The Approach and Principles

ГЕОЛОГИЯ И НЕФТЕГАЗОВОЕ ДЕЛО

Часть I

(GEOLOGY AND PETROLEUM ENGINEERING)

(Part I)

учебно-методическое пособие

по дисциплине «Профессиональный английский язык»

для студентов IV –V курсов и магистрантов ИПР

Издательство Томского политехнического университета

УДК 802.0: 801:3:622.323 (075.8)

ББК Ш143.21-923

Г 35

Авторы:

Л.М. Болсуновская, Р.Н. Абрамова, И.А. Матвеенко, Т.Ф. Долгая,

С.В. Хопкинсон, Т.В. Васильченко, А.С. Климентьева, Н.В. Сухорукова

Г35 Геология и нефтегазовое дело. Часть I. Профессиональный английский язык: учебно-методическое пособие /Л.М. Болсуновская, Р.Н. Абрамова, И.А. Матвеенко, Т.Ф. Долгая, С.В. Хопкинсон, Т.В. Васильченко, А.С. Климентьева, Н.В. Сухорукова. – Томск: Издательство Томского политехнического ун-та, 2008. – 91 с.

Данное учебно-методическое пособие предназначено для студентов IV-V курсов и магистрантов ИПР, прослушавших курсы профессиональных дисциплин на русском языке и изучающих вопросы геологии и нефтегазового дела в рамках профессионального иностранного языка.

Цель пособия – подготовить студентов к профессиональному общению на английском языке в соответствии с рабочей программой дисциплины «Профессиональный иностранный язык».

Пособие может использоваться как для аудиторной, так и для самостоятельной работы студентов. Тексты составлены на основе аутентичной учебной и научной литературы.

УДК 802.0: 801:3:622.323 (075.8)

ББК Ш143.21-923

Рекомендовано к печати Редакционно-издательским советом

Томского политехнического университета

Рецензент

кандидат филологических наук,

доцент кафедры английской филологии ТГУ

О.В. Нагель

© Коллектив авторов, 2008

© Томский политехнический университет, 2008

© Оформление. Издательство Томского политехнического университета, 2008

CONTENTS

	Introduction
Unit 1	Petroleum engineering
Unit 2	Oil companies
Unit 3	Oil formation
Unit 4	HSE (Health, Safety, Environment)
	Appendix
	References

INTRODUCTION

Geology & Petroleum Engineering (Part I and Part II), content-based instruction, is suitable for engineers and technicians who need English in developing academic content knowledge and foreign language proficiency. Content- based instruction (CBI) is by no means a new concept to language education. Since the 1960s, interest in teaching language for specific purposes has led educators to explore the inclusion of meaningful content in language classrooms abroad. Many foreign universities have increasingly focused on developing content proficiency in second-language learners (Eastern Michigan University, Georgetown University, Monterey Institute of International Studies, etc.). Key Russian education institutes have accumulated concrete experience in English language teaching method approaches for engineer-students, one of which is the Tomsk Polytechnic University (TPU). In the walls of this University the above-mentioned problem – language competence formation of future engineers- was discussed and a multi-level up-dated language-training program was designed

As it has been noted, CGI in Russian engineering education system still remains an unexplored research area. Tomsk Polytechnic University (namely, Geology & Petroleum Engineering Institute) has become a resource center in the field of developing new CBI courses. The results from this piloting course could serve as a model course for university engineering curriculum reform as a communicative aspect in the professional area of a future engineering specialist (in our case, Geology & Petroleum Engineering).

The Approach and Principles

Geology & Petroleum Engineering has been designedto meet the needs of both learners and teachers. Our course is based on such defining characteristics in CBI as:

Ø learners are exposed to language while learning about other content areas;

Ø content areas are relevant to the learner’s academic\ professional needs;

Ø language is contextualized through these relevant areas;

Ø support is provided for learner’s linguistic development;

Ø focus is placed on developing academic\ professional language proficiency;

Ø authentic materials are used to present content matter;

Ø use of authentic materials lends itself to the integration of skills, to increased motivation and to increased cognitive and linguistic complexity.

(Content, Tasks and Projects in the Language Classroom, Monterey Institute, 2004, pg. 28-29)

Several elements in particular have shaped this course approach:

1. no explicit grammar instruction- in our case, we considered the approach focus on formS. The grammatical forms themselves become the focus of the lesson, rather than the meaning being conveyed.

2. only authentic materials are used – this enables learners to interact with the language of native speakers, including grammatical features, discourse structures, sociolinguistic features and cultural referents. Selected materials are in various formats, but audio and visual materials are limited, so the course materials are mostly in written form;

3. material resources – Internet, articles from journals, books on a particular theme topic for native speakers of English, content-based ESL textbooks, encyclopedias;

4. reading and writing tasks – mostly done outside the classroom as assignments and then used for interaction activities in class.

Thus, this new CBI course in Geology & Petroleum Engineering is organized around a subject-matter core and is appropriate to the needs of specific groups of students. The main purpose is language proficiency development for 4^th – 5^th year students of Geology & Petroleum Engineering Institute. This is the first attempt to develop a technology of interaction between linguistic teachers and engineering departments. The integration between specialist studies / activities and the language is that factor which makes it possible to transfer from professional-orientated teaching to professional communicative teaching, adapting to the international requirements in engineering education and to meet the challenges of the international academic and professional workplaces

The Course

The main emphasis throughout Geology & Petroleum Engineering is on developing the following communicative language principles:

Ø student-centered classroom;

Ø focus on meaning and use rather than form and usage;

Ø extensive use of pair and group work;

Ø cooperative learning;

Ø integration of four language skills;

Ø teacher’s role as a facilitator.

(Content, Tasks and Projects in the Language Classroom, Monterey Institute, 2004, pg. 1-2)

This course is designed for those learners who have achieved pre-intermediate /intermediate level and can be used in the following way:

1. from start to finish, i.e. it takes about 76 hours (+ 72 hours of self-assessment) to complete this course.

2. as a dip-in resource, i.e. each unit and each section of this course is free-standing, so sections can be selected and used out of sequence according to the needs of particular students.

3. as a revision course, i.e. for those students who have already taken such a course, and want to add a new practical dimension to their professional English.

Дата добавления: 2015-10-26