Study how to pronounce these symbols

Symbol	Meaning	Example	Spoken
+	addition	a + b	a plus b
-	subtraction	a – b	a minus b
±	plus or minus	X = ± 2	X equals plus or minus 2
×	multiplication	a × b	a times b
:	division	a : b	a divided by b
=	equality	a + b = c	a plus b equals c
	identical to	a = b	a is identical to b
≠	non equality	a ≠ b	a is not equal to b
	fraction		three-quarters, 3 by 4, 3 over 4
<	less	a < b	a is less than b
>	more	a > b	a is more than b
≤	less or equal	a ≤ b	a is less or equal to b
≈	approximation	a ≈ 10	a is approximately equal to 10
∞	infinity	X →∞	x tends to infinity
	proportional to	X y	x is proportional to y
x²	square power	x²	x squared
	power		x to the power (of) n minus 1
	square root		square root of x
	nth root		nth root of x
/	per	km/hr	kilometers per hour
	subscript		P subscript 3, P sub 3
∫	integral sign	∫x	the integral of x
sin	sine of	sin A	sine of A
cos	cosine of	cos A	cosine of A
tan	tangent of	tan A	tangent of A
cot (ctn)	cotangent of	cot A	cotangent of A
sec	secant of	sec A	secant of A
cosec (esc)	cosecant of	cosec A	cosecant of A
()	parentheses
[]	brackets
{}	braces
°	degree	45 °C	forty five degrees Centigrade

e.g.

a) + =	One over u plus one over v equals one over f (all small letters)
b) F	F is proportional to M subscript one over R squared (all capital letters)
c) = ( )	v subscript one equals the square root of open brackets, two e over m times capital V subscript two, close brackets

Task 3. Now pronounce these simple mathematical operations.

1. a + b = c 5. x ≤ y

2. a – b = c 6. x ≠ y

3. a × b = e 7.

4. a / b = f 8.

Task 4. Try to read these formulas.

1. 4. 7. 0 > 90°

2. 5. E ≤ ± 0.32 8.

3. 6. 9.

Task 5. Find some formulas, numbers or equations in your course books and pronounce them.

Function 11. HOW TO describe a thing

• Если нам нужно описать предмет, мы характеризуем его с разных сторон – размер, форма, материал, цвет, измерения, ощущения предмета на вес и т.д.

Task 1. Divide these words into the groups – size, shape, material, color, dimensions, feeling, and weight.

wooden, long, aluminium, diameter, deep, white, triangular, hollow, wide, radius, rectangular, empty, pointed, rounded, light, brown, metal, tiny, cardboard, huge, oval, cone, pyramid, glass, sharp, strong, thin, large, curved, square, paper, grey, thick, soft, light-weight, rubber, …

Task 2. Put the words in these questions into correct order and match them with the characteristics above.

1. its what are dimensions ?

2. made what’s of it ?

3. is colour it what ?

4. what it feel does like ?

5. big how it is ?

6. weigh does much how it ?

7. shape what is it ?

• Вы также можете использовать фразы, приведенные ниже, чтобы описать предмет, сравнивая его с другими предметами.

It’s the same size as a matchbox.

It looks like a watch, but a bit bigger.

It’s as small as a pen.

It’s very similar to a mobile phone, but it has more functions.

Task 3. Write a description of three of these objects.

e.g.: An eraser is a solid block, which is made of rubber. It is small and rectangular. It is usually about 1 cm high, 3 cm wide and 5 cm long.

stylus, pencil, ruler, calculator, scissors, notebook, glasses, mouse, whiteboard, CD, …

Task 4. Translate the following sentences into English.

1. Электронная фоторамка очень похожа на обычную фоторамку, но размер экрана немного меньше.

2. Посудомоечная машина по размеру похожа на стиральную машину.

3. Устройство для чтения электронных книг выглядит как обычная книга, но оно тонкое и легкое.

4. Маркер очень похож на фломастер.

5. Миниатюрные вставные наушники очень похожи на накладные наушники, но гораздо меньше по размеру.

Task 5. Work in pairs. Each of you think of an object from the box, then ask each other questions, answer them and guess the object.

a clipboard PC, a mug, a microscope, a chair, a light bulb, a fuse, a dictionary, a keyboard, a stapler, scissors, earphones, a newspaper, antenna, a stylus, an oscillator, a mouse mat

Task 6. Write the description of three objects which you deal with in your studies.

Function 12. HOW TO define a thing and explain its use and structure

• Если вы хотите более расширенно описать предмет, давая ему определение и упоминая о его предназначении и структуре, стоит начать с отнесения его к более общей группе, к которой он принадлежит (a device, a thing, a tool, a liquid, a machine etc.)

is/are is defined as can be defined as denotes

by … we mean by … is meant in other words refer to

e.g. a) A vacuum tube refers to a device for controlling electric current through a vacuum in a sealed container.

b) A device with two active elements is called a diode, usually used for rectification.

c) By Microwaves we mean radio waves with wavelengths ranging from as long as one meter to as short as one millimeter.

