Learning to Learn in English

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

Федеральное агентство по образованию Российской Федерации Федеральное государственное образовательное учреждение высшего профессионального образования «ЮЖНЫЙ ФЕДЕРАЛЬНЫЙ УНИВЕРСИТЕТ»

О. И. САФРОНЕНКО К. С. ПЕТРОСЯН С. Ю. РЕЗНИКОВА

LEARNING TO LEARN IN ENGLISH

Учебник английского языка для cтудентов 1–2 курсов бакалавриата естественнонаучных и инженерных специальностей университетов

Ростов-на-Дону Издательство Южного федерального университета 2009

Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

УДК 811.111(075.8) ББК 81.2 Англ-93 С 12 Печатается по решению редакционно-издательского совета Южного федерального университета Рецензенты: заведующая кафедрой иностранных языков Ростовского юридического института МВД РФ Валдавина С. Э., старший преподаватель кафедры английского языка естественных факультетов Южного федерального университета Грушко Е. И. Учебник подготовлен и издан в рамках национального проекта «Образование» по «Программе развития федерального государственного образовательного учреждения высшего профессионального образования “Южный федеральный университет” на 2007–2010 гг.»

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Сафроненко О. И., Петросян К. С., Резникова С. Ю. Learning to Learn in English: учебник / О. И. Сафроненко, К. С. Петросян, С. Ю. Резникова. – Ростов н/Д: Изд-во ЮФУ, 2009. – 272 с. ISBN 978-5-9275-0573-9 Учебник «Learning to Learn in English» имеет своей целью формирование иноязычной коммуникативной компетенции в сфере учебной и частично будущей профессиональной деятельности. Учебник ориентирован на создание условий для приобретения студентами опыта использования языковых знаний и умений в различных ситуациях общения; формирования навыков планирования учебной деятельности и самостоятельной работы; активного использования современных информационных технологий; коллективной познавательной деятельности; развития творческого подхода к решению учебных и профессиональных задач; самоконтроля и оценки усвоения навыков и умений. Учебник предназначается для студентов 1–2 курсов бакалавриата естественнонаучных и инженерных специальностей университетов (уровень владения английским языком – средний и выше среднего).

ISBN 978-5-9275-0573-9

УДК 811.111(075.8) ББК 81.2 Англ-93 Сафроненко О. И., Петросян К. С., Резникова С. Ю., 2009 Южный федеральный университет, 2009 Оформление. Макет. Издательство Южного федерального университета, 2009

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CONTENTS Module 1. The Way We Learn................................................................ 9 Unit 1. Learn How to Learn .................................................................... 10 Unit 2. Study Smart, Not Hard ................................................................ 23 Unit 3. Revise & Practise ........................................................................ 32 Progress Test ................................................................................... 32 Module 2. What’s it Like Being a Student? ......................................... 35 Unit 1. Making the Choice of Your Life .................................................. 36 Unit 2. Your Personal Odyssey .............................................................. 49 Unit 3. Revise & Practise ....................................................................... 59 Progress Test .................................................................................... 60 Module 3. How to Survive in the Information Age? .......................... 63 Unit 1. Secret of Success ......................................................................... 64 Unit 2. Hunting for Treasures ................................................................. 76 Unit 3. Revise & Practise ......................................................................... 91 Progress Test ................................................................................... 92 Module 4. Evolution of Natural Sciences ........................................... 95 Unit 1. Scientific Milestones .................................................................. 96 Unit 2. Scientific Revolution ................................................................. 113 Unit 3. Revise & Practise ...................................................................... 125 Progress Test .................................................................................. 125

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Module 5. Survive or not Survive? .................................................... 131 Unit 1. Global Issues ............................................................................. 132 Unit 2. CleanTech = GreenTech ........................................................... 151 Unit 3. Revise & Practise ...................................................................... 164 Progress Test .................................................................................. 166 Module 6. Science Frontiers .............................................................. 171 Unit 1. The 20th Century and Beyond ................................................... 172 Unit 2. Into the Future .......................................................................... 185 Unit 3. Revise & Practise ....................................................................... 195 Progress Test ................................................................................... 195 Module 7. The Skillful Me! .................................................................. 199 Unit 1. Job Opportunities for Students ................................................... 200 Unit 2. On the Job .................................................................................... 212 Unit 3. Revise & Practise ........................................................................ 223 Progress Test ................................................................................... 224 Audio Scripts ........................................................................................... 228 Keys ........................................................................................................ 247 List of materials used ............................................................................. 268

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Методическая записка Учебник «Learning to Learn in English» предназначается для студентов 1–2 курсов бакалавриата естественнонаучных и инженерных специальностей университетов (уровень владения английским языком – средний и выше среднего). Его целью является формирование иноязычной коммуникативной компетенции, адекватной как общим целям овладения иностранным языком как средством межкультурного общения, личностного развития и самореализации, так и потребностям рынка труда в специалистах, готовых к продолжению своего образования и профессиональной деятельности в иноязычной среде. Поскольку одна из основных задач данного учебника – развитие академических компетенций и овладение студентами общими учебными стратегиями в ходе изучения английского языка, приедлагаемая в учебнике система заданий ориентирована на создание условий для приобретения студентами опыта использования языковых знаний и умений в различных ситуациях общения; формирование навыков планирования учебной деятельности; совершенствование навыков самостоятельной работы; развитие творческого подхода к решению учебных и профессиональных задач; организацию и осуществление коллективной познавательной деятельности; самоконтроль и оценку усвоения соответствующих знаний и умений; активное использование современных информационных технологий в учебной работе. Основной акцент делается на развитие базовых навыков работы с информацией на английском языке: быстрый поиск, оценка, выбор, обработка и передача информации в различных формах и др. Данный учебник состоит из 7 модулей, раздела «Приложение», который включает текстовую основу для прослушивания (scripts) и ключей к наиболее трудным заданиям. В начале каждого модуля сформулированы его учебные цели, которые позволяют студентам получить четкое представление о направленности предстоящей работы. Все модули имеют определенную тематическую направленность (академическую или профессиональную), разработанную с учетом требований подготовки специалистов естественнонаучных направлений. В свою очередь каждый модуль состоит из 3 разделов (Units). В первых двух рассматриваются различные аспекты избранной тематики, вводятся и закрепляются общие учебные стратегии и определенный 5

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языковой материал, развиваются и совершенствуются коммуникативные навыки. В третьем разделе даны задания на проверку, осмысление и закрепление пройденного в первых двух разделах, задания на самостоятельную работу, проекты. Работа в каждом разделе (Unit) включает задания под следующими рубриками: Lead in – включает задания, имеющие своей целью выяснить фоновые знания, мнения, суждения студентов по обсуждаемой в каждом разделе тематике. Reading – предлагает задания на развитие навыков в различных видах чтения, извлечение основной информации, понимание структуры, организации и содержания текста (полного или основного). Listening – представляет собой аудиозаписи монологов и интервью академической и общенаучной направленности, с заданиями направленными на извлечение конкретной информации, развитие навыков конспектирования, переработки и передачи информации на английском языке. Focus on language – акцентирует внимание на определенных грамматических аспектах, ключевых словах и словосочетаниях из изученного в разделе текста, включает задания на расширение словарного запаса студентов. What do you think – предлагает вопросы, позволяющие выявить отношение к прочитанному материалу и соотнести его с собственными знаниями, интересами студентов и имеющимся у них опытом. Get real – предполагает использование умений поиска информации на Интернет-сайтах, в условиях, максимально приближенных к ситуациям реальной учебной деятельности. Writing – предлагает различные задания, направленные на развитие умения фиксировать информацию на английском языке с использованием различных форм записи (составление плана, коротких заметок, конспектирования, аннотирования, реферирования и др.). In the Realm of Science – включает дополнительный справочный материал, отражающий специфику естественнонаучных специальностей (общепринятые сокращения, математические символы и др.). В данный учебник включены также специальные рубрики: Managing your learning содержит полезные советы по использованию стратегий изучения иностранного языка, а также рациональные приемы работы над лексическим и грамматическим материалом и т. д. 6

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Self study предлагает дополнительный материал для самостоятельного изучения. Progress Monitoring – представляет задания, стимулирующие рефлексивную самооценку процесса изучения английского языка, то есть студентам предлагается самостоятельно отслеживать успешность своего продвижения в овладении английским языком. Progress Test – представляет собой тест рубежного контроля. В ходе работы с материалами учебника студенты получают навык ведения Языкового портфеля, то есть «пакета документов, в которых его обладатель в течение длительного времени фиксирует свои достижения и опыт в овладении иностранным языком, полученные квалификации, а также отдельные виды выполненных им работ». (Европейский языковой портфель, 1997). Использование этой технологии позволяет в процессе обучения английскому языку, с одной стороны, развивать способность к целеполаганию, умение анализировать и оценивать процесс собственного развития, с другой, является инструментом автономного изучения языка, средством накопления опыта через индивидуальную подборку достижений. Учебник построен с использованием аутентичных материалов, основными источниками, которых являются британские и американские академические и научно-популярные издания, Интернет, проспекты ведущих университетов англоязычных стран, энциклопедии, словари. При подборе учебных материалов учитывались такие характеристики, как новизна информации, ее познавательность, соответствие учебным и профессиональным потребностям студентов.

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Copyright ОАО «ЦКБ «БИБКОМ» & ООО «Aгентство Kнига-Cервис»

THE WAY WE LEARN

“The important thing is not to stop questioning” A. Einstein

Learning Goals  to organize information in a mind map  to learn how to give advice  to talk about your ways of learning English and effective learning techniques  to keep a learner diary  to use mind maps for vocabulary building  to revisit Present Tenses

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Unit 1

Learn How to Learn

Lead-in

1. Discuss the reasons students have to study English. Why do students study the English language?

for studies my parents want me to learn it

for social reasons … because it was a part of a school programme

… to improve the knowledge of the world

for the future job

2. Think about the reason/s why you learn the English language and finish the sentence: to … because …

I learn English

for … 10

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Reading 1. Read these interviews with three people who study English as a foreign language. Complete the chart.

Reason(s)

Main focus of study

Ways of learning

Antonio Natasha Christina You A. Interviewer: Why do you study English, Antonio? Antonio: Well, it will be necessary in my future job as a personal assistant. So, I do a course in English at an adult institution here in Madrid. I’ve been studying for three months. Interviewer: Which skills do you focus on? Antonio: I mainly need to practise speaking, writing and reading, of course. All in all I’m doing quite well, but I find the grammar difficult. I am not saying I hate it – I just don’t like doing the exercises. Though I feel you can’t really learn a language if you don’t understand how it works. I mean, the way sentences are structured. The thing that annoys me most is that I’m always mixing verb forms. B. Interviewer: Why do you study English, Natasha? Natasha: I have studied English for 5 years. Honestly I had many reasons. First, my parents wanted me to learn it, and then I got interested in movies and music, so I read a lot of magazines. Finally, I want to travel and meet people. I mainly focus on speaking now. Interviewer: How do you learn it? Do you have any special methods? 11

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Natasha:

I do a lot of conversations – I talk in English with friends and even to myself in the shower. I learn a lot of new words. I believe fluent English is absolutely impossible with limited vocabulary, so I keep a vocabulary notebook. A good way to learn new words is to write them on pieces of paper and stick them on the walls in my flat. Each time I pass them by, I look at them and read. I also include one or two phrases with these words.

C. Interviewer: Why do you study English, Christina? Christina: It was a part of my school programme, but I wasn’t very much interested in it. So now I am taking extra classes to improve my skills, I would say. And I really enjoy it. Interviewer: How do you study English? Christina: I watch a lot of video, education programmes and films. They give me a real taste of the British people and their way of life. Of course I don’t understand every word but I find it very useful to watch and guess. Besides, I can stop or rewind the tape to listen again to the part I haven’t understood or even to read the script. What do you think?  How do you learn a foreign language?  What aspects of the language (e.g.: grammar, vocabulary, …) do you find most important?  What way(s) of learning do you enjoy?  Which of them do you find easy/difficult? Focus on Language Read the following sentences. What grammar tenses are used?  I watch a lot of video, education programmes and films.  I am not saying I hate it.  I have studied English for 5 years at school.  I have been studying here for 3 months.

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Present Simple and Present Progressive Present Perfect and Present Perfect Progressive  We use … to speak about permanent situations and routines  We use … to describe activities that are happening at or around the time of speaking  We use … for the event that started in the past and has been recently completed  We use … to speak about activ ities that began in the past, continue to the present and are still in the process

Note *The verbs that describe states are not normally used in the Present Progressive tense, e.g.: to like to enjoy

to remember to suppose

to own to have

to hear to smell

to consist to include

e.g., I hate sitting in front of the class. He doesn’t realize the responsibility he has put on his shoulders. **The verbs have, think, see and some others can be used in the Present Progressive tense but with the different meaning, e.g. I think I’d take C hemistry classes this semester. (opinion) Kathy is thinking of getting another computer. (She is planning)

***If a speaker wants to express anger, annoyance, complaint, etc. the Present Progressive with always and constantly may be used e.g., Tony’s driving me crazy. He is always trying to show me that he’s smarter than I.

Practice 1. List time expressions under the correct tense heading. Some expressions can be used more than once. for every day still so far now since ever just usually always never constantly nowadays at present today Present Simple .............. .............. ..............

Present Progressive .............. .............. ..............

Present Perfect .............. .............. ..............

Present Perfect Progressive .................... .................... ....................

2. Complete the sentences with the verbs in the correct Present tenses. a) Libraries today are different from those in the 1800s. For example, the contents of libraries (change) ………… greatly through the years. They 13

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used to be simply collections of books, today most libraries (become ………. multimedia centres that (contain) ………… tapes, computers, discs, films, magazines, music and paintings. The role of the library in society (change, also) …………… . b) Mike is a student, but he (go, not) ………… to school right now because it’s summer. He (attend) ……………… college from September to May every year, but in the summer he (have, usually) ………………… a job at the post office. In fact, he (work) ……………… there this summer. c) How many tests you (take) ……………. since the beginning of the semester? d) A: I am worried about Bob. He doesn’t go out to have fun or have a minute to chat. B: Why? A: He (study, always) ………………… something. At the moment he (do) …………… an evening class in Spanish and (enroll, just) …………………… on an Information Technology course. e) Jane (tutor, often) …………….. other students in her chemistry class. This afternoon she (help) ……………… Denny with his chemistry assignment because he (understand, not) ………………… the material they (work) ……………… on in their class this week. f) I’m trying to study. I (try) ………………. to study for the last hour, but something always seems to interrupt me. I think I’d better go to the library.

Speaking 1. Complete the questionnaire. Tick (V) five most useful techniques for learning English.

useful listening to the tapes and repeating after them talking to native speakers practising dialogues with partners reading books and magazines in english writing down and learning every new word learning dialogues by heart making up sentences to learn new words 14

V

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useful doing translation exercises writing letters writing up words and phrases watching movies in english keeping a vocabulary notebook having classes with a private tutor translating songs in english using a grammar book 2. Work with a partner and discuss how you prefer learning foreign languages. Are you different? Make use of the phrases in the Tool box.

Tool box: Giving explanations I mainly need to practice … The thing that annoys me most is … I like/prefer/enjoy studying … … is a major part of my learning English because … I try hard to … The best way to learn a language for me is … When I … I am trying to … As for … I want … I feel I need …

Listening 1. You are going to listen to the radio interview with an English teacher.  Have you ever made any resolutions such as to give up smoking, to do sport or to learn driving? Were they a success? Why? Why not?  What things have you ever done or learnt on your friends’ or parents’ recommendation? 2. Listen to the radio programme and answer the questions. a) Who may find the teacher’s advice useful? b) How many resolutions does she speak about? c) What exactly does she recommend to do? d) What are the advantages of listening to English music?

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Focus on language 1. Match the verbs in column A with the nouns in column B to make phrases used in the programme. A B 1) set a) chance 2) have b) resolution 3) spend c) online 4) improve d) goals 5) make e) one’s schedule 6) go f) English 7) suit g) time 8) get h) access 2. Put a preposition where necessary. a) to improve ………… language skills b) to have access ……….. the Internet c) to listen …….. programmes d) to access …………… the radio e) to stick …………. your goals f) to work ………… your pronunciation g) goals …….. speaking h) to listen …………. efficiently i) to look ………. a word in a dictionary j) to look ………….. the meaning k) to sit ……. a car l) to sit ………… a bus m) to talk ……… a native speaker n) to work ……….. one’s way up o) to look ………….. the examples 3. Choose five phrases to make sentences of your own. What do you think?  Do you find the recommendations helpful and easy to follow? Why? Why not?  How does Lida Baker understands “making use of 24 hours a day” to practice and improve English? Do you find this realistic? 16

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 What ways for improving your English language skills work best for you?  Make one resolution to improve your English. Would you recommend it to your group mates?

Reading 1. Before you read the article on lifelong learning check if you know what the following phrases mean. Give their Russian equivalents. lifelong learning self-confidence

decision-making skills lifelike paintings

problem-solving skills a left-brained person

Example: Lifelong learning – learning that lasts for the whole life – обучение на протяжении всей жизни 2. Read the article and answer the questions. a) What are the key skills in the world of work? b) What is the main purpose of lifelong learning? c) What advice does the author give to students? d) What are the main learning styles mentioned in the article? e) Are people able to use the full potential of their brain? f) Why is it necessary to be selective while learning?

Keep learning? Keep earning! (1) College is just the beginning of a lifelong learning journey. With the rapid advancement of technology, changes in economy and society, you must adapt a learning mindset if you want to succeed. The key to lifelong earning is lifelong learning. (2) As you embark on this path*, strive always to be a student. Be open to new ideas and information, and be able to adapt. These are essential skills for the new world of work. Some benefits of becoming a lifelong learner are:  increased self-confidence when approaching new tasks or ideas;  better decision-making and problem-solving skills; —————————— *embark on one’s path – вступать на путь.

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the ability to adapt and change with the times; greater personal satisfaction;  higher pay and more employment opportunities. (3) To become a student for life, start by finding out how you learn best. There are three main ways of learning people tend to follow: hearing (auditory learning), seeing (visual learning) and doing (kinesthetic learning). If you are not sure which type you prefer, ask yourself how you like to be given directions. If you are an auditory learner, you prefer to be told how to get somewhere. If you are a visual learner, you prefer to be shown. If you are a kinesthetic learner, you prefer to drive yourself there first. Another important aspect of learning is whether you are left- or right-brain dominant. “Left-brained” people are good with logic, analysis, math, language, writing and reading. “Right-brained” people are good with imagination, colors, graphics, music and rhythm. Of course, we do have the capability to think both ways. When we are able to tap into both sides* of our brains, we use our full brain potential. (4) Many famous people used their “whole” brain. For example, Leonardo da Vinci was an artist and innovator. He sketched helicopters hundreds of years ago because he was fascinated by mechanics. He also used his knowledge of how the human body stands and moves to create extraordinary lifelike paintings. (5) Strive to use your whole brain when studying, working and interacting with others. Also, be selective with what you feed your brain. As the adage says, “garbage in, garbage out.” The same holds true for the programs your brain uses. Only put in positive, healthy and educational programs. Your thoughts, along with the ability to add, change and discard them, are what define your mind. (6) An ancient Chinese proverb says it best: “To gain knowledge, add things everyday. To gain wisdom, remove things everyday.” Just like a computer needs to delete files and information that are no longer useful, you have to discard old programs and information that no longer serve you. Knowing what is important and what is necessary to do will ensure that you have plenty of space left for learning the next new thing.  

(Abridged and adapted from Keep learning? Keep earning! By Michelle L. Casto) —————————— *tap into both sides – здесь, использовать оба полушария мозга.

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Comprehension check 1. The words and phrases below are all from the article. Try to work out what they mean. Consult a dictionary if necessary. a learning mindset to think both ways full brain potential to use “whole” brain to define one’s mind to gain knowledge to discard thoughts to hold true for smth/smb to sketch smth to feed one’s brain benefits 2. Look back in the text and find the words that have a similar meaning to: fast (paragraph 1) to be successful (paragraph 1) very important (paragraph 2) starting dealing with (paragraph 2) ability (paragraph 3) communicating (paragraph 5) saying (paragraph 5) to get (paragraph 6) remove (paragraph 6) a lot of (paragraph 6) What do you think?  Comment on the saying “garbage in, garbage out”. Does it always hold true?  Are you a left- or right-brained person?  Which way of learning do you prefer?  What do you think are the qualities of a good language learner? Work with a partner. Choose 5–10 most important qualities from the list below and explain your choice: enthusiastic cautious hard working talkative

independent attentive systematic accurate

responsible persistent self monitoring sociable

intelligent risk taking confident flexible

 Do these qualities help students in their studies? Give your own examples.

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There are no “ideal learners”. The important thing is to understand what kind of learner you are, develop your strengths and overcome your weaknesses. Knowing your learning style will help you to develop coping strategies to compensate for your weaknesses and capitalize on your strengths.

Get real Carry out some self exploratory work. Go online. Take a test on Learning Styles and find out your style and learning preferences. Report back to the class.

Speaking Divide into groups according to your learning styles. Work out the strategies that will help you to achieve good results in English language learning. Discuss your strategies in class. Examples: Group 1 Visual learners: When you try to remember things, close your eyes to get a “picture” or image of the information to help to recall. Group 2 Tactile learners: Be directly engaged; move and act things out Group 3 Auditory learners: When you study by yourself, talk out and read your notes and textbook out loud. Find a room where you won't bother. 20

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Writing Copy this mind map and complete it for yourself. Use this information to write the story of your English language learning. 3. When ..?

3. Why ..?

2. Background

Managing your learning: Mind maps 1 Mind mapping is a good way to organize ideas before writing. 1. Write down the most important word or short phrase in the centre. 2. Post other important concepts and their words in the circles. 3. Add other key words and ideas. 4. As you expand your map, tend to become more specific or detailed

3. How long ..?

3. Where .?

1. My Language Learning Story 3. ..? 3. ..?

2. Strong points 3. ..?

2. Weak points 3. Strategies

3. Strategies

3. ..?

3. I’m an auditory type of learner so …

2. Perspectives in learning

4. ..? 3. ..?

3. Purpose …

In the Realm of Science 1. Read aloud the following numbers. 21

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13 30 307 69 5,000 100,000 When do we say and?

145 90 5,000,000

850

615

2. Practise the following phone numbers. 095 837 95 21 0172 375 4431 8 918 506 4348 3. Practise the following dates: 1995 nineteen ninety-five (divide the number into two parts) 2000 (the year) two thousand 2007 two thousand and seven (twenty hundred and seven) 2025 twenty twenty-five April 1st April the first/The first of April (use ordinal numbers) 20:00 eight o'clock/eight p.m.

1,520

8 902 771 1129

It is interesting to know 15th December 2007 (British English) December 15, 2007 (American English)

How do you say these dates? December 12, 1987 26th August 2001 31st September 2000 June 14, 1846

9th February 1900 March 3, 1966

How do you say the time? 14:45 8:15 23:10

18:55

12:30

21:00

Unit 1. Progress Monitoring In this unit you have worked on the following vocabulary related to the topic “Ways of learning”  to take/to make notes on  to do a course in  to take exam in  to improve knowledge/skills  a tutor; to tutor  to help with/to do an assignment  to keep a notebook  to focus on  learning preference/style  self exploratory work  to organize ideas  to take classes in (subject)/on (time)  to cope with problems  to achieve results  to gain knowlede  lifelong learning Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 2

Study Smart, Not Hard

Lead-in 1. Are you satisfied with the results you achieved at school? 2. Do you know how to study effectively? 3. Do you think studying at a university is different from that at school? Why?/Why not? 4. What makes an effective learning? Work in groups of 3–4 and come up with your ideas (e.g., motivation, …, ….).

Reading 1. How many English equivalents to the Russian word цель do you remember? Give as many equivalents as you can. 2. Read the text, find some other equivalents for the word and write them down. 3. Think of a proper title for the text. Explain your choice. * * * “Goals equal success”, says Paul Shearstone in his article on goal setting. Studies have shone, he argues, that “only three percent of the population are engaged in some form of goal setting and only one percent, on average, write them down. … No wonder that one percent that write goals down are the richest people around the world.” Goal setting is a powerful technique that can improve all areas of your life. By deciding on your goals and targets you will know what you want you want to achieve, what to concentrate on. In your studies it will help you to focus your efforts in search for professional skills and knowledge, and to organize your resources. It's good to have big goals – a vision of what you want to achieve – and smaller and measurable objectives with exact time frames. By measuring their achievement, you will be able to see what you have done and what you are capable of. It will help you to move step-by-step towards your goal (to work towards your aim), at the same time improving your self-confidence. 23

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But this is only possible if you follow a few simple rules in your planning process:  Express your goals positively. The more positive instructions you give yourself, the more positive results you will get.  Avoid setting general and unclear goals, putting in dates, times and amounts.  Break big goals down into a number of small tasks.  Do not set goals too low or too high. It is important that you can achieve your goal without losing motivation.  When you have several goals, set priorities.  And most important of all: WRITE YOUR GOALS DOWN. «The difference between a goal and a dream is the written word.» – Gene Donohue (Adapted from: list of Internet sites used)

What do you think?  Are the rules described in the text easy to follow? Why/why not?  According to Gene Donohue what is a principal difference between a goal and a dream?  Rewrite the statement about learning English you have made in Unit 1 Lead-in task using the recommendations given in the text. Focus on language 1. Look through the text and write down possible combinations of the word goal with 8 verbs. Complete the word web below. Managing your learning: Mind maps 2 Mind maps may be a good solution if you have a problem rememberring new items of vocabulary and word collocations. They are usually called word webs.

…

set

goal

2. Draw a word web for the verb to improve. Consult a dictionary if necessary. 24

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3. Work in 5 teams. Each team completes word webs for the verbs to achieve, to set, to organize, to get and to lose using its own colour marker. The word webs are rotated every 1 minute, then the results are checked in class. The team that works out the majority of combinations is the winner.

Listening 1. Discuss as a class.  Have you ever tried to improve your memory? What techniques did you use? Were they of help?  How do you usually study for exam? 2. You are going to listen to an expert who gives some study tips on how to maximize our ability to learn and remember new information. Listen to the talk and mark the sentences below true (T) or false (F). a) Andrew Maze is a psychologist at the University of Manchester. b) It is not a very good idea to try and learn a lot in one go. c) ‘Processing’ or organizing information helps to learn it faster. d) Don’t even try to memorize things before you go to sleep. e) To efficiently consolidate the information you are learning don’t learn a lot of things during one day. What do you think?  Do you agree with the expert’s advice?  Does every student with good memory make a successful learner? Why?/Why not?  Do you think you are a successful learner? Why?/Why not?  How do you think you can improve your learning strategies?

Reading 1. Read what some former students say about how to study effectively. Write out the recommendations and advice they give.

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What are effective study habits? No two people study the same way and there is little doubt that what works for one person may not work for another. However, there are some general techniques that seem to produce good results. Our reporter, Barbara Brown, interviewed some former students about their effective study habits. Elena Hora`akova, Czech Republic “I wish I had known how easy it is to approach a teacher if you need help. I wasted a lot of time! Professors usually are willing to help out students who need some extra help if they believe you are making a genuine effort to learn.”

Roger Blackstone, USA “Don’t be shy in class. Be an aggressive learner – it is your education and your money. If you are in doubt about any directions, material or due dates, ask your professor. Most likely, you are not the only student in class who doesn’t get it.”

Natasha Surkova, Russia “I strongly advise you to plan for a technology failure, I mean never wait until the night before your paper is due to print it. You might be out of toner or the printer might jam. Always back up your work on another disk. Print your paper the day before and back up all your work on a removable drive.”

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Corine Testini, Italy “College is a matter of responsibility. You are responsible for yourself and yourself alone! Don’t expect that someone, such as your professor, will ask about assignments you haven’t turned in. Don’t waste your time or money skipping classes. Read your syllabi to find out what’s expected of you.

Matt Scout, UK “Avoid studying just after your meals. Never study within 30 minutes of going to sleep. If possible, study no more than 30-40 minutes at a stretch. Many students achieve better results by studying for short periods with breaks in between. Of course it all depends on what you’re trying to study but generally take a break after a period of study. I also recommend to take study breaks away from your desk or wherever you are studying. ”

Kristine Kershsten, Sweden “I’ve found it very useful to study every day and attend every class even if I wasn’t well prepared ‘cause class time is the best opportunity to practise, clarify and sort out the material you’re working at. Even if attendance is not compulsory, your professor will notice who is in class. Remember, professors are interested in the subjects they teach and notice those students that also show interest.”

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2. Which of the recommendations do you follow? Why? Focus on language Study these examples of advice. Giving advice To give advice we can use  imperative: Express your goals positively. Do not set goals too low or too high. Avoid setting general, intricate or unclear goals.  modals should or ought to: You should be honest about how plans are going. (=You ought to be …)  had better – advice close to warning: If you want other people really help you, you’d better inform them in advance.  Second Conditionals: If I were you, I would set priorities first.

Practice 1. What other ways to give advice do you know? Give your own examples. Example: It’s a good idea to set priorities when you have several goals. 2. Read Kathy Brown’s letter describing the problem she faces with her studies. As a class give her some helpful advice.

Get real

“In high school I was able to get all or most of my work done without much of a problem. But here in college, there’s so much material to read and absorb, and papers and exams take longer to finish and study for that sometimes I feel like I can hardly keep my head above this pool of work.” – Kathy Brown

Carry out some self exploratory work. Go online and take a Time management test to see where your time goes and report the results in class.

Speaking In groups of 3–4 think of any other tips how to arrange your day to get maximum output. Compare with the other groups. Which of these do you follow? 28

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Example: write down daily tasks __________________ __________________ Make use of the phrases from the Tool box. Add a reason to the advice where you think it is appropriate.

Tool box: Giving advice Avoid … You/one should … Don’t … If … , you’d better … I recommend/advice … It’s a good idea/technique/… If I were you, I would …

Writing Managing your learning It is useful to keep a record of what you study. This might be a record for your work and a record for your feelings about the course. The latter will allow you to see whether you are progressing, what your difficulties are, as well as formulate your objectives and analyze your distractions.

1. Answer the questions.  What kind of records do studentsusually keep?  Have you ever kept a diary?  Do you think it can help in studies? In what way?

2. Look at the mind map and discuss possible contents for a learner diary. How would you like to organize your learner diary? feelings about class activites

your progress

nobody

..?

What to include?

..? Who sees it?

Learner diary

.. ?

my teacher Why do it?

How often to write?

..?

..? every week

..?

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3. Think about what you have done in the last week in your English classes and write an entry for your learner diary.

In the Realm of Science Words of the Latin origin are widely used in many languages. English and Russian are not the exceptions, e.g.: консенсус, кворум, P.S., quantum, etc. 1. Pay attention to the correct pronunciation in English of the following abbreviations:

Abbreviation

Latin

Russian equivalent

A.C. A.D. vs et al. P.S. etc. i.e. p.m. NB e.g. v.v a.m.

Ante Christum anno Domini versus et alii post scriptum et cetera id est post meridiem nota bene exempli gratia vice versa ante meridiem

до нашей эры нашей эры против и другие постскриптум и так далее то есть пополудни обрати особое внимание например наоборот до полудня

2. Match Latin and English equivalents. i.e for example e.g. B.C. (before Christ) etc. that is at al. and so on A.D. and the others 3. Many English words and word parts can be traced back to Latin. The following table lists some common Latin roots. 30

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Latin root -dict-duc-gress-ject-pel-pend-port-scrib-, -script-tract-vert-

Basic meaning to say to lead, bring, take to walk to throw to drive to hang to carry to write to pull, drag, draw to turn

Example words contradict, dictate, predict deduce, produce, reduce digress, progress, transgress project, reject, subject compel, dispel, repel depend, impend, pendulum export, report, support describe, subscription, transcribe attract, contract, extract convert, divert, invert

4. Read the most famous Latin sayings. Which one do you like most of all? Comment on it. Veni, vidi, vici

Через тернии к звездам

Per Aspera Ad Astra

Пришел, увидел, победил

Discendo discimus Я мыслю, значит я существую

Cogito, ergo sum Обучая, учимся

Unit 2. Progress Monitoring In this unit you have worked on the following vocabulary related to the topic “Ways of learning”  to set/achieve/write down goals  to set priorities  to manage time  study habits  to be responsible for oneself  to waste time  to attend/miss/skip classes  to keep a diary  to take study breaks  to keep records for  to ask for/give advice  to gain success in sth  long-tem goals  to monitor progress Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 3

Revise & Practise

1. Explain the similarity and difference between these pairs. mind – intelligence knowledge – skills 2. Work in groups of 2–3. Interview your fellow students how they learn new vocabulary, new grammar; develop their speaking, writing, listening, reading skills. Organize their ideas into a mind map. Report on the most popular techniques in class. 3. Read the following sayings. Comment on the one you like most.  Make time your friend not your enemy.  Habits can be the best of friends or the worst of enemies.  In examining the potential of individuals, we must focus on their strengths and not just their mistakes. 4. Give school-leavers advice on how to become a successful student.

Progress Test 1. Complete the paragraph with the appropriate present tense form of the verbs in brackets. Discovering your learning learning style style … (be) an excellent way to learn about yourself and the way you … (absorb) information best. I … (be) glad I … (complete) the Learning Style test because I … (plan) to use this knowledge of myself in the future. 2. Spot the odd word out. a) e.g. et cetera b) grammar vocabulary c) learning self exploratory work

v.s. language teaching

that is pronunciation studies

3. Complete the sentences with the appropriate Latin abbreviation. a) We talked about learning styles, preferences, various leaning strategies, …. 32

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b) There are different types of language learners, …: a teacher depender, a risk taker, a child-like conscious learner, a translator, a reader and a systems learner. c) You can start with a multiple intelligence test and proceed to a learning style test or … . d) If you want to succeed in your studies you should follow the key principles … goal setting, time management and effective study habits. e) …! The course starting date is September 5. f) Research by Charles Babbage … in the 18th century laid the cornerstone to the development of modern computers.

Self study Do some self exploratory work to learn more about yourself. Way To Success Studying at university makes very different demands on you compared with school. In higher education the focus is on you: you're given much more responsibility for your studies, you will be expected to study on your own much more than you may have been used to as well as the scope of study is much wider than you have been used to. To help you achieve better results in your studies do some self exploratory work. Your task is to come to understanding of your learning strong and weak points and of your own way of learning.   

Search the site http://www.ldpride.net/learningstyles.MI.htm Take the test on multiple intelligence http://www.ldrc.ca/projects/miinventory/miinventory.php Report in a written form the results of the tests

QUESTIONS TO GUIDE YOU:  What is multiple intelligence?  What types of multiple intelligence are defined?  What personality type/types do you belong to?  Have you learnt new things about yourself?  Why is it important to be aware of your personality type?  How will this affect you and your studies?  Which of the practical suggestions do you find the most useful/possible to follow?

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WHAT’S IT LIKE BEING A STUDENT?

“Genius without education is like silver in mine” Benjamin Franklin

Learning Goals     

to make use of key words for efficient reading to organize and develop your ideas into a paragraph to fill in an application form to write definitions of sciences to talk about the field of science you have chosen and subject courses you study  to revisit contextual reference  to revisit subject and verb agreement

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Unit 1

Making the Choice of Your Life

Lead-in 1. Choosing a university at which you will spend the next few years of your life is not easy. It is important to make sure that you choose the right place to study. There are so many questions you have to answer. List the factors that influenced your choice of the university, e.g.:  university location  fields of study  …  …  … 2. How did you get information about the university/faculty you study at: through University Prospectus, University Open Days, from your friends, etc.?

Reading 1. Read quickly the advertisement of the Massachusetts Institute of Technology and try to guess what the words below mean: Sorority Faculty Fraternity Prospectus Accommodation Campus Staff Department Alumni 2. Read the advertisement again. Take notes under the following headings:  Levels of study:  Fields of science:  Accommodation provided:  Institute structure:  Number of students:  Location:

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Recognized as one of the best schools in the United States, the Massachusets Instutute of Technology offers a wide range of accredited academic programs at the undergraduate and graduate levels in: biological and chemical engineering computational and systems biology nuclear science and engineering foreign languages and literature computer science •

The Massachusetts Institute of Technology -- a coeducational, privately endowed research university -- is dedicated to advancing knowledge and educating students in science, technology, and other areas of scholarship that will best serve the nation and the world in the 21st century.

•

MIT offers a wide range of accommodation: 6 campus houses for graduates 35 MIT - affiliated fraternities and sororities Residence Halls for undergraduates

material science management architecture economics history

•

5 Schools -- Architecture and Planning, Engineering, Humanities, Arts, and Social Sciences, Management, and Science -- and the Whitaker College of Health Sciences and Technology

•

33 degree-granting departments, programs, and divisions

•

a great deal of research and teaching takes place in interdisciplinary programs, laboratories, and centers whose work extends beyond traditional departmental boundaries

•

10,000 undergraduate and graduate students

•

47 alumni, faculty, researchers and staff have won Nobel Prizes

•

located on 168 acres that extend more than a mile along the Cambridge side of the Charles River Basin

(Adapted from MIT Web site)

3. Find words in the text that mean approximately to promote to stretch to devote hostel/dormitory teachers (AmE) to finance

the same as these: to train/teach a graduate learning

4. Which words in the text match the following definitions?  officially approved that sth/sb is of an accepted quality or standard  a university or college student who is studying for the first degree  the buildings of a university or college and the land around them  a person who has a university degree  the serious study of an academic subject and the knowledge and methods involved  the people who work at a school, college or university, but who do not teach students  an area of land around a large river with streams running down into it 37

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

a school or an educational system where girls and boys are taught together

What do you think?  Is MIT a prestigious institution? Why?  If you had a chance would you choose MIT to study at?  What factors from this advertisement would help you to make up your mind? Focus on Language 1. Read the paragraph. What do the words in bold print refer to? The MIT is dedicated to educating students in science, technology and other areas of scholarship that will best serve the nation in the 21st century. It offers a wide range of accommodation for its students. A great deal of research is carried out by MIT’s laboratories and centers whose work extends beyond traditional departmental boundaries. This allows both undergraduate and graduate students gain all round educational experience and broaden their research horizons. Contextual reference Pronouns and adjectives are often used to link ideas together so that the text is easier to read. In this case they refer to a word or words mentioned earlier in the sentence or paragraph.

Practice 1. Read the following paragraph and highlight the words in the text that refer to the words in bold. Cambridge, US is a unique community with a strong mix of cultural and social diversity and technological innovation. Its “Squares” are rich in various international restaurants and cafes as well as unique shopping, theatres, museums, and historic sites. Located between the academic centers of Harvard and MIT, Central Square is the seat of City government and is home to a rich variety of music clubs, book shops, restaurants and clothing stores. It’s about a 12 minute walk from Kendall Square, which is the home to MIT and the heart of Massachusetts’ high tech and biotechnology industries. The main site of the MIT is located along the left bank of the Charles River. This provides a wonderful view of the Boston area. Parking in Cambridge can be expensive and hard to find so use public transportation 38

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to get to the MIT campus. The Tech shuttle and Safe Ride shuttle provide free transportation around the MIT. But the latter runs only on weekdays. (Adapted from http://www.cambridge-usa.org/)

Listening Listen to the radio programme about Washington University. Take notes under the headings below.  Location  Number of students  Per cent of international students  University Schools  Tuition fees for undergraduate students for a year  Tuition fees for the Master of Business Administration program  Scholarships and lоans  Date of the foundation

Speaking 1. Match the names of famous universities with the cities and countries they are located in. University MSU Humboldt University MIT Tokyo Daigaku Fudan University Harvard Oxford MIPT Friedrich Wilhelm University Cambridge Yale Sorbonne

City Oxford Cambridge, Mass. Paris Cambridge Berlin New Heaven, Conn. Cambridge, Mass. Moscow Shanghai Tokyo Bonn

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Country France USA Russia Japan UK Germany China

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2. What are these universities famous for? Make sentences adding any information you know about them e.g.: famous prestigious world-known ancient Humboldt University is the first German university located in the city of Berlin. largest …

3. Answer the questions about the university you study at. a) What is your university famous for? b) What levels of study are available? c) Where is the university located? Is it a campus or non-campus university? d) Does it offer accommodation for the students? e) What fields of science does the university provide courses in? f) Is your university prestigious in the country or in your region? Why? g) Have any graduates, faculty members won world famous prizes? Who?

Get real Study the web site and Prospectus of your university or faculty. Then write an advertisement of your own for university applicants. Use MIT advertisement as an example.

Reading 1. Work as a class. Check you know these words and phrases: undergraduate/postgraduate level modular course optional subject credit points subject area

qualification compulsory subject elective subject unit of study assessment associated field of study 40

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2. Read the text about the British system of higher education. And complete the notes.

First degree courses in the UK The UK has an excellent reputation for higher education and research. It offers a lot of opportunities to both national and international students at undergraduate and postgraduate level. Degrees The degrees vary according to the practice of each university. First degrees after leaving school are often called undergraduate. Arts, social science and pure science degrees normally last 3 or 4 years because they are designed to follow a very specialized school-leaving qualification. Traditionally university graduates will be awarded the degree of Bachelor of Arts, Science, Engineering, Medicine etc. Later they may continue to take graduate or postgraduate courses. There is a another higher educational qualification in the UK, known as the Higher National Diploma or HND. It lasts a year less than a degree course – either two full-time or three years as a sandwich course. HNDs are vocational (or job related), so a student will not find them in purely academic subjects as history or philosophy. They are available in, for example, science subjects, engineering, business studies, hospitality and tourism management. Course structure Nowadays many institutions are changing the way in which their courses are structured. First degree courses in business studies, engineering, science and technology that allow students to undertake practical training are known as sandwich courses and include periods of work experience in industry and commerce. The new modular schemes offer the opportunity to design a programme of study which suits particular student’s interests. A modular course is made up of a number of self-contained units of study. These units, or modules, count towards final qualification – whether it is a first degree or a Higher National Diploma. The final qualification is of the same value as one which has a traditional structure, but the way in which the course is organized and assessed is different. In a full-time programme the students will study between 9 and 12 modules each year. Some of them may run for more than one term or semester. The work will be assessed at the end of each module, and each module a student successfully passes will give credit points which have a common value within the Credit Accumulation and Transfer Scheme, or CATS for short. 41

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Choosing a course In most modular courses students still choose the main field of study. This may take the form of a single subject degree in business studies, for examples, or a joint degree in biology and information technology. A student has to take a number of compulsory or “core” modules from a list of optional subjects, either within the specialist subject(s) or in an associated field. A student may also be able to choose modules from completely different subject areas. These are called “elective” subjects and can provide you with additional employment skills, or an opportunity to broaden your academic interests. Options range from language to computer skills, from accounting to fine art courses. In some institutions students may start with a broader choice of subjects and decide which modules to take as they move through the course. In order to gain professional qualifications, it is important to cover the necessary modules which are usually specified in institutions’ prospectuses. One of the advantages of the modular scheme is that it enables students to choose the topics of professional or general interest and to take modules outside the normal range of studies. Also the end-of-module assessment makes it easier for a student to monitor the progress. However, there are some difficulties in studying on a modular course. With a new choice of modules each term or semester a student will have more decisions to make. The assessment process means that tutors for different modules may require a lot of planning. Nevertheless, modular courses are very flexible. Through CATS scheme, a student can transfer credit points from one institution to another, and study in more than one country. (Adapted from http://www.universitiesuk.ac.uk/)

Degrees _______________ ( 3– 4 years) and HND (stands for ___________________ ) HNDs are ___________________________ (or job related). Later they may continue to take ____________________________________ . Course structure 1. Sandwich courses allow _______________________________ and include ___________________________________ . 2. A modular course is made up of ___________________________________ Course organization 1. A full-time programme will require ________________________each year.

