English for students of radio engineering specialties of universities. English for IT specialties. textbook for special education English for students of radio engineering specialties
ENGLISH
LANGUAGE
FOR STUDENTS
RADIO ENGINEERING
SPECIALTIES
English for students of radio engineering specialties
A64 universities:, etc. - Minsk: BSUIR, 2006. − 213 p.
The textbook is aimed at the formation of lexical skills on the subject of the radio engineering profile, as well as the development of reading and speaking skills in the specialty. The authors of the textbook observed the continuity of school and university courses, implemented the requirement of professionally oriented education.
The manual contains a grammar reference book, a phonetic reference book and a dictionary of general scientific vocabulary.
Unit One ................................................... ................................................. ..........five
Lesson 1(5). Lesson 2(8). Lesson 3(10). Lesson 4(11).
Unit Two .................................................. ................................................. .......13
Lesson 1(13). Lesson 2 (16). Lesson 3(18). Lesson 4(19).
Unit Three ................................................... ................................................. ..21
Lesson 1 (21). Lesson 2 (25). Lesson 3(27). Lesson 4(27).
Unit Four ................................................ ................................................. ......29
Lesson 1 (29). Lesson 2(32). Lesson 3 (33). Lesson 4 (35).
Unit Five ................................................... ................................................. ......36
Lesson 1 (37). Lesson 2 (39). Lesson 3 (41). Lesson 4 (42).
Unit Six ................................................... ................................................. ........43
Lesson 1 (44). Lesson 2 (47). Lesson 3 (48). Lesson 4 (50).
Unit Seven ................................................... ...................................................52
Lesson 1 (52). Lesson 2 (54). Lesson 3 (56). Lesson 4 (58).
Unit Eight ................................................... ................................................. .59
Lesson 1 (59). Lesson 2 (61). Lesson 3 (63). Lesson 4 (65).
Unit Nine ................................................... ................................................. ......67
Lesson 1 (67). Lesson 2 (69). Lesson 3 (71). Lesson 4(73).
Unit Ten ................................................... ................................................. .........74
Lesson 1 (74). Lesson 2 (76). Lesson 3 (79). Lesson 4 (80).
Unit Eleven ............................................... ...............................................82
Lesson 1 (82). Lesson 2 (84). Lesson 3 (86). Lesson 4 (87).
Unit Twelve ............................................... ................................................. ....89
Lesson 1 (89). Lesson 2 (92). Lesson 3 (94). Lesson 4 (95).
Unit Thirteen................................................... ................................................97
Lesson 1 (97). Lesson 2 (100). Lesson 3 (103). Lesson 4 (105).
Unit Fourteen ................................................... ...............................................107
Lesson 1 (107). Lesson 2 (109). Lesson 3 (111). Lesson 4 (113).
Unit Fifteen ................................................... ...............................................115
Lesson 1 (115). Lesson 2 (119). Lesson 3 (121). Lesson 4 (123).
grammar guide
I. Verb............................................... ................................................. ....126
§one. Basic forms of the verb .................................................................. ....................126
§2. The system of grammatical tenses of the English language .............................. 127
§3. Passive voice................................................ .........................129
§4. Timing .................................................................................. .........................131
§five. Modal verbs................................................ ......................132
§6. Subjunctive mood................................................ ..............134
§7. Conditional sentences .................................................................. ......................136
§8. Verb to be ............................................... .........................................137
§nine. The verb to have ............................................... ...............................138
§10. Verb to do ............................................... .........................................138
§eleven. The verb should .................................................. ...............................139
§12. The verb would ................................................................ ................................................139
II. Impersonal forms of the verb .............................................................. ................140
§13. Infinitive................................................. ................................................140
§fourteen. Participle................................................. .........................................142
§15. Gerund................................................. ...............................................144
III. Analysis of the proposal .............................................. .........................146
§16. Simple sentence................................................ .........................146
§17. Difficult sentence................................................ ....................149
§eighteen. Reinforcing structures .................................................................. ..........151
§19. Defining combinations .................................................................. ...........151
ending in -s, -ed, -ing.................................................. .........................155
Phonetic reference .............................................................. ...................................157
Dictionary of General Scientific Vocabulary .............................................................. ...............160
READING COURSE
UNITONE
Grammar: Simple Sentence (§ 76).
Indefinite Tenses in the Active and Passive Voice (§2, 1).
word formation: suffixes -er, -or.
individual work: Lab Work "Indefinite Tenses".
Pre-text Exercises
I. Practice the reading of the following words:
inquiry , physicist ["fizIsIst], discharge , genius ["GI:nIqs], medium ["mI:dIqm], ether ["i:Tq], circuit ["sE:kIt], to impinge , diaphragm ["dqIqfrxm] , interference [ˏIntq"fiqrqns] ,disturbance , to distinguish , audi ence ["O:dIqns], to supervise ["su:pqvaIz], circumference , convenience .
II. Make sure if you can read the words correctly and say what Russian words help you to guess their meaning:
gigantic, phenomenon, stress, reality, concept, theory, component, battery, apparatus, centre, radius, technique, natural, idea, definition, genius, history, diaphragm, experiment, polarization, radio, diffraction, atmosphere, interference, system, telegraph, communication, telephone, radiation, limit, mathematics.
III. Form nouns adding the suffixes-er, -or to the given verbs. Translate the nouns and verbs into Russian:
Example: to design - a designer (design - designer)
to detect - a detector (detect - detector)
to build, to operate, to contain, to receive, to read, to produce, to transmit, to invent, to discover, to drive, to translate, to visit, to convert, to regulate, to accumulate, to react, to use , to vibrate, to record.
IV. Give the initial words of the following derivatives:
Example: wireless-wire
transmission - to transmit
greatly, discharge, lecturer, atmospheric, successful, improvement, inventor, radiation, definition, equipment, purely, economic, powerful, development, operation, rapidly, information, atomic, magnetic, agreement, regulation, instruction, communication, technological, considerable, generation, separately, production, industrial, historic, logical, researcher.
v. State what parts of speech the words in heavy type belong to. Translate the sentences into English:
1. The study of this phenomenon is very important. The physicists study the structure of matter. 2. Energy can have many forms. What forms the basis of this compound? 3.We time our clock by radio. It is high time to go to the Institute. 4. The train leaves at six in the evening. Will you go to the Crimea on leave? 5. We must set the time for the beginning of the experiment. Give this worker a set of tools. 6. Air is a mixture of gases. Air the room, please. 7. The generator charges the batteries. The charges of an electron and of a proton are equal in strength. 8. The experiment may result in a new scientific concept. The result of the process was the release of the energy. nine. point out a mistake in this translation. Speak to the point. 10. It is light in the room. Don't light the lamps.
This manual consists of 10 sections. Sections 1-7 contain 20 main texts with comments and exercises for them. Sections 8-10 include additional reading texts.
The purpose of the manual is to teach students to read original literature in English in their specialty without a dictionary.
The texts of the manual are taken from the original American technical literature. The whole system of exercises is aimed at mastering general technical and terminological vocabulary, it is distinguished by an abundance of various types of exercises and includes programming elements. The key to the exercises is given.
The manual contains an appendix and a dictionary.
Designed for students of II and III courses.
Examples.
Review questions:
1. What was the result of the advent of cybernetics? 2. What is electronics? 3. What do electronic systems control? 4. Where are electronic computers used? 5. What enables man to gain an insight into the remotest corners of space? 6. When was the first man-made satellite launched? 7. In what way are electronic computers used in scientific space research? 8. What do radio-electronic systems ensure?
Translate the international words without a dictionary: idea era, problem, computer, orbit, planet, satellite, rocket, basis, communication, cybernetics, trajectory, phenomenon, utilization, distance, nature, economy
Free download e-book in a convenient format, watch and read:
Download the book Manual in English for electrical and radio engineering universities, Modern electronics and electronic devices, Goluzina V.V., Petrov Yu.S., 1974 - fileskachat.com, fast and free download.
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"English for Beginners of the Faculty of Radio Engineering and the Faculty of Information Technology EDUCATIONAL AND METHODOLOGICAL COMPLEX for students of specialties 40.01.01 ..."
-- [ Page 1 ] --
Ministry of Education of the Republic of Belarus
educational institution
"Polotsk State University"
"APPROVE"
Vice Rector for Academic Affairs
V.V. Bulakh
English language
for beginners of the Faculty of Radio Engineering and the Faculty of Information Technology
TRAINING AND METODOLOGY COMPLEX
for students of specialties 40.01.01 "Information technology software"39.02.01 "Modeling and computer design of RES"
40.02.01 "Computers and networks"
36.04.02 "Industrial electronics"
98.01.01 "Computer security"
39.01.01 "Radio engineering"
Compilation and general edition by D.V. Malinovskaya O.A. Lisha Novopolotsk CCGT UDC 811.111(075.8) BBK 81.
A Reviewers:
Stankevich N.P., English teacher of the highest category, Novopolotsk State Gymnasium No. 2;
Shaban N.M., English teacher of the highest category, Novopolotsk State Gymnasium No. 2;
Grishanovich N.V., English teacher of the highest category, Novopolotsk State Gymnasium No. 2;
Yadrishchenskaya S.V., Master of Pedagogical Sciences, Art. Lecturer at the Department of Foreign Languages of EE "PGU"
Recommended for publication by the Methodological Commission of the Faculty of Radio Engineering and the Faculty of Information Technology The proposed educational and methodological complex presents the content of the course under study at the first stage of training (1-2 semesters), defines the goals, objectives and volume of practical training for each semester.
The complex is built on a block-modular principle: the entire course is divided into modules, which, in turn, are divided into educational elements.
The material of the learning elements of each module is combined thematically.
Tests are offered for the input and final control of each module, a lexical minimum, theoretical material on grammar, a set of lexical grammatical exercises, applications containing texts for additional reading, a table of irregular verbs, as well as keys to exercises and tests.
It is intended for students of specialties 40.01.01 "Software of information technologies", 39.01.01 "Radio engineering", 40.02.01 "Computers and networks", 39.02.01 "Modeling and computer design of RES", 36.04.02 "Industrial electronics", 98.01.01 "Computer security".
UDC 811.111 (075.8) BBK 81.
Foreword ………………………………………………………………………....Introduction……………………………………………………………………………………………………………………………………………………………….
Forms of control…………………………………………………………………..
Syllabus……………………………………………………………………...
TRAINING MODULE I. INTRODUCTORY PHONETIC COURSE………………...
UE-0 Introduction to the module (Entry Test).…………………………………………..
UE-1 The sound range of the English language. Alphabet……………………….............
UE-2 Rules for reading vowels and consonants……………………….............
UE-3 Rules for reading letter combinations of vowels and consonants ...………………...
UE-4 Grammar: verb to be in Present Simple. Article. The plural of nouns…………………………………………………………………….
UE-5 Pronouns. Prepositions of place. There is/are construction………………..
UE-6 The Time. Days of the week. The Months. Ordinals.
Imperative mood……………………………………………………….
UE-7 Progress Test…..……………………………………………………......................
TRAINING MODULE II. SOCIAL COMMUNICATION………………………....
UE-1 Vocabulary About Yourself and Others ………………………….......................
UE-2 The verb to have (got) in Present Simple. Genitive Case…………………….....
UE-3 Vocabulary Jobs. word building. Present Simple………………………....
UE-4 Reading About My Family and Myself…………………………………....
UE-5 Present Continuous…..……………………………………………………....
UE-6 Degrees of Comparison……………………………………………………...
UE-7 Future Simple. Ways of expressing future plans……………………..............
UE-8 Past Simple. Past Continuous………………………………………………...
UE-9 Vocabulary Polotsk State University. Modal Verbs……………………….
UE-10 Vocabulary Novopolotsk/ Polotsk. Passive Voice……………………..
UE-11 Progress Test………………………………………………………...........
TRAINING MODULE III. PROFESSIONAL COMMUNICATION……………..
UE-0 Introduction to the module (Entry Test).…………………………………………...
UE-1 Vocabulary Computers Today. Participles...……………………………....
UE-2 Vocabulary On the History of Computer Development…………………...
UE-3 Vocabulary Computers in Everyday Life………………………….............
UE-4 Vocabulary My Future Specialty. Infinitive……………………………..
UE-5 Progress Tests…………………………………………………………………..
Appendix 1 Supplementary Reading………………………………………..............
Appendix 2 Irregular Verbs……………………………………………………….
Appendix 3 Keys…………………………………………………………………..
Literature…………………………………………………………………………
FOREWORD
The growing role and importance of independent work of students at a university in the system of higher education at this stage of the development of society is undeniable and has long been of concern to teachers of higher education, since deep solid knowledge and stable skills can be acquired by students only as a result of independent work. The question is how to organize the independent work of students most effectively in order not only to provide students with a certain amount of knowledge in various academic subjects, but to encourage them to take everything they need from the material they have received, to be able to put into practice the knowledge that should be active and developing.With this approach, students' knowledge is not the ultimate goal, but only a means of their further development.
Of particular importance for the formation of students' need for self-mastery of knowledge, skills and abilities of self-education is the educational and methodological complex (EMC). In this regard, the development of teaching materials "English for Beginners of the Faculty of Radio Engineering and the Faculty of Information Technology" began.
as a necessary component of the systemic and methodological support of the learning process, the so-called English for specific purpose for 1st year students of non-linguistic specialties of universities.
INTRODUCTION
The course "English for Beginners of the Faculty of Radio Engineering and the Faculty of Information Technology" is designed for hours of practical training for two semesters in the first year of universities according to the work program.During this course, you should master the skills of reading and reading comprehension in English and should be able to speak on any topic studied in the course, be able to maintain a conversation. To master these skills, you must learn about lexical units of specialized terminology.
The curriculum is built on the principle of a block-modular approach, which involves thematic division of the material, current control over the quality of mastering the material, focusing on issues that cause particular difficulties for students, maximum support and assistance in the process of mastering the material.
The educational and methodological complex presents the following opportunities and conditions for ensuring independent work of students:
- a program of action is given for independent work of students;
- orientation is carried out in the course material as a whole and in each of it - completeness and stages of training are carried out;
- the possibility of constant and systematic monitoring of the quality of knowledge and skills acquired by the student is provided;
- the skills of rational organization of educational activities are developed - individualization of training is carried out.
In addition to the curriculum, tests and tasks for control, three appendices, a list of recommended literature, the structure of the teaching materials includes three modules, which are organized according to the thematic principle.
Each module consists of elements, which in turn represent an independent complex.
The module begins with a zero learning element (LE-0), which serves as an introduction to the module and indicates an integrating goal.
Each module ends with an educational element UE-last (Progress Test), which provides final control. Keys for self-control can be found at the end of the TMC, in Appendix 3 (Appendix 3).
The subject and nature of the educational materials presented in the teaching materials ensure the formation of students' phonetic, lexical, grammatical skills, social and professional vocabulary, as well as reading and speaking skills within the framework of social and professional topics.
The manual is completed by useful, both for the educational process and for practical work, applications:
Appendix 1: Supplementary Reading (to develop reading and translation skills) Appendix 2: Irregular Verbs (a list of irregular verbs) Appendix 3: Keys (keys to lexico-grammar tests and exercises) Success in your studies! good luck!
SUBJECT AND THEMATIC CONTENT OF THE COURSE
Introductory phonetic course Alphabet. The sound range of the English language. Diphthongs. Articulation.Letter combinations of vowels and consonants. Time. Days of the week. Months.
Sphere of social communication My business card. Professions. Hobby. My family. Polotsk State University. Novopolotsk / Polotsk.
Sphere of professional communication What is a computer? On the history of the development of computers.
Computers in everyday life. My future speciality.
FORMS OF CONTROL
The program provides for current control in the form of written and oral tests for all types of speech activity, one semester test and a course exam in written and oral form.The credits are in the nature of a cumulative credit, which provides for attendance at 75-100% of practical classes and the assimilation of 95 program material.
The exam includes written and oral forms of testing, based on the results of which an overall mark is given.
Written testing:
Translation of text with a dictionary.
Lexico-grammar test.
Oral exam:
A monologue statement on one of the topics given in the program.
Reading (without a dictionary) and retelling the text in the specialty.
The list of topics submitted for the exam for oral interview:
3) Novopolotsk/ Polotsk 6) The History of Computer Development 7) Computers in Everyday Life 1. Translation evaluation.
Satisfactory semantic and terminological distortions.
(receptive - Violated the correctness of the transfer of characteristic reproductive) features of the style of the translated text.
Medium distortion of meaning and terminology. It is not violated (reproductively - the correctness of the transfer of the style of the translated text.
Sufficient content. There are no terminological (productive, transfer of characteristic features of style 2. Assessment of understanding when reading.
(receptive) Understanding 30% of the basic facts and semantic Satisfactory semantic relationships between them.
reproductive) semantic connections between them.
productive) Understanding all the basic facts of the text, 3. Evaluation of written tests.
The scale of conversion to a ten-point system in accordance with the Appendix to the Decree of the Ministry of Education of the Republic of Belarus dated April 1, 2004. No. The lowest positive mark - 4 points - is given when at least 2/3 of the tasks are correctly completed. Lack of work or refusal to perform corresponds to a score of 0 points.
TRAINING PROGRAM
UE - 1 Sound range of the English language. Alphabet.UE - 2 Rules for reading vowels and consonants.
UE - 3 Rules for reading vowel combinations and UE - 4 Grammar: verb to be in Present Simple. Article.
Plural of nouns.
UE - 5 Pronouns. Prepositions of place. There design UE - 6 The Time. Days of the week. The Months Ordinal numbers. Imperative mood.
UE - 1 Vocabulary About Yourself and Others.
UE - 2 Verb to have (got) in Present Simple. Genitive case.
UE - 3 Vocabulary Jobs. word building. present simple.
UE - 4 Reading About My Family and Myself.
UE - 5 Present Continuous.
UE - 6 Degrees of Comparison.
UE - 7 Future Simple. Ways of expressing future plans.
UE - 8 Past Simple. Past continuous.
UE - 9 Vocabulary Polotsk State University. modal verbs.
UE - 10 Vocabulary Novopolotsk/ Polotsk. Passive voice.
UE – 11Progress Test UE – 1 Vocabulary Computers Today Participles UE – 2 Vocabulary On the History of Computer UE – 3 Vocabulary Computers in Everyday Life UE – 4 Vocabulary My Future Speciality UE – 5 Progress Test
TRAINING MODULE I
- sounds of English 2. Use knowledge of grammar and general - alphabet 2. Grammar:The verb to be in Present Simple - articles - plural nouns - pronouns - prepositions of place - there is/are construction - ordinal numbers - imperative.
3. Vocabulary:
- time, days of the week, months
ENTRY TEST
What is the official name of Great Britain?a) the United Kingdom of Great Britain and Northern Ireland;
b) the United Kingdom of Great Britain and Ireland;
c) the United Kingdom of Great Britain and Scotland;
d) United Kingdom of Great Britain and Wales.
What countries are part of the UK?
a) England, Wales, Ireland, Scotland;
b) England, South Wales, Ireland, Scotland;
c) England, Wales, Northern Ireland, Scotland;
d) England, Wales, Ireland, Northern Scotland;
Connect the countries and their plants-symbols.
4) Connect the countries and their capitals.
5) Which of these famous people are not from the UK?
6) Which of these names is not part of London?
7) How many letters are in the English alphabet?
