Fig. 4 Ex.1. Table filling exercise

Exercise 2. Cloze

The second paragraph of “ The atmosphere past and present” - “What’s in the air” presents information about the chemical composition of air. The exercise below is a simple cloze exercise (Fig.5). Students should first read the paragraph and then try to fill in the blank spaces not looking back at the text. Finally, they are asked to compare the original text and the completed cloze text.

a. Air consists of 78% of __________, 21% of __________ and 1% of other gases like ___________ or ____________. b. There are also pollutants in the air, for example ___________. c. Pollutants in the air get spread around by ___________. d. Wind is caused by uneven __________ of Earth’s surface.

Fig.5 Ex.2. Close exercise

 

This exercise differs from the original cloze procedure in which every fifth or seventh word is deleted mechanically. Here the focus is on words that are crucial to the meaning of the text [6, p. 33]. Furthermore, cloze exercises are usually employed to test rather than teach reading comprehension.

Exercise 3. Reading puzzle

The third paragraph of “The atmosphere past and present” explains how ozone layer is formed and why it protects us from harmful ultraviolet radiation. Here, as the fragment is more complicated grammatically, I have chosen to prepare a reading puzzle (Fig. 6) in which students, having read the fragment, are supposed to analyse the chemical equation and then put the sentences in the correct order. Only then should students read the paragraph “ The ozone layer” and check if their ordering was correct.

 

O2 2 O then 2 O2 + 2 O 2 O At the same time 2 O 2 O2 + 2 O   a. In this way ultraviolet light is used to break bonds and does not get to the Earth. b. Oxygen atoms react with oxygen molecules and the result is ozone. c. Therefore, we are protected from UV radiation by the ozone layer. d. Ultraviolet light causes oxygen molecules to break into oxygen atoms. e. Ultraviolet light causes some ozone molecules to break into oxygen molecules and oxygen atoms again.

Fig.6 Ex.3 A reading puzzle

 

Exercise 4. Follow-up

The outcome of the reading puzzle exercise can be a model for a follow-up activity in which students practice reading chemical equations (Fig. 7)

 

Using the description in exercise 3 as an example, describe the processes. 2 H2 + O2 2 H2 O C+O2 CO2 2 Mg + O2 2 MgO

Fig. 7 Follow-up. Reading chemical equations

Conclusion

In conclusion, teaching ESP to A₂ level students at a technical university is a demanding task that requires a great deal of effort from both the teacher and the student. To make this process effective, some of the texts that are available need to be adapted to the language level of our students and to lesson objectives. Some texts or paragraphs can be used for preparing information gap communicative exercises, some other texts can be used as the basis for note taking exercises, while others can be exploited for teaching how to describe
a process. Still, it must be emphasized again that whatever the objectives behind a reading exercise are, we should start our lessons with focusing on relevant vocabulary pre-teaching.

 

Библиографический список

1. Coste, D., North, B., Sheils, J., Trim, J. Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press, 2001.

2. Gallager R. M., Ingram P. Complete Chemistry. Oxford: Oxford University Press, 2000.

3. Graves M., August D., Mancilla-Martinez J. Teaching Vocabulary to English Language Learners. New York: Teachers College Press, 2013.

4. Harmer J. How to Teach English. Harlow: Pearson Education, 2007.

5. Komorowska H. Metodyka nauczania języków obcych. Warszawa: Fraszka Edukacyjna, 2011.

6. Oakhill J., Cain K., Elbro C. Understanding and Teaching Reading Comprehension. New York: Routledge, 2015.

7. Ur P. A Course In Language Teaching. Trainee Book. Cambridge: Cambridge University Press, 1999.

 

УДК 625.72

Магистрант Абросимов М.С.

Сибирская государственная автомобильно-дорожная академия (СибАДИ), Омск

Abstract. This article focuses on the process of formation of thermal cracks in asphalt pavements. We consider two conditions for the formation of these cracks and the analysis of these conditions and offer a method of the solution of this problem by using materials with a low coefficient of thermal expansion in the construction of asphalt pavement.

 

Аннотация. В статье рассматривается формирование термических трещин в асфальтных покрытиях. Анализируются условия возникновения трещин и способы предотвращения их формирования. Предлагается использование материалов с низким коэффициентом теплового расширения при строительстве асфальтных покрытий.

 

Key words: сracking; thermal expansion; thermal contraction; coefficient of thermal expansion; modulus of elasticity; mechanical stress.

 

Ключевые слова: термическая трещина; коэффициент теплового расширения; тепловое расширение; тепловое сжатие; модуль упругости; механическое напряжение.