Н.Н. Курпешко Методические указания для обучения устной речи на английском языке (практическое пособие для студентов-магистров)

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The title (heading, headline) of the book is . . .

2.The articles represent papers (reports) given at the conference.

3.The author (editor, publisher) of the book is . . .

4.The book was published (edited) in (the year, the country, etc.) The article originally appeared (in Russia, abroad, in a journal).

5.The author is a well-known (distinguished, outstanding) scientist in the field of . . .

The author is a Nobel (State, Kuzbass) prize winner.

6.The book consists of ... (10) chapters (sections, parts, articles). The text contains (includes, falls into) . . . (3) parts.

7.The heading (title, headline) of the section (part) is . . .

8.The book (the text) contains a summary (a list of references, a large amount of useful information).

9.The book (the text) is addressed to scientific workers (professional scientists, undergraduates, post-graduates, those working in the

field of ..., those studying the problems of ..., those familiar with…). 10. The book (the text) is written (designated) for researchers.

11. The subject of the book is . . . (includes, is devoted to) . . .

The topic (theme) of the book (research, investigation, thesis) is . . .

12. The main idea of the text is to show ...

The purpose (aim, object) of the book is to provide . . .

The book aims to provide (acquaint, present, show) . . .

13. The subject-matter of the book relates (is devoted) to … The subject-matter of the book falls into two parts.

14. The book (the text, the author) discusses (deals with, is concerned with, covers, considers, gives consideration to, describes, gives an accurate description of, outlines, emphasizes) the problem of . . .

15. The book (the text) provides the reader with some data (some material, some information, some details) on ..., an introduction to, discussion (a study, a summary) of ..., a useful bibliography,

a list (set) of references, key references.

16. A careful account (a detailed description) is given of the theory (problem, method).

Much (little) attention is given to . . .

17. Of particular (special, great, little) interest is the method (theory, discussion, treatment) of . . .

Of great (little) importance is the method of . . .

It is notable (fortunate, a mistake, a disappointment) that . . .

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18. The book begins with a discussion of (chapter on, introduction to, introductory discussion of) . . .

The book begins with introductory notes (remarks). 19. The book ends with a discussion of . . .

In conclusion (in summary, summarizing) the author . . .

20. The book is profusely (poorly) illustrated with diagrams (tables, colour plates, photographs, sketches).

21. The author (editor) is to be congratulated on the success (the timeliness) of the book, producing this book.

22.The author has succeeded in showing (providing, presenting) the results of . . .

23.The author failed to show (to provide, to present, to give an account of, to direct our attention to) ...

24.The author (editor, publisher, proof-reader) is to blame for the

drawbacks in the book.

The book suffers from some mistakes (errors, limitations, shortcomings, careless proof-reading).

25.In spite of these drawbacks the book is a useful reference work (a valuable source of ready information).

In spite of some drawbacks the book is useful (helpful) to . . .

UNIT IV

LIBRARIES AS AN INTEGRAL PART

OF DOING RESEARCH

I. Read and translate. Mind international words.

Egypt, Assyria, Greece and Rome, Russian monasteries, Washington, to serve interests of universities and colleges, information center, to relax and discuss problems, to function efficiently, to record cataloguing information, combination of elements, to collect ancient manuscripts and periodicals, computer database, a catalogue structure, college professors, professionally collected and published bibliography, magnetic effects, intellectual system, alternative methods, Congress committees, computer-generated bibliographies, the role of the public, electronical communication, printed indexes and catalogs, classification of terms and citations, to indicate optimal options, distribution of catalogue cards, traditional techniques, to consult a qualified person

II. Read the text. Be ready to answer the questions on its subjectmatter.

Libraries

The word library comes from the Latin word libre, meaning “book”. This is a place where information (books, manuscripts,

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periodicals, musical scores) from all over the world is collected and arranged to serve people of all ages and interests.

The first libraries are known to have appeared in ancient times in Egypt, Assyria, Greece and Rome. In Russia the first libraries were established in medieval (средневековый) monasteries. Public libraries were opened in the 19th century at the Academy of Sciences and Moscow University.