• Вы также может дать определение предмету, используя определительные придаточные предложения, начиная со слов who/that для людей, which/that для предметов и животных, where для мест, when для периодов времени.

e.g. a) An engineer is a professional in engineering who (that) uses his scientific knowledge, mathematics and ingenuity to develop solutions for technical problems.

b) A diagram is a graphic form which (that) represents some information according to some visualization technique.

c) A laboratory is a facility where researchers and scientists can perform experiments, measurements and research.

• При составлении предложений-определений можно использовать как активный так и пассивный залог.

e.g. a) Microwaves can be used to transmit power over long distances. (Passive Voice)

b) We use microwaves to transmit power over long distances. (Active Voice)

Вместо “to transmit” (to Infinitive) мы можем использовать “for transmitting” (for Gerund).

• При описании структуры предмета можно начинать с его составных частей и после упомянуть предмет, или начать с упоминания предмета, а потом сообщить о его составных частях.

From name to parts	From parts to name
consist of comprise be comprised of be made up of have contain include	make up form constitute be classified as

e.g. a) The radio equipment involved in communication systems includes a transmitter and a receiver.

b) The monitor comprises the display device, circuitry to generate a picture from electronic signals sent by the computer, and an enclosure or case.

c) A typical factory contains hundreds of industrial robots working on fully automated production lines, with one robot for every ten human workers.

Task 1. Translate the following sentences and say which words or phrases are used and for what purposes.

1. The word "radiation" refers to energy radiating from a source and not to radioactivity.

2. A workstation denotes a high-end personal computer designed for technical or scientific applications.

3. Single unit PCs (also known as all-in-one PCs) is a subtype of desktop computers, which combine the monitor and case of the computer within a single unit.

4. A home theatre PC is connected to a television or a television-sized computer display and is often used as a digital photo, music, video player, TV receiver and digital video recorder.

5. A typical desktop computer consists of a computer case which holds the power supply, motherboard, hard disk and often an optical disc drive.

6. The motherboard, also referred to as system board or mainboard, is the primary circuit board within a personal computer.

7. Computer software is a general term used to describe a collection of computer programs, procedures and documentation that perform some tasks on a computer system.

8. Modern robots are usually used in tightly controlled environments such as on assembly lines because they have difficulty responding to unexpected interference.

9. FRIEND is a semi-autonomous robot designed to support disabled and elderly people in their daily life activities, like preparing and serving a meal.

10. A photon can be defined as an elementary particle, the quantum of light and all other forms of electromagnetic radiation.

Task 2. Complete this text with necessary words.

a thumb keyboard USB flash drives an electronic visual display softkeys synchronization software Secure Digital (SD) slot

a portable media player microSD cards a palmtop computer Wireless Wide Area Networks CompactFlash cards

A personal digital assistant (PDA), also known as 1) … , or personal data assistant, is a mobile device that functions as a personal information manager. A PDA has 2) … , enabling it to include a web browser, all current models also have audio capabilities, so they can be used as 3) … , and also as mobile phones. Most PDAs can access the Internet, intranets or extranets via Wi-Fi or 4) … . Most PDAs employ touchscreen technology. However, some PDAs have 5) … , a directional pad, and a numeric keypad or 6) … for input. Most current devices include either some form of 7) … or a CompactFlash slot. Secure Digital Input/Output (SDIO) and 8) … are designed for memory, but are available to provide accessories like Wi-Fi or digital cameras, if the device can support them. Some PDAs also incorporate a USB port, mainly for 9) … . Some PDAs use 10) … , which are electronically compatible with SD cards, but have a much smaller physical size.

Most modern PDAs have Bluetooth a popular wireless protocol for mobile devices and come with the ability to synchronize to a computer. This is done through 11) … provided with the handheld, or sometimes with the computer's operating system.

Task 3. Give definitions to the following words.

a university a dormitory a Master’s Thesis a Scientific Advisor a lecturer

an experiment a graph a presentation a multimedia room a research center

a laptop a diploma a semester an exam a microscope

Task 4. Use the notes and write a paragraph about a microscope. Tell about its use and its structure.

U se: to enlarge the image

Eyepiece Lens:  the lens at the top that you look through. 

Tube:  connects the eyepiece to the objective lenses

Arm:  supports the tube and connects it to the base

Base:  the bottom of the microscope, used for support

Illuminator:  a steady light source (110 volts) used in place of a mirror. 

Stage:  the flat platform where you place your slides. 

Revolving Nosepiece or Turret:  this is the part that holds two or more objective lenses and can be rotated to easily change power.

Objective Lenses:  Usually you will find 3 or 4 objective lenses on a microscope. 

Rack Stop:  this is an adjustment that determines how close the objective lens can get to the slide. 

Function 13. HOW TO comment on a visual aid

• Виды визуальной информации.

