- •Информационные технологии
- •Предисловие
- •Part I lesson one
- •Exercises
- •I. Read the international words and guess their meaning:
- •II. Pronounce the following words correctly
- •Text a. Information, machine words, instructions, addresses and reasonable operations
- •Exercises
- •V. Arrange (a) synonyms and (b) antonyms in pairs and translate them:
- •VI. Form nouns from the verbs by adding suffixes:
- •VII. Complete the following sentences:
- •VIII. Memorize the following definitions:
- •IX. Answer the following questions:
- •X. Translate the following sentences paying attention to the words in bold type:
- •XII. Fill in the blanks with the verbs given below. Use them in the Passive Voice:
- •XIII. Read and translate the following sentences paying attention to the modal verbs and their equivalents:
- •XIV. Find the sentences in which the verbs 'to have' and 'to be' are translated as «должен»:
- •XVI. State the functions of the Gerund. Translate the sentences:
- •XVII. Translate into English using the Gerund:
- •Lesson two
- •Exercises
- •I. Read the following international words and guess their meaning:
- •III. Memorize the following word combinations:
- •Text a. Input and output units (I/o units)
- •Exercises
- •V. Insert prepositions where necessary:
- •XIII. State the functions of the Infinitive and translate the sentences:
- •XIV. Translate the sentences paying attention to the Subjective Infinitive. Construction:
- •XV. Translate the following sentences with the emphatic construction it is (was) ... That (who, which, when) ...:
- •XVI. Find the equivalents to the following Russian sentence:
- •XVII. Read Text в and translate it without a dictionary. Express its contents in Russian: text b. Terms
- •XVIII. Read Text в' and translate it without a dictionary. Try to memorize its main points. Text b'. Reliability
- •Lesson three
- •Exercises
- •III. Memorize the following word combinations:
- •Text a. Memory or storage unit
- •Exercises
- •V. Memorize the following definitions:
- •VI. Answer the following questions:
- •VII. What do you call a unit which:
- •VIII. Translate the following sentences paying attention to the words in bold type:
- •IX. Translate the following sentences paying attention to the form and function of the Participle:
- •X. Translate the following sentences paying attention to the Absolute Participle Construction:
- •XI. Find the sentences in which the Absolute Participle Construction is used:
- •XII. Read Text в without a dictionary. Express its contents by 3-4 sentences: text b. Floppy and winchester disks
- •XIII. Read Text b' and translate it without a dictionary. Retell its contents by 3-4 sentences. Text b'. Bubble memory
- •Lesson four
- •Exercises
- •I. Read the international words and guess their meaning:
- •Text a. Central processing unit
- •Exercises
- •IV. Find in (b) the Russian equivalents to the English words and combinations in (a):
- •V. Arrange synonyms in pairs:
- •VI. Complete the following sentences:
- •VII. Memorize the following definitions:
- •VIII. Answer the following questions:
- •IX. Compare:
- •X. Read and translate the following sentences paying attention to the objective infinitive constructions and for-phrases with the Infinitive:
- •XI. Define the infinitive constructions and translate the sentences:
- •XII. Translate the following sentences paying attention to the informs:
- •XIV. Read Text в and translate it with a dictionary. Write a short summary: text b. Six computer generations
- •Lesson five
- •Exercises
- •I. Read the international words and guess their meaning:
- •Text a. Microcomputer and microprocessor design
- •Exercises
- •IV. For the nouns in column II find suitable attributes in column I and translate:
- •V. Find the Russian equivalents to the following English word combinations:
- •VI. Memorize the following definitions:
- •VII. Answer the following questions:
- •VIII. Translate the words of the same root. Define pans of speech:
- •IX. Read and translate the following sentences paying attention to ing-forms:
- •X. Read Text в and translate it without a dictionary. Render it in Russian. Text b. Ram and rom
- •Lesson six
- •Exercises
- •I. Read the international words and guess their meaning:
- •II. Read and translate the following sentences paying attention to the meaning of the words and word combinations given below:
- •III. Pronounce the following words correctly:
- •Text a. The basic principles of programming
- •Exercises
- •V. Find the Russian equivalents to the following English words and word combinations:
- •VI. Memorize the following definitions:
- •VII. Answer the following questions:
- •VIII. Read Text b and write a brief summary of it: text b. Programming
- •Lesson seven
- •Exercises
- •I. Read the international words and guess their meaning:
- •II. Read and translate the following sentences paying attention to the meaning of the words and word combinations given below:
- •IV. Memorize the following word combinations:
- •Text a. The basic principles of programming
- •Exercises
- •V. Find the Russian equivalents of the following English word combinations:
- •VI. Arrange the synonyms in pairs and translate them:
- •VII. Form two sentences of your own with each word combination:
- •VIII. Memorize the following definitions:
- •IX. Answer the following questions:
- •X. Speak on:
- •XI. Read Text в and translate it with a dictionary. Write a brief summary of it: text b. Kinds of programs
- •Control questions
- •Part II lesson one
- •Vocabulary list
- •Text I. Worry about computers? me?
- •Exercises
- •I. Find in the text the English equivalents to:
- •II. True or false?
- •Feed in english, print out in french
- •Text II. Computer literacy for all
- •Exercises
- •I. Find in the text equivalents to:
- •II. Answer the following questions:
- •III. Put the proper words into sentences:
- •IV. Construct other sentences in these patterns (models):
- •V. Complete the sentences (if, when-clauses):
- •Lesson two
- •Vocabuiary list
- •Text I. The early years
- •Exercises
- •I. Find in the text the English equivalents to:
- •II. True or false?
