Предлагаемое учебное пособие предназначено для студентов 2-4 курса специальности и разработано в соответствии с требованиями федерального государственного образовательного стандарта среднего профессионального образования и учебной программы курса английского языка.
Цель настоящего пособия – обучение иностранному языку в ходе взаимосвязанного развития умений в основных видах речевой деятельности, совершенствование речевых навыков и умений в использовании лексического материала. Пособие поможет студентам организовать свою работу по домашнему чтению, усвоить лексические единицы специальных технических текстов, параллельно ознакомит с оригинальными текстами, взятыми из английских и американских журналов и газет.
заключается в том, чтобы помочь студентам овладеть компьютерной терминологией, а также усовершенствовать свои навыки английского языка.
Пособие содержит тексты, которые описывают все основные разделы вычислительной техники и снабжены послетекстовыми упражнениями, готовящими студентов к пересказу и самостоятельным высказываниям.
Данное издание можно использовать как для самостоятельного изучения английского языка, так и как дополнительное учебное пособие во время занятий.
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Министерство образования и науки Хабаровского края
Краевое государственное бюджетное профессиональное образовательное учреждение
«Комсомольский-на-Амуре авиационно-технический техникум»
ПРАКТИЧЕСКОЕ ПОСОБИЕ
ПО ИНОСТРАННОМУ (АНГЛИЙСКОМУ) ЯЗЫКУ
Специальность 09.02.01 Компьютерные системы и комплексы
Форма обучения (очная)
Курс 2 , 3 , 4 семестр 3 , 4 , 5 , 6, 8
Практические занятия 168 часов
Самостоятельная работа 84 часа
Зачет 8 семестр
Учебное пособие составлено в соответствии с требованиями федерального государственного образовательного стандарта среднего профессионального образования, утвержденного приказом Министерства образования и науки Российской Федерации от «06» ноября 2009 г. № 247
Рассмотрено на заседании ПЦК общеобразовательных дисциплин
Протокол № ___ от «___» ___________ 2016 г.
Председатель ПЦК ___________ Н.К. Тургенева
(подпись) (ФИО)
Составитель преподаватель английского языка ___________ Т.Е. Марфина
(должность) (подпись) (ФИО)
2016
Аннотация
Предлагаемое учебное пособие предназначено для студентов 2-4 курса специальности 09.02.01 Компьютерные системы и комплексы и разработано в соответствии с требованиями федерального государственного образовательного стандарта среднего профессионального образования и учебной программы курса английского языка.
Цель настоящего пособия – обучение иностранному языку в ходе взаимосвязанного развития умений в основных видах речевой деятельности, совершенствование речевых навыков и умений в использовании лексического материала. Пособие поможет студентам организовать свою работу по домашнему чтению, усвоить лексические единицы специальных технических текстов, параллельно ознакомит с оригинальными текстами, взятыми из английских и американских журналов и газет.
Основная задача представленного пособия заключается в том, чтобы помочь студентам овладеть компьютерной терминологией, а также усовершенствовать свои навыки английского языка.
Пособие содержит тексты, которые описывают все основные разделы вычислительной техники и снабжены послетекстовыми упражнениями, готовящими студентов к пересказу и самостоятельным высказываниям.
Данное издание можно использовать как для самостоятельного изучения английского языка, так и как дополнительное учебное пособие во время занятий.
Contents
Аннотация 2
Unit 1 5
Unit 2 8
Unit 3 11
Unit 4 14
Unit 5 16
Unit 6 21
Unit 7 25
Unit 8 28
Unit 9 30
Unit 10 33
Список использованных источников 37
UNIT 1
to calculate ten-toothed gear wheels a chip
an abacus to aim guns rectangular
a bead frame responsible a layer
to devise to figure out attached
a slide rule a generation to encapsulate
to reduce a predecessor dependable
History of Computers
Let us take a look at the history of the computers that we know today. The very first calculating device used was the ten fingers of a man’s hands. This, in fact, is why today we count in tens and multiply of tens. Then the abacus was invented, a bead frame in which the beads are moved from left to right. People went on using some form of abacus well into the 16 th century, it is being used in some parts of the world because it can be understood without knowing how to read.
During the 17th and 18th centuries many people tried to find easy ways of calculating. J. Napier, a Scotsman, devised a mechanical way of multiplying and dividing, which is how the modern slide rule works. Henry Briggs used Napier’s ideas to produce logarithm which all mathematicians used today.
Calculus, another branch of mathematics, was independently invented by both Sir Isaac Newton, an Englishman, and Leibnitz, a German mathematician. The first real calculating machine appeared in 1820 as the result of several people’s experiments. This type of machine, which saves a great deal of time and reduces the possibility of making mistakes, depends on a ten-toothed gear wheels.
In 1830 Charles Babbage, an Englishman, designed a machine that was called ‘The Analytical Engine’. This machine, which Babbage showed at the Paris Exhibition in 1855, was an attempt to cut out the human being altogether, expert for providing the machine with the necessary facts the problem to be sowed. He never finished this work, but many of his ideas were the basis for building today’s computers.
In 1930, the first analog computer was built by American named Vannevar Bush. The device was used in World War II to help aim guns. Mark I, the name given to the first digital computer, was completed in 1944. The men responsible for this invention were Professor Howard Aiken and some people from IBM. This was the first machine that could figure out long of mathematical problems all at a very fast speed.
In 1946 two engineers at the University of Pennsylvania, J. Eckert and J. Mayshly, built the first digital computer using parts called vacuum tubes. They named their new invention UNIAC. The first generation of computers, which used vacuum tubes, came out in 1950. UNIAC I was an example of these computers which could perform thousand of calculations per second.
In 1960, the second generation of computers was developed and could perform work ten times faster than their predecessors. The reason for this extra speed was the use of transistors instead of vacuum tubes. Second generation computers were smaller, faster and more dependable than first generation computers.
The third-generation computers appeared on the market in 1965. These computers could do a million calculations a second, which is 1000 times faster than the first generation computers. Unlike second-generation computers, these are controlled by tiny integrated circuits and are consequently smaller and more dependable.
Fourth-generation computers have now arrived, and the integrated circuits that are being developed have been greatly reduced in size. This is due to microminiturization, which means that the circuits are much smaller than before; as many as 1000 tiny circuits now fit onto a single chip. A chip is a square or rectangular piece of silicon, usually from 1/10 to ¼ inch, upon which several layers of an integrated circuit are attached or imprinted, after which the circuit is encapsulated in plastic metal. Fourth generation computers are 50 times faster than third-generation computers and can complete approximately 1.000.000 instructions per second.
III. Translate from English into Russian:
1. the very first calculating device 7. first digital computer
2. to count in tens 8. to figure out
3. to multiply of tens 9. ten times faster
4. without knowing 10. extra speed
5. to be independently invented 11. tiny integrated circuits
6. to save a great deal of time 12. keeping instruction
IV. Translate from Russian into English:
1. знать сегодня 7. попытка
2. 10 пальцев руки человека 8. аналоговый компьютер
3. кости на счетах двигают слева на право 9. скорость
4. продолжать использовать 10. вакуумные лампы (трубки)
5. счеты 11. транзистор
6. настоящая счетно- 12. интегрированные схемы
вычислительная машина
V. Fill in each blank with a word chosen from the list below to complete the meaning of the sentence:
chip, speed, figure out, calculating, reduces, microminiturization,
analog, logarithm, abacus, machine, vacuum tubes,
tiny, dependable, devised
1. The very first ..... device used was 10 fingers of a man’s hand.
2. Then, the ..... was invented.
3. J. Napier ..... a mechanical way of multiplying and dividing.
4. Henry Briggs used J.Napier’s ideas to produce ..... .
5. The first real calculating ..... appeared in 1820.
6. This type of machine ..... the possibility of making mistakes.
7. In 1930 the first ..... computer was built.
8. This was the first machine that could ..... ..... mathematical problems at a very fast speed.
9. In 1946 was built the first digital computer using parts called .... .
10. The reason for this extra ..... was the use of transistors instead of vacuum tubes.
11. The second generation computers were smaller, faster and more ..... than first-generation computers.
12. The third-generation computers are controlled by ..... integrated circuits.
13. This is due to ....., which means that the circuits are much smaller than before.
14. A ..... is a square or rectangular piece of silicon, usually from 1/10 to 1/4 inch.
VI. Fill in the preposition:
1. Let us take a look ..... the history of computers.
2. That is why we count ..... tens and multiply ..... tens.
3. The beads are moved ..... left ..... right.
4. Abacus is still being used ..... some parts ..... the world.
5. Calculus was independently invented ..... both Sir Isaac Newton and Leibnitz.
6. This type of machine depends ..... a ten-toothed gear wheels.
7. «The Analytical Engine» was shown ..... the Paris Exhibition ..... 1855.
8. The men responsible ..... this invention were Professor Howard Aiken and some people ..... IBM.
9. The first generation of computers came ..... in 1950.
10. Due to microminiturization 1000 tiny circuits fit ..... a single chip.
VII. Finish the following sentences:
1. The first generation of computers came out in ..... .
2. The second generation of computers could perform work ten times faster than their .... .
3. The third-generation computers appeared on the market in ..... .
4. The fourth-generation computers have been greatly ..... .
5. The fourth-generation computers are 50 times faster and can ..... .
VIII. Find the synonyms to the following words in the text:
simple, to carry out, up to date, quick, to try, small
IX. Find the antonyms to the following words in the text:
Like, short, to increase, sole, dependently
X. Arrange the items of the plan in a logical order according to the text:
1. J. Napier devised a mechanical way of multiplying and dividing.
2. The very first calculating device was the ten fingers of a man’s hands.
3. Babbage showed his analytical engine at Paris Exhibition.
4. The first real calculating machine appeared in 1820.
5. The first analog computer was used in World War II.
XI. Answer the questions on the text:
1. What was the very first calculating device?
2. What is abacus? When did people begin to use them?
3. When did a lot of people try to find easy ways of calculating?
4. Who used Napier’s ideas to produce logarithm?
5. What was invented by Sir Isaac Newton and Leibnitz?
6. What did Charles Babbage design?
7. When was the first analog computer built? How did people use it?
8. Who built the first digital computer?
9. How did the first generation of computers work?
10. What are the differences between the first and the second computer generations?
11. When did the third-generation computers appear?
UNIT 2
I. Look up in the dictionary how to pronounce the following words. Write them down in the dictionary.
to intricate capabilities a microcomputer
tiny addition a circuit
a core subtraction unfortunately
to manipulate division dull
to magnetize multiplication a routine
to perform exponentiation a judgement
to supply to feed instantaneously
II. Read the text and translate it without the help of the dictionary.
What is a Computer?
A computer is a machine with an intricate network of electronic circuits that operate switches or magnetize tiny metal cores. The switches, like the cores, are capable of being in one of two possible states, that is, on or off; magnetized.
The machine is capable of storing and manipulating numbers, letters and characters.
The basic idea of a computer is that we can make the machine do what we want by inputting signals that turn certain switches on and turn others off, or that magnetize or do not magnetize the cores.
The basic job of computers is the processing of information. For this reason, computers can be defined as devices which accept information in the from of instructions called a program and characters called data performing mathematical and logical operations on the information, and then supply results of these operations.
The program or a part of it, which tells the computers what to do and the data, which provide the information needed to solve the problem, are kept inside the computer in a place called memory.
Computers are thought to have many remarkable powers. Most computers, whether large or small have three basic capabilities.
First, computers have circuits for performing arithmetical operations, such as: addition, subtraction, division, multiplication and exponentiation. Second, computers have means of communicating with the user. If we couldn’t feed information in and get results back these machine wouldn’t be of much use.
However, certain computers (commonly minicomputers and microcomputers) are used to control directly things such as robots, aircraft navigation systems, medical instruments, etc. Some of the most common methods of inputting information are to use terminals, diskettes, disks and magnetic tapes.
The computer’s input device (which might be a disk drive depending on the medium used in inputting information) reads the information into the computer. For outputting information, two common devices are used a printer which prints the new information on paper, or a cathode-raytube (CRT) display screen which shows the results on a TV-like a screen. Third, computers have circuits which can make decisions. The kinds of decisions which computer circuits can make are not of the type: ‘Who would win a war between two countries?’ or ‘Who is the richest person in the world?’ Unfortunately, the computer can only decide three things, namely:’ Is one number use more often than another? ‘Are two numbers equal?’ and, ‘Is one number greater than another?’
A computer can solve a series of problems and make hundreds even thousands of logical operations without becoming tired or bored. It can find the solution to a problem in a fraction that it takes a human being to do the job. A computer can replace people in dull routine, but it has no originality, it works according to the instructions given to it and cannot exercise value judgements.
There are times when a computer seems to operate like a mechanical «brain», but its achievement are limited by the minds of human beings. A computer cannot do anything unless a person tells it what to do and gives the appropriate information, but because of electric pulses can move at the speed of light, a computer can carry out vast numbers of arithmetical-logical operations almost instantaneously.
A person can do the same, but in many cases that person would be deal long before the job was finished.
