МУНИЦИПАЬНОЕ ОБЩЕОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ «ЛИЦЕЙ «ВЕКТОР»

ПРОФИЛЬНО-ОРИЕНТИРОВАННЫЙ ЭЛЕКТИВНЫЙ КУРС ПО АНГЛИЙСКОМУ ЯЗЫКУ

С ЕСТЕСТВЕННО-НАУЧНОЙ НАПРАВЛЕННОСТЬЮ “YOUNG SCIENTISTS CLUB” («КЛУБ МОЛОДЫХ УЧЕНЫХ»)

(Предпрофильная подготовка – 9 класс. Профильное обучение –10 класс)

Авторы – составители:Байсан В.И., учитель английского языка высшей квалификационной категорииБерёзкина Н.А., учитель высшей квалификационной категорииГлухович Н.А., учитель английского языка высшей квалификационной категорииЖуравлёва Н.М., учитель английского языка высшей квалификационной категорииШепелева Т.Н., учитель английского языка второй квалификационной категории

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Рецензент: Гоголева И.И., преподаватель педагогического колледжа, кандидат педагогических наук

ХАБАРОВСК – 2009

СодержаниеПояснительная записка……………………………………………………….4

Примерное тематическое планирование занятий предпрофильной подготовки………………………………………………………………………7

Занятия предпрофильной подготовки……………………………………...87

Примерное тематическое планирование занятий профильного обучения…………………………………………………………………….….33

Занятия профильного обучения………………………………………….…34

Список использованной литературы………………………………………54

Список литературы по экологии (английский язык)……………………55

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Пояснительная записка

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В рамках элективного курса английского языка “Young scientists club” («Клуб молодых ученых») учащиеся классов естественно-научного направления получают возможность осваивать английский язык в соответствии с их профильным выбором. Ученик в процессе занятий по элективному курсу узнает о профессии нечто новое, углубляется в соответствующую область знания. В результате английский язык приобретает для него личностный смысл, становится действующим фактором мотивации.

Элективный курс английского языка с естественно-научной направленностью “Young scientists club” («Клуб молодых ученых») имеет межпредметный характер. Его содержание выходит за рамки базового курса английского языка и решает проблемы, требующие синтеза знаний по ряду предметов: биологии, физики, химии, естествознания.

Выбор тематики элективного курса определен с учетом следующих основных факторов:

– высоким уровнем развития познавательного интереса учащихся классов естественно-научного направления к учебным предметам данного профиля;

– английский язык как дополнительное и важное средство получения новой информации по этим областям знания.

Цели элективного курса:–развитие иноязычной коммуникативной компетенции: лингвистической,

социокультурной, дискурсивной, социальной;– помощь ученику в выборе профиля, практическом овладении английским

языком в типичных для данного профиля видах деятельности; – расширение возможности социализации учащихся, обеспечение

преемственности между общим и профессиональным образованием.Задачи элективного курса:– развивать умения в четырех видах речевой деятельности в рамках ведущих

тем естественно-научного профиля; – расширять общекультурный кругозор учащихся, их эрудицию в различных

областях знания, в том числе и в профессионально значимых;– развивать у школьников такие важные в профессиональном отношении

познавательные процессы, как произвольное внимание, логическая память, аналитическое мышление, интерес в области естественных наук, научного мировоззрения;

– подготовить школьников к участию в межкультурном общении в устной и письменной формах с учетом их интересов и профессиональных устремлений.

С учетом возрастных особенностей учащихся и сложности языкового материала в курсе выделяется два этапа: предпрофильный и профильный.

На каждом этапе выбирается 2-3 ведущих темы, обобщенные по содержанию, что позволяет развивать языковые умения и навыки, а также общеучебные, учебно-интеллектуальные, учебно-информационные, учебно-коммуникативные умения учащихся. Содержание ведущих тем хорошо структурировано и взаимосвязано. Так на предпрофильном этапе в качестве ведущих предлагаются темы:

1. Экология: Проблемы экологии. Мир природы. Проблемы водных ресурсов: океаны, озеро Байкал, Аральское море, озеро Балхаш, Мирное озеро. Беловежская пуща. Полуостров Камчатка. Жизнь в гармонии.

2. Здоровье человека: Функции головного мозга подростка. Стрессы. Здоровое питание. Клонирование. Генномодифицированные продукты.

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На профильном этапе ведущими темами являются:1. Изобретатели и изобретения: термометр, барометр, микроскоп, двигатель

внутреннего сгорания, домашние помощники, роботы, фантастические изобретения, нелепые изобретения.

2. Великие ученые и их открытия: Ч.Дарвин, Д.Симпсон (анестезия), А.Флемминг (пенициллин), А.Эйнштейн (теория относительности), А.Белл (телефон),Л. Беард (телевизор), А.Нобель (взрывчатые вещества).

3. Лауреаты Нобелевской премии: Н.Семёнов, П.Капица, Ж.Алфёров, В.Гинсбург.

Для элективного курса приоритетным видом речевой деятельности является чтение. Такой статус чтения вытекает из самого характера работы будущего специалиста, который имеет дело с поиском, преобразованием и использованием профессионально значимой информации, представленной в печатных источниках, в том числе и на английском языке.

При профильном обучении английскому языку с естественно-научной направленностью необходимо развивать у школьников все четыре функциональных типа чтения: изучающее чтение; ознакомительное чтение; просмотровое чтение; поисковое чтение.

Элективный курс способствует совершенствованию умений читать иноязычные тексты, представляющие в информационно-содержательном плане следующие разновидности: тексты научно-популярного характера; тексты, отражающие международные связи учёных; тексты по широкому профилю будущей специальности; специализированные тексты более узкого профиля; тексты научно-фантастического характера.

Предлагаемый элективный курс “Young scientists club” («Клуб молодых ученых») рассчитан на 17 часов (1час в неделю) на этапе предпрофильной подготовки. По окончании курса достижения учащихся можно считать успешными при осознанном выборе ими профиля дальнейшего обучения. И 17 часов (1 час в неделю) на этапе профильного обучения. Итогом работы учащихся могут быть творческие отчёты по изученным темам.

В процессе работы по данным темам курса могут быть использованы исследовательская технология, проектная, методы интерактивного обучения, информационные технологии, технология личностно-ориентированного образования и пр.

Элективный курс ориентирует учебный процесс на личность ученика, на его возможности и потребности, склонности и профессиональные устремления, с тем, чтобы английский язык стал средством удовлетворения его интересов, вписался бы в общий контекст его деятельности.

Введение в учебный процесс элективного курса “Young scientists club” («Клуб молодых ученых») способствует интенсификации образовательного процесса и поддержанию у учащихся интереса к изучению английского языка.

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Занятия предпрофильной

подготовки

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Примерное тематическое планирование занятий предпрофильного курса

№ Тема Кол-во часов

1-2 Сохранение и загрязнение 23 Мир природы 1

4-5 Экологические проблемы 26 Беловежская пуща 17 Озеро Байкал 18 Аральское море 1

9-10 Чарльз Дарвин 211 Умный подросток 112 Стресс – что нужно об этом

знать?1

13-14 Правильное питание 115-16 ГМО 1

17 Клонирование 1Всего 17

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Lesson №1 Conservation and PollutionЗадачи: познакомить с проблемами окружающей среды в Великобритании;расширить общекультурный кругозор учащихся I. Look through the new words, read them aloud. Make your sentences with

these words.

To thrive процветатьEnvironment окружающая средаTo condemn осуждатьHuman habitat среда обитания людейSensitive equilibrium устойчивое равновесиеTo disgorge выбрасывать, извергатьNoxious gases ядовитые газыDump свалка, груда хлама, сваливатьToxic waste токсичные отходыTo tear вырвать, изорватьTo accommodate размещатьRubbish мусорThreat угрозаAccumulation накоплениеVast tracts of farmland огромные пространства

сельскохозяйственныхInfertile неплодородный, бесплодныйWater contamination загрязнение водыFlooding coastal areas затопление прибрежных территорийThe very survival само no себе выживаниеSpurred by poverty подталкиваемый нищетойGreed алчность, жадностьTo attempt пытатьсяWasteful РасточительныйTo recycle перерабатыватьTo conserve сохранять, сберегать, консервироватьTo inherit наследовать, унаследоватьAcid rain кислотный дождь

A green and pleasant land? Britain, like the rest of Europe, is trying to clean itself up. The recycling of paper, glass, and plastic has increased dramatically. Nevertheless the question remains: how "green" is Britain?

II. Read this article quickly. Explain the title.No time to waste

For hundreds of thousands of years, the human race has thrived in Earth's environment. By 1800 there were 1 billion people on the planet. That number had doubled by 1975. If current birth rates hold, the present population of 5.1 billion will double again in 40 years. The frightening irony is that our success as an organism could condemn the Earth as a human habitat. We have upset nature's sensitive equilibrium - disgorging noxious gases into the atmosphere, dumping toxic waste into rivers and oceans and tearing up the countryside to accommodate our rubbish.

What would happen if we did nothing about the threat to the Earth?Computers project that an accumulation of carbon dioxide in the atmosphere could drive

up the Earth's average temperature from 3° F to 9° F by the middle of the next century. Sea

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levels would rise by several feet, flooding coastal areas and ruining vast tracts of farmland. Huge areas would be infertile and become uninhabitatable. Water contamination could lead to shortages of safe drinking water.

In the last decade of the 20th century, we are at a crucial turning point. The actions of those now living will determine the future and possibly the very survival of the species. Spurred by poverty, population growth, ill advised policies and simple greed, humanity is at war with the plants, animals and elements that make up the planet and provide for our continued existence.

We only have a few years to attempt to turn things around. We must review our wasteful, careless ways; we must consume less, recycle more, conserve energy and adapt our lifestyles for the sake of those who will inherit the planet.

III. Read the first paragraph again and complete this table.Date Population

1 billion19752030IV. Give three examples of ways in which the increase in human population has

hurt the environment.V. Read the second paragraph again and answer the question in the subheading.VI. Home assessment. Can we find the way to change up the situation. Try to be

an optimist. You are welcome!

Lesson № 2 Conservation and PollutionI. Read the rest of the article and answer these questions:

1) Why does the writer say "we are at a crucial turning point"?2) In what way is the conflict between humanity and the environment like a war?

II. Work with a partner at the points mentioned about recycling. Which are the most important?

Recyclinga) generates the environmentb) conserves our recoursesc) reduces pollution and litterd) reduces acid raine) cuts energy costsf) generates jobsg) engenders a sense of community prideh) creates profitable industryi) provides funds of charityj) reduces the need for landfill sites

III. a) Which fact do you find the most surprising?b) Which situation needs the most urgent action?c) Which fact arouses the most optimism?

Fact file1. In 1990 British consumers threw away 6 million tons of paper, 2 million tones of

glass and 35 million worth aluminum2. Only 4 % of recyclable material is actually recycled.3. The estimated annual value of materials which are thrown away in Britain is£ 7S0

million per annum.

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4. In Britain there is only one bottle bank for every 14.000 people. In France and Germany the figure is one bottle bank for every 2.000.

5. At the end of 1990 80% of petrol stations sold unleaded petrol. In 1988 the figure was only 4 %.

6. Emissions from lead from petrol fell by more than 50% between 1975 and 1988, despite an increase in petrol consumption of over 7 million tones.

7. 90% of British rubbish is tipped into holes in the ground called landfill sites. There are 5.000 such landfill sites in Britain today.

IV. Make up a recycling project in group. Think about these questions:1. What are you going to recycle - paper, plastic, tins, and bottles?2. How can you encourage people to recycle - produce an explanatory leaflet or

poster, organize a competition?3. How are the things going to be collected - a central collection point, volunteer

collections, house-to-house collection?4. How can other people be made to help - form a committee, talk to other students,

persuade shopkeepers, tell the municipal authorities?5. What other events can be organized to help the project - a sale of old books,

clothes or records; a sponsored walk, bike ride or run; a collection in the town?V. Home assessment. Draw a poster about recycling in your city. Show it to

your classmates and explain.

Lesson №3. The world of natureI . Read the text and say if the information given in the text important and why.

VocabularyTo affect -влиятьObservation – наблюдение

To remind -напоминать

To reveal – показывать, разоблачатьDecline - спадTo recover – восстанавливать

1. People have always affected Nature. But during the last two centuries due to the development of industry human has transformed the environment radically. Satellite observations of the Earth have revealed that 60 per cent of land surface is damaged by industrial agricultural and other human activities.

2. The world has over 9 million square km of forests. This is a lot of trees, and also a lot of different species of trees. But they are disappearing fast. In many of our towns there are streets or areas where the names remind us that forests have been cleared to make place for us to live. Every day we see paper and cardboard -both made from wood - being used up. We see different kinds of wood being used in furniture and in other ways. Every year over 3 00,000 sq. km of forest is so badly damaged that it is very hard for it to recover.

3. At this rate, by the time you are as old as your grandparents are now; all the forests on earth could be destroyed. In fact, the rate of destruction is increasing, to in only just over thirty years there will be very little forest left in most areas. This includes rainforests in Madagascar, Ecuador. Amazonia, Cameroon, the Himalayas and the Philippines.

4. Development of industries often means the destruction of the natural habitat of rare plants and insects. The power stations in the UK are responsible for causing acid rain not only in Britain but elsewhere in Europe. More than 450 mln of Britain's trees are affected by acid rain.

5. The world is also experiencing a permanent decline in water quality and water availability. In a lot of places water supplies are poisoned with toxic chemicals and nitrates. Waterborne diseases kill 10 million people a year

6. Can we preserve the life? Can we preserve the quality of life necessary for future generations? When we are sick we try to take care of ourselves. Thеrе is nobody but us, humans, to take care

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of the Earth that is sick because of our actions. Can we do something? YES, we can. And we are the only life form that is able to destroy our life support system. But we are sensible beings and we can maintain life on Earth for the many generations to come.

II. Choose the right point.1. The environment is much spoiled because of .

a) the mismanagement in industry and agricultureb) the peoples disability to make true observationsc) с the amount of satellites in space d) the industrial progress

2. Forests are disappearing fast because a) people damage them badlyb) people prefer furniture made of woodc) there are very few species of treesd) we don't know how to make paper and cardboard

3. All the forests on Earth can disappeara) except the rainforestsb) if the rate of destruction increasesc) if your grandparents don't solve this problemd) in about three decades

4. The reason for acid rain isa) not in Britain but somewhere else in Europeb) Britain's treesc) rare plants and seedsd) power plants

5. The quality of watera) is getting betterb) is getting worsec) doesn't changed) doesn't tell on people's health

6. People can preserve life on the Earth asa) they can look after themselvesb) they have ruined their life support systemc) they can act reasonablyd) they are human

IV. Give the corresponding noun form of these verbs. Find these verbs and nouns in the text.

ObserveDestructDevelopGenerate

MaintainPreserveReveal

V. Find and translate sentences with The Passive Voice structures.

VI. Write sentences using Passive Voice.1. People have always affected Nature.2. Waterborne diseases kill 10 million people a year.

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3. The power stations in the UK are responsible for causing acid rain not only in Britain but elsewhere in Europe.

4. Every day we see paper and cardboard.5. We can maintain life on Earth for the many generations to come.VII. Home assessment.1. Write questions and use them as a plan for retelling this text.or2. Find some proverbs and quotation on this theme.

