Чучкина Инноватион течнологиес 2011
.pdfМИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
НАЦИОНАЛЬНЫЙ ИССЛЕДОВАТЕЛЬСКИЙ ЯДЕРНЫЙ УНИВЕРСИТЕТ «МИФИ»
Л.Г. Чучкина, В.С. Штрунова
INNOVATION TECHNOLOGIES
Учебное пособие для студентов 3−4 семестров, изучающих основы научно-технического перевода
Рекомендовано УМО «Ядерные физика и технологии» в качестве учебного пособия
для студентов высших учебных заведений
Москва 2011
УДК 811.111(075) ББК 81.2я7 Ч-96
Чучкина Л.Г., Штрунова В.С. Innovation Technologies. Учебное пособие для студентов 3−4 семестров, изучающих основы научно-технического перевода.
М.: НИЯУ МИФИ, 2011. – 172 с.
Учебное пособие, написанное в соответствии с программой по иностранным языкам для неязыковых вузов, основано на современной концепции образовательного процесса, пересматривающей отношение между тремя его главными компонентами: преподавателем, учебником и студентами, смещая акцент с усвоения студентами готовых знаний на их самостоятельную, познавательную деятельность.
Учебное пособие представляет собой сборник оригинальных английских текстов, связанных с инновациями в различных областях науки и техники.
Цель данного пособия – развитие умений и навыков составления и проведения презентации с общим охватом содержания текста и чтения с элементами анализа и перевода, развития смысловой и языковой догадки, умения устного общения на английском языке в объеме материала, предусмотренного программой, а также письменной речи. Пособие предусматривает взаимодействие всех видов речевой деятельности на занятиях со студентами, которые изучают английский язык для практического использования в профессиональной деятельности. Содержит обширный аутентичный текстовый материал по актуальным проблемам современного мира, тщательно отобранный активный словарь и систему упражнений к нему.
Предназначено для студентов 3−4 семестров НИЯУ МИФИ, изучающих основы научно-технического перевода.
Подготовлено в рамках Программы создания и развития НИЯУ МИФИ.
Рецензент ст. преподаватель МФТИ Т.Н. Аглицкая
ISBN 978-5-7262-1613-3 |
© Национальный исследовательский |
|
ядерный университет «МИФИ, 2011 |
Оригинал-макет изготовлен С.В. Тялиной
Подписано в печать 15.11.2011. Формат 60×84 1/16
Уч.-изд. л. 10,75. Печ. л. 10,75. Тираж 800 экз. Изд. № 5/19. Заказ № 105.
Национальный исследовательский ядерный университет «МИФИ». 115409, Москва, Каширское шоссе, 31.
ООО «Полиграфический комплекс «Курчатовский». 144000, Московская область, г. Электросталь, ул. Красная, д. 42.
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Contents
Introductory Unit: Text. |
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The Physical Science Behind Climate Change ....................... |
4 |
Unit 1. Grammar: The Infinitive ................................................... |
9 |
Text. Nanoscience and Nanotechnologies ...................... |
13 |
Unit 2. Grammar: Complex Subject with the Infinitive.......... |
22 |
Text. The Nuclear Reactor Technologies. Their History ..... |
25 |
Unit 3. Grammar: The Complex Object with the Infinitive.... |
34 |
Text. What is Innovation?...................................................... |
38 |
Unit 4. Grammar: The Participle ............................................... |
47 |
Text. Personal Computers..................................................... |
51 |
Unit 5. Grammar: The Absolute Participle Construction ....... |
59 |
Text. The Internet .................................................................. |
62 |
Unit 6. Grammar: The Gerund. Its Functions........................... |
68 |
Text. The World Wide Web ................................................... |
72 |
Unit 7. Grammar: The Gerund. The Use of Gerund ............... |
79 |
Text. Forces ............................................................................ |
82 |
Unit 8. Grammar: The Subjunctive Mood................................ |
90 |
Text. Large Hadron Collider ................................................. |
96 |
Unit 9. Grammar: Conditional sentences. Inversion ........... |
105 |
Text. Brain Power ................................................................ |
111 |
Unit 10. Grammar: Emphatic Constructions......................... |
120 |
Text. Practical Robots ......................................................... |
125 |
How to give a talk.................................................................... |
131 |
Social English............................................................................. |
134 |
Vocabulary ............................................................................... |
150 |
Appendix................................................................................... |
159 |
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Introductory Unit
The Physical Science
Behind Climate Change
by William Collins et al. *
1. Read the passage and summarise its general idea in Russian. The new words and expressions:
albedo [æl'bidou] − альбедо, отражательная способность eureka [juə'rikə] – эврика
painstaking – скрупулезный, старательный sounding − зондирование, исследование reliable − надежный
inexorably – неумолимо assessment – оценка
human-induced climate change − изменения климата,
вызванное результатами деятельности человека cause and effect – причина и следствие
