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Student 3 A member of the Students’ Union↑ ⇐ ПредыдущаяСтр 18 из 18 Содержание книги
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I'm loving every minute of university life. So since last year I’ve been working for the Student's Union. In particular, I’ve been doing photography and sometimes news reporting for our university student-run newspaper. I usually do two shifts a week (that’s 10-20 hours a week with a flexible schedule), and as it is a student's union, I only work during term time. Well, I don’t earn much in this job, but my salary is enough for socializing and paying the rent. In fact, members of the students union have a lot of responsibilities. We are concerned with students' rights, living conditions as well as giving help with personal, social or academic worries, in other words, we can provide information on all aspects of student life. It is true that in this job you have to be prepared for lots of intense communication and having lots of fun as well. Actually, we are creating and supporting a great number of clubs and societies. There is a university newspaper, radio station, film society, university theatre and dance studio, windsurfers’ club and many others. So if you like being in the thick of it then you should be really enthusiastic, cheerful, easy-going and creative person. It would be great if you are good at dealing with people, organizing and making decisions. As for me, well photography has been my hobby since teenage years and I also developed skills in composing and word processing in my secondary school Poetry club. Anyway, when you need money see if there are any jobs in the university bar, shop or any other facilities there. Student 4 Pprogrammer A good idea is to try and find a job related to the subject you're studying. It helps very much when you're applying for a job after you've got your degree; after all you show some vocational experience. It may be difficult, but at least when you're studying something technical, there are jobs available that are actually paid well. As a student in Computer Science, I’ve recently found a job in a small company supporting the IT guys. So my job involves writing individual software for them. I am really well-paid, and it’s not just a summer job, it’s a part-time job throughout the year. So I work 20 hours a week. Being a programmer is very challenging. You have to be very patient and careful with detail. It's pretty much impossible to do this job well unless you are good at solving all sorts of problems, self-motivated, reliable and independent. To tell you the truth, it’s sometimes really hard to combine work and study. I mean, I often face up to meeting deadlines both at work and university. But a good salary and the experience I’m getting in this job outweigh all the difficulties. (Adapted from: www.aplus-ummerjobs.com)
Module 7 Unit 2 Interviewer We’re on the university campus to talk to some of the young scientists working in the university labs and find out the myths and the facts about their jobs. Are they slaving in the lab 24 hours a day, or off down the pub at the earliest opportunity? How hard do some of young scientists really work?
Speaker 1 “I think I work hard - I know I do. I come to work from 9.30am till 9pm at night and I often work one day at the weekend. I mean you have to work long hours to get the result and to be able to show the outside world that you're publishing, and that you're at the cutting edge. I think you'll find that all scientists who enjoy what they are doing will work phenomenal hours.” Speaker 2 “There is no typical pattern to the day of a research scientist. When you are working in the lab everything revolves around the experiment that you are doing. Sometimes you can be working from early morning right through to late at night. I don't think you ever stop working. You even have ideas in your sleep. I'm involved in a number of educational projects; apart from that, I write scientific papers. Anyway, I'm happy to work these long days. That's what I mean about a passion for research.” Interviewer What do you think scientists feel is the best thing about their job? What gives them greatest satisfaction? Speaker 1 "It’s the excitement of discovering new things, of course, and the intellectual freedom. I can write articles about the science - about the research we do, about educational projects we lead. I love my job. I can't imagine other job where I would get as much satisfaction. Science is fun, challenging, exciting. I like the job satisfaction! You can find something new and exciting in a small way quite often. Mega things happen once in a lifetime." Speaker 2 "There're so many different 'best things'! It’s great when you have an idea of how something works, and you make a prediction that turns out right. It's great when you do a popular talk, and people understand something that they've never got before - that's a lovely feeling. Every day there's a challenge - some reason to come in, and make a bit more progress on something YOU'RE interested in doing." Interviewer Science is sometimes seen as a race to be the first person to make that all-important discovery. If this is the case, how do scientists feel about sharing the results of their research along the way? Is