tiếng anh cơ bản cho sinh viên ngành khoa học tự nhiên nxb giáo dục 2005 trần thị nga 175 trang

Q/ cảm ơn Tôi xin bày tỏ lòng biết ơn sâu sắc tới ngài Giáo sư - Tiến sĩ Khoa học Nguyễn Văn Mậu, Giáo sư - Tiến sĩ Mai Trọng Nhuận, Phó Giáo sư - Tiến sĩ Trần Huy Hổ, Phó Giáo sư - Tiế

(Bien soan Maes (710)

“Bố Giảơr đc và Đảo lạo Là s f

TRAN THI NGA

TIENG ANH CO BAN

CHO SINH VIEN NGANH KHOA HOC TV NHIEN

(Biên soạn theo chương trình khung cua

Bộ Giáo duc vd Dao tao ban hành năm 2003)

ESSENTIAL ENGLISH

FOR

STUDENTS OF SCIENCE

NHÀ XUẤT BẢN GIÁO DỤC

Q/ cảm ơn

Tôi xin bày tỏ lòng biết ơn sâu sắc tới ngài Giáo sư - Tiến sĩ Khoa học Nguyễn Văn Mậu, Giáo sư - Tiến sĩ Mai Trọng Nhuận, Phó Giáo sư -

Tiến sĩ Trần Huy Hổ, Phó Giáo sư - Tiến sĩ Bùi Duy Cam, Tiến sĩ

Vũ Đức Minh, Tiến sĩ Nguyễn Chí Dũng, bà Hà Thị Nhi va bà Nguyễn Hải

Lú, những người đã luôn tạo mọi điều kiện thuận lợi cho tôi biên soạn

Cũng nhân dịp này tôi xin gửi lời cảm ơn chân thành tới toàn thể các

thành viên trong Bộ môn Ngoại ngữ, Đại học Khoa học Tự nhiên, Đại

học Quốc gia Hà Nội, những người đã luôn khích lệ và động viên tôi

trong quá trình biên soạn giáo trình này

Acknowledgement

I am deeply grateful to Professor - Doctor Nguyen Van Mau, Professor - Doctor Mai Trong Nhuan, Associate Professor - Doctor Tran Huy Ho,

Associate Professor - Doctor Bui Duy Cam, Doctor Vu Duc Minh,

Doctor Nguyen Chi Dung, Mrs Ha Thi Nhi and Mrs Nguyen Hai Ly, who have made every condition possible for the preparation and

production of this book

I furthermore wish to express my sincere thanks to Dr Le The Que, Doctor Nguyen Phuong Nga, Doctor Nguyen Duc Hoat, Doctor Phung Quoc Bao, and Do Thi Ngoc Nga, M.A for their invaluable suggestions

and comments on the material

My thanks are also given to all the members of the Department of Foreign Languages, Hanoi University of Science, Vietnam National

University, in Hanoi for their encouragement while I was developing

the material.

LOI GIGI THIEU

Sách "Tiếng Anh cơ bản cho sinh viên khoa học tự nhiên" là cuốn sách

được biên soạn lại và có bổ sung chỉnh lí trên cơ sở cuốn "Tiếng Anh cho

sinh viên khoa học tự nhiên" (Trần T Nga, 1998) nhằm đáp ứng nhu cầu

học tiếng Anh trong chuyên ngành cho sinh viên các khoa trong trường Đại học Khoa học Tự nhiên thuộc Đại học Quốc gia Hà nội Giáo trình này cũng là tài liệu học tập tốt cho sinh viên Cao đẳng, Đại học học khoa tự nhiên của các trường khác

›ÁCH ĐƯỢC BIÊN SOẠN TRÊN CÁC NGUYÊN TẮC SAU ĐÂY:

e Mang tính kê tiếp

Đây là giáo trình cho sinh viên khi vừa học hết chương trình ở giai đoạn Ï - chương trình cơ sở và bắt đầu vào chương trình ở giai đoạn II - chương trình chuyên ngành

Ở giai đoạn I, học sinh học hết quyển | - LifeLines Elementary (Tom Hutchinson;

Oxford University Press; 1999) va quyén 2 - LifeLines Pre-Intermediate

(Tom Hutchinson; Oxford University Press; 1997)

Các kĩ năng đã được hình thành và kiến thức đã được tích luỹ cần được khai thác

tốt hơn và lặp lại khi cần thiết Những kĩ năng và kiến thức này chưa đảm bảo tính bền vững nên cần phải được bổ sung và nâng cao

Trong khi tuân theo những nguyên tắc chung dạy tiếng, giáo trình cố gắng thể hiện

được đặc tính ngôn ngữ sử dụng trong khoa học tự nhiên Đây là giáo trình chuyển tiếp, cần thiết cho sinh viên của tất cả các khoa trong trường bởi vì nó cho phép học viên làm quen với ngôn từ và các cấu trúc ngữ pháp cơ bản, làm quen với những Kĩ

năng ban đầu khi đọc và viết về vấn đề chuyên môn chung trong khoa học tự nhiên,

và đặt nền móng cho việc đi sâu vào tiếng Anh chuyên ngành sau này

1n

GIÁO TRÌNH GỒM CÓ 9 UNITS CUNG VOI 2 BAI KIEM TRA BAU VA CUO! HOC Ki

Bài kiểm tra trước khoá học sẽ giúp cho giáo viên nắm bắt được trình độ thực của

học sinh để có những trọng tâm và chú ý hơn trong quá trình giảng dạy Bài kiểm tra cuối khoá sẽ cung cấp các thông tin giúp cho giáo viên nhìn nhận toàn bộ khoá học

xem khoá học đã đạt được những mục tiêu mình đề ra ban đầu hay chưa, cần thay đổi những gì cho các khoá học tiếp theo Đối với sinh viên họ sẽ so sánh bài kiểm tra ban

