- •Dealing with statistics вивчаючи статистику
- •Fundamentals of Statistics
- •Read and translate the text: What is statistics?
- •Complete the following sentences:
- •Present tenses Present Simple. Present Continuous. State Verbs
- •2. Fill in the gaps with the correct form of the verbs in brackets.
- •3. Fill in the gaps with the verbs in the box in the correct present tense.
- •Look at the following extracts. There are six incorrect verbs. Find and correct them.
- •Unit 2. A very brief history of statistics.
- •Practice the pronunciation of the words:
- •Read and memorize the following words and word combinations. Use them in the sentences. Pay attention to the prepositions.
- •Read and translate the following sentences:
- •Read and translate the text:
- •Why you need to use statistics
- •Past tenses 1 Past Simple. Past Continuous. Used to/ Would.
- •1. Fill in the gaps in this model answer with verbs from the box in the past simple.
- •3 A teacher and student are talking about local customs. Fill in the gaps with the verbs in brackets in the correct form. Use would or used to where possible.
- •Unit 3. Variable and constant. Discrete and continuous.
- •Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the texts:
- •Variable and constant
- •Discrete and continuous
- •5. Write out the definitions from the texts:
- •6. Complete the following sentences:
- •7. Ask 10 general questions to the text.
- •8. Give examples of:
- •Present perfect Present Perfect. Present Perfect Continuous
- •1 Tick (/) the correct underlined verbs, and correct the verbs that are wrong.
- •3. Underline the correct form of the verbs.
- •4 Fill in the gaps with a verb from the box in the present perfect simple or present perfect continuous. You will need to use some verbs more than once.
- •Unit 4. Cardinal and ordinal. Population and sample.
- •1. Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the texts:
- •5. Write out the definitions out of the texts:
- •6. Complete the following sentences:
- •7. Ask 10 general questions to the text.
- •8. Give examples of:
- •9. Summarize the contents of the text in 10 – 15 sentences. Use the expressions:
- •Past tenses іі Past Perfect. Past Perfect Continuous.
- •1 Fill in the gaps with the past perfect simple of the verbs in brackets in the positive or negative.
- •2 Complete the report with the past simple or past perfect simple of the verbs in brackets
- •Unit 5. Misuses of statistics.
- •Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the texts:
- •Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7. Answer the following questions:
- •Sum up all the information about statistics and discuss this topic with your group-mates according to the plan:
- •Future 1 Plans, Intentions and Predictions: Present Continuous; Going to; Will
- •Fill in the gaps in the second half of this model answer with phrases from the box.
- •2 Fill in the gaps with the present continuous or will-future form of the verbs in brackets.
- •Unit 6. Basic statistical vocabulary.
- •1. Practice the pronunciation of the words:
- •2. Read, translate and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the texts:
- •Variables and data
- •Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7. Answer the following questions:
- •8. Write out the definitions of variables from the texts:
- •Give examples of these variables.
- •Summarize the contents of the text in 10 – 15 sentences. Use the expressions:
- •Don’t put all your data into one basket!
- •Future 2 Present Simple; be about to; future continuous; future perfect
- •The following chart shows the results of a class survey about planned activities for Saturday afternoon. Complete the sentences using the future continuous tense.
- •Read the following projections about the future population of Australia
- •3 In six of these sentences there is a verb in the wrong tense. Underline each mistake and write the correction.
- •4 Fill in the gaps with a future form from this unit and the verbs in brackets.
- •Test Practice. Academic Writing Task 1
- •Test Yourself (Unit 1–6)
- •Unit 7. Sources of Data.
- •Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •Read and translate the following sentences:
- •Read and translate the text:
- •Complete the following sentences:
- •Ask 10 general questions to the text.
- •Answer the following questions:
- •Agree or disagree with the following statements. Use the expressions:
- •Get ready to speak about sources of data. Use the following phrases:
- •Adjectives and Adverbs Describing things; adding information about manner, place, time, frequency and intensity.
- •1 Read the test task and the students' responses. Some of the adjectives they used are underlined. If they are used correctly, put a tick (/). If they are wrong, write the correct answer.
- •2 Write the missing adjectives and adverbs.
- •3 Match the beginnings (1-8) and the endings (a-h) of the sentences. Join them by adding a suitable -ed or -ing adjective formed from one of the verbs in the box. Use each verb once.
- •4 Underline the correct words.
- •Unit 8. Presenting Categorical Data.
