- •Part three
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4. Summarize the issue presented in the text.
- •3.2 B. Listening and Watching
- •1. Check the statement that summarizes the commentator's viewpoint.
- •2. Read the following questions and answers. Listen to the commentary again and circle the best answer.
- •3. For discussion
- •3.2 C. Live and Let the Others Live
- •1. Read the article
- •Based on the article by Jon Bowermaster1
- •2. Find the words meaning the same in text.
- •3. Match the words that collocate.
- •4. Authors can have different viewpoints, but their opinions can sometimes be similar. Read the statements below and say whether Trefil and or Bowermaster would agree with them.
- •5. After you have distinguished the opinions of the commentator and the author, express your own opinions on the above statements.
- •3.2 D. Vocabulary in Focus
- •1. “All Creatures Great and Dying” is an allusion to Biblical all creatures great and small.
- •2. Match the following allusions with their meaning.
- •3. Replace the italicized words with one of the discussed allusions.
- •4. Use allusions from the list above no more than once in completing the sentences below.
- •5. Choose the word that best completes each of the sentences.
- •6. Explain the meaning of the following animal idioms and use them in the sentences, change the form if necessary.
- •3.2 E. Creative Consolidation
- •2. Complete the sentences with the terms from the previous exercise.
- •3.3 B Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •Indoor pollution
- •3.3 C. Economics and Ecology
- •1. Read the article.
- •2. Find the words in the article which mean the same.
- •2. Read the four questions below and answer them after listening to the first part of the interview.
- •3. Match the words from the second part of the interview with their explanations.
- •4. Listen to the second part of the interview about eco-efficiency label. And answer the questions below.
- •5. Discuss the following questions.
- •3.3 E. Vocabulary in Focus
- •1. Explain the meaning of the words and phrases in bold.
- •2. Make the sentences more formal using the words from the previous exercise instead of the underlined ones. Make any other necessary changes to produce a correct sentence.
- •3. Complete the sentences with the following expressions from the box.
- •4. What do the words in the bold mean? Match the words with their explanations. Answer the questions that follow.
- •5. Study the following expressions and match the two parts of the sentences containing these expressions.
- •6. Use the words in the box once each to complete the paragraph below.
- •3.3 F. Creative Consolidation
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •3.4 B. Strive to Thrive
- •1. Read the article.
- •In Time for a Divine Comedy4
- •2. Match the following words from the article with their explanation.
- •3. What evidence is there in the article for the following statements? If there is no evidence, decide what the article really says.
- •4. There are a number of questions or unfinished sentences below. Choose the best answer from a, b, c or d.
- •5. We can infer the writer's views on certain aspects of medieval and modern life by his choice or words.
- •6. Which of these statements would the writer agree with?
- •6. Find the following sentences in the article. What does each sentence comment on? Which sentences express approval and which express disapproval?
- •7. Discuss the following questions.
- •3.4 C. Listening and Watching
- •1. Say whether the statements are true or false, according to what Prof. Abrahams says.
- •2. Discuss the following questions:
- •3.4 D. Vocabulary in Focus
- •1. Complete the text with the words from the box.
- •2. Answer the following questions.
- •3. Guess the meaning of the following words and match them with their definitions.
- •4. Choose the three best answers to fill the gap in each sentence.
- •3.4 E. Creative Consolidation
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •3.5 B Genetic Engineering
- •1. Read the article.
- •2. Explain the meaning of the following expressions connected with genetic engineering.
- •3. Look at the title of the article and comment on the interplay of words.
- •4. Answer the following questions.
- •5. Discuss the following questions.
- •2. Revise the active vocabulary. Complete the text with the words from the boxes.
- •3.6 Reading Selection
- •Vocabulary
- •Divert – to change the direction or purpose of sth: diverted traffic; divert sth into; divert attention/criticism; divert people – entertain them; diverting (adj) – entertaining and amusing.
- •1. Find the words and expressions which mean the same.
- •2. Explain the meaning of the following expressions.
- •3. Answer the following questions.
- •4. For discussion
- •By Masha Gessen
- •Vocabulary
- •1. Find the words and expressions in the article which mean the same.
- •Vocabulary
- •1. Scan the text as quickly as possible to find where these ideas are mentioned. Read the article and decide whether the statements are true or false.
- •2. There are a number of questions or unfinished sentences below. Choose the best answer from a, b, c or d.
- •3. Scientific texts often look more complicated than they really are. Look at the article in this section again and note down any 'difficult' scientific words or expressions.
- •4. The opening sentence of the text suggests that there are other 'nightmare scenarios'. What scenarios is the writer probably referring to?
- •By Dick Thompson
- •Vocabulary
- •1. Find the words in the article which mean the same.
- •2. Explain the meaning of the following phrases.
- •3. Answer the following questions.
- •4. Comment on the title of the article summarizing the information provided by the writer.
- •5. For Discussion
- •By Joseph t.Straub and Raymond f.Attner
- •Voicing Concerns
- •Vocabulary
- •1. Find the words in the article which mean the same.
