5. What is the way of Mr. Tabido's going out?

6. What do other people think of Mr. Tabido's choice?

III. Complete the sentences with the missing phrases.

1. Keoin Tabido has planned how he will spend his final hours: ______________.

And then, _________, he will take _____________________________.

2. Mr. Tabido is not crazy. He is ________________________. He is _________________________.

3. Gradually, it will be __________________________.

4. He has even bought _________________________.

5. “I don't want _________________________,” Mr. Tabido says. “I want to go out doing _________________”.

6. Mr. Tabido is trying to ________________. “I will have only ____________, so I _______________________.”

WHAT DO YOU THINK?

Do you think what Mr. Tabido and his doctors are doing is right? Check your opinion.

· In this case, I think suicide is all right. But his doctors should not help. Doctors should cure people, not kill them!

· If someone wants to die, that's their business. And if they need a doctor's help, that's fine, too.

· Yes. Suicide is OK in this kind of situation. It's cruel to stop it.

· No. It's wrong to take your own life. Mr. Tabido shouldn't give up.

· Well, we have to respect Mr. Tabido's decision, even if we don't agree with it.

LOOKING AT THE ISSUE

Suppose some scientists invent medicine to help people live forever. One day they come to you and say, "If you take the medicine in this bottle, you will never get old and you will never die." Would you take it? Why or why not?

Yes, I would take it because: _____________________

No, I wouldn't take it because: ______________________

LET'S THINK

Every day thousands people die. Every minute thousands people fall ill with incurable diseases. May the doctors use organs of the dead to save people's lives? Just to transplant hearts, kidneys, livers to people who have been queuing up for these vital organs for many years?

Most of them wait without any result and die. So can the dead help the living?

I. Study the words.

to be in favour of smth	`feiv?	поддерживать ч.-л.
to be opposed	?`p?uzd	противостоять, быть против
to have use for smth		пользоваться ч.-л.
to give permission	p?`mi?n	давать разрешение
to have the opposite point of view		иметь противоположную точку зрения
to cut up (v)		разрезать, разрубать на куски
to take out (v)		вынимать
to violate (v)	`vai?leit	осквернять, нарушать
to be treated with smth	`tri:t	обращаться с ч.-л.
dignity (n)	`digniti	достоинство
to cut open (v)		рассекать
to come back to life		вернуться к жизни
to turn off/on (v)	t?:n	выключить/включить
to make a decision	di`si?n	принять решение

organs of a body
heart	ha:t	сердце
lung	ln?	лёгкое
brain	brein	мозг
blood	bld	кровь
kidney	`kidni	почка
bone	b?un	кость
marrow	`mжr?u	костный мозг
eye	ai	глаз

II. Form the derivatives of the words given in a chart below. Use a dictionary if necessary.

Noun	Adjective	Verb
		die - dyed - dying
donor
		violate
permission

III. Compare the words in their usage.

Permissive [p?`misiv] (adj) - tolerant; granting permission - permissive neighbours.

Permissible [p?`mis?bl] (adj) - permitted, allowable - permissible dose.

1. This movie is not ... for kids! 2. My parents were … and let me make my own mistakes. 3. Would it be … to say that? 4. Old people always say that the youth live in … environment.

Permit [`p?:mit] (n, countable) - an official written statement giving one the right to do something

Permission [p?`mi?n] (n, uncountable) - formal act of allowing; written or spoken agreement

Permissibility [p?,mis?`bil?ti] (n) - допустимость, позволительность

Permissiveness [p?`misivn?s] (n) - вседозволенность

1. It's parents' right to give or not to give ... to their offspring. 2. You won't get into the atomic research station without a ... . 3. ... never leads to anything good. 4. The Constitution proclaims legal ... . 5. With your … I'll leave now. 6. Do you really hold … for a revolver?

Deadly [`dedli] (adj) - likely to cause death - a deadly poison

Deathly [`deиli] (adj, adv) - like death - a deathly silence

1. Fog is the sailors' … enemy. 2. Hush! The students are writing the test. Listen to that … silence. 3. What have you done? It's one of the seven … sins. 4. Andrey Balkonsky died because of … wounds.

IV. There are two phrasal verbs in the text: to cut up and to keep alive. What do they mean? Study the examples and match the words on the left with their definitions on the right.

TO CUT

He cut off a piece of cheese so that I could taste it.

I won't be surprised if my electricity is cut off-- I haven't paid the bill for three months.

You should cut that dead tree down before it falls on your house.

Hank thinks he's such a tough [`tf] (крутой нравом) guy. Someone ought to cut him down to size.