Lesson № 4. Ecological problems I. Please, read this text once.

Ecological ProblemsSince ancient times Nature has served Man, being the source of his life. For

thousands of years people lived in harmony with environment and it seemed to them that natural riches were unlimited. But with the development of civilization man's interference in nature began to increase.

Large cities with thousands of smoky industrial enterprises appear all over the world today. The by-products of their activity pollute the air we breathe, the water we drink, the land we grow grain and vegetables on. Every year world industry pollutes the atmosphere with about 1000 million tons of dust and other harmful substances. Many cities suffer from smog. Vast forests are cut and burn in fire. Their disappearance upsets the oxygen balance. As a result some rare species of animals, birds, fish and plants disappear forever, a number of rivers and lakes dry up.

The pollution of air and the world’s ocean, destruction of the ozone layer is the result of man's careless interaction with nature, a sign of ecological crises.

The most horrible ecological disaster befell Belarus and its people as the result of the Chernobyl tragedy in April 1986. About 18 per cent of the territory of Belarus was polluted with radioactive substances. Great damage has been done to the republic's agriculture, forests and people's health. The consequences of this explosion at the atomic power-station have been truly tragic for the Belarusian nation.

Environmental protection is a universal concern. That is why serious measures to create a system of ecological security should be taken.

Some progress has already been made in this direction. As many as 159 UN member-states have set up environmental protection agencies. Numerous conferences have been held by these agencies to discuss problems of ecologically unsafe regions including the Aral Sea, the South Urals, Kuzbass, Donbass, Semipalatinsk and Chernob-yl. And international environmental research centre has been set up on Lake Baikal. The international organization "Greenpeace" is also doing much to preserve the environment.

But these are only the initial steps and they must be followed by others to protect nature and save life on the planet not only for the present but also for the future generations.

II. Read the words in chorus, then in chain.interference вмешательство upsets нарушатьincrease возрастать interaction взаимодействиеenterprise предприятие befell произошлоgrain зерно, частица disaster бедствиеresearch исследование damage наносить вредvast обширный truly поистине

1. Read the text again. How many parts has it got?

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2. Give the title of the first, the second and the third parts.3. How do you think why the author has made this text in such way?4. Find in this text what the reason and the result of the environmental problems are?5. Make up sentences with word groups:-the protection of nature,-the environmental problems,-air pollution,-suffer from smog,-…should be taken

III. Look through the text one more time and find word combinations and get ready to talk about our region. Work in pairs. Ask each other questions and answer them in English!

1. Что ты знаешь об экологических проблемах нашего края?2. Что является источником загрязнения окружающей среды?3. Какие последствия небрежного вмешательства в природу можно наблюдать

сейчас?4. Почему охрана окружающей среды является общим делом?5. Какие меры предпринимаются для предотвращения экологической катастрофы?

IV. Home assessment.1. Write a report about ecological problems on our planet.

Lesson № 5. Ecological problems

I. Last lesson we talked about ecological problems. Have we got them on our planet? May be not? Share your point of view.

Student 1. : I would like to tell you about…Student 2. : As for me…Student 3.: To my mind…

II. And now let’s discuss ecological problems of our Khabarovsky krai. Divide into three groups and discuss one of these problems.

1. The by-products of industrial enterprises pollute the air we breathe.2. Our Chinese neighbours have polluted the river Amur, the water we drink.3. Every year in October all cities and villages of our krai suffer from smog. Vast forests are

burnt in fire.III. Home assessment.

1. Make up a dialogue about ecological problems of the Khabarovsky krai.2. Tell about causes of ecological disasters.

Lesson №6 The Belovezhskaya Pushcha

I. Look through the words given before the texts, then read the texts.A single nature reserve единственный природный заповедникTo remain оставатьсяMention ссылкаPrimeval первобытныйTo indicate указыватьTribe племя

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To occupy заниматьTo reside находитьсяTo govern управлятьTo declare объявлятьTo protect защищатьTo dwell задерживатьсяTo swarm роитьсяTo fortify укреплятьFurthermore Кроме того

The Belovezhskaya Pushcha, also called Belovezhskaya Forest, is located on the border between Belarus and Poland, and forms a single nature reserve with Poland's Belovezhski National Park. It is the last remaining piece of the ancient forest that once covered a vast portion of the European Plain.

The area of the Belarussian part of the reserve is about 90,000 hectares.In 1992 UNESKO put Belovezhskaya Pushcha on its World Heritage List. In 1993 the

forest received the status of a biosphere reserve, and in 1998 - the status of an international ornithological area. In 1997 Belovezhskaya Pushcha was awarded with a diploma of the Council of Europe for its immense contribution to environmental protection.

Flora and faunaMild climate (average annual temperature is about +7.4 0C) and the territory's toil

conditions are favorable for cultivating trees and shrub. The flora is represented by 958 vegetative plants, around 260 moss species, over 290 lichens and 570 kinds of mushrooms. The reserve's flora contains 65 endangered species.

A variety of flora form favorable living conditions for forest animals. The fauna of the reserve includes 59 types of mammal (including 6 rare species), 253 bird species, 11 amphibians, 7 reptiles, 24 fish species and over 11,000 invertebrates. Eleven mammal species, 52 fowl species, two reptiles, one amphibian, 8 fish species and 38 insects were included in Belarus' Red Book.

However, the most remarkable wild animal of the park - and the biggest one in Europe - is the European bison called "zubr" in Belorussian. Early in the 19th century Belovezhskaya Pushcha was the only point on the map of Europe where bisons continued to live, while they had been exterminated in the rest of Europe. Nowadays there is a free living herd of about 300 bisons.

Wolves, lynxes, polecats, and ferrets, weasels, foxes, martens, ermines, raccoons (Волки, рыси, хорьки, ласки, лисы, куницы, горностаи, еноты )and other forest inhabitants also live on the territory of Belovezhskaya Pushcha. Beavers and otters (Бобры и выдры )dwell along rivers and forest brooks while the old woods swarm with hares. Fir woods are rich in squirrels. The most numerous rodents are mice, whereas the most common insectivorous are moles and shrews.

The world of birds in Belovezhskaya Pushcha is even more varied and rich. Along with typical western species (for example, red kite or canary finch) here you can find Siberian species (the three fingered woodpecker and long tailed tawny owl) as well as birds of the North deciduous forests (e.g. the green woodpecker). Furthermore there are more than 20 species of predatory birds and plenty of wood game. Various hazel-hens are especially numerous in the Pushcha and it is the place where most of the capercailzies living in the country are concentrated, where black storks (черные аисты) build their nests and where some pheasants have been brought to breed.

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A number of rivers (the Narev, the Lesnaya Pravaya, etc.) cross the territory of the reserve. In addition, there are two reservoirs (Bolshoye Lyadskoye and Malоye Lyadskoye). About one-third of the reserve territory is occupied by swamps.

II. Answer the questions.1. The flora of the Belovezhskaya Pushcha is rich, isn’t it?2. Is the flora of the Belovezhskaya Pushcha rich? Prove it.3. What is the most remarkable wild animal of the park?4. Why are they protected? How many of them are there in the Belovezhskaya Pushcha?5. What other animals and birds live in the Belovezhskaya Pushcha?

IV. Guess of the meaning of the new words. Give your examples.Indicate – указывать – indication-?Occupy – занимать – occupation -?Fortify – укреплять – fortification- ?Declare – объявлять – declaration - ?Govern – управлять – government -?Reside – находиться – residence - ?Protect - ? -- ?

V. Home assessment..Write a tourist leaflet about the Pushcha.

Lesson №7 Lake Baikal

I. What do you know about this lake?II. Look through the words and read the text about Lake Baikal.

Purification очисткаDischarge выгружатьDump сваливатьIssue проблемаObvious очевидныйUnanimous единодушныйAlteration изменениеImpose навязыватьAdversely напротивPrimordial исконный

Pure Water in Baikal One of the biggest and most ancient lakes of world is situated nearly in the center

of Asia in a huge stone bowl set 445 m above sea level. Everyone who has been to its shores is impressed and charmed by the grandeur, size, and unusual might of this

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Siberian miracle of nature.Everybody visiting Baikal for the first time is given a glass of water straight from

the lake. At the Baikal restaurant, lake water is served as a local specialty.Visitors can look down through water 20 metres deep and count the stones on the

bottom. In this crystal-clear water some 150 types of plant and fish live. Many of them are found nowhere else in the world.

The Protection of Lake Baikal More than forty years ago a pulp-and-paper factory was built on the shore of Lake Baikal, though scientists disapproved of the project. They warned that the purification system was imperfect, but the factory continued to function. As a result, about 1,500 million cubic metres of industrial waste water have been discharged into the lake, that is, more than 50 per cent of the world's purest water have been ruined. The whole ecological system of the lake has changed greatly. Growth rates of Baikal fishes and seals have slowed down, some organisms found in no other place but Lake Baikal are disappearing. Trees are dying from the dust and gas blow-outs of the factory.

It was the problem of Lake Baikal that made our people think seriously about the principles of man-nature relations. After many discussions on Lake Baikal in the 1960s, resolutions and laws on environmental protection began to appear and an article in the USSR Constitution was formulated. However, the decisions on the protection of Lake Baikal adopted at that time did not solve the problem. Truthful information about the real situation in the area was kept from the press and the people.

In 1990s all those who are not indifferent put the problem of Lake Baikal sharply in the press, among public and in the government. A special government commission has been set up to work out new, optimal and efficient measures for the protection of the lake. The drafts drawn up by this commission were examined and a resolution has been passed. Lake Baikal and its shores have been declared a specially protected zone of the country.

Meanwhile the dumping of industrial waste into Baikal continues, and bilious smoke still rises from the plant 24 hours a day.

For over 30 years this very issue has been the centerpiece of discussions and arguments between scientists, environmentalists, developers, industrialists and governmental officials. The environmentalists lost the battle to stop construction of this huge factory on the shores of Baikal in the 1960's. Since then, there have been various efforts to use common sense and find an alternative to the existence of the Pulp and Paper Plant at the southernmost point of Baikal. Some of these efforts have been more obvious, but mostly they have consisted of "routine" work by researchers, scientists, and those who cared.

Dozens of international expeditions that worked on Baikal during recent years have come to the unanimous opinion: Baikal remains the cleanest reserve of fresh water, but the local alterations in its ecosystem near the Baikal pulp-and-paper plant and the region where the Selenga River flows into Baikal, impose their negative effects on its inhabitants.

The intensive exploitation of the Baikal Territory adversely affects the primordial, easily injured Siberian nature. We haven't yet learnt to live in harmony with it, and the way to this seems to be long.

III. Find the cognate words for the words given in bold.IV. Make a list of ecological problems of Lake Baikal.V. What measures were taken to save Lake Baikal?VI. Why do the protection of the lake so important?

VII. Home assessment. Are there any common problems between lake Baikal and the Amur river?

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Lesson №8 The Aral Sea I. Look through the words and try to guess what problems we are going to tell about.

Recede убыватьSaline солевойRemnant остатокSelf -sufficient самодостаточныйDam дамбаFlood затапливать Eventually конечном счётеDivert отвлекатьShrink уменьшатьсяAssume приниматьDredge очищатьWharves пристаниPlummeted зд.)уменьшатьсяThriving развивающийсяRusting hulks ржавые корпусы кораблейSludge грязьDwindle уменьшаться

II. Answer the questions.What‘s special about the Aral Sea?What was it like 50 years ago?What way do lakes and seas influence the climate?What do you think the future of this sea is?Was it important to build dams on this sea?What were the effects of that construction?III.Read the text.

Millions of years ago, the northwestern part of Uzbekistan and southern Kazakhstan were covered by a massive inland sea. When the waters receded, they left a broad plain of highly saline soil. One of the remnants of the ancient sea was the Aral Sea, the fourth largest inland body of water in the world.

The Aral is an inland salt-water sea with no outlet. It is fed by two rivers, the Amu Darya and Syr Darya. The fresh water from these two rivers held the Aral's water and salt levels in perfect balance.

In the early 1960's, the Soviet central government decided to make the Soviet Union in cotton and increase rice production. Government officials ordered the additional amount of needed water to be taken from the two rivers that feed the Aral Sea.

Large were built across both rivers, and an 850-mile central canal with a far-reaching system of "feeder" canals was created. When the irrigation system was completed, millions of acres along both sides of the main canal were flooded.

Over the next 30 years, the Aral Sea experienced a severe drop in water level, its shoreline receded, and its salt content increased.

The marine environment became hostile to the sea life in it, killing the plants and animals. As the marine life died, the fishing industry suffered.

The Soviet scheme was based on the construction of a series of dams on the two rivers to create reservoirs from which 40.000 km of canals would eventually be dug to divert water to the fields. The fields flourished but with such vast areas of monoculture, farmers had to use massive amounts of chemical pesticides. And with irrigation, salt was drawn to the surface of the soil and accumulated. When the Tahaitash Dam was built on the Amu Darya near the city of Nukus, there was no water left in the riverbed to flow to the Aral Sea, hundreds of kilometers away. To the

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surprise of the inhabitants of Muynak, the Aral Sea began to shrink. At first, they assumed it was a temporary condition and dredged a canal to the receding

shore so boats could continue to ply the sea and still dock at the wharves. But the effluents that did reach the sea were laced with a deadly mix of salt and pesticides from the cotton fields. Fish populations plummeted and eventually, when the canal was 30 km long and the sea continued to move away, the boats were abandoned to lie like great leviathans on sands that were once sea bottom.

The Aral Sea was a rich source of fish. Some 20 species were identified by biologists, including sturgeon and catfish. The town of Muynak, located on the edge of the sea, was a fishing town that also attracted tourists to its seaside vistas. In the 1950's, the Soviet Union decided the great plains were ideal for growing cotton. The critical factor to make it happen was water. Two great rivers feed the Aral Sea, the Amu Darya and Syr Darya.

Today, Muynak is a desert town more than a hundred kilometers from the sea. The only reminders of the once thriving fishing activity are the rusting hulks of ships and an ancient fish plant. The sea has shrunk to two-fifths of its original size and now ranks about 10th in the world. The water level has dropped by 16 metres and the volume has been reduced by 75 percent, a loss equivalent to the water in both Lakes Erie and Huron. The ecological effect has been disastrous and the economic, social and medical problems for people in the region catastrophic. All 20 known fish species in the Aral Sea are now extinct, unable to survive the toxic, salty sludge.

Changes to one part of a region often lead to other changes. Here are some of the results of the shrinking of the Aral Sea:

As water has been drained from the rivers for cotton farming, the sea's water has become much saltier.

As more water has been taken from the rivers, the sea's water level has decreased by over 60%.

Drinking water supplies have dwindled, and the water is contaminated with pesticides and other agricultural chemicals as well as bacteria and viruses.

The farms in the area use some highly toxic pesticides and other harmful chemicals. For decades, these chemicals have been deposited into the Aral Sea. When the wind blows across the dried-up sea, it carries dust containing these toxic chemicals.

Lakes and seas tend to have a moderating effect on the climate. In other words, the land right next to a body of water tends to be warmer in the winter and cooler in the summer than land that's not near the water. As the Aral Sea has lost water, the climate has become more extreme.