1. an intricate network 9. an input device
2. tiny metal cores 10. for outputting information
4. the processing of information 12. to replace
5. to define 13. appropriate
6. to provide 14. to carry out
7. to solve 15. vast
8. memory
1. переключатель, подобный 9. непосредственно управлять
металлическому сердечнику
2. буквы и знаки (символы) 10. схема
3. намагничивать металлический 11. механический мозг
сердечник
4. обработка информации 12. ограниченный
5. выполнять металлические 13. до тех пор пока
и логические операции
6. данные 14. подходящий
7. замечательный 15. скорость света
8. средства связи с пользователем
1. A computer is a ..... with an intricate network of electronic circuits.
2. The machine is ..... of storing and manipulating numbers, letters and characters.
3. The basic job of a computer is the ..... of information.
4. Most computers have three basic ..... .
5. Computers have ..... for performing arithmetical operations.
6. Certain computers are used ..... directly things such as robots, medical instruments, etc.
7. For outputting information two common ..... are used.
8. A computer can ..... people in dull routine.
VI. Fill in the gaps the prepositions:
1. A computer is a device ..... an intricate network.
2. The switches are capable of being ..... one or two states.
3. We can make the machine do what we want ..... inputting signals.
4. Computers accept information ..... the form of instructions called a program.
5. Computers have circuits ..... performing operations.
6. Computers have means of communicating ..... the user.
7. Input device may be a disk drive depending ..... the medium used ..... inputting information.
8. Computers can solve a series of problems ..... becoming tired or bored.
VII. Match the names on the left with the definitions on the right:
1. video recorder a) a kind of sophisticated typewriter using a computer
2. photocopier b) a machine which records and plays back sound
3. fax machine c) a machine which records and plays back pictures
4. tape recorder d) a camera which records moving pictures and sound
5. modem e) a machine for chopping up, slicing, mashing, etc.
6. camcorder f) a machine which makes copies of documents
7. robot g) a machine which makes copies of documents and
sends them down telephone lines to another place
8. word-processor h) a machine which acts like a person
9. food-processor i) a piece of equipment allowing you to send information from one computer down telephone lines to another computer
VIII. Write descriptions like those in exercise VII, for the following objects:
TV set sewing-machine microwave disks
iron telephone printer mouse
alarm-clock ventilator keyboard CD-players
IX. Give the appropriate definitions of the following terms:
computer, data, memory, input, device, output
X. Find the synonyms to the following words in the text:
Work, difficult, to fulfill, fundamental, to end, equipment
complex, way, uninterested, an accomplishment
XI. Find the antonyms to the following words in the text:
output, smaller, interesting, poor, dark, alive, large, receiving, reject, unusual
XII. Arrange the items of the plan in a logical order according to the text:
1. A computer can solve a series of problems and make hundreds even thousands of logical operations.
2. The basic job of computers is the processing of information.
3. A computer is a machine with an intricate network of electronic circuits.
4. Computers have circuits for performing arithmetic operations.
5. The machine is capable of storing and manipulating numbers, letters and characters.
6. Some of the most common methods of inputting information are to use terminals.
7. For outputting information only two common devices are used.
XIII. Answer the following questions:
1. What is a computer?
2. What is it capable to do?
3. The basic job of a computer is the processing of information, isn’t it?
4. How do we call a program, which tells the computer what to do?
5. Computers have many remarkable powers, don’t they?
6. What can computer solve?
7. Can computers do anything without a person?
XIV. Give a short summary of the text.
UNIT 3
I. Look up in the dictionary how to pronounce the following words. Write them down in the dictionary.
to adjust to check in to maintain
advanced to enable a marvel
to amend to execute random
to assist to guide to rely on
to conjure an image a relative ease
to contribute huge to resemble
conversing launching a terminal
II. Read the text and do the exercises that follow it.
Computer Applications
Many people have or will have had some experience of ‘conversing’ with computers. They may have their own micro-computer, they may use a terminal from the main company at work or they may have a television set with a view data facility. Those who do not have this experience may observe the staff at, for example, an airline check-in or a local bank branch office sitting at their desks, pressing keys on a typewriter like a keyboard and reading information presented on a television type screen. In such a situation the check-in clerk or the branch cashier is using the computer to obtain information (e.g. to find out if a seat is booked) or to amend information (e.g. to change a customer’s name and address).
The word computer conjures up different images and thoughts in people’s mind depending upon their experiences. Some view computers as powerful, intelligent machines that can maintain a ‘big brother’ watch over everyone. Others are staggered and fascinated by the marvels achieved by the space programs of the superpowers, where computers play an important part.
Numerous factories use computers to control machines that make products. A computer turns the machines on and off and adjusts their operations when necessary. Without computers, it would be impossible for engineers to perform the enormous number of calculations needed to solve many advanced technological problems. Computers help in the building of spacecraft, and they assist flight engineers in launching, controlling and tracking the vehicles. Computers also are used to develop equipment for exploring the moon and planets. They enable architectural and civil engineers to design complicated bridges and other structures with relative ease.
Computers have been of tremendous help to researchers in the biological, physical and social sciences. Chemists and physicists rely on computers to control and check sensitive laboratory instruments and to analyze experimental data. Astronomers use computers to guide telescopes and to process photographic images of planets and other objects in space.
Computers can be used to compose music, write poems and produce drawings and paintings. A work generated by a computer may resemble that a certain artist in birth style and form, or it may appear abstract or random. Computers are also used in the study of the fine arts, particularly, literature. They have also been programmed to help scholars identify paintings and sculptures from ancient civilizations.
But computers do not have intelligence in the way humans do. They cannot think for themselves. What they are good at is carrying out arithmetical operations and making logical decisions at phenomenally fast speed. But they only do what humans program gives them to do.
Apart from the speed at which computers execute instruction, two developments in particular have contributed to the growth in the use of computers – efficient storage of large amounts of data and diminishing cost. Today, computers can store huge amount of information on magnetic media and any item of this information can be obtained in a few milliseconds and displayed or printed for the user.
III. Translate these into your own language:
1. some experience of conversing 8. advanced technological problem
2. view data facility 9. to guide telescopes
3. to obtain information 10. ancient civilization
4. powerful, intelligent machine 11. arithmetical operations
5. to be straggered and fascinated 12. logical decisions
6. to adjust operations 13. to execute instructions
7. enormous number of calculations 14. efficient storage
IV. Translate these into English:
1. использовать терминал главной компании
2. нажимать кнопки на клавиатуре
3. получить информацию
4. различные образы
5. компьютер включает и выключает машины
6. разработать оборудование для исследования Луны и других планет
7. чувствительное оборудование
8. анализировать экспериментальные данные
9. могут быть использованы для сочинения музыки
10. работа, управляемая компьютером
11. помочь ученым определить
12. не могут думать сами
13. хорошо справляться с выполнением
14. вносить вклад
V. Give the situation from the text in which the following words and expressions are used:
1. people have some experience 6. to process photographic images of
2. different images 7. to resemble
3. it would be impossible 8. intelligence
4. spacecraft 9. fast speed
5. enable to design 10. magnetic media
VI. Fill in the gaps necessary prepositions:
1. People may use a terminal ..... the main company ..... work.
2. A clerk can press keys ..... a typewriter.
3. The word computer conjures ..... a different images.
4. A computer turns the machine ..... and ..... .
5. Computers help ..... building of spacecraft.
6. They are used to develop equipment ..... exploring the moon and planets.
7. Chemists and physicists rely ..... computers to control sensitive instruments.
8. Computers don’t have intelligence ..... the way humans do.
9. Computers are good ..... arithmetical operations.
10. Computers can store huge amounts of information ..... magnetic media.
VII. Ask questions to which the following statements might be the answers:
1. People may use a terminal from the main company at work.
2. In such a situation the check-in clerk is using the computer to obtain information.
3. The word computer conjures up different images and thoughts in people’s mind.
4. Numerous factories use computers to control machines that make products.
5. A computer turns the machine on and off and adjust their operations.
6. Computers help in the building of spacecraft and assist flight engineers in launching.
7. Chemist and physicists rely on computers.
8. A work generated by a computer may resemble that a certain artist in a birth style and form.
9. Computers do only what humans program them to do.
10. Computers obtain huge amounts of information in a few milliseconds.
VIII. Agree or disagree with the following statements:
1. Only a few people have or will have had some experience of «conversing» with computers.
2. The word computer conjures up the same images and thoughts in computer’s brain depending upon the structure of the computer.
3. Without computers it would be impossible for engineers to perform the enormous number of calculations.
4. Architectors and civil engineers can’t design complicated bridges and other structures with the help of computers.
5. Computers haven’t been of tremendous help to researchers in the biological, physical and social sciences.
6. Poets and physicists rely on computers to control and check sensitive laboratory equipments.
7. Computers can be used to compose music, write poems and produce drawings and paintings.
8. Computers have intelligence in the way humans do.
9. Today, computers are very big, slow and can store little information on magnetic media.
IX. Write the plan of the text to retell it in English.
X. Points for discussion: advantages and disadvantages of computers.
UNIT 4
I. Look up in the dictionary how to pronounce the following words. Write them down in the dictionary.
circular octal contiguous comparing
to assume a value cell selecting
decimal a location adequate sorting
to handle uniquely precise matching
II. Read the text and do the exercises that follow it:
Information, machine words, instructions, addresses
and reasonable operations
Information is a set of marks or sings that have meaning. These consist of letters or numbers, digits or characters, typewriter signs, other kinds of sing and so on. So, information is the end product of people obtained from computer systems. The process of using computer is circular beginning and ending with people.
When we see number 562 we normally assume that it represents five hundred and sixty-two. This is because we are conditioned to the decimal system where the base is 10. Nowadays school children are taught to handle numbers with different bases such as octal (8) and binary (2). With the number 562 we understand this to mean that we have 5 hundreds, 6 tens and 2 units (5 · 100 + 6 · 10 + 2 · 1) so each digit has a meaning represented by its value and its position.
Computers work by using the binary system where the base is 2. This means that each position can have a value of 0 or 1. So any information may be represented by the binary system including these two digits. Because at their most basic level, computers only understand the language of electricity: positive (or on or 1) and negative (or off or 0). Instead of going up in powers of ten (10,10 x 10,10 x 10 x 10) the positions go up in powers of 2 (2,2 x 2,2 x 2 x 2,2 x 2 x 2, etc.)
Thus the binary number 1001 can be represented as:
2 x 2 x 2s position 2 x 2s position 2s position units position
1 0 0 1
Thus number can be converted to decimal
2 x 2 x 2 x 1 = 8 x 1 = 8
2 x 2 x 0 = 4 x 0 = 0
2 x 0 = 0
1 = 1
The memory of a computer consists of a large number of locations, each of which in uniquely addressable. In most modern computers these locations are called bytes. They consists of eight positions and each position can be set to 0 or 1. These positions are bits. A bit is the smallest part of information and it is the basic unit of data recognized by the computer. Bits are grouped in units that are called bytes. A byte consists of eight bits.
A group of contiguous bytes that can be manipulated together is called a word. A word may be 2 bytes (16 bits) or 4 bytes (32 bits) or other combinations. 16 bits can hold number up to 65,535. Word length is the term used to describe a word’s size in numbers of bits.
The memory of the computer can hold instructions that the control unit acts upon, and it can store binary numbers on which arithmetical operations can be carried out. A large number of business operations, and computer-based training in particular, do very little with numbers. They are mostly concerned with accepting as input, manipulating and presenting as output, large quantities of character information-names and addresses.
An address is the name of particular memory location or cell. Each memory location (word or byte) has it own unique address or number just a post office box. If one character is stored in a byte, there are 256 possible characters that the different bit patterns can represent. That is quite adequate for all alphabetic characters in upper and lower case, the number 0 to 9 and the various punctuation and special characters that are found on a typewriter keyboard. One widely used Coding convention is ASCII (American Standard Code for Information Interchange), pronounced as the two words «ass» and «key».
This is a part of the ASCII Code
Сharacter % E+ ‘ () * + , - . /
ASCII Code 37 38 39 40 42 43 44 45 46 47
Сharacter 0 1 2 3 4 5 6 7 8 9
ASCII Code 48 49 50 51 52 53 54 55 56 57
Character A B C D E F G H I J
ASCII Code 65 66 67 68 69 70 71 72 73 74
Thus, if we wanted to hold FRANKLIN in part of the correct answer it could be held somewhere in memory (say location 5390 onwards) as the following ASCII codes:
Letter F R A N K L I N
Code in memory 70 82 65 78 75 76 73 78
Memory location 5390 5391 5392 5393 5394 5395 5396 5397
Computer people generally refer to 1000 (1024 to be precise) byte as a kilobyte (kb) and a million bytes as a megabyte (mb). So, if somebody has a microcomputer with 640 k memory locations than means there are 640,000 locations in the machine.
Reasonable operations are mathematical and logical. Mathematical operations include arithmetical and algebraic operations. Arithmetical operations are addition, subtraction, multiplication, division, taking a square root, etc.; and algebraic operations are called raising to a power as well as differentiating and integrating.
Logical operations include comparing, selecting, sorting, matching, etc.
III. Translate these into your own language:
1. a set of marks and signs 7. bytes
2. circular beginning and ending with people 8. bits are grouped
3. we are conditioned to the decimal system 9. can be manipulated together
4. base 10. to hold instructions
5. including these two digits 11. memory location
6. the positions go up in powers of 2 12. to include
IV. Translate these into English:
1. множество знаков 7. десятичное число
2. число представляет 8. запоминать, хранить в памяти
3. учат работать с числами 9. выполнять
4. у каждого есть свое значение 10. точно
5. двоичная система исчисления 11. разумные операции
6. основной уровень
V. Fill in the necessary words:
1. ..... is a set of marks or signs.
