С.М. Костенко, И.Б. Борковская, Т.Н. Михельсон, Н.В. Успенская

С.М. Костенко, И.Б. Борковская, Т.Н. Михельсон, Н.В. Успенская

ПОСОБИЕ

Для научных работников

ПО РАЗВИТИЮ НАВЫКОВ УСТНОЙ РЕЧИ

ПРЕДИСЛОВИЕ

Предлагаемое пособие предназначено для развития навыков устной речи в группах аспирантов и научных сотрудников, готовящихся к сдаче кандидатского экза­мена по английскому языку и при работе в студенческих группах.

Пособие представляет собой сборник текстов и упражнений к ним и состоит из четырех разделов:

“Biography of a Scientist” (составитель Т. Н. Михельсон); “Scientific Institution” (составитель Н. В. Успен­ская); “Scientific Gathering” (составитель С. М. Костенко); “Discussing Current Professional Literature” (со­ставитель И. Б. Борковская). Общее руководство ра­ботой над пособием осуществляла С. М. Костенко.

Каждый раздел включает несколько оригинальных (неадаптированных, но сокращенных) текстов на дан­ную тему. При их отборе авторы стремились к тому, чтобы каждый текст носил общенаучный характер, до­статочно легко пересказывался и был насыщен лекси­кой, связанной с научной работой. Тексты пособия заимствованы из следующих источников: биографии ученых — из английских и американских энциклопе­дий; тексты раздела “Scientific Institution” — из аме­риканского путеводителя, журнала “Civil Engineering”, а текст “Imperial College” — рассказ английского фи­зика о своем колледже, записанный на магнитофон;

тексты раздела “Scientific Gathering” взяты из журнала “Nature”; тексты последнего раздела — из журнала “Endeanour”.

Целью упражнений является развитие различных видов речевой деятельности (говорение, письменная речь, восприятие со слуха, перевод). Все упражнения можно подразделить на:

а) упражнения на проверку понимания текстового материала учащимися, б) лексико-грамматические упражнения, в) учебно-коммуникативные упражнения (их подавляющее большинство), г) упражнения на контроль усвоения материала (перевод с русского), д) упражнения (в виде небольших текстов) на развитие понимания английской речи на слух.

Данное пособие выходит 2-м изданием (1-е изд. вышло в 1970 г.). Тексты оставлены без изменений, поскольку они представляют собой основу учебного материала, предназначенного для активного усвоения. Упражнения подверглись весьма значительной пере­работке. Подавляющее большинство тренировочных упражнений заменено условно-речевыми и речевыми упражнениями, что отвечает принципам современной коммуникативной методики.

 

======================== PART I ========================

BIOGRAPHY OF A SCIENTIST

Text I
NIELS BOHR (1885—1962)

Bohr is a Danish physicist, one of the most ingenious interpreters of his generation of the problems of modern theoretical physics. Born in Copenhagen on October 7, 1885, he did physics at the University of Copenhagen, obtaining his doctor's degree in 1911 and proceeded immediately to Cavendish Laboratory at Cambridge for further study under Sir J. J. Thomson. In 1912 he mo­ved to Manchester University, where he was associated with Ernest Rutherford in the latter's atomic research. In 1914, following a year as lecturer at the University of Copenhagen Bohr returned to Manchester, remaining there until 1916, when he was made professor of Theore­tical Physics at the University of Copenhagen.

In 1920, largely due to Bohr's efforts, the Institute of Theoretical Physics was established at Copenhagen. He became its first head and under him the Institute has become an important centre for the development of theoretical and experimental physics. Prior to World War II Bohr's Institute had become the world centre for atomic physics.

Just before World War II, Bohr advanced the ideathat the compound nucleus was fundamental to the phe­nomena of nuclear disintegration, a concept that proved fruitful in later work. In collaboration with John Archi­bald Wheeler he proposed a theory of nuclear fission that led to atomic research which produced the atomic bomb.

In 1943, after the Nazis had occupied Denmark, Bohr escaped to England in a small boat. Making the way to the United States, he took a leading part in the atomic bomb project, working mainly at the laboratory establi­shed in early 1943 at Los Alamos in New Mexico. In 1944—1945 Bohr served as adviser to the Scientific Staff of the Manhatten Project. In 1945 Bohr returned to Copenhagen to resume his duties as director of the Insti­tute of Theoretical Physics.

