- •Unit I
- •Language Work (I) If/when-clause (If/when I install …, it will result in … )
- •Fill in the table.
- •Put the verbs in brackets into the correct form.
- •Write a sentence with if/when … for each situation.
- •Answer the questions in the way shown.
- •Use your own ideas to complete the sentences.
- •Form verbs from the following words using the suffix – en and translate them: strength, broad, wide, tight, rough.
- •Translate the following international words without a dictionary. These words are often used in electronics.
- •Read and translate word-combinations starting from the first component.
- •Match the following sentences with their translations.
- •Choose as many words from the table of ex. 1 as you can and form sensible sentences.
- •Specialist reading
- •Read the text “Semiconductors of n-type and p-type”. Mark the following sentences as true (t) or false (f).
- •Semiconductors of n-Type and p-Type
- •Complete the sentences with the correct ending according to the text.
- •Speaking
- •In groups describe semiconductors of n-type and p-type. Start your description like this:
- •Act as an interpreter. Translate the description of n-type and p-type- semiconductors given by your group mates from English into Russian.
- •Translate in writing another text about of n-type and p-type- semiconductors paying attention to new technical terms.
- •In Russian write a content-based summary of the text you have translated.
- •Translate this summary into English.
- •Language Work (II) If-clause (If I determined …, it would occur … )
- •I wish I determined…
- •(III) If-clause (If I had designed …, they would have set up … )
- •I wish I had designed…
- •Fill in the table.
- •Put the verbs in brackets into the correct form.
- •Write a sentence with if … for each situation.
- •Write your own sentences beginning I wish…
- •. Write sentences beginning I wish…
- •6. Put in wish(ed) or hope (d).
- •7. What do you say in these situations? Write sentences with I wish … would …
- •8. Are these sentences right or wrong? Correct them where necessary.
- •9. Put the verb into the correct form.
- •10. Translate the following international words without a dictionary.
- •Read and translate word-combinations.
- •Start from the first component
- •Start from the second component
- •Match the following word-combinations with their translations.
- •Translate word-combinations.
- •Choose as many words from the table of ex. 1 as you can and form sensible sentences.
- •Specialist reading
- •Read the text “The p-n Junction”. Mark the following sentences as true (t) or false (f).
- •Fill in the gaps.
- •Read the text “The p-n Junction“ again in your memory and answer the questions.
- •Speaking
- •Text b Joining p- and n-Type Germanium
- •Serve as a simultaneous interpreter of the summary stated above. Unit III
- •Language Work Forms of Participles
- •Predicative Constructions with Participles The Objective Participial Construction
- •The Absolute Participial Construction
- •The Prepositional Absolute Participial Construction
- •Match the English sentences with their Russian equivalents. Define the forms of participles (Present/Past/Perfect/Active/Passive).
- •2. Translate the following sentences paying attention to Participle I.
- •3. Translate the following sentences paying attention to the ways of translation of –ing-forms.
- •4. Translate paying attention to the ways of translation of -ed-forms.
- •Change the complex sentences given below according to the examples and translate them into Russian.
- •Choose the sentences with Participle I from the ones given below and translate them.
- •Analyse the following examples and translate them.
- •Read and translate the following international words paying attention to suffixes and prefixes:
- •Fill in the table.
- •Read the following words. What Russian words with analogue meaning do they resemble?
- •Starting from the second component
- •Read and translate
- •Translate the following word-combinations. Compare the word-order in English with that in Russian:
- •Match the following sentences with their translation:
- •Match the English variant with Russian equivalents.
- •Choose a correct modal verb.
- •Specialist reading
- •Read the text “The Forward-Biased p-n Junction” only once. How much can you remember? Answer these questions without additional reading.
- •If you failed try to answer these questions again after doing the exercises given below the text.
- •Study the text and translate the following:
- •Say word-combinations in bold in turn. Each next student repeats the word-combinations of the previous ones. The last student repeats everything.