My father said that we're spending too much and have to cut back.

to cut ... down [informal - always separated]	to spend less
to cut ... off	to do or say smth to make people feel less important or less powerful
to cut back	to remove completely part of smth with a knife, saw, or pair of scissors
to cut ... down	when you stop the supply or flow of smth, such as water, electricity, or money
to cut ... off	you use a saw or an axe to cut a tree and make it fall to the ground

TO KEEP

Bill kept his word and arrived exactly at the time he had promised.

You must go to the gym twice a week to keep fit.

The main thing to remember, if the man starts any trouble, is to keep temper.

He kept on telling me the same story over and over.

to keep on	uphold one's promise
to keep one word	remain calm
to keep one's temper	remain in good health
to keep fit	continue to do something

V. Translate form Russian into English.

У меня была противоположная точка зрения, но ты смог меня переубедить (to make smb change smb's mind); я ценю (to appreciate) достоинство в людях; Том, выключи плиту и включи микроволновку; воры вынули магнитолу (cassette radio); Вы часто пользуетесь ножом, когда едите второе блюдо (main course)?; извините, но я не могу не противостоять Вашей точке зрения; власти должны дать разрешение на снос этого дома; в 2007 году в Эстонии были осквернены многие памятники; Вы должны бережно обращаться с этим устройством (device); в будущем лекарства (remedy) помогут людям вернуться к жизни после смерти; Том рассек себе бровь, когда дрался с соседскими мальчишками; присяжные (the jury) обязаны принимать справедливые решения; Ты поддержишь мой план на собрании?; чтобы приготовить шашлык (shashlik), порежьте на куски мясо и положите в уксус.

VI. Three doctors from different countries discuss using the organs of dead people. Listen to (read) the story and find out: Who is in favor of this? Who is opposed?

SHOULD THE DEAD HELP THE LIVING?

Dr.Jones: In my opinion, the dead must help the living. There is no question about it. When people die, they no longer have any use for their organs. If we don't use their healthy hearts or lungs, we miss the chance to save the lives of other people who need healthy organs.

In fact, it is so important to do this that I believe we must so it all of the time. Every time there is a death, we should use all the organs we can, even if the person did not give permission before death.

Dr.Tesfaye: I understand your position, Dr.Jones. But in my country, we have the opposite point of view. We believe that it is wrong to cut up a dead body, take out the heart and then put it into someone else's body.

Taking out parts of a dead person's body is a terrible thing to do. When you do that, you violate that person's body. When I die, I want my body to be treated with dignity and respect, and not cut open so that my organs can be put into other people.

Dr.Houte: As you two show, using organs from the dead to help the living is a difficult question. There are good reasons both to do it and not to do it. In my country, we believe that it is all right to use organs from the dead but only under two conditions. First, the dead person must have given permission in writing, before he or she dies. Second, the person has to be dead. Sometimes this is clear. But many times it is not. We all have heard stories of near-death experiences - when we think someone is dead, but he or she comes back to life.

And what about the so called “brain-dead”? There are many people who are kept alive by machines - machines that breathe for them. But their brains are dead. What should we do with them? Turn off the machines and let them die so that we can use their healthy organs? I wonder if that isn't just the same as killing them. So we must be very careful before making any decisions.

VII. Listen to (read) the text and say whether the statements are true or false.

1. In Dr. Jones opinion it is wrong to save the lives of sick people with healthy organs of the dead.

2. Dr. Jones says we should use the organs we can even if the person didn't give permission before death.

3. Dr. Tesfaye has the same point of view.

4. Dr. Tesfaye believes that the body should be treated with honour.

5. Dr. Houte insists on using organs under three conditions.

6. Dr. Houte is sure that organs can be taken from so-called “brain-dead” people.

VIII. Listen to (read) the text and answer the questions.

1. Why is Dr. Jones for transplantation of dead people organs?

2. Is it necessary to give permission before death?

3. What are conditions in Dr. Tesfaye's country in relation to transplantation?

4. What are the customs Dr. Houte insists on?

5. What does he think of “brain-dead” people?

What do you think?

Which opinion do you agree with? Check as many as you want.

1. Well, organ donation is OK, but we have to be sure the person is dead! We have to make this clear before we can talk about donating organs.

2. If people want to donate organs after they die, it's wonderful. But they should give permission before they die.

3. I like the idea that the dead should help the living. I don't mind giving my organs if that helps people.

4. Maybe it's OK to donate some organs, but not organs like the heart or the brain!

5. I don't like the idea of cutting up my body after I die. I'm sorry, but I can't help you!

Many deadly ill people want to kill themselves. Can you think of reasons for and against this decision?

People can kill themselves	People can't kill themselves
1. because ...	1. because ...

Looking at the issue.

What would you do to help someone stay alive?