Today’s library is a center for all kinds of communication: printed, pictured, recorded, electronically stored. People go there to read, look, listen, search, relax, discuss, learn, and think.

Libraries can be found in various places: in small towns and large cities, and there are libraries in schools, universities, colleges. Most of them have a professionally educated staff whose first duty is to help readers. Librarians also select and purchase books and other materials, arrange materials so that they can be easily used, advise how to search the information needed.

The largest and best known libraries in the world are: the British National Library in London, the Library of Congress in Washington, the Russian State Library. The national libraries of different countries keep in touch and exchange books and information.

III. Answer the questions.

1. What does the word “library” come from? 2. What is a library? 3. Where did the first libraries appear? 4. What kind of information may be found in a library? 5. What is the main library in our country? 6. Why do people go to libraries? 6. What do we call the people helping us in libraries and what are their duties? 7. Is there a library in your University? 8. Do you often go there? 9. When do you go to the library? 10. Can you write your thesis without attending a library and why?

IV. Read the text and be ready to speak on the searching technique in the library.

Doing Search at the Library of Congress

The Library of Congress is one of the world's largest library. Its primary role is to perform search work for members and committees of Congress. Over the years, Congress has traditionally shared with the

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public the collections of the Library, which now functions as the national library of the United States. Any person over high school age may use the facilities of its 16 reading rooms. There are resources which are available to other Government agencies and to any US library through such services as interlibrary loan and the distribution of printed catalogue cards. For libraries using computers, cataloguing information is produced on magnetic tape as well.

The Library’s catalogue has definite rules for its optimal use that are often overlooked. Many college professors, for example, assume that students already know how to use a catalogue, and so they never explain its structure. The experience of the reference staff indicates that even professors themselves often do not know the system. Understanding the cataloging structure, however, is very much like having a set of intellectual skeleton keys: the LCSH (Library of Congress subject headings) terms work in many library sources, and they will enable you to open many doors that would otherwise remain closed.

In those cases where no good subject headings exist, there are numerous alternative methods of searching that are often very efficient. The full range of options at the Library includes:

-Computer searches, which can be done through LCSH terms, key words, citations, or classification numbers, and which add the capability of doing combinations of several search elements.

-LCSH searches in printed indexes and catalogs, which cover many sources and many earlier decades of records that are not searchable in any computer database.

-Key word searches in printed indexes, which also cover many sources and time periods that cannot be searched by computers.

-Citation searches in printed indexes, which have many decades of coverage not found in their electronic counterparts.

-Searches through published bibliographies, which have many decades of coverage not found in their electronic counterparts.

-Searches through published bibliographies, which provide lists of sources that are often much more extensive in scope than computergenerated bibliographies.

-Looking through subject-grouped books in open reference collections.

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It should be said, however, that each option of searching has some restrictions in its coverage; and none of them, singly or in combination, covers “everything” that is available at the Library of Congress. But at any moment you may consult the Library’s reference staff.

V.Look through the text once more and do the following:

-name different options which may be available in the library to find the information you need;

-say which of these options is the fastest way of searching;

-say which of them exist in the Kemerovo Regional Library (in the library of our University);

-say whether you know how to make use of a catalogue;

-say if it is easy to search the information you need;

-say what one must do in case he cannot find the required information.

UNIT V

LABORATORY AND RESEARH WORK

I.Read and translate. Mind international words.

Various types of specialised laboratories; communications and print services; national economy; audio-visual materials; optional classes and lectures; international reputation; theoretical and practical training; regional, national and international conferences, symposia and seminars; (to hold) faculty position; various schemes and diagrams; automated and computerized processes; installations and apparatus; testing stands; to design machines, mechanisms and instruments; operational specifications; junior and senior laboratory assistants; private classes; to interview qualified specialists; reports and publications; personal ideas; personally; to organize and direct the introduction of modern technologies.

II.Read the text and be ready to speak on:

a)general-purpose laboratories;

b)language laboratory;

c)specialized lab you work at.

A Little on Laboratories

Every higher education establishment has a number of laboratories. These may be subdivided into two main types: generalpurpose laboratories and specialized ones.