- •Fill in the gaps.
- •Speaking
- •In Russian write a content-based summary of the text you have translated.
- •Make a reverse written translation (from Russian into English) of your summary.
- •Find more information about different types of junctions and tell your group mates. Unit IV
- •Language Work Forms of the Gerund
- •Gerundial Construction
- •1. Match the English sentences with their Russian equivalents. Define the forms of the Gerund (Indefinite/Perfect/Active/Passive). Analyze the methods of translating the Gerund.
- •2. Translate paying attention to the ways of translation of –ing forms.
- •Translate paying attention to the ways of translation of –ing and -ed forms. Robot Building
- •Translate. Use: то, что; того, что; что, чтобы, который, etc. Where possible.
- •Fill in the table.
- •Read the following words. What Russian words with analogue meaning do they resemble?
- •Translate starting from the first component
- •Match the English variant with Russian equivalents.
- •Read and translate.
- •Match the English variant with Russian equivalents.
- •Translate paying attention to the Infinitive Construction.
- •Match English and Russian equivalents.
- •Specialist reading
- •15. Study the text and translate the following:
- •Look at the English variant of the words of the previous exercise for 30 seconds, divide into three groups and see which group can remember more.
- •Complete the following sentences.
- •Speaking
- •22. In Russian write a content-based summary of the text you have translated.
- •23. Make a reverse written translation (from Russian into English) of your summary.
- •24. Find more information about the operation of different devices and tell your group mates.
- •The Complex Subject
- •The Complex Subject
- •1. Fill in the table.
- •2. Here are some suffixes to make an adjective. Translate them into Russian.
- •3. Match the words with the opposite meaning.
- •4. Divide the words into four columns according to their part of speech (verb, noun, adjective, adverb).
- •5. Put in the missing words, using the words from the table above:
- •6. Choose the appropriate English equivalents.
- •7. Read and translate word-combinations starting from the first component:
- •8. Choose the appropriate equivalents.
- •9. These two sentences have a different structure but the same meaning. Change the structure of the sentences below so as to keep their meaning unchanged.
- •10. Translate the following sentences into Russian, paying attention to the Infinitive.
- •11. Translate the following sentences into Russian. Define the forms of the Infinitive.
- •12. Insert infinitives given below. Mind their form.
- •13. Choose the correct translation for the underlined part of the sentence.
- •15. Match the beginnings of the sentences with their ends. Pay attention to the verbs used with the Complex Subject.
- •16. Translate the following sentences into Russian. Which expressions/verbs is the complex subject used with?
- •17. Choose the sentences with the Complex Subject, translate them into Russian.
- •18. Match the following sentences with their translation.
- •19. Choose as many words from the table оf ex. 1 as you can and form sensible sentences with the Complex Subject.
- •Specialist reading
- •20. Read the text “Junction Transistors” only once. How much can you remember? Answer these questions without additional reading.
- •If you failed try to answer these questions again after doing the exercises given below the text.
- •21. Read the text again and complete the sentences.
- •22. Match the terms in Table a with their definitions in Table b.
- •Speaking
- •24. Divide into 2 groups. Group 1 translates Extract a and group 2 – extract b of the text with a dictionary in writing. Extract a
- •Extract b
- •Unit VI
- •Language Work The Complex Object
- •1. Fill in the table.
- •2. Divide the words into four columns according to their part of speech (verb, noun, adjective, adverb).
- •3. Choose the appropriate equivalents.
- •4. Put in the missing words, using the words from the table above:
- •5. Match the words with the opposite meaning.
- •6. Cross out the odd word. All the words in the line should belong to one part of speech.
- •7. Read and translate the following word-combinations.
- •8. Read and translate word-combinations starting from the first component.
- •9. Match the following word-combinations with their translation.
- •10. Explain why these things happen. Remember that to is never used after let and make in the Active Voice.
