- •Предисловие
- •Unit 1 the english we learn
- •I. Study the topical vocabulary to avoid any difficulties in understanding the text in exercise IV. Consult a dictionary to pronounce the words correctly.
- •II. Read the international words. Say what Russian words help to define their meaning. Consult a dictionary if necessary. Define the part of speech they belong to.
- •III. Read and translate the sentences paying attention to the word cause used as a noun or verb.
- •IV. Read and translate the text. Consult the Vocabulary notes. Scientific english
- •V. Match these word combinations with their Russian equivalents.
- •VI. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •VII. Match the words in column a with their antonyms in column b. Make up word combinations with them.
- •VIII. Insert the proper prepositions. Try to memorize some of these expressions.
- •IX. Match the words in column a with their definitions in column b. Define the part of speech the words in column a belong to.
- •X. Answer the following questions.
- •XI. Translate the following Russian sentences into English using the vocabulary of the text “Scientific English”.
- •XII. Look through the text “Scientific English” again, divide it into logical parts and entitle each of them. Speak on each point of your plan.
- •XIII. Act out the dialogue. Say what kind of English students learn at the University.
- •XIV. Work in pairs. Prepare the dialogues on the following topics.
- •XV. Speak on the topic “The English We Learn”. Unit 2 the subject matter of chemistry
- •I. Study the topical vocabulary to avoid any difficulties in understanding the text in exercise IV. Consult a dictionary to pronounce the words correctly.
- •II. Read the international words. Say what Russian words help to define their meaning. Consult a dictionary if necessary. Define the part of speech they belong to.
- •III. Read and translate the sentences paying attention to the words mean and means.
- •IV. Read and translate the text. Consult the Vocabulary notes. Chemistry as a science
- •V. Match these word combinations with their Russian equivalents.
- •VI. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •VII. Fill in the blanks with the words given in the box.
- •VIII. Insert the proper prepositions. Try to memorize some of these expressions.
- •IX. Match the words (word combinations) in column a with their definitions in column b.
- •X. Explain the following words and phrases in English:
- •XIV. Read the text using a dictionary. Discuss the chemical phenomenon described. Give your own example of a chemical change. What is a chemical change?
- •XV. Speak on the topic “Chemistry as a Science”. Unit 3 d. I. Mendeleyev
- •Study the topical vocabulary to avoid any difficulties in understanding the text in exercise IV. Consult a dictionary to pronounce the words correctly.
- •II. Read the international words. Say what Russian words help to define their meaning. Consult a dictionary if necessary. Define the part of speech they belong to.
- •III. Read and translate the sentences paying attention to the word result used as a noun or verb.
- •IV. Read and translate the text. D. I. Mendeleyev
- •V. Match these word combinations with their Russian equivalents.
- •VI. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •VII. Insert the proper prepositions. Memorize some of the expressions.
- •VIII. Match the words in column a with their definitions in column b. Define the part of speech the words in column a belong to.
- •IX. Answer the following questions.
- •X. Translate the sentences from Russian into English.
- •XI. List the events of Mendeleyev’s life which took place in the years of
- •XII. Look through the text “d. I. Mendeleyev” and discuss the main points of Mendeleyev’s biography according to the following plan.
- •XIII. Scan the text below and find the answer to the question “What important scientific discovery did the Periodic Law help to open up?” the periodic table of d. I. Mendeleyev
- •XIV. Read some information about the 112th element in the Mendeleyev’s Periodic Table published in summer of 2009.
- •XV. Make up a plan of the text in exercise XV. Prepare a summary of the text according to each point of the plan.
- •XIV. Speak on the topic “d. I. Mendeleyev”. Unit 4 kemerovo state university
- •I. Study the topical vocabulary to avoid any difficulties in understanding the text in exercise III. Consult a dictionary to pronounce the words correctly.
- •II. Read the international words. Say what Russian words help to define their meaning. Consult the dictionary if necessary. Define the part of speech they belong to.
- •III. Read and translate the text. Our university
- •IV. Match these word combinations with their Russian equivalents.