2. We are conditioned to the ..... ..... .
3. Computers work by using the ..... ..... where the ..... is 2.
4. The ..... of a computer consists of a large number of locations.
5. A ..... is the smallest part of information.
6. A byte consists of 8 ..... .
7. The memory of the computer can ..... instructions.
8. Computer people generally ..... ..... 1 000 bytes as a kilobyte.
1. Nowadays school children are taught to handle numbers ..... different bases.
2. ..... their most basic level, computers only understand the language of electricity.
3. Instead of going ..... in powers of ten, the positions go ..... ..... powers of 2.
4. Each position can be set ..... 0 or 1.
5. Bits are grouped ..... units.
6. The memory can store binary numbers ..... which arithmetical operations can be carried ..... .
VII. Give the correct definitions of the following terms:
a) information c) bit e) word g) reasonable operation
b) binary system d) byte f) address
VIII. Answer the following questions:
1. What is information?
2. Do computers work by using binary or decimal system?
3. What is the base of the binary system?
4. How can any information be represented?
5. What is the ASC II Code?
IX. Write you last name in letters and codes in memory and in memory locations, use the ASC II Code.
X. Retell the text.
UNIT 5
I. Look up in the dictionary how to pronounce the following words. Write them down in the dictionary.
regardless to monitor to fit
to enter a hardware representative
a routing peripheral available
to direct a variety to purchase
a property an occurrence a competitor
to modify to afford incredibly
solely to confine to convince
II. Read the text and do the exercises that follow it.
Kinds of Computers
All computer systems, regardless of their size, have the same four hardware components:
1. A processor or CPU, where the data input is processed according to the program.
2. Input/output devices or peripherals such as the keyboard and printer, which receive data from people and enter it into the computer for processing, then send it back to people so it can be used.
3. Storage components such as disk drives or tape drives keep data for later use.
4. Routing and control components, which direct the instructions and/or data from one component to the next making sure each does its task properly.
Computers are generally classified as general-purpose or special purpose machine. A general-purpose computer is one used for a variety of tasks without the need to modify or change it as the tasks change. A common example is a computer used in business that runs many different application.
A special-purpose computer is designed and used solely for one application. The machine may need to be redesigned and certainly reprogrammed, if, it is to perform another task. Special-purpose computers can be used in a factory to monitor a manufacturing process; in research to monitor seismological, meteorological and other natural occurrences; and in the office.
So all computers have in common, but certain computers differ from one another. These differences often have to do with the way a particular computer is used. That is why we can say there are different types of computers that are suited for different kinds of work or problem solving.
Personal computer is a computer system that fits on a desktop, that an individual can afford to buy for personal use, and that is intended for a single use.
Personal computers include desktops, laptops and workstation. Each type of a personal computer shares many characteristics in common with its counterparts, but people use them in different ways.
The Desktop Personal computer is a computer that:
Fits on a desktop
Is designed for a single user
Is affordable for an individual to buy for personal use.
Desktop personal computers are used for education, running a small business, or in large corporation, to help office workers be more productive. There are some common desktop personal computers:
The IBM PC and PC-compatible
The Compaq Deskpro 386
The IBM PS/2
The Apple Macintosh
The Laptop Personal Computer is a computer that people can take with them, laptop is used by a single individual but can be used in many different places, it is not confined by its size or weight to a desktop. It has the same components as a desktop machine but in most cases the monitor is built in. The printer is usually separate.
Laptops fall into the same general categories as desktop personal computers:
PC-compatibles
ABM PC/2
Apple Macintosh portable
Managers and employees who travel frequently use laptops to keep in touch with their office. Sales representatives keep company information on their laptops to show prospective clients, and send electronic orders into the company computers. Writers use laptops so they can work on their manuscript no matter where they are.
There are many portables available today, some weigh as much as 15 pounds, while others weigh as little as 3 pounds. There are laptops so small they fit in the palm of your hand. There are laptops that fit in a briefcase, called notebook computers.
The Workstation is a computer that fits on a desktop, but is more powerful than a desktop computer. The workstation has a more powerful microprocessor, is able to service more than one user, has an easy to use interface and is capable of multitasking. While these three characteristics used to be unique to workstation, they are being adapted to the more powerful 386 and 486 personal computers over time.
Workstations are designed for three major tasks: scientific and engineering, office automation and education.
The Minicomputer, or mini, is a versatile special or general-purpose computer designed so that many people can use it at the same time. Minis operate in ordinary indoor environments; some require air conditioning while others do not. Minis also can operate in less hospitable places such as on ships and planes.
Like all computers, the minicomputer is designed as a system. CPUs, terminals, printers and storage devices can be purchased separately. Mini systems are more mobile, easier to set up and install. A minicomputer system combined with specialized equipment and peripherals is designed to perform a specific task. A popular minicomputer is the Digital VAX Computer.
Mainframe is the largest general-purpose computer. It is designed to be used by hundreds even thousands of people. A mainframe uses the same basic building blocks of a computer system: the CPU, various I/O devices and external memory.
Most mainframe computers are general-purpose machines. In 1964 introduced the System/360 mainframe computer. It became the most popular mainframe in the computer history.
A Supercomputer is a very fast special-purpose computer designed to perform highly sophisticated or complex scientific calculations. For example calculating a prime number (one that is divisible only by 1 and itself),or the distance between planets. But computers permit turning many other problems into numbers, such as molecular modeling, geographic modeling and image processing.
Cray is a leading supercomputer maker, with IBM and Fujistsy as major competitors.
A Cray X-MP Supercomputer was used to help to make a movie called ‘The last starfighter’ Computer animation isn’t new but using the X-MP added a whole new dimension of sophistication. Its most remarkable accomplishment was creating the entire bridge of the alien’s starship, complete with animated aliens walking around next to real actors. Because the Cray could process the image in incredibly fine detail, the average viewer would think it looked absolutely real. The X-MP allowed animators to make illusion as convincing as reality itself.
It is interesting to know that ...
PCs and PC-compatibles are used in organization of all sizes. PCs are an office time saver, allowing the staff to write press releases and legislative testimony, performs accounting tasks, and prepares mailing lists more quickly. It is also paves the way for organization to complete more effectively with other public interest groups. Today, over 80 percent of Public Citizen’s employees use PC-compatibles. Word processing has replaced typewriters, hard disk drive storage has reduced the amount of paper kept in filing cabinets, and laser printing has cut their outside printing costs dramatically.
Banks have traditionally used the latest computer technology to automate their own operations, but First Banks for Business found a way to use personal computers to improve customer service. In the past, when a customer wanted to cash a check, the signature card had to be compared to verify identity. That meant looking through a card file or containing central book-keeping, which could take as long as 30 minutes.
Now Banks for Business installed PC-2s with special graphics capabilities and software called Signet to perform the task. When the letters retrieve customer account information from the computer, they see the authorized signatures appear right on the screen. The system also tells them what other signatories are permitted on the account or if two signatures are required to cash a check. The banks say the main reason customers change banks is due to bad service. Using the powerful PS-2s signet, they can cash a customer’s cheek in a minute or less.
People use laptops for many of the same tasks that they use desktops and more.
Astrophysicists use Sun Microsystems workstations for their engineering work. They routinely sketch graphs and diagrams on the screen using computer-aided drafting software, as well as sophisticated calculation software to test mathematical equations. They also exchange ideas and information with each other in electronic messages. One project they have worked on in cooperation with NASA is the Advanced X-Ray Astrophysic Facility. It is an observatory in space that will measure cosmic Xrays, which are invisible an earth. The astrophysicists hope that the information provided will help them understand better how the universe was formed and what is eventual fate will be.
The Sun workstation performed an additionally important task: helping gather visual and textual information into a comprehensive report for NASA to explain how an X-ray telescope would function abroad the observatory. Using electronic publishing software, they combined graphics screens, mathematical equations, and textual explanations into a document that took just six hours to prepare. Previously, it would have taken two days.
III. Fill in the necessary words:
1. ..... are generally classified as general – or special-purpose machine.
2. A special-purpose computer is designed and used ..... for one application.
3. Personal computer ..... on a desktop.
4. Each type of a personal computer ..... many characteristics in common with their counterparts.
5. There are many portables ..... today.
6. CPUs, terminals, printers and storage devices can be ..... separately.
IV. Agree or disagree with the following statements:
1. All computer systems have the same five hardware components.
2. Input/output devices receive data, enter it into the computer for processing, then send it back to people so it can be used.
3. Storage components don’t keep data for later use.
4. Computers are general-purpose machines.
5. The machine may need to be redesigned and certainly reprogrammed.
6. We can’t say, that there are different types of computers.
V. Ask questions to which the following statements might be the answer:
1. Desktop personal computers are used for education, running a small business or in large corporation to help office workers be more productive.
2. Laptops fall into the same general categories as desktop personal computers.
3. The workstation is a computer that fits on a desktop.
4. Workstations are designed for three major tasks.
5. A minicomputer system combined with specialized equipment and peripherals is designed to perform a specific task.
6. A mainframe uses the same basic building blocks of a computer system: the CPU, I/O devices and external memory.
VI. Answer the following questions:
1. What have all computers in common?
2. How can we classify computers?
3. What are general /special-purpose computers used for?
4. What are three primary types of personal computers?
5. What is the primary difference between personal computer and workstation?
6. What are major tasks of a workstation?
7. What is minicomputer used for?
8. What does the supercomputer differ from the general-purpose mainframe computer?
9. What are two main characteristics of the supercomputer?
a component, a device, to receive, to enter, to keep, to handle,
to run, to confine, to fit, terminals, calculation
to pay attention to, unprocessed, undirect, monotony, designed
programmed, similar, similarity, unlimited, unite, rare, single, task
together, slow, odd, number, simplicity, to destroy
IX. Match the words of the first column with those of the second one:
1. regardless 1. убеждать
2. to enter 2. проверять
3. a routing 3. покупать
4. to direct 4. ограничиваться
5. to modify 5. входить
6. to purchase 6. видоизменять
7. to convince 7. программа
8. solely 8. не обращая внимание
9. to monitor 9. ладонь
10. occurrence 10. представлять/ быть в состоянии
11. to afford 11. исключительно
12. to confine 12. управлять
13. a palm 13. случай
X. Give the definitions to the following terms:
1. computer
2. supercomputer
3. special-purpose computer
4. general-purpose computer
5. personal computer
6. minicomputer
7. mainframe
UNIT 6
I. Look up the words in the dictionary. Write them down.
issuing commands to insert a double click
a desktop non-impact to utilize
to install a seal a beam
a strip a track a pin
a wedge a slot a dot
to slide to delete an auxiliary storage
to attach a keypad density
II. Read the text and do the exercises that follow it.
Input and Output Devices
A peripheral is a device performs input, output or storage functions and is connected to CPU. In order for the computer to be of use to us, there must be some types of mechanism for entering data into the computer for processing. Devices which allow the task of data entry to be performed are called input devices.
Input we use to perform the two basic computational tasks: data entry and issuing commands. The most widely used input device is the keyboard, which was adapted from the typewriter. The keyboard is the standard mean for the user to input data into the computer. Unfortunately, it is not a very satisfactory means of input because most people have little or no knowledge of the layout of a typewriter keyboard.
The keyboard itself doesn’t contain any mechanism for creating printed pages. Each time a key on the keyboard is pressed, an electronic signal is sent to the system unit indicating which key was pressed. The system unit and the software interpret this signal and take the appropriate action.
Some keys are added to terminal keyboards to fulfill special functions. The most important of these is the RETURN or ENTRY key. This is pressed by the user to indicate to the computer, by the sending of a special code, that the typed line is complete and that the computer can now analyze it. Other keys that may be present include a delete key which when pressed deletes the character just typed, special function keys that can be used for special purpose by different programs and one marked CONTROL or CTRL which also has a particular function when used with other keys. Some keyboards may also have a numeric keypad to the right of the typewriter keyboard. This may be of help when entering numeric data.
There are three keyboard layouts. The first is the standard IBM-PC keyboard. The central portion of the keyboard consists of the alphanumeric keys, that there are ten function keys (labeled F1 – F10) on the top side of the keyboard, and there is a numeric keypad, much like that found on a calculator, on the right side of the keyboard.
The function keys are keys which send special signals to the system unit. The effect of pressing a given function key will depend on the software which is currently in use.
The numeric keypad is useful when numeric data must be entered into the computer. The numeric keypad serves two roles. The 1st role is the digits, decimal points and addition and subtraction signs are active. The 2nd role is the key of the keypad are used to control the small blinking box or line on the screen which shows the user where the next typed character will be displayed. This line is known as the cursor. The cursor control keys are the arrows (left, right, up and down), PgUp, PgDn, Insert and Delete. But there are several types of pointing device that are used to move the cursor and usually work in conjunction with the keyboard. The most common pointing device is the mouse, so called because it slides over the desktop and has a wire or ‘tail’ attached to the computer.
So a mouse is a hand-held device with a small rotating ball embedded in the bottom. The mouse is an opto-mechanical input device. It has three or two buttons which control the cursor movement across the screen. Each software program uses those buttons differently. The Mouse’s primary functions are to help users to draw, point and select images on the computer display by moving the mouse across the screen. In general software programs require to press one or more buttons, sometimes keeping them depressed or double-click them to issue changed in commands and to draw or to erase images.
The Mouse slopes gently towards the front, so fingers rest comfortably on the three (or two) buttons which respond easily, and click when pressed. Especially this feature is helpful when user must «double-click» the buttons to activate commands. Hardware installation is required to utilize the mouse.
