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Company A coordinates

Координаты компанииА








Copies of all correspondence should be routed to:


Сообщения направлять по адресу:


Attachment II

Приложение II

A Code of Business Conduct

Кодекс делового поведения

В следующем выпуске газеты мы рассмотрим виды документов, которые нужно составлять предприятиям оптовой и розничной торговли (wholesaling & retailing). Кроме того, выучим несколько фраз для составления рекламного письма и затронем тему оформления платежа. Если Вы не знаете, что такое clean payment, bill of exchange или   remittance, то следующий урок для Вас.

Ұсынылған әдебиеттер:

1. В.П.Шейнов «Как управлять другими. Как управлять собой»,

2. Богацкий. Дюканова. Бизнес-курс английского языка,

3. Израилевич. Деловая корреспонденция и документация на английском языке,

4. Потапова. Ключ к деловому успеху
Машықтану сабағы 14.

Other Financial Documents

Машықтану сабағының мазмұны:



  1. invoices

  2. consular invoices

  3. certificates of origin

Цель занятия: рассмотрение на практике принципов составления и особенностей перевода некоторых видов деловой документации.

Тексеру сұрақтары:

1. Which matter is prepared to negotiate?

2. Why might delivery dates be a problem?

Методические рекомендации:

1. Read and translate the following letter, answer the questions:

December 15, 2006
Mark Burton

Editor - Aviation Digest

345 Gilchrist Ave.

Suite. 508

Chicago, IL, 60611
Dear Mark Burton:
Re: Invoice 03-139 - Article on Civil Aviation In India
Please regard this as an Invoice for English editorial services provided while researching and writing a feature article on the state of civil aviation in India titled "Flying High In India: Young High Fliers Spread Their Wings". I understand that the article is for inclusion in your January 2007 issue of Aviation Digest Magazine.
The work was performed between November 12, 2006 and December 14, 2006. Final copy (4,800 words) was submitted to you by e-mail on December 13, 2006.

English Editorial Services - 35.0 hours at $60. per hour = $2,100.00

Expenses (LD, faxes, copying - as per attached receipts) = $170.50

State Professional Services Tax (Reg. No. 1426-94, at 8%) = $181.64

Invoice Total (payable within 30 days of invoice date) = $2,452.14

Thanks very much for this work. Please don't hesitate to contact me should you require my services in the future.


Sincerely,

Christopher Drew

attach.

2. Find and fill out certificate of origin for goods of your company.

Ұсынылған әдебиеттер:

1. В.П.Шейнов «Как управлять другими. Как управлять собой»,

2. Богацкий. Дюканова. Бизнес-курс английского языка,

3. Израилевич. Деловая корреспонденция и документация на английском языке,

4. Потапова. Ключ к деловому успеху
Машықтану сабағы 16.

Project

Машықтану сабағының мазмұны :



  1. Application form

  2. project components

  3. Impact statement

  4. Powerful persuasion

5. Writer. Audience. Subject.

Цель занятия: обучить студентов правильному заполнению форм заявок и написанию проекта

Тексеру сұрақтары:

1. What does usual application form include?

2. What is impact statement?

3. What is to be correct communicating with audience?

Методические рекомендации:

One of the components of your project is to create a project presentation page. This page serves several purposes. It is a planning tool, an organizational tool, and a tool to present your project. Some people enjoy starting this page before they begin the scenario. This page is written in outline form for a quick reference of important project information. Included on this page is a brief description of the rationale for the project and who the audience will be.

Title of Project/Unit:

Subject:


Grade Level:
Abstract:
Three- or four-sentence description of your project and audience
Learner Description/Environment:
Characteristics of the learner and description of the class setting
Time Frame:

Learner Outcomes:

What do you want the students to know and be able to do when they complete the project/unit?
Structure of the Learning:

Content:
The content is framed within a student scenario that contains an authentic student task, a challenging problem and requires multidisciplinary inquiry and investigation. The task will require collaboration with peers and possibly mentors. The hook you create captivates the learner and creates an intrinsic need to know.

Process:
The process is the way you structure the learning to engage students in the project/unit goals and objectives. How are they going to accomplish the task? What are the students doing? What is the teacher doing? How are you assessing the process of learning? How is the student directing the learning?

Product:
What is the end-product the students will produce? How is technology integrated within this product? How will you assess the product?


Best Use of Technology:
How is technology integrated within this project? How is the technology supporting the engaged learning? How are you using two way communication with mentors or experts? How are you collaborating with other classrooms or students?
Assessment:
Assessment is not a test at the end of a unit. It is found in all three learning components: the content, the process, and the product. It is performance-based, seamless, generative, and ongoing. Students need multiple opportunities to demonstrate their learning.
Project/Unit Evaluation:

After facilitating and guiding your students through the project/unit, ask yourself the following questions: What worked well? What wasn't as successful as I had hoped? What would I modify or change before I use the project/unit again?


Alignment with Standards:
What local, state, and/or national standards have you addressed?
There are three templates available to use when creating your project. Click below to see them. When you view them you will notice that the presentation and scenario pages have buttons at the top that link to the other components of your project. It is not appropriate for your student pages to link to the presentation page or scenario page. The pages include a footer that identifies the tag lines describing the funding organizations for the course, author of the document, and the date.
To save time in creating your pages, we have developed templates for you to use. Contact your facilitator for instructions on how to obtain and begin using these templates.

Ұсынылған әдебиеттер:

1. В.П.Шейнов «Как управлять другими. Как управлять собой»,

2. Богацкий. Дюканова. Бизнес-курс английского языка,

3. Израилевич. Деловая корреспонденция и документация на английском языке,

4. Потапова. Ключ к деловому успеху


Машықтану сабағы 17.

Impact report

Машықтану сабағының мазмұны я:

1. Report specifics, statements summary

2.Impact presentation

Цель занятия: подготовка грамотно оформленного отчета и презентации

Тексеру сұрақтары :

1. What program implementation includes?

2. What is resource development?

3. What is MAPs?

Методические рекомендации:

Subject:

Grade Level:

Abstract:
Three- to six-sentence description of your project and audience. A good abstract is very important because your abstract will be listed on the same page as a dozen or more other project abstracts. Your abstract needs to be descriptive enough that an educator looking at this page of abstracts will want to click on your project link to learn more about it. Describe the overall investigation your students will be doing. An abstract that says "This is an engaged learning multidisciplinary, authentic, challenging project that effectively uses technology," contains lots of buzzwords, but does not tell the reader anything about your project that will make him/her want to see more.

Learner Description/Environment:


Characteristics of the learner and description of the class setting

Time Frame:


Duration of your project, i.e., weeks of study, time needed per week

Learner Outcomes:

What do you want the students to know and be able to do when they complete the project/unit?

These outcomes need to be consistent with the content/process of your project and the assessment rubric for students.

Good learner outcomes are measureable. They will help you assess your students.

A few good verbs for learner outcomes are: construct, draw, identify, perform, collect, interpret, analyze, organize, apply, demonstrate understanding by, and compare.

Some examples of verbs to avoid are: understand, cover, learn, and know.

Create more list items as needed.

Structure of the Learning:

Content:
Describe the authentic student task and hook. The content is framed within a student scenario that contains an authentic student task, a challenging problem and requires multidisciplinary inquiry and investigation. The task will require collaboration with peers and possibly mentors. The hook you create captivates the learner and creates an intrinsic need to know.

Process:
Include the opportunities for student direction. The process is the way you structure the learning to engage students in the project/unit goals and objectives. How are they going to accomplish the task? What are the students doing? How are groups used? What is the teacher doing? How is the student directing the learning?

Product:
What is the end product(s) the students will produce? Why is the product(s) original, useful, meaningful, and/or important to the students and to other people?

Best Use of Technology:
What does technology add to this project that would not be possible without the technology? What equipment, software, and connection are required in order to do this project? How is technology integrated within this project? How is the technology supporting the engaged learning? How is technology used for intermediate and/or end product(s)? How are you using technology to find recent or frequently changing information? How and why are you collaborating with other classrooms or students? How and why are you using two-way communication with mentors or experts? How are you using technology to publish student work to a wider audience?

Assessment:


Assessment of your student's work is not a test at the end of a unit. It is found in all three learning components: the content, the process, and the product. It is performance-based, seamless, generative, and ongoing. Students need multiple opportunities to demonstrate their learning. List the opportunities for assessment of student work. What strategies will you use to assess students' prior understandings related to project content and their previous skill development? How are you assessing the process of learning? What discussions, intermediate products, or checkpoints will provide opportunities for students to receive or request feedback during the project? How will students be encouraged to reflect on their progress? How will you assess the end product? How will students be graded? How will students have the opportunity to review or provide input on the rubric or other grading procedures? Please provide a link to your rubric for students in this section.

Project Evaluation:


How will you evaluate the effectiveness of your project? How will you determine what worked well? How will you determine what modifications should be made in the project before it is used again?

Alignment with Standards:

What local, state, and/or national standards have you addressed?

When possible, make links to the relevant standards on the Web.

Use the LInC Web page with resource links to standards to help you.

Create more list items as needed.

Ұсынылған әдебиеттер:

1. В.П.Шейнов «Как управлять другими. Как управлять собой»,

2. Богацкий. Дюканова. Бизнес-курс английского языка,

3. Израилевич. Деловая корреспонденция и документация на английском языке,

4. Потапова. Ключ к деловому успеху
4 СТУДЕНТТЕРДІҢ ӨЗДІК ЖҰМЫСЫ

3.1 Студенттердің өздік жұмысын ұйымдастыруға әдістемелік нұсқаулар.

3.2 Студенттердің ағымдық бақылауына берілген тапсырмалар тізімі Студенттерге мәтіндер мен жаттығулар ұсынылады:

"Their War": The Perspective of the South Vietnamese Military in Their Own Words

Author: Julie Pham (UCB participant in UC Day 2001)

Despite the vast research by Americans on the Vietnam War, little is known about the perspective of South Vietnamese military, officially called the Republic of Vietnam Armed Forces (RVNAF). The overall image that emerges from the literature is negative: lazy, corrupt, unpatriotic, apathetic soldiers with poor fighting spirits. This study recovers some of the South Vietnamese military perspective for an American audience through qualititative interviews with 40 RVNAF veterans now living in San José, Sacramento, and Seattle, home to three of the top five largest Vietnamese American communities in the nation. An analysis of these interviews yields the veterans' own explanations that complicate and sometimes even challenge three widely held assumptions about the South Vietnamese military: 1) the RVNAF was rife with corruption at the top ranks, hurting the morale of the lower ranks; 2) racial relations between the South Vietnamese military and the Americans were tense and hostile; and 3) the RVNAF was apathetic in defending South Vietnam from communism. The stories add nuance to our understanding of who the South Vietnamese were in the Vietnam War. This study is part of a growing body of research on non-American perspectives of the war. In using a largely untapped source of Vietnamese history &endash; oral histories with Vietnamese immigrants &endash; this project will contribute to future research on similar topics.

Humanities:

Violence, Subalternity, and El Corrido Along the US/Mexican Border

Author: Roberto Hernandez (UCB participant in UC Day 2001)

1. Іскерлік құжаттарды аудару ерекшеліктері

2. Жоғарғы деңгейдегі кездесулер өткізу

3. Types of Companies/ Компаниялар түрлері

4. Дұрыс қатынас жасау ережелері

5. Careers in Business, дәлелдеу өнері

6. Time-management. American methods

7. Қаратпа сөздерді активті түрде қолдану техникасы

8. Резюме мен өмірбаян айырмашылықтары

9. Эмоционалды баланс сақтау техникасы

10. . Іскери құжаттар мен хаттарда кездесетін қысқартулар

11. Кеңседегі құжжаттық айналым алгоритмы ведения документационного оборота в офисе

12. Шетелдік жолсапарға даярлық пен сапар кезеңдерін жоспарлау ( аудармашылық тұрғыдан)

13. Тақырыптық глоссарий, Іскерлік хаттардың схема-жоспары, әртүрлі стильдегі хаттар үлгілері мен аудармалары

14. Envelope Layout тақырыбы бойынша тақырыптық глоссарий құру

15. Реферат-конспект «Іскерлік хаттардың лексикалық-грамматикалық ерекшеліктері »

16. Телефакстер, телекстер, телеграммалар үлгілірі мен аудармалары

Іскерлік хаттар мен құжаттарда жиі кездесетін қысқарған сөздер тізімі

17. Жұмысқа орналасуға қажетті құжаттар

18. Әртүрлі стильдегі хаттар үлгілері мен аудармалары ( папка жинау)

19. Транслитерациялар түрлері

20. Іскери құжаттар мәтіндеріндегі аударма трансформацияларының түрлері

21. Ұлттық лексика ерекшеліктері сөздігі, британдық және американдық іскерлік терминология айырмашылықтары

22. Келісім (контракт) құқығы

23. Іскери корреспонденция мысалдары

24.Қазақстандық және Британдық бухгалтерлік есеп беру түрлерінің ерекшеліктері

25. Проектілік тапсырыста берілген ақпаратты бекітетін құжаттарды аудару

26. Шет елдік қайырымдылық қорлары және олардық Қазақстан Республикасындағы қызметтері





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