- •Do you know that:
- •Exercise 1. Decide what parts of speech these words belong to and translate:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match opposites:
- •Exercise 4. Translate the word-combinations and make up the sentences of your own with them:
- •Exercise 5. Match the word with its definition:
- •Exercise 6. Find the derivatives from the words and translate the text: hobby, regular, to manufacture, to win, to participate, original.
- •Exercise 7. Fill in the gaps with the word in the right form. Translate the sentences:
- •Exercise 8. Translate the word-combinations:
- •I. Gerund
- •Exercise 9. Translate the sentences:
- •Exercise 10. Find the sentences with Gerund and translate them:
- •Exercise 11. Find and translate sentences with Gerund in the text:
- •Exercise 12. Put the verbs in brackets in the form of Gerund:
- •Exercise 13. Complete the sentences with Gerund. Use the verbs from your active vocabulary where possible:
- •Exercise 14. Translate English proverbs and sayings and give equivalents if possible:
- •Exercise 15. Translate the sentences:
- •Exercise 18. Compose sentences according to the model:
- •Exercise 19. Translate the sentences:
- •Task 1. Think over the answers to the following questions:
- •Task 2. Read an translate the text:
- •Task 3. Answer the questions using the information you have learnt from the text:
- •Task 4. Discuss the problems:
- •Task 5. Make possible word-combinations which can be ab or ba. For example exhaust gases or road safety:
- •Task 6. Write questions to the answers:
- •Task 7. Translate the sentences:
- •4. Read do's and don'ts of safe driving again. Make a summary of them without looking into the text.
- •1. Translate the word-combinations to understand the text:
- •2. Skim the text and find the answers to the questions after it:
- •3. Find the key sentences and speak on the text.
- •1. Read the text:
- •2. Make a short report on the necessity to avoid using alcohol while driving.
- •Task 1. Open the brackets and put the word in the right form: Some interesting facts about the car-making process
- •Outstanding people
- •Listen to the dialogue twice and reproduce it.
- •Do you know that:
- •Exercise 5. Choose the right word for each sentence:
- •Exercise 6. Translate the word-combinations:
- •I. Infinitive
- •Exercise 7. Translate the sentences:
- •Exercise 8. Complete the sentences with your own ideas according to the models:
- •Exercise 9. Translate the word-combinations:
- •Exercise 10. Translate the sentences:
- •II. Complex Object
- •Exercise 11. Translate the sentences:
- •Exercise 12. Translate the sentences:
- •Task 3. Read and translate the text:
- •Task 4.Write the nouns in the correct column in the table. Translate them:
- •Task 5. Answer the questions concerning each of the three groups of means of transportation:
- •Task 6. Translate the phrases in brackets using Complex Object:
- •Task 7. Translate the sentences:
- •Task 10. You are going to travel around the world. Get divided into groups of three and give arguments in favour of the kind of transportation you have chosen to travel by.
- •1. Look through the text and arrange the parts of the text in the chronological order:
- •2. Find the key sentences and speak on the text.
- •1. Read the text. Are the statements below true or false?
- •2. Give a brief outline of the problems in modern transportation and ways to solve these problems.
- •Improving london
- •1. Listen and choose the best answer to the questions:
- •Do you know that:
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match opposites:
- •Exercise 4. Translate the word-combinations:
- •Exercise 5. Match the words to their definitions. Translate them:
- •Exercise 6. Give English equivalents to the following:
- •Exercise 7. Translate the sentences:
- •Exercise 8. Transform the sentences according to the model:
- •Exercise 9. Translate the sentences:
- •Exercise 10. Fill in the blanks with Future Simple, Future Progressive and Future Perfect:
- •Exercise 11. Compose sentences with different time signals. Use the active vocabulary:
- •Exercise 12. Translate into English. Put different types of questions to the sentences:
- •Task 1. Think over the answers to the following questions:
- •Task 2. Read and translate the text.