Another pointing device is a trackball, which performs like a stationary upside-down mouse. A joystick is another pointing device, one that is usually associated with playing computer games. A light-pen is used to draw, write or issue commands when it touches the specially designed monitor or screen. It is a pen-shaped device connected by a cable to the terminal and a thin beam of light shines from the end. When the pen is pressed on the screen, the co-ordinates of the point are fed to the computer.
A scanner permits entering text into a computer. There are flat-bed scanners and hand-held scanners.
Perhaps the easiest way to enter data into a computer is by speaking, called Voice Recognition. Source data input refers to data fed directly into the computer without human intervention.
If the result of the processing is to be any use to us, the system unit must somehow convey these results to us. Devices which are used for this purpose are called output devices. Today, most outputs are visual in nature, produced by two devices: a video display screen monitor or a printer. Most computer outputs come in two forms: text and graphics. A monitor may be referred to as a cathode Ray Tube (CRT) – a vacuum tube such as the picture tube on a television set – that is used to generate the display on most monitors. Portable computers usually rely on other, less bulky, technologies, such as liquid crystal diode (LCD) or gas plasma displays. Each monitor has either a color or a monochrome display and has varying degrees of picture sharpness. The sharpness or resolution of a video display is often stated in term of the number individual dots which can be displayed on the screen. These individual dots are called pixels (picture elements). The typical display will allow 25 rows and 80 columns of textual material.
Printers are output devices which produce hardcopy. Printers come in all kinds of shapes and sizes, with varying capabilities and mechanisms for printing. The important thing is the user must be sure that the printer is appropriate to the type of output that he wishes to produce. There are three main types of printers: a dot-matrix printer, a letter quality printer and a laser printer.
A dot-matrix printer produced output by having small pins strike a ribbon, producing a pattern of dots on the paper. A letter quality printer uses the same technology as a typewriter, with type holding the reserved images of fully formed characters striking the ribbon. Dot matrix printers can also produce both characters and graphics by building a pattern of dots.
A laser printer provides high-quality non-impact printing and offers the highest quality texts and graphics printing for the desktop. A laser printer is like a dot-matrix printer is produced by generating patterns of dots; this is done electronically, so that the pattern can be extremely fine, making the individual dots indistinguishable to the naked eye.
A letter quality printer is unable to produce both characters and graphics by building a pattern of dots, because a dot pattern is not used to produce characters. A letter quality printer allows the production of documents with a high quality of printing at a relatively low cost.
There are another types of printers. Inkjet printers transfer characters and images to paper by spraying a fine jet of ink. Like lasers, they are able to print many different types of fonts and graphics.
Other printers include plotters, that use colored pens for scientific and engineering drawing and thermal printers that use heat to form a nonimpact image on paper.
Computer output can also be sent to another machine, device or computer. Computer output task involved micrographics. Micrographics is a way to store output on a film. Output is sent to a special machine that reduces its size and records it 10 to 20 times faster than printing.
There are two methods of storing and accessing instructions or data in auxiliary storage. One is direct access and the other is sequential access.
Direct access, called random access, means the data is stored in a particular memory location. Direct access storage devices or DASD are magnetic disk drives use for auxiliary storage. There are two types of DASD: floppy disks and hard disks. Floppy disks are divided into two sizes of portable magnetic disks, which are commonly in use. The first of these is the 5.25 floppy disk. The second of these is the 3.5 floppy disk. Both these disks are called diskettes, because the disk material itself is a strong, flexible (floppy) plastic. The 5.25 disk has a heavy, but flexible, plastic envelope that protects the actual disk. The 3.5 disk has a rigid plastic casing to protect the disk.
The capacity of disks is determined by the density with which the metallic particles are placed on the disk; so the capacity of a disk is expressed in terms of this density. A 5.25 double density disk can hold approximately 360K bytes, a 5.25 high density disk can hold 1.2 megabytes. A 3.5 double density disk can hold 720K bytes, a 3.5 high density disk can hold 1.44 megabytes.
Hard disks operate in a similar fashion to floppy disks, but the disk itself is made from a rigid material – often aluminum. In most personal computers the hard disk and the hard disk drive are single unit that is permanently installed. The hard disk is a sealed unit manufactured to fine tolerance, it can operate at higher speed and store more data and information than floppy disk systems. A common size for a hard disk is 40 megabytes, which can hold as much data as over double density 5.25 floppies.
On disk type storage, data is magnetically laid out in tracks and sectors. Tracks are concentric circles on which data is recorded. Sectors are pie-shaped wedges that compartmentalize the data into the addresses for the head to locate. Multiple head disks drives organize tracks into cylinders, a vertical stack of tracks that make it easier for the head to locate the data.
III. Translate these into your own language:
1. input, output or storage functions 10. a stationary upside-down mouse
2. to be of use to us 11. without human intervention
3. basic computational tasks 12. less bulky
4. the standard mean 13. naked eye
5. interpret the signal 14. spraying a fine jet of ink
6. numeric keypad 15. fonts and graphics
7. central portion 16. direct and sequential access
8. small blinking box 17. flexible, plastic envelope
9. small rotating ball embedded in the bottom
IV. Translate these into English:
1. вводное устройство 10. курсор
2. выводное устройство 11. легко передвигается по столу
3. клавиатура 12. необходимо нажать 1 или 2 кнопки
4. результативные команды 13. двойной щелчок
5. для создания напечатанных образов 14. удалить
6. выполнять специальные функции 15. соединенный с помощью кабеля
7. слои 16. Жидкий кристаллический диод
8. справа 17. четкость изображения
9. следующий напечатанный символ
V. Fill in the gaps necessary words:
1. A peripheral is a ..... that performs input/ output or ..... functions.
2. There must be some type of mechanism for ..... data into the computer for ..... .
3. Input is used to perform two basic computational tasks ..... and ..... .
4. There are three keyboard ..... .
5. The numeric ..... is useful when numeric data must be ..... into the computer.
6. The mouse is a ..... unit with a small rotating ball.
7. A user must ..... the buttons to activate the command.
8. The system unit must ..... the results to us.
9. Printers are ..... devices which produce ..... .
10. ..... or ..... are magnetic disk drives use for auxiliary storage.
11. The ..... of disks is ..... by the density.
12. The ..... is a sealed unit, which is installed by the manufacturer.
VI. Fill in the prepositions:
1. A keyboard was adapted ..... the typewriter.
2. Special function keys can be used ..... special purpose ..... different programs.
3. There are 10 function keys ..... the top side of the keyboard.
4. Numeric data must be entered ..... the computer.
5. Joystick is usually associated ..... playing computer games.
6. A scanner permits entering text ..... a computer.
7. Vacuum tube is used to generate the display ..... most monitors.
8. Micrographics is a way to store output ..... film.
9. Floppy disks are divided ..... two sizes of portable magnetic disks.
10. The capacity of disks is determined by the density ..... which the metal particles are placed ..... the disk.
VII. Find the synonyms to the following words:
a unit, a memory, a device, to permit, to correspond (to)
input/ output, to erase, a part, to direct, to slip, to insert
to transfer, to diverse, to short, to use
VIII. Find the antonyms to the following words:
to forbid, narrow, a main unit, hardly, to forget, dull
to separate, to enter commands, without results, inappropriate
to release, top, rouge, to store, a thick beam, beginning
lower speed, hard disk, inconstant, soft copy, impact
printing, low quality, expensive, to pollute
IX. Give the definitions to the following terms:
1. input device 7. a joystick
2. output device 8. voice recognition
3. a keyboard 9. printer
4. a mouse 10. hard-disk
5. a scanner 11. floppy disk
6. trackball
X. Which sentences don’t correspond to the sense of the text:
1. Input we use to perform the two basic computational tasks: data entry and issuing commands.
2. There are a lot of kinds of keyboards. IBM manufactures a keyboard which has a split-keypad, gently sloping keyboard that fits more closely to natural position of your hands and wrists.
3. The most common pointing device is the mouse. The mouse’s primary functions are to help users to draw, point and select images on the computer display.
4. There are a lot of output devices. The most convenient is when scanner, printer and fax are united together in one.
5. There are several types of auxiliary storage. Floppy disks are divided into two sizes: 5.25 floppy disk and 3.5 floppy disk.
XI. Answer the following questions:
1. What is the peripheral?
2. What can input units perform? Name the input units. Give them short characteristics.
3. What can the output units perform? Name them and give them short characteristics.
4. How many methods of storing and accessing instructions or data are in the auxiliary storage?
5. How many types of disks do you know? Give the features to the floppy disks, to the hard-disks.
XII. Write the plan for retelling.
XIII. Retell the text.
UNIT 7
I. Look up in the dictionary how to pronounce the following words. Write them down in the dictionary.
interchangeably a portion a decoder a bistable device
to retrieve a flow timing marks an adder
a reference a counter a bank
II. Read the text and do the exercises that follow it.
The Central Processing Unit and Arithmetical Logical Unit (CPU and ALU)
It is common practice in computer science for the words ‘computer’ and ‘processor’ to be used interchangeably. More precisely, ‘computer’ refers to the central processing unit (CPU) together with an internal memory. The internal memory, control and processing components make up the heart of the computer system. Manufactures design the CPU to control and carry out basic instructions for their particular computer.
In digital computers the CPU can be divided into two functional units called the control unit (CU) and the arithmetical-logical unit (ALU). These two units are made up of electronic circuits with millions of switches that can be one of two states, either on or off.
The function of the control unit within the central processor is to transmit coordinating control signals and commands. The control unit is that portion of the computer that directs the sequence or step-by-step operation of the system, selects instructions and data from memory, interprets the program instructions, and controls the flow between main storage and the arithmetical-logical unit.
A control unit has the following components:
a) a counter that selects the instructions, one at a time, from the memory;
b) a register that temporarily holds the instruction read from memory while it is being executed;
c) a decoder that takes the called instruction and breaks it down into individual commands necessary to carry it out;
d) a clock, which while not a clock in the sense of a time-keeping device, does produce marks at regular intervals.
This timing marks are electronic and very rapid.
The arithmetical-logical unit (ALU) is that portion of the computer in which the arithmetical operations, namely, addition, subtraction, multiplication, division and exponentiation, called for in the instructions are performed.
Programs and the data on which the control unit and the ALU operate, must be in internal memory in order to be processed. Thus, if located on secondary memory devices such as disks or tapes, programs and data are first loaded into internal memory.
The primary components of the ALU are banks of bistable devices, which are called register. Their purpose is to hold the numbers involved in the calculation and hold the result temporarily unit they can be transferred to memory.
At the core of the arithmetical-logical unit is a very high-speed binary adder, which is used to carry out at last the four basic arithmetical functions (addition, subtraction, multiplication and division).
Typical modern computers can perform as many as one hundred thousand additions of pairs of thirty-two binary numbers within a second.
The logical unit consists of electronic circuitry, which compares information and makes decisions based upon the result of the comparison. The decisions that can be made are whether a number is greater than, equal to, or less than another number.
III. Find English equivalents in the text:
1. более точно
2. внутренняя память
3. управлять и обрабатывать
4. сердце компьютерной системы
5. выполнять основные инструкции
6. миллионы переключателей
7. передавать контрольные сигналы
8. часть компьютера
9. счетчик, который выбирает инструкции
10. временно удерживать
11. переделывать (переводить) инструкции в индивидуальные команды
12. устройство, которое показывает время
13. возведение в степень
14. загружать
15. сравнивание
IV. Give Russian equivalents to the following words and expressions:
1. common practice
2. to be used
3. manufactures design the CPU
4. can be divided into two functional units
5. are made up of electronic circuits
6. to transmit coordinating control signals
7. the sequence or step-by-step operation
8. to interpret the program instructions
9. the flow between main storage and the ALU
10. one at a time
11. is being executed
12. rapid
13. in order to be processed
14. secondary memory device
15. involved
16. within a second
V. Give the situations from the text in which the following words and expressions are used:
1. the words computer and processor 6. located
2. the internal memory 7. first loaded
4. components 9. high-speed binary adder
5. the arithmetical-logical unit 10. electronic circuitry
VI. Fill in the blanks necessary words and prepositions:
1. More precisely, ‘computer’ refers ..... the central processing unit.
2. The CPU can also ..... information from memory and can ..... the result of manipulations back into ..... unit ..... later reference.
3. The control unit is that portion of the computer that ..... the sequence operations of the system, selects ..... and data ..... memory and controls the flow ..... main storage and the ALU.
4. Programs and the data on which the control unit and the ALU operate, must be in ..... to be processed.
5. At the core of the arithmetical-logical unit is a very high-speed.
6. Modern computers can ..... more than one hundred thousand additions ..... thirty-two bits within a second.
7. It is common practice in computer science ..... the words ‘computer’ and ‘processor’ to be used.
VII. Find in the text synonyms to the following words:
to define, to put in, to order, among, choice
to be situated, to fulfill, main, couple, part
VIII. Find in the text antonyms to the following words:
external ,to join, secondary, particular, unchangeable, to take
to give, permanently, unnecessary, irregular, more, original
IX. Answer the following questions:
1. Where does the word ‘computer’ refer to?
2. How can the CPU in digital computers be divided?
3. What is the function of the control unit?
4. What components has a control unit?
5. What is the arithmetical-logical unit?
6. Where are programs and data first loaded?
7. What are the primary components of the ALU?
8. What can modern computers perform?
X. Retell the text in English.
UNIT 8
I. Look up in the dictionary how to pronounce the following words. Write them down in the dictionary.
to run RAM (random access memory) to assist
to direct Volatile memory a repository
to involve ROM (read only memory) disk drive
firmware
II. Read the text and do the exercises that follow it.
Computer Memory
Software gives instructions that tell computers what to do. There are two kinds of software. The first is System Software and includes programs that run the computer system or that aid programmers in performing their work. The second kind of software is Application Software, which directs the computer to perform specific tasks that often involve the user.
