Unit 2 There is So Much to Study in Science.

 

Lead in

1. Look at the diagram of the natural sciences and their terms. Work in teams and add 4 more terms of your own that go with the particular science.

 

2. Look at the definition of biochemistry below. Work with a partner. Give a definition of your field of study using the verbs from the Functional language box?

 

Biochemistry examines the structure and function of living organisms at the molecular level.

Functional language: Giving definitions … is a science / study of … … studies/examines/investigates/describes/deals with/determines/etc.

 

Reading

1. Look through the definitions of some natural sciences dealing with environmental issues. Match the definitions with the right titles of sciences below. Mark the key words in each definition that helped you to make the right guesses.

 

Study help Choosing techniques appropriate for your reading goals can save you time. Here are some reading techniques you may find helpful for reading efficiently—quickly and with good understanding. Guessing the new words Using a dictionary for new words Highlighting repeated or paraphrased key words.

A …is concerned with the health of our environment and the significance of pollution. It focuses around our ability to improve our understanding of the effects of pollution on plants and animals and to develop early warning markers of organisms, population or environmental health.

B …uses a high level of mathematical technique for the description and analysis of complex environmental systems. It needs complicated statistical methods in the design of experiments and interpretation of measurements in the monitoring of the environment…

C …uses scientific background to the processes which affect the environment and its management as well as considering the social, legal and policy implications of environmental issues.

D …is the scientific study of chemical and biochemical phenomena that occur in natural places. It deals with the behaviour of both natural and man-made substances in relation to atmospheric, aquatic and terrestrial environment.

E …is the science of the relationship between organisms and their environments. It is the study of harmful effects of modern civilization on the environment, with a view toward prevention or reversal through conservation.

(Adapted from Lancaster University Undergraduate Prospectus Entry 2005)

 

 

1. Pollution Science A

2. Ecology

3. Environmental Management

4. Environmental Chemistry

5. Environmental Mathematics

 

Writing

Write the definition of your field of study. Pay attention to the key words.

 

Listening

1. Work with a partner. Choose the correct explanation of the words and phrases below. Use a dictionary if necessary.

 

1. If something is hands-on it is

a) theoretical b) practical c) both

2. If something is promising it

a) is bad and useless b) is unknown c) shows potential

3. If something captivated you it was

a) dead boring b) fascinating and attractive c) absolutely new to you

4 If something is familiar to you it is

a) well-known b) strange c) understood

5. If it is a procedure of something it is a/an

a) process or method b) rule c) explanation

6. If you hesitate you feel

a) brave b) unhappy c) uncertain

7. If you have a doubt about something you

a) feel scared b) hesitate c) feel angry

8. If you decide to broaden your knowledge of a subject you

a) forget about it b) think about it a lot c) learn more about it

9. If you are inquisitive you

a) are talented b) are imaginative c) want to know more about people or things

 

2. Listen to John, Paul and July telling how they got interested in science. Tick (V) the correct piece of information about them.

Who…?	John	Paul	July
got interested by educational TV programs
loved reading science fiction books
was encouraged by their parents
is fond of experimenting
is going to become a research scientist
has a particular career in mind
hasn’t decided yet what to do in the future

 

3. Listen again and answer the questions.

a) Are they all happy with their choice of specialization?

b) Why can interest in science mean a future full of choices?

c) What are the possible disadvantages of being a research scientist?

 

Discuss

Ø Are you happy with your choice of specialization? Why?/Why not?

Ø How did you get interested in science?

Ø What are your plans for the future?

Ø Would you like to become a research scientist? Why?/Why not?

Ø What else except for an inquisitive mind one should have to be a research scientist?

Ø Do you have any particular career in mind?

Ø Do you agree that successful scientists are born rather than made? Why?/Why not?

 

Writing

Write a paragraph about your choice of specialization using the questions in Discuss and the information in the Study help box as the guidelines to help you to organize your ideas and develop a good piece of writing.

 

Study help A paragraph is a group of related sentences that develop an idea. In a paragraph there is usually one idea that is more important than all the others and it is commonly found at the beginning. The main idea is supported by major details that grow out of it. And there are also so called minor details that grow out of the major ones, i.e. examples, explanations, additional information, etc. When you write, try to join your ideas with the linking words and phrases, e.g. first of all, moreover, besides, finally, actually, in any case. When you have finished, re-read and check your work

 

Reading

1. You are going to read the text about the Combined Science (Natural Sciences) course. Before you read the text, look up the word ‘combine’ in the dictionary.