Would you …

give blood?

give a kidney to a dying family member?

give your body to science after you die?

register as a bone marrow donor?

register as a donor at an eye bank?

allow your doctor to transplant your organs after you die?

Why or why not?

Read the proverbs. Do you agree with them? Compose your own stories using these proverbs.

Health is better than wealth.

Health is not valued till sickness comes.

FORMING ECOLOGICAL THINKING

I. Read and memorize the following words.

acid n.	'жsэd	кислота
acre n.	'eэk?	акр = 0,405 гектара
alarming a.	?`la:mi?	тревожный, пугающий
average a.	'жv?rэd?	средний
chlorofluorocarbons (CFC)	'kl:r?'flu?r?'kб:b?nz	хлорфторуглероды
consequence n.	'knsэkw?ns	последствие
contamination n.	k?n'tжmэneэ?n	загрязнение, заражение
crucial a. crucial turning point	'kru:?j?l	критический, решающий переломный момент, критическое положение
depletion n.	dэ'pli:?n	истощение
diversity n.	daэ'v?:sэtэ	разнообразие
flood v.	flЛd	затоплять
foam insulation	'f?um эnsju'leэ?n	пенная изоляция
impact n.	'impжkt	влияние, воздействие
mist n.		изморозь, туман
molecule n.	'mlэkju:l	молекула
nitrogen n.	'naэtrэd??n	азот
ozone layer	'?uz?un 'leэ?	озоновый слой
plankton n.	'plж?kt?n	планктон
pollute v.	p?'lu:t	загрязнять
react v.	ri:'жkt	вступать в реакцию
recycle v.	rэ'saэkl	перерабатывать
release v.	rэ'li:s	выбрасывать, освобождать
sensitive equilibrium	`sensitiv ?i:kwэ'lэbrэ?m	хрупкое равновесие
species n.	'spi:?эz	вид (виды)
substance n.	'sЛbst?ns	вещество
sulphur oxide	'sЛlf? 'ksaэd	окись серы
thrive (throve, thriven) v.	иraэv	процветать
tract n.		участок, пространство (земли)
ultraviolet (UV) rays	'Лltr?'vaэ?lэt	ультрафиолетовые лучи
undermine v.	Лnd?`main	подрывать
vanish v.	`vжni?	исчезать

II. Read the following international words and word combinations and try to guess their meaning.

Form (n), vital problem, nature (n), natural gas, interaction (n), human race, protect (v), protection (n), effect (n), ozone, molecule [mlikju:l], energy resources [ris:siz], polar [p?ul?] (a), result (n), global (a), catastrophe [k?tжstr?fi] (n), ultra-violet (UV) [ltr?vai?lit] rays, industrial product, industrialisatioin [inёdstri?l?izei?n] (n), air conditioner, chemicals [kemik?lz] (n), attack (v), risk (n), eye cataract [kжt?rжkt], immune system, plankton (n), atmosphere [жtm?sfi?] (n), metal (n), tropical (a), climatic (a), ecosystem (n), acre [eik?] (n), unique [ju:ni:k] (a), balance (n).

III. Train reading the names of the chemical elements.

Acid [жsid] - 1) (n) кислота; 2) (a) кислотный, кислый; carbon [ka:b?n]-(n) углерод; chlorofluorocarbons [kl:r?flu?r?ka:b?nz] - хлорфторуглероды; nitrogen [naitr?d?(?)n] (n) - азот; oxide [ksaid] (n) - окись, окисел; oxygen [ksid?(?)n] (n) - кислород; sulphur [slf?] (n) - сера.

IV. Read and translate the following words of the same root. Determine the part of speech they belong to. Memorize them.

Protect, protector, protection, protective;

destroy, destroyer, destruction, destructive;

contribute, contributor, contribution, contributory;

predict, predictor, prediction, predictive, predicted;

reduce, reduction, reducible, reduced;

pollute, pollution, pollutant; environ, environment, environmental, environmentally;

forest, deforest, deforestation.

NATURE PROTECTION

Computers project that between now and the year of 2030 we are going to have an increase of the average temperature between 1,5 - 4,5 degrees C. Sea levels would rise by several metres, flooding coastal areas and ruining vast tracts of farmland. Huge areas would be infertile and become uninhabitable. Water contamination could lead to shortages of safe drinking water. It looks like the end of civilization on the Earth.

For hundreds of thousands of years the human race has thriven in Earth's environment. But now, at the beginning of the 21^st century, we are at a crucial turning point. We have upset nature's sensitive equilibrium releasing harmful substances into the air, polluting rivers and oceans with industrial waste and tearing up the countryside to accommodate our rubbish. These are the consequences of the development of civilization. We are to stop it by joint efforts of all the people of the world.

