XI. :
1. What does man depend on?
2. What is the difference between prehistoric man and technological one in consuming the oxygen?
3. What alters the atmosphere?
XII. ?
1. Interrelations between man and the biosphere are simple.
2. The biosphere is strongly effected by all sorts of human activity.
3. A lot has been done to check environmental pollution.
3
I. :
1. Well, you don't have to buy a present. I'm sure he doesn't expect it.
2. Jane would like to work in an office, but unfortunately she can't type.
3. Paula couldn't find her key yesterday.
4. I just want a general idea of the story so I needn't read all the book.
5. How many times did you have to pass your driving test?
II. : can't, must, could oughtn't.
1. You___wear a helmet when you rode a motorbike.
2. I think people___ keep pets if they don't have time to care for them properly.
3. She___ run very fast now but when she was at school she___ run faster than anyone else.
III. :
1. A good teacher must have a good, strong, pleasing voice.
2. The boy was attentively listening to a speaking man.
3. Though astonished by her interest in that matter I went on my story.
IV. (Participle I, Participle II) .
1. The students discussed all the news published on the first page of the paper.
2. The news transmitted by the radio took us aback.
3. Tom saw something moving in the water.
V. :
1. Would you mind closing the door?
2. Paula has given up smoking.
3. I don't fancy going out this evening.
VI. , :
1. I enjoy listening to music.
2. It is no use talking to her.
3. The girls couldn't help laughing at Judy's ignorance.
VII. :
1. Simon was in a difficult situation, so I agreed to lend him some money.
2. I promised not to be late.
3. Would you like to go now?
VIII. , :
1. She is always forgetting to give me my letters.
2. Every half an hour I stop my work to smoke a cigarette.
3. He went on to explain the college regulation.
IX. - .
1. I'm in a difficult position. What do you advise me doing / to do?
2. The letter was personal and she didn't let me reading / to read / read it.
3. We were kept at the police station for two hours and then we were allowed going / to go.
X. .
How to Read Faster
There is too much to read these days, and too little time to read every word of it. There are some techniques you could learn to help you read faster. I know of three that are especially good. There are commonsense, practical ways to get the meaning from printed words quickly and efficiently.
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Previewing is especially useful for getting a general idea of heavy reading like long magazine and newspaper articles and nonfiction books. Here's how to preview: Read the entire first two paragraphs of the text. Next read only the first sentence of each paragraph. Then read the entire last two paragraphs. Previewing doesn't give you all the details. But it does keep you from spending time on things you don't really want or need to read.
Skimming is a good way to get a general idea of light reading - like poplar magazines or the sports and entertainment sections of the paper. Here's how to skim: Think of your eyes as magnets. Force them to move fast. Sweep them across each and every line of type. Pick up only a few key words (each time) in each line.
So far, you have seen that previewing and skimming can give you a general idea about content fast. But neither technique can promise more than 50 percent comprehension, because you aren't reading all the words.
To read faster and understand most - if not all - of what you read, you need to know a third technique. Clustering trains you to look at groups of words instead of one at a time - to increase your speed enormously. Here's how to cluster: Train your eyes to see all the words in clusters of up to three or four words at a glance. Here's how to go about it: pick something light to read. Read it as fast as you can. Concentrate on seeing three or four words at once rather than one word at a time. Then reread the piece at your normal speed to see what you missed the first time.
So now you have three ways to help you to read faster. Preview to cut down unnecessary heavy reading. Skim to get a quick general idea of light reading. And cluster to increase your speed and comprehension.
XI. :
1. What kind of reading material can be previewing recommended for?
2. What kind of reading material calls for skimming?
3. What is skimming?
4. Why are these reading techniques necessary in modern world?
XII. ?
1. Previewing is especially useful for getting a general idea of light reading.
2. Light reading is the reading like poplar magazines or the sports and entertainmentsections of the paper.
3. Clustering trains you to look at groups of words instead of one at a time.
XIII. , , :
1. The technique of a) previewing; b) skimming; ) clustering is increasing the speed of reading.
2. Clustering trains you a) to look at groups of words instead of one at a time; b) to find a necessary detail; c) to get a general idea of light reading.