Memory is the general term used to describe a computer system’s storage facilities. Memory’s job is to store the instruction or programs and data in the computer. Memory can be divided into two major categories: 1. main memory, 2 auxiliary storage. Main memory is also called main storage, internal storage or primary storage and is a part of the CPU. Main memory is usually on chips or a circuit board with the other two components of the CPU. RAM for Random Access Memory, is the storage area directly controlled by the computer’s CPU. Main Memory assists the control unit and the ALU by serving as a repository for the program being executed and for data as it passes through. RAM or Volatile memory so called because its contents are replaced when new instructions and data are added, or when electrical power to the computer is shut off. RAM is read-write memory, in that it can receive or read data and instructions from other sources such as auxiliary storage.
Another type of memory is ROM or Read Only Memory. ROM holds instructions that can be read by the computer but no written over. ROM is sometimes called firmware because it holds instructions from the firm or manufacturer.
Auxiliary storage, also called auxiliary memory or secondary storage, is memory that supplements main storage. This type of memory is long-term, Nonvolatile Memory. Nonvolatile means that computer is turned off or on.
III. Fill in the blanks necessary words:
1. ..... gives instructions that tell computers what to do.
2. ..... directs the computer to perform specific tasks that often involve the user.
3. Memory’s job is to store ..... .
4. ..... can be divided into two main categories.
5. Main memory is usually on ..... .
6. ..... is read-write memory.
7. ..... holds instructions that can be read by the computer but no written over.
8. ..... is memory that supplements main storage.
9. ..... means that the computer is turned off or on.
1. Memory can store instructions, programs, data ..... the computer.
2. Main memory is usually ..... chips or a circuit board ..... the other two components of the CPU.
3. RAM ..... random access memory is the storage area controlled ..... the computer’s CPU.
4. Memory so called because its contents are replaced, when instructions are added or when electrical power is shut ..... .
5. ROM holds instructions that can be read, but no written ..... .
a storage device, to perform, to handle, to process, a portion
to transmit, to store, a routing
to take away, to break down, secondary, external
old instructions, switch on, short-term
VII. Which sentences don’t correspond to the sense of the text?
1. CMOS is used in PCs to store information such as the amount of installed memory.
2. Software gives instructions that tell computers what to do.
3. CMOS also contains a wonderful clock with a built-in-alarm, which we don’t get to use.
4. The Software as most intangible products is not always capable of being readily evaluated.
5. Volatile memory is replaced when new instructions and data are added.
6. Firmware holds instructions from the firm or manufacturer.
7. CMOS memory is used on IBM compatible machines to store system information that needs to be preserved even when the computer is turned off.
VIII. Give the definition to the following terms:
1. software 5. RAM
2. memory 6. ROM
3. main memory 7. volatile memory
4. auxiliary memory 8. nonvolatile memory
IX. Answer the questions:
1. Does software give instructions that tell computers what to do?
2. How many kinds of software do you know? What are they?
3. When do you use the term ‘memory’?
4. What is the job of memory?
5. Can you name two major categories of memory?
X. Retell the text.
UNIT 9
I. Look up in the dictionary how to pronounce the following words. Write them down in the dictionary.
accounting to edit a folder
drafting to finance schematic
spreadsheet charts via
to gain to scatter enhance
to create a cabinet brochures
II. Read the text and do the exercises that follow it.
Application Programs
An Application Program is a software program that performs a specific function, such as accounting, word processing or drafting. There are some categories of application program to choose from spreadsheet, Database Management, Computer Aided Design (CAD), Communications, Graphic presentations, desktop Publishing, Integrated Programs, Window and Windows – based Programs. Within each category, there are several software programs which have gained industry-wide acceptance.
Word processing: is the most common application for a personal computer. Most word processing software programs allow us to create, edit, and save documents, along with changing the position of the text in a document, inserting new information in the middle of the text, or removing words and sections no longer needed. With a typewriter, you would have to re-type the entire document after a few major changes. Given a computer, a document can be stored electronically and retrieved at any time for modification.
Examples of word processing programs include: – Word Perfect; –MS-Word; –Multimate; –Wordstar; –Displaywrite; –Word for Windows; –Word Perfect for Windows.
Accounting and spreadsheets: One of the primary functions of the first mainframe computers was to store and calculate volumes of financial data for banks and large businesses. Nowadays, a personal computer is capable of handing the accounting and finances of almost any small to medium-sized business. Many different programs are available for plotting financial trends and performing everyday bookkeeping functions. One of the most popular financial tools is called a spreadsheet. An electronic spreadsheet is a software program, which performs mathematical calculations and ‘want – if’ analysis. Besides replacing your pencil and calculator for solving financial and statistical problems, spreadsheets can display line graphics, bar chats, and scatter plot diagrams. Often accounting and spreadsheet programs are designed to work together, in efforts to provide the financial solution.
Examples of accounting programs include: ACCPAC Simply Accounting, ACCPAC plus, Business Vision Turbo, New Views Accounting, Great Plains, Dac Easy, Peach Tree, Abacus II.
Examples of spreadsheet programs include: Lotus 1-2-3, MS-Exel, Quatro Pro, Supercale.
Database Management. A database is a simply collection of related information. Some common examples are a phone book, an inventory list, a personal file. A Database Management Software program assists in manipulating and organizing the information in a database. A database application is any task ordinarily handled by a filing cabinet, multiply file folders, or some other information storage system. In a manual system, for example, each drawer in filing cabinet is reserved for a specific purpose, such as maintaining profile sheets on customers. Each profile is written on a standard form and a clerk places the file folder in the drawer. This manual process is identical to a computerized database, where the database software performs the function of the filing clerk. Rather that placing the customer profiles in the filing cabinet drawer, a computerized database stores each profile electronically on a disk.
Some examples of a database management programs: Dbase, R:BASE, Paradox, FoxPro, Q&A, Oracle.
Computer Aided Design. Computers are the perfect tools for creating drawing or architectural plans. Because the drawings can be saved, it is easy to incorporate modifications, design improvements and corrections. Computers are often used on the final process of converting a computer drawing into a physical product. One such example is the manufacturing of electronic circuit boards. First, the electronic circuit drafting program produces the schematic design, then a second program tests the design by simulating the circuit’s operation, and finally a third program constructs the circuit board from the design layout.
Computer Aided Design programs are: AutoCAD, TANGO, PCAD, Generic CAD.
Communications: Computers can communicate with each other via regular telephone lines and modems. Communication software programs enable different types of computers to exchange data using a common language. The IMB PC can actually emulate various types of equipment, around the world, with the help of software. Communication programs are: Smartcom, Kermit, Crosstalk, PC Talk, Pro Comm, PC Anywhere, CloseUp.
Graphic Presentations: There are actually some people, who prefer to look at 14 columns of numbers across several pages for analyzing a business’ performance. These people are called accountants. However, most people are visual learners of diagrams, graphs and charts for representing numerical trends. There are a variety of programs for displaying information graphically: –Lotus 1-2-3, Exel, Quatro Pro, Chartmaster, Chart, Harvard Graphics, Micrografix Powerpoint, DrawPerfect.
Desktop Publishing is the process of taking a document and inserting graphics and applying enhanced formatting options. These programs take text from the more common word processor and produce print-shop quality output. Desktop publishing programs are used to create newsletters, brochures, reports, book and other publications.
Desktop publishing programs include: Aldus PageMaker, Ventura Publisher, AMI Professional. Integrated Programs: they unite one or more of the primary computer applications, whether word processing, spreadsheet or database into a single package. These programs allow people to experiment with the major computer applications, while only investing in a single product. The post popular integrated programs are: –MS-Works, Q&A, Eight in one, Symphony, Framework.
Microsoft Windows. Windows is a program, which enhances many aspects of using a microcomputer. It provides a graphical user interface (GUI and pronounced «Gooey») for programs running under the Windows environment. In other word, Windows allows a person to use a mouse and choose special symbols to point at and select desired functions, rather than having to remember commands. As well Windows’ products allow a WYSIWYG (‘what you see is, what you get’) screen display, especially important for word processing and desktop publishing programs.
Here are some examples of Window – based products:
- Word Perfect for Windows (word processing).
- MS-Word for Windows (word processing).
- MS-Exel for Windows (spreadsheet).
- Aldus Page Maker (desktop publishing).
- AMI Professional (word processing).
- ACCPAC Simply Accounting (accounting).
III. Translate these into your own language:
1. software program
2. application program
3. industry-wide acceptance
4. along with changing the position
5. no longer needed
6. to re-type the entire document
7. calculate volumes of financial data
8. bookkeeping functions
9. to assist in manipulating and organizing the information
10. perfect tools
11. program tests the design
12. emulate various types
13. select desired functions
IV. Find English equivalents to the following words and expressions in the text:
1. выполнять специфическую функцию
3. создавать, редактировать, сохранять документы
4. вставлять новую информацию
5. удалять слова, которые больше не нужны
7. получить в любое время
8. быть способным, быть в состоянии что-либо выполнять
9. ручной процесс
10. пласт
11. используется, чтобы создать
12. позволяет людям экспериментировать
13. выбрать
V. Finish the sentences according to the text.
1. An application program is a software ..... .
2. Word processing software programs allow us ..... .
3. An electronic spreadsheet is a ..... .
4. A data base application is any task ..... .
5. Computers are perfect tools for ..... .
6. Communication programs enable different types of computers ......
7. There are some people who prefer to look at 14 columns of numbers across several pages for ..... .
8. These programs take text from the more common word processor and ..... .
9. Windows allows a person ..... .
VI. Give appropriate definitions and examples of the following application programs:
1. word-processing 5. communications
2. accounting and spreadsheets 6. graphic presentations
3. database management 7. desktop publishing
4. computer aided design 8. Microsoft Windows
VII. What kind of programs do you choose to perform the following tasks:
1. to create, edit and save documents;
2. to make a phone book, inventory list, a personal file;
3. to store and calculate volumes of financial data for banks;
4. to use a mouse and choose special symbols to point at and select desired functions;
5. to create drawings or architectural plans;
6. to communicate with other persons via regular telephone to exchange data using a common language;
7. to unite one or more of the primary computer applications.
VIII. Answer the questions:
1. What is an application program?
2. What does word processing software program allow to do?
3. What was one of the primary functions of the first mainframe computers?
4. What is a personal computer capable doing now?
5. What is spreadsheet?
6. What is database?
7. What are the perfect tools for creating drawings?
8. What are desktop publishing programs used to?
9. What is windows?
IX. Give a short summary of the text.
UNIT 10
I. Look up in the dictionary how to pronounce the following words. Write them down in the dictionary.
flipping toggle to comprise a notation to issue ambiguity
awkward to declare a source a compiler to retrieve
II. Read the text and do the exercises that follow it.
Programming Languages
Programming has been with us for over 40 years but it wasn’t born at the time as the first computers. When the first early computers were built, there were no programming languages. First machines were initially programmed by flipping toggle switches and changing cables. Needless to say, this was a slow, awkward process. People began quickly searching for a better, faster way to issue instructions to the computer.
The result was what we call Programming Languages. The programming languages fall into three general categories. They are comprised of ones and zeros, and are directly understood or executed by hardware. Electronic circuitry turns these 0s and 1s into the operations the computer performs.
Assembly Languages are powerful programming tools because they allow programmers a large amount of direct control over the hardware. They offer programmers greater ease in writing instructions but preserve the programmer’s ability to declare exactly what operations the hardware performs. Assembly languages are machine-specific, or machine-dependent. Machine-dependent means the instructions are specific to one type of computer hardware. Assembly languages are still provided by most computer manufacturers – they can’t be translated and used on another computer.
Assembly code for a Prime mini won’t work on a Digital mini. Assembly code can’t even be transferred between some machines built by the same manufacturer. For the most part, assembly languages are used by systems programmers to develop operating systems and their components.
So Assembly languages were the first bridge between the English Language and the computer’s binary language. The creation of high-level programming languages followed. A high-level language is a language in which each instruction or statement correspond to several machine code instructions.
As high-level languages are a method of writing programs using Englishlike words as instructions, they allow users to write in a notation with which they are familiar, e.g., Fortran in mathematical notation, Cobol in English.
High-level programming languages combine several machine language instructions into one high-level instruction. Low-level languages required only a single letter or a short mnemonic a term, or a word that is easy to identify, such as ADD for addition. High-level language requires just a single statement.
A Statement is an expression of instruction in a programming language. For example, PRINT FILE, TXT is a statement. A statement translates into one or more instructions at the machine language level. Each programming language includes a set of statement and a syntax. Syntax is the set of rules governing the language’s structure and statements. The syntax rules may include how statements are written, the order in which statements occur, and how sections of programs are organized.
FORTRAN was created in 1954 by John Backus. And it was one of the first high-level languages for FORmular TRANslator. Fortran allows programmers to calculate complex formulas with a few source code instructions. It is used for scientific and mathematical problems. The source program is written using combination of algebraic formulas and English statements of a standard but readable form.