- •1. Practice the pronunciation of the words:
- •2. Read and memorize the following words. Use them in the sentences.
- •3. Read and translate the following sentences:
- •4. Read and translate the text:
- •Column Variable
- •5. Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7 Answer the following questions:
- •8. Agree or disagree with the following statements. Use the expressions:
- •9. Get ready to speak about “Presenting Numerical Data”. Use the following phrases:
- •Comparing things Comparative and superlative adjectives and adverbs; other ways of comparing
- •1 Fill in the gaps with the adjectives in the box in a comparative or superlative form.
- •2 Fill in the gaps with the words in brackets in a comparative or superlative form.
- •3 Fill in the gaps in the model answer below. Use one word in each gap.
- •Academic Writing Task 2
- •Unit 9. Analysing and Presenting Data.
- •1. Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •3. Read and translate the following sentences:
- •4. Read and translate the texts:
- •5. Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7. Answer the following questions:
- •Give examples of graphs you know. Modals I
- •I Obligation and necessity; suggestion and advice; adverbs
- •2 Fill in the gaps below with the correct form of (not) have to, must, (not) need or should.
- •3 Read the extract. Decide if the underlined phrases are correct or not. Tick (✓) them if they are right and correct them if they are wrong.
- •4 Fill in the gaps with the correct form of (not) have to, ought to or must(n't) and the verbs in brackets.
- •Modals II Ability; possibility; alternatives to modals
- •5 Underline the most suitable words. Sometimes both options are possible
- •6 Tick (✓) the sentence, a or b, which best matches the sentence on the right.
- •7 Replace the underlined phrases with a suitable past modal phrase.
- •Unit 10. Describing data.
- •Practice the pronunciation of the words:
- •Read and memorize the following words. Use them in the sentences.
- •3. Read and translate the following sentences:
- •4. Read and translate the texts:
- •Inferring differences and relationships
- •5. Complete the following sentences:
- •6. Ask 10 general questions to the text.
- •7. Answer the following questions:
- •11. Changes can also be described in more detail by modifying a verb with an adverb. Using a verb from box a and an adverb from box b make sentences describing the changes represented on the graph.
- •12. Read the following summary of the Magic Music Downloads. The expressions in bold refer to time and amount. Underline the expression that you think is correct according to the graph.
- •Write a brief summary of your own graph using the language you have covered in this lesson.
- •14. Extension. (If you have time in this lesson or for the beginning of the next lesson)
- •Up close and personal: Survey results
- •If your data are categorical:
- •If your data are numerical:
- •Reported speech Tense changes; time references; reporting questions; reporting verbs
- •1 Here is a conversation between Tanya and her teacher.
- •2 Underline the correct verb in each sentence.
- •3 Correct the mistakes in these sentences.
- •4 Report each of the sentences below using a verb from the box. Remember that you do not need to report the original words exactly.
- •Uniit 11 categorical data in tables and graphs
- •Practice the pronunciation of the words:
- •Memorize the following words and word combinations. Use them in the sentences. Pay attention to the prepositions.
- •Read and translate the following sentences:
- •Read and translate the text:
- •Complete the following sentences:
- •Ask 10 general questions to the text.
- •Answer the following questions:
- •Get ready to speak about presenting categorical data using tables. Draw the examples of a frequency, a cross-classification table and graphs to support your talk.
- •1 Fill in the gaps with the correct form of the verbs in brackets.
- •2 Underline the correct form of the verbs.
- •4 Fill in the gaps in the letter using both of the verbs in brackets.
- •Unit 12 numerical data in tables and graphs
- •1. Practice the pronunciation of the words:
- •2. Memorize the following words and word combinations. Use them in the sentences. Pay attention to the prepositions.
- •3. Read and translate the following sentences:
- •4. Read and translate the text:
- •Complete the following sentences:
- •6. Ask 10 disjunctive questions to the text.
- •7. Answer the following questions:
- •8. Get ready to speak about the graphs. Use the following phrases:
- •Likelihood based on conditions
- •I. Zero, first and second conditionals; other ways to introduce a condition
- •2 Fill in the gaps in the extracts below using the verbs in brackets in the correct form.
- •3 Decide if the underlined verbs are correct or not. Tick (✓) them if they are right and correct them if they are wrong
- •4 Underline the correct words.
- •II Third conditional; mixed conditionals; wishes and regrets; should(n’t) have
- •1 Fill in the gaps with the correct form of the verbs in brackets.