8) What is the name of the residence of the head of state in the UK?
a) Westminster Abbey
b) Buckingham Palace;
9) What is the largest university in the UK?
10) How many chambers are in the British Parliament?
Conditionally open syllable A syllable ends in a consonant, after The Present Simple Tense In English, there are significant discrepancies between the spelling of a word and its pronunciation. Thus, a system of special recording of the sound image of a word arose - phonetic transcription.
Knowing the signs of transcription is the key to the correct reading and pronunciation of the word. There are 44 sounds, of which 20 are vowels and consonants.
a) consonants [b] - like Russian b [p] - like Russian p, but with aspiration [v] - like Russian c, but with a bite of the lower lip [f] - like f, but with a bite of the lower lip [g] - like Russian g [k] - like Russian k [d] - like Russian d, but the tip of the tongue is on the alveoli [t] - like Russian t, but the tip of the tongue is on the alveoli - like Russian f, but a little softer - like Russian sh , but a little softer [z] - like Russian s [s] - like Russian s - voiced, interdental (the tip of the tongue is between the teeth) - deaf, interdental (the tip of the tongue is between the teeth) [t] - like Belarusian h - like Belarusian j (continuously) [m] - like Russian m [n] - like Russian n - nasal sound. When pronouncing, the back wall of the tongue closes with the lowered soft nb, and the air passes through the nasal cavity [l] - like Russian l, but the tip of the tongue is on the alveoli [r] - like Russian p, but without vibration [h] - exhalation, slightly reminiscent of pronounced [x] [w] - sound [v], pronounced with a strong rounding of the lips and their quick opening [j] - like Russian th Vowel sounds are long and short. The length of vowels is indicated by a colon [:] - long and - short, open and [e] - e in the words this, which is more open than e [:] - long, deep a - a short vowel approaching Russian and in words cook , scold - an unstressed vowel, reminiscent of a Russian unstressed vowel in the word: need [з:] - absent in Russian, middle between o and e - short, open o [:] - long o [u] - short y with a slight rounding of the lips - long y without strong rounding of the lips c) two-vowels (diphthongs) - oi 1. Read and compare. Pay attention to the difference between sounds 2. Read and compare. Pay attention to the difference between sounds [:] and 3. Read and compare. Pay attention to the difference between sounds , [:] and 4. Read and compare. Pay attention to the difference between sounds and 5. Read and compare. Pay attention to the difference between sounds [e], and [з:] bed – bd – bз:d 6. Read and compare. Pay attention to the difference between sounds [:] and [з:] 7. Read and compare. Pay attention to the difference between sounds [з:] and [е] Read and compare. Pay attention to the difference between sounds and 9. Read the words with different sounds 10. Study and learn the English alphabet.
ENGLISH ALPHABET
11. Spell the words.Byte, large, computer, knowledge, programmer, button, family, grandfather, synthesis, software, hardware, symbol, husband, change, printer, inform, important, punch, select, copy, digit, instruct, parents, young, experiment, why, yesterday.
12. Read the transcription of the words and spell them. Pay attention to the amount of letters and sounds.
friend ought [:t] Three basic rules for pronunciation of English words:
1. The brevity or length of vowel sounds in Russian does not affect the meaning of the word. In English, the length or shortness of a pronounced vowel changes the meaning of the word. So, [p] is a ship, and a sheep.
2. Unlike the Russian language, in English, consonants are not deafened at the end of a word. Stunning of consonants is reflected in the meaning of the word. For example: - bag, - back.
3. The vowel e at the end of the word is not readable. The reading of a vowel in English depends on its position in the word (stressed or unstressed) and on the type of syllable (open or closed).
Reading vowels a, e, i, o, and, y depends on 1) the type of syllable in which they are 2) they are stressed or unstressed 3) on which letters are in front or behind them Rules for reading vowels a, e, i, o, i, y in stressed and unstressed syllables
I II III IV
Vowels open closed vowel+g vowel+r+e unstressed 1. Read the words with letter a 2. Read the words with letter e 3. Read the words with letters i,y 4. Read the words with letter u 5. Read the words with letter o 6. Read the words and group them in four columns according to the types of stressed syllables Evening, morning, square, Rome, China, comrade, spring, summer, winter, duty, art, picture, try, enter, hurry, tired, wire, report, well, prepare, whole, return, scenery, difficult, department, combine, time, during, term, parents, hope, spoke, store.1. The following sounds correspond to the consonants of the letters of the English alphabet:
2. The letter Jj is read as (Jill, jam), and Xx as at the end of a word and before consonants (six, text, excuse) and as before a stressed vowel (exam, example).
3. Before e, i, y, the letter Cc is read as [s] (city, centre, face), and Gg as (page, gym). Remember the words in which g is read as [g]: give, get, begin. In all other cases, as [k] and [g] respectively (cake, cut, cry, game, big, go).
4. In some words, the letter Hh is not read: hour, honor, exhibition, honest 5. The letter Ss is read as [s] at the beginning of the word and after voiceless consonants (seven, sky, hats), but as in the following words sugar, sure, and also as [z] after voiced consonants and vowels (pens, days, these, nose).
7. Read the words with letters Jj and Xx exact 8. Read the words with letters Cc and Gg 9. Read the words with letter Hh have, home, husband, honor, hour, hundred, honest, exhibition 10. Read the words with letter Ss see, sun, stop, maps, cats, these, sugar, stop, pass, days, bags, stand, reads, keeps 11. Match the words in part a) with their transcriptions in b).
a) pen, help, like, we, large, no, work, bag, bus, policeman, joke, wine, time, milk, plate, city, vine, yes, student, age, cup, garage, van, fine, carpet, stamp, tennis, electric, girl, sun, zip, remember, date.
, , , , , , , , , , , , [ , , , , , , [n], , , , , , , , , , .
words Letter combination Pronunciation Example 1. Read the words with consonant clusters.
Pack, luck, chess, children, watch, match, she, ship, fish, wish, catch, this, thin, myth, fifth, sing, thing, song, bank, link, drunk, tank, why, white, while, which, who, whom, write, wrong, wrote, knife, knob, knock, phrase, phase, night, bright, fight, might, design, black, check, pack, debt.
2. Put the words from exersice 1 in alphabatic order.
3. Write out the words in which letter s is read like [s], letter c is read like [s] and letter g - like [g].
Finds, vessel, list, space, climate, mice, cat, fence, scene, clean, pencil, chance, gate, gentle, give, girl, ago, register, gymnasium, guest, guide.
4. Write the words with the sound [k] out of the list.
Chemistry, technique, city, scheme, equipment, kitchen, know, Kate, clever, economic, centre, box, exam, cycle, car, scanner, except, success.
Rules for reading letter combinations of vowels.
5. Write down the words in pairs with different spelling but the same pronunciation.
Our, meat, peace, cent, knew, too, sea, there, whole, fool, be, flower, week, their, see, two, new, sent, piece, meet, hole, full, hour, flour, weak, bee.
6. Practice reading the following words. Pay attention to vowel clusters.
Rules for reading letter combinations of vowels and consonants.
French origin
s+ion decision, conclusion
7. Write the transcription for the highlighted letters and their clusters.Russian, nature, catalogue, bold, mild, blind, quality, wash, call, branch, watch, grass, can't, furniture, television, question, small, walk, hold, mosque, mind, leisure, dialogue, operation, quick, profession, century, literature.
8. Read the following sentences. Pay attention to the pronunciation of consonant sounds.
1. Which is which?
2. Charlie doesn't know chalk from cheese.
3. Not much of a catch.
4.Goodness graceful!
5. You've found elephant on the moon.
6. Eat at pleasure, drink with measure.
7. Conversation is a pleasure, but it wants leisure.
8. Little friends may prove great friends.
Read and memorize the words.
2. you - you, you; your - yours, 23.to be busy - to be busy 11.university - university 33.son - son 20.to be - to be, to be 42.thin – thin 2. Write down the transcribed words and then spell them.
, , , , , , , , , [ ju:n s ], , .
Study and learn the forms of the verb to be in the Present Simple Tense.
He/she/it is 4. Insert the necessary form of the verb to be.
Example: I'm a doctor. - I am a doctor.
10) This _ a green lamp.
13) My family is not large.
14) They_teachers.
16) She my little sister.
5. Make the sentences negative. Write down their full and short forms.
Example: They are at the University. – They are not at the University. They aren't at the University.
6. Give short answers as in the example.
Example: Is it a dag? – Yes, it is. No, it isn't.
7. Put general questions to the sentences.
Example: He is in the park. Is he in the park?
2) They are scientists.
9) They are at the university.
10) Her family isn't very large.
8. Make up short dialogues using the appropriate form of the verb to be.
Example: Jane / a singer? - No, / a doctor. Is Jane a singer? – No, she is a doctor.
George / from the USA? – No, / from Scotland.
Julie and Mary / sisters? - No, / friends.
George and Michael Jones / from Spain? – No, / from Italy.
9. Put the words in the correct order to make up sentences.
3. old / how / is / brother / your?
4. France / are / from / and / Brian / Bob?
five*. at / sisters / the / my / are / students / university.
10. Study the cardinal numbers and remember them.
Cardinal numbers from 13 to 19 are formed from the corresponding numbers of the first ten by adding the suffix teen; six - six`teen and is pronounced with two accents. Numerals denoting ten are formed from the corresponding numerals of the first ten by adding the suffix -ty; six - sixty and are pronounced with one accent.
11. Now practice and answer the questions:
2) How old is your brother/sister?
12. Ask your group mates and your teacher about their age.
13. Read, count and write down the result.
e.g. 1 + 4 = 5 One and (plus) four is five.
10 - 3 = 7 Ten minus three is seven.
14. a) Read the telephone numbers.
b) Ask and answer the question with other students. Write a list.
-What's your telephone number?
15. Write about the people as it is given in the example.
Example: He's Rafael Ramos. He's from Mexico. He's a doctor. He's thirty.
16. Read about the Evans family and write a similar story about your family.
Paul Evans is a maths teacher. He's thirty-nine. He's at school now. His address is 34 King Street, Bristol.
His wife, Penny, is at work in her office. She's a bank manager. Her phone number at work is 8309771.
Mark and Jane are their children. Mark is ten and Jane is seven. They are at school.
17. Study and learn the rule.
The article is the most common noun determiner in English. There is no article in Russian.
There are two articles in English: the indefinite a and the definite the.
The indefinite article has two forms: a, an. The form a is used before words that begin with a consonant and is pronounced like a sound - a desk. The an form is used before words that begin with a vowel and is pronounced [n] - an end.
The indefinite article is used only with countable nouns in the singular, therefore, it is a sign of the singular of the noun. The indefinite article has a classifying meaning; it means that the noun it defines belongs to a class of objects, is one of a similar kind of objects. For example: Paul is a teacher.
The definite article the is pronounced before words beginning with a consonant - the lake, and before words beginning with a vowel - the end.
The definite article, unlike the indefinite article, is used with nouns both in the singular and in the plural. It indicates that 1) the object (or person) is selected from all persons (or objects) of this class known to the interlocutor, or that 2) the person (or object) was mentioned earlier.
For example: It's a teacher. The teacher is smart. It's a lake. The lake is deep.
The article is, as indicated, a sign of a noun, a function word. It is always pronounced without stress, together with the word following it. For example, a tent ["tent], the text ["tekst].
18. Study the following table.
1. With nouns 1. With nouns 1. With uncountable in the singular in the singular or in nouns (if mentioned in the plural I need sugar and milk for A dog is a clever animal.
Tom has (got) a pen.
3. In a number of well-established (the only ones in their possessive hurry, it's a pity - - the sky, the moon - the moon, 4. C geographical pity, to tell a lie - to lie, the earth - earth, the names (cities, 19. Put a or an.
20. Put the article where necessary.
1) This is …………….. egg.
2) Where is..............Tom? He is in............park.
3) He is …….. engineer.
4)............sun is very hot today.
5)...........Paris is.........capital of............France.
6).........my friend............Ted is from.........USA.
7) What is this? This is............hat.
8)..........Mr. Jones has got..............new office.
9)............cities are big.
10)............woman in blue dress is..........my Aunt Mary.
11).........Indian Ocean is warm.
12)............London is on...........river Thames.
13)...........Claire is from...........Irish Republic.
16) Jenny is...........actress.
Plural of nouns Special cases of plural formation of nouns 22. Read the nouns in plural. Pay attention to their endings.
Pens, trees, institutes, brushes, teachers, pages, factories, boys, wives, windows, cards, faces, computers, families, houses, knives, inches 23. Group the nouns in plural according to the rules of reading of their Towns, students, dresses, offices, capitals, maps, matches, desks, friends, bushes, branches, buses, farms, foxes, weeks, stages 24. Write plurals from the following nouns. Pay attention to the adding of (e)s.
City, photo, lady, leaf, tomato, university, life, faculty, piano, bookshelf, half, academy, zero, radio.
25. Write plurals from the following nouns. Consult the dictionary if necessary.
a) child, ox, goose, woman, foot, man, tooth;
b) crisis, stimulus, basis, curriculum, axis, matrix, spectrum, datum, radius, phenomenon 26. Put sentences into plural making necessary changes.
1) The boy is a student.
2) The girl is from China.
4) The lady is very nice.
5) The car is in the street.
6) The flower is in the vase.
7) The book is on the shelf.
8) The wolf is big and grey.
9) The child is in the bedroom.
27. Put the nouns in brackets into plural (if necessary).
1. These are her three (child).
2. Their (wife) are very busy.
3. My (pet) are two gray (goose), a (rabbit), three white (mouse) and four (kitten).
4. The (student) of our group are good (sportsman).
5. Hide (hide) (knife) and (match) from the (child).
6. We need (we need) (tomato) and (cucumber) for salad.
7. I am 18 (years) old.
28. Correct the mistakes (if any).
1) The children are in the garden.
2) These mens are drivers.
3) The dogz are very clever.
6) Five blades are missing.
24.red - red 2. Read the transcriptions and write down these words.
Ans…er, diffic…lt, str…t, b…tiful, ph…sicist, seri…s, n…r, h…re, engine…r, ch…r, sc…ntist, ma…imati..ian , d…r,...sy.
4. Match English words with their Russian equivalents.
1. mathematician 2. difficult 6. beautiful 12.street 5. Study and learn the rule.
Demonstrative pronouns are used to refer to a nearby or distant object or person. Demonstrative pronouns have separate forms for the singular this - this, this, this, that - that, that, then, and the plural these - these, those - those.
Demonstrative pronouns can perform the functions That is a pencil in a sentence. - It's a pencil.
This flat is big. - This flat is big.
That picture is nice. - That picture is beautiful.
If the noun is preceded by a demonstrative pronoun, then the article is not used.
If the noun is preceded by other attributes, the demonstrative pronoun is placed before them.
Demonstrative pronouns in the subject function, as a rule, are stressed, and in the attribute function they are unstressed.
Indefinite pronouns some, any, no.
The pronouns some and any have the meaning of several, some, a little and are used with countable nouns in the plural and with uncountable nouns. With the latter, these pronouns are not translated into Russian.
There are some tables there.
Give me some paper.
The pronoun some is used in affirmative sentences, the pronoun any is used in negative and interrogative sentences.
There are some letters on the desk.
Are there any letters for me?
There isn't any tea in the cup.
Any in an affirmative sentence means any.
The pronoun no means negation. In a sentence with this pronoun, the predicate is in the affirmative form, because. in English there can be only one negation.
There is no tea in the cup.
If the noun is preceded by the pronoun some, any or no, then the article is not used.
6. Insert the appropriate pronoun this, that, these or those.
….. books there are from Uncle George.
6)...dogs there are very clever.
….. animals here are white mice.
….. animals there are gray cats.
7. Choose the correct pronoun.
1) Are (this/these) your books?
2) Who are (this/those) people?
3) (That/Those) men are mechanics.
4) Is (that / those) your sister's bike?
5) (This / These) are my friends Kevin and Bill.
6) Are (that / those) pictures a birthday present from your aunt?
7) (These / this) is my bed.
8) (That / those) are his magazines.
9) This is an apple and (those / that) are oranges.
8. Make up dialogues as in the example using the given words either in singular or in plural.
Cup, mathematician, scientist, street, cake, flat, lake, pencil, pen, theater, sea, chair, table, plate.
9. Ask questions about the qualities of various objects.
Example: tie/ black/ red 1) Hat/ white/ black 2) Cake/ awful/ tasty 3) Table/ small/ big 4) Sea/ black/ blue 5) Rooms/ small/ large 6) Book/ serious/ funny 7 ) Park/ green/ gloomy 8) People/ mathematicians/ physicists 10. Add some information to the following statements. Use the words given below.
-These are his friends.
1. These are articles. 2. These are my plans. 3. These are trees. 4. These are my pictures. 5. These are cups. 6. These are their answers. 7. These are her sons. 8. These are their parents. 9. These are parks. 10. These are hats.
difficult, green, serious, lovely, nice, correct, red, big, large, black.
11. Study and learn the prepositions of place.
Prepositions of place are divided into simple and derivative. Simple prepositions of place - in, on, at, by, under, above, inside, behind, etc.
BEHIND
Derived prepositions in front of (in front, in front), in the middle of (in the middle), at the back of (behind, behind), on the top of (at the top), away from (away from), etc. Represent groups of stable combinations of a preposition or several prepositions with a noun, adjective or adverb.The table is in the middle of the kitchen.
Both simple and derivative prepositions are placed before the noun, and if it is used with the article, then before the article, and are pronounced without stress.
12. Study and learn the rule.
Sentences with the there is / are construction are used as indications of the presence or absence of a person or object in a certain place. Here in a sentence is the formal subject.
In Russian, the turnover there is / are is translated by the words there is, is, lies or is not translated at all. The translation of the corresponding sentence begins with the circumstance of place.
There is a large blackboard in the classroom.
(there is) a large board.
After the turn there is / are, a singular countable noun is used with the indefinite article, and an uncountable noun with the pronoun some. Plural countable nouns are used without an article or with the pronoun some in affirmative sentences and any in interrogative and negative sentences.
There are children in the kitchen.
There are some mistakes in your test.
work has errors.
In interrogative sentences, the verb is/are is placed before there.
Is there a park near the theatre? – Yes, there is. Is there a park near the theatre? - Yes.
Is there any milk in the fridge? - No, there isn't. Is there milk in the refrigerator? - Not.
13. Put in the appropriate form of the verb to be and translate the sentences paying attention to the word order.
1. There … chairs at the table. 2. There … a book on the shelf. 3. There … green trees in the park. 4. There … some children in the kitchen. 5. There … some sugar in my tea. 6. There … no cat in this room. 7. There … a dog under the table. 8. There … a garden at the back of the house. 9. There … some ducks in the middle of the lake.
14. Put in some, any, no.
1. There are … pictures in the book. 2. Are there … new students in your group? 3. There are … old houses in our street. 4. Are there... English textbooks on the desk? – Yes, there are …. 5. Are there … maps on the walls? – No, there aren’t…. 6. Are there … pens on the desk? – Yes, there are …. 7.
There are … beautiful pictures in the magazine. look at them. 8. There is … ink in my pen: I cannot* write. 9. Is there … paper on your table? 10. It is winter.
There are … leaves on the trees.
*cannot is the negative form of the modal verb can - to be able, to be able.
