Vocabulary Notes

1. intensified programmes of research — concentrated (enforced) programmes of research­; 2. to accelerate the accumulation (of) – to speed up/ to quicken the concentration;

3.multidisciplinary coordinator — an expert in inter-related group of sciences;

4.supra-national entity — something that might be created above nations and states and might exist separately and inde­pendently.

Active Vocabulary

1. entirely - повністю, цілком, цілковито;

2. drugs - 1) ліки; 2) наркотик;

3. to predict - пророчити, передрікати;

4. side-effect - побічний ефект;

5. to converge – зводити разом;

6. counter-balance - противага; v.- зрівноважувати;

7. to some extent - до деякої міри;

8. flexible - гнучкий;

9. to necessitate - І) робити необхідним, 2) змушувати;

10.to emerge - І) з’являтися; 2) з’ясовуватися, виявлятися; 3) виникати; emerging — той, що виникає, emergence — вихід, поява; emergency — гостра потреба; emergency door / exit — допоміжний (запасний вхід / вихід);

11.to quote - 1) цитувати, посилатися на...; 2) призначати ціну; quotation — цитата; посилання

Comprehension

1. What can be expected to be one of the first consequences of applied science development in the future? Give examples.

2. What unexpected effects may the widespread application of new drugs and chemicals have? Why?

3.Why are natural resources rapidly becoming exhausted? Name two methods by which this process can be counter-balance?

4. What will be the first consequences of automation? Describe their possible social effect.

5. What do you understand by the term “multidisciplinary co­ordinator”? Why might scientists of this type be required in the future^?

6.Name some of the possible consequences of international co­ operation in the next decade or so.

7. Give other words meaning approximately the same as: huge; to accelerate; to change; role; to evaluate; to cause. Word Study

Exercise I. Give English equivalents for the following words and phrases and compose sentences of your own:

проблеми сучасної науки; ліки та хімічні препарати; побічний ефект; надзвичайне збільшення / зростання; швидке поширення / розповсюдження; вичерпання / виснаження; зрівноважувати, до деякої міри; робити необхідним; прискорення; робити доступним; той, що з'являється; безперечно; повністю новий тип; спеціаліст з міжгалузевих наукових дисциплін.

Exercise 2. Each suffix in list A can be connected to three words in table B. Form these words and translate them.

A: -ify; -ly; -less; -ent; -ant; -able; -ible; -ence; -ance; -or; -er; -ness;

B:

use investigate differ liquid

effective boil reverse possible

simple diverge exist transfer

reason count assistant direct

convert predict resist motion

divide solid research persist

distant absolute interfere maintain

evident hard react signify

identity meaning produce perform

Exercise 3. Using words formed in Exercise 2 fill in the blanks in the following sentences:

1. An eroded area of land is us… for agriculture. 2. The di... between the earth and the moon is about 385,000 km. 3. Most volcanic lavas so… at 800-l200 C. 4. Diamonds, which are a form of carbon, have many industrial applications, due to their ha… 5. For some people the concept of anti-matter is me… 6. Mass is con… into energy. 7. The atomic rea… was developed with the as… of rese… from many different countries.

Exercise 4. Complete the following sentences using the text:

I. Rapid expansion of industrialization in the world will lead… 2. We can expect applied science to produce… 3. If we wish to counter-bal­ance these losses… 4. The automation in the more developed countries will lead ... 5. Another result of automation should accelerate…6.The job of a special discipline would be…

Exercise 5. See if you can recall the corresponding word combinations:

UN, EU, UNESCO, ERA, R£D.

Exercise 6. Translate into English:

1.Очікується, що прикладна наука створить ліки з високою вибірковістю. 2. Необхідно передбачити і усунути неочікувані взаємні реакції між цими хімічними речовинами. 3. Автоматизація промисловості викличе потребу у більш освічених працівниках. 4. Перш ніж втілювати цей проект необхідно оцінити його соціальні наслідки. 5.Наднаціональні утворення в галузі науки сприяють більш тісному науковому співробітництву.

Structure Study

1. Subject clauses are introduced by that, whether, if, who, what, which (whoever, whatever, whichever), where, when, why, how, which are translated as:

that – те, що	where- те, де; питання в тому, де
what – те, що	when – те, коли; питання в тому, коли
if, whether- чи	why – те, чому; питання в тому, чому
who – той, хто; хто	how – те, як; питання в тому, як
which – хто з, котрий з;	how + adjective – наскільки + прикметник
whatever – все, що; щоб не	те, як + прикметник

Exercise 7. Translate the following sentences:

1. That this environment should and does affect man in a great variety of ways seems obvious. 2. What is significant in this philosophy, and what made it wield a great influence in some oriental countries, is its view of history. 3. How this occurred can be seen from the following example. 4. That the author shares this view is quite obvious. 5. How difficult it was to accomplish this work is seen from his diary. 6. Whether the author shares this view is not clear.

