Amaliy xorijiy til

START TO FINISH: FOLLOWING THE PROCESS OF MAKING NEWSPAPERS

PAPER (Producer): The raw materials used to make newsprint consists of wood from sustainably grown plantation pine and recycled fibre. Wood has its fibres separated in a process called refining, where two plates of metal crush the wood and release the fibres. Recovered fibres are separated during pulp production by simply stirring the old newspapers together with old magazines in a mixing tank called a pulper. Recycled fibres from the pulper are then de-inked by blowing air bubbles through the liquid pulp. The ink sticks to clay that comes from the magazine paper and these clay particles then stick to the air bubbles and float off the recycling pulp in the de-inking tank.

Pulp production based on recovered paper consumes less energy than production from fresh fibre because the fibres in recovered paper are more easily separated than those within wood. Recycled fibres can go around time and time again, being recycled five to seven times.

In the paper machine, the pulp passes along a web, firstly through a wet section, then a press section and finally through a drying section. The paper is finally rolled up on reels and then cut to the sizes ordered by publishers.

4 Theme: Culture of speaking and Greeting among Different nation.
Model of teaching technology of the lesson

Date
Course
Group
The number of students
Form of the lesson	Practical
Time of the lesson	2 hours
Plan of the lesson	Introduction of the lesson Actualization of the lesson Informative Conclusive
The aim of the lesson	1. To enlarge students vocabulary 2. To improve their reading and speaking skills
Tasks of the teacher is: - to enable students to speak about characters of children and the importance of home in the upbringing; - to work with text “The Difficult Child”. It is a group work, students are divided into four groups and study the passage then exchange the information with other group; - to ask students to do the task according to the text (app.1); - to make them work in three groups (app.2); - to do conclusion of the lesson activity.	The results of educational process: The student must: - be able to do discussion on the set topic, express their view on the problem; - read the text, be able to answer to the teacher’s questions, form own opinion on the subject; be ready to give analysis of the problem. - students work in groups of two; they summarize the text in three paragraphs; - this activity is intended to develop speaking ability, every group is defending the presented statement, students should bring the arguments to prove their statement; - evaluate, give appreciation of the whole lesson.
Methods of teaching	Traditional: interactive, deductive. Modern:
Techniques of teaching	Technical equipment: tape recorder Educational equipments: blackboard, dictionary, textbook, handouts.
Forms of teaching	Work: individual and group work.
Conditions of teaching	Auditorium equipped with necessary equipments
Controlling and marking	Marking students by the methods of qualities, desert island.

The technological schedule of the practical lesson

1. Time: 2 hours	The number of students 12-15
The form of the lesson	Practical
The plan of the lesson	to read two styles of songwriting to learn new words to do the tasks for consolidating the theme to get to know the logical point of the learning chapter to make conclusion to give home task
The aim of the lesson	To improve the oral speech by doing speech practice, can use the new words, to know the grammar construction of the sentences, to give some information about art.
Pedagogical tasks reviewing giving handouts of words and expressions analyzing the information from the previous lesson working with new words encourage them to speak English doing the exercises: lexical exercises, grammar exercises and speech practice making conclusion giving home task	The results of doing exercises: they are able to answer the questions can use them in their speech they do tasks they give their opinion they put down the home task
The methods of teaching	Over viewing, oral asking, giving opinion.
Teaching equipment	Book, tape-recorder, projector.
The form of teaching	Group work Pair work Individual
Teaching conditions	Computer Projector
Monitoring and assessing	Oral and written assessments, tasks.

How to Greet in English-Speaking Countries

Greetings are a fundamental aspect of each culture and a sign of good education, kindness, and openness towards others. Every country has its own way of greeting. In Spanish-speaking countries, handshakes are used when meeting acquaintances or someone new, while one or two kisses on the cheek are given to friends and family.

@ABAEnglish explains how to say hello in English-speaking countries.

CLICK TO TWEET

While you definitely know how to greet people in your home country, what about in English-speaking countries? Have you ever wondered if the rules of etiquette vary from one country to another? It is a good idea to prepare yourself, especially if you have planned a vacation to one of these regions, so you always know the correct greeting to respect the culture and not offend anyone. Here we present you some of the most important greetings that can be found in the main English-speaking countries.

