Структура экзамена. Кандидатский экзамен по иностранному языку проводится в два этапа.

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Напервомэтапе аспирант (соискатель) выполняет письменный перевод научного текста по специальности с английского на русский язык и отчитывается о на английском языке о прочитанной англоязычной научной литературе. Успешное выполнение письменного перевода является условием допуска к устному допуску. Качество перевода оценивается по зачетной системе. Объем текста для письменного перевода – 15 000 печатных знаков, объем научной литературы – 250-300 страниц печатного текста.

Второйэтап экзамена проводится устно и включает в себя три задания:

1. Изучающее чтение оригинального текста по специальности. Объем 2000 - 3000 печатных знаков. Время выполнения работы — 45-60 минут. Форма проверки - передача основного содержания текста в форме резюме на иностранном языке (гуманитарные специальности) или на языке обучения (естественнонаучные специальности).

2. Беглое чтение оригинального текста по специальности. Объем — 1 000 - 1 500 печатных знаков. Время выполнения — 1-2 минуты. Форма проверки — передача извлеченной информации на иностранном языке (гуманитарные специальности) и на языке обучения (естественнонаучные специальности).

3. Беседа с экзаменаторами на иностранном языке по вопросам, связанным со специальностью и научной работой аспиранта (соискателя).

Результаты экзамена оцениваются по пятибалльной системе.

Варианты вопросов по биографии, профессиональной деятельности и научным интересам аспиранта (соискателя)

1. What is your name?	Let me introduce myself. My full name is
2. Where do you live?	I was born in Kirov and I have been living here all my life
3. What family do you come from? Are you married or single? What is your hobby? What school did you finish?
4. Where did you study after school?	I studied at the Chemistry department
5. When did you enter the University/Institute?	I entered Vyatka State Agricultural Academy [q'kxdqmI], the Faculty of Economics
6. When did you graduate from the University?	I graduated from
7. What was your major?
8. What were your favourite subjects and why?	I was a good pupil and my favourite subjects were Mathematics, Economics and English
9. Were you an active student?	I took an active part in the work of students’ scientific society
10.	I prepared a number of reports
11.	I presented my reports at our meetings and conferences
12.	I was interested in the problems of
13.	To be exact I studied this problem in my graduation project
14. What problems was your graduation project devoted to?	I faced the problem of individual approach
15. Where do you work? What is your position now? What are your responsibilities?	After graduating I was offered to work at the Chair of I deliver lectures and conduct seminars
16.	I am a beginner in teaching, that’s why I spend a lot of time to prepare for the lessons
17.	At the same time I plan to continue my scientific activity
18.	I want to become a post-graduate student of the speciality
19. Do you like your job?	I enjoy my job very much
20. What is your area of research?	I work on the problem of choosing a trade
21.	I faced the problem of individual approach
22. What problems are you interested in?	Since [sIns] the institute I’ve been interested in the developing of
23.	I am interested in the process of
24.	I was interested in the problems of
25.	to be exact
26.	I studied this problem in my graduation project
27. What is the topic of your dissertation? Why is it actual?	The topic of my dissertation is
28.	The topic of my dissertation will be closely ['klqVslI] connected with my graduation project
29.	I will investigate links
30.	This problem is actual and rather new
31.	The reason of that lies in the lack of
32.	The aim of my investigation is to study connections between
33.	To achieve this aim we will solve the following tasks
34.	we will study types of links between
35.	we will find the most effective [I'fektIv] types of such links
36.	we will point out factors influencing ['InflVqnsIN] the effectiveness
37.	we will compare
38. What are the main objectives of your investigation?	The main aim of my study is to determine [dI'tE:mIn] the basic conditions for the development of
39.	The second aim is to find out the dependence of
40.	Some fragments of this problem can be met in the works of
41. What is the practical value of your study?	The results of my investigation can be used in practice
42. What are the preliminary results of your study?	It is not the time to speak about the results
43.	The analysis [q'nxlIsIs] and preliminary [prI'lImIn(q)rI] results will be got in a year
44.	The work is in the stage of accumulating statistic data
45.	The experiment [Ik'sperImqnt] is in its initial [I'nIS(q)l] stage
46.	there is no integral picture of
47. Do you have any articles on the results of your study published?	I haven’t got any publications on the topic yet
48.	Now I’m preparing an article for the collection of scientific publications of Agricultural Academy
49. Do you regularly go to the library to read scientific books, journals and articles?	I regularly read scientific books and articles
50.	The last book I read is “Psychology Applied to Teaching” edited ['edItId] by California University
51.	The book consists of 16 parts
52.	Some chapters are devoted to
53. Who is your scientific adviser (supervisor)?	My scientific advisor (supervisor, counselor ['kaVns(q)lq]) is Doctor of pedagogical science, academician [q"kxdq'mIS(q)n] Ivanov V. S.
54.	I hope, that my scientific advisor will be Doctor of Economics Bespyatykh V.I.
55.	His area of research is
56.	During last 5 years he published several books and articles on the problems of
57.	He is a well-known scientist
58.	His sphere [sfIq] of interests is
59.	He is the author ['O:Tq] of many monographs, articles, text-books, recommendations
60.	He is often invited abroad to give lectures about peculiarities
61.	My advisor [qd'vaIzq] helped me to choose the topic of my investigation
62.	He also helped me to work out the scheme [ski:m] of the research analysis
63.	My advisor [qd'vaIzq] helped me to carry out experiments
64.	I am much obliged [q'blaIdZd] to my advisor

