Communication. Science. Учебно-методическое пособие

UNIT 2: STRESS

31

И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE

REVIEW AND CONSOLIDATION: UNIT 1–2

1.Grammar. Look at the sentences taken from the article in Unit 2, what type of pronouns is omitted in the sentences? (repeat grammar in Grammar focus Unit 2)

An easy example comes from their work with caregivers, people

__________ look after chronically ailing spouses or parents.

Only 38 percent of the caregivers produced ______ is considered an adequate antibody response compared to 66 percent of their relaxed counterparts.

Stress, she says, causes the body to release pro-inflammatory cytokines, immune factors ________initiate responses against infections.

What’s more, because regular stress causes a chronic immune response, it can also increase a person’s risk for allergies, _______ occur when the body elicits a chronic immune response against something that’s not really dangerous (like pollen).

2. Chose the correct pronoun to complete the sentences.

1)A microscope is an optical instrument consisting of a lens or combination of lenses _____ are used for making enlarged images of minute objects.

2)A researcher is a person ______carries out academic or scientific research.

3)The sports center __________ we usually train has opened a new swimming pool these days.

4)Do you know anyone _____ could help me fix my computer?

5)The state __________ you feel free from tension and anxiety is called relaxation.

6)Anyone ______ has not handed in their report must do so by Friday at the latest.

7)It’s the book_____ I’ve told you about.

8)Helen, _______ father was also a musician, plays over 100 concerts every year.

9)A place ______ is frequent for holidays or recreation is called a resort.

32

UNIT 2: STRESS

10)What’s the name of the man ____ you were speaking at the conference yesterday?

11)The mouth of a river is the place _______ the river enters the sea.

12)This is the book _____ I need for the class.

3. Read and discuss the appeal of the following sayings and quotes.

1)You may lead a horse to the water but you cannot make him drink.

2)Live as if you were to die tomorrow. Learn as if you were to live forever. (Mahatma Gandhi)

3)Labour conquers all things. (Homer)

4)The early bird catches the worm.

5)He who never climbed never fell.

6)It is not that I’m so smart. But I stay with the questions much longer. (Albert Einstein)

7)When the going gets tough, the tough get going.

8)The mind can go either direction under stress – toward positive or toward negative: on or off. Think of it as a spectrum whose extremes are unconsciousness at the negative end and hyperconsciousness at the positive end. The way the mind will lean under stress is strongly influenced by training. (Frank Herbert)

33

UNIT 3: FUTURE

PART 1

1. Discuss the questions.

1)What do you think society and life will be like in 2030?

2)How will technology and AI (artificial intelligence)* change?

3)Think about some day-to-day* items (computers, cellphones, etc.)

and predict how they will be used and look like?

* Check the meaning of underlined words and include them into Unit vocabulary list.

2.Summarize information discussed, choose the aspects you consider the most probable and significant, make a plan or/and outline to

your answer, present it to the group.

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

___________________________________________________________

____________________________________________

3.Look at the title of the article “How AI might affect urban life in 2030”. Do you think it’s an imaginative or real situation? Discuss this question with your partner. Do you come to the same conclusion?

PART 2

1.Look at the words and their short meanings below, if necessary, enlarge the definitions and add transcription to the words.

34

UNIT 3: FUTURE

2. Read the abstract from the article “How AI might affect urban life in 2030”. (reference: “How AI might affect urban life in 2030.” ScienceDaily. ScienceDaily, 1 September 2016. www.sciencedaily.com/ releases/2016/09/160901092825.htm). If necessary, leave notes on the margins next to the passages.

Notes Abstract Notes

“A panel of academic and industrial thinkers has looked ahead to 2030 to forecast how advances in artificial intelligence (AI) might affect life in

a typical North American city – in areas as diverse as transportation, health care and education – and to spur discussion about how to ensure the safe, fair and beneficial development of these rapidly emerging technologies.

35

И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE

Notes Abstract Notes

Titled “Artificial Intelligence and Life in 2030,” this year-long investigation is the first product of the One Hundred Year Study on Artificial Intelligence (AI100), an ongoing project hosted by Stanford to inform societal deliberation and provide guidance on the ethical development of smart software, sensors and machines.

The report is broken into eight sections focusing on applications of AI. Five examine application arenas such as transportation where there is already buzz about self-driving cars. Three other sections treat technological impacts, like the section on employment and workplace trends which touches on the likelihood of rapid changes in jobs and incomes.

The eight sections discuss:

-Transportation: Autonomous cars, trucks and, possibly, aerial delivery vehicles may alter how we commute, work and shop and create new patterns of life and leisure in cities.

-Home/service robots: Like the robotic vacuum cleaners already in some homes, specialized robots will clean and provide security in live/work spaces that will be equipped with sensors and remote controls.

-Health care: Devices to monitor personal health and robot-assisted surgery are hints of things to come if AI is developed in ways that gain the trust of doctors, nurses, patients and regulators.

-Education: Interactive tutoring systems already help students learn languages, math and other skills. More is possible if technologies like natural

language processing platforms develop to augment instruction by humans.

36

UNIT 3: FUTURE

-Entertainment: The conjunction of content creation tools, social networks and AI will lead to new ways to gather, organize and deliver media in engaging, personalized and interactive ways.

-Low-resource communities: Investments in uplifting technologies like predictive models to prevent lead poisoning or improve food distributions could spread AI benefits to the underserved.

-Public safety and security: Cameras, drones and software to analyze crime patterns should use AI in ways that reduce human bias and enhance safety without loss of liberty or dignity.

-Employment and workplace: Work should start now on how to help people adapt as the economy undergoes rapid changes as many existing jobs are lost and new ones are created”.

3.Read the abstract from the article “How AI might affect urban life in 2030”.(reference:“HowAImightaffecturbanlifein2030.”ScienceDaily.ScienceDaily,

If necessary, leave notes on the margins next to the passages. Include unfamiliar words and expressions into Unit vocabulary list.

37

И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE

38

PART 3

1.Match the words to their short definitions. You can check your answers in the Answer key section.

39

И. И. ЛУШНИКОВА. COMMUNICATION: SCIENCE

2. Complete the definitions to the words in the table.

1equipment

2intelligence

3workplace

4income

5investment

6distribution

7vaccines

40