Чтение специального и научно-популярного текста

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Ч-77

Рецензент

д-р. пед. наук, проф. Е.В. Цупикова (СибАДИ, г. Омск, Россия)

Работа утверждена редакционно-издательским советом СибАДИ в каче-

стве методических указаний.

Ч-77

Чтение специального и научно-популярного текста : методические 
указания по английскому языку / сост. : М.В. Цыгулева, А.В. Кузюкова. –
Электрон. 
дан. 
–
Омск 
: 
СибАДИ, 
2022. 
–
Режим 
досту-

па:http://bek.sibadi.org/MegaPro, для авторизованных пользователей. –
Загл. с экрана.

Представлены методы и алгоритмы работы с текстовой информацией по 

направлениям подготовки СибАДИ, а также учебные задания, необходимые для 
развития навыков поискового, просмотрового и изучающего чтения.  

Предназначены для обучающихся всех форм обучения, изучающих ино-

странный язык в рамках программ бакалавриата и специалитета.

Имеют интерактивное оглавление в виде закладок.
Подготовлены на кафедре «Иностранные языки».

Текстовое (символьное) издание (2,22 Мб) 
Системные требования: Intel, 3,4 Пряж 150 Мб; Windows XP/Vista/7 
1 Гб свободного места на жестком диске; программа для чтения pdf-файлов: 
Adobe Acrobat Reader; Foxit reader 

Редактор О.А. Соболева

Техническая подготовка, верстка макета выполнены Е.В. Садиной

Издание первое. Дата подписания к использованию 18.07.22
Издательско-полиграфический комплекс СибАДИ
644080, г. Омск, пр. Мира, 5
РИО ИПК СибАДИ
644080, г. Омск, ул. 2-я Поселковая, 1

© ФГБОУ ВО «СибАДИ», 2022

Согласно 436-ФЗ от 29.12.2010 «О защите 
детей от информации, причиняющей 
вред их здоровью и развитию» данная 
продукция маркировке неподлежит.

~ 3 ~

Введение

Основным качеством современного специалиста все чаще называют
его способность самостоятельно повышать свой профессиональный 
уровень, стремление к саморазвитию и самообразованию. Данная деятельность 
требует желания получать и перерабатывать большие объемы 
новой сложной информации, умения на основе новых полученных 
знаний корректировать, дополнять, перестраивать систему своего 
опыта и деятельности.

Чтение научно-популярной и специальной литературы на ино-

странном языке позволяет не только получать передовые знания из 
оригинальных источников и использовать их для решения профессиональных 
задач, но и развивать мышление, а значит становиться конкурентоспособным 
специалистом, способным мыслить нестандартно. 

Работа с профессионально ориентированной информацией, по-

лучаемой из зарубежной литературы, требует умений извлекать 
смысл, 
обращать 
внимание 
на 
детали, 
интерпретировать 

и трансформировать текст. 

Основная цель данных методических указаний состоит в обес-

печении обучающихся необходимыми алгоритмами действий по работе 
с текстом в зависимости от цели чтения. Методические указания 
состоят из четырех частей, работа с которыми позволяет осваивать 
технику чтения, развивать навыки просмотрового, поискового и изучающего 
чтения. В каждой части представлены тексты и учебные задания 
к ним из разных областей знаний, что позволяет использовать 
эти указания для разных направлений подготовки, расширяя кругозор 
обучающихся, предоставляя возможность находить междисциплинарные 
связи и генерировать идеи.

~ 4 ~ 

Читаем тексты правильно 
(техника чтения) 

Adjective  
Noun 
Verb 

~ 5 ~

Agile working

The world we live in is changing and it is changing rapidly. Whether 

this is driven by technology, globalisation or in response to specific crises, 
there is no doubt that the workplace of today needs to constantly adapt to 
ongoing changes in order to remain efficient and competitive.

