speaking skills in scientific english

SPEAKING SKILLS
IN SCIENTIFIC ENGLISH
Jonathan UPJOHN
Marie-Hélène FRIES
Diana AMADIS
Presses Universitaires de Grenoble
1997
La Collection Grenoble Sciences
La Collection Grenoble Sciences fut créée à l'Université Joseph Fourier avec un triple objectif :
• permettre d'offrir aux étudiants et usagers des ouvrages à des prix convenables,
• constituer une mémoire pour d'excellents documents qui restent souvent chez leurs auteurs,
• réaliser des ouvrages correspondant vraiment à un objectif clair, en contrepoint des ouvrages
réalisés par rapport à tel ou tel programme plus ou moins officiel.
Certains documents sont publiés dans le seul cadre de l'Université Joseph Fourier. D’autres, destinés à
un plus vaste public, sont sélectionnés par des referees, critiqués par un comité de lecture et édités
dans cette collection spécifique des Presses Universitaires de Grenoble.
Directeur de la Collection Grenoble Sciences
Jean BORNAREL, Professeur à l'Université Joseph Fourier - Grenoble 1
Comité de lecture de SPEAKING S KILLS IN S CIENTIFIC E NGLISH :
N. BUCHER-POTEAUX, Maître de conférences en Sciences de l’éducation
- SPIRAL - Pôle universitaire européen de Strasbourg
L. DELORME, Maître de conférences d’anglais - Université Victor Segalen - Bordeaux 2
H. ESCUDIÉ, M. LEYENDECKER, C. SCHIELLEIN,
Professeurs certifiés d’anglais - SPIRAL - Pôle universitaire européen de Strasbourg
E. JOLIVET, Professeur agrégé d’anglais
à l’Ecole supérieure des procédés électroniques et optiques - Université d’Orléans
J. de LEIRIS, Professeur de physiologie cellulaire à l'Université Joseph Fourier - Grenoble 1
C. SEIGNEURET, Professeur certifié d’anglais à l’Université de Nantes
Déjà parus :
Chimie. Le minimum vital - J. Le Coarer
Mathématiques pour les sciences de la nature et de la vie - F. et J.P. Bertrandias
Endocrinologie. Fondements physiologiques - S. Idelman
Minimum Competence in Scientific English - J. Upjohn, S. Blattes et V. Jans
Introduction à la Mécanique statistique - E. Belorizky et W. Gorecki
Exercices corrigés d'Analyse (tomes 1 et 2) - D. Alibert
Bactéries et environnement. Adaptations physiologiques - J. Pelmont
La plongée sous-marine à l'air. L'adaptation de l'organisme et ses limites - P. Foster
Listening Comprehension for Scientific English - J. Upjohn
Electrochimie des solides - C. Déportes et al.
La Turbulence - M. Lesieur
Exercices et problèmes corrigés de Mécanique statistique - E. Belorizky et W. Gorecki
La symétrie en mathématiques, physique et chimie - J. Sivardière
La cavitation. Mécanismes physiques et aspects industriels - J.P. Franc et al.
L'Asie, source de sciences et de techniques - M. Soutif
Enzymes, catalyseurs du monde vivant - J. Pelmont
L'ergomotricité. Le corps, le travail et la santé - M. Gendrier
Introduction aux variétés différentielles - J. Lafontaine
Analyse numérique et équations différentielles - J.P. Demailly
EXTRAITS
CONTENTS
Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Auto evaluation - Diagnostic Test . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Unit 1 Part A Functions : Introduction & Focusing . . . . . . . . . . . . . . . . . . . . 23
Images of science
Iceberg flow in the Arctic
Part B Phonology : Weak syllables - schwa - stressed syllables . . . . . 26
Unit 2 Part A Functions : Source & Reference . . . . . . . . . . . . . . . . . . . . . . . . 31
Alchemy
The dangers of blood transfusion
Part B Phonology : The English “ r ” . . . . . . . . . . . . . . . . . . . . . . . . . . 36
Unit 3 Part A Functions : Highlighting information & Rhetorical questions . 39
Australopithecus afarensis
Notifications of poliomyelitis
Part B Phonology : Contractions (I have - I’ve) . . . . . . . . . . . . . . . . . . 42
Unit 4 Part A Functions : Sequencing & Organisation . . . . . . . . . . . . . . . . . . 47
Human mice
White dwarfs
Part B Phonology : Pausing & Intonation . . . . . . . . . . . . . . . . . . . . . . 50
Long simulation - Revision : Scientific literacy . . . . . . . . . . . . . . . . . . . 55