- •V. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •VI. Insert the proper prepositions. Try to memorize some of these expressions.
- •VII. Match the words in column a with their definitions in column b. Paraphrase the definitions of some terms.
- •VIII. Make up your own definitions of the following words.
- •IX. Make up sentences of the following groups of words.
- •X. Answer the following questions.
- •XII. Act out the dialogue. Say what information is important when we speak about Kemerovo State University.
- •XIII. Work in pairs. Make up dialogues according to the following situations.
- •Unit 5 the faculty of chemistry
- •III. Study the meanings of the verb to apply. Translate the sentences into Russian paying attention to the verb to apply.
- •IV. Read and translate the sentences paying attention to the pronouns that (those), these. That (those), these may substitute the noun used in the beginning of the sentence.
- •V. Read and translate the text. Consult the Vocabulary notes. The faculty of chemistry
- •VI. Match these word combinations with their Russian equivalents.
- •VII. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •VIII. Insert the proper prepositions. Memorize some of these expressions.
- •IX. Answer the following questions.
- •X. Make up a plan of the text “The Faculty of Chemistry”. Speak on each point of the plan.
- •XI. Translate the texts containing additional information about the Faculty of Chemistry and its activity. Consult the Vocabulary notes.
- •XII. Discuss the following points in your group.
- •XIII. Translate the following Russian sentences into English using the vocabulary of Unit 5.
- •XIV. Speak on the topic “The Faculty of Chemistry” using the communicative scheme below. Scientific work
- •XIV. Speak on the topic “The Faculty of Chemistry”. Unit 6 higher education in the usa
- •I. Study the topical vocabulary to avoid any difficulties in understanding the text in exercise IV. Consult a dictionary to pronounce the words correctly.
- •III. Read and translate the sentences paying attention to the pronoun one (ones). The pronoun one (ones) substitutes the noun already mentioned in the sentence.
- •IV. Read and translate the text. Higher education in the usa
- •V. Match these word combinations with their Russian equivalents.
- •VI. Match the words in column a with their explanations in column b.
- •VII. Paraphrase the sentences using the words from the box instead of the underlined words.
- •VIII. Insert the proper prepositions.
- •Unit 7 branches of chemistry
- •III. Read and translate the text. Consult the Vocabulary notes. Branches of chemistry
- •Vocabulary notes:
- •IV. Match these word combinations with their Russian equivalents.
- •V. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •VI. Make the following sentences complete by translating the words and word combinations in brackets.
- •VII. Insert the proper prepositions.
- •VIII. Make up the definition of each branch of chemistry matching the numbers and the letters in different columns.
- •IX. Look through the text “Branches of Chemistry”, find Participle I and Participle II, Infinitives and Gerunds. Define their functions in the sentences.
- •X. Answer the following questions.
- •Unit 8 chemistry laboratory
- •II. Read the international words. Say what Russian words help to define their meaning. Consult a dictionary if necessary. Define the part of speech they belong to.
- •III. Read and translate the sentences paying attention to the word one used as an indefinite pronoun. Study the example below.
- •IV. Read and translate the text. Laboratory
- •V. Fill in the table below by the suitable words from the text “Laboratory” according to each of four groups.
- •VI. Look through the text “Laboratory” and find all the adjectives characterizing the word chemicals.
- •VII. Match these word combinations with their Russian equivalents.
- •VIII. Insert the proper prepositions.
- •IX. Read the following questions and find the answers in the right column of the table.
- •XI. Match the words in column a with their definitions in column b.
- •XII. Answer the following questions.
- •XIX. Speak on the topic “Chemistry Laboratory”. Unit 9 experiments in a laboratory
- •I. Study the topical vocabulary to avoid any difficulties in understanding the text in exercise III. Consult a dictionary to pronounce the words correctly.
- •III. Read and translate the text. Experiments in a laboratory
- •IV. Match these word combinations with their Russian equivalents.
- •VI. Insert the proper prepositions.
- •VII. Define the part of speech the words in column a belong to. Match the words in column a with their definitions in column b.