 

2. Work with a partner. What subjects do you think are included in the curriculum of the course according to its title?

 

3. Read the description of the Combined Science degree course offered by Lancaster University in Britain and check the predictions you have made.

Guess the meaning of the highlighted words. Check as a class/

 

 

 

(Adapted from Lancaster University Undergraduate Prospectus Entry 2005)

 

Comprehension check

1. Read the text more carefully and answer the questions.

a) How many departments are involved in training students in the Combined

Science course?

b) Who may find this course most attractive?

c) Does the combined course provide any particular career opportunities? What are they?

d) How many natural sciences can a student take?

e) Who can help students to make the right choice of the subjects?

 

Study help We remember new words much more easily if we think about them in relation to our own experience and if they have some personal meaning for us.

2. Match each item on the left with an

item on the right to make a phrase commonly used in English. Use prepositions where necessary.

specialized current wide personal barriers wide range programme provide academic forward mature

of   between

study requirements subjects excellence choice education student thinking interest a means of areas

 

Focus on Language

1. Read the sentences below and study the models in the box.

§ About one-third of the first year is based on course work.

§ A number of our graduates have taken up PhD studies.

Subject and verb agreement 1) Singular expression +plural noun/pronoun+ plural verb 2) + plural noun + singular verb 3) Some of + singular noun+ singular verb 4) Some of + plural noun+ plural verb 5) Plural expressions: + singular verb 6) a number of + plural noun + plural verb 7) the number of + plural noun + singular verb

 

2. Match each sentence with the right model in the box. Translate the sentences into your native language.

a) A number of applicants have already been interviewed.

b) Some of the book is good.

c) One of my friends has got a grant for his research project.

d) Thirty minutes isn’t enough time to finish this test.

e) Economics is George’s favorite subject.

f) A lot of mature students apply for a Combined Science Course.

g) More than one person is going to take up a course in programming.

h) The Netherlands is smaller than Russia.

 

3. Choose the correct verb in brackets.

a) Surveys show that the majority of school leavers (consider/considers) a

university degree a good starting point for their future career.

b) Each of the students (has/have) a notebook.

c) Of our recent graduates about half (is/are) continuing their studies for a higher degree.

d) Why (was/were) some of the students absent from classes?

e) My teenage brother thinks there (is/are) a number of good reasons for staying up late and having a good time.

f) More than one computer in this lab (has/have) broken down.

g) (Does/ Do) all of this homework have to be finished by tomorrow?

h) Statistics (is/are) a branch of mathematics.

 

Speaking

Work in groups. Look through the scheme of the degree course in Combined Science offered in Lancaster University. Design a modular degree course that suits your particular needs and interests.

 

Get Real

Visit a website of any European or American university to learn more about modular courses in your subject area. How would you structure a degree course in Combined Science? Use the scheme of the “Themes” above. Prepare a short talk.

 

Writing

1. Write a paragraph of 150 words to describe a Modular Course in Combined

Science you would like to take. Use these questions to organize your ideas and develop a good piece of writing.

§ Do you find it useful to plan your education?

§ What attracts you most in a Modular Course in Combined Science?

§ Would such a course offer the right qualifications for your future career?

 

2. In pairs exchange and check each other’s paragraphs. Which science proves to be most popular with your academic group?

 

In the Realm of Science

Read the expressions for fractions, decimals and percentages.

one half, a half

one third

two thirds

four sevenths

3 three and a quarter

0.2 nought point two

(zero) point two

0,75 nought point seven five

point seven five

25,34 twenty-five point three four

two five point three four

1% one percent

78% seventy eight percent

90% ninety percent

 

Unit 2. Progress Monitoring In this unit you have worked on the vocabulary related to the topic “Higher education”: to make a career in science   to specialize in natural/social sciences   current interest in something   to have a particular career in mind   research scientist   to study/understand/examine natural phenomena   a combined science course   barriers/ combinations between sciences   to be a hands-on science   a coursework/laboratory work/project work   an applied science area   to provide relevant experience   to decide on something   to have an inquisitive mind   to suit somebody’s needs   lab procedures/equipment     Tick (V) the words and phrases you are confident about and cross (X) the ones you need to revise.

