1. Aim of teaching a foreign language Content of foreign language

A system of tools and exercises for teaching foreign languages in the system of continuing education
Plan:

1. Aim of teaching a foreign language

2. Content of foreign language

3. Principles of foreign language teaching

Abstract. Modern reality requires of graduates in higher education institutions not only to have a high level in a foreign language proficiency, but also deep knowledge of professional terminology in order to cooperate with foreign partners, work with international contracts and freely communicate in a professional environment. Therefore, an urgent task of the learning process is not only the mastering the terminology of their specialty, but also an active and proper use of them in practice.

Moreover, the expansion of international contacts creates favorable conditions for the discipline "Language for specific purposes" in higher education. In this regard, the topical question is to improve the quality of the educational process in this discipline and to search for new, more effective teaching methods and ways of professionally oriented reading.

Keywords: foreign language, LSP teaching, professionally oriented reading, three main stages in the learning process, a system of exercises.

Introduction. Modern tendencies of the society development and the integration of the Russian Federation into the European community determine the necessity to achieve the European standards level in specialists training. Participation of Russian higher education institutions in implementation of the Bologna Process gives great advantages in developing world interaction prospects in science and education. The involvement in the international educational system demands a high level in languages education. In the context of foreign languages teaching actual task is to master the knowledge of the terms of the specialty and to obtain skills and abilities to use the language to perform highly specialized professionally oriented tasks aimed at further communication.

A significant part in the process of foreign languages education belongs to professional-oriented teaching. The professionally oriented approach to the teaching of a foreign language in higher educational institutions provides for the formation of the students ability to communicate in specific professional, business, scientific areas and situations, taking into account the special features of professional thinking. Professional-oriented teaching is the learning, based on the students needs in the study of a foreign language, determined by the characteristics of their future profession activity. It means the combination of mastering a professionally oriented foreign language with the development of the personal qualities of students, the cultural knowledge of the target-language country and the special skills obtaining

based on professional and linguistic knowledge. Professional-oriented teaching of a foreign language is now recognized as a priority in modern education in Russia.

The process of foreign language professionally oriented teaching. The subject "Foreign Language for Specific Purposes (LSP)" is introduced in the curriculum to assist the students in discovering and practice the types of language they need to meet their specific professional goals. Language for Specific Purposes in universities helps to solve the task of personal growth, to ensure knowledge acquisition in professional field and develop the communicative abilities.

The essence of LSP teaching is the combination of the special disciplines with the linguistic knowledge and the formation of students professionally skills. The process of foreign language professionally oriented teaching will be more effective under the following conditions:

- the selection of the syllabus for professionally oriented foreign language communication will be performed on a situational and thematic basis;

- the use of authentic texts with regard of the linguistic, methodological, cultural parameters and principles of teaching professionally oriented foreign language communication;

- the use of exercises and techniques aimed at the development and formation of students professional competence.

The process of foreign language professionally oriented teaching is considered as a learning system aimed at the implementation of the mechanism of students language training in non-linguistic universities. It involves the scientific substantiation of learning objectives, selection and syllabus structuring in languages teaching, training methods choice, monitoring of learning results and its correction.

We have highlighted three main stages in the learning process. The first stage is the formation period of foreign language elementary literacy. At this stage students have to master the professionally important language materials and special speech skills.

The second stage is a purposeful language training and mastering the professional language communication. It is aimed at the development of foreign language professional literacy, mastering the extralinguistic information, the socio-cultural knowledge, and the system of special speech skills that allow you to communicate freely with a person.

The third stage is the stage of active immersion in the professional language environment. It is characterized by a high level of basic competencies and developed speaking skills.

We have interviewed more than 100 students of the Ulyanovsk State Agrarian University (Russia) to identify effectiveness of foreign language professionally-oriented teaching.The questionnaire contained 17 questions with three answers.

Here are some questions with answers.

The first question. What place does English have in the list of studied subjects? 89% gave the English language 2nd and 3rd place.

