EITS

MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN
INTERNATIONAL UNIVERSITY OF INFORMATION TECHNOLOGIES
English Language Department
B.Jolamanova, S.Karzhaubayeva,
A.Sholakhova, Zh.Manapbayeva
ENGLISH
for IT students
Almaty 2013
УДК
ББК
Рецензенты:
PhD S.Garton, Aston University, Great Britain
Кандидат филологических наук, доцент КазНУ Т.Т.Джарасова
Кандидат филологических наук, доцент МУИТ В.А.Ермакова
Составители:
Б.Д.Джоламанова, С.Э.Каржаубаева, А.А.Шолахова, Ж.Ж.Манапбаева English
for IT students – Алматы, МУИТ, 2013. -228 с.
ISBN
Настоящее пособие предназначено для студентов ИТ специальностей,
изучающих курс профессионального английского языка в вузах технического
профиля с целью развития навыков использования английского языка как
средства профессионального общения.
УДК
ББК
ISBN
©МУИТ, 2013
The manual “English for IT students” is meant to complement the ESP textbooks for
the students of Low Intermediate - Upper Intermediate levels majoring in IT, taking a
course in Professional English. It consists of 2 parts, each containing several modules.
Each module in its turn comprises a target vocabulary list, a target vocabulary test
and 3 texts with a set of communicative vocabulary, grammar, pre-reading, while-
reading, post reading and video activities. The video materials are presented on a
special disc attached to the manual.
The manual is supplemented with attachments (debate guidelines, a list of semantic

markers and colloquial phrases). It is meant for 90 academic hours.
TABLE OF CONTENTS
Part I. Higher Education

Module 1. Higher Education
Target vocabulary
Target vocabulary test
Text 1. Traditional education VS credit-based technology
Text 2. Higher education in Kazakhstan: challenges and priorities
Text 3. You’ve got to find what you love
Module 2. Soft Skills

Target vocabulary
Text 1. Soft skills VS hard skills
Text 2. Emotional Intelligence
Text 3. Stages of team work growth
Module 3. Best Practices

Target vocabulary
Text 1. Everything you thought you knew about learning
Text 2. Consequences of academic cheating
Text 3. Learning English is like …
Part II. Social Issues of IT
Module 1. Personal Focus
Target vocabulary
Text 1. Computer as a friend
Text 2. Computer as a foe
Text 3. Minimizing the negative impacts
Module 2. Global Focus

Target vocabulary
Text 1. The digital age
Text 2. Three eras of globalization
Text 3. Digital divide
Module 3. Legal Focus

Target vocabulary
Text 1. Computer crime
Text 2. Information security
Text 3. The world’s five biggest cyber threats
Module 4. Technological Focus

Target vocabulary
Text 1. Current trends in IT
Text 2. Quantum computers
Text 3. Artificial intelligence will kill our grandchildren
PART 1. HIGHER EDUCATION
MODULE 1. HIGHER EDUCATION
TARGET VOCABULARY
Term Definition Collocations, derivatives,

etc.
Academic a degree students are awarded hold/have/earn/offer
degree upon the completion of a credit an ~; confer an ~ on sb;
course award an ~ to sb;
a ~ -holder; honorary ~;
syn. title
Academic a full schedule of all the academic on the ~
calendar hours, University events and
activities to be attended by the
students
Academic academic honesty ensure ~;
integrity ant. plagiarism
Academic term a 15-week semester fall/spring ~; throughout
the ~
Academic written record of a student’s
transcript academic performance; official
and unofficial transcripts may be
obtained by contacting the
Registrar
Academic hour a 50 minute class
etc.
Add/drop a period, usually the first week of
period a term, for students to choose
subjects for study from the faculty
curriculum
Academic a set of courses to be taken for complete/enter/take an ~; on
program earning an academic degree the ~
Advisor (n) a teacher/professor who advises act as an ~; perform the
students in educational matters duties of an ~
Alumnus (n) former student of a university an ~ of; the alumnus of the
year award; pl. alumni;
alumni relations/ office/
foundation
Baccalaureate a program of study for the first enter/take a ~ program
(n) academic degree
Bachelor (n) a person whom the Bachelor BA (Bachelor of Arts), BSc
degree is awarded to (Bachelor of Sciences)
Commencement an academic procedure in which ~ speech/date/procedure
(n) diplomas are conferred
Credit (n) a) official certification of earn a ~; ~ hours; receive
successfully completing a course full ~ for his studies; carry
of study; b) a unit of study so (three) ~s (about a course)
certified
Credit system an educational system based on institute/introduce the ~
of education self-study, creative thinking
methods, academic freedom and
credit accumulation as the
requisite for a degree
etc.
Core subjects subjects obligatory for study
Cum laude with honors; with academic a ~ graduate
distinction
Curriculum (n) a document with a full list of ~ design/demands/
obligatory and elective disciplines development; be on the ~;
to be completed and the number of undergraduate/university ~;
credits to be earned by students to pl. curricula; curricular
be awarded an academic degree in (adj)): a cross-~ approach/
this or that science field project/link
Dean (n) the head of a division, faculty, the ~’s office
college or school of a university
Drop in (v) visit sb informally and ~ at some place
spontaneously
Drop out (v) leave school or some other a dropout (n);
academic program before syn. withdraw
completing it
Enroll (v) become or make sb a student on a ~ sb in/on sth; ~ in a
course program/classes; enrollment
(n); syn. intake
Elective (n) courses that students may choose an ~ course; do/choose/offer
to study to complement their major an ~
GPA the numerical designation of a calculate the ~
(Grade Point grade multiplied by the number of
Average) credits the course is assigned
Graduate (v) complete one’s course of ~ from a university; (under)
university studies ~ program; graduate (n)
etc.
Handout (n) hard copies for study purposes that develop/distribute ~s
contain supplementary materials
for class and self-study work
Incomplete (n) grade received when a student is get an ~
unable to complete coursework
due to extenuating circumstances
Initiation (n) ceremony by which a person is fraternity ~ procedure
introduced into any society
Major (n) the subject area leading to a degree choose a ~; major in (v);
or certificate in which a student ant. minor
chooses to concentrate his/her
academic work
Make up exam an exam postponed for a later take/pass/fail in ~
period
Mid-term Exam a test of students’ progress in the
middle of a term
Retake (n) a repeated course in case a student ~ an exam/a test
failed an exam
Prerequisite/ a requirement by which students a ~ for/to/of;
post-requisite have to complete a study of a a necessary ~
specific subject before or after
another specified course starts
Proctor (n) a teacher who observes an exam act as a ~; proctor (v); syn.
invigilator
Registrar (n) the chief administrative officer in a office of ~;
university submit sth to the ~
etc.
Scholarship (n) a non-repayable award to an win/gain/get/lose/be
eligible student based upon awarded a ~ to the
academic achievement and university;
determined financial need or, in syn. grant
some cases, based upon academic
achievement alone
Student (n) any undergraduate student enrolled full-time/correspondence ~
in the university who is carrying a
course load of 12 or more hours
per semester
Syllabus (n) the program which briefly ~ for; be on the ~; follow
describes the subject course the ~; ~ requirements;
pl. syllabi
Tutor (n) a teacher who guards, protects, act as a ~; tutor in sth (v);
watches over, or has the care of tutorial (n)
students
Tuition (n) teaching, instruction ~ fee; the language of ~
TARGET VOCABULARY QUIZ
Choose the right answer:

1. A document with a full list of obligatory and elective disciplines to be completed
and the number of credits to be earned by students is called a _____.
a) syllabus b) transcript c) curriculum d) curricula
2. Written record of a student’s academic performance obtained from the Registrar is
called a _____. a) syllabus b) transcript c) curriculum d) syllabi
3. The program which lists the subject title, its brief description is called a _____.
a) syllabus b) transcript c) curriculum d) curricula
4. The subject obligatory for study is called a/n_____.
a) major b) minor c) elective d) core
5. A teacher who guards, protects, watches over, or has the care of students is called
a/n _____. a) tutor b) teacher c) advisor d) proctor
6. A teacher who observes an exam is called a _____.
a) tutor b) teacher c) dean d) proctor
7. Head of a division, faculty, college or school of a university is called a _____.
a) tutor b) teacher c) dean d) proctor
8. A secondary field of academic concentration or specialization is called a _____.
9. The subject area leading to a degree or certificate in which a student chooses to
concentrate his/her academic work is called a _____.
10. A course that students may choose to study to complement their major, to build
valuable skills, and to add variety to their schedule is called a _____.
11. Visiting a class informally and spontaneously is called dropping _____.
a) off b) in c) out d) at
12. Leaving school or some other academic program before completing it is called
dropping _____. a) off b) in c) out d) at
13. When do you expect to graduate _____ the university?
a) – b) from c) by d) in
14. “Drop out” is synonymous to the verb:
a) fall b) withdraw c) attend d) fail
15. An exam postponed for a later period is referred to as a _____.
a) retake b) make up c) sit over d) stand-apart
16. You can expect all of these from an excellent student EXCEPT for:
a) graduating with honors b) graduating with academic distinction
c) incomplete graduation d) cum laude graduation
17. Credit accumulation is a qualitative indicator of a student’s academic
achievements and a _____ for a degree.
a) requisite b) prerequisite c) post-requisite d) prorequisite
18. A requirement by which students have to complete a study of a specific subject
before another specified course starts may be termed as a _____.
19. A requirement by which students have to take a specified course after completing
the current one may be termed as a _____.
20. Payment made for studying in a university is referred to as _____ fee.
a) tuition b) study c) scholarship d) grant
TEXT 1. TRADITIONAL EDUCATION VS CREDIT-BASED

EDUCATION
by Kevin James Bondelli
(www.kevinbondelli.com; http://www.scribd.com )
64pravo.ru
PRE-READING
Activity 1. As students, you are doing credit courses in your majors. Can you explain
the academic term “credit course”?
Now read the definitions below and check your ideas.
A credit course is…
 A class with specified learning goals which the student is required to meet in
order to pass the course and that may be applied toward the fulfillment of
degree requirements at a college or university.
 A course in which A, B, C, D, and/or G grades are awarded. Grades recognize
the achievement of a part of or the total requirements for a course or learning
module.
Extract 1
The question of which method results in the most possible learning is one that has
been debated extensively throughout the history of education. The most practiced
method is often referred to as the ‘traditional’ system, in which the main method of
teaching is still the lecture. Students do not spend much time studying independently,
but rather spend their time listening to lectures and taking notes. There are seldom
tutorials. Students are unable to make educational decisions on their own, they had no
say in the curriculum and/or methods of instruction. Outside the lectures, students are
only required to complete assignments. The traditional system does not allow the
flexibility in time management to make this the most efficient method.
The traditional educational system focuses entirely on intellectual and ignores

experiential learning, it only teaches students how to succeed on standardized tests,
has an authoritarian nature, and makes students value education and not learning. The
traditional system’s reliance on standardized testing lessens the amount of actual
learning that is done in schools.
Extract 2
Unlike in the traditional teaching system, credit based education is built upon a more
flexible “syllabus”, which enables students to adjust their own learning process in
order to meet the graduation requirements in an optimal time frame. The syllabus also
facilitates the division of subjects and training tasks per semester in such a way that a
student wishing to follow his own learning pattern at a normal speed can register for
any new subject only upon completing the prerequisites. Students can individually
tailor their own learning pattern based on the available courses and subjects.
However, it is strongly recommended to follow the master syllabus.
Teachers aim to help students develop learning skills and strategies to enable them to
cope with the amount of independent workload. Several useful strategies of the credit
based education are: the use of concept mapping, problem-based learning (by means
of challenging tasks for students), case studies, interdisciplinary approaches, team
participation, online learning. Altogether these strategies make a student a life-long
learner as he acquires most critical learning skills.
VOCABULARY FOCUS
Activity 2. Find in the text words or phrases meaning:

1) to be known as; 2) to have neither choice nor voice in sth; 3) based on one's own
experience; 4) practical classes; 5) strictly regulated or controlled; 6) make something
more effective; 7) the way a student designs his/her timetable; 8) adjust, adapt.
Activity 3. Explain the difference between:

1) syllabus – curriculum;
2) intellectual learning – experiential learning;
3) lecture – tutorial;
4) traditional – credit-based system;
5) education – learning;
6) prerequisites – postrequisites.
GRAMMAR FOCUS
Activity 4. Insert prepositions:

1. Students have little say _____ academic decision-making.
2. Have you registered _____ any elective course?
3. Some students find it hard to cope _____ the university program.
4. With computer technologies a student can study _____ his own speed.
5. It takes a lot of efforts to succeed _____ life.
6. Did you succeed _____ the ENT?
7. We do one project _____ semester _____ this subject.
Activity 5. Paraphrase the sentences using the Passive Voice:

1. It makes students value learning.
2. They refer to the method as the traditional one.
3. They are registering students for the courses now.
4. They build the credit-based system on a flexible syllabus.
5. Standardized testing lessens the amount of actual learning.
6. Scholars have been debating the issues of methodology extensively throughout the
history of education.
Activity 6. Open the brackets using the Passive Voice:

1. All the assignments _____ (complete, already).
2. The amount of actual learning that _____ (do, currently) in schools is not quite
impressive.
3. Our curriculum _____ (adjust, gradually) to the market needs.
4. The drawbacks of the traditional system _____ (eliminate, hardly) in the near
future.
5. This approach _____ (refer) as an interdisciplinary one.
6. The assignment _____ (complete) before the next week-end.
7. Under the credit-based system students _____ (make) life-long learners.
WHILE-READING
Activity 7. Make up A-B pairs and identify the lines along which the two systems are
contrasted in the text; draw a table of two columns to differentiate between them.
Activity 8. Read the statements below and decide whether they describe a credit (C) or
traditional (T) higher education system. Say what is their counterpart in the other
system. Add more statements to the issue if you have any.
The curriculum and syllabi are tailored to the needs of students. They are 1
free to choose elective courses on their own.
Teachers make decisions. Students do not decide which subjects to study; 2
they simply follow the curriculum.
There is no systematic independent study throughout a semester. Students 3
only memorize the assigned information to deliver it at exams.
Student’s ability to work regularly on self-study basis and in a team is the 4
key driver of his success in the academic studies. 70% of the knowledge is
the result of student’s independent study.
Students get marks at exams with 5 as the maximum. 5
Students earn credits for a degree. 6
The course duration is not fixed. Students keep studying until they get the 7
required number of credits for a degree.
A course duration is usually fixed for 4 or 5 years. 8
While completing self-study assignments students master different skills 9
and abilities important for their future professional career. Some of them
are: analytical and creative thinking, public speaking and presentation
skills, analytical reading and writing skills, problem-solving, decision
making and leadership skills.
Students are tied to a fixed timetable. 10
Students are free to design their timetable for most of the disciplines. 11
Students have an opportunity to choose instructors and the language of 12
instruction.
Students have no information on what topics they are going to study in the 13
subjects they are instructed in.
The assessment of students’ academic progress is based on a 100-point 14
scoring system.
In the beginning of a term students get informed on the content of 15
academic programs.
POST-READING
Activity 9. Follow–up discussion: What do concept mapping, problem-based learning,

case studies, interdisciplinary approaches, team participation, online learning mean?
Have you practiced any of them in your university studies? Make a list of the
dis/advantages of both learning systems.
Activity 10. Hold a debate on the issue “Our university education is

credit-based/traditional”. Present your arguments and support them with examples or
facts.
TEXT 2. HIGHER EDUCATION IN KAZAKHSTAN:
CHALLENGES AND PRIORITIES
Abstracts from the Message of the RK President Nursultan Nazarbayev

to the People of Kazakhstan of January 27, 2012
PRE-READING
Activity 1. Why is education a traditional topic of President's annual addresses? What

is the role of education in the state policy of Kazakhstan?
WHILE- READING
Activity 2. Read the text and sum it up in the table below:
Area Objectives Means

education modernisation of to introduce advanced technologies
education system to develop vocational education
to improve the quality of pedagogic staff
It is necessary to increase the population’ computer literacy, including the use of
various incentive programs. I urge the people of Kazakhstan to actively master
information technologies.
During the modernization of the education system, it is important to take the

following measures: First, to introduce advanced techniques and technologies in the
education process. Today, Nazarbayev University and the intellectual schools work
successfully in keeping with international standards. A network of advanced
institutions of vocational education is under development. It is necessary to
disseminate their experience across the whole education system in Kazakhstan, and to
bring all educational institutions up to their level.
Second, it is important to improve the quality of teaching staff. It is necessary to
strengthen the standards of basic pedagogic education and the requirements for the
professional development of teachers in schools and universities. Each region must
have integrated centres in operation for the professional development of teachers.
Third, we need to create an independent system of quality verification. The state

should not provide educational services and at the same time assess their quality.
After finishing a medical school a graduate is not yet a doctor. After finishing a
polytechnic university a graduate is not yet an engineer. A graduate will have to
prove he or she is an expert. This is the order in the whole world. I task the
Government to establish this year a number of independent Centres for proficiency
testing on the basis of branch associations in 1-2 areas as pilot projects.
Fourth, there is a need for expanding access to education for youth through the
mechanisms of public-private partnerships, travel and accommodation subsidies for
youth from rural areas and lower-income families, and the development of a network
of hostels. Providing opportunities for young workers to get specialized education
while remaining in employment is an important issue. Today, many people migrate
from rural to urban areas. It is difficult for them to find a job. Every young person
should be able to get a profession and education while remaining in employment.
Fifth, education should provide young people not only the knowledge but also the
ability to use it in the process of social adaptation. I task the Government to adopt a
five-year National Action Plan for the development of student functional literacy.
Sixth, it is important to strengthen the personal development component of the

educational process. Patriotism, morality and ethics, inter-ethnic harmony and
tolerance, physical and spiritual development, and respect for the law are values that
should be instilled in all educational institutions both public and private.
Multinationality and multilinguality are parts of these values and one of the main
assets of our country. According to our Constitution, the Kazakh language is the state
language. The Russian language is officially used in state bodies along with
Kazakh… The planned development of the Kazakh language will not be harmful for
the Russian language… The Kazakh language, our state language, is growing and
developing. By 2020, the number of people who will have mastered the state
language will reach 95 percent. A tendency for teaching in Kazakh is present in all of
the schools and educational institutions of the country. I ask the Government to
develop a Comprehensive plan to ensure youth are instilled with these values in all
educational institutions. We do not even have the books or teachers to work with
youth on these issues. It is vital for our youth.
The social importance of the projects of industrial-innovative development is critical.

This program remains the benchmark for economic modernization. All state bodies
should consider the work as their overriding matter of concern. Last year alone, 288
projects were brought into operation to the total amount of more than 970 billion
KZT. As a result, 30,000 permanent jobs were provided. We continue to create and
develop leading clusters of our economy. It is important to increase budget spending
to fund promising research through the provision of grants to encourage innovation.
The new law “On Science” lays the foundation for the systematic state support for
science. It is necessary to support our scientists.
An innovative and intelligent cluster must be formed around Nazarbayev University,
promoting the transfer and development of new technologies. By creating high-tech
enterprises in Astana, we will extend this experience to other scientific and
educational centres in Kazakhstan.
VOCABULARY FOCUS:
Activity 3. Explain what the following expressions mean, say why they are important
for Kazakhstan:
1) computer literacy; 2) spiritual development; 3) incentive programs;
4) vocational education; 5) qualification verification; 6) access to education;
7) functional literacy.
Activity 4. Translate the following into English:

1) принимать программу; 2) принимать решение; 3) принимать приглашение;
4) принимать лекарство; 5) принимать в университет; 6) принимать гостей;
7) принимать меры.
GRAMMAR FOCUS
Activity 5. Ask 3 types of questions to the sentences below (a general question, a tag
question, a question beginning with “What”):
1) A graduate has to prove he or she is an expert.
2) We have to develop the students’ functional literacy.
3) We have to master the state language.
Activity 6. Suppose you are in the future, 20 years from now. Make the sentences
refer to the past:
1) We must support our scientists.
2) Our education should provide not only the knowledge but also skills.
3) We ought to expand access to education for youth.
4) An innovative and intelligent cluster must be formed round Nazarbayev
University.
5) We need to fund promising research through the provision of grants to encourage
innovation.
6) We ought to instill the values of patriotism and morality in all educational
institutions.
Activity 7. Choose the correct variant:

1. You look pale. You _____ go home.
a) would rather b) might c) had better
2. I feel bad. I _____ go home. a) would rather b) might c) had better
3. In the sentence “You don’t need to worry” the verb “need” is a _____verb.
a) normal b) modal c) auxiliary
4. In the sentence “You needn’t to worry” the verb “need” is a _____verb.
a) normal b) modal c) auxiliary
5. In the sentence “Shall I go there immediately?” the verb “shall” expresses _____.
a) offer b) advice c) legal use
6. In the sentence “It shall be difficult for you to find a job if you don’t get a sound
higher education” the verb “shall” expresses _____.
a) offer b) threat c) legal use
7. In the sentence “The Law on Science states that the government shall support
science” the verb “shall” expresses _____. a) offer b) threat b) legal use
WHILE-READING
Activity 8. Match the given purposes and methods:
Purpose Method
1 increase the population’s A establish independent centers for
computer literacy to proficiency testing
master information adopt a five-year national action plan
technologies
2 support the professional B fund sth through the provision of grants,
development of teachers transfer and develop new technologies
3 develop student functional C launch incentive programs
literacy
4 expand access to D develop a network of advanced institutions
education for youth of vocational education
5 encourage innovation E operate integrated centers
6 promote advanced F disseminate the experience of Nazarbayev
techniques and university and intellectual schools
technologies
7 improve the national G provide travel and accommodation subsidies
education system
8 promote spiritual H master the state language
development
9 preserve national identity I instill patriotism, morality, inter-ethnic
tolerance, respect for the law
POST-READING
Activity 9. Complement the table above with additional methods and purposes.
Activity 10. Imagine you have the opportunity to speak to the President of
Kazakhstan. Offer some other measures to improve the educational system in the IT
sphere of our country.
Activity 11. Hold a debate on the resolution “Kazakhstan is successfully reforming its
education system”.
TEXT 3. 'YOU'VE GOT TO FIND WHAT YOU LOVE'

Steve Jobs’ Commencement address at Stanford University, June 12, 2005
(video available at http://www.youtube.com/watch?v=D1R-jKKp3NA)
blogseitb.us
PRE-READING
Activity 1. What do you know about Steve Jobs? Is he an authority for you? Why/not?
Activity 2. Write out the unknown words and learn them to prepare for the class
discussion of the text.
I am honored to be with you today at your commencement from one of the finest
universities in the world. I never graduated from college. Truth be told, this is the
closest I've ever gotten to a college graduation. Today I want to tell you three stories
from my life. That's it. No big deal. Just three stories.
The first story is about connecting the dots.
I dropped out of Reed College after the first 6 months, but then stayed around as a
drop-in for another 18 months or so before I really quit. So why did I drop out? It
started before I was born. My biological mother was a young, unwed college graduate
student, and she decided to put me up for adoption. She felt very strongly that I
should be adopted by college graduates, so everything was all set for me to be
adopted at birth by a lawyer and his wife. Except that when I popped out they decided
at the last minute that they really wanted a girl.
So my parents, who were on a waiting list, got a call in the middle of the night asking:
"We have an unexpected baby boy; do you want him?" They said: "Of course." My
biological mother later found out that my mother had never graduated from college
and that my father had never graduated from high school. She refused to sign the final
adoption papers. She only relented a few months later when my parents promised that
I would someday go to college.
And 17 years later I did go to college. But I naively chose a college that was almost
as expensive as Stanford, and all of my working-class parents' savings were being
spent on my college tuition. After six months, I couldn't see the value in it. I had no
idea what I wanted to do with my life and no idea how college was going to help me
figure it out. And here I was spending all of the money my parents had saved their
entire life. So I decided to drop out and trust that it would all work out OK. It was
pretty scary at the time, but looking back it was one of the best decisions I ever made.
The minute I dropped out I could stop taking the required classes that didn't interest
me, and begin dropping in on the ones that looked interesting.
It wasn't all romantic. I didn't have a dorm room, so I slept on the floor in friends'
rooms, I returned coke bottles for the 5¢ deposits to buy food with, and I would walk
the 7 miles across town every Sunday night to get one good meal a week at the Hare
Krishna temple. I loved it. And much of what I stumbled into by following my
curiosity and intuition turned out to be priceless later on. Let me give you one
example:
Reed College at that time offered perhaps the best calligraphy instruction in the
country. Throughout the campus every poster, every label on every drawer, was
beautifully hand calligraphed. Because I had dropped out and didn't have to take the
normal classes, I decided to take a calligraphy class to learn how to do this. I learned
about serif and san serif typefaces, about varying the amount of space between
different letter combinations, about what makes great typography great. It was
beautiful, historical, artistically subtle in a way that science can't capture, and I found
it fascinating.
None of this had even a hope of any practical application in my life. But ten years
later, when we were designing the first Macintosh computer, it all came back to me.
And we designed it all into the Mac. It was the first computer with beautiful
typography. If I had never dropped in on that single course in college, the Mac would
have never had multiple typefaces or proportionally spaced fonts. And since
Windows just copied the Mac, it's likely that no personal computer would have them.
If I had never dropped out, I would have never dropped in on this calligraphy class,
and personal computers might not have the wonderful typography that they do. Of
course it was impossible to connect the dots looking forward when I was in college.
But it was very, very clear looking backwards ten years later.
Again, you can't connect the dots looking forward; you can only connect them
looking backwards. So you have to trust that the dots will somehow connect in your
future. You have to trust in something — your gut, destiny, life, karma, whatever.
This approach has never let me down, and it has made all the difference in my life.
My second story is about love and loss.
I was lucky — I found what I loved to do early in life. Woz and I started Apple in my
parents garage when I was 20. We worked hard, and in 10 years Apple had grown
from just the two of us in a garage into a $2 billion company with over 4000
employees. We had just released our finest creation — the Macintosh — a year
earlier, and I had just turned 30. And then I got fired. How can you get fired from a
company you started? Well, as Apple grew we hired someone who I thought was very
talented to run the company with me, and for the first year or so things went well. But
then our visions of the future began to diverge and eventually we had a falling out.
When we did, our Board of Directors sided with him. So at 30 I was out. And very
publicly out. What had been the focus of my entire adult life was gone, and it was
devastating.
I really didn't know what to do for a few months. I felt that I had let the previous
generation of entrepreneurs down - that I had dropped the baton as it was being
passed to me. I met with David Packard and Bob Noyce and tried to apologize for
screwing up so badly. I was a very public failure, and I even thought about running
away from the valley. But something slowly began to dawn on me — I still loved
what I did. The turn of events at Apple had not changed that one bit. I had been
rejected, but I was still in love. And so I decided to start over.
I didn't see it then, but it turned out that getting fired from Apple was the best thing
that could have ever happened to me. The heaviness of being successful was replaced
by the lightness of being a beginner again, less sure about everything. It freed me to
enter one of the most creative periods of my life.
During the next five years, I started a company named NeXT, another company
named Pixar, and fell in love with an amazing woman who would become my wife.
Pixar went on to create the worlds first computer animated feature film, Toy Story,
and is now the most successful animation studio in the world. In a remarkable turn of
events, Apple bought NeXT, I returned to Apple, and the technology we developed at
NeXT is at the heart of Apple's current renaissance. And Laurene and I have a
wonderful family together.
I'm pretty sure none of this would have happened if I hadn't been fired from Apple. It
was awful tasting medicine, but I guess the patient needed it. Sometimes life hits you
in the head with a brick. Don't lose faith. I'm convinced that the only thing that kept
me going was that I loved what I did. You've got to find what you love. And that is as
true for your work as it is for your lovers. Your work is going to fill a large part of
your life, and the only way to be truly satisfied is to do what you believe is great
work. And the only way to do great work is to love what you do. If you haven't found
it yet, keep looking. Don't settle. As with all matters of the heart, you'll know when
you find it. And, like any great relationship, it just gets better and better as the years
roll on. So keep looking until you find it. Don't settle.
My third story is about death.
When I was 17, I read a quote that went something like: "If you live each day as if it
was your last, someday you'll most certainly be right." It made an impression on me,
and since then, for the past 33 years, I have looked in the mirror every morning and
asked myself: "If today were the last day of my life, would I want to do what I am
about to do today?" And whenever the answer has been "No" for too many days in a
row, I know I need to change something.
Remembering that I'll be dead soon is the most important tool I've ever encountered
to help me make the big choices in life. Because almost everything — all external
expectations, all pride, all fear of embarrassment or failure - these things just fall
away in the face of death, leaving only what is truly important. Remembering that
you are going to die is the best way I know to avoid the trap of thinking you have
something to lose. You are already naked. There is no reason not to follow your heart.
About a year ago I was diagnosed with cancer. I had a scan at 7:30 in the morning,
and it clearly showed a tumor on my pancreas. I didn't even know what a pancreas
was. The doctors told me this was almost certainly a type of cancer that is incurable,
and that I should expect to live no longer than three to six months. My doctor advised
me to go home and get my affairs in order, which is doctor's code for prepare to die.
It means to try to tell your kids everything you thought you'd have the next 10 years
to tell them in just a few months. It means to make sure everything is buttoned up so
that it will be as easy as possible for your family. It means to say your goodbyes.
I lived with that diagnosis all day. Later that evening I had a biopsy, where they stuck
an endoscope down my throat, through my stomach and into my intestines, put a
needle into my pancreas and got a few cells from the tumor. I was sedated, but my
wife, who was there, told me that when they viewed the cells under a microscope the
doctors started crying because it turned out to be a very rare form of pancreatic cancer
that is curable with surgery. I had the surgery and I'm fine now.
This was the closest I've been to facing death, and I hope it's the closest I get for a
few more decades. Having lived through it, I can now say this to you with a bit more
certainty than when death was a useful but purely intellectual concept:
No one wants to die. Even people who want to go to heaven don't want to die to get
there. And yet death is the destination we all share. No one has ever escaped it. And
that is as it should be, because Death is very likely the single best invention of Life. It
is Life's change agent. It clears out the old to make way for the new. Right now the
new is you, but someday not too long from now, you will gradually become the old
and be cleared away. Sorry to be so dramatic, but it is quite true.
Your time is limited, so don't waste it living someone else's life. Don't be trapped by
dogma — which is living with the results of other people's thinking. Don't let the
noise of others' opinions drown out your own inner voice. And most important, have
the courage to follow your heart and intuition. They somehow already know what you
truly want to become. Everything else is secondary.
When I was young, there was an amazing publication called The Whole Earth
Catalog, which was one of the bibles of my generation. It was created by a fellow
named Stewart Brand not far from here in Menlo Park, and he brought it to life with
his poetic touch. This was in the late 1960's, before personal computers and desktop
publishing, so it was all made with typewriters, scissors, and polaroid cameras. It was
sort of like Google in paperback form, 35 years before Google came along: it was
idealistic, and overflowing with neat tools and great notions. Stewart and his team put
out several issues of The Whole Earth Catalog, and then when it had run its course,
they put out a final issue. It was the mid-1970s, and I was your age. On the back
cover of their final issue was a photograph of an early morning country road, the kind
you might find yourself hitchhiking on if you were so adventurous. Beneath it were
the words: "Stay Hungry. Stay Foolish." It was their farewell message as they signed
off. Stay Hungry. Stay Foolish. And I have always wished that for myself. And now,
as you graduate to begin anew, I wish that for you.
Stay Hungry. Stay Foolish. Thank you all very much.
GRAMMAR FOCUS
Activity 3. Choose the correct verb form:

