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особенностей организации образовательного процесса в них, нацеливают на исследование подготовки, в том числе потенциала профессионально-прикладной физической подготовки (гармоничное психоэмоциональное развитие, повышение иммунитета, увеличение работоспособности), ориентированной на формирование готовности будущего специалиста к трудовой деятельности [3].
CnucoK литературы / References
1. Ильинич В.И. Студенческий спорт и жизнь: Учеб. Пособие для студентов высших учебных заведений / В.И. Ильинич. М.: АО «Аспект Пресс», 1995 г. 144 с.
2. Коц Я.М. Спортивная физиология: учебник для институтов физ. культуры / под ред. Я.М. Коц. М.: ФиС, 1986 г. 347 с.
3. Ципин Л.А. Физическая культура с основами здорового образа жизни: учеб. пособие, 2015. [Электронный ресурс]. Режим доступа: http://doctor-v.ru/med/professionalno-prikladnaya-fizicheskaya-podgotovka/#professiogramma/ (дата обращения: 15.05.2017).
4. Ценностный потенциал физической культуры в физкультурно-спортивной деятельности студента: учеб. Пособие / Рютина Л.Н. Иркутск: ИрГУПС, 2015. 127 с.
Список литературы на английском языке /References in English
1. Ilinich V.I. Student sport and life: Studies. A manual for students of higher educational institutions / V.I. Ilinich. M.: JSC "Aspekt Press", 1995. 144 p.
2. Kots Ya.M. Sports physiology: textbook for institutes of physical culture / ed. by Ya.M. Kots. M.: FIS, 1986. 347 p.
3. Cipin L.A. Physical education with the basics of a healthy lifestyle: proc. Allowance 2015. [Electronic resource]. URL: http://doctor-v.ru/med/professionalno-prikladnaya-fizicheskaya-podgotovka/#professiogramma/ (date of access: 15.05.2017).
4. Value potential of physical culture in sports activities student: textbook. Manual / L.N. Ryutina. Irkutsk: Irkutsk State University оf Communications, 2015. 127 p.
APPLICATION OF IELTS TECHNOLOGY IN TRAINING
OF PROFESSIONAL LANGUAGES 1 2 Odinokaya M.A. , Kollerova M.V. (Russian Federation)
Email: Odinokaya428@scientifictext.ru
1Odinokaya Mariya Alexandrovna - PhD in Pedagogy, Associate Professor; 2Kollerova Mariya Vladimirovna - Senior Tutor, INSTITUTE OF HUMANITIES PETER THE GREAT ST.PETERSBURG POLYTECHNIC UNIVERSITY, SAINT-PETERSBURG
Abstract: the article considers IELTS as a method to learn professional English. Special attention focuses on the exam structure and purposes to pass it. The article represents the specifics of IELTS. In conclusion it is determined the method is effective and it provides a possibility to show english skills on the international area. IELTS examines not so much knowledge of the English language as it offers to demonstrate how a tested person can use it both for everyday communication and for using it for professional purposes, and this is the main task of the competence approach. Keywords: IELTS, exam, test, structure, language, training.
ПРИМЕНЕНИЕ IELTS ТЕХНОЛОГИИ В ОБУЧЕНИИ
ПРОФЕССИОНАЛЬНЫМ ЯЗЫКАМ 1 2 Одинокая М.А. , Коллерова М.В. (Российская Федерация)
1Одинокая Мария Александровна - кандидат педагогических наук, доцент;
2Коллерова Мария Владимировна - старший преподаватель, Гуманитарный институт Санкт-Петербургский политехнический университет Петра Великого, г. Санкт-Петербург
Аннотация: в статье IELTS технология рассматривается как метод обучения профессиональным языкам. Особое внимание уделяется структуре экзамена и его назначению. В статье рассматривается специфика международного тестирования IELTS. Приводится обоснование эффективности IELTS технологии. Делается вывод о том, что IELTS технология позволяет определить уровень владения английским языком на мировой арене. IELTS проверяет не столько знания английского языка, сколько предлагает продемонстрировать, как тестируемый может его использовать как для повседневного общения, так и для использования его в профессиональных целях, а это и есть основная задача компетентностного подхода. Ключевые слова: IELTS, экзамен, тест, структура, язык, обучение.
