Язык информационных технологий и бизнеса. Учебное пособие

UNIT I. Lesson 1

14. Прочтите существительные множественного

числа. Следите за правильным чтением окончаний:

Pens, trees, institutes, brushes, teachers, pages, factories, boys, wives, windows, cards, faces, computers, families, houses, knives, inches.

15. Сгруппируйте существительные множествен-

ного числа по принципу чтения окончания ([s], [z], [iz]):

Towns, students, institutes, dresses, offices, capitals, maps, matches, desks, friends, bushes, branches, buses, farms, foxes, weeks, stages.

16. Напишите формы множественного числа суще-

ствительных, обращая внимание на чередование букв пе-

ред –(e)s:

City, lady, leaf, university, life, faculty, bookshelf, half, academy.

17. Напишите формы множественного числа сле- дующих существительных. Сверьтесь со словарем в случае необходимости:

a)child, ox, goose, woman, food, man, tooth;

b)crisis, stimulus, basis, curriculum, axis, matrix, spectrum, datum, radius, phenomenon.

18. Прочтите и переведите на русский язык слово- сочетания с существительными в притяжательном падеже:

Eve’s child, Mr. Fox’s farm, Jack’s sister, Dickens’s work, the teacher’s table, my father’s name, my friend’s profession, our parents’ flat, the librarians’ meeting, one week’s holidays, India’s economy.

11

Язык информационных технологий и бизнеса

19. Замените существительные с предлогом of при-

тяжательным падежом, где возможно.

Model: The mother of the children – the children’s mother.

The textbook of the students, the name of my wife, the office of the newspaper, the computer of this engineer, the husband of my sister, the department of our Institute, the medal of this dog, the rivers of my country, the system of this computer.

20. Переведите на английский язык:

Имя моего брата, профессия его отца, родители ее друзей, сын инженера, учителя моей сестры, парки этого города, озера Англии, температура солнца, окна комнаты, книги нашей биб- лиотеки, аудитории института, студенты нашего факультета.

21. Прочитайте и переведите текст.

Will our children read books?

Before describing the hierarchy of the arts in the 21st century, it is sensible to recall the experts’ forecast for the 20th century. The headline stories were the rise of cinema and then television. And these successes, it was assumed, would mean failure for older forms of entertainment and information. Since the 1950s, commentators have regularly predicted that these two new visual giants would eventually destroy theatre, radio, newspapers and books by taking over the functions of these earlier forms or eroding the time available for enjoying them.

In fact, despite the advent of multi-channel, 24-hour TV and multi-screen movie theatres, it can be said that only two cultural forms have died in the past 100 years – music hall and the letter – and the second of these was killed, not by television but by the telephone, before, in the strange way of these things, being somewhat restored by the inventions of the fax machine and e-mail. So the cultural story of the 20th century – an epoch of electronic invention and mechanical radicalism – has unexpectedly been that of the durability of traditional and particularly printed forms.

12

UNIT I. Lesson 1

Looking forward then, we should be aware of pessimism’s poor record. The book, for example, seems as obvious a candidate for redundancy now as it has since the middle of the 20th century. Where people previously assumed that tele-literacy would finish reading, they now point to computer literacy as the executioner. Yet the book, to an extraordinary degree, has learned to coexist with its visual rivals.

Most Hollywood projects derive from novels: often trashy ones, it is true, but also the classics. And not only do movies and television series descend from books, but almost routinely, they return to them as nearly every screen product has its in book. It all suggests that the desire of the viewer to follow the visual experience with a print experience is even more tenacious than ever.

The threat to the conventional book in the 21st century is though subtly different. Where the first challengers were alternatives to reading, the current ones are alternative ways of reading: CD-ROM, computer disc, the Internet, recorded books. The smart money would bet that the standard home or library reference book is going the way of D for Dodo, simply because the new technology can make information more visually appealing. But, with regard to fiction, it seems a reasonable assumption that the portability of the standard book and the aesthetic affection that established readers still