The United Kingdom

In the UK, a good handshake is also a sign of good manners. In the case of relatives and those we know well, we can greet them with a kiss on the cheek. One kiss is enough. What English expressions you should use? You could opt for a simple “hello,” or you could also ask the person how they are, even if you have just met. Let’s look at some sentences together.

Formal Greetings

Good morning. / Good afternoon. / Good evening.

Hi, how are you? / Hello, how do you do?

Nice to meet you. (After shaking hands.)

Informal Greetings

Hi. / Hello.

Morning. / Afternoon. / Evening.

How is everything?

The United States of America

Even in the USA, handshakes are very common. In the case of greeting a woman that you know well, you could also give her a gentle hug. Additionally, it is often a sign of politeness to greet someone you make eye contact with while passing on the street. Let’s look at some of the most common phrases.

Hi, how are you doing?

Hey, what’s up?

Ireland

Ireland is a special country, even when it comes to greetings. Even though English is the national language along with Gaelic, the way of greeting in Ireland is very special and varies by region. Let’s see some phrases.

How is the form? (= How is life?)

What’s the story? (= How are you doing?)

Alright there, bud? (= Is everything okay there, friend?)

What’s the craic? (= How are things going?)

What’s the bars? (= Is there any news? Gossip?)

Alright, boyo? (= Is everything okay there, friend?)

New Zealand

The Maori greet each other with the hongi. This is a complex ritual full of meaning in which two people press their foreheads and their noses together while breathing in at the same time. But this is a traditional greeting, which is now reserved for formal occasions. If you meet someone on the street, you will not need to perform this ritual. To greet someone, it is enough to simply shake hands with good eye contact. If you are meeting someone for the first time, it is important that you introduce yourself and that you ask the other person how they are. Here we leave you some sentences.

Kia ora (key-or-rah) (Maori greeting.)

How are you?

Canada

In the case of Canada, the forms of greeting and the gestures are generally the same as those of other English-speaking countries. We can affirm, therefore, that except for a few small variations, the greetings are almost universal. What does often change is the English pronunciation of the sentences. Let’s look at the greetings in this case.

How ya doin’? (= How are you doing?)

Howzit goin’? (= How is it going?)

Whadder yup to? (= What are you up to?)

Australia

We conclude our list with the last and the youngest English-speaking country: Australia. In this case, you might note some differences in etiquette. As Australia is a relatively young country, there is a tendency to not establish a clear boundary between what is formal and what is not. This could cause problems for those people from countries where they are expected to be treated in a certain way according to their social, cultural, or familial origin. In 1980, a Japanese prefecture sponsored a seminar to present the possible difficulties that the Japanese could encounter in Australia. One speaker, Hiro Mukai, said, “Australians have a very naive attitude towards the newly-arrived Japanese. They address everyone in the same way.” This cultural aspect is the consequence of the country’s history and egalitarian policies. Nevertheless, beyond the perceptions that people of other countries may have of Australian culture, the customs related to greetings do not undergo many changes either. Let’s look at the expressions, though.

G’day, mate! (= Good morning, friend!)

How are you going? (= How are you doing?)

Hey, how are you?

Whether you have booked a vacation in Honolulu or in green Ireland, you now know how to greet people and how to behave when you meet someone for the first time. Greetings are the first step in making new friends and starting new relationships at work. That said, it is important that you also know how to have a conversation in English. Do you feel sufficiently prepared? If you need help, you can access the 144 video classes and the many short films that ABA English offers, as well as communicating with their highly-qualified native teachers. What are you waiting for? Start preparing for your trip today.

