Situational workshop on the culture of communication “Know how to communicate with everyone and always. "Workshop on the culture of speech communication of the first foreign language (English)

22.08.2020

Epigraphs: “A child at the time of birth is only a candidate for a person, but he can become one in isolation: he needs to learn how to become a person in communication with people” A. Pieron. “He who thinks he can do without others is greatly mistaken; but he who thinks that others cannot do without him is mistaken even more ”F. de La Rochefoucauld. “The one who embarrasses the fewest people has good manners” J. Swift. “If you want to be smart, learn to ask intelligently, listen carefully, answer calmly and stop talking when there is nothing more to say” I. Lavater.

Questionnaire Can you communicate? - Oh sure. Who do you communicate with most often? - With my friends. Who do you not communicate with? - With strangers. Why are you communicating? To talk, to learn something new. What is "communication"? - Conversation, conversation. How much time (approximately, on average) do you communicate daily? - Two or three hours. There are more. Have you read anything (in a book, article) about communication? - No, I do not remember. Do you think that you need to learn how to communicate or does this skill come by itself? - Everyone communicates without special training. Have you ever found it difficult to communicate with someone? - It happened. Have you ever been misunderstood or misunderstood? - Still would! As much as you want. Who was to blame for the fact that communication did not improve or was interrupted? The one who didn't understand me. Do you consider yourself an interesting conversationalist? - I'm not to judge. Do you always have something to tell a good friend? - Didn't think about it. Probably. If you meet a stranger, who usually starts the conversation - you or him? - It depends. I do not remember exactly. Do you admit that a book on communication problems might be of interest to you? - I admit, but I'm not sure (a).

Yes or No Do you laugh to yourself when you read or watch something funny on TV? Do you know how to get out of unpleasant situations with humor? If you notice that you are being deceived, can you not show it? Do you often laugh at your friends' jokes? Do your peers tell you jokes, funny stories? If you are in a company, are you the center of attention? When you are in a bad mood, does the laughter of others annoy you? Of all the genres, do you prefer ... comedy?

Conflicts in our life

, mathematic teacher

Purpose: Students should learn the essence of the concepts of "dispute", "conflict", "conflict situation", "incident", the rules for preventing conflicts; development of skills of moral self-knowledge, introspection and self-assessment.

For preparation: A culture of behavior in conflict - how to form it

Skills and communication skills are fundamental to successful human activity. Unfortunately, not enough attention is paid to their formation in the modern school. As a result, there is an increase in the number of interpersonal conflicts in the system "student-student", "student-teacher", "student-parents", an increase in their severity and aggravation of negative consequences.

According to a study we conducted in grades 9-11 of our school (the total number of respondents was), schoolchildren consider the following to be the main causes of interpersonal conflicts with classmates:

Lack of time for “quality” communication

Lack of any closeness with classmates

Inability to establish and maintain relationships with each other

Aggressiveness and rudeness on the part of classmates

In the course of the study, six levels of conflict among high school students were identified.

1. Elementary level of conflict characterized by the absence of any knowledge of the high school student about the conflict and ways of interaction in it. For a student, a conflict is a quarrel that gives rise to alienation, confrontation, and in many cases a complete break in relations and enmity between the parties to the conflict. The high school student does not consider it necessary to analyze the causes of the conflict and its consequences. The emotional state of the student is not always subject to him. It demonstrates an emphatically ironic attitude towards the opponent, does not show sympathy and empathy for him, and the depressed state of a classmate makes him feel satisfied. At the same time, the student does not differentiate the sphere of the conflict and the confrontation that has arisen in one sphere of relations transfers to the rest. By psychologically suppressing a partner, he lowers his social status. He is not able to reflect on his own actions, he lacks self-control and self-criticism. The student does not want and does not know how to overestimate his value system.

2. Formal level of conflict indicates that the high school student has some knowledge about the nature of the conflict, its types, possible causes and methods of resolution, but this knowledge is of a formal nature. The possibility of maintaining relations after the conflict seems to him unlikely. At the same time, the student feels the desire to be recognized and appreciated by others. His ability to reflect on his own actions is underdeveloped. The high school student contributes to the growth of the conflict, as he tries to involve other students in his orbit.

3. Conformal level of conflict assumes that the high school student has a system of knowledge about the nature of the conflict, its possible causes and ways of resolving it, but he does not put them into practice, consciously giving preference to unconditional concessions or compromise. The student does not try to critically comprehend the current situation in conflict interaction. Fear and self-doubt contribute to the development of conflict, causing a feeling of psychological discomfort. The student consciously refuses to choose an act based on inner conviction and avoids the risk associated with making decisions.

4. Neutrality level indicates that the high school student has a system of ideas about the nature of the conflict, its possible causes and ways of constructive resolution. However, this knowledge does not encourage him to positively resolve conflicts - he prefers neutrality. Being in a conflict interaction, he experiences self-doubt, fear and, as a result, a desire to get out of the conflict at all costs. The student passively accepts the norms of behavior imposed by others. He strives to achieve personal autonomy, even to the detriment of his own interests, and does not use the experience gained in the conflict.

5. Sufficient level of conflict typical for a high school student who has a holistic system of knowledge about the nature of the conflict, its dynamics, types, possible causes and effective ways to resolve it. He is aware of the need to be able to find and apply constructive ways conflict resolution. The student is distinguished by developed empathy, he is focused on establishing positive emotional connections. The student uses the available knowledge to predict, prevent and successfully resolve conflicts. Reflects the feelings and attitudes of the opponent, trying to prevent the escalation of tension and post-conflict confrontation. With a favorable resolution of the conflict, he experiences positive emotions and subsequently successfully uses the experience gained.

