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Государственное образовательное учреждение

Высшего профессионального образования

«Сибирский государственный аэрокосмический университет

имени академика М. Ф. Решетнева»

(СибГАУ)

 

Гуманитарный факультет

 

 

ENGLISH FOR

EFFECTIVE PROFESSIONAL

COMMUNICATION

 

Красноярск 2009

 


УДК 802.0(075.8)

 

Рецензенты

Е.Н. Белова – доцент кафедра иностранных языков КГПУ им. В.П. Астафьева, канд. филол. наук

Ж.Н. Шмелева – заведующий кафедрой делового иностранного языка КГАУ, канд.филос. наук, доцент

 

English for Effective Professional Communication: учебное пособ./ сост. O.В. Маслова, M.В. Савельева, T.В. Стрекалева, A.Н. Ткачук, Е.В. Фибих. Сиб. гос. аэрокосмич. ун-т. – Красноярск, 2009. - 262 с.

 

© Сибирский государственный аэрокосмический

университет имени академика М.Ф. Решетнева, 2009

 


 

 

O. Maslova, M. Savelyeva, T. Strekaleva, A. Tkachuk, K. Fibikh

 

 

ESP 1

 


 

PREFACE

 

This coursebook is intended for EFL students in tertiary education, taking their Master degree training or a post-graduate course. The students, who will use the coursebook for their studies, should know English at the intermediate level and do their own scientific research.

 

The authors have created seven Units, each Unit contain parts devoted to different academic skills – reading, writing, speaking and listening and use of English.

 

The Units include high-interest contemporary topics in scientific ethics that will be of interest for young scientists. The comprehensive skills practice will enable EFL students express themselves coherently in discussing scientific problems and making presentations, writing abstracts and articles. The students are provided with authentic materials from scientific journals and university lectures, they will be able to develop their skills in academic reading, listening and note taking.

 

The tasks of every part of the Unit focus on academic and practical vocabulary building, at the end of every Unit the students will systematically record new academic vocabulary, which is necessary for his/her further development as a scintist in a particular field.



 

Opinion questions in every Unit stimulate inferencing, crtitical thinking and discussion. This kind of tasks will surely develop students’ speaking skill.

 

Specific reading skills such as skimming, scanning, drawing conclusions, paraphrasing, summarizing, using context clues, understanding sequences in a variety of reading environments are reflected in unit tasks.

 

Integration of information and ideas will help students learn to organize and classify data and write their own annotated bibliography, abstract and article, thus, prepare them to share their research results with the scientific community. The information collected about the requirements to publications of different journals will broaden their awareness of the main rules every scientist should follow to be successful and famous.

 

Academic listening tasks involve not only language skills alone. The students will practise in listening to lectures and taking notes, predicting information and organizing it.

 



The authors think that developing creativeness in young scientists is worth spending time. There are tasks, which require that all students shall solve the problems involving their creative thinking, research abilities, and tackle a problem again using a new pitch.

 


CREDITS

UNIT 1

http://www.studyskills.soton.ac.uk/studytips/reading_skills.htm

Magazine issue 2715. (http://www.newscientist.com/article/mg20327153.700-call-for-tolerance-towards-some-stem-cell-tourism.html)

http://www.scientificjournals.org/submission.htm

The Young Scientist's Companion, Souvenir Press, London, 1961

Lebauer, Roni S. (2000) Learn to listen; listen to learn: academic listening and note-taking. 2-nd ed.

http://owl.english.purdue.edu/handouts/esl

Шахова, Н.И. и др. Learn to read science: учеб. пособие. М. «Флинта» и «Наука». 2005.

UNIT 2

http://www.uefap.com/reading/readfram.htm

Hoyle, Fred. The Nature of the Universe. The New Scientist, 18th June, 1964.

Wootton, Barbara. Testament for Social Science. The New Scientist, 18th June, 1964.

Mumford, Enid. The New Scientist, 18th June, 1964.

http://www1.aucegypt.edu/academic/writers/paragraphs.htm

Smith, Louise. HIGHLIGHTS OF THE NORTH. 04 June 2008 New Scientist Magazine issue 2659

Upton, Thomas A. The University of Michigan READING SKILLS FOR SUCCESS: A GUIDE TO ACADEMIC TEXTS. Ann Arbor, Michigan. http://www.press.umich.edu/ Reviewed by: Averil Coxhead Massey University, New Zealand

http://193.133.140.102/JustTheWord/

UNIT 3

http://papyr.com/hypertextbooks/comp1/coherent.htm

Schwartz, Martin A. THE IMPORTANCE OF STUPIDITY IN SCIENTIFIC RESEARCH. Journal of Cell Science 121, 1771 Published by The Company of Biologists 2008



Coghlan, Andy. Consumerism is 'eating the future'. New Scientist, August 2009.