5 Theme: Internet materials

Model of teaching technology of the lesson

Date
Course
Group
The number of students
Form of the lesson	Practical
Time of the lesson	2 hours
Plan of the lesson	Introduction of the lesson Actualization of the lesson Informative Conclusive
The aim of the lesson	1. To enlarge students vocabulary 2. To improve their reading and speaking skills
Tasks of the teacher is: - to enable students to speak about characters of children and the importance of home in the upbringing; - to work with text “The Difficult Child”. It is a group work, students are divided into four groups and study the passage then exchange the information with other group; - to ask students to do the task according to the text (app.1); - to make them work in three groups (app.2); - to do conclusion of the lesson activity.	The results of educational process: The student must: - be able to do discussion on the set topic, express their view on the problem; - read the text, be able to answer to the teacher’s questions, form own opinion on the subject; be ready to give analysis of the problem. - students work in groups of two; they summarize the text in three paragraphs; - this activity is intended to develop speaking ability, every group is defending the presented statement, students should bring the arguments to prove their statement; - evaluate, give appreciation of the whole lesson.
Methods of teaching	Traditional: interactive, deductive. Modern:
Techniques of teaching	Technical equipment: tape recorder Educational equipments: blackboard, dictionary, textbook, handouts.
Forms of teaching	Work: individual and group work.
Conditions of teaching	Auditorium equipped with necessary equipments
Controlling and marking	Marking students by the methods of qualities, desert island.

Understanding the Internet: A Guide for Materials Scientists and Engineers

Kenneth J. Meltsner

Newspapers and magazines are full of stories about the Internet and the coming "information superhighway." Predictions for the future range from on-line video rentals and 500 channels of cable television to video telephones and global electronic libraries. Unfortunately, "infobahn" metaphors and hyperbole have obscured the fact that the Internet is useful now and that it connects a significant fraction of the United States and the world. This article describes, without too many metaphors, the current and near-future capabilities of the Internet and provides basic information about access methods, popular services, and planned changes. In addition, the article also offers a brief introduction to "Net" culture and etiquette.

Author's Note: This work was conducted by the National Center for Excellence in Metalworking Technology, operated by Concurrent Technologies Corporation (CTC) as a part of the U.S. Navy Manufacturing Science and Technology Program.

WHAT IS THE INTERNET?

The Official Definition

The most common definition of the Internet is "a worldwide network of networks"; unfortunately, this definition lacks any hint of the scope of services available through the Internet. Here, tens of thousands of networks owned and operated by governments, corporations, nonprofit organizations, and educational consortia are interconnected and easily accessible through a number of standardized interfaces. As a result, it is difficult to measure the total number of the Internet users, but as many as 30 million people worldwide are believed to have some connection to the system.

Currently, the chief "backbone" of the U.S.'s portion of the Internet is the National Science Foundation-sponsored NSFnet, which connects more than 17,000 regional networks. The NSFnet's traffic is, however, being transferred to commercial networks. The regional networks, in turn, are connected to local networks at companies and institutions. TMS, for example, is connected to the Internet through PREPnet (the Pennsylvania Research and Economic Partnership Network).

The Reality

In reality, the Internet is still largely uncharted. Popular services, such as the Macintosh software archive at Stanford University, are usually run by volunteers and may be choked by overuse. Unlike commercial services such as CompuServe, GEnie, or America OnLine, there is no central authority responsible for content or user support. The superhighway metaphor is accurate in one respect—the Internet is a way to get to services and other users and is not a destination in itself.

Technically, the Internet is run by an oligarchy. Interested individuals and institutions provide engineering and research directions and promote the development and enhancement of services. Significant engineering efforts have covered the continued development of information archives (collections of programs and data), multimedia services (e.g., pictures and sounds), and information-transfer protocols. The technical initiatives that keep the Internet's capabilities growing are well beyond this article's scope, but it is important to realize that both technical and organizational direction come from a relatively small number of people and companies. Despite its distributed nature, the Internet requires agreement on the basic rules for transferring information between systems.

Socially, the Internet is an anarchy. University staff and students are the most common users, but many major and minor businesses, magazines, government installations, and local electronic bulletin boards are tied into the the Internet as well. One pleasure provided by the Internet is the unexpected interactions: a discussion of car problems might elicit a detailed description of assembly-line procedures from a line worker or a plant engineer. Another example involves a classics professor who posted a query about the heat treatment of bronze in ancient times. He received assistance from several metallurgists and has since corrected his translation of Homer's Odyssey. Unfortunately, seemingly free access to the Internet has bred a certain amount of irresponsibility. Neophytes rarely realize the ease of offending tens of thousands of people with an off-hand comment and should be careful until they understand the unwritten rules for Internet use, also know as "netiquette."