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2. Students have to take a number of _____________ or “core” modules and _____________________ within the specialist area or in an associated field. 3. A number of _______________ modules are available. They focus on _______________________________________________________________ Advantages 1. Flexibility: ___________________________________________________ 2. Easier to monitor the progress through _____________________________ Disadvantages 1. _____________________________________________________________ 2. _____________________________________________________________ Questions 1. What is CAT? _________________________________________________ 2. Where can I study a modular course?_______________________________

Comprehension check 1. Match words in column A with the words in column B to make phrases related to education A B 1) sandwich a) work 2) course of b) qualification 3) professional c) method 4) business d) course 5) work e) subject 6) teaching f) study 7) course g) training 8) practical h) experience 9) academic i) studies 2. Look back into the text and find the words and phrases that go with the following verbs: offer

use

design

do

take

undertake

What other words they often go with? Look in the dictionary if necessary. 43

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Focus on Language 1. Look at this extract from the Lingvo Dictionary. The pronunciation in phonetic symbols

The part of speech (n. = noun, v. = verb)

Book [ buk ] n. 1. книга; 2. литературное произведение; v. 1. записывать, регистрировать; 2. заносить в список; 3. заказывать, бронировать места, продавать билеты (обычно заранее); приглашать, договариваться adj. книжный, ~ learning – теоретические знания Information in brackets (…) helps you to choose the right translation or shows which country this word is widely used in

The translation

~ means repeat the word

2. These words have more than one meaning. Use a dictionary to find out which part of speech they are and what meanings they have. Write two sentences to demonstrate different meanings of every word.

book

Sentence 1 I’ve bought a new book.

Sentence 2 Have you already booked a room at a hotel?

train last course honour subject degree way What do you think?  Would you like to study abroad?  What degrees are awarded in Russian universities?  Which elements of British system of higher education would you introduce in your university? Why? 44

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Get real Visit the websites of the world famous universities to find out:  degrees that they award in your field of science  courses available – traditional, modular, sandwich, etc.  admission requirements  forms of classes

Speaking 1. Work in pairs. Make a list of questions you would like to ask a university representative to find out as much as possible about the university/ department you are hoping to study at. Make sure you ask about: variety of courses the university/faculty offers, degrees it awards, forms of teaching and methods of assessment used, tuition fees, facilities. 2. Change the partner. Take turns to ask each other about the university you have read about.

Writing

Managing your learning Make use of every opportunity you get to practice speaking in class. Role-plays help you prepare for a real-world experience.

1. Answer the questions:  Have you ever filled in an application form?  How did you feel about doing it?  Are you good at filling in the forms?  What sort of information do you have to provide? 2. Application forms mostly ask for information rather than ask questions. Match a line in A with a question in B.

A

B

1) First name

a) Where are you living at the moment?

2) Surname

b) Are you married or single? 45

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3) Date of birth

a) Where were you born?

4) Country of origin

b) What’s your surname?

5) Present address

c) Where do you live?

6) Permanent address

d) What do you do?

7) Marital status

e) When were you born?

8) Occupation

f) How much do you earn?

9) Annual income

g) What’s your first name?

3. Fill in an application form for admission. Write in block capitals. Put N/ A if the information is not applicable. Application Form for admission as an undegraduate student 1. Personal information Title__________________________________________________Mr/Mrs/Miss Surname_________________________________________________________ First Name(s)_____________________________________________________ Date of birth (use figures only): date______ month_________ year__________ Place of birth______________________Citizenship______________________ Home address: street and house_______________________________________ city_________________country__________________postcode_____________ Telephone (country, area code/phone number)___________________________ Email___________________________________________________________ Mailing address (if different from home address)_________________________ ________________________________________________________________ ________________________________________________________________ 2. Disability/special needs If you would like to receive information on support for students with a disability tick here_______

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3. Prefered field of study o

first choice________________________________________________

o

second choice______________________________________________

o

third choice_______________________________________________

4. Which semester are you applying for? _____________________________ 5. University entrance qualifications: Type (gymnasia, lyceum, comprehensive school, vocational school, technical school)__________________________________________________________ Date of completion_________________________________________________ Average grade (not necessary for foreign certificates)_____________________ 6. Professional training/practical training (please include references) Professional qualification ___________________________________________ Duration of training from________________until________________________ 7. Professional experience after training and/or other working experience (for more than 8 weeks, include references) o

__________________________________________________

o

__________________________________________________

o

__________________________________________________

8. University/college previously attended (if you have previously been registered as a full-time student at a university/college, please supply all information) Institution________________________________________________________ Qualifications completed/being studied________________________________ ________________________________________________________________ Field of study ____________________________________________________ Dates___________________________________________________________

Date _____________________ Signature _________________

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In the Realm of Science 1. In education as well as in many other spheres of our life there are a great number of abbreviations. Read and remember the abbreviations to do with the the degree titles, e.g.: BS stands for Bachelor of Science. Do all of them have Russian equivalents? A.S. Associate of Science (USA) A.A. Associate of Arts (USA) A.A.S. Associate of Applied Science (USA) BS Bachelor of Science BA Bachelor of Arts MS Master of Science MA Master of Arts MPhil Master of Philosophy (UK) MBA Master of Business Administration PhD Doctor of Philosophy Hons Honours HND Higher National Diploma (UK) 2. What are degree titles in Russian education system? Unit 1. Progress Monitoring In this unit you have worked on the vocabulary related to the topic “Higher education”  undergraduate/graduate programme  to choose a field of study  to take a course of study  to do coursework  vocational qualification  to study/prepare for a tutorial/essay/exam  to award a (an honour) degree  end-of-course assessment  to undertake practical training  to monitor one’s progress  to design a programme of study  a modular/sandwich course  to receive marks/credit points  compulsory/optional subjects  classroom participation  to pass “core”/”elective” modules Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 2

Your Personal Science Odyssey

Lead-in 1. Within 3 minutes with your partner brainstorm as many terms to do with natural sciences as you can. Compare your lists.  What natural science(s) do your terms refer to? 2. Read the definition of Astrobiology and in pairs answer the question: What does your field of science study? Astrobiology studies the origins, evolution, distribution, and future of life in the universe. Tool box: Giving definitions …is a science / study of … to study, to examine, to investigate, to describe, to deal with, to determine, etc.

Reading 1. Look through the definitions of some natural sciences dealing with environmental issues. Match them with the right titles of sciences below. Mark the key words in each definition that helped you to make the right guess. One has already been done for you. A …uses scientific background to the processes which affect the environment and its management as well as considering Managing your learning the social, legal and policy implications of Choosing techniques appropriate for your reading goals can save environmental issues. you time. B …uses a high level of mathematical technique Here are some reading techniques for the description and analysis of complex you may find helpful for reading efficiently–quickly and with good environmental systems. It needs complicated understanding. statistical methods in the design of experiments  Guessing the new words  Using a dictionary for new words and interpretation of measurements in the  Highlighting repeated or monitoring of the environment… paraphrased key words. 49

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C …is concerned with the health of our environment and the significance of pollution. It focuses around our ability to improve our understanding of the effects of pollution on plants and animals and to develop early warning markers of organisms, population or environmental health. D …is the scientific study of chemical and biochemical phenomena that occur in natural places. It deals with the behaviour of both natural and manmade substances in relation to atmospheric, aquatic and terrestrial environment. E …is the science of the relationship between organisms and their environments. It is the study of harmful effects of modern civilization on the environment, with a view toward prevention or reversal through conservation. (Adapted from Lancaster University Undergraduate Prospectus Entry 2005)

1. Pollution Science (C) 2. Ecology ( ) 3. Environmental Management ( ) 4. Environmental Chemistry ( ) 5. Environmental Mathematics ( )

Speaking Which of the sciences listed below go with which sector of the diagramm according to its popularity with high school leavers? Give reasons for your choice. Tool box: Making comparisons … is more/ less interesting than … rewarding challenging prestigious perspective well-paid difficult boring … is harder/better/worse than … … is the hardest/best/worst of all … most challenging least difficult

7 1

6 2 5 4

3

a) Biological Sciences d) Computer Science g) Physics

b) Chemistry e) Mathematics 50

c) Geography f) Ecology

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Follow the model: I think In my opinion ……… As far as I know

correspond(s) to match(es) go(es) with

sector …

because …

Listening 1. Work with a partner. Choose the correct explanation of the words and phrases below. Consult a dictionary if necessary. 1) If you study mammals you may probably deal with a) turtles b) monkeys c) bugs 2) If you are determined to do something you a) hesitate for too long b) are afraid of it c) are resolute 3) A specimen is a a) illustration b) example c) sample 4) If you are embarrassed you feel a) confused b) angry c) impressed 5) Aeronautic means something that is related to a) water b) air c) cosmos 6) If you are embarrassed you feel a) confused b) angry c) impressed 7) If you deal with glassware you should remember that it is a) sharp b) sticky c) fragile 8) If you study the properties of a substance you study its a) origin b) quality & characteristic c) possible applications 9) Phenomenon is a a) fact or event in nature b) chemical reaction c) behaviour 10) If someone is counseling you they are a) coping off you b) advising you c) prompting you 11) When someone flunks at school or university they a) miss classes b) get awarded c) fail an exam 12) If something is tough it is a) difficult b) heavy c) unpleasant 13) If you are at loose ends you a) know exactly what you want to do b) feel relaxed c) have nothing to do 14) When you feel inspired by something you are a) motivated b) confused c) happy 51

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15) If something is advanced it is a) basic b) higher &complex

c) extraordinary

2. Listen to three research scientists telling how they got interested in 2. Listen to three research scientists telling how they got interested in science. Identify each speaker. Tick (V) the correct piece of information science. Identify each speaker. Tick (V) the correct piece of information about them. them. about

Speaker 1 a) b) c) d)

Speaker 2

Speaker 3

Speaker 4

Linus Pauling, Nobel Prizes in Chemistry and Peace Silvia Earle, Biologist Leon Lederman, Nobel Prize in Physics Donna Shirley, Aeronautic engineer

Who…?

Silvia Earle

Leon Lederman

Donna Shirley

as a child was determined about the future profession of a scientist loved reading popular science books for kids and science fiction books was inspired by stories describing explorations read books about insects and collected specimens of butterflies and beetles had a particular career in mind worked as a lab assistant in school gave lectures and wrote a book on world peace was fond of experiments chose the area of science unusual for a girl had at first difficulty studying at university/college

3. Listen again and answer the questions. a) Why did Sylvia Earle first want to be a veterinarian? 52

Linus Pauling

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b) Why did she work as a laboratory assistant? c) Why did Linus Pouling become interested in chemistry? What was his favorite journal? d) Why did Leon Lederman get so impressed by Einstein’s book “Meaning of Relativity”? e) How did Leon Lederman’s brother influence his choice of a career in science? f) What do we call people who build airplanes? g) Why did Donna Shirley get fascinated about Mars and space travel? h) Why couldn’t she specialize in space at college? i) Why did she have to study a lot during her Christmas holidays? What do you think?  Are you happy with your choice of specialization? Why?/Why not?  How did you get interested in science?  What are your plans for the future? Do you have any particular career in mind?  Would you like to become a research scientist? Why?/Why not?  What else except for an inquisitive mind should one have to be a research scientist?

Writing Write a paragraph about your choice of specialization. Use the questions above as the guidelines to help you to organize your ideas and develop a good piece of writing. Managing your learning  A paragraph is a group of related sentences that develop an idea.  In a paragraph there is usually one idea that is more important than all the others and it is commonly found at the beginning.  The main idea is supported by major details that grow out of it. There are also so called minor details that grow out of the major ones, i.e. examples, explanations, additional information, etc.  When you write, try to join your ideas with the linking words and phrases e.g., first of all, moreover, besides, actually, finally, as for, in any case.  When you have finished, re-read and check your work.

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Reading 1. You are going to read the text about the Combined Science (Natural Sciences) degree. Before you read the text, look up the word 'combine' in the dictionary. 2. According to the title of the course, what subjects do you think are included in the curriculum? Work with a partner and discuss your opinions, make a list of subjects. The Combined Science degree, which includes Natural Sciences, is founded on Lancaster's tradition of flexibility and forward thinking. Following current interest in a broader, less specialized education we have brought together 25 departments offering 56 different courses from which you can take a degree adapted to your personal requirements. The scheme cuts through the conventional barriers between subjects, allowing combinations not only between the sciences, but also between the sciences and the humanities or social sciences. Most science degrees require a specialized study of a single subject even though the majority of science graduates eventually follow careers which would be better served by a broader, less specialized education providing relevant experience in, for example, management, languages or social sciences. Our Combined Science degree is intended for those who have a particular career in mind (for example, scientific journalism/information technology and medical or research management). It provides a means of choosing those skills and disciplines which will assist such ambitions. In particular, mature students who wish to advance an established career will find the wide choice provided by this degree well suited to their needs. The programme of study is broad, but care has been taken not to sacrifice academic excellence. In each degree a combination of three themes makes up the second and third years. One of these may be a non-science theme. In each subject there is a Combined Science tutor who advises students on their course choice. The Natural Sciences option is available to those who wish to take at least two natural sciences as Themes. They are biological sciences, chemistry, environmental science, mathematics and physics. The University is planning to offer a scheme called Technology, People and Business for those wishing to specialize in the applied science area. About one-third of the first year and of the final degree (second and third years) is based on coursework, including essay, tutorial, laboratory and project work. A number of our graduates have taken up PhD studies, teaching diplomas, and MS’s courses in addition to employment in a wide range of area. Biological Sciences:  biochemistry  microbiology  genetics/ microbiology

Computing: one of  computing (broad course)  systems architecture  software engineering

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Geography:  physical geography  human geography Mathematics:

Group A Science Theme

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microbiology genetics biomedicine ecophysiology organisms & environment  auatic ecology  terrestrial ecology    

Engineering:  electronic engineering  mechanical engineering

Physics:  physical electronics  materials  particle physics Physiology:  experimental physiology

Culture, media & communication Economics:  topics in economics

Management:  operations management  management science

Linguistics:  text & speech processing

Marketing

Education:  education & society  teaching and learning

Modern languages:  French Studies  German Studies  Italian Studies Spanish Studies

Politics:  international politics & security  political analysis  international politics, third world issues

History of Science Philosophy Group C Introductory courses

Mathematics:  discrete mathematics  mathematical analysis  statistics

Environmental Science:  atmospheres & oceans  environmental management & systems  geological studies environmental chemistry

Chemisry:  inorganic chemistry  organic chemistry physical chemistry

Group B Non-science Theme

 software engineering  information processing

 biology, a selection of topics  basic German  basic Italian  basic Spanish

 history of science, independent studies  philosophy  physics, basic

Sociology:  sociology of industrial societies  physics, concepts  sociology  environmental science, a selection of topics

Comprehension check 1. Read the text more carefully and answer the questions. a) How many departments are involved in training students in the Combined Science course? b) Who may find this course most attractive? c) Does the combined course provide any particular career opportunities? What are they? 55

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d) How many natural sciences can a student take? e) Who can help students to make the right choice of the subjects? 2. Which of the highlighted words in the text match the following definitions? a) valuable and useful to people in their lives and work b) work that you do to earn money c) a part which combines with other parts to form something bigger d) ability to bend or change Managing your learning e) able to be obtained, used, or reached We remember new words much more easily if we f) no longer young think about them in relation g) present time, modern, up-to-date to our own experience and h) to develop or improve something if they have some personal meaning for us. i) traditional j) something which has practical use k) is right for a particular person, situation or occasion l) a part of a subject or activity Focus on Language 1. Read the sentences below and study the models in the box.  About one-third of the first year is based on course work.  A number of our graduates have taken up PhD studies. Subject and verb agreement 1) Singular expression (a lot of) + plural noun/pronoun+ plural verb 2) One of   + plural noun + singular verb Each of  Every one of 

3) Some of + singular noun+ singular verb 4) Some of + plural noun+ plural verb names of quantities 5) Plural expressions: plural names of countries or sciences more than one + singular noun 6) a number of + plural noun + plural verb 7) the number of + plural noun + singular verb

+ singular verb

Practice 1. Match the sentences below with the right model in the box. Translate the sentences into Russian. a) A number of applicants have already been interviewed. b) The number of students in the class is twelve. 56

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c) Some of the book is good. d) Some of the books are good. e) One of my friends has got a grant for his research project. f) Thirty minutes isn’t enough time to finish this test. g) A lot of social problems are caused by unemployment. h) Economics is George’s favorite subject. i) More than one person is going to take up a course in programming. j) Two thirds of money is mine. k) The USA is smaller than Russia. 2. Choose the correct form of the verb. a) Surveys show that the majority of school leavers (consider/considers) a university degree a good starting point for their future career. b) Look! Half of the map (is/are) missing. We need another map! c) Each of the students (has/have) a notebook. d) A number of students in the class (speaks/speak) English very well. e) Why (was/were) some of the students absent from classes? g) My teenage brother thinks there (is/are) a number of good reasons for staying up late and having a good time. h) Statistics (is/are) a branch of mathematics. i) A lot of students clubs (is/are) opening these days. j) More than one computer in this lab (has/have) broken down.

Speaking Work in groups. Look through the scheme of the degree course in Combined Science offered in Lancaster University. Design a modular degree course that suits your particular needs and interests.

Writing Write a paragraph about the modular course in Combined Science you would like to do. Give reasons for your choice of Themes from each group.

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In the Realm of Science 1. Read the expressions for fractions, decimals and percentages: 1 one half, a half 2 1 one third 3 4 four seventh 7 3 14 three and a quarter 0.2 nought point two (zero) point two 0,75 nought point seven five point seven five 25,34 twenty-five point three four two five point three four 1% one percent 78 % seventy eight percent 90 % ninety percent

It is interesting to know The figure “0” has several different names. “o” is used to talk bank accounts, telephone number, etc. Nought used in British English to talk about a number, age, etc. Nil is used to talk about the score in a team game or to mean “nothing at all” Zero is used in precise scientific, economic, etc. contexts and to talk about temperature. NB! In American English “zero” is used in all contexts.

2. Work in pairs, A and B. Take turns to read and write down decimals, percentages and fractions you hear. Student A: 7.5

¾ ⅔

85.3%

Student B: 3.68 34.9%

70 %

2½

90 % 14 ⅛

18.03 13.75

Unit 2. Progress Monitoring In this Unit you have worked on the vocabulary related to the topic “Higher education”:  specialized education/study  research scientist  to have a particular career in mind  current interest in something  to specialize in natural/social sciences  to decide on something  a combined science course  barriers/between sciences  scientific journalism; information  a coursework; essay; tutorial; technology; research management laboratory; project work  an applied science area  to provide relevant experience  the program of study  to be a hands-on science  to suit somebody’s needs  lab procedures/equipment  to read science-fiction books  to make a career in science  to have an inquisitive mind  to set up one’s own research group Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 3

Revise & Practise

1. Complete the following sentences with your own words. Use only present tenses. a) One of my teachers … b) A great number of first-year students … c) A lot of news … d) Each of the students … e) The number of books on this subject … f) The United Arabic Emirates … g) Some of the information … h) Mathematics … 2. Explain the similarity and difference between these pairs: compulsory subject – optional subject undergraduate – graduate sciences – humanities exams – finals 3. Write down a short vocabulary list (10 items) on the topic “Higher education”. With a partner compare your lists. Cross out the items you both have on your lists. Explain the meaning of the rest of the words and phrases. 4. Read the following sayings. Write a paragraph commenting on the one you like most.  “Genius without education is like silver in the mine.” Benjamin Franklin  “The roots of education are bitter, but the fruit is sweet.” Aristotle  “Education is a progressive discovery of our ignorance.” Will Durant, U.S. author and historian.  “The direction in which education starts a man will determine his future life.” Plato 5. Game “Why physics or math, etc.?” Work in teams. Hold a competition. Brainstorm as many plus sides of your specialization as possible. Compare your results. 59

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Progress Test 1. Complete the paragraph with the words from the box. it the former that (3) this they the latter who which (2) such as The American education system requires that students complete 12 years of primary and secondary education before they attend university or college. …(1) may be accomplished either at public schools, or at private schools. …(2) are usually supported and financed by state and municipal governments, while …(3) are operated privately. Numerous American colleges, schools and universities offer programs …(4) lead to a variety of degrees. …(5) include an associate degree …(6) is given upon completion of a 2-year programme and a bachelor’s degree …(7) normally requires at least four years of full-time college-level coursework. For those college graduates …(8) want to advance their careers higher education institutions offer advanced degrees …(9) a master’s degree or doctorate (also known as PhD) degree. The master’s degree typically requires two years of full-time graduate school coursework to complete. Unlike students pursuing a bachelor’s degree, students in a master’s degree program will complete courses … (10) are highly focused in their field of study (major) so the students must have already decided on the major before applying to a master’s degree program. The PhD degree is even more focused and specialized than the master’s degree. Some students will complete a master’s degree before applying to a doctorate degree prog-ram, but …(11) is not always necessary. Completion of a doctorate degree typically takes between three and six years but a student with a master’s degree may take less time to complete his PhD if …(12) is in the same field. 2. Write the degree titles from the box under the appropriate headings below: US British Russian … … … … … … … … … … … … … … … 60

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Candidate of Science Associate of Arts Master of Arts Doctor of Science Bachelor of Arts Doctor of Philosophy

Bachelor of Science Master of Philosophy Master of Science

3. Find 15 words on the topic “Higher education”: D

L

U

P

G

E

C

O

D

Q

M

D

O

P

E

G

F

G

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How many words have you found? 5–6 10–11 15 61

A good try. Not too bad. Keep trying. Congratulations!

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4. Match the numbers on the left to the correct description on the right.

a) b) c) d) e) f)

0.25 1205 886 4539 89% 23/4/2006 £95.99 ¼

1) 2) 3) 4) 5) 6)

a telephone number a fraction a date a percentage a decimal a price

Self study

Choosing The Best Education Opportunity Congratulations! You are a winner in the All-Russia competition among undergraduate science students. Next year you will have an opportunity to take a one-year course in one of British or American universities. To make a successful choice of a university you need to do research on education opportunities in one of the countries. Take notes of the information you find.  Search one of the sites: UK http://www.hero.ac.uk/uk/home/index.cfm USA http://www.studyusa.com/?s=2&t=9   

Make a decision on the university and explain your choice. Find advice and guidance to international students that can help you when you arrive in the UK/the USA. Summarize your findings in writing.

QUESTIONS TO GUIDE YOU:  What types of courses do UK/US universities provide in your subject area?  What degrees are awarded in the area of your study?  What kind of academic activities are available at the university you have chosen?

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HOW TO SURVIVE IN THE INFORMATION AGE

“Know where to find the information and how to use it – That’s the secret of success.” Albert Einstain

Learning Goals  to practise note-taking  to learn how to give instructions  to improve info search skills  to talk about various sources of information and ways of information hunting  to make use of sequence words  to revisit Passive structures

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Unit 1

Secret of Success

Lead-in 1. Do you know what the word literacy mean? Look up this word in the dictionary if necessary. 2. Complete the definition with the words from the box. Literacy is an individual’s ability to …, …, and … in a native language, and … and … problems at the levels necessary to effectively … on the job and in society to … one’s goals, and one’s knowledge and potential.

develop write read achieve function solve speak compute

Reading 1. Work in groups of 2 – 3. Within 1 minute make a list of verbs describing what you can do with information, e.g.: extract information, … . Compare your lists in class. 2. Before you read the text match the words with their definitions. 1) sources a) the main ways that large numbers of people receive information i.e. television, radio, newspapers and the Internet 2) resource b) an organized set of data that is stored in a computer and can be looked at and used in various ways 3) media c) something that can be used to help achieve an aim, especially a book, equipment 4) database d) an official process to find out information about sth 5) copyright e) a person, book or document that provides information, especially for study 6) inquiry f) the legal right to publish, broadcast, perform a piece of writing, music, etc.

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3. Do you know the difference between the words browse, navigate and search? The following synonyms can be of help: look through, get around, look for. 4. Read the text and take notes of its main points. Follow the advice in the Managing your learning box. As society changes, the skills needed to negotiate the complexities of life also change. In the early 1900s, a person who had acquired simple reading, writing, and calculating skills was considered literate. To achieve success in the 21st century, people also need to attain proficiency in science, technology, and culture, as well as gain a thorough understanding of information in all its forms. Accessing information has become increasingly important as databases previously accessible only to library media specialists are now available to students and other people directly. Browsing, searching and navigating online have become essential skills for all students. They need to be familiar with natural inquiry, Boolean search strategies, and organizational systems such as cataloging, abstracting, indexing, rating because information is located in various sources across the globe. The digitizing of resources raises new issues of analysis and evaluation. Imagine a Managing your learning student who is asked to prepare a presentation To better understand the text you are reading take notes form it. based on information from the Web. That – Read the text and focus on student can access vast quantities of general understanding. – Review the text and information without a lot of understanding, locate/number the main ideas in because search engines make accessing the margins Underline the important subinformation so simple. To use this amount of –points and examples of the main information effectively requires an higher ideas skill level such as evaluating and synthesizing – Highlight unfamiliar definitions and vocabulary information from a variety of sources – Now take notes from the text compared with textbooks where all the but don’t copy directly – Try to or speak in your own information is contained within one source. write words. At the same time don’t In other words, as technology makes the forget to use new words you simple tasks easier, it places a greater burden have learnt. on higher-level skills. 65

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All in all, students need to understand the interrelationships between library collections, proprietary databases*, and other Internet documents to ensure appropriate, effective searching and accurate evaluation of sources. Furthermore, as students access electronic resources, it is critical that they recognize the importance of honoring the intellectual property of others by strictly adhering* to copyright and fair use of laws. So, by information literacy is meant the ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; accomplish these functions using technology, communication networks, and electronic resources. Educators all over the world are concerned with the amount of information today’s learners have access to and need to cope with. To make it less complicated an algorithm for solving information problem has been suggested. It allows the learners to gain the education they require in today’s knowledge-based, global society. (Adapted from the site http://www.ncrel.org/engauge/skills/basiclit.htm) —————————————— * proprietary databases – частные базы данных. * strictly adhere – здесь, твердо придерживаться чего-либо.

What do you think?  Can you say that you are information literate?  Why do educators today address the issue of information literacy?  Why do you think the 21st century is called the Information age?  What other types of literacy do you think a literate person should possess in the modern world? Focus on language Read the sentences below and explain how simple instructions are given.  Think carefully about which keywords could be used to define the concept you are interested in.  To search using a search engine, type words into a search box. Simple and complex instructions  To make simple instructions we use imperative e.g.: If you're looking for the Moscow University homepage, just enter Moscow University and click "I'm Feeling Lucky". Don’t rely on a date given on the search engine’s View Page.  To add explanation use to-infinitive or by + -ing e.g.: To search using a search engine, type words into a search box.

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e.g.: Use keywords to form search phrases by putting quotation mark around the key words. 

To link instructions and stress their order use until + Present Simple, having + Participle II, after + Present Perfect, once + Present Perfect e.g.: After you've entered your search terms, try the "I'm Feeling Lucky" button. Continue this process until you reach the first single slash (/). 

To put instruction in order use sequence words: first, then, …, finally.

Practice 1. Complete the instructions with the correct form of the word in brackets. a) ……………. (put) a quotation mark around the phrase if you are not sure in its exact wording. b) ………….. (focus) on a particular meaning of a keyword, put a minus sign “-” in front of words related to the meaning you want to avoid, e.g.: intelligence –computing. c) You can restrict your search to only one specific website by ………. (do) site: search. …………, type the word “site” and a colon. ……….., add the domain name and ………….., press the search button. (sequence words) d) …………… (set, having + participle II) ranges for everything from dates (von Neumann 1933…1945) to weights (5000...10000 kg truck), you can easily search for specific information within the range of numbers. e) Attach a “+” sign to a word or digit ……………. (narrow) your search, e.g.: World War +П. f) After ……………….. (define) the search request as precisely as possible and ……………….. (choose) relevant keywords, start searching. g) Keep truncating back the URL until ……………………… (find) the page’s publisher. h) Once………………………… (link) to a retrieved site, check to see if any information about the page’s creator is provided.

Speaking 1. Refer back to the definition of information literacy and in groups of 3 – 4 match the steps in solving an information problem with the stages. 67

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stages

steps a) determine what is known and what is needed for problem solving b) identify and retrieve relevant information from 1) before accessing sources information c) use retrieved information to complete the task d) organize information from multiple sources e) identify different sources of information, including text, video, audio and databases 2) when accessing f) present information clearly and persuasively information using various technology tools g) understand how the retrieved information does or does not address original problem h) evaluate and prioritize the sources of 3) after information to select the most relevant and information reliable ones is extracted i) evaluate the reliability of the information you have found 2. Report on the algorithm for solving an information problem. Make use of the sequence words in the Tool box. Tool box: Listing … Make sure you use various instruction First, Second, … models. Third, … Another/Next, … Then, … Last, …/Finally, … The next step is … As soon as you …, move on to … .

3. Choose one of the tasks below and describe how you apply the algorithm for solving an information to complete the task.  Present the faculty courses at the University Open Days  Speak about the latest IT technologies at a seminar  Make a presentation on negative effects of computer technologies to environment at a conference  Write an essay on “The Internet and Game Addiction” in sociology

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Listening 1. You are going to hear a radio programme about some of the computer terms and their origin. Work with a partner and check if you can give definitions to the following words: hacker blogger spam software search engine 2. Listen to the talk and complete the sentences. Computer technology has become ……………………………………. . It has its own special words. Example: 1. ………………… is a device that …………………….. . it moves .………… ……… or the cursor on the computer ………. . The idea was developed in ………………………by Douglas Engelbart. First devices – a carved block of wood with …………………………….. Its name is due to ……………………………… which was …………… ………………….. to the computer. 2. Experts are called ……………… . They write ……………….. . in a special computer language. The other meaning of the word is a person who tries ………………………………………………………. . 3. …………….. – a popular ……………………. for the Internet. People use it to ………………………………………………………… . The name is connected to extremely large number in math – 1+100 zeroes. When you google a…………….. – you get ………………… of information about it. 4. ……….. (a Web log) is a personal Web page. It contains ……., comments, …………….., and ……………… to other Web sites. Their owners are ……………………………………………….. . 5. ……………….. is unwanted …………………………… sent to your mailbox. The name is due to a ……….. on a British ……………. .

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Reading 1. Before you read the text answer the following questions:  What does WWW stand for?  What do abbreviations http, www, html, URL, .ru mean?  Is WWW a good source of information?  Who owns WWW?  Is the information posted in the Web regulated or monitored? 2. Comment on the cartoon by Peter Steiner.

(The New Yorker, July 5, 1993)

3. Discuss with a partner if it is necessary to evaluate the information you have found? Give your reasons. 4. Read the text to check your guesses.

Thinking about what we have found! By now everyone has heard the terms “Internet”, “World Wide Web”. It seems you can’t pick up a magazine or watch news without them being mentioned somewhere. There is so much information across the Internet and the Web can link together information from anywhere in the world and make it available to anyone. A high school student can jump from The Times’ 70

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financial report to a pictorial tour of Russia’s capital, Moscow, to wild scenery of central Africa – without even leaving his desk. The Internet has brought so much to society. It helps a great number of people to express themselves, find one another, exchange ideas, discover possible peers worldwide they never would have otherwise met, and, through hypertext links in web pages, suggest so many other people’s ideas and personalities to anyone who comes and clicks. And that’s great treasure. Having access to huge amounts of information is part of the Internet’s charm, but perhaps only a small part; more significant is the ability to find, view and make use of the information. You can move around the world as easily as to the local library just with a click of a mouse. The World Wide Web is a great place to accomplish research on many topics, you can find research documents, encyclopedia entry or any other information almost on any subject. For many students traveling to a library to find this information has become a near obsolete venture. Instead, they prefer using the Web. But there is one thing – you have to evaluate carefully whatever you find on the Web. Documents can easily be copied and falsified or copied with omissions and errors – intentional or accidental. In the general World Wide Web there are no editors (unlike most print publications) to proofread and “send it back” or “reject it” until it meets the standards of a publishing house’s reputation. Quality of Web resources varies tremendously. Anyone can put articles on the Web. How do you know whether the information is reliable and free of error? Moreover most pages are designed with some purpose in mind. Businesses, small or large, advertise and sell products and services; mass media’s primary purpose is to provide extremely current information. Their URL addresses frequently end in .com (commercial). Political parties, interest groups and other non-profit organizations put forward and advocate their ideas attempting to influence public opinion. Their URL extensions will frequently be .org. Education and government institutions design web pages with the motive to present factual information such as statistical data, directories, transport schedules, annual reports. Their addresses often end in .edu, .gov or even country codes. The two letters at the end of any internet address indicate the country of origin (except for the United States), e.g., .ru stands for Russia, .ua – for Ukraine, .sz stands for Switzerland. 71

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A great number of web pages are published by individuals who may or may not be affiliated with a large institution. This doesn’t mean they are necessarily ‘bad’ but it takes time to double-check, in other words, to gather the evidence on the quality of the information in the web site. Though the URL addresses may have a variety of endings, a personal name (sbaker or baker) following a tilde (~), a percent sign (%) or the words “users”, “members” or “peoples” is frequently embedded somewhere in the URL. It is the reader who establishes the validity, authority, accuracy, timeliness, integrity and objectivity of what you find and is intended to use. Using the Web as a Research Tool has become nowadays a real challenge. Remember that you are looking for quality not quantity! (Adapted from the Internet sites)

Comprehension check 1. Answer the questions. a) What types of web pages are described in the text? b) What goals do the web page owners have in mind? c) What criteria can be used to evaluate the information on the page? d) What kind of information can you learn from an Internet address? 2. Find in the text what the following name extensions mean. a) .com b) .edu c) .gov d) .org e) .name Focus on language 1. Fill in the sentences with the prepositions if necessary. The text you have read may be of help. a) The main idea behind the WWW is to make as much information as possible available … anyone. b) Nowadays more people have easy access … to the Internet resources. c) The abbreviation HTML stands … HyperText Markup Language. d) You can use this form to look … the pages of Popular Science magazine. e) Finally, they put … the idea that nowadays we are getting more and more dependent on the Internet for information. f) Before using information you have up gather evidence … its accuracy g) News Web pages provide their visitors … the most up-to-date information. h) The 5-week WWW search course ended … a project work. 72

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i) This small interest group will be very difficult to influence … public opinion. j) Anyone can put anything … the Web for pennies in just a few minutes. 2. Look back in the text and find the words and phrases that have a similar meaning. Example: point and press – click a) connect i) to create a web page b) look for j) check twice c) assess k) to support some points of view d) extremely or an idea e) duplicate l) to read and correct f) partner m) trustworthy g) organization with no income n) point to h) to invest time o) main

3. Within 1 minute complete the word web below with as many adjectives as possible. reliable

information

Project work “The World Wide Web: the battle for your mind at your fingertips” To achieve good results in studies it is important to have the ability to search and find relevant information and evaluate its quality. 73

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You are members of a team which is formed to work out the guidelines for evaluating Web pages. The aim of the team is to help your fellow students to use the Internet resources for information retrieval. 1. Work in groups of 5 – 6. Within your groups divide into pairs and conduct research on the types of Web pages and their purposes; criteria for evaluation; search strategies/ Managing your learning techniques and recommendations. When you present your oral 2. When your team meets again, share and reports, follow this procedure: a) one student introduces the summarize the information you have group and gives an introduction collected. Write the guidelines for effective to the work conducted by the information hunting. Use simple and group; b) the next few students present complex instructions. one or two of the points and 3. Prepare an oral presentation of your work. some interesting comments; Be sure to include an introduction to the c) the last student concludes the presentation by problem and a conclusion. Make use of the summarizing and interpreting the information, e.g.: It Managing your learning box. surprised us to learn that ….

In the Realm of Science 1. In the Internet and the WWW as well as in many other spheres of our life there are a great number of symbols. Read and remember: + plus – minus ~ tilde % per cent It is interesting to “” quotation marks know ‘ apostrophe : colon Google is the name of * asterisk search engine on the Internet () brackets # lattice Googol is the number @ at 1 followed by 100 & and zeros. / slash . dot 74

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2. Read and remember some of the frequently used computer terms and abbreviations. What do they mean? Account Algorithm Avatar Bookmark Buffer Browser Cookies Cybercrime

Directory Domain DTP Edutainment Emoticon Ethernet FAQ Freeware

Icon Interface Intranet Hypermedia Java Script Mail server Malware Network

Online/offline Password PDA Reboot Sign up Site map Spyware Template

Troubleshooter Undo Update Virtual reality Virus-check Webmaster Wi-Fi Wordprocessor

Unit 1. Progress Monitoring In this unit you have worked on the vocabulary related to the topic “Information search”  to look for/hunt for information  search engine  to access/extract/retrieve information  search strategy/technique/tips  to establish validity/authority/  to evaluate/double-check a accuracy/ objectivity source of information  to put forward/advocate an idea  information literacy  available/relevant/up-to-date  to browse; a browser  to search; conduct search information  to proofread the material  to stand for Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 2

Hunting for Treasures

Lead-in 1. 2. 3. 4.

What is a library? When did you first start using a library? Did you have any problems finding necessary books or information? Are you a confident library user these days? Why?/Why not?

Reading 1. Before you read the text answer the questions.  What information sources do you know? Which of them have you worked with?  What is the difference between a newspaper and a magazine, a journal and a magazine? 2. Read the text. How many sources of information are mentioned? Pick out key words and phrases that go with each source. The word ‘library’ is derived from Latin ‘liber’, which means “book”. A primary function of a library is to be an organized storehouse of information published throughout time. As well as finding very current information, you can also find books that are no longer published and older issues of magazines. Items are organized so that you can find all the sources on a topic. For example, when you search for a book in the library catalogue you will get a call number. The books shelved near the same call number will cover a similar topic. Librarians select books, magazines, journals, databases, and Web sites. The library collects sources considered reliable, historically relevant, and valuable. Libraries have large collections of information on a variety of carefully selected and organized topics. 76

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The key idea when using the library is that you are getting quality over quantity. Print or electronic library resources are the best sources to use when starting your research. The type of information you need will change depending on the question you are trying to answer. Magazines publish articles on topics of popular interest and current events. The articles are written by journalists and are for the general public. You can find print magazines at newsstands and in libraries. Popular science magazines may be quite attractive in appearance, although some are in a newspaper format. They are often highly visual with a lot of advertisements, colour, photos, graphics and drawings though they report on research as news items. They also contain feature stories, editorials and short articles with no bibliographies or references. In fact, a member of the editorial staff, a scholar or a freelance writer, not a subject expert, may write articles in this type of periodicals. The language of these publications is suitable to any educated audience who are not necessarily specialists in a particular area of research but have interest and a certain level of intelligence. News and general interest periodicals hardly ever cite sources. The main purpose of periodicals in this category is to provide information, in a general manner, to a broad audience. Journal articles are written by scholars in an academic or professional field. An editorial board reviews articles to decide whether they should be published. Journal articles may cover very specific topics or narrow fields of research. The main purpose of a scholarly journal is to report on original research or experimentation in order to make such information available to the rest of the scholarly world. That’s why the audience is students, scholars and researchers and the language of a scholarly journal uses specialized vocabulary of the discipline. Scholarly journals generally have a sober, serious look and contain many graphs and charts but a few exciting pictures or advertisements. Moreover, long and in-depth articles, bibliographies and references as well as abstracts are also typical for this kind of periodicals. Newspapers provide articles each day about current events and are a good source for local information. Newspapers, like journals and magazines, are called “periodicals” because they are published regularly, or periodically. 77

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Books cover virtually any topic, fact or fiction. For research purposes, you will probably be looking for books that synthesize all the information on one topic. Encyclopedias contain factual articles on many subjects. There are two types of encyclopedias – general and subject. General encyclopedias provide overviews on a wide variety of topics. Subject encyclopedias contain entries focusing on one field of study. The Web allows you to access information on the Internet through a browser. One of the main features of the Web is the ability to link quickly to other related information. Every day more and more electronic books, encyclopedias and periodicals are available on the Web. (Adapted from http://ulibnet.mtsu.edu.html)

Comprehension check 1. Answer the questions. a) What is the main purpose of a library? b) How can a call number help you to find a book you need? c) What kind of printed materials are called periodicals? d) Why are library sources of information considered credible? 2. Match the sources of information with the appropriate tips. Discuss which key words helped you to do the task. Sources: 1) a magazine 5) a journal 2) a book D 6) a newspaper 3) an encyclopedia 7) the Web 4) a catalogue 8) an article index Tips: (A) to find current information about international, national and local events; to find editorials, commentaries, expert or popular opinions; (B) to find information or opinions about popular culture; 78

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to find up-to-date information about current events; to find general articles written for people who are not necessarily specialists in the topic area; (C) when doing scholarly research; to find out what has been studied on your topic; to find bibliographies that point to other relevant research; (D) when looking for a lot of information on a topic; to put your topic in context with other important issues; to find historical information; to find summaries of research to support an argument; (E) to find current information; to link to information provided by the library over the Internet; to find information about companies; to find information from all levels of government - federal to local; to find both expert and popular opinions; (F) when looking for background information on a topic; when trying to find key ideas, important dates or concepts; (G) when you want to find articles on your topic in magazines, journals or newspapers; (H) to find out sources of information the library owns on your topic; to find where a specific item is located in the library. 3. Read the text again if necessary and complete the chart. Type of Popular Science Magazines Scholarly Journals Source for ............... and broad for, .................................., Audience audience scholars, ...........................