1) Steve did not want to spend all of the money his parents saved/had saved their
entire life on his education.
2) He decided to take a calligraphy class after he dropped/had dropped out.
3) They had just released/released the Macintosh before he turned/had turned 30.
4) He had got/got fired because of the differences with the man he hired/had hired for
Apple.
5) He had fallen/fell in love with an amazing woman who would become/has become
his wife.
6) He was pretty sure none of that would have happened if he were not/hadn't been
fired from Apple.
7) He was impressed by the book which had been/was created by a fellow named
Stewart Brand.
Activity 4. Use the Conditional Mood sentences combining the following facts:
1) S.Jobs took calligraphy classes – The Mac was the first computer with beautiful
typography.
2) S.Jobs’ biological mother was a college grad – She insisted that the adopted
parents should send him to college.
3) S.Jobs’ adopted parents were not rich – He had to quit the university.
4) He didn't have a dorm room – He slept on the floor in friends' rooms.
5) He was dismissed from Apple – He entered the most creative period of his life.
6) He found what he really loved – He achieved extraordinary success.
Activity 5. Convert the sentences into indirect speech:

1. “Truth be told, this is the closest I've ever gotten to a college graduation”.
2. “This approach has never let me down, and it has made a difference in my life”.
3. “You've got to find what you love”.
4. “Death clears out the old to make way for the new”.
5. “Don't be trapped by dogma”.
6. “It turned out to be a very rare form of pancreatic cancer that is curable with
surgery”.
VOCABULARY FOCUS/WHILE-READING
Activity 6. Discuss the text part by part:
Part 1. About connecting dots

1) Vocabulary focus. Explain the meaning of the following:
drop-out; drop-in; put sb up for adoption; relent; scary; typography; connect the dots
2) Content focus. Reread the text and, using the above vocabulary, speak about Job’s:
1) family roots, adoption conditions
2) university education
3) the dots S. Jobs has connected in this part of his speech
4) the lesson he teaches the younger generation.
Part 2. About love and loss

1) Vocabulary focus. Explain the meaning of the following:
diverge; fall out; baton; screw sth up; dawn on sb; reject; renaissance.
2) Content focus. Reread the text and, using the above vocabulary, speak about Job’s:
1) invention of Macintosh
2) the loss of job with Apple, how he felt about it then and later
3) his return to Apple
4) the lesson he teaches the younger generation.
Part 3. About death

1) Vocabulary focus. Explain the meaning of the following: encounter; a tumour on
sb’s pancreas; in/curable; have a biopsy; destination; issue a catalog
2) Content focus. Reread the text; using the above vocabulary, speak about:
1) the question S.Jobs asks himself every morning
2) the reason why it is worth remembering about death
3) S.Jobs’ disease
4) why death is important
5) the slogan “Stay hungry. Stay foolish”
POST-READING
Activity 7. Sum up the lessons S. Jobs teaches the younger generation concerning:
a) connecting dots; b) life difficulties; c) occupation; d) death; e) main values
Activity 8. Express your dis/agreement with Job’s ideas. Analyze/share with your
group if and how you have implemented/are going to implement them in your life.
MODULE 2. SOFT SKILLS
TARGET VOCABULARY

etc
Accomplish (v) succeed in doing sth; complete accomplishment (n)
sth successfully
Assertive (adj) ability to express feelings, assert (v); assertiveness (n);
beliefs,and thoughts confidently, assertively (adv)
without becoming antagonistic
towards others
Attribute (n) a quality regarded as a an important ~ in sb;
natural/typical part of sth attribute (v): ~ sth to sth/sb
Common sense practical good sense gained from a ~ approach to sth; it’s ~ to
experience of life, not by special do sth
study
Complement (v) add new or contrasting features ~ each other;
complementary (adj)
Crucial (adj) very important, esp. for its effect a ~ decision/issue/ factor; ~
on sth to the future/ career success;
it is ~ly important that …
Emotional the ability to identify, assess, develop/have/ demonstrate
intelligence (eq) and control the emotions of ~; acute, considerable, great,
oneself and of high ~
others
etc
Emotional self ability to recognize one's own full/acute/deep/intense/
awareness feelings, which allows one to growing/ keen ~; heighten/
manage them and make better increase/raise one’s ~
decisions
Empathy (n) understanding the feelings of feel/have/demonstrate/
others, which enables us to show/develop/establish ~
respond appropriately to changes between/with sb; a
in the emotional climate of feeling/lack of ~
others
Expertise (n) expert knowledge or skill esp. in professional/technical/
a particular field scientific/considerable/
extensive/limited/
appropriate/relevant ~
Ethic(s) (n) a system of moral principles or work ~; professional/
rules of behaviour medical ~s
Excel gain an outstanding position ~ in sth/as a leader
within a group/organization
Facilitate (v) make sth (esp. an action or ~ sb’s ability/a process;
process easy or easier) facilitator (n);
ant. complicate, hinder
Foster (v) help the development of sth; ~ growth/development/
attitude
Hard skills technical or administrative acquire/develop/
procedures related to an demonstrate ~
organization’s core business lack
Human resources personnel; staff of a company, ~ manager/department/
(HR) organization policy
etc
Impulse control ability to resist or delay an exercise ~
impulse, drive, or temptation to
act
Inquisitive (adj) eager to learn new things ~ person/mind;
inquisitiveness (n)
Integrity (n) the quality of being honest and personal/artistic/
having strong moral principles professional ~; respect/
preserve one’s own ~
Interpersonal ability to get on with other acquire/develop/
skills people demonstrate ~
Intrapersonal ability to understand and apply
skills personal emotions
Point (n) a specific item or detail; an get a ~ across: make sth
effective argument, an essential understood, drive it home to
meaning of sth sb
Reconcile (v) reach agreement with sb on sth ~ with sb/sth; ~ oneself to
that causes disagreement sth; reconciliation (n)
Resilience (n) patient willingness to accept or ~ to sth; natural ~;
endure sth; the ability of people resilient (adj)
to quickly recover from shock,
injury, etc.
Seek (sought, look for sth; try to find or get sth ~ out new employees;
sought) (v) seeker (n): a job seeker
Social graces social skills be well-versed in ~
etc
Soft skills a broad sociological term which acquire/develop/
refers to the cluster of demonstrate ~
personality traits, social graces,
facility with language, personal
habits, friendliness, and
optimism
Upbeat (adj) cheerful and enthusiastic be in an ~ mood; end on an
~ note; ant. downbeat
Verbal (adj) of or in words in (speaking, ~ skills/communication
listening, reading and writing)
Choose the correct answer:

1) Machine operation, computer protocols, safety standards, financial procedures and
sales administration are examples of _____ skills.
a) hard b) soft c) technical d) verbal
2) Communication, teamwork, conflict resolution are examples of _____ skills.
3) Reading and writing are examples of _____ skills.
4) He has a great work _____. a) ethics b) ethic c) ethical d) ethnic
5) Soft skills _____ hard skills.
a) are close to b) include c) complement d) are the same as
6) A person eager to learn sth new _____.
a) is assertive b) is empathetic c) has integrity d) is inquisitive
7) A person able to express feelings, beliefs, and thoughts confidently without
becoming antagonistic and uncooperative towards others _____.
8) An honest person with strong moral principles _____.
9) _____ skills are typically hard to observe, quantify and measure.
a) Hard b) Soft c) Technical d) Verbal
10. A person able to get into sb’s shoes, understanding the feelings of others _____.
11. The technical requirements of a job generally involve strong _____ skills.
12. Patient willingness to accept or endure sth is referred to as _____.
a) resilient b) recilience c) resilience d) resiliency
13. Which of these is a verb: a) excellent b) excellence c) excel d) excellency
14. All of these go with the word “crucial” EXCEPT for:
a) decision b) issue c) factor d) importance
15. An ability to analyze one’s own emotions and motives relates to one’s _____
skills. a) personal b) interpersonal c) intrapersonal d) impersonal
16. The professional _____ standards should be observed.
a) ethics b) ethic c) ethical d) ethnic
17. Mark the odd word: a) attribute b) feature c) skill d) trait
18. His excellent verbal skills make it easy for him to get a point _____.
a) – b) for c) across d) over
19. The meeting ended _____ an upbeat note. a) in b) on c) by d) at)
20. Both hard and soft skills are crucial _____ one’s career success.
a) in b) on c) to d) at
21. Patience is an important attribute _____ a teacher. a) in b) on c) to d) at
22. They are unable to _____ their differences.
a) complement b) reconcile c) accomplish d) facilitate
23. She finds it hard to reconcile her career ambitions _____ the need to bring up her
children. a) to b) with c) for d) in
24. Mark the odd word: a) accomplish b) achieve c) accompany d) complete
TEXT 1. SOFT SKILLS VS HARD SKILLS

Compiled by B.Jolamanova
(http.v/en.wikipedia ore wiki/Soft skills
http://www.bettersoftskills.com/research.htm
http://www.praxisconsulting.org/PeopleSkills.pdf)
PRE-READING
Activity 1. Guess what the terms “soft skills” and “hard skills” may mean.
Part 1. Definition:
Soft skills is a broad sociological term which refers to the cluster of personality traits,
social graces, facility with language, personal habits, friendliness, and optimism that
mark people to varying degrees. Soft skills are personal attributes that enhance an
individual's interactions, job performance and career prospects. To be good at soft
skills usually takes Emotional Intelligence or EQ (also known as your right brain –
the emotional center).
Part 2. Differentiation
In the world of work, “hard skills” are technical or administrative procedures related
to an organization’s core business. Examples include machine operation, computer
protocols, safety standards, financial procedures and sales administration. These skills
are typically easy to observe, quantify and measure. They’re also easy to train,
because most of the time the skill sets are brand new to the learner and no unlearning
is involved. Hard skills, which are the technical requirements of a job, complement
soft skills.
Unlike hard skills, which are about a person's skill set and ability to perform a certain
type of task or activity, soft skills are interpersonal and broadly applicable. Soft skills
(also called “people skills”) are typically hard to observe, quantify and measure.
People skills are needed for everyday life as much as they’re needed for work. They
have to do with how people relate to each other: communicating, listening, engaging
in dialogue, giving feedback, cooperating as a team member, solving problems,
contributing in meetings and resolving conflict.
Part 3. Rationale
To get and keep a job you typically need a repertoire of technical skills. Dentists need
to know how to fill cavities. Secretaries need to type 100+ words per minute.
Accountants need to be certified.
Beyond the technical skills, though, which dentist do you go to? The one who is
pleasant and takes time to answer your questions; or the one who treats you like a
number in a long line of numbered mouths?
Which secretary do you retain when times are lean? The one whose attitude is
positive and upbeat, and who is always willing to help; or the one who is inflexible
and has a hard time admitting mistakes? Likewise, think about accountants. The one
who has a great work ethic and encourages his colleagues is the one who will, most
likely, excel in his position and organization. In these situations, and all the others
like them, it's the soft skills that matter.
While your technical skills may get your foot in the door, your people skills are what
open most of the doors to come. Your work ethic, your attitude, your communication
skills, your emotional intelligence and a whole host of other personal attributes are
the soft skills that are crucial for career success. With these soft skills you can excel
as a leader. Problem solving, delegating, motivating, and team building are all much
easier if you have good soft skills. Knowing how to get along with people – and
displaying a positive attitude – are crucial for success.
Computerworld's 2007 hiring and skills survey reported that IT executives are
increasingly looking for staff who demonstrate a broad range of soft skills in addition
to their technical abilities. Survey respondents said writing and public speaking are
two of the most important soft skills they look for when hiring new employees.
Additionally, they favor candidates who understand the business process, can work
well with a team, know how to get their points across, are inquisitive, use initiative,
and are willing to take risks.
The overwhelming majority (93 %) of the HR managers surveyed said technical skills
are easier to teach than soft skills. The most in-demand soft skills cited by the
managers are organizational skills (87%), verbal communication (81%), teamwork
and collaboration (78%), problem solving (60%), tact and diplomacy (59%), business
writing (48%), and analytical skills (45%). According to recent surveys when hiring
administrative staff - 67% of human resource (HR) managers would hire an applicant
with strong soft skills whose technical abilities were lacking. However, only 9%
would hire someone who had strong technical expertise but weak interpersonal skills.
The problem is, the importance of these soft skills is often undervalued, and there is
far less training provided for them than hard skills. For some reason, organizations
seem to expect people know how to behave on the job. They tend to assume that
everyone knows and understands the importance of being on time, taking initiative,
being friendly, and producing high quality work. Assuming that soft skills are
universal leads to much frustration. That's why it's so important to focus as much on
soft skills training and development as you do on traditional hard skills.
Leaders at all levels rely heavily on people skills, too: setting an example,
teambuilding, facilitating meetings, encouraging innovation, solving problems,
making decisions, planning, delegating, observing, instructing, coaching, encouraging
and motivating. It's often said that hard skills will get you an interview but you need
soft skills to get (and keep) the job. So organizations, particularly those frequently
dealing with partners and customers face-to-face, are generally more prosperous if
they train their staff to use these skills. For this reason, soft skills are increasingly
sought out by employers in addition to standard qualifications.
Part 4. Classification
Personal qualities: Interpersonal skills:
optimism empathy
common sense teamwork
responsibility leadership
a sense of humor good manners
integrity negotiation
initiative sociability
inquisitive mind the ability to teach
willingness to take risks communication skills (writing ability, public
emotional intelligence speaking, the ability to get a point across)
VOCABULARY FOCUS
Activity 2. Do the crossword on definitions:
Across
3) not profitable or prosperous
5) an evaluative response
6) to make easier; assist the progress of sth
9) the ability to understand other people’s emotions, feelings
10) that can be quantified
Down
1) people answering the survey questions
2) very strong, complete, total
4) be exceptionally good at sth
7) that can be applied
8) eager to know
Activity 3. Mark the odd word:
1) enhance, increase, improve, extend
2) frustration, annoyance, satisfaction, disappointment
3) upbeat, cheerful, optimistic, merry
4) crucial, crude, important, decisive
5) facility, ability, agility, capacity
6) soft, hard, rigid, warm
GRAMMAR FOCUS
Activity 4. Open the brackets using the Complex Object:

1) The author (anybody, not want) undervalue soft skills.
2) Do employers want (employees, have) hard skills rather than soft ones?
3) Employers expect (job applicants, show) initiative.
4) Organizations seem to expect (people, know) how to behave on the job.
5) We’d prefer (you, be) more positive and upbeat.
Activity 5. Change complex sentences into simple using the Complex Object:
1) It is wrong to believe that soft skills are easier to master than hard ones.
2) We expect that he will become our team leader.
3) They consider that everyone knows and understands the importance of being on
time, taking initiative and producing high quality work.
4) People generally believe that soft skills are universal.
5) I believe that they are good at getting along with the clients.
Activity 6. Complete the sentences using the Complex object:

1) The most demanded soft skills that employees expect job applicants to demonstrate
are…
2) The managers encourage personnel to be/have…
3) They consider soft skills to be hard to…
4) With strong soft skills people find it much easier to…
5) Good teachers try to make their students develop/acquire such skills as ….
WHILE-READING
Activity 7. Which part focuses on:

1) definition of soft skills; 2) types of soft skills; 3) the reasons why they are important; 4)
what kinds of skills there may be differentiated.
Activity 8. Read the text part by part and answer the questions:
Part 1. Which definition of soft skills do you think is the best? Why?
Part 2. Show the difference between hard and soft skills graphically.
Part 3. What are the (5-10) reasons why soft skills are crucially important?
Part 4. Can any soft skills be deleted from the list or added to it?
POST-READING
Activity 9. Make a list of the soft skills which you do (not) possess. Discuss which of them
you need to develop and how?
Activity 10. Evaluate the role of English classes as to their potential in developing various soft
skills.
TEXT 2. EMOTIONAL INTELLIGENCE

M.Jeffrey
http://mqjeffrey.hubpages.com/hub/Intelligence-IQ-vs-Emotional-Intelligence-EQ
http://www.wisegeek.com/what-is-an-emotional-quotient-eq.htm
funderstanding.com
PRE-READING
Activity 1. Predict what the text may be about.
Emotional intelligence skills include but are not limited to empathy, intuition,
creativity, flexibility, resilience, stress management, leadership, integrity,
authenticity, intrapersonal skills and interpersonal skills (Peter Salovey, John Mayer,
Daniel Goleman). "Emotional intelligence involves putting yourself in other people's
shoes and understanding what their needs or motives might be" (Vickers). It is
measured in EQ, which stands for Emotional Intelligence Quotient.
One particularly popular setting that employs attempts at measuring EQ is the corporate
world. Many businesses utilize EQ tests to help their employees determine and measure
their emotional responses to various situations. To be successful and survive in today's
society, individuals need to have the necessary communication and organizational skills
to make sound decisions and interact with each other.
Goleman argues that an individual's success at work is 80% dependent on the

emotional quotient and only 20% dependent on the intelligence quotient. This is
because EQ components are useful in assisting employees with decision-making in
areas like teamwork, inclusion, productivity, and communication.
The Components of EQ
Emotional intelligence is measured using 5 major components and 15

subcomponents:
1. Intrapersonal Skills (ability to understand and apply personal emotions)
* Self Esteem (ability to accept oneself as basically good)
* Emotional Self Awareness (ability to recognize one's own feelings, which allows us
to manage them and make better decisions. It is important to be positive even when
challenged because it results in more focused thinking)
* Assertiveness (ability to express feelings, beliefs, and thoughts without becoming
antagonistic and uncooperative towards others)
* Independence (ability to be self-directed and self-controlled in ones thinking and
actions and to be free of emotional dependency)
* Self Actualization (ability to realize one's potential)
2. Interpersonal Skills (people skills)

* Empathy (understanding the feelings of others, which enables us to respond
appropriately to changes in the emotional climate of others)
* Social Responsibility (being a cooperative, contributing, and constructive member
of various social groups)
* Interpersonal Relationships (ability to establish and maintain mutually beneficial
relationships noted for their intimacy and by the giving & receiving of affection,
whether as a lover, friend, family member, or a loyal employee)
3. Stress Management (ability to handle challenges)

* Stress Tolerance (ability to handle difficult situations without ‘falling apart')
* Impulse Control (ability to resist or delay an impulse, drive, or temptation to act;
controlling the need for "instant gratification")
4. Adaptability (ability to react quickly, appropriately, and efficiently to change)
* Reality Testing (ability to assess the correspondence between what is experienced
and what objectively exists; knowing what you want to do vs. what you
actually can do)
* Flexibility (ability to adjust one's emotions, thoughts, and behaviors to changing
situations and conditions)
* Problem Solving (ability to identify and define problems as well as to generate and
implement potentially effective solutions)
5. General Mood
* Optimism
* Happiness
VOCABULARY FOCUS
Activity 2. Find antonyms or synonyms in a dictionary:

1) beneficial 2) tolerant 3) interpersonal 4) flexible 5) effective 6) integrity
7) cooperative 8) sound 9) determine
Activity 3. Give nouns suiting the definitions:

1) ability to understand and apply personal emotions
2) understanding the feelings of others
3) ability to handle difficult situations without “falling apart”
4) ability to express feelings, beliefs, and thoughts without becoming antagonistic and
uncooperative towards others
5) ability to realize one's potential
6) ability to accept oneself as basically good
7) ability to recover quickly from illness, change, or misfortune;
8) please or satisfy sb
GRAMMAR FOCUS
Activity 4. Ask questions 1) What?.2) Whom? 3) Who? 4) Whose? 5) What kind of?
6) What for? to the sentence below:
Many businesses utilize EQ tests to help their employees measure
their emotional responses to various situations.
Activity 5. Translate the following questions into English:

1) Как ты думаешь, действительно ли «эмоциональная интеллигентность»
важна?
2) Как ты думаешь, какие из «мягких» умений наиболее важны?
3) Как ты думаешь, действительно ли напористость - это положительное
качество человека?
4) Как ты считаешь, какими из компонентов эмоциональной интеллигентности
ты обладаешь?
5) Как ты думаешь, ты можешь контролировать свои эмоции?
6) Как ты думаешь, каким образом можно поднять свою самооценку?
WHILE-READING
Activity 6. What do the following qualities enable us to do/be?

1) interpersonal skills; 2) resilience; 3) assertiveness; 4) empathy; 5) impulse control;
6) tolerance; 7) emotional intelligence
Activity 7. Read the text and comment on each component of EI:

1) what each component (subcomponent) means
2) why it is un/important
POST-READING
Activity 8. Answer the questions in Activity 5.
Activity 9. Discuss with your partner:

1) to what extent emotional intellifence is characteristic of you
2) what and how can help one to foster it in oneself
Activity 10. Watch the video about EI “Emotional Intelligence and Success in the
Future” http://www.youtube.com/watch?v=D71FBakjcew&feature=related) and:
1. define the following:
a) emotional intelligence
b) elusive
c) to harness EI
d) self-efficacy
e) academic pressures
2. say:
a) why it is crucially important
b) what methods of testing EI have been used
c) if and how it helps to manage academic pressures
d) in what spheres of life it appears to be useful
Activity 11. Watch the video “Secrets for dealing with difficult people”
(https://www.youtube.com/watch?v=Xg5YQlj7HMo) and:
1) name the categories of difficult people mentioned in it;
2) say what advice the presenter gives for dealing with such people;
3) think of other kinds of difficult people and ways of handling them.
TEXT 3. STAGES OF TEAM GROWTH
Bruce Tuckman
http://www.ndt-ed.org/TeachingResources/ClassroomTips/Teamwork.htm
forbes.com
PRE-READING
Activity 1. Have you ever worked in a team? Was the experience successful?
Why/not?
It is important for a teacher and students (the team members) to know that teams don't
just form and immediately start working together to accomplish great things. There
are actually stages of team growth and teams must be given time to work through the
stages and become effective. Team growth can be separated into four stages.
Stage 1: Forming. When a team is forming, members cautiously explore the

boundaries of acceptable group behavior. They search for their position within the
group and test the leader's guidance. It is normal for little team progress to occur
during this stage.
Stage 2: Storming. Storming is probably the most difficult stage for the group.
Members often become impatient about the lack of progress, but are still
inexperienced with working as a team. Members may argue about the actions they
should take because they face ideas that are unfamiliar to them and put them outside
their comfort zones. Much of their energy is focused on each other instead of
achieving the goal.
Stage 3. Norming. During this stage team members accept the team and begin to
reconcile differences. Emotional conflict is reduced as relationships become more
cooperative. The team is able to concentrate more on their work and start to make
significant progress.
Stage 4. Performing. By this stage the team members have discovered and accepted
each other's strengths and weaknesses, and learned what their roles are. Members are
open and trusting and many good ideas are produced because they are not afraid to
offer ideas and suggestions. They are comfortable using decision making tools to
evaluate the ideas, prioritize tasks and solve problems. Much is accomplished and
team satisfaction and loyalty is high.
VOCABULARY FOCUS
Activity 2. Form antonyms of the same root:

1) patent 2) experienced 3) comfortable 4) effective 5) acceptable 6) familiar

1) achieve, attain, accomplish, accept;
2) offer, suggest, give, propose;
3) storming, norming, forming, sorting;
4) explore, research, investigate, incorporate;
5) cause, occur, happen, take place.
Activity 4. Insert “accomplish“, “achieve” or “attain”:

1) He's _____ a high level of knowledge.
2) I've _____ a lot of work today.
3) I was in the military and _____ the rank of captain.
4) He _____ his objective.
5) His initiative _____ national recognition.
6) It takes a lot of time to _____ such a goal.
GRAMMAR FOCUS
Activity 5. Make up sentences using the given words:

1) important/the team members/get on well with each other;
2) normal/the team/make little progress during this stage;
3) natural/the team members/focus on each other instead of achieving the goal;
4) normal/the team members/be outside their comfort zones at this stage;
5) important/the team members/not to be afraid to offer ideas and suggestions;
6) natural/the team members/accept each other's strengths and weaknesses;
7) important/the team members/to accomplish their goals.
Activity 6. Paraphrase using the modal verbs should, have to, ought to, may:
1) It is important for the team members to get on well with each other.
2) It is normal for the team to make little progress during this stage.
3) It is natural for the team members to focus on each other instead of on achieving
the goal.
4) It is normal for the team members to feel outside their comfort zones at first.
5) It is important for the team members to offer ideas and suggestions.
6) It is natural for the team members to accept each other's strengths and weaknesses.
7) It is important for the team members to accomplish their goals.
WHILE-READING
Activity 7. Match the stages with their descriptions:

1 Forming A A time in which roles are accepted, team feeling
develops, and information is freely shared.
2 Storming B A time of stressful negotiation of the terms under
which the team will work together; a trial by fire.
3 Norming C When a group is just learning to deal with one another;
a time when minimal work gets accomplished.
4 Performing D When optimal levels are finally realized - in
productivity, quality, decision making, allocation of
resources, and interpersonal interdependence.
Activity 8. Which team building stage do the following statements characterize?

