Kazakh Abylai khan University of International relations and World Languages

Foreign Language Teacher Training Faculty

Theory and Practice of Intercultural Communication Department

SCIENCE CLASSROOM

Created by:
Pentina E.O. (1.2, 2.1, 3.2),
Ainabayeva Z.M. (1.3, 2.3, 3.1),
Seliverstova I.A. (Intro, 1.1, 2.2, 3.3)

(25.04.2021)

Almaty, 2021
 Content
Unit Theme/Sub themes Pages
Intro Science and Society 3
1 Unit 1 Biology 11
1.1 Basics of Biological Science 11
1.2 Biodiversity 21
1.3 Earth & Environment 31
2 Unit 2 Chemistry 43
2.1 Basics of Chemistry 43
2.2 Classification of Elements and Periodicity 55
2.3 Organic and Inorganic Chemistry – Basic Principles and 73
Techniques
3 Unit 3 Physics 90
3.1 Introduction to Physics and Astronomy 90
3.2 Kinematics: The Science of Motion 108
3.3 Matter & Energy 121

2
 Intro: Science and Society
LEAD-IN
1 Look at the pictures and generate ideas or your associations on their message.

[1] Science. Airy Hill Primary School, 2018

http://airyhill.n-yorks.sch.uk/curriculum/science/ [2] Science. Haughton St. Giles Primary Academy, 2021
https://www.haughtonstgiles.org.uk/curriculum/science/
2 Give answers to the following questions.
1. What do you think about science?
2. Did you like learning Science when you studied at school?
3. Do you think it is important to study Science?
4. What kind of science did you learn at school?
5. Scientists and technology experts seem to be more valued by modern society than
musicians and artists. To what extent do you agree or disagree?

CONCEPT STUDY
TEXT A1
1 Study the following micro text from the „Science Glossary‟ and be ready to answer the
questions.
Science, any system of knowledge that is concerned with the physical world and its phenomena
and that entails unbiased observations and systematic experimentation. In general, a science
involves a pursuit of knowledge covering general truths or the operations of fundamental laws.

Science can be divided into different branches based on the subject of study. The physical
sciences study the inorganic world and comprise the fields of astronomy, physics, chemistry,
and the Earth sciences. The biological sciences such as biology and medicine study the organic
world of life and its processes. Social sciences like anthropology and economics study the
social and cultural aspects of human behaviour.
[3] The Editors of the Encyclopaedia Britannica. Science. Encyclopaedia Britannica, Inc., 2021.
https://www.britannica.com/science/science

2 Recall: Work in pairs, take turns and give answers to the following questions.
Speaker 1 Speaker 2
1. How can you explain the concept of 1. How is science classified?
‗science‘? 2. What is the difference between the
2. What does the concept of the ‗physical physical, biological and social
world‘ imply? sciences?
3. Why is observation important in 3. Would you describe the fields of study
science? in astronomy, physics, chemistry and
4. What is the role of the the earth sciences?
experimentation? 4. Why do biology and medicine refer to
5. Would you give examples of general the biological sciences?
truth? What does it imply? 5. What other sciences might refer to the
social sciences?

3
3a Summarize the information from the „Science Glossary‟ and write one paragraph on the
topic „Science‟.

According to the dictionary entry, _ _

_. Sciences can be classified _

_ . One group of sciences _ , the other

_ . There is also ____

3b Share your paragraph with a partner. What else would you add to the information
he/she has written?

TEXT A2
1 Study the text and say what the features of science are.
What is science?
‗The important thing is never to stop questioning.‘
Albert Einstein
When you hear the word ‗science‘ what do you think of? Lab coats and test tubes?
Telescopes and stars? Einstein? Dog-eared text books? While these represent various aspects of
science, none of these truly embodies ‗science‘ as a whole, because as a field it is so multi-
faceted.
Science can be thought of as both a body of knowledge (the things we have already
discovered), and the process of acquiring new knowledge (through observation and
experimentation – testing and hypothesising). Both knowledge and process are interdependent,
since the knowledge acquired depends on the questions asked and the methods used to find the
answers.
The field of ‗science‘ is often grouped into:
natural science – life or biological science (the study of living organisms) and physical
science (the study of the material universe including physics, chemistry, space science
etc).
social science – the study of society and people (such as anthropology, psychology)
formal science – the study of logic and mathematics
applied science – disciplines that rely on science and use existing scientific knowledge to
develop new applications, such as in engineering, robotics, agriculture and medicine.
Both natural science and social science are known as empirical sciences. This means that
any theories must be based on observable phenomena, reproducibility of results and peer review.
The most interesting thing about science is that it‘s never finished. Every discovery leads
to more questions, new mysteries, to something else that needs explaining. It‘s a case of ‗the
more we know, the more we know we know nothing at all‘. For example, the discovery of the
double-helix structure of DNA revolutionised our understanding of biology, bringing up whole
new areas to be studied such as genetic modification and synthetic biology.
[4] Professor Ladiges P.; Dr Mayo O. What is Science? Australian Academy of Science, 2021
https://www.science.org.au/curious/people-medicine/what-science
2 Look at following examples of characteristics of science and add some other features of
science to the list.
№ Characteristics
1 e.g. means observation and experimentation
2 e.g. implies the process of creating new knowledge
3
4
5

4
6
7
8

3a Classify the following characteristics into groups and say which ones refer to the
description of natural sciences, and social sciences, or both of them

4 Apply concepts.
Talk to your partner about
the characteristics of basic science and applied sciences,
the theoretical and empirical levels of scientific knowledge.

TEXT A3
1 Study the following text, create a flow chat to indicate the steps of the scientific method.
The Scientific Method
When conducting research, scientists use the scientific method to collect
measurable, empirical evidence in an experiment related to a hypothesis (often in the form of an
if/then statement), the results aiming to support or contradict a theory.
The steps of the scientific method go something like this: make an observation or
observations; ask questions about the observations and gather information; form a hypothesis – a
description of what‘s been observed, and make predictions based on that hypothesis; test the
hypothesis and predictions in an experiment that can be reproduced; analyze the data and draw
conclusions; accept or reject the hypothesis or modify the hypothesis if necessary; reproduce the
experiment until there are no discrepancies between observations and theory.
An experiment should include a dependent variable (which does not change) and an
independent variable (which does change). An experiment should include an experimental
group and a control group. The control group is what the experimental group is compared
against.
[5] Bradford A. What Is Science? Live Science Contributor, 2017
https://www.livescience.com/20896-science-scientific-method.html
2 Read the multiple-choice questions and choose the most suitable answer
(A-C).
1. The scientific method implies
A. collecting evidence related to the hypothesis
B. results aiming at supporting or contradicting a theory
C. all the points mentioned above
2. The steps of the scientific method
A. experiment; hypothesis; analysing the data and drawing conclusions;
observation
B. observation; hypothesis; experiment; analysing the data and drawing
conclusions
C. analysing the data and drawing conclusions; observation; experiment;
Hypothesis
3. An experiment should include
A. a dependent variable and independent variable
B. an experimental group and a control group
C. all the points mentioned above

5
3 Discuss the following questions.
1. Why is scientific method important?
2. What steps of the scientific method are more challenging? Why?

4 Communication.
Based on the article on the steps of the Scientific Method, prepare a speech to explain
the information to the Science class learners.

TEXT B1
1 Study the following information on the topic of scientists and say what qualities and skills
are typical for them.
Our Definition of Scientists
A scientist is someone who systematically gathers and uses research and evidence, to
make hypotheses and test them, to gain and share understanding and knowledge.
A scientist can be further defined by:
How they go about this, for instance by use of statistics (statisticians) or data (data
scientists).
What they‘re seeking understanding of, for instance the elements in the universe
(chemists, geologists etc), or the stars in the sky (astronomers).
Where they apply their science, for instance in the food industry (food scientist).
However, all scientists are united by their relentless curiosity and systematic approach to
assuaging it.
[6] Our Definition of a Scientist. Science Council, 2021
https://sciencecouncil.org/about-science/our-definition-of-a-scientist/

2 Study the chart and match the types of scientists and the profile.
Types of Scientists Profile
1. The Business Scientist A. uses the knowledge generated by others and transforms it
into something that society can use; they might be developing
products or services, ideas that change behaviour,
improvements in health care and medicines, or the application
of existing technology in new settings.
2. The Communicator Scientist B. deals with the unknown observing, mapping, understanding
and piecing together in-depth knowledge and data, setting out
the landscape for others to translate and develop
3. The Developer, or C. underpins excellent management and business skills with
translational, Scientist scientific knowledge, supporting evidence-led decision-making
within companies and other enterprises.
4. The Entrepreneur Scientist D. is there to reassure the public that systems and technology
are reliable and safe, through monitoring and regulation; they
are found in regulatory bodies, such as the Food Standards
Agency, and in a wide range of testing and measurement
services.
5. The Explorer Scientist E. is trained in science, sharing their knowledge and
understanding to train the next generation of scientists; their
application of science is combined with pedagogic skill and
passion for teaching others

6. The Investigator Scientist F. combines their science and technological know-how with an
ability to communicate, e.g. media and communication
channels

6
7. The Policy Scientist G. is someone who, like the crew of the Enterprise, is on a
journey of discovery ―to boldly go where no one has gone
before‖; they are likely to be found in a university or research
centre, or in Research & Development (R&D) at an
organisation, and are likely to be working alone.
8. The Regulator Scientist H. provides operational scientific services in a wide range of
ways.
9. The Teacher Scientist I. makes innovation happen; they blend their science
knowledge and credibility with people management skills,
entrepreneurial flair and a strong understanding of business and
finance, to start their own businesses or help grow existing
companies.
10. The Technician Scientist J. uses their science and technical knowledge, as well as their
understanding of government and policy making, to ensure that
legislation and policy have a sound evidence base; some policy
scientists describe themselves as 75% scientist and 25%
politician.
[7] 10 Types of Scientist. Science Council, 2021 https://sciencecouncil.org/about-science/10-types-of-scientist/

TEXT B2
1 Study the text and say what the difference between STEM, STEAM, and STREAM is.
STEM, STEAM, and STREAM: A Brief Overview
STEM: It stands for Science, Technology, Engineering, and Mathematics. It is the
educational curriculum that provides a comprehensive approach to learning. Instead of teaching
children each subject separately, teachers aim to incorporate all the elements into STEM. Some
of the common STEM curricula include building bridges and basic computer programming
which lets children see the endless world of possibilities.
STEAM: When the conventional STEM is added with arts, it is commonly known as
STEAM. One of the best things about STEAM is that it enables students to discover the artists
within them. Take, for instance, creating seed necklaces or building the same bridge with ice-
cream sticks are not only just science-based but also promote artistic expressions among
children.
STREAM: Reading and writing is an integral part of any teaching curriculum. That is
why it is also crucial to add such skills with STEM and STREM. Along with incorporating
critical thinking and creativity, STREAM also incorporates reading and writings.
[8] What is the Difference between Stem, Steam and Stream? Tinkerly. Elation Edtech Pvt Ltd 2021
https://tinker.ly/the-difference-between-stem-steam-and-stream/

2a Summarize all the information from the previous texts A1-A3, B1-B2 and create your
mind map on the topic „Science and Scientists‟

Your ideas

Your ideas Your ideas

Science
and
Scientists

Your ideas Your ideas

2b Share your ideas and mind maps with a partner/in class.

7
INFORMATION-ACCUMULATION
TEXT C1
Generate ideas on the following questions.
1. What is the goal of science?
2. How is science different from other ways of learning about the world?
3. How do scientists gather the evidence that supports their ideas?
4. Why do scientists need to be good communicators?
5. Why do scientists need to be able to use math?
6. What are some examples of how science can help us in our everyday lives?

2 Visit the website provided, study the following topic:

What is Science?
Generation Genius, Inc. A Public Benefit Corporation, 2021
https://www.generationgenius.com/videolessons/science-and-engineering-practices-video-
for-kids/ [9]
3 Write down the synopsis of the information on and indicate if this information casts
doubt or adds to the information you have learned before.

4 Discuss the following questions with a partner.

1. If there is not one scientific method, then what do all scientists have in common?
2. How is a theory similar to and different from a law?
3. What is the difference between data and evidence?
4. Why do scientists use models, and why do all models have limitations?
5. What makes a good scientific question?
6. Why do scientific ideas sometimes change?
5 Analyze the information of the website and prepare a report on the application of the
information in the Science classroom.

TEXT C2
1 Watch the video and say what a scientific literacy is.
Scientific Literacy - Neil de Grasse Tyson
https://www.youtube.com/watch?v=gFLYe_YAQYQ [10]
2 Watch the video and fill in the gaps with suitable information.
1. Children are exploring their environment through …………………. .
2. The goal is not to make everybody a ………………… .
3. We want ………….. , we want …………… , we want ………….. .
4. What‘s matters is whether they‘re ……………. ……………… and ....................... that
literacy and that ……………… throughout their lives, no matter what becomes their
………………. .
5. The main part of science is not to …………… facts, but ……………… .
6. The main part is how the world looks like through your …………… .
7. If a person is scientifically literate, it enables the person to understand there are the issues
that confront society that have science as their ……………. .
8. You cannot look at science and math as some …………… subject, it‘s........................ ;
it‘s all around us.
3 Summarize the information from the video and talk to a partner on the aspects of
scientific literacy.

TEXT C3
1 Think critically: Read the text and using the „INSERT‟ technique mark information in
the text, using the following symbols.

8
 ‗V‘ ‗+‘ ‗--‗ ‗?‘
‗I knew it‘ ‗It‘s new for ‗I thought otherwise‘ ‗It‘s interesting/ unclear/needs
me‘ consideration‘

Science for Society, UNESCO

Science is the greatest collective endeavor. It contributes to ensuring a longer and
healthier life, monitors our health, provides medicine to cure our diseases, alleviates aches and
pains, helps us to provide water for our basic needs – including our food, provides energy and
makes life more fun, including sports, music, entertainment and the latest communication
technology. Last but not least, it nourishes our spirit.
Science generates solutions for everyday life and helps us to answer the great mysteries
of the universe. In other words, science is one of the most important channels of knowledge. It
has a specific role, as well as a variety of functions for the benefit of our society: creating new
knowledge, improving education, and increasing the quality of our lives.
Science must respond to societal needs and global challenges. Public understanding and
engagement with science, and citizen participation including through the popularization of
science are essential to equip citizens to make informed personal and professional choices.
Governments need to make decisions based on quality scientific information on issues such as
health and agriculture, and parliaments need to legislate on societal issues which necessitate the
latest scientific knowledge. National governments need to understand the science behind major
global challenges such as climate change, ocean health, biodiversity loss and freshwater
security.
To face sustainable development challenges, governments and citizens alike must
understand the language of science and must become scientifically literate. On the other hand,
scientists must understand the problems policy-makers face and endeavor to make the results of
their research relevant and comprehensible to society.
Challenges today cut across the traditional boundaries of disciplines and stretch across
the lifecycle of innovation – from research to knowledge development and its application.
Science, technology and innovation must drive our pursuit of more equitable and sustainable
development.
[11] Science for Society. UNESCO, 2019 https://en.unesco.org/themes/science-society
2 Study the text again and say whether the following statements are correct or not. Use
YES for correct statements, and NO for incorrect ones.
1. Science has the individual nature .
2. Science is one of the important channels of knowledge .
3. Science responds to the needs of society _ .
4. Governments do nor depend on sciences .
5. Understanding the language of science is necessary for the sustainable development
.
6. The lifecycle of innovation starts from research to knowledge development and its
application .
3 Study the italicized words from the text, and explain their meaning. Give examples to
illustrate their meaning.

4 Communication.
As a part of the preparation for the Science class discussion prepare an introductory speech and a
list of questions to discuss the role of science in people‘s life.

PRAGMATICS-ACTIVISATION
Dialogue-making:
Speaker A: Imagine that you were a scientific journalist.
What questions would you ask a scientist about the role of science?

9
 Think about and write down 10 questions.
Question 1 _ _ _

Question 2 _ _ _

Question 3 _ _ _

Speaker B: Imagine that you were a scientist. How would you answer the scientific journalist‘s
questions?
Role play a dialogue.

2 Writing.
Summarize the results of an interview with the scientist and write a ‗Science at School‘ teacher
blog entry on introducing the elements of the STEM education and developing scientific literacy
to learners.
3 Public Speaking.
Prepare a public speech for the conference on developing scientific literacy to learners.

CONTEXT-BASED COMMUNICATION
SOCIETY VALUES: TEXT E1
1 Read the following excerpt from the article on the role of science in the society and
analyse the problem discussed.
What is the scientist‟s role in society and how do we teach it?
Early career researchers need to learn how policy is made and assessed to encourage more
joined-up thinking in science
Our lives are increasingly affected, for better or worse, by innovations in science; some of these
innovations we rely on to present future threats. Developments in fields ranging from gene
technology to energy production offer real benefits to society, but also raise wider societal
questions. We urgently need a better understanding of where, and how, science and technology
fit into the cultural and industrial life of the nation. Scientists should become more proactive
in providing advice to politicians and policy-makers where proposed new policies involve
knowledge they possess from their research.
[12] Elves M.W., Gibson I. What is the Scientist‘s Role in the Society and How do We Teach it? The Guardian, 2013
https ://www.theguardian.com/higher-education-network/blog/2013/nov/04/science-in-society-policy-research

2 Discussion.
As a part of the UNESCO mission, the priority areas for development include Science
Education, which aims to generate a more science-oriented youth and hopes to have a positive
impact on economic and social development by influencing teachers and curriculum planners.
Discuss the role of science education and prepare a speech for the UNESCO committee on in the
peculiarities of Science education in the RK, highlighting the role of science and society.

SELF-STUDY: SCIENTIFIC FORUM

1 Research the information on the topic ‘Science education in the RK’, highlighting the role of
science and society.

2 Prepare a report/project for a scientific meeting, following the stages:

Introduction
Task
Process
Result/Product

10
 UNIT 1 BIOLOGY
1.1 BASICS OF BIOLOGICAL SCIENCE
LEAD-IN
1 Look at the pictures and generate ideas or your associations on their message.

[13] [14] Synthetic Biology. National Human Genome Institute,

https://www.larberthigh.com/departments/sciences/biology/biology.html 2021https://www.genome.gov/about-genomics/policy-
issues/Synthetic-Biology

2 Discuss the following questions.

1. What do remember about studying Biology at school?
2. Why do you think some people choose Biology as their profession?
3. What might be the benefits or challenges of teaching Biology, as well as other Science
subjects in English?
4. How can understanding Biology contribute to the society and civil participation?
5. What fields of study will be relevant in the future? Why?

CONCEPT STUDY
TEXT A1
1 Study the following micro texts from the „Biology Glossary‟ and be ready to answer the
questions.
Biology is the natural science that focuses on the study of life and living organisms,
including their structure, function, development, interactions, evolution, distribution, and
taxonomy. The scope of the field is extensive and is divided into several specialized disciplines,
such as anatomy, physiology, ethology, genetics, and many more.
All living things share a few key traits: cellular organization, heritable genetic material and
the ability to adapt/evolve, metabolism to regulate energy needs, the ability to interact with the
environment, maintain homeostasis, reproduce, and the ability to grow and change.
The Complexity of Life
Despite its complexity, life is organized and structured. The cell theory in biology states
that all living organisms are composed of one or more cells. The cell is the basic unit of life, and
all cells arise from previously existing cells. Even single-celled organisms, such as bacteria, have
structures that allow them to carry out essential functions, such as interacting with the
environment and carry out chemical reactions that maintain life, or metabolism. In multicellular
organisms, cells work together to form tissues, organs, organ systems, and finally, entire
organisms. This hierarchical organization can extend further into populations, communities,
ecosystems, and the biosphere.
[15] 1.1 What is Biology? Chapter 1: Scientific Inquiry. My JoVE corporation, 2021
https://www.jove.com/science-education/10647/what-is-biology

2 Recall: Work in pairs, take turns and give answers to the following questions.
Speaker A Speaker B
1. What is Biology? 1. What does the cell theory in Biology

11
 2. What scope does Biology cover? state?
3. What do anatomy, physiology, 2. Why are cells important?
ethology, genetics study? 3. What can you tell about single-celled
4. What key traits share all living things? organisms?
5. What other features could you add to 4. How do cells work in multicellular
the list? organisms?
5. What is the scope of this hierarchical
organization?

3a Summarize the information from the „Biology Glossary‟ and write one paragraph on the
topic „.

Biology could be defined as ,

3b Share your paragraph with a partner. What else would you add to the information
he/she has written?

TEXT A2
1 Study the text and explain what cells are.
All living things are built from microscopic structures called cells. One cell has the
potential to sustain life and is the simplest structure capable of doing so.
Although life evolved into multi-cellular organisms a long time ago, the majority of life
on Earth still remains as single-celled organisms. Bacteria, archaea, protists, and many fungi
have only one cell and are able to survive and reproduce in a huge array of ways.
Cells are typically divided into two main categories: prokaryotic cells and eukaryotic
cells. Prokaryotic cells are found only in microscopic organisms such as bacteria and archaea.
Eukaryotic cells are found in more advanced organisms such as animals, plants, and fungi.
The main difference between the two types of cells is that eukaryotic cells have a nucleus
which contains the cell‘s DNA and has specialized structures called organelles. Organelles
perform specific functions such as photosynthesis and protein production. In prokaryotic cells,
the DNA isn‘t encapsulated within a nucleus and organelles are missing.
The cells from one organism to the next always varies but they do often have many
similarities. Almost all cells contain DNA, are surrounded by a membrane, and perform similar
functions such as respiration and the production of proteins.
Homeostasis is the act of maintaining a relatively constant internal environment within
an organism‘s cells. Cells function most efficiently in a certain range of conditions and as the
environment changes around them, they constantly work to keep their internal environment in an
optimal condition. Cells are working to maintain factors such as the concentrations of water, salt
and sugar, the temperature within the cell, and oxygen concentrations.
[16] Introduction to Biology. Cells. Basic Biology, 2020
https://basicbiology.net/biology-101/introduction-to-biology

2 Analyze the following properties of cells.

№ Properties of Cells
A They can be found in microscopic organisms
B They have a nucleus which contains the cell‘s DNA
C They can be found in animals, plants, and fungi

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D They have organelles
E They do not have organelles
F They are surrounded by a membrane
G They perform similar functions such as respiration and the production of proteins.
H They function most efficiently in a certain range of conditions
I They work to maintain various functions.

3 LABORATORY WORK: Classify the properties of the cells. What features relate to
prokaryotic, eukaryotic cells, or all cells?
Prokaryotic cells Eukaryotic cells All cells

4 Apply concepts: Work in pairs, take turns and tell your partner about the characteristics
of cells.

TEXT B1
1 Study the information and say what properties genes have and how they affect the
evolution of species.
Genes are the basic unit for heredity. They contain all the information required to
keep an organism alive. When organisms reproduce, the information from genes is passed from
parent to offspring. The genes that are passed from parent to offspring then provide the
information to cells to keep the new organism alive. Genes are the reason why children look
similar to their parents.
The theory of evolution by natural selection gives by far the best explanation for the
huge diversity of species on Earth. The process of natural selection has been sculpting life for
over 4 billion years and is the cornerstone of modern biology. The natural selection of useful
traits from generation to generation drives the evolution of species over long periods of time.
With the help of genetic mutations, evolution has driven the development of life, capable
of thriving in almost any environment on Earth. The process of evolution is visible in all aspects
of life. Obvious similarities in structure and function of different species are hard to ignore and
the collection of evidence supporting the theory of evolution has become undeniable.
[16] Introduction to Biology. Cells. Basic Biology, 2020
https://basicbiology.net/biology-101/introduction-to-biology
2 Analyze the information from texts A1-B1, and create a poster on the topic of „Biology‟ to
perform it at the Science class.

INFORMATION-ACCUMULATION
TEXT C1
1 „Jigsaw Reading‟: In groups of 3, read the following parts A-C of the text and speak
about the fields of biology and their characteristics.
Fields of Biology
There is a huge array of sub-disciplines or fields of biology – all up more than 60. Many
have been around for hundreds of years, whilst others are far newer and are often developing
very rapidly. This article introduces you to many of the main fields of biology: zoology, botany,
microbiology, genetics, biochemistry and ecology.
Fields of biology such as zoology and genetics can be very broad topics and contain
many specializations within each field. For example, an ethologist is an animal biologist that
studies animal behavior. An ecologist, who looks at how organisms interact with each other and
the environment, may specialize in marine ecology, ecophysiology, population ecology or a
number of other topics within ecology.

13
Part A
Animal biology, known as zoology, is the study of animals and includes branches such as
ethology (animal behavior), herpetology (reptiles), ichthyology (fish), mammalogy (mammals),
ornithology (birds) and entomology (insects). Zoology or animal biology is interested in all
facets of animal life such as the development from embryo to mature adult; behavior e.g. with
other individuals or finding food; the evolution of each species; the distribution of animal
species and their abundance, or the structure and function of animals.
Botany is the field of biology that studies plants. It covers many similar aspects as
animal biology but with the obvious focus on plants. The act of studying plants, however, is far
different from studying animals and is in many ways a lot easier. One considerable difference is
the fact that plants don‘t tend to move, so it often easier to locate and examine species in the
wild, whereas an animal will often steer clear of human activity.
Plants are important because almost all animal life depends on the supply of food through
plant production, either by directly grazing on plants or feeding on other animals that live on a
plant diet. By understanding how plants function, their structure, and their interactions with other
species and the environment, we can make better decisions about the development and
harvesting of plant produced resources such as food and wood.
[16] Introduction to Biology. Cells. Basic Biology, 2020
https://basicbiology.net/biology-101/fields-of-biology

Part B
The total number of microscopic organisms or microbes presently on Earth far outweighs the sum
of all animals and plants that have ever lived. In the human body alone there are more than one trillion
virus cells and, combined with bacterial cells, they far outnumber our own cells within our bodies.
Microbiology is a field of biology that studies microscopic organisms or microbes such
as bacteria, archaea, and protists. This field of biology can be broken into sub-disciplines, often defined
by certain microbes, for example, bacteriology is the study of bacteria and mycology is the study
of fungi.
Due to the difficulty in isolating a single microscopic species, the majority of bacteria and other
microbial species are yet to be identified. Microbiology is a growing field of study, however, and new
technology and developments within the field are helping to identify new species all the time.
The inheritance of genes from parent to offspring is the process that maintains the development of
life. Genetics is a field of biology interested in the study of genetic material such as DNA
and chromosomes. It is an integral part of biology and relevant to all living things as they all carry
genetic material, almost exclusively in the form of DNA.
When life is broken down to its lowest level of organisation, at the root of it all is thousands of
chemical reactions. Biochemistry is the field of biology that focuses on the chemical reactions that make
life possible. An understanding of molecular fields such as genetics and biochemistry is the best way to
truly understand how life is possible and get to the core of how everything works within living things.
[16] Introduction to Biology. Cells. Basic Biology, 2020
https://basicbiology.net/biology-101/fields-of-biology

Part C
Ecology studies the interaction between the environment and the organisms (living
things) that live amongst it. As it deals with the environment as well as living things, ecology is
an integration of biology, chemistry, physics and geology.
Ecology looks at the factors that influence the final product of a system such as an
ecosystem or a population of a species. Depending on the focus of the study, ecology can be
interested in the interaction of life and the environment at a number of levels.
The study of ecology breaks the world and ecosystems down into various levels of
organization such as individual organisms, populations, communities of organisms and entire

14
 ecosystems. A group of individuals from the same species make a population, a collection of
populations of different species make a community, environmental factors plus the community
make an ecosystem, the ecosystems of a large area (such as North America) make a biome, and
all the biomes around the world contribute to the overall functioning of the biosphere (Earth).
[16] Introduction to Biology. Cells. Basic Biology, 2020
https://basicbiology.net/biology-101/fields-of-biology

2 Choose the best option in the following sentences using information from the text.
1. The specialist who looks at how organisms interact with each other and the environment
is called
A. biologist
B. ethologist
C. ecologist
D. biochemist
2. Zoology includes
A. ornithology
B. herpetology
C. entomology
D. all the points mentioned above
3. Studying plants
A. is far different from studying animals
B. is more complicated
C. focuses on one aspect of animal biology
D. implies the difficulty in locating and examining the species in the world
4. A field of biology that studies microscopic organisms is defined as
A. genetics
B. microbiology
C. biochemistry
D. botany
5. DNA and chromosomes are
A. an integral part of biology
B. relevant to all living things
C. examples of genetic material
D. all the points mentioned above
6. Molecular fields
A. include genetics and biochemistry
B. help get to the core of how everything works within living things.
C. make up the lowest level of organisation
D. all the points mentioned above
7. The study of ecology does NOT
A. study factors that influence the ecosystem or the population of a species
B. depend on the focus of study
C. imply interdisciplinary nature
D. break the world and ecosystems down into various levels of organization
8. The overall functioning of the biosphere covers
A. species, population, communities, biomes, ecosystems
B. communities and populations of species
C. biomes and ecosystems
D. biomes and populations of species
4 Talk to your partner about fields of Biology and suggest ways and activities on explaining
the topic to the Grade 6 learners.

15
TEXT C2
1 Visit the website on the „Introduction to Biology‟, choose one topic, study the information
provided and be ready to talk about it.
CK-12 Biology for High School
https://flexbooks.ck12.org/cbook/ck-12-biology-flexbook-2.0/ [17]

2 Analyze the information and create the lesson plan for the Science class on Biology.

TEXT C3
1 Visit the following website, watch the video and speak about the RSB in developing
Biology for the future.
Who are the RSB? | Biology for the Future | ITN Productions and Royal Society of Biology
https://www.youtube.com/channel/UCGG23t12yb96Qye6FGnLFSA [18]
https://www.youtube.com/watch?v=UW75KyT-M5Q [19]

2 Complete the sentence using the information from the video.

PRAGMATICS-ACTIVISATION
1 Dialogue-making:
Speaker A: Imagine that you were a scientific blogger.
What questions would you ask a physicist about basics of Biological science?
Think about and write down 10 questions.

Question 1 _ _

Question 2 _ _

Question 3 _ _
Speaker B: Imagine that you were a biologist. How would you answer the scientific blogger‘s
questions?
Role play a dialogue. A BLOG

2 Writing: Summarize the results of an interview with the biologist Blogger’s Name
and write an entry for the scientific blog on the topic of basics of
Title
Biological science (at least 200-250 words).

3 Public Speaking: Prepare a public speech for the conference on

what fields of biology will be important in the future.

4 You are a participant of the conference: “Introduction to Biology”. Prepare a short

report on the topic “Interdisciplinary character of Biology”.

CONTEXT-BASED COMMUNICATION
TEXT E1
1 You are going to read the article about sociobiological study. Before reading, discuss the
following issues and make your suggestions about the content of the text.
 There is a strong interconnection of biology, psychology and anthropology.
 The problem of modem sociobiology - to discover the degree to which hard-wired genetic
programming dictates or strongly biases the interaction of animals and humans with
their environment.
 Sociobiology is concerned with elucidating the biological basis of all behaviour.
2 Share your ideas with the partner; compare your views and sum up the main ideas.

16
 Nature or Nurture?

A
A few years ago, in one of the most fascinating and disturbing experiments in behavioural
psychology, Stanley Milgram of Yale University tested 40 subjects from all walks of life for
their willingness to obey instructions given by a ‗leader‘ in a situation in which the subjects
might feel a personal distaste for the actions they were called upon to perform. Specifically,
Milgram told each volunteer 'teacher-subject' that the experiment was in the noble cause of
education, and was designed to test whether or not punishing pupils for their mistakes would
have a positive effect on the pupils' ability to learn.
B
Milgram‘s experimental set-up involved placing the teacher-subject before a panel of thirty
switches with labels ranging from '15 volts of electricity (slight shock)' to ‗450 volts (danger -
severe shock)' in steps of 15 volts each. The teacher-subject was told that whenever the pupil
gave the wrong answer to a question, a shock was to be administered, beginning at the lowest
level and increasing in severity with each successive wrong answer. The supposed 'pupil' was in
reality an actor hired by Milgram to simulate receiving the shocks by emitting a spectrum of
groans and screams together with an assortment of statements and expletives denouncing both
the experiment and the experimenter. Milgram told the teacher-subject to ignore the reactions of
the pupil, and to administer whatever level of shock was called for as per the rule governing the
experimental situation of the moment.
C
As the experiment unfolded, the pupil would deliberately give the wrong answers to questions
posed by the teacher, thereby bringing on various electrical punishments, even up to the danger
level of 300 volts and beyond. Many of the teacher-subjects balked at administering the higher
levels of punishment, and turned to Milgram with questioning locks and/or complaints about
continuing the experiment. In these situations, Milgram calmly explained that the teacher-subject
was to ignore the pupil's cries for mercy and carry on with the experiment. If the subject was still
reluctant to proceed, Milgram said that it was important for the sake of the experiment that the
procedure be followed through to the end. His final argument was, ‗You have no other choice.
You must go on.' What Milgram was trying to discover was the number of teacher-subjects who
would be willing to administer the highest levels of shock, even in the face of strong personal
and moral revulsion against the rules and conditions of the experiment.
D
Prior to carrying out the experiment, Milgram explained his idea to a group of 39 psychiatrists
and asked them to predict the average percentage of people in an ordinary population who would
be willing to administer the highest shock level of 450 volts. The overwhelming consensus was
that virtually all the teacher-subjects would refuse to obey the experimenter. The psychiatrists
felt that 'most subjects would not go beyond 150 volts' and they further anticipated that only four
per cent would go up to 300 volts. Furthermore, they thought that only a lunatic fringe of about
one in 1.000 would give the highest shock of 450 volts.
E
What were the actual results? Well, over 60 per cent of the teacher-subjects continued to obey
Milgram up to the 450-volt limit! In repetitions of the experiment in other countries, the
percentage of obedient teacher-subjects was even higher, reaching 85 per cent in one country
How can we possibly account for this vast discrepancy between what calm, rational,

17
knowledgeable people predict in the comfort of their study and what pressured, flustered, but
cooperative teachers‘ actually do in the laboratory of real life?
F
One‘s first inclination might be to argue that there must be some sort of built-in animal
aggression instinct that was activated by the experiment, and that Milgram‘s teacher- subjects
were just following a genetic need to discharge this pent-up primal urge onto the pupil by
administering the electrical shock. A modern hard-core sociobiologist might even go so far as to
claim that this aggressive instinct evolved as an advantageous trait, having been of survival value
to our ancestors in their struggle against the hardships of life on the plains and in the caves,
ultimately finding its way into our genetic make-up as a remnant of our ancient animal ways.
G
An alternative to this notion of genetic programming is to see the teacher-subjects' actions as a
result of the social environment under which the experiment was carried out. As Milgram
himself pointed out. Most subjects in the experiment see their behaviour in a larger context that
is benevolent and useful to society - the pursuit of scientific truth. The psychological laboratory
has a strong claim to legitimacy and evokes trust and confidence in those who perform there. An
action such as shocking a victim, which in isolation appears evil, acquires a completely different
meaning when placed in this setting.‘
H
Thus, in this explanation the subject merges his unique personality and personal and moral code
with that of larger institutional structures, surrendering individual properties like loyalty, self-
sacrifice and discipline to the service of malevolent systems of authority.
I
Here we have two radically different explanations for why so many teacher-subjects were willing
to forgo their sense of personal responsibility for the sake of an institutional authority figure. The
problem for biologists, psychologists and anthropologists is to sort out which of these two polar
explanations is more plausible. This, in essence, is the problem of modem sociobiology - to
discover the degree to which hard-wired genetic programming dictates, or at least strongly
biases, the interaction of animals and humans with their environment, that is, their behaviour. Put
another way, sociobiology is concerned with elucidating the biological basis of all behaviour.
[20] Mini-IELTS.com, 2021 http://mini-ielts.com/201/reading/nature-or-
nurture Questions 1-6. The reading passage has nine paragraphs, A-I. Which paragraph
contains the following information? Write the correct letter A-I.
1 a biological explanation of the teacher-subjects‘ behaviour
2 the explanation Milgram gave the teacher-subjects for the experiment
3 the identity of the pupils
4 the expected statistical outcome
5 the general aim of sociobiological study
6 the way Milgram persuaded the teacher-subjects to continue

Questions 7-9. Choose the correct letter A, B, C or D.

7. The teacher-subjects were told that they were testing whether
A a 450-volt shock was dangerous.
B punishment helps learning.
C the pupils were honest.
D they were suited to teaching.

8. The teacher-subjects were instructed to

A stop when a pupil asked them to.
B denounce pupils who made mistakes.
C reduce the shock level after a correct answer.
D give punishment according to a rule.

18
9. Before the experiment took place the psychiatrists
A believed that a shock of 150 volts was too dangerous.
B failed to agree on how the teacher-subjects would respond to instructions.
C underestimated the teacher-subjects‘ willingness to comply with experimental procedure.
D thought that many of the teacher-subjects would administer a shock of 450 volts.

Questions 10-13. Do the following statements agree with the information given in the
reading passage?
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

10 Several of the subjects were psychology students at Yale University.

11 Some people may believe that the teacher-subjects‘ behaviour could be explained as a
positive survival mechanism.
12 In a sociological explanation, personal values are more powerful than authority.
13 Milgram‘s experiment solves an important question in sociobiology.

2 Communication practice
Speaker A: You are a participant of the conference: ―Introduction to Biology‖. Prepare a short
report, including in your speech the following topics
 The history of Biology
 Sub-disciplines of Biology
 Basic principles of Biological science
Speaker B: You are a journalist participating in the conference ―Introduction to Biology‖.
Think about questions, which you may ask the participant of the conference. Ask your questions,
taking into account the following information:
 Concerning the history of biology. Which development has brought the most benefits to
humanity?
 Question about sub-disciplines of Biology. What is the interconnection of anatomy, cell
biology, genetics, and physiology?
 Questions for the basic principles of Biology. The foundation of biology as it exists today
is based on five basic principles. What are they? What is their role in the development of
science?

SOCIETY VALUES: TEXT E2

1 Read the following information and speak on the examples of Biology in everyday life.
11 Examples of Biology in Everyday Life
Studious Guy, 2021
https://studiousguy.com/examples-of-biology-in-everyday-life/ [21]

Agriculture
Food & Drinks
Health & Medicine
Clothing
Jet Lag
Stem Cells
Altitude Sickness
Environment & Ecosystem
Fuelling Earth
Next-Generation Biofuels
Drugs: Boon or Bane?

19
2a Discussion.
1. How can these examples of Biology in everyday be explained from the scientific
perspective?
2. Could you think of some other examples of Biology in different spheres?

2b Discuss the following topic:

All living organisms depend on others to a certain degree. The higher life form dies and is
returned to provide food for the lowest level organisms. When this natural cycle is broken,
organisms may undergo biological changes to adapt or in more severe situations, the survival of
the species may be threatened. Analyze the problem and prove the importance of maintaining
this system. Suggest your own solutions.

SELF-STUDY: SCIENTIFIC FORUM

1 Research the information on the topic ‘Biology Classroom: Challenges and Prospects. Studying
Biology in English in the RK’.

2 Prepare a report/project for a scientific meeting, following the stages:

Introduction
Task
Process
Result/Product
Evaluation/Reflection

20
1.2 Biodiversity
LEAD-IN
1 Give answers to the following questions.
1. What do you know about biodiversity?
2. Expand its evolutionary, ecological, and cultural processes.
3. What is the interconnection between biological resources and biodiversity?
4. Why is biodiversity important?
5. Give your ideas about protection, use, and management of ecosystems and biodiversity.
6. Review biodiversity aspects, and dimensions of value and benefits.

CONCEPT STUDY
1 Match the phrases in box A with a similar meaning in box B.
A B
biodiversity include provisioning services such as food and water; regulating services such as
flood and disease control; cultural services such as spiritual, recreational, and
cultural benefits; and supporting services such as nutrient cycling that maintain
the conditions for life on Earth.
Diversity includes diversity within species (genetic diversity), between species (species
diversity), and between ecosystems (ecosystem diversity).
genetic diversity the complex system of plant, animal, fungal, and
microorganism communities and their associated non-living environment
interacting as an ecological unit.
Ecosystem services a group of organisms that differ from all other groups of organisms and that are
capable of breeding and producing fertile offspring. This is the smallest unit of
classification for plants and animals.
Species the variety and relative abundance of different entities in a sample.
Ecosystem the variety of different types of genes in a species or population. Genetic
diversity is really a form of biodiversity.

2 Metalanguage prediction. Read the text and fill in the gaps with the following
words/phrases.

ecosystems atmosphere ecosystem services

humans species biodiversity organisms

Biodiversity is the variability among living organisms from all sources, including
terrestrial, marine, and other aquatic ecosystems and the ecological complexes of which
they are part; this includes diversity within , between species, and of
ecosystems.
Biodiversity is important in human-managed as well as natural .
includes all ecosystems—managed or unmanaged.

Biodiversity is the foundation of ecosystem services to which human well-being is

intimately linked. No feature of Earth is more complex, dynamic, and varied than the layer of
living that occupy its surfaces and its seas, and no feature is experiencing
more dramatic change at the hands of humans than this extraordinary, singularly unique feature
of Earth. This layer of living organisms—the biosphere—through the collective metabolic
activities of its innumerable plants, animals, and microbes physically and chemically unites the
, geosphere, and hydrosphere into one environmental system within which
millions of species, including humans, have thrived. Breathable air, potable water, fertile soils,

21
productive lands, bountiful seas, the equitable climate of Earth‘s recent history, and other
ecosystem services are manifestations of the workings of life. It follows that large-scale human
influences over this biota have tremendous impacts on human well-being. It also follows that the
nature of these impacts, good or bad, is within the power of to influence.
It explicitly recognizes that every biota can be characterized by its taxonomic, ecological,
and genetic diversity and that the way these dimensions of diversity vary over space and time is a
key feature of biodiversity. Thus only a multidimensional assessment of biodiversity can provide
insights into the relationship between changes in biodiversity and changes
in ecosystem functioning and .
[22] Biodiversity and Human Well-being, 2021
https://www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm

3 Brainstorm the definitions for the following terms. Provide examples.

Tropical systems ecological and genetic ecosystem functioning

diversity

Species richness biota taxonomic diversity

4 Read the following material and compare your definitions with the given terms in text.
Biodiversity is essentially everywhere, ubiquitous on Earth‘s surface and in every drop of
its bodies of water. The virtual omnipresence of life on Earth is seldom appreciated because most
organisms are small (<5 centimeters); their presence is sparse, ephemeral, or cryptic, or, in the
case of microbes, they are invisible to the unaided human eye.
Documenting spatial patterns in biodiversity is difficult because taxonomic, functional,
trophic, genetic, and other dimensions of biodiversity have been relatively poorly
quantified. Even knowledge of taxonomic diversity, the best known dimension of biodiversity, is
incomplete and strongly biased toward the species level, megafauna, temperate systems, and
components used by people. This results in significant gaps in knowledge, especially regarding
the status of tropical systems, marine and freshwater biota, plants, invertebrates,
microorganisms, and subterranean biota. For these reasons, estimates of the total number of
species on Earth range from 5 million to 30 million. Irrespective of actual global species
richness, however, it is clear that the 1.7–2 million species that have been formally identified
represent only a small portion of total species richness. More-complete biotic inventories are
badly needed to correct for this deficiency.
[23] Biodiversity and Human Well-being, 2021
https://www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm
INFORMATION-ACCUMULATION
1 Look at the following figure and share your ideas about interconnection
betweenbiodiversity and ecosystem.
Biodiversity, Ecosystem Functioning, and Ecosystem Services
ёBiodiversity is both a response variable affected by global change drivers and a factor
modifying ecosystem processes and services and human well-being. Biodiversity affects
key ecosystem processes in terrestrial ecosystems such as biomass production, nutrient and water
cycling, and soil formation and retention—all of which govern and ensure supporting
services (high certainty). The relationship between biodiversity and supporting ecosystem
services depends on composition, relative abundance, functional diversity, and, to a lesser extent,
taxonomic diversity. If multiple dimensions of biodiversity are driven to very low levels,
especially trophic or functional diversity within an ecosystem, both the level and stability (for
instance, biological insurance) of supportive services may decrease.

22
 [24] Ecosysytem and Human well-being, p.28, 2005
Millennium Ecosystem Assessment Ecosystems and Human Well-being: Biodiversity Synthesis (2005)

2 Read the text and summarize the general issues using mind map or compare/contrast
table.

What is the link between biodiversity and ecosystem services?

Ecosystem services are the benefits obtained by people from ecosystems. These
include:
o provisioning services such as food, clean water, timber, fiber, and genetic resources;
o regulating services such as the regulation of climate, floods, disease, water quality, and
pollination;

23
o cultural services such as recreational, aesthetic, and spiritual benefits;
o supporting services such as soil formation, and nutrient cycling.
Biodiversity plays an important role in the way ecosystems function and in the services
they provide. Species composition matters as much or more than species richness when it comes
to ecosystem services, since the functioning of an ecosystem, and thus its ability to provide
services to humans, is strongly influenced by the ecological characteristics of the most abundant
species, not by the number of species.
The local loss of an essential species can disrupt ecosystem services for a long time.
Changes in the interactions between species can also lead to negative impacts on ecosystem
processes.
On land, biodiversity affects key ecosystem processes such as the production of living
matter, nutrient and water cycling, and soil formation and retention. All of these govern and
ensure supporting services that are necessary for the production of all other ecosystem services.
Differences between regions in terms of ecosystem processes are driven mostly by differences in
climate, in resource availability, and in other external factors, and not by differences
in species richness. Though losses of biodiversity may have only small impacts on an ecosystem
in the short term, they may reduce its capacity to adjust to changing environments in the future.
Biodiversity also affects regulating services that regulate ecosystem processes, climate, floods,
disease, and water quality:
o The preservation of the number, types, and relative abundance of resident species can enhance
resistance of a wide range of natural and semi-natural ecosystems against invasive species.
o There have been worldwide declines in the diversity of pollinating insects that are essential for
the reproduction of many plants.
o Biodiversity, in particular the diversity of plant forms and the distribution of landscape
patches, influences climate at local, regional, and global scales. Thus changes in land use
and land cover that affect biodiversity can in turn affect climate. Some components of
biodiversity affect carbon sequestration and thus are important in fighting climate change.
o The ecosystem's ability to control pests is strongly dependent on biodiversity and benefits food
security, rural households, and national incomes of many countries.
o The microbes living in the sea contribute to pollution control by removing toxic substances
from the environment, but how species diversity influences this removal is not well
understood.
[25] Ecosysytem and Human well-being, p.40, 2005
Millennium Ecosystem Assessment Ecosystems and Human Well-being: Biodiversity Synthesis (2005)
3 Listen to the recording about ocean biodiversity and marine ecosystems. Before you will
listen, answer the following questions.
1. What has a higher biodiversity: land-based ecosystems or marine ecosystems?
2. Analyze the interconnection between microscopic bacteria and blue whales. What is their
influence on ocean life?
3. What do you know about different levels of biodiversity? (ecosystem diversity, species
diversity and genetic diversity)

24
[26] Ocean Overview, 2017 https://worldoceanreview.com/en/wor-1/marine-ecosystem/biodiversity/

Complete the notes below.

Write ONE WORD ONLY for each
answer.
Ocean Biodiversity
Biodiversity hotspots
• areas containing many different species
• important for locating targets
for 1
• at first only identified on land
Boris Worm, 2005
• identified hotspots for large ocean predators, e.g. sharks
• found that ocean hotspots:

- were not always rich in 2

- had higher temperatures at the 3

- had sufficient 4 in the water

Lisa Ballance, 2007

• looked for hotspots for marine 5

• found these were all located where ocean currents meet
Census of Marine Life
• found new ocean species living:

- under the 6
- near volcanoes on the ocean floor
Global Marine Species Assessment
• want to list endangered ocean species, considering:
- population size

25
- geographical distribution

- rate of 7

• Aim: to assess 20,000 species and make a distribution 8 for each one
Recommendations to retain ocean biodiversity
• increase the number of ocean reserves

• establish 9 corridors (e.g. for turtles)

• reduce fishing quotas

• catch fish only for the purpose of 10

[27] IELTS Listening Practice Test. Mini-IELTS.com, 2021
http://mini-ielts.com/385/listening/ocean-biodiversity

4 Review the given information in the article.

Biodiversity. Where is Biodiversity? 2021
https://www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm#2p0 [28]

In pairs, discuss the mentioned issues, taking into account the following statements:
Biodiversity sciences are interconnected and include the aspects and trends of (ecology,
population biology, conservation biology, resource management, economics, sociology, and
philosophy.
Global and sub-global maps of species richness, several of which are provided in the reports
current state and trends, provide valuable pictures of the distribution of biodiversity.
Knowledge of patterns of biodiversity over time allow for only very approximate
estimates of background rates of extinction or of how fast species have become extinct over
geological time.
Biodiversity. Where is Biodiversity? 2021
https://www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm#2p0 [28]

5 Study the facts below and describe them. Plan a short report, answering the given
questions.
What are the similarities and differences of the highlighted processes?
Analyze the aspects of biodiversity contribution.
Describe the problems, which affect biodiversity and ecosystem. Suggest your own
solutions.

26
Biodiversity,2018
https://www.greenfacts.org/en/biodiversity/l-3/1-
define-biodiversity.htm#2p0 [29].

Biodiversity, 2018
https://www.greenfacts.org/en/biodiversity/l-3/1-define-biodiversity.htm#2p0 [30].

PRAGMATICS-ACTIVISATION
1 You are going to watch the video about biodiversity and its effect on human life. It
concludes that our lives are inextricably linked with biodiversity and ultimately its
protection is essential for our very survival.
[31] Global Issues. Loss of Biodiversity and Extinctions, 2021
https://www.globalissues.org/article/171/loss-of-biodiversity-and-extinctions

27
2 After watching, think about the following statements and express your opinion. Make up
your dialogue.
Speaker A: Imagine that you are an ecologist participating in the conference ―Biodiversity and
its importance‖. In your speech you should include the following statements:
―Biodiversity contributes to many aspects of human well-being, for instance by providing raw
materials and contributing to health‖

―The Millennium Ecosystem Assessment shows that human actions often lead to irreversible
losses in terms of diversity of life on Earth and these losses have been more rapid in the past
50 years than ever before in human history‖

Speaker B: You are a journalist participating in the conference ―Biodiversity and its
importance‖. You are concerned about biodiversity issues and think that nowadays biodiversity
situation is not stabilized. Think about questions which you may ask the ecologist.

3 Listen to the conversation about the amazing facts of cells and microorganisms. Do the
preparation exercise before you listen. Then do the other exercises to check your
understanding.
British Council. Listening Skills Practice. Amazing Facts, 2019
https://learnenglishteens.britishcouncil.org/skills/listening/intermediate-b1-listening/amazing-
facts [32]

3а Preparation. Match the vocabulary with the correct definition and write a–d next to the
numbers 1–4.
1… ...... cells a. Very tiny creatures that live on plants or
animals
2… ...... bacteria b. The smallest part of a chemical element
3… ...... mites c. The simplest and smallest forms of life.
They live in air, water, soil, as well as in
humans and animals (dead or alive). They are
often the cause of disease
4… ...... atom d. The smallest part of an animal or plant that
can work independently. All plants and
animals are made of these.

3b Check your understanding: multiple choice. Do this exercise while you listen. Circle the
best option to complete these sentences
1. Only about one tenth of the cells in your body are ...

28
 a. alive. b. really you. c. bacteria.
2. Bacteria are mostly ...
a. really helpful. b. bad for humans. c. neither good or bad.
3. Animals need bacteria to ...
a. fight diseases. b. provide energy. c. digest food.
4. You have ... cells in your body.
a. 7 million b. 7 trillion c. 7 octillion
5. Most of the atoms are ...
a. tiny cubes. b. not used. c. empty space.
6. You probably have mites in your ...
a. hair. b. ears. c. eyelashes.
7. Mites are very small creatures that are about ...
a. 3 millimetres long. b. a third of a millimetre long. c. 0.03 millimetres long.
8. Mites eat ...
a. dead skin. b. your eyelashes. c. tiny insects.

3c Gap fill typing. Do this exercise while you listen. Complete the sentences with a word or
words.
1. Only one tenth of the cells in your body are really you. The rest are .
2. An experiment found that animals that did not have bacteria or had to have
a special diet.
3. There are octillion cells in the human body.
4. Most of the atoms in the human body are just empty .
5. Without the empty space, you could fit your body inside a box measuring
of a centimetre either side.
6. You would be much too small to .
7. Mites are really small creatures, like .
8. They live in eyelashes and .
9. Only about per cent of people have mites.
10. Mites eat dead .

3d After listening, write analytical report, considering the problematic issues. (70-100
words)
Identify weaknesses in the current understanding of economic and noneconomic value
and limits to its utility as it relates to management of biodiversity, questions that must be
addressed to enhance its utility for managers, and research and development needed to address
the needs identified.

4 Case-study.
Aim of case: Work with scientific literature on the level of knowledge use and critical
analysis and synthesis.
Case: Read the following articles:
1. Ways to prevent biodiversity loss
9 ways to Prevent Biodiversity Loss, 2021 https://interestingengineering.com/9-ways-to-prevent-
biodiversity-loss-and-what-causes-it [33]
2. Sustainably manage forests, combat desertification, halt and reverse land degradation,
halt biodiversity loss
Sustainable Development Goals, 2021 https://www.un.org/sustainabledevelopment/biodiversity/
[34]

29
Your goal is not to simply summarize each study, but to critically analyze it. You should
provide an overview of the topic area and highlight the major findings of the literature
review.
Methodological recommendations for completing the case.
1. Work with scientific literature on the level of knowledge use. Expertize scientific articles
and write a positive or negative review.
2. Work with scientific literature on the level of analysis-synthesis. On the basis of two
scientific articles write thesis reflecting on the main idea of each of them, compare them
and try to find commonalities and differences.
Answer the following questions.
Present your analysis whether you agree or disagree and explain why.
What information can be beneficial in terms of the problem solution concerning your
research?

CONTEXT-BASED COMMUNICATION
Project work.
You participate in the ecological committee, which should perform a study to examine how
current scientific knowledge about the economic and noneconomic value of biodiversity can best
be applied to the management of biological resources.
Methodological Recommendations
1. Include the following areas of expertise: the biodiversity sciences (ecology, population
biology, conservation biology, and systematics), resource management, economics,
sociology, and philosophy).
2. Review the current state of scientific knowledge about the noneconomic and economic
values and benefits of biodiversity, including the relative utility of economic cost-benefit
analyses and noneconomic approaches.
3. Characterize the various kinds, aspects and benefits that need to be taken into account by
managers and decision-makers, an evaluation of the tools available to assess them, and an
examination of the ways in which such assessments are currently used in helping to make
decisions about the management of biological resources.

Project work.
As human populations grow, the terrestrial and aquatic ecosystems they use may be transformed
by the efforts of human beings to find and produce food, adapt the landscape to human
settlement, and create opportunities for trading with other communities for the purposes of
building wealth. Biodiversity losses typically accompany these processes.
Methodological Recommendations
1. Discuss this issue, identify the most important drivers of biodiversity loss.
2. Define the means of overcoming the mentioned concerns.
3. Suggest your solutions.

30
 1.3 EARTH AND ENVIRONMENT
No civilization has survived the
ongoing destruction of its
natural support system.
Nor will ours.
LESTER R. BROWN
LEAD-IN
1 Study the Earth Planet profile

EARTH PLANET PROFILE

Equatorial Diameter: 12,756 km

Polar Diameter: 12,714 km

Mass: 5.97 × 10^24 kg

Moons: 1 (The Moon)

Orbit Distance: 149,598,262 km (1 AU)

Orbit Period: 365.24 days

Surface Temperature: -88 to 58°C

Reference
2 Answer the following questions.
1. What images spring to mind when you hear the word ‗Earth‘?
2. How much trouble do you think the Earth is in today?
3. Do you think ‗Earth‘ is a good name for our planet?

LISTENING
1. Listen to a short monologue about Planets.
2. Do you agree with author‘s opinion? Why yes or no?
3. Complete a short paragraph given below.

How 1 get there? How is it only our planet has life? Will we ever
travel to other planets? These are 2 about. I think our planet is the
best. It looks so beautiful from space blue and green. The other
planets 3 me. Mercury is just a red, hot ball, pretty much the same
as Mars. Saturn looks like a real planet. 4 extra-special look. The
other planets don‘t look that interesting. I don‘t really know much about Venus, Neptune, Uranus
and Jupiter. When I was at school, 5 was a planet. But now it isn‘t.
Scientists have decided there are in our solar system and not nine. I
wonder why 6 _.

[29] https://listenaminute.com/p/planets.html

31
 https://i0.wp.com/vospitatel.com.ua/images/s/skoro-v-shkolu-nam-shagat-3.jpg

4 Dialogue.
Discuss
[30] with your partner facts about planets, anything that you can add here.

5. MY PLANETS LESSON
Make your own English lesson on planets. Teach the class when you have finished.

2 Do Earth Quiz. Check how much do you know about Earth. Find if these statements are
True or False.
The Earth‟s rotation is gradually slowing.
The Earth was once believed to be the center of the universe.
Earth has a powerful magnetic field.
There is only one natural satellite of the planet Earth.
Earth is the only planet not named after a god.
The Earth is the densest planet in the Solar System.

CONCEPT STUDY
TEXT A1
1 You are going to study information about Planet Earth. Study these terms before reading
the text.
Word Definition
1. to host life
2. solar system
3. Liquid water
4. Leap day
5. Velocity
6. Circuit
7. astronomical unit

32
 8. Axis
9. Hemisphere
10. Equinoxes
2 Give answers to the following questions.

TEXT A2
1 Study the following texts and be ready to answer the questions.

Earth, our home planet, is a world unlike any other. The third planet from the sun, Earth
is the only place in the known universe confirmed to host life.
With a radius of 3,959 miles, Earth is the fifth largest planet in our solar system, and it's
the only one known for sure to have liquid water on its surface. Earth is also unique in terms of
monikers. Every other solar system planet was named for a Greek or Roman deity, but for at
least a thousand years, some cultures have described our world using the Germanic word
―earth,‖ which means simply ―the ground.‖
OUR DANCE AROUND THE SUN
Earth orbits the sun once every 365.25 days. Since our calendar years have only 365
days, we add an extra leap day every four years to account for the difference.
Though we can't feel it, Earth zooms through its orbit at an average velocity of 18.5
miles a second. During this circuit, our planet is an average of 93 million miles away from the
sun, a distance that takes light about eight minutes to traverse. Astronomers define this
distance as one astronomical unit (AU), a measure that serves as a handy cosmic yardstick.
Earth rotates on its axis every 23.9 hours, defining day and night for surface dwellers.
This axis of rotation is tilted 23.4 degrees away from the plane of Earth's orbit around the sun,
giving us seasons. Whichever hemisphere is tilted closer to the sun experiences summer, while
the hemisphere tilted away gets winter. In the spring and fall, each hemisphere receives similar
amounts of light. On two specific dates each year—called the equinoxes—both hemispheres
get illuminated equally.
Reference
TEXT A3
1 You are going to study information about Planet Earth. Study these terms before reading
the text.
Word Definition
1. Gravity
2. silicate rocks
3. mantle
4. viscous
5. outermost layer
6. inner core
7. Crust
8. seafloor
9. Fahrenheit
10. molten rock

TEXT B1
1. Why is Earth the only place known in the universe that has life?
2. What is Earth made of?
3. What do you know about the centre of the Earth?
4. What do you know about the history of Earth?

33
 MANY LAYERS, MANY FEATURES
About 4.5 billion years ago, gravity coaxed Earth to form from the gaseous, dusty disk
that surrounded our young sun. Over time, Earth's interior—which is made mostly of silicate
rocks and metals—differentiated into four layers.
At the planet's heart lies the inner core, a solid sphere of iron and nickel that's 759 miles
wide and as hot as 9,800 degrees Fahrenheit. The inner core is surrounded by the outer core, a
1,400-mile-thick band of iron and nickel fluids. Beyond the outer core lies the mantle, a 1,800-
mile-thick layer of viscous molten rock on which Earth's outermost layer, the crust, rests. On
land, the continental crust is an average of 19 miles thick, but the oceanic crust that forms the
seafloor is thinner—about three miles thick—and denser.
Like Venus and Mars, Earth has mountains, valleys, and volcanoes. But unlike its rocky
siblings, almost 70 percent of Earth's surface is covered in oceans of liquid water that average
2.5 miles deep. These bodies of water contain 97 percent of Earth's volcanoes and the mid-
ocean ridge, a massive mountain range more than 40,000 miles long.
2 Study the text and describe structure of the Earth that are given in the picture
below.

pngegg.com
Reference
3 Project work. Imagine you and your students are going to do a project work to demonstrate
earthquake. Make a poster for the process of Earthquake. Follow the description given below
and use other resources as well.

[31] https://www.insurancejournal.com/magazines/mag-
features/2015/10/05/383190.htm?comments

34
Earth's crust and upper mantle are divided into massive plates that grind against each other in
slow motion. As these plates collide, tear apart, or slide past each other, they give rise to our
very active geology. Earthquakes rumble as these plates snag and slip past each other. Many
volcanoes form as seafloor crust smashes into and slides beneath continental crust. When
plates of continental crust collide, mountain ranges such as the Himalaya are pushed toward
the skies

Reference
TEXT B2
1. What natural hazards are there on Earth? Do they affect you?
2. What do you know about the atmosphere of the Earth?

2 You are going to study information about Planet Earth. Study these terms before reading
the text.
Word Definition
1. greenhouse gases
2. meteorites
3. friction
4. Ozone
5. DNA
6. ultraviolet light
7. magnetic field
8. teardrop-shaped
9. collide with
10. The northern lights

INFORMATION-ACCUMULATION
TEXT C1
1 Study the text and summarize its main idea.

PROTECTIVE FIELDS AND GASES

Earth's atmosphere is 78 percent nitrogen, 21 percent oxygen, and one percent other
gases such as carbon dioxide, water vapor, and argon. Much like a greenhouse, this blanket of
gases absorbs and retains heat. On average, Earth's surface temperature is about 57 degrees
Fahrenheit; without our atmosphere, it'd be zero degrees. In the last two centuries, humans
have added enough greenhouse gases to the atmosphere to raise Earth's average temperature by
1.8 degrees Fahrenheit. This extra heat has altered Earth's weather patterns in many ways.
The atmosphere not only nourishes life on Earth, but it also protects it: It's thick enough
that many meteorites burn up before impact from friction, and its gases—such as ozone—block
DNA-damaging ultraviolet light from reaching the surface. But for all that our atmosphere
does, it's surprisingly thin. Ninety percent of Earth's atmosphere lies within just 10 miles of the
planet's surface.
We also enjoy protection from Earth's magnetic field, generated by our planet's rotation
and its iron-nickel core. This teardrop-shaped field shields Earth from high-energy particles
launched at us from the sun and elsewhere in the cosmos. But due to the field's structure, some
particles get funneled to Earth's Poles and collide with our atmosphere, yielding aurorae, the
natural fireworks show known by some as the northern lights.
Reference
2 Study the text and fill in this table about Earth‟s gases and their physical properties.

35
 _

3 Project work. Imagine that you are going to conduct a lesson ―The Planet Earth‖ for 5 grade
pupils.
Study the given material, select the most appropriate information, think about visual aids and
other additional materials.

TEXT C2
1 Watching a video “Environmental Science”. You are going to watch a video on the topic
“Environmental Science” https://youtu.be/RoIpCJwX7-M [32]

5 Teachers‟ corner. In a group of 3-4 work on the following tasks.

36
 Task 1 Prepare demo lesson for following topics for 9th grade students.

carbon cycle
hydrologic cycle
anthropocentrism
biocentrism
ecocentrism
Environmental ethics
ecological community
aquatic ecosystems
Latitude

Task 2 Prepare a brochure for 5th grade students for the following
terms, include basic information, visual aids and references for
further reading.

a tropical rainforest
a savannah
a tundra
a desert
temperate grasslands

TEXT C3
1 Watching a video. Desertification. Study the following information.
Hot deserts are an important ecosystem with distinct characteristics and adaptations. They
provide opportunities for development but also face challenges such as desertification.