A flowchart is a type of diagram that represents an algorithm or process, showing the steps as boxes of various kinds, and their order by connecting these with arrows or lines.
A pie chart is a circular chart divided into sectors each of whose length (consequently its central angle and area), is proportional to the quantity it represents.
A bar chart or bar graph is a chart with rectangular bars with lengths proportional to the values that they represent. The bars can be plotted vertically or horizontally. A vertical bar chart is sometimes called a column bar chart.
A line chart depicts changes over a period of time, showing data and trends in lines or curves
A table is a means of arranging data in rows and columns.
A histogram is a graphical representation showing a visual impression of the distribution of data.
A function graph means the graphical representation of the collection of ordered pairs, in the form of a curve on a Cartesian plane (координатная плоскость), together with Cartesian axes, etc.
A scatter plot or scattergraph is a type of mathematical diagram using Cartesian coordinates to display values for two variables for a set of data which is displayed in a collection of points.
An exploded view drawing is a diagram, picture or technical drawing of an object, that shows the components of an object slightly separated by distance, or suspended in surrounding space in the case of a three-dimensional exploded diagram.
A picture or photograph of something. It can show the main parts of an object or some phenomenon. It can also show some setup for an experiment etc.
Other types (population density map, train diagram, Venn diagram, illustrative drawing etc.)

• Фразы для начала комментария

I’d like you to take a look at this bar chart (histogram, etc), which shows … If you look at this graph/etc., you’ll see that … The numbers in this table show how … As you can see from this pie chart … Just have a look at this line chart for a moment … Let’s take a closer look at these figures…

• Если вам необходимо прокомментировать структуру устройства и рассказать о его составных частях, обратитесь к Function 11 “HOW TO describe a thing.” Если необходимо прокомментировать процесс, изображенный на рисунке, обратитесь к Function 14 “HOW TO describe a process.”

• Если необходимо рассказать об основных тенденциях, изображенных на графиках, есть основные направления – 1) подъем (rise), 2) падение (drop), 3)неизменность (steadiness).

Rise (рост, повышение)		Drop (падение, снижение)		Steadiness (неизменность)
a noun	a verb	a noun	a verb	a noun	a verb
	climb	decline	decline	no change	not change
upswing	go up	decrease	decrease		remain constant
rise	rise	dip	dip		remain steady
increase	increase	drop	drop		stay the same
lift	lift	fall	fall	stability	keep stable
peak	reach a peak	downswing	go down		hold constant
		plunge	plunge
		collapse	collapse

Изменения могут быть большие/резкие или незначительные/слабые

Adjective	Adverb
slight	slightly
gradual	gradually
steady	steadily
steep	steeply
sharp	sharply
sudden	suddenly
fast	fast
rapid	rapidly
dramatic	dramatically
little	a little

An EXAMPLE COMMENT :

Let’s take a closer look at this line chart. The x axis of this graph shows the twelve months of the past year while our sales in millions of dollars appear on the y axis. It may be seen clearly that sales rose steadily in the first half of the year (from January to May) and reached their peak in June. Then they dropped off in July and levelled out in August. After rising sharply during September, they suffered a dramatic fall in October but then made a significant recovery in November. However, the year ended with a slight downturn.

Task 1. Match different kinds of lines (1-6) with the letters (A-F).

1) the horizontal axis ( or the x axis) 4) a solid line

2) the vertical axis (or the y axis) 5) a broken line

3) the scale 6) a dotted line

Task 2. Look at the graph below, and then complete the sentences.

1. The ............................................... compares three products : A, B and C.

2. The ............. shows time over ten years while the ............. shows sales in number of units.

3. As you can see, product A is represented by the ...............................................

4. The performance of Product B is shown by the ..............................................

5. And a …………………………………. has been used to show the results of Product C.

6. Clearly, ................................... is the most successful product ....................................

7. Sales of Product B .......................... in recent years while sales of Product C ......................

8. On the contrary, product A has shown a ..................................................

Task 3. Match the sentences with the graphs.

1. The investment level rose suddenly.

2. The sales of our products fell slightly in the final quarter.

3. The Research and Development budget has stabilized over the past few years.

4. At the end of the first year, sales stood at 50 per cent of the present level.

5. The price reached a peak before falling a little and then holding the same level.

6. There has been a steady increase in costs over several years.

7. The sudden collapse in share prices has surprised everyone.

8. The value of the shares has shown a steady decline.

Task 4. Choose some visual from your studies and comment on it.

Function 14. HOW TO describe a process

Описать процесс или порядок действия можно несколькими способами, в зависимости от аудитории, цели выступления и правилами той дисциплины, в рамках которой вам необходимо это сделать.

• Повествование в форме текста, который описывает последовательность ваших действий (написанный либо в Past tense/Passive voice или Past tense/Active voice) Этот текст требует использования слов-указателей последовательности (e.g. first, then, after that, etc)

  Using Passive Voice

  Using Active voice

  To successfully replace a flat tire, the driver follows several steps. First the hubcap is removed and then the lug nuts on the wheel are loosened. The second step is to raise the car with a jack. Next, the nuts are removed and the flat tire is taken off. After that, the spare tire is put on, and the nuts are replaced. Then, the car is lowered to the ground. Finally, the nuts are completely tightened and the hubcap is replaced before the car is started.

