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1. Check if you know the meaning of the phrases below. Give their equivalents in your native language.
Example: glow-in the-dark sweatshirts – sweatshirts that glow in the dark
- рубашка, светящаяся в темноте
| · radio frequency identification | · diagnostic sensors |
| · a 1000 page safety manual | · lower-tech cousins |
| · blood pressure | · blood sugar |
| · self-heating hats | · patrolling robots |
| · hormone levels and immune system activity | · a high-tech variation |
| · autonomous control |
2. Read the sentence from the text paying attention to the words: another and other(s). Which words do they refer to?
§ One platoon takes continuous readings of blood pressure in different parts of your body; another monitors cholesterol; still others measure blood sugar, hormone levels and immune system activity…
| Another, other(s) and the other(s) Another + singular countable noun § to mean ‘ one more’ e.g. Could I have another book on this subject. § to mean ‘ alternative/besides this’ e.g. The scientists have started another experiment. The other + singular noun § to mean ‘part of the set’ e.g. Hold the beaker in one hand and the pipette in the other. The other + plural noun § to mean ‘the rest of the set’ e.g. She promised to bring the other books on AI development next week. Other + singular noun § to mean ‘different from the item/person already mentioned’. e.g. Ask me some other time, when I’m not so busy. Other + plural noun § to mean ‘more of the set/additional/some more’ e.g. What are his other inventions? § When other is used without a noun, it has –sin the plural. e.g. His favourite subjects were Maths, Physics, Computer Science and others. (other subjects) § Another way of substituting for the noun is to use other+ one or ones e.g. This chemical is poisonous. Other ones are poisonous too. |
Practice
1. Fill in the gaps in the sentences with another, other or others. Put the where necessary.
a) Be careful, this chemical is poisonous. ____________ are poisonous too.
b) This book has a page missing. Please give me ____________.
c) Some metals are magnetic and ___________ aren’t.
d) I’m not surprised he’s got a sore throat – he was eating one ice-cream after _________.
e) There’s no __________ work available at the moment.
f) Would anyone like __________ piece of cake?
g) Are you planning to take __________ trip to Himalayas?
h) __________ Internet sites on the subject of the project work were not reliable enough.
i) You shouldn’t expect ___________ to do your work for you.
3. The sentences below are all about the future. With a partner decide which
rule goes with which sentence.
§ I definitely don’t believe people will ever live in giant space stations in order to solve the problem of overpopulation.
§ People will be living in giant space stations in order to solve the problem of overpopulation.
§ By the year 2050 people will have built several giant space stations in order to solve the problem of overpopulation.
§ We are about to start building a giant space station in order to solve the problem of overpopulation.
§ In 2010 we are going to start building a giant space station in order to solve the problem of overpopulation.
| Present Simple and Present Progressive Future Simple and Future Progressive, and Future Perfect § We use … to speak about future personal arrangements and fixed plans or firm intentions; we usually givethe time, date and place § We use…to say that something will be going on at a certain time in the future. § We use … to make predictions when you don’t have ‘present evidence’, to describe a decision made at the moment of speaking or to talk about hopes, beliefs, promises, guesses, etc. § We use … to say that something will have been completed by a certain time in the future. § We use … to talk about the future but mostly when we talk about timetables, routines and schedules. |
Practice
1. Choose the correct form of the verb in brackets to complete the sentences.
a) Peter (is/is going to be) at a conference in Geneva next Friday.
b) Oh no! I've broken the container with poisonous substance. What (am I going to say / will I say)?
c) Jack (is having / will have) a dinner party next Saturday.
d) Ann (will be helping / will help) us to label the containers in the lab tomorrow afternoon.
e) By the time you arrive, I (will have checked / will be checking) the equipment for the experiment.
f) (I'll be studying / I'll have studied) at 9 tomorrow evening.
g) Look at the level of pressure on the monitor! It (is going to be / will be) well above the normal.
h) Save the data! It looks like the computer (is going to / will) shut down.
i) I (will be using / will have been used) the microscope for two hours tomorrow.
j) By the time I’m 50 I (will have patented / will patent) a number of remarkable inventions!
| Listening |
Recording 6.2
1. Listen to Simon and Todd talking about what future will be like for their kids. Complete the chart.
| Future in 10 years’ time | Future in 30 years’ time |
What do you think?
Ø Do you agree with their opinions? Why?/Why not?
Ø What other technological challenges do you think the world will face in the 21st century? Which of them do you consider most promising/devastating for the humanity?
| Writing |
Write a questionnaire to find out what your fellow students think about the life style, education, transport, travel and scientific achievements in the nearest or distant future. Be sure to use various tense forms for expressing future.
| Speaking |
1. Interview three of your fellow students. Ask about their predictions and comment on them like this:
Example:
A: Do you think that in the future computers will replace teachers?
B: Yes, I do.
C: So do I. / Do you? I don’t think they will.
2. Sum up their opinions. Are your fellow students optimistic or pessimistic about the future?
| Get real |
Search the Internet or popular science magazines to find information on the future developments in your field of study. Choose to speak about three most probable innovations and present your findings to the whole class.
| Reading |
| Managing your learning A plot synopsis is a brief description of the contents of a book or film. |
1. You are going to read a plot synopsis of the
sci-fi episode entitled “ The New Breed ”.
What scientific advances and their consequences do you think this episode is about? Discuss as a class.
2. Read and check your predictions.
“The New Breed”
Introduction
Dr. Stephen Ledbetter makes a technological and medical breakthrough when he creates a type of tiny machines, known as nanobots, capable of curing any disease or imperfections in the human body.