đầu với bài cuối kì để thấy được sự tiến bộ của mình và mức độ tiến bộ ấy đến đâu

Các Units được biên soạn theo những chủ đề chung trong khoa học tự nhiên như

môi trường, tin học, sinh học, hoá học, phương pháp nghiên cứu khoa học, viết luận

văn, v.v Các bài khoá đều lấy từ tài liệu thực trong khoa học tự nhiên như sách và tạp chí chuyên ngành (có bổ sung) với mục đích là cung cấp cho học viên những ngữ liệu

ngôn ngữ giống như những ngữ liệu ngôn ngữ họ sẽ gặp ở chuyên môn của mình

Môi một Unit có 7 phân:

1 Pre-reading

Là phần giúp cho sinh viên:

- Làm quen với chủ đề của bài khoá

- Khai thác các kiến thức sẵn có của mình

- Phát huy kha nang ndi-nghe

2 Reading

Bài khoá có kèm các bài tập đọc hiểu và một số cấu trúc trọng tâm được khai thác

và tăng cường trong phân “Lưngudpe ƒocus” Các bài tập đọc hiểu hướng vào các Kĩ

nang nhu: identifying the topic and main ideas, comprehending details and supporting

ideas, making inferences, guessing, locating referents, recognizing coherence v.v

3 Discussion

La phần tạo cơ hội giao tiếp cho học sinh đồng thời qua đó giáo viên có thể kiểm

tra và đánh giá mức độ hiểu của người học cũng như khả năng sản sinh và sử dụng

ngôn ngữ nói của họ

4 Follow-up

Đây là phần trọng tâm vào kĩ năng viết Bài mẫu cho học viết lấy từ bài đọc ở phần

Reading và được phân tích nhằm giúp tăng cường khả năng sản sinh và tái tạo ngôn

ngữ viết của học viên

5 Language focus

Phần này sẽ tập trung vào một số cấu trúc ngữ pháp đặc trưng xuất hiện trong các

bài đọc Việc nắm bắt và biết cách sử dụng những cấu trúc ngữ pháp đặc trưng ấy là

cần thiết

6 Further practice

Bao gồm các bài tập củng cố các kĩ năng viết và đọc nhằm phát huy khả năng sáng tạo trong sử dụng ngôn ngữ viết cũng như khả năng đọc của người học

7 Vocabulary and word study

Trong phần này các từ và nhóm từ mới ở bài đọc sẽ được giải thích và có ví dụ

minh hoạ nhằm giúp cho học viên hiểu và biết cách sử dụng chúng

Hi vọng rằng cuốn sách sẽ tạo một nền móng để sinh viên có thể tiếp tục học tiếng Anh sâu hơn trong các chuyên ngành khoa học tự nhiên của mình

Nhằm hướng tới chất lượng tốt hơn trong việc biên soạn giáo trình, tác giả mong

nhận được nhiều ý kiến quí báu của các bạn đồng nghiệp cũng như của những ai

quan tâm tới vấn đề này

TRẦN THỊNGA

Đại học KHTN - Đại Học Quốc Gia Hà Nội

CAC Kf HIBU VIBT TAT ccccccsssscsssssssssssssessccessesssessesetsnssntnnsnsnscessnneseeseseesee si 12

Unit 1 Population Explosion co ieiereree 13

* Adjective (Relative) clauses nonrestriCtÏVe «+ set 20

# Cause-effect structur€ WOFS - cư 22

j0) 20c) 23 Vocabulary and word S†udy HH HH HH HH cư g 27

Unit 2 Computers in Qur Modern Life - So 29

i11 008 29

SG 01107 ĐC nhe ve 29

ĐI vì) Anh 34 DU) 01 34 Language ÍOCUS - ván HH Hà HH Hà HH 0014141011167 ckrH 36

* Adicctive (Relative) claus€s r€SITICfIV€ -.- s7 ccceesằ 36

* Compound adjectives from Noun + Past participle (P›) 38

Further pDFACÍCC - tt TH 9H ng 1K 04 H100 10 HH 39

Vocabulary and word S†Udy - chàng ngà re 42

Unit 3 Chemical Foundations - Q SH re 47

lóc ƯA 47

Su PT Ầ.aắĂắảỪÌỪỦ 47

IM o0 NA 51

FON OW-Up oo eeseescsessesseecsecescessessenecsenscsceneseecaucseceeenessssseeeeesensenaeenensuerecs 51 I2 ái; 0 0 53

* Adverb clause OŸ DUTPOSe - Gà S122 91H sgk 53 * Adverb clause of result ố 54

* Compound adjectives from Noun + Present participle 55

Further practice .eccscsessssscccsessssseeescescseseseesesceaesensenaeecatensneeeesesseseecas 55 Vocabulary and Word StUỦY . Gà nh ng ghe 58 Unit 4 The Need for Cross-sectoral Coordination 60

