Общественно-гуманитарное направление. Английский язык. 11 класс. by Macmillan Russia

CONTENTS Module 1

Making contact

Module 2

Investigate and report on animal world: bats, eagles, bees and dolphins

Module 3

Interviews and instructions

Module 4

Investigate and report on timekeeping devices/Science video

Module 5

Work and inventions

Module 6

Social change and further study

Module 7

Reading for Pleasure

Module 8

Making statements and providing information

Module 9

Clothes journeys

DEALING WITH CULTURE SHOCK Culture shock is the concept that refers to an experience an individual may have after moving to a different cultural environment. Culture shock may also include feelings of alienation, disorientation, and anxiety that appear in a new environment. The following strategies can be useful for dealing with culture shock: ● ● ● ● ●

Remember that culture shock is temporary and shall pass with time. Try to be open-minded and embrace different cultures. Have a positive attitude towards new experiences. Do not compare and use your own culture as the blueprint. Reﬂect on what you have learned from other cultures.

PROJECT 1. In pairs, please interview each other and answer the following questions: · How do you understand the concept of culture shock? · Have you ever experienced culture shock? · How have you dealt with culture shock? · Write down your answers. 2. If no, try to interview any foreigner in Kazakhstan. Ask the following questions: · Has he or she experienced culture shock in Kazakhstan? · What was strikingly different between their home cultures and cultures in Kazakhstan? · How has she or he dealt with culture shock? · What have they learned while living in a culturally diverse country like Kazakhstan? 3. Compare your experiences with the experience of a foreigner in Kazakhstan that you have interviewed. Please make the Venn diagram to present similarities and differences regarding your experiences.

CULTURE SPOT: Kazakh yurt – a masterpiece of Nomads 1. What can you say about Kazakh yurt? Discuss your ideas in pairs. 2. Read about Kazakh yurt. Yurts have existed for thousands of years in Central Asia, in virtually the same form as they exist today. The word "Yurt" itself can be translated as homeland, fatherland, or even people. Also, in Kazakh culture, the yurt represents a certain model of the concept of the universe and an unmistakable symbol of Kazakh culture. The yurt is a portable, self – supporting, ideal dwelling structure traditionally used by nomads in the steppes of Central Asia. It is clear that the yurt is a product of a long historical development and gradual perfection of more primitive types of dwelling. The yurt's of unique architecture and complex semantics reflect the level of cultural development and ideological sophistication of Turkic peoples. Yurt is a round-shaped, sophisticated construction with a dome. The yurt's dome serves as a skylight for your yurt. The Kazakh yurt consists of three main wooden parts. These three main parts include shanyrak - top of the yurt, kerege – walls carcass, and uwyk – a carcass part from kerege to the Shanyrak. The carcass is usually covered with pieces of felt from outside and decorated with carpets from inside. Shanyrak, a round rim, serves as the top of the yurt and is a skylight and a hole for the smoke. It should be noted, that shanyrak is extremely valuable for Kazakhs and is considered a sacred symbol of family wellbeing and peace. Yurts have such importance to the Kazakh people that shanyrak is depicted on the National Emblem of Kazakhstan. The entrance to the yurt always faces the south, enabling nomads to determine the time and plan their day based on the Sun. The Kazakh yurt is easy to assemble and disassemble and with the help of one camel and two horses, the entire construction of the yurt and decorations of the interior are easy transported. A traditional yurt is covered with skins or sheep's wool felt for insulation and weatherproofing. It retains heat well and protects from the wind, as well as from the excessive heat in the summer. When it is hot, felt flooring is removed to make the inside cooler. The thick felt used to cover yurts came from the nomads' own animals. Central Asian nomads had herds of sheep, yak, and goats. The wool of all these animals could be felted. Nowadays yurts are still the most common type of habitation in Kazakhstan. The Kazakh yurts are attracting interest from people in many parts of the world as an ecologically friendly and attractive living space and it can be used for a variety of purposes such as restaurant, wedding venue, classroom, meeting room and shops. You will really have a connection with the earth and sky if you live in the yurt. When you sleep in the yurt you also feel so relaxed with its energy. Being spoilt by the hospitality service, tourists happily accept the offer of many tourist agencies in Kazakhstan to have a taste of nomadic life. Guests have an opportunity to experience it fully: to live in the Kazakh yurt, enjoy the authentic national cuisine, spend a cosy evening open-air while sitting by the fire and listening to an akyn's songs. Once you spend a couple of hours sipping hot tea with milk served in the piala and observing the stars through the half-opened shanyrak, you will start feeling space differently. Nothing beats the Kazakh yurt: you are unlikely to experience the cosiness in the tent and feel the vastness of the Kazakh steppe in the urban flat.

1. 2. 3. 4. 5. 6.

When and where have yurts originated? What reﬂects the level of cultural development of Turkic peoples? What are the main parts of shanyrak? What are the advantages of the traditional yurt? Why are the Kazakh yurts attracting interest from people of the world? What experiences are offered to guests who live in the yurt?

(n) a house, ﬂat, or other shelter, in which someone lives (adj) saint, holy (n) the quality of being experienced, the process of becoming knowledgeable (n) circular edge of something (v) to gathe (n) material as a wool (n) solar radiation that has been received (v) drink (something) by taking small mouthfuls, drink slowly

Go online and try to ﬁnd more information about the origin of yurts, yurt designs, modern yurts, types, and advantages of Kazakh yurt. Exchange the information in your group.

MODULE 1 CLIL: Architecture 1. What influence do you think a particular lifestyle of a community can have on the architecture and housing in that area? 2. Look at the photographs below. They show how different communities adapt their housing to their lifestyles and local context. Read the text quickly and label the images. There are numerous architectural styles based on various environmental, cultural, and historical factors and local contexts that evolve. The influence of local needs and knowledge on the architecture is often considered a distinctive architectural style. Local or vernacular buildings (also referred to as traditional) are constructed using locally available resources and traditions that accumulated over time. In this vein, people's dwelling reflects local realities: their design embodies their needs. For instance, climate determines the style of the house along. Therefore, dwellings in a Mediterranean climate region will differ from buildings in the cold tundra. Overall, buildings will differ in terms of:

How do different communities around the world design their dwellings based on their local needs? The Kazakh yurt is a round-shaped portable dwelling that consists of three main wooden parts. These three main parts include shanyrak - top of the yurt, kerege – walls carcass, and uwyk – a carcass part from kerege to the Shanyrak. The carcass is usually covered with pieces of felt from outside and decorated with carpets from inside. A traditional yurt is covered with skins or sheep's wool felt for insulation and weatherproofing. It retains heat well and protects from the wind, as well as from the excessive heat in the summer. When the temperature changes, people make modifications by removing or adding felt flooring and covers.