- •11. A) What do these people want others to do for them? Fill in the table. Remember that The Complex Object is translated into Russian beginning with words чтобы, что, как.
- •13. Restore the original sentences.
- •14. Translate the sentences into English paying attention to the Complex Object.
- •15. Replace the following group of sentences by a sentence with a for-phrase subject.
- •16. Complete the following sentences by adding for-phrases to them.
- •Specialist reading
- •18. Read the text “Integrated Circuits” and fill in the table.
- •Ic holders (dil sockets)
- •Static precautions
- •19. Read the text again and complete the sentences.
- •20. Match the terms in Table a with their definitions in Table b.
- •Speaking
- •21. Work in pairs. Make up a dialogue, using the following questions and answers.
- •23. Divide into 2 groups. Group 1 translates Extract a and group 2 – extract b of the text “What Is an Integrated Circuit?” with a dictionary in writing. Extract a
- •Extract b
- •Unit VII
- •Language Work Modal Verbs
- •Modal Verbs of Ability
- •Equivalents of Modal Verbs
- •1. Fill in the table.
- •2. Put in the missing words, using the words from the table above.
- •3. Match the words with the opposite meaning.
- •7. The students are at the seminar on metal technology. Read to their discussion and learn what properties copper has and where it can be used. Insert the appropriate modal verbs.
- •8. That’s how we ask for and give permission in English. Study the table.
- •9. Complete the dialogues using the phrases for asking and giving permission.
- •10. Find words formed from the first word in the line.
- •11. Restore the original sentences.
- •12. Say what these people could do in the past.
- •13. Give advice to your friend in the following situations. Use the modal verb should.
- •14. Use the following statements in the past and future.
- •15. Ask your partner to explain what can happen to these engineering materials.
- •16. Your partner is an Instructor in the lab. Ask him if you may perform the following actions. Work in pairs.
- •17. Your friend wanted to do a lot of things at the practical class yesterday. Ask him if he was allowed to do all of them.
- •18. Discuss with your friend which of these things may be done.
- •19. Translate the following sentences from Russian into English.
- •20. Choose as many words from the table оf ex. 1 as you can and form sensible sentences using Modal Verbs.
- •Specialist reading
- •If you failed try to answer these questions again after doing the exercises given below the text.
- •Speaking
- •25. Divide into 2 groups. Group 1 translates Extract a and group 2 – extract b of the text “Welding” with a dictionary in writing. Extract a
- •Extract b
- •Unit VIII
- •Language Work The Article (a/an; the)
- •Remember!
- •Word-substitutes
- •Correct the sentences where necessary. Some of these sentences need a/an.
- •Complete the sentences using the following. Use the where necessary.
- •Fill in the gaps with articles a/an, the where necessary.
- •Translate the sentences from Russian into English. Mind the use of articles.
- •Use set expressions given in the grammar table above to complete the following sentences.
- •Find sentences where that (those) are in the function of word-substitutes.
- •Translate the following sentences in writing paying attention to the word that.
- •Read the text. Is it obligatory to translate the word ones? Design by Computer
- •Translate the sentences into Russian paying attention to the meaning of the word one.
- •Translate the sentences. Mind the word-substitutes that, one, those.
- •Specialist reading
- •Read the text “Intrinsic Silicon”. Mark the following sentences as true (t) or false (f).
- •Intrinsic Silicon
- •Add text-based questions to the given ones and answer them.
- •Speaking
- •Summarize the text “Intrinsic Silicon” in 250 words using the questions of ex.12 as a plan.
- •Divide into 2 groups. Group 1 translates extract a group 2 translates extract b of the text “Communicating Through the Earth” with a dictionary in writing. Extract a
- •Extract b
17. Your friend wanted to do a lot of things at the practical class yesterday. Ask him if he was allowed to do all of them.
For example: to demonstrate the new applications of steels
A: Were you allowed to demonstrate the new applications of steels?
