- •М. А. Хлыбова английский язык для аспирантов
- •614090, Россия, г. Пермь, ул. Петропавловская, 23
- •Contents
- •Введение
- •Требования, предъявляемые к кандидатскому экзамену по дисциплине «Иностранный язык»
- •Содержание кандидатского экзамена
- •Структура кандидатского экзамена
- •Vocabulary
- •Учебные тексты
- •Unit 1. Starting postgraduate studies
- •1) Match the words in English with their Russian equivalents.
- •6) Add the qualities found in the previous task to the list below. Choose 5 most important qualities for postgraduate students and rank them.
- •7) Translate the sentences and identify what part of speech the word «research» is (noun / verb / adjective).
- •8) Translate into Russian and make sentences with the following word combinations.
- •9) Find synonyms and arrange them in pairs.
- •10) Answer the following questions.
- •11) Here are some parts of a dialogue. Match questions with suitable responses. Learn and act out the dialogue.
- •12) Read the text carefully and find some differences and similarities in the postgraduate course in the United Kingdom and that of our country.
- •13) Ask your friend using Present Continuous Active (see Appendix 2.1).
- •14) Use the correct form of the verb in brackets in the Active voice (see Appendix 2.1). Translate the sentences into Russian.
- •15) Use the vocabulary of the unit to express the following sentences in English. Pay attention to the tense form.
- •16) Put questions to the above sentences.
- •17) Complete the sentences according to the information given in the text:
- •18) Complete the sentences using the words and word combinations given in brackets.
- •19) Speak about your research work answering the following questions.
- •20) Insert the right word: subject, object, aim, research questions, significance, motivation for the study, methods.
- •21) Speak about the structure of your research. Use phrases given in Appendix 1.1.
- •22) Answer the questions.
- •Unit 2. Attending an academic conference
- •Vocabulary
- •1) Match the words in English with their Russian equivalents.
- •2) Complete the following sentences with the appropriate words or word combinations.
- •3) Find synonyms and arrange them in pairs.
- •4) Answer the following questions.
- •5) Read the following dialogues in parts. Learn and act out the dialogues.
- •6) Complete the following sentences with suitable modal verbs (see Appendix 2.2).
- •7) Explain the differences between the conferences given above. The points to be covered:
- •8) Write a letter to the organizing committee of the conference you are going to attend. Use phrases given in Appendix 1.2.
- •9) Fill in the application form to register for the conference. Conference application form
- •10) Speak about your participation in the conferences answering the following questions.
- •11) Translate into English using modal verbs.
- •12) Read and translate the text. Analyze the use of modal verbs.
- •13) Complete the sentences according to the information given in the text.
- •14) Use the vocabulary of the unit to express the following sentences in English.
- •Unit 3. Writing abstracts
- •Vocabulary
- •1) Find synonyms and arrange them in pairs.
- •2) Answer the following questions.
- •Informative abstracts
- •Informative abstract:
- •3) Explain the differences between descriptive and informative abstracts. The points to be covered:
- •5) Match the following Russian and English sentences. Pay attention to the verbs of the Passive voice (see Appendix 2.3).
- •6) Complete the following sentences with appropriate verbs in the Passive voice.
- •7) Rewrite the sentences in the Passive voice.
- •8) Translate the verbs and put them in the appropriate tense form of the Passive voice given in brackets.
- •9) Use the vocabulary of the unit to express the following sentences in English.
- •10) Write an informative abstract of your own article using the key patterns and word combinations (see Appendix 1.3). Unit 4. Making and delivering a presentation
- •Vocabulary
- •1) Answer these questions.
- •2) Learn the following introductory words which are useful for delivering a presentation.
- •3) These are some expressions used in the presentation. Put them in a logical order. Pay attention to the introductory words.
- •4) Match the words and phrases with different stages of a presentation.
- •5) Choose the right preposition.
- •6) Complete the following presentation with appropriate words from the box.
- •7) Complete the following sentences with the correct word.
- •8) Rearrange these sentences to make a complete presentation. Pay attention to using the introductory words given above.
- •9) Translate the following sentences into Russian paying attention to the Subjunctive Mood (see Appendix 2.6).
- •10) Translate the following sentences into Russian. Define the type of conditional sentences (see Appendix 2.7).
- •11) Give Russian equivalents of the following word combinations and memorize them.
- •12) Translate the following sentences and analyze the use of Participles (see Appendix 2.8.3).
- •13) Choose the correct form of Participles.
- •14) Answer the following questions.
- •15) Here are some rules for using visual aids. For each one select the correct missing word from the options.
- •16) Choose the correct verb from the in the box below and put it into the sentence. Make sure the verb agrees with the subject.
- •17) Imagine you are delivering a presentation at the conference. Use the following patterns (see Appendix 1.4). Unit 5. Reading and reviewing professional literature
- •Vocabulary
- •1) Match the following Russian and English sentences.
- •2) Answer the following questions.
- •3) Answer the following questions using the words and word combinations given in brackets.
- •4) Read the following sentences and translate them into Russian paying attention to the underlined word combinations.
- •5) Complete the sentences using the professional vocabulary.
- •6) Translate the following sentences paying attention to the Infinitive, its functions in the sentence. Find objective and subjective infinitive constructions (see Appendix 2.8.1).
- •7) Answer the following questions about the book and review given above.
- •8) Translate the following sentences into Russian paying attention to the Gerunds (see Appendix 2.8.2).
- •9) Transform the following sentences using the Gerund. The beginning of a new sentence is given to you. Do as in the model.
