Journal c. something that can be relied on
Textbook d. to get, to obtain, to receive
Software e. pieces of equipment
Hardware f. a book containing texts about a particular subject
Reliability g. a magazine that deals with a specialized subject
To gain h. a publication which contains articles, advertisement,
Stories and photographs
A device i. an object invented for a particular purpose
5. Complete the sentences with the words from the text:
1. In 1992 NSTU ---------------- of a technical university.
2. NSTU is a large educational and scientific center in ------------------.
3. NSTU --------------------- in 35 areas at 10 faculties.
The period of study depends on ---------------------- .
5. ----------------------- 8 teaching blocks.
6. The direction of the research refers to ----------------- .
Grammar Focus: Present/past simple passive
| The object of the active sentence becomes the subject of the passive sentence. for e.g.: Researches develop new measuring facilities. New measuring facilities are developed by researches. Present simple passive pattern: am/is/are + the past participle of the verb for e.g.: Students are trained in 35 areas. Past simple passive pattern: was/were + the past participle of the verb for e.g.: NSTU was founded in 1953. |
6. Complete the sentences using the correct form of the verb in brackets:
1 After defending the Master’s theses, students ------ usually (award) M.SC. degree.
2 Last year the laboratories ------- (equip) with the most reliable measuring facilities.
3 What fields of science the research-----(do)?
4 What subjects -------(study) at the university by students?
5 Postgraduate students -----(offer) 3-year program of study.
6 What international programs---------- the university (participate) in?
7 The technique ------(aim) at developing modern electronic devices.
8 Asking the Way. Can you find your way around the university?
NSTU houses 8 teaching buildings with lots of classrooms, lecture theatres, laboratories, workshops and libraries. The university has sports and recreation centres. NSTU provides accommodation, so it has 7 dormitories. When coming to the university for the first time, it’s too difficult to find the room or teaching building you are looking for.
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a) Study the map of the NSTU campus.
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b) Work in pairs. Take turns giving directions to the places you are looking for.
Use your map and give the information he or she asks for.
A: I’m trying to find…. Is there one around here? How can get to…? Could you tell me the way to….? Could you tell me where the library is.
B: Yes there is one on the ground floor. Let me tell how to get there.
Useful prepositions, words and phrases:
| 1. across, behind, up/down the street, in front/back of, in the middle of the block, near, opposite, next to, over, on the corner of |
| 2.climb up/down stairs, it’s upstairs/downstairs, go straight, go past.., take the first/second turning on the left/right, stop at , turn to, walk back, go up to and you’ll see, cross |
| 3. Dean’s office, teaching block, ski lodge, swimming-pool, policlinic, classroom, workshop, chemical laboratory, lecture theatre, fast food outlet, coffee shop, bar, canteen, gym, Human Resource department, the department of foreign languages, lounge, recreation center. |
8. Study the structure and the useful language of a presentation given below. Prepare and make the presentation of NSTU.
II. PRESENTATION TECHNIQUES
1. Split the classinto the groups of four. Discuss the following:
1. What is a "presentation"?
2. For what purposes are presentations made?
3. What makes a presentation effective?
2. Study effective presentation tips. Tick the tips you consider to be of primary importance:
1 .When preparing a presentation, try to find out what your audience already knows.
2 Visit the room in which you are presenting before you actually make the presentation.
3 The first stage of your presentation is when you should get the full attention of your audience.
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4 If you memorize the introduction, you will be more confident when making a presentation.
5 The whole text of your presentation should be written on postcards.
6 If you use an overhead projector, you should remember to turn it off when you don't need it.
7 Remember that the content of the presentation is much more important than your presenting style.
3. Comment on the following statements. In your opinion are they: a) essential b)helpful c) unhelpful for a successful presentation?
1.Tell a joke at the beginning.
2 Speak more slowly than you normally do.
3 Smile a lot.
4 Involve the audience.
5 Invite questions during the presentation.
6 Always keep to your plan.
7 Move around during your presentation.
8 Use a lot of gestures to emphasize important points.
9 Read out your presentation from a script.
10. Stand up when giving your presentation.
4. Study the useful language of the effective presentation used to start, to sequence, to make the main body and conclude the presentation.