Bohr's great achievement was recognized internatio­nally by the Nobel prize award to him in 1922 for his study of atomic structure and radiation. In 1957 he was of the Atoms for Peace award. That same year at the Massachusetts Institute of Tech­nology, he delivered his lecture on the Philosophical Lessons of Atomic Progress.

 

Exercises

Exercises

Ex. 1. Comprehensive check.

 

1. Who was Charles Darwin? 2. Can you tell me where he was born? 3. Who was his father? 4. Will you tell me under whom Darwin studied at Shrewsbury school? 5. How long did he attend school? 6. What did he do after leaving school? 7. He was interested in the study of na­tural history, wasn't he? 8. On what expedition did he go? 9. Darwin corresponded with many scientists, didn't he? 10. Why is his correspondence with Asa Gray of special interest to us? 11. Whom did Lyell consult when Darwin sent him his own treatise and the manu­script received from Wallace? 12. What did Lyell and Hooker recommend Darwin? 13. Were Darwin and Wallace of the same opinion on all the problems concerning the theory of evolution? 14. Are you familiar with Dar­win's view on the descent of man? 15. What is your opi­nion on Darwin's main contribution to science?

 

 

Ex. 2. Answer the following questions. Note that no article is used before nouns denoting a branch of knowledge (archaeology, astronomy, biology, biochemistry, botany, chemistry, history, mathematics, mechanics, philosophy, philology, physiology, phy­sics, etc.).

 

Model:

1. What examinations have you already pas­sed?

2. I have passed my exams in history, li­terature, general linguistics and phonetics.

 

1. What examination are you going to take next spring? 2. What subjects did you like best while at school? 3. What subjects were you interested in while at the Institute (University)? 4. What course of lectures did you at­tend while a postgraduate? 5. In what field are you doing research?

 

 

Ex. 3. Insert the definite article where necessary and road the sentences aloud. Note that we say “He gives lectures in chemistry” but “He gives lectures on the chemistry of proteins”.

 

1. Do you take interest in... science? 2. Botany is... science of plants. 3. Pavlov studied... biology at the University. 4.... astronomy is a branch of... knowledge. 5. I am sure that... knowledge of English will help me greatly in doing... research. 6. What is... knowledge? 7.... nature has always inspired poets and artists. 8. Are you familiar with... nature of... radioactivity? 9. He had to take into account... radioactivity of this element. 10. Rutherford determined... nature of alpha-particles and worked out... theory of radioactive disintegration of elements. 11. Mendeleyev discovered... Law of... Periodicity. 12. In his youth Dr. Nash studied... law. 13. My sister is fond of... music. 14.... music of Chopin is very beautiful. 15. I am not interested in... nuclear physics. I want to do... research in... field of... solid-state physics.

 

 

Ex. 4. Insert articles where necessary. Remember that we say “He works at и plant” hut “He works at the Lomonosov plant”. Note that no article is used before the words school and college when they denote an educational establishment, while the word University is mostly preceded by the definite article.

 

1. Lomonosov managed to secure admission to... school by pretending to be... son of... nobleman. 2. In 1745 he returned to St. Petersburg and was appoin­ted professor of... chemistry at... University. 3. Are you going to take post-graduate courses at... research institute? 4. Next month my friend is going to give... lecture at... Department of Plant Anatomy of... In­stitute of... Botany. 5. My younger brother goes to... school. He hopes to enter... University and study... physics. 6. Does your sister work as... secretary at... office or at... plant? 7. Dr. Ivanov is... secretary of... scientific council of... Department of... theo­retical physics.

 

 

Ex. 5. Answer the following questions and give some additional information. Note that after the verbs answer, attend, con­sult, enjoy, enter, join, leave no preposition is needed.