А _______________________________

Located on the Scandinavian peninsula, traditional Danish houses are entirely roofed over and sheltered, similar to houses in the northern regions of the world. The structure includes a timber frame with brick inﬁll and a thatched roof. Historically, buildings in Denmark have been painted to protect from damage caused by the weather, which follows a marine west coast climate. The most traditional colours include ochre yellow and deep red. Pigments used for colouring were derived from minerals available in the Nordic region and mixed with other substances.

В ________________________________

MODULE 1 CLIL: Architecture Located on the border of Peru and Bolivia, lake Titicaca is the highest navigable lake in the world and serves a home for the Uro tribe, the indigenous people. They left the dry land and created life on the water on floating islands woven of Totora, the plant growing in the lake. The construction of floating islands includes layering of dried Totora reeds and weaving them together to enable islands to float. Provided proper maintenance, a floating island can last up to thirty years and requires adding new layers of reeds once the bottom layers rot from the water. The Uro tribe construct their houses following the same island-building approach. Daily maintenance and constant upgrade of the Totora layers are critical for sustaining life on floating islands.

С __________________________

GLOSSARY brick /brɪk/ (n) a block used for building walls and other structures float /fləʊt/(v) to rest or move slowly on the surface of a liquid and not sink indigenous /ɪnˈdɪdʒənəs/ (adj) indigenous people lived in a place for a very long time before other people came to live there infill /ˈɪnfɪl/ (n) a substance used to fill a space insulation /ˌɪnsjʊˈleɪʃ(ə)n/(n) material used for preventing heat, cold, noise, or electricity from passing through something maintenance /ˈmeɪntənəns/ (n) work that is done to keep something such as a building, machine, or piece of equipment repaired and in good condition reed /riːd/(n) a tall thin plant that grows near water. Its stems can be used to make things. retain /rɪˈteɪn/ (v) to keep someone or something sustain /səˈsteɪn/ (v) to provide the conditions in which something can happen or exist thatch /θætʃ/ (v) to cover a roof of a building with dried plants such as straw or reeds timber /ˈtɪmbə(r)/ (n) wood that is used as a construction material in building houses and making furniture weave /wiːv/ (v) to make cloth by crossing long threads over and under each other on a machine called a loom (Adapted from Macmillan Dictionary Online. Retrieved October 23, 2019, from: macmillandictionary.com/dictionary)

3. Read the text and complete the diagram below with words or phrases from the text.

2 Investigate and report on animal world: bats, eagles, bees and dolphins

Wordpower! *species *animals *birds *mammals *skeleton *insects *similarities *Charles Darwin

Starting point

Reading 1 Analysing the specific features of animals The Editors of Encyclopaedia Britannica present the overview of comparative anatomy: the definition, brief history, and key tenets. Comparative anatomy is the comparative study of the body structures of various species of animals. This science aims to reveal how they evolved from common ancestors and what changes have occurred. More specifically, comparative anatomy focuses on the vertebrate animals. Here is a brief overview of key milestones in the development of modern comparative anatomy: 1555 - Pierre Belon discovered that the skeletons of humans and birds had similar composition and arrangement. Therefore, Pierre Belon is considered a pioneer of modern comparative anatomy. XVIII century - the Count de Buffon and Louis-Jean-Marie Daubenton opened new frontiers of knowledge by juxtaposing a significant range of animal species. Early XIX century - Baron Georges Cuvier introduced a more scientific foundation to the field by revealing that the interaction with the environment affected animals' structural

EXAM EXPERT How should you do the exam practice task? When a question asks why the writer mentions something, you should A. read the options (A, B, C, D) ad choose which one is factually true. B. read the text carefully to ﬁnd the reason and then choose the option that best expresses it. Compare these animals. What are the similarities and differences of their body structures? What are the similarities between humans and birds?

1 Look at the title of the article you are going to read. Which of the things do you expect to be mentioned in the article? 2 Read the article quickly and check your answers to exercise 1.

3 PROJECT 1. In groups, compare different animals and make a cladogram (a diagram used to visualize hypothetical relations between different animal species and show how they are related and their common ancestors. 2. Please consult with your biology textbooks and reference materials. Additionally, search online how to make a basic cladogram. For instance, different educational websites provide video explanations on how to make a cladogram. 3. Make a Venn diagram to show similarities. 4. Make a reference list to refer to the sources used. 5. Present the animal's specific features through a cladogram and the Venn diagram at the Speaking class. You may want to use PPT. 6. Reflect on what you have learned and what you can do differently next time. 7. Reflect on cross-curricular links and how this task helps you to connect English and biology.

and functional characteristics. Furthermore, instead of embracing the traditional view of arranging animal kingdom in a single linear series from the simplest to more complex (humans), Cuvier designed his own classification. The French zoologist classified animals into four large groups (vertebrates, mollusks, articulates, and radiates) based on body plan. Mid-XIX century - two British scientists, Sir Richard Owen and Charles Darwin advanced the field of comparative anatomy. The former challenged Charles Darwin's theory of evolution based on his extensive knowledge of vertebrate structure. The latter developed his own theory of evolutionary descent by natural selection: so-called “survival of the fittest”. In his work “On the Origin of Species,'' Darwin argued that evolution by natural selection from a common ancestry explained the structural differences between different species. Key tenets of comparative anatomy include the study of homologous and analogous structures: Homologous body structures: a common ancestor's traits (body structures) that are found in different species regardless of their current function. To illustrate, although forelimbs of humans, birds, crocodiles, bats, dolphins, and rodents have different functions today due to evolution, their forelimbs come from the same ancestor: fins of crossopterygian fishes. Analogous structures: species' body structures might look similar and have the same function, but different evolutionary origins and structures. As a vivid example, while, the wings of insects and birds perform the same function, they have an analogous trait. In other words, these two groups of organisms developed a trait on their own from unrelated ancestral traits. (Adapted from Comparative anatomy, Encyclopedia Britannica, accessed October 14, 2019, from: https://www.britannica.com/science/comparative-anatomy) (Further suggested reading: https://www.britannica.com/science/evolution-scientific-theory/The-fossil-record#ref49847)