- •Task 3. Say whether the statements are true or false:
- •Task 4. Find the right answer:
- •Task 5. Complete the sentences with the information from the text:
- •Task 6. Make up sentences:
- •Task 7. Choose the right form of the verb:
- •Task 8. Translate the sentences using Complex Object, Future Perfect and Perfect Progressive.
- •Task 9. You are walking along the street with small children. Children always put a lot of questions. They ask you “What were the first roads like?” Having read the text you can tell a lot about this.
- •1. Look through the text and choose the titles given below corresponding to the content of each passage of the text.
- •Supplementary vocabulary:
- •2. Here are the definitions of some words from the text. Find these words:
- •3. Summarize the text to produce a short report on road construction.
- •1. Skim the text to outline the main stages of history of asphalt:
- •2. Put the questions to the answers:
- •1. Mind some special terms to understand the text properly:
- •2. Read the text and match the type of the bridge with one of the features given below:
- •Listen to the text and think of some other outstanding people in the history of road construction.
- •Do you know that …
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match an opposite to the first word of the line:
- •Exercise 4. Translate the word-combinations:
- •Exercise 5. Fill in the gaps with the right verb from the box in the correct form:
- •Exercise 6. Translate the word-combinations:
- •Exercise 7. Translate chains of words:
- •I. Subjunctive mood
- •Exercise 8. Translate the sentences:
- •Exercise 9. Match a line in a to a line in b:
- •Exercise 10. Put the verb in brackets in the correct form:
- •Exercise 11. Rewrite these sentences using sentences of unreal condition:
- •Exercise 12. Restore the questions and answer them:
- •Exercise 13. Complete these sentences using Active Vocabulary:
- •Exercise 14. All people have dreams. Tell other students about your dreams and desires:
- •Exercise 15. Translate the sentences:
- •Task 4. Give definitions of the following:
- •Task 5. Here are the answers to some questions on computers. Write the questions:
- •2. What are the advantages of the portable computer? Name as many as you can.
- •1. Skim the text and get ready to discuss the main stages of the development of the computer:
- •5. Imagine one day of your life in 5 years. How will automatic ma-chines help you to live through this day? Write a composition of 10-15 sentences.
- •Translate the questions given above into English (in the written form) and ask your partners.
- •It’s interesting to read …
- •Listen to Tapescript 8 and complete each sentence:
- •Do you know that …
- •Exercise 1. Translate the derivates:
- •Exercise 2. Match synonyms:
- •Exercise 4. Translate the word combinations:
- •Exercise 5. Read the formulae and match them to their English equivalents:
- •Exercise 6. Study Fig. 9.1. Find out the sources of:
- •Exercise7. Answer the questions making use of the following words and word combinations. Study Fig. 9.1, Fig. 9.3:
- •Exercise 8. Study Fig. 9.2 and speak on how mercury reaches people. Use the verbs:
- •I. Subjunctive mood Exercise 9. Fill in the blanks with adverbs from the box; ask and answer the questions on the information:
- •Exercise 10. Translate the sentences given after the tables:
- •Exercise 11. Match a line in a with a line in b to make statements:
- •Exercise 12. Make unreal conditional sentences for the following situations:
- •Exercise 13. Complete the sentences using the Active Vocabulary of the lesson:
- •Exercise 14. Find and correct one mistake in each sentence:
- •Exercise 15. Decide what parts of speech are words in bold type. Translate the sentences:
- •Task 1. Give your opinion on the following:
- •Task 2. Look through the text and divide it into five parts. Give titles to each part. Task 3. Read and translate the text:
- •Task 4. Answer the questions:
- •Task 5. Make word-combinations. Match nouns to verbs (a) and adjectives to nouns (b):
- •Task 6. Decide which words do not go along with these key words:
- •Task 7. Speak on the harm done to the environment . Use the table:
- •Task 8. Fill in the gaps with the words from the box to complete the sentences:
- •2. Here are the answers to some questions. Work out the questions:
- •3. Continue the list of causes of environmental pollution and explain the ways in which people pollute their surroundings:
- •2. Skim the text and check your answers:
- •1. Before reading the text, fill in the following table:
- •2. Look through the text and give your opinion on the following:
- •Listen to Tapescript 9 and do the following tasks:
- •I. Say what the following numbers refer to:
- •II. Choose the right ending to each sentence below:
- •Do you know that …
- •Active vocabulary
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Translate the word combinations:
- •Exercise 3. Match synonyms:
- •Exercise 4. Match opposites:
- •Exercise 5. Put the verbs in brackets in the correct form. Translate the sentences:
- •Exercise 6. Translate into English to parts in brackets to complete the sentences:
- •Task 4. Answer the questions:
- •Task 5. Mind the following abbreviations of electronic correspondence:
- •Task 6. Translate the word combinations:
- •Task 7. There is an example of one type of messages. Read and translate it, answer the questions given after the message:
- •Task 8. Below are 3 messages. Write them in the form of fax or e-mail:
- •Task 9. Look through the following fax. This is an example of an informal message. Translate it:
- •Task 10. Fax your own messages on:
- •Task 11. Translate the sentences:
- •1. Restore the questions, concerning your c.V. (Resumé) and answer them:
- •2. Before reading text 10 b give your opinion on:
- •3. Read, translate and memorize the recommendations concerning resumé:
- •4. Look through the layouts of cv (1), cv (2) and resumé (3). Find their common features:
- •5. Interview an applicant. You want to begin with the questions about:
- •9. Translate the sentences:
- •10. This is a sample covering letter (or a letter of interest). Read, translate and write your own covering letter and a resumé:
- •1. Think of the answers to the following questions:
- •2. Skim the text:
- •II. The Functional Resumé.
- •4. Compare two tables with salutations and complimentary closes of different letters in British English and American English. Remember the differences:
- •5. Look through the structure of the following business letters and indicate the following parts: the letter-head, references, per pro, company position enclosure. Translate the letter:
- •6. Compose your own business letter.
- •8.Translate into English.
- •9. You want to continue your education abroad (choose any country, college or University). Write your own covering letter for this purpose.
- •In respect of/to-
- •Підрядні додаткові речення: that (щоб, що), whether, if (якщо, якби) Підрядні речення часу:
- •Умовні підрядні речення
Task 7. Choose the right form of the verb:
1. will have developed / will be developing
They … a new model of bridge by next year.
They … a new model of bridge all next year.
2. will have drained off / will be draining off
The workers … this area during the construction.
The workers … this area before the construction.
3. will be feeding / will have fed
This river … this village by water for some years.
This river … this village by water before the harvesting.
4. will have overcome / will be overcoming
They … this canyon by the evening.
They … this canyon tomorrow.
5. will be calculating / will have calculated
The engineer … the distance between the abutments during the construction.
The engineer … the distance between the abutments by the beginning of construction.
6. will have been in use / will be in use
This apparatus … for 3 years already before you get it.
This apparatus … for 3 years.
7. will have paved / will be paving
They … this road before traffic begins.
They … this road for some time.
8. will be investigating / will have investigated
We … the island the following months.
We … the island by next month.
9. will have found / will be looking for
He … the solution of the problem during the debates.
He … the solution of the problem before the debates begin.
10. will be digging / will have dug
The workers … the ground during the construction.
The workers … the ground before the construction.
11. will be crossing / will have crossed
They … this river before you join them.
They … this river when you join them.
Task 8. Translate the sentences using Complex Object, Future Perfect and Perfect Progressive.
Як виявилося, загальна довжина моста 300 метрів.
Відомо, що перший бетонний міст був побудований у 1869.
Відомо, що опора повинна бути довговічною та надійною.
Вважається, що більшість мостів мають дві опори.
Пішоходи будуть рухатися проїзджою частиною поки не буде зроблено пішохідну доріжку (sidewalk).
Він уже знайде підтримку поки ти запропонуєш свою.
Вважається, що найперші мости було побудовано у Вавилоні.
