- •Part I scientific work and studies unit I. Training Scientists in Russia
- •Words and word combinations to be memorized
- •Exercises
- •1. Answer the following questions on the text.
- •2. Form nouns from the following verbs, translate into Russian:
- •8. Work in pairs asking these questions. Give both short and full answers.
- •Unit II. Postgraduate Studies in England
- •1. Answer 10 “What questions” on the text:
- •2. Form nouns from the following verbs, translate into Russian.
- •Words and word combinations to be memorized
- •Exercises
- •7. Translate into English.
- •Unit III. At a Scientific Seminar
- •Words and word combinations to be memorized
- •Exercises
- •1. Answer the following questions on the text:
- •2. Form nouns from the following words with the help of suffixes used for people’s activities, specialities or professions. Translate into Russian, think of your own examples.
- •9. Work in small groups. Ask your partners questions about the theoretical part of their work. Use the following words and expressions.
- •Part II
- •International Business trip Unit I. An Invitation
- •Increase your vocabulary
- •2. Match the English words with their Russian equivalents:
- •3.4. Study the ways of concluding the letter:
- •3.5. Choose the correct way to close your letter depending on the greeting:
- •4. Write a letter of acceptance of an invitation according to the following plan:
- •1. Fill in the blanks with prepositions where necessary:
- •2. Translate the following sentences into English:
- •Unit II. Arriving in England
- •Increase your vocabulary
- •Listen and practise a. Meeting at the airport
- •1. Listen to the conversation at the airport and answer the questions:
- •2. Work in pairs. Change some of the details in the conversation (names, jobs, places, the reasons for the visit, etc.). Act out the scene, then swap roles.
- •B. Checking in at the hotel
- •1. Alex Samarin and Paul Davis are checking in for the room at the hotel. Listen to the conversation and decide where the questions “a-e” go.
- •R.: Thank you. (2) ………………………………….?.
- •2. Work in pairs and act out this conversation.
- •3. Match the English words with their Russian equivalents:
- •Reception
- •1. Fill in the gaps with prepositions where necessary:
- •2. Translate from Russian into English:
- •Unit III. The First Day in London a. Speaking on the phone
- •Increase your vocabulary
- •2. Act out the conversation:
- •3. Match the English words with their Russian equivalents:
- •4. Decide which of the verbs fit best in the following sentences. What other verbs could you use instead?
- •Are you ready to order? How much is that?
- •3. Match the English words with their Russian equivalents:
- •1. Fill in the blanks with prepositions where necessary:
- •3. Translate the following sentences into English:
- •Unit IV. Conference Registration
- •A. Getting registered.
- •1. Samarin is getting registered for the conference. Listen to the conversation and decide where the questions “a-d” go. A. Do you mean I must have it typed?
- •B. Looking through the file.
- •2. Read the dialogue and check your answers:
- •4. Work in groups. Find out about your partners’ experiences of looking after an English-speaking visitor. Ask questions about:
- •1. Match the English words with their Russian equivalents.
- •Unit 5. The Opening Session.
- •Increase your vocabulary
- •2. Fill in the empty spaces with these words:
- •3. Write the English equivalents of the following phrases and complete the sentences with your own ideas.
- •4. Act as a chairman giving an opening address at an international conference. Include the following points:
- •B. Outlining the conference programme
- •1. Read and translate the text.
- •3. Imagine that you are the chairman of the scientific committee speaking to the participants of a conference. Address the audience and give general information about the conference:
- •1. Fill in the blanks with prepositions where necessary:
- •2. Translate into English.
- •Unit VI. A Working Group Session
- •Increase your vocabulary
- •A. Presenting a paper.
- •1. Read and translate the text.
- •B. Holding the discussion
- •3. Recollect the phrases from “Increase your vocabulary” which can be used during the discussion in order:
- •2. Translate into English.
- •Unit VII. Good-bye, London
- •Increase your vocabulary
- •A. Confirming the flight
- •B. Saying good-bye
- •2. Imagine that you are parting with an English colleague. Act out the farewell.
