ENGLISH for Study and Work том 1

2. IN THE EVENT OF FIRE ASSEMBLE IN THE YARD.

AIf there is a fire in the yard, gather together here.

BIf there is an assembly problem, meet in the yard.

CIf there is a fire, everyone should meet in the yard.

3.12/06/2005 Message for Nick

Reminder – Call Professor Ivanov 4.50 p.m

Nick should phone Professor Ivanov

Aon 6 December.

Bat ten to four.

Cat ten to five

4. Please vacate this classroom by 3 p.m. at the latest.

ALeave the classroom before three o’clock.

BReturn to the classroom by three o’clock.

CBe at the classroom at three o’clock.

5.PLEASE NOTE:

THIS WEEK’S TUTORIALS WILL BE HELD AT 11.15 A.M. INSTEAD OF 11. 45 A. M.

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The tutorials this week will take place at:

Aquarter to eleven.

Bquarter past eleven.

Cquarter to twelve.

Task 4. Fill in the gaps by choosing answers from the box below. There are more words than spaces, so you will not use all the given words.

were set up	technical colleges	the tutorial system	a considerable amount
separate subjects	were needed	the two oldest	are generally thinking
economic studies	adult education

HIGHER EDUCATION IN BRITAIN

When people speak about higher education in Britain they

…………………… (1) of university education. In fact, there ……………………

(2) of post-school education, including parttime as well as full-time study, carried on in technical colleges, teacher training colleges, art colleges, institutes of

…………………… (3) and so on,

…………………… (4) universities in England are Oxford and Cambridge. These date from the Middle Ages. Each consists of largely residential colleges. The teaching is based on …………………… (5) as well as lectures.

With the advance of industrialization in the nineteenth century and the growth of manufacture technicians and scientists …………………… (6). The older universities did not produce them. Therefore, science classes ……………………

(7) in industrial centers and they developed into either …………………… (8) or the «Modern Universities», e.g. London, Durham, Manchester, Birmingham, Leeds, Sheffield, etc.

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Task 5. To check how appropriately you can use the given discourse markers in different situations, put the numbers of sentences opposite the given words which can be used in the gaps.

Let me see.

You see.

Right.

Listen.

Well.

Mind you.

1.So, you’re a doctor? ___________, I finish my training next year.

2.A: Do you know her number?

B:___________, it’s here somewhere.

3.A: It’s quite a problem, I don’t know, if I can do it.

B:_________, I’ll help you, don’t worry.

4.I’m afraid you can’t come in, _________ you have to be 18.

5.__________, let’s start, shall we?

6.I’m tired, ___________, I only had 3 hours sleep last night.

Self-assessment

Task 6. Assess yourself using the keys given in Part II Self-study

Resources.

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Indicative Reading

1.Clare, A. & Wilson JJ (2006) Total English (Intermediate). Harlow: Pearson Education Limited. – 176 p.

2.Comfort, J. (1996) Effective Telephoning. Oxford: Oxford University Press.

– 129 p.

3.Ellis, M. and Nina O’Driscoll (1992) Socialising. Longmann. – 129 p.

4.Ek, J.A. van and J.L.M.Trim (2001) Vantage. Cambridge: Cambridge University Press. - 187 p.

5.Evans, V. & Scott, S. (2002) Listening and Speaking Skills (For the revised Cambridge Proficiency Test). Blackpill: Express Publishing. – 120 p.

6.Kay, S. & Jones, V. (2001) Inside Out. Oxford: MacMillan Publishers Limited. – 160 p.

7.Quick Placement Test (2001) Oxford: Oxford University Press. – 29 p.

8.Sharman, E. (2005) Across Cultures. Edinburgh: Pearson Education Limited. – 159 p.

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Module 2

Obtaining and Processing Information for Specific Purposes

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Unit 1 Mineral Resources

Focus on:

•needs analysis

•developing strategies for reading specialism-related texts

•predicting information using headings, sub-headings

•developing a range of terminology in the professional area using reference sources selectively

•taking notes while reading

•labeling diagrams

By the end of the unit you will:

•be aware of the learning objectives of this module

•develop different reading strategies

•have practiced predicting information using various clues

•have practiced taking notes while reading

•develop your range of vocabulary in mining (mineral resources)

•be able to speak about mineral resources in Ukraine

•know different text-types and text genres

Lead-in

Focus on learning objectives for the module

1. Group-work. Think on what you usually read for study and work. Why? What for and how? Being in groups of three complete the mind-map given below. Pay attention that how is already made for you. Share your ideas within the whole group.

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	WHAT?	WHAT
		FOR?

READING

HOW?

•orienting yourself to the text

•reading titles and sub-headings

•skimming the text

•scanning the text

•reading paragraphs to understand

•identifying main and supporting ideas

•finding key ideas of every paragraph

•note-taking

•filling in the table

•labelling a diagram

•making a mental note of main ideas in each paragraph

•identifying argument, opinion/attitude and making inferences

•paragraph heading

•summarizing

•

2. Pair-work. Make a list of the main sources of information you know. Compare your list with your partner’s. Make changes if necessary.

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3. Look through the list of text-types. Put ticks (√) against those which are necessary for your study and/or future work. If necessary add the list.

CHECKLIST
Text-types	Tick (√)
books, fiction and non-fiction, including literary journals
magazines
articles
journals
summaries
dissertations
textbooks
newspapers
instruction manuals, operating manuals
references
content page for journal issue/textbook
abbreviations
comic strips
brochures
prospectuses, leaflets
advertising materials
public signs and notices: supermarket, shop, market stall signs
packaging and labeling on goods, tickets, etc.
forms and questionnaires
checklists
table(s)
applications
structured interview
planner (for the project timing)

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schedule

form(s)

request form(s)

prescription(s)

programme(s)

specifications for device/equipment

dictionaries (monolingual and bilingual)

thesauri

glossary

reports

notes and messages

databases (news, literature, general information, etc.)

diagrams, diagrammatic representation of...

charts, flow charts, bar charts, pie charts

activity flowcharts

question formation flowcharts

graphs

business and professional letters, faxes, formal letters

personal letters, informal letters

contracts

essays and exercises

memoranda

papers

Others:

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