- •Российской федерации
- •Н. Ю. Басуева, канд. Соц. Наук, доцент кафедры иностранных языков мифуб ТюмГу
- •1. 1 Read the text and name the parts. The world of Physics
- •1.2 Find out the Russian equivalents for the words and phrases in italics.
- •1.7 Complete the following sentences:
- •1.8 Speak on the topic.
- •1.9 Read and translate the text.
- •The world of mathematics
- •Vocabulary:
- •1.10 Read the words. State the part of speech.
- •1.13 Match the two parts of sentences :
- •1.14 Comprehension questions:
- •1.19 Complete the gaps in these sentences with the correct passive form of the verb in brackets.
- •Unit 2 Career in science Grammar reference: Passive Voice. Infinitive. Modal Verbs.
- •2.1 Work in pairs and discuss the following questions:
- •2.2 Read the text and name the paragraphs. Translate the text.
- •Vocabulary:
- •2.4 Read the following words and state the part of speech:
- •2.5 Complete the table:
- •2.6 Fill in the blanks with the corresponding words:
- •2.7 Make up questions to which the following sentences might be the answers:
- •2.8 Comprehension questions:
- •2.9 Translate into English:
- •Careers in Physics
- •2.11 Work in pairs and discuss the following questions:
- •Vocabulary:
- •2.20 Make the nouns plural
- •2.21 The facts:
- •3.1 Match the names of famous scientists with the countries:
- •3.2 Read and translate the text.
- •Stephen William Hawking
- •3.3 Find Russian equivalents to the following:
- •3.4 Read the following words and state the part of speech:
- •3.5 Make up questions to which the following sentences might be the answers:
- •3.6 Complete the following sentences:
- •3.7 Tell about the outstanding physicist Stephen William Hawking, using the key words:
- •3.8 Read and translate the text. Zhores Ivanovich Alferov
- •3.9 Give the Russian equivalents for the following words and phrases. Read them correctly.
- •3.10 Match the first part of the sentence in a with the second one in b:
- •3.11 Put the sentences in order in which they appear in the story.
- •3.12 Translate the following sentences into English:
- •3.13 Read and translate the text. Nikolay Ivanovich lobachevsky
- •Vocabulary:
- •3.14 Match the words in column a with their synonyms in column b a b
- •3.15 Read the statements below and say if they are true or false:
- •3.16 Complete the sentences:
- •3.17 What do the dates in the text refer to?
- •3.19 Speak on the scientific career of n. Lobachevsky.
- •3.20 Read and translate the text: Sofia Vasilyevna Kovalevskaya
- •Vocabulary: Ratio – отношение, пропорция, соотношение
- •3.22 Complete the following word-combinations with the prepositions given below:
- •3.23 How did Sophia surprise her teacher when she was 12?
- •3.24 Make up questions to which the following sentences might be the answers:
- •3.25 Translate into Russian:
- •3.26 Match the first part of the sentence in a with the second one in b: a b
- •3.27 Tell about the outstanding mathematician Sophia Kovalevskaya.
- •3.28 Write a sentence from the words given.
- •3.29 Scientists joke
- •4.1 Discuss in pairs the following questions and compare your answers with your groupmates:
- •4.2 Read the following text. Divide the text into paragraphs and give the title each of them.
- •4.3 Read the following words and phrases. Mind the reading rules:
- •Dialogue III
- •Dialogue IV.
- •4.9 Match the words in column a with the words in column b:
- •4.15 Fill in the gaps with an appropriate word:
- •4.16 Say what you think has happened:
- •4.17 Choose the right word:
- •4.18 Study the situations. Make up your own dialogue.
- •4.19 Read the advertisement and study the letter of application.
- •4.20 Read these three job advertisements and write a letter of application for one of them. Use the letter from below to help you:
- •4.21 Writing a personal factsheet or curriculum vitae (c. V.).
- •4.22 Work in groups of four. Read the letters written by members of your group and decide which is the most effective. (Discuss ways of making the letters clearer).
- •4.23 Match the expressions in the list below which are similar in meaning:
- •Unit 5 Writing a course paper
- •5.1 Discuss the following questions in pairs:
- •5.3 Read and translate the text: Writing a course paper
- •5.4 Match the words in column a with their synonyms in column b
- •5.6 Read and translate the dialogue. Pay attention to the italicised phrases: Dialogue I
- •5.7 Put the sentences in the logical order. Read and translate the dialogue. Dialogue I
- •5.8 Complete the dialogue in English
- •5.9 Translate into Russian. Pay attention to the underlined words and expressions.
