- •Unit I. Engineering
- •1. In groups of two or three discuss what engineering is and give your definition of engineering.
- •2. Think of at least five different fields of engineering and their application in the modern world.
- •4. Skim the first part of the text and compose the abc-list of modern engineering specializations.
- •5. Read the text Part 1 of Text a and compare your ideas from the warming up activity 2 with the ideas given in the text. Are there any ideas that you haven’t thought of? Text a Part 1
- •6. Answer the questions.
- •8. Complete the following sentences by choosing the correct word.
- •9. As you have noticed the letter d (in the abc-list for engineers, Activity 4) has been omitted? Produce some ideas of yours (on engineering specializations) for the letter d?
- •10. Read Part 2 of Text a, find out the difference between a mechanical engineer and a manufacturing one. What do they have in common? Part 2.
- •11. Read the text and complete the gaps using the words in the box.
- •12. Read the first passage of Part 3 and decide if the following statements are True or False:
- •Part 3.
- •13. Read Part 4 of Text a and answer the questions.
- •Part 4.
- •14. Look through the whole text (Parts 1, 2, 3, 4) and decide what career opportunities are described by the following adjectives and why? Give reasons using the words from the previous exercise.
- •20. Complete Text c with the words in brackets, using the correct tense form. Text c
- •21. Make compound nouns using the words in the box. There may be more than one possible answer.
- •22. Rearrange the sentences into correct order to compose a dialogue between an interviewer and a candidate. Act out the conversation.
- •Unit II. Industrial revolution
- •4. Read Text a and check your answer in Activity 2. Text a. Industrial revolution Part 1
- •Introduction
- •Costs and Benefits
- •Great Britain Leads the Way
- •5. Choose the correct ending a, b or c.
- •6. Answer the questions on the text Part 1.
- •8. Use these verbs from Activity 7 in the correct forms to complete the sentences. Initial letters will help you.
- •Part 2 The Industrial Revolution in the United States
- •13. Match the sentence beginnings and endings .
- •14. Answer the questions on the text Part 2.
- •15. Make 5 more questions on Part 2 and ask your partner.
- •16. Match the highlighted words in Part 2 with the definitions below.
- •17. In pairs, make a list of advantages and disadvantages of the Industrial Revolution. Report to the rest of the class about the results of your work. Do your groupmates agree with you?
- •18. Work in small groups and discuss the following questions:
- •Unit III. Manufacturing
- •Text a
- •5. Entitle the parts of Text a. You can use some items in Activity 3.
- •6. Read the first three paragraphs of the text and decide if these statements are True or False.
- •7. Answer the following questions on Text a.
- •8. Find these words and word combinations in Text a. Can you guess their meaning through the context? Translate the sentences into Russian.
- •9. Find the derivates from the verbs in Text a. Translate them into Russian.
- •11. Choose the correct word.
- •12. Arrange the words from a to the words from b in pairs of synonyms.
- •13. Make 5 sentences using the vocabulary in Activities 10 and 12. Ask your partner to translate them into Russian.
- •15. Write a brief summary of the text using the active vocabulary of the lesson and the speech patterns:
- •16. Read Text b, entitle it. Text b
- •17. Answer the questions on Text b.
- •18. Make 5 more questions on Text b and ask your partner.
- •19. Translate the sentences paying attention to the predicates in the Passive Voice.
- •20. Work in pairs and discuss the questions.
- •Unit IV. Safety
- •4. Match the highlighted words in Activity 3 with the definitions below.
- •5. Study the sentences in Activity 3. Find out:
- •6. Work in small groups. Tell about your laboratory taking into account points in Activity 5.
- •Text a. Who is responsible for health and safety? Part 1
- •10. Answer the questions on Text a.
- •11. Match the hazard with the possible result.
- •12. Match the two parts of the sentences.
- •16. Work in pairs and work out possible solutions of the hazards in Activity 11.
