- •Focus on Language
- •Practice
- •Keep learning? Keep earning!
- •What are effective study habits?
- •Focus on Language
- •Practice
- •First degree courses in the uk
- •Focus on Language
- •Combined Science
- •Roleplay
- •Game “Why physics or math, etc.?”
- •“Starting your haunt of treasures”
- •1. How is a book organized? Put the words below in the correct order. Consult a dictionary if necessary.
- •Focus on language
- •Focus on language
- •Discuss
- •Technology and Libraries
- •A university is just a group of buildings gathered around a library.” Shelby Foote
- •Reading Report
- •Practice
- •It made it possible to …
- •It became possible/easy to …
- •It was a breakthrough in…
- •It found widespread application in…
- •Discuss
- •Focus on Language
- •Invention /discovery
- •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?
- •Breakthroughs of the 20th century
- •Discuss
- •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
- •Practice
- •Practice
- •Double-edged sword
- •Comprehension check
- •Unit 3 Review
- •Rules of the Lab
- •Learning Objectives
- •In this module you will learn how to:
- •Comprehension check
- •3. Go back to the text and pay attention to the words in bold. Put them in the correct column that shows their function in the text.
- •Focus on language
- •Practice
- •Discuss
- •Global Warming: Facts vs. Myths myths:
- •Environmental Hazards of the Computer Revolution
- •Comprehension check
- •Make as many words as possible using the prefixes re-, dis-, over-, sub-,
- •Practice
- •The Advent of “Green” Computer Design
- •Is anything possible?
- •Into the 21st century
- •Into the Future
- •Learning Objectives
- •Science for the Twenty-First Century
- •As old as writing
- •Discuss
- •1. Read the text and give a title to it.// give it a title
- •Discuss
- •“The New Breed”
- •Introduction
- •Discuss
- •Go online. Find and read a short sci-fi story. Write a reading report. Make use of the Reading Report Form given in Module 3 Unit 2.
- •Learning Objectives
- •In this module you will learn how to:
- •Careers guidance questionnaire
- •Part-time Jobs vs. Holiday Jobs
- •The experience that is shaping the rest of my life
- •What can I do with a Science degree?
- •Interests:
Comprehension check
1. Find a word in the text that has the same or similar meaning to the following:
enormous (adj)
influenced (past participle)
very small (adj)
melt (v)
main (adj)
pollution (n)
harm (n)
leads to//causes (v)
deactivate (v)
degree (n)
completely finished (past participle.)
serious (adj)
whole (adj)
widespread (adj)
result (n)
problem (n)
fall into pieces (v)
2. Find in the text and translate into Russian the words that:
a) refer to a means of transport
b) can be used to describe the movement up and down
c) are the names of chemical elements and compounds
3. Go back to the text and pay attention to the words in bold. Put them in the correct column that shows their function in the text.
to add more points |
to make contrasting points
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to emphasize what you say |
to list points |
to give examples |
to express cause and effect |
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4. Sum up the text about acid rain. Make use of the linking words.
Focus on language
1. Complete the following table. Turn the words given in the table into verbs, nouns and adjectives. Consult a dictionary if necessary.
VERB |
NOUN |
ADJECTIVE |
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damage |
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exhaust |
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increase |
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emission |
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absorb |
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industrial |
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extinction |
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developing/developed |
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contaminate |
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contribute |
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pollutant |
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decline |
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harm |
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endanger |
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expansive |
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reaction |
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Practice
1. Fill in the gaps with the right form of the words in capitals.
a) Floods and droughts are serious issues in ……… countries. |
DEVELOP |
b) We are worried by the ……… amount of carbon dioxide in the atmosphere. |
INCREASE |
c) There should be laws to protect ……… species from poaching. |
DANGER |
d) By the year 2030, 25% of all animals, birds, fish and insects may be ………. |
EXTINCTION |
e) Vehicle exhausts are the major ……… of the air. |
CONTAMINATE |
f) The ……… effect of deforestation on wildlife is growing bigger every year. |
HARM |
g) The ……… number of whales in the oceans is one of the major concerns for marine biologists, |
DECLINE |
h) The ……… substances are sulfur and nitrogen oxides. |
REACTION |
i) It is very costly to restore historical structures and buildings ……… by acid rain. |
DAMAGE |
2. Read the following sentences in the box and make rules.
Defining and non-defining relative clauses with which, that, who, whose and where
1. Acid rain is strongly acidic rain which/that absorbs microscopic particles of nitric acid or sulfuric acid as it falls towards the ground. 2. Habitat is the territory in which a plant or animal lives and grows best. (Habitat is the territory a plant or animal lives and grows best in.) 3. Dr. Sanders is a world-known marine biologist who studies sharks and their habitats. 4. I know some people that are members of “Green City” organization. 5. A good lab assistant is one whose equipment works well. 6. There are very few places in the world where wildlife is preserved. *which/ that can be omitted if they are the object in a non-defining relative clause. e.g. The book (that/which) he is reading now is about great maritime explores.
1. In Asia, acid rain is having truly serious consequences in China, which is the second largest producer of coal in the world. 2. Dr. Sanders, who studies sharks and their habitats, is the world-known marine biologist. 3. This equipment, which isn’t used any more, helped him to make his extraordinary discovery. 4. He told about geographers, who I had never heard of. 5 My junior brother wants to study in Boston university, where I did my postgraduate course. 6. Acid rain makes soil highly acidic, which leads to the drying and death of forests. 7. Do you know what the consequences of acid rain are? Make rules
comma before the clause and a comma or a full stop after it.
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