Практикум по развитию кросскультурного взаимодействия студентов транспортного факультета. Учебное пособие

Министерство образования и науки Российской Федерации

Федеральное государственное бюджетное образовательное учреждение высшего образования

«Оренбургский государственный университет»

А.Ю. Богомолова В. В. Томин

ПРАКТИКУМ ПО РАЗВИТИЮ КРОССКУЛЬТУРНОГО ВЗАИМОДЕЙСТВИЯ СТУДЕНТОВ ТРАНСПОРТНОГО ФАКУЛЬТЕТА

Рекомендовано ученым советом федерального государственного бюджетного образовательного учреждения высшего образования «Оренбургский государственный университет» в качестве учебного пособия для студентов, обучающихся по программам высшего образования по направлению подготовки 23.03.01 Технология транспортных процессов

Оренбург

2016

УДК 811.111(075.8)

ББК 81.432.1я73 Б74

Рецензент - доцент, доктор филологических наук И. А. Солодилова

Богомолова, А.Ю.

Б74 Практикум по развитию кросскультурного взаимодействия студентов транспортного факультета: учебное пособие / А.Ю. Богомолова, В. В. Томин; Оренбургский гос. ун-т. – Оренбург: ОГУ, 2016. – 122 с.

ISBN 978-5-7410-1518-6

Практикум включает 10 уроков. Тексты для дополнительного чтения, краткий грамматический справочник, грамматические упражнения, тексты по специальности для развития навыков чтения литературы на английском языке, послетекстовые упражнения для развития навыков устного общения являются технологиями, формами и методами развития кросскультурного взаимодействия студентов транспортного факультета.

Краткий грамматический справочник включает наиболее трудные для усвоения грамматические темы. В англо-русский словарь включены общетехническая и специальная терминологическая лексика.

Практикум предназначен для использования в преподавании самостоятельных занятий по дисциплине «Иностранный язык» для студентов направления подготовки 23.03.01 Технология транспортных процессов.

2

Введение

Настоящее учебное пособие предназначено для студентов автотранспортного факультета, специальности «Основы безопасности движения». Основной целью пособия является подготовка студентов к самостоятельному чтению на английском языке технической литературы по специальности, что соответствует требованиям программы по иностранным языкам неязыковых специальностей.

В практикуме включено 10 уроков, которые непосредственно соответствуют этой цели. Структура этих уроков одинаковая. Работе над текстом предшествуют лексико-грамматические упражнения. Они предназначены для выполнения на занятиях в аудитории. Послетекстовые упражнения предназначены для развития речевых навыков и умений по данной тематике.

Тематические предречевые и речевые упражнения связаны со специальностью студентов. В каждой серии послетекстовых упражнений предусмотрена вопросно-ответная работа.

В уроке 10 разработана ролевая игра, подводящая итог развитию речевых умений по специальности студентов.

Краткий грамматический справочник включает наиболее трудные для усвоения грамматические темы, а последующие грамматические упражнения дают возможность натренировать и закрепить на практике изученный грамматический материал.

В англо-русский словарь вошла общетехническая и специальная терминологическая лексика. Лексика текстов для дополнительного чтения в словарь не включена. Эти тексты следует читать, пользуясь специальными словарями.

4

1 Lesson 1 From the bicycle to the modern vehicle: the history of

development

Exercise 1.1 Read the following words. Mind their meaning

1)to become accustomed – привыкать;

2)suspension - подвеска (авт.);

3)tubular frame – трубчатая рама;

4)gearing – зубчатая передача;

5)dog clutch – сцепление;

6)rear axle - задняя ось;

7)to encourage – поощрять;

8)brakes – тормоза;

9)racing car – гоночный автомобиль.

Exercise 1.2 Read the following verbs. Mind their meaning. Pay attention to the principal forms

1)to power (-ed, -ed) – приводить в движение;

2)to provide (-ed, -ed) – снабжать, обеспечивать;

3)to improve (-ed, -ed) – улучшать;

4)to exemplify (-ed, -ed) – служить примером;

5)to mount (-ed, -ed) – устанавливать, монтировать;

6)to spring (sprang, sprung) – снабжать пружиной (рессорой);

7)to participate (-ed, -ed) – принимать участие.

Exercise 1.3 Give the principal forms of the following verbs

to begin, to become, to follow, to build, to include, to appear, to put, to make, to design, to use, to seem, to come.

5

Exercise 1.4 Pay attention to the different meaning of the verbs “to appear,

to prove” and translate the sentences

1)W.H. James built a “steam drag” in 1833 which wasn`t to reappear for another half century. This appears to be unrelated event.