Language

understood by ......................................... ........................................ 79

.......................................... .........................................

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research as .........................., ........................................, feature stories, ....................., experimentation, .................. ............................................ and in-depth......................., Content .......................................... ........................, references, .......................................... .................................., in a ..........................., charts, .............................. format, a few ..........................., highly visual, a lot of ....................................... Appearance .........................................., colour, ............................., ........................and drawings a member of the editorial ......................................... staff ................................., ......................................... Authors freelance ........................... What do you think?  What new information have you got from the text on periodicals?  How can you apply this new information to your studies and life in general? Focus on Language Read these sentences. Do they have active or passive verbs?  Magazines and journals are called periodicals because they are published on a regular or “periodic” basis.  Libraries are able to purchase one copy which can be shared by many people.  The articles in this type of periodicals may be written by a member of the editorial staff, a scholar or a freelance writer, not a subject expert. Passive Structures Passive verbs are common when we are thinking about what is done to the person or thing that we are interested in, not about what he/she/it does.  Passives are best in formal style. Actives are more informal. e.g.: English is widely-spoken all over the world.  

The Passive structures are formed with the verb to be, in the correct tense, and the past participle of the main verb. Use by … only if it is necessary to say who does/did the action.

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Practice 1. Rewrite the sentences in the passive. a) Librarians select books, magazines, journals, databases, and Web sites. b) The library collects sources considered reliable, historically relevant, and valuable. c) Magazines publish articles on topics of popular interest and current events. d) They are studying chemical and biochemical phenomena that occur in natural processes. e) Who are they going to invite for the ceremony? f) Scientists have studied a great number of harmful effects of modern civilization on the environment. g) You can find a lot of useful information about our university and the degree courses in this prospectus. h) My tutor advised me to read this book from cover to cover. i) I’m afraid my essay is a sloppy piece of work. I should rewrite it by next Monday.

Speaking 1. How is a book organized? Put the words below in the correct order. Consult a dictionary if necessary. Front cover, back cover, title, blurb, biographical details, contents page, index, bibliography, reviews, chapters 2. You want the information below. In what part of a book would you look to find: a) the author’s name b) information about the writer’s life c) a brief summary of the contents to interest possible readers d) suggestions for further reading on the same subject e) a paragraph on a very specific point f) the topic of each chapter 3. Prepare a short talk and tell your class about the first popular science book or magazine you have read. Use the questions below to guide you. 81

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What was its title? Who wrote it?  Where and when was it published?  How did you get it? Do you still have it or use it?  What scientific subjects were discussed? Are they still up-to-date?  What was/were the most interesting thing(s) you learnt from the book or magazine?  Did it influence your choice of the field of science?  Would you recommend your fellow students to read this book/magazine?  

Writing The Sci-Fi World Subscription & Renewal Free Registration Form Registration provides free and instant access to breaking news, reviews, online classifieds and more featured stories on the Sci-Fi World. Use this form to order a new subscription, renew your subscription, and/or order recent back issues of the magazine. Items marked * are required. Choose a Member ID* _________________________________________________ Choose a Password* __________________________________________________ (five characters minimum) Re-enter your Password* _______________________________________________ E-Mail Address* _____________________________________________________ Why do we need this? The Sci-Fi World will only use this address with your permission.  Remember my Member ID and password on this computer. Tell Us About Yourself Gender* ________ Male

_______ Female

First name* __________________________________________________________ Last name* __________________________________________________________ Date of Birth* _______________________________________________________

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ZIP Code* __________________________________________________________ Country of Residence* ________________________________________________ Address* ___________________________________________________________ Household Income: ___________________________________________________ Job Title*: (Tick one) Computer Professional/IT/IS Consultant Engineer Retired Self-employed Service provider Technician Other Industry*: (Tick one) Aerospace/Defence Construction Education/Schools/Academia Information Management/Library Consulting Research & Development Other   Total number*  Would you like to receive EMAIL notices and other relevant offers?

Educator/Teacher/Professor Researcher Sales Scientist Student Skilled labourer

Computers/Software/Technology Energy/Utilities/Fuel/ Chemicals Engineering Media/Publishing/Broad-casting Non-profit/Associations Military

of other print or online publications,

The Sci-Fi World will never share your information, including your e-mail address, without your explicit permission. View our Privacy Policy. Check to make sure you have entered all the information correctly, then click the "Submit Form" button.

Submit

Reset

Get real Go online. Subscribe to any free magazine or journal. Report back the results of the subscription. Give reasons for your choice of the periodical. 83

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Reading 1. Work with a partner. Think about the libraries of the future.  What will they be like?  Will technology change the libraries and the way we learn? Write three predictions. Discuss your ideas as a class. 2. Match the words and phrases in A with their explanations in B.

1) 2) 3) 4) 5) 6)

A obsolete to seize to exist to update resources an E-book available bulky and cumbersome

B a) an electronic book b) able to be obtained or used c) massive and awkward d) old and useless e) to bring up to date f) to disappear

3. Read the text quickly and check the author’s opinion on the future of libraries.

Technology and Libraries What will become of our libraries with the further development of technology? Will books become obsolete within the libraries? Will our future societies use only computers or E-Books when going to the library? How will our children learn in the future, will they use paper books or will they use the computer? These are only just a few questions that people today are beginning to ask. There are many other questions that are left unanswered; however, I think these are the questions that many people think about today. As everyone knows our society is changing fast, sometimes too fast. Everywhere you look there are computers, some small, and some big. So we all use some type of technology every day of our lives. Libraries are changing just as fast too. They have to in order to keep up with the changing societies, otherwise if they don’t people will not use them and libraries will seize to exist. To keep that from happening libraries must update their resources. Most libraries are now computerized. Some libraries are now using E-Books, which are another type of technology. What are E-Books you ask? Well, E-Books are small computers that can hold your standard size 84

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book, however, only the book itself is stored on a disk or a chip inside the computer. E-books can hold many large size novels, which actually helps so you don’t have to carry a lot of books at once. However, some libraries consider them to be too bulky and cumbersome for people to carry around. Also, E-Books cost a lot of money and libraries are limited to how much they can spend. Yet there are libraries that have begun to get them. E-Books seem to be a pretty good idea for libraries, but until they go down in cost very few libraries will have them available for the public. Libraries are part of our society and we rely on them. They will definitely change along with our society, and it is unlikely that we will lose our books. They will always be a part of us one way or another. (Adapted from Techno and Libraries, Jannifer H.)

Comprehension check 1. Answer the following questions. a) Does the author sound optimistic or pessimistic about the future of libraries? b) What should libraries be like not to disappear? c) What is an E-book? d) Why are E-books not widely available for the public? e) What fact about modern libraries upsets the author? Why?

Listening 1. Which of the following adjectives can be used with the noun goal? Consult a dictionary if necessary. ambitious available accessible ultimate unabashed achievable innovative 2. Match the verbs in A with the nouns they often go with in B. 1) 2) 3) 4) 5) 6)

A to equalize to digitize to scan to have to disseminate to lend

B a) books b) access c) opportunities d) information e) published works f) materials 85

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3. Listen to the programme about the Universal Digital Library and answer the questions. a) When and where was the Universal Digital Library started? b) What is the purpose behind this project? c) What kinds of published works does the library include? d) How many works are planned to digitize? e) How many of them have already been added to the library collection? f) How are works selected to be digitized? What do you think?  How many libraries are there in your city? Are they well equipped?  What is the most popular library in your city? Why?  How often do you go to a library?  What kind of information is available in your university library?

Speaking 1. Look at the abstract of the article and answer the questions below.

“DESINING A KNOWLEDGE LEARNING ENVIRONMENT FOR ARITHMETIC CONCEPTS” Abstract – A knowledge-based learning environment, called ENIGMA, has been developed. This system is centered on an arithmetic game and is intended at being used in teaching arithmetic in primary/secondary school level (pupils from 9 to 12). The underlying pedagogical choices of the system are analyzed and the corresponding technical solutions which have been adopted are illustrated. a) What kind of information about the article is presented? b) How long is the abstract? Managing your learning c) Does it follow any pattern? Abstract is a brief summary d) What grammar tenses and voice are of a journal article or other library resource that used? classifies, evaluates, or describes the important e) What is the purpose of an abstract? points of the content f) Who would be interested in this article? Abstracts can save you time by helping you identify the best articles on your topic.

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2. Work with a partner and discuss.  How often do you read abstracts? Do you find them helpful?  How can readers benefit from reading an abstract?

Get real Go online. Find the guidelines on how to write an abstract. Discuss as a class and work out the ‘Golden rules’ for abstract writing.

Writing 1. Search the Internet or popular science magazines to find an interesting article. Write an abstract to the article using the cliches from the Tool box. Tool box: Abstract writing The article The author The article

was written by … comes from … discusses … describes … informs on/about … deals with …

The information presented in the …

is very interesting because … is the most up-to-date/urgent as it …

The article

is/can be to a wide range of readers. recommended to specialists in … .

2. With a partner exchange and check each other’s abstracts.

In the Realm of Science 1. Some letters of the Greek alphabet are widely used in many natural sciences especially in mathematics. Learn how to read some of them.

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Capital and small Aα Bβ Γγ Δδ Λλ Μμ Ξξ Ππ Σσ Ώω

English equivalent

Name a [ælf ] beta [bi:t ]/[beit ] gamma [gæm ] delta [delt ] lambda [læmbd ] mu [mju] xi [ksai] pi [pai] sigma [sigm ] omega [oυmig ]

a b g d l m n p s o

Russian альфа бета гамма дельта лямбда ми/мю кси пи сигма омега

What other letters from the Greek alphabet are used in your subject area? 2. Many English words and word parts can be traced back to the Greek language. The table below lists some common Greek roots.

Greek root

Basic meaning

Example words

-anthrop-

human

misanthrope, philanthropy, anthropomorphic

-chron-

time

anachronism, chronicle, synchronize,

-dem-

people

democracy, demography, pandemic

-morph-

form

amorphous, metamorphic, morphology

-path-

feeling, suffering

empathy, sympathy, apathy

-pedo-, -ped-

child, children

pediatrician, pedagogue

-philo-, -phil-

having a strong affinity or love for

philanthropy, philharmonic, philosophy

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-phon-

sound

polyphonic, cacophony, phonetics

3. Read and remember some of library terms. Article

a contribution written by one or more persons and published in a periodical or as part of a book.

Autobiography

a written account of a person’s life written by that person

Archives

a special collection or collections that house the records of organizations, governments, universities, etc. considered worthy to be kept permanently and as nearly as possible in their original form.

Bibliography

a list of books and/or other materials written by one author or on one subject and having something in common with each other.

Biography

a written account of a person’s life.

Call Number

the unique numbers and letters given to each item in a library used to identify and locate the item

Citation

an identifying reference to a text. Usually includes the title, author, and publishing information

Edition

the whole number of copies of a work issued from one setting of type

Glossary

an alphabetical list of terms within a subject field together with definitions.

Paper

piece of writing on a particular subject written by an expert in that subject and usually published in a book or journal.

Plagiarism

“to copy the writings of another person and publish the same as original work.” 89

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Record

the complete collection of related data found in an electronic catalog or index which describes a single book or article in that database

References

a list of publications referred to by the author of a paper or book. Also called “Works Cited” or “Bibliography.”

Subject

the word or phrase which describes a theme of a literary work

Truncation

using the root word in a online search to find all items containing that root and different endings (Adapted from the site http://library.mtsu.edu/help/terms.php)

Unit 2 Progress Monitoring In this unit you have worked on the following vocabulary related to the topic “Information search”  an issue of a magazine/journal  to cite a source  popular/scholarly sources  to provide overviews on a wide  periodicals variety of topics  to collect reliable/historically relevant/  to contain audio-visual/ valuable sources multimedia materials/ computer  print or electronic magazines/books databases  a large collection of periodicals  to update resources  to subscribe to a magazine/journal  to be available for the public  to publish an article/ book/magazine  the contents of a book/magazine  to cover specific topics/narrow fields  graphics/drawings/charts of research Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 3 Revise & Practise 1. Explain the difference between these pairs. journal encyclopedia biography author contents page paper abstract

– – – – – –

magazine WWW autobiography publisher index article blurb

2. Divide into 5 teams. Each team completes word webs for the words information (adjectives), information (verbs), book (adjectives), knowledge (adjectives), knowledge (verbs) using its own colour marker. Mind maps are rotated every 1 minute, then the results are checked in class. The team that works out the more phrases is the winner. 3. Read these sayings. Comment on the one you like most.  “Know where to find the information and how to use it – That’s the secret of success.” Albert Einstain  “The most technologically efficient machine that man has ever invented is the book.” Northrup Frye  “We are drowning in information and starved for knowledge.” Kofy Annan  A university is just a group of buildings gathered around a library.” Shelby Foote 4. Complete this questionnaire for yourself. Then divide into groups and take turns to explain how to perform each of these actions. Do you know … yes no

how to use Brainboost search engine? how to conduct field search? how to find sites that have phrase ‘information literacy’ in the title? what can save you time when you are searching for necessary sources? 91

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where to look for information on popular science topics? how to quickly check the authority of the site? how to check the reliability/accuracy of the page? what kind of information you need to find a particular book in a library catalogue? how to differentiate information Web page from an advocacy one? how to understand the purpose of the Web site? 5. Work with a partner. Hold a competition and brainstorm about 10 terms to do with the library search. Compare the lists. Cross out the terms that are on the both lists. Explain the meaning of the rest of the terms.

Progress Test 1. Put these instructions for truncating back a URL in the correct sequence. a) Stop when you reach the first single slash (/) which is preceded by the domain name portion. b) This is the page’s server or “publisher.” c) In the top Location Box, delete the end characters of the URL stopping just before each slash (/). d) Press enter to see if you can see more about the author or the origins/nature of the site providing the page. e) Continue this process, one slash (/) at a time. 2. Rewrite the sentences passive. a) Wilhelm Schickard made the first known adding machine. b) MIT’s laboratories carry out a great deal of research. c) The fact that biological sciences are more popular with school leavers than computer science surprised me. d) You should know the procedure of the experiment before you start doing it. e) The NASA specialists are planning to launch a space platform to Jupiter. f) The BBC Company has released a new documentary series about space research.

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3. Spot the odd word out. a) library internet b) journal magazine c) biography bibliography

www periodicals glossary

database newspaper plagiarism

Self study The Battle For Your Mind At Your Fingertips If you are like most students, you are relying heavily on resources from the Web for your research. Not all Web resources are created equal. In fact, there are great variations in the quality of the resources you access. The rule of thumb is "when in doubt, doubt." When you carefully select your resources, when you understand their strengths and limits, you create better products. Making smart choices about the information you find is just like making other choices- it really helps to know your options. Your task is to create a resource (a poster, a handout) for your fellow students to use in the library or the classroom to help them to evaluate websites on their own. 

Search the site http://www2.widener.edu/Wolfgram-Memorial-Library/webevaluation



Make a list of at least 10 questions you need to answer to evaluate a web page Make a resource for your fellow students. You can do this in the form of a handout, a poster, a checklist, etc. Make it by hand or on the computer. Be creative and have a good time! Remember, this is something you are going to share with your fellow students. Make sure you include all of the following in your resource: a) who made it- the names of everyone in your group; b) a creative title; c) at least five criteria/10questions to ask when evaluating a web site.



QUESTIONS TO GUIDE YOU:  What are the types of Web pages?  How do they differ?  What are the criteria for a Web page evaluation? The Internet is not the only information option. Remember that journals, books, videos and other sources are available as well. Evaluating information is a skill you will be using throughout your lifetime.

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EVOLUTION OF NATURAL SCIENCES

Necessity is the mother of invention Plato

Learning Goals  to make notes to organize ideas into a composition  to express opinions in arguments and discussions  to use special linking words and expressions for coherency in writing and speaking  to use different speech patterns and collocations to avoid repetition  to talk about scientific discoveries and inventions  to revisit Past Tenses

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Unit 1

Scientific Milestones

Lead-in 1. Look at the dictionary entries from the Longman Dictionary of Contemporary English for the words ‘discovery’ and ‘invention’. What is the difference between them? discovery n 1[C] a fact or thing that someone discovers that was hidden or not known about before: recent archeological discoveries | make a discovery Astronomers have made significant discoveries about our galaxy… 3 [U] the act of discovering something: [+ of] The discovery of oil in Alaska was a boon to the economy.

invention n 1[C] a useful machine, tool, instrument etc. that has been invented: The dishwasher is a wonderful invention. 2 [U] the act of inventing something: The invention of a computer has revolutionized the business world.

2. Sort out the inventions and discoveries into two columns. Compare and discuss your lists with a partner.

Discovery

Invention

e. g. X-rays

e. g. telescope

metric system, magnetic compass, gunpowder, heredity, periodic table of elements, seismograph, gravity, the slide rule, geological time scale, natural selection, electricity, cartogram, icebox, the South Pole, steam engine, radio, telephone, photography, microscope, penicillin, Richter scale, Przewalski’s horse, barometer, electricity. 3. Which areas of scientific study or technology do they belong to? Which of them are used in more than one natural science?

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Speaking 1. Look through the list of words below that are used to describe these inventions: metric system telescope compass thermometer microscope Check if you know the meanings of the words. How are they related to the inventions? to contain to determine image concave magnification to observe direction liquid to multiply to measure constellations volume angle decimal unit component to expand mercury to focus 2. Work with a partner. Take turns to describe the purpose of each invention. Example: Metric system (decimal, system, to measure, meters, hours, kilograms, etc.)  The Metric system is the International decimal system of weights and measures which/that is used to measure time, distance (length) and mass. It is based on meters; seconds, kilograms, etc.  The Metric system is the International decimal system of weights and measures for measuring time, distance and mass. It uses meters, seconds, kilograms, etc.  The Metric system is the International decimal system of weights and measures based on the meter and the kilogram and the second. Its main function is to measure time, distance and mass. a) Microscope (device, to magnify, small objects, to examine, lenses, scientifically) b) Compass (tool/device, to find, magnetic north, suspended needle, to point to direction) 97

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c) Thermometer (device, to measure, to rise, to fall, graduated glass cylinder, line, water, temperature, air, mercury, people’s body, to move up or down, coloured alcohol, to contain) d) Telescope (instrument, cylindrical, to enlarge, to observe, stars, planets, lenses, mirrors)

Reading 1. You are going to read about famous scientists/inventors M. Lomonosov, T. Edison and B. Pascal and their research work. With a partner check if you know:  what fields they worked in;  what kinds of discoveries/inventions they mode. 2. As you read complete the chart below. Mikhail Lomonosov (1711 – 1765) Lomonosov was the first Russian scientist of worldwide importance. His achievements in physics, chemistry, astronomy, geology and geography as well as his construction of instruments made a significant contribution to the development of Natural Sciences. Lomonosov considered chemistry his main ‘profession’. His major scientific аccomplishments were in theoretical and experimental chemistry. It was Lomonosov who founded a new science, namely, physical chemistry by explaining chemical phenomena through the laws of physics. His law of concentration of matter and development of atomic-molecular theory of matter and molecular-kinetic theory were a revolution in Natural Science of the time. Besides, he made some notable discoveries in astronomy, geology and mineralogy. In particular, he developed the principle that nature undergoes continuous evolution and demonstrated the organic origin of soil, coal, gas, peat and amber. Lomonosov was also the first to separate geological processes into external (exogenic – wind, rain, rivers, glaciers, etc.) and internal (endogenic – tectonic movements, volcanoes, etc.). His geographical investigation led to the discovery of the northern passage to India.

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Blaise Pascal (1623 – 1662) At 14, Blaise Pascal, a French mathematician and philo-sopher, began attending weekly lectures on mathematics. When he was only 16years old, Blaise wrote a paper on conic sections, which was acclaimed by his fellow mathe-maticians as ‘the most powerful and valuable contribution that had been made to mathematical science since the days of Archimedes’. This paper laid the foundations for the modern study and application of conic sections. Pascal always tried to make his work in science and mathematics of practical use to mankind. While still a teenager, he invented the first machine to do calculations – an arithmetic machine that could add and subtract. Pascal also worked with another mathematician, Fermat, on the Theory of Probability. He, in particular, invented a simple method known as Pascal’s Triangle to determine the probability of certain outcomes. Thomas Alva Edison (1847 – 1931) Perhaps the man who did most to make everyday life what it is today was Thomas Alva Edison. He was curious about the world around him and always tried to teach himself through reading and experiments. Many of Edison’s most important inventions were made in his laboratory in Menlo Park, New Jersey. In 1877 Thomas Edison made a recording on a little machine which he had invented and played it back to himself. The first phonograph was not at all like a record player of our time. Anyway, it was a great step forward, a step that was to lead to the modern science of sound recording. In October 1879 after long experiments he succeeded in making an incandescent lamp in which a loop of carbonized cotton thread glowed in vacuum for more than 40 hours. In addition to the phonograph, incandescent light bulb and the electric train, he also conducted early experiments in wireless technology. In 1885 he patented a method of transmitting telegraphic signals from moving trains. His life and achievements symbolize the ideal of applied research. The first phonograph was not at all like a record player of our time. Anyway, it was a great step forward, a step that was to lead to the modern science of sound recording. In October 1879 after long experiments he succeeded in making an incandescent lamp in which a loop of carbonized cotton thread glowed in vacuum for more than 40 hours. In addition to the phonograph, incandescent light bulb and the electric train, he also conducted early experiments in wireless technology. In 1885 he patented a method of transmitting telegraphic signals from moving trains. His life and achievements symbolize the ideal of applied research. (Adapted from the Internet sites)

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Name

Country

Field of science

Accomplishments

Lomonosov

Pascal Edison

Comprehension check 1. 1. Work Work with withaa partner. partner. Match Match the the verbs verbs in A A with with the the nouns nouns in in B. B. Some verbs verbs may may go go with with more more than than one one noun. noun. Some A B

to lead to to make(3) to lay to conduct to patent(2) to develop to write to determine

a method a paper the foundations principles a discovery an experiment a contribution an invention the probability of something

Focus on Language 1. Translate these sentences into your native language. Do you need a dictionary to translate them correctly?  I’m sure she will make a good physician.  The climate model developed by climatologists forecasts dramatic changes in Europe as well as US. International words vs “False friends” The words mostly of Greek and Latin origin that are used in many other languages especially in different areas of science and technology are called international words, e.g. geometry, atom, mathematics, radio, integral, theorem, structure, etc.

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Knowledge of such words helps a lot in reading and translation. However, there are the so called ‘false friends”. These are words that look like international but have different meanings in English and in Russian, e.g. to reclaim (to take back something that was yours), actual (real, existing in fact, etc), spectacles (a pair of eyeglasses), etc.

Practice 1. In the texts above find examples of international and ‘false friends’ words and translate them into your native language. How many of them did you find? 2. Sort out the words below into categories. Consult a dictionary if necessary. International words “False Friends” Lecture, battery, detail, form, control, accurate, technology, massive, magazine, fact, logic, pioneer, mixture, nature, repetition, general, argument, prospect, affect, problem, actual, technique, intelligent, example, original, paragraph, transparent, focus, lamp, list, test, category, primitive, cyberspace, combination, activity, priority, sodium, application, fabric, metal, guarantee, industry, type, location, material, vibration, phenomenon, physician, data, encyclopedia, menu, clay, system, correspondent, probe, familiar, unique, scheme, lava, to speculate, cabinet. 2. Read the sentence from the text. What other adjectives can go with the noun contribution?  Lomonosov made a significant contribution to the development of natural sciences. Collocation Collocation is the way words combine in a language to produce natural-sounding speech and writing. E.g., in English you say strong wind and heavy rain. It would be not normal to say *heavy wind or *strong rain. Collocation runs through the whole of the English language. No piece of natural spoken or written English is totally free of collocation. For the student, choosing the right collocation will make his speech and writing more natural, more native-speaker-like.

Practice 1. Look at the diagram with the words invention and discovery. See how many collocations you can make with these words. 101

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Great Brilliant Amazing World-shaking Significant Unexpected

Scientific Archaeological Medical

Latest New Recent Accidental Chance

INVENTION /DISCOVERY

2. Use an English-English dictionary to write out the collocations with the words: investigation, contribution and observation. Compare your results as a class.

Writing Work in groups. Choose one of the most important inventions you have discussed in this unit. Write a paragraph about it. Give at least three reasons to prove its significance. Make use of these expressions. It made it possible to … It became easy to … It was a breakthrough in… It made an important contribution to… It laid the foundation for… It gave rise to…/ It helped to… It gave birth to… It made a revolution in… It enabled people to do… It found widespread application in…

Managing your learning It is important when reading or writing to recognize and understand the relationship in which sentences and groups of sentences combine to present information. Here are the signal words that can be used to show the order in which things are to be said: firstly, in the first place, secondly, also, thirdly, in addition to, what is more, above all, etc.

Example: I think the invention of a spectroscope was a real breakthrough. It helped Isaac Newton to discover that the white light could be dispersed into a series of rainbow colors. It also made possible to study what extra-terrestrial objects are made of, for example, the 102

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sun’s atmosphere. Moreover, it helped to reveal new elements such as helium. Above all, spectroscopy of atoms and molecules gave birth to quantum mechanics that is the basis of modern physics and chemistry. Today, laser spectroscopy is one of the most important experimental tools of condensed matter physics and it made a revolution in developing new materials with improved properties.

Listening 1. Before you listen answer the questions.  How many discoveries or inventions of the ancient world do you know?  How did they influence the development of science at that time?  Do people still use them?  Have any modern inventions or discoveries replaced them? 2. The words in A are in the story you are going to hear. Match a word in A with a definition in B. A B 1) to recover a) the quality of being exact, accurate 2) complication b) to provide place for sth

3) 4) 5) 6) 7) 8) 9)

medieval precision to house inscription to be fragmented to decipher advent

10) controversial 11) to re-emerge 12) sophistication

c) d) e) f) g) h) i)

to find sth that was lost or missing to be made or broken into small pieces or parts to appear somewhere again the quality of being difficult and complicated connected with the Middle Ages words cut in stone or metal causing a lot of angry public discussion and disagreement j) sth that makes a situation more complicated or difficult k) the coming of an important event, person, invention l) to succeed in finding the meaning of sth that is difficult to read or understand 103

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3. Check if you know the meaning of these words and phrases. Consult a dictionary if necessary.  a gearwheel  a shipwreck  a fingerprint  sponge divers 4. Listen to the radio programme about one of the ancient devices and answer the questions. a) What kind of device did the sponge divers find? b) Where did they find it? c) What surprised the scientists most? d) According to the scientists how old is the device? e) What is it like? f) What was it used for? g) How do scientists explain the long interval between the design of Antikythera Mechanism and the advent of medieval gearwheel?

Get real Search websites or popular science magazines to find information about two significant discoveries or inventions in your field of science made before the 20th century. Make notes on what you have found and report back to the class. Be sure to include  description  inventor / discoverer  scientific significance

Reading 1. Work with a partner. Name any accidental discoveries or inventions you have ever heard about. How did people benefit from them? Did they cause any problems? 2. The Thewords words in column A are in the text you are going to read. Match them with the words in column B which are similar in meaning. 104

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A 1) wire 2) spark 3) to jerk 4) screen 5) virulent 6) prevention 7) compound 8) coated 9) to inoculate 10) shadow

B a) mixture b) silhouette c) to vaccinate d) flash e) covered f) display g) cable h) dangerous i) avoidance j) to move suddenly

It is interesting to know A fortunate accident in which a person finds something valuable or pleasing when he or she was not looking for it is called serendipity.

3. Read the text about four unexpected scientific discoveries. How did they change the world?

Unexpected Discoveries Let’s review just a few of the important discoveries of the past couple of centuries that were made entirely by chance. In 1791 Luigi Galvani was an anatomist at the University of Bologna. Galvani was investigating the nerves in frog legs, and had threaded* some legs on copper wire hanging from a balcony in such a way that a puff of wind caused the legs to touch the iron railing. A spark snapped and the legs jerked violently (even today, we speak of being “galvanized” into action). In one unintentional step, Galvani had observed a closed electrical circuit*, and related electricity to nerve impulses. So he is typically credited with the discovery of bioelectricity. In 1879, Louis Pasteur inoculated some chickens with cholera bacteria. It was supposed to kill them, but Pasteur or one of his assistants had accidentally used a culture from an old jar and the chickens merely got sick and recovered. Later, Pasteur inoculated them again with a fresh culture that he knew to be virulent, and the chickens didn’t even get sick. Chance had led him to discover the principle of vaccination for disease prevention. Wilhelm Roentgen was experimenting with electrical discharges one evening at the University of Wurzburg in 1895. There was a screen coated with a barium compound lying to one side, and Roentgen noticed that it would fluoresce when an electrical discharge would occur in the tube he 105

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was watching. On reaching for the screen, Roentgen got his hand between the discharge tube and the screen and saw the bones of his own hand through the shadow of his skin. In 1901, Roentgen received the Nobel Prize for his accidental discovery of X-rays. Alexander Fleming was a young bacteriologist at St. Mary’s Hospital in London in 1928. One day in his laboratory, he noticed that a culture dish of bacteria had been invaded by a mould* whose spore must have drifted in through an open window. Under the microscope, he saw that, all around the mould, the individual bacteria that he had been growing had burst. He saved the mould, and from it produced the first penicillin. Although the mad scientists or eccentric inventors so often portrayed in old movies are still good for laughs, that’s not what we’re talking about here. Surely the need still exists for the imaginative and inventive experimenter. (Adapted from “Unexpected scientific discoveries are often the most important” ) ——————————— *to thread – здесь, нанизывать *circuit – здесь, замкнутая электрическая цепь *mould – здесь, плесень

Comprehension check 1. Here are some answers. What are the questions? Example: When and where was Luigi Galvani doing his investigations? In 1791 at the University of Bologna. a) _________________________________________________________? A puff of wind. b) _________________________________________________________? To nerve impulses. c) _________________________________________________________? Principle of vaccination. d) _________________________________________________________? With electrical discharges. e) _________________________________________________________? Barium compound. f) _________________________________________________________? The bones of his own hand. 106

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g) _________________________________________________________? In 1901. i) _________________________________________________________? Bacteriologist. h) _________________________________________________________? The first penicillin. 2. Sum up in your own words how the following discoveries were made. a) bioelectricity c) X-rays b) vaccination d) penicillin What do you think?  Do you think these discoveries were absolutely unexpected? Why?/ Why not?  Why are scientists often portrayed as mad or eccentric experimenters?  Comment on the saying “The fortune likes those that are prepared”. Focus on language Read the sentences. What grammar tenses are used?  We were tired because we had been experimenting all day long.  After I had worked in the lab for a few weeks, I felt I knew the equipment pretty well.  They were making observations of the night sky for several years hoping to discover the planet they had calculated.  First students had a short talk with a lab instructor about safety in the lab and then they were allowed to work with some chemicals.  The lecture finished before we got there.  The lecture had already finished before we got there. Past Simple, Past Progressive, Past Perfect and Past Perfect Progressive  We use … talk about an activity or situation that began and ended at a particular time in the past.  We use … to say that something was going on around a particular time in the past or a longer background action or situation which was interrupted by a shorter action.  We use … to speak about an action which happened before another past action.  We use … to talk about an action or event continuing up to a specific time in the past. We put the emphasis on ‘how long’.

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Practice 1. List time expressions under the correct tense heading. Some expressions can be used more than once. for before by the time first since after yesterday until when while as soon as during already ago at this time last year Past Simple ............... ............... ...............

Past Progressive ............... ............... ...............

Past Perfect ............... ............... ...............

Past Perfect Progressive ............... ............... ...............

2. Complete the sentences with the correct Past tenses. a) Class (begin, already) ............... by the time I (get) ............... there, so I (take, quietly) ............... a seat in the back. b) My group mate (discuss) ............... something with professor when I (walk) ............... into the room. c) It was midnight. I (study) ............... for five straight hours. No wonder I (get tired) ............... . d) Millions of years ago, dinosaurs (roam) ............... the earth, but they (become) ............... extinct by the time humankind first (appear) ................ e) I (call) Kate at nine last night, but she (be, not) ............... at home. She (study) ............... at the library. f) Kevin suddenly realized that the teacher (ask) him a question. He couldn’t answer because he (daydream) ............... for the last ten minutes. g) I (see, never) ............... any of Picasso’s paintings before I (visit) ............... the art museum. h) The anthropologists (leave) ............... the village when they (collect) ............... enough data. i) While Roger (write) ............... an essay his roommate (clean) ............... the room, so Roger (cannot) ............... concentrate and (get) ............... angry. j) As I (pass) ............... the hardest exam and (get) ............... an excellent mark I (feel) ............... a know-it-all. 108

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What do you think?  How many joint discoveries or inventions can you name?  Who made them? Did they find any application?  Which would you prefer: working in collaboration with other scientists and making a joint discovery or competing with others and working on your own? Why? Give reasons.

It is interesting to know

It is interesting to know

A discovery or invention made by two scientists without any cooperation is called an independent discovery or invention.

A discovery or invention made by two or more scientists is called a joint or shared discovery and a co-invention respectively.

Get real Search the Internet or look in popular science magazines and books for the information about an accidental or joint discovery or invention made before the 20th century. Report your findings to the class. Follow the outline below:  discovery or invention  discoverer(s) or inventor(s)  circumstances

Speaking Work in teams. Hold a “balloon debate”. Each team chooses the name of the inventor or discoverer they have learnt about. Explain why his/her invention or discovery is so important that the inventor or discoverer should be the last one left in the falling balloon, while the others jump out to save him/her. 109

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Tool box: Agreeing and disagreeing I think (that)… In my opinion… As for me… Opinions Absolutely; Right / That's right; I agree/ You’re right Agreeing Disagreeing I know, but… I take/see your point, but… I’m not sure… That’s not true…

Writing A competition was announced at your department to write a short article for the university newspaper on the subject: “Great Events in Science.” Your task is to focus on inventions and discoveries made before the 20th century. Choose to write about a scientist who you think made the most significant contribution to the development of your field of science or science in general. Write an article of about 150 words. Make use of the texts about Lomonosov, Pascal and Edison as a model. Follow the guidelines:  give the article a title  introduce the subject  give some factual information  give your opinion and some supporting information

In the Realm of Science 1. Words like volt and watt have become part of our language, e.g. a volt is the unit of electrical potential, a watt is a unit of electrical power. However, we sometimes forget that these are the names of famous scientists. A volt is named after Alessandro Volta (1745–1827), the Italian physicist. A watt is named after James Watt (1736–1819), the English inventor of a steam engine. Do you know what these terms mean and who they are named after? ampere kelvin Fahrenheit bel curie pascal coulomb Celsius hertz roentgen farad ohm weber newton 110

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2. Remember how to say the names of some well-known scientists: Faradey ['fær dei] Curie ['kju( )ri]

Isaac Newton ['aiz k 'nju:t( )n] Pythagoras [p 'θæg r s; pai-]

Bohr [b :r] Plato ['pleit u] Euclid ['ju:klid]

Hippocrates [hi'pa:kr ,ti:z] Aristarchus [,æri'sta:rk s] Roentgen ['rΛntj n; 'rΛntg n]

Ampere ['æmp ]

Weber ['web r; 'veib r]

Bel [bel] Hertz [h :ts] Ohm [ um]

Fahrenheit ['fær( )nhait] Avogadro [,æv 'ga:dr u] Archimedes [,a:k 'mi:diz]

Babbage ['bæbid ]

Descartes [dei'ka:t]

Pascal [pæ'skæl] Kelvin ['kelvin] Celsius ['selsi s]

Aristotle ['æri,st t( )l] Einstein ['ainstain] Coulomb ['ku:l m]

3. Arithmetic operation is a mathematical expression involving numbers. (:) 21: 3=7 – twenty one divided by three is/equals Division seven Multiplication (×) 4×3=12 – the multiplication of four by three gives or times twelve - four times three equals twelve Subtraction (–) 4–3=1 – the subtraction of three from four leaves or minus one – four minus three equals one Summation, (+) 4+3=7 – the summation of four and three gives even – four plus three equals seven addition/plus (=) 25:5=5 – twenty five divided by five is/equals/is Equality equal to five 4. Read and remember some mathematical symbols.



is not equal to

 ray AB AB




is greater than is less than or equal to

  111

the length of AB triangle is approximately equal to

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 ( )

is greater than or equal to ~ Parentheses (grouping symbol)

[ ] { } | |

Brackets (grouping symbol) Braces (grouping symbol) Absolute Value Bars is an element of   is not an element of  or  is a subset of  or  is not a subset the set of U the intersection of I angle   line AB AB

AB

is similar to is parallel to

!

infinity pi, 3.14159 is congruent to therefore square root right angle factorial

 e  °

the sum of numeric constant 2.71828 perpendicular degree(s)

 

  

segment AB

Unit 1 Progress Monitoring In this unit you have worked on the following vocabulary related to the topic: “Evolution of Natural Sciences”  to make a discovery  to develop an idea/theory/principle  to measure time/distance/mass  scientific accomplishments  to examine/study/investigate sth  theoretical/experimental science  accidental/ independent discovery  to explain a physical phenomenon  addition/summation/plus  to lead to a discovery of sth  subtraction/minus  to determine/observe sth  multiplication/ division  to be a great step forward to sth  to do research  to conduct/make experiments  to equal sth./to be equal to sth  to patent an invention/method  joint/shared invention  to make a contribution to science Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 2

Scientific Revolution It is interesting to know

Lead-in 1. The most revolutionary and important discoveries in science are often called breakthroughs. 2. Work with a partner. Make a list of breakthroughs and inventions made in the 20th century. 3. Discuss your lists as a class and agree on five breakthroughs and inventions that you think have changed the world we live in.

On July 20, 1969, the astronauts of Apollo 11 made the first landing on the Moon. Commander Neil Armstrong was the first person to walk on the Moon. As he took his first step out of the lunar module, he radioed these words to the earth: “That’s one small step for a man; one giant leap for the mankind”.

Reading 1. The words in A are in the text you are going to read. Match a word in A with a definition in B. Consult a dictionary if necessary. A B 1) unprecedented a) in a way that has a very great effect on sb/sth: 2) insight b) very great or extremely good 3) profoundly c) possible effect or result of an action or a decision 4) to redefine d) that has never happened, been done or been known before 5) susceptibility e) qualities that exist and can be developed 6) sophisticated f) the ability to see and understand the truth about people or situations 7) implication g) to consider sth in a new way 8) tremendous h) the state of being very likely to be influenced, harmed or affected by sth 9) potential i) clever and complicated in the way that it works or is presented 2. Read the text about the breakthroughs of the 20th century. Find out what changes they have brought about. Complete the chart. 113

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Breakthrough

Implication

Breakthroughs of the 20th century An unprecedented explosion of creativity, insight, and breakthrough occurred in every field of science in the last century. It started without airplanes, television, computers and ended with spacecraft on Mars and a walk on the Moon along the way, the structure of DNA and a model of the atom, advances in particle physics and cosmology as well as wireless Internet. These discoveries profoundly changed the way we understand the world and our place in it. However, choosing the most important breakthroughs and inventions of the last 100 years is like choosing the most beautiful flower in a garden of roses. Picking the most important of anything is quite tricky. When one invention leads to the next, which is more important, the chicken or the egg? Some breakthroughs, like Einstein’s theory of relativity, redefined our understanding of the universe, while others had more impact on everyday life. Since the 1940s, computers have provided a way to solve complex problems and penetrated nearly every aspect of our lives. The rise in the 1990s of the Internet, the World Wide Web and e-mail’s changing the way we gather information, communicate and shop. Programmable electronic devices of all sorts have come to spread to modern society to such a degree that future generations may well characterize the 20th century as the Computer Age. Francis Crick and James Watson won a Nobel Prize after solving mystery of the human genetic coding called DNA in 1953. They discovered how the genes for recreating life were arranged in a double helix (spiral). Existing in every cell, DNA controls what we look like and our susceptibility and resistance to disease and tells our cells how to act to keep our bodies functioning. The first entirely synthetic plastic, Bakelite, was invented – by accident, as it happened – by American chemist Leo Baekeland in 1909. Early uses included radios, light sockets, jewelry, telephones, washing machines, fishing reels and guns. Later synthetics, like cellophane, nylon and Teflon, brought revolution of their own. From the launching of the first satellite in 1957 – Sputnik – to man’s walk on the moon 12 years later to today’s sophisticated telescopes, shuttles 114

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and trips to Mars, space exploration has opened a new frontier. Lessons learned in space also have had implications for some very earthbound problems. Technology that allowed images to be transmitted over wires was being developed in the 1920s. In 1932 the heart of the TV, the electron scanning tube was patented under the name of an iconoscope. Since that time TV has transformed how much and how quickly we see the world, and – more than radio or motion pictures – how we spend our leisure time. Albert Einstein’s general theory of relativity was another great 20th century breakthrough. It provides deep insights into the nature of gravity as well as the world’s understanding of itself. For the first time, his work proved that space can be curved and that time could differ from point to point. His theory also led to the conclusion that all the galaxies, and the whole Universe had originated in the Big Bang, thousands of millions of years in the past. And so the modern science of cosmology was born. By describing how light moves, Einstein created principles that led us to lasers and transistors. And his suggestions, via his special theory of relativity, that a little mass of matter could create tremendous energy led to the atomic bomb and the nuclear age. It is often claimed that no breakthrough has shown more negative and positive potential. American astronomer Edwin Hubble showed that the universe is expanding. Hubble made his great discoveries on the best telescope in the world at that time - the 100-inch telescope on Mount Wilson in southern California. Today his name’s carried by the best telescope we have, not on Earth, but a satellite observatory orbiting our planet. The Hubble Space Telescope is continuing the work begun by Hubble himself to map our Universe, and producing the most remarkable images of distant galaxies ever seen. Three American physicists received the 1956 Physics Nobel Prize for their joint invention of a transistor. Transistors played a key role in the advancement of electronics. Today’s computer microchips are essentially tens or even hundreds of millions of transistors and derivative devices on a single wafer* of silicon. Without transistors, we wouldn’t have personal computers, cell phones, fax machines, modems or most other modern electronic devices. (Adapted from the Internet sites) ——————————— a wafer of silicon – здесь тех., кремневая плата, подложка.

