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An English Reader for Academic Purposes

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engleski udzbenik za strojare
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    An English Reader for Academic Purposes The English Language I Mechanical Engineering STROJARSTVO 2014/15 Ksenija Mance The Faculty of Engineering in Rijeka, Rijeka University 2014/15  1 CONTENTS INTRODUCTION   Some useful phrases for your discussion 4 LECTURE 1 Core Text WHERE DOES ENGLISH COME FROM? 6 LECTURE 2 Core Text THE AMERICAN LANGUAGE VS. BRITISH 16 NOUNS AND ARTICLES LECTURE 3 Core Text ENGINEERING ETHICS,TECHNICAL FAILURES 28 LECTURE 4 Core Texts WHAT IS ENGINEERING? 58 ABSTRACT WRITING 70 LECTURE 5 Core Text GEARS   88 Core Text PROPELLERS 100 LECTURE 6 Core Text CONTINUOUS, PERFECT AND PASSIVE ASPECTS 102 LECTURE 7 Core Text GRAMMAR REVISION 106 LECTURE 8 PRELIM EXAM 1 - GRAMMAR EXAM 118 LECTURE 9 Core Text THE GENERAL PRINCIPLES OF DYNAMICS 122 LECTURE 10A Core Text MATHEMATICAL EXPRESSIONS 138 LECTURE 10B Core Text BIOMECHANICS, BIOENGINEERING 174 LECTURE 11 Core Text HYDROELECTRIC, SOLAR, WIND POWER 188 GENERATION AND OTHER RENEWABLES LECTURE 12 THERMODYNAMICS, NUCLEAR ENERGY 228 Core Text LECTURE 13 WHAT IS A FLUID? 256 Core Text LECTURE 14 PRELIM 2 - TERMINOLOGY EXAM 280 Core Text LECTURE 15 Revision 282 REFERENCES 285  2 INTRODUCTION „My class you will learn to think for yourself again. You will learn to savor words and language. No matter what anybody tells you, words and ideas can change the world.“   Robin Williams   as English Teacher John Keating DEAD POETS SOCIETY, 1989 This issue/book includes a number of articles that address the teaching and learning of technical vocabulary. Vocabulary learning goals should be integrated into speaking activities, i.e., planned vocabulary learning should not compromise the communicative nature of spoken activities. Therefore, each unit of these texts is an interdisciplinary look at a topic which provides a focus for debate. My aim is to provide a good, intellectually challenging language education. All areas including engineering, engineering ethics, technology, language arts, social studies, mathematics, science and  business English are covered. I suggest techniques involving all students as active participants in selecting topics and materials. “Cooperative learning, put quite simply, is a type of instruction wherby students work together in small groups to achieve a common goal. Cooperative learning has become increasingly popular as a feature of Communicative language teaching (CLT) with  benefits that include increased student interest due to the quick pace of cooperative tasks, improved critical thinking ability, and the opportunity to practice both the  productive and receptive skills in a natural context. The array of benefits extend beyond increased language learning to include increased self-esteem and tolerance of diverse  points of view .”  (Johson and Johnson 1989; Kagan 1995; McCafferty, jacobs, and iddings 2006; Slavin 1995). Johnson and Johnson (1999) indicate “f  ive features of a successful cooperative learning activity: 1 students learn that their success depend upon working together interdependently 2 students are individually accountable while achieving group goals 3 students support and assist one another’s success through face-to-face interactions 4 students develop social skills by cooperating and working together effectively 5 students as a group have the opportunity to reflect on the effectiveness of working together” . “When these principles are realize d, cooperative learning creates a rich environment for students to learn language and simultaneously develop their capacities for collaborative twenty-first- century communication and problem solving.”  English Teaching Forum, Volume 47, Number 4, 2009 I also suggest techniques as elicitation    –   the process of drawing out something, of  provoking a response. Using elicitation as a questioning strategy in the language classroom focuses discussion on the learners  –   on their ideas, opinions, imagination, and involment.  3 Classroom discussions that use elicitation as a technique allow students to draw on what they know  –   on existing schemata/scaffolding  –   and provide for a rich sharing of ideas within sociocultural context (Huong 2003). Classroom discussions can so build on the experiences and language of learners by inviting them to discuss their experiences. I would also like to use students as resources  by letting them share their knowledge and expertise with others in the class emphasizing their experience and knowledge and taking the focus off of the text as the source of authority. Therefore, elicitation helps learners become more self-reliant. The student could help by sharing their ideas, interests, and aims and by being engaged members in collaborative learning. Through the strategies of elicitation, gapping extension or adaption, students interact more, construct solutions together and with this e-mail book have the tools to  participate in and contribute to their education. My students will also be syst ematically „taught” English grammar and creative writing.  My curriculum was thus developed to provide students of all the necessary support in the form of the group work, i.e. roundtable discussion, which could give them opportunities to speak in front of a small audience with confidence, enlarge their vocabulary and give them chances to learn from classmates - their colleagues. Any 'general statement' whether such a statement is made on human behaviour, art, science or history must be questioned. Man's knowledge of his world could be built up by analytical observation and pieced together rather like a jigsaw puzzle. Our history has taught us that objective observation is impossible because of the various strata of human and individual consciousness. Therefore, involving the science, technology and social studies, we not only lighten the curriculum and ideas but also allow students to see natural ties across curriculum and across cultures. I would also like to stress the genius of students by having students engage in this curriculum, dialogue with each other, sharing their attitudes and experiences with each other. We emphasize communication, scientific outlook, and deep insight into various  phenomena by reassessing the common views and outlooks. Feature films are also important because they capture the imagination of people and “shake up” new lexical items so that they remain accessible to the student. Therefore, various units that are presented emphasize more student-centred approach that may fit their interests. Students shouldn’t  be afraid of holistic approach, an approach from various standpoints and an approach including activities such as listening, watching movies, reading, writing and discussing. So, they should not be afraid of reassassing. Therefore, I offer you various texts, texts with various registers, styles and standpoints. In the end, you might also share with me how you go implementing your English. I wish you all a happy, healthy and prosperous new academic year full of exciting opportunities, high motivation, goodwill, good feelings, good intentions and good communication Your teacher of English Ksenija Mance
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