Кондратева Импрове ёур Енглиш 2011
.pdfContrasting |
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However |
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By contrast |
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On the other hand |
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Referring to |
This slide (graph, chart) shows... |
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visual aids |
Here you can see, |
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Here are |
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This is |
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Giving an example |
For example |
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For instance |
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such as |
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To give you an |
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example |
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Let me give you an |
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example |
Emphasisng |
Actually |
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Importantly |
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It is clear that |
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I’d like to underline |
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that |
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It’s important to |
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bear in mind |
say, |
like |
Including |
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An example of |
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this is... |
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Here is tin ex- |
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ample |
in fact |
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indeed |
surprisingly |
interestingly |
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clearly |
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obviously |
highlight |
emphasise |
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keep on mind |
stress |
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remember |
Concluding the talk |
So |
Finally, |
Summing up |
To conclude |
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To summarise |
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In conclusion |
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I’d like to finish by |
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saying |
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I'd like to conclude now with a few remarks about..
After any presentation or talk or even at your exam the audience asks questions.
Look at possible questions. Answer them in small groups and pairs.
You are a physicist, aren't you? Are you a theoretician (theorist) or an experimenter (experimentalist)?
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Is your work theoretical or experimental (practical)? What area of study do you work in? or What field of investigation have you chosen?
Do you conduct individual research? or Do you work on a research team (task group)?
What problem are you working on at the moment?
Is it a challenging problem?
When did you start working on the problem?
How long have you been working on it?
Do you know anything about recent achievements your field?
Some of these questions might be tricky. Try to use the following patterns to answer them.
Answering directly |
Well, as I understand it… |
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As I understood X correctly… |
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Well, according to our results… |
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OK – I think I can answer quite simply… |
Playing for time |
Er, let me see… Well, I suppose I’d say… |
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That’s an interesting / a very good question! Well, |
Handling complex ques- |
Well, those are really two different questions. |
tions |
OK – let me deal with those questions one at a time |
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I’ll deal with your second point first, if I may. |
Dealing with awkward |
I haven't had time to look into that, sorry |
questions |
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I really don't know/I'm not (quite) sure/I've really no idea.
I'd need to think about that.
I'm not absolutely sure, but I'd guess that...
I don't really have any experience of that, but X might like to comment?
I don't think there's enough evidence to say for sure.
I was just coming to that / I'll come back to that in a minute,
if that's all right, I just wanted to...
That's rather outside my field.
That isn't really my field, but perhaps X could say something about...?
That's an important question, but it's really too complex to deal with
That's really a whole different argument/ discussion / topic
Describing research methods
Read the sentences and translate them into Russian. Pay attention at the words in bold.
We may carry out a procedure or an experiment or a pilot study,
[preliminary study]
We use or, more formally, employ a method or a technique or an approach or an instrument or a device, [an object or method used for a special purpose]
You can also use or employ any particular type of research methodology.
Apparatus [equipment for a lab experiment] is assembled and checked.
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Apparatus is an uncountable noun but you can talk about a piece of apparatus.
Study the following research method and tick the ones you are going to use in your scientific research.
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what the researcher does |
limitation of method |
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experimental |
manipulates a variable |
done in the highly controlled setting |
study |
[anything that can vary] un- |
of the laboratory – these conditions |
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der highly controlled condi- |
are artificial and may not reflect |
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tions to |
what happens in the infinitely more |
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see if this produces [causes] |
complex real world; other research- |
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ers often try to replicate successful |
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any changes in a second |
experiments |
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[dependent] variable |
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correlational |
attempts to determine the |
only shows that two variables are |
study |
relationship between two or |
related in a systematic way, but |
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more variables, using ma- |
does not prove or disprove that the |
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thematical techniques for |
relationship is a cause-and-effect |
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summarising data |
relationship |
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naturalistic (em- |
observes and records some |
can be very time-consuming as re- |
pirical) observa- |
behaviour or phenomenon , |
searcher may have to wait for some |
tion (also known |
often over a prolonged pe- |
time to observe the behaviour or |
as field study) |
riod, in its natural setting |
phenomenon of interest; difficult to |
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without interfering with the |
observe behaviour without disrupt- |
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subjects or phenomena in |
ing it |
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any way |
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survey |
makes inferences from data |
intentional deception, poor memory, |
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collected via interviews or |
or misunderstanding of the question |
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questionnaires |
can all contribute to inaccuracies in |
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the data |
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case study |
keeps in-depth descriptive |
often involves only a single individ- |
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records, as an outside ob- |
ual as the subject of the study and |
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server, |
this person may not be representa- |
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of an individual or group |
tive of the general group or popula- |
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Find the meaning of the words in bold in a dictionary. Put down the unfamiliar expressions.
Ask and answer questions in pairs. Use the words from exercises 1 and 2.
What fundamental theories and methods of research do you apply?
Have you worked out any new methods of research?
Do you have to make a lot of calculations / experiments / measurements?
Have you got up-to-date equipment at your disposal?
Have you succeeded in obtaining any interesting results?
What are the most interesting results you've obtained so far?
When are you supposed to report on the results obtained?
