1к 1ч

Національний технічний університет України
"Київський політехнічний інститут"
АНГЛІЙСЬКА МОВА ДЛЯ НАУКИ І ТЕХНІКИ

Частина І
НАВЧАЛЬНИЙ ПОСІБНИК
ДЛЯ СТУДЕНТІВ ТЕХНІЧНИХ УНІВЕРСИТЕТІВ
Синекоп О.С., Ярмоленко О.А., Медкова О.М.
ENGLISH FOR SCIENCE AND TECHNOLOGY

PART I
Київ 2015
Англійська мова для науки і техніки. Частина І. = English for Science and Technology.
Part I. : навч. посіб. для студентів технічних університетів / Синекоп О.С.,
Ярмоленко О.А., Медкова О.М.– К. : НТУУ "КПІ", – 2015. – 262 с.
Гриф надано
(Протокол № __ від ....2014 р.)
Автори: Синекоп О.С., Ярмоленко О.А., Медкова О.М.
Відповідальний
редактор: Лавриш Ю.Е.
Рецензенти: Городнича Л.В. к.пед.н., доцент, доцент кафедри іноземних мов

Чернігівського національного педагогічного університету імені
Т.Г. Шевченка
Король Т.Г., к.пед.н., ст. викладач кафедри української та іноземних мов
вищого навчального закладу Укоопспілки "Полтавський університет
економіки і торгівлі"
Щербань Л.М., ст. викладач кафедри англійської мови гуманітарного
спрямування №3 факультету лінгвістики НТУУ "КПІ"
Корбут О.Г., ст. викладач кафедри англійської мови технічного
спрямування №2, факультет лінгвістики, НТУУ "КПІ"
Бондаренко К.І., викладач кафедри англійської мови технічного
спрямування №2, факультет лінгвістики, НТУУ "КПІ"
Основна мета навчального посібника є формування у студентів технічних

університетів іншомовних мовленнєвих компетентностей.
У навчальному посібнику представлені вісім англомовних тем з розробленим
методичним забезпеченням у межах загальнотехнічної тематики. Зокрема, студентам
запропоновані такі тематичні блоки: "Університет", "Імперська англійська мова: мова
науки", "Розумна машина", "IQ тестування", "Основні складові науки: розвінчування
міфів", "Краса в науці", "Математика − мова науки" та "Математичні розваги."
Оригінальні тексти (британські та американські) представляють практичний і
пізнавальний інтерес та сприяють розширенню кругозору студентів з окреслених
наукових тем. Запропоновані вправи потребують від студентів самостійного і творчого
мислення, а також активізації пізнавальної діяльності; розвивають вміння аналізувати,
синтезувати й узагальнювати інформацію.
Навчальний посібник призначений для технічних університетів, зокрема для
навчання іноземної мови студентів першого курсу (перший семестр) Фізико-технічного
інституту рівня володіння англійською мовою − незалежний користувач (B1 −
просунутий).
Розроблений навчальний посібник сприятиме систематизації іншомовного
навчального матеріалу, формуванню навичок, розвитку і вдосконаленню вмінь в
аудіюванні, читанні, говорінні, письмі та перекладі; підвищенню ефективності організації
навчання іноземної мови у аудиторний і позааудиторний час, а також поглибленню знань
у рамках загальнотехнічних дисциплін.
CONTENTS
FOREWORD............................................................................................................. 5
Unit 1: UNIVERSITY ............................................................................................... 6
Unit 2: IMPERIAL ENGLISH: THE LANGUAGE OF SCIENCE ...................... 28
Unit 3: THE MIND MACHINE.............................................................................. 49
Unit 4: IQ TESTING ............................................................................................... 72
Unit 5: THE PRINCIPAL ELEMENTS OF THE NATURE OF SCIENCE:
DISPELLING THE MYTHS .................................................................................. 95
Unit 6: BEAUTY IN SCIENCE............................................................................ 115
Unit 7: MATHEMATICS − THE LANGUAGE OF SCIENCE .......................... 137
Unit 8: RECREATIONAL MATHEMATICS ..................................................... 159
Appendix 1: EXTRA READING .......................................................................... 181
Unit 1 ..................................................................................................................... 181
Unit 2 ..................................................................................................................... 183
Unit 3 ..................................................................................................................... 187
Unit 4 ..................................................................................................................... 189
Unit 5 ..................................................................................................................... 191
Unit 6 ..................................................................................................................... 192
Unit 7 ..................................................................................................................... 193
Unit 8 ..................................................................................................................... 195
Appendix 2: MINI-DICTIONARY....................................................................... 197
Unit 1 ..................................................................................................................... 197
Unit 2 ..................................................................................................................... 199
Unit 3 ..................................................................................................................... 199
Unit 4 ..................................................................................................................... 200
Unit 5 ..................................................................................................................... 200
Unit 6 ..................................................................................................................... 201
Unit 7 ..................................................................................................................... 202
Unit 8 ..................................................................................................................... 203
Appendix 3: ADDITIONAL INFORMATION TO EXERCISES ....................... 204
Appendix 4: MINI-GRAMMAR .......................................................................... 212
Appendix 5: IRREGULAR VERBS ..................................................................... 226
Appendix 6: ABBREVIATIONS AND SHORTENINGS ................................... 230
Appendix 7: MATHEMATICAL SYMBOLS AND EXPRESSIONS ................ 231
Appendix 8: MEASUREMENT ........................................................................... 233
Appendix 9: POSSIBLE PHRASES FOR CONVERSATIONAL PRACTICE .. 234
Appendix 10: WRITING HELP ............................................................................ 238
Appendix 11: PROBLEM-SOLVING .................................................................. 241
Unit 1 ..................................................................................................................... 241
Unit 2 ..................................................................................................................... 242
Unit 3 ..................................................................................................................... 243
Unit 4 ..................................................................................................................... 244
Unit 5 ..................................................................................................................... 246
Unit 6 ..................................................................................................................... 247
Unit 7 ..................................................................................................................... 248
Unit 8 ..................................................................................................................... 249
Appendix 12: SCRIPTS ........................................................................................ 250
REFERENCES ...................................................................................................... 258
FOREWORD
English for Science and Technology (Part I) aims to help learners improve their
competence in communication skills. This is achieved in various ways as the material is flexible in
design. The coursebook can be used by the students of technical universities, particularly the first-
year-students of the Institute of Physics and Technology, at the intermediate level.
The core of the material is the conviction that students will learn more readily and
efficiently if they are actively and personally involved in their language lessons. Thus, throughout
the units, learners are encouraged to express their own opinion on questions concerning many
aspects of science and technology as well as to discuss and evaluate the role they play in society.
English for Science and Technology (Part I) consists of eight units ("Our University",
"Imperial English: the Language of Science", "The Mind Machine", "IQ Testing", "The Principal
Elements of the Nature of Science: Dispelling the Myths", "Beauty in Science", "Mathematics −
the Language of Science", "Recreational Mathematics") and involves all five skills: listening,
reading, speaking, writing and translation. Each unit provides warm-up activities, reading section,
vocabulary and grammar exercises, tasks for technical translation and edition. Speaking and
Listening sections as well as Writing section are also included in every unit. It is accompanied by
different appendices such as: Extra Reading, Mini-Dictionary, Mini-Grammar, Irregular Verbs,
Writing Help, Additional Information to Exercises, Abbreviations and Shortenings, Mathematical
Symbols and Expressions, Measurement, Possible Phrases for Conversational Practice, Problem-
Solving, Scripts.
The units are designed to be used either in the classroom or by the self-study training.
The authentic information for units has been taken from different printed and electronic
sources, that is why the list of references is presented. Unfortunatelly, we have been unable to trace
some articles and would appreciate any information which would enable us to do so.
While developing the material we have shared a great deal of fun with students, colleagues
and friends. We thank them all for their participation, advice and comments, and hope that you will
share the fun we had working on the course.
Authors
5
Unit 1: UNIVERSITY
Education begins a gentleman, conversation completes him.
Dr. Thomas Fuller
WARM-UP
1. Comment briefly on the picture.
Useful words and phrases:
higher educational institutions; higher education; university; PhD; good

qualification; knowledge; to obtain; excellent opportunities to avoid low-wage
work and chronic unemployment; to live in a high-technology, knowledge-
based society; increasingly demands a high degree of literacy and sophisticated
academic skills; graduates; good salary
2. Discuss the following quotations. Which quotation is closer to your own

ideas?
A. "Education is what survives when what has been learned has been
forgotten."
B.F. Skinner
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B. "Education is a state-controlled manufactory of echoes."
Norman Douglas
C. "Education is the process of casting false pearls before real swine."
Irwin Edman
D. "Men are born ignorant, not stupid; they are made stupid by education."
Bertrand Russell
E. "He who can, does. He who cannot, teaches."
George Bernard Shaw
F. "Teachers are people who start things they never see finished, and for which
they never get thanks until it is too late."
Max Leon Forman
G. "The principal goal of education is to create men who are capable of doing
new things, not simply of repeating what other generations have done."
Jean Piaget
H. "You cannot teach a man anything; you can only help him find it within
himself."
Galileo Galilei
3. Discuss the following questions together.
1. What institute / faculty do you study at?

2. What specialists does your institute / faculty train?
3. Are there any workshops and laboratories in the National Technical
University of Ukraine "Kyiv Polytechnic Institute" (NTUU "KPI")? What
are they?
4. What kind of research work can you carry out at your institute / faculty?
5. What is the difference between the learning process of school and
university?
6. What disciplines are studied at your institute / faculty?
7. What famous scientists studied and worked at your university?
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4. Work in pairs.
A. Comment on the statement: "Higher Education is in Crisis".
B. Read the quotation and think of the idea of distance learning. Be

ready to talk about the advantages and disadvantages of distance
learning.
"Online versions of college courses are attracting hundreds of students,

millions of dollars in funding, and accolades from university administrators.
Is this a fad, or is higher education about to get the overhaul it needs?"
Nicholas Carr
Distance Learning
advantages Disadvantages
READING
5. A. Underline the stressed syllable in each word as in the example. Practise

reading.
mechanical, technological, chemical, glorify, speciality, specialization, engine,

consecration, leisure, knowledge, physical, engineering, enthusiasm,
metallurgist
B. Say the following numbers: 70%; 374; 1,000; 21; 15,000; 150,000; 2,000;
2,650,000; 1989−2012 (years).
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6. Read the text and answer the questions.
1. When was the KPI founded? How many faculties were there at the KPI at
that time? Name these faculties.
2. How long does full-time education last?
3. What degree programs can the students study at the KPI? How long does a
degree program take?
4. Who was the first rector? What field of science did he work in?
5. What institutes were organized on the KPI basis?
6. What famous people studied and worked at the KPI?
7. What humanitarian faculties were organized in addition to traditional
technical faculties and with what purpose?
8. What research tendencies are particularly interesting for university students
and scientists?
9. How do students spend their leisure?
7. Find in the text seven phrases the structure of which is Adjective + Noun.
Example: prominent people, ... .
THE NATIONAL TECHNICAL UNIVERSITY OF UKRAINE

"KYIV POLYTECHNIC INSTITUTE"
The National Technical University of

Ukraine "Kyiv Polytechnic Institute"
(NTUU "KPI") is one of the oldest and biggest
higher educational institutions in Ukraine. It is
well-known not only in our country but abroad
as well.
The University is situated not far from the centre of the city in a beautiful
shady park. At present the number of students in the NTUU "KPI" exceeds 21000.
They obtain qualifications on 118 specialities. There are 19 faculties and
9 institutes in the KPI.
9
The University’s graduates work at numerous enterprises and research
institutions all over the country and abroad.
The teaching staff of our institute consists of highly qualified teachers,
professors and scientists. 70% of them have scientific degrees. Among them there
are academicians and corresponding members of the Academy of Sciences,
professors, merited scientists.
Training of a person with higher education is realized according to
appropriate educational and professional, educational and research, academic
programs at the following levels of higher education: the initial level of higher
education; the first (bachelor’s) level; the second (master's) level; the third
(education and research) level; the scientific level.
Obtaining higher education at every level of higher education involves the
successful implementation of the person the appropriate educational or academic
program, which is the basis for awarding the degree of higher education: Junior
Bachelor; Bachelor; Master; PhD; Doctor of Science.
Full-time education lasts 5 years and 6 months. During these years the
students have an opportunity to get bachelor’s degree in 4 years and then studying
for 1 year and 6 months they become masters. The students who want to obtain
education by correspondence have to study for 5 years and 10 months.
The non-Kyiv students are accommodated in 21 hostels, 3 of them are at the
disposal of married students. So, almost all non-Kyiv students are provided with
hostel facilities.
The Institute was founded in 1898. At that time it had only four departments:
mechanical, chemical, agricultural and civil engineering ones. The first enrolment
constituted 360 students.
The first rector of the Institute was Professor Viktor Kirpichov, an
outstanding scientist in the field of mechanics and strength of materials.
Some Institutes were organized on the KPI basis. Among them are: the Civil
Engineering Institute, the Technological Institute of Light and Food Industry, the
10
Institute of Civil Aviation, the Automobile and Road Building Institute, the
Agricultural Institute and others. In 1934−1944 the KPI was called the Industrial
Institute.
A large number of prominent people worked and studied at the KPI: Yevhen
Paton, the founder of electric welding; Mykola Konovalov, a well-known chemist;
Ivan Bardin, the greatest metallurgist in the country; Arkhyp Liulka, the designer
of aerocraft engines and Serhiy Korolyov, the great spacecraft designer. The
President of the First Examining Board at the chemical faculty was
Dmytro Mendeleyev.
Scientists of the University are engaged in researching up-to-date trends of
the contemporary development of the human society:
 monitoring and protection of environment;
 rectification of consequences of nuclear and technological disasters;
 development of up-to-date technologies;
 information networks and development of information telecommunications
technologies;
 aircraft and space technologies;
 problems of energy saving and development of energy saving technologies;
 exploration and use of human resources and others.
A number of economic and humanitarian faculties − Management and
Marketing (in 1992), Social Sciences and Law (in 1996), Linguistics (in 1995) –
were organized in addition to traditional technical faculties. They revealed
opportunities for young people to obtain besides technical specialities, the second
higher education in humanities or economics and to become a qualified interpreter
or manager. The KPI education meets the standards of the world-known
universities. The University has its Preparatory Course where foreign entrants,
within 10-month course study Ukrainian, Russian, English, Mathematics, Physics,
Biology and other subjects in the scope that is necessary for further mastering of
the university program.
11
The most active international scientific and technological co-operation is
carried out by the departments of the University with the partners from Poland,
Germany, France, Russia, etc. Lately, the relations with China, the USA, Japan and
South Korea have become more active. The University carries out the student’s
exchange programmes according to the agreements on collaboration.
The University has a disease-prevention centre for employers and students.
Our University also takes care of students' leisure. A well-organized leisure is a
very important factor in bringing up young specialists.
The Knowledge square became the centre of the whole NTUU "KPI"
complex. It is about 105x100 m. Meetings, festivals, consecration into students
take place there.
There are many sport grounds, football fields, volleyball and basketball courts
at students' disposal. Many students go in for different kinds of sports according to
their liking. It helps them keep their body healthy and strong.
8. Look through the list of words and phrases and check if you know their
Ukrainian equivalents. Take turns to ask each other. Use the MINI-
DICTIONARY section to Unit 1 if necessary.
higher educational institution to be situated

well-known all over the country
to exceed to obtain qualification
to graduate from Abroad
Enterprise Research
teaching staff to consist of
to train Academician
to teach by correspondence to be founded
to study by correspondence full-time education
civil engineering electric welding
consequences Designer
to carry out Departments
exchange program agreements on collaboration
disease-prevention center to take care of students' leisure
consecration into students at the disposal
12
9. Explain the meaning of the words and phrases.
to study by correspondence, exchange programmes, to obtain qualification,
world-known, monitoring, prominent, development, research, to graduate from,
full-time education, consequences, co-operation, rectification
10. Match the words with the definitions.

1 speciality a something that logically or naturally
follows from an action or condition
2 department b reflecting the latest information or changes
3 outstanding c a distinct, usually specialized division of a
large organization
4 up-to-date d a special pursuit, occupation, aptitude, or
skill
5 consequence e prominent, remarkable, or striking
6 graduate f to be greater than; surpass
7 interpreter g to gain possession of; acquire
8 exceed h education beyond the secondary level,
especially education at the college or
university level
9 obtain i one who translates orally from one
language into another
10 higher education j a person who has successfully completed a
course of study or training, especially a
person who has been awarded an
undergraduate or first academic degree
11. Arrange the following words according to
 similar meaning: well-known, to be located, collaboration, scientist,

difficulty, to celebrate, to constitute, tuition, to be accommodated,
13
to carry out, famous, teaching, to be situated, to mark, hardship, cooperation,
scholar, to be settled, to fulfil, to form;
 opposite meaning: unqualified, single, foreign, nontechnical, full-time
(student), to connect, difficult, extra-mural, rivalry, native, married, old,
easy, work, to separate, leisure, qualified, technical, cooperation,
contemporary.
12. Fill in the words from the list below. Use each word only once. Translate
the collocations into Ukrainian.
obtain, up-to-date, consequences, disposal, enterprises, protection,

educational, information, research, prominent
1 ........ of environment 6 rectification of ..........
2 ...... networks 7 numerous .......
3 ........ trends 8 ...... institutions
4 ........ people 9 higher ....... institutions
5 at the ..... of married students 10 to ....... qualifications
13. Match the words and phrases with their Ukrainian equivalents.
1 to graduate from a навчати

2 enterprise b перевищувати
3 teaching staff c за кордоном
4 to exceed d тривати
5 abroad e інженерно-будівельний
6 to train f викладацький склад
7 to last g профілакторій
8 at the disposal h закінчувати (вуз)
9 civil engineering i у розпорядженні
14
10 desease-prevention centre j підприємство
14. Expand the chunks by adding the words from the text.
1) to be situated ____________,
2) to carry out ____________,
3) to obtain ____________,
4) to work ____________,
5) to consist of ____________,
6) to last ____________,
7) to be founded ____________,
8) to be organized ____________,
9) to be engaged in ____________.
15. Fill in the table with the words derived from the given ones.
Verb Noun
graduate ........, .........
design ........., .........., .........
conclude ............
agree .............
organize ............
measure ............., ..............
rectify ............
develop ............
qualify ............
educate ............
15
16. Fill in the gaps with the words derived from the suggested ones.
The system of higher 1) _____ (educate) in the United States differs from its
counterparts in Europe in certain ways. In the United States, there is a nationwide
assumption that students who have completed secondary
2) _____ (schooling) should have at least two years of university education.
Hence, a great number of "junior 3) ______ (college)" and "community colleges"
have sprung up to provide two years of undergraduate study, in contrast to the
4) _____ (tradition) universities and colleges, where a majority of students
complete four years of postgraduate study for a degree and where substantial
numbers go on for one to three years of study in a "graduate school." Universities
that provide four-year 5) _____ (studying) courses are either privately funded
foundations or are state or city foundations that 6) _____ (dependent) heavily on
the government for 7) _______ (finance) support. 8) _______ (Privacy)
universities and colleges depend largely on tuition charges levied on students.
17. Fill in the gaps with the appropriate words from the list below.
departments, graduates, engaged, enrolment, increased, guides
1. The first …… of the KPI constituted 360 students.

2. In 1903 due to the growth of education the contingent of the KPI …… by
1050 students.
3. The first assistant professors who held the …… were well-known scientists.
4. The most talented …… of the KPI train highly qualified specialists.
5. Today there are many assistant professors in the University who are …… in
research work alongside teaching.
6. The teachers publish a great number of textbooks, scientific papers and
methodology …… .
16
18. Choose the correct word.
1. She usually feels shy / nervous before the exam.

2. Do you prefer working with other students or alone / lonely?
3. The timetable was very useful / convenient for students.
4. Students are looking for half-time / part-time job.
5. The teacher of English learned / taught me to speak fluently.
6. Unfortunately, I missed / failed my math test.
7. The professor was absolutely upset / furious and lost her temper.
8. Your homework is full of careless / naughty mistakes.
9. She always gets good points / marks in English.
10. Jack is not very interesting / interested in Physics.
11. Playing computer games is my friend’s favourite leisure / pastime.
12. After a long academic year with exams I’m completely exhausting /
exhausted.
19. Fill in the blanks with prepositions wherever necessary.
1. Training of tuition … correspondence lasts 5 years.

2. My friend graduated ... the KPI in 2014.
3. We’ll take our exams … physics … this year.
4. The teaching staff of the KPI consists … highly qualified teachers.
5. The students of the KPI carry ... a survey in the field of information security.
6. The students obtain qualification … 118 specialities … the University.
7. The laboratory is … your disposal.
8. According … a research at Cambridge University, it doesn't matter in what
order the letters in a word are.
9. Now scientists and engineers are engaging … a new research and
experimental development.
10. Our teachers brought us … to believe in our own abilities.
17
20. Change the phrases using:
a) an apostrophe ('): the life of students, the scientific work of these teachers,
the computer of my friend, a dictionary of a student, a hostel of the University,
some laboratories of the faculty, the office of the dean, a lecture of this
professor;
b) .... of .....: this author’s idea, a department timetable, the teachers’ room, the
colleges curriculum, my classmate’s credit book, Great Britain’s universities, a
reader’s subscription.
21. Choose the correct answer.
1. Oxford's museums and collections provide / are providing an important

resource for scholars around the world, and welcome visits from members of
the public.
2. Oxford academics discuss / are discussing their research at the moment.
3. Oxford Science Park is having / has a variety of commercial offices and
laboratory property to let/rent, some occupied by single companies and some
multi-tenanted.
4. The students perform / are performing their experiments now.
5. University Museum of Natural History houses / is housing the University's
scientific collections of zoological, entomological, palaeontological and
mineral specimens.
6. More than nine million tourists, attracted by the University, visit / are
visiting Oxford each year, spending £589 million and supporting 13,700
jobs.
7. English courses are starting / start on Monday at 10:00 am.
8. Please aren't making / don't make so much noise. He is studying / studies
English.
9. MIT admits / is admiting some of the most talented students in the world on
a need-blind basis.
18
10. Many programmes around MIT allow / are allowing students to get reduced-
price tickets to various events, including the Boston Symphony Orchestra,
the American Repertory Theater, and Bruins, Celtics, and Red Sox games.
11. Now the students analyse / are analysing the spectrum of the two stars.
12. Students are getting / get free admission daily to the Museum of Science,
the Museum of Fine Arts, and all Harvard University and MIT museums.
22. Use "make" or "do" with the words below. Then make up a story about
students' life using as many phrases from the list as possible.
Help:
We use the verb "do" We use the verb "make"

 when someone performs an action,  for constructing, building or
activity or task; creating;
 when referring to work of any kind;  when referring to preparing
 when speaking about things in food of any kind (Note! These
general (in other words, to describe activities usually create
an action without saying exactly something that you can
what the action is). touch.).
1. … my best 11. … certain

2. … a decision 12. … a difference
3. … an appointment 13. … Maths
4. … a fortune 14. … a bad impression
5. … an examination 15. … good
6. … a promise 16. … a mistake
7. … progress 17. … some work
8. … an experiment 18. … a suggestion
9. … friends 19.… business
10. … somebody a favour 20. … a phone call
19
23. Translate into Ukrainian.
1. Our University dates back to 1898.

2. There is no doubt that our students reflect credit on the establishment.
3. Highly qualified teachers and professors conduct classes in a wide range of
obligatory and optional subjects for freshmen.
4. Students have to carry out some practical and experimental work under the
supervision of teachers in the up-to-date labs well-supplied with all the
necessary equipment.
5. The system of higher education in Ukraine embraces two educational
purposes: first, it gives special technical education, and second, it selects the
most able and gives them more advanced education.
6. Today MIT is a world-class educational institution.
7. MIT focuses on scientific and technological research.
8. MIT is independent, coeducational, and privately endowed. Its five schools
and one college encompass 34 academic departments, divisions, and degree-
granting programmes, as well as numerous interdisciplinary centers,
laboratories, and programs whose work cuts across traditional departmental
boundaries.
SPEAKING
24. In small groups or pairs discuss the following questions.
1. What principles do school-leavers follow when they choose a future course

of studies at the university?
2. Why have you chosen the institute / faculty where you are studying now?
Give your reasons.
3. Do you think the impact of a lecture is greater than that of a book?
Why (not)?
4. What do you know about the fast reading methods? Do you think they are
useful? Give your reasons.
20
5. How can a student avoid a last-minute rush or late-night sitting before an
exam? What do you think about "surge study"?
6. Judging from your experience as a learner, how important is the encouraging
tone of an examiner?
7. What is your attitude to the common practice of "cramming" before an
examination?
25. This summer in England you have got acquainted with new friends. One
of them is a student of Oxford University. His name is John and he is the
second-year-student. You are a student of the NTUU "KPI". Ask each
other about the life at your Universities. Role play the conversation. Use
role and cue cards (Appendix 3). You may use some information from this
unit.
26. Read some information from the texts "THE BRITISH HIGHER
EDUCATION" and "AMERICANS AND HIGHER EDUCATION".
Then in pairs ask and answer questions about higher education in Great
Britain and America (see the EXTRA READING section to Unit 1) based
on the suggested texts.
27. Work in pairs. You are talking with your friend about Massachusetts
Institute of Technology (MIT). Make up a dialogue which starts with the
suggested question (use some information from the EXTRA READING
section to Unit 1). Act out the conversation.
A: Is Massachusetts Institute of Technology a private institution?
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
21
A: ___________________________________________________
B: ___________________________________________________
28. A. Comment on the pictures using linking words: firstly / first of all,
secondly, thirdly, after this / that, then, next, finally. Use only the Present
Simple.
early childhood education; primary education; secondary education; higher /

tertiary education at university; college; to provide the necessary minimum
knowledge; generally; to obtain the qualification; to culminate in the receipt of
certificates / diplomas / academic degrees; bachelor's / master's degree
B. Answer the following question.
What do you think education should aim to do?
e.g.
 prepare students to pass exams,

 teach students "life skills",
 help students to develop their intellectual abilities.
22
29. Describe the picture. Use the Present Simple and the Present Continuous.
Useful verbs:
to write; to discuss; to solve; to think over; to analyse; to practice; to prove; to

make a decision
30. Look at the list below. Decide which of the factors you think contribute
most to a good university education. Explain your reasons.
small groups; modern text books; strict discipline; labs with new equipment;
computers; motivated highly qualified teachers; modern buildings; a lot of
practice; individual approach; flexible schedule; distance learning
31. You are particularly interested in information (history of foundation,

faculties, specialties etc.) about the Institute of Physics and Technology.
Find information about your institute and be ready to tell your
groupmates.
23
32. Find the Ukrainian equivalents of the following proverbs. Choose two of
them and express your opinion.
1. A fool man can ask more 14. To know everything is to know

questions in an hour than a wise nothing.
man can answer in seven years. 15. Zeal without knowledge is a
2. Don’t teach a fish to swim. runway horse.
3. Repetition is the mother of 16. Where there is a will there is a
learning. way.
4. No pains – no gains. 17. Nothing is impossible to a willing
5. Live and learn. heart.
6. It’s never too late to learn. 18. What we do willingly is easy.
7. Knowledge is power. 19. First think then speak.
8. Better untaught than ill-taught. 20. There is no rule without an
9. All things are difficult before they exception.
are easy. 21. Soon learnt – soon forgotten.
10. Money spent on the brain is never 22. Little knowledge is a dangerous
spent in vain. thing.
11. One good head is better than a 23. Like teacher, like pupil.
hundred strong hands. 24. He, who makes no mistakes,
12. To teach the dog to bark. makes nothing.
13. Too much knowledge makes the 25. He that knows nothing doubts
head bald. nothing.
LISTENING
You are going to listen to some information about studies and degrees in
Great Britain. Be ready to do the following tasks below.
33. Before you listen, check if you know the meaning of the following words
and phrases: to concentrate, to offer, the remainder, to extend, to require,
to be awarded, vary, to combine, tutorials, seminars, lectures.
34. Answer the questions.
1. How old are the Universities of Oxford and Cambridge?

2. How many students in percentage are taking scientific and technological
studies?
3. What is the term of studying at Britain’s Universities?
4. What kind of work does academic staff devote time to?
24
35. Choose the correct item.
1. The number of Britain’s Universities is .......................... .

a) about a hundred
b) forty
c) fifty
d) forty-five
2. Most of the universities in Great Britain were founded .......................... .
a) in the twelfth century
b) in the fifteenth century
c) in the seventeenth century
d) in the nineteenth century
3. About half of all the students of full-time universities in Britain are taking
courses .......................... .
a) in medicine
b) in arts and social studies
c) in agriculture forestry, architecture, veterinary
d) science and technology
36. Complete the phrases.
1. Courses in sciences are offered ..............… .

2. The Universities concentrate on technology although they .........… .
3. Further study or research is required at the modern universities
for …................. .
4. University’s teaching combines …................ .
WRITING
37. Refer to Exercise 32. Choose a proverb and comment on it (50−60 words).
Use some phrases from Appendix 9 to start your comment.
25
38. Read the text "MASSACHUSETTS INSTITUTE OF TECHNOLOGY"
(see the EXTRA READING section to Unit 1). Write a short summary of
the text (50−60 words). Follow these steps:
 Read the text.

 Make notes of the main points of the text.
 Start your piece of writing with one sentence that summarizes the idea
of the whole text.
 Write your summary, including all the main points. Use your own
words.
 Check if your summary is clear, complete and it makes sense.
39. Read the text "FROM THE HISTORY

OF THE NATIONAL TECHNICAL
UNIVERSITY OF UKRAINE "KYIV
POLYTECHNIC INSTITUTE"" and
make a mind map to it. Share your
mind map with a partner. Explain how
the circles are related to each other.
MIND MAPPING
To make a mind map, use a whole sheet of paper, and write your
topic in the middle, with a circle around it. Then put the next idea in a
circle above or below your topic, and connect the circles with lines.
The lines show that the two ideas are related.
26
40. Write an essay on the topic "Are exams necessary?" (100−120 words).
Follow the structure: introduction, main body, conclusions (see the
WRITING HELP section). Use the MINI-DICTIONARY section to Unit 1.
to be evaluated by their teachers; exam pressure; personal review schemes;

continuous assessment; to perform well / badly under exam conditions; to test
students' skills; to be abolished; be an efficient way to measure the knowledge;
stress and anxiety
41. Work in small groups. Create a crossword on the topic "The National
Technical University of Ukraine "Kyiv Polytechnic Institute". Exchange
the crosswords and solve them.
PROBLEM-SOLVING
42. Test yourself (see the PROBLEM-SOLVING section to Unit 1).
27
Unit 2: IMPERIAL ENGLISH: THE LANGUAGE OF SCIENCE
Language is the dress of thought.

Samuel Johnson
WARM-UP
1. Name
 countries where English is the first and often the only language of most
people (black colour);
 countries where besides English as a native language there is at least one
more native tongue (dark grey colour);
 countries where English is not a native language, the only official
language (light grey colour).
ENGLISH LANGUAGE − AROUND THE WORLD
If you have any difficulties, see Appendix 3.
28
2. Look at the picture and read notes. Does this student undestand the
importance of knowing the foreign language? Explain your point of view
using answers in clouds.

ideas?
A. "We have too many high sounding words and too few actions that
correspond with them."
Abigail Adams
B. "If you can speak three languages you're trilingual. If you can speak two
languages you're bilingual. If you can speak only one language you're an
American."
Unknown
C. "The English language is nobody's special property. It is the property of the
imagination: it is the property of the language itself."
Derek Walcott
29
D. "Words, too, have genuine substance − mass and weight and specific
gravity."
Tim O'Brien, Tomcat in Love
E. "Language is the means of getting an idea from my brain into yours without
surgery."
Mark Amidon
F. "Words want to be free!"
Unknown
G. "A word is not a crystal, transparent and unchanged, it is the skin of a living
thought and may vary greatly in colour and content according to the
circumstances and the time in which it is used."
Oliver Wendell Holmes
4. Discuss the following statements.
 English is one of the international languages.

 English is the language of science.
 English is the language of business.
READING
5. Underline the stressed syllable in each word as in the example. Practise

reading.
gradually, monolingual, incompetence, inexorably, immaculate, universal,

currency, importance, occasionally, fluctuated, counterpoint, throughout,
medium
6. Read the article "IMPERIAL ENGLISH: THE LANGUAGE OF

SCIENCE" and match the statements to the paragraphs.
A. Meetings were often held in several languages.

B. Unlike Heisenberg, most American science students only speak English.
30
C. After World War II the USA became the international leader in science
and technology.
D. American scientists have not needed to learn other languages for the last
few decades.
E. Before World War II scientists had to learn foreign languages in order to
understand scientific publications.
7. Work in pairs. Answer the following questions.
1. Why did the author give such a title to the text?

2. What languages could Werner Heisenberg speak?
3. Should science students speak other languages (except the native one)?
Give your reasons.
4. What languages were important (in order of importance) in the scientific
world 200 years before World War II?
5. What languages could N.Bohr speak?
6. How did the dominance of languages change after World War II? Why?
7. What is the role of English in the scientific world now?
IMPERIAL ENGLISH: THE LANGUAGE OF SCIENCE?
1. Werner Heisenberg learned Latin, Greek and French when he was a

gymnasium student in Munich. Later he tackled English and Danish. This is not
the kind of anecdote we associate with today's science majors in the US, that
resolutely monolingual lot. Science students here are rarely to be found in a school
language lab, much less a spontaneous one, and when they do speak another
language it is usually because of family background, not classroom instruction.
Then they graduate, attend a conference with colleagues from other countries and
discover their linguistic incompetence.
2. We are the people who can no longer be bothered to learn another
language. To be sure, we really haven't had to since the 1960s, for in the years
since World War II English has gradually but inexorably become the lingua franca
31
of science. Today it is the universal currency of international publications as well
as of meetings. Those of us who need to keep up with, need not worry about
mastering German; we can leave it to the journal's staff, whose English is no doubt
immaculate, to provide us with a convenient international edition published in
English.
3. It wasn't always this way. For the 200 years before World War II, most
scientific work was reported in German, French or English, in that order of
importance. People who wanted to keep up with a specialization had to learn the
dominant language of the field. For example, scientists who wished to understand
quantum mechanics in the 1920s had to learn German. Sir Nevill Mott comments,
"Apart from Dirac, I don't think anyone in Cambridge understood (quantum
mechanics) very well; there were no lectures on it, and so the only thing to do was
to learn German and read the original papers, particularly those of Schrodinger and
Born's "Wave Mechanics of Collision Processes"."
4. German, French and English were the customary languages of meetings,
too. At Niels Bohr's institute in Copenhagen, for example, John A. Wheeler recalls
that most seminars were held in German, occasionally in English. Bohr, who spoke
English and German with equal ease, fluctuated between them, adding Danish as
counterpoint. No one had to learn French, though, for Bohr's knowledge of it was
limited.
5. After World War II, the linguistic balance of power shifted. US scientists
flocked to conferences, bringing their language with them; US scientific
publications burgeoned, and their huge readerships made them highly desirable to
scientists throughout the world who realized English was a medium through which
they could be widely read and cited. Now English continues its reign.
Professor Anne Eisenberg
32
to tackle English to shift

to attend to burgeon
family background linguistic incompetence
the lingua franca of science to keep up with
to master German immaculate
apart from the customary languages
with equal ease to fluctuate between them
the linguistic balance of power to flock to conferences
the universal currency readership
resolutely monolingual lot, to tackle, to attend, linguistic incompetence, the

lingua franca of science, to learn the dominant language of the field, to keep up
with a specialization, balance, to shift, to limit, the customary languages of
meetings
10. Cross the odd word out.
1) convenient, appropriate, favourable, traditional;

2) adoring, principal, dominant, leading;
3) fluctuate, shift, circulate, oscillate;
4) attend, attempt, appear, be at;
5) burgeon, grow, increase, burrow.
11. Arrange the following words according to similar meaning.
dominant, incompetent, authentic, irregularly, spontaneous, immaculate,

leading, attend, occasionally, limit, unpremeditated, original, popular,
unskilful, be present, perfect, restrict, desirable
33
12. Match the words and phrases (1−10) with their definitions (a−j).
1 apart from a to remain in contact with

2 to shift b to go in large numbers
3 to keep up with c besides
4 to flock d to accept as a challenge
5 to tackle e to move or transfer from one place or
position to another
6 language f to link or connect in the mind or
imagination
7 spontaneous g lack of physical or intellectual ability or
qualification
8 to associate h happening or arising without apparent
external cause
9 incompetence i general acceptance or use
10 currency j communication of thoughts and feelings
through a system of arbitrary signals, such
as voice sounds, gestures, or written
symbols
13. Fill in the word from the list below. Use each word only once. Translate
inexorably, quantum, associate, readerships, incompetence, importance,
currency, monolingual, customary, learn
1 to ........ with today's science 6 to be bothered to ........

2 the universal ........ of interna- 7 gradually but .......
tional publications
3 ....................... mechanics 8 huge ......
4 ......... languages of meetings 9 resolutely ........
5 to discover their linguistic ..... 10 in that order of ......
34
14. Match the words with their Ukrainian equivalents.
1 resolutely a невблаганно
2 to master b рішуче
3 to recall c оволодівати
4 inexorably d провести
5 to hold e згадувати
6 to attend f переміщати
7 to shift g бездоганний
8 immaculate h стікатися
9 to flock i відвідувати
Verb Noun Adjective

.................... ........................ associational
................... ......................... graduated
attend ........................, attendant
attendant
add ......................... ...................
....................... dominant, dominant
......................
......................... limit, limited,
.................., limiting
limiter
35
language, limits, investigate, science, artificial, improvements, lost, English,

natural
WHAT IS THE NATURE OF ARTIFICIAL LANGUAGES?
Forms used in logic, artificial intelligence, computer 1) ............... and in
semantics are variously viewed as being improvements on natural language or as
defective forms of 2) ................ language. It is important to 3) ................ those
properties that are claimed to be 4) ............... and see what they are really doing.
For example, is it possible to do better logic with the computer 5) .................
PROLOG, and what about the sorts of things that cannot be done with PROLOG
but can be performed in a language like 6) .............? Are there 7) ............... upon
the current approaches to artificial intelligence that result from a reliance on
artificial languages? In other words: Is what is gained by the use of an 8) ................
language in proportion to what is 9) ................?
17. Work in small groups. Arrange the following words and phrases in the
correct order to make the sentences. The first word is underlined.
1. to / Is / easy / English / learn?

2. of / the dominant / English / is / science. / Now / language
3. short one. / universal, / English / the most / uses / alphabet, / simple and /
language / Latin
4. in the / an active / It is argued / ideas. / development / language / role / of
scientific / that / plays
5. US scientific / The dominance / decline / language in / may / with / science /
leadership. / of the English
6. suits / particularly well. / The lexicon / scientific / English / of the /
communications / language
36
18. Mary is a sixth year student. Now she is graduating from the KPI. Mary
has had an interesting life at the university. Write sentences about the
things she has done. Use the Present Perfect.
1. (She / do / many / scientific projects) .........

