- •Focus on Language
- •Practice
- •Keep learning? Keep earning!
- •What are effective study habits?
- •Focus on Language
- •Practice
- •First degree courses in the uk
- •Focus on Language
- •Combined Science
- •Roleplay
- •Game “Why physics or math, etc.?”
- •“Starting your haunt of treasures”
- •1. How is a book organized? Put the words below in the correct order. Consult a dictionary if necessary.
- •Focus on language
- •Focus on language
- •Discuss
- •Technology and Libraries
- •A university is just a group of buildings gathered around a library.” Shelby Foote
- •Reading Report
- •Practice
- •It made it possible to …
- •It became possible/easy to …
- •It was a breakthrough in…
- •It found widespread application in…
- •Discuss
- •Focus on Language
- •Invention /discovery
- •1. Work with a partner. Name any accidental discoveries or inventions you have ever heard about. How did people benefit from them? Did they cause any problems?
- •Breakthroughs of the 20th century
- •Discuss
- •Do you think that scientific and technological achievements have really made the world a better place to live? Give reasons for your opinion. Focus on language
- •Practice
- •Practice
- •Double-edged sword
- •Comprehension check
- •Unit 3 Review
- •Rules of the Lab
- •Learning Objectives
- •In this module you will learn how to:
- •Comprehension check
- •3. Go back to the text and pay attention to the words in bold. Put them in the correct column that shows their function in the text.
- •Focus on language
- •Practice
- •Discuss
- •Global Warming: Facts vs. Myths myths:
- •Environmental Hazards of the Computer Revolution
- •Comprehension check
- •Make as many words as possible using the prefixes re-, dis-, over-, sub-,
- •Practice
- •The Advent of “Green” Computer Design
- •Is anything possible?
- •Into the 21st century
- •Into the Future
- •Learning Objectives
- •Science for the Twenty-First Century
- •As old as writing
- •Discuss
- •1. Read the text and give a title to it.// give it a title
- •Discuss
- •“The New Breed”
- •Introduction
- •Discuss
- •Go online. Find and read a short sci-fi story. Write a reading report. Make use of the Reading Report Form given in Module 3 Unit 2.
- •Learning Objectives
- •In this module you will learn how to:
- •Careers guidance questionnaire
- •Part-time Jobs vs. Holiday Jobs
- •The experience that is shaping the rest of my life
- •What can I do with a Science degree?
- •Interests:
Practice
1. Look back in the text and find the words with the suffixes given above. What part of speech are these words?
2. Using the suffixes from the box make different part of speech with the words below. Make up the sentences of your own with the derived words.
wide act develop design create theory
compute identify sharp mystery
Speaking |
Every discovery or invention has its downside. Work in teams. Choose one of the discoveries/inventions and write down two or more negative effects you can think of. Back up your opinion with real life examples. Back up your opinion with real
life examples. Share your ideas with the class. Follow the example below:
Example:
“I believe that invention of TV was one of the most important breakthroughs of the last century. I often find myself just glued to TV, not wanting to do anything else but watching my favorite reality shows or comedies. It’s such a waste of time … I wish I would spend more time reading books or going out with my friends, or …”
Writing |
‘For’ and ‘Against’
1. Work in pairs. Think of the arguments in favor of or against the statement:
“Scientific and technological achievements have made the world a better place to live.” Make brief notes under ‘for’ and ‘against’ headings.
Follow the model:
For |
Against |
…has made our life more comfortable |
…is used to kill people |
…improves communication, etc… |
…spoils nature, etc… |
2. Write a composition of 200-250 words discussing the statement below:
|
Study help: Outline
Introduction Paragraph 1 - Introduce the subject of the composition. State why it is an important issue at the present time.
Main body Paragraph 2 - Give the argument in favor of the statement.
Paragraph 3 - Give the argument against the statement
Conclusion Paragraph 4 - Conclude by giving a well-balanced opinion
|
Functional language |
|
It is often said that… |
Firstly / Another point is that… |
However, in my opinion, … |
Also/ besides/ what is more, … |
While it is true that…, on the other hand, … |
As a result… |
At the same time… |
Finally, it is important to remember that… |
For example, for instance, … |
To sum up / All in all, … |
Reading |
1. Before you read the text check if you know the meaning of the words below:
scientist |
inventor |
philosopher |
discoverer |
explorer |
Example: A scientist is a person who has expert knowledge of one or more
sciences, especially a natural or physical science. A scientist uses observation, experimentation and theory to learn about a subject (Biologists, physicists, chemists, geologists and astronomers are all scientists.)
2. Match the names of the scientists and researchers on the left their achievements on the right. Discuss as a class.
a) Alfred Nobel |
1) the structure of DNA |
b) Alexander Kolmogorov |
2) digital compact disk |
c) Norbert Wiener |
3) dynamite |
d) Watson & Crick |
4) MS disk operating system |
e) Edwin Hubble |
5) 1st personal computer |
f) Tim Berners-Lee |
6) underwater exploration |
g) Bill Gates |
7) proof of expanding universe |
h) Albert Einstein |
8) Linux operating system |
i) Ed Roberts |
9) theory of relativity |
j) Alfred Wagener |
10) cybernetics |
k) Reynold Johnson |
11) algorithmic complexity theory |
l) Linus Torvalds |
12) magnetic disk drive |
m) James Russell |
13) continental drift |
n) Jacques-Yves Cousteau |
14) the World Wide Web |
3. Read the text to find out some more facts about Alfred Nobel’s life and work.