- •3. Learn the dialogue b and act out the parting following this conversation. Revise
- •1. Match 1-7 to a-g
- •2. Translate from Russian into English:
- •Part III
- •Grammar in scientific context
- •Unit I. Tenses in the Active Voice
- •The present simple tense
- •The past simple tense
- •The future simple tense
- •The present continuous (progressive) tense
- •The past continuous tense
- •The future continuous tense
- •The present perfect tense
- •The past perfect tense
- •The future perfect tense
- •The past perfect continuous tense
- •The future perfect continuous tense
- •Revision of tenses
- •Unit II. The passive voice
- •Unit III. The Sequence of Tenses
- •Unit IV. Modal verbs
- •Unit V. Conditional sentences
- •Unit VII. The gerund
- •Unit VIII. The participle
- •Unit X. The Complex Sentence
- •Unit XI. Multifunctional Words
- •Text I Scientific imagination.
- •Text II National Research Council
- •1. Read the text and write an abstract of the text in 3 sentences.
- •Text III New trains, new business
- •1. Read the text below and think of the word which best fits each
- •Text V Eurobot designed to handle mundane tasks in space
- •1. Read the text and decide if the following statements are true (t) or false (f):
- •Text VI Sound-activated toys
- •1. Read the texts. Refer to the list below and fill in the blanks with the best word(s).
- •Text VII a new gene
- •1. Read the texts. Refer to the list below and fill in the blanks with the best word or words.
- •Part V supplement Opening phrases
- •List of words and expressions
- •List of questions
- •Simulation Game
- •International Scientific Conference “Modern Technologies”
- •1. The Opening Address
- •2. Outlining the symposium program.
- •3. Plenary Session
- •K.B.: Ms Poslamovskaya, what is of particular interest in your work?
- •4. Break Socializing during the break
- •(After the break)
- •5. Working Group Session on Chemical Engineering.
- •6. Closing notice
- •Grammar Reference Система видо-временных форм английского глагола в действительном залоге
- •Группа времен Simple
- •Present Simple
- •Past Simple
- •Future Simple
- •Группа времен Continuous (Progressive)
- •Группа времен Perfect
- •Present Perfect
- •Past Perfect
- •The Sequence of Tenses
- •Modal verbs
- •Глагол can (could)
- •Глагол may (might)
- •Глагол must
- •Глаголы should и ought to
- •Conditional sentences
- •The infinitive
- •The gerund
- •The participle
- •Список литературы
- •Содержание
- •400131, Г. Волгоград, пр. Ленина, 28
- •400131, Г. Волгоград, ул. Советская, 35
Unit III. At a Scientific Seminar
Professor: Scientific innovation is the topic of our seminar today. Let’s discuss some items regarding this problem. Who would like to begin?
Student A: I’d like to stress the great impact of scientific innovation on technology.
Professor: I’m not quite sure what you mean here: the impact of today’s scientific activity on today’s technology or the impact of today’s scientific innovation on future technology?
Student A: Well, I think the interval between a new discovery and its impact on industry is different depending on the field of innovation. For example, in the case of the transistor it took about twenty years.
Student B: But contemporary science moves much faster. Scientific developments in Information Technologies have quickly led to remarkable progress in this area. Say, five years ago we had no idea about such novelties as 3G Technologies, HDTV and others. This field is developing very rapidly.
Professor: Well, and what about the source of innovation? Do you think it is a group inventor or an isolated inventor?
Student B: I think things have changed now and the group inventor has been put up to the fore instead of a lone inventor.
Student A: I don’t agree. In my opinion the original brilliant idea is always the product of one man’s genius.
Student B: But he is not isolated, he lives in a group environment, works with people, having intellectual contacts and that’s the main advantage of his scientific and technical competence.
Student A: You are probably right. Still we can speak about two stages of innovation. The first one is a new idea put forward by a genius, the second is a group activity requiring many people’s efforts and involving both a sophisticated body of information and sophisticated technology.
Professor: Well, I think both points of view are worth considering. Perhaps we’ll do it next time and now I’d like to draw your attention to the problem we dealt with last time.