So a centuries old way of life has disappeared in decades. The vast area of exposed seabed is laced with pesticides, so when the wind blows, dust storms spread salt and toxic substances over hundreds, if not thousands of kilometres. It's estimated that 75 million tons of toxic dust and salts are spread across Central Asia each year. If the Aral Sea dries up completely, 15 billion tons of salt will be left behind.IV.Find international words in the text.V.Find Passive structures in the text.VI.Look at the picture and tell about the tragedy of the sea using the text.

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VII.Make a plan of the text.IX.Home assessment. Try to make up a list of urgent measures to save the Aral Sea. Present your works and discuss them.

Lesson №9 Charles DarwinI. Read the text once and say what discovery Ch. Darwin made.

Charles Robert Darwin was born in Shrewsbury on the 12th of February, 1809. His mother died when he was eight, so he was brought up by his sisters and his father Robert, who was a doctor. Charles went to school in Shrewsbury, but he hated it! He did not pay attention in class, he copied from his fellow pupils and he forgot everything he had learned after a day or two. He preferred to spend his time collecting shells, rocks and insects. When he was 16, Charles went to Edinburgh University to study medicine. His father wanted him to become a doctor, but Charles didn`t like medicine. He found the lectures dull, the subject boring and he hated the operations he had to watch – he was sick at the sight of blood. Charles didn`t quite dare tell his father how much he hated medicine, but he got his sisters to do it for him. So, at the age of 19, Charles went to Cambridge University to study religion, but … he hated that too! He didn`t spend much time on books, preferring to pass his time hunting and collecting beetles. Finally, something happened to Charles that he didn`t hate. A friend invited him on a scientific expedition on his ship called the Beagle. Charles really wanted to go. The voyage began on the 27th of December, 1831. It was a 5-year expedition to exciting unknown places. Although Charles wasn`t a scientist and he was terribly seasick, he had a wonderful time on his voyage. He had a great chance to study lots of plants and animals. Charles also found the fossils of a rodent the size of an elephant and a horse-like creature. It was clear that these animals had become extinct long ago, but why? It was all so interesting that in December 1832, Charles decided to devote his life to natural science. In 1935, the Beagle landed at the Galapagos Islands where Charles saw giant tortoises and other interesting creatures. Charles found that each of the islands had its own variety of tortoises and finch. The animals on different islands were a little bit different. It seemed very strange to Charles. According to the accepted view at the time, all animal species were created by God for ever. So God must have designed different animals for each island… Returning from his 5-year Beagle adventure, Darwin had no time to relax. So much to do, so many scientific questions left unanswered! He later said that the two years after his voyage were the busiest of his whole life. Charles started writing a book about his adventures. He also started to think about the Galapagos finches and about what he called the `transmutation of species`, the slow changing of one species into another, which today is called evolution. Darwin had formulated his theory of evolution by 1838. In 1844, he wrote 230 pages of his future book. But he just showed it to a few friends and didn`t publish it. He knew it would upset religious people. He once said publishing his idea would be like `confessing a murder`. When The Origin of Species was finally published in 1858, many people got really angry because it didn`t agree with the Bible. In this book, Darwin presented his idea that species evolve from more primitive species through the process of natural selection, which works spontaneously in nature. Charles had carefully avoided saying anything specific about the evolution of human beings, but it didn`t take a genius to get the point. If evolution was true, it must mean that humans, like all other living things, were descended from some primitive creature or other. Most people decided this creature was a monkey.

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By the time Darwin died in 1882, other scientists began to think he might be right. Today, many scientists agree that living things change, but that evolution is much more complicated than Charles realized.II. Read the text again and complete this table: Date Event 1809

Studying medicine 1828 1831 1832

Formulating of the theory of evolution 1844 1882

III. Speak about Ch. Darwin`s biography, using the table of the second task.IV. Home assessment. What do you think of Darwin’s book ”The Origin of

Species”? Share your point of view.

Lesson №10 Charles Darwin

I. Last lesson you read the text about Ch. Darwin. Look it through one more time. Find in the text words and word combinations which mean the same as the following:1) раковина, ракушка2) он подговорил сестёр...3) страдающий морской болезнью4) вымирать5) Галапагосские острова (Черепашьи острова)6) согласно общепринятой точке зрения, по общему признанию7) трансмутация, превращение, изменение8) сознаться в убийстве9) понять суть дела 10) происходить, вести род

II. Match the words and their meanings, using the text:1) Shrewsbury а) избегать2) to dare b) сложный3) Beagle c) г.Шрусбери4) fossil d) сметь, осмеливаться5) rodent e) «Бигль»6) giant f) ископаемое, окаменелость 7) tortoise g) грызун8) finch h) зяблик9) to avoid i) черепаха(сухопутная)10) complicated j) гигантский, огромный

III. Think of the questions to the text and use them as a plan for retelling this text.IV. Home assessment. Imagine that you are Charles Darwin and your friend invited

you to an scientific expedition, share your emotions.

Lesson № 11 A brainy teenagerI. Do you know how your brain works?

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Look at the picture and find which part of the brain is responsible for:1 moving and balancing2 learning and expressing emotions3 hearing4 seeing5 touching and feeling

I. Read the interview a psychiatrist gave to a teenager and answer the question.

What makes teenagers different from adults? Phychiatrist [sai’kaiǝtrist]Frontal lobe- теменная доля головного мозгаParietal lobe [pǝ’raiitl]Clumpsy-неловкий, неуклюжий

Interviewer: Dr Morgan. I believe you've been doing some research into the behaviour of teenagers. Dr Morgan: Yes, that's right. Interviewer: Can you tell me something about it? Dr Morgan: Of course. As a psychiatrist, I naturally look at connections between human behaviour and the brain... Interviewer: Mmm... Dr Morgan: .. .and we now know that the brain grows very quickly between the ages of ten and twelve in normal children. This means that it is at its biggest during the early teenage years. And there are two parts of the brain that are the last to grow — the frontal and parietal lobes. The frontal lobe includes thinking and motor areas and parietal is mainly a sensory area.Interviewer: Why are they so important?Dr Morgan: Because they control things like reasoning, judgment, ourunderstanding of space, and planning for the future. Interviewer: These are all things that most teenagers are not very good at? Dr Morgan: That's right. And it may be because those lobes are so big. It could explain why teenagers often seem emotional and can be clumsy. Interviewer: Can they do anything about it? Dr Morgan: It's hard to say. But one thing we are sure about is that the brain needs exercise, just like any other part of the body, in order to developInterviewer: But how can we exercise our brains?Dr Morgan: Well, try learning a foreign language. Playing a new game, or taking a musical instrument. Anything that makes the brain work hard. If teenagers use their brains in this way, their brains will perform better when they are adults. Interviewer: That's really good advice! Thanks for being with us today,Dr Morgan. Dr Morgan: It was a pleasure.

II. In the text of the interview find three examples of how to exercise your brain.Have you ever tried any of these activities?

III. Read the definitions of the words and find their Russian equivalents.behaviour - acting in a certain way развиватьconnection - joining one thing to another суждениеdevelop - become bigger and cleverer связьjudgment - an opinion based on the information

you knowповедение

reasoning - the process of rational thinking рассуждение

Hearing area

Motor area

Sight area

Thinking area Sensory

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IV. Complete the sentences.1. Dr Morgan looks at connections between … .2. The brain grows very quickly between the ages of … .3. The frontal and parietal lobes are very important because they control … .4. The brain needs exercise in order to … .

V. Dr Morgan says, “If teenagers use their brains exercising, their brains will perform better when they are adults”. Do you agree or disagree with his opinion? Why?

VI. Look through the text again and answer the question. How does Dr Morgan explain the fact that teenagers are often emotional and can be clumsy?

VII. In conclusion let’s make a word cinquain in order to show what you have learnt at our lesson.

1st line: a word or two to name the topic;2nd line: two or three words that describe the topic;3rd line: three or four words that express action;4th line: four or five words that express personal attitude;5th line: a word or two to rename the topic.

For example:My friendFull of sympathyListens, talks, understandsLet me be myselfA wonder.

VIII. Home assessment. Try to make your own cinquain.

Lesson №12 Stress- what you need to know about it

I. Make a scheme which must show what stress is.

What is stress?Stress is your body’s normal reaction to the pressure and challenges of life. Too much stress can make you unhappy or sick. 1. tense напряжённые2. sweaty вспотевшие3. frequent частые4.nausea тошнота5. stuttering заикание

Signs of stressWhen you are under the stress you may have tense muscles, sweaty hands, a fast heartbeat or sleeplessness. Stress can cause a loss of appetite or overeating, frequent headaches, stomachaches, nausea, nervous tics or stuttering. People experiencing stress may lose their temper easily, get frustrated about little things, fight or argue a lot, have more accidents and get colds more frequently.

II. Let exchange your and your partner schemes, check them up. Which one has more

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details?

There are two basic types of stress:Positive stress comes from things you enjoy or look forward to. For example, making new friends, playing a sport or acting in a play.Negative stress comes from things you find unpleasant or threatening.There is no way to avoid negative stress completely. Positive stress helps make our life interesting.

III. Give your examples to the statement:”Positive stress helps us to make our life interesting.”

Ask your partners opinion.Model: - You have got a voyage to Caribbean for your birthday.

- You have met your best friend from your childhood.- Your boyfriend tells you that he loves you.

Sources of stressAnything that makes you feel excited or uneasy is a source of stress. This happens when you face a challenge or a change. In order to reduce your stress levels you should find out what is causing you to feel stressed. Here are some common causes of stress.You may feel stressed if you have to take a test, learn a new routine when you change classes or schools, make new friends or break up with someone, have trouble at home, feel anxious about your future not knowing what direction to take in life.

IV. Use this checklist to see how well you deal with stress.yes now

1, Do you often feel overwhelmed by schoolwork or problems?2. Do you often lay awake at night worring?3. Have you lost interest in things you once enjoyed?4. Are you spending a lot more time alone than you used to?5. Do you often feel like you are about to “snap” (сломаться)?6. Do you seem to get sick more than you used to?

If you answered “yes” to any of these questions, you may need help dealing with stress.

V. What advice can you give friends? Choose some of them. Explain your choice.Some advice for reducing stress:- Think about what makes you feel stressed. Avoid these things when you can.- See problems for what they are. Focus on the problem and think about how to solve it.- Be a positive thinker. Keeping a positive attitude can reduce your stress level.- Learn to plan your time. List what you have to do. Focus on one task at a time. - Do something you enjoy. Set aside time to have fun every day. In short, do anything that helps you to relax-as long as it is healthy.- Ask for help. You do not have to handle everything on your own. If you are upset with someone or something, talk about your feelings and concerns with someone you trust. A friend, parent, school counselor or teacher is just some of the people you can turn to.- Good health is an important defense against stress. Be sure to:1. Eat healthy food.2. Get plenty of sleep.3. Exercise regularly.

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- Keep a diary. When you write your anger, sadness, disappointment down, you are, in effect, transferring an emotion out of your body and onto paper.

VI. Make a survey. Ask different people how they usually get out of stress. Print pieces of advice how to get out of stress.

Lesson №13 Healthy eating

I. Read the article about healthy eating and answer the following questions.-What is a healthy weight?-Why is a healthy weight important?-Why is losing weight so hard?-How can you change your lifestyle?-How can you fit physical activity into your busy day?

A healthy weight is the natural weight you can reach through good eating, regular physical activity, managing stress, and not smoking. Reaching a specific weight is not as important as the lifestyle changes you make to become healthy.

Weight is only one component of health. Even if you carry some extra weight, by eating right and getting plenty of physical activity, you'll feel better, have more energy, and reduce your risk of weight-related diseases. In fact, you may be healthier than a thin person who eats poorly and isn't physically active.

While a diet may help you lose a few pounds quickly, following a strict diet long-term is unrealistic and requires extraordinary strength of will. Once you stop dieting and exercising, the weight comes back. Some people fall into an unhealthy cycle of losing and gaining weight, which may be worse for the body than just being overweight.

It's also difficult to overcome the obstacles to weight loss: lack of time for exercise, huge portions at restaurants, holidays centered around food, and illness or injury.

Research shows that people who are most successful in improving their health have chosen a healthier lifestyle rather than targeted weight loss. A lifestyle of healthy eating and regular physical activity will improve your health and quality of life, no matter what you weigh.

First you'll need to learn the skills to make lifelong changes and find the support you need to create a healthy lifestyle that's right for you. Look for balanced, realistic, and enjoyable ways to fit healthful changes into your life.

Making small changes, such as being aware of your portion sizes, eating more fruits and vegetables, and adding a few more steps to your daily routine, can improve your health.

To be successful in making lifestyle changes:Don't diet. Abandon the idea that you'll go on a diet and quickly lose a certain amount of

weight. This approach almost always fails. Instead, create a plan to eat healthier that works for you.

Think about your relationship with food. Do you overeat? If so, try to analyze why overeat? Are you bored, stressed, or sad? Do you rely on fast foods or convenience foods because you don't know how or don't like to cook? Do you use food as a reward?

Slowly change your eating habits. Rather than following a particular diet, develop a plan for a healthful eating that includes lots of fruits and vegetables, whole grains, and lean protein such as chicken and fish. You could set a goal of eating at least 5 servings of fruits and vegetables a day. If you make small, reasonable changes, rather than depriving yourself of everything you love, you will be more successful.

Set small goals. Your goals should be specific and within your reach. A goal to simply work out more and eat better is too general. Instead, make a plan to be active 3 to 4 times a week. For example, start with a goal to walk for 15 minutes three times a week, and then slowly increase it to 20minutes 4 times a week. When you reach this goal and it has become routine, set

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a new one. But realize you may have setbacks now and then; it doesn't mean you've foiled.Try to make physical activity a regular part of your day, just like brushing your teeth or

going to work.Schedule your activity in the morning if you tend to talk yourself out of it later in the day

Take the stairs instead of the elevator. Make a plan to ride your bike twice a week. Walking is an activity that most people can do safely and routinely with family members, friends, coworkers, or pets.

If you don't have time to take one 30 minute walk, break it up into three 10-minute walks.If you want a more structured way to get exercise, consider joining a health club. Find an

activity that you love and feel you can stick with, and then vary it with other activities so you don't get bored. For example, 3 days a week, take a 30-minute walk with a friend and then work out in the gym together. On other days, take a water aerobics class, ride a bike, or take the dog for a hike. Join a volleyball, or basketball league. The more you can find activities you like, the greater your chances for success.II. Look at the recommendations that the author gives to people, who want to lose weight. Then read the following guidelines, published in a glossy magazine. Decide which of them you should/should not follow. Explain why.1. Check the calorie and fat value of the food you eat2. Include at least 3 low calorie meals in your diet each day.3. If you are not hungry in the morning, skip breakfast4. If you notice that you are gaining weight, immediately go on a strict diet or starve for a couple of days.5. Take diet pills to decrease your appetite.6. Go in for sports.III. Discuss healthy weight problems.Read the quotation below and say what you think the author means.The best way to lose weight is to eat all you want of everything you don’t like.- Without a second thought make a list of 4 foodstuffs you like most- Now think a bit and say if the foodstuffs you've named are beneficial to your health.- In general, do you follow a healthy eating plan? Why? - What unhealthy eating habits can you name? What can they lead to?IV. Home assessment. Tell about your lifestyle. What do you like and dislike eating? Is your meal always healthy? Ask different people the following questions and summarize answers.

a. Do you prefer white or brown bread?b. Do you use mineral water or running water?c. What do you usually have with tea (sugar, candies, biscuits)?d. Do you often eat fast food and chips?e. Do you often have frozen pelmeni, varenniki, ect?