(1 00807 60

000 11ẺẼẺ8 .a 60

Đo) PA 64

l0] 00 12h 65

Language ÍOCUS - - 4k 14912131 3k KH HT HH TH HH ngư 67 * Relative clauses with relative adverbs when, where, why 67

ly, so vì) 69

Vocabulary and word StudỈy - + <4 212 111v re 72 Unit 5 The Air Above HH, 75 Pr€-r€ad1TE - . 2Á HH HC HT THẾ KH Hà HH HH HH Thư 75 ;{.ái 50 8n 75

BI ó0 0 79

l0 01 An 79

012) 81

* "Participial phrase" used to replace relative clauses 81

l0 cáo 20 84

Vocabulary and word StUdy 5< vn, 88

Unit 6 The Gas CÏoud - - co 9y ng vn nụ 91

Pre-readiing .ccccccccceeessesesccsescesccoesaesscesssausnesseaeaeaeaesceaceessessessessenensees 9]

Reading 000 91

B0 95

2U) 00 th 95

E410 TT 97

* "Participial phrase” used to replace adverb clauses 97

* Compound adjectives from Adverb + Present participle 101

Further practice .ccccccsssssessesscsssscescsscssecseeeessenseceeesecsessesseneecseeaseaeees 102 Vocabulary and Word 1 105

Unit 7 The Nature and Origin of Life ii 110 ion 2 003 110

R€AdIïnE HH HH TH TH ng HT TH HT nh ưng 110 DISCUSSION SH HH HH HH HH Tàn HH Hệ 115 016.01 Ẻ5 115

Language fOCUS 108 117

XI Go TT 117

Further practice NEEE 118

Vocabulary and word s†udy .- - sen ng 120 Unit 8 What All Students Need to Know 124

lá 0-01: 0T 124

S011 0A 124

DISCUSSION 130

FOlÏOW-UD HH HH Hà HH HT TH TH Hàng HH triệt 130 0s ro E 133

* "It" as a formal Subject eee ccneeeeesenteeteetscenetesenseentees 133

* "]t" as a formal ObJ€Cf -< sckHHY HH HH HH kh re 134

Further DraCIC€ nành H8922212141102211111 11H crrrrrep 134

Vocabulary and word StUdÌy 5< 5S Sen cư 138

Unit 9 Thesis Writing and the Scientific Method 141

c7 = 14]

SG 01 ồ.Ố.ố 141

ĐT 9) 0 -4: 146

l0) 00 NA .-A.L 146

0à): Na 147

K10) 147

ko nh 149

U04) 5 oc!J:v 149 Vocabulary and Word Study . . - cc 12+ v12 1 2118212111 1 cà, 153

Pre-course Test Ặ H122 ru 157

Post-course Test nhe 164

Keys to the Pre-course Test Q eie 171

Keys to the Post-course Test de 173

References nhu H0 ke 175

II

Cac ki hiéu viét tat

Adj : Tinh tir

Unit

POPULATION EXPLOSION

PRE-READING

In groups of four, without reading the text, discuss:

> different resources of our planet;

} reasons for the extinction of many animal and plant species on Earth;

> effects of such an extinction on our lives;

> solutions to this problem

READING

The text is an.attempt to discuss a hot issue of population explosion Read the text and

do the comprehension exercises

According to James Branch Cabell, "The optimist proclaims that we live in the best of all

possible worlds; and the pessimist fears this is true." The key to most problems that face

humans and the next generation is the population explosion By 1 A.D., the world's

population was 170 million, and it took until 1650 for it to reach 500 million It only took

200 more years to reach 1 billion; 2 billion was reached in 1925; 3 billion in 1960 (despite World War II); 5 billion in 1985; and over 6 billion in 2000

Until 1650, the doubling time for human population was between 1a000_and 1500 years

After that, as a result of the development of efficient long-range transportation and greatly increased quality of medicine, the traditional depressors of population — war, famine, and plague — have not had as great an impact on the life expectancy of people Hence, the

doubling time decreased to 80 years in 1800s and to about 35 years today It would be

even shorter except that European countries, the United States, Canada, Russia, and Japan

have greatly reduced the rate of population growth to just over the replacement rate

By draconian population control measures, China has barely been able to prevent massive starvation About a billion people in China live in an area the size of the United States east

of the Mississippi River, which in the United States supports about 150 million No one

^

13

has counted the great number of animal and plant species that went extinct in China in the

past century due to such massive population growth Perhaps China serves as a model of

what the rest of the world can expect in the way of living standards in about a century if

the problem of population growth is not solved

In the entire history of the Earth, no other single species has used such a large share of

Earth's resources or has had such an impact on Earth processes as modern humans There

are many direct consequences of the population explosion, and other indirect ones that need to be considered by not only environmentalists, ecologists, conservationists, and

biologists, but other scientists as well for human existence in future

(Source: "Origin and Evolution of the Earth — Principles of Historical Geology"

by Condie, K C & Sloan, R E.)

A Comprehension questions

Answer the questions below

1 What does James Branch Cabell say?

ee a en rn aw a a re rn ee nn ee en eee a een een ne ee ne eee nee e ne eee eee nner seee

rn en ne en ee ee en a eee eee ew ere ne rn en nn nn en ee a pe en een en ce nn ee ence eee tee

————~—~ễ =.m~r-~m=~======——==r=mma=====~ễ=~=====~====m=~~=~===~ễ==~~=m====~====m=m=====~=mm========m=mmn====~~=

ee nnn a ee ee ar ea ee ee ene He ee ee oe een wee en sen een en eee ne nn ee ten an en ee eee ene nena

14

7 In paragraph 3, the author tries to point out three negative effects which have been and

may be caused by population explosion in China What are they?