4
I. :
1. It took them long time to find my house but they were able to do it.
2. My grandmother loved music. She could play the piano very well.
3. You really must work harder if you want to pass that examination.
4. I can't stay in bed tomorrow because I have to work.
5. You needn't clean the windows today. You can do it tomorrow.
II. : can, needn't, may had to.
1. ___I smoke a cigarette?
2. We___answer a lot of questions at the examination.
3. You___type this letters now. You___do it next morning.
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III. :
1. There are several ways to get the meaning from printed words quickly and efficiently.
2. Coming home he saw nobody waiting for him.
3. One day towards evening both the old people sitting in front of their cottage caught a sight of a young girl carrying a bundle in her hand.
IV. (Participle I, Participle II) .
1. She heard her surname called.
2. The path leading through the coppice soon got lost in the high grass.
3. The students discussed all the news published on the first page of the paper.
V. :
1. Would you mind turning off the radio.
2. Tom suggested having fish for dinner.
3. This evening I enjoy listening to the music.
VI. , :
1. Henry didn't feel like being killed.
2. He avoided speaking to me.
3. Judy had an opportunity of speaking to Daddy.
VII. :
1. I like George but I think he tends to talk too much.
2. You seem to have lost your weigh.
3. I wouldn't dare to ask him.
VIII. , :
1. Can you show me how to use this washing machine.
2. To get this job was his last chance.
3. Do you know what to do if there's a fire in the building?
IX. o - .
1. I don't recommend eating / to eat in that restaurant. The food is awful.
2. Where would you recommend me going / to go for my holidays.
3. The film was very sad. It made me crying / to cry.
X. .
Public Spirit
Each nation has its own peculiar character which distinguishes it from others. But the peoples of the world have more points in which they are all like each other than points in which they are different One type of person what is common in every country is the one who always tries to do as little as he possibly can and to get as much in return as he can. His opposite, the man who is in the habit of doing more than is strictly necessary and who is ready to accept what is offered in return, is rare everywhere.
But these types are usually unconscious of their character. The man who avoids effort is always talking about his rights: he appears to think that society owes him a pleasant, easy life. The man who is, always doing more than his share talks of duties; he feels that the individual is in debt to society, and not society to the individual. As a result of their views, neither of these men thinks that he behaves at all strangely.
The man who tries to do as little as he can is always full of excuses: if he has neglected to do something, it was because he had a headache, or the weather was too hot - or too cold - or because he was prevented by bad luck. At first, other people, such as his friend and his employer, generally accept his stories; but soon they realize what kind of person he is. In the long run he deceives only himself. When his friends become cool to him and he fails to make progress in his job, he is surprised and hurt. He blames everyone and everything except himself. He feels that society is failing in its duties towards him, and that he is being unjustly treated. He soon becomes of the discontented members of the society he lives in.
His public-spirited opposite is never too busy to take on an extra piece of work: that is the strangest thing about the whole business. If you want something in a hurry, don't go to the man who has clearly not much to do. He will probably have a dozen excellent excuses for not being able to help you, much as he claims he would like to. Go to the busiest man you know, particularly if you are sure that he has not a spare minute in the week. If your work is really important, he will make time for it.
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XI. :
1. What are the points which all the peoples are common in?
2. What is the difference between two common types of people?
3. What should you do if you have a really important work which must be done in a hurry?
XII. ?
1. Each nation has its own peculiar character which distinguishes it from others.
2. The man who avoids effort is always talking of duties.
3. The busiest man you know will find some time to help you and he will do the work in the best way.
5
I. :
1. Did your sister have to go to the music lessons with you?
2. I must be at work early tomorrow.
3. You mustn't read my letters. They are private.
4. Andrew is very upset. You ought not to shout at him.
5. If you don't like a cabbage, you don't have to eat it.
II. : could, can, mustn't needn't
1. ___you show me the way to the airport?
2. Whatever you do, you___touch that switch, it's very dangerous.
3. You___to the bank this morning. You___do it this afternoon.
III. :
1. saw a girl walking along the street.
2. All the works published by him are in this book.
3. I heard a pleasant voice singing.
IV. (Participle I, Participle II) .
1. I read the letter written by her.
2. He tried on the suit made by his tailor.
3. I'm doing my homework using the dictionary.
V. :
1. They insisted on going there.
2. He won the elections by making this proposal.
3. Smoking is a dreadful habit.
VI. , :
1. I'm looking forward to going there.
2. Speaking about this doesn't mean anything.
3. My purpose is entering the University.
VII. :
1. wanted to speak to me but I refused to meet him that day.
