- •Contents
- •Передмова
- •We are students at donetsk national university
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words
- •Student Dima Loboda
- •Student Dasha Klimova
- •Student Nastya Savchuk
- •Student profile
- •L earn mathematics in English Cardinal and ordinal numbers
- •1. Read the text about two arithmetical operations and do the exercises that follow it Basic arithmetical operations. (Addition & subtraction)
- •What’s your best friend like?
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words
- •Who’s their ideal partner?
- •L earn mathematics in English
- •1. Read the text and do the exercises below it Basic arithmetical operations (Multiplication & division)
- •A day in the life of a student
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words
- •I. Look through the text and do the tasks
- •Learn mathematics in English
- •I. Read the text and do the exercises below it. Advanced arithmetical operations
- •What’s your university like?
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words:
- •Donetsk national university
- •The University of Sheffield
- •1. Find a partner from the other group. Tell each other the information you read about one of the universities
- •Fractions
- •The city I live and study in
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words:
- •Learn mathematics in English
- •Mixed numbers
- •Mathematics is the queen of scienses
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •Key words:
- •“`A mathematician is a machine for converting coffee into theorems”. /Paul Erdos/
- •L earn mathematics in English
- •Equivalent fractions
- •Reciprocals and the "invisible denominator"
- •The language of mathematics
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •Key words
- •L earn mathematics in English
- •Statistics is very serious!
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •Key words:
- •Statistics is very serious!
- •Get to know a typical computer
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words:
- •Get to know a typical computer
- •Computer without a program is just a heap of metal!
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary.
- •2. Key words
- •We can’t imagine modern computing without them
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary
- •2. Key words
- •I. Read the following texts and do the tasks Alan Turing
- •Tim Berners-Lee
- •He has left mathematicians enough to keep them busy for five hundred years
- •Vocabulary
- •1. Guess the meaning of these international words. Check with your teacher or a dictionary.
- •2. Key words
- •I. Read the text and do the tasks niels henric abel
- •Getting to know each other better
- •II. Swap charts with b. Ask a to explain the information in his/her chart. Ask for more information
- •III. Explain your answers to b
- •Mood graph
- •A time for everything
- •Expert opinion
- •Vocabulary
- •Vocabulary
- •What’s your body age?
- •I. Read the questionnaire and answer the questions below, adding or subtracting the numbers after your answer from your actual age
- •How many friends can you share problems with?
- •15. Have you taken antibiotics in the past five years?
- •II. Check your score
- •If you're younger than your years
- •I. Look at your partner’s answers. Ask for more information, for example: What is your worst diet habit? How much time do you have for yourself?
- •II. Some ways to lower our body age are given below. Read it and give your partner some good advice starting with the following words: I think you should…
- •Donetsk national university
- •Inspires students’ enthusiasm for learning
- •An ideal teacher
- •Is a well-educated person has a good sense of humor is a polite and a punctual person delivers interesting lectures
- •Numbers
- •I. Mind–map’ numbers’. When you read this ‘mind-map’, you’ll meet words that are new to you. First try to guess their meaning and then look them up in a dictionary.
- •II. Answering and explaining
- •III. Playing a trick with numbers
- •IV. The ‘Terribly Stressed‘ game
- •I. Use this mind-map ‘Four basic operations in Mathematics’ as a topic activator to speak about the basic operations in Arithmetic
- •III. Reading, writing and saying numerical expressions
- •3. Look at each numerical expression written in symbols and signs. Then say it in words. Your partner will listen to see if you repeat correctly and correct your incorrect answers
- •I. Use this mind-map ‘Algebra’ as a topic activator to speak about Algebra (its origin and some facts from its history)
- •II. Match each numerical expression in the left column with the equivalent expression in the right column
- •Look at the expressions written in words and write them in mathematical notation (in symbols)
- •III. Read the following inequalities aloud. Your partner will check your answers
- •I. Mind-map ‘Geometry’. Use this map to speak about geometry (its meaning, the history of its development, its application). Add more information you know
- •II. Working with geometric terms. Demonstrate your knowledge of geometric terms. Work in pairs (a/b)
- •The language of mathematics
- •Practice set 12
- •III. Draw your mood graph or graph with your marks showing changes during the week or a month (semester). Explain it to your partner
- •Some facts from the history of mathematics education
- •I. Read the article and mark the sentences t (true), f (false) or ng (not given)
- •Do you know that…
- •II. Search for some information about one of these mathematics teachers and share it with other students. Make a table of the most important facts of his/her biography
- •Ancient sources of information
- •I. Choose from (a-j) the one which best fits each of (1-7). There are two choices you do not need to use.