Відомо, що дороги у містах називають вулицями.
Схоже, ця дорога спускається до ріки.
Відомо, що римляни побудували близько 80000 кілометрів доріг.
Відомо, що перший дорожній департамент був заснований у Франції.
Вважають, що міст повинний бути настільки міцним, щоб витримати і свою вагу, і вагу вантажу.
Task 9. You are walking along the street with small children. Children always put a lot of questions. They ask you “What were the first roads like?” Having read the text you can tell a lot about this.
TEXT 7 B
1. Look through the text and choose the titles given below corresponding to the content of each passage of the text.
Planning (планування) Grading (уклін) Intersections (перехрестя) Lighting (освітлення) Paving (покриття) |
Noise Control (шумовий контроль) Roadside Improvement (покращення узбіч) Storm-Water Drainage (дренаж грозової води) Bypasses (об'їздні дороги) |
HOW ROADS AND HIGHWAYS ARE BUILT
1. Highway planners study everything from the long-range needs of a state or the entire country to a particular section of a single route. This planning determines what the highway needs of the region are and how these needs can best be fulfilled and paid for.
In planning a system or a route, planners must learn: 1) where people live, 2) where they want to go, 3) how they get there, 4) where goods are produced, 5) what markets the goods are sent to, and 6) how the goods reach their final users. Traffic counts tell how many and what kinds of vehicles travel on a road, and when traffic is the heaviest.
2. Bypasses are built to take motorists around cities. Motorists travelling some distance often do not want to drive through small town or the centres of large cities that lie on their routes. Those travelling from one part of the city to another also usually prefer to avoid downtown traffic. The bypass helps these motorists avoid city traffic, and reduces traffic congestion for those who want to drive into town.
3. Intersections are crossing of one road by another. Most intersections are at the same level, so that vehicles going east and west have to take turns crossing with vehicles going north and south. Sometimes roads intersect at odd angles and it is especially difficult to make a safe crossing. When two freeways intersect, complex interchanges are sometimes needed. These may require a number of bridges and other facilities.
4. The first job in building a new highway is to clear the way. There may be trees to cut down. Sometimes buildings have to be torn down or moved. The way then is ready for rough grading. Here is where other big machines begin to work. While the grading is going on, culverts or pipes to carry away rain water, are put in place under the road or under driveway entrances. Ditches are cut at the roadsides to carry rain water to the culverts. After the right-of-way is shaped roughly for traffic, it is smoothed and packed down to the required level and shape.
5. Paving begins after grading is completed. The pavement is of definite thickness and is of stronger materials than the earth underneath. The kind and thickness of pavements depend largely on the weight and amount of traffic expected to use them. On most of the low-traffic surfaced roads the pavements are of gravel, crushed rock or other mineral materials. Roads that carry heavy traffic must have a durable surface – bituminous and portland cement concrete. In both kinds of surfacing the aggregate (stone and sand) forms the body of the material and the bitumen or portland cement serves as a binder.
6. Storm-water run-off from paved highways and parking lots may contain oil, exhaust emissions and other dangerous chemicals from vehicles. These chemicals mix with other storm waters and enter rivers and streams. Many states now require that highway projects include ditches or channels that direct storm water into temporary reservoirs.
7. Good lighting help cutting accidents for both vehicles and pedestrians. On most highways and roads, nearly all the light comes from the headlights of the trucks and cars. But on busy streets and dangerous rural locations, overhead lights are used. Reflectors for the lamps are designed specifically to shine most of the light down on the roadway without glaring into the eyes of drivers.
8. The increased use of highways causes loud traffic noise, creating a problem for people who live near highways. For this reason, engineers have designed noise batteries made of concrete, wood, metal, plastic and other materials that block sound. In some areas vegetation provide protection from traffic noise.
9. Roadsides are often planted with special grasses or vines to keep the earth from washing into the ditches. In addition, many roadsides are beautified with trees and bushes. Such planting and landscaping help break the monotony of travel and make the countryside more attractive.