Standard form of any exam in the world is a test. This form was designed to test every student by using one common system. In Russia general test for anybody is USE (Unified State Exam). Only this exam allows a person to apply for documents to study in universities. It is envisaged in the Law of the Russian Federation "On Education" [1]. Validity period of USE is four years. People also take the test in the international education to confirm foreign language skills.
There are a lot of test systems to measure and improve personal abilities. For instance, CAE (Cambridge English: Advanced) is targeted at Level C1 of the Common European Framework of Reference for Languages (CEFR) and can be used for immigration purposes, work and study [2]. Another intertational English exam is TOEFL (Test of English as a Foreign Language). It is a standardized test to measure the English language ability of non-native speakers wishing to enroll in English-speaking universities. The test is accepted by many English-speaking academic and professional institutions.
The International English Language Testing System (IELTS) measures the language proficiency of people who want to study or work where English is used as a language of communication. It uses a nine-band scale to clearly identify levels of proficiency, from nonuser (band score 1) through to expert (band score 9). One of the most popular reasons to pass this exam is a career abroad. Many famous companies let person pass the interview only with IELTS or another english certificate. English is a requirement for work in the international company.
Another important reason to pass IELTS exam is immigration. A person can immigrate only if he/she satisfies for Migration Service in particular country. Every country has a special list with steps which should be completed. There are some distinctions between these "lists with steps" in every government. Obviously, common is the same: confirmation English for Migration Service. Many countries accept IELTS exam as the way to do it.
As for structure, there are two types of IELTS test. The IELTS Academic test is for people applying for higher education or professional registration in an English speaking environment. It reflects some of the features of academic language and assesses whether person are ready to begin studying or training. This approach is widely supported by the institutions that recognise IELTS.The IELTS General Training test is for those who are going to English speaking countries for secondary education, work experience or training
programs. It is also a requirement for migration to Australia, Canada, New Zealand and the UK. The test focuses on basic survival skills in broad social and workplace contexts.
Exam includes four parts: listening, reading, writing and speaking. Listening and speaking are the same in both types of IELTS. There are some distinctions between Academic and General IELTS in reading and writing sections. Academic reading includes scientific texts and articles that are rich in vocabulary and grammar. Is's not for specialists, it requires more hard study than for General exam. The reason is in themes that become more complex and volumes become bigger. Examiners think that people should understand texts correctly and find some information quickly, if they require nesessary information. In general reading there are a lot of short texts. Themes are easier, not so "academic". Texts can also be like tables, lists or advertizing.
Writing section includes two tasks. In first academic variant a person will face with charts, tables and diagram, then he should analyze it, choose main information and describe it. For general exam this task is always a letter with lots of variants, letter for airline company or office manager as example. The second task is an essay about any issue in the world. Distinctions are only in complexity of proposed theme. There is a focus on vocabulary and literacy approval in Academic exam. It might be well to point out that second task costs higher then any other.
IELST is not only exam, it is a way to learn English in preparation process, exam is an area to show personally skills and training result. It should be recordered, that all parts of EILTS perform theirs own option. Reading part is communication with an author and a reader, this part defines terms and explanation of them. It makes a reader have a dialog with an author in the head. The second great factor of training is listening part in the exam. Ability to listen and quickly and correctly understand the meaning of any fraze is a key to english communication world, especially if a person plans to have a career abroad and work in a team. Speaking part of IELTS prepares a person to take the main thing - an ability to have a dialog in the real life. This is one of the general factors for any international company. This skills cannot be without listening skills, both are the one comprehensive attribute. It should be also mentioned that writing is another one important thing. Ability to work with a document and have a perfect grammar is compulsory requirement for staff so often.
