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Ex. 6. Read the following statements. Speak about yourself in negative statements using the same verbs.
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Teacher: He took part in the discussion of Smith’s paper.
Student: I didn’t take part in the discussion of Smith’s paper.
1. They made a comment on his paper.
2. She found his paper particularly interesting.
3. He thought of an academic career when he was a student.
4. Dr. White looked through the conference program.
5. He read the program carefully.
6. They knew the names of the speakers.
7. He had some questions to ask.
8. She made some comments on the paper.
9. He bought a few books at the bookstand.
10. They spoke at the last laboratory seminar.
Ex. 7. Add an appropriate question tags to the following statements.
Teacher: They held a seminar course in physics for the staff.
Student: They held a seminar course in physics for the staff, didn’t they?
Teacher: You didn’t bring up the question of data reliability again.
Student: You didn’t bring up the question of data reliability again, did you?
1. They drew this conclusion from the large body of experimental data at hand.
2. The scientist left out the minor problems completely.
3. He did not speak fast.
4. His report took about an hour.
5. He did not make reference to Brown’s work.
6. The lecturer did not give any analysis of recent data.
7. You took all these data into account.
8. She made some progress in her work last year.
9. Description of his results made up half of his talk.
10. D. White did not show a correlation between the structure and function of the cells.
Ex. 8. Ask and answer the following questions.
Teacher: Ask another student if he took part in the last biochemical conference.
Student 1st: Did you take part in the last biochemical conference?
2nd: No, but I attended some previous conferences on biochemistry.
1. Ask another student if he had much trouble with his first experiments.
2. … if he got his degree in physics at Moscow University.
3. … if he thought of becoming a chemist in his childhood.
4. … if his first success in research made him happy.
5. … if his doctor degree thesis took a long time to write.
6. … if he wrote his first research paper at the institute.
7. … if the experiment gave any new information about the moon.
8. … if he came to work at this research institute last year.
9. … if she ever carried out investigations in this laboratory.
10. … if the first results of the experiment made an impression on him.
Ex. 9. Ask your fellow students a few questions about the pioneering works in your science. Use the expressions listed below.
Student 1st: What scientific discovery of this century made a great impression on you?
2nd: I think it is the genetic code.
Expressions to be used: to lay the foundation for; to lead to; to bring forward; to make a great contribution; to have a profound influence on; to give rise to; to put forward; to give impetus to.
Ex. 10. Listen to the following statements. Ask all possible questions to obtain new information about the situations.
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Teacher: We made observations last week.
Student 1st: What sort of observations did you make?
2nd: How did you make those observations?
3rd: How long did you make those observations.
4th: What methods did you use to make them.
1. He made a report at the conference.
2. I first met Dr. Smith at an international conference.
3. She put forward a new idea in her paper.
4. They made measurements last week.
5. He gave a thorough analysis of the problem.
Ex. 11. Ask and answer the following questions.
Teacher: Ask another student what contribution Einstein made to science.
Student 1st: What contribution did Einstein make to science?
2nd: His contribution was the relativity theory.
1. Ask another student how long it took him to write his thesis.
2. … when he first thought of becoming a biologist(doctor, economist, etc.).
3. … when she did her first independent research.
4. … why he chose that particular subject for his thesis.
5. … what time he left his laboratory yesterday.
6. … what well – known scientist she met at previous conference.
7. … what contribution Rutherford made to science.
Ex. 12. Answer the questions:
1. Did your research problem attract much attention last time?
2. Did any more scientists study this problem?
3. What aspects of the problem did scientists study?
4. Who was the first to recognize / point out the problem?
5. What time / years do the first studies / observations / investigations date back to?
6. When was the problem first studied intensively?
7. When did the interest in this problem increase?
8. Do scientist understand the problem at present.
9. What aspects of the problem still remain poorly understood / unsolved?
10. Could you point out the gaps or shortcomings in the earlier studies of the problem?
Ex. 13. Complete the sentences with the words from the Active Vocabulary Section. Speak about the historical background of your research problem.
1. Over the last few years the interest in the problem was due to the fact that ….
2. X was the first to … the problem of ….
3. The first studies / observations / experiments ….
4. At present I concentrate the research on ….
5. Many aspects of the problem still remain ….
6. It is difficult to point out … and … of the problem.
Ex. 14. Revision dialogues: one student presents a situation true to life. The other students and the teacher try to get exhaustive information on the subject by asking him various questions.
Student 1st: I wrote the article on the results of my investigations.
2nd: Did you publish your, article?
1st: Yes, I did. I published it in the journal “Physics Today”.
3rd: Had the results of your investigation practical application?
1st: Yes, they had.
Ex. 15. Act out the situation.
Two students talk about their fields of research, their research problems. They share information about new approaches, contributions, developments in these areas, and also talk about the literature available on the problem.
TEXT 1.
Ex. 1. Read the text.
Word “sociology” is science about the laws of formation, operation, the developments of society on the whole, of social relations and social generalities. French sociologist O.Kont introduced this term. It primarily meant “social science”. Sociology and social science notions are similar, though not coinciding as to volume. In modern English scientist J.Kherda’s book “Introduction to sociology” the author determines sociology as doctrine about human society. His compatriot E.Giddens considers society in all forms of manifestation – social room (environment, territory, communication), social time (historic past, modern time and willing). “Sociology – it is a doctrine about human lives, groups and societies”. American sociologist J.Snelzez Srbepfd tells that sociology is a science about society. But society is the general object of studies and many other sciences, not accidental receiving title “social science”. These sciences are: History, philosophy, economic theory, science of law, culture, teacher training, psychology, ethnography, demography and others. That is why simple indication of sociology – as the science about society, does not yet will lend of replying to question about special use and subject matter of this science, about the particular sociological method of the studies of society.
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