Unit 3 Review

1. Complete the paragraph below with the words from the box.

 

 

The American education system requires that students complete 12 years of primary and secondary education before they attend university or college. …(1) may be accomplished either at public schools, or at private schools. …(2) are usually supported and financed by state and municipal governments, while …(3) are operated privately.

Numerous American colleges, schools and universities offer programs …(4) lead to a variety of degrees. …(5) include an associate degree …(6) is given upon completion of a 2-year programme and a bachelor’s degree …(7) normally requires at least four years of full-time college-level coursework. For those college graduates …(8) want to advance their careers higher education institutions offer advanced degrees …(9) a master’s degree or doctorate (also known as PhD) degree. The master’s degree typically requires two years of full-time graduate school coursework to complete. Unlike students pursuing a bachelor’s degree, students in a master’s degree program will complete courses … (10) are highly focused in their field of study (major) so the students must have already decided on the major before applying to a master’s degree program. The PhD degree is even more focused and specialized than the master’s degree. Some students will complete a master’s degree before applying to a doctorate degree program, but …(11) is not always necessary. Completion of a doctorate degree typically takes between three and six years but a student with a master’s degree may take less time to complete his PhD if …(12) is in the same field.

 

2. Complete the sentences with your own words. Use only present tenses. Pay attention to the subject-verb agreement.

a) One of my teachers …

b) A great number of first-year students …

c) A lot of news …

d) Each of the students …

e) The number of books on this subject …

f) The United Arabic Emirates …

g) Some of the information …

h) Mathematics …

 

3. Explain the similarity and difference between these pairs.

compulsory subject - optional subject

undergraduate course - graduate course

sciences - humanities

exams - finals

 

4. Find 15 words on the topic “Higher education”.

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How many words have you found?

5-6 A good try. 10-11 Not too bad. Keep trying. 15 Congratulations!

5. Read these sayings. Comment on the one you like most.

Ø “Genius without education is like silver in the mine.” Benjamin Franklin

Ø “The roots of education are bitter, but the fruit is sweet.” Aristotle

Ø “Education is what remains when we have forgotten all that we have been taught.” George Savile, Marquis of Halifax

 

6. Write the degree titles from the box under the appropriate headings below.

 

USA	UK	Russia
…	…	…
…	…	…
…	…	…
…	…	…
…	…	…

 

7. Match the numbers on the left with the correct description on the right.

1) 0.25	a) a telephone number
2) 1205 886 4539	b) a fraction
3) 89%	c) a date
4) 23/4/2006	d) a percentage
5) £95.99	e) a decimal
6) ¼	f) a price

 

Role play

 

Each one teach one

Write down a short vocabulary list (10 items) on the topic “Higher education”.

Work with a partner and compare your lists. Cross out the items you both have on your lists. Explain the meaning of the rest of the words and phrases.

 

 

 

 

“Information cannot replace education”

Earl Kiole

 

 

Learning Objectives

 

 

The objectives of this module are:

· improve info search skills

· to practise note-taking

· to learn how to give instructions

· to make use of sequence words

· to talk about various sources of information and ways of information hunting

· to revisit Passive structures

 

Unit 1 Information Hunting

 

Lead In

1. Do you know what the word literacy mean? Look up this word in the dictionary if necessary.

2. Complete the definition with the words from the box.

 

Literacy is an individual's ability to …, …, and … in a native language, and … and … problems at the levels necessary to effectively … on the job and in society to … one's goals, and … one's knowledge and potential.

 

Reading

1. Work in groups of 2-3. Within 1 minute make a list of verbs describing what you can do with information, e.g. extract information, etc. Compare your lists as a class.

2. With a partner check the difference between the words browse, navigate and search. Use a dictionary if necessary.

3. Read the text and take notes of the main points. Make use of the Study help box. Guess the meaning of the highlighted words. Check as a class.

 

As society changes, the skills needed to negotiate the complexities of life also change. In the early 1900s, a person who had acquired simple reading, writing, and calculating skills was considered literate. To achieve success in the 21st century, people also need to attain proficiency in science, technology, and culture, as well

as gain a thorough understanding of information in all its forms.