In conclusion, main idea of the IELTS exam is to make people asquire abilities in all parts of English in the same time and be ready to show one of them, give results and knowledge. Most people will take the IELTS Academic instead IELTS General Training test to support their study and application to study overseas - but it is important to check the entry requirements of individual organisations before choosing the type of test. IELTS copes with this issue and this is a key reason why a lot of people pass successfully this exam every year.
References in English / Список литературы на английском языке
1. Federal'nyj zakon ot 20 noabra 2013 g. № 273-FZ "Ob obrazovanii v Rossijskoj Federacii" [Elektronnyj resurs]. 2016. [Electronic resource]. URL: minobrnauki.rf / dokumenty / 3781 [in Russian]/ (date of access: 31.05.2017).
2. Hawkey R., Milanovic M. Cambridge English Exams - The First Hundred Years: A history of English language assessment from the University of Cambridge 1913 - 2013, Cambridge: Cambridge University Press, 2013. P. 110-113.
References / Список литературы
1. Федеральный закон от 20 ноября 2013 г. № 273-ФЗ «Об образовании в Российской Федерации», 2016. [Электронный ресурс]. Режим доступа: минобрнауки.рф / документы / 3781/ (дата обращения: 31.05.2017).
2. Хоки Р., Милановиц М. Кембриджские экзамены - The First Hundred Years: A history of English language assessment from the University of Cambridge: A history of English language assessment from the University of Cambridge 1913 - 2013, Кембридж: Кембридж Юниверсити Пресс, 2013. C. 110-113.
VALUE POTENTIAL OF PHYSICAL CULTURE AND SPORT
IN THE EDUCATIONAL PROCESS 1 2 Ryutina L.N. , Ryutina A.E. (Russian Federation)
Email: Ryutina428@scientifictext.ru
1Ryutina Larisa Nikolaevna - Candidate of Pedagogical Sciences, Associate Professor, DEPARTMENT OF PHYSICAL CULTURE AND SPORTS; 2Ryutina Anna Evgenyevna - Student, FACULTY OF ECONOMICS AND FINANCE, IRKUTSK STATE UNIVERSITY OF RAILWAY AND TRANSPORT, IRKUTSK
Abstract: the relevance of this topic lies in the inclusion of students to regular physical culture and sport, professional activity. To confirm the effectiveness of implemented model ofpedagogical support of students in physical education were revealed with respect to their own health. The need for targeted training of students and the accumulation of a Fund of theoretical and practical data on the potential of physical culture and sports determined the orientation of the educational process.
Keywords: health, the motivational aspect and learning aspect of physical education.
ЦЕННОСТНЫЙ ПОТЕНЦИАЛ ФИЗИЧЕСКОЙ КУЛЬТУРЫ
И СПОРТА В ОБРАЗОВАТЕЛЬНОМ ПРОЦЕССЕ 12 Рютина Л.Н. , Рютина А.Е. (Российская Федерация)
1Рютина Лариса Николаевна - кандидат педагогических наук, доцент, кафедра физической культуры и спорта; 2Рютина Анна Евгеньевна - студент, факультет экономики и финансов, Иркутский государственный университет путей и сообщения, г. Иркутск
Аннотация: актуальность данной темы заключается в приобщении обучающихся к регулярным занятиям физической культурой и спортом для успешной трудовой деятельности. Для подтверждения эффективности внедряемой нами модели педагогического обеспечения обучающихся в процессе физического воспитания, выявлялось отношение к собственному здоровью. Необходимость целенаправленной подготовки обучающихся и накопления фонда теоретических и практических данных о потенциале физической культуры и спорта обусловили направленность учебного процесса.
Ключевые слова: здоровье, мотивационный аспект, обучающий аспект, физическая культура.
Современная наука относит возникновение аксиологии-науки о ценностях (от греч. axia-ценность, logos-учение) ко второй половине XIX- началу XX в. Ценностное отношение по мнению В.А. Сластенина и Г.И. Чижаковой - внутренняя позиция личности, отражающая взаимосвязь личностных и общественных значений [4].
