- •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
4. What evidence is there in the article for the following statements?
1. Genetically manipulated tomatoes taste better because they mature on the plant.
2. Genetic engineering does not lead to foods that are unsafe.
3. Gene swapping between species may damage the environment.
4. Many farmers are prepared to do risky things to increase their profits.
5. Financial gain is the primary factor in the development of genetic engineering.
6. The dangers of the technology are unknown because there are no controls.
7. It is likely to have serious long-term consequences on human biology.
8. Genetically engineered plants become uncontrollable weeds.
Which of the statements do you agree with?
5. Would you say the writer of this article has done the following?
- presented many of the arguments for and against genetic engineering very fairly
- shown prejudice in favour of the new technology
- used the article to promote personal views
- succeeded in informing the reader of many aspects of the topic
- given readers enough information to enable them to form a personal opinion on the subject
6. Which arguments in the article do you sympathize with?
After reading the article, have you changed your mind about whether or
not you would eat the vegetables?
7. Write a short paragraph summarizing your views.
■ 3.6 H. When Your Doctor Has AIDS
Should HTV-infected health-care workers be required to tell patients about their condition?
Bucking an emotional national crusade, New York decides not to force physicians to tell their patients
by CHRISTINE GORMAN
SURELY THERE ARE ONLY A HANDFUL OF people in the U.S. who have not heard about or witnessed on television the suffering of Kimberly Bergalis - the 23-year-old Floridian who contracted AIDS from her dentist. Her anguished letters and poignant testimony before Congress have sparked a nationwide campaign, endorsed by the Centers for Disease Control (CDC) to test health-care workers for HIV and inform their patients if they are infected.
But last week the New York State health department decided to put Bergalis' plight into perspective. She is but one of 1 million HIV-infected Americans and one of only five ever to have been infected by a health-care worker—all five by the same dentist. These facts, state health officials concluded, did not merit what they saw as a witch hunt to track down and expose every health-care worker who carries the deadly virus.
Rejecting the emotionalism surrounding the Bergalis case as well as the Federal Government's response to her highly unusual predicament, New York proposed its own set of guidelines governing the lives of infected doctors and their patients. By charting an independent course, the state, which leads the nation in AIDS cases, could lose tens of millions of dollars in federal health-care funds if authorities in the national government determine that New York's rules depart too radically from its own.
In most respects, the state's proposed policy matches that set forth last summer by the CDC. Both urge health-care workers to undergo voluntary HIV tests. Both recommend setting up expert panels to determine, on a case-by-case basis, whether infected health-care workers should continue practicing medicine and what procedures they may safely perform. Where the feds and state part company is over the issue of informing patients about their doctor's health status. Under CDC guidelines, an infected health professional may continue to perform invasive procedures, such as cardiac or abdominal surgery, if he or she informs patients; New York makes no such demand.
Why? Because state health officials are convinced the CDC's requirement will backfire. The state has discovered that hospitals, worried about their liability under the CDC guidelines, have begun to force the resignations of HIV-infected workers, regardless of whether or not they perform invasive procedures. With their livelihoods thus threatened, argues the state, infected doctors have a big incentive to hide their condition from hospital colleagues as well as patients. That, say state officials, will be far more dangerous than protecting the doctors' privacy while formally advising them to refrain from invasive procedures.
Furthermore, state health officials argue, the best way to minimize the remote chance of patients getting HIV from a medical worker is to make sure that strict infection controls are followed. New York is now requiring all health professionals who perform invasive procedures to undergo mandatory training in the latest sterile techniques. Such measures not only protect patients from an infected doctor, they also protect patients from one another by ensuring that instruments are thoroughly decontaminated between uses. Infection control also protects the doctor. In New York City, where 1 in 50 people carries the AIDS virus, and in most other places, doctors have far more to fear from their patients than vice versa.
Dr. Hacib Aoun of Baltimore is one of 40 U.S. health workers known to have become infected with AIDS on the job. Like many doctors, he deplores the CDC recommendations and prefers New York State's approach. "The CDC guidelines mean that hospitals will just get rid of their infected doctors no matter what," says Dr. Aoun. "I understand the Bergalis family's pain. I understand it better than anybody else. But their efforts have set AIDS education and treatment in this country back by many years."
Culture
AIDS - acquired immune deficiency syndrome; a deadly disease caused by HIV (human immunodeficiency virus)
Centers for Disease Control (CDC) - federally supported medical research facilities located in Atlanta, Georgia
fed - an official of the federal government. The word is slang, usually plural, and sometimes has a negative connotation.
witch hunt - an extremely emotional investigation in which innocent people are harmed and/or harassed. The phrase refers to the Salem (Massachusetts) witch trials of the 1600s, in which women were accused of being witches.