- •VIII. Fill in the blanks with the words given in the box. Pay attention to the verb forms necessary in each case – their Tense and Voice – when put the verbs from the box.
- •IX. Answer the questions to the text and discuss some aspects of experiments in chemistry.
- •X. Look through this text and find the answer to the question “What substances influence the course of a chemical reaction?”
- •XI. Look through the texts in this unit, find Participle I and Participle II, Infinitives and Gerunds. Define their functions in the sentences.
- •XII. Act out the following dialogue. A visit to the laboratory
- •XIII. Make up a detailed plan of the text “Experiments in a Laboratory”. Speak on each point of your plan, make drawings or write equations on the blackboard if necessary.
- •XIV. Speak on the topic “Experiments in a Laboratory”. Unit 10 ecology
- •I. Study the topical vocabulary to avoid any difficulties in understanding the text in exercise III. Consult a dictionary to pronounce the words correctly.
- •II. Read the following international words and define their meaning.
- •III. Answer the following questions and express your point of view on the ecological problems (before or after studying the material of the Unit).
- •IV. Read and translate the text. Consult the Vocabulary notes. Give the title to the text.
- •V. Match these word combinations with their Russian equivalents.
- •VI. Insert the proper prepositions. Try to memorize some of these expressions.
- •VII. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •VIII. Choose a definition to some terms (in the box) which are connected with ecological problems. Follow the model when formulating definitions.
- •IX. Read two real stories below. Use the words printed in italics to complete them.
- •Unit 11 applying for a job
- •II. Read the following international words correctly and define their meaning.
- •III. Define the meaning of the following words and the part of speech they belong to.
- •IV. Read and translate the text. Applying for a job
- •V. Match these word combinations with their Russian equivalents.
- •VI. Insert the proper prepositions.
- •VII. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •VIII. Act out the dialogues a and b. Make up your own dialogues concerning job search.
- •In a minute or so.
- •IX. Read the following information and say what general rules of composing a resume are. Consult the Vocabulary notes.
- •X. Study the sample of resume and prepare your own resume.
- •XI. Imagine that you are interviewed by the representative of the company. Please answer his questions.
- •XII. Act out the situation In a Job Interview: the interviewer makes up a list of questions, the applicant(s) writes a resume and prepares to be interviewed (see exercise XI).
- •XIII. Scan the text. What are the main factors of job satisfaction and job dissatisfaction? job satisfaction
- •XIV. Speak on the topic “Applying for a Job” using the communicative scheme below.
- •Unit 12 writing business letters
- •I. Study the topical vocabulary to avoid any difficulties in understanding the text in exercise III. Consult a dictionary to pronounce the words correctly.
- •II. Read and translate the following international words and word combinations into Russian.
- •III. Read and translate the text. Writing business letters
- •IV. Paraphrase the sentences using the synonyms from the box instead of the underlined words.
- •V. Insert the proper prepositions.
- •VI. Make the following sentences complete by translating the words in brackets.
- •VII. Answer the following questions.
- •VIII. Read and translate the sample of a business letter.
- •IX. Compose the letter placing its parts in the proper order.
- •X. Write a business letter using the typical ways of beginning and finishing a letter.
- •XI. Speak on the topic “Writing Business Letters”. Литература
- •Contents
- •Сергейчик Татьяна Сергеевна Английский язык для студентов химического факультета
- •650043, Кемерово, ул. Красная, 6
- •650043, Кемерово, ул. Ермака, 7
ББК Ш 143. 21я
С 32
Печатается по решению научно-методического и редакционно-издательского советов ГОУ ВПО «Кемеровский государственный университет»
Н а у ч н ы й р е д а к т о р:
В. Я. Денисов |
доктор химических наук, профессор, член-корреспондент САН ВШ, декан химического факультета, заведующий кафедрой органической химии ГОУ ВПО «Кемеровский государственный университет» |
Рецензенты:
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Н. В. Дерябина |
кандидат педагогических наук, доцент кафедры иностранных языков Кемеровского технологического института пищевой промышленности |
|
Сергейчик, Т. С.
