METHODOLOGY FOR DEVELOPING AN ELECTIVE COURSE IN BUSINESS ENGLISH FOR SENIOR (PROFILE) SCHOOLS

МЕТОДИКА РАЗРАБОТКИ ЭЛЕКТИВНОГО КУРСА ДЕЛОВОГО АНГЛИЙСКОГО ЯЗЫКА ДЛЯ СТАРШИХ (ПРОФИЛЬНЫХ) ШКОЛ

Сундетов Кубейсин Асанович

магистрант 2 курса, Актюбинский Региональный Университет имениК.жубанова,

РК , г.Актобе

ABSTRACT

Elective courses are an essential tool for the construction of individual educational trajectory (curve) of students in profile training as they give each student the opportunity to select the elements of the content of education and depend on their own interests, life plans and abilities.

АННОТАЦИЯ

Элективные курсы являются важнейшим средством для построения индивидуальных образовательных траекторий обучающихся в профильном обучении, поскольку они дают возможность выбора каждым школьником элементов содержания образования и зависят от собственных интересов, жизненных планов, способностей.

Keywords: profile training, introduction of an elective course, business English.

Ключевые слова: профильное обучение, внедрение элективного курса, деловой английский.

Elective courses are a new element of the curriculum, the purpose of which is to complement the content of the profile. They are associated, first of all, with the satisfaction of individual educational interests, needs and inclinations of each student. Unlike electives and circles, elective courses are compulsory for attending and are implemented through the school component of the curriculum. In grades 10-11, the number of elective courses is determined by the curriculum for each profile. It is they who allow students to develop interest in a particular subject and clearly determine their further choice.

First of all, it should be clarified what exactly is meant by an elective course. The Concept provides the following definition: “Elective courses are compulsory courses of choice for students and are part of the high school profile. Elective courses are implemented at the expense of the school component of the curriculum ... The number of elective courses offered as part of the profile should be excessive compared to the number of courses that the student must choose. There is no uniform state examination for elective courses. At the same time, the approximate ratio of the volumes of basic general education, specialized general education subjects and elective courses is determined by the proportion of 50:30:20”.

Elective courses have the following advantages: they allow you to focus learning on the real interest of schoolchildren, allow you to maintain a high level of language proficiency, give the school administration freedom in planning the workload (as a rule, elective courses are taught in the afternoon), give the teacher an opportunity to improve their qualifications and expand field of work, and also allows students to choose from a variety of areas for advanced study. As part of teaching English, elective courses can be used for intensive development of communicative competence, for pre-profile preparation, as well as for in-depth study of the subject in order to better prepare for the exam.

You should understand the difference between elective courses, which are part of pre-profile training (that is, they can be introduced in the 9th grade) and can be short-term, and elective courses, which are part of profile training and are longer (up to 72 hours).

So, an elective course is taught in grades 10-11 of secondary school, is included in specialized training and its volume can be up to 72 academic hours. Thus, a course lasting 70–72 hours with one academic hour per week can be taught in 10th and 11th grades, and with two hours per week allotted for it, it can be taught in one academic year.

Therefore, it is necessary to use active and interactive methods: research projects, discussions, debates; teach to analyze and think, express and defend your point of view. We need to strive to use non-traditional forms of education and create new models of general education.

Here is an example of the implementation of one of the specialized training models. This model offers curricula for four possible profiles: natural-mathematical, socio-economic, technical and humanitarian. It is also possible to combine general education and specialized subjects. Courses can be 4 designed for six months, a year, two years of study, one or two lessons per week. Thus, the number of hours can vary (eg 36, 72, 144 hours).

The course "Business English" is especially relevant, as it contributes to the acquisition of stable knowledge and skills necessary for professionally oriented communication. The purpose of this special course is to provide students with the knowledge, skills and abilities that allow them to use English in this area, to create an opportunity to acquire skills in the practical use of English in various fields of activity. In the course of the course, students not only study professional vocabulary and use it in role-playing games, but also acquire practical skills such as the ability to talk on the phone on 5 professional topics, conduct business correspondence; they possess various functional styles of business correspondence. Of course, the knowledge and skills acquired in the courses are important not only for vocational training, but also for preparing students for further independent life in society. The Business English course provides students with the necessary knowledge that will be directly useful to them in their future professional activities, and will allow them to be in demand in the labor market.

And in-depth study of such an important aspect of any language as business language is especially in demand today, since English is not only an international language, but also the official language of business communication all over the world. According to A.G. Kasprzhak, the content of the course programs must comply with the following conditions: the course must be structured so that it allows full use of active forms of organizing classes, informational, project forms of work; the content of the course, the form of its organization should help the student through successful practice to assess his potential in terms of the educational trajectory; Choosing the content, the teacher must answer the questions himself: “Why did the student choose this particular course and not another? How will he be useful, interesting?”; elective courses should contribute to the creation of positive motivation in learning. The methodological system of the elective course is reflected in the educational and methodological kit, which, if possible, should include the following elements annotation, course program, thematic plan, textbook for students ..., guidelines for teachers ...

Based on personal experience, for many years now I have preferred the study guide "In Company", which is a new four-level course (Elementary, Pre-Intermediate, Intermediate, Upper-Intermediate) in English for business communication. In Company Pre-Intermediate can be recommended for use in grades 9 (pre-profile level) and 10-11 grades (profile level) - In Company Intermediate. Textbook authors Mark Powell and Simon Clark have over twenty years of experience in the field, including teaching Business Language, writing study guides, and administering Business English Certificate Exams.

Moreover, the textbook "In Company 3.0" has a pronounced theme and allows students to master modern business English, gain additional knowledge in the chosen profile; it develops in students 6 profile language skills, such as the ability to conduct presentations and negotiations in English, conduct business correspondence, answer phone calls, and much more; it introduces students to the norms of speech and non-speech behavior in various, including professionally oriented, situations and forms the ability to communicate verbally and in writing in compliance with these norms; despite the economic specifics of the content, the textbook is aimed at developing communicative competence in all its manifestations and meets the requirements of the standard of secondary (complete) general education in relation to all speech skills.

It is very important for the teacher to predict the result of studying the course in order to find answers to the questions: what knowledge, practical skills, real experience will be obtained, aimed at building an individual educational trajectory for a student at school and his successful professional career in the future. And if we, teachers, create favorable conditions for our students in the specialized section of the senior school, then our graduates will be ready for an independent life in society, and knowledge of the English language will be used as an indispensable tool in solving a communicative task in any situation and in any country of the world.

References:

1. Dvoretskaya O.B., Kazyrbaeva O.B, Novikova N.V. Business English for school // Business English for school: Textbook. Elective course for 10-11 grade of a profile school - Obninsk: Title, 2006-p.124
2. Ermakov D., Petrova G. Elective training courses for profile training // Public education, 2004-№2, pp. 114-119
3. Specialized training: Normative legal documents // M: TC Sphere, 2006, p.96, p.11
4. Shcherba I. Implementation of profile education at school // Director of the school, 2005 -№4, p.47-56
5. Kasprzhak A.G. The problem of choosing elective courses at school // - M .: New school, 2004- p.160
6. Ministry of Education of the Russian Federation. Elective courses in profile training // Moscow: NFPK, 2004-p.9.15.
7. Explanatory note to the textbook “In company” by Macmillan publishing house 8. Kasprzhak A.G. Elective courses in specialized training // NFPK, 2004- p.9 9.
8. Ermakov DS, Petrova T.D. Creation of elective training courses for specialized training