 

Model:

1. Can you answer all my questions?

2. Sorry, I can't. I'll try to answer one question, if you please.

 

1. Were you able to answer all the questions put to you? 2. Have you answered the letter you received from your friend? 3. Do you regularly attend English classes? 4. Did you attend the last seminar at your lab? 5. Are you going to attend our meeting tonight? 6. When are you going to consult your scientific adviser? 7. Do you often consult the head of your laboratory on problems concerned with your work? 8. Do you have to consult the dictionary when translating texts on your speciality? 9. Did he enjoy his stay in London? 10. Did you enjoy your holiday? 11. At what age did you enter the Institute? 12. Is your sister (brother) going to enter the University? 13. Did you join any scientific circle while at the Uni­versity? 14. When did you join this laboratory? 15. When did you leave school? 16. When did you leave your na­tive town?

 

 

Exercises

Exercises

SUPLEMENT

 

LIST OF WORDS AND EXPRESSIONS WHICH CAN BE USED WHEN SPEAKING

 

a) About the Head of a Laboratory

 

be a well-known (distinguished, prominent, outstanding, famous) scientist; be known (distinguished, famous) for...; be engaged in (different activities); be appoin­ted (elected, made) director (head, manager, professor) of...; hold the position of director (head, manager, professor); be at the head of (head, run, be in charge of) an Institute (laboratory, research team, etc.); hold seminars, give lectures (course of lectures) in physics (chemistry, biology, etc.); give a lecture (talk, commu­nication) on...; go on an expedition (tour, trip); con­tribute (make a contribution) to...; do important (outstanding, excellent, etc.) research in (into, of)...;

make a thorough (complete, detailed, accurate) study of...; advance (propose, develop, put forward, suggest) an idea (hypothesis, approach, theory); work out an approach (method, explanation); search for (adopt, use, make use of) a new (another, better) approach (techni­que, method); be generally recognized; win general recognition; win (receive, be awarded) a prize (award) for...;

 

b) About a Visit to a Research Laboratory

 

visit; stay for...; be shown around; get acquainted with...; learn; be (get) interested in...; work in collaboration with...; do joint research; exchange opinions on...; be of the same (a different) opinion on...; be impressed by...; enjoy.

 

c) About Oneself

 

be born in... at (in)...; go to (attend) school; while at school; get interested in...; leave school take en­trance examinations; read much (hard) for the examinations; be admitted to...; while in one's first (se­cond, etc.) year; join a students' scientific (learned) society; do physics (biology, etc.); read a paper; attend lectures in (on)...; study under...; graduate from the Institute (University); begin (start) working at...; get an appointment as (position of) a teacher (engi­neer, junior research worker, laboratory assistant);

join a laboratory; read for one's thesis; collect and ar­range data (facts, observations); check one's results;

do (carry on) experiments on (with)...; do theoretical work; do research in (into, of)...; make calculations (observations, measurements) of...; consult one's come to the conclusion; agree; be through with the experimental part of...; succeed in obtaining reliable results (data); work jointly (do joint work) with...; overcome difficulties; be particularly interested in...; take no interest in...; be outside the scope of one's work.

 

======================== PART II ========================

SCIENTIFIC INSTITUTION

 

 

Text 1
CARNEGIE INSTITUTION OF WASHINGTON

 A little over sixty years ago, on January 28, 1902 Andrew Carnegie founded what was to become a new kind of institution for America: the first to be devoted wholly to fundamental research over wide fronts of science, in the most completely basic aspect.

The Carnegie Institution of Washington was established specifically to encourage, in the broadest and most liberal manner, investigation, research, and discovery and the application of knowledge to the impro­vements of mankind.

The scientists in the Department of the Institution have no commitment except to carry on research; they

are not required to teach; they choose their own fields of investigation.

Carnegie Institution scientists in the last sixty years have made far-ranging major contributions to know­ledge in almost every field of science. They have been pioneers in opening new areas.

At present, Carnegie Institution's interests are mainly in three broad fields: 1) the form, contents and dyna­mics of the universe; 2) the structure and evolution of the earth; and 3) the frontiers of biology. Work in these pioneering areas is being carried on in six research centres operated by the Institution and by individual scien­tists and research teams. The six research centres are:

The Mount Wilson and Palomar Observatories which are operated jointly by the Carnegie Institution and California Institute of Technology.

These observatories have two of the world's largest telescopes, and are currently engaged in programs on the physical nature and evolution of celestial bodies, and on the structure and dimensions of the Universe.