Unit 5 Part A Functions : Generalisation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Photobiology
Nuclear waste in Sweden
Part B Phonology : Distinguishing between “eat” and “it” . . . . . . . . . 62
Unit 6 Part A Functions : Clarification & Restatement . . . . . . . . . . . . . . . . . 67
Visual illusions
Wavelets and finger prints
Part B Phonology : “h ” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
8
SPEAKING SKILLS IN SCIENTIFIC ENGLISH
Unit 7 Part A Functions : Cause & Consequence . . . . . . . . . . . . . . . . . . . . . . 75
Pet ownership and health
The pancreas
Part B Phonology : The sound “ t h ” . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Unit 8 Part A Functions : Data description 1 . . . . . . . . . . . . . . . . . . . . . . . . . 83
Electric energy
Evaluation of happiness
Part B Phonology : Contrastive stress / emphasis . . . . . . . . . . . . . . . . 86
Long simulation - Revision : Asbestos & Occupational diseases . . . 91
Unit 9 Part A Functions : Data description 2 - Patterns & Tendencies . . . . . . 95
Research papers in Chile
Evolution of global surface sea temperatures
Part B Phonology : Pronouncing “qu” . . . . . . . . . . . . . . . . . . . . . . . . . 98
Unit 10 Part A Functions : Link words & Pausing . . . . . . . . . . . . . . . . . . . . . 101
Scottish scorpions
High Amplitude Succion
Part B Phonology : Polysyllabic words Prefixes - Suffixes & Stress change . . . . . . . . . . . . . . . . . . . . . 105
Unit 11 Part A Functions : Opinion - Belief - Fact . . . . . . . . . . . . . . . . . . . . . 111
Aristotle versus Galileo
Schistosoma Mansoni
Part B Phonology : The contrast between “sh” & “ch” . . . . . . . . . . . 114
Unit 12 Part A Functions : Concluding (pausing - revision) . . . . . . . . . . . . . . 119
The danger of walking
Incidence of breast cancer in the USA
Part B Phonology : Compound nouns - Stress & Intonation . . . . . . . 122
Long simulation - Revision : The three R’s . . . . . . . . . . . . . . . . . . . . . . 127
Addenda The international phonetic alphabet . . . . . . . . . . . . . . . . . . . 131
Prefixes - Suffixes & Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Quick reference phrase bank . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147
12
SPEAKING SKILLS IN SCIENTIFIC ENGLISH
Before starting : A diagnostic test :
Learn to understand and analyse your own needs.
Systematic presentation of the key rhetorical functions required
in presenting papers (generalisation, clarification, causality, etc.)
Revision of key
pronunciation
points
Presentation of
each function
A wide
selection of
interesting
texts
Essential
vocabulary
listed to
save time
In bold :
Indication of
word stress
Pre-questions
Words which you may not recognise orally
- learning to recognise quasi homophones -
PRESENTATION
13
New functions always presented in a document
– Hear before using –
Write
Icons :
Listen
Speak
Reinforcement
and
manipulation
exercises
Learning tips
Phonetic
transcription
◆ Rhythm and stress : Essential practice
◆ Assimilation of key phrases
◆ Learning the motor skills for fast fluent production
UNIT 12
PART A FUNCTIONS - CONCLUDING (PAUSING - REVISION)
PART B PHONOLOGY - COMPOUND NOUNS
STRESS & INTONATION
PART A - CONCLUDING (PAUSING - REVISION)
Very often talks end badly. That is to say, that the speaker finishes what he has got
to say but then there is a silence - an awkward silence - the audience hasn’t realised
that it is the end. To finish a talk with elegance the speaker must send out signals
indicating that he is about to conclude.
The dangers of walking
This is the conclusion to a talk about the
evolution of the skeleton. The transparency
illustrates the fundamental changes that
occurred when hominoids began walking in
a vertical position.
Vocabulary
S-shaped : with a form similar to an “S”.
Pelvis : the bones forming a bowl-shaped
structure between the legs and the bottom
of the vertebrae.
Stomach : organ where food is digested.
Upright : in a vertical position.
Knee joint : articulation in the leg.
Homographs :
Varicose veins … Haemorrhoids … Verte brae … Foetus ...