1) ____ Members cautiously explore the boundaries of acceptable group behavior.
2) ____ Emotional conflict is reduced as relationships become more cooperative.
3) ____ They feel outside their comfort zones.
4) ____ During this stage team members accept the team and begin to reconcile
differences.
5) _____ It is normal for little team progress to occur during this stage.
6) _____ They accept each other's strengths and weaknesses.
7) _____ They search for their position within the group and test the leader's
guidance.
8) _____ It is probably the most difficult stage for the group.
9) _____ Members are open and trusting and they are not afraid to offer ideas and
suggestions.
10) _____ The team is able to concentrate more on their work and start to make
significant progress.
11) _____ Members often become impatient about the lack of progress.
12) _____ They are focused on each other instead of on achieving the goal.
13) _____ Much is accomplished and team satisfaction and loyalty is high.
Activity 9. Characterize each stage using the above statements:

Forming
Storming
Norming
Performing
POST-READING
Activity 10. Which stage is the most a) difficult b) productive c) unproductive d)

crucial? Why?
Activity 11. Analyze your project team performance in terms of its stages. Comment
on your teamwork successfulness. Account for your teamwork
accomplishments/failures.
MODULE 3. BEST PRACTICES
TARGET VOCABULARY

etc
Acquire (v) obtain something by buying it or ~ knowledge; acquisition
being given it: to gain (n)
knowledge or learn a skill
Alternate (v) take turns; happen one after the ~ sth with sth; alternate
other in a repeated pattern (adj); alternative (n): a
viable/the only ~ to sth;
have no ~ but to do sth; be
open to sb (about
alternatives)
Benefit (n) an advantage that sth gives beneficial (adj); beneficiary
(n)
Conscientious careful about doing things well ~ worker/student/attitude;
(adj) and thoroughly conscientiously (adv);
conscientiousness (n)
Consistent (adj) (of sb, sb’s behaviour, views, ~ with sth; consistency (n)
etc.) following the same pattern
or style
Drill (n) thorough training in sth, esp. by repetitive ~
means of repeated exercises
etc
Exaggerate (v) make sth seem larger, better, ~ the importance/
worse etc. than it really is significance of sth;
exaggeration (n);
exaggerated (adj);
ant. belittle
Expel (v) force sb to leave a place (a get ~led from school;
country, school or club) expulsion (n)
Expertise (n) expert knowledge or skill esp. in professional/technical/
a particular field in sth/doing sth scientific/considerable ~; ~
on sth
Get ahead in life make a career, succeed in life
Get away with do sth wrong and not be ~ cheating
punished for it
Imperceptible unnoticeable because of being ~ changes/shifts
(adj) small, slight or gradual
Interleave (v) insert sth, eg. thin layers or ~d with amusing quotes;
paper, between things syn. alternate
Let someone off punish sb slightly or not punish ~ lightly/easy; be let off
them at all with a fine/reprimand
Master (v) gain complete knowledge of or ~ skills/techniques/temper/
skill in sth; gain control of sth feelings
Per (adv) for each unit of time, length, etc. ~ person/annum/capita/cent/
minute
Perceive (v) become aware, notice, observe im/perceptible (adj);
sth perception (n)
etc
Recall (v) bring sth back into mind, can/try to ~; total ~; ~
remember sth clearly/distinctly/vividly/
dimly/vaguely/easily/
suddenly
Reinforce (v) make stronger; increase in ~ sb’s opinion/argument/
intensity conviction/stereotype;
reinforcement (n)
Renown (n) fame win ~; an artist of great ~;
renowned (adj)
Retrieve (v) get sth back; find or extract ~ data/address from a disc;
stored information retrieval (n); retrievable
(adj)
Spontaneous (adj) done because of a sudden ~ manner/style/offer/
impulse from within, not applause/ speech;
planned or caused or suggested spontaneously (adj);
by sb/sth outside spontaneity (n)
Suspend (v) prevent sth from being in effect be ~ed from studies;
for some time suspension (n)
Symbiosis (n) interdependent coexistence symbiotic (adj)

1. All of these can be conscientious EXCEPT for:
a) worker b) student c) relation d) attitude
2. _____ means to make sth stronger.
a) Exaggerate b) Reinforce c) Retrieve d) Recall
3. _____ means to make sth seem larger.
a) Exaggerate b) Reinforce c) Retrieve d) Recall
4. One should follow one’s principles _____.
a) conscientiously b) consistently c) alternatively d) spontaneously
5. Mark the odd word: a) acquire b) get c) obtain d) acquaint
6. We hope that you enjoy some benefit ____ your NCT membership.
a) of b) from c) at d) by
7. He is renowned for his professional _____.
a) expert b) expertise c) experience d) expulsion
8. A few _____ outbursts of public protest occurred in the east of the country.
a) consistent b) spontaneous c) renowned d) conscientious
9. By using computer simulations, researchers can rapidly _____ a body of
knowledge not previously available to them through traditional laboratory methods.
a) retrieve b) suspend c) acquire d) recall
10. There are special _____ for the unemployed and the disabled.
a) benefits b) beneficiaries c) beneficial d) benefitting
11. A _____manager who cares for his or her staff will rightly be concerned about not
overloading subordinates. a) conscious b) conscience c) conscientious d) consistent
12.The proposition is not _____ with the rest of his theory.
a) constant b) consistent c) conscious d) considerate
13. There is no _____ to this approach.
a) option b) choice c) alternative d) dilemma
14. An ____ form of fundraising or obtaining support for the school is through
sponsorship. a) alternate b) altering c) alternative d) alteration
15. He often misses classes and _____.
a) gets away with it b) lets it off easy c) gets ahead in life d) gets down to it
16. Teachers usually let _____latecoming students easy. a) in b) off c) up d) down
17. Most people realize how much financial _____ is needed in doing business.
a) spontaneity b) expertise c) symbiosis d) consistency
18. He was suspended _____ studies for truancy. a) for b) in c) from d) by
19. Ecological morality seeks for a _____ of humanity and nature.
a) harmony b) closeness c) unification d) symbiosis
20. An informal organization tends to be more loosely structured, flexible and _____.
a) consistent b) spontaneous c) renowned d) conscientious
TEXT 1. EVERYTHING YOU THOUGHT YOU KNEW ABOUT

LEARNING IS WRONG
Garth Sundem
http://www.wired.com/geekdad/2012/01/everything-about-learning/all/1?
utm_source= feedburner)
woosterglobalhistory.org
PRE-READING
Activity 1. Look at the title above and predict what the article may be about.
Unfortunately, learning through book doesn't make the learning strategies list. Taking
notes during class? Topic-focused study? A consistent learning environment? All are
exactly opposite of the best strategies for learning.
Robert Bjork, the director of the UCLA Learning and Forgetting Lab, a distinguished
professor of psychology, is a renowned expert on keeping things in your brain from
leaking out. It turns out that everything I thought I knew about learning is wrong.
First, he told me, think about how you attack a pile of study material. “People tend to
try to learn in blocks,” Bjork said. “Mastering one thing before moving on to the
next.” Instead of doing that Bjork recommends interleaving. The strategy suggest that
instead of spending an hour working on your tennis serve, you mix in a range of skills
like backhands, volleys, overhead smashes, and footwork.
Instead of making an appreciable leap forward with your serving ability after a
session of focused practice, interleaving forces you to make nearly imperceptible
steps forward with many skills. But over time, the sum of these small steps is much
greater than the sum of the leaps you would have taken if you’d spent the same
amount of time mastering each skill in its turn. Alternate learning European capitals,
and programming in Java.
Bjork also recommends varying your study location. The spacing effect, which was
first described by Hermann Ebbinghaus in 1885 — will also help. “If you study and
then you wait, tests show that the longer you wait, the more you will have forgotten,”
Bjork said. But here’s the cool part: If you study, wait, and then study again, the
longer the wait, the more you’ll have learned after this second study session. Bjork
explains it this way: “What we retrieve becomes more retrievable in the future.
Provided the retrieval succeeds, the more difficult and involved the retrieval, the more
beneficial it is. You should space your study sessions so that the information you
learned in the first session remains just barely retrievable. Then, the more you have to
work to pull it from your mind, the more this second study session will reinforce your
learning. If you study again too soon, it’s too easy.
Along these lines, Bjork also recommends taking notes just after class, rather than
during — forcing yourself to recall a lecture’s information is more effective than
simply copying it from a blackboard. You have to work for it. The more you work,
the more you learn, and the more you learn, the more awesome you can become.
“Forget about forgetting,” said Bjork. “People tend to think that learning is building
up something in your memory and that forgetting is losing the things you built. But in
some respects the opposite is true.” See, once you learn something, you never actually
forget it. And while we count forgetting as the sworn enemy of learning, in some
ways that’s wrong, too. The two live in a kind of symbiosis in which forgetting
actually aids recall. “Because humans have unlimited storage capacity, having total
recall would be a mess,” said Bjork. What you thought were sworn enemies are more
like distant collaborators.
VOCABULARY FOCUS
Activity 2. Arrange the words in Columns I and II into pairs of synonyms or

antonyms:
I II
1. beneficial A. considerable
2. recall B. harmful
3. renowned C. famous
4. study in blocks D. noticeable
5. awesome E. interleave
6. appreciable F. impressive
7. imperceptible G. retrieve
8. alternate H. take turns
Activity 3. Do the crossword using words from the text:

Across
2) remember, call back
4) compatible with, not self-contradictory coherent and uniform
7) done, happening or following in turns
8) a relationship of mutual benefit or dependence
9) having a widespread, esp good, reputation; famous
Down
1) noticeable
3) insert something alternately and regularly between the parts of sth else
5) enemy, an extreme enemy who is determined to remain such
6) to bring back again; revive or restore
7) remarkable, outstanding
GRAMMAR FOCUS
Activity 4. Insert the prepositions in, out, on, for, through (some are used more than
once):
1) learn _____ book 2) strategies _____ learning 3) it turns _____ that 4) an expert
_____ sth 5) to leak _____ 6) to learn _____ blocks 7) _____ its turn 8) ____ some
respects
Activity 5. Make up sentences using the construction “the more…the more”:
1) wait – forget; 2) work – learn; 3) learn – awesome 4) difficult and involved –
beneficial; 5) work to pull – reinforce learning; 6) forget – learn 7) recall – learn
WHILE-READING
Activity 6. Mark the sentences as True, False or Not Given:

1. Robert Biork is a world famous linguist. __
2. Robert Biork has been studying the issue from his University years. __
3. Many people believe in learning the material in blocks. __
4. You should always learn in different places. __
5. You should study non-stop, make a small break and then recall the information. __
6. It is useless to take notes in class. __
7. Forgetting helps you to learn. __
8. The article describes the best practices of learning. __
9. If you follow Biork’s advice, you’ll learn the material twice quicker. __
10. The author of the article supports Biork’s point of view. __
POST-READING
Activity 7. Make a list of traditional beliefs which prove to be wrong according to

Bjork (learning in blocks, etc.). What arguments does he use to disprove them?
Activity 8. Make up not less than 5 sentences using the following structure:
… reinforces learning because …
Activity 9. Speak about the article’s implications for you as a learner.

TEXT 2. CONSEQUENCES OF CHEATING
Olga Lucia Botero
http://www.topics-mag.com/edition13/cheating-olga.htm
indianexpress.com
PRE-READING
Activity 1. Is academic cheating a problem? Why do students cheat?
Academic dishonesty has become a big issue. Teachers always say, "Keep your eyes
on your own paper. Anyone caught cheating will fail this exam!". They watch
students like a hawk during examinations. Some people complain that cheating is on
the rise, that more and more students are cheating. They think it is easier and easier
for students to get away with it. Some say teachers are even letting cheaters off easy.
Why are some students cheating more? Some students who cheat say, "We have to
cheat in order to get ahead in life. Besides, everyone is doing it. It's no big deal!"
"Big problems at home", "I was sick", "I lost my notes", "I forgot the test", "My book
was stolen"...all of these are excuses in order not to study for a test, and you can
always find a good one. The next day without excuses, you must take the test. You
need a good grade in order to pass the course, and you are hoping for a miracle, but
the point is that they don't exist, so the easiest solution is to cheat! Does it sound
familiar? Well, perhaps once in a life time each one of us has lived this kind of
situation and has cheated without looking at the consequences of this act.
Everybody should be taught not to cheat from the school days because the problem is
that most of the time it is not a matter of once in a life time. If you are successful the
first time, the most probable thing is that you will repeat the act; and if you are doing
this very often, it could bring serious consequences in both the short and the long
term.
In the short term, maybe you won't be caught, and you will get good grades without
studying, which sounds fantastic, but you are wasting your time and your money
trying to "learn" by cheating. It is not such a good method. In the end, who will be
deceived? The teacher or you? Well, I am pretty sure that you will be the only loser.
If you get caught, you will be in trouble because you can be expelled from school or
the university, or at least you will get a zero (0) on your test and a bad reputation, not
only with the teachers, but with the other students as well.
In the long term, there are also big consequences for the cheaters. You may graduate
from school or university by cheating, but when you will be asked to use your
knowledge in other situations, as for example at work, if you didn't learn much in the
university because you are a cheater, how would you solve problems, give ideas,
behave in a meeting or perform in general on your job?
My father used to tell me that cheating at school was like forging a check. Well, at
that moment, I thought he was exaggerating, but now I understand his words because
when you cheat, what you are doing is taking knowledge that is not yours and using it
as if it were. It's the same as forging a check. Besides, I think whoever is accustomed
to cheating won't see any problem in doing bad things in the future, such as stealing
ideas from others and plagiarizing works.
If everybody just knew the importance of knowledge in their lives, I think that people
wouldn't cheat either in universities or in schools. The problem is that when you are a
kid, you don't see the long term, and most of the time the only important this is the
grades. In other words, what happens is that there is a lack of conscientiousness about
the subject when you are at school and sometimes at the university.
VOCABULARY FOCUS
Activity 2. Look through the expressions below and try to guess their meaning based
on the context:
1) become a big issue;
2) catch someone cheating;
3) get away with sth;
4) let someone off easy;
5) is no big deal;
6) conscientious;
7) forge a check;
8) take the consequences;
9) get expelled from school;
10) be suspended from studies.
Activity 3. Which of them means:

A. give someone a light punishment
B. do something and not get punished for it
C. thorough and hard working, careful to do things well
D. be ready to accept the consequences
E. a topic arousing heated debate
F. force to leave; deprive of membership
G. the illegal production of something
H. discover sb doing sth wrong or illegal
I. suspend, deprive sb for a period from a privilege, office, or position, usually as a
punishment
J. something which is not important
Activity 4. Tell the difference between:
1) expel sb – suspend sb
2) get away with sth – be let off easy
3) conscious – conscientious
4) forge – make, produce
5) a big issue – a big problem
GRAMMAR FOCUS
Activity 5. Choose the correct verb form:

1) If everybody just knew/knows the importance of knowledge in their lives, people
wouldn't/will not cheat either in universities or in schools.
2) If you have not learnt/didn't learn much in the university because you are a
cheater, how will/would you perform well on your job?
3) If you cheat/will cheat, you will use/use knowledge that is not yours.
4) If you are/ were caught cheating you would/will fail your exam.
5) If students don’t/didn’t get away with cheating they would/will hardly do it.
6) If teachers didn’t/don’t let cheaters off easy students will/would cheat less.
7) If you were/are successful at first, most probably you will/would repeat the act.
8) If you will cheat/cheat, you will/would face serious consequences in the future.
Activity 6. Mark the type of clause introduced by “if” (RC – real condition, UC –
unreal condition, OC – object clause):
___ 1) If you do this very often, you will regret it in the future.
___ 2) If you are caught cheating, you may be punished.
___ 3) I don’t know if he cheated or not.
___ 4) He asked me if I cheated in the exam.
___ 5) If I were you I would not cheat.
___ 6) They will confess if they cheat.
___ 7) I'm not sure if they will let him off easy.
___ 8) He would not have been expelled from school if he had not been caught
cheating.
WHILE-READING
Activity 7. Skim the text and summarize it.
Activity 8. Read the text and find information supporting the following statements:
1) Academic dishonesty has become a big issue.
2) There are short and long term negative consequences of cheating.
3) Cheating has a positive side.
4) Cheating has negative sides.
POST-READING
Activity 9. Differentiate between the cheating behaviors:

In your group, read through the list of cheating behaviours below, and put each one
into one of the following categories:
A. An activity which is "just" cheating
B. An activity which is a particular kind of cheating called plagiarism
C. An activity which is a particular kind of plagiarism called collusion (тайный
сговор):
1. ___ Allowing your coursework to be copied by another student
2. ___ Taking unauthorized material into an exam
3. ___ Copying another student’s coursework with their knowledge
4. ___ Buying coursework online from an essay bank or ghostwriter
5. ___ Taking an exam for someone else or vice versa
6. ___ Illicitly gaining information about the contents of an exam
7. ___ Not contributing a fair share to group work.
8. ___ Paraphrasing material from a source without acknowledging the author
9. ___ Copying from a neighbour during an exam
10. ___ Submitting jointly written coursework as your own
Activity 10. Explain your position on cheating, substantiate your view.
Activity 11. Write an essay on consequences of academic cheating.
Activity 12. Video session “Cheating and peer reporting of cheating in college” (5
minutes) at http://www.youtube.com/watch?v=tBEw4zY8og4
1) Study the phrases and guess how they can be used in the context of cheating
take a shortcut; be apathetic to ethical standards; gain an unfair advantage; turn a
blind eye on sb cheating; underlying reasons for sth; bear the cost of sth; get away
with sth; make a difference; one’s moral compass; count more than sth else; wind up
doing sth; undermine sb’s relations, trust, reputation
2) Watch the video and reproduce what it says about:

1) honesty of American students (stealing from shops, cheating)
2) the ways of getting a high GPA
3) the cost of cheating and the reasons why people should (not) report on cheating
4) pros and cons of reporting on cheaters
3) Hold a mini-debate on the acceptability of academic cheating.
TEXT 3. LEARNING ENGLISH IS LIKE …

Source unknown
index-pic.jpg
PRE-READING
Activity 1. Guess what learning English is like: learning history or geography,

playing tennis …?
Paragraph 1. A lot of people think that learning a language involves simply

acquiring knowledge like learning history or geography. But learning a language is a
lot more like learning tennis – it involves learning a skill, whereas learning history or
geography simply involves learning a set of facts or a body of knowledge. Facts and
knowledge are static, but skills like tennis or English are living and changing and
need constant practice. They are spontaneous activities between two or more people.
And just as in a tennis game you never know where the ball will land next, in English
you can never predict what another person will say.
Paragraph 2. How can students learn to face any kind of situation in English?
In tennis, what leads to good game is practice, and this involves not only learning the
rules of the game and doing repetitive drills, but also spontaneous practice with real
partners. It is the same with English. What leads to mastery of the language is not
only learning the “rules of the game” – grammar and doing repetitive drills, but also
spontaneous practice with real partners, your classmates.
Paragraph 3. Why should I practice with my classmates instead of the teacher?

They don’t know any more than I do.
More practice leads to more progress in your abilities. Just as someone learning tennis
does not always have to play with a pro to improve, it is more important for students
to spend more time talking to their partners rather than less time talking to the
teacher. That is why we organize our classes to maximize the amount of time each
student speaks. While students speak with the classmates, the teacher circulates from
group to group to correct errors, provide vocabulary, evaluate your progress and help
with problems. This way students have the “best of both worlds” – more speaking
practice than in a traditional class where the only exchange is teacher-to-student, with
the benefit of the attention and expertise of the teacher.
Paragraph 4. So if practice is so important, is grammar necessary at all?

It certainly is. Grammar is the structure and rules of the language. Correct grammar is
necessary in order to be able to communicate effectively. And the teacher will
definitely spend class time explaining grammar and clearing up your questions so that
students can practice it correctly. But we think that doing repetitive grammar drills in
class is not maximizing your class time because it is something that students could do
at home, without your classmates or the teacher. Since we have only three hours of
class per week, we prefer focusing only on those activities which require the presence
of other students or the teacher.
Paragraph 5. So should students practice in class and do grammar exercises at

home?
English is like learning tennis; it does not only require taking lessons, it also requires
hours and hours of practice. In addition to in-class practice, to really improve and
advance, students need to make an effort to use English outside of class – not just
doing grammar exercises, but also reading books and magazines, writing letters and
compositions, seeing movies, listening to music, and speaking to other people.
VOCABULARY FOCUS
Activity 2. Fill in the table with appropriate derivatives:
Noun Verb Adjective Adverb

repeatedly
Circular
Acquired
prefer
spontaneous
require
Activity 3. Explain what the following phrases mean:

1) repetitive drill; 2) spontaneous practice; 3) static facts; 4) per week; 5) acquire
knowledge; 6) master a language; 7) maximize one’s time; 8) have the “best of both
worlds”.
GRAMMAR FOCUS
Activity 4. Insert the missing connectives “whereas”, “because”, “while”, “in
addition to”, “since”:
1) _____ students speak with the classmates, the teacher circulates from group to
group.
2) Doing repetitive grammar drills in class is not effective _____ it is something that
students could do at home.
3) _____ we have only three hours of class per week, we prefer focusing only on
those activities which require the presence of other students or the teacher.
4) _____ in-class practice, students need to use English outside of class.
5) But learning a language involves learning a skill, _____ learning history or
geography simply involves learning a set of facts or a body of knowledge.
Activity 5. Choose the correct connective:

1) I arrived late this morning otherwise/because of/whether I would have talked to
him.
2) Peter has gone to America. I don't know if/when/meanwhile he will come today or
not.
3) You can take my book provided/unless/whereas you bring it back tomorrow.
4) You must remind him of it, because/unless/otherwise he may forget.
5) Solange is very hard-working unlike/whereas/if her brother is very lazy.
6) He was punished whereas/because/unless he failed his exam.
7) I will never forgive him if/even/unless he apologizes
WHILE-READING
Activity 6. Study each paragraph of the text and do the following tasks:
Paragraph 1. Formulate the difference between knowledge and skills. Define each of
them. (while defining skills, remember the Pavlov theory of reflexes treating
unconditional reflexes as instincts and conditional ones as acquired reflexes, and
relate it to the language learning process). Say which areas of learning/subjects each
of them represents. Say which of them is/not learning English.
Paragraph 2. Draw a parallel between learning English and playing tennis. Do they
have anything in common? If yes, what? Identify the stages in learning English in
general and in your learning practice.
Paragraph 3. Answer the title question. Find the key phrase in answering it. Dwell on
the dis/advantages of in-class pair/group work. Make a conclusion as to their
usefulness.
Paragraph 4. Dwell on the role of grammar rules and drills in the language learning
process.
Paragraph 5. Say what you/your teacher can do to make your learning English more
effective.
Activity 7. Skim each part of the text and formulate its main message.
POST-READING
Activity 8. Analyze your language learning experience based on the text above.
Make inferences about your personal experience of learning English.
PART II. SOCIAL ISSUES OF IT
MODULE 1. PERSONAL FOCUS
TARGET VOCABULARY
Item Definition Usage
Addict (n) a person who is extremely be/get/become ~ed to sth;
interested in sth and spends a lot addicted (adj), addictive (n),
of time on it addiction (n):
computer/television ~ion
syn. devotee, enthusiast, fan,
geek
Alert (v) warn sb that there may be ~ sb to sth; alert (n): to
danger, trouble, etc that they be/put on ~; red/security
should be ready to act ~(n); alertness;
syn. alarm, notify
Alternative (adj) different from what is usual or ~ approach/device/energy/
accepted route; provide an ~ for/to
sb/sth; have little/no ~ (but
to); leave sb with no ~ (but
to); alternatively (adv);
syn. back-up, substitute
Appliance (n) a device or instrument designed domestic/electric/household/
to perform a specific function, surgical ~; syn. device,
especially an electrical device gadget, gizmo
Artificial (adj) created by people, not existing ~ intelligence/respiration/
or occurring naturally light; artificiality (n);
artificially (adv);
syn. synthetic, fake, man-
made, simulated;
ant. natural, genuine
Assist (v) help sb do sth ~ sb at/in/with sth; assistant
(n), assistance (n);
assistive(adj): ~ technology
syn. aid, give sb a hand
ant. hinder, prevent
Biodegrade (v) be decomposed by bacteria or ~ naturally; biodegradable
other living organisms (adj): ~able package;
biodegradability (n),
biodegradation (n)
Click (v) press a button on a computer at the ~ of a mouse button;
mouse to make the computer do to be a ~ away;
something single/double-/right ~;
syn. clack, clap
Disable (v) limit the movements, senses, or ~ an enemy; disabled (adj):
activities of sb ~d people; disability (n);
syn. harm, cripple
ant. aid, assist, enable
Dispose of (v) get rid of sb/sth that one does disposed (adj), disposable
not want or cannot keep (adj), disposal (n): at sb’s ~;
upon ~; syn. discard, get rid
of, scrap; ant. keep, retain
Diverse (adj) of different kind, varied ~ range; diversify (v);
diversity (n); diversely
(adv); syn. different,
divergent; ant. alike,
identical, similar
Edit (v) to change online text on a ~ mode; ~ sth out; photo
computer or word processor ~ing program; editable
(adj); editor (n), editorial
(n), edition (n);
syn. rewrite, refine
Empower (v) give somebody the power or ~ sb to do sth;
authority to act empowerment (n);
empowered (adj);
syn. authorize, enable
ant. refuse, reject, revoke
Expose (v) leave sb/sth/oneself no longer ~ sb to sth; get ~d to sth;
covered or protected exposure: ~ to sth; exposed
(adj); syn. endanger, risk,
jeopardize
ant. protect, guard, shield
Fatigue (n) the condition of being very tired mortal/mental/physical/
driver ~; fatigued (adj): be
~;
syn. exhaustion, burnout
ant. freshness, liveliness,
vigor
Fraud (n) an action or an instance of commit/expose a ~;
deceiving sb in order to make mail/wire ~;
money or obtain goods illegally fraudster (n), fraudulence
(n); fraudulent (adj);
fraudulently (adv);
syn. scam, cheat, deception
ant. fairness, justice
Gadget (n) a small mechanical device or clever/electrical/kitchen ~;
tool ~ for sth; ~ to do sth;
gadgetry (n);
syn. appliance, gizmo
Hazard (n) a thing that can be dangerous or occupational/safety ~;
cause damage exposure to a ~; take ~s; at
~; ~ for/to sb/sth; hazardous
(adj): ~ fire/health/ shock;
syn. danger, risk, threat
ant. protection, safety
Impair (v) damage sth or make sth weaker ~ performance/efficiency/
memory; impaired (adj):
hearing/mentally/ visually
~; impairment (n);
syn. diminish, deteriorate
Impose (v) force to be accepted, done, or ~ limits/sanctions; ~
complied with sth/oneself on others;
imposition (n); imposed
(adj); syn. charge, enforce
ant. lift
Incinerate (v) destroy sth by burning ~ rubbish/waste; incinerator
(n), incineration (n);
syn. cremate, ignite
Landfill (n) an area of land where waste ~ sites/operation;
material is buried under layers of chemical/open/ sanitary ~;
earth syn. dumping ground,
garbage lot
Landline (n) a conventional ~ connection/phone
telecommunications connection
by cable laid across land
Obsolete (adj) no longer used, out of date render sth/become ~;
obsoleteness (n); obsoletely
(adv); syn. old-fashioned,
outdated, dated
ant. contemporary, modern,
up-to-date
Propagate (v) spread sth widely propagator (n): ~virus;
propagative (adj);
syn. spread, extend
Recycle (v) treat things that have already ~ waste/paper; ~ing
been used so that they can be facilities/plant;
used again recycler (n); recycled (adj),
recyclable (adj);
syn. reuse, reprocess
Retrieve (v) find or extract stored retrieval (n): beyond/past ~;
information retrievable (adj);
syn. get back, regain
Simulate (v) make certain conditions that simulation (n): ~
could exist in reality in order to flight/accident; through ~;
study them or learn from them simulator (n); simulated
(adj); simulative (adj);
syn. imitate
Synthesis (n) the combining of separate things image/speech ~; synthesizer
to form a complex whole (n); synthesize (v); synthetic
(adj); synthetically (adv);
syn. composite,
ant. division, separation
Telecommute (v) work from home, ~ from (somewhere) to
communicating with the (somewhere);
workplace by telephone, fax, and telecommuting (n): ~ centre;
email telecommuter (n);
Trash (n) household or other waste accumulate/dispose of ~; ~

can; trashy (adj);
syn. garbage, waste
Vital (adj) essential to the existence, ~ for/to; ~ role/force; vitally
success, or operation of sth (adv); vitality (n), vitals (n);
syn. essential, indispensable,
urgent; ant. inessential,
unimportant

1. The police are _____ the alert to be able act in case of emergency.
a) on b) in c) for d) to
2. The devices specially designed for the disabled are generally referred to as assist.
___ technology. a) -ant b) -ive c) -ing d) -ed
3. All of these are synonymous to the word “artificial” EXCEPT FOR:
a) genuine b) synthetic c) simulated d) man-made
4. All of these are synonymous to the word “dispose of” EXCEPT FOR:
a) discard b) get rid of c) retain d) scrap
5. All of these are the places for electronic waste disposal EXCEPT FOR:
a) incinerators b) landfill sites c) mine sites d) dumping grounds
6. Find the odd word: a) empower b) enable c) revoke d) authorize
7. To tele_____ means to work at home using computer connection with the
workplace. a) commute b) work c) vise d) phone
8. Which of these is closest to “simulation”:
a) emulate b) imitate c) create d) propagate
9. A conventional telecommunications connection by cable laid across land is called
land_____ connection. a) wire b) line c) scape d) site
10. A lot of people in the world are exposed _____ different health problems caused
by computer use. a) to b) on c) in d) for
11. Which of these has the most general meaning:
a) appliance b) device c) gizmo d) gadget
12. Find the odd word: a) fatigue b) exhaustion c) burnout d) vigor
13. A person who deceives somebody in order to make money or obtain goods
illegally is called a/an fraud_____. a) er b) ulent c) ant d) ster
14. All of these are close in meaning to the word “disable” EXCEPT FOR:
a) ameliorate b) deteriorate c) impair d) diminish
15. All of these are used to characterize one who is extremely interested in something
and spends a lot of time on it EXCEPT FOR:
a) addicted b) indifferent c) devoted d) enthusiastic
16. All of these are close in meaning to the word “waste” EXCEPT FOR:
a) rubbish b) garbage c) trash d) dust
17. All of these mean treating things that have already been used so that they can be
used again EXCEPT FOR:
a) recycle b) reuse c) retrieve d) reprocess
18. This waste is _____, and has to be disposed as soon as possible.
a) vital b) hazardous c) disabled d) impaired
19. Which of these cannot be used in this sentence? Martin spends hours on a
computer. He is a real computer _____. a) interest b) geek c) devotee d) addict
20. Choose the WRONG variant: Interactive whiteboards _____ holding different
instruction modes. a) assist b) aid c) hinder d) help
TEXT 1. COMPUTER AS A FRIEND