Study help To better understand the text you are reading take notes from it. - Read the text and focus on general understanding. - Review the text and locate/number the main ideas in the margins - Underline the important sub-points and examples of the main ideas - Highlight unfamiliar definitions and vocabulary - Now take notes from the text but don’t copy directly – Try to write or speak in your own words. At the same time don’t forget to use new words you have learnt.

Accessing information has become increasingly important as databases previously accessible only to library media specialists are now available to students

and other people directly. Browsing, searching and navigating online have become essential skills for all students. They need to be familiar with natural inquiry, Boolean search strategies, and organizational

systems such as cataloging, abstracting, indexing, rating because information is located in various sources across the globe.

The digitizing of resources raises new issues of analysis and evaluation. Imagine a student who is asked to prepare a presentation based on information from the Web. That student can access vast quantities of information without a lot of understanding, because search engines make accessing information so simple. To use this amount of information effectively requires a higher skill level such as evaluating and synthesizing information from a variety of sources compared with textbooks where all the information is contained within one source. In other words,

as technology makes the simple tasks easier, it places a greater burden on higher-

level skills.

All in all, students need to understand the interrelationships between library collections, proprietary databases*, and other Internet documents to ensure appropriate, effective searching and accurate evaluation of sources. Furthermore, as students access electronic resources, it is critical that they recognize the importance of honoring the intellectual property of others by strictly adhering* to copyright and fair use of laws.

So, by information literacy is meant the ability to evaluate information across a range of media; recognize when information is needed; locate, synthesize, and use information effectively; accomplish these functions using technology, communication networks, and electronic resources.

Educators all over the world are concerned with the amount of information today’s learners have access to and need to cope with. To make it less complicated an algorithm for solving information problem has been suggested. It allows the learners to gain the education they require in today’s knowledge-based, global society.

(Adapted from the site http://www.ncrel.org/engauge/skills/basiclit.htm)

----------------------------

proprietary databases - частные базы данных

strictly adhere - здесь, твердо придерживаться чего-либо

 

Discuss

Ø Do you say you are information literate?

Ø Why do educators today address the issue of information literacy?

Ø Why do you think the 21^st century is called the Information age?

Ø What other types of literacy do you think a literate person should possess nowadays?

 

Writing

With a partner work out the steps of the algorithm for solving an information problem. Discuss as a class.

 

Listening

Listen to the introductory lecture on information search on the Internet. Fill in the gaps in the notes.

 

 

 

Focus on language

1. Read the sentences and explain how simple instructions are given.

§ Think carefully about the keywords you can use to define the concept you are interested in.

§ To search using a search engine, type words into a search box.

Simple and complex instructions § To make simple instructions we use imperative e.g.: If you're looking for the Moscow University homepage, just enter Moscow University and click "I'm Feeling Lucky". Don’t rely on a date given on the search engine’s View Page.   § To add explanation use to-infinitive or by + -ing e.g.: To search using a search engine, type words into a search box. e.g.: Use keywords to form search phrases by putting quotation mark around the key words.   § To link instructions and stress their order use until + Present Simple, having + Participle II, after+ Present Perfect, once+ Present Perfect e.g.: After you've entered your search terms, try the "I'm Feeling Lucky" button. Continue this process until you reach the first single slash (/).   § To put instruction in order use sequence words: first, then, …, finally.

 

2. Complete the instructions with the correct form of the word in brackets.

a) ……………. (put) a quotation mark around the phrase if you are not sure in its exact wording.

b) ………….. (focus) on a particular meaning of a keyword, put a minus sign "-" in front of words related to the meaning you want to avoid, e.g.: intelligence –computing.

c) You can restrict your search to only one specific website by ………. (do) site: search. …………, type the word “site” and a colon. ……….., add the domain name and ………….., press the search button. (sequence words)

d) …………… (set, having + participle II) ranges for everything from dates (von Neumann 1933…1945) to weights (5000...10000 kg truck), you can easily search for specific information within the range of numbers.

e) Attach a “ + ” sign to a word or digit ……………. (narrow) your search, e.g.: World War +П.

f) After ……………….. (define) the search request as precisely as possible and ……………….. (choose) relevant keywords, start searching.

g) Keep truncating back the URL until ……………………… (find) the page’s publisher.

h) Once………………………… (link) to a retrieved site, check to see if

any information about the page’s creator is provided.

 

Get real

Visit various search engines and learn how they recommend to look for the information you want. Report back to the class on different search strategies you have learnt about.

