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| 003 | OSt | ||
| 005 | 20221226020854.0 | ||
| 008 | 171128b xxu||||| |||| 00| 0 eng d | ||
| 020 | _a9781859644508 (Student Book with CDs) | ||
| 040 | _cJCRC | ||
| 100 | _aMatheson, Robin | ||
| 245 |
_aEnglish for Agribusiness and Agriculture in Higher Education Studies / _cRobin Matheson ; Terry Phillips (Series Editor). |
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| 250 | _a1st ed. | ||
| 260 |
_aReading, UK : _bGarnet Education Limited, _c2014. |
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| 300 |
_a135 p. : _bill. ; _c28 cm. _e+ 2 CDs |
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| 440 | _aEnglish for Specific Academic Purposes | ||
| 500 | _aIncludes a glossary and transcripts. | ||
| 505 | _a"English for Agribusiness and Agriculture is a skills-based course designed specifically for students of agribusiness or agriculture studies who are about to enter English-medium tertiary level studies. It provides carefully graded practice and progressions in the key academic skills that all students need, such as listening to lectures and speaking in seminars. It also equips students with the specialist management language they need to participate successfully within an agribusiness and agriculture faculty. Extensive listening exercises come from agribusiness and agriculture lectures, and all reading texts are taken from the same field of study. There is also a focus throughout on the key agribusiness and agriculture vocabulary that students will need. | ||
| 505 | _aListening: how to understand and take effective notes on extended lectures, including how to follow the argument and identify the speaker's point of view. | ||
| 505 | _aSpeaking: how to participate effectively in a variety of realistic situations, from seminars to presentations, including how to develop an argument and use stance markers. | ||
| 505 | _aReading: how to understand a wide range of texts, from academic textbooks to Internet articles, including how to analyze complex sentences and identify such things as the writer's stance. | ||
| 505 | _aWriting: how to produce coherent and well-structured assignments, including such skills as paraphrasing and the use of the appropriate academic phrases. | ||
| 505 | _aVocabulary: a wide range of activities to develop students' knowledge and use of key vocabulary, both in the field of management and of academic study in general. | ||
| 505 | _aVocabulary and Skills banks: a reference source to provide students with revision of the key words and phrases and skills presented in each unit. | ||
| 505 | _aFull transcripts of all listening exercises" (Book Cover). | ||
| 505 | _aTABLE OF CONTENTS | ||
| 505 |
_aUNIT 1 - Agriculture and business (Listening - Speaking)
_tTopics: Defining agribusiness - Ethics - The origins of agribusiness _tVocabulary focus: Words from general English with special meaning in agribusiness and agriculture - Prefixes and suffixes _tSKILLS FOCUS _tListening: preparing for a lecture - predicting lecture content from the introduction - understanding lecture organization - choosing an appropriate form of notes - making lecture notes _tSpeaking: speaking from notes |
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| 505 |
_aUNIT 2 - Foundations of modern agriculture (Reading - Writing)
_tTopics: Agricultural advances through the ages - Key agriculturalists _tVocabulary focus: English-English dictionaries: headwords, definitions, parts of speech, phonemes, stress markers, countable/uncountable, transitive/intransitive _tSKILLS FOCUS _tReading: using research questions to focus on relevant information in a text - using topic sentences to get an overview of the text _tWriting: writing topic sentences - summarizing a text |
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| 505 |
_aUNIT 3 - Soil, land and the environment (Listening - Speaking)
_tTopics: Food security, self-sufficiency and land use - Soil quality - Organic farming methods _tVocabulary focus: Stress patterns in multi-syllable words - Prefixes _tSKILLS FOCUS _tListening: preparing for a lecture - predicting lecture content - making lecture notes - using different information sources _tSpeaking: reporting research findings - formulating questions |
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| 505 |
_aUNIT 4 - Technology and agribusiness (Reading - Writing)
_tTopics: Technological change: positive and negative consequences - Using IT for research _tVocabulary focus: Computer jargon - Abbreviations and acronyms - Discourse and stance markers - Verb and noun suffixes _tSKILLS FOCUS _tReading: identifying topic development within a paragraph - using the Internet effectively - evaluating Internet search results _tWriting: reporting research findings |
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| 505 |
_aUNIT 5 - Agribusiness marketing (Listening - Speaking)
_tTopics: Definitions of marketing - Types of market - Market research _tVocabulary focus: Words sets: synonyms, antonyms, etc. - The language of trends - Common lecture language _tSKILLS FOCUS _tListening: understanding 'signpost language' in lectures - using symbols and abbreviations in note-taking _tSpeaking: making effective contributions to a seminar |