Words and word combinations to be memorized
scientific innovation a source
scientific activity to put to the fore
an impact contemporary science
to invent to have the advantage
inventor to put forward an idea
a brilliant idea a sophisticated technology
technical competence a sophisticated body of information
people’s efforts a genius
to be worth considering to draw smbd’s attention to smth.
Exercises
1. Answer the following questions on the text:
1) What is the topic of the scientific seminar? 2) What is the first problem raised at the seminar? 3) What does an interval between a new discovery and its impact on industry depend on? 4) How long did it take in the case of the transistor? 5) Do you agree with student B.’s opinion about achievements of contemporary science in Information Technology? 6) What kinds of inventors are discussed at the seminar? 7) What is the potential role of the lone inventor? 8) Has the isolated inventor been replaced by the group? 9) What is your opinion about the source of innovation?
2. Form nouns from the following words with the help of suffixes used for people’s activities, specialities or professions. Translate into Russian, think of your own examples.
EXAMPLE: science – a scientist
technology, research, technique, physics, environment, industry, to innovate, to develop, to invent, fundamental, active, mathematics, chemistry, theory, experiment
3. Being postgraduate students you do your research in different fields of science: chemistry, physics, economics, mechanics, philosophy. But are you familiar with these newer branches of science? Choose the definition for each of them from the list.
genetic engineering cybernetics information technology bioclimatology nuclear engineering astrophysics
The study of the way information is moved and controlled by the brain or by machinery.
The application of physical laws and theories to stars and galaxies.
The study of the artificial manipulation of the make-up of living things.
The study of the way nuclear power can be made useful.
The study of technology related to the transfer of information.
6) The study of climate as it affects humans.
4. Work in pairs and discuss the importance of each field and its possible connection with your research. Use the following phrases:
to be engaged in the solution of some particular problem;
to be concerned with/ to deal with;
to be especially interested in;
to take interest in;
to be outside the scope of research
5.1. Look through the list of some achievements of modern technology. Mark each of them from 0 to 5 depending on how important they are to you in your life: DVD player, food-processor, answerphone, HDTV, iPhone 3G
5.2. Work in pairs and share your opinion with each other. Find the differences and common things between you and be ready to report them back to the group.
6. Agree or disagree to the following statements.
EXAMPLE: - I know (that) your University trains postgraduate students.
- Yes, you are right/ that’s right/I agree with you. Besides our University does research.
- No, I’m afraid you are mistaken (misinformed)/ I don’t think so. Our University doesn’t train post-graduate students. It trains only undergraduates.
1) As far as I know you carry on research into many problems of vital importance.
2) I found that all teachers combine activities in research with experimental work.
3) I believe you base your experiment on theoretical considerations.
4) According to what I’ve been told every postgraduate of our laboratory is working on the same problem.
5) I think the facilities of our University are quite up-to-date.
6) Do you agree that: “Genius does what it must and talent does what it can”?
7. Translate into English.
1) Я занимаюсь физикой под руководством профессора В. 2) Он талантливый изобретатель. 3) В прошлом году он защитил диссертацию и ему была присуждена степень доктора технических наук. 4) Под руководством профессора Д. сотрудники нашего университета разработали новые методы. 5) Группа, которой руководит доктор А., сделала важное открытие в области квантовой оптики. 6) Инновационный исследовательский центр был создан благодаря совместным усилиям многих сотрудников нашего университета. 7) Новые открытия приводят к возникновению новых областей исследований. 8) Работа в любой области науки потребует от вас хорошего владения английским языком.
8. Work in small groups. Ask your partners questions about the experimental part of the work. Use the following words and expressions.
1) An experiment, experimental, experimentally, experimenter.
2) To make /to begin/to carry out/ to conduct/to do a set (a series) of experiments.
3) The experiment shows /proves/explains/ makes it clear that …
4) The results (the data) of an experiment enable us to determine (to estimate, to compute, to see, to conclude) something.
5) The experiment lasts/(takes/ several days.
6) The experiment is completed /is over.
7) To obtain/to classify/ to compare/ to analyze/to sum up/to summarize the data.