The Geophysical Laboratory which conducts broad physiochemical studies on the structure, formation and evolution of the Earth's crust to learn more about the physical and biological history, composition and inter­nal make up of our planet.

The Department of Terrestrial Magnetism. Research at this Department covers a wide range of subjects, including the magnetic and electrical fields of the, earth, radio astronomy, geophysics of the earth's crust and mantle, isotope geology, nuclear physics and biosynthe­sis, touching also on basic genetics.

The Department of Embriology. There are investi­gated the processes by means of which egg cells develop into individual.

The Department of Biology at Stanford, California. This Department studies photosynthesis, by which plants manufacture organic matter.

The Genetic Research Unit at Cold Spring Harbor, New York. Studies undertaken by this Unit consider the mechanisms by which life processes are directed in the living cell.

In addition to its own full-time staff, the Carnegie Institution annually invites selected scientists of inter national reputation to spend time at its research centres, making use of the specialized instruments and facilities of the Institution.

The results of the Institution's research are freely and promptly presented to the world through scientific journals and scientific meetings, lectures and symposia In all, the Institution has published more than 800 titles, some consisting of several volumes.

 

Exercises

Exercises

Exercises

Ex. 5. Insert prepositions.

 

A

 

1. Imperial College is fostering research... science and technology. 2. It was founded as the Royal College... the middle... the nineteenth century. 3. The aim... its foundation was to keep Britain... the forepost... technological advance. 4. Many famous scientists were associated... the College. 5. There are large engineering facilities... addition... those... pure scientific research. 6. One... the departments is headed... Professor Chain. 7. The College is fortunate... having several new buildings... many laboratories. 8. The College has facilities... London... a biologi­cal field station. 9.... the present time many research students are working... higher degree... Imperial College. 10. Much research work is undertaken... Imperial College... a wide range... subjects. 11. The College is growing... size and numbers. 12. Very soon it will develop... a separate University.

 

B

 

 l3. What well-known scientists are associated... your Institute? 14. This Institute is fostering research... cytology. 15. The Institute of Semiconductors was founded... the middle... the twentieth century... Academician Joffe. 16. Our Institute is... the forepost... physical science. 17. The Laboratory... Biochemistry is headed... Professor N. 18. The post graduates... our Institute are now studying... higher degrees.

19. I do a lot of reading... my examination in English.20. We hope to train specialized scientists... many ways.

 

 

С. Find out from your fellow-student whether: he (she) followed your advice; his (her) communication was followed by a discussion; he (she) can easily follow English speech; he (she) follows the same technique as you do; the lecture followed by the film was interesting.

 

Model:

1. Do you follow the procedure proposed by your supervisor?

2. Yes, I do. I strictly follow it. It has pro­ved to be very useful.

 

D. Talking to your fellow-student find out whether: he (she) has undertaken a new research; any attempts have been undertaken to find a new approach because the old one was not Successful; the work he (she) undertook was a success.

 

Model:

1. Have you undertaken, any steps (efforts) to find the book you need?

2. Yes, I have. And I have found it at last.

 

 

SCIENTIFIC GATHERING

 

Text 1
TWELFTH INTERNATIONAL ASTRONAUTICAL CONGRESS

The International Astronautical Congress is an annual meeting of the interplanatory societies of the world. The meeting during October 1—7, 1961 in Washington, was the first occasion that the meeting had been held on the American continent. Of the 750 people registered, some 300 came from countries outside the United States. The president of the Astronautical Congress this year was Academician L. I. Sedov, of the USSR.

The opening ceremony was followed by a reception at the Boiling Air Base.

The technical sessions started at 9 a. m. on Octo­ber 3. Undoubtedly, the most noteworthy paper of the morning was by A. G. Clarke, under the title “The Social Impact of Communication Satellites”. This was presen­ted during the Space Law Colloquium and attracted widespread attention.

The Space Law Colloquium continued in the after­noon and there was a session on energy conversion and yet another simultaneous session on astrodynamics. This last subject was treated as a round-table topic where a number of contributors made both prepared and unpre­pared comments.

On October 4 the round-table concept was continued with a discussion on the exploration of the solar system by radar and radio astronomy.