15. Ask general questions to the sentences and give short answers.
Example: There is a park in the city. Is there a park in the city? – Yes, 1. There is a cup on the table. 2. There is a lot of fish in the lake. 3. There are some people in the street. 4. There are some tables in the flat. 5. There are many pages in this magazine. 6. There is a flower in the vase.
16. Make the sentences from the previous exercise negative.
17. Ask questions and give answers as in the example.
Example: on the table/ a plate -What‘s there on the table? – There is a plate on the table.
1. in the street/a car; 2. on the shelf/ a TV set; 3. in the park/trees; 4. in the cup/tea; 5. on the kitchen table/bread; 6. in the lake/fish; 7. in the bag/books; 8. in the center of the city/park; 8. in the university/library; 9. in the test/mistakes.
18. Translate the sentences from Russian into English.
1. There is a table in the center of the room. 2. Are these your parents? 3. What's on the shelf? 4. There is a big lake. 5. My friend's dad is a mathematician. He is very serious. 6. Park next to the theater? 7. Is there a garage behind the house? 8. Is there a cafe on your street? 9. Is the task correct? - Yes. 10. What's in the city center? - In the center of the city theater.
1. Read and memorize the words and expressions.
2. Read the transcriptions and write down these words.
, , , [h 3. Spell and transcribe the following words.
Week, where, which, who, February, half, quarter, Monday, birthday, floor.
Cardinal numbers from 100 onwards Cardinal numbers from 100 to 900 are formed from the corresponding numbers of the first ten by adding the word hundred (hundred). In English, between hundreds and tens, the word and is used:
100 - a (one) hundred 101 - a (one) hundred and one 200 - two hundred 236 - two hundred and thirty-six Thousands, millions, etc. are formed in a similar way.
1000 - a (one) thousand 1001 - a (one) thousand one 3,330 - three thousand three hundred and thirty 2,000,000 - two million
If these numerals denote an indefinite amount, they are used in the plural with the ending -s followed by the preposition of:
hundreds of sportsmen - hundreds of athletes thousands of people - thousands of people millions of books - millions of books Ordinal numbers, starting with the numeral 4 (four), are formed with the suffix -th and are used with the definite article.
28th - the twenty-eighth 100th - the hundredth 1000th - the thousandth Exceptions!
1st - the first 2nd - the second 3rd - the third [з: d] To indicate the numbers of houses, rooms, transport, pages, chapters, not ordinal, but cardinal numbers are used.
The nouns in these cases are used without the article: house 5, flat 75, bus 10, page 83, chapter 6.
5. Read the following words.
a) cardinal numbers 1; 2; eleven; 12; 13; 27; 69; 248; 1000; 1.008; 1.096; 2.355; 3.579;
b) ordinal numerals 17; twenty; 24; 149; 83; 56; 150; 176; 209; 1.324;
6. Write down ordinal numerals of the following cardinal numbers.
Example: 5 - the fifth 33, 74, 31, 13, 9, 55, 76, 17, 28, 43, 82, 91, 62, 20, 10, 101, 242, 1056, 2833.
8. Answer the following questions.
2) How old are your parents?
3) How old is your sister/brother?
What's the number of your flat/room?
10. Study the menu and name the prices.
Example: Pizza is three pounds seventy-five (3.75).
Hamburger & chips Chicken & chips Tuna & salad egg Pizza Ice-cream Chocolate cake Coffee 11. Study and learn the rule.
Years in English are denoted by cardinal numbers. The word year is not used after the specified year, but it is possible to use the phrase in the year before the specified year.
The numeral denoting the year is divided into two parts - first the number of hundreds is pronounced, and then the number of tens and units.
1903 - nineteen three (in the official language nineteen hundred and in the year 1991 (nineteen ninety-one) The dates are read as follows:
12. Read the following words.
1975, 1982, 2990, 2991, 2000, 2001, 2010, 2500, 2903.
13. Write the following dates in numbers.
a) the tenth of February nineteen seventy-two, the fifth of April nineteen seventy-five, the second of May nineteen five, the first of June nineteen b) in (the year) nineteen forty-seven, in (the year) nineteen hundred and seventy-one, in (the year) eighteen hundred and sixty-seven.
14. Say it in English.
September 1, 1984, November 7, 1990, October 9, 1947, March 1951, July 5, 1945, May 8, 1963, January 21, 1824, December 1762, April 22, 1907, July 27, 2004, February 10 1300.
15. Study and learn the rule.
Russian question What time is it? In English it corresponds to What is the time? or What time is it? Answer: It is 7 (oclock). Seven o'clock.
When designating time, if the minute hand of the clock is in the first half of the dial, the preposition past (after) is used, in the left half - the preposition to (before, to). For example:
Its 6 oclock (sharp) - Six hours (exactly).
Its twenty minutes past one. - Twenty past one.
Its twenty minutes to eleven. - Twenty minutes to eleven.
The words half (half) and quarter (quarter) are also used.
The word half is used without an article. For example:
Its half past two. - Half past two.
The word quarter is used with an article. For example:
Its a quarter to twelve. - A quarter to twelve.
Remember the following expressions used in talking about time:
My watch is slow. - My watch is slow.
My watch is 5 minutes fast. My watch is 5 minutes fast.
My watch doesn't keep the right time. My watch is not accurate.
My watch is wrong. - My watch is wrong.
Its 5 minutes past two by my watch. It's 5 minutes past three on my watch.
In modern English colloquial speech, there is a trend of a single structure for designating time, regardless of the position of the minute hand on the left or right half of the dial. For example:
A similar form is used to indicate the time of transport routes. For example:
The 9:45 train to Glasgow. – The train to Glasgow leaves at 9:45.
Phrases at 5 o'clock, at half past three, etc. used with the preposition at: at 5 oclock, at half past two.
in summer (seasons) on a summer night at Easter/ Christmas 16. Read the time in different ways.
a) 07:15, 05:49, 13:21, 01:30, 08:45, 16:44, 22: b) Ask your friend about the time.
17.Fill in the gaps with the correct prepositions of time.
18. Read the dialogues.
- Excuse me. Tell me, please. What's the time?
- It's twenty minutes past four.
- Thank you very much.
- Not at all.
19. Make up a similar dialogue.
20. Answer the following questions.
When is the first day of spring (Victory Day, New Year's Day, Christmas, Women's Day, Independence Day)?
2) When is your birthday?
7) What are spring (summer, autumn, winter) months?
21. Study and learn the rule.
An imperative sentence serves to encourage the interlocutor to action. It expresses an order, request, advice, etc., addressed either to the interlocutor or to a third person, and has two forms:
affirmative and negative.
The affirmative form of the imperative sentence is formed using the indefinite form of the semantic verb without the particle to.
An imperative sentence begins with a predicate.
The negative form of the imperative sentence is formed using the verb do, the negation of not and the semantic verb in the infinitive without the particle to. (Short form do not - don't).
22. Match the following English sentences in the left column with their Russian equivalents in the left one.
1. Keep it.
2.Pack it.
3. Check it.
4. Finish it.
5. Begin it.
6. Teach me.
7. Change it.
8. Listen to me.
9. Send it to him.
10. Speak English 23. Give instructions to your friend Example: Begin lesson 9.
To send a letter, to sit still, to visit Jack, to meet my chief, to begin again, to say it again, to take it back, to finish lesson ten, to begin text 8, to read the article again.
24. Ask your friend.
Example: Finish text 7, please.
To visit you again, to check it, to listen to you, to send it back, to speak English, to give it to you, to say it again, to take it back, to meet you at ten.
25. Make the sentences negative.
Example: Don't finish lesson 9.
Finish lesson nine. Begin text eleven. Check it again, please. Give it to me, please. Keep it. Speak Spanish, please. Say it again, please. send it back.
Listen to me, please. Take it back.
26. Study the following conversational patterns. Pay attention to the intonation.
27. Act out the following dialogues.
1) - Give me those papers, please.
2) How do you do. My name is Dobson.
28. Choose the appropriate response to the utterances.
1. Give me those newspapers, please. 1. Fine, thanks.
2. How are you, Mrs. Collins? 2. Pardon, which ones?
3. Here's the firm's telephone number. 3. I am very sorry indeed.
4. You are ten minutes late, Jane. 4 Thank you.
5. It's late. It's time to leave. 5. Good night.
6. Meet our new colleague. This is Mr. 6. Sorry.
Cohl, a mathematician from Germany. 7. How do you do?.
8. Here is your cup of tea.
29. Read the following dialogues and learn one of them by heart.
1. Mr. Black: Hello, Brown. Glad to see you. How are you?
Mr. Brown: Hello, Bert. I am fine. thank you. Let me introduce my Mrs. Davis: Nice to see you too, Mr. Ford. good bye.
Gentleman: Excuse me, is this Lark Street?
Gentleman: Thank you very much, ma'am.
30. Translate from Russian into English.
Today is Tuesday. Eight thirty in the morning. Mr Green is on the bus.
Excuse me, what time is it?
It's eight thirty-five on my watch. My watch gains.
Please.
Good morning Mr Green. Are we late for work?
Good morning Miss Brown. No, we are not late. We have twenty more minutes. It's twenty to nine now.
Our stop. Goodbye Mr Green.
See you soon, Helen.
What day of the week is today? - Today is Saturday.
When's your birthday? – My birthday is in the spring.
Learn his phone number.
Listen to your parents.
Do not write on the table.
PROGRESS TEST
1. Match the words with their Russian equivalents.1. floor 2. listen 3. keep 4. difficult 5. sister 6. beautiful 7. child 8. scientist 9. flat 10. physicist 2. Put in the appropriate form of the verb to be.
2) Jack and Jill … my friends.
4) He ... a pupil of the fifth form.
9) Simon … absent today.
3. Make the sentences negative.
3) Say it again, please.
4) Check the text again, please.
5) Send the letter back.
4. Write down the plural form of the following nouns.
Boy, glass, box, lady, woman, tooth, child, fish, money, life, fly, pencil, ox, cake, wife, roof.
5. Write general questions to the sentences.
1) There is a book on the shelf. 2) It is Wednesday today. 3) It's twenty minutes to five. 4) The knives are on the table. 5) My parents are scientists.
TRAINING MODULE II.
- the verb to have (got) in Present Simple. using active vocabulary and knowledge - the possessive case of grammar nouns.- Present Simple - Present Continuous - degrees of comparison of adjectives in Polotsk, using the active vocabulary of the lessons.
- Future Simple. Ways of expressing the future tense - Past Simple. Past continuous.
- modal verbs - passive voice 2. Vocabulary:
- an active dictionary on the topics "My family", university, "Novopolotsk" / "Polotsk".
Professions, hobbies, description of appearance and character; departments and faculties of the university, the material and technical base of PSU, the social sphere of PSU;
geographical location of Novopolotsk / Polotsk, city infrastructure, sights, pastime opportunities.
When completing the entrance test, Part A is taken by those who will study the Novopolotsk topic in the future, and Part B for students of the Polotsk topic.
ENTRY TEST
1. The sister of my mother is my … 2. A person who has a wife or husband is … 3. The son of my uncle is my … 4. A person who works in a hospital is … 5. Which profession is mental?6. What is the year of foundation of Polotsk State University?
7. How many faculties are there at PSU?
8. What is the largest department in our University?
9. How many hostels are there at PSU?
10. What is the year of foundation of Novopolotsk?
11. How many industrial enterprises are there in Novopolotsk?
12. What is the population of Novopolotsk?
13. What is the name of the central square of Novopolotsk?
14. What is the title of the film about Novopolotsk and its builders?
15. Who is the inventor of the radio?
1. The mother of my mother is my ... 2. A person who has a wife or husband is ... 3. The son of my grandfather is my ... 4. A person who works in a hospital is … 5. Which profession is manual?
6. Who is the inventor of the radio?
7. What is the year of foundation of Polotsk?
8. How many industrial enterprises are there in Polotsk?
9. What is the population of Polotsk?
10. What is the name of the first printer?
11. How many faculties of PSU are there in a cadet corps?
12. What is the year of foundation of Polotsk State University?
13. How many faculties are there at PSU?
14. What is the largest department in our University?
15. How many hostels are there at PSU?
The Present Continuous Tense Genitive (Possessive) Case The Future Simple Tense The Past Simple Tense The Past Continuous Tense Modal Verbs Passive Voice Active Voice 1. Read and memorize the words.
7) to be single / married - to be 17) wife - wife 9) to understand - to understand 20) address - address 14) nationality - nationality 24) cheap - cheap 15) boyfriend / girlfriend - guy / 25) subway - subway 16) husband - husband
Argentina [ Belarus - Belarus Great Britain Russia - Russia France - France Canada - Canada Japan - Japan Norway - Greece 2. Read the transcriptions and write down these words.
3. Insert the omitted letters.
To…n, c…ntry, nat…nality, boyfr…nd, fav…rite, ch…p, j…rnalist,…nt, a…ress, ex…iting, Gr…t Brit…n, Sp…n, I…land, Gr…ce.
4. Study the identity card and complete the questions.
Surname First name Country Job Address Phone number Age Married?
What's her surname?
3) Where _ she from? London, England.
6) _ _ phone number? 020 8863 5741.
5. Ask and answer general questions about Keesha.
Example: American/ French/ English?
2) eighteen/ twenty-one/ twenty-eight?
3) Addison/ Binchey/ Anderson?
6. a) Ask your group mate some questions.
- What's your address? – 42, Molodjozhnaja street, Novopolotsk, Make up some more questions.
b) Tell the class about one of your group mates.
7. Make the true sentences with the verb to be.
Example: I'm not at home.
My grand-mother … seventy-five years old.
Marcus and Carlos …my brothers.
We … in the coffee bar. We … in the classroom.
8. Choose the correct sentence.
2. a) I am twenty-four years old.
b) I'm twenty-four years old.
9. Match the questions and answers.
10. Study the table, complete it and make stories according to the example. Translate unknown words using dictionary.
8. You 9. Your friend 10. Your sister/ Example: Harry Smith is 32 years old. He is from Canada. He is a 11.Answer the questions about you.
12. Write true answers.
Example: Are you English? - No, I'm not.
1) Are you a student? - _.
2) Is your teacher married? - _.
3) Is it hot today? –.
Is English difficult? - _.
Are you twenty-one years old? –.
Are your parents at home? –.
13. Dorita is an English student. Read her letter to Miguel, her brother in Argentina.
Dear Miguel, How are you? I'm fine. Here's a letter in English. It's good practice for you and me!
I have classes in English at La Guardia Community College. I'm in a class with eight students. They're all from different countries: Japan, Spain, Norway, Poland and Italy. Our teacher's name is Isabel. She's very nice and a very good teacher.
I live with two American girls, Annie and Marnie Kass. They are sisters.
Annie's twenty years old and she's a dancer. Marnie's eighteen and she's a student. They're very friendly, but it isn't easy to understand them. They speak very fast!
New York is very big, very exciting but very expensive! The subway isn't difficult to use and it's cheap. I'm very happy here.
14. Correct the false sentences.
Example: She's in Miami. No, she isn't. She's in New York.
1) Dorita is from Argentina.
Dorita's happy in New York.
5) The students in her class are all from South America.
6) Annie and Marnie are both students.
7) The subway is easy to use.
15. Write a letter about your class.
1. Study and learn the rule.
Possessive case of nouns Unlike Russian, English has only two cases:
general (the common case) and possessive (the possessive case).
Nouns in the common case do not have any endings.
The possessive case denotes the belonging of an object to someone and is used mainly with animate nouns and proper names. The noun in the possessive case is the definition of the noun following it and answers the questions whose? whose? whose? In Russian, it corresponds to a noun in the genitive or possessive case.
The possessive case of singular nouns is formed by adding the ending -s to the noun. In this case, -s is pronounced according to the same rules as the ending -s of the plural of nouns. When two or more persons have the same object, the possessive ending -s is used only with the last noun. The plural possessive form is formed by adding an apostrophe () after the plural word, with no sound added to the pronunciation.
Words that do not form the plural according to the general rule are taken in the possessive case -s.
Kate Jane George Mn. number Sid and Nick Sid and Nick's sister - sister of Sid and Nick students children The idea of belonging to inanimate objects is usually expressed by a noun in the common case with the preposition of, for example, the legs of the table - table legs. At the same time, a number of inanimate nouns can form the possessive case by adding -s. This form extends to nouns denoting:
a) time intervals and distance, yesterday's news - yesterday's news, today's menu - today's menu, a mile's distance - mile distance, an hour's rest - an hour's rest.
b) names of countries, cities, ships, planes: Britain's industry - UK industry, Moscow's underground - Moscow metro.
c) weight, cost, place a kilo's weight - kilogram weight, at the baker's - in a bakery, a ten dollars' note - a ten dollar bill.
d) with the words country - country, city - big city, town - town, nature - nature, the world - world, the moon - moon, the earth - earth, the sea - sea, the ocean - ocean: the town's park, the world's first satellite - the first world satellite.
At the same time, the relation of ownership can be expressed with the help of a turnover with the preposition of with animate nouns, except for proper nouns. For example, me sister's book = the book of my sister, this year's events - the events of this year - events of this year; but: Ann's book, Peter's friend.
2. Read and translate into Russian.
Eve's child, Mr. the teacher's table, the schoolchildren's meeting, Fox's farm, Jack's sister, Dickens's work, my father's name, my friend's profession, families, our parents' flat, the librarians' holidays , India's economy.
3. Answer the following questions using possessive case according to the model.
Example: Whose bag is it? (Peter's) Student: It's - Peter's bag.
1. Whose plan is it? (Sam's) 2. Whose text is it? (Jim's) 3. Whose picture is it?
(Emma's) 4. Whose hat is it? (Ann‘s) 5. Whose teacher is she? (Kate's) 6.
Whose chief is he? (Jean's) 7. Whose sister is she? (Sheila‘s) 8. Whose typist is she? (my chief's) 9. Whose son is he? (my sister‘s) 4. Replace the nouns with prepositions by nouns in the possessive case where possible.
Example: The mother of the children - the children's mother.
The textbook of the students, the name of my wife, the office of the newspaper, the computer of this engineer, the husband of my sister, the department of our Institute, the medal of this dog, the rivers of my country, the system of this computer.
5. Put the nouns in brackets into the possessive case.
2) Are the (boys) coats in the room?
3) (Mrs. Brown) new dress is blue.
4) The (men) work is good.
5) That brown house is (Mr. Smith).
6) (Leaves) tree are big and green.
7) The (students) papers are on the desk.
8) The yellow book is (Dan).
9) (The children) toys are on the floor.
10) (Tom) brother is our friend.
11) (Mr. Williams) son is from Leeds.
12) The two (men) office is on the ground floor.
14) (Edward) English is good.
16) (The teachers) room is on the second floor.
18) (Betty) brother is (Martha) husband.
6. Make up sentences, using possessive cases.
1) (house - roof) is very high.
2) (front - building) is beautiful.
3) (coats - girls) are new.
4) Tom is (Jack - friend).
5) These are (student-notebooks).
6) Those are (pupils - copybooks).
7) (cover - book) is good.
8) (top - desk) is dirty.
9) (John - car) is in (garage - Mr. Smith).
7. Choose the correct variant.
1) These are (ladies's / ladies') bags.
2) The (policemen‘ / policemen‘s) uniform is blue.
3) (The car of my friend / my friend‘s car) is new.
4) This is (Peter‘s / Peters‘) hamster.