B True-false-no information questions

Basing on the information from the text, write these letters next to each statement:

T if the statement is true

F if the statement is false

NI if there is no information about this in the text

1 Facts are given to illustrate how fast the population growth rate is

_2 The text implies that many lives were saved during the Second World War

3 When the author mentions "the traditional depressors of population .", he means

that there were people who depressed the population

4 In 1800s, the doubling time for human population was 35 years

5 In the developing countries, family planning is imposed

6 The world's population would be much lower if the Asian countries didn't go

ahead in healthcare services

7 The great increase in the Chinese population has led to the disappearance of too

many animals and plants

8 One-third of the population of the world is Chinese

9 The author mentions the case of China to show that poor living standards go along

with population growth

10 The message to the readers is that something must be done immediately to control

population explosion

C Contextual reference

Referring back to the text, answer the following questions by writing the words/ phrases

on the lines on the right hand side of the page under each question

NB P.1 = paragraph 1

15

1 "The optimist proclaims that we live in the best of all What does "this" refer to?

possible worlds; and the pessimist fears this is true." (P.1)

2 "The key to most problems that face humans and the What is the cause of most

next generation is the population explosion." (P.1) problems facing humans

and the next generation?

3 " and it took until 1650 for it to reach 500 million." Which refers to population

it' in the — sentence)?

4 "It only took 200 more years to reach 1 billion;" (P.1) ] billion of what?

5 "The traditional depressors of population — war, famine, What are the traditional

and plague — have not had as great an impact on the life đepressors of population? expectancy of people." (P.2)

6 "Hence, the doubling time decreased to 80 years in The doubling time for what?

1800s and to about 35 years today." (P.2)

7 " the size of the United States east of the Mississippi Which part of the United

River, which in the United States supports about 150 States can support 150

8 "There are many direct consequences of the population Other indirect what?

explosion, and other indirect ones ." (P.4)

Find the words/ phrases in the text which mean:

9 A person who is always hopeful and looks upon the

bright side of things (P.1):

10 A person who believes that the worst thing is most

Discuss the following questions:

1 What problems are caused by population explosion?

2 If we cannot reduce the present rate of population growth, how will we solve the

problem of food shortage?

3 If we cannot reduce the present rate of population growth, how will we solve the

problem of housing?

4 If we cannot reduce the present rate of population growth, how will we solve the

problem of pollution of our environment?

FOLLOW-UP

In paragraph 1, the writer tries to illustrate the point of population explosion by

providing facts:

(1) -By1A_.D., the world's population was 170 million,

2) -and it took until 1650 for it to reach 500 million » DAI HOC QUOT GIA HA NC

(3) - It only took 200 more years to reach 1 billion;

(4) - 2 billion was reached in 1925;

(5) -3 billion in 1960 (despite World War II);

(6) -5 billion in 1985;

(7) - and over 6 billion in 2000

The supporting details are expressed in different ways Notice in (1) — the world's population was .; in (2) and (3) — [t took to reach .; in (4) -_ was reached; in

(5), (6) and (7) the verb "was reached" is omitted;

Omission in such a case is accepted; it is not necessary to write:

(5) - 3 billion was reached in 1960;

(6) -5 billion was reached in 1985;

(7) - and over 6 billion was reached in 2000

Task:

Table I shows the populations of large cities Give evidence to support three ideas below:

* Large cities are very crowded

* There is a growing number of people living in large cities

(Source: "Jnteractions Access — Reading and Writing Book"

by Hartmann, P & Mentel, J.)

18

Here is a written sample for the first idea

* Large cities are very crowded

At present, in Tokyo - Yokohama, Japan there are as many as 29,971.000 people The number of city dwellers in Mexico City, Mexico is 27,872,000 Sao Paulo, Brazil is

inhabited by 25,354,000 people The population of Seoul, South Korea reaches 21,976,000 There are 14,648,000 people living in New York, USA; 14,251,000 in Teheran, Iran;

12,804,000 in Jakarta, Indonesia; 10,714,000 in Los Angeles, USA; and 5,956,000 in

Hong Kong

* There is a growing number of people living in large cities

ee aw er eee ee ees He ee ee ne eae ee re pet oo een eee nnn een

ee a ee nn ere rr ee ee ee eee oe es 8 ee er see eee eee eee

eee ene ees 5 + + e+ + +s ee = = 2 ee 5 ee ee 2 eee eee eee ho vn

19

LANGUAGE FOCUS

* Adjective (Relative) clauses - nonrestrictive

A nonrestrictive adjective clause is a dependent clause introduced by a relative pronoun

Following, in Table 2, are some common words which go with the relative pronouns to

introduce nonrestrictive clauses

Table 2 Words with Relative Pronouns to Introduce Nonrestrictive Clauses

who

whom

one of whom two of whom

A nonrestrictive adjective clause functions as an adjective (it describes a noun/ noun

phrase in the independent clause) The information it gives is not necessary to identify the noun/ noun phrase it modifies It merely gives extra information A nonrestrictive

adjective clause is separated from the independent clause by a comma (,)

Example 1

About a billion people in China live in an area the size of the United States east of the

Mississippi River, which in the United States supports about 150 million

"which" is a relative pronoun referring to things, and is used to introduce the nonrestrictive

clause "which in the United States supports about 150 million"