- •17. Read the stories and say what the people did wrong.
- •18. Write sentences saying what they should have done in these situations.
- •19. Read the dialogs and describe the circumstances the accidents may have happened.
- •20. In emergency be ready to help your coworker. It’s important to ask correct questions. Rearrange these words to form questions.
- •21. Match the sentences on the left with the responses on the right.
- •26. Match the features to the numbers on Figure 1.
- •Text b. Heavy duty scooters user manual
- •29. Work in small groups. Discuss the questions.
- •30. Read the following information and make the information to the question 4 in Activity 29 more exact.
- •Unit V. Industrial ecology
- •7. Answer the following questions on Text a.
- •8. Match the highlighted words in the text with the definitions and synonyms below.
- •9. Make 5 sentences using the vocabulary in Activity 8. Ask your partner to translate them into Russian.
- •Text b. Regulation and monitoring
- •12. Choose the best answers.
- •14. Write a brief summary of Text a and Text b using the active vocabulary of the lesson and the speech patterns:
- •15. Work in pairs and agree or disagree with the statements.
- •16. Read Text c and decide if these statements in Activity 15 are True or False. Text c
- •17. Answer the following questions on the text.
- •20. Read and translate the following sentences paying attention to ing-forms.
- •21. Translate into Russian paying attention to the functions of the Infinitive.
- •Text d
- •23. What can be the appropriate title to Text d? Explain your idea.
- •24. Work in pairs or small groups. Discuss the following issues, then report the general idea of the group to the class.
- •Unit VI. Recycling
- •1. Work in pairs and speak on the questions. Agree or disagree with your partner.
- •3. Read Text a and check if the author of the text thinks the same. Text a. Types of materials recycled
- •4. Tick the sentence that best describes the results of Recycling.
- •5. Answer the questions on Text a.
- •6. Look at the highlighted words in Text а. What do you think they mean in this context? Check in your dictionary and match the words from Text a (1-16) to the definitions (a-p).
- •7. Use these words in the correct forms to complete the sentences. Initial letters will help you.
- •Dialogue 1. Recycling
- •Dialogue 2. Environmentally-friendly products
- •11. Think of the meanings of the highlighted words. Read the comments to Dialogue 2 to check your ideas.
- •12. Give your own examples with these constructions.
- •15. Complete each sentence with a preposition or leave blank if no preposition is needed.
- •17. Complete the sentences with the correct verb.
- •20. What are the reasons for recycling? Read Text b to answer this question. Text b. Reasons for recycling
- •Unit VII. Transportation
- •Text a. Challenges facing urban transportation Part 1
- •4. Are the statements true or false according to the text?
- •5. Answer the questions on Text a.
- •6.2. Check the pronunciation of the words.
- •7. Study the highlighted words in Text a Part 1 and define their speech part: a noun, a verb, an adjective.
- •8. Match the highlighted words in Text a with the definitions below.
- •9. Which of the following are the urban transport problems, in your opinion?
- •11. Study the vocabulary. Put the words into the categories relating to the traffic problems mentioned in Text a (Part 1, Part 2).
- •12. Study Parts 1 and 2 again and write down 3 key words from each paragraph.
- •13. Talk about the urban traffic problems using key words and active vocabulary.
- •14. Work in small groups and discuss.
- •Text b.
- •16. Work in groups of 3. Discuss advantages and disadvantages of each idea.
- •18. Work in small groups. Discuss the main problems of the public transport net in your city.
- •Is it difficult to work out a public transport net for your city?
- •20. Work in pairs and discuss the questions.
- •21. Read Text c and compare it to your answers in Activity 20. Text c. Space elevators: preparing for take off
- •22. Match the highlighted verbs in Text c to the definitions.
- •23. Complete the notes using the verbs in Activity 22.
- •26. Try to predict the answer to the questions before reading the text about offshore base stations.