- •10) Read the following text. Underline and analyze the use of the Gerunds in the text.
- •11) Translate the following sentences into English.
- •12) Speak about your own publications. Use the following questions as a guide for your talk. Use phrases given in vocabulary (see Appendix 1.5).
- •13) Translate the texts above and write reviews using the phrases from Appendix 1.5.
- •14) Write a review of a book you would like to recommend to your fellow-students using the phrases from Appendix 1.5. The points to be covered:
- •Bibliography
- •Appendix 1. Useful language
- •1.1. Structure of research
- •1.2. Letter of (Conference) Attendance
- •1.3. Abstract writing
- •1.4. Presentation structure
- •Inviting questions
- •1.5. Discussing a scientific publication
- •2.1. Времена в действительном залоге
- •Времена группы Simple
- •Appendix 2. Grammar Notes
- •2.2. Модальные глаголы
- •2.3. Страдательный залог (Passive Voice)
- •Сводная таблица спряжения глаголов
- •2.5. Согласование времен (Sequence of Tenses)
- •2.6. Сослагательное наклонение (The Subjunctive Mood)
- •2.7. Условные предложения (Conditional Sentences)
- •If Condition, (then) Statement – Если Условие, (то) Утверждение.
- •1) Условные предложения первого типа (First Conditional sentences)
- •2) Условные предложения второго типа (Second Conditional sentences)
- •3) Условные предложения третьего типа (Third Conditional sentences)
- •4) Смешанный тип 1
- •5) Смешанный тип 2
- •2.8. Неличные формы глагола (Non-Finite Forms of the Verb)
- •2.8.1. Инфинитив (the Infinitive)
- •Формы инфинитива
- •2.8.2. Герундий (the Gerund)
- •Функции герундия в предложении
- •2.8.3. Причастие (the Participle)
- •2.9. Порядок слов в предложении
- •2.10. Эмфатические конструкции
21) Speak about the structure of your research. Use phrases given in Appendix 1.1.
Text 4: Scientific career in agriculture / plant breeding
Career Interview.
Q: Briefly describe your career in agriculture / plant breeding.
A: I am a professor of agronomy and plant breeding at Auburn University. My job involves genetic research on crop plants (soybean and cotton), and I teach basic courses in agronomy and plant breeding. I also work with undergraduate student organizations, and advise undergraduate and graduate students.
Q: What type of education and experience is required for a career like yours?
A: A good, basic science and math education is a good place to start. In high school, you should concentrate on chemistry, biology and math. Undergraduate college should also be centered on the basic sciences, expanded to include genetics, biochemistry, organic chemistry, statistics, plant taxonomy, plant physiology, entomology and plant pathology. In graduate school you should continue with these subjects, adding more statistics, molecular biology, specialized genetics courses (quantitative and population genetics for example) and courses in plant breeding. Experience is generally gained on the job, but the graduate portion of the education also provides a lot of hands-on experience that will help you move smoothly into a career position, with graduate research and teaching assistantships available. With these assistantships you take classes, but also receive a small stipend for teaching classes and assisting your major professor with his research.
Q: What is your educational background?
A: Quite simply, I graduated from high school at Jackson County (Georgia) High, I received the B. S. degree from the University of Georgia in agronomy, the M. S. degree from the University of Georgia in agronomy, and the Ph. D. degree from Purdue University in agronomy. I am somewhat unusual in that all three of my college degrees were in agronomy.
Q: Why did you choose this career?
A: Did I choose the career or did the career choose me? That is an interesting question. I have always been interested in science, and grew up on a farm. So the marriage of science and agriculture was a natural for me. While I was at the University of Georgia pursuing a degree in agronomy, with no real idea of what I wanted to do, I took two classes that really interested me: genetics and plant pathology. These are two of the most important foundation courses for a career in plant breeding. With my natural interests in agriculture and science and the particular environment I was in, I sort of gravitated toward a degree in plant breeding. There was also much talk at the time about the importance of the role of agronomy, particularly plant breeding, in feeding the growing world population.
Q: Do you have any suggestions or words of wisdom for high school students interested in a career in your field?
A: Learn all you can about it. Start your academic career early; treat it like a job. Take all the math and chemistry they will allow you to take in high school; college will be a lot easier as a result. Go slow; do not try to take so many dual-enrollment classes in high school just so you can get through college faster. Get involved in student organizations, even if all you do is go to meetings. Take every opportunity to learn. Study a foreign language.
Q: Are there any other career opportunities in your field you think students should be aware of?
A: There are many opportunities in plant breeding, besides being a university professor. More plant breeders are employed in industry than anywhere else. The big corporations (Monsanto, Syngenta, BASF) have a great need for well-trained plant breeders. Someone has to develop the next generation of green bean varieties for the canning industry for example. This same example can be applied to any plant species that has proven useful, and there are many of them. The broader field of agronomy has even more opportunities. Even the United Nations and the U.S. military have need for agronomists. As long as people eat food, wear clothing, and need shelter there will be a need for plant breeders and agronomists.
Q: If applicable, briefly describe your research interests.
A: My interests have changed over the years, from primarily being a soybean breeder to my current interest, which is cotton breeding. I am working mostly on development of cotton with resistance to nematodes, and tolerance to heat and drought stress. I am also interested in germplasm development in cotton (discovery of new genes in plants that are related to cultivated cotton). I also work to develop improved cotton varieties for farmers in Alabama, particularly varieties with higher yield and better fiber qualities.