6. Optimal level of conflict is hallmark a high school student with a formed system of knowledge about the nature of the conflict, its dynamics, types, possible causes and effective ways of resolving. This knowledge allows the student not only to successfully resolve interpersonal conflicts and analyze their consequences, but also to prevent them. The student realizes the impossibility of a conflict-free existence and recognizes the importance of the ability to find best ways conflict resolution. He regards conflict as an opportunity for self-development and team development. Self-esteem and the ability to respect the opponent provide a favorable emotional state during a constructive conflict resolution. The student strives for civilized interaction in conflict. He creates and maintains an atmosphere of partnership by reflecting on the attitudes and feelings of the opponent. He becomes able to resist other people's influence, defend his own interests and, without humiliating his opponent, consciously avoid post-conflict confrontation.

When moving to the optimal level, a conflict competence which allows a person to prevent and constructively resolve conflicts in a timely manner in accordance with their own goals, values, orientations and specific social and communicative conditions. A high school student perceives conflict as an integral and natural part of people's lives, providing an opportunity for self-development and harmonization of interpersonal relationships.

Work on the formation of conflict competence of high school students can be carried out using various methods and forms of education, including conflict management trainings.

Game "Nut"

Tasks: Realize your own uniqueness and accept the uniqueness of each person.

The number of nuts must match the number of participants. Each participant takes one nut.

Exercise: within one minute you need to consider your nut and remember its features. Then all the nuts are mixed. After that, everyone tries to find their own among the nuts.

Discussion. What helped you find your nut? In a crowd, all people are the same, like nuts when they lay together. To see a person, you need to spend time looking at him. The value of a nut is judged by what it has inside. It can be ripe, green, rotten, empty, delicious. Similarly, a person cannot be judged only by appearance. After all, it’s not in vain that they say: “They meet according to clothes, see off according to the mind.” The nut has a very hard shell. It is needed to protect the tender core. Many people also often hide in a shell to feel safe. It takes time for them to open up.

The results of the test "Assessment of one's own behavior in conflict situation»

If you scored the most under the letters:

"A" is " tough type of conflict and dispute resolution” You stand your ground to the last, defending your position. By all means, you strive to win. This is the type of person who is always right.

"B" is " democratic" style. You are of the opinion that you can always agree. During a dispute, you are trying to offer an alternative, look for solutions that would satisfy both parties.

"AT" - " compromise" style. From the very beginning, you are ready to compromise.

"G" - " soft" style. You destroy your opponent with kindness. You willingly take the opponent's point of view, giving up your own.

"D" - " outgoing" style. Your motto is "leave on time". You try not to aggravate the situation, not to bring the conflict to an open clash.

I suggest that you analyze the test results yourself, correlate them with the self-assessment of your behavior. Is there anyone who wants to discuss their test results with classmates.

Conversation

I propose to discuss the following questions:

1. The words “dispute” and “conflict” were often used in the questionnaire. What are the similarities and differences between these concepts?

2. What is a conflict situation?

3. Have you ever been in a conflict situation?

4. What kind of people do you have the most conflicts with? Why?

5. What is the most common cause of conflict for you?

6. Is it possible to resolve the conflict without infringing on the rights and dignity of all people involved in the conflict?

7. Have you witnessed such a successful conflict resolution?

8. What prevents you or others from resolving conflicts to the benefit of both parties?

The test result "The level of personality conflict"

A certain amount of points characterizes the level of personality conflict:

14-17 points - very low

18 -20 points - low

21-23 points - below average

24-26 points - closer to the average

27-29 points - average

30-32 points - closer to average

33-35 points - above average

36-38 points - high

39-42 points - very high

I suggest that you correlate the test results with your self-assessment of your level of conflict, think about what reasons most often give rise to conflicts between people.

Applications Information block

DISPUTE- This is a verbal contest, a discussion of something in which everyone defends his opinion. This is a conflict where there is a contradiction in opinions and points of view. In life, contradictions between people arise more due to the fact that all people are different.

CONTRADICTIONS are the disagreements:

· Motives, needs, value orientations of people;

· Attitudes, beliefs;

· Understanding, interpreting information;

· Expectations and attitudes;

· Assessments and self-assessments;

Knowledge, skills, abilities;

Emotional and mental states;

· Goals, means, methods, ways to achieve goals, implementation of activities.

Since contradictions always exist, one must understand that conflicts will arise constantly, one just needs to learn how to resolve conflicts. First of all, you need to know what conflict is.

CONFLICT is the process of a sharp aggravation of the contradiction and the struggle of two or more parties in solving a problem of personal significance for each of the participants. For a conflict to arise, a number of factors are necessary: the presence of a problem (contradiction), a conflict situation, participants in the conflict and the incident.

CONFLICT SITUATION - this is a situation of hidden or explicit confrontation of the parties.

INCIDENT - this is an action or a set of actions of the participants in the conflict, provoking a sharp aggravation of the contradiction and the beginning of a struggle between them. Conflicts are different - family, business, production, political, etc. But you need to remember that conflicts between people can be

CONSTRUCTION, aimed at developing relationships, carrying out activities, and

DESTRUCTIVE, when they are aimed at satisfying personal ambitions, claims, self-affirmation of a person at the expense of other people, squabbles, slander, envy, shirking duties, etc. Not only destructive, but also empty conflicts should be avoided, when irritation or painful a person's condition makes him intolerant of other people.

Exist rules of conduct for conflict people, the implementation of which helps not to provoke conflicts:

Do not seek to dominate, by all means.

· Be principled, but do not fight for the sake of principle.

· Remember that straightness is good, but not always.

Criticize, but don't criticize.

Smile more often

· Traditions are good, but up to a certain limit.

In everything you need to know the measure.

You also need to be able to tell the truth!

· Be independent, but not arrogant.

Do not turn persistence into importunity.

· Be fair and tolerant of people. Do not overestimate your abilities and possibilities and do not belittle the abilities and possibilities of others.