- •27. Read Text d and check your answers to the questions in Activity 26. Text d
- •Unit VIII. Telecommunication technologies
- •2. Work in pairs and recollect some of the latest developments in the world of telecommunications.
- •3. Make up as many words or word combinations with «phone-» as you can.
- •Text a
- •9. Choose the best way to complete each statement.
- •10. Decide whether these statements are True or False, according to the information given in the text.
- •10. Answer the following questions on Text a:
- •11. Work with a partner and discuss how you use e-mail or the Internet. What do you use them for? Brainstorm as many uses as possible for both.
- •13. Find the other English words to paraphrase the ideas in italics.
- •14. Find the right word (associated with computers or the Internet) to the following definitions. Use the tips in brackets.
- •15. Complete the sentences with the words from Activity 14.
- •17. Choose the correct or more appropriate alternative.
- •19. Complete the text with the appropriate word from the box.
- •20. Reorder the words in the mystery questions below and ask your partner to give a detailed answer to every question.
- •21. Work in pairs and discuss the questions.
- •22. Put the items in the box into one of the following categories:
- •23. Compare your answers with a partner and add another two items to each category.
- •24. Work in pairs. On a web page there are some faq (frequently asked questions) about the project called «One Laptop per Child». Can you answer them?
- •25. Now match these faq to the appropriate answers on the web page.
- •26. Now read the other faq and choose the correct answer according to the information you’ve read.
- •27. Work in groups of two or three and think of the advantages of the laptop project initiated by Nicolas Negroponte and its essential features. Report the general idea of the group to the class.
- •28. Work in small groups and discuss the issues.
- •30. Choose the best answer the question on Dialogue a:
- •31. Read Text b. This is a summary of Dialogue a. Complete the summary with the correct word. Text b
- •32. Act out Dialogue a or compose a similar one. Invent any details you like while discussing a purchase in a computer shop.
- •Reading comprehension Text 1 the ozone layer
- •1. Read the text and decide if the following statements are true (t) or false (f).
- •Text 2 anti-social amino acids gang up
- •1. Read the text and write an abstract of the text in 3-5 sentences.
- •Text 3 methods of processing and preservation of meat
- •1. Read the text and answer the questions on it.
- •Text 4 processed meat products
- •Text 5 the dangers of cow's milk
- •1. Read the text and put the paragraphs (a-d) into the correct order (1-4).
- •Text 6. Robots. History of invention
- •1. Read the text carefully and answer the question.
- •Text 7 application of robots
- •1. Read the text carefully and answer these question.
- •1. Read the text and answer the question.
- •Text 9 statistical mechanics
- •1. Answer the following questions on the text.
- •Text 10 friction
- •1. Answer the following questions on the text.
- •Introduction
- •Text 11 computer caches
- •1. Answer the following questions on the text.
- •Text 12
- •1. Read an extract from a technology magazine and explain what voip is.
- •2. Test your comprehension by choosing the best summary and fill in the gaps with the correct word.
- •Text `13 strategic innovation
- •1. Put the steps of the strategic innovation process in the correct order.
- •Text 14
- •1. Decide if the statements are True or False.
- •Список литературы
- •400005, Г. Волгоград, пр. Ленина, 28
- •400005, Г. Волгоград, ул. Советская, 35
Text 4 processed meat products
1. Read the text below and put in the proper word from the vocabulary: pork, pasteurizing, meat, water-holding, maturation, depend on, smoked, value.
The commonest cured products are sausages, bacon, pork shoulder, ham, luncheon meat. Any type of … can be cured either as whole cuts or after comminution.
Bacon is cured …, in various countries traditionally made from specified parts of the pig but it can be made from any part. There are modifications of the process including so called sweet cure with added sugar (0.25%) and mild cure with less salt.
Ham is the cured product of the upper leg and buttock of the pig and differs from gammon only in that the latter is cut from the side of bacon after it has been cured. It is stable when raw after a certain period of … but is often cooked to pasteurisation temperature, 70°C, or it may be canned at … temperature. It may be … as an additional means of preservation and flavouring.