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What do you think?  Compare the lists of the breakthroughs you have made with that of the author’s.  Do you agree with the author ’s choice of the most significant discoveries and inventions? Why?/Why not?  Do you think that scientific and technological achievements have really made the world a better place to live? Give reasons for your opinion. Focus on language Read the sentence from the text and decide what parts of speech the words in bold are.  The first entirely synthetic plastic, Bakelite, was invented by American chemist Leo Baekeland in 1909. Noun Suffixes -ity -sion, -tion -er, -or -ist -ance, -ence -ness -ment -dom

means condition or quality of sth; e.g. capability means act of sth; state of sth; e.g. position means one who; that/which; e.g. programmer means one who; that/which; e.g. biologist means act of sth; state of sth; quality of sth; e.g. assistance means state of sth; e.g. toughness means act of sth; state of sth; result of sth; e.g. placement means: – state or condition; domain, position, rank; a group with position, rank; e.g. wisdom

Adjective Suffixes -ic means characteristic of sth; like sth e.g. heroic -al means relating to sth; e.g. manual -able means able; or giving; e.g. portable -ous means full of; having. e.g. gaseous -ful means full of; having. e.g. careful -less means without; e.g. useless -en means made of; e.g. wooden Adverb Suffixes -ly

at the end of a word almost always makes an adverb; occasionally it will make an adjective. e.g. quickly 116

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Verb Suffixes -en -ize -ate -ify or -fy

means to make; e.g. soften means to make; e.g. categorize means to have or be characterized by; e.g. activate means to cause to become or to make; e.g. simplify

Practice 1. Look back in the text and find the words with the suffixes given above. What part of speech are these words? 2. Using the suffixes from the box make different parts of speech with the words below. Make up the sentences of your own with the derived words. wide act develop design create theory compute identify sharp mystery

Speaking Every discovery or invention has its downside. Work in teams. Choose one of the discoveries or inventions and write down two or more negative effects you can think of. Back up your opinion with real life examples. Share your ideas with the class. Example: “I believe that invention of TV was one of the most important breakthroughs of the last century. However, I often find myself just glued to TV, not wanting to do anything else but watching my favorite reality shows or comedies. It’s such a waste of time … I wish I would spend more time reading books or going out with my friends, or …”

Writing ‘For’ and ‘Against’ 1. Work in pairs. Think of the arguments in favor of or against the statement: “Scientific and technological achievements have made the world a better place to live.” 117

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2. Make brief notes under ‘for’ and ‘against’ headings. Example: For Against …has made our life more comfortable …is used to kill people …improves communication, etc… …spoils nature, etc… 3. Write a composition of 200–250 words discussing the statement above. Make use of the Managing your learning and the Tool boxes. Managing your learning: Outline Introduction Paragraph 1 – Introduce the subject of the composition. State why it is an important issue at the present time. Main body Paragraph 2 – Give the argument in favor of the statement. Paragraph 3 – Give the argument against the statement Conclusion Paragraph 4 – Conclude by giving a well-balanced opinion.

Tool box It is often said that… However, in my opinion, … While it is true that…, on the other hand, … At the same time… For example, for instance, …

Firstly / Another point is that… Also/ besides/ what is more, … As a result… Finally, it is important to remember that… To sum up / All in all, …

Listening 1. You are going to listen to the radio programme about the Nobel Prize discoveries. Work in groups. Make a list of the facts you know about the Nobel Prize. Discuss as a class. 2. Check if you know these words and phrases. Which field(s) of science do they refer to? worm universe messenger RNA creature cell DNA molecule orbit stem nucleus explosion interference gene Big Bang 3. Listen to the introductory part of the programme and answer the questions. 118

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a) b) c) d) e) f) g) h) i)

When and where are the Nobel Prizes awarded? Why? What areas of science are they given in? How was the Prize established? How much is it? What does it include? What are the requirements to the Nobel Prize nominees? How are scientists nominated for the Prize? How many inventions did Alfred Nobel hold legal rights to? What is his most famous invention?

4. Listen to the rest of the programme and complete the chart.

area of science winners country period of time research significance

5. Write down the phrases and words with the noun prize as you hear them.

prize

6. Sum up the information about the prize-winning research you listened about. Use the phrases in the Tool box. 119

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Tool box to develop treatment for to cure diseases to measure temperature to perform experiments with to launch a satellite

to produce evidence to carry out research to be honoured for to show pictures of to control genes

to recognize work to receive waves to confirm an idea to give support to open up an area to solve a mystery

Get real Search the Internet or popular science magazines. Find information about national and international awards in your field of science. Report back your findings to the class.

Reading 1. Look at the words below and say which field(s) of science they refer to: polythene molecule pressure plastic explosive atom compound benzaldehyde waxy solid ethylene 2. What do you know about polythene and its uses in our everyday life? 3. You are going to read a part of an interview with Anthony Willbourn about the discovery of polythene. As you read mark the statements below T for ‘true’ or F for ‘false’. Correct the false ones. a) Anthony Willbourn is a journalist. ( ) b) He was lucky to meet and talk to people that discovered polythene. ( ) c) A team of researchers discovered polythene in 1939. ( ) d) The researchers were investigating the phenomena at high pressures. ( ) e) Their discovery was made by accident. ( ) f) The experiments were carried out in a well-equipped laboratory. ( ) g) Scientists failed to find practical applications of polythene at that time. ( ) h) The substance was launched into mass production the month after the war broke out. ( ) i) Radars helped the British aircraft, RAF, to contain Luftwaffe attacks. ( ) 120

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“My name is Anthony Willbourn and I am a chemist. I was really fortunate to be able to meet and talk to the discoverers of polythene because many plastics, as they were developed, didn’t have individuals you could point to and say, he or she was a discoverer. The discovery was made in 1933 by two men – Gibson and the other one was Eric Forsett, and he was trained as an organic chemist, and they were working in the field of the study of phenomena at high pressures. They had no idea what they were going to find. And certainly didn’t plan to make plastic. In fact, they were trying to react, at that very moment, ethylene with benzaldehyde, to make a very ordinary sort of compound, ethyl phenyl ketone. But they didn’t make it. They made by accident a white, waxy solid, and the other problem was that, when they tried to repeat these experiments, they didn’t produce anything at all. They had explosions, because the gases decomposed explosively. And all this was being done in an open laboratory, which today would be unthinkable, because the pressures were up at about two thousand atmospheres. And they reacted at about 180 degrees centigrade. And finally they had produced a few grams of this white waxy solid, because it was interesting of course, they had to stop the work because it was too dangerous, and they had to wait until a special building had been completed, into which they could put this equipment and work safely. What was basically remarkable was that they made something they didn’t expect to make. Nobody knew that you could join together these atomic components and produce molecules of such enormous lengths, which gave it not only good solid state properties, but a sort of toughness that made it possible to make cable covering, and to make films and so on. The first plant which had a capacity of only making pounds per day came into operation in September 1939, the day the war broke out. And that was very significant, because within several months it became clear that polythene was the ideal material for making radar and using it from aircraft, which had been impossible before polythene became available. The RAF, which was of course heavily outnumbered by the Luftwaffe, couldn’t stay in the air long enough to find the enemy and engage them without some help. And radar provided that essential help that made it possible for the RAF to contain the attacks of the enemy. So of course polythene had a tremendous practical effect on the war effort.” (Abridged and adapted from http://www.bbc.co.uk/worldservice/people/features/ mycentury/transcript/wk37d2.shtml)

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What do you think?  Name the most outstanding discoveries or inventions in your subject area. What are their strong and weak points?  Name the most outstanding scientists of the 20th century in your subject area. What were their contributions?  What Nobel Prize winners from Russia or the former Soviet Union do you know? What fields of science did they work in?

Writing Think of any discovery or invention made in your field of science in the 20th century. Which do you think has been of major importance for the advance of science and technological development? Write a paragraph of about 100–150 words and give reasons for your choice of the discovery or invention.

In the Realm of Science 1. Learn how to say the singular and plural nouns. phenomenon [fin min n] phenomena [fin min ] medium [mi:di m] media [mi:di ] radius [reidj s] radii [reidiai] analysis [ næl sis] analyses [ næl si:z] crisis [kraisis] crises [kraisi:z] formula [f :mjul ] formulae [f :mjuli:] nucleus [nju:kli s] nuclei [nju:kliai] axis [æksis] axes [æksi:z] index [indeks] indices [indisi:z] 2. Prefix, stem and suffix are three parts of a word. It is possible to guess the meaning of the word if you know the meaning of the prefix or suffix. Refer the prefixes below to the categories. Size Location Time and order 122

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Number Other transbiminitrihydro-

multydecmonooctphoto-

perimicrosuperteleaero-

megaauto post subco-

semipreinterextrafore-

3. Match each word that has a prefix in column A with the right meaning of the prefix in column B. Translate the words into your native language. A 1) semiconductor 2) extraordinary 3) monologue 4) transmission 5) submarine 6) bilingual 7) microchip 8) primitive

B a) under c) two d) first e) very small f) half, partly g) beyond h) across i) one

4. Read and remember the prefixes that show various sizes.

Number 10 1 10 2 10 3 10 6 10 9 10 12 10 15 10 18 10 21 10 24

Prefix dekahectokilomegagigaterapetaexazetayotta-

Symbol da h k M G T P E Z Y

Number Prefix 10 -1 deci-2 10 centi-3 10 milli-6 10 micro-9 10 nano-12 10 pico-15 10 femto-18 10 atto-21 10 zepto-24 10 yocto123

Symbol d c m  (Greek mu) n p f a z y

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Unit 2 Progress Monitoring In this unit you have worked on the vocabulary related to the topic “Evolution of the natural sciences”  to make a breakthrough  dramatically; essentially; profoundly  to play a key role in the advancement  scientist; philosopher; explorer; inventor; of modern electronic devices discoverer  to have tremendous/great/practical  to show positive/negative potential effect on sth  deep insights into the nature of sth  to have an impact on sth  to be of the greatest benefit to  to provide a way to do sth mankind  to open a new frontier  to experiment with different  to create principles/tremendous energy techniques  to be awarded/to receive the Nobel  to redefine sth prize Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 3

Revise & Practise

1. Explain the difference between the words. to invent – to patent experiment – observation to be nominated for a prize – to be awarded a prize technology – technique award – reward 2. Work in groups. Think of 3 words with each prefix from the list below. Example: bicycle, extraordinary, decimal, etc. 1) tele2) aero3) photo4) micro5) auto-

6) mono7) bi8) super9) extra10) hydro-

11) semi12) multi13) dec14) trans-

3. Read these sayings. Comment on the one you like most.  “Discovery consists of seeing what everybody has seen and thinking what nobody else has thought”. Albert Szent-Gyorgyi  “Accident is the name of the greatest of all inventors”. Mark Twain  “The experimenter who does not know what he is looking for will not understand what he finds”. Claude Bernard  “No great discovery was ever made without a bold guess”. Sir Isaac Newton 4. Work on your own. Make a list of 10 international and ‘false friends’ words. Ask your fellow student to sort them out. 5. Divide into 5 teams. Each team completes mind maps for the words: experiment, accomplishment, development, laboratory and technology. Check your results as a class.

Progress Test 1. Use the word in blocks to form one word that fits in the gap in the sentence. 125

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a) The ………….. of the transistor made personal INVENT computers possible. b) Any ………….. data should be confirmed THEORY experimentally. c) I’ve always wanted to be a ………….. . SCIENCE d) The ………….. of these huge ice sheets must DEVELOP have led to the destruction of all organic life at the Earth’s surface. e) What ………….. reaction is going on now? CHEMISTRY f) Hubble’s brilliant ………….. was that the red OBSERVE shift of galaxies was directly proportional to the distance of the galaxy from earth. g) Nicolai Lobachevsky was a great Russian……..… MATHEMATICS ………….. . h) Livingstone was the first European to make an EXPLORE ………….. of the Zambezi river. i) I’m afraid this device isn’t accurate enough to do MEASURE all necessary ………….. . j) The ………….. of America forms the beginning DISCOVER of a new period, both in modern history and in modern geography. k) I’m sure this new digital device will find APPLY widespread ………….. . l) Their greatest ………….. was the discovery of ACCOMPLISH DNA. m) The product of two numbers is called ……….. . MULTIPLY INVESTIGATE n) He was awarded the Nobel Prize for ……….. Black Holes. 2. See how quickly you can find the answer to this rather long sum. Four add two, divide by three, subtract one, multiply by eight, take away four, times three, plus two, minus four, halved, equals what? 3. Complete the paragraph with the appropriate past tense form of the verbs in brackets. Peter ………….. (get) into a lot of trouble a couple of days ago when he ………….. (have) his chemistry lab class. While the teacher ………….. 126

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(explain) the procedure of the experiment he ………….. (look) out of the window and ………….. (daydream). When students ………….. . (start) heating the substances he by mistake ………….. (take) the wrong test tube. He ………….. (be frightened) nearly to death to see the substance going out of the tube and splitting on the desk and his clothes. The teacher ………….. (be) very angry with him, though he ………….. (be) glad Peter ………….. (remember) to wear safety glasses before starting the experiment. Anyway, Peter’s lab work ………….. (be) a complete failure. 4. Read students’ jokes about the laboratory work. Decide which answer A, B or C best fits each space. With your partner compare the results of this activity. Example: (0) A

Rules of the Lab If an (0) experiment works, something has gone wrong. When you don’t know what you’re doing, do it (1) ………….. . Experiments must be (2) ………, they should fail the same way each time. First (3) ………….. your curves, then plot your (4) ………….. . (5) ………….. is directly proportional to (6) ………….. ruined. Always keep a (7) ………….. of your data. It indicates that you have been working. To do a lab really well, have your (8) ………….. done well in advance. If you can’t get the answer in the usual manner, start at the answer and derive the (9) ………….. . In case of doubt, make it sound (10) ………….. . Do not believe in (11) ………….. – (12) ………….. on them. (13) ………….. is essential, it allows you to (14) ………….. someone else. All (15) ………….. beakers (16) ………….. fast acting, extremely (17) ………….. poisons. No experiment is a complete (18) ………….. . At least it can serve as a (19) ………….. example. Any delicate and expensive piece of (20) ………….. will break before any use can be made of it. 127

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A 0) experiment 1) tidily 2) repeated 3) paint 4) data 5) ideas 6) device 7) diary 8) report 9) remark 10) unusual 11) miracles 12) rely 13) collaboration 14) respect 15) unmarked 16) include 17) toxic 18) success 19) optimistic 20) glassware

B reserach clearly reproducible draw numbers payment hopes record documents request convincing wonders depend arguments help opaque contain flavoured achievement negative china

C equipment neatly deducible depict lines experience equipment notice story question similar obstacles insist teamwork blame coloured pour smelly failure distructive substance

Self study Inventions and Discoveries that Shaped the World History Your faculty has announced the contest on posters presenting outstanding discoveries or inventions. You are going to participate in the contest. 



Search one of the sites according to your subject area http://www.pbs.org/wgbh/aso/databank/ http://science.discovery.com/convergence/100discoveries/big100/ big100.html http://encarta.msn.com/artcenter_0/Encyclopedia_Articles.html#tcsel http://www.fi.edu/tfi/hotlists/physical.html http://www.newtown.tased.edu.au/resources/disciplines/science.htm http://archives.math.utk.edu/topics/history.html http://www.npr.org/programs/re/archivesdate/1999/geocentury/ index.html Find comprehensive, fabulous but reliable information about the discovery

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 

Find comprehensive, fabulous but reliable information about the discovery or invention and an image or photo of the invention/discovery or inventor/discoverer. Prepare and present your poster.

THE QUESTIONS TO GUIDE YOU:  When and where was it invented or discovered?  Was it done by accident or purposefully? Was it a joint or independent invention/discovery?  Was the invention/discovery of theoretical or practical value?  Did it find immediate practical application?  What are the benefits and the downsides of the invention/discovery?

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SURVIVE OR NOT SURVIVE?

“We do not inherit the earth from our ancestors, we borrow it from our children.” Native American Proverb

Learning Goals  to make use of diagrams and flowcharts to describe processes, steps and stages  to write a letter of inquiry  to talk about various environmental problems, their causes, consequences and solutions  to express purpose  to express cause-effect relationships  to revisit relative clauses

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Unit 1

Global Issues

Lead-in 1. Work in teams. Brainstorm all the words and phrases you know related to the word environment. Present your mind map to the rest of the class and explain how the ideas are connected.

ENVIRONMENT

2. Work in small groups. Which of the environmental problems listed below are the most serious? Put them in order, 1–7 (1 = the most serious, 7 = the least serious). Give reasons for your choice. global warming/climate change air/water/soil pollution  shrinking habitats and loss of bio-diversity  acid rain  ozone layer depletion  deforestation  natural disasters: floods, heavy rainfalls, violent storms, droughts, etc.  

3. Match the environmental problems with the factors that cause them. Some factors may go with more than one problem. Choose to write about three problems and their factors. Make use of the phrases from the Tool box. 132

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Example:

Increased carbon dioxide levels are a result of burning fossil fuels such as oil, gas and coal. The burning of fossil fuels leads to the greenhouse effect which results in climate change.

a) industrial toxic waste b) spread of intensive farming methods c) burning of fossil fuels (gas, oil, coal) d) nuclear waste e) destruction of rain forests f) use of CFC gases (chlorofluorocarbons) in industry g) poaching Tool box: Cause and effect … is a result of … … is the consequence of... … is the main reason for The cause of … is …

… results/ed in … leads to … … affects … … causes/ed

… is/are due to … … is responsible for … … is affected by… … is caused by …

Reading 1. Read the definition. Which environmental problem does it refer to? ............................. is a result of atmospheric contamination when industrial gases and chemicals mix with water in the air. 2. Read the text about the acid rain problem and complete the cause and effect chart below. Acid rain is strongly acidic rain that absorbs microscopic particles of nitric acid or sulfuric acid as it falls towards the ground. But why do we have acid rain? The reason lies in atmospheric pollution. As human beings developed their economic behavior, they began to use huge amounts of fossil fuels such as coal and oil. When fossil fuel is burned, sulfur and nitrogen oxides are released into the atmosphere. These pollutants are affected by ultraviolet rays and combine with atmospheric water vapor to form tiny particles of nitric acid and sulfuric acid that float in the atmosphere. When 133

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these particles dissolve into rain, it falls to the ground as acid rain. This process is The meaning of a word or expression can often be worked out from the rest of called “wet deposition”. At other times the context of the sentence, e.g. “sulfur these pollutants are absorbed into fog or and nitrogen oxides are released into mist in a gas or particle form and deposited the atmosphere.” From the context, to release must mean something like to on forests, and eventually return to the throw out or emit. soil; this is called “dry deposition”. Chemical substances released from chemical plant chimneys are a major factor in the contamination of the atmosphere and lead to the formation of acid rain. Many of us have our own “private factories” for producing modern acid rain – cars. Vehicle exhausts contain NOx (nitrogen oxides), hydrocarbons and other chemicals. The damage caused by acid rain first appears in rivers, lakes and marshes. When the water of a lake or marsh declines to pH5 or so, at first the plankton and aquatic vegetation disappear. Needless to say, the fish that feed on these living things also decline in number and even die out. Then, as the acidity level of soil increases, aluminum and other harmful metals contained in the soil begin to dissolve, which also contributes to the death of aquatic life. Eventually the lakes cannot support life at all. Acid rain makes soil highly acidic, which leads to the drying and death of forests. Soil naturally contains many metallic ions such as calcium and magnesium, and these help to neutralize acid to a certain extent, even in the case of acid rain. However, when this neutralization power is exhausted, the acidity of the soil increases, killing microorganisms and worms. There are also cases when acid rain enters directly into the leaves, trunks, and branches of plants and damages trees. The damage created by acid rain in Europe and North America is truly grave. It is reported that in many European countries about one half of the total area of forests has been damaged. Countries like Sweden, Norway, and other Scandinavian countries do not contribute much to atmospheric pollution, but they are suffering extensive damage from atmospheric pollutants carried there from other countries. For example, it has been reported that fish have disappeared from one-third of the lakes and marshes of Norway. In Asia, acid rain is having truly serious consequences in China, which is the second largest producer of coal in the world. Furthermore, with the Managing your learning

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expansion of industry and the spread of the automobile, acid rain is becoming a serious issue even in developing countries. Historical sites and buildings are also damaged by acid rain, especially in Europe with its many historical buildings made of marble and copper. The chemical reaction between marble and sulfuric acid changes the marble into plaster. Therefore, ancient sculptural works made of marble often crumble after contact with acid rain. Copper items also break down in contact with acid rain. For example, the copper plates of the United States’ Statue of Liberty were eaten away to a dangerous degree by acid rain, and needed large-scale reconstruction. Historical structures and buildings, which have been handed down as cultural heritage for centuries, have been in danger of being lost in the past several decades simply because of acid rain. Acid rain is no longer someone else’s problem: it’s happening here. (Adapted from http://www.virtualglobe.org/en/info/env/)

ACID RAIN What causes it?

What are the consequences?

exhaust gases from cars

…………….

……………………

kills fish

……………………

pollutes the soil

Comprehension check 1) Look back in the text and find words that have a similar meaning to: a) enormous (adj) c) very small (adj) b) influenced (past participle) d) melt (v) e) main (adj) l) serious (adj) f) pollution (n) m) whole (adj) 135

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g) h) i) j) k)

harm (n) leads to (v) deactivate (v) degree (n) completely finished (past participle)

n) widespread (adj) o) result (n) p) problem (n) q) fall into pieces (v)

Focus on language 1. Complete the table. Turn the words given in the table into verbs, nouns and adjectives. Consult a dictionary if necessary. VERB

NOUN

ADJECTIVE

damage exhaust increase emission absorb industrial extinction developing/developed contaminate contribute pollutant decline harm endanger expansive reaction

Practice 1. Fill in the gaps with the right form of the words in capitals.

a) Floods and droughts are serious issues in ……… countries. 136

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b) We are worried by the ……… amount of carbon dioxide in the atmosphere. c) There should be laws to protect ……… species from poaching. d) By the year 2030, 25% of all animals, birds, fish and insects may be ………. e) Vehicle exhausts are the major ……… of the air. f) The ……… effect of deforestation on wildlife is growing bigger every year. g) The ……… number of whales in the oceans is one of the major concerns for marine biologists, h) I have never worked with such highly ……………. substances! i) It is very costly to restore historical structures and buildings ……… by acid rain.

INCREASE DANGER EXTINCTION CONTAMINATE HARM DECLINE

REACTION DAMAGE

2. Read these sentences. What grammar rule do they follow?  Acid rain is strongly acidic rain which/that absorbs microscopic particles of nitric acid or sulfuric acid as it falls towards the ground.  In Asia, acid rain is having truly serious consequences in China, which is the second largest producer of coal in the world.  As the acidity level of soil increases, aluminum and other harmful metals contained in the soil begin to dissolve, which also contributes to the death of aquatic life. Relative clauses with which, that, who, whose and where  If relative clauses give essential information they do not have commas. e.g. A good lab assistant is one whose equipment works well.  If relative clauses give extra information, and can be left out, they have a comma before the clause and a comma or a full stop after it. e.g. My junior brother wants to study in Boston university, where I did my postgraduate course.  Which/that can be omitted if they are the object in a relative clause. e.g. The book (that/which) he is reading now is about great maritime explores.  Which can be used in a relative clause to refer to the whole sentence. e.g. Acid rain makes soil highly acidic, which leads to the drying and death of forests.  What is used in relative clauses to mean the thing that. e.g. What the lecturer said about the consequences of acid rain was shocking.

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Practice 1. Put in which, what or that. Put comma if necessary. a) She cycles to work every day, which makes her healthy. b) Everything ………… he told us about water pollution made me upset. c) Graffiti is vandalism. This is ……… we need to understand. d) The world’s population is growing very fast ……… makes the world critically short for food and water. e) Even with just an A-level in Biology I could understand ……… they were doing. f) Planting trees is a great thing ……… also makes us feel better and encourage less littering. g) I did everything ……… I could to save an endangered animals. h) She joined a Girl Scout team ………… surprised us all. i) Our modern lifestyle is destroying the fragile environment ……… leads to the environmental catastrophe.

Get real Search the environmental websites or specialized magazines to get information about the ways to solve the acid rain problem. Make notes on what you have found and report back to the class.

Listening 1. Discuss as a class.  Why is the word ‘green’ used when we speak about environmental protection?  What green organizations do you know? What are their purposes?  What would a ‘green city’ be like? 2. Work with a partner. Brainstorm as many environmental problems typical for big cities as you can. Compare your ideas as a class. Example: bad sewage water treatment, dumpsites/landfills, etc. 138

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3. Check if you know what these necessary. to reverse the effects energy costs renewable energy sources urban heat islands to release zero pollution rating systems solar (powered) water heaters

phrases mean. Use a dictionary if black tar roof environmentally safe center waste center to power up homes green building methods environmental city planning a reduced property tax rate

4. You are going to listen to a radio programme about some steps that city governments are taking to protect the environment. As you listen take notes to answer the questions. a) What is Kyoto Protocol aimed at? b) Did the USA sign the Kyoto Protocol agreement? c) What was the initiative of American mayors across the country? d) How many cities and towns in the USA joined this initiative? e) What does “going green” mean? f) What can be done at the local level? g) What are the strong and weak points of green buildings and systems? h) What rating system for making environmentally safe buildings is used? i) What kind of ratings does the Energy Star program give? 5. Listen to the programme again and complete the chart. COUNTRY/CITY

INITIATIVE

AIM/PURPOSE

replacing the black tar roof with ………………………… a program to make compost fertilizer out of dead leaves, plants and food waste to create energy

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using hydrogen-powered buses a Climate Change Action Plan helps to reduce ...........................

China

water heaters powered by ............. ............... Dongtan the Masdar City project

What do you think?  Do you think ‘green’ initiatives will become popular all over the world? Why?/Why not?  What is an eco-city? Would you like to live in such a place?  Have you ever participated in any ‘green’ activity?  Do you think such initiatives can help to improve the community?

Speaking Interview ten of your fellow students about the most serious environmental problems in your hometown. How different are their opinions? Discuss your findings as a class. Use the phrases from the Tool box.

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Tool box: Presenting another point of view Some of the people think that … Each of the interviewees believes that … Most of the people agree/disagree that … Hardly anybody/Nobody feels that … According to the majority of people … Two of ten interviewees say … 50 % of people point out that… Very few people/All the people claim that … etc.

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Writing Complete the bar chart below marking each bar with the results of your interviews. Summarize your findings in a paragraph.

Reading 1. Do you know what a greenhouse is? What do we use it for? What is the Greenhouse effect and how is it related to global warming? 2. Work in groups. Brainstorm ideas about global warming: signs, causes and consequences. Discuss your ideas as a class. 3. Before you read the text match each word in A with its definition in B. A 1) amount 2) effect 3) emit 4) simultaneously 5) deposit 6) evident 7) delay

B a) to send out sth such as light, heat, etc. b) to have an influence on sb/sth c) a layer of a substance that has formed naturally underground d) a result, influence of sth that has happened: e) a quantity of smth f) happening or done at the same time as sth else g) a result, influence 141

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8) affect 9) consequence 10) fertilizer

h) a substance added to soil to make plants grow more successfully i) clear, easily seen j) a period of time, an interval

4. There are some well-known facts as well as myths about the problem of global warming. Match each myth with the right fact below.

Global Warming: Facts vs. myths MYTHS: b): Even if the Earth is warming, we can't be sure how much, if any, of the warming is caused by human activities.

c) Human activities contribute only a small fraction of carbon dioxide emissions, an amount too small to have a significant effect on climate, particularly since the oceans absorb most of the extra carbon dioxide emissions.

a) The buildup of carbon dioxide will lead to a "greening" of the Earth because plants can utilize the extra carbon dioxide to speed their growth.

e) Carbon dioxide is removed from the atmosphere fairly quickly, so if global warming turns out to be a problem, we can wait to take action to reduce greenhouse gas emissions until we see the impacts of warming.

d) The warming cannot be due to greenhouse gases, since changes in temperature and changes in greenhouse gas emissions over the past century did not occur simultaneously.

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FACTS: 1. Over millions of years, animals and plants lived, died and were compressed to form huge deposits of oil, gas and coal. In little more than 300 years, however, we have burned a large amount of this storehouse of carbon to supply energy. Today, the by-products of fossil fuel use – billions of tons of carbon (in the form of carbon dioxide), methane, and other greenhouse gases – form a blanket around the Earth, trapping heat from the sun, raising temperatures on the ground, and steadily changing our climate. 2. The slow heating of the oceans creates a significant delay between the time when carbon dioxide and other greenhouse gases are emitted into the atmosphere and the moment when changes in temperature occur. This is one of the main reasons why we don’t see changes in temperature at the same time as changes in greenhouse gas emissions. In addition, there are many other factors that affect year-to-year variation in the Earth’s temperature such as volcanic eruptions, etc. Still, scientific evidence points clearly to anthropogenic (i.e. human-made) greenhouse gases as the main reason for climate change. 3. Carbon dioxide, a gas created by the burning of fossil fuels (like gasoline and coal), is the most important human-made greenhouse gas. Carbon dioxide from fossil fuel use is produced in huge quantities and can stay in the atmosphere for as long as 200 years. Thus we need to act now if we want to avoid the increasingly dangerous consequences of climate change in the future. 4. Before human activities began to dramatically increase carbon dioxide levels in the atmosphere, the amount of carbon dioxide emitted from natural sources closely matched the amount that was absorbed through natural processes, for example, through photosynthesis. Some carbon is later released back to the atmosphere. This balance has now been upset by human activities, which since the Industrial Revolution, have put twice as much carbon dioxide into the atmosphere than can be naturally removed by the oceans and forests. This has resulted in carbon dioxide levels higher than they have been in the last 420,000 years. 5. Carbon dioxide can act as a fertilizer for some plant species under some conditions. However, in nature, plant nutrients like nitrogen as well as 143

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water are often in short supply. Thus, even if plants have extra carbon dioxide available, their growth might be limited by a lack of water and nutrients. Finally, climate change itself could lead to decreased plant growth in many areas because of increased drought, flooding and heat waves. (Adapted from IPCC, 2001. Climate Change 2001: The Scientific Basis)

Comprehension check 1. Here are some answers. What are the questions? Example: Q: What forms a blanket around the planet? A: The by-products of fossil fuel use – carbon dioxide, methane and other greenhouse gases. a) ________________________________________________________? The melting of glaciers, warming of oceans, heavy rainfalls and droughts. b) ________________________________________________________? Human-made greenhouse gases. c) ________________________________________________________? For as long as 200 years. d) ________________________________________________________? Through photosynthesis. e) ________________________________________________________? Significant warming in the next century. f) ________________________________________________________? Lack of water and nutrients. Focus on language 1. Read the sentences and study the models in the box.  Acid rain is strongly acidic rain that …  Soil naturally contains many metallic ions …  We need to act now if we want to avoid the increasingly dangerous consequences of climate change in the future. Adverb Collocations Adverbs often go with certain verbs and adjectives. Look at the examples below: Verb + adverb Adverb + adjective to think quickly severely damaged to remember well unusually fast to damage severely/ badly badly organized to speak confidently totally destroyed

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Practice 1. Complete the sentences with an adverb from the box. perfectly efficiently extremely

clearly badly fully environmentally-friendly commonly highly

desperately definitely

a) The possible impacts of climate change are more ………. understood now. b) Cotton production will be ………. affected by droughts. c) There is ………. something wrong with this thermometer, it can’t be that hot! d) Animals ………. need protection. e) We are ………. informed about the consequences of global warming. f) I work with a ………. -motivated team of researchers. g) People should buy ………. products. h) Nuclear power plants produce ……… large amounts of electricity. i) Today, our most ………. used types of fuels are oil, gas and coal. 2. Make up 3 – 5 sentences of your own using the adverb collocations from the grammar box.

Get real Search the Internet, specialized magazines or talk to the experts who work in your university to get comprehensive and reliable information about one of the environmental problems typical for your country or the region you live in. Summarize the information you have collected and report back to the class. Follow the guidelines:  State the problem briefly but clearly  Describe the problem in detail  Give examples of causes and effects of the problem.

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Speaking Work in groups of 3–4 and discuss what actions as individuals you can take to help to solve the environmental problems listed below. Brainstorm solutions to some national or local problems. Use the phrases from the Tool box. Share your solutions with the rest of the class. What can be done… a) to control the cutting down of forests? b) to clean up the beaches? c) to reduce air pollution? d) to save rare animals and plants? e) to slow down global warming? f) to stop the spread of droughts? Tool box: Making suggestions Well, one thing to do is… Another thing to be done is … Another way to help is… If we don’t do …, we will (won’t) … It would be great to … We should … We’d better( do sth.)…

Writing A big petroleum company has announced that it wishes to build a plant to refine petroleum products in the countryside area near your city. This plan has divided the community into three groups: Greens: You regard the chosen site as an area of outstanding natural beauty which should not be harmed in any way. You oppose any construction on the site. Enthusiasts: You welcome the economic benefits that the new plant will bring and aim to provide technological and financial support which will help the refinery to reduce its impact on the environment.

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Regulators: You would like to strengthen the rules on pollution and increase the fines on companies that release pollutants. 1. Which group do you associate yourself with? 2. Write a letter to the local authorities of your own city giving your opinion on this problem and saying which suggestions you agree or disagree with. Follow the model. Your address and the date

6345 Willow Avenue Baltimore, Mariland 21220 4 November 2010

Name and address of the company/person you are writing to

Salutation If you know the name of the person, put it: Dear Mr. Wright Dear Mrs. Wright If not, put: Dear Sir(s), Madam

Mr. Charles H.C. Wright City Hall Special Projects Officer 19 Harbor Place Baltimore, Mariland 21220

Dear Mr Wright,

I am writing to express my concern about ...________________ ____________________________________________________ ____________________________________________________

The body of the letter Paragraph 1. The introduction  Say who you are  Say why you are writing Paragraph 2. The message Say which

I strongly disagree with ..._______________________________ ____________________________________________________ ____________________________________________________ In my opinion ....______________________________________ ____________________________________________________

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



suggestions you ____________________________________________________ agree or disagree ____________________________________________________ with Give your reasons I hope you ..._________________________________________

Paragraph 3. The conclusion  Make any different suggestions of your own Signature: If you start: Dear Sir, Finish: Yours faithfully If you start: Dear Mr. Wright Finish: Yours sincerely

____________________________________________________ ____________________________________________________ Thank you for your attention to this matter._________________

Yours sincerely, Janette Grayston

3. Work in pairs. Exchange your letters and read them. Is the language used by your fellow student appropriate for a formal letter? Are his/her ideas and viewpoints clear? Make any suggestions for improvements.

In the Realm of Science 1. Practice reading these compounds and chemical reactions. H2O [‘eit ‘tu: ou] HNO3 [‘et ‘en ‘ou ‘Θri] NOx [‘en ‘ou ‘eks] SO2 [‘es ‘ou ‘tu:] C + O2CO2 [si:plus ou tu: give si: out u:] C plus O two give CO2 1 atom of carbon reacts with 1 two-atom molecule of oxygen and produces 1 molecule of carbon dioxide 148

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2. Now take turns to read and note down the following compounds and chemical reactions.

Student A: H2CO3 P2O5

Na2O

Student B: H2SO4 H3PO4 MgO

CaCo3 H2SO4 K3Po3

HgO

ZnSO4 NaCL

NaNO2

CuO

2Mg+O2 2MgО CaO+H2O  Ca(OH)2 2CO+O2  2CO2 NaCl + AgNO3  NaNO3 + AgCl 3. Learn the pronunciation and the meaning of the main chemical elements. Ag

[α:  ent m]

argentum

N

Al

[,æljuminj m]

aluminium

Na [soudj m]

sodium

Br

[broumi:n]

bromine

Ni

[nikl]

nickel

C

[kα:b n]

carbon

O

[ ksi

Cl

[kl :ri:n]

chlorine

P

Co

[k b :lt]

cobalt

Pb

[f sf r s] [led]

Cs Cu

[si:zj m] [k p ]

caesium copper

plutonium radium

H

[haidri

Pu [plu:tounj m] Ra [reidj m] S [sΛlf ]

Hg

[haidrα: ir m]

Si

[silik n]

silicon

n]

hydrogen

[naitri

n]

n]

nitrogen

oxygen phosphorous lead

sulfur

[m :kjuri]

hydrargyrum mercury

Ti

[titeinj m]

titanium

I

[ai di:n]

iodine

U

[ju reinj n]

uranium

Li

[lii m]

lithium

Xe [zen n] Zn [zik]

Mo [m libdin m]

molybdenum

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Unit 1. Progress Monitoring In this unit you have worked on “Environment”  deforestation  ozone layer depletion  vehicle exhausts  the melting of glaciers  renewable energy sources  a serious issue/grave conesquences  to improve air quality  the burning of fossil fuels  to cut pollution/contamination levels

the following vocabulary related to the topic         

to do harm to sth/to damage sth to result in sth/to be affected by sth to be caused by sth/to affect sth human-made greenhouse gases clean/green technologies/methods natural disasters (flood/drought/hurricane) extinction of animals or plant species to save rare animals and plants to slow down global warming/climate change

Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 2

CleanTech = GreenTech

Lead-in 1. What kind of environmental problems has the computer era already brought about? Make a list of the problems and discuss them with the rest of the class. 2. Look at the picture and make suggestions on what the manufacture of one PC requires. Comment on the environmental hazards of this process.

Reading 1. Read the text. Check if your predictions of the possible environmental hazards correspond to the information in the text. 151

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5

10

15

20

25

30

35

Environmental Hazards of the Computer Revolution Millions of high technology word processors, home computers, telephones and other electronic equipment are creeping into every office and children’s bedr oom, Managing your learning prefixes carry meaning changing transforming work and improving Some the meaning of the word, e.g. entertainment. un-, in-, and dis- indicate a negative Increasingly, however, scientists meaning; re- means to do again; are discovering the downside. sub- has the meaning under; Researchers have found that they over- too much, beyond; en- indicates a verb formed from are becoming one of the western an adjective or a noun. world’s biggest environmental hazards. As e-devices closely blend metals, glass and several types of plastic they have been described as a “recycler’s nightmare”. It is cheaper and easier to dump them in landfill sites compromising air and land quality and let future generations worry about the problem. What makes computers and other electronic equipment hazardous? There are numerous hazardous materials in computer equipment, in particular in monitors and terminals. The glass tubes in monitors and televisions, called Cathode Ray Tubes, contain between two-to-five pounds of lead. Computers also contain cadmium and lithium, usually in the batteries of computers. There are also trace elements of mercury. Laptops have fluorescent lamps that create backlight to see image. The lamps contain mercury. They also waste energy. Most PCs are only used for a fraction of the time they are switched on and up to 40 per cent are left on overnight or at weekends. The manufacturing process uses up valuable resources such as water, and involve highly toxic chemicals such as hydrochloric acid and phosphine, which are used for etching silicon chips in some of Scotland’s microelectronic companies. Hopefully, all the waste will have to end. The European Industry Council for Electronic Equipment Recycling, which includes the large computing companies like Hewlett Packard, has been formed to draw up a set of principles for the disposal of computers. The council’s director admits that the industry does not do enough to encourage recycling and favours incineration for energy production and insists that landfill remains valid in some cases. “We are looking 152

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40

45

50

for solutions that are environmentally sound and commercially realistic.” The Council is trying to encourage manufacturers to redesign their products so that they use less energy, cause less pollution and can be more easily recycled. On the other hand, the companies are urged to cut down on the chemicals used in the manufacturing processes. Environmentalists are convinced that developing more efficient manufacturing processes and standardizing the types of plastic and metal used would all help. They urge manufacturers to refurbish and reuse rather than dismantle and recycle old computers. “A lot of companies throw out computers when they are still working in order to get a more efficient or faster model. Why can’t they be adapted for use in schools and colleges, which are short of computer equipment?” asked Madeline Cobbing form the environmental group Greenpeace. She criticized the industry for suggesting incineration as an alternative. Because of the lethal combination of different metals and plastics, burning computers could release poisonous dioxins into the atmosphere. (“Scotland on Sunday Essential Articles 3, Carel Press, Carlisle)

Comprehension check 1. Read the text more carefully and answer the questions. a) What environmental dangers has computer revolution brought about? b) Why should old electronic equipment be carefully recycled? c) What practical steps do the environmentalists take to reduce electronic wastes? d) What is the European Industrial Council for Electronic Equipment Recycling responsible for? e) What is the other side of incinerating old computers? f) What possible ways to cope with the e-waste problem do environmentalists suggest? 2. Using the line references given, refer back to the text and find words or phrases that have a similar meaning to: a) making better (lines 1 – 5) b) concern about (lines 10 – 15) c) spend sth carelessly (lines 20 – 25) d) producers (lines 35 – 40) e) reduce (lines 40 – 45) f) recommend (40 – 45) 153

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3. the sentences sentences and and match matchthe thewords wordsininitalics italicswith withtheir theirmeanings meanings 3. Read the the list list below. below. from the a) It is cheaper and easier to dump them in landfill sites to compromise the air and land quality. b) Researchers have found that computers are becoming one of the world’s biggest environmental hazards. c) He is trying to convince producers that they should be responsible for reducing their waste without the need for legislation. d) Why can’t they be adapted for use in schools and colleges, which are desperately short of computer equipment? e) She criticized the industry for suggesting incineration as an alternative. f) The Council favours incineration for energy production and insists that landfill remains valid in some cases. g) The Industry Council for Electronic Equipment Recycling has been formed to draw up a set of principles for the disposal of computers. 1) discard 2) supports

3) dangers 4) lack for

5) throw out 6) persuade

7) burning

Focus on Language 1. Complete the table. Make nouns from the verbs given in the table by adding suffixes –tion, -ment or -ing. Consult a dictionary if necessary.