there any competition in science between researchers? Speaker 1 "Well you always hope you are going to be the first one to discover something new. As soon as we find we have good results, the usual way we go about it is by writing a scientific paper and trying to publish it in a high priority journal, so people around the world, who are interested in that topic, can read about it. That takes time though, so if you have people you can trust who are working in the area and you know there's no competition, then you talk to them about your results. If it's an important research area then there's definitely more than one person working on a certain subject, but this can all add to the excitement." Speaker 2 “You can never keep good news down. It always gets out, because everybody in this job is an enthusiast. Otherwise you wouldn't be doing it. If you're only going to make one great discovery in your life then it could probably annoy you, but if you think you're going to make another one and so on and so on, then it's fine. Some scientists don't like to share because they think that the work they are doing is going to be their 'one big chance', and so don't have the confidence to share the information or 'let it go' into the public arena. As for me, I share my results with other scientists at conferences, or in papers, or at talks at universities. I quite enjoy sharing my results. Sometimes things do overlap, and either you'll get there first or not. But it can be quite nice to see an idea that you might have had, but not done anything about, getting developed in a paper by someone else. At least it's out there then." (Adapted from: http://royalsociety.org/)
Keys Module 1 Unit 1 Focus on language 2
Focus on language 3
Listening The first speaker - a systems learner The second speaker - a risk taker The third speaker (a child-like unconscious learner The fourth speaker - a teacher depender The fifth speaker - a translator The sixth speaker - a reader Reading Comprehension check 2
Module 1 Unit 2 Focus on Language 1 Goal: to set …, to write … down, to decide on …, to have …, to move towards …, to work towards …, to express …, to break … into …, to achieve …. Listening 3 Identify your high and low periods of attention and concentration Use the power times/high periods to study and the down times/low periods to do various routines. Study in short time blocks with short breaks. Make sure nobody/nothing will distract you. Make room for social life, friends, students’ activities, sports. Have enough time to sleep. Try to use time spent in lines to refresh some material.
Module 1 Unit 3 2. is absorb am have completed am planning 3. § that is § language § teaching
Module 2 Unit 1 Reading 1
Comprehension check 2 a) degree b) diploma c) exam d) honour course e) mark f) course g) training h) subject i) qualification j) finals
Listening 2 offer an opportunity, a course, a programme of study, the route of study, modules suit one’s interests/academic interests transfer credit points, cover modules, subjects specify the route of study gain qualification design a programme of study, a course take modules, subjects, a course provide skills, an opportunity develop skills, a course pass modules broaden interests, qualification monitor progress
Listening 3
Writing 2
Module 2 Unit 2 Reading 2 1. Pollution Science A 2. Ecology E 3. Environmental Management C 4. Environmental Chemistry D 5. Environmental Mathematics B
Listening 1
Listening 2
Comprehension check 1 a) 25 departments b) majority of science graduates especially for those who have a particular career in mind c) scientific journalism, IT specialists, medical and research managers, etc. d) at least two science themes and one non-science theme e) Combined Science tutor
Comprehension check 2 specialized: study, subjects, education, areas current: study, requirements, interest, areas wide: choice personal: requirements, choice, interest barriers between: subjects wide range of: subjects, areas programme of: study provide: education, a means of academic: excellence forward: thinking mature: student
Focus on language 2
Focus on language 3
Module 2 Unit 3 Task 1 1 this 2 the former 3 the latter 4 that 5 they 6 which 7 which 8 who 9 such as 10 that 11 that 12 it
Task 5
Task 6
Task 7 1) b 2) f 3) d 4) c 5) a 6) e
Module 3 Unit 1 Lead in 2 speak, read, write, count, solve, function, achieve, develop Listening
Focus on language 2 a) Put b) To focus e) to narrow f) you have defined, you have chosen c) first, then, next, finally d) Having set g) you find h) you have linked
Reading Comprehension check 1 a) a hypertext b) a link c) web page d) web site e) country code f) URL g) URL extension h) URL address
Comprehension check 2 a) commercial b) education and research c) government d) non-profit organization e) individuals
Comprehension check 3 .info - informative/ general use .museum - museums .biz - business .web - web-related .firm - firm/agency .mil - military
Focus on language 1
Focus on language 2 a) link together b) to evaluate c) to take time d) to design a web page e) to doublecheck f) to advocate some points of view or an idea g) to proofread h) reliable i) indicate Focus on language 3 Information: reliable, relevant, falsified, true, available, free of error, current, commercial/business, secret, factual, etc.
