Иноязычная профессиональная коммуникация. Практикум

6)to measure;

7)instead of;

8)donation;

9)positively correlated;

10)negatively correlated;

11)charity;

12)piñata;

13)to benefit.

1.2.2 While watching

Watch the video at http://www.ted.com/playlists/214/on_generosity and choose the most

accurate summary.

a)Money doesn’t make us happy because sooner or later it can ruin our social relations.

b)Spending money on ourselves is very natural: we can buy whatever we want and this makes us happy.

c)Giving money away and spending it on others, make people feel very happy.

d)The amount of money correlates to the level of happiness.

1.2.3 Comprehension

Watch the video again and find the best answer for the questions.

1) What happens to people who win a lottery? a) They spend all the money and make debts.

b) All of their friends and everyone they have ever met, bug them for money. c) Both a) and b).

2) What did the experiment with the University of British Columbia undergraduates

showed?

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a)People who spent money on other people got happier.

b)It matters how much money you spend.

c)They didn’t spend money the way they had been asked to.

3) What were the cultural differences on what people spend money while giving them to others?

a)In wealthy countries like Canada people spent money on trivial things, but in Uganda it was to save a life.

b)In wealthy countries like Canada people spent money on some amazing things but in Uganda they spent it on trivial things.

4)Do people feel happy when they donate money?

a)Yes.

b)No.

5)What sales teams in Belgium turned out to be more efficient in selling?

a)The teams where the members spent money on their teammates.

b)The teams where the members put money into their pockets.

c)The teams where the members invest their own money into business.

6)What is the site DonorsChoose.org used for?

a)To place the requests from public school teachers who want to buy something.

b)To place the requests from low-income schools for the donators to buy something really necessary for studies.

c)To place an offer to buy some teaching stuff for low-income schools.

1.2.4 Discussion

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Together with another student make two lists of things you can spend money on. Let the first list have things for yourself and in the second one present the things for others. Share your ideas with the rest of the group and make comments.

1.2.5 Reflection

Take 100 rubles (or any other sum you can afford) and split it into two parts. One part spend on yourself, the other part spend on somebody else. Be ready to report back to the class how much money did you spend, what did you spend it on and how did you feel.

1.3 Unit 3

The wonder of Zulu wire art

1.3.1 Before you watch

Discuss the questions below.

1)Do you know any local decorative art?

2)Is it a private or public production?

3)What materials are used?

4)Are the products popular in your area?

5)Is there any interest to the product in other regions/ countries?

6)Are the products exported?

1.3.2 Vocabulary

Find pairs of synonyms. What is their meaning?

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1.3.3 While watching

Arrange the sentences in the order you hear them in the video at http://www.ted.com/talks/marisa_fick_jordan_shares_the_wonder_of_zulu_wire_art?lang uage=en

a)And that’s also modernized today, and it’s supporting work for 300 weavers.

b)We started experimenting, as you can see, in terms of shapes, forms.

c)They come on a weekly basis to Durban.

d)And I got the opportunity to start working with this community at that point, and started developing, really, mentoring them in terms of scale, in terms of design.

e)The decorative use of wire in southern Africa dates back hundreds of years.

f)But modernization actually brought communication and a whole new material, in the form of telephone wire.

g)So we coerced a wire manufacture to help us, and not only supply the materials in bobbins but to produce to our color specification.

h)And we supply to Conran shops, and Donna Karan, and so it’s kind of great.

i)In the 90s my interest and passion for transitional art forms led me to a new form, which came from a squatter camp outside Durban.

1.3.4Discussion

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Discuss the questions below. Try to use the facts from the story to give your arguments. If needed, consult the transcript.

1)How did the experiment with new materials change the traditional art?

2)Do you think the business described is a profitable one?

3)What is the social impact of this project?

2 Biology

2.1 Unit 4

How animation can help scientists test a hypothesis

2.1.1 Before you watch

Janet Iwasa, a molecular biologist, introduces a new open-source animation software designed for scientists to visualize their hypothesis. In the video at http://www.ted.com/talks/janet_iwasa_how_animations_can_help_scientists_test_a_hypot hesis?language=en you will see an example of the animated clathryn-mediated endocytosis. Think of as many words as you can to do with this lexical area and write them down.

2.1.3 While watching

Play the video and enter the words you hear

a.This particular drawing is of a process called clathrin-mediated ________________.

b.So in collaboration with a clathrin expert Tomas Kirchhausen, we decided to create

of that.

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c._______________are these three-legged molecules that can self-assemble into soccer-ball-like shapes.

d.Here's another illustration, and this is a drawing of how a researcher might think that the HIV ______________ gets into and out of cells.

e.You might be surprised to know that these simple drawings are the only way that most biologists visualize their molecular _______________.

f._____________ _____________ are unparalleled in their ability to convey a great deal of information to broad audiences with extreme accuracy.

g.Over the years, I found that animations aren't just useful for _________________

an idea, but they're also really useful for exploring a hypothesis.

h.The process of creating an animation can act as a catalyst that allows researchers to

_____________ and refine their own ideas.

i.From our ___________, we've found that it only takes 15 minutes for a biologist

who has never touched animation software before to create her first molecular animation of her own hypothesis.

j. We're also building an ____________ _____________ where anyone can view, download and contribute their own animations.

2.1.4 Further studies

Study the web-site www.molecularflipbook.org Try to create your own animation to illustrate one of the biological processes you have learnt during your Biology course.

2.2 Unit 5

How to grow fresh air

2.2.1 Before you watch

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You are going to watch a video about houseplants at http://www.ted.com/talks/kamal_meattle_on_how_to_grow_your_own_fresh_air?languag e=en Two of the following statements are true, and the others are false. Decide which two statements you think are most likely to be true.

a)The houseplants need fresh air to grow and thus they reduce its quantity indoors.

b)If we have at home some three certain green plants, then they can provide us with all the fresh air we need indoors to keep us healthy.

c)The houseplants will educe formaldehydes and other volatile chemicals.

d)Because of houseplants we need more air-conditioning indoors.

e)Having some certain plants in the office may lead to an increase in human productivity by over 20 percent.

Now what the video to see if you guessed correctly.

2.2.2 Vocabulary

How many of these words do you know? Give Russian equivalents. Consult the dictionary if needed.

allergic air-conditioned convert

indoor

lung capacity outdoor plant

reduce remove replicate occupant wipe

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Split into groups and choose five words from the list for the other teams to use in the sentences of their own. Be ready to read your own sentences out to the rest of the class.

2.2.3 While watching

While watching the video try to remember what these numbers refer to. Make notes if needed.

a)52

b)34

c)24

d)12

e)9

f)30

g)40

h)60

i)15

2.2.4 Discussion

Find out more information about the role of houseplants in providing us with fresh air. You can use the web, newspapers and journals (even those in your own language) and report your findings back during the next English class.

2.3 Unit 6

Mining minerals from seawater

2.3.1 Vocabulary

Delete one unnecessary word in each line.

a)collaborate, accumulate, late, equate, desalinate.

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b)magnesium, bacteria, metabolizing, osmosis, membrane.

c)attract, access, apply, amount, act.

d)environment, brine, footage, technique, technology.

e)electrical, reverse, detrimental, natural, local.

f)pump back out, take out, come into, remove from, produce

2.3.2 Before you watch

You are going to watch a video about mining minerals from seawater. Discuss and write down some questions you believe the video will answer.

2.3.3 Comprehension

Watch the video at http://www.ted.com/talks/damian_palin_mining_minerals_from_seawater Does it answer

any of your questions?

2.3.4 While watching

Watch the video again and answer either YES or NO for each question in the Table 2

Table 2

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