On October 5 the now traditional conference boat-trip was made down the River Potomac. This informal occasion probably gives more opportunity for relaxed

discussions between groups of experts than is possible in the more formal atmosphere of the conference hall. The congress reception was held in the evening and was addressed by Academician Sedov.

 

 

Exercises

Exercises

Ex. 16. Say a few words about a laboratory seminar you have recently attended. Mention the order of the day, the main topics discussed, the possible practical application of the results obtained, etc.

 

Text 3
FIFTH INTERNATIONAL CONGRESS OF BIOCHEMISTRY

The Fifth International was held during August 10-dency of Academician A. I. Congress of Biochemistry -16, 1961 under the presidency of Academician A. I. Oparin. The number of registered participants, about 4500 together with an ad­ditional 1000 or so guests of the Organizing Committee, was larger than at any previous congress, and it seems that each congress, from the first, which was held in Cam­bridge in 1949, to the present one in Moscow, attracts more and more workers who are interested in one or many aspects of the broad subject of biochemistry.

The congress held its opening ceremony in the impres­sive Palace of Sports and the session closed with a masterly lecture by Professor G. E. Green. The plenary session was followed by a most enjoyable concert given by the Moscow Symphony Orchestra.

The scientific programme which followed included a series of symposia, and between two and three thousand original contributions. The main congress symposia were held in the large assembly hall of the University or in auditoria of ample seating capacity and were well attended. The main speakers in these sessions were allowed up to 40 minutes to develop their subject and the subsequent speakers 15 minutes, a half to three-quarters of an hour being set aside at the end of the session for discussion. The time proved to be adequate” and the discussions were usually lively. The arrangements for simultaneous translations in these meetings were excellent. Pre-prints of the main congress lectures and of the contributions to the symposia were available to participants before the meeting.

Probably the largest part of the scientific programme was associated with the activities of the 28 sections. Each section had its own interpreter, and language difficulties were thereby reduced to a minimum. Abstracts of the short communications were available in the form of a separate book and where the text was submitted in Russian, an English translation was also provided.

There was a useful display of scientific apparatus originating from 14 countries, and an attractive exhi­bition of modern books dealing with all aspects of bio­chemistry and published in many different countries.

Most of those attending the congress were accomodated in the student quarters of the University or in two of the largest hotels in Moscow, hotel “Ukraine” and hotel “Moskva”. Transport between the University and hotels was well maintained throughout by excellent bus service. Academician Oparin gave a series of receptions

to the participants of the congress. There was a series of interesting tours arranged by Intourist.

The Fifth International Congress of Biochemistry was the largest congress yet held in the USSR. The clo­sing plenary session was especially noteworthy for the outstanding and informative lecture on “Proteins, their Function and Structure” given by Professor F. Sorm. This was followed by a number of short addresses of appreciation by delegates from several countries, after which the president closed the proceedings and formally announced that the next congress would be held in New York in July 1964.

 

 

Exercises

Exercises

Exercises

SUPPLEMENT

 

Vocabulary

(to be used in discussing a scientific publication)

 

1. The book (volume, handbook, text-book, article, essay) to be discussed is... The discussed book (volume, etc.) is...

2. The articles represent papers (reports) given at the conference.

3. The author (editor, publisher) of the book is... The contributor of the journal (magazine) is...

4. The book was published (edited) in 19...The article originally appeared in (the Soviet Union; in Rus­sian, in a journal).

5. The author is a well-known (distinguished, outstanding) scien­tist in the field of... The author is a Nobel prize winner (State prize winner, Lenin prize winner).

6. The title (name) of the book is... The heading of the chapter (section, part) is... The headline (title, name, heading) of the newspaper article is...

7. The book consists of... (10) chapters (sections, parts, articles, contributions). The book contains (includes, falls into)... (3) parts.

8. The book contains a summary (a treatment of..., a list of references, a large amount of useful information).

9. The book is addressed to scientific workers (professional scientists, interested laymen, undergraduates, post-graduates, those working in the field of..., those studying the problems of..., those familiar with the field of..., those approaching the problems of...). The book is written for researchers.

10. Reference is made to workers (works) in

11. The subject of the book is... (includes..., is reviewed, is covered).The topic (theme) of the book is... The topic of the research (investigation, thesis) is...

12. The subject matter of the book relates to (includes, is devo­ted to)... The subject matter of the book falls into two parts.