GLOSSARY analogous /əˈnæləɡəs/ (adj) similar to another situation, process, etc. ancestor /ˈænsestə(r)/ (n) refers to someone who is related to you and used to live a long time ago crossopterygian /ˌkrɒsɒptəˈrɪdʒɪən/ (n) an almost extinct type of fish with pairs of fins on either side of its body evolution /ˌiːvəˈluːʃ(ə)n/ (n) the scientific theory also known as Darwinism. As formulated by Darwin, animals and plants modify their structures over time to survive and adapt to their environment through natural selection fin /fɪn/ (n) 'a thin flat part of a fish's body that sticks out forelimb /ˈfɔːlɪm/ (n) 'an arm, or a limb that is located in the front of the body of an animal' homologous /hɒˈmɒləɡəs/ (adj) having the same relation, structure, etc. mollusc /ˈmɒləsk/ (n) 'an animal that has a soft body with no bones and is usually covered by a hard shell, for example a snail or an octopus' rodent /ˈrəʊd(ə)nt/ (n) a type of small species of animals with long sharp front teeth (e.g., a mouse) vertebrate /ˈvɜː(r)tɪbrət/ (n) an animal with a backbone (e.g., mammals, birds, and fish) (Adapted from General animal types, Macmillan Dictionary, accessed October 14, 2019, from: https://www.macmillandictionary.com/thesaurus-category/british/general-animal-types)

Think critically, Have your say!

WORK IT OUT! Find these words and phrases in the text and underline them. Can you work out what they mean from the context? *tenets *arrangement *juxtapose *embrace *descent *trait *origin

How do you understand evolution? Compare and contrast knowledge gained from this article about evolution with knowledge gained from other spheres of life (technology, culture, etc.)

MODULE 2 CLIL: Biology 1. When do you think the evolution theory was established? 2. Look at the photographs below. What do you know about Charles Darwin? What do you think his contribution to biology and anatomy was? The theory of evolution The origin of life on the Earth has been the subject of debates for many centuries and remains one of the most intriguing questions so far. People have different opinions on this subject based on their religious, scientific, and cultural beliefs and hypotheses. However, works of Charles Darwin are considered to be ground-breaking and controversial in terms of challenging all-known scientific and religious assumptions in the XVIII century. In 1859, a British naturalist called Charles Darwin published a book named “On the Origin of Species by Means of Natural Selection or The preservation of Favoured Races in the Struggle for Life” (On the Origin of Species). Years of conducting research and observing living species in the Galapagos Islands and other parts of the world culminated in establishing the theory of biological evolution also known as Darwinism. The introduction and fourteen chapters shed light on variation under domestication, variation under nature, natural selection, laws of variation, hybridism, instinct, geographical distribution, mutual affinities of organic beings, and objections to his theory. Many well-known naturalists of that time have postulated that living species have not been independently created, in contrast, they have descended from other species (ancestor) like varieties. Charles Darwin, however, went beyond referring to external factors such as climate, food, and others as the only possible cause of variation. Darwin introduced Natural Selection as the vehicle of evolutionary processes. In brief, key tenets of his evolution theory include: · · ·

Variation (individual differences): individuals of species cannot be fully identical. For instance, siblings might be of different height and have different eye colours. Inheritance: traits of species are determined by inheritance and passed from generation to generation. In other words, offspring will inherit traits are passed by genes. Competition (struggle for existence): more offspring are born than can survive given the scarcity of natural resources. To illustrate, members of the species compete for limited natural resources available, for instance, food. Natural Selection: only the individuals who survived in the struggle for existence would be able to breed and pass on inherited traits to the offspring. More speciﬁcally, the traits that helped parents to survive will be passed on to the next generations.

In Chapter 4, Darwin elaborated on the central concept of evolution, Natural Selection, or the Survival of the Fittest: “… preservation of favourable individual differences and variations, and the destruction of those which are injurious, I have called Natural Selection, or the Survival of the Fittest”. Darwin was aware that some scholars might misapprehend the term Natural Selection and assume that natural selection would facilitate variability. Therefore, Darwin clariﬁed that the term referred to the preservation of those variations

MODULE 2 CLIL: Biology that would arise and be beneficial to the species under their conditions of life. In other words, living species evolve through the mechanism of Natural Selection of inherited variations that will enable the organism to compete with other species, survive, and reproduce. Charles Darwin is considered one of the most influential scientists of all the time. However, his theory of biological evolution (Darwinism) has caused much controversy, especially based on religion. Some religious groups objected his theory in favour of the belief that all living creatures and the universe were created by God. In the scientific community, Darwin's contribution brought a more scientific basis for the study of comparative anatomy and shed light on the evolution of living creatures, despite the initial criticism.

3. Read the text carefully, then complete the missing information in the diagram. Key tenets of Darwin's theory

Explanation

Examples

1 Variation

..........................

2 ........................

..........................

3 Variation

..........................

4 ........................

..........................

4. Are the sentences (T) true or (F) false? 1. Less offspring will survive compared to the number of offspring born. 2. Charles Darwin expanded the studies on possible causes of variation in living organisms. 3. Members of species will be identical. 4. Competition for limited resources does not affect the traits that parents will pass to the offspring. 5. Only individual species who survived will breed and reproduce.

MODULE 2 CLIL: Biology

+EXTRA ACTIVITY In groups, discuss the following questions: 1. What is the importance of the theory of evolution? 2. What do you think biology would be like without the theory of evolution? 3. Why was this theory considered controversial?.

5. PROJECT. 1. In pairs, choose one of the outstanding scientists in evolutionary biology. 2. Find out more about the scholar you have chosen and what was their contribution. Think about the historical, economic, and political context they lived and worked. Select information that is insightful and try to collect multimedia ﬁles if possible. Consult with your biology textbooks and seek advice from your biology teacher, if need be. 3. Make a poster about the discovery of your chosen scientist. Describe the steps of completing this project, indicate the sources of information, and photographs if possible. Try to highlight the public's reaction to the works of your chosen scientist and critically analyse whether the discovery was controversial and why. Present your poster to the class, be open to feedback, and reﬂect on what you have learned and what would you do differently next time.