Table 1
| Introduction | |
| Introducing yourself | Greeting, name, position |
| Introducing your talk: Title/ subject: | I'm going to talk about... I'd like to talk about ... My topic/ my subject is ... The subject of this talk/my talk is ... I'd like to talk to you about... I'm going to present the recent... / explain our position on ... /inform you about... / describe ... The focus of my presentation/ paper (academic)/ topic / speech (usually to public audience) |
| Purpose/ objective | We are here today to / decide / agree, learn about... The purpose of this talk is to show / take a look at / report on / outline / give an overview / discuss / review This talk is designed to act as a springboard for discussion /start the ball rolling |
| Length | I shall take (...) minutes of your time I plan to be brief This should last (...) minutes |
| Outline/ main parts | I've divided my presentation into (four) parts/ sections. They are ... The subject can be looked at under the following headings... We can break this area down into the following fields: Firstly/ first of all/ Secondly / then/ next... Thirdly/ and then we come to ... Finally / lastly/ last of all... |
| Questions | I'd be glad to answer any questions at the end of my talk. If you have any questions, please feel free to interrupt. Please interrupt me if there's something, which needs clarifying. Otherwise, there'll be time for discussion at the end. |
Table 2
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| Main part | |
| Sequencing Ordering points Transition / Changing topic | First / next /then / after that Let's turn to ... The / my next point is ... The next thing is ... After all, ... Last of all ... Finally, ... Now let's look at / move on / turn to ... |
| Referring to an earlier point / departing from your plan / digressing | Going back to ... By the way, ... |
| Giving examples/ Introducing and commenting on visuals (graphs, charts, diagrams, tables, pictures, handouts) | For example / for instance / such as / One example of this is / Let's look at Take a look at ... /Have a look at ... Let's take/ have a look at I'd like you to look at ... If you take a closer look at ..., you'll notice ... I'd like to focus your attention on ... I'd like to draw you attention to ... I'd like you to look at... in more details / In the picture we can see /As you can see from the picture The graph/ chart shows /presents |
| Conclusions | |
| summary | Let me just run over the key points again. I'll briefly summarize the main issues. To sum up. ... Briefly ... In brief... In short ... |
| Conclusion or recommendations (if appropriate) | So, / In conclusion ... / We've seen that As you can see, there are some very good reasons... I'd like to leave you with the following thought / idea ... So, I would suggest that we ... / I'd like to propose (more formal) /In my opinion, the only way forward is ... |
| a signal to end | That brings me to the end of my presentation. That completes my presentation. Before I stop/ finish, let me just say ... That covers all I wanted to say today. |
Table 3
| Questions | |||
| an invitation for questions/ to make comments, or start a discussion | I'd be glad to try and answer any questions. So, I'd now be glad to answer any questions. So, let's throw it open to questions. / Any questions? / I'd like to suggest we start the discussion now. | ||
| Check you have understood the question | Rephrase or clarify | ||
| Classify the question and reply | "easy", "difficult", "irrelevant", '"hostile" | ||
| Checking the questioner is satisfied. | Does that answer your question? Is that clear? May we go on? | ||
| close
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| Thank you for your attention. Thank you for listening I hope you will have gained an insight into | |||
MODULE 2 ECOLOGICAL PROBLEMS
UNIT 5 POLLUTION
- Focus: Pollution no easy answers (Its types, causes and effect on the environment and people)
- High-tech pollution
- Grammar focus: Future with will or to be going to
- Skills focus: Reading for specific information; learn to analyze the problem of pollution and look for the ways of its solution
TEXT A
Vocabulary
an unsightly billboard –неприглядный, уродливый рекламный щит
to toss – бросать
to do harm – причинять вред
stuff – вещество, материя
manure – навоз, компост
scattered settlement – расположенные на расстоянии поселения
to take its toll – сыграть свою роль, иметь негативные последствия
integrity of earth's life-support systems – целостность системы жизненного обеспечения на земле
lead – свинец
garbage – мусор
dump – свалка
fertilizer –удобрение
new toxic pollutants –новые отравляющие вещества
pin down – точно определить, установить
to overlap –совпадать, перекрываться
issue –спорный вопрос, проблема; публикация, статья
to contaminate –загрязнять
habitat – среда обитания
to deface buildings – портить, разрушать здания
technological advance –технологический прогресс
internal combustion engine – двигатель внутреннего сгорания
pressing problems – проблемы требующие срочного. безотлагательного решения
the lack of economic incentives – отсутствие экономических стимулов
consequences of pollution – последствия загрязнения
exhaust - выхлопные газы
poverty – нищета
people on limited incomes – люди с ограниченными доходами
risk assessment – оценка степени риска
value system – система ценностей
to quantify the risks –определить величину степени риска
to prevent – предотвращать
to threaten - угрожать
1. Pollution is a pressing problem which must be immediately solved.
Work in pairs. Try to give your own definition of this term. Make the list of pollution causes.
2. Read the text and compare your answer with the pollution definition in the text.
POLLUTION - NO EASY ANSWERS
It's not hard to find examples of pollution in our society. But it is hard to define exactly what pollution is. For example, is a can tossed on the ground pollution? How about an unsightly billboard? The noise from a nearby airport?
According to experts, all of these examples can be types of pollution. Broadly defined, pollution is any human-caused change in the environment that creates an undesirable effect on living and nonliving things. Most types of pollution cause some type of physical harm. But some don't. Noise, for example, often creates more psychological damage than physical damage, but it's still considered a type of pollution. In short, pollution is bad stuff—for the environment and for people and other living things.
From Manure to Monoxide: As long as people lived in scattered settlements and the world's human population was relatively small, pollution wasn't much of a problem. But once people began to live in cities and to invent machines and synthetic chemicals, pollution started taking its toll. Pollution has been linked to the fall of Rome (lead in the pipes); the cholera epidemic in 19th-century London (garbage in the streets); and many other significant events throughout history.