Lesson №14 Healthy eatingI. Tell us about the results of your survey.II. Read this humorous story and say whose life style you don’t like and why.

In the room where Mr Small, Dr Foam and Mrs Bulmer were talking to the children, there were some really old people. Mr Small went up to one of them. "I see that you're a very old man," he said. "Yes, I am. I'm 90," the old man replied.

"Could you give the children here some advice about a balanced diet and a healthy lifestyle?" Mr Small asked.

"Sure. Follow my example. Don't smoke, don't drink, don't eat too much sugar or fat and drink lots of water."

At that moment Dr Foam found another old man, who looked older than the first one. He was sitting in a wheelchair, but his eyes were merry and bright. "How old are you, sir?" Dr Foam

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asked. "I'm ninety-five," the man replied."Can you tell us why you have lived so long?" Doctor Foam asked."It's easy. I always do exercise, and I don't smoke or drink. I spend a lot of time in the

open air and I'm a vegetarian." Just then Mrs Bulmer decided to join in the conversation. She saw a very, very old man in the corner of the room. He had no teeth or hair and he couldn't see or hear very well, so she had to come very close to him. The children followed her.

"May I ask you a couple of questions, sir," she shouted."Yes," the old man whispered."Why have you lived so long, sir?" Mrs Bulmer asked."I don't know," the man replied."Tell us about your lifestyle," Mrs Bulmer continued."OK, then. I smoke thirty cigarettes a day and drink a bottle of whisky every day.

Sometimes I also have two bottles of beer. I never eat vegetables or fruit and I live on chocolate and cakes."

"How old are you, sir?" Mr Bulmer exclaimed."I'm forty," the "old" man replied.II. Choose the correct word and translate the sentences into Russian1. Food that is half-cooked is called fresh food / convenience

food,__________________________________________________________2. A healthy diet which contains fruit, vegetables, meat, milk and cereals is a balanced

diet/calorie-controlled diet._________________________________3. Pork, butter and cream are products which contain a lot of fat/protein.

_______________________________________________________________4. People who have excess weight should avoid food which contains fat and sugar/ iron.

_____________________________________________________5. Laura wants to lose weight and skips supper / has an ice cream before bedtime.

________________________________________________________6. The English say you should leave the table before you feel full / have a second dessert.

___________________________________________________7. In order to avoid bad breath you should brush your teeth regularly / have a sweet

instead of dinner.___________________________________________8. Vegetarians are people who don't eat meat. They eat mostly fish /

vegetables._______________________________________________________III. Find the odd one out1. Balanced, healthy, casual, strict, vegetarian — DIET2. To count, to burn, to eat, to diet — CALORIES3. Healthy, excess, exciting, unhealthy — LIFESTYLE4. Physical, every day, calorie, morning — ACTIVITIES5. To watch, to exercise, to lose, to gain, to control — WEIGHT6. Slow, fast, vegetarian, disgusting, delicious, restaurant —- FOODIV. Fill in the gaps to complete the sentences. 1. — Why are you eating so much?— I'm________________ a diet?— What?— Yes, it's a special diet for very thin people. I'm trying to ________________ some

weight.— You're lucky. Everybody wants to_____________ weight.— I don't agree with you.2. — I'm___________. Let's have something to eat quickly!— There's a McDonald's round the corner.— Oh, no. I don't like_________ food. It's__________ for your health.— True, McDonald's is not for somebody who counts ______________ . Let's go

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somewhere else.

X. Home assessment. A lot of teenagers have got bad habits. They drink alcohol, smoke, take drugs. Why

do you think they do it? Do you want to follow these habits? Explain your position. Prove that your lifestyle is better.

Make a survey.you

members of

your family

Every day

Once a week

Never Once a moth

On special occasion

With parents

AlcoholSmokingDrugs

Lesson №15 Food labeling too much to swallow

I. Before reading the text, answer the questions.Have you ever heard about Genetically Engineered Food which is also called GM food? Have your relatives or friends heard of GM food? What sort of food do you think it is?Why is there so much talk about this food?How well is food labelled in your country?What do you know about genetically modified (GM) food?

Ingest глотатьCondiment приправаLurk притаитьсяSizzling (зд.) жаркийRenounce отрекатьсяPrompt Outraged

подсказывать возмущенный

Impact влияниеAltered изменённыйCompulsory обязательный

Hasty поспешныйFor granted без доказательствPersuasive убедительныйUnwitting невольныйMandatory обязательныйDaunting ЗапугивающийTuck Зд. Вставить, ввести

“BACON on a bun with lettuce and tomato, please. But hold the human, scorpion and flounder bits ...”

Genetically engineered food is in every meal we eat. Unless you're a strictly organic vegetarian, you have already ingested vast quantities of ordinary staples (soya, potatoes, fruits and vegetables) juiced up with assorted viruses, bacteria and other toxins that have never been

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tested for long-term safety.True, you're not actually chewing down on scorpions when some of their genetic material

has been cleverly introduced into a vegetable. But wouldn't you like to have a choice? When you peer at the fine print while trying to shop conscientiously, wouldn't you

appreciate knowing that the No fat! you're about to buy is loaded with extra sugar? Right now, the label doesn't have to breathe a word about any of the less desirable elements lurking in the food.

What a contrast to Britain, where a campaign by consumers has forced major grocery chains and packagers to renounce genetically modified (GM) foods entirely. Prompted by an outraged public, the European Union has already rejected genetically altered crops from North America and insisted on distinctive marking of GM packaged foods.

It's our turn now, if we care to take it. Maybe Canadians have finally learned we can't take public safety for granted. Two new campaigns are under way: The Alliance for food Label Reform is lobbying for compulsory nutrition labeling, and the Council of Canadians will soon begin a push to label all genetically altered foods. Both organizations have rafts of persuasive evidence. The alliance points out that 86 to 90 per cent of Canadians consistently tell pollsters that they want clear nutritional labeling.

After all, our grocery ignorance is scary: In a recent national survey, 57 per cent said that, when an ingredient (like fat) was not listed on the package, that meant the ingredient wasn't there.

In the name of public health and disease prevention, the alliance wants easy-to-read listings on most foods. None of that should be too daunting for an industry that can Mongolian fish genes into beets.

By itself, truth in packaging has a startling impact on what gets made and sold. The year after the U.S. began compulsory labeling, sales of high-fat ice cream went flat, and 1,500 reduced-fat products made their hasty debut.

The Council of Canadians, meanwhile, points out that every one of us is an unwitting subject in the mass testing of biotech foods.

Maybe GM foods will bring us enormous health benefits in the future. And maybe not.Right now, the government is reviewing its labeling policies, and already the big food

companies are lobbying against any change.If you beg to disagree, write to Health Minister Allan Rock and tell him you want

mandatory labeling of all nutritional ingredients. Be more like the English: Make a food fuss. \Toronto Star\II. Answer the questions:

1. How common is genetically engineered food? Give some examples.2. What part of a scorpion might you find in your vegetables?3. Why have British stores rejected GM foods?4. Were 57% of Canadians right or wrong to think that an unlisted ingredients was not in a

food product? Justify your answer with words from the text.5. Why does the author think we should worry about GM foods?6. Who does the author admire, and why?

III. Discuss.1. Do you think food labeling is important? Why, why not?2. Have there been any food scares in your country similar to the one in the UK (see

ammunition box)? Describe them in detail.3. Why do you think governments have been slow to enforce food labeling?4. Do people have enough knowledge to make decisions about food matters, or should we

leave them to government experts?5. Who has more power in your country: the farmers, or the shops that sell the food?6. How much do you personally care about what you eat? Do you follow a diet? Eat any

special foods? Check food .labels? Why, why not?

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7. What's your opinion on GM foods (see ammunition box) ?………………………………………………………………………………….Ammunition box.Key wordsTechnology use of scientific or industrial methods Crop a plant that is sown by farmers, usually to be eatenYield the amount of crops you getConsequence something that happens as a result of a particular action or set of conditionsEnvironment the air, water and land in which people, animals and plants liveTo sow to plant or scatter seedsTest crops crops that have been planted as a trialRegulations official rulesConsumer someone who buys a product……………………………………………………………………………………………

IV.Home assessment. Find in the internet the information about G.M. food. Read examples.

Lesson №16 Food labeling too much to swallowI. Examine the handy hints.

Handy hintsAgricultural production has dramatically increased, but at the expense of a numberof food scares.* Bovine Spongiform Encephalopathy (BSE or Mad Cow Disease) affected UK cattle in the 1990s. A fatal virus that attacks the brain, it is alleged to be connected to the human form (Creutzfeldt-Jakob disease) and led to a worldwide ban on British beef for some years. The disease was linked to cattle being given feed that was contaminated* GM (genetically modified) food. This is food that has been altered by taking the gene from other species and adding them to a food to give it extra attributes (such as the beetle resistant potato in the article). Its supporters claim it will vastly improve agricultural yields, whilst its opponents claim it is untested and potentially dangerous* EU law requires food ingredients containing GM soya or maize to be labeled, but where GM material - protein or DNA is removed in the processing, the labels do not have to state that ingredients come from GM source*GM crops could help combat malnutrition, which affects about 800 million people, and feed the projected three billion growth in world population by 2030.……………………………………………………………………………….II. . A Role-play: In groups of three. A firm producing GM foods has applied to the government for a license to grow its products in your country. You have to make a decision on whether to grant the license.Student A, take the role of the minister: *If you agree to grant the license, the company will bring millions of pounds of investments into the country, which in turn will mean many new jobs. However, public opinion is currently anti GM foods and the move will prove very unpopular.*If you don't agree, your decision will probably be popular with many people. However, the company will take its business to another country, and you will lose the investment, jobs, and knowledge in a new and potentially very lucrative I technology.

Student B, take the role of the firm:You are keen to be granted this licence. You need to put forward the advantages of GM crops.Student C, take the role of the farmer:

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You are keen for the experiment to go ahead, but want to know of any potential risks. Also, you are concerned about local reaction.

Make your decision using the information above and based on the group's feelings about GM foods. When you finish, compare your decision with those of other groups in the class. Were they the same, or very different?

VI. Home assessment.1. Write an essay: GM foods will not combat world poverty. Discuss.

Lesson №17 What is a human clone?

I. Find English equivalents for the following words and expressions in the text.-глупые зомби-двойники-будут вынашиваться и рождаться после 9 месяцев-достичь взросления-различные отпечатки пальцев-рабство человека было запрещено-на добровольной основе отдельного человека-дать своё согласие-позволять бездетным парам-отрицательные последствия-запрещать давать согласие взрослымII. The title, the first sentence and some words from the text are given below. Pick the points that you think are mentioned in the text.What is a human clone?A human clone is really just a time-delayed identical twin of another person.Because of these differences ……on an individual voluntary basis…at least two good reasons…

You can start in this way: The text tells us:

1. Read the text “What is a human clone?” and underline the sentences that best some up the main idea of the text.

What is a human clone?A human clone is really just a time-delayed identical twin of another person. Science fiction novels and movies have given people the impression that human clone would be mindless zombies. Frankenstein monsters or "doubles". This is all complete nonsense. Human clones would he human beings just like you and me, not zombies. They would be carried and delivered after nine months by a human mother and raised in a family just like everyone else. They would require 18 years to reach adulthood just like everyone else. Consequently, a clone-twin will be decades younger than the original person. There is no danger of people confusing a clone-twin with the original person. As with identical twins, the clone and DNA donor would have different fingerprints. A clone will not inherit any of the memories of the original person. Because of these differences, a clone is not a Xerox copy or "double" of a person, just a much younger

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identical twin. Human clones will be human beings in every sense. You could not keep a clone as a slave. Human slavery was abolished in the USA in 1865.

It should be emphasized that all human cloning must be done on an individual voluntary basis. The living person, who is to be cloned, would have to give their consent, and the woman, who gives birth to the clone-twin and raises the child, must also be acting voluntarily. No other scenario is conceivable in a free democratic country. Because cloning requires to gestating the baby, there is no danger of evil scientists creating thousands of clones in secret laboratories. Cloning will be done only as the request and with the participation of ordinary people, as an additional reproduction option.

Many people have asked "Why would anyone want to clone a human being?" There are at least two good reasons: to allow families to conceive twins of exceptional individuals, and to allow childless couples to reproduce. In a free society we must also ask "Are the negative consequences sufficiently compelling that we must prohibit consenting adults from doing this?" We will see that in general they are not.

2. Complete the following statements.a) Human clones wouldn’t be zombies because …b) There is no danger of people confusing a clone-twin with the original person because …c) There is no danger of evil scientists creating thousands of clones in secret labs because …d) Some people want to clone a human being because of two reasons …

3. In groups discuss advantages and disadvantages of human cloning.

4. Home assessment. Be ready to speak on the following things:

What have you read about cloning? Give examples.Say if you believe or not in the idea of cloning. Give your reasons.

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Занятия профильного

обучения

33

Примерное тематическое планирование занятий профильного курса

№ Тема Кол-во часов

1 Леонардо да Винчи 12 Изобретатель телефона

Александр Белл1

3 Мобильная революция 14. Д.Л.Беард: первые шаги

телевидения1

5 Альфред Нобель 16-7 Пётр Капица 28-9 Жорес Алфёров 2

10-11 Виталий Гинзбург 212-13 Николай Семёнов 2

14 Симпсон: анестезия 115-16 Флеминг и его открытие 2

17 Урок творческих итоговых работ учащихся

1

Всего 17

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Science

Lesson №1 Леонардо да Винчи

I. Brainstorming.What are your associations with the word “science”? Fill in this word web. Then show it to your partner, discuss the ideas and try to add more to your word web.

scientistssssss

II. Before you read the text “Leonardo da Vinci”, look at these phrases, try to say

what this text can be about.- had many talents- watched the birds’ flight- a machine with wings, ropes and pedals- statue of a man on horseback- explored the life of plants, flowers and trees- studied the heavens- painted2b) Now divide into groups of 3 or 4 pupils, read the text and do the tasks. Group 1. Describe Leonardo as an artist. Group 2. Describe Leonardo as an architect and an engineer. Group 3. Describe Leonardo as an astronomer.

