- •Южный федеральный университет о. И. Сафроненко
- •Southern Federal University
- •Предисловие
- •Contents
- •In this module you will
- •Focus on Language
- •Keep learning? Keep earning!
- •What are effective study habits?
- •In this module you will
- •Focus on Language
- •In this module you will
- •Starting Your Haunt of Treasures
- •“A university is just a group of buildings gathered around a library.” Shelby Foote
- •In this module you will
- •Unexpected Discoveries
- •Metric system microscope thermometer telescope
- •Invention /discovery
- •Breakthroughs of the 20th century
- •Verb Suffixes
- •Inventor
- •Double-edged sword
- •Learning Objectives
- •In this module you will
- •Discuss
- •Environmental Hazards of the Computer Revolution
- •Work in teams of three. Make as many words as possible using the prefixes re-, dis-, over-, sub-, en-, up- . Compare as a class.
- •The advent of “green” computer design
- •Learning Objectives
- •In this module you will
- •Science for the Twenty-First Century
- •Discuss
- •Learning Objectives
- •In this module you will:
- •Part-time Jobs vs. Holiday Jobs
- •Scripts Module 1 Unit 1
- •Module 1 Unit 2
- •Module 2 Unit 1
- •Module 2 Unit 2
- •Module 3 Unit 1
- •Module 3 Unit 2
- •Module 4 Unit 1 Abacus
- •Module 4 Unit 2
- •Module 5 Unit 1
- •Module 5 Unit 2
- •Module 6 Unit 1
- •Module 6 Unit 2
- •Module 7 Unit 1
- •Module 7 Unit 2
- •Interviewer
- •Interviewer
- •Interviewer
- •Literature
- •Grand Rosenberg The New Breed// 1995 Retrieved from http://en.Wikipedia.Org/wiki/The_New_Breed_%28episode%29
- •Part-time Jobs vs. Holiday Jobs// Retrieved from e4s:co uk http://www.E4s.Co.Uk/docs/part-time-jobs.Htm
- •Internet recourses
Discuss
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Litter is ugly, dangerous and expensive. Moreover it multiplies and travels. Why is it so?
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Who do you think is responsible for solving the problem of litter in cities?
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Have you ever participated in a cleaning up activity or any other civic improvement programmes in your city? Do you think such programmes can help to improve your community? How would you feel walking along a street after you helped to clean it of litter?
Speaking |
Interview your fellow students about the most serious environmental problems in your hometown.
Functional language: Presenting another point of view Some of the people think that … Each of the interviewees believes that … Most of the people agree/disagree that … Hardly anybody/Nobody feels that … According to the majority of people … Two of … interviewees say … 50% of people point out that… Very few people/All the people claim that … etc. |
Writing |
Analyse your findings and make a bar chart like the one on the right reflecting your survey results. Write a report on the results of your survey. Make use of the Survey Report Form below.
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Study help: A survey report
To write a survey report, follow these steps:
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'A survey: …..
Introduction & Objective ………………………………………………………………………… …………………………………………………………………………
Survey takers …………………………………………………………………………. ………………………………………………………………………….
Questions & Findings …………………………………………………………………………. ………………………………………………………………………….. ………………………………………………………………………….. ………………………………………………………………………….. …………………………………………………………………………..
Conclusions ………………………………………………………………………….. ………………………………………………………………………….. …………………………………………………………………………..
Name ………………………….. Date …………………………… |
Reading |
Read the texts on various green initiatives that are introduced worldwide and make a table summarizing the information they contain. Think carefully about the structure of the table.
A
B
C
D
E
Get real |
Search the Internet, specialized magazines or talk to the experts who work in your university to get comprehensive and reliable information about one of the environmental problems in your country or the region you live in. Summarize the information you have collected and report back to the class. Follow the guidelines:
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state the problem briefly but clearly
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describe the problem in detail (the causes and effects)
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give examples of green initiatives aimed at solving the problem
Speaking |
Work in groups of 3-4 and discuss what actions as individuals you can take to help to solve the environmental problems listed below. Brainstorm solutions to some national or local problems. Use the phrases from the Functional language box. Share your solutions with the rest of the class.
What can be done… a) to control the cutting down of forests?
Functional language: Making suggestions Well, one thing to do is… Another thing to be done is … Another way to help is… If we don’t do …, we will (won’t) … It would be great to … We should … We’d better ( do sth.)… |
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to clean up the beaches?
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to reduce air pollution?
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to save rare animals and plants?
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to slow down global warming?
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to stop the spread of droughts?
Writing |
A big petroleum company has announced that it wishes to build a plant to refine petroleum products in the countryside area near your city. The plans have divided the community into three groups:
Greens:
You regard the chosen site as an area of outstanding natural beauty which should not be harmed in any way. You oppose any construction on the site.
Enthusiasts:
You welcome the economic benefits that the new plant will bring and aim to provide technological and financial support which will help the refinery to reduce its impact on the environment.
Regulators:
You would like to strengthen the rules on pollution and increase the fines on companies that release pollutants.
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Which group do you associate yourself with?
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Write a letter to the local authorities of your own city giving your opinion on this problem and saying which suggestions you agree or disagree with. Follow the model.