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| 505 |
_aUNIT 6 - Products and strategies (Reading - Writing)
_tTopics: Product life cycles - The marketing mix _tVocabulary focus: Synonyms, replacement subjects, etc., for sentence-level paraphrasing _tSKILLS FOCUS _tReading: reporting findings from other sources: avoiding plagiarism - locating key information in complex sentences _tWriting: writing complex sentences |
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| 505 |
_aUNIT 7 - The effective production manager (Listening - Speaking)
_tTopics: Job description - The qualities needed by a production manager - The importance of scheduling _tVocabulary focus: Compound nouns - Fixed phrases from management English - Fixed phrases from academic English - Common lecture language _tSKILLS FOCUS _tListening: understanding speaker emphasis _tSpeaking: asking for clarification - responding to queries and requests for clarification |
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| 505 |
_aUNIT 8 - Rural economies and financial management Reading - Writing)
_tTopics: Agribusiness in the 'free market' - Concepts in agri-economics - Adaptive management techniques _tVocabulary focus: Synonyms - Nouns from verbs - Definitions - Common 'direction' verbs in essay titles (discuss, analyze, evaluate, etc.) _tSKILLS FOCUS _tReading: understanding dependent clauses with passives _tWriting: paraphrasing - expanding notes into complex sentences - recognizing different essay types/structures: descriptive, analytical, comparison/evaluation, argument - writing essay plans - writing essays |
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| 505 |
_aUNIT 9 - Managing financial accounts (Listening - Speaking)
_tTopics: Documentation: profit and loss accounts and balance sheets - Management accountancy methods - Cash flow statements _tVocabulary focus: Fixed phrases from management English - Fixed phrases from academic English _tSKILLS FOCUS _tListening: using the Cornell note-taking system - recognizing digressions in lectures _tSpeaking: making effective contributions to a seminar - referring to other people's ideas in a seminar |
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| 505 |
_aUNIT 10 - Food safety (Reading - Writing)
_tTopics: Food hygiene - Food safety regulations - Case study: a proactive approach to food safety _tVocabulary focus: 'Neutral' and 'marked' words - Fixed phrases from industrial relations - Fixed phrases from academic English _tSKILLS FOCUS _tReading: recognizing the writer's stance and level of confidence or tentativeness - inferring implicit ideas _tWriting: writing situation-problem-solution-evaluation essays - using direct quotations - compiling a bibliography/reference list |
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| 505 |
_aUNIT 11 - The future of farming (Listening - Speaking)
_tTopics: EU agricultural policy - Agribusiness strategy in the 21st century - The impact of environmental issues _tVocabulary focus: Words/phrases used to link ideas (moreover, as a result, etc.) - Stress patterns in noun phrases and compounds - Fixed phrases from academic English _tSKILLS FOCUS _tListening: recognizing the speaker's stance - writing up notes in full _tSpeaking: building an argument in a seminar - agreeing/disagreeing |
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| 505 |
_aUNIT 12 - The good agribusiness (Reading - Writing)
_tTopics: Company performance: SWOT analysis - Managing change - Case study: responding to external factors _tVocabulary focus: Verbs used to introduce ideas from other sources (X contends/suggests/asserts that ...) - Linking words/phrases conveying contrast (whereas), result (consequently), reasons (due to), etc. - Words for quantities (a significant minority) _tSKILLS FOCUS _tReading: understanding how ideas in a text are linked _tWriting: deciding whether to use direct quotation or paraphrase - incorporating quotations - writing research reports - writing effective introductions/conclusions |
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| 521 | _aIntended for students of agribusiness or agriculture who are about to enter English-medium tertiary level studies. Designed for students of upper-intermediate to proficient level (CEF B2-C2). | ||
| 650 |
_aEnglish language _vStudying and teaching _xForeign speakers. |
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| 650 |
_aEnglish language _vForeign speakers _xProblems and exercises. |
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| 650 |
_aEnglish language _vAgribusiness and agrilculture _xLanguage and terminology. |
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| 650 | _aB2-C2 (CEFR). | ||
| 650 | _aUpper-intermediate to proficiency. | ||
| 700 |
_aPhillips, Terry _d1949- |
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| 856 |
_uhttps://goo.gl/u5tktJ _yPublisher's Website. |
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| 856 |
_uhttps://englishcentral.net/?product=english-for-agribusiness-and-agriculture _zDistributor's Website. |
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