2. (She / meet / a lot of interesting people) ............
3. (She / write / several scientific papers) .........
4. (She / get / knowledge in the professional field) .......
5. (She / learn / two programming languages) ...........
6. (She / prepare / seven reports to the conferences) ...........
7. (She / learn / German and Chinese) ...........
8. (She / visit / three technical universities abroad) ...........
9. (She / travel / to many places) ...........
19. Work in pairs. Look at the table. Ask and answer questions. Use the
Present Perfect Continuous. Start with phrases: How long have you
been .....? I have been ... . Then continue the list of questions and answers.
№ How long Since
1 listen to this lecture 8:30
2 study quantum mechanics last term
3 look for information about connection of science and 9:00

English
4 write a report on mechanics July
5 study the group of Present Tenses September
6 learn English 2012
7 participate in the exchange programme last year
8 read the book devoted to quantum money August
9 do this exercise 10:20

37
№ How long Since
10 participate in the science club June
20. Choose the correct word in bold.
1. We haven't done our homework just / yet.

2. Have you so far / ever read about Newtonian mechanics?
3. I have never / just written an essay about science and English. So, I can read
an interesting book now.
4. I have been studying English since / still I was a child.
5. Linda has already / ever finished her project devoted to influence of English
on science.
6. Tom has been at the conference since / for three days.
7. I have never / ever visited MIT. I'm going there next summer.
8. I have done two exercises so far / since.
21. Put the verbs into the correct tense. Use the Present Simple and the
Present Perfect Tenses.
More recently David Bohm has made a thoroughgoing analysis of the role of
language in science and in thought. Writing with one of us he
1) .......... (also explore) how particular world views are enfolded within the ways
scientists 2) ........... (use) language and shown how fixed forms and the insensitive
use of language can lead to blocks in scientific creativity. In particular, Bohm
3) .............. (make) a perceptive analysis of the famous break down in
communication between Bohr and Einstein which he traced to the different values
and meanings that were placed on certain words and concepts.
In his proposal for a new language, the Rheomode, Bohm has also drawn
attention to what he 4) ....... (feel) to be a defect of our common language in that it
enfolds what could be called a mechanistic view of the world. But this appeal for a
new language 5) ......... (come) into conflict with what linguists feel to be the
essential limitations of artificial and so-called improved language systems. How,
38
therefore, is it possible to reconcile Bohm's particular views on the Rheomode
within the wider context of his general philosophy and the particular views that are
currently held in linguistics? Our answer 6) ....... (be) to propose an empirical
investigation of the role and use of language within science and, in particular,
scientific literature.
22. Find and correct the mistakes.
1. A research project is outlined which will investigate these hypothesis and, in

addition, focus on such questions as the role of mathematics in science and
the status of the genetic code.
2. But this can never be satisfactory since these pseudo language systems
doesn't work as language.
3. The question we are investigating can, ultimate, be posed as:"Do we speak
(have language) because we think, or do we think because we speak?"
4. But we can ask why also science sometimes blocks, runs into obstacles or
turns around in circles.
5. The rest of the world's scientists, too, fallen into step.
6. English for Science and Technology (EST) is designed to help international
undergraduates and graduate students and professionals become more
comfortable using English as common language in the fields of science and
technology.
7. The course aim at developing the students' language skills in the areas of
science and technology.
8. English for Specific Purposes is defined as the branch English language
education which focuses on training in specific academic or workplace tasks.
9. Technology has became an increasingly important element in many aspects
of our lives.
10. They improve their overall English language skills and develop profession
skills − such as critical thinking, oral presentation and intercultural
communication − needed for scientists, engineers and technical experts.
39
1. English is now a global language that _________ to all those who speak it.
A is belonging
B belong
C belongs
D has been belonging
2. It is our opinion that natural language is perfectly _________.
A adequate instrument for the expression of scientific ideas
B instrument adequate for the expression of scientific ideas
C adequate instrument for the scientific ideas of expression
D instrument for the expression adequate of scientific ideas
3. Linguistics _________ the study of the use and organization of language
with particular linguistic theories differing in their views on how a and b are
organized, or, if you like, how they are acquired and used psychologically.
A has been
B is being
C is
D are
4. The current status of the English language compares _________ that of
Latin in the past.
A at
B from
C with
D into
5. She _________ an article about the role of English in science since last
week.
A has written
B has been writing
C writes
40
D wrote
6. We _________ the project devoted to scientific discoveries of 20th century.
A have been finishing
B have finished
C finish
D are finishing
7. Since the end of the Second World War, English _________ the established
language of scholarly communication, but not without controversy.
A become
B has become
C is becoming
D became
8. Now we _________ some of the reasons for the rise of English and its
consequences in the context of national trends in English and local-language
publishing.
A are examining
B examine
C have been examining
D examines
24. Fill in the where necessary.
Modern English, sometimes described as 1) _____ first global lingua

franca, is the dominant language or in some instances even 2) _____
required international language of 3) _____ communications, science, information
technology, business, seafaring, aviation, entertainment, radio and diplomacy. Its
spread beyond 4) _____ British Isles began with 5) _____ growth of 6) _____
British Empire, and by the late 19th century its reach was truly
global. Following British colonization from 7) _____ 16th to 19th centuries, it
became the dominant language in 8) _____ United States, 9) _____ Canada,
10) _____ Australia and 11) _____ New Zealand. 12) _____ growing economic
41
and cultural influence of the US and its status as a global superpower since
13) _____ World War II have significantly accelerated the language's spread
across the planet. 14) _____ English replaced German as the dominant language of
science Nobel Prize laureates during 15) _____ second half of 16) _____ 20th
century. English equaled and may have surpassed 17) _____ French as the
dominant language of diplomacy during the last half of 18) _____ 19th century.
25. Translate into English.
1. Важко уявити сучасний світ без англійської мови.

2. Сьогодні англійська є мовою глобальної економіки та бізнесового
середовища.
3. Вчені, які хотіли зрозуміти квантову механіку у 1920 роках, змушені
були вивчати німецьку мову.
4. Студенти закінчують навчання, беруть участь у конференціях з
колегами з інших країн і виявляють власну мовну некомпетентність.
5. Ми більше не турбуємось з приводу вивчення іншої мови.
6. Як правило, до Великої Вітчизняної війни більшість наукових робіт
вчені друкували німецькою, французською або англійською.
7. Поширення англійської світом пов’язане з політичним та економічним
впливом англомовних націй.
8. Володіти англійською мовою означає те ж саме, що вміти
користуватися комп’ютером, мобільним телефоном і керувати
машиною.
9. Англійська мова є мовою міжнародного спілкування.
10. Сьогодні англійська мова є рідною для 500 мільйонів людей у
12 країнах світу.
11. Якщо ви вважаєте, що вчити англійську мову не треба, то ви глибоко
помиляєтеся.
42
12. За даними дослідження, опублікованого Discovery News, англійська
мова є лидером рейтингу найпопулярніших мов Інтернету − нею у
Мережі користуються 478 мільйонів користувачів.
26. Edit the English translation (B).
A. Однією з міжнародних мов є англійська. Більше того, англійська

є мовою міжнаціонального спілкування для всього людства. Значення
англійської мови в сучасному світі важко переоцінити. Адже не можна ж не
зважати на вибір більше 1 мільярда людей, які її використовують. І якщо для
половини з них вона є рідною, то близько 600 мільйонів вибрали саме її як
іноземну. Безумовно, діапазон поширення англійської мови в сучасному світі
настільки великий, що ця мова не може бути ідентичною у різних областях.
Незважаючи на різноманітні її варіанти і наявність специфічних
особливостей для кожної національності, англійська мова залишається
лідером на нашій земній кулі.
B. One of the international language is English. Moreover, English is

the international language for all mankind. The value of English in the modern
world can not be overemphasized. It is impossible not to consider the choice
of more than 1 billion people that use it. And if half of them she is their mother,
then about 600 million chose it as foreign. Clearly, the range spread of English in
the modern world is so great that this language may not be identical in different are
as. Despite the variety of options and the availability of specific features for each
nationality, English remains the leader on our globe.
27. Edit the Ukrainian translation.
"Light and matter are both single entities, and the apparent duality arises in
the limitations of our language. It is not surprising that our language should be
incapable of describing the processes occurring within the atoms, for, as has been
remarked, it was invented to describe the experiences of daily life, and these
consist only of processes involving exceedingly large numbers of atoms.
43
Furthermore, it is very difficult to modify our language so that it will be able to
describe these atomic processes, for words can only describe things of which we
can form mental pictures, and this ability, too, is a result of daily experience.
Fortunately, mathematics is not subject to this limitation, and it has been possible
to invent a mathematical scheme − the quantum theory − which seems entirely
adequate for the treatment of atomic processes; for visualisation, however, we must
content ourselves with two incomplete analogies − the wave picture and the
corpuscular picture."
Werner Heisenberg
"Світло і матерія, як окремих компаній, а також очевидною
подвійність виникає обмеженість нашої мови. Це не дивно, що наша мова
має бути нездатним опису процесів, що відбуваються всередині атомів, бо, як
уже зазначалося, він був винайдений, щоб описати досвід повсякденного
життя, і вони складаються тільки з процесів надзвичайно великого числа
атомів. Крім того, дуже важко змінити нашу мову, так що він зможе описати
ці атомні процеси, слова не можуть описати тільки те, про що ми можемо
створити уявні картини, і ця здатність, теж є результатом повсякденного
досвіду. На щастя, математика не підлягає це обмеження, і це вдалося
придумати математичну схему − квантова теорія − що видається цілком
адекватною для лікування атомних процесів, для візуалізації, проте, ми
повинні обмежитися двома неповними аналогів − хвильову картину і
корпускулярні картини."
Вернер Гейзенберг
SPEAKING
28. Work in pairs. The students of your group have found out some
information about the different roles of German, French, Spanish,
Russian, Chinese, Hebrew in various times (see the EXTRA READING
section to Unit 2, "LATER LINGUA FRANCA"). Act out your
conversation.
44
29. Work in pairs. You argue with your friends that English is an imperial
language and it will be dominant in the future. Your friend doesn't agree
with you. You have to give your reasons. Act out the conversation. Start
your conversation with the following question:
A: Is English the language of the future?

B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________

the dominant global language for a century; to challenge English globally; science
and maths are all written in English; the value of English is declining; a drastic
reduction in the standard of English; widely-spoken; the rise of China;
bilingualism; Mandarin Chinese, English, Spanish, Hindi, Arabic, Bengali,
Russian, Portuguese, Japanese, German and French are world's most widely
spoken languages, according to UNESCO; nonetheless; to be strong as a second
language, and teaching; 80−90 percent of papers in scientific journals in English;
a proliferation of non-English sites
30. Work in pairs. Match the phrases with their Ukrainian equivalents. Look
at the phrases and explain in what context the word "language" can be
used.
1 a technical language a жива мова

2 an artificial language b міжнародна мова
3 a programming language c універсальна мова
4 a world language d державна мова
45
5 a living language e штучна мова
6 a foreign language f офіційна мова
7 a dead / an extinct language g аналітична мова
8 a universal language h спеціальна мова
9 a national language i мертва мова
10 an analytic language j іноземна мова
11 a formal language k комп'ютерна мова
31. Do you know about the most frequently viewed questions related to
English? Find such questions on the Internet or in the EXTRA READING
section to Unit 2. Share this information with your groupmates.
32. Esperanto is an artificial language invented in 1887 for international use,

based on word roots common to the major European languages. Can
Esperanto be used for scientific purposes? Give your reasons.
33. You are a professor at Oxford University. The topic of your lecture is:
"The Role of English in Science". Be ready to talk about it. Use
information from the text "IMPERIAL ENGLISH: THE LANGUAGE
OF SCIENCE" and "LANGUAGE AND SCIENCE" (see the EXTRA
READING section to Unit 2).
34. You need to prepare some information about five events that shaped the
history of English. Use the Internet resources. Then tell your groupmates
about the results of your research.
LISTENING
You are going to listen to some information on the topic:

"Lingua Franca: Many Languages for Many Different
Roles." Be ready to do the following tasks:
35. Before you listen, check if you know the meaning of the
following words and phrases: lingua franca, to accept, the rise, to conquer,
46
educated citizens, tutors, to keep Greek alive, primary importance, the
language of scholarship, to establish, the official language, to gain, to be
available.
36. Say if the following statements are true (T) or false (F).
1. The origin of "lingua franca" is Italian.
2. Greek was the first lingua franca.
3. When the Roman Empire conquered the world only Latin dominated.
4. The official language of the Vatican was Greek.
5. Those people who traded with the Islamic Empire used Arabic.
6. The scientists should represent their papers in English for international
audience.
1. 2. 3. 4. 5. 6.
37. Complete the sentences.
1. The definition of lingua franca is a common language used by

people _________ .
2. Before the rise of Rome, Greek was _________ .
3. Alexander conquered most of _________ .
4. Monasteries had _________ scrolls.
5. Arabic is also _________ .
38. Summarize information of the text in five / seven sentences.
WRITING
1. English is a widely distributed language originating in ......... .

2. English is currently the primary language of several ............. .
3. It is extensively used as a second language and as an ........ language in
many other countries.
47
4. English is the most widely taught and understood language in the world, and
sometimes is described as a ....... ......... .
5. Although Modern Standard Chinese has more mother-tongue speakers
(approximately 700 million), .......... is unquestionably used by more people
as a second or foreign language, putting the total number of English-.........
worldwide at well over one billion.
6. An estimated 354 million people speak English as their first ........ .
Estimates about second language speakers of English vary greatly between
150 million and 1,5 ......... .
7. It has been ........... of the official languages of the United Nations since its
founding in 1945.
40. You've found some information about Language and Science. Read this
information and write down your own comments (see the EXTRA
READING section to Unit 2). Use up to 60−70 words. Follow the
instruction:
When you write comments, try to keep these things in mind:

 Write only relevant information.
 Express your ideas logically.
 Use the correct spelling, punctuation, grammar.
 Read over your comment to check if it makes sense.
 Edit your comment if it is necessary.
41. Work in small groups. Create a crossword for your groupmates using
information from the text "IMPERIAL ENGLISH: THE LANGUAGE
OF SCIENCE."
PROBLEM-SOLVING
42. Test yourself. Do the English Language Quiz (see the PROBLEM-
SOLVING to Unit 2).
48
Unit 3: THE MIND MACHINE
The mind is like a parachute − it works only when it is open.

Frank Zappa
WARM-UP
1. A. What does the word "mind" mean? Try to guess what meaning of the
word "mind" is used in the context of this unit.
B. Match the phrases with their Ukrainian equivalents. Make up your own
sentences with the suggested phrases.
1 a brilliant mind a мати гарні розумові

здібності
2 a keen / a sharp mind b передумати
3 to possess unusual powers of c пам'ятати, мати на увазі
mind
4 to be of one mind d висловити комусь свою
думку
5 to change one's mind e нагадувати, пригадувати
6 to give somebody a piece of one's f я згадав його слова
mind
7 to read somebody's mind g зважитися, прийняти
рішення
8 to keep in mind h вискочити з голови
9 I called his words to mind i мати намір зробити щось
10 to go / to pass out of one's mind / j блискучий розум
to slip one's mind
11 to bring / to call to mind k дотримуватися однієї думки
12 to be in two minds l читати чужі думки
13 to make up one's mind m вагатися, бути в
нерішучості
14 to have a mind to do something n живий гострий розум
49
2. Continue the list of words used to describe intelligent people: genius,
brilliant, ... .
3. Discuss the following questions.

1. What is involved in the notion of "intelligence"?
2. Is an "intelligent" person someone who:
 is able to think,
 is good at passing exams,
 is curious,
 is imaginative,
 achieves the aims,
 understands difficult ideas,
 learns and processes information
rapidly,
 demonstrates different interests,
 has a good memory,
 deals with people well,
 is sensible,
 reads a lot,
 solves crosswords?
Give your reasons.
3. When is intelligence not enough?
4. What is the difference between intelligence, talent, education, and
knowledge?
5. Is creativity connected with intelligence?
6. Will artificial intelligence ever match human intelligence? Give your
reasons.
50
4. The term "multiple intelligences" was coined by a developmental
psychologist, Dr. Howard Gardner in 1983. He recognized that we all tend
to develop a preference for some intelligences over others, and to use these
more than the others as our preferred ways of learning, thinking, and
operating in the world.
A. Comment on the scheme. Provide explanations for each type of
intelligence.

to use language; to represent ideas; to express the feelings; to persuade others;
logical thinking; mathematical problems; reasoning; to create and interpret;
visual images; to think; in three dimensions; to express things physically;
hands on work; to feel a rhythm; to detect and analyse musical themes; to
understand; your own interior thoughts and feelings; needs and purposes of
others; nature; to see patterns in the way nature works; to classify things
B. What are your top three Multiple Intelligences?
51
ideas?
A. "Everybody is a genius. But if you judge a fish by its ability to climb a tree,
it will live its whole life believing that it is stupid."
Albert Einstein
B. "If the human brain were so simple that we could understand it, we would
be so simple that we couldn’t."
Emerson M. Pugh
C. "What a distressing contrast there is between the radiant intelligence of the
child and the feeble mentality of the average adult."
Sigmund Freud
D. "The human brain starts working the moment you are born and never stops
until you stand up to speak in public."
Unknown
E. "Character is higher than intellect."
Ralph Waldo Emerson
F. "Beauty without intelligence is a masterpiece painted on a napkin."
Unknown
READING

reading.
understanding, contain, relationship, significant, verbally, visual-spatial, blood,
consumption, similarities, associations, compete, screwdriver
7. Read the text "THE MIND MACHINE?" and answer the following
questions.
1. Why does the author give such a title to the text?

2. Are brains of very clever people physically different from those of ordinary
people?
52
3. Are there differences between the intelligence levels of males and females?
4. What do you know about the peculiarities of brain?
5. How can we improve the work of brain?
8. Imagine you have got an Internet page devoted to the intelligence. Some
information of the links was confused. Match the suggested information
with the links underlined in the text.
1. A nonmetallic element that exists in its free form as a colourless,

odourless gas; makes up about 21 percent of the Earth's atmosphere. It is
the most abundant element in the Earth's crust and occurs in many
compounds, including water, carbon dioxide and iron ore.
2. The spiral galaxy that contains our solar system. Made up of an estimated
two hundred billion stars or more, it is seen from Earth as an irregular
band of hazy light across the night sky.
3. He was a novelist, short story writer, and playwright. His novel "Fathers
and Sons" is regarded as one of the major works of 19th century fiction.
4. The mental faculty of retaining and recalling past experience based on the
mental processes of learning, retention, recall, and recognition.
5. He is known for his realist poetry and political works during the Civil
War. His famous collection of poems "Leaves of Grass" is a landmark in
the history of American literature.
THE MIND MACHINE?

Although intelligence has been studied, and the brain has been studied, there
is little understanding of how the brain works to produce intelligence. This has
something to do with the fact that the brain contains around 100 billion cells (about
the number of stars in the Milky Way).
One of the continuing myths about the relationship between intelligence and
the brain is that the brains of very clever people are somehow physically different
53
from those of ordinary people. At the beginning of the century an American
scientist called E.A. Spitzka produced a list of the weights of the brains of
important, well-known men. The heaviest brain on the list was that of Turgenev,
the Russian novelist, at 2000g. However, the brain of another great genius, Walt
Whitman, weighed only 1282g.
There are no significant differences between the intelligence levels of males
and females. However, girls under seven score a little higher than boys in IQ tests.
Men and women do differ in the way they think. It is known that the brain is made
primarily of two different types of tissue, called gray matter and white matter. The
research reveals that men think more with their gray matter, and women think
more with white. Men have nearly 6,5 times the amount of gray matter related to
general intelligence compared with women, whereas women have nearly 10 times
the amount of white matter related to intelligence compared to men. Researchers
stress that just because the two sexes think differently, this does not affect
intellectual performance. Generally, women are more skilled verbally and men do
better on visual-spatial tasks.
Interestingly, the fibres which join the two halves of the brain have been
found to be larger in women than in men. This supports the theory that women can
change from 'practical' to 'emotional' thinking more quickly than men.
People with mental problems have often been treated extremely badly. Two
hundred years ago, the mentally ill were swung around in revolving chairs,
or holes were drilled in their skulls to release evil spirits. From the 1930s, the
mentally ill were subjected to electric shock therapy and lobotomy − the removal
of part of their brain. In the 1960s and 70s, thousands of people were given drugs
to cope with anxiety and then became addicted to them.
The brain needs ten times as much blood as other organs of the body, as it
can't store glucose for later use. This is different to muscles and other organs and
although the adult brain makes up only two per cent of the body weight, its oxygen
consumption is twenty per cent of the body's total.
54
There are similarities between brains and computers. Computers can do
complicated calculations at incredible speeds. But they work in a fixed way,
because they can't make memory associations. If we need a screwdriver and there
isn't one, we will think laterally and use a knife or coin instead. Computers can't do
this. In fact, it is claimed that when it comes to seeing, moving and reacting to
stimuli, no computer can compete with even the brain power of a fly.
Most of our mental processes are deeply formed habits. Challenging your
brain to do things differently helps it develop. Try changing routines as often as
you can: take a bus instead of going by car, sit in a different chair. An extreme but
useful exercise is to read something upside down − you can actually feel your brain
at work.
One of the simplest methods to boost your brain function is to keep on
learning. The size and structure of neurons and the connections between them
actually change as you learn. This can take on many forms above and beyond book
learning to include activities like traveling, learning to play a musical instrument or
speak a foreign language, or participating in social and community activities.
Another important method is brain aerobics. This can be something as simple
as thinking of famous people whose first names begin with the letter A, doing
crossword puzzles or playing board games that get you thinking. The research has
even shown that surfing the Web activates regions in your brain related to
decision-making and complex reasoning. So, unlike passively watching TV, using
the Internet is an engaging task that may actually help to improve your brainpower.
55
to produce intelligence to contain

the continuing myth ordinary people
a list of the weights of the brains no significant differences
males and females visual-spatial tasks
this supports the theory the adult brain makes up
oxygen consumption similarities between brains
complicated calculations at incredible speeds
memory associations screwdriver
changing routines to read upside down
gray matter and white matter decision-making and
complex reasoning
to boost your brain function to improve
10. Explain the meaning of the following words and phrases.
to be more skilled, to support the theory, the brain makes up, visual-spatial
tasks, no significant differences, habits, fibres, the Milky Way, ordinary
1) well-known, illustrious, weird, celebrated;

2) significant, trivial, important, crucial;
3) thinking, reasoning, thought, believing;
4) consumption, expending, depletion, condescension;
5) compete, contend, challenge, ally.
12. Find the words in the text to which the following ones are the synonyms.
The first letter is given to make the task easier.
include (c), men (m), women (f), great (i), difficult (c), spoken (v), create (p),
respond (r), using (c), connections (a)
56
13. Match the words (1−10) with their definitions (a−j).
1 brain a a false story which many people may believe
2 myth b a natural form of sugar found in fruit
3 to support c the organ in the top part of your head which

controls thought, feeling and physical activity
4 glucose d precisely determined
5 fixed e to tend to establish (a theory, statement, etc.)

by providing new facts; substantiate
6 consumption f to state to be true, especially when open to

question; assert or maintain
7 routine g to act in response to or under the influence of

a stimulus or prompting
8 to claim h a set of customary and often mechanically

performed procedures or activities
9 to react i the capacity to acquire and apply knowledge
10 intelligence j the act or process of consuming
14. Find ten words from the table above.
y r i m g k z s f j y
c o n s u m p t i o n
t u t u r y k l x z x
o t e p k t s b e n m
o i l p g h z x d v n
f n l o k z p y o k t
l e i r n p g k o j r
r t g t g l u c o s e
e x e v b k a q b h w
a d n f g w y n r l o
c v c l a i m u k p a
t a e g o q b r a i n
57
15. Fill in the blanks with the words from the list below. Use each word only
once. Translate the collocations into Ukrainian.
visual-spatial, continuing, stimuli, complicated, verbally, laterally, compete,

consumption, similarities, thinking
1 to change from 'practical' to 6 to react to ..........

'emotional' .......
2 to ......... with even the brain power 7 oxygen .......
of a fly
3 to be skilled ......... 8 ......... calculations
4 to do ..... tasks 9 to think ........
5 ....... between brains and computers 10 the .......... myths
1 speed a містити
2 calculations b викрутка
3 to contain c становити, складати
4 screwdriver d швидкість
5 to make up e обчислення
6 to read upside down f глибоко сформовані звички
7 deeply formed habits g конкурувати
8 memory associations h складні розрахунки
9 to compete i читати догори ногами
10 complicated calculations j асоціації пам'яті
Verb Noun Adjective

relate ..................., relation relational, ..................
................... .................... continuing, ..................

fix fix, ............, fixing fixative, ................
58
Verb Noun Adjective
..................... ................., readership, ........ ..................
stimulate ................, stimulus (pl. ..........) ..................
18. Fill in the correct word derived from the word in bold.
Many people are trying to compare computers with the human

1) _____ (brainy), but they do not understand what the 2) ______ (compare)
involves. As for computers, their 3) ______ (functional) is known. They have
been designed by scientists and engineers, and all aspects of
4) _______ (computerization) architecture and functions have been 5) _______
(rigorous) recorded by the designers. Anyone who wishes to spend the time can
acquire the necessary 6) _______ (informative). By contrast, little is known about
the functions, 7) _____ (connect), functional architecture, and internal
mechanisms of human brains. Scientific knowledge in this area is inadequate, and
most brain experts tacitly assume that the brain and the computer have 8) _____
(similarity) processes and functions. Humans have designed and implemented
computers in 9) ______ (logic) ways that make sense, and there is no reason for
the brain to be organized any other way. Thus, our expectation and
10) _______ (understand) of the world steer our cognition toward the familiar.
intellectually, computers, habits, remember, improving, disease, retrieval,

upgrade, complex, memory
If our brains were 1) ........, we'd simply add a chip to 2) ......... our memory.
However, the human brain is more 3) ....... than even the most advanced machine,
so 4) ........ human memory requires slightly more effort.
Just like muscular strength, your ability to 5) ......... increases when you
exercise your 6) ......... and nurture it with a good diet and other healthy 7) .......
There are a number of steps you can take to improve your memory and 8) ........
capacity. Physical exercise and engaging your brain with 9) ......... stimulating
59
activities will not only improve your memory, it can also afford your brain greater
protection against 10) ........ or injury as you age.
20. Match 1−5 with a−e to make sentences.
1 Your brain needs a your ability to think and learn will

deteriorate.
2 If you use it often and in the b such as the capacities for abstract
right ways, thought, understanding,
communication, reasoning, learning,
planning and problem solving.
3 But if you never use your brain, c exercise just like a muscle.
or abuse it with harmful
chemicals,
4 Intelligence is an umbrella d psychometric testing.
term describing a property of
the mind including related
abilities,
5 A popular theory of intelligence e you will become a more skilled
is based on thinker and increase your ability to
focus.
21. Put the words in the correct order to make sentences. The first word is
underlined.
1. brain. / a / Science / of / is / product / the

2. study / Tom / but / mind. / wanted / to / changed / physics / he / his
3. of / natural / in / intelligence / Nature / brain / way. / produces / the / a
4. 1983 / was / Multiple / in / by / Intelligence / developed / Theory / Dr.
Howard Gardner.
5. functions / have / Neuroscientists / explain / the / trying / human / to /
decades. / the / been / cognitive / of / brain / for
60
6. suggested / Howard Gardner / that / kinds of / all people / have /
"intelligences." / different
1. Computer scientists ______ already _____ various criteria for deciding if a

machine is intelligent.
A have proposed
B proposed
C propose
D have been proposing
2. The most fascinating question about artificial intelligence _____ whether
machines can have minds or not.
A has been remaining
B remained
C remains
D remain
3. The possibility of human-created, non-living intelligence ______ a fantasy
or goal of humans for years.
A has been being
B has
C has been
D have
4. Clearly, if we ________ the physical organ or device that controls human
consciousness, and therefore do not fully understand it, we cannot attempt to
set up such a device in a machine.
A have not even been discovering
B have not even discovered
C are not even discovering
D do not even discover
61
5. We __________ the problem about AI for a long time.
A are studying
B have been studying
C study
D studied
6. The scientists _______ hard these days.
A are working
B work
C have worked
D worked
7. Simon _________________.
A already has solved his equation
B has solved already his equation
C has solved his equation already
D has already solved his equation
23. Put the verbs in brackets into the correct present tense.
1. Mark ......... (study) intelligence at Oxford University. He is a scientist.

2. Now he .......... (study) brain visual mechanisms of reading.
3. Mark already ............ (study) some works of famous scientists about this
problem.
4. He ............ (study) this problem since last year.
5. At the moment Mark ............ (write) a paper to analyse known approaches.
6. He ............ (write) this paper since Monday.
7. Mark .......... (not, write) it yet.
24. Correct the mistakes. There is one mistake in each sentence.
1. A computer consist of many parts ... all of them have their own roles in the
computer's processes.
2. Like all machinery, computers are breaking down with time.
62
3. Now the computer rapidly changes with technology.
4. But does the computer really superior to the human brain in terms of ability,
processing power and adaptability?
5. Computers are probably the most great achievement and pride of the human
race.
6. Organizing and ordering information can a significantly improve memory.
7. You can have organize material by grouping related ideas together.
8. Repeating information aloud can help you encode in the information and
identify how well you have learned it.
25. Fill in a, an, the where necessary.
1. "...... existence of forgetting has never been proved: We only know that
some things don't come to ....... mind when we want them."
Friedrich Nietzsche
2. "Memory is what tells ...... man that his wife's birthday was yesterday."
Mario Rocco
3. "The two offices of memory are ...... collection and ....... distribution."
Samuel Johnson
4. "...... observation is ....... old man's memory."
Jonathan Swift
5. ".... clear conscience is ..... sure sign of a bad memory."
Mark Twain
6. "........ things that were hard to bear are sweet to remember."
Seneca
7. "If you wish to forget anything on the spot, make ..... note that this thing is to
be remembered."
Edgar Allan Poe
63
26. Fill in the gaps with for (1), on (2), by (1), in (3), of (3).
People who believe that the mind can be replicated 1) ..... a computer tend to
explain the mind 2) ...... terms of a computer. When theorizing about the mind,
especially to outsiders but also to one another, defenders 3) ..... artificial
intelligence (AI) often rely 4) ...... computational concepts. They regularly describe
the mind and brain as the "software and hardware" 5) ..... thinking, the mind as a
"pattern" and the brain as a "substrate," senses as "inputs" and behaviours as
"outputs," neurons as "processing units" and synapses as "circuitry," to give just a
few common examples.
Those who employ this analogy tend to do so with casual presumption. They
rarely justify it 6) ..... reference to the actual workings of computers, and they
misuse and abuse terms that have clear and established definitions 7) ..... computer
science − established not merely because they are well understood, but because
they 8) ..... fact are products of human engineering. An examination of what this
usage means and whether it is correct reveals a great deal about the history and
present state 9) ..... artificial intelligence research. And it highlights the aspirations
of some of the luminaries of AI − researchers, writers, and advocates 10) .... whom
the metaphor of mind-as-machine is dogma rather than discipline.
A new brain-computer-interface technology could turn our brains into

automatic image-identifying machines that operate faster than human
consciousness. Researchers at Columbia University are combining the processing
power of the human brain with computer vision to develop a novel device that will
allow people to search through images ten times faster than they can do on their
own. DARPA, or the Defense Advanced Research Projects Agency, is funding
research into the system with hopes of making federal agents' jobs easier. The
technology would allow hours of footage to be very quickly processed, so security
64
officers could identify terrorists or other criminals caught on surveillance video
much more efficiently.
Новий мозок-комп'ютер-інтерфейс технології можуть перетворити наш

мозок в автоматичному зображенні виявлення машин, які працюють швидше,
ніж людська свідомість. Дослідники з Колумбійського університету
поєднують обчислюваної потужності людського мозку з розробки
нового пристрою, який дозволить людям шукати за допомогою образів в
десять разів швидше, ніж вони можуть самі по собі. DARPA, або досліджень
передових оборонних проектів агенства, фінансування досліджень в системі з
надіях на створення робочих місць федеральних агентів простіше. Технологія
дозволить годин відеоматеріалів, дуже швидко опрацьовуються, тому
співробітники служби безпеки могли ідентифікувати терористів або інших
злочинців спіймали на відеоспостереження набагато більш ефективно.
1. Мозок потребує в десять разів більше крові, ніж інші органи.

2. Існує схожість між мозком людини і комп'ютером.
3. Комп'ютери можуть виконувати складні розрахунки з неймовірною
швидкістю.
4. Мислення чоловіків є абстрактне і символічне, а у жінок − конкретне і
образне.
5. У жінок більш розвинутий емоційний і вербальний інтелект.
6. Чоловіки краще за жінок орієнтуються в просторі і часі і мають певні
переваги в розумінні механічних відносин та математичних дій.

7. Органiзацiя людської пам'ятi суттєво вiдрiзняється вiд комп'ютерної,
передусiм, наявнiстю семантики та контексту.
65
SPEAKING
29. Read the text "HOW TO IMPROVE MEMORY POWER QUICKLY"

(see the EXTRA READING section to Unit 3) and role play the
conversation. Student A − a journalist who asks about the quick ways of
improving memory; Student B − a scientist.
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
30. Work in pairs. You are talking with your friend about the multiple
intelligences. Act out the conversation using information from Exercise 4
and the suggested scheme below.
66
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
31. At the symposium "Innovations in Science and Technologies", you are

going to talk about 10 differences between brains and computers. Give a
comparative analysis. Use the suggested prompts and information from
the text "THE MIND MACHINE?" to cover this topic.
1. Brains are analogue; computers are digital.

2. The brain uses content-addressable memory.
3. The brain is a massively parallel machine; computers are modular and serial.
4. Processing speed is not fixed in the brain; there is no system clock.
5. Short-term memory is not like RAM.
6. No hardware / software distinction can be made with respect to the brain or
mind.
7. Synapses are far more complex than electrical logic gates.
8. Unlike computers, processing and memory are performed by the same
components in the brain.
9. The brain is a self-organizing system.
10. Brains have bodies.
67
32. There are different methods of memorizing information. One of them is
Cicero Memory Method. Find the required information about this method
on the Internet and share it with your groupmates.
to memorise long, and impressive, speeches; to place objects within an

imagined visual space; for example, your room; a means to remember; to retain
the order of memorized information
33. You are a famous scientist and you are going to represent information
about the techniques that can improve your memory. Tell about these
techniques.
34. On the Internet you have found an interesting article. The author of this
article says: "Treating your body well can enhance your ability to process
and recall information. Healthy habits that can help to improve memory
include: regular exercises, managing stress, good sleep habits, not
smoking, drink plenty of water". Express your opinion.
LISTENING
You are going to listen to some information about Human Brain vs. the
Computer. Be ready to do the tasks below:
35. Before you listen, check if you know what the following words and phrases
mean: sodium, potassium, to transmit electrical signals, to be corrupted,
simultaneously, to be upgraded, sensory data, censoring.
36. Put the titles of the paragraphs in the correct order.
A. Upgrades
B. Power
C. Memory
D. Processing
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37. Complete the sentences with necessary information.
1. The human brain uses chemicals ................. .

2. The information never goes away unless the data ................... .
3. A computer can manage ......................... .
4. The brain is also able to intuitively adapt .......................... .
38. Imagine you are a journalist. Using information from the text tell about
its key points.
WRITING
39. Fill in the gaps with one word. The first letter is given.
1. "Belief is the death of (i - - - - - - - - - - - )."

Robert Anton Wilson
2. "If the human (m - - -) was simple enough to understand, we'd be too simple
to understand it."
Pat Bahn
3. "The (b - - - -) is the most complicated kilo of matter in the universe."
Unknown
4. "The microwave oven is the consolation prize in our struggle to
(u - - - - - - - - -) physics."
Jason Love
5. "The whole of science is nothing more than a refinement of everyday
(t - - - - - - -)."
Albert Einstein
40. Write comments on the quotations (40−60 words). Follow the instruction.

69
A. "The sum of intelligence on the planet is constant; the population is

growing."
Unknown
B. "Efficiency is intelligent laziness."
David Dunham
41. Write an abstract (4−6 sentences) of the Ukrainian article in English. You
may use the suggested phrases: the article is devoted to …; this article
concentrates on ...; it is shown ...; it is reported ...; it is studied ...; the results
show ...; the author pays attention to ...; the author suggests .... .
КОМП'ЮТЕР З МОЗКОМ ЛЮДИНИ

"Для участі в проекті IBM поєднує провідних
психологів, нейробіологів і фахівців в галузі
комп'ютерних технологій," − повідомляє BBC.
На перший етап роботи Управління наукових
досліджень Пентагона DARPA виділило 4,9 млн. доларів.
"Людська свідомість має унікальну здатність аналізувати інформацію,
отриману через різні органи чуття, навіть якщо ці дані суперечать одне
одному", − каже керівник дослідження Дармендра Модха.
"Мозок здатен з легкістю створювати нові категорії часу і простору й
інтегрувати в них інформацію, отриману сенсорно", − продовжує науковець.
"На сьогодні жодна з існуючих комп'ютерних технологій навіть не
наблизилася до дивних здібностей цього органу", − додає він.
Нова технологія може бути використана при великомасштабному аналізі
даних, розпізнаванні зображень та об'єктів і навіть незалежному прийнятті
рішень.
"Основна ідея когнітивної комп'ютерної технології полягає в тому, щоб
відтворивши структуру, динаміку, функції і реакції людського мозку,
70
сконструювати апарат, що діє за тими самими принципами", − каже професор
Модха.
Фахівці IBM і п'яти провідних університетів США поставили перед
собою завдання об'єднати знання з біології з комп'ютерним відтворенням
роботи нейронів.
У результаті вони сподіваються розробити систему, яку за складністю
можна порівняти з мозком кішки.
Як стверджують вчені, нейрологія накопичила достатньо інформації про
роботу нейронів та міжнейронних зв'язків − синапси.
Водночас розробки в галузі комп'ютерних технологій вже дозволяють
моделювати діяльність мозку невеликого ссавця. Торік професор Модха
керував роботою з імітації мозку миші. Для цього треба було 55 млн.
штучних нейронів та півтрильйона міжнейронних синапсів.
Подібні експерименти стали можливі зовсім недавно. Тільки зараз
науковцям вдалося досягти щільності нейронного матеріалу, який можна
порівняти з мозком тварини − 10 млрд. нейронів на квадратний сантиметр.
Синапси, або міжнейронні зв'язки нейронів мозку, створюються,
розпадаються, зміцнюються або слабшають в залежності від діяльності
мозку. Одна з головних проблем це розробка матеріалу.
Якщо ця проблема буде вирішена, то на відміну від існуючої технології,
що дозволяє лише запрограмувати штучний мозок на вирішення тієї чи іншої
задачі, комп'ютер зможе на підставі накопичених знань, пам'яті та "досвіду"
аналізувати дані, тобто "мислити".
PROBLEM-SOLVING
42. Test your brain power. Solve the problems with your groupmates (see
the PROBLEM-SOLVING section to Unit 3).
71
Unit 4: IQ TESTING
It has yet to be proven that intelligence has any survival value.

Arthur C. Clarke
WARM-UP
1. Write in two minutes as many words as you can using letters found in the
word intelligence?
2. Discuss the following questions in small groups.
A. Do we inherit our IQ or is it the

result of our environment and
upbringing? Why (not)?
B. Does our IQ level change during
lifetime? Give your reasons.
C. Have IQ and intelligence got
anything in common with creativity
and genius? Is it possible to distinguish intelligence from imagination and
common sense? Prove it.
3. Discuss the following quotations in pairs. Which quotation is closer to

your own ideas?
1. "There is no such thing as intelligence; one has intelligence of this or that.