Plot synopsis
Stephen's best friend Dr. Andy Groenig tells him that he wants to marry Stephen's sister, Judy. Overjoyed at the news, Stephen shows Andy the nanobots and explains what a remarkable breakthrough they are.
Later on Andy discovers that he has an inoperable cancer, and has approximately one year to live. In desperation he sneaks into Stephen's lab and injects himself with the nanobots. They quickly eliminate his disease.
Andy tells Stephen about the success of his machines. Stephen becomes concerned about the impact the nanobots may have on Andy's health — and about the possibility that he may go to prison for using an untested drug on another person. Stephen wants to deactivate the nanobots, but Andy tells him not to worry because he injected himself - so Stephen is not responsible. Andy convinces him to leave the nanobots alone.
The nanobots not only cure Andy's cancer, they improve his health in other
ways, including: removing a scar, improving his eyesight, and making him stronger and more energetic. In Stephen's lab, Andy puts his hand over a bunsen burner* causing a severe burn, but the nanobots repair the damaged skin in seconds.
Stephen starts a series of tests to find out exactly what the nanobots
are capable of. Andy is placed under water where he is unable to breathe, but the nanobots keep him alive. Things begin to go wrong when Andy wakes up the following day to find that the nanobots have responded to the tests by giving him gills*, allowing him to breathe underwater in the future. When Stephen learns this news, they both agree that the nanobots must be deactivated immediately. Stephen takes measure after measure to stop them, but he is never able to get rid of them.
The nanobots continue making "improvements" to Andy, including giving
him eyes in the back of his head, keen hearing and bones above his stomach.
Stephen is ultimately unable to deactivate the nanobots. In dispair Andy
Kills himself to keep his fiancée from seeing the monster he has become. Stephen burns his laboratory, destroying any remaining nanobots and his research. The episode ends with Andy's grieving fiancée having cut her finger on a shattered photograph of him. The wound heals immediately ….
|
(Adapted from http://en.wikipedia.org/wiki/The_New_Breed_%28episode%29
---------------------------------------------
*Bunsen burner – горелка Бунзена
*gills – жабры
What do you think?
Ø Would you like to read the original story? Why?/Why not?
Ø Could such a situation happen in real life?
Ø What future do you think nanobots have in medicine?
Ø Can you name any other controversial technological developments of the present time?
| Writing |
Work in groups. How do you think the story may continue? Write your version of the story. Be sure to use various ways of expressing future. Read out your stories and discuss as a class.
| Get real |
Search the Internet or popular science magazines to find and read a short sci-fi story. Write an abstract. Present your abstracts to the class.
| Websites to search: http://www.gutenberg.org/wiki/Science_Fiction_ http://www.gutenberg.org/wiki/Science_Fiction_ http://www.baen.com/library/defaultTitles.htm http://www.demensionszine.com/index2.html http://directory.google.com/ http://directory.google.com/Top/Arts/Literatuhttp://directory.google.com/ |
| In the Realm of Science |
1. Complete the sentences below with these words.
| atom | mercurial | guinea pig | planet | nucleus | formula |
| a) They couldn’t understand what was happening around: it was as if they were from a different __________. |
| c) There isn’t an___________ of truth in your excuse for missing the class, Antony. |
| f) Don’t even ask me to be a __________ in your research into the common cold. The exams are coming! |
| d)There’s no set_________ for being successful at public speaking – some people are and some aren’t. |
| e) The project was a success as it was done by a small _______ of people working intensively and enthusiastically together. |
| b) You were so cheerful a moment ago and now you’re out of mood again. You are so ___________. |
2. Here are some idiomatic phrases frequently used in science. Give their equivalents in your native language.
| 1) trial and error | - | a process of attaining a goal by trying different methods until a successful one is found |
| 2) the rule of thumb | - | a practical and approximate way of doing or measuring something |
| 3) to blind someone with science | - | to confuse people by using technical language that they are not likely to understand |
| 4) it's not rocket science | - | it is easy to understand, obvious |
| 5) to recharge your batteries | - | to rest or relax in order to get back your energy |
| 6) (at) the cutting edge | - | (at) the forefront of progress in a particular area |
| 7) don’t push my buttons! | - | is said to someone who is starting to annoy you |
| 8) to hit the airways | - | to go on radio and TV to promote something or to tell their side of a story |
| 9) light years ahead | - | you are a long way in front of others in terms of development, success, etc |
| 10) on the same wavelength | - | to have the same ideas and opinions about something |
| 11) sputnik moment | - | it is a point where people realise that they are threatened of challenged and have to redouble their efforts to catch up |
| 12) it's not an exact science | - | sth involves a lot of guessing and there is not just one right way to do it |
| 13) to get wired crossed | - | to misunderstand each other, especially when making arrangements |
(Cambridge International Dictionary of Idioms © Cambridge University Press 1998)
Unit 2 Progress Monitoring
In this unit you have worked on the vocabulary related to the topic “Latest achievements and future developments science and technology”.
Tick (V) the points you are confident about and cross (X) the ones you need to revise. |
Unit 3 Revise & Practise
1. Explain the similarity and difference between these pairs.
advantages - disadvantages
breakthrough - cutting edge
optimist - pessimist
mechanism - device
2. In pairs make up 5 gapped sentences and test your fellow students on the usage of another and other.
3. Work in teams. Hold a competition. Brainstorm as many changes that will have occurred in our life by 2050 as possible.
4. Read these sayings. Comment on the one you like most.
Ø Recall Murphy's Law - if anything can happen, it eventually will.
Ø When it comes to the future, there are three kinds of people: those who let it happen, those who make it happen, and those who wonder what happened. John M. Richardson.
Ø The real danger is not that computers will begin to think like men, but that men will begin to think like computers. Sydney J. Harris
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