Lee, Richard  1957- <br/><br/>
English for Environmental Science in Higher Education Studies /  
Richard Lee ; Terry Phillips (Series Editor).  
 - 1st ed.  
 - Reading, UK :  Garnet Education Limited,  2009. 
 - 130 p. :  ill. ;  28 cm.   + 2 CDs 
 - English for Specific Academic Purposes .
<br/><br/>Includes glossary and transcripts.  
<br/><br/>"English for Environmental Science is a skills-based course designed specifically for students of environmental science who are about to enter English-medium tertiary level studies. It provides carefully graded practice and progression in the key academic skills that all students need, such as listening to lectures and speaking in seminars. It also equips students with the specialist language they need to participate successfully within an environment science department. Extensive listening exercises come from environmental science lectures, and all reading texts are taken from the same field of study. There is also a focus throughout on the key environmental science vocabulary that students will need.  Listening: how to understand and take effective noted on the extended lectures, including how to follow the argument and identify the speaker's point of view.  Speaking: how to participate effectively in a variety of realistic situations, from seminars to presentations, including how to analyze complex sentences and identify such things as the writer's stance. Writing: how to produce coherent and well -structured assignments, including such skills as paraphrasing and the use of appropriate academic phrases.  Vocabulary: a wide range of activities to develop students' knowledge and use of key vocabulary, both in the field of environmental science and of academic study in general. Vocabulary and Skills banks: a reference resource to provide students with revision of the key words and phrases and skills presented in the unit.  Full transcripts of all listening exercises. TABLE OF CONTENTS Unit 1: WHAT IS ENVIRONMENTAL SCIENCE? (Listening + Speaking) TOPICS<br/>  Definition of environmental science<br/>  Aspects of environmental science VOCABULARY FOCUS<br/>  Words from general English with a special meaning in environmental science<br/>  Prefixes and suffixes SKILLS FOCUS Listening:<br/>  preparing for a lecture<br/>  predicting lecture content from the introduction<br/>  understanding lecture organization<br/>  choosing an appropriate form of notes<br/>  making lecture notes Speaking:<br/>  speaking from notes Unit 2: WHAT DO ENVIRONMENTAL SCIENTISTS DO? (Reading + Writing) TOPICS<br/>  The role of environmental scientists<br/>  Careers in environmental science VOCABULARY FOCUS<br/>  English-English dictionaries: headwords - definition - parts of speech - phonemes - stress markers - countable/uncountable - transitive/intransitive<br/> SKILLS FOCUS Reading:<br/>  using research questions to focus on relevant information in a text<br/>  using topic sentences to get an overview of the text Writing:<br/>  writing topic sentences<br/>  summarizing a text Unit 3: THE ATMOSPHERE (Listening + Speaking) TOPICS<br/>  Gaseous composition of the atmosphere<br/>  Effects of human activity on the atmosphere<br/>  Depletion of the ozone layer VOCABULARY FOCUS<br/>  Stress patterns in multi-syllable words<br/>  Prefixes SKILLS FOCUS Listening:<br/>  Preparing for a lecture<br/>  Predicting lecture content<br/>  Making lecture notes<br/>  Using different information sources Speaking:<br/>  Reporting research findings<br/>  Formulating questions Unit 4: COMPUTERS IN ENVIRONMENTAL SCIENCE (Reading + Writing) TOPICS<br/>  Digital mapping/GIS<br/>  Computers for research VOCABULARY FOCUS<br/>  Computer jargon<br/>  Abbreviations and acronyms<br/>  Discourse and stance markers<br/>  Verb and noun suffixes SKILLS FOCUS Reading:<br/>  Identifying topic development within a paragraph<br/>  Using the internet effectively<br/>  Evaluating Internet search results Writing:<br/>  Reporting research findings<br/> Unit 5: ENERGY RESOURCES (Listening + Speaking) TOPICS<br/>  Non-renewable energy sources and their environmental impact<br/>  Renewable energy sources, e.g. solar, hydro, wind power VOCABULARY FOCUS<br/>  Word sets: synonyms, antonyms, etc.