The range of environmental problems is wide. But the matters of people's great concern nowadays are atmosphere and climate changes, depletion of the ozone layer, freshwater resources, oceans and coastal areas, deforestation and desertification, biological diversity, biotechnology, health and chemical safety. United Nations Environment Programme (UNEP) concentrates its activities on these issues.

ACID RAINS

One of the most alarming forms of air pollution is acid rain. It results from the release into the atmosphere of sulphur and nitrogen oxides that react with water droplets and return to earth in the form of acid rain, mist or snow. Acid rain is killing forests in Canada, the USA, and central and northern Europe. (Nearly every species of tree is affected.) It has acidified lakes and streams and they can't support fish, wildlife, plants or insects. (In the USA 1 in 5 lakes suffer from this type of pollution).

DEPLETION OF THE OZONE LAYER

The protective layer of the Earth, the ozone layer, which protects the Earth from the sun's destructive UV (ultraviolet) rays, is being damaged by CFCs (chlorofluorocarbons). They are released by the daily use of industrial and household products: refrigerators, air conditioners, foam insulation, cleaning chemicals, food packaging. In the ozone layer they attack the ozone molecules making a «hole». This «hole» allows more UV rays to penetrate to the Earth. It increases the risk of skin cancer, weakens the immune system of people. Besides, UV rays influence the oceans, the growth of plankton, an essential part of the marine-life food chain in the negative way, reduce economically important crops (rice, cotton, soy beans). The life cycle is going to be undermined by the ozone.

DESTRUCTION OF THE TROPICAL FOREST

It's generally agreed that the destruction of the tropical forest has a major impact on the world climate. The tropical rain forest is a natural recycler, provider and protector for our planet. It recycles carbon, nitrogen and oxygen, helps determine temperature, rainfall and other climatic conditions and supports the most diverse ecosystem in the world. Deforestation could cause one fourth of all species on earth to vanish in the next 25 years. These forests in Amazonia, South-East Asia and West and Central Africa are being destroyed at an alarming rate of 42 million acres per year.

MEASURES TO BE TAKEN

We have only a few years to attempt to turn things around. We must review our wasteful, careless ways, we must consume less, recycle more, conserve wildlife and nature, act according to the dictum «think locally, think globally, act locally». To my mind, we are obliged to remove factories and plants from cities, use modern technologies, redesign and modify purifying systems for cleaning and trapping harmful substances, protect and increase the greenery and broaden ecological education. These are the main practical measures, which must be taken in order to improve the ecological situation.

Some progress has been already made in this direction. 159 countries-members of the UNO have set up environmental protection agencies. They hold conferences discussing ecological problems, set up environmental research centres and take practical urgent measures to avoid ecological catastrophe. There are numerous public organisations such as Greenpeace that are doing much to preserve environment.

The 5^th of June is proclaimed the World Environmental Day by the UNO and is celebrated every year.

VII. Fill in the blanks with suitable words and word combinations from the text.

1. But now in the first decades of the 21^st century we are at a ... ... . 2. It results from the release into the atmosphere of ... and ... ... that ... with water droplets and returns to the earth in the form of acid rain, ... or ... . 3. The life cycle is going to be ... by the ozone. 4. The tropical rain forest is a natural ... , ... and ... for our planet. 5. Sea levels would rise by several metres, ... coastal areas and ruining vast ... of farmland. 6. We must review our ... , ... ways, we must consume less, recycle more, ... wildlife and nature, act to the ... “think locally, think globally, act locally”.

VIII. Complete the sentences with the most suitable ending.

1. Environment changes are the consequences of the

a) development of sport.

b) development of civilization.

c) Protection of the environment.

2. Acid rains are killing

a) forests in Canada, the USA, central and northern Europe.

b) towns in Africa.

c) animals all over the world.

3. In the ozone layer CFCs attack

a) spaceships and satellites, making holes.

b) birds, killing them.

c) the ozone molecules, making a “hole”.

4. Tropical rain forests recycle carbon, nitrogen, oxygen and help determine

a) temperature, rainfall and other climatic conditions.

b) level of the world ocean.

c) the development of science.

5. Huge areas would be

a) conserved and recycle.

b) infertile and become uninhabitable.

c) destroyed by US rays.

6. Practical measures must be taken to

a) flood coastal areas and vast tracts of farmland.

b) improve the ecological situation.

c) protect animals.