· Do not show initiative where it is not needed.

· Realize yourself in creativity, not in conflicts.

· Be patient, master the skills of self-regulation.

Exercise "Forecast"

Target: development of awareness of personal responsibility for the outcome of the conflict.

During this exercise

Situation:

1. You are hopelessly late and try to get on the transport, but it is not easy to do so. People are annoyed, they do not understand your desire to jump on the bus at any cost.

2. They try to convince you in the store that the thing that you really want to buy for yourself does not suit you at all. You show disagreement with the opinion of the sellers.

3. Parents do not like the circle of your communication in which you spend all your free time. You are trying to explain that the people you associate with have the right to be your friends.

4. Your grandparents try to help you in life by generously sharing their life experiences, but it annoys you, although you love your family very much.

Analyzing the tactics of behavior in a conflict and the consequences of their use, students realize the need for cooperation, an active search for various solutions to a given situation, the inadmissibility of "avoiding" the conflict or "suppressing" their opponent.

Exercise "House"

Schoolchildren are invited to pull out a piece of paper with the name of their classmate or classmate and within a few minutes try to remember everything that this person has ever done, talked about himself, how he distinguished himself. Then, using brushes, paints and paper, it is necessary to draw a house, which, from the point of view of the “artist”, would be the ideal home for this student.

After completing the work, high school students give each other their drawings and explain why they would settle a classmate in such a house. The person to whom the gift was intended must say whether he is satisfied with his "housing" or not, and explain why. Analyzing each other's drawings, high school students get the opportunity to realize how others see them, and based on this information, adjust their behavior, communication style, etc.

Raising a person who is different high level a culture of behavior in a conflict that is able to see an ally in the opponent in resolving a difficult interpersonal situation and apply constructive interaction tactics in resolving disagreements. It is an important task of the modern school. By creating favorable conditions for the formation in students of such qualities as benevolence, respect for others, responsibility and the need for self-improvement, the school ensures the stability and moral well-being of society.

Appendix No. 1

Test "The level of personality conflict"

Guys, when choosing an answer to a question, select one answer option, under a specific letter, write down the letter after the question number.

1. Is it typical for you to strive for dominance, that is, to subjugate others to your will? A) no, B) when how, C) yes.

2. Are there people in your team who are afraid of you, and possibly hate you? A) yes, B) find it difficult to answer, C) no.

3. Who are you more? A) pacifist (condemning any wars) B) principled (adhering to strong beliefs, views on things) C) enterprising (who knows how to do something at the right time).

4. How often do you have to make critical judgments? A) often, B) occasionally, C) rarely.

5. What would be most characteristic of you if you were the leader new team? A) would develop a team development program for the year ahead and convince the team members of its prospects. B) studied who is who and would establish contact with leaders; C) would consult with people more often.

6. In case of failure, what state is most typical for you? A) pessimism (gloomy attitude) B) Bad mood C) resentment towards oneself.

7. Is it typical for you to strive to uphold and observe the traditions of your team? A) yes B) probably yes C) no

8. Do you consider yourself to be one of those people who would rather tell the bitter truth to their face than remain silent? A) yes B) probably yes C) no

9. Of the three personality traits that you struggle with, most often you try to get rid of in yourself A) irritability B) touchiness C) intolerance of criticism of others

10. Who are you more? A) independent B) leader C) idea generator

11. What kind of person do your friends think you are? A) extravagant (peculiar, defiant) B) optimist C) persistent

12. What do you most often have to deal with? A) with injustice B) with bureaucracy C) with selfishness

13. What is most typical for you? A) I underestimate my abilities B) I evaluate my abilities objectively C) I overestimate my abilities

14. Does it often bring you into collision and conflict with people? A) too much initiative B) too critical C) too straightforward

Application No. 2

Test "Assessment of one's own behavior in a conflict situation"

Try to sincerely answer the question: “How do you usually behave in a conflict situation or dispute?”. If you tend to this or that behavior, put the appropriate number of points after each answer number that characterizes a particular style of behavior.

If you act like this

FREQUENT - put 3 points;

FROM CASE TO CASE - 2 points

RARE - 1 point

Question: "How do you usually behave in a conflict situation?"

ANSWERS:

I threaten or fight. I try to accept the opponent's point of view, I consider it as my own. Looking for compromises. I admit that I'm wrong, even if I can't believe it completely. I avoid the enemy. I want to achieve my goals no matter what. I'm trying to figure out what I agree with and what I strongly disagree with. I'm going to compromise. I give up. I change the subject ... I persistently repeat one thought until I get my way. I'm trying to find the source of the conflict, to understand how it all began. I will give in a little and thereby push the other side to make concessions. I offer peace. I'm trying to turn everything into a joke.

Appendix No. 3

Each student is invited to pull out a sheet with a description of the interpersonal conflict, a participant or observer of which he could be. The student must predict its development and consequences if he:

Completely ignores the opinion of the opponent and suppresses it;

They try to convince you in the store that the thing that you really want to buy for yourself does not suit you at all. You show disagreement with the opinion of the sellers.

· Tries not to notice the conflict and by all possible means tries to get away from its resolution;

Parents do not like the circle of your communication, in which you spend all your free time. You are trying to explain that the people you associate with have the right to be your friends.

Accepts the decision of the opponent without trying to critically comprehend it;

Your grandparents try to help you in life by generously sharing their life experiences, but this annoys you, although you love your family very much.

· Takes an active part in conflict resolution and takes responsibility for the outcome.

You are hopelessly late and try to get on the transport, but this is not easy to do. People are annoyed, they do not understand your desire to jump on the bus at any cost.