Shiga, David. NOW FLY ME TO THE ASTEROIDS AS WELL. New Scientist, 22 March 2007.

http://www.sciencenews.org/view/generic/id/45877/title/Rotation_may_solve_cosmic_mystery by Ron Cowen

http://www.esri.com/library/whitepapers/pdfs/shapefile.pdf

http://www.aritechnologies.com/tech_and_services/tecdescrip.htm

”Disposable Containers for a Disposable Environment.” 123HelpMe.com. 13 Aug 2009 http://www.123HelpMe.com/view.asp?id=20600

Kwasnik,Barbara H. THE ROLE OF CLASSIFICATION IN KNOWLEDGE REPRESENTATION AND DISCOVERY – 1 Library Trends, Summer, 1999

http://www.silverdisc.co.uk/articles/spam-classification/#top

Lebauer, Roni S. (2000) Learn to listen; listen to learn: academic listening and note-taking. 2-nd ed. P.23, 25

http://owl.english.purdue.edu/handouts/interact/g_commaEX1.html

http://owl.english.purdue.edu/handouts/interact/g_commaEX2.html

http://owl.english.purdue.edu/handouts/interact/g_commaEX3.html

http://owl.english.purdue.edu/handouts/interact/g_commaEX4.html

http://owl.english.purdue.edu/handouts/interact/g_commaEX5.html

UNIT 4

Eddington A., "The Expanding Universe," Penguin: Harmondsworth, Middlesex UK, 1940, p.25

J. Robert Oppenheimer, physicist, Manhatten Project, Life Magazine 10/10/1949

Eiseley, Loren C., [Professor of Anthropology, University of Pennsylvania], "The Firmament of Time," The Scientific Book Club: London, 1960, p.5

Dembski, W. A., "Introduction: Mere Creation", Mere Creation Science Faith & Intelligent Design, edited by William Dembski (InterVarsity Press, 1998) pg. 16

On Being a Scientist: Third Edition http://www.nap.edu/catalog/12192.html.

http://www.uefap.com/listen/exercise/astron/astrfrmp.htm

http://www.uefap.com/listen/exercise/enviro/envifrmp.htm

http://www.uefap.com/listen/exercise/education/edufrmp.htm

http://www.uefap.com/listen/exercise/whatlan/whlaframp.htm

 

 

UNIT 5

On Being a Scientist: Third Edition http://www.nap.edu/catalog/12192.html

Kennedy, D. “Editorial Retraction” Science 31 (2006):335

Lebauer, Roni S. (2000) Learn to listen; listen to learn: academic listening and note-taking. 2-nd ed.

Thornley, G.C. Power and Progress. Longman

http://en.wikipedia.org/wiki/Abstract (summary)

Bonanza Creek LTER [Long Term Ecological Research] 1997 Annual Progress Report
http://www.lter.alaska.edu/pubs/1997pr.html

Palmquist, M., & Young, R. (1992). The Notion of Giftedness and Student Expectations About Writing. Written Communication, 9(1), 137-168.

Harris, L.D., & Wambeam, C.A. (1996). The Internet-Based Composition Classroom: A Study in Pedagogy. Computers and Composition, 13(3), 353-372.

Journal of Biology, Volume 3, Issue 2

Haralambopoulos, D., Paparsenost, G. F., and Kovras, H. (1997) Assessing the Economic Aspects of Solar Hot Water Production in Greece. Renewable Energy, 11, 153-167.

http://www.languages.ait.ac.th/el21abst.ht

Helwa, N. H. and Abdel Rehim, Z. S. (1997). Experimental Study of the Performance of Solar Dryers with Pebble Beds. Energy Sources, 19, 579-591.

http://www2.computer.org/portal/c/document_library/get_file

Community Right-to-Know Notice. Federal Register: January 23, 1998 (Volume 63, Number 15). "Phosphoric Acid; Toxic Chemical Release Reporting." Environmental Protection Agency (EPA).

(http://www.epa.gov/fedrgstr/EPA-WASTE/1998/January/Day-23/f1644.htm)

http://www.uefap.com/listen/exercise/makmoden/makmodfrmp.htm

UNIT 6

On Being a Scientist: Third Edition http://www.nap.edu/catalog/12192.html

http://owl.english.purdue.edu/owl/resource/619/01/

http://leo.stcloudstate.edu/research/usingpara.html

http://web.stcloudstate.edu/jmkilborn/webvalidation.html

UNIT 7

On Being a Scientist: Third Edition http://www.nap.edu/catalog/12192.html

William G. Schulz, “Giving Proper Credit: Ethics violations by a Chemist in Sweden highlight Science’s Unpreparedness to Deal with Misconduct” Chemical and Engineering News 85 (12):35-38

http://www.sciencenews.org/view/generic/id/47036/title

http://www.csic.cornell.edu/201/paperguidelines.htm

http://www.uefap.com/listen/exercise/sony/sonyfrmp.htm


TABLE OF CONTENTS

 

 

  Unit 1 WHAT IS SCIENCE?    
  Unit 2 SCIENCE TO LIFE: BETWEEN THE LINES    
  Unit 3 ORDER OF IMPORTANCE      
Unit 4 MATTER OF PERSPECTIVES    
Unit 5 RESEARCH MISCONDUCT  
Unit 6 FINDING MEANING IN LITERATURE    
Unit 7 WRITING & PUBLISHING    

 


UNIT 1

WHAT IS SCIENCE?

Objectives:

Here in the unit you will get some principles of effective reading:

1. Learn how to get the basic information

2. Practise the different styles of reading

3.Find out the difference between oral and written communication, formal and informal language

4. Practise in asking and answering questions

PART 1: PRINCIPLES OF EFFECTIVE READING

Starting up

Task 1. Discuss the following questions with your peers to share experience in effective reading:

a) Can you read fast?

b) Why do most people read poems slowly and newspapers fast?

c) What style of reading do you usually use when you read a text-book article, a paper, a fiction story?

d) Are you an active reader?

e) Do you mark up the passage while reading?

 


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