VERB

NOUN

to recycle to generate to pollute to encourage to combine to introduce to develop to require to produce to equip 154

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2. Work in teams of three. Make as many words as possible using the prefixes re-, dis-, over-, sub-, en-, up- . Compare as a class. cover load connect assemblies large source grade play cycle able courage furbish night mantle scribe come 3. Study the sentences in the box and make rules. Highly toxic chemicals are used for etching silicon chips in some microelectronic companies.  Why can’t they be adapted for use in schools and colleges?  Manufacturers redesign their products so that they can be more easily recycled.  The ICEER has been formed to draw up a set of principles for the disposal of computers. A lot of companies throw out computers when they are still working in order to get a more efficient or faster model. 

Expressing purpose with to, in order (not) to, so that and for To express purpose  We use to and in order (not) to plus an infinitive when the subject of the main clause and the clause of purpose are the same.  In order (not) to is more formal than to .  We can use so that both when the subject of the main clause and the clause of purpose are the same and they are different.  We often use so that with can, could or other modal verbs and the main verb.  We use for with a noun or a gerund.

Practice 1. Match two halves to make sentences.

1) Many electronics recyclers simply collect equipment and do initial disassembly, then contract with others 2) Most recyclers charge fees 3) About 50 percent or more of the United States' used computers, cellphones and TVs sent to recyclers are shipped overseas 155

a) so that they won’t explode scattering shards of glass and other materials. b) to protect our environment. c) in order to determine the measures necessary to achieve reduce greenhouse gas emissions by 6%.

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4) A reasonably new computer should be refurbished 5) Cathode ray tube (CRT) monitors, should be disposed properly 6) We must create ways to recycle 7) Make sure the reuse organization is accepting donations 8) The Kyoto Protocol Target Achievement Plan was established 9) I am strongly against the government’s plans

d) to build a new incinerator in an area of countryside near our city. e) to process equipment. f) for materials recovery. g) for recycling. h) so that its owner could sell at nearly give-away prices. i) for local reuse, and not sending them overseas.

Get real What do you or your friends usually do with your old electronic devices? Ask your fellow students, teachers and parents what they would do with their computers when they don’t meet their needs. Take notes of the answers and report back on 10 most popular ideas.

Tool box: Expressing opinion In our opinion … First of all, …/ Then, …/Next, … Moreover, … Furthermore, … The greatest advantage of … The disadvantage of this way is that … To sum up, … In conclusion, …

Speaking Work in groups of 4 – 5. Suggest and discuss any other means that can reduce hazardous effect of the computer revolution. Share your ideas with the rest of the class. Explain pros and cons of the suggested solutions.

Listening 1. Listen to the interview with an electronic waste expert John Shegerian and take notes to answer the questions. a) What is “electronic waste” (e-waste)? b) Why is e-waste a growing concern? 156

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c) Why should people recycle their e-waste? d) How much of the solid waste in landfills is e-waste? e) Is it illegal to dispose of computers in the trash? f) How long has e-waste recycling been around? g) Who started the e-waste recycling movement? h) What percentage of electronics today is being recycled properly? 2. Listen to the interview again and fill in the notes. Electronic waste is the fastest growing…1……… stream in the world. It includes everything electronic: from our …2………., to our IPods, to …3 ……….. and …4…………., …5……………, and our copiers and …6 …………… . Everything electronic encompasses …7…………… . E-waste has lots of …8………… and …9………… materials in it, such as lead, mercury, cadmium, and beryllium. If these items end up in our… 10…………, and then leech into our ground and water supplies, they tend to …11……………our environment to the point where it is then ingested by a human being or animals. We want …12………………… that. … We should recycle e-waste because …13……………to recycle. You get back to an appropriate …14…………. or recycler who will demount the factors of the mater ials to …15……………, metals and …16…………………… . Also, everything in your cell phone or your television set is …17……………….., and reuses the essence of …18…………………. . … In California, for example, today it's …19……………….. to throw out your computers or e-waste into the …20…………….. . Other states and other countries are yet to…21………………with California's leading recycling laws. … It's …22………….. who really started the e-waste recycling movement, but there're lots of …23……………groups and people out there that saw what was coming and saw the growing trend with technology and the fast turnover that we have now with technology. At the international level, ewaste recycling has been around, …24……………., when Switzerland and some European countries started passing initiatives. … In California, they …25………….the landmark SB 20 law in …26……….. That law just got …27………….on January 1, 2005. So e-waste as we know it in the United States is a growing trend that has been…28…… only since 2003, and …20……………….. since …30……….. . 157

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Reading 1. The verbs in A are in the text you are going to read. Match a verb in A with a definition in B. A 1) demanufacture 2) break down 3) donate 4) refurbish 5) repair 6) restore 7) reuse 8) recycle 9) process

B a) to restore smth to good condition that is broken, damaged or torn b) to bring smth back to a former condition c) to repair and clean a device in order to make it more attractive, like new d) to treat substances or devices with chemicals in order to separate raw materials e) to destroy or divide smth into parts in order to analyze it or make it easier to do f) to take goods to pieces in large quantities using machinery g) to treat things that have already been used so that they can be used again h) to use smth again i) to give money, food, clothes, etc. to sb/sth, especially a charity

2. Read the text on the work of electronic waste recycling and complete the diagrame of the recycling process below. your learning As much as we love gadgets, a lot of us Managing The process diagrams or flowcharts don't know nearly enough about how to allow you to visually represent dispose of them properly (in an environment- methods, processes, steps, or stages friendly manner). What makes high tech that describe how events occur. trash such a problem is that each piece of equipment contains numerous toxic and hazardous materials: heavy metals – including lead, cadmium, chromium, and mercury – and many synthetic chemicals that are persistent pollutants that linger in the atmosphere for years and accumulate in animals and people where they cause serious health problems. These toxics are released when equipment is damaged, destroyed or improperly disposed of - and that's what happens to a huge amount of our old electronics. 158

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Some used computer/electronic materials can be recycled or reused instead of landfilled. There are four main types of electronic recyclers, and some recyclers perform multiple functions as collectors, refurbishers, demanufacturers and processors. Collectors accept electronics from businesses and the general public. Collected material is then shipped to a refurbisher, demanufacturer or processor. There are two main types of collectors: those affiliated with a permanent drop-off site, and those operating from a temporary location set up for a special collection event. Refurbishers include non- and for-profit organizations that accept, sort and refurbish used computer equipment. Reparable products are either resold or donated after they are restored to working condition; nonreparable components are sent to a demanufacturer or processor. Demanufacturers accept used computer equipment and broken-down computer components. Parts are then further broken down into pieces such as plastic housings, wires, metals and circuit boards. Demanufacturers then send these parts to smelters or processors that have the equipment and facilities to process these components. Processors accept demanufactured electronic components and break them down to their raw materials. Processing may also include resource recovery procedures such as precious metal separation, lead smelting and waste-toenergy incineration. Processing is the last stage of recycling before final disposition. The biggest economic incentive behind electronics recycling is the recovery of metals – including precious metals, silver, gold and even platinum. Metals make up over half of the weight in many computers, particularly the older ones now being discarded. These computers also contain quite a lot of copper which is in great demand right now, and commands high prices. It was mining companies who first got into electronic recycling business because they figured out it was a lot more profitable and predictable - to 'mine' old circuit boards than it would be to prospect for the same amount of ore and metal in new mines. A pile of old circuit boards has a greater concentration of gold, for example, than does the equivalent amount of ore. But current recycling rates mean that we're simply throwing away about 90 percent of the billions of pounds of copper and millions of pounds of gold that are in our obsolete computer equipment - copper and gold that is essentially 100% reusable. So there is a lot of money to be made in selling 159

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used computer equipment, particularly for its scrap metal value, which recently has been quite high. (Adapted from the Internet sites)

How E-Waste Recycling Works

repairable products

businesses

refurbishers

demanufacturers

lead smelting

Get real Search home pages of the leading computer companies and environment websites to get more information on possible solutions to e-waste problem. Report back to the class and discuss what you have found.

Writing You are planning to buy a new computer but don’t know what to do with the old one. Write an e-mail message to one of the electronic equipment manufacturers asking for the information on the company’s takeback policies. 160

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From: To: Subject: Old computer treatment Dear Sir/Madam, I am mailing this via the “Contact Us” link on your website to (1) ……………… ….……………………………………………………………………………………… ………………………………………………………………………………………... . I bought my old PC (2) ……………………………………………………………. …………………………………………………………………………………………. …………………………………………………………………………………………. ………………………………………………………………………………………... . Could you give me more information about (3)……………………………………. …………………………………………………………………………………………. ………………………………………………………………………………………... . I hope you will (4) ………………………………………………………………… I look forward to hearing from you soon. Yours faithfully, (5)……………………

(1) explain the purpose of your e-mail (2) provide basic information on your PC and its components, when and where you bought it, decide whether they are still working or not (3) ask for information on the items the company takes back, delivery, package and prices (4) express your gratitude for the help (5) sign the letter

In the Realm of Science 1. Check the meaning of the words below. Which of them are chemical elements? Which are compounds? Write down the symbols for the elements and formulae for the compounds.

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nitric acid nitrogen oxide hydrochloric acid hydrocarbons

cadmium calcium mercury carbon dioxide

dioxide phosphine sulphur

2. Work in pairs. Take turns to read and note down these elements and compounds: Student A: Si N P C Cd Al Student B: S H O Na Li Zn 3. Read the song “The Elements” by Tom Lehrer. Do you know equivalents in your native language to the elements named in the song? There’s antimony, arsenic, aluminum, selenium, And hydrogen and oxygen and nitrogen and rhenium And nickel, neodymium, neptunium, germanium, And iron, americium, ruthenium, uranium, Europium, zirconium, lutetium, vanadium And lanthanum and osmium and astatine and radium And gold, protactinium and indium and gallium And iodine and thorium and thulium and thallium. There’s yttrium, ytterbium, actinium, rubidium And boron, gadolinium, niobium, iridium And strontium and silicon and silver and samarium, And bismuth, bromine, lithium, beryllium and barium. There’s holmium and helium and hafnium and erbium And phosphorous and francium and fluorine and terbium And manganese and mercury, molybdinum, magnesium, Dysprosium and scandium and cerium and cesium And lead, praseodymium, platinum, plutonium, Palladium, promethium, potassium, polonium, Tantalum, technetium, titanium, tellurium, And cadmium and calcium and chromium and curium. There’s sulfur, californium and fermium, berkelium And also mendelevium, einsteinium and nobelium And argon, krypton, neon, radon, xenon, zinc and rhodium 162

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And chlorine, cobalt, carbon, copper, Tungsten, tin and sodium. These are the only ones of which the news has come to Harvard, And there may be many others but they haven’t been discovered. (Listen to it at http://school.discovery.com/lessonplans/activities/sciencehits/)

Unit 2 Progress Monitoring In this unit you have worked on the following vocabulary related to the topic “Negative influence of electronic equipment on the environment”  environmental hazards  to consume energy  landfill/damp sites  to release poisonous gases  incineration  to encourage/to urge e-recycling  disposal of electronic equipment  to donate/to reuse electronic equipment  to produce/to generate e-waste  to reduce/to limit computer dumping  liquid  to refurbish/to restore/to repair  to be short of e-devices  environmentally friendly/safe  to recycle e-waste/industrial waste  to use up natural resources  to increase/decrease the amount of  a compound harmful chemical substances Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 3

Revise & Practise

1. Explain the difference between these pairs. litter – break down – refurbish – recycle – effect – chemical element –

waste dismantle repair process affect chemical compound

2. Write down a short vocabulary list (10 items) on the topic “Environment”. Compare your lists. Cross out the items you have on both lists and explain the meaning of the rest of the words and phrases. 3. Do the crossword to write the word in bold. 1 2 3 4 5 6 7 8 9 10 11

1) the reduction of the layer of natural gases around the earth that protects people, animals, etc. from dangerous ultraviolet radiation; 2) the reduction of the territory that a plant or animal lives and grows best in; 164

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3) a process when different species which make a balanced environment disappear; 4) floods, volcanic eruptions and hurricanes, etc. that cause a lot of damage; 5) a result of atmospheric contamination when industrial gases and chemicals mix with water in the air; 6) harmful chemicals and gases from factories, traffic fumes that enter the air to make it dirty; 7) a general increase in the temperature of the world caused by harmful chemicals and gases; 8) harmful chemicals, waste materials from factories, houses etc. that enter the land and kill or damage the things that live or grow there; 9) gases from factories, machines, traffic fumes etc. that form a layer around the earth; 10) devices and/or their components that are no longer useful; 11) a process when too many trees are cut down in an area, so that the environment is badly damaged. 4. Read these sayings. Comment on the one you like most.  “The nation that destroys its soil destroys itself.” Franklin D. Roosevelt  “Modern technology owes ecology an apology.” Alan M. Eddison  “We do not inherit the earth from our ancestors, we borrow it from our children.” Native American Proverb  “If civilization has risen from the Stone Age, it can rise again from the Wastepaper Age.” Jacques Barzun, The House of Intellect

Case study All of you are at the meeting which is held to discuss the most urgent environmental problems in your city. Each student plays one of the roles described below. Read the situation and the role descriptions and decide who will play each role. Divide into 5 groups (group A – environmentalists, B – bank representatives, C – city residents, D – city council members, E – project managers). Make use of the language for debating in the Tool box. The situation The World Bank has decided to fund the “Eco-friendly city” programme. As the representatives of different local organizations and the community you 165

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have to discuss the most urgent environmental problems in your city, the ways to solve them and to work out projects that will allow to cope with the most urgent problems in your neighborhood. As a result the World Bank will choose the most attractive project. Roles: project manager You live in this city and work in the local branch of the World Bank. The Board of Trustees appointed you to be the person in charge for the successful realization of the eco-programme in your city. You introduce the programme of the World Bank, briefly describe the situation and conduct the meeting.

Tool box: Debating In my opinion … If you want my opinion … Agreeing I agree (with …) I think … is right. That’s exactly what I feel. Disagreeing I’m afraid I don’t agree (with …) I don’t think you are right. Yes, but listen … That’s nonsense! Interrupting to make a point Forgive me for interrupting but … Can I say something? Can I make a point? Summarizing Can we agree then that … Shall we say then that … Well, it seems that the best solution is to …

Roles: environmentalists You are a member of the local Green Peace organization. You are concerned with the high level of industrial waste, soil and water contamination in your city. Present your project and suggest the ways for its realization. Roles: city residents You are worried about the shrinking of green spaces and increasing of air pollution in your city. Present your project and suggest ways and terms of its realization. Roles: the City council member The City council is concerned with the poor quality treatment of sewage waters. Present your project and suggest ways and terms of its realization. Roles: The World Bank representative You are a member of the World Bank Board of Trustees who is responsible for choosing the most attractive project and an appropriate use of the money donated. Choose the best project and explain your reasons.

Progress Test 1. Join the sentences in two ways, with or without which/that. 166

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a) A lot of rubbish is floating in the sea. It is a real danger to health. b) The problem of soil erosion is discussed in this chapter. It has occurred ever since the man began destroy forests. c) Nuclear energy comes from the energy stored within the nuclei of atoms. They are the basic building blocks of all matter. d) The best things in life such as water and air are free. We often take it for granted. e) The manufacture of one PC requires 28kg of liquid chemicals. All liquid chemicals have to be neutralized by a further 11 kg of sodium hydroxide. f) An average PC consumes 100 watts of electricity when switched on but not in use. 100 watts of electricity is equivalent to a bright light bulb. g) New machines use no more than 30 watts. They are given the Energy Star Logo. h) In 1993 the USA introduced the Energy Star Logo. The ESL eliminated the need to build 10 extra power stations. i) In the USA computers use 5 % of commercial power. By 2010 the use of commercial power by computers could rise to 15 %, or 100 billion kilowatt-hours per year. j) Some factories had developed manufacturing processes. This processes considerably cut the amount of wastes produced. 2. Join the sentences with to, in order (not) to, so that or for. a) European countries formed a work group. The purpose of the work group is to work out the measures that will limit computer dumping. b) Old computers can be used in schools and colleges. They must be dismantled and adapted. c) Manufacturers are encouraged to make a lot of changes to their products. New products need to be more easily recycled. d) Hewlett-Packard takes back old computers, faxes, printers, etc. It disassembles the office equipment, reconditions its components. e) Hewlett-Packard disassembles old computing equipment, reconditions its subassemblies. They are used as spare parts for customer’s existing equipment. f) Manufacturers spend a lot of time and money for various retraining programmes. They need to retrain designers, engineers and assembly workers to perform environmentally friendly computer design and manufacturing. 167

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3. Complete the sentences using the most suitable adverb from the box. unusually badly

confidently quickly

absolutely well (х2)

highly safely

a) I can’t think ……… when I’m in a hurry or upset about something. b) This year spring is going to be……… hot in this region. c) These are ………reliable statistics on industrial waste for the last five years. d) I wanted to increase the pressure in the apparatus but I wasn’t sure if I could do it ………. e) Though I was very nervous I tried to speak ………. f) This ……… operating machine for producing hamburgers is a real wander! g) What we need is a ……… equipped laboratory and ……… enthusiastic specialists. h) Nick feels so homesick, he ……… misses his parent and friends. 4. Look at the pictures and with a partner discuss the environmental problems they illustrate. Write a paragraph of about 150 words to describe the picture you have chosen.

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Self study Does one soldier make a battle? The state of the environment today has reached a crisis point. This crisis stems largely from humankind’s attempts at “development” – that is, our efforts to make our lives more sophisticated, more comfortable and more satisfying. . We have misused and polluted the planet out of self interest. The range of the world’s environmental problems is so wide and the consequences are so devastating that it is hard to believe that any action by one person or small community will make any difference. Buе the ancient Chinese proverb says that a journey of a thousand miles begins with a single step. It is time to take this step, explore the facts, discuss the issues and share your thoughts. Search the site Planet Under Pressure http://news.bbc.co.uk/2/hi/in_depth/sci_tech/2004/planet/default.stm THE QUESTIONS AND TASKS TO GUIDE YOU:  Intoduction  Read the introductory article to the series of the six environmental issues facing the human race today: food, energy, water, climate change, biodiversity and pollution.  Why these areas have been chosen for the series?  Choose one part, study the article, graphs, photos; do the quiz; read people comments and summarize the main points in a diagrammic way.  Animated guide  How much will the Earth warm by 2100?  Study the diagrams describing the sources of greenhouse effect and its influence on glaciers and Gulf Streem.  Kyoto era dawns  What measures does the international community take to ease greenhouse gas emissions pressure?  What is the Kyoto protocol aimed at?  How many greenhouse gases are covered by the Kyoto protocol?  Which European countries signed the agreement?  How has the world changed under the effect of human activity?  Look at the photos by Gary Braasch. Which pair of pictures impressed you most? Why?  Changing world  Look at the photos of environmental change around the world. Take photos in your city/town illustrating this change and supplement the photos with captions explaining the change.

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        

Talking Point Listen to or watch a phone-in programme on climate change. What are the priorities for world’s leaders to combat climate change? Read a selection of comments and write an e-mail sharing your thoughts on the point. Green gardening Where according to the Planet Under Pressure series can the first steps toward solving environmental issues begin? What kind of competition was held at the project? Saving the planet Read teenager’s ideas on how they would tackle environmental damage. Choose two of them and comment on them. Managing your learning Diagrams have the potential to capture a lot of information on a single page. They help to show the conceptual links between ideas and allow to add additional material without the need to crowd the page. While drawing diagrams - use lines, colours, branches, arrows or some other ways of showing connections between ideas; - leave lots of space to highlight things, add information or add questions and words; - write down key ideas in capitals as they are easier to read in a diagram and explanatory notes in lower case.

NB! All the task must be completed in a written form and test results printed out, photos enclosed.

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SCIENCE FRONTIERS

“The future is always beginning now” Mark Strand

Learning Goals  to organize information in a timeline  to use timelines and time/sequence expressions for narrating and reporting  to write a summary of articles and reports  to learn how to show relationships between ideas  to talk about the latest and perspective achievements in science  to revisit Future Tenses

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Unit 1

The 20th Century and Beyond

Lead-in 1. What are the greatest achievements in major fields of science in recent 50 years? And what are the challenges? 2. Work with a partner. Come up with 3 most important scientific or technological innovations for the last decade. Have any of these innovations affected you personally? 3. Name the modern inventions for the last 50 years you could not live without?

Reading 1. Read the introductory part to the report at the UNESCO/ICSU World Conference on Science (WCS) below and answer the questions. a) What kind of discoveries does the author focus on? b) What have been the unforeseen consequences of advances in science? c) How do the authors prove that “science finds itself in a challenging situation”? d) According to the report what is the greatest achievement in the 20th century? e) Are the authors optimistic about science in future? Science for the Twenty-First Century By Paul Hoyningen-Huene, Marcel Weber, Eric Oberheim The second half of the 20th century has witnessed a great number of scientific discoveries and technological innovations which have had, and continue to have, the greatest impact on humanity and are frequently closely interconnected. The origins of the universe, the evolution of life on Earth, the structure and function of biomolecules and many natural phenomena, ranging from the subatomic to the cosmic

scale, are far better understood today than they were 50 years ago. At the same time, the progress that scientists have made has provided unforeseen power, which enables us to change our lives, our world, as well as our future. On the other hand, this power can also have negative consequences. It is a factor that has contributed to the damage to the Earth’s natural environments and it has

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been used to construct weapons of mass destruction – reminding us that with power comes the responsibility to use it wisely. At the dawn of the 21st century, science finds itself in a challenging situation. Today, there are more professionally trained scientists than in all previous generations combined together. At the same time humankind’s most pressing challenges such as food supply, public health, global climate change, or the protection of biodiversity seem to escalate. So, there is a need in combined scientists’ efforts. The globalization of markets, production, and finances may lead to a shift from national research and development priorities towards a world-wide network of research activities.

Apart from largescale research programmes which require international cooperation, scientific research which provides little or no short-term economic profit may be called into question. The twentieth century saw more momentous change than any previous century: change for better, change for worse; change that either brought enormous benefits to human beings or threatens the very existence of the human species. Many factors contributed to this change but the key factor was the progress in science. Nevertheless, in the next 50 years science will continue to surprise us both with what it discovers and creates. (“Science for the Twenty-First Century: A New Commitment”)

2. Now work in groups of three. Each student in a group reads one of the texts (A, B or C) and completes the table.

1 field of science

2 achievements

3 practical application (comments)

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Text A

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Mathematics differs from the other sciences in that its subject is not nature. Progress in mathematics is usually not directly realized by the public since its results are so abstract and often isolated from everyday experience that they are difficult to understand. However, occasionally some mathematical news becomes visible to a broader public. One example is the application of large prime numbers for encryption purposes. Sometimes a result in pure mathematics also catches public attention like the recent proof of Fermat’s last theorem, which resisted the best efforts of mathematicians for more than three and a half centuries. But mathematics is more than just peculiar theorems and occasional popular achievements. Because of its precision and accuracy, it is an essential tool for all of the sciences. There are many examples from the history of science in which the development of new mathematical methods allowed scientists to formulate fundamentally new theories and to achieve revolutionary conceptual breakthroughs. One of the most spectacular cases in this century was Einstein's use of the non-Euclidian geometry developed by Riemann in the 19th century to formulate the general theory of relativity. The last part of the 20th century has seen spectacular advances in mathematics, especially in the theory of dynamical systems and in stochastic analysis*. A combination of analytical and geometrical ideas has been characteristic of these developments. One example is the use of diffusionreaction equations* to understand biological pattern formation*. Another example is the advances in our understanding of turbulence, in particular in the context of weather forecasting. At mid-century, mathematics was examining its own foundations. Today we see a different trend, which is strongly influenced by recent advances in computing technology. Mathematical modelling, the development of algorithms, and scientific computing have become powerful tools for all the sciences. They promise to play a crucial role in future progress. *stochastic analysis – вероятностный анализ.

Text B

*diffusion-reaction equations – уравнение реакции диффузии. *biological pattern formation – образование рисунка. *biological pa ttern form ation – îáðàçîâàí èåбиологического áèîëîãè÷åñêîãî ðèñ óí êà.

The chemical sciences have made breathtaking advances during the last five decades. They have provided innumerable benefits through an extremely wide range of applications. These include not only new materials, food additives, pharmaceuticals, and pesticides, but also new analytical tools for the study of living matter as well as the environment. The structures of many molecules were determined and this has provided the basis for their synthesis and production on an industrial scale. Notable examples are vitamins, which complement many biochemical reactions in the human body, and antibiotics, which have saved many lives. In addition to characterising and synthesising a vast number of natural products, chemists have also designed absolutely new compounds. Major

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progress was also made in the synthesis of tailor-made polymers*, composite materials, and ceramics which is capable of superconduction. Organic chemistry was instrumental to the great advances in understanding the structure and function of biomolecules. This has had an enormous impact on the biomedical sciences. For instance, in 1954, the first naturally occurring protein hormone was analysed and then synthesised. For the first time, it was shown that an artificially produced protein has exactly the same properties as those naturally produced. The synthesis of insulin, a life-saving protein for diabetics, followed shortly thereafter. In 1959, the three-dimensional structure of haemoglobin (the oxygen-transporting molecule that makes blood red) was determined at atomic resolution*. Since then, the structures of thousands of biologically important molecules have been described. This knowledge plays a vital role in the development of new diagnostics and therapeutics. Aided by fast computers, medicinal chemists increasingly use the knowledge of biomolecular structures to design small compounds with very specific pharmacological properties and make significant contributions both to our understanding of life processes and to medicine. The chemical sciences are also contributing to the environmental sciences. For example, they provide new materials and contribute to the development of new means to crop protection, as well as animal and human health. *tailor-made polymers – полимеры с заданными свойствами.

Text C

*at atomic resolution – на уровне атомов.

Over the last fifty years, our own solar system and its origins have become much better known. Many new satellites and rings around planets have been discovered and the nature of comets has been disclosed. One of the main reasons for this development was the beginning of the space age. All of these innovations were made possible by new observation instruments. Fifty years ago, the largest telescope was a 5-metre optical telescope, whereas modern telescopes are four times larger and more powerful. Furthermore, in 1990, the Hubble space telescope was sent into orbit. It has provided a lot of new information about our universe, as the radiation it collects does not have to pass through the Earth's atmosphere. From the early 1960s on, communication satellites were sent into orbit, making wireless communication possible all around the world. Landings on the Moon and the planets by probes of ever increasing sophistication started in the mid-1960s and continue today. Some of them have brought back samples making an in-depth chemical analysis of their composition possible. In 1969, the first man set foot on the moon, only twelve years after the first satellite was launched. Another example is the development of weather satellites, which have become indispensable for tracking hurricanes and other violent storms.

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While these storms are still potentially dangerous, timely warning of their approach has saved many lives and helped to avoid vast property damage. Another example is the Earth resource satellites, which have become an integral part of geological data collection and provide us with a better means of assessing the Earth's resources. In addition, these satellites supply information about forest growth and crop diseases*. *crop diseases – заболевания сельскохозяйственных культур

(Adapted from “Science for the Twenty-First Century: A New Commitment”)

3. Now exchange the information with the other students in your group to list all the achievements mentioned in texts A, B and C. 4. Look back in the texts and find 9 adjectives that are similar in meaning to the word important. Check in the dictionary the difference in their meanings. Focus on language 1. Read the sentences and determine the relationships between the parts in each sentence.  Innumerable benefits include not only new materials and food additives, but also new analytical tools for the study of living matter.  The scientists have made the progress that has provided unforeseen power, which enables us to change our lives, our world as well as our future.  Because of its precision, mathematics is an essential tool for all of the sciences. Showing relationships between ideas To connect words and phrases that have the same grammatical function in a sentence we use conjunctions, prepositions and adverbs.  conjunctions* e.g.: The twentieth century saw much momentous change that either brought enormous benefits to human beings, or threatens the very existence of the human species. when connects two subjects require plural verb Both … and … when connects two subjects, the latter determines whether Not only … but also … the verb is singular or plural Either … or … Neither … nor … * The same grammatical form should follow each word of the pair. Neither … nor …is already negative in meaning so doesn’t require negative form of a verb  prepositions e.g.: Apart from large-scale research programmes, scientific research with little short term economic profit may be called into question.

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short term economic profit may be called into question. Because of … show cause and effect Due to …* are followed by show contrast Apart from … an object noun Except for … continue the same idea In addition to … *Due to … in formal writing is followed by a noun clause introduced by the fact that  adverbs e.g.: The chemical sciences developed new analytical tools for the study of living matter as well as the environment. is usually followed by an object noun indicates addition As well as

Practice 1. Change the sentences using appropriate conjunctions, prepositions or adverbs. Translate the sentences into your native language. a) Big cities suffer from air pollution. They also suffer from the shortage of fresh drinking water. b) Nowadays biochemistry doesn’t provide an answer to the fundamental question of the generation of life on earth. Modern biology doesn’t answer this question either. c) The research project will be funded from one of the sources: local or national. d) The research project took a lot of time and much money. e) The cost and size of computing power has been reduced. The design and implementation of the Internet allows access to information from all over the globe at an unprecedented level and speed. f) Discovery and study of quasars, black holes and pulsars were made possible by new observation instruments. g) The concentration of atmospheric carbon dioxide (CO2) is increasing because the vast amount of fossil fuels is burnt every day.

Writing Summarize into a paragraph the information that you have learnt about the greatest scientific advances in the 20th century. Follow the guidelines.  Identify the key points of the report and the supporting details the authors use to illustrate them. 177

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 





Summarize the key points and the supporting details in your own words. Arrange your information in a logical order. Make use of the appropriate linking words you have learnt in the unit. Make sure you stated the authors’ names, the title of the report and the source it comes from in your first sentences. Express your opinion on the information presented in the report.

Tool box: Summarising The title of the … The report The article The report The article The author The information presented in the … The report The problem

I find the information of

is … was presented at … was published in … reports on … discusses … informs on/about … deals with … considers the problem of … is widely-discussed in the press because … is the most up-to-date/urgent as it … great particular general little no

interest value significance

because …

Listening 1. Make a list of fast developing areas in science and technology. 2. Read the terms below. Which areas of science and technology are they used in? solid structure plastic substance memory retina climate conditions universe microbe gene molecule light high-speed communication vaccine semiconductor electricity pneumonia lightwave atom laser 3. Listen to the introductory part of the radio programme to answer the questions below. a) When and where did the ceremony of awarding the national medals of Science and Technology take place? 178

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b) What organization administers the science awards? c) What are the requirements to the nominees? d) What period of time were the National Medals awarded for? e) What does the process of selection include? 4. Listen to the rest of the programme. Take notes on the fields of science and technology the medals were awarded in.

Get real Search the Internet sites and popular science magazines to find information on the latest advances made in your field of science in the first decade of the 21st century and their impacts on our lives. Report your findings to the class.

Reading 1. Look at the pictures. What kind of invention do they describe?

2. Match the words in A with the definitions in B and then with the pictures. Translate the words into your native language. A 1) parchment

2) paper

3) e-paper

B a) a special kind of paper that is made of conductive plastic containing tiny balls that respond to an electric charge b) ancient writing material made of stems of aquatic plant used in ancient Egypt for writing and drawing on c) material made from the skin of a sheep or goat, used in the past for writing manuscripts on 179

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4) papyrus 5) clay tablet

d) a small plate for writing on it made of clay e) material that you write and draw on and that is also used for wrapping and packing things

3. Study the timeline describing the evolution of paper and papermaking. Use time and sequence expressions in the Tool box to tell the history of papermaking.

AS OLD AS WRITING Written communication has been the centre of civilization for centuries. However, putting thoughts Managing your learning: Time lines down in a written form wasn’t always The time line provides a study tool that you to organize information that easy or practical. Paper has a long history, allows is presented chronologically. Time lines beginning with the ancient Egyptians would be effective to use in classes in and continuing to the present day. It has which you present historical, biological and other developments. largely survived the test of time but now To make the order clear and to show the it is facing a new challenge from its sequence of events, we mention dates electronic equivalent. A particularly and time, and we also use various links and connectives. fruitful way to look at the evolution of paper is to study how it has changed over time. 3500 BC

Sumerians use cuneiform* alphabet, pressed in clay with a triangular stylus. Clay tablets were dried and/or fired for longevity. Some even had clay envelopes, which were also inscribed.

3000 BC

Egyptians created Papyrus, a material made from thinly cut strips from the stem of Cyprus Papyrus plant.

2400 BC

Date of the earliest surviving papyrus scroll with writing.

200 BC

Both Greeks and Romans used wax tablets, framed and backed with wood, for note taking, orders, correspondence, and other temporary communication.

197-159 BC

In the Middle East, near Pergamum, large herds of cattle were raised for skins to be made into what we now call 'parchment.' It was the most popular material for manuscripts until the 12th century.

105 AD

Papermaking was invented in China by Ts'ai Louen. Material used: plant bark*, discarded cotton and old fishnets.

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300-700

Secret of papermaking crept out from China to Vietnam, Nepal, Korea and Japan.

1151

First papermaking mill was established in Spain

1300C.

Papermaking reached Southern Italy, where, until quite recently, some of the oldest handmade paper mills* in Italy were operating in the Naples area.

1448

Johann Gutenberg invented the printing press.

1700 C.

Tremendous increase in papermaking led to a serious shortage of raw materials.

1843

Saxon Keller invented a ground wood pulp*.

1854

Mellier Watt patented a chemical pulp.

Late 18-th

Nicholas Luis Robert created a machine that could produce a seamless length of paper. Paper production became industrialized with the advent of steam-driven paper making machines.

1950s

New material and fillers were used, new processed chemicals and dyers* were developed.

1970

Electronic paper was developed by Nick Sheridon at Xerox's Palo Alto Research Center. The first electronic paper, called Gyricon, consisted of polyethylene spheres between 75 and 106 micrometres across.

Late 1990s

An Electronic Paper Display was developed by E-Ink Company. This display possesses a paper-like high contrast appearance, a thin and light form. It gives the viewer the experience of reading from paper, while having the power of updatable information.

————————————— *cuneiform – клинопись. *plant bark – кора (дерева). *paper mill – здесь, станок. *pulp – масса. *dyes – краситель. *wax – воск. (Adapted and abridged from the Internet sites www.papiermuseum.ch http://www. wipapercouncil.org/invention.htm http://www.hqpapermaker.com/paper-history/)

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Tool box: Time and sequence Time In 1942, ... In the year … During the 20th century, ... A decade ago ... Sequence Before …/Before this, … For the previous … years, … Prior to this, … Previously, … … years previously, … Later on … When/As soon as/After … During this period, … Throughout this period, …

For the following … years, … … years later, … Soon/Shortly/Immediately afterwards, … … after which …

What do you think?  What other devices/tools have changed over the centuries?  What do you think such changes were caused by?  What improvements did they lead to?

Get real Search the Internet and/or any popular science magazines to find information on the transformations of any device or tool in your field of study. Create a timeline to demonstrate its evolution.

Writing Managing your learning: Narrating and reporting

Write a paragraph of about 100–150 words describing the evolution of the chosen device/tool. Give reasons for your choice. Make use of the timeline Managing your learning and Tool boxes.

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Past tense is common. Chronological order is also common, but when we are writing about past events, it is necessary to be explicit about the order in which things happened. To show the sequence of events use dates and time as well as time/sequence expressions.

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In the Realm of Science 1. Read the abbreviations and think of their equivalents in your native language. Consult a dictionary if necessary. AI VR IT GM GPS HDTV HTML DNA R&D 2. Here are some of the widely used terms in science you should know.

Biodiversity

– the existence of a large number of different kinds of animals and plants which make a balanced environment Bot – a computer program that performs a particular task again and again many times; shortened from robot Breed – to make animals or plants produce young ones in a controlled way, in order to develop new and better types Cell – the smallest unit of living matter that can exist on its own Cellular – 1) connected with or consisting of the cells 2) connected with a telephone system that works by radio instead of wires, e.g. a cellular network Cyber – a prefix for things related to computers, especially the Internet, e.g. cybercafe Eco-friendly – not harmful to the environment Emission – the production or sending out of light, heat, gas, etc. Food additives – a substance that is added in small amounts to food, in order to improve it, give it colour, make it last longer Gene therapy – a type of medical treatment that changes someone’s genes to help them get rid of a disease or cure a medical condition. Genetic – when scientists change the genes of a person, plant or engineering animal in order to make it stronger, healthier, bigger, more attractive, etc. Genome – the complete set of genes in a cell or living thing Gizmo – a general word for a small piece of equipment, often one that does sth in a new and clever way Hi-definition – a system which provides very high quality images in more detail than ordinary images 183

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Nanotech Placebo

Side effect Sci-fi Wi-Fi

– short for nanotechnology – an area of science that deals with creating extremely small tools and machines – a drug which has no physical effects, used in pharmaceutical tests to distinguish the physical effects of taking a real drug from its psychological effects an extra, usually bad, occurrence caused by taking a drug. It is also used in non-medical English in a more neutral way – science-fiction – short for wireless fidelity – a system for sending data over computer networks using radio waves instead of wires

Unit 1. Progress Monitoring In this unit you have worked on the following vocabulary related to the topic “Latest achievements and future developments in science”  challenging situation  to be instrumental to  technological innovations  to supply sb with sth  to witness sth  a key/vital factor/role  origins of sth  to search for ways  evolution of sth  crucial/critical  to make progress  to be indispensible for  a momentous change  main/major reasons  to provide the basis for  to survive the test of time  to become visible  to face sth (challenges) Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 2

Into the Future

Lead-in 1. Take turns to read the statements about the future. Do you agree with them? If not, what do you think will happen?  Within fifty years many people will be living on the Moon and Mars.  By the middle of the century scientists will have discovered a way to stop ageing and terminal diseases such as cancer, AIDS, etc.  People will have developed their skills of telepathy and won’t need any other means of communication.  Mankind may contact other living beings beyond our solar system sometime at the end of the XXI century.  Breakthroughs will also be made in research on cultivating human organs.  We’ll live longer, 120 years or more.  We’ll crack the genetic code and doctors will be able to replace damaged DNA with healthy genes.  We won’t need doctors as we’ll have micro machines circulating in our blood and repairing our organs.  We won’t depend on the weather because we’ll learn to create favourable weather conditions.

Reading 1. Read the excerpts from the popular science articles and match them with the headlines. 1. Imagine you’re at a party full of strangers. You’re nervous. Who are these people? How do you strike a conversation? Fortunately, you’re wired for social success: You’ve got a gizmo that beams energy at microchips in everyone’s name tag. The chips beam back name, occupation, hobbies, obsesssions, phobias, favorite movie, and

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2. Imagine an army of tiny robots, each no bigger than a bacterium, swimming through your bloodstream. One platoon* takes continuous readings of blood pressure in different parts of your body; another monitors cholesterol; still others measure blood

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sions, phobias, favourite movie, and availability for a date this Fri-day night – whatever. This hasn’t quite happened in real life. But the world is already undergoing a revolution involving REID – radio frequency identification… 3. Soon teams of up to 40 robots could be employed as border security guards and outside airports. The patrolling robots will use Wi-Fi to share what they see, sniff and hear. They may even be able to triangulate* the exact position of an intruder*, or the source of plume of smoke from an explosion, something no single robot could do. The ideal is swarms* of robots that need no central control. And McLurkins’s robots have proved the principle that, equipped with the right algorithms, swarms of hardware can have autonomous control. Last year, for instance…

cholesterol; still others measure blood sugar, hormone levels and immune system activity… If the nanotech experts are right, a call to a family doctor a few decades from now could be a high-tech variation on an old cliché: «Take two teaspoons of diagnostic sensors, and call me in the morning.” ---------------------------*platoon – здесь взвод, отряд

4. … Self-heating hats and glow-in thedark sweatshirts might correctly be labeled as ‘smart’, but how about a shirt that ‘knows’ whether you are free to take a cell phone call or retrieve information from a 1000 page safety manual displayed on your inside pocket? Such items, termed ‘intelligent’ clothing to distinguish them from their lower-tech cousins, have proved…

---------------------------*triangulate – дать трехмерное изображение *swarm – здесь стая, толпа *inrunder – вторгающийся, нарушитель

A. Wearable Intelligence B. The Radio Age C. Robot Army Will Think For Itself D. And Will They Go Inside Us? What do you think?  Which technologies that you have read about are most likely to be implemented in future? Why?  What other innovations do you expect to see in your daily life in future? Why?  What challenges do you think the 21st century will bring?

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Focus on the language 1. Check if you know the meaning of the phrases below. Give their equivalents in your native language. Example: glow-in the-dark sweatshirts – sweatshirts that glow in the dark - рубашка , светящаяся в темноте     

radio frequency identification a 1000 page safety manual blood pressure self-heating hats hormone levels and immune system activity

diagnostic sensors lower-tech cousins  blood sugar  patrolling robots  a high-tech variation  autonomous control  

2. Read the sentence from the text paying attention to the words: another and other(s). Which words do they refer to? One platoon takes continuous readings of blood pressure in different parts of your body; another monitors cholesterol; still others measure blood sugar, hormone levels and immune system activity… Another, other(s) and the other(s) Another + singular countable noun  to mean ‘one more’ e.g. Could I have another book on this subject.  to mean ‘alternative/besides this’ e.g. The scientists have started another experiment. The other + singular noun  to mean ‘part of the set’ e.g. Hold the beaker in one hand and the pipette in the other. The other + plural noun  to mean ‘the rest of the set’ e.g. She promised to bring the other books on AI development next week. Other + singular noun  to mean ‘different from the item/person already mentioned’. e.g. Ask me some other time, when I’m not so busy. Other + plural noun  to mean‘more of the set/additional/some more’ e.g. What are his other inventions?  When other is used without a noun, it has –s in the plural. e.g. His favourite subjects were Maths, Physics, Computer Science and others. (other subjects)  Another way of substituting for the noun is to use other+ one or ones e.g. This chemical is poisonous. Other ones are poisonous too.