20

This nonrestrictive clause provides extra information for the noun phrase “the United States east of the Mississippi River" in the independent clause, and is separated from the independent clause by a comma before "which"

Example 2

Microwave ovens, which cook food quickly, have push-button controls

"which" is a relative pronoun referring to things, and is used to introduce the nonrestrictive clause "which cook food quickly"

This nonrestrictive clause provides extra information for the noun phrase "Microwave ovens" in the independent clause, and is separated ‘from the independent clause by a

comma before "which" and after "quickly"

Example 3

Denver, whose pollution is not considered serious, still has dirty air problems

"whose" is a relative pronoun referring to possession (for things), and is used to introduce

the nonrestrictive clause “whose pollution is not considered serious"

This nonrestrictive clause provides extra information for the noun (proper name) "Denver"

in the independent clause, and is separated from the independent clause by a comma before

"whose" and after "serious"

Example 4

Jeremy Jones, who is a research biologist has worked with us for ten years

"who" is a relative pronoun referring to people, and is used to introduce the nonrestrictive clause "who is a research biologist"

This nonrestrictive clause provides extra information for the noun (proper name) "Jeremy

Jones" in the independent clause, and is separated from the independent clause by a

comma before "who" and after "biologist"

Example 5

I have three brothers, each of whom attends a different university

"whom" is a relative pronoun (object of a phrase of quantity each of) referring to people,

and is used to introduce the nonrestrictive clause "each of whom attends a different

university"

This nonrestrictive clause provides extra information for the noun "brothers" in the independent clause, and is separated from the independent clause by a comma before "each

of whom"

* Cause-effect structure words

To express cause-effect relationships, we can use the following words and phrases

consequently because of owing to for

Example 1

As a result of the development of efficient long-range transportation and greatly increased quality of medicine, the traditional depressors of population — war, famine, and plague —

have not had as great an impact on the life expectancy of people

In this sentence the cause is "the development of efficient long-range transportation and

greatly increased quality of medicine" and the effect is "the traditional depressors of population — war, famine, and plague - have not had as great an impact on the life

expectancy of people"

The phrase "As a result" is used to show the cause-effect relationship in the sentence

Example 2

As a result of the development of efficient long-range transportation and greatly increased

quality of medicine, the traditional depressors of population — war, famine, and plague —

have not had as great an impact on the life expectancy of people Hence, the doubling time

decreased to 80 years in 1800s and to about 35 years today

"Hence" in this sentence is used to show the consequence of what has been said before,

which is "As a result of the development of efficient long-range transportation and greatly increased quality of medicine, the traditional depressors of population — war, famine, and

plague — have not had as great an impact on the life expectancy of people"

Example 3

Due to an increase in population, Africa faces a number of problems

In this sentence the cawse is "an increase in population" and the effect is "Africa faces a

number of problems"

The phrase "Due to” is used to show the cause-effect relationship in the sentence

t2 t2

FURTHER PRACTICE

A Writing

Combine each of the following pairs of sentences to form a complex one which contains

a relative clause Add commas to the complex sentence

1 | Hanoi is famous for its beauty

Hanoi is the capital of Vietnam

2 Professor Smith is retiring next month

Professor Smith has worked for the same university for 20 years

3 Sue has three sisters

All of Sue's sisters are interested in environmental studies

4 Twenty people applied for the job

None of them were qualified

5 Tom wrote a number of articles

Most of them were concerned with population growth

6 Farmers depend on meteorologists

They need meteorologists’ accurate forecasts for agricultural planning

ee eee ee nw en ow en ow en en 2 en 2 en on wn en on on ee ee ee eee sees eee

Tu al

I borrowed a lot of books from the library

I have read few of them

Rodney is one of my closest friends

I have known him for more than 10 years

Dr Condie and Dr Sloan are both University lecturers in the USA

Their book "Origin and Evolution of Earth — Principles of Historical Geolog y"

was published in 1998

Or re en een ce ee enn nn eee eee wenn nes nnn eenenn cow ene = we eenn towne werner e cnn see seen n— ew eeeesenese=

The book is of great value to scientists of different disciplines

Much of the book deals with geology-related topics

We are going to discuss energy and civilization

Both of them will be explored in terms of high technology

George has two sons

Neither of them has been sent abroad to pursue further education

Two foreign languages - English and French - are taught at this university

Students must learn either of them.

Tourism has brought about many advantages to a nation

One of them is job opportunity

This is professor Griffins

] once told you about him

The study of minerals requires the learning of a special list of names

Some of the names apparently are duplicates of other names

wee ae ewe emer a we serene wene sven ca neeeasennes scan en sensessenes come sesanasesoenaes—-neer etre tse eann

eee ewe wee rr ee eee een a wewee ewe nene ana an eee cone enews een eeemees cane ee rrerer ween es =e ee nae enn eee eeeee

About 3,000 minerals are known

Most of them are rare

The formation of life is a process consisting of four stages

All of these stages took place in the ocean

Oe re re eee ee were re ere eo re nn ee rere rn er ene tern n na en no eens seseseresess

There are seven people in the managerial board

Each of them is in charge of one operation

-—————_—_—======~—==—==—====m=~============~===================me~==seeieeieeee HH 0H HD HD HP n 0mm cm HH HH em HH An G3 0056

re ene ew ene nw es eee eee meee ea a a eee s are eee ies ware na nrnmnnannnnanannnnnnanannnnnxnnnnnmunnnnnmnnnnnn