Английский язык для студентов химического факультета: учеб. пособие / Т. С. Сергейчик; ГОУ ВПО «Кемеровский государственный университет». – Кемерово, 2010. – с.
ISBN 978-5-8353-0601-5
ББК Ш 143.21я
Учебное пособие разработано по курсу «Английский язык» для студентов химического факультета КемГУ специальности «Химия» – 011000. В пособии широко представлены исторические данные, связанные с появлением и развитием химии и ее многочисленных отраслей. Работа раскрывает ряд тем, ориентированных на изучение студентами проблем современной химии как науки. В пособие также включены материалы о трудоустройстве для будущих специалистов в области химии. Пособие содержит лексический минимум по каждой из тем, тексты для перевода, упражнения и диалоги для работы над темами.
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© Сергейчик Т. С., 2010
© ГОУ ВПО «Кемеровский государственный университет», 2010
Предисловие
Настоящее учебное пособие предназначено для студентов химического факультета университета. Работа с пособием рекомендуется на протяжении всего курса обучения иностранному языку в вузе – на 1, 2 и 3 курсах.
Пособие предназначено для развития коммуникативной компетенции будущих специалистов в сфере профессиональной деятельности, что подразумевает умения получать, перерабатывать и передавать информацию.
Целью пособия является формирование у студентов языковой компетенции в рамках устных разговорных тем в объеме материала, предусмотренного рабочей программой по курсу «Английский язык» для студентов химического факультета. Это предполагает решение таких задач, как развитие умений и навыков диалогической и монологической речи в рамках изучаемой темы.
Необходимость решения поставленных задач предопределила структуру пособия.
Пособие состоит из двенадцати учебных блоков (UNITS), объединенных по тематическому принципу. Каждый блок содержит текст профессионально ориентированного содержания. Каждый текст предваряет список активной лексики – лексический минимум, необходимый для устного обсуждения и последующей подготовки монологического сообщения по теме учебного блока.
В пособии предлагаются упражнения для работы с интернациональными словами, чтобы помочь студентам самостоятельно провести сравнительный анализ интернациональной лексики в русском и английском языках (произношение, значение, употребление и т. д.). Определенный пласт интернационализмов – научные термины, и работа с ними снимает трудности при изучении профессионально ориентированных тем на английском языке.
Закрепление активной лексики учебного блока осуществляется в ходе выполнения послетекстовых лексических упражнений: заданий на поиск эквивалентов словосочетаний, подбор синонимов и антонимов, работу с предлогами, изучение и трактовка терминов и др. Ряд учебных блоков в пособии также включает упражнения на письменный перевод предложений с русского языка на английский. Предлагаемые упражнения последовательно создают базу для выполнения серии более сложных упражнений, направленных на увеличение потенциального словаря: вопросов по теме, заданий на составление диалогов и ролевых игр, а также организацию групповой дискуссии, стимулирующей спонтанную инициативную речь студентов по определенной тематике. Лексические упражнения обеспечивают эффективную повторяемость лексических единиц в пределах тематического комплекса, а значит, способствуют их хорошему освоению.
Ряд учебных блоков содержит задания для активизации грамматического материала, сопровождающего устное сообщение по теме. Выполнение этих упражнений окажется полезным, если преподаватель использует комплексный подход в обучении. Однако грамматические задания являются факультативными, так как они не направлены на достижение основной цели учебного пособия, и преподаватель самостоятельно определяет целесообразность их использования.
Успешное освоение лексического материала обеспечивает готовность обучаемых к выделению смысловых частей текста в учебном блоке, составлению его плана, пересказу отдельных положений темы и текста в целом. Заключительный этап работы над учебным блоком связан с контролем усвоения его темы: студенты должны приготовить сообщение по теме и выразить свою точку зрения о состоянии поднимаемых в блоке проблем в современной науке.
Таким образом, структура каждого учебного блока определяется принципом «от простого к сложному». Подбор заданий и упражнений для тренировки разных видов речевой деятельности создает базу для последовательного формирования у студентов умений и навыков устного монологического высказывания по теме.