2)Lanchester designed a disc brake in 1902 and it reappeared in the US as a transmission brake.

3)Independent suspensions proved unsuitable for cars on the roads of western Europe and the USA.

4)Four wheel brakes proved their suitability for cars on the roads of the USA.

Exercise 1.5 Give the three degrees of comparison to the following

adjectives. Translate them

Successful, heavy, large, light, good, terrible, small, low, great, easy, safe, desirable, rough, practical.

Exercise 1.6 Read all the numerals, given below

6

Exercise 1.7 Read the sentences paying attention to the word “because”.

Translate them

1.In capitalist countries because of the economic gap between the middle class and the very rich, the industry went down two paths.

2.The great names of America were the production men Ford, Chrysler and others because the US concentrated on comfort, utility and low cost of cars.

Exercise 1.8 Read and translate the text «From the bicycle to the modern

vehicle: history of development»

Although here were some random experiments for a century before, the period of 1860-1885 was the time of the birth of the automobile, as it was then that developments began to progress in a related series.

During the railroad boom people became accustomed to the idea of powered transportation and technicians were encouraged to work in this field. At the same time the bicycle provided an improved mode of personal mobility available to the mass of the public. The automobile was the direct descendant of these two technologies, a successful marriage of automotive and personal mobility.

There were two threads we can follow through the experimental period; first the "road locomotive" which was heavy with a large engine and primitive suspension, second the "cycle car" which was light in weight, usually with a tubular frame and a light high-speed engine. A prime example of the first type was the 1901 Panhard & Levassor. The second type was exemplified by the 1897 de Dion and its American counterpart, the 1901 Olds.

Joseph Cougnot demonstrated a self-propelled vehicle in 1765 in Paris, a "machine to pull a cannon," that is a tractor with a good steam engine and a terrible chassis. Richard Trevithick mounted a coach body on a small steam chassis in 1801. Interestingly, W. H. James built a "steam drag" in 1833 which included three-speed

7

gearing with dog clutches and a properly sprung rear axle, neither of which was to reappear for another half century. These appear to be unrelated events.

In capitalist countries because of the economic gap between the middle class and the very rich, the industry went down two paths— large custom luxury cars and very small economy cars. The largest part of the public participated only as fans of auto racing. In the U.S., with its native supply of low cost fuel and with low cost cars, there was perception of the utility of the automobile. It was supported by a great wave of road building, and travel by car was encouraged.

It is no surprise then that Europe promoted "racing-car" qualities, while the U.S. concentrated on comfort, utility, and low cost. The great names of Europe were the racing names, Bugatti, Jaguar, Alfa-Romeo.

The great names of America were the production men, Ford, Knudsen, Chrysler, among others.

Four wheel brakes were first used in 1910 in Europe, then Loughheed (Lockheed) patented hydraulic brakes in 1914 and Chrysler put them in production in 1924. Safety glass had been invented in 1905by J. C. Wood in England, but it wasn't until 1929 that satisfactory glass could be made by sealing the edges. Lanchester designed a disc brake in 1902, and it reappeared in the U.S. as a transmission brake. A version was used on the Chrysler Imperial in 1949 in place of drum brakes and was later popularized in Europe when it appeared on racing cars.

The automatic transmission was one of the three great developments to make driving easier and safer, the other two being the electric starter and four wheel brakes.

Independent suspensions had seemed desirable for the rough roads of central Europe, but proved unsuitable for cars capable of exploiting the roads of Western Europe and the U.S.A. These few examples serve to show that none of these things came quickly or easily. They required supporting technology and had to be made practical, and they had to be the best available solution.

8

Exercise 1.9 Answer the questions

1.Why were technicians encouraged to work in the field of automobile engineering in the period of 1860 – 1885?

2.What kind of vehicle provided personal mobility to the mass of the public at that period of time?

3.What two threads can we follow through the experimental period?

4.Why did the capitalist industry and automobile engineering go down two paths: luxury cars and small economy cars?

5.European cars and USA cars were quite different. Why?

6.Why wasn`t the progress in automobile engineering easy and quick.

Exercise 1.10 Read the last three paragraphs of the text and fill in the

scheme

Exercise 1.11 Speak on the inventions mentioned in Ex. 10. Use the following

verbs and phrases

To use, to design, to patent, to put in production, to invent, to appear.

9

Exercise 1.12 Be ready to speak about the history of automobile

development according to the plan

1.The time of the automobile birth.

2.From the bicycle to the automobile: main reasons.

3.Large luxury cars and small economy cars.

4.“Racing Car” qualities in Europe and comfort, utility and low cost cars in the

USA.

10