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"SCIENCE AND EDUCATION IN THE MODERN WORLD



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III TOM

"SCIENCE AND EDUCATION IN THE MODERN WORLD:
CHALLENGES OF THE XXI CENTURY" 
NUR-SULTAN, KAZAKHSTAN, JULY 2019
 
227 
certain topic,fill in the missing gaps or translate as well as present the topic content in various 
written ways.
Results and discussion 
 
Personally, the experience of teaching professional terminology in English and German 
has already been gained and carried out within School of Electrical and Computer Engineering 
(School centre Velenje, Slovenia) in terms of preparing the theoretical basis (including key 
goals, professional competences, operational goals and content structure) for implementing the 
module in practice for secondary-school students of technical secondary education.
It is of vital importance that professional competences are carried out gradually. In the 
first two grades, lessons of professional terminology are held in German language, in which 
students acquirenot onlybasic lawsof German vocabulary and grammar, but also professional 
terminology in German, revolving aroundthe topics of making first contacts, personal 
introduction, numbers, colours, different tools, safety at work signs and symbols, jobs and basic 
procedures at work, physical units and time. However, students of the third and later fourth 
grade are given the possibility to choose among professional terminology in German (upgrading 
the first two years) or professional terminology in English (as a form of preparation for the 
vocational matura examination), in both cases tackling the topics of Europassand curriculum 
vitae, writing formal letters (e.g. application) and e-mails, as well as covering professional 
terminology topics (dealt with within regular professionally theoretical and practical classes, 
depending on the type of the programme), e.g. electric motors, renewable energy sources, 
automation, multimedia etc. 
Overall, the concept has brought positive results in terms of students acquiring different 
competences and skills as well as understanding their future working environment in another 
language. 
Professional terminology in German language in the field of tourism and 
gastronomyposes another challenge in the process of lifelong learning for both students and 
teachers. As promising sectors in economy, tourism and gastronomy offer a vast opportunity for 
students to qualify successfullyfor work and development of innovative ideas, where foreign 
and professional terminology language skills are of vital importance. Acknowledging 
theoretically defined key goals, professional competences and operational goals above 
(SeeTheoretical framework, methods and materials), the content of the professional 
terminology in a FL (German) for the future employees in the field of tourism and gastronomy 
can be broken down into the followingclusters: 
1. Getting to know each other; at the reception (SICH KENNENLERNEN; AN DER 
REZEPTION) 
2. In a café and in a restaurant - gastronomy and catering (IM CAFÉ UND IM RESTAURANT) 
3. Collecting data about a certain place, the weather (INFORMATIONEN ÜBER DIE 
STADT/LAND UND ÜBER DAS WETTER) 
4. Tourism in general (TOURISMUS IM ALLGEMEINEN) 
5. Hotel services; making and solving complaints (HOTELDIENSTLEISTUNGEN; 
REKLAMATIONEN) 
6. Sightseeing, travel, cultural offer (RUNDFAHRTEN, REISEN, KULTURELLE 
ANGEBOTE) 
7. On the phone (TELEFONIEREN) 
8. Formal written correspondence (OFFIZIELLE SCHRIFTLICHE KORRESPONDENZ). 
Upon setting the clusters, the following professional competences are acquired by means of 
operational goals: 
1. Students get to know and acquire the phrases and specific terminology from subtopics above. 
2. Students develop all four language skills (listening, reading, speaking and writing). 
3. Students consolidate and improve the comprehension and formation of oral and written 
messages. 




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