Another high-level machine language is Cobol. Cobol was developed by the Conference on Data Systems Languages. Cobol was issued by the US Government Printing Office in 1960. Cobol stands for Common Business-Oriented Language. The source program is written using statements in English. It was made for business industry, government and education applications. This means that Cobol «has a place for everything» and requires programmers to «put everything in its place». Cobol programs are separated into four sections, called divisions:
1. The Identification Division (раздел идентификации) documents the program name, the programmer’s name (s), dates and any other important identification information.
2. The Environment Division (раздел оборудования) names the computer hardware, including the CPU and I/O devices.
3. Data Division (раздел данных) identifies all associated files and working storage sections of the program.
4. The Procedure Division contains all the instructions in the Cobol program.
Cobol divisions are further divided into paragraphs and sections. This structure helps programmers write code efficiently and with a minimum of repetition and confusion.
Algol was developed as an international language for the expression of the algorithms between individuals, as well as programming language. It was introduced in the early 1960s. Algol stands for ALGOrithmic Language. This language is used for mathematical and scientific use. An Algol program consists of data items, statements and declarations, organized into a program structure BASIC or the Beginners AU-purpose Symbolic Instruction Code, was developed over a period of years by professors John Kemeny and Thomas Kurtz and students in the computer science program at Dartmouth College. It was released in 1965. In most versions, BASIC is an unstructured language. The original Basic was easy to learn allowing computer users to write simple programs within a few minutes.
Basic uses five major categories of statements:
– Arithmetical statements allow users to use Basic like a calculator
– Input/ Output statements, including READ, DATA, INPUT and PRINT
– Control statements including GOTO, IF-THEN, FOR, NEXT and END control the sequence of instructions executed by the computer
– Other statements help document Basic programs and set up data dimensions respectively
– System Commands tell the operating system how to work with Basic programs
RUN means execute a program
LIST directs the computer to display a Basic program.
III. Fill in the gaps necessary words or expressions:
1. First machines were ..... by flipping toggle switches and ..... .
2. The programming languages fall into ..... .
3. They are comprised of ..... and ..... .
4. ..... are powerful programming tools.
5. Machine-dependent means ..... .
6. A high-level language is a language in which ..... .
7. ..... is an expression of instruction in a programming language.
8. ..... allows programmers to calculate complex formulas with a few source code instructions.
9. ..... stands for ALGOrithmic Language.
10. Basic uses ..... .
IV. Fill in the prepositions:
1. Programming has been ..... us for over 40 years.
2. People began searching ..... a better, faster way to issue instructions to the computer.
3. They offer programmers greater ease ..... writing instructions.
4. Assembly code ..... a Prime mini won’t work ..... a Digital mini.
5. Assembly languages were the first bridge ..... the English Language and the computer’s binary language.
6. A statement translates ..... one or more instructions ..... the machine language level.
7. System Commands tell the operating system how to work ... Basic programs.
V. Find the synonyms to the following words:
to execute, a tool, to allow, to preserve a notation, to issue, to differ
VI. Find the antonyms to the following words:
to die, to be destroyed, important, slowly, indirectly, difficulty
low level, unfamiliar, high level, to unite
VII. Give appropriate definition of the following terms:
1. programming languages
2. Assembly Language
3. Cobol
4. Algol
5. Basic
VIII. Give the situation from the text in which the following words and expressions are used:
1. for over 40 years
2. slow, awkward process
3. three general categories
4. a large amount of direct control
5. machine-dependent
6. to develop operating systems and their components
7. combine several machine language instructions
8. a set of statements
9. a few code instructions
10. write code efficiently
IX. Answer the questions:
1. How were the first computers programmed?
2. What is an example of assembly language?
3. What does the term machine-dependent mean?
4. What is an assembly language primary used for?
5. What is a high-level language?
6. What does it combine?
7. What is a statement/syntax?
8. When was FORTRAN created? What is Fortran?
9. When was Cobol created? What is Cobol?
10. How many sections are Cobol separated into?
11. What is Algol (when was it developed and for what)?
12. What is Basic?
13. What are major categories of Basic?
Список использованных источников
Основная литература
- Агабекян И.П. Английский для бакалавров. – Ростов-на-Дону: «Феникс», 2012.
- Бусыгин Б.С., Коротенко Г.М., Коротенко Л.М. Введение в современную информатику. – Днепропетровск, НГУ, 2011.
- Сукнов М.П. Английский язык. Учебное пособие для студентов 1-2 курсов компьютерных и радиотехнических специальностей. – Компания СМИТ, 2012.
Дополнительная литература
- Радовель В. А. Английский язык. Основы компьютерной грамотности: Учебное пособие / Радовель В. А. – Ростов н/Д: Феникс, 2006. – 224 с.
- Учебное пособие English for Computer Science Students / Сост. Т.В. Смирнова, М.В. Юдельсон; Науч. Ред. Н.А. Дударева. – 3-е изд. – М.: Флинта: Наука, 2003. – 128 с.: 9 ил.
- Eric H. Glendinning, John McEwan. – Basic English for computing. – Oxford University Press. – 1999.
- Tom Ricca-McCarthy, Michael Duckworth. – English for Telecoms and Information Technology. – Oxford University Press. – 2013
Интернет-ресуры
Тарасова Е.П. , Шелягова Т.Г. и др.
Минск: БГУИР, 2006.− 213 с.
Авторы: Е.П.Тарасова, Т.Г.Шелягова, В.П.Киселева, Н.И.ШавельУчебное пособие направлено на формирование лексических навыков по тематике радиотехнического профиля, а также развитие навыков и умений чтения и говорения по специальности. Авторами учебного пособия соблюдены преемственность школьного и вузовского курсов, реализовано требование профессионально-ориентированного обучения.
В пособии имеется грамматический справочник, фонетический справочник и словарь общенаучной лексики.Содержание:
Глагол.
основные формы глагола.
Система грамматических времен английского языка.
Страдательный залог.
Согласование времен.
Модальные глаголы.
Сослагательное наклонение.
Условные предложения.
Глагол to be.
Глагол to have.
Глагол to do.
Глагол should.
Глагол would.
Нелинейные формы глагола.
инфинитив.
Причастие.
Герундий.
Анализ предложения.
простое предложение.
Сложное предложение.
Усилительные конструкции.
Определительные сочетания.
Многофункциональные местоимения.
it.
That-those.
These.
One.
Грамматическая омонимичность слов, оканчивающихся на -s, -ed, -ing.
Фонетический справочник.
Словарь общенаучной лексики.
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АНГЛИЙСКИЙ ЯЗЫК ДЛЯ СТУДЕНТОВ РАДИОТЕХНИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ ВУЗОВ Минск 2006 Авторы: Е.П.Тарасова, Т.Г.Шелягова, В.П.Киселева, Н.И.Шавель Английский язык для студентов радиотехнических специальностей А64 вузов: Е.П.Тарасова, Т.Г.Шелягова, В.П. Киселеваи др. - Мн.: БГУИР, 2006.− 213 с. Учебное пособие направлено на формирование лексических навыков по тематике радиотехнического профиля, а также развитие навыков и умений чтения и говорения по специальности. Авторами учебного пособия соблюдены преемственность школьного и вузовского курсов, реализовано требование профессионально-ориентированного обучения. В пособии имеется грамматический справочник, фонетический справочник и словарь общенаучной лексики. СONTENTS Unit One ............................................................................................................5 Lesson 1 (5). Lesson 2 (8). Lesson 3 (10). Lesson 4 (11). Unit Twо.........................................................................................................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 Fоur ........................................................................................................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). Грамматический справочник I. Глагол.....................................................................................................126 §1. Основные формы глагола...................................................................126 §2. Система грамматических времен английского языка.....................127 §3. Страдательный залог.........................................................................129 §4. Согласование времен.........................................................................131 §5. Модальные глаголы...........................................................................132 §6. Сослагательное наклонение..............................................................134 §7. Условные предложения......................................................................136 §8. Глагол to be .........................................................................................137 §9. Глагол to have ......................................................................................138 §10. Глагол to do ........................................................................................138 §11. Глагол should ......................................................................................139 §12. Глагол would........................................................................................139 II. Неличные формы глагола...............................................................140 §13. Инфинитив.........................................................................................140 §14. Причастие...........................................................................................142 §15. Герундий..............................................................................................144 Ш.Анализ предложения......................................................................146 §16. Простое предложение.........................................................................146 §17. Сложное предложение....................................................................149 §18. Усилительные конструкции..........................................................151 §19. Определительные сочетания...........................................................151 IV. Многофункциональные местоимения...........................153 §20 It .............................................................................................................153 §21. That-those .............................................................................................153 §22. These ....................................................................................................154 §23. One ........................................................................................................155 §24. Грамматическая омонимичность слов, оканчивающихся на -s, -ed, -ing . ................................................................155 Фонетический справочник................................................................................157 Словарь общенаучной лексики.............................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. Practise 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 (конструировать – конструктор) to detect – a detector (детектировать – детектор) 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 mathematics. 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? 5. Modern orbital stations weigh up to 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 only sings, she plays the guitar as well. 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 it has the necessary properties. 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 analyse 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 theatre, (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. The translation from one language into another will soon be performed by computers. 3. Waves are carried in all directions from the vibrating body, 4. The first-year students are not taught special subjects. 5. Many problems of great interest are discussed at 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 will 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 programme. Try to memorize the words and word-groups: ■ to take a step forward – сделать шаг вперед ■ to put forward a theory – выдвинуть теорию ■ merely – только, всего лишь ■ to make a discovery – сделать открытие ■ essential – основной ■ to give rise to – способствовать ■ loose – свободный, незакрепленный ■ mouthpiece – микрофон ■ to suggest a method – предложить метод ■ to turn to –обратиться ■ thereby – посредством этого to include – включать в состав, содержать ■ persistent – упорный, настойчивый ■ convenience – удобство ■ point – точка. LESSON TWO I. Study text A. Try to understand all 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 19-th century. By purely mathematical 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 of reflection, refraction, polarization, diffraction and interference. 4. A.S.Popov (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 centre 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 – на зная истоков чистой науки 2. by purely mathematical reasoning – при помощи чисто математических рассуждений 3. does not exist in reality – на самом деле не существует 4. both being the same kind of waves – причем обе являются волнами одного типа 5. distinguished audience – авторитетная аудитория 6. to be animated by the love of knowledge – быть движимым любовью к знаниям 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 Russian. 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 – касаться, относиться; to design – конструировать; equipment – оборудование; home-made – отечественный; electronic valve – электронная лампа; broadcasting station – радиовещательная станция; superpower oscillator valve – сверхмощная генераторная лампа; under the guidance – под руководством; special-purpose radio station – радиостанция специального назначения; amateur designer – радиолюбитель (конструктор); radio-controlled models – радиоуправляемые модели; remote control ─ дистанционное управление; far-away Galaxies – отдаленные Галактики. II. Skim through text В and say in Russian or in English what it is about. You are given 3 minutes. Text В Nowadays local radio stations broadcast their own programmes 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 – десятки тысяч 2) use is not made of – не используется 3) have made it possible the information to be obtained – дали возможность получить информацию 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 – в отличие; to assign – определять; appropriate – соответствующий; preliminary – предварительный; to undertake – предпринимать; to exchange – обмениваться; to man – комплектовать; to stir – вызывать, возбуждать; to originate – брать начало, отправлять; to destine – предназначать; distinction – различие; latter – последний (из упомянутых); to accept – принимать; subsequent – последующий. 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 С 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 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 – сама природа радио 2) man-made frontiers – искусственные преграды 3) to lay down the rules – установить правила 4) as early as 1903 – еще в 1903 году 5) part of the reason, if not the major one – одна из причин, если не самая главная 6) it was this action ... which – именно этот поступок 7) in spite of – несмотря на 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 А, В and С (Write 10-13 sentences.) The following plan is available: 1. First important discoveries in the field of radio. 2. A.S.Popov"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. Practise 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"кə:], 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, programme, 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. I like music and have many records. The instrument records the changes of temperature. 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 programme 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 mostly by large groups of researchers. 4. The apparatus will be working when you come. 5. The scientists who are carrying out research into nuclear physics deal with the most difficult problems. 6. For twenty minutes the air in the laboratory was being purified 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 depended; 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. Analyse 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 A.S.Popov. 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 – возможно, вероятно ■ exclamation – восклицание ■ to be related to – иметь отношение к ■ to have similar experience – иметь подобный опыт ■ to have nothing to do with – не иметь ничего общего с ■ to turn out – оказываться ■ after all – в конечном счете ■ to listen to a radio programme – слушать программу по радио ■ to refer to – ссылаться; называть ■ sun-tan lamp – лампа для загара ■ to guide – направлять, вести ■ bullet – пуля ■ cancer – рак, раковая опухоль ■ to resemble – иметь сходство; напоминать ■ complete – полный, законченный. 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 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 programme, 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 – Мир тесен. 2. occurrences in nature – явления в природе 3. things or events that at first seem to have nothing to do with ... – предметы или события, которые, как кажется на первый взгляд, ничего не имеют общего... 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: луч, тип, частота, расстояние, напоминать, длина волны, период, полный (законченный), двигаться, называть, длинный, низкий, количество. 