HOW TO GET STARTED

Any relatively up-to-date personal computer equipped with a modem (a computer interface to standard phone lines) can access the Internet. Many systems are bundled with everything needed to make the first contact, and several computer or operating-system manufacturers, such as IBM and Apple, operate on-line services. Further, standard modem communication software can be used to connect to a local or national service provider that provides, for a small fee, Internet access. Some of these services are listed in the section Common Services and Access Providers.

Alternatively, many institutions have direct Internet connections and can provide essentially free access for networked personal computers. The site's system management can provide the details. In this case, it is important that new users be familiar with their institution's policies concerning appropriate Internet use and privacy of communication; just as one should be familiar with work rules regarding personal and long-distance phone calls.

Regardless of the mode of access, the Internet is not restricted to researchers. Personal, professional, and most commercial traffic are acceptable.

Dial-Up Connections

Most users without Internet access through office- or school-based systems have dial-up connections to the Internet (Figure 1). Dial-up users need a personal computer, a modem, appropriate communication software, and a host system to call, usually via a local or toll-free number. Some dial-up systems provide little more than access to the Internet, while others provide a wide range of additional services, such as on-line newspapers, airline reservations, software support groups, and specialized access software. Choosing a provider requires the user to appreciate the distinctions in the types of services offered. Although the distinctions between different types of dial-up systems have blurred, there are essentially two types: access providers, which chiefly sell access to services at other Internet sites, and on-line services, which provide their own bulletin boards and services as well as varying degrees of Internet access.

Figure 1. A schematic diagram of a typical user's connection to the Internet.

Commercial Internet access providers support the full range of Internet services by connecting your computer to a system that is on the Internet. Some providers support software that, in effect, connects home computers directly to the Internet. This allows the use of friendlier and more powerful services such as the World Wide Web without an intervening shell (i.e., a command-oriented interface similar to the "C:>" prompt in Microsoft's DOS) or a limited menu system (Figure 2). Access providers usually do not have many services of their own, but they do provide access at a low cost. Some even allow unlimited connections for a flat monthly fee, which is a good deal for heavy users. Unfortunately, some access providers may not have enough phone lines, local phone numbers, or support. Word-of-mouth recommendations are usually the best way to find an access provider since most do not have national coverage.

Figure 2. A schematic showing the difference between two types of Internet access. (above) The user has special software that, in effect, provides a direct connection to the Internet through standard phone lines. Internet software, such as an FTP program (e.g., Fetch) or a mail program (e.g., NewsWatcher), is run directly on the user's computer. (below) The user is connected by simple, terminal-emulation software is limited to services provided by his or her host system.

On-line services like CompuServe, Delphi Internet, GEnie, America OnLine, and Prodigy offer varying levels of Internet-based services in addition to their own extensive collections of services. Prodigy, for example, offers nearly complete World Wide Web access via the same user-friendly interface as their other services; other on-line services are close behind. Electronic mail is "gatewayed" or transferred from the on-line service to the Internet, and users are given an electronic-mail address that can reached by Internet users. One minor difficulty: mail messages may be limited in length to 20,000-30,000 characters. On-line services usually charge a monthly minimum fee ($6-20) with additional charges ($2-5 per hour) for use that exceeds a small monthly allotment of gratis hours.

Distinctions between on-line services and access providers have been blurred as on-line services have added Internet access and access providers now support additional services such as on-line news and friendly connection software. Further, on-line services plan to provide better access to their systems and value-added services via the Internet; regional access providers are expanding to provide nationwide service. In the near future, it will be difficult to tell the two types of providers apart.

Direct Connections

Eventually, if the Internet is to become more civilized, users will need direct, high-speed connections. Friendly interfaces, graphics, sounds, and video—all within the current technical limits of the Internet—require prodigious data transfer rates to be effective. A direct connection is one that does not involve ordinary phone lines with their relatively slow data-transfer rates of approximately 1,000-3,000 characters per second. In practice, full-time, direct connections are only available to institutions, which lease high-speed connections to regional networks. Sophisticated users in some areas have installed digital telephone lines at home. While moderately priced ($100-200) modems can now send 3,000-4,000 characters per second; cable systems and local telephone companies are the most likely sources for future small business- and home-based Internet connections.