FEDERAL STATE BUDGET EDUCATIONAL

INSTITUTION OF HIGHER PROFESSIONAL EDUCATION

SAINT PETERSBURG STATE UNIVERSITY OF ECONOMICS

AND FINANCE

WORKING PROGRAM OF THE DISCIPLINE

"WORKSHOP ON THE CULTURE OF SPEECH COMMUNICATION OF THE FIRST FOREIGN LANGUAGE (ENGLISH)"

035700 LINGUISTICS

by profile

"Translation and translation studies"

Graduate Qualification - Bachelor

St. Petersburg

1. Goals and objectives of the discipline

The main goal of the course "Workshop on the culture of speech communication of the first foreign language (English)" is to create a system of ideas about common features culture, including communicative-behavioral, in English-speaking countries, a system of knowledge about the main phonetic, lexical, grammatical, word-formation phenomena and patterns of functioning of the studied foreign language, its functional varieties.

Taskscourse:

The study of discursive ways of expressing factual, conceptual and subtext information in a foreign language text.

Familiarization of students with the discursive structure and language organization of functional and stylistic varieties of text: artistic, newspaper and journalistic, scientific, business.

Developing the skills of linguistic, aesthetic, cultural interpretation of a literary and newspaper-journalistic text, conducting a linguistic analysis of a scientific, popular science and business text.

Formation of communicative competence, understanding.

Developing the ability to correctly build speech on English language in compliance with lexical, grammatical, syntactic and stylistic norms, the ability to choose the desired communication scheme, based on a specific communicative situation and the nature of relations in the appropriate social and age environment.

Education of respect for the national cultural traditions of countries with the English language, linguistic taste, improvement of the linguistic and functional-stylistic competence of students.

Development of the ability to exercise self-control with the help of the acquired culture of speech communication.

Development of intercultural susceptibility and education on this basis of readiness for various forms of international contacts and cooperation.

2. The place of discipline in the structure of the OOP

In terms of its problems, the course "Workshop on the culture of speech communication of the first foreign language", related to the variable part of the cycle professional disciplines, is one of the major courses that are offered to linguistic students at the Faculty of Humanities of the University. A variety of regional and cross-cultural information studied within the framework of this discipline allows you to study in detail the modern structure and traditions of English-speaking countries, which will allow you to freely navigate in all areas of language use.

The course "Workshop on the culture of speech communication of the first foreign language" is closely related to the disciplines that study modern English: " Practical course the first foreign language (English)”, “Language practice in the field of economics and finance”, “Practical translation course 1 FL”, “Translation in the field of economic communication”, etc.

It is assumed that, starting to study the discipline "Workshop on the culture of speech communication 1FL", the student must know :

morphological, syntactic features and patterns of development of the Russian language (in order to compare with the studied (English) language, to identify similar and different phenomena and processes);

functional styles, language sub-styles and their distinctive features;

rules of modern English speech etiquette;

literary pronunciation norms of the studied language;

the main patterns of stylistic phonetics, i.e. relationships and feelings conveyed by certain intonation structures;

the main differences between American and British English in the field of spelling and grammar;

general principles for constructing a description of people, places, situations;

general principles of writing successive events;

the procedure of visual-oral and visual-written translation of texts from English into Russian.

The student must own :

background knowledge about the country of the language being studied, its culture;

the ability to draw analogies and differences between the facts of the native language and the one being studied;

methods of analysis and synthesis, including carrying out situational and complex analysis, conducting a comparative analysis;

the main speech forms of utterance: narration, description, monologue, dialogue - and their phonological features;

the necessary articulatory and rhythmic intonation skills in order to be able to adequately encode one's own speech in a foreign language;

features of different types of discourse: oral and written, prepared and unprepared speech.

The student must mind be :

capture the general meaning from the context and recognize the content of the statement;

carry out the correct interpretation of the received speech signal in a foreign language;

use intonation structures to express one's attitude to the subject of the utterance or to the utterance itself;

effectively use synonymous and other resources of both the native (Russian) language and the foreign (English) language for communication;

organize your verbal and non-verbal behavior adequately to the tasks of communication;

create speech works of various genres in a foreign (English) language;

carry out visual-oral and visual-written translation of texts from English into Russian;

work with multimedia.

In the process of mastering this discipline, phonetic and grammatical deficiencies are corrected, linguistic and stylistic competence is formed, culturological and lexical knowledge of a foreign language, in particular English, is replenished and systematized.

This discipline is the basis for a number of subsequent ones, such as "Translation in the field of economic communication", "Language of business communication", "Translation of business documentation and correspondence", "Translation of economic text", as well as for writing a final qualifying work.

3. Requirements for the results of mastering the discipline:

The process of studying the discipline is aimed at the formation of the following professional competencies:

Creation of a system of ideas about ethical and moral standards of behavior adopted in a foreign cultural society, models of social situations, typical scenarios of interaction (PC-2);

Master the main discursive ways of implementing the communicative goals of the statement in relation to the features of the current communicative context (time, place, goals and conditions of interaction) (PC-3);

Master the main ways of expressing semantic, communicative and structural continuity between parts of the statement - the compositional elements of the text (introduction, main part, conclusion), superphrasal units, sentences (PC-4);

Be able to freely express one's thoughts, adequately using a variety of language means in order to highlight relevant information (PC-5);

Master the main features of the official, neutral and unofficial registers of communication (PC-6);

Has a willingness to overcome the influence of stereotypes and carry out intercultural dialogue in the general and professional spheres of communication (PC-7);

Use etiquette formulas in oral and written communication (greeting, farewell, congratulations, apology, request) (PC-8);

Model possible situations of communication between representatives of different cultures and societies (PC-19).

As a result of studying the discipline, the student must:

Know:

The constituent compositional elements of the text;

functional styles; models of speech behavior;

Etiquette formulas of oral and written communication;

Genre varieties of foreign language discourse.