The unhappy man became more and more discouraged with each passing day

The unhappy man had !ed a miserable life

rw nn ow wn eww = een = en oe een er án na nan van nen nan nan vn nnnnnann mm éannannmnnnnnaann

ew eee wre re ee re ee ee ee teen se be ren en er re een eee Hanan ee en me ewe n nnn enn esesesscernsseeseses

B Reading

Step I Read the whole passage quickly to get the general idea of the passage

Step 2 Read it again to identify the missing part of speech in each gap

Step 3 Look for the identified part of speech in the box, then fill it in the gap and see if it

fits in the context

since thought destruction

Another side effect of the human population explosion will be the conversion of more land

to food production or citles This habitat (1) will cause

pTOBT€SSI V€ extinction OŸ manyy cs+cc sex (2) species Globally, 45 species

of birds and 40 species of mammals Went .cccccccecccesseseeteteersenees (3) between 1650 and

1969, more have disappeared (4) then, and many more are in

endangered .- ccecv sec (5) list It has been estimated that half of all the

SP€CI€S cu (6 ) Earth reside in the Amazon rain forest, with most

of them In Brazil Brazil's pÏans (7) colonize and cut down the

rain forests and similar changes In the Congo .- -c-c<cc<cc«2 (8) Indonesia may

very well lead to a major episode of extinction Recent se exey (9) to

estimate the proJected rate of extinctlon suøøe€st che (10) half of all the species of mammals and birds will become extinct within the next 200 to 300 years

Should we be .c.ccceccccscccsseessecsteeeteesesees (11) about this approaching extinction? There are

many biological compounds .-.c+-cscc<xse- (12) great importance to the health and well-being of humans We cannot afford tO c<S2 (13) these

existing species until We 0.0 cccceccceseseeteeseeteeeees (14) surveyed them for their potential

uses If various groups of OrganisMS .cccccceceeeeeeeeseeeeeeeeee (15) to become extinct, what is to prevent humans from being added to the list? Global changes in climate and

pollution of our natural environment, which are mainly caused by human population

growth, could lead to the demise of humans

(Source: "Origin and Evolution of Earth — Principles of Historical Geology"

by Condie, K C & Sloan, R E.) 26

VOCABULARY AND WORD STUDY

only Just/ scarcely/ hardly (vừa đủ/ hiếm khi/ khó mà/ chỉ)

¢ We barely have free time to chat with each other

¢ They barely had time to finish the assignment

think about (suy nghĩ/ xem xét/ cân nhắc)

s There are many indirect consequences of population growth that need

to be considered

¢ We must consider the programme carefully before delivering it

¢ We will consider your opinions carefully

¢ The matter of repairing these machines and buying more will be considered thoroughly in the meeting

(cause to) become shorter/ smaller/ less (giam xu6ng)

¢ The population of the village has decreased from 650 to 500 people

* The Chinese government decreased the birth rate from 4.74 to 2.36 in just ten years between 1973 and 1983 by making family planning a

"civic duty”

* There has been a decrease in the number of workers employed by the

government

* An increase in urban areas means a decrease in \and for farming

harsh (ha khac, khac nghiét, tan bao)

¢ By draconian population control measures, China has barely been

able to prevent massive starvation

* Draconian measures are imposed on military training

because of/ owing to (boi vi/ do vi)

* Due to his careless driving, the accident occurred

* Our field work was canceled due to the flood in the area

expert in a branch of biology that deals with the habits of living things

and their relation to the environment (nha sinh thai hoc)

¢ Ecologists are interested in the article which discusses how the

operation of the software manufacturing affects the environment

¢ The rise in temperature in the atmosphere has worried world ecologists

black death/ disease (bénh dich)

* The plagues of 1361, 1371, and 1382 in Britain killed over 1.5 million people

* Plagues have always terrified people

make known publicly or officially (tuyén b6/ cho rang)

¢ The optimist proclaims that we live in the best of all possible worlds;

and the pessimist fears this is true

* It is proclaimed by geologists that the most basic concept of historical

geology is "the present is the key to the past"

suffering or death caused by lack of food (đói ăn/ chết đói)

¢ What can we do to stop starvation in some African countries?

¢ Starvation will be likely to occur worldwide if the problem of

population explosion is not solved

cause to change in nature/ quality/ condition (lam bién déi)

* The house has been turned into the bar

¢ Low temperature ‘urns water into ice.

Unit 2

COMPUTERS IN OUR MODEIRN LIFIE

PRE-READING

In class, discuss the following questions before

reading the text

> The title of the text is "Computers in Our Modern Life’ What do

you expect from the text?

> Computers are being widely used in the modern world Can you

name as many areas as possible where people use computers?