One must have intelligence only for what one is doing."
Edgar Degas
2. "If the aborigine drafted an IQ test, all of Western civilization would
presumably flunk it."
Stanley Garn
3. "The best intelligence test is what we do with our leisure."
Laurence J. Peter
72
4. "Many highly intelligent people are poor thinkers. Many people of average
intelligence are skilled thinkers. The power of a car is separate from the
way the car is driven."
Edward De Bono
5. "The difference between a smart man and a wise man is that a smart man
knows what to say, a wise man knows whether or not to say it."
Frank M. Garafola
6. "Always bear in mind that your own resolution to succeed is more
important than any one thing."
Abraham Lincoln
4. In pairs or small groups, try to find the answers to the following brain
boosters.
 JUST IN TIME
What occurs once in every minute, twice in every moment, yet never in a
thousand years?
 THE VALUE OF MONTHS
If March = 43 and May = 39, then by the same logic, what does July equal?
 WHOSE FOOTPRINTS?
One of the triplets left muddy footprints all over the
kitchen floor. Since all three wear the same size shoes, their
mom and dad can't tell which triplet should clean up the
floor. "I didn't do it," said Annie. "Danny did it," said Fanny.
"Fanny is lying," said Danny. Only one of the triplets is
telling the truth − the other two are lying. Whose footprints
are on the kitchen floor?
73
 ZOO FAVOURITES
Dan, Jen, Keith, and Mia are having an argument about which
animals to visit first at the zoo − the deer, the lions, the leopards or
the giraffes. Each kid wants to see his or her favourite animal first.
Dan is allergic to cats, so he doesn't like animals that are in the cat
family. Jen's favourite animal doesn't have horns. Keith doesn't care
for animals that have spots. Mia disagrees with both Dan and Keith. Which is each
kid's favorite animal?
 CAN YOU EXPLAIN?
See if you can let your brain switch directions to answer these questions:
1. How can you throw a ball as hard as you can and have it come back to you,
even if it doesn't hit anything, there is nothing attached to it, and no one else
catches or throws it?
2. Two students are sitting on opposite sides of the same desk. There is
nothing between them but the desk. Why can't they see each other?
3. There are only two T's in Timothy Tuttle. True or false?
 COLOURS
Imagine a world in which the colours of things have changed from what we
consider normal. Assume the following changes:
 Snow is now red.
 Grass is now black.
 The sky is now brown.
 Blood is now white.
 Soot is now green.
In such a world, what is the colour of dirt?
 WHERE IN THE WORLD?
Where in the world are you situated and in what direction are you facing if the
following conditions are true?
 If you move to the right, it’s Saturday, July 1.
74
 If you move to the left, it’s Sunday, July 2.
 If you move forward, it’s summer.
 If you move backward, it’s winter.
 WHAT'S NEXT?
Here are three series of letters. Each letter in each series is the first letter of a word.
The words in each series are related.
What are the next three letters in each series?
1. O, T, T, F, F, . . .
2. S, M, T, W, . . .
3. D, N, O, S, A, . . .
 WHO LIVES WHERE?
An apartment building has two floors, with three apartments on each floor. The
Grays live in the top middle apartment. The Blues live directly above the Browns.
If the Greens live on the top floor, then they live next door to the Blues. The
Whites live to the left of the Greens, either on the top or bottom floor. The Blacks
live on the top floor. Which family lives in which apartment?
READING

reading.
performance, inaccurate, to possess, to diagnose, leadership, retardation,

primarily, analytical, cognitive, awareness, cognitive
6. Mark the following statements true (T) or false (F). Compare your
answers with a partner, then read the text below and check your answers.
1. 2. 3. 4. 5. 6. 7.
1. Despite the slight IQ variance between males and females, their overall
intelligence is about the same.
2. IQ test scores of children that were breastfed is generally higher.
75
3. The IQ test assesses job-specific knowledge and skills, therefore, it is
effective at measuring career success.
4. The IQ test lacks sensitivity to different cultures and ethnic groups,
specifically the differences between Eastern and Western views of
intelligence.
5. Students attending poorly funded schools often score lower than those at
financially stable schools.
6. Eldest children are smarter and more likely to succeed than their younger
siblings.
7. IQ tests are an accurate indicator of one’s intellectual potential.
7. Think of the heading for each paragraph of the text.
INTERESTING FACTS ABOUT IQ TESTS

1. Studies show that there is a slight difference in men and women’s IQ test
scores. Although males and females are virtually equal in terms of IQ, men tend to
score higher on certain sections, like spatial awareness, whereas women tend to
score higher in language development and emotional intelligence.
2. Breastfeeding has been linked to raising children’s IQs and improving their
academic performance. In 2008, a study was conducted to measure the effect of
breastfeeding on children’s cognitive development after following a group of
children for 6,5 years. The children were given an IQ test to measure their
academic performance and cognitive ability. Those who were breastfed had higher
scores and better overall academic achievement.
3. For the most part, IQ tests are used to measure intelligence and career
success, but it was once primarily used to diagnose mental retardation. An IQ score
below 70 was considered the benchmark for mental retardation, according to the
Binet-Simon’s test from the early 1900s. The IQ test helped separate mental
retardation from mental illness, both of which were poorly understood in the 19th
century.
76
4. The IQ test only measures certain intellectual abilities, such as analytical,
mathematical and spatial skills. The test does not measure creativity, artistic,
leadership, emotional and social skills or other abilities that also define one’s
intelligence.
5. Nearly 100 years ago, psychologists used to compute a person’s IQ by using
an IQ formula that divided the mental age by the actual age of the test taker, then
multiplied this number by 100 to get a whole number for the final score. This
formula proved to be inaccurate when comparing adults. Modern scoring compares
a person’s performance by their age group.
6. One of the main criticisms of IQ tests is that they show bias against cultural
and ethnic groups based on the questions asked in the test. The current IQ tests
don’t take into consideration the different cognitive styles, communication skills
and values that each culture and ethnic group possesses.
7. A person’s IQ can be affected by several different environmental factors,
such as malnutrition, socio-economic status, stress, support structure and attitude.
Scientists also find that the quality of education can have a major impact on IQ
scores, as well.
8. A child’s intelligence is not determined by the order in which they were born,
but is more likely to be affected by their personality, gender, age difference, family
size and parental age.
9. IQ tests may have been designed to assess intelligence, but they aren’t an
exact measure of intelligence, wealth or career success for everyone. Those who
score higher than average on the IQ test may have greater reasoning abilities, but
that doesn’t necessarily mean they will be more successful or make a higher
income.
From The Nursing School Catalog
77
Ukrainian equivalents. Take turns to ask each other. Take turns to ask
each other. Use the MINI-DICTIONARY section to Unit 4 if necessary.
to show bias against something to take into consideration

malnutrition to be affected by
to have a major impact on something income
reasoning abilities cognitive style
to possess values order
to score spatial awareness
creativity emotional intelligence
inaccurate mental retardation
to multiply by academic performance
to link to conduct a study
benchmark leadership
to divide by to determine
personality gender
a slight difference, emotional intelligence, cognitive development, a study,

retardation, creativity, communication skills, malnutrition, social skills, to be
inaccurate
10. Find the words in the text to which the following are the synonyms. The
first letter is given to make the task easier.
prejudice (b); incompetently (p); standard (q); measure, criterion (b);

undernourishment (m); approach, opinion (a); practically (v); help (s);
associate, connect (l)
78
11. Match the words and phrases (1−7) from the text with their
definitions (a−g).
a a type of social intelligence that involves the ability to

monitor one's own and others' emotions, to
1 spatial skills
discriminate among them, and to use the information to
guide thoughts and actions
b the mental faculty of knowing, which includes
2 academic
perceiving, recognizing, conceiving, judging,
performance
reasoning, and imagining
c the ability to study and remember facts and being able
3 creativity to communicate your knowledge verbally or down on
paper
4 cognitive d the act or process of drawing conclusions, forming
ability inferences or judgments
5 emotional e the ability to locate objects in three dimensional world

intelligence using sight or touch.
6 mental f an intellectual functioning level that is well below
retardation average and significant limitations in daily living skills
g the ability to imagine and create through innovation

7 reasoning
and synthesis
12. Fill the gaps in the sentences with the correct word(s) (1−7) from the table
above. You may need to change the form of the word. You won’t need all
the words.
1. ……. that are not used regularly tend to diminish over time but can also be
improved at any age with regular practice.
2. It is very important to understand that ……. is not the opposite of
intelligence, it is not the triumph of heart over head − it is the unique
intersection of both.
79
3. …….. requires whole-brain thinking; right-brain imagination, artistry and
intuition, plus left-brain logic and planning.
4. Transforming mental images is a(n) ……… that engineers and designers
depend on.
13. Read about three types of intelligence. Fill in the gaps with the words
given below.
handle, abstract notions, empathy, determines, solve, securities, develop, skills,

stress, generate, claims, loans, make, applications
RATIONAL INTELLIGENCE
Exactly this type of intelligence is gauged by IQ tests. It 1) ........ analytical
skills and the ability to understand 2) ........, learn and 3) ........ problems. This
type of intelligence is used to solve physical and mathematical tasks, play
chess, 4) ........ computer 5) ........ and learn new 6) ........ People who make the
most of this intelligence are scientists, doctors, programmers, lawyers,
mathematicians and engineers.
EMOTIONAL INTELLIGENCE
The notion of emotional intelligence was
introduced by Daniel Goleman, psychologist,
publicist and author of a book of the same title.
He 7) ........ that emotional intelligence is an
ability to 8) ........ one’s own emotions and
establish rapport with other people. It is 9) ........, resilience to 10) ........ and
self-assessment. High emotional intelligence is necessary to those who work as
teachers, psychologists, managers and politicians.
FINANCIAL INTELLIGENCE
This notion describes the ability to manage money. People with high financial
intelligence know how to 11) ........ large profits from their business activities
and effectively invest in 12) ........ and purchase real estates of large growth
80
potential. On the contrary, people with low financial intelligence live beyond
their means and take unnecessary 13) ........ for consumption purposes because
of which it is difficult for them to 14) ........ both ends meet.
14. Fill in the table with the words derived from the given verbs.
Verb Noun
consider
divide
multiply
link
improve
define
assess
prove
15. Rearrange the letters in bold to make words that fit into the gaps.
The products we consume have a considerable 1) …… (aitcpm) on the

condition of our brains. For a brain to 2) ..…... (tfionncu) correctly, it is
recommended that you eat fish, nuts, avocado and all products with a high
3) …… (ttcnneo) of iodine. In contrast, eating 4) ……. (odffaots), sweets, salty
snacks and drinking alcohol are 5) ….. (sroatfc) having a negative effect on the
intelligence quotient.
No other game requires as much 6) …… (aaallytnci) thinking as chess.
Planning the next moves and trying to understand the opponent’s strategy is a
perfect method to 7) …….. (rnita) one’s wits. It has turned out that the best chess
8) …….. (yspalre) can pride themselves on a very high intelligent quotient: Bobby
Fischer − IQ of 190, Garry Kasparov − 185, Robert Byrne and Judith Polgar − 170.
81
16. Match the words in the left-hand column with the words in the right-hand
column to make collocations from the text. Use each word only once.
Translate the collocations into Ukrainian.
1 to compute a income
2 to diagnose b intelligence
3 to measure c values
4 to make d bias
5 to have e performance
6 to show f impact
7 to conduct g mental illness
7 to compare h IQ
9 to possess i leadership
10 to assess j a study
17. Put the words in the correct order to make sentences. The first word of
each sentence is underlined.
1. "Intelligence / a / wings." / bird / without / ambition / is / without

Salvador Dali
2. fear / you’ll / "Have / never / of perfection − / it." / no / reach
Salvador Dali
3. IQ tests / account / factors: / take / mathematics / general / into / standard /
Many / only / three / logical and / knowledge.
4. "The limits / are / the / of / limits / your / language / of / your / world."
Ludwig Wittgenstein
5. the universe and / "Two things / stupidity; / about / human / sure / and I'm
not / the universe." / are infinite:
Albert Einstein
82
18. Match 1−6 with a−f to make sentences.
1 The brain can be developed a while personality measures can be

just the same as the muscles faked.
can be developed,
2 Intrapersonally intelligent b function at exceptional levels of

people best insight, creativity and invention.
3 It is hard to measure c that affect how we learn.

motivation,
4 We each possess different d if one will only take the pains to

intelligences, or different train the mind to think.
combinations of them,
5 We have strokes or spasms of e understand the world from their

genius, moments when our unique point of view.
brains or minds
6 The natural born geniuses f suffer from an excess of intelligence

with a certified genius IQ or a superiority complex.
level can often
19. Choose the best word / phrase from each pair in bold to complete the
sentence.
1. Since the 19th century, IQ tests have been the primary / virtually source for
measuring human intelligence.
2. Listening to, and participating in music creates new neural pathways in your
brain that encourage / stimulate creativity.
3. It is well established that our brain wave frequencies change with our
cognitive abilities / mental states and vice-versa.
83
4. IQ has been shown to increase / to expand with more schooling, better
educated parents and better toys.
5. Wine drinkers to some extent / on average have a higher IQ than beer
drinkers.
6. It is widely agreed that standardized tests cannot measure all forms of
intelligence including creativity, wisdom, practical sense and social
sensitivity / sensibility.
7. The smell of rosemary is said to enhance mental action / performance.
8. IQ score / grade presents one of the most feasible and reliable barometers
for grading / appreciating the intellectual horsepower of people.
9. Traits often associated with genius include / contain strong individuality,
imagination, uniqueness, and innovative drive.
10. Reading newspapers or surfing on / wandering in the Internet is much more
stimulating than watching television.
11. A message for action moves / travels from your brain to your muscles as fast
as 250 miles per hour.
20. Put the words in brackets into the correct form.
An 1) … (analyse) of one million students in a New York school district

2) … (show) that school cafeteria food affected IQ scores to an 3) … (astonish)
degree. When 4) … (preserve), colouring, dyes and artificial flavours were
removed from the cafeteria menu 5) … (research) found that 70,000 students
performed two or more IQ grade levels 6) … (high) than before.
According to the 7) … (respect) Multiple Intelligences Theory, pioneered by
Harvard professor Howard Gardner, there are a variety of intrinsic approaches and
skills we use to 8) … (perception), understand, and 9) … (shape) our world − in
other words, several different kinds of intelligence.
84
21. Find and correct the mistakes. There is one mistake in each sentence.
1. Personality, motivation and hard work are needed for success in all ours
endeavors.
2. Generally, it is IQ that is used for choosing employees from work place.
3. If people taking an IQ test today were scored in the same way as people 50
years ago, then 90% of they would be classified in the genius level.
4. Your brain was capable of making a virtually unlimited number of synaptic
connections or potential patterns of thought.
5. Visual intelligent people best understand the world through visualization and
spatial orientation.
22. Choose the correct tense (the Present Perfect or the Past Simple).
1. I ________ you at the lectures last week.

a) haven't seen b) didn't see
2. Jack's sister _______ her friend in London last year.
a) has visited b) visited
3. I _______ doing this test.
a) just finished b) have just finished
4. You __________ her, have you?
a) haven't told b) didn't tell
5. The microwave oven is now a standard appliance in most American
households, but it _________ around since the late 1940s.
a) has only been b) was only
6. I _______ at CERN five years ago.
a) have worked b) worked
7. I ________ to work every day this week.
a) have walked b) walked
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23. Choose which verb tense (the Past Simple or the Past Continuous) fits
better.
1. Yesterday at 6 o'clock he _______ a report.

a) was writing b) wrote
2. I …… − I didn't hear you come in.
a) was reading b) read
3. I …… to see her twice, but she wasn't at home.
a) was coming b) came
4. "What ……. ?" I was playing a computer game.
a) did you do b) were you doing
5. While he _______ IQ test, his friend was solving mathematical problems.
a) was taking b) took
6. How long ……. your laptop?
a) did you have b) were you having
7. ……. a good time in Brazil? Yes, I had a blast!
a) Were you having b) Did you have
8. We …… breakfast when she walked into the room.
a) had b) were having
9. Ohio researchers …… IQ could plummet by 25 percent after being rejected.
a) claimed b) were claiming
10. What were you doing when I …… at seven, Tom?
a) called b) was calling
11. Last Tuesday, Sue …… the article about IQ tests when the teacher of
English came into the classroom.
a) read b) was reading
12. "Where were you at 5 o'clock yesterday?" I …… a lesson.
a) was having b) had
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24. Follow the directions. Use troublesome verbs.
TROUBLESOME VERBS:
RAISE / RISE, SET / SIT, LAY / LIE
transitive intransitive Raise, set, and lay are
transitive verbs; they
(a) raise, raised, raised (b) rise, rose, risen
are followed by an
Tom raised his hand. The sun rises in the east. object.
(c) set, set, set (d) sit, sat, sat Rise, sit, and lie are
intransitive; i.e., they
I will set the book on the I sit in the front row. are NOT followed by
desk. an object.
(e) lay, laid, laid (f) lie, lay, lain Note: Lie is a regular
verb (lie, lied) when it
I am laying the book on He is lying on his bed. means "not tell the
the desk. truth".
1. Name things that rise.
2. Use raised or rose in the sentences.
3. Complete this sentence: You can ....... the results of IQ test.
4. Put something on your desktop. Use set or sat in a sentence to describe this
action. Then use laid or lay to describe this action.
25. Fill in a, the where necessary.
1) .... term "intelligence quotient," or IQ, was first coined in 2) ..... early
twentieth century by 3) ..... German psychologist named William Stern. Since that
time, 4) ....... intelligence testing has emerged as 5) ..... widely used tool that has
led to the development of many other tests of 6) ....... skill and aptitude. However,
it continues to spur 7) ...... debate and controversy over the use of intelligence tests,
cultural biases, influences on intelligence and even 8) ..... very way we define
intelligence.
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26. Fill in the gaps with a suitable preposition from the list.
of (5), within (1), on (2)
One 1) ..... the more recent ideas to emerge is Howard Gardner's theory 2) .....
multiple intelligences. Instead 3) ..... focusing 4) ..... the analysis of test scores,
Gardner proposed that numerical expressions 5) ..... human intelligence are not a
full and accurate depiction 6) ..... people's abilities. His theory describes eight
distinct intelligences that are based 7) ..... skills and abilities that are valued 8) .....
different cultures.
27. Translate the following sentences into English.
1. IQ переважно відображає швидкість розумових процесів (завдання

тестів необхідно виконати за обмежений відрізок часу), а не уміння
мислити або оригінальність мислення.
2. Автори дослідження дійшли висновку, що жінки рідше досягають
успіхів у кар’єрі, оскільки часто недооцінюють рівень власного
інтелекту.
3. Вперше науковці застосували коефіцієнт IQ (співвідношення
"розумового" і фактичного віку) в 1916 році.
4. Експерименти показали, що існують різні види інтелекту, і що
неможливо об’єктивно виміряти таке суб’єктивне поняття, як людський
розум.
5. Популярний міжнародний клуб Mensa International приймає до своїх
лав людей, які мають найбільший коефіцієнт інтелекту.
6. Зараз членами Mensa є більше ніж 100 тис. чоловік із 100 країн світу.
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A. Tests that measure the IQs of children are standardized and an average score is
recorded for each age group. Thus, a child of 10 years of age who scores the results
expected of a child of 12 would have an IQ of 120, calculated as follows: (mentalage
/ chronological age) 100 = 120. However, because little or no improvement in IQ
rating is found in adults, they have to be judged on an IQ test whose average score is
100 and their results graded above and below this norm according to known scores.
Тести, які вимірюють IQ дітей, є стандартними і середня оцінка

записується для кожної вікової групи. Таким чином, дитина в 10 років,
оцінки очікуваних результатів дитини 12 буде мати IQ 120,
розраховується наступним чином: (mentalage / хронологічний вік) 100 =
120. Однак, оскільки практично ніяких поліпшень в рейтингу IQ
виявлений у дорослих, вони повинні судити про тест IQ, середня оцінка
складає 100, а їх результати оцінюються вище і нижче цієї норми
відповідно до відомими балів.
B. During the past 25−30 years IQ testing has been brought into the widespread
use by employers because of their need to ensure that they place the right people in
the right job from the outset. One of the main reasons for this in today's world of
tight purse strings, cost cutting and low budgets is the high cost of errors in
employing the wrong person for a job, including the cost of re-advertising and
interviewing new applicants and of reinvestment in training.
За останні 25−30 років IQ тестування була приведена в широке

використання роботодавцями, тому що їх необхідно забезпечити, щоб
вони ставлять правильні люди на своєму місці з самого початку. Однією з
головних причин цього в сучасному світі жорстокої гаманця, скорочення
витрат та низького бюджету є висока вартість помилок при наймі на
роботу не ту людину на роботу, в тому числі вартість re-advertising та
інтерв'ю новий заявників і реінвестування в процесі навчання.
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SPEAKING
29. Discuss the following questions in small groups.
1. Does being intelligent matter, or are the other things more important? Give
your reasons.
2. Are the person’s happiness and ability to adapt related to how intelligent
they are? Prove it.
3. Are puzzles, intelligence tests and so on a waste of time? Give your reasons.
30. Work in pairs. Read the description of the roles and act out your dialogue.
Student A
You have just won the Brain of Ukraine contest for the fifth time running. You
are being interviewed by a journalist about how you have managed to acquire
so much knowledge. You will also be asked for advice for young hopefuls.
Student B
You are a journalist who is interviewing Student A about his / her repeated
successes in the Brain of Ukraine contest. You are sure that he / she has some
special secret of being the first these five times. You also ask him / her for
advice for young contenders who are going to participate in the future contests.
31. Work in pairs. Use phrases from each group to make two questions. Ask
other students your questions.
1 group 2 group
 When did you first ……?  Have you ever ……?
 How long ago ……?  Have you …… today?
 Last year, ……?  What …… lately?
 How often did you ……?  Have you …… since?
 When was the last time ……?  How long have you ……?
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32. Look at the pictures and make up a student's story of passing IQ test
yesterday. Use Past Simple Tense.
33. You are a famous lecturer. The topic of your next lecture is "The IQ and
Intelligence". Cover the following points:
 Definition of Intelligence;
 What IQ Tests Measure;
 History of Intelligence Testing;
 Tasks of IQ Tests;
 IQ Testing: Pros and Cons.
34. Use the information from Units 3−4 and prepare a three-minute talk for
the students’ conference on intelligence, IQ tests and memory.
LISTENING
You are going to listen to the part of a lecture on IQ. Be ready to do the tasks
below:
mean: to research, the tasks were tailored, to introduce, to improve, to
examine, to overcome this obstacle, totally, different assumptions, average, to
attain.
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36. Decide whether the facts the lecture contains are true (T) or false (F).
1. 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 7
1. British psychologist Alfred Binet is the author of the first IQ test.

2. The first IQ tests measured children’s
intellectual development.
3. The term intelligence quotient was
coined by a German scientist.
4. When defining IQ of a person according
to the formula, the real age of the person
wasn’t taken into consideration.
5. The process of mental development stops at the age of 16.
6. According to the Wechsler scale, an average IQ test score is 100 points.
7. Geniuses are people with IQ more than 175 points.
37. Complete the sentences with information from the lecture.
1. To become a Mensa member you should have an IQ of at

least ……… .
2. The first intelligence tests were created to measure ……….. .
3. The tasks in the Binet and Simon tests were adapted to …. .
4. According to the Wechsler scale, results below ………….. mean low
intelligence.
5. Mensa gathers the most intelligent ………. of the population.
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WRITING
38. Choose any 5 phrases from exercise 16 and use them in your own
sentences.
39. Choose one quotation from Exercise 3 and comment it on (40−70 words
each). Follow the instruction.

40. Translate the following sentences into Ukrainian. Student A:

sentences 1−4, Student B: sentences 5−8, then check each other and make a
back translation. Student A: sentences 5−8, Student B: sentences 1−4.
1. "The trouble with the world is that the stupid are cocksure and the
intelligent full of doubt."
Bertrand Russell
2. "The world is governed more by appearances than by realities, so that it is
fully as necessary to seem to know something as to know it."
Daniel Webster
3. Research carried out in Sweden indicated that people whose intelligence
quotient amounts to over 115 points have a greater chance to attain the
age of seventy-six.
4. Leonardo da Vinci, whose IQ was estimated at 220, is hailed the most
intelligent person in the history of humankind.
5. Albeit the modern IQ tests claim to calculate agility of 13 main abilities −
visual apprehension, spatial apprehension, arithmetic, logic, general
knowledge, spelling, route utilization, intuition, short term memory,
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geometry, algebra, vocabulary and computational speed − there is a strong
bias towards mathematical comprehension.
6. Mensa has three stated purposes: to identify and foster human
intelligence for the benefit of humanity, to encourage research in the
nature, characteristics and uses of intelligence, and to promote
stimulating intellectual and social opportunities for its members.
7. Genius is a combination of three 'I's: intellect, imagination and intuition.
Every genius is partially a mystic at heart. With a high IQ, you might be a
computer whiz.
8. "Common sense is as rare as genius."
Ralph Waldo Emerson
41. Write some advice (40−60 words) for students’ campus leaflet on how to
raise your IQ level and, hence, to improve your academic performance.
to enhance the brain power; to

play logic / strategy games; the
ability to draw connections
between things; to solve
problems; to adapt to new
situations; to do logic and
lateral thinking puzzles; to
practise crosswords and sudoku; to exercise the body; to study art and
architecture; new experiences; to break your habit; to ignore limiting
stereotypes; to be observant; to listen to classical music; to read books; don't
stop learning
PROBLEM-SOLVING
42. Try to find solutions (see the PROBLEM-SOLVING section to Unit 4).
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Unit 5: THE PRINCIPAL ELEMENTS OF THE NATURE OF SCIENCE:
DISPELLING THE MYTHS
True science teaches us to doubt and, in ignorance, to refrain.
Claude Bernard
WARM-UP
1. In pairs, discuss the following questions.
1. What is science?
2. What is the role of science in our life?
3. Does science have limits? Give your reasons.
4. What is the difference between inventions and discoveries?
5. What are the most important inventions and discoveries over history to your
mind?
2. Comment on the following science checklist.
Science checklist: Science ..... .

 focuses on the natural world
 aims to explain the natural world
 uses testable ideas
 relies on evidence
 involves the scientific community
 leads to ongoing research
 benefits from scientific behaviour
3. Test yourself. Which of these are inventions, and which are discoveries?
Air conditioning (1902), the theory of relativity (1915), Kepler's laws (1609),
audiotape (1928), cosmic microwave background radiation (1964), automated
teller machine (ATM) (1968), barometer (1643), proton (1919), compact
disc (CD) (1980).
Inventions:
Discoveries:
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4. Give definitions to the words (as you are writing them for scientific
encyclopedia).
solution, bacterium, atmosphere, smart phone, balance, limit, code, security,

information, antivirus, technology, confidential, cyber attacks, calculator,
unauthorized access, gravitation, radiation, chaos, rotation, atom
5. Discuss the quotations in pairs.
1. "Science is the systematic classification of experience."

George Henry Lewes
2. "Science is the desire to know causes."
William Hazlitt
3. "Science increases our power in proportion as it lowers our pride."
Claude Bernard
4. "Innocence about science is the worst crime today."
Sir Charles Percy Snow
5. "Research is to see what everybody else has seen, and to think what nobody
else has thought."
Albert Szent-Györgi
6. "It is a capital mistake to theorise before one has data. Insensibly one begins
to twist facts to suit theories instead of theories to suit facts."
Sherlock Holmes
7. "The eternal mystery of the world is its comprehensibility."
Albert Einstein
8. "You cannot teach a man anything; you can only help him find it within
himself."
Galileo Galilei
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READING

reading.
virtually, accurately, orchestrated, experiments, experimentation, techniques,
observations, misconception, hallmarks, laboratories, crucial
7. Read the text about the principal elements of the nature of science. Four
sentences have been removed from the text. Choose from sentences A−E
the one which fits each gap (1−5).
A. This funding relationship is not necessarily damaging, but

the freedom experienced by the pure scientists of the
Victorian age is long gone.
B. Copernicus and Kepler changed our view of the solar system
using observational evidence derived from lengthy and
detailed observations frequently contributed by other
scientists, but neither performed experiments.
C. Usually experiments have as a primary goal the
establishment of a cause and effect relationship.
D. Scientists work in research teams within a community of
like-minded investigators.
E. The pursuit of knowledge for the sake of knowledge alone is
called pure science while its exploitation in the production of
a commercial product is applied science or technology.
8. Answer the following questions.
1. What is involved in true experiments?

2. Do you agree with the following statement: "The
experiments are the principal route to scientific
knowledge"? Why (not)?
3. Are science and technology the same? Give your reasons.
97
4. What is the difference between pure and applied science?
5. Is science a solitary pursuit? Why (not)?
THE PRINCIPAL ELEMENTS OF THE NATURE OF SCIENCE:

MYTH 1: Experiments are the principal route to

scientific knowledge
Throughout their school science careers, students are
encouraged to associate science with experimentation.
Virtually all hands-on experiences that students have in science class are called
experiments even if they would more accurately be labeled as technical
procedures, explorations or activities. True experiments involve carefully
orchestrated procedures accompanied by control and test groups. 1 ____. Of
course, true experimentation is a useful tool in science, but is not the sole route to
knowledge.
Many noteworthy scientists have used non-experimental techniques to
advance knowledge. In fact, in a number of science disciplines, true
experimentation is not possible because of the inability to control variables. Many
fundamental discoveries in astronomy are based on extensive observations rather
than experiments. 2 ___.
MYTH 2: Science and technology are identical
A common misconception is the idea that science and technology are the
same. In fact, many believe that television, rockets, computers and even
refrigerators are science, but one of the hallmarks of science is that it is not
necessarily practical while refrigerators certainly are. 3 ___ .
Today, most investigators are working on problems that are at least in part
directed from outside their laboratories. Scientists typically blend the quest of pure
science in order to solve a technology challenge. In many ways the distinction
between pure and applied science is not crucial, but it is interesting to explore what
motivates scientists to work on their problems. Few scientists have the luxury
98
to pursue any goal they choose since most scientific work is funded by
organizations with an agenda. 4 ____ .
MYTH 3: Science is a solitary pursuit
Most would likely accept the premise that science builds on prior work, but
that essentially great scientific discoveries are made by great scientists. Even the
Nobel prizes recognize the achievements of individual scientists rather than
research teams. Therefore, science must be a solitary and individual pursuit.
Sociologists of science who study scientists at work have shown that only rarely
does a scientific idea arise in the mind of an individual which is then validated by
that individual alone and accepted by the scientific community. The process is
much more like a negotiation than the revelation of truth. 5 _____ . Many
problems in science are simply too complex for a sole individual to pursue alone
due to constraints of time, intellectual capital and financing.
William F. McComas
to be encouraged to associate science with experimentation

observational evidence to accompany
all hands-on experiences to be labeled
to orchestrate the establishment of a cause and effect
relationship
to involve the inability to control variables
noteworthy scientists to solve a technology challenge
procedures, explorations, observational evidence derived from
activities detailed observations
to contribute to something to perform experiments
misconception the pursuit of knowledge
exploitation applied science
to blend the quest of pure science
to explore to pursue any goal
premise a solitary pursuit
constraints of time the revelation of truth
99
observations, orchestrated procedures, applied science, inability, practical,
detailed, a soul route, advance, fundamental, all hands-on experiences,
noteworthy scientists, constraints of time, solitary
1) associate, link, relate, assuage;

2) label, labour, identify, name;
3) ordain, orchestrate, arrange, set up;
4) extensive, wide, thorough, exterior;
5) investigator, researcher, producer, explorer.
12. Match the words (1−11) with their definitions (a−k).
1 experiment a is something brought about by a cause or agent; a

result
2 effect b is the process of learning something that was not
known before, or of findings someone that was
missing or hidden
3 observation c is a process or series of acts especially of a
practical or mechanical nature involved in a
particular form of work
4 discovery d is a test under controlled conditions that is made to
demonstrate a known truth, examine the validity of
a hypothesis, or determine the efficacy of
something previously untried
5 procedure e is the act of noting and recording something
6 to perform f to investigate systematically; to examine
7 to contribute g to give or supply in common with others
8 to explore h the act of employing to the greatest possible
advantage
100
9 exploitation i cause (something) to be mixed with (something
else)
10 to blend j the act of disclosing
11 revelation k to begin and carry through to completion
13. Find ten words from Exercise 12.
e x p e r i m e n t r p
x a q x c t z x y k h r
p w z p e r f o r m g o
l w s l q g k f z i j c
o v c o n t r i b u t e
r q d i s c o v e r y d
e l m t v a w r f q k u
m n k a t j g i f e t r
t o e t f u p q e m n e
r y w i d k i r c q s f
k j h o m l y s t b a i
b l e n d t q i k w n v
w x r e v e l a t i o n
14. Fill in the words from the list below. Use each word only once. Translate
control, explorations, knowledge, misconception, pursue, motivate, perform,

blend, noteworthy, extensive
1 ...... observations 6 many ....... scientists

2 to ...... scientists 7 ............ and test groups
3 technical procedures, ........ or 8 to ......... experiments
activities
4 a common ........ 9 the pursuit of .......
5 to ....... the quest of pure 10 to ......... any goal
science
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15. Arrange the following words according to
 similar meaning: applied, exploitation, objective, accurately, procedure,

basic, properly, proof, goal, sole, dominant, mix, evidence, solitary, usage,
process, principal, fundamental, blend, practical;
 opposite meaning: frequently, noncrucial, discourage, disorder, pseudo,

insignificant, concept, crucial, individual, damage, noteworthy, detailed,
reconstruct, order, encourage, misconception, rarely, compendious, public,
true.
1 accurately a переслідувати будь-яку ціль

2 constraints of time b неможливість контролювати
3 to fund c точно
4 the inability to control d весь практичний досвід
5 all hands-on experiences e фінансувати
6 misconception f супроводити
7 to accompany g обмеження часу
8 the quest of pure science h прикладна наука
9 to pursue any goal i неправильне уявлення
10 applied science j пошук чистої науки
unknown, inter-twined, quest, exploitation, needs, investigative, demarcation,
application, scientific
Basic scientific research is defined as fundamental theoretical or experimental
1) …… research to advance knowledge without a specifically envisaged or
immediately practical 2) …… . It is the 3) …… for new knowledge and the
exploration of the 4) …… . As such, basic science is sometimes naively perceived
as an unnecessary luxury that can simply be replaced by applied research
102
to more directly address immediate 5) …… . However the 6) …… between basic
research and applied research is not at all clear cut. In reality they are inextricably
7) …… . Most 8) …… research, whether in the academic world or in industry, is
a hybrid of new knowledge generation and subsequent 9) …… .
1. However, a __________ of science is that it is subject to revision when new

information is presented.
A badge B hallmark C device D index
2. Accumulated _________ can provide support, validation and substantiation
for a law or theory, but will never prove those laws and theories to be true.
A evidence B support C view D evolution
3. The problem of induction argues against proof in science, but there is
another element of this myth worth _____________.
A travelling B exploiting C using D exploring
4. They are careful in the analysis of evidence and in the ________ applied to
arrive at conclusions.
A courses B transactions C activities D procedures
5. Another aspect of the inability of scientists to be objective is found in
theory-laden _________, a psychological notion.
A obscurity B occasion C observation D offence
19. Match 1−5 with a−e to make sentences.
1 The result of the lack of a report valid, but negative results.

oversight has recently put
2 An interesting corollary to this b about everything I saw.
myth is that scientists rarely
3 Humans are the producers of c the truth.
new knowledge and
4 Nothing could be farther from d science itself under suspicion.
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5 I could not help making e also the arbiters of what counts
hypotheses as new knowledge.
Another aspect of this myth stems from the 1) _________ (realize) that
there are several basic kinds of laws – deterministic and probabilistic. Although
both types of laws are as tentative as any 2) ______ (science) knowledge, the laws
of the physical sciences are typically deterministic in that cause and effect are more
securely linked while the laws in biology usually have a probability factor
associated. In the life sciences it is typical to see limitations placed on the
3) ________ (apply) of laws. For example, Mendel’s laws of 4) _______ (inherit)
work only with single gene pairs and not even with all such pairs. This issue has
called some to question if there are really 5) _______ (law) in biology. My
response would be that there are laws in the life sciences, but the rules for their
application are somewhat distinct from those 6) ________ (apply) in the physical
sciences.
21. Choose the correct item.

1. Andy had been solving / had solved his mathematical problem for two hours
before he found the solution.
2. He said that the scientists hadn't informed / inform the scientific
community of their discovery.
3. Two years ago they had suggested / suggested that this could be done, as
had been suggested in the same year by the Austrian group of researchers.
4. We had repeated / repeated the experiment one more time by May.
5. They had been talking / had talked about the difference between science
and technology for some minutes when a teacher came.
104
1. The general success of the scientific endeavor _______ that its products
must be valid.
A suggests B has been suggesting C suggested
2. Philosophers of science ________ it useful to refer to the work of Karl
Popper and his principle of falsifiability to provide an operational definition
of what counts as science.
A had found B found C have found
3. Now the scientists ___________ the experiments in the field of quantum
physics.
A is doing B are doing C do
4. The seminars were extremely interesting and it was obvious that all the
speakers ___________ their material very thoroughly.
A had prepared B were preparing C have prepared
5. Several years ago scientists __________ simply not ready to embrace a
notion so contrary to the traditional teachings of their discipline.
A be B is C were
6. They _______ hard all morning, so they were tired.
A had been studying B were studying C studied
7. We __________ our project at 9 o'clock yesterday.
A had done B were doing C was doing
8. Tim __________ his experiments when his co-workers came to the
laboratory.
A had finished B finished C had been finishing
9. When Kate got to the conference, the scientists ______ the problem.
A discussed B were discussing C are discussing
10. Jason ______ the test for an hour before he finished it.
A did B had done C had been doing
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23. Read the sentences. If a sentence is correct, put a tick (˅) by the number in
the answer boxes provided. If a sentence has a word which should not be
there, write the word in the answer boxes provided.
1 The term hypothesis has at least three definitions, and for that of
reason, should be abandoned and replaced, or at least used with
caution.
2 For instance, when Newton been said that he framed no hypothesis as
to the cause of gravity he was saying that he had no speculation about
an explanation of why the law of gravity operates as it does.
3 In this case, for Newton used the term hypothesis to represent an
immature theory.
4 In general, a science involves a pursuit of knowledge covering
general truths or the operations of fundamental laws.
5 Galileo also began his studies on motion in, which he pursued
steadily for the next two decades.
6 In 1588 Galileo applied for the department of mathematics at the
University of Bologna but was unsuccessful.
7 By 1609 a Galileo had determined that the distance fallen by a body
is proportional to the square of the elapsed time and that the trajectory
of a projectile is a parabola.
1. "....... man with a new idea is ...... crank until he succeeds."