- •II. Tell your partner about these famous papyri
- •III. Find some information about Mathematics of ancient civilizations and share it with other students (e.G. The Maya calendar, the ancient numeration systems)
- •The history of the symbols for plus and minus
- •I. Read the article. Guess the meaning of the highlighted words. Check with the teacher or your dictionary
- •II. Read the article again. Say what events the following years refer to:
- •III. Tick (√) the things the article says
- •IV. Read the facts listed below. In pairs, discuss which one is the most surprising do you know that...
- •V. Find some information on the history of the mathematical symbols. Give a presentation to the students of your group
- •Statistics
- •I. Match the words with their definitions:
- •II. Decide if the given statements are true (t) or false (f) according to the text
- •III. Search for information about one of the scientists listed below and then give a presentation
- •Important contributors to statistics
- •Degrees and diplomas in statistics
- •III. Do you know anything about awards in Statistics in your country or abroad?
- •Why is there no nobel prize in mathematics?
- •I. Read the text. Seven sentences have been removed from it. Choose from the choices (a- I) the one which fits each gap (1-7). There are two choices you do not need to use
- •III. Work in pairs. Tell your partner why Nobel decided against a Nobel Prize in mathematics
- •Major awards in mathematics
- •The obverse of the Fields Medal
- •The reverse of the Fields Medal
- •A. Fields medal
- •III. Look at these words. Why are they important in this text?
- •B. Abel prize
- •IV. Focus on these words. Why are they important in the text?
- •VI. Compare the major awards in Mathematics with the Nobel Prize by using like (similar to) or unlike (different from) in the sentences
- •V. Search for more information on the following topics on the Internet and share it with other students
- •Abel Prize Laureates
- •Fields medalist
- •I. Decide if the given statement is true (t) according to the text, if it is false (f) or if the information is not given (ng) in the text (Work in pairs)
- •II. Number these events in the order they happened. Look at the Reading
- •III. Interview your partner about this great mathematician (Work in pairs)
- •IV. Ask and answer the following questions in pairs
- •II. Match the number with its symbolic meaning:
- •III. Answer the questions below and then ask for more information (Work in pairs)
- •Do you know that…
- •IV. Find information on the Internet and give a presentation of the number you are interested in (brings you good or bad luck)
- •Text 10
- •Reading and Speaking
- •Number and reality
- •I. Match the word with its meaning:
- •II. Work in pairs. Decide if the sentences 1- 7 are t (true) or f (false)
- •A strong mathematical component
- •I. Choose from (a-j) the one which best fits each of (1-6). There is one choice you do not need to use
- •II. Match choices (a-d) to (1-4)
- •III. In pairs, find and then say what events the following years refer to:
- •IV. Do you know an artist (a writer) having a strong mathematical component in his/her creative work? Search for information on the Internet and give a presentation on the subject
- •Reading and Speaking fractal
- •I. Match the words with their meanings:
- •II. Choose from (a-f) the one which best fits each of (1-5). There is one choice you do not need to use
- •III. Work in pairs. Tell your partner about fractal
- •IV. On the Internet search for information about applications of fractals and then share your information with other students
- •Healthy computer work
- •Match the words with their meanings:
- •I I. Read the article once and then decide if the following guidelines are true, false or are not mentioned in the text above
- •III. Team work. Work out the main rules for operating the computer. The winner is to give clear recommendations for young people working on the computer. The first one is given for you
- •IV. Ask and answer the questions (Work in pairs)
- •Computers can do wonders
- •I. Match the words with their meanings
- •II. Decide if the following statements are true or false (t/f) by referring to the information in the text
- •III. Work in pairs. Tell your partner about the most surprising facts from the article
- •IV. Search for information about ‘computer wonders’ on the Internet and give a presentation about new computer developments (e.G. Robots)
- •Watching ‘how did mathematics begin? (a cartoon)
- •I. Answer the following questions:
- •II. Tell the class about the most interesting facts you have learned from the cartoon. Do you agree with the information mentioned in the cartoon? Add more information about the development of numbers
- •Recommendations and some useful phrases for giving presentations
- •Introduction
- •Introducing your subject
- •If you make a mistake, start your sentence again.
- •If you can’t remember a word, use another one.
- •Conclusion
- •Inviting questions
- •Questions
- •Wording mathematical signs, symbols and formulae
- •Answer keys
- •References
I. Match the words with their definitions:
1 |
to designate |
A |
to help forward, to speed up |
2 |
to derive from |
B |
to mean |
3 |
to signify |
C |
to have as a source or origin |
4 |
to expedite |
D |
to give name to |
5 |
reasoning |
E |
the process of reaching conclusions by using one’s reason |
II. Decide if the given statements are true (t) or false (f) according to the text
1. At first the term ’Statistics’ was used in English by Sir John Sinclair who published ‘Statistical Account of Scotland’.