GLOSSARY assumption /əˈsʌmpʃ(ə)n/ (n) something that you consider likely to be true even though no one has told you directly or even though you have no proof controversy /kənˈtrɒvə(r)si/ (n) a disagreement, especially about a public policy or a moral issue that a lot of people have strong feelings about descend from /dɪˈsend/ (v) to develop from something that happened or existed earlier inheritance /ɪnˈherɪt(ə)ns/ (n) something that you receive from your parents or from people who lived before you misapprehend /ˌmɪsaprɪˈhɛnd/ (v) misinterpret naturalist /ˈnætʃ(ə)rəlɪst/ (n) someone who studies living things and their environment offspring /ˈɒfˌsprɪŋ/ (n) someone's child or children; the baby or babies of an animal scarcity /ˈskeə(r)səti/ (n) a situation in which the supply of something is not enough for the people who want it or need it variation /ˌveərɪˈeɪʃ(ə)n/ (n) the existence of differences in amount, number, level, form, etc. (Adapted from Macmillan Online Dictionary, Retrieved October 29, 2019, from: https://www.macmillandictionary.com/)

Notes

4 Investigate and report on timekeeping devices/ Science video

Reading 1 2. exam practice You are going to read an article about the history of timekeeping devices. Seven sentences have been removed from the article. Choose from sentences A-H the one which ﬁts each gap (1-7). There is one extra sentence which you do not need to use. A Digital wrist watch created by Apple is considered the top digital watch of all the time B With time, their design was advanced, and their structure was minimised. C To illustrate, one of the most widely known water clocks of that time was created by the Muslim engineer Al-Jazari in 1206 D With the help of a series of markers on the ground, Egyptians managed to track time. E Gradually, the mastery and tradition of building various types of sundials, sand clocks, and water clocks have been accumulated over thousands of years. F More advanced sundial devices that were designed in Persia became the must-have item in maritime. G Notably, Plato invented the ﬁrst water-based alarm clock.

EXAM EXPERT

Wordpower! *sundials *timekeeping *mechanical watch *sun *candle clock

Starting point Choose one of the photographs and explain how you can use it as a timekeeping device

1. Read the article quickly to ﬁnd answersto these questions. 1. Why is Mesopotamia considered the birthplace of timekeeping devices? 2. What is the importance of the sun in the creation of sundials? 3. What were the limitations of using sundials to measure time? 4. What are the features of clepsydra? 5. What is the relationship between extensive overseas exploration and advancement of sundial devices?

How should you do the exam practice task? When you have chosen a sentence to ﬁt each gap? A don't bother rereading the text with the sentences replaced to check if it makes sense as this takes too much time. B quickly reread the whole text with the sentences replaced to check if it makes sense.

3 Find forms of these words in the text. Match them to the correct deﬁnitions 1 clepsydra

relating to the scientific study of the stars and planets 2 sundial B an early clock using the flow of water into or out of a container 3 pendulum C an object that measures time by the position of a shadow made in sunny weather, consisting of a pointed metal piece on top of a flat piece of stone 4 astronomical D an instrument that shows information as a row of numbers 5 spring E a long thin piece of metal in the shape of a coil that quickly gets its original shape again after you stop stretching it 6 digital F a long thin bar with a weight at the lower end that swings from side to side, usually in order to keep a clock working

The history of timekeeping devices History of Watch website reports on the history of timekeeping mechanisms

Tracking of time using mechanical or other means was first documented over 5500 years ago in Ancient Egypt and Sumer, southern parts of the ancient region called Mesopotamia. 1 ____ As a result, traditions of building timekeeping devices spread across the Mediterranean and reached Greek, Roman, and Persian Empires who advanced the ancient traditions. As time went by, time was tracked via candle clocks, incense clocks, oil-lamp clocks, simple gear clocks, and astronomical clocks. The first modern timekeeping devices were introduced in the XV and XVI centuries. Sundials originated in Ancient Egypt approximately in 4th millennium BC: the earliest-known obelisk was made around 3500 BC. As ancient Egyptians considered the sun a divine power, measuring the sun shadow was widespread. To track time, inhabitants of Egypt divided daytime into 10 equal parts, while 4 additional parts were reserved for twilight hours at dawn and dusk. 2____Furthermore, a series of markers enabled them to determine the current season of the year. However, sundials did not prove to be effective in cloudy weather or at night. Therefore, novel methods for timekeeping were invented. Ancient Greeks and Romans dedicated their time to developing water clocks, which by 325 BC were more accurate than their predecessors. Clepsydrae devices used the flow of water into or out of a container to measure time and were employed as an alarm clock. 3 ___ Notwithstanding the growing number of innovations in the field, sundials remained popular throughout the existence of the Greek and Roman empires. After the collapse of the Roman empire, water clocks were refined and sophisticated by masters in Persia and China. 4 ___ By VI century, China introduced candle and incense clocks that reached the Middle East and Europe

PROJECT

in the XIII century. By that time, China made a breakthrough in the ﬁeld of timekeeping mechanisms: Astronomical clocks were introduced. The Age of Discovery in Europe and extensive overseas exploration gave the impetus for having reliable and accurate timekeeping devices. 5 ____ Furthermore, starting from the XV century, precise sundials went beyond sailing and gained popularity in other spheres such as churches and kitchens. By the XVI century, the invention of mechanical devices based on pendulums and springs marked the new era of timekeeping. 6 ___ Consequently, by XIX century mechanical pocket, table, and wall clocks became commonplace all around the world. Nowadays, with the appearance of digital devices, access to timekeeping is available to everyone. (Adapted from History of Watch, Retrieved October, 10, 2019, from: http://www.historyofwatch.com/clockhistory/timekeeping-devices-history/)

WORK IT OUT Find these words and phrases in the text and underline them. Can you work out what they mean from the context? *enabled *advanced *became commonplace *spread across *made a breakthrough *gave the impetus

Think critically, Have your say! ● ● ●

What timekeeping devices are used in your family? Which of timekeeping devices mentioned in the text would you like to use and why? What is the importance of the Age of Discovery for the development of timekeeping devices? How do you think, what event can change the development of timekeeping devices in the XXI century?

1. In groups, try to design your own timekeeping device (a sundial, an hourglass, etc.) depending on the resources you have (season of the year and required available materials) and measure time using a sundial or an hourglass. The following links might be helpful: https://www.wikihow.com/Read-a-Sundial https://www.youtube.com/watch?v=9UGV8vzMLDA 2. Film your experience of designing a timekeeping device and measuring time using a mobile phone. 3. Share your video experiment in class at the Speaking Class. Deliver your presentation to the class, be open to feedback, and reﬂect on what you have learned and what would you do differently next time.

CULTURE SPOT: Inventions in Kazakhstan 1. Read the title, talk about what you expect the text to be about? What do you know about Kazakh inventors and inventions? Complete the bubles.