2. My mother likes to cook, but she has little time.
3. He's the best person to do this work.
VIII. , :
1. She recommended me to apply for this job.
2. His wish is to visit his mother.
3. I can't come today: I'm too busy.
IX. - .
1. I want you coming / to come.
2. My sister is afraid of going / to go there.
3. He felt somebody touching / touch his arm.
X. .
Is Man a Pest?
The question whether pesticides are more dangerous to pests or non-pests has not been fully resolved yet. One of the difficulties lies in finding a solution to the problem of a satisfactory definition of a pest. Is man a pest, or non-pest, for example? One thing is certain - all pesticides are dangerous to all life. The problem assumes new proportions when the fact is noted that certain pesticides have become global contaminants. They have been found to be present in a wide range of organisms throughout the world, including the oceans and the polar regions. The spread of contamination in Europe is rather typical. Pesticides are used in every European country and are manufactured in many of them, notably in France, Germany, the Netherlands, Sweden, Russia and Britain; in addition large quantities are imported from the USA. Pesticides, usually in the form of concentrations, are moved extensively from one country to another in normal course of international trade. The movement of pesticides in bulk from one place to another obviously entails some risk since accidents are bound to occur, and as a result pesticides are sometimes spilled on the land or into rivers or the sea. They may also be discharged accidentally into rivers from factories making or using them. Insecticides applied as sprays are widely dispersed in the atmosphere and carried from country to country by winds. Finally, living organisms can themselves cause the dispersal of pesticides from one nation to another. Ecologists claim that contamination is bound to have consequences (effects) adverse to life on our planet. It may soon become possible to judge whether and to what extent they are right.
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XI. :
1. Did they have the definition of a pest?
2. Where are the pesticides present?
3. How do they get into the nature?
XII. ?
1. The question whether pesticides are dangerous has been fully resolved now.
2. All pesticides are dangerous to all life.
3. As the result of movement of pesticides from one place to another they are sometimes spilled on the land or into rivers or the sea.
TWO COURSES OF ACTION
The problem of the environment crisis has recently assumed global proportions. Both scientists and politicians agree that unless some radical steps are taken before long, life on our planet may be irrevocably damaged if not destroyed altogether. It seems therefore worth while to consider the fundamental conflict which underlies the surface manifestations of the present crisis. For there undoubtedly exists a conflict, an incompatibility between the tenets of an industrial society and those of ecology.
Industry is bound to expand continuously, all ecological systems tend toward stability equilibrium.
There seems to be at least two general courses of action which might be adopted in order that the environmental doom may be averted.
One would be to curb the dynamics of industrial development; the other - to turn technology to the construction of physiologically and socially healthy environment, the former possibility being highly unrealistic, the latter one seems to be the only path to follow.
1. Why has the environmental crisis assumed global proportions?
2. What problem worries scientists and politicians alike?
3. How can we possibly avert the destruction of the environment?
4. Can you suggest any other courses of action to protect the environment?
COMPUTERS: THE SOFTWARE AND THE HARDWARE
The number of electronic computers used in any given field of human activity is sometimes believed to indicate the degree of its modernity. For example, the more computers a scientific institute uses the more modern it is believed to be. It is not always home in mind, however, that computers alone represent only what is called hardware, i. e. the machinery together with its subtle technical and logical design. In order that the hardware may be used effectively, another essential factor is needed: the so-called software or applied thought The preparation of computer programmes, the working out of the logical aspects of material to be manipulated in a computer, takes up as much, if not more, time as the actual production of the hardware and is by no means easier. The software, as most intangible products, is not always capable of being readily evaluated. This, however, doesn't change the fact that it is at least as decisive as the hardware in obtaining solutions to concrete scientific and ecological problems. There are two basic types of electronic computers: digital and analogue. Each type has its uses in various fields. However, they have one thing in common: for their effective operation they require ingeniously thought-out software. And it can be supplied by brilliant people. As history shows, people can manage without computers, but reverse is not possible. At any rate not yet. Which is probably just as well.
1. How do you understand the difference between the software and hardware (in a computer)?
2. What is necessary for the effective operating of any type of a computer?
3. Can people manage without computers?