- •2 Read about two scientific discoveries that were made due to chance and complete the sentences.
- •3 Find and correct the mistakes in the sentences below.
- •Test Practice. Academic Reading
- •Academic Writing Task 3
- •Test Yourself (Units 7 – 12)
- •Keys to grammar exercises удалено Grammar references
- •Future continuous
- •Future perfect
- •Future perfect continuous
- •1 Adjectives
- •2 Adverbs
- •Irregular adverbs
- •Reported Statements
- •Reported Questions
- •Reported Orders
- •Reported Commands, Requests, Suggestions, etc
- •Difference in meaning between the to-infinitive and -ing form
- •The infinitive without to (also called bare infinitive) is used:
- •Conditionals:Types 2 and 3
- •Other words to introduce a condition
- •In case
- •Mixed conditionals
- •Irregular verbs
- •Glossary
- •Key vocabulary index
- •References
- •Content
3 Find and correct the mistakes in the sentences below.
If I hadn't
ateso much I wouldn't have a stomach ache now. eatenWhat would you done if you'd failed the exam?
I am starting university next autumn if I hadn't had such bad exam results.
If the government would have kept their promise, taxes wouldn't have gone up last year.
I would have finished my essay on time if I didn't have the accident.
If I was getting married next weekend, I was very excited by now.
If the economic conditions had been better when I bought this house, I might make a fortune by now.
Life today will he very different if Thomas Edison hadn't invented the electric light.
If you were more considerate, you didn't make so much noise last night.
10 If I didn't go to university, I wouldn't be doing this job now.
4 Fill in the gaps using wish or should and the words in brackets in the correct form.
You shouldn’t have left (not/leave) school so young. You'd have a better job now.
I really __________ (you/ask) me before borrowing the car yesterday. I needed to use it
I'm not enjoying my degree course at all. I _______ (I/not/choose) physics. I _______ (choose) Maths instead because I used to love it at school.
I _______ (I/study) languages at school because now I travel regularly for work to Berlin and Paris.
That man is really annoying me. I ________ (he/stop) whistling.
We're lost again. We always get lost when you have the map. You _______ (let) me have the map from the start!
I ________ (I/have) more time to work on this assignment. I'm worried I won't finish it by the deadline.
I ________ (it/stop) raining. I want to go for a walk.
I have terrible problems with my knees. I _______ (I/not/do) so much running when I was younger.
You ________ (not/tell) Paula about the party - it was meant to be a surprise
Test Practice. Academic Reading
You should spend about 20 minutes on Questions 1-12 which are based on the Reading Passage below.
Experience versus speed
Certain mental functions slow down with age, but the brain compensates in ways that can keep seniors as sharp as youngsters.
Jake, aged 16, has a terrific relationship with his grandmother Rita, who is 70. They live close by, and they even take a Spanish class together twice a week at a local college. After class they sometimes stop at a café for a snack. On one occasion Rita tells Jake, 'I think it's great how fast you pick up new grammar. It takes me a lot longer.' Jake replies, 'Yeah, but you don't seem to make as many silly mistakes on the quizzes as I do. How do you do that?'
In that moment, Rita and Jake stumbled across an interesting set of differences between older and younger minds. Popular psychology says that as people age their brains 'slow down'. The implication, of course, is that elderly men and women are not as mentally agile as middle-aged adults or even teenagers. However, although certain brain functions such as perception and reaction time do indeed take longer, that slowing down does not necessarily undermine mental sharpness. Indeed, evidence shows that older people are just as mentally fit as younger people because their brains compensate for some kinds of declines in creative ways that young minds do not exploit.
Just as people's bodies age at different rates, so do their minds. As adults advance in age, the perception of sights, sounds and smells takes a bit longer, and laying down new information into memory becomes more difficult The ability to retrieve memories also quickly slides and it is sometimes harder to concentrate and maintain attention.
On the other hand, the ageing brain can create significant benefits by tapping into its extensive hoard of accumulated knowledge and experience. The biggest trick that older brains employ is to use both hemispheres simultaneously to handle tasks for which younger brains rely predominantly on one side. Electronic images taken by cognitive scientists at the University of Michigan, for example, have demonstrated that even when doing basic recognition or memorization exercises, seniors exploit the left and right side of the brain more extensively than men and women who are decades younger. Drawing on both sides of the brain gives them a tactical edge, even if the speed of each hemisphere's process is slower.