2 Watch a Video “Desertification” https://youtu.be/w9RxnuBiFbg [33]

37
3 Search for information strategies to reduce desertification
Prevention is much more cost-effective than rehabilitation. Desertification can be reduced by
adopting the following strategies:

PRAGMATICS ACTIVISATION
1 Case study. Your school has asked you to develop ―My environmental journey‖ society for
students of 5/6/7/8/9/10 grade (choose one). Look at the given plan of society think about each
aspect and fill in it.

An outline for “My environmental journey” society

Weeks Topics Activities Resources Outcomes

2 Perform your results in class.

3 Communication: Discuss the following task.

You are planning on incorporating Earth Day activities into your curriculum. Suggest activities
for preparing lessons that introduce environmental science concepts for learners.
4 Prepare a facts table about nowadays environmental problems and be ready to discuss
them.

WRITING
1 Read 2 articles.
https://scse.d.umn.edu/about/departments-and-programs/earth- environmental-sciences-
department/what-earth-environmental [34]
https://admissions.vanderbilt.edu/major/factsheet/1078 [35]
2 Work with scientific literature on the level of analysis-synthesis. On the basis of two
scientific articles write the thesis reflecting on the main idea of each of them, compare them
and try to find commonalities and differences.

38
CONTEXT-BASED COMMUNICATION
SOCIETY VALUES: TEXT E1
1 Before reading answer the following questions.
Who is responsible for saving environment?
Do you know any environment protection organizations? Name them what are their
aims?
Do you know any local environment protection organizations?

2 You are going to read a text about environment protection organization Greenpeace.
Answer the following questions as you read the text.
1. What does Greenpeace do?
2. Functions of greenpeace?
3. What do greenpeace protect?

Greenpeace

The Greenpeace motif of rainbow and dove, both traditional symbols of peace and hope

[36]https://www.englishclub.com/reading/environment/greenpeace.php

In early August 1945, near the end of World War Two, the USA dropped nuclear bombs on two
Japanese cities. At least 200,000 people died. After the war ended a nuclear arms race began
when the Soviet Union started developing nuclear weapons of its own. By the 1950s many
people feared this arms race between the world's two superpowers could result in a nuclear war
and planetary destruction. This led to many people joining peace protests in the 1960s, including
a group of environmentalists and peace activists who often met in Vancouver, a city on Canada's
west coast.

39
[38] Greenpeace founders Bob Hunter (left) and Ben Metcalfe © Greenpeace/Robert Keziere

They decided to create a new organization to plan and publicize campaigns, but they didn't know
what to call it. They needed a name that worked for both environmental "green" campaigns and
anti-nuclear "peace" campaigns, and when someone suggested "Greenpeace" they knew they'd
found it.
In 1977 Greenpeace bought a large fishing trawler and renamed it the Rainbow Warrior. They
used the ship in a series of direct-action campaigns against whaling, seal hunting, nuclear testing
and the dumping of nuclear waste.
They have also campaigned against environmentally destructive fishing, logging and farming,
and against the use of fossil fuels, toxic chemicals and genetically modified organisms (GMOs).
They have taken action to protect forests and endangered species and carried out many
campaigns related to global warming and climate change.
Reference
3 You read about environment protection organization Greenpeace. Answer the following
questions.
1. Who or what does Greenpeace impact and how?
2. Who founded Greenpeace?
3. Why was Greenpeace formed?
4 Round table discussion.

Reference

40
 Topic: How do you feel about the future of Greenpeace?
CASE STUDY

[39] https://www.ecofriendlyincome.com/blog/eco-friendly-living?amp
1 Description
Imagine that you are going to have ―Eco-friendly week‖ at your school, involve your 6-7 grade
students to take part in this event. Your aim is to develop an action plan. Study example given
below.

PROJECT NAME:
Earth Bags
Ronja Ashworth
Santa Rosa District Schools
http://www.beaconlearningcenter.com/lessons/lesson.asp?ID=710 [40]
Description
Students will write and illustrate ideas for helping our environment on paper grocery bags that
will be distributed at the local grocery store.
Objectives
The student writes legibly using manuscript form (for example, prints numbers and upper- and
lower- case letters; uses left to right sequencing; spaces between words and sentences).
The student uses spelling approximations and some conventional spelling.
The student uses end punctuation and capitalizes initial words of sentences, names of people, `I`,
days of the week, and months of the year.
The student uses complete sentences in writing.
Materials
-Paper grocery bags (at least one for each child)
-Pencils, crayons, and markers
-Books related to helping the environment
-Chart tablet
Preparations
1. Go to your local grocery store and ask the manager for some paper grocery bags. Explain to
him/her that your students will decorate these bags and return them to the store so that they can
be distributed as usual.
2. Gather materials.
Procedures

41
1. Assemble students in a large group. Ask them what would happen if we were under attack by
giant garbage. Discuss their responses.
2. Explain to the students that, in a way, our environment is being overwhelmed by the amount
of garbage that people produce. Discuss the term environment and explain that it is the world
around us.
3. Discuss resources and describe some of our natural resources. Ask questions: Why do we need
these resources? What if they weren‘t available?
4. Read a few books about the environmental problems that we face. Discuss possible solutions
to these problems. Write ideas on chart tablet. Use one complete sentence for each idea. Talk
about the properties of each sentence.
5. Tell the students to think of one sentence that would tell a person something specific they
could do to help our environment.
6. Give each student a paper grocery bag.
7. Have students write the sentence that they have chosen on the paper bag and illustrate.
8. If time permits, students should read their sentences to the class or to a small group.
9. Collect the bags and return them to the store that provided them. The bags will be distributed
at the store as usual, and customers will enjoy seeing the beautiful illustrations and creative ideas
for helping our environment.

2 Develop your project to your students. Follow this outline.

Project name
Description
Objectives
Materials
Preparations
Procedures

[41] https://green.wnpmapartments.com/tag/eco-friendly/page/3/

42
 Unit 2 Chemistry
2.1 Basics of Chemistry
LEAD-IN
1 Read the following quotations and sayings. Explain them.
―Everything you hear, see, smell, taste, and ―Men are not allowed to think freely about
touch involves chemistry and chemicals. chemistry and biology: why should they be
Hearing, seeing, tasting, and touching all allowed to think freely about political
involve intricate series of chemical reactions philosophy?‖: Auguste Comte
and interactions in your body.‖: American [2]Chemistry Thoughts, 2018
Chemical Society https://www.thoughtco.com/quotes-about-
[1]Live Science Terms, 2021 chemistry-606801
https://www.livescience.com/45986-what-is-
chemistry.html

―No inanimate object is ever fully determined ―Chemistry is the study of matter, defined as
by the laws of physics and chemistry‖: Michael anything that has mass and takes up space, and
Polanyi the changes that matter can undergo when it is
[3]Chemistry Science Terms, 2021 subject to different environments and
https://www.thoughtco.com/quotes-about- conditions‖
chemistry-606801 [4]Chemistry Science Terms, 2021
https://www.livescience.com/45986-what-is-
chemistry.html

2 Give answers to the following questions.

1. What do you know about Chemistry as a science?
2. Define its concepts and main issues.
3. Explain the interconnection of chemistry with other sciences.
4. What are the most important concerns which Chemistry deals with?
5. How can Chemistry help us to understand, monitor, protect and improve
the environment around us?

CONCEPT STUDY
1 Match the phrases in box A with a similar meaning in box B.
atom Number of protons in an element.
hydrolysis Describes an object's ability to repel or attract other objects. Protons have
positive charges while electrons have negative charges. Like charges repel
each other while opposite charges, such as protons and electrons, attract
one another.
catalyst Two or more atoms joined together chemically, with covalent or ionic
bonds.
charge Breaking down of a compound into its components to form ions from an
ionic substance.
compound Substance consisting of only one type of atom.
cathode The reactions of cations with water to produce a weak base or of anions to
produce a weak acid.
dissociation Processes or events that have altered the fundamental structure of
something.
chemical The smallest object that retains properties of an element. Composed of
changes electrons and a nucleus (containing protons and neutrons).

atomic number Electrode where electrons are gained (reduction) in redox reactions.

43
element Substance that speeds up a chemical process without actually changing
the products of reaction.
[5] Chemistry Glossary, 2021 https://www.shodor.org/unchem/glossary.html
2 Mind map. Use the terms, given above and mind map your own associations and
interpretations of the meaning.

[6] Images Chemistry Science, 2021https://img.freepik.com/free-vector/chemistry_23-

2148153742.jpg?size=338&ext=jpg

3 Compare your mind map with a partner. Express your own ideas and make some
changes: adding new terms, explaining some definitions, correcting and developing mind
maps.

4 Jigsaw reading. Read the following parts of the text and put them in a logical order.
A B C D

Atoms, Elements and the Nucleus

A
Although the word atom usually refers to a specific kind of particle (an ―atom of magnesium‖,
for example), our everyday use of element tends to be more general, referring not only to a
substance composed of a particular type of atom (―bromine is one of the few elements that are
liquids at room temperature‖), but also to atoms in a collective sense (―magnesium is one of the
elements having two electrons in its outer shell‖).

44
The underlying concept of atoms as the basic building blocks of matter has been around for a
long time. As early as 600 BCE, the Gujarati (Indian) philosopher Acharya Kanad wrote that
―Every object of creation is made of atoms which in turn connect with each other to form
molecules‖. A couple of centuries later in 460 BCE, the Greek philosopher Democritus reasoned
that if you keep breaking a piece of matter into smaller and smaller fragments, there will be some
point at which the pieces cannot be made any smaller.

C
He called these ―basic matter particles‖ – in other words, atoms. But this was just philosophy; it
would not become science until 1800 when John Dalton showed how the atomic concept
followed naturally from the results of quantitative experiments based on weight measurements.

D
The parallel concepts of the element and the atom constitute the very foundations of chemical
science. As such, the concept of the element is a macroscopic one that relates to the world that
we can observe with our senses. The atom is the microscopic realization of this concept; that is,
it is the actual physical particle that is unique to each chemical element. Their very small size
has long prevented atoms from being observable by direct means, so their existence was not
universally accepted until the late 19th Century. The fact that we still hear the mention of the
―atomic theory of matter‖ should not imply that there is now any doubt about the existence of
atoms. Few theories in the history of science have been as thoroughly validated and are as well
understood.

Figure 1: Sulfur the element (left) and Sulfur the atom (right)
[7] Chemistry. Atoms, Elements and the Nucleus,
2021https://chem.libretexts.org/Bookshelves/General_Chemistry/Book%3A_Chem1_(Lower)/04%3A_The_Basics_
of_Chemistry/4.01%3A_Atoms_Elements_and_the_Nucleus

4 After reading the text, explain the following sayings and provide examples.
Every object of creation is made of atoms, which in turn connect with each other to form
molecules.
Elements are substances consisting of one type of atom.
The atomic number is the number of protons an atom has. It is characteristic and unique
for each element.
The atomic mass (also referred to as the atomic weight) is the number of protons and
neutrons in an atom. Atoms of an element that have differing numbers of neutrons (but a
constant atomic number) are termed isotopes.

INFORMATION-ACCUMULATION
1 Analyze the given information about states of matter and summarize your conclusion.
A state of matter is one of the distinct forms that different phases of matter take
on. Four states of matter are observable in everyday life: solid, liquid, gas, and plasma. Many
other states are known such as Bose–Einstein condensates and neutron-degenerate matter but

45
these only occur in extreme situations such as ultra cold or ultra dense matter. Other states, such
as quark–gluon plasmas, are believed to be possible but remain theoretical for now.
Historically, the distinction is made based on qualitative differences in properties.
Matter in the solid state maintains a fixed volume and shape, with component particles (atoms,
molecules or ions) close together and fixed into place. Matter in the liquid state maintains a fixed
volume, but has a variable shape that adapts to fit its container. Its particles are still close
together but move freely. Matter in the gaseous state has both variable volume and shape,
adapting both to fit its container. Its particles are neither close together nor fixed in place. Matter
in the plasma state has variable volume and shape, but as well as neutral atoms, it contains a
significant number of ions and electrons, both of which can move around freely. Plasma is the
most common form of visible matter in the universe.
The four fundamental states of matter.

Clockwise from top left, they are solid, liquid, plasma and gas, represented by an ice sculpture, a
drop of water, electrical arcing from a tesla coil, and the air around clouds respectively.
[8] Learn Chemistry Courses, 2018 https://courses.lumenlearning.com/earthscience/chapter/states-of-matter/

2 Study the process of transitions between the four fundamental states of matter. Analyze
the phases and provide examples.
A state of matter is also characterized by phase transitions. A phase transition indicates a
change in structure and can be recognized by an abrupt change in properties. A distinct state of
matter can be defined as any set of states distinguished from any other set of states by a phase
transition. Water can be said to have several distinct solid states. The appearance of
superconductivity is associated with a phase transition, so there are superconductive states.
Likewise, ferromagnetic states are demarcated by phase transitions and have distinctive
properties. When the change of state occurs in stages the intermediate steps are called
mesophases. Such phases have been exploited by the introduction of liquid crystal technology.
The state or phase of a given set of matter can change depending on pressure and
temperature conditions, transitioning to other phases as these conditions change to favor their
existence; for example, solid transitions to liquid with an increase in temperature. Near absolute
zero, a substance exists as a solid. As heat is added to this substance it melts into a liquid at its
melting point, boils into a gas at its boiling point, and if heated high enough would enter a
plasma state in which the electrons are so energized that they leave their parent atoms.
Forms of matter that are not composed of molecules and are organized by different forces
can also be considered different states of matter. Superfluous (like Fermionic condensate) and
the quark - gluon plasma are examples.
In a chemical equation, the state of matter of the chemicals may be shown as (s) for solid,
(l) for liquid, and (g) for gas. An aqueous solution is denoted (aq). Matter in the plasma state is

46
seldom used (if at all) in chemical equations, so there is no standard symbol to denote it. In the
rare equations that plasma is used in plasma is symbolized as (p).
[9] Learn Chemistry Courses, 2018 https://courses.lumenlearning.com/earthscience/chapter/states-of-matter/

3 Look at the picture. It illustrates the transitions between the four fundamental states of
matter.
1. Analyze the phases and provide examples.
2. Describe the characteristics of each phase and peculiarities.
3. Explain why the state or phase of a set of matter can change. What does this depend on
(pressure, temperature or other conditions)?

[10] Learn Chemistry, 2018

https://courses.lumenlearning.com/earthscience/chapter/states-of-matter/

4 Read the following text and summarize the general issues of each paragraph.
A
Chemistry, the science that deals with the properties, composition, and structure of substances
(defined as elements and compounds), the transformations they undergo, and the energy that is
released or absorbed during these processes. Every substance, whether naturally occurring or
artificially produced, consists of one or more of the hundred-odd species of atoms that have been
identified as elements. Although these atoms, in turn, are composed of more elementary
particles, they are the basic building blocks of chemical substances; there is no quantity
of oxygen, mercury, or gold, for example, smaller than an atom of that substance. Chemistry,
therefore, is concerned not with the subatomic domain but with the properties of atoms and the
laws governing their combinations and how the knowledge of these properties can be used to
achieve specific purposes.
The great challenge in chemistry is the development of a coherent explanation of the
complex behaviour of materials, why they appear as they do, what gives them their enduring
properties, and how interactions among different substances can bring about the formation of
new substances and the destruction of old ones. From the earliest attempts to understand the
material world in rational terms, chemists have struggled to develop theories of matter that

47
satisfactorily explain both permanence and change. The ordered assembly of indestructible
atoms into small and large molecules, or extended networks of intermingled atoms, is generally
accepted as the basis of permanence, while the reorganization of atoms or molecules into
different arrangements lies behind theories of change.

B
Chemistry involves the study of the atomic composition and structural architecture of substances,
as well as the varied interactions among substances that can lead to sudden, often violent
reactions. It also is concerned with the utilization of natural substances and the creation of
artificial ones. Cooking, fermentation, glass making, and metallurgy are all chemical processes
that date from the beginnings of civilization. Today, vinyl,
teflon, liquid crystals, semiconductors, and superconductors represent the fruits of chemical
technology. The 20th century saw dramatic advances in the comprehension of the marvelous and
complex chemistry of living organisms, and a molecular interpretation of health and disease
holds great promise. Modern chemistry, aided by increasingly sophisticated instruments, studies
materials as small as single atoms and as large and complex as DNA (deoxyribonucleic acid),
which contains millions of atoms. New substances can even be designed to bear desired
characteristics and then synthesized. The rate at which chemical knowledge continues to
accumulate is remarkable. Over time more than 8,000,000 different chemical substances, both
natural and artificial, have been characterized and produced. The number was less than 500,000
as recently as 1965.

C
Intimately interconnected with the intellectual challenges of chemistry are those associated with
industry. In the mid-19th century the German chemist Justus von Liebig commented that the
wealth of a nation could be gauged by the amount of sulfuric acid it produced. This acid,
essential to many manufacturing processes, remains today the leading chemical product of
industrialized countries. As Liebig recognized, a country that produces large amounts of sulfuric
acid is one with a strong chemical industry and a strong economy as a whole. The production,
distribution, and utilization of a wide range of chemical products is common to all highly
developed nations. In fact, one can say that the ―iron age‖ of civilization is being replaced by a
―polymer age,‖ for in some countries the total volume of polymers now produced exceeds that
of iron.

D
The days are long past when one person could hope to have a detailed knowledge of all areas of
chemistry. Those pursuing their interests into specific areas of chemistry communicate with
others who share the same interests. Over time a group of chemists with specialized research
interests become the founding members of an area of specialization. The areas of specialization
that emerged early in the history of chemistry, such as organic, inorganic, physical, analytical,
and industrial chemistry, along with biochemistry, remain of greatest general interest. There has
been, however, much growth in the areas of polymer, environmental, and medicinal chemistry
during the 20th century. Moreover, new specialties continue to appear, as, for example,
pesticide, forensic, and computer chemistry.
[11] Britannica Science Texts, 2021 https://www.britannica.com/science/chemistry

4.1 Communicative task.

Work in groups and discuss the main ideas of each paragraph. Look at the table and fill in
the gaps.

A B
1. Chemistry regards the laws governing atoms 1. Fermentation, glass making,

48
properties combinations and how the and metallurgy are all
knowledge of these properties can be used to that date from the beginnings
achieve . of civilization.

2. Chemistry is concerned not with 2. Chemistry studies of the atomic composition

the subatomic domain but with the and structural of
of atoms. substances, as well as the varied interactions
among substances.
3. Every substance consists of one or more of
the hundred-odd species 3. Modern chemistry studies materials as small
of that have been identified as single atoms and as large and complex as -
as elements. , which contains millions of
atoms.
C D
1. The production, distribution, and 3. Over time a group of chemists with
of a wide range of chemical specialized interests become
is common to all highly the founding members of an area of
developed nations. specialization.

2. As Liebig recognized, a country that 2. Furthermore, new specialties continue to

produces large amounts of sulfuric acid is one appear, for example, , forensic,
with a strong chemical industry and a strong and computer chemistry.
as a whole.
3.The areas of specialization that emerged
3. Nowadays ―iron age‖ of civilization is being early in the history of chemistry, such as
replaced by a ― ,‖ organic, inorganic, physical, , and
for in some countries the total volume industrial chemistry remain of greatest general
of polymers now produced exceeds that interest.
of iron.

5a You are going to watch the video about chemical reactions that changed history. Reflect
on the presented facts and think about your own examples of role of chemistry in our life.
YouTube. States of Matter. Properties of Matter, 2014
https://www.youtube.com/watch?v=jb4CMnT2-ao [12]

5b Reflective analysis.
Video title: Write the title of the video and your associations

49
 with it
Video summary: Write a one-sentence summary of the video.

Reflection on the goals achieved:

1. Personal listening goal 1.
2. Listening for the main ideas and specific details 2.
3. Understanding specific words. Did you miss or 3.
misunderstand any important terms/ideas? Did you
miss any details or specific examples?
Vocabulary:
Write unknown and interesting words/phrases.
Notes:
What was difficult to hear and understand?
What listening skills do you need to improve further?

5c Compare the previous video with the information mentioned above.

YouTube. Chemistry Map, 2017 https://www.youtube.com/watch?v=P3RXtoYCW4M
[13]

5d Divide the facts from 2 videos and analyze them.

Video 1 Video 2
―Chemical reactions that changed history‖ ―The map of Chemistry‖

1. The Universe is made of matter.

2. Fermentation and its antibiotic alcoholic by products were necessary.
3. We have thousands of chemical reactions going on inside us every second.
4. Compounds do not have to be made of single molecules.
5. Physical Chemistry studies chemical systems in terms of their physics.
6. The only pure metal that Earth has any good amount of are cooper, gold, silver and
platinum.
7. Another interesting form of matter is the plasma, which is where you rip electrons off
atoms in a gas to make them into ions.
8. Humans have had as interest in Chemistry for a very long time, we wouldn‘t be what we
are today if it wasn‘t for the chemical reaction of fire.
9. Pure solid silicon is a mass of billions of separate crystals.

PRAGMATICS-ACTIVISATION
1 The Communicative task.

50
  Study the following table about characteristics of gases, liquids and solids

[14] States of Matter, 2021 https://www.chem.purdue.edu/gchelp/atoms/states.html

 Read the statements on the cards and divide them into 3 states: solid, liquid or gas.
 Work in pairs, collect all characteristics and summarize them.
 Make up your own dialogue about states of a matter, using descriptions, explanation
and argumentation.

[15] Science Activities, 2015 https://www.acs.org/content/acs/en/education/resources/k-

8/science-activities.html
2 Before watching a video about interconnection of Chemistry with other sciences, answer
the following questions.
1. What is the relationship of Chemistry in other sciences or fields?
2. Many scientists regard Chemistry as the central science. Give your opinion on this issue.
3. How Chemistry is connected to the universe?
4. Analyze the given statement. Provide some examples to prove your point.
―At one point in time, the study of chemistry, biology, physics, geology, and
astronomy appeared to be distinct, but each has implications for the others; they all
deal with the real world‖.

3 Watch the video “Chemistry in context”. Analyze the given information and reflect on it.

51
 Chemistry in Context, 2021https://courses.lumenlearning.com/suny-albany-
chemistry/chapter/chemistry-in-context/ [16]

Chemistry is sometimes referred to as ―the central science‖ due to its interconnectedness

with a vast array of other STEM disciplines (STEM stands for areas of study in the science,
technology, engineering, and math fields). Chemistry and the language of chemists play vital
roles in biology, medicine, materials science, forensics, environmental science, and many other
fields (Figure 1).

Figure 1. Knowledge of chemistry is central to understanding a wide range of scientific

disciplines. This diagram shows just some of the interrelationships between chemistry and other
fields.
[17] Chem and Biomechanics, students‘ courses, 2021 https://www.uwlax.edu/chemistry-and-biochemistry/student-
resources/why-study-chemistry/

4 Summary: What was the video material about? What is your own understanding?
Mention the most interesting facts.
 Outline the historical development of chemistry
 Provide examples of the importance of chemistry in everyday life
 Describe the scientific method
 Provide examples illustrating macroscopic, microscopic, and symbolic domains

5 The Communicative activity.

Priority area nowadays is climate change mitigation. For example, chemists are already
working on new energy and carbon mitigation solutions and helping crops tolerate changing
conditions. Use the following resources and research the problem
Chemistry- The Science Behind Sustainability, 2021
https://www.americanchemistry.com/Sustainability/Safe-Chemistry.html [18]
Chemicals Strategy for Sustainability, 2018 https://www.euractiv.com/section/energy-
environment/opinion/chemicals-strategy-for-sustainability-hand-in-hand-with-the-industrial-
strategy/ [19]

5a In pairs, discuss the main issues.

Student A. Describe the ways to support the chemical science community in developing
technologies to adapt to and mitigate climate change.
Student B. Prove that humans responsible for changes to our climate.

6 Before listening, answer the following questions

1. What do you know about the radioactive properties of specific Greenhouse gases?

52
 2. How does Greenhouse Effect work? What are its affects on animals and people?
3. What is Greenhouse gas? What Greenhouse gases consist of?

6a Listen “The use of soil to reduce carbon dioxide in the atmosphere”, and complete the
notes below. Write ONE WORD ONLY for each answer.
IELTS Listening Practice Test. Mini-IELTS.com, 2021 http://mini-ielts.com/406/listening/the-
use-of-soil-to-reduce-carbon-dioxide-in-the-atmosphere- [20]
Rattan Lal:
Claims that 13% of C02 in the atmosphere could be absorbed by agricultural soils
Erosion is more likely in soil that is 1
Lal found soil in Africa that was very 2
It was suggested that carbon from soil was entering the atmosphere

Soil and carbon:

plants turn C02 from the air into carbon-based substances such as 3
some C02 moves from the 4 of plants to microbes in the soil
carbon was lost from the soil when agriculture was invented

Regenerative agriculture:
uses established practices to make sure soil remains fertile and 5
e.g. through year-round planting and increasing the 6 plants that are
grown

California study:
taking place on a big 7 farm
uses compost made from waste from agriculture and 8

Australia study:
aims to increase soil carbon by using 9 that are always green

Future developments may include:

reducing the amount of fertilizer used in farming
giving farmers 10 for carbon storage, as well as their produce

CONTEXT-BASED COMMUNICATION
1 Case study.
You participate in a conference on the issues related to the chemical science, which plays an
important role in tackling global challenges.
Methodological recommendations.
1. Read and analyze the given resources
Global Challenges. Chemistry Solutions, 2021 https://www.rsc.org/news-
events/features/2015/jan/global-challenges-
chemistrysolutions/#:~:text=The%20chemical%20sciences%20will%20play%20an%20i
mportant%20role%20in%20tackling%20global%20challenges&text=From%20food%20s
ecurity%20and%20access,sciences%20can%20help%20provide%20solutions. [21]

53
 Tackling Global Challenges, 2021 https://www.rsc.org/campaigning-outreach/global-
challenges/ [22]
Tackling the Big Challenges of the Future with the Help of Chemistry,
2021https://www.degruyter.com/document/doi/10.1515/ci-2016-3-405/html [23]
2. Discuss the problem, identify the most important issues.
3. Define the means of overcoming the mentioned concerns.
4. Suggest your solutions in the form of presentation, poster or brochure.

2 The Communicative task.

2a Analyze the given issue.
The end of 2015 was the deadline that 189 countries gave themselves to achieve the
United Nations Millennium Development Goals (MDGs), a list of eight goals that were agreed
upon and approved by the UN after the Millennium Summit in year 2000. Despite some
legitimate criticism, the MDGs were revealed as an important tool towards building a more
equitable and sustainable world. Yet our planet still faces many challenges. In September 2015,
the UN approved a new set of 17 goals, the Sustainable Development Goals (SDGs), aiming to
develop and implement strategies to create ―The Future We Want‖; strategies that 192 countries
agreed upon to work together towards a more sustainable planet.
The price to pay for inaction is too high. Climate change, water scarcity, pollution, and energy
poverty are just a few examples of the big problems that we face today.
[24] Tackling the Big Challenges of the Future with the Help of Chemistry, 2021
https://www.degruyter.com/document/doi/10.1515/ci-2016-3-405/html

2b Discuss the problems mentioned above and make up a dialogue.

Speaker A: Imagine that you are participating in the conference ―The Future We
Want‖. In your speech you should include the following statements:
Chemistry has a central role to play in tackling many coming challenges.
For decades chemists have provided countless solutions that have greatly contributed to the
health, well-being, and development of humankind, from the discovery of new medicines to
the purification of water.

Speaker B: You are a journalist participating in the conference ―The Future We Want‖.
You agree that chemists try their best to save our planet. However, you should prove that
chemists‘ discoveries have not always improved people‘s lives. Scientific developments are
sometimes misused.
Think about questions, which you may ask. Provide examples to prove your ideas.
3 Project work.
Chemistry class catches learners‘ interests either completely or not at all. Since, unlike what
students expect, teaching chemistry isn‘t about doing awesome chemistry experiments all the
time, it‘s important that you teach this subject well and explain all necessary material clearly.

Methodological recommendations:
1 Study the following suggested resources or choose your own.
1. Use Chemistry Blog, 2021 https://www.bookwidgets.com/blog/2018/02/10-ready-to-use-
chemistry-lesson-plans-that-will-engage-your-students [25]
2. Periodic Table Resources, 2017 https://www.weareteachers.com/periodic-table-activities/
[26]
3. Science Chemical reactions, 2021 https://www.sciencebuddies.org/blog/teach-chemical-
reactions [27]
2 Analyze teaching strategies for explaining the key concepts of Chemistry.
3. Choose the most interesting activities and present your project, adapting the chosen
teaching methods and strategies.

54
 Unit 2 Chemistry
2.2 Classification of Elements and Periodicity
LEAD-IN
1 Study the following images and describe the message they convey.

[28] Chemistry. Department of Chemistry, 2021

https://sites.google.com/a/iitrpr.ac.in/iitropar-chemistry/ [29] Chemistry Science Background. Freepik Company S.L., 2021.
https://ru.freepik.com/vectors/chemistry-science-background

This is a chart of the chemical elements arranged by their properties

In the periodic table, elements are lined up by atomic number, the number of protons they
have. An element‘s location in the table relates to its reactivity and how its electrons are
arranged.
DUNTARO/ISTOCK/GETTY IMAGES PLUS
[30]Wilke C. Scientists Say: Periodic Table. Science News for Students. Society for Science and Public, 2021
https://www.sciencenewsforstudents.org/article/scientists-say-periodic-table

2 Study the following questions and discuss them.

1. What do you know about the Periodic table of elements?
2. How did you study the Periodic table of elements at school? Talk about your experience.
3. Why is the Periodic Table important?
4. If you were to conduct a lesson on the topic of the Periodic Table in English, what kind
of activities would you choose? Why?
5. Do you think that the Periodic Table of Elements is stable or dynamic?

55
CONCEPT STUDY
TEXT A1
1 Study the following excerpts from the „The Periodic Table of Elements Glossary‟ and be
ready to answer the questions.
Part I
Atom: The smallest particle of an element that retains all the chemical and physical
properties of the element.
atomic mass unit: SI (=An International System of Units) unit (abbreviated amu), equal to
1.66 · 10 −24 g, for measuring the mass of atoms.
atomic number: The number of protons in the nucleus of an atom. Since this number is
different for each element, elements are listed on the periodic table of elements in order of
atomic number.
average atomic mass: A figure used by chemists to specify the mass – in atomic mass units
– of the average atom in a large sample.
Avogadro‟s number: A figure, named after Italian physicist Amedeo Avogadro (1776-
1856), equal to 6.022137 × 10 23. Avogadro's number indicates the number of atoms or
molecules in a mole.
chemical symbol: A one-or two-letter abbreviation for the name of an element.
compound: A substance made of two or more elements that have bonded chemically. These
atoms are usually, but not always, joined in molecules.
electron: A negatively charged particle in an atom. The configurations of valence electrons
define specific groups on the periodic table of elements, while the principal energy levels of
those valence electrons define periods on the table.
element: A substance made up of only one kind of atom, which cannot be chemically broken
into other substances.
element symbol: Another term for chemical symbol.
groups: Columns on the periodic table of elements. These are ordered according to the
numbers of valence electrons in the outer shells of the atoms for the elements represented.
half-life: The length of time it takes a substance to diminish to one-half its initial amount.
ion: An atom or atoms that has lost or gained one or more electrons, thus acquiring a net
electric charge.
isotopes: Atoms that have an equal number of protons, and hence are of the same element,
but differ in their number of neutrons. This results in a difference of mass. Isotopes may be
either stable or unstable. The latter type, known as radioisotopes, are radioactive.

Part II
Mole: The SI fundamental unit for ―amount of substance.‖ A mole is, generally speaking,
Avogadro's number of atoms, molecules, or other elementary particles; however, in the more
precise SI definition, a mole is equal to the number of carbon atoms in 12.01 g of carbon.
molecule: A group of atoms, usually but not always representing more than one element,
joined by chemical bonds. Compounds are typically made of up molecules.
neutron: A subatomic particle that has no electric charge. Neutrons, together with protons,
account for the majority of average atomic mass. When atoms have the same number of protons
– and hence are the same element – but differ in their number of neutrons, they are called
isotopes.
nucleus: The center of an atom, a region where protons and neutrons are located. The
nucleus accounts for the vast majority of the average atomic mass.
orbital: A pattern of probabilities regarding the regions that an electron can occupy within
an atom in a particular energy state. The higher the principal energy level, the more complex the
pattern of orbitals.
Periodic Table of Elements: A chart that shows the elements arranged in order of atomic

56
number, along with chemical symbol and the average atomic mass (in atomic mass units) for that
particular element.
periods: Rows of the periodic table of elements. These represent successive principal energy
levels for the valence electrons in the atoms of the elements involved.
principal energy level: A value indicating the distance that an electron may move away
from the nucleus of an atom. This is designated by a whole-number integer, beginning with 1
and moving upward. The higher the principal energy level, the greater the energy in the atom,
and the more complex the pattern of orbitals.
proton: A positively charged particle in an atom. The number of protons in the nucleus of an
atom is the atomic number of an element.
radioactivity: A term describing a phenomenon whereby certain isotopes known as
radioisotopes are subject to a form of decay brought about by the emission of high-energy
particles. ―Decay‖ does not mean that the isotope "rots"; rather, it decays to form another isotope
– either of the same element or another – until eventually it becomes stable. This stabilizing
process may take a few seconds, or many years.
Valence electrons: Electrons that occupy the highest energy levels in an atom. These are the
electrons involved in chemical bonding.

[31] Periodic Table of Elements – Key Terms. Science Clarified. Advameg, Inc. , 2021
http://www.scienceclarified.com/everyday/Real-Life-Chemistry-Vol-1/Periodic-Table-of-Elements-Key-terms.html

2 Recall: Work in pairs, take turns and give answers to the following questions.
Speaker A Speaker B
1. What can you tell about a mole? 1. What is the smallest particle of an
2. What is the difference between the element?
molecule and the atom? 2. What kind of unit is used for measuring
3. How is a subatomic particle that has the mass of atoms?
no electric charge called? 3. How are elements are listed on the
4. What does the nucleus account for? periodic table of elements?
5. How is proton different form the 4. What figure is used by chemists to
neutron? specify the mass of the average atom in a
6. What is the orbital? large sample?
7. How id the Periodic Table of 5. What does the Avogadro's number
Elements organized? indicate?
8. What is the role of periods and the 6. What are the synonyms for the name of
principal energy level? an element?
9. What kind of phenomenon does the 7. What is the compound in chemistry?
term ‗radioactivity‘ describe? 8. What is the difference between the
10. What electrons are involved in electron, the ion, and the isotopes?
chemical bonding? 9. How are columns on the periodic table of
elements ordered?
10. What is half-life in chemistry?

3a Summarize the information from the „The Periodic Table of Elements Glossary‟ and
write one paragraph, summarizing the topic.

All matter consists of particles called . Atoms consists of parts called _ _,

, and _ . Each proton has a electric charge. Each electron
_ . While each neutron _ _ _ . The nucleus of an atom contains
. An element is determined by the number of _ . The
modern periodic table is organized atomic number. Additionally,
_ . Moreover, .

It should be noted also that _ _.

57
3b Share your paragraph with a partner. What else would you add to the information
he/she has written?

LABORATORY WORK

[32] A Test on Atoms, Elements and Molecules! ProProfs Qiuzzes, 2021

https://www.proprofs.com/quiz-school/story.php?title=atoms-elements-moleculespretest

1 Choose the best option to answer the questions of the quiz.

1. All matter consists of particles called .
A. Units
B. Atoms
C. Cubes
D. Pints

2. Atoms consist of parts called protons, neutrons, and .

A. Electrons
B. Haptons
C. Neptons
D. Wontons

3. Each proton has a electrical charge.

A. Positive
B. Negative
C. Neutral
D. Shocking

4. Each electron has a electrical charge.

A. Positive
B. Negative
C. Neutral
D. Shocking

5. Each neutron has an electrically charge.

A. Positive
B. Negative
C. Neutral
D. Shocking

6. The nucleus of an atom contains protons and .

A. Electrons
B. Haptons
C. Neutrons
D. Wontons

58
7. Electrons move around the nucleus.
A. Inside
B. Outside
C. On top of
D. Without

8. An element is determined by the number of (also known as its atomic

number).
A. Neutrons
B. Electrons
C. Protons
D. Wontons

9. The modern periodic table is organized by atomic number.

A. Increasing
B. Decreasing
C. Reducing
D. Developing

10. A is a combination of two or more atoms that are held together by

covalent bonds.
A. Moles
B. Ions
C. Molecules
D. Megatrons
[32] A Test on Atoms, Elements and Molecules! ProProfs Qiuzzes, 2021
https://www.proprofs.com/quiz-school/story.php?title=atoms-elements-moleculespretest
2 Draw a scheme to illustrate and explain the information on the structure of elements.

TEXT A2
1 Study the following information and say what modern periodic law states.
Modern periodic table
Theory:
Periodic Table: It is the table of chemical elements arranged in order of atomic number
such that elements with similar atomic structure appear in the vertical columns.
Modern periodic law: The Modern periodic law states ―The chemical and physical
properties of elements are a periodic function of their atomic numbers‖. Modern periodic
table (Figure 1) is based on the modern periodic law.

Figure 1

59
Main features:
Groups – There are 18 vertical columns in the periodic table. Each column is called a
group. All elements in a group have similar chemical and physical properties because
they have the same number of outer electrons.
Periods – In periodic table elements are arranged in a series of rows. Elements of the
same period have the same number of electron shells.
Related Terms:
1. Atomic number: Atomic number of an element is the number of protons found in the
nucleus of the atom of that element.
2. Mass number: Mass number of an element is the total number of protons and neutrons in
the nucleus of the atom of that element.
3. Atomic mass: The atomic mass is the mass of an atomic particle, sub-atomic particle, or
molecule.
4. Electronic configuration: The electronic configuration is the distribution of electrons of an
atom or molecule in atomic or molecular orbitals.
5. Melting point: The temperature at which an element changes its state from solid to liquid
is called as the melting point of the element.
6. Boiling point: The temperature at which the vapor pressure of the liquid equals
the pressure surrounding the liquid and the liquid changes into a vapor is known as the
boiling point of that element.

Classification of elements:
1. Group 1 on extreme left position contains alkali metals (Li, Na, K, Rb, Cs and Fr).
2. The alkaline earth metals are metallic elements found in the group 2 of the periodic
table.
3. Elements present in groups 3 to 12 in the middle of the periodic table are
called transition elements. In the transition elements, valence electrons are present in
more than one shell. With a few minor exceptions, the electronic structure of transition
metal atoms can be written as [ ]ns2(n-1)dm, where the inner d orbital has more energy
than the valence-shell s orbital.
4. Group 18 on extreme right side position contain noble gases (He, Ne, Ar, Kr, Xe and
Rn). Their outermost shells contain 8 electrons except He as its outermost shell is K shell
and it can hold only a maximum of 2 electrons.
5. Inner transition elements:
a. 14 elements with atomic numbers 58 to 71 (Ce to Lu) are called lanthanides and they
are placed along with the element lanthanum (La), atomic number 57 in the same position (group
3 in period 6) because of very close resemblance between them. However, for convenience sake,
they are shown separately below the main periodic table.
b. 14 elements with atomic numbers 90 to 103 (Th to Lr) are called actinides and
they are placed along with the element actinium (Ac), atomic number 89 in the same
position (group 3 in period 7) because of very close resemblance between them. They are also
shown separately below the main periodic table along with lanthanides.

Periodic Trends in periodic table:

Figure 2 illustrates the variation of physical and chemical properties of elements along group and
periods in the modern periodic table.

60
 Figure 2
Source : https://en.wikipedia.org
[33] Modern Periodic Table. OLABS, 2021
http://www.olabs. edu.in/?sub=75&brch=12&sim=94&cnt=1
2 Analyse the information and the following statements. Use YES of the statement is
relevant, NO if the statement contradicts the text, NOT GIVEN if there is no information
in the text.
1. There are 18 vertical columns in the periodic table.
2. Elements of the same period have the different number of electron shells.
3. The electronic configuration is the distribution of all electrons and all protons of an atom
or molecule in atomic or molecular orbitals.
4. The temperature at which an element changes its state from solid to liquid is called as the
boiling point.
5. Group 1 on extreme left position contains alkali metals.
6. In the transition elements, valence electrons are present in all shells.
7. Group 18 on extreme right side position contain noble gases.
8. 11 elements with atomic numbers 58 to 71 (Ce to Lu) are called lanthanides.
9. 14 elements with atomic numbers 90 to 103 (Th to Lr) are called actinides.
10. Ionization energy is the main trend in the periodic table.
3 Prepare a short report on the information of the text.

TEXT B1
1 Study the text and summarize its main idea.
Reading the Periodic Table
General Structure of the
Periodic Table. The periodic table
organizes the elements according to
general patterns of similarity. Below is a
very small image of the periodic table. It
is basically unreadable in terms of
specific information, but it allows us to
easily look at the periodic tables structure
general trends.

Figure 1: A very small periodic table

The vertical columns of the
periodic table (marked by yellow stripes in the figure) are called groups. The horizontal rows are
called periods. There are 18 groups and 7 periods. In discussing the periodic table from here on
out we will use the terms group and period. Down a group means moving from top to bottom;
across a period means moving from left to right.

61
 Reading the Periodic Table: Carbon. To describe the information contained within
each individual box we will use a specific example: carbon.

Figure 2: Description of Carbon on the Periodic Table

Element Name. The purpose of the element name is obvious. However, many Periodic
Tables do not include element names. For those situations you must memorize the symbols that
accord to each element name.
Element Symbol. Each element has a specific one or two letter symbol that is used
interchangeably with its name. These should be memorized. Most of the time, symbols quite
clearly accord to the name of the element they represent, as C accords to carbon. Occasional,
however, an element‘s name and symbol have little relation. For example, the symbol for
mercury is Hg.
[34] Reading the Periodic Table. The Periodic Table. SparkNotes LLC, 2021
https://www.sparknotes.com/chemistry/fundamentals/periodictable/section2/

2 Classify the properties of vertical rows and horizontal rows of the periodic table.
Vertical rows Horizontal rows

3 How can we read the Periodic Table? What kind of information does each individual box
contain?

4 Apply concepts: Work in pairs, take turns and tell your partner about the characteristics
of the group and period.

TEXT B2
1 Study the information and say what simple periodic trends are.
Atomic Number. As you move across a period the atomic number increases. Similarly,
as you move down a group the atomic number increases. In this way, the atomic number
represents exactly where in the periodic table an element stands.
More importantly, and the reason why the ordering of the elements according to atomic
number yields elements in groups with similar chemical and physical properties, the atomic
number is the same as the number of protons in the nucleus of an atom of an element, and also
the same as the number of electrons surrounding the nucleus in a neutral state. Carbon, for
example, has six protons and six electrons.
(Atomicmass) Atomic Mass. Along with protons, an atom also contains neutrons in its
nucleus. The atomic mass (also called atomic weight) of an element is the combined number of
protons and neutrons in the nucleus.
Atoms of particular elements generally have different ―versions,‖ meaning that elements
have atoms with different numbers of neutrons in their nucleus. These different versions are
called isotopes. The atomic weight displayed is actually the weighted average of the mass
numbers of the various isotopes. The atomic weight for Carbon is 12.01 because around 99% of
all carbon is the carbon-12 isotope.
Simple Periodic Trends

62
 Atomic Number. The Atomic number increases from the top left to the bottom right. It
ascends sequentially across each period.
Atomic Weight. The atomic weight of the elements generally increases as you move
down a group and across a period. Hydrogen, at the top left of the table, is the lightest element.
The unnamed element 112 is the heaviest. There are some instances when this rule does not hold
true, however. For instance, because it has a high percentage of isotopes with many neutrons,
the atomic weight of tellurium (Te) is higher than that for iodine (I), even though iodine has a
higher atomic number.
[35] Reading the Periodic Table. The Periodic Table. SparkNotes LLC, 2021
https://www.sparknotes.com/chemistry/fundamentals/periodictable/section2/page/2/

2 Give examples of the atomic number, atomic mass and atomic weight.
3 Analyse and classify the features of the atomic number, atomic mass and atomic weight.
atomic number atomic mass atomic weight

4 Examine some of the periodic trends in the physical and chemical properties of the
elements. Prepare a brief report on the issue.

TEXT B3
1 Study the text and say what three distinct groups of the types of elements are described in
it.
Types of Elements
Elements can be organized by group or period, but they also can be placed into three
distinct groups: metals, semi-metals, and non-metals.
Metals. Metals are the pink section on the left side of the table. Metals are generally
lustrous solids, often deformable (though mercury (Hg) is a liquid at room temperature). Metals
are highly conducive to both heat and electricity.
Nonmetals. Nonmetals are the blue boxes on the upper right hand of the periodic table.
More than half of the non-metals are gaseous at normal temperatures.
Semimetals. Semimetals are the green boxes on the periodic table. As their transitory
name and placement on the periodic table suggest, they exist in between the distinctions of
metals and nonmetals.
Metals and Nonmetals. Most chemical compounds are formed by the interactions
between metals and non- metals.
Further Periodic Trends. Beyond those trends described here, there are a number of
further periodic trends such as atomic size, ionization energy, electron affinity, and
electronegativity.
[36] Reading the Periodic Table. The Periodic Table. SparkNotes LLC, 2021.
https://www.sparknotes.com/chemistry/fundamentals/periodictable/section2/page/3/

2 LABORATORY WORK: Based on the information form the text, fill in the following
chart, comparing and contrasting the properties of the metals, semi-metals, and non-
metals.
What are the types of elements?
Parameters Metals Semi-metals Non-metals

3 Summarize the following information and talk to your partner, comparing and
contrasting features of the three groups of elements.

INFORMATION-ACCUMULATION
TEXT C1
1 Study the following article and speak on the patterns of the Periodic table.

63
 Scientists Say: Periodic Table
By Carolyn Wilke
Periodic table
This is a chart that shows all the known chemical elements. The table is made up of over
a hundred squares. Each square represents one element. A square contains one or two letters that
stand for the element‘s name, and numbers that tell about that element‘s properties.
The location of each square in the table tells many things about each element. First, the
elements are organized by atomic number, or how many protons they have. Those on top of the
chart have the fewest protons. An element‘s place also shows how likely it is to react. It also
shows how its electrons are arranged.
During the mid-1800s, many chemists looked for patterns that explained how elements
interacted. Back then, scientists didn‘t know about the protons, neutrons and electrons that make
up atoms. But they did understand that elements had different atomic weights. An atomic weight
is the average weight of one atom of an element.
In 1869, the Russian chemist Dimitri Mendeleev lined up the 63 known elements in order
by their atomic weights. He saw trends in the elements‘ properties that varied over specific
intervals, or periods. Other scientists were working on their own periodic tables, but Mendeleev
published his table first.
The periodic table continued to grow as scientists discovered more elements. These
include the noble gases, identified in 1890. This is a group of elements such as helium that don‘t
like to react with other elements. Starting in the 1940s, scientists found many new elements by
colliding atoms or pieces of atoms.
At the end of 2018, chemists confirmed four elements that had never been observed
before. That brought the number of known elements to 118 and completed the 7th row of the
table.
In a sentence
The year 2019 marks the 150th anniversary of the periodic table, first conceived in 1869.
[30] Wilke C. Scientists Say: Periodic Table. Science News for Students. Society for Science and Public, 2021
https://www.sciencenewsforstudents.org/article/scientists-say-periodic-table

2 Match the words and their definitions.

1. atom A. A substance formed from two or more atoms that unite (bond) in a
fixed proportion and structure. For example, water is a chemical
made when two hydrogen atoms bond to one oxygen atom. Its
chemical formula is H2O. Chemical also can be an adjective to
describe properties of materials that are the result of various reactions
between different compounds.
2. atomic B. A subatomic particle carrying no electric charge that is one of the
basic pieces of matter. Neutrons belong to the family of particles
known as hadrons.
3. atomic number C. The basic unit of a chemical element; made up of a dense nucleus
that contains positively charged protons and uncharged neutrons; the
nucleus is orbited by a cloud of negatively charged electrons.
4. average (in science) D. Each of more than one hundred substances for which the smallest
unit of each is a single atom. Examples include hydrogen, oxygen,
carbon, lithium and uranium.
5. chemical E. A subatomic particle that is one of the basic building blocks of the
atoms that make up matter. Protons belong to the family of particles
known as hadrons.
6. electron F. Having to do with atoms, the smallest possible unit that makes up
a chemical element.
7. element (in G. A term for the arithmetic mean, which is the sum of a group of
chemistry) numbers that is then divided by the size of the group.

64
8. neutron H. A negatively charged particle, usually found orbiting the outer
regions of an atom; also, the carrier of electricity within solids.
9. Proton I. The number of protons in an atomic nucleus, which determines the
type of atom and how it behaves.

2 Role play the conversation with the scientist on the significance of the periodic table.

TEXT C2
1 Study the following article and list the main stages of the history of the Periodic Table.
A Short History of the Periodic Table
In 1789, building upon the work of precursors and contemporaries alike, the French
chemist Antoine Laurent Lavoisier first defined an element as a fundamental substance that
could not be broken down by any chemical means then known. In the same Treatise on Chemical
Elements, he compiled a list of 33 elements (a number of which were not actually elements) and
devised a naming system for the discovery of new elements.
Lavoisier‘s definition and list of elements helped spur an attempt by chemists to
systematize and understand the elements. In 1803, the English chemist John Dalton used the
general scientific recognition that elements combined with each other according to different
ratios by weight to create an atomic theory that claimed all elements were built out of variable
numbers of hydrogen atoms. As a part of this theory, Dalton created a scale of atomic weight
based on the hydrogen atom (the weight of hydrogen was set equal to 1). In 1869, the Russian
chemist Dmitry Mendeleyev organized the elements in a table according to their atomic weights
(the German chemist Julius Lothar Meyer independently struck upon the same organization in
1870).
In the sixty-seven years from Dalton's formulation of atomic weight to Mendeleyev‘s
periodic table many scientists had tried to create a working organizational structure for the
elements. Mendeleyev succeeded where others failed because he realized that there existed a
number of as yet unknown elements with atomic weights between the weights of already known
elements. By leaving vacancies for those elements he believed were undiscovered, he hit upon an
organizational scheme that seemed to vertically group elements with similar properties. Among
elements with low atomic weights, he found that similar chemical characteristics recurred every
seven elements. Among heavier elements, he found that characteristics resurfaced every
seventeen elements. This phenomenon in which physical and chemical characteristics of
elements are periodic functions of their atomic weight is called the periodic law (and gives the
periodic table its name). In 1879, Mendeleyev‘s periodic table received a powerful boost in
general acceptance when it predicted the existence of the elements gallium, germanium, and
scandium.
Through time, Mendeleyev‘s periodic table has undergone some small changes. Many,
many new elements have been added. The discovery of the inert gases raised the number of
elements between similar elements to eight for the lighter elements and eighteen for the darker
elements. In a few instances, scientists have discovered that organization along atomic weights
does not coincide with vertical similarities. In such instances, as in the case of tellurium (Te) and
iodine (I), similarity wins out over atomic weight in determining organization.
[37] A Short History of the Periodic Table. The Periodic Table. SparkNotes LLC, 2021
https://www.sparknotes.com/chemistry/fundamentals/periodictable/section1/
2 Choose the best option to answer the following questions.
1. What scientist first defined an element as a fundamental substance that could not be broken
down by any chemical means then known?
A John Dalton
B Antoine Laurent Lavoisier
C Dmitry Mendeleyev

65
 D Julius Lothar Meyer
2. How did Lavoisier‘s definition and list of elements contribute to the development of the
periodic table?
A It helped discover new elements.
B It helped create a theory.
C It helped spur an attempt by chemists to systematize and understand the
elements.
D It helped weigh elements.
3. What is a scale of atomic weight based on?
A the hydrogen atom
B the oxygen atom
C the nitrogen atom
D the scandium atom
4. When did the Russian chemist Dmitry Mendeleyev organized the elements in a table
according to their atomic weights?
A 1868
B 1867
C 1869
D 1859
5. Why did Mendeleyev succeeded?
A because he created an atomic theory
B because he realized that there existed a number of unknown
elements with atomic weights between the weights of already known
elements
C because he created a scale of an atomic weight
D because he studied the atomic theory
6. What properties did Mendeleev discover among elements with low atomic weights?
A He found that similar chemical characteristics recurred every seven
elements
B He found that similar chemical characteristics recurred every six
elements
C He found that similar chemical characteristics recurred every eight
elements
D He found that similar chemical characteristics recurred every five
elements
7. What properties did Mendeleev reveal among heavier elements?
A He found that characteristics resurfaced every seven elements.
B He found that characteristics resurfaced every sixteen elements.
C He found that characteristics resurfaced every seventeen elements.
D He found that characteristics resurfaced every six elements.
8. How is the phenomenon in which physical and chemical characteristics of elements are
periodic functions of their atomic weight called?
A the atomic mass
B the atomic number
C the group
D the periodic law

9. When did Mendeleyev‘s periodic table receive a powerful boost in general acceptance?
A 1879
B 1779
C 1776
D 1876

66
10. What changes has Mendeleyev‘s periodic table undergone through times?
A some small changes, many new elements have been added.
B the elements were classified
C no changes
D great changes, the existing elements were reordered

3 Prepare a lecture or a lesson on the history of the Periodic table for the Chemistry
classroom learners.

TEXT C3
1 Watch the following video and summarize its main idea.
How do elements get on the periodic table? | Science News, 2020
https://www.youtube.com/watch?v=5RF4DlXA_Uo [38]

2 Complete the gaps with suitable words form the video.

1. The periodic table defines the elements that make up all .............................................. and
guides all of chemistry.
2. But how do elements earn a.............................................. on the table?
3. Each element on the periodic table is made up of a different number of …………….. .
So scientists are looking for two known elements that they can smash together to create a
new element with a different number of ........................ than we‘ve ever seen before.
4. To make element 118, called oganesson, scientists used ……………, with 20 protons,
and ………………. , with 98. Here‘s how it works. A beam of …………….. of one
element is shot at atoms of the other element. With luck, the two........................ , forming
the new element. But often they don‘t. And even when they do, the new elements are
often unstable. They can decay in mere milliseconds.
5. The ................................................. Dmitry Mendeleev put in the first periodic table were
already big names. He even left space for undiscovered elements. Most of those
elements and others soon showed up in nature, isolated from ……………… , for
example.
6. But eventually scientists had to turn to ................................................... to keep filling out
the periodic table and keep pushing the limits of matter.
7. The International Union of Pure and ……………… ……………… and the
International Union of Pure and Applied Physics convene a group to ......................... new
element claims.
8. How do they decide? The evidence could come from the element‘s ………………..
………………. . The timing and associated energies can help seal the verdict.
9. The modern system is not without ………………. .
10. Once the data are solid, the reviewers decide who gets credit, and the element makes its
debut. And the discoverers get to name and pick ………………. for their elements,
though there are a lot of rules.

3 Prepare a report for the Chemistry classroom on how new elements get on the periodic
table.

4 Periodic Table Activities & Games.

4a Analyse the activities of the websites.
Learning about Periodic Table. Periodic Table Activities & Games. Study.com, 2021
https://study.com/academy/lesson/periodic-table-activities-games.html [39]

67
 Engineering and the Periodic Table – Activity. Teach Engineering. STEM Curriculum for
K-12. University of Colorado, 2021. https://www.teachengineering.org/activities/ view/
cub_mix_lesson2_activity1 [40]
4b Choose one activity and explain how it can be used in the Chemistry class to educate the
learners on the topic of the Periodic Table.

4c Role play the activity in class.

PRAGMATICS-ACTIVISATION
1 Dialogue-making:
Speaker A: Imagine that you were a scientific blogger.
What questions would you ask a chemist about the peculiarities of the Periodic table of
Elements?
Think about and write down 10 questions.
A BLOG

Question 1 _ _ Blogger’s Name

Question 2 _ _ Title

Question 3 _ _

Speaker B: Imagine that you were a chemist. How would you answer the scientific blogger‘s
questions?
Role play a dialogue.

2 Writing: Summarize the results of an interview with the chemist and write an entry for
the scientific blog on the topic of the Periodic table (at least 200-250 words).

3 Public Speaking: Prepare a public speech for the conference on the Periodic table of
elements.

CONTEXT-BASED COMMUNICATION
SOCIETY VALUES: TEXT E1
1 Study the following website.
The Periodic table of the Elements. PBS Learning Media. PBS & WGBH Educational
Foundation, 2021
https://www.pbslearningmedia.org/resource/phy03.sci.phys.matter.lp_pertable/the-
periodic-table-of-the-elements/ [41]

2 Suggest ways of application of its resources in the Chemistry classroom.

SOCIETY VALUES: TEXT E2

1 How well do you know the elements around you? Identify elements that make up your
surroundings in a set amount of time.

2 How to play: Use the periodic table scorecard to mark off the elements that you find
around you. The team or person with the largest number of identifiable elements wins.

68
 [42] F. Wood-Black. Periodic Table Scavenger Hunt. In Chemistry. The ACS Student Magazine. ACS Chemistry for
Life. American Chemical Society, 2021 https://inchemistry.acs.org/student-chapters/iypt-scavanger-hunt.html

3 Read the following text and compare your answers.

Periodic Table Scavenger Hunt
By Frankie Wood-Black
Where to Find Elements
In the human body
About 25 elements are found in the human body. You can probably already guess the
main components: carbon, hydrogen, oxygen, and nitrogen account for about 96% of your body
mass. You‘ll come up with more elements if you consider the composition of teeth, bones, blood,
and DNA.
But did you take cobalt into account? About 1 mg of cobalt is present in your body as
vitamin B12. It acts as a co-enzyme to help your body make red blood cells and DNA. Although
there are cobalt minerals, the only sources of cobalt that humans can digest are in meat, eggs,
and dairy products (which is why it‘s so important for vegans to take vitamin B12supplements).
Your body also relies on tiny amounts of sodium, potassium, chlorine, and calcium ions
to regulate nerve activity. Neurons transmit electrical signals by controlling the relative
concentrations of these ions inside and outside of the cell. The right concentrations produce a
voltage difference in neuron cell membranes that transmits an electrical signal from one neuron
to the next.
Can you identify the rest of the elements in your body?
In the air
No doubt, you are aware that oxygen and nitrogen comprise about 99% of the air we
breathe. But there are a lot of other elements that account for that last 1%. Can you figure out
what they are?
If you are in a room near the ground, you may need to consider radon. It is a noble gas.
And yes, it‘s radioactive. Naturally occurring 234U decays into 230Th, which further decays
into 226Ra, which produces 222Rn. This decay series takes place in the soil and in certain rocks,
such as granite, gneiss, and limestone, which is how it may get into your air.
The half-life of this isotope of radon is just less than four days, so in an open area, it
disperses quickly. However, radon is one of the densest gases in the atmosphere, so it can
become concentrated in environments like mines, underground springs, and even basements. The
U.S. Environmental Protection Agency recommends that all homes be tested for radon.

69
In your pockets
If someone has a smartphone, you can account for up to 70 elements. You‘ve probably
already guessed silicon in the circuits, and oxygen (bonded to the silicon) in the glass screen.
The light displays rely on the same light-emitting diode (LED) chemistry as modern lights, so
you can find a lot of the same elements there (see the next page).
But did you look for the neodymium, terbium, and dysprosium in the phone‘s vibrating
unit? The vibration is produced by a very tiny, unbalanced motor. The motor spins when
activated by the flux generated by a disk magnet. Rare earth magnets, such as Nd2Fe14B, are
commonly used for this purpose because they are permanent and have a strong magnetic field.
Neodymium and iron each have four unpaired electrons, so they are paramagnetic (attracted to
magnetic fields) to begin with. In addition, rare earth metals are highly responsive to magnetic
fields; terbium visibly expands and contracts in their presence. When these elements are
combined in an alloy, they take on a crystalline structure that directs the magnetism of the
individual components along a specific axis, making the material ferromagnetic (permanently
magnetic), with a very strong magnetic field.
Don‘t forget any credit cards or key cards. Their paints and magnetic strips contain
elements. The same goes for keys and any gems.
In a classroom
Did you check the lighting? Incandescent light bulbs use tungsten filaments, and
fluorescent lighting excites mercury vapor to produce light. The newest lights rely on light-
emitting diodes (LEDs). The light from LEDs is a result of the electronic band structure (the
quantized energy of the electrons) of their composite materials. Incoming energy is absorbed by
an electron in the valence band, which then jumps to the conduction band. This leaves a
positively charged hole in the valence band. The hole and electron travel through the crystal
lattice together. However, an impurity in the lattice disrupts the travel. The electron recombines
with the hole and releases some energy. If the energy released is in the visible range, the material
can be used in LEDs.
LEDs are made of a variety of elements, depending on the desired color. For example,
red light is a result of europium doping. When small amounts of Eu2O3 are doped into yttrium
oxides, the large europium atoms provide disruptions in the lattice of the smaller yttrium atoms.
The resulting wavelength is in the red region of visible light when activated by electrical energy.
Divalent europium can produce a variety of colors, depending on the material is it doped into.
The wavelength of the energy released depends on the composition of the crystal lattice. To vary
the resulting wavelength, a lattice can be tuned by using different dopants. Components that emit
different wavelengths can be combined to produce a desired light effect.
The inner workings of a light-emitting diode, showing circuit (top) and band diagram
when a voltage is applied (bottom).
What other elements can you find?
Once you start looking, you‘ll find a wide array of elements almost anywhere!
[42] F. Wood-Black. Periodic Table Scavenger Hunt. In Chemistry. The ACS Student Magazine. ACS Chemistry for
Life. American Chemical Society, 2021 https://inchemistry.acs.org/student-chapters/iypt-scavanger-hunt.html

2 Study the text again and create a comparative chart on the elements around.
Element In the In the air In the In the Other
human body pocket classroom examples
e.g. oxygen  

3 Discussion: Generate ideas on the following questions.

1. What is the role of the vitamin B12 in the human body?
2. How is the human‘s nerve system regulated?
3. Why does the U.S. Environmental Protection Agency recommend that all homes be
tested for radon?

70
 4. What elements can the smartphone contain?
5. How do the newest lights rely on light-emitting diodes (LEDs)?
6. How can the information about the elements in everyday life be useful?

SOCIETY VALUES: TEXT E3

1 Study the following article and say what the advantages and disadvantages of the
Periodic Table are.
Advantages and Disadvantages of the Periodic Table

Advantages of the Modern Periodic Table

1. The modern periodic table is based on the atomic number of elements. On the other hand,
Mendeleev‘s periodic table is based upon the atomic masses of elements.
This is a positive because the atomic number is the number of protons in an element
whereas the atomic mass is the measure of the protons and neutrons. Since the number of
neutrons in an atom has a minimal effect on chemical behavior, it is not an accurate way to
classify elements and therefore this is one reason why the modern table is better.

2. The modern periodic table clearly depicts the differences between elements, transition
elements and noble gases, as well as the difference between non-metals and metals. This is not
present in the old periodic table.

3. In the current version of the table, these elements are arranged according to their electronic
configurations, where elements with similar electronic configurations are placed in the same
column in order to show that they exhibit similar properties. This is not present in the old table.

4. There is a certain degree of inconsistency in the old periodic table, due to science not being as
evolved as it was in the 19th and 20th century. Therefore, in the old periodic table, there is some
wrong information, like the wrong atomic masses of some elements and the position of these
isotopes. This has been rectified for the new periodic table.

Disadvantages of the Modern Periodic Table

Despite the positives, there are several shortcomings of the modern periodic table. Let‘s
look at them below.

71
1. The hydrogen resembles both of the alkali metals and the halogen group. Therefore, there is a
quite a conundrum as the placement of Hydrogen as it is only placed in that group due to its
electronic configuration and not because of its properties, which is perplexing to a degree.
2. The lanthanides and actinides, with an atomic number above 57, are not placed in the main
table of the body, instead below the table. While this is to depict that they're transition metals, it
is slightly confusing because they do not follow a conventional column, and therefore it is
difficult to make a judgement of which of the elements exhibit similar properties.
[43] Advantages and Disadvantages of the Periodic Table. History of the Periodic Table. Venngage, 2021
https://venngage.net/p/181767/advantages-and-disadvantages-of-the-periodic-table-history-of-the-periodic-table

2a Communication: Discuss the following questions.