  To successfully replace a flat tire, we followed several steps. First we removed the hubcap and loosened the nuts on the wheel. The second step was to raise the car with a jack. Next, we removed the nuts and detached them from the wheel and then took off the flat tire. After that, we put on the spare tire and replaced the nuts. Then, we lowered the car to the ground. Finally, we made sure the nuts were completely tightened before we started the car.

• Пронумерованный набор инструкций, предназначенный аудитории для дальнейшего исполнения ваших указаний (написанный в Present tense/Active voice или повелительном наклонении Imperative mood). В повелительном наклонении используется инфинитив без частицы “to”, в отрицательных предложениях используется “Don’t + Infnitive”.

To successfully replace a flat tire, follow these steps: 1. Remove the hubcap. 2. Loosen the nuts on the wheel. 2. Raise the car with a jack. 3. Remove the nuts. 4. Take off the flat tire. 5. Put on the spare tire. 6. Replace the nuts. 7. Lower the car to the ground and remove the jack. 8. Finally, make sure the nuts are completely tightened before you drive away.

• Пронумерованный порядок действий, который вы исполнили (написанный от первого лица, в Past tense/Active voice или Past tense/Passive voice).

Active Voice	Passive Voice
To replace the flat tire, we completed the following steps: 1. Removed the hubcap. 2. Loosened the nuts on the wheel. 3. Raised the car with a jack. 4. Removed the nuts. 5. Took off the flat tire. 6. Put on the spare tire. 7. Replaced the nuts. 8. Lowered the car to the ground and removed the jack. 9. Made sure the nuts were completely tightened.	To replace the flat tire, the following steps were completed: 1. The hubcap was removed. 2. The nuts on the wheel were loosened. 3. The car was raised with a jack. 4. The nuts were removed. 5. The flat tire was taken off. 6. The spare tire was put on. 7. The nuts were replaced. 8. The car was lowered to the ground and the jack was removed. 9. The nuts were completely tightened.

Task 1. Read this text in a numbered set of instructions and rewrite it in the narrative form.

To e-mail text messages from your computer directly to a mobile phone follow these steps:

1. Open your e-mail program and start a new e-mail message.

2. Enter the mobile phone number in the To: box using the format @teleflip.com, where is the phone number of the mobile phone to which you're sending the message. For example, to send a text message to mobile phone 123-456-7890, enter 1234567890@teleflip.com.

3. Type a message of up to 160 characters in the message box and then click Send. Your message will shortly appear on the mobile phone. You may want to test it on your own mobile phone to make sure it works.

Task 2. Order the steps of converting MS Word document into a PDF in MS Word 2007.

1.	Click Options and set the appropriate print options.
2.	Type a name for the PDF in the File Name box or select one from the list of files.
3.	Select Open file after publishing to open the new PDF after it has been created and saved. This option is only available if your computer has an installed PDF reader.
4.	Move the mouse pointer over the arrow next to the Save As button and select PDF or XPS.
5.	Click Publish to start the PDF creation process. If you need to make any corrections or changes to the PDF, make them to the original Word document and then create a new PDF document
6.	Click the Office button.
7.	Click OK.
8.	Choose PDF in the Save as type drop down list.
9.	Choose Standard (publishing online and printing) or Minimum size (publishing online) under Optimize for, depending on whether or not you want better print quality or lower file size, respectively.

Task 3. Read How to make bread and change sentences in Active Voice into Passive Voice.

Bread is eaten in most parts of the world, but not everyone knows how to bake it. I am going to show you how the steps involved in baking bread.

First, measure the correct amount of flour and warm water. Next, mix the flour and water together in a mixing bowl. Add yeast, salt and sugar. Next, knead the mixture until it feels almost dry. Leave the mixture for about an hour in a warm place. It will grow in size. After this, knead the mixture again. Make sure the mixture is not sticky when you touch it. Then leave the dough in a baking tin for about an hour to give it time to rise. Finally, the dough is put into a preheated oven for about forty minutes.

It can be seen that making bread is not difficult as long as the correct procedure is followed. You will love the taste and smell of your freshly-baked bread!

Task 4. Complete the description of stages in the generation of electricity.

First, steam 1) _____ (heat) in a boiler or reactor. Then the steam 2) ____ (pass) into the turbine. There the steam 3) _____ (drive) the turbine shaft. At the same time, the shaft drives the rotor of the generator. After passing through the turbine, the steam 4) ____ (enter) the condenser. After it has left the condenser, it 5) _____ (pump) back to the boiler or reactor. When it re-enters the boiler, it 6) _____ (re-heat). Once it has been generated, it 7) _____ (feed) into the grid system.

Task 5. Write about any process involved in your subject of study.

Function 15. HOW TO describe an experiment

Описание эксперимента дает пошаговое объяснение того, что и как делается или было сделано. Есть несколько способов описания эксперимента, но план описания у всех почти один и тот же.