(The kitchen's window / the window of the kitchen) is clean.
6) (Miss's Brown's / Miss Brown's) bag is small.
7) These are (Sandy's and Susan's / Sandy and Susan's) bikes.
8) (Helen's and Sam's / Helen and Sam "s) daughter is married.
9) (Children' / children's) books are on the desks.
10) (The flowers‘ smell / the smell of the flowers) is nice.
8. Study the following table and make up sentences according to the model.
Example: Andrew's favorite food is pizza.
9. Look at the picture and then put the correct words in the sentences.
a) Bill is Vera's_, so of course she's Bill's_.
b) Bill and Vera have two _ Ray and Kate.
c) Ray and Amy have a_, Jill and a_, Joe.
d) Joe is Jill's and Jill is Joe's_.
e) Di and Don's _ are Kate and Bob.
f) Jill and Joe are Di and Don‘s_.
g) Bob is Jill and Joe's_. Kate is their_.
h) Jill is the _ of Kate and Bob. Joe is their_.
10. Instructions as above.
father-in-law granddaughter sister-in-law grandchildren grandmother Model: Bill is Don's Di is Vera's (a) Bill and Vera have four _, Joe, Jill, Di and Don.
(b) Bill and Vera are the _ Joe, Jill, Di and Don.
(c) Don is Bill's. Bill is Don's_.
(d) Vera is Di‘s_. Di is Vera's_.
(e) Amy isn't the daughter of Bill and Vera. She's their_.
(f) Bill is Amy‘s_and Vera is her_.
(g) Kate isn't Amy's real sister. She's her_.
(h) Bob is Ray's_and he's the _ of Bill and Vera.
11. Give the following relationships.
Model: Ray and Di = uncle and niece (a) Di and Don (b) Bob and Di (c) Vera and Ray (d) Don and Joe (e) Kate and Jill (f) Ray and Don (g) Bill and Bob (h) Bob and Kate (i) Bob and Ray (j) Vera and Don (k) Bill and Jill (I) Vera and Amy 12. Translate from Russian into English.
my brother's name, his father's profession, the parents of her friends, the son of an engineer, my sister's teachers, the parks of this city, the lakes of England, the temperature of the sun, the windows of the room, the books of our library, the auditoriums of the institute, the students of our faculty.
13. Study and learn the rule.
The verb to have (got) in the present indefinite tense The verb to have is used both semantic and auxiliary. As a semantic verb to have (in colloquial speech to have got) has the meaning of possession, possession of something and corresponds to Russian I (him, not, etc.) have. For example, I have (got) a brother. - I have a brother.
Forms of the verb to have (got) in Present Simple Negative form Interrogative form Short answers In addition, the negative and interrogative forms in sentences with the verb to have can be formed using auxiliary verbs do / doeses and only with the help of these verbs if to have is included in composition of stable verb combinations: to have meals (breakfast / dinner / supper) - eat (breakfast, lunch, dinner), to have tea / coffee - drink tea / coffee, to have classes - to do, to have a headache - to experience a headache , to have a good time - have a good time, to have a rest - relax, to have a holiday - be on vacation, to have a bath / shower - take a bath / shower, etc.
Negative form Interrogative form Short answers Choose the correct form (have (got) – has (got)).
1) He........... new shoes.
2) They....two books.
3) John........... a pen.
4) I........... a new dress.
5) She...........two brothers and a sister.
6) Jack and Mary...........a car.
7) We........... many friends.
8) Mr. Smith............a big family.
9) Mr. and Mrs. Brown......... a new house in the city.
10) David and Simon........... a video camera.
15. Make up questions and negatives to the following sentences.
2) They have got a new flat.
3) Mr Green has got a big black car.
4) Kevin has got a beautiful garden near his house.
5) Richard has got a pet.
6) Michael and Sam have got three cousins.
7) We have a good time here.
8) I have a rest after work.
9) Nina has a shower every morning.
16. Make up sentences using the model.
1) Mr. White
2) The Browns
3) Tom Canty
4) Kevin
1) Have Jane and Sally got a house? - No, they haven't. But they have got a 2)
17. Make up questions to the following answers.
She.............a sister? - No, she...
You....a telephone? – Yes, I…….
1. Read and memorize the words.
32. to graduate (from) University – 34. own – to graduate from university 2. Find the appropriate English equivalents of the following Russian words:
1) leave a) to like; b) to learn; c) to leave; d) to live 2) own a) young; b) own; c) one d) only 3) sell a) sell; b) sail; c)salt; d) smell 4) drink a) to drill; b) to drink; c) to drive; d) to sink 5) to get a) to get up; b) to get dressed c) to get d) to get back 6) get up a) to get up; b) to get dressed c) to get d) to get back 7) keep a) to kill; b) to pick; c) to keep; d) to kick 8) to study a) to study; b) to stand; c) to steel; d) to sing 9) to get dressed a) to get tired; b) to get dark; c) to get dressed; d) to get old 10) finish a) to finish; b) study; c) to learn; d) to graduate school 11) how often a) How often; b) How many; c) How much; d) How old 3. Find the odd one out.
1. a) a nurse b) a field c) a hospital d) a patient 2. a) a factory b) a plant c) a carpenter d) a bank 3. a) a waitress b) a nurse c) a militiaman d) a housewife 4. a) a pensioner b) a housewife c) a child d) an accountant 5. a) an engineer b) a farmer c) a carpenter d) a plumber 4. Study and learn the rule.
To form a new part of speech, we usually use suffixes:
to work - worker (work - worker) Suffixes - er (or) serve to form nouns denoting a profession or occupation.
5. Tell from which words the following nouns were formed. Translate them into Russian.
A builder, a writer, an operator, a speaker, a translator, a runner, a driver, a designer, a cleaner, a farmer, a pensioner, an owner.
6. Make up the names of professions from the following verbs.
7. Classify the jobs from Ex. 1 into manual (manual) and mental (mental), and into mens and womens.
8. Study and learn the following speech patterns.
My/ his/ her job is a(n) … What do you do? What does he/she do?
9. Study the following words and expressions. Then play the game.
Think of a profession. Describe it to other students using adjectives, tell them where you work but dont name the job, let them guess.
Example: My job is well-paid but boring. I work in a bank.
interesting / boring - interesting / boring mentally / physically hard - mentally, physically difficult exciting - exciting well-paid / badly paid - well / poorly paid to work at a factory / at a plant / at school / in an office / in a hospital / in a field/ in a shop/ in a restaurant/ in a company/ in a bank 10. Study and learn the rule.
The verb in Present Simple expresses an action that occurs regularly, constantly, often, repeats or expresses a well-known fact. In this sense, the present simple tense is used with adverbs of time: every day(evening, morning), in the evening (morning), as well as with adverbs of time:
always - always, usually - usually, often - often, seldom - rarely, sometimes - sometimes, regularly - regularly, as a rule - as a rule. In addition, Present Simple is used to express a planned future action, especially in schedules, routines (not personal plans).
The train will leave at 10.30.
Affirmative As can be seen from the table, the affirmative form for all persons, except for the 3rd person singular, coincides with the form of the infinitive without the to particle.
Reading a verb in the 3rd person singular is subject to the general rules for reading the suffix -s, -es.
The interrogative and negative forms are formed with the help of the verb to do, which in this case has lost its semantic meaning and plays the role of an auxiliary verb without the to particle. The auxiliary verb to do has a single form for all persons (do) except for the 3rd person singular (does).
Do you like tennis?
Where does she live?
When does he finish work?
In negative sentences, the verb do (does) is placed after the subject, followed by the particle not and the semantic verb (without to). The doesn't.
the corresponding person.
- Do you know him?
- Yes, I do.
- Does he live near here?
- No, he doesn't.
11. Write the he/she/it form of these verbs.
1 read reads...........4 listen
2 repair.................5 love
3 watch.................6 have
12. Open the brackets and put the verb into the Present Simple.
Underline time expressions.
1) I (to read) books every evening.
2) He (to help) his mother every day.
3) We usually (to go) to school on Saturdays.
4) She often (to visit) her grandmother.
5) My mother (to like) summer very much.
6) I (to clean) my teeth every morning.
7) He (to watch) TV every day.
8) We usually (to spend) holidays in Britain.
13. Put the verbs in brackets into the correct form.
Where is Jack's bike? – We......... (not know).
I think Mr. Smith plays tennis. - Oh, no. Mr. Smith............... (not play) Is this your magazine? - That's not my magazine. I........... (not read) Is this your comics? – No, I..............(not usually read) comics.
Is this Sally's guitar? – No, she...........(not play) the guitar. Her brother............(play) the guitar.
Where's Susan? – At home. She............(not like) football. She............
7) Have the Smiths got a camera? – Yes, but they...........(not often take) 14. What do you do first in the day?
What do you do next?
Number the activities in the correct order for you:
have lunch have a shower go to work have breakfast start work go home get dressed have dinner watch television get up read a book go to bed leave home 15. Complete the sentences about Ruperts day. Use the correct form of the verbs.
1. Rupert gets up at seven o'clock.
2.He……………………………...
3. Then he ………………………..
4. He………tea and toast for breakfast.
5. He…….. his flat at half past eight.
6. He…….to work by bus.
7. He works in a bookshop. He……work at nine o'clock.
8. At one o’clock he……. lunch in a small cafe.
9. He leaves work at half past five and …… home.
10. First he………… dinner.
11. Then he ………… television.
12. He ……… to bed at eleven o’clock and …………. a book.
16. Open the brackets and put the verb into the Present Simple.
Adam......(1. be) a young man from Bristol. He......(2. live) in a new big house near the city centre. He.......(3. be) a student at the university. He............
(4. study) History and Literature. Every day he......... (5. go) to the university by bus. He........... (6. have) many friends and they always............(7. go) to the park on Sundays. In the evenings they sometimes........... (8. go) to the disco or to the cinema. Adam......(9. not like) going to the theatre. When he...........(10.
come) home, he usually..........(11. have) small supper. After supper he............(12. listen) to the music or.............(13. watch) TV. Before going to bed he............ (14. read) a book.
17. Tell about your working day using expressions from Ex. 14 and text from Ex. 16.
18. Look at the table and make up sentences.
You Your friend 19. Look at the table and make up as many questions as possible.
20. Use the verbs in the list to make questions. Use the word(s) in brackets.
1. (he) Does he.....often.......play.......volleyball? Yes, he's a very good 2. (you) Excuse me
4. (your sister) What
6. (it) How often
8. (they) What time..............usually.......to bed? Yes, I love it.
9. (you) What...........usually........ for breakfast? 10 o'clock.
10. (it) How much..............to stay at this hotel? Toast and coffee.
21. Make up questions to the following sentences.
22. Read the following texts. Pay attention to the words in bold, translate them using a dictionary if necessary.
My name is Alexander. My family and I live in Polotsk. My father is a doctor. He works in a town hospital. He cures sick people. He has got a lot of patients every day. My father's job is very difficult but he likes it. My mother works as an accountant in a bank. She keeps financial accounts. She works five days a week from 8 till 5. My elder brother is a businessman. He runs his own business. He sells computer software. I‘m a first-year student of Polotsk State University. I study at the Radio-Engineering Faculty. I am fond of computers.
After I graduate I want to be a programmer.
My name is Julia. I am from Glubokoe. I‘m a student now and I study and live in Novoplotsk. My family live in Glubokoe. I have got a father, a mother and younger sister. My father is a driver. He works at a milk factory. He drives a van. He delivers milk products to shops. My mother is a teacher at a primary school. Her job is difficult but she likes it. My sister is 12 years old. She is a pupil of the 6th form. She does well at school. I'm a student of the RadioEngineering Faculty. I like to work with computers. I want to be a good specialist in computers and to work as an engineer.
23. Make up questions to the texts. Retell them.
24. Answer the following questions.
1) What is your name?
2) Where are you from?
3) Have you got a family? Is your family big?
4) What is your father? Where does he work?
5) Does he like his job?
6) What does your mother do? Where does she work?
7) Have you got any sisters or brothers?
9) Are you a student?
10) What university do you study at?
12) What do you want to do after you graduate?
1. Read and memorize the words.
11.blond - blond, light 29.cheerful - cheerful 17.curly - curly, curly 34.polite - polite 26.well-built - strong; good 42.to dislike 28.calm 2. Read the transcriptions and write down these words.
3. Match English words with their Russian equivalents.
1. hazel 2. to hate 3. strict 4. wavy 5. curly 6. to introduce 7. gray 8. to be fond of 9. appearance 10. shy 11. greedy 12. friendly 13. character 14. round 15. square 4. Answer the following questions.
1) What is the color of your eyes?
2) What is the shape of your face?
3) What is your character?
4) Who do you take after by character: your father or your mother?
5. Study and learn the rule.
There are five main types of questions in English:
general, special, alternative, disjunctive and question to the subject. For the first three types of questions, reverse word order is used, i.e. auxiliary verb, subject, semantic verb and additional members of the sentence.
So, as you already know, the general question begins with the appropriate tense of the auxiliary predicate and we can only answer yes or no to it. For example:
Is this your book? – Yes, it is./ No, it isn't.
Do you go to the university by bus? – Yes, I do. / No, I don't.
An alternative question is asked in the same way as a general one, but a choice is offered using the word or (or). This question has a complete answer.
Do you go to the university by bus or by tram? – I go to the university by bus.
A special question begins with one of the question words what, when, why, where, how, how much/many, which, etc. The question word is followed by an auxiliary verb. For example:
Where is your brother? – He is at school.
What is the color of your favorite dress? – It's red.
Remember the meaning of the following questions:
To ask a disjunctive question or a question with a “tail”, we add the so-called “tail” to the original declarative sentence, which consists of an auxiliary verb and a pronoun that replaces the subject.
It should be remembered that if the structure of the sentence itself is affirmative, then the “tail” will be negative and vice versa.
The disjunctive question is usually asked in order to obtain confirmation of the information contained in the first part of the sentence. If you are sure of an affirmative answer, then the question is pronounced with a descending tone. In this case, the question often serves to start or maintain a conversation. When you are unsure of a positive answer, it is pronounced with a rising tone.
The interrogative part of this question is translated into Russian with the words isn't it?. As a rule, we answer this question briefly.
For example:
It's a nice day, isn't it? Yes, it is. - Nice day, isn't it? - Yes.
They are mathematicians, aren't they? No, they aren't. They are mathematicians, aren't they? - Not.
There aren't any theaters in this city, are there? No, there aren't. There are no theaters in this city, are there? - Yes.
He doesn't learn English, does he? No, he doesn't. He doesn't study English, does he? - Yes.
The question to the subject begins with the interrogative word who (who) or what (what), which replace the subject of the declarative sentence, while the word order remains direct.
For example:
Who is missing today? – Lena is absent today. - Who is absent today? Lena is absent today.
What is good for your health? – Sport is good for my health. – What is good for your health? Sports are good for my health.
6. Read, translate and name the type of the following questions. Try to answer them.
1) What do you want to eat?
2) Where do you live?
3) Am I right?
4) He takes after his father, doesn't he?
5) Who do you go to the university with?
6) Who is your best friend?
7) Where are you from?
8) Does your mother work?
9) Do you study at school or at the university?
10) What is your father like?
7. Answer the questions using the words in brackets.
Example: What does your mother usually do in the kitchen in the morning? (cook/breakfast).
She usually cooks breakfast in the morning.
1) What does your Granny usually do in the garden in the evening? (water/ 2) What does your friend usually do in the living room in the evening?
3) What do you usually do on Saturday evening? (go to the theatre).
4) What do the usually do at the stadium? (play different games).
5) What do Jim and Ted often do during their English lessons? (read, write and speak English).
6) What do you do every morning? (go to the university).
8. Make up questions from the words.
1) do, usually, when, do, they, their homework?
doesn't, to play tennis, like, who?
3) you, your group mates, like, do?
4) TV programs, your father, what, does, like, to watch?
get up, does, at six, or, your mother, five o'clock?
9. Read and translate the text. Pay attention to the words in bold.
Before I start talking about my family let me introduce myself. I am Lena Kuznetsova. I am 17. I am a first-year student of Polotsk State University. I am fond of reading and cooking. I am not married, I am single. I live in Novopolotsk together with my parents.
Our family is neither large nor small. It consists of four members: my father, my mother, my sister and me.
My father Sergey Petrovich is a businessman. He is 45 years old. He is a tall and well-built man with short black hair. By character my father is a quiet man. My mother Olga Ivanovna is 43. She doesn't work. She is a housewife.
She always has a lot of work to do about the house. She is not tall but she is slim with long fair hair. She is energetic, kind and talkative.
My sister's name is Sveta. She is 14. She is a pupil. She does well at school. Sveta likes reading books and dancing.
We also have a pet, a very clever cat. His name is Tom.
Our family is very united and we like to spend our free time together.
10. Answer the following questions.
1) What does Sveta do?
4) Is her family large?
5) What is her father's name?
8) What is his character?
9) What does her mother do?
11) Has Sveta got any brothers or sisters?
11. To talk about interests and hobbies study the following information.
Similar works:
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“Non-commercial joint-stock company ALMATY UNIVERSITY OF ENERGY AND COMMUNICATIONS Department of Telecommunication systems Specialty 6M071900 Radio engineering, electronics and telecommunications ALLOWED FOR PROTECTION Head. Ph.D. Shagiakhmetov D.R. (academic degree, title, full name) (signature) _ _ 2014 MASTER'S THESIS explanatory note on the topic: Study of the influence of various factors on the speed of signal propagation using WLL technology Master student_Abdanbayeva M.M. _ group MTSp-12- (full name) ... "
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Tarasova E.P. , Shelyagova T.G. and etc.
Minsk: BSUIR, 2006. - 213 p.
Authors: E.P. Tarasova, T.G. Shelyagova, V.P. Kiseleva, N.I. Shavel The manual is aimed at the formation of lexical skills on the subject of a radio engineering profile, as well as the development of skills and abilities in reading and speaking in the specialty. The authors of the textbook observed the continuity of school and university courses, implemented the requirement of professionally oriented education.
The manual contains a grammar reference book, a phonetic reference book and a dictionary of general scientific vocabulary. Contents:
Verb.
basic forms of the verb.
The system of grammatical tenses of the English language.
Passive voice.
Time coordination.
Modal verbs.
Subjunctive mood.
Conditional sentences.
The verb to be.
The verb to have.
The verb to do.
The verb should.
The verb would.
Nonlinear verb forms.
infinitive.
Participle.
Gerund.
Offer analysis.
simple sentence.
Difficult sentence.
Reinforcing structures.
Defining combinations.
Multifunctional pronouns.
it.
That-those.
These.
one.
Grammatical homonymy of words ending in -s, -ed, -ing.
Phonetic reference book.
Dictionary of general scientific vocabulary.