Be able to:

Build grammatically correct and lexically adequate English statements based on the socio-cultural and communicative and functional conditions of communication, taking into account cultural traditions;

Express your thoughts adequately using a variety of language means in order to highlight relevant information;

Use the main discursive ways of implementing the communicative goals of the statement in relation to the features of the current communicative context;

Improve various types of speech activity (writing, reading, speaking, listening) in English;

Guess the meaning expressed implicitly and the meaning of unfamiliar words from the context.

Own :

Free speech behavior;

culture of thinking; the ability to analyze, summarize information, set goals and choose ways to achieve them;

Culture of oral and written speech;

The technique of memorizing new lexical units to replenish vocabulary;

A wide margin on the topics provided for by this course.

4. Volume of discipline and types of educational work

The total labor intensity of the discipline is 11 credit units.

Type of study work	Total hours	Semesters
Type of study work	Total hours
Classroom activities (total)
Including:
Practical exercises (PZ)
Independent work (total)
Including:



Control work in sections 7.8 (Finance and Banking, Consultants)



Project «Enterprise»
Other types of independent work
Type of intermediate certification (exam)
Total labor intensity hour
Total labor intensity hour



	Being international	public speaking; International presentations, Business idioms, Networking; Replying to a formal invitation; Working for Logistaid; Writing: Replying to a formal invitation
		Consultant Interview; Time to break out from campus, Multiword verbs; Telephone strategies: Clarifying and conforming; Writing: e-mails; Training at SmileCo
		A PPP debate; Infrastructure: Experience of the 1990s has put people off; dependent prepositions; The passive; Negotiating: being vague and being precise; Report writing: layout and structure; Konopnicka Airport takes off; Writing: executive summary
		The future of natural gas; A dream of a hydrogen economy; Discourse devices: linking expressions; problem solving; Proposal writing; Energy saving at Supersun; Writing: report

	employment trends	the future of work; India: call centers ring the changes; Cohesive devices; Using inversion for emphasis; resolving conflict; Writing: e-mails; Delaney: call center absenteeism; Writing: internal e-mail
		business ethics and corporate social responsibility; corporate responsibility without the waffle; multiword verbs; ethical problem solving; management meetings; Writing: action minutes; Stitch Wear clothing; Writing: action points from a meeting
	finance and banking	Changes in international banking; Marconi repays £669m of debt; US Airways vows to rise again; The language of trends; Giving presentations; Describing financial performance; Writing: introduction to a presentation; Cost-cutting at Erstaunliche Autos; Writing: summary of presentation
		choosing and managing consultants; negotiating sales; Writing: terms and conditions; Could it be you when they need an expert? negation using prefixes; conditions; Mobi-net: it's their call; Writing: summary of consultancy agreement

		strategy and successful imitators; Brainstorming and creativity; writing: mission statements; Growth mode Idioms for giving examples; The company makeover; Writing: report summarizing proposals
	Doing business online	Successes and failures in e-business; Presentations: summarizing and dealing with questions; Writing: presenting information on a website; Net gains on the shop front; cleft sentences; Improving the online experience; Writing: proposal of recommendations
		Everywoman: helping women start their own businesses; telephone strategies; Chasing payment; Writing: a letter chasing payment; The bruises of the bandwagon; noun phrases; Copisistem: the next step; Writing: job advert
	project management	Talking to two project managers; Writing: briefing multinational teams; teleconferencing; not good enough project managers? Cohesion Leatty Shanghai: a construction project; Writing: evaluation report

5.2 Sections of the discipline and interdisciplinary links with the provided (subsequent) disciplines

	Name of the provided (subsequent) disciplines	No. No. of sections of this discipline, necessary for the study of the provided (subsequent) disciplines
	Name of the provided (subsequent) disciplines
	Translation in the field of economic communication
	Business language
	Translation of business documents and correspondence
	Economic text translation
	Writing a graduation thesis

5.3. Sections of disciplines and types of classes

	Name of the discipline section

	Being international




	employment trends

	finance and banking



	Doing business online

	project management

6. Laboratory workshop -not provided.

7. Practical exercises

No. of discipline section	Topics of practical classes	Labor intensity (hour)

	public speeches. International presentations. Business idioms. Networking. The specifics of writing an official invitation and answering it
	How to conduct an interview, how to behave during an interview. How to communicate on the phone. How to get a necessary information to clarify, confirm what has been said. How to write email letters correctly
	RRR controversy. Infrastructure. Experience of the 1990s. How to express thoughts clearly and accurately during negotiations. How to write a report, abstract.
	The future of natural gas. Possibilities of using hydrogen in the national economy. Saving electricity - ways to solve an environmental problem.

	Economic growth in India. How to properly use inversion for emphasis. Varieties of e-mail letters
	Business ethics and Social responsibility. Corporate ethics. Solving ethical issues. Organization of business meetings
	Changes in the international banking system. Fashion trends. How to make presentations the right way. How to write a presentation
	How to choose a consultant and how to work with him. Conducting sales negotiations.

	strategy and imitation. Brainstorming and creativity
	Success and failure in Internet business. Presentation: summary and answers to questions. How to write an ad for a website. Online shopping: pros and cons
	Business lady: how to start your own business. What strategies are better to choose when talking on the phone. How to write a job advertisement
	Negotiations with managers. Teleconference. Conference

8. Approximate topics of term papers -not provided.

9. Educational, methodological and information support of the discipline:

a) basic literature

Dubicka I., O'Keeffe M. Market Leader. advanced. course book. – Harlow: Pearson Longman, 2006.

Rogers J. Market Leader. advanced. work book. – Harlow: Pearson Longman, 2006.

b) additional literature

Agabekyan I.P. Business English / Business English. - M .: Phoenix Publishing House, 2011.

