A.K. Izmukhanova, N.A. Aubakir

Basic English in the context of intercultural communication

For translators/Interpreters

(A course book for the secondyear students of

Translation Departments)

 

Almaty 2015

Zaure Assanbayevna Yegemberdiyeva, Irina Sergeevna Kruglova, Assel Khadzhumukhanovna Ibrakhimova, Assem Kairzhanovna Izmukhanova,

Nurken Abaiuly Aubakir

Basic English in the context of intercultural communication

For translators/Interpreters

(A course book for the second year students of

Translation Departments)

Almaty, 2015

The course-book has been designed for the tutors and the 2^nd year students of University Translation Departments.

The aim of the textbook is to develop students' practical skills and abilities in mastering the English language and provide the students with the First certificate of English (FCE) devices and technology and the ways of its training, which corresponds to the European Competence Level –B2.

The target course-book is a systematic and methodological presentation of topic units (blocks) that cover social, cultural, educational, professional, and intercultural communication areas and are accompanied by the set of up-to-date teaching approaches adequate to the Upper Intermediate Level – B2 of the International Education Standard.

PREFACE

This book was created with the objective of promoting communicative practice among students, using different patterns of interaction, with the use of authentic materials, aiming at the practice of all four skills involved in language learning: listening, speaking, reading and writing. It consists of seven units, with different themes and devised for language learning audiences.

 

The units were organized as described:

Each unit was devised for upper- intermediate level students fromlanguage universities with an age range from 18 years old (young adults) to adults. The topics are very relevant and rich and expose students to related vocabulary, grammar, texts, videos and communicative situations are very useful and likely to be found in real life. Students have the chance to share knowledge they acquired about the themes by reading different materials or watching programs related to it or even by their own experiences in their countries or other countries they might have had the chance to visit, they also have the chance of interacting among themselves in a collaborative speaking tasks.

Each unit is composed by the following sections:

 

Lead-in: this section aims at introducing the topic to be discussed in the unit. It canbe used as a warm-up activity, setting the scene for further sections, revealing students’ previous knowledge about the subject and bringing out related vocabulary which will be useful later on.

 

Vocabulary: expands and organizes the vocabulary that has probably appeared in theprevious section in a more precise and systematized way. It also pre-teaches vocabulary that is likely to appear in the next section, working also as pre-reading activities.

 

Grammar: in this section students are led to think about the form, meaning and use of the grammar topic using contextualized examples as starting point. After that, they have the chance to practice by completing tasks which are related to the topic, likely to be found in real-life context and based in authentic materials

Listening: each unit has a listening section that uses authentic videos taken fromdifferent sources (e.g. youtube etc.). The videos are connected to the theme and provide exposure to different accents and speech speeds.

 

Reading: entirely conceived with authentic texts taken from websites, exposes students totwo different reading genres commonly found online – self-help guide and news articles. The texts are followed by different types of interpretation questions in which students have to refer back to the text in order to answer, as well as questions in which their opinions and reactions towards what was read is also valued.

 

Speaking: provides interaction among students in two different ways: a role-play and acollaborative activity. Students have the chance to put together grammar, vocabulary to complete the tasks, with the support of the ‘useful language’ box. They have also the opportunity of applying different language functions, such as agreeing, disagreeing, exposing one’s point of view, suggesting, giving advice, etc.

 

Writing: its objective is to generate genre awareness, making students reflect on whatconstitutes each specific genre – essay, formal letters, magazine article, poster and news report - by answering the questions proposed after the authentic texts. After that, students are asked to write a sample of the same genre discussed before, with the help of a writing checklist.

CONTENT