Though pollution has been around for thousands of years, the sources of our pollution problems have changed, and the amount of pollution has increased dramatically. A century ago, people were dealing with pollution from animal waste, coal ash, and open dumps. Today, pesticides, fertilizers, radiation, carbon monoxide, acid rain, and a lot of other "new" and toxic pollutants are the troublemakers. This increase in the number, and toxicity of pollutants, combined with an ever-increasing human population, has made pollution worse than ever before — threatening the very integrity of earth's life-support systems.
Hard to Pin Down: In this issue, we focus on air, water, and land pollution. However, in many cases the categories overlap. For example, pesticides can contaminate air, water and land, depending on how they are manufactured, used, and disposed of. Many pollutants also travel great distances and can change form, making it hard to pin down exactly where they came from.
Pollutants can affect different people in different ways. People with respiratory problems and allergies, for example, are often more sensitive to air pollution than people without these problems. Pollution does more than affect human health. It also limits our activities, harms wildlife and habitat, defaces buildings, and damages the planet's natural systems, including global climate patterns.
No Single Cause: Almost every human activity creates some type of pollution. And a combination of factors, from economics to politics, further complicates pollution problems.
Technological advances designed to make our lives easier, such as the internal combustion engine and plastics, have created some of our most pressing pollution problems. The lack of economic incentives to produce pollution-free products, as well as the fear that pollution controls will reduce jobs, lower our standard of living, and keep us from competing in foreign markets, are part of the problem too.
Not understanding the consequences of pollution is also part of the problem. For years, people thought that they could safely get rid of garbage, exhaust, and other waste products by throwing them away or releasing them into the air. But we're now realizing that the waste we dispose of can come back to do harm in a variety of forms.
Poverty and Pollution: Pollution is directly linked to social problems, such as poverty and overpopulation. In many cases, people on limited incomes cannot just move away from a chemical dump site or a smog-filled city. They can't afford to drink bottled water or pay for organically grown vegetables.
Weighing the Risks: We know that some pollution will always exist. But how much pollution is acceptable? What are the short- and long-term risks of a polluted environment to individuals, communities, and society as a whole? To deal with questions like these, policymakers are starting to rely on a relatively new process called risk assessment. Risk assessment helps people understand and quantify the risks caused by using certain technologies. But determining and evaluating risks is often extremely difficult. In many cases, data on the risks involved with new technologies don't exist.
A Question of Values In the past, we've spent most of our efforts cleaning up pollution rather than preventing it. First of all, preventing pollution saves money, protects resources, prevents health problems, and improves the overall quality of life.
But making the decision to prevent pollution involves values. Taking into account both short- and long-term risks, people must rely on their own value systems to decide how important it is to prevent pollution.
3. Read the text again and answer the following questions.
1.What causes pollution?
2. What effect does pollution have on a)people, b) wildlife, c)environment?
3. Do you see any link between poverty and pollution?
4.What human activities lead to environment contamination?
5.What’s your pollution IQ? How do you contribute to pollution?
4. Decide if the following statements are true (T) or false (F).
1. Pollution has the worst effect on living and nonliving things.
2. Pollution is not caused by the growth of population.
3. Some pollutants contaminate water, air, land and can travel over long distances.
4. Pollution was a serious problem when people lived in scattered settlements.
5. People with respiratory health problems prefer living in polluted areas.
6. Pollution damages the planet and causes global climate changes.
7. Pollution isn’t linked to such a social problem as poverty.
5. Match the words from the text with the corresponding definitions.
1. to pollute a. substances that pollute the environment
2. pollution b. something that stimulates
3. pollutant c. progress
4. to contaminate d. to make dirty or harmful
5. incentive e. to make water, air or land dirty and dangerous for people
6. advance f. the importance or worth of something
7. consequence g. result or effect
8. value h. the process of polluting air, water or land with chemicals
6. Choose the word to match with the translation into Russian:
1.чувствительный, восприимчивый к a) incentive to b) sensitive to c) to contribute to
2. быть в состоянии, позволить себе a) to afford b) to prevent c) to involve
3.полагаться на что-либо a) to depend on b) to rely on c) to exist on
4. устранять загрязнение a) to prevent b) to deface c) to clear up
5.избавиться a) to consist of b) to accuse of c) to get rid of
6. принимать во внимание a) to take into account b) to count c) to accept
7.оценивать, определять степень риска a) to take risks b) to face a risk c) to assess a risk
7. Find the odd word out
1. throw away, dump, dispose of, discard, disregard
2. waste, garbage, litter, rubbish, trash, pollution
3. recycle, reuse, redo, reprocess
4. toxin, poison, venom, garbage
5. pollute, contaminate, poison, delude
6.combustible, flammable, contaminated, incinerated, burnt
8. In pairs replace the underlined words with the words used in the text.
1.Pollution began to have a negative effect ( to t--- its t--- ) when people started
to produce synthetic chemicals.
2.It’s hard to define exactly ( to p-- d--- ) what pollution is.
3.More and more companies produce environmentally friendly (p-------n f---) products.
4.Some politicians (p-----m----s) rely on the method of risk assessment.
5.The toxicity level increased sharply (d----------y).
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