The second question. Are you satisfied with educational process of LSP at University? 82% of students said they were satisfied with it.

The third question. Are you interested in learning English when it is directly related to your future professional activity? 68% of respondents answered -yes.

The forth question. What topics are the most interesting for you? 67% of respondents prefer topics related to the future profession.

The fifth question. Does your knowledge of the specialty help you to read and translate texts? 73% of respondents gave positive answers.

The sixth question. Does your knowledge of the specialty help you to read and translate texts in scientific journals and "Vestnik of Ulyanovsk state agricultural academy"? 63% chose the "yes" answers.

The obtained data have shown that the students are interested in working with professionally oriented texts; they understand that they need a foreign language for their future professional activities. In this context the teachers face with the task of integrating a foreign language with special disciplines in order to the students get additional professional knowledge. As the goal of teaching foreign languages in agrarian universities is to reach a high practical speaking level, the students read scientific journals, for example, Research in: Agricultural & Veterinary Sciences, The European Journal of Economics and Management Sciences, Vestnik of Ulyanovsk state agricultural academy, Advances in Biology & Earth Sciences in the classroom.

System of exercises to work on professionally oriented texts. To work on professionally oriented texts we have developed a system of exercises. This system includes three types of exercises:

Pre-reading exercises. Pre-reading exercises help students to understand the meanings of new words and grammatical phenomena and train in their use. They remove possible socio-cultural difficulties of the text. All pre-reading exercises are student-centered that's why they are successful.

Pre-reading activities include: scan through the text once again, find the sentences containing... and state their function. Translate the sentences into Russian, playing attention to.; define the tense of the predicates in the sentences. Explain the use of the

tenses; fill in the gaps with the correct words; read the text and write down all the words to animals' diseases and their symptoms; read the text and look for the words meaning; choose appropriate words translation; read the following words paying attention to the pronunciation; before reading the text answers the questions.

While-Reading exercises. These exercises help students to understand the specific content and to perceive the rhetorical structure of the text (Celce-Murcia, 1991).

These are while - reading exercises: scan the text to extract the information which the tasks demand; find out if the sentences are false or true; read the first and the last sentences of each paragraph and guess what the text is about.

Post - reading exercises. Such exercises are more concerned with summing up the content of the text and investigation into the writer's opinion. These exercises teach to discuss and analyze texsts, argue and express a point of view.

The examples: find the most important sentence in each paragraph; match each sentence with the correct paragraph; in every paragraph find the sentences which express the main point of the text; make up an outline of the text and retell it; how can you characterize ...; read and translate the text and sum it up; read the text and say what new information you have learned.

Here are the examples of some professionally oriented reading activities. We have used the authentic text about animal diseases.

I. Read and translate the text.

II. Give the Russian for: is identified as, sponge, some animal diseases, secure, to transmit, influence, ability to, to reduce, a treatment plan, condition, treatment, bloat in ruminants, to classify a disease, the first sign, are caused by, prevention of animal diseases, gastritis, surgery, inhale, infections, a common cause.

III. Complete the sentences acording to the text:

1. Animal disease is identified.

2. ... a surgeon examines an animal.

3. ... help animals live healthy.

4. Some animals can fall ill.

5. Animals diseases influence...

6. .gives the problems.

IV. Give the definition for:

Disorder, a surgeon, disease, infection, treatment, virus

1. Is a kind of germ which can cause disease.

2. Is a problem or illness which affects a person's or animal's body.

3. Is someone who performs surgery.

4. Is medical attention given to a sick or injured person or animal.

5. Is a deases that caused by germs.

6. Can be transmitted to people.

V. Fill the following words in the table.

Atopic dermatitis, an outbreak, flea allergy, contagious, diseased eyes, anal gland, tetanus, ear canker, influenza, fever, pain, brucellosis, lameness, abortion, undulant fever, fungus, saliva, ringworm, tuberculosis, infectious, exhaustion, rabies, cholera, weight loss, calving, paralysis, sporadic, to distinguish, swelling, acute, blackleg, plague, swine dysentery, erysipelas

Diseases Symptoms

VI. What words in the text describe the actions of a veterinarian?

VII. Answer the questions given below.

1. What is disease and how can it affect the animals' health? 2. How can animal diseases be classified? 3. What do bacteria or a virus cause in animals? 4. How can a disease be identified by a veterinarian? 5. What includes the history of the animal? 6. What are the actions of a veterinarian when the disease is identified?