7. Whatever he says is argued. 8. Why the noble example set by Chaucer should not have been developed in other directions is difficult to say. 9. What Greece and Rome have been to Europe, China has been to the nations of the East. 10.What the author really meant, and what he showed in his own work, was some­thing quite different from what he actually stated.

II. Object clauses are introduced by the same words as the subject clauses

Exercise 8. Translate the following sentences:

1. He confirmed what we already knew. 2.He wanted to see if these substances also gave rise to X-rays. 3. Do you know what the English unit of power is called? 4. Peace is what these countries need most to solve their economic problems. 5. It is not evident whether Japan is a party to this coalition. 6. Archaeological excavations give us a better idea of how the people of those days lived. 7. What is not certain is whether the improvement is continuing sufficiently fast. 8. These distinctive fea­tures of labour explain why labour necessarily gives rise to speech and thought and cannot develop without the aid of speech and thought. 9. A simple experiment with a glass of water and a postcard will show you how real this pressure is. 10. The question now is whether the Govern­ment can now start making the right tactical decisions — and whether it can create a rescue-operation for the economy out of the crisis.

III. Predicative clauses are introduced by the same words as subject and object clauses. The verb to be which is used before the clause is often translated as полягає в тому, що; являє собою те, що; це те_, що...

Exercise 9. Translate the following sentences:

I . My book was what is often referred to as an autobiography. 2. An important characteristic of radiation is that it can occur in vacuum. 3. The

question is whether the temperature of the air is high enough to start the reaction. 4. What they wanted was to be paid for what they had done. 5. What I mean here is that everyone of these factors is liable to mislead. 6. What was obvious was that they could not solve the prob­lem. 7. What terrified the Government most was that the rebels might need to re-open the negotiations. 8. What seemed most strange in the Battle of Plessey was that the Navab's army should have been defeated by so small a force, and that the victory of the English side should have been so decisive.

IV. Attributive clauses are introduced by the relative pronouns who (nominative case) — whom (objective case) for people; that (nomi­native and objective cases) — for people and things; which (nomina­tive and objective cases) — for things. Relative pronouns in objective case can be left out.

e.g. The man whom / that I spoke to was my supervisor - The man I spoke to was my supervisor.

Note. 1) that refers to a noun that comes before it and "repeats its meaning". Such a noun is called an antecedent:

e.g. These are the facts that (antecedent) were described in the paper.

The reference book that (antecedent) you want is a rare edition.

That is especially common after the following words all, every(thing), some(thing), any(thing), no(thing), none, little, few, much, only.

e.g. You can have everything that you need for the experiment .

2) What introduces object clauses and means the things that it includes a relative pronoun that and its antecedent at the same time. What cannot be used if there is already an antecedent. Compare:

1. Do you want to hear the words that he said? (that he said —attributive clause).

2. Do you want to hear what he said? (what he said -—- object clause, in which what = the words that).

Exercise 10. In the following sentences pick out the attributive clauses. Write which word is a relative pronoun( if any) and which word is its antecedent.

1 This is the device that he used in his experiments. 2. The discovery which they made is astonishing.

3. I enjoyed the book which you gave me for my birthday. 4. She met my brother who teaches at our depart­ment. 5. The birds which flew away in the autumn have returned. 6. Do you know the man whose article we have just discussed? 7. The assistant examined the equipment with which he would work. 8. The train by which we travelled was very slow. 9. The person who delivered the last report is an expert in his field. 10. 1 hope to make a discovery that will shake the world.

Exercise 11. Join each of these sentences into a complex one by using relative pronouns who, whom, which, that, whose.

1. I liked the story. My friend told it. 2. Here is the girl. You spoke to her this morning 3. I have read the book. You told me about it. 4. There is the plane. I came to London by it. 5. That is the house. We lived in it in 1980. 6. The plane has flown 10.000 miles. I came to Kyiv in it. 7. Our friend wrote a well-known book. He lives in that house. 8. The apples grew on my tree. You are eating them. 9. That is the same story. He told it. 10. This man works with me. His name is John Smith.