1. Обозначьте цель эксперимента (the Aim of your experiment) четко в начале описания.

2. Опишите требуемые материалы (the Material required) точно, чтобы человек мог обеспечить их наличие.

3. Язык инструкций должен быть простым и легким для понимания.

4. Опишите этапы эксперимента (the steps of experiment) по порядку.

5. Опишите эксперимент в виде инструкций в повелительном наклонении (Imperative form). Можно также использовать Past Simple для описания исполненных действий, или Present Simple для описания действий в настоящем времени, а также Active или Passive voices.

6. Не забудьте описать результаты эксперимента (часто в Present Perfect) с последующими выводами, сделанными на основе эксперимента.

Example 1.

The aim of the experiment is to determine whether plants grow better in sand or in soil. For that we needed the following materials. 1 packet of radish seeds, 1 packet of carrot seeds, 1 packet of cucumber seeds, 6 plastic cups, water, soil, sand.

Now, let’s turn to the steps involved in our experiment. 1. Gather all the materials needed 2. Fill three cups with soil up to a height of 5 cm 3. Fill another three cups with sand up to 1 cm 4. Divide each packet of seeds into six approximately equal parts 5. Place each par in these six cups below the top layer of sand/soil 6. Water the cups every day 7. Remove the plants on the third-fifth day 8. Weigh the plants using a beam balance As a result, you will find that the plants that grew in soil weigh more. So we can make a conclusion that plants need soil to grow well.

Example 2.

The aim of this experiment was to see if sand and sugar disperse in water under the same conditions.

We had two beakers filled with water, some sand, some sugar.

Two beakers are filled with water and into one a quantity of sugar is stirred. A quantity of sand is placed in the other, and the liquid in both beakers is stirred vigorously. We can see that the sugar seems to disappear completely, whereas the sand can still be seen clearly. No matter how vigorously or how long the sand is stirred in the water, it will not disappear, and we stop stirring, the particles of sand start to settle at the bottom of the beaker. In theory, no matter how long the liquid with sugar is left standing, the sugar will not separate out from the liquid. On the other hand, the sand will not dissolve in the water even if this beaker is heated while the mixture is being stirred.

From this demonstration, it can be seen that particles of sugar have dispersed throughout the water, and under normal conditions they will remain dispersed in this way. The sugar and water have formed a solution. However, despite vigorous stirring, the sand particles have failed to disperse in the same way. They have remained completely separate

and formed a suspension.

Вот слова и выражения, часто используемые в описании эксперимента.

SUBSTANCES	liquids	solution, colloid, emulsion, melt, suspension, oil, liquid crystals, etc.
	solids	crystals, lump, rock, ceramics, minerals, wood, polymers, composite materials, semiconductors, nonmaterial etc.
	gases	steam, vapour, fumes, mixture, etc.
	general	particle, chips, grains, filing, flakes, powder, etc.
APPEARANCE	color	blue, green, …, colored, colorless, transparent, translucent, opaque, clear, etc.
	smell	fragrant, odorless, malodorous, odoriferous, pungent, etc.
METHODS	nouns – verbs	filtration – to filter, evaporation – to evaporate, sublimation – to sublime, separation – to separate, extraction – to extract, purification – to purify, crystallization – to crystallize, decanting – to decant, dissolving – to dissolve, distillation – to distillate, diluting – to dilute, drying – to dry, heating – to heat, hydrolyzation – to hydrolyze, decomposition – to decompose, etc.
ACTIONS	verbs	shape, clean, add, press, weigh, mix, dry, withdraw, push, measure, agitate, wash, release, pull, stir, rinse, lower, fasten, swirl, wet, increase, spread, decrease, seal, heat, etc.
	adverbs	firmly, gently, evenly, accurately, tightly, vigorously, completely, securely, well, slowly, thoroughly, gradually, rapidly, etc.
	nouns	temperature, cork, needle, bottle, mixture, bung, distilled water, acid, test-tube, specimen, painful area, volume, stirring rod, test tube, etc.

Task 1. Complete this experiment account with the words from the box.

suspend add boil submerge pour stir wait

The aim of our experiment is to get sugar crystals on a string.

We need water, sugar, a string, a pencil and a container.

1. _____ about 400 ml of water.

2. ____ about 200 ml of sugar to the water, and ____ the solution well.

3. ____ the solution into the jar. Make sure that the jar you selected can withstand the temperature (a glass should work).

4. ____ the string from a pencil.

5. ____ the string in the solution.

6. _____ for several days.

The sugar crystals will grow slowly on the string over a period of several days.

Task 2. Complete the following experiment with the Past Simple Passive of the verbs in brackets.

The aim of this experiment was to investigate the relationship between the pressure and the temperature of a gas.

