- •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. What are the advantages of the portable computer? Name as many as you can.
Text 8 C
1. Skim the text and get ready to discuss the main stages of the development of the computer:
The development of the Computer
The ideas and inventions of many engineers, mathematicians, and scientists led to the development of the computer. The ancient abacus served as the earliest sort of calculating device. But its use was limited by the need to move each counter individually.
Early calculating devices. The first true calculating machines were developed in the 1600’s. In 1642, the French mathematician, scientist, and philosopher Blaise Pascal invented the first automatic calculator.
During the early 1670's, the German mathematician Gottfried Wilhelm von Leibniz extended the usefulness of the calculator that Pascal had invented.
Leibniz sought a counting system that would be easier for a machine to handle than the decimal system He developed the binary system of mathematics in the late 1600's. Binary mathematics uses only the 0 and the 1 arranging them to represent all numbers.
The first successful computer. In 1888, American inventor and businessman Herman Hollerith devised a punched card system, including the punching equipment, for tabulating the results of the United State census. Hollerith's machines used electrically charged nails that, when passed through a hole punched in a card, created a circuit. The circuits registered on another part of the machine, where they were read and recorded.
The first analog computer. Vannevar Bush, an American electrical engineer, worked to develop a computer that would help scientists. In 1930, he built a device called a differential analyzer to solve differential equations. This machine was the first reliable analog computer. It derived measurements from the movements of its gears and shafts.
The first electronic computers. Some scientists and engineers saw greater computing potential in electronics. The first special-purpose electronic digital computer was constructed in 1939 by John V. Atanasoff, an American mathematician and physicist. In 1944, Howard Alken, a Harvard University professor, built another early form of digital computer, which he called the Mark l. The operations of this machine were controlled chiefly by electromechanical relays (switching devices).
In 1946, two engineers at the University of Pennsylvania, I. Presper Eckert, Jr., and John William Mauchly, built the first general-purpose electronic digital computer. They called it ENIAC (Electronic Numencal Integrator And Computer). ENIAC contained about 18,000 vacuum tubes, which replaced the relays that had controlled the operation of Mark I. The machine weighed more than 30 tons (27 metric tons), occupied more than 1,5000 square (140 square meters) of floor space, and consumed 150 kilowatts of electricity during operation. ENIAC operated about 1,000 times as fast as the Mark I. It could perform about 5,000 additions and 1,000 multiplications per second. ENIAC also could store parts of its programming.
The miniaturization of computer components. The invention of the transistor in 1947 led to the production of faster and more reliable electronic computers. Transistors control the flow of electric current in electronic equipment. They soon replaced the bulkier, less reliable vacuum tubes. In 1958, Control Data Corporation introduced the first fully transistorised computer, designed by American engineer Seymour Cray. IBM introduced its first transistorised computers in 1959.
During the 1960's, computer technology improved rapidly. Different kinds of circuits were placed on silicon chips. Some of the circuits contained the computer's logic. Other chips held memory. By the early 1970's, the entire workings of a computer could be placed on a handful of chips. As a result, smaller computers became possible. The central chip that controlled the computer became known as a microprocessor.
The personal computer. The first personal computer, the Altair, was introduced in 1975. Only electronics hobbyists bought these computers.
In 1977, two American students, Steven P. Jobs and Stephen G. Wozniak, founded the Apple Computer Company and introduced the Apple II personal computer. The Apple II was much less expensive than mainframes. As a result, computers became available to people other than computer specialists and technicians. Personal computers were purchased by small and medium-sized businesses that could not afford mainframes or did not need the immense computing power that mainframes provided. Millions of individuals, families, and schools also bought them.
In 1981, IBM entered the personal computer market with its PC. The machine was even more successful than the Apple II. Apple scored another success in 1984 with the introduction of its Macintosh, a powerful, easy-to-use desktop computer.
Computers of the future. Tomorrow's computers will be increasingly powerful. Computer researchers continue to seek ways to develop faster and more powerful machines and software. For example, experimental computers called optical processors use beams of laser light, rather than electric current, to process data. Many scientists believe that optical computers will someday work much faster than electronic ones. Much software research focuses on the development of new virtual-reality programs to provide increasingly realistic simulated experiences. Computer experts predict that virtual-reality will play a large role in education and training as well as offer dramatic possibilities for entertainment. Much software research also focuses on the further development of artificial intelligence, which is intended to help computers make decisions rather than simply to manipulate.
2. Continue the list of inventions which have resulted in the development of the modern computer:
(a) abacus (рахівниця)
(b) automatic calculator
(c) ………
3. Match the names with the things they are associated with. See the list from ex.2:
Seymour Cray
Gottfried Wilhelm von Leibniz
John V.Atanasoff
Steven P.Jobs and Stephen G.Wozniak
Blaise Pascal
Vannevar Bush
J.Presper Eckert, Jr., and John William Mauchly
Herman Hollerith
Howard Alken
e.g. 5b; …
4. Explain which events the following dates refer to:
1981; 1947; 1946; 1975; 1959; 1888; 1642.