In more traditional work settings, the definition of a good employee 

was someone who came to the office on time at 9 a.m., sat at their desk and 
worked hard, taking direction from their managers and following the rules. 
This model employee would be there rain or shine, always appearing busy 
until it was time to go home at 6 p.m. But with the development of 
smartphones and internet technologies, many companies are starting to 
form virtual teams with team members living in different time zones, and 
employees are now finding themselves answering emails, attending meet-
ings and working on reports from home outside their usual working hours. 
People now need to work smarter and not just harder.

It is not only the time and location of the modern workplace that is 

changing. The role of the manager is evolving too. Many organisations are 
moving away from an approach where managers constantly supervise their 
staff and tell people exactly what is to be done. Instead, they are adopting a 
more project-based approach, where managers have the responsibility of 
clarifying project goals and enabling teamwork and collaboration (pic. 1). 
The roles that the individuals play might differ from project to project, and 
agile managers can serve to support team members in adapting the way 
they contribute to a team.

These changes in modern work practices mean that organisations 

need to adopt agile working approaches so that they can find the most ap-
propriate and efficient way of getting things done. The consumer goods 
company Unilever describes agile working as 'an approach to getting work 
done with maximum flexibility and minimum constraints'.

Agile working is not just about allowing employees to work from 

home and decide their own working hours. Another example of agile work-
ing might be workspaces designed to suit the different kinds of work taking 
place. This is an environment that helps people to be at their best and most 
productive. An agile workspace might include open areas with small tables 
for people to gather and work together and standing desks to improve en-
ergy levels and productivity. It might include quiet zones for a bit of think-
ing time and social areas for staff to chat and relax together. Like most 
things with agile working, there is no one-size-fits-all approach. Agile 
workspaces have to be adapted to the individuals and their roles in the 

~ 6 ~

company because agile working is about valuing people and their activities 
and not having them limited by the physical workplace.

Basically, agile working is about being ready to change the way we 

work – whether it be our working hours, our physical workplace, the tech-
nology we use, the nature of our roles and the way we work together, or 
the way our work is done. By encouraging such agility and flexibility, we 
can adapt to the ever-changing world around us, while creating a more dy-
namic workforce and improving our performance and productivity.

https://learnenglish.britishcouncil.org/business-english/business-

magazine/agile-working

4. Work in pairs. Read the text “Agile working” aloud to each

other. 

5. Individual work.  Read the text “Agile working” in a whisper.

6. Control reading. Read the text “Agile working” to your teach-

er. To pass the control reading, you may do not more than 3 mistakes.

7. What is the main idea of the text “Agile working”?

Text 2

1. Listen and repeat. Read the words aloud. You may use the dic-

tionary to check the pronunciation.
1) successful
2) aware
3) behaviour
4) impression
5) scholarship
6) boast
7) reassure
8) trainee
9) enthusiastically
10) receive
11) irrelevant

12) achievement
13) preference
14) expectation
15) assessment
16) character
17) competence
18) excellent
19) prioritise
20) judgement
21) colleague
22) damage

2. Arrange the words from the previous exercise according to a

part of speech. Make up a sentence using at least one word from each 
column. Discuss them with your groupmates. 

~ 7 ~ 

Adjective 
Noun 
Verb 

~ 8 ~

results he was able to provide for his clients. The participants on the train-
ing course found this information boring and irrelevant. They wanted him 
to begin the training and not waste time talking about his previous 
achievements.

Why did this happen?
There are many ways of building trust, and the approach we choose 

might depend on the relationship we are building, the culture we are used 
to and our personal preferences. However, if the methods we choose do not 
match the expectations of the people around us, it can lead to misunder-
standings and negative assessments.

Let's consider different approaches to building trust. Author and 

speaker Richard Barrett suggests that there are two main components of 
trust: character and competence. One way of building trust is to show that 
we are caring, fair, open and honest human beings. In other words, we can 
build trust by showing our character. Another way to build trust is by let-
ting others know that we are capable, experienced and have achieved ex-
cellent results. This way of building trust emphasises our competence.

