He is an electrician.

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What would you like to be? I'd like to become an engineer . What would you like to be? I'd like to become a civil engineer. What are you going to be? I'm going to be a builder.

What is he going to be? He is going to be a builder.

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What do you do now? I'm studying to be an engineer. Where do you study? I study at the university.

What does Jim do? He is taking a course in mining at the university.

Where does Ivan study? He is a student at the Kuzbas State Technical university.

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I. Прочитайте и воспроизведите диалоги:

1.1

A. Tell me who you are.

В. Me? I'm George Collins.

A.No, I mean what do you do?

B.Oh, I'm an engineer.

A.And who is that gentleman?

B.That's Ivan Petrov.

A.I mean what does he do?

B.He is a geologist.

A. Oh, so you both work at mines, do you?

1.2

A.What is your full name?

B.It's John Thomas Mitchell.

A.What is your profession (trade)?

B.I'm a constructor.

A.Where do you work?

B.I work for a private firm which makes machines.

A.Do you like your profession?

B.Very much. Designing is a very interesting science.

1.3

A.Who are those two people?

B.They are Mr. and Mrs. Robinson.

A.What do they do?

B.They are civil engineers.

A.And who is that young fellow talking to them?

B. He's their son, Robert.

A.What does he do?

B.He is a programmer.

1.4

A.Is there any state system of giving jobs to those who graduate from universities in Britain, Harry?

B.No, I don't think there is such a system in Britain. Each graduate tries to get a job himself.

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II. Задайте собеседнику уточняющие вопросы.

Model: - Mr. Taylor works in the field of technology.

-Is he an engineer?

1.I work in industry. 2. Aleksei Kotov works in a computer centre.

3.Mr. Brown works on television. 4. Mr. White is going to work with a private coal company. 5. Ellen Wilson is looking for a job at an electrical power station. 6. Ben Hill works at a mine. 7. Mrs. Roberts works at the University.

III.Ответьте на вопросы собеседника.

1. What is your profession (trade)? 2. Where do you work? 3. Where did you study to get this profession (trade)? 4. What is your father (brother, sister, etc.)? 5. Where do you study now? 6. What would you like to be? 7. What are your plans for the future? 8. When did you start working for this mine (in this office)? 9. Do you use English (French) in your work? 10. In what field (open-pit mining, underground mining, processing, electrical power, etc.) do you work? 11. What do you have to know to be in teaching?

IV. Опишите проблемную ситуацию.

Harry Jones left the university with a degree in engineering and is still looking for a job. His father thinks Harry's hair is too long, that he should buy a business suit, that he doesn't try hard enough to find a job. They had a talk about all these things yesterday.

Questions: 1. What is Harry's problem? 2. What does his father think about all this? 3. Why do you think it's difficult for Harry to find a job?

4.Dramatise the talk between Harry and his father.

V. Составьте рассказ, используя ниже приведенные тексты в качестве образца.

1.I'm going to become a geologist. I think it's most useful job, especially for such a large country as Russia. There arc many places which are still unexplored. Our economy needs coal, oil, gold and other

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metals and people in this profession find them. My uncle is a specialist in geology. He says the job is very interesting. You can travel a lot and see many new places. To my mind, it's also romantic.

2. I want to become a civil engineer. I think it's one of the most useful and popular jobs in this country and elsewhere. Russia nowadays is one large construction site where new life is being built. Look out of the windows and you'll see many cranes. We students owe the builders the new, modern multi-storeyed hostel we live in. Thanks to builders people can buy more comfortable flats or houses and their living conditions are becoming better.

TEXT В. HOW MUCH SHOULD AN EDUCATED MAN KNOW

ABOUT COMPUTERS?

Some years ago in the United States of America a discussion on the question what an educated man is was organized. At this discussion one of the definitions of an educated man was this:

An educated man:

-is able to read, write, and do arithmetics;

-has a basic knowledge of the history and geography of world and man; -understands the scientific method, and has an elementary knowledge of

at least one science;

-has an elementary knowledge of mathematics and logic, what they arc, and how to use them;

-knows at least one other language besides his own well enough to read it and talk a little in it;

-can say what he means in suitable words both speaking and writing; -is able to listen, knows how to learn, and enjoy learning;

-never forgets that his views and opinions may be wrong, and is always ready to change them on evidence;

-has an elementary knowledge of computers and programming, and some active experience with a whole computer is highly desirable.

An educated man of 200 years ago in the United States did not need to know anything about science. The educated man of 35-40 years ago did not need to know anything about computers. But the educated man of today needs to have at least some significant knowledge of science, and at least a little significant knowledge about computers.

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The summary knowledge that an educated man should know about computers could be put down on ten sheets of paper, in about 3,000 words.

THE TEXT C: THE IMPOTANCE OF TRAINING AND EDUCATION IN NEW MINING TECHNOLOGIES

New technologies such as teleoperation, telecommunications and mining automatic require employees with multidisciplinary skills. For instance, mining engineers should be knowledgeable not only in the traditional mining engineering field but also in robotics electronics, industrial plant management and maintenance of mining equipment. Underground mining operators must become familiar with computers and electronics. New mining technologies are expected to have an impact both in the industry and in the university’s educational and research activities.

At the industrial level, mining companies must develop educational and training policies for their employees, so that the transition to the new technologies will be without problems. These policies may include the following:

-seminars and workshops to increase knowledge and awareness in new technologies Pilot projects, demonstrations and training systems that show the potential and limitation of new mining technologies;

-methods for improving the business culture within a mining company in a manner so employees and employers are able to cope with the introduction of new technologies in a collaborative spirit and business attitude;

-economic/promotional incentives for employees to upgrade their skills by attending appropriate courses at universities or colleges.

The above mentioned policies should be introduced for the present workforce of a mining company in all levels of management and hierarchy. Furthermore, mining companies must implement recruitment strategies to identify the skills and educational requirements of the future workforce. Recruitment strategies should be based on managerial criteria and human resources planning priorities that facilitate the introduction of new technologies bring to mines employees with the following qualities:

-technical competence in new technologies;

-understanding of the environmental affects of the processes and technologies they are using;

-understanding of the operational effects of new and present

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