Inventors, their inventions

2. Read the text. What inventions is the text about? Who are the inventors? Discuss with your partner.

INVENTIONS AND INVENTORS OF KAZAKHSTAN Kazakhstan is one of the most inventive countries in the world: 30 000 inventions were patented in the last 20 years. In 2013, on the sidelines of a round-table discussion dedicated to the improvement of Kazakhstan's Intellectual Property Law, Abzal Yestaev, the Chairman of the Intellectual Property Law Committee of the Ministry of Justice, said that “Considering the number of our population, our scientific potential is no worse than other countries. Kazakhstan is one of the world leaders by the number of inventions”. The inventions of Kazakhstan seem to be mostly concerned with chemistry, agriculture, and metallurgy that are leading fields of industry in Kazakhstan. A group of Kazakhstan scientists founded the ReLive company that has developed a unique platform designed to rehabilitate patients. The platform consists of equipment for reading brain signals, signal recognition software, a microcontroller and an upper limb exoskeleton. The system allows to mentally manage the exoskeleton, which speeds up the process of patients' recovery. It is mentioned that the mission of ReLive is to expand the functions of the neurorehabilitation robotic platform with the help of artificial intelligence. The company consists of researchers who have experience in the field of machine learning, artificial intelligence and robotics. During the International Exhibition Astana DigitalHealth, held in 2017 in Astana, the ReLive project was presented to the UNICEF executive director Henrietta Fore and the Minister of Health of Kazakhstan and received an award for the best digital solution among other large international companies. Kazakhstan patents about 8 000 inventions each year from creators of all ages. Notably, some of those inventions come from young people. The “Shapagat” National Invention Contest includes a “Best School-Aged Boy Inventor” category. The Republican contest aims to promote and support inventive activities, enhance the role of intellectual property, to stimulate creative activity among schoolchildren and to distribute knowledge in the field of intellectual property. This contest has been

held since 2004. In 2017, 40 participants made it to the final round. The organizers were Ministry of Justice of the Republic of Kazakhstan and “National institute of intellectual property” RSE (NIIP) together with Cranfield University in the UK. Forty finalists visited Cranfield University for a one-week educational trip. In 2017, the EXPO exhibition inspired scientists and inventors. They promoted their alternative energy developments. One of such inventors is the student of Nazarbayev University, Radkhan Sarmuratov. The graduate of the School of Engineering developed a unique programme on the rational use of energy resources. Special sensor installations were used for this purpose. Another inventor Marat Issekeyev created a prototype of a multilevel and multirow wind farm. The Inventor's know-how is made from materials manufactured in Kazakhstan. The invention works based on air steam. The given installation is 3-4-5 times cheaper. A young creator Nazifa Baktybaeva has invented a complex research model to study Venus. She has made calculations about the weight of the construction and found the proper materials to protect the research complex in the atmosphere of Venus. This invention is of the great scientific importance to the space industry. The young scientist has been invited to visit NASA and granted a scholarship to study in the USA. We have many inventors who keep receiving such awards and it shows that Kazakhstan has great inventing potential. Hopefully, their number will keep growing.

3. Read the text again and ﬁnd the words that match these deﬁnitions. a. b. c. d. e.

to increase in size, number, or importance - ____________________ to restore someone's health - ________________ the action of installing something - _____________________ to rise in, to duble - _____________________ A hard outer structure that provides both structure and protection to creatures _________________________________________

4. Work in groups to discuss the questions. 1. 2. 3. 4.

Is Kazakhstan one of the most inventive countries in the world? Why? What is a unique platform of the ReLive company and it's system? What is the aim of the “Shapagat” National Invention Contest? What did the young creators Nazifa Baktybaeva, Radkhan Sarmuratov and Marat Issekeyev promote and invent ?

Now You Go online and ﬁnd some more information about other creators and their inventions in Kazakhstan.

CULTURE SPOT: Ibrai Altynsarin 1. Look through the text and make a mind map with your partner. Life Education

Graduation

Ibrai Altynsarin

Purpose Enlightening ideas

Teacher Writings

Named in honour

IBRAI ALTYNSARIN Ibrai (Ibrahim) Altynsarin (1841-1889 ) is a great poet- enlighter. innovator-teacher, a Kazakh educator, prose writer and public figure. He was one of the founders of Kazakh written literature and literary language. Ibrai Altynsarin was born in Arakaragai volost, nicolaevsk district, Torgai region. He was grown – up by his grandfather Balkozha bui. His grandfather was one of the largest steppe feudal lords, an intelligent and cautious man, and respected by the authorities. Balkozha bui wanted his grandson to study in Russia. In that time Tsar's government's aim to prepare Kazakh missionaries among local people to the administrative organs through such schools. But Altynsarin was not satisfied with that kind of educational system. He learned himself works of worldwide classics – Shakespeare, Byron, Pushkin, Gogol, Lermontov, Firdausi, Nizams and etc. Ibrai Altynsarin was taught by well-known eastern explorer V.Grigoriev. After graduating the school excellent in 1857-59, Altynsarin was a secretary of his grandfather Balgozha bui. In a short time he was moved to the management of Orynbor region as a translator. The talented young man considered the goal of his life not to pursue a career and ranks, but the enlightenments of his native people. In 1860 the regional government commissioned Ibrai Altynsarin to opened an elementary school for Kazakh children in the Orenburg fortress (Torgai) and in which he was appointed a teacher of Russian language. He liked children and wrote poems for them. In such way his pedagogical enlighten work began. It was not easy to open a school in a remote town: there was no money, no school promises and no teaching aids. To this important matter, the regional government and local authorities were coldly treated. Difficulties, however, didn't stop Altynsarin. Encouraged by enlightening ideas, he traveled around the aul, explaining the importance of education, gathering funds from the local population, he built a school building and wrote out the first Kazakh Grammar book and textbooks. In 1864 the grand opening of the school took place. Ibrai Altynsarin had been working on new Kazakh alphabet for three years. He is the best known for introducing a Cyrillic alphabet for the Kazakh language, and was a proponent of teaching in the Western

style. Altynsarin is also credited with authoring the first Kazakh-Russian newspaper, and with translation of a large number of textbooks and reference works. Kazakhstan's scientific – pedagogical and cultural figures call him “Teachers' teacher”. His well-known books “Kazakh's reader” and “Elementary direction to teach Kyrgys people in Russia” were published in 1879. In Kostanay Ibrai Altynsarin Museum was established in 1991, to mark the 150th anniversary of his birth. A number of Kazakh institutions, including the Kazakh Academy of Education, Arkalyk State Pedagogical Institute and some streets and academic awards are named after Altynsarin.