- •III. Give a synonym for words in parentheses:
- •V. Describe the relationship between each of the following pairs of words (antonyms, synonyms, neither):
- •VI. Choose the word to complete each of the following sentences:
- •VII. Cross out the one word that does not have the same meaning as the other three words:
- •VIII. Construct other sentences in this pattern (compound adjectives)
- •IX. In pairs or small groups, discuss each of the following questions:
- •X. Complete the paragraph below:
- •Text II. Deep blue
- •Exercises
- •I. True or false?
- •II. Find an article about a business venture. Prepare to describe that 'venture in class.
- •III. Read the following paragraph as many times as you can in 3 minutes. Then rewrite as much info as you can remember.
- •Lesson three
- •Vocabulary list
- •Text I. Surfing the net
- •Exercises
- •VIII. Put the proper words into sentences:
- •Text II. The language of e-mail
- •Exercises
- •I. Answer the questions:
- •VI. Discuss:
- •VII. Write an e-mail message to your friend (on paper). Use an appropriate format and a chatty style. Try to use at least one smiley and some abbreviations.
- •Control questions
- •Part III
- •1. Read these texts and translate them with a dictionary: text I. From calculi to modern computer
- •Control questions
- •Text II. Artificial intelligence
- •Control questions
- •Appendix
- •Terms used in computing field
- •Glossary of computer acronyms and meaningful words
- •Библиографический список
- •Содержание
XIV. Read Text в and translate it with a dictionary. Write a short summary: text b. Six computer generations
The first three generations of computers have traditionally been identified as those using vacuum tubes, transistors, and integrated circuits, respectively. The fourth generation was never so clearly delineated, but has generally been associated with the use of large scale integrated circuits that enabled the creation of microprocessor chips. The next major deviation in computer technology, therefore, could be considered (in 1980) to be the fifth generation.
The development of the fifth generation of computer systems is characterized mainly by the acceptance of parallel processing. Until this time parallelism was limited to pipelining and vector processing, or at most to a few processors sharing jobs. The fifth generation saw the introduction of machines with hundreds of processors that could all be working on different parts of a single program. The scale of integration in semiconductor continued at an incredible pace - by 1990 it was possible to build chips with a million components - and semiconductor memories became standard on all computers.
All of the mainstream commercial computers to date have followed very much in the footsteps of the original stored program computer, the EDVAC, attributed to John von Neumann. Thus, this conventional computer architecture is referred to as "von Neumann". It has been generally accepted that the computers of the future would need to break away from this traditional, sequential, kind of processing in order to achieve the kinds of speeds necessary to accommodate the applications expected to be wanted or required. It is expected that future computers will need to be more intelligent providing natural language interfaces, able to "see" and "hear", and having a large store of knowledge. The amount of computing power required to support these capabilities will naturally be immense.
Other new developments were the widespread use of computer networks and the increasing use of single-user workstations. Prior to 19851arge scale parallel processing was viewed as a research goal, but two systems introduced around this time are Meal of the first commercial products to be based on parallel processing. The Sequent Balance 8000 connected up to 20 processors to a single shared memory module (but each processor had its own local cache). The machine was designed the compete with the DEC VAX-780 as a general purpose Unix system, with each processor working on a different user's job. However Sequent provided a library of subroutines that aid allow programmers to write programs that would use more than one processor, and the machine was widely used to explore parallel algorithms and programming techniques.
The Intel iPSC-1, nicknamed "the hypercube", took a different approach. Instead of using one memory module, Intel connected each processor to its own memory and used a network interface to connect processors. This distributed memory architecture meant memory was no longer a bottleneck and large systems (using more processors) could be built. The largest iPSC-1 had 128 processors. Toward the end of this period a third type of parallel processor was introduced to the market. In this style of machine, known as a data-parallel or SIMD, there are several thousand very simple processors. All processors work under the direction of a single control unit.
Scientific computing in this period was still dominated by vector processing. Most manufacturers of vector processors in this parallel models, but there were very few (two to eight) processors introduced parallel machines. In the area of computer networking, both wide area network (WAN) and local area network (LAN) technology developed at a rapid pace, stimulating a transition from the traditional mainframe computing environment toward a distributed computing environment in which each user has their own workstation for relatively simple tasks (editing and compiling programs, reading mail).
One of the most dramatic changes in the sixth generation will be the explosive growth of wide area networking. Network bandwidth has expanded tremendously in the last few years and will continue to improve for the next several years. Tl transmission rates are now standard for regional networks, and the national "backbone" that interconnects regional networks uses T3. Networking technology is becoming more widespread than its original strong base in universities and government laboratories as it is rapidly finding application in K-12 education, community networks and private industry. A little over a decade after the warning voiced in the Lax report, the future of a strong computational science infrastructure is bright. The federal commitment to high performance computing has been further strengthened with the passage of two particularly significant pieces of legislation: the High Performance Computing Act of 1991, which established the High Performance Computing and Communication Program (HPCCP) and Sen. Core's Information Infrastructure and Technology Act of 1992, which addresses a broad spectrum of issues ranging from high performance computing to expanded network access as the necessity to make leading edge technologies available to educators from kindergarten through graduate school.
