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The Approach and Principles

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Petroleum Engineering has been designedto meet the needs of both learners and teachers. Our course is based on such defining characteristics in CBI as:

Ø learners are exposed to language while learning about other content areas;

Ø content areas are relevant to the learner’s academic\ professional needs;

Ø language is contextualized through these relevant areas;

Ø support is provided for learner’s linguistic development;

Ø focus is placed on developing academic\ professional language proficiency;

Ø authentic materials are used to present content matter;

Ø use of authentic materials lends itself to the integration of skills, to increased motivation and to increased cognitive and linguistic complexity.

(Content, Tasks and Projects in the Language Classroom, Monterey Institute, 2004, pg. 28-29)

Several elements in particular have shaped this course approach:

1. no explicit grammar instruction- in our case, we considered the approach focus on form S. The grammatical forms themselves become the focus of the lesson, rather than the meaning being conveyed.

2. only authentic materials are used – this enables learners to interact with the language of native speakers, including grammatical features, discourse structures, sociolinguistic features and cultural referents. Selected materials are in various formats, but audio and visual materials are limited, so the course materials are mostly in written form;

3. material resources – Internet, articles from journals, books on a particular theme topic for native speakers of English, content-based ESL textbooks, encyclopedias;

4. reading and writing tasks – mostly done outside the classroom as assignments and then used for interaction activities in class.


Thus, this new CBI course in Petroleum Engineering is organized around a subject-matter core and is appropriate to the needs of specific groups of students. The main purpose is language proficiency development for 4th – 5th year students of Geology & Petroleum Engineering Institute. This is the first attempt to develop a technology of interaction between linguistic teachers and engineering departments. The integration between specialist studies / activities and the language is that factor which makes it possible to transfer from professional-orientated teaching to professional communicative teaching, adapting to the international requirements in engineering education and to meet the challenges of the international academic and professional workplaces

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Petroleum engineering | Classify the responsibilities of a reservoir engineer and a drilling engineer into two groups. | Terms and Vocabulary | Read the texts about three different oil companies and do the exercises. | ROSNEFT | Listen to the tape and answer the questions given below. | An Example of a Difference between Russian and Western Operating Company Structure | OIL FORMATION | Read the words, remember the pronunciation. | How Oil Becomes Oil |

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