READING

Now read the text

In 1940s, scientists began to use computers for research, mathematics and technology

When computers became available commercially, only the largest businesses bought them,

often just for the prestige of owning one The uses of computers were quite limited in those

days Today, however, it would be hard to name areas in which computers are not being

used Computers have entered almost every aspect of our lives

Think of the many household items that contain some type of computer Televisions, video

recorders, stereos, microwave ovens, and even coffee makers are computer-controlled

Computerized telephones can store and dial up te 196 telephone numbers Some houses

have computers that regulate temperature and energy use Some cars even contain electronic maps which help the drivers navigate through unfamiliar territory

More and more families are buying personal computers for home use because of the

services these machines can offer Many people use their personal computers for playing

games, but home computer use goes far beyond entertainment People are realizing the

tremendous potential of home computers in gathering information Using the telephone

lines and especially equipped computers, subscribers can call a commercial database

29

such as CompuServe for information about the stock market, current events, and sports

information In addition, they can do their banking by computer, shop via an electronic catalog, or enroil in accredited college courses through electronic communication systems

Other popular home uses include word processing, filing, financial planning, and educational games

In the workplace, computers are indispensable Computers have carried out financial analysis, bookkeeping, manufacturing processes, and they can perform other functions

quickly and efficiently Company executives use personal computers as aids in decision making Clerks and secretaries use personal computers for preparing documents and

keeping records Manufacturers use computers in designing machines and products, controlling robots, and regulating manufacturing, processes

People of various occupations also find it necessary to use computers Scientists build

computer models of airplane crashes in order to determine the crash behavior of airplanes

This information helps aircraft designers plan safer seats and windows, and fabrics that decrease fire hazards during a crash Ecologists use computers for monitoring problems

such as acid rain and suggesting solutions for environmental management Educators use computers for performing chemistry experiments that might otherwise be dangerous

Computers are used by medical researchers in testing drugs; by meteorologists for predicting the weather; by musicians for synthesizing and reproducing sounds; by artists

for producing graphics; and by students for learning basic skills Moviegoers may notice an increased sophistication in special effects, thanks to computer scene simulation Even the farmers benefit from such computer applications as book-keeping, maintaining animal

health and production records, and devising economical feed programs

(Source: "Introduction to Computers Using the IBM@® and MS-DOS® PCs

with Basic" by Mandell, S L.)

A Comprehension questions

Answer the questions below

1 How popular are computers?

30

3 What shows that home computer use goes beyond entertainment?

B Ideas

Decide which paragraph discusses the ideas below; then provide the general idea of the

passage

6 Paragraph Computer uses by people of different occupations

7 Paragraph Introduction of computer use nowadays

8 Paragraph Computer uses in various places outside the homes

9 Paragraph Examples of household appliances which are computer-aided

10 Paragraph Computer uses in the homes

11 The general idea of the passage:

ee a ew oe rn er te ne en oe en ene nnn pe ere ren nann vn san amannnmmnnnnnnnnnannnnnmnnl

C True-false questions

Decide whether the following statements are true or false according to the information from the text Write "T" for true and "F" for false beside each of the following statements Correct the false statements

1 Computers were first present in the field of research in the first part of the twentieth

century.

2 The prestige of the largest companies depends on the number of computers they have

owned

3 At present, people find it hard to get access to computers because computers are not

being used in many areas

ot nn nn oe re tn ee ee ee wens cen sen nan nan an nnnnnnnnnnni

5 It's possible that computer devices aid drivers while driving in a place he/ she doesn't

know well

re we ee we ween ee een ee ee ee ewe nen en ee ee nn eee en ree nee een ewe nec en wan eeseses

TH nan nan “nan nn“nnnngannnnnnnannnnnannnxasaanmansanmununnunu

8 A company executive can get help from his/ her persomal computer when making a

decision

PC eer ee re ee ee ee wee sere eH ee rr eres cee eer en nner een nn cence cee n se eee se eees essa erences

32

D Contextual reference

Referring back to the text, answer the following questions by writing the words/ phrases

on the lines on the right hand side of the page under each question

1 "When computers became available commercially,

only the largest businesses bought them often just for

the prestige of owning one." (P.1)

2 "When computers became available commercially,

only the largest businesses bought them, often just for

the prestige of owning one." (P.1)

3 "The uses of computers were quite limited in those

days." (P.1)

4 "Using the telephone lines and especially equipped

computers, subscribers can call a commercial database

such as CompuServe for information about the stock

market, current events, and sports information." (P.3)

5 "Using the telephone lines and especially equipped

computers, subscribers can call a commercial database

such as CompuServe for information about the stock

market, current events, and sports information.” (P.3)

6 "In addition, they can do their banking by computer,

shop via an electronic catalog ." (P.3)

7 "In addition, they can do their banking by computer,

shop via an electronic catalog ." (P.3)

8 "This information helps aircraft designers plan safer

seats and windows, and fabrics that decrease fire

hazards during a crash." (P.5)

Find the words/ phrases in the text which mean:

Discuss the following questions:

1 We know that computers are important in our lives Why?

2 Why do you need to know how to use computers?

3 As a student, what can you do with computers to facilitate your study?

4 One of the requirements to get a job is the skill in using computers What do you think

you should do to prepare for your future job?

FOLLOW-UP

In paragraph 2, the writer begins the paragraph with "Think of the many household items

that contain some type of computer" This topic sentence of the paragraph is supported by examples:

(1) Televisions, video recorders, stereos, microwave ovens, and even coffee makers are

computer-controlled

34

(2) Computerized telephones can store and dial up to 100 telephone numbers

(3) Some houses have computers that regulate temperature and energy use

(4) Some cars even contain electronic maps which help the drivers navigate through

unfamiliar territory

All these supporting details stick to the controlling idea in the topic sentence, which tries

to show that many devices contain some type of computer

Task:

Now study paragraph 3 and 4 How is the topic sentence of each paragraph supported?