IX. Match the definitions from the list and the words from the frame below.

permafrost ozone layer recycling rainforest wildlife

habitat extinct environment acid rain

reaction of sulphur and nitrogen oxides with water droplets

the natural or social conditions in which people live

treating used substances so that they are fit to use again

the natural home of a plant or animal

the layer of soil that is permanently frozen

hot, wet forest in tropical areas where rainfall is heavy and there is no dry season

animals (and plants) which live in a wild state

the layer which protects the Earth from the sun's destructive UV rays

gone forever

X. Answer the following questions.

1. What are the main ecological problems? 2. What sources of air and water can you name? 3. What damage do acid rains bring? 4. Why are the ozone “holes” dangerous for the life on the Earth? 5. Why is tropical rain forest a natural recycler, provider and protector for our planet? 6. Why did some species of animals, birds, plants disappear from the Earth? 7. How has the human race upset the nature balance? 8. What can you say about ecological situation in Belarus?

2.

XI. Translate the sentences from Russian into English.

1. Человечество процветало в окружающей его среде. 2. Одна из самых угрожающих форм загрязнения воздуха - это кислотный дождь. 3. Защитный слой Земли, озоновый, предохраняет Землю от разрушительных ультрафиолетовых лучей. 4. Кислотный дождь разрушает леса во многих странах. 5. Большое количество видов животных, птиц, рыб и растений находятся под угрозой вымирания, а некоторые редкие виды исчезли навсегда. 6. У нас есть только несколько лет, чтобы попытаться вернуть все вспять.

What You Can Do to Help!

Here are some ways in which you, your friends and your family can begin trying to save the Earth right now:

try not to waste energy;

before you throw anything away, stop and think. Might someone else have a use for it?

if you have a choice, avoid buying packaged goods;

don't waste paper;

before you buy anything, ask yourself if you really need it;

never drop litter;

protect wild life, wild plants and trees;

put out food for wild creatures in winter;

safeguard water supplies;

don't buy anything that involves cruelty to animals;

help to clean up your local environment;

try to reduce noise pollution;

buy organic products wherever possible;

join conservation organizations;

keep yourself informed about environmental issues;

explore nature in the right way;

use the law of nature in your life.

Last Chance

I. Learn how to read years:

Years ending in “00” are said with “hundred”: 1900: nineteen hundred, but note, 2000: the year two thousand.

Read the years mentioned in the text: 2200, 2300, 2400, 2500.

II. Guess the meaning of the words and explain their meaning:

a time machine the universe a space ship

III. Make up derivatives:

pollutant - загрязняющий агент

verb -

participle I -

participle II -

noun -

IV. Match the words with their synonym or definitions:

1. to dump a. garbage

2. dangerous b. rich

3. a chemical c. to get rid of, to throw away

4. waste d. overcrowding

5. to cut down e. to begin suddenly and violently

6. liquid f. a substance neither a solid nor a gas

7. to warn [wo:n] g. hard to find, not common

8. scarce [`ske?s] h. a substance used in or produces by chemistry

9. to break out i. able or likely to cause harm or loss

10. wealthy j. to bring down by cutting

V. This is a science fiction story about a woman from the year 2500. She is talking to the leaders of the United Nations. Read the story and find out: Why did she come to speak to them?

LAST CHANCE

Good evening, ladies and gentlemen. Thank you all for coming here and listening to my story. Let me begin by telling you how I came to be here: I came in a time machine. In the year 2500, we are able to travel through time to any year in the history of the earth.

I have returned to this year to tell you something important: This year is your last chance to change your lifestyle to save the earth!

I will explain. Beginning in the middle of the 20^th century, a few people were worried about polluting the earth's water and air. They talked about the dangers of pollution, but most people did not listen and did not change their way of life. Instead, they continued to dump dangerous chemicals and other waste into lakes and oceans, to drive more and more cars and trucks and to cut down trees.

By the year 2200, the earth's water was completely polluted. People could no longer drink water, and they had to use other types of liquids. This forced a change, but it was not enough. Scientists warned about over-population and said that in the future there might be too many people on the earth. But not enough was done.

So, by the year 2300, there were so many people that food became scarce. There was no water to grow food and all of the fish in the lakes and oceans died because of pollution. Terrible wars broke out between the wealthy and the poor. People started to think about finding another place to live. Scientists were working very hard to find another planet in space where humans could live.

By the year 2400, the air was too polluted for humans to breathe. So we had to leave earth. But only the very wealthy were able to leave. Where did we go? Nowhere. And everywhere. You see, scientists did not find another safe planet, so now we must travel around the universe in our space ships. We are still looking for a place to call our home.

So, it is up to you to change history. There is still hope. You must change your lifestyle now, before it is too late.

VI. Listen to the recording and mark the following statements as True or False.

1) The lady came to the Earth in a space ship.

2) She says this year is our last chance to change our lifestyle to save the Earth.

3) By the year 2200, the air was too polluted for humans to breathe.

4) Scientists didn't warn about overpopulation.

5) Terrible wars broke out between the elderly and the youth.