III. Read and say what you have learnt about Leonardo da Vinci and his inventions.Backwards в обратном направленииCannon пушка, орудие Cast отливатьHorseback верхом на лошадиJumble куча, кипаImmovable неподвижныйRevolve вращатьсяSteadfast устойчивыйUniverse мир, вселенная

Leonardo was the greatest artist in the world. He was also an astronomer, an architect and an

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engineer who made hundreds of inventions. He loved to do wonderful machines. His imagination made him impatient, and it was hard for him to finish anything.Leonardo would buy lovely birds at the bird market. Taking them to his tower, he set them free. Leonardo studied their flight carefully. “I will fly too,” he thought.So he made a machine with wings and ropes and pedals, and Marco , his youngest pupil, tested it. The machine trembled and shook like a bowl of pudding, but it didn’t fly. Leonardo made many such machines. next, Leonardo made a giant figure of a man on horseback. It was to be the largest statue in the world, but it was never cast in bronze. Some said that metal was sent off to make a cannon. Some said that Leonardo did not know how to finish the statue.Leonardo made drawings of the bones, muscles, and organs of human beings and animals. He also explored the life of plants, flowers and trees. His 5000 pages of notebooks are a jumble of notes and drawings. He drew stars, flowers geometrical forms, and horse’s head side by side.Leonardo studied the heavens and made notes on the wonders of the landscape of the skies.In 1492 most people believed that the Earth was the center of the Universe, steadfast and immovable, with the sun and stars revolving around it.Leonardo’s studies told him something else. In his notebooks he wrote left-handed and backwards. Why? Perhaps it was to keep people from reading what they couldn’t understand. In one notebook there was a sentence EVOM TON SEOD NUS (THE SUN DOES NOT MOVE).At last Leonardo began to paint. He made a design so extraordinary that all Florence came to marvel. Alas! The wall was as porous as a sponge! As the paint sank in, the wonderful picture disappeared before their eyes. So he painted Mona Lisa insdead.

IV. Read the following sentences. Look carefully at the underlined words. Are they correct ( √), or should they be deleted (×)? Decide in each case.

1. Remember that the history of science and technology is a history of mistakes as well as. ______2. A scientist has to start somewhere, so he starts with a guess and tries to prove it wrong. ______3. Having knowledge doesn’t necessarily make us wise: we know that about pollution, but we still fly and drive. _______4. There are also issues such as global warming about which it seems even the experts can’t agree. _______5. Man’s unstoppable hunger for energy is leading to the terrible damage to the planet. _______6. Growing interest in the potential of alternative sources of energy is a course for some of cautious optimism. ______

V. Home assessment. Write 5 questions to your friend about Leonardo da Vinci .

Lesson № 2 Александр Белл

I. What do you know about the person who invented the telephone? Read the text.

transmission n - producing a signal by electronic means such as radio waves that can be heard by people elsewhere; a radio or television broadcast;

stone-deaf adj - completely deaf;reverse v - to make sth the opposite of what it was; to change sth completely; to

exchange two positions;

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diaphragm ['daiǝfræm] n - any thin sheet of material used to separate the parts of a machine;

coil [koil] - a length of covered wire wound in continuous circles,through which an electric current can pass;

induce v - to persuade or influence sb, to do sth; to cause sth;

What was the first telephone like?We all love to chat on the phone but how often do we pick up the telephone without a

second thought as to how it works, or where it came from? The first telephone con versation took place on 10th March 1876 when Scottish inventor Alexander Graham Bell sent a telephonic transmission to his assistant "Mr Watson, please come here, I want you."

How did Bell get an idea to make a system for transmitting sound?In 1872 Bell was appointed Professor of Vocal Physiology at Boston University,

Massachusetts. It was here that be met his future wife, Mabel Hubbard, who had been stone-deaf from birth, and who had been sent by her father to learn the new language that was being taught by Bell.

Bell had become interested in deafness from a very early age. His mother was deaf, and although she was a very talented pianist she could only make sound contact by reversing her hearing tube and attaching the ear-pieсe to the soundboard of the piano.

Alexander Bell set to construct an artificial ear. He found that if an iron diaphragm were made to vibrate near a magnet with a coal of wire round it, with the aid of a battery, a current was induced in the coil. Thus the vibra tion s of air caused by human speech, music or any other sound could be convened into varying electrical current and conveyed along an electric wire. Thus in his attempts to produce a ‘hearing aid’ he had invented a system for transmitting sound.

On 2nd June 1875, Bell and his assistant, Thomas Watson, were tinkering with the apparatus when Bell found, to his utter aston ishment , that it would transmit sounds along an electrical wire without help from a battery. He had invented the telephone (as he called it remembering Philip Reis and his Edinburgh days). Several months later, he and Watson fitted up a transmitter in the attic of his house and a receiver in a room downstairs. Watson stood by the receiver while Bell spoke into the transmitter. The words that he spoke '''Mr. Watson, please come here, I want you" have become famous all over the world. One minute later Watson was bounding up the stairs. “I could hear you," he cried. "I could hear you”

Has his invention interested the world?Bell's invention was a big hit not only in America but in Britain too. A telephone wire

was set up between the high steeple of Bow Church and the street below. Londoners queued up and paid one penny to say “How do you do?” to a man on top of the steeple, and hear him reply "Very well thank you'

Thomas Alva Edison, who improved on Bell’s invention by developing a more efficient transmitter and receiver, incidentally “invented" the word “Hello” in the 1860's. When using the telephone, he wanted a word that would immediately attract attention and so he used “Hello" instead of the word "Hallo" that had been in common use as a form of greeting for centuries.

In 1915 coast-to-coast telephone communion was established in a link-up between New York and San Francisco. Alexander Bell was asked to open it. He insisted that his former assistant, Thomas Watson should also take part and should be stationed at the end of a telephone in San Francisco. Bell in New York repeated the famous words that he had spoken forty years before in the little house in Boston "Mr. Watson, come here, I want to see you". It is said that Watson laughed. “Thanks for the invitation, boss, but it would take me a week now".

When Alexander Graham Bell died on 22nd if August 1922, all the telephones in the United States and Canada were kept silent for a short period as a tribute to him.

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II. Match the events for the given dates.18761872187519151922

III. Find in the text underlined words and explain how they were formed. Make your own sentences with these words.

IV. What questions would you ask Alexander Bell?V. Home assessment. Write an assay “Can I live a day without a

telephone?”

Lesson №3 Mobile revolution

I. A lot of wonderful inventions and discoveries have been made in the field of science and technology recently. They are changing the life of millions of people all over the world.

What do you think are the most important ones? Read the following list, and think about how these things have changed the way we live. Say at least one reason why you think each of them is important.

a) carsb) the Internetc) space flightd) planes

Are there any other important discoveries or inventions? What do you think should be added to the list? (television, computer, microwave oven, mobile telephone, etc.)

II. Read the article about mobile phones. Then choose the correct ending: a, b, c, or d, to complete statements 1-5.

MOBILE REVOLUTIONNo consumer product in history has caught on as quickly as the mobile phone, global sales of which have risen from six million in 1991 to more than 400 million a year now.

The arrival of the mobile phone has transformed our lifestyles so much that men now spend more time on the phone than women, according to the results of our special opinion poll.

Mobile phones are no longer just the domain of the teenager and, in fact, just as many 40- and 50-somethings now own a mobile phone as the 15 to 20 age group (slightly below 70%). Even among the over 65s more than 40% now have a mobile.

The survey found that men with mobile phones (72% of all men) spend more than an hour a day making calls on an average weekday. The average man spends sixty-six minutes on his landline or his mobile, compared with fifty-three minutes before the mobile phone revolution.

But the poll reveals that, while men are using their phones a lot more, women are actually spending less time on the phone. Slightly fewer women (67%) have a mobile phone, and the survey shows that the average amount of time they spend on the phone on a weekday has gone down from sixty-three minutes before they got a mobile to fifty-five minutes now. The explanation might lie in the fact that men love to play with techno toys while women may be more conscious of the bills they are running up.

Innovation in mobile phones has been happening so fast that it's difficult for consumers to change their behaviour. Phones are constantly swallowing up other products like cameras, calculators, clocks, radios, and digital music players. There are twenty different products that previously might have been bought separately that can now be part of a mobile phone. Mobiles

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have changed the way people talk to one another, they have generated a new type of language, they have saved lives and become style icons.

Obviously, the rich have been buying phones faster than the poor. But this happens with every innovation. Mobile phone take- up among the poor has actually been far quicker than it was in the case of previous products, such as colour television, computers and Internet access. Indeed, as mobile phones continue to become cheaper and more powerful, they might prove to be more successful in bridging the gap between the rich and the poor than expensive computers,

There are obviously drawbacks to mobiles as well: mobile users are two and a half times more likely to develop cancer in areas of the brain adjacent to their phone ear, although researchers are unable to prove whether this has anything to do with the phone; mobile thefts now account for a third of all street robberies in London, and don't forget about all the accidents waiting to happen as people drive with a mobile in one hand. But, overall, mobile phones have proved to be a big benefit for people.III. Choose the right answer.

1. The group with the highest number of people who own a mobile phone isa teenagers.b people between 40 and50. с men. d women.2. According to the opinion poll, womena spend more time on thephone than men. b spend less time on the phone than they used to.с like to play with their mobile phones, d don't worry about their phone bills.3. According to the text, mobile phonesa are modified too fast, b are incorporated into cameras, с can now replace many other products, d are more complicated to operate than radios.4. Among the poor, the demand for mobile phones a has created more of a gap with the rich b is higher than among the rich, с follows the pattern of similar innovations, d has grown faster than the demand for computers.5. One disadvantage of mobile phones that the article does not mention is thea high operating costs, b higher crime rate, с possible health risk, d increased danger to road users.

IV. Read the article again for more details and match the English word combinations with their Russian equivalents:

1. Consumer product уличные ограбления2. Transformed our lifestyles недостатки3. Opinion poll породили новый тип языка4. The domain of the teenager преобразили стиль жизни 5. The survey обследование (обзор)6. The poll reveals количество времени

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7. Amount of time поглощать8. More conscious of the bills потребительский продукт9. Consumers больше волнуются о счетах10. Swallow up мобильные кражи11. Generated a new type of language потребители12. Obviously очевидно13. Drawbacks опрос показывает14. In areas of the brain adjacent владение (собственность ) подростка15. Mobile thefts большая польза (выгода) для людей16. Street robberies в области примыкания мозга к …17. A big benefit for people опрос общественного мнения

V. Role play. Imagine that you are giving an interview to a journalist of a teenagers’ magazine.

Answer the question: “ What is the role of mobile phones nowadays”?VI. Group work. Write about advantages and disadvantages of mobile phones.

VII. Home assessment. Speak about advantages and disadvantages of mobile phones.

Lesson №4 John Logie Baird I.When do you think the first TV was watched? Read the text.

The television is another great invention to come out of Scotland. To all of us who enjoy relaxing in front of the television, we have a Scotsman to thank. John Logie Baird from Helensburgh (near Glasgow) invented this phenomenally successful communication device, with the first ever television broadcast being transmitted by the BBC in 1929. But the first success took place on 25th October 1925. The first person on television was a boy who worked in the office next to Baird's workroom in London. On 27th January 1926 he demon-strated his invention before an audience of scientists at the Royal Institution in London. In addition, using infrared light, he was able to transmit pictures of people sitting in total darkness. He named it "Noctavision". He moved his experiments to more spacious rooms in Motograph House, near Leicester Square and with two friends he formed "Television Ltd". In 1927 Baird sent pictures from London to Glasgow. In 1928 using a disc with three spirals of holes, each covered with a red, blue, or green filter, he demonstrated colour television in Glasgow. He was also experimenting with, and demonstrating, stereoscopic television. In the same year, using a short-wave transmitter, he sent a television picture to the USA and to a ship, the "Berengaria" in mid-Atlantic. He launched "Baird International Television" with a capital of 1 million pounds to exploit television commercially.

Following a number of tests in 1928 the B.B.C. carried out its first experimental trans-mission in 1928. It was seen by about 30 people in the U.K. who had bought receivers from Baird International. At this time it was difficult to get vision and sound in phase, but this was achieved in 1930 when Grade Fields, the film actress and singer, took part in the first synchronized transmission.

John Logie Baird was determined to achieve a fully electronic colour television receiver. And he did. Using a two colour (blue-green, orange-red) cathode ray system he demonstrated, on 16th August 1944, the television picture of his favourite tailor's dummy, dressed in a pink jacket and blue trousers, to a group of journalists in his workshop in London.

Baird died in his sleep, aged 58, on 14th June 1946. He was buried in the little church-yard at Helensburgh, the place of his birth.

II. Fill in the prepositions.1. Following a number o… tests in 1928 the B.B.C. carried … its first experimental trans-

mission in 1928.

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2. He sent a television picture … the USA and … a ship, the "Berengaria" … mid-Atlantic.3. He demonstrated his invention… an audience … scientists … the Royal Institution …

London.4. … all … us who enjoy relaxing … the television, we have a Scotsman to thank.5. The first person … television was a boy who worked … the office … Baird's workroom

… London.III. Make a plan of the text.IV. Give a short summery of the text using the plan.V. Home assessment. Write an assay “To watch or not to watch?”

Lesson №5 Alfred NobelI. Read the text and answer the questions after it.

NOBEL Alfred Bernhard (1833-96), Swedish chemist and inventor was born in Stockholm. After receiving an education in Saint Petersburg, Russia; France and the USA, he returned to St. Petersburg where he worked in his father’s company, developing mines, torpedoes and other explosives during the Crimean War 1853-56. After the war his father went bankrupt and in 1859 the family returned to Sweden.He invented dynamite in 1867 and smokeless gunpowder in 1887. He built a network of factories to manufacture dynamite and corporations to produce and market his explosives. Nobel registered over 350 patents, many unrelated to explosives (e. g., artificial silk and leather).Both his worldwide interests in explosives and his large holdings in the Baku oil fields of Russia brought him an immense fortune.Though he was essentially a pacifist and hoped that the destructive power of his inventions would help bring an end to wars, he was labeled “ a merchant death” for inventing an explosive used in war. Perhaps to counter this label, he left most of his immense fortune, which was from worldwide explosives and oil interests, to establish the Nobel Prizes, which would become the most highly regarded of all international awards.

1. What was happened in: -1833; -1853-56; -1859;- 1867; -1887; -1896?2. What was Alfred Nobel?3. Where did he study? 4. Where did he work at first? 5. What can you say about his worldwide interests?6. Why did he establish the Nobel Prizes?

II. Read the text and make up the plan. Some word groups help you:-…to persons or institutions for…

-…winner receives a gold medal and a diploma… -…the prize can be divided among three people… - The fund is controlled by… -…which serves for two-year periods and consists of six members… - The first Nobel Prizes were…

NOBEL PRIZES

Nobel Prizes are awards granted annually to persons or institutions for outstanding contributions during the previous year in the fields of physics, chemistry, physiology or medicine, literature, international peace and economics.In addition to a cash award, each Nobel Prize winner also receives a gold medal and a diploma bearing the winner’s name and field of achievement. The judges often divide the prize for

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achievement in a particular field among two or three people. Dividing the prize among more than three is not allowed. If more than three people are judged to be deserving of the prize, it is awarded jointly. The fund is controlled by the board of directors of the Nobel Foundation, which serves for two-year periods and consists of six members: five elected by the trustees of the awarding bodies mentioned in the will, and the sixth appointed by the Swedish Government. The six members are either Swedish or Norwegian citizens.To further the purposes of the foundation, separate institutes have been established, in accordance with Nobel’s will, in Sweden and Norway for the advancement of each of the five original fields for which the prizes are awarded. The first Nobel Prizes were awarded on December 10, 1901.

III. Ask each other questions about the process of Nobel Prizes awards.

IV. Home assessment. Do you know any Nobel Prizes winners?

Lesson №6 Pyotr KapitsaI. Read the text and say what Kapitsa was awarded for.

