- •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
2. Put the questions to the answers:
Ancient Mesopotamia, Syria and Egypt.
By slow and crude methods of distillation.
4000 to 5000 years ago in Iraq.
Along the Tigris river.
For waterproofing and mummification.
In 1595.
A short distance from the shore of the Gulf of Paria.
From Trinidad Lake.
It contains many impurities and foreign matter.
For paving purposes.
HOME – READING
Text 7 D
1. Mind some special terms to understand the text properly:
Girder bridge – балочний міст
Truss bridge – фермовий міст
Arch bridge – арковий міст
Cantilever bridge – консольний міст
Suspension bridge – висячий міст
Cable-stayed bridge – кабельний міст
Moveable bridge – рухомий міст
2. Read the text and match the type of the bridge with one of the features given below:
A roadway that is moved entirely or partially.
A roadway hanging from steel cables supported by two high towers.
Spans in the form of arches.
The cables that support the roadway are connected directly to the towers.
Has two independent beams that extend from opposite banks of a waterway.
Frameworks, arranged in the form of triangles.
Beams’ ends simply rest on piers or abutments.
KINDS OF BRIDGES
There are seven main kinds of bridges: 1) girder bridges, 2) truss bridges, 3) arch bridges, 4) cantilever bridges, 5) suspension bridges, 6) cable-stayed bridges, 7) moveable bridges.
The types of bridges vary in total length, the length of their spans, and the weight they can support. Before deciding which kind to build at a particular place, engineers determine the length of the structure and of each span. They also must consider the maximum load that the bridge will carry and the materials available to construct the bridge.
Girder bridges, which include many highway bridges, are made of beams called girders whose ends simply rest on piers or abutments. These bridges may be used to cross most areas. The span length of girder bridges ranges up to 300 metres.
Truss bridges are supported by frameworks called trusses. The parts of the trusses are arranged in the form of triangles. Such bridges are built over canyons, rivers and other areas. A truss bridge may have a main span that extends more than 300 metres.
Arch bridges are structures in which each span forms an arch. The spans range up to about 518 metres long. The arch bridge is one of the oldest types of bridges. Early arch bridges consisted of large stone blocks wedged together to form an arch. Today, the majority of arch bridges that have short spans are made of concrete or wood. Arch bridges with long spans are built of concrete or steel.
Cantilever bridges consist of two independent beams called cantilevers that extend from opposite banks of a waterway. The two cantilevers are joined together above the middle of the waterway by a beam, girder or truss. Cantilever bridges may have spans as long as about 549 metres. Most bridges of the cantilever type are made of prestressed concrete.
Suspension bridges are perhaps the most impressive type of bridge because of their long main span and especially attractive appearance. These bridges have a roadway that hangs from steel cables that are supported by two high towers.
Suspension bridges are used to span great distances. Most suspension bridges have main span more than 300 metres, but some have a main span longer than 1200 metres. Suspension bridges are also used to cross deep water or steep canyons, and in other places where the construction of piers is especially difficult and expensive. These bridges require only two piers, each of which supports a tower. A suspension bridge may sway in a strong wind. To minimize such movement, most suspension bridges have a thick structure that supports the roadway. This type of structure helps stiffen the bridge and is called a stiffening girder.
Cable-stayed bridges resemble suspension bridges. Both have roadway that hang from cables, and both have towers. In a cable-stayed bridge, however, the cables that support the roadway are connected directly to the towers.
Moveable bridges have a roadway that is moved entirely or partially to provide enough clearance for large ships to pass.
ADDITIONAL READING
HOW ROADS AND HIGHWAYS ARE MAINTAINED
Repairing damage and resurfacing. Roads and highways gradually wear out. The work of repairing and resurfacing is called maintenance. Maintenance also includes removing ice and snow, painting stripes on pavement, cutting grass, putting up signs, and caring for roadside shoulders, roadsides and bridges.
Gravel and other similar type roads have to be smoothed quite often. Surfaces and edges of bituminous materials are repaired by patching with new material where worn spots develop from travel or because of weak spots in the ground underneath. Every 10-15 years many roads with bituminous surfaces are resurfaced completely.
Workers repair concrete pavements by digging out broken sections and putting in new concrete. They often repair cracks by filling them with asphalt. Many older concrete pavements must be resurfaced completely.
Clearing ice and snow. Most roads and highways must serve the year round. So they must be kept free from snow and ice in winter. Trucks with V-shaped or straight-blade plows attached to the front clear the roads when it snows. In deep drifts, special snowplows are needed. Some of the most powerful snowplows are called rotary plows. Rotary plows have a big screw at the front that chews into the snowdrifts and pulls the snow back into a large fan. The fan shoots the snow to one side of the road.
Often roads and highways that are slippery from ice and snow must have salt, chemicals or sand spread on them to keep them passable.
PEDESTRIANS, BEWARE!
Since the late 1970-s, more than 6,700 pedestrians have been killed annually by cars or other vehicles. That’s the equivalent of a Value-Jet crash every six days. According to the Surface Transportation Policy Project, you’re more likely to be killed by a stranger in a car than by a stranger with a gun.
Even the good news is grim. Pedestrian fatalities fell 14% in the ten years ending 1996, the latest year with complete statistics. But that’s still more than 6,000 deaths a year on average, and total pedestrian traffic is falling even faster. The National Personal Transportation Survey reports that discrete pedestrian journeys to the dry cleaners, to the office, etc. – fell from 7.7% of all trips in 1990 to 5.4% in 1995. This suggests the ratio of fatalities to trips actually is rising.
Many cities have achieved significant reductions in pedestrian deaths, often with such “traffic calming” designs as speed bumps and intersection circles. Seattle, which has installed more than 700 circles, cut fatalities by 18% between 1986 and 1995.
Such devices do slow speeding fire trucks, as well as speeding pickup trucks. But studies show the delay is barely a few seconds per obstacle, not enough to make a significant difference in response times.
And, of course, slower traffic means fewer calls for emergency crews.
Other strategies include better traffic enforcement and safety education programs for drivers and walkers.
Plainly, pedestrian cause some of their problems: alcohol, impatience and inattention are familiar contributors to accidents.
SUPERHIGHWAYS
Negotiating such highways as freeways, expressways or Interstates requires some adjustments in your driving habits. Because access is limited, it is important to plan exit points and service stops well in advance.
High speeds make it vital to look well ahead in order to spot potential hazards and to maintain a safe distance between you and a vehicle in front of you. Scan at least 12 seconds ahead. To check this distance, select a stationary object ahead and start counting: it should take you 12 seconds to arrive at that point. Keep a minimum of 3 or 4 seconds between you and a vehicle ahead; this will allow you time to adjust to other’s maneuvers. Check your distance by choosing a fixed object and counting seconds from the time the car ahead passes it until you do.
Entering and leaving a superhighway require special techniques. As you move down the ramp to enter the highway, check traffic with quick glances over your shoulder and in the outside mirror. Find a gap in the through lane, then time you approach to blend into that gap at traffic-flow speed. Do not stop unless there is no choice. You might have to adjust your speed in the acceleration lane to merge smoothly with other traffic. Always signal! When you leave a freeway, signal but do not slow down until you are completely in the deceleration lane. Then slow to the posted exit speed.
Listening comprehension