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Practice 1. Fill in in the thegaps gapsininthe thesentences sentenceswith withanother, another,other otherororothers. others.Put Putthe the where necessary. where necessary. a) Be careful, this chemical is poisonous. ................. are poisonous too. b) This book has a page missing. Please give me ................. one. c) Some metals are magnetic and ................. aren’t. d) I’m not surprised he’s got a sore throat – he was eating one ice-cream after ................. . e) There’s no ................. work available at the moment. f) Would anyone like ................. piece of cake? g) Are you planning to take ................. trip to Himalayas? h) ................. Internet sites on the subject of the project work were not reliable enough. i) You shouldn’t expect ................. to do your work for you. 2. The sentences below are all about the future. With a partner decide which rule goes with which sentence.  I definitely don’t believe people will ever live in giant space stations in order to solve the problem of overpopulation.  People will be living in giant space stations in order to solve the problem of overpopulation.  By the year 2050 people will have built several giant space stations in order to solve the problem of overpopulation.  We are about to start building a giant space station in order to solve the problem of overpopulation.  In 2030 we are going to start building a giant space station in order to solve the problem of overpopulation. Present Simple and Present Progressive Future Simple and Future Progressive, and Future Perfect  We use … to speak about future personal arrangements and fixed plans or firm intentions; we usually give the time, date and place  We use … to say that something will be going on at a certain time in the future.  We use … to make predictions when you don’t have ‘present evidence’, to describe a decision made at the moment of speaking or to talk about hopes, beliefs, promises, guesses, etc.  We use … to say that something will have been completed by a certain time in the future.  We use … to talk about the future but mostly when we talk about timetables, routines and schedules.

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Practice 1. Choose the correct form of the verb in brackets to complete the sentences. a) Peter (will/is going to be) at a conference in Geneva next Friday. b) Oh no! I’will ve broken the container with poisonous substance. What (am I going to say/will I say)? c) Jack (is having / will have) a dinner party next Saturday. d) Ann (will be helping/will help) us to label the containers in the lab tomorrow afternoon. e) By the time you arrive, I (will have checked /will be checking) the equipment for the experiment. f) (I’ll be studying/I’ll have studied) at 9 tomorrow evening. g) Look at the level of pressure on the monitor! It (is going to be/will be) well above the normal. h) Save the data! It looks like the computer (is going to/will) shut down. i) I (will be using/will have been used) the microscope for two hours tomorrow. j) By the time I’m 50 I (will have patented/will patent) a number of remarkable inventions!

Listening 1. Listen to Simon and Todd talking about what future will be like for their kids. Complete the chart.

Future in 10 years’ time

Future in 30 years’ time

What do you think?  Do you agree with their opinions? Why?/Why not?  What other technological challenges do you think the world will face in the 21st century? Which of them do you consider most promising or devastating for the humanity? 189

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Writing Write a questionnaire to find out what your fellow students think about the life style, education, transport, travel and scientific achievements in the nearest or distant future. Be sure to use various tense forms for expressing future.

Speaking 1. Interview three of your fellow students. Ask about their predictions and comment on them like this: Example: A: Do you think that in the future computers will replace teachers? B: Yes, I do. C: So do I. / Do you? I don’t think they will. 2. Sum up their opinions. Are your fellow students optimistic or pessimistic about the future?

Get real Search the Internet or popular science magazines to find information on the future developments in your field of study. Choose to speak about three most probable innovations and present your findings to the whole class.

Reading 1. You are going to read a plot synopsis of the sci-fi episode entitled “The New Breed”. What scientific advances and Managing your learning their consequences do you think this episode A plot synopsis is a brief description of the contents of is about? Discuss as a class. a book or film.

2. Read and check your predictions. 190

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“The New Breed” Introduction Dr. Stephen Ledbetter makes a technological and medical breakthrough when he creates a type of tiny machines, known as nanobots, capable of curing any disease or imperfections in the human body. Plot synopsis Stephen's best friend Dr. Andy Groenig tells him that he wants to marry Stephen's sister, Judy. Overjoyed at the news, Stephen shows Andy the nanobots and explains what a remarkable breakthrough they are. Later on Andy discovers that he has an inoperable cancer, and has approximately one year to live. In desperation he sneaks into Stephen's lab and injects himself with the nanobots. They quickly eliminate his disease. Andy tells Stephen about the success of his machines. Stephen becomes concerned about the impact the nanobots may have on Andy's health — and about the possibility that he may go to prison for using an untested drug on another person. Stephen wants to deactivate the nanobots, but Andy tells him not to worry because he injected himself – so Stephen is not responsible. Andy convinces him to leave the nanobots alone. The nanobots not only cure Andy's cancer, they improve his health in other ways, including: removing a scar, improving his eyesight, and making him stronger and more energetic. In Stephen's lab, Andy puts his hand over a bunsen burner* causing a severe burn, but the nanobots repair the damaged skin in seconds. Stephen starts a series of tests to find out exactly what the nanobots are capable of. Andy is placed under water where he is unable to breathe, but the nanobots keep him alive. Things begin to go wrong when Andy wakes up the following day to find that the nanobots have responded to the tests by giving him gills*, allowing him to breathe underwater in the future. When Stephen learns this news, they both agree that the nanobots must be deactivated immediately. Stephen takes measure after measure to stop them, but he is never able to get rid of them. The nanobots continue making "improvements" to Andy, including giving him eyes in the back of his head, keen hearing and bones above his stomach. Stephen is ultimately unable to deactivate the nanobots. In dispair Andy kills himself to keep his fiancée from seeing the monster he has become. Stephen burns his laboratory, destroying any remaining nanobots and his research. The episode ends with Andy's grieving fiancée having cut her finger on a shattered photograph of him. The wound heals immediately …. (Adapted from http://en.wikipedia.org/wiki/The_New_Breed_%28episode%29) ———————————— *Bunsen burner – горелка Бунзена. *gills – жабры.

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What do you think?  Would you like to read the original story? Why?/Why not?  Could such a situation happen in real life?  What future do you think nanobots have in medicine?  Can you name any controversial technological developments of the present time?

Writing Work in groups. How do you think the story may continue? Write your version of the story. Be sure to use various ways of expressing future. Read out your stories and discuss as a class.

Get real Search the Internet or popular science magazines to find and read a short sci-fi story. Write an abstract. Present your abstracts to the class.

In the Realm of Science 1. Complete the sentences below with these words. atom

mercurial guinea pig planet

a) They couldn’t understand what was happening around: it was as if they were from a different __________.

nucleus

formula

b) You were so cheerful a moment ago and now you’re out of mood again. You are so ___________.

c) There isn’t an___________

d) There’s no set_________ for being successful at public speaking – some people are and some aren’t.

of truth in your excuse for missing the class, Antony.

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f) Don’t even ask me to be a __________ in your research into the common cold. The exams are coming!

e) The project was a success as it was done by a small _______ of people working intensively and enthusiastically together.

2. Here are some idiomatic phrases frequently used in science. Give their equivalents in your native language. trial and error – a process of attaining a goal by trying different methods until a successful one is found the rule of thumb – a practical and approximate way of doing or measuring something to blind someone with – to confuse people by using technical science language that they are not likely to understand it's not rocket science – it is easy to understand, obvious to recharge your – to rest or relax in order to get back your batteries energy (at) the cutting edge – (at) the forefront of progress in a particular area don’t push my – is said to someone who is starting to annoy buttons! you to hit the airways – to go on radio and TV to promote something or to tell their side of a story light years ahead – you are a long way in front of others in terms of development, success, etc on the same – to have the same ideas and opinions about wavelength something sputnik moment – it is a point where people realise that they are threatened of challenged and have to redouble their efforts to catch up it's not an exact – sth involves a lot of guessing and there is science not just one right way to do it to get wired crossed – to misunderstand each other, especially when making arrangements (Cambridge International Dictionary of Idioms © Cambridge University Press 1998)

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Unit 2 Progress Monitoring In this unit you have worked on the vocabulary related to the topic “Latest achievements and future developments in science and technology”.  to cure terminal diseases  neural network  to develop the skills of telepathy  cyberspace navigation  to contact with living beings  to make a technological/medical beyond the solar system breakthrough  to colonize other planets  nanobots  to crack the genetic code  artificial intelligence  to cultivate/repair human organs  telecommunications  nanotechnology  to grow more powerful and intelligent  intelligent clothing  to have advantages over sth  autonomous control  to merge with computers Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 3 Revise & Practise 1. Explain the similarity and difference between these pairs. advantages – disadvantages breakthrough – cutting edge optimist – pessimist mechanism – device 2. In pairs make up 5 gapped sentences and test your fellow students on the usage of another and other. 3. Work in teams. Hold a competition. Brainstorm as many changes that will have occurred in our life by 2050 as possible. 4. Read these sayings. Comment on the one you like most.  Recall Murphy’s Law - if anything can happen, it eventually will.  “When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened”. John M. Richardson.  “The real danger is not that computers will begin to think like men, but that men will begin to think like computers”. Sydney J. Harris

Progress Test 1. Spot the odd one out. a) advances b) foundations c) gizmo d) consequence

developments origins tools affect

progress evolution devices result

benefit basis instruments effect

2. Think about the year 2030. What do you think you – will be able to do? – will be doing? – will have done by that time? Write several sentences. Be sure to use the various tense forms of expressing future. Read out your predictions. Discuss them as a class. 195

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3. Fill in the gaps with another, other, others. Use the where necessary. a) I left my pencil at home. Do you have any .............. pencils? b) I have four dictionaries. Two of them are electronic, but .............. are books. c) We had to drive .............. ten miles to get to the seashore. d) .............. day we went to the exhibition of gemstones and samples of meteorites at the university museum. e) Kate has three rulers. One of them is white, .............. are black. f) Don’t worry, I’ll finish writing the essay and submit it before the deadline one way or .............. . g) Where are .............. samples of minerals? Has anybody seen them? h) I’m still hungry, can I have .............. hamburger? 4. Complete the sentences with the appropriate idiom. a) We developed the new software through .............. . b) I think he decided .............. because he didn’t want us to ask any questions. c) We’re talking basic common sense here - .............. . d) I would like to do a postgraduate course and get involved in a .............. research. e) I’m really glad Professor Jenkins is my scientific adviser. We are .............. .

Self study At the Cutting Edge Throughout history, the discoveries and inventions have determined to a large extent the ways in which we live our lives. Science has had a significant impact on our daily routines. Your faculty is planning an exhibition on future trends and challenges that will occur in the 21th century. You are willing to participate in the project. To make a successful poster which is both informative and eye-catching you need to do some research on the topic.   

Search the Internet to find relevant information to include in your poster Include necessary photos, diagrams, timelines, etc. Prepare and present your poster to the class

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   

QUESTIONS TO GUIDE YOU: What particular area in your field of study have you chosen for your poster presentation? What most recent significant achievements or advances can you name? What are the most challenging problems in this field at present? What innovations/advances are about to come?

NB! Make use of the instructions on how to make a poster or poster presentation Managing your learning: Making a poster or poster presentation Step One – Brainstorm the ideas you are going to highlight in your poster. – Go online to find the information to include in your Step Two poster. – Develop the information you have found into separate paragraphs. – Write each paragraph on a separate piece of paper. Step Three – Structure your text. Think of the order and place of each paragraph on your poster. – Proofread the material checking the spelling, Step Four – punctuation, grammar and vocabulary. – Add necessary photos, diagrams, timelines, etc. to Step Five attractive. make your poster more comprehensible and – Try to predict the questions that might be asked and Step Six think how you would answer them. Step Seven – Pin the poster on the wall of the classroom and give your presentation.

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THE SKILLFUL ME!

“Real success is finding your lifework in the work that you love” David McCullough

Learning Goals  to do information search for job ads  to write a CV and a personal letter about a job  to learn how to speak on the phone and arrange for a meeting  to talk about the part-time/holiday job you would like to do  to revisit multi-word verbs  to revisit reported speech

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Unit 1

Job Opportunities for Students

Lead-in 1. Nowadays a lot of students combine studies at university with work. For some it is a good way to earn pocket money, for others it is an opportunity to gain some valuable work experience. What about you? Discuss as a class. 2. Fill in the questionnaire below. In pairs discuss what jobs are suitable for you. Careers guidance questionnaire a.

Which of these areas would you like to work in?  Business  Entertainment  Industry  Retail jobs  Service industries  Science and research b. Tick the statements which are true of you: I don’t mind working long hours I can’t stand taking orders from others I am not prepared to wear a uniform I don’t like doing repetitive work I enjoy manual work I like doing paper work I hate working at weekends I am prepared to get up early I am prepared to meet deadlines c. Tick the skills you think you have? I easily get on with other people I find it easy to work in a team I am good at making decisions I am able to work on my own I have good problem solving skills I am good at organizing things I am good with figures I have working knowledge of English I am computer literate I have good word processing skills d. What do you expect from the job? Choose five options from the list: A chance to travel Free food and other perks Gaining work experience Developing knowledge of your particular Prospects of promotion area of expertise A good salary Opportunity to express your personality Developing your creativity e. Which do you prefer doing: a summer or a part-time job? Why?

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Reading 1. Work in groups. Discuss and make a list of the advantages of holiday and part-time jobs for students. 2. Read the text and check your guesses.

Part-time Jobs vs. Holiday Jobs You’re working your way through university or college, and you need some money… The last thing you want to do is get a job that requires lots of time and will affect your studies. You know you have to get a student job, but a new dilemma hits you. Do you work during term-time and get a part-time job? Although part-time jobs are popular and fairly easy to come by, there is the possibility that it will affect both your studies and your socializing. There is nothing worse than having to work on a Friday night when all your mates are ready to go out and have some fun. So, there are problems with part-time jobs – but what are your other options? Holiday jobs could be the answer. You have a few months off over the summer. You’re probably going to be back home, and have fewer things to do. With some full-time work over a few weeks you could save enough money to last you a few extra months when you go back to your college or university. What are the other benefits of holiday jobs? Holiday Job Benefits a) Opportunity to get some work experience – if you are with a big company that has permanent vacancies available, they may well ask you to come back after your studies. b) Opportunity to build up your CV – holiday jobs allow you to show a potential employer that you have had experience, and have gained an understanding of that industry, or have gained some knowledge that may be relevant for your new position. c) An opportunity for you to try a few different jobs to see what you are most interested in and what career most suits you. d) Frequently a full-time holiday job will pay a weekly or monthly wage. This could easily work out better than an hourly part-time job rate, so with any job this is worth checking out! 201

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Part-time Job Benefits a) One of the greatest things about a part-time job is that it doesn’t have to take over your life. A couple of evening shifts here or there leaves you plenty of time to do the things you want to do. b) Part-time jobs frequently involve work where you can earn more than your basic hourly wage. Part-time jobs such as bar work, waitering, etc. in general pay a pretty standard rate. Take into account tips and bonuses (and maybe food and drink) and all of a sudden the pay becomes pretty good! This is something you want to look into before taking any job. c) Working over the holidays means you have less time for holidays – part-time jobs may take a few hours during your term, but at least you’ll have the whole holidays to do what you want to do. If you do end up with the dilemma of choosing a part-time job or a holiday job always make sure of a few things. With proper research and a bit of luck anyone can get a job that they will both enjoy and earn reasonable money from. (Abridged from the site http://www.e4s.co.uk/docs/part-time-jobs.htm)

Comprehension check 1. Match the words in A with their definitions in B. Refer back to the text if necessary. Translate them into your native language. A 1) benefit 2) tip 3) perks 4) bonus 5) holiday pay 6) wage 7) pay cheque 8) sick pay

B a) privileges granted to an employee by a company or corporation b) money that employees receive for doing their job c) pay given to an employee who is on a holiday or vacation d) an amount of money paid at regular intervals e) a small present of money for a service given or expected f) pay given to an employee who is away from work because of illness g) a kind of award to employees beyond their normal pay h) advantage 202

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9) salary

i) a document showing the amount of money that you have earned.

2. Match the verbs in A with the nouns in B. Some verbs can go with more than one noun. A B 1) to get a) cash 2) to affect b) job 3) to save c) studies 4) to have d) knowledge 5) to gain e) experience 6) to take f) shifts 7) to do g) money 8) to earn What do you think?  Are you planning to have any part-time or summer job? Will it be related to your specialization? Why?/Why not?  What is the most important thing to keep in mind when choosing a job: your interests and ambitions, your skills and abilities, your preferences or something else? Focus on language 1. Complete the word web for the word money. Refer back to the text or consult a dictionary if necessary. save verbs money

adjectives

reasonable

2. Read the sentence from the text. What does the verb phrase in bold mean?  If you do end up with the dilemma of choosing a part-time job or a holiday job always make sure of a few things… 203

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Multi-word verbs (verbs with prepositions and particles) Many English verbs can be followed by prepositions or adverb particles. These combinations are rather like multi-word verbs. They are often called ‘phrasal verbs’. Some phrasal verbs are idiomatic, i.e. the meaning of the verb and particle together is sometimes different from the separate literal meanings of the verb and the particle. e.g. You’d better look up this word in a dictionary. (a literal meaning = to look for information in a dictionary) e.g. Everyone looks up to Robert because he always makes time to help others. (idiomatic meaning = to admire or respect) e.g. I’m looking forward to summer vacation. (idiomatic meaning = to be thinking with pleasure about sth that is going to happen (because you expect to enjoy it)

Practice 1. Which of the highlighted phrasal verbs in the text have a similar meaning to:  to become bigger or more important  to find out if sth is correct than sth else or to replace sth  to do sth from beginning to  to return end, especially when it takes a lot of time or effort  to examine sth  to find out by reasoning or  to create or develop sth calculation  to manage to get sth  to leave your house to go to a  to be finally in a particular place or social event situation 2. Replace the verbs in italics by the suitable phrasal verbs from the box below. Put letters L if the meaning is literal or I if it is idiomatic. Consult a dictionary if necessary. break down come across check out find out be fed up with put up with

pick up work out(2) drop out of catch up with sb fall back (with sth)

a) My roommate answered the phone as I was having a shower. b) This printer isn’t working properly. Do you think you could have a look at it? c) I’m so tired of your being always late for classes. I’m not going to tolerate it any longer. d) I’ve recently discovered that I’m pretty good at memorizing complex formulae. e) She was very much surprised when she found this rare insect in the park. 204

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f) Don’t worry. I’m sure we’ll find a solution to this problem. g) He is so upset because if he fails the reexamination he will definitely be excluded from the college. h) Oh, I’m afraid, I’ve failed to do the task before the deadline. i) If this device stops working again I won’t finish doing my observations today. j) I’ve missed so many lectures on this subject through my illness, now I have to work really hard to keep pace with my fellow students.

Listening 1. Listen to several job advertisements. Take notes on the jobs you hear about. 2. Listen again and complete the chart. Jobs Duties Hours Salary Job preferences Requirements

Get real Search the Internet for more summer or part-time jobs for students. Find the job you would like to do best of all. Tell the class about it and see how many people would also like to do it. Follow the guidelines below:  Name of the job 205

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    

Duties involved Personal qualities required Skills and qualifications required Advantages of the job Possible disadvantages of the job

Reading 1. Work in 4 groups. Choose to read one of the advertisements (A, B, C or D) for holiday and part-time jobs. Answer the questions.  What does the job involve doing?  What kind of personality are the employers looking for?  Does the job require any special training or qualifications?  What does the advertisement say about working hours and salary?  What skills would you develop in this job?  What should you do next if you are interested in the job? A. The Dolphin Institute Are you fascinated by whales and dolphins? Then sign up for a fun shortterm participant program in Hawaii! There is a great opportunity to research whales while living in Maui. As a participant, you will assist with behavioral observations of the whales from our research vessel and shore station, attend a variety of educational lectures. The program activities also include writing papers and presenting findings. It's a unique and exciting educational and hands-on experience! Researchers and participants live together in a house on Maui island near the study site. It's easy to sign up for the Surveying Maui's Humpback Whales project! Fill out the application form and mail to: The Dolphin Institute, P.O. Box 700694, Kapolei, HI 96709. A $200 deposit is required to reserve a single space on a two-week team.

B. Campaign to Save the Environment Do you want to make a difference? Are you ready to roll up your sleeves and work on the most pressing environmental issues of our generation? Environmental Campaign Staff – work on behalf of the nation’s most progressive environmental groups – like the Sierra Club, the State PIRGs and Environmental Action – to protect the Arctic Refuge, fight global warming, and defend the Clean Air Act. Earn $4000–6000 over the summer, learn valuable skills and make this country a safer, healthier and more democratic place to live in. Responsibilities include raising money, educating the public about pressing environmental issues, recruiting new members to increase the political power of these organizations, and collecting and sending petition and postcard signatures to Congress and other political leaders as well as organizing press conferences.

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C. Ski Resort Jobs Do you like meeting new people from all over the world? Would you like to live, work and play in a state that averages over 300 days of sunshine per year? Well if you answered yes to any of these questions, then welcome to Heavenly, Lake Tahoe's premier winter playground! Amazing views of Lake Tahoe, combined with enthusiastic and dependable employees, makes Heavenly one of the greatest places to work in the world. Our guests rank Heavenly as having some of the most helpful, friendly, knowledgeable, and customer-oriented employees in the resort industry. Please take time to explore our employment website and see what Ski Heavenly has to offer! To apply mail to: Heavenly Human Resources PO Box 2180 Stateline, NV 89449 Feel free to attach a resume and cover letter to your application.

Applicants must be hard-working, have excellent communication skills and be motivated to making positive social change. To apply mail to: [email protected] D. Summer Camp Jobs Working at a summer camp is just fun! Who wouldn't want to spend the day swimming, shooting bows and arrows and telling ghost stories around camp fires? All camp employees need a genuine love of working with kids. Cottontail Ranch is a summer residence camp and group retreat in Malibu Canyon, California. Traditional camp activities like horseback riding, rock climbing, fishing, hiking, tennis, photography, dance and drama combine with surfing, water-skiing, mountain biking and trips to Disney World and Magic Mountain to make Cottontail a unique camp experience. Pay: Varies, most $195 per week. Food and Lodging: Room and Board provided. Applicants are required to have First Aid certification. Email: [email protected]

What do you think?  Which advertisement appeals to you most? Why?  What don’t you like about the other jobs?  Would you apply for any of these jobs? Why? Why not? Focus on language 1. Talk to your partner. Express your opinion of each job by choosing information from columns A, B, and C.

A Being a ski instructor Working as hotel staff

B

seems to be

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Being a ski instructor Working as hotel staff Working in the resort industry Working with or/and entertaining children Being on a participant program in Hawaii Making behavioral observations of marine animals Teaching photography/surfing/ rock climbing to children Participating in the Environmental Campaign

seems to be is definitely must be sounds could be would be

fantastic prestigious a good start very challenging quite manageable motivating monotonous nerve-racking demanding pretty difficult really rewarding boring

2. Following the models below discuss what kind of people would be best suited for a particular job. Use the words and phrases from the box. Example: a) To be a research assistant at the Dolphin Institute you should have energy and patience. b) Being a research assistant at the Dolphin Institute you have to be energetic and patient.

       

active friendly sensitive creative helpful responsible careful calm

     

well-organised unemotional hard-working self-confident an outgoing personality enthusiastic about new tasks



 

good at analysing situations/working with other people/kids concerned with details able to work without supervision

Speaking 1. You want one of the jobs advertised above. Make notes of the things you want to know about this job. Write your questions here: _______________________________________________________? ______________________________________________________? _______________________________________________________? 208

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2. Telephone the office for information. In pairs take turns at being the student and the Personnel Officer. Ask about the job using the questions from task 1. Arrange to meet for the interview. Make use of the diagram and the phrases in the box. Tool box: On the phone You Hello. Could I speak to Frank Dawson? I’m calling about … I saw your advertisement in … Can you give me the address, please? Could you give me a few more details about the job? I’ll be there.

Office staff Speaking (= I am …) Who's calling, please?… can I help you? Can I have your name, please? Are you still interested? Can you come in for an interview …. (day, date, time)? Are there any questions you would like to ask about the job? We will contact you next week.

A Phone the contact number.

B

Answer the phone. Introduce yourself and say why you are calling. Find out applicant’s full name, age and other personal information/details. Give all necessary information. Find out why the applicant would like to do this job. Explain why you are interested in the job. Suggest an applicant to come for an interview. Agree. Suggest the day and the time. Agree. Confirm the details Thank for assistance and end the call

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Writing Write a letter to a friend about the summer job you’re going to do or a part time job you are doing. The questions below may be of help.  How did you find the job?  How did you apply?  What are your duties and responsibilities?  Which of your personal qualities help you to do the job?  Do you need any special skills and qualifications for the job?  What do you like most about the job? Are there any problems with it?

In the Realm of Jobs Many advertisers use abbreviations in their classified advertisements in newspapers for one purpose - to save money. The less space they use, the cheaper the advertisement will be. The following list of abbreviations can be found in the Positions Vacant columns of most newspapers. Remember what they mean. p.t. posn – part-time position f. time – flexible time/hours pd. wkly – paid weekly cap. person reqd – capable person required sal. neg – salary negotiable approx 20hrs p.w – approximately 20 hours per week stdnt – student prom. oppty – promotion opportunity trng. incl – training included techncl. exp. nec – technical experience necessary intvw – interview temp. reqd – temporary required exper. essent – experience is essential char. refs. nec. – characteristics references necessary excel. conds – excellent conditions ph. for appt – telephone for appointment Pers. dept – Personnel department bus. hrs., B/H – during business hours 210

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Unit 1. Progress Monitoring In this unit you have worked on the vocabulary related to the topic “Job and career options”:  to earn/save money  excellent source of money  to work long or flexible  to have experience/previous training hours/shifts  to have good communication skills  to apply for a job  to gain work experience or develop  to be prepared to meet knowledge/creativity/skills deadlines/take orders from  to be well-organized/selfothers confident/careful/hard a challenging/demanding/ working/active/creative/ responsible prestigious/nerveracking/mon  wage; salary; tips; bonuses; perks; otonous/rewarding/motivating sick pay job  job responsibilities/duties  to require special training/ skills/qualifications/ personal qualities Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 2

On the Job

Lead-in 1. Read the entry of the word ‘intern’ from the Oxford Advanced Learner’s Dictionary and discuss the questions below. Intern [……] – n[C] esp. Am a) A student or new graduate who is getting practical experience in a job, for example during the summer holiday

   

What do you think a job of an intern involves doing? Do you think it is well or badly paid? Where would you like to work as an intern? What valuable practical experience can you get working as an intern?

Reading 1. Read the article and check your guesses about internship. The experience that is shaping the rest of my life By Hannah Hoag Every spring millions of university students look for summer work. Some work in retail, others in the service industry, but those curious about science careers can find themselves redesigning mirrors for the Hubble Space Telescope, developing drugs or testing components of a particle accelerator. Internships exist in all sectors, from academic and research institutions to government laboratories to industry campuses. A summer internship is a great way to get experience in a variety of settings. Students make valuable contacts, learn about lab culture or alternative careers, and may even get published. Moreover, undergraduates get a chance to try out academia or industry before taking the leap to graduate school. Undergraduates often use the chance to explore research. Most research vacancies are found in academia or at centres such as the Harvard Stem Cell Institute or the Department of Energy's Fermilab in Batavia, Illinois. These programs are mostly intended for undergraduates in their third and fourth years.

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"It tells them whether or not they are interested in doing research in astronomy or astrophysics, or whether they are interested in research at all," says the director of the summer internship program at the Harvard-Smithsonian Center for Astrophysics in Cambridge, Massachusetts. Students there may spend their summer analyzing data from X-ray satellites or looking for gas emissions from galactic clusters. At NASA, summer students can participate in lab work at different research centres across the country. "One of NASA's missions is to inspire the next generation of explorers," says Dave Rosage, director of the NASA Academy and the NASA Robotics Academy at Goddard Space Flight Center, near Washington DC. Undergraduates in the summer research program have a chance to conduct high-risk cutting-edge research. Interns work on research problems three days a week, with Thursdays and Fridays set aside for lectures, group project work and field trips to other NASA centres. Abbott Laboratories in Illinois also brings graduates and undergraduates to its campus each summer to identify talented individuals, with the intention of hiring them as full-time employees. “Students leave with meaningful and transferable work experience”, says Christi Lehner, director of college relations. In addition to research experience, summer internships are full of perks, which students may want to consider when choosing a program. Lunch-and-learn sessions offer students a chance to interact with principle investigators, program directors or vice-presidents. "You can navigate your way through the organization once you have got through the door as an intern," says Lehner. "It opens up future positions throughout the company." Most internships provide a window into research culture. At the end of the summer, the majority of students must present the fruits of their labours. It might be a poster for staff and parents or a presentation for board members. Students often find themselves as co-authors on journal articles. Besides, choosing a supervisor for the final-year thesis is significantly easier when they can go into a meeting and talk about their summer research, list the techniques that they know and give a presentation. An internship may provide a chance to try out an alternative career. At Jackson Laboratory, science students with an interest in writing can join the lab's publicrelations staff for the summer. “They enjoy communicating and translating science to the general population," says Geiger. All in all, the experience and relationships gained from an internship can bring young scientists closer to achieving their dream jobs. (Adapted from the http://www.nature.com/naturejobs/2006/060126/full/ nj7075-504a.html)

2. Work with a partner. Look back in the text. Find the expressions in bold and work out their meaning from the context. Consult a dictionary if necessary. 213

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3. Look back in the text. Match the verbs in A with their complements in B. Translate the phrases into your native language. A B 1) make a) a window into research culture 2) try out b) research problems 3) sign c) students a chance 4) analyze d) the fruits of their labours 5) inspire e) valuable contacts 6) work on f) a presentation 7) offer g) the contract 8) provide h) data 9) present i) academia or industry 10) give j) the next generation of explorers What do you think?  What are the benefits of internship?  What kind of opportunities does it provide?  Do you agree that internship is equally important to all university students?  Are there any internship programmes available for students in your country? If not, do you think they would be popular with science students? Why?/Why not? Focus on language Reported Speech Reported speech is used to express what others have said. It is also used when you are writing a paper at college level. In this case, it involves paraphrasing and summarizing what different authors have said. e.g.: Professor Jenkins said: “You have to submit your course work on Friday.” Professor Jenkins said (that) we had to submit our course work on Friday. Verbs of speaking + that Verbs of speaking + pronoun + that say, agree, explain, reply, tell complain, suggest e.g.: “You are absolutely right!” – He told me (that) I was absolutely right. “I saw Professor Jenkins yesterday.” – She said (that) she had seen Professor Jenkins the day before yesterday. “Students have broken a lot of glassware today!” – The lab assistant complained that students had broken a lot of glassware that day. Verbs of speaking + to + verb Verbs of speaking + noun/pronoun offer refuse agree introduce greet accept refuse explain interrupt e.g. “Look, I can’t go to the party tonight” – She refused to go to the party. “Hello everybody, nice to see you.” – He greeted everybody.

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Practice 1. Complete the table to illustrate the basic rules for backshift when transforming direct speech into reported speech. Direct Speech now

Reported Speech the day before

two days ago the week before next year the next day/the following day here that these 2. Complete the table showing the change of tenses in reported speech. Direct Speech Simple Present Present Progressive Simple Past Present Perfect Simple Past Perfect Simple Past Progressive Present Perfect Progressive Past Perfect Progressive Future (be going to) Future (will)

Reported Speech

3. Look back in the text. Report what people say about internships. Example: You can navigate your way through the organization once you have got through the door as an intern,” says Christi Lehner You say: Christi Lehner said that one could navigate his or her way through the organization once he/she had got through the door as an intern.

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4. Report what the former interns said about their experience. I am glad I chose this programme because I gained field and lab experience. My mentors, including grad students, really helped me to understand what was going on.

Research at VIMS was a wonderful experience. It was especially helpful in learning about graduate school and helping me decide what I want in a graduate program.

I have more confidence because I’ve always felt as if my grades didn’t reflect my abilities; this project allowed me to excel and now I see that I enjoy this field and can do well in it.

VIMS is a great institution for pursuing a career in marine science. The research experience helped me to understand that this is what I want to do with my life.

Internships provide important information necessary for prospective students to decide if they would want to make a career in science.

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Listening 1. You are going to hear an education report about internship programmes in the USA. As you listen take notes to answer the questions. a) What kind of jobs is getting more popular with students in the USA? b) Do summer interns earn much? c) What expenses can internships involve? d) How do students benefit from working as interns? e) How do employers benefit from internships programs? f) Why are internship programmes often criticized? g) What can students receive in the unpaid internships? h) What does Johns Hopkins University in Baltimore, Maryland offer students?

Get real Search the Internet to find information on the internship programmes available in your field of study abroad. Choose the one you like best of all and take notes about this programmes under the following guidelines:  Name of the job  Opportunities for foreign students  Duties involved  Personal qualities required  Skills and qualifications to gain

Speaking Work in groups. Present and discuss the information on the internship programmes you have found. See how many students would like to do it.

Reading 1. Work with a partner. Discuss these questions. a) What kind of a job do you hope to get with your university degree? 217

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b) What degree is reguired to work in research areas? c) Which would you prefer: to work in pure or applied science? Why? d) Why do industries require the application of scientific knowledge in a wider range? 2. As a class name as many science-related jobs as you can ending in -ist, -er/or, -ant/ent, -tian/cian. How many have you got? 3. Read the text to find out more about carrer options for science graduates.

What can I do with a Science degree? Your science degree opens up many career options. To choose a career, you need to consider the extent to which you would like to use your scientific knowledge in your future career. You may choose to work in pure science, applied science, an alternative career requiring an understanding of science or use the general skills you have acquired while studying. Also, you have gained a high level of technical ability alongside general skills which will make you more employable. Careers for science graduates fall into three main categories: – careers using your specialist science knowledge; – careers where an understanding of science is an advantage; – careers using your other skills. Those of you who have thoroughly enjoyed studying your major* at the university may like to continue to work in science. Science is a kind of an industry with new doors opening all the time. If you want to find work in a specialized area related to your major, you may find that you need more than a pass degree*. Professional scientists usually have at least an honours degree but more likely a PhD, particularly if working in research areas. Occupations which would allow you to work with your expertise include: Research – university academic, environmental researcher, agricultural researcher, marine scientist, biotechnologist, physicist, research scientist, laboratory research technician, etc. Analysis and investigation – forensic investigator, IT systems analyst, statistician, clinical research associate in pharmaceutical industry, nutritionist and/or dietitian, analytical chemist, geophysical technician, etc. Consultancy – environmental information consultant, agricultural consultant, IT consultant, IT systems developer, information services officer, geoscientist, etc. 218

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Quality control – environmental health officer, resource manager, toxicology consultant, water treatment consultant, quality assurance officer, etc. Product and process development – pharmacologist, industrial chemist, product designer, etc. Scientists are found in such industries as biotechnology, telecommunications, IT, electronic-design-automation as well as in academic institutions, hospitals, pharmaceutical and utility companies and research organizations. The industry you choose will have an effect on the type of work you do. Many industries require the application of scientific knowledge to solve practical problems such as utilising resources, developing new products or ensuring safe use for humans. (Abridged from:http://www.careers.usyd.edu.au/students/careeroptdegree_science.shtml)

———————— *major – здесь специализация. *pass degree – здесь степень, присуждаемая после сдачи выпускных экзаменов в университете по облегчённой программе.

What do you think?  When choosing a career what should a graduate with a science degree take into account?  What are the career opportunities for science students in your country?  Which field/area of science should you choose as your major in order to get the job you like?  Which jobs mentioned in the text would you like to do most? Give reasons for your choice.  What kind of skills do you think are necessary for the job you would like to do most?

Get real Search the Internet to find some tips or rules on writing a CV. Discuss them as a class and create a Class File on CV writing rules.

Managing your learning A Curriculum Vitae, commonly referred to as CV (AmE Resume) is a written record of your education and the jobs you have done, that you send when you are applying for a job. It is a detailed summary not only of your academic backgrounds but also teaching and research experience, publications, presentations, awards, honors and other details.

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Writing 1. Write your CV for a job of your choice (say what it is). Use your own details and qualifications and work experience which you hope to get in the future. 2. With the partner exchange your CVs and check out if your CVs follow the rules on CV writing.

Speaking You have come across an advertisement on internship programs and made an appointment for an interview. Now you are in the Personnel Manager office. Talk to the manager.

You

Manager Greet the applicant. Offer to take a sit.

Return greeting. Introduce yourself. Ask for the CV. Check the formal requirements. Give all the necessary information. Say what internship options are available. Ask which one the applicant is interested in. Say what program you would like to join and why. Ask about the applicant’s previous experience, skills, qualities.

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Explain what you expect from the program participants.

Answer the questions (describe your qualities, skills, etc.). Offer to ask additional questions. Ask about the length of the program, starting date, travel and other expenses, etc. Explain all the working conditions. Ask if he/she still wants to enroll. Make your decision. Say good bye. Say good bye.

In the Realm of Jobs We all have certain skills which will be useful to employers. Some of the words listed below are ideal “active words” for you to use when describing yourself in your resume and in the job application process.

People Skills guiding listening to negotiating with instructing supervising

Word Skills explaining coordinating processing organising classifying

Figure Skills counting calculating timing recording compiling

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Skills with Things driving operating installing repairing adjusting

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supervising understanding persuading speaking to serving helping encouraging leading motivating disciplining organizing directing evaluating coaching/teaching

classifying typing proof reading editing composing communicating writing reading imagining comparing

compiling comparing correcting analysing graphing problem solving planning

adjusting producing changing adapting creating classifying using improving collecting selling growing copying

For each skill on these lists, state whether you:  have that skill already (put a V)  don’t have it yet but have the potential to develop it (put a ?)  will never have that skill (put a X) Unit 2. Progress Monitoring In this unit you have worked on the vocabulary related to the topic “Jobs and Career Options”:  to gain high-level technical  to use specialist science ability or general skills knowledge  a research vacancy  to work in research areas  lab or research culture/experience  to choose a science career  to try out an alternative career  to apply scientific knowledge to solve practical problems  to achieve a dream job  to have a passion for research  the cutting-edge research  to work in pure/applied science  to hire someone as a full/part to share one’s research results time employee with colleagues  to make valuable contacts  to get job satisfaction  to acquire skills/knowledge  team work and competition Tick (V) the points you are confident about and cross (X) the ones you need to revise.

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Unit 3

Revise & Practise

1. Explain the difference job industry perks manual work job experience challenging dream job

between these pairs. – career – academia – bonuses – paper work – job skills – rewarding – holiday job

2. Within a minute complete the word web for the noun job. well-paid

JOB

3. Write down a short vocabulary list (10 items) on the topic “Job” and compare your lists with the partner. Cross out the items you have on both lists and explain the meaning of the rest of the words and phrases. 4. Read these sayings. Comment on the one you like most.  “If a man does only what is required of him, he is a slave. If a man does more than is required of him, he is a free man.” Chinese proverb  “Pleasure in the job puts perfection in the work.” Aristotel  “No problem is insurmountable. With a little courage, teamwork and determination a person can overcome anything.” B. Dodge  “Striving for success without hard work is like trying to harvest where you haven’t planted.” David Bly

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5. Game

Guess the job Work in teams. One of you should think about a job in your subject area and the others in the group must try to guess what the job is by asking “Yes” and “No” questions about it. Make sure everyone asks the same number of questions. Example: In your job… Do you work…  outside?  inside?  in a lab?  etc.

Do you have to be …  ambitious?  imaginative?  good with numbers?  etc.

Do you have to …  have special qualifications?  work under supervision?  wear a uniform?  etc.

Do you …  work on your own?  use any kind of tool?  instruct other people?  etc.

6. Roleplay Your friend has just applied for one of the part-time/holiday jobs from the ads you have read in Unit 1. Talk to him/her and find out about the job:  responsibilities and hours  skills and personal qualities required  salary and benefits/perks

Progress Test 1. Rewrite the sentences in reported speech. Use various verbs of speaking. a) I’m afraid I can’t take the job before January. (She explained …) b) Paul Smith has just come back from his yearlong expedition around the globe. (They ...) c) Now, if you look at this graph you will see the temperature changes in this region over 50 years. (The lecturer ...) d) I’m sure in 2050 thousands of people will be living in giant space stations. (Prof. Smith ...) e) Studying the dolphins’ behavior was the most exciting thing I’ve ever done. (Paul ...) 224

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f) No, you are wrong! The course starting date is next week, not tomorrow! (Helen ...) g) Peter is so absent-minded! Last week he had an accident in our chemistry lab. He broke a test tube with some toxic substance in it! (Peter ...) h) Hello, everybody! Let me introduce Mia Travis to you. She is a new member of the ‘Whale Programme’ team. (The tutor ...) i) Sorry, I can’t take your point. (Mr. Brown ...) j) Why don’t we do a summer internship? (Bob ...) 2. Complete sentences with the most suitable phrasal verb in the box. Use the correct form of the verb. build up come across

go out

catch up with dropped out put up with check out to build up worked out

a) I’m a member of three university clubs so I .............. every other day. b) She started a degree but .............. after only a year. c) I agree, this problem is difficult but I’ve .............. a new way of doing it! d) I’m sure we need .............. a society for dealing with environmental issues in you city. e) Look, Peter, I can’t ......................... your being so inaccurate in measurements. You should ...................... the numbers you’ve got. f) This plate is very fragile so ................... very carefully or it’ll break down. g) I’ve recently .............. one more explanation of this theorem. h) If you want ...................... your class you need to practise a lot of programming. 3. From the words below make nouns describing people by adding suffixes -er, -or, -ist, -ar, -ant/ent -tian/cian. Make any necessary spelling changes. teach assist analysis

research direct consult

science experiment geography technical develop part-time 225

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4. Read the letter of application and fill in the gaps with the words in the box. degree teamneeds contact

skills benefit position

suited responsibilities background

Career Search application qualifications

December 12, 2009 Mr. Robert Burns President, Template Division MEGATEK Corporation 9845 Technical Way Arlington, VA 22207 [email protected] Dear Mr. Burns, I learned of MEGATEK through online research using the a) ------------- database through Career Services at Virginia Tech where I am completing my Master's b) ------------ in Mechanical Engineering. From my research on your web site, I believe there would be a good fit between my c) --------------- and interests and your d) ---------------. I am interested in a software engineering e) --------------- upon completion of my degree in May 2012. As a graduate student, I am one of six members on a software development f) ---------- where we are writing a computer aided aircraft design As a graduate student, I am one of six members on a software development f) ---------- where we are writing a computer aided aircraft design program for NASA. My g) -------------- include designing, coding, and testing of a graphical portion of the program which requires the use of GIARO for graphics input and output. I have a strong h) --------------- in computer aided design, software development and engineering, and believe that these skills would benefit the designing and manufacturing aspects of Template software. Enclosed is my resume which further outlines my i) ----------------------. program for NASA. My g) -------------- include designing, 226

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would appreciate the opportunity to discuss a position with you, and will k) -------------- you in a week or ten days to answer any questions you may have and to see if you need any other information from me such as a company l) ------------ form or transcripts. Thank you for your consideration. Sincerely, William Stevens 123 Ascot Lane Blacksburg, VA 24060 (540) 555-2556 [email protected] Resume attached as MS Word document

Self study Exploring Career Information It is important for students to undertake the job preparation process early in their academic career, from reading job ads and examining the job market, to building their CVs (resumes). By starting this process early, you can better explore and guide your interests so that you establish clear and focused coursework tracks. There are a great number of websites that are designed to help you explore career paths and find practical information about the job search process.  Search the sites http://www.bls.gov/k12/index.htm http://www.the-aps.org/education/k-12misc/careers.htm  Do the career exploration in your subject area.  Make a resource for your fellow students. You can do this in the form of a handout or a poster. QUESTIONS TO GUIDE YOU:  What is this job like: job responsibilities and working conditions?  What are the training requirements?  How much does this job pay?  How many jobs are available in this area?  What are the prospects?