M. Twain
2. "...... new scientific truth does not triumph by convincing its opponents and
making them see ...... light, but rather because its opponents eventually die,
and ..... new generation grows up that is familiar with it."
Max Planck
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3. "..... goal of ..... science and engineering is to build better mousetraps. ......
goal of ...... nature is to build better mice."
Unknown
"Humanity needs practical men, who get the most out of their work, and,
without forgetting the general good, safeguard their own interests. But humanity
also needs dreamers, for whom the disinterested development of an enterprise is so
captivating that it becomes impossible for them to devote their care to their own
material profit.
Without doubt, these dreamers do not deserve wealth, because they do not
desire it. Even so, a well-organized society should assure to such workers the
efficient means of accomplishing their task, in a life freed from material care and
freely consecrated to research."
Marie Curie
"Людство потребує практичні люди, які отримують максимальну

віддачу від їхньої роботи, і, не забуваючи загального блага, захисту їх
власних інтересів. Але людство також потребує мрійники, для яких
безкорислива розвитку підприємства так захоплююче, що стає
неможливим для них, щоб присвятити свою допомогу в їх власного прибутку
матеріалу.
Без сумніву, ці мрійники не заслуговують багатства, тому що вони не
бажають цього. Тим не менш, організоване суспільство має забезпечити, щоб
такі працівники ефективним засобом досягнення своїх завдань, в житті
звільнені від матеріальної допомоги та вільно присвячений дослідженням."
Марія Кюрі
1. Деякі люди думають, що наука і техніка − це одне й теж саме.

2. Експеримент − це шлях до нових наукових знань.
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3. Технологія експерименту охоплює взаємопов’язану сукупність методів
та процедур збору, обробки, інтерпретації, аналізу даних, встановлення
надійності та валідності отриманих висновків, а також застосування
отриманих результатів у практиці.
4. Для проведення експерименту науковці відбирають контрольні й
експериментальні групи.
5. В астрономії важливі спостереження, а не експерименти.
6. Метою експериментів є встановлення причинно-наслідкових зв'язків.
7. Коперник і Кеплер змінили наше уявлення про Сонячну систему.
8. Ісаак Ньютон відкрив закон всесвітнього тяжіння.
9. Тисячі геніальних учених присвятили своє життя тому, щоб розкрити
загадки навколишнього світу.
10. Математичні знання використовувалися в далекому минулому для
розв’язання повсякденних задач, і тому саме практика значною мірою
керувала всім подальшим розвитком математики.
11. Одна з легенд розповідає, що цар Птолемей вирішив вивчити
геометрію. Але з’ясувалося, що зробити це не так просто. Тоді він
покликав Евкліда й попросив визначити йому легкий шлях до
математики. "До геометрії немає царської дороги", – відповів йому
вчений.
12. В студентські роки він виявив нахил до наукової роботи і працював у
лабораторії університету.
SPEAKING
27. Imagine you are a scientist. The other students ask yes / no questions in
order to guess who the scientist is.
Some example questions:
 Are / Were you a male / female?
 Are you alive or dead?
 Have you written a famous book? / Did you write a famous book?
108
 Do / Did you come from England / the USA / ...?
 Are / Were you Japanese / American / ...?
 Are / Were you interested in electricity / ...?
28. You are talking about Isaac Newton with your

groupmate. Act out your conversation starting
with the suggested question. Use information
from the text "SIR ISAAC NEWTON" (see the
EXTRA READING section to Unit 5).
A: Do you think that Newton is the most influential

scientist who ever lived?
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
29. Work in pairs. You are a reporter interviewing a famous scientist (the
portraits of the scientists below). Think about questions that you would
like to ask. Then role play using some interesting facts (see Appendix 3).
a) Thomas Edison b) Alexander Graham Bell c) Albert Einstein
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30. You are a scientist. Your lecture is devoted to the principal elements of the
nature of science. Be ready to clarify information about:
 importance of experiments in science;

 existence of non-experimental techniques;
 difference between science and technology;
 science as a solitary pursuit.
Use information from the text "THE PRINCIPAL ELEMENTS OF THE

NATURE OF SCIENCE: DISPELLING THE MYTHS".
31. Explain the suggested scientific phenomena. What other phenomena do

you know? Can you explain them?
For example,
Lightning
Inside a thunderhead, electrical charges become

separated. Warm updrafts sweep positive charges
aloft, leaving the bottom of the cloud negatively
charged. The attraction between the ground and
the negative charges in the bottom of the cloud creates the lightning stroke, a
brief current of negative charge that travels from cloud to ground.
Water cycle, also known as the

hydrologic cycle or the O cycle, ... .
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Rainbow is an optical and
meteorological phenomenon that is
caused .... .
Photosynthesis is the process of

converting light energy .... .
32. You have read some interesting information about one of the scientists and
you want to share this information with your friends.
33. You have received the task to make an open lecture entitled "Science in
Society". Think of issues it can touch upon.
LISTENING
You are going to listen to some information about Nikola Tesla. Be ready to
do the tasks below:
mean: elusive solution, rotating magnetic field, to harness, divergence,
to climax, fascinated, prototype, to improve, current, distribution, inspiration.
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35. Decide whether the following statements are true (T) or false (F).
1. 1 2. 2 3. 3 4. 45. 5
1. N. Tesla studied at the Polytechnic Institute in Austria and Prague and,

firstly, he wanted to specialize in electricity.
2. In Budapest in the park he explained his friend the
principle of the induction motor.
3. Charles Batchelor wrote a recommendation letter in
which he said about two great people. One of them
was N. Tesla and the other one was T. Edison.
4. In New York N. Tesla began a war with Edison.
5. N. Tesla suggested using the alternating current
instead of direct one offered Edison.
36. Complete the sentences with necessary information.
1. N. Tesla symbolizes a unifying force and inspiration for all nations ....... .
2. In Strassbourg in 1883, he privately built .......... .
3. His childhood dream was to come to America ....... .
4. Why not build generators that would send electrical energy along
distribution lines first one way, than another, in multiple waves .....?
37. In pairs, role play the conversation between Thomas Edison and Nicola
Tesla.
WRITING
38. You want to create an Internet page "Scientists − Wikiquote". Choose one
of the scientists (in the field of mathematics or physics) and find
quotations of this scientist about science. Write down these quotations (not
less than 5).
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39. Work in pairs. Now you are taking part in the Project
"Inventions of the 20th − 21st century". Choose the
invention that you like and cover the following
information:
 What is invented?
 Who invented?
 When?
 History of invention. or
Why such a name (if it is known)?
 What is it made of?
 Its advantages.
You may use the suggested pictures.
40. Write comments on one of the following quotations (60−70 words). Follow
the instruction.

1. "It would be possible to describe everything scientifically, but it would make

no sense; it would be without meaning, as if you describe a Beethoven
symphony as a variation of wave pressure."
Albert Einstein
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2. "Science ... never solves a problem without creating ten more"
George Bernard Shaw
3. " Science is what you know, philosophy is what you don't know"
Bertrand Russell
4. " Science cannot resolve moral conflicts, but it can help more accurately
frame the debates about those conflicts."
Heinz R.
5. "Science is built up of facts, as a house is built of stones; but an
accumulation of facts is no more a science than a heap of stones is a house"
Henri Poincar
41. Work in small groups. You are asked to create a crossword devoted to
science and scientists. Then exchange the crosswords and solve them.
PROBLEM-SOLVING
42. Try to understand a famous puzzler's logic (see the PROBLEM-

SOLVING section to Unit 5).
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Unit 6: BEAUTY IN SCIENCE
Beauty is the first test: there is no permanent place

in the world for ugly mathematics.
Godfrey Harold Hardy
WARM-UP
1. Do the science quiz to find out how much you know.
1. The nucleus of an atom consists 2. Grouping or organizing objects into

of: ........ . categories based on their
 electrons characteristics is called: ........ .
 neutrons  classifying them
 protons and neutrons  comparing them
 protons, neutrons and electrons  contrasting them
3. Some soils hold water better than 4. Grass appears green because: ........ .
others. The difference is caused  It absorbs green light
by: ........ .  It reflects green light back to your
 the heaviness of the grains of soil eyes
 the size of the grains of soil  It reflects red
 the size of the spaces between the light back to your
grains of soil eyes
 the temperature of the water as it
enters the soil
5. A mineral is a natural crystalline 6. An android is a robot that: ........ .
solid that formed from geological  is made to resemble a human in some
processes. Which of the following way
is not an example of a mineral?  was built by a machine or other robots
 a diamond  can make decisions or think for itself to
 wood some extent
 gold  has been built to perform multiple tasks
 salt
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7. The asteroid belt is located 8. The most abundant element in the
between: ........ . universe is: ........ .
 Mars and Jupiter  helium
 Earth and Mars  hydrogen
 Jupiter and Saturn  carbon
 Venus and Earth  silicon
9. The ozone layer protects us from 10. An igneous rock is one: ........ .
too much: ........ .  that formed as a result of temperature
 carbon dioxide or pressure
 gamma  that formed from deposition of
radiation sediments
 ultraviolet  which formed from cooled magma
radiation  that fell from space as meteorite
 temperature fluctuation
2. A group of children were asked to draw pictures of what scientists will be

able to do in one hundred years. Work out what the child has tried to
draw and what his / her reasoning might have been. Some of these are
already a reality.
From "Discussions A-Z" Advanced
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ideas?
1. "Though science can cause problems, it is not by ignorance that we will

solve them."
Isaac Asimov
2. "Art is meant to disturb. Science reassures."
Georges Braque
3. "The most remarkable discovery ever made by scientists was science
itself."
Jacob Bronowski
READING

reading.
evidence, elementary, coordinates, to exhibit, electromagnetic, to quantify,

primordial, relative, compatible, to contradict, perspective
5. Mark the following statements true (T) or false (F). Compare your
answers with a partner, then read the text "A THING OF BEAUTY" and
check your answers.
1. 1 2. 2 3. 3 4. 45. 5
1. Beauty in a mathematical theory often reveals features of nature.

2. Both, art and science, view the notion of beauty as entirely subjective.
3. If an equation or a theory is not supported by experiment, it is usually
wrong.
4. A theory’s mathematical structure should show a symmetry between left and
right.
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5. Four fundamental forces of our world appeared as a result of a broken
primary symmetry.
6. In the text below, find three adjectives, three adverbs, an adjective in the
superlative degree, three irregular verbs and three prepositions.
7. Answer the following questions.
1. Does science rely on beauty? Give your reasons.

2. What is beauty in science? Is it important for a theory or equation to be
beautiful? Explain.
3. Can "aesthetics" of a scientific theory be measured quantitively? Give your
reasons.
4. What are the four fundamental forces of the physical world?
5. What theories are considered beautiful?
8. Think of the other heading(s) to the text.

Picasso, Mandolin and Guitar, 1924
A THING OF BEAUTY
A thing of beauty: even when the evidence

was going against them, Nobel prize-winners
Murray Gell-Mann and Richard Feynman clung
on to cherished theories just because they
thought they were "beautiful".
Are beauty and science compatible? Do
scientists have the right to use the word beauty? For physicists and
mathematicians, at least, the answer is an emphatic "yes". Back in the 1960s, Paul
Dirac famously asserted: "It is more important to have beauty in one's equations
than to have them fit experiment". Richard Feynman, too, insisted on believing in
one of his theories even when it seemed to contradict experimental data.
So what makes an equation or a theory beautiful? For most art theorists and
artists, beauty is subjective, but not for scientists. To scientists symmetry is beauty
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and therefore objective: scientists seek out mathematical equations that retain their
form no matter how they are transformed. The mathematical equation for a sphere,
for example, does not change when its coordinates are inverted. A sphere is still a
sphere when viewed from any perspective, even in a mirror.
And if experiments on the decay process of elementary particles produce the
same results when viewed in a mirror, they exhibit "mirror symmetry" associated
with the law of the conservation of parity. Call it what you will, there is a basic
element in most scientific theories that scientists believe they can quantify
objectively as "aesthetics" or "beauty".
Why is symmetry so important? Why is it the term that scientists use
synonymously with beauty? For many, it goes back to that fraction of a second
after the big bang, some 13,7 billion years ago, when there was only one force − an
instant of purest symmetry. When this symmetry was broken, the four forces of the
physical world emerged: the gravitational, electromagnetic, nuclear and weak
forces. The universe is now seen as being made up of broken symmetries. What
scientists are trying to do is to find this primordial symmetry by hypothesising
other symmetries that unify these four forces. When scientists look for
explanations for what "breaks" these symmetries, they discover particles. Theories
which exhibit the maximum symmetry − such as those unifying fundamental
forces, like the electroweak theory − are considered "beautiful theories", and they
usually turn out to be correct, which seems to justify the hunt for symmetry.
Symmetry need not be tied to visual imagery − the need could reflect an
intuition about how nature ought to be. This was Einstein's starting point in 1905
when he introduced aesthetics into 20th-century physics. His discovery that light
could also be a particle emerged from his minimalist aesthetic. Einstein's
formulation of the theory of relativity also sprang from this aesthetic. The
electromagnetic theory of the day offered two radically different explanations of
how a current is generated in a wire moving relative to a magnet, depending on
whether the current was observed by someone riding on the wire or on the magnet.
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To Einstein the two explanations were redundant: worse, they were asymmetrical.
Having unmasked this asymmetry, he could extend the principle of relativity to
electricity, magnetism and light.
Arthur I. Miller
to generate a current in a wire to contradict experimental data

to extend the principle to fit experiment
to unify fundamental forces to retain the form
fraction of a second electroweak theory
decay process to exhibit mirror symmetry
the law of conservation of parity to quantify objectively
theory of relativity electromagnetic force
gravitation coordinates
evidence compatible
to justify the hunt for sth to reflect an intuition
cherished theories, emphatic, to contradict, to be inverted, a sphere, the decay

process, broken symmetries, to unify, aesthetics, principles
11. Find words in the texts to which the following are the synonyms. The first
letter is given to make the task easier.
primeval, original (p); reveal (u); excessive, superfluous (r); mirror symmetry
(p); moment (i); completely (r); rudimentary (f); look for (s); emphasised, (e),
precious (c), originate (s), state, maintain (a)
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12. Match the words and collocations (1−8) from the text with their
definitions (a−h).
1 symmetry a data produced by a measurement, test method,

experimental design or quasi-experimental design
2 equation b the event which led to the formation of the universe,
according to the prevailing cosmological theory of
the universe's early development
3 nuclear force c a branch of philosophy dealing with the nature of
beauty, art, and taste, and with the creation
and appreciation of beauty
4 experimental d one of the four fundamental interactions of nature. In
data the Standard Model of particle physics, it is due to
the exchange of the heavy W and Z bosons
5 the big bang e the concept that the properties of particles such as
atoms and molecules remain unchanged after being
subjected to a variety of transformations
6 aesthetics f the spontaneous process of one elementary particle
transforming into other elementary particles
7 weak force g the force between two or more nucleons, responsible
for binding of protons and neutrons into atomic
nuclei
8 decay h statement of equality between two expressions
consisting of variables and / or numbers
13. Find phrases in the text that match the meanings (A−E).
A maintain a shape and structure

B express instinctive knowledge of belief
C be in conformity with a test or investigation
D prove the pursuit or diligent search to be right
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E be inconsistent with values derived from scientific experiments
Verb Noun Adjective

invert invert, ................... invert, inverted, ...................
................... ................... contradictious, contradictive,
contradictory
................... exhibit, ............, exhibitor, ..............., ..............., exhibitory
exhibitioner
unify ................... _________
................... ................... extended
conserve ................... ...................
................... ..................., gravity ..................., gravitative
subject subject, ..................., ...................
subjectivity
_________ compatibility ...................
15. Find nine words from the table above.
e x h i b i t x q c i w n m
g r a v i t a t i o n r t s
f h j w z y k g x n v s g k
d x r s u b j e c t e f h j
n m p h s v c x f r r d a r
d x r g c a a t o a s d x r
c o n s e r v e w d i z b p
g u n i f y t n v i o s g k
z b p f y o o d l c n f h j
f h j w c o m p a t i b l e
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16. Match the words in the left-hand column with the words in the right-hand
column to make phrases. Use each word only once. Translate them into
Ukrainian.
1 principle of a parity
2 fraction of b coordinates
3 inverted c energy
4 cling on to d theory
5 spring from e explanations
6 conservation of f relativity
7 instant of g aesthetics
8 primordial h theories
9 offer i a second
10 electroweak j symmetry
17. Fill in the gaps with the appropriate words given below.
gravity, times, measurements, relative, accuracy, force, equal, asymmetry, leap,

a falling stone, acceleration, Newton's law
Daydreaming in his job at the Patent Office in Bern,
Switzerland, Einstein considered the case of 1) ........,
drawn towards the ground by 2) ........ . The physicists
of the day distinguished between the "inertial mass" of
the stone, as it appeared in 3) ........, which related the 4) ........ acting on an
object to its mass 5) ........ its 6) ........, and the stone's "gravitational mass",
which is its mass as described in Newton's law of gravity. Precision 7) ........
indicated they were probably the same. Why have two masses when one
sufficed ? It was another 8) ........ . Ignoring experimental 9) ........, Einstein took
them to be exactly 10) ........, a breathtaking 11) ........ which led him to realise
that acceleration and gravity were 12) ........ to each other. This was to be
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the basis for his general theory of relativity − a theory scientists often describe
as the most beautiful theory ever proposed.
18. Match 1−6 with a−f to make sentences.
1 The great equations of modern a complex mathematics that described

physics are a permanent part of a flexible geometry of space-time
scientific knowledge, whose shape was determined by the
bodies in it.
2 Einstein achieved symmetry b which would keep its form when
with his special relativity theory moved from one point to another in
by expressing it in terms of four-dimensional space-time.
tensors,
3 Beauty lies in mathematical c predicted particles with negative
representation of the theory, energy, which everyone thought an
impossibility.
4 Einstein was struggling to find d because mathematics is the means
a mathematical version of by which scientists represent nature,
Newton's gravitational theory in the same way artists use paint and
canvas.
5 Although experiments are e which may outlast even the beautiful
essential for scientific theories, cathedrals of earlier ages.
certain theories are just too
important, too beautiful,
6 Dirac's equation, which was f one could say, to be discarded when
consistent with relativity theory the experiments don't go your way.
and represented in a
mathematics unfamiliar to most
physicist, spinors,
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19. Fill in the gaps with the appropriate form of the words from the list:
discover, develop, pioneer, invent, design. Use some words more than once.
1. The physicians Marie Curie and her husband Pierre …….. the element
radium and won the Nobel Prize for physics.
2. Brunel ………… the Clifton Suspension Bridge.
3. Marco Polo made journeys through Asia and wrote a book describing
what he had ……………
4. Edward Jenner ………… the use of vaccination to prevent disease.
5. I wonder who ……….. the very first computer?
6. Einstein ……….. the theory of relativity which replaced Newton’s
theories of gravity.
7. Frank Lloyd Wright ………….. the Imperial Hotel in Tokyo.
8. Florence Nightingale ………….. effective nursing care and
improvements in public health.
9. In 1930 Clyde Tombaugh …………. Pluto after many years of studying
the night sky.
10. A cook mixed together charcoal, sulfur, and saltpeter and accidentally
……… fireworks.
20. Find and correct the mistakes in the sentences. There is one mistake in
each sentence.
1. The festival Diwali will have marked the beginning of the Hindi new
year and honors Lakshmi, the Hindu goddess of wealth.
2. Sometimes pollen is carried by creatures like insects and hummingbirds
when the pollen stick to their fuzz or feathers.
3. "Seaweed" is a term used to loosely describe various types of algae that
are living in the sea.
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4. There is certain kinds of moths who are known for snacking on keratin,
which is a protein found in clothes made from animal-based materials
like wool, fur, silk, leather, or feathers.
5. Tiny baby snails are actually born with their shells,
although the shell is delicate and not very strong already.
6. Parents always insist on eating vegetables and fruits in every child's diet
for healthyer life.
7. Ladybugs are not only pretty, but they have eaten aphids − insects that
are harmful to the plants of gardeners or farmers.
21. Choose the correct verb tense for each sentence.
1. Our course ........ in May.

a) have been starting b) starts
2. Tomorrow I ….. all day.
a) will be working b) will work
3. By the time we get there, the laboratory …… .
a) will close b) will have closed
4. If you …. to music containing beats at a frequency of 10 Hz, you will
automatically generate more brainwaves at this frequency and enter a
relaxed Alpha mental state.
a) listen b) will listen
5. I ...... you tomorrow at 3:00 pm.
a) will see b) see
6. After we finish this experiment, I …….. all of this researcher's papers.
a) will look through b) will have looked through
7. Can I come over in an hour? No, I …….. a new firewall.
a) will install b) will be installing
8. This time next week, I ….. the wildlife in the mangrove forests around
Sumatra.
a) will be observing b) will observe
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9. Microsoft's next OS …… on PCs, tablets, phones, and the next-gen Xbox.
a) will be running b) will run
10. You …. your English by the time you come back from the U.S.
a) will perfect b) will have perfected
11. The results of LHC experiments ....... our fundamental knowledge of the
universe.
a) will probably change b) will probably have changed
12. Next Monday, Kate .... work.
a) will have been starting b) is starting
22. Fill in each blank by putting the verb in brackets into the correct past
tense.
1. When the 27km long circular tunnel at CERN was excavated, between
lake Geneva and the Jura mountain range, the two ends ........ (meet up)
with just one centimetre of error.
2. Life expectancy ….. (soar) by more than 30 years in richer nations during
the 20th century and shows no sign of slowing.
3. It …... (rain) so we …... (decide) to stay at home and spend the afternoon
solving brain twisters and crosswords.
4. By the time I …. (leave) university I ….. (be) to France fifteen times.
5. I didn't realise I ….. (lose) my credit card until I …... (try) to pay for the
book at the store.
6. I …. (write) an email to my sister when she …... (ring) me.
7. At the conference last week researchers ......... (describe) the progress that
has been made in the science of ageing.
8. She was so upset by the news that she …... (drop) her tea and …... (start)
crying.
9. Fireworks ……. (originate) in China some 2,000 years ago.
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A. "The research worker, in his efforts to express the fundamental laws of

1) ..... Nature in mathematical form, should strive mainly for mathematical beauty.
He should take 2) ..... simplicity into 3) ..... consideration in 4) ..... subordinate way
to beauty ... . It often happens that 5) ..... requirements of simplicity and beauty are
the same, but where they clash, 6) ..... latter must take 7) ..... precedence."
Paul A. M. Dirac
B. "When I am working on 8) ..... problem, I never think about 9) ..... beauty ...
but when I have finished, if 10) ..... solution is not beautiful, I know it is wrong."
R. Buckminster Fuller
1. Гравітація виявилася деформацією простору викликаною об’єктами,

що знаходяться у ньому.
2. 60−65 мільйонів років тому дельфіни та люди мали спільного предка.
3. Нещодавно вчені виявили, що складні крапельні
картини Джексона Поллока (Jackson Pollock)
вражаюче схожі на хаотичні системи.
4. Поллок знайшов спосіб зобразити природу, за
допомогою фрактальних форм, які відображають
характерну ознаку самої природи.
5. Коли елементарна частинка розпадається через "слабку взаємодію",
вона створює електрон та нейтрино, порушуючи при цьому парність.
6. Впродовж 20 сторіччя математика поступово почала зазіхати на
мистецтво.
7. Великий Бар’єрний Риф має довжину більш ніж 2000 кілометрів. Він
являє собою найбільшу живу структуру на Землі.
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"I am among those who think that science has great beauty. A scientist in his
laboratory is not only a technician: he is also a child placed before natural
phenomena which impress him like a fairy tale. We should not allow it to be
believed that all scientific progress can be reduced to mechanisms, machines,
gearings, even though such machinery has its own beauty."
Marie Curie
"Я належу до числа тих, хто думає, що наука має

великий краси. Вчений у своїй лабораторії є не тільки фахівцем: він ще й
дитини, яка віддана перед природними явищами, які на нього враження як у
казці. Ми не повинні допустити, щоб він вважав, що всі науково-
технічного прогресу може бути зведений до механізми, машини, зубчасті
передачі, хоча такі машини є своя краса."
Марі Кюрі
SPEAKING
26. Discuss the following questions in small groups or pairs.
1. How important is science? What has science done for the humankind?
2. Is science always good? Do you always trust science? Give your reasons.
3. What will science uncover in the next few decades? What will the next
discovery / invention be in science?
4. What questions will science never answer?
5. Do you like visiting science museums? Why (not)?
6. The Japanese anime character Ikari Gendo said: "Science is the power of
Man." Express you opinion.
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27. Work in pairs. You are going to read the
descriptions of some important for the history of
mankind experiments (see the EXTRA READING
section to Unit 6). Student A reads about Darwin's flowers, Student B reads
about the first vaccination. Ask each other questions to fill in the chart.
Experiment Aim Results and Implications

Darwin's flowers
The first
vaccination
28. Work in pairs. You are talking about science and beauty with your
groupmate. Act out your dialogue starting with the suggested question.
A: Are beauty and science compatible?

B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
29. Do you agree with the following statements? Discuss them with your
groupmates.
A. Some hundred years from now, art and science may well share a common
language. As technology advances, could a new visual language emerge to
blur or even obliterate the distinction between art and science?
B. Perhaps in the future beauty will provide an important criterion for selecting
one theory over another, now the theories are emerging which cannot be
verified by experimentation as we know it today.
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30. A. Remember the story how D. I. Mendeleyev developed the periodic
classification of the elements. Do you believe that important discoveries
can be made by chance? Give your reasons.
B. What inspired scientists to do the breakthrough in science? Give
examples of discoveries / inventions that were made in unusual
circumstances. Try to find information about any of such inventions or
discoveries and prepare a short story for your groupmates.
LISTENING
31. You are going to listen to the description of an experiment testing the
Oparin-Haldane hypothesis. Before you listen, check if you know the
meaning of the words: glycine, alanine, glutamic acid, ammonia, cellular
enzymes.
32. Decide whether the facts from the lecture are true (T) or false (F).
1. 2.1 3.2 4.3 5.4 6.5 6
1. In 1989, biochemists John Haldane and Aleksander Oparin hypothesized

independently that Earth's early atmosphere lacked free oxygen.
2. Basic organic compounds are proteins and nucleic acids.
3. The ocean in the experiment was represented by a warmed plate with water.
4. Organic compounds could form from simple molecules if stimulated by
lightning.
5. The Earth's early oxygen-free atmosphere was mostly composed of helium,
methane and ammonia.
6. Amino acids are the building blocks of proteins.
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33. In 1958, President Eisenhower signed the Space Act, officially creating the
National Aeronautics and Space
Administration. From the beginning, the
purpose for the new branch extended
beyond space ships and moon boots. The
law stipulated that its research and
advancements should benefit all people,
and in its 50-year history, NASA has
certainly fulfilled that role.
Listen to the description of two NASA by-products – smoke detector and

cordless tools − and complete the sentences with information from the
description.
1. NASA invented the first adjustable smoke detector with different sensitivity
levels ……. .
2. The ionization smoke detector uses a radioactive element to spot ……… .
3. The americium-241 ionizes clean air particles, which creates ……… .
4. Black & Decker invented the first battery-powered tools in ……... .
5. NASA needed a tool that astronauts could use to obtain samples ………… .
6. Black & Decker’s computer program for the tool reduced the amount of
power expended during use to …….… .
34. Write down adjectives which describe the inventions.
WRITING
35. Choose any four phrases from Exercise 9, 16 and use them in your own
sentences.
36. Complete the phrases using your own variants.
1. Science is ..... .
2. The word science comes from the Latin "scientia" ..... .
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3. The aim of scientists is ..... .
4. Beauty and science are ..... .
5. There are four forces of the physical world ..... .
6. Natural sciences ..... .
37. Translate the following sentences into Ukrainian. Student A:

sentences 1−5, Student B: sentences 6−10, then check each other and
translate them back into English. Student A: sentences 6−10, Student B:
sentences 1−5.
I.
1. Newton's laws of motion were three fundamental laws of physics that laid
the foundation for classical mechanics.
2. In 1668 Newton invented the reflecting telescope. This type of telescope

uses mirrors to reflect light and form an image.
3. In 1585, Galileo left the university and got a job as a teacher. He began to
experiment with pendulums, levers, balls, and other objects.
4. Galileo tried to describe how the objects moved using mathematical

equations. He even invented an advanced measuring device called the
hydrostatic balance.
5. Galileo made many discoveries using his telescope including the four large
moons around Jupiter and the phases of the planet Venus. He also
discovered sunspots and learned that the Moon was not smooth, but was
covered with craters.
6. As Galileo studied the planets and the Sun, he became convinced that the
Earth and the other planets orbited the Sun. In 1632, he wrote a book called
the Dialogue Concerning the Two Chief World Systems.
7. Bell made the first transcontinental telephone call on January 15, 1915. He
called Thomas Watson from New York City. Watson was in San Francisco.
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8. Ben Franklin is famous for his experiments with electricity. He did many
experiments to prove that lightning is in fact electricity.
9. Lavoisier discovered that water was a compound made of hydrogen and

oxygen. Prior to his discovery, scientists throughout history had thought that
water was an element.
10. Stephen Hawking spent much of his academic work researching black holes
and space-time theories.
II.
1. The past is peppered with true artist-scientists such as Albrecht Dürer and
Leonardo da Vinci, whose studies of projective geometry and perspective
led to the concept of infinity in western science.
2. The interstellar gas cloud Sagittarius B contains billion liters of alcohol.
3. Caves breathe. They inhale and exhale great quantities of air when the
barometric pressure on the surface changes, and air rushes in and out seeking
equilibrium.
4. Artists use scientific equipment and concepts, scientists employ aesthetics.
Both deal with visual imagery and metaphor.
5. The average person accidentally eats 430 bugs each year of their life.
6. Polar bears are nearly undetectable by infrared cameras due to their thick
fur.
7. Einstein’s aesthetic sense failed him: he dismissed black holes as an ugly
solution to a beautiful theory.
8. A dying star might begin an eternal collapse and fall into a well in space
from which nothing could escape, not even light − what we now know as a
black hole.
9. The beauty of the mathematics of quantum theory turns out to be fine-tuned,
linking each symmetry in nature to a law of conservation, such as the
conservation of energy and of momentum.
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10. As the ancient Greeks knew, beauty can be enhanced by a small degree of
asymmetry. Nature agrees.
38. Write an abstract (4−5 sentences) of the text "A THING OF BEAUTY".
You may use the suggested phrases: the text is devoted to …, this text
concentrates on ..., it is shown ..., it is reported ..., it is studied ..., the results
show ..., the author suggests .... .
39. Scientists should be free to carry out any experiments they like regardless
of utility, cost and ethics. Write a short opinion essay (100−120 words)
expressing your point of view. An opinion essay should have: an
introduction, a main body and a conclusion.
Useful expressions:
to my mind / to my way of thinking; it is my belief / opinion / conviction (that);

I am (not) convinced that; I (do not) agree; it seems to me; my opinion is that
40. Look through the Encyclopedia Britannica explanations of some common

concepts. Try to guess what concept is being described in each definition.
1. The biologically active porous medium that has developed in the uppermost
layer of the Earth’s crust.
2. In botany, dry, hard fruit that does not split open at maturity to release its
single seed.
3. Cloud of small water droplets near ground level that is dense enough to
reduce horizontal visibility to less than about 1,000m.
4. Reproductive portion of any flowering plant.
5. Large mass of ice that forms on land through the recrystallization of snow
and that moves forward under its own weight.
6. Rapid burning of combustible material with the evolution of heat and usually
accompanied by flame.
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7. Food product made from cocoa beans, consumed as candy
and used to make beverages and as a flavouring ingredient or
coating for various confections and bakery products.
8. In geometry, a two-dimensional collection of points, the
boundary of any three-dimensional solid. In chemistry, outermost layer of a
material or substance.
9. An animal fibre produced by certain insects as
building material for cocoons and webs.
10. A ridge or swell on the surface of a body of water,
normally having a forward motion distinct from the
oscillatory motion of the particles that successively
compose it.
41. Find information about any interesting, strange or important scientific

experiments and present the results of your research to the class in the
form of a poster or short presentation.
PROBLEM-SOLVING
42. Try to understand pure logic (see the PROBLEM-SOLVING section to

Unit 6).
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Unit 7: MATHEMATICS − THE LANGUAGE OF SCIENCE
Mathematics, rightly viewed, posses not only truth, but

supreme beauty; a beauty cold and austere
like that of sculpture.
Bertrand Russell
WARM-UP
1. Think of as many words as possible related to mathematics. How

important is mathematics to you?
2. Work in pairs. Do the quiz to find out how much you know about the
origin of mathematics.
WHO INVENTED MATHEMATICS?
1. Euclid collected theorems about polygons and angles − creating Euclidean
geometry in a book called The …… .
A Chords
B Elements
C Expansion
D Fundamentals
2. Galileo said that mathematics is the language of …… .
A God
B life
C nature
D the world
3. The earliest known evidence of mathematics is …… .
A angle measurement
B counting
C matrices
D using zero
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4. By the 3rd century B.C., people in India were using the number zero. At first
it was represented by a blank space. This was confusing, so it was replaced
by a / an …… .
A circle
B dot
C inverted v
D line
5. Plato believed that mathematics exists …… .
A because humans created it
B outside of mankind's ability to understand it
C whether or not humans understand it
D none of the above
6. The fractions used by the ancient Egyptians differed from ours
because …..… .
A most of them used 1 in the numerator
B most of them used 1 in the denominator
C they were usually mixed fractions
D the ancient Egyptians did not use fractions
7. The oldest written records of mathematics were originally located in …… .
A China
B Egypt
C India
D Mesopotamia
8. Leonhard Euler, creator of modern trigonometry, popularized the symbol
for …… .
A cube root
B factorial
C inequality
D pi
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3. In pairs, discuss the following questions.
1. What famous mathematicians who studied or worked at the KPI do you

know?
2. When did people begin to apply mathematics?
3. What is the role of paradoxes in the development of
mathematics?
4. What skills are necessary to be a mathematician?
5. Can you give any advice on how to develop the ability for fast calculating?
Suggest your ways.
4. Discuss the following quotations together.
A. "There are things which seem incredible to most men who have not studied
mathematics."
Aristotle
B. "As far as the laws of mathematics refer to reality, they are not certain; and
as far as they are certain, they do not refer to reality."
Albert Einstein
C. "Mathematics is the queen of sciences and arithmetic is the queen of
mathematics."
Carl Friedrich Gauss
D. "Film is one of the three universal languages, the other two: mathematics
and music."
Frank Capra
E. "The essence of mathematics lies in its freedom."
Georg Cantor
F. "To most outsiders, modern mathematics is unknown territory. Its borders
are protected by dense thickets of technical terms; its landscapes are a mass
of indecipherable equations and incomprehensible concepts."
Ivars Peterson
139
G. "For the things of this world cannot be made known without a knowledge of
mathematics."
Roger Bacon
H. "Mathematics may be defined as the subject in which we never know what
we are talking about, nor whether what we are saying is true."
Bertrand Russell
READING
5. A. Underline the stressed syllable in each word as in the example. Practise
reading.
abbreviation, concise, purposefully, throughout, frequent, minus, precise,
algebra, geometry, pervade, philosophy, magnitude, vowel, successful,
successively, ambiguity, susceptible, technique
B. Tell what the following abbreviations or shortenings mean. If you don't

know, see Appendix 6.
1) vs. 2) cf.
3) e.g. 4) v.v.
5) etc. 6) B.C.
7) i.e. 8) A.D.
9) fig. 10) exc.
6. Read the text "MATHEMATICS − THE LANGUAGE OF SCIENCE"
and answer the questions.
1. Is the language of mathematics universal? Why (not)?