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ENGLISH FOR STUDENTS OF RADIO ENGINEERING SPECIALTIES OF HIGHER EDUCATION INSTITUTIONS Minsk 2006 Authors: E.P. Tarasova, T.G. Shelyagova, V.P. Kiseleva, N.I. .G.Shelyagova, V.P. Kiseleva and others - Minsk: BSUIR, 2006. − 213 p. The textbook is aimed at the formation of lexical skills on the subject of the radio engineering profile, as well as the development of reading and speaking skills in the specialty. The authors of the textbook observed the continuity of school and university courses, implemented the requirement of professionally oriented education. The manual contains a grammar reference book, a phonetic reference book and a dictionary of general scientific vocabulary. CONTENTS Unit One ............................................... ................................................. ...........5 Lesson 1 (5). Lesson 2(8). Lesson 3(10). Lesson 4(11). Unit Two .................................................. ................................................. ......13 Lesson 1 (13). Lesson 2 (16). Lesson 3(18). Lesson 4(19). Unit Three ................................................... ................................................. ..21 Lesson 1 (21). Lesson 2 (25). Lesson 3(27). Lesson 4(27). Unit Four ................................................ ................................................. ......29 Lesson 1 (29). Lesson 2(32). Lesson 3 (33). Lesson 4 (35). Unit Five ................................................... ................................................. ......36 Lesson 1 (37). Lesson 2 (39). Lesson 3 (41). Lesson 4 (42). Unit Six ................................................... ................................................. ........43 Lesson 1 (44). Lesson 2 (47). Lesson 3 (48). Lesson 4 (50). Unit Seven ................................................... .................................................52 Lessons 1 (52). Lesson 2 (54). Lesson 3 (56). Lesson 4 (58). Unit Eight ...................................; ................................................. .............59 Lesson 1 (59). Lesson 2 (61). Lesson 3 (63). Lesson 4 (65). Unit Nine ................................................... ................................................. ......67 Lesson 1 (67). Lesson 2 (69). Lesson 3 (71). Lesson 4(73). Unit Ten ................................................... ................................................. .........74 Lesson 1 (74). Lesson 2 (76). Lesson 3 (79). Lesson 4 (80). Unit Eleven ............................................... ...............................................82 Lesson 1 (82). Lesson 2 (84). Lesson 3 (86). Lesson 4 (87). Unit Twelve ............................................... ................................................. ....89 Lesson 1 (89). Lesson 2 (92). Lesson 3 (94). Lesson 4 (95). Unit Thirteen................................................... ................................................97 Lesson 1 (97). Lesson 2 (100). Lesson 3 (103). Lesson 4 (105). Unit Fourteen ................................................... ...............................................107 Lesson 1 (107). Lesson 2 (109). Lesson 3 (111). Lesson 4 (113). Unit Fifteen ................................................... ...............................................115 Lesson 1 (115). Lesson 2 (119). Lesson 3 (121). Lesson 4 (123). Grammar guide I. Verb............................................... ................................................. ......126 §1. Basic forms of the verb .................................................................. ....................126 §2. The system of grammatical tenses of the English language .......... 127 §3. Passive voice................................................ .........................129 §4. Timing .................................................................................. .........................131 §5. Modal verbs................................................ ......................132 §6. Subjunctive mood................................................ ..............134 §7. Conditional sentences .................................................................. ......................136 §8. Verb to be ............................................... .........................................137 §9. The verb to have ............................................... ...............................................138 §10. Verb to do ............................................... .........................................138 §11. The verb should .................................................. ......................................139 §12. The verb would ................................................................ ...................................................139 II. Impersonal forms of the verb .............................................................. ................140 §13. Infinitive................................................. ................................................140 §14. Participle........................................ ................................................. .142 §15. Gerund................................................. .............................................144 S. Analysis of the offer ................................................. ....................146 §16. Simple sentence................................................ .........................146 §17. Difficult sentence................................................ ....................149 §18. Reinforcing structures .................................................................. ..........151 §19. Defining combinations .................................................................. ...........151 IV. Multifunctional pronouns .................................153 §20 It .................. ................................................. .........................................153 §21. That-those ............................................... ...............................................153 §22. These ................................................. ................................................. .154 §23. One ................................................... ................................................. .....155 §24. Grammatical homonymy of words ending in -s, -ed, -ing. ................................................. ..............155 Phonetic guide .................................. ...............................................157 Dictionary of general scientific Vocabulary..............................160 READING COURSE UNIT ONE Grammar: Simple Sentence (§ 76). Indefinite Tenses in the Active and Passive Voice (§2, 1). · Word-formation: suffixes -er, -or. · Individual Work: Lab Work "Indefinite Tenses". LESSON ONE Pre-text Exercises I. Practice the reading of the following words: inquiry , physicist ["fizIsIst], discharge , genius ["GI:nIqs], medium ["mI:dIqm], ether ["i:Tq], circuit ["sE:kIt], to impinge , diaphragm ["dqIqfrxm] , interference [ˏIntq"fiqrqns] , disturbance , to distinguish , audience ["O:dIqns], to supervise ["su:pqvaIz], circumference , convenience . II. Make sure if you can read the words correctly and say what Russian words help you to guess their meaning: gigantic, phenomenon, stress, reality, concept, theory, component, battery, apparatus, centre, radius, technique, natural, idea , definition, genius, history, diaphragm, experiment, polarization, radio, diffraction, atmosphere, interference, system, telegraph, communication, telephone, radiation, limit, mathematics. III. Form nouns adding the suffixes -er, -or to the given verbs. Translate the nouns and verbs into Russian: Example: to design - a designer to detect - a detector to build, to operate, to contain, to receive, to read, to produce, to transmit , to invent, to discover, to drive, to translate, to visit, to convert, to regulate, to accumulate, to react, to use, to vibrate, to record. IV. Give the initial words of the following derivatives: Example: wireless – wire transmission – to transmit greatly, discharge, lecturer, atmospheric, successful, improvement, inventor, radiation, definition, equipment, purely, economic, powerful, development, operation, rapidly, information, atomic, magnetic, agreement, regulation, instruction, communication, technological, considerable, generation, separately, production, industrial, historic, logical, researcher. V. State what parts of speech the words in heavy type belong to. Translate the sentences into Russian: 1. The study of this phenomenon is very important. The physicists study the structure of matter. 2. Energy can have many forms. What forms the basis of this compound? 3. We time our clock by radio. It is high time to go to the Institute. 4. The train leaves at six in the evening. Will you go to the Crimea on leave? 5. We must set the time for the beginning of the experiment. Give this worker a set of tools. 6. Air is a mixture of gases. Air the room, please. 7. The generator charges the batteries. The charges of an electron and of a proton are equal in strength. 8. The experiment may result in a new scientific concept. The result of the process was the release of the energy. 9. Point out a mistake in this translation. Speak to the point. 10. It is light in the room. Don "t light the lamps. VI. Define the parts of the following simple sentences. Translate the sentences into Russian: 1. In the first year the students have many general subjects. 2. This article is about the story of radio. 3. She began to translate the text yesterday 4. Every student is present at the lecture today 5. The methods of radio engineering are now used in various fields of science and technology 6. There are thousands of radio amateurs different countries 7. One cannot read such articles without a dictionary. 8. It is necessary to help him. 9. We usually take measurements with great accuracy. 10. It becomes cold in autumn. 11. There were many explanations of the phenomenon of light. 12. In January, it snowed all the time. 13. Several types of microphones are in wide use now. 14. Nobody could solve this problem. 15. One may determine the wave frequency. 16. Let us take part in the expedition. 17. To read is necessary. 18. Energy is the ability to work. 19. By reading English books we increase our vocabulary. 20. They offered me some interesting work. 21. There exist various types of radio receivers. 22. Every day at 8 o "clock in the morning the students come to the Institute. VII. Define the tense-forms of the verbs in the following sentences and translate them: 1. Yesterday the students of our group came to help me with 2. Our scientists will further develop various kinds of computers. 3. Radio waves are the longest members of the family of electromagnetic waves. 4. Where did the first international conference on radio take place? 20 tons. 6. If you work much, you will get good results. 7. My friend does not like sports. 8. Will you go to the library tomorrow? 9. When the lectures are over, we shall go to the reading hall 10. We shall meet tomorrow at the same place 11. According to the time-table, the train gets in at half past eight 12. I left school three years ago 13.1 completely agree with your opinion 14. She not 15. You found the lost book, didn't you? 16. He spoke to me in a very friendly way. 17. Which part of the concert did you like most? 18. It was so warm a day that we decided to go to the river. 19. She speaks English well. 20. Electricity cables stretch over the fields. 21. We shall not leave home until you come. 22. She never listens to the advice which I give her. 23. If the water continues to rise, these fields will be under water. VIII. Translate the following sentences into Russian: 1. He will give you the book when you need it. 2. If we put water into a tube, it will take the shape of the tube. 3. I "ll solve this equation if you help me. 4. Unless it is too late, we shall go there. 5. The circle will become an ellipse after you compress it. 6. We shall use this substance in the experiment provided 7. As soon as you return from the lab, we'll begin our work. 8.1 won "t be able to explain this phenomenon if I do not analyze all the data. 9. Your experiment will not give good results until you change the speed of the reaction. 10. My friend will translate the text if you give him your dictionary. 11. I shall do it if it is necessary. 12. If he concentrates his attention on his studies, he will pass his exams successfully. IX. Soy the following sentences in the Past Indefinite Active. Don "t forget to make the necessary changes: Example: He usually has his breakfast at 8 o" clock, (yesterday, at 9 o "clock) Yesterday he had his breakfast at 9 o" clock. 1. John often tells me about his holidays, (yesterday afternoon, his family) 2. The postman usually comes at half past seven, (the day before yesterday, at six) 3. We go to the seaside for a week every August, (last autumn, into the country) 4. She always arrives at the office a few minutes before nine o "clock, (yesterday morning, at nine o" clock) 5. They sometimes go to the theater, (last month, to the circus) 6. She often writes to her mother, (last week, two letters) 7. His sister regularly attends evening classes at the Institute, (two years ago, an open-air pool) 8. He is always at home on Sunday , (last Sunday, at the library). 9. Lessons begin at nine o "clock, (on Monday, at half past nine) X. Translate the sentences into Russian. Pay attention to the verbs in the Indefinite Passive: 1. Sounds are produced by the vibration of matter. 2. 3. Waves are carried in all directions from the vibrating body, 4. The first-year students are not taught special subjects. our seminars. 6. A lot of us were invited to the conference. 7. The methods of radio engineering are now applied in various fields of science and technology. 8. The agreement was signed ten years ago. 9. The research will be carried out over a period of four months. 10. Much attention is given to the development of radio engineering. 11. Lasers are now used for many scientific, medical and industrial purposes. 12. The laboratories of our Institute are equipped with modern devices. 13 .The results of these experiments wil l be published in a scientific journal. 14. The importance of sport is known to everybody. 15. We were provided with the necessary literature. 16. The equations were solved by the machine.. 17. The young scientist was invited to take part in the conference. XI. Say the following sentences in the Indefinite Passive. Use the words in heavy type as the subjects of your sentences: Example: Scientists use crystals in electronic devices. Crystals are used by scientists in electronic devices. 1. Scientists developed several types of lasers. 2. I shall inform you about the new discovery. 3. Solar batteries generate electricity. 4. The researcher carries out the experiments at high temperatures. 5. You always make the same mistakes. 6. He will bring the book next time. 7. Radio employs electrical energy to transmit sounds, images and signals. 8. The lecturer spoke about the latest works in the sphere of radioelectronics. 9. He showed me the articles from the latest magazine. 10. Mendeleyev presented his table in 1869. 11. New data will support the results of our research. 12. These devices distribute the electric energy. 13. Heat converts ice into water. 14. A.S.Popov invented the first radio receiver. 15. The engineer will check the apparatus in the lab. 16. Their laboratory occupies a separate part of the building. 19. Radio devices perform various communication tasks. 18. We use such devices for amplification of radio signals. XII. Make sure if you remember the following verbs. Consult a dictionary: to follow, to show, to reduce, to exist, to differ, to correspond, to impinge, to suggest, to measure, to confirm, to appear, to inspire, to supervise, to change, to add, to draw, to mean, to reason, to create, to call, to hold, to develop, to broadcast, to use. XIII. Match up the words similar in meaning: to begin, to call, to reduce, essential, to start, to decide, to receive, definite, to name, velocity, to produce, to decrease, to apply, quickly, speed, to operate , research, to suggest, to obtain, to propose, investigation, to make, to use, certain, rapidly, principal, to work, to solve. XIV. Listen to the tape-recorded lexical program. Try to memorize the words and word-groups: ■ to take a step forward - take a step forward ■ to put forward a theory - put forward a theory ■ merely - only, just ■ to make a discovery - to make a discovery ■ essential - basic ■ to give rise to - promote ■ loose - loose, loose ■ mouthpiece - microphone ■ to suggest a method - suggest a method ■ to turn to - contact ■ thereby - through this to include - include in the composition, contain ■ persistent - stubborn, persistent ■ convenience – convenience ■ point – point. LESSON TWO I. Study text A. Try to understand all the details. Use a dictionary if necessary: Text A The Story of Radio 1. Without understanding the inquiries of pure science1, we cannot follow the story of radio. It begins perhaps with Joseph Henry, an American physicist, who discovered in 1842 that electrical discharges were oscillating. A gigantic step forward was taken by James Maxwell, a Scottish physicist and one of the great mathematical geniuses of the 19th century. By mathematical purely reasoning2, Maxwell showed that all electrical and magnetic phenomena could be reduced to stresses and motions in a medium, which he called the ether. Today we know that this "electrical medium" does not exist in reality3. Yet the concept of an ether helped greatly, and allowed Maxwell to put forward his theory that the velocity of electric waves in air should be equal to that of the velocity of light waves, both being the same kind of waves4, merely differing in wave length . 2. In 1878, David Hughes, an American physicist, made another important discovery in the pre-history of radio and its essential components. He found that a loose contact in a circuit containing a battery and a telephone receiver (invented by Bell in 1876) would give rise to sounds in the receiver, which corresponded to those that had impinged upon the diaphragm of the mouthpiece. 3. In 1883, George Fitzgerald, an Irish physicist, suggested a method by which electromagnetic waves might be produced by the discharge of a condenser. Next we must turn to Heinrich Hertz, the famous German physicist, who was the first to create, detect and measure electromagnetic waves, and thereby experimentally confirmed Maxwell's theory of "ether" waves. In his experiments he showed that these waves were capable 4. ASPopov (1859-1906) was in 1895 a lecturer in physics. He set up a receiver in 1895, and read a paper about it at the Meeting of the Russian Physico- Chemical Society on April 25 (May 7, New Style) 1895. He demonstrated the world's first radio receiver, which he called "an apparatus for the detection and registration of electric oscillations". By means of this equipment, Popov could1 register electrical disturbances, including atmospheric ones. In March 1896 he gave a further demonstration before the same society. At that meeting the words "Heinrich Hertz" were transmitted by wireless telegraphy in Morse code and similarly received before a distinguished scientific audience5. Popov became the inventor of the radio, May 7 being celebrated each yearas "Radio Day" in many countries. 5. Marconi invented a system of highly successful wireless telegraphy, and inspired and supervised its application. 6. Such is the story of the many inventors of wireless telegraphy, working with each other's equipment, adding new ideas and new improvements to them. It was a patient, persistent inquiry into natural laws and it was animated by the love of knowledge6. 7. During the first years of its development, radio communication was called "wireless telegraphy and telephone". This name was too long for convenience and was later changed to "radio" which comes from the well-known Latin word "radius" – a straight line drawn from the center of a circle to a point on its circumference. Wireless transmission was named radio transmission, or simply "radio". 8. The term "radio" now means the radiation of waves by transmitting stations, their propagation through space, and reception by receiving stations. The radio technique has become closely associated with many other branches of science and engineering and it is now difficult to limit the word "radio" to any simple definition. Notes 1. without understanding the inquiries of pure science 2. by purely mathematical reasoning 3. does not exist in reality 4. both being the same kind of waves - and both are waves of the same type 5. distinguished audience - an authoritative audience 6. to be animated by the love of knowledge - to be driven by the love of knowledge II. Say whether the following statements are true or false: 1. H.Hertz was the first to create electromagnetic waves. 2. A.S.Popov could not register atmospheric disturbances. 3. A.S.Popov is the inventor of the radio. 4. The words "Heinrich Hertz" were transmitted by wireless telegraphy in Morse code. III. Answer the following questions on paragraph I: 1. Who discovered the oscillation of electrical discharges? 2. Does "the ether" exist in reality? 3. What did the concept of an ether help Maxwell in? IV. Find the information dealing with the discovery made by David Hughes. Relate this information to your partner. V. Which paragraph contains the information directly connected with the invention of radio. Render this information. VI. Translate paragraph 5-6 into English. VII. Read paragraph 5 and speak about Marconi's contribution to the development of radio. VIII. Explain the origin of the word "radio". IX. Speak about the story of radio using the information from the text. LESSON THREE I. Look through the list of the English words and their Russian equivalents, facilitating reading Text B: to concern - touch, relate; to design - design; equipment - equipment; home-made - domestic; electronic valve - electronic lamp; broadcasting station - broadcasting station; superpower oscillator valve - heavy duty generator lamp; under the guidance - under the guidance; special-purpose radio station - special-purpose radio station; amateur designer - radio amateur (designer); radio-controlled models - radio-controlled models; remote control ─ remote control; far-away Galaxies - distant galaxies. II. Skim through text В and say in Russian or in English what it is about. You are given 3 minutes. Text In Nowadays local radio stations broadcast their own programs in addition to relaying central radio broadcast programmes. Dozens of thousands1 of various special-purpose radio stations are in operation in aeroplanes, trains, ships, etc. There are also thousands of radio amateurs who use short-wave radio sets for long-distance contacts, "fox-hunters" (a special kind of sport), amateur designers constructing radio-controlled models of aeroplanes and ships as well as many other types of different purpose radio equipment. In the late 1930s and especially after World War II other branches of radio engineering developed rapidly: television, remote control of different equipment by means of radio (telecontrol), radio-location (radar), radio navigation, etc. The methods of radio engineering are now used in various fields of science and technology, e.g. in physics, chemistry, geology, medicine, astronomy, mathematics, etc. At present there is no branch of science where use is not made of2 some kind of radio equipment. Distant areas of the Universe are studied with the help of radio. Spacecrafts are guided by radio. Radio devices have made it possible the information to be obtained3 about the mysterious and amazing phenomena taking place in far-away Galaxies as well as inside atomic nuclei. Notes 1) dozens of thousands - tens of thousands 2) use is not made of - not used 3) have made it possible the information to be obtained - made it possible to obtain information III. Look through the text again and say: a) what branches of radio engineering rapidly developed after World War II; b) in what branches of science and technology the methods of radio engineering are used now. LESSON FOUR I. Look through the list of the English words and their Russian equivalents for text C: unlike; to assign - determine; appropriate - appropriate; preliminary - preliminary; to undertake - undertake; to exchange - exchange; to man - complete; to stir - cause, excite; to originate - originate, send; to destination - to designate; distinction - difference; last - the last (of those mentioned); to accept - accept; subsequent - subsequent. II. Read text C carefully. While reading look for the answers to the following questions: 1. Do electromagnetic waves know man-made frontiers? 