Andryushkin A.P. Business English. Business English. - M .: Publishing house Dashkov and Co., 2010.

Beizerov V.A. Business English / Business English. - M .: Phoenix Publishing House, 2009.

Kabakchi V.V. English description of Russian culture / Russian Culture Through English. – M.: Academy Publishing House, 2009.

Kabakchi V.V. The practice of English-language intercultural communication / In English about Russia and the Whole World. - M .: Publishing house Soyuz, 2007.

Nazarova T.B. English language of business communication. Course of lectures and workshop / Business English: A Course of Lectures with Exercises, Activities and Tasks. – M.: AST publishing house, Astrel, VKT, 2009.

Nekhaeva G.B., Pichkova V.P. English for business communication / Business English in Practice. – M.: Publishing House Prospekt, 2010.

Nikolina L. Philological analysis of the text: Uch. allowance. - M .: Publishing House of ITs Academy, 2002.

New business English / New English for Business. - M .: Publishing House Veche, 2010.

Pichkova L.S. Business English / Business English. – M.: Publishing House Prospekt, 2010.

Slepovich V.S. Business English / Business English. - Minsk: TetraSystems Publishing House, 2010.

Yashina T.A., Zhatkin D.N. English for Business Communication / English for business communication. - M .: Flint Publishing House, NOU VPO MPSI, 2009.

Barrall Irene, Johnson Christine Intelligent Business Upper-Intermediate: Skills Book and CD-ROM Pack (Intelligent Business). – Harlow: Pearson, Longman, 2006.

Business English for Students of Economics / Business English for students of economics. - M .: Forum Publishing House, 2008.

Encyclopaedia Britannica. – London: Britannica, 2006.

Evans V., Dooley J. Upstream: Proficiency C2: Student's Book (+ 2 CD audio course). - Newbury: Express Publishing, 2010.

Evans V., Dooley J. Upstream: Proficiency C2: Workbook. – Newbury: Express Publishing, 2010.

Mascull B. Business Vocabulary in Use Advanced (+ CD-ROM). – Cambridge: Cambridge University Press, 2010.

Dubicka I., O'Keeffe M. Market Leader. advanced. teacher's book. – Harlow: Pearson Longman, 2006.

Dubicka I., O'Keeffe M. Market Leader. advanced. tests. – Harlow: Pearson Longman, 2006.

Vince M., Sunderland P. Advanced Language Practice: With Key: English Grammar and Vocabulary. – Oxford: MacMillan Publishers Ltd., 2003.

c) software

Dubicka I., O'Keeffe M. Market Leader. advanced. Audio CDs. – Harlow: Pearson Longman, 2006.

d) databases, information and reference and search systems

Library fund;

Electronic search engines:,

Information and reference systems:

http:// www. native- english. en

http:// www. study. en

http:// www. english- language. chat. en

http:// www. englishspace. com.

http:// news. bbc. co. UK/ hi/ Russian/ learn_ english.

http:// www. english language. en/ english. shtml.

http:// www. lingvo. en/lingo

http:// www. translate. en

10. Logistics support of the discipline:

Educational and methodical literature;

Electronic resources;

Computer class;

Handouts for providing various forms and types of classroom and independent work of students.

Workshop on the culture of speech communication of the first foreign language (English) implies various methods and forms of education that meet the basic requirements for the intensification of the learning process. A large amount of material and many tasks assigned to the course determine its high saturation, require intensive work, including in independent mode. Accordingly, the role of current and intermediate control is increasing, designed to stimulate the regular and systematic work of students. Evaluation system: point-rating, which allows taking into account both the passing of tests and exams, and work during the semester.

Proficiency check various types speech activity in a foreign language in semesters 5-7 is carried out, firstly, in oral form:

Control of oral monologue and dialogic statements on the topic under study;

A survey of lexical units that make up the lexical minimum on the topic under study;

Control of listening to a monologue or dialogic text on the topic under study. After listening, a number of tasks are performed, incl. test, according to the content of the text;

Control of individual reading;

Monitoring the implementation of oral lexico-grammatical and communicative exercises for practical exercises.

Secondly, in writing:

Lexical dictations (including knowledge of synonymy, antonymy, peculiarities of word usage);

Monitoring the implementation of oral and written lexico-grammatical and communicative exercises for laboratory classes;

Monitoring the implementation of written lexico-grammatical and communicative exercises for laboratory classes;

Control of written monologue and dialogic statements on the topic under study;

Writing verification work with various lexical and grammatical tasks after each studied topic, in which it is recommended to include listening.

Independent work of students is aimed at solving the following problems:

development of phonetic, grammatical and lexical skills;

formation of skills in listening, reading, speaking and writing;

obtaining knowledge on business topics;

ability to use various communication techniques;

formation of ideas about various registers of communication;

processing the information received and forming one's own opinion;

formation and reasoned upholding of one's own positions on various issues discussed in the classroom

search for adequate solutions from the simulated situation.

Forms of intermediate certification, current quality control of knowledge acquisition

When evaluating the results of mastering the discipline (current and intermediate certification), a point-rating system is used. As assessment tools throughout the semester, the following are used:

questions and tasks with an open answer form;

testing;

control works of students;

creative work;

final test.