2. A. Ask Why - questions to the following sentences. 1. Ibrai Altynsarin was grown – up by his grandfather Balkozha bui. 2. Altynsarin was not satisfied with the educational system of Tsar's government. 3. The talented young man considered the goal of his life not to pursue a career and ranks. 4. It was not easy to open a school in a remote town. 5. Encouraged by enlightening ideas, he traveled around the aul. 6. Kazakhstan's scientific – pedagogical and cultural figures call him “Teachers' teacher”. 7. A number of Kazakh institutions are named after Altynsarin.

B. Ask your questions to your partner. Work in pairs.

Glossary cautious enlightenment promise proponent credit sb with authoring

(adj) careful to avoid danger (n) when you understand something clearly (n) a statement that you will deﬁnitely do or provide something (n) someone who persuades people to do something (v) to believe or admit that someone has done something good (n) the activity of writing

Now you Go online and try to ﬁnd information about contemporary Kazakh writers and about their work. Exchange your information with you classmates.

CULTURE SPOT: Oral Kazakh national creativity 1. Discuss the following questions with your classmates. What is aitys? Whom do you know among aitys singers? What types of aitys do you know? 2. Read the text about Kazakh aitys. ORAL KAZAKH NATIONAL CREATIVITY “Aitys” is the embodiment of Kazakh national self – consciousness and a form of oral Kazakh national creativity. It is a contest between two people on poetry improvisation, spoken or sung to the music of traditional instrument like the dombra. The audience chooses the topics and the contestant demonstrates the best musical skills, rhythm, and originality. The wittiest participant wins. Aitys singers must have an ability to answer poetically, to reject the verbal pressure of the opponent, find his or her weaknesses, and be good at the witty exploitation of the meanings and ambiguities of words, especially in puns. Therefore, aitys is a remarkable art. All these characteristics can be found only in the big talents that possessed solid experience and skills in improvisation. Well-aimed expressions, resourcefulness, poetic talents of aitys singers impress the audience. The most gifted, skilful aitys singers like Orynbay, Shozhe, Suyunbay, Birzhan, Zhambyl, and others have obtained national recognition. Kazakh women also were successful aitys singers. The names of Sara, Aksulu, Ryszhan, Aikumis, and others are well known. Topics of these improvisation competitions were various. They often discussed different problems in Kazakh society. In their aitys, singers revealed a life, work, and personal freedom of the Kazakh people. Aitys competitions of Zhambyl with Sarybas were about Kazakh heroes. Aitys of Birzhan and Sara was famous for their different high poetic skills along with richness and figurativeness of language. Both of the singers glorified Kazakh women's rights, poetic talent, justice, and humanity. Art of aitys is one of the fundamental traditions of Kazakh ethnos. Kazakh aitys reflects Kazakh personality and also plays an important role in transferring national values and saving a national character. Today the problems of saving the Kazakh folklore, Kazakh language, and Kazakh ethnocultural traditions remain acute. There are two types of aitys: cultural and poet. Cultural aitys may include a wedding aitys, youth aitys, riddles aitys, and religious aitys. Poet aitys is characterized as aitys between two well-known improvisatorsmusicians, which have intellectual potentials and actor's abilities. Aitys can also differ based on the experience and age of participants, for instance, Kaim-aitys and sure aitys. Kaim-aitys was a singing improvisational competition between young novice akyns. It was communication that took place at friendly gatherings and evening tables. Such aitys were also held between groups of young men and women as a form of conversation, in which the young people could respectfully express their sympathies and affection. Sure-aitys was a serious competition featuring a more dramatic delivery, complex content, and more extended structure. Only experienced masters of improvisation and with knowledge of history, culture, politics, intertribal relations, and everyday life were allowed to enter these competitions. Aitys is a unique Kazakh musical genre passed from generation to generation. Aitys has been revived in the country since 1991 when Kazakhstan independence gained independence. As a result, cultural heritage has

been keeping up with the times. Every year republican grand aitys contest “Altyn Dombyra” is held among aitys singers. Akyns sing about the development of Kazakhstan in the international arena, discuss the social issues within the society and they also joke, sing, and express their civil position. Aitys is a creative competition in practical thinking of two partners having the form of dialogue that consists of some transactions, question-answer, an interactive type. Aitys is a technique, training, and practice of creative thinking development. Aitys is still popular in our days because it is a unique kind of folklore that allows expressing the opinions of Kazakh people about the positive and negative sides of social life in a socially comprehensible form.

GLOSSARY embodiment ambiguity acute novice featuring

(n) personiﬁcation (n) vagueness, obscurity (adj) pointed, shortage (adj) beginner, newcomer (adj) strong -willed, determind

3. Discuss the following questions in pairs. a. b. c. f. j.

What ability must have aitys singers? What problems do the aitys singers discuss? How many types of aitys are there? When has aitys been revived in the country ? Why aitys is still popular in our days?

Now You Go online and try to ﬁnd information about contemporary Kazakh aitys and aitys singers. Exchange your information with you classmates.

Reading 1 Fashion design and manufacturing clothes

Clothes journeys Wordpower! *Manufacturing *factories *brands *garment production *sewing *fashion design

Starting point Look at your outfit of the day and try to find out where everything comes from. In groups, talk to each other and discuss these questions: ● Why is it important to know where and how your clothing was manufactured? Try to determine the origin of your clothes (fabric, manufacturer, and the location of a garment factory) and fill in the table. Compare within your group. Item of clothing

Fabric

Jeans

Cotton

●

Brand/ Location of the manufacturer garment factory Bangladesh

What are the stages in the process of manufacturing clothes do you know? ● What is the connection between climate change, sustainable development, and manufacturing clothes?

Encyclopaedia Britannica presents the stages of fashion design and manufacturing. Interestingly, many people think that designers could set trends in fashion if they wanted. However, the majority of designers adapt trendsetting styles into marketable garments for average customers to meet consumer demands. Therefore, the manufacturing of clothes is an elaborated, meticulous, and creative process that has many stages. First, designers create sketches of future clothes after drawing some inspiration from media, street styles, and an active lifestyle. Nowadays, traditional design methods (doing sketches on paper and draping fabric on mannequins) have been ousted or supplemented by computer-assisted design techniques. The latest computer technologies enable designers to introduce quick changes to a proposed design's silhouette, fabric, trimmings, and other elements and share updates with their colleagues. Sampling is the second stage in garment production that follows the design/sketch stage. 1_____ The third crucial stage in garment production is pattern making: a clothing design is translated into a pattern in a range of sizes. As the proportions of the human body can ﬂuctuate in weight, pattern making cannot be adjusted uniformly using a basic template. Notwithstanding the advanced technologies in computer programming, adjusting designs in larger sizes for every ﬁgure remains a challenge. The pattern (either drawn on paper or

1. Read the article quickly, ignoring the gaps for now, and decide which of the statements below best sums up the passage. 1. Manufacturing clothes (garment production) is an easy and straightforward process that is deﬁned by designers only because they set the trends 2. The complex process of manufacturing clothes (garment production) includes many stages and depends on various factors such as customer needs and weight, computer-assisted technologies, and others.