2. Before reading the passage look through the definitions given in the table.
1. Aerosols are air- |
3. Troposphere is the layer |
5. Surface albedo |
is |
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borne |
particles |
that |
of the atmosphere close to |
the |
reflectivity |
of |
the |
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come from both natu- |
the earth. It rises from the |
earth’s surface: a ligh- |
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ral (dust storms, forest |
sea level up to about 12 ki- |
ter |
surface, |
such |
as |
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fires, |
volcanic |
erup- |
lometers (7.5 miles). |
snow |
cover, |
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reflects |
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tions) and man-made |
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more |
solar |
radiation |
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sources, such |
as |
the |
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than |
a |
darker |
surface |
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burning of fossil fuels. |
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does. |
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2. Stratosphere |
lies |
4. Ozone is a gas that occurs |
6. Long-lived |
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green- |
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just above the tropos- |
both in the earth’s upper |
house |
gases |
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include |
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phere and extends up- |
atmosphere and at ground |
carbon |
dioxide, me- |
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ward about 50 kilome- |
level. At ground level ozone |
thane, |
nitrous |
oxide |
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ters. |
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is an air pollutant. In the |
and |
halocarbons. The |
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upper atmosphere, an ozone |
observed increases |
in |
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layer protects life on the |
these |
gases |
are |
the |
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earth from the sun’s harmful |
result of human activi- |
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ultraviolet rays. |
ty. |
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3. Now, read the passage.
*For a scientist studying climate change, “eureka” moments are unusually rare. *Instead progress is generally made by a painstaking collection of evidence from every new temperature measurement, satellite sounding or climate-model experiment. *Data get checked and rechecked, ideas tested over and over again. Do the observations fit the predicted changes? Could there be some alternative explanation? Good climate scientists, like all good scientists, want to ensure that the highest standards of proof apply to everything they discover.
And the evidence of change has grown as climate models have become ever more reliable. Over the past 20 years, evidence that humans are affecting the climate has accumulated inexorably, and with it has come ever greater certainty across the scientific community in that it is a reality that climate is changing now and will be changing in the future. This increased certainty is reflected in the latest report of the Intergovernmental Panel on Climate Change (IPCC), the fourth in a series of assessments* of the state of knowledge on the topic, written and reviewed by hundreds of scientists worldwide.
The panel released a version on the physical science basis of climate change: scientists are more confident than ever, that humans have interfered with the climate and that further human-induced climate change is on the way. *The analysis also confirms that the future, particularly in the longer term, remains largely in our hands – the magnitude of expected change depends on what humans choose to do about greenhouse gas emissions.
The physical science assessment focuses on four topics, two of them are: drivers of climate change and changes observed in the climate system. *Important advances in research into all these areas have occurred. In what follows, we lay out the key findings that document the extent of change.
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Drivers of Climate Change
Atmospheric concentrations of many gases – primarily carbon dioxide, methane, nitrous oxide have increased because of human activities. Such gases trap thermal energy (heat) within the atmosphere by means of the well-known greenhouse effect, leading to global warming. The atmospheric concentrations of carbon dioxide, methane and nitrous oxide remain roughly stable for nearly 10,000 years before the abrupt and rapidly accelerating increases have taken place.
The report says *methane levels are roughly two and a half times pre-industrial levels, and nitrous oxide levels are around 20 percent higher.
How can we be sure that humans are responsible for these increases? Some greenhouse gases* have no natural source. For other gases, two important observations demonstrate human influence.
*Climate change is not driven just by increased greenhouse gas concentrations; other mechanisms – both natural and human-induced* – also play a part. Natural drivers include changes in solar activity and large volcanic eruptions. The report identifies several additional significant human-induced forcing mechanisms – microscopic particles called aerosols, stratospheric and tropospheric ozone, surface albedo* (reflectivity) and aircraft contrails (след инверсии самолета) – although the influences of these mechanisms are much less certain than those of greenhouse gases.
Observed Climate Changes
The many new or improved observational data sets allowed a more comprehensive assessment of changes than was possible in earlier reports. Changes in three important quantities – global temperature, sea level and snow cover in Northern Hemisphere show evidence of warming, although the details vary. The climate, of course, continues to vary around the increased averages, and extremes have changed consistently with averages – frost days and cold days and nights have become less common, while heat waves and warm days and nights have become more common.
*We are now living in an era in which both humans and nature affect the future evolution of the earth and its inhabitants. Our limited know-
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ledge of the response of both natural systems and human society to the growing impacts of climate change increases our uncertainty. One result of global warming is certain, however. *Plants, animals and humans will be living with the consequences of climate change for at least the next thousand years.
(Compiled and adapted from "Scientific American")
4. Look through the passage again and give an adequate translation of word combinations and sentences marked with a star = an asterisk (*).
5. Now, find arguments to prove the ideas that scientists are confident that humans have interfered the climate and that there are humaninduced drivers of climate change as well as natural ones. What are they?
6. This time, two young Americans, Karen and Sarah, are talking about climate change and the question of who is responsible. Listen to authentic conversation from "Cool EnglishN 21" track 13−14 to help improve your listening skills.
a) Before listening answer the following questions:
1.What do you think about taking individual responsibility for climate change?