A. Merits B. Demerits
1) What is the difference between the modern 1) Are there any shortcomings of the periodic
periodic table and Mendeleev‘s periodic table? table, either Mendeleev‘s one or the modern
What is positive about it? version?
2) What does the modern periodic table clearly 2) What is controversial about Hydrogen?
depict?
3) How are the elements arranged according in 3) What kind of elements are not placed in the
the current version of the table? What kind of main body of the table?
configuration is taken into account?
4) Why is there a certain degree of 4) Why is this problem confusing?
inconsistency in the old periodic table?
Add your question Add your question
2b Debate on the following topic: „Merits and Demerits of the Periodic Table‟.

3 Create a synopsis of the main aspects of the Classification of Elements and Periodicity in
Properties (e.g. history, the outline, merits and demerits of the periodic table) for the
Science class teachers and learners.

4 Study the following interactive resource and think about the ways to use it in the
Chemistry classroom.
Prof. N. De Leon. Periodic table of the Elements. C101 Class Notes, 2021
https://cpanhd.sitehost.iu.edu/periodictable.html [44]

5 Prepare a lecture on the following topic.

Classification of elements into groups and development of Periodic Law and Periodic Table are
the consequences of systematising the knowledge gained by a number of scientists through their
observations and experiments. Explain the classification of elements and their logical
consequence

SELF-STUDY: SCIENTIFIC FORUM

1 Research the information on ONE of the topics
The Periodic Table of Elements and the Society’
‘Modern Periodic Law: Discuss the activities to introduce the ideas of the topic to the
Science class learners’
2 Prepare a report/project for a scientific meeting, following the stages:
Introduction
Task
Process
Result/Product
Evaluation/Reflection
3 Role play the Scientific Forum meetinU g ninitcl2asCs.hemistry

72
 2.3 Organic and Non-organic Chemistry – Basic principles and Techniques

LEAD-IN
1 Give answers to the following questions.
6. What is organic chemistry?
7. What is non-organic chemistry?
8. What are roles of organic chemistry and non-organic chemistry?

2 Study the following facts about organic chemistry

Discuss with your partner the given facts.
Share what other facts you know on this topic.

Carbon occurs in its pure Around 18 percent of the Honeybees use wax to make
form in nature as graphite and human body is carbon atoms. their honeycombs.
diamond.
Synthetic dyes made from DNA molecules are very Charles Goodyear found that
organic compounds have long. If you stretched one out combining rubber with sulfur
allowed the manufacture of it would be about three feet allowed the rubber to be more
dyes rather than using plants long. durable across temperatures.
for dyes.
The word "saccharide" comes Carbohydrates make up Many people try using a low
from the Greek word between 2 and 3 percent of carb diet to lose weight, but
"sakkharon" which means the average person's body we all need some
"sugar." mass. carbohydrates to survive.

When a compound is not Waxes are used in all sorts of Fats help us to dissolve and
water soluble it is called everyday applications store some important
"hydrophobic" including chewing gum, vitamins including A, D, E,
polishes, and candles. and K.

[] Biology for Kids. Ducksters.com, 2021

https://www.ducksters.com/science/biology/carbohydrates.php
https://www.ducksters.com/science/biology/lipids.php

CONCEPTSTUDY
1 Study the descriptions of organic and non-organic compounds.
1. Organic compounds are the result of activities of living beings while inorganic compounds are
created either due to natural processes unrelated to any life form or the result of human
experimentation in the laboratory.
2. Inorganic compounds can make salt, while organic cannot.
3. Organic compounds contain carbon, while inorganic do not.
4. Organic compounds have carbon-hydrogen bonds, while inorganic do not.
5. Inorganic compounds contain metal atoms, whereas organic compounds do not.
6. Organic compounds are biological and inorganic are mineral in nature.
7. Organic compounds are part of a class of chemical compounds the molecules of which contain
carbon and hydrogen, while inorganic compounds mostly comprise of metal containing
compounds even if they happen to exist in living organisms.
http://www.differencebetween.net/science/difference-between-organic-and-inorganic-
compounds/

73
Organic compound Non-organic compound

2 Now fill in this table to identify the difference between organic and non-organic
compounds.

TEXT A1
1 Study the basic vocabulary and find their definitions.
A B
1 Organic chemistry
2 Organic compound
3 Inorganic compounds
4 Vitalism
5 a solution
6 Carbon
7 hydrogen
8 Carbon dioxide
9 a by-product
10 molecule

2 Read the following micro text.

1.1 What Is Organic Chemistry?
Organic chemistry is the branch of chemistry involving organic compounds. What, then, is an
organic compound?
In the late 1700s, scientists defined an organic compound as one that could be obtained from a
living organism, whereas inorganic compounds encompassed. everything else. It was believed
that organic compounds could not be made in the laboratory; instead, only living systems could
summon up a mysterious ―vital force‖ needed to synthesize them. This belief was called
vitalism. By this definition, many familiar compounds, such as glucose (a sugar), testosterone (a
hormone), and deoxyribonucleic acid (DNA), are organic (Fig. 1-1).

This definition of organic compounds broke down in 1828, when Friedrich Wöhler(1800–1882),
a German physician and chemist, synthesized urea (an organic compound known to be a major
component of mammalian urine) by heating a solution of ammonium cyanate (an inorganic
compound; Equation 1-1).

74
If vitalism couldn‘t account for the distinction between organic and inorganic compounds, what
could? Gradually, chemists arrived at our modern definition: An organic compound contains a
substantial amount of carbon and hydrogen. This definition, however, is still imperfect, because
it leaves considerable room for interpretation. For example, many chemists would classify
carbon dioxide (CO2) as inorganic because it does not contain any hydrogen atoms, whereas
others would argue that it is organic because it contains carbon and is critical in living systems.
In plants, it is a starting material in photosynthesis, and in animals, it is a by-product of
respiration. Similarly, tetrachloromethane (carbon tetrachloride, CCl4) contains no hydrogen, but
many would classify it as an organic compound. Butyllithium (C4H9Li), on the other hand, is
considered by many to be inorganic, despite the fact that 13 of its 14 atoms are carbon or
hydrogen. Although this definition of an organic compound has its inadequacies, it does allow
chemists to classify most molecules.
Organic Chemistry Principles and Mechanisms by Joel M. Karty

3 Answer the following questions.

1. What is organic chemistry?
2. What was a definition for an organic compound in 1700s?
3. What is ―vitalism‖?
4. Who is Friedrich Wöhler and his role in organic chemistry?

4a Summarize the information from the „What is organic chemistry‟ and make poster for 8
grade students.

https://thumbs.dreamstime.com/z/web-template-circle-diagram-presentation-business-
infogr-web-template-circle-diagram-presentation-business-104488804.jpg

4 b Present it to your groupmates. What else would you add to the information to make it
comprehensible to your students?

75
TEXT A2
1 Study the text and say where organic chemistry is used.

Where Is Organic Chemistry Used?

Organic chemistry is a highly creative science in which chemists create new molecules
and explore the properties of existing compounds. Organic compounds are all around us. They
are central to the economic growth of the United States in the rubber, plastics, fuel,
pharmaceutical, cosmetics, detergent, coatings, dyestuff, and agrichemical industries, to name a
few. The very foundations of biochemistry, biotechnology, and medicine are built on organic
compounds and their role in life processes. Many modern, high-tech materials are at least
partially composed of organic compounds .
Organic chemists spend much of their time creating new compounds and developing
better ways of synthesizing previously known compounds.
Which Industries Hire Organic Chemists?
Organic chemists at all levels are generally employed by pharmaceutical, biotech,
chemical, consumer product, and petroleum industries. Chemists in industry mainly work in
development, while chemists in academia are involved in more basic research.
Biotechnology
Biotechnology (―biotech‖ for short) is a field of applied biology that involves using living
organisms and bioprocesses to create or modify products for a specific use. The cultivation of
plants has been viewed as the earliest example of biotechnology and the precursor to modern
genetic engineering and cell and tissue culture technologies. Virtually all biotechnology products
are the result of organic chemistry.
Biotechnology is used in in health care, crop production and agriculture, nonfood uses of
crops and other products (e.g., biodegradable plastics, vegetable oil, biofuels), and environmental
applications.
Chemical
The chemical industry is crucial to modern world economies and works to convert raw
materials such as oil, natural gas, air, water, metals, and minerals into more than 70,000 different
products. These base products are then used to make consumer products in addition to
manufacturing, service, construction, agriculture, and other industries.
Over three-fourths of the chemical industry‘s output worldwide is polymers and plastics.
Chemicals are used to make a wide variety of consumer goods, as well as thousands of products
that are inputs to the agriculture, manufacturing, construction, and service industries. The
chemical industry itself consumes about a quarter of its own output. Major industrial customers
include rubber and plastic products, textiles, apparel, petroleum refining, pulp and paper, and
primary metals.
Petroleum
The petroleum industry includes the global processes of exploration, extraction, refining,
transporting, and marketing petroleum products. The largest volume products of the industry are
fuel oil and gasoline. Petroleum is also the raw material for many chemical products, including
pharmaceuticals, solvents, fertilizers, pesticides, and plastics. The industry is usually divided into
three major components: upstream (exploration and production), midstream (transportation), and
downstream (refining crude oil, processing and purifying natural gas, creating petrochemicals).
Pharmaceutical
The pharmaceutical industry develops, produces, and markets drugs licensed for use as
medications for humans or animals. Some pharmaceutical companies deal in medications and
medical devices or agents that act on diseases without chemical interaction with the body.
https://www.acs.org/content/acs/en/careers/college-to-career/areas-of-chemistry/organic-
chemistry.html

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2 Group work. Summarize information given above and fields where Organic Chemistry is
used and add your own findings. Present your findings to other groups.
№ Fields where Organic Chemistry How Organic Chemistry works in this field
is used
1
2
3
4
5
6
7
8
[3]
4 Develop a lesson plan: Imagine that you are going to conduct a demo lesson to 8 grade
students on “Organic Chemistry. Where Organic Chemistry is used” Work with partners
(colleagues) to discuss and outline the lesson. Be ready to share your plan. Choose the best
plan.

TEXT A3
1 Pair work. Before reading a text fill in the first and second table of KWL chart about
“Carbon”. Study the text and fill in the third table.

https://d3n817fwly711g.cloudfront.net/uploads/2012/04/KWL-chart-template-
e1459406658982.png
KWL about Carbon
Compounds
More than one million carbon compounds have been described in chemical literature, and
chemists synthesize many new ones each year. Much of the diversity and complexity of organic
forms is due to the capacity of carbon atoms for bonding with one another in various chain and
ring structures and three-dimensional conformations as well as for linking with other atoms.
Indeed, carbon‘s compounds are so numerous, complex, and important that their
study constitutes a specialized field of chemistry called organic chemistry, which derives its
name from the fact that in the 19th century most of the then-known carbon compounds were
considered to have originated in living organisms.

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 All organic compounds, such as proteins, carbohydrates, and fats, contain carbon, and
all plant and animal cells consist of carbon compounds and their polymers. Polymers are
macromolecules consisting of many simple molecules bonded together in specific ways.
With hydrogen, oxygen, nitrogen, and a few other elements, carbon forms compounds that make
up about 18 percent of all the matter in living things. The processes by which organisms
consume carbon and return it to their surroundings constitute the carbon cycle.

Carbon cycle
The generalized carbon cycle.
Encyclopædia Britannica, Inc.
Carbon is present as carbon dioxide in Earth‘s atmosphere at a concentration of about
0.04 percent by volume, an amount that is increasing. Carbon dioxide is a greenhouse gas, and it
is dissolved in all natural waters. Carbon occurs in the crust of Earth in the form of carbonates in
such rocks as marble, limestone, and chalk and in hydrocarbons—the
principal constituents of coal, petroleum, and natural gas. Carbonate minerals are important
sources of various metals, such as sodium, magnesium, calcium, copper, and lead.
This article was most recently revised and updated by Erik Gregersen, Senior Editor.
https://www.britannica.com/science/carbon-chemical-element/Compounds#ref112007

2 Read the multiple-choice questions and choose the most suitable answer
(A-C).
1. Much of the diversity and complexity of organic forms is due to?
A. carbon atoms‘ bonding properties
B. carbon atoms‘ ring structures
C. carbon atoms‘ ability to link with other atoms
D. all above true = all pointes mentioned above are true

2. Carbon‟s compounds are

A. large in number and various
B. difficult to study
C. originated only in nonliving organisms
D. all above false

3. All organic compounds consist of

A. Carbon compounds and their polymers
B. Greenhouse gas

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 C. Carbonate minerals
D. Earth‘s atmosphere

4. Polymers are
A. Complex molecules
B. Non-bonded complex molecules
C. Tiny molecules
D. Non-bonded tiny molecules

5. The carbon cycle is

A. Reducing Greenhouse gas
B. Extracting natural water
C. Process of consuming and returning carbon by organisms
D. Living organisms

3 The Communicative task.

1. Study the Carbon cycle and judge the value of carbon in humans‟ life.
2. Make up a dialogue based on this table.
Positive Negative

TEXT B1
1 Study the following information on the topic
Acid
Acid, any substance that in water solution tastes sour, changes the colour of certain
indicators (e.g., reddens blue litmus paper), reacts with some metals (e.g., iron) to
liberate hydrogen, reacts with bases to form salts, and promotes certain chemical reactions (acid
catalysis). Examples of acids include the inorganic substances known as the mineral acids—
sulfuric, nitric, hydrochloric, and phosphoric acids—and the organic compounds belonging to
the carboxylic acid, sulfonic acid, and phenol groups. Such substances contain one or more
hydrogen atoms that, in solution, are released as positively charged hydrogen ions.
https://www.britannica.com/science/acid

https://www.britannica.com/science/acid
Alkali
Alkali, any of the soluble hydroxides of the alkali metals – i.e., lithium, sodium, potassium,
rubidium, and cesium. Alkalies are strong bases that turn litmus paper from red to blue; they
react with acids to yield neutral salts; and they are caustic and in concentrated form are corrosive

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to organic tissues. The term alkali is also applied to the soluble hydroxides of such alkaline-earth
metals as calcium, strontium, and barium and also to ammonium hydroxide. The term was
originally applied to the ashes of burned sodium- or potassium-bearing plants, from which the
oxides of sodium and potassium could be leached.

alkali- Sodium metal.

Dennis "S.K."
The manufacture of industrial alkali usually refers to the production of soda ash
(Na2CO3; sodium carbonate) and caustic soda (NaOH; sodium hydroxide). Other industrial
alkalies include potassium hydroxide, potash, and lye. The production of a vast range of
consumer goods depends on the use of alkali at some stage. Soda ash and caustic soda are
essential to the production of glass, soap, miscellaneous chemicals, rayon and cellophane, paper
and pulp, cleansers and detergents, textiles, water softeners, certain metals (especially
aluminum), bicarbonate of soda, and gasoline and other petroleum derivatives.
People have been using alkali for centuries, obtaining it first from the leachings (water
solutions) of certain desert earths. In the late 18th century the leaching of wood or seaweed ashes
became the chief source of alkali. In 1775 the French Académie des
Sciences offered monetary prizes for new methods for manufacturing alkali. The prize for soda
ash was awarded to the Frenchman Nicolas Leblanc, who in 1791 patented a process for
converting common salt (sodium chloride) into sodium carbonate. The Leblanc
process dominated world production until late in the 19th century, but following World War I it
was completely supplanted by another salt-conversion process that had been perfected in the
1860s by Ernest Solvay of Belgium. Late in the 19th century, electrolytic methods for the
production of caustic soda appeared and grew rapidly in importance.
https://www.britannica.com/science/alkali

2 The task:

TEXT B2
1 Study the text and say features of inorganic chemistry
Inorganic chemistry
Modern chemistry, which dates more or less from the acceptance of the law of conservation of
mass in the late 18th century, focused initially on those substances that were not associated with

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living organisms. Study of such substances, which normally have little or no
carbon, constitutes the discipline of inorganic chemistry. Early work sought to identify the
simple substances – namely, the elements – that are the constituents of all more complex
substances. Some elements, such as gold and carbon, have been known since antiquity, and
many others were discovered and studied throughout the 19th and early 20th centuries. Today,
more than 100 are known. The study of such simple inorganic compounds as sodium
chloride (common salt) has led to some of the fundamental concepts of modern chemistry,
the law of definite proportions providing one notable example. This law states that for most pure
chemical substances the constituent elements are always present in fixed proportions by mass
(e.g., every 100 grams of salt contains 39.3 grams of sodium and 60.7 grams of chlorine). The
crystalline form of salt, known as halite, consists of intermingled sodium and chlorine atoms, one
sodium atom for each one of chlorine. Such a compound, formed solely by the combination of
two elements, is known as a binary compound. Binary compounds are very common in inorganic
chemistry, and they exhibit little structural variety. For this reason, the number of inorganic
compounds is limited in spite of the large number of elements that may react with each other. If
three or more elements are combined in a substance, the structural possibilities become greater.
After a period of quiescence in the early part of the 20th century, inorganic chemistry has again
become an exciting area of research. Compounds of boron and hydrogen, known as boranes,
have unique structural features that forced a change in thinking about the architecture of
inorganic molecules. Some inorganic substances have structural features long believed to occur
only in carbon compounds, and a few inorganic polymers have even been
produced. Ceramics are materials composed of inorganic elements combined with oxygen. For
centuries ceramic objects have been made by strongly heating a vessel formed from a paste of
powdered minerals. Although ceramics are quite hard and stable at very high temperatures, they
are usually brittle. Currently, new ceramics strong enough to be used as turbine blades in jet
engines are being manufactured. There is hope that ceramics will one day replace steel in
components of internal-combustion engines. In 1987 a ceramic
containing yttrium, barium, copper, and oxygen, with the approximate formula YBa2Cu3O7, was
found to be a superconductor at a temperature of about 100 K. A superconductor offers no
resistance to the passage of an electrical current, and this new type of ceramic could very well
find wide use in electrical and magnetic applications. A superconducting ceramic is so simple to
make that it can be prepared in a high school laboratory. Its discovery illustrates the
unpredictability of chemistry, for fundamental discoveries can still be made with simple
equipment and inexpensive materials.
Many of the most interesting developments in inorganic chemistry bridge the gap with
other disciplines. Organometallic chemistry investigates compounds that contain inorganic
elements combined with carbon-rich units. Many organometallic compounds play an important
role in industrial chemistry as catalysts, which are substances that are able to accelerate the rate
of a reaction even when present in only very small amounts. Some success has been achieved in
the use of such catalysts for converting natural gas to related but more useful chemical
substances. Chemists also have created large inorganic molecules that contain a core of metal
atoms, such as platinum, surrounded by a shell of different chemical units. Some of these
compounds, referred to as metal clusters, have characteristics of metals, while others react in
ways similar to biologic systems. Trace amounts of metals in biologic systems are essential for
processes such as respiration, nerve function, and cell metabolism. Processes of this kind form
the object of study of bioinorganic chemistry. Although organic molecules were once thought to
be the distinguishing chemical feature of living creatures, it is now known that inorganic
chemistry plays a vital role as well.
https://www.britannica.com/science/chemistry/Analytical-chemistry
2 Summarize all the information form the previous texts A1-A3, B1-B2 and create your
mind map on the topic

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3 Share your ideas and mind maps with a partner/in class.

INFORMATION-ACCUMULATION
TEXT C1
1 Video watching.
1. Now study properties of carbon monoxide. Watch a video on “Know what makes
carbon monoxide so dangerous and tips to stay safe from poisoning”
2. Learn why carbon monoxide is dangerous and how to prevent poisoning.

https://www.britannica.com/science/carbon-chemical-element/Compounds#ref112007
3. Create a video tutorial or a slide or poster on “Dangerous properties of carbon
monoxide” to explain and present it to 8 grade students. Discuss each groups work.

A POSTER

TEXT C2
• Watch the video about crude oil and jot down answers to the following:
https://youtu.be/62LvVYYqUFA

1. What is crude oil made of?

2. What do we use crude oil for?
Crude oil

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Crude oil is a mixture of a very large number of compounds and is made from the bodies of
plants and animals that have decayed many millions of years ago. A mixture is two or more
substances NOT chemically combined together (such as a mixture of sand and water that can be
separated by filtration).
Hydrocarbons
Most of the compounds in crude oil consist of molecules made up of hydrogen and carbon atoms
only. We call these HYDROCARBONS. We can separate the different unchanged hydrocarbons
from crude oil by FRACTIONAL DISTILLATION.

Uses of crude oil

Crude oil can be separated using a technique called FRACTIONAL DISTILLATION. Fractional
distillation produces products we can use for lots of different applications.

Fractional distillation
Fractional distillation separates a mixture into a number of different parts, called fractions. A
tall column is fitted above the mixture, with several condensers coming off at different heights.
The column is hot at the bottom and cool at the top. Substances with high boiling points
condense at the bottom and substances with low boiling points condense at the top. Fractional
distillation works because the different substances in the mixture have different boiling points.

Alkanes
Alkanes are the name of a type of chemical that makes up the compounds in crude oil. They are
hydrocarbons (contain only hydrogen and carbon) and form a series of increasing molecular
weight.

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 Carbon chains
Alkanes are chains of carbon atoms with hydrogen atoms attached to them. There is an alkane
with one carbon atom, two carbon atoms, three, four, five and so on. The chains can be massive
with hundreds of carbon atoms.

Methane
One carbon atom bonded to four hydrogen atoms. Each line represents a single covalent bond.

Ethane
Two carbon atoms six hydrogen atoms

Propane
Three carbon atoms eight hydrogen atoms

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 Butane
Four carbon atoms ten hydrogen atoms

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 Pollutants
Sulphur present in fuels burns to produce sulphur dioxide. At high temperatures oxides of
nitrogen may also be formed from nitrogen in the atmosphere. These react with water in the
atmosphere to form ACID RAIN

Some interesting facts

It was discovered way back in the 1800s during the Industrial Revolution. A Scottish chemist,
Robert Angus Smith, was first to discover this phenomenon in 1852 as a relationship between
acid rain and atmospheric pollution in Manchester, England.
But it gained public attention mainly in the 1960s. The term was coined in 1972 when the NY
Times published reports about the climate change effects which started arising due to the
occurrence of acid rain in the Hubbard Brook Experimental Forest in New Hampshire.
https://www.conserve-energy-future.com/causes-and-effects-of-acid-rain.php

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1 Think critically: Read the text and using the „INSERT‟ technique mark information in
the text, using the following symbols.
‗V‘ ‗+‘ ‗--‗ ‗?‘
‗I knew it‘ ‗It‘s new for ‗I thought otherwise‘ ‗It‘s interesting/ unclear/needs
me‘ consideration‘

PRAGMATICS-ACTIVISATION
Dialogue-making.
1 You and your colleague are planning to take part in a conference “Chemistry of today
and tomorrow?” You and your colleague are going to prepare poster presentation on a
topic “Crude oil vs Alternative resources” before attending
Speaker A: Crude oil is a limited resource that will eventually run AN ARTICLE
out.
Journalist’s
Speaker B: Alternatives are needed and some are already under Name
development.
Title

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2 Role play a dialogue.
3 Writing: Summarize the results of an interview with the scientist and write an article for
the scientific journal on the topic of (at least 70-100 words).

Project work
1. Go to this link, watch video and study information on acid rain.
https://www.nationalgeographic.com/environment/article/acid-rain
2. In groups discuss causes of acid rain and solutions of reducing effects of it to
environment. Then fill in this table.
3. Present your findings.

Causes Solution My suggestions

CONTEXT-BASED COMMUNICATION

SOCIETY VALUES: TEXT E1

1 Read the table and study information about vitamins.

Vitamins

https://nationviral.com/wp-content/uploads/2020/02/Essential-Vitamins-for-Women.jpg
Vitamins Organic compounds, required by the body in small concentrations
to prevent diseases or medical conditions
Why vitamins are They are unable to be synthesised in the body
essential
Two distinct types of Fat soluble and water soluble
vitamins
Characteristics of vital to normal functioning of animals and they do not have a
vitamins common chemical structure
Everything you know - 4 hydroxyl groups forms hydrogen bonds with polar molecules
about Vitamin C - Polar, soluble in water
- Transported in the blood passed from the body in urine not stored
in the body

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 - Essential
- found in cataloupe, kiwi fruit, mango, pineapple, broccoli
- lack of vitamin C causing muscle disfiguration
- iron - adsorption
- anti - oxidant
Everything you know - 1 hydroxyl group forms mainly dispersion forces with non-polar
about vitamin D molecules
- non-polar
- stored in fatty tissue
- non - essential
- Fish liver oil, fatty fish, mushrooms, egg yolk, milk
- lack of vitamin D causes rickets
Water soluble vitamins - found in the aqueous environment of the blood
- a large number of OH group that form H-bond with water
- Are excreted by the body if not used hence must be consumed as
a regular part of the diet
- Should not be taken in large irregular doses as the extra amount is
not stored
- Are removed from foods if they are cooked in water (vitamins H-
bond with water)
Fat soluble vitamins - Found in fatty tissues
- More non-polar chains. Form dispersion forces with the lipids in
the fat tissue of your body
- Can be stored in the body in fatty tissue
- The vitamins can cause Hypervitaminosis - dangerously high
vitamin levels
- remain in the body for long periods of time
https://quizlet.com/417522721/organic-chemistry-vitamins-flash-cards/

2 Fill in the missing information.

1. Vitamins are divided into two groups:
1.
2.
1.1. Examples are:
1. Fat-soluble -
2. Water-soluble -
7. Fat-soluble vitamins are transported through the body by what method?
8. Water-soluble vitamins are transported through the body by what method?

3 Summary writing. Find and study information on these topics. Prepare a summary of
what you have learnt in 150 words.
Vitamin supplements can improve athletic performance.
Most people do not need a vitamin supplement.
Antioxidants have been proven to prevent cancer.
Oranges & tomatoes are good sources of Vitamin C.

4 Presentation. Task: You have been asked to develop a lesson presentation for 8th grade
students on “Healthy Diet” to explain how much vitamin balanced diet is important.
HEALTHY DIET
Some people believe that if small doses of vitamins are good for you, more is better. Too
few vitamins keep the body from what? What is healthy diet?

89
 Unit 3 Physics
3.1 Introduction to Physics and Astronomy
Philosophy is written in this grand book, the universe,
which stands continually open to our gaze.
Galileo Galilei
LEAD-IN
1 Study the basic description of what physics and astronomy is.
What is physics?

https://i.pinimg.com/736x/08/bb/38/08bb38678494002078cea0bf8cfd4195--atoms-the-
universe.jpg
Physics is a natural science which is concerned with the nature and properties of matter and
energy. It‘s also an experimental science, employing scientific methods to formulate and test
hypotheses that are based on reflection of the natural world. Physics includes astronomy, but a
physics degree will also cover topic such as electricity, magnetism, and thermodynamics. The
main goal of physics is to understand how the universe behaves.

What is astronomy?

Astronomy is one of the oldest sciences, and focuses on celestial objects, such as planets, stars,
comets and galaxies, and phenomena that occur outside the Earth‘s atmosphere, such as cosmic
background radiation. Although astronomy is a sub-discipline of physics, it can also be
considered ‗applied physics‘, as it applies the scientific hypotheses and basic rules of physics to
further our understanding of space.
https://www.topuniversities.com/courses/physics-astronomy/physics-vs-astronomy-which-
should-you-study

90
CONCEPT STUDY
TEXT A1
Study this table on the development of Physics as science.
It is the duty of an astronomer to compose the history
of the celestial motions through careful and expert study.
Nicolaus Copernicus

From myth to science

91
 The Astronomy book Big ideas simply explained Copyright © 2017 Dorling Kindersley
LimitedDK, a Division of Penguin Random House LLC
2. Discuss the information given with a partner and fulfill the following tasks?
1. Rank according to importance the events from this table.
2. Find more information about scientists and their inventions given in the table.
3. Find more information about modern scientists and their inventions.
4. Present them in a form of poster.

INFORMATION-ACCUMULATION

TEXT A2
Read the text and answer what Nature of Physics is.

Science and the Realm of Physics

Science consists of the theories and laws that are the general truths of nature as well as
the body of knowledge they encompass. Scientists are continually trying to expand this body of
knowledge and to perfect the expression of the laws that describe it. Physics is concerned with
describing the interactions of energy, matter, space, and time, and it is especially interested in

92
what fundamental mechanisms underlie every phenomenon. The concern for describing the basic
phenomena in nature essentially defines the realm of physics. Physics aims to describe the
function of everything around us, from the movement of tiny charged particles to the motion of
people, cars, and spaceships. In fact, almost everything around you can be described quite
accurately by the laws of physics. Consider a smart phone (Figure 1.3). Physics describes how
electricity interacts with the various circuits inside the device. This knowledge helps engineers
select the appropriate materials and circuit layout when building the smart phone. Next, consider
a GPS system. Physics describes the relationship between the speed of an object, the distance
over which it travels, and the time it takes to travel that distance. When you use a GPS device in
a vehicle, it utilizes these physics equations to determine the travel time from one location to
another.

Applications of Physics
You need not be a scientist to use physics. On the contrary, knowledge of physics is
useful in everyday situations as well as in nonscientific professions. It can help you understand
how microwave ovens work, why metals should not be put into them, and why they might affect
pacemakers.(See Figure 1.4 and Figure 1.5.) Physics allows you to understand the hazards of
radiation and rationally evaluate these hazards more easily. Physics also explains the reason why
a black car radiator helps remove heat in a car engine, and it explains why a white roof helps
keep the inside of a house cool. Similarly, the operation of a car‘s ignition system as well as the
transmission of electrical signals through our body‘s nervous system are much easier to
understand when you think about them in terms of basic physics.

Physics is the foundation of many important disciplines and contributes directly to others.
Chemistry, for example – since it deals with the interactions of atoms and molecules—is rooted
in atomic and molecular physics. Most branches of engineering are applied physics. In
architecture, physics is at the heart of structural stability, and is involved in the acoustics,
heating, lighting, and cooling of buildings. Parts of geology rely heavily on physics, such as
radioactive dating of rocks, earthquake analysis, and heat transfer in the Earth. Some disciplines,
such as biophysics and geophysics, are hybrids of physics and other disciplines.

93
 Physics has many applications in the biological sciences. On the microscopic level, it
helps describe the properties of cell walls and cell membranes (Figure 1.6 and Figure 1.7). On
the macroscopic level, it can explain the heat, work, and power associated with the human body.
Physics is involved in medical diagnostics, such as x-rays, magnetic resonance imaging (MRI),
and ultrasonic blood flow measurements. Medical therapy sometimes directly involves physics;
for example, cancer radiotherapy uses ionizing radiation. Physics can also explain sensory
phenomena, such as how musical instruments make sound, how the eye detects color, and how
lasers can transmit information.
It is not necessary to formally study all applications of physics. What is most useful is
knowledge of the basic laws of physics and a skill in the analytical methods for applying them.
The study of physics also can improve your problem-solving skills. Furthermore, physics has
retained the most basic aspects of science, so it is used by all of the sciences, and the study of
physics makes other sciences easier to understand.

College Physics 2013 Rice University

(available for free in https://openstax.org/books/college-physics/pages/1-introduction-to-
science-and-the-realm-of-physics-physical-quantities-and-units)

3 Differentiate and fill in applications of Physics.

4 Evaluate and rank them in order of importance.

94
TEXT A3
1 Answer these questions.
1. What scientific experiments do you know? Provide an example
2. What scientific theories do you know? Provide an example
3. What scientific laws do you know? Provide an example
2 Read the text and tell what role of experimentation is.

Models, Theories, and Laws; The Role of Experimentation

The laws of nature are concise descriptions of the universe around us; they are human
statements of the underlying laws or rules that all-natural processes follow. Such laws are
intrinsic to the universe; humans did not create them and so cannot change them. We can only
discover and understand them. Their discovery is a very human endeavor, with all the elements
of mystery, imagination, struggle, triumph, and disappointment inherent in any creative effort.
(See Figure 1.8 and Figure 1.9.) The cornerstone of discovering natural laws is observation;
science must describe the universe as it is, not as we may imagine it to be.

We all are curious to some extent. We look around, make generalizations, and try to
understand what we see – for example, we look up and wonder whether one type of cloud signals
an oncoming storm. As we become serious about exploring nature, we become more organized
and formal in collecting and analyzing data. We attempt greater precision, perform controlled
experiments (if we can), and write down ideas about how the data may be organized and unified.
We then formulate models, theories, and laws based on the data we have collected and analyzed
to generalize and communicate the results of these experiments.
A model is a representation of something that is often too difficult (or impossible) to
display directly. While a model is justified with experimental proof, it is only accurate under

95
limited situations. An example is the planetary model of the atom in which electrons are pictured
as orbiting the nucleus, analogous to the way planets orbit the Sun. (See Figure 1.10.)

We cannot observe electron orbits directly, but the mental image helps explain the
observations we can make, such as the emission of light from hot gases (atomic spectra).
Physicists use models for a variety of purposes. For example, models can help physicists analyze
a scenario and perform a calculation, or they can be used to represent a situation in the form of a
computer simulation. A theory is an explanation for patterns in nature that is supported by
scientific evidence and verified multiple times by various groups of researchers. Some theories
include models to help visualize phenomena, whereas others do not. Newton‘s theory of gravity,
for example, does not require a model or mental image, because we can observe the objects
directly with our own senses. The kinetic theory of gases, on the other hand, is a model in which
a gas is viewed as being composed of atoms and molecules. Atoms and molecules are too small
to be observed directly with our senses – thus, we picture them mentally to understand what our
instruments tell us about the behavior of gases.
A law uses concise language to describe a generalized pattern in nature that is supported
by scientific evidence and repeated experiments. Often, a law can be expressed in the form of a
single mathematical equation. Laws and theories are similar in that they are both scientific
statements that result from a tested hypothesis and are supported by scientific evidence.
However, the designation law is reserved for a concise and very general statement that describes
phenomena in nature, such as the law that energy is conserved during any process, or Newton‘s
second law of motion, which relates force, mass, and acceleration by the simple equation F =
ma. A theory, in contrast, is a less concise statement of observed phenomena. For example, the
Theory of Evolution and the Theory of Relativity cannot be expressed concisely enough to be
considered a law. The biggest difference between a law and a theory is that a theory is much
more complex and dynamic. A law describes a single action, whereas a theory explains an entire
group of related phenomena. And, whereas a law is a postulate that forms the foundation of the
scientific method, a theory is the end result of that process.
Less broadly applicable statements are usually called principles (such as Pascal‘s
principle, which is applicable only in fluids), but the distinction between laws and principles
often is not carefully made.
College Physics 2013 Rice University
(available for free in https://openstax.org/books/college-physics/pages/1-introduction-to-
science-and-the-realm-of-physics-physical-quantities-and-units)

3 Differentiate these notions.

Experimentation Model Theory Law Principles

4 Evaluate and rank them in order of importance.

5 Compose a list of local scientists who are famous in a field of Astronomy or Physics,
prepare a brochure about their bio and achievements.

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TEXT B1
1 Read these statements about physics. Discuss with your partner these statements.
To what extend do you agree with them?

Does physics relate to everyday life? It may not seem like it, but physics is all around us.
Physics concepts aren't just for scientists—they're important for anyone.
Understanding basic physics concepts can make you look smart in front of your boss or a
date.
It can help you avoid car crashes or get out of a ditch. It can even be the path to a great
career in a variety of fields.
But perhaps most importantly: it'll help you understand how the world we live in works.

2 Read the text to be aware of four Physics concepts.

The four most fundamental physics concepts

1. Classical mechanics (the laws of motion)

If you‘ve studied any sort of science, you‘ve probably heard the story of Isaac
Newton sitting under an apple tree and formulating the basic laws of motion. While the story is
partly apocryphal, there is actually some truth to it.
In 1687, Newton published Philosophiæ Naturalis Principia Mathematica, the first book
that laid out the fundamental laws of motion or classical mechanics. In the book, Newton laid out
and explained the three fundamental laws of classical mechanics:
1. Objects at rest will remain at rest, and objects in motion will remain in motion at the
same velocity, unless the object is acted on by an external force.
2. Force equals mass times acceleration (F=ma).
3. When one object exerts a force on another object, the second object exerts an equal and
opposite force on the first.
These may sound a little abstract, but when you think about it, these laws of mechanics
are can be clearly observed in everyday life. On a flat surface, a ball will remain still unless
someone kicks it, or the wind blows it. On a hill, gravity acts upon it and pulls it downhill.
As far as force, we all understand that being hit by a dodgeball moving 30 mph isn‘t the
same as being hit by a car moving at the same speed. The mass of the object makes a difference
in the force. And finally, we all understand that if we punch a wall, we‘re probably going to
break our hand. We may hit the wall hard, but the wall exerts an equal and opposite force in
return.

97
2. Electromagnetism

Electromagnetism is ultimately responsible for light, radio waves, and even electricity.
What is light? It‘s impossible to understand this simple question without talking
about electromagnetism, one of the four basic forces that govern the universe. Electromagnetism
refers to the forces generated by the electrons that are found in certain types of matter throughout
the universe. Some types of matter, such as the compounds found in magnets, have electrons that
are configured in such a way as to exert force on other electrons that are in ―charged particles.‖
These compounds exert energy on other ―charged particles,‖ which is why a magnet will attract a
paperclip but not your finger. The force carried by an electromagnetic field is carried by photons,
which are particles that sometimes act like waves (or waves that sometimes act like particles).
Confusing, I know. The basic thing to understand is that electromagnetic radiation makes
up much of our everyday lives. Visible light itself is a form of electromagnetic radiation. Other
types of electromagnetic radiation are x-rays, radio waves, and so on. Electricity, of course, is
created through the manipulation of electromagnetic forces.

https://i.pinimg.com/originals/38/38/ae/3838aeff5c99c948e4591efdf00cd945.jpg

98
3. Relativity
General relativity is a basic concept in physics that is often described using the analogy
of a moving vehicle. Let‘s say you‘re riding in a car traveling at 60 mph. It‘s a convertible, and
the top is down. You throw a ball directly upwards. Relativity helps to explain the fact that there
are two different perspectives on what happens to the ball.
From your perspective, inside the car, you have applied one upward force to the ball.
From the perspective of someone outside the car who is standing still, the ball was already
traveling 60 mph inside the car when the second force was applied. This is a simple example, but
can be expanded to larger scales: for example, the Earth is currently rotating around the sun at
around 67,000 miles per hour – but due to relativity, it doesn‘t feel like that to us.
General relativity was expanded in the early 1900s when Albert Einstein created special
relativity. In his writings, Einstein theorized an ―absolute speed limit‖ for light—a speed which
could not be exceeded regardless of relativity. Imagine this: you‘re stationary in the middle of
space, measuring the speed that light is moving past you. The light source is nearby, stationary.
You measure the speed of light as 671 million miles per hour.
Then you conduct two further experiments. In the first, the light source is now being
propelled away from you at a speed of 300 million miles per hour. In the second, the light source
is moving towards you at the same speed. Each time you measure the speed of the light,
however, the number is the same: 671 million miles per hour.
What does this mean? Well, for one, it stretches time: the faster you move, the slower
time goes. Yes, this is as wild as it sounds. The truth is so much stranger than fiction.

4. Thermodynamics
The study of thermodynamics revolves around the relationship between heat, energy, and
mechanical work. Thermodynamics revolves around four laws (that, for whatever reason, are
numbered zero through three). The laws emerge from a basic interpretation of heat as movement
It's complicated, but basically, this is what is important: at an atomic level, what we perceive as
―temperature‖ actually refers to atomic movement. On a hot day, for example, solar energy
excites the atoms in the Earth‘s atmosphere to vibrate rapidly. This vibration carries energy,
which is transferred to our skin, making us feel warm. Similarly, "cold" atoms are those that
move less. It's not that heat makes atoms move; it's that atom movement is heat.
College Physics 2013 Rice University
(available for free in https://openstax.org/books/college-physics/pages/1-introduction-to-
science-and-the-realm-of-physics-physical-quantities-and-units)

3 Study the text above and fill in missing words.

1. Name Newton‟s fundamental laws of classical mechanics:
1.
2.
3.

2. Note types of electromagnetic radiation:

1.
2.
3.

3. Find general facts about General relativity:

1.
2.
3.

99
4. Provide explanation for Albert Einstein‟ created special relativity:
1.
2.
3.

4. In pair discuss these topics. Propose examples of how to explain these topics to students
of 7- 8th grade.
Make up a poster and present.

5. Discuss and analyze the main features and properties of each concept.
Provide short definitions to each of them.

Classical mechanics

Electromagnetism

Relativity

Thermodynamics

TEXT B2
1. Read the text and answer the questions.
1. What is Equinox?
2. When Does an Equinox Occur?
3. What are dates of Equinox?

The equinoxes Move over time shifting stars

In about 130 BCE, the Greek astronomer and mathematician Hipparchus of Nicaea
noticed that a star named Spica had moved 2o east of a point on the celestial sphere, called the
fall equinox point, compared to its position recorded 150 years earlier. Further research showed
him that the positions of all stars had shifted. This shift became known as ―precession of the
equinoxes.‖ The celestial sphere is an imaginary sphere surrounding Earth, in which stars are
found at specific points. Astronomers use exactly defined points and curves on the surface of this
sphere as references for describing the positions of stars and other celestial objects. The sphere
has north and south poles, and a celestial equator, which is a circle lying above Earth‘s equator.
The ecliptic is another important circle on the sphere, which traces the apparent path of the sun
against the background of stars over the course of the year. The ecliptic intersects the celestial
equator at two points: the spring and fall equinox points. These mark the positions on the
celestial sphere that the sun reaches on the equinoxes in March and September. The precession
of the equinoxes refers to the gradual drift of these two points relative to star positions.

100
 Hipparchus put this
precession down to a
―wobble‖ in the movement
of the celestial sphere,
which he believed to be real
and to rotate around Earth.
It is now known that the
wobble is actually in the
orientation of Earth‘s spin
axis, caused by the
gravitational influence of
the sun and the moon. ■
The Astronomy book Big
ideas simply explained
Copyright © 2017 Dorling
Kindersley LimitedDK, a
Division of Penguin
Random House LLC

https://www.universetoday.
com/wp-content/uploads/2008/06/solsticeandequinox.jpg

2 Study the following resources on and find more information on Equinox.

https://www.nationalgeographic.org/encyclopedia/equinox/
https://en.wikipedia.org/wiki/The_Equinox
https://www.livescience.com/what-is-an-equinox.html
https://www.britannica.com/science/vernal-equinox

3 Gather information on the following questions.

Questions Answers
WHAT CAUSES AN EQUINOX?

WHEN DO THE EQUINOXES HAPPEN?

WHO DISCOVERED THE EQUINOXES?

WHY IT IS IMPORTANT TO KNOW

EQUINOX DAYS

4 Project work.
Imagine you are teachers of 5th grade and you need to explain what Equinox is. You are aimed at
explaining it with creating an Equinox model. Plan your actions, arrange necessary tools to
create a model.
Go to this link and find how to create a model of Equinox. https://www.livescience.com/what-
is-an-equinox.html here go down to Additional resources: Learn how to build a sun-Earth
model of equinoxes and solstices at home.

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 https://www.livescience.com/what-is-an-equinox.html
5 Estimate how much modelling is helpful in topic explanation.
Advantages Disadvantages Solutions

6 Demonstrate your model.

TEXT B3
1 Think critically: Read the text and using the „INSERT‟ technique mark information in
the text, using the following symbols.
‗V‘ ‗+‘ ‗--‗ ‗?‘
‗I knew it‘ ‗It‘s new for ‗I thought otherwise‘ ‗It‘s interesting/ unclear/needs
me‘ consideration‘

2.Read the text and share what you have learnt about calendar

A new calendar for China the solar year

The traditional Chinese calendar is a complex blend of lunar and solar cycles, with 12 or
13 lunar months matched up to the solar-derived seasons. It had first been formalized in the 1st
century BCE during the Han Dynasty, and used a solar year of
365.25 days (365 days and 6 hours).
China‘s calculations were ahead of the West‘s: 50 years later,
this same period was used by Julius Caesar to create the Roman
Empire‘s Julian system. By the time the Mongol leader Kublai Khan
conquered most of China in 1276, a variant of the original calendar,
the Daming calendar, was in use, but was
centuries old and in need of correction.
The khan decided to impose his authority
with a new, more accurate calendar,
which became known as the Shoushi
(―well-ordered‖) calendar. The task of
creating it was entrusted to Guo Shoujing, the khan‘s brilliant
Chinese chief astronomer.
Measuring the year Guo‘s job was to measure the length of the solar
year, and to this end he set up an observatory in Khanbaliq (the ―City
of the Khan‖), a new imperial capital that would one day become
known as Beijing. The observatory may have been the largest

102
anywhere in the world at the time.
Working with mathematician Wang Chun, Guo began a series of observations tracking the
motion of the sun throughout the year. The two men traveled widely, setting up another 26
observatories across China. In 1279, the pair announced that there were 29.530593 days to a
month, and that the true solar year was 365.2524 days long (365 days, 5 hours, 49 minutes, and
12 seconds). This is just 26 seconds longer than the current accepted measurement. Again, China
was ahead of the West. The same figure was not independently measured and adopted for the
universal Gregorian calendar in Europe until 300 years later.
The Shoushi calendar was widely regarded as the most accurate calendar in the world at
the time. As a testament to its success, it continued to be used for 363 years, making it the
longest serving official calendar in Chinese history. China officially adopted the Gregorian
calendar in 1912, but the traditional calendar, today known as the rural or former calendar, still
plays a role in Chinese culture, determining the most propitious dates to hold weddings, family
celebrations, and public holidays.
The Astronomy book Big ideas simply explained Copyright © 2017 Dorling Kindersley
LimitedDK, a Division of Penguin Random House LLC

PRAGMATICS-ACTIVISATION
Dialogue-making:
1 You are planning to conduct a lesson on a topic “The history of Calendar”. You ask your
colleague to help outline a lesson plan for 8th grade students.
Speaker A: A new student teacher who needs to develop a lesson plan, ask for
suggestions and offer your vision of the lesson.

Speaker B: You are experienced teacher and you need to assist your colleague to prepare
the lesson. Provide suggestions.
2 Role play a dialogue.
3 Writing: Summarize the results of a dialogue in a form of a lesson plan.

TEXT C1 A lesson plan

1 Video watching.
Go to this link to watch a video about Theory of Big Bang
https://youtu.be/HdPzOWlLrbE
How much do you know about the origin of universe?

103
2 Discuss the following in the group.
1. What does the Big Bang Theory explain?
2. Describe the Big Bang Theory.
3. Describe features of radiation era
4. Describe features of matter era
5. Describe features of different epochs in radiation era.
6. Describe features of different epochs in matter era.
7. Describe how the elements appear in the universe because of the Big Bang Theory.

3 Study the statements in this table.

Survey adults and students to see what level of acceptance exists in your community and
compare the results to the scientific community.

The Big Bang Theory is a well-known scientific theory of universe formation. People vary in
their understanding of the theory and in their acceptance of the evidence, how it is gathered
and what it means.

Person asked: Student Adult

Response (agree or disagree):
1. The universe had a beginning.
2. It is impossible to know what
the universe looked like
when it first formed.
3. There is more than one
universe.
4. The universe is not changing
in size.
5. There is no way to change the
flow of time.
6. There is nothing in between
stars except empty space.
7. Earth is the only planet in the
universe with intelligent

104
 life.
8. We can build better telescopes
to help us see farther out
into space than ever before.
9. The elements that make up our
physical bodies originated
in stars.
10. The Big Bang is the best
explanation we have for
how the universe formed.

4 Make a pie chart to demonstrate the differences of similarities of two group members
and present to the class.

https://img.flaticon.com/icons/png/512/301/301669.png?size=1200x630f&pad=10,10,1
0,10&ext=png&bg=FFFFFFFF

5 Now compare your results to what scientists think.

1. The universe had a beginning. Yes, evidence exists that is summarized in the
big bang theory.
2. It is impossible to know what the universe No, the light and matter given off in the big
looked like when it first formed. bang would look similar to explosions seen in
space today.
3. There is more than one universe. This is a question scientists are asking today.
4. The universe is not changing in size. Yes, it appears to be expanding based on red
shift.
5. There is no way to change the flow of Einstein‘s theories have been tested and time
time. does slow down the faster an object moves.
6. There is nothing in between stars except No, scientists are working to discover what this
empty space. substance (called dark matter) is.
7. Earth is the only planet in the universe No, scientists do not claim this.
with intelligent life.
8. We can build better telescopes to help us Yes, better telescopes continue to be built.
see farther out into space than ever before.
9. The elements that make up our physical Yes, the star cycle can be observed in space
bodies originated in stars. today.
10. The Big Bang is the best explanation we Yes, scientists overwhelmingly support this
have for how the universe formed. theory

6 Round table discussion. Make analysis what you have learnt.

1. How ―scientifically‖ do the people in our survey think when it comes to the universe?
2. What might affect a person‘s thinking about the formation of the universe?
3. How is that type of thinking different from scientific thinking?
4. Make a pie chart to show difference of similarity three group representatives and
present to the class.

105
 https://www.uen.org/lessonplan/view/37038

https://img.flaticon.com/icons/png/512/301/301669.png?size=1200x630f&pad=10,10,1
0,10&ext=png&bg=FFFFFFFF

7 Writing.
Write a report (100-150 words) on how
different layers of society understand The Big
Band Theory.

https://i.ya-webdesign.com/images/book-
writing-png-3.png

CONTEXT-BASED COMMUNICATION
SOCIETY VALUES: TEXT E1
1 Watch a video about Sun and its impact on our health.
Did you know that the sun has the power to improve your mood? Perhaps you have
noticed—as many people do—that you feel slightly less happy when fall and winter roll around.
Indeed, this is often because the sun is less visible, and its anti-depressive power is eschewed.
When you are able to soak in sunlight, however, it offers plenty of benefits for your health.
The vitamin D you absorb from the sun is great for your body, and sunlight can also
boost your immune system, improve your bone health, mitigate asthma symptoms and fight
against certain cancers.
https://healthtian.com/6-environment-impacts-health/#sunlight-improves-your-mood

https://youtu.be/yZpEvX20gm4

106
2 Make a table of effects of Sun on human body.
Health effects of sunlight exposure Negative effects of sunlight exposure

3 Project work.
Make aware your 8th grade learners pluses and minuses of sunlight to health. You are going to
conduct a lesson of a topic ―Too much or too less Sun, bad or good?‖
Think how to make your presentation accurate and understandable to present students.

TEXT E2
1 Read the text on unit conversion and dimensional analysis

Unit Conversion and Dimensional Analysis

It is often necessary to convert from one type of unit to another. For example, if you are
reading a European cookbook, some quantities may be expressed in units of liters and you need
to convert them to cups. Or, perhaps you are reading walking directions from one location to
another and you are interested in how many miles you will be walking. In this case, you will
need to convert units of feet to miles.
Let us consider a simple example of how to convert units. Let us say that we want to
convert 80 meters (m) to kilometers (km). The first thing to do is to list the units that you have
and the units that you want to convert to. In this case, we have units in metersand we want to
convert to kilometers.
Next, we need to determine a conversion factor relating meters to kilometers. A
conversion factor is a ratio expressing how many of one unit are equal to another unit. For
example, there are 12 inches in 1 foot, 100 centimeters in 1 meter, 60 seconds in 1 minute, and
so on. In this case, we know that there are 1,000 meters in 1 kilometer.
Now we can set up our unit conversion. We will write the units that we have and then multiply
them by the conversion factor so that the units cancel out, as shown:

Note that the unwanted m unit cancels, leaving only the desired km unit. You can use this
method to convert between any types of unit.
College Physics 2013 Rice University
(available for free in https://openstax.org/books/college-physics/pages/1-introduction-to-
science-and-the-realm-of-physics-physical-quantities-and-units)

2 Discuss the text with a partner and differentiate what a conversion factor is.
3 Think and provide examples for how much important is to know converting units
4 Create a converting unit table to explain its principles.

SELF-STUDY: SCIENTIFIC FORUM

1 Study this site for further information on Astrology and Physics
https://imagine.gsfc.nasa.gov/educators/programs/cosmictimes/
2 Select information to prepare a report/project for a scientific meeting, following the stages:
Introduction
Task
Process
Result/Product
Evaluation/Reflection
3 Role play the Scientific Forum meeting in class.

107
 Unit 3 Physics
3.2 Kinematics: The Science of Motion
Lead-in
1 Look at the pictures and describe them. Make your predictions about issues concerning
the new topic.

[1] Kinetics and Kinematics. Pictures, 2021 [2] Motion Description, 2021
https://cdn1.byjus.com/wp- https://image.slidesharecdn.com/motion1-140712012810-
content/uploads/2018/11/physics/wp- phpapp02/95/motion-science-1-638.jpg?cb=1405128503
content/uploads/2018/09/03055018/difference-between-
kinetics-and-kinematics.png

[3] Describing Motion, 2021 [4] Mechanics, the Study of Motion, 2019
https://image.slidesharecdn.com/motion-110829210514- http://slidetodoc.com/presentation_image/0edea883c7a16
phpapp01/95/describing-motion-1- e967775f8b0a41c8f67/image-1.jpg
728.jpg?cb=1320107120

2. Watch the following video, which describes Newton‟s third law of motion. After
watching, answer the questions.
[5] YouTube. Newton‘s Third Law of Motion, 2018 https://www.youtube.com/watch?v=ZkVU-
bj9bDk

1. Define the subject of Newton's third law of motion.

108
 2. Describe two forces, which are called action and reaction. What‘s their
interconnection?
3. Give your own definition to the statement: ―For every action, there is an equal and
opposite reaction‖.
4. Present your examples of forces interaction in daily life.

CONCEPT STUDY
1 You are given 4 definitions of Kinematics. Choose which of them are correct and justify
your answer.
 Kinematics is the study of the motion of points, objects, and groups of objects.
 Kinematics - the branch of mechanics concerned with objects in motion, but not with
the forces involved.
 Kinematics is the branch of classical mechanics that describes the motion of points,
objects and systems of groups of objects, without reference to the causes of motion
(i.e., forces).
 The study of kinematics is often referred to as the ―geometry of action‖.

6 Boundless Physics. Basics of Kinematics, 2021 https://courses.lumenlearning.com/boundless-

physics/chapter/basics-of-kinematics/

2 Study the following terms and match them with definitions

motion the rate of change in velocity; the change in velocity over time
biomechanics the path that an object with mass in motion follows through space
as a function of time
displacement any phenomenon that can be measured with an instrument or be
calculated for; it can be expressed as the combination of a
numerical value and a unit
trajectory represents a relationship among symbols by modelling conceptual
knowledge of physics mathematically
kinematic quantities it is defined as a vector measurement of the rate and direction of
motion
Acceleration the change in position of an object
kinematic equations the science of explaining how and why the human body moves in
the way that it does
Velocity the phenomenon in which an object changes its position over time

7 Boundless Physics. Basics of Kinematics, 2021 https://courses.lumenlearning.com/boundless-

physics/chapter/basics-of-kinematics/

3 Read the text and fill in the gaps with the terms, mentioned above.

Kinematics is the branch of classical mechanics that describes the of

points, objects and systems of groups of objects, without reference to the causes of motion (i.e.,
forces). The study of kinematics is often referred to as the ―geometry of motion.‖
Objects are in motion all around us. Everything from a tennis match to a space-probe
flyby of the planet Neptune involves motion. When you are resting, your heart moves blood
through your veins. Even in inanimate objects there is continuous motion in the vibrations of
atoms and molecules. Interesting questions about motion can arise: how long will it take for a
space probe to travel to Mars? Where will a football land if thrown at a certain angle? An
understanding of motion, however, is also key to understanding other concepts in physics. An
understanding of , for example, is crucial to the study of force.

109
 To describe motion, kinematics studies the of points, lines and other
geometric objects, as well as their differential properties (such as velocity and acceleration).
Kinematics is used in astrophysics to describe the motion of celestial bodies and systems; and in
mechanical engineering, robotics and to describe the motion of systems
composed of joined parts (such as an engine, a robotic arm, or the skeleton of the human body).
A formal study of physics begins with kinematics. The word ―kinematics‖ comes from a
Greek word ―kinesis‖ meaning motion, and is related to other English words such as ―cinema‖
(movies) and ―kinesiology‖ (the study of human motion). Kinematic analysis is the process of
measuring the kinematic used to describe motion. The study of kinematics can be
abstracted into purely mathematical expressions, which can be used to calculate various aspects
of motion such as , acceleration, , time, and trajectory. Kinematic
can be used to calculate the trajectory of particles or objects. The physical
quantities relevant to the motion of a particle include: mass m, position r, velocity v,
acceleration a.
8 Boundless Physics. Basics of Kinematics, 2021 https://courses.lumenlearning.com/boundless-
physics/chapter/basics-of-kinematics/
https://courses.lumenlearning.com/boundless-physics/chapter/basics-of-kinematics/

4 Study the text and investigate the terms used to describe the motion of objects.

Scalars and vectors

Physics is a mathematical science. The underlying concepts and principles have a
mathematical basis. The motion of objects can be described by terms. Even a person without a
background in physics has a collection of words that can be used to describe moving objects.
Words and phrases such as going fast, stopped, slowing down, speeding up, and turning provide
a sufficient vocabulary for describing the motion of objects. The mathematical quantities that are
used to describe the motion of objects can be divided into two categories. The quantity is either a
vector or a scalar. These two categories can be distinguished from one another by their distinct
definitions:
Scalars are quantities that are fully described by a magnitude (or numerical value)
alone.
Vectors are quantities that are fully described by both a magnitude and a direction.

9 The Physics Classroom. Introduction to Motion, 2020

https://www.physicsclassroom.com/class/1DKin/Lesson-1/Introduction

5 Focus on the language of kinematics. To test your understanding, consider the following
quantities listed below. Categorize each quantity as being either a vector or a scalar.

Scalar vector
5m
30 m/sec, East
5 mi., North
20 degrees Celsius
256 bytes
4000 Calories

10 The Physics Classroom. Introduction to Motion, 2020

https://www.physicsclassroom.com/class/1DKin/Lesson-1/Introduction

110
6 Before watching the video about distance and displacement answer the following
questions.
1. What is a distance?
2. Describe the process of displacement.
3. What is the difference between distance and displacement?
4. How do you determine the distance and the displacement for any given motion?
5. Think of any examples from real life situations.

7 Watch and check your answers. This video explains the meaning of distance and
displacement and describes the distinction between the two quantities.

11 YouTube. Distance vs Displacement, 2020

https://www.youtube.com/watch?v=B3qWCi9gdFE

8 The previous video concludes that Distance and Displacement are two quantities that
may seem to mean the same thing, yet have distinctly different definitions and meanings.
Look at the table and put down the peculiarities of these terms.

Distance Displacement

9 Work with the kinematic concepts. Study the following short texts and circle the best
answer, where necessary.
Velocity/Speed is a scalar quantity that refers to "how fast an object is moving".
Distance/Speed can be thought of as the rate at which an object covers distance. A fast-moving
object has a high speed and covers a relatively large distance in a short amount of time.

Trajectory/Velocity is a vector quantity. When evaluating the vector/velocity of an

object, one must keep track of direction. It would not be enough to say that an object has a
velocity of 55 mi/hr. One must include direction information, in order to fully describe the
velocity of the object. For instance, you must describe an object's velocity as being 55
mi/hr, east. This is one of the essential differences between speed and velocity.

111
 Velocity/Speed is a scalar quantity and does not keep track of direction.
Speed/Velocity is a vector quantity and is direction aware.

Distance and displacement are two quantities that may seem to mean the same thing yet
have distinctly different definitions and meanings. Displacement/Distance is a scalar
quantity that refers to "how much ground an object has covered" during its motion. Acceleration
/Displacement is a vector quantity that refers to "how far out of place an object is"; it is the
object's overall change in position.

12 Physics Classroom Activities, 2020

https://www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity

INFORMATION-ACCUMULATION
1 Before reading, look at the picture and make your predictions about the issues, described
in text.

Figure1: Displacement in Terms of Frame of Reference

13 Learn Physics. Courses, 2021 https://courses.lumenlearning.com/boundless-
physics/chapter/basics-of-kinematics/
2 Read the text and answer the questions.

Reference Frames, Displacement and Acceleration

In order to describe an object‘s motion, you need to specify its position relative to a
convenient reference frame. To describe the motion of an object, you must first describe its
position — where it is at any particular time. More precisely, you need to specify its position
relative to a convenient reference frame. Earth is often used as a reference frame, and we often
describe the position of objects related to its position to or from Earth. Mathematically, the
position of an object is generally represented by the variable x.
Frames of Reference
There are two choices you have to make in order to define a position variable x. You
have to decide where to put x = 0 and which direction will be positive. This is referred to as
choosing a coordinate system, or choosing a frame of reference. As long as you are consistent,
any frame is equally valid. But you don‘t want to change coordinate systems in the middle of a
calculation. Imagine sitting in a train in a station when suddenly you notice that the station is
moving backward. Most people would say that they just failed to notice that the train was
moving — it only seemed like the station was moving. But this shows that there is
a third arbitrary choice that goes into choosing a coordinate system: valid frames of reference

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can differ from each other by moving relative to one another. It might seem strange to use a
coordinate system moving relative to the earth — but, for instance, the frame of reference
moving along with a train might be far more convenient for describing things happening inside
the train. Frames of reference are particularly important when describing an object‘s
displacement.
Displacement
Displacement is the change in position of an object relative to its reference frame. For
example, if a car moves from a house to a grocery store, its displacement is the relative distance
of the grocery store to the reference frame, or the house. The word ―displacement‖ implies that
an object has moved or has been displaced. Displacement is the change in position of an object
and can be represented mathematically as follows:

Acceleration
In physics, acceleration is the rate at which the velocity of a body changes with time. It
is a vector quantity with both magnitude and direction. Acceleration is accompanied by a force,
as described by Newton‘s Second Law; the force, as a vector, is the product of the mass of the
object being accelerated and the acceleration (vector), or F=ma. The SI unit of acceleration is the
meter per second squared: m/s2
Acceleration is a vector that points in the same direction as the change in velocity,
though it may not always be in the direction of motion. For example, when an object slows
down, or decelerating, its acceleration is in the opposite direction of its motion.
The motion of an object can be depicted graphically by plotting the position of an object
over time. This distance-time graph can be used to create another graph that shows changes in
velocity over time. Because acceleration is velocity in m/s divided by time in s, we can further
derive a graph of acceleration from a graph of an object‘s speed or position.
This graph is similar to the motion of a car. In the beginning, the object‘s position
changes slowly as it gains speed. In the middle, the speed is constant and the position changes at
a constant rate. As it slows down toward the end, the position changes more slowly. From this
graph, we can derive a velocity vs time graph.

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 This shows the velocity of the object over time. The object‘s velocity increases in the
beginning as it accelerates at the beginning, then remains constant in the middle before it slows
down toward the end. Notice that this graph is a representation of the slope of the previous
position vs time graph. From this graph, we can further derive an acceleration vs time graph.

To do this, we would also plot the slope of the velocity vs time graph. In this graph, the
acceleration is constant in the three different stages of motion. As we noted earlier, the object is
increasing speed and changing positions slowly in the beginning. The acceleration graph shows
that the object was increasing at a positive constant acceleration during this time. In the middle,
when the object was changing position at a constant velocity, the acceleration was 0. This is
because the object is no longer changing its velocity and is moving at a constant rate. Towards
the end of the motion, the object slows down. This is depicted as a negative value on the
acceleration graph. Note that in this example, the motion of the object is still forward (positive),
but since it is decelerating, the acceleration is negative.

14 Learn Physics. Courses, 2021 https://courses.lumenlearning.com/boundless-

physics/chapter/acceleration/

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3 Answer the questions and provide examples.
1. How the average velocity can be calculated?
2. To what extent do you agree with the statement: ―The average velocity of an object does
not tell us anything about what happens to it between the starting point and ending point‖
3. Compare and contrast speed and velocity in physics. Present in the table.
4. Distinguish the difference between how to plot a velocity graph and how to plot an
acceleration graph
5. Describe the phenomena of acceleration.
6. Explain, why acceleration is not always in the direction of motion?
7. Analyze the following statement and give proofs: ―We can derive a graph of acceleration
from a graph of an object‘s speed or position‖.