The apparatus used in this experiment consisted of a bulb containing air, a three-way tap, a pressure gauge, a beaker with water, a thermometer and a stirrer. The bulb with water 1) ____ (connect) to the pressure gauge by means of a small diameter tube, which 2) ____ (seal) into the bulb. The three-way tap 3) ____ (insert) at a point along the tube. The bulb completely 4) ____ (immerse) in water which was contained in the beaker. The thermometer and the stirrer 5) ____ (place) in the water.

A flask with a large volume 6) ____ (use) so as to minimize the effect of unheated air in the connecting tube and pressure gauge. The pressure indicated by the pressure gauge 7) ____ (note). The temperature of the water 8) ___ (record). The water 10) ____ (heat). Readings of the temperature and pressure 11) ____ (take) at regular intervals throughout the experiment. The values of the temperature and the corresponding values of the pressure 12) ____ (record) in a table. The water 13) ____ (stir) vigorously throughout the experiment. Since the temperature of the water could not be raised above 100°C, the experiment 14) ____ (stop) when the water boiled. A graph of pressure against temperature 15) ____ (plot) from the results.

According to the results of the experiment, we concluded that the pressure and the temperature of a gas of a fixed mass and a constant volume are directly proportional.

Task 3. State the results of different experiments with Present Perfect tense of the appropriate verbs in the right box.

A current ____ through a wire. The wire ____ hot, therefore a heating effect ____.	BE PRODUCED, BE PASSED, BECOME
Two powdered solids ____ into a liquid. The solids ____ completely, therefore a solution ____.	DISSOLVE, BE STIRRED, BE FORMED
A solution ____ in a cylinder, separated from a beaker of water by a membrane. The solution ____ up the cylinder, therefore a force ____ the water to pass through the membrane.	CAUSE, RISE, BE LEFT
A metal block ____. The block ____ larger, therefore expansion ____ place.	BE HEATED, TAKE, BECOME
Red litmus paper ____ and ____ over the test-tube. The litmus paper ____ blue, therefore ammonia ____ off during the experiment.	BE GIVEN, BE DAMPENED, HOLD, TURN

Task 4. Write an experiment account involved in your research.

Function 16. HOW TO write an abstract

• What is an abstract?

«Abstract» это конспект, краткое изложение, автореферат статьи или книги, не содержащий дополнительных интерпретаций и критики. Абстракт помогает читателям быстро ознакомиться с содержанием статьи, которая представлена далее и тем самым позволяет им либо заинтересоваться этой статьей, либо пропустить ее и не тратить время. При написании абстракта следует придерживаться простых предложений, исключая постороннюю информацию. Однако, абстракт должен быть достаточно информативным, представляя качественную и количественную информацию нижеследующей статьи.

• Why do you need it?

Абстракт, во-первых, помогает читателю ознакомиться с главными вопросами, поднимаемыми в статье. Во-вторых, абстракт помогает информационным сервисам адекватно каталогизировать вашу статью для возможности в дальнейшем извлечь ее из архивов и ознакомиться с ней. К тому же для привлечения внимания иностранных специалистов, необходимо помещать краткое изложение вашей статьи (абстракт) в международных журналах на английском языке.

• What are the parts of an abstract?

  Complete bibliographic information A clear statement of the scope and purpose of a work A summary of the contents A statement of the conclusion or results

  1.Полная библиографическая информация 2.Четкое изложение области исследования и цели исследования 3.Краткое изложение содержания исследования 4. Заключение и результаты исследования

• How can you make it perfect?

a) абстракт должен быть точным и достоверным – он должен точно отражать цели и содержание статьи. Не нужно включать информацию, которая не будет рассмотрена в статье. Если статья продолжает или повторяет предыдущие исследования, следует указать это в абстракте, цитируя автора и указывая его имя и даты исследования. Рекомендуется отразить заголовки статьи в содержании абстракта для его большей достоверности, при этом объем каждого пункта должен быть соизмерим с его ролью в тексте статьи

b) краткое изложение должно быть законченным – если в абстракте упоминаются новые термины или сокращения, они должны быть объяснены; если включаются цитаты, они должны иметь полную справочную информацию (имя и инициалы автора, название и даты публикации); если в статье нет списка ключевых слов, их нужно поместить в абстракт, это поможет и при чтении и при индексировании

с) абстракт должен быть лаконичным и конкретным – как можно больше важной информации в как можно меньшем количестве текста. Общий объем абстракта не должен превышать 200 слов (или 3% основного текста), в одном абзаце, если возможно

d) текст абстракта должен быть последовательным и легко читаемым – вот некоторые советы:

- используйте глаголы вместо соответствующих именных фраз

- пишите от третьего лица, а не от первого

- описывайте результаты в настоящем времени без упоминания последующей применимости результатов и сделанных выводов

-используйте прошедшее время при упоминании проведенных экспериментов и использованных специфических параметров

- не включайте уравнения, таблицы, графики и т.д. в абстракт

- используйте числительные вместо написания цифр

e) используйте образцы – при проведении исследования вы обязательно сталкиваетесь с тематическими статьями, используйте их для составления собственных рефератов: терминологию, образцы предложений и т.д. Попросите кого-нибудь проверить вашу работу перед окончательным изданием

• What are most common phrases for abstracts?