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Scripts Module 1 Unit 1 Five New Year’s Resolutions for English Learners AA: I’m Avi Arditti with Rosanne Skirble, and this week on Wordmaster: English teacher Lida Baker suggests five resolutions for people who want to improve their English in the New Year. LIDA BAKER: “My first resolution that I would recommend people make is to spend a certain amount of time listening to English — and it can be five minutes a day or it can be 10 minutes a week or it can be whatever suits a person’s work schedule, life schedule or whatever. But it’s really important to set goals and to stick to them. And it would be very helpful if people had Internet access to do this, because what I’m going to recommend is listening to sites that have scripts included. “ RS: “What do you do if you don’t have access to a computer, how can you listen better? LIDA BAKER: “Well, almost everyone all over the world has access to pop music. And one of my resolutions would be to spend time listening to English music. The advantage of listening to music is that it’s a really wonderful way to work on your pronunciation, because you know, you get a feeling for the stress and the rhythm of the language when you’re singing. And also music is full of idioms, so it’s a terrific way to learn colloquial vocabulary and to work on your pronunciation. And a third advantage of listening to music is that it’s really easy to remember. “So for people who have access only to a radio, even they can do something to improve their English just by listening to pop music. And I might add, if you do have access to the Internet, there are lots of Internet sites that will give you the lyrics to pop songs. Do a search, type ‘music’ or ‘songs’ plus ‘lyrics,’ and you’ll find sites where you can type in the name of the song and it will give you the lyrics to the song. RS: “So spend a little bit more time listening, or have a goal for listening. Listen to English music. What else?” LIDA BAKER: “Something else I tell my students, and they’re always surprised when I tell them this, is read children’s books.” AA: “That makes sense, though.” LIDA BAKER: “Yeah. Why do you say that?” RS: “Well, few words.” AA: “It’s simpler.” RS: “Direct, simple. Lots of pictures.” LIDA BAKER: “There you go.” RS: “That puts it in a context.” LIDA BAKER: “There you go. And the other thing is, you can find children’s books at all levels. If you were a total beginner in English, you start with books that have just a few words on the page and lots of pictures, and you can work your way up to books that have relatively speaking more text and fewer illustrations. But again, children’s books are very motivating. To this day I enjoy reading the books that I read to my daughter when she was a little girl.” AA: “So now we’ve got the listening to the radio, listening to music, going online and looking for scripts of programs to go with the audio, reading children’s books. What’s your next resolution?”

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LIDA BAKER: “Learn a new word every day. And if you don’t have time to do it every day, do it every other day. Again, pick a realistic goal. Choose your word, look up the meaning, but then don’t stop there. Look at the examples in the dictionary for how the word is used. You know -is it used as a noun? Is it a verb? Is it used to talk about people? If it’s an adjective, does it have a positive meaning or a negative meaning? So look for what’s called the connotation of the word. And then, when you’re sitting in your car, or you’re walking to the bus stop or sitting on the bus, practice. Put the word into your own sentences. Think of ways that you could use that word. … And so now we come to our last resolution, which in a way is the most difficult one, because my last resolution would be, even if it’s only very occasionally, talk to native speakers every chance you get. RS: Lida Baker teaches English and writes textbooks in Los Angeles, California. AA: That’s all for Wordmaster this week. Our e-mail address is [email protected]. And Internet users can read and listen to all of our segments at voanews.com/wordmaster. RS: With Avi Arditti, I’m Rosanne Skirble. A version of this program first aired on December 22, 2004 (http://www.voanews.com/specialenglish/archive/2006-01/2006-01-10-voa10.cfm)

Module 1 Unit 2 Jackie: Hello, welcome to Weekender! My name’s… umm, my name’s… oh dear what was it again? Oh yes! Jackie Dalton. Today’s topic is memory and the programme will hopefully provide you with some helpful study tips when it comes to memorizing information. We’ll do this with the help of Andrew Maze. He’s a cognitive neuroscientist at the University of Manchester in the UK. What’s his tip for how to learn things you need to remember? Andrew: The best way to learn it is to space your learning. So you don’t say I’ve got to learn this… so sit down and spend about ten hours trying to put it in your head in a sort of mass practice fashion. Jackie: Andrew’s tip for effective learning is to space it out – don’t try and learn a lot in one go. Why is this? Andrew: What you do is you process certain parts of it on one day and then you come back to it the following day or a few days later and learn it again and then you do that again and again. And this is much more efficient with much less time spent on the learning, you can get up to very high levels of memory performance and furthermore, it survives over long periods of time much better than if you learn it all in one go. Jackie: Andrew talks about ‘processing’ information, which means organising it, -taking the information in and putting it in the right place – processing information. He says you process what you learn much better if you just do a little at a time and leave a gap before you try to learn more. This, he says, is a more ‘efficient’ way of learning – more efficient – it’s a better way of using your time. Jackie: Another tip for you, I always thought the best time to study for exams was the morning, because that’s when I felt most focused and awake. But according to Andrew, we tend to remember things better if we learn them at night. Why is this? Listen to Andrew to find out. Andrew: If you learn something last thing at night and then go to sleep and compare that with learning something during the day and you then have 8 active hours after that in which you’re learning new things, what you find after a few days is that you remember the information that

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you learnt last thing at night, immediately before you went to sleep - you remember that best. If you learn something during the day and then carry on learning other things for about eight hours or so, you remember that stuff much less efficiently. Jackie: So according to Andrew, if you memorize things before you go to sleep, you remember them better because your brain can process the information overnight. It’s harder to memorize things in the morning because your brain still has to cope with all the other information it receives over the rest of the day. Let’s listen to Andrew again. We’ll look at some of the language he uses afterwards. Andrew: And the evidence is growing that that’s because if we learn new things, the parts of the brain that store this new information are busy storing these new memories and that interrupts the memories that went in immediately before, it prevents them being consolidated very efficiently. Jackie: So if your brain is trying to store things you’ve just learnt, then you start trying to learn something else, that gets in the way of the processing. What expression did Andrew use to say that it’s become more and more clear that this is what happens? Andrew: And the evidence is growing that … Jackie: The evidence is growing that. ‘Evidence’ is facts or signs that show that something is true. Andrew said evidence is growing – so there are more and more facts that show that trying to learn a lot in one go is less efficient than just learning a little at a time. He also used the word ‘consolidated’. Do you know what that means? If not, try to work it out from the context. Andrew: And the evidence is growing that that’s because if we learn new things, the parts of the brain that store this new information are busy storing these new memories and that interrupts the memories that went in immediately before, it prevents them being consolidated very efficiently. Jackie: To ‘consolidate’ means to bring things together in order to make them more easy to deal with. Well, I hope you’ve managed to consolidate all the information you’ve just received. And if you want to make sure you remember what you learnt today, have a rest, go to sleep, come back another day and go through it all again. Happy learning! Module 2 Unit 1 A Look at Washington University This is the VOA Special English Education Report. A student at Xinjiang Normal University in China has a question for our Foreign Student Series. Akbar Mamat wants to go overseas after graduation and would like some information about Washington University. Washington University in Saint Louis, Missouri, is a medium-sized school in the Midwest. It has almost eleven thousand students. Twelve percent this last school year were international students, mostly graduate students. The university has schools for law, medicine and social work. It also has a business school, a school of design and visual arts and a school of engineering and applied science. But more than seventy percent of courses are taught through the Arts and Sciences program. The new school year that begins this fall will cost fifty-two thousand dollars for undergraduates. That includes twelve months of living expenses estimated at seventeen thousand dollars. Graduate tuition differs by prog-ram. Tuition for the Master of Social

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Work program, for example, will cost twenty-seven thousand dollars in the coming year. The Master of Business Administration program will cost about thirty-eight thousand dollars. The university offers financial assistance to international students, including first-year students, but says its resources are limited. Scholarships are available. The university also offers a monthly payment plan to spread out the cost of tuition. And it offers loan programs. International students in the United States generally cannot receive federal student loans. But they may be able to take out private loans, as many American students do. The student loan industry is in the news right now. Investigations are looking at questionable dealings between colleges and lenders. Washington University in Saint Louis was named Eliot Seminary when it opened in eighteen fifty-three. Later the name was changed to honor the first American president, George Washington. But other schools share the name Washington, including the University of Washington and George Washington University. So in nineteen seventy-six Washington University added the words “in Saint Louis” to its name. And that’s the VOA Special English Education Report, written by Nancy Steinbach. Our Foreign Student Series on higher education in the United States is online at voaspecialenglish.com. I’m Steve Ember. (http://www.voanews.com/specialenglish/archive/2007-06/2007-06-20-voa2.cfm)

Module 2 Unit 1 Speaker 1 Sylvia Earle Biologist (2.2) I grew up more or less fearless with respect to all sorts of things — spiders, squirrels, birds, mammals — because of the gentleness that both my father and my mother and my family in general expressed toward our fellow citizens on the planet. That empathy for living things became naturally expanded as I grew up into a study of living things. I became a biologist just following my heart, I suppose. I couldn’t imagine wanting to do anything else. (2.3) When asked as a child “What do you want to be when you grow up?” I didn’t know exactly what to call it, but I did know that I wanted to do something that related to plants and animals. I think for a while I entertained the thought that maybe I wanted to be a veterinarian. I knew about veterinarians, and I loved cats and dogs and horses, and all the traditional kinds of creatures that human beings surround themselves with. But I was increasingly interested, fascinated, and really enchanted by the wild creatures. As I grew older and learned more about them, I think I determined that was the direction I would be taking. (2.4) Well, I say that I worked when I went through school, but it wasn’t to me work. It was really a source of pleasure. I worked as a laboratory assistant, and it was throwing me right into the midst of the very people that I wanted to be with. And never mind that I was washing glassware, and whipping up banana medium to feed the fruit flies and things and things of that sort. I found it just that... that I was with the people I most admired. It gave me an entree. It gave me experience. It gave me acceptance with them – I became the lowliest member of the team, but part of the team. Speaker 2 Linus Pauling Nobel Prizes in Chemistry and Peace (2.5) When I was 11 years old, I became interested in insects — entomology. And for a year I read books about insects and collected specimens of butterflies and beetles in the

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Willamette Valley in Oregon. When I was 12, I became interested in rocks and minerals. I couldn’t collect very many; there wasn’t a good source of minerals except agates, but I read a great deal about minerals. Then when I was 13, I became interested in chemistry in these remarkable phenomena in which one substance is converted into another substance, or two substances react to produce a third substance with quite different properties. Then when I was 18, in 1919, when I was teaching quantitative analysis full time at Oregon Agricultural College for one year between my sophomore and junior years, I read the papers of Irving Langmuir in the Journal of the American Chemical Society, in 1919 and went back to G.N. Lewis’s 1916 paper. These papers dealing with the nature of the chemical bond, the role of electrons in holding atoms together interested me very much. That has been, essentially, the story of my life ever since. (2.6) So far as my scientific career goes, of course, there was the decision that I made in 1945 — ’46 perhaps, but starting in 1945 — and that may have been made by my wife rather than me, to sacrifice part of my scientific career to working for control of nuclear weapons and for the achievement of world peace. So, for years I devoted half my time, perhaps, to giving hundreds of lectures and to writing my book, No More War, but in the earlier years especially, to studying international affairs and social, political and economic theory, to the extent that it enabled me ultimately to feel that I was speaking with the same authority as when I talked about science. This is what my wife said to me back around 1946. If I wanted to be effective, I’d have to reach the point where I could speak with authority about these matters and not just quote statements that politicians and other people of that sort had made. Speaker 3 Donna Shirley Mars Exploration Program (2.7) I always wanted to fly airplanes, from the time I was very small. And when I was six, a friend of mine, a girlfriend, and I had this plan. She was going to be a nurse and I was going to be a bush pilot and we were going to fly into the outback and rescue people. And that was our objective. So, I built model airplanes and hung them from the ceiling and had a lot of books about airplanes. And then, when I was 10, we went to my uncle’s graduation from medical school and on the program it said, aeronautical engineering. I asked my mother what that was and she said, “Oh, that’s people who build airplanes.” I said, “That’s what I want to be.” And so, that’s when I decided that I was going to be an aeronautic engineer. (2.8) When I was 12 or so I started reading science fiction. And, I read Arthur C. Clarke’s The Sands of Mars, and Ray Bradbury’s Martian Chronicles, and Heinlein’s books about Mars, and just got completely fascinated with the idea of Mars and going into space and space travel. And so, when I got to college, there really wasn’t a space program. I got to college in 1958 and that was the year that Explorer One was orbited, following Sputnik. And so, you really couldn’t specialize in space, nobody knew how to do it. And so, I ended up still working on airplanes. (2.9) I signed up for 19 hours. The normal load was 15, but I wanted to take flying. And so, I signed up for this flying class, in addition to a fairly heavy course load. And plus, I’m good at taking multiple choice tests, which was the entrance exam for school. And so, they put me in advanced chemistry and calculus and all these advanced classes, and I was woefully unprepared for them. So, with the heavy course load, flying took a lot of time. So, I really didn’t do very well for at least the first eight weeks. And in fact, I was flunking and my parents came up and, oh my gosh, you know, “Can we get you a tutor? What can we do?”

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So I went home over Christmas and just studied the whole time, and pulled out a B average that semester. But it was pretty hairy. Speaker 4 Leon Lederman Nobel Prize in Physics (2.10) When I was a kid, it was science, it was very romantic activities, I read newspaper articles about scientists. It turned out to be physics in retrospect, I didn’t know it at the time, I couldn’t spell it. I read a book by Einstein, for kids, he wrote it for kids. It was called The Meaning of Relativity - wonderful book. He compared science with a detective story, where you have clues, and the scientist as detective, trying to put things together. False clues, you got to check up on them, make sure they’re right. That was a big impression. (2.11) (My brother) liked to do experiments. He would collect all kinds of equipment – electricity, chemicals from the drug store. Occasionally, somehow he’d get hold of a chemistry set, and we had a flash of opulence. And he loved to do things, and he’d make things work, and I loved to watch him, and I think that was a strong influence on me. It sort of introduced me to things and how they work, and that was impressive. So I think that he probably disposed me toward chemistry, and in high school the chemistry teachers were more fun. So there I was a chemist. (2.12) I had spent three years in the army, and the first year in graduate school a tough one, because I had forgotten how to study, and I wasn’t doing that well, and the classes were very crowded. The professors were just getting back from their own war work, and didn’t have much time for counseling. And so I was sort of at loose ends, and depressed, and my course work was poor, and I went around looking for my old college friends — who were either in graduate school or already had graduated — to get support, and they supported me. I remember trying to — several of them were clustered up at MIT, and they said “Why don’t you transfer here, and we’ll help you?” So I tried to, but my early grades were so bad I couldn’t get into MIT. People at MIT are a little embarrassed about that now. (Adapted from: http://www.achievement.org/autodoc/halls/sci)

Module 3 Unit 1 Now, the VOA Special English program, WORDS AND THEIR STORIES. Computer technology has become a major part of people’s lives. This technology has its own special words. One example is the word mouse. A computer mouse is not a small animal that lives in buildings and open fields. It is a small device that you move around on a flat surface in front of a computer. The mouse moves the pointer, or cursor, on the computer screen. Computer expert Douglas Engelbart developed the idea for the mouse in the early nineteen sixties. The first computer mouse was a carved block of wood with two metal wheels. It was called a mouse because it had a tail at one end. The tail was the wire that connected it to the computer. Using a computer takes some training. People who are experts are sometimes called hackers. A hacker is usually a person who writes software programs in a special computer language. But the word hacker is also used to describe a person who tries to steal information from computer systems. Another well known computer word is Google, spelled g-o-o-g-l-e. It is the name of a popular search engine for the Internet. People use the search engine to find information

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about almost any subject on the Internet. The people who started the company named it Google because in mathematics, googol, spelled g-o-o-g-o-l, is an extremely large number. It is the number one followed by one hundred zeros. When you Google a subject, you can get a large amount of information about it. Some people like to Google their friends or themselves to see how many times their name appears on the Internet. If you Google someone, you might find that person’s name on a blog. A blog is the shortened name for a Web log. A blog is a personal Web page. It may contain stories, comments, pictures and links to other Web sites. Some people add information to their blogs every day. People who have blogs are called bloggers. Blogs are not the same as spam. Spam is unwanted sales messages sent to your electronic mailbox. The name is based on a funny joke many years ago on a British television show, Monty Python’s Flying Circus. Some friends are at an eating place that only serves a processed meat product from the United States called SPAM. Every time the friends try to speak, another group of people starts singing the word SPAM very loudly. This interferes with the friends’ discussion – just as unwanted sales messages interfere with communication over the Internet. This VOA Special English program, WORDS AND THEIR STORIES, was written by Jill Moss. I’m Faith Lapidus. (http://www.voanews.com/specialenglish/archive/2007-11/2007-11-20-voa2.cfm)

Module 3 Unit 2 Website of the Week — Universal Digital Library Time again for our Website of the Week, when we showcase interesting and innovative online destinations. Our web guide is VOA’s Art Chimes. This time it’s an online library with a rather ambitious goal. SHAMOS: “Universal Digital Library is a project started at Carnegie Mellon more than 10 years ago with the unabashed objective of digitizing all published works of man and making them freely accessible over the Internet at any time, any place, for anybody.” Professor Michael Shamos of Carnegie Mellon University in Pittsburgh is a director of the Universal Digital Library at ulib.org. When he says “published works,” he’s not just talking about books. The library will eventually also include newspapers, magazines, photographs, and other media. Institutions in China, India and Egypt are also involved, with books being scanned in 50 centers around the world. The library has digitized more than 1.5 million books so far in about 20 languages. Most of them are older works, no longer under copyright. That sounds like a lot, but Shamos notes it’s less than two percent of all books ever published. The priority for adding books to the digital library is pretty much based on what’s available. Not every university library is willing to lend out thousands of books for months at a time while they are scanned. SHAMOS: “We had many debates about this early in the project. Do you convene a committee of scholars to pick the million most important things there are on Earth? I don’t think we could ever do that. So instead of doing that we said, look, the ultimate goal is to digitize everything. If you’re going to do that, it doesn’t matter what you do first.”Shamos

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says the Universal Digital Library will equalize opportunities for those who don’t now have access to a great library or the means to buy lots of books. SHAMOS: “If there happens to be some brilliant kid who lives in an impoverished town in India, and he doesn’t have access to educationalmaterials, he will never be able to develop into the kind of genius that he might be. And so, this is critical for dissemination of information to those who don’t have access.” But you don’t have to be a budding, young genius to use the Universal Digital Library. All you need is an Internet connection to ulib.org, or get the link from our site, voanews.com. (by Art Chimes, 2007, http://www.voanews.com/english/archive/2007-12/2007-1207voa30.cfm?CFID=23670522&CFTOKEN=99751850)

Module 4 Unit 1 An ancient piece of Greek technology recovered from a shipwreck more than 100 years ago is amazing scientists who have analyzed it in detail. Fragments of bronze gearwheels, now green and crumbling from millennia of underwater corrosion, have long been thought to be parts of a 2,100-year-old astronomical calculator. VOA’s David McAlary reports that the new examination shows the mechanism to have been far more sophisticated for its time than anyone had thought. This is what the ancient Greek device probably sounded like. The noise comes from a recent reconstruction based on pieces recovered by sponge divers exploring a 2,100-yearold shipwreck off the Greek island Antikythera in 1901. Astronomer Mike Edmunds of Cardiff University in Wales is part of the British, Greek, and American team that made the copy and analyzed the original so-called Antikythera Mechanism. “This is a unique device,” said Mike Edmunds. “Nothing like a device of this complication is known for 1,000 years afterwards until you get to the medieval cathedral clocks.” The Greek device contains a complicated arrangement of at least 30 precision, hand-cut bronze gears and three pointing styluses housed inside a wooden case covered with inscriptions. Because the machine is fragmented, its specific functions have been controversial. Scientists have been trying to copy it ever since its discovery, but Edmunds’ team was able to do so after using high resolution X-ray scanning technology to examine the pieces. They were also able to decipher twice as many of the inscriptions as had been read by the late Yale University scholar Derek Price, who studied it decades ago. Team member Xenophon Moussas, a physicist at the University of Athens, described the device to Nature magazine, which has published the group’s paper on it. “We can count something like 30 gears, which helped astronomers of the second century BC, we believe now, to calculate the positions of the sun, perhaps to work out the time of eclipses of the moon and and possibly of the sun as well,” said Xenophon Moussas. “Since we discovered inside the mechanisms very many hidden writings, which are the manual of this ancient computer, we know for sure that many parts of the text refer to the motion of the planets.” In a Nature magazine commentary, Francois Charette of Ludwig-Maximilians University in Munich, says the research shows the Antikythera Mechanism to be the most sophisticated such object yet found from the ancient and medieval periods. He points out that the

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archaeological record to date shows it was a long time before gearing mechanisms so advanced re-emerged. The curator of mechanical engineering of the Science Museum of London, Michael Wright, had previously studied the device. He told Nature magazine that much skill went into it. “I can tell you from having examined the original that the man who made it was a highly skilled mechanic,” said Michael Wright. “He knew exactly what he was doing. The other thing I can tell you about it is that the man who designed it certainly knew his astronomy.” The paper on the device shows the Antikythera Mechanism is based on a mathematical model of the moon’s motion developed by the astronomer Hipparchus of Rhodes 2,100 years ago. Mike Edmunds at Cardiff University speculates that the ancient Greek scientist even helped design it. “It’s very tempting to think so,” he said. “We haven’t actually found his sort of fingerprints or actually ‘Hipparchus made this’ [inscribed] on the mechanism, but whoever did build this was extremely intelligent. It’s just beautifully designed. I think that is one of the most surprising things that comes out of this.” Francois Charette at Ludwig-Maximilians University writes that the long interval between the design of the Antikythera Mechanism and the advent of medieval gearing makes it obvious that the technical sophistication available to some parts of the Greco-Roman world was simply not transmitted further. The gearwheel, he says, had to be re-invented. (by David McAlary, 2006, http://www.voanews.com/english/2006-11-30-voa72.cfm)

Module 4 Unit2 The Discoveries Behind This Year’s Nobel Prizes for Science VOICE ONE: This is SCIENCE IN THE NEWS in VOA Special English. I’m Bob Doughty. VOICE TWO: And I’m Faith Lapidus. This week – we tell about the Nobel Prizes. We also tell about the winners of the two thousand six prizes in chemistry, physics and medicine. VOICE ONE: The Nobel Prizes are presented each year on December tenth. The Peace Prize is given in Oslo, Norway. The others are given in Stockholm, Sweden. December tenth is the anniversary of the death of Alfred Nobel. He died in eighteen ninety-six. The Swedish engineer held legal rights to more than three hundred inventions. One is for the explosive dynamite. Alfred Nobel left nine million dollars to establish yearly prizes in his name. He said they should go to living people who have worked most effectively to improve human life. He said the physics and chemistry prizes should be given by the Swedish Academy of Sciences. He asked the Karolinska Institute in Stockholm to present the medical prizes. VOICE TWO: The first Nobel prizes were presented in nineteen-oh-one. Each award includes a gold medal and ten million Swedish kronor. Today, that is worth more than one million three hundred thousand dollars. The money is shared if more than one person wins a prize. However, a prize may not be divided among more than three persons. Scientific groups in Sweden choose the winners from among those nominated by past winners and specially chosen university professors. How the choices are made is a secret among the committee members. The names of those nominated are not made public for fifty years.

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VOICE ONE: The Karolinska Institute this year chose two Americans to share the Nobel Prize in Physiology or Medicine. Craig Mello is a professor at the University of Massachusetts Medical School in Worcester, Massachusetts. Andrew Fire is a professor at the Stanford University School of Medicine in Palo Alto, California. The scientists did their prize-winning work in the nineteen nineties for the Carnegie Institution of Washington, D.C. At the time, the two men worked at laboratories in Baltimore, Maryland. They performed experiments with very small worms. They found they could control genes in the creatures with injections of specially designed ribonucleic acid, or RNA. VOICE TWO: All living cells need molecules of RNA and another chemical, called deoxyribonucleic acid or DNA. DNA makes copies of itself for new cells. RNA makes other chemicals necessary for these cells. The RNA used in the experiments needed to possess two lists of genetic orders, or strands. The scientists found that this double-stranded RNA stopped the action of targeted genes within cells more effectively than other methods. This discovery of the way cells control individual genes is known as RNA interference, or RNAi. VOICE ONE: The discovery was made just eight years ago. That is considered very recent for a Nobel Prize. But scientists say the Nobel Committee probably recognized the work so quickly because it changed the science of genetics. They say Professors Fire and Mello opened up a whole new area of research. Later experiments showed that RNAi is present in cells of nearly all organisms. Scientists have begun working on ways to use it to get cells to control genes responsible for causing diseases. The discovery already is being used to develop possible treatments for diseases such as macular degeneration and hepatitis. VOICE TWO: Two Americans are the winners of the two thousand six Nobel Prize for physics. John Mather and George Smoot won for producing what scientists say is the strongest evidence yet that the universe began with a great explosion. The two men are being honored for their work with the Cosmic Background Explorer satellite, or COBE. The American space agency launched the satellite into Earth’s orbit in nineteen eightynine. An instrument on COBE was designed to receive energy waves from the first big explosion, also known as the Big Bang. It measured the temperature of the energy waves. The measurements confirmed the main idea of the Big Bang theory — that the explosion created a huge number of microwaves that have continued to expand and cool. VOICE ONE: John Mather is an unusual Nobel Prize winner because he works for the United States government. He is a top scientist with the National Aeronautics and Space Administration, NASA. He was the main investigator in developing the COBE satellite. George Smoot works at the Lawrence Berkeley Laboratory in Berkeley, California. He led the team that studied the information provided by the satellite. Mister Mather explained their work by calling it an attempt to solve the mystery of the beginning of the universe. He said COBE found small amounts of the earliest moment of time. Scientists have used the findings to estimate the age of the universe as more than thirteen thousand million years old. The chairman of the Nobel Prize Committee for Physics said the two Americans did not prove the Big Bang theory, but gave it very strong support. Per Carlson called their work one of the greatest discoveries of the century. He said it increases our knowledge of our place in the universe.

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VOICE TWO: Still another American won the two thousand six Nobel Prize in Chemistry. Roger Kornberg is being honored for his work in genetic research. The Nobel Prize committee said he showed how information in the nucleus of genes is copied and moved to other parts of a cell. The committee said he was the first to show pictures of this process taking place. The process involves copying information from a cell’s DNA into what is called messenger RNA. The messenger RNA then moves the information from the nucleus to other areas of the cell where it builds proteins that control cell action. Scientists say this “transcription” is what keeps living things alive. Any interference causes cancer, heart disease or other disorders. VOICE ONE: Roger Kornberg told the New York Times newspaper that his work has influenced the development of drugs and treatments for medical conditions. He said understanding transcription is central to research into using stem cells to cure diseases like diabetes. Professor Kornberg works at Stanford University School of Medicine in California. Reports say he is the sixth Nobel Prize winner to have a father who also won a Nobel. Arthur Kornberg shared the Nobel Prize in Medicine in nineteen fifty-nine, also for work in genetics. He and Severo Ochoa were honored for discovering how cells produce DNA. Roger Kornberg said he clearly remembers visiting Stockholm when he was twelve years old to see his father receive the Nobel Prize. And he expressed happiness that he can take his family there for the ceremonies this year. VOICE TWO: It must be noted that Americans won all the scientific Nobel Prizes this year. An Associated News report says Nobel officials were not surprised. The permanent secretary for the Royal Swedish Academy of Sciences reportedly said the United States is leading Europe in scientific research. Gunnar Oquist also said European governments are not providing scientists with the money they need to carry out good research. Other Nobel Prize committee members said money to pay for research is extremely important to producing good scientific work. Anders Liljas is a member of the Nobel Committee for Chemistry. He reportedly said American universities often have more creative environments than those in other countries. He said American scientists talk to each other a lot instead of working separately. VOICE ONE: This is not the first time that Americans have won the Nobel Prizes in medicine, physics and chemistry all in the same year. In nineteen eighty-three, Subramanyan Chandrasekhar and William Fowler shared the physics prize for increasing the understanding of the universe. Henry Taube won the chemistry prize for work on electron transfer reactions. And, Barbara McClintock won the medicine prize for discoveries in genetics. VOICE TWO: SCIENCE IN THE NEWS was written by Nancy Steinbach. Brianna Blake was our producer. I’m Faith Lapidus. VOICE ONE: And I’m Bob Doughty. Internet users can download transcripts And audio files at voaspecialenglish.com. Join us again next week for more news about science in Special English on the Voice of America. (2006, http://www.voanews.com/specialenglish/archive/2006-10/2006-10-16-voa2.cfm)

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Module 5 Unit 1 Cities Around the World Are ‘Going Green’ VOICE ONE: I’m Steve Ember. VOICE TWO: And I’m Barbara Klein with EXPLORATIONS in VOA Special English. Today we explore ways in which local governments around the world are working to protect the environment. These “green cities” are working to reduce energy use and pollution in new and creative ways. Such efforts by city governments not only help reverse the effects of climate change. They also help governments save large amounts of money on energy costs. And, cities that are leaders in this green movement set a good example to their citizens about the importance of environmental issues. VOICE ONE: The Kyoto Protocol is an international agreement aimed at reducing the release of harmful gases that are believed to cause climate change. The United States is not part of the agreement. But since two thousand five, over eight hundred American mayors across the country have agreed to sign their own version of the protocol. It is called the Mayors Climate Protection Agreement. Local leaders have agreed to follow the suggestions of the Kyoto Protocol in their communities. These mayors have come together to show how acting locally can help solve world problems and protect the environment. “Going green” generally includes saving energy and water, using natural and renewable materials and reusing materials. Here are some interesting ways in which several American communities are “going green.” VOICE TWO: Eight years ago, officials in Chicago, Illinois, decided to replace the black tar roof on the city government building with a planted garden. The aim was to reduce energy costs, improve air quality and control the amount of rainwater entering the city’s waste system. Green roofs also help reduce a problem called urban heat islands. During hot weather, the building’s tar roof could reach temperatures of up to seventy-six degrees Celsius. With the garden, the temperature of the roof area was reduced by at least thirty degrees Celsius. Workers planted over one hundred fifty kinds of plants that could survive severe weather. Now, the area is cooler, the building requires less energy to keep cool, and the roof looks nice. Chicago also offers money to help people pay for building their own green roof systems. VOICE ONE: The city of Boston, Massachusetts has started developing a plan for a program to make compost fertilizer out of dead leaves, plants and food waste. The gases released from the plant waste would provide the electrical power needed to operate the compost center. After being processed in this environmentally safe center, the compost material could be sold locally. This plan would reduce pollution made by the current waste center and could produce enough electricity to power up to one thousand five hundred homes. New York City is experimenting with using waves in the East River to create energy. And, in Oakland California, you can ride on one of several public hydrogen-powered buses. These buses release zero pollution into the air. However, they cost five times more than common buses. VOICE ONE: Popular Science magazine recently published a list of the fifty “greenest” cities in the United States. Researchers combined information from United States population records as well as the Green Guide made by the National Geographic Society. The list rates cities by looking at their renewable energy sources, transportation programs, recycling efforts

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and “Green Living” grade. The magazine defined Green Living as the number of buildings approved by the United States Green Building Council. This nonprofit organization has a rating system for making environmentally safe buildings. It is called Leadership in Energy and Environmental Design, or LEED. According to this list, the greenest city in the United States is Portland, Oregon. San Francisco, California came in second on the list, while Boston, Massachusetts was third. Fourth and fifth were Oakland, California and Eugene, Oregon. VOICE TWO: Cities around the world are also taking action to protect the environment. For example, the mayor of London, England has made environmental planning an important part of his work. The city has created a Climate Change Action Plan to help cut pollution levels. London has also started a Green Grid program in the eastern part of the city. Its aim is to create and protect planted areas in which people can enjoy the outdoors. In the Netherlands, a Dutch company has built a system that uses cold lake water to cool people’s homes in one area of Amsterdam. This use of a renewable natural resource helps reduce pollution and energy costs. VOICE ONE: About five years ago, officials in Thane, India decided to reduce its dependency on power from coal. This city, near Mumbai, often experiences lack of power because of the large numbers of people using electricity. Officials decided to save energy by putting water heaters powered by the sun on top of the city’s main hospital. The hospital saved thousands of dollars in energy costs each year. Officials then began building solar powered water heaters around the city. Thane later started requiring solar water heaters for all new buildings. And, the city offers a reduced property tax rate for people who place these water heaters in their homes. VOICE TWO: China has announced plans to create an eco-city called Dongtan. The company designing the city says it will produce its energy from the wind, sun and reused waste. The aim is for the city to be an example to the rest of China. China is also working to make the Olympic games this year in Beijing as green as possible. For example, the Olympic Village where athletes and officials live during the games uses solar power technologies and other renewable energy sources. VOICE ONE: The United Arab Emirates and the environmental group World Wide Fund for Nature have taken green building a step further with the Masdar City project. Its aim is to be the greenest city in the world. The city will meet environmental rules set by the WWF One Living Planet and the company BioRegional. The city is expected to produce no waste, no carbon pollution and contain no cars. The city will create renewable energy from the wind, sun and other technologies. And, buildings will be made using only recycled materials. Masdar City is expected to be finished by two thousand sixteen. The United Arab Emirates has given the company Masdar Initiative fifteen billion dollars to develop future energy sources. The country aims to become a world leader in renewable energy technologies. Experts say developments like this may lead to a greener future for all cities in the world. VOICE TWO: This program was written and produced by Dana Demange. I’m Barbara Klein. VOICE ONE: And I’m Steve Ember. Join us again next week for Explorations in VOA Special English. (2008, http://www.voanews.com/specialenglish/archive/2008-03/2008-03-18-voa1.cfm)

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Module 5 Unit 2 Electronic Waste What is ‘electronic waste’ (e-waste)? Electronic waste is the fastest growing waste stream in the world. It’s everything electronic: from our cell phones, to our IPods, to laptops and television sets, computers, and our copiers and printers. Everything electronic encompasses e-waste Why is e-waste a growing concern? E-waste has lots of hazardous materials and toxic materials in it, such as lead, mercury, cadmium, and beryllium. If these items end up in our landfills, and then leech into our ground and water supplies, they tend to pollute our environment to the point where it is then ingested by a human being or animals. We want to prevent that. Why should I recycle my e-waste? You should do it because it’s easy to recycle. You get back to an appropriate collector or recycler who will demount the factors of the materials to plastics, metals and glass. Also, everything in your cell phone or your television set is reusable, and reuses the essence of recycling. Everybody should be participating. How much of the solid waste in landfills is e-waste? Approximately two percent and growing is e-waste in our landfills, but it makes up a lot greater percentage of our toxic material. It is paramount that we keep e-waste out of our landfills. We do not want it’s toxic elements to end up in the landfills, in our land and water supplies. Is it illegal to dispose of computers in the trash? In California today, in 2007, it’s illegal to throw out your computers or e-waste into the trash. Other states and other countries are yet to catch up with California’s leading recycling laws, but I believe other states and countries will soon come on aboard with the landmark laws that have been passed here in California. How long has e-waste recycling been around? E-waste recycling has been around, internationally speaking, since 1991, when Switzerland and some European countries started passing initiatives. In California, they passed the landmark SB 20 law in 2003. That law just got enacted January 1, 2005. So e-waste as we know it in the United States is a growing trend that has been around only since 2003, and operating since 2005. Who started the e-waste recycling movement? It’s unclear who really started the e-waste recycling movement, but there’s lots of responsible groups and people out there that saw what was coming and saw the growing trend with technology and the fast turnover that we have now with technology. Many people got together to pass the landmark laws that have been passed in Massachusetts, which has had a landfill ban since the early 2000 years and in California which passed SB20 and created the landfill bans here in California. What percentage of electronics today are being recycled properly? A very, very low percentage of electronics are now being recycled appropriately in the United States. Unfortunately, California has led the way on this issue but the other states have been slow to follow and the other countries have been slow to follow. However, changes are in the wind. I believe that other states and other countries are going to start catching up, because they see the great success of the California Recycling Model. In 2005, 65 million pounds of electronic waste was recycled appropriately in the state of California. In 2006,

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over 120 million pounds of electronic waste was recycled in California. Those numbers are growing, year over year and day over day. (Videojug: Ask the expert: Electronic waste. http://www.videojug.com) Module 6 Unit 1 Scientists Receive National Medals of Science and Technology This is SCIENCE IN THE NEWS in VOA Special English. I’m Barbara Klein. And I’m Steve Ember.This week, we tell about the highest honors for science and technology in the United States. VOICE ONE: On July twenty-seventh, President Bush honored recent winners of the National Medals of Science and Technology at special ceremonies at the White House. The National Science Foundation administers the science awards. It accepts nominations for the award each year from universities and other organizations. Each nominee must be a United States citizen or a permanent resident seeking citizenship. A committee of twelve scientists and engineers is named by the president to examine the nominees’ work. They study how each one has affected scientific knowledge. They also look at how other scientists have honored each nominee in the past, and how the work of each has influenced the education of future scientists through publications and teaching. Two groups of winners were announced this year. Scientists in the first group were named in May and received the two thousand five National Medal of Science. Those in the second group were named in July and received the National Medal of Science for two thousand six. VOICE TWO: Jan Achenbach of Northwestern University in Evanston, Illinois was honored for his engineering research in the area of solid mechanics. He developed ways to find weak areas in structures, which has greatly affected the airplane industry. Another Northwestern professor also received the National Medal of Science. Tobin Marks’ research involves the study and design of new substances. He designed a material that made possible an improved way to produce a plastic substance. Two professors at Stanford University in Stanford, California were also among the winners. Gordon Bower was a professor of psychology who retired in two thousand five. He worked in experimental studies of human memory, language, feelings and actions. Bradley Efron invented a statistical tool known as the bootstrap method for estimating. VOICE ONE: Another honoree was the former president of Rockefeller University in New York City. Torsten Wiesel shared the nineteen eighty-one Nobel Prize in Medicine for studies on how visual information moves from the retina of the eye to the brain. Also honored with the National Medal of Science was Lonnie Thompson, a professor of earth science at the Ohio State University in Columbus. His studies of climate conditions have provided evidence that the last one hundred years was the warmest period of time in recorded history. Anthony Fauci of the National Institutes of Health near Washington, D.C., also received a National Medal of Science. He is the director of the National Institute of Allergies and Infectious Diseases. He studies ways to prevent and treat diseases such as AIDS, tuberculosis, influenza and malaria. The final National Medal of Science winner for two thousand five was Ralph Alpher of the Dudley Observatory in Schenectady, New York. His work in the nineteen forties led to the development of the Big Bang Theory, now accepted as explaining the beginnings of the universe. Until two thousand four, he was professor of physics at Union College, in Utica, New York.