4 You are going to watch the videos, which contain information about Reference Frames,
Displacement and Acceleration. Work with the given resources, analyze them and search
for details, which were not mentioned in the previous text.

 Instantaneous Velocity, Acceleration, Jerk, Slopes, Graphs vs. Time: This is how
kinematics begins, 2021 https://youtu.be/STcgrV2L4tw 15
 Graphing Motion: A brief introduction to particle diagrams and motion graphs, 2020
https://youtu.be/vYXf7Q9j9qA 16
 Motion, Distance and Displacement, 2021 https://youtu.be/21BwUNDOQno 17
 Physics. What is acceleration, 2021 https://youtu.be/vxFYfumAAlY 18
5 Read the text and choose the best option to answer the following questions.

Motion is the movement in which an object changes it position. A person may know an
object moved and motion has taken place by looking at the other objects nearby. For example,
while on a boat it may not feel like it is moving, but as the boat drifts along the shore, the view
changes.
A frame of reference can be created after a reference point is chosen relative to the position
of an object. For example, a person on a train car can seem to be moving, but it is actually the
train car moving and the person is still. The person's position does not change. The frame of
reference is the person on the train, which shows that the train is moving.
Velocity includes how fast an object is in motion or its speed plus its direction. Speed can be
determined using different measurements over a period of time to determine how fast an object is
moving. For example, the speed of a car may be measured at 50 miles per hour. The car will
travel a distance of 50 miles in one hour, which is the unit of time. Speed can be measured per
hour, per minute, per second, and others. The velocity of a storm tells meteorologists the
direction of a hurricane which will help residents to prepare for the hurricane to remain safe. The
velocity is the speed and direction of a moving object.
Acceleration is the force applied to an object changing its speed, direction, or both.
Acceleration may increase or decrease the speed or velocity of an object. For example, when a
person is driving a car they may use acceleration to cause it to move faster. When a person is
walking and decides to start running, the person will accelerate by using leg muscles to help
them run faster.
Deceleration is also a force applied to an object changing its speed, direction, or both.
Deceleration is a type of acceleration that will decrease the speed or velocity of an object. An
example of deceleration is a person driving a car decides to slow down by pressing on the brake.
It can also include a runner slowing down to rest while running a marathon.
Friction is a force that will also affect the motion of an object. Friction is the force that
opposes the sliding motion between two touching surfaces. In other words, friction can affect the
speed of an object's movement, usually by decreasing the speed.

115
 Examples may include a person moving a piece of furniture on a carpeted floor. The carpet
makes it more difficult to move it and the couch does not slide quickly across the floor; its speed
decreased. A sled on snow may not slide so quickly sometimes because friction between the
rudders and snow may decrease its speed. Friction will affect how quickly a person can rub their
hands together. The more friction there is the more difficult it will be for the person to rub their
hands together.
There are many other variables affecting motion as well, including the weight of the object,
the amount of force, temperature, size, and several other variables. Even gravity may affect the
motion of an object. People who have landed on the moon move very easily because there is
little or no gravity. While on Earth gravity affect their movement or motion.
In summary, motion is the movement in which an object changes its position. Using a frame
of reference, it is possible to prove something moved. Acceleration and deceleration will affect
the speed and velocity of an object in motion, and friction usually decreases the speed of an
object's motion.

1) Which of the following can best be described as speed plus direction?

A: Acceleration

B: Deceleration

C: Friction

D: Velocity
2) Which of the following may increase or decrease the speed of an object?
A: Acceleration

B: Deceleration

C: Motion

D: Frame of reference
3) A force that opposes the sliding motion between two objects is which of the following?
A: Acceleration

B: Deceleration

C: Friction

D: Gravity
4) If a person is riding a bike and want to slow down, they use the brakes. This is an example of
which of the following?
A: Frame of reference

B: Motion

C: Deceleration

D: Velocity
5) Which of the following may be causing trouble for a person moving a chair across the room?
A: Friction

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 B: Velocity

C: Motion

D: Speed
6) The boy sat in the car so long it felt like he was no longer moving, but then he saw a tree that
was beginning to get further and further away from his view. The tree is which of the following?
A: Friction

B: Frame of reference

C: Velocity

D: Gravity
7) Acceleration is the change in velocity over time. Considering this condition, is acceleration a
vector or a scalar quantity? Explain your answer.

8) Give an example in which there are clear distinctions among distance traveled, displacement,
and magnitude of displacement.

19 Learn Physics. Courses, 2021 https://courses.lumenlearning.com/boundless-

physics/chapter/acceleration/

6. Watch the following video about 3 Laws of Motion. Summarize its main idea.

20 YouTube. Real life Examples of 3Laws of Motion, 2017

https://www.youtube.com/watch?v=ztt1mVYH6x4

7 Complete the gaps with suitable words form the video.

4. Law 3: for every there is an equal and opposite .
5. Astronauts appear to float in space because there is a very little
pulling down on them in space. So, when they change their velocity the
force of gravity is not pulling down on them and they can float.
6. The mass of an empty shopping cart is than a full shopping cart so
it takes much less to push an empty chart.

117
 7. Law 2 states that the of an object depends on acting on it
and the mass.
8. The balloon is falling and then it hits the ground and the ground is
pushing in the opposite and causes the direction of the balloon to change
and move back .
9. The velocity of will not change unless an outside acts on it.
8 Prepare a lesson fragment on the Kinematics, in accordance with the next steps:
 Create a concept map on the types of motion (e.g. linear, circular, projectile, rotational).
Think of the ways to present new terms and concepts to your learners.
 Provide real life examples to illustrate each type of motion.
 Present your lesson fragment (3-4 min.).
PRAGMATICS-ACTIVISATION
1 Communicative task
Case. Two teachers are going to conduct a lesson on the Kinematics. They are planning
classroom activities, and discussing teaching methods and strategies, which may be used.
First teacher points out that brainstorming of concepts and introducing theoretical
material through presentation will be the most appropriate way of teaching.
The idea of second teacher is opposite and s/he proves that describing physical motion
processes will be more involving for learners. Teacher is going to start the lesson from
explaining: the phenomena of displacement, scalars and vectors; the difference between speed
and velocity.
Role play. Find solutions to the professional task. Discuss advantages and
disadvantages of suggested activities. Give your proofs.

2 Group work
Analyze the given resources and search for additional materials, if necessary.
Present your own suggestions on how to adapt these ideas to your teaching context. Be
ready for discussion and defense.
Group A Group B Group C
You are going to study the You are going to study the You are going to study the
resource about solving resource about basic resource about usefulness of
kinematic problems concepts of Kinematics kinematics
21 Kinematic 22 Basic 23 Kinematics.
Problems, 2021 Kinematic Concepts. Motion, 2021 https://www.real-
https://www.uwgb.edu/fenclh/ SlideShare, 2021 world-physics-
problems/kinematics/ https://www.slideshare.net/ problems.com/kinematics.html
Vaishnavichakka/basic- #:~:text=Kinematics%20is%20
Discuss the main issues and kinematic-concepts the%20study%20of,forces%20r
consider the following steps: esponsible%20for%20that%20
1.Identify the Problem Discuss the main issues: motion.&text=As%20a%20fiel
2.Draw a Picture  Variables for d%20of%20study,as%20transla
3.Select the Relation describing motion tional%20and%20rotational%2
4. Solve the Problem  Reference systems for 0motion.
5.Understand the Results describing motion of
human body

2a Write a scientific report, taking into account the discussed issues. Choose the best
solutions on implementing ideas into classroom practices. Provide examples (200-250
words).

118
CONTEXT-BASED COMMUNICATION
1 Case
Distance and displacement are two quantities that may seem to mean the same thing, yet have
distinctly different definitions and meanings.
Distance is a scalar quantity that refers to "how much ground an object has covered" during
its motion.
Displacement is a vector quantity that refers to "how far out of place an object is"; it is the
object's overall change in position.
To test your learners‘ understanding of the distinction between distance and displacement,
consider the motion depicted in the diagrams below and present your own classroom activities.

24 Physics Classroom Activities, 2021

https://www.physicsclassroom.com/class/1DKin/Lesson-1/Distance-and-Displacement
2 Project work
Aim of project: Work with scientific literature on the level of knowledge use, critical
analysis and synthesis.
Read the following articles:
1. Motion Equations for Constant Acceleration in One Dimension, 2021
https://phys.libretexts.org/Bookshelves/College_Physics/Book%3A_College_Physics_(OpenSta
x)/02%3A_Kinematics/2.05%3A_Motion_Equations_for_Constant_Acceleration_in_One_Dime
nsion 25
2. The essential insight of Newton and Leibniz, 2021
https://www.britannica.com/science/mathematics/Newton-and-Leibniz#ref536316 26
3. The analysis and Mechanics, 2021
https://www.britannica.com/science/mathematics/Analysis-and-mechanics 27

Your goal is not to simply summarize each study, but to critically analyze it. You should
provide an overview of the topic area and highlight the major findings of the literature
review.
Methodological recommendations for completing the project.
3. Work with scientific literature on the level of knowledge use. Expertize scientific articles
and write a positive or negative review.
4. Work with scientific literature on the level of analysis-synthesis. On the basis of two
scientific articles write thesis reflecting on the main idea of each of them, compare them
and try to find commonalities and differences.

Make presentation on your project, answering the following questions.

Present your analysis whether you agree or disagree and explain why.
What information can be beneficial in terms of the problem solution concerning your future
classroom activities?

3 Analyze the following resources on teachers‟ and learners‟ strategies:

119
Seven effective strategies for classroom, 2020
https://www.quizalize.com/blog/2018/02/23/teaching-strategies/ 28

Teaching and learning strategies, 2019

https://www.sdera.wa.edu.au/media/1235/teaching-and-learning-strategies.pdf 29

Using the information about teachers‟ and learners‟ strategies, create your own classroom
activities on the following topics. You may choose one.

Topics:
 Describing motion and diagrams
 The peculiarities of motion with velocity vs. time Graphs
 Free fall and the acceleration of gravity
 Describing motion with position vs. time graphs
 Kinematic equations and problem-solving

120
 Unit 3 Physics
3.3 Matter & Energy

LEAD-IN
1 Study the following slide and describe how matter and energy correlate.

[30] Kelly J. Chemistry Notes Measurement of Energy Transfer in Matter.SlidesPlayer.com Inc., 2021
https://images.slideplayer.com/18/6096603/slides/slide_3.jpg

2 Study the following quote and name some examples of the types of matter and energy.
‗Matter, material substance that constitutes the observable universe and, together with energy,
forms the basis of all objective phenomena; and Energy, in physics, the capacity for doing work.
It may exist in potential, kinetic, thermal, electrical, chemical, nuclear, or other various forms‘.
[31] Matter & Energy. Encyclopaedia Britannica Inc., 2021
https://www.britannica.com/browse/Matter-Energy
3 As a Science class teacher, suggest activities to discuss the basic concepts of the topic at
the Physics lesson.

CONCEPT STUDY
TEXT A1

1 Study the following micro text from the „Physics Glossary‟ and be ready to answer the
questions.
At the most fundamental level, matter is composed of elementary particles known
as quarks and leptons (the class of elementary particles that includes electrons). Quarks
combine into protons and neutrons and, along with electrons, form atoms of the elements of
the periodic table, such as hydrogen, oxygen, and iron. Atoms may combine further into
molecules such as the water molecule, H2O. Large groups of atoms or molecules in turn form
the bulk matter of everyday life.
States of matter. The three most familiar forms, or states, of matter are solid, liquid, and
gas. Heating and cooling a substance may change it from one state to another. When a material
changes state, its smallest units, called molecules, behave differently. However, the material‘s

121
molecules do not break apart and form into a different material. They remain the same. A change
of state is a reversible change.
[32] The Editors of the Encyclopaedia Britannica. Science. Encyclopaedia Britannica, Inc., 2021
https://www.britannica.com/science/mattre

2 Recall: Work in pairs, take turns and give answers to the following questions.

Speaker A Speaker B
11. What is matter composed of at the most 11. What are the three forms or states of
fundamental level? matter?
12. What do quarks combine into? 12. When can a substance change?
13. What do atoms combine into? 13. What happens to molecules when a
14. What do you remember about the material changes state?
periodic table of elements? 14. Do material‘s molecules break
15. What do large groups of atoms and apart?
molecules form? 15. What can you tell about a change of
state?

3a Summarise the information from the „Physics Glossary‟ and write one paragraph on the
topic „Matter and its features‟.

In physics, _ . The matter _

__ . The three states of matter

_ _
_ . A change of state
.

3b Share your paragraph with a partner. What else would you add to the information
he/she has written?

TEXT A2
1 Study the text and say name the characteristics of energy.
Energy, in physics, the capacity for doing work. It may exist in potential, kinetic, thermal,
electrical, chemical, nuclear, or other various forms. There are, moreover, heat and work – i.e.,
energy in the process of transfer from one body to another. After it has been transferred, energy
is always designated according to its nature. Hence, heat transferred may become thermal
energy, while work done may manifest itself in the form of mechanical energy.
Energy can be neither created nor destroyed but only changed from one form to another.
This principle is known as the conservation of energy or the first law of thermodynamics. For
example, when a box slides down a hill, the potential energy that the box has from being located
high up on the slope is converted to kinetic energy, energy of motion. As the box slows to a stop
through friction, the kinetic energy from the box‘s motion is converted to thermal energy that
heats the box and the slope.
Energy can be converted from one form to another in various other ways. Usable
mechanical or electrical energy is, for instance, produced by many kinds of devices, including
fuel-burning heat engines, generators, batteries, fuel cells,
and magnetohydrodynamic systems.
In the International System of Units (SI), energy is measured in joules. One joule is
equal to the work done by a one-newton force acting over a one-metre distance.
[33] The Editors of the Encyclopaedia Britannica. Science. Encyclopaedia Britannica, Inc., 2021
https://www.britannica.com/science/energy

122
2 Analyze and classify the characteristics of energy.

Definition Forms Conservation Measure (SI) Examples

3 Apply concepts: Work in pairs, take turns and tell your partner about the characteristics
of energy.

TEXT B1
1 Study the text and say what three examples of matter are described.

Liquids, Solids and Gases:

This chapter begins the first where we will look at matter on a microscopic scale. Matter
is made of small particles of atoms or molecules. There are three common states of matter, solid,
liquid and gas. A gas and a liquid will change shape to fit the shape of their container. A gas
will change volume to fit the volume of the container.

In general, solids are denser than liquids, which are denser than gases. The particles in
the solid are touching with very little space between them. The particles in a liquid usually are
still touching but there are some spaces between them. The gas particles have big distances
between them.
Solid – In a solid, the attractive forces keep the particles together tightly enough so that
the particles do not move past each other. Their vibration is related to their kinetic energy. In
the solid the particles vibrate in place.
Liquid – In a liquid, particles will flow or glide over one another, but stay toward the
bottom of the container. The attractive forces between particles are strong enough to hold a
specific volume but not strong enough to keep the molecules sliding over each other.
Gas – In a gas, particles are in continual straight-line motion. The kinetic energy of the
molecule is greater than the attractive force between them, thus they are much farther apart and
move freely of each other. In most cases, there are essentially no attractive forces between
particles. This means that a gas has nothing to hold a specific shape or volume.
(A fourth state of matter, called plasma, exists when a gas becomes ionized. Plasma
exists inside stars and in interstellar gases.)
[34] Liquids, Solids and Gases. Web.fscj.edu, 2021
http://web.fscj.edu/Milczanowski/psc/lect/Ch4/slide2.htm

2 LABORATORY WORK: Based on the information form the text, fill in the following
chart, comparing and contrasting the features and behavior of particles in three states of
matter.
How do Particles Behave?
Parameters Solids Liquids Gases
Definite Shape
Definite Volume
Type of Movement

123
3 Summarize the following information and talk to your partner, comparing and
contrasting the features and behavior of particles in three states of matter

TEXT B2
1 Read the text and speak about the types of energy.

Types of Energy
What are the different types of energy?
Types of energy can be categorised into two broad categories – kinetic energy (the
energy of moving objects) and potential energy (energy that is stored). These are the two basic
forms of energy. The different types of energy include thermal energy, radiant energy, chemical
energy, nuclear energy, electrical energy, motion energy, sound energy, elastic energy and
gravitational energy.
Thermal (Heat) Energy. Thermal energy is created from the vibration of atoms and
molecules within substances. The faster they move, the more energy they possess and the hotter
they become. Thermal energy is also called heat energy.
Chemical Energy. Chemical energy is stored in the bonds of atoms and molecules – it is
the energy that holds these particles together. Stored chemical energy is found in food, biomass,
petroleum, and natural gas.
Nuclear Energy. Nuclear energy is stored in the nucleus of atoms. This energy is
released when the nuclei are combined (fusion) or split apart (fission). Nuclear power plants
split the nuclei of uranium atoms to produce electricity.
Electrical Energy. Electrical energy is the movement of electrons (the tiny particles that
makeup atoms, along with protons and neutrons). Electrons that move through a wire are called
electricity. Lightning is another example of electrical energy.
Radiant Energy. Also known as light energy or electromagnetic energy, radiant energy
is a type of kinetic energy that travels in waves. Examples include the energy from the sun, x-
rays, and radio waves.
Light Energy. Light energy is a form of electromagnetic radiation. Light consists of
photons, which are produced when an object's atoms heat up. Light travels in waves and is the
only form of energy visible to the human eye.
Motion Energy. Motion energy – or mechanical energy – is the energy stored in objects;
as objects move faster, more energy is stored. Examples of motion energy include wind, a
flowing river, a moving car, or a person running.
Sound Energy. Sound energy is the movement of energy through substances. It moves in
waves and is produced when a force makes an object or substance vibrate. There is usually much
less energy in sound than in other forms of energy.
Elastic Energy. Elastic energy is a form of potential energy that is stored in an elastic
object - such as a coiled spring or a stretched elastic band. Elastic objects store elastic energy
when a force causes them to be stretched or squashed.
Gravitational Energy. Gravitational energy is a form of potential energy. It is an energy
associated with gravity or gravitational force – in other words, the energy held by an object when
it is in a high position compared to a lower position.
What is the Law of Conservation of Energy?
While it might sound complex, the First Law of Conservation of energy simply states that
energy can never be created or destroyed, but it can be transformed from one type to another.
[35] Types of Energy. Solar Schools.net, 2021 https://www.solarschools.net/knowledge-bank/energy/types
2 Talk to your partner and explain what the difference between the types of energy is.

3 Summarise the information of texts A1-B2, and create a concept map to describe the
main concepts on the topic „Matter & Energy”.

124
 INFORMATION-ACCUMULATION

TEXT C1
1 Watch the following video and summarize its main idea.

How Solar Power Works, Green Power Energy (1.24 min)

https://www.youtube.com/watch?v=hw2_hEMgE4o [36]

2 Complete the following sentences using information from the text.

1. Solar power works by taking the energy from the sun‘s rays and converting it into
………………. .
2. The sun‘s rays contain ……………. . When these ……………… hit a solar module,
………………. inside of the solar module move and an electrical current is created.
3. This electricity then travels from the solar ......................... to an inverter.
4. The …………… takes the electricity, which is in DC or ………… current form, and
switches it to AC, or ........................... current power.
5. Once that switch is made to AC, the electricity is ready for ………………
……………….. from the inverter.
6. The power is fed directly into the building‘s main …………….. panel and can provide
power to the site.
7. If the site demands more power than what is provided by the Solar from the
…………….. grid, if the Sun produces more than the site needs, then that over
production is put back into the grid for a credit in a process known as ………………
……………….. .
8. Today solar panels will be viable energy ....................... on your home for over 20 years.
9. There is a federal tax credit available and also …………………. available at the state
level, which help to make the technology more affordable than ever.
10. Contact Green Power Energy today for a custom ..................................................for your
home.

3 Talk to your partner on how solar power, protons and electrons work.

TEXT C2
1 Study the following information and say what physical and chemical properties of matter
are.

Physical and Chemical Properties

All substances have properties that we can use to identify them. For example we can
idenify a person by their face, their voice, height, finger prints, DNA etc. The more of these
properties that we can identify, the better we know the person. In a similar way matter has
properties – and there are many of them. There are two basic types of properties that we can
associate with matter. These properties are called Physical properties and Chemical properties:

Physical properties: Properties that do not change the chemical

nature of matter
Chemical properties: Properties that do change the chemical nature
of matter

Examples of physical properties are: color, smell, freezing point, boiling point, melting
point, infra-red spectrum, attraction (paramagnetic) or repulsion (diamagnetic) to magnets,

125
opacity, viscosity and density. There are many more examples. Note that measuring each of
these properties will not alter the basic nature of the substance.
Examples of chemical properties are: heat of combustion, reactivity with water, PH, and
electromotive force.
The more properties we can identify for a substance, the better we know the nature of that
substance. These properties can then help us model the substance and thus understand how this
substance will behave under various conditions.
[37] Prof. N. De Leon. Periodic table of the Elements. C101 Class Notes, 2021
https://cpanhd.sitehost.iu.edu/C101webnotes/matter-and-energy/properties.html

2 Analyze the information and discuss the differences between the physical and chemical
properties of the matter.

TEXT C3
1 Study the following information and say why energy and matter are called the
crosscutting concepts.

Crosscutting Concepts: Energy and Matter

Below is the progression of the Crosscutting Concept of Energy and Matter, followed by
Performance Expectations that make use of this Crosscutting Concept.
5. Energy and Matter
Tracking energy and matter flows, into, out of, and within systems helps one understand their
system‘s behavior.

Primary Elementary school Middle school High school

school (K-2) (3-5) (6-8) (9-12)
Objects Energy can be Matter is In nuclear processes, atoms
may break transferred in conserved because are not conserved, but the
into various ways and atoms are total number of protons
smaller between objects. conserved in plus neutrons is conserved.
pieces and Matter is made physical and The total amount of energy
be put of particles. chemical and matter in closed
together Matter flows and processes. systems is conserved.
into larger cycles can be Energy may take Changes of energy and
pieces, or tracked in terms different forms matter in a system can be
change of the weight of (e.g. energy in described in terms of
shapes the substances fields, thermal energy and matter flows
before and after a energy, energy of into, out of, and within that
process occurs. motion). system.
The total weight Within a natural Energy cannot be created
of the substances system, the or destroyed – it only
does not change. transfer of energy moves between one place
This is what is drives the motion and another place, between
meant by and/or cycling of objects and/or fields, or
conservation of matter. between systems.
matter. Matter is The transfer of Energy drives the cycling
transported into, energy can be of matter within and
out of, and tracked as energy between systems.
within systems. flows through a
natural system.

[38] 5. Energy and Matter. Crosscutting Concepts. NSTA Hub National Science Teaching Association, 2021
https://ngss.nsta.org/CrosscuttingConcepts.aspx?id=5

126
 Energy and Matter
Energy and Matter are essential concepts in all disciplines of science and engineering,
often in connection with systems. ―The supply of energy and of each needed chemical element
restricts a system‘s operation – for example, without inputs of energy (sunlight) and matter
(carbon dioxide and water), a plant cannot grow. Hence, it is very informative to track the
transfers of matter and energy within, into, or out of any system under study.
―In many systems there also are cycles of various types. In some cases, the most readily
observable cycling may be of matter – for example, water going back and forth between Earth‘s
atmosphere and its surface and subsurface reservoirs. Any such cycle of matter also involves
associated energy transfers at each stage, so to fully understand the water cycle, one must model
not only how water moves between parts of the system but also the energy transfer mechanisms
that are critical for that motion.
―Consideration of energy and matter inputs, outputs, and flows or transfers within a
system or process are equally important for engineering. A major goal in design is to maximize
certain types of energy output while minimizing others, in order to minimize the energy inputs
needed to achieve a desired task.‖ (p. 95)
[38] 5. Energy and Matter. Crosscutting Concepts. NSTA Hub National Science Teaching Association, 2021
https://ngss.nsta.org/CrosscuttingConcepts.aspx?id=5

2 Analyze the information and suggest ways of its application in the „Physics classroom‟.

PRAGMATICS-ACTIVISATION
1 Dialogue-making:
Speaker A: Imagine that you were a scientific blogger.
What questions would you ask a physicist about matter and energy issues?
Think about and write down 10 questions.
A BLOG
Question 1 _ _
Blogger’s Name
Question 2 __________________________
Title
Question 3 __________________________

Speaker B: Imagine that you were a physicist. How would you answer the scientific blogger‘s
questions?
Role play a dialogue.

2 Writing: Summarize the results of an interview with the physicist and write an entry for
the scientific blog on the topic matter and energy (at least 200-250 words).

3 Public Speaking: Prepare a public speech for the conference on matter and energy issues.

4 Discuss the following situation.

Compare and contrast the properties of different states of matter – the solid, liquid, and gaseous
form – and discuss why plasma is sometimes referred to as the fourth state of matter. ‗Plasma, in
physics, an electrically conducting medium in which there are roughly equal numbers of
positively and negatively charged particles, produced when the atoms in a gas become ionized‘
(Liley, B.S., 2021)
[39] Kelley M.C. Plasma. Science. Encyclopaedia Britannica, Inc., 2021
https://www.britannica.com/science/plasma-state-of-matter

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5a Study the following task.
Energy conversion, the transformation of energy from forms provided by nature to forms
that can be used by humans‘.
5b Prepare an article for the science class teachers‟ handbook.

CONTEXT-BASED COMMUNICATION

SOCIETY VALUES: TEXT E1

1 Study the following article and speak on the relations between the energy use and quality
of life.
There are direct connections between energy use and quality of life
Energy has both positive and negative impacts on societies. Access to abundant,
affordable, secure, safe, and clean energy is beneficial for humans. But energy extraction,
transportation, and use can have negative consequences to the health, environment, and
economics of a society. Moreover, relying on imported energy can create vulnerabilities to a
nation‘s security. The impacts of energy decisions are not equal for all people. Poor or
marginalized societies are more likely to suffer negative consequences of energy decisions
because they have a reduced capacity for adaptation and they may lack negotiating power
compared to wealthier societies. Therefore, vulnerable populations can benefit greatly from
improvements in energy accessibility, safety, or affordability.
This topic also raises the fundamental problem that the world is strongly dependent on a
finite supply of fossil fuels. As demand increases and supply becomes scarce, the problem
becomes more acute, with potentially severe economic and social consequences. A large-scale
transition away from fossil energy poses a great challenge for society.
[40] 7. Energy and Society. There are Direct Connections between Energy Use and Quality of Life. CLEAN Climate
Literacy & Energy Awareness Network, 2021 https://cleanet.org/clean/literacy/energy7.html

2 Study the text again and say whether the following statements are correct or not. Use
YES for correct statements, and NO for incorrect ones.
1. Energy has only benefits for the society.
2. The impacts of energy decisions are equal for all people.
3. Vulnerable populations can benefit greatly from improvements in energy accessibility,
safety, or affordability.
4. The world depends on a finite supply of fossil fuels.
5. A transition away from fossil energy poses a great challenge for society.

3 Discussion: Generate ideas on the following topic.

Why does the transition from the use of fossil fuels seem challenging?

SOCIETY VALUES: TEXT E2

1 Study the following list of videos, then choose some videos, watch them and prepare a
report on the information they convey.
Fossil Fuels 101, Student Energy, 2015 (2.42 min)
https://www.youtube.com/watch?v=zaXBVYr9Ij0 [41]
Renewable Energy 101, Student Energy, 2015 (1.31 min)
https://www.youtube.com/watch?v=T4xKThjcKaE [42]
Solar 101, Student Energy, 2015 (1 min)
https://www.youtube.com/watch?v=yFwGpiCs3ss [43]
Wind Power, Student Energy, 2014 (1.46 min)
https://www.youtube.com/watch?v=Z5c50-_hcD0 [44]
Hydropower, Student Energy, 2015 (3.12 min)
https://www.youtube.com/watch?v=q8HmRLCgDAI [45]

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 Biomass, Student Energy, 2015 (3.38 min)
https://www.youtube.com/watch?v=yHWcddUZ35s [46]
Tidal Power, Student Energy, 2015 (2.14 min)
https://www.youtube.com/watch?v=VkTRcTyDSyk [47]
Geothermal, Student Energy, 2015 (2.08 min)
https://www.youtube.com/watch?v=DFQrE91kZwk [48]

2 Explain the terms used in the videos, be creating the concept map.

3 Suggest ways of the use of the videos in the Physics classroom.

SOCIETY VALUES: TEXT E3

1 Study the following article and say the pros and cons of renewable energy are.

Generation of electricity
Electricity can be generated using a turbine to drive a generator before distribution.
Renewable and non-renewable energy sources have pros and cons in terms of cost, reliability and
pollution.
Pros and cons of renewable energy resources
Advantages of renewable energy resources
Most renewable energy resources are clean, because they do not produce any pollution
and cheap because their energy supplies do not have any cost. Hydroelectric power stations,
as well as tidal and wave generators, are very reliable, and both hydroelectric power stations and
tidal generators produce large amounts of electricity.
Disadvantages of renewable energy resources
At the present time, most renewable energy generators are expensive to set up. Also,
sources such as wind turbines and solar cells rely heavily on the weather. If it is not a windy day,
wind turbines will not turn. And if it is not sunny, solar cells will not produce much electricity.
Energy Resource Advantages Disadvantages
Fossil fuels Reliable Create pollution and will run out
Nuclear power Reliable Will run out and produce dangerous
waste that is hard to dispose of
Wind turbines Clean and cheap to run Expensive to set up and wind does not
always blow
Wave generators Clean and cheap to run and Expensive to set up
Scotland has a lot of coastline
Tidal generators Clean and cheap to run and Very expensive to set up and could be
produce a lot of electricity hazardous to local wildlife
once running
Hydroelectric power Clean and cheap to run Expensive to set up and output could be
stations affected by drought
Solar cells Clean and cheap to run Not always sunny and output does not
always outweigh initial cost to set up
[49] Generation of Electricity. Pros and Cons of Renewable Energy Resources. Bitesize, BBC, 2021
https://www.bbc.co.uk/bitesize/guides/zbsdmp3/revision/4

2a Communication: Discuss the following questions.

1. Which energy resources are used in the Republic of Kazakhstan? Can you give any
examples?
2. What do you know about the use of solar energy?

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2b Debate on the following topic: „Non-renewable and renewable forms of energy: pros and
cons.

SELF-STUDY: SCIENTIFIC FORUM

1 Research the information on the topic ‘Teaching the topic of Matter and Energy as
Interdisciplinary Concepts’.
2 Prepare a report/project for a scientific meeting, following the stages:
Introduction
Task
Process
Result/Product
Evaluation/Reflection
3 Role play the Scientific Forum meeting in class.

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Unit 1 Biology
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Unit 1.2
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27. IELTS Listening Practice Test. Mini-IELTS.com, 2021– Режим доступа – URL:
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33. 9 ways to Prevent Biodiversity Loss, 2021– Режим доступа – URL:
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34. Sustainable Development Goals, 2021 – Режим доступа – URL:
https://www.un.org/sustainabledevelopment/biodiversity/

Unit 1.3
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37. – Режим доступа – URL:
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38. – Режим доступа – URL: https://youtu.be/RoIpCJwX7-M
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40. – Режим доступа – URL: https://admissions.vanderbilt.edu/major/factsheet/1078
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42. – Режим доступа – URL:
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Unit 2 Chemistry
Unit 2.1
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2. Chemistry Thoughts, 2018 – Режим доступа – URL:
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3. Chemistry Science Terms, 2021– Режим доступа – URL:
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4. Chemistry Science Terms, 2021– Режим доступа – URL:
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5. Chem Glossary, 2021– Режим доступа – URL:
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14. States of Matter, 2021– Режим доступа – URL:
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15. Science Activities, 2015– Режим доступа – URL:
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27. Science Chemical reactions, 2021 – Режим доступа – URL:
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Unit 2.2
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Unit 2.3
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https://quizlet.com/417522721/organic-chemistry-vitamins-flash-cards/

Unit 3 Physics
Unit 3.1

Unit 3.2
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728.jpg?cb=1320107120

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URL:https://www.youtube.com/watch?v=ZkVU-bj9bDk
6. Boundless Physics. Basics of Kinematics, 2021. – Режим доступа –
URL:https://courses.lumenlearning.com/boundless-physics/chapter/basics-of-kinematics/
7. Boundless Physics. Basics of Kinematics, 2021. – Режим доступа –
URL:https://courses.lumenlearning.com/boundless-physics/chapter/basics-of-kinematics/
8. Boundless Physics. Basics of Kinematics, 2021. – Режим доступа – URL:
https://courses.lumenlearning.com/boundless-physics/chapter/basics-of-kinematics/
9. The Physics Classroom. Introduction to Motion, 2021. – Режим доступа – URL:
https://www.physicsclassroom.com/class/1DKin/Lesson-1/Introduction
10. The Physics Classroom. Introduction to Motion, 2020. – Режим доступа –
URL:https://www.physicsclassroom.com/class/1DKin/Lesson-1/Introduction
11. YouTube. Distance vs Displacement, 2020. – Режим доступа –
URL:https://www.youtube.com/watch?v=B3qWCi9gdFE
12. Physics Classroom Activities, 2020. – Режим доступа – URL:
https://www.physicsclassroom.com/class/1DKin/Lesson-1/Speed-and-Velocity
13. Learn Physics. Courses, 2021. – Режим доступа – URL:
https://courses.lumenlearning.com/boundless-physics/chapter/basics-of-kinematics/
14. Learn Physics. Courses, 2021. – Режим доступа – URL: https://courses.
lumenlearning.com/boundless-physics/chapter/acceleration/
15. Instantaneous Velocity, Acceleration, Jerk, Slopes, Graphs vs. Time: This is how kinematics
begins, 2021. – Режим доступа – URL: https://youtu.be/STcgrV2L4tw
16. Graphing Motion: A brief introduction to particle diagrams and motion graphs, 2020 . –
Режим доступа – URL:https://youtu.be/vYXf7Q9j9qA
17. Motion, Distance and Displacement, 2021. – Режим доступа – URL:
https://youtu.be/21BwUNDOQno
18. Physics. What is acceleration, 2021. – Режим доступа – URL:
https://youtu.be/vxFYfumAAlY
19. Learn Physics. Courses, 2021. – Режим доступа – URL:
https://courses.lumenlearning.com/boundless-physics/chapter/acceleration/
20. YouTube. Real life Examples of 3Laws of Motion, 2017. – Режим доступа –
URL:https://www.youtube.com/watch?v=ztt1mVYH6x4
21. Kinematic Problems, 2021 https://www.uwgb.edu/fenclh/problems/kinematics/
22. Basic Kinematic Concepts. SlideShare, 2021. – Режим доступа – URL:
https://www.slideshare.net/Vaishnavichakka/basic-kinematic-concepts
23. Kinematics. Motion, 2021. – Режим доступа – URL: https://www.real-world-physics-
problems.com/kinematics.html#:~:text=Kinematics%20is%20the%20study%20of,forces%20
responsible%20for%20that%20motion.&text=As%20a%20field%20of%20study,as%20tran
slational%20and%20rotational%20motion.
24. Phisics Classroom Activities, 2021. – Режим доступа – URL: https://www.physics
classroom.com/class/1DKin/Lesson-1/Distance-and-Displacement
25. Motion Equations for Constant Acceleration in One Dimension, 202 . – Режим доступа –
URL: https://phys.libretexts.org/Bookshelves/College_Physics/Book%
3A_College_Physics_(OpenStax)/02%3A_Kinematics/2.05%3A_Motion_Equations_for_Co
nstant_Acceleration_in_One_Dimension
26. The essential insight of Newton and Leibniz, 2021. – Режим доступа –
URL:https://www.britannica.com/science/mathematics/Newton-and-Leibniz#ref536316
27. The analysis and Mechanics, 2021. – Режим доступа – URL:https://www.britannica.
com/science/mathematics/Analysis-and-mechanics

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28. Seven effective strategies for classroom, 2020. – Режим доступа – URL: https://www.
quizalize.com/blog/2018/02/23/teaching-strategies/
29. Teaching and learning strategies, 2019. – Режим доступа – URL:
https://www.sdera.wa.edu.au/media/1235/teaching-and-learning-strategies.pdf

Unit 3.3
30. Kelly J. Chemistry Notes Measurement of Energy Transfer in Matter.SlidesPlayer.com Inc.,
2021. – Режим доступа – URL: https://images.slideplayer.com/18/6096603/
slides/slide_3.jpg
31. Matter & Energy. Encyclopaedia Britannica Inc., 2021. – Режим доступа – URL:
https://www.britannica.com/browse/Matter-Energy
32. The Editors of the Encyclopaedia Britannica. Science. Encyclopaedia Britannica, Inc.,
2021. – Режим доступа – URL: https://www.britannica.com/science/matter
33. The Editors of the Encyclopaedia Britannica. Science. Encyclopaedia Britannica, Inc.,
2021. – Режим доступа – URL: https://www.britannica.com/science/energy
34. Liquids, Solids and Gases. Web.fscj.edu, 2021. – Режим доступа – URL:
http://web.fscj.edu/Milczanowski/psc/lect/Ch4/slide2.htm
35. Types of Energy. Solar Schools.net, 2021. – Режим доступа – URL:
https://www.solarschools.net/knowledge-bank/energy/types
36. How Solar Power Works, Green Power Energy. YouTube, 2019. – Режим доступа – URL:
https://www.youtube.com/watch?v=hw2_hEMgE4o
37. Prof. N. De Leon. Periodic table of the Elements. C101 Class Notes, 2021. – Режим
доступа – URL: https://cpanhd.sitehost.iu.edu/C101webnotes/matter-and-
energy/properties.html
38. 5. Energy and Matter. Crosscutting Concepts. NSTA Hub National Science Teaching
Association, 2021. – Режим доступа – URL: https://ngss.nsta.org/ Crosscutting
Concepts.aspx?id=5
39. Kelley M.C. Plasma. Science. Encyclopaedia Britannica, Inc., 2021. – Режим доступа –
URL: https://www.britannica.com/science/plasma-state-of-matter
40. 7. Energy and Society. There are Direct Connections between Energy Use and Quality of
Life. CLEAN Climate Literacy & Energy Awareness Network, 2021. – Режим доступа –
URL: https://cleanet.org/clean/literacy/energy7.html
41. Fossil Fuels 101, Student Energy, 2015. – Режим доступа – URL:
https://www.youtube.com/watch?v=zaXBVYr9Ij0
42. Renewable Energy 101, Student Energy, 2015. – Режим доступа – URL:
https://www.youtube.com/watch?v=T4xKThjcKaE
43. Solar 101, Student Energy, 2015. – Режим доступа – URL:
https://www.youtube.com/watch?v=yFwGpiCs3ss
44. Wind Power, Student Energy, 2014. – Режим доступа – URL:
https://www.youtube.com/watch?v=Z5c50-_hcD0
45. Hydropower, Student Energy, 2015. – Режим доступа – URL:
https://www.youtube.com/watch?v=q8HmRLCgDAI
46. Biomass, Student Energy, 2015. – Режим доступа – URL:
https://www.youtube.com/watch?v=yHWcddUZ35s
47. Tidal Power, Student Energy, 2015. – Режим доступа – URL:
https://www.youtube.com/watch?v=VkTRcTyDSyk
48. Geothermal, Student Energy, 2015. – Режим доступа – URL:
https://www.youtube.com/watch?v=DFQrE91kZwk
49. Generation of Electricity. Pros and Cons of Renewable Energy Resources. Bitesize, BBC,
2021. – Режим доступа – URL: https://www.bbc.co.uk/bitesize /guides/zbsdmp3/
revision/4

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Kazakh Abylai khan University of International relations and World
Languages
Foreign Language Teacher Training Faculty

Theory and Practice of Intercultural Communication Department

Humanitarian CLASSROOM

Created by:
Ivanchenko Y.V. , Alpysbayeva S.T., Kurban G.A.

Almaty, 2021

138
 Humanitarian CLASSROOM

№ Topics pages
Intro Humanitarian CLASSROOM
1 Unit 1 The World History 145
1.1 International relations at the beginning of the twentieth century 145
1.2 Trends of the development of culture in the twentieth century 155
1.3 The world at the beginning of XXI century 163
2 Unit 2 Cultural studies 169
2.1 Culture and civilization 169
2.2 Diversity and multiculturalism 181
2.3 Values and norms 190
3 Unit 3 Social science 199
3.1 Right and power 199
3.2 Humanity. Citizenship. Law 206
3.3 Personality and morality 214

139
 Unit 1. The World of History
1.1 International relations at the beginning of the twentieth century.

LEAD -IN
1 Look at the pictures and generate ideas or your associations on their message.

Give answers to the following questions.

1. Do you like history?
2. Did you enjoy learning history in primary or high school?
3. Do you think it is important to study history? Why do you think so?
4. Can you name people in the picture 1? What do you know about them?

CONCEPT STUDY
ACTIVE VOCABULARY

1. Match definitions from a-m with appropriate words from 1-13.

1. Humanity a) draw off or transfer over a period of time, especially

illegally or unfairly
2. Consolidation b) help to cause or bring about.
3. Siphoning c) To be dedicated exclusively to a purpose or use
4. Emergence d) human beings collectively.
5. To contribute e) a difference or disagreement between two things which
means that both cannot be true
6. A leap f) the action or process of combining a number of things
into a single more effective or coherent whole.
7. To be devoted to g) the process of becoming visible after being concealed.
8. Contradictions h) To struggle or fight vigorously.
9. Significantly i) (of a structure) suddenly fall down or give way.
10. To strive j) a forceful jump or quick movement.
11. Collapse k) the state of becoming worse or more serious;
exacerbation.
12. Aggravation l) Past tense of the verb to seek
13. Sought m) in a way that has a particular meaning.

140
 TEXT 1. "International relations at the beginning of the twentieth century."

1. Study the following text and be ready to answer the question: "How can you
characterize international relations at the beginning of the XXth century?"

At the turn of the XIX-XX centuries humanity has entered a new era of its development -
the era of Imperialism. The development of capitalism, consolidation and the search for new
markets for the sale of products and the siphoning of resources forced a person to take a fresh
look at the world around him. The development of science and technology, the emergence of
new means of communication and transportation - all this contributed to the industrial leap
forward, pushing some countries to the first positions and leaving others behind. This unit is
devoted to the relationship between countries at the turn of the century and their characteristics.

In the early years of the 20th century, the growth of contradictions between the leading world
powers continued, which eventually led to the First World War.

Background
Causes of the crisis in international relations
1. In the second half of the 19th century, the political map of the world changed
significantly. A united Italy and a united Germany appeared, striving to participate in the
colonial division of the world. The collapse of the Ottoman Empire continues, resulting
in independence for Bulgaria, Romania and Serbia.
2. By the beginning of the 20th century, the largest world powers divided up most of Africa
and Asia, either turning these territories into their colonies, or placing them in economic
and political dependence on themselves. Colonial conflicts and disputes led to the
aggravation of international relations.
3. The rise of nationalism. The formation of nation states continued in the Balkans; he was
opposed by the multinational empires - the Ottoman and Austro-Hungarian.
4. In the countries of Europe, the approach of war was felt; states sought to find allies for
themselves in a future war. By the end of the 19th century, the Triple Alliance was
formed, which included Germany, Austria-Hungary and Italy.
https://www.britannica.com/topic/20th-century-international-relations-2085155

141
3. Summarize the information from the „Сauses of the crisis‟ and write one paragraph. Try
to paraphrase the information given in the text and use synonyms instead of the underlined
words.

INFORMATION-ACCUMULATION
TEXT 2 " The Triple Alliance."
Task 1. Study the text and describe the peculiarities of the Triple Alliance.
The Triple Alliance is a military-political block of
Germany, Austria-Hungary and Italy, formed in
1882, which marked the beginning of the division
of Europe into hostile camps and played an
important role in the preparation and unleashing of
the First World War (1914-1918).
The main organizer of the Triple Alliance
was Germany and Austria-Hungary, which
concluded a military alliance in 1879 (see: Austro-
German Treaty). On May 20, 1882, Germany,
Austria-Hungary, and Italy signed a secret treaty of
alliance. They committed themselves (for a period
of 5 years) not to take part in any alliances or
agreements directed against one of these countries,
to consult on issues of a political and economic
nature, and to provide mutual support. The treaty,
which attracted a new partner to the 2nd German
allied empires-Italy-was aimed primarily against
France, which was eager for revenge in the alleged
war with Germany, with the desire to use the anti-
French border and colonial claims of the Italian
Kingdom, but-objectively! – "left out" of the emerging union (in a certain ambiguous
vulnerability) another great power-Russia and, thereby, provoked it to seek a counterweight to
the Triple Bloc in the West of the European continent-in France. The treaty was renewed in 1887
and 1891 (with additions and clarifications) and was automatically renewed in 1902 and 1912.
The policy of the countries participating in the Triple Alliance was characterized by an
increasing struggle for the colonies (the Tangier crisis, the Italo-Turkish War). Russian Russian-
French alliance was formed in response to the creation of the Triple Alliance in 1891-1894, the
Anglo-French agreement was concluded in 1904, the Anglo — Russian agreement was
concluded in 1907, and the Entente was formed.

Since the end of the XIX century, Italy, suffering losses from the customs war waged against it
by France, began to change its political course. In 1902, it entered into an agreement with
France, pledging to remain neutral in the event of a German attack on France. At the beginning
of the First World War, Italy, despite its allied obligations, avoided entering the war on the side
of the German Empire and Austria-Hungary. After the conclusion of the London Pact (1915),
Italy entered the First World War on the side of the Entente, and the Triple Alliance collapsed. In
addition, as early as October 29, 1914. The Ottoman Empire joined the union, and after Italy left
the union, on October 14, 1915, Bulgaria joined it, forming a Quadruple Alliance.
https://en.wikipedia.org/wiki/Triple_Alliance_(1882)

142
Task 2. Answer the multiple choice questions about the Triple Alliance.

1. What is the definition of an alliance

a) a club, society, or association formed by people with a common interest or purpose.
b) a union or association formed for mutual benefit, especially between countries or
organizations.
c) an organized group of criminals.
d) the belief or desire of a government or people that a country should maintain a strong
military capability and be prepared to use it aggressively to defend or promote national
interests.

2. What countries make up the Triple Alliance

a) Germany, Austria-Hungary, Italy
b) Germany, Great Britain, Italy
c) United State, Russia, Mexico
d) Spain, Germany, Italy

3. What alliance is the rival of the Triple Alliance

a) NAFTA
b) german alliance
c) Triple Entente
d) Tri alliance

4. When was the Triple Alliance formed

a) May 20, 1882
b) june 11, 1876
c) may 5, 1902
d) july 24, 1899

5. Why was the Triple Alliance formed?

a) In order to show their dominance
b) To start World War 2
c) To try to take over the world
d) encourage cooperation against perceived threat in Germany
https://quizizz.com/admin/quiz/5dc04f6e862fcb001b3f2f8f/triple-alliance

Task 3.
Divide into 2 teams. Follow the link
https://quizizz.com/admin/quiz/start_new/5dc04f6e862fcb001b3f2f8f
and participate in QUIZLET dedicated to the topic the Triple Alliance. Discuss the issues,
events mentioned in the test in groups.

Task 4. Visit the website provided, study the following topic: "LSE. International
Relations" and discuss the following questions with a partner.

https://www.youtube.com/watch?v=NVCDnUZqLzU
1. What do IR study?
2. How are IR connected with foreign policy
studies?
3. How to study IR?
4. What are the main topics in IR researches?

143
Task 5. Analyze the information of the website and express your opinion on the following
issues, described in the video:
Why war is the "bread and butter" of IR?
How do students, learning IR differ? What kind of student are you?
Why do you think the speaker assumes that it is unlikely to build a universal human
society? Do you agree with the speaker? Give reasons.

PRAGMATICS-ACTIVISATION
TEXT 3. "Entente"
Task 1: Study the information below about Entente agreement and present a narrative speech
to the class using visual aids to the topic:
"The comparative analysis of Triple Alliance and Entente."

[1] Entente (French: entente agreement) is a military-political bloc of Russia, Great Britain and
France. Abroad, in the official and academic literature, the expanded name Triple Entente is
adopted . It was created as a counterweight to the" Triple Alliance " of Germany, Austria-
Hungary and Italy. It was formed mainly in 1904-1907 and completed the separation of the
great powers on the eve of the First World War.
The creation of the Entente was a reaction to the creation of the Triple Alliance and the
strengthening of Germany, an attempt to prevent its hegemony on the continent, initially from
Russia and France (France initially took an anti-German position), and then from Great Britain.
The latter, in the face of the threat of German hegemony, was forced to abandon the traditional
policy of" brilliant isolation " and switch to — however, also traditional — the policy of
blocking against the strongest power on the continent. The German naval program and the
colonial claims of Germany were particularly important incentives for this choice of Great
Britain. In Germany, in turn, this turn of events was declared "encirclement" and served as a
reason for new military preparations, positioned as purely defensive.
The confrontation between the Entente and the Triple Alliance led to the First World War,
where the enemy of the Entente and its allies was the Central Powers bloc, in which Germany
played a leading role. France has done much to coordinate the Entente war effort.
https://en.wikipedia.org/wiki/Entente

Task description:
Students will have already delivered a speech to the class and will now give a narrative speech
using visual aids. The student must bring in three things that represent them in some way and
explain why these things are significant. The speech will be given with no notes. The student
must meet the following requirements:
CRITERIA:
Student needs to give organized speech with an introduction and conclusion
Narrative needs to explain why the three objects are significant to the speaker
Should be at least 2 minutes long, but no more than 4 minutes
Student should maintain good eye contact
Student should speak with appropriate volume
Student should tell the story at a good pace
Student maintains focus in the speech
Visuals should add to the speech rather that distract.
The student will be graded according to the speech master rubric with the following categories
used:
 eye contact
 volume
 pace

144
  structure (2x)
 focus (2x)
 visuals (2x)

Task 2. Make a dialogue about three main areas of focus of international relations using the
information you have learned in this unit.

CONTEXT-BASED COMMUNICATION
Task 1. Organize a Round table discussion among the members of "Triple Alliance" and
"Entente" considering the reasons of their participation in World War 1."

TEXT 4. Read the text "The Bosnian Crisis" and answer the questions:

1. What were the reasons of the Bosnian Crisis?

2. Do you think it could be avoided? How? Discuss in groups.

The Bosnian Crisis is an international conflict that was caused by the annexation of Bosnia and
Herzegovina by Austria-Hungary in October 1908. This diplomatic clash inflamed the already
tense relations between the Great Powers and, during the first weeks of 1909, threatened to lead
to a major European war. Despite the apparent success of Austrian diplomacy, the annexation of
new territories under pressure from the ruling circles of the Austrian part of the Habsburg
monarchy ultimately proved to be a Pyrrhic victory. National, political, religious, and linguistic
differences in Austria-Hungary reached a critical point, leading to the country's collapse in 1918,
just ten years after the annexation.
https://en.wikipedia.org/wiki/Bosnian_Crisis

TEXT 5. Read the text about the Balkan Wars and compare two wars, that happened in
1912-1913. Discuss with your group mates the peculiarities of these wars. Use the link
below to get more information about these events.

The Balkan Wars — two wars that occurred in 1912-1913, shortly before the First World War,
as a result of which the countries of the Balkan Peninsula pushed the Turks out of European
territory.
The first war was of a liberating, anti-Turkish character. The Balkan Alliance (Serbia,
Montenegro, Greece, and Bulgaria) planned to completely deprive the Ottoman Empire of its
possessions in Europe, which it managed to do (Turkey retained only Constantinople and small
territories near it).
However, soon the contradictions between the victors led to the outbreak of war between
Bulgaria on the one hand and Serbia, Greece, Romania, Montenegro and Turkey on the other.
Bulgaria was defeated and lost most of its gains in the First war, the Ottoman Empire regained
Adrianople and its surrounding area.
https://en.wikipedia.org/wiki/Balkan_Wars

First Balkan War: Second Balkan War:

Balkan League victory o Treaty of Bucharest
Treaty of London o Treaty of Constantinople

145
INFORMATIVE-ACCUMULATION 2

Task 1. Watch first 7 minutes of the video " History: 20th Century International Relations
"and choose whether the statements are True or False:

What were the outcomes of the 1 World War?

1. War was a devastating event, causing both physical damage and psychological impact.
2. China suffered during the war, over 1 mln people had been killed and the country was in
huge debt.
3. France had the lowest death toll.
4. US joined the war late, lost very few soldiers.
5. Germany suffered more than others.
https://www.youtube.com/watch?v=Mk4eWY0pN00&ab_channel=TheHistoryRevisionGuy
-de

Task 2. Prepare Flash cards on major historic events of the

20th century , distribute them among your classmates and try to
describe the events you have in your cards.

PRAGMATICS-ACTIVISATION
Task 1. WRITING
Study the requirements how to write a report.
Write a report on the following situation: "5 Reasons Why You Should Study International
Relations." (200-250 words)

How to write a Report:

Here are the main sections of the standard report
writing format:

Title Section – This includes the name of

the author(s) and the date of report
preparation.
Summary – There needs to be a summary
of the major points, conclusions, and
recommendations. It needs to be short as it
is a general overview of the report. Some
people will read the summary and only skim the report, so make sure you include all the
relevant information. It would be best to write this last so you will include everything,
even the points that might be added at the last minute.
Introduction – The first page of the report needs to have an introduction. You will
explain the problem and show the reader why the report is being made. You need to give
a definition of terms if you did not include these in the title section, and explain how the
details of the report are arranged.

146
 Body – This is the main section of the report. There needs to be several sections, with
each having a subtitle. Information is usually arranged in order of importance with the
most important information coming first.
Conclusion – This is where everything comes together. Keep this section free of jargon
as most people will read the Summary and Conclusion.
Recommendations – This is what needs to be done. In plain English, explain your
recommendations, putting them in order of priority.
Appendices – This includes information that the experts in the field will read. It has all
the technical details that support your conclusions.

Remember that the information needs to be organized logically with the most important
information coming first.

https://www.indeed.com/career-advice/career-development/how-to-write-a-report-for-
work

Task 2. Read the text " How to create a MIND MAP" and create your own to the topic required.

A Mind Map - is diagram in which information is represented visually, usually with a central
idea placed in the middle and associated ideas arranged around it.

How to create a Mind

Map?
1. CREATE A CENTRAL IDEA.
 The central idea is the starting point of your Mind Map and represents the topic you are
going to explore.
 This should be in the center of your page and can include and image or color that fits with
your Mind Map's topic.
 This draws attention and triggers associations, as our brains respond better to visual
stimuli.
2. ADD BRANCHES TO YOUR MAP
 The main branches which flow from the central image are the key themes.

147
  You can explore each of the themes in greater depth by adding child branches.
 The beauty of a Mind Map is that you can keep adding new branches and you're not
restricted to just a few options.
3. ADD KEYWORDS
 When you add a branch to your Mind Map you will need to include a key idea.
 Try to keep this idea as brief as possible, this will allow you to spark off a greater
number of associations, compared to longer more complex phrases.
4. COLOR CODE YOUR BRANCHES
 Mind Mapping encourages whole brain thinking as it brings together a wide range of
cortical skills from logical and numerical, to creative and special.
5. INCLUDE VISUAL SIGNIFIERS (IMAGES)
 Don't forget to add images and other visual elements to your Mind Map as images have
the power to convey much more information than a word, sentence or even an essay.

Task 2. Written communication. Make a Mind Map reflecting main events in the beginning
of the XX century.
Task 3. Fill in the gaps 1-5 with the events, that took place in the XIXth century.

the Entente Russian-Japanese war

Russian-French union Balkan Wars
Bosnian crisis

1891 - 1)..........
1904 - the creation of an alliance between France and England, called 2).......
1904-1905 -3)............... Russia was defeated, which was a sign of the imperfection of the
Russian army (for more details see the lesson Foreign Policy.
1907 - Russia joins the Entente. Finally, two powerful military-political blocs took shape - the
Entente and the Triple Alliance.
1908-1909 - 4)................. Austria-Hungary annexed Bosnia and Herzegovina, which threatened
neighboring Serbia, which was counting on help from Russia, which did not decide to go into
conflict with Austria-Hungary. The war was avoided, but international tension.
1912-1913 - 5).......... The Balkan states are fighting against the Ottoman Empire and are
victorious. They increase their territory, Albania gains independence. Then Bulgaria, with the
support of the Triple Alliance, fights with Serbia, which is supported by Russia, and its other
former allies in the anti-Turkish coalition. Another rise in international tension. This event is
considered a prelude to the First World War.

Task 3. Answer multiple choice questions about World War I.

a) Which country made the first declaration of war?
a) Germany
b) Russia
c) Serbia
d) Austria-Hungary
2. At the beginning of World War I, Bosnia-Herzegovina was part of
a) Serbia
b) Austria-Hungary
c) Yugoslavia
d) Croatia

148
3. To which other prominent leader was Kaiser Wilhelm II of Germany related?
a) Woodrow Wilson of the US
b) Nicolas II of Russia
c) Franz Joseph of Austria-Hungary
d) Winston Churchill of Britain
4. Germany‟s attack upon which country directly provoked Britain to go to war?
a) Holland
b) Russia
c) Belgium
d) France
5. Germany‟s plan for fighting France and Russia was called
a) The Hinderburg Plan
b) Operation Barbarossa
c) Shlieffen plan
d) Sturm und Drang
6. Which early battle marked the first major German defeat?
a) Mons
b) Masurian Lakes
c) TAnnenberg
d) The Marne
7. Which is generally not true of sea warfare during World War I?
a) Submarines and mines were a cheap and effective way to threaten battleships
b) Convoys eventually proved to be the most effective defense against submarines
c) Great sea battles between surface ships were relatively rare during the war
d) The British navy dominated the world's oceans through its aggressive use of submarine
warfare.
8. How is the western front in World War I best characterized?
a) One of the most dynamic front lines of the twentieth century
b) A mostly inactive front, along which both sides took a primarily defensive stance,
resulting in relatively few casualties
c) The first war front in history dominated by air power
d) a stagnant was fought from trenches with neither side gaining or losing much grouns in
spite of huge casualities.
https://www.sparknotes.com/history/european/ww1/quiz/

SELF-STUDY: HISTORICAL FORUM

1 Revise the information on the topic „Major events of the twentieth century.'
2 Prepare a report/project for a historic meeting, following the stages:
Introduction
Task
Process
Result/Product
Evaluation/Reflection
3 Role play the Historic Forum meeting in class.

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 Unit 2. The World of History
1.2 Trends of the development of culture in the twentieth century.

LEAD -IN
1 Look at the pictures and generate ideas or your associations on their message.

https://www.google.com/search

Answer the questions:

1. Why do you think culture is important?
2. What are some things that define a culture? For example, music, language,
3. What do you think is interesting about your culture?
4. Whose pictures are these? What do you know about their authors?

CONCEPT STUDY
Task 1. Find words in the text which match the following definitions:
1. impossible to believe
2. a time at which a decisive change in a situation occurs, especially one with beneficial
results.
3. a situation or condition in which there is no movement or activity at all.
4. with no part left out; whole.
5. to write words in a book or carve (= cut) them on an object (verb)
6. to make something more modern or suitable for use now
by adding new information or changing its design
7. preserving and saving

The twentieth century has become a turning point in the history of the entire human civilization.
Over the past 100 years, the world has experienced an incredible number of events, wars,

150
collapses of empires and the creation of new states, the fall of colonialism and scientific and
technological progress. Culture, as a reflection of human reality and everyday life, also did not
stand still in a conserved state. With each new decade of the twentieth century, culture
developed, new directions and trends appeared, new names that have already been inscribed in
history.

Background
Trends in the development of culture of the XX century describe the concept of
modernism (from the French. "new, modern"), the avant-garde (from the French "vanguard")
and postmodernism.
"Modernism" is a common name for various trends in culture and art of the late XIX –
first half of the XX centuries, which are characterized by a break with the traditions of realism
and a desire to update the language of art.
The avant-garde is understood as the most radical modernist movements, such as
futurism, Dadaism, surrealism, etc., which are characterized by a revolt against any traditions.
The art and culture of the second half of the XX century is described by the concept of
postmodernism, which implies not the destruction of tradition, but its (ironic) reinterpretation.
https://en.wikipedia.org/wiki/Modernism
https://en.wikipedia.org/wiki/Avant-garde

Read additional info about Modernism and Avant garde and do the following tasks:
Task 2. Fill in the table matching the features, corresponding to Modernism and Avant-
garde.

CUBISM STREAM OF INNOVATION OF FORM

CONSCIOIUSNESS
ABSTRACT ART MOTAGE CINEMA FUTURISM
SURREALISM TWELVE TONE MUSIC ATONALITY
DIVISIONIST PAINTING

Features of Modernism Features of Avant-Garde

What are the differences between two major trends of the XX century- Modernism
and Avant-garde?
Which trend are you in favor of? Why?

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GLOSSARY
Abstract art uses visual language of shape, form, color and line to create a composition which
may exist with a degree of independence from visual references in the world.
Stream of consciousness is a narrative mode or method that attempts "to depict the
multitudinous thoughts and feelings which [sic] pass through the mind" of a narrator.
Montage - is a film editing technique in which a series of short shots are sequenced to condense
space, time, and information.
Atonality in its broadest sense is music that lacks a tonal center, or key.
The twelve-tone technique—also known as dodecaphony—is a method of musical
composition first devised by Austrian composer Josef Matthias Hauer.
Divisionism (also called chromoluminarism) was the characteristic style in Neo-
Impressionist painting defined by the separation of colors into individual dots or patches which
interacted optically.
Cubism was a revolutionary new approach to representing reality invented in around 1907–08
by artists Pablo Picasso and Georges Braque.
Futurism was an Italian art movement of the early twentieth century that aimed to capture in
art the dynamism and energy of the modern world.
Surrealism- a twentieth-century literary, philosophical and artistic movement that explored the
workings of the mind, championing the irrational, the poetic and the revolutionary.
https://www.tate.org.uk/art/art-terms/a/avant-garde

INFORMATION-ACCUMULATION
In order to understand how the culture of the twentieth century developed, it must be taken
into account that it was influenced by the constant development of science and technology. What
seemed like a fantasy in the 1890s became a reality in 1910. The world and human life were
speeding up, and culture, as an integral part of society, was moving with the times, also
increasing the speed of movement.
TEXT 1. Architecture in the XX century.
Task 1. Read the text and say whether the statements are True, False of Not Given.
1. The "modern" style, was characterized by the rejection of cursed lines and the
predominance of "natural features".
2. The "modern" style appeared in the beginning of the XX century.
3. Collective dormitories were so called new multifunctional buildings.
4. Functionalism has become one of the most widespread trends in architecture of the given
period.
5. Steel and tin, as well as concrete became the main materials in construction in the
twentieth century.
6. In the post-war period of time, architecture began to be increasingly divided into elite and
mass.
7. Glass and concrete remain the main tools of the creation of the buildings in the given
period.
In the new century, humanity entered under the sign of the "modern" style, which was
characterized by the rejection of clear lines and the predominance of "natural features". The

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Modern style existed until the beginning of the First World War (1914). After all the horrors and
upheavals of the World War, completely different forms of composition performance were found
in architecture – constructivism, characteristic of the USSR of the 1920s – the first half of the
1930s. The social revolutions that changed the world and everyday life that followed the First
World War, "gave birth" to new trends in architecture. Shared houses, so-called collective
dormitories, set the architects the task to create new multifunctional buildings. In general,
functionalism has become the most common trend in architecture. "The simpler, the better" is
the slogan of functionalism. The simplification of forms and methods of construction was
characterized by the massive (especially in the United States) introduction of new building
materials-concrete and iron.
All skyscrapers in New York and Chicago were built
from these materials. (see Figure 1)
Concrete and reinforced concrete became the main
tools in the hands of the builders of the twentieth century,
which accelerated and reduced the cost of construction. In
the authoritarian and totalitarian states of the world,
another trend in architecture appears, which can be
expressed by the word "pomposity" (see Figure 2).
Dictators and leaders tried to capture their era in stone – Figure 1
the" Palace of the People "of Hitler's Germany, "Stalin's
skyscrapers" in the USSR, the Tiananmen Square
complex in Beijing, etc. In the post-war period of
time, architecture began to be increasingly divided
into mass (mostly rather gray and faceless, but able to
solve the problem of urbanization of cities) and elite,
presented in single copies. In the 1990s-the beginning
of the XXI century, architecture became even more
functional. Glass and reinforced concrete remain the
main tools of its creation.
Figure 2

https://interneturok.ru/lesson/istoriya/9-klass/noveyshaya-istoriya-pervaya-polovina-xx-
v/mezhdunarodnye-otnosheniya-v-nachale-hh-veka

Task 2. Watch the video by Marc D.Baldwin about "20th century literature", make notes
and answer the following questions:
https://www.youtube.com/watch?v=iuyYaRcQtCo&ab_channel=MarcBaldwin
1. How many characteristics of Modernism were there?
2. Describe characteristics of Modernism.
3. What was the influence of F. Nietzsche?
4. How Romantic legacy can be described?
5. How do you understand the "Nature of consciousness?"
6. Which of the modernistic themes are the most appealing to you?
Task 3. Write a comparative essay on the theme: "How Existentialism differs from
Modernism" using materials from the video. (200-250 words)

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PRAGMATICS-ACTIVISATION
TEXT 2. Literature.
Read the paragraph about the development of literature in the XX century and be ready to
compare and discuss main directions of realism.
Just like other areas of culture, literature in the twentieth century is undergoing significant
changes. The twentieth century in literature is the age of realism. The main directions of realism
are: psychological realism (Ernest Hemingway , Stefan Zweig, socialist realism (Romain
Rolland, Lion Feuchtwanger, Maxim Gorky, etc.), intellectual realism (Bernard Shaw, Berthold
Brecht, H. G. Wells).
These trends reflected the era in which these and other writers lived and worked. One of the
brightest trends in the literature of the twentieth century can rightly be considered existentialism
(Camus, Sartre), the idea of which is the uniqueness of human life and being. Such ideas became
popular among the protest youth of the late 1960s and early 1970s.