In the Realm of Science 2
Module 3 Unit 2 Reading Comprehansion check 2
Listening 1
Reading Focus on language 2 1) i 2) h 3) k 4) b 5) f 6) e 7) j 8) c 9) d 10) g 11) a
Module 3 Unit 3 1. c) d) e) a) b)
4. § library § periodicals
Module 4 Unit 1 Reading 3 1) g 2) d 3) j 4) f 5) h 6) i 7) a 8) e 9) c 10) b
Focus on language 2
Focus on language 3 a) had begun; got; took b) were discussing; walked c) was; had been studying; was getting tired d) roamed; had become extinct; appeared e) called; was; was studying f) realized; was asking; couldn’t answer; had been daydreaming g) had never seen; visited h) left; collected i) was writing; was vacuum cleaning; could not concentrate; got angry j) had passed; got; felt Listening 2 a) a frame b)rods c) beads The abacus is a device, usually of wood (plastic, in recent times), having a frame that holds rods with freely sliding beads mounted on them.
Listening 3
Listening 4 a) Man’s need to quantify, to count and to do mathematic calculations b) First they used their hands and fingers, and then they collected small rocks and pebbles in a pile. c) The concept of positional notation that we use today. d) It was developed about 5000 years ago. It was built out of wood and beads. e) Yes, in some countries. f) No, it’s not an automatic machine. g) It iscalled the process of symbol manipulation. Speaking 1 A) thermometer B) telescope C) metric system D) microscope
Speaking 2 Microscope: to contain, concave, angle, magnification, to focus, image Thermometer: to contain, liquid, volume, mercury, to measure, to expand Telescope: concave, to observe, constellations Compass: direction, to determine, component Metric system: to multiply, decimal, unit
Speaking 3 a) A microscope is a device that uses lenses to magnify very small objects and scientifically examine them. b) A magnetic compass is a tool for finding direction which has a freely suspended needle which always points to a magnetic north. c) A thermometer is a device that is used for measuring temperature of the air, water or people’s body. It is usually a graduated glass cylinder with a line of mercury or some other coloured alcohol that moves up when the temperature rises and moves down when it falls. d) A telescope is a cylindrical instrument which contains lenses and curved mirrors to enlarge and observe distant stars and planets/ for making distant objects look nearer and larger in order to study them.