2. What was the reason for calling the preliminary international radio conference? 3. What principles became the basis for the regulation of radio communication? 4. What principles were accepted at the First International Radiotelegraph Conference? Text C The First International Radiotelegraph Conference 1. The very nature of radio1 made it international, right from its beginning. Unlike the cables of the telephone or the wires of the telegraph, electromagnetic waves know no man-made frontiers2; once emitted from their antenna, only their strength decides to what distance they travel. Throughout the history of radio it has always been the aim to choose and assign appropriate frequencies by international agreement, to lay down the rules3 for the operation of radio stations and to approve standards for apparatus and their operators. 2. Preliminary International Conference on Radio took place in Berlin as early as 19034. A.S.Popov was one of the chief Russian delegates. Nine countries met to undertake preliminary studies for the international regulation of radio. Part of the reason, if not the major one5, for calling this conference was to stop the attempt of Marconi to monopolize radio. In order to establish his monopoly, he had given instructions to his operators only to exchange wireless signals with other stations also manned by Marconi operators, and it was this action6 by a private company which stirred up most opposition. 3. In the Final Protocol of the Preliminary Berlin Conference it was laid down that "Coast stations should receive and transmit telegrams originating from or destined for ships at sea without distinction as to the system of radio used by the latter". In spite of7 the very elementary state of radio in 1903, this principle and the others of the Final Protocol became the basis for the regulation of radio communication. 4. 29 nations came to the First International Radiotelegraph Conference in Berlin, 1906. It accepted the Radio Convention, Radio Regulations and the fundamental structure for all subsequent conferences. Notes 1) the very nature of radio - the very nature of radio 2) man-made frontiers - artificial barriers 3) to lay down the rules - set the rules 4) as early as 1903 - back in 1903 5) part of the reason, if not the major one - one of the reasons, if not the main one 6) it was this action ... which - this particular act 7) in spite of - despite III. Say what made radio international. IV. Explain why electromagnetic waves have no man-made frontiers. V. Find the information about the necessity of the international agreement on appropriate wave frequencies. Say what other points of such an agreement are mentioned in this part of the text. VI. Unite paragraphs 2 and 3. Propose the most suitable title for this part out of the following ones: 1. Preliminary International Conference on Radio. 2. Marconi's Monopoly on Radio. 3. The Decisions of the Preliminary International Conference on Radio. VII. Give two main reasons for organizing the Preliminary International Conference on Radio. VIII. Say a) how Marconi tried to monopolize radio; b) what the decisions of the Preliminary Conference were. IX. Which paragraph contains the information directly connected with the title of the text? Render this information. X. Imagine that you are to make a report. While preparing it use the main information of texts , B and C (Write 10-13 sentences.) The following plan is available: 1. First important discoveries in the field of radio. 2. ASPopov's contribution to the development of radio. 3. Problems discussed at the first radio conference. Key t a Lesson 3 The application of radio . UNIT TWO Grammar: Continuous Tenses (Active and Passive) (§2.2). Functions of the verb to be (§ 8) Word-formation: suffix -ness. · Individual Work: Lab Work "Functions of the verb to be". LESSON ONE Pre-text Exercises I. Practice the reading of the following words: exclamation [ˏeksklə"meɪS(ə)n], acquaintance [ə"kweɪnt(ə)ns], experience [ɪks"pɪərɪəns] , occurence [ə"kʌr (ə)ns], bullet ["bulɪt], microwave ["maIkrəweɪv], equipment, frequency ["fri: kwənsɪ], wavelength ["weɪvleNT], intelligence, message ["mesIG], to occur [ə" kə:] , cancer ["kænsə], nothing ["nATIN], ultraviolet ["ʌltrə"vaɪəlIt] . II. Make sure if you can read these words correctly and say what words in the Russian language help you to guess their meaning: guide, cycle, spectrum, to register, reason, organization, position, to start, satellite, typical, electronics, to characterize , interval, activity, vibration, object, program, hospital, machine, radar, distance, problem, antenna, sport, form, interesting, element, progress, result, test. III. Give the initial words of the following derivatives: different, communication, cooker, technological, invisible, equipment, vibration, quickly, responsible, relatively, typical, ceaselessly, probably, magnetic, ultraviolet, announcement, occurence, transmitter, receiver, organization, hunter . IV. Form nouns adding the suffix -ness to the given adjectives. Translate them into Russian: Example: complete - completeness great, effective, useful, light, bright, ready, soft, black, thick, rough, weightless, shapeless, exact, unique, hard, harmful, empty, brief. V. State what parts of speech the words in heavy type belong to. Translate the sentences: 1. He works as a teacher. One of Mendeleyev "s important works is his book "Principles of Chemistry". 2. He thought about his future work. The book contained his thoughts about further development of national economy. 3. Charge this battery, please. 4. Your answer to the question was not logical. You answer the questions really well. 5. These houses are nine stories high. Our laboratory houses various kinds of equipment. 6. A centimetre is a measure of length. We measure energy in the form of heat. 7 8. If you have no book, you may use mine. What's the use of doing it? 9. Use a piece of copper wire to repair the instrument. Wire the day of your arrival. 10. How many seconds are there in a minute? The second experiment was very interesting for its results. 11. Einstein gave all his life to the increase of human knowledge. The discoveries in physics increase our possibilities in other sciences 12. Men and women in our country have equal rights. A right angle equals 90°. VI. Make sure if you remember the three forms of the following verbs. Translate the verbs into Russian: be - was / were - been; bear - bore - born; begin - began - begun; buy - bought - bought; feed-fed-fed; find-found-found; get-got-got; give - gave - given; hold - held - held; hear heard - heard; know - knew - known; lie - lay - lain; make - made - made; meet-met-met; run - ran - run; say - said - said; send - sent - sent; sit-sat-sat; take - took - taken; understand - understood - understood. VII. Define the tense-forms of the verbs in the following sentences. Translate the sentences into Russian: 1. Belarusian people are developing the economy of the country. 2. The output of the factory will be growing during the current five-year period. 3. Our scientists are using the energy of atom in various spheres of life. 4. The engineers were attaching the wires to the devices when I came in. 6. At present they are studying various aspects of this problem. 7. When we listen to a radio program we are using the rays that are called radio waves. 8. The scientist was solving a new problem when we visited his laboratory last week. 9. What is she doing this week? 10. John was reading a book when I came to see him. 11. My friend is writing an article for the newspaper. 12. The student was carrying out this experiment for twenty minutes. 13. The plane was flying over the Ukraine. 14. I "m working too hard this year. 15. Molecules in a gas are constantly moving. 16. The electron is circling in an orbit around a nucleus. VIII. Read the following sentences and say which of them are in the Active and which are in the Passive Voice. Translate them into Russian: 1. While the experiment was being carried out nobody left the laboratory. 2. A new type of computing equipment is being produced at our plant. 3. At present scientific work is being done 4. The apparatus will be working when you come in. 5. The scientists who are carrying out research into nuclear physics deal with the most difficult problems. by two ventilators. 7. The solar battery is converting the energy of sun rays directly into electric energy. 8. This experiment was being carried out under low pressure. 9. For a long time the electronic devices were being used for control. 10. An interesting research in the field of electronics is being done at our Institute. 11. Prospects of the usage of solar energy are already understood by everybody. 12. Now solar energy is being studied by a lot of research groups. 13. Our scientists and engineers are developing new types of electronic and cybernetic devices. 14. We were looking for a more simple method of solution but could not find it. 15. The engineers will discuss the advantages of this new system. 16. Our laboratory is housed in an old building. IX. Translate the following word-groups. Pay attention to the tense forms of the predicates: the problem occupied; the century began; they are obtaining; the scientists understood; the satellite was on its orbit; the property dependent; the program is being broadcast; the physicist was searching; a new radio set was demonstrated; the elements constituted; the man thought; new results are being obtained; the chemist wrote; the discovery established; the particle became; the scientist was applying; the point of view differed; the engineer is measuring; the concept explains; the idea was supported; the particle will be divided; the phenomenon was explained; astronomy is studying; the telescope is built; the power plants were being controlled; the observation shows; the energy was converted; the data will be checked. X. Analyze the functions of the verb to be. Translate the sentences into Russian: The results of the experiment are of great importance for our further work. 2. There are no chemical plants in our town. 3. The substance that we are speaking about is water. 4. We are to translate technical literature in the second year. 5. It was the study of natural phenomena that made it possible to formulate various laws. 6. Probably the most important use of electricity in the modern house is producing light. 7. Technical progress is now impossible without high-quality materials. 8. Electronics is being used more and more throughout the industry. 9. The electron is a particle. 10. The machine is of five parts. 11. Our task is to finish the test by 7 o "clock. 12. Radio was invented by a talented Russian scientist ASPopov. 13. Words in a dictionary are in alphabetical order. 14. Smoking is dangerous. 15. The temperature is three degrees above zero. 16. My friends are mostly students. 17. It is the only positive solution. 18. The British are very proud of their sense of humour. 19. This scientific discovery was the result of six years" research. 20. Our aim is to accomplish this task as soon as possible. 21. He will be an engineer in two years. 22. Their house is in the middle of the village. XI. Match up the words which are similar in meaning: purpose, in the sphere of, to make, important, aim, proper, common, to work out, to vary, time, in the field of, significant, ray, to define, to operate, to develop, to differ, to show, method, to function, to demonstrate, technique, device, to determine, standard, to produce, suitable, beam, period, instrument. XII. Try to memorize the words and word-groups: ■ probably - perhaps, probably ■ exclamation - exclamation ■ to be related to - to relate to ■ to have similar experience - to have a similar experience ■ to have nothing to do with - have nothing in common c ■ to turn out - turn out ■ after all - eventually ■ to listen to a radio program - listen to the program on the radio ■ to refer to - refer; call ■ sun-tan lamp - tanning lamp ■ to guide - guide, lead ■ bullet - bullet ■ cancer - cancer, cancerous tumor ■ to resemble - to resemble; remind ■ complete - complete, complete. LESSON TWO I. Read the title of the following text. Can you guess what the text might be about? II. Study text A. Try to understand all the details. Use a dictionary if necessary: Text A Seven Rays, One Family 1. "Isn"t it a small world."1 You have probably heard this exclamation many times. People often say it when they find that acquaintances they had met at different times and places, and whom they never connected with each other, turn out to be related to each other. Scientists often have a similar experience with occurrences in nature . Things or events that at first seem to have nothing to do with3 each other turn out to be related after all. We shall repeat this experience with seven kinds of rays. We find them in different places, and use them in different ways, but they are close relatives. They are members of one family, the family of electromagnetic waves. 2. The kind of ray that mankind has known for the longest time is light. It helps us see the objects that surround us, when the objects reflect the light into our eyes. Because our eyes can detect light, we call it a visible ray. The other rays are invisible. 3. We find three types of invisible rays in use in our homes. When we listen to a radio program, we are using the rays that are called radio waves. When we cook a meal on an electric cooker, we are using hurried rays, sometimes referred to as heat rays. When we sit under a suntan lamp, we are using ultraviolet rays. We meet the other three types of rays outside the home. Inside the hospital we shall find X-rays, produced by X-rays machines, and used for taking pictures of the insides of our bodies. At airports everywhere we shall find microwaves used with radar equipment to detect planes in the air, or guide them in to land. Also in hospitals we find gamma rays used as invisible bullets to kill cancer cells. 4. These seven types of rays resemble each other in that they are all electromagnetic waves. What makes them different from each other is their frequency or their wavelength. The distance that the wave moves during the time it takes for one complete cycle of vibration is called the wavelength of the wave. The frequency is the number of cycles in a second. Notice that radio waves are the longest of the electromagnetic waves and have the lowest frequency. Notes 1. Isn "t it a small world - A small world. 2. occurrences in nature - phenomena in nature 3. things or events that at first seem to have nothing to do with ... - objects or events that seem to at first glance, have nothing in common... III. Say whether the following statements are true or false: 1. These seven types of rays do not differ from each other. 2. Seven kinds of rays are close relatives. 3. We find three types of invisible rays in use in our homes. 4. We meet three types of rays outside the home. 5. These seven types of rays differ from each other in their frequency. 6. The frequency is the number of cycles in a second. 7. Radio waves have the highest frequency. IV. Find the information explaining why we call light a visible ray. Read the information to your partner. V. 1) Answer the questions on paragraph 3: 1. What rays do we deal with when we listen to a radio programme? 2. How are infrared rays referred to sometimes? 3. What rays do we use when we sit under a sun-tan lamp? 4. What kind of rays can we find inside the hospital? 5. Are microwaves used with radar equipment? 2) Name the types of invisible rays we find in use: a) in our homes-, b) outside the home. VI. In paragraph 4 find the English equivalents to the following words: beam, type, frequency, distance, remind, wavelength, period, complete, move, name, long, low, quantity. VII. Speak about the electromagnetic waves using English words from the logical diagram. VIII. Fill in the boxes of the following logical diagram with English equivalents. IX. Say briefly what each paragraph is about. X. Read paragraph 4 again and say what makes the seven rays different from each other. LESSON THREE I. Look through the list of the English words and their Russian equivalents for better understanding text B: subtle - subtle, elusive; to occur - occur; to convert - convert; receptive - receptive; beyond - outside; wavelength - wavelength; to range - fluctuate within; frequency - frequency; to approach - approach; beam - beam; Ray; to fan out - disperse, spread. II. Read text B. Find out the main information of the text. Text in Radio Waves During the last few decades, a subtle change has occurred which none of our senses1 can register. Radio waves, bearing messages in many tongues, flow ceaselessly around us, through us and above us. We can only hear and see them if we convert them to other waves to which our ears and eyes are receptive. Radio waves are the longest members of the family of electromagnetic waves. In the spectrum, in which the waves are arranged in order of increasing wavelength3, they lie beyond the infrared waves. Their wavelengths range from about three hundredths of a centimetre to about 300 kilometers. Radio broadcasts today are made by two different methods known as AM (amplitude modulation) and FM (frequency modulation). The frequencies of the waves used are expressed in kilocycles or megacycles. The vibrating current is fed into an antenna from which the radio waves are broadcast into space. Microwaves are the smallest radio waves. In the spectrum of electromagnetic waves they lie between infrared rays and the long radio waves. The shortest microwaves have a wavelength of about three hundredths of a centimetre and a frequency of one million megacycles. The longest microwaves have a wavelength of about three meters and a frequency of one hundred megacycles. The first microwaves made by man were the two-foot waves produced by Heinrich Hertz. It is interesting that they were the last to be put to a practical use. Long waves were easier to produce and send out over long distances. Scientists had to return to the use of short waves in order to solve a problem4 that came up during World War II. The problem was "How can you detect an approaching enemy plane while it is still far away?" A possible answer to the problem was to send a beam of radio waves. Long radio waves could not be used for this purpose because they fan out too quickly from the broadcasting antenna. Very short waves were necessary to make the radar system work. So new transmitters and receivers were designed to make and use microwaves. NOTES 1) none of our senses 2) bearing messages in many tongues 3) in order of increasing wavelength 4) in order to solve a problem Problem III. Find answers to the following questions: 1. Can we hear and see radio waves? 2. What place do radio waves occupy in the spectrum of electromagnetic waves? 3. Who produced the first microwaves? 4. Were the microwaves the first to be put to a practical use? 5. What kind of problem came up during World War II? IV. Speak about the characteristics of radio waves and microwaves. LESSON FOUR I. Look through the list of the English words and their Russian equivalents: activity - activity; to support - support; to administer - manage; responsible - responsible; announcement - message; to intend - intend; to remain - to remain. II. Before you read the text study the questions. Then read the text to yourself to find out which questions the author answers: 1. What is the name of the organization responsible for administering radio sport in Great Britain? 2. What word is the key one in radio sport? 3. Is radio sport supported by the government? 5. Do "foxes" identify themselves every five minutes? 6. Is the competitive spirit typical of Soviet electronics? Text From Radio Sport: a Serious Business 1. In Russian vocabulary the electronics enthusiasts are known as "radio sportsmen". Radio sport is a highly organized, serious activity supported and administered by the government. The organization responsible for administering radio sport is called the Radio Sports Federation. In radio sport, the key word is competition. The highest award, one held by a relatively few sportsmen, is "Master of Radio Sport". One particularly interesting form of radio competition is called "Fox Hunting". This is a contest in which teams of "hunters" (young people carrying portable direction finders) race against time2 to find "foxes" (hidden transmitters). The rules call for3 the three "foxes" to take up positions one or two miles apart in a large wooded area. At the starting signal, the "foxes" begin identifying themselves by voice announcements4 at one-minute intervals, each "fox" therefore being on the air5 once every five minutes. The announcements, which are very brief, are made on amateur bands6 by means of low-powered transmitters, usually homemade. The winning "hunter" is the one who first locates all three "foxes" in sequence7. The kind of competitive spirit8 that characterizes radio sport is typical of electronics in general. Whether it be the technological state of the art, TV via communication satellite, or techniques for electronic training, the our people are fully aware of the importance9 of communications-electronics in the space age, and they intend to remain competitive in every possible way. Notes l) a portable direction finder - portable direction finder 2) race against time - run for a while 3) fthe rules call for - the rules require 4) identify themselves by voice announcements - make themselves known by voice 5) on the air - on the air 6 ) amateur band - amateur radio frequency range 7) in sequence - sequentially, one after another 8) competitive spirit - spirit of competition 9) are fully aware of the importance - fully understand the meaning of III. Say whether the following statements are true or false: 1. In radio sport the key word is competition. 2. One particularly interesting form of radio competition is called "Fox Hunting". 3. Each "fox" is on the air once every five minutes. 4. The announcements, which are very long, are made on amateur bands. 5. The winning "hunter" is the one who last locates all three "foxes" in sequence. 6. They are fully aware of the importance of communications-electronics in the space age. IV. The text contains three main ideas. Divide the text into three logical parts and say briefly what each part is about. V. Say how radio sport is characterized in the introduction part. VI. a) What is the main principle of radio competition called "Fox Hunting"? b) Find the information in the text about the rules of "fox hunting" and answer the following questions: 1. What do the "foxes" do at the starting signal? 2. How often do "the foxes" identify themselves? 3. What devices do "the foxes" use to make voice announcements? 4. The winning "hunter" is the one who first locates all three "foxes" in sequence, isn't he? VII. Can you say in what way the competitive spirit that characterizes radio sport shows itself in the development of electronics. VII IX. Imagine that you are going to take part in a scientific conference. The theme of your report is "The Family of Electromagnetic Waves". While preparing the report use the information of texts A, B, C and the following plan: 1. Seven kinds of rays are close relatives. 2. The use of electromagnetic waves. 3. Characteristics of radio waves. 4. Short waves and their application in radio sport. UNIT THREE Grammar: Perfect Tenses Active and Passive (§2, 3) Perfect Continuous Active (§2, 2) Functions of the verb to have (§ 9) Word-formation: suffixes -less, -ful Individual Work: Lab Work "Functions of the verb to have". LESSON ONE Pre-text Exercises I. Practice the reading of the following word s: knowledge ["nPlIG], record ["rekɔ:d], manual ["mxnjuəl], conversation [ˏkPnvə"seISn], drum, to shout [ʃaVt], pattern ["pætn], to reverse, to reproduce [ˏri :prq"dju:s], to wind , means , to store , stereo ["steriqV], channel ["Cxnl]. II. Make sure if you can read these words correctly and say what words in the Russian language help you to guess their meaning: modern, person, phonograph, code, signal, telegraph, symbol, method, diaphragm, experiment, poem, to reproduce, stereo , process, principle, line, microphone, original, music, laboratory, energy, apparatus, instrument, diameter, type.. III. Form adjectives adding the suffix -ful to the given nouns. Translate the nouns and adjectives into Russian: Example: beauty - beautiful - beauty - beautiful harm, power, use, fruit, skill, purpose, wonder, care, success, truth hope, taste, respect, meaning, art, change, peace, watch, help. IV. Form adjectives adding the suffix -less to the given nouns. Translate the nouns and adjectives into Russian: Example: hope - hopeless - hope - hopeless wire, noise, help, motion, friend, aim, shape, branch, cause, character, sense, respect, object, ground, harm, change, power , colour, limit, meaning, voice, weight, life. V. Read the words and say what suffixes they have and what parts of speech they belong to: use, useful, usefulness; invention, inventor, invention; transmit, transmitter, transmission; work, worker; special, specialty, specialist; practice, practical; contain, container; lecture, lecturer; create, creative, creation; accelerate, acceleration, accelerator; determine, determination; proper, properly, property; science, scientific, scientist; discover, discovery, discoverer; important, importance; react, reaction, reactor, reactivity; arrange, arrangement; capable, capability; apply, application. VI. Make sure if you remember the following verbs. Consult a dictionary: to send, to cut, to represent, to notice, to sound, to happen, to find out, to consist of, to attach, to turn, to shout, to move, to hear, to store, to release , to repeat, to wear out, to transmit, to reproduce, to follow, to hit, to convert, to fit, to move, to represent, to wind, to claim, to damage, to link. VII. Define the tense-forms of the verbs in the following sentences. Translate them into Russian: 1. I have just turned the radio on. 2. Have you listened to the news? 3. He understood the text after he had read it again. 