2. What is algebra?
3. What three stages has algebra passed?
4. How is the language of mathematics designed?
5. What signs and symbols are there in mathematics?
6. What sciences does mathematics embrace?
7. What is verbal algebra?
8. What are examples of abbreviated algebra?
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7. Think of the other heading(s) to the text.
MATHEMATICS − THE LANGUAGE OF SCIENCE
1. Human language is capable of precise statements

because it is a system of symbols. But common
language is a product of social development, customs
and traditions. Even by the most careful choice of words
the meaning concealed in them may influence our
reasoning.
2. Mathematics is the language of science. It reveals hidden patterns that help

us understand the world around us. Now much more than arithmetic and geometry,
mathematics today is a diverse discipline that deals with data, measurements, and
observations from science; with inference, deduction, and proof; and with
mathematical models of natural phenomena, of human behavior, and of social
systems.
3. As a practical matter, mathematics is a science of pattern and order. Its

domain is not molecules or cells, but numbers, chance, form, algorithms, and
change. As a science of abstract objects, mathematics relies on logic rather than on
observation as its standard of truth, yet employs observation, simulation, and even
experimentation as means of discovering truth.
4. The special role of mathematics in education is a consequence of its

universal applicability. The results of mathematics-theorems and theories-are both
significant and useful; the best results are also elegant and deep. Through its
theorems, mathematics offers science both a foundation of truth and a standard of
certainty.
5. Algebra, the language of mathematics, consists mostly of signs and symbols

and is carefully and purposefully designed. It is precise, concise and universal, i.e.
one and the same throughout the civilized world, though the people in each country
translate it into their own spoken language.
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6. Algebra in the broad sense of the term, deals with operations upon symbolic
forms. In this capacity it not only permeates all of mathematics, but pervades
practically all sciences including formal logic, philosophy, and even linguistics,
poetry and music. In our scientific age there is a general belief that all science, as it
grows to perfection, becomes mathematical in its ideas.
7. It is generally true that algebra in its development has passed successively
through three stages: verbal, abbreviated and symbolic. Verbal algebra is
characterized by the complete absence of any symbols, except, of course, that the
words themselves are used in their symbolic sense. To this day verbal algebra is
used in such a statement as "the sum is independent of the order of the terms",
which in symbols is designated by a+ b=b + a.
8. Abbreviated algebra of which the Egyptian is a typical example, is a further
development of verbal one. Certain words of frequent use are gradually
abbreviated. The history of the symbols "+" and "−" may illustrate the point. In
medieval Europe the latter was denoted by the full word ''minus'', then by the first
letter "m" duly superscribed. Eventually the letter itself was dropped leaving
the superscript only. The sign "plus" has passed through a similar metamorphosis.
The abbreviation has become a symbol.
9. The turning point in the history of algebra was an essay written late in the
sixteenth century by a Frenchman; it was Viete who denoted the unknown
magnitudes by vowels. The given magnitudes were designated by consonants.
10. Within half a century of Viete's death there appeared Descartes' Geometry.
In it, the first letters of the alphabet were used for the given quantities, the last −
for those unknown. The Cartesian notation not only displaced the Vietan one, but
has survived to this day.
11. It is symbols that permit of concise, clear representation of ideas which are
sometimes quite complex. Consider, for example, how much is involved in the
calculus symbol "Dy". Once we have grasped the meaning and use of a symbol
there is no need to think through the origin and development of the idea
142
symbolized, each time it is used. It is due to a powerful technique based upon the
use of symbols that mathematics is so effective in problems which are insoluble by
other methods.
12. It is convenient because the literal notation is free from all ambiguities of
words. The letter is susceptible of operations and this enables one to transform
literal expressions and thus to paraphrase any statement into a number of
equivalent forms. It is this power of transformation that lifts algebra above the
level of a convenient shorthand.
13. It is symbolic language that is one of the basic characteristics of modern
mathematics. And modern mathematics supplies a language for the treatment of
the qualitative problems of physical and social sciences.
precise and concise statements shorthand

to reveal inference
to rely on logic domain
to conceal the meaning essay
spoken language vowels and consonants
the sum is independent of the order to deal with
of the terms
in this capacity literal notation
to permeate calculus symbol
to pervade all sciences to grasp
abbreviated to be due to
verbal insoluble by other methods
to denote ambiguity
duly susceptible
derivative of y (Dy) to superscribe
common language, universal, a similar metamorphosis, abbreviated algebra,

ambiguity, the given quantities, literal notation, to permeate, magnitudes,
to pervade, precise, concise, to rely on logic, inference, domain, to reveal
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1) abase, abbreviate, shorten, compress;

2) concise, compact, brief, conclusive;
3) equivocacy, ambivalence, alternative, ambiguity;
4) permeate, perpetrate, spread through, penetrate;
5) metaphor, metamorphosis, transfiguration, conversion.
11. Find the words in the text to which the following ones are the antonyms.
The first letter is given to make the task easier.
vowels (c), nonambiguous (a), occasional (f), minus (p), known (u),
nonverbal (v), presence (a), dependent (i), different (s), written (s), weak (p),
particular (g), inaccurate (p)
12. Match the words (1−6) with their definitions (a−g).
1 quantity a to spread through or throughout

2 universal b a voiced speech sound whose articulation is
characterized by the absence of friction-causing
obstruction in the vocal tract, allowing the
breath stream free passage
3 pervade c something that serves as the object of an
operation.
4 vowels d a speech sound produced by a partial or
complete obstruction of the air stream by any of
various constrictions of the speech organs, such
as (p), (f), (r), (w), and (h)
5 consonants f to indicate or specify, point out
6 designate g applicable or common to all purposes,
conditions, or situations
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13. Fill in the word from the list below. Use each word only once. Translate
the phrases into Ukrainian.
magnitudes, gradually, pervade, use, designed, insoluble, ideas, symbolic,

ambiguities, literal
1 ...... by other methods 6 the ...... notation

2 the unknown ....... 7 to ...... all sciences
3 words of frequent ..... 8 mathematical in its .....
4 the ..... sense 9 to be ..... abbreviated
5 carefully and purposefully ..... 10 to be free from all .....
14. Look through the text "MATHEMATICS − THE LANGUAGE OF

SCIENCE". Pick up all the adjectives to the following words.
........... algebra ......... statements

.......... language ........... sense
............ example ........... notation
............ symbol ............ mathematics
............ discipline ............ models
........... phenomena ............ matter
............ role ............ applicability
15. Match the phrases with their Ukrainian equivalents.
1 a similar metamorphosis a набирати вигляду
2 vowels and consonants b продукт суспільного розвитку
3 to take the form (of) c цілеспрямовано розроблений
4 a product of social development d аналогічні метаморфози
5 a powerful technique e невідомі величини
6 purposefully designed f голосні та приголосні
7 unknown magnitudes g могутній спосіб (метод)

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16. Fill in the table with the words derived from the given nouns.
Noun Adjective
symbol
mathematics
precision
concision
science
verb
frequency
similarity
convenience
power
effect
logic
17. Make up adverbs adding "-ly" to the given words. Translate these words
into Ukrainian.
careful, purposeful, practical, mathematical, general, successive, verbal,

independent, symbolic, typical, certain, frequent, effective, convenient, literal,
powerful, basical, qualitative, physical, social
18. Fill in the gaps with the appropriate words / phrases from the list below.
massive systems; operations; lasting understanding; mundane; measurements;

discoveries; records; galaxies; quadratic equations; calculations; complex
theories; universe; predictions; abstract; real-world application
Mathematics is the science of numbers and how they interrelate. It is how

we perform 1) ........ with numbers to make 2) ........ . We use mathematics
146
in everything from 3) ........ activities like balancing a checkbook to theorizing
how 4) ........ such as entire 5) ........ move through the cosmos. And mathematics
can be 6) ........ − pure mathematics is a pursuit without a goal for application in the
real world, though the results of 7) ........ in pure mathematics can lead to 8) ........ .
The concept of numbers dates further back than writing. We have 9) ........ of
ancient people recording numbers in various ways dating back to 30,000 B.C. By
1950 B.C., humans were inventing and solving 10) ........ . Ancient Babylonians
developed 11) ........ for geometry and algebra. These weren't just philosophies −
ancient civilizations used mathematics the way we do today to explain the way
things work.
Without mathematics, it would be virtually impossible for us to build a deep,
12) ........ of the 13) ........ . Mathematics allows us to take 14) ........ and make
15) ........ based upon observations.
Like Thales, Pythagoras is rather known for 1) _______ (mathematical) than
for 2) _________ (philosophical). Anyone who can recall math classes will
remember the first lessons of plane 3) _______ (geometrically) that usually start
with the Pythagorean theorem about right-angled 4) ______ (triangular):
a²+b²=c². In spite of its name, the Pythagorean theorem was not discovered by
Pythagoras. The earliest known 5) _______ (formulate) of the theorem was
written down by the Indian 6) _____ (mathematics) Baudhāyana in 800BC. The
principle was also known to the earlier 7) _______ (Egypt) and the Babylonian
master builders. However, Pythagoras may have proved the theorem and 8)
________ (popularization) it in the Greek world. With it, his name and his
philosophy have survived the 9) _________ (turbulent) of history.
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20. Match 1−8 with a−h to make sentences.
1 Maths can solve a operations upon symbolic

forms.
2 Our group recorded b throughout the civilized

world.
3 Mathematicians stand on c for mathematicians.
4 Mathematicians do not study d each other's shoulders.

objects,
4 The language of maths is one and e the changes with

the same mathematical precision.
6 Pure mathematics is, in its way, f a lot of problems.
7 Mathematics is written g but relations between

objects.
8 Algebra in the broad sense of the h the poetry of logical ideas.

term, deals with
21. Work in small groups. Arrange the following words and phrases in the
correct order to make the sentences. The first word is underlined.
1. not / "Mathematicians / born, / are / made."

Henri Poincare
2. subconsciously / "All musicians / mathematicians. /are"
Thelonious Monk
3. "the key / the sciences. / Mathematics / to / the door and / is"
Roger Bacon
4. "rules / on / certain simple / Mathematics / meaningless marks / played / is /
a game / according to / with / paper."
David Hilbert
148
5. Uglification, and Derision." / Arithmetic / "The different / of / are /
Ambition, Distraction, / branches
Lewis Caroll
6. want / "Mathematicians / they / are / like / managers − / change." /
improvement / without
Edsger Dijkstra
22. A. Pronounce the following:
 numerals: 30; 13; 2,000; 101,101; 12,020,987;

 fractions and decimals: 2,5 ; 3 ; 10.4 ; 0,7 ; 2 ;
 mathematical expressions: ; ; ; ;
 dates: Dec. 5; Jan. 1, 2012; 1990; 1905; Sept. 3, 2000.
B. Form the ordinal numerals from the cardinal ones: 3; 7; 13; 14; 22; 203;
44; 100; 1001; 100,000.
23. A. Learn the examples of some mathematical equations.

1.
"Two plus x plus the square root of four plus x
squared is equal to ten."
2.
"M" is equal to "R" sub one multiplied by "x" minus "P" sub one, round
brackets opened, "x" minus "a" sub one, round brackets closed, minus "P" sub
two, round brackets opened, "x" minus "a" sub two, round brackets closed."
B. Study Appendix 7. Give your own examples of equations or formulae

that you have to solve at your lessons of mathematics.
24. Find and correct mistakes.
1. My birthday is twenty-seven March.

2. My phone number is naught sixty-seven, double two, three, eighty-nine,
twenty-four.
149
3. The population of Kyiv is about three millions.
4. I got twenty-five from forty in my test.
5. It was a second typical example of the rule.
6. We have done at least 70 per cents of the work.
7. Seven, five, three are even numbers.
25. This time you have to write three sentences about the past, present and
future. Alex always solves mathematical
problems in the morning. It always takes him an
hour, from 8.30 until 9.30 a.m. So:
1. At 9 o'clock yesterday morning Alex ............... .

2. It's 9 o'clock now. He ........................... .
3. At 9 o'clock tomorrow morning he ............................... .
26. You want to ask your friend to do something for you. Use the prompts
below to make questions, as in the example. Use the Future Continuous.
1. You want your friend to solve this mathematical problem.

Will you be solving this mathematical problem?
2. You want your friend to explain the difference between the words
"equation" and "expression".
3. You want your friend to translate this sentence.
4. You want your friend to prove the theorem.
5. You want your friend to describe the table.
6. You want your friend to clarify the term "limit".
7. You want your friend to explain the rule.
8. You want your friend to look for some information about the difference
between mathematics and arithmetic.
1. By the end of May, Tom will have studied / will have been studying English
for a year.
150
2. By June, Kate will have been finishing / will have finished studying at the
University.
3. Hopefully, they will have learned / will have been learning everything by
the time they sit the exam.
4. By 7 o'clock, I will have been studying / will have studied mathematics for
three hours.
5. By Monday, we will have written / will have been writing an essay about
mathematics.
28. Put the verbs into the correct present tense.
1. The people in each country ........................ (to translate) algebra into their
own spoken language.
2. Algebra .................... (to pass) three stages in its development.
3. Common language .................. (to be) a product of social development.
4. Power of transformation ....................... (to lift) algebra above the level of a
convenient shorthand.
5. The history of symbols "+" and "−" ...................... (to illustrate) the point.
29. Put articles where necessary.

1. … common language is … product of … social development.
2. … algebra, … language of … mathematics, consists mostly of … signs and
symbols.
3. … algebra is one and … same throughout … civilized world.
4. … algebra in … broad sense of… term, deals with … operations upon …
symbolic forms.
5. … Cartesian notation not only displaced … Vietan one, but has survived to
this day.
6. It is … symbolic language that is one of … basic characteristics of …
modern mathematics.
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A.
1. Алгебра – це точна, стисла та універсальна наука.
2. Скорочення перетворилося на символ.
3. В своєму розвитку алгебра пройшла декілька ступенів.
4. Сучасна алгебра об’єднує велику кількість самостійних дисциплін.
5. Метод аналізу математичних моделей посідає провідне місце серед
інших методів дослідження.
6. Для стародавніх греків математика була насамперед геометрією. А
тому над дверима Академії, де Платон навчав своїх учнів, був напис:
"Нехай сюди не входить ніхто, хто не знає геометрії".
7. Архімед за допомогою математичних розрахунків сконструював багато
різноманітних механізмів, які настільки допомагали у війні проти
римлян при облозі Сиракуз, що Марцелло сказав: "Треба припинити
війну проти геометра". Пізніше тільки зрада допомогла римлянам
увійти до Сиракуз.
8. Знання математики допомогли французу Вієту розкрити шифр у
листуванні іспанського короля Філіппа II під час війни Франції з
Іспанією. Таким чином він прискорив перемогу Франції. За це
іспанська інквізиція оголосила Вієта чаклуном і присудила його до
спалення на вогнищі.
9. Леонардо да Вінчі назвав механіку "раєм математичних наук".
10. Чи знаєте ви, що теорему Піфагора називали "ослячим мостом"? Учнів,
що запам’ятовували теорему без розуміння, називали віслюками,
оскільки вони не могли перейти через міст − теорему Піфагора.
11. Чи знаєте ви, що зібрання творів Леонарда Ейлера становить 75
великих томів, і якщо кожного дня переписувати по десять годин його
роботи, то не вистачить 76 років?
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B.
П'єр Ферма
(1601-1665)
П'єр Ферма − видатний французький математик, один із
основоположників аналітичної геометрії і теорії
чисел. Він є автором робіт в області теорії
ймовірності, оптики, численних нескінченно-
малих величин. У 1637 році П'єр Ферма
сформулював так звану "Велику теорему
Ферма", яка була доведена американським
математиком Ендрю Уайлсом лише у 1995 році.
Теорема стверджує, що для будь-якого
натурального n>2 i xyz<>0 рівняння хn+уn=zn не можна розв’язати в цілих
(і раціональних) числах.
SPEAKING
31. Discuss the following questions.

1. What counting systems do you know?
2. Analyse the advantages of the 12 system (used in UK and US) over the
decimal system and vice versa.
3. What problems must the Romans have had with their system?
4. What are the specialized uses of Roman numerals today?
5. Could we manage just cardinal numbers, rather than having both cardinal
and ordinal?
32. Work in pairs. Many people think that the words 'arithmetic' and
'mathematics' mean the same. Student A and Student B are talking about
the difference between mathematics and arithmetic. Role play the
conversation. Use role and cue cards (Appendix 3).
33. Work in pairs. You are an outstanding mathematician and your
knowledge of the history of mathematics is deep. Your student asks you
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about the creation of the quadratic formula. Act out the conversation
using information from the text "WHO CREATED THE QUADRATIC
FORMULA?" (see the EXTRA READING section to Unit 7). Cover the
following points:
 mathematical problems;
 creators of the quadratic formula;
 the formula moves to Europe;
 the importance of the formula.

34. A. Look at the portraits of famous mathematicians, match the portraits
with the names and tell your groupmates about their contribution to
science.
Euclid of Megara & Alexandria, Joseph-Louis Lagrange, Sofya Vasilyevna
Kovalevskaya, James Clerk Maxwell, Augusta Ada King Byron, Gottfried
Wilhelm von Leibniz
a) b) c)
d) e) f)
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B. You want to create an Internet site about the greatest mathematicians
of all times. First, you need to write a list of the greatest mathematicians
(not less than 10) and tell your groupmates shortly about their
contribution to mathematics. Continue the list: Archimedes, Carl Gauss,
........, ......., ......... .
C. You are Pythagoras of Samos. Two of your students want to prove the
Pythagorean theorem in different ways. Be ready to prove the theorem
using the figure and the statement below.
The Pythagorean theorem:

The sum of the areas of the two squares on
the legs (a and b) equals the area of the
square on the hypotenuse (c).
35. A. You are a mathematician at Oxford University. It is your first lecture.

The theme of your lecture is: "Mathematical Thinking". Cover the topic
using the following notes:
 mathematical thinking is important as a way of learning mathematics;
 definition (a process through which a mathematical point of view is
developed);
 application (support science, technology, economic life and development in
an economy);
 a wide range of skills and abilities necessary for solving problems (deep
mathematical knowledge; general reasoning abilities; knowledge of heuristic
strategies; helpful beliefs and attitudes (e.g. an expectation that maths will be
useful); personal attributes such as confidence, persistence and organisation;
skills for communicating a solution);
 four fundamental processes:
 specializing – trying special cases, looking at examples
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 generalizing − looking for patterns and relationships
 conjecturing – predicting relationships and results
 convincing – finding and communicating reasons why something is
true.
B. Prepare a short talk for your groupmates. Choose the topic from the
given: "Maya numerals", "Babylonian numerals", "Quipus".
LISTENING
You are going to listen to some information about mathematics. Be ready to

do the following tasks:
36. Before you listen, check if you know the meaning of the words: abstract
quantities, measurement, recognizing, simplicity, systematic study, engineering.
37. Decide whether the facts from the text are true (T) or false (F).
1. 2.1 3.2 4.3 5.4 6.5 6
1. The word "mathematics"comes from the Latin "math".

2. The term "mathematics" meant "astrology" in English until 1700.
3. Mathematicians resolve the truth or falsity of conjectures by the
mathematical proof.
4. The research in Maths required to solve some problems.
5. The earliest uses of Maths were, besides the others, in painting, recording of
time, medicine.
6. There is no such a notion as "pure mathematics".

1. Mathematicians deal with the study of … .
2. Prehistoric people knew how ... .
3. Maths is used all over the world as an essential … .
4. It is known that Maths often inspired by one area … .
5. … in Maths are valued.
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WRITING
39. Write 5 sentences using abbreviations or shortenings from Exercise 5.

40. A. Complete the phrases using your own variants.
1. Mathematics is … .
2. Arithmetic is … .
3. A language is … .
4. Geometry is … .
5. A symbol is … .
6. Geometric Algebra is ... .
7. Number Theory is ... .
B. Write our equivalents to the numbers and measures in the suggested

joke. Use Appendix 8.
A Joke
A boy (enters a grocer’s shop) – A pound of sugar at 90 pence, a pound of
butter at one pound and 80 pence, a pound of cheese at two pounds and 20 pence,
two pounds of tea at five and six a pound. If I give you 20 and 6, how much would
you give me a change?
Grocer (writing it all down) − 13 pounds. And why?
Boy – Please, give me that bill. It’s my homework for tonight. Thank you.
41. Write an essay (100−120 words) that ends:
"As long as algebra and geometry have been separated, their progress have
been slow and their uses limited; but when these two sciences have been
united, they have lent each mutual forces, and have marched together towards
perfection."
J.-L. Lagrange.
Follow this structure:
 Introduction
Paragraph 1 (state the topic)
157
 Main Body
Paragraphs 2-3 (viewpoints, examples)
 Conclusions
Final paragraph (summarise).
PROBLEM-SOLVING
42. Try to solve curious problems and puzzles (see the PROBLEM-SOLVING
section to Unit 7).
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Unit 8: RECREATIONAL MATHEMATICS
Equations are just the boring part of mathematics. I attempt to

see things in terms of geometry.
Stephen Hawking
WARM-UP
1. What is recreational mathematics?

Label the pictures below with the names: Sudoku, Rubik’s cube, tangrams,
origami, Towers of Hanoi. Have you ever tried any of these? Which of these
do you think is the most difficult to do? Why?
1 2
4
5 3
2. Do you agree with the English puzzlist and mathematician Henry Dudeney
who wrote: "A good puzzle, like virtue, is its own reward."? Why (not)?
3. What do you think about numerology? Do you agree with Sir Thomas
Browne who "… admired the mystical way of Pythagoras, and the secret
magic of numbers"? Why (not)? Do you believe that numbers have mystical
significance? Give your reasons.
4. What magic figures do you know? Why are they called magic?
159
5. Work in small groups. In three minutes, write down a list of things which
are usually
 round (Earth, marbles, tires, ...., ...., ....,);
 square (table, ...., ...., ....,).
6. Look at the two paintings. What do they have in common? Do you like
them?
Robert Delaunay Pablo Picasso

Joie de vivre (The Joy of Life), 1930 Three musicians, 1921
Georges Pompidou Center, Paris New York Museum of Modern Art
READING
7. Underline the stressed syllable in each word as in the example. Choose any
4 words and use them in your own sentences.
millennium, spiritual, universe, array, integer, infinite, horizontal, diagonal,
vertical, innovative, combinatorial, subsquare, likewise
8. What does the word "quadramagicology" mean? What information do

you expect to read?
9. Look at the picture of a turtle and tell what is
special about it. How might it be connected with
the text? Share your ideas with your
groupmates. Read the text to find out if your
guesses were right.
160
10. Some sentences have been removed from the text by mistake. Put each
sentence into appropriate place in the text (1−5).
A. The corners of any 4-by-4 subsquare also sum to 34, as do the four corners
of any 3-by-3 subsquare, and likewise those of any 2-by-2 subsquare.
B. The magic constant is the sum of each row's values.
C. In one evening in his 40s he composed a 16x16 square which, abandoning
modesty, he called "the most magically magical of any magic square ever
made by any magician".
D. It was also recorded in Book of Changes that the 3,000-year-old Chinese
literature of philosophy was inspired by the magic square.
E. It is the only magic square that uses each number from 1 to 9 exactly once.
11. What do you remember after reading the text? Mark the following
statements as true (T) or false (F). Then check your answers in the text.
1. 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 7
1. A 3-by-3 magic square is order-5.

2. Loh Shu was interpreted by the Chinese as a supernatural sign of order in the
universe.
3. An order-4 magic square has 25 cells.
4. Benjamin Franklin delighted in creating magic squares as a kind of mental
exercises.
5. Some cultures believed that magic squares possess mystical powers and
wore them as talismans.
6. In a conventional magic square, the sum of
the entries of any row, any column, or any
broken diagonal is the same.
7. An antimagic square is a square in which
all the rows, columns and diagonals equal
different values. The Passion facade of the Sagrada Familia cathedral
161
QUADRAMAGICOLOGY
Perhaps no other area of non-practical mathematics has been so popular for so
long as magic squares. Mathematicians, artists and mystics have long been
fascinated by the mesmerizing patterns that they produce.
A traditional magic square is a square grid of numbers in which the values of
each row, column, and diagonal add up to the same sum. A magic square's order is
the number of cells in each row. 1) …… . For a magic square of consecutive
natural numbers starting with 1, let n equal the magic square's order and C equal
the magic constant. Then, for an order-3 magic square starting with 1, C = 15.
Mathematicians trace an order-3 magic square back to ancient China,
Babylonia, and Mayan culture. In India amulets with magic squares were worn as
protective charms, while in western Europe Renaissance astrologers equated them
with planets.
According to the legend the Loh Shu was the first magic square, turning up in
the dots on the shell of a tortoise that crept out of the Yellow
River in China about four millennia ago. 2) …… . The Chinese
gave it spiritual importance, believing that it encapsulated the
harmonies of the universe. Feng Shui, the Chinese system of
arranging objects, is in part based on the Lo Shu. 3) …… .
The first documented magic square in the West was a 4x4 array of integers
one through to 16 which appeared in an engraving Melancholia created by
Albrecht Dürer in 1514.
A magic square from the 12th-century temple at Khajuraho in India gives an
idea of the extra possibilities offered by a 4-by-4 square. Its magic constant is 34,
but there's a new twist. Place the table next to copies of itself, and it creates an
infinite "magic carpet": any four adjacent entries along a straight line − horizontal,
vertical or diagonal − sum to 34. 4) …… .
Squares with the magic-carpet property were called panmagic. Soon they
were joined by antimagic squares − in which all the row, column and diagonal
162
sums were different − and by nested and knight's-tour magic squares, in which
each number from 1 to 64 is a chess knight's move apart from the next one.
Some great mathematicians studied magic squares – such as Leonhard Euler
in the 18th century, and Édouard Lucas and Arthur Cayley in the 19th. The
American statesman and scientist Benjamin Franklin liked to spend his spare time
constructing innovative variations of magic squares. 5) ……. .
Today, magic squares are studied in relation to factor analysis, combinatorial
mathematics, matrices, modular arithmetic, and geometry.
From Studopedia
artist to trace back

to be fascinated protective charms
mesmerizing patterns to equate with planets
a cell of a grid millennium / millennia
row / column tortoise
consecutive natural to encapsulate the harmonies
numbers of the universe
square's order array of integers
magic constant engraving
adjacent entries the magic-carpet property
statesman subsquare
matrix / matrices to abandon modesty
to be inspired corner
13. Explain the meaning of words and phrases below. Choose 3 words /
phrases you like and write sentences with the words / phrases chosen.
protective charms, mystics, a grid, a tortoise, Feng Shui, adjacent entries, to
give a new twist, magic-carpet properties, row’s values, statesman
14. Find words or phrases in the text that match the meanings (a−e).
a) technique of making prints from metal plates;
163
b) ancient Chinese book of prophecy and wisdom;
c) the period in European civilization that marked the transition from medieval
to modern times;
d) object or formula that credulity and superstition have endowed with the
power of warding off harmful influences;
e) edifice or sometimes merely an enclosed area dedicated to religious worship.
15. Match the words and collocations (1−8) with their definitions (a−h).
antimagic a square in which the rows, columns and diagonals

1 a
square sum to different numbers
measure of size − the length of the side of a magic
panmagic
2 b square, which is the square root of the total
square
number of cells in the square
3 consecutive c the ordinary counting numbers
a systematic arrangement of objects, usually in
4 square’s order d
rows and columns
a magic square in which all the broken diagonals
5 magic square e
also sum to the magic sum
6 magic constant f following one after another without interruption
the total of the numbers in any row, column, and
7 array g
diagonal of the magic square
square matrix often divided into cells, filled with
numbers or letters in particular arrangements that
8 natural number h
were once thought to have special, magical
properties
16. Arrange the following words in pairs of synonyms.

equate, fascinate, date back, infinite, condense, spellbind, appear, encapsulate,
trace back, turn up, charm, mesmerize, endless, relate
164
17. Fill in the blanks with the appropriate words from the list below.
reconstruct, shapes, participates, arcs, determine,
reinvented, sequence, forms, represents, described, space
In Cubism, the subject of the artwork is transformed into a

1) ….. of planes, lines, and 2) …. . Cubism has been 3) ….. as
an intellectual style because the artists analysed the 4) ….. of their subjects and
5) .…. them on the canvas. The viewer must 6) ….. the subject and 7) ….. of the
work by comparing the different shapes and 8) ..… to 9) ..… what each one
10) ….. . Through this process, the viewer 11) ..… with the artist in making the
artwork make sense.
18. Fill in the chart below with the missing words.
Function Sign Process Verb Result

addition + the sum
– to subtract from
× times
the quotient (+
÷ divided by
the remainder)
Now see how quickly you can find the answer to this rather long sum.
Four add two, divide by three, subtract one, multiply by eight, take away four,
times three, plus two, minus four, halved, equals what?
19. Put the appropriate verb of measurement into the sentences, changing its
form if necessary. Pay attention to the tenses.
A drop; gain; last; lose; measure; take; weigh
1. It was a long lecture: it … three and a half hours.
2. It was a big project: it … three weeks to finish.
3. That box looks heavy. How much does it…?
4. The time is 8:00. My watch says 7:55. It has … five minutes.
165
5. The time is 8:00. My watch says 8:05. It has … five minutes.
6. It was a cold evening, and temperature … 10 degrees in an hour.
7. The field mouse is quite a small animal: it … about 4 cms from nose to tail.
B contain; cover; hold; register; seat; spend; total
1. The petrol tank is small: it only … 25 litres.
2. The bill for maintenance alone … $750,000 a year.
3. It is a big farm: it … more than 25,000 acres.
4. This equipment measures sound: it can … up to 100,000 decibels.
5. I … several hours every day just adding up figures.
6. This encyclopedia … over 25,000 references.
7. It is a huge hall: it can … 2,500 people.
20. Match the parts of the sentences from three columns to make complete
sentences that have sense. Translate them into Ukrainian.
I. II. III.
1. In the pattern, called which have the property of

is to rearrange the seven
the Flower of life, found no repeated values, in any
forms to exactly reproduce
at the Temple of Osiris at of the 9 blocks of 3x3
a designated pattern
Abydos, Egypt, cells.
2. The tangram is an have abundant in the shapes of triangles
intellectual puzzle game applications in tasks and quadrilaterals.
which is either geometric
3. Sudoku completed ,powerful good luck
in nature or patterned after
grids charms, are magic squares
a familiar object.
forming a mesmerizing
there were already
4. Yantra magic squares pattern of circles and
prepared 30 Sudoku
lenses.
such as efficiently
5. Just after 2 weeks after
are nothing more than assigning personnel to
Apple launched its online
Latin squares jobs or the statistical
App Store in 2008, July,
analysis of drug trials.
166
I. II. III.
6. Problems related to the circles are placed with for iPhone and iPod Touch
magic squares six-fold symmetry users.
built using your date of
7. The objective of the ,originated in China, birth, and your Life Path
tangram puzzle consisting of seven pieces, number as the top row of
the square.
21. A. Fill in the chart with the appropriate forms of the words.
Figure (noun) Shape (adjective) Figure (noun) Shape (adjective)

cone cube
oval octagon
rectangular cylindrical
prismatic square
spiral circle
spherical quadrangle
B. Match the pictures with the words that describe shape.
spherical with an uneven surface; crescent shaped; pear-shaped; cylindrical

with a convex top; round with a concave top; triangular, three-sided (acute
triangle); prismatic; round with a serrated edge; spiral; pentagonal, regular
hexagonal; semi-circular
1. Mail box 2. Goat cheese 3. Sunflower
167
4. Frugal soap 5. Tortilla chips 6. Puppy treats
7. Golf ball 8.Carabiner 9. Nautilus shell
10. Earring 11. Honey combs 12. Dumpling pastry
22. Match the adjectives on the left with a suitable noun on the right. Use each
word only once. Translate the collocations into Ukrainian.
1 hollow a staircase
2 undulating b swimming pool
3 pointed c countryside
4 oval d chin
5 spiral e roof
6 sloping f tree
168
23. A drawing game. Try to draw each of the items below spending just a few
seconds on each.
a dotted line; a crooked line; an octagon; a jagged edge; a rough sea; a steep
heel; a sharp bend; a gentle curve; a smooth surface; rolling hills; wavy hair
24. Label the shapes with the suitable words. Then check your answers in the
text below.
Two-dimensional, or 2D shapes have sides. Where two sides meet they make
an angle. A circle only has one side and the distance all the way round this is called
the circumference. When we measure a circle, the distance from one side to the
other through the centre is the diameter and the distance from the side to the centre
is called the radius. Three-dimensional, or 3D shapes are more complex because
you can measure the height, width and depth. The surfaces on a 3D shape are
called faces. Where two faces meet are the edges. Where two edges meet there is a
corner. For example, a cube has twelve edges and eight corners.
25. A. What do you think life will be like in 100 years?

perhaps, probably (not), certainly, I (don’t) think, I’m sure, I hope, I’d like to
imagine
Example: I think the world will still be powered mainly by fossil fuels.
B. Write 3 sentences to say what you are doing this evening / tomorrow /
next week.
Example: I’m doing my exams next week.
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26. Put the verb into the correct future form to complete the sentences.
1. The futurist Ray Kurzweil predicts that we ______ (have) computers so
powerful that they _______ (surpass) human intelligence.
2. He _____ (publish) the paper on the results of his research next month.
3. The 21st century ______ (see) technological change on an astonishing scale.
4. The experiment ____ (start) at 8 p.m.
5. By the end of this century we _____ (see) fundamental advances in our
understanding of the underlying structure of matter and of the universe.
6. I hope in future we ______ (not / interface) with computers via keyboards.
7. We ______ (fly) to Austin next week for a meeting with the advisory board.
8. I promise you: I _______ (finish) my homework on time next week.
9. This time next week he ______ (test) new application.
A.
1. Perhaps I become / will become a physicist when I get / will get a degree.
2. The meeting starts / will start when everybody has / will have arrived.
3. I am / will be surprised if she arrives / will arrive before seven o’clock.
4. If rubber is / will be cooled to −200o C, it will become / becomes brittle.
5. If there is / will be a collision, the airbag inflates / will inflate.
6. I am / will be surprised if he finishes / will finish his scientific project.
B.
1. An axiom is a proposition that is assumed to be true, because you believe /
are believing it is somehow reasonable.
2. By the time Tom finishes his report, he will have been writing / will have
written for three hours.
3. Bertrand Russell and Alfred Whitehead tried / have tried during their entire
careers to ﬁnd such axioms for basic arithmetic and failed.
4. They have been / are friends for five years.
5. I saw Jane in the library. She prepared / was preparing English.
170
6. This time tomorrow, John will have been studying / will be studying.
7. He has been reading / has read since five o'clock.
8. I think, you will get / get a wrong answer.
9. Euler has conjectured / conjectured this in 1769.
10. They will have finished / will finish their discussion by four o'clock this
afternoon.
11. Where is Simon? He has been / has gone to the library.
12. Now we are translating / translate sentences in English.
1. Ігрове поле судоку складається з квадрата, розміром 9×9, розділеного
на менші квадрати зі стороною 3 клітини. Мета гри − заповнити вільні
клітини цифрами від 1 до 9 так, щоб в кожному рядку, в кожному
стовпці і в кожному малому квадраті 3×3 кожна цифра зустрічалася б
тільки один раз.
2. Магічні квадрати називають ще планетними таблицями. Легенда
розповідає, що найстародавнішу з таких таблиць один східний мудрець
уперше побачив на спині священної черепахи.
3. Площа трикутника великого розміру у два рази більша за площу
середнього трикутника.
4. Тани, деталі танграма, одержують під час розрізання квадрата вздовж
прямих на п’ять рівнобедрених прямокутних трикутників різних
розмірів, одного квадрата і одного паралелограма.
5. На замовлення авіакомпанії генетики вивели сорт кукурудзи з
"квадратними" зернами.
6. Моделі орігамі можуть бути як плоскими, так і тривимірними.
7. За допомогою потужного інструментарія алгебри і геометрії,
математики зараз можуть точно передбачити скільки існує магічних
квадратів певного типу.
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SPEAKING
29. Discuss the following questions in small groups or pairs.

1. Which shapes in surrounding things (cars, phones etc.) do you like more:
circular and curvy or angular? What’s your favourite shape? Why?
2. Do you like modern art? Can you describe any modern works of art that you
either really liked or strongly disliked when you saw them? Give your
reasons.
3. Do you like round doors and windows like in hobbits’ dwellings?
Why (not)?
30. Work in pairs. You are talking with your friend about recreational
mathematics. Act out your conversation which starts with the suggested
question.
A: Have you ever heard about the term "recreational mathematics"?

B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
31. Do you agree with the following quotations? Why (not)?
1. "We especially need imagination in science. It is not all mathematics, nor all
logic, but it is somewhat beauty and poetry."
Maria Montessori
2. "The most painful thing about mathematics is how far away you are from being
able to use it after you have learned it."
James Newman
3. "Everyone knows what a curve is, until he has studied enough mathematics to
become confused through the countless number of possible exceptions."
Felix Klein
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32. Explain the difference between
a) rhombus and parallelogram;
b) rhombus and kite;
c) acute triangle and obtuse triangle;
d) equilateral and isosceles triangle;
e) quadrilateral and rectangle;
f) an angle and the vertex.
33. Describe the following buildings in as many details as possible. Think
about their shape, size, material, some facts. Would you like to live in a
house like those in the photos? Give your reasons.
1. Habitat 67, Montreal, Canada

designed by Israeli-Canadian architect Moshe Safdie; the cube; a symbol of
stability, wisdom, truth, moral perfection; 354 cubes; magnificent; to build up one
on the other to form 146 residences nestled between sky and earth, city and river,
greenery and light; to illustrate the new lifestyle people would live in increasingly
crowded cities around the world; to comprise 354 identical, prefabricated concrete
forms; various combinations; 12 stories in height; varying sizes and configurations
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2. Crooked house, Sopot, Poland

known as "Krzywy Domek" or "little crooked house"; to seem weary or melting; a
distorted-shaped building in Sopot, Poland; to be built in 2004; a part of a shopping
center; three stories high; a total of about 4,000 square meters; now the "residence"
of a pub called the Wonky Pubto; be designed by Szotyńscy & Zaleski; to be
inspired by the fantasy illustrations of Jan Marcin Szancer; the stained glass
entrance; the blue and green enamelled shingles
34. Prepare a short presentation for your groupmates on one of the topics
below. You may use information from this unit, the EXTRA READING
section to Unit 8 or do some research on the Internet.
 Euler’s Latin and Graeco-Latin squares
 Magic figures
 History and types of magic squares
 Sacred geometry
 Geometry in art and nature
 Geomagic squares
 Numerology
 Leonard Euler
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LISTENING
You are going to listen to the part of a radio program devoted to puzzle craze.
Be ready to do the following tasks:
35. Before you listen, check if you know what the following words mean:
preoccupation, template, to coin, to superimpose, regiment, upstate, fad.
36. A. Look at these two types of squares. Which one is an example of a
"Latin Square" and which is a "Graeco-Latin Square"?
1 2 3 1a 2c 3b
3 1 2 2b 3a 1c
2 3 1 3c 1b 2a
A B
B. Decide if the statements below are true (T) or false (F).

1. 2. 1 3. 2 4. 3 5. 4 6. 5 7. 6 7
1. The Latin square is used to help create codes for transmitting information.
2. Leonard Euler was the first to create a Latin square.
3. Sudoku is a particular type of Latin square.
4. The "15 Puzzle" was a physical model of a magic square.
5. The "36 officers problem" was solved in 1908.
6. Typical Sudoku puzzle consists of 64 cells in the grid.
7. The "15 Puzzle" was the basis of the Rubik’s Cube.
37. Complete the descriptions.
1. A Latin square is a square in which ….. .
2. A Graeco-Latin square is a square in which …. .
3. Sudoku is a puzzle to complete …. .
4. The "15 Puzzle is the …. .
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WRITING
38. Your friend came across an interesting article about geometric shapes in
art and history. Help him to translate some of the sentences he had
difficulty with.
1. Three Musicians is a large painting measuring
more than 2 meters wide and high. It is painted
in the style of Synthetic Cubism and gives the
appearance of cut paper.
2. The Luoshu pattern relates to the ancient
Chinese ideal of a perfect world made up of
nine divisions, with eight cardinal directions and the Son of Heaven at the
centre. Energy of life, Qi, is believed to flow smoothly in such an
arrangement of perfect balance.
3. Analytic cubists "analysed" natural forms and reduced the forms into basic
geometric parts on the two-dimensional picture plane.
4. In its material sense, the cube is a symbol of stability. As for its mystic
meaning, the cube is a symbol of wisdom, truth, moral perfection.
5. Three Musicians emphasizes lively colours, angular shapes, and flat
patterns.
6. Instead of an emphasis on color, analytic cubists focused on forms like the
cylinder, sphere and the cone to represent the natural world.
39. Imagine that you work as a reporter for travelling magazine and you were
given the task to write about the most interesting buildings in the world.
Choose one of the pictures in the speaking section (Exercise 33) and write
a short article about the building, describe your impressions and give
reasons why this place is worth seeing. Use up to 100−120 words.
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40. Write an abstract (4−6 sentences) of the article about origami in English.
You may use the suggested phrases: the article is devoted to …, this article
concentrates on ..., it is shown ..., it is reported ..., it is studied ..., the results
show ..., the author suggests .... .
Орігамі – це мистецтво паперової пластики, яке зародилося в Японії.