Objectives	The purpose of this study was to investigate... Another aim was to find out... Finally, ... was examined in the study. This article/the book/the document describes/ explores/ presents an overview of… In this work the problem of … is discussed/ considered …
Methods	(X) method was applied. (eg. quantitative/qualitative - both/other?) The study /survey / thesis /questionnaire / opinion poll...examined, inspected, focused on, was conducted, carried out, sent out, administered … Questionnaires were sent out / administered... ( X number) of responses were received
Results/ conclusions	The results of the study were that... It was found/discovered that... The results revealed/indicated... The principal conclusion was that... One conclusion was that...

Example abstract 1:

Timsit, M., and N. Bruyere-DeGeyter. "The Function of Anxiety the Structure of Personality in Sports Participation: Use of the Rorschach Test in Comparing Samples of Basketball and Football Players." International Journal of Sport Psychology. 8.2 (1998): 128-139.

Examines the relationship between athletes and the structure of the athletic personality, and more precisely, the importance of the choice of a sport and athletics in general in the development of the personality. Forty 17-21 year olds (20 football players and 20 basketball players) were studied, and the data were compared with those from 17 technical school students of the same age. Data from the sports group were significantly different from the control group: the sports group showed freer expression, more aggression, a more evident state of anxiety, and relatively more effective control mechanisms (kinetic responses). Data for the basketballers were significantly different from those of the footballers: the basketballers had a higher tendency toward static kinetics, and the footballers had a higher anxiety index. Results are discussed in relation to the athletic capacity specifically called for in particular types of sports: location on the court in basketball, and active and direct struggle in football.

Example abstract 2:

Kenneth Tait Andrews, “‘Freedom is a constant struggle’: The dynamics and consequences of the Mississippi Civil Rights Movement, 1960-1984″ Ph.D. State University of New York at Stony Brook, 1997 DAI-A 59/02, p. 620, Aug 1998

This dissertation examines the impacts of social movements through a multi-layered study of the Mississippi Civil Rights Movement from its peak in the early 1960s through the early 1980s. By examining this historically important case, I clarify the process by which movements transform social structures and the constraints movements face when they try to do so. The time period studied includes the expansion of voting rights and gains in black political power, the desegregation of public schools and the emergence of white-flight academies, and the rise and fall of federal anti-poverty programs. I use two major research strategies: (1) a quantitative analysis of county-level data and (2) three case studies. Data have been collected from archives, interviews, newspapers, and published reports. This dissertation challenges the argument that movements are inconsequential. Some view federal agencies, courts, political parties, or economic elites as the agents driving institutional change, but typically these groups acted in response to the leverage brought to bear by the civil rights movement. The Mississippi movement attempted to forge independent structures for sustaining challenges to local inequities and injustices. By propelling change in an array of local institutions, movement infrastructures had an enduring legacy in Mississippi.

Example abstract 3:

Arvinder Singh Chadha, Deyin Zhao, and Weidong Zhou, Comparative study of metallic and dielectric helix photonic metamaterial: Optical Materials Express, Vol. 4, Issue 12, pp. 2460-2467 (2014) http://dx.doi.org/10.1364/OME.4.002460

We compare the performance of metallic and dielectric thin film helix photonic metamaterial numerically. The simulated metal helix provides a 4 μm broad band circular dichroism with a polarization suppression ratio of 20:1. The transmission efficiency of the metal helix drops significantly with increasing number of helix turns and angle of incidence. Contraire, the simulated silicon dielectric helix structure provides an extremely high polarization suppression ratio above 2,300:1 with almost 100% transmission over a wide range of incident angles. The results provided highlights the trade-offs between the transmission efficiency and the specular and angular bandwidth for designing practical thin-film circular polarizers.

Task 1. Read example abstracts carefully and analyze them with this table.

№	Aspect	Example 1	Example 2	Example 3
1.	Bibliographic information
2.	The scope and purpose of work
3.	Summary of the contents
4.	Results and conclusions
5.	Is it self-contained?
6.	Is it concise?
7.	What person is it written from?
8.	Any experiments?
9.	Any numbers?
10.	Special phrases?

Task 2. Write an abstract of one of the texts you have read.

Function 17. HOW TO make a presentation

Один известный человек сказал «Мозг начинает работать как только рождается человек, и не перестает работать пока вы не встаете и не начинаете выступать перед публикой». Это полностью справедливо для любого выступления, и тем более для выступления на иностранном языке, особенно, если вы не уверены в своих знаниях иностранного языка. Но опыт показывает, что это вполне возможно – достойно выступить перед аудиторией с презентацией на иностранном языке! Конечно, если отнестись к этому серьезно и подготовиться. Вот некоторые советы опытных зарубежных ораторов.

• Talk rather than read.

• Stand up unless you're literally forced to sit, move around, rather than standing still, and use gestures.

• Speak loudly and clearly, facing the audience, vary the pitch of your voice.

• Make eye contact with the audience and try to read their reaction.