- •5.10 Translate into English:
- •Contents
- •Unit 2. Career in science 14
- •Unit 5. Writing a course paper 59
- •Подписано в печать
4.2 Read the following text. Divide the text into paragraphs and give the title each of them.
The Undergraduate Years.
Many students start thinking about the possibility of a career when their interest is ignited by a high-school or undergraduate teacher or some other role model. This is the time to start meeting and talking with scientists and engineers in fields that interest you. These early contacts can be crucial in helping you to navigate the terrain of science and engineering as you move through your career. The undergraduate years are probably your best chance. Finding a job takes work; finding the job that you want takes hard work. Many recent science and engineering graduates are lucky enough to move into desirable employment immediately. But it's common to spend months or even more than a year in the job search. When looking for a position, do not simply rely on the want ads in the scientific journals—although this is definitely the place to begin. Think more broadly. Meetings and conferences are a good way to explore your discipline and to meet numerous people in your field and talk to them about employment—either for a postdoctoral position or a longer-term, ''real" job. You might also have the opportunity to demonstrate your research and communication skills (an excellent way is to present a poster or paper) and even to interview for positions. Your personality and natural abilities should match with the kind of performance required in various careers. Some of those skills are technical, such as the ability to operate or design complex equipment. Others allow you to apply your technical skills: the ability to reason, to spot interesting problems, to formulate hypotheses, to test those hypotheses. These allied skills acquired in graduate school are more powerful than many students recognise and can be applied to many other kinds of jobs and careers. A potential employer will assume that as a scientist or engineer, you have advanced technical skills. But some of them, including the analytic and problem-solving abilities that are central to what you do as a researcher, might remain invisible unless you are able to display them. That is, unless you also have such survival skills as communication.
4.3 Read the following words and phrases. Mind the reading rules:
survival, to acquire, hypothesis, desirable, immediately, to navigate, engineering, scientist, career, common, to require, to advance.
4.4 Find the Russian equivalents to the following:
to be ignited, crucial, undergraduate teacher, employment, to assume, skill, to be lucky, to reason, to spot, opportunity.
4.5 Find the pair of synonyms:
1. decisive a) desirable
2. to investigate b) to reason
3. to notice c) to rely on
4. attractive d) crucial
5. to examine e) to reason
6. to trust f) to explore
7. expertness g) to spot
8. to think logically h) to navigate
4.6. Find the sentences with these words and word – combinations in the text and translate them:
1. crucial 5. technical skills
2. desirable employment 6. assume
3. allied 7. the job search
4. survival 8. a longer – term job
4.7 Answer the following questions:
When do students begin thinking about their future career?
What contact can help you understand what to choose?
How much time can it take you to find a job
What are the ways of the job searching?
What should match with your personality and natural abilities?
What are technical skills?
4.8 Read and translate the dialogues. Pay attention to the italicised words and word – combinations. Act in pairs.
Dialogue I
Secretary: Good morning, MST agency.
Applicant: Good morning, I’m calling on your advertisement published in “Times” on Tuesday. I want to apply for a position of a computer programmer.
Secretary: Yes, sir. We are looking for a computer programmer. You may come tomorrow and bring your resume and application.
Applicant: Thank you. Good bye.
Secretary: Good bye.
Dialogue II
Employer: Good morning Mr. Evance.
Applicant: Good morning Mr. Kidman. I want to apply for a position of a computer programmer.
Employer: What are your qualifications in this field?
Applicant: I have a bachelor’s degree in computer science. I graduated from London College this year.
Employer: Do you have any work experience?
Applicant: Not in this field, but I’ve worked as a programmer assistant in sales department for six months.
Employer: Have you got any references from your previous job?
Applicant: Unfortunately not.
Employer: Well, I think we may take on experimental period for one month. You’ll start on 200 dollars. The hours are from 9 to 5.30 with an hour for lunch. Any questions?
Applicant: What will my responsibilities be?
Employer: You’ll be responsible for our network security. You’ll also have to install some specific programs.
Applicant: When do you want me to start sir?
Employer: In a week, if it suits you.
Applicant: Yes, of course. Thank you. Good bye.
Employer: Good bye.