Починається історія орігамі в період Хейан (794−1185 рр.). У цю епоху
зроблений власноруч папір був вишуканим і цінним матеріалом, який
використовували в особливих випадках, переважно під
час проведення релігійних церемоній. Можливо, від
цього пішла й назва мистецтва орігамі: від японських
слів "папір", що звучить як "орі" та "Бог", тобто "камі".
Таким чином у японців виник містичний зв’язок між
релігійними обрядами та виробами з паперу, тобто "орікамі". Один із таких
ритуалів, приміром, полягав у виготовленні невеликих паперових коробочок
Санбо, в які клали маленькі шматочки риби та овочів і підносили як
жертвоприношення в храмах.
У період Камакура (1185−1333 рр.) і Муроматі
(1333−1573 рр.) орігамі виходить за межі храмів і досягає
імператорського двору. Аристократи, монахи, придворні
повинні були володіти особливими навичками в
мистецтві складання з паперу. Саме це вміння в ті часи вважалося ознакою
освіченості та шляхетності. А сім’ї навіть використовували фігурки орігамі в
якості гербів і печаток. Записки ж, cкладені у формі метелика, лелеки чи
квітки вважалися ознакою дружби чи добрих побажань іншій людині.
У період Адзуті-Момояма (1573−1603 рр.) та Едо
(1603−1867 рр.) орігамі з мистецтва перетворилося в
популярний спосіб проведення часу. Було винайдено багато
моделей, які стали класичними, зокрема – японський лелека
(цуру) – традиційний символ щастя та довголіття.
177
Поява більшої кількості авторських робіт пов’язана з іменем відомого
японського майстра Акіри Йошизави. Саме він придумав своєрідну "нотну
азбуку" орігамі, яка дозволила записувати і передавати процес складання
фігурок.
У 1960-х мистецтво орігамі стало поширюватися по всьому світу,
першим отримало розповсюдження модульне орігамі, а потім і численні
течії, включаючи кірігамі. У модульному орігамі ціла фігура збирається з
багатьох однакових частин (модулів). Кожен модуль складається за
правилами класичного орігамі з одного аркуша паперу, а потім модулі
з’єднуються шляхом вкладання їх один в одного, а сила тертя, що з’являється
при цьому, не дає конструкції розпастися. Одним з найпоширеніших об’єктів
модульного орігамі є Кусудама, об’ємне тіло кулястої форми.
41. How well do you remember the words from the unit. Work in pairs and do
the quiz.
1. The diameter of a circle is twice the …. ?
a) circumference b) radius
2. How many corners does a (square based) pyramid have?
a) four b) five
3. How many faces does a cone have?
a) two b) three
4. How many vertices does a quadrilateral have?
a) six b) four
5. How many angles does a pentagon have?
a) four b) five
6. Does a sphere have a diameter?
a) Yes b) No
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7. Choose all words that describe this shape.
quadrilateral
polygon
rectangle
parallelogram
trapezoid
8. Choose the word below to complete these sentences.

always; sometimes; never
a) A square is ____________ a quadrilateral.
b) A parallelogram is ___________ a rhombus.
9. Write down the name for each polygon.
2 3
1
4 6
8 9
PROBLEM-SOLVING
42. Try to solve the suggested problems (see the PROBLEM-SOLVING

section to Unit 8).
179
180
Appendix 1: EXTRA READING
Unit 1
FROM THE HISTORY OF THE NATIONAL TECHNICAL UNIVERSITY

OF UKRAINE "KYIV POLYTECHNIC INSTITUTE"
On August 31 1898, the order of the Russian Emperor Nicolai II on the
opening of Kyiv Polytechnic Institute was proclaimed. The following four
Colleges were established: Mechanical (109 students), Engineering (101 students),
Agricultural (87 students) and Chemical (63 students). The idea to establish a
technical educational institution was generated 18 years earlier on February 18,
1880.
The Association of Sugar Mill Owners decided to collect the necessary
funds to establish a technical institution. About 139 associations, banks,
departments and citizens donated funds for the construction of the University. The
total cost of the construction and equipment was 2,650,000 roubles. A huge sum
for that time!
The total area of buildings of the KPI without some wooden constructions
was impressive – 9,111,080 cubic feet.
On November 25, 1896 the first document in the history of the technical
educational institution in Kyiv proclaimed "Most appropriate type of a new
educational institution is defined as a Polytechnic Institute, consisting of several
departments of different specialities, similar to the Polytechnic Institutes in Zurich,
Munich, Vienna, Dresden, Riga etc."
Essential scientific management assistance was made by the following
leading scientists: D. Mendeleev, M. Zhukovskiy, K. Timiryazev, V. Kirpichev
(appointed the first Director of the KPI), M. Konovalov, E. Paton, I. Sikorskiy.
The KPI became the foundation for broadening and reinforcing higher
education networks in Kyiv and Ukraine. From 1922 to 1933, and later, some KPI
departments and colleges were transformed into many technical institutes in Kyiv,
Dnipropetrovsk, Odesa, Kharkiv, Vinnytsa, Cherkasy, Chernihiv.
The enthusiasm of the KPI professors, their care and thoughtfulness about
students, the collaboration and free flow of ideas that was needed in truly
remarkable scientific research – all that helped these famous teachers to raise the
pleiad of talented engineers and to take great pride in their students. They inspired,
supported and encouraged students to do great things.
Nowadays our University’s teaching staff, which is famous for its academic
excellence and innovative research, supports the great spirit created by the famous
scientists. Our faculty provided the world’s highest-quality university education
that makes National Technical University of Ukraine "The KPI" the right place to
study and to work.
From National Techical University
of Ukraine "Kyiv Polytechnic Institute"
181
THE BRITISH HIGHER EDUCATION
There are over a million students in the British higher education. The
Government aims to have widened access to the point where one in three young
people goes into higher education. All Britain’s universities enjoy complete
academic freedom. They appoint their own staff and decide what and how to teach.
The tradition of excellence dates back to the Middle Ages when Oxford and
Cambridge Universities were founded. The rest of Britain’s 47 universities were
set up in the last 200 years. First degree courses usually last 3 or 4 years. The Open
University is a little different, because it relies on distance-learning.
England and Wales’s 34 polytechnics tend to be more vocationally-oriented
than universities. Many polytechnics have close links with business.
At the university people study for a degree. In general, the first degree is
awarded after 3−4 year study and success in examination. It is Bachelor of Science
or Bachelor of Arts (B.Sc. or B.A. in short). If the graduate is awarded Honours it
means his or her degree is of a higher standard than ordinary pass. After another
year or two of study and second degree, an M.A. (Master of Arts) or M.Sc. (Master
of Sciences) is obtained.
Finally, if they undertake research work and produce a thesis, after another
few years, they can receive the third, highest level degree, the Ph.D. (Doctor of
Philosophy).
AMERICANS AND HIGHER EDUCATION

Americans have shown a great concern for education since colonial times.
Among the first settlers there was an unusual high proportion of educated men.
Some of these men, graduates of Cambridge, founded Harvard College in 1636.
Today about 60% of all schools graduates enter about 3,600 colleges and
universities of the USA.
The United States does not have a national system of education. The result
of this is a big variety in higher education.
Local high schools will offer courses which they feel best reflect their
students’ needs. Students at the same school will be taking courses in different
areas.
Education in America has also traditionally served the goal of bringing
people together, that is, of "Americanization". There are bilingual and bicultural
education programs. 80 languages are being used for instruction in American high
schools.
There are two tests for high school students who wish to attend a college or
university. The SAT (Scholastic Aptitude Test) attempts to measure aptitudes in
verbal and mathematic fields. The ACT (American College Testing) – in English,
mathematics, social and natural sciences. Each year more than 3 million school
students take the Tests. They are used by universities as standards for comparison,
but are not official.
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MASSACHUSETTS INSTITUTE OF TECHNOLOGY
Massachusetts Institute of Technology is a private institution that was
founded in 1861. It has a total undergraduate enrollment of 4,503, its setting is
urban, and the campus size is 168 acres. It utilizes a 4-1-4-based academic
calendar. Massachusetts Institute of Technology's ranking in the 2014 edition of
Best Colleges is National Universities, 7.
MIT is located in Cambridge, Mass., across the Charles River from
downtown Boston. Only freshmen students are required to live on campus, but
about 70 percent of students choose to remain on campus during their four years.
MIT offers housing in one of the coolest dorms in the country, commonly called
"The Sponge," designed by architect Steven Holl. The MIT Engineers boast more
than 30 NCAA Division III Teams, and their mascot is a beaver, which MIT chose
because of its "remarkable engineering and mechanical skill and its habits of
industry." Each class designs a unique ring called the "Brass Rat" that is revealed
during sophomore year, a tradition that dates back to 1929.
MIT focuses on scientific and technological research and is divided into five
schools and one college. Among its graduate schools are the highly ranked School
of Engineering and Sloan School of Management, in addition to strong programs
in economics, psychology, biology, chemistry, earth sciences, physics and
mathematics. Research expenditures at MIT have typically exceeded $650 million
each year, with funding coming from government agencies such as the Department
of Health and Human Services and Department of Defense. The "Independent
Activities Program," a four-week term between fall and spring semesters in
January, offers special courses, lectures, competitions and projects. Distinguished
alumni include Apollo 11 astronaut Buzz Aldrin, former U.N. Secretary General
Kofi Annan and Federal Reserve Bank Chairman Ben Bernanke.
From Massachusetts Institute of Technology
Unit 2
LATER LINGUA FRANCA
German, or a form of it, was the lingua franca of the Holy Roman Empire,
from the time of Charlemagne to the 16th century. After that, it was still
considered the language of science well into the beginning of the 20th century,
along with some remnants of Latin nomenclature. Some scientific literature is still
published simultaneously in English and German. After WWII, German became
less politically correct, and more and more work which would have been published
only in German was published jointly in German and English, or only in English.
French was the preeminent language of diplomacy from the 17th century
until the Treaty of Versailles, in the 20th century, when the Treaty was written
both in English and French. It was used internationally for so many purposes that
183
it is still of great importance in international organizations, and of the six
languages that are the official languages of the United Nations, it is French and
English in which most international documents are written. French was also the
language of literature and letters as Latin grew less used.
Spanish grew in importance in the period of world colonization, and still is
a lingua franca throughout most of Central and South America, as well as some of
the other former Spanish colonies in Africa and some of Asia. As well, it continues
to become of greater importance in the United States, as a growing percentage of
the American population speaks Spanish as a native tongue.
Russian, was the lingua franca of the USSR, of the Soviet Union − used
throughout all the different countries in the USSR. Since the breakdown of the
Soviet Union, the number of official speakers has dropped drastically, although
that may also be a political decision. It is no longer accepted as the sole lingua
franca of the former Soviet Union, and many countries have resorted to English
rather than use Russian to communicate between different nations. Some scientific
material is also published simultaneously in both Russian and English, and Russian
continues to be a presence on the Internet.
Chinese, or its various dialects, was the lingua franca of Asia, and again is
as important as it was in the time of the Mandarin Empire. It also is
spoken natively by more people than any other language. Through the sheer
numbers of people speaking Mandarin and other Chinese dialects, it is growing in
significance as a language on the Internet.
Hebrew, which is not a language spoken by a huge portion of the world's
inhabitants, remains a lingua franca, as it has since the time of the Romans, and the
diaspora of the Jews. It spread throughout Europe and the Middle East as a way for
Jews in different countries to communicate with one another despite the languages
of the many countries where they were born. It has also stayed important in its role
as a lingua franca because of its religious significance.
From Bright Hub Education
LANGUAGE AND SCIENCE

The object of this project, which represents the result of many years of
discussion between us, as well as discussions with David Bohm, is to study the role
of language in the description and practice of science, in its various disciplinary
manifestations. A traditional view of language in science is that it plays a passive
role, that it is simply the vehicle whereby meaning and information are conveyed
from one speaker to another. Attempting to express a new scientific idea becomes
merely a matter of "trying to find the right words". Such an attitude is an extension
of the common presupposition that the essential role of language is to transport a
cargo which is variously described as meaning or content. In such a light, scientific
writing has, as its objective, the conveying of scientific knowledge to the reader in
a clear and economical way.
184
The physicist will recognize this view of language as having something in
common with Information Theory, in which "bits" of information are transported
via a channel from transmitter to receiver. A related notion has also entered
physics in the concept of a "signal", which occupies a key position in the Special
Theory of Relativity. Bohm, however, has pointed out that Einstein's conception of
a signal does not cohere with the corresponding "quantum" context of physics, for
it implies "a certain kind of analysis which is not compatible with the sort of
undivided wholeness that is implied by the quantum theory".
We call this "transport view of language" into question. The writings of
Bohr and Bohm have made it clear that, in the evolution of scientific thought,
language is playing a more active role than is implied by a passive vehicle which
merely conveys information. In the context of communication theory, linguists
themselves have also pointed to the inadequacies of this traditional viewpoint, for
it is clear that the listener is as active as the speaker in elaborating the content of
the message. Indeed Fauconnier has gone as far as to say that it is never possible to
communicate anything that the listener doesn't in fact already know!
The idea of a mental space is most clearly understood in the case of vision in
which much of what we see is built out of what we already know. Visual scanning
of an exterior scene is not so much involved in conveying "bits" of information to
the brain as it is a part of an active and ongoing process in which certain clues are
sought for and visual hypotheses are put forward and confirmed or modified.
Some intimation of what is going on can be appreciated by looking at the
drawings of an artist like Matisse, or the sketches of Rembrant. In these cases there
is a considerable economy of marks upon the page, when compared with the works
of many other artists, yet the final drawings are particularly satisfying. On the basis
of the "information content" conveyed to the brain by these marks it would appear
that such drawings are particularly impoverished. Nevertheless they arouse
considerable activity within the mind, for each mark on the paper can be
completed, or complemented, in a very rich way by the visual imagination of the
viewer. Indeed such drawings could be said to involve a play upon the many
complex visual strategies we use to fill in and complete what we see. These
strategies advance hypotheses, take us in new visual directions and generate a
whole dynamical feeling of space, form and movement.
We would argue that there are strong parallels to be drawn between the way
in which the visual world is created and the way in which language is used to
create our mental spaces. We therefore see that language can play a particularly
subtle and active role in the way scientists communicate with each other and the
ways in which new ideas are developed, or can be blocked. It will also be of
interest to pursue the relationships between vision and language in greater depth
and to investigate, for example, the role of meaning as it applies both to words in a
language and to visual elements in a scene.
In the light of our proposal, that language plays an active role in the
development of science, we feel that an empirical investigation of the role of
language in science is called for and, at the same time, an examination of different
185
situations in which the supposed inadequacies of language have led to
"improvements" or substitutions for existing language with a view to rendering
it more serviceable for the purpose of expressing scientific concepts and theories.
In proposing such an investigation we welcome comments and reactions from
physicists who have given thought to these issues.
Alan Ford & F. David Peat
MOST FREQUENTLY VIEWED QUESTIONS ABOUT ENGLISH
WHAT IS THE OXFORD COMMA?

The Oxford Comma is an optional comma before the word and at the end of
a list.
Example: We sell books, videos, and magazines.
It is so called because it was traditionally used by printers, readers, and
editors at Oxford University Press. Sometimes it can be necessary for clarity when
the items in the list are not single words:
Example: These items are available in black and white, red and yellow, and
blue and green.
Some people do not realize that the Oxford Comma is acceptable, possibly
because they were brought up with the supposed rule (which Fowler would call a
superstition) about putting punctuation marks before and.
WHAT IS THE DIFFERENCE BETWEEN STREET AND ROAD?

The terms may frequently apply to exactly the same thing. However, road is
a general term, whereas street is narrower in sense and chiefly urban in application:
a street typically has buildings on either side and is paved or metalled.
IS THERE AN OFFICIAL COMMITTEE WHICH REGULATES THE

ENGLISH LANGUAGE, LIKE THE ACADÉMIE FRANÇAISE DOES FOR
FRENCH?
No. There never has been any group or body with this authority and it is not
the purpose of the Oxford English Dictionary Department to act in this way. There
was considerable interest in the standardization of English in the 17th and 18th
centuries which among other things resulted in the publication of Samuel Johnson's
famous dictionary in 1755. However, despite the support of writers such as Daniel
Defoe and Jonathan Swift, efforts to improve the language or to establish an
English Academy were unsuccessful.
English is now used in so many countries and in so many contexts. That it is
doubtful whether anyone would take much notice of an Academy even if one
existed, though there are organizations dedicated to maintaining or improving
standards of English usage such as the Plain English Campaign which tries to
encourage the use of clear English rather than jargon especially in commercial,
186
legal and official publications and the Queen's English Society which aims to
counteract the perceived misuse and debasement of English.
WHAT IS THE ORIGIN OF THE DOLLAR SIGN ($)?

Many suggestions have been made about the origin of the dollar symbol $.
One of the commonest is that it derives from the figure 8 representing the Spanish
Piece Of Eight. However, it actually derives from handwritten ps: an abbreviation
for Peso in old Spanish-American books. The $ symbol first occurs in the 1770s
inmanuscript documents of English-Americans who had business dealing with
Spanish-Americans and it starts to appear in print after 1800.
The name Dollar, however, derives from the Dutch or Low German
word daler (in German taler or thaler) − originally Joachimstaler referring to
a coin from the silver mines of Joachimstal in Bohemia (now Jáchymov in the
Czech Republic) which opened in 1516.
From English for Students
Unit 3
HOW TO IMPROVE MEMORY POWER QUICKLY
One trait that is sometimes overlooked but extremely important to success
and enjoyment in life is memory. The following tips are quick ways to Improve
Your Memory Now.
Sleep & Exercise
It’s no secret that the exercise improves physical conditioning and brain
function. When you exercise, an increased supply of oxygen is provided to your
brain that helps increase memory performance and the positive effects of
neuroplasticity.
This increased oxygen supply to the brain also reduces the risk for disorders
that can adversely affect your memory including diabetes and cardiovascular
disease. Chemicals such as endorphins that are released during exercise are also
thought to have a beneficial effect on memory capacity and overall brain function.
You might think that staying up all night to cram for a test is the best way to
remember everything you’ve learned. Unfortunately, this does not work. Research
has shown that sleep is a necessary part of the memory consolidation process as
well. Many of the key components of memory storage take place during the
deepest stages of sleep.
Mind Mapping
One technique that is beginning to gain popularity as a memory enhancing
tool is known as mind mapping. A mind map is a cross between an outline and a
picture that represents the way the brain normally functions.
Since mind maps only contain keywords, the information is easier to
remember. These key words and ideas are associated with one another through
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the mind map’s easy to remember, visual format. Colours and images also help to
stimulate your brain and improve memory function and creativity.
Keep Stress under Control
Stress is an uncomfortable feeling for everyone. But chronic stress can have
much more serious consequences. Brain cells can be destroyed and the
hippocampus can be damaged. The hippocampus is the part of the brain where new
memories are formed an old ones are retrieved.
There are many ways to relieve stress depending on the severity of the stress
and various other factors. One of the best ways to reduce stress is meditation.
Meditation can be as simple as five minutes of your time in the morning
before you begin your daily routine and can have a significant impact on stress
levels throughout the day. Meditation for Stress teaches two easy meditation
techniques that help reduce stress without consuming a lot of your time.
Brain Foods
There are certain foods that have been scientifically proven to provide
benefits to your memory and overall brain function.
Omega-3 fatty acids are found in fish, walnuts, kidney and pinto beans,
spinach, and broccoli; improving brain health when consumed. Cold water "fatty
fish" such as salmon, tuna, trout, and herring are especially high in omega-3 fatty
acids.
Antioxidants are also extremely important for brain health and memory
improvement. Fruits and vegetables contain antioxidants that protect brain cells
from damage. Green tea contains polyphenols that protect against free radicals that
can damage brain cells. Regular consumption of green tea has been proven to slow
brain aging and improve mental alertness.
Heavy alcohol consumption has a negative effect on memory because it kills
brain cells in high concentrations. In moderation, however, alcohol can actually
improve memory. Red wine is one of the best options because it is rich in
resveratrol; a flavonoid responsible for boosting blood flow to the brain.
Brain Exercise
The positive side effects of physical exercise have already been mentioned.
However, you should also consider your brain a muscle that needs its own
exercise. Memory requires that you use it for it to stay strong and sharp.
Any activity that challenges hand-eye coordination, spatial-temporal
reasoning, or creativity are all excellent ways to exercise your brain. Examples
might include playing an instrument, participating in sporting events, or juggling.
Anything that challenges your brain is good for it and ultimately for your memory.
A healthy diet, a combination of physical and brain exercise, and techniques
like mind mapping all pave the way for you to improve your memory and your life.
Bryan Wilde
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Unit 4
PARTS OF AN IQ TEST
An IQ test tests your intelligence on different levels of thinking. It examines
your following faculties:
1. Verbal Intelligence;
2. Mathematical Ability;
3. Spatial Reasoning Skills;
4. Visual / Perceptual Skills;
5. Classification Skills;
6. Logical Reasoning Skills;
7. Pattern Recognition Skills.
VERBAL INTELLIGENCE
The power of comprehension and expression is a true measure of
intelligence. Verbal abilities include reading, writing and communicating with
words. The verbal component of IQ tests examines your vocabulary, your capacity
to learn verbal material and your ability to employ verbal skills in logical
reasoning and problem solving.
This section of the IQ tests includes:
1. Proverb tests;
2. Analogies (to find the most likely match);
3. Verbal classification (match the column);
4. Antonyms, synonyms;
5. Verbal puzzles including Jumbled words.
MATHEMATICAL ABILITY
In order to calculate your daily grocery bill, or sum your expenditures or
savings, or to figure out the discounts offered, to estimate your income tax for all
of the above you require reasonable numerical ability. Numerical ability endeavors
to find your familiarity with numbers and their behaviours. Mathematical
intelligence generally represents your ability to reason and perform elementary
arithmetic computations. It also helps you to understand geometric shapes and
manipulate equations. It is a strong indicator of general intelligence because
several require arithmetical operations even though numbers may not be involved.
1. Series problems;
2. Fill in the missing numbers;
3. Mathematical puzzles.
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SPATIAL REASONING SKILLS
Spatial abilities are the perceptual and cognitive aptitudes that process
spatial relations, in simpler words the visualization and orientation of objects in
space. These assess your ability to manipulate 3D objects by tossing and rotating
them. Spatial intelligence questions test your raw intelligence without the influence
of prior study. On the prima facie, such questions may appear baffling but the trick
is not to give up too quickly. Often a second look at the problem will reveal a
different approach, and a solution will strike you, since the brain has been given
the opportunity to process information further.
1. Object Assembly;
2. Block Design;
3. Digit Symbol / Coding / Animal House;
4. Picture Arrangement;
5. Picture Concepts;
6. Picture Completion;
7. Matrix Reasoning.
VISUAL / PERCEPTUAL SKILLS

Visual intelligence measures the ability to process visual material and derive
information out of them. As a result people with a high visualization IQ find it
easier to comprehend information and communicate it to others.
1. Stringing separate yet related pieces of information;
2. Picking out identical things from a collection;
3. Identifying the odd one out.
CLASSIFICATION SKILLS
This measures your ability to group items based on some criteria. It
examines whether you have a conceptual understanding of the relationships
between them. Classification skills enable you to piece together relevant data and
make sense out of the whole.
LOGICAL REASONING SKILLS

Logical thinking is the ability to extract deductions from supplied
information. Strong logical reasoning helps you in lateral thinking puzzles. You
need a good understanding of cause and effect relationships. Generally speaking
logic skills make divergent thinkers and have proven to be highly useful in our
daily lives.
190
PATTERN RECOGNITION SKILLS
Amongst all mental abilities this type of intelligence is said to have the
highest correlation with the general intelligence factor. This is primarily because
pattern recognition is the ability to see order in a chaotic environment. Patterns can
be found in ideas, words, symbols and images and pattern recognition is a key ally
of your potential in logical, verbal, numerical and spatial abilities.
Rizi Alconaba
Unit 5
SIR ISAAC NEWTON

SCIENTIST AND MATHEMATICIAN, 1642−1727
Isaac Newton was born on December 25, 1642 (by the Julian calendar then
in use; or January 4, 1643 by the current Gregorian calendar) in Woolsthorpe, near
Grantham in Lincolnshire, England. He was born the same year Galileo died.
Newton is clearly the most influential scientist who ever lived. His
accomplishments in mathematics, optics, and physics laid the foundations for
modern science and revolutionized the world.
Newton was educated at Trinity College, Cambridge where he lived from
1661 to 1696. During this period he produced the bulk of his work on mathematics.
In 1696 he was appointed Master of the Royal Mint, and moved to London, where
he resided until his death.
As a mathematician, Newton invented integral calculus, and jointly with
Leibnitz, differential calculus. He also calculated a formula for finding the velocity
of sound in a gas which was later corrected by Laplace.
Newton made a huge impact on theoretical astronomy. He defined the laws
of motion and universal gravitation which he used to predict precisely the motions
of stars, and the planets around the sun. Using his discoveries in optics Newton
constructed the first reflecting telescope.
Newton found science a hodgepodge of isolated facts and laws, capable of
describing some phenomena, but predicting only a few. He left it with a unified
system of laws that can be applied to an enormous range of physical phenomena,
and that can be used to make exact predications. Newton published his works in
two books, namely "Opticks" and "Principia."
Newton died in London on March 20, 1727 and was buried in Westminster
Abbey, the first scientist to be accorded this honour. A review of an encyclopedia
of science will reveal at least two to three times more references to Newton than
any other individual scientist. An 18th century poem written by Alexander
Pope about Sir Isaac Newton states it best: "Nature and Nature's laws lay hid in
night: God said, Let Newton be! and all was light."
From Wikipedia
191
Unit 6
Student A
DARWIN'S FLOWERS
Most people are familiar with Charles Darwin's activities aboard the HMS
Beagle and its famous journey to South America. He made some of his most
important observations on the Galapagos Islands, where each of the 20 or so
islands supported a single subspecies of finch perfectly adapted to feed in its
unique environment. But few people know much about Darwin's experiments after
he returned to England. Some of them focused on orchids.
As Darwin grew and studied several native orchid species, he realized that
the intricate orchid shapes were adaptations that allowed the flowers to attract
insects that would then carry pollen to nearby flowers. Each insect was perfectly
shaped and designed to pollinate a single type of orchid, much like the beaks of the
Galapagos finches were shaped to fill a particular niche. Take the Star of
Bethlehem orchid (Angraecum sesquipedale), which stores nectar at the bottom of
a tube up to 12 inches (30 centimeters) long. Darwin saw this design and predicted
that a "matching" animal existed. Sure enough, in 1903, scientists discovered that
the hawk moth sported a long proboscis, or nose, uniquely suited to reach the
bottom of the orchid's nectar tube.
Darwin used the data he collected about orchids and their insect pollinators
to reinforce his theory of natural selection. He argued that cross-pollination
produced orchids more fit to survive than orchids produced by self-pollination, a
form of inbreeding that reduces genetic diversity and, ultimately, survivability of a
species. And so three years after he first described natural selection in "On the
Origin of Species," Darwin bolstered the modern framework of evolution with a
few flower experiments.
William Harris
Student B
THE FIRST VACCINATION
Until the stunning global eradication of smallpox in the late 20th century,
smallpox posed a serious health problem. In the 18th century, the disease caused
by the variola virus killed every tenth child born in Sweden and France. Catching
smallpox and surviving the infection was the only known "cure." This led many
people to inoculate themselves with fluid and pus from smallpox sores in the hopes
of catching a mild case. Unfortunately, many people died from their dangerous
self-inoculation attempts.
Edward Jenner, a British physician, set out to study smallpox and to develop
a viable treatment. The genesis of his experiments was an observation that
dairymaids living in his hometown often became infected with cowpox, a nonlethal
192
disease similar to smallpox. Dairymaids who caught cowpox seemed to be
protected from smallpox infection, so in 1796, Jenner decided to see if he could
confer immunity to smallpox by infecting someone with cowpox on purpose. That
someone was a young boy by the name of James Phipps. Jenner made cuts on
Phipps' arms and then inserted some fluid from the cowpox sores of a local
dairymaid named Sarah Nelmes. Phipps subsequently contracted cowpox and
recovered. Forty-eight days later, Jenner exposed the boy to smallpox, only to find
that the boy was immune.
Today, scientists know that cowpox viruses and smallpox viruses are so
similar that the body's immune system can't distinguish them. In other words, the
antibodies made to fight cowpox viruses will attack and kill smallpox viruses as if
they were the same.
William Harris
Unit 7
WHO CREATED THE QUADRATIC FORMULA?
x = [-b ± √(b2 - 4ac)]/2a

Through the use of non-linear equations, complex mathematical problems
such as the trajectories of weapons fire can be solved ... but who created the
quadratic formula that is used to solve the polynomial expressions that describe
these types of phenomena. Man has been using complex mathematical principles
for 1000s of years to solve its problems. The principles of mathematics were long
applied primarily to pragmatic problems rather that being studied for their
theoretical interest. From the years of about 2000 B.C. up until approximately
300 B.C., construction required solutions of this type.
MATHEMATICAL PROBLEMS
Many problems related to calculating the area of buildings required to store
items. There is evidence that engineers and construction workers in China, Egypt
and Babylonia faced the same problems on a regular basis. They solved their
problems by using lookup tables as a reference tool to reach the answers that they
required for their building projects. In fact, most mathematicians up until the time
of Euclid in 300 B.C. used either look-up tables to find the values that met their
needs or they used a method called completing the square.
The Chinese were a bit quicker in calculating some of their own tables due
to the rapid calculations that they could accomplish with the abacus. All of these
lookup tables had the drawback of allowing error to creep into the tables in the
copying process. All of these lookup tables would become obsolete in a few
thousand years in the future by the quadratic formula. Little did the early engineers
know that the men who created the quadratic formula would come from the parts
of the world in which they lived.
193
WHO CREATED THE QUADRATIC FORMULA?
While most mathematicians before him had used lookup tables instead of
trying to create a formula, Euclid was able to put forward a general equation that
would calculate the square root of an area. This formula would give the length of
sides required to provide the requested area. An extension of this general formula
would include calculating the area and dimensions of a rectangular room or space.
While Euclid began the process, most of the further work done on the
general form of the quadratic formula occurred between 700 A.D. and about 1100
A.D. in both India and in Islamic countries.
The precursor to what is known today as the quadratic formula, was derived
by an Islamic mathematician named Mohammed bin Musa Al-Khwarismi. He
derived the formula at about the same time as an Indian mathematician named
Baskhara did.
Looking at how the formula was developed suggests that, to answer who
created the quadratic formula you would have to cite both Baskhara from India and
Al-Khwarismi from an area near Baghdad.
Both of these men realized that there were two answers to the quadratic
formula, called "roots," but neither of them would allow for a negative root. They
did allow both rational and irrational numbers to be used, however.
THE FORMULA MOVES TO EUROPE

This early version of the quadratic formula was carried to Europe in
1100 A.D. by a Jewish Mathematician / Astronomer from Barcelona named
Abraham bar Hiyya. As the Renaissance raged on in Europe, interest and attention
began to be focused on unique mathematical problems. Girolamo Cardano began
to compile the work on the quadratic equation in 1545.
Cardano was one of the best algebraists of his time. He compiled the works
of Al-Khwarismi and Euclidian geometry and blended them into a form that
allowed for imaginary number. This inclusion also allowed for the existence of
complex numbers.
Complex numbers are also called imaginary numbers and are primarily used
for taking the square root of a negative number. This derivation and blending of
mathematical knowledge resulted in the creation of the quadratic formula that we
now recognize and use for calculating polynomial equations of powers of two.
THE IMPORTANCE OF THE FORMULA

The development of the quadratic formula and its solution took over 3000
years of work by mathematicians. Granted the work wasn’t done on a full time
basis, but the formula was studied throughout this time and mathematicians did
make significant progress over that period.
Looking back now and realizing how much time it took to come to an
explicit mathematical derivation and solution to the quadratic formula,
194
it is amazing that the ancient cultures were able to solve their problems without the
aid of solutions like the formula.
From Your Dictionary
Unit 8
A BRIEF HISTORY OF MAGIC SQUARES

Magic squares have a rich history dating to around 2200 B.C. A Chinese
myth claimed that while the Chinese Emperor Yu was walking along the Yellow
River, he noticed a tortoise with a unique diagram on its shell. The Emperor
decided to call the unusual numerical pattern lo shu. The earliest magic square on
record, however, appeared in the first-century book Da-Dai Liji.
Magic squares in China have been used in various areas of study, including
astrology; divination; and the interpretation of philosophy, natural phenomena, and
human behaviour. Magic squares also permeated other areas of Chinese culture.
For example, Chinese porcelain plates on display in museums and private
collections were decorated with Arabic inscriptions and magic squares.
Magic squares most likely traveled from China to India, then to the Arab
countries. From the Arab countries, magic squares journeyed to Europe, then to
Japan. Magic squares in India served multiple purposes other than the
dissemination of mathematical knowledge. For example, Varahamihira used a
fourth-order magic square to specify recipes for making perfumes in his book on
seeing into the future, Brhatsamhita (ca. 550 A.D.). The oldest dated third-order
magic square in India appeared in Vrnda's medical work Siddhayoga
(ca. 900 A.D.), as a means to ease childbirth.
Little is known about the beginning of research on magic squares in Islamic
mathematics. Treatises in the ninth and tenth centuries revealed that the
mathematical properties of magic squares were already developed among what
were then Islamic Arabic-speaking nations. Further, history suggests that the
introduction of magic squares was entirely mathematical rather than magical. The
ancient Arabic designation for magic squares, wafq ala'dad, means "harmonious
disposition of the numbers." Later, during the eleventh and twelfth centuries,
Islamic mathematicians made a grand leap forward by proposing a series of simple
rules to create magic squares. The thirteenth century witnessed a resurgence in
magic squares, which became associated with magic and divination. This idea is
illustrated in the following quotation by Camman, who speaks of the spiritual
importance of magic squares:
"If magic squares were, in general, small models of the Universe, now they
could be viewed as symbolic representations of Life in a process of constant flux,
constantly being renewed through contact with a divine source at the center of the
cosmos."
Considerable interest in magic squares was also evident in West Africa.
Magic squares were interwoven throughout the culture of West Africa. The squares
195
held particular spiritual importance and were inscribed on clothing, masks, and
religious artifacts. They were even influential in the design and building of homes.
In the early eighteenth century, Muhammad Ibn Muhammad, a well-known
astronomer, mathematician, mystic, and astrologer in Muslim West Africa, took an
interest in magic squares. In one of his manuscripts, he gave examples of, and
explained how to construct, odd-order magic squares.
During the fifteenth century, the Byzantine writer Manuel Moschopoulos
introduced magic squares in Europe, where, as in other cultures, magic squares
were linked with divination, alchemy, and astrology. The first evidence of a magic
square appearing in print in Europe was revealed in a famous engraving by the
German artist Albrecht Dürer. In 1514, Dürer incorporated a magic square into his
copperplate engraving Melencolia I in the upper-right corner.
Chen Dawei of China launched the beginning of the study of magic squares
in Japan with the import of his book Suan fa tong zog, published in 1592. Because
magic squares were a popular topic, they were studied by most of the famous
wasan, who were Japanese mathematics experts. In Japanese history, the oldest
record of magic squares was evident in the book Kuchi-zusam, which described a
3-by-3 square.
During the seventeenth century, serious consideration was given to the study
of magic squares. In 1687−1688, a French aristocrat, Antoine de la Loubere,
studied the mathematical theory of constructing magic squares. In 1686, Adamas
Kochansky extended magic squares to three dimensions. During the latter part of
the nineteenth century, mathematicians applied the squares to problems in
probability and analysis. Today, magic squares are studied in relation to factor
analysis, combinatorial mathematics, matrices, modular arithmetic, and geometry.
The magic, however, still remains in magic squares.
From Illuminatios, Resources for Teaching Math
196
Appendix 2: MINI-DICTIONARY
Unit 1
UNIVERSITY
to cram (up) зазубрювати

crib «шпора», списувати
test /credit залік
test / gradebook залікова книжка
dean декан
dean’s office деканат
department кафедра
faculty факультет
to attend (lectures, classes) ходити на заняття
classes=lessons заняття, "пари"
college / university degree диплом про вищу освіту
certificate (diploma)
degree work дипломна робота
qualified / certificated specialist дипломований спеціаліст
final exams державні /випускні іспити
to pass exams скласти іспити
to administer/to conduct/to give an проводити іспит
exam
to do well at an exam добре скласти іспит
to do badly at an exam погано скласти іспит
to fail an exam провалитися на іспиті
to go in for / to take / to sit an exam тримати іспит
to monitor / to proctor/to supervise конторювати проведення іспиту
an exam
to prepare for / to read for exams готуватися до іспитів
test period (залікова) сесія
teacher = lecturer = instructor = викладач
trainer
assistant professor старший викладач
associate professor доцент
197
THE NATIONAL TECHNICAL UNIVERSITY OF UKRAINE
"KYIV POLYTECHNIC INSTITUTE"
tuition fee плата за навчання

higher educational institution вищий навчальний заклад
to be situated розташовуватись
well-known відомий
all over the country по всій країні
to exceed перевищувати
to obtain qualification отримати кваліфікацію
graduate випускник (вищого навчального
закладу)
to graduate from закінчувати університет
abroad за кордоном
enterprise підприємство
research дослідження
teaching staff викладацький склад
to consist of складатися
to train навчати
academician академік
to teach by correspondence навчати заочно
to study by correspondence вчитися заочно
full-time education денна форма навчання
to be founded бути заснованим
civil engineering інженерно-будівельний
electric welding електрозварювання
consequences наслідки, результати
to carry out здійснювати
agreements on collaboration угоди про співробітництво
exchange program програма обміну
to take care of students' leisure турбуватись про студентське
дозвілля
disease-prevention center профілакторій
consecration into students присвячення у студенти
at the disposal у розпорядженні
198
Unit 2
IMPERIAL ENGLISH: THE LANGUAGE OF SCIENCE
to tackle English енергійно взятися за англійську

to attend відвідувати
family background родинне походження
the lingua franca of science універсальна мова науки
to master German опановувати німецьку мову
apart from крім
with equal ease з однаковою легкістю
the linguistic balance мовний баланс
to shift переміщати,змінювати
to burgeon поширюватись
linguistic incompetence мовна некомпетенція
to keep up with слідкувати за, йти в ногу з
immaculate бездоганний
the customary languages звичайні мови
to fluctuate вагатися/коливатися
to flock to conferences стікатися на конференції
the universal currency універсальна вживаність
readership читачі, коло читачів
Unit 3
THE MIND MACHINE?

to produce intelligence виробляти інтелект
the continuing myth міф, що продовжує існувати
a list of the weights of the brains список ваги мозку
males and females чоловіки і жінки
this supports the theory це підтверджує теорію
oxygen consumption споживання кисню
complicated calculations складні розрахунки
memory associations асоціації пам'яті
changing routines зміна рутини
to contain містити
ordinary people звичайні люди
no significant differences ніяких істотних відмінностей
visual-spatial tasks зорово-просторові завдання
the adult brain makes up мозок дорослої людини складає
similarities between brains подібності між мізками
at incredible speeds з неймовірною швидкістю
screwdriver викрутка
to read upside down читати догори ногами
199
Unit 4
IQ TESTING
to show bias against sth показувати упереджене ставлення до