2. Read the article again about the processes of manufacturing clothes. Use information from the article to complete the ﬂowchart.

1 Design/sketch

6 Retail

2 ......................

3 ......................

5 ......................

4 ......................

programmed as a set of computer instructions) defines how the fabric should be cut into pieces (cutting) to be joined for garment production. 2_____ Assembly of the garment is the next stage of production that includes different processes of sewing/stitching, thread trimming, and others. Due to the development of computerguided machinery, some stages of garment assembly are automated. However, the overall process of sewing is extremely labour-intensive causing clothing manufacturers to look for low-wage environments where they can locate their factories. 3______ The final stage entails different processes collectively known as finishing. After sewing, a garment is washed, steam-

EXAM EXPERT

WORK IT OUT!

How should you do the exam practice task? a If a sentence ending ﬁts, grammatically, it must be the correct answer. b A sentence ending must ﬁt grammatically and must make logical sense for it to be the correct answer.

3. exam practice You are going to read the article about the processes of manufacturing clothes. Choose from sentence endings A-F the one which ﬁts each gap (1-4). There is one extra ending which you do not need to use. A this cutting can be performed by computerised high-intensity lasers or by manually operated and computer-guided knives (blade cutting machines). B retail (the process of purchasing clothes from manufacturers) happens when retailers make initial purchases for resale three to six months in advance before customers can buy clothes in stores. C customers have different preferences about brands and fabric. D this results in the issues of cheap labour, exploitation of workers, and industrial safety that appear in some factories in China and Southeast Asia. E the materials required for garment production (for instance, fabric, linings, buttons, and others) should be sourced and ordered and samples should be made to present them to retail buyers.

ironed, and goes through the process of adding: (a) decorative elements (embroidery, beading); (b) fasteners (buttons and buttonholes, hooks and eyes, snaps, zippers, etc.); (c) hems and cuffs; (d) labels (brand-name labels and other often mandatory labels that specify ﬁbre content, laundry instructions, and country of manufacture. Finished items are pressed, packed, and folded to be ready for dispatch. Although retailing is not part of garment production, it is vital. 4 _____ (Adapted from Fashion Industry, Encyclopaedia Britannica, retrieved October 10, 2019, from https://www.britannica.com/art/fashion-industry).

Find these words in the article and the missing sentence endings and underline them. Can you work out what they mean from the content? *garment *enable *purchase *pattern *assembly * low-wage environment

4. Write a word or a phrase from the article in each gap to complete the sentences 1. The first stage of garment production starts with doing ____________ (paragraph 1) 2. At the second stage of garment production, ________ should be presented to retail buyers (paragraph 1) 3. The third stage includes the translation of a clothing design into a_____ (paragraph 2) 3. Embroidery and beading are _________ elements rather than functional ones (paragraph 4) 4 . As sewing is _________________, many manufacturers look for cheap labour (paragraph 3) 5. _____ such as buttons and buttonholes, hooks and eyes, and zippers are used to hold together and connect two or more pieces of material (paragraph 4) 6. Fibre content, laundry instructions, and country of manufacture are specified on _________(paragraph 4) 7. To __________ means to ship finished garments to manufacturers and brands (paragraph 4) 8. People who buy finished garments from manufacturers and sell them to customers are _______ (paragraph 4)

? Think critically, have your say! ●

What are your thoughts about manufacturers who seek cheap labour to do labour-intensive sewing and who avoid providing decent working conditions? ● What is the impact of technology on fashion design and manufacturing? ● How fair is to exploit workers to save on labour-intensive sewing and paying wages?

PROJECT 1. In pairs, make a sketch of your garment (clothing item) using paper or a computer. 2. Design a PowerPoint Presentation where you present your design and explain the process of designing garments. 3. Deliver your presentation to the class, be open to feedback, and reﬂect on what you have learned and what would you do differently next time.

Vocabulary

Words associated with clothes and fashion 1. Match the following words to the correct definitions. 1. catwalk a the clothes someone is wearing, especially unusual or formal clothes 2. apparel b fashion shows and the fashion industry. Also refers to the stage where models walk and present a new collection during fashion shows 3. garment c refers to a piece of clothing (formal language). Garment is used when referring to the manufacturing and sale of clothing 4. outfit d cloth, especially when it is used for manufacturing clothes or curtains 5. fabric e a set of clothes that people wear together 6. cut f the way in which cloth has been cut that gives it a particular style or shape 7.textile h refers to “a type of cloth or other material made of fibres” 8.fibre i woven or knitted cloth

3. Word formation Complete this table. Include all possible forms you can think of.. Noun

Verb

Adjective

Consume

Fashion Use Sustainable Manufacture

X Trendy

(Based on Relating to cloth and fabric - thesaurus, Macmillan Online. Retrieved October 14, 2019, from https://www.macmillandictionary.com/thesauruscategory/british/relating-to-cloth-and-fabric)

2. Phrasal verbs Use a phrasal verb to do with fashion and clothing in the correct form to complete each sentence. *dress up *zip up *try on *put on *wear out *turn up *slip on 1. Customers can ______________ a piece of clothing in the ﬁtting rooms. 2. If people ______________clothing they buy, there will be less discarded clothing in landﬁlls. 3. “Children, ___________your raincoat before going to play in the yard. It is raining outside”, shouted the grandparents to their grandchildren. 4 . Shoes should be comfortable allowing people to _______them___________ easily. 5. If trousers are extremely long, customers can tailor them to their height and ________them ________. 6. Many warm jackets have fasteners (zips) that allow to _________a jacket in case of the cold weather. 7. Some people enjoy _________for an occasion like going to the theatre or going out with friends.

4. Word patterns Choose the correct word or phrase to complete each sentence. 1. I ﬁnally succeeded to get/in getting in a couple of tickets for Almaty Fashion Week. 2. How do garment workers manage to sew/in sewing a large number of clothing in the short period of time? 3. I hope that communities are able to raise awareness/raising awareness about the negative consequences of fast fashion. 4. I wish I was capable to reuse/of reusing all clothing in my wardrobe. 5. I've never enjoyed to shop/shopping for clothes. 6. Companies should not be allowed exploit/to exploit children as garment workers. 7. My mum lets me buy/to buy my own clothes.