Compiled by Zh.Manapbayeva
(Santiago R. Esteras, Elena M. Fabré. Professional English in Use. Cambridge
University Press, 2007. p.12; http://www.computerhistory.org/revolution/personal-
computers/17/296; http://www.ehow.com)
pinterest.com
PRE-READING
Activity 1. Work in pairs. Tell your partner about what you use computers for.
Since 1948 when the first real computer has been invented our life has changed so
much that we can call it real digital revolution. People who have grown up with PCs
and microchips are often called the digital generation. Nowadays, it cannot imagine
life without computers and the fact is that they have become so important that nothing
can replace them. They seem to be everywhere today. Numerous gadgets such as PSP
(PlayStation Portable), MP3, have been invented to make our life easier. But often
there is a question if they really do so? Is computer a friend or foe?
“I think it's fair to say that personal computers have become the most empowering
tool we've ever created. They're tools of communication, they're tools of creativity
that can be shaped by their user”, says Bill Gates. Computers play a vital role in every
sphere of life.
Communication
Computers are critical for communication and are the centerpiece of information
technology. The early 1990s saw the emergence of household Internet use, which
eventually spurred common use of email, websites, blogs, social networking, video
chat and VoIP (Voice Over Internet Protocol) which have rendered the traditional
communication modes including postal mail and landline phones obsolete.
Education
Computers have become popular tools for both teachers and learners, since they can
present an important interactive component and allow students a diverse and exciting
way of integrating information into their studies. Interactive whiteboards, Wikis,
mind-mapping software, etc. assist holding different instruction modes such as drill
and practice, tutorials, problem solving, simulations and games. Various functions of
the computer such as storage and retrieval are used to keep instruction in order and
track student's progress and records. Computer applications such as electronic mail
(e-mail), computer conferencing, blogging, and electronic bulletin boards allow for
communication, and make distance education possible. HyperCard, hypermedia, and
other still-developing multimedia tools help create essential learning files as podcasts,
vodcasts, etc. by combining voice, video, and other computer technologies into one
delivery system.
Business
Corporate computing is a concept that is concentrated on the involvement of

information technology in business to increase productivity and quality. Computer
technologies are used in almost all business sectors such as accounts and payroll
management, inventory management and control, shipping functions, data and
database management, financial analysis, software development, security control and
many other essential fields. Business is hardly transacted without telecommuting, e-
commerce, online-banking, desktop publishing, office automation, etc.
Travel
Many computers help us travel by air and road. Air-travel computers include those
that control air traffic safely, warn pilots of potential midair collisions and help pilots
navigate. Road-travel computers include those that help drivers navigate and help
engines run more efficiently and environmentally friendly, e.g. a GPS (Global
Positioning System).
Medicine
Computers have found their way in medicine as well. Many of the modern methods
of diagnostics are largely based on computer technology such as computed
tomography, X-ray, etc. Computerized robotics allows doctors to perform surgery on
patients without even being in the same room. Machines such as hospital-bed beeping
systems, emergency alarm systems are used for monitoring a patient’s state of health.
Computer database technology such as Electronic Patient Records allows medical
professionals to store and search necessary information. Computers are also used to
run medical simulations in search of cures to diseases such as cancer, AIDS, and
Alzheimer's disease.
Assistive technology products such as alternative keyboards, Braille embossers,

screen readers, voice recognition programs, speech synthesizers, etc. are designed to
provide additional accessibility to individuals who have physical or cognitive
difficulties, impairments, and disabilities.
Entertainment
With the creation of the Internet and faster processors, entertainment became a
popular use for personal computers everywhere. Computers now have almost
unlimited access to any song by any artist. Computers also allow musicians to create
artificial instruments to record with, called MIDI (Musical Instrument Digital
Interface) instruments. Moreover, with the advancement of video card and Internet
speeds, movies and streaming television are now at the click of a mouse button.
Pictures, paintings, poetry and more are just a click away too. Computer photo editing
programs and animation programs are also the sources behind most movies and
professional photographs. Computer games are a quickly growing market just like all
other forms of video games. In fact, computers are absolutely necessary for
programming any sort of a new video game.
VOCABULARY FOCUS
Activity 2. Work in pairs. Match the terms in the left column with the definition in the
right:
1. Wiki A. the amount of goods a company has, or the value

of them
2. Mind-mapping B. a website which allows users to add, and edit the
software contents, or the program that makes this possible
3. Electronic bulletin C. a radio programme that is stored in a digital form
board that you can download from the Internet and play on
a computer or on an MP3 player
4. Podcast D. a printer, in which combinations of tangible dots
or points are used to represent letters, characters, etc.,
that are read by touch
5. Vodcast E. a video stored in a digital form that you can
download from the Internet and play on a computer or
on an MP3 player
6. Inventory F. a piece of software used to create diagrams of
relationships between concepts, ideas or other pieces
of information
7. Braille embosser G. a place on a computer system where users can read
messages and add their own
Activity 3. Find these words and phrases in the text, and try to guess their meaning
from the context: render sth obsolete, landline, simulations, payroll management,
desktop publishing, office automation, midair collisions, hospital-bed-beeping
systems, assistive technology, impairment, streaming television.
Activity 4. Make up phrases by matching the words in A with those in B:

A. run, postal, digital, landline, perform, vital
B. role, phone, surgery, mail, simulations, generation
Activity 5. Complete the following sentences with the words from the text:
1) Nowadays songs, e-books, movies are just a c_____ away.
2) Communication is the c_____ (base, foundation) of information technology.
3) Our universities are i_____ the European educational system into their practice.
4) According to Bill Gates, computers are the most e_____ tools humanity has ever
created.
5) Interactive whiteboards a_____ holding different instruction modes such as
presentations.
GRAMMAR FOCUS
Activity 6. Tell how our life has changed since computers were invented, using the
construction: Since computers were invented _____ have/has _____.
Activity 7. Make up sentences using the phrases and the pattern:

Introduction of open-world policy – greater chances for young people to study
abroad. — Young people have had greater chances to study abroad since the open
policy was introduced.
1) Appearance of the workflow software – telecommuting.
2) Appearance of computerized diagnostics – reduction in the number of people dying
of cancer.
3) Increase of the Internet speed – change in the entertainment ways.
4) Integration of computers in education – appearance of new instruction modes.
5) Building up of social networks – less importance of the real-life communication.
Activity 8. What have you already done with the help of computers in the field of
medicine/travelling/business/education/communication/entertainment? Share with
your partner.
WHILE-READING

1) The word “spur” in paragraph 2 means to _____:
a) stimulate b) spread c) end d) push
2) The word “track” in paragraph 3 is closest in meaning to _____:
a) assisting b) praising c) controlling d) leading
3) The word “transact” in paragraph 4 means all of these EXCEPT FOR:
a) run b) conduct c) guide d) do
4) Which of these is a communication device:
a) VOIP b) mind-mapping c) screen reader d) GPS
5) All of these make distance education possible EXCEPT for:
a) computer conferencing b) telecommuting c) blogging d) electronic bulletin boards
6) All of these are assistive technologies EXCEPT for:
a) screen readers b) voice recognition programs c) speech synthesizers d) simulations
7) MIDI is mostly used in _____. a) business b) entertainment c) travel d) education
Activity 10. Complete the sentences:
_____ is/are used in _____ for _____.
_____ is/are used to _____.
_____ allow(s) us to _____.
_____ assist(s) in doing _____.
Activity 11. Read the text and create a mind map on the use of computers in different
spheres of life.
POST-READING
Activity 12. Translate one paragraph of the text. Summarize the text.
Activity 13. Group contest: in groups of 3 brainstorm the use of computers in OTHER
spheres of life, e.g. in agriculture, sports, etc. Present your ideas to the other groups.
Activity 14. Imagine and describe your life without computers, using the pattern:
F.e.: If I/we didn’t have a computer, I/we would/wouldn’t _____.
TEXT 2. COMPUTER AS A FOE

(Santiago R. Esteras, Elena M. Fabré. Professional English in Use. Cambridge
University Press, 2007. p.12
(http://www.gotknowhow.com/answers/what-does-computer-addiction-mean)
www.shapingyouth.org
PRE-READING
Activity 1. What kind of threats of computer use do you know? Mind map your
answers and present them to the class.
Despite superb features there is also a dark side of computer technology because
every invention brings us not only benefits but also threats. Anybody who has ever
come into contact with technology has begun building a dependence upon it. Our
society has developed technological dependence. When computers are down, our
way of life breaks down: planes stop flying, telephones don’t work, banks have to
close.
Inappropriate and excessive use of computers leads to a problem referred to as

computer addiction. Computer addiction is not limited to video games. Excessive
use of the Internet has already been termed by psychologists as Internet addiction
disorder (IAD) which is reported to be on the increase. More and more people are
spending time in cyberspace, in a virtual world of their own making. If not treated,
this condition can lead to diminished social skills and deterioration in the addict's
quality of life.
Computers produce electronic waste, plastic cases and microchips that are not
biodegradable and have to be recycled or just thrown away. An estimated 50 million
tons of e-waste are produced each year. The USA discards 30 million computers each
year and 100 million phones are disposed of in Europe each year. The Environmental
Protection Agency estimates that only 15-20% of e-waste is recycled, the rest of these
electronics go directly into landfills and incinerators.
Cybercrime, crime committed with the help of computers, is creating serious

problems. This includes anything from downloading illegal music files to stealing
millions of dollars from online bank accounts. Cybercrime also includes non-
monetary offenses, such as creating and distributing viruses on other computers or
posting confidential business information on the Internet. There is a variety of types
of cybercrime: virus propagation, fraud, intellectual property theft, phishing, piracy,
etc.
Unauthorized use of personal data or receiving unwanted electronic messages leads to

loss of privacy. There are many ways young people and adults can lose their privacy
on the Internet, and all have their own dangers. Disclosing your address, telephone
number, or even your name to a stranger can put you or family members in danger.
It is estimated that today at least 75% of all jobs involve some level of computer use;
this means three-quarters of the workforce are being exposed to numerous health
problems: nervous repetitive movement of joints, severely reduced eyesight, blurred
vision, overall eye tiredness and Dry Eye, which results in itchy sore and even the
illusion that something is stuck in your eye. Another medical issue caused by the use
of computers is back and posture problems, that result in severe and acute pain in the
back, neck and shoulders. Computers also cause loss of the ability to fully focus our
attention which is referred to as “attention deficit”.
VOCABULARY FOCUS
Activity 2. Find a word or phrase in the article which means:

1) more than enough (paragraph 2)
2) an illness (paragraph 2)
3) able to decompose naturally (paragraph 3)
4) a crime (paragraph 4)
5) unclear or less distinct (paragraph 6)
Activity 3. Match the words with their meanings:
1. landfill A. to get rid of sth that one does not want or cannot
keep
2. incinerator B. to become worse in quality
3. diminish/deteriorate C. an area of land where waste material is buried
under layers of earth
4. dispose of/discard D. to leave sb/sth/oneself no longer covered or
protected
5. expose to E. an apparatus for destroying waste by burning
Activity 4. Complete the sentences with the words from the text.
1) Don’t d_____ your personal information on social networks! It is dangerous!
2) Teenagers can’t help playing computer games. They are a_____.
3) More and more people are trying to r_____ paper these days. They are so “green”.
4) Inappropriate use of laptops results in i _____ sore in the eyes, s_____ and a_____
pain in the back, neck, and shoulders.
5) N _____ crimes, i.e. not related to currency or money are under way.
Activity 5. Make sentences about the negative effects of using computers using the
following verbs: cause, diminish. deteriorate, lead to, to be exposed to
GRAMMAR FOCUS
Activity 6. Identify the Subjective with the Infinitive construction in the sentences:
1) Internet addiction disorder (IAD) is supposed to be on the increase.
2) Youngsters are reported not to play outdoor games at all.
3) Computers are known to cause various health problems.
4) Intellectual property theft is expected to decrease over time.
5) Technological dependence is considered to be the most dangerous problem of
nowadays.
Activity 7. Rephrase the sentences following the given model (with phrases to be
reported/known/supposed/expected/considered):
An estimated 50 million tons of e-waste are produced each year in the US -----
An estimated 50 million tons of e-waste are reported to be produced each year in the
US.
1) Today at least 75% of all jobs involve some level of computer use.
2) The USA discards 30 million computers each year.
3) 100 million phones are disposed of in Europe each year.
4) The Environmental Protection Agency estimates that only 15-20% of e-waste is
recycled, the rest of these electronics go directly into landfills and incinerators.
5) Our society has developed technological dependence.
6) Psychologists define the excessive use of the Internet as Internet addiction
disorder.
Activity 8. Complete the following sentences:

1) Excessive computer use is known to lead to _____.
2) Computer-addicted people are known to suffer from _____.
3) Abuse of computers is thought to result in _____.
4) Electronic waste is considered to lead to _____.
5) Disclosing personal information on the Internet is reported to increase ____.
WHILE-READING
Activity 9. Read the text and mark the following statements true (T), false (F) or not
given (NG):
1) Causes for committing cybercrime are connected only with money. ___
2) Internet addiction does not diminish social skills. ___
3) Nowadays over 80% of electronic waste is recycled. ___
4) Young people are exposed to loss of privacy more than adults. ___
5) Inappropriate use of computers may cause nervous diseases. ___
Activity 10. Revise your mind-map of the negative impacts of computers drawn for
Activity 1, breaking them into categories and subcategories.
POST-READING
Activity 11. Summarize the text.
Activity 12. Which of the computer-related problems above have you ever come
across? Share your experience with the group.
Activity 13. Hold a debate on the topic “I prefer a real/virtual friend” or “Computers
improve/deteriorate the level of education”.
TEXT 3. MINIMIZING THE NEGATIVE IMPACTS

(http://www.microsoft.com/hardware/en-us/support/healthy-computing-guide
http://www.ehow.com/how_5681927_prevent-computer-addiction.html
http://www.ehow.com/how_5175179_rid-ewaste-technology-trash.html)
www.explainingcomputers.com
PRE-READING
Activity 1. Role play.

Divide into two groups: computer addicts and psychologists. Computer addicts read
A below. Psychologists read B below. Share your ideas with the class.
A
List the symptoms you might have as a computer addict. Visit the psychologist and
describe your symptoms. Ask for advice.
B
Think of the ways of fighting with computer addiction. Listen carefully to the
symptoms of the patient, and try to give the best advice.
I. How to prevent health impacts of the computer?
1. Position Yourself. Whether you are working or playing, it is important to avoid

awkward postures and position your body comfortably. Not only can this improve
your overall productivity, it may help you avoid musculoskeletal disorders. Keep in
mind that changing your posture during extended tasks may also help you avoid
discomfort and fatigue.
2. Go Lightly. Physical forces continuously interact with our bodies. We may think
that only high-impact forces, such as car crashes, are likely to injure our bodies.
However, low-impact forces may also result in injuries, discomfort, and fatigue if
they are repeated or experienced over long periods of time.
3. Take Breaks. Taking breaks can help your body recover from any activity and
may help you avoid various disorders. The length and frequency of breaks that are
right for you depend on the type of work you are doing. Stopping the activity and
relaxing is one way to take a break, but there are other ways, also. For example, just
changing tasks - perhaps from sitting while typing to standing while talking on the
phone can help some muscles relax while others remain productive.
4. Be Healthy. A healthy lifestyle can help you perform and enjoy your everyday
activities, including the time spent at your computer. Also, learning more about your
health is an important step in staying comfortable and productive while using your
computer.
II. How to avoid computer addiction?
1. Take some time away from your daily computer routine to go shopping, get a
cup of coffee, or call an old friend. It's great to get out and see the world.
2. Place reasonable limits on computer usage. Nearly all activities are healthy in
moderation. Decide what a reasonable time is based upon your daily schedule.
3. Impose computer usage limits. Computer addiction starts by spending longer than
originally intended on the computer. Soon enough, a few extra minutes on the
computer transforms to a few extra hours.
4. Consider why you are using the computer if your usage becomes excessive.
Boredom, anxiety, and depression are common reasons to overuse the computer.
Work through these emotions if this is true in your case.
5. Seek assistance as soon as you realize that you are unable to properly control
your computer usage. Early intervention can prevent a serious addiction from
developing.
6. Finally, take a moment to realize that a few short years ago, only a small
fraction of people even had computers and we all lived very well without them.
Technology is a wonderful thing to be sure, and it often helps us make our daily lives
easier, but it can be very addictive and we often forget that it is life that is important,
not the things we own.
III. How to get rid of e-waste or technology trash?
1. Contact your local and state governments. Find out what your city, county and
state have to offer in terms of electronics recycling programs. Some cities and
counties have hazardous waste trash pick-up days where they will either pick up, or
you can bring to them, any hazardous waste you have collected.
2. Contact the manufacturer of the equipment you no longer need and ask if it has
a take-back or buy-back program. Major electronics retailers are now, in most cases,
accepting most types of e-waste and technology trash, including old computers, cell
phones and music players.
3. Donate your used electronic equipment to businesses that refurbish them for
charities, non-profits, schools and thrift stores.
4. Donate your equipment to programs/organizations that sell components, such

as aluminum and plastics, for scrap. This takes recycling e-waste to a whole new
level.
VOCABULARY FOCUS
Activity 2. Scan the text and find a word in the text which means:
1) extreme tiredness (Part I)
2) to harm or impair (Part I)
3) to force to be done (Part II)
4) dangerous (Part III)
5) to renovate or redecorate (Part III)
Activity 3. Complete the following sentences with appropriate words or phrases:

1) The t_____ s_____ over there sells second-hand household goods to raise funds for
charity.
2) You’ve got to learn to use your computer m _____.
3) The new technology hasn’t been successful in t_____ of sales.
4) Medical i_____ is necessary in dealing with computer addiction.
5) A large number of people suffer from “attention d_____”.
Activity 4. Make up phrases by matching the words in A with those in B:

A. technology, awkward, daily, seek, high-impact, hazardous, buy-back
B. program, force, routine, trash, posture, assistance, waste
GRAMMAR FOCUS
Activity 5. Choose the appropriate verb:
1) Scientists are planning to invent/inventing a “healthy” computer.
2) Children enjoy to play/playing computer games 24 hours a day.
3) Environmentalists suggest to recycle/recycling e-waste.
4) Parents all over the world hope to get/getting rid of computers one day.
5) Avoid to sit/sitting on the computer for unnecessary reasons.
Activity 6. Convert the following sentences into indirect speech using the following
model: The teacher/mother/my boss/my friend advised, begged, offered, ordered,
suggested…
1) Do these exercises in writing.
2) Contact your local government to get information about e-waste recycling.
3) Let’s take a two-minute break every twenty minutes.
4) Don’t click on this icon! You will delete everything!
5) Please, don’t spend too much time at your laptop!
Activity 7. Think about your latest problem with a computer. Ask your partner for
advice. Listen to your partner’s problem. Help him/her with advice using the
Imperative Mood.
WHILE-READING
Activity 8. Mark the statements as True or False:

1) The text focuses on various negative aspects of the computer use. ___
2) The main idea of the text is the need to minimize computer use. ___
3) People often get addicted to computers because they are bored. ___
4) Computer abuse is not harmful as it has a low-impact effect on our health. ___
5) One should take regular breaks getting away from the computer. ___

1) Fatigue (Part I) is closest to _____.
a) boredom b) harm c) tiredness d) inconvenience
2) Moderation (Part II) means using something _____.
a) a little bit b) extensively c) sensibly d) too much.
3) A thrift store (Part III) is a shop that sells used articles, especially clothing, for
_____ purposes.
a) commercial b) economical c) charity d) ecological
4) The word “scrap” (Part III) means something ________.
a) unnecessary b) usable c) reusable d) processed
5) The word “refurbish” (Part III) means to ______.
a) improve b) reconstruct c) present d) furnish
Activity 10. Say what the following is an appropriate measure against (measure VS
effect):
1) Taking a break
2) Imposing computer usage limits
3) Positioning yourself in a right way
4) Seeking for assistance
5) Contacting the manufacturer
6) Contacting the government
7) Donating your equipment to different organizations
Activity 11. Sum up the text graphically and in words.
POST-READING
Activity13. Say which of the recommendations you:

a) use and how effectively
b) don’t use and why
c) could add from your personal experience
Activity 14. Group contest: in groups of 3 brainstorm the possible solutions for such
computer-related problems as loss of privacy, technological dependence, cybercrime,
“attention deficit”, etc. Present your ideas to your groupmates.
Activity 15. Watch the video “Setting Up Your Computer Workstation”

http://www.youtube.com/watch?v=IAMKVJnHNsA, and guess what the following words
mentioned in the video are used for:
An adjustable chair, a headset, a cushion, an armrest, a keyboard tray, a palm rest, a
mouse bridge/tray, a monitor riser, a glare guard, a light bulb filter, window blinds,
a copy stand, bifocals, a foot rest.
Activity 16. Decide whether these statements are true or false.

1. Ergonomic means safe and comfortable.
2. The program is mainly about physical impacts computers have on our bodies.
3. When using an armrest the shoulders should be elevated.
4. Place your palms on the palm rest while typing.
5. Position the monitor at an arm length away.
6. Take a twenty second break every twenty minutes, refocus your eyes on something
twenty feet away.
Activity 17. Which of these recommendations do you follow/are you going to follow?
MODULE 2. GLOBAL FOCUS
TARGET VOCABULARY
Term Definition
Agent (of change) driving force; sb or sth that act as an ~; cleaning/
(n) causes sth to happen oxidizing ~; agency (n):
by/through the ~ of sb/sth
Backward (adj) retarded in physical, material, or technologically ~; a ~
intellectual development; country; backwards (adv);
conservative or reactionary ant. forward, advanced
Balance (n, v) a state of equilibrium; harmony ~ of power/mind;
in the parts of a whole maintain/lose/upset the ~;
balanced (adj): a ~
decision/diet;
ant. disbalance
Bandwidth (n) the range of frequencies within a 10MHz ~; have wide
given waveband used for a (enough) ~; handle a ~ of
particular transmission 450 MHz; reduce/amplify
~; potential/narrow/
continuous/networking ~
Brain drain (n) the emigration of scientists, cause/halt/be hit by a ~;
technologists, academics, etc., steady ~;
for better pay, equipment, or ant. brawn drain
conditions
Brawn (n) physical strength as opposed to ~ drain; brawny (adj): a ~
mental skill and intelligence man
Bring about (v) cause to happen (a change) ~ reforms/changes;
syn. result in
Term Definition
Carry out (v) perform or cause to be ~ a transaction/plan
implemented; to bring to
completion; accomplish
Commodity (n) an article, product or material the ~ market/price; trade in
that is bought and sold ~ies; basic/household/food
~ies
Complete (v, adj) make whole or perfect; fulfill; to ~ sth (exercises, tests)
finish sth online; completely (adv);
completion (n),
completeness (n)
Converge (v) (of two or more things) to move convergent (adj) :
towards and meet at the same ~ opinions/ views;
place; become similar or the convergence (n);
same ant. divergence/divergent
Diffuse (v) spread through a large area or a ~ through; diffusion (n): ~
large group of people of information/power/
wealth; diffused (adj): ~
sunlight/gas/liquid
Digital (adj) representing data as a series of ~ divide/age/epoch/
numerical values technologies; digit (n);
digitalization (v)
Disparity (n) inequality or difference, as in a big/marked/great/wide ~
age, rank, wages, etc. in/between sth; ~ in age; ~
between countries
Dispense (v) distribute; give out or issue in ~ money/free health care; ~
portions with/sth (manage without
sth): ~ with the formalities;
dispenser (n); dispensable
(adj): not necessary
Term Definition
Display (v) show or make visible (data ~ documents/courage/
strength/ goods; display
(n): window ~; be on ~
Diverse (adj) very different from each other diversify (v): ~ into;
diversity (n): ~ of opinions,
bio~; diversification (n);
syn. variety
Drive (v) push, propel, or be pushed or ~ to work; ~ into/along/at;
propelled; to compel or urge to be driven by sth; ~ it home
work or act, esp excessively to sb; a ~-in café; a strong
drive
Empower (v) expand sb's rights and ~ sb to do sth;
possibilities by delegation of empowerment (n);
authorities; empowerment empowering (adj)
Enroll (v) become or cause to become a ~ online; ~ sb in/on/as sth;
member; enlist; register through enrolment (n); enrollee (n)
the Internet
Facilitate (v) make easier; assist the progress facilitation (n), facilitator
of (n): act as a ~
Fiber optic cable a means of transmitting analog lay a ~; splice/connect a ~;
(n) or digital info using light signals travel through/by a ~
over a thin transparent filament
made of glass
Flat world basis on which the world gets be based on a ~
platform (n) flat or globalized
Face (v) meet or be confronted by (a ~ sb/work/the facts/the
person, difficulties) truth/losses
Term Definition
Gap (n) a divergence or difference; close/bridge a ~ : remedy a
disparity deficiency
Go global (v) expand into, enter the companies/ideas/products ~
international market
Implement (v) carry out; put into action; ~ a program/reforms/a plan;
perform (a plan, program) implementation (n);
Multinational a large business company ~ company
(adj) operating in several countries
Maturation (n) the process of fully growing or mature (adj); maturity (n)
developing
Occur (v) happen; take place; come about occurrence (n): a happening
event
Outdated (adj) old-fashioned or obsolete ~ practices/equipment;
ant. up-to-date
Perform (v) carry out or do (an action, ~ sb’s request; performance
operations); to fulfill or comply (n): ~ benchmarks;
with performer (n): high ~
Shrink (v) become smaller in size ~ to size medium/small/
tiny; shrinkage (n)
Standard of living a level of subsistence or material high/low ~; raise/lower ~;
(n) welfare of a community, class, go up/down (about ~)
or person
Vary (v) undergo or cause to undergo ~ in sth; ~ to some degree;
change, in appearance, character, variety (n); variant (n);
form, attribute, etc. variable (adj); syn.
assortment;
Term Definition
Verify (v) prove to be true ~ statements/facts/
allegations/figures;
verification (n);
syn. confirm, substantiate
Work flow computer programs enabling develop/launch/introduce ~
software (n) people all over the world to
collaborate on that same digital
content from anywhere

1. Computers help students to _____ mathematical operations.
a) perform b) do c) make d) create
2. A school website allows teachers to publish exercises for students to _____ online.
a) perform b) complete c) make d) carry out
3. In banks computers enable staff to _____ financial transactions.
a) do b) create c) make d) carry out
4. ATMs _____ money to customers by the use of a PIN protected card.
a) display b) enter c) dispense d) send
5. Mobiles let you _____ voice calls, send texts and email people.
a) perform b) complete c) make d) carry out
6. Monitors _____ data and images while you work or play.
7. Customers are asked to _____ a four digit PIN, it makes transactions more secure.
8. Teachers use projectors and interactive whiteboards to _____ presentations.
a) make b) access c) transfer d) give
9. In airport control towers, computers are used to _____ radar systems.
a) access b) enroll c) manage d) verify
10. PIN is used to _____ payments.
a) access b) enroll c) manage d) verify
11. _____ means the difference in access to ICTs between developed and developing
countries as well as difference in access inside each country between different groups
according social status, education, age, race, language and gender.
a) Standard of living b) Digital divide c) Digital age d) Brain drain
12. Because of the high cost of connection facilities the cost of information products
and services will significantly _____ in different regions.
a) vary b) verify c) diffuse d) empower
13. Unequal access to technologies results in unfair competition and economic _____.
a) balance b) unbalance c) disbalance d) misbalance
14. The Program for Bridging Digital Divide in the Republic of Kazakhstan has been
_____ since 2007. a) completed b) occurred c) implemented d) verified
15. Brain drain _____ because of the bad economic situation in developing countries.
a) completes b) occurs c) implements d) verifies
16. Digital divide can bring _____ conflicts and military interventions.
a) about b) around c) across d) ---
17. The flat-world platform is the product of a _____ of the personal computer with
fiber-optic cable with the rise of work flow software.
a) diffusion b) shrinking c) diversification d) convergence
18. Globalization 3.0 differs from the previous eras not only in how it is _____ and
flattening the world and in how it is empowering individuals.
a) diffusing b) shrinking c) diversifying d) converging
19. Global integration was powered by falling telecommunication costs – thanks to
the _____ of the telegraph, telephones, the PC, satellites, fiber-optic cable and the
early version of the World Wide Web.
a) diffusion b) shrinking c) diversity d) convergence
20. Globalization 1.0 and 2.0 were _____ primarily by European and American
individuals and businesses. a) facilitated b) occurred c) faced d) driven
TEXT 1. THE DIGITAL AGE

Santiago R. Esteras, Infotech. English for computer users. 4th edition. Students' book.
Cambridge University Press, 2007.pp.2-3
blogs.learnowonline.com
PRE-READING
Activity 1. Look at the title above and predict what the article may be about.
We are now living in what some people call the digital age, meaning that computers have
become an essential part of our lives. Young people who have grown up with PCs and
mobile phones are often called the digital generation. Computers help students to perform
mathematical operations and improve their maths skills. They are used to access the
Internet, to do basic research and to communicate with other students around the world.
Teachers use projectors and interactive whiteboards to give presentations and teach sciences,
history or language courses. PCs are also used for administrative purposes - schools use word
processors to write letters, and databases to keep records of students and teachers. A school
website allows teachers to publish exercises for students to complete online.
Students can also enroll for courses via the website and parents can download official
reports. Mobiles let you make voice calls, send texts, email people and download logos,
ringtones or games. With a built-in camera you can send pictures and make video calls in
the face-to-face mode. New smartphones combine a telephone with web access, video, a
games console, an MP3 player, a personal digital assistant (PDA) and a GPS navigation
system, all in one.
In banks, computers store information about the money held by each customer and
enable staff to access large databases and to carry out financial transactions at high
speed. They also control the cashpoints, or ATMs (automatic teller machines), which
dispense money to customers by the use of a PIN-protected card. People use a Chip and
PIN card to pay for goods and services. Instead of using a signature to verify payments,
customers are asked to enter a four-digit personal identification number (PIN), the
same number used at cashpoints; this system makes transactions more secure. With
online I-banking, clients can easily pay bills and transfer money from the comfort of
their homes.
Airline pilots use computers to help them control the plane. For example, monitors
display data about fuel consumption and weather conditions. In airport control towers,
computers are used to manage radar systems and regulate air traffic. On the ground,
airlines are connected to travel agencies by computer. Travel agents use computers to find
out about the availability of flights, prices, times, stopovers and many other details.
VOCABULARY FOCUS
Activity 2. Give abbreviations suiting the given definitions:

1) A general-purpose computer, whose size, capabilities, and original sale price
makes it useful for individuals.
2) A space-based satellite navigation system that provides location and time
information.
3) A secret numeric password shared between a user and a system that can be used to
authenticate the user to the system.
4) A machine at a bank branch or other location which enables a customer to perform
basic banking activities (checking one's balance, withdrawing or transferring funds)
even when the bank is closed.
5) A mobile device that functions as a personal information manager.
6) A portable consumer electronic device that allows you to store and play music files
in a definite format often using flash memory for storing music.
7) An object detection system which uses radio waves to determine the range,
altitude, direction, or speed of objects.
Activity 3. Make collocations, combining words from column 1 with those on column
2:
1. give a. calls
2. keep b. a text
3. access c. databases
4. enter d. presentations
5. transfer e. research
6. make f. money
7. do g. records
8. send h. a PIN
GRAMMAR FOCUS
Activity 4. Choose all nouns from the text used with a) zero article b) definite article
c) indefinite article. Explain their use.
Activity 5. Insert the missing articles, if necessary:
1) With ____ built-in camera you can send _____ pictures and make _____ video calls in
_____ face-to-face mode.
2) They also control _____ cashpoints, or ATMs (automatic teller machines), which
dispense ___ money to _____ customers by _____ use of _____ PIN-protected card..
3) Instead of using _____ signature to verify _____ payments, _____ customers are asked to
enter ____ four-digit personal identification number (PIN), _____ same number used at
____ cashpoints.
4) ____ new smartphones combine _____ telephone with ____ web access, ____ video,
____ games console, ____ MP3 player, _____ personal digital assistant (PDA) and _____
GPS navigation system, all in one.
5) With ____ online I-banking, ____ clients can easily pay ___ bills and transfer ____
money from ____ comfort of their homes.
WHILE-READING
Activity 6. Choose the WRONG answer:

1) Computer technologies allow students to _____:
a) publish tests to be completed while studying b) enroll for courses c) perform
mathematical operations d) do basic research
2) The text covers computer use in:
a) education b) banking c) IT d) air travel
3) While doing online banking at home you cannot:
a) pay for purchases b) dispense money c) transfer money d) pay bills
4) Computers help teachers to _______:
a) make powerful presentations b) submit tasks
c) search for information d) communicate with students
5) Schools use IT for _____ purposes.
a) administrative b) monitoring c) entertaining d) educational
Activity 7. Complete the following sentences:
1) Thanks to Wi-Fi, it's now easy to_____.
2) Online banking lets you_____.
3) Skype is a technology that enables users to_____.
4) In many universities, students are encouraged to use_____.
5) The Web has revolutionized the way people _____.
6) Cookies allow a website to _____.
7) With the latest mobile phones, you can_____.
POST-READING
Activity 8. Translate the first paragraph of the text.
Activity 9. Identify the topic of the text and summarize it.
Activity 10. Describe the range of things you can do digitally with the help of your
mobile phone, PDA, I-phone, smartphone, games console, PDA, MP3 player, GPS
navigation system, etc.
TEXT 2. THREE ERAS OF GLOBALIZATION

Excerpt from the book by Thomas L.Friedman "The World is Flat"
Farrar, Straus and Giroux: New York 2005 pp.9-11
(video clip: http://music.nur.kz/clip-76003-lp4znWHvsjU-thomas-friedmans-three-
eras-of-globalization)
PRE-READING
Activity 1. What do you know about globalization? Share with your group.
There have been three great eras of globalization. The first lasted from 1492 - when
Columbus set sail, opening trade between the Old World and the New World – until
around 1800. I would call this era Globalization 1.0. It shrank the world from a size
large to a size medium. Globalization 1.0 was about countries and muscles. That is, in
Globalization 1.0, the key agent of change, the dynamic force driving the process of
global integration, was how much brawn - how much muscle, how much horsepower,
wind power, or, later, steam power- your country had and how creatively you could
deploy it. In this era, countries and governments (often inspired by religion or
imperialism or a combination of both) led the way in breaking down walls and
knitting the world together, driving global integration. In Globalization 1.0, the
primary questions were: Where does my country fit into global competition and
opportunities? How can I go global and collaborate with others through my country?
The second great era, Globalization 2.0, lasted roughly from 1800 to 2000,
interrupted by the Great Depression and World Wars I and II. This era shrank the
world from a size medium to a size small. In Globalization 2.0, the key agent of
change, the dynamic force driving global integration, was multinational companies.
These multinationals went global for markets and labor, spearheaded first by the
expansion of the Dutch and English joint-stock companies and the Industrial
Revolution. In the first half of this era, global integration was powered by falling
transportation costs, thanks to the steam engine and the railroad, and in the second
half by falling telecommunication costs – thanks to the diffusion of the telegraph,
telephones, the PC, satellites, fiber-optic cable and the early version of the World
Wide Web. It was during this era that we really saw the birth and maturation of a
global economy, in the sense that there was enough movement of goods and
information from continent to continent for there to be a global market, with global
arbitrage in products and labor.
Right around the year 2000 we entered a whole new era: Globalization 3.0.
Globalization 3.0 is shrinking the world from a size small to a size tiny and flattening
the playing field at the same time. And while the dynamic force of Globalization 1.0
was countries globalizing and the dynamic force in Globalization 2.0 was companies
globalizing, the dynamic force in Globalization 3.0 is the newfound power for
individuals to collaborate and compete globally. And the phenomenon that is
enabling, empowering individuals and small groups to go global so easily and so
smoothly is what I call the flat-world platform. Just a hint: The flat-world platform is
the product of a convergence of the personal computer (which allowed every
individual suddenly to become the author of his or her own content in digital form)
with fiber-optic cable (which suddenly allowed all those individuals to access more
and more digital content around the world for next to nothing) with the rise of work
flow software.
But Globalization 3.0 differs from the previous eras not only in how it is shrinking
and flattening the world and in how it is empowering individuals. It also is different in
that Globalization 1.0 and 2.0 were driven primarily by European and American
individuals and businesses. Even though China actually had the biggest economy in
the world in the eighteenth century, it was Western countries, companies, and
explorers who were doing most of the globalizing and shaping of the system. But
going forward, this will be less and less true. Because it is flattening and shrinking the
world, Globalization 3.0 is going to be more and more driven not only by individuals
but also by a much more diverse - non-western, non-white-group of individuals.
Individuals from every corner of the flat world are being empowered. Globalization
3.0 makes it possible for so many more people to plug in and play, and you are going
to see every color of the human rainbow take part.
VOCABULARY FOCUS
Activity 2. Match the words and phrases with their definitions:
1 agent of change A attempting to profit by exploiting price

differences of identical or similar items on
different markets or in different forms.
2 flattening of the B people of different races
world
3 human rainbow C catalyst for change, the driving force of change
4 diffusion D the software which helps automate business
management routines
5 work flow software E viewing the world as a level playing field
6 arbitrage F the process by which molecules of a given
substance move from an area of relatively high
concentration to an area of lower concentration.
Activity 3. Give synonyms/antonyms:
word synonym/antonym
1. shrink
2. brawn
3. diverse
4. deploy
5. maturation
6. empower
GRAMMAR FOCUS
Activity 4. Choose the correct word-form:

1) Globalization 1.0 shrank/had shrunk/is shrinking the world from a size large to a
size medium.
2) While in Globalization 1.0 countries and governments led/had led/were leading the
way in driving global integration, at the next stage it was/were/had been driven by
multinational companies.
3) Globalization 1.0 lasted/had lasted/ lasting from 1492 until around 1800.
4) In Globalization 2.0, the key agent of change was/had been/were multinational
companies.
5) During this era we really saw/had seen/see the birth and maturation of a global
economy.
6) By now the multinationals went/have gone/go global for markets and labor.
7) Globalization 3.0 is going to be/will be/has been more and more driven by non-
white individuals.
8) Globalization 3.0 has been/was/is flattening and shrinking the world.
Activity 5. Open the brackets:

1) There (be) three great eras of globalization.
2) In Globalization 1.0 countries (try) to fit into global competition and opportunities.
3) The multinationals went global for markets and labor after the Dutch and English
joint-stock companies (expand).
4) Globalization 1.0 and 2.0 (drive) primarily by European and American individuals
and businesses.
5) The flat-world platform _____ (empower) individuals and small groups to go
global.
6) Individuals from every corner of the flat world (take part) in Globalization 3.0.
7) Due to globalization the worlds (shrink) from size large to size tiny.
WHILE-READING
Activity 6. Read the text and watch the video. Mark the following features as
characteristic of a certain globalization stage (G1.0, G2.0, G 3.0):
1) ____ shrank the world from size small to size tiny.
2) ____ shrank the world from size large to size medium.
3) ____ shrank the world from size medium to size small.
4) ____ was driven by multinational companies.
5) ____ was driven by individuals.
6) ____ was driven by countries and governments.
7) ____ was powered by falling transportation and telecommunication costs.
8) ____ equalized people of different races.
9) ____ appeared thanks to fibre-optic cable, satellites, and so on.
Activity 7. Read the text and fill in the table:
Globalization Time Scale Geographic Agent of Factors

stage al spread change
Globalization
1.0
Globalization
2.0
Globalization
3.0
Activity 8. Briefly characterize each stage of globalization.
POST-READING
Activity 9. Explain why they are called like computer programs (1.0, 2.0, 3.0).
Activity 10. Summarize the text using the table in Activity 5 and completing the
sentence: The text highlights … in terms of their…
Activity 11. What do you think of the author’s approach to globalization? Do you
agree with it? Why/not?
Activity 12. Do you think there will be Globalization 4.0 stage? Why/not? If yes, how
do you picture it? Characterize it in terms of time, scale, etc. filling in the table below.
Globalization stage Time Scale Geogr. Agent of Factors

spread change
Globalization 4.0
TEXT 3. DIGITAL DIVIDE

Compiled by B.Jolamanova
(http://vecam.org/article549.html; http://www.lyakhov.kz/iguide/06/stats_kz.shtml;
http://gsf.inesnet.ru/?p=248)
edutopia.org
PRE-READING
Activity 1. What are the threats of IT development? Make a list and present it to the
class. Then read the text and add to your list.
The term "digital divide" is relatively new. It came into the regular usage in the mid-
1990s. The term was first used by the UN ICT Task Force, created after the 2003
Summit in Geneva (Camacho, 2006). Digital divide means the difference in access to
ICTs between developed and developing countries as well as difference in access
inside each country between different groups according to social status, education,
age, race, language and gender (Wikipedia, 2008). This term implies disparity in
access to technology, in resources and skills needed to use the latest achievements in
IT.
Causes of digital divide
According to the World Conference on the Development of Telecommunications and

Information the causes of this gap are low standards of living, high tariffs for the use
of IT infrastructure in developing countries. Because of the bad economic situation,
there aren’t enough possibilities to train good IT-specialists in developing countries.
So brain drain occurs. It causes the increase in prices for IT-services and decrease in
their usage.
The lack of education in developing countries and inside some groups in one country
is another cause of digital divide. Uneducated people are unlikely to be interested in
IT. They consider technologies as something difficult and unclear. All above
mentioned can lead to a digital divide (World Conference on the Development of
Telecommunications, 2002).
Consequences of digital divide
Digital divide may cause following consequences:

1) A slow-down in social-economic development. The groups of people or the
countries with more access to information improve their position more quickly. Such
unequal access results in unfair competition and economic disbalance.
2) Digital divide can lead to misunderstanding between different groups of people.

Countries with developed information technologies will acquire new values and lose
old ones. For example, music is being created and transferred in digital form. At the
same time countries which don’t have developed information technologies, will save
previous values and won’t accept new ones. And this can lead to misunderstanding.
3) Digital divide can also become a cause of conflicts and military interventions. On
the one hand, the accumulation of information in some countries can lead to creation
of information corporations. On the other hand, other countries won’t have any
information. And it can bring about conflicts and military interventions.
4) Because of the high cost of connection facilities the cost of information products
and services will significantly vary in different regions. So, the same products and
services will be cheap in the developed countries and expensive in the developing
countries. With the time, the flow of cheap commodities will be concentrated in one
part of the world, and consumers who are isolated from this commodity will be
concentrated in another part of the world. It can also lead to economic disbalance
(Global Strategy Forum, 2007).
Digital divide: Kazakhstan's perspective
Kazakhstan is also facing the problem of digital divide, especially between the urban
and rural population characterized by uneven distribution of telecommunications
infrastructure. Most of the rural areas of Kazakhstan are technologically backward.
People who live in the province face many difficulties which hinder their
development. “The lack of infrastructure, energy grids, international bandwidth, and
the high costs of access and equipment are the main constraints to providing
international communication technology to the rural masses, and even to some urban
centers. In addition to this basic lack of physical infrastructure, the limited human and
institutional capacity, outdated or weak regulatory frameworks are common to most
parts of the peripherilized territories.
Furthermore, rural economic sectors, small and medium scale industries have not
been properly connected to the national and regional chains of production and
services, and thereby into the global economic system” (Neville, 2003).
In order to improve the situation, Kazakhstani government has been taking some
measures, like the Program for Bridging Digital Divide in the Republic of
Kazakhstan. This program was adopted by Resolution of the Government of the
Republic of Kazakhstan in October, 2007. The program’s goals are bridging digital
divide in the Republic of Kazakhstan, achieving 20% computer literacy of citizens
and Internet users, enhancing the value of information resources for citizens' everyday
life.
This program has yielded positive results. Within two years of the Program
implementation about 2 million citizens were trained, tested and certified, in
collaboration with the government agencies, 8 information portals aimed at
promoting ICT adoption were created, a Distance Learning Center was established,
80 certified e-courses on IT and Management were laid out on the DLC portal in
Kazakh and Russian languages (Electronic Government, 2009).
The effectiveness of the measures taken may be expressly demonstrated by the

growth of the number of Internet users in Kazakhstan, which is presented in the table
below (Lyakhov, 2006):
Year Internet users amount
In absolute figures Percentage
1997 41,100 /15700000 (UNEP, n.d.) 0,3%
1998 71,400/15672000 (EPO, n.d.) 0,5%
1999 93,000/16199154 (News on ZAKON.KZ, 2005) 0,6%
2005 400,000 2,7%
2007 1,247,000 8,5%
October, 2008 2,200,000 14,8 %
September, 2009 2,300,000 14,9%
So, it may be concluded that Kazakhstan is actively bridging the Digital Divide. But
judging by the figures, there is a lot more to be done in this direction.
VOCABULARY FOCUS
Activity 2. Give antonyms:

1) fair; 2) balance; 3) even; 4) brain; 5) enhance; 6) connected; 7) disparity; 8) urban;
9) literacy
1) a) hinder b) block c) oppose d) dispose
2) a) constraint b) suppression c) restriction d) limitation
3) a) imply b) hint c) comply d) presuppose
4) a) retain b) obtain c) acquire d) get
5) a) bring about b) cause c) result in d) result from
6) a) gap b) divide c) break d) gaze
7) a) accumulate b) select c) bring together d) collect
Activity 4. Match the words with their collocations:
Word Collocation
1) digital A solve, raise, pose, encounter
2) access B lifecycle, line, activation, advertising, awareness, brand,
certification, database, design, image, innovation
3) lack of C facilities, computers, the Internet
4) development D ICT, the Internet; permit, deny, certify, restrict
(of)
5) product E education, technology, authority, balance, control, data,
energy, experience, memory, skilled labour
6) problem F cost, model, plan, strategy, platform, rate, software, system
7) connect G divide, age, generation, technology, camera, signature, PDA
GRAMMAR FOCUS
Activity 5. Identify the italicized –ed verb forms as a part of the predicate (P) or an
attribute (A):
1) The term was first used by the UN ICT Task Force, created after the 2003 Summit
in Geneva.
2) Digital divide means the difference in access to ICTs between developed and
developing countries.
3) All above mentioned can lead to a digital divide.
4) Countries with developed information technologies will acquire new values and
lose old ones.
5) Consumers who are isolated from this commodity will be concentrated in another
part of the world.
6) Kazakhstan is also facing the problem of digital divide, especially between the
urban and rural population characterized by uneven distribution of
telecommunications infrastructure.
7) The limited human and institutional capacity, outdated or weak regulatory
frameworks are common to most parts of the peripherilized territories.
8) This program has yielded positive results.
9) There were created 8 information portals aimed at promoting ICT adoption.
Activity 6. Open the brackets:

1) Uneducated people (unlikely, be interested) in IT.
2) For example, music (create and transfer) in digital form.
3) With the time, the flow of cheap commodities (concentrate) in one part of the
world.
4) In rural economic sectors, small and medium scale industries (not yet properly
connect) to the national and regional chains of production and services.
5) Within two years of the Program implementation about 2 million citizens (train,
test and certify).
6) The growth in the number of Internet users in Kazakhstan (present) in the table
below.
7) So, it may (conclude) that Kazakhstan (actively bridge) the Digital Divide
8) In order to improve the situation, the RK government (take) some measures lately.
WHILE-READING
Activity 7. Mark the statements as True or False:

1) Digital divide concerns mostly relationships between different countries. ___
2) The term “infrastructure” implies available facilities and equipment. ___
3) One of the causes of digital divide is brain drain. ___
4) The richer the country, the lower are the connectivity costs. ___
5) There is a digital divide between urban and rural population in Kazakhstan. ___
Activity 8. Fill in the table with the information from the text on the digital divide
causes, consequences and solutions. Add your own ideas.
Causes Consequences Solutions
POST-READING
Activity 10. Think of some possible consequences of not bridging the digital divide in
our country.
Activity 11. Group competition. Suggest some ideas to bridge the digital divide in
Kazakhstan. Vote for the group with the best suggestions.
Activity 12. Watch the video “What does the digital divide mean to you?”
(http://www.youtube.com/watch?
v=fCIB_vXUptY&playnext=1&list=PL6200B4A32A12F8A8&feature=results_main)
and answer the following questions:
1) What do people need to get online?
2) How many Americans do not have access to the Internet?
3) What are the major factors which affect the Internet connection figures in the US?
4) How would a 1% increase in broadband capacity affect the labor market?
5) What for do Americans need Internet access for?
MODULE 3. LEGAL FOCUS
TARGET VOCABULARY
Term Definition Usage

Access (n, v) the process of being able to enter, have/gain/get/deny/provide ~
modify, delete or inspect records easy/free/unlimited/direct/
and data held on a computer unauthorized/data ~; ~ to sth;
system by means of providing an ~ time; accessible (adj);
ID and password (if required) accession (n)
Adware (n) software that automatically
displays or downloads advertising
material when a user is online
Attack (n, v) an attempt to bypass security under/network/denial of
controls on a computer service (DoS)/pirate ~;
~ on smb/sth; attacker (n)
Alter (v) change, or cause sb/sth to change ~ data/operation/smb’s view
of sth; altering (adj); altered
(adj); alteration (n);
syn. change
Backdoor (n) a method by which a hacker can create a ~
bypass normal authentication on a
computer to gain remote access
without the user’s knowledge
Consent (v, n) agree to do something or to give ~ to sth; by common ~; with
permission sb’s prior ~; consensus (n)
syn. agree, permit
Convert (v) change sth into a different form of ~ sth from sth into sth;
thing, or so that it can be used conversion (n): data ~;
differently convertible (adj);
syn. change, transform
Cookie (n) a small identifier file placed on a allow/switch on/off ~
user's computer by a Web site,
which logs information about the
user and their previous/current
visits for the use of the site next
time the user makes contact
Crack (v) use programming skills and ~ a program; cracking (adj):
technical knowledge to gain password-cracking software;
unauthorized access to computer cracker (n);
systems for malicious or criminal syn. hacker, intruder, snooper
purposes
Crime (n) an illegal action which can be ~ prevention/rate;
punished by law minor/victim of/commit a ~;
criminal (n, adj): ~
law/offence/negligence;
criminally (adv)
Cryptography (n) the science of encrypting and hardware ~; cryptographer
decrypting messages (n); cryptographic (adj);
cryptographically (adv)
Cyber a prefix that means "computer" or ~ crime/space/stalking/
"computer network" warfare
Decrypt (v) change an encrypted message or ~ a ciphertext/message;
information on a computer back decrypted (adj); decryption
into a readable form using a (n): ~ mode;
computer code syn. decode, decipher ;
ant. encrypt, code, encode,
encipher
Destroy (v) damage something so badly that it ~ sth; ~ed (adj): ~ file;
no longer exists or cannot be used destruction (n); destructive
or repaired (adj); destructively (adv);
syn. corrupt
Digital certificate the electronic version of an ID issue/get a ~
(n) card that authenticates your
connection when performing e-
commerce transactions over the
Internet
Divulge (v) disclose secret information ~ information/secret/details;
divulgence (n)
Encrypt (v) convert information or data into a ~ a message/data/folder/file;
code to prevent unauthorized encrypted (adj); encryption
access (n); syn. code, encode,
encipher; ant. decrypt,
decode, decipher
Fake (n, v, adj) not genuine, though intended to ~ document/certificate/
appear so freeware application; faked
(adj);
syn. fabricate, forge, forgery
Firewall (n) a computer system or program that security/front/install ~;
automatically prevents an
unauthorized person from gaining
access to the Internet
Forge (v) illegally copy something in order ~ smb's signature/documents;
to deceive people forger (n); forgery (n);
forgeable (adj);
syn. fabricate, fake up
Fraud (n) computer-related crime involving commit/perpetrate/expose ~
deliberate misrepresentation or email/criminal/hacker/bank ~
alteration of data in order to obtain malicious ~; fraudulent (adj);
something of value syn. deception
Harassment (n) behaviour intended to trouble or engage in/sexual/racial/
annoy someone online ~;
syn. molestation
Infiltrate (v) secretly join an organization or ~ into; infiltrator (n);
enter a place in order to find out infiltration (n);
information about it or harm it syn. penetrate
Infringe (v) violate or break (a law, an ~ on/upon sth; ~ on
agreement, etc.) copyright/rule/ agreement;
infringement (n): ~ on
privacy; syn. contravene,
violate, break, breach
Intent (n) purpose to do something fraudulent/malicious/
criminal/deliberate/evil/ ~;
intention (n): with/by ~ to do
sth; intentional (adj);
syn. purpose
Malicious (adj) intended to do harm; deliberately ~ damage/breach/fraud/
harmful intent/code; create/release a
~ program; malice (n);
malware (n): ~ program/
software
Phishing (n) the act of attempting to obtain ~ attack/message
private or sensitive information
through the use of fake emails
from trustworthy sites
Piracy (n) the crime of illegally copying and copyright/program/software
selling books, tapes, videos, ~; act of ~; pirate (n);
computer programs syn. infringement, plagiarism
Pop-up (n) a window or applet automatically ~ menu/blocker/ad/program/
displaying an ad without the user’s window
consent
Propagate (v) spread, cause to extend to a ~ ideas/beliefs/plants/viruses;
broader area or a larger number propagation(n): virus ~ ;
propagator (n); propagating
(adj) : self-propagating
viruses; syn. spread, extend
Replicate (v) to be or make an exact copy of sth, ~ itself (about a virus);
to reproduce sth replica (n); replicable (adj);
replication (n); replicated
(adj): ~ copy/data; self~ing
(adj);
syn. duplicate, reproduce
Scam (n, v) an illegal way of getting money a betting/currency ~; be
via e-mail by promising profits involved in a ~; scammer (n);
from investing in a business scamming (n)
activity which does not really exist
Security (n) keeping sth or sb safe from danger ensure/provide/measure ~;
or crime; protection from danger internet/computer/data/file/
information/system/
arrangement/alert ~;
~ hole/flaw/breach;
secure (adj); securing (n);
syn. safety, guarantee
Shareware (n) free or cheap computer software, ~ program
that can be used for a short time
before one decides whether or not
to buy it
Slander (v, n) to say false things about someone ~ sb; spread/malicious ~;
in order to damage his reputation slanderer (n); slanderous
(adj)
Sniffer (n) a computer program that detects ~ program/file;

and records a variety of restricted network/install ~
information
Spam (n) unsolicited “junk” e-mail sent to anti~ program; ~ filter
large numbers of people to syn. junk mail
promote products or services
Spyware (n) a type of malware that is installed prevent/remove/download ~;
on a computer without the
knowledge of the owner to steal
private information
Tamper (v) touch something or make changes ~ with sth; tampering (n):
to it without permission, computer ~; tampered (adj):
especially in order to deliberately ~ access
damage it
Victim (n) someone who has been attacked, fall ~ to sth; be the ~ of sth
robbed, or murdered (joke, epidemic, attack);
earthquake/accident ~;
victimize (v): ~ sb for doing
sth
Worm (n) a self-replicating computer virus computer ~; wormy (adj)
that penetrates an operating
system with the intent of
spreading malicious code

1. A type of software that collects information from your computer without your
consent is called _____.
a) spyware b) adware c) malware d) freeware
2. _____ is the virtual world of computer and the Internet.
a) Site b) Chat room c) Forum d) Cyberspace
3. The process of saving and transmitting data into a secret code is called _____.
a) decoding b) decryption c) encryption d) conversion
4. Software, created to damage computer data is called _____.
a) adware b) malware c) spyware d) freeware
5. Internet-based conflict involving politically motivated attacks on information and
information systems is called cyber_____.
a) warfare b) crime c) hacking d) attack
6. _____ is an illegal way of getting money via e-mail by promising profits from
investing in a business activity which does not really exist.
a) Piracy b) Scam c) Phishing d) Skimming
7. All of these are synonyms EXCEPT for:
a) encode b) encrypt c) code d) decipher
8. _____ is a self-replicating computer virus that penetrates an operating system with
the intent of spreading malicious code.
a) Virus b) Trojan horse c) Worm d) Logic bomb
9. All of these are synonyms EXCEPT for:
a) intruder b) invader c) hacker d) cracker
10. _____ is someone who invades a network’s privacy.
a) Hacker b) Invader c) Cybersquatter d) User
11. A _____ is a software and/or hardware device that allows limited access to an
internal network from the net. a) protocol b) cookie c) firewall d) firework

12. Digital _____ is a file that identifies a user or a web server.
a) document b) certificate c) card d) signature
13. All of these are computer crimes EXCEPT for:
a) scam b) phishing c) piracy d) cyber warfare
14. Cyber_____ is the illegal use of the Internet, email, or other electronic
communication systems to follow or threaten someone.
a) stalking b) surfing c) slacking d) loafing
15. To do something that is against a law or someone's legal right means to _____ it.
a) copyright b) destroy c) break d) infringe on
16. To say false things about someone in order to damage his reputation means to
_____. a) accuse b) slander c) abuse d) harass
17. All of these go with the word “security” EXCEPT for:
a) hole b) flaw c) backdoor d) breach
18. ______ is a computer program that detects and records a variety of restricted
information.
a) Sniffer b) Adware c) Malware d) Anti-spam
19. A computer program which must be physically copied is called a_____.
a) worm b) Trojan horse c) virus d) logic bomb
20. There is infringement _____ privacy due to the development of social networks
and other similar services. a) with b) in c) at d) on
TEXT 1. COMPUTER CRIME

Compiled by A. Sholakhova
R. Esteras, Elena M. Fabré. Professional English in Use. Cambridge University Press, 2007. p. 62
(http://www.rbs2.com/ccrime.htm,
http://www.buzzle.com/articles/types-of-computer-crimes.html)
www.itp.net
PRE-READING
Activity 1. What is cybercrime? Have you ever come across any?
Computer crime is a criminal activity involving the use of information technology to

gain an illegal or an unauthorized access to a computer system with intent of
damaging, deleting or altering computer data. People who commit crimes using
computers are often called computer hackers or crackers. In the computer industry,
hackers are known as white hats and crackers are called black hats or dark side
hackers. White Hat hackers are those people who attempt to hack into, or break into,
computers and computer programs with the intent of finding things that are wrong
and fixing them to help the computer owner. Black Hat hackers are those people who
break into computer systems with malicious intent – usually to steal or vandalize.
There are three major classes of computer crimes:

1. unauthorized use of a computer, which might involve stealing a username and
password (e.g. piracy, scam, phishing);
2. creating or releasing a malicious computer program (e.g. computer virus, worm,
Trojan Horse);
3. harassment and cyberstalking.
Internet piracy involves the downloading and distribution of copyrighted media

without paying for it. When people download or copy content such as music, books,
games and other digital media, they may be infringing on copyright laws.
Phishing is a bank fraud to get banking information such as passwords of Internet
bank accounts or credit card details. Criminals often use websites that have a look and
feel of some popular websites, which make the users feel secure. Scam is email fraud
to obtain money or valuables.
Malicious program is a general term for any computer program that is designed to
harm its victim(s). Malware (malicious software) is software created to damage or
alter the computer data or its operations. These are the main types of malware:
 Viruses are programs that spread by attaching themselves to executable files or

documents. When the infected program is run, the virus propagates to other files
or programs on the computer. Some viruses are designed to work at a particular
time or on a specific date, e.g. on Friday 13th. An email virus spreads by sending
a copy of itself to everyone in an email address book. The word "virus" is also
used broadly to include computer viruses, worms, and Trojan Horse programs.
 Worms are self-copying programs that have the capacity to move from one
computer to another without human help, by exploiting security flaws in
computer networks. Worms are self-contained and don't need to be attached to a
document or program the way viruses do.
People often confuse viruses and worms. Some confusion about the distinction
between a virus and a worm is caused by two distinctly different criteria:
1. a virus infects an executable file, while a worm is a stand-alone program.
2. a virus requires human action to propagate (e.g., running an infected program,
booting from a disk that has infected boot sectors) even if the human action is
inadvertent, while a worm propagates automatically.
 Trojan horses are malicious programs disguised as innocent-looking files or
embedded within legitimate software. Once they are activated, they may affect
the computer in a variety of ways: some are just annoying, others are more
ominous, creating a backdoor to the computer which can be used to steal data.
They don't copy themselves or reproduce by infecting other files.
 Spyware, software designed to collect information from computers for
commercial or criminal purposes, is another example of malicious software. It
usually comes hidden in fake freeware or shareware applications downloadable
from the Internet.
Due to its anonymity, the Internet provides the right environment for
cyberstalking, online harassment (sending threatening email messages and
slandering people) or abuse, mainly in chat rooms. False accusations and transmission
of threats fall under the class of cyberstalking activities.
There is a large number of ways that can be used to protect your computer from
all these threats:
 Use strong passwords (at least eight characters long).
 Don't open email attachments from unknown people; always take note of the file
extension.
 Run and update antivirus programs, e.g. virus scanners.
 Install a firewall, a program designed to prevent spyware from gaining access to
the internal network.
 Make backup copies of your files regularly.
 Stay away from untrusted networks.
 Use a digital certificate, an electronic way of proving your identity, when you are
doing business on the Internet. Avoid giving credit card numbers.
 Don't believe everything you read on the Net. Have a suspicious attitude toward
its contents.
VOCABULARY FOCUS
Activity 2. Choose the correct answer:

1. “Vandalize” means all of these except for:
a) damage b) destroy c) break d) steal
2. _____ file is one which contains a set of code written to run/create a program.
a) Executable b) Attached c) Backup d) Expanding
3. “Embedded within” software means the one which is _____.
a) changed b) integrated c) converted d) connected
4. Fake freeware is the one which is _____.
a) forged b) free c) trial d) genuine
5. “Propagate” means all of these EXCEPT for:
a) spread b) transmit c) agitate d) disseminate
6. “Ominous” means all of these EXCEPT for:
a) threatening b) dangerous c) sinister d) annoying
7. White Hat and Black Hat crackers differ in:
a) qualification b) goal c) color d) clothing
Activity 3. Match the words to their meanings:
1. flaw A. torture or trouble someone
2. fraud B. be or make an exact copy of sth, to reproduce sth
3. replicate C. say false things about sb in order to damage his reputation
4. slander D. the action of deceiving sb to make money or obtain goods
illegally
5. harass E. a crack or breach that make sth weaker
Activity 4. Form collocations from columns 1 and 2, and find their definitions in
column 3:
1 2 3
1. secure a. a malicious program 1. to avoid security measures by
going around them, for example
in a clever or illegal way
2. launch b. a network 2. to stop a website from
working
3. propagate c. a virus 3. to produce and spread copies
of a virus
4. bypass d. a website 4. to make a network safe from
viruses, hackers, etc.
5. crash e. security measures 5. to start a program which is
intended to cause damage
GRAMMAR FOCUS
Activity 5. Define non/identifying relative clauses. Put commas where necessary.