6) People of the future found another safe planet to call their home.

VII. Put the sentences into the right order:

A. People continued to dump dangerous chemicals and other waste into lakes and oceans.

B. Wars broke out between the elderly and the poor.

C. There were too many people on the Earth.

D. People cut down the trees.

E. Food became scarce.

F. People of the future must travel around the universe looking for a place to call their home.

G. Humans had to use other types of liquid.

VIII. Choose the environmental problems from the box people will face in the future.

deforestation destruction of natural resources littering lack of food desertification

depletion of the ozone layer air pollution extinction of animal species acid rain smog overpopulation water pollution radioactive contamination

IX. Answer the questions after listening to each paragraph:

1 §. What are people able to do in the year 2500?

2 §. Why has the lady returned to this year?

3 §. How many people were worried about polluting the earth's air and water in the middle of the 20^th century?

What people continue to do?

4 §. Was there an alternative to drinking water?

What did scientists warn about?

5 §. Why did food become scarce?

What were scientists looking for?

6 §. Why did people have to leave the Earth?

Who was able to leave the planet?

Where do they live now?

7 §. What must we do now?

WHAT DO YOU THINK?

What do you think about our modern lifestyle? Check the opinions you agree with.

ь We should definitely change our lifestyle. We should think about the environment.

ь I understand that we need to change, but I don't want to give up the comfortable and convenient life I have now.

ь To tell the truth, I don't care. I won't be around in the future.

ь We don't have to worry. Scientists always find answers to our problems.

ь We have to start changing the way we live, little by little. Let's think about what we can do today.

LOOKING AT THE ISSUE

Here are suggestions for changing our lifestyle. Do you think they are possible?

Suggestion	Yes, that's easy to do.	That's hard to do.	No, that's impossible to do.
Use less gasoline [`gжs?li:n]=petrol
Use solar or electric care.
Use less electricity (for example, don't stay up late at night).
Eat less meat (this uses less forest land for cattle).
Stop using disposable [dis`p?uz?bl] (однораз. использования) products.
Recycle more.
Control the population.
your idea:

WHAT'S FOR DINNER?

I. Study the words.

to be delighted	di`laitid	восхищать(ся), наслаждаться
protein	`pr?uti:n	белок, протеин
tofu*	`t?ufu:	тофу (японский соевый творог)
beef	bi:f	говядина
to be rich in		быть богатым ч.-л.
heart disease	`ha:t di`zi:z	заболевание сердца
to destroy	di`stroi	разрушать; ломать; истреблять; уничтожать
environment	in`vai?r(?)nm?nt	окружение; окружающая среда
rain forest		дождевой лес
burger	`b?:g?	гамбургер
to cut down		вырубать
cattle	`kжtl	крупный рогатый скот

Tofu is unfermented soya-bean curd, a food with a soft cheeselike consistency made from soya-bean milk.

II. What substances are vital important for living things? What food is rich in these substances?

Protein - any of a large group of nitrogenous compounds of high molecular weight that are essential constituents of all living organisms. They consist of one or more chains of amino acids linked by peptide bonds and are folded into a specific three-dimensional shape maintained by further chemical bonding.

Fat - any of a class of naturally occurring soft greasy solids that are esters of glycerol and certain fatty acids. They are present in some plants and in the adipose tissue of animals, forming a reserve energy source, and are used in making soap and paint and in the food industry.

Carbohydrate [,ka:b?u`haidr?it] - any of a large group of organic compounds, including sugars, such as sucrose, and polysaccharides, such as cellulose, glycogen, and starch, that contain carbon, hydrogen, and oxygen, with the general formula C_m(H₂O)_n: an important source of food and energy for animals.

III. Translate from Russian into English.

Беларусь не богата влажными лесами; белок просто необходим для здоровья; многие люди страдают от заболеваний сердца; Как часто Вы едите гамбургеры?; Вы когда-нибудь пробовали тофу?; Вам понравилась вчера опера? - Я была восхищена!; помните, что окружающая среда очень хрупка; к Новому Году было вырублено свыше 10 тысяч ёлок; человечество (the human) может уничтожить самого себя; в Новой Зеландии очень много ферм крупного рогатого скота.

IV. Dr. Heidi Cornfield, a professor of food science, is being interviewed about her new book, What's for Dinner? Listen to (read) the interview and find out: What does she think is wrong with the American diet?

WHAT'S FOR DINNER?

Interviewer: You have some very strong ideas about what Americans eat, Professor Cornfield. Could you tell our audience about some of them?

Cornfield: I'd be delighted. First, I think that Americans eat too much meat. We can get protein from other types of food, not just meat. For example, tofu is rich in protein. We really don't need to eat meat to live.