* Topic sentence of paragraph 3

More and more families are buying personal computers for home use because of the

services these machines can offer

Supporting details:

1

(2) hố bố DEER aE EOE DEAE DEES OORT ETOCS ELE STOR OEE EHD ase EE ets aad eee EE EEE ROE

(3) eee eee etre ret Seer ee eer eee Teer err Peer r irre err rr rer revert eter terre rer 6 vn đc m 0 900/9 0 0 0 0/069 089 4 cm ke 4 RA Ko 9 6 PHI 00 BI mg GB

c“

* Topic sentence of paragraph 4

In the workplace, computers are indispensable

Supporting details:

0=

9 9A ĐỌC 9 9E Đ G4 9 9 0Ó GIÁ G040 2:00 6 0 00000020 0 6 0:6 6:0 ĐH 9 GIÁ 0 0 BI đt 0 2 6 000 00006607909 000 0-6100 0.0002 9 G/Á: 0 0.0 0.080 tả hìP Đ 9 00 0 tho BIU GP H9 9 HD SƠ 99 9900996000000 13006

Study paragraph $ to pick tp the topic sentence and supporting details

* Topic sentence of paragraph 5

‘ad aH

Computers can aid students in their learning

Follow the steps set out below:

Step 1 Give as many examples as possible that stick to the idea set forth;

Step 2 Select the most appropriate details/ examples;

Step 3 Combine these details/ examples to make a whole paragraph

LANGUAGE FOCUS

* Adjective (Relative) clauses - restrictive

A restrictive adjective clause is a dependent clause introduced by a relative pronoun

or relative adverb (The relative adverbs used to introduce restrictive clauses will be dealt

with later in the book)

Following, in Table 3, are relative pronouns used to introduce restrictive clauses

Table 3 Relative Pronouns to Introduce Restrictive Clauses

(for both people & things)

whose + noun

36

A restrictive adjective clause functions as an adjective (it describes a noun/ noun phrase

in the independent clause) The information it gives is necessary to identify the noun/

noun phrase it modifies

Example 1

Some houses have computers that regulate temperature and energy use

" that regulate temperature and energy use" is an adjective, clause modifying the noun computers in the independent clause

"that" is a relative pronoun

“that” refers to things and is a subject pronoun

"which" is a relative pronoun

"which" refers to things and is a subject pronoun

In these sentences, "that" can be replaced by "which"

* Some houses have computers which regulate temperature and energy use

* Some cars even contain electronic maps that help the drivers navigate through

"which" ts a relative pronoun

"which" refers to things and is an object pronoun

"which" in this sentence can be replaced by "that" as shown below:

I can't find the letter that I received last week

Example 4

The boys who are running down there were late for school yesterday.

"who are running down there" is an adjective clause modifying the noun boys in the

independent clause

"who" is a relative pronoun

"who" refers to people and is a subject pronoun

Example 5

The man whom I saw in the park yesterday was the wanted man

"whom I saw in the park yesterday" is an adjective clause modifying the noun man in the

independent clause

"whom" is a relative pronoun

"whom" refers to people and is an object pronoun

Example 6

The children whose parents are from England seem to enjoy school here very much

"whose parents are from England" is an adjective clause modifying the noun children in the independent clause

"whose parents" refers to people and is a possessive

Example 7

Don't use the motorbike whose brakes don't work properly

“whose brakes don't work properly" is an adjective clause modifying the noun the

motorbikes in the independent clause

"whose brakes" refers to things and is a possessive

* Compound adjectives from Noun + Past participle (P2)

Many adjectives in English can be formed from NOUN + PAST PARTICIPLE Such

adjectives take a passive meaning

Examples:

© computer-controlled devices: devices which are/ were/ have been controlled by computers

(các thiết bi do máy tính điều khiển)

© computer-aided manufacturing: the manufacturing that is/ was/ has been aided by computer (việc sản xuất có sự hỗ trợ của máy tính)

® computer-aided design: the design that 1s/ was/ has been aided by computer (thiết kế với

sự hỗ trợ của máy tính)

38

© home-made products: the products which are/ were/ have been made in home country

(các sản phẩm được sản xuất trong nước)

e pollutant-filled air: the air that is/ was/ has been filled with pollutants (khong khi đầy

chat 6 nhiém)

FURTHER PRACTICE

A Writing

Exercise I

Combine each of the following pairs of sentences to form a complex sentence which

contains an adjective clause Use the given relative pronoun at the end of each pair to

connect the sentences

Example: Every computer has circuits

The circuits can make decisions (that)

Answer: Every computer has circuits that can make decisions

1 The science magazine is published in America

The professor discussed the science magazine (that)

Thi nnnnnnn nan nan nnnnnannnnnn nan ni an nnna ni nnnannnnrnaaxaxanaannnnnannnnnnnnnmununnm

2 _ People can save time

TH non na nan nano nh 0 nnnnnxannaaaannnnmnnnnuannnnuamamuaaan

3 Let's take a look at the history of computers

ww eww we en ee ee en we enw ere ee ew ewe oe ee ce = een ow ee eee a 1 ra nnannnsnanssaas.a

4, The computer needs checking

Its program for SPSS (Statistical Package for Social Sciences)

10

11

40

The professor is Dr White

You should see that professor (whom)

There are few areas of work

These few areas of work do not contain software (that)

We should test students

Their results will be used as an indicator for judging their

Computers become private tutors for students

The students need extra help or additional challenges (who)

The students enroll in the Information Technology discipline

A person must be able to work logically

The person wants to be a computer programmer (who)

Read the Science Magazine

Its articles are about the hardware and software produced