4. I have read this book three times. 5. He has never been to the Carpathians. 6. He has seen this film. 7. Have you ever been to St. Petersburg? 8. He had finished his work by 5 o "clock yesterday. 9. The technician will have recorded the data before you come. 10. I have not seen him since he graduated from the University. 11. We shall have completed our experiments by the end of the week. 12. My friend had prepared his report before we spoke to you. 13. Electronics has made a rapid progress. 14. He had published his article by the end of the month. 15. We"ve played lots of matches this season, but we haven't won many. 16. She has spent a great deal of time in the Far East. 17. They'll have finished their work by lunchtime. 18. Have you read anything interesting lately? 19. They "ve probably forgotten the time. 20. They have accepted the scientist"s suggestion. 21. Moscow Radio has been transmitting its programs to other countries since the thirties. 22. We had been conducting this experiment for two hours before you came. 23. When she arrived, I had been waiting for two and a half hours. 24. It has been raining since two o "clock. VIII. Translate the following sentences into Russian paying attention to the predicates in the Perfect Passive: 1. This theory has been used to analyze the experimental data. 2. In my opinion this result has not been proven by anybody. 3. The apparatus used in our research has been described recently. 4. We must compare our data with those that have been obtained by other investigators. 5. Many difficulties had been overcome before the researcher succeeded in his work. 6. After the new device had been tested it was installed in our laboratory. 7. The construction of this television center will have been completed by the end of the next year. 8. In our country great progress has been achieved in developing all branches of science and engineering. 9. Many different devices have been created in order to improve the performance of communications. 10. The information has been based on the data received from a computer. 11. Much research has been carried out in order to establish the causes of this phenomenon. 12. This question has already been discussed at the conference. 13. By the end of the year a large variety of semiconductor devices will have been produced. 14. This equipment had been repaired before you came. 15. This text has just been translated. 16. Mendeleyev's periodic law has been accepted as a universal law of nature. IX. Translate the following word-groups into Russian, pay attention to the tense-forms of the verbs: the scientist has suggested; the motion had been caused; the theory has advanced; the methods have been developed; he has been developing; the progress has been made; the suggestion has been applied; the observation has shown; the problem has been solved; the error will have been determined; the point of view has influenced; the chemist has written; the number has exceeded; the energy had been converted; the radio has been transmitting. X. Compare the use of the Past Indefinite and the Present Perfect in the following sentences, translate them into Russian: 1. I have written several letters today. I wrote several letters yesterday. 2. They have made a new experiment this week. They made a new experiment last week. 3. She has been to the theater this month. She went to the theater last month 4. Have you ever b een to London? Yes, I "ve been there once. I went there in 1998. 5. Have you ever seen "Hamlet"? Yes, I "ve seen "Hamlet" several times. I saw it at our theater three years ago and at Moscow theaters in 1995 and 2000. 6. He has graduated from the Moscow University. He graduated from the Moscow University in 1988. 7. He has seen this film. He saw this film yesterday. 8. He has improved his device; you may use it. He improved his device a week ago. 9. He prepared his report ahead of time. Have you prepared your report? 10. The results of this research were published long ago. My friend has already published the results of his discovery. XI. Define the functions of the verb to have in the following sentences. Translate them: 1. They have already passed the examination in electrical engineering. 2. Automated systems have a number of advantages. 3. Our district has now been transformed into a big construction site. 4. Gamma rays have no electric charge. 5. Cosmic television has a great future. 6. He had to work hard to complete his investigation in time. 7. The engineer will have to improve the accuracy of this machine-tool. 8. A new method has been used in order to investigate this problem. 9. I have to do this work now. 10. We had to repeat the experiment. 11. Our planet has powerful sources of energy. 12. You will have to go to the library to get this book. 13. I had to leave early because I didn't feel well. 14. We've got a new teacher. 15. She has a lot of character and energy. 16. Yesterday I had a bad headache. 17. She will have many new subjects next term. 18. The scientist had to stop the experiment. 19. Besides literature, we have to study history and philosophy. 20. The electron has almost the same mass as the proton. XII. Define the functions of the word since in the following sentences. Translate them: 1. Color television has been functioning in our country since 1967. 2. More than a hundred years have passed since the day when A.S.Popov demonstrated his radio receiver. 3. Many expeditions have been here since. 4. I "ve known her since we were children. 5. Since you are here, I may go home. 6. There is no flow of electrons since the electric current is broken. 7. We" ve lived in three different towns since last year. 9. Since you weren "t at the meeting, we took the decision without you. 9. How long is it since you left school? 10. London has been a capital since 1066. 11. Telescopes are being used since their invention. 12 . People wished to handle atom since ancient times. 13. It "s ages since I saw you last. 14. He left for the Crimea and has been living there since. 15. Since your first letter, we haven't heard from you. 16. Since you have not got anything to read, let's talk. XIII. Match up the words which are opposite in meaning: to stop, frequently, high, charge, to start, important, first, part, common, rarely, low .complicated, discharge, the whole, quick, transmitter, to heat, unimportant, increase, receiver, to cool, light, decrease, simple, heavy, to begin, slow, special, last, to finish. XIV. Try to memorize the words and word-groups: ■ to have a good knowledge of - to have good knowledge ■ to play records - play records ■ in order to do this - to do this ■ a strip of paper - a strip of paper ■ to send messages - send messages ■ much more quickly - much faster to be a true scientist - to be a real scientist ■ a little more complicated - a little more complicated ■ speed - speed to devise - invent, invent ■ needle - needle; arrow tin - tin ■ foil - foil ■ certain - certain ■ to reverse - change (direction) ■ to wind (wound) - turn, twist ■ accident - accident; case ■ to hit (hit) – hit. LESSON TWO I. Before reading the text answer the following questions: I. What is the English for "lose"? 2. Do you know that the original record-player was called a phonograph? 3. Who invented the phonograph? 4. Do you know the history of the invention of the first phonograph? II. Find some information about a modern record-player in the text: Text A The Record-player. How Does It Work? 1. You may know a lot about music: you may have a good knowledge of modern records: but how much do you know about the machine that plays your records? How, for example, does it work? It will help you to understand how record-players work, if you go back to the person who invented the first phonograph, Thomas Edison. 2. He had been experimenting on ways of sending Morse Code1 signal more quickly by telegraph: in order to do this, he built a machine which cut out small marks, representing the Morse symbols, into a strip of paper. By running the paper2 through the transmitting machine at a very fast speed, he could send messages much more quickly than by the manual method. He noticed that the machine was making a noise which sounded like human voices3 in conversation. Edison was a true scientist: if something unusual happened he wanted to find out why: so he decided to fit a diaphragm to the machine, to see what this would do. After a few experiments, Edison devised a machine which composed of two diaphragms on either side4 of a drum of tinfoil. Each was diaphragm attached to a needle, which rested on the foil. Edison turned the drum by hand and shouted a poem into one of the diaphragms – the recording unit – which then cut a pattern into the tinfoil. This is because the diaphragm vibrations moved the needle in certain directions, which were recorded on the foil. 4. Edison then reversed the process so that the reproducing needle was at the start of the newly-cut needle path5 and started winding the drum again. He then heard his own voice repeating the poem: the needle, following the path in the foil, vibrated its diaphragm which then reproduced the sounds that the other diaphragm had recorded. 5. This all happened in 1877, more or less by accident. In a hundred years of development and experimentation, the phonograph has developed into what we know now as the record-player. The principle is still the same, however, sound waves hitting a microphone (diaphragm) are then converted onto a record by mechanical or electronic means. The sound is then stored, it is released as vibration when the needle follows the path that has been cut, and reproduces the original message. Stereo sound is a little more complicated. Two microphones, each attached to its own recording systems, record the sound that is produced from the loudspeakers. It appears very similar to the original sound. Nowadays, by "mixing" the sound, and by changing it from one channel to the other, you can make the sound travel from one loudspeaker to the next one. Notes 1. Morse Code 2. by running the paper 3. like human voices 4. on either side 5. the newly-cut needle path III . Say whether the following statements are true or false: 1. Edison had been experimenting on ways of sending Morse Code signals more quickly. 2. The machine was making a noise which sounded like human voices in conversation. 3. Edison turned the drum by hand but couldn't shout a poem into the diaphragm. 4. The diaphragm vibrations moved the needle in certain directions. 5. The work of the modern record-player is based on other principles. 6. One can make the sound travel from one loudspeaker to the next one. IV. Look through paragraph I and say in what connection the name of Edison is mentioned in it. V. Read paragraph 2 attentively and retell its contents to your partner. You may use the following plan: 1. Edison made experiments on the ways of sending Morse Code signals (how?) 2. He made a special machine (what was this machine?) for his experiments. 4. Edison wanted to find out why the machine was making a noise and ... (what did he decide to do?) VI. In paragraph 3 find the English equivalents for: notice, make noise, sound, conversation, true, voice, find out, happen, r eat, human, unusual, therefore. VII. Translate paragraph 4. VIII. Describe the construction of the phonograph using the words: phonograph to be drum of tinfoil to consist of 2 diaphragms to be attached to 2 needles to rest on foil. IX. Write out of paragraph 6 the words which can be used for describing how modern record-players work. X. Tell the story of the record-player and the principle of its work. LESSON THREE I. Look through the list of the English words and their Russian equivalents for text B: disappointing - disappointing; properly - right; well; inwards - inside; lead - wire; amplifier - amplifier; feedback - feedback; record-deck - electric player; stylus - (reproducing) needle; socket - socket, socket. P. Read the following text and entitle it. Compare your title with the title given by the author. Text В Have you or your family got a stereo system? If you have, are you sure that you"re getting the best from it? Expensive equipment can sound very disappointing if it isn't set up properly. Here are some points to check. The stereo area is the part of the room in which the listener can hear exactly the right sound. Put the two loudspeakers about two meters apart (more in a very large room, less in a small one). Turn them slightly forwards. Now imagine a line from the center of each speaker. Where the lines meet is the stereo area and the best place to sit and listen. There are two important points to remember when you "re deciding where to put the rest of the system. First the lead between the amplifier and the tape or record deck should be as short as possible1. A long lead will give poor sound. The leads between the amplifier and the speakers can be as long as you like. Secondly watch out for feedback. This is the sound you hear when vibrations from the music (or even footsteps) affect the record deck. Feedback can spoil the sound of the record or make the stylus jump. The answer is to make sure2 the record deck is on a wall shelf or a heavy piece of furniture. If the sound of your stereo is still disappointing, perhaps you"ve mixed up the leads. If you"ve accidentally put a left-hand lead into a right-hand socket, you won't get a stereo sound. The quickest way to test your stereo system for this and other problems is to buy a test record, which will have all kinds of sound tests on it. Notes 1. as short as possible - as short as possible 2. to make sure - make sure III. Name the author's recommendations on making your stereo system sound properly. LESSON FOUR I. Look through the list of the English words and their Russian equivalents: to coat - to cover; digital - digital; to claim - approve; distortion - distortion; background hiss - background noise (hiss); studio master - studio disc; tough - durable; careful handling - careful handling; to damage - to cause damage, damage; to wear out (wore, worn) - wear out; conventional - normal; hi-fi system - high fidelity system - a system with high fidelity. II. Scan text C and say where compact disks are used. Text From Compact Disks 1. You have not only heard about Compact Disks (CD), you’ve been using them here and there in your everyday life. The invention of Sony has very quickly become popular all over the world.1. A CD consists of a piece of aluminum coated with transparent plastic, 12 cms across, for producing sound. It "s similar2 to an ordinary record, except that it" s "read" by a laser beam, and the information recorded on the aluminum is digital. 2. The makers claim that a CD can reproduce the original sound perfectly, without any distortion or background hiss. As the system is computerized, there's no loss of quality between the studio master and the record you buy. Also, a CD is much tougher than a vinyl record, so it doesn't need such careful handling. Dust and dirt won "t damage it, and as there"s no contact between the laser and the disk, it will never wear out. 3. The CD player produces an audio signal which you can amplify through a conventional hi-fi system, to produce the best sound possible. The technique became a new exciting development in hi-fi, linking sound recording with the computer revolution: What has followed it? Notes 1. Sony - Sony (Japanese company for the production of radio equipment) 2. It "s similar to - it looks like III. Say what a compact disk looks like. IV. Write out of paragraph I two peculiarities of CD disks. V. Try to answer the following questions about ordinary disks: 1. How is an ordinary record "read"? 2. In the new design the information is digital. What about ordinary disks? VI. Look through paragraph 2 again and speak about: 1) the construction of a disk: 2) the peculiarities of it; 3) the advantages of it; 4) the principle of operation. VII. Count the number of advantages of new records mentioned in paragraph 2 and name them. VIII. Use the information of texts A, B and C for preparing a report on the theme "Everything about record-players". Key to Lesson 3: Getting the best from your stereo system. UNIT FOUR Grammar: Sequence of Tenses (§ 4). Specific Cases of Passive Voice (§3). · Word-formation: suffix -ly; prefix un-. · Individual Work: Lab Work "Specific Cases of the Passive Voice". LESSON ONE Pre-text Exercises I. Practice the reading of the following words: to alter ["O:ltq], objective , specific , enterprise ["entqpraIz], stage , primarily ["praImqrIlI],whole , evident ["evId( q)nt], to foresee , comparison , to scatter ["skxtq], rivalry ["raIv(q)lrI], controversy [ˏkOntrq"vq:sI], priority , incentive , response . II. Make sure if you can read these words correctly and say what words in the Russian language help you to guess their meaning: history, technology, television, complex, electricity, telegraphy, photography, period, realization, social, material, special, generation, phase, test, phosphor, control, operator, patent, disc, logical, lamp, colour, to sort, nature, master, to stimulate, pulse, specific, fact III. , separately, mobility, industrial, invention, development, actively, transformation, logical, clearly, communication, transmission, or original, digital, researcher, information. IV. Form adverbs adding the suffix -ly to the given adjectives and translate them: Example: sure -surely separate, objective, quick, primary, active, considerable, complete, evident, social, competitive, mechanical, great, general, definite, absolute, different, automatic, sure, easy, similar, certain, frequent, constant, direct, main, probable. V. Form adjectives adding the prefix -un to the adjectives and translate them: Example: natural - unnatural important, usual, complicated, completed, conventional, human, interesting, stable, economic, able, reliable, happy, available, limited, productive , balanced, like, easy, fortunate, original, sophisticated, true, natural, disciplined, discovered VI. Read the words and say what parts of speech they belong to: produce, product, production; frequent, frequency; physics, physical, physicist; act, active, activity; develop, development; nature, natural; measure, measurement, measurement; direct, director, directive, direction, direction; operate, operating, operation, operative, operator; relative, relatively, relation, relativity; mean, meaning, means; technical, technique, technician; system, systematically, systematically; electron, electronic, electronics; consider, consideration, considerable, considerable. VII. Make sure if you remember the following verbs. Consult a dictionary: to alter, to depend, to separate, to involve, to seek, to introduce, to create, to become, to transform, to pass, to replace, to improve, to apply, to describe, to convert, to foresee, to relate. VIII. Translate the sentences paying attention to the sequence of tenses: 1. He wanted to know what powerful radio stations were being built in Byelorussia. 2. The students asked how the strength of the radio wave had been measured. 3. The engineer said they would carry out an experiment with the new transistor device. 4. The reporter asked if the scientific group was working out the design of this new installation. 5. They wished to know what these radio-electronic systems would ensure. 6. I told him that I should let him know the date of the conference. 7. The newspaper wrote that in the modern world people could not imagine their life without radio and television. 8. The teacher said we might complete our drawings next week. 9. The lecturer said that television played an important role in our life. 10. The engineer was informed that all the equipment was functioning normally. 11. The chief engineer said that the reconstruction of the plant would begin next year. 12. I was asked whether I could take part in the research work. 13. The students were told that they didn't need to translate the text. 14. We asked if we should have a lecture on electronics next week. IX. Change the sentences from direct into indirect speech. Mind the rule of sequence offenses: Example: She said, "I am going to the theater with my brother." She said that she was going to the theater with her brother. I. She said, "I"ll be ready in a few minutes." 2. He said to me, "My sister has not finished her homework yet." 3. My brother said, "These photographs are not very good." 4. Her friend said, "This letter is full of interesting news. It reached me two days ago." 5. She asked, "Has it been raining all day?" 6. The librarian asked, "Have the books come? 7. She said to me, "I have never been to London." 8. The student said, "I "ll work at my diploma design next year." 9. He said, "I am studying English at the University." 10. The professor said to the students, "The next lecture will be on linear motion." 11. My scientific adviser said to me, "You"ll go to Moscow to take part in the conference." 12. She asked the student, "Can you translate this article? "13. The teacher said to us, "Don"t look up the words in a dictionary when you translate such an easy text. " 14. In 1905 Albert Einstein declared, "Matter can be converted into energy." 15. IVKurchatov said, "I am happy to be born in Russia." X. Say the following sentences in Russian. Take into account the possible ways of translating the passive constructions: 1. The participants of the conference were shown the photographs made in outer space. 2. In the previous section you were given some facts to illustrate this phenomenon. 3. The new information was much spoken about. 4. The discovery of radium was followed by other important inventions. 5. All the machines were looked at with great interest. 6. The construction of this generator was paid great attention to. 7. Einstein's theory of relativity is often referred to by a great number of researchers. 8. We were informed about the report to be made by our professor. 9. The results of this investigation can be relied upon. 10. It is said that his theory produced revolution in science. 11. Use is made of electronics everywhere. 12. The engineer of our laboratory was offered new research work. 13. His report was followed by a short film. 14. Synthetic materials used in space technology are not affected by changes in temperature. 15. The electronic computer will be dealt with in the next chapter. 16. She was listened to with great attention. 17. Why don't you answer when you are spoken to? 18. My letter was answered immediately. 19. Nothing was heard from him. XI. Translate the sentences. Mind the different meanings of the word for: 1. One must be very attentive in experimenting, for accuracy is indispensable here. 2. He has not been taking English lessons for several months. 3. The problem we are dealing with is very important for our laboratory. 4. Colonial countries fight for their independence. 5. IV Kurchatov was a passionate fighter for peace. 6. He brought some papers for me to look them through. 7. It is difficult for him to solve this problem by himself. 8. We stayed in London for nine days. 9. I shan "t do it for the world. 10. My friend left for Moscow yesterday. 11. This room serves me for a study. 12. We all hoped for a change of the weather. 13. This young lady has a weakness for fine clothes. 14. He will prepare everything for the experiment. 