CANKAYA UNIVERSITY OFFICE OF BASIC AND ELECTIVE COURSES -ENGLISH UNIT-

1. CANKAYA UNIVERSITY OFFICE OF BASIC AND ELECTIVE COURSES-ENGLISH UNIT- FOSSIL FUEL DEPENDENCY FOR ENG 205 COURSE WEEK 10

2. WHAT’S THE HISTORY OF PETROLEUM?

3. Do you know the history of petroleum? • Despite various myths, it was first used in the ancient city of Babylon, for torches and during the construction within the walls • In 2nd century, Roman Empire exploited it from Dacia region (in Romania) for military purposes. • First petroleum wells were found in China dating back to 347 AD. It was drilled and pumped up by bamboo pipes. They burned it to evaporate brine (sodium chloride) and to produce salt. • Japanese were burning it for heating and lightening the emperor’s palace in 7th century AD. • After distilled by Persian chemists, crude oil was used for military technology by Middle-East World after 10th century. • First modern refinery was built in Alsace, France.

4. WARM - UP • Can you name themajorpetroleumproducts of refineries? • CrudeOil, Gasoline, FuelOil, Jet Fuel, Motor Oil, Kerosene, DieselFuel, LiquifiedPetroleumGas (LPG),Asphalt • Whatpetroleum-basedproducts do weuse in ourdailylives? • Whataretheotherpossibleindustrialareasthatpetroleumproductswillgetinvolved in 21th century?

5. ENERGY QUIZ? • Do theenergyquiz on pg.40 andfindout how muchyouknowabouttheenergyindustry. 1- How manycarswerethere in theworld in 1950? b. 50 million 2- How manycarswillthere be by 2030? a. 1,000 million (a billion) 3-Whichcountry in theworld has thelargestpetroleumreserves? a. SaudiArabia

6. ENERGY QUIZ? 4- Which of thefollowingproductsoes not contain a petroleum-basedingredient? b. Chocolate 5- How muchextraenergywilltheworldneedby 2030 comparedwith 2005? c. +60% 6- By how muchcouldtheenergyconsumption of individualhomes be reduced, usingexistingtechnologies? c. 56%

7. WHAT IF … ? • Whatifpetroleumhadn’tbeendiscovered?

8. WHAT IF … ? • Whatifweranout of allworld petrol reserves?

9. Some precautions? • Do you think some precautions are really needed to tackle the probable fuel energy scarcity? • What could be done to handle the problem? Put forwardsomeenvironmentalsolutionstosaveenergythateverybody can carryout in theirordinarylives.

10. Some precautions? • Work with a partner and discuss which of these would be effective to reduce energy consumption?

11. VOCABULARY ITEMS • Derivefrom(v): to take, receive, or obtain especially from a specified source. Word Formation: derivation (n), derivative (adj) E.g.: The river derives its name from a Native American tribe. • Scarce(adj): deficient in quantity or number compared with the demand, not plentiful or abundant. Word Formation: scarcity (n), scarcity (adv) E.g.: Fresh water and medicines were scarce in the disasterarea. Scarce of naturalresources

12. VOCABULARY ITEMS • Component (n): one of thedifferentpartsthat a machineorequipmentconsists of. E.g.: He sellssparecomputercomponents. E.g.: Hard work has been a major component of his success. • Depletion (n): theprocess of makingsthempty of a principal substance, consumption, orreduction. Antonym:renovation (n) Word Formation: deplete (v), depletable (adj) E.g.: We completely depleted our life savings when we bought our new house.

13. VOCABULARY ITEMS • Slash (v) [informal]: to very much reduce something, such as money or jobs. • Word Formation:slash (n), slasher (n), • Collocations:slash-and-burntype • E.g.:Prices have been slashed by 50%! • Prominent (adj): very well known and important • Word Formation: prominently (adv), prominence (n) • Collocations: prominentposition togainprominence • E.g.: Elton was one of the singerswho gainedprominencein the 1980s. • E.g.: aprominentmember of the Saudi royal family

14. VOCABULARY ITEMS • exaggerate(v):to make something seem larger, more important, better or worse than it really is • Word Formation: exaggeration (n), exaggerated (adj) • E.g.: I'm not exaggerating - it was the worst meal I've ever eaten in my life. • incentive(n): something which encourages a person to do something • Word Formation: incentivize (v), • E.g.:Tax incentives have been very effective in encouraging people to save and invest more of their income. • E.g.: The incentive to sell more is large - and it plainly works.

15. VOCABULARY ITEMS • Peak (n): the highest, strongest or best point, value or level of skill • Collocations:toreachthepeak at thepeak of sth peakoil (n)(phr) • E.g.: The Beatles were at their peak during the 1960's. • E.g.: peakoil? • Catastrophic (adj): Something that involves or causes a sudden terrible disaster. • E.g.: The water shortage in this country is potentially catastrophic.

16. VOCABULARY ITEMS • shrink(v): to become smaller, or to make something smaller. • Word Formation: shrinkage (n) • E.g.: The company's profits have shrunk from £5.5 million to £1.25 million. • invasive(adj): moving into all areas of something and difficult to stop. • Word Formation: invasion (n) • Collocations:invasivedisease • E.g.: They found invasive cancer during a routine examination.

17. VOCABULARY ITEMS • outpace (v): to perform a particular action faster or better than they can. • E.g.: The Japanese economy will continue to outpace its foreign rivals for years to come. • obsolete (adj): not in use any more, having been replaced by something newer and better or more fashionable. • Word Formation: obsolescence (n),obsolescent (adj) • E.g.: Gas lamps became obsolete when electric lighting was invented.

18. VOCABULARY ITEMS • overestimate (v): to think that something is or will be greater, more extreme or more important than it really is. • E.g.: The importance of participating in the life of the country cannot be overestimated. • accelerate (v):whena person or object goes faster. • Word Formation: acceleration (n) • E.g.: You have to accelerate gradually as you run down the track, and then take a big jump.

19. VOCABULARY ITEMS • be vested in sb/ withsth (phr. v) [passive]: to be giventheofficialright, responsibilityorauthority. • Word Formation: vest (v) (n) • Collocation:vestedinterest in sth • E.g.: The administration has no vested interest in proving whether public schools were good or bad. • E.g.: All authority was vested in the woman, who discharged every kind of public duty. • E.g.: The mass media have been vested with significant power as social and political agents in modern developed societies.