Task 1. Role play "Heads and Tails". Group work.

Imagine that you have change to go back to the 20th century and spend a whole
day there. Prepare a short presentation of what you have learned about the trends
and literature of that time. (use posters, pictures and other visual aids)

Task 2. Draw a Venn Diagram on the differences and similarities of the

Modernism, Avantgarde and Postmodernism‖.

differences differences
similarities

Task 3. Make a comparative analysis of Trends in the development of culture of

the XX century.

CONTEXT BASED COMMUNICATION

Task 1. Read the following quotations about art by artists, writers, and philosophers. Do
you agree with them? Why or why not?

―All Art is quite useless.‖ Oscar Wilde

―Creativity takes courage. ‖ Henri Matisse

―We have art in order not to die of the truth.‖ Friedrich Nietzsche

154
―The role of the artist is to ask questions, not answer them.‖ Anton Chekhov

―He who works with his hands is a laborer.

He who works with his hands and his head is a craftsman.
He who works with his hands and his head and his heart is an artist.‖
— Francis of Assisi
https://www.englishwithlee.com/visual-art-conversation-lesson/
TEXT 3. Visual art.
Task 2. Read the text about visual art and discuss the questions in pairs:
1. What do you know about the trends in the visual art in the XX century?
2. Who are the representatives of abstract art (avant- garde art, cubism, existentialism)?
What do you know about them?
3. How was abstract art developed?
4. How do you understand the phrase: "The continuing interest in abstract art lies in its
ability to inspire our curiosity about the reaches of our imagination and the potential for
us to create something completely unique in the world"?

In many ways, the trends concerning

literature were represented in the twentieth
century and in the visual arts. So, in the
countries of the socialist system, socialist
realism prevailed. Abstract art, avant-
garde art, Cubism, and existentialism have
become very popular in Western countries.
Some of the most famous artists of the twentieth century were Pablo Picasso (see Figure 4),
Salvador Dali, Kazimir Malevich, and others.
What is Abstract Art?
You may like abstract art outright, hate it or not understand exactly what it is, but since you‘ve
started reading this, I can at least assume you‘re curious about this perplexing art form that
evades definition and artistic classification.
Abstract art has been around for well over 100 years. Some might even assert that abstraction
started with the cave paintings of thousands of years ago—and has held its own against changing
art movements, manifestos and testimonials for all these
centuries.
The first signs. Abstraction can be traced to
Impressionism, Post-Impressionism and Cubism. All three
helped realize the idea that art could be non-representative.
The movement. Modern abstract art was born early in
the 20th century. It was completely radical for its day. Artists
began to create simplified objections with little or no reference to
the ―real‖ world.
The father. The first artist to create abstract art as we
know it will always remain a mystery but Wassily Kandinsky is
often credited by historians as he created paintings of floating,
norepresentational forms as early as 1912. His work brought
abstraction to America during the Armory Show in 1913.

155
The present. Abstract art now lives in the art world in many forms. It is two- and three-
dimensional. It can be vast or small. Abstract art can also be made with many materials and on
many surfaces. It can be used in concert with representational art or completely abstract. Artists
creating it often focus on other visual qualities like color, form, texture, scale and more in their
nonobjective work.
The continuing interest in abstract art lies in its ability to inspire our curiosity about the
reaches of our imagination and the potential for us to create something completely unique
in the world.
A major obstacle to making an abstract artwork is the barrier in your mind that questions
whether abstract art is a legitimate art form—legitimate for you at least. This block may be
because you still wonder, ―Is abstract art really ‗art‘ at all?‖ Possibly you think you have to
master realism before you can work abstractly? Or it could be that you worry your friends and
family won‘t approve?

Task 3. Participate in Art conference on the topic :"Cubism in Painting: Types of Art and
its Representatives." Write a report on the results of the conference .

Task 4. Look at the picture painted by Pablo Picasso and discuss the questions in groups:
1. How would you name this picture?
2. Who and what do you see in it?
3. What was the idea of this picture?
4. What does it represent?

https://www.englishwithlee.com/visual-art-conversation-lesson/

Task 5. Watch the following You tube video about Pablo Picasso‟s painting “Night Fishing
at Antibes.” and answer the questions:

156
 What was your first reaction to this ―Night Fishing at Antibes?‖ Did it change as you learned
more about the painting?
Do you agree with the narrator about the ―five ways to look at a painting?‖ Can you think of
any other ways you might look?
Did anything surprise you about this painting?
Did you learn anything about Picasso that you didn‘t know before?

https://www.englishwithlee.com/visual-art-conversation-lesson/
Check what have you learned about abstract art!
Follow the link and answer the questions.
https://quizizz.com/admin/quiz/5d7ac2f1a04570001a040efa/ab
stract-art

Task 6. Make a comparative analysis of Trends in the development of culture of the

XX century.

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 Unit 3. The World of History
1.3 The world at the beginning of the 21st century.

https://www.google.com/search
LEAD -IN
What do you remember about the end of the XX century?
Which of these statements are True?
Humanity has entered the new millennium with no problems inherited from the
twentieth century.
Many conflicts remain unresolved in the world: interethnic, inter-religious, border
and territorial;
the problem of hunger has not been solved.
One of the main threats of the beginning of the new century is terrorism.

This unit is devoted to a brief description of the international situation of the world at the
beginning of the XXI century.

CONCEPT STUDY
ACTIVE VOCABULARY
1. Match definitions from a-h with appropriate words from 1-8.
1. To cease a) work, especially physical work.
2. To accelerate b) the process of becoming visible after being concealed.
3. Labour c) come or bring to an end.
4. Democracy d) are the basic rights and freedoms that belong to every person in
the world,
5. Emergence e) an action that breaks or acts against something
6. Human rights f) begin to move more quickly.
7. Violation g) the action of sharing something out among a number of recipients.
8. Distribution h) is a form of government in which the people have the authority to
choose their governing legislators.

158
TEXT 1. The world at the beginning of the 21st century .
Task 1. Read the text and answer the questions.
1. What is globalization?
2. Describe its processes.
3. What are the good things and bad things about globalization?
4. Were these changes positive or negative?
5. Do you think it's possible to ignore globalization?

In December 1991, the USSR ceased to exist. The socialist camp that opposed capitalism
has ceased to exist. The era of the bipolar world is over. This contributed to the acceleration of
the processes of globalization (from Lat. globus – "ball").
The processes of globalization:
The emergence of transnational corporations
(TNCs) and the global division of labor (factories and
manufacturing of products are moving to third world
countries, where wages are significantly lower than in
developed countries).
The spread of the values of democracy and
human rights (the right to life, freedom of speech,
choice of power, etc.) almost all over the world.
The growth of the number of international
organizations. The emergence of the Big Eight-an unofficial club of eight industrial countries
(USA, Canada, Great Britain, France, Germany, Russia, Italy, Japan). As well as organizations
such as the WTO, the IMF (International Monetary Fund). Non-governmental international
organizations include Greenpeace, the International Wildlife Fund, Human Rights Watch
(monitoring human rights violations), the International Olympic Committee, etc.
The globalization of culture (the spread of the same films, books, programs, etc. all over
the world). The emergence of satellite television. Creation and distribution of the Internet. All
this has created opportunities for the circulation of information, as well as the communication of
people across borders.

Task 2. Find synonyms from the text to the phrases given in the box:
a) To hurry up, to speed up
b) To end, to stop
c) Arrival, appearance
d) Work, toil
e) dissemination, spread
f) Breach, infringement

INFORMATION-ACCUMULATION
TEXT 2. Read the text and answer the questions.
1. What was the politics of the USA in the beginning of the XXI century?
2. What military- political blocks appeared?
3. What were their aims?
After the collapse of the world socialist system and the collapse of one of the superpowers – the
USSR - in the last decade of the twentieth century, there was only one superpower left in the
world – the United States, which began to pursue a policy of hegemony and imposing its own
opinion on all other countries. But since the 2005's, the so-called unipolar world led by the

159
United States has become an irritating factor for many countries of the world community.
Recently, there has been a rapprochement between Russia and China.
In fact, today there are many different organizations in the world, including military-political
ones, but only three can be considered real – the military-political block of NATO (led by the
United States), the BRICS (Brazil, Russia, India, China, South Africa) and the so-called "Big
Eight" (the United States, Canada, Great Britain, France, Italy, Germany, Russia and Japan) (see
Figure 1). These organizations set themselves the tasks of ensuring global security in the world,
combating terrorism, combating drug trafficking, and supporting and developing the economies
of the world. At the same time, there are quite large differences between these organizations on
various political aspects, especially between the United States, Russia and China.
https://interneturok.ru/lesson/istoriya/9-klass

figure 1

Task 3. Read the text about the military-political blocks , compare them. Discuss with your
group mates the peculiarities of these blocks. Use the link below to get more information
about these events.
https://en.wikipedia.org/wiki/BRICS
https://en.wikipedia.org/wiki/NATO

The North Atlantic Treaty Organization , also called the North Atlantic Alliance, is
an intergovernmental military alliance between 30 European and North American countries. The
organization implements the North Atlantic Treaty that was signed on 4 April 1949. NATO constitutes a
system of collective defence whereby its independent member states agree to mutual defence in
response to an attack by any external party. NATO's Headquarters are located in Haren, Brussels,
Belgium, while the headquarters of Allied Command Operations is near Mons, Belgium.

BRICS is the acronym coined to associate five major emerging economies: Brazil, Russia, India, China,
and South Africa. The BRICS members are known for their significant influence on regional
affairs.[1] Since 2009, the governments of the BRICS states have met annually at formal summits. Russia
hosted the most recent 12th BRICS summit on 17 November 2020 virtually due to the COVID-19
pandemic.

Task 4. Divide into 2 groups. Students from the first group watch the Video 1 "EU trade
policy," follow the link-
https://www.youtube.com/watch?v=IiOC5XG2I5Y&ab_channel=EuropeanCommission
Students from the second group watch the Video 2 "World Trade Organisation", follow
the link- https://www.youtube.com/watch?v=8-oHl16vFE&ab_channel=OneMinuteEconomics.
Watch these videos, make notes and retell the info you've learned to the other group.

160
PRAGMATICS-ACTIVISATION
TEXT 3. Postindustrial society

Task 5. Discuss in pairs and explain the following notions:

postindustrial society.
ethical implications
information technology
cybernetics
artificial intelligence

Task 5 . DIALOGICAL SPEECH

Read the text about postindustrial society and make up a dialogue, discussing main
notions, characterizing that period. Use active vocabulary related to the theme.

Postindustrial society, society marked by a transition from a manufacturing-based economy to

a service-based economy, a transition that is also connected with subsequent societal
restructuring. Postindustrialization is the next evolutionary step from an industrialized society
and is most evident in countries and regions
that were among the first to experience
the Industrial Revolution, such as the United
States, western Europe, and Japan.
American sociologist Daniel Bell first
coined the term postindustrial in 1973 in his
book The Coming of Post-Industrial Society:
A Venture in Social Forecasting, which
describes several features of a postindustrial
society. Postindustrial societies are
characterized by:

1. A transition from the production of goods to the production of services, with very few
firms directly manufacturing any goods.
2. The replacement of blue-collar manual labourers with technical and professional
workers—such as computer engineers, doctors, and bankers—as the direct production of
goods is moved elsewhere.
3. The replacement of practical knowledge with theoretical knowledge.
4. Greater attention being paid to the theoretical and ethical implications of new technologies,
which helps society avoid some of the negative features of introducing new technologies,
such as environmental accidents and massive widespread power outages.
5. The development of newer scientific disciplines—such as those that involve new forms
of information technology, cybernetics, or artificial intelligence—to assess the theoretical
and ethical implications of new technologies.
6. A stronger emphasis on the university and polytechnic institutes, which produce graduates
who create and guide the new technologies crucial to a postindustrial society.
CONTEXT BASED COMMUNICATION
TEXT 4. The world in the 21st century.
Task 6. Read the text and make a conversation comparing the world in the XX and XXI
centuries. What changes were the most interesting and unusual?

161
 The 21st (twenty-first) century is the current century in the Anno Domini era or Common
Era, in accordance with the Gregorian calendar. It began on January 1, 2001 and will end on
December 31, 2100 .
The beginning of the 21st century has been marked by the rise of a global economy and Third
World consumerism, deepening global concern over terrorism and an increase in private
enterprise. Effects of global warming and rising sea levels have continued, with eight islands
disappearing between 2007 and 2014. The Arab Spring of the early 2010s led to mixed outcomes
in the Arab world, resulting in several civil wars and governments overthrown. The United
States has remained the global superpower, while China is now considered as an emerging global
superpower.
In 2017, about half (49.3%) of the world's population lived in "some form of democracy",
though only 4.5 percent lived in "full democracies". The European Union has greatly expanded
in the 21st century, adding 13 member states. Most member states of the European
Union introduced a common currency, the Euro, and the United Kingdom withdrew from the
European Union.

World in the 20th century World in the 21st century

EVENTS: EVENTS:

TEXT 5. Knowledge and information

Task 7. Read the text about knowledge and information development in the beginning of
the 21st century. Be ready to explain the underlined words and phrases and discuss them in
the classroom.
The entire written works of humanity, from the beginning of recorded history to 2003, in
all known languages, are estimated to be at five exabytes of data. Since 2003, with the beginning
of social media and "user-generated content", the same amount of data is created every two days.
The advancement of the sum total of human knowledge and information continues to grow at
an exponential rate.
Telecommunications in the early 21st century are much more advanced and universal than
they were in the late 20th century. Only a few percent of the world's population
were Internet users and cellular phone owners in the late 1990s; as of 2018, 55% of the world's
population is online and as of 2019, an estimated 67% own a cell phone. In the 2010s, artificial
intelligence, mostly in the form of deep learning and machine learning became more prevalent,
and is prominently used in Gmail and Google's search engine, as well as in banking, the military
and other niches. In 2017, 14% of the world's population still lacked access to electricity.
In 2001, Dennis Tito became the first space tourist, beginning the era of commercial
spaceflight. Entrepreneurs such as Elon Musk and Richard Branson are working towards
commercial space exploration, colonization and tourism, and China and India have made
substantial strides in their space programs. On January 3, 2019, China landed a robotic spacecraft
on the far side of the Moon, the first to do so.

https://en.wikipedia.org/wiki/21st_century#Knowledge_and_information

162
Task 8. Prepare a project work on the “Brightest events of the XXI century” , following the
stages:
Introduction
Task
Process
Result/Product
Evaluation/Reflection

Used literature:
1. https://interneturok.ru/lesson/istoriya/9-klass/noveyshaya-istoriya-pervaya-polovina-xx-
v/mezhdunarodnye-otnosheniya-v-nachale-hh-veka
2. https://www.britannica.com/topic/20th-century-international-relations-2085155
3. https://en.wikipedia.org/wiki/Balkan_Wars
4. https://en.wikipedia.org/wiki/Bosnian_Crisis
5. https://www.indeed.com/career-advice/career-development/how-to-write-a-report-for-
work
6. https://www.youtube.com/watch?v=NVCDnUZqLzU
7. https://www.englishwithlee.com/visual-art-conversation-lesson/
8. https://en.wikipedia.org/wiki/Modernism
9. https://en.wikipedia.org/wiki/Avant-garde
10. https://www.google.com/search
11. https://www.tate.org.uk/art/art-terms/a/avant-garde
12. https://www.englishwithlee.com/visual-art-conversation-lesson/
13. https://www.sparknotes.com/history/european/ww1/quiz/
14. https://quizizz.com/admin/quiz/5d7ac2f1a04570001a040efa/abstract-art
15. https://en.wikipedia.org/wiki/21st_century#Knowledge_and_information
16. https://www.youtube.com/watch?v=IiOC5XG2I5Y&ab_channel=EuropeanCommission
17. https://www.youtube.com/watch?v=8-oHl16vFE&ab_channel=OneMinuteEconomics
18. https://en.wikipedia.org/wiki/BRICS
19. https://en.wikipedia.org/wiki/NATO
20. https://www.google.com/search

163
 UNIT 2. CULTURAL STUDIES

 Culture and Civilization

 Diversity and Multiculturalization
 Values and Norms

2.1 Culture and Civilization

LEAD-IN:
1 Brainstorm “culture” and “civilization” and speak on the given concepts and their
relation.

https://bilis.com/en/blog/translation-and- https://bilis.com/en/blog/translation-and-
culture-a-constructive-interdependence/ culture-a-constructive-interdependence/

2 Generate your opinion on the following quotations on “culture” and “civilization”:

"A culture is made -- or destroyed -- by its articulate voices."
"Civilization is the progress toward a society of privacy. The savage's whole existence is
public, ruled by the laws of his tribe. Civilization is the process of setting man free from
men."
"We will never have true civilization until we have learned to recognize the rights of
others."
"Civilization is not by any means an easy thing to attain to. There are only two ways by
which man can reach it. One is by being cultured, the other by being corrupt."
"Civilized society is one huge bourgeoisie: no nobleman dares now shock his
greengrocer."
"Civilization and profit go hand in hand."
https://www.successories.com/iquote/category/591/civilization-quotes/1

CONCEPT STUDY
TEXT A1 -A2
1 Study the following micro “Ancient Places and Civilizations” and be ready to complete
the tasks.
Ancient Places and Civilizations
All over the globe, from Italy to Zimbabwe, civilizations have left behind impressive
monuments and structures that attest to their former glory. Appearing in literature, songs, and
films, these mystical sculptures, sacred religious sites, royal palaces, fortifications, ancient
centers of commerce, ports, and tombs are all we have left of some of history's most illustrious
societies. While some sites were lost for centuries, engulfed by overgrown jungles, others
never fell out of use. https://www.fodors.com/news/trip-ideas/20-awe-inspiring-ruins-from-
the-worlds-greatest-civilizations

2 WATCHING VIDEO
a. Watch the video about the Ancient Civilization of Machu Picchu and answer the
questions.

164
 Mysteries of Lost Civilizations: Machu Pichu

https://www.youtube.com/watch?v=cnMa-Sm9H4k
Watch a video about the fascinating ancient site of Machu Picchu; discover some common
phrasal verbs that we might use when talking about ancient places; and learn how to answer
conversation questions about this interesting subject.

1) Do you think it is a good thing or a bad thing that sites like Machu Picchu have been
opened up to the world?
2) What are the advantages and disadvantages?
3) Do you think it is right for people to capitalize on the ancient sites, for example, by
selling souvenirs?

3 VOCABULARY: PHRASAL VERBS

b. Match the right definitions to the phrasal verbs.

# Phrasal verbs Correct Definitions
letter
1 Closed off when an area has been blocked to stop people from
entering.
2 Run-down in disrepair.
3 Mock-up a model showing how something will look when it is
built or how it used to look when it existed.
4 Laid out how something is arranged, its structure.
5 Steeped in 'steeped in tradition' means it has a lot of tradition.

4 COMMUNICATION

Part 1
c. In groups 3-4, have a conversation about ancient places.
1) Do you think old buildings and monuments are more beautiful than modern ones?
2) Why do you think ancient buildings are able to last for thousands of years while modern
buildings are not?
3) Are there any ancient monuments in your country?
4) How do you think ancient civilizations constructed such enormous structures, such as the
pyramids?
5) Why do some civilizations seem to disappear mysteriously?
6) Are there any ancient ruins you would really like to visit?
7) Which do you think is the most mysterious ancient site?
8) What is problem with ancient sites becoming popular tourist destinations?
9) Do you think there are many more ancient sites which have not been discovered yet?
Part 2
d. Now choose a question and prepare a monologue speech for 2-3 minute.

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 1) How important are ancient monuments in defining a nation and culture?
2) To what extent do you think that the place you live is steeped in tradition?

Retrieved and adapted from: https://www.englishwithjo.com/english-conversation-ancient-

places/

LABAROTORY WORK

TEXT B1
1 Study the following text and explain the concepts and notions given:
decades / scientists / humans / stone tools / civilization / animal bones / meat / Africa
sites / project / capital city / archaeologist / ancestors / scavengers / hunter / hopes

Algeria is a New “Cradle of Civilization”

For many decades, scientists believed the earliest humans originated in East Africa. This
belief has changed because of a collection of 2.4-million-year-old stone tools found in Algeria.
Scientists now believe that Algeria and not East Africa is the cradle of civilization - where
humankind began. The new find consists of 250 tools. There were also 296 animal bones. The
scientists say the animal bones show that early humans were butchering meat. Dr Mohamed
Sahnouni, leader of the project, said: ―The evidence from Algeria changes the earlier view that
East Africa was the cradle of humankind.‖ He added: ―Actually, the whole of Africa was the
cradle of humankind.‖
Archaeologists have been digging at various sites on this project for 25 years. The sharp-
edged tools and bones were discovered near the city of Setif, about 200 miles east of Algeria's
capital, Algiers. In particular, the animal bones excited the scientists. Dr Sahnouni said it is now
clear that humans were butchering animals for meat 600,000 years earlier than previously
thought. A Spanish archaeologist said: "The effective use of sharp-edged tools ...suggests that
our ancestors were not mere scavengers." She said it wasn't clear whether or not they hunted, but
they did compete with other animals to get access to meat. Dr Sahnouni now hopes to find the
tool-makers and even older stone tools.

EARLIEST HUMANS:
2 Answer the question: How did the earliest humans live? Complete this table with your
partner(s).
What did they do? Is this better than today?
Food
Shelter
Hobbies
Exercise
Travel
Fun

HUMAN:
3 Spend one-minute writing down all of the different words you associate with the word
"human". Share your words with your partner(s) and talk about them. Together, put the
words into different categories.

CIVILIZATION:
4 Rank these with your partner. Put the things that change civilizations most at the top.
 war
 technology
 movies and music

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  sport
 religion
 Internet
 science
 trade
5 Match the following synonyms from the article.
1. believed a. originated
2. collection b. obvious
3. began c. proof
4. butchering d. set
5. evidence e. different
6. various f. just
7. clear g. thought
8. previously h. discover
9. mere i. cutting up
10. find j. earlier

https://breakingnewsenglish.com/1812/181203-cradle-of-civilization.html

TEXT B2
1 Study the text and answer why Vienna is called “the City if Culture”.
VIENNA
The City of Culture
Part I
Vienna, Austria's largest and most populous city, has
historically been the capital of culture for Western
Europe. This city is home to a great number of
museums, galleries and cultural events. It is a place
where famous composers such as Mozart and
Beethoven lived and created their best music.
A perfect mixture of the old and the new, Vienna is a
city where going to the opera, having a piece of
chocolate cake and shopping are only a few of the
must-do activities.
A Brief History of Vienna
Although there were prior settlements in the Danube River plain in this area, Vienna's
recorded history started with the Romans, who founded the city in the 1st century.
Vienna later became the Imperial Seat, what would be the capital city in today's world,
for the entire Holy Roman Empire.
In fact, Vienna also served as the capital during the Austrian Empire and the Austro-
Hungarian Empire until its end in 1918.
Much of the city was destroyed during World
War II and the city's cultural diversity was lost.
Today, Vienna was voted to be the most livable
city in the world and is even more multicultural than it
used to be.

Part II
2 “Jigsaw-Reading”: Read the second part about the attractions of Vienna:
 Divide into groups, recall to the members of your group after reading your excerpt.

167
  Match the attractions with their description.
A. Schönbrunn Palace
B. Hofburg Palace
C. St. Stephen's Cathedral
D. Museumsquartier

1
Formerly a summer house of the Habsburgs, the Austrian royal family, Schönbrunn Palace is the
most visited attraction in Vienna.
The Palace has 1,441 rooms and it now serves as a museum. Some rooms are open for public and
display the original furniture used by the Habsburgs centuries ago.
In addition to the museum, the Schönbrunn royal complex also consists of beautiful gardens, a
maze (a place where it is difficult to find your way out), Roman ruins, and numerous sculptures.
The world's oldest zoo, Tiergarten Schönbrunn, is also easily accessible from the royal complex.
2
Located in the city center, this imperial palace was used by the Habsburg family as their main
winter residence.
The Hofburg complex was built in the 13th century to serve as the seat of the government. Over
the years, there were many additions to the palace, such as the imperial chapel, the library and
the Burgtheater (the Imperial Court Theatre).
When in the Hofburg, you will have a chance to see a number of attractions all at once.
3 stands tall on the ruins of two small churches built 1,000 years ago.
With its colorful roof, the church represents one of the symbols of Vienna and its incredibly rich
history.
Both locals and tourists gather in great numbers in the area around the church to admire its
beauty. Due to its 18 altars, several chapels and many gilded icons, the interior of the church is
also quite stunning and definitely worth visiting.
4 is one of the largest art and culture complexes in the world. When
the place opened in 2001, several new museums were introduced to the city.
Once there, you can get lost in one of the art museums like the Leopold Museum or the Museum
of Modern Art, or instead choose to see contemporary exhibition spaces.
In any case, the Museumsquartier is a perfect destination for all art lovers, and a symbol of
modernity and innovation in Vienna.
Part III
3 Study the fun facts about Vienna and give interesting facts about your town/city.
Fun facts
Vienna's most famous artifact, Venus of Willendorf, is at least 25,000 years old and currently
exhibited in the Natural History Museum. This figurine (a small statue in human form) shows
that human population had lived in the areas by the Danube River for many thousands of
years before Vienna was founded.
St. Stephen's Cathedral is famous for its 23 bells. Ludwig van Beethoven, one of the most
prolific composers, learned he was completely deaf when he saw birds reacting to the
church's bells tolling, but he could not hear any sound.
The magnificent Schönbrunn gardens were originally fenced areas where ducks, deer and
wild pigs were brought so that the Emperor could go hunting.
Vienna is known for its love for cafés, which are a big part of the local culture. An ideal stop
at one would involve eating Apfelstrudel (Apple Strudel) with tea or coffee. Apfelstrude is
considered one of the traditional dishes of Vienna and it is the most common dessert in many
countries in Europe that once belonged to the Austro-Hungarian empire.

4 COMPREHENSION EXERCISE: answer the questions by choosing the correct option.

Vocabulary Questions
1. What does "livable" mean?

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 A. easy to live in or with
B. barely alive
C. very happy
2. What does "diversity" mean?
A. frequently changing the direction of something, a car, for example
B. swimming under water for a long time
C. a range of different things
3. What does "gilded" mean?
A. being guilty of something
B. done by monks in a church
C. covered with gold paint
4. What does "at once" mean?
A. only one time
B. at the same time, simultaneously
C. at a certain hour
5. What does "prolific" mean?
A. producing many pieces of something, music or books, for example
B. to do things in an academic manner
C. something that only occurs in springtime
Collocation Questions
6. Locals and tourists gather in great numbers in the area the church.
A. close to
B. around
C. of
7. Over the years, there were numerous to the palace, such as the chapel and
the theater.
A. additions
B. extras
C. supplements
8. 25,000 years ago, humans lived in the areas by the Danube River later
became the city of Vienna.
A. who
B. whose
C. which
9. Maze is a place where you can lost.
A. become
B. turn
C. get
10. Venus of Willendorf is Vienna's famous artifact.
A. most
B. more
C. the most
11. The Romans the city in the 1st century.
1. found
2. founded
3. conquered
12. The Museum Quarter is a destination for all art lovers.
A. happy
B. good
C. perfect
13. St. Stephen's Cathedral is famous its 23 bells.
A. of

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 B. by
C. for
14. The church represents a symbol of Vienna's rich history.
A. incredibly
B. incredible
C. credibly
15. Tiergarten Schönbrunn is accessible from the royal complex.
A. beautifully
B. easily
C. quickly
Wh Questions
16. What empire had Vienna as the capital city?
A. The Ottoman Empire.
B. The Russian Empire.
C. The Austro-Hungarian Empire.
17. Which palace was the royal family's winter residence?
A. Schönbrunn
B. Hofburg
C. Ludwig
18. When did the Romans found Vienna?
A. In the 1st century.
B. In the 2nd century.
C. In the 4 century.
19. Why was Vienna's cultural diversity lost in the 1940s?
A. Due to the Great Migration.
B. Because of World War II.
C. Because of the Emperor's order.
20. Where is the Apfelstrudel the most common dessert?
A. Austria and Hungary
B. countries in Europe that speak German
C. countries in Europe that have belonged to the Austro-Hungarian empire
Evaluating Statements
21. Based on the information in this lesson, which statement is true?
A. The Danube flows through Vienna.
B. There are no rivers flowing through Vienna.
22. Based on the information in this lesson, which statement is false?
A. The interior of St. Steven's Church is closed for public.
B. The interior of St. Steven's Church is open for public.
True or False?
23. Based on the information in this lesson, is the following statement true or false?
"The Habsburg Family had many properties, so they used different palaces in different
seasons."
A. True
B. False
24. Based on the information in this lesson, is the following statement true or false?
"People call Vienna 'the city of music' because many popular singers live there
nowadays."
A. True
B. False
https://www.really-learn-english.com/english-reading-comprehension-vienna.html

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INFORMATION-ACCUMULATION
TEXT C1
1. Read the text and answer the questions.

The Lost Civilization of Peru.

Two thousand years ago, a mysterious and little-known civilization ruled the northern
coast of Peru. Its people were called the Moche. They built huge and bizarre pyramids that still
dominate the surrounding countryside — some well over a hundred feet tall. Many are so heavily
eroded they look like natural hills. Only close up can you see they are made up of millions of
mud bricks. Several of the pyramids, known as ‗huacas‘, contain rich collections of murals
depicting both secular and sacred scenes from the Moche world. Others house the elaborate
tombs of Moche leaders.
Out in the desert, archaeologists have also found the 2,000-year-old remains of an
extensive system of mud brick aqueducts which enabled the Moche to tame their desert
environment. Many are still in use today. As archaeologists have excavated at Moche sites
they‘ve unearthed saome of the most fabulous pottery and jewelry ever to emerge from an
ancient civilization. The Moche were pioneers of metal-working techniques like gilding and
early forms of soldering. These skills enabled them to create extraordinarily intricate artifacts:
ear studs and necklaces, nose rings and helmets, many heavily inlaid with gold and precious
stones.
But it was the pottery that gave the archaeologists their first real insight into Moche life.
The Moche left no written record but they did leave a fabulous account of their life and times in
paintings on pots and vessels. Many show everyday events and objects such as people, fish,
birds, and other animals. Others show scenes from what, at first sight, look like a series of
battles. But as the archaeologists studied them more closely they realized they weren‘t ordinary
battles: all the soldiers have dressed alike; the same images were repeated time and again. When
the battle was won, the vanquished were ritually sacrificed. It was, the archaeologists slowly
realized, a story not of war but ritual combat followed by human sacrifice.
But what did it mean? The first breakthrough came when Canadian archaeologist Dr. Steve
Bourget, of the University of Texas in Austin, discovered a collection of bones at one of the most
important Moche huacas. Many of the skeletons were deeply encased in mud which meant the
burials had to have taken place in the rain. Yet in this part of Peru, it almost never rains. Bourget
realized there had to be a deliberate connection between the rain and the sacrifices. It led him to
a new insight into the Moche world. The Moche, like most desert societies, had practiced a form
of the ritual designed to celebrate or encourage rain. The sacrifices were about making an
unpredictable world more predictable. A harsh environment had molded a harsh civilization with
an elaborate set of rituals designed to ensure its survival.
These discoveries answered one question — what the painted scenes were all about- but
still left a central riddle. Why had Moche society finally collapsed? Clues came first from
climate researchers gathering evidence of the region‘s climatic history, which suggested that at
around AD 560 to AD 650 there was a thirty-year period of exceptionally wet weather, followed
by a severe drought lasting another thirty years.
Then archaeologists found evidence of enormous rain damage at a Moche site called
Huanchaco. New building work had been interrupted and torn apart by torrential rain, and
artifacts found in the damaged area dated to almost exactly that period. Next, evidence of
drought was discovered. Huge sand dunes appeared to have drifted in and engulfed a number of
Moche settlements around AD 600 to AD 650. The story all fitted together.The evidence
suggested the Moche had been hit by a double whammy: a huge climate disaster had simply
wiped them out. For several years this became the accepted version of events; the riddle of the
Moche had been solved.
There was only one problem. In the late 1990s, American archaeologist Dr. Tom Dillehay
revisited some of the more obscure Moche sites and found that the dates didn‘t match the climate

171
catastrophe explanation. Many of these settlements were later than AD 650, so clearly, the
weather hadn‘t been the immediate cause of their demise. He also found that, instead of
constructing huge huacas, the Moche had started building fortresses. They had been at war. But
who with? Searching the site for clues, Dillehay‘s team were unable to find any non-Moche
military artifacts. It could only mean one thing: the Moche had been fighting amongst
themselves.
Dillehay now puts together a new theory. The Moche had struggled through the climatic
disasters but had been fatally weakened. The leadership, which at least in part claimed authority
on the basis of being able to determine the weather, had lost its control over the population.
Moche villages and clan groups turned on each other in a battle for food and land. This escalated
to the point where the Moche replaced ritual battles and human sacrifices with civil war.
Gradually they destroyed their own civilization.
Today, after 1,500 years, the Moche and their legacy are beginning to take their place in
world history. The story of the Moche is an epic account of a society that thought it could control
the world and what happened to it when it found it couldn‘t. It is a story of human achievement
and natural disaster, human sacrifice, and war.

Questions 1-5:
Do the Following statements agree with the information given in the Reading Passage?
Write
TRUE if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this

15. Chiefs are buried in some pyramids.

16. Moche water channels have lasted to the present day.
17. Archaeologists found evidence that the Moche used the money.
18. Texts in the Moche language were discovered.
19. Pottery designs had scenes of the Moche fighting foreign armies.

Questions 6-10:
Complete the notes. Choose NO MORE THAN THREE WORDS AND/OR A NUMBER from the
Reading Passage for each answer.
6. The aim of the killings and burials was to make it more likely there would be
7. The extremely dry weather led to some Moche sites being covered by
8. It was thought their civilization had been destroyed by changes in the
9. Dillehay found evidence that Moche society had survived beyond
10. The first evidence of military activity was the discovery of

Questions 11- 13:

Which THREE of these reasons does Dillehay suggest contributed to the disappearance of the
Moche civilization?
A. a disastrous war with an external enemy
B. six decades of extreme weather
C. people no longer obeying their leaders
D. declining religious belief
E. the practice of sacrificing people
F. armed conflict within Moche society
https://ieltsdata.org/the-lost-civilization-of-peru/

Discussion
Generate the ideas on the following quotations:

172
  ―When humor goes, there goes civilization.‖
 ―Civilization is the progress toward a society of privacy. The savage's whole existence is
public, ruled by the laws of his tribe. Civilization is the process of setting man free from
men.‖
 ―Civilization and profit go hand in hand.‖
 ―Every advance in civilization has been denounced as unnatural while it was recent‖.
 ―No culture can live, if it attempts to be exclusive.‖

https://www.successories.com/iquote/category/591/civilization-quotes/1

TEXT C2
1 Study the news article about “Key Components of Civilization” and complete the
assignments:

Key Components of Civilization

Part A
1 Read the excerpt on National Geographics, get the information using the link on the
elements of civilization given below and discuss.
(https://www.nationalgeographic.org/article/key-components-civilization/)

Civilization describes a complex way of life characterized by

urban areas, shared methods of communication,
administrative infrastructure, and division of labor.
The earliest civilizations developed between 4000 and 3000
BCE, when the rise of agriculture and trade allowed people
to have surplus food and economic stability. Many people no
longer had to practice farming, allowing a diverse array of
professions and interests to flourish in a relatively confined
area.

Civilizations first appeared in Mesopotamia (what is now Iraq) and later in Egypt.
Civilizations thrived in the Indus Valley by about 2500 BCE, in China by about 1500 BCE and
in Central America (what is now Mexico) by about 1200 BCE. Civilizations ultimately
developed on every continent except Antarctica

 Urban Areas
 Monuments
 Shared Communication
 Infrastructure and Administration
 Division of Labor
 Class structure
Part B
2 Study the excerpt and find the relation of the notions and concepts below.
Civilizations expand through trade, conflict, and exploration. Usually, all three elements must
be present for a civilization to grow and remain stable for a long period of time.

The physical and human geography of Southeast Asia allowed these attributes to develop in
the Khmer civilization, for example. The Khmer flourished in parts of what are now
Cambodia, Thailand, Laos, Vietnam, and Myanmar between 800 and 1400.

173
  Trade
 Conflict
 Exploration
 Innovation
Retrieved and adapted from: https://www.nationalgeographic.org/article/key-components-
civilization/

PRAGMATICS-ACTIVISATION
1 ORAL COMMUNICATION: ROLE-PLAY
Role A – Religion
You think religion is most responsible for changing civilization today. Tell the others three
reasons why. Tell them why their things don't affect civilization as much. Also, tell the others
which is the least important of these (and why): the Internet, trade or movies.
Role B – Internet
You think the Internet is most responsible for changing civilization today. Tell the others three
reasons why. Tell them why their things don't affect civilization as much. Also, tell the others
which is the least important of these (and why): religion, trade or movies.
Role C – Trade
You think trade is most responsible for changing civilization today. Tell the others three reasons
why. Tell them why their things don't affect civilization as much. Also, tell the others which is
the least important of these (and why): the Internet, religion or movies.
Role D – Movies
You think movies are most responsible for changing civilization today. Tell the others three
reasons why. Tell them why their things don't affect civilization as much. Also, tell the others
which is the least important of these (and why): the Internet, trade or religion.
https://breakingnewsenglish.com/1812/181203-cradle-of-civilization.html

2 WRITTEN COMMUNICATION
Write an essay on “Cradle of civilization: it is important we know where civilization
started. Discuss.”

CONTEXT-BASED COMMUNICATION
CASE STUDY
Topic: Artifacts
Goal: To explain the importance of artifacts for keeping cultures alive and development of
civilizations.
Product: A PPT presentation with important artifacts of ancient cultures.
Background:
Artifacts include tools, clothing, and decorations made by people. They provide essential
clues for researchers studying ancient cultures.
An artifact is an object made by a human being. Artifacts include art, tools, and clothing
made by people of any time and place. The term can also be used to refer to the remains of an
object, such as a shard of broken pottery or glassware.
Artifacts are immensely useful to scholars who want to learn about a culture.
Archaeologists excavate areas in which ancient cultures lived and use the artifacts found there to
learn about the past. Many ancient cultures did not have a written language or did not actively
record their history, so artifacts sometimes provide the only clues about how the people lived.
Artifacts have provided essential clues about life in ancient Egypt. Ancient Egyptians
believed in an afterlife and buried the dead with things they would need in order to live on in the
afterlife. As a result, the tombs of ancient Egypt provide a wealth of artifacts that give insight
into the culture. The tomb of King Tut is perhaps the most famous. In 1922, British archaeologist

174
Howard Carter came upon the tomb of the Egyptian Pharaoh Tutankhamen, more commonly
known as King Tut. King Tut‘s tomb had been undisturbed since he was buried around 1323
B.C.E. Murals on the wall of the tomb told of King Tut‘s funeral and journey to the afterworld.
The tomb also included more than 5,000 artifacts, including perfumes and oils, jewelry, statues,
and even toys from Tut‘s childhood. Carter led a team of archaeologists in cataloging the items
from King Tut‘s tomb. This work took the archaeologists over a decade, but the artifacts
continue to help historians better understand life in Egypt during the era of King Tut.
https://www.nationalgeographic.org/encyclopedia/artifacts/

Task 1. Having read the background explain the following words and notions:
 ARTIFACT
 EXCAVATE
 KING TUT
 TOMB

Task 2. Generate your ideas on how artifacts can relate to culture and civilization.

Task 3. Study the information about following examples of artifacts and discuss their
importance and value for cultures and civilizations.
https://www.discovermagazine.com/planet-earth/the-6-most-iconic-ancient-artifacts-that-
continue-to-captivate
 Venus of Willendorf
 Olmec Colossal Heads
 King Tut‘s Funerary Mask
 Rosetta Stone
 Terracotta Army
 Dead Sea Scrolls

Task 4. Search for the examples of the cultural artifacts of Kazakhstan and find out their
history. Make a PPT presentation in groups of 4-5.
Some examples: Balbal Tas, Kultegin, Tonykok, The Mausoleum of Khozha Akhmet Yassauyi,
etc.
SELF-STUDY
CIVILIZATION: Make a poster about civilization. Show your work to your classmates in the
next lesson. Did you all have similar things?
ARCHAEOLOGY: Write a magazine article about increasing spending on archaeology.
Include imaginary interviews with people who are for and against this.
LETTER: Write a letter to an expert on civilization. Ask him/her three questions about this.
Give him/her three of your opinions on why it is important to know where civilization began.
Read your letter to your partner(s) in your next lesson. Your partner(s) will answer your
questions. (https://breakingnewsenglish.com/1812/181203-cradle-of-civilization.html)

175
 UNIT 2. CULTURAL STUDIES
2.2 Diversity and Multiculturalism

LEAD-IN:
1 Brainstorm the concepts of “diversity” and “multiculturalism” and generate your ideas
on their interrelation.

https://medium.com/@Wolfestone/the-benefits-of-multiculturalism-in-the-workplace-
8ceaed3a8abf

2. In pairs discuss the following questions:

STUDENT A's QUESTIONS
(1) What springs to mind when you hear the word ‗multiculturalism‘?
(2) What are the good things about multiculturalism?
(3) Is it possible for a country to avoid multiculturalism today?
(4) How would the world be different if there was no multiculturalism in any country?
(5) Do you think multiculturalism will eventually lead to a single world mixed race?
(6) Why are many people afraid of multiculturalism?
(7) Where in the world do you think multiculturalism works best?
(8) Do you think multiculturalism can ever be reversed?
(9) Do you think the original culture of a society that has become multicultural like the
change?
(10) Is multiculturalism good for world peace and understanding?
STUDENT B's QUESTIONS
(1) What is multiculturalism?
(2) What problems does multiculturalism bring to a country?
(3) Do you think elementary school children in multicultural classes give a lot of thought to
multiculturalism?
(4) Would you prefer your country to be multicultural or of just one culture?
(5) Is multiculturalism something that only white societies think about?
(6) Can multiculturalism result in a country losing its identity?
(7) Is multiculturalism really another form of racism?
(8) In a multicultural society, should newcomers do what they can to assimilate into the
culture of their new country?
(9) Is multiculturalism a dirty word?
(10) Is multiculturalism a threat to some countries / your country?
https://esldiscussions.com/m/multiculturalism.html

176
CONCEPT-STUDY
WATCHING VIDEO:
Video A1: Appreciate Cultural Diversity
1aWatch the video on diversity and multiculturalism and take notes on the information
given in the video.

With tart humor, Hayley Yeates makes the

case that investing in cultural diversity is just
as important as fostering gender diversity.

https://www.ted.com/talks/hayley_yeates_it_s_past_time_to_appreciate_cultural_diversity#
t-5731

1 b After watching the video answer the following questions:

 What is ‗facian‘?
 Where does Hayley originally come from?
 What does she mention about accents?
 What is her opinion on stereotyping?

Video A2: Why Working Abroad Could Be a Smart Career Decision

2a Watch the video on working abroad and take notes on the information given in the
video.

Living and working abroad would be really easy if

everyone spoke the same way and behaved in the
same way. But, as soon as you leave your own
culture it quickly becomes clear that things are not
the same. There are small and large differences
between cultures. And how well you are able to deal
with these differences will affect how good your
experience will be working overseas.
https://www.youtube.com/watch?v=7gSWGFuCI
0M

2b Answer the following questions:

1. What do you think the speaker meant when he talked about one‘s career ‗shooting off‘?
2. The speaker talked about a ‗geographic comfort zone‘. Do you believe you are in a
geographic comfort zone?
3. Do you agree with the speaker that the best way to compete and succeed in today‘s
economy is to move to other countries?

3 VOCABULARY
e. Define the following concepts and notions using monolingual dictionary.
 First impressions
 Foreign culture
 Gap year

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  Comfort zone
 Misunderstanding
 Stereotype
 Custom

4 COMMUNICATION: discuss the following questions as a class:

1) Have you ever worked/studied in another country?

2) If yes, what was your experience like? What challenges did you face?
3) If you could choose, where would you like to work/study abroad? Why?
4) What factors do you think people need to consider when choosing a country to
work/study in?
5) What are the main reasons people work/study abroad?
6) What are some of the benefits of working/studying abroad?
7) What do you think are the main difficulties people face when working/studying abroad?
8) What are some cultural differences that could affect the way people work together?
9) What are the most important things to learn in order to successfully work in another
country?
10) How does body language differ between countries? Could differences cause problems in
the workplace?
11) Do you think the way people give eye contact varies between cultures? Why would this
be important knowledge for the workplace/study setting?
12) In what ways do other cultures have different attitudes to:
a. Time
b. Status and Hierarchy
c. Titles (Mr, Mrs, Miss, Dr etc.)
13) What role do these factors play in the work/studyplace?
14) What‘s the ideal amount of time to work/study abroad? Why?

https://www.englishwithjo.com/business-english-workin-abroad/

LABARATORY-WORK:

TEXT B1-B2
1 Read the excerpts A, B and C and say the nationalities.
Nick
For me, Greeks are a unique people, and our culture is quite distinct from any other I've
experienced in my extensive travels. You see, we are perched on the edge of the European
continent. We are certainly European - there's no mistaking that - but being in such close
proximity to both Africa and the Middle East has given us a unique perspective. Maybe we've
been influenced to some degree by both those regions and that is part of what has given us our
unique identity. Then, of course, there's also our history. I am no different to any other Greek;
immensely proud of my people's achievements. The Ancient Greeks after all gave a lot to the
rest of the world — think democracy, philosophy and so on. And history is everywhere you go
here, too; it's alive. I mean, there are ancient ruins, thousands of years old, all around you. It's
really quite inspiring. There are reminders of the achievements of my forefathers everywhere.
It's just a shame the present isn't quite as glorious as the past.
Julie

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What I admire about my people is their diversity. I suppose that stems from our past. Britain,
after all, once colonised nearly half the world, so it's not surprising. And it's not just the fact
that all sorts of different people live here, it's also because they manage to live in harmony —
well, most of the time. No matter whether you are a Briton of one generation or ten, so long as
you consider yourself British everyone else will. I'm also quite proud of the monarchy_. So
many countries have abandoned the monarchical system, and I think that's sad. We are one of
the last in Europe. I hope we never go down the route of getting rid of the queen. The one
thing I'm skeptical of is Europe. I am afraid that the more involved we become in the
European Union, the less distinct we are as a nation. I for one was very happy we didn't join
the Euro.

Tae Kang
Korea has one of the richest and longest histories of all the nations in the world. Very few
people are aware of that because, traditionally, Korea has kept itself isolated. We used to be
known as 'the Hermit Kingdom', but that is all changing now. What I am most proud of is how
far we have come in such a short space of time. In the half a century or so South Korea has
existed as an independent state, it has turned itself from one of the poorest nations in the world
into one of the biggest and fastest- growing economies. We're no longer an agriculture-based
society, now we export high- technology products all over the world. Recently, we hosted a
G20 summit. That was a very proud moment for me. It was a sign that my country is now
quite influential and can take its place alongside the other great nations. Of course, as we have
become wealthier, our lifestyles have changed, too. We really enjoy social drinking these days
— some people call us 'the Irish of Asia'! I guess they like their drink, too!

2 Answer the questions using the information from the texts and say if it is Julie, Nick or
Tae Kang:
1. Which person feels their nation's identity is threatened by something?
2. Which person is proud that their country has kept a particular political system?
3. Which person is glad their nation is made up of people from lots of different
backgrounds?
4. Which person believes money has had an effect on something?
5. Which person sees evidence of the work and achievements of their ancestors around them
today?
6. Which person wishes their country was as successful as it once was?
7. Which person believes geography has influenced their country's culture?
8. Which person believes their country has progressed very fast?

https://www.esleschool.com/exercise-2-different-cultures/

INFORMATION-ACCUMULATION:

TEXT C1-C2

MULTICULTURALISM AND GLOBALIZATION

ACTIVITY A
1 Before reading the texts generate your ideas on the factors that create multiculturalism in
societies. How do the following concepts and notions might relate to diversity and
multiculturalism?

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  Technology
 Information
 Mass-media
 Globalization
 Immigration

2 Read the text below and decide which answer A, B, C, or D, best fits each gap. Circle the
right option
Stirring the Melting Pot: How Globalization through Cities heats up Cultural Aggression.

By 2050, 70% of the world‘s 9 billion people …1 in cities. Globalisation is creating a series of
melting pots around the world. These are places where ancient cultures can build …2 each other
or collide. New York, London, Sydney and Melbourne: these are places of liberty and ‗free
speech‘. But these are also places of …3 cultural tension.
This kind of tension is demonstrated in many forms. Aggressive comments whispered
or filmed on the train. Astronomical suicide rates among teens. The phrase ‗I‘m not racist,
but…‘ and ‗shock jocks‘ spreading cultural ignorance through the airwaves.
People direct …4 towards that foreigner who prays to an unknown god or ‗stole‘ an Aussie job
to make the …5 clothes they buy. But are these people in the vocal minority, or outspoken
representatives of the majority?
Globalisation unites diverse cultures under one shared flag, encourages once oppressed groups
to …6 and blurs the borders between micro-communities. This makes it is easy for underlying
prejudice to simmer and erupt. When a ‗minority‘ group causes the melting pot to spill over,
the city‘s western middle-class, news media spins a story …7 for the highest ratings,
exacerbating this …8.
http://vibewire.org/2013/06/
1. a. are going to live b. will live c. are living d. live
2. a. beside b. besides c. each side d. on the side

3. a. heating b. heat c. heated d. heater

4. a. hates b. hatred c. hated d. hating

5. a. priceless b. pricing c. under-priced d. overpriced

6. a. speak up b. speak out c. speak for d. speak with

7. a. hidden b. unplanned c. unsuitable d. tailored

8. a. pride b. animosity c. prejudice d. privilege

ACTIVITY B
3 Read a text about globalisation and multiculturalism. Use the words in the box on the
right to form a word that fits in the gap on the same line.
TRENDS OF GLOBALIZATION and Emerging Models of Multiculturlaism
A viable alternative model of multiculturalism is seemingly emerge
(9) in the United Kingdom. Here, multiculturalism allowed plural
spaces for the assertion of cultural rights of minorities to such an extent that colonies
the cultural rights of the Western civilisation are compromised. work
Recently, Dr Rowan Williams, the Archbishop of Canterbury, proposed that perceive
the U. K. incorporate the Sharia in its legal system so that the Muslims in fair

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that country do not have to choose between their cultural right and their right citizen
as citizens. This model is similar to the (10) legal model secure
that India inherits from its (11) past. This model may be vary
(12) as in India but generates considerable cultural tensions as dominate
it arouses patriotic fervour of the cultures that have been ‗othered‘ in the
process (that is, from the (13) of the members of such
cultures, treated in an (14) manner) besides providing
grist to their mills of cultural phobias. A right wing cultural ‗backlash‘ from
the ‗othered‘ cultures would result in sharpening cultural identities and
transforming them into assertions of self- determination that may undermine
our accepted notions of nation state and (15) . Such a
model of multiculturalism proves to be counterproductive because it only
aggravates cultural tensions and (16) .
The French have adopted a (17) of British multiculturalism.
The state is strictly defined as a space that is neutral to all religions,
including Roman Catholicism that is (18) in France.
http://e08.cgpublisher.com/proposals/80/index_html (adapted and abridged)

ACTIVITY C
4 Read an article about being an American. For questions 19–26, choose the answer (A, B,
C or D) which you think fits best according to the text.
WHO IS AN AMERICAN?
When I asked my father this question, he laughed and shook his head. I have a knack for
asking the hard ones. But as our nation struggles with the issue of illegal immigration, we don‘t
bother to ask this of ourselves.
The first time this question occurred to me was while I was watching ―American Idol‖ a
few years ago. A beautiful Russian performer was struggling to get her green card. The judges
loved her but rejected her all the same. My mother said it was because they wanted an American
idol. I blinked and asked her, ―What‘s more American than an immigrant?‖ She sighed.
Every single American citizen is an immigrant, even Native Americans, who came across
the Bering Strait thousands of years ago. Homo sapiens originated in Africa, and every other
place we settled we were strangers, right? But the United States is unique because it once
welcomed all immigrants. The majority of Americans have ancestors who came over barely a
hundred years ago. My earliest family immigrated scarcely three generations ago. And so we
must ask ourselves: is it right to deny entrance to people who, like our ancestors, want to make a
new home and are willing to work for the opportunities we have?
If you really think about it, the people who risk life and limb to come to our country have
a higher opinion of U.S. ideals than a lot of us do. Their ancestors have lived in the same place
for hundreds of years, perhaps more. Can you imagine the courage it takes to leave all that
behind?
Furthermore, we owe immigrants a lot. For example, our fresh produce is cultivated by
migrant workers, a harvest picked in shame. I believe the very least we can do is grant them
citizenship, minimum wage, and schooling for their children. In addition to some of the more
skilled jobs immigrants do, we take many advantages for granted – aisles of produce, janitors at
fast-food restaurants – that are made possible by the people some scorn and wish to remove from
our country.

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Some say if we let everyone in, we won‘t have room. We‘re the third-largest country on the
planet. There‘s room, and immigration is happening regardless. Let‘s screen for criminals but let
others in. After all, can‘t we share Thanksgiving with the laborers who have more than earned
their wages? http://www.teenink.com

19- What does the phrase „I have a knack for‟ in lines 1 and 2 mean?
a) she is particularly good at
b) she is particularly bad at
c) she is curious about
d) she is not particularly skilled

20- Why did the judges of American Idol reject the Russian performer?
a) They rejected the Russian performer because she wanted to be an American Idol.
b) They rejected the Russian performer because she was an illegal immigrant.
c) They rejected the Russian performer because she was not American.
d) They rejected the Russian performer because didn‘t stand for the American ideals.

21- What does ‗this‘ refer to in line 3?

a) illegal immigration
b) what is an American
c) our nation‘s struggle
d) the hard ones

22- What is a green card?

a) A document you must have to visit the USA.
b) A card whose colour is green.
c) A card you get when you become an American citizen.
d) A document that allows a person to live and work in the USA.

23- Why does the author wonder about the right to deny entrance to those who want to live
in the USA?
a) Because free movement is a Human Right.
b) Because all Americans have immigrant ancestors.
c) Because America has always refused illegal immigration.
d) Because emigration is part of American history.

24-Americans should be thankful because …

a) immigrants provide them with the basic goods.
b) immigrants only earn the minimum wage.
c) most immigrants work at fast-food restaurants.
d) some immigrants take for granted their American citizenship.

25- It requires a lot of courage to leave one‟s own country …

a) when we don‘t speak the host country language.
b) when we are unable to understand the host country‘s ideals.
c) when all our relatives live there.
d) when our ancestors have always refused that.

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26- Americans want to close their doors because…
a) the USA is only the third biggest country in the world.
b) they do not respect American festivities like Thanksgiving.
c) they look at immigrants as if they were criminals.
d) there is not enough space for everybody.

Activities are retrieved from: https://en.islcollective.com/english-esl-

worksheets/vocabulary/human-rights-and-discrimination/multiculturalism-and-
globalisation/84156

PRAGMATICS-ACTIVISATION:
Oral communication
a. Discuss the following quotation with your partner(s):
―My dream would be a multicultural society, one ―Unless we learn to know ourselves, we run the
that is diverse and where every man, woman and danger of destroying ourselves.‖
child are treated equally. I dream of a world where — Ja A. Jahannes, WordSong Poets
all people of all races work together in harmony. ― https://www.goodreads.com/quotes/tag/mult
Nelso Mandela iculturalism
https://www.azquotes.com/quotes/topics/mul
ticultural-society.html
―The deal with multiculturalism is that the only ―We have never even begun to understand a people
culture you're allowed to disapprove of is your own.‖ until we have found something that we do not
— Martin Amis understand. So long as we find the character easy to
https://www.goodreads.com/quotes/tag/mult read, we are reading into it our own character.‖
iculturalism — G.K. Chesterton, What I Saw in America
https://www.goodreads.com/quotes/tag/mult
iculturalism
b. Imagine a situation if the world be different if there was no multiculturalism in any
country and share your thoughts.

Written communication
 Write a report on the following situation: ―Nowadays many countries have very
cosmopolitan cities with new comers from all over the world. How can the government
ensure that locals and newcomers live together harmoniously?
https://ieltspracticeonline.com/ielts-writing-task-2-sample-3/

CONTEXT-BASED COMMUNICATION

CASE STUDY:

Topic: Multiculturalism
Goal: To explain the structure of modern societies, and how multiculturalism has become
current tendency in every society; to build awareness of leaners on the multiculturalism; to
prepare leaners for cross-cultural interaction.
Product: Lesson plan, activity, worksheet(s).
Background:

"Multiculturalism" is the co-existence of diverse cultures, where culture includes racial,

religious, or cultural groups and is manifested in customary behaviours, cultural assumptions and
values, patterns of thinking, and communicative styles.
https://www.ifla.org/publications/defining-
multiculturalism#:~:text=%22Multiculturalism%22%20is%20the%20co%2D,of%20thinking%2
C%20and%20communicative%20styles.

183
Advantages: A multi-ethnic and multicultural society can bring many benefits, but can also be
perceived as a threat. A more global, long-term study of the phenomenon can help overcome
prejudice and ethnocentrism by highlighting the benefits of multiculturalism.

Disadvantages: Diversity and multiculturalism are thought to enrich societies and broaden
horizons. However, with an increase in immigration and geopolitical upheavals, many societies
are feeling threatened by the changes in their communities. The fears are reflected in the
emergence of stronger right-wing parties, as well as in Brexit and new anti-immigration policies
in the United States.
https://cordis.europa.eu/article/id/209849-the-positive-power-of-multiculturalism

Situation: A novice teacher at higher institution has noticed a struggle of a foreign student in her
classroom who came as an exchange student named Aini from Malaysia. In particular, there is no
attempt from her side to engage in the class discussions and extra-curricular activities. The
teacher spends additional time after class to make sure that she catches up the material. In
addition, the teacher found out that Aini does not have friends in her classroom and there is
nobody who could be close to her.

Task 1. Brainstorm as a class what specific problems a foreign student might have other
than given in the situation. What are the reasons?

Task 2. Answer the following questions:

What should the teacher do:

 To make her teaching effective?
 To help a foreign student to her experience positive and successful?

What should the foreign student do:

 To make her education successful?
 To get the most out of the program?

Task 3. Discuss pros and cons of exchange programs from a foreign student(s), local
student(s) and local teacher(s) perspectives.

Task 4. Imagine that you are a teacher and have similar situation. What would you do?
- Search for the activities that help to overcome such a problem.
- Prepare a lesson plan (a fragment) with an appropriate activity.

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 UNIT 2. CULTURAL STUDIES
2.3 Values and Norms

LEAD-IN:

1 Study the concepts of “values” and “norms” using the monolingual dictionaries.

https://youthfirstinc.org/values-in-todays-society/
Values:
Norms:

2 Study the following elements on the map of values and answer the questions below.

rules

family
principles
traditions
Personal
Values
and Ideals

important
ideals traints in a
person

1) What are your golden rules?

2) What do other people do that annoys / upsets you?
3) What would you never do?
4) What do you value in a friend?
5) How can parents bring up their children morally?
6) How did your parents teach you the difference between right and wrong?
7) Are there any jobs that you would never do? / products that you would never buy?

185
 8) Would you ever lie? /cheat?/ steal?/do anything illegal? -buy a pirated film for instance?
9) Do you support any charities? Why/ Why not?
10) What do you think about voluntary work?
11) Who‘s your role model? / Who do you look up to? Why?
12) What do you do to help others?
13) How do you/will you live according to your values?
14) What makes you feel guilty?/ good about yourself?
15) What‘s important to you? Why?
Retrieved and adapted from: https://en.islcollective.com/download/english-esl-
worksheets/vocabulary/human-rights-and-discrimination/personal-values-and-ideals/20484
CONCEPT-STUDY:
1 Match the definitions with the names of values.
a. Respect b. Responsibilit c. Generosit d. Compassio e. Peace
y y n
f. Freedo g. Courtesy h. Honesty i. Faith j. Trust
m
k. Justice l. Loyalty m. Love n. Integrity o. Peace

1. TO BE NICE WITH OTHERS

2. TO LIVE WITHOUT HOSTILITIES
3. TO BE ABLE OF HANDLE YOUR OBLIGATIONS
4. TO LIVE UNDER A GOOD ETHICAL CODE
5 . TO BE SOMEONE WHO GETS OTHERS CONFIDENCE
6. TO BE ABLE OF GIVE
7. TO BELIEVE NO MATTER IF YOU CAN‘T SEE
8. TO DECIDE WHAT YOU WANT WITHOUT PRESSURE
9. TO BE FAIR IN YOUR DECITIONS
10. TO CARE ABOUT OTHERS‘ CONDITIONS
11. TO LIVE WITH OTHER SHOWING TOLERANCE
12. TO HAVE A TRANSPARENT BEHAVIOR
13. DO NOT BETRAY OTHERS
14. TO HAVE FEELINGS AND CARE ABOUT OTHERS

Retrieved and adapted from: https://en.islcollective.com/english-esl-

worksheets/vocabulary/describing-people/personal-core-values/1282
LABARATORY-WORK:
1. Link the following pictures with their definition below then say which picture is the odd one?
say why?

186
a. bribery b. cheating c. coercion d. money laundering

f. smuggling f. embezzlement g. nepotism h. justice

1. The principle of fairness that like cases should be treated alike.

2. The act of enforcing somebody and threat him to do undesirable thing , usually unethical.
3. The act of taking something from someone unlawfully.
4. Favoritism shown or patronage granted to relatives, as in business.
5. A deception for profit to yourself
6. Concealing the source of illegally gotten money
7. To promise, offer, or give something, usually money, to (a person) to procure services or
gain influence, esp illegally
8. To import or export without paying lawful customs charges or duties (taxes).
https://en.islcollective.com/english-esl-worksheets/vocabulary/actions/ethics/32848

INFORMATION-ACCUMULATION:

1. Read the text and answer the questions below.

Social and cultural impacts of tourism in Cyprus

In Cyprus, hospitality forms an integral part of the culture, and the people have a welcoming
attitude towards foreigners. Furthermore‘ the society's culture emphasizes ideologies and value
systems which attach great importance to individual achievement. As the tourist policy followed
by the Cyprus Government and the Cyprus Tourism Organization has been to aim at the middle
and high income groups, and the tourists come mainly from Europe, tourism has not had as
marked an adverse effect on the values and attitudes of Cypriot society as may otherwise have
been the case. In certain areas, such as Ayia Napa, however, the influx of large numbers of
tourists has influenced social behaviour and social values, and caused a certain amount of
antagonism. Bryden suggests that:
there may be a relationship between tourism density, expressed in the annual numbers of tourists
as a proportion of the population ... and the growth of resentment towards tourists The
inference here is that tourism density is an indicator of the degree of confrontation between
tourists and indigenes and that this confrontation gives rise to the resentment of tourists.