<br/>  The language of trends<br/>  Common lecture language SKILLS FOCUS Listening:<br/>  Understanding "signpost language" in lectures<br/>  Using symbols and abbreviations in note-taking Speaking:<br/>  Making effective contributions to a seminar<br/> Unit 6: SOIL AS A RESOURCE (Reading + Writing) TOPICS<br/>  Composition of soil/different types of soil<br/>  Impact of intensive farming on soil VOCABULARY FOCUS<br/>  Synonyms, replacement subjects, etc., for sentence-level paraphrasing SKILLS FOCUS Reading:<br/>  Locating key information in complex sentences Writing:<br/>  Reporting findings from other sources: paraphrasing<br/>  Writing complex sentences Unit 7: RECYCLING WASTE (Listening + Speaking) TOPICS<br/>  Recycling methods and processes<br/>  Advantages and disadvantages of recycling VOCABULARY FOCUS<br/>  Compound nouns<br/>  Fixed phrases from public relations<br/>  Fixed phrases from academic English<br/>  Common lecture language SKILLS FOCUS Listening:<br/>  Understanding speaker emphasis Speaking:<br/>  Asking for clarification<br/>  Responding to queries and requests for clarification Unit 8: ECOSYSTEMS (Reading + Writing) TOPICS<br/>  The Earth's biosphere<br/>  Definition of ecosystem<br/>  How organisms interact within an ecosystem/food chains VOCABULARY FOCUS<br/>  Synonyms<br/>  Nouns from verbs<br/>  Definitions<br/>  Common "direction" verbs in essay titles (discuss, analyze, evaluate, etc.) SKILLS FOCUS Reading:<br/>  Understanding dependent clauses with passives Writing:<br/>  Paraphrasing<br/>  Expanding notes into complex sentences<br/>  Recognizing different essay types/structures: descriptive, analytical, comparison/evaluation, argument<br/>  Writing essay plans<br/>  Writing essays Unit 9: PRESERVING BIODIVERSITY (Listening + Speaking) TOPICS<br/>  Impact of human activity on flora and fauna<br/>  Accelerated extinctions<br/>  Case study: lowland and mountain gorilla VOCABULARY FOCUS<br/>  Fixed phrases from public relations<br/>  Fixed phrases from academic English SKILLS FOCUS Listening:<br/>  Using the Cornell note-taking system<br/>  Recognizing digressions in lectures Speaking:<br/>  Making effective contributions to a seminar<br/>  Referring to other people's ideas in a seminar Unit 10: POLLUTION (Reading + Writing) TOPICS<br/>  Environmental effects of modern transportation systems and power stations<br/>  Technological and legislative measures to reduce pollution VOCABULARY FOCUS<br/>  "Neutral" and "marked" words<br/>  Fixed phrases from public relations and finance<br/>  Fixed phrases from academic English SKILLS FOCUS Reading:<br/>  Recognizing the writer's stance and level of confidence or tentativeness<br/>  Inferring implicit ideas Writing:<br/>  Writing situation-problem-solution-evaluation essays<br/>  Using direct quotations<br/>  Compiling a bibliographic/reference list Unit 11: AGRICULTURE (Listening + Speaking) TOPICS<br/>  Environmental impacts of modern farming methods<br/>  GM foods<br/>  Organic farming VOCABULARY FOCUS<br/>  Words/phrases used to link ideas (moreover, as a result, etc.)<br/>  Stress patterns in noun phrases and compounds<br/>  Fixed phrases from academic English<br/>  Words/phrases related to farming and environmental issues SKILLS FOCUS Listening:<br/>  Recognizing the speaker's stance<br/>  Writing up notes in full Speaking:<br/>  Building an argument in a seminar<br/>  Agreeing/disagreeing Unit 12: SUSTAINABILITY (Reading + Writing) TOPICS<br/>  The concept of sustainability<br/>  Survey gathering quantitative data on attitudes to sustainable transport VOCABULARY FOCUS<br/>  Verbs used to introduce ideas from other sources (X contends/suggests/asserts that ...)<br/>  Linking words/phrases conveying contrast (whereas), result (consequently), reasons (due to), etc.<br/>  Words for quantities (a significant minority) SKILLS FOCUS Reading:<br/>  Understanding how ideas in a text are linked Writing:<br/>  Deciding whether to use direct quotation or paraphrase<br/>  Incorporating quotations<br/>  Writing research reports<br/>  Writing effective introductions and conclusions 
<br/><br/> Intended for students of environmental science who are about to enter English-medium tertiary level studies.  
<br/><br/><label>ISBN: </label>9781859644447 (Student Book with CDs) 
<br/><br/><label>Subjects--Topical Terms: </label><br/>English language--Foreign speakers.<br/>English language--Language and terminology.--Environmental sciences<br/>English language--Audio-visual aid.--Problems and exercises<br/>B2-C2 (CEFR).<br/>Upper-intermediate to proficiency.