Interviewer: Maybe, but some or our listeners really like nice thick juicy hamburgers. They might not need them, but they sure like them.

Cornfield: I agree with you. But there are health reasons to stop eating meat.

Interviewer: What do you mean, Professor?

Cornfield: Eating meat, especially beef, can cause heart disease. Thousands of Americans die from heart disease every year.

Interviewer: That's interesting. Are there other rea-sons why we should stop eating meat?

Cornfield: Yes. Did you know that eating meat hurts, even destroys, the environment?

Interviewer: I don't understand. How?

Cornfield: It is a fact that rain forests in Central America are being destroyed to produce cheap beef to export to other countries, including the United States. And that ham-burger you like so much - well, it takes 20 square meters of rain forest for each burger!

Interviewer: Oh, no. But I don't like to eat tofu.

Cornfield: That's OK. There are other good foods to eat.

Interviewer: Well, were almost out of time. Do you have any final comments?

Cornfield: There are many more interesting facts in my book Think about this one before you order your next burger: In the last 300 years, Americans have cut down over half of their trees to get land to grow food to feed cattle - all because people think they need meat.

V. Listen to (read) the text and say whether the statements are true or false.

1. Professor Cornfield has written a book about what Europeans eat.

2. Americans eat too much meat.

3. Many people eat hamburgers not because they need them, but because they like them.

4. Eating meat, especially pork, can cause heart disease.

5. It takes 30 square metres of rain forest for each burger.

VI. Answer the questions.

1. What food is rich in protein?

2. Do people need to eat meat to live?

3. Why do many people eat nice thick juicy hamburgers?

4. What are the reasons to stop eating meat?

5. Why are rain forests in Central America being destroyed?

6. How many trees have the Americans cut down for the last 300 years?

WHAT DO YOU THINK?

Which opinion do you agree with?

ь I think Americans eat too much meat, but people in other countries also eat more meat than before. I don't think it's good.

ь Humans should give up eating meat. That way we get healthier, and we don't destroy the environment.

ь It's impossible for me to give up meat. I enjoy eating hamburgers.

ь We should avoid eating animal products like beef, pork, milk and eggs. It's better for us to eat fish and vegetables.

ь Maybe people should eat less meat, but I don't think we have to give it up completely.

LOOKING AT THE ISSUE.

If you had to give up food made with animal products, which ones would you give up? What are your reasons?

Food	Would you give it up?	Why or why not?
hamburger	yes / no
steak [steik]	yes / no
bacon [`beik(?)n]	yes / no
ice cream (milk, eggs)	yes / no
pancakes (eggs, milk)	yes / no
ham	yes / no
chicken	yes / no
pizza [`pi:ts?] (cheese)	yes / no
your idea:	yes / no

TECHNOLOGY AND ITS IMPACT

Technical advances affecting daily life

technology	examples of using applications	example sentence(s) with connected key words
digital technology	digital photography, video and sound recording; digital broadcasting	The sound quality of a digital tape recorder is superior to that of an analogue [non-digital] one.
satellite communications	satellite navigation systems; mobile phones	She has an in-car GPS [global positioning system] navigation system, so she never loses her way.
biotechnology	genetic modification of plants	Biotechnology companies are experimenting with new, disease-resistant crops for farmers, [with a high level of protection against diseases]
artificial intelligence (AI)	automatic translation; identification systems	AI scientists are hoping to create computers that will be more and more like the human brain.
ergonomics	efficient design of human environments	This car has ergonomically designed seats; they're very comfortable on long drives, [designed to give maximum comfort and efficiency]

Text I

Invention

After reading this text you will learn:

- the definition of the term `invention';

- two types of discovering something new;

- the history of discovering the telephone and the calculus (система счислений);

- the characteristic of modern inventions.

I. Learn the following derivatives:

1. To accomplish- accomplishment - accomplished;

1. This reform was one of the President's greatest …. 2. Drawing and singing were among her many …. 3. I don't think I … very much today. 4. She was an elegant and …woman. 5. We …the first part of our plan. 6. Among his many other …, there is a games theory.

2. To achieve - achievement - achiever - achievable;

1. I … very much today. 2. All you … is to upset my parents. 3. This goal is quite … 4. It was a remarkable … for such a young player. 5. They were proud of their children's … 6. Even a small success gives you a sense of … 7. Everybody admits that he is a high …

II. Give possible derivatives to the following words:

To invent, to discover, to create, to organize.

III. Study the difference between to decide - decision and to solve - solution and fill in the gaps with the proper word.

1. There is no simple … to this problem. 2. The … to the last week's quiz is on page 32. 3. Do you have a better …? 4. It was difficult … between the two candidates. 5. Attempts are being made to … the problem of waste disposal. 6. At school he was good at … equations. 7. We need a … on it by next week. 8. Mary is a …-maker in the house. 9. The moment of … has arrived. 10. We finally reached a ….