187
 Table 1 Contact ratio values, 1985

Area Contact ratio

Annual average Peak day value
Limassol 19.5 7.3
Lamaca 24.4 13.9
Ayia Napa/Paralimni 3.0 1.5
Paphos 17.7 10.8
Hill resorts 43.0 16.6
Total 18.0 9.5

The concept of ‗tourism density‘ is thus used as a measure of ‗social carrying capacity‘ which
Mathieson and Wall define as ‗host peoples‘ levels of tolerance for the presence and behaviour
of tourists'. An alternative measure used by Andronikou is the ‗contact ratio‘ which is the inverse
of tourism density that is the ratio of the local population to tourist population. Now, whereas
Andronikou suggests that the minimum value that the contact ratio can fall to before the social
impact resulting from tourist development becomes detrimental is about eight, most authors now
do not believe that a single specific value can be given for social carrying capacity. Mathieson
and Wall point out that:
Carrying capacity remains an elusive concept, but the time when researchers and managers
sought one mythical magic number, which could be approached with safety but exceeded at
peril, has passed.
Nevertheless, inspection of table 1 does suggest that it is highly likely that the social carrying
capacity in Ayia Napa has been overreached. The extreme concentration of tourists here has
resulted in a modification of social attitudes among young people, especially towards sexual
behaviour. This is part of the ‗demonstration effect‘, which introduces foreign ideologies and
ways of life into societies that have not been exposed to tourist lifestyles. The close and
continued contact of Cypriot youth with young foreign tourists has resulted in them adopting
different sets of values on morality, style of dressing, and so on, in comparison with prevailing
traditional attitudes, and as a result the bonds of closely knit families are in some cases being
loosened.
https://www.ielts-exam.net/docs/reading/Reading-Exercise-3.htm

Questions 16-18
Read the following statements and say how they reflect the information in the reading passage,
by writing:
TRUE if the statement is true according to the passage
FALSE if the statement is false according to the passage
NOT
if the information is not given in the passage
GIVEN
Example) Cypriots are welcoming True

16) Individual achievement is more important than hospitality.

17) Tourists come mainly from the UK.

18) Cypriot society has not been adversely affected by tourism.

188
Questions 19-21
In the two lists below, a definition in the list on the right (A-G) in the list on the left (19-21).
Show which items match by writing one appropriate letter (A-G) in boxes 19-21 on your answer
sheet.
List of Phrases
A ratio of locals to tourists
B introduction of foreign values
C host's tolerance towards tourists
D proportion of tourists to locals
E approximately eight
F introduction of new lifestyles into societies
G different sets of values
Example) ‗tourism density‘ D

19) Technology
20) Science
21) Rarely do scientists
https://www.ielts-exam.net/preparing/Reading_Exercise_4/887/

1 Look at the pictures and discuss the following questions.

a) What do these gestures

mean?
b) Are any of them impolite
or offensive?

2 Write the corresponding words under the pictures

189
1. 2. 3.

4. 5.

3 Scan the text and underline the cognates you find.

Dont‘ touch! We are English!
English people think that you should avoid physical contact with strangers. When they ride on an
underground train or stand in a crowded lift, they keep themselves to themselves. They read on
trains or buses so that they don‘t have to talk to people they don‘t know. They avoid eye contact
at all costs.
Research has shown that the English are much more conscious of their personal space than other
nationalities, especially the Irish or the Scots, who seem more at ease with physical contact. The
English allow much less contact, even with friends. And they can be upset if you touch them
unexpectedly. You should never, for example, tap an English person on the shoulder if you want
to attract their attention. It‘s safer to cough or say: ‗Excuse me?‘
When the English meet people for the first time, they shake hands, but then immediately move
further away. Other nationalities, Spanish people or Egyptians, for example, move closer to
someone they are speaking to, but not the English. The English think you shouldn‘t get to close
because it suggests a desire for intimacy. And they rarely kiss people they have just met at a
party when they are leaving.
4 Read the text and choose TRUE OR FALSE.

TRUE FALSE
1. English people avoid touching strangers.

2. English people like to talk with other people on trains

and buses.
3. English people like to look people into the eyes.

4. Irish and Scots use more physical contact.

5. It is good to touch an English person.

6. To attract the attention of the English we can tap

their shoulders.
7. When English meet people for the first time they
shake hands.
8. Spanish and Egyptians prefer to speak closely.

190
 9. English don’t like people get close to them.

10. English always kiss people.

5 COMMUNICATION: Read the text and answer the following questions.

a) Why do English people read on trains and buses?

b) What is the attitude of the Irish and Scots to physical contact?
c) What is an English person reaction if you touch them unexpectedly?
d) What do Spanish people do when they speak to someone for the first time?

6 GRAMMAR PRACTICE: Complete these sentences using should/shouldn’t or

must/mustn’t.

1) You drive on the right in England.

2) You avoid eye contact with English people.
3) You take off your shoes when you enter a mosque.
4) You speak with your mouth full.
5) You eat everything on your plate.
6) You believe anything you read in newspapers.

PRAGMATICS-ACTIVISATION:
Oral communication: Monologue
Prepare a monologue for 2 minutes using the card with clues on it.
Describe a foreign culture that you are interested in
You should say

 what this culture is

 how you learned about this culture
 what you know about this culture and explain why you feel this culture is interesting.

Oral communication: Dialogue

Discuss the following topic “Multi-cultural societies, in which there is a mixture of different
ethnic peoples, bring more benefits than drawbacks to a country.”
Student A: Supports the topic and think there are more benefits of multi-cultural societies than
benefits.
Student B: Do not support the topic and think that there are more drawbacks than benefits.
Written communication
Select the essay topic and write an essay in 250 words.
1) “Today a lot of different cultures and ethnic groups live together in one country.
Why is this so and do you think this is a positive or negative development?”
2) Some people think that a person can never understand a culture of the country unless they
speak the language. Do you agree with this opinion?

191
CONTEXT-BASED COMMUNICATION
SIMULATION:
 Imagine a situation in the task and answer from your own point of view, make other
situations of your own.
What would you do? ETHICAL DILEMMAS
If you found a wallet with $10 000 cash in it, If you saw some young kids bullying another
would you return it? kid would you step in?

2 APPLY CONCEPTS: Make your own values map using the values and your answers
from previous exercises. You can also offer other that are important for you.
CASE STUDY:
Topic: Appropriate gestures and manners
Goal: To build an awareness of cultural differences and prepare for cross-cultural
communication.
Product: Poster presentation.
Background:
Being aware of your body language is just as important as learning your essential phrases and
what to say. You should always do a little research into the customs and traditions of the region
that you‘re visiting so that you don‘t walk around offending everyone in sight.
https://en.islcollective.com/download/english-esl-worksheets/skill/reading/gestures-around-
world/31018
Task 1. Fill in the gaps with right country name.
Italy Denmark Egypt Bulgaria Sweden
Russia Korea Africa the Middle East Greece Finland

1.) In and , a nod means ―no‖ and a shake of

the head means ―yes‖.
2.) The thumbs up gesture is universally positive in North America, but in parts of
and most of , it is considered extremely
offensive.
3.) Toasting your host or anyone senior in rank or age to you in is
considered to be incredibly disrespectful.
4.) Dropping even the tiniest scrap of litter is both illegal and considered to be highly, highly
offensive in .
5.) In , sitting with your arms folded – even in a semi-casual situation–
is considered to be an incredibly rude gesture.

6.) Tapping two fingers together in means that you‘re either implying
a.) that a couple is sleeping together or b.) that you would like to sleep with the person
you are talking to!
7.) The ―a-OK‖ sign. While this may be simply misinterpreted in most European countries as
―zero‖, in and it will be taken as an insult.
Never use this gesture in South American countries as it‘s considered to be extremely
obscene and offensive.
8.) In North American an upward forefinger wagging towards its owner can be a beckon to
approach; this is not so in where it is akin to calling someone a
dog because this gesture is only used for dogs.
https://en.islcollective.com/download/english-esl-worksheets/skill/reading/gestures-around-
world/31018

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Task 2. Generate ideas on the following questions and situations:
What do you think are some good manners for these situations? What is the most impolite thing
you can do in each of these situations?

Think about in terms of in different countries (The US, The UK, and Kazakhstan):
 in class
 at a party (when you are the host)
 at a party (when you are a guest)
 at a funeral
 at a wedding
 at a bar
 at work
 when you are eating
 when you are trying to negotiate
 when you meet someone new
 when you have done something wrong
 when you are driving
 when you are clothes shopping
 when you are at the hospital
 when your friend is sick
 when someone gives you a gift

Task 3. Discuss the following questions:

1) Can you think of some good manners that are bad manners in another country?
2) What culture do you think is the most polite? Explain.
3) What's the best way to teach manners to children?
4) How closely do you think good manners are related to income and social status?
5) Do you think we need manners?

https://en.islcollective.com/download/english-esl-worksheets/vocabulary/intercultural-
communication/gestures-and-body-language-discussion-topics/29176

Task 4. Make a poster presentation on one of the following points:

 Important gestures and the meaning;
 Good and Bad manners

SELF-STUDY:
1 Search for the examples of “good” and “bad” actions in your and other cultures.
2 Make a list of topics that are specific to your culture to talk about.

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 Unit 3. Social science
3.1. Right and power
LEAD-IN
1. Look at the pictures and generate your associations with them.

2. Give answers to the following questions

1. Can we live without laws?
2. Why do we need law?
3. What spheres of life are regulated by law?
4. Must people obey laws?
5. What rules of behaviour are accepted in the society?
6. Do you share the idea that people should look only after themselves and take no care about
others?
7. What rules do you obey willingly?
8. What rules would you abolish if you could?

CONCEPT STUDY
1. Read the text “What are Human rights?” and answer the following questions.
What are human rights?
Who has a responsibility to protect uman Rights?
What do Human Rights cover?

What are Human Rights?

Every person has dignity and value. One of the ways that we recognise the fundamental
worth of every person is by acknowledging and respecting their human rights.
Human rights are a set of principles concerned with equality and fairness. They recognise
our freedom to make choices about our lives and to develop our potential as human beings. They
are about living a life free from fear, harassment or discrimination.
Human rights can broadly be defined as a number of basic rights that people from around
the world have agreed are essential. These include the right to life, the right to a fair trial,
freedom from torture and other cruel and inhuman treatment, freedom of speech, freedom of
religion, and the rights to health, education and an adequate standard of living.
These human rights are the same for all people everywhere – men and women, young and
old, rich and poor, regardless of our background, where we live, what we think or what we
believe. This is what makes human rights ‗universal‘.
Human rights connect us to each other through a shared set of rights and responsibilities.
A person‘s ability to enjoy their human rights depends on other people respecting those
rights. This means that human rights involve responsibility and duties towards other people and
the community.

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 Individuals have a responsibility to ensure that they exercise their rights with consideration
for the rights of others. For example, when someone uses their right to freedom of speech, they
should do so without interfering with someone else‘s right to privacy.
Governments have a particular responsibility to ensure that people are able to enjoy their
rights. They are required to establish and maintain laws and services that enable people to enjoy
a life in which their rights are respected and protected.
For example, the right to education says that everyone is entitled to a good education. This
means that governments have an obligation to provide good quality education facilities and
services to their people.
Whether or not governments actually do this, it is generally accepted that this is the
government's responsibility and people can call them to account if they fail to respect or protect
their basic human rights.
Human rights cover virtually every area of human activity.
They include civil and political rights, which refer to a person‘s rights to take part in the
civil and political life of their community without discrimination or oppression. These include
rights and freedoms such as the right to vote, the right to privacy, freedom of speech and
freedom from torture.
They also include economic, social and cultural rights, which relate to a person‘s rights to
prosper and grow and to take part in social and cultural activities. This group includes rights such
as the right to health, the right to education and the right to work.
One of the main differences between these two groups of rights is that, in the case of civil
and political rights, governments must make sure that they, or any other group,
are not denying people access to their rights, whereas in relation to economic, social and cultural
rights, governments must take active steps to ensure rights are being fulfilled.
As well as belonging to every individual, there are some rights that also belong to groups
of people. This is often in recognition of the fact that these groups have been disadvantaged and
marginalised throughout history and consequently need greater protection of their rights. These
rights are called collective rights. For example, Aboriginal and Torres Strait Islander peoples
possess collective rights to their ancestral lands, which are known as native title rights.
Rights that can only apply to individuals, for example the right to a fair trial, are
called individual rights.

2. Work in pairs, take turns and give answers to the following questions.
1. Is it really reasonable to try to give the 1. If you know that a country still applies the
same rights to everyone in the world? death penalty, would it influence you in any
Why/why not? way regarding visiting it or buying its
2. Which of the human rights do you exports?
personally think is the most important? 2. Why do you think it is so difficult to
3. How many human rights do you think apply/comply with the basic human rights?
are fully observed in your country? In 3. Do you think that a state which ignores
the world? human rights in order to, for example, fight
4. Which countries do you think have a terrorism, devalues its moral status? Can you
particularly bad record on human think of any examples?
rights? 4. How many Human rights do you think were
5. Some people think that they can violated at Guantánamo?
influence another country's internal 5. At times, we can see that some countries try
politics by boycotting its products or to intervene or change some rights in order
not visiting it as a tourist. How to maintain peacekeeping. Does that make
effective do you think this kind of the legitimacy of human rights vague?
action is?

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3. Read the sentences and give definitions of the highlighted words.
1. A judge is a court officer authorized to decide legal cases. But who are they to judge us? The
judge may also rule on motions made before or during a trial. Don't judge a book by its cover.
2. In this office, hard work is the rule, not the exception. When a court rules, the decision is
called a ruling. The high destiny of the individual is to serve rather than to rule.
3. The state is distinguished from other institutions by its purpose (establishment of order and
security), methods (its laws and their enforcement), territory (its area of jurisdiction), and
sovereignty. Another standard question is ―What's the state of the world?‖ meaning ―What's
new?‖ or ―What's going on?‖ The Bill of Rights is stated in 463 words.
4. What we now call gravity was not identified as a universal force until the work of Isaac
Newton. Nobody can force me to do it.
5. After the storm, the Johnsons filed a claim against their home insurance in order to repair
damage to the roof. He claimed he won the race, though the video showed otherwise.
6. In folk beliefs, good luck is regularly associated with the right side: it is lucky to see the new
moon to one's right, to put the right stocking or shoe on first, while in each case the left is
unlucky. Each legal right that an individual possesses relates to a corresponding legal duty
imposed on another.

INFORMATION-ACCUMULATION
1. Reading: You are going to read an article ―William Gilbert and Magnetism‖, read
the article and do the after-reading tasks
Text 3
William Gilbert And Magnetism

A. 16th and 17th centuries saw two great pioneers of modem science: Galileo and Gilbert. The
impact of their findings is eminent. Gilbert was the first modem scientist, the accredited father of
the science of electricity and magnetism, an Englishman of learning, and a physician at the court
of Elizabeth. Prior to him, all that was known of electricity and magnetism was what the ancients
knew, nothing more than that the: lodestone possessed magnetic properties and that amber and
jet, when rubbed, would attract bits of paper or other substances of small specific gravity.
However, he is less well-known than he deserves.

B. Gilbert‘s birth predated Galileo. Born in an eminent local family in Colchester county in the
UK, on May 24，1544，he went to grammar school, and then studied medicine at St.
John‘s
College, Cambridge, graduating in 1573. Later he traveled in the continent and eventually settled
down in London.

C. He was a very successful and eminent doctor. All this culminated in his election to the
president of the Royal Science Society. He was also appointed the personal physician to the
Queen (Elizabeth I), and later knighted by the Queen. He faithfully served her until her death.
However, he didn‘t outlive the Queen for long and died on December 10, 1603, only a few
months after his appointment as a personal physician to King James.

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D. Gilbert was first interested in chemistry but later changed his focus due to the large portion of
the mysticism of alchemy involved (such as the transmutation of metal). He gradually developed
his interest in physics after the great minds of the ancient, particularly about the knowledge the
ancient Greeks had about lodestones, strange minerals with the power to attract iron. In the
meantime, Britain became a major seafaring nation in 1588 when the Spanish Armada was
defeated, opening the way to the British settlement of America. British ships depended on the
magnetic compass, yet no one understood why it worked. Did the pole star attract it, as
Columbus once speculated, or was there a magnetic mountain at the pole, as described in
Odyssey‘ which ships would never approach because the sailors thought its pull would yank out
all their iron nails and fittings? For nearly 20 years, William Gilbert conducted ingenious
experiments to understand magnetism. His works include On the Magnet and Magnetic Bodies,
Great Magnet of the Earth.

E. Gilbert‘s discovery was so important to modem physics. He investigated the nature of

magnetism and electricity. He even coined the word ―electric‖. Though the early beliefs of
magnetism were also largely entangled with superstitions such as that rubbing garlic on
lodestone can neutralize its magnetism, one example being that sailors even believed the smell of
garlic would even interfere with the action of the compass, which is why helmsmen were
forbidden to eat it near a ship‘s compass. Gilbert also found that metals can be magnetized by
rubbing materials such as fur, plastic, or the like on them. He named the ends of a magnet ―north
pole‘ and ―south pole‖. The magnetic poles can attract or repel, depending on polarity. In
addition, however, ordinary iron is always attracted to a magnet. Though he started to study the
relationship between magnetism and electricity, sadly, he didn‘t complete it. His research of
static electricity using amber and jet only demonstrated that objects with electrical charges can
work like magnets attracting small pieces of paper and stuff. It is a French guy named du Fay
that discovered that there are actually two electrical charges, positive and negative.

F. He also questioned the traditional astronomical beliefs. Though a Copernican, he didn‘t

express in his quintessential beliefs whether the earth is at the center of the universe or in orbit
around the sun. However, he believed that stars are not equidistant from the earth, but have their
own earth-like planets orbiting around them. The earth is itself like a giant magnet, which is also
why compasses always point north. They spin on an axis that is aligned with the earth‘s polarity.
He even likened the polarity of the magnet to the polarity of the earth and built an entire
magnetic philosophy on this analogy. In his explanation, magnetism was the soul of the earth.
Thus a perfectly spherical lodestone, when aligned with the earth‘s poles, would wobble all by
itself in 24 hours. Further, he also believed that suns and other stars wobble just like the earth
does around a crystal core, and speculated that the moon might also be a magnet caused to orbit
by its magnetic attraction to the earth. This was perhaps the first proposal that a force might
cause a heavenly orbit.

G. His research method was revolutionary in that he used experiments rather than pure logic and
reasoning like the ancient Greek philosophers did. It was a new attitude toward scientific
investigation. Until then, scientific experiments were not in fashion. It was because of this
scientific attitude, together with his contribution to our knowledge of magnetism, that a unit of
magnetomotive force, also known as magnetic potential, was named Gilbert in his honor. His
approach of careful observation and experimentation rather than the authoritative opinion or
deductive philosophy of others had laid the very foundation for modem science.

Task 1 Choose the correct heading for each paragraph from the list of headings below.

Write the correct number i-x in boxes 1-7 on your answer sheet.

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List of Headings

i. Early years of Gilbert

ii. What was new about his scientific research method
iii. The development of chemistry
iv. Questioning traditional astronomy
v. Pioneers of the early science
vi. Professional and social recognition
vii. Becoming the president of the Royal Science Society
viii. The great works of Gilbert
ix. His discovery about magnetism
x. His change of focus

1. Paragraph A
2. Paragraph B
3. Paragraph C
4. Paragraph D
5. Paragraph E
6. Paragraph F
7. Paragraph G

Task 2: Do the following statements agree with the information given in Reading? In boxes 1-3
on your answer sheet write
TRUE if the statement is true
FALSE if the statement is false
NOT GIVEN if the information is not given in the passage
1. He is less famous than he should be.
2. He was famous as a doctor before he was employed by the Queen
3. He lost faith in the medical theories of his time.
Task 3: Choose THREE letters A-F.
Which THREE of the following are parts of Gilbert‘s discovery?
A. Metal can be transformed into another.
B. Garlic can remove magnetism.
C. Metals can be magnetized.
D. Stars are at different distances from the earth.
E. The earth wobbles on its axis.
F. There are two charges of electricity.

Generate your ideas on the following questions

2. What are human rights?
3. Where do they come from?
4. Why should anyone respect them?
5. Who has human rights?
6. Why do some groups require special human rights? Does this mean that they have
more rights than others?
7. Who looks after human rights?
8. Have we made any progress in reducing human rights violations?

3. Visit the website provided, study the following topic:

https://www.youtube.com/watch?v=6XXGF_V8_7M

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Write down the synopsis of the information on and indicate if this information casts doubt
or adds to the information you have learned before.
4. Discuss the following questions with a partner:
1. What are human rights?
2. Do you feel you have all the human ights you need?
3. Do you ever feel your human rights are being violated?
4. Does your government have a good record on human rights?
5. Which countries do you think have the worst human rights records and why do you
think this is so?
6. Do you think all people in the world are equal and everyone deserves the same rights?
7. Which people in your country have ―more equal rights‖ than others?
8. Do you think each government should have a minister/secretary for human rights?
9. Are you interested in reading and watching news stories on human rights?
10. Do you give money to human rights charities?
Text 2
You are going to read a text about racism in football. Before you read, look at the questions –
what do you think the answers might be?
1. Why might black football players not be accepted in UK football teams?
2. Were black players accepted by football crowds twenty years ago?
3. Who is working against racism in UK football?
4. What event happens all over Europe every year?

Show Racism the Red Card

Football, the largest spectator sport in the UK, has changed a great deal in the last twenty years.
Not so long ago black footballers frequently faced racist chants from the crowds. Premiership
players from countries outside the UK have said that this is a cultural thing. ‖ A Dad acts in a
certain way with his son right beside him‖. Another player agrees, ‖If everyday you hear
something like your father saying ‗I hate blacks‘ then one day the kid will say the same thing‖.
Premiership clubs now have top players from many countries and ethnic minorities born and
brought up in Britain. The racism experienced by these players has decreased thanks to
campaigns in schools and at football grounds.
‗Show Racism the Red Card‘ and ‗Kick Racism Out of Football‘ are two organisations working
to end the racism in football crowds. More recently, there have been a number of racist chants
and taunts at European football matches where black players from British clubs were playing.
Racism in football is still a European problem.
Every year British and European football clubs, top players and organisations are making a stand
against racism, celebrating action weeks, where there are many activities all over Europe to
explore ways of dealing with discrimination in football. The aim is to celebrate the contribution
that ethnic minorities and foreign players make to our national game. Schools, community
groups and football crowds will all be involved in making posters, speaking out against
intolerance and learning how to give everyone in British society a chance to play football.
Glossary:
• racial taunts: bad and insulting words
• chants: songs and phrases repeated again and again by crowds

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• campaign: an organised protest over a long period of time
• make a stand against: protest/refuse to accept or tolerate
• kick out of: remove
• football ground: the place where a game is played/stadium
• football pitch: the field where the game is played
Interpretation and discussion
1. What is the main reason for racist behaviour given by the players?
2. Think of 2 other possible reasons for racist taunts at football matches?
3. Give one example of action that campaigners in the UK use to combat racism?
4. Think of 3 ways to campaign in your school.

PRAGMATICS-ACTIVISATION
1. Dialogue-making
Discuss the following questions with your partner

1. When were you first aware of your race?

2. What do you remember from your childhood about how you made sense of human
differences? If you have kids, is it different for them today than your own experience?
3. How have external factors influenced your thinking about racial difference? Good or
bad? People, things, media, etc.?
4. How have stereotypes impacted your race framework?
5. How has race showed up in your personal life? Career? And in care and caregiving?
6. What feelings, thoughts, reflections are you holding in this moment? For yourself? Your
family? Your community?
7. What would it look like/feel like if things were good? If we were living in an accessible,
non-racist, safe culture and world?

Writing: Summarize the information you have got and write an essay on the following topic
“Can the same human rights standards be achieved internationally?”

CONTEXT-BASED COMMUNICATION
1. Public speaking: Prepare a public speech for the conference on the topic “Should men
and women have different rights?”
2. Project work.
Make a research on the following topic: “Should human rights be gender biased?”

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3.2. Humanity. Citizenship. Law.
LEAD-IN
1. Discuss the following quotation in groups. Express your opinion on it, whether
you agree or disagree with it.

2. Read the following statements and express your agreement or disagreement with
them.
1. We usually think about the legal implications of everyday activities.
2. Few of us would risk making transactions without first seeking legal advice.
3. People all over the world are becoming more and more accustomed to using legal means to
regulate their relations with each other.
4. Even though the TV set fails to work and the owner of the shop didn‘t return your money or
replace the TV set, we don‘t start thinking of taking legal advice.
5. When you buy a train ticket a lawyer may tell you it represents a contract with legal
obligations.
6. You may not sue against the person who didn‘t pay his debt.
7. The defendant accuses a plaintiff.
8. The court may listen to the testimony of one party.
9. All transactions in modern society are very complex.
10. Nobody should have basic knowledge of law.

CONCEPT STUDY

1. Watching a video “The role of law”

https://www.youtube.com/watch?v=2uWX1gZpIms

You are going to watch a video on the topic ―The role of law‖.

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 Answer the questions according to the video
1. What do laws serve as?
2. What does natural law refer to?
3. What does positivist law refer to?
4. What is criminal law associated with?
5. What does law provide?

INFORMATION-ACCUMULATION
Reading:
Text 1
Read the text “Law and society” and answer the following questions.

1. Were there any laws when the world was at a very primitive stage of development?
2. Why do we need rules and regulations nowadays?
3. Do we notice laws? Why?
4. When do we start thinking about the legal implications of our everyday activities?
5. In what case may we sue against Bert?
6. Where do we testify under oath?
7. Did Bert win or lose the case?
8. In what cases do people seek legal advice?
9. Why do companies employ lawyers?

TEXT
Law and Society
When the world was at a very primitive stage of development there were no laws to regulate life
of people. If a man chose to kill his wife or if a woman succeeded in killing her husband that was
their own business and no one interfered officially.
But things never stay the same. The life has changed. We live in a complicated world. Scientific
and social developments increase the tempo of our daily living activities, make them more
involved. Now we need rules and regulations which govern our every social move and action.
We have made laws of community living.
Though laws are based on the reasonable needs at the community we often don‘t notice them. If
our neighbour plays loud music late at night, we probably try to discuss the matter with him
rather than consulting the police, the lawyer or the courts. When we buy a TV set, or a train

202
ticket or loan money to somebody a lawyer may tell us it represents a contract with legal
obligations. But to most of us it is just a ticket that gets us on a train or a TV set to watch.
Only when a neighbour refuses to behave reasonably or when we are injured in a train accident,
the money wasn‘t repaid, the TV set fails to work and the owner of the shop didn‘t return money
or replace it, we do start thinking about the legal implications of everyday activities.
You may wish to take legal action to recover your loss. You may sue against Bert who didn‘t pay
his debt. Thus you become a plaintiff and Bert is a defendant. At the trial you testified under oath
about the loan. Bert, in his turn, claimed that it was a gift to him, which was not to be returned.
The court after listening to the testimony of both sides and considering the law decided that it
was a loan and directed that judgment should be entered in favour of you against Bert.
Some transactions in modern society are so complex that few of us would risk making them
without first seeking legal advice. For example, buying or selling a house, setting up a business,
or deciding whom to give our property to when we die.
On the whole it seems that people all over the world are becoming more and more accustomed to
using legal means to regulate their relations with each other. Multinational companies employ
lawyers to ensure that their contracts are valid whenever they do business.
1. Find the words in the text which match to the following definitions.
1. is the party that is accused in court of a crime or a civil offence.
2. is the party that starts or carries out civil proceedings. It is usually a private
citizen or a company.
3. is a civil legal proceeding against someone.
4. is an official court decision on the case.
5. are an official body whose job is to make sure that people obey the law, to catch
21 criminals, and to protect people and property.
6. is someone whose job is to advise people about laws, write formal documents or
represent people in court.
7. is a house or a room where all the information about the crime is given so that it
can be judged.
8. is a sum of money that you owe somebody.
9. is a formal statement that something is true, such as the one a witness makes in
a court of law.
10. is money that has been lost by a business, person or government.
11. is a legal means regulating relations between companies.
Dialogue:
Work in pairs. Read the dialogue and come up with its continuation.
Peter Hi, Alice. How are you getting on?
Alice Fine, thanks, Peter. What about you?
Peter I‘m O. K. I‘m glad to see you.

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Alice Me too. I‘m glad you are not in a hurry and we have time to talk today.
Peter Sure.
Alice I know you‘ve entered the university, haven‘t you?
Peter That‘s right.
Alice Congratulations. Why did you make up your mind to become a lawyer?
Peter
Alice

Reading
Text 2
The rise of fake news
A
In December 2016 Edgar M. Welch drove six hours from his home to Washington DC, where he
opened fire in a pizzeria with an assault rifle. He had previously read an online news story about
the restaurant being the headquarters of a group of child abusers run by Hillary Clinton. He
decided to investigate for himself; fortunately, no one was hurt.
B
The story about Hillary Clinton is one of the most famous examples of the growing phenomenon
dubbed ‗fake news‘. The conspiracy theory about the pizzeria began to appear on websites and
social networks in late October, before the US election. This was quickly denounced by
publications such as The New York Times and The Washington Post. However, many people
thought that these papers were themselves lying for political ends and instead of disappearing,
the fake story snowballed. Tweets from ‗Representative Steven Smith of the 15th District of
Georgia‘ claimed that the mainstream media were telling falsehoods. Even though both this
name and district were invented, the message was re-tweeted many times. A YouTube refutation
of the New York Times article got 250,000 hits.
C
Fake news stories can be hard to control for several reasons. Many people mistrust established
news sources and others just don‘t read them, so the debunking of a fake story by a serious
newspaper or TV channel has limited effect. In addition, the internet is very hard to police. When
users are caught misusing one media platform, they simply go to another one or start up a
website themselves.
D
There are also various reasons why people create fake news. Some have political motives, to
belittle or incriminate their opponents. Other websites, like The Onion, deliberately publish fake
news as satire – humorous comment on society and current affairs. Another group is in it for the
profit: many people clicking on entertaining fake news stories can bring in a lot of advertising
revenue. One man running fake news sites from Los Angeles said he was making up to US$
30,000 a month in this way. There are also those, like the small-town teenagers in Macedonia
who wrote fake news stories about Donald Trump, who seem to be motivated partly by money
and partly by boredom.
E
So, what can we do to stop fake news spreading? First, make sure that the websites you read are
legitimate, for example by looking carefully at the domain name and the About Us section.

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Check the sources of any quotes or figures given in the story. Remember that amazing stories
about famous people will be covered by the mainstream media if they are true. Only share stories
you know are true and let your friends know, tactfully, when they unknowingly share fake news.
Together we can turn around the post-truth world!

Task 1: Choose the best heading for each paragraph

1. The financial rewards of fake news Paragraph A
2. Motives for creating fake news Paragraph B
3. How can we try and control fake news Paragraph C
4. Why fake news is hard to stop Paragraph D
5. How a fake news story can grow Paragraph E
6. An example of a fake news story Not used

Task 2: Read the questions and choose the best answer.

1. Why did Edgar Welch go to the pizzeria?
a) He was trying to commit robbery
b) He hated all supporters of Hillary Clinton
c) He was working as a private investigator and investigating a crime
d) He had become concerned after reading an untrue news story
2. Why did many people not believe 'The Washington Post' and 'The New York Times'
when they denounced the pizzeria story?
a) They checked the facts and found that the articles were incorrect
b) The didn‘t trust anybody
c) They thought the newspapers had a political agenda
d) They thought the newspapers had not researched the story carefully enough
3. Who is Steven Smith?
a) A local politician from Georgia
b) A journalist on the ―New York Times ‖
c) A member of the US House of Representatives
d) A fictious person, created to attack the media
4. Which reason for the difficulty of controlling fake news stories is not given in the article?
a) Many people don‘t read the mainstream media
b) Online media platforms don‘t chek stories before publishing them
c) People are skeptical of the mainstream media
d) Fake news posters can easily switch to other websites and platforns if caught
5. Which type of motivation for the creation of fake news is not given?
a) It‘s a way of making money from people who pay to read the stories
b) It‘s a way of commenting on current affairs
c) It‘s a way of attacking your political opponents
d) It‘s a form of entertainment

Task 3: Fill the gaps with the correct word or phrase from the box

Fake liar claimed conspiracy theories false denounces truth

falsehood

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1. I know you‘re lying to me. Just tell me the !
2. Let‘s play a game. I tell you a fact and you have to tell me whether it's true or .
3. After John F Kennedy‘s assassination, there were lots of about who killed him
and why.
4. Many people prefer to wear fur instead of clothes made from real animal fur.
5. This newspaper article is of great importance. It human rights abuses all over the
world.
6. She accused him of telling a .
7. I swear that‘s the truth! Are you saying I‘m a ?
8. The website that the government has been lying to us, but it didn‘t present
much real evidence

Reading
Text 3
Read the text “Manitoba‟s court system” try to retell and comment on it
Manitoba‟s court system
There are three main courts in Manitoba: The Court of Appeal, the Court of Queen‘s Bench,
and the Provincial Court. Each deals with a distinct scope of responsibility, although there
are instances when they have shared functions.
Court of Appeal
This court is the senior and final court in Manitoba. It is headed by the Chief Justice of
Manitoba and is composed of 10 judges, federally appointed, pursuant to the Judges Act. The
court hears appeals from the Manitoba‘s Court of Queen‘s Bench and Provincial Court of
Manitoba, and deals with criminal, civil, family, and administrative law issues. It is located
in Winnipeg.
The Queen‟s Bench
This is the highest trial court for the province. It is a court of general and inherent
jurisdiction, which means that the judges of the court hear cases of all kinds and possess
powers that go beyond what is conferred on them by the statute. It hears the most serious
criminal trials and civil claims. Under this court is the Family Division that deals with cases
relating to family law and child protection. Small claims are also under this court. The Small
Claims Court deals with settling monetary disputes that do not exceed $10,000.
Provincial Court
This court mainly deals with criminal cases in the province. However, it may have limited
jurisdiction with the Court of Queen‘s Bench in family law matters that originate outside of
Winnipeg. After a person is charged, the court hears applications for bail, presides over first
appearance courts, resolution courts, preliminary inquiries (to determine whether there is
sufficient evidence to order an accused to stand trial), and various types of trial courts. It also
hears all Youth Court cases in Manitoba.
What happens when you are called for Jury Duty?
You may have a chance to be involved with the court if you are selected to serve jury duty. If
you are summoned for it, don‘t be afraid. Jury duty is your democratic right, a civic

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 responsibility, and a great honour. The following video explains how jury selection is done
and what you must do when you receive a summons:
For jury duty, you will have to go to the Court of Queen‘s Bench. Usually, this will involve
hearing criminal cases but there can be jury trials for civil cases involving defamation, false
imprisonment, malicious persecution, and malicious arrest as well. The judge is the one who
provides the jury with instructions and general information before the trial starts. Your role is
to listen, weigh the facts presented in court, and make decisions that are lawful and just.

PRAGMATICS-ACTIVISATION
1. Dialogue
Discuss the following questions with partner
1. Which law should be abolished?
2. Is it ok to break the law sometimes?
3. What law would you like to introduce?
4. Have you ever got into trouble for breaking the law?
5. How much do you agree that there is one law for the rich and another for the poor?
6. What would you do if you found out that your company was breaking the law?
7. Would you like to be a police officer?
8. Do you think there should be more or less laws?
9. Have you ever visited a court?
10. Have you ever needed a lawyer?

2. Speaking
Generate your ideas about the following quotations and discuss them in groups.

―Laws are like sausages, it is better not to see them being made.‖ Otto von Bismarck

―Justice delayed is justice denied.‖ William E. Gladstone

―Ethics is knowing the difference between what you have a right to do and what is right to
do.‖ Potter Stewart

3. Writing
Choose one of the quotations given above and write an essay in at least 250 words.

CONTEXT-BASED COMMUNICATION
1. Speaking
Discuss the following questions in groups:
1. Are some parts of this city considered more dangerous than others? Which parts?
2. Are there any places you are afraid to visit because of the high crime rate? If so,
where?
3. Are there problems with drugs where you live?
4. Are you apprehensive about walking outside after dark?
5. Do you always lock your house? How about your car?
6. Do you believe that public executions would deter crime? If so, how?
7. Do you drink and drive?
8. Do you know anyone who has been mugged?

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 9. Do you know someone who has been a victim of a violent crime?
10. Do you think abortion is a crime?

2. Watching video

Watch the video “What‟s next for law and society” and write a review.

https://www.youtube.com/watch?v=1bV4y_IS6r4

3. Project work
1. Analyzing the information you have got make a project work on the following topic
“Drug abuse and crimes: can the society break this connection with the help of the
laws?”
Recommendations:
1. Focus on something particular
2. Always remember who your audience are
3. Use the real cases to illustrate your point

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 3.3 Personality and morality

LEAD IN
1. Look at the following pictures. What comes to your mind when you see
them?

2. Discuss the following questions in pairs.

1. What are some characteristics of your personality?
2. What makes you happy?
3. What are some things that make you angry?
4. Are you happy with your personality?
5. Would you like to be different?
6. Are you a determined person? Are you a stubborn person?
7. Are you shy ? In which occasions are you shy?
8. Do you consider yourself selfish ? Why?
9. Is your personality suited to your job?
10. In what way has your personality changed? Why has it changed??

CONCEPT STUDY
1. Read the following information and express your opinion.

Morals refer to beliefs, principles, and values about what is right and what is wrong,
which are personal to each and every individual. A person's moral beliefs are often—
but not always—grounded in religion. Morals may also be grounded in secular
philosophical theories about right and wrong. One can be a moral person without being

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 a religious person.
Morals, like ethics, are culture-based and culture-driven, as well as time-dependent.
Only a few universal (or near-universal) morals exist, including the prohibitions against
murder, rape, and incest, and the moral duty to treat others as you would like to be
treated.
No one is or should feel compelled to abide by another person's morality, although
individuals are clearly obliged to comply with organized ethical and legal mandates.
Morals are exclusively intra personal. One is acting with moral virtue, or character,
when he or she strives to ―do the right thing.‖

Personality, a characteristic way of thinking, feeling, and behaving. Personality

embraces moods, attitudes, and opinions and is most clearly expressed in interactions
with other people. It includes behavioral characteristics, both inherent and acquired,
that distinguish one person from another and that can be observed in people‘s relations
to the environment and to the social group.

INFORMATION-ACCUMULATION

1. Reading
Read the text and do the multiple choice task
Differences between People
People differ physically from the moment of conception, but it is only after birth that an
individual can be observed. Family traits and characteristics are noted by adoring parents who
think the baby looks like another family member or definitely takes after the mother's side or,
without a doubt, has his father's nose.
Eye colour, skin colour and the texture of our hair are all different and depend on our
inherited genes. A baby born with ginger hair may in a few months‘ time have fair hair as the
birth hair falls out and is replaced. Hair can be fine, thick, straight or curly, and as we grow older
it gets thinner. Some hair loss is experienced at quite an early age whilst others have a full head
of hair throughout their lives. People with dark hair may find that it turns to grey or white even
before they reach their 40's.
European people in general have paler skin than if your ancestors come from Africa or
Asia. Skin can change colour if exposed to sunlight, but the tan does not last unless it is regularly
topped up.
The rate at which we develop and grow is variable. Boys and girls of the same age show
big differences in growth spurts especially when puberty is reached. At the age of 12, girls are
much taller than boys of the same age, but at 16 years of age, boys shoot up and overtake the
girls in height and body strength.
The way the body develops is not just a result of physical changes, as our mental processes
have a large part to play in what we want to achieve. A desire to become a skilful footballer, a
long distance runner or a strong swimmer require stamina and years of practise to try and attain
the top level. Even with hours of body building activities and work-outs in the gym, a person will
not be able to compete in a Strong Man competition if they have a small frame and fragile bones.
The food we eat will, to a certain extent, determine how we grow and gives us strong
bones. A lack of activity and eating too much sweet sugary food can result in people gaining
excessive amounts of weight. It seems unfair that one person can eat all sorts of fattening food
and not put on weight whilst others just 'looking at a cream cake' can put on pounds or kilos.

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1) What changes take place a few weeks after birth?
A) The noise the baby makes.
B) The skin colour.
C) The baby's hair.
D) The shape of the nose.
2) What causes pale skin to become brown or tanned?
A) Exposure to the sun.
B) Staying indoors.
C) Covering the body with sun cream lotion.
D) Spending time on a sun bed.
3) Roughly, at what stage in their development do girls start to grow in height?
A) When they start learning to swim.
B) When they start primary school.
C) When they eat raw vegetables.
D) When they reach puberty at the age of 12 or 13.
4) What do we need to succeed in sport at the top level?
A) A strong body and a determination to keep persisting.
B) Extra tuition.
C) Lots of work in the gym.
D) Good food.
5) What happens to our bodies if we eat too much and do not take enough exercise?
A) We feel happy.
B) We get fat and overweight.
C) Our muscles get flabby.
D) We do not have any energy.

2. Look at the diagram on personality and try to analyze it. Explain how are these
items related to personality.

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 3. Reading
You are going to read the text “Second nature”. Before reading try to guess
what this text could be about.

Second nature
Your personality isn't necessarily set in stone. With a little experimentation, people can reshape
their temperaments and inject passion, optimism, joy and courage into their lives
A
Psychologists have long held that a person's character cannot undergo a transformation in any
meaningful way and that the key traits of personality are determined at a very young age.
However, researchers have begun looking more closely at ways we can change. Positive
psychologists have identified 24 qualities we admire, such as loyalty and kindness, and are
studying them to find out why they come so naturally to some people. What they're discovering
is that many of these qualities amount to habitual behaviour that determines the way we respond
to the world. The good news is that all this can be learned. Some qualities are less challenging to
develop than others, optimism being one of them. However, developing qualities requires
mastering a range of skills which are diverse and sometimes surprising. For example, to bring
more joy and passion into your life, you must be open to experiencing negative emotions.
Cultivating such qualities will help you realise your full potential.
B
'The evidence is good that most personality traits can be altered,' says Christopher Peterson,
professor of psychology at the University of Michigan, who cites himself as an example.
Inherently introverted, he realised early on that as an academic, his reticence would prove
disastrous in the lecture hall. So he learned to be more outgoing and to entertain his classes.
'Now my extroverted behaviour is spontaneous,' he says.
C
David Fajgenbaum had to make a similar transition. He was preparing for university, when he
had an accident that put an end to his sports career. On campus, he quickly found that beyond
ordinary counselling, the university had no services for students who were undergoing physical
rehabilitation and suffering from depression like him. He therefore launched a support group to
help others in similar situations. He took action despite his own pain - a typical response of an
optimist.
D
Suzanne Segerstrom, professor of psychology at the University of Kentucky, believes that the
key to increasing optimism is through cultivating optimistic behaviour, rather than positive
thinking. She recommends you train yourself to pay attention to good fortune by writing down
three positive things that come about each day. This will help you convince yourself that
favourable outcomes actually happen all the time, making it easier to begin taking action.
E
You can recognise a person who is passionate about a pursuit by the way they are so strongly
involved in it. Tanya Streeter's passion is freediving - the sport of plunging deep into the water
without tanks or other breathing equipment. Beginning in 1998, she set nine world records and

212
can hold her breath for six minutes. The physical stamina required for this sport is intense but the
psychological demands are even more overwhelming. Streeter learned to untangle her fears from
her judgment of what her body and mind could do. 'In my career as a competitive freediver, there
was a limit to what I could do - but it wasn't anywhere near what I thought it was/ she says.
F
Finding a pursuit that excites you can improve anyone's life. The secret about consuming
passions, though, according to psychologist Paul Silvia of the University of North Carolina, is
that 'they require discipline, hard work and ability, which is why they are so rewarding.'
Psychologist Todd Kashdan has this advice for those people taking up a new passion: 'As a
newcomer, you also have to tolerate and laugh at your own ignorance. You must be willing to
accept the negative feelings that come your way,' he says.
G
In 2004, physician-scientist Mauro Zappaterra began his PhD research at Harvard Medical
School. Unfortunately, he was miserable as his research wasn't compatible with his curiosity
about healing. He finally took a break and during eight months in Santa Fe, Zappaterra learned
about alternative healing techniques not taught at Harvard. When he got back, he switched labs
to study how cerebrospinal fluid nourishes the developing nervous system. He also vowed to
look for the joy in everything, including failure, as this could help him learn about his research
and himself. One thing that can hold joy back is a person's concentration on avoiding failure
rather than their looking forward to doing something well. 'Focusing on being safe might get in
the way of your reaching your goals,' explains Kashdan. For example, are you hoping to get
through a business lunch without embarrassing yourself, or are you thinking about how
fascinating the conversation might be?
H
Usually, we think of courage in physical terms but ordinary life demands something else. For
marketing executive Kenneth Pedeleose, it meant speaking out against something he thought was
ethically wrong. The new manager was intimidating staff so Pedeleose carefully recorded each
instance of bullying and eventually took the evidence to a senior director, knowing his own job
security would be threatened. Eventually the manager was the one to go. According to Cynthia
Pury, a psychologist at Clemson University, Pedeleose's story proves the point that courage is
not motivated by fearlessness, but by moral obligation. Pury also believes that people can
acquire courage. Many of her students said that faced with a risky situation, they first tried to
calm themselves down, then looked for a way to mitigate the danger, just as Pedeleose did by
documenting his allegations.
Over the long term, picking up a new character trait may help you move toward being the person
you want to be. And in the short term, the effort itself could be surprisingly rewarding, a kind of
internal adventure.

Task 1
Write no more than two words for each answer
Psychologists have traditionally believed that a personality 1...................... was impossible and
that by a 2......................a person‘s character tends to be fixed. This is not true according to
positive psychologists, who say that our personal qualities can be seen as habitual behaviour.

213
 One of the easiest qualities to acquire is 3. ..................... However, regardless of the quality, it is
necessary to learn a wide variety of different 4. .................... in order for a new quality to
develop; for example, a person must understand and feel some 5. .................... in order to increase
their happiness.

Task 2
Match each statement with the correct person
1. People must accept that they do A. Cristopher Peterson
not know much when first trying something B. David Fajgenbaum
new. C. Suzanne Segerstrom
D. Tanya Streeter
2. It is important for people to E. Todd Kashdan
actively notice when good things happen. F. Kenneth Pedeleose
G. Cynthia Pury
3. Courage can be learned once its
origins in a sense of responsibility are
understood.

4. It is possible to overcome
shyness when faced with the need to speak in
public.

4. Writing
Generate your ideas on the following statement and write an essay in 200-250 words

―Moral values are positive teachings that help one to do right things in life. Moral values differ
from one individual to another.‖

PRAGMATICS-ACTIVISATION
1. You are going to watch the video “How culture drives behaviors”.
https://www.youtube.com/watch?v=l-Yy6poJ2zs

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 1. Watch the video and answer the following questions
1. Why was speaker surprised when a man came and started talking to him?
2. What three ways of relating to the culture has he named? Describe each of them.
3. Why did the guide think that his friend was not interested in what she was telling
them about?
4. How does cultural diversity help in professional sphere?
5. What is politeness according to the speaker?
2. Watch the video again and write a reflective paragraph on it.

3. After watching, think about the following statements and express your opinion.

―Moral values are imbibed through people – cultures, religion, teachers, traditions, society and
parents. ‖

―One keeps learning and improvising himself or herself by receiving new moral values.‖

―Moral values find peace through conflict resolutions and prevention and healthy relationships
that resolve conflicts‖

Dialogue
1. Discuss the following questions with partner

Student A questions

Do you consider yourself to be an ethical person?

Have you ever found a smart phone? What did you do? If you haven‟t, what do you think
you would do?

Would you risk your life to save another person?

Would you jump into a deep river to save a drowning animal?

What should a person do if they find a wallet? What do people usually do? What would
you do?

What are some ethical dilemmas you have faced?

Student B questions

Is stealing ALWAYS wrong? When is it right to steal?

If you could save people by killing one person, would you?

215
How often do you lie? When is it okay to lie?

What makes a person act ethically or unethically?

If you saw a pickpocket stealing someone‟s wallet what would you do?

Should poor people be punished for stealing if they are stealing to feed their family?

CONTEXT-BASED COMMUNICATION

1. Speaking: Generate your ideas on the following quotations and express your opinion

―Good moral character is the first essential in a man.‖

George Washington
―The right way is not always the popular and easy way. Standing for right when it is unpopular
is a true test of moral character.‖
Margaret Chase Smith
―Be more concerned with your character than your reputation, because your character is what
you really are, while your reputation is merely what others think you are.‖
John Wooden

2. Writing: Choose one of the quotations given above and write a report in 100-150
words

List of used literature:

1. https://www.un.org/en/about-us/universal-declaration-of-human-rights
2. https://www.humanrightsfirst.org/topics
3. https://www.thehumanprojects.com/human-rights-resources
4. https://www.amazon.com/Humanitys-Law-Ruti-Teitel/dp/0199975469
5. https://www.britannica.com/topic/crime-against-humanity
6. https://www.merriam-webster.com/dictionary/humanity
7. file:///C:/Users/ACER/Downloads/16873-49451%20(1).pdf
8. https://www.franksonnenbergonline.com/blog/9-powerful-reasons-why-your-moral-
character-matters/
9. https://journals.sagepub.com/doi/full/10.1177/1088868318811759
10. http://www.behavsci.ir/article_100375.html

216
Kazakh Ablai khan University of International relations and World
Languages
Foreign Language Teacher Training Faculty

Theory and Practice of Intercultural Communication Department

Science and Society

Created by:
Toishybekova G. A., Beisegul D. T, Sartbayeva E. K.

Almaty, 2021

217
 CONTENT

Unit Theme/Sub themes Pages

Intro Science and Society
1 Unit 1 Management: 224
1.1 Corporate culture 224
1.2 HR management 236
1.3 Project management 242
2 Unit 2 Finance: 254
2.1 Financial culture 254
2.2 Monetary system 268
2.3 Financial legislation 278
3 Unit 3 Entrepreneurship 295
3.1 Business policy 295
3.2 Business trends 306
3.3 Business investments 312

218
 UNIT 1 MANAGEMENT
1.1 CORPORATE CULTURE
“Culture has emerged as one of the dominant barriers to effective integrations. Companies
with different cultures find it difficult, if not impossible, to communicate and operate
effectively.”
Deloitte M&A Institute
LEAD-IN
1 Look at the pictures and generate ideas or your associations on their message.

https://www.google.com/search?q=corporate+culture&safe=strict&source=l
https://www.google.com/search?q=corporate+culture&safe=strict&source=l
nms&tbm=isch&sa=X&ved=2ahUKEwie8JvZgf3vAhWHxosKHaZKCHQQ
nms&tbm=isch&sa=X&ved=2ahUKEwie8JvZgf3vAhWHxosKHaZKCHQ
_AUoAXoECAEQAw&biw=1344&bih=730#imgrc=IBTmhEpXShfH0M [2]
Q_AUoAXoECAEQAw&biw=1344&bih=730#imgrc=N8O1tLiFDT82zM
[1]

2 Discuss the following questions.

1. What are some things that define a culture?
2. What do you think is interesting about your culture?
3. Do you know much about your own culture?
4. When people from other countries think about your culture, what do they usually think
of?
5. In your culture, is it polite to be straightforward and direct when you talk to someone?
3 Watch a video on the topic “Corporate culture”, and then discuss with your partner.
https://whatis.techtarget.com/definition/corporate-culture [3]

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CONCEPT STUDY
TEXT A1
1 Study the text and say what the characteristics of corporate culture are.
What is corporate culture?
Corporate culture is the collection of values, beliefs, ethics and attitudes that characterize an
organization and guide its practices.
To some extent, an organization's culture can be articulated in its mission statement or vision
statement. Elements of corporate culture include the organization's physical environment;
human resource management practices and staff work habits. Corporate culture is also
reflected in the degree of emphasis placed on various defining elements such as hierarchy,
process, innovation, collaboration, competition, community involvement and social
engagement.
A corporate culture that reflects the broader culture is usually more successful than one that is
at odds with it. For example, in the current global culture, which values transparency, equality
and communication, a secretive company with a strictly hierarchical structure is likely to have
trouble recruiting and retaining workers and appealing to customers and partners.
However, some organizations create unique cultures that break from certain norms and
expected best practices, a move that can define the organizations as trailblazers and help them
succeed in the marketplace.
All organizations, whether they are for-profit companies, nonprofit entities, or even
government agencies, have a sense of self that can be called corporate culture.

https://whatis.techtarget.com/definition/corporate-culture [4]

TEXT A2
Read the text and then in small groups create “Mind map”.
The importance of developing a corporate culture
Culture can shape and influence almost all aspects of an organization, including organizational
effectiveness, overall success and the bottom line.
Researchers have found that organizations that have well-conceived cultures supported with
good policies that attract workers who fit well with the environment ultimately have more
committed and productive employees.
Business partners, customers and the general public also often react to companies that are
considered to have positive corporate cultures, which in turn helps organizations succeed over
time.
On the other hand, research has found that organizations that lack a defined culture or that
have fostered a toxic culture are at higher risk for poor economic results, higher employee
turnover and even failure. In fact, experts have found that negative corporate cultures have
caused or at least contributed to criminal corporate activity and other serious problems. For
example, the late Edward Kennedy, the long-time U.S. senator from Massachusetts, blamed
the implosion of the energy company Enron in 2001 on "a crisis of corporate culture."

https://whatis.techtarget.com/definition/corporate-culture [5]

220
TEXT B1
1 Study the following micro texts from the „Cultural behaviour in business‟ and be ready to
answer the questions.

Much of today's business is conducted across international borders, and while the majority of the
global business community might share the use of English as a common language, the nuances
and expectations of business communication might differ greatly from culture to culture. A lack
of understanding of the cultural norms and practices of our business acquaintances can result in
unfair judgements, misunderstandings and breakdowns in communication. Here are three basic
areas of differences in the business etiquette around the world that could help stand you in good
stead when you next find yourself working with someone from a different culture.
Addressing someone

When discussing this topic in a training course, a German trainee and a British trainee got into
a hot debate about whether it was appropriate for someone with a doctorate to use the
corresponding title on their business card. The British trainee maintained that anyone who
wasn't a medical doctor expecting to be addressed as 'Dr' was disgustingly pompous and full of
themselves. The German trainee, however, argued that the hard work and years of education
put into earning that PhD should give them full rights to expect to be addressed as 'Dr'.
This stark difference in opinion over something that could be conceived as minor and thus
easily overlooked goes to show that we often attach meaning to even the most mundane
practices. When things that we are used to are done differently, it could spark the strongest
reactions in us. While many Continental Europeans and Latin Americans prefer to be
addressed with a title, for example Mr or Ms and their surname when meeting someone in a
business context for the first time, Americans, and increasingly the British, now tend to prefer
using their first names. The best thing to do is to listen and observe how your conversation
partner addresses you and, if you are still unsure, do not be afraid to ask them how they would
like to be addressed.

Smiling

A famous Russian proverb states that 'a smile without reason is a sign of idiocy' and a so-
called 'smile of respect' is seen as insincere and often regarded with suspicion in Russia. Yet in
countries like the United States, Australia and Britain, smiling is often interpreted as a sign of
openness, friendship and respect, and is frequently used to break the ice.
In a piece of research done on smiles across cultures, the researchers found that smiling
individuals were considered more intelligent than non-smiling people in countries such as
Germany, Switzerland, China and Malaysia. However, in countries like Russia, Japan, South
Korea and Iran, pictures of smiling faces were rated as less intelligent than the non-smiling
ones. Meanwhile, in countries like India, Argentina and the Maldives, smiling was associated
with dishonesty.

Eye contact
An American or British person might be looking their client in the eye to show that they are
paying full attention to what is being said, but if that client is from Japan or Korea, they might
find the direct eye contact awkward or even disrespectful. In parts of South America and
Africa, prolonged eye contact could also be seen as challenging authority. In the Middle East,

221
eye contact across genders is considered inappropriate, although eye contact within a gender
could signify honesty and truthfulness.
Having an increased awareness of the possible differences in expectations and behaviour can
help us avoid cases of miscommunication, but it is vital that we also remember that cultural
stereotypes can be detrimental to building good business relationships. Although national
cultures could play a part in shaping the way we behave and think, we are also largely
influenced by the region we come from, the communities we associate with, our age and
gender, our corporate culture and our individual experiences of the world. The knowledge of
the potential differences should therefore be something we keep at the back of our minds,
rather than something that we use to pigeonhole the individuals of an entire nation.

https://learnenglish.britishcouncil.org/sites/podcasts/files/LearnEnglish-Reading-C1-Cultural-
behaviour-in-business.pdf [6]

3 Match the words with the definitions.

1 Stark A)Subtle differences in meaning
2 Mundane B) To be useful to someone in the future
3 To stand someone in good stead C) Arrogant and self-important
4 Pompous D) Extreme and obvious, often used with
'difference' or 'contrast'
5 Nuances E) To be thought of as
6 To break the ice F) Boring, uninteresting or ordinary
7 To be conceived as G)To do something that helps relieve the
tension and get conversation going,
especially between people meeting for the
first time
8 To pigeonhole someone H) To label someone and put them in a
restrictive category

4 Choose the correct answer.

1. The British trainee felt that the people who want to be addressed as 'Dr' must be …
A. hard-working.
B. conceited and self-important.
C. doing a medical degree.
D. from Germany.
2. If you are not sure how to address someone, you should …
A. use the title you see on their business card.
B. make your decision based on cultural stereotypes about their country.
C. address them the way you would like to be addressed.
D. ask them what they would like you to call them.
3. There might be a misunderstanding if an American smiles at a Russian business
associate because the Russian might think that the American is ...
A. being fake.
B. challenging their authority.

222
 C. trying to break the ice.
D. disrespectful.
4. The Japanese, South Koreans and Iranians might interpret a smiling face as being
…
A. friendlier.
B. less open.
C. not as intelligent.
D. dishonest.
5. Americans and British people sometimes use eye contact to show that they ...
A. like the speaker.
B. are really listening to what is being said.
C. are honest and truthful.
D. are attending to every need of the speaker.
6. The last paragraph warns the reader not to ...
A. engage in international business.
B. let national cultures shape the way we behave and think.
C. let miscommunication damage our business relationships.
D. overgeneralise using our knowledge of cultural stereotypes.

5 Are the sentences True or False?

1. When doing business internationally, there is a possibility that we might misinterpret what
each other is saying even though we are speaking the same language.
True/False
2. To the German trainee, having a PhD is equivalent to being a medical doctor.
True/False
3. Sometimes, the smallest things can trigger a huge emotional response in us, especially when
they are things we are not used to.
True/False
4. In the research done on the perceptions of smiles, people from different countries were asked
to rate photos of smiling faces and non-smiling ones.
True/False
5. Making eye contact can be interpreted in different ways in different cultures but is almost
always a positive thing.
True/False
6. The writer recommends keeping possible cultural differences in the forefront of our minds
when doing business with people from different cultures.
True/False

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6 Summarize the information from the „and write one paragraph on the topic
„Cultural behaviour in business‟.
Culture is defined as

7 DISCUSSION
What practices have you encountered that seemed strange or even inappropriate to you?

INFORMATION-ACCUMULATION
TEXT C1
You are going to read four extracts from introductions to books on popular culture.
An introduction to popular culture
Four writers summarise their beliefs about various aspects of popular culture
A
The whole concept of ‗popular culture‘ is a relatively modern one and as a phenomenon it is
key to the understanding of any modern society. Earnest studies on the subject are abound and
indeed there are whole branches of academia dedicated to research and theories on the topic,
but in many cases what these do is over-complicate something that is in reality a relatively
simple matter. Popular culture springs from small groups of like-minded people getting
together with new ideas and then it spreads out to the population at large if they find these
ideas appealing. Much of it relates to the young and for them it gives a happy sense of being
separate from other generations and therefore ‗special‘ in some way.

В
Popular culture may once have sprung from the people themselves, and indeed this was the
original definition of the term for many experts, but it is naïve to consider that this remains the
case. Instead, it has become something imposed on the public from on high, a business
commodity that merely pretends to have its roots in the creativity of ‗the people‘ but in fact is
simply a money-making enterprise like any other. What people choose to buy and consume in
the area of popular culture speaks volumes about their society and is a main indicator of what
that society is like. This is especially true in the area of ‗youth culture‘, where the young gain
a sense of self and of belonging via shared tastes and possessions. Studies of popular culture
tend to focus on the more exciting aspects and to ignore the more mundane, which ironically
are often the most interesting.

C
To summarise it briefly, popular culture is developed by the people for the people and when it
has become popular enough, commodified for profit by the business world. Studies of popular
culture have proliferated over the years, and experts in the field have developed their own
vocabulary and criteria for analysing it. These studies often stress the social aspects rather than
the commercial ones. For the younger participants in popular culture, these issues are
irrelevant, as what they get from it is a sense of identifying with a particular contemporary
group, a comforting sense of community. They are disinclined to analyse this themselves. It is

224
worth remembering, however, that at any age, popular culture is often a minority interest –
today‘s media like to give the impression that the vast majority of people are swept up in it
whereas this is frequently not the case.

D
If ordinary members of the public were to read most of the worthy studies of popular culture
that academics produce, they would find them overblown and ridiculous in taking such
everyday and essentially trivial things so seriously. In the media, excitable journalists and
experts exaggerate the importance to most people of the current popular culture phenomena,
which in reality do not much occupy the minds of most people. The one area where these
observations may not hold true, however, is among the young, where popular culture can have
undue influence, encouraging them to acquire unrealistic ideas about how they can live their
lives and therefore potentially having a damaging effect on their futures. One of the more
interesting aspects of popular culture for all ages is its unpredictability – a new phenomenon
can suddenly emerge that grips a section of society and that takes the commercial world
entirely by surprise, forcing it to react swiftly to keep up and to capitalise on that latest
phenomenon.
https://engexam.info/cae-reading-and-use-of-english-practice-tests/cae-reading-and-use-of-
english-practice-test-2/6/ [7]

1 For questions, 1-4, choose from the reviews A-D. The extracts may be chosen more than
once.
Which writer …
1. takes a similar view to writer A on studies of popular culture?
2. differs from the others on what causes popular culture to arise?
3. shares writer B‘s opinion on the significance of popular culture?
4. has a different opinion from the others on the impact of popular culture on young people?

VOCABULARY

Vocabulary Related To Culture

Culture Culture can be defined as all the ways of life including arts, beliefs,
and institutions of a population that are passed down from generation
to generation. Culture has been called "the way of life for an entire
society." As such, it includes codes of manners, dress, language,
religion, rituals, games, norms of behavior such as law and morality,
and systems of belief as well as the art.

Cultured Showing good taste or manners

Belief 1. The mental act, condition, or habit of placing trust or confidence in

another:
" My belief in you is as strong as ever."
2. Mental acceptance of and conviction in the truth, actuality, or
validity of something:

225
 " His explanation of what happened defies belief."
3. Something believed or accepted as true, especially a particular
tenet or a body of tenets accepted by a group of persons.

Ethics A system of accepted beliefs which control behavior, especially such

a system based on morals.

Values Beliefs of a person or social group in which they have an emotional

investment (either for or against something).
"He has very conservatives values"

Civilization The social process whereby societies achieve an advanced stage of

development and organization

Cultural specificities It's interesting to learn about the cultural specificities of other
countries

Culturally acceptable It isn't culturally acceptable in some countries to blow your nose in
public places.

Cultural conflicts We should try hard to avoid cultural conflicts as they are a result of a
misunderstanding.

Cultural stereotypes A fixed idea that people have about what someone or something is
like, especially an idea that is wrong.
Cultural stereotypes make our understanding of other cultures
difficult.

Cultural diversity The fact or quality of cultures of being diverse or different.

Cultural diversity should be considered as a source of enrichment
rather a source of conflicts.

