II. Rules and regulations

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Grammar workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Unit I Modals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Unit II The Passive Voice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Unit III Conditionals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Unit IV Infinitive and verb+ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Scientific Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Unit I 10 Tips for Giving a Great Presentation in English . . . . . . . . . . . . . . . . . . . . 19

Unit II Writing an Annotation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Unit III Writing a scientific essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Texts for reading and translation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

"...for a student to succeed in a science course, and to become an adequate scientific practitioner, [they] must have better expression skills than are necessary for almost any other course or vocation. Vagueness, ambiguity and inability to express clearly and succinctly are intolerable in a scientist."

(Towns, 1990)

Read the text, define the main ideas and agree or disagree with them.

Introduction

In the last quarter of this century many cultural values have come under scrutiny; among these has been the traditional place of the jeweler and the art of jewelry making. This has not, however, resulted in the rejection of traditional technique. On the contrary, techniques have been expanded upon and adapted to meet the expressive needs of today, even though the emphasis has been more on the use and application of jewelry than on technique itself.

Jewelry making is no longer defined, as it was formerly, by the type of metal used. Today, rather than a uniformity of style, we find a convergence of styles using a great diversity of materials and concepts. Jewelry can be created using any type of material that has the capacity to be transformed so as to achieve an expressive quality. This means that jewelry making techniques can encompass anything from works in paper to polyester, or joins made with anything from glue to rivets. At the same time, ancient methods, such as granulation, have been revived and reincorporated with enthusiasm, but in a fresh context.

Technological progress, applied to jewelry making, allows the artist a great deal of freedom. This progress is also fundamental to the development of aesthetic criticism, as well as to the establishment of formal criteria and aesthetic norms. Craft should be adapted to the expressive needs of the jeweler, who should not be made to feel limited by traditional critique of the craft. For this reason, the manner in which the craft is taught is very important, as is the role occupied by its schools and its instructors.

Discuss the following questions with your groupmates.

1. What new jewelry trends are you familiar with? What are your favourite ones and why?

2. Have you got any fresh ideas for jewelry design and jewelry making? Do you think you will be able to realize them one day?

3. Do you think you have enough professional knowledge and skills to implement your future plans?

4. What are your career ambitions?

5. Do you think this course will help you to reach your goals?

Grammar workshop

Unit IModals

have to/must	Necessity/obligation	You have to show your passport to get into the country. Do you have to work on Saturdays? You must be on time for class tomorrow-there's a test. I must remember to write the report.
mustn't	prohibition	You mustn't touch that. It's dangerous.
don't have to	It's not necessary/obligatory	You don't have to drive we can get a train. He doesn't have to pay for the ticket. It's free.
can/can't	ability   request permission possibility	He can speak Spanish very well, but he can't speak Russian. She could play the violin when she was only four. Can you do that for me? Can I go now? I can see you tomorrow. He can't be at university. He's only 16.
may/might	permission possibility	May I come later tomorrow? We might not see you next week.
could(couldn't)	request	Could I see your phone?
should/shouldn't	Advice/recommendations	You should try this recipe. She shouldn't watch so much TV.
would	offer	Would you like something to eat? Would you like me to give you a lift?
needn't	It's not necessary	We needn't hurry. We have plenty of time.

Practice

I. Choose the correct word or phrase in italics to complete each sentence.

1. You must/needn't save a file before you turn the computer off, or you will lose it.

2. I'm afraid this is a non-smoking office, so you haven't got to/can't smoke in here.

3. Employees are reminded that they mustn't/needn't use the office phone to make personal calls.

4. You needn't/mustn't send that reminder to Eastwood's - they paid the invoice this morning.

5. You don't have to/can't buy or sell alcohol in Iran, Saudi Arabia, and several other countries.

6. This income tax form must/needn't be completed and returned to the Inland Revenue within 30 days.

7. You mustn't/don't have to come to the meeting if you have more important things to do.

8. This information is highly confidential, so you mustn't/needn't discuss it with anyone.

9. As you are from the EU, you mustn't/don't have to have a visa to go to France.

10. Drivers wishing to hire a car must/aren't allowed to be over 21 and have a full driving license.

II. Rules and regulations.

Complete these sentences so that they are true for your country. Use have to, don't have to and must not.

1. You …………….. carry a gun.

2. You …………….. pay to use buses and trams.

3. You …………….. vote if you are over 18.

4. You …………….. drink alcohol at work.

5. You …………….. pay to drive on a motorway.

6. You …………….. declare income earned abroad.

7. You …………….. wear a seat belt when driving a car.

8. You …………….. take home company equipment.

9. You …………….. wear a badge.

10. You …………….. wear a tie, if you are a man.

11. You …………….. wear jeans at work.

12. You …………….. clock in when you arrive.

13. You …………….. wear a dress or a suit, if you are a woman.

III. Underline the correct option.

1. Dogs can't / couldn't talk.

2. It's a difficult question. I must / can think about it.

3. Soon you will be able to / can speak English well.

4. Tomorrow is Sunday, so I mustn't/don't have to get up early.

5. Can / Should you swim?

6. You mustn't/don't have to play football near the window.

7. Should she/Ought she see a doctor?

8. It's raining hard. You should /are able to get an umbrella.

9. Tom could/has to do it if he wanted.

10. I can/have got to phone Jane but her phone is off.

11. Actresses don't need to/must not be beautiful to work on the radio.

12. We can have to meet tomorrow if you get some free time.

IV. What can / must / should, etc. these people do in their jobs / lives? Answer using modals.

1. A doctor

She has to work long hours. She should study hard. She can meet a lot of different people.

2. A teacher

…………………………………………………………………………………………..……………………………………………………………………………………………………………………………………………………………………………………

3. An astronaut

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

4. A model

……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………....

5. I

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………