1. Functions in context
Listen to the tape and answer the questions.
a) The speaker uses three different expressions to indicate that he is finishing his
talk. What are they ? 1. …………………………………………………………
2. …………………………………………………………
3. …………………………………………………………
UNIT 2 - SOURCE & REFERENCE
33
2. From the functions box select suitable alternatives or synonyms for the words you
have underlined in exercise 1. Insert them in the table below.
Functions box - Source & reference
Origin
◆ The article was originally published in … The findings are taken from …
it is based on …
◆ A survey was carried out … the data was adapted from … our results show
◆ It is an extract … a quotation from …
Topic
◆ The article states … shows … illustrates … summarises … outlines …
◆ The author mentions … observes … remarks … notes … raises the issue
… reports … refers to …
Clarification / highlighting
◆ It clarifies … makes clear … explains …
◆ The writer points out … brings out … underlines … highlights …
Definition / proof
◆ It is defined as
… described as … demonstrates … proves … confirms …
identifies …
Opinion
◆ It is claimed … maintained … proposed … suggested … assumed …
◆ It is generally acknowledged … considered … admitted … accepted …
agreed …
◆ According to …
SOURCE
Grolier
TEXT
1. The Grolier multimedia encyclopaedia defines alchemy —
Kuhn,
2. As Kuhn points out in the
a historian of science
Structure of the scientific —
Aristotle
3. According to Aristotle, matter
consisted of four elements —
Bertrand Russell,
4. and, as Bertrand Russell
a philosopher
observes, this came from —
The alchemists
5. They suggested that all
metals consisted of —
Modern science
6. Recent research has underlined the pragmatism —
General opinion
7. It is now widely accepted
that modern chemistry —
SYNONYMS
……………………
……………………
……………………
……………………
Aristotle …………
……………………
……………………
……………………
……………………
……………………
……………………
……………………
……………………
……………………
UNIT 5 - GENERALISATION
63
8.a Practise saying the sound / i : /. Repeat after the speaker.
Remember :
◆ This sound is long
◆ The lips are spread.
a) briefly —— feasible —— meantime —— proceed ——
b) increasing the helium —— to achieve an agreement ——
c) to briefly freeze the chlorine —— previous treatment of the disease ——
8.b Now compare this sound to / q /.
Remember :
◆ This sound is short
◆ The lips are more relaxed.
a) figure —— involve —— risen —— basically ——
b) the pigment of the skin —— the velocity is critical ——
c) acids and crystals —— the prism split the image ——
9.
In the following exercise you will hear pairs of words which learners often mistakenly pronounce as if they were the same. For example, “b i t / b e a t”.
Remember, in the first column, the lips are relaxed and the sound is short.
Listen and repeat.
a bit of luck ——
to fit the theory ——
to live in the town ——
to sit on a chair ——
to slip on the oil ——
a list of the drugs ——
a heart beat ——
very large feet ——
it’s time to leave ——
to take a seat ——
to go to sleep ——
in principle, at least ——
10a. Read the following sentences and underline the syllables with the sound / q /.
a)
b)
c)
d)
Chris is leaving at six fifteen
Peter’s sister’s drinking tea
She picked a green leaf from the olive tree
The Indian teacher is listening to Greek music
10b. Now RECORD the sentences above and repeat after the tape.
11. Practise repeating the following words.
Here are some common
French/English “homographs”.
Remember / q / is a short, relaxed vowel.
British
image
prism
figure
different
office
orbit
Arctic
acid
ethics
UNIT 4 - SEQUENCING & ORGANISATION
9.
51
Listen to the sentences again, and think about how you know whether the idea
has finished or will be continued. Formulate a rule for this.
…………………………………………………………………………………
…………………………………………………………………………………
10a. Read the following paragraph. The pauses have been indicated. Mark  if you
think the pause should be accompanied by an intonation rise, or  if you think
there should be a fall.
learning to speak in a foreign language is not easy / one of the major problems
is not a linguistic problem / but a psychological one / a learner may know what
he wants to say / but his lack of confidence may be an obstruction / making it
even harder for him to speak / an amusing illustration of this was shown by
Guiora / who carried out research on pronunciation skills in the Thai language / his results seemed to indicate / that a moderate consumption of
alcohol actually enabled people to pronounce better …
10b. Now check your work against the recording, and make changes if necessary.
11a. Continue the paragraph (question 10a above) by adding two more sentences.
…………………………………………………………………………………
…………………………………………………………………………………
11b. Practise the sentences you have written, paying attention to the rises and falls.
12. Read the text below a few times trying to follow the intonation pattern according to the arrows. When you are ready,
with the model on cassette.
RECORD
each sentence and compare