Your address and the date |
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6345 Willow Avenue Baltimore, Mariland 21220
4 November 2010 |
Name and address of the company/person you are writing to
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Mr. Charles H.C. Wright City Hall Special Projects Officer 19 Harbor Place Baltimore, Mariland 21220 |
Salutation If you know the name of the person, put it: Dear Mr. Wright Dear Mrs. Wright If not, put: Dear Sir(s)/Madam
The body of the letter Paragraph 1. The introduction
Paragraph 2. The message
Paragraph 3. The conclusion
If you start: Dear Sir, Finish: Yours faithfully
If you start: Dear Mr. Wright Finish: Yours sincerely |
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Dear Mr. Wright,
I am writing to express my concern about ...________________ ______________________________________________________________________________________________________ I strongly disagree with ..._(I see the importance of …)_______ ______________________________________________________________________________________________________ In my opinion ...._____________________________________ ______________________________________________________________________________________________________ ___________________________________________________ I hope you ...________________________________________ ___________________________________________________ ___________________________________________________ Thank you for your attention to this matter.________________
Yours sincerely, Janette Grayston |
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Work in pairs. Exchange your letters and read them. Is the language used by your fellow student appropriate for a formal letter? Are his/her ideas and viewpoints clear? Make any suggestions for improvements.
Project work |
All of you are at the meeting which is held to discuss the most urgent environmental problems in your city. Each student plays one of the roles described below. Read the situation and the role descriptions and decide who will play each role. Divide into 5 groups (group A – environmentalists, B – bank representatives, C – city residents, D – city council members, E – project managers). Prepare for ten minutes before you begin the meeting. Make use of the functional language in the Functional language box.
The situation
Functional language: Debating In my opinion … If you want my opinion …
Agreeing I agree (with …) I think … is right. That’s exactly what I feel.
Disagreeing I’m afraid I don’t agree (with …) I don’t think you are right. Yes, but listen … That’s nonsense!
Interrupting to make a point Forgive me for interrupting but … Can I say something? Can I make a point?
Summarizing Can we agree then that … Shall we say then that … Well, it seems that the best solution is to … |
Roles: project manager
You live in this city and work in the local branch of the World Bank. The Board of Trustees appointed you to be the person in charge of the successful realization of the eco-programme in your city. You introduce the programme of the World Bank, briefly describe the situation and conduct the meeting.
Roles: environmentalists
You are a member of the local Green Peace organization. You are concerned with the high level of industrial waste, soil and water contamination in your city. Present your project and suggest the ways for its realization.
Roles: city residents
You are worried about the shrinking of green spaces and increasing air pollution in your city. Present your project and suggest the ways and terms of its realization.
Roles: the City council member
The city council is concerned with the poor quality treatment of sewage waters. Present your project and suggest the ways and terms of its realization.
Roles: The World Bank representative
You are a member of the World Bank Board of Trustees who is responsible for choosing the most attractive project and an appropriate use of the money donated.
In the Realm of Science |
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Practice reading these compounds and chemical reactions.
H2O |
[ʹeɪtʃ ʹtu: ʹəʋ] |
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HNO3 |
[ʹetʃ ʹen ʹəʋ ʹθri:] |
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NOx |
[ʹen ʹəʋ ʹeks] |
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SO2 |
[ʹes ʹəʋ ʹtu:] |
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C + O2→CO2 |
[si: plʌs əʋ tu: give si: əʋ tu:] |
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Now take turns to read and note down the following compounds and chemical reactions.
2Mg+O2 → 2MgO CaO+H2O → Ca(OH)2
2CO+O2 → 2CO2 NaCl + AgNO3 → NaNO3 + AgCl
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Learn the pronunciation and the meaning of the chemical elements.
Ag |
[α:ʹʤentәm] |
argentum |
N |
[ʹnaitriʤәn] |
nitrogen |
Al |
[ˏæljuʹminjәm] |
aluminium |
Na |
[ʹsoudjәm] |
sodium |
Br |
[ʹbroumi:n] |
bromine |
Ni |
[ʹnikl] |
nickel |
C |
[ʹkα:bәn] |
carbon |
O |
[ʹɔksiʤәn] |
oxygen |
Cl |
[ʹklɔ:ri:n] |
chlorine |
P |
[ʹfɔsfәrәs] |
phosphorous |
Co |
[kәʹbɔ:lt] |
cobalt |
Pb |
[led] |
lead |
Cs |
[ʹsi:zjәm] |
caesium |
Pu |
[plu:ʹtounjәm] |
plutonium |
Cu |
[ʹkɔpә] |
copper |
Ra |
[ʹreidjәm] |
radium |
H |
[ʹhaidriʤәn] |
hydrogen |
S |
[ʹsʌlfә] |
sulfur |
Hg |
[haiʹdrα:ʤirәm] [ʹmә:kjuri] |
hydrargyrum mercury |
Si |
[ʹsilikәn] |
silicon |
Ti |
[tiʹteinjәm] |
titanium |
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I |
[ʹaiәdi:n] |
iodine |
U |
[juәʹreinjәn] |
uranium |
Li |
[ʹliϴiәm] |
lithium |
Xe |
[ʹzenɔn] |
xenon |
Mo |
[mɔʹlibdinәm] |
molybdenum |
Zn |
[ziŋk] |
zinc |
Unit 1. Progress Monitoring In this unit you have worked on the following vocabulary related to the topic “Environment”
Tick (V) the points you are confident about and cross (X) the ones you need to revise. |
Unit 2 The Downside of the Computer Era |
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Lead In |
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What kind of environmental problems has the computer era already brought about? Make a list of problems and discuss them with the rest of the class.
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Look at the picture and make suggestions on what the manufacture of one PC requires. Comment on the environmental hazards of this process.
Reading |
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Read the text. Check if your predictions of the possible environmental hazards correspond to the information from the text.