15. I went to England for the first time ten years ago. 16. He always answered all students" questions for there were no foolish questions for him. XII. Match up the words which are similar in meaning: to take place, to operate, various, to arrive, to control, nearly, to explore, to obtain, actually, ordinary, dimension, to research, complex, to occur, to join, to come, to work, to get, type, almost, conventional, to calculate, size, complicated, different, really, to regulate, kind , to connect, to compute. LESSON TWO I. Study text A. Try to understand all the details. Use a dictionary if necessary: Text A The History of Television as a Technology 1. It is often said that television has altered our world. The invention of television was no single event or series of events. It depended on a complex of inventions and developments in electricity, telegraphy, photography and motion pictures1, and radio. It can be said to have separated out as a specific technological objective in the period of 1875-1890, and then, after a lag, to have developed as a specific technological enterprise from 1920 through to the first public television systems of the 1930s. Yet in each of these stages it depended on inventions made with other ends in view2. 2. Television, as an idea, was involved with many of these inventions. It is difficult to separate it, in its earliest stages, from phototelegraphy. The means of transmitting still pictures and moving pictures were actively .sought and to a considerable extent discovered. The list is long even when selective3: Carey's electric eye in 1875, Nipkow's scanning system in 1884; Braun's cathode-ray tube in 1897; Rosing's cathode-ray receiver in 1907. 3. Through this whole period two facts are evident: that a system of television was foreseen, and its means were being actively sought4, but also that , by comparison with electrical generation and electrical telegraphy and telephony, there was very little social investment to bring the scattered work together5. In 1923 Zworykin introduced the electronic television camera tube. Through the early 1920s Baird and Lenkins, separately and competitively, were working on systems using mechanical scanning. There was great rivalry between systems and there is still great controversy about contributions and priorities6. 4. What is interesting throughout is that in a number of complex and related fields, these systems of mobility and transfer in production and communication were at once incentives and responses within a phase of general transformation. The decisive transformation of industrial production and its new forms created new needs but also new possibilities, and the communications systems, down to television7, were their outcome. Notes 1.motion pictures - cinema 2.with other ends in view - with other goals 3. the list is long even when selective - the list is long, even if it is made selectively 4.its means were being actively sought - there were active searches for funds 5 .to bring the scattered work together - connect scattered works together 6. there is still controversy about contributions and priorities .- there is still controversy about the degree of participation and priority 7.down to television - down to television P. Say whether the following statements are true or false: 1. The invention of television was no single event or series of events. 2. In each of the stages of the development of television depended on inventions made with other ends in view. 3. It is not difficult to separate television, in its earliest stages, from phototelegraphy. 4. The means of transmitting still pictures and moving pictures were discovered. 5. There was great rivalry between systems, but there is no controversy about contributions and priorities. 6. The decisive transformation of industrial production created new needs and possibilities. III. Answer the questions on paragraph 1: 1. Has television altered our world? 2. What did the invention of television depend on? 3. Television has developed as a specific technological enterprise, hasn "t it? IV. Find the information dealing with scientists′ contribution to the development of television. Say it to your group-mate V. In paragraph 3 find the English equivalents for: obvious, foresee, seek, means, compared with, social investment, disparate, separate, development, rivalry, receipt, controversy, contribution, priority, actively, also VI. what the decisive transformation of industrial production and its new forms resulted in. VIII. Write out of the text the words and phrases describing the history of television. IX. Make an outline of the article. X. Speak about the history of television. LESSON THREE I. Look through the list of English words and their Russian equivalents facilitating reading text B: sophisticated - complex; live transmission - direct transmission; picture scanner - image analyzer; value - value, value ache; photosensitive cell - photosensitive element; to trace out a line - mark a line; frame frequency - frame frequency; crude - immature; scanning speed - scanning speed; to retain an image - save an image; succession - sequence; uninterrupted flow - continuous flow; to glow - glow; to strike (struck) - strike; allocated dot - the desired dot. II. Skim through the text. Try to understand the main contents(you are given 15 minutes): Text In Television. How does it work? The principles of television aren't as complicated - or as modern - as you might think. TV technology has become more sophisticated than ever, but the basic method of sending a television picture is quite simple. The first live transmission was made by John Logie Baird, the TV pioneer, in -1924. Television had come a long way since 1884, when Paul Nipkow from Germany patented a mechanical picture scanner. This system formed the basis for Baird's historic, transmissions. Nipkow's invention depended on a rotating disc. Light passing through the holes on the disc was transformed into electric values by photosensitive cells. The path of each hole in the disc was different, and thus traced out a different line, and read the entire frame in a logical order. At the receiving end, a lamp was used to send out corresponding impulses of light, which then passed through a further rotating disc, identical to the one at the transmitting end, and synchronized with it. The light passing through the disc was projected onto a screen to recreate the original object1. These attempts at televising objects were very crude, because the scanning speed was slow. A comparable system is used today except that electronic scanning equipment is much faster. Approximately 25 frames per second are scanned. Frame frequency is important in allowing television– and films to create moving pictures. The eye retains an image for about 1/16th of a second, so the mind experiences2 this succession of pictures as an uninterrupted flow. The large number of lines on modern television make clearly defined pictures possible. The cathode-ray tube patented in 1897 is used, in its refined form3, in present-day television sets. Its importance lies in its capacity to produce pictures. The tube has a screen which glows when struck by a stream of electrons from an electron gun inside the tube. Each point of the screen emits more or less light according to how long the beam is aimed at it4. A color television has three electron guns - one for each of the primary colors, red, blue and green. They bombard a screen of phosphor dots, arranged in groups of three - one dot for each color - while a masking device sorts the beams so each one falls on its allocated dot. A color television camera also has three cathode tubes and electron guns. Notes 1. to recreate the original object 2. the mind experiences 3. in its refined form 4. how long the beam is aimed at it III. Answer the following questions: 1. Are the principles of television complicated? 2. When was the first live transmission made? 3. What did Nipkow's invention depend on? 4. How was light transformed into electric values? 5. Was the light projected onto a screen to recreate the original object? 6. What does the importance of cathode-ray tube lie in? 7. How many electron guns does a color television have?IV.Look through the text again and try to speak about the frame frequency used in television.LESSON FOUR I.Look through the list of English words and their Russian equivalents.You"11 need them to understand text C better: digital - discrete, digital; to encode - encode; error - error; audio - sound; available - available; span - time interval, durability. II. Read the text carefully and find the information about the advantages of digital television: Text C New Trend in Television 1. The so-called analogue systems of television are to be replaced by digital systems in the near future. In time all stages of TV broadcasting - from the camera to the TV tube – will be digitalized. New systems make it possible to encode and compress tremendous flows of visual information. The advantages of digital techniques, first of all, improve the quality of the picture. Digital recording is almost free of signal errors. This applies fully to both video and audio signals. 2. Turning an old medium to a digital, ‘interactive’ one seems to be even more difficult than introducing completely new technologies. The digitalization of television is a process of translation. The ‘script’ attached to television as we know it has to be changed – but this involves more than the technical issues of switching from analogue to digital signals and receivers. So far, the efforts to translate television have been centered around the figure of, "interactivity and the notion of a value-added" television, where digital technique allows new interactive features and services added on top of the familiar medium. The new interactive uses of television have been envisioned to include, e.g. – a wider choice of program content by selecting channels or programs from video-on-demand services – simultaneous transactions – electronic shopping or betting related to the program content – value-added information services – either relating to the program or more general (citizen information services) – cross-media programs spanning a combination of media channels such as TV, Internet, mobile phone – poll-type interaction using the return path or telephony – interactive programs and games where the storyline and actions are modified by the user in a dynamic or exploratory way. It is obvious that the new interactive television services will affect the way we watch, use and think of television. Along with the new services, the existing and developing television user cultures also have an influence on what kinds of television content will succeed and what forms they will take. With the onset of digital television, changes in user behavior are to be expected, just like the introduction of remote control led to rapid channel changing (the "zapping" phenomenon). The changes in television watching habits can in turn lead to changes in production: the zapping phenomenon led to changes in the design and placement of commercials and greater segmentation of content within programs. Thus interactive television has been mostly addressed as a media technology and as a collection of programs and services. III. Which paragraph contains the information directly connected with the title of the text? Render this information. IV. Explain why analogue systems of television will be replaced by digital systems in the near future. V. Find the information about how electronics experts have succeeded in better organizing the information flows. VII. Name the advantages of digital television over the analogue one. VIII. You have read three texts containing some information about television. Summarizing the general ideas developed in texts A, B and C, prepare a report on the theme "Television. History and new trends in its development". The following plan will help you: 1. The invention of television - the result of a complex of inventions. 2. Nipkow's invention as the basis of the first live transmission. 3. The mechanical picture scanner and the principle of its work. 4. Some characteristics of modern TV sets. 5. The advantages of digital television. UNIT FIVE Grammar: Infinitive and its Functions (§ 13). Complex Object (§13,4). For + Noun (Pronoun) + Infinitive construction (§ 13, 5). · Word-formation: adjective +en=V; prefix un-. · Individual Work: Lab Work "Infinitive" LESSON ONE Pre-text Exercises I. Practice the reading of the following words: discovery , investigation [ɪnˌvestɪ"geɪʃ(ə)n], decisive , radar ["reɪdə], nucleonics [ˌnju: klɪˈɔniks], unprecedented [ʌn"presɪd(ə)ntɪd], sensitivity [ˌsensɪ"tɪvɪtɪ], structure ["strʌktʃə], automation [ˌɔ:təˈmeɪʃ(ə)n], adequate ["ædɪkwɪt], cybernetics [ˌsaɪbə(:) "netɪks]. II. Make sure if you can read these words correctly and say what words in the Russian language help you to guess their meaning: electron, revolution, physical, cathode, atom, structure, civilization, exploitation, diode, microscope, vacuum, radio, diagnosis, energy, industry, industrial, generate, instrument, social, combine, base, control. III. Give the initial form of the following words: followed, developed, electrons, produced, communications, locked, expanding, pouring, receivers, combined, enabled, applied, generating, given, offers, leading, senses. IV. State to what parts of speech the following words belong: discovery, investigation, physical, rapidly, directly, receiver, communication, decisive, shaping, computer, sensitivity, extension, structure, visible, optical, significant, industrial, treatment. V. a) Form verbs adding the suffix -en to the given adjectives, translate them: Example: fast - strong to fasten - attach bright, dark, sharp, wide, less, broad, deep, short, weak, hard. b) Form verbs with an opposite meaning adding the prefix un-. Translate them into Russian: Example: to cover - to cover to uncover - to open to close, to load, to tune, to tie, to fasten, to charge, to balance, to fix, to lock, to pack, to bend. VI. Make sure if you remember the meaning of the following verbs. Consult a dictionary: to follow, to lead, to apply, to develop, to combine, to produce, to represent, to give, to examine, to receive, to offer. VII. Define the functions of the Infinitive in the following sentences. Translate them into Russian: 1. Our task is to study well. 2. The idea to use this substance is not new. 3. He described the device to be used in all modern systems. 4. The apparatus to be assembled is very complicated. 5. To translate the text without a dictionary is difficult. 6. To make the experiment you must improve the device. 7. The engineer wanted to be sent to the conference. 8. Lodygin was the first to invent the electric lamp. 9. In order to solve these problems, scientists must make many experiments. 10. To carry out this research work requires special knowledge. VIII. Translate the following sentences into Russian paying attention to the functions of the Infinitive: 1. We shall consider a very simple example in order to explain this phenomenon. 2. Computer science is to be regarded as a new discipline. 3. It is quite necessary for him to make a great number of calculations to solve the problem. 4. We know silver to be the best of conducting materials. 5. Michael Faraday had little chance to get an education. 6. An attempt to form a theory of such systems was made by Professor W. 7. We expect the article to be published next year. 8. I believe him to have changed his plans. 9. Radio and television continue to develop and to find wider application in science and industry. 10. I saw the workers repair the machine. 11. The fastest way to detect an artificial satellite is by radio. 12. We watched the robot perform many operations. 13. We are to study the main laws of physics. 14. A computer has to be used to make these calculations. IX. Change the following complex sentences given below according to the example and translate them: Example: The process which will be described in this article is known as ionization. The process to be described in this article is known as ionization. 1. The method which will be used is reliable. 2. The results which will be received will be published next month. 3. The data that are to be obtained will be of great interest. 4. The measurements that must be made should be accurate enough. 5. The experiments which will be demonstrated are closely related to our research. 6. The problem that must be solved is very difficult. 7. The work that must be done is of great importance. 8. The method that will be used was developed in our laboratory. 9. The equipment that is to be installed is very effective. 10. The instrument which will be used must make precise measurements. X. Translate the following sentences into Russian paying attention to the Infinitive Constructions: 1. The professor made the students repeat the experiment. 2. We want them to receive this information as soon as possible. 3. We know the first atomic power station to have been built in the Ukraine. 4. The only thing for you to do is to use a microscope. 5. A material which allows electricity to flow through it is called a conductor. 6. We did not see them make this experiment. 7. For him to take this decision was not easy. 8. We think this work to be completed in a month. 9. Our professor wants us to use these data. 10. It was easy for our mechanic to repair this device. 11. Electronics enabled scientists to take pictures of the moon. 12. For the decision to be correct all facts must be considered. XI. Change the following complex sentences according to the example. Translate them into Russian: Example: Yablochkov was the first who realized the advantages of the alternating current. Yablochkov was the first to realize the advantages of the alternating current. 1. Franklin was the first who developed a new theory of electricity. 2. Lomonosov and Franklin were the first who made their experiments in the field of atmospheric electricity. 3. The engineer was the last who made the report at the conference. 4. The famous scientist was the first who proved this theory. 5. Newton was one of the first who studied light. 6. Lodygin was the first who invented the electric lamp. 7. These metals were the first that were used in industry. 8. This scientist was the first who developed the new process. 9. These devices were the first that were tested in our laboratory. 10. This radio station was the first that was built in our country. XII. Match up the words which have an opposite meaning: a) to cover, directly, old, much, more, rapidly, small, visible, powerful, long, before, to take, significant, effective; b) to uncover, ineffective, to give, after, powerless, short, large, invisible, slowly, less, little, new, indirectly, insignificant. XIII. Match up the words which have a similar meaning: a) investigation, rapidly, valve, shape, immense, to expand, speed, to examine, to receive, to apply, significance, efficient; b) importance, research, to use, effective, to get, to study, velocity, to extend, form, tube, fast, tremendous. XIV. Try to memorize the words and word-groups: discovery - discovery ■ investigation - (scientific) research; research, study ■ pure science - pure science ■ vacuum techniques - vacuum technology ■ cathode rays - cathode rays ■ communication - communication, communication ■ on a world scale - on a global scale ■ a decisive factor - the decisive factor ■ nucleonics - nucleonics (nuclear physics and nuclear technology) ■ store - stock ■ a branch of science - a branch of science ■ significant - significant, important ■ advance - progress, success ■ treatment - treatment ■ to play the leading role - to play a leading role. LESSON TWO I. Study text A. Try to understand all the details. Use a dictionary if necessary: Text A The Age of Electronics 1. The discovery of the electron, and the investigations into its nature which followed, led to a revolution in physical science. The revolution in pure science is rapidly bore fruit1 in many fields of applied science and technology, especially in the applied science of electronics. The vacuum techniques developed for the study of free electrons and cathode rays led directly to the radio valve and the television receiver. The new electronics combined with the older techniques of the telegraph and telephone produced a revolution in communications on a world scale. If the discovery of the electron had led only to radio and television it would still represent a decisive factor in the shaping of our civilization – but it led to much more. 2. Electronics produced radar. It led to nucleonics and hence to the exploitation of the immense store of energy locked in the atom. It gave birth2 to the electronic computer. By the middle of the twentieth century a rapidly expanding world-wide electronics industry was pouring out millions of parts for radio and television receivers and instruments for every branch of science and technology – instruments capable of unprecedented speed and sensitivity3. 3. Electronic devices give immense extension to our senses. We can now examine structures too small to be visible in even the most powerful optical microscope and receive signals from radio stars which started their long journey through space ages before there was any life on our planet. Electronics combined with rocketry has enabled scientists to take close-up pictures4 of the moon. Electronics applied to medicine has already produced significant advances in diagnosis and treatment. 4. Electronics plays the leading role in automation which is generating a second industrial revolution of wider social significance than the first. 5. Electronics has also given birth to cybernetics which offers, for the first time in history, an effective science of government based on adequate information and communication. 6. It seems very probable that electronics will dominate technology even in the distant future. Notes 1. to bear fruit - bear fruit, give results 2. to give birth - give birth, give birth 3. unprecedented speed and sensitivity - unprecedented speed and sensitivity 4. to take close-up pictures - take pictures at close range II. Say whether the following statements are true or false: 1. The revolution in pure science is rapidly bore fruit in many fields of applied science and technology. 2. The new electronics produced a revolution in communications. 3. The discovery of the electron led to a revolution only in physical science. 4. Electronics doesn't play the leading role in automation. III. Answer the following questions on paragraph 2: 1. What did electronics produce? 2. What did it lead to? 3. What did it give birth to? 4. What was electronics industry pouring out by the middle of the twentieth century IV. Translate paragraph 3 into Russian. V. Read paragraph 4 and say where electronics plays the leading role. VI. In paragraph 2 find the English equivalents of the following words: electronics , radar, stock, electronic computer, part, device, television receiver, industry, sensitivity, technology, produce. VII. Write out of the text the words and phrases describing general uses of electronics. VIII. Make an outline of the text. IX. Speak about the age of electronics using your outline. LESSON THREE I. Look through the list of English words and their Russian equivalents. You will need them for better understanding text B: radio tube - radio tube; wire - wire, wire; layer - layer; junction - connection, articulation; transition; a solid-state diode - solid state diode; sound picture - 1. sound film; 2. sound film; long-distance telephone call - long-distance telephone call; seek - seek; to adapt - adapt; control - management; regulation; image - image; to respond - respond; to detect - notice, detect. P. Skim through text B and choose the best title for it: 1. Electronics in Industry. 2. Electronics and the Second Industrial Revolution. 3. General Uses of Electronics. Text B Electronics is the science or practice of using electricity in devices similar to transistors and radio tubes so as to get results not possible with ordinary electrical equipment. most persons know how electric current flows in motors and transformers; here the electricity always flows in the copper wire or other metal parts. When electricity passes through space as occurs within a tube, such action is called electronic. More recently, when layers of semiconductor metals are joined together so that current flows through the junction in one direction only, as in a solid-state diode or a transistor, such action is also called electronic. If a device passes its stream of electrons through internal space, or through the junction where certain different metals meet, the device is called electronic. Without electronics there might be no radio, television, sound pictures or long-distance telephone calls. Most of these familiar equipments serve to carry or give information; so communication early was a main purpose of electronics and still holds interest of many workers and students in this field. Meanwhile, the industry is seeking faster and more accurate methods o
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