It can be a useful exercise to analyse specific work relationships in 

terms of the character/competence model. You might think about the type 
of trust your relationship has and the type of trust your relationship lacks, 
in order to see how you can develop. Many of us use both approaches, de-
pending on the context. For example, in a job interview, we might focus on 
establishing trust by demonstrating our competence through work experi-
ence. When we are working within a team, we might prioritise showing our 
character to form close professional relationships. By becoming aware of 
the context and how our conversation partners are responding to our trust-
building efforts, we can adapt the way we build trust to better suit them.

When working at new professional relationships, it is important to 

remember that there is no one correct way to build trust. Making quick 
judgements about the speaker, like Valeria's clients, Kelly's new colleagues 
and David's trainees did, could stop trust developing and damage our 
chances of forming positive relationships. Instead, if we assume the best 
intentions behind what is being said and are generous in our judgements of 
other people, we create positive conditions for building trust at work.

https://learnenglish.britishcouncil.org/business-english/business-

magazine/building-trust

~ 9 ~

4. Work in pairs. Read the text “Building trust” aloud to each

other. 

5. Individual work.  Read the text “Building trust” in a whisper.

6. Control reading. Read the text “Building trust” to your teach-

er. To pass the control reading, you may do not more than 3 mistakes.

7. What is the main idea of the text “Building trust”?

8. What do you think about the problem actualized in the text?

Text 3

1. Listen and repeat. Read the words aloud. You may use the dic-

tionary to check the pronunciation.
1) handle
2) unnecessary
3) distraction
4) atmosphere
5) challenge
6) response
7) issue
8) altogether
9) suppress
10) immediate

11) successfully
12) embarrassment
13) through
14) monologue
15) perspective
16) growth
17) accusation
18) defensive
19) conversation
20) together

2. Arrange the words from the previous exercise according to a

part of speech. Make up a sentence using at least one word from each 
column. Discuss them with your groupmates. 

Adjective 
Noun
Verb 

3. Work in a group. Read the text “Conflict management” aloud.

Conflict management

Knowing how to handle conflict is an important professional skill. 

Conflict at work can affect the motivation and well-being of staff and cre-
ate unnecessary distractions and stress. People with conflict management 
skills resolve disagreements quickly and effectively, enabling effective 

~ 10 ~ 

~ 11 ~

If you walk into a conversation assuming that you're not liked or that 

you're going to be attacked, you'llmost likely spend that time defending 
yourself and feeling angry and hurt.

Remember that you're going through this process because people 

want to resolve the issue and get along. So start by assuming that their in-
tentions are positive and that the things they are going to say are for the 
good of the team. This will allow for an open conversation that aims to im-
prove the situation rather than make it worse.

3. Make sure it's a two-way conversation.
A conversation is not a monologue. It is not a chance for one party to 

list all the things they are angry and unhappy about without letting the oth-
er person react. A real conversation allows all parties to share their per-
spectives and collaborate to find a satisfactory way forward. If you find 
yourself in a monologue, stop and ask some questions.

4. Listen and be open to change.
Many of us think we listen but instead are simply waiting for our 

chance to respond. Put your thoughts aside for the moment and truly listen 
when the other person is speaking. Growth and development are only pos-
sible if you allow their words to change you.

5. Be specific about the issue and the impact.
It's easy to generalise and make broad accusations, for example using 

statements such as You always ... or You never ... However, this often re-
sults in a defensive response. Instead, be specific about what the issue is, 
give examples and be clear about the impact of the problem. Be as objec-
tive as you can and avoid personal attacks.

6. Don't bring up the past.
Some of us feel the need to bring up less relevant past events to gain 

an advantage over our conversation partner. This can make people feel de-
fensive and distract everyone from the main point of the conversation. Try 
to focus on the main issue and how to make things better.

7. Take responsibility for your part in the problem.
We are not perfect and we make mistakes. Consider how you might 

have contributed to the problem and take responsibility for it. This not only 
demonstrates your desire to work as a team but also shows that you are not 
just looking for an opportunity to blame the other party.

8. Focus on the future.
Conversations about conflict are often focused on what shouldn't 

have been and what could have been done. Instead, focus on the future.