Grading system for work in the semester:

5 semester
Control work in sections 1.2 (Being International, Training)	credit maximum - 30 points credit minimum - 15 points
Control work in sections 3.4 (Partnerships, Energy)	credit maximum - 30 points credit minimum - 15 points
	credit maximum - 20 points credit minimum - 10 points
	credit maximum - 20 points credit minimum - 10 points
	100 points
6 semester
Control work in sections 5.6 (Employment Trends, Business Ethics)	credit maximum - 30 points credit minimum - 15 points
Control work in sections 7.8 (Finance and Banking, Consultants)	credit maximum - 30 points credit minimum - 15 points
Correct homework assignments	credit maximum - 20 points credit minimum - 10 points
Active work in practical classes	credit maximum - 20 points credit minimum - 10 points
	100 points
7 semester
Control work in sections 9.10 (Strategy, Doing Business On-line)	credit maximum - 20 points credit minimum - 10 points
Test work in sections 11.12 (New Business, Project Management)	credit maximum - 20 points credit minimum - 10 points
Role-playing game "Stockholders' Meeting"	credit maximum - 15 points credit minimum - 8 points
Project «Enterprise»	credit maximum - 20 points (5 points for 1 test) credit minimum - 10 points
Correct homework assignments	credit maximum - 15 points credit minimum - 10 points
Active work in practical classes	credit maximum - 10 points credit minimum - 5 points
	100 points

Control works are tests (multiple choice with 4 answer options), which consist of 20-30 questions/items. Points are set based on the number of correct answers (for 1 correct answer - 1 point), therefore, if the student completed the test without errors, he receives, respectively, 20-30 points.

An example of test tasks on the topic "Finance».

Choose the best word to fill each gap in the sentences below.

1. Sales are a good way to get rid of surplus stock.

a retailers b sellers c dealers d wholesalers

2. The company was in fact seriously even though they claimed to be making a profit.

a at a loss b in debt with in the black d broken

3. Some companies their earnings to drive up share prices.

a overdo b overflow c overstate d oversee

4. The Financial Services Authority was set up in the UK to deal with such as fraud and insider trading.

a issues b ideas with reasons d purposes

5. When the CEO should have been cost cutting, he was spending huge sums on that turned out to be unprofitable.

a increases b investors with growth d acquisitions

6. When you buy in bulk you can obtain or rebates.

a discounts b sales c decreases d interest

7. Shareholders lost money when the company declared itself

a redundant b sold out with broken down d bankrupt

8. When they heard about our financial difficulties, our asked to be paid in advance.

a service b deliveries with suppliers d orders

9. They didn't lie - they simply tried to the truth.

a conceal b prevent with reduce d warn

A role-playing game is a reproduction of the actions and attitudes of other people or characters in a story or situation, both real and fictional. This type of independent work is evaluated according to the following criteria:

	Criteria for evaluation	Maximum score
	Use of vocabulary on the topic
	Possession of a given register of communication
	Point of view argument
	Total score

The project is a kind of independent work of the student, in which he presents his model (for example, enterprises or firms) with a carefully thought-out plan, visual materials, vocabulary, strategies. This type of activity is evaluated according to the following criteria:

	Criteria for evaluation	Maximum score
	Clarity, accessibility of presentation
	Visual materials and technical means
	Use of vocabulary on the topic
	Using Behavior Strategies
	Total score

The exam consists of:

1. Lexical task (10 vocabulary units for voicing and translation from English into Russian)

2. Oral topics (unprepared statement on the topic)

The exam is assessed based on the following criteria:

	Criteria for evaluation	Maximum score
	Vocabulary knowledge
	Correct pronunciation of vocabulary units in English (phonetic aspect)
	Topic ownership
	Sequential presentation of the topic
	The use of vocabulary in oral utterance
	Total score

Final grade for the course: To form the final grade for the semester, a weighted average is calculated: 80% of the grade is the student's work during the semester (the number of points scored for each type of independent work) and 20% of the grade is the answer to the exam.

Scale points to determine the final grades:

From 91 to 100 points - "excellent".

From 75 to 90 points - "good".

From 51 to 75 points - "satisfactory".

From 0 to 50 points - "unsatisfactory".

Developer:

Department of English lang. and translation assistant A.A. Kudryavtseva

Experts:

director of the Interpreting Center M.V. Panavene

EGO Translating LLC

Class hour on the culture of communication, Grade 9

Methodical development abstract class hour

for 9 D class class. hands Korganbaeva A.S.

Topic: "Know how to communicate with everyone and always" (situational workshop on the culture of communication)

Goals:

development of a culture of communication and communication skills of schoolchildren;

instilling ethical norms of conflict-free communication with younger children, peers and adults.

Situation 1. “Can you manage conflict?”

Rules to follow in a conversation:

- it is necessary to conduct a conversation in a polite and even voice;

- there must be a desire to talk;

- you should look into the eyes of the interlocutor;

- no need to interrupt or interrupt the interlocutor;

- do not get carried away with gestures;

- you should not unnecessarily complicate your speech using foreign words or scientific terms;

- try to speak clearly, slowly, do not mutter or swallow the endings of words;

- intonation should not be offensive or offensive to a person.

1. You need to know how the conflict develops:

- the occurrence of disagreements; increasing tension in relationships;

- awareness of the situation as a conflict by at least one of its participants;

- proper conflict interaction, the use of various interpersonal styles of conflict resolution, accompanied by an increase or decrease in emotional tension;

- outcome (resolution) of the conflict. The resolution of the conflict is the elimination of the problem that gave rise to the conflict situation, and the restoration of normal relations between people.

2. Finding out the hidden and obvious causes of the conflict, determining what really is the subject of disagreement, claims. Sometimes the participants themselves cannot or do not dare to clearly articulate main reason conflict.

3. Defining the problem in terms of goals, not solutions. It is necessary to analyze not only the various positions, but also the interests behind them.

4. Focus on interests, not positions. Our position is what we declare, what we insist on, our decision model. Our interests are what motivated us to accept this decision. Interests are our desires and concerns. They are the key to solving the problem.

5. Make a distinction between the participants in the conflict and the problems that have arisen. Put yourself in the place of your opponent. Be hard on the problem and soft on the people.

6. Fairly and impartially treat the initiator of the conflict. Do not forget that behind dissatisfaction and claims, as a rule, there is a problem that burdens a person, gives him anxiety and inconvenience.