Cultural uniqueness Culture/customs, which make a country distinctive/different from

other countries.

Cultural Mistaken thoughts, idea, or notion; misunderstandings about a

misconceptions culture. These are false ideas about a culture resulting from
misunderstanding rather than from reality.

Cultural shock A condition of confusion and anxiety affecting a person suddenly

exposed to an alien culture or milieu.
"The first time she went to Japan, Isabel got a huge culture shock."

Racial behavior Behavior resulting from a belief that race accounts for differences in
human character or ability and that a particular race is superior to
others (racism or racialism.)
" We may limit the danger of racial behavior if there is a mutual
understanding of different cultures."

Local culture Local culture refers to the culture developed at the local level.

226
1 Do the exercise below on the vocabulary related to culture and click on the button to
check your answers. Choose the right words from the box.
Behaviour Acceptable Conflicts
Global Diversity Emigrants
Shock Stereotype Misconceptions
Technology

1. One of the problems face is cultural , which is a

condition of confusion and anxiety affecting a person suddenly exposed to a new culture.
2. Some country thinks that a country with cultural may face cultural .
Other people, however, think that such a country may benefit from the variety and
richness of its culture.
3. A is a false, distorted assumption associated with a group of people.
4. For some cultures, it is not culturally to burp in front of people.
5. Racial is the result of cultural .
6. The world has become a village thanks to .
LISTENING
You will hear a reporter who has just arrived in Beijing after living in Tokyo for two years.
It results in him feeling some culture shock.

A. Identify true statements

1-4 According to the reporter, which FOUR of the following statements are true?
A. Crossing a road is more difficult in Japan than in China.
B. In Japan, pedestrians pay little attention to traffic signals when crossing the road.
C. Although he admires many aspects of Japanese culture, he never felt that he was accepted
in Japan.
D. Emotions are expressed more openly in China than in Japan.
E. When he was trying to buy a subway ticket in China, the local people were very helpful.
F. He speaks Chinese fluently, so he is confident about his new position in China.
G. He is excited to have the opportunity to learn about and work in another culture.

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 B. Matching the statements with their sources.
To which country do the following words apply? Choose either ―China‖ or ―Japan‖ next to
each statement.

5. ―Everyone seems to be in a constant race or scramble to get on top.‖

6. ―Everyone tries to get ahead of the next guy.‖

7. ―…… civil and polite‖

8. ―The sheer scale of the place is both exciting and frightening.‖

9. ―……their obsession with order and detail‖

C. Multiple Choice
Choose the correct statement:
10. The reporter will miss living in Japan

A. because he was learning to speak Japanese

B. because he admires the exquisiteness of Japanese culture.

C. because Chinese people are not very friendly.

D. because he felt safer in Japan.

Follow this link: https://www.esleschool.com/culture-shock-listening-exercise/ [8]

PRAGMATICS-ACTIVISATION
CASE STUDY #1
When one negotiator speaks, others laugh, look down and away, interrupt, and eat.
Questions:
How does intimidation look? Sound? Feel?
Do your assumptions and analysis change if all negotiators are men? Women? One
man negotiating with a group of women?
You are asked to offer ideas for improving negotiations. How would you first check
out all perspectives?

Public Speaking: Prepare a public speech for the conference on the given topic: ‗The
importance of developing a corporate culture‘.

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CONTEXT-BASED COMMUNICATION

WRITING PROJECT WORK.

Create your own culture project. Make a poster about corporate culture.
Follow the stages:
Introduction
Task
Process
Result/Product
Evaluation/Reflection

229
1.2 HR management
LEAD IN
Discuss the following quotations and share your point of view
―Nothing we do is more important than hiring people. At the end of the day, you bet on people,
not strategies.‖ Lawrence Bossidy

―Employees engage with employers and brands when they‘re treated as humans.‖ Meghan Biro

―In order to build a rewarding employee experience, you need to understand what matters most
to your people.‖ Julie Bevacqua

―To win the marketplace, you must first win the workplace.‖ Doug Conant

86 Motivational Quotes About HR for Teams and Managers - People Managing People [9]

CONCEPT STUDY
1. Match the phrases in the box to the definitions

A. Group incentives
B. The Assessment Centre
C. In-house vs. external training and developement
D. Collective vs. individualist orientation
E. Importance of social responsibility

1. is a group selection activity, consisting of exercises and simulations that allow

the recruiter to evaluate if the candidates have certain competencies necessary
for specific role(s).
2. In a culture with a "collective" orientation, sharing is valued over boasting,
winning in competition, or motor skills. With 'individual', learning experiences
are unique.
3. First, workers and society benefit directly because organizations ( rather than the
government) bear some of the costs of helping workers. Second, it has been said
that if all organizations in a society were socially responsible, the quality of life
as a whole would be higher. Indeed, several management experts have argued
that the way organizations behave toward their employees determines many of a
society's values and norms and the ethics of its citizens. It has been suggested
time if all organizations adopted a caring approach and agreed their
responsibility is to promote the interests of their employees, a climate of caring
would pervade the wider society.
Also, it is the right thing to do and companies that act responsibly toward their
Stakeholders benefit from increasing business and see their profits rise
4. Benefits of in-house: tailored to company's needs, less cost and resource
intensive, certain nr. of trainees needed
• Benefits of external training: fresh knowledge, wider experience, opportunity
for benchmarking
5. These are based on the same principles as the individual payment by results
system, but are used when the individualistic approach is not wanted by the
organisation.

230
2. Read the text and answer the questions
Since you found issues in some of the human resource practices at Stewart Incorporated, you
wisely decide that you better return to and evaluate the cognitive ability and interview selection
methods (discussed above for the Exercise 1 questions). You think that it is necessary to review
whether or not these selection procedures are valid. Originally when the selection system was put
into place, a concurrent validity study was done for each selection device using incumbents
(current employees). However, over the past few years, the job description for entry-level
salespersons has changed dramatically. As such, you feel it is necessary to re-establish the
validity of both the cognitive ability test and the interview. Furthermore, if the organization‘s
selection procedures were shown to have adverse impact, it would be important to demonstrate
the reliability and validity of the procedure as evidence in favor of the organization‘s selection
procedures. Be complete when answering the following questions. Always remember to include
answers to all parts of the questions.
Answer the following questions:
1. Based on what you know about selection and employment testing and measurement from class
and the textbook, do you think the organization is using an adequate selection procedure for
entry-level salespersons? Why or why not?
2. Whether or not you believe that the selection procedure being used is adequate, how could the
system be improved?
3. What role does job analysis play in deciding on what selection devices will be used for a
particular position? What role does job analysis play in validating selection devices?
(PDF) Teaching human resource management concepts with experiential exercises | Melissa
Gruys - Academia.edu [10]

INFORMATION-ACCUMULATION
1. Look at the mind map and talk about the role of management process in HR

Strategic Human Resource Management - ppt video online download (slideplayer.com)

[11]

231
 2. Watch a video and discover the answers to the questions
INTRODUCTION INTO HUMAN RESOURCES MANAGEMENT - LECTURE 01 - YouTube [12]

1. What is Human Resource Management (HRM)?

2. Which Megatrends determine future challenges in HRM?
3. What are key fields of action in HRM?

3. Complete the gaps with verbs from the list to describe some of the competences of a
manager. Try to use each verb once
build develop ensure identity improve motivate react to
A manager should be able to:
1.staff performance
2.an effective team
3.change
4.creativity
5.staff
6.problems
7.deadlines are met

4. Read the article on the advantages of Recruitment Agencies and discuss the questions
bellow.

Advantages of Recruitment Agencies

FULL SUPPORT
A recruitment agency communicates with both employers and job seekers. They find out what
job vacancies are available, and who is best to fill them. They provide support to the candidates
as well as the clients too.
As a candidate, you will receive feedback on your application and how to improve yourself. The
recruitment agency wants you to succeed. They'll always help with whatever queries you may
have. Whether it's about your CV or interview questions, your recruiter will help and guide you.
If you are an employer, recruitment agencies help to ease your recruitment problems. Whether
you need to mass hire or have an urgent position to fill, the agency will work to your
requirements. The recruiters will want to provide you with only the best CV's. If they send you
irrelevant candidates, you‘re likely to not use them again.
FASTER HIRING PROCESS
Using a recruitment agency can speed up the time it takes to find a new employee. When using a
recruitment agency, you provide them with details about the role as well as hiring time.
Because the recruitment agency is already set up, you won‘t need to attract and shortlist
candidates. The recruitment agency handles the whole process which saves you a lot of hassle.
Once you‘ve given them your job, they will deliver the top few candidates for your
consideration. These agencies already have a vast database of talent, so you'll gain access to this
network.
If you‘re a candidate, it‘s great to have someone communicating with the employer on your
behalf. By using a recruitment agency, you can concentrate on more important things
HIGHER QUALITY CANDIDATES

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It‘s difficult to find candidates, never mind the high-quality candidates you require. With a
recruiter's professional experience, you can improve the quality of the candidates. The vast pool
of talent that comes with an agency means you‘ll gain access to vetted candidates.
Agency recruiters are experts in candidate selection. They are trained to assess candidates and
may have the experience you don't.
SPECIALIST KNOWLEDGE
Recruitment agencies can tell you what the job market currently looks like. They'll also let you
know how to best achieve your recruitment needs.
Most recruitment agencies specialise in a certain industry, role or level. These agencies will have
a better knowledge of their job market. If you need an agency with a deeper understanding you
should look into specialist agencies.
Even a generalist agency can offer valuable insight. They are experts in their field. In every
recruitment agency, they will have extremely qualified professionals. In-house recruiters may not
be able to give professional advice and guidance to hire better candidates.
Questions:
1. Does your company use recruitment advertising agencies for designing and placing job
advertisements?
2. What are the advantages and disadvantages in your field of business?
3. How does your company deal with corporate identity?
4. Is the same agency or department in your company responsible for both functions?
Advantages and Disadvantages of Recruitment Agencies (briterecruitment.com)
[13]

PRAGMATICS-ACTIVISATION
Data for the interview
Group Number interviewed Number who passed
Caucasians 110 78
African Americans 7 6
Hispanics 39 21
Asian Americans 2 1
Men 4 2
Women 15 6
Total 177 114

1. Now it is your responsibility to complete an evaluation of the organization‟s selection

procedures by answering the following questions. Please be complete when answering the
questions and always remember to include answers to all parts of the questions.
For the given data, is there any evidence of adverse impact against any race, sex, or
ethnic group (please provide all of your calculations with your answer). If so, against which
protected group?
2. If the total selection process for a job has no adverse impact, should the individual
components of the selection system be evaluated for adverse impact? Why or why not?
3. If there is evidence of adverse impact in selection, what kind of action should be taken? Are
these actions mandatory?

2. Look at the mind map and discuss with a partner keeping in mind the following points:
Factors shaping the identity of the job analysis
Parts of job descriptions that matter in forming the identity

233
 What is Job Analysis | Business Mgt (wordpress.com)
[14]
3. Discuss the functions of HRM with a partner and make a dialogue

Unit 18 Human Resource Management Assignment Morrisons - Locus Help

(locusassignments.com) [15]
4. Make an essay describing the functions of HRM. (150-200words)
1. Introduction: Explain in your own words what the graph is showing
2. Overview: In general terms, tell what main and interesting features are.

234
 3. Body 1-5: Explain these features in detail. If you have numbers, this is a good place to
include them. Use five body paragraphs if you have two graph.

CONTEXT-BASED COMMUNICATION
Project work 1.
Prepare a report about retail credit services
You have been asked to prepare a report for a consumer magazine on the subject of retail credit
cards.
1. Choose two large department stores that operates in your city
2. find out how their credit cards operate
3. find out what abuses of the credit system can occur and what sort of losses can be incurred
4. find out about any insurance and protection measures that have been implemented
5.so, including all of the steps send your report

Project work 2.
Prepare a report about a franchise opportunity
You and your friends are interested in setting up your own business by buying the right to use
the brand name of a well- known company.
With your team:
1. Choose a business that interests you
2. Find as much general information as you can about franchising and in particular about
the brand that you are interested in.
3. Establish what you need to set up the business
4. Find out the franchiser actually offers
5. Establish the cost of setting up the franchise
6. Present your findings to the class

235
 1.3 PROJECT MANAGEMENT

"At its most fundamental,

project management
is about people getting things done."
DR MARTIN BARNES, APM PRESIDENT

LEAD-IN:
1. Look at the pictures and generate your ideas:

https://images.app.goo.gl/J1LRdsYZgFU7JAnv5 [16] https://images.app.goo.gl/uLY2nRmqgBF2bvt27 [17]

2. Answer the following questions:

1. What management means?
2. What is the concept and definition of management?
3. What is management example?
4. What are the types of management?

3. Discuss the following quotations and share your point of view

"Management is doing things right; leadership is doing the right
things"
Peter F.
"Management is, above all, a practice where art, science, and craft
meet"
Henry Mintzberg.
―The best executive is the one who has sense enough to pick good men
to do what he wants done, and self-restraint to keep from meddling
with them while they do it.‖

Theodore Roosevelt

236
 ―Surround yourself with the best people you can find, delegate
authority, and don‘t interfere as long as the policy you‘ve decided
upon is being carried out.‖

Ronald Reagan

CONCEPT STUDY
3. Match the phrases in the box to the definitions
to feel pulled in both directions to touch base with someone to feel stretched
to learn the ropes to have a smooth-sailing experience to see the big picture
to give a someone a heads-up to move the goalposts

1 to tell or warn someone that something is going to

happen
2 to have a more complete perspective on a situation
3 to change the targets or the rules of a situation
unfairly
4 to feel as if people are making difficult demands of
you that push you past what you are comfortable
doing
5 to learn the basics of how to perform a job or task
6 to make brief contact with someone
7 to be in a situation where you feel loyalty to two
opposing groups of people
8 to be able to progress without much difficulty

4. Read the text: „Managing a problem‟

From: Jo Backhouse
To: Karl Anderson
Date: 17 October
Subject: Support for Judy
Dear Karl, I received a call from Judy a couple of days ago to discuss some of the issues that she
was having and I thought I‘d give you a heads-up on what was said, seeing that you are Judy‘s
project team leader. Judy really enjoys working with you and the team and finds the project very
interesting, but I think she‘s feeling a bit lost and struggling to see the big picture. It seems that
she‘s been © 2019 British Council www.britishcouncil.org/learnenglish given a fair amount of
autonomy to carry out the tasks that you‘ve given her, and of course this level of delegation is
not uncommon in your branch. But I believe in her Tokyo office, she is used to a bit more
managerial direction and guidance and so is finding this international project quite daunting.
When I asked her about meeting her deadlines, she mentioned that due to the recent changes to
the project timeline, her goalposts have been moved, and she doesn‘t seem to really understand
why this has happened. Bearing in mind that she‘s also facing simultaneous deadlines from her
department in Tokyo, we can presume that she might be feeling a bit stretched. Looking ahead, I
was wondering if we could make it easier for Judy by offering her more direction when setting
her tasks, at least until she learns the ropes and gets used to working unsupervised. I think she‘d
also appreciate you giving her a clearer idea on how her role in the team fits into the overview of

237
things. Do you think you could maybe outline the group and individual targets at your next team
meeting and that way, everyone not only gets a reminder of the end goal, but each team member,
including Judy, might have a more holistic view of the whole project? I was also thinking it
might help to touch base with her every so often to make sure that she‘s up to date with any
changes to the overall plan of attack. In the meantime, I‘ll write to her manager in the Tokyo
office and see how aware they are of the deadlines you‘ve given her, and if they could in some
way review her responsibilities and co-ordinate her tasks so that she doesn‘t constantly feel
pulled in both directions. Judy is an extremely conscientious worker and is eager to contribute
positively to the team. Personally, I think she is someone with high potential and will be an asset
to our international projects if properly mentored. I‘m keen to know your thoughts on the matter
and am open to any suggestions on how we could better support Judy so that she has a more
smooth-sailing experience on the team.
Best regards,
Jo Backhouse
Head of Department International Projects.
Source: https://learnenglish.britishcouncil.org/skills/reading/advanced-c1/managing-a-problem [18]

2a. Choose the best option in the following sentences using information from the text.
1. Why is Jo writing to Karl?
a. To suggest that his management style is not suitable for the current members of his team
b. To let him know about the issues his team member is facing and help him manage them
c. To tell him how to solve his problems
d. To ask him to take it easy on Judy and not give her too much work
2. What is Judy not used to?
a. Being told what to do
b. Collaborating with people internationally
c. Being left to do things on her own
d. Delegating work to other people
3. Why is Judy confused by the changing targets?
a. She feels as if she needs to understand the reason for changes.
b. She has simultaneous deadlines from the Tokyo office.
c. She doesn‘t want to know the bigger picture, just her part.
d. She doesn‘t like meeting deadlines.
4. Who might benefit from having a better overview of the project and a better understanding of
how the individual tasks fit together to achieve the group target?
a. Only Judy
b. Judy and the Tokyo office
c. Judy and Karl
d. Judy and the rest of Karl‘s team
5. What does Jo think of Judy?
a. Judy works well independently but isn‘t a good team player.
b. Judy is lazy and prefers managers to tell her exactly what to do.
c. Judy is very hard-working and capable and will go far in the company.
d. Judy is very enthusiastic but not very experienced.
6. Which of these does Jo do in her email?
a. Mix positives in with the negatives
b. Focus on the solutions

238
 c. Use language to show that she‘s expressing her own opinion or a possibility and not hard
facts
d. All of the above

2b. Match the problems with the solutions

Problems
a. Judy is feeling stretched with multiple deadlines.
b. Judy can‘t see the big picture.
c. Judy is not used to so much autonomy.
d. Judy finds the changing targets and deadlines confusing.

Solutions
1. Karl could outline the team and individual targets during the next week. ……
2. Karl could give her more direction until she learns the ropes. ……
3. Karl could touch base with her regularly and make sure she‘s up to date with the changes.
……
4. Jo could write to Judy‘s Tokyo office to make them aware of her deadlines and co-ordinate
her tasks. ……

5. Discuss in groups:
How do you deal with problems at work? Have you ever had to write an email similar to
this one?

INFORMATION-ACCUMULATION
1. Look at the mind map and talk about the role of management in Economics

Source: https://images.app.goo.gl/Z1jun5bNrXuG2Nvr8 [19]

239
2. Read the text and pay attention to the bolded phrases

Managerial Economics

Managerial Economics can be defined as amalgamation of economic theory with

business practices so as to ease decision-making and future planning by management.
Managerial Economics assists the managers of a firm in a rational solution of obstacles faced in
the firm‘s activities. It makes use of economic theory and concepts. It helps in formulating
logical managerial decisions. The key of Managerial Economics is the micro-economic theory
of the firm. It lessens the gap between economics in theory and economics in practice.
Managerial Economics is a science dealing with effective use of scarce resources. It guides the
managers in taking decisions relating to the firm‘s customers, competitors, suppliers as well as
relating to the internal functioning of a firm. It makes use of statistical and analytical tools to
assess economic theories in solving practical business problems.
Study of Managerial Economics helps in enhancement of analytical skills, assists in
rational configuration as well as solution of problems. While microeconomics is the study of
decisions made regarding the allocation of resources and prices of goods and services,
macroeconomics is the field of economics that studies the behavior of the economy as a whole
(i.e. entire industries and economies). Managerial Economics applies micro-economic tools to
make business decisions. It deals with a firm.
The use of Managerial Economics is not limited to profit-making firms and
organizations. But it can also be used to help in decision-making process of non-profit
organizations (hospitals, educational institutions, etc). It enables optimum utilization of scarce
resources in such organizations as well as helps in achieving the goals in most efficient manner.
Managerial Economics is of great help in price analysis, production analysis, capital budgeting,
risk analysis and determination of demand.
Managerial economics uses both Economic theory as well as Econometrics for rational
managerial decision making. Econometrics is defined as use of statistical tools for assessing
economic theories by empirically measuring relationship between economic variables. It uses
factual data for solution of economic problems. Managerial Economics is associated with the
economic theory which constitutes ―Theory of Firm‖. Theory of firm states that the primary aim
of the firm is to maximize wealth. Decision making in managerial economics generally involves
establishment of firm‘s objectives, identification of problems involved in achievement of those
objectives, development of various alternative solutions, selection of best alternative and finally
implementation of the decision.
Source: https://www.managementstudyguide.com/managerial-economics.htm

[20]

2a. Create a mind map according to the information taken from the text and share your
ideas

240
 Source: https://images.app.goo.gl/i9EEFNEe7qSXqFd58
[21]
2b. Brainstorm the definitions for the following principals of managerial economics
Marginal and Incremental Principle
Equi-marginal Principle
Opportunity Cost Principle
Time Perspective Principle
Discounting Principle

3. Listen to the project management meeting to practise and improve your listening skills.

https://learnenglish.britishcouncil.org/skills/listening/advanced-c1/a-project-management-
meeting
[22]
3a. Preparation. Match the vocabulary with the correct definition
VOCABULARY DEFINITION
1 …… to collaborate A a benefit that a company‘s products or services
provide to customers
2 . …… a value proposition B something that a person has agreed to have
ready by a specific time
3 …… to work cross C someone who has an interest in the success or
functionally failure of a project or product
4 …… a deliverable D to work together with others in order to achieve
something
5 …… a timeline E a project schedule
6 . …… a stakeholder F to work with people from different divisions or
departments

3b. Check your understanding: multiple choice. Do this exercise while you listen. Circle the
correct option to complete the sentences
1. The project is important because …
a. it will improve what the company is offering the customer.

241
b. it involves working with people from other departments.
c. the head office is closely following its progress.

2. Matteo is concerned about …

a. communication in the team.
b. taking on work that they have little experience of.
c. not having time to work on the project.

3. Akiko is the best person to do the customer survey questionnaire because …

a. she normally handles the company‘s marketing initiatives.
b. she has worked with John on similar tasks.
c. she has studied the subject.

4. Matteo initially asks for …

a. paid overtime.
b. an assistant.
c. a reduction in his targets.

5. John‘s immediate response to Barbara‘s offer to help Matteo is …

a. enthusiastic.
b. not entirely positive.
c. a definite no.

6. It‘s important that Matteo does the designs because …

a. a client has asked specifically for him.
b. no one else knows how to do them.
c. he has the software to do them at home.

3c. Put the words and phrases in the correct order to make longer phrases. Do this exercise
while you listen.
1 get good clear to It‘s this
2 up It‘s to you
3 all have a lot you I know on
4 this your help appreciate on I really
5 to do So, the need first thing we is the questionnaire
6 to but I‘m already I‘d love up tied
7 moment I‘m at overloaded the
8 OK. We‘ll out it It‘s work

3d. Discuss the following task in pairs

Do you have any tips for effective meetings?

242
4. Watch a video and discover the answers to the questions

https://www.kcl.ac.uk/study/undergraduate/courses/economics-and-management-bsc

1. Can we use statistics to solve global problems?

2. What's the best way to understand behaviour at work?
3. How should governments spend money?

1. Can we use statistics to solve global problems?

2. What's the best way to understand behaviour at work?
3. How should governments spend money?

4a. After watching, think about the following statements and express your opinion.

Economics attempts to Discussing the housing crisis with my

understand and address many of grandmother was a pivotal moment in my
the world‘s most serious study of economics.
problems.

4b. Make up your dialogue.

Speaker1: Imagine that you are participating in the conference ―Managing of Economics is a
core solution to the financial problems‖. In your speech you should try to include above
mentioned statements
Speaker2: You are a journalist participating in the conference Managing of Economics is a core
solution to the financial problems‖. You are trying to show the essential drawbacks in managing
economics. Think about the questions which you may ask the participants.

243
PRAGMATICS-ACTIVISATION
1. Watch a video and answer the following questions:

https://youtu.be/Jk-JwtScIlw
[24]

1 What is a project?
2 What does the project management mean?
3 Why do we use project management?
4 What is an example of project management?
5 When do we use project management?
6 Who is responsible for the project?

1a. After watching, write a report, considering the theme “Manager in projecting” (120-
150 words)
2. Read the extract from the article “Project Management Overview” and discuss the
project constraints
Project management is the application of knowledge, skills, tools, and techniques applied to
project activities in order to meet the project requirements. Project management is a process that
includes planning, putting the project plan into action, and measuring progress and performance.
Managing a project includes identifying your project‘s requirements and writing down what
everyone needs from the project. What are the objectives for your project? When everyone
understands the goal, it‘s much easier to keep them all on the right path. Make sure you set goals
that everyone agrees on to avoid team conflicts later on. Understanding and addressing the needs
of everyone affected by the project means the end result of your project is far more likely to
satisfy your stakeholders. Last but not least, as project manager, you will also be balancing the
many competing project constraints.
On any project, you will have a number of project constraints that are competing for your
attention. They are cost, scope, quality, risk, resources, and time.
Cost is the budget approved for the project including all necessary expenses needed to deliver
the project. Within organizations, project managers have to balance between not running out of
money and not underspending because many projects receive funds or grants that have contract
clauses with a ―use it or lose it‖ approach to project funds. Poorly executed budget plans can
result in a last-minute rush to spend the allocated funds. For virtually all projects, cost is
ultimately a limiting constraint; few projects can go over budget without eventually requiring a
corrective action.

244
Scope is what the project is trying to achieve. It entails all the work involved in delivering the
project outcomes and the processes used to produce them. It is the reason and the purpose of the
project.
Quality is a combination of the standards and criteria to which the project‘s products must be
delivered for them to perform effectively. The product must perform to provide the functionality
expected, solve the identified problem, and deliver the benefit and value expected. It must also
meet other performance requirements, or service levels, such as availability, reliability, and
maintainability, and have acceptable finish and polish. Quality on a project is controlled through
quality assurance (QA), which is the process of evaluating overall project performance on a
regular basis to provide confidence that the project will satisfy the relevant quality standards.
Risk is defined by potential external events that will have a negative impact on your project if
they occur. Risk refers to the combination of the probability the event will occur and the impact
on the project if the event occurs. If the combination of the probability of the occurrence and the
impact on the project is too high, you should identify the potential event as a risk and put a
proactive plan in place to manage the risk.
Resources are required to carry out the project tasks. They can be people, equipment, facilities,
funding, or anything else capable of definition (usually other than labour) required for the
completion of a project activity.
Time is defined as the time to complete the project. Time is often the most frequent project
oversight in developing projects. This is reflected in missed deadlines and incomplete
deliverables. Proper control of the schedule requires the careful identification of tasks to be
performed and accurate estimations of their durations, the sequence in which they are going to be
done, and how people and other resources are to be allocated. Any schedule should take into
account vacations and holidays.

Source: https://opentextbc.ca/projectmanagement/chapter/chapter-2-what-is-a-project-project-management/ [25]

2a. Recall: Work in pairs, explain the given mind map with the information taken from the
text

2b. Summarize the information from the „Project Management Overview‟ and write one
paragraph on the topic special points

Project could be defined as ,

1. Study the terms used in Project Management and match them with
their definitions
2c. Exchange your paragraph with a partner and decide would you mind to add some

245
3. In pairs, make a conversation following the chart below.

Student A Student B
Project management is the application
of knowledge and skills applied to Agree
project activities (Express opinion).
Project management is a power of a
Disagree manager who controls the employees work
(Express opinion)

4. Make a poster in pairs on theme “Constraints of Project Management” and present it to

your groupmates
CONTEXT-BASED COMMUNICATION
1. Project work 1.
Choose one of the activities of Project Management from the list below and prepare a
short news item from a newspaper. Explain your reasons for choosing the clippings.

Project management activities are mainly divided into three main categories Planning,
Scheduling and Controlling.

1. Planning: Planning activities include defining project objective, resource planning, etc.
2. Scheduling: Scheduling activities include developing detailed milestones and guidelines
for the project. These activities are performed typically before actual initiation of the
project.
3. Controlling: Controlling activities include developing budget and finance control points,
measuring of scheduled tasks are performed.

2. Project work 2.
1. Find information on the given techniques from different resources.
2. Provide a list of instruction to use them in projecting
3. Write troubleshooting ideas and Frequently Asked Questions.
4. Create “How to” guides based on your findings and make a presentation

There are several techniques utilized for project management. Some of the techniques are as
follows, and they are mainly used for project scheduling.

 Gantt Charts: These charts are used to depict the project tasks against time. It monitors
progress of individual project tasks and also highlights dependency if any between those
project tasks.
 Network Planning Techniques: These techniques show the relationship between project
activities, project duration, critical path, constraints of non-critical activities and resource
utilization. There are two types of network planning techniques Critical Path Method
(CPM) and Program Evaluation and Review Technique (PERT).

3. Write your report on the issues discussed on Project works by making

small analysis on them (at least 200-250 words)

246
 UNIT 2 FINANCE
2.1 FINANCIAL CULTURE
LEAD-IN
1. Look at the pictures and generate ideas or your associations on their message.

https://im.indiatimes.in/content/2020/No https://media.npr.org/assets/img/2020/08/18/image-
v/big_ from-ios_wide-
5fb4ad3670710.jpg?w=2184&h=1116& 3a92e39ea8ff1bb6939cc6789620c6214d756942.png
cc=1 [26] ?s=1400 [27]

2. Give answers to the following questions.

1. What do you know about financial culture?

2. What is financial culture?
3. How does finance affect your life?
4. What is the importance of financial culture in our daily lifestyle?
5. Is it important to be a financially educated person in today's world?

CONCEPT STUDY
TEXT A1

1. Read the text about financial culture, then try to understand and analyze it.

https://cdn2.vectorstock.com/i/1000x1000/70/66/cartoon-for-financial-vector-6377066.jpg [28]

247
 INTRODUCTION
Financial culture of young adults is an important research topic, well worth considering from
various aspects. In parallel with the development of financial markets financial products have
also become more complex and complicated (Habschick et al., 2007; Botos et al., 2012).
Unfortunately, the complex nature of needs and markets goes with the low level of financial
knowledge and financial culture (Chen and Volpe, 1998; Volpe and Chen and Liu, 2006, Lusardi
and Mitchell, 2014).
Kenesei‘s study examining three dimensions of financial literacy in Hungary reveals that the
high level of financial knowledge and attitude do not necessarily result in appropriate,
responsible and future oriented financial behaviour (Kenesei, 2014). From the above it is clear
that the development of the financial culture is of the utmost importance, and also financial
behaviour has to be shifted into the right direction. Family is the primary socialization agent in
children‘s life. This is true for consumer behaviour too (e.g. Caruana and Vassallo, 2003;
Moschis, Prahasto, Mitchell, 1986), and a step further, for consumer finances as well (e.g.
Webley and Nyhus, 2006; Rettig, 1983; Hira et al., 2013).
In Hungary, research on financial literacy and the resulting reports, working papers and
articles started to appear in increasing number from 2012. The ability to delay gratification and
time orientation are concepts that unavoidably arise when discussing financial literacy, and yet
these topics have yet to receive the attention they merit in financial literacy research. The aim of
this paper is to provide a literature review about the different aspects of financial culture and
financial literacy and to give deeper insight into the phenomenon of the financial behaviour,
financial attitudes, financial well-being, time-perspective and ability of delayed gratification (see
Figure 1). There are further aspects of financial culture, but they are not encapsulated in this
study.
FIGURE 1. ASPECTS OF FINANCIAL CULTURE

Financial
behavior

Financial Financial
well-being attitudes

Aspects of
financial
culture

Other Delaying
aspects gratification

Time-
perspective

http://www.ekof.bg.ac.rs/wp-content/uploads/2014/10/004.pdf [29]

248
 1. Summarize the information from introduction part and create your mind map on
the topic „Financial culture‟.
2. Share your ideas and mind maps with a partner/in class.

INFORMATION-ACCUMULATION
TEXT B1
1. Read and analyze the following definitions.
Financial transaction - agreement, or communication, carried out between a buyer and
a seller to exchange an asset for payment.
Economic Transaction: transfer of goods, the rendering of services (including saving and risk-
taking), and transfers of money and other investments between residents of one country and
residents of another country.
Capital structure - the particular distribution of debt and equity that makes up the finances of a
company.
Net present value (NPV) - the difference between the present value of cash inflows and the
present value of cash outflows over a period of time.
Dividend policy - the policy a company uses to structure its dividend policy of shareholders.
Leverage - the exertion of force by means of a lever.
Taxes- a compulsory contribution to state revenue, levied by the government on workers' income
and business profits, or added to the cost of some goods, services, and transactions.

2. Read the text and study the role of culture in finance.

https://image.freepik.com/free-vector/personal-finance-cartoon_24640-41281.jpg
[30]

249
 Role of Culture in Finance
The role of Culture in Finance Newly developed methods of communication transformed
the world into highly integrated place, where new global standards and collaborative corporate
systems were established. Increased importance to participate in financial and economic
transactions had made it relevant for all countries to use such financial theories as Capital structure,
Net Present value, and Dividend policy, Leverage and Taxes. However, each country‘s unique
political and legal structure, cultural ideology and economic circumstances influence the extent to
which these theories are used and determine a particular approach for their implementation.
Financial knowledge and the ability to manage one's finances is important for a company,
but on a smaller scale, it is equally important for every person's individual budget. People who
can manage their finances better by having an understanding of financial and economic
principles (which can also be called financial culture) are likely to be more satisfied as they
enjoy the benefits of better budgeting and are less troubled during tough financial times. In could
be argued, therefore, that such people will be better able to concentrate on doing their job well,
since they will not be worrying about their finances all the time.

https://think.ing.com/articles/your-culture-influences-your-money-choices-more-than-
you-think/
[31]

3. Match the following phrases with their meaning.

Leverage the difference between the present value of

cash inflows and the present value of cash
outflows
Economic Transaction the policy a company uses to structure its
dividend policy of shareholders

Net present value the particular distribution of debt and equity

that makes up the finances of a company

Taxes the exertion of force by means of a lever

4. Answer the following questions.

 What do you think about role of finance in culture?

 What kind of financial theories were have mentioned in the text?
 What is Capital Structure?
 Do you face taxes in your daily life?

5. Summarize the studied information “Role of Culture in Finance”. Write

one paragraph.

250
 The role of Culture in Finance is -

6. Introduce your summarizing to other students.

TEXT B2
IN THE WORLD OF FINANCE.

https://image.shutterstock.com/image-vector/people-growing-money-tree-flat-260nw-
1673443792.jpg [32]

In the world of finance, money is traded and transacted via different methods. In life,
most people like you make money by working and earning compensation through our efforts.
Once we have that money, we usually spend it on things like a home, food, clothes, and other
necessities. Excess cash can redirect towards non-essentials. That said, experts generally invest
extra money into various places to seek a prosperous return.
Students who enjoy mathematics find themselves drawn to finance as a study. That‘s
because of the subject‘s innate diversity in applications and utilities. Crucial sectors like the real
estate market and corporate finance see a lot of importance in the study of this subject. For that
reason, the topic is a popular field of education for many college students.
Some popular types of finance that hold importance in our daily lives include investment
and commercial banking. These sectors provide financial growth to individuals and businesses.
On a similar note, real estate employs a lot of finance experts who help determine property value
as well as home loans and appraisals.
For more individual-minded topics, finance professionals also work in financial planning
and asset management. These areas focus on how to properly use, save, and invest money with
an emphasis on individuals rather than businesses. If you need help creating a budget, a financial
planner can sit with you and figure out your finances. It‘s one of the many reasons finance holds
importance in our daily lives.
https://www.dave4math.com/finance/ [33]

251
 1. DEBATE.
Theme: Is it important to be financially educated person in today's world?
Discuss the pros and cons of the problem question with other students, dividing into two
groups.

2. Look at the following picture “Cash Flow”. How do you understand the simple
schema in the picture? Write a short summarize.

https://www.advisor.ca/wp-content/uploads/sites/5/2020/02/800x600_tax-time_iStock-
915633582.jpg [34]

Cash Flow

252
TEXT B3
WHAT IS BANK?

If you search the Internet for the word "bank", the search engine will
give you tens of millions of links.
The bank is the center of the country's financial system, which consists of three main parts:
* banks — organizations that carry out operations with money and securities;
* depositors — people and organizations that
deposit money to banks;
* borrowers — people and organizations that
take out loans from banks.

DEPOSITORS BORROWER
S

The main task of the bank is to collect savings (i.e. temporarily free funds of the population and
organizations) and provide them as a loan to other people and organizations that need these
funds. With the money received on credit, they will be able to buy the goods and services they
need or invest them in production, i.e. invest. Thus, banks perform an important function of
converting savings into investments, without which economic growth is impossible.
https://m.economictimes.com/thumb/msid-77525190,width-1200,height-900,resizemode-
4,imgsize-112483/tax.jpg [35]

253
1. Project work. Make a poster “Bank System” and introduce your work into the class.

BANK

BORROWERS DEPOSITORS

TEXT B4
WHAT IS A BANK DEPOSIT?
As we have already found out, the most important function of the bank is to store your
savings. You can transfer money to the bank for temporary use in many ways. The most
common of them is making a deposit to a bank account. You come to the bank, fill out an
application, show your passport and ask the operator to open an account for you.
Attention! Think about what you are doing. In essence, you transfer your money to the
bank — you brought it either in cash, or arrange for the transfer of part of your salary or savings
from another account. You have voluntarily decided not to spend part of your income on
consumption, but to save it for the future. Such accumulated savings in the form of money make
up a part of your assets. If you have other assets, such as precious metals, securities, or ancient
manuscripts, you can also deposit them in a bank.

https://fmc.hse.ru/data/2016/05/24/1131578238/2.%20%D0%94%D0%BB%D1%8F%20
%D1%83%D1%87%D0%B0%D1%89%D0%B8%D1%85%D1%81%D1%8F%208-9.pdf [36]

1. Write an essay, answering these questions

How does a deposit differ from a bank deposit?
What are the main conditions of a bank deposit?
What is the deposit liquidity?
What is the difference between demand deposits and term deposits?
What is the difference between accumulative and savings deposits?
How do I compare the deposit terms offered by several banks?

254
 2. Analyze following concepts and write a description.

Deposit-
Transfer money-
Bank account-
Cash-
Salary-
Income-
Consumption-
Assests-
Precious metals-
Securities-
Ancient manuscripts-

TEXT C1
WHAT ARE TAXES?
Taxes are involuntary fees levied on individuals or corporations and enforced by a government
entity—whether local, regional or national—in order to finance government activities. In
economics, taxes fall on whomever pays the burden of the tax, whether this is the entity being
taxed, such as a business, or the end consumers of the business's goods.

https://cdn.thecollegeinvestor.com/wp-content/uploads/2018/02/WP_HTAX.jpg
[37]

There are several very common types of taxes:

Income Tax—a percentage of individual earnings filed to the federal government

255
 Corporate Tax—a percentage of corporate profits taken as tax by the government to fund
federal programs.
Sales Tax—taxes levied on certain goods and services
Property Tax—based on the value of land and property assets
Tariff—taxes on imported goods imposed in the aim of strengthening internal businesses
Estate tax—rate applied to the fair market value of property in a person's estate at the
time of death

PRAGMATICS-ACTIVISATION
1. CASE STUDY.
Bank services to individuals
Go to the website of any bank and find the section of its services to individuals. Here are just
some services, such as KaspiBank (https://kaspi.kz/), which may be useful to you.

LOANS BANK CARDS DEPOSITS TRANSFERS

Consumer loans Convenient and How to invest Money transfers in
Housing loans modern your money Russia and abroad
Car loans payment profitably and
make a profit
method

PAYMENTS
KASPI STORE CASH CURRENCY MY BANK
Simple and
Large selection Purchase and Information about
convenient
of products at sale cards, credit cards
ways to pay for
low prices and deporits
services of foreign currency in
cash

Determine what services your chosen bank provides, for example, in the field of payments? Does
your family make payments through a bank?
2. CASE-STUDY
1. Read the following instruction:

Background Executive Summary

Vision Film Company (VFC) was founded The extraordinary success of independent
fifteen years ago by two Polish expatriates. films in recent Academy Awards shows that
Now based in Krakow, Poland, it has there is a huge demand for dramatic human-
produced numerous television commercials interest films, whether they are performed by
and documentaries, some of which has won unknown actors or by stars. This proposal is
international awards for originality and for an independent feature film with a budget
creativity. It has a small, highly-experienced of $5.5 million.
production staff and depends on an extensive The Polish Affair is a romantic thriller
freelance staff for its projects. about Alicia, a young Polish interpreter, and a
The Director and Executive Producer of British intelligence officer, Justin, who meet
VF now want to make a feature film. The film and fall in love in the chaos of Vienna at the
is a drama set in post-war Europe. VFC have end of the Second World War. Without

256
presented their business plan to a film finance warning Alicia disappears, and their brief,
company, European Finance Associates passionate relationship ends. When, ten years
(EFA). later, they meet again by chance in Berlin
EFA have provisionally agreed to finance their feelings for each other as strong as ever.
the project with a budget limit of $10 million. However, as the mystery behind Alicia‘s
They have asked for a second meeting next disappearance unfolds it threatens to destroy
month (April) to negotiate the details of the them both. This story will have great appeal
finance package. Industry practice is for film to all age groups, but especially to film-goers
finance companies to be repaid their in the 25-40 age group, who form a large
investment, usually with interest, and receive segment of most countries‘ film-going
a share of the film‘s net profits. audience.
Here are some extracts from the VFC.
Business Plan.

Target audience Production Schedule Draft Budget (key costs

25-40-year olds; well- This year US$)
educated, frequent film-goers. July: Complete financing Story and script: 400,000
The film will also appeal to and casting Producer‘s fee/costs: 370,000
older people. December: Complete pre- Director‘s fee: 120,000
Target Market: production Principal artistes: 140,000
Worldwide distribution. TOTAL: 1,030,000
Main markets: USA, Canada, Next year
Europe. March-June: Carry out Production unit: 1,500,000
Promotion principal photography Camera crew/equipment:
To help the producer make July: Complete studio 290,000
deals with major film editing Artistes (other than
distributors, the film will be principals): 280,000
shown at key film festivals Final year Music: 450,000
(e.g. Cannes and Berlin). January-June: Sundance Travel and Transport: 230,000
Film Festival (US Hotel and living expenses:
distribution deals) 950,000
Berlin Film Festival Completion bond: 290,000
Cannes Film Festival TOTAL: 3,990,000
(European distribution
deals) Other expenses: 480,000
Publicity campaign TOTAL COST: 5,500,000
Release film in the US and
Europe.

Three-year income projection summary: Reasons why The Polish Affair will appeal
Gross revenues to audiences worldwide
LOW: $15 million - Outstanding script
MEDIUM: $25 million - Romantic interest
HIGH: $40 million - Exciting locations: Warsaw, Vienna,
Berlin
- Dramatic tension

257
 1. Task: Work in groups:
Group A: Director and Executive Producer of Vision Film Company
Director and Executive Producer of Vision Film Company
1. Financial terms
After repaying 100% of EFA‘s investment ($5.5 million) you will then share the net profits of
the film on a 50/50 basis.
2. Payment of instalments
You want the loan to be paid in the following way:
a) On signing financing contract (April/May) – 25%
b) Before the principal photography (March) – 50%
a) At the end of the principal photography (June) – 15%
b) When laboratory work is completed (July) – 10%
3. Choice of director
Director: you have a brilliant track record in the advertising sector of the film business. You
have also written the remarkable script for the film. Try to persuade EFA that you are the right
person to direct this film.
4. The leading actors
You want to use two unknown actors in the main roles. They have agreed to perform in the
film and you believe they have great ―star potential‖. If you have to use established stars, this
could add $1-2 million to your costs – perhaps even more.
5. Distribution
You are confident of signing up major distributors once the film is made and its quality is
apparent to everyone (good story, wonderful script, plus your technical skills.)
6. Artistic independence
You want complete independence when making the film, especially in two matters:
a) the film should have a sad ending which will highlight the high moral standards of the
two main characters.
7. Launch date
Preferably July (Final year)
A three-month publicity campaign immediately after the Sundance Film Festival is essential
for the film‘s success in the United States.

Group B: Directors of European Finance Associates

Directors of European Finance Associates
1. Financial Terms
You want to be repaid 120% of your investment ($6.6 million) within five years of the launch
of the film, plus 70 % of the net profits of the film. Your reasons are: it is a high-risk
investment; the producer and director have no track record in making feature films; they want
to use unknown actors.
2. Payment of instalments
You want to pay the loan to Vision Film Company in the following way:
c) Pre-Production (September) – 10%
d) Before the principal photography (March) – 40
e) At the end of the principal photography (June) – 35%
f) When laboratory work is completed (July) – 15%
3. Choice of director
You do not believe that the present director has suitable experience for this film. You want to
appoint someone with a good track record in feature films and offer that person a salary, plus a
share of the profits.
4. The leading actors

258
You feel strongly that two European stars should have the principal roles. They would greatly
increase the profit potential of the film and also attract major distributors.
5. Distribution
The director and producer of VF do not understand that it is difficult to sign up distributors,
especially when they do not have a track record in feature films. To do deals, you need contact
and skills. You can help VFC to make the necessary deals, but this will involve time and
money.
6. Artistic independence
The film makers can have a great deal of independence – you will not interfere. However, they
should bear in mind the following:
a) The film must have a happy ending. Film-goers do not like to leave a cinema feeling
sad.
b) The film should contain some ―flashback‖ war scenes involving Alicia and Justin in
order to attract younger film-goers.
7. Launch date
March (final year) at the latest, to follow up its expected success at the Sundance Film
Festival.
file:///C:/Users/User/Desktop/KazUIR&WR/New_Market_Leader_-_Upper-
Intermediate_Course_b.pdf
[38]

2. Read your role cards and prepare for the negotiation. Then hold a meeting and
negotiate a suitable agreement.

WRITING
As Executive Producer of Vision Film Company or as a Director of European Finance
Associates, write an e-mail to all senior staff informing them of the results of the negotiation
and indicating how the project will proceed.
file:///C:/Users/User/Desktop/KazUIR&WR/New_Market_Leader_-_Upper-
Intermediate_Course_b.pdf
[39]

2. DIALOGUE-MAKING
Work in pairs, make a dialogue, giving answers to the following questions.
Financial economics
Student A Student B
What is a bank? What is the difference between a central bank
and a commercial bank?
List the main operations of banks for How to make sure that the bank has a Central
individuals Bank license?
How to check the financial stability of the Why is it important to study the bank itself
bank? before opening an account in it?

CONTEXT-BASED COMMUNICATION
1 Conduct research on one of the topics:
 Formation of the tax system of our country.
 Problems of the modern pension system of developed countries.

259
2 Write a story or prepare a presentation about how pensions were created and how
modern pension systems were formed.
3 Write an essay on one of the topics:
 "Taxes are the price we pay for the opportunity to live in a civilized society" (O. W.
Holmes).
 "It is only fair that subjects pay for what ensures their own well-being" (Thomas
Aquinas).
 " To pay a tax means to give away a part of one's property in order to preserve the rest"
(Voltaire).
 " Science has taught us to prolong life. Now we must learn to make this long life
worthwhile" (H. Hayes).

260
2.2 MONETARY SYSTEM
LEAD IN
What do you know about Monetary system? How does it work?

Monetary system brainstorming: 2 тыс изображений найдено в Яндекс.Картинках (yandex.kz)

[40]
Watch the video about a monetary system and try to understand what does a monetary
system mean? Generate your ideas about a monetary system in general.
WHAT IS A MONETARY SYSTEM? (Monetary Systems #2) - YouTube
[41]
CONCEPT STUDY
1. Read the text about a monetary system, then try to understand and analyze it.
A Monetary System is defined as a set of policies, frameworks, and institutions by which the
government creates money in an economy. Such institutions include the mint, the central bank,
treasury, and other financial institutions. There are three common types of monetary systems –
commodity money, commodity-based money, and fiat money.
Currently, fiat money is the most common type of monetary system in the world. For example,
the US Dollar is fiat money.

The Three Types of Monetary Systems

261
1. Commodity Money
This is made up of precious metals or other commodities that have intrinsic value. In order
words, the monetary system uses the commodity physically in terms of currency. This form of
money retains its value even if it‘s melted down. For example, gold and silver coins have been
commonly used throughout history as a form of money.
2. Commodity-based Money
This draws its value from a commodity but doesn‘t involve handling the commodity regularly.
The notes don‘t have tangible value but can be exchanged for the commodity it is backed by. For
example, the US Dollar used to draw its value on gold. This was known as the Gold Standard.
3. Fiat Money
In this monetary system the currency, which by government decree is legal tender, i.e., that the
government guarantees the value of the currency.

Uses of Money

1. Medium
Money is used as a means of payment or a medium of exchange and therefore eliminates the
coincidence of needs problem that is created by a barter system. The coincidence of needs
requires that two parties want what the other person is willing to trade, and thus makes it difficult
to trade.
2. Measurement
It is also a standard unit of measurement that can be used to price things and to compare value.
For example, a book costs $150, a meal costs $5, and a long-distance call costs $0.10/min. To
compare their value, we can say one book = 30 meals = 1500 minutes on a long-distance call.
3. Value
Money can be used to store value, and thus it becomes an asset itself. However, money may not
be a good store of value since it loses value over time due to inflation.
Monetary System | Intelligent Economist
[42]

2. Find out more information on monetary system and answer the following questions:
1) What assets are considered ―money‖?
2) What are the functions of money? The types of money?
3) What is the Federal Reserve?
4) What role do banks play in the monetary system?
5) How do banks ―create money‖?
6) How does the Federal Reserve control the
money supply?

262
3. Match the phrases with their meaning.

State bank Currency backed by government bonds and issued by

commercial banks in the National Banking System
Legal tender A system in which the basic unit of currency is equivalent to and
can be exchanged for, a specific amount of gold
National currency Currency that must be accepted for payment by decree of
government
Gold standard Privately owned, publicly controlled, central bank of the United
States
Federal Reserve System A bank that receives its charter from the state in which it
operates

INFORMATION ACCUMULATION
1. Read the text and study the monetary system.

How the Monetary System Really Works and What It Means for Your Money
―It is well that the people of the nation do not understand our banking and monetary system, for
if they did, I believe there would be a revolution before tomorrow morning.‖ -- Henry Ford,
Founder, Ford Motor Co.
When most people deposit a paycheck or make an IRA contribution, they see money going into
their account. But we see something different. We see billions of hardworking people filling
their savings and retirement accounts with currency.
Currency is created by the network of mints, central banks, and governments that make up the
global monetary system. Just about every transaction around the world involves an exchange of
currency of some kind. Dollars, Euros, Yen, you name it. That‘s why most people believe
currency is money. But it‘s not. In reality, all currencies in the world today are fiat. Fiat is just a
fancy word that means a currency is officially printed and accepted by a government. It‘s like a
symbol of authenticity. Much like the shiny ―genuine merchandise‖ stickers stuck to brand new
Major League Baseball caps, except someday those might actually be worth more. Fiat
currencies only have value because the governments who print them say they do. Of course,
there‘s an underlying demand for fiat currency because governments require citizens and
companies to pay taxes to them in their official currency. So just about everyone needs it.
But other than that, fiat currencies have no intrinsic value. They are official sheets of paper.
Technically, they‘re worthless. Fiat currencies can‘t be redeemed for gold or silver. And because
of that, all fiat currencies lose value. But it wasn‘t always this way. Which may be why most
people believe their currency, their life‘s savings, hold value.

Before Our All-Fiat Currency System

Once upon a time, the U.S. dollar and many of the other currencies derived their value from the
gold stored in national treasuries. In effect, each unit of currency was a sort of IOU to the holder,
signifying it was backed by a like amount of gold.
As Mike described in his book, Guide to Investing in Gold and Silver, before the Federal
Reserve was created, each U.S. Treasury note (paper dollar) was fully backed by gold or silver.
When the Federal Reserve Act was passed in 1913, the amount of gold backing each dollar was
reduced to just 40% of the face value of existing currency. In effect, this allowed the U.S.
government to increase the amount of currency it could create and spend by 60%, enabling
deficit spending for World War I and the accompanying increase of the currency supply.

263
Then, in 1934, the U.S. government devalued the dollar by 41% by raising the price of gold from
$20.67 per ounce—the price established way back in 1834—to $35. This revaluation of the
dollar raised the value of the gold held at the U.S. Treasury, so that it once again matched the
total value of base money, or all the dollars then in circulation. In effect, the U.S. dollar was once
again fully backed by gold.
Under the Bretton Woods system, the U.S. dollar was designated the world‘s reserve currency.
Most other nations pegged their currencies to the dollar, and the U.S. in return agreed to redeem
U.S. dollars in gold at the rate of $35. Under Bretton Woods, the world essentially was on the
―Dollar Standard.‖

But it turned out the Bretton Woods system was not up to the complexities of a modern global
economy. The currency supply was once again inflated to fund WWII, Korea, Vietnam, and
President Lyndon B. Johnson‘s social programs. America‘s foreign policy increasingly meant
spending lots of dollars in other countries on foreign aid, defense and military spending, and
international investment and trade. As a result, lots more dollars flowed into the treasuries of
other nations, and much less capital flowed back into the U.S. Treasury, resulting in imbalances.
From the 1950s on, the U.S. government and the Fed undertook a series of interventions in the
free market designed to bring the U.S. monetary system back into balance. As always ultimately
happens whenever authorities interfere with the workings of the free market, for every action
taken there are unintended and usually destructive consequences.
Long term interest rates kept artificially low encouraged foreign borrowing and discouraged
domestic investment. French President Charles de Gaulle opposed the use of the dollar as the
world‘s reserve currency. So France began buying up dollars and redeeming them in gold,
seriously depleting the supply of gold in the U.S. Treasury.

The Shaky Foundation of Our Modern Monetary System

In all likelihood, 99% of the world‘s population doesn‘t understand the shaky ground on which
the world‘s monetary system—our fiat currency system—rests. Many people still believe the
U.S. dollar is backed by the gold sitting in the vault at Fort Knox. Most have no idea that the
only thing backing every currency in the world right now (including the U.S. dollar) is debt and
the solemn promise of each government to tax its citizens in the future to pay that debt. In the
United States, this promise is called a Treasury bond.
How the Monetary System Really Works and What It Means for Your Money (goldsilver.com)
[43]

2. Watch the video [ https://www.youtube.com/watch?v=iFDe5kUUyT0] [44]

264
Look at the picture and discuss how US monetary system works. Analyze each of the step.

[https://www.google.kz/search?q=Monetary+system+&tbm=isch&ved=2ahUKEwjh8_jfzprwAhUM_CoK
Hbc4Dt4Q2-
cCegQIABAA&oq=Monetary+system+&gs_lcp=CgNpbWcQAzIECAAQEzIECAAQEzIECAAQEzIECAAQEzIECA
AQEzIECAAQEzIECAAQEzIECAAQEzIECAAQEzIECAAQEzoGCAAQCBAeOgYIABAF]
[45]
3. Brainstorm the definitions for the following monetary system
Commodity money system
Commodity-backed money
Monetary policy
Fiat money
The Federal Reserve system
Fiscal policy
Business investment

4. Summarize the studied information “How the Monetary System Really Works”. Write
one paragraph.
Monetary System Really Works……..

265
PRAGMATICS- ACTIVISATION
Case study 1
Banks and money supply
While cleaning your apartment, you look under the sofa cushion and find a $50 bill( and half
eaten taco). You deposit the bill in your checking account. The Fed's reserve requirement is 20%
of deposits.
1) What is the maximum amount that the money supply could increase?
2) What is the minimum amount that the money supply could increase?

Case study 2
POLICY CONTEXT
In response to the 2008-09 financial crisis and subsequent recession, the Federal Reserve cut
short-term interest rates effectively to zero and lowered long-term rates through multiple large-
scale asset purchase programs (i.e., ―quantitative easing‖). This unprecedented use of monetary
policy eased financial stress and improved rate-sensitive sectors of the economy. However, it
also created uncertainty around the effects of both QE and the Fed‘s exit strategy.
APPROACH
Keybridge‘s economists provide a number of services to clients concerned with monetary policy
and how it might affect their businesses. Through regular correspondence, Keybridge has
delivered timely and insightful analysis and guidance to clients.
(1) Tracking the Federal Reserve: Keybridge closely follows the Fed‘s public statements,
meeting minutes, and policy actions. Based on more than 30 years of experience, Keybridge‘s
economists use their knowledge of the Fed‘s inner workings and the overall macroeconomic
environment to help clients anticipate the Fed‘s next moves.
(2) Custom ―Fed Reaction Functions‖: In addition to studying traditional ―Taylor Rules,‖
Keybridge has developed its own Fed Reaction Functions to estimate the appropriate level for
short-term interest rates.
(3) Economic and Inflation Momentum Monitors: Keybridge publishes monthly leading
indicators on U.S. economic growth and inflation that provide clients with a 3 to 6 month
outlook. These tools help anticipate the economic environment the Fed will be operating under in
the near future.
RESULT
Keybridge‘s analysis, forecasts, and strategic guidance have helped clients make smarter
decisions and mitigate risks. Global investors have gained greater understanding of the timing
and magnitude of interest rate movements that affect their investment returns. Chief Economists
at Fortune 100 companies have garnered new insights that they have used to advise their
executives on key strategic decisions; and trade associations have used Keybridge‘s views on
monetary policy to help shape their economic agenda.
Keybridge‟s clients across all sectors have become increasingly concerned about the
implications of Fed policies for their businesses. Over the past several years, many
questions have arisen. Would quantitative easing result in rapid inflation? Would massive
injections of liquidity create financial imbalances? When will the Fed begin to unwind

266
quantitative easing? Will the inevitable rise of interest rates stifle the housing market
recovery? Who will be the next Fed chairperson, and what will that mean for monetary
policy moving forward?
3. Choose the right variant
Question 1.The Federal Reserve system plays an important role in:
A. setting fiscal policy
B. setting monetary policy
C. calculating the federal debt
D. deciding tax rates
Question 2. Which of the following might increase business activity during a recession?
A. increasing interest rates
B. increasing reserve requirements
C. decreasing rates of taxation
D. decreasing government spending for public goods and services
Question 3. The Federal Reserve exercises monetary policy when it:
A. influences the money supply
B. supervises loan approvals by banks
C. regulates currency distribution
D. determines which banks can operate
Question 4. Monetary policy affects economic activity by influencing:
A. the size of the money supply
B. the amount of income that goes into savings rather than consumption
C. the size of the federal budget deficit
D. tax rates
Question 5. Fiscal policy includes:
A. controlling production
B. changing the money supply
C. changing tax rates
D. setting price controls
Question6. The most important function of the Federal Reserve System is:
A. issuing
B. controlling the money supply
C. supervising commercial banks
D. lending money to banks
Question 7. To decrease unemployment and increase future economic growth, monetary policy
should:
A. lower discount rates, which would encourage business investment
B. raise discount rates, which would encourage people to save and invest
C. lower levels of personal savings to finance present consumption
D. raise levels of personal savings to finance future consumption
Question 8. If the Federal Reserve wants to slow down the economy, it will:
A. lower the reserve requirement
B. raise the discount rate
C. buy government securities
D. refuse to clear checks
Question 9. Which of the following is likely to increase business investment:
A. a decrease in interest rates
B. an increase in taxes
C. a decrease in consumer sales
D. a decrease in government spending
Question 10. When commercial banks increase their loans this usually results in:
A. an increase in the nation‘s money supply

267
B. a decrease in the spending power of consumers and businesses
C. an increase in the government‘s control over the economy
D. an increase in national debt

CONTEXT-BASED COMMUNICATION
1. MAKE A DISCUSSION IN A CLASS
- What is the impact of International Financial Institutions (Like IMF and World Bank) on
bank stability in developing countries??
- Do large corporations and financial institutions contribute to the generation of globalization
processes?
- Why do financial institutions in some countries verify the potential borrowers in the
information resources of social media websites with impunity?

2. Write a story or prepare a presentation concerning the question:

Do you think that this time the impact of the crisis on on real economies will be stronger
than on financial sectors?

3.Conduct research on one of the topics:

- Formation of the monetary system of our country.

- Problems of the fiat system of developed countries.

4.Prepare the project work on one of the topics:

1. Evolution of the International Monetary System
2.Fixed exchange rate system
3.Floating exchange rate system
4.Gold standard
5. Current Exchange Rate Arrangements
6. European Monetary System

268
 2.3 FINANCIAL LEGISLATION
There is a very real danger that financial
regulation will become a wolf in sheep‘s clothing
Henry Paulson

LEAD-IN:
2. Look at the pictures and generate your associations on their message:

https://images.app.goo.gl/mU4T4bHmP2zPSRxM6 https://images.app.goo.gl/fRXmo1XHG3rtyEQk6
[46] [47]

3. Give answers to the following questions:

 What is the finance?
 How do you understand the legislation in finance?
 How does legislation help economy?
 Why financial legislations are very important?
 Do laws hurt the economy? 

CONCEPT STUDY
1. Compare your interpretation of the quotes with the
class and comment on them
Financial freedom is freedom from fear.
Robert Kiyosaki

The only way you will ever permanently take

control of your financial life is to dig deep and
fix the root problem.
Suze Orman

I find it very difficult to see a scenario where

269
 financial regulation doesn't pass the Senate.
Bob Corker
Financial struggle is often the direct result of people working all
their lives for someone else.
Robert Kiyosaki

2. Match the phrases on finance with their definitions

1 Banknote A Give or allow the use of money which must be
returned, usually with interest.
2 Budget B The money used in a country.
3 Tip C Currency that cannot legally be refused as
payment.
4 Lend D Small sum of money given to a waiter, taxi driver,
etc.
5 Invest E To be in debt to someone: to owe money to
somebody.
6 Currency F Give money, especially to charity: make a
donation.
7 Deposit G Piece of paper money.
8 Legal tender H Written statement that money has been paid for
something.
9 Owe I To put money into a business, property, etc. in
order to earn interest or profit
10 Donate J Digital currency which allows payments to be sent
from one party to another without going through a
financial institution.
11 Receipt K Sum of money payable as a first instalment on a
purchase;
Money placed in an account in a bank.
12 Bitcoin L Amount of money available or needed for a
specific use.

3. Study the sentences below and match the underlined words to their definitions
1. We will make a profit this year. Business is much better than last year. 2. We don‘t have a big
budget this year. The company doesn‘t have a lot of money. 3. We need to hire an accountant. I
don‘t know how to do these calculations properly. 4. The stock market situation isn‘t good at the
moment, I think there might be a crash. 5. I need a financial advisor. I‘m not sure what to do
with my money. 6. My credit card limit is too high. I always spend too much money. 7. They are
not a good company. They will charge you a lot of interest on a loan.

a. a large fall in value

b. amount of money available to spend
c. an expert on how to invest money
d. a person who does financial reports
e. money that a company makes after all charges are taken from the amount
f. money that you pay to a company if you borrow money from them
g. the greatest possible amount of something

270
5. Choose the best verb to complete each of the sentences below
afford borrow earn invest
lend lose save spend

1. You will a lot more at that company. Then you can buy a new car!
2. Maybe we shouldn‘t them the money. I don‘t think they can pay it back.
3. It‘s a good idea to your money, so that you can make more.
4. I think that you too much money on things you don‘t need.
5. We spent too much this year, so the company is going to a lot of money.
6. We will have to a lot of money from the bank so we can finish the building.
7. We should some money so we can hire some more staff next month.
8. We need to buy some new computers. We can some very good ones.
5a. Now, put the verbs into pairs.
1. make a. lend
2. buy b. lose
3. borrow c. save
4. spend d. sell
6. Read the problems below and discuss possible solutions.

Dear Anita,
Ask Anita!
After saving up thousands of dollars for the Dear Anita,
past ten years years, I now have enough My year-long dream of owning my own
money to start my own business. I want to business is finally coming true! We‘ve
open a small book shop near my home next hired some staff and everything is in place,
year. However, I‘m quite nervous at quitting and next Monday my new pet store will
my job (at a local library) and investing so open. But here‘s my problem: I still
much money. I‘ve heard that about 90% of haven‘t thought of a good name for my pet
new businesses fail within the first year of shop. I want a name that is creative and
starting. What advice can you give me to interesting (not ―Bob‘s Pet Shop‖) so that
make sure my business is a success? I don‘t customers will remember it. Also, it would
want my book shop to be one of the many be great if you if you could help me think
businesses that go bankrupt. of an idea for a company logo. Maybe
Arnold something with a cat or a dog. Thanks very
much!
Bob

271
 Dear Anita,
Please help us! My husband and I started our
own restaurant business fourteen months
ago, and all of our customers love the food.
So, what‘s the problem? Well, we have
twenty tables in our restaurant, but only
about half the tables are ever filled at one
time. We have a limited budget – only about
$2,000 per year – to advertise our business.
How can we best spend this money to attract
more customers and increase our business?
Jenny and Jim

Source: https://www.allthingstopics.com/business-and-finance.html
[48]

6a. Compare your solutions with your groupmates. Do you agree or disagree with their
ideas?