The royal Swedish Academy of science press release: the1978 Nobel prize in physics. 17 October 1978The Royal Swedish Academy of Sciences has decided to award the 1978 Nobel Prize for Physics in two equal parts:One to Professor Pyotr Leonidovich Kapitsa, Institute of Physical Problems, USSR Academy of Sciences, Moscow, for his basic inventions and discoveries in the area of low temperature physics;and the other, to be shared equally between Dr Arno A. Penzias and Dr Robert W. Wilson, Bell Telephone Laboratories, Holmdel, New Jersey, USA, for their discovery of cosmic microwave background radiation.

II. Read the text about th life of famous scientist and fill in the table given after the text.

Curriculum vitaePyotr Leonidovich Kapitza (1894-1984)Pyotr Leonidovich Kapitza was born in Kronstadt, Russia, in 1894. He graduated from the Polytechnical Institute, Petrograd in 1919, and had taught electrical engineering at the Physicotechnical Institute in Petrograd for two years when he was selected to join a scientific commission to the University of Cambridge, England.In 1921 Kapitsa was sent to England on Lenin’s instructions to renew scientific contacts. There he worked in the famous Cavendish Laboratory headed by Rutherford. In 1929 Kapitsa was elected a member of the Royal Society for his outstanding scientific work in the production of large magnetic fields.In 1934 he returned to Moscow where he organized the Institute for Physical Problems at which he continued his research on strong magnetic fields, low temperature physics and cryogenics.During World War II Kapitsa was engaged research on the production and use of oxygen, and he found an efficient way to produce large quantities of liquid oxygen that proved crucial to the wartime soviet steel industry.Kapitsa’s research on high-power microwave generators in the late 1950s turned his interests to controlled thermonuclear fusion, about which he published a series of papers beginning in 1969.He was one of the founders of the Moscow Physico-Technical Institute (MFTI), and the editor-in-chief of the Journal of Experimental and Theoretical Physics.In the 1960s Kapitsa was one of the Soviet scientists who campaigned to preserve Lake Baikal from industrial pollution. He was a member of the Soviet National Committee of the Pugwash movement of scientists for peace and disarmament.1894

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19191921192919341939-19451950s1960s

III. Use this table and tell about the most important events in Kapitsa’s life.IV. Home assessment. Do you think that his work was important for our country?

Why?

Lesson №7 Peotr KapitsaI. Read information about inventions of P.Kapitsa.

Low-Temperature PhysicsAll objects and matter consist of small particles-atoms and molecules- that are in constant motion. The temperature of the matter or body is dependent on the intensity of this so-called heat movement. When the movement is halted, the temperature of the body drops to absolute zero. Absolute zero, the lowest temperature theoretically possible, is characterized by complete absence of heat, at approximately -273,6º C, or zero degree on the Kelvin scale (0 K). At this temperature matter would possess zero entropy and maximum molecular order, the volume of an ideal gas would vanish, and a thermodynamic heat engine would operate at 100 percent efficiency. Absolute zero cannot be reached experimentally, although it can be closely approached. Special procedures are needed to reach very low, or cryogenic, temperatures.Low-temperature physics is called cryogenics. The word is derived from the Greek kryos, meaning “icy cold’. Cryogenics deals with the properties of materials at temperatures immediately above the absolute zero point. It has been shown that at these temperatures many kinds of materials acquire radically different properties. Many metals and alloys, for instance, become what is known as superconductive.In 1934, Kapitsa constructed a new device for producing liquid helium, which cooled the gas by periodic expansions. For the first time, a machine had been made which could produce liquid helium in large quantities without previous cooling with liquid hydrogen. This heralded a new epoch in the field of low-temperature physics.As a result of his remarkable experimental and technical abilities, Kapitsa has played a leading role in low-temperature physics for a number of decades. He has also shown an amazing capacity to organize and to lead work: he established laboratories for the study of low temperatures in Cambridge, United Kingdom and Moscow. Kapitsa’s discoveries, ideas and new techniques have been basic to the modern expansion of the science of low-temperature physics.

a. Make a list of special words and fid their meanings and explanations.b. Why do you think his discoveries in low-temperature physics were important?II. Read the text about practical applications of cryogenics

Cryogenics has several practical applications. Among the many important industrial applications of cryogenics are the large-scale production of oxygen and nitrogen from air. The oxygen can be used in a variety of ways, for example, in rocket engines, for cutting and welding torches, for supporting life in space and deep-sea vehicles, and for blast furnace operation. The nitrogen goes into the making of ammonia for fertilizers, and it is used to prepare frozen foods by cooling them rapidly enough to prevent destruction of cell tissues. It can also serve as a refrigerant for transporting frozen foods. Cryogenics has also made possible the commercial transportation of liquefied natural gas.Cryogenic surgery, or cryosurgery, is being used in eye surgery, in which a freezing probe is briefly applied to the outside of the eye to repair a break in the retina. A similar technique has

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also been employed to destroy brain tumors and to arrest cervical cancer.Without cryogenics, nuclear research would lack liquid hydrogen and helium for use in particle detectors and for the powerful electromagnets needed in large particle accelerators. Such magnets are also being used in nuclear fusion research. Infrared devices, masers, and lasers can employ cryogenic temperatures as well.

III. Make a list of using cryogenics in modern life.IV. Home assessment. Can we live without Kapitsa’s discoveries? Why do you think

so? Explain your point of view.

Lesson №8 Zhores AlferovI. Read the Nobel Prize press release and tell why these persons were awarded the

Nobel Prize.10 October 2000The Royal Swedish Academy of Sciences has decided to award the Nobel Prize in Physics for 2000 to scientists and inventors whose work has laid the foundation of modern information technology, IT, particularly through their invention of rapid transistors, laser diodes and integrated circuits (chips).The prize is being awarded with one half jointly to Zhores I. Alferov A.F. Ioffe Physico-Technical Institute, St. Petersburg, Russia, andHerbert Kroemer University of California at Santa Barbara, California, USA,“for developing semiconductor heterostructures used in high-speed-and opto-electronics”and one half toJack S. Kilby Texas Instruments, Dallas, Texas, USA“for his part in the invention of the integrated circuit”

II. Read the information about life of ZH. Alferov.Curriculam vitae

Zhores I. Alferov was born in Vitebsk, Belorussia, USSR, on March 15, 1930. In 1952 he graduated from the Department of Electronics of V.I. Ulyanov (Lenin) Electrotechnical Institute in Leningrad. Since 1953 he has been a staff member of the Physico-Technical Institute where he held consecutively the following positions: junior researcher (1953-1964), senior researcher (1964-1967), head of the laboratory (1967-1987), director (1987-present). He earned scientific degrees: a candidate of sciences in technology in 1961 and a doctor of sciences in physics and mathematics in 1970, both from the Ioffe Institute.He was elected a corresponding member of the USSR Academy of sciences in 1972 and a full member of the Academy in 1979. From 1989 onward, he has been Vice-President of the USSR (Russian) Academy of Sciences and President of its St Petersburg Scientific Center. For his research Professor Zh.I. Alferov was awarded a number of national and international prizes. He is Editor-in-Chief of a Russian journal, Pis’ma v Zhurnal Tekhnicheskoi Fiziki (English-language version-Technical Physics Letters) and a member of the Editorial Board of a Russian journal Nauka I Zhizn’ (Science and Life). Zh.I. Alferov is author of 4 books, 400 articles and 50 inventions on semiconductor technology.

III. Make notes of the main events of Zh. Alferov’s life.IV. Home assessment. What do you think made him to achieve so much: family

background, his desire to learn more, his ambitions or anything else?

Lesson №9 Zhores AlferovI. Read the text and make the list of inventions and their using in modern life.

Information TechnologyThe rapid development of electronic computer technology really started with the invention of the

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integrated circuit around 1960 and the microprocessor in the 1970s, when the number of components on a chip became sufficiently large to allow the creation of a complete micro computer. The rapid increase in the number of components was formulated as a prediction in “Moore’s law”: the number of components on a chip will double every 18 months. This has happened since the 1960s and today there are chips with millions of separate components, at prices that are largely unchanged. Chip development has been matched by equally dynamic and powerful developments in telecommunications technology. Just as the integrated circuit has been and is a prime mover for electronic computer technology, ultra-rapid transistors and semiconductor lasers based on heterostructures of semiconductors are playing a decisive part in modern telecommunications.Heterostructures in mobile telephones, CD-players, bar-code readers, brake-lights etc.Heterostructures are very important in technology. Low-noise, high-frequency amplifiers using heterotransistors are used in satellite communications and for improving the signal-no-noise ratio in mobile telephony. Semiconductor lasers based on heterostructures are used in fibre-optical communication, in optical data storage, as reading heads in CD players, as bar-code readers and laser markers, etc. Heterostructure-based light-emitting diodes are used in car brake-lights and other warning signals and may one day replace electric bulbs.

The heterostructure laserHeterostructures have been crucially important for the development of semiconductor lasers. Zhores I.Alferov of the Ioffe Institute of the Russian Academy of Sciences, and Herbert Kroemer, then at Varian in Palo Alto, proposed in 1963, independently of each other, the principle for the heterostructure laser, an invention that is probably as significant as that of the heterotransistor.Alferov was the first to succeed in producing a lattice-adapted heterostructure with clear borders between the layers. Alferov’s research team succeeded in rapidly developing many types of components built up of heterostructures, including the injection laser which Alferov patented in 1963. A technological breakthrough occurred around 1970 when heterostructure lasers became able to work continuously at room temperatures. These properties have, for example, made fibre-optic communications practically possible.

The integrated circuit-the chipThe people who were to demonstrate the practical possibility of an integrated circuit were two young engineers, Jack S. Kilby and Robert Noyce, working independently of each other.The integrated circuit is more of a technical invention than a discovery in physics. However it is evident that it embraces many physical issues. One example is the question of how aluminium and gold, which are part of an integrated circuit, differ regarding their adhesion to silicon. Another question is how to produce dense layers that are only a few atoms thick.It is thus obvious that the development of the integrated circuit prompted enormous investment in research and development in solid-state physics. This has not only led to development in semiconductor technology but also to gigantic development of apparatus and instruments. Continual miniaturization, moreover, has come up against a number of material- physical limitations and problems that have had to be solved.10 years were to pass from the invention of the transistor before the technology involved had matured sufficiently to allow the various elements to be fabricated in one and of the same basic material, and in one piece. The invention is one in a series of many that have made possible development in information technology.

II. Fill in the table using the information given in the texts.

Date Event Book Award Title

III. Home assessment. Write a short essay: “The great discoveries that have changed our life”

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Lesson № 10 Vitaly Ginsburg

I. Read the text about V. Ginsburg and fill in the table.

In 2003 Nobel Prize in Physics was awarded to three physicists who have made decisive contributions concerning two phenomena in quantum physics: superconductivity and superfluidity. Superconducting material is used, for example, in magnetic resonance imaging for medical examinations and particle accelerators in physics. Knowledge about superfluid liquids can give us deeper insight into the ways “in which matter behaves in its lowest and most ordered state”.Date Event Book Award Title

Curriculum Vitae Ginzburg Vitaly Lazarevich was born 4 October 1916 in Moscow.Ginzburg Vitaly Lazarevich graduated from the Physics Faculty of Moscow State University in 1938, he defended candidate's (Ph.D.) dissertation in 1940 and doctor's dissertation in 1942. From 1940 up to the present time - he works in P.N. Lebedev Physical Institute of the Russian Academy of Sciences (from 1971 to 1988 Head of I.E. Tamm Theory Department, at the present time - Adviser of the Russian Academy of Sciences). Since 1945 - he is a professor of Gor' ky State University and from 1968 to the present day - he is a professor of Moscow Institute for Physics and Technology.Ginzburg Vitaly Lazarevich is the author of several hundred scientific papers and a dozen of books devoted to physics and astrophysics.In 1953 he is a corresponding member and in 1966 — academician of the USSR Academy of Sciences.

Ginzburg Vitaly Lazarevich has many awards, among them: the Order of Lenin, the Order "For Services to the Motherland" (1996), the State Prize (1953), the Lenin Prize (1966), the Mandelstom Prize (1947), the Lomonosov Prize (1962), the Vavilov Gold Medal (1995), the Lomonosov Big Gold Medal of the Russian Academy of Sciences (1995), and the Triumph Prize (2002)

He was elected a foreign member of nine Academies of Sciences (or equivalent institutions), including the Royal Society of London (1987), the American National Academy of Sciences (1981) and the American Academy of Arts and Sciences (1971).

He was awarded the Smolukhovsky Medal of Polish Physical Society (1987), the Gold Medal of the London Royal Astronomic Society (1991), the Bardeen Prize (1991), the Wolf Prize (1994/95), Unesco's Niels Bohr Medal (1998), American Physical Society's 1999 Nicholson Medal.The 2003 Nobel Prize in Physics Laureate.

II. Write a sort essay: “what is more important: hard work or talent?”Lesson № 11 Vitaly Ginsburg

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III. A. Read the text about superconductivity and superfluidity and make a list of

special words and look them up.

Superconductivity and superfluidity

Superconductivity is a low-temperature phenomenon in which a material loses all electrical resistance when it is cooled to a temperature near absolute zero. This unusual behavior was discovered in 1911 by a Dutch physicist, Heike Kamerlingh Onnes. In experiments to measure the resistance of frozen mercury, he discovered that the resistance vanished completely at a temperature of 4.15 K (-289 degrees C).

Vitaly Ginzburg and Alexei Abrikosov, have made decisive contributions to our understanding of how superconductivity and magnetism can coexist. In the 1950s V.Ginzburg together with Lev Landau formulated a theory that could describe how superconductivity disappears at certain "critical" values of electrical current and magnetic fields, in more detail than before. They introduced a measure for the order among electrons, which they called the superconducting order parameter. Guided by a deep physical intuition they went on to formulate mathematical equations whose solution determines the order in a superconductor. They found a close correspondence with what had been measured for superconductors known at the time. It is worth pointing out that the reasoning behind this Ginzburg-Landau theory was of such general validity that it is used today to gain new knowledge in many of the subfields of physics.

B. Tell about these phenomena. III. Look through the text and tell where superconductivity can be applied.

Applications of superconductivityThe discovery of better superconducting compounds is a significant step toward a wider spectrum of applications, including faster computers with larger storage capacities, nuclear fusion reactors in which ionized gas is confined by magnetic fields, magnetic suspension of high-speed ("Maglev") trains, and perhaps most important of all, more efficient generation and transmission v of electric power over long distances.Superfluidity is a state of matter characterized by the complete absence of viscosity, or resistance to flow. The term superfluidity is applied primarily to phenomena observed in liquid helium at very low temperatures, but the term is also sometimes used to refer to the functionless flow of electrons in certain metals and alloys at very low temperatures.The phenomenon of superfluidity was discovered in 1937 by the Russian physicist Peter Kapitza. He observed that liquid helium, when cooled below 2.17 K (-270.98° C), could flow with no difficulty through extremely small holes, which liquid helium above that temperature cannot do. He also noticed that on the walls of its container superfluid helium formed a thin film (approximately 100 atoms thick) that flowed against gravity up and over the rim of the container.