7. Do not expand the subject of the conflict, try to reduce the number of claims. It is not possible to solve all problems at once.

8. Stick to the rule of emotional restraint. Be aware of and control your feelings. Consider the condition and individual characteristics participants in the conflict. This prevents the development of realistic conflicts into unrealistic ones. When discussing a conflict, it is important to avoid the following serious mistakes:

- the partner puts forward his own mistake as a mistake of the other;

- partner's behavior is dictated solely by tactical considerations;

- the partner hides behind "production necessity";

- the partner insists on the recognition of his authority;

- the most vulnerable places of the partner are used;

- old grievances are recalled;

- in the end, a winner and a loser are revealed.

Possible and other mistakes made by interlocutors:

- attention diversion: anything that acts unusual or annoying can distract attention. For example, the appearance of the speaker, his voice or pronunciation;

- high speed mental activity. We think four times faster than we speak. Therefore, when someone speaks, our brain is free most of the time and is distracted from the speaker's speech;

- antipathy to other people's thoughts. We value our thoughts more, it is more pleasant and easier for us to follow these thoughts than to force ourselves to follow what another says;

- selectivity of attention. From childhood, we are accustomed to listening to a lot at the same time, without paying the utmost attention to everything. Trying to listen carefully to everything would be overwhelming. In self-defence, we learn to alternately choose what is of interest now. This habit of switching makes it difficult to fix attention on one thing;

- replica need. The words of another may cause us to respond. If this happens, then we no longer listen to what they tell us. Thoughts are busy formulating "crushing" arguments and comments.

Exercise 1. Do you agree with all the "rules"?

Task 2 . Have you ever had to apply some of the “rules” given in the text in any life situation?

Situation 2. "What is tact?"

First of all, tact is understood as a sense of proportion, the ability to navigate in certain circumstances. How to proceed at the moment? What should be said and what should be kept silent? Stay in the room or go out? To pretend not to notice the unsuccessful remark, or to turn it into a joke?

Tact is sensitivity, modesty in behavior, the result of upbringing, it is based on respect for others, respect for the opinions of others, care for relatives, friends, colleagues.

It is considered tactless:

- draw attention to yourself in public places (in a museum, theater, library, etc.) with your behavior;

- speak in public place about personal affairs of one's own or close ones (friends, relatives, etc.);

- impose their tastes and ideas.

Task: Supplement with your sentences the concept of "tactless is considered ...".

Situation 3. "How to get a person to accept your point of view?"

Persuading a person of anything does not mean arguing with him: the only way to win an argument is to avoid it. Misunderstandings cannot be cleared up by argument, they can only be cleared up with tact, a desire for reconciliation, and a sincere desire to understand the other's point of view.

Respect the opinions of other people, never tell a person sharply that he is wrong, especially in public. In such circumstances, it is difficult for a person to agree with you.

If a person expresses some thought, and you are sure that it is false, it is better to turn to him with the words: “I can be wrong. Let's get into the facts." This will force the interlocutor to be just as fair, force him to admit that he can also be wrong.

If you are wrong, admit it quickly and decisively. It is much easier to admit your mistakes or shortcomings yourself than to listen to condemnation from another person. If you know that the other person thinks or wants to say something negative about you, say it yourself, before, this will disarm him.

Don't start important conversations by asking you to say "yes" or "no." If a person has said no, his principles require him to remain consistent to the end. Later, he may feel that "no" was wrong, but you yourself cut off his escape route. Therefore, it is very important to lead the conversation in such a way that the interlocutor does not have the need and opportunity to say “no”.

If you want to convince people of something, try to look at things through the eyes of these people. You will save a lot of time and save your nerves.

Exercise 1. Do you agree with these rules?

Task 2. Do you think these rules always “work”?

Situation 4. “Will the above recommendations help you speed up the conflict resolution process?”

During negotiations, priority should be given to discussing substantive issues.

The parties should strive to relieve psychological and social tension.

The parties must demonstrate mutual respect.

Negotiators should strive to turn the hidden part of the conflict situation into an open one, publicly and convincingly revealing each other's positions and deliberately creating an atmosphere of public, equal exchange of views.

All negotiators must be willing to compromise. Of particular importance is the final, post-conflict stage. At this stage, efforts should be made to finally eliminate conflicts of interests, goals, attitudes, social and psychological tension should be eliminated, and any struggle should be stopped.

Exercise Q: Do you agree with these recommendations?

Situation 5. “How should you greet a meeting acquaintance?”

Exercise:

1. What ways of greeting do you know?

2. Is the greeting among young people different from the greeting of adults?

3. You choose this method greetings with acquaintances only on the basis of age or personal qualities this person?

4. Take note of the information below.

"Why do people shake hands?"

There are many other ways to greet each other. In movies, you've probably seen how courtiers bow, well-bred girls and ladies curtsy, and gentlemen raise their hats when they meet.

More exotic forms of greeting are also known: among some nations, for example, when meeting, it was customary to ... rub noses or even perform a special dance. However, the handshake alone survived all times and became widespread. It happened because it is the most peaceful, most friendly gesture, understandable to everyone.

Stretching out an open palm, a person, as it were, showed the other that he had no weapon, that his intentions were pure. And if these intentions were not rejected, exactly the same reciprocal gesture followed. And shaking hands, people were convinced that there really was no weapon hidden in the hand of the other. Therefore, it is customary to remove the glove before shaking hands - the palm should be open.

From very ancient times, a persistent prejudice has come down to us: you can’t shake hands across the threshold. Its meaning is this - at home a person is reliably protected by walls, and dangers and the unknown lurk beyond the threshold. So if someone comes to the house, let him first go inside, into the light, where you can clearly see the visitor and recognize the threat in time, if there is one. And if not, exchange a firm handshake.