6b. After you read the advice column, write a possible solution for each person.
Arnold

_
Jenny and Jim

Bob

Pet Shop Name:

6c. Choose the best option in the following sentences using information from the text.
1. When does Arnold want to open his own business?
(a) after several years
(b) next year
(c) within one year

2. What kind of business does Arnold want to start?

(a) a library
(b) a book shop

272
(c) an investment company

3. Why does Arnold feel nervous?

(a) He doesn‘t really want to work in a book shop.
(b) He doesn‘t have enough money.
(c) He is worried that his business might fail.

4. When did Jenny and Jim start their own restaurant business?
(a) more than a year ago
(b) last year
(c) two weeks ago

5. About how many of their restaurant tables usually have customers?

(a) fourteen
(b) twenty
(c) ten

6. Why don‘t Jenny and Jim have more customers at their restaurant?
(a) Not many people know about their restaurant.
(b) The food costs too much.
(c) The food isn‘t very good.

7. When will Bob‘s pet store open?

(a) next week
(b) next year
(c) He doesn‘t say.

8. What is the name of Bob‘s pet store?

(a) He can‘t remember the name.
(b) Bob‘s Pet Shop
(c) His pet store doesn‘t have a name.

9. Bob wants a pet cat or maybe a pet dog.

(a) TRUE
(b) FALSE
(c) He doesn‘t say.

10. Who already has a business that is open?

(a) Bob
(b) Jenny and Jim
(c) Arnold

INFORMATION-ACCUMULATION
1.Match the pictures to the names of the businesses

a bank a credit card company a foreign exchange company

a loan company an insurance company a pensions company

273
 Source: https://www.linguahouse.com/ru/esl-lesson-plans/mixed/finance

[49]

2.In groups, read the following parts A-C of the text and speak about the fields of
FINANCE and their characteristics.

TEXT A
Banking
Banks are financial institutions that provide customers with a variety of valuable
services, including the ability to wire money to a person or company, the ability to store
money in a checking or savings account, the ability to collect interest on investments, the
ability to receive loans, and much more. Banks are most commonly used by customers who
wish to store their money and access it as needed, with a debit card (a card that's simply
attached to the funds in one's account), or checks (individually numbered paper slips that can
be used to designate a transfer of funds).
Checking and savings accounts are the primary means of storing money in a bank; a
checking account is designed to house money that will be spent, while a savings account is
designed to house money that will be saved. Banks usually pay a small amount of interest, or a
payment in the form of a percentage of a customer's deposited balance, to customers. This is
their way of showing support for clients who entrust them with their money. These funds are
then used by banks, along with their credit, to perform other functions and offer additional
services. For example, many customers use banks to secure home mortgages, or multiyear
loans through which ownership (or equity) of a home is achieved.
Customers demonstrate that they're able to pay a mortgage back (usually by providing
proof of income and investments, in addition to a down payment, or a lump sum paid up
front), and select a time period for this mortgage; short mortgage payment periods require
larger monthly payments, but customers are charged less interest, while longer mortgage
payment periods require smaller monthly payments, but customers are charged more interest.
Lastly, many banking customers request a personal loan. Personal loans are loans issued and
approved by financial experts that're designed to be used by customers for specific purposes.
For example, one may secure a personal loan for a business plan or an automobile. Personal
loans, like home mortgages, are issued based upon a customer's ability to pay the borrowed
sum back; banks also charge a small amount of interest, meaning in this case a percentage of
the borrowed money extra, besides its core balance.

274
TEXT B
The Stock Market
In conversation, media, and the news, it's common to hear talk of "the market," short
for the stock market. And while most everyone knows about the stock market, once again, few
actually know what it is, how it functions, and what purposes it serves. The stock market is the
platform through which shares — or pieces of ownership of a company — are bought and sold
by investors; investors who own shares of a company are referred to as shareholders. Thus, the
stock exchange allows investors to potentially improve their worth (provided the stock price of
their investments increases, or provided they receive dividends, or small, pre-planned
payments from a company paid to shareholders), and companies to have the benefit of being
publically operated, and also, for company founders to cash-in on stock (by selling their shares
of the company once it goes public).
Trading shares is a relatively straightforward process. Through a licensed stockbroker,
brokerage firm, or trading website, one simply places an order for the desired number of stock
in a designated company; a small fee is usually paid to the party responsible for performing
the trade (be it a person, firm, or website). There is always another individual looking to sell or
buy a particular stock, given the magnitude of the exchange, and there are therefore almost
never delays in the process. There are also a number of other, more complex stock purchase
and sale types for buyers and sellers to choose from. Anyone who owns stock in a company
owns a piece of its assets relative to their share count. For example, a company with a stock
limit (which is determined during an IPO, or initial public offering, wherein a company's
initial price and stock count are set before it debuts on the exchange),of 100 (hypothetically
speaking, of course) would be 25% owned by an individual who possessed 25 shares.

TEXT C
Investing (Finance)
Stocks, bonds, and other investments are ultra-useful financial tools that allow investors
(or anyone who's willing to make educated, cash-backed financial decisions) to increase their
worth and become part of today's fast-moving business landscape. Stocks are pieces of
ownership of publically traded companies that clients purchase with the hopes of turning a
profit, and (ideally) after conducting much research as to a company's revenues, business
model, and more. Stocks are purchased through the stock exchange, and specifically, through a
stockbroker, brokerage firm, or licensed trading website. Shares of a company are always
being bought and sold by individuals, and accordingly, there's never any delay in processing a
transaction.
A company's stock price will conceivably rise following positive reports and profit data,
and as a result, individuals who purchased a stock at a lower price will benefit from this price
increase (as the shares they bought will each be worth more). Some stocks also pay dividends,
or small, scheduled payments, to clients. Bonds are essentially pieces of debt purchased by
clients in exchange for interest. Government bonds can be bought for set prices, and after
they've matured, investors can claim more money than they input initially; their benefit is
obvious, and for the government, the perk of having liquid cash is significant. Corporate
(company-issued) and municipal (state or local-government-issued) bonds similarly provide
short-term cash for the issuers and long-term boosts for investors. As was indicated, however,
many bonds cannot be freely backed out of (as stocks can), and investors who sell before
maturation will be subjected to penalties of varying severity. Investing smartly in stocks and
bonds is a great way to increase one's worth, plan for retirement, and play an active role in the
financial landscape
Source: https://lingua.com/businessenglish/reading/
[50]

275
2a. Choose the best option based on the information taken from the texts

1. What are banks?

a) Desktop containers wherein money is stored
b) Multifaceted financial institutions that provide an array of services
c) Places where companies earn extra money
d) Establishments used exclusively by investors to increase their worth

2. How is money most commonly stored in a bank?

a) In the vault
b) In the form of stocks and bonds
c) In personal checking and savings accounts
d) In a number of safes
3. What is a home mortgage?
a) A means through which banks pay customers for their home
b) A complex home ownership plan sold by banks to clients
c) Fees charged by a bank for home repair costs
d) A loan commonly issued by banks that allows qualified clients to own their home, provided
they offer a down payment and pay their monthly mortgage bill for the agreed upon period

4. How can each stock be bought and sold at any time; how are there so many different
customers?
a) Stocks that nobody wants are sold into thin air
b) Certain stocks cannot be bought and sold at one's convenience
c) The stock exchange is a massive international platform that bases its stocks' prices on
demand, and there are therefore always buyers and sellers available
d) Some companies buy their own stock back

5. What is an IPO (initial public offering)?

a) Any company's scheduled, fixed-amount payout to investors
b) The trading price of a company that's makings its stock exchange debut
c) The amount a publicly held company pays to become privately traded
d) A company's value

6. How is the value of a company's stock determined?

a) By company executives
b) By the company's CEO
c) By the company's customers
d) By stock market investors, who respond to a company's outlook by buying or selling, and in
turn, enhancing or minimizing demand

7. How large are dividends, typically?

a) 55% of total investment
b) 75% of total investment
c) 95% of total investment
d) It depends, but usually a very small percentage of total investment

8. What is one key benefit of purchasing a bond?

a) Not having to worry about a company's performance, in relation to being paid
b) Being free to sell as is personally convenient, with no penalty
c) Making a substantial amount of money in as little as a few days

276
d) Being able to show-off to friends and family members

9. Why is it a good idea to invest in stocks and bonds?

a) Doing so wisely will increase one's worth
b) Doing so may help expedite one's retirement savings status
c) Doing so allows one to be an active member of the financial sphere
d) All of the above

2b. Talk to your partner about fields of Finance and suggest ways and activities on
explaining the topic to the school learners.

2c.Discuss the following statements in pairs and define your ideas

I. Social networks have rapidly become communication tools for many companies.
They will be further developed for business in the future.

II. It doesn't matter whether you enjoy your job or not as long as it's a well-paid job.

III. More time is wasted during meetings than during any other business activity.

IV. A successful salesperson knows the strengths and weaknesses of competing products.

V. It is dishonest for companies to avoid paying income tax in the countries where they are
established.

2d.Look at the following tips for saving money. Which do you think would work for you?
Which do you think are bad ideas?

1. Put your credit cards in a

bowl of water, put them in
the freezer and leave them
there.Then if you really 3. Cook all of your meals for
2. Put 20% of your pay
want to use them, you will the week on one day so that
every month into a separate
have to spend a lot of time you are not tempted to eat
waiting to use them. This account and watch it grow. out and spend extra money.
may make you think more
carefully about how often
you use them.

6. Keep a photograph of the

4. Write down every item
5. Treat yourself to thing you want, (for
you spend your money on
something special once a example, a car, a new house,
and keep a record so you
week as a reward for saving a holiday,university tuition)
know where your money is
money by your bed and look at it
going. every night before you sleep.

3.In pairs, answer the following questions about meaning. Use the Internet or a dictionary
if needed.

277
1. You go to a business conference. You are not sure if you should wear the badge with your
name on it or not. What do you do? How is this an example of an environmental cue?

2. How much money would someone need to give you to have an impact on your life? Whose
life do you have an impact on?

3. How do you imagine your future self?

4. What problems in your life do you need to get a handle on?

5. What frequent purchases do you make that you could do without if needed?

6. If someone told you their business deal suffered "death by a thousand cuts", what do you
think that means?

7. If your department is $4000 in the hole, what does that mean?

4. Think of the following powers:

Which of these powers would you most like to harness? Why?

5.Look at these sentences from the video you will watch. Number them in the correct order
to form a logical paragraph.
 And environmental cues like this have an impact .
 And what we found was that people who saw their income on a weekly basis were able to
budget
 better throughout the month .
 In another group, we showed people their income on a weekly basis .
 Now, it‘s important to know that we didn‘t change how much money people were
receiving, we just changed the environment in which they understood their income .
 We ran a study in which, in one group, we showed people their income on a monthly
basis 1 .

Why do you think cues like these mentioned above have an impact?

5a. Watch the video about 3 psychological tricks to help you save money answer related
questions on vocabulary and comprehension

278
 Source: https://www.youtube.com/watch?v=DOisAG9yoNk
[51]

Watch the first part of the video (00:00-03:35). Tick the 4 questions that the speaker asks.

 What percentage would you like to save?

 How do we do it?
 How much money do you need?
 Are you ready?
 What is the best way to save?
 Are you ready for retirement?
5b. Now watch the video again and decide if the following statements are true or false.

1. Generally, people are saving more and more.

2. The speaker wants to help you by connecting what you want to do with what you actually
do.
3. We think of our future self as a perfect version of our present self.
4. You may need to have less today so that your future self has more.
5. At the beginning of a new period of time, your motivation goes down.
6. Making spending more difficult can change your behaviour.
7. Limiting the number of times you do something is a good way to save money.
5c. How would you summarise the three tips that were given in the video?

5d. In pairs, discuss the following questions.

 Which of these tips do you think are the most useful? How can you start using those ideas
 immediately?
 Can you use these tips in your business life? if so, how? What plan can you make right
now?
 What mistakes have you made with money in the past? Either personally or with your
business.
 What good financial decisions have you made in the past? What do you think has been a
good thing to spend your money on?

279
PRAGMATICS-ACTIVISATION
1. You are going to watch the video about financial regulation, its role in the society and
effect on human life. It concludes that we can do the best by really rethinking the way
we approach financial regulation.

Link to the video: https://www.youtube.com/watch?v=Vx9fPKXkAxk

[52]
2. After watching, think about the following statements and express your opinion.

 Regulations protect consumers from financial fraud. These include unethical mortgages,
credit cards, and other financial products.
 The term ‗money bill‘ is sometimes used in connection with financial legislation.
However, usage of the term and definitions of what it encompasses have not been
consistent.
 Ensuring firms treat customers fairly from the sales process to how complaints are
managed, is known as ―consumer protection‖.
 Having rules and laws, and making sure financial services providers follow them, are the
first two pieces to understanding financial regulation. Enforcement and resolution is the
third.
 Businesses create profitable products in unforeseen areas. Regulations aren't effective
against new types of products like credit default swaps
2a. Writing: Summarize the speech of the speaker and write an entry for the scientific blog
on the topic of basics of Financial regulation (at least 100-150 words).
2b. Public Speaking: Prepare a public speech for the conference on what is the main
importance of regulation in Finance will be important in the future.

3. Case-study 1
Aim of case: Work with scientific literature on the level of critical analysis and synthesis.
Case: Read the following articles:

280
1. Financial Literacy 2020 Legislation:
https://www.ncsl.org/research/financial-services-and-commerce/financial-literacy-2020-
legislation.aspx
[53]
2. Lawmakers are (finally) embracing financial literacy:
https://bethkobliner.com/advocate/financial-literacy-legislation-federal/
[54]
Your goal is not to simply summarize each study, but to critically analyze it. You should
provide an overview of the topic area and highlight the major findings of the literature
review.
Recommendations for Case-study:
1. Work with scientific articles on the level of critical analysis. Expertise a scientific article
and write a positive or negative review.
2. Revise the articles and on the basis of them write thesis proposal reflecting on the main
idea of each article, compare and try to find similarities and differences.
Task:
1. Present your analysis whether you agree or disagree and explain why.
2. Which of the articles can be beneficial in the field of the problem solution concerning your
research?

3a. Case-study 2

Theme: Open Cities Budget

Read this scenario:
You have just been elected to the city council for the city of Odenville. Your city has
some problems and you need to encourage more migration to your city from other countries to
help boost the workforce and regenerate the population. You have a budget of 40 Million EUR to
help you do this and you have some projects underway to help with the situation. Together
decide what percentage of the budget you will spend on each of these projects to help make your
city more attractive to migrants.
Task: Now work with group in 4 students to decide how you will divide the budget

Deprivation and inequality

There is quite a wide gap between rich and poor in your city. You need to establish some
projects to reduce the percentage of people in your city living below the poverty line.
Budget:

Carbon Footprint
Your city isnʼt very ecologically or environmentally friendly. There is quite a lot of
pollution. A lot of this is caused by some very old large factories on the edge of the city.
You could finance the renovation of these factories, but it would be expensive.
Budget:

Infrastructure and Housing Investment

There is a shortage of good quality affordable housing. Some of the central areas of the
city occupied by old, poor quality housing. You could fund the reconstruction of this area

281
and the building of new apartments.
Budget:

Marketing
Recent problems in your city have damaged its international reputation. You need to work
to reassure people that it is a good place to come and live and make sure people know
about the good aspects of the city. This requires some investment in marketing.
Budget:

Cultural events
Many of the music and sporting venues in your city have suffered from lack of investment
over the past ten years. Investing in supporting the development of new venues and
cultural events would boost tourism, bring in extra money and improve the image of the
city and make it more attractive.
Budget:

Congestion and mobility

There are huge problems with traffic congestion in the inner city and public transport is
very poor. A project has been started to build better public transport, but it will need more
money to be successful.
Budget:

Education and qualifications

Generally the majority of the work force in your city is very well qualified. To improve
the level of qualifications, you need to improve the standards of education. This means
investing more money in education to improve teaching standards and resources.
Budget:

Language and cultural integration

There is a small program in place to encourage, aid and support people from other
countries to help them find work and adapt to and understand the culture of your city. This
needs to be enlarged and needs more investment to ensure that migrants coming to work
in your city adapt and integrate into the society.
Budget:

CONTEXT-BASED COMMUNICATION
1. Project work 1.
Make a survey on reasons of Financial regulation becoming matter of society interests.
Financial regulation has become a matter of great public interest after the financial crisis,
though it has always been a key (but rather ‗technical‘) public policy. It pursues a variety of
objectives, the most important of which is to preserve financial stability. The global financial
crisis highlighted some problematic issue, which have only partly been addressed by the
regulatory reforms that followed the crisis. Among the main open issues, there are the
disjuncture between globalized markets and national supervision; the problem of ailing cross-
border financial institutions or of financial institutions too big to fail; and the link between the
financial crisis and the sovereign debt crisis, which have been left unaddressed, both
internationally and at the national level.

282
Prepare a stand (poster) presentation on a theme “Objectives of financial stability” in
groups of 3-4 students
2. Project work 2.

Analyze the Impact of Regulatory Activities on social life.

Successful financial regulation prevents market failure, promotes macroeconomic
stability, protects investors, and mitigates the effects of financial failures on the real economy.
Financial regulation can also be used to improve market transparency and to protect investors.
However, financial regulation also imposes a variety of costs on regulated firms and the
economy:
• Direct costs: Costs of regulation administration and enforcement, which might be complicated
by having multiple agencies enforce regulation. These costs might be financed by some
combination of taxes and fees imposed on regulated institutions and their clients as well as taxes
imposed on the general public. These costs might also be absorbed by regulated firms through
self-regulation.
•Indirect costs: Costs of compliance, such as those associated with maintaining records, hiring
compliance officers, making payments to auditors and ratings agencies, and so on.
•Distortions to financial markets: Reactions to regulation often cause institutions to conduct
business sub-optimally, and can cause firms to leave or restrict their entry into the marketplace.
Regulated firms often seek operating jurisdictions with the least restrictive regulations.
Investigate the variety of costs and present (presentation, poster, brochure) your findings
in group of 3-4 students
3. Write a report (200-250 words) on theme “Budget for business” by analyzing articles
on the given issue

283
 UNIT 3 ENTREPRENEURSHIP
1.1 BUSINESS POLICY
LEAD-IN
1 Look at the pictures and generate ideas or your associations on their message.

https://welpmagazine.com/complete-guide-to-strategic-management- https://www.freepik.com/premium-vector/insurance-policy-concept-
and-business-policy/ data-security-business-illustration_5254861.htm
[55] [56]

2 Give answers to the following questions.

1. Do you like business?
2. What are your alternatives if you don‘t start a business now?
3. What are the chances of success?
4. Should you choose between a higher-risk or lower-risk businesses?
5. How much energy will it take?
6. How much time will it consume?

CONCEPT STUDY
TEXT A1
1 Study the following micro text from the „Business Glossary‟ and give a brief description.

A business is an organization that strives for a profit by providing goods and services desired by
its customers. Businesses meet the needs of consumers by providing medical care, autos, and
countless other goods and services.
Goods are tangible items manufactured by businesses, such as laptops. Services are intangible
offerings of businesses that can‘t be held, touched, or stored. Physicians, lawyers, hairstylists, car
washes, and airlines all provide services. Businesses also serve other organizations, such as
hospitals, retailers, and governments, by providing machinery, goods for resale, computers, and
thousands of other items.
Thus, businesses create the goods and services that are the basis of our standard of living. The
standard of living of any country is measured by the output of goods and services people can buy
with the money they have.
https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/IntroductionToBusiness-OP.pdf
[57]

2 Recall: Work in pairs, take turns and give answers to the following questions.
1) What is Business? 1) What are Goods?
2) How do businesses meet the needs of 2) What other organizations do businesses

284
 consumers? serve?
3) How does a business create goods and 3) How is the standard of living measured in
services? all countries?
4) What things are related to goods 4) Does business have to do with raising a
person's standard of living

3 Summarize the information from the „Business Glossary‟ and write one paragraph on the
topic.

Business could be defined

as

TEXT A2
1 Study the text and explain what business ethics are.

Understanding Business Ethics

Ethics is a set of moral standards for judging whether something is right or wrong. The
first step in understanding business ethics is learning to recognize an ethical issue. An ethical
issue is a situation where someone must choose between a set of actions that may be ethical or
unethical. For example, Martin Shkreli, former CEO of Turing Pharmaceuticals, raised the
price of a drug used for newborns and HIV patients by more than 5000 percent, defending the
price increase as a ―great business decision.‖ Few people would call that ethical behavior. But
consider the actions of the stranded, hungry people in New Orleans who lost everything in the
aftermath of Hurricane Katrina. They broke into flooded stores, taking food and bottled water
without paying for them. Was this unethical behavior? Or what about the small Texas plastics
manufacturer that employed over 100 people and specialized in the Latin American market?
The president was distraught because he knew the firm would be bankrupt by the end of the
year if it didn‘t receive more contracts. He knew that he was losing business because he
refused to pay bribes. Bribes were part of the culture in his major markets. Closing the firm
would put many people out of work.
Should he start paying bribes in order to stay in business? Would this be unethical? Let‘s
look at the next section to obtain some guidance on recognizing unethical situations.
https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/IntroductionToBusiness-OP.pdf
[58]

2 Look at following examples of principles of business ethnics and add some other features
of business ethnics to the list.
№ Characteristics

1 HONESTY. Ethical executives are honest and truthful in all their dealings and they do not
deliberately mislead or deceive others by misrepresentations, overstatements, partial truths,

285
 selective omissions, or any other means.

2 LAW ABIDING. Ethical executives abide by laws, rules and regulations relating to their
business activities.

3 ACCOUNTABILITY. Ethical executives acknowledge and accept personal accountability

for the ethical quality of their decisions and omissions to themselves, their colleagues, their
companies, and their communities.

4
5
6
7
8

3 Classify the following principles into groups and say which ones refer to the description
of personal dignity, ancient concept, or both of them.

4 Apply concepts.
Talk to your partner about
Characteristics of business ethnics
What is the role of top management in organizational ethics?

INFORMATION-ACCUMULATION
TEXT B1
1 Study the following text, create a flow chat to indicate the steps of the types of innovation
capital.
Innovation Capital

The Group of Eight or G8 is a group comprised of political representatives of eight of the

world‘s largest eleven economies: United States, United Kingdom, Canada, Germany, France,
Italy, Japan and Russia. The G8 meet periodically to discuss issues of importance to member
states and agree upon measures to address these issues. The countries that comprise the G8
have been experiencing slow economic growth in recent years, and this is an important topic
to be discussed at the next meeting of G8 Finance Ministers. In preparation for this meeting, a
McKinsey team, working together with a group of external thought leaders and academics, are
preparing a report on the importance of Innovation as a contributor to economic growth. The
team intends to introduce a concept to the G8 representatives known as ‗Innovation Capital‘,
which is the value of all innovation-related assets which contribute to growth in productivity
in the economy.
The team further defines three types of Innovation Capital: ƒ
Physical Capital: Investments in information and communication equipment ƒ
Knowledge Capital: Investments that build the intellectual property and brand value of a
company or organization ƒ
Human Capital: Investments that build individual or group abilities and skills within
companies or organizations

286
 Exhibit 1 shows the main components of Innovation Capital and their total value across 16
countries that the team has been studying, including the members of the G8.
https://www.mckinsey.com/~/media/mckinsey/careers%20redesign/interviewing/main/problem%20solving%20test%20pdfs/practice-test-
a.ashx
[59]

2 Read the questions and choose answer (A-D).

1. Which of the following MOST accurately describes the reason for the team‟s work in
preparing for the G8 meeting?
A. The team has discovered a new economic measure known as Innovation Capital and wants to
introduce it
B. The team wants to explain how Innovation can drive economic growth
C. The team wants to explain how Innovation can represent a large proportion of an economy‘s
size
D. The team wants to convince the group to invest more in Innovation Capital in the future
2. Which of the following analyses would be LEAST appropriate in better understanding
the size of investments in Innovation Capital in the countries the team has been studying?
A. Analysis of expenditure by organizations on training programs for their employees
B. Analysis of expenditure by organizations on activities which build awareness of their aims
and purpose
C. Analysis of expenditure by organizations on networking and socialization meetings and
events
D. Analysis of expenditure by organizations on the management of their databases and
information systems
3. Which of the following can be concluded based on the information provided in Exhibit 1
regarding the countries being studied?
A. 45% of all Human Capital is invested in Organizational Development
B. 51% of all Innovation Capital is Knowledge Capital
C. More than 10% of Innovation Capital is invested in Computerized Information
D. More than a quarter of Innovation Capital is Scientific Research & Development
4. If total Innovation Capital in Exhibit 1 were to grow by 5% per year in the future,
which of the following would be the MINIMUM required annual growth in Human Capital
that would see it represent more than half of total Innovation Capital in 10 years?
A. 10%
B. 15%
C. 20%
D. 25%

3 Discuss the following questions.

If total Innovation Capital in Exhibit 1 were to grow by 5% per year in the future, which
of the following would be the MINIMUM required annual growth in Human Capital that
would see it represent more than half of total Innovation Capital in 10 years?
What do think about types if innovation capital?

4 Communication.
Based on the article about Innovation Capital, prepare a speech to explain the information
received to the students of the class.

287
TEXT B2
1 Study the information and say about advantages proprietorships.

Advantages of Sole Proprietorships

Sole proprietorships have several advantages that make them popular:

• Easy and inexpensive to form. As Jeremy Shepherd discovered, sole proprietorships have
few legal requirements (local licenses and permits) and are not expensive to form, making
them the business organization of choice for many small companies and start-ups.
• Profits all go to the owner. The owner of a sole proprietorship obtains the start-up funds and
gets all the profits earned by the business. The more efficiently the firm operates, the higher
the company‘s profitability.
• Direct control of the business. All business decisions are made by the sole proprietorship
owner without having to consult anyone else.
• Freedom from government regulation. Sole proprietorships have more freedom than other
forms of business with respect to government controls.
• No special taxation. Sole proprietorships do not pay special franchise or corporate taxes.
Profits are taxed as personal income as reported on the owner‘s individual tax return.
• Ease of dissolution. With no co-owners or partners, the sole proprietor can sell the business
or close the doors at any time, making this form of business organization an ideal way to test a
new business idea.

Advantages of Sole Proprietorships

https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/IntroductionToBusiness-OP.pdf
[60]

2 Analyze the information from the texts A1-B1 and create a poster on the topic "Business"
to perform it in class.

TEXT C1

1 „Jigsaw Reading‟: In groups of 3, read the following parts A-C of the text and speak
about the fields of Marcadia and their characteristics.
A
Marcadia is an online store which offers a wide range of goods to customers via mail order.
Marcadia has been in existence for five years and has seen rapid growth in sales during this
period, as more and more new customers signed up. However, recently Marcadia‘s customer
numbers have plateaued and this has resulted in slower sales and profit growth.
https://www.mckinsey.com/~/media/mckinsey/careers%20redesign/interviewing/main/problem%20solving%20test%20pdfs/practice-test-a.ashx
[61]
B
The Managing Director of Marcadia has engaged McKinsey to help her better understand the
purchasing behavior of her customers. She believes that a better understanding of customer
purchasing can lead to more targeted and successful marketing. She tells the team: ‗I‘m sure that
our most valuable customers have certain purchasing behaviors that we can identify. If we can
encourage more of our customers to adopt those behaviors, we can make them more valuable to
us and this can inject a new source of growth into our business.‘
https://www.mckinsey.com/~/media/mckinsey/careers%20redesign/interviewing/main/problem%20solving%20test%20pdfs/practice-test-a.ashx
[62]
C

288
 Exhibit 3 shows some data which the team has collected regarding a sample of 500,000
Marcadia customers who signed up in the last calendar year. The customers are split into
quintiles according to their one-year customer value, from lowest to highest. ‗One-year customer
value‘ is defined as the profit made by Marcadia on purchases made by a customer in their first
year since signing up. Also presented is data on purchasing by customers in each quintile in their
first 90 days since signing up, namely the average number of purchase transactions and the total
revenue received by Marcadia from those transactions.
https://www.mckinsey.com/~/media/mckinsey/careers%20redesign/interviewing/main/problem%20solving%20test%20pdfs/practice-test-a.ashx
[63]

1. Which of the following statements BEST describes why the Managing Director of
Marcadia has engaged McKinsey?
A. She believes that Marcadia can become better at identifying customers who stop making
purchases
B. She believes that Marcadia can become better at identifying ways to encourage customers to
spend more
C. She believes that, by focusing on the customers of greatest value, Marcadia can drive renewed
growth in their business
D. She believes that Marcadia can predict the purchasing behavior of its customers better
2. Which of the following CANNOT be concluded from the information presented in
Exhibit regarding the sample of customers analyzed?
A. Purchasing by customers in their first 90 days is an indicator of their value to Marcadia in
their first year
B. Quintile 1 are the customers with the lowest profit margin for Marcadia
C. The average customer makes between 2 and 3 transactions in the first 90 days since signing
up
D. The average one-year customer value is $7.90 13.
3. What is the correct ranking of the five quintiles in Exhibit 3 according to the average
transaction revenue, from lowest to highest?
A. 1, 2, 4, 3, 5
B. 1, 2, 3, 4, 5
C. 1, 3, 2, 4, 5
D. 1, 3, 2, 5, 4
4. If Marcadia had driven higher purchasing from the new customers in Exhibit 3 so that
the one-year value of customers in Quintiles 1 thru 4 were each to increase to the next
highest quintile, how much greater would Marcadia‟s total one-year customer value have
been?
A. $250,000
B. $650,000
C. $2.5 million
D. $6.5 million

289
4. Talk to your partner about business areas and suggest ways and activities to explain the
topic to 8-9th grade students.
TEXT C2
1 Visit the website on the „Setting Up (Sandwich) Shop in China‟, choose one topic, study
the information provided and be ready to talk about it.
Setting Up (Sandwich) Shop in China

Lured by China‘s fast-food industry, estimated today at $180 billion, Jim Bryant, 50, was not
the only entrepreneur to discover it is hard to do business in China. In ten years, Bryant has
opened 19 Subway stores in Beijing—only half the number he was supposed to have by now—
while other companies such as Chili‘s and Dunkin‘ Donuts have given up their Chinese
operations altogether.
Subway, or Sai Bei Wei (Mandarin for ―tastes better than others‖), is now the third-largest
U.S. fast-food chain in China, right behind McDonald‘s and KFC, and all its stores are
profitable. Although Bryant had never eaten a Subway sandwich before, Jana Brands, the
company Bryant worked for in China, sold $20 million in crab to Subway annually, so he knew
it was big business. When Subway founder Fred DeLuca visited Beijing in 1994, Bryant took
him to a place not on the official tour: McDonald‘s. It was Sunday night, and the place was
packed. ―We could open 20,000 Subways here and not scratch the surface,‖ Bryant remembers
DeLuca saying.
Two weeks later, Bryant called Subway‘s headquarters in Milford, Connecticut, and asked to
be the company representative in China. He would recruit local entrepreneurs, train them to
become franchisees, and act as a liaison between them and the company. He would receive half
the initial $10,000 franchise fee and one-third of their 8 percent royalty fees. He could also open
his own Subway restaurants. Steve Forman, the founder of Jana Brands, invested $1 million in
return for a 75 percent stake.
All foreign businesses in China had to be joint ventures with local partners, so Bryant used
the Chinese business practice of relying on local relationships to find a manager for his first
restaurant in Beijing. The project ran into problems immediately. Work on the store was delayed,
and construction costs soared. It didn‘t take Bryant long to realize that he and Forman had been
swindled out of $200,000.
When it finally opened, the restaurant was a hit among Americans in Beijing, but the locals
weren‘t sure what to make of it. They didn‘t know how to order and didn‘t like the idea of
touching their food, so they held the sandwich vertically, peeled off the paper, and ate it like a
banana. Most of all, the Chinese didn‘t seem to want sandwiches.
But Subway did little to alter its menu—something that still irks some Chinese franchisees.
―Subway should have at least one item tailored to Chinese tastes to show they respect local
culture,‖ says Luo Bing Ling, a Beijing franchisee. Bryant thinks that with time, sandwiches will
catch on in China. Maybe he‘s right: Tuna salad, which he couldn‘t give away at first, is now the
number one seller. Today there are nearly 600 Subway stores in China, with China‘s fast-food
industry estimated at over $180 billion.
What are some of the main problems U.S. franchisors encounter when attempting to expand their
business in a country such as China?

https://d3bxy9euw4e147.cloudfront.net/oscms-prodcms/media/documents/IntroductionToBusiness-OP.pdf
[64]

2 Analyze the information and create the lesson plan for the mathematical class on
Economy.
VIDEO LESSON

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1 Visit the following website, watch the video and discuss about the Business Succession
Planning.
Business Succession Planning

https://www.youtube.com/watch?v=iJhuXzqvzGU [65]

2 Analyze the given video, discuss the advantages and disadvantages sides of „Business
Planning‟.
ADVANTAGE DISADVANTAGE

PRAGMATICS-ACTIVISATION
DIALOGUE-MAKING:
TALKING ABOUT FINANCIAL ISSUES
Juan and Diane work in the finance department of Delicious Delights, a company that makes snack
foods. Here, they're discussing the financial projections for a new product line.
Juan: I'm really excited about the launch of our new line of fat free Delicious Delight donuts.
Diane: Me too. But before we go any further, we'd better make sure this product line is going to be
profitable.
Juan: I did some back-of-the-envelope calculations. Take a look.
Diane: I see you've estimated $2 million for the new equipment. Where did you get that figure?
Juan: That's an educated guess based on some equipment I bought last year.
Diane: You're going to need to double-check that. Using old estimates can get us in hot water.
Juan: No problem. I'll get on the phone with the manufacturer in Dallas and get & price quote.
Diane: Do you have a sense for market demand? We should get the forecasts from the marketing
department before we crunch the numbers.
Juan: We don't have those yet. Mary from marketing said maybe we'd have them next week.
Diane: It just blows my mind when marketing people want us to run numbers, and they don't bring us the
information we need!
Juan: If we end up in the red on this project, it's going to be their heads on the chopping block, not ours.
They're the ones with P&L* responsibility!
Diane: Our CFO* won't give this project the green light until he sees all the numbers. If it doesn't look
like we'll make money or at least break even, he'll pull the plug on the project.
*P&L - profit & loss. Those with P&L responsibility are in charge of making sure the business makes a
profit. They manage the "P&L statement," also called the "income statement." This shows the financial
results of operations over a certain time period, usually a month, a quarter, or a year.
https://www.essentialenglish.review/book/speak-business-english-like-an-american/lesson-2-talking-about-financial-issues/[66]

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IDIOMS
back-of-the-envelope calculations
→ quick calculations; estimates using approximate numbers, instead of exact numbers
EXAMPLE: I don't need the exact numbers right now. Just give me some back-of-the-
envelope calculations.
NOTE: This expression refers to the quick calculations one would do informally, as on the
back of an envelope.
educated guess
→ a guess based on experience; a piece of information based on prior knowledge, not hard
facts or data
EXAMPLE: I'd say there are about a million potential consumers for your new line of
cosmetics, but that's just an educated guess.
in hot water
→ in trouble
EXAMPLE: Ian was in hot water with the government after he was caught making illegal
copies of software.
(to) crunch the numbers
→ to perform financial calculations
EXAMPLE: Reed Corporation is thinking about buying a small company. First, they'll need
to crunch the numbers and see if their acquisition will be profitable.
NOTE: You will also see the noun form of this expression, "number cruncher," used to
describe somebody who makes a lot of financial calculations as part of his or her job.

(it or that) blows my mind

→ it bothers me; it really surprises me; it amazes me
EXAMPLE: It blows my mind that our company is trying to save money by taking away our
free coffee service.
(to) run (the) numbers
→ to perform financial calculations
EXAMPLE: Should we lease or buy the equipment? We'll need to run the numbers to help
us make the decision.
in the red
→ losing money; when expenses are greater than revenues
EXAMPLE: We need to do something to start making profits. If we're in the red for one more
quarter, we're going to go out of business.
NOTE: This expression comes from the accounting practice of marking debits (subtractions to
the account) in red and credits (additions to the account) in black. The opposite of "in the red"
is "in the black," meaning profitable.

one's head is on the chopping block

→ in a position where one is likely to be fired or get in trouble
EXAMPLE: After Earthy Foods released a frozen dinner that made many consumers sick,
their CEO's head was on the chopping block.
NOTE: A chopping block is a piece of wood on which food or wood is chopped. Having your
head" on the block would suggest that it is going to be cut off. Fortunately, the meaning here is
not literal. If your head is on the chopping block, you might lose your job, but at least you'll
still have your head!

(to) give somebody the green light

→ to give permission to move forward with a project
EXAMPLE: Super Software's Moscow office has developed its own regional advertising

292
campaign. They hope that headquarters in California will give them the green light to
proceed with the campaign.
(to) break even
→ to make neither a profit or a loss; the point at which revenues equal costs
EXAMPLE: You broke even during your first year in business? That's good since most
companies lose money during their first year.

(to) pull the plug

→ to put a stop to a project or initiative, usually because it's not going well; to stop something
from moving forward; to discontinue
EXAMPLE: After losing millions of dollars drilling for oil in Nebraska and finding nothing,
the oil company finally pulled the plug on its exploration project.
ORIGIN: This expression refers to removing a plug to make something stop working — when
you pull the plug out of the wall, your appliance doesn't work. In the 19th century, when this
term originated, the plug was for a toilet. To flush the toilet, you had to pull out a plug.
https://www.essentialenglish.review/book/speak-business-english-like-an-american/lesson-2-talking-about-financial-issues/
[67]

Practice: The Idioms

1 Choose the most appropriate response to each sentence:
1. Did our CEO give the green light for the new project yet?
a) No, he told us he needed more information before making a decision.
b) Yes, he told us that the project was a bad idea and that we should stop working on it.
c) Yes, he's going to discuss the project with his wife and see what she thinks.

2. Last year, our company made a loss on our new line of video games, but this year
we'll break even.
a) I'm sorry to hear you're broke.
b) That's great. At least you're making progress.
c) Too bad. Last year you did a lot better.

3. If you don't double-check those numbers and make sure they're correct, you might
get in hot water with your boss.
a) You're right. My boss always appreciates it when I give him the wrong numbers.
b) That would be great. My boss enjoys soaking in hot water.
c) You're right. My boss always gets angry when he finds mistakes.

4. Our company is in the red again this quarter.

a) Congratulations! When's the celebration party?
b) In the red again? I hope you don't go out of business!
c) In the red? That's okay. It's better than being in the black.

5. We should pull the plug on our online advertising campaign.

a) I agree. It's not bringing us any new business.
b) I agree. Let's double our spending on it.
c) I disagree. I think we should stop spending money on online advertising.
6. I know our company is looking for ways to cut costs. Do you think my head is on the
chopping block?
a) No, don't worry. They won't fire you.
b) No, I don't think so. But you might get fired.
c) No, I don't think they'll cut off your head.

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 7. Doesn't it blow your mind that they promoted Beth to General Manager after the
mess she made in our department?
a) Yes, she really deserved that promotion.
b) No, but it does surprise me.
c) Yes, it really surprises me!
8. Did you have a chance to crunch those numbers yet?
a) Yes, I put them in a blender and crunched them up.
b) Yes, I just put the financial reports on your desk.
c) Yes, I'll take a look at them next week.
2 Make-up the dialogue using the given idioms, and then role play a dialogue with your
partner.
3 Public Speaking.
Prepare a public speech for the conference on financial issues of your country.

CONTEXT-BASED COMMUNICATION
1 Research the information on the topic „The aspects of financial culture among young
adults‟, highlighting the role of financial culture in your life.
2 Prepare a report/project for a scientific meeting, following the stages:
Introduction
Task
Process
Result/Product
Evaluation/Reflection

3 Writing: write an essay on the topic „Critical analysis on the use of financial statements in
assessing the performance of an organization‟ (at least 200-250 words).

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 1.2 BUSINESS TRENDS
LEAD-IN:
Analyze the diagram and give your vision how you understand business trends.

BUSINESS TRENDS: 2 тыс изображений найдено в Яндекс.Картинках (yandex.kz)

[68]
CONCEPT STUDY
Watch the video about the 10 Biggest Business Trends For 2021
The 10 Biggest Business Trends For 2021 - YouTube
[69]
1. Work from Home. . .For Real!
2. Data as an Asset
3. Business Model Innovation
4. Automation
5. Decentralized Finance
6. Virtual Interfaces
7. Going from Global to Local
8. Purposeful & Meaningful
9. Sustainability
10. Social Engagement
The 10 Biggest Business Trends For 2021 Everyone Must Be Ready For (forbes.com) [70]

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INFORMATION-ACCUMULATION

TEXT A1
1. Study the following text from the „Business Cycles‟ and give a brief description.
It might seem somewhat random when the economy encounters a downturn, companies struggle,
and prices rise, but the process is actually the direct result of a number of specific factors,
including business cycles. Business cycles refer to the periods of various success, struggle, and
medium-quality profits encountered by companies in the normal course of the economy; these
periods affect every individual. In other words, businesses may offer a service at an affordable
price at one point in time and fail to become profitable, but may then see this same service bring
in tons of cash at a later point; the difference isn't the business, but rather, is the economy. When
the economy is "'good‖ - something that's characterized by low unemployment, low inflation,
rising wages, and more - most businesses experience a boom, or an increase in profits and
success. There are once again a variety of factors that contribute to booms (some of which are
uncontrollable), but the short explanation of the occurrences is that when people have more
money to spend, businesses have more money to make. Similarly, businesses experience a bust,
or a decrease in profits and success, when the economy falters. For most people, a sagging
economy means it might be hard to find work and pay bills; for businesses, a sagging economy
means it might be difficult to stay in operation. Business contractions, or normal periods of
reduction in business after prolonged growth, occur regularly and vary in severity. Eventually,
employers will require a smaller amount of help because consumers are purchasing less (after all,
almost nobody buys new and expensive things all the time), unemployment will accordingly
increase, wages will fall, and so on and so forth. Recessions, or multi-month-long declines in
wages, general economic activity, and most importantly, GDP, are more serious than business
contractions. Recessions last longer than business contractions, can be more severe, and can
signal larger problems in the economy.
Business Cycles - Business English Lesson (lingua.com)
[71]

2. Read the text again and give answers to the following questions.

1. What are business cycles?

a) The periods of various success, struggle, and medium-quality profits encountered by
companies in the normal course of the economy
b) Times when businesses have record profits in an economy with full employment and stable
growth rate
c) Times when businesses are recording record losses
d) The periods wherein businesses neither lose nor make money

2. What is the difference between a boom and a bust?

a) Booms feature economic growth; busts feature economic downturn
b) Booms help businesses and consumers financially; busts harm them
c) Booms and busts are basically the same
d) 1 and 2

3. What are business contractions?

a) Periods during which the economy shrinks by 50-60%
b) Periods during which entire states' economies and completely destroyed
c) Normal periods of reduction in business after prolonged growth
d) Normal periods of rapid economic growth after a long period of increasing wages

4. How are recessions different than business contractions?

296
a) They last longer - usually at least a few months
b) They are characterized by GDP decreases
c) They can indicate larger problems with the economy
d) All of the above

5. Which of the following are affected by boom and bust cycles?

a) Only businesses are affected
b) Only consumers are affected
c) Both businesses and consumers are affected
d) Neither businesses nor consumers are affected

Business Cycles - Business English Lesson (lingua.com) [72]

1. Loot at the diagram, read the text and discuss on the meaning the word trend in Financial
Markets.

What is a trend? Definition and some relevant examples (marketbusinessnews.com) [73]

Markets
A trend in financial markets is a perceived tendency to move in a specific direction over time. In
other words, a perceived tendency to move in a particular direction.We classify these trends as
secondary for short time frames, primary for medium time frames, and secular for long time
frames. We can only confidently determine trends in hindsight. This is because, at any time, we
do not know what future prices will be.
Bull market
A bull market or bullish trend is a market that has the tendency to move upward, i.e., prices are
rising. If an investor feels bullish, he or she expects, for example, share prices to go up.
Bear market
A bear market or bearish trend is a market that has the tendency to move downward, i.e., prices
are falling. If an investor feels bearish, he or she expects share prices to fall.

297
Trendy

A trendy person is somebody who is very up to date or fashionable. We can also use the term for
styles or things. For example, a trendy hairstyle is a fashionable hairstyle. Trendy clothes are
fashionable clothes
What is a trend? Definition and some relevant examples (marketbusinessnews.com) [74]

2. Look at the images and generate your understandings on them

https://yandex.kz/images/search?from=tabbar&text=top%20strategic%20technology%20trends%
20for%202021&pos=0&img_url=https%3A%2F%2Fpbs.twimg.com%2Fmedia%2FEmpYre_X
YAY [75]

PRAGMATICS-ACTIVISATION
Activity 1. Make the dialogue for each topic
Which are the trends that influence your business?
Global Trends (technological, social, Competitors & Substitutes Social
economic, environmental, political ) --------------------------

Changing Capabilities (competences, Changing needs and Customers (Consumers,

technologies, suppliers, partners & networks) clients, distribution channels, influencers )

298
2. Case study
Breakthroughs take advantage of emerging and sustaining trends
Create a four paper or quadrant a layout whiteboard.
Populate the map by taking note of the following four traits of the user:
SAY: What are some quotes and defining words your user said?
DO: What actions and behaviours might your user be this tell you did you notice?
THINK: What thinking? What does about his or her beliefs?
FEEL: What emotions might your subject be feeling?
Note that thoughts/beliefs feelings/emotions observed cannot directly. They and be must be
inferred by paying various body

empathy map: 2 тыс изображений найдено в Яндекс.Картинках (yandex.kz)

[76]

3. Look at picture and discuss on the innovations serve basic human needs

all successful innovations serve human needs: 1 тыс изображений найдено в Яндекс.Картинках
(yandex.kz)

[77]
4. Role Play

299
DIRECTIONS
• In your small groups, identify a list of competitors and partners (including the suppliers)
• Assign a partner / competitor (or group of partners / competitors) to each individual.
• Create three mini BOMs altogether:
- of the current business and industry
- based on a ―future perfect scenario‖
– what would be wishful future situation for our business
- from a different point of view
– we can choose a certain competitor, partner, supplier or other partner from the value chain
– each team decides which perspective to use.

CONTEXT-BASED COMMUNICATION
Study the materials and write a report to the following themes:
1. Top strategic technology trends for 2021.
2. Trends that influence your business.
Project work 1
Discussion and presentation
Work in small groups. You work for a corporate finance firm bringing together investors
and entrepreneurs, using relevant phrases and vocabulary from the previous exercises, draw up a
list of Dos and Don'ts for start-ups looking for funding.
Project work 2
Work in groups of three. Each member of the group should prepare a 60-second talk on one
of the following topics.
 your future career plans
 the economy of your home town/country
 a business idea you think will work
 a subject of your own choice

Teacher‘s note

CONCEPT STUDY TEXT A1

2. Read the text again and give answers to the following questions.
1) a)
2) d)
3) c)
4) d)
5) c)

300
 1.3 BUSINESS INVESTMENTS
―Business opportunities are like buses, there's always another one coming.‖
– RICHARD BRANSON.

LEAD-IN:
4. Look at the images and generate your understandings on them

https://images.app.goo.gl/uMSzuewhsKJ6HSSX8 https://images.app.goo.gl/Bg7iwX1kEyB7i5MR9 [79]

[78]

5. Watching a video “What‟s Business?”

You are going to watch a video on the topic “What is business?”
https://www.youtube.com/watch?v=Ogrl1lFmHHg
[80]

301
2a. After watching, create a mind map “How do you understand the Business?”

https://images.app.goo.gl/hvHPo1DnTuKB2HAA7 [81] https://images.app.goo.gl/7ExNtki9gX7c8K6Q8 [82]

6. Answer the following questions:
 What is business all about?
 What is the meaning of business with example?
 What are the aims of a business?
 What are the types of business?
 What are the main objectives of a business?

CONCEPT STUDY
1. Study the “Business collocations” and choose the Best of them for each word

Source: https://eslflow.com/essential-business-english-vocabulary-worksheets.html
[83]

DO MAKE GET TAKE

1a. Write 5 sentences using some of the collocations you made above.
Example: I take action when I have a serious problem.

302
1.
2.
3.
4.
5.

2. Revise the following quotations and share your ideas on how they can relate to business
―Success is not final; failure is not fatal: it is the courage to
continue that counts.‖

– Winston Churchill

―Every problem is a gift—without problems we would not grow.‖

– Anthony Robbins

―Success usually comes to those who are too busy to be looking for it.‖
– Henry David Thoreau

―And the day came when the risk to remain tight in a bud was more
painful than the risk it took to blossom.‖
– Anaïs Nin

―I owe my success to having listened respectfully to the very best

advice, and then going away and doing the exact opposite.‖
– G.K. Chesterton

―I don‘t know the word ‗quit.‘ Either I never did, or I have abolished
it.‖
– Susan Butcher

3. Read the text and check your comprehension

Business phone calls (Communication)
Even with today's overall focus on technology, business phone calls, or phone calls
intended to discuss deals, agreements, and any other information of professional significance are
important and often-utilized, as they allow experts from a number of different companies and
organizations to completely understand one another. Like many other aspects of business, phone
calls feature quite a few variables and elements that should be considered by those involved.
Failing to consider these variables and elements can inhibit a business phone call's effects and
negatively impact business relationships. First and foremost, a caller dials and starts a business
phone call, while a receiver answers a business phone call. Starting a business phone call might
appear to be as easy as dialing a phone number, but there's a bit more to the process than that.
The caller should assure that the call is taking place at an appropriate time for the receiver, that
there is well-defined subject matter to discuss, and that this subject matter is outlined. Well-

303
defined subject matter could be anything from a potential deal to agreement specifics, and even
an inquiry as to how a client is feeling and what he or she needs.
Outlines of important discussion points, or reminders of topics that should be talked
about during conversations, help make business phone calls as meaningful and useful as
possible. With that said, business phone calls can begin with some light-hearted small talk, or
non-official talk that's intended to offer a break from official conversation, to build trust and
emphasize a relationship, before proceeding into matters of professional concern. Receiving a
business phone call is similarly straightforward. If one is unable to talk at a given moment, the
generally accepted practice is to answer a call and request that the caller phone back at a later
time (or that he or she receive a return call at a later time). Other than that, one simply answers,
remains courteous and attentive, and allows the caller to guide the conversation. It's
recommended that one take notes during business phone calls. Exchanging information, or
providing contact details, pertinent figures or statistics, or other requested data is a common
business phone call practice that can be started by the caller or the receiver. To exchange
information, one simply asks the individual on the other end of the phone if he or she believes it
would be mutually beneficial (or helpful for all parties involved) to swap specified information.
If an agreement is made, the received information should be taken note of. If something that a
caller says isn't completely understood or isn't clear, one can politely ask him or her to repeat
what was said. This request can be as simple as "Can you please repeat that?" or "Sorry, I didn't
catch that." Ending a business phone call, or the process of hanging up and bringing a
conversation to a close, is usually automatic, and occurs when both callers feel that the dialogue's
purposes have been fulfilled. If a business phone call has to be ended early (because something
unforeseen has come up), the caller should ask if the dialogue can continue at a later time.
Source: Business English Text, https://lingua.com/businessenglish/reading/
[84]

1. What is a business phone call?

a) A phone call between two friends
b) A phone call about no particular subjec
c) A phone call intended to discuss deals, agreements, and any other information of
professional significance
d) None of the above
2. Whose job is it to outline a business phone call's conversation topics?
a) The receiver
b) The company
c) The caller
d) Both the company and the receiver
3. What is the purpose of small talk?
a) To help business experts make deals
b) To offer the caller and receiver a brief break and improve their relationship
c) To waste company time and resources
d) To see who can talk at a lower volume
4. What type of information should be exchanged?
a) Information that's unrelated to work
b) Information that's agreed upon at the start of a conversation
c) Any information
d) Mutually beneficial information
5. How should one ask a caller to repeat something?

304
 a) Politely and respectfully, to aid the conversation and the relationship
b) Rudely, to punish him or her for not being clear
c) One shouldn't ask a caller to repeat something
d) Quickly, to save time

4. Study vocabulary on Business investment and match them with an appropriate

meaning
1 Analyst A all the shares a company
2 Assets B a raw material or primary agricultural product
3 Blue Chip Stocks C Initial Public Offering
4 Bull market D a stock exchange
5 Capital stock E financial data expert
6 Commodities F responsibilities for something, especially by law
such as debt
7 Diversification G an owner of shares in a company
8 Dividend H Nominal face value
9 IPO I Stocks of the trusted and leading companies
10 Shareholder J Period that Stock Exchange is open for trading
11 Stock market K a broker who buys and sells securities on a stock
exchange on behalf of clients
12 Volatility L all the company properties
13 Liabilities M to invest in many different ways to reduce risk
14 Stockbroker N excitability
15 Par value O money which is paid to shareholders
16 Trading session P a market in which share prices are rising,
encouraging buying

5. Read the definition on the memory card and then guess the word

2. one of the equal parts into

1. a securities firm, buyer which a company's capital is
or seller of a security. divided, entitling the holder to a
proportion of the profits

3. an investment program
4. money which is paid to
funded by shareholders that
shareholders
trades in diversified holdings

5. the value of the shares issued 6. someone who buys and sells
by a company stocks to get profit

8. a market in which prices are

7. offer
falling, encouraging selling

305
 6. Read the definition and select the corresponding option from the list:
1. All the shares a company
a)blue chip stocks
b)bond
c)option
d)capital stock

2. someone who buys and sells stocks to get profit

a)insider
b)speculator
c)shareholder
d)securities

3. money which is paid to shareholders

a)dividend
b)stockbroker
c)agent
d)bond

4. to invest in many different ways to reduce risk.

a)diversification
b)par value
c)speculator
d)interest

5.shares that are traded on a stock exchange

a)bid
b)capital gain
c)stock
d)speculator

6.the right to buy and sell certain securities at a specified price and period of time
a)capital stock
b)capital gain
c)stockholder
d)option

7.an investment program funded by shareholders that trades in diversified holdings

a)mutual fund
b)futures
c)diversification
d)share

8. an owner of shares in a company

a)shareholder
b)capital loss
c)stock
d)option

9. person owning stocks and shares.

a)stockholder
b) interest

306
c) prospectus
d)mutual fund

10. responsibilities for something, especially by law such as debt

a)stock
b)liabilities
c)yield
d)trading session

INFORMATION-ACCUMULATION
1. Look at the photos of three types of business. What do you think would be the risks
and opportunities associated with investing in these types of business?

https://news.wsu.edu/2019/08/06/dining-services-chefs-earn-culinary-medal/ [85]

http://www.esourceresearch.org/8-types-of-scientists/ [86]

https://ecowarriorprincess.net/2018/09/tips-for-starting-your-own-horticulture-
business-2/
[87]

307
1a. Imagine that you want to invest in above mentioned businesses. Discuss the following
questions in groups and present a poster “Benefits and drawbacks of investing new
business” by taking into account the questions:
1. How much money do you have to invest?
2. How much money can you afford to lose?
3. Are special skills or education required?
4. Do you possess these skills or can you easily get them?
5. Do you require a specific level of income?
6. Is this a new field of interest?
7. What is the background of the promoter?
8. What is the level of support you will receive?
9. Are there other companies offering the same products or services?
10. Can you run your business alone without extra personnel?

2. Read the title of the article. What source of business funding do you think the author
recommends?
The art of doing it yourself
What advice would I give to new entrepreneurs who need funding? Forget about your
business plan and buy a lottery ticket – your chances are better. My point is that when you need
venture funding no one will give any money until you already have a marketable product. In
other words, funding comes just when you do not need it. A myth spread by business schools is
that the way to start a venture is to create a great business plan, perfect your pitch, and then
present this to investors, starting with venture capitalists. If that does not work, you knock on the
door of angel investors. But ask any entrepreneur who has called on venture capitalists and they
will probably tell you that it is almost impossible to even get calls returned. If venture capitalists
do respond and you are invited to present your idea, the process will drag on for many months
while you borrow more and survive on hope. If you do hit the jackpot, you are required to let the
investors make many of the business decisions in exchange for an investment. To be fair, most
business plans do not deserve funding. Venture capitalists receive hundreds of plans every week,
and few are worth the paper they are printed on. Everyone jumps on the same new trend, or the
ideas are so far out that they have no chance of success.
And great ideas are not enough: it takes experienced management, excellent execution, and a
receptive market. It is hard for even the best venture capitals to identify the potential successes.
So what should an entrepreneur do? What all new entrepreneurs should understand is that, even
if you have a realistic business plan for a great idea that can change the world, you need to
develop it yourself until you can prove it. Focus on validating your idea and building it up. Raise
money to get started by begging and borrowing from family and friends. And be prepared to dip
into your savings and credit cards, obtain second mortgages, and perhaps look for consulting
work or customer advances. There is no single recipe for developing your business idea yourself,
but there are some essential ingredients. Here are some pointers:
1. Share your ideas with those who have done it before. You can learn a lot from the experience
of seasoned entrepreneurs, and they are much more approachable than you think. If you cannot
find anyone who is excited about your idea, the chances are it is not worth being excited about.
This may be time to reflect deeply and come up with another.
2.Speak to anyone who can help you understand your target customers. If you can sell your
concept, some customers may help you find it or agree to be a test site or a valuable reference.
Customers do not usually know what they want, but they always know what they do not need.
Make sure that there is a real need for your product.
3. Your idea may be grand and have the potential to change the world, but you are only going to
do this one step at a time. Look for simple solutions, test them and learn from the feedback. If
you are starting a restaurant, work for someone else first. If you are creating a software product,

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learn by doing some consulting assignments or create some utilities. You do not have to start
with the ultimate product.
4. Focus on revenue and profitability from the start. Find creative ways to earn cash by selling
tactical products, prepaid licenses or royalties. Pay employees partially in stock. Look for access
to free hardware or premises. And sweep the floors yourself. In short, use any methods to avoid
costs.
5. It is going to take longer than you think. There will likely be product problems, unhappy
customers, employee turnover, and lots of financial challenges. You may even fail a number of
times before you achieve your goals. By learning from each success and failure alike, you
increase the odds that you eventually make it.
6. Never forget the importance of business ethics and your own values. Ethics need to be
carefully sewn into the fabric of any start-up. And the only way to reach long-term success is by
achieving outstanding customer satisfaction. With a lot of luck and hard work you may build a
successful company that markets products customers really want. It is very likely that by this
stage, you receive the phone calls from venture capitalists. This is the time to think of exit
strategies and decide if you want to own a small piece of a big pie or a large piece of a small pie.
Source: https://kse.ua/wp-content/uploads/2019/01/Admission-Examination-in-English-2013.pdf
[88]

3 a. Read the article and decide whether statements 1-7 below agree with the author's
opinions. Write Yes (Y) if they agree with the author or No (N) if they disagree.

1 Venture capital is a good source of funding for new businesses.

2 Business schools give misleading advice on funding sources.
3 Investors always respond promptly to funding applications.
4 The process of obtaining funding will proceed at a fast pace.
5 Entrepreneurs who get funding rarely keep total control.
6 Venture capitalists have few good ideas to choose from.
7 Self-funding your own business ideas is too difficult to be practical.

3 b. Read the article again and match the headings below to paragraphs 1-6. One heading
is not needed.

a Prepare for the worst

b Start small
c Choose partners carefully
d Consult widely
e Watch every penny
f Keep your integrity
g Identify markets

4. Work in small groups. Your group has just won €500,000 on the Euro lottery, Discuss
which company to invest in.
Breezewatt - produces mini wind turbines which can generate 50 per cent ofthe electricity needs
of the average home.
NewClear - produces high precision, high value components for nuclear power stations.
Fluban - has developed a vaccine against bird flu which has proved very promising in clinical
trials.

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4a. Present your choice to the class and explain why. Create a plan and goals of investing
the business
5. Internet research. Search for the keywords "bootstrapping business" to find out more
about do-it- yourself financing. Can you find any examples of successful companies that
bootstrapped at the beginning?

5a. Illustrate provided information above in a pie-chat mode and write a report on it.

Source: Modern Pie Chart Business https://images.app.goo.gl/pa7imnx3WxccpJXF6

[89]
PRAGMATICS-ACTIVISATION
1. Watch a video and answer the following questions:

Link to the video: https://www.youtube.com/watch?v=tC3U4bXYlW8 [90]

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  What is the main idea of the video?
 Why do 99 percent of people in America fail at starting a business?
 What is the key to a successful business start?
 What is the second reason why businesses fail?
1a. Analyze the speech of speaker and add some other questions to discuss.

1b. Study the case.

You are the expert on World business affair; your aim is to prepare a report that can
inform people who wants to start a business or invest to new area of business about the activities
that are being taken, and those that should be taken, to support them.

1c. Write a report on "Supporting innovation and creativity in starting a business and
relevant ways to invest them" in 250 words.

2. Read the seven steps in an application procedure. Put the steps in order 1-7.

Seventh Heaven Angel Investors Group

The seven steps to heaven
a Screening meeting. If they didn't turn you down at Step 2, our review committee will invite you
to a screening meeting, be prepared to make a ten-minute pitch and answer any questions that
come up
b Self-assessment. Before putting forward your business plan for our consideration, you must
work out if angel capital - and specifically capital from our group - is right for your company
c Due diligence. If your presentation is successful, interested investors will check out the
statements made in your business plan, presentation, and financial projections. They will go over
your team's background and track record in detail.
d Funding. When all parties are happy with the terms and language contained in the term sheet,
the deal can go through.
e Online application. Once you have decided to submit a plan, complete our application online.
This is designed to identify the most important details about your business so that our internal
review committee can weed out the non-starters.
f Term sheet. On successful completion of the due diligence process, interested angel group
members will draw up a term sheet that sets out the structure of the investment deal, including
type of equity and board of directors representation.
g Presentation to membership. If you get through the screening meeting, you will be invited to
make a 30 minute presentation to our full membership, the goal being to convince members that
your proposal is worth investigating in detail
3. Use the phrasal verbs in 2 to complete the sentences.

1. Only two per cents of business plans the complete funding process.
2. Problems often in the early stages.
3. Business angels may proposals for no apparent reason.
4. angels always an entrepreneur‘s background thoroughly.

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5. it‘s worth getting a lawyer to any contracts rather than trying to write them yourself.
6. The term sheet all the conditions of the deal.
7. A lot of hard work is necessary before the deal finally .
8. In your pitch, you should clear and convincing arguments.
4. Imagine your partner has given a talk about a company. Write five questions about the
company using the prompts below.
 a last year's profit figures
 b when the company was founded
 c the reasons for their successes
 d who invented the company logo
 e what color they prefer
5. Research new types of local and foreign businesses.
6. Communication: Press Conference “Business and investment”
INTRO: A Press Conference
TASK/PROCESS: Divide students into 3 groups:
Group 1: You represent the local types of business. Present the mission, vision, strategy,
history, principles, programs and show the importance of investment.
Group 2: You represent foreign or international kinds of business. Talk about the import
and export and its role in the society.
Group 3: You represent mass media (e.g. journalists, reporters). Ask questions and argue
the opinions.

6a. Analyze the results of the press conference; write a report of 250 words.

CONTEXT-BASED COMMUNICATION
1. Project work 1
Discussion and presentation
Work in small groups. You work for a corporate finance firm bringing together investors
and entrepreneurs, using relevant phrases and vocabulary from the previous exercises, draw up a
list of Dos and Don'ts for start-ups looking for funding.
2. Project work 2
Work in groups of three. Each member of the group should prepare a 60-second talk on one
of the following topics.
 your future career plans
 the economy of your home town/country
 a business idea you think will work
 a subject of your own choice

3. Write an essay (200-250 words) about business and investment on theme “The best
investment in the sphere of business”

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