Contents

Introduction ……………………………………………………………...	3
Unit 1 Petroleum engineering …………………………………………...	8
Unit 2 Oil companies ……………………………………………………	18
Unit 3 Oil formation …………………………………………………….	34
Unit 4 HSE (Health, Safety, Environment) ……………………………..	48
Appendix ………………………………………………………………..	60
References ……………………………………………………………….	67

Introduction

Petroleum Engineering (Part I, II, and III), content-based instruction, is suitable for engineers and technicians who need English in developing academic content knowledge and foreign language proficiency. Content- based instruction (CBI) is by no means a new concept to language education. Since the 1960s, interest in teaching language for specific purposes has led educators to explore the inclusion of meaningful content in language classrooms abroad. Many foreign universities have increasingly focused on developing content proficiency in second-language learners (Eastern Michigan University, Georgetown University, Monterey Institute of International Studies, etc.). Key Russian education institutes have accumulated concrete experience in English language teaching method approaches for engineer-students, one of which is the Tomsk Polytechnic University (TPU). In the walls of this University the above-mentioned problem – language competence formation of future engineers- was discussed and a multi-level up-dated language-training program was designed

As it has been noted, CGI in Russian engineering education system still remains an unexplored research area. Tomsk Polytechnic University (namely, Geology & Petroleum Engineering Institute) has become a resource center in the field of developing new CBI courses. The results from this piloting course could serve as a model course for university engineering curriculum reform as a communicative aspect in the professional area of a future engineering specialist (in our case, Petroleum Engineering).

The Approach and Principles

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

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

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

• language is contextualized through these relevant areas;

• support is provided for learner’s linguistic development;

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

• authentic materials are used to present content matter;

• 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 4^th – 5^th 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

The Course

The main emphasis throughout Petroleum Engineering is on developing the following communicative language principles:

• student-centered classroom;

• focus on meaning and use rather than form and usage;

• extensive use of pair and group work;

• cooperative learning;

• integration of four language skills;

• teacher’s role as a facilitator.

(Content, Tasks and Projects in the Language Classroom, Monterey Institute, 2004, pg. 1-2)

This course is designed for those learners who have achieved pre-intermediate /intermediate level and can be used in the following way:

1. from start to finish, i.e. it takes about 76 hours (+ 72 hours of self-assessment) to complete this course.

2. as a dip-in resource, i.e. each unit and each section of this course is free-standing, so sections can be selected and used out of sequence according to the needs of particular students.

3. as a revision course, i.e. for those students who have already taken such a course, and want to add a new practical dimension to their professional English.

Course Components

As this innovative course Petroleum Engineering is an implementation of a content-based EFL curriculum, it includes the following components:

Course Book- Introduction to Petroleum Engineering is the core book that students will need for class work. Special focus is placed on the development of learner autonomy, where three principles: individualization, interdependence and interaction are integrated. It has two parts:

Part I - Introduction which includes 4 common topics: Petroleum Engineering, Oil Companies, Petroleum Geology and HSE (Health, Safety and Environment);

Part II – includes 6 sustained content courses, organized around specific themes and topics. In these course materials conveyed content information is on such topics as Geophysics, Oil Exploration, Pipeline Engineering, Drilling, Hydroecology and Geoecology. These courses are free-standing sections. There are Appendixes for additional information, which can be used for pairwork activities and self- assignments.

Guideline- Guide to Effective Technical Writing & Professional Communication is a course where academic subjects are taught in English. It is tailored to the specific needs of students in their technically oriented majors. It will aid those who plan to continue technical careers that require sufficient knowledge of technical writing and professional communication. A CD is available which includes presentations on all discussed topics.

Teacher’s Book – gives recommendations of advisory character. It offers keys for every unit in both parts and introduces a framework for structuring and shaping the whole course material and references for the teacher’s convenience.

Test Booklet – includes review sections for each part and unit. These tests take around an hour to complete and they revisit and consolidate key language from earlier studied sections and units.

Recordings – includes all listening material in Part I (Introduction), available in CD form.