чогось
malnutrition недоїдання
to have a major impact on sth мати серйозний вплив на щось
reasoning abilities здатність розмірковувати
to possess values мати цінності
to score набрати/отримати бали
creativity творчі здібності
inaccurate неточний
to multiply by помножити на
to link пов’язувати
benchmark віха, етап
to divide by ділити на
to take into consideration брати до уваги
to be affected by бути під впливом чогось
income дохід
cognitive style стиль пізнання
order порядок
spatial awareness відчуття простору
emotional intelligence емоційний інтелект
mental retardation затримка розумового розвитку
academic performance успіхи у навчанні
to conduct a study проводити дослідження
leadership лідерство
to determine визначати
gender стать
Unit 5
THE PRINCIPAL ELEMENTS OF THE NATURE OF SCIENCE:
to be encouraged бути заохоченим

procedure, exploration, research процедура, дослідження
all hands-on experiences весь практичний досвід
to orchestrate організувати
to involve залучати
noteworthy scientists визначні вчені
evidence derived from detailed докази, отримані з детальних
observations спостережень
200
observational evidence дані спостережень
to contribute to sth робити внесок
misconception неправильне уявлення
exploitation використання
to blend змішуватися, зливатися
to explore досліджувати
to associate science with асоціювати науку з
experimentation експериментуванням
to accompany супроводити
to be labeled давати назву
the establishment of a cause and встановлення причинно-наслідкових
effect relationship зв'язків
the inability to control variables нездатність контролювати змінні
to solve a technology challenge вирішувати технологічну проблему
to perform experiments проводити експерименти
the pursuit of knowledge прагнення до знань
applied science прикладна наука
the quest of pure science пошук чистої науки
to pursue any goal реалізувати будь-яку мету
premise передумова
constraints of time обмеження за часом
a solitary pursuit самостійне заняття
the revelation of truth розкриття істини
Unit 6
BEAUTY IN SCIENCE
to generate a current in a wire генерувати струм у дроті

to extend the principle розширити принцип
to unify fundamental forces об’єднати основні сили
fraction of a second мить
decay process процес розпаду
the law of conservation of parity закон збереження рівності
theory of relativity теорія відносності
gravitation гравітація
evidence докази, свідчення
to contradict experimental data суперечити експериментальним
даним
to fit experiment підганяти під експеримент
to retain the form зберігати форму
electroweak theory теорія електрослабких взаємодій
to exhibit mirror symmetry проявляти дзеркальну симетрію
201
to quantify objectively об’єктивно визначати кількість
electromagnetic force електромагнітна сила
coordinates координати
compatible сумісний
to reflect an intuition відображати уявлення/знання
Unit 7
MATHEMATICS − THE LANGUAGE OF SCIENCE
precise and concise statements точні та стислі ствердження

common language загальна мова
to conceal the meaning приховувати значення
in this capacity в цій якості
spoken language розмовна мова
to influence our reasoning впливати на наші міркування
signs and symbols знаки і символи
purposefully designed спеціально розроблений
to pervade / to permeate проникати
verbal словесний
literal notation буквене позначення
successively through three stages послідовно через три етапи
certain words of frequent use певні слова частого використання
a similar metamorphosis аналогічні/подібні метаморфози
abbreviated algebra скорочена алгебра
to denote the unknown magnitudes позначати невідомі величини
vowels and consonants голосні та приголосні
the given quantities задані величини
calculus symbol символ обчислення
to grasp зрозуміти
insoluble by other methods нерозв'язний іншими методами
ambiguity двозначність
susceptible вразливий/сприйнятливий
to superscribe робити надпис зверху
a product of social development продукт суспільного розвитку
a convenient shorthand зручне скорочення
a powerful technique могутній спосіб/потужна техніка
to take the form (of) набирати вигляду
to reveal виявляти, відкривати
inference висновок
to rely on logic спиратися на логіку
domain галузь
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Unit 8
RECREATIONAL MATHEMATICS
artist художник
to fascinate захоплювати, викликати захват
mesmerizing pattern візерунок, що заворожує
a cell of a grid елемент сітки
row / column рядок / стовпчик
consecutive natural numbers послідовні натуральні числа
magic square's order порядок магічного квадрату
magic constant магічна стала, константа
adjacent entries зміст суміжних граф
statesman державний діяч
matrix / matrices матриця, форма
to trace back прослідковувати
protective charm захисний амулет
to equate with planets ототожнювати з планетами
millennium / millenia тисячоліття
to encapsulate the harmonies of the утримувати в собі гармонію
universe всесвіту
tortoise черепаха
flat плаский
square квадрат, квадратний
rhombus ромб
an angle кут
triangle (acute / equilateral / трикутник (гострокутний /
isosceles / obtuse ) рівносторонній / рівнобедрений /
тупокутний)
an array сукупність, масив, сітка
face / edge / side грань / ребро / сторона
quadrilateral чотирикутник
regular / irregular polygon правильний / неправильний
багатокутник
parallelogram паралелограм
rectangle прямокутник
crescent-shaped серпоподібний
trapezium трапеція
cube / cubic куб / кубічний
cone / conical конус / конусоподібний, конічний
plane / arc площина / арка, дуга
area / volume площа / об’єм
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Appendix 3: ADDITIONAL INFORMATION TO EXERCISES
Unit 1
Exercise 26
ROLE AND CUE CARDS
Ask your partner the questions about Oxford University:

1) about the history of Oxford;
2) about quantity of colleges;
3) about the structure and organization of colleges;
4) about notable scientists of Oxford University;
5) about teaching;
6) about the most well-known and oldest clubs and societies;
7) about the department where your friend studies;
8) about the degree course that your friend takes at Oxford.
Here are the answers to your partner's questions:
1. On August 31 1898, the order of the Russian Emperor Nicolai II on the
opening of Kyiv Polytechnic Institute was proclaimed. Four Colleges:
Mechanical (109 students), Engineering (101 students), Agricultural (87
students) and Chemical (63 students). Professor V. L. Kirpichov, an
outstanding scientist in the field of mechanics and strength of materials.
2. The Civil Engineering Institute, the Technological Institute of Light and
Food Industry, the Institute of Civil Aviation, the Automobile and Road
Building Institute, the Agricultural Institute.
3. 118 specialities
4. E. O. Paton, the founder of electric welding; M. L. Konovalov, a well-known
chemist; L. P. Bardin, the greatest metallurgist in the country; A. M. Liulka,
the designer of aerocraft engines and S. P. Korolyov, the great designer of
spaceships. The President of the First Examining Board at the chemical
faculty was D. I. Mendeleyev.
5. Training of full-time students lasts 5 years and 6 months (bachelor’s degree
− 4 years, masters' degree − 1 year and 6 month). Tuition by correspondence
− 5 years 10 months.
6. Physics and Technology Institute.
7. Applied Mathematics / Applied Physics / Information Security.
204
B
Here are the answers to your partner's questions:
1. Oxford − the oldest university in Europe; mentioned in the Anglo-Saxon
Chronicle (911 A.D.); earliest charter is dated to 1213
2. 38 colleges and 6 Permanent Private Halls of religious foundation.
3. Each college has its name, its coat of arms; governed by a Master; each
college has a chapel, a dining hall, a library (total number of libraries − 102),
rooms for undergraduates, the Master, for teaching purposes.
4. Robert Hooke, Robert Boyle, Albert Einstein, Erwin Schrödinger, Sir
Timothy John "Tim" Berners-Lee (a British computer scientist, MIT
professor and the inventor of the World Wide Web) and others.
5. Undergraduate teaching is centered on the tutorial (1–4 students spend an
hour with an academic discussing their week’s work); e.g. an essay
(humanities, most social sciences, some mathematical, physical, and life
sciences) or problem sheet (most mathematical, physical, and life sciences,
and some social sciences). Students usually have one or two tutorials a
week. Lectures, classes and seminars. Graduate students undertaking taught
degrees are usually instructed through classes and seminars, though there is
more focus upon individual research.
6. Oxford A.F.C. (association football club), Oxford University Boat Club
(rowing club), Oxford University Cricket Club (Cricket team whose matches
are accorded First Class Status.), Oxford University Newman Society
(Catholic speaker and debating society), Oxford University Scientific
Society and others.
7. The Department of Computer Science.
8. BA in Computer Science. Computer Science is about learning and
understanding the mathematical, scientific and engineering principles
underlying every kind of computing system, from mobile phones and the
internet, via systems that interpret natural language, to the supercomputers
that forecast tomorrow’s weather or simulate the effects of disease on the
human heart.
Ask your partner the questions about the KPI:
1) about the history of the KPI (date, colleges, rector);
2) about institutes that were organized on the KPI basis;
3) about quantity of specialities and specializations;
4) about famous scientists of the University;
5) about training;
6) about the institute where your friend studies;
7) about the degree course that your friend takes at the KPI.
205
Unit 2
Exercise 1
ENGLISH LANGUAGE − AROUND THE WORLD
AFRICA
Ascension is a part of the UK as a dependency of Saint Helena.
Botswana was a Crown Colony until 1966. Besides English, Setswana is the other
official language, and Bantu is spoken as well.
Cameroon was a Crown Colony until 1961. English and French are the two
official languages, plus 24 major African language groups exist here.
The Gambia gained independence from Britain in 1965, English is the official
language but Mandinka, Wolof, Fulani and other indigenous vernaculars are
spoken.
Ghana became an independent country from the UK in 1957. English is the
official, but African languages (Akan, Moshi-Dagomba, Ewe and Gг) are native.
Lesotho was a protectorate until 1966. Sesotho is official besides English, and
Zulu and Xhosa are other important languages.
Liberia is the country where liberated slaves from the US were settled from 1822.
It has been an independent country since 1847. English is the native tongue of
about the 96% of the population, and 20 local languages from the Niger-Congo
language group are spoken.
Malawi was a protectorate until 1964. The two official languages are English and
Chichewa.
Mauritius became independent from Britain in 1968. English is official, but
Creole, French, Hindi, Urdu, Hakka and Bojpoori are spoken.
Namibia used to belong to South Africa. Its final independence was gained in
1990. Although English is the official language, it is spoken only by 10% of the
population. Afrikaans is the language of 60%, and German and some indigenous
languages like Oshivambo, Herero and Nama are spoken.
Nigeria was a Crown Colony until 1960. English is official and spoken as a first
language by about 50% of the population (that is 44,000,000 people). The other
native languages are Hausa, Yoruba, Ibo and Fulani.
Saint Helena is a dependent territory of the UK, English is the native language.
Seychelles gained independence in 1976. English, French and Creole are all
official, and English is the first language of about the 2% of the population (2000
people).
206
Sierra Leone was a dependency of Britain until 1961. English is official, but
regular use is limited to minority. Mende, Temne and Krio are native languages.
South Africa: The two main official languages are English and Afrikaans, plus
other nine languages including Ndebele, Pedi, Sotho, Swazi, Tsonga, Tswana,
Venda, Xhosa and Zulu. English is the first language of only 10% of the
population: about 3,000,000 people.
Tristan da Cunha is a part of the UK as a dependency of Saint Helena.
Uganda has been independent from Britain since 1962. Besides English, Swahili is
official, and several indigenous languages such as Luganda, Bantu and Nilotic
languages are spoken.
Zambia was a colony of Britain until 1964. English is the official, but about 70
indigenous languages (Bantu) are spoken.
Zimbabwe gained independence from Britain in 1980. English therefore is
official, and Bantu languages like Shona and Sindebele are native.
AMERICA
Belize was called the British Honduras until 1981. Spanish, Maya and Garifuna are
the languages besides English, which are spoken by 65% of the population
(123,000 people).
Bermuda is a dependent territory of the UK, English is native here for 95%
(56,000 people).
Canada: English and French are both official and native here. 60% of the
population speaks English, that is about 16,000,000 people.
Caribbean islands
Falkland Islands is a dependent territory of the UK, English is the native
language.
Guyana used to be a Crown Colony (until 1966). English is native here for 75% of
the population (567,000 people), and other Amerindian dialects, plus Hindi, Urdu,
Chinese and Portuguese are spoken as well.
United States of America: Besides English that is the native language of about
88% (221 million people), Spanish is the one that is spoken by a sizeable minority.
ASIA
Hong Kong became independent from Britain in 1997. English and Chinese are
the official languages.
India: Besides English and Hindi, which is the primary tongue of 30%, there are
several official languages: Bengali, Telugu, Marathi, Tamil, Urdu, Gujarati,
Malayalam, Kannada, Oriya, Punjabi, Assamese, Kashmiri, Sindhi, Sanskrit.
207
Most of them are mutually unintelligible, that is why English has an important role
in national, political and commercial communication.
Pakistan: English is the official language, the lingua franca of Pakistani elite and
most government ministries. Urdu, Punjabi, Sindhi and Pashtu are official as well,
and Balochi and other languages are spoken.
Philippines gained independence from the US in 1946. English and Philippino are
official, but Spanish and Visajan are spoken as well.
Singapore gained final independence from Britain in 1965. English, Chinese,
Malay and Tamil all official languages, and Malay is national.
AUSTRALIA AND OCEANIA
Australia, the British "prison island": English is the native language of about 90%
(15 million people), but other native languages of the aborigines are spoken as
well.
Cook Islands are in free association with New Zealand, English is official and
Maori is spoken as well.
Fiji gained independence from Britain in 1970, but English is not the only official
language. Fijian is official as well, and Hindustani and Chinese are spoken.
Kiribati was a Crown Colony until 1979. Besides English, the native Gilbertese
language is official as well.
Nauru gained independence from Britain in 1968. English is official and widely
understood, but used for government and commercial purposes only and is the first
language of only 7% of the population (600 people). The other official language is
Nauruian.
New Zealand became independent in 1907. Besides English (first language of
93% − 3 million people), Maori is the language of the aborigines.
208
Papua New Guinea gained independence from Australia in 1975. English is
official, but spoken only by 1−2%, however, Pidgin English is widespread (66%).
Motu and 715 (!) indigenous languages are spoken as well.
Solomon Islands were part of Britain until 1978. English is the official language
but used only by 1−2%, and Melanesian pidgin is the lingua franca amongst
120 indigenous languages.
Tuvalu was a colony until 1978. Besides English, Tuvaluan is official.
Vanuatu gained independence from Britain in 1980. English, French and Bislama
(Pidgin) are all official, and Melanesian languages are spoken as well.
Western Samoa belonged to New Zealand until 1962. English and Samoan
(Polynesian) are both official languages.
EUROPE
Channel Islands (Guernsey and Jersey) are British crown dependencies, and
besides English, French is official, and Norman French is spoken as well.
Gibraltar is a dependent territory of the UK, English and Spanish are the official
languages, but Italian, Portuguese, what is more, Russian are spoken as well.
English is spoken by the 35% of the population: 10,800 people.
Irish Republic: Irish Gaelic is the other official language besides English (spoken
by 3,334,000 people).
Isle of Man is a British crown dependency. Besides the native English, Manx
Gaelic is spoken.
Malta has been independent from Britain since 1964. There are two official
languages: English and Maltese, and Italian is spoken as well. English is the native
language of 70,600 people, 20% of the poulation.
Orkney is a part of the UK.
Shetland is a part of the UK.
United Kingdom: Besides the native English language (spoken by 56,236,000
people, 98% of the population), Welsh is spoken by 26% of the population in
Wales, and Scottish Gaelic by about 60,000 in Scotland.
209
Unit 5
Exercise 29
SOME INTERESTING FACTS:
Graham Bell
Bell actually had many inventions and did the experimentation in many
areas of science. Some of these include:
 The Metal Detector. Bell invented the first metal detector which was used to
try and find a bullet inside of President James Garfield.
 The Audiometer. It is a device used to detect hearing problems.
 He did experimental work on aeronautics and hydrofoils.
 He invented techniques which helped in teaching speech of deaf people.
 He made a device to help find icebergs.
Thomas Edison
Thomas Edison had the patents and credits for many inventions. Three of his
most famous include:
 The Phonograph. This was the first major invention by Edison and made him
famous. It was the first machine that was able to record and playback sound.
 The Light Bulb. Although he did not invent the first electric light, Edison made
the first practical electric light bulb that could be manufactured and used at
home. He also invented the other items that were needed to make the light bulb
practical for use at home including safety fuses and off / off switches for light
sockets.
 The Motion Picture. Edison did a lot of work in creating the motion picture
camera and helping move forward the progress of practical movies.
Albert Einstein
Albert Einstein laid much of the foundation for modern physics. The most
known discoveries are:
 The Theory of Relativity. This theory changed much in the way scientists look
at the world and set the foundation for many modern inventions, including the
nuclear bomb and nuclear energy.
 Photons. In 1905 Einstein came up with the concept that light is made up of
particles called photons. Most scientists of his day didn't agree with him, but
later the experiments in 1919 showed this to be the case. This became an
important discovery for many branches of science and he was awarded the
Nobel Prize for Physics in 1921.
 Bose-Einstein Condensate. Together with another scientist, Satyendra Bose,
Einstien discovered another state of matter.
210
 The Atomic Bomb. The name of Albert Einstein is closely associated with the
bomb. Because his scientific work and discoveries were the key in the bomb's
development, specifically his work on energy and mass and his famous
equation: E=m .
Unit 6
Exercise 32
ROLE AND CUE CARDS
Student A
Ask your partner the questions:
 about Mathematics
 about Arithmetic
 about the difference between Mathematics and Arithmetic
Student B
The answers to your partner's questions:
 Mathematics: a difficult term, the study of measurements and properties of
quantities using numbers and symbols; to include proofs of theorems, other
than the numbers and symbols; an essential tool in many fields; two main
branches; applied mathematics and pure mathematics; to be categorized as
arithmetic, algebra, calculus, geometry and trigonometry.
 Arithmetic: to be the most fundamental category; to involve basic
calculations with numbers; addition, subtraction, multiplication and division;
to be defined as the mathematics of numbers (real numbers, integers,
fractions, decimals and complex numbers) under the operation of addition,
subtraction, multiplication and division; a part of human life; counting,
purchasing, preparing accounts and budgets; some higher level; scientific or
mathematical calculation as well.
 Arithmetic: to use numbers for calculation; to deal with four basic
operations.
Mathematics: the study of measurements and properties of quantities; to use
numbers, symbols and proofs; explanations.
211
Appendix 4: MINI-GRAMMAR
THE VERB "TO BE"
Present Past Future

I am We are I was We were I shall/will We shall/
be will be
He is You are He was You were He will be You will be
She is They are She was They were She will be They’ll be
It is It was It will be
Note! You can use "will be" with "I" and "we".
Negative forms are: He is not = He isn’t. He will not = He won’t. I shan’t.
"To be" може бути :

1. Основним дієсловом I am a reader.
2. У складі виразу I am fond of reading.
3. Для формування часів групи Continuous I am reading.
4. Для формування Passive I am read.
5. Модальним дієсловом I am to read.
To be Expressions
to be afraid (of) боятися
to be scared перелякатися
to be glad радіти
to be happy бути щасливим
to be delighted дуже радий
to be pleased (with) бути задоволеним
to be free бути вільним
to be busy (with) бути зайнятим
to be late (for) запізнюватися
to be in hurry поспішати
to be ready (with) бути готовим
to be sure (of) бути впевненим
212
To be Expressions
to be sorry жалкувати
to be tired втомлюватись
to be sick and tired набридати
to be nervous (about) хвилюватися
to be cross (with) сердитися
to be angry (with) злитися
to be over закінчуватися
to be proud (of) пишатися
to be thirsty хотіти пити
to be hungry хотіти їсти
to be born народитися
to be fond of любити
to be shy соромитися
to be o’k(all right) все добре
to be bad (ill, sick) хворіти
to be bored сумувати
to be interested in бути зацікавленим
THE VERB "TO HAVE"

In British English we often use have got instead of have when the meaning is
"possess".
I've got a new book. I have a new book
I haven't got any paper. I don't have any paper
Have got means exactly the same as have in these uses; got is an "empty"
word here.
Have got is more informal; we use it very often in conversations and, for
example, when we write friends.
Present form of have got
I I I
we we we
you have got you have not got have you got?
they they they
he he he
she has got she has not got has she got?
it it it
213
Contractions
've got = have got haven't got = have not got
's got = has got hasn't got = has not got
Present form of have

I I I
we we we
you have you do not have do you have?
they they they
he he he
she has she does not have does she have?
it it it
Contractions
don't = do not
doesn't = does not
"To have" може бути:

1. Основним дієсловом I have got a lot of friends.
2. У складі виразу He has breakfast at 7 a.m.
3. Для формування часів групи He has read ... .
Perfect He had translated ... .
4. Модальним дієсловом I had to translate ... .
(must = have to) I have to have it.
EXPRESSIONS WITH THE VERB "TO HAVE"
 to have breakfast / dinner / a cup of tea
 to have a talk / a chat
 to have a good time
 to have a smoke
 to have a bath / a shower
 to have a swim
 to have a walk
214
Note! Don’t use "got" with the expressions for action.
You can use "Continuous" with these expressions.
Pay attention that the verb "to have" has different meaning:
 Had he to come?
 Can I have my watch back?
 He has a cold.
 Have a good time!
 The play will have a great success.
 I had nothing to do.
 It has nothing to do with you.
 He must have this tooth out.
 You’ve been had. ( бути ошуканим )
 She has done with all this.
215
THE ACTIVE VOICE
SIMPLE CONTINUOUS PERFECT PERFECT

CONTINUOUS
I do I am doing I have done I have been doning
He/she/it does He/she/it is doing he/she/it has done He/she/it has been
We do We are doing We have done doing
You do You are doing You have done We have been doing
They do They are doing They have done You have been doing
PRESENT
They have been doing

Do I do? Am I doing? Have I done? Have I been doing?
Does he/she/it Is he/she/it doing? Has he/she/it done? Has he/she/it been
do? doing?
I do not do I am not doing I have not done I have not been doing
He/she/it does He/she/it is not doing He/she/it has not He/she/it has not been
not do done doing
I did I was doing I had done I had been doing

He/she/it did He/she/it was doing He/she/it had done He/she/it had been
We did We were doing We had done doing
PAST
You did You were doing You had done We had been doing
They did They were doing They had done You had been doing
They had been doing
Did I do? Was I doing? Had I done? Had I been doing?
I did not do I was not doing I had not done I had not been doing
I shall/will do I shall/will be doing I shall/will have done I shall/will have been
He/she/it will He/she/it will be He/she/it will have doing
do doing done He/she/it will have
We shall do We shall be doing We shall have done been doing
You will do You will be doing You will have done We shall have been
They will do They will be doing They will have done doing
You will have been
doing
They will have been
doing
FUTURE
Shall/Will I/we Shall/Will I/we be Shall/Will I/we have Shall/Will I/we have
do? doing? done? been doing?
Will he/she/it Will he/she/it be Will he/she/it have Will he/she/it have
Will you/they Will you/they be Will you/they have Will you/they have
I/we shall/will I/we shall/will not be I/we shall/will not I/we shall not have
not do doing have done been doing
He/she/it/you/ He/she/it/you/ He/she/it/you/ He/she/it/you/
they will not do they will not be doing they will not have they will not have been
done doing
216
WE USE PRESENT FORMS
PRESENT PRESENT PRESENT PRESENT

CONTINUOUS
a) for permanent a) for actions taking a) for an action which a) to put emphasis
states, repeated place now, at the started in the past and on the duration of an
actions and daily moment of speaking; continues up to the action which started
routines; present, especially with in the past and
b) for temporary state verbs such as be, continues up to the
b) for general truths actions; that is actions have, like, know, etc. present, especially
and laws of nature; that are going on In this case, we often with time
around now, but not at use for and since; expressions such as
c) for timetables the actual moment of for, since, all
(planes, trains, etc.) speaking; b) for an action which morning/day/ year,
and programmes; recently finished and etc.;
c) with adverb such as: whose result is visible
d) for sports always, constantly, in the present; b) for an action
commentaries, continually etc. for which started in the
reviews and actions which happen C c) for an action which past and lasted for
narrations; very often, usually to happened at an unstated some time. The
express annoyance, time in the past. The action may have
e) to give instructions irritation or anger; exact time is not finished or may still
or directions (instead mentioned because it is be going on. The
of the imperative). d) for actions that we either unknown or result of the action is
have already arranged unimportant. The visible in the
to do in the near future, emphasis is placed on present;
especially when the the action.
time and place have c) to express anger,
been decided; d) for an action which irritation or
has happened within a annoyance.
e) for changing or specific time period
developing situations. which is not over at the Note!
moment of speaking. With the verbs live,
We often use words work, teach and feel
and expressions such as (= have a particular
today, this morning/ emotion) we can use
evening/week/month, the present perfect or
etc. present perfect
continuous with no
Note! difference in
We use the present meaning.
perfect to announce a We have worked /
piece of news and the have been working
past simple or past here for twenty
continuous to give more years.
details about it.
217
TIME EXPRESSIONS FOR PRESENT FORMS
PRESENT PRESENT PRESENT PRESENT

CONTINUOUS
The present simple is The present The present perfect is The present perfect
used with the following continuous is used used with the following continuous is used
time expressions: with the following time expressions: for, with the following
usually, often, always, time expressions: since, already, just, time expressions:
etc., every day / week / now, at the ever, never, so far, for, since, how long,
month/ year, in the moment, at present, today, this week / lately, recently.
morning / afternoon / these days, still, month, etc., how long,
evening, at night, at nowadays, today, lately, recently, still (in
the weekend, on tonight, etc. negations), etc.
Mondays, etc.
Note!
Adverbs of frequency We use the present
(always, usually, perfect to put emphasis
often, sometimes, on number and the
seldom / rarely / present continuous to put
never, etc.) come emphasis on duration.
before the main verb
(read, work, etc.) but
after the verb to be,
auxiliary verbs (do,
have, etc.) or modal
verbs (can, should,
etc.).
218
WE USE PAST FORMS
PAST PAST PAST PAST PERFECT

SIMPLE CONTINUOUS PERFECT CONTINUOUS
a) for an action which a) for an action which a) for an action which a) to put emphasis
happened at a definite was in progress at a happened before on the duration of an
time in the past. The stated time in the past. another past action or action which started
time is stated, already We do not mention before a stated time in and finished in the
known or implied; when the action started the past; past before another
or finished; past action or a
b) for actions which b) for an action which stated time in the
happened b) for an action which finished in the past and past, usually with
immediately one was in progress when whose result was since or for;
after the other in the another action visible in the past.
past; interrupted it. We use b) for an action
the past continuous for which lasted for
c) for past habits or the action in progress some time in the past
states which are now (longer action) and the and whose result was
finished. In such cases past simple for the visible in the past.
we can also use the action which
expression used to. interrupted it (shorter
action);
c) for two or more

simultaneous past
actions;
d) to describe the
atmosphere, setting,
etc. in the introduction
to a story before we
describe the main
events.
TIME EXPRESSIONS FOR PAST FORMS
PAST PAST PAST PAST PERFECT

SIMPLE CONTINUOUS PERFECT CONTINUOUS
The past simple is used The past The past perfect is used with The past perfect
with the following time continuous is used the following time continuous is used
expressions: yesterday, with the following expressions: before, after, with the following
then, when, How long time expressions: already, just, for, since, till time expressions:
ago...?, last night / while, when, as, / until, when, by, by the for, since, how
week / month / year / all morning / time, never, etc. long, before, until,
Tuesday, etc., three evening / day / Note: etc.
days / weeks, etc. ago, night, etc. We can use the past perfect
in 1997, etc. or the past simple with
before or after without any
difference in meaning.
219
WE USE FUTURE FORMS
FUTURE SIMPLE BE GOING TO FUTURE FUTURE PERFECT

CONTINUOUS
decisions taken at the actions intended actions in progress at actions finished before
moment of speaking to be performed a stated future time a stated future time
(on-the-spot decisions) in the near
future
hopes, fears, threats, planned actions actions which are the Note: by or not …
offers, promises, or intentions result of a routine until/till are used with
warnings, predictions, (instead of the Future Perfect.
requests, comments etc, Present Continuous) Until/till are normally
esp. with: expect, hope, used with Future
believe, I’m sure, I’m Perfect only in
afraid, probably etc negative sentences.
actions or predictions evidence that when we ask politely FUTURE PERFECT

which may (not) something will about people’s CONT.
happen in the future or definitely arrangements to see duration of an action
actions which we happen in the if they can do sth for up to a certain time in
cannot control and will near future us or because we the future
inevitably happen want to offer to do
sth for them
things we are not yet things we are PRESENT PRESENT

sure about or we sure about or we SIMPLE CONTINUOUS
haven’t decided to do have already (with future (with future
yet decided to do in meaning) meaning)
the near future. timetables / fixed arrangements
programmes in the near future
SHALL IS USED: WILL IS USED:

with I/we in questions, suggestions, to express offers, threats, promises,
offers or when asking for advice. predictions, warnings, requests, hopes,
fears, on-the-spot decisions, comments
(mainly with: think, expect, believe, I’m
sure, hope, know, suppose and probably).
TIME EXPRESSIONS USED WITH:
FUTURE SIMPLE & BE FUTURE PERFECT FUTURE PERFECT

GOING TO CONTINUOUS
tomorrow, tonight, next before, by, by then, by the by … for
week/month, in two/three etc time, (until is used only in
days, the day after tomorrow, negative sentences with this
soon, in a week/month etc tense)
220
NUMERALS
Numerals is a part of speech which includes words denoting number.
They are divided into cardinals (one, two, eleven, a hundred) and ordinals (the
first, the fourth, the thousandth).
1. Mind the pronunciation
15 − fifteen 50 − fifty
16 − sixteen 60 − sixty
2. 100 a (= one) hundred
300 three hundred s
1000 a thousand
11,000 eleven thousand s
But: some thousands; millions and millions of people.
3. Saying "0"
oh [ou], zero, naught, nothing, nil.
Mind "0" can be spoken in different ways in different contexts.
Phone number: 067 922 00 78 − oh, six, seven, nine, double oh, seven,
eight.
Maths: 0,7 − naught point seven
oh point seven
zero point seven
4. Fractions and decimals
1
− a fourth, a quarter
4
1
= 0,5 – a second, a half, zero point 5
2
2 5
− two thirds − five sixths
3 6
3
1 − one and three quarters
4
1,75 – one point seventy-five,

one point seven five,
221
two but a quarter
0,5 = ,5 – oh point 5; point 5.
5. Ordinal numbers and dates
Mind the following:
the first
Exception(s): the second the ... the
the third
One of the problems with dates is that we write them and say them in a
different way.
4 January − the fourth of January
or January the fourth
or January fourth
6. Room 5 – not "the fifth room". Page 10 – not "the tenth page".
7. Notice the following:
odd numbers − 3, 5, 11…
even numbers – 2, 10, 22…
12 – a dozen,
20 – a score,
60 – three scores,
2000 − twenty hundred
222
ARTICLES
 The indefinite articles, a / an, can be used to talk about:
* objects or ideas in general;
* one particular person or thing, when it is mentioned for the first time, or when
the reader does not know which one is meant, or when it does not matter
which one.
 The definite article, the, can be used
* when the noun is singled out as unique or specific;
* when the reader already knows which particular person (people) or thing(s),
etc. you are talking about.
What are the basic rules for using articles?
The indefinite article (a / an) is used with singular countable nouns referring to a
non-unique item in general:
 separate objects, people, ideas, etc.
singular a microscope a scientist a plan

plural five a large number several alternative plans
microscopes of scientists
The definite article (the) is used with nouns referring to a unique specific item.
A noun can have a definite article when
 it is modified by a superlative or ordinal number
e.g. the first experiment, the last measurement, the most significant results,
the only time
 it refers to an entire type or species
e.g. The telephone can be used to transfer data
 it refers to an item previously mentioned
e.g. They connected a phone line to a modem. The modem was connected
to a computer in order for the computer to access the Internet.
223
 there is only one of something or it is fully specified by the context or
background knowledge
e.g. The periodic table is often used in chemistry.
The Internet is now used by millions of people across the world.
 it is followed by of + noun phrase
o
e.g. The coefficient of expansion of brass is 0,000026 C.
The importance of international co-operation is emphasised in the report.
Note: Some generalisations may be needed in scientific use, in which case the is
left out in long, complex, uncountable or plural noun phrases, in particular those
including an of + noun phrase. In these sentences, both options, i.e. using the
articles or omitting them, are correct.
e.g. (The) Little-known sources of air pollution are misfires in a car’s engine.
(The) Creation of the simulation model allows for a degree of optimisation of (the)
engine performance.
The is used:
 with the names of rivers (the Dnipro), seas (the Black Sea), oceans (the Indian
Ocean), mountain ranges (the Pyrenees), deserts (the Gobi), groups of islands
(the Canaryn Islands) and countries when they include words such as state,
kingdom, republic, etc. (the United States);
 with nationality words (the Belgians) and names of families (the Johnsons);
 with historical periods / events (the Stone Age, the First World War) but World
War I.
224
THE POSSESSIVE CASE
ПРИСВІЙНИЙ ВІДМІНОК
відповідає родовому відмінку в українській мові
The Common Case The Possessive Case
student student’s
teachers teachers’
Marx Marx’
September September’s
Examples:
Student’s notes = notes of a student – записи студента

Students’ notes = notes of students – записи студентів
a year’s absence – річна відсутність

a mile’s distance – відстань в одну милю
an actress’ role – роль актриси
Newton’s Laws of Motion – закон руху Ньютона
At my sister’s house – в будинку моєї сестри
At the chemist’s – в аптеці
At "the Jones’s" restaurant – в ресторані під назвою "У Джона"
225
Appendix 5: IRREGULAR VERBS
IRREGULAR VERBS
Infinitive Past Simple Past Participle Translation
awake awoke awaked, awoke прокидатися
bе (аm, is аrе) was, were bееn бути
bеаr bоrе bоrnе, bоrn носити, нести, переносити;
народжувати
beat beat beaten бити, калатати
bесоmе bесаmе bесоmе робитися, ставати
befall befell befallen траплятися
begin began begun починати(ся)
bet bet bet закладатися, заставлятися
bethink bethought bethought згадати, задумати
bind bound bound в'язати, зв'язувати;
затримувати, обмежувати
bite bit bit, bitten кусати(ся), жалити
bleed bled bled кровоточити, стікати кров'ю
blend blended, blent blended, blent змішувати, виготовляти суміш
blow blew blown дути
break broke broken ламати(ся), розбивати(ся)
bring brought brought приносити, привозити
broadcast broadcast(ed) broadcast(ed) транслювати, передавати по
paдіo
build build build будувати
burn burnt, burned burnt, burned пекти, спалювати; засмагати
(на cонці)
burst burst burst розривати(ся), вибухати
buу bought bought купувати
cast cast cast кидати
catch caught caught ловити
choose chose chosen вибирати
соmе саmе соmе приходити, прибувати,
приїжджати
cost cost cost коштувати
сrеер crept crept повзати, крастися
cut cut cut різати, краяти
deal dealt dealt завдавати удару, спілкуватися,
мати справу, розглядати
питання
dig dug dug копати, рити
do did done робити, виконувати,
здійснювати
draw drew drawn тягти, креслити, малювати
dream dreamed, dreamt dreamed, dreamt мріяти, бачити уві сні
drink drank drunk пити, пиячити
drive drove driven гнати, везти, підвозити
eat ate eaten їсти
226
IRREGULAR VERBS
fall fеl fallen падати, опускатися
feed fed fed годувати (худобу)
feel felt felt відчувати на дотик; почувати
fight fought fought битися, боротися
find found found знаходити
flу flew flown літати
forbid forbade, forbad forbidden забороняти
forecast forecast, forecast, forecasted передбачати, прогнозувати
forecasted
forego forewent foregone передувати, відмовлятися від
чогось
foreknow foreknew foreknown знати наперед
foresee foresaw foreseen передбачати
forget forgot forgotten забувати
forgive forgave forgiven пробачати
freeze froze frozen замерзати; покриватися
кригою, мерзнути
get got got одержувати, добувати
give gave given давати, віддавати
go went gone ходити, їхати
grave graved graven,graved гравіювати, витісувати
grind ground ground молоти, товкти
grow grew grown виростати, збільшуватися,
зростати
hang hung, hanged hung, hanged вішати, висіти
have had had мати, володіти, містити
hеаr heard heard чути
hide hid hidden, hid ховати
hit hit hit бити
hold held held тримати
hurt hurt hurt пошкодити, завдати болю
keep kept kept зберігати, доглядати
know knew known знати
lay laid laid класти
lead led led вести
lean leant, leaned leant, leaned нахилятися
leap leapt, leaped leapt, leaped стрибати
learn learnt, learned learnt, learned вивчати
leave left left піти, поїхати, залишати
lend lent lent позичати
let let let пускати, дозволяти
lie lay laid лежати
light lighted, lit lighted, lit освітлюватися
lose lost lost губити, втрачати
make made made робити, виготовляти
mеаn meant meant мати намір, означати
meet met met зустрічати(ся)
227
IRREGULAR VERBS
melt melted melted, molten танути, топитися
mistake mistook mistaken помилятися
misunderstand misunderstood misunderstood неправильно розуміти
mow mowed mowed, mown косити
overcome overcame overcome подолати, перемогти, оволодіти
(про почуття)
overhear overheard overheard підслуховувати
рау paid paid платити, звертати увагу
put put put класти, ставити
read read [red] read [red] читати
rebuild rebuilt rebuilt відбудовувати
repay repaid repaid віддавати борг, повертати
reset reset reset знову встановлювати
retell retold retold розповідати, переказувати
rewrite rewrote rewritten переписувати, переробляти,
редагувати
rid rid rid позбавляти від чогoсь,
звільнятися від чогось
ride rode ridden їхати верхи
ring rang rung дзвонити, телефонувати
rise rose risen сходити, підводитися,
збільшуватися
run ran run бігти
saw sawed sawn, sawed пиляти, розпилювати
say said said говорити, сказати
see saw seen бачити, розумiти
seek sought sought шукати, прагнути
sell sold sold продавати
send sent sent посилати, передавати
set set set ставити, розташовувати
sew sewed sеwn, sewed шити
shake shook shaken трясти, тремтiти
shine shone shone свiтити(ся), освiтлювати
shoot shot shot стрiляти
show showed shown показувати
shrink shrапk shrunk скорочувати (ся), зменшувати
(ся)
shut shut shut зачиняти (ся)
sing sаng sung спiвати
sink sank sunk, sunken тонути
sit sat sat сидіти
sleep slept slept спати
smell smelt, smelled smelt, smelled нюхати
speak spoke spoken говорити,сказати
speed sped, speeded sped, speeded збiльшувати швидкiсть,
розганятися
spell spelt, spelled spelt, spelled писати (вимовляти) по буквам
228
IRREGULAR VERBS
spend spent spent витрачати, проводити (час)
spill spilt, spilled spilt, spilled розливати
spin spun, span spun крутити (ся)
split split split розколювати (ся)
spoil spoilt spoilt псувати (ся)
spread spread spread поширювати(ся),
розповсюджувати(ся)
spring sprang sprung стрибати, з'являтися, виникати
stand stood stood стояти
steal stole stolen красти
stick stuck stuck встромляти, приклеювати,
дотримуватися
sting stung stung жалити
strike struck struck, stricken бити, ударяти
strive strove striven старатися, намагатися
sunburn sunburned, sunburned,sunbunt засмагати
sunburnt
swear swore sworn клястися
sweat sweat, sweated sweat, sweated пiтнiти
sweep swept swept мести
swim swam swum плавати
swing swung swung гойдати(ся)
take took taken брати, взяти
teach taught taught учити, навчати, викладати
tear tore torn рвати
tell told told казати, розповiдати
think thought thought думати
thrive throve thriven процвiтати
throw threw thrown кидати
understand understood understood розумiти
undertake undertook undertaken починати щось, братися до
чогось
wake woke, waked woken, waked прокидатися
wear wore worn носити
weave wove woven ткати
weep wept wept плакати
win won won перемагати
wind wound wound витися, заводити
wring wrung wrung скручувати
write wrote written писати
229
Appendix 6: ABBREVIATIONS AND SHORTENINGS
Abbreviations Latin English Українська

and
Shortenings
A. D. Anno Domini нашої ери
B. C. Before Christ до нашої ери
a. m. ante meridiem до полудня, ранок
p. m. post meridiem після полудня,
день, вечір
etc. etcetera and so on тощо
exc. except крім, окрім
e. g. exampli gratia for example наприклад
i. e. id est in other word(s) тобто
that is
id. the same один і той самий
cf. confer compare порівняй
fig. figure 1) цифра
2) рисунок,
малюнок, схема
v. s. see above дивись вище
vs. versus as against проти
v. v. vice versa on the contrary навпаки
230
Appendix 7: MATHEMATICAL SYMBOLS AND EXPRESSIONS
+ addition, plus (to add)