Useful sites to search http://www.brainboost.com/ http://www.searchenginecolossus.com/ http://search.ask.com/ http://www.altavista.com/ http://search.yahoo.com/

 

Speaking

Work in pairs. Talk to your partner and find out

§ how to use Brainboost

§ how to conduct field search

§ how to find sites that have phrase ‘information literacy’ in the title

§ how to find the information on recent developments in your field of science

published within the last two months

§ how to find a definition of a word.

Be sure you use various types of instructions.

 

 

 

Reading

1. Before you read the text answer the questions.

· What does WWW stand for?

· What do abbreviations http, www, html, URL, ru mean?

· Is WWW a good source of information?

· Who owns WWW?

· Is the information on the Web regulated or monitored in any way?

· Have you ever used WWW as a research tool?

2. With a partner discuss if it is necessary to evaluate the information you find on the Internet. Give your reasons.

3. Read the text and check your guesses.

Thinking about what we have found!

By now everyone has heard the terms “Internet”, “World Wide Web”. It seems you can’t pick up a magazine or watch news without them being mentioned somewhere. There is so much information across the Internet and the Web can link together info from anywhere in the world and make it available to anyone. A high school student can jump from The Times’ financial report to a pictorial tour of Russia’s capital, Moscow, to wild scenery of central Africa – without even leaving his desk.

The Internet has brought so much to society. It helps a great number of people to express themselves, find one another, exchange ideas, discover possible peers worldwide they never would have otherwise met, and, through hypertext links in web pages, suggest so many other people's ideas and personalities to anyone who comes and clicks. And that's great treasure.

Having access to huge amounts of information is part of the Internet’s

charm, but perhaps only a small part; more significant is the ability to find, view

and make use of the information. You can move around the world as easily as to

the local library just with a click of a mouse.

The World Wide Web is a great place to accomplish research on many topics, you can find research documents, encyclopedia entry or any other information almost on any subject. For many students traveling to a library to find this information has become a near obsolete venture. Instead, they prefer using the Web.

But there is one thing – you have to evaluate carefully whatever you find on the Web. Documents can easily be copied and falsified or copied with omissions and errors - intentional or accidental. In the general World Wide Web there are no editors (unlike most print publications) to proofread and "send it back" or "reject it" until it meets the standards of a publishing house's reputation. Quality of Web resources varies tremendously. Anyone can put articles on the Web. How do you know whether the information is reliable and free of error?

Moreover most pages are designed with some purpose in mind. Businesses, small or large, advertise and sell products and services; mass media’s primary purpose is to provide extremely current information. Their URL addresses frequently end in .com (commercial). Political parties, interest groups and other non-profit organizations put forward and advocate their ideas attempting to influence public opinion. Their URL extensions will frequently be .org. Education and government institutions design web pages with the motive to present factual information such as statistical data, directories, transport schedules, annual reports. Their addresses often end in .edu, .gov or even country codes. The two letters at the end of any internet address indicate the country of origin (except for the United States), e.g., .ru stands for Russia, .ua – for Ukraine, .sz stands for Switzerland.

A great number of web pages are published by individuals who may or may

not be affiliated* with a large institution. This doesn’t mean they are necessarily ‘bad’ but it takes time to double-check, in other words, to gather the evidence on the quality of the information in the web site. Though the URL addresses may have a variety of endings, a personal name (sbaker or baker) following a tilde (~), a percent sign (%) or the words “users”, “members” or “peoples” is frequently embedded somewhere in the URL. It is the reader who establishes the validity, authority, accuracy, timeliness, integrity and objectivity of what you find and is intended to use. Using the Web as a Research Tool has become nowadays a real challenge. Remember that you are looking for quality not quantity!

(Adapted from the Internet sites)

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may be affiliated with – здесь иметь отношение, принадлежать к организации

 

Comprehension check

1. Answer the questions.

a) What types of web pages are described in the text?

b) What goals do the web page owners have in mind?

c) What criteria can be used to evaluate the information on the page?

d) What kind of information can you learn from an Internet address?