Comminuted products such as sausages and luncheon meats are based on lean meat, which, technologically, provides water-holding and meat-binding capacity, with the addition of fatty meats and, sometimes, organ meats. The amount of these is limited otherwise the products have an unattractive soft texture and high shrinkage on cooking.
The ingredients include cereals and potato starch, termed fillers, which also serve to bulk out the supply of meat products («meat extenders»). Other ingredients include a number of substances which have considerable … and binding capacity («binders»). These include egg or egg yolk blood plasma, skim milk powder, caseinates, soya isolates, wheat gluten, whey protein and dehydrated products derived from various vegetable proteins (soybean, safflower, corn, peanut and pea protein) and their binding properties … their ability to form irreversible gels on mild heating which serve to hold together the small pieces of meat.
It is not posssible to generalise about the nutritional … of products of such variable composition.
Text 5 the dangers of cow's milk
1. Read the text and put the paragraphs (a-d) into the correct order (1-4).
Humans place themselves in the odd position of being
the only animals that consume milk after weaning.
A The harmful components of cow's milk include all the major parts of it, as well as some more minor elements. Lactose is a sugar meant for babies, but it's generally harmful to adults. The proteins in cow's milk are different from human milk proteins and cause problems of digestion, intolerance, impaired absorption of other nutrients, and autoimmune reactions. Few of the proteins meant for baby cows are found naturally in human mother's milk, and none are found in any natural adult human food. Even the high protein content in cow’s milk creates problems. Human babies need the saturated fats and cholesterol in mother's milk. Bovine milk fat is not appropriately composed for human babies and is only deleterious to the health of children and adults. Cow hormones are not meant for humans, and older children and adults are not meant to consume hormones. And, cows have been selectively bred over time to create high levels of these hormones – those being the cows that grow the fastest and produce the greatest amount of milk. Cows also concentrate pesticides and pollutants into their milk fat, from their high dietary food and water requirements. The high amount of drugs now given to cows adds to this chemical soup. But we need milk to build strong bones, don't we? Actually, heavy milk consumption leads to increased osteoporosis.
B Today, many of the problems parents have with their babies are linked to new parenting and feeding techniques that have been implemented during the recent century. Colic, for instance, is far more common in the U.S. than in many other places around the world. Two chief causes for its rise are the stress suffered by babies being regularly separated from their mothers, and the common difficulties babies have tolerating the large cow's milk proteins in infant formulas and breastfeeding mothers' diets. Cow's milk is a foreign substance that has pervaded every corner of our diets – starting with artificial infant feeds, but finding its way into mother's breastmilk through the foods she eats as well. As it turns out, health problems such as childhood diabetes, obesity, bowel disease, osteoporosis, heart disease, cataracts, colic, ear infections, hyperactivity, and cancer, on the rise in both children and adults, are strongly linked to infant feeding choices.
C Knowing and avoiding the potentially harmful effects that high dairy consumption and milk-sensitivity reactions can have on your child is just as important and loving as nursing, close bonding, and informed health care decisions. What we feed our children matters; how we parent them matters. These measures will lead to the best health, comfort and happiness available to a child. Parents have the power to create and enjoy healthier, happier children with brighter futures.
D While there are literally thousands of research studies, each revealing at least one of milk's hazards, the dairy industry goes to great lengths to stifle any damaging rumors. Blanket statements, such as, «There is simply no scientific research to back up these claims,» are easily made. With a long and successful history of dairy promotion, these are readily accepted by the public. More people need to go to the real research and learn the truth for themselves. They should be very suspicious of these foreign foods being pushed on their children. They should question motives as well as possible outcomes. Although some of the dangers of cow's milk consumption relate more to adults than to children, parents' actions form the basis for lifelong dairy-consuming habits in their children.