13. The book (the author) discusses (deals with, is concerned with, covers, considers, gives consideration to, describes, gives an accurate description of, outlines, emphasizes, places emphasis on) the problem of...

14. The book provides the reader with some data on... (some material on..., some information on..., an intro­duction to..., a discussion of..., a treatment of..., a study of..., a summary of..., some details on..., a use­ful bibliography, a list (set) of references, key references).

15. A careful account is given of... A detailed description is given of I the theory (problem, A thorough description is given of | method)' of... Much attention is given to... Little attention is given to...

16. Of: particular (special, great,    little) interest is the method of... Of particular interest is the     theory (discussion, treatment) of...

17. Of great (little) importance is the method of..

18. It is notable (noteworthy, praiseworthy, fortunate, unfor­tunate, a mistake, a slight disappointment, to the author's credit) that..,

19. The author has succeeded in showing (providing, presenting) the results of...

20. The author faile'1 to show (to exhibit, to provide, to present, to give an account of, to direct our attention to...

21. The author (editor, publisher, proof-reader is to blame for the drawbacks in the book. The book suffers from some mistakes (errors, limita­tions, shortcoming,?, careless proof-reading).

22. In spite of these drawbacks the book is а useful reference work (a valuable source 0} ready information). In spite of these drawbacks the book was useful to (helpful to)

23. The book begins with а discussion of (chapter on, introduction to, introductory discussion of... The book begins with introductory notes (remarks).

24. The book ends with a discussion of...

25. In concision (in summary, summarizing) the author…

26. The purpose (aim, object) of the book is to provide...

27. The book aims to provide (acquaint, present, -,how)...

28. The book is profusely (poorly) illustrated with diagrams (tables, colour plates, photographs, sketches).

29. The author (editor) is to be congratulated on the success of the book (the timeliness of the book, producing this book).

CONTENTS

 

ПРЕДИСЛОВИЕ............................................................................................................................................................. 1

BIOGRAPHY OF A SCIENTIST.................................................................................................................................. 2

Text I NIELS BOHR (1885—1962)........................................................................................................................ 2

Exercises....................................................................................................................................................................... 2

Text 2 CHARLES ROBERT DARWIN (1809—1882)........................................................................................ 8

Exercises....................................................................................................................................................................... 9

Text 3 THOMAS HUNT MORGAN (1866—1945)......................................................................................... 17

exercises..................................................................................................................................................................... 18

Text 4 FREDERIC HOPKINS.............................................................................................................................. 24

Exercises..................................................................................................................................................................... 25

SUPLEMENT............................................................................................................................................................ 30

SCIENTIFIC INSTITUTION...................................................................................................................................... 32

Text 1 CARNEGIE INSTITUTION OF WASHINGTON.................................................................................. 32

Exercises..................................................................................................................................................................... 33

Text 2 LABORATORY FOR THE HUMAN ENVIRONMENT....................................................................... 39

Exercises..................................................................................................................................................................... 40

Text 3 IMPERIAL COLLEGE, LONDON............................................................................................................ 46

Exercises..................................................................................................................................................................... 47

SCIENTIFIC GATHERING........................................................................................................................................ 57

Text 1 TWELFTH INTERNATIONAL ASTRONAUTICAL CONGRESS.................................................... 57

Exercises..................................................................................................................................................................... 57

Text 2 CHEMICAL WARFARE ON PLANT PESTS AND DISEASES.......................................................... 62

Exercises..................................................................................................................................................................... 63

Text 3 FIFTH INTERNATIONAL CONGRESS OF BIOCHEMISTRY......................................................... 68

Exercises..................................................................................................................................................................... 69

DISCUSSING CURRENT PROFESSIONAL LITERATURE............................................................................... 86

Text 1 MODERN SCIENCE AND TECHNOLOGY........................................................................................... 86

Exercises..................................................................................................................................................................... 86

Text 2 A HISTORY OF THE MODERN BRITISH CHEMICAL INDUSTRY............................................. 99

Exercises..................................................................................................................................................................... 99

SUPPLEMENT........................................................................................................................................................ 110

 

С.М. Костенко, И.Б. Борковская, Т.Н. Михельсон, Н.В. Успенская

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