B: No, I wasn’t. But I will be allowed to do it tomorrow.
To work in the rolling mill; to test the performance characteristics of alloy steels; to use a new milling machine; to study the structure of stainless steels; to observe how steel is cast.
18. Discuss with your friend which of these things may be done.
For example: machine tools / to be made of pig iron
A: May machine tools be made of pig iron?
B: Certainly they may. They may be made of pig iron.
or B: I’m afraid they may not. They may not be made of pig iron.
pure iron / to be refined
the properties of iron / to be modified easily
the carbon content of steel / to be varied
hydrogen / to be added to alloy steel
steel / to be tempered
steel alloys / to be protected from corrosion
steel / to be used for electrical wiring
machine tools / to be made of pure iron
19. Translate the following sentences from Russian into English.
В качестве электрического проводника мы можем использовать медь.
Мы смогли изучить свойства алюминия на практических занятиях.
Преимущество меди в том, что её можно перерабатывать несколько раз.
Вчера на практическом занятии мы должны были провести эксперимент с мультиметром.
Мы не можем сравнить свойства этих элементов.
Вы не могли бы объяснить мне как добывается медь?
Могу ли я использовать эти элементы для эксперимента?
Студенты должны сравнить результаты двух экспериментов.
Медные сплавы могут быть использованы в разных отраслях промышленности.
Бронза может оказывать сопротивление коррозии.
20. Choose as many words from the table оf ex. 1 as you can and form sensible sentences using Modal Verbs.
For example: We can alloy copper with aluminium.
Specialist reading
21. Read the text “Copper” only once. How much can you remember? Answer these questions without additional reading.
Is copper the oldest metal that is known to man?
What properties does copper possess?
What is bronze?
When, where and why did bronze appear?
What are the applications of copper and its alloys?
Why aren’t we afraid of working out the resources of copper?
If you failed try to answer these questions again after doing the exercises given below the text.
Copper is man’s oldest metal as people could extract it more than 10.000 years ago. As it is rather soft and ductile, copper is alloyed with other elements. There is evidence that the first copper alloy – bronze (90% copper, 10% tin) – was produced around 2800 BC in countries such as India, Egypt and Mesopotamia. Bronze was harder and could be used for making reliable cutting tools. Its use characterizes the Bronze Age.
The workability and the ability for corrosion resistance made copper, bronze and brass the most important functional as well as decorative materials from the Middle Ages and on till the present day. With the beginning of the Electrical Age the demand for copper increased tremendously because it is an unusually good conductor of electricity and heat. Today more than 5 million tons of copper are produced annually and the copper metals are playing an increasingly vital part in all branches of modern technology.
The good news is that we will not run out of copper. The worldwide resources of this important and valuable metal can be estimated at nearly 5.8 trillion pounds of which only about 0.7 trillion (12%) have been mined throughout history. Besides, nearly all of 700 billion pounds is still in circulation because the recycling rate of copper is higher than that of any other engineering metal. Each year nearly as much copper is recovered from recycled material as is obtained from newly mined ore. Almost half of all recycled copper scrap is old post-consumer scrap, such as discarded electric cable, junked automobile radiators and air conditioners, or even ancient Egyptian plumbing! The remainder is new scrap, such as chips and turnings from screw machine production. Engineers hope that we will be able to use copper for centuries on.
22. Read the text again and complete the sentences.
Today more than 5 million tons of copper are …
As it is rather soft and ductile, copper is …
... was produced around 2800 BC in countries such as India, Egypt and Mesopotamia.
With the beginning of the Electrical Age the demand for copper …
… recovered from recycled material as is obtained from newly mined ore.
Engineers hope that …
Copper is man’s oldest metal as people could …
… could be used for making reliable cutting tools.
Today more than 5 million tons of copper are …
… because the recycling rate of copper is higher than that of any other engineering metal.
23. Match the terms in Table A with their definitions in Table B.
Table A |
Table B |
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