Exercise 12. Translate the following sentences:

1. The problem the author has raised deserves serious attention. 2. The materials they are working at will be soon published. 3. The report the delegation made on returning home was listened to with great interest. 4. He asked whether they were really the people he ought to work for. 5. That is just the article I was looking for. 6. The lecturer repeated the fact he had mentioned previously. 7. Have you found the book we were talking about the other day? 8. In some European countries there are language academies which practically legislate the language.

V. Among adverbial clauses we distinguish those of manner (how^?), time(when?), place (where?), reason (why?), purpose (with what pur­pose?), condition (on what condition?).

Exercise 13. Study the following examples, define the kind of adverbial clauses and translate the sentences:

1. We did our work as work ought to be done. 2. I saw him when I was passing the conference hall. 3.We met our colleagues where we gener­ally meet them. 4. The engine stopped because we ran out of fuel. 5. He will pass his examination if he works hard. 6. I cannot solve this problem unless you help me. 7. He is working hard so that he will pass his exami­nation. 8. Write down these data unless you forget them. 9. What are you going to do after you finish your thesis? 10. Begin to read from where you stopped last time. 11. He knew the book as if he had written it himself. 12. I shall tell you everything on condition you keep my se­cret. 13. Unless the treaty is signed within the near future we shall soon have passed the point of no return.

Scientific Writing

Exercise 14. Read and translate adjectives used to qualify

basic, fundamental, substantial, comprehensive, satisfactory, good;

theory competent, convincing, adequate, reliable, correct, probable,

plausible, valid; helpful, fruitful, promising, stimulating, attractive, meaningful, clear-cut; deficient, faulty, inadequate, unconvincing, unsatisfactory, meaningless; ambiguous, confusing, puzzling, divergent, conflicting, contradictory.

Exercise 15. Translate the following sentences:

1. I realize this generally accepted theory is a very comprehensive one and can, therefore, be regarded as fully reliable. 2. The general theory of signals, which is universally accepted nowadays, has provided an answer to the above question. 3. It has always been taken for granted that this classical theory is quite adequate to explain the processes of species evolution in nature. 4.Although we know the theory is not universally applicable we never doubted it was one of the most stimulating and quite reliable. 5. In the light of recent findings their theory seems incorrect.

Exercise 16. 1. Combining A, B and C complete the sentences showing the postulate from which a theory proceeds or the main idea which it is based on or underlying assumption. 2. Write a similar sentence concerning the theory you proceed from in your research.

A		B		C
These authors These workers We	have created constructed developed elaborated formulated advanced put forward proposed suggested	a new fruitful attractive interesting alternative	theory	which	is/was based	on the assumption that …
						on the principle that…
					proceeds proceeded		from the idea that …

Exercise 17. 1. Combining A, B and C complete the sentences stating the aim of the suggested theory. 2. Write a similar sentence concerning the theory you are going to apply in your research

A			B	C
The	object aim purpose	of this theory	is was has been will be must be	to	arrange and explain a series of events underlying…
					interpret the phenomena of… explain the mechanism of … correlate such processes with…
The principle task of the above theory

Exercise 18. Use exercise 23 (Unit 9) to write sentences stating the content of the theory you proceed from in your investigation.

Exercise 19. Combining A, B and C compose sentences containing criticism of a theory.

A	B			C
The theory of… The theory by.. This theory Their theory	is was seems seemed	quite (most)	(in)adequate (in)competent (un)suitable (im)probable correct	for the explanation of… for the interpretation of… for the demonstration of…
				to explain the origin of… to demonstrate the effects of…
		totally	wrong incorrect
				in certain situations in some details in some respects in one aspect
		very	interesting important attractive advantageous convincing
				as far as this aspect is concerned as far as specific situations are concerned
			ambiguous inexplicit vague
				when applied to specific situations

Exercise 20. Translate into English:

1. Теорія відносності Ейнштейна базується на фундаментальних поняттях простору, швидкості та часу. 2. Ця загальноприйнята теорія здається найбільш зручною для пояснення наших спостережень.

3. Метою вищезгаданої теорії було пояснити механізм цього процесу. 4. Згідно теорії, запропонованої А., обидва процеси відбуваються одночасно. 5. Теорія автора виглядає хибною стосовно цих конкретних умов.

Exercise 21. Write a detailed account of the theory you proceed from in your investigation.

Discussion of the Text

1. Speak about the future trends in science.

2. What would be the job of a multidisciplinary coordinator?

Article for Reading and Discussion

Assignment. Read the extract below and get ready to speak about the ways European science will develop in future.