2. Originally the term was used to designate the systematic collection of demographic and economic data.
3. Being extended by Laplace statistics stopped its development for some period of time.
4. In the nineteenth century new sciences were developed only by physical scientists who based them on statistical reasoning and probability.
5. The development of statistical reasoning didn’t happen to be closely connected with the development of inductive logic and the scientific method.
III. Search for information about one of the scientists listed below and then give a presentation
Important contributors to statistics
Thomas Bayes
George E. P. Box
Pafnuty Chebyshev
David R. Cox
Gertrude Cox
Harald Cramér
Francis Ysidro Edgeworth
Bradley Efron
Bruno de Finetti
Ronald A. Fisher
Francis Galton
Carl Friedrich Gauss
William Sealey Gosset (“Student”)
Andrey Kolmogorov
Pierre-Simon Laplace
Erich L. Lehmann
Aleksandr Lyapunov
Abraham De Moivre
Jerzy Neyman
Florence Nightingale
Blaise Pascal
Karl Pearson
Charles S. Peirce
Adolphe Quetelet
C. R. Rao
Walter A. Shewhart
Charles Spearman
Thorvald N. Thiele
John Tukey
Abraham Wald
Text 5
Reading and speaking
Degrees and diplomas in statistics
England is perhaps the first country where Statistics has been taught as a distinct University subject. There are as many as 37 institutions in different universities in the UK having one or more courses in Statistics. This number excludes the post-graduate medical schools where some Statistics is taught and university institutes and research institutions where no regular teaching is provided. The 37 institutions are distributed as follows: London University post-graduate schools,2; other colleges and schools,8; Oxford and Cambridge universities,2; other English universities,13; English university colleges,2; University of Wales,5; Scottish universities,4; Northern Ireland universities,1.
London University is the only university which awards a full degree (B. Sc. Special) in Statistics. Courses for the degree are given by University College. In all other universities, Statistics can be taken as an ancillary or minor subject for the first degree in Mathematics, Economics, Biology, Education, Engineering, or Agriculture. At Cambridge University Statistics appears as a “whole subject” in Mathematics. There are two courses in Mathematical Statistics plus two Probability courses for a group for part III of the mathematical tripos. The faculty of Economics offers a course for part II of the Economics tripos. In Manchester University Statistics is offered as a subsidiary subject for honours in Mathematics, and there is an advanced theoretical course intended primarily for third- year undergraduates of Mathematics who have taken the subsidiary courses. Economic Statistics is included in the Economics courses.
Post-graduate and research facilities are available at University College (London), the London School of Economics, Imperial College (London), the universities of Oxford, Cambridge, Manchester and Edinburgh and also the University College of South Wales (Swansea). The duration of study is one or two years. Statistics also forms a part of the curricula for the diplomas in agriculture and agricultural sciences at Cambridge and the post-graduate diploma in public health given by the London School of Hygiene and Tropical Medicine.
Some general observation can be made with regard to the content of the courses in Statistics for undergraduates in Mathematics. Courses for students of Mathematics concentrate on Mathematical Statistics, usually of a fairly high level, concentrating on subjects such as Probability, Multivariate Correlation and Regression, Sampling Theory, Estimation, Tests of Significance, Analysis of Variance. The aim of post-graduate courses in Statistics is to give an advanced knowledge through lectures, seminars and research work. London University arranges regularly advanced courses by the professors in the constituent colleges as well as visiting professors. The curricula for the post-graduate diplomas in Statistics are fairly uniform in different universities. At one or two universities there is a practical work in fields of application; but no dissertation or thesis is required.
I. Match choices (A-E) to (1-5)
1 |
an ancillary subject |
A |
examination for getting a degree at Cambridge |
2 |
curricula |
B |
aids which make learning or doing things easy |
3 |
tripos |
C |
taught as a subsidiary subject serving as a help but not of first importance |
4 |
available |
D |
courses of study in a school, college, etc. |
5 |
facilities |
E |
able to be used; may be obtained |
II. For (6-10) choose T if the statement is true according to the text, F if it is false or NG if the information is not given in the text
1. Institutions in different universities of the UK have one or more courses in Statistics except post-graduate medical schools.
2. This survey takes into consideration research institutions and university institutes where regular teaching is not available.
3. In all British universities Statistics is taught as a subsidiary subject.
4. Post-graduate courses in Statistics are aimed at carrying out research work.
5. In the course of studies students of Mathematics are delivered lectures in Probability, Multivariate Correlation and Regression, Sampling Theory, Estimation, Tests of Significance, Analysis of Variance.