− subtraction, minus (to subtract)
˟ multiplication (to multiple (by), times)
: division (to divide (by))
= is, equals, is equal
≠ is not equal to
~ similar to
> greater than
< less than
≥ equal or greater than
∞ infinity, infinite
[] square brackets
() round brackets
{} braces
52 five squared
63 six cubed
75 seven to the fifth power
' minute, foot, feet (pl.)
" second, inch
angle
a prime
a second prime or a double prime
a third prime or a triple prime
limit
Logarithm
function of x
Summation
differential of x
absolute value of x
integral of
integral of a function of x over dx
231
integral between limits n and m
a sub one
a sub two
x squared
round brackets opened x minus a
R sub one multiplied by x
a to the -th power
the ratio of the product pl divided by the

product ae
cube root (out) of
the square root of four
the n-th root out of a to the m-th (power)
232
Appendix 8: MEASUREMENT
UNITS OF MEASUREMENT OF DISTANCE

(LINEAR MEASURES)
a nautic mile (knot) 1852,18 metres морська миля
a mile (mi) 1609,33m миля
a yard (yd) 91,44centm ярд
a foot (feet pl.) 30,48cm фут
an inch (in) 2,54cm дюйм
a point 0,351mm пойнт
UNITS OF MEASUREMENT − OF WEIGHT

a pound (lb) 453,59 grams фунт
a ounce (oz) 28,35 gr. унція
a grain 64,8 mil.gr. гран
UNITS OF MEASUREMENT − OF LIQUID VOLUME

a barrel (depends on a product) 140,6 – 190,9 liters барель
for liquids 119,2 (Am)
163,6 (Br)
a gallon (gal) 4,55 liters (Br) галон
3,785 (Am)
a quart (qt) 1,14 liter (Br) кварта
0,95 (Am)
a pint (pt) 0,57 liter (Br) пінта
0,47 (Am)
233
Appendix 9: POSSIBLE PHRASES FOR CONVERSATIONAL PRACTICE
 to order a sequence of arguments

firstly − secondly − finally
to begin / start with − next − lastly
first of all − and also
let me begin by pointing out − and besides
in addition to this
furthermore / moreover
essentially, the problem is ...
basically
besides
above all
what is more
There is one more point ...
I may as well add that ...
 to introduce arguments
Let me come to my first / second /... / next argument
My first /... argument is ...
The first /... reason why we're
Wouldn't you have to agree ...? /
No, thank you, ...
Yes, please. / Go ahead.
Thank you very much, .... ,
I will start by saying (claiming) that ...
To begin with, my point is that ...
 to express one's opinion
In my opinion / view …
To my mind …
It seems to me that …
I feel / think / believe that …
I have the feeling / the impression that …
As I see it, …
I rather think that …
I am sure that …
I am convinced that …
As for me ...
As concerns ...
As far as I am concerned ...
What I mean to say is ...
My point is that ...
It is a well-known fact that ...
It means ...
I don't mean to say ...
It is too much to say that ...
I am convinced that ...
This is a convincing argument.
The statement is convincing by itself.
It seems reasonable to say ...
234
My (own) point is that ...
It's too much to say that ...
It is common knowledge that ...
What is missing (lacking) in the statement is that ...
In view of the idea ...
The statement may be confirmed by ...
One can confirm it by further ...
There is no denying the fact that ...
I hold a similar view ...
I'd like to make it clear ...
It seems reasonable to assume that ...
It will be seen that ...
It's worth considering (appreciating) ...
I'd like to make it clear that ...
What I mean to say is ...
 to express one's agreement
I agree.
I agree completely / entirely.
I think you're quite right.
I think so, too.
I don't think so, either.
That's exactly what I think.
That's just what I was thinking.
That's right.
I quite agree to it.
Quite so. Absolutely correct.
I think, it is right.
That's right. It's O.K.
Exactly. Quite so.
It's correct to say.
I quite agree with you.
I share this viewpoint.
Exactly ... Indeed ...
Exactly. Certainly.
This is the case.
I fully agree to it.
I accept it fully.
Right you are (it is).
I agree to it.
There is no point in disagreeing that ...
There is no point in denying that ...
I see no point at all to disagree that ...
 to express one's disagreement or doubt
I don't quite agree here.
I cannot accept your view that …
I cannot share this view.
That seems obvious.
Do you really think so?
I wouldn't say so.
I don't know.
I'm not quite so sure.
235
although
nevertheless / still
even so
yet
however
I don't think so.
I don't agree with you.
I can't agree, I'm afraid.
That's not how I see it.
I disagree (completely).
I don't agree at all.
I am afraid, you are mistaken here.
It is quite the reverse.
On the contrary.
Just the other way round.
I am afraid, it is wrong.
I don't quite agree to it.
Excuse me, but ... Not at all.
On the contrary. Far from it.
Quite the contrary (the reverse).
You're wrong there, I am afraid.
It's unlikely.
Not at all. Not quite so.
Just the other way round.
The statement does not imply ...
Scientists do not mean/claim ...
It's not correct / It's not right / It's wrong, I am afraid.
Not quite so, I am afraid.
I don't think this is just the case.
I dout it. Far from that.
I deny that this is the case.
I deny that the statement is true.
The statement does not imply ...
It can be denied that ...
That doesn't sound convincing enough.
I don't think so.
The definition is inappropriate.
It's hardly likely that ...
One cannot say that ...
You are free to disagree with me but ...
 to give examples
There are many examples for this / for ..., for instance.
In fact, you can find many examples for this in real life. Just think of...
And there are similar cases, such as ..., ...
So in this simple example we can clearly see the effect of ...
236
 to summarize one's arguments
To conclude…
In conclusion…
To sum up…
so
therefore
Summarizing the discussion ...
In conclusion I must say ...
Summing up the discussion ...
To summarize the topic ...
In conclusion, I may say ...
Our opponents have claimed that …
To recap the main points …
Let’s sum up where we stand in this debate.
Let me summarize our position in this debate.
In summary, we want to point out that …
Let’s see which arguments are still standing.
237
Appendix 10: WRITING HELP
ABSTRACT
A text / an article abstract is a brief summary of the text / article. It provides
the key information of the text / article in a short form; gives the reader the idea
about the topic of the text / article.
An abstract is characterized by 1) logicality and sequence of information;
2) neutrality of the author; 3) factual information of a text / an article including:
– What the author did;
– How the author did it;
– What the author found;
– What the author concluded.
ABSTRACT REQUIREMENTS
1. It must contain one paragraph (3−4 sentences).
2. It must give both general information and specific information about the
text / article.
3. It is characterized by the use of present tenses (for general information),
past tense (for results), third person, passive, and the non-use of negatives.
It is necessary to avoid subordinate clauses, abbreviation, jargon, symbols,
repetition, meaningless expressions, superlatives, illustrations, descriptive
details, examples.
4. It must be self-contained and unambiguous.
5. The information of an abstract has to be conveyed in a neutral, logical,
coherent, precise and condense way.
USEFUL PHRASES
1. It is analysed … Аналізують ...
2. It is considered Розглядають
3. The author recommends … Автор рекомендує ...
4. It is described … Описують ...
5. It is suggested … Пропонують ...
6. The author pays attention to ... Автор звертає увагу на ...
7. It is represented / presented ... Представляють ...
8. The article / the text is Текст / стаття присвячується ...
devoted to …
9. It is shown ... Показують ...
10. It is underlined ... Підкреслюють ...
11. It is revealed ... Показують ...
12. It is given the Даються рекомендації ...
recommendations ...
13. This text / article examines / Текст / стаття розглядає /
focuses on ... зосереджується на ...
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14. This text / article Текст / стаття зосереджує ...
concentrates on ..
15. It is designed ... Розробляють ...
16. It is created ... Створюють ...
17. It is reported ... Повідомляють ...
18. It is characterized ... Характеризують ...
19. The results show ... Результати показують ...
20. It is observed ... Спостерігають ...
21. This text / article Стаття демонструє ...
demonstrates ...
22. It is explained ... Пояснюють ...
23. It is investigated ... Досліджують ...
24. It is used ... Використовують ...
25. It is studied ... Вивчають ...
26. It is applied ... Застосовують ...
Example:
ABSTRACT
THE RISE OF THE ENVIRONMENTAL JUSTICE PARADIGM

This article uses social movement theory to analyse environmental justice
rhetoric. It argues that the environmental justice frame is a master frame that uses
discourses about injustice as an effective mobilizing tool. The article identifies an
environmental justice paradigm and compares it with the new environmental
paradigm. In addition, the article discusses why the environmental justice
movement grew so fast and why its adherents find the environmental justice frame
so appealing.
SUMMARY
Summary is a shortened version of the text / article that highlights its key
points.
Follow these steps to write summary:
 Read the text.
 Make notes of the main points of the text.
 Start your piece of writing with one sentence that summarizes the idea of the
whole text.
 Write your summary, including all the main points. Use your own words.
 Check if your summary is clear, complete and that it makes sense.
239
Example:
Air, water, and land pollution is a result of increasing population and

industry. Air pollution, such as acid rain and photochemical smog, can destroy
forests and crops, kill animals and cause illness in humans. Water pollution from
toxic chemicals, herbicides, pesticides, and waste can cause human tragedy and
upset the food chain. Land pollution can cause toxic waste, fires, and explosions.
This can affect both humans and their environment.
COMMENTS
To write comments means writing explanatory or critical notes upon a text.
 write only relevant information;
 express your ideas logically;
 use the correct spelling, punctuation, grammar;
 read over your comment to check if it makes sense;
 edit your comment if it is necessary.
ESSAY
An essay is a short literary composition on a particular theme or subject,
usually in prose and generally analytic, speculative, or interpretative. It must have
at least three paragraphs, but a five-paragraph essay is a common length for
academic writing.
The structure of an essay includes:
 an introduction (state the problem and its consequence(s);
 a main body (suggestions);
 a conclusion (summarise your opinion).
TRANSITION WORDS AND PHRASES
Chronology before, after, next, since, first, second, while, when

Comparison likewise, compared to, similarly, as ... as, and
Contrast however, on the other hand, but, yet, in spite of in
contrast, although, instead
Additional and, also, in addition, in fact, furthermore, moreover,
information another ... is / was
Examples for example, in general, generally, for instance,
specifically, in particular
Cause and effect therefore, so, thus, as a result, since, because
Concluding ideas in conclusion, in summary, finally, therefore, to
conclude, to summarise
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Appendix 11: PROBLEM-SOLVING
Unit 1
CURIOUS PROBLEMS AND PUZZLES
HOW MANY MILES A DAY?

Harry walked 117 miles, beginning on Sunday morning and finishing on
Monday evening of the following week. He walked each day one mile farther than
the day before. How many miles did he walk each day?
WHEN WILL HARRY HAVE A BICYCLE?

Harry was 12 years old when his father promised him a bicycle. "I’ll buy a
bicycle for you when you are one-third of my age", said his father who was 56
years old then. When will Harry get a bicycle?
HOW MUCH DOES THE MAN WEIGH?

A man weighs 60 kilograms plus one-third of his weight. How much does he
weigh?
DIVIDE THE CAMELS

Many years ago an Egyptian died and left 17 camels to his three sons. He
left half of the camels to his eldest son, the second son was left a third of the
camels and the youngest son was left one-ninth of the camels. The sons couldn’t
divide the camels without cutting up one of them. So they went to a judge for
advice. The judge listened to the problem, thought for a moment and then
announced the solution. What was the solution?
HOW DID THEY CROSS THE RIVER?

Fred and Albert, with their father and village postman, were standing near
the river. They had to cross it, because their village was on the other side of the
river. Fred and Albert each weighed 112 pounds. Their father and postman each
weighed 224 pounds. But the boat could carry only 224 pounds at a time. How did
they cross?
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Unit 2
THE ENGLISH LANGUAGE QUIZ

1. How many words do you think there are in the English language?
a) 70,000 b) 170,000 c) 500,000 d) 2 million+
2. The following English words come from other languages. Can you guess which
language they are borrowed from?
a) Tea b) Coffee c) Casserole d) Potato e) Shampoo
3. The majority of English words fall into a small number of types of words. These
are called word classes. Name the word classes in this table. The first one has
been done for you.
TYPE OF WORD WORD EXAMPLE

CLASS
1. A word which names 1) noun petal
2. A word which describes 2) pretty
3. A word which describes an action 3) push
4. A word which adds information about verbs 4) smoothly
5. A word which connects parts of speech 5) and
6. A word which replaces a noun 6) I
7. A word which indicates relationships 7) before
8. Words which can be used before all 8) the
common nouns
4. The American English word 'zucchini' means what in Standard British English?
a) beet b) courgette c) radish d) spring onion e) garlic
5. After the Battle of Hastings in 1066 what language was spoken by the Royal
Court and the ruling class?
a) Latin b) German c) English d) French e) Swedish
6. Approximately how many languages are spoken in the world?
a) 1070 b) 1250 c) 2100 d) 2700 e) 3200
7. What percentage of the Internet is in English?
a) 55% b) 69% c) 86% d) 92% e) 95%
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8. According to the U.S. Census, how many languages are spoken in the United
States?
a) 457 b) 329 c) 275 d) 203 e) 162
Unit 3
WHAT'S YOUR BRAIN POWER?

Try to solve these problems with a partner.
1. How many squares do you see?
2. When my mother was 41 years old, I was 9. Now she is twice as old as I am.
How old am I?
3. How can you make four 9's equal 100?
4. Can you make eight 8's equal 1000?
5. You go to bed at 8 o'clock in the evening and set the alarm to get up at 9 in
the morning. How many hours of sleep would this allow you?
6. One month has 28 days. Of the remaining 11 months, how many have 30
days?
7. Why can't a man living in New York, N.Y. be buried west of the Mississippi?
8. If you stand on a hard marble floor how can you drop a raw egg five feet
without breaking its shell?
9. Two fathers and two sons shot three deer. Yet each took home one deer. How
was that possible?
10. How many times can you subtract the numeral 2 from the numeral 24?
11. A farmer has 4 7/9 haystacks in one corner of the field and 5 2/9 haystacks in
another corner of his field. If he puts them all together, how many haystacks
will he have?
12. You won a prize in a contest and could choose either a truckload of nickels or
half a trucktoad of dimes. Which would you choose? (Both trucks are
identical in size and shape.)
13. You are sitting in a room with 12 friends. Can any of them seat themselves in
any particular place in this room where it would be impossible for you to do
so?
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14. After a woman was blindfolded, a man hung up her hat. She walked 50 feet,
turned around, and shot a bullet through her hat. How was she able to do this?
nickel: coin of the U.S. and Canada worth 5 cents

dime: coin of the U.S. and Canada worth 10 cents, smaller in size than a nickel
Unit 4
The questions below are all taken from the different IQ tests and each is
aimed at examining one of the 7 basic skills (to find out what these basic skills
are you need to look through the text Parts of an IQ Test below). First, try to
find the solutions and then define which skill is being examined in each case.
1. Which of the figures, you think best fits the series below?
A. B. C. D.
2. If NEW YORK can be encrypted as PGYAQTM, how can you code the word
CHARLOTTE?
A. EICSNPVVG
B. EJCTNQVVG
C. EICTNPVVF
D. EJCSMPVVG
3. The day after the day after tomorrow is four days before Monday. What day is it
today?
A. Monday
B. Tuesday
C. Wednesday
D. Thursday
E. Friday
4. Forest is to tree as tree is to ...............?
A. plant
B. leaf
C. branch
D. mangrove
5. Rearrange the following letters to make a word and choose the category in which
it fits. "FADLOFDI"
A. city
B. fruit
C. flower
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D. vegetable
6. Identify the pair, one word from each group, that is closest in meaning (match
the column)
Group A Group B A. crude and raw
crude top B. crude and top
C. light and ignite
light raw D. stairs and top
stairs ignite E. light and raw
7. If 10 people can do a piece of work in 5 days, working 2 hours a day, how long
will 2 people take to do the same work, working 5 hours a day?
A. 8
B. 5
C. 10
D. 12
8. Which number should come next in this series? 10, 17, 26, 37, ?
A. 46
B. 52
C. 50
D. 56
9. Pick out the odd diagram?
10. Select the figure that is missing from the collection below:
A. B. C. D.
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11. Choose the odd one out.
A. B. C. D. E.
Unit 5
A FAMOUS PUZZLER'S LOGIC

Lewis Carroll, the author of the famous children's book, "Alice in
Wonderland", earned his living as a lecturer in mathematics at Oxford, and was
also extremely interested in puzzles. The ones that follow are taken from his book
"Symbolic Logic".
Draw conclusions from the statements made. Write down the answers. Make
sure you have written a proper sentence.
A
1. Babies are illogical;
2. Nobody is despised who can manage a crocodile;
3. Illogical persons are despised.
В
1. My saucepans are the only things I have that are made of tin;
2. I find all your presents useful;
3. None of my saucepans is of the slightest use.
C
1. No potatoes of mine, that are new, have been boiled;
2. All my potatoes in this dish are fit to eat;
3. No unboiled potatoes in this dish are fit to eat.
D
1. Everyone who is sane can do logic;
2. No lunatics are fit to serve on a jury;
3. None of your sons can do logic.
E
1. No experienced person is incompetent;
2. Jenkins is always blundering;
3. No competent person is always blundering.
F
1. No one takes in The Times unless he is well-educated;
2. No hedge-hogs can read;
3. Those who cannot read are not well-educated.
G
1. All puddings are nice;
2. This dish is a pudding;
3. No nice things are wholesome.
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H
1. All the old articles in this cupboard are cracked;
2. No jug in this cupboard is new;
3. Nothing in this cupboard, that is cracked, will hold water.
blundering: making clumsy mistakes
wholesome: good for you
Unit 6
PURE LOGIC
By now you should be able to answer this quiz easily! Work with a
partner. Do you know any similar problems of logic? If so, write them down
and try them out on a partner.
1. In a certain African village there live 800 women. Three per cent of them are
wearing one earring. Of the other 97 per cent, half are wearing two earrings,
half are wearing none. How many earrings altogether are being worn by the
women?
2. A logician with some time to kill in a small town decided to have his hair
cut. The town only had two barbers, each with his own shop. The logician
glanced into one shop and saw that it was extremely untidy. The barber
needed a shave, his clothes were unkempt, his hair was badly cut. The other
shop was extremely neat. The barber was freshly shaved and spotlessly
dressed, his hair neatly trimmed. The logician returned to the first shop for
his haircut. Why?
3. A secretary types four letters to four people and addresses the four
envelopes. If she inserts the letters at random, each in a different envelope,
what is the probability that exactly three letters will go into the right
envelopes?
4. If you took three apples from a basket that held 13 apples, how many apples
would you have?
5. If nine thousand, nine hundred and nine pounds is written as £9,909, how
should twelve thousand, twelve hundred and twelve pounds be written?
6. A chemist discovered that a certain chemical reaction took 80 minutes when
he wore a tweed jacket. When he was not wearing the jacket, the same
reaction always took an hour and 20 minutes. Explain.
7. A customer in a restaurant found a dead fly in his coffee. He sent the waiter
back for a fresh cup. After a sip he shouted, "This is the same cup of coffee I
had before!" How did he know?
8. "I guarantee," said the pet-shop salesman, "that this parrot will repeat every
word it hears." A customer bought the parrot but found it would not speak a
single word. Nevertheless, the salesman told the truth. Can you explain?
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Unit 7
NUMBER & MATH PLAY
ROMAN VALUES
What is the second to the largest number and the second to the smallest
number that you can make if you have one each of the following Roman numerals?
IVLX
TIME PUZZLE
Two hours ago, it was as many hours after one o'clock in the afternoon as it
was before one o'clock in the morning.
What time is it now?
WHAT'S YOUR SIGN?

In the equation below, replace each question mark with one of the four
mathematical signs: +,-, ×, or ÷. Each sign can be used only once. Fill in the blanks
to solve the equation. (Hint: the first sign is +.)
7 ? 5 ? 4 ? 7 ? 6 = 15
WHERE'S THE FRUIT JUICE?

A catering company sells large containers of iced tea and large containers of
fruit juice. Right now the company has six containers, each holding the following
amounts:
Container A: 30 quarts
Container B: 32 quarts
Container C: 36 quarts
Container D: 38 quarts
Container E: 40 quarts
Container F: 62 quarts
Five of the containers hold iced tea, and one container holds fruit juice.
Two customers come into the shop. The first customer buys two containers
of iced tea. The second customer buys twice as much tea as the first customer.
Which container is holding the fruit juice?
CATS & DOGS

All of Jenny's pets are dogs except one. All of her pets are cats except one.
How many cats and dogs does Jenny have?
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Unit 8
NUMBERS QUIZ
Each question below contains some numbers plus the initials of words of a
clue to a well-known fact or phrase. Find the missing words that apply to the
number.
Example: 7 = D in a W Answer − 7 Days in a Week
№ Number Clue Answer
1. 26 L of the E A
2. 7 W of the A W
3. 1001 AN
4. 13 S on the A F
5. 32 D F at which W F
6. 18 H on a G C
7. 90 D in a R A
8. 12 D of J of N
9. 24 H in a D
10. 3600 S in an H
11. 366 D in a L Y
12. 64 S on a C B
13. 40 D and N of the G F
14. 13 BD
15. 4 S on a V
16. 32 P in a C S
17. 66 B in the B
18. 11 P in a F T
19. 4 S of the Y
20. 206 B in the H B
21. 12 S of the Z
22. 10 C
23. 7 DS
24. 9 L of a C
25. 100 C in a M
26. 7 C in the R
27. 3 LP
28. 88 PK
29. 101 D
30. 52 W in a Y
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Appendix 12: SCRIPTS
Unit 1
STUDIES AND DEGREES IN GREAT BRITAIN

Courses in sciences are offered by most universities. There are 45 universities
in Britain.
Some of them are very old such as Oxford and Cambridge date from the
twelfth and thirteenth centuries. Most of the universities were founded in the 19 th
or 20th centuries. They concentrate on technology although they also offer a
number of courses in social studies, modern languages and other non-technological
subjects. About 45 percent of full-time universities in Great Britain take arts or
social studies courses and 41 percent science and technology; about 10 percent
study medicine and the remainder agriculture, forestry, veterinary, architecture and
country planning.
University degree courses generally extend over three or four years, though in
medicine five or six years are required. The first degree in Bachelor is awarded on
the competition, depending on satisfactory examination results. Further study or
research is required at the modern Universities for the degree of Master. Actual
degree titles vary according to the practice of each Universities.
University teaching combines lectures, practical classes (in scientific subjects)
and small group teaching in either seminars or tutorials.
Most of members of the academic staffs devote time to research and at all
universities there are postgraduate students engaged in research.
From Studopedia
Unit 2
LINGUA FRANCA: MANY LANGUAGES FOR MANY DIFFERENT
ROLES
The definition of lingua franca accepted by most sources is a common
language used by people who normally speak other languages. While the words
actually mean 'Frankish language', from the Italian language, the concept is much
older than Italian, or even Latin.
Before the rise of Rome, Greek was the language of educated men, from the
philosophers of Greece to Alexander the Great. Because Alexander conquered
most of the 'known' world, most important documents were copied in Greek, even
if they were written in other countries.
As the Roman Empire began to conquer the world, Latin spread where ever
the legions went. For a while, educated Roman citizens had their children taught
by Greek tutors, and even after the fall of Rome to barbarians in the fifth century,
250
the Byzantine Empire, which saw itself as the surviving Rome, kept Greek alive as
an essential language.
Latin, however, had spread far beyond where Greek had gone, and as the
language of the Catholic church, stayed of primary importance. Monasteries had
precious libraries of Latin scrolls and then books, and it was the language of
scholarship. When universities were established in the middle ages, the men of
many countries who attended them were taught in Latin, and they wrote the fruits
of their scholarship in Latin as well. Even today, Latin is not only the lingua franca
of the Catholic church, but is the official language of the Vatican.
Arabic was a lingua franca among the countries in the Islamic Empire, till the
fall of the Ottoman Empire, and was used by all those who traded with the Islamic
Empire. It is still the lingua franca of the Mid East. Arabic is also a language
gaining in use on the Internet.
Early in the 20th century, English became the language which most scientific
research was published, although many papers continued to be published in the
native language of the scientist as well. Now, to get cataloged internationally, a
paper needs to be available in English, whatever the native language of the
scientist.
Rebecca Scudder
Unit 3
HUMAN BRAIN VS. THE COMPUTER
The human brain and the computer are often compared to one another because
they can both perform many similar tasks.
__ Both the brain and a computer use electricity in order to send signals.
However, the electricity sent through the brain is based solely on the wiring of the
computer, while the human brain uses chemicals like sodium and potassium to
transmit electrical signals. The computer powered only by electricity, while the
brain requires an assortment of vitamins and minerals in order to continue
functioning.
__ Computers can continue to store memories as long as more RAM is added.
The information never goes away unless the data is damaged or corrupted in some
way. The computer also stores information in a more organized way than the
human brain. Also, the memory never changes. However, the human brain
sometimes fails to store information, struggles to locate buried information, loses
information and sometimes remembers things incorrectly.
__ The human brain adapts to new circumstances and learns new ideas more
quickly than the computer, since many new tasks for a computer have to be coded
and sometimes must have new hardware developed in order to correspond with the
task. However, a computer can manage several tasks simultaneously without error,
while some people struggle to walk and chew bubble gum at the same time.
251
The computer can perform calculations faster than the human brain, although the
brain has the ability to interpret information, come up with new ideas and be
imaginative.
__The computer can be continually upgraded and advanced through the
development of technology, while the human brain currently cannot be upgraded
and can only be strengthened through nutrition and brain exercises. Currently,
however, the brain is capable of performing a variety of tasks automatically such
as regulating breathing, heartbeat, body temperature and interpreting sensory data
while censoring unimportant information. The brain is also able to intuitively adapt
to different settings. For instance, an individual can completely shift his tone and
wording when moving from a formal to an informal situation.
Charles Pearson
Unit 4
HISTORY OF INTELLIGENCE TESTING

The first intelligence tests were created already in the 19th century, but they
measured general knowledge rather than intelligence as it is understood today.
French psychologist Alfred Binet is regarded as the author of the first professional
IQ test. In 1905, Theodor Simon and he created a set of tests aiming to research
children’s intellectual development. The tasks were tailored to different age
groups. Binet and Simon introduced the notion of a mental age. A ten-year-old
child who managed to correctly solve tasks dedicated to a year older age group was
in fact eleven in terms of his or her mental age.
A few years later, a German scientist, William Stern, slightly improved the
Binet’s IQ tests and introduced a new term to the world of science – intelligence
quotient (IQ in short). In order to calculate it, one should use the following
formula: divide a person’s mental age by his or her age and multiply the result by
100 in order to avoid troublesome fractions. In this way, a ten-year-old child with
the intellect of an eleven year old would have the IQ of 110, in accordance with the
(11/10)*100 formula.
Binet’s intelligence tests were useful when researching children, but did not
make it possible to examine adults’ intelligence. It resulted from the fact that the
concept of a mental age is useless for adults, as they do not develop mentally as
fast as children. This process stops already at the age of 16. An American
psychologist, David Wechsler, decided to overcome this obstacle and in 1939
devised his own IQ test based on totally different assumptions. He found out that a
distribution of intelligence in the population had features of the normal distribution
(known as the Gaussian curve). An average intelligence quotient is the most
popular, while the number of people with high or low intelligence changes in an
inversely proportional manner to the diversion of their IQ levels from the norm.
In the Wechsler scale, the score of 100 is regarded as an average one. Results
below 85 mean low intelligence. People with an over-average intelligence level
252
attain scores between 115 and 130. People with high intelligence reach scores
between 131 and 145, while geniuses − above 146. In order to become a member
of Mensa, i.e. an organization gathering the most intelligent 2% of the population,
one should present an intelligence quotient of at least 130.
From Studopedia
Unit 5
NIKOLA TESLA
THE GENIUS WHO LIT THE WORLD

Nikola Tesla symbolizes a unifying force and inspiration for all nations in the
name of peace and science.
Tesla studied at the Realschule, Karlstadt in 1873, the Polytechnic Institute in
Graz, Austria and the University of Prague. At first, he intended to specialize in
physics and mathematics, but soon he became fascinated with electricity. He began
his career as an electrical engineer with a telephone company in Budapest in 1881.
It was there, as Tesla was walking with a friend through the city park that the
elusive solution to the rotating magnetic field flashed through his mind. With a
stick, he drew a diagram in the sand explaining to his friend the principle of the
induction motor. Before going to America, Tesla joined Continental Edison
Company in Paris where he designed dynamos. While in Strassbourg in 1883, he
privately built a prototype of the induction motor and ran it successfully. Unable to
interest anyone in Europe in promoting this radical device, Tesla accepted an offer
to work for Thomas Edison in New York. His childhood dream was to come to
America to harness the power of Niagara Falls.
Young Nikola Tesla came to the United States in 1884 with an introduction
letter from Charles Batchelor to Thomas Edison: "I know two great men," wrote
Batchelor, "one is you and the other is this young man." Tesla spent the next 59
years of his productive life living in New York. Tesla set about improving
Edison’s line of dynamos while working in Edison’s lab in New Jersey. It was
here that his divergence of opinion with Edison over direct current versus
alternating current began. This disagreement climaxed in the war of the currents as
Edison fought a losing battle to protect his investment in direct current equipment
and facilities.
Tesla pointed out the inefficiency of Edison’s direct current electrical
powerhouses that have been built up and down the Atlantic seaboard. The secret,
he felt, lay in the use of alternating current, because to him all energies were
cyclic. Why not build generators that would send electrical energy along
distribution lines first one way, than another, in multiple waves using the
polyphase principle?
Dr. Ljubo Vujovic
253
Unit 6
PRIMORDIAL SOUP
Go back far enough in time, and you eventually have to explain how the
chemicals of life − especially proteins and nucleic acids − formed in Earth's
primordial environment.
In 1929, biochemists John Haldane and Aleksander Oparin hypothesized
independently that Earth's early atmosphere lacked free oxygen. In this harsh
environment, they suggested, organic compounds could form from simple
molecules if they were stimulated by a strong source of energy, either ultraviolet
radiation or lightning. Haldane added that the oceans would have been a "primitive
soup" of these organic compounds.
U.S. chemists Harold C. Urey and Stanley Miller set out to test the Oparin-
Haldane hypothesis in 1953. They reproduced the early atmosphere of Earth by
creating a carefully controlled, closed system. The ocean was a warmed flask of
water. As water vapour rose from the water and collected in another chamber, Urey
and Miller introduced hydrogen, methane and ammonia to simulate the oxygen-
free atmosphere. Then they discharged sparks, representing lightning, into the
mixture of gases. Finally, a condenser cooled the gases into a liquid they collected
for analysis.
After a week, Urey and Miller had astonishing results: organic compounds
were abundant in the cooled liquid. Most notably, Miller found several amino
acids, including glycine, alanine and glutamic acid. Amino acids are the building
blocks of proteins, which themselves are the key ingredients of both cellular
structures and cellular enzymes responsible for important chemical reactions. Urey
and Miller concluded that organic molecules could form in an oxygen-free
atmosphere and that the simplest of living things might not be far behind.
William Harris
NASA INVENTIONS YOU MIGHT USE EVERY DAY

ADJUSTABLE SMOKE DETECTOR
Skylab was the first U.S. space station, and the astronauts would need to
know if a fire had started or if noxious gases were loose in the vehicle. Teaming up
with Honeywell Corporation, NASA invented the first adjustable smoke detector
with different sensitivity levels to prevent false alarms. The first smoke detector to
hit the consumer market is called the ionization smoke detector. That essentially
means that it uses a radioactive element called americium-241 to spot smoke or
harmful gasses. When clean air particles of oxygen and nitrogen move through
smoke detectors, the americium-241 ionizes them, which creates an electrical
current. If foreign smoke particles enter the smoke detector, it disrupts that
interaction, triggering the alarm.
254
CORDLESS TOOLS
Although Black & Decker had already invented the first battery-powered
tools in 1961, the NASA-related research helped refine the technology that led to
lightweight, cordless medical instruments, hand-held vacuum cleaners and other
tools. In the mid-1960s, to prepare for the Apollo missions to the moon, NASA
needed a tool that astronauts could use to obtain samples of rocks and soil. The
drill had to be lightweight, compact and powerful enough to dig deep into the
surface of the moon. Since rigging up a cord to a drill in outer space would be a
difficult feat, NASA and Black & Decker invented a battery-powered, magnet-
motor drill. Working in the context of a limited space environment, Black &
Decker developed a computer program for the tool that reduced the amount of
power expended during use to maximize battery life.
From Discovery
Unit 7
MATHEMATICS
The word "mathematics"comes from the Greek "mathema" which means in
ancient Greek "what one learns", "what one gets to know" also "study",
"knowledge", "learning" and "science" and in modern Greek just "lesson".
In English until 1700 the term “mathematics” meant "astrology", "astronomy"
rather than "mathematics" as it is now. Mathematics is the study of quantity, space,
structure and change.
Through the use of abstraction and logical reasoning, maths developed from
counting, calculation, measurement, and the systematic study of the shapes and
motions of physical objects. Practical maths has been a human activity for as far
back as written records exist. The earliest uses of Maths were in trading, land
measurement, painting. In addition to recognizing how to count physical objects,
prehistoric people also knew how to count abstract quantities, like time – days,
seasons, years. Elementary arithmetic (addition, subtraction, multiplication and
division) naturally followed.
The systematic study of maths in its own right began with the Ancient Greek
between 600 and 300 B.C.
Maths continued to develop, for example, in China in 300 B.C., in India in
100 A.D. and in the Muslim world in A.D. 800 until the Renaissance when
mathematical innovations interacting with new scientific discoveries led to a rapid
increase in the present day.
Mathematics is used throughout the world as an essential tool in many fields,
including natural science engineering, medicine, and the social sciences.
Nowadays, all sciences suggest problems studied by maths and many
problems arise within Maths itself. Often Maths inspired by one area proves useful
255
in many areas. A distinction is often made between pure maths and applied Maths.
However, pure Maths topics often turn out to have applications, e. g. number
theory in cryptography and computer science.
Many mathematicians talk about the elegance of maths, its inner beauty.
Simplicity and generality in Maths are valued.
From Studopedia
Unit 8
HIP TO BE SQUARE: RUBIK'S CUBES AND SUDOKU

Magic squares may seem esoteric, but their cultural impact is evident
whenever you open the newspaper or walk into a toy shop. The two most popular
puzzles of recent years – Sudoku and the Rubik's Cube – are both consequences of
a centuries-long preoccupation with them.
In the 18th century, Leonhard Euler, the greatest mathematician of his day,
was devising ways to create magic squares. In order to do this he started looking at
another type of square that could be used as a kind of template for producing magic
squares.
Euler's new concept was a square in which every number, or symbol, would
appear once and only once in each row and column. While these squares had been
known about since at least a few centuries before, Euler was the first
mathematician to analyse them systematically and he coined their name "Latin
square".
He also invented the sister concept in which two Latin squares are
superimposed on each other, and such that each cell in the grid is unique. This he
called a "Graeco-Latin Square".
In 1782, Euler set the "36 officers problem", a frivolous puzzle that led to
much deep academic work and discoveries. Can you make a 6x6 Graeco-Latin
made up of six regiments of six officers each of different ranks so that no rank and
regiment is repeated in any row or column? Only in 1901 was it proved that this
was impossible.
Unlike magic squares, Latin and Graeco-Latin squares have found many uses
and applications in non-mathematical settings, for example in cryptography and
biological experiments, experimental design.
The best-known occurrence of Latin squares now, however, is in newspapers
and puzzle books. Sudoku is a puzzle to complete a partially completed 9x9 Latin
square that contains the digits one to nine in each column and row, with the added
specification that the 3x3 sub-squares also contain the numbers from one to nine.
The previous puzzle craze to Sudoku was the Rubik's Cube, whose history
can also be traced back to the magic square. In the mid-19th century in upstate
New York, Noyes Palmer Chapman, an amateur puzzle enthusiast, made a physical
model of a magic square such that the numbers from 1 to 16 were on small wooden
squares that could be fit in a 4x4 box. He realised that if he left out
256
one of the squares, it was possible to slide the other 15 squares around. This
became known as the "15 Puzzle", which was an international fad in 1880 – and is
the original sliding block puzzle, versions of which you can still find in toyshops.
In the 1970s Hungarian designer Ernö Rubik was trying to reinvent the 15
Puzzle in three dimensions when he came up with the idea of the Rubik's Cube.
From the magic square to Sudoku we seem to have always liked our puzzle
crazes to come in squares – although this is a matter not for mathematicians, but
for psychologists.
From Studopedia
257
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Національний технічний університет України

"Київський політехнічний інститут"

АНГЛІЙСЬКА МОВА ДЛЯ НАУКИ І ТЕХНІКИ

Синекоп О.С., Ярмоленко О.А., Медкова О.М.

ENGLISH FOR SCIENCE AND TECHNOLOGY

Автори: Синекоп О.С., Ярмоленко О.А., Медкова О.М.

Рецензенти: Городнича Л.В. к.пед.н., доцент, доцент кафедри іноземних мов

Основна мета навчального посібника є формування у студентів технічних

Dr. Thomas Fuller

1. Comment briefly on the picture.

Useful words and phrases:

higher educational institutions; higher education; university; PhD; good

2. Discuss the following quotations. Which quotation is closer to your own

3. Discuss the following questions together.

1. What institute / faculty do you study at?

A. Comment on the statement: "Higher Education is in Crisis".

B. Read the quotation and think of the idea of distance learning. Be

"Online versions of college courses are attracting hundreds of students,

5. A. Underline the stressed syllable in each word as in the example. Practise

mechanical, technological, chemical, glorify, speciality, specialization, engine,

THE NATIONAL TECHNICAL UNIVERSITY OF UKRAINE

The National Technical University of

higher educational institution to be situated

10. Match the words with the definitions.

11. Arrange the following words according to

 similar meaning: well-known, to be located, collaboration, scientist,

obtain, up-to-date, consequences, disposal, enterprises, protection,

1 ........ of environment 6 rectification of ..........

2 ...... networks 7 numerous .......

3 ........ trends 8 ...... institutions

4 ........ people 9 higher ....... institutions

5 at the ..... of married students 10 to ....... qualifications

1 to graduate from a навчати

graduate ........, .........

design ........., .........., .........

measure ............., ..............

departments, graduates, engaged, enrolment, increased, guides

1. The first …… of the KPI constituted 360 students.

1. She usually feels shy / nervous before the exam.

19. Fill in the blanks with prepositions wherever necessary.

1. Training of tuition … correspondence lasts 5 years.

21. Choose the correct answer.

1. Oxford's museums and collections provide / are providing an important

We use the verb "do" We use the verb "make"

1. … my best 11. … certain

1. Our University dates back to 1898.

24. In small groups or pairs discuss the following questions.

1. What principles do school-leavers follow when they choose a future course

A: Is Massachusetts Institute of Technology a private institution?

Useful words and phrases:

early childhood education; primary education; secondary education; higher /

B. Answer the following question.

What do you think education should aim to do?

 prepare students to pass exams,

to write; to discuss; to solve; to think over; to analyse; to practice; to prove; to

31. You are particularly interested in information (history of foundation,

1. A fool man can ask more 14. To know everything is to know

34. Answer the questions.

1. How old are the Universities of Oxford and Cambridge?

1. The number of Britain’s Universities is .......................... .

36. Complete the phrases.

1. Courses in sciences are offered ..............… .

 Read the text.