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As for the former they are not associated with studying this or that major subject. Such labs are usually equipped with computing facilities including networked PCs and Apple Macs linked to a wide range of software, communications and print services. There is an openaccess to the Internet and links to a 'broad band' information network connecting different universities, libraries, etc. Specialist facilities include desktop publishing, advanced IT equipment and CAD. These laboratories are attended by students, graduates, post-graduates and members of the teaching staff working in various fields of national economy.

Specialized laboratories are designated for teaching and studying certain major subjects. Language laboratory or centre, for example, has audio-visual teaching materials in different languages, foreign newspapers and magazines, and CALL (computer-assisted language learning) facilities. All students have free access to these centres, whether they want to use them for private study or take one of the optional language classes.

Each faculty of our University has got a number of specialised labs, many of which are allied with each other. The work of such laboratories is directed by a Scientific Counсil (Board) of the University.

The laboratory I work at is named after Prof. N., its organizer and founder. At present it is headed by Prof. X., the scientist of international reputation. The staff of the laboratory consists of junior and senior researchers and laboratory assistants. Many of them hold faculty appointments (positions) and participate in the teaching and research programs. Both graduate and undergraduate students work in the lab to supplement their theoretical knowledge with practical training.

The equipment is designed for carrying on research at a high level. All the collaborators know how to handle these facilities, check and adjust devices. In the laboratory one can see different machines, mechanisms and instruments. There are also testing stands and tool stands as well as various schemes, diagrams and flow charts.

Once a year our university holds conferences, symposia and seminars where researchers read their reports. Many technical papers result from the research accomplished at laboratories.

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III. Read and train minidialogues. Make up your own dialogues on the topics.

I

-How many laboratories are there at your faculty?

-To my mind there are three or four of them.

-Where are they situated?

-Mostly in the main building, I think.

-Is your laboratory far from the place you live in?

-It is really. It takes me about an hour to get there.

-And how do you get to your laboratory?

-By bus usually.

II

-Do the collaborators know how to handle the installations and apparatus?

-Of course, they do. Besides they are to know their features, operational specifications and facilities.

-You keep your equipment just in the research laboratory, don’t you?

-You are mistaken. The equipment is kept in special chambers.

III

-Do scientists of international reputation work at your laboratory?

-That is wrong. But our researchers participate in international conferences, symposia, seminars. And a notable number of papers presented at national meetings appear in publications.

IV. Interview your partner making use of the questions given below.

•How many laboratories are there at your university?

•Are all of them allied?

•What is a general-purpose laboratory equipped with?

•Where is your laboratory situated?

•Is it far from your house/hostel (dorm)?

•When was this lab founded?

•Who is the chief (the head) of the laboratory?

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•Is the staff of the laboratory large or small?

•Is your laboratory up-to-date or out-of-date?

•What do the present facilities contain?

•Do your collaborators know how to handle, check and adjust it?

•What is the basic orientation of your laboratory?

•Does your laboratory contribute to the scientific and industrial development of the region (country)?

•Is your laboratory engaged in many investigations?

•What problem(s) are you trying to solve?

•How long do your experiments usually last?

•In what way do you check your experimental data?

•Do many technical papers result from the research accomplished at your laboratory?

V. Listen to the conversation and try to understand it.

You’ll See It For Yourself

Rundle: And now I’ll introduce you to my staff and then Jack Lerner will take you around the lab.

Bogomolov: That’s something I’ve been most looking forward to. And it’s the main reason why I am here.

Rundle: Good. My staff will introduce you to the technologies and equipment.

Bogomolov: How large is your staff?

Rundle: It’s much smaller compared to your lab. There are five fulltime researchers, including myself. The one, I mentioned, Jack Lerner, is a senior researcher and three others are junior. Besides, we normally have four or five visiting scientists from other research centers in the States and other countries. They normally work with us for 3 to 4 months, then go back home. And this is quite sufficient for effective work, I tell you. We have a few undergraduate and graduate students who do their research under the guidance of staff members.

Bogomolov: I quite agree that a small group of qualified men can get very good results provided, of course, they have up-to-date equipment. Lack of it is our weakest point back home.