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Ex. 2. Complete the following sentences with the information related to your research.
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Teacher: In this paper I shall consider …
Student: In this paper I shall consider the problem of molecular decomposition.
1. In the present paper the author will provide evidence for …. 2. In this paper we shall present data …. 3. In the present paper they will deal with …. 4. In my talk I shall make an attempt …. 5. In this paper he will give a brief account of …. 6. In this paper we shall outline …. 7. In this talk I shall discuss …. 8. In the report he will touch upon …. 9. In this article we shall restrict ourselves to ….10. We shall concern ourselves with ….
Ex. 3. Complete the sentences showing that you have finished with one question and want to go over to the next.
Teacher: Now I shall pass over to ….
Student 1st: Now I shall pass over to the experiment itself.
2nd: Now I shall pass over to discussion of the experimental results.
1. Now we shall speak in more detail about …. 2. Now we shall review briefly
…. 3. Now I shall concern myself with …. 4. Now they will describe …. 5. Now we shall go over to ….
Ex. 4. Describe in a few sentences what you will be concerned with in your next paper.
Student: In my next paper I shall discuss the results of my recent research work on the light absorption rate. First, I shall review briefly the data available in literature. Then I shall describe in detail the experimental materials and techniques that I used. In conclusion, I shall discuss the obtained results.
Ex. 5. Suppose you explain something about your work, but the others do not understand you. What will you do to make your point clearer?
Student 1st: I shall repeat the same thing in simple terms.
2nd: I shall try to illustrate my information with diagrams and formulas.
Ex. 6. Answer the questions:
1. What will the subject of your research be?
2. What method will you employ? Why?
3. What will the advantages of the method you use be over other methods and techniques?
4. When will this method come into use?
5. What will the method consist in?
6. How much time will it take you to complete your research successfully?
Ex. 7. Complete the sentences with the words from active vocabulary. Speak about your future research.
1. Next month I ….
2. I shall make this set of experiments in order to ….
3. The purpose of my analyses will be to ….
4. We shall undertake a series of experiments hoping to ….
5. The method will allow to ….
6. This method, without doubt, will be the most ….
Ex. 8. Make up dialogues.
Situation I. Suppose student 1st is going to write a paper. Ask him various questions in the future tense to obtain as much information as possible about its content.
Situation II. Suppose student 2nd is planning to go on an assignment to Great Britain. Ask him various questions about the laboratory he is going to work at and the related problems.
Ex. 9. Conversation Practice.
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Seminar: Projects and Programs for Future Research. Center the discussion round the plans and programs for further research and forthcoming scientific meetings.
Text 1.
Ex. 1. Read the text.
Programming.
Many professions require some form of computer programming. Accountants will program spreadsheets and word processors; photographers will program photo editors; musicians will program synthesizers; and professional programmers will instruct plain computers. Programming became a required skill.
Yet programming is more than just a vocational skill. Indeed, good programming is a fun activity, a creative outlet, and a way to express abstract ideas in a tangible form. And designing programs teachers a variety of skills that are important in all kinds of professions: critical reading, analytical thinking, creative synthesis, and attention to detail.
The study of program design deserves the same central role in general education as mathematics and English.
On one hand, program design will teach the same analytical skills as mathematics. But unlike mathematics, working with programs is an active approach to learning. Interacting with software provides immediate feedback and thus leads to exploration, experimentation, and self – evaluation. On the other hand, program design teaches the same analytical reading and writing skills as English. Even the smallest programming tasks programmers formulate as word problems. Good program design methods force a student to articulate thoughts about programs in proper English.
Ex. 2. Answer the following questions:
1. What will people of different professions use programming for?
2. What is good programming?
3. Which role does the study of program design deserve in general education?
4. What does interecting with software provide?
5. What skills does program design teach?
6. What do you think about the necessity of programming skill for your profession?
Ex. 3. Find the paragraph in which the author compares program design study with mathematics and English. Explain how.
Ex. 4. Translate the text into Russian.
Text 2.
Ex. 1. Read the text.
Design Recipes.
A programmer is very much like an architect, a computer, or a writer. They are creative people who start with ideas in their heads and blank pieces of paper. They corceive of an idea, form a mental outline and refine it on paper until their writings reflect their mental image as much as possible. As they bring their ideas to paper, they employ basic drawing, writing, and instrumental skills to express certain style elements of a building, to describe a person’s character.
The best programmers edit and rewrite their programs many times until they meet certain aesthetic standarts. And just like soccer players, architects, composers, or writers, programmers must practice the basic skills of their trade for a long time before they can be truly creative.
To design a program properly, a student must:
1. analyze a problem statement, typically stated as a word problem;
2. express its essence, abstractly and with examples;
3. formulate statements and comments in a precise language;
4. evaluate and revise these activities in light of checks and tests;
5. pay attention to details.
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All of these are activities that are useful for a businessman, a lawyer, a journalist, a scientist, an engineer, and many others.
Ex. 2. Try to convince your friend of the programmer speciality importance using the information of the text.
Ex. 3. Enumerate the recipes for designing a program properly. Will you use these recipes?
Ex. 4. Translate the text into Russian.
Lesson 5
Present Perfect (Active VOICE).
| Утвердительная форма | Вопросительная форма | Отрицательная форма |
 I
have
you
He worked
She has made
it
we
you will
they
| Have I you worked? he Has she made? it we? worked? Have you they made? | I have you he not worked she has not made it we you will they |
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