Focus on language 2
Reading 2
Module 4Unit 2 Focus on language 7 Size: semi- mini- micro- mega Location: inter- super- extra- trans- peri- sub- Time and order: pre- fore- post- tri- multy- oct- Number:mono- bi- dec- Other: auto co- hydro- photo- aero- tele-
Focus on language 8
Reading 2
Listening 3
Module 4 Unit 3 Task 2
Task 7 The answer is 5 Module 5 Unit 1 Reading Comprehension check 1 a) huge b) affected by c) tiny d) dissolve e) major f) contamination g) damage h) contributes to i) neutralize j) extent k)exhausted l) grave m) total n) extensive o) consequences p) issue q) cramble
Focus on language 2 a) developing b) increasing c) endangered d) extinct e) contaminants f) harmful g) declining h) reactive i) damaged Focus on language 4
Listening 2 Debris is the remains of something that has been destroyed or broken up Trash is worthless material that is to be disposed or a worthless or contemptible person Litter objects strewn or scattered about; scattered rubbish Waste any materials unused and rejected as worthless or unwanted (especially left over after the completion of a process)
Module 5 Unit 2 Reading Comprehension check 2 a) improving b) worry c) waste d) manufacturers e) encourage f) reduce
Comprehension check 3 a) throw out b) dangers c) persuade d) lack for e) burning f) supports g) discard
Focus on Language 1
Focus on Language 2 discover upload disconnect enlarge recycle overnight resource upgrade disable subassemblies dismantle encourage discourage overcome subscribe
Focus on Language 4
Listening 1
Listening 2
Unit 3 Review Task 1 a) A lot of rubbish is floating in the sea, which is a real danger to health. b) The problem of soil erosion that has occurred ever since the man began destroy forests is discussed in this chapter. c) Nuclear energy comes from the energy stored within the nuclei of atoms that are the basic building blocks of all matter. d) The best things in life we often take for granted such as water and air are free. e) The manufacture of one PC requires 28kg of liquid chemicals that have to be neutralized by a further 11 kg of sodium hydroxide. f) An average PC consumes 100 watts of electricity which is equivalent to a bright light bulb when switched on but not in use. g) New machines that use no more than 30 watts are given the Energy Star Logo. h) In 1993 the USA introduced the Energy Star Logo that eliminated the need to build 10 extra power stations. i) In the USA computers use 5 % of commercial power which could rise to 15 %, or 100 billion kilowatt-hours per year by 2010. j) Some factories had developed manufacturing processes that considerably cut the amount of wastes produced. (other options are acceptable) Task 2 g) European countries formed a work group to work out the measures that will limit computer dumping. h) In order old computers can be used in schools and college they must be dismantled and adapted. i) Manufacturers are encouraged to make a lot of changes to their products so that they are more easily recycled. j) Hewlett-Packard takes back old computers, faxes, printers, etc. for disassembling the office equipment and reconditioning its components. k) Hewlett-Packard disassembles old computing equipment, reconditions its subassemblies so that they are used as spare parts for customer’s existing equipment. l) Manufacturers spend a lot of time and money for various retraining programmes in order to retrain designers, engineers and assembly workers to perform environmentally friendly computer design and manufacturing. (other options are acceptable)
Task 4
Module 6 Unit 1 Comprehension check Task 1 important - key, essential, crucial, major, vital, significant, main, indispensible, momentous
Focus on language 2 a) both … and …/as well as … b) neither … nor … c) either … or … d) not only … but also …/as well as …/both … and … e) in addition to f) due to g) because of
Listening
Reading 2 1) c 2) e 3) a 4) b 5) d
In the Realm of Science 1
Module 6 Unit 2 Reading 1 1) B 2) D 3) C 4) A Focus on language 3 a) the others; b) another; c) others; d) another; e) other; f) another; g) another; h) the other; i) others Focus on language 5 a) is going to f) will be studying b) will g) is going to be c) is having; will be helping h) is going to e) will have checked i) will be using j) will have patented Listening 1
In the Realm of Science 2 a) planet b) mercurial c) atom d) formula e) nucleus f) guinea pig
Module 6 Unit 3 Task 2 a) other b) the others c) another d) the other e) the others f) another g) the other h)another
Task 3
Task 5 a) trial and error b) to blind us with science; c) it isn't rocket science; cutting edge d).on the same wavelength Module 7 Unit 1 Reading 1 1) b, 2) a 3) d 4) c Focus on language 1
Focus on language 2 1) b, e 2) c 3) g 4) d, e 5) d 6) b 7) b, f
Focus on language 4
Focus on language 5 a) pick up (L) b) check out (L) c) be fed up with(I), put up with (I) d) find out (L) e) come across (I) f) work out (L) g) work out (I) h) drop out of (I) i) fall back with sth (I) j) break down (I) k) catch up with sb (I)
Listening 2 Student 1 Flight Attendant Student 2 Barman Student 3 Member of the Students’ Union Student 4 Pprogrammer
Listening 3
Module 7 Unit 2 Comprehension check 2
Focus on language 2
Focus on language 3 |
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