Superfluidity can be explained using the theory of quantum mechanics. It occurs when large numbers of atoms or molecules are cooled, in a process known as "condensation", so that they occupy the same quantum energy state. The condensed atoms will therefore interact with each other and their surroundings according to exactly the same physical laws, and, when distributed evenly throughout the normal liquid atoms, create unusual properties such as superfluidity.

IV. Home assessment. Where can you use superconductivity in usual life?

Lesson №11 Nicolay Semenov I. Read the text about a Russian Nobel Prize laureate.

Nikolai Nikolayevich Semenov was born in Saratov on April 3, 1896. graduated from Petrograd University in 1917 and in 1920 he took charge of the electron phenomena laboratory of the Leningrad Physico-Technical Institute. He lectured at the Polytechnical Institute and was appointed Professor in 1928. In 1931, he became Director of the Institute of

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Chemical Physics of the U.S.S R. Academy of Sciences (which moved to Moscow in 1943); from 1944 he was a Professor at Moscow State University.

Semenov's outstanding work on the mechanism of chemical transformation includes an exhaustive analysis of the application of the chain theory to varied reactions and in particular to combustion processes. He proposed a theory of degenerate branching which led to a better understanding of the phenomena associated with the induction periods of oxidation processes. Semenov made valuable contributions to the field of molecular physics; he also carried out investigations on electron phenomena, dielectric breakdown and the propagation of explosive waves. Semenov wrote two important books about his work. Chemical Kinetics and Chain Reactions was published in 1934 with an English edition in 1935. It was the first book in the U.S.S.R. to develop a detailed theory of unbranched and branched chain reactions in chemistry. Some Problems of Chemical Kinetics and Reactivity; first published in 1954, was revised in 1958; there are also English, American, German, and Chinese editions. He became a Corresponding Member of the U.S.S.R. Academy of Sciences in 1929 and Academician in 1932: he was awarded five Orders of Lenin and the Order of Red Banner of Labour. He was a member of the Chemical Society (London), Foreign Member of the Royal Society, and Foreign Member of the American, Indian, German, and Hungarian Academies of Sciences. He also held Honorary Doctorate degrees of Oxford and Brussels Universities. Nikolai Nikolayevich Semenov died in 1986.

II. Find in the text and translate the words combinations.1. mechanism of chemical transformation2. an exhaustive analysis of the application of the chain theory3. varied reactions4. combustion process5. a theory of degenerate branching6. the induction periods of oxidation processes7. the field of molecular physics8. dielectric breakdown9. the propagation of explosive waves10. Chemical Kinetics11. Chain ReactionsIII. Answer the questions.1. When Semenov was born?2. Where did he work?3. What does his work on the mechanism of chemical include?4. What did he propose and carry out?5. What books did he write?6. What awards did he get?IV. Finish the sentences.1. Sevenov’s outstanding work on the mechanism of chemical transformation includes….2. He proposed…3. He made valuable contribution…4. He also carried …5. He wrote …6. He became …7. He was awarded …8. He was … 9. He also helped …V. Home assessment. Tell about the important role of the scientific work of N.N.

Semenov in the sphere of chemistry. Prove it by the facts from the lesson

Lesson №12 Nicolay Semenov

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I. Read the text and answer the questions.1. What is a chemical reaction?2. How does it work?3. What can show that a chemical reaction takes place?4. What do word “reactants” and “products” mean?5. Where can we see chemicals reactions?

Chemical reaction: to react or not to react?A chemical reaction is a process in which substances change into other substances. For

this to happen, the bonds between atoms and molecules must break and re-form in different ways. Because the bonds can be strong, energy, usually in the form of heat, is often needed to start a reaction.

Neither matter nor energy is created or destroyed in a chemical reaction - only changed. You know a chemical reaction is taking place if one or more of these occur:

Color changes - Different combinations of molecules reflect light differently. A color change indicates a change in molecules.

Heat content changes - In all chemical reactions, the heat content of the reactants and the content of the products is never the same. Sometimes the difference is great and can be easily detected; at other times, the difference is slight and is more difficult to detect.

A gas is produced - Whenever a gaseous product forms in a liquid solution, bubbles can be seen. A colorless gas produced in a reaction of solids is much harder to detect.

A precipitate form - Precipitates are insoluble products formed by a reaction taking place in a liquid solution. This insoluble product will eventually settle to the bottom, but might immediately appear by turning the clear solution cloudy.

The substances that must come in contact before a chemical reaction can occur are known as "Reactants” and the substances that are formed from the reaction are known as "Products". The chemist denotes a chemical reaction with a reaction arrow " "

Chemical reactions do not occur only in laboratories; they happen all around us — for example, when cars rust and when food is cooked.

II. Read the text about chemical symbols and give a short summery of it.Chemical symbols

All substances are made up of some combination of atoms of the chemical elements. Instead of using full names, scientists identify elements with one- or two-letter symbols. Some common elements and their symbols are carbon, C; oxygen, 0; nitrogen, N; hydrogen, H; chlorine, Cl; sulfur, S; magnesium, Mg; aluminum, Al; copper, Cu; silver, Ag; gold, Au; and iron, Fe.

Most chemical symbols are derived from the letters in the name of the element in English, German, French, Latin, or Russian. The first letter of the symbol is capitalized, and the second (if any) is lower case.

Symbols for some elements known from ancient times come from earlier, usually Latin names: for example, Cu from cuprum (copper), Ag from argentum (silver), Au from aurum (gold), and Fe from ferrum (iron).

The same set of symbols in referring to chemicals is used universally. The symbols are written in Roman letters regardless of language.

III. Read the text and tell about one type of reactions.Energy of chemical reactions

Chemical reactions always involve a change in energy. Energy is neither created nor destroyed. Energy is absorbed or released in chemical reactions. Chemical reactions can be described as endothermic or exothermic reactions.

Endothermic ReactionsChemical reactions in which energy is absorbed are endothermic. Energy is required

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for the reaction to occur. The energy absorbed is often heat energy or electrical energy.Exothermic Reactions

Chemical reactions in which energy is released are exothermic. The energy that is released was originally stored in the chemical bonds of the reactants. Any reaction that involves combustion (burning) is an exothermic chemical reaction.

Chain reaction Literally speaking, a chain reaction is any group of events linked so that one is the

cause of the next.A chain reaction in chemistry and physics is a process that yields products that initiate

further processes of the same kind in a self-sustaining sequence.A chemical chain reaction is a type of chemical reaction in which the initial products

participate in the formation of additional products. This type of reaction has an important role in the plastics industry, and is the natural process that occurs during combustion and the formation of smog.

A nuclear chain reaction is a series of fissions (splitting of atomic nuclei) in which neutrons released by the splitting of some atomic nuclei themselves go to split others, releas-ing even more neutrons. Such a reaction can be controlled (as in a nuclear reactor) by using moderators to absorb excess neutrons. Uncontrolled, a chain reaction produces a nuclear explosion (as in an atom bomb).

IV. Home assessment. Tell about chemical reactions which take place in our usual life.

Задание №13 James Simpson: anesthesia

I. Look through the words and read the text and divide it into logical parts.

bursary -a scholarship or grant award to a student;anaesthetics - substances that make a person or an animal unable to feel pain, heat, cold, etc in the whole body or part, of the body; M D -Doctor of Medicine;midwifery - the work of assisting women in having their babies; dabble v (in/at/with sth) to take part in sth without serious intentions; nitrous oxide ['naitras 'oksaid] n - a gas used especially formerly by dentists to prevent one feeling pain;ether n - a colourless liquid used as an anaesthetic or solvent;landmark n -an event, a discovery, an invention, etc that marks an important point or stage in sth;disagreeable adj- unpleasant;incline , to incline to/towards sth - to have a physical or mental tendency towards sth, to be disposed to do sth;tumbler n - a drinking glass with a flat bottom, straight sides and no handle or stem; prostrate ['prostreit] adj - lying stretched out on the ground with one's face downwards; anaesthetize |a'ni:sOataiz] v- to produce anaesthesia in sb, to make a person unable to feel pain, etc; stiff - severe, tough; wither away v - to become weaker, often before disappearing completely,

James Simpson: anesthesiaJames Young Simpson was born on 7th June 1811 in the little weaving town of Bathgate, not

far from Edinburgh. There his father, David, was the Мain Street baker. James was a very able pupil at school But he always maintained that his mother was his best teacher. Her death, while he was still a boy, was a sore blow to him.

He possessed good scholastic abilities and his elder brothers decided that they would support him at university. So at the age of 14 he became a student of Edinburgh University. He was

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young, poor, and very lonely away from his family. He took some time to settle to the unfamiliar life. He won the Stuart Bursary' of 10 pounds. He shared accommodation with two hard-working men who were studying medicine and young James fell into their work habits. He also absorbed their love of medicine and some evenings he would go with them to hear lectures on medicine. When he was 16, he switched to the study of medicine.

The sights in the operating theatres were terrible. There were no anaesthetics in those days and often patients had to be dragged to the theatre where they were held by four or five men. The patients were fully conscious and had to endure terrible pain while the surgeon performed the operation with them. Doctors had to work fast but sometimes patients died of shock.

And it was James Simpson who took the terror out of operations. He graduated with an M D.' in 1832 and built up a large and very successful practice in Edinburgh. But his eye was on midwifery. When the Chair in that subject became vacant, he applied for the post and was appointed professor in 1839. Professor Simpson was an immediate and brilliant success. Though midwifery was the Cinderella of medical subjects, the midwifery class of Professor Simpson became the largest in the University. Simpson was on his way to becoming rich. He married, moved into a splendid house, and could now afford a carriage. His fame was spreading His patients included princesses, duchesses, and countesses. Queen Victoria appointed him one of her Majesty's physicians in Scotland.

James Simpson had long been interested in ways of relieving pain and suffering. He had even dabbled in hypnosis. Once Simpson hypnotized a young lady sitting next to him at a party and then forbade her to speak until he gave her permission to do so. Unfortunately he was called from the room and when he returned some time later he found the young lady speechless The lady expressed her anger! Simpson gave up the idea of applying hypnosis to medicine, not because of this incident, but because he found that hypnosis was not reliable.

Simpson turned to the use of anaesthetics. He found out that nitrous oxide (a laughing gas) could destroy physical pain. A very brave young dentist named Morton, in 1846 tried out ether on himself, and was insensible for eight minutes. He realised that it could be used for bigger and longer operations that tooth extraction. Soon the gas was used for surgical operations in Boeton with Morton, the anaesthetist Simpson knew of this work going on in the USA and he used ether as an anaesthetic on a mother while delivering In February 1847 it was a landmark and it went well. But Simpson was not completely satisfied. Ether had a disagreeable "smell and was inclined" to irritate the lining of the nose.

A chemist from Liverpool, Waldie, sent Simpson a small quantity of chloroform and suggested to him that it might be worthy of trial. On 4th November 1847 Simpson had a party. For some time James Simpson and his guests were inhaling different substances without much effect. Then it occurred to Simpson to try chloroform. With each turn bier the inhalers became happier, then suddenly a crash! On awakening James Simpson's first thought was that chloroform was far stronger and better than ether. And his second was to note that he was prostrate on the floor!

The first child to be born while her mother was anaesthetized by chloroform was the daughter of a medical colleague and she was christened "Anaesthesia", When she was 17 she was photographed and she sent a print to Simpson. It is said that he was delighted, but there is no record as to what she thought of her name.

Simpson had to face stiff* opposition, especially from men, who did not feel that it was right to "interfere with Nature". There were also people who believed that the use of chloroform undermined religion. Some thought that a number of deaths were due to the use of chloroform. But it was not until Queen Victoria gave birth to Prince Leopold, while anaesthetized by chloroform, that the opposition began to wither away' What was good enough for the Queen was good enough for everyone! Surgery without chloroform became unthinkable.

Dr James Simpson died on 6th May. 1870. His family was offered a resting place for him in Westminster Abbey, but his wife declined the honour, feeling that he would prefer to be buried in Edinburgh.

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II. Tell about Simpson’s way to his discovery.III. Find in the text the extreme ways of using chloroform.IV. Home assessment. Find in the Internet the information about new anesthetics

and new methods of anesthesia.

Lesson №14 Fleming

I. Look through the words and read the texts. Why is his invention so important nowadays?Vocabulary .

penicillin [.pena'silin] n - a substance obtained from mould used as a drug to prevent or treat infections caused by bacteria come on v - to begin;tissue n - any of the masses of cells of particular types of which animals or plants are made; lysozyme n - an enzyme found in tears and eggs which catalyses the destruction of cell walls of certain Grampositive bacteria; mould Imauld] n - a fine soft growth like fur that forms on old food or on objects left in warm wet air; staphylococcus] n (pi. staphylococci]) a bacterium of the genus Staphylococcus, occurring in grapelike clusters, and sometimes causing pus formation usually in the skin; corpuscle) л - any of the red or white cells in the blood, secrete v. - (of part of a plant, an animal or a person) to produce a liquid substance; abscess n - a swollen part of the body in which a thick yellowish liquid (called pus) has collected.

Penicillin It is believed that the most important discovery of the XX century is the invention of penicillin. At the time when Alexander Fleming was born, in 1881, every wound was a potential amputation, every infection and pneumonia could cause death.

Next time your doctor gives you penicillin, remember that a long time ago a modest man from Lochfield in Ayrshire, Alexander Fleming, battled to invent this drug. At the time he described the discovery as a "triumph of accident and shrewd observation". Fifteen years later, a team of Oxford scientists developed a method of manufacture which enabled the drug to become widely available and it has come on to save countless lives.

The great discoveryMost scientists work very neatly and carefully, but Dr. Alexander Fleming preferred working

in a less organized way. In fact, if Alexander Fleming had been a tidy man, he wouldn't have discovered penicillin.

Dr. Fleming was a scientist at St. Mary's Hospital in London. One day in September 1928, a scientist called Pryce came in to Fleming's laboratory. On the desk there were some dirty glass dishes from old experiments. Fleming picked up one of the dishes to show Pryce. On the dish there were yellow spots of bacteria. But when Fleming looked more closely, he saw a green mould on the dish.

Fleming noticed something unusual. The yellow bacteria near the mould had disappeared: the green mould had killed them. Fleming was seeing the effects of penicillin for the first time.

Fleming called the discovery "a chance observation". It was chance that the right kind of mould had grown. It was chance that Fleming hadn't washed his dirty dishes. It was chance that he had picked up the dish with the mould to show to Pryce.

Fleming thought it was an interesting discovery but he didn't know how important it was. Neither did the other scientists in the hospital. "When I showed it to them they thought it was just a dirty dish," Fleming said. But Alexander Fleming had discovered a drug which has saved millions of lives.

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IV. Say if the statements are right or not. Prove it from the text. Use the expressions.Certainly... I m afraid that's wrong...

Of course... On- the contrary...

Sure... Surely not...

You are right. You are mistaken...

Quite correct...

I Dr. Fleming was an actor.II On the desk there were some clean glass dishes from old experiments.

III On the dish there were green spots of bacteria.IV The yellow bacteria near the mould had disappeared: the green mould had killed them.V Fleming was seeing the effect of penicillin for the first time.VI Fleming called the discovery "a chance observation".VII Fleming knew how important the discovery was.VIII Alexander Fleming had discovered a drug which had saved millions of lives.