 

2. Look back in the text to find the terms that correspond to these definitions.

a) a text that contains links to other documents - …

b) a connection of a page to another webpage or file - …

c) hyperlinked document in a web network system - …

d) a set of related pages on the WWW - …

e) a two letter abbreviation indicating the country of origin the web page comes from - …

f) the address of a web page on the world wide web - …

g) domain name in the URL address - …

h) a code number that identifies the location of stored information -…

3. Find in the text what the following name extensions mean.

a).com b).edu c).gov d).org e).name

Now match the following suggestions for new extensions to their meanings.

.info - military

.museum - business

.biz - web-related

.web - firm/agency

.firm - museums

.mil - informative/ general use

 

Focus on language

1. Fill in the sentences with the prepositions if necessary. The text you have read may be of help.

a) The main idea behind the WWW is to make as much information as possible available … anyone.

b) Nowadays more people have easy access … the Internet resources.

c) The abbreviation HTML stands … HyperText Markup Language.

d) You can use this form to look … the pages of Popular Science magazine.

e) News Web pages provide their visitors … the most up-to-date information.

f) The 5-week WWW search course ended … a project work.

g) This small interest group will be very difficult to influence … public opinion.

h) Anyone can put anything … the Web for pennies in just a few minutes.

 

2. Look back in the text and find words and phrases that have similar meaning. Example: point and press - click

a) connect

b) assess

c) to invest time

d) to create a web page

e) check twice

f) to support some points of view or an idea

g) to read and correct

h) trustworthy

i) point to

 

3. Within 1 minute complete the word web below with as many adjectives as possible.

 

Project work

“The World Wide Web: the battle for your mind at your fingertips”

To achieve good results in studies it is important to have the ability to search and find relevant information and evaluate its quality.

You are members of team which is formed to work out the guidelines for

evaluating Web pages. The aim of the team is to help your fellow students to use the Internet resources for information retrieval.

1. Work in teams of 5-6. Within your teams divide into pairs and do research on the types of Web pages and their purposes; criteria for evaluation; search strategies/techniques and recommendations.

Study help When you present your oral reports, follow this procedure: a) one student introduces the group and gives an introduction to the work conducted by the group; b) the next few students present one or two of the points and some interesting comments; c) the last student concludes the presentation by summarizing and interpreting the information, e.g.: It surprised us to learn that …).

2. When your team meets again, share and summarize the information you have collected. Write the guidelines for effective information hunting. Use simple and complex instructions.

3. Prepare an oral presentation of your work. Be sure to include an introduction to the problem and a conclusion. Make use of the Study Help box.

 

In the Realm of Science

1. In the Internet and the WWW as well as in many other spheres of our life

there are a great number of symbols. Read and remember this

+ plus

- minus

~ tilde

% per cent

“” quotation marks

‘ apostrophe

: colon

* asterisk

() brackets

# lattice

@ at

& and

/ slash

. dot

 

2. Work with a partner. Look at the country codes in A. Discuss which countries the codes in A stand for. Match them with the names of countries in B and with the names of nationalities in C.

A	B	C
.sz	the Ukraine	Italian
.jp	Switzerland	German
.cz	France	Russian
.gr	Japan	British
.it	Czech Republic	Greek
.fr	Italy	Dutch
.ru	Sweden	French
.de	Russia	Japanese
.uk	The Netherlands	Swiss
.ua	the United Kingdom	American
.nl	Soviet Union (USSR former)	Ukrainian
.se	Denmark	Czech
.su	the United States of America	Swedish
.dk	Greece	Russian
. us	Germany	Den

 

Unit 1. Progress Monitoring In this unit you have worked on the vocabulary related to the topic “Information search” to look for/hunt for information   search engine to access/extract/retrieve information   search strategy/technique/tips to evaluate/double-check a source of information   to establish validity/authority/ accuracy/objectivity to put forward/advocate an idea   information literacy copyright   to browse/a browser available/relevant/up-to-date information   to search/conduct search to proofread the material   to stand for   Tick (V) the points you are confident about and cross (X) the ones you need to revise.

 

Unit 2 Treasure House

 

Lead In

1. What is a library?

2. When did you first start using a library?

3. Did you have any problems finding necessary books or information?

4. Are you a confident library user these days? Why?/Why not?

 

Reading

1. Before you read the text answer the questions.

· What information sources do you know? Which of them have you worked with?

· What is the difference between a newspaper and a magazine, a journal and a magazine?

2. Read the text. How many sources of information are mentioned? Pick out key words and phrases that go with each source.