Reading 2 Wordpower! *landﬁll *exploitation *cheap labour *catwalk

Starting point

In pairs, discuss the following questions: How often do you go shopping? How many times do you wear your clothes before throwing them out? What does it take to produce a TV-shirt or any item of clothing you wear every day in terms of time, resources, and human labour?

1. What is “fast fashion”? Please brainstorm in groups and make a list of your ideas and give examples. I believe that fast fashion is when people can purchase clothing designs that are similar to those presented at the catwalk for a more affordable price. For example, ….

2. Quickly read the ﬁrst paragraph of the article. What is fast fashion? Please ﬁnd the explanation of this concept in the article and discuss it within your group. If need be, you can also google it.

EXAM EXPERT How should you do the exam practice task? a Try to answer the questions without looking back at the text b Where possible, read the question, ﬁnd the answer in the text, and then match it to the best optiongrammatically

and must make logical sense for it to be the correct answer.

3. exam practice You are going to read the article about implications (issues, consequences) of fast fashion. For questions 1-8, choose the answer (A-D) which do you think ﬁts best according to the text. 1. What does the word “discard” (paragraph 1) refer to? A to recycle B to get rid of something that you no longer want or need C to exchange D to buy something on the offer (discount) 2. The idea behind fast fashion is that? A well-known designers offer their lines for a cheaper price B people can try on fashionable items from fashion weeks C all customers around the world can afford original luxury accessories and clothing D cheap clothing produced quickly and sold in large quantities in order to respond to the latest fashion trends 3. What is the negative impact of fast fashion on the economy? A customers discard clothing that is worth $400 billion

every year B the inequality gap increases annually C landﬁlls containing the discarded garment pollute the environment D fast fashion manufacturers prefer to have an off-shore business 4. What point are the writers making in the fourth paragraph? A manufacturing clothes does not take many resources B garment production is extremely resource- and

emissions-intensive C people rarely think about the resources required to produce a cotton shirt D it is better to save the water resources

5. How does the fast fashion affect communities? A female workers do not have enough time for their families as they have to work longer hours B people in developing countries have to work at the factories as they have no other choice C the economic situation in Bangladesh makes women work at low-paid jobs D garment workers are often underpaid and many manufacturers exploit children 6. What is the solution to solving the issues in the fast fashion industry, according to the authors? A companies should focus their manufacturing into reusing things and making their life longer B communities should raise awareness of overconsumption C governments should impose strict sanctions and regulations D garment workers should demand more decent working conditions 7. What is the purpose of this article? A to persuade people to buy more affordable clothing B to inform people about fast fashion C to advertise the fast fashion industry D to raise awareness of the negative impact of fast fashion on the economy, environment, and communities.

Issues in the fashion industry Many people enjoy giving and receiving clothes (scarves, sweaters, and others) as gifts during festive seasons. What can happen to the clothes received? The answer may seem depressing. One giant lorry of clothes is burned or discarded in landfills every second! Can you imagine how many items are burned in one day, if you do the simple math? Elizabeth Reichart and Deborah Drew from World Resources Institute present their research on the economic, social, and environmental impacts of fast fashion. People do not purchase an item and wear it for years and years. Due to the growing desire for apparel, consumers want and can increasingly afford to purchase new clothing after wearing garments only for a short time. Current business models operate on the concept of “fast fashion” when everyone can buy trendy clothing without spending a fortune on it and waiting for the long garment production process to be finished. This linear fashion model of buying, wearing, and quickly throwing clothes is detrimental to people's well-being as well as the planet's resources. The economic, social, and environmental consequences are discussed in the following passages. The economics The Ellen McArthur Foundation reveals that an increase in middle-class population around the world and higher per capita sales in developed countries led to the doubling of clothing production in the last 15 years. If an expected 400 percent increase in world GDP by 2050 becomes a reality, there will be even greater demand for clothing. However, one can use this opportunity to ameliorate the problem! According to one report, tackling environmental and social issues caused by the fashion industry could provide $192 billion overall benefits to the global economy by 2030. To illustrate, the annual value of clothing that ends up in landfills exceeds $400 billion.

The environmental impacts Garment production is also resource- and emissionsintensive. To illustrate: ● Greenhouse gases produced while making a pair of jeans are equal to greenhouse gases produced by driving a car more than 80 miles! (One mile is around 1.6 kilometres). ● Garment made of nonbiodegradable fabrics can remain in landﬁlls for up to 200 years. ● One cotton short takes 2,700 litres of water to be produced, which is enough to meet the average person's drinking needs for two-and-a-half years. In other words, a cotton shirt equals to drinking water for two-and-a-half years. The societal impacts Garment production has boosted developing economies, but has caused some challenges as well. For instance: ● 75 million people are employed to make clothing with 80 percent of workers being young women between the ages of 18 and 24, according to non-proﬁt Remake. ● Low-wages of garment workers undermine their chances for a quality of life. For instance, in Bangladesh, garment workers (women mostly) earn about $96 per month. In contrast, the government's wage board states that a garment worker needs 3.5 times that wage to have a “decent life with basic facilities.” ● Forced and child labour is commonplace in the fashion industry in Argentina, Bangladesh, Brazil, China,

India, Indonesia, Philippines, Turkey, Vietnam and other countries, according to the 2018 U.S. Department of Labor report. In other words, fast fashion and consumerism put pressure on production resources causing supply chains to focus on fast delivery at the expense of people's well-being. Any solutions? There are signs that a more sustainable fashion industry might become a reality. Companies that focus on longevity and reuse are critical for sustainable development. Business models based on longevity, for instance, Rent the Runway and Gwynnie Bee, start the new chapter of an industry that focuses on reuse rather than irresponsible consumption. Netﬂix is another example of a company that allows people to stream ﬁlms and TV-shows online rather than buying and owning the content. Hopefully, the fashion industry will start considering its implications for jobs, communities and the environment. For fashion to be sustainable, not wrecking, companies should “design, test and invest in business models that reuse clothes and maximize their useful life.'' (Adapted from By the Numbers: The Economic, Social and Environmental Impacts of “Fast Fashion”, Elizabeth Reichart and Deborah Drew, World Resources Institute, accessed October 12, 2019, from: https://www.wri.org/blog/2019/01/n umbers-economic-social-andenvironmental-impacts-fastfashion)

Notes