Клише

^1.The article under review [rI'vju:] is taken from the book^клише

^2.The article under review is headlined^клише

^3.The author ['O:Tq] of this book is^клише

^4.The main [meIn] idea [aI'dIq] of the article is to show ^клише

^5.The article is devoted to the description of^клише

^6.The article is concerned with^клише

^7.The author ['O:Tq] touches upon the fact that^клише

^8.The author ['O:Tq] points out that^клише

^9.The author mentions that^клише

^10.The author shows that^клише

^11.The author stresses that^клише

^12.The author illustrates that^клише

^13.It is shown [SqVn] that^клише

^14.It is indicated that^клише

^15.It is stated that^клише

^16.It is stressed that^клише

^17.It is emphasized ['emfqsaIzd] that^клише

^18.According to the author^клише

^19.In fact^клише

^20.The fact is that^клише

^21.There is no doubt [daVt] that^клише

^22.In conclusion the author says [sez] that ^клише

^23.At the end the author concludes that^клише

^24.I find the article useful, helpful, necessary, actual, important, and modern. It gives a material for further discussion.^клише

Text 1. LANGUAGE AND LEARNING. Vocabulary

^1.mother tongue^Text01	родная речь
^2.well adapted^Text01	хорошо адаптированный
^3.insufficiently^Text01	недостаточно
^4.to join in conversations^Text01	присоединяться к разговорам
^5.a mathematical content^Text01	математическое содержание
^6.build up children's concepts and vocabulary^Text01	формировать детские понятия и словарный запас
^7.contained^Text01	вмещал, содержал
^8.spoken phrases^Text01	разговорные фразы
^9.speech patterns^Text01	речевые образцы
^10.tackle problems^Text01	решать проблемы
^11.as above^Text01	как сказано, как указано выше
^12.essential^Text01	существенный
^13.to make a correspondence between^Text01	провести взаимосвязи между
^14.written symbols^Text01	написанные символы
^15.the sound and meanings^Text01	звуки и значения
^16.makes sense to him^Text01	смысл понятный для него
^17.partly^Text01	частично, отчасти
^18.set of mathematical symbols^Text01	набор математических символов
^19.to some extent^Text01	в некоторой степени
^20.developed countries^Text01	развитые страны
^21.individualized learning^Text01	индивидуальное обучение
^22.the primary school^Text01	начальная школа
^23.recently^Text01	недавно
^24.make considerable demands on^Text01	предъявлять значительные требования к
^25.the child ability^Text01	способность ребенка (детская способность)
^26.follow explanations^Text01	следовать объяснениям
^27.individualized work is in progress^Text01	ведётся индивидуальная работа
^28.have sufficient opportunity^Text01	имеет достаточную возможность
^29.to discuss orally^Text01	обсуждать устно
^30.classmates^Text01	одноклассники

Text 1. LANGUAGE AND LEARNING By Hilary Shuard

There are considerable language difficulties in the learning of mathematics, even in a country where children are fortunate enough to learn mathematics in their mother tongue throughout their schooldays and where the mother tongue is a Western language, well adapted to the expression of mathematical ideas. When they first enter school, the linguistic skills of many children are insufficiently developed to enable them to join in conversations that have a mathematical content. The school must therefore work to build up children's concepts and vocabulary. Talk in the classroom needs to stress such phrases as "the first in the family", "the oldest child"and "the heavy box", so that, as children's language develop they come to understand the mathematical ideas contained in it.

At a slightly later stage, a single mathematical idea will be expressed (if in English) in a variety of different spoken phrases such as: "count on 2 from 4"; "2 and 4 equal", "2 add 4", "the sum of 2 and 4", “2 more than 4”. All these different speech patterns are expressed uniquely in mathematical symbols by 2 + 4. It is not surprising that, if children have insufficient experience of talking mathematics, they will later find it difficult to tackle work problems, which can be presented, as above, in a variety of different ways. Talking is, likewise, an essential prelude, if they are to relate their learning to the situation in which mathematics is used in their everyday life. The child's essential difficulty is a linguistic one. The mechanical working of 2 + 4 is not difficult. But if the concept and symbolism of addition have not attached themselves to the range of spoken phrases used by the teacher and the textbook the child will not be able to arrive at the symbolism 2+4.

In the teaching of reading, the first aim is to help a child to make a correspondence between the written symbols he sees and the sound and meanings of the oral language, which already makes sense to him. In the teaching of mathematics, and in its reading and writing, the difficulties are compounded. This is partly because the corresponding oral language is not always meaningful when the written language or the mathematical symbols are introduced and partly because a single set of mathematical symbols corresponds to such a variety of oral language.

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Date: 2016-11-17; view: 265; Нарушение авторских прав

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