• Focus on main arguments, especially if you don’t have much time.

• Use visual aids (slides, graphs, devices you are talking about, etc).

• Using PowerPoint, don’t overuse special effects and don’t include very complicated software.

• Finish your talk within the time limit (practice before the event).

• Summarize your talk at the beginning and again at the end - "Tell them what you're going to tell them; tell them; and tell them what you told them".

• Emulate excellent speakers (find their talks on the Internet or visit live talks).

И, конечно, советы, касающиеся иностранного языка:

- тщательно проверяйте произнесение слов (in the Internet dictionaries);

- попросите кого-либо, кто хорошо владеет языком (или вашего преподавателя) проверить вашу презентацию и ваши слова на грамматику;

- используйте Presentation Phrases, чтобы сделать ваше выступление системным, а вашу речь легкой для понимания.

1.Greeting the audience	2.Stating the purpose
Good morning (afternoon, evening) everyone. I’d like to welcome you all here this morning. Let me introduce myself. My name is … and I am … .	The purpose of my talk (…) is to … In my presentation today (this morning…) I’ll be talking about … (reviewing…) I’m going to talk about …
3.Outlining your presentation	4.Mentioning dealing with questions
I’ll start by …, the we’ll look at … . Finally, I’ll give you … and show you … I’ll first of all outline …, then I’ll discuss …, and finally we’ll look at … . I have divided my talk into … parts: firstly, I’d like to …, secondly, … I’ll begin with … then we’ll deal with … . After that we’ll look at … I’ll be talking about three (four…) main areas: first of all I’ll describe …, then I’ll go on talking about … Finally I’ll tell you about …	If you don’t mind, I’ll deal with questions at the end of my talk. Please, feel free to interrupt at any time if you’d like to ask a question.
5. The main content
Getting started	Changing to another topic
I’d like to begin by … Let’s begin. OK, let’s get started.	Now I’d like to to/let’s/let me start with/ move on to/ turn to/ go back to/ digress/ expand on/ recap on … So, we’ve looked at … and now I’d like to consider … Having looked at …, let’s move on to … This leads me to the next point which is (the question of)… So… Now, let’s …
Referring to visuals	Summarizing / Concluding
I’d like you to take a look at this chart, which shows … If you look at this graph, you’ll see … The figures in this table show … As you can see from this pie chart … Just have a look at this chart for a moment … Let’s take a closer look at this figures …	To sum up then, let me … To summarize the main points of my talk … I’d like to run through my main points again … I’d like to conclude by reminding you of something I said at the beginning of my talk …
Finishing the talk/inviting questions	Answering questions
I’d like to thank you all for your attention … Thank you all for listening … Now, if there are any questions, I’ll be pleased to answer them. Now I’m ready to answer your questions. If you have any questions, I’ll do my best to answer them. If there are no more questions, thank you for your interest.	Sorry, could you say that again, please? If I’ve understood your question correctly, you would like me to … I’m sorry. I didn’t hear you. Would you mind repeating your question?

Function 18. HOW TO keep a discussion

• Ниже приведены общеупотребимые фразы для поддержания беседы или дискуссии. Они разделены по целям высказывания.

Asking for an opinion (просьба высказать мнение)	Giving an opinion (высказывание своего мнения)
What do you think (about it)? What’s your opinion/point of view of …? What would you say to…? Would you like to say something about it?	In my opinion, … In my view, … As far as I know, … As far as I’m concerned, … As for me, … The way I see it, …
Asking to explain (просьба объяснить)	Asking for clarification (просьба разъяснить)
Could you explain it, please? What do you mean? Why? Why not?	What do you mean by saying…? Could you be more specific, please? What are you trying to say?
Adding information (добавление информации)	Explaining and clarifying (объяснение и разъяснение)
In addition to that, … Moreover, … I’d like to add that … Besides, …	I mean that … What I’m trying to say is that … What I wanted to say is that … In other words, …
Agreeing (согласие)	Disagreeing (несогласие)
I agree completely/entirely. I couldn’t agree more. You’re right/That’s right. Certainly/Definitely/Sure/Exactly. I suppose so. I think so.	That’s not (exactly) true. I’m sorry, but it’s not quite right. I’m afraid, I don’t (can’t) agree. I don’t really agree with you on that. To tell you the truth, I have a different opinion.
Doubt (сомнение)	Asking to repeat (просьба повторить)
I’m not quite sure about it. Maybe, but I’m not sure. I have to think about it. I’m not sure that I agree with your argument.	I’m sorry, but could you repeat what you just said? I’m afraid I haven’t heard what you said. Can/could you repeat that, please? Sorry? I beg your pardon?

• В данном контексте также важно вспомнить, что есть два типа вопросов – прямые и косвенные (Direct and Indirect).

e.g.a) - When did you start your studies? (Direct question)

- Can you tell me when you started your studies? (Indirect question)

b) - Has she ever seen this film? (Direct question)

- Do you know if she has ever seen this film? (Indirect question)