2.What do you think about government responsibility for climate change?
b) While listening check your answers to Exercise 4a.
Climate Change
Karen. Hey, I just read this report on climate change. I think it’s absolutely clear what we have to do. We have to act. We can’t leave it all up to the government*. I think we all need to take individual responsibility.
Sarah. What? That’s what we pay our politicians for. The government has to take action*, I mean*, we’re just people – what can we do?
Karen. It’s so easy for an individual – all we have to do is just turn off the light when you’re done using them*, turn off your computer. I mean, people in offices leave them running all night long. You know*, I read that ten nuclear power stations in the
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US could close down* if people would just turn off their computer at night.
Sarah. I don’t think that computers use that much energy, erm, and really I think it’s up to the governments. Erm, the governments could try reducing the amount of production that’s going on. It’s factories that are really the problem. They are what really produces pollution*.
Karen. Well, yeah. I know that factories produce a lot of pollution and everything, but I think that more on an individual level, that parents can, parents and schools should educate kids.
Sarah. But the thing is that people already know about these issues*. It’s really up to the government. The government should impose strict bans on* the amount of electricity that people can use.
Karen. OK, but even if you, if the government imposes these bans, how can they control that? We just need to, on an individual level, make sure that we’re not wasting things*, and that we’re separating our trash*, and that we’re, we’re recycling*, and using less.
Sarah. But the thing is, I mean, that’s a great idea, but people know they should be doing these things, and they don’t do them. The government can really make a big difference*. Erm, they can do things like building wind farms*, using alternative energies*…
Karen. But, I mean that this is just way more on, on a personal level, if people started using their car less, walking, taking their bikes, using the metro, taking public transport.
Sarah. No, the key* would really be for the government to make new laws restricting the use of the car.
Karen. I don’t know what to tell you.
7.a) Look through the new words used in the dialogue:
1.individual responsibility – the obligations each person has to contribute to something
2.live it all up to the government – let the government deal with it
3.you're done using them – when you have finished using them
4.you know – people often use this expression in conversations to check the other person understands
5.an issue – a question
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6.to impose a strict ban on something – to make laws so people can't use/ do something
7.to separate trash – to put your rubbish in different bags
8.to recycle – to process the old paper/glass so it can be used again
9.alternative energies – energy forms that do not pollute atmosphere
10.a wind farm – an area with many windmills creating energy from wind.
b)Give an adequate translation of the words and expressions marked with an asterisk (*) into Russian.
8.Comment on the following poem.
Modern technology Owes ecology
An apology. Alan M. Eddison
Unit 1
I. Grammar Review: The Infinitive
Функции инфинитива в предложении и способы его перевода на русский язык
0 |
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2 |
3 |
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обстоятель- |
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обстоятель- |
подлежащее |
часть |
дополне- |
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ство |
и определе- |
сказуемого |
ние |
ство |
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ние к подлеж. |
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1. To describe all the phenomena is a |
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Описание этих явлений… |
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difficult task. |
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Описать эти явления… |
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2a. The aim of the paper is to prove |
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… состоит (заключается) в том, |
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the basic concepts of the theory. |
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чтобы доказать |
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2b. This research team is to prove all |
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… должна доказать … |
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the concepts of the theory. |
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3. The student was asked to test the |
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… проверить … |
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device again. |
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0. To understand atomic spectra we |
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Для того, чтобы понять … |
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must know the nature of light. |
… для получения… |
4. The devices are made (in order) to |
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produce identical radio beams. |
… для того, чтобы получить… |
0/4. For an explosion to take place a |
(Для того) чтобы произошел |
certain amount of fuel must be con- |
взрыв… |
centrated in one place. |
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определение: |
… который будет испытан… |
a. The radioactive material to be |
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tested is placed below the plate. |
… который надо испытать… |
b. W.Weber was one of the first to |
… одним из первых выдви- |
advance a satisfactory theory of elec- |
нул… |
tricity and magnetism. |
(простое предложение) |
1.Translate the sentences from English into Russian paying attention to the Infinitive in different functions.
1.To be useful in practical applications, our nanogenerator needs to contain an array of nanowires.
2.The energy to be converted into electricity has to come in the form of a wave.
3.The next challenge was to increase the power of the nanogenerator.
4.Nanotechnologies are to exploit these effects to create structures, devices and systems with novel properties.
5.He introduced the term "nanotechnology" in his book to describe this approach.
II.Laboratory Work N 1
1.Translate the following sentences into Russian.
1.There will be great potential to create a range of materials with novel characteristics, functions and applications.
2.The aim of this chapter is to give an overview of the properties and applications of some key nanomaterials.
3.In 1990, a technique to produce larger quantities of this substance was developed by using graphite rods in a helium atmosphere.
4.Currently, carbon fibers (волокна) are used in polymers to control conductivity.
5.Carbon black (сажа) is used as a filler to reinforce car tyres.
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