1) The criminal who stole personal details of thousands of Internet users was finally
caught yesterday.
2) Paul downloaded a malicious program which infected his computer with a virus.
3) Someone stole my credit card details which were used to pay for things on the
Internet.
4) What is being done at the moment to stop cyber criminals who steal money?
5) People who commit crimes using computers are called computer hackers.
6) Hackers who break into computer systems with malicious intent steal sensitive
information.
Activity 6. Combine two sentences using relative pronouns and adverbs:

1) Virus is a computer program. It can make copies of itself.
2) That’s the man. His computer was crashed because of a virus.
3) Hacker is a person. He gets into someone else's computer system without
permission to do something illegal.
4) Malicious program is any computer program. It is designed to harm its victim(s).
5) Harassment is behavior. Its aim is to trouble or annoy someone.
6) There is a backdoor to the computer. It can be used to steal data.
7) The Internet is a global system. You can find a lot of information there.
Activity 7. Put the following adjectives in the correct column:

authorized, legal, safe, secure, advertent, trusted, reliable, known, faithful, authentic,
disguised, protected, altered, intentional, violate, offensive, limited, damaged,
dependent
Il In Un
WHILE READING
Activity 8. Read the text and mark the statements true (T), false (F) or not given (NG):
1) The text focuses on significant increase in the number of data-stealing attacks. ___
2) There is no difference between viruses and worms. ___
3) Phishing refers to cyberstalking activities. ___
4) Harassment is the behavior intended to trouble or annoy someone. ___
5) Worm neither deletes nor changes files on the victim's computer. ___
6) Viruses, worms and Trojan horses constitute one group. ___
Activity 9. Which computer crimes are the following characteristics associated with:
1. is done to use sth without paying for it A. spyware

2. is hidden in fake freeware or shareware B. scam
3. is a bank fraud C. Trojan horse
4. is an e-mail fraud D. cyberstalking
5. is done to threaten, slander, or abuse people E. virus
6. is attached to executable files F. worm
7. is self-copying G. piracy
8. looks innocent H. phishing
Activity 10. Enumerate:

1) Computer crimes meant to steal information:
2) Computer crimes meant to damage data and equipment:
3) Malicious computer programs:
4) Unauthorized uses of a computer:
5) Computer crime effects:
6) Ways to protect your computer from threats:
Activity 11. Identify the Internet crimes:

1) Crackers try to find a way to copy the latest game or computer program.
2) A study has revealed that half a million people will automatically open an
email they believe to be from their bank and send off all their security details.
3) The danger of this software is hidden behind an attractive appearance. That's why
it is often wrapped in attractive packages promising photos of celebrities.
4) There is a particular danger in Internet commerce and emails. Many people believe
they have been offered a special gift only to find out later they have been deceived.
5) “Nimda” spreads by sending infected emails and is also able to infect websites, so
when a user visits a compromised website, the browser can infect the computer.
6) Every day millions of children spend time in Internet chat rooms talking to
strangers. But what many of them don't realize is that some of the surfers chatting
with them may be sexual predators.
Activity 12. What computer crime above does each advice refer to?
a) Don’t buy cracked software or download music illegally from the Internet.
b) Be suspicious of wonderful offers. Don't buy if you aren't sure.
c) Don’t give personal information to people you contact in chat rooms.
d) Don’t open the attachments from people you don't know even they look
attractive.
e) Scan your email and be careful about which websites you visit.
f) Check with your bank before sending information.
POST-READING
Activity 13. Fill in the gaps in the graph below and speak on each item.
Computer _____
unauthorized _____ of _____ _____ programs harassment and _____

a _____
piracy _____ _____ _____ _____ abuse
_____ worm _____
Activity 14. Answer the following questions:

1) Is cybercrime dangerous? Explain why/not.
2) Do you feel protected from computer crime?
3) Which security measures do/should you take against computer crime?
Activity 15. Watch the video “What is a Hacker?” (http://www.youtube.com/watch?

v=0qgN4maRQdQ) and:
1) enumerate the types of hackers;
2) describe the aim of each hacker.
Activity 16. Watch the video “Computer Viruses and Threats Explained -
TechnoGeeks” (http://www.youtube.com/watch?v=t0M55k8Trq4) and explain the
diffrences between viruses, worms and Trojan Horses.
TEXT 2. INFORMATION SECURITY
Compiled by A. Sholakhova
(https://www.lclark.edu/information_technology/security/awareness/tips/)
www.netrate.com
PRE-READING
Activity 1. In pairs, discuss the following questions:

1) Why is security so important on the Internet?
2) Which method(s) of data protection do you use? Share your experience with the
group.
The confidentiality, availability and the integrity of the data is the most important
aspect of the computer security. No security system is foolproof, but taking basic and
practical steps to protect data is critical for good information security. There is a large
number of techniques that can be used to protect your computer from all the threats
such as passwords for access control, encryption and decryption systems, firewalls,
special protocols, antivirus software, and so on.
Password is a secret word or phrase that gives a user access to a particular program or
system. It provides the first line of defense against unauthorized access to your
computer. To make access as secure as possible, users should create strong passwords
that use a mix of upper and lowercase letters, numbers, and symbols, and avoid easily
guessed combinations such as dates of birth or family names.
Encoding data or encryption, one of the oldest ways of securing written information,
is the conversion of data into a form, called a ciphertext, which cannot be easily
understood by unauthorized people. Today's encryption systems are similar to
military code systems but not as sophisticated as such systems. Decryption, on the
contrary, is the process of converting encrypted data back into its original form, so it
can be understood.
Firewalls filter the information that passes through them, only allowing authorized
content in. Together with an antivirus package, firewalls significantly increase
information security by reducing the chance that a hacker will gain access to private
data. Without a firewall, secure data is more vulnerable to attack.
Cookie is a file, which is stored on the user's hard drive and allows the user to
distinguish a web page from others. Cookies are mostly used by e-commerce websites
where they store the user's preferences (such as options that have been previously
selected) so that the user does not have to select them the next time he visits. If one of
the intermediary computers is infiltrated by hackers, data can be copied through
cookies. To avoid risks, it is necessary to disable or delete them.
The security protocol called Secure Sockets Layer (SSL) is today’s de facto standard
for securing communications and transactions across the Internet especially in today’s
e-commerce and e-business activities on the Web. It uses digital certificates which are
electronic files used to identify people and resources over networks such as the
Internet. Data transmitted over an SSL connection cannot be tampered with or forged
without the two parties becoming immediately aware of the tampering.
Antivirus software is designed to deal with modern malware including viruses,
Trojans, worms and etc. Using strong antivirus software is one of the best ways of
improving information security. Antivirus programs scan the system to check for any
known malicious software, and most will warn the user if he or she is on a webpage
that contains a potential virus. Even the best antivirus programs usually need to be
updated regularly to keep up with the new malware.
The above measures prevent unauthorized users (also known as "intruders") from
accessing any part of your computer system.
VOCABULARY FOCUS

1. a) privacy b) safety c) secure d) reliability
2. a) safe b) secure c) reliable d) vulnerable
3. a) stability b) safety c) security d) reliability
4. a) tamper b) alter c) forge d) break
5. a) confidentiality b) availability c) honesty d) integrity
Activity 3. Match the words in list A with their synonyms or antonyms in list B:
List A: 1. party; 2. encryption; 3. vulnerable; 4. defense; 5. internal; 6. hacker; 7.
secure; 8. tamper
List B: a. insecure; b. forge; c. decryption; d. foolproof; e. intruder; f. external; g.
entity; h. protection
Activity 4. Match the following methods of data protection with their definitions:
1. password a. a small file, which logs information about the user and
his previous/current visits for the use of the site next time
the user makes contact
2. encryption b. a computer system or program that automatically
prevents an unauthorized person from gaining access to
the Internet
3. decryption c. software used to safeguard a computer from malware
4. firewall d. the process of saving and transmitting data into a secret
code
5. cookie e. the electronic version of an ID card that establishes
your credentials and authenticates your connection when
performing e-commerce transactions over the Internet
6. digital certificate f. a secret word or expression used by authorized person
to prove his right to access
7. antivirus software g. process of converting encrypted data back into its
original form
Activity 5. Complete the puzzle.

Down
1) Measure which reduces the
number of people who have easy
access to the information
2) The process of translating
ciphertext back into plaintext.
3) Software which helps maintain
computer information security by
preventing unauthorized access to a
network
4) Protective software designed to
defend your computer against
malicious software
6) File which identifies users who
revisit the site
Across
5) Process in which you make the chosen data unreadable by a normal person without
the proper key
7) An abbreviation meaning a protocol which provides secure transactions
GRAMMAR FOCUS
Activity 6. Fill in the blanks with appropriate article if necessary:

1) Cookies are used by e-commerce websites to store _____ user's preferences.
2) Strong antivirus software is one of _____ best ways to protect your computer.
3) There is _____ large number of information security measures.
4) You can download freeware from _____ Net.
5) Mozilla Firefox displays _____ lock when _____ website is secure.
6) _____ virus can enter _____ PC via _____ Internet.
7) SSL provides secure transactions on _____ Web.
8) Firewall is _____ computer program that automatically prevents _____
unauthorized access to ___ Internet.
9) Digital certificates are like _____ ID cards that identify users and web servers.
Activity 7. Find among the italicized words below those with:

1) negative prefix(es):
2) prefix(es) which mean “to cause to be sth”:
3) prefix(es) which mean “the opposite of an action”:
4) prefix(es) which mean “electronic”:
5) suffix(es) which mean “a person”:
6) suffix(es) which mean “activity, state”:
7) suffix(es) which refer to computer products and programs of the same type:
malware, unauthorized, availability, encrypt, conversion, communication, user,
hardware, encode, decrypt, e-business, intruder, protection, confidentiality, integrity,
update, security, encryption, attacker, decryption, e-commerce, transaction, software,
hacker.
Activity 8. Fill in the gaps with against, into, to (2), with, from (2).
1) There are a lot of methods to protect your computer _____ cybercrimes.
2) Digital certificates are similar _____ an ID card.
3) Hackers try to gain an illegal or an unauthorized access _____ a computer system.
4) To convert encrypted data back _____ its original form means to decrypt it.
5) Someone tampered _____ IBM systems by planting a bug to wipe out whole data.
6) This toolkit is used as a defense _____ Trojan horses, worms, viruses and weak
passwords.
7) There is a large number of measures to prevent unauthorized users _____
accessing any part of the computer system.
WHILE READING
1) The text focuses on the ways of keeping up the data confidentiality, availability
and integrity. ___
2) Cookies are electronic files used to identify people and resources over networks
such as the Internet. ___
3) Encryption is a security feature offered by Mozilla Firefox. ___
4) Firewall prevents unauthorized access to a network. ___
5) Digital certificate is the electronic version of an ID card. ___
6) Firewall is the only way to filter the information. ___
Activity 10. Complete the computer protection tips:
1) Ensure that any computer you use to connect to a social networking site has proper
security measures in place, including _____ and _____ software.
2) Keep your operating system _____.
3) Protect your social networking account with a strong _____.
4) If you're sending confidential or business-critical information, _____ the email and
any files attached to it.
5) If you use online banking, make sure they use _____ ______.
Activity 11. Which of the above measures:

1) protects data from being copied
2) provides the first line of defense against unauthorized access to your computer
3) converts data into a secret form
4) uses digital certificates
5) scans the system to warn the user of a potential virus
6) uses a mix of upper and lowercase letters, numbers, and symbols.
POST-READING

1) Is it easy to infiltrate one’s computer and steal sensitive information?
2) How else can you protect your data? Mind map your answers and present them to
the class.
3) Is it possible to create an ideal security system? Why/not?
TEXT 3. THE WORLD’S FIVE BIGGEST CYBERTHREATS

Speech of Eugene Kaspersky at the conference "Counter Terror Expo",
London, April 25, 2012
http://www.bbc.co.uk/news/technology-17846185
blog.kaspersky.com
PRE-READING
Activity 1. What kind of computer threats for Internet users do you know? Mind map
your answers and present them to the class.
At the conference "Counter Terror Expo" in London Eugene Kaspersky, founder and
chief executive of Russian computer security firm Kaspersky Lab, described the five
most dangerous computer threats faced by Internet users.
Complete darkness
The first threat is cyber warfare – exactly what Stuxnet was about, which in 2010
attacked Iran's nuclear infrastructure. I am seriously worried about the future of our
world. This could one day happen on a much bigger scale. For example, entire
nations could be plunged into darkness if cyber-criminals decided to target power
plants. And there is nothing anyone could do about it. It is possible that a computer
worm doesn't find its exact victim – and since many power plants are designed in a
similar way and often use the same systems, all of them could be attacked, around the
world. If it happens, we would be taken 200 years back, to the pre-electricity era.
Mass conscience
The second cyber threat is the use of social networks to manipulate the masses.
During the Second World War airplanes were used to drop propaganda leaflets over
enemy territory – and the same is already happening with social networks. For
example, recently a similar incident occurred in China, where local blogs spread
information about the tanks and shooting in Beijing, which was in fact false. But if
such information is posted by someone of high authority and somewhere where
millions can read it, it may create panic.
Web kids
The third threat is the internet generation’s reluctance to engage in politics. Today's
children are growing up in a digital world, but at some point they will become adults
– and will have to vote. And if there's no online voting system, these kids won't
physically go anywhere to vote, they'll refuse. The whole democratic system could
collapse then – the gap between parents and children will get much wider, it will
become political, with solely the parents being involved in politics.
Hacking attacks
Cyber crime has been a real concern of any computer user for years. Recently the
threat has spread to smartphones and other mobile devices. Hacking mobile phones
has become a real business in Russia, Asia, and other places where pre-paid phone
calls are common. We estimate that criminals who target mobile phones earn from
$1,000 to $5,000 per day per person. They infect mobile phones with an SMS-Trojan
virus that sends short texts to a telephone number until the victim's account is
emptied. An average person won't have too much money on a phone account, but
when hundreds of thousands of phones get infected, it is a lot of money.
No privacy
The last major threat is infringement on privacy due to the development of social
networks and other similar services. Take for instance, the Google Street View, the
robots that move in the air and make photos, or numerous online companies that
require and divulge unnecessary personal information.
VOCABULARY FOCUS
Activity 2. Find a word or phrase in the text which means:

1) Internet-based war (part 1)
2) to put someone or something in a particular state or situation (part 1)
3) to manage or influence people skillfully (part 2)
4) difference between the views (part 4)
5) violation or breaking of sth e.g. law, an agreement, etc. (part 5)
6) to disclose secret information (part 5)
Activity 3. Match the words in list A with their synonyms in list B:

LIST A: 1) scope; 2) aim; 3) anxiety; 4) unwillingness; 5) involve; 6) occur 7 reject
LIST B: a) refuse; b) concern; c) target; d) reluctance; e) scale; f) happen g) engage
GRAMMAR FOCUS
Activity 4. Complete the sentences using Conditional 1:

1) If there's no online voting system _____.
2) If cyber-criminals attack country’s computers to damage its infrastructure _____.
3) If a rumour about some dangerous situation in the country is spread among people
_____.
4) If a lot of mobile phones are infected with virus _____.
5) If your personal information is disclosed to hackers _____.
6) If the younger generation refuses to vote _____.
7) If the gap between parents and children gets much wider _____.
Activity 5. Complete the sentences using if-clause:

1) Government will be able to prevent computer attacks if ______.
2) The internet generation will engage with politics if ______.
3) Criminals who target mobile phones will earn a lot of money if _____.
4) Cyber warfare will soon be the biggest cyber threat facing the world if ______.
5) People will lose their privacy if _____.
6) The whole democratic system will collapse if ______.
7) Financial system of the country can be paralyzed if _____.
WHILE READING
Activity 6. Match the paragraph titles and their equivalents:
1 Complete darkness A Generation gap

2 Mass conscience B Public exposure
3 Web kids C Brainwashing
4 Hacking attacks D Destruction of power systems
5 No privacy E Growth of crime rate
Activity 7. Which of the paragraphs features each of the following threats:

1) lack of information
2) influencing people’s minds
3) stealth of information
4) sabotage
Activity 8. Write a caption under each picture illustrating cyber threats:
1. _________ 2. _________ 3. __________
4. _______ 5. ________
Activity 9. Identify the computer threats:

1) Lack of well-established online voting systems is a real threat to democratic
nations of the world.
2) Every day cyber criminals are infecting thousands of machines around the world.
3) Cyber weapons are the most dangerous problem for the Internet, governments are
investing in them and no one is talking about protection.
4) By identifying key people (who can influence people’s minds) messages can be
strategically sent to them via social media who will then spread messages to the wider
public.
5) People leave a lot of personal information about themselves online.
POST-READING
Activity 10. Which of the cyber threats above have you ever faced? Share your
experience with the group.
Activity 11. Complete the following list of measures against cyber threats with your
own examples:
1) taking the prevention measures;
2) raising the users’ awareness;
3) strengthening law enforcement;
4) facilitating the exchange of information and best practices.
Activity 12. Look at the statements and say if you agree or disagree with them. Give
reasons for you answer.
1) Loss of privacy on the Internet is unavoidable.
2) Complete elimination of cybercrime is possible.
3) An online voting system will increase the turnout rate.
4) Cybercrime will soon be too big to be ignored.
5) The world is getting more and more close to the Matrix scenario.
MODULE 4. TECHNOLOGICAL FOCUS
TARGET VOCABULARY

Advent (n) arrival or coming, esp. of sth with the ~ of technology
which is awaited
Android (n) (in science fiction) a robot ~ personal assistant
resembling a human being ;
bionic man or woman, cyborg,
humanoid, mechanical man,
robot; a mobile operating system
developed by Google
Annihilate (v) destroy completely; extinguish annihilation (n), syn.
abolish, destroy, eradicate,
erase, exterminate,
liquidate
Artificial study of the modelling of human programming language of
intelligence (AI) mental functions by computer ~, ~ applications
programs
Biometrics (n) study of biological data by biometric (adj): biometric
means of statistical analysis security
Bionics (n) study of certain biological bionic (adj): bionic methods
functions, esp. those relating to
the brain, that are applicable to
the development of electronic
equipment
Botnet (n) a network of computers using ~ structure; to utilize the ~
distributed computing software;
it can also refer to a collection of
software agents, or robots, that
run autonomously and
automatically.
Embed (v) fix or become fixed firmly and embedded (adj): ~ system, ~
deeply in a surrounding solid within smth, ~ deeply
mass
Expert system a program containing everything develop/apply/implement an
that an 'expert' knows about a ~
subject
Exponential (adj) (of a function, curve, series, or ~ growth/decay/increase;
equation) of, containing, or exponentially (adv)
involving one or more numbers
or quantities raised to an
exponent; very rapid
Finite (adj) bounded in magnitude or spatial ~ number/resources;
or temporal extent; limited or ant. infinite
restricted in nature
Flops (n) floating-point operations per giga~, tera~, peta~, exa~,
second: used as a measure of luma~; measure in ~
computer processing power (in
combination with a prefix)
Forefront (n) the extreme front; the position of on/at the ~ of
most prominence, responsibility,
or action
Futuristic (adj) likely to be current or ~ technology/design/
fashionable at some future time; scenario; futurology (n),
ultramodern futurologist (n)
Handle (v) have power or control over; ~ ambiguity/situation; syn.
manage successfully; deal with control, direct, operate,
sth or treat sth in a specified steer, use, administer,
way conduct, cope with, deal
with, manage, supervise
Hologram (n) a photographic record produced holographic (adj): ~ image/
by illuminating the object with memory/display
coherent light (as from a laser)
and, without using lenses
Instant (adj) a very brief time; a particular instantaneous (adj): ~ rate/
moment or point in time growth/reaction; instance
(n)
Mainstream (n) sth accepted, central, in the ~; ~ media/culture;
conventional, core, current, outside of the ~
established, general, orthodox,
prevailing, received
Nano- denoting 10-9, indicating ~-technology/computers/
extreme smallness meters/medicine/bots/
materials/tubes
Neural (adj) of or relating to a nerve or the ~ networks/level
nervous system
Onset (n) beginning, inception, kick-off early/late/sudden ~; syn.
assault, attack, charge,
onrush, onslaught
Pattern (n) a plan or diagram used as a iris and retina/living ~; ~ of
guide in making something; a sth; reveal/follow/recognize
standard way of moving, acting, a~
etc.
Pervade (v) spread through or throughout, pervasive (adj): ~
esp. subtly or gradually computing; syn. permeate
Precedent (n) an example or instance used to set a ~; historical/legal/
justify later similar occurrences dangerous ~; unprecedented
(adj)
Quantum (n) the smallest quantity of some ~ theory/computers/bits
physical property, such as (qubits); quanta (pl)
energy, that a system can
possess according to the
quantum theory
Replicate (v) make or be a copy of; ~ findings/success/model;
reproduce replicator (n)
Robot (n) any automated machine create/use a ~; robotics (n);
programmed to perform specific robotic (adj): ~ pets
mechanical functions in the
manner of a man
Scenario (n) a predicted sequence of events doomsday/positive/negative
~
Singularity (n) the hypothesized creation of ~ of sth
smarter-than-human entities who
rapidly accelerate technological
progress beyond the capability
of human beings to participate.
Sync (n) an informal word for in/out of ~
synchronization (esp. in the
phrases in or out of sync)
Smart (adj) (of systems) operating as if by ~ devices/home/phone;
human intelligence by using ~ness (n)
automatic computer control
Ubiquitous (adj) having or seeming to have the ~ computing; syn.
ability to be everywhere at once; omnipresent, pervasive
omnipresent
Unleash (v) free from restraint or control ~ the power of sth; syn. free,
let go, let loose, release,
untie

1. With the _____ of future computers the world will become a more democratic
place. a) advent b) onset c) start d) sync
2. _____ computing is a new approach in which computer functions are integrated
into everyday life. a) Quantum b) Ubiquitous c) Exponential d) Neural
3. Intelligence is fundamental to our existence and its _____ could be very fast.
a) advent b) onset c) start d) sync
4. The power of magnetic forces at a subatomic scale will _____ the exponential
power of future computers. a) pervade b) replicate c) handle d) unleash
5. Neural networks are a new concept in computer programming, designed to
replicate the human ability to _____ ambiguity by learning from trial and error.
a) pervade b) annihilate c) handle d) unleash
6. In the ideal smart home, appliances and electronic devices work in _____ to keep
the house secure. a) sync b) singularity c) precedent d) mainstream
7. A camera mounted on the bank machine looks you in the eye, recognizes the _____
of your iris and allows you to withdraw cash from your account.
a) scenario b) precedent c) hologram d) pattern
8. This may be scary for some people to know that the military is working on the next
generation of future computers which could cause a doomsday _____ among the
Super Powers. a) scenario b) precedent c) hologram d) pattern
9. This process is _____, just like a nuclear chain reaction.
a) quantum b) ubiquitous c) exponential d) neural
10. _____ is the study of the modelling of human mental functions by computer
programs.
a) Singularity b) Artificial Intelligence c) Nanotechnology d) Expert System
11. _____ is the hypothesized creation of smarter-than-human entities who rapidly
accelerate technological progress beyond the capability of human beings to
participate.
12._____ is a program containing everything that an 'expert' knows about a subject.
13. _____ is a branch of technology dealing with the manufacture of objects with
dimensions of less than 100 nanometres and the manipulation of individual molecules
and atoms.
14. Which is the biggest unit of computer processing power measurement:
a) teraflop b) exaflop c) lumaflop d) petaflop
15. Which is the smallest unit of computer processing power measurement:
a) teraflop b) exaflop c) lumaflop d) petaflop
16. All of these are synonymous to the word “annihilate”, EXCEPT FOR:
a) destroy b) exterminate c) pervade d) liquidate
17. All of these are synonymous to the word “handle”, EXCEPT FOR:
a) manipulate b) unleash c) cope with d) deal with
18. All of these go with the prefix “nano-“, EXCEPT FOR:
a) material b) tube c) bot d) flop
19. All of these are synonymous to the word “unleash”, EXCEPT FOR:
a) attack b) free c) let go d) release
20. Find the odd word: a) robot b) android c) cyborg d) neural network
TEXT 1. CURRENT TRENDS IN IT

The Richmond Times-Dispatch, www.businessweek.com
stmjournals.com
PRE-READING

1 What do you think a trend is?
2 What are the current trends in music, dancing, ICT? Are you trendy?
By all accounts, nanotechnology – the science of making devices from single atoms
and molecules – is going to have a huge impact on both business and our daily lives.
Nano devices are measured in nanometers (one billionth of a metre) and are expected
to be used in the following areas.
• Nanocomputers: Chip makers will make tiny microprocessors with
nanotransistors, ranging from 60 to 5 nanometres in size.
• Nanomedicine: By 2020, scientists believe that nano-sized robots, or nanobots,
will be injected into the body's bloodstream to treat diseases at the cellular level.
• Nanomaterials: New materials will be made from carbon atoms in the form of
nanotubes, which are more flexible, resistant and durable than steel or aluminum.
They will be incorporated into all kinds of products, for example stain-resistant
coatings for clothes and scratch-resistant paints for cars.
Artificial Intelligence (Al) is the science of making intelligent machines and

programs. The term originated in the 1940s, when Alan Turing said: 'A machine has
artificial intelligence when there is no discernible difference between the
conversation generated by the machine and that of an intelligent person.' A typical AI
application is robotics. One example is ASIMO, Honda's intelligent humanoid robot.
Soon, engineers will have built different types of android, with the form and
capabilities of humans.
Another AI application is expert systems or programs containing everything that an