Practice
Your group participates at a scientific conference High Tech 2011. Each of you is to present a 10 minute talk on the topic of your research. Use the advice and vocabulary given in this Section III. Don’t forget to answer the questions of your colleagues and use visual aids (Power Point presentations).
REVISION
Ask and answer these questions in small groups and pairs.
What area of scientific exploration have you chosen? What field do you do research in? What are your interests focused on? Does your research cover a wide range of subjects? Are you exploring a new area of physics?
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Are you a theoretician or an experimentalist? What problems does your work deal with? Do you work on a research team or do you carry out individual research?
Who do you work under? Who is your scientific adviser / research supervisor? Does he help you a lot with your research? In what way does your scientific adviser help you? How often do you go to see your supervisor about your work?
What subject are you most interested in? Why is the problem you are trying to solve of importance? When did you start working on this problem? Have you found the solution to the problem yet?
What did you start your investigation with? Did you study scientific / technical publications first? What theories and fundamental methods of research do you use / employ? Have you worked out any new methods? Are you going to improve the procedure?
Do you make a lot of calculations? Do you use the computer a lot for your calculations? Do you need to conduct any measurements?
Do you have to do a lot of experimenting? Where do you carry out the experiments? Do you have up-to-date equipment at your disposal? What experiment are you busy with now?
Have you obtained / collected any interesting results / data yet? Are you a success? Have you encountered any difficulties so far? If so, what are they?
When are you going to complete / accomplish / finish the research program? When are you supposed to report on the results / information obtained? Is your scientific adviser satisfied with your research / experimental activity? Do you take part in scientific seminars of your department? Have you presented / delivered any paper to / at a seminar yet?
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Part В
Useful words and expressions
1 A TALK ON SPECIALITY. Introducing the subject
The paper is entitled ...
The paper deals with/ treats / concerns / is concerned with/ discusses
/ presents / is devoted to the problem of ...
This work is an attempt to show/to find/to prove/to consider that...
The purpose of this report is to compare/to determine/to give the re-
sults of...
The author describes briefly / stresses / emphasizes
The first section of the paper contains information as to ... /reveals
the fact...
The lecture will be a brief account of...
Beginning the talk
We shall now discuss / start by describing/begin with/be primarily
concerned with / attempt to ...
Our aim is to discuss / to show / to prove ... The first point to be
noted is ... To begin with, one can say that...
We'd like to acquaint the audience with ...
Allow me to call your attention to ...
I'd like to start by describing / by telling you/by informing you ...
Let's start with / look at / turn to / proceed to ...
It's interesting / important/ necessary to consider / to show / to note
that...
It will be shown / pointed out / considered that...
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It should be noted / mentioned / observed / emphasized / pointed out
that...
Discussion
I think/believe suppose that...
We'll now turn to the discussion of...
What I mean/want to say/to show/to emphasize is that...
What happens/takes place/occurs in fact is that...
From the above I see that...
At this point a question arises as to ...
The problem is the following ...
Everybody here knows that...
I'm thoroughly convinced that these results are ...
Beyond all questions the problem of this type is of great value.
Let me emphasize once more that...
Let me not go into details but just give the main points.
We've got abundant instances of...
I've got a strong belief that...
I've got but one more word to add ...
The statistics shows (we've got the statistics) that...
Special attention is given to the problem of...
Opinion
As far as 1 know ...
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As far as I can judge ... In my opinion ...
To my knowledge...
To my mind...
For all I know...
As to me, I am of the opinion that ...
I quite agree with you on what you say;
I'm afraid we must use some other approach. According to what I
know ...
Closing phrases (used to complete a talk, a paper, a communication, a lecture)
I wish to finish by emphasizing that...
In conclusion it should be emphasized / noted / said / observed that ...
Finally a few remarks should be made about... Summing up the results it
should be observed / said / noted that... Summarizing, it can be said /
pointed out / mentioned that... To summarize then, we can say that...
In conclusion I would like to mention / to consider / to add / to say
that...
We finally conclude that...
With this we'll conclude our discussion / paper / communication.
At the end we can say / mention / observe / point out that...
Let me close with the words ...
A concluding remark on my part will be ...
Loss for Words
(Sorry) (I'm very/awfully sorry) (I'm afraid)...
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... I can't think of the right word.
... I don't quite know what we call it.
... I can't remember what it's called/the name.
... I've forgotten what they're/it's called.
Permission
Excuse me, can/may I...? Could I (possibly)...? Do you mind if I...? Would you mind if I...? Is it all right if I/for me to ...? I wonder if I could ...? Do you think I could ...? Excuse me, I have a question to ask.
Asking People to Repeat
(Sorry) (Excuse me) (I'm afraid I didn't/couldn't)
Could you say that again (please)?
Could you repeat that?
Would you mind repeating that?
I didn't (quite) catch what you said/were saying.
I didn't quite hear what you said.
I missed that.
Gratitude
Thank you / Thanks Thank you very / so much Thank you very much indeed I'm very grateful (to you)
2. SOME COMMUNICATION FORMULAS (FORMAL)
Greeting
Good morning / afternoon / evening Good-bye
Agreement and Disagreement
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