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VOICE TWO: The winners of the two thousand six National Medal of Science include two women. Rita Colwell is a professor at the University of Maryland in College Park. She received the award for creating a better understanding of microbes that cause the disease cholera. Nina Federoff works at the Pennsylvania State University in State College. Her work with plants includes efforts to copy several kinds of plant genes. Another Medal of Science winner is Marvin Caruthers, a professor at the University of Colorado at Boulder. He was honored for his work with the genetic material DNA and the human genome project. Peter Dervan of the California Institute of Technology in San Marino was honored for research in organic chemistry and biology, and for influencing education and industry. Lubert Stryer is a former professor at Stanford University in California. He was honored for work with biological molecules. Hyman Bass of the University of Michigan in Ann Arbor was recognized for establishing a new kind of mathematics. Two professors at the Massachusetts Institute of Technology in Cambridge also received the National Medal of Science. Robert Langer was honored for helping develop new medical technologies. Daniel Kleppner is a former professor at MIT. He was honored for his research into the links between atoms and light. VOICE ONE: The National Medal of Technology is awarded to Americans considered to be the leading developers of new technology ideas and products. It was established by Congress in nineteen eighty. The medal is given every year to researchers, teams of researchers and or companies for excellent technology work. The National Medal of Technology is administered by the United States Department of Commerce. A special committee studies all nominations for the award. The secretary of commerce appoints the committee members for three-year terms. Members of the committee are generally experts in the areas of science, technology, business and law. Again, this year two groups of winners were honored at the same ceremony in Washington on July twenty-seventh. The first group of winners was announced in June. They received the medal for two thousand five. The second group was named in July and received the two thousand six awards. VOICE TWO: The two thousand five technology winners included two individuals, one team and three companies. The first went to Alfred Cho of Alcatel-Lucent’s Bell Labs in Murray Hill, New Jersey. He was honored for helping invent a technology that is used to produce cellular telephones, compact disc players and high-speed communication devices. Dean Sicking is a professor at the University of Nebraska in Lincoln. He was recognized for his design and development of safety technologies that stop the energy involved in high-speed vehicle crashes. The committee said his work has prevented many deaths and injuries on roads every year. A scientific team at Wyeth Pharmaceuticals in Madison, New Jersey received a technology award for developing the first vaccine to prevent deadly streptococcus pneumonia in children. The committee said the work has been described as the most important advance in medicine for children in the past ten years. The first company award went to the Genzyme Corporation in Cambridge, Massachusetts for improving the health of people with rare diseases. The Semiconductor Research Corporation in Durham, North Carolina was honored for building a research force to support the growth

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of the semiconductor industry. And the Xerox Corporation in Stamford, Connecticut was recognized for fifty years of work that has created the modern printing industry. VOICE ONE: The Technology Medals for two thousand six went to five individuals. Leslie Geddes is a former professor at Purdue University in West Lafayette, Indiana. He was honored for his research into the electricity involved in medical devices. Charles Vest is a former president of the Massachusetts Institute of Technology. He was recognized for working toward joint scientific efforts among universities, the government and industry. James West is a professor at the Johns Hopkins University in Baltimore, Maryland. He received the technology award for helping invent the electret microphone in nineteen sixtytwo. That technology is now used in several kinds of communication devices. Paul Kaminski is the chairman of the Technovation Company in Fairfax Station, Virginia. He was honored for developing new kinds of pictures from space and his work in national security. And Herwig Kogelnik works at Alcatel-Lucent Bell Labs in Murray Hill, New Jersey. He received a technology medal for his leadership in the development of lasers and lightwave communications systems. VOICE TWO: This SCIENCE IN THE NEWS was written by Nancy Steinbach. Brianna Blake was our producer. I’m Steve Ember. VOICE ONE: And I’m Barbara Klein. Read and listen to our programs at voaspecialenglish.com. Join us again at this time next week for more news about science in Special English on the Voice of America. (http://www.voanews.com/specialenglish/archive/2007-08/2007-08-13-voa1.cfm)

Module 6 Unit 2 Future Kids Simon and Todd talk about how the future will be different for his newborn son. Todd: OK, Simon, I was wondering you know, you have a newborn son and before you know it, he’ll probably be 10 years old, 12 years old, and I wonder if his life will be a lot different than it was for us when we were 10 or 12. Like for example, education, do you remember what school was like when you were 12. Simon: Yeah, sure I do. I think his education will be the same as mine. I don’t think, like I had a classroom with maybe 15 or 20 students in it. He’ll probably have a classroom with 15 or 20 students in it. … Of course there will be a lot more technology in his classroom. I mean, I remember my first computer had green and white, green and black screen. He’ll probably have 3-dimensional shapes with his computer screen. Todd: That will be amazing. What about sports? Do you think sports will be the same? That he’ll play pick up games with his friends and go to the park and play soccer, whatever. Simon: Sure. The only difference is for example, I played soccer when I was young. I played on grass. He’ll probably play on artificial turf on the top of a building somewhere. Todd: Right. Actually that kind of things worried me about kids today. They don’t play sports and as freely as I did, you know, when I was 12 … cause when I was 12, we would always play pick-up basketball games or pick-up baseball games. I don’t know if kids do that so much anymore. Simon: I think they’ll probably do.

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Todd: You think so. OK. … Well what about entertainment? Simon: I think some things never change so when he is 12 years old he will do exactly what I don’t want him to do, which is exactly what I did so … those things might be different, like I would probably hang out with my friends and go skateboarding. He’ll probably have a jet board instead. Todd: A jet board. Right. Simon: Well, who knows. I don’t know, but something, something new. Todd: Right. Right. OK, that’s cool. …. Anything else you think might be different for your son, especially when you son is 30, in his 30’s like you. Simon: Yeah, but I guess technology, I think technology and overpopulation so he’ll probably see a lot less natural sites or won’t be able to experience nature as I did. I mean even now I don’t see as much nature as I did 20 years ago. Todd: Right. Yeah, it’s kind of a sad thing. OK, anyway, thanks a lot Simon. Simon: Yeah, no problem. http://www.elllo.org/Text0601/645-Simon-Future.htm

Module 7 Unit 1 Job Centre Thanks for calling the local College Job Center. We have lots of jobs just for you. Our first job is at the local radio station. We need a DJ. This person needs to work from 5 to 8 in the morning, morning people, on Saturday and Sunday. This is perfect for people who love music. You need to have a good clear voice, and if you like to go out and stay late and, you know, party on Saturday and Sunday, this job is not for you. Alright, we also got a job for people that love animals. The local pet care company needs people to walk dogs for people when they’re out of town, so if you like dogs, you like exercise, and you know, you want to be outside, this is a good job for you. It pays ten dollars an hour, but hours very. It summer there’s lots of work because people are out of town, but in winter, not so much, so it kind of depends, but still, if you like animals, it’s a good job. Now if you want a job where you don’t have to talk to people and you like good physical work, then you should work for the university bookstore. They need people in their warehouse. Basically the books come in. You got to take the books out of the boxed and stack them in the warehouse. It pays pretty good. It’s fifteen dollars an hour. The hours are flexible but you got to work at least twenty hours a week, so if you need lots of money and you want to work hard this is a good job for you. This is probably our best job. It pays twenty dollars an hour. We need somebody to work with the university president, but you got to know computers. You must know Excel, Powerpoint, and Word. You need to be able to type sixty words a minute. And you have to have good phone skills. But job pays twenty dollars an hour and it’s twenty hours a week so it’s really good for students if you need to make a lot of money. Also, it looks like we have a job at the university movie theater. They need ushers and ticket collectors, so the pay’s not so great - only seven dollars an hour - but the hours are pretty good, about twenty hours a week, but you get to see movies for free. You get free popcorn. Things like that. The bad thing about his job, is you got to work Friday and Saturdays. They say that’s very important. Everybody must work Friday and Saturday night.

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We have one more job if you’re interested. If you have a car, you must have your own car, the pizza palace is looking for people do deliver pizzas on campus. Basically you deliver pizzas. You got to move quick to get the pizzas there as soon as people order them, but it’s a nice job if you like to drive, you like to be by yourself, but you like to meet people. The pay is eight dollars an hour and you get tips. So usually they say it works out to about fifteen dollars an hour with tips. Oh, another thing. You got to work weekends - Friday and Saturday night. OK, those are all the jobs at the job center. Hopefully you found something just for you. http://www.elllo.org/english/Games/G013-JobCenter.html

Module 7 Unit 2 Interns Provide Free Labor, But Internships Are Not Always Free This is the VOA Special English Education Report. Many college students in the United States use their summer break to earn money in a temporary job. But more and more are working as summer interns. Some internship programs accept students in high school. Internships are usually unpaid, and the work might not always be the most exciting. But they offer a chance to gain experience in business, public service or some other area of interest. They can also be a chance to get to know a possible future employer. More importantly, internships can help students make sure their area of study is a good choice. For most organizations, interns mean extra workers for little or no cost. They also get a chance to see if a student might make a good future employee. Some interns are promised a full-time job once they finish their studies. Yet some students have no choice but to get a paying job during the summer. They have a real financial need. Interns provide free labor, but internship programs can involve costs for travel, housing and meals. Businesses might require interns to receive college credit for their experience. These businesses are concerned about labor laws that say workers must receive something in return for their work. So, if not money, then credits. Many colleges and universities resist such requirements. They say students should earn credit only for school experience. Some other schools provide the credits but charge students for them. So, for a student from a poor family, an unpaid internship just may not be possible. Economic realities like this sometimes lead to criticism of internship programs. But some colleges and universities are offering help for students who want to be interns. Some provide scholarships to help pay for housing and meals, but they do not always give academic credits. Brandeis University near Boston, Massachusetts, offers a summer internship class. Students pay for one college credit. They must write an essay or keep a journal of their internship. Johns Hopkins University in Baltimore, Maryland, is considering a similar one-credit summer class. Associate Dean John Bader says the students would work with a professor, but would not have to pay any money. And that’s the VOA Special English Education Report, written by Nancy Steinbach. You can read transcripts and hear past reports at voaspecialenglish.com. I’m Pat Bodnar. (2006, http://www.voanews.com/specialenglish/archive/2006-08/2006-08-09-voa3.cfm)

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Keys Module 1 Unit 1 Focus on language Practice 2 1. have changed have become contain 2. doesn’t go attends usually has 3. have you taken 4. is always studying is doing 5. often tutors is helping doesn’t understand 6. have been trying

has also changed is working has just enrolled are working

Listening Focus on language 1 1d 2a 3g

4f

5b

6c

7e

8h

Focus on language 2 a) b) to c) g) for h) i) m) to n) o)

to up at

d) j)

for

e) k)

to in

Reading Comprehension check 2 fast to be successful very important starting dealing with ability communicating saying to get remove a lot of

-

rapid to succeed essential approaching capability interacting adage to gain delete/discard plenty of

f) l)

on on

Module 1 Unit 2 Listening a) F

b) T

c) T

d) F

In the Realm of Science 2 i.e. – that is e.g. – for example at al. – and the others A.D. – B.C.

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f) T

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Module 1 Unit 3 Progress Test Task 1 is absorb

am

have completed

Progress Test Task 2 a) that is b) language

c) teaching

Progress Test Task 3 a) etc. b) e.g.

d) i.e.

c) v.s.

am planning

e) NB

f) et al.

Module 2 Unit 1 Reading 3

o o o o o

to promote to devote teachers (AmE) to stretch hostel/dormitory

    

o o o o

to advance to dedicate faculty to extent Residence Hall

Reading 4 – accredited – an undergraduate (student) – a campus – a graduate (student)

– – – –

to finance to train /teach a graduate learning

   

to endow to educate an alumnus scholarship

scholarship staff basin a co-educational school

Listening Location – Saint Louis, Missouri Number of students: 11000 Percent of international students – 12 % University Schools – law, medicine, social work, business, engineering, applied science Tuition fees for undergraduate students for a year – 11000$ Tuition fees for the Master of Business Administration program – 38000$ Scholarships and lоans – available Date of the foundation – 1853 Speaking 1 MSU (Moscow State University) - Moscow – Russia Humboldt University – Berlin - Germany MIT (Massachusetts Institute of Technology) – Cambridge – USA Tokyo Daigaku - Tokyo – Japan Fudan University – Shanghai – China Harvard University - Cambridge – USA Oxford – Oxford – UK

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MIPT (Moscow Institute of Physics and Technology) – Moscow – Russia Friedrich Wilhelm University – Bonn – Germany Cambridge – Cambridge – UK Yale – New Heaven – USA Sorbonne – Paris – France Reading 2

Description A modular course is made up of _a number of self-contained units of study or modules Course organization 1. A full-time programme will require 9-12 modules______________each year. 2. Students have to take a number of __compulsory________ or “core” modules and optional subjects__ within the specialist area or in an associated field.3. A number of elective_______ modules are available. They focus on _completely different subject areas________________ Advantages 1. Flexibility: students can design a program of study, choose topics of professional and general interest, transfer credit points to other institutions___ 2. Easier to monitor the progress through end-of-module assessment __ Disadvantages 1. students have to make more decisions_____________________________ 2. require a lot of planning________________________________________ Questions 1. What is CAT? Credit Accumulation and Transfer Scheme_________ 2. Where can I study a modular course? At polytechnics, colleges of higher educations and some traditional universities_ Comprehension check 1 1) d 2) f 7) a 8) g

3) b 9) e

Comprehension check 2 offer opportunity take course

design degree (course) undertake training (research)

Writing 2 1i 2d

5a

3g

4c

4) i

6e

7b

Module 2 Unit 2 Reading 1 1. Pollution Science (C) 2. Ecology (E)

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5) h

8f

6) c

do examination use method

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3. Environmental Management (A) 4. Environmental Chemistry (D) 5. Environmental Mathematics (B) Listening 1 1) b 7) c 13) c

2) c 8) b 14) a

3) c 9) a 15) b

4) a 10) b

5) b 11) c

6) a 12) a

Listening 2

Who…? as a child was determined about the future profession of a scientist loved reading popular science books for kids and science fiction books was inspired by stories describing explorations read books about insects and collected specimens of butterflies and beetles had a particular career in mind worked as a lab assistant in school gave lectures and wrote a book on world peace was fond of experiments chose the area of science unusual for a girl had at first difficulty studying at university/college

Silvia Earle V

Leon Lederman

Donna Shirley V

V

Linus Pauling V

V V

V V

V V V V V V

V

Comprehension check 1 a) 25 departments b) majority of science graduates especially for those who have a particular career in mind c) scientific journalism, IT specialists, medical and research managers, etc. d) at least two science themes and one non-science theme e) Combined Science tutor Comprehension check 2 1 (d) 2 (g) 7 (c) 8 (e)

3 (i) 9 (j)

Practice 1 a) 6 b) 7

e) 2

c) 3

d) 4

4 (a) 10 (l)

f) 5

g) 1

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5 (h) 11 (b)

h) 5

i) 5

6 (k) 12 (f)

j) 5

k) 5

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Practice 2 a) consider f) there are

b) is g) is

c) has h) are

d) speak e) were i) has broken down

Module 2 Unit 3 Progress Test Task 1 1 this 2 the former 6 which 7 which 11 that 12 it

3 the latter 8 who

Progress Test Task 2 US Associate of Arts Bachelor of Science Master of Arts Bachelor of Arts Master of Science Doctor of Philosophy

4 that 9 such as

British Bachelor of Science Master of Arts Master of Philosophy Bachelor of Arts Master of Science Doctor of Philosophy

5 they 10 that

Russian Candidate of Science Bachelor of Science Master of Arts Doctor of Science Master of Science Bachelor of Arts

Progress Test Task 3

E

A S S E S S M E N T

W

A

M A X

R A

C O U R S E W O R K M

Progress Test Task 4 1) b 2) f

L

D A

N

E A P P L I E D

D

U

L

G

R

3) d

C

E S S A Y

S

W

4) c

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T T U T O R I A L

I

V

B

J

C

H O N O U R

C

D

D E G R E E

R

C

E

E

5) a

6) e

T

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Модуль 3 Unit 1 Lead in 2 speak, read, write, count, solve, function, achieve, develop Reading 2 1) e

2) c

3) a

4) b

5) f

6) d

Reading 3 browse - look through navigate – get around search – look for Focus on language Practice 1 a) Put c) To narrow e) doing; first, then, next, finally g) you find

b) To focus d) You have defined; you have chosen f) Having set h) you have linked

Speaking 1 Before accessing information a), e), h) When accessing information b), g), i) After accessing information c), d), f) Listening Computer technology has become a major part of people’s lives. It has its own special words. One example is the word mouse. A computer mouse is a device that you move around on a flat surface in front of a computer, it moves the pointer or cursor on the computer screen. The idea was developed in the early 1960s by Douglas Engelbart. First devices – a carved block of wood with two metal wheels. Its name is due to a tail at one end which was the wire that connected it to the computer. Experts are called hackers. They write software programs in a special computer language. The other meaning of the word is a person who tries to steal information from computer systems Google – a popular search engine for the Internet. People use it to find information. The name is connected to extremely large number in maths – 1+100 zeroes. When you google a subject – you get a large amount of information about it. A blog (a Web log) is a personal Web page. It contains, stories, comments, pictures and links to other Web sites Their owners are called bloggers Spam is unwanted sales messages sent to your mailbox. The name is due to a joke on a British television show. Comprehension check 2 a) commercial b) education and research c) government d) non-profit organization e) individuals

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Focus on language 1 a) to b) to c) for d) for e) forward

f) on g) on h) in i) – j) on

Focus on language 2 a) link together d) tremendously g) non-profit organization j) to double-check l) to proofread

b) search for c) to evaluate e) to copy f) peer h) to take time i) to design a web page k) to advocate some points of view or an idea m) reliable n) indicate o) primary

Focus on language 3 Information: reliable, relevant, falsified, true, available, free of error, current, commercial/ business, secret, factual, etc. Module 3 Unit 2 Reading Comprehension check 2 1) B 2) D 3) F 4) H

5) C

6) A

7) E

8) G

Comprehension check 3

Type of Source Examples

Audience Language

Content

Appearance

Authors

Popular Magazines New York Times, National Geographic, Scientific American, Discover, New Scientist, Popular Science for broad audience

Scholarly Journals Journal of American Mathematical Society, Science, Nature, Physical Review Letters

for students, scholars, researchers language understood by any educated specialized vocabulary of the audience discipline research as news items, feature original research, stories, editorials, short articles with experimentation, long and inno bibliographies or references depth articles, bibliographies, references, abstract attractive, in a newspaper format, graphs, charts, few exciting highly visual, a lot of advertisments, pictures or advertisements color, photos, graphics and drawings journalists, a member of the editorial scholars in academic or staff, a scholar, a freelance writer, not a professional field subject expert

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Speaking 1 1) front cover 5) chapters 9) back cover

2) title 6) index 10) blurb

Speaking 2 a) title d) bibliography

b) biographical details e) chapter

Reading 2 1) d 2) f

3) e

4) a

Listening 1 1) c 2) a

3) a, e, f

5) b

3) contents page 7) bibliography

4) biographical details 8) reviews

c) blurb f) content page

6) c

4) a, b, c, d, e, f

5) d

6) a, e, f

Module 3 Unit 3 Progress Test Task 1 c) d) e) a)

b)

Progress Test Task 3 – library – periodicals – plagiarism Module 4 Unit 1 Speaking 1 Microscope: Thermometer: Telescope: Compass: Metric system:

to contain, concave, angle, magnification, to focus, image to contain, liquid, volume, mercury, to measure, to expand concave, to observe, constellations direction, to determine, component to multiply, decimal, unit

Speaking 2 a) A microscope is a device that uses lenses to magnify very small objects and scientifically examine them. b) A magnetic compass is a tool for finding direction which has a freely suspended needle which always points to a magnetic north. c) A thermometer is a device that is used for measuring temperature of the air, water or people’s body. It is usually a graduated glass cylinder with a line of mercury or some other coloured alcohol that moves up when the temperature rises and moves down when it falls. d) A telescope is a cylindrical instrument which contains lenses and curved mirrors to enlarge and observe distant stars and planets (for making distant objects look nearer and larger in order to study them).

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Reading 1

Name

Country

Field of science

Lomonosov

Russia

Pascal

France

physics, geology, geography, chemistry, astronomy mathematics

Edison

The USA

Accomplishments

Development of Natural Sciences; founded physical chemistry, atomicmolecular theory of matter, molecularkinetic theory; new discoveriesin astronomy, geology and mineralogy. Foundations of modern treatment of conic sections; theory of probability; Pascal’s Triangle. applied research Incandescent light bulb, phonograph for soundrecording, experiments in wireless technology.

Focus on language Practice 2 International words lecture, battery, lamp, menu, system, detail, form, focus, category, location, technology, massive, priority, fact, logic, pioneer, nature, affect, problem, metal, type, vibration, material, lava, encyclopedia, guarantee, industry, unique, combination

“False Friends” control, accurate, example, sodium, magazine, intelligent, original, data, general, argument, paragraph, mixture, prospect, actual, technique, probe, transparent, list, activity, clay, application, physician, phenomenon, repetition, correspondent, fabric, speculate, cabinet

Listening 2 1) c 7) d

2) j 8) l

4) a 10) i

Reading 2 1) g 2) d

3) j

3) g 9) k

4) f

5) h

6) i

7) a

5) b 11) e

8) e

9) c

6) h 12) f

10) b

Focus on language Practice 2 a) had already begun; got ;quietly took b) were discussing; walked c) had been studying; got tired d) roamed; had become extinct; appeared e) called; was not; was studying f) was asking; had been daydreaming g) had never seen; visited h) left; collected i) was writing; was vacuum cleaning; could not concentrate; got angry j) had passed; got; felt

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Module 4 Unit 2 Reading 1 1) d 7) c

2) f 8) b

Focus on language Practice 2 Widen Actor/ess Develop Design designer Create creature Listening 4 area of science

winners country time period research

significance

3) a 9) e

4) g

action development

5) h

activityactive

creative

6) i

deactivate

creativity

physiology/medicine

physics

chemistry

Craig Mello Andrew Fire the USA 1990s to control genes in the creatures with injections of RNA

John Mather and George Smoot the USA 1989 for producing the strong evidence that the universe began with a great explosion also known as the Big Bang Their work allowed to estimate the age of the universe as more than thirteen thousand million years old; it increases our knowledge of our place in the universe

Roger Kornberg

The work changed the science of genetics opened up a whole new area of research; The discovery is used to develop possible treatments for diseases such as macular degeneration and hepatitis

the USA – His work in genetic research showed how information in the nucleus of genes is copied and moved to other parts of a cell The work has influenced the development of drugs and treatments for medical conditions

Listening 5 Prize in … (field of science) Chemistry prize Prize – to give, to establish, to present, to divide, to share, to win, to receive, Prize – winning work Prize winner

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Reading 3 a) F b) T

c) F

d) T

e) T

In the Realm of Science 2 Size: semiLocation: interTime and order: preNumber: monoOther: auto In the Realm of Science 3 1) f 2) g 3) j 4) h

f) F

g) F

minisuperforebico-

5) a

6) c

h) T

i) T

microextrapostdechydro-

7) e

mega trans- peri- subtrimulty- octphoto- aero-

8) d

Module 4 Unit 3 Progress Test Task 1 a) invention d) development g) mathematician j) discovery m) multiplication

b) theoretical e) chemical h) exploration k) application n) investigating

c) scientist f) observation i) measurements l) accomplishment

Progress Test Task 2 The answer is 5 Progress Test Task 3 got; was having was explaining; was looking out; daydreaming started; took was frightened; was; was; had remembered; was Progress Test Task 4. 1) neatly 2) reproducible 3) draw 4) data 5) experience 6) equipment 7) record

Rules of the Lab 8) report 9) question 10) convincing 11) miracles 12) rely on 13) teamwork 14) blame

15) unmarked 16) contain 7) toxic 18) failure 19) negative 20) glassware

Module 5 Unit 1 Reading Comprehension check 1 a) huge b) affected by e) major f) contamination

c) tiny g) damage

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d) dissolve h) contributes to

tele-

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i) neutralize m) total

j) extent n) extensive

Focus on language 1 Practice 1 a) developing e) contaminants i) damaged Focus on language 2 Practice 1 a) , which f) which/that

k) exhausted o) consequence

b) increasing f) harmful

b) that g) what

l) grave p) issue

c) endangered g) declining

c) what h) , which

d) , which i) , which

q) cramble

d) extinct h) reactive

e) what

Listening 4

country/city

initiative

aim/purpose

The USA Chicago

replacing the black tar roof with planted gardens

The USA Boston

a program to make compost fertilizer out of dead leaves, plants and food waste using waves in the East River using hydrogen-powered buses

to reduce energy costs, improve air quality and control the amount of rainwater entering the city’s waste system; to reduce a problem called urban heat islands to reduce pollution made by the current waste center and produce enough electricity to power up to one thousand five hundred homes to create energy

The USA New York The USA Oakland California London

The Netherlands

India Thane China The United Arab Emirates

a Climate Change Action Plan system that uses cold lake water to cool people’s homes in one area of Amsterdam water heaters powered by the sun a plan to create an ecocity called Dongtan the Masdar City project

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to release zero pollution

to cut pollution levels; to create and protect planted areas in which people can enjoy the outdoors helps to reduce pollution and energy costs

to save energy to be an example to the rest of China to be the greenest city in the world

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Reading 3 1) e 2) g

3) a

Reading 4 a) 5

b) 1

4) f

5) c

6) i

7) j

c) 4

8) b

d) 2

Focus on language 1 Practice 1 a) clearly b) badly c) definitely f) highly g) environmentally-friendly

9) d

10) h

e) 3

d) desperately e) fully h)extremely i) commonly

Module 5 Unit 2 Reading Comprehension check 2 a) improving b) worry c) waste Comprehension check 3 a) throw out b) dangers c) persuade d) lack for

d) manufacturers e) cut down f) urge

e) burning f) supports g) discard

Focus on Language 1 VERB to recycle to generate to pollute to encourage to combine to introduce to develop to require to produce to equip Focus on Language 2 discover upload disconnect enlarge recycle

NOUN recycling generation pollution encouragement combination introduction development requirement production equipment

overnight resource upgrade disable subassemblies

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dismantle encourage discourage overcome subscribe

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Practice 1 1) g 2) e

3) b

4) h

Listening 2 1) waste 4) television sets 7) e-waste 10) landfills 13) it’s easy 16) glass 19) illegal 22) unclear 25) passed 28) around Reading 1 1) f 2) e

3) i

4) c

5) a

6) f

7) i

8) c

9) d

2) cell phones 5) computers 8) hazardous 11) environment 14) collector 17) reusable 20) trash 23) responsible 26) 2003 29) operating

3) laptops 6) printers 9) toxic 12) to prevent 15) plastics 18) recycling 21) catch up 24) since 1991 27) enacted 30) 2005

5) a

8) g

6) b

7) h

9) d

Reading 2

refurbishers

businesses

resale

reparable products

donate

collectors

non-reparable products

general public

demanufactures

processors

precious metal separation

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lead smelting

waste-toenergy incineration

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Module 5

Unit 3

Revise &Practice 3 o z o n e

l o s

g l

a

y e

r

d e

p l

e

t

i

h a

b i

t

a

t

s

h r

i

n k

i

n

g

o f

b

i

o d

i

v

e

r

s

i

t

y

n a t

u r

a

l

d i

s

a s

t

e

r

a

c

i

r

a

i

p o l

l

u t

i

o

n

m i

n

g

s

a i

l

r

r

d

s

n

o b a l

w a

s

c

o n t

a

m i

n a

t

i

o n

e

o i

l

g r

e

e

n

h o u

s

g a

s

e

s

e

l

e

c

t

r

o n

i

c

w a

s

d e

f

o r

e

s

a

t

t

o n

i

o

t

e

n

Progress Test Task 1 a) A lot of rubbish is floating in the sea, which is a real danger to health. b) The problem of soil erosion that has occurred ever since the man began destroy forests is discussed in this chapter. c) Nuclear energy comes from the energy stored within the nuclei of atoms that are the basic building blocks of all matter. d) The best things in life we often take for granted such as water and air are free. e) The manufacture of one PC requires 28 kg of liquid chemicals that have to be neutralized by a further 11 kg of sodium hydroxide. f) An average PC consumes 100 watts of electricity which is equivalent to a bright light bulb when switched on but not in use. g) New machines that use no more than 30 watts are given the Energy Star Logo. h) In 1993 the USA introduced the Energy Star Logo that eliminated the need to build 10 extra power stations. i) In the USA computers use 5 % of commercial power which could rise to 15 %, or 100 billion kilowatt-hours per year by 2010. j) Some factories had developed manufacturing processes that considerably cut the amount of wastes produced. (other options are acceptable) Progress Test Task 2 a) European countries formed a work group to work out the measures that will limit computer dumping. b) In order old computers can be used in schools and college they must be dismantled and adapted. c) Manufacturers are encouraged to make a lot of changes to their products so that they are more easily recycled.

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d) Hewlett-Packard takes back old computers, faxes, printers, etc. for disassembling the office equipment and reconditioning its components. e) Hewlett-Packard disassembles old computing equipment, reconditions its subassemblies so that they are used as spare parts for customer’s existing equipment. f) Manufacturers spend a lot of time and money for various retraining programmes in order to retrain designers, engineers and assembly workers to perfor environmentally friendly computer design and manufacturing. (other options are acceptable) Progress Test Task 3 a) well b) unusually c) absolutely d) safely

e) confidently f) quickly g) well//highly h) badly Module 6 Unit 1

Reading 4 important

–

key, essential, crucial, major, vital, significant, main, indispensible, momentous

Focus on language Practice 1 a) both … and …/as well as … b) neither … nor … c) either … or … d) not only … but also …/as well as …/both … and … e) in addition to f) due to g) because of Listening 3 a) 27 July, at the White House, Washington, DC b) The National Medal of Science – The National Science Foundation The National Medal of Technology – the United States Department of Commerce c) Each nominee must be a United States citizen or a permanent resident seeking citizenship. d) The National Medal of Science is awarded for the years 2005 and 2006. e) A committee of twelve scientists and engineers is named by the president to examine the nominees’ work on the following criteria: 1) The work must affect scientific knowledge; 2) how other scientists have honored each nominee in the past if he/she was, and 3) how the work has influenced the education of future scientists through publications and teaching.

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Listening 4

           

The National Medal of Science solid mechanics physiology statistics medicine earth science physics (astronomy) microbiology genetics organic chemistry and biology molecular biology mathematics medical technologies





      

Reading 2 1) c

2) e

3) a

In the Realm of Science 1 AI – Artificial intelligence GM – Genetically modified HDTV – High definition television DNA – Deoxyribonucleic acid

The National Medal of Technology production of cellular telephones, compact disc players and high-speed communication devices design and development of safety technologies that stop the energy involved in high-speed vehicle crashes development of the first vaccine to prevent deadly streptococcus pneumonia in children printing industry semiconductor industry research into the electricity involved in medical devices development of communication devices developing new kinds of pictures from space and work in national security development of lasers and lightwave communications systems

4) b

5) d

VR – Virtual reality GPS – Global positioning system HTML – Hypertext markup language R&D – Research and development Module 6 Unit 2

Reading 1 1. B 2. D

3. C

4. A

Focus on language 2 Practice 1 a) the others b) another e) other f) another i) others Focus on language 2 Practice 1 a) is going to be в) will I say с) is having d) will be helping e) will have checked

c) others g) another

f) will be studying g) is going to be h) is going to i) will be using j) will have patented

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d) another h) the other

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Listening 1

Future in 10 years’ time  same number of students in class  3-dimensional shapes of computer screens  artificial turf on the top of a building somewhere for playing soccer  jet boards instead of skate boards Realm of Science 1 a) planet b) mercurial f) guinea pig

Future in 30 years’ time  more technology and overpopulation 

a lot less natural sites or they won't be able to experience nature.

c) atom

d) formula

e) nucleus

Module 6 Unit 3 Progress Test Task 1 benefit evolution

gizmo

affect

Progress Test Task 3 a) other b) the others e) the others f) another

c) another g) the other

Progress Test Task 4 a) trial and error b) to blind us with science d) cutting edge e) on the same wavelength

d) the other h) another

c) it isn’t rocket science

Module 7 Unit 1 Reading 1 Comprehension check 1 1) h 2) e 3) a 4) g

5) c

Comprehension check 2 1) a, b, d, e, g 5) d, e

2) c 6) a, b, g

Focus on language 2 Practice 1 to work your way through to to to to to

come by go out come back build up work out

6) d

7) i

3) a, g 7) b, f

8) f

9) b

4) a, b, d, e, g 8) g

to do something from beginning to end, especially when it takes a lot of time or ef fort to manage to get something to leave your house to go to a social event to return to create or develop something to find out by reasoning or calculation

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to check out to take over

to find out if something is correct or to investigate to become bigger or more important than something else or to replace something to examine something to be finally in a particular place or situation

to look into to end up with Focus on language 2 Practice 2 a) picked up (L) c) am fed up with(I), to put up with (I) e) came across (I) g) drop out of (I) i) breaks down (I)

b) check it out (L) d) found out (L) f) work out (I) h) fell back with (I) j) to catch up with (I)

Listening 1 Jobs

Duties

Hours

Salary

Job preferences

DJ at the local radio station

at the local pet care company

physical work for the university bookstore

–

to walk dogs for people when they're out of town hours vary

–

5–8 in the morning Saturday, Sunday

–

people who love music; like to go out and stay late

flexible hours; at least twenty hours a week, ten fifteen dollars an dollars an hour hour people who love animals; like exercise; want to be outside

to work hard

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a secretarial job

ushers and ticket collectors at the university movie theatre to work with – the university president

a job in the pizza palace on campus

twenty hours twenty a week hours a week

weekends – Friday and Saturday night

twenty dollars an hour

eight dollars an hour and tips if you like to be by yourself and to meet people

–

seven dollars an hour –

deliver pizzas

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Requirements good clear voice

–

knowledge of Excel, Powerpoint, and Word; be able to type sixty words a minute; have good phone skills Module 7

Reading 3 1) e 2) i

3) g

4) h

5) j

6) b

–

Unit 2 7) c

8) a

9) d

10) f

Focus on language 1 Practice 1 Direct Speech now yesterday two days ago last week next year tomorrow here this these

Reported Speech then the day before two days before the week before the following year the next day/the following day there that those

Focus on language 1 Practice 2 Direct Speech Simple Present Present Progressive Simple Past Present Perfect Simple Past Perfect Simple Past Progressive Present Perfect Progressive Past Perfect Progressive Future (be going to) Future (will)

Reported Speech Simple Past Past Progressive Past Perfect Simple Past Perfect Simple Past Perfect Simple Past Perfect Progressive Past Perfect Progressive Past Perfect Progressive was / were going to would

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have a car

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Module 7

Unit 3

Progress Test Task 1 a) She explained that she couldn’t take the job before January. b) They said that Paul Smith had just come back from his yearlong expedition around the globe. c) The lecturer said that we would see the temperature changes in the region over 50 years if we looked at this graph. d) Professor Smith suggested that in 2050 thousands of people would be living in giant space stations. e) Paul agreed that studying the dolphins’ behavior had been the most exciting thing he’d ever done. f) Helen said the course starting date was the following week./ Helen disagreed that the course starting date was the next day. g) Peter is so absent-minded! Last week he had an accident in our chemistry lab. He broke a test tube with some toxic substance in it! h) The tutor greeted everybody and introduced Mia Travis. He explained that she was a new member of the ‘Whale Programme’ team. i) Mr. Brown refused to take my point. j) Bob suggested that we do a summer internship. Progress Test Task 2 a) go out b) dropped out c) worked out d) to build up e) put up with, check out f) pick it up g) come across h) to catch up with Progress Test Task 3 teacher assistant analyst director consultants scientist developer experimentalist/experimenter part-timer mathematician environmentalist Progress Test Task 4 a) Career Search b) degree e) position f) team i) qualifications k) contact

c) skills g) responsibilities l) application

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researcher geographer technician designer

d) needs h) background

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List of materials used 1. Michelle L. Casto Keep learning? Keep earning!// Next Step Magazine. August 2003. Retrieved from. http://www.nextstepmagazine.com/nsmpages/articledetails.aspx? arti cleid=183. 2. Lancaster University Undergraduate Prospectus Entry 2005. 3. Larry Gedney Unexpected scientific discoveries are often the most important/ / Alaska Science Forum. November 1985. Retrieved from http:/www.gi.alaska. edu/ScienceForum/ASF7/741.html. 4. Global Warming: Facts vs. myths// Grid-Agenda I UNEP: Climate Change 2001: The Scientific Basis IPCC. 2001. Retrieved from http://www.grida.no/ publications/other/ipcc_tar/?src=/CLIMATE/IPCC_TAR/WG1/index.htm 5. Environmental Hazards of the Computer Revolution//Scotland on Sunday. Essential Articles 3, Carel Press, Carlisle 1993. 6. How E-Waste Recycling Works.// Iowa DNR Waste Management. Retrieved from http://www.iowadnr.com/waste/recycling/works.html. 7. R. Duran Recycling old computers?// Business Xpansion Journal 2000. 8. Janet Murray Contemporary Literacy: Essential Skills for the 21st Century/ / MultiMedia & Internet Schools. Март-апрель 2003. Vol. 10 №. 2. Retrieved from http://www.infotoday. com/MMSchools /mar03/murray.shtml. 9. Jennifer Light Invented Edens: Techno-Cities of the Twentieth Century// Technology and Culture. April 2009. Vol. 50. № 2. 10. Paul Hoyningen-Huene, Marcel Weber, and Eric Oberheim Science for the Twenty-First Century: A New Commitment// World Conference on Science UNESCO – ICSU. 1 июля 1999. Retrieved from http://www.eolss.net/21st_a.aspx. 11. Paper History// 2004. Retrieved from http://www.wipapercouncil. org/ invention.htm. 12. Paula Gould Wearable Intelligence// Materials Today. Октябрь 2003 Vol. 6, №10. Retrived from textile gain intelligences http://www.sciencedirect. com/science?_ob=ArticleURL&_udi=B6X1J-49KRMTY-10&_user=10&_ coverDate=10%2F31%2F2003&_ rdoc=1&_fmt=full&_orig=search&_cdi= 7244&_sort=d&_ docanchor=&view=c&_acct=C000050221&_version= 1&_urlVersion=0&_userid=10&md5=84d474b20759437b85e271e324143217 #toc1. 13. Joel Achenbach The Radio Age// National Geographic. Январь 2006. Retrieved from http://findarticles.com/p/articles/mi_hb3343/is_200601/ ai_n18912833. 14. Celester Biever Robot Army Will Think For Itself// NewScientist. Май 2005. № 2500. Retrieved from http://www.newscientist.com/article/mg18625007. 200-the-robot-army-that-thinks-for-itself.html. 268

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15. Michael D. Lemonick And Will They Go Inside Us?// TIME CNN. 8 ноября 1999. Retrieved from http://www.time.com/time/magazine/article/ 0,9171,992519,00.html. 16. Grand Rosenberg The New Breed// 1995 Retrieved from http://en.wikipedia. org/wiki/The_New_Breed_%28episode%29. 17. Part-time Jobs vs. Holiday Jobs// Retrieved from E4S:co uk http://www.e4s. co.uk/docs/part-time-jobs.htm. 18. Hannah Hoag School’s in for summer// Nature. Январь 2006, № 439. Retrieved from http://www.nature.com/naturejobs/2006/060126/full/nj7075504a.html. 19. What can I do with a Science degree?// Retrieved from the University of Sydney Homepage. http://www.careers.usyd.edu.au/career_ advice/career_ options/science.shtml.

Dictionaries 20. ABBY Lingvo 9.0 Электронный словарь. ABBY Software, 2003. 21. Cambridge International Dictionary of Idioms © Cambridge University Press, 1998. 22. K.V.Krasnov English Russian Dictionary of “False Friends”// Retrieved from http://www.falsefriends.ru/smalllist.htm. 23. Oxford Advanced Learner’s Dictionary, 7th edition, Oxford University Press, 2005.

Internet recourses 24. Dr. William Martin Education Quotes & Links http:/ drwilliampmartin. tripod.com/bigedlist.htm. 25. Utah State University http://www.usu.edu. 26. Middle Tennessee University James E. Walker Library http://library.mtsu. edu/help/terms.php. 27. HQ PaperMaker: All about paper http://www. hqpapermaker.com/paperhistory. 28. A Science Odyssey: People and Discoveries http://www.pbs.org/wgbh/aso/ databank. 29. Academy of Achievement: Science and Exploration http://www.achievement. org/autodoc/halls/sci. 30. Careers in Life Science. APS Education Online http://www.the-aps.org/ education/k-12misc/careers.htm. 31. Learning Styles. LPride.net. http://www.ldpride.net/learningstyles. MI.htm. 32. Massachusetts Institute of Technology home page http://web.mit.edu. 33. Mathematics Archives http://archives.math.utk.edu/ topics/history.html. 34. MSN Encarta: Sciewnce Articles Enthyclopedia http://encarta.msn. com/ artcenter_0/Encyclopedia_Articles.html#tcsel. 269

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35. Multiple Intelligence Inventory// Learning Disabilities Resource Community http://www.ldrc.ca/projects/miinventory/ miinventory.php. 36. My century Homepage http://www.bbc.co.uk/worldservice/ people/features/ mycentury/transcript/wk37d2.shtml. 37. New Town High School: Science. http://www.newtown.tased.edu.au/ resources/disciplines/science.htm. 38. Planet under pressure. BBC News.com. http://news.bbc.co.uk/2/hi/in_depth/ sci_tech/2004/planet.htm. 39. Science Channel: The Big 100 http://science.discovery.com/convergence/ 100discoveries/big100/big100.html. 40. Study in the USA http://www.studyusa.com/?s=2&t=9. 41. The Bureau of Labour Statistics Homepage http://www.bls.gov/k12/ index.htm. 42. The Franklin Institute Resources for Science Learning. http://www.fi.edu/ tfi/hotlists/physical.html. 43. UK universities guide and HE institutions http://www.hero.ac.uk/uk/home/ index.cfm. 44. Universities UK. http://www.universitiesuk.ac.uk. 45. Virtualglobe.org http://www.virtualglobe.org/en/info/env. 46. Widener University Homepage http://www2.widener.edu/ WolfgramMemorial-Library/webevaluation.

Recordings 47. A Look at Washington University// VOANews.com. 20 июня 2007. Retrieved from http://www.voanews.com/specialenglish/archive/2007-06/ 2007-06-20-voa2.cfm. 48. Art Chimes, Website of the Week — Universal Digital Library// VOANews. com. 7 декабря 2007. Retrieved from http://www.voanews. com/ english/ archive/ 2007-12/2007-12-07-voa30.cfm?CFID= 23670522& CFTOKEN = 99751850. 49. Computer Terms: Ever Google Someone?// VOANews.com. 20 ноября 2007. Retrieved from http://www.voanews.com/specialenglish/archive/200711/2007-11-20-voa2.cfm. 50. Dana Demange Cities Around the World Are ‘Going Green’// VOANews. com. 18 марта 2008. Retrieved from http://www.voanews. com/specialenglish/ archive/2008-03/2008-03-18-voa1.cfm. 51. Future Kids// English Listening Lesson Library Online. Retrieved from http://www.elllo.org/Text0601/645-Simon-Future.htm. 52. Interns Provide Free Labor, But Internships Are Not Always Free// VOANews.com. 9 августа 2006. Retrieved from http://www. voanews. com/ specialenglish/archive/2006-08/2006-08-09-voa3.cfm. 270

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53. Job Centre// English Listening Lesson Library Online. Retrieved from http:/ /www.elllo.org/english/Games/G013-JobCenter.html. 54. Scientists Receive National Medals of Science and Technology,// VOANews.com. 13 августа 2007. Retrieved from http://www. voanews.com/ specialenglish/archive/2007-08/2007-08-13-voa1.cfm. 55. Self-Instruction: Five New Year’s Resolutions for English Learners.// VOANews.com. 10 января 2006. Retrieved from http://www.voanews.com/ specialenglish/ archive/2006-01/2006-01-10-voa10.cfm. 56. David McAlary Study Finds Ancient Greek Astronomical Computer Amazingly Sophisticated.// VOANews.com. 30 ноября 2006. Retrieved from http://www.voanews.com/english/2006-11-30-voa72.cfm. 57. The Discoveries Behind This Year ’s Nobel Prizes for Science.// VOANews.com. 16 октября 2006. Retrieved from http://www. voanews.com /specialenglish/archive/2006-10/2006-10-16-voa2.cfm. 58. Tom Lehrer The Elements// Discovery Education: Science Hits. Retrieved from http://school.discovery.com/lessonplans/ activities/sciencehits. 59. Ask the expert: Electronic waste// Videojug. Retrieved from http:// www.videojug.com.

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