V. Retell the text, using the words:IX a scientistX dirty glass dishesXI yellow spots of bacteriaXII a green mould on the dishXIII the effect of penicillinXIV called the discovery...XV an interesting discoveryXVI had discovered a drug which...

VI. Home assessment. Tell about the importance of Fleming’s discovery.

Lesson №15 FlemingI. Medicine is very important in our life. Read the text about Alexander Fleming’

life and work

Alexander Fleming came from a Scottish family of farmers. He did research work at St. Mary's Hospital. And it was quite by chance that he came into contact with the man who was to affect his whole life - Sir Almroth Wright, a famous bacteriologist and a pioneer of vaccine therapy. Alexander Fleming became interested in antibacterial drugs. After military service Fleming returned to laboratory work. He was interested in antibacterial substances which would be nontoxic to animal tissues. The first fruit of his search was the discovery of the lysozyme.This discovery in 1928, of the antibacterial powers of the mould from which penicillin is

derived was a great triumph. Alexander Fleming found that a liquid mould culture, which he named 'penicillin', prevented growth of staphylococci.

One day Fleming's assistant brought him a plate on which a colony of dangerous bacteria were being grown. "This plate is spoiled", said the assistant. "Some mould accidentally formed on it and I'll have to throw it away". Fleming was ready to agree. Then he looked at the plate. He had a wonderful power of observation. And for over fifteen years he knew what he was

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looking for. Now Alexander Fleming noticed that the germs all round the mould were gone. It was a lucky accident that caused the mould, which had floated through the window to land in one of Fleming's cultures. He immediately set about studying it. He put some of the mould on other plates and grew more colonies of it. Now came the most important test of all. Was this new substance toxic to the tissues of an animal? Would it harm the human body at the same time as it killed microbes, like the old antiseptics? Fleming injected a rabbit and a mouse with this substance. It did them no harm! The doctor named this substance Penicillin. It belongs to the same family of moulds that often appear on dry bread, in damp cupboards, or on old shoes, or fruit. In a few days it turns dark green and secretes drops of yellow liquid. This liquid stops the growth of the most common disease germs.

Fleming was finding out more and more about penicillin. He found that the mould began to produce penicillin on the fifth day, when one drop of penicillin to twenty drops of distilled water would kill microbes... On the eight day penicillin was twenty times as strong! After this it grew weaker.

Alexander Fleming tried penicillin in the hospital with good results. But the penicillin was seldom at its strongest when it was wanted. Moreover Alexander Fleming couldn't get anyone interested in it, nor a chemist who would extract it for him. Years passed. For ten years Alexander Fleming kept his love for penicillin in his heart. He was still looking for a chemist. Meanwhile, at Oxford, two great research workers, Florey and Chain, had found a new method for extracting pure penicillin. They tried their new powder on different bacteria. Fifty white mice were given a fatal dose of deadly microbes. Twenty-five of these mice were treated with penicillin. After sixteen hours all the mice which had not been treated with penicillin were dead. Of the mice which had been injected with penicillin, all survived. It was the happiest day in Fleming's life. But penicillin had not yet been used on a man. Then one day a case was tried. A policeman was suffering from an infected wound. His whole body was covered with abscesses. There was only a little pure penicillin. The dying man was given the first injection of penicillin. At the end of twenty- four hours there was a great improvement in his condition. But doctors were short of penicillin ... and the man died.

Alexander Fleming was looking for a way to put penicillin into production. Luckily later the United States Government offered to give several million dollars for large-scale production of penicillin. Three years later, twenty-one American companies were producing enough penicillin to treat seven million patients.

In 1942 Fleming tried his own first experiment. A friend of his was very ill, dying. After several injections the man was cured! Some years later Fleming went to Sweden to receive his Nobel Prize. In his Nobel Prize lecture, Fleming said, "My only merit is that I did not neglect an observation, and that I pursued the subject as a bacteriologist". Fame and success left Fleming quite unmoved. He remained for the rest of his life the same quiet, natural man. "Everywhere I go people thank me for saving their lives", remarked Fleming. "I don't know why they do it. I didn't do anything. Nature makes penicillin - I just found it".

He died on 11th March 1955 in London, and was buried in St. Paul's Cathedral. He is known as the "father of antibiotics". The two letters A.F." on a flagstone show where he lies. . II. Read all special words from the text and find their Russian equivalents.III. Divide the text into parts.IV. Home assessment. What can you tell about Fleming as a man and a scientist?

Список использованной литературы1. Тема «Защита окружающей среды» на уроках английского языка. ИЯШ №6

2000с.27-30 Рабкесова ВЯ

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2. Приложение к ИЯШ «Мозаика» №7, 2008,с.243. Приложение к ИЯШ «Мозаика» №5, 2005,с8.4. Приложение к ИЯШ «Мозаика» №5, 2004,с.295. Приложение к ИЯШ «Мозаика» №3, 2008,с.96. Приложение к ИЯШ «Мозаика» №1, 2005,с.247. Приложение к ИЯШ «Мозаика» №1, 2004,с.48. http://baikal.irkutsk.org9. http :// lake - baikal . narod . ru / cifry . html 10. http :// www . seu . ru / projects / eng / belovezha / forest _ danger . htm 11. http://en.wikipedia.org/wiki/Aral_Sea 12. http :// www . globalissues . org / issue /188/ genetically - engineered - food 13. http://www.sciaga.pl/tekst/25092-26-genetically_modified_food 14. http :// www . orexca . com / aral _ sea . shtml 15. http://bp21.org.by/en/about/16. http :// www . baikalsp . ru / eng / baikal . php 17. http://health.yahoo.com/weightloss-overview/healthy-weight/healthwise--aa122915.html18. http://hcd2.bupa.co.uk/fact_sheets/html/Diet_and_weight.html7print19. http://www.hmrpct.nhs.uk/upload/userfiles/image/your_health/bmi.jpg20. http://www.nwhb.ie/files/healthpromotion/images/jpg/food_pyramid.jpg21. http://www.energyfortoday.eom/images/b/beach2.jpg22. http://www.enchantedlearning.com/inventors/indexc. shtml

Список литературы по экологии (английский язык)1.Вайсбурд, М.Л. Обучение реальному общению по экологической тематике на английском языке в условиях международного экологического проекта [Текст] : [В помощь учителю] / М.Л. Вайсбурд, С.Н. Толстиков // Иностр. яз. в шк. - 2002. - N 5. - С. 11-16. - (Теорет. вопросы обучения

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иностр. яз.) 2. Змеева, Т А . Англоязычная пресса экологической направленности [Текст] = Ecological aspect in Press : учеб.-метод. пособие по чтению англояз. прессы (NP) / Т.А. Змеева ; М-во образования и науки Рос. Федерации. - М. : МГОПУ, 2004. - 96 с. - На обл. загл.: Ecological aspect in Press. - Библиогр.: с. 96.3. Змеева, Т. А. Методика обучения чтению англоязычной прессы экологической направленности студентов третьих курсов языковых факультетов вузов [Текст] : автореф. дис. ... канд. пед. наук : 13.00.02 / Т. А. Змеева . - М., 2005. - 20 с. : табл. - Библиогр.: с. 20.4. Сульженко, Н. А. Реализация экологической программы на уроках английского языка [Текст] / Н. А. Сульженко // Новые подходы к организации экологического образования в школе / Департамент образования г. Москвы. - М. : Центр "Школьная книга", 2007. - С. 121-122 5. Луданик, С. А. Тема "Защита окружающей среды" на уроках английского языка [Текст] : [IX-XI кл.: Из опыта сред. шк. N 18 г. Ярославля] / С.А. Луданик // Иностр. яз. в шк. - 1995. - N 2. - С. 20-23. - (Практ. вопр. обучения иностр. яз.) 6. Припутнева, Т. К. Урок английского языка по теме " Экология " в Х классе [Текст] : [Урок-конференция учителя сред. шк. N 9 г. Сальска Рост. обл.] / Т.К. Припутнева // Иностр. яз. в шк. - 1998. - N 5. - С. 42-48. - (Практ. вопр. обучения иностр. яз.) 7. Толстиков, С. Н. Экопсихология и иностранный язык [Текст] : [Развитие лекс. навыков англ. яз. методом формирования экол. сознания с привлечением экол. понятий и тем у учащихся 14-17 лет в сред. шк.] / С.Н. Толстиков // Экол. образование. - 2001. - N 1. - С. 40-45. - Продолж. Начало см.: Там же. - 2000. - N 48. Павлова,Т В. Экология в терминах и понятиях [Text] : учеб. пособие на англ. яз. / В Павлова. - М. : Изд-во МНЭПУ, 1998 - .Ч.2 / Междунар. независимый экол.-политол. ун-т. - 1998. - 168,[1] с.9. Ковалева, Р Г. Природа и человек [Текст] : практ. пособие на англ. яз. / Р.Г. Ковалева, Т А Самсонова ; Забайк. гос. пед. ун-т им. Н.Г. Чернышевского. - Чита : Изд-во Забайк. гос. пед. ун-та, 1998. - 59 с. - Библиогр.:58-59с.10. Экология [Text] : практ. пособие по англ. яз. / Сост. Э.А. Ташлыкова ; [Сост. Э.А.Ташлыкова]. - Комсомольск-на-Амуре : Изд-во КГПУ, 1999. - 33,[1] с.11. Экология [Текст] : практ. пособие по англ. яз. / Сост. Э.А. Ташлыкова ; [Сост. Э.А. Ташлыкова]. - Комсомольск-на-Амуре : Изд-во КГПУ, 2000. - 30 с.12. Андреева, Г В. Экология и охрана окружающей среды [Текст] : учеб. пособие по практике уст. и письм. речи на англ. яз. / Г.В. Андреева ; Шадр. гос. пед. ин-т, Каф. англ. яз. - Шадринск : Шадр. гос. пед. ин-т, 2001. - 52 с.13. Иржак, Л. И. По-английски об экологии и здоровье [Текст] : учеб. пособие / Л.И. Иржак, Г.Г. Толстова ; Сыктывкар. гос. ун-т. - Сыктывкар : Изд-во Сыктывкар. ун-та, 2001. - 109 с. - Библиогр.:108с.14. Лифиц, М. И. Цепочка уроков по английскому языку по теме " Экология " для учащихся 7-х классов с использованием методики опорных сигналов В.Ф.Шаталова и информационных технологий [Текст] : [из опыта учителя гимназии N 1576 Москвы] / М. И. Лифиц // ОБРАЗОВАНИЕ В СОВРЕМЕННОЙ ШКОЛЕ : журнал. - 2006. - № 2. - C. 37-46 .15. Рабкесова, В. Я. Тема " Защита окружающей среды " на уроках английского языка [Текст] : [Опыт учителя одной из сред. шк. Челяб. обл.] / В.Я. Рабкесова // Иностр. яз. в шк. - 2000. - N 6. - С. 27-30 16. Природа вокруг нас [Текст] = The nature around us : тексты для уст. ответов и письм. работ на англ. яз.: 5-11 кл. / Авт.-сост. Н.Г. Брюсова. - М. : Рус. яз.: Дрофа, 1997. - 62,[1] с. : ил. - (Английский для школьников=English for schoolchildren).17. Ковалева, Р Г. Природа и человек [Текст] : практ. пособие на англ. яз. / Р.Г. Ковалева, Т А Самсонова ; Забайк. гос. пед. ун-т им. Н.Г. Чернышевского. - Чита : Изд-во Забайк. гос. пед. ун-та, 1998. - 59 с. - Библиогр.:58-59с.18. Человек и природа [Текст] : кн. для чтения по техн. переводу с англ. яз. для учащихся 10-11 кл. гимназий, лицеев, шк. с углубл. изучением англ. яз. / Сост. Е. Курушина ; Сост. Е. Курушина. - Киров : КОГУП, 2000. - 86,[1] c. - (Теория и практика перевода).19. Аргунова, М. В. Проект "Организация школьного экологического мониторинга и природоохранной деятельности на территории природного заказника "Долина реки Сетунь" : (удостоен премии Правительства Москвы в обл. охраны окружающей среды в 2006 г.) / М. В. Аргунова; . - С .50-75

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20. Яшина, Марианна Евгеньевна. Экологическое воспитание старшеклассников в процессе изучения иностранного языка: диссертация ... кандидата педагогических наук : 13.00.01. - Казань, 2006. - 198 с.21. Яшина, Марианна Евгеньевна. Экологическое воспитание старшеклассников в процессе изучения иностранного языка : автореферат дис. ... кандидата педагогических наук : 13.00.01 / Тат. гос. гум.-пед. ун-т. - Казань, 2006. - 23 с.22. Марченко, Наталья Ивановна. Иноязычные проекты как средство формирования билингвальных умений у учащихся 6-9-х классов на материале факультативных иноязычных курсов по биологии и экологии: автореферат дис. ... кандидата педагогических наук : 13.00.02 / Моск. гос. ун-т им. М.В. Ломоносова. - Москва, 2005. - 25 с.23. Марченко, Наталья Ивановна. Иноязычные проекты как средство формирования билингвальных умений у учащихся 6-9-х классов на материале факультативных иноязычных курсов по биологии и экологии: диссертация ... кандидата педагогических наук : 13.00.02. - Москва, 2005. - 194 с. : ил. + Прил. (215с.:ил.).24. Вайсбурд, М.Л. Учебное общение как этап подготовки к участию в международных экологических проектах. / М. Л. Вайсбурд, С. Н. Толстиков // Иностранные языки в школе. - 2002. - № 4. - С. 3-11. - (Теоретические вопросы обучения ин. языкам)25. Бикеева, А. С. "Экологические минутки" на уроках английского языка [Текст] / А. С. Бикеева // Иностранные языки в школе. - 2007. - N 5. - С. 60-65.26. Экология: русско-английский терминологический словарь : 1300 терминов на русском и англ. языках. - М. : ВНИИКИ, 1993. - 120 с.27.Коваленко, Е. Г. Англо-экологический словарь : около 32000 терминов / Е. Г. Коваленко. - М. : ЭТС, 2000. - 782 с.28. Коваленко, Е. Г. Англо-русский экологический словарь : около 32 000 терминов / Е. Г. Коваленко. - 2-е изд., испр. и доп. - М. : ЭТС, 1999. - 784 p.Имеются экземпляры в отделах: ИНО Инв.0484055 ИНО Инв.049101029. Англо-русский экологический словарь : (ок. 35000 терм.) / Г. Н. Акжигитов [и др.]. - М. : Русский язык, 2000. - 603 p.30.Луговцова, С. Б. "Surgut Is Our Home" : Урок английского языка в 10 классе / С. Б. Луговцова // Образование в современной школе. – 2004. – № 6. – С. 26-31.31.Корролева, Л. А. Итоговое lesson по теме "Eco problems" в VII классе / Л. А. Королева // Иностранные языки в школе. – 2006. – № 2. – С. 55-58.32.Кузьмич, Л. А. Ecological Problem of Russia / Л. А. Кузьмич // Педагогические технологии. – 2008. – № 2. – С. 121-122.33. Вострикова Н. Н. Экологический компонент в типовой общеобразовательной программе по иностранным языкам на средней ступени обучения. 5–7-е классы (конспект урока, html)

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