As a result, we can suggest that this system of exercises develops students' reading skills.

Conclusion. Most foreign language teachers view reading as interactive. They can encourage students to use more effective activities and get information while professionally oriented reading. It is also important to remember that the goal of it is to understand the texts and to be able to learn from them.

The exercises implemented in LSP teaching can be divided into several groups depending on the stages of reading such as pre-reading, while reading and post - reading exersises. The competency-based approach that embodies the innovative process in education today corresponds to the general concept of the educational standard adopted in most developed countries and is directly related to the transition to a system of competencies in the design of educational content and quality control systems. Also the relevance of the competency-based approach, regardless of specific representations and interpretations, is immersed in a special cultural and educational context, given the following trends in national education [10].

The main aim of teaching a foreign language at a university as part of a competency-based approach is to teach a foreign language as a real means of communication between specialists from different countries and simultaneously between representatives of different linguistic and cultural communities.

The fundamental difference between the concept of a competency-based approach in education and the previously existing subject-oriented concept consists in an attempt to realize the personal orientation of education, its activity-practical and cultural component, using standard methods, while preserving traditional fundamentality and universality.

The research approach to teaching is aimed at developing students' skills and scientific search skills, at the formation and development of creative abilities (creativity). Research training is a special approach to teaching based on a person's natural desire for an independent study of the world. In research teaching, the educational process is carried out based on an independent search of new cognitive orienting points by students. This allows ensuring that learning involves not only the assimilation of new information but also the organization of students' creative activities. In psychological terms, a student's educational and cognitive activity under certain conditions goes up to the research activity of a scientist. The difference is that the student in the learning process acquires knowledge that is new subjectively (for him/her), and the scientist obtains new knowledge through research in the relevant field of science (for society) [11].

Organizational ways to use the research approach in teaching English include individualization of education, students' free choice of additional educational services, the maximum variety of opportunities, sources of information, special attention to the organization of intersubject communications in individual work with students, and the creation of conditions for creative cooperation.

The organization of research activities in a foreign language takes place both at different levels and in various forms and manifestations. As for the integration of educational and research activities of students, this problem is still under development. In pedagogy, these activities are most often considered separately. The task is to combine (integrate) educational and research activities, to determine the goals, content, and methods of organizing educational and research activities.

The humanistic approach to teaching a foreign language is based on the humanistic direction in psychology. This approach is based on the thoughts, feelings, and emotions of students in the learning process, as well as on cognitive processes that facilitate learning and provide knowledge of the world and selfknowledge [12].

The topicality of the problematic approach to teaching a foreign language is determined by the new target orientation of modern education. The use of the problematic approach is to offer students problematic situations to teach the student to solve a particular problem in the event of a collision with it both at the lessons of their native language and at the lessons of a foreign language [13].

The developing approach to teaching foreign languages, the development vector of which is set by personality-oriented and competency-based approaches, provides a process of continuous development of the student's personality. Being an active and competent subject, the student interacts with various speech partners in the conditions of their native and non-native cultures, accumulates social experience, and acquires the qualities necessary for socially adequate interaction to solve personal and socially significant tasks. A person's social development of using a foreign language is understood as a process of formation and improvement of socially valuable qualities of a person as they accumulate, integrate, and actively reproduce social experience within their own and non-native cultures, which provides the opportunity for effective activity in the social sphere [14].