Vocabulary

5. Match the underlined words from the text with the meanings (1-7)below. 1. plan

2. say exactly 3. a business 4. answer

5. careful

6. assess the success of 7. normal

Writing and Speaking

6. Read the paragraph headings again. Do you agree with them?

7. Work with a partner. Choose one of the problems below or your own problem. Solve it using the five steps. Make notes.

– You want to go away for a weekend with your friends but your parents want you to study.

– You want to buy a CD player but you haven't got any money.

8. Explain your problem and the solution to another pair of students.

9. Look at the four words you wrote to describe engineering at the begin-ning of the unit. Do you want to change them?

Get real

Find an example of a new, improved design, for example, a new model of car, household appliance, or personal stereo. Compare the original and the new one. Which features are different? Is the new one better?

Grammar Focus Infinitive

In modern English the infinitive has the following forms:

	Active	Passive
Indefinite Continuous Perfect Perfect Continuous	to write to be writing to have written to have been writing	be written – to have been written –

Negative form; not + Infinitive

She asked me not to forget to post the letter.

Like the tense distinctions of all verbals those of the infinitive are also relative. It means that the Indefinite and Continuous Infinitive express an action simultaneous with the action expressed by the finite verb. The Conti-nuous Infinitive shows an action in progress.

I am glad to meet you. Рад познакомиться с вами.

I was glad to see Mr Paul. Я был рад видеть мистера Пола.

Mr Forsyte will be glad to see you. Мистер Форсайт будет рад ви-деть вас.

Не pretended to be sleeping. Он притворился, что спит. I'm glad to have met him. Я рад, что встретил его.

The Perfect Infinitive denotes an action prior to that of the finite verb. It is often used after some expressions (to be + adjective), to be glad, to be hap-py, to be sorry, to be surprised it is clever/kind/silly of you, etc.

I was sorry to have said it. Я сожалел, что сказал это (раньше), He must have forgotten about it. Он, должно быть, забыл об этом.

Only two forms of the Infinitive (the Indefinite Active and Passive to ask/to be asked) have corresponding forms in Russian. There are no corresponding forms for the Continuous, Perfect and Perfect Continuous Infinitive, hence they can be translated onlyinasentence.

The Infinitive of transitive verbs has special forms for the Active and Passive Voice.

It is wonderful to love and to be loved. Прекрасно любить и быть лю-бимым.

1. State the form of the Infinitive. Translate the sentence

1. To go on with this discussion is to waste time. 2. Oh, I'm sorry to have taken so much of your time. 3. It all sounds too good to be true. 4. We assembled to discuss our plans. 5. Now, the first thing to settle is what to take with us. 6. He was the first to raise the question. 7. A celebration such as this was a chance not to be missed. 8. Look back to make sure you haven't left anything behind. 9. She was the last to realize how dan-gerous it was. 10. You're a bachelor with no family to take care of. 11. I didn‟t come here to be shouted at. 12. He came here to speak to me, not to you. 13. To meet the demands for goods, new shops have been opened in the town. 14. The plan will be discussed at the meeting to be held on May 25.

2. Insert the Infinitive in the appropriate form and translate the sentences into Russian.

Mr. Abbot was the first ... the silence, (to break). 2. The next patient ... was a nice girl in her early „teens. (to examine). 3. Honesty is the first principle ... when working with us. (to observe). 4. He complained that he was always the last ... (to inform). 5. I am the last man … a question of the kind. (to ask). 6. They were among the last ... (to arrive). 7. He found that he was the only one ... the discrepancy. (to notice). 8. If there is a vacancy I would like to be the one ... the job (to offer). 9. These houses were among the few ... after a great fire. (to survive). 10. Who was the youngest chess player ... the title of All-Union Champion? (to win). 11. The Shakespeare Memorial Theatre players were the second British compa-ny ... the Soviet Union (to visit). 12. The Nurenberg trial was the biggest inter-national trial ... ever ... (to hold).

Text 2

1. Read the text. Use the vocabulary after the text if necessary. Do the ex-ercises after the text.

What is Engineering

Ask a number of people chosen at random what the word "engineering" conveys to them and you will be surprised at the differences in their an-

swers. Better still, ask a number of students enrolled in an engineering col-lege why they have chosen to study for the engineering profession. It soon becomes clear that few have given it much thought or inquired in any depth as to what it is all about. A student may feel, because of his ability to fix automobiles, that he has a mechanical bent and that he could well become a successful engineer as a result of this aptitude. However, he should realize that what he learns at the university will not help much around the garage and he is more likely to end up behind a desk than with a wrench in his hand.

The question is difficult to clarify in a few words, and precise defini-tions are difficult to find. Perhaps an adequate starting point would be to claim that engineering is a profession concerned with the application of the resources of the universe to create devices, systems, and structures to satisfy the needs of mankind. This is a very general and not completely satisfactory definition. After all, craftsmen who make tennis racquets or violins, for ex-ample, do not look on themselves as engineers. Further, many engineers are engaged in tasks not clearly identifiable with particular devices, systems, or structures.

An easy way out is to let the existing curricula in engineering colleges around the country define the substance of engineering. Undoubtedly, the people who use the concepts and techniques presented in such curricula to satisfy man's needs are mostly engineers. The usual structure of engineering curricula includes four main components. First come the basic sciences of physics, chemistry, and mathematics. Then a block of humanities courses is required. The engineering courses fall in the general areas of (I) mechanics of solids, (2) properties of materials, (3) mechanics of fluids, (4) thermody-namics, (5) electrical science, (6) transfer and rate processes, and (7) sys-tems. Finally come the design courses which put it all together. It is this de-sign discipline which exemplifies engineering in action, for it illustrates how engineers solve practical problems by applying their scientific know-ledge and skills in the iterative decision-making process. This is how engi-neers adapt science to human needs.