'expert' knows about a subject. In a few years, doctors will be using expert systems to
diagnose illnesses. Neural networks are a new concept in computer programming,
designed to replicate the human ability to handle ambiguity by learning from trial and
error. They use silicon neurons to imitate the functions of brain cells and usually
involve a great number of processors working at the same time.
Imagine you are about to take a holiday in Europe. You walk out to the garage and talk
to your car. Recognizing your voice, the car's doors unlock. On the way to the airport,
you stop at an ATM. A camera mounted on the bank machine looks you in the eye,
recognizes the pattern of your iris and allows you to withdraw cash from your account.
When you enter the airport, a hidden camera compares the digitized image of your
face to that of suspected criminals. At the immigration checkpoint, you swipe a card
and place your hand on a small metal surface. The geometry of your hand matches the
code on the card, and the gate opens. You're on your way.
Does it sound futuristic? Well, the future is here. Biometrics uses computer
technology to identify people based on physical characteristics such as fingerprints,
facial features, voice, iris and retina patterns.
Ubiquitous computing, also known as pervasive computing, is a new approach in

which computer functions are integrated into everyday life, often in an invisible way.
Ubiquitous devices can be anything from smartphones to tiny sensors in homes,
offices and cars, connected to networks, which allow information to be accessed
anytime and anywhere - in other words, ubiquitously. In the future people will
interact naturally with hundreds of these smart devices (objects containing a
microchip and memory) every day, each invisibly embedded in our environment and
communicating with each other without cables.
In the ideal smart home, appliances and electronic devices work in sync to keep the
house secure. For example, when a regular alarm system senses that someone is
breaking into the house, it usually alerts the alarm company and then the police. A
smart home system would go further, turning on the lights in the home and then
sending a text message to the owner's phone. Motorola Homesight even sends images
captured by wireless cameras to phones and PCs. Smart homes can remember your
living patterns, so if you like to listen to some classical music when you come home
from work, your house can do that for you automatically. They will also know when
the house is empty and make sure all appliances are turned off. All home devices will
be interconnected over a home area network where phones, cable services, home
cinemas, touch screens, smart mirrors and even the refrigerator will cooperate to make
our lives more comfortable.
VOCABULARY FOCUS
Activity 2. Find words in the texts with the following meanings:

1) a microscopic robot, built with nanotechnology (text 1) _____.
2) a robot that resembles a human (text 2) _____.
3) biological identification of a person (text 3) _____.
4) integrated; inserted into (text 4) _____.
5) electrical devices, or machines, used in the home (text 5) _____.
Activity 3. Match the words to make collocations. Then make your own examples
with them:
1. replicate a. in size
2. recognize b. a card
3. range c. from trial and error
4. build d. the pattern
5. be incorporated e. into environment
6. learn f. an android
7. swipe g. the ability
8. be embedded h. into products
Activity 4. Give derivatives of: nano-, resistant, durable
Activity 5. Give the words suiting the definitions below:

1) the science of making devices from single atoms and molecules
2) a new approach in which computer functions are integrated into everyday life,
often in an invisible way
3) programs containing everything that an 'expert' knows about a subject
4) a new concept in computer programming, designed to replicate the human ability
to handle ambiguity by learning from trial and error
5) work well together at exactly the same time and speed
GRAMMAR FOCUS
Activity 6. Complete the sentences, using Future Perfect following the given example:
By this time in 10 years nanomedicine… will have cured cancer
1) By the time you come from work, your smart home _____.
2) By the time you retire robots_____.
3) By the middle of the XXI century all the clothes _____.
4) Within the 20 years ubiquitous devices _____.
5) I hope that by the time they finish school our grandchildren _____.
Activity 7. Open the brackets using the correct Future tense:

1) Chip makers will have made/will make tiny microprocessors with nanotransistors,
ranging from 60 to 5 nanometres in size.
2) Smart homes will know/will be knowing when the house is empty and make sure all
appliances are turned off.
3) By 2040 all new materials will be made/will have been made from carbon atoms in
the form of nanotubes.
4) By 2050 AI will learn/will have learnt to replicate human thinking ability.
5) In a few years, doctors will be using/will have been using expert systems to diagnose
illnesses.
WHILE-READING
Activity 8. Choose the correct answer:

1. Which unit of measurement is used in nanotechnology?
a) gigabyte b) nanometer c) hertz d) square sm
2. Which is NOT an advantage of nanotubes over regular materials?
a) flexibility b) resistance c) durability d) form
3. Which feature is NOT analyzed by biometrics?
a) barcode b) fingerprints c) facial features d) voice pattern
4. Which trend refers to computers embedded in everyday devices, communicating
with each other over wireless networks?
a) nanotechnology b) smart home c) ubiquitous computing d) AI
5. What will the alarm system NOT do if someone breaks into a smart home?
a) signal the police b) send you an sms c) turn on the house lights d) identify the
burglar
Activity 9. Fill in the table with computer trends and their applications:
Trend Applications
Nanotechnology
POST-READING
Activity 10. Translate one paragraph of the text.
Activity 11. Identify the topic of the text and formulate its main idea. Summarize the
text.
Activity 12. Complete the table in Activity 6 with other trends that you know. Present
your ideas to class.
Activity 13. Hold a debate on the following resolution: “Due to advances in science
and technology there is no better time to be alive than now”.
TEXT 2. QUANTUM COMPUTERS
(http://www.futuretechnology500.com/index.php/future-computers/)
networksandservers.blogspot.com
PRE-READING
Activity 1. Read the following definitions of quantum: ”a unit used for measuring very
small amounts of energy”, or “the smallest amount of a physical quantity that can
exist independently, especially a discrete quantity of electromagnetic radiation” and
say what you know about its application in science and technology.
Future computers are on the forefront of becoming mainstream. If you think

computing is all about silicon chips and bandwidth then you may want to think again
in a few years as this will be irrelevant. Future quantum computers will make today’s
desktops and laptops seem like wooden pegs and balls attached to sticks by strings. In
the near future, computers will use nanotechnology to shrink the size of silicon chips,
increasing speed and power with parallel processing.
But, this can go on only so long before a new technology steps in. The future
quantum computers that are not based upon digital 1’s and 0’s are coming. Instead
these future computers are based upon qubits (quantum bits). The power of magnetic
forces at a subatomic scale will unleash the exponential power of future computers.
Scientists and researchers have always dreamed of artificial intelligence and

computational neural networks and in the near future this will be so. Right now,
silicon chips provide a limitation that will be overcome with the use of quantum
mechanics in computing.
By manipulating the rotation of atoms, data can be transmitted and stored at an

unprecedented rate. Qubits and kets are what future computers will be measured in,
not gigabits or terabytes. Currently there is not enough computational power to pull
off true artificial intelligence. There is also not enough computational power to
decrypt complicated encryption methodologies.
But, with the exponential power of future quantum computers aided by

nanotechnology and artificial intelligence there will be. Future computers will no
longer have RAM or DRAM but rather MRAM (Magnetoresistive Random Access
Memory) which is a present reality.
In today’s world, disabled people are being trained to work with computers using
only their minds. When DARPA meets Sony and the brain-computer barriers come
tumbling down, everyone will be able to command computers, robots, bionics and
other quantum based electronics using only our minds. Future computers will interact
with us on a neural level.
With the help of the qubit and the qubyte that can process 0’s and 1’s simultaneously
in a process known as superposition, processing power will increase exponentially.
Today’s gigaflops will be replaced by tomorrow’s teraflops, petaflops, exaflops all
the way to lumaflops and beyond to words that haven’t even been created yet.
Future computers will allow us to communicate with others from a distance just by
thinking. Researchers at IBM, UC Santa Barbara, Yale, Sony and many other
companies are working on this now. Did I also mention DARPA is working on this?
Now, this may be scary for some people to know that the military is working on the
next generation of future computers which could cause a doomsday scenario among
the Super Powers. Or that countries that are not currently Super Powers could become
ones by developing quantum computers for the military that become the bullies of the
world.
But, there is a more likely scenario. And this scenario is that with the advent of future
computers the world will become a more democratic place. We are already seeing the
revolts in the Middle East and Far East because of the Internet and Social Media.
As communication lines are opened up and data is spread fast, the barriers between
upper class and lower and middle classes start falling. Dictators who restrict
communications cannot stop future technology from rising and people across the
world from using new technology.
Because of the properties of quantum entanglement, communications around the

world will become instantaneous and without geopolitical boundaries. Coups and
revolts will be settled quickly as problems will be resolved with instantaneous
communication globally. Future computers will aid in space travel, communications,
medical technology and practically every level of our day to day lives. And this future
is not as far away as you may now think.
VOCABULARY FOCUS
Activity 2. Fill in the table with derivatives:

process
resistive
interaction
scary
instant
measure
Activity 3. Match the words to make collocations. Make your own examples with
them:
1. become a. on a neural level
2. shrink b. a doomsday scenario
3. interact c. mainstream
4. settle d. coups and revolts
5. cause e. the size of chips
Activity 4. Fill in the gaps with the missing prepositions:

1. Quantum computers are now _____ the forefront of the industry development.
2. New computers will be able to process and store information _____ an
unprecedented rate.
3. Currently there is not enough computational power to pull ____ true artificial
intelligence.
4. Future devices will interact _____ us _____ a neural level.
5. The optimistic scenario is that _____ the advent of quantum computers the world
will become more democratic.
Activity 5. Define the following words:

quantum computers, mainstream, parallel processing, neural networks, MRAM,
gigaflop, Super Powers, exponential.
GRAMMAR FOCUS
Activity 6. Paraphrase the sentences using the Passive Voice:

1. Future quantum computers will make today’s desktops and laptops seem like
wooden pegs and balls attached to sticks by strings.
2. In the near future, computers will use nanotechnology to shrink the size of silicon
chips, increasing speed and power with parallel processing.
3. When DARPA meets Sony and the brain-computer barriers come tumbling down,
everyone will be able to command computers, robots, bionics and other quantum
based electronics using only our minds.
4. Tomorrow’s teraflops, petaflops, exaflops will replace today’s gigaflops.
5. Future computers will allow us to communicate with others from a distance just by
thinking.
Activity 7. Put the verb into correct Future Tense, active or passive:
1. Quantum computers _____ (utilize) power of magnetic forces at a subatomic scale.
2. Future computers _____ (base) upon qubits.
3. They _____ (give) enough computational power to pull off true artificial
intelligence.
4. 0’s and 1’s _____ (process) simultaneously in a process known as superposition.
5. In the future the Super Powers _____ (endanger) by the next generation of
computers.
WHILE-READING
1. Computers of the future will differ from modern ones mainly in size. ___
2. New computers will be developed on the basis of Artificial Intelligence. ___
3. Quantum computers will be comparatively inexpensive. ___
4. The author is pessimistic about the future scenario for mankind development. ___
5. Superposition is the ability of computers to process 0’s and1’s at the same instant.
___
POST-READING
Activity 9. Watch the video “Michio Kaku: The Future of Quantum Computing”
(http://www.youtube.com/watch?v=YgFVzOksm4o) and explain the work of

quantum computers to your partner.
Activity 11. In groups discuss how quantum computers will improve every sphere of
our life. Share your ideas with the class.
Activity 12. Hold a debate on the following resolution: “Quantum computers will
cause a doomsday scenario”.
TEXT 3. ARTIFICIAL INTELLIGENCE WILL KILL OUR

GRANDCHILDREN
http://berglas.org/Articles/AIKillGrandchildren/AIKillGrandchildren.html,
http://www.futureforall.org/ai/singularity.htm
learningmind.com
PRE-READING
Activity 1. Read the title of the text and dis/agree with it.
Computers have become an integral part of our life, and advances in Artificial
Intelligence (AI) are impressive. It is difficult to predict future progress, but if a
computer ever became about as good at programming computers as people are, then it
could program a copy of itself. This would lead to an exponential rise in intelligence
(now often referred to as the Singularity). And evolution suggests that a sufficiently
powerful AI would probably destroy humanity.
One frightening aspect of an intelligence computer is that it could program itself. If

man built the machine, and the machine is about as intelligent as man, then the
machine must be capable of understanding and thus improving a copy of itself. When
the copy is activated it would be slightly smarter than the original, and thus better
able to produce a new version of itself that is even smarter.
This process is exponential, just like a nuclear chain reaction. At first only small
improvements might be made, as the machine is only just capable of making
improvements at all. But as it became smarter it would become better and better at
becoming smarter. So it could move from being barely intelligent to hyper intelligent
in a very short period of time.
Man's intelligence is intimately tied to his physical body. The brain is very finite,
cannot be physically extended or copied, takes many years to develop and when it
dies the intelligence dies with it. On the other hand, an artificial intelligence is just
software. It can be trivially duplicated, copied to a more powerful computer, or
possibly a botnet of computers scattered over the web.
It could also adapt and absorb other intelligent software, making any concept of
"self" quite hazy. This means that its world view would be very different from man's,
and it is difficult to predict how it would behave.
There are many doom's day scenarios. Bio technologies, nano technologies, global
warming, nuclear annihilation. While these might be annoying, they are all within
our normal understanding and some of humanity is likely to survive. We also would
have at least some time to understand and react to most of them. But intelligence is
fundamental to our existence and its onset could be very fast. How do you argue with
a much more intelligent opponent?
VOCABULARY FOCUS
Activity 2. Fill in the table with derivatives:

integral
sufficiently
impressive
activate
annihilation
Activity 3. Match the words to make collocations. Make you examples with them:
1. integral a. rise
2. advances b. powerful
3. exponential c. in artificial intelligence
4. scatter d. over the web
5. sufficiently e. part
Activity 4. Fill in the crossword:

Across
5) the hypothesized creation of smarter-than-human entities who rapidly accelerate
technological progress beyond the capability of human beings to participate
7) very rapid
8) the study of the modelling of human mental functions by computer programs
Down
1) a network of computers using distributed computing software
2) beginning, inception
3) obscure, vague
4) act of moving forward, improvement
6) constituting a whole
GRAMMAR FOCUS
Activity 5.Choose the correct variant:

1) Evolution suggests that a sufficiently powerful AI _____ humanity.
a) would destroy b) will destroy c) will have destroyed d) will be being destroyed
2) By 2030 an intelligent machine _____ potential to replicate itself.
a) will have b) will have had c) will be having d) will be had
3) The computer with AI’s world view _____ very different from man's.
a) will have been b) would be c) will be d) will be being
4) Even in a doomsday scenario the humanity _____. a) will have survived
b) will have been survived c) will survive d) will be surviving
5) By the time the intelligent computers are invented people _____ how to treat them.
a) will have known b) will know c) will be knowing d) would know
Activity 6. Use the correct form of Conditional I:

1. If a computer _____ (become) smart enough, it _____ (program) a copy of itself.
2. If the copy _____ (activate), it _____ (be) smarter than the original.
3. If a computer _____ (understand) that it’s smart, it _____ (think) that it is smarter
than people.
4. If we _____ (have) enough time, we _____ (react) to the computer intelligence.
5. If the doomsday scenario _____ (come) true, humanity _____ (have) hard times.
WHILE-READING
Activity 7. Break the text into parts and entitle each part.
Activity 8. Mark the sentences as True, False or Not Given:

1) The author of the text is pessimistic about the future of humanity with the
development of AI. ___
2) The potential danger of an intelligent computer lies in its ability to think. ___
3) The process of self-improvement of intelligent computers is compared to a nuclear
chain reaction. ___
4) There is no limit to the process of computer self-improvement. ___
5) The author predicts that humanity will be able to control the computer intelligence.
___
POST-READING
Activity 10. Identify the topic of the text and its main idea. Summarize the text.
Activity 11. Divide into the groups of 3. Each student reads a separate card with a
proposed safety measure to prevent the doomsday scenario. Share your info with the
group. Propose your solution of the problem and present it to class.
Card A
Dr Anthony Berglas proposes a moratorium on producing faster computers. Just
make it illegal to build the chips, and so starve any Artificial Intelligence of
computing power.
We have a precedent in the control of nuclear fuel. While far from perfect, we do
have strong controls on the availability of bomb making materials, and they could
be made stronger if the political will existed. It is relatively easy to make an atomic
bomb once one has enough plutonium or highly enriched uranium. But making the
fuel is much, much harder. That is why we are alive today.
Card B
Isaac Asimov’s Three Laws of Robotics are one of the earliest examples of proposed safety
measures for AI. The laws are intended to prevent artificially intelligent robots from
harming humans.
A robot may not injure a human being or, through inaction, allow a human being to
come to harm.
A robot must obey orders given to it by human beings except where such orders
would conflict with the First Law.
A robot must protect its own existence as long as such protection does not conflict
with the First or Second Law.
Later, Asimov added the Zeroth Law: "A robot may not harm humanity, or, by inaction,
allow humanity to come to harm"; the rest of the laws are modified sequentially to
acknowledge this.
Card C
Yudkowsky proposed an alternate solution, namely that it might be possible to
program a "Friendly" AI that will not hurt us. If the very first AI was friendly, then
it might be capable of preventing other unfriendly AIs from developing. The first
AI would have a head start on reprogramming itself, so no other AI would be able
to catch it, at least initially.
Activity 12. Hold a debate on the resolution: One day computers will be as intelligent
as humans.
Activity 13. Make your predictions for the following spheres of our life. Then read the
text and compare with your list:
Sphere Time Predictions

Artificial Intelligence
Computers
Electronics
Robotics
FORECAST FOR THE FUTURE
How far will technology advance in 20, 30, even 50 years from now? How will it
affect our lives? Here are some technologies and scenarios predicted by science
fiction writers, futurists, technology experts, me and you.
Artificial Intelligence Robotics

 Intelligent machines
 The Singularity  Personal/care giving/cleaning
 Machines/robots given rights robots
 Planet sized A.I. machine  Robot partners (wife/husband)

 Exoskeletons
 Robots controlled remotely
with mind link
 Robot pets and animals
Computers Electronics
 Computers equivalent to the human  Holographic TV on your wrist
brain  Contact lens
 Nanoscale computers everywhere displays/computers
 Self editing software  Nuclear powered devices
 Mind-reading computers  Intelligent jewelry
 Holographic touch screen  Self-charging electronics
computers  Powered suits that multiply
 Voice/brain command over human capabilities
computers and appliances
Activity 14. Speak of the predictions you like best/least. Give reasons of your choice.
Activity 15. What would you like to be invented in your lifetime and why?
ATTACHMENTS
ATTACHMENT 1. SEMANTIC MARKERS
Hedging Addition Conclusion

For all I know Also In conclusion
May/might be Again To sum up (briefly)
Probably possibly apparently obviously Correspondingly To conclude
Seem appear suggest Furthermore In brief
As reported/estimated by Further Altogether
According to I might add Overall
To the best of my knowledge Moreover Thus
I presume/presumably In brief All in all
It seems reasonable to assume Altogether In a word
It is generally acknowledged What is more On the whole
To all appearances Above all What I have been saying is
In all probability As well as In short
I may suggest that In addition It all amounts to
It is doubtful that Likewise As has been noted
It stands to reason that Similarly
In the same way
Cause-consequence Digression Condition
So/therefore/thus By the way If/even if/unless provided
Consequently I might note in passing Assuming that
As a result/consequence of If you come to think of it In the event of
Hence As for/as to In case
Accordingly
For that reason
On account of
Due/owing to the fact
Since
Contradiction Personal opinion Paraphrasing
Nevertheless The way I see it In other words
And yet Speaking personally Let me put it this way
Although Personally I To put it another way
On the other hand/on the contrary, Speaking for myself That is to say
In spite of, however, In my view Or, rather
Instead In my opinion Or, better
Conversely To my mind
By (way of) contrast
Whereas
Otherwise
In contrast to
Concession Purpose Illustration of ideas Transition
After all To this end Let me give you some examples As for/as concerns
Notwithstanding For this For example/for instance With reference to
In any case purpose A case in point is Concerning
At any rate With this In the same way In terms of
For all that object in By the same token With regard to
At the same time view To illustrate this point Regarding
In spite of sth/despite sth An example/instance of this may be Speaking of
Even if/though Let's take… for instance
Still Reservation Such as
Or else Excluding
Except for
With the
exception of
To the
exclusion of
Excepting
Listing Making a point
Firstly, secondly/thirdly It must be admitted that
My next point is What I mean to say is
Lastly There are two points I'd liked to emphasize
Finally I have every reason to believe
And namely There is no point in denying
Besides It is worth noting that
First and foremost It is note/mention-worthy
To begin/start with I would like to stress/emphasize
Last but not the least I'd like to press the point
On the one/other hand I particularly want to emphasize
I'd like to call/draw your attention to the fact that
ATTACHMENT 2. CONVERSATIONAL FORMULAS

Abridged from A.Medvedev. English Conversational Formulas
http://english-l.chat.ru/
FORMS OF ADDRESS
When addressing people in English we usually call our friends by their first
name, for example, John or Mary. When speaking to someone whom we know
less well, we use Mr./ Mrs./ Miss followed by the surname.
Sir – used to a man who is clearly older and/or more senior than oneself.
It is also used:
by shop assistants, waiters, etc. to their male customers; by schoolchildren to
men-teachers;
as a polite form of address to a stranger, even if not older or more senior.
However, this is not common in Britain, where the usual way of addressing a
stranger is Excuse me, please.
d) Madam – used by shop assistants, waiters, etc. to their female customers. It
is not used when addressing women-teachers (here Mrs./ Miss with surname is
used), nor when addressing an older or more senior woman. It is only rarely
used to address a stranger, "Excuse me, please" being the usual form.
e) Doctor – used alone only to medical practitioners. When addressing a person
with the degree the surname is always included, for example, Dr. Brown.
f) Professor – used either with or without the surname, depending on how
formal or informal one wishes to be. (Simply Professor is more formal.)
General/Colonel/Captain, etc. – also used wither with or without the surname.
Ladies and Gentlemen – to an audience
With waiters, porters, people simply try to catch their eye, for example, or say
Excuse me, (please).
Officer – to a policeman, but most people approaching a policeman for
information or help use Excuse me, (please), without any form of address.
Within the family: Mammy, Daddy, Granny (sometimes Gran or Nanny),
Grandad , Auntie and Uncle usually with the first name. Aunt is often used
instead of Auntie by older children and adults, particularly in formal situations.
ATTRACTING ATTENTION
The most common way of attracting attention is Excuse me, (please). Other
expressions used to attract attention in certain situations are:
May/Can I have your attention, please? – used to attract the attention of a group of
people who are talking among themselves to make an announcement, etc.
Attention, please. – used to introduce official announcements, especially over a
loudspeaker.
I say. – sometimes used in conversation to draw particular attention to the sentence
which follows. Addressed more often to groups of people than individuals.
Look here! - used to attract someone’s attention to something of which you disapprove.
Often indignant.
Just a minute. – used to someone who is going away before you think he should (you
still have something to tell him) or to stop someone in the middle of what he is saying
in order to voice an objection.
Hey! – used wither to express indignation or to warn someone quickly of some danger.
If used simply to attract attention it is rude, or at least familiar.
Look/watch out! – to warn someone of danger.
Mind …! – meaning "be careful (of)"
INTRODUCTIONS AND CONVERSATION OPENINGS

A person performing an introduction in a formal situations says, for example: Mrs
Johnson, may I introduce Mr. Bentley? Mr. Bentley – Mrs. Johnson.
Less formal alternatives to it are (in order of decreasing formality):
Let me introduce…I’d like to meet…This is…Meet… ( mainly American)
The two people who have been introduced both say:
How do you do? – in formal and semi-formal, Hallo – in informal and semi-formal
situations
Pleased/ Glad to meet you – is fairly common in America but is generally avoided in
Britain by educated people.
In formal situations, English people sometimes shake hands when introduced but do
not bow.
Two phrases often used before introducing someone are:
Have you met…? I don’t think you’ve met…
If you have to introduce yourself, you may say:
May I introduce myself? – this is the formal style. Less formal is Let me introduce
myself.
Note that Mr./Mrs./Miss should only when addressing other people, or speaking about
them. Either the first name and surname are used together, or, in informal situations,
simply the first name. This implies that you expect to be addressed by your first name.
When introducing a guest speaker to an audience, one may say, for example:
Ladies and gentlemen, I have great pleasure in introducing …
When two people have been introduced, one of them usually has to start a
conversation. One may to do this is to ask a question such as:
Is this your first visit to…? Have you been here/ to… before? Have you visited/
seen...?
How do you like/find (our) …? (How) are you enjoying…? Are you finding …
interesting/ useful?
What do you think of…? Are you interested in …?
A less direct and therefore more tactful way of asking for information is to make a
remark with a question tag (usually pronounced with a rise to show interest).
Other remarks which invite a response are, for example:
I believe/hear… I’ve been told…I expect/suppose/imagine…
Comments about the weather, especially with a question tag, can also be a convenient
way of starting a conversation.
GREETINGS AND INQUIRIES ABOUT HEALTH, ETC.
When you already know someone, the following formal greetings should be used:
Good morning – until lunch time (12-2 p.m.), Good afternoon – until 5-6 p.m., Good
evening – until 10-11 p.m.
Remember about the difference in tone. For formal greeting, we use the low fall. For
less formal and warmer greeting we use the low rise. The most friendly tone for
greeting is the fall – rise.
Note: Good night is not a greeting but a wish. Good day is hardly ever used nowadays,
either as a greeting or on parting.
Morning/Afternoon/Evening – semi-formal. Used, for example, to neighbours,
colleagues and other people whom one sees regularly but does not know well.
Hello – semi-formal, informal
Hi – informal, used mainly in America. The name of the person greeted is often added.
However, no form of address is generally used when greeting groups of people. Such
forms as Good morning, all and Hello, everybody occur but are rare and not to be
recommended.
Greetings are often followed by an inquiry about the other person’s health. The
answer may be:
(I’m) very/fairly/quite/well, thank you – formal, semi-formal
Note that quite and fairly are synonymous here, but quite is now more common.
Fine, thanks! Not too/so bad (thank you/ thanks), All right, thank you/thanks semi-
formal, formal
OK, thanks – informal, familiar. A bit tired, otherwise all right – semi-formal, formal
Avoid saying simply Thank you or Thanks in this situation. These replies are usually
followed by an inquiry about the other person’s health. The most common forms are:
And how are you? And you? - logical stress on you
These inquiries are answered in the same way as the first one.
If the answer to an inquiry about someone’s health is unfavorable, I’m afraid (meaning
unfortunately) is often used, for example:
Not very/ too well, I’m afraid. I am afraid I am not feeling very/too well today.
Possible reactions to such replies are:
Oh, dear. I am sorry to hear that.
If you know someone fairly well (or at least if he is more than an acquaintance), you
may ask a more general question, such as:
How are you getting on? How are things (with you)? – semi-formal How’s life? –
informal
If you want to express pleasure at seeing someone, for example, when you welcoming
a guest, you may say: Hello, nice to see you. A common reply to this is: Nice to see
you, too. (With stress on both you and too.)
LEAVE-TAKING
When you want to take your leave of someone use some introductory phrase such as:
(Well,) I must be going (now). I’m afraid I must be going (now). It’s time I was
going/off.
I’d better be going. I must be off now.
When you actually leave, you may say:
Good-bye – formal, semi-formal (Good-) bye for now – semi-formal, informal
Bye (then). Bye now. Bye-bye. Cheerio – semi-formal, informal
See you – very colloquial. Used mainly by young people to their friends. This phrase
does not refer to a later meeting, in contrast to those, which follow.
See you later/tonight/tomorrow/on Saturday/next week, etc. See you at the
theatre/party, etc.
(I’ll) be seeing you. – this means simply some time in future.
The phrases All the best and Good luck are used only in certain circumstances. All the
best is appropriate when seeing a friend off for a long time or when leaving someone
who is going for interview (for a job, etc), or in some similar situation. Good luck may
also be used in the latter case or when someone is going to take an examination.
Good night – when leaving someone late in the evening or before going to bed.
Note: that Good morning/afternoon/evening are no longer used when taking one’s
leave.
Farewell – is now confined to poetry and is not longer used in conversation, even
when parting someone for ever. Good-bye is used.
The reply to Good-bye and the alternatives listed above is either the same or one of the
other expressions of the same degree of formality.
When leaving someone we sometimes want to be remembered to some member(s) of

his family or a mutual friend or acquaintance. The following phrases are used:
Please, give my (kind) regards to… – formal
(Please) remember me to... – semi-formal, informal
Give my love to…– informal, for close friends and relations
The person addressed usually answers as follows: Thank you, I (certainly) will.
CONGRATULATIONS AND WISHES
When someone has achieved something, or been fortunate in some way, we say:
Congratulations (on…) The answer is Thank you or Thanks (informal).
Well done – may also be used about an achievement.
Seasonal greetings include: Happy/ Merry Christmas! Happy New Year! Happy
Easter!
In reply the person greeted may either repeat the greeting or say Thank you, (and)
(the) same to you.
Note that congratulate and congratulations are not appropriate here. Note also that
there is no English greeting which can be used for any festival. The only way of
greeting someone on the occasion of a festival not celebrated in Britain (or at least not
wildly celebrated) is to use the word wishes, for example:
(Very) best wishes for…
My/our (very) best wishes for…
The usual birthday greetings are:
Many happy returns (of the day)!
Happy birthday! - more common, especially in informal situations
Congratulations may be used when someone comes of age (now at 18 in Britain) in
formal style. Otherwise it is practically never used as a birthday greeting nowadays.
The answer to all these is Thank you.
For engagements and weddings the following forms are used:

Congratulations. – weddings only
I wish you every happiness. – very formal, weddings only
I hope you will be very happy. – semi-formal, weddings only
If we meet someone who has recently has married but whose wedding we didn’t go to,
the word marriage is used instead.
Congratulations on your marriage. – very formal
I hear you’ve got married. Congratulations. – informal, semi-formal
Now here are some other wishes for various occasions:

Have a good/nice holiday. – to someone going away on holiday
Have a good/nice weekend. Have a good/nice time. Enjoy yourself.
Have a good journey – to someone about to travel somewhere, but not usually when he
is going on holiday (Here is Have a good holiday is more usual.)
Good luck!The best of luck!
The person addressed replies Thank you or Thanks and may add I shall need it.
All the best! I hope you’ll soon be/feel better.
REQUESTS
Positive requests
When we want someone to do something, we may use the imperative with
please.
Please in initial position tends to be more emphatic. Note that there is no pause
(and no comma) after it. Nor is there a pause before please when is used in the
end of the sentence, in spite of the comma.
In many situations, however, the imperative with please is not considered polite
enough. Then we use one of the following phrases (said with a rising tone),
which are listed in order of increasing politeness (formality)
Will you… (please)?Would you… (please)? Could you … (please)? Do you
think you could…?
Would you mind ...ing? Will you be so kind as to…? – very formal.
Would you be so kind as to…? – very formal
The choice between the various alternatives given above depends on:
how large the request is or how well we know the person we ask. Thus the
same request may be formulated with different degrees of politeness.
When one has little hope of one’s request being granted, or at least wishes to
give this permission, one can use I don’t suppose.
The usual replies are:

(yes) certainly – formal
(yes) of course. – semi-formal, informal
All right. – expressing a lesser degree of willingness
OK – informal, often casual (only among friends and relatives)
(Yes) here you are. – when handing someone something he has asked for.
Not at all/in the least/ a bit. In reply to Would you mind…?
I am afraid I can’t, (I’m) sorry, I can’t formal, semi-formal
No, I can’t/ won’t - a point – blank refusal. Abrupt, possibly rude.
B. Negative requests
If we want someone not to do something, we can say: Please don’t… Try not to
…
Would you mind not …ing? – more polite
ASKING PERMISSIONS (FAVORS)
May I…? – formal. Can I..? – semi-formal, informal. Could I…? – more polite
Could I possibly…? - emphasizes that one is asking a favour
Do you think I could…? I wonder if I could.. – tentative
Do you mind if I…? Is it all right if I..?Is it all right (for me) to…?
To grant permission the following forms are used:
(yes,) certainly. – formal
(yes,) of course. – semi-formal, informal
Go ahead. – informal
If you like. – often implies an element of reluctance
Not at all. – in reply to Do you mind…?
No, that’s all right – in reply to Do you mind…?
Permissions may be granted on a certain condition, using: providing…As long as…But

only if…
To refuse permission we use: (No,) I’m afraid not. (No,) I’m sorry. You can’t. No, of
course not.
I’d rather you didn’t. – tactful. Yes, I would mind. No, it isn’t all right – abrupt,
possibly rude.
APOLOGIES
The basic form of apology is I’m sorry. However, there are several variations which
make the apology more or less emphatic.
I’m very sorry. I’m so sorry. I’m terribly/awfully/dreadfully sorry.- more emphatic
Sorry. – less emphatic, often casual. Only for relatively unimportant things.
When the person to whom we want to apologize does not yet know what has
happened, we often use I’m (very/so, etc) sorry but…I am afraid can be used instead of
I am sorry in this type of situation.
I’m afraid means unfortunately here and functions as an apology. Excuse me (for…) is
alternative here.
However, excuse me, alone (or with please) is usually either a way of indicating
politely that you want to pass, at the same time apologizing for any inconvenience you
may cause, or a way of attracting the attention of a person whose name you do not
know
I hope you don’t mind… – when one has done something without first asking
permission
In apologies the verb “apologize” may be used.
I apologize for… I must/ do apologize for formal
I beg your pardon. – formal. It is rarely used, mostly as a request for repetition.
Pardon. Sorry. – the most common form among educated people nowadays.
Pronounced with a high rise. If a specific request or explanation follows, I’m sorry
may be used.
Here are some possible replies to apologies:

That’s/It’s all right.That’s/ It’s quite all right. – more formal. That’s/It’s OK. –
informal, casual
Don’t worry. (I’ve got plenty more). Never mind. That/it doesn’t matter.
In certain situations, a less reassuring reaction may be appropriate.
Oh, you are, are you? – in reply to I’m sorry.
You have, have you? – in reply to I’m sorry (but) I’ve…
Being sorry won’t help. You should be more careful
Polite replies to apologies for causing trouble include:
No trouble at all. That’s quite all right. I’m glad I was able to help you.
SUGGESTIONS
When we want to suggest something in which we are to participate ourselves, we use

one of the following forms: Let’s…Why don’t we…? Why not…? We could/might –
tentative
I suppose we could/ might… - more tentative
I suggest (that)… – a firmer suggestion, and more formal.
I propose (that)… – even stronger and more forma. Used mainly at meetings, official
discussions, etc.
If we are agree to a suggestion, we say:

Yes, let’s (do that). That’s a (very) good idea. Good idea. – less formal
That/ it might be interesting. OK. – informal, casual. All right. – willing but not
enthusiastic
I don’t mind. We might as well (do that). – rather indifferent
Conditional agreement can be expressed by:
All right, but only if… Yes/All right/I don’t mind, providing/as long as…
If we disagree, our reply depends to a greater extent on the situation. Here are some
commonly used phrases:
I do not like…– only among friends (too abrupt for other situations)
I am not very keen on… I am not very fond of … – more tactful
I don’t feel like it (at the moment/just now). I am too tired.
I’m feeling rather tired (today/at the moment) – less abrupt
We haven’t got time. Have we got time? There is no point. I’d rather… I’d rather
not…
Let’s not bother. Don’t let’s bother.
APPOINTMENTS
Appointments are usually made over the telephone. After introducing yourself you can
say:
I would like (to make) an appointment with…
What time would be convenient for you/him?
I wonder whether you could see me now/on/at/before/about? – more tentative
In less formal situations you may say:
I’d like to see (talk to) you (some time) about…
What time would be convenient for you?
Will you be able to see me now/on/at/before/about?
Can you see me now/on/at/before/about?
If the person can meet you at suggested time he (or his secretary) will say:
Yes, that will be quite/very convenient. Yes, that will do very well. – formal, semi-
formal
Yes, I’m/he’s free then. – both formal and informal
Yes, that’ll be just fine. – informal
Searching for an alternative, you can suggest another time or ask the person to choose
the time:
What time would be convenient for you? Would… be more convenient? Would… suit
you better?
Could we make it… instead/then? – semi-formal, informal
How/what about… – informal
Is… any good? – informal
To cancel an appointment we can say:

I’m awfully sorry, but I can’t make it on…/at…
I have an appointment with you for…, but unfortunately I can’t make it.
INVITATIONS
Invitations may be phrased in one of the following ways:

Would you like to…? – the most common form
I wonder whether you’d like to… – tentative
Would you care to… I wonder whether you’d care to – very formal
Do you feel like …ing? – informal, semi-formal
Invitations may also take the form of suggestion, for example: What/how about …ing?
Acceptance:
(yes,) very much. (yes), I’d like to very much. (yes,) I’d love to. That would be very
nice. Thank you.
Refusal:
I’m afraid I can’t. I’m sorry I can’t.
Some explanation for your refusal is often desirable.

I’d like to (very much) but…I’d love to but…I wish I could but…Thank you, but (I’m
afraid)…
No, thank you.
No, thanks. – by itself, this is rather abrupt, even rude. However, it may be used among
friends if followed by an explanation.
Invitations are often introduced by a question such as
Are you doing anything (special)? Have you got anything (special) on…?
Have you got any plans for…?
What are you doing…? Are you free…? – more direct
OFFERS
A. Offers of help
I’ll… (if you like)…Shall I…? Let me… Would you like me to…? Do you need any
help? Is there anything I can do (to help)? Can I help you (at all)? is used mainly by
shop assistants and people whose job is to give information, etc
Acceptance:
Yes, please. – in reply to offers in the form of a question
Thank you (very much). That’s very kind of you. (Thank you). If (you’re sure) it’s not
too much trouble. If (you’re sure) you’ve for time. Well, perhaps you could… Do you
think you could…?
Refusal:
No, thank you. Oh, please don’t bother. No, it’s/that’s (quite) all right, (thank you).
Thank you, but there is really no need (to). I can easily… I (think I) can manage all
right, thank you.
B. Offers of Food, Drink, etc

Would you like…? – the most common used form. Will you have…? – formal
Would you care for…? – very formal Have… -if one is actually holding something out
Do have… – more emphatic, persuasive
(Please) help yourself (to…) – used when the food is on the table but one is not going
to had it around. Help yourself (without to) refers to everything on the table; help
yourself to – to something specific.
The clearest and most usual replies to the interrogative forms are:
Yes, please. No, thank you – both with rising intonation and no pause between the
words.
Other possible replies are:

(yes,) that would be very nice
Please. – pronounced with a fall-rise.
Thank you. – as one takes something, especially in reply to (Do) have…or Help
yourself (to…). In other situations Thank you alone is ambiguous and should be
avoided.
Thank you, but… – refusal followed by an explanation.
THANKS
Thank you. Thank you very/so much. Thank you ever so much – more emphatic;
informal
Thank you very much indeed – emphatic and formal
Thanks. Thanks a lot/awfully. Many thanks. – rather formal
I don’t know how to thank you. I can never thank you enough. I’m very grateful (to
you)
That’s/It’s very/awfully kind of you. – formal, semi-formal
How kind of you. (I’m) much obliged (to you) – used mainly by shop assistants
Possible replies are:

Not at all. You’re welcome. (Oh,) that’s all right. (Oh,) that’s OK – casual, informal
Don’t mention it. – more emphatic, rather formal
It’s nothing. – informal, semi-formal
Think nothing of it. – informal, casual
It’s a pleasure. – only for things involving some time and trouble
I’m glad you enjoyed it. I’m glad you were able to come. Thank you for coming.
I’m glad you like it.
COMPLIMENTS
The following phrases can be used to compliment people on their personal qualities or
abilities:
You are… – with strong stress on are and the following adjective or noun.
You are so… You are such a… How… you are! I wish I had your…
On possessions:
You’ve got a nice/lovely/beautiful/wonderful…
What a nice/lovely/beautiful/wonderful… you’ve got!
I wish I’d got a… like yours.
On clothes and appearance:

That’s a nice/lovely/beautiful/wonderful… (you are wearing)
What a nice/lovely/beautiful/wonderful… (you are wearing)
You do look nice/smart in/with that…
I (do) like your… do (stressed) makes the statement more emphatic.
On achievements: The form used here usually depends on the type of achievement.
However, the general verbs be and do can be used in various situations:
You were wonderful/superb/magnificent!
You were great! – More colloquial
You did very well!
To compliment somebody on something he has made, mended, etc, we can say:

What a nice (-looking)/convenient/delicious…
You’ve done a wonderful job.
You’ve done wonders with the…
A compliment can be introduced by I must say.
If you consider the compliment to be deserved you can simply say Thank you, but this
may sound self-satisfied or immodest. Here are some modest responses:
To compliment on personal qualities and abilities:

Do you really think so?(Oh) I wouldn’t say that. (Oh) I don’t think I’m (any) better/
more… than anybody else.(Oh) I don’t think I’m better… than you/ anybody else.
You’re… too (yourself).
On possessions, clothes:
Do you like it (them)? I’m glad you like it. Yes, I’m quite/ rather pleased with it
(myself).
It’s not bad, is it? – usually an understatement, used out of modesty (real or assumed)
On appearance, clothes:
Do I? Does it? Do you like it?
On achievements: Here either ‘echo’ question or one of the responses given above can
be used, depending on the situation and the form of the compliment.
WARNING, CAUTION
The following expressions can be used to warn somebody:
Look out! Mind…! Hold tight! – to passengers (in a bus, etc)
Don’t rush, take it easy! – a policeman to a crowd.
Mind you…Make sure you… (+ inf. without ‘to’) Mind you don’t… Take care you
don’t…
Take care not to… Mind how you… Be careful (with…) Steady on (with…)! – informal
Though in form of a caution, these expressions imply a definite threat:

You are asking for trouble! Watch your step! I should watch my step, if I were you.
A warning may take the form of threat:

If you… I/we shall… If you… I/we shan’t… You’d better (not). Stop (doing) that, or
else I…
You’ll be sorry, if/when…– often mixed with anger
Colloquial:
You are for it! You’ve done it now! You’ll catch it!
REPROACH AND REPRIMAND
The following expressions can be used for reproach and reprimand:
Why (on earth) didn’t you…? You might have… I do think you might have… – rather
mild
You should (not) have…/ought (not) to have… You ought to be ashamed (of yourself).
What do you mean by …ing? – mixed with anger
You have no right to… How dare you (…)! – very strong, mixed with anger
Come off it! = Stop whatever you are doing – a mild, informal reprimand
Reproach and reprimand are frequently used to prevent people (especially children)
from behaving badly. Here are some expressions which can be used for this:
What are you up to? Stop (doing) that! Stop fooling around/about! Behave yourself!
Be/act your age! Come on, be a good boy/girl (and…) – gentle, mild.
COMPLAINT
The most usual complain about services or quality of goods. Formal:
I am sorry to complain, but…I don’t like to complain, but…
Less formal complaints about the same:

I don’t want to make fuss (about it), but…I don’t want to make a mountain out of a
molehill, but…
You should remember that the English are reluctant to complain, and when they do it,
they often do it in a somewhat apologetic manner:
Sorry, but… could you…? – semi-formal, formal
Do you think you could…? – semi-formal, formal, depending on the tone of voice.
I wish you wouldn’t… – grumbling
Do you have to…? – sarcastic
Grumbling, semi-formal, informal:

It’s a bit much/thick. It’s a bit much/thick if…It’s a bit steep. – about prices
Replies are:
Oh, I’m very sorry (Sir/Madam). I’ll see that everything is put right. I’ll see to it at
once.
I’ll ask/ tell the… to…I’ll send for…Sorry, is it bothering you? Sorry, I thought you
didn’t mind.
Sorry, I didn’t realize you felt so strongly about it.
If complaint is considered to be unjustified, one may tactfully say, for example:

Yes, I know, but…I’m (very) sorry, but…I’m (very) sorry, but there’s nothing we can
do about it (I’m afraid).Well, Sir/Madam, you…
OPINION
An opinion may be expressed simply as an assertion, without any introductory words.
Sometimes, however, such statements may sound too dogmatic, and to avoid this effect
one of the following phrases should be used:
I think (that)… – the most common. I thought is often used to express an opinion about
something experienced in the past, for example, a film seen, a book read.
I think may also be used in sentences about verifiable facts, meaning It seems to me.
I believe (that)… I feel (that)…
I consider (that)… formal, semi-formal. Also more intellectual than I feel, which is
more emotional.
In my opinion – emphatic, slightly formal To my mind – emphatic. If you ask me,… –
colloquial
The following phrases are used to ask someone’s opinion:

What do you think of/about? What do you feel about…?
What’s your opinion of/about…? – formal, semiformal
Note: to avoid being dogmatic and/or abrupt you may express your opinion (especially
when asked) beginning your phrase with Well.
AGREEMENT AND DISAGREEMENT

A. Agreement
The simplest way to express agreement with a statement is, for example:
Yes, it is/does/can, etc. Yes, he is/does/can, etc. Yes, they are/do/can, etc.
To agree with a negative statement we say, for example: No, it isn’t/doesn’t/can’t, etc.
No, he isn’t/doesn’t/can’t, etc. No, they aren’t/don’t/can’t, etc.
To make the agreement more friendly, a question tag may be added.

Certainly may be included for emphatic.
I (quite) agree (with) you. I think so too. So do I. You are (quite) right there.
Exactly. Quite so. – formal
I couldn’t agree more. I should say so. That’s just what I think. - emphatic
You can say it again You are telling me. – emphatic, colloquial
Hear! Hear! At meetings
So it is/I have/he did, etc – surprised agreement
I suppose so. I suppose it is/he does, etc. – reluctant or half-hearted agreement
Partial agreement may be expressed by the following phrases:

I agree with you | up to a point (but…) | in a sense (but…) | in a way (but…)
I see what you mean, but… That may be true, but (on other hand)…(Oh) yes, but…
B. Disagreement
The simplest way to express disagreement with a statement is, for example:
No, it isn’t/doesn’t/can’t, etc. No, he isn’t/doesn’t/can’t, etc. No, they
aren’t/don’t/can’t, etc.
To disagree with a negative statement we say:
Yes, it is/does/can, etc. Yes, he is/does/can, etc. Yes, they are/do/can, etc.
To express stronger disagreement we can introduce the sentences with oh, which is
stressed.
The above forms are used mainly to disagree with statements of fact. To disagree with
an opinion, one of the following phrases is generally to be preferred:
I don’t agree (with you) (there). I disagree (with you) (there).
I’m afraid I can’t agree (with you) (there). – milder, more tactful.
I’m afraid you are mistaken (here).I think you are mistaken (here).
Direct, sometimes abrupt:
Not at all. Nothing of the kind. On the contrary. - formal
Very abrupt, possibly rude: Nonsense. Rubbish. (That’s) ridiculous.
Now here are some ways of softening disagreement:
Well,…Personally,…As a matter of fact,…
To disagree tactfully we may also use such expressions as:
Oh, I don’t know. – usually in response to critical remarks.
I wouldn’t say that. I wouldn’t call it/him… (exactly). Do you (really) think so?
ATTACHMENT 3. DEBATE GUIDELINES
I. Definition. Debate is a formal argument, in which two opposing teams propose or

attack a given resolution in a series of speeches. Examples of debate resolutions: “The
digital divide in Kazakhstan is bridgeable”, “In 2030 Kazakhstan will join the ranks of 50
most IT developed countries of the world”, “Artificial intelligence will one day get the
upper hand over human brain”.
II. Rationale. Debate serves the goal of developing students’ skills of information search
and processing; communication in the target language; public speech; argumentation;
defence of one’s own viewpoint and teamwork. Debate also fosters tolerance, respect for
other people’s opinions, active social stand, critical thinking. Educational debate allows
to eliminate such drawbacks of academic discussions as deviations, over-emotionality,
spontaneity, dominance of some students.
III. Stages of debate organization:

1. Choice of the resolution
2. Collection of materials
3. Compilation of debate cards (see a sample below)
4. Distribution of roles
5. Training fore the debate (see “fill-in the debate case card” below)
6. Conduct of the debate
IV. Debate procedure

DEBATE ON THE RESOLUTION
_______
Participants:
Team 1 (3 people) – the Government

Team 2 (3 people) – the Opposition
Time-keeper (1 person)
Judges (1-3)
Secretary – (debate flowing) – 1 person
Procedure:
1. Preparation – 15 min.
2. Case presentation:
(presentation of major arguments)
a) Team 1 (Speaker 1) – 5 min
b) Team 2 (Speaker 1) – 5 min
3. Refutation:
(counter-arguments)
a) Team 1 (Speaker 2) – 5 min.
b) Team 2 (Speaker 2) – 5 min.
4. Rebuttal:
(re-statement of major counter/arguments, summary)
a) Team 1 (Speaker 3) – 5 min.
b) Team 2 (Speaker 3) – 5 min.
5. Judges' verdict – 5 min
analysis of the teams' counter-argumentation,
declaration of the winner
Criteria: language, weight of evidence, logical consistency, relevance
V. Evidence card format
DEBATE RESOLUTION
Author, title, source date

AFF/NEG/
Subtopic
“QUOTATION”
Evidence card sample

KAZAKHSTAN 2030 IS AN ATTAINABLE GOAL
Roman Vassilenko IS 0906
NEGATIVE
Low living standards in Kz
The unemployment rate in Kz is about 8 percent and

about 19 percent of the population lives below the poverty line.
The U.S. figures are less than 6 percent and 5 percent, respectively.
Official site of the RK Embassy in the US www.kazakhembus.com
VI. Speaker duties
Affirmative Constructive:
1) Intro (quote/state the resolution)
2) Define terms
3) State narrowed topic, if applicable
4) Preview in outline terms
5) State Contention 1 (preview subpoints)
6) State source and read evidence card
7) State Contention 2 (preview subpoints)
8) State source and read evidence card
9) Review main contentions
10) Give plan in terms of main planks/points
11) Point out its advantages/benefits
12) Summarize and ask for the ballot/vote
Negative Constructive:
1) Intro (quote/state the resolution)
2) Respond to definitions of terms (Grant or refute)
3) Respond to narrowed topic (if don’t agree, run the topicality argument)
4) Give generic preview
5) Refute Contention 1 and subpoints (see 4 points of refutation)
6) Attack evidence for Contention 1
7) Refute Contention 2 and subpoints (see 4 points of refutation)
8) Attack evidence for Contention 2
9) Sum up main points
10) Attack plan point by point
11) Attack advantages or give disadvantages
12) Sum up whole debate quickly and ask judge to vote for you
Refutation:
1) State word-for-word the opponent’s contention or point
2) State your response (I dis/agree…)
3) Introduce evidence and read source and tag,
4) Read evidence
5) Link your evidence to their argument
6) Tell judge that you destroyed or torpedoed their argument
7) Tell judge that the point goes to you
VII. Debate training. "Fill-In-the-Blank" Debate Case
Introduction Because this is such an important and relevant topic to the future of Kz, I
State resolution stand resolved: that Kz should…
Preview In support of this Resolution I offer 2 contentions
Contention 1_____ and
Contention 2_____
The following definitions of terms will be applied during this debate:

Kz:______
Should_____
Start_____
A space tourism program_____
Actual Contention 1 Now it is important to turn to Contention No 1
______
Preview subpoints For which I offer two subpoints

Subpoint A:_____
Subpoint B:_____
Evidence Let's look at Subpoint A

In support of this point I offer one piece of evidence
(name who) in the (where, when) said (quotation)
Explain evidence And this evidence means that…

And subpoint B states that_____
Evidence (name who) in the (where, when) said (quotation)

Actual Contention 2 Now it is important to turn to Contention No 2
______
Preview subpoints For which I offer two subpoints

Subpoint A:_____
Subpoint B:_____
Evidence Let's look at Subpoint A

In support of this point I offer one piece of evidence
(name who) in the (where, when) said (quotation)

And subpoint B states that_____
Evidence (name who) in the (where, when) said (quotation)

Plan To implement this, I offer the following plan:
Plank 1:
Plank 2:
Plank 3:
Plank 4:
Conclusion Please cast an affirmative ballot given these contentions ands the evidence
offered
I now stand open for cross-examination
VIII. DEBATE LANGUAGE
Greeting all parties Good morning, ladies and gentlemen!

Good afternoon, everyone!
Addressing
a) the judge(s) Honorable Judge!
b) the opponent(s) Dear Opponent(s)! Dear all!
Stating purpose (judge) We are here today to listen to ..
The purpose of the debate is..
Stating the resolution (judge) The resolution for today’s debate is…
I declare the resolution for this debate as stated ..
Introducing a key sentence Because this is an important and relevant topic (issue) .. I stand
(case presentation) resolved:
Presenting main points Our first contention is.. Our second contention is..
We offer two sub-points for contention 1 (2)
Presenting arguments First of all, let us look at sub-point 1, which states that ..
Sequencing Now it is important to look at sub-point 2 which states that
… Another argument is that.. Finally, we think that…
Stating facts, giving examples In support of this point we offer one piece of evidence .. As
quotes… According to the latest survey held by... It is a well-
known fact that.. Based on recent research data presented by...
we can definitely state that… As recent research shows… For
example… For instance…
Making deductions This evidence testifies to the fact that.. This evidence means..
This explains why… Therefore… This is why …
Consequently.. This fact proves the idea that..
Offering solutions To implement this we offer the following plan .. Plank 1.. Plank
2.(3,4..). The best solution for this .. is.. From our point of view
the most constructive solution is as follows…
Confirming information Are you saying that…..?
So, you are stating that... Right?
Expressing certainty, We are most convinced that…
confidence It stands to the ground that.. We are sure that…
There is no denying that..
Interrupting politely Sorry, may I ask you a question?
Could I just come in here for a second, please?
Refusing questions Let me just finish my speech..
Preventing interruptions Can you bear with me for a moment, please?
I’ll deal with your question later on…
Could you wait a moment, please?
Expressing disagreement Your arguments do not stand a chance because…
(refuting, making a rebuttal) Your way of reasoning does not hold water.. You are
contradicting yourselves saying that..
Clarifying a point Could you be more specific about… ?
Could you explain what you mean by saying that.. ?
Could you provide us with examples or facts that justify your
argument, please?
Making backward reference As you have previously said (mentioned)…
Ending up a speech I now stand open for cross-examination. That covers everything
I wanted to say.
Let me finish my speech by saying that.. .
REFERENCES
1. Bogapova N. Debates as effective means of reinforcing learning. Proceedings of
the VI International Scientific-Practical Conference, NATEK Almaty-Kokshetau,
2006
2. Л.Н. Вахрушева, С.В. Савинова. Технология подготовки и проведения
дебатов. Справочник классного руководителя, № 9, 2008.
http://menobr.ru/material/default.aspx?control=15&id=9994&catalogid=27
(дата обращения 19 декабря 2011)
3. Гаркуша С.С. Дебаты. http://eng.1september.ru/view_article.php?ID=201000507
(дата обращения 19 декабря 2011) Формат игры парламентских дебатов.
Всероссийская академия внешней торговли. URL:
http://life.vavt.ru/site/LSPFEF0DC (дата обращения 24 декабря 2011)
4. Черкесова Н.М.Активные формы обучения на уроках истории.
http://nadeshdahistory.siteedit.su/page2 (дата обращения 19 декабря 2011)

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MINISTRY OF EDUCATION AND SCIENCE OF THE REPUBLIC OF KAZAKHSTAN

INTERNATIONAL UNIVERSITY OF INFORMATION TECHNOLOGIES

English Language Department

The manual is supplemented with attachments (debate guidelines, a list of semantic

Part I. Higher Education

Module 2. Soft Skills

Module 3. Best Practices

Module 2. Global Focus

Module 3. Legal Focus

Module 4. Technological Focus

Term Definition Collocations, derivatives,

TARGET VOCABULARY QUIZ

Choose the right answer:

TEXT 1. TRADITIONAL EDUCATION VS CREDIT-BASED

The traditional educational system focuses entirely on intellectual and ignores

Activity 2. Find in the text words or phrases meaning:

Activity 3. Explain the difference between:

Activity 4. Insert prepositions:

Activity 5. Paraphrase the sentences using the Passive Voice:

Activity 6. Open the brackets using the Passive Voice:

Activity 9. Follow–up discussion: What do concept mapping, problem-based learning,

Activity 10. Hold a debate on the issue “Our university education is

Abstracts from the Message of the RK President Nursultan Nazarbayev

Activity 1. Why is education a traditional topic of President's annual addresses? What

Activity 2. Read the text and sum it up in the table below:

Area Objectives Means

During the modernization of the education system, it is important to take the

Third, we need to create an independent system of quality verification. The state

Sixth, it is important to strengthen the personal development component of the

The social importance of the projects of industrial-innovative development is critical.

Activity 4. Translate the following into English:

Activity 7. Choose the correct variant:

Activity 8. Match the given purposes and methods:

TEXT 3. 'YOU'VE GOT TO FIND WHAT YOU LOVE'

The first story is about connecting the dots.

My second story is about love and loss.

My third story is about death.

Stay Hungry. Stay Foolish. Thank you all very much.

Activity 3. Choose the correct verb form:

Activity 5. Convert the sentences into indirect speech:

Activity 6. Discuss the text part by part:

Part 1. About connecting dots

Part 2. About love and loss

Part 3. About death

Term Definition Collocations, derivatives,

TARGET VOCABULARY QUIZ

Choose the correct answer:

TEXT 1. SOFT SKILLS VS HARD SKILLS

Activity 2. Do the crossword on definitions:

Activity 4. Open the brackets using the Complex Object:

Activity 6. Complete the sentences using the Complex object:

Activity 7. Which part focuses on:

TEXT 2. EMOTIONAL INTELLIGENCE

Activity 1. Predict what the text may be about.

Goleman argues that an individual's success at work is 80% dependent on the

Emotional intelligence is measured using 5 major components and 15

2. Interpersonal Skills (people skills)

3. Stress Management (ability to handle challenges)

Activity 2. Find antonyms or synonyms in a dictionary:

Activity 3. Give nouns suiting the definitions:

Activity 5. Translate the following questions into English:

Activity 6. What do the following qualities enable us to do/be?

Activity 7. Read the text and comment on each component of EI: