TEACHING TO ANNOTATE TEXTS ON THE SUBJECT OF ENERGY

The article deals with the problems of teaching annotating of scientific and technical texts in Russian and German using the topic «Energy» as an example. The purpose of the study is to develop students' ability to implement semantic compression of text, accurately identify the main idea and separate the main information from the secondary information. The authors describe the sequence of stages of working with the text from analyzing the title, predicting the content, identifying keywords and lexical-thematic chains to drawing up various types of plans and writing a short annotation using the proposed cliches in two languages. The first stage — title analysis — allows to form a primary idea of the topic and determine its possible development. The next important step is to identify keywords that reflect the subject-thematic content of the text. The subsequent stage is to create a text plan that presents information in a certain order and allows one to see the logical relationship between different parts of the text. The final stage of teaching is the actual composition of the annotation to the text. The article presents the testing of the developed methodology using the example of a Russian-language text on methods of generating electricity and a German-language text «Elektrische Energie». Fragments of students' work at each stage are provided: suggested keywords, types of plans compiled (nominal and question use), and annotation options. The conclusion is made about the high efficiency of the proposed methodology for the development of information and analytical competencies. The materials of the article are of practical value for teachers of foreign languages and translation, as well as students and postgraduates who master the methods of effective work with scientific literature and writing secondary texts.