In another experiment, Michael Falkenstein of the University of Dortmund in Germany found that when elders were presented with new computer exercises they paused longer before reacting and took longer to complete the tasks, yet they made 50% fewer errors, probably because of their more deliberate pace.
One analogy for these results might be the question of who can type a paragraph 'better': a 16-year-old who glides along at 60 words per minute but has to double back to correct a number of mistakes or a 70-year-old who strikes keys at only 40 words per minute but spends less time fixing errors? In the end, if 'better' is defined as completing a clean paragraph, both people may end up taking the same amount of time.
Computerized tests support the notion that accuracy can offset speed. In one so-called distraction exercise, subjects were told to look at a screen, wait for an arrow that pointed in a certain direction to appear, and then use a mouse to click on the arrow as soon as it appeared on the screen. Just before the correct symbol appeared, however, the computer displayed numerous other arrows aimed in various other directions. Although younger subjects cut through the confusion faster when the correct arrow suddenly popped up, they more frequently clicked on incorrect arrows in their haste.
Older test takers are equally capable of other tasks that do not depend on speed, such as language comprehension and processing. In these cases, however, the elders utilize the brain's available resources in a different way. Neurologists at Northwest University came to this conclusion after analyzing 50 people ranging from age 23 to 78. The subjects had to lie down in a magnetic resonance imaging (MRI) machine and concentrate on two different lists of printed words posted side by side in front of them By looking at the lists, they were to find pairs of words that were similar in either meaning or spelling.
The eldest participants did just as well on the tests as the youngest did, and yet the MRI scans indicated that in the elders' brains, the areas which are responsible for language recognition and interpretation were much less active. The researchers did find that the older people had more activity in brain regions responsible for attentiveness. Darren Gleitman, who headed the study, concluded that older brains solved the problems just as effectively but by different means.
Questions 1-3. Choose the correct answer A, B, C or D.
The conversation between Jake and Rita is used to give an example of
A the way we learn languages.
B the changes that occur in our brains over time.
C the fact that it is easier to learn a language at a young age.
D the importance of young and old people doing things together.
In paragraph six, what point is the analogy used to illustrate?
A Working faster is better than working slower.
B Accuracy is less important than speed.
C Accuracy can improve over time.
D Working faster does not always save time.
In the computerized distraction exercises, the subjects had to
A react to a particular symbol on the screen.
B type a text as quickly as possible.
C move an arrow in different directions around the screen.
D click on every arrow that appeared on the screen.
Questions 4-7. Complete each sentence with the correct ending A-F. Write the correct letter A-F next to Questions 4-7 below:
According to popular psychology
Researchers at the University of Michigan showed that
Michael Falkenstein discovered that
Scientists at Northwest University concluded that
A the older we get the harder it is to concentrate for any length of time.
B seniors take longer to complete tasks but with greater accuracy.
C old people use both parts of their brain more than young people.
D older people use their brains differently but achieve the same result.
E the speed of our brain decreases with age.
F older people do not cope well with new technology.
Questions 8-12 Complete the summary below. Choose NO MORE THAN ONE WORD from the passage for each answer. Write your answers in spaces 8-12 below.
People's bodies and 8 ________ grow older at varying stages. As we age our senses take longer to process information and our aptitude for recalling 9 _______ also decreases.
However, older people's brains do have several advantages. Firstly, they can call upon both the 10 ________ and 11 _________ which is already stored in their brain.
Secondly, although the 12 ________ of each side of their brain is reduced, they are able to use both sides at once.
These extracts are from the text. Without looking back at the text, match the beginnings (1-7) and endings (a-g).
... evidence shows that older people are just as mentally fit as younger people because
... although certain brain functions such as perception and reaction time do indeed take longer,
Although younger subjects cut through the confusion faster when the correct arrow suddenly popped up,
Just before the correct symbol appeared, however,
The ability to retrieve memories also quickly slides and
Drawing on both sides of the brain gives them a tactical edge, even if
... when elders were presented with new computer exercises they paused longer before reacting and took longer to complete the tasks, yet
a the speed of each hemisphere's process is slower,
b they more frequently clicked on incorrect arrows in their haste,
c the computer displayed numerous other arrows aimed in various other directions,
d they made 50% fewer errors.
e their brains compensate for some kinds of declines in creative ways that young minds do not exploit as well,
f it is sometimes harder to concentrate and maintain attention,
g that slowing down does not necessarily undermine mental sharpness