- •2. Explain the meaning of the following words and expressions.
- •3. Choose the most suitable answer.
- •4. Summarize the article.
- •5. For discussion
- •By Nancy Shute
- •Vocabulary
- •1. Find the words and expressions in the article meaning the same.
- •2. Explain the meaning of the following expressions.
- •3. Answer the following questions.
- •4. Comment on the title of the article summarizing the arguments provided by the writer.
- •5. For discussion
- •Vocabulary
- •2. According to the article, genetic engineering has already been used to modify the following foods:
- •3. Decide where the following sentences should go in the article.
- •4. What evidence is there in the article for the following statements?
- •5. Would you say the writer of this article has done the following?
- •6. Which arguments in the article do you sympathize with?
- •7. Write a short paragraph summarizing your views.
- •Vocabulary
- •Vocabulary
- •1. Find the equivalents in the article.
- •3.8 Panel Discussion
- •3.9 Creative Consolidation
- •1. Project-Making
5. For discussion
- Were you impressed by the article? What arguments of the writer sound the most striking to you?
- Does Nancy Shute sound pessimistic to you? How is her position different from the stance of other environment-concerned authors?
- Where do you stand on the matter yourself?
■ 3.6 G. Monster Vegetables Escape from the Lab
Genetically engineered food will soon be on the supermarket shelves
by Keri Goldenhar
SUPERMARKET shoppers have never been more spoilt for choice. But just when we thought traditional systems of selective farming had created the most tempting array of foods money could buy, we are now being presented with the prospect of genetically created strains of cabbage, onion, tomato, potato and apple.
It may not tickle the fancy of food purists but it fires the imagination of scientists. Last week they discovered that the classic Parisian mushroom contains just the properties that, when genetically mixed with a wild strain of mushroom from the Sonora desert in California, could help it grow en masse while at the same time providing it with the resilience of the wild strain. "We have found a way of increasing the success rate from one to 90 per cent."
This is just one of the many products that, according to sceptics, are creating a new generation of "Frankenfoods". The first such food that may be consumed on a wide scale is a tomato which has been genetically manipulated so that it does not soften as it ripens. Critics say that the new tomato - which cost $25 million to research - is designed to stay on supermarket shelves for longer. It has a ten-day life span.
Not surprisingly, the ever-hungry US is leading the search for these forbidden fruit. By rearranging the genes of a grapefruit, a grower from Texas has created a sweet, red, thin-skinned grapefruit expected to sell at a premium over its California and Florida competitors.
For chip fanatics who want to watch their waistlines, new high-starch, low-moisture potatoes that absorb less fat when fried have been created, thanks to a gene from intestinal bacteria.
The scientists behind such new food argue that genetic engineering is simply an extension of animal and plant breeding methods and that by broadening the scope of the genetic changes that can be made, sources of food are increased. Accordingly, they argue, this does not inherently lead to foods that are less safe than those developed by conventional techniques. But if desirable genes are swapped irrespective of species barriers, could things spiral out of control? "Knowledge is not toxic." said Mark Cantley, head of the biotechnology unit at the Organisation for Economic Co-operation and Development. "It has given us a far greater understanding of how living systems work at a molecular level and there is no reason for people to think that scientists and farmers should use that knowledge to do risky things."
Clearly, financial incentive lies behind the development of these bigger, more productive foods. But we may have only ourselves to blame. In the early days of mass food commerce, food varieties were developed by traditional methods of selective breeding to suit the local palate. But as suppliers started to select and preserve plant variants that had larger fruit, consumer expectations rose, leading to the development of the desirable clones. Still, traditionalists and gourmets in Europe are fighting their development.
Even in the pre-packaged US, where the slow-softening tomato will soon be reaching supermarkets, 1.500 American chefs have lent their support to the Pure Food Campaign which calls for the international boycott of genetically engineered foods until more is known about the consequences of the technology and reliable controls have been introduced.
In the short term, much of the technology remains untested and in the long term the consequences for human biology are unknown. Questions have arisen over whether new proteins in genetically modified foods could cause allergies in some people.
Then there are the vegetarians who may be consuming animal non-vegetable proteins in what they think is a common tomato, or the practising Jew who unknowingly consumes a fruit that has been enhanced with a pig's gene. As yet, producers are under no obligation to label "transgenic" products.
Environmentalists worry that new, genetically engineered plants may damage the natural environment. A genetically engineered pest-resistant strain of plant that comes into contact with a native strain, for example, could turn them into virulent weeds beyond chemical control.
Animal welfare groups worry about the quality of life of farm animals manipulated so that they produce more meat, milk and eggs but which may suffer physical damage in the process.
Many of these fears spring from ignorance. And although it is hard to separate the paranoia from the benefits, the fact remains that genetic engineering offers ways of solving serious medical and agricultural problems. It would be a huge loss if exaggerated fears prevented its potential from being explored.