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 – тонкий, неуловимый; to occur – происходить; to convert – преобразовывать; receptive – восприимчивый; beyond – за пределами; wavelength – длина волны; to range – колебаться в пределах; frequency – частота; to approach – приближаться; beam – пучок; луч; to fan out – расходиться, распространяться. II. Read text В. Find out the main information of the text. Text В 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 tongues2, 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 metres 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 – ни одно из наших чувств 2) bearing messages in many tongues – несущие сообщения на многих языках 3) in order of increasing wavelength – в порядке увеличения длины волны 4) in order to solve a problem – чтобы решить проблему 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 – деятельность; to support – поддерживать; to administer – управлять; responsible – ответственный; announcement – сообщение; to intend – намереваться; to remain – оставаться. 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 С 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 – переносный радиопеленгатор 2) race against time – бегут на время 3) fthe rules call for – правила требуют 4) identify themselves by voice announcements – дают знать о себе голосом 5) on the air – в эфире 6) amateur band – радиолюбительский диапазон частот 7) in sequence – последовательно, одну за другой 8) competitive spirit – дух соревнования 9) are fully aware of the importance – вполне понимают значение 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 introductory 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. Retell briefly the information you have learned from the text. 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 А, В, С 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. Practise the reading of the following words: 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 – красота – прекрасный 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 – надежда – безнадежный 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; invent, inventor, invention; transmit, transmitter, transmission; work, worker; special, speciality, 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 programmes 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 for analyzing the experimental data. 2. In my opinion this result has not been proved 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 centre 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 theatre this month. She went to the theatre last month. 4. Have you ever been 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 theatre three years ago and at Moscow theatres 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. Colour 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 – иметь хорошие знания ■ to play records – проигрывать пластинки ■ in order to do this – чтобы сделать это ■ a strip of paper – полоска бумаги ■ to send messages – посылать сообщения ■ much more quickly – гораздо быстрее · to be a true scientist – быть настоящим ученым ■ a little more complicated – немного более сложный ■ speed – скорость · to devise – изобретать, придумывать ■ needle – игла; стрелка · tin – олово ■ foil – фольга ■ certain – определенный ■ to reverse – менять (направление) ■ to wind (wound) – вертеть, крутить ■ accident – случайность; случай ■ to hit (hit) – ударять. LESSON TWO I. Before reading the text answer the following questions: I. What is the English for "проигрывать"? 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 consisted of two diaphragms on either side4 of a drum of tinfoil. Each diaphragm was 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 – алфавит Морзе 2. by running the paper – посредством пропускания бумаги 3. like human voices – подобно человеческим голосам 4. on either side – с обеих сторон 5. the newly-cut needle path – только что прорезанная дорожка 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. 3. While experimenting on his machine at a very fast speed he noticed some strange noise (what was the noise like?). 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: замечать, создавать шум, звучать, беседа, истинный, голос, выяснять что-то, происходить, решать, человеческий, необычный, поэтому. 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 – вызывающий разочарование; properly – правильно; как следует; inwards – внутрь; lead – провод; amplifier – усилитель; feedback – обратная связь; record-deck – электропроигрыватель; stylus – (воспроизводящая) игла; socket – гнездо, розетка. П. 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 metres apart (more in a very large room, less in a small one). Turn them slightly inwards. Now imagine a line from the centre 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 – по возможности короче 2. to make sure – убедиться 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 – покрывать; digital – цифровой; to claim – утверждать; distortion – искажение; background hiss – фоновый шум (шипение); studio master – студийный диск; tough – прочный; careful handling – бережное обращение; to damage – наносить ущерб, повреждать; to wear out (wore, worn) – изнашиваться; conventional – обычный; hi-fi system – high fidelity system – система с высокой точностью воспроизведения. II. Scan text С and say where compact disks are used. Text С 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 aluminium 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 aluminium 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 – Сони {японская фирма no производству радиоаппаратуры) 2. It"s similar to – он похож на 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 compact 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 А, В and С for preparing a report on the theme "Everything about record-players". Key to Lessоп 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. Practise 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. Give the initial words of the following derivatives: primarily, considerable, selective, comparison, investment, separately, mobility, industrial, invention, development, actively, transformation, logical, clearly, communication, transmission, 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, measuring, measurement; direct, director, directive, direction, directness; operate, operating, operation, operative, operator; relative, relatively, relation, relativity; mean, meaning, means; technical, technique, technician; system, systematical, systematically; electron, electronic, electronics; consider, consideration, considerable, considerably. 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 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 theatre with my brother." She said that she was going to the theatre 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. I.V.Kurchatov 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. I.V. 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 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 - кино 2.with other ends in view - с другими целями 3. the list is long even when selective - список длинный, даже если он сделан выборочно 4.its means were being actively sought - шли активные поиски средств 5. to bring the scattered work together - соединить разрозненные работы вместе 6. there is still controversy about contributions and priorities .- все еще идет полемика по поводу степени участия и приоритета 7.down to television - вплоть до телевидения П. 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 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: очевидный, предвидеть, искать, средства, по сравнению с, социальные вложения, разрозненный, отдельно, развертка, соперничество, получение, полемика, вклад, приоритет, активно, также. VI. Translate paragraph 3 into Russian. VII. Read paragraph 4 and say 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 – сложный; live transmission – прямая передача; picture scanner - анализатор изображения; value - величина, значение; photosensitive cell – фоточувствительный элемент; to trace out a line - размечать строку; frame frequency - частота кадра; crude - незрелый; scanning speed - скорость развертки; to retain an image - сохранять изображение; succession - последовательность; uninterrupted flow – непрерывный поток; to glow – светиться; to strike (struck) – ударять; allocated dot – нужная точка. II. Skim through the text. Try to understand the main contents(you are given 15 minutes): Text В 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 1/16-th 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 colour television has three electron guns - one for each of the primary colours, red, blue and green. They bombard a screen of phosphor dots, arranged in groups of three - one dot for each colour - while a masking device sorts the beams so each one falls on its allocated dot. A colour television camera also has three cathode tubes and electron guns. Notes 1. to recreate the original object - для воссоздания исходного объекта 2. the mind experiences - мозг воспринимает 3. in its refined form - в усовершенствованном виде 4. how long the beam is aimed at it – как долго луч направлен на нее 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 colour 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 С better: digital – дискретный, цифровой; to encode – кодировать; error – ошибка; audio – звуковой; available – доступный; span – интервал времени, долговечность. II. Read the text carefully and find the information about the advantages of digital television: Text С 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 programme content by selecting channels or programs from video-on-demand services – simultaneous transactions – electronic shopping or betting related to the programme content – value-added information services – either relating to the programme or more general (citizen information services) – cross-media programmes spanning a combination of media channels such as TV, Internet, mobile phone – poll-type interaction using the return path or telephony – interactive programmes 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 programmes 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 А, В 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. Practise 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 – крепкий to fasten – прикреплять 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 – покрывать to uncover – раскрывать 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 – открытие ■ investigation – (научное) исследование; изыскание, изучение ■ pure science – чистая наука ■ vacuum techniques – вакуумная техника ■ cathode rays – катодные лучи ■communication – связь, сообщение ■ on a world scale – в мировом масштабе ■ a decisive factor – решающий фактор ■ nucleonics – нуклеоника (ядерная физика и ядерная техника) ■ store – запас ■ a branch of science – отрасль науки ■ significant – значительный, важный ■ advance – прогресс, успех ■ treatment – лечение ■ to play the leading role – играть ведущую роль. LESSON TWO I. Study text A. Try to understand all 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 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 – приносить плоды, давать результаты 2. to give birth – родить, породить 3. unprecedented speed and sensitivity – небывалая скорость и чувствительность 4. to take close-up pictures – делать снимки с близкого расстояния II. Say whether the following statements are true or false: 1. The revolution in pure science 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: электроника, радар, запас, электронная вычислительная машина, часть, прибор, телевизионный приемник, отрасль, чувствительность, технология, производить. 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 – радиолампа; wire– провод, проволока; layer – слой; junction – соединение, сочленение; переход; a solid-state diode – твердотельный диод; sound picture – 1. звуковое кино; 2. звуковой кинофильм; long-distance telephone call – междугородный телефонный вызов; seek – искать; to adapt – приспосабливать; control – управление; регулирование; image – изображение; to respond – реагировать; to detect – замечать, обнаруживать. П. Skim through text В 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 industry seeking faster and more accurate methods o
АНГЛИЙСКИЙ
ЯЗЫК
ДЛЯ СТУДЕНТОВ
РАДИОТЕХНИЧЕСКИХ
СПЕЦИАЛЬНОСТЕЙ
Английский язык для студентов радиотехнических специальностей
А64 вузов: , др. - Мн.: БГУИР, 2006.− 213 с.
Учебное пособие направлено на формирование лексических навыков по тематике радиотехнического профиля, а также развитие навыков и умений чтения и говорения по специальности. Авторами учебного пособия соблюдены преемственность школьного и вузовского курсов, реализовано требование профессионально-ориентированного обучения.
В пособии имеется грамматический справочник, фонетический справочник и словарь общенаучной лексики.
Unit One ............................................................................................................5
Lesson 1 (5). Lesson 2 (8). Lesson 3 (10). Lesson 4 (11).
Unit Twо.........................................................................................................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 Fоur ........................................................................................................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).
Грамматический справочник
I. Глагол.....................................................................................................126
§1. Основные формы глагола...................................................................126
§2. Система грамматических времен английского языка .....................127
§3. Страдательный залог.........................................................................129
§4. Согласование времен.........................................................................131
§5. Модальные глаголы...........................................................................132
§6. Сослагательное наклонение..............................................................134
§7. Условные предложения......................................................................136
§8. Глагол to be .........................................................................................137
§9. Глагол to have ......................................................................................138
§10. Глагол to do ........................................................................................138
§11. Глагол should ......................................................................................139
§12. Глагол would........................................................................................139
II. Неличные формы глагола...............................................................140
§13. Инфинитив.........................................................................................140
§14. Причастие...........................................................................................142
§15. Герундий..............................................................................................144
Ш. Анализ предложения......................................................................146
§16. Простое предложение.........................................................................146
§17. Сложное предложение....................................................................149
§18. Усилительные конструкции..........................................................151
§19. Определительные сочетания...........................................................151
оканчивающихся на - s, - ed, - ing.................................................................155
Фонетический справочник................................................................................157
Словарь общенаучной лексики................................. .............................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".
Pre-text Exercises
I. Practise 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 (конструировать – конструктор)
to detect – a detector (детектировать – детектор)
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.
Государственное образовательное учреждение
высшего профессионального образования
«Омский государственный технический университет»
Е. В. Тихонова
Е.В. Янушкевич
English for Radioengineering Students
Учебное пособие по английскому языку для студентов ДО I-II курса
радиотехнических специальностей
УДК 811.111:621.37/.39(075)
ББК 81.2Англ+32.84я73
Рецензенты:
Н.П. Андреева, к.филол.н., доцент кафедры иностранных языков ИВМ ОмГАУ, О.А.Кузина, к.филол.н., доцент кафедры русского и иностранных языков ОмГУПС.
Тихонова Е. В., Янушкевич Е.В.
English for Radioengineering Students: учебное пособие по английскому языку для студентов ДО I-II курса радиотехнических специальностей /Е. В. Тихонова., Е.В. Янушкевич. – Омск: Изд-во ОмГТУ, 2010.– 80 с.
Данное учебное пособие содержит оригинальные тексты по специальности на английском языке для студентов I-II курса радиотехнического факультета. Каждый раздел (Unit) содержит познавательный материал для обучения чтению, переводу, тексты для аннотирования, развития навыков разговорной речи по своей специальности, а также тестовые вопросы к текстам. В конце пособия даются дополнительные тексты для самостоятельной работы, краткий грамматический справочник.
Печатается по решению редакционного-издательского совета Омского государственного технического университета.
УДК811.111:621.37/.39(075)
ББК 81.2Англ+32.84я73
© ГОУ ВПО Омский государственный
технический университет, 2010
Greetings and Possible Replies
The words to be remembered:
How do you do? Здравствуйте.
Hallo! (Hello!) (фам.) Hallo, everybody! (фам.) | Здравствуйте! (при обращении ко всем присутствующим,) Доброе утро! Добрый день" |
Remember: ";How do you do?"; is not a question but a greeting the customary reply to which is ";How do you do?";.
Remember: When used as greetings, ";Good morning"; and ";Good afternoon"; are pronounced with the falling tone. They are pronounced with the rising tone when used as words of parting.
Good evening! Hi! (амер. фам.) | Добрый вечер! Привет! |
Give possible replies to the following greetings:
1. Good evening, Mr. Brown. 2. Good morning! 3. Hallo, even/body. 4. Good afternoon, miss Finch! 5. How do you do? 6. Hi!
Expressing Surprise when Meeting People.
1. Memorize the dialogues:
a) - Look who"s here!
Why, John! What a pleasant surprise!
b) - Why, Nick! How come you"re here!
Hallo, Pete! This is a small world!
c) - If it isn"t Mr. White!
Hi,Mr. Brown! Fancy meeting you here!
II. Combine the sentences:
Look who"s here! | This is a small world! Fancy meeting you here! What"s brought you here? ";What brings you here? How come you"re here? |
1. - Nick, what a pleasant surprise!
This is a small world!
Why, Miss Finch!
How come you"re here?
5. - Look who"s here!
IV. Say what customary phrases you use to express surprise when meeting someone.
What we Say when Meeting People
The words and expressions to be remembered:
How are you getting on? How are you getting on with your (article, etc.)? How are things (with you)? How goes it? (разг.) How is everybody at home? How is your mother? How is the feeling? Anything wrong with... ? What"s the matter? It"s a long time since we met last? I"m glad you"re back. It"s good to see you. Nice meeting you. (разг.) I was missing you (badly). | Как вы живёте? Как вы себя чувствуете? Как вы живёте? (Как у вас дела?) Как у вас дела с вашей книгой (статьёй и т.п.)? Как у вас дела? Как поживают ваши домашние? Как (себя чувствует) ваша мама? Как она себя чувствует? Что-нибудь случилось? Что случилось? Мы давно не виделись? Рад, что вы вернулись. Рад вас видеть. Я (очень) скучал без вас. |
I. Memorize the dialogues:
a) - How are you?
Fine, thank you.
b) - How"s John.
Very (pretty) much the same.
c) - How are you getting on with your article?
Very well, thank you.
d) - How are things with Nick?
I don"t know. I don"t see much of him.
e) - How are you getting on?
Not bad. And how are you?
Why, what"s the matter?
II. Answer the questions using a sentence from the right-hand column:
How are you getting on? How is your mother? How is your grandmother feeling? How is everybody at home? | Very well, thank you. Fine, thank you. Very much the same. |
Fine, thank you.
Not too well, I"m afraid.
Everybody"s fine.
Getting better.
It"s a long time since we met last.
IV. Answer the questions:
How is your father getting on?
How is everybody at home?
How are things with your brother?
How is your aunt getting with her new job?
LESSON TWO
Intr oducing People
The expressions to be remembered:
Let: me introduce, (офиц.) Allow me to introduce, (офиц.) May I present..."? (офиц.) I want you to meet my brother (my Meet my brother, (разг.) This is Mr. Brown. May I introduce you to Mr, Brown? (офиц.) | Разрешите представить вам.... Познакомьтесь с моим братом (моей мамой, и т.п.) Познакомьтесь с мистером Брауном. |
Remember: As distinct from other sentences beginning with ";may"; the introduction formula ";May introduce you to ..."; is pronounced with the falling tone.
Glad to meet you. We" ve met before. | Здравствуйте. Рад с вами познакомиться. Мы знакомы. |
I. Memorize the dialogues".
a) - Mrs. Howard, let me introduce Mr. Ford.
How do you do, Mr. Ford?
How do you do, Mrs. Howard?
b) - Will you introduce me to Mrs. Benson?
Mrs. Benson, this is Miss Blake.
How do you do Miss Blake?
How do you do Mr. Benson?
c) - Jack, meet my friend, John Willson.
We" ve met before.
d) - Miss Finch, this is my brother.
Glad to meet you.
II. Compose short dialogues using the table:
Dramatize the dialogue
Do you know each other? Mary, Sveta, I"d like you to meet my Nice to meet you. How are you? I"m fine, thanks. | Вы не знакомы? Мэри, это моя Света, я хочу тебя познакомить с моей подругой Мэри. Приятно познакомиться. Как поживаешь? Спасибо, хорошо. |
The expressions to be remembered:
See you tomorrow (on Monday). So long, (фам.) I must be going (running). I"ve got things to do. (фам:.) I"ve got a call to make. I"ve got an appointment. I won"t take up any more of your time. Come on. (фам.) | До свидания. Ещё увидимся. Я не прощаюсь. До скорой встречи. До завтра (до понедельника). Пока. (До скорого). Я должен идти. У меня дела. Я должен позвонить (по телефону). У меня деловое свидание. Меня ждут. Не буду больше отнимать у вас времени. (Не буду больше задерживать вас). |
It"s been nice meeting (seeing) It"s been a pleasure. Thank you for coming. Thank you for a nice party. Keep in touch (фам.) I"ll be missing you. Take care of yourself. Hope we meet again, (фам.) Hope to see you soon, (фам.) When shall I see you again? Hope you"ll come to see us some My best regards to everybody at home (to your wife, your mother, | Очень приятно было вас встретить (повидать). Мне было очень приятно. Спасибо, что пришли. Спасибо за чудесный вечер. Не пропадайте. (Давайте о себе Я буду скучать без вас. Будьте здоровы; не болейте. Берегите себя. Надеюсь, мы ещё"; увидимся. Надеюсь, мы скоро увидимся. Когда мы с вами увидимся. Надеюсь, вы как-нибудь к нам Передайте привет всем дома (жене, матери и т.п.). |
I. Memorize the dialogues:
a) - I must be going. I"ve got things to do.
See уou tomorrow.
It"s been nice seeing you. Hope we meet again. Good-bye.
Good-bye. Keep in touch.
b) - I must be off. I"ve got a call to make.
I won"t take up any more of you time.
See you tomorrow. So long.
c) - Good-bye, Mrs. Brown! Thank you for a nice party. It"s been a pleasure.
The pleasure was all mine. Thank you for coming.
Hope you"ll come to see us some time.
Thank you. I will.
II. Compose short dialogues making use of the table:
I must be going. I"ve got things to do. I"ve got an appoint merit. I"ve got a call to make. | See you tomorrow. Hope we meet again. Hope to see you soon. When shall I see you again? |
III. Supply the missing remarks:
Thank you for a nice party.
It"s been a pleasure.
3. - Thank you for coming.
Keep in touch.
Good-bye. Keep well.
6. - I won"t take up any more of your time.
When shall I see you again?
8. – I’ve got things to do.
9. – Good bye. My best regards to everybody at home.
Thank you. …
IV. React to the following.
I. Hello, Bill! 2. Why, if it isn"t John! 3. Hello, George! How are things with you? 4. How is everybody at home? 5. How"s Henry? 6. Good evening, everybody! 7. Meet my cousin. 8. Let me introduce you to Mrs. Blake. 9. It"s been nice seeing you. 10. I must be going.
V. Translate into English using the customary phrases.
1. Это вы мне доставили удовольствие. 2. Мир тесен. 3. Что привело вас сюда? 4.Я не знаю, как у него идут дела. Мы редко видимся. 5.У неё дела идут прекрасно. 6. Мы давно с ним не виделись. 7. Познакомьте меня с миссис Бенсон. 8. До скорой встречи! 9. Ну, пока. Я побежал, у меня много дел. 10. Ну, до свидания. Привет всем дома.
VI. Say the following in English. Let your groupmates react to the
remarks.
1. Спасибо за чудесный вечер. 2. Да ведь это Джо! 3. Нам вас очень не доставало. 4. Как дела с вашей диссертацией? 5.Познакомьтесь, это мой брат. 6. Думаю, что они не знакомы. 7.Позвоните мне домой. 8. На какое время договоримся? 9. Заехать за вами?
Express the following in English using the customary phrases.
Выразите приятное удивление при встрече со своим знакомым.
Расспросите его о его делах.
Расставаясь с приятелем, выразите надежду, что скоро встретитесь
снова. Передайте привет его родным.
Представьте свою подругу гостям.
I. a) Learn the ways of introducing people to each other:
May I introduce Professor Popov? Разрешите представить вам
профессора Попова.
Let me introduce myself, my Разрешите представиться,
name is Peter Belov. Петр Белов.
Meet Ann. Познакомьтесь с Анной.
Ann, this is Mr.Smith. Анна, это мистер Смит.
b) Possible replies:
How do you do? Здравствуйте!
Hallo! Здравствуйте! Привет!
Pleased to meet you. Рад познакомиться с вами.
The following conversation is an example of introducing people to each other:
Mike: This is Ann.
Nick: Hallo, Ann!
Ann: Hallo, Nick! Pleased to meet you.
Mike: Look who"s come! Paul, nice to see you. Let me introduce you to some friends. This is Ann and Nick.
Paul: Hallo! I am very pleased to meet you!
Ann: Nice to meet you. Enjoying yourself?
II. Introduce: a) yourself to your teacher; b) a close friend to your mother; c) your teacher to your friend.
III. Memorize the following words and phrases:
■ subject - предмет, дисциплина ■ to investigate - исследовать, изучать ■ property - свойство, качество ■ to be crazy about smth - быть сильно увлеченным чем-либо (разг.) ■ device - устройство, приспособление; механизм, прибор ■ to obtain - получать ■ to process data - обрабатывать данные ■ to support one"s view - подтвердить точку зрения, мнение ■ scientific adviser (supervisor) - научный руководитель ■ research - научно-исследовательская работа ■ theoretical grounds - теоретические основы ■ to insist (on) smth - настаивать (на чем-л.) ■ to hold a conference - проводить конференцию ■ to be good at smth - быть способным к чему-л. ■ to do well in smth - хорошо справляться с чем-л. ■ grant, scholarship - стипендия ■ to take an examination (in) - сдавать экзамен (по) ■ to pass an examination, (in) - сдать экзамен (по) ■ to fail (in an examination) - проваливаться (на экзамене).
IV. Act out the following dialogue in pairs, and make similar dialogues with your partner. Use the substitutions:
mobile means of communications, optoelectronics, non-destructive testing, radioengineering, information security, designing of radioengineering devices, nanotechnology, industrial electronics
Preparing for the Students" Scientific Conference
Nick: Hello, Mike! Haven"t seen you for ages!
Mike: You know, Nick, I"ve been very busy this week.
Nick: Are you going to take part in the students" scientific conference?
Mike: Right you are. It is expected to be held next month. My scientific adviser insists that I should take part in it. I"m going to make a report.
Nick: What does it deal with?
Mike: It is connected with some problems of communication.
Nick: I"m sure you"re familiar with the theoretical grounds of the problem.
Mike: Certainly. But I need some more information on this subject. By the way, what about going to the library?
Nick: That"s a good idea. Come on. I"d like to look through some periodicals.
I. Act out the following dialogue in pairs
Mike is working at the laboratory
Nick: Hello, Mike! What’s brought you here!
Mike: Hello, Nick! Look! Who’s here? How are things with you?
Nick: I’m fine, thanks. What about you?
Mike: I"ve passed all the state exams and got my diploma at last. Now I can do my scientific work.
Nick: Congratulations on your good luck! What"s the subject of your research?
Mike: We investigate some problems on industrial electronics.
Nick: Oh, I know you are crazy about electronics. What laboratory do you work at?
Mike: It"s the laboratory of microelectronic devices. We"ve already obtained some interesting results. Now we are processing the data. They are very important for further research. But we must support our views by experiments. Excuse me, it"s time to begin our experiment. I must be off.
Nick: O.K. See you later.
II. Make questions about Mike’s research
III. Work in pairs. Ask and answer your questions in II
IV. Complete the dialogue with English phrases instead of their Russian equivalents:
Nick: Hello, Mike! Are you taking your exams?
Mike: Я уже сдал последний экзамен.
Nick: What did you get for maths?
Mike: Отлично. Ты тоже сдал экзамены, не так ли?
Nick: No. I didn"t. I failed in physics.
Mike: Какая жалость. (What a pity!) И что ты сейчас собираешься делать?
Nick: As soon as the examinations are over, I"ll have to take my exam in physics for the second time.
Mike: Я надеюсь, что на этот раз у тебя все будет хорошо (to do well). Желаю удачи! (Good luck!)
V. Speak on the following situation: How do you think the world will change in the next 20 years? Think about technology changes in your field of investigation.
Образовательные ресурсы, применяемые в курсе английского языка для специальных целей, должны быть современными и соответствовать специализации студентов. Данное учебное пособие разработано на основе аутентичных видеоматериалов (лекций TED Talks и видеороликов, опубликованных на видеохостинге YouTube), охватывающих различные сферы использования современных информационных технологий. Уроки, представленные в учебнике, не только способствуют развитию навыков аудирования, чтения, говорения, совершенствованию грамматических и лексических навыков, но и направлены на расширение кругозора учащихся, поддержание мотивации на высоком уровне, укрепление связи обучения с жизнью за счет использования иностранного языка в профессиональном контексте.
Шаг 1. Выбирайте книги в каталоге и нажимаете кнопку «Купить»;
Шаг 2. Переходите в раздел «Корзина»;
Шаг 3. Укажите необходимое количество, заполните данные в блоках Получатель и Доставка;
Шаг 4. Нажимаете кнопку «Перейти к оплате».
На данный момент приобрести печатные книги, электронные доступы или книги в подарок библиотеке на сайте ЭБС возможно только по стопроцентной предварительной оплате. После оплаты Вам будет предоставлен доступ к полному тексту учебника в рамках Электронной библиотеки или мы начинаем готовить для Вас заказ в типографии.
Внимание! Просим не менять способ оплаты по заказам. Если Вы уже выбрали какой-либо способ оплаты и не удалось совершить платеж, необходимо переоформить заказ заново и оплатить его другим удобным способом.
Оплатить заказ можно одним из предложенных способов:
- Безналичный способ:
- Банковская карта: необходимо заполнить все поля формы. Некоторые банки просят подтвердить оплату – для этого на Ваш номер телефона придет смс-код.
- Онлайн-банкинг: банки, сотрудничающие с платежным сервисом, предложат свою форму для заполнения.
Просим корректно ввести данные во все поля.
Например, для " class="text-primary">Сбербанк Онлайн требуются номер мобильного телефона и электронная почта. Для " class="text-primary">Альфа-банка потребуются логин в сервисе Альфа-Клик и электронная почта. - Электронный кошелек: если у Вас есть Яндекс-кошелек или Qiwi Wallet, Вы можете оплатить заказ через них. Для этого выберите соответствующий способ оплаты и заполните предложенные поля, затем система перенаправит Вас на страницу для подтверждения выставленного счета.