IV. Learn the following words:

Word	Transcription	Translation
Device	[dI'vQIs]	Прибор
Procedure	[prq'sJdZq]	Методика (проведения опыта)
Objective	[qb'GektIv]	Цель
Invariably	[In'vFqrIqblI]	Неизменно
To precede	[prI'sJd]	Предшествовать
Accidental	[xksI'dentql]	Случайный
Induce	[In'djus]	Выводить путем умозаключений
Lightning rod	[`lQItnIN]	Молниеотвод
To prove	[pru:v]	Доказывать
Simultaneously	["sImql'teInIqslI]	Одновременно
To recognize	['rekqgnQIz]	Признавать
Research	['rJsWC]	Научное исследование
To support	[sq'pLt]	Поддерживать
To apply	[q'plaI]	Обращаться
To ascribe	[qs'krQIb]	Приписывать

V. Read aloud the words listed below following the teacher's example:

Process, idea, procedure, invariably, accidental, induced, lightning, phenomenon, isolated, through, although, simultaneously, calculus, fought, scientist, mathematician, agencies, specific.

VI. Read and translate the text:

Invention (device or process) is creation of new devices, objects, ideas or procedures useful in accomplishing human objectives. The process of invention is invariably preceded by one or more discoveries that help the inventor solve the problem at hand. A discovery may be accidental, such as the discovery of X rays by Wilhelm Conrad Roentgen while he was experimenting with cathode rays, or induced, such as the invention of the lightning rod by Benjamin Franklin after he proved that lightning is an electrical phenomenon.

Early inventors were usually isolated and unable to support themselves through their inventions. In some cases, although two individuals working independently achieved the same innovation simultaneously, only one was recognized for the discovery. For example, the American inventors Elisha Gray and Alexander Graham Bell applied for a patent on the telephone on the same day. Credit for the discovery of the calculus was fought for bitterly by the English scientist and mathematician Sir Isaac Newton and the German philosopher and mathematician Gottfried Wilhelm Leibniz.

Today most modern inventions and discoveries take place in large research organizations by group of scientists supported by universities, government agencies, private industries or foundations. Because of this, ascribing any single invention to a specific person has become difficult.

VII. Make up the definition of the term `invention' from the scattered words.

Invention is new, creation, of, useful, in, objectives, human, accomplishing, devices, ideas, procedures.

VIII. Choose the most suitable variant:

1. … precede the process of invention.

a) one experiment b) one or more discoveries

2. Wilhelm Conrad Roentgen discovered …

a) X rays b) the telephone

3. Benjamin Franklin invented ...

a) the lightning flash b) the lightning rod

4. Elisha Gray and Alexander Graham Bell simultaneously applied for a patent on …

a) the radio b) the telephone

5. The English scientist and mathematician Sir Isaac Newton and the German philosopher and mathematician Gottfried Wilhelm Leibniz bitterly fought for the credit for the discovery of the …

a) the theory of gravity b) the calculus

6. It's difficult to ascribe any single invention to one person because as a rule it's a …

a) difficult process b) collective work

IX. Give three examples of accidental discoveries and three examples of induced discoveries.

For example: The lightning rod by Benjamin Franklin is an induced discovery and X rays by Wilhelm Conrad Roentgen is an accidental one.

X. Continue the following sentences and use them in your brief summary.

1. Invention is …

2. Hard mental work and one or more discoveries precede …

3. Any discovery can be of two types …

4. Today most modern inventions and discoveries take place …

5. That's why it's difficult …

Text II

Serendipity. Serendipitous Discoveries

After reading this text you will learn:

- the difference between the term insight and serendipity;

- 6 serendipitous discoveries.

I. Here are two ways of discovering something new:

Insight - озарение, инсайт.

Serendipity - счастливая случайность (когда ученый пытается открыть одно, а случайно по ходу работы открывает другое, и это другое открытие становится сенсационным).

II. Answer the following questions:

1. What scientific discoveries or inventions have had great influence on our life? 2. What precedes every discovery? 3. Who and what are involved in the process of discovery something new? 4. What inventions can be called insight? 5. What inventions are considered to be serendipitous?

III. Learn the following words:

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Word	Transcription	Translation
Absent-minded	["xbsqnt'mQIndId]	Рассеянный
Spread	[spred]	Распространение
Cause	[kLz]	Причина
To depend on	[dI'pend]	Зависеть
Safety	['seIftI]	Безопасность
Defence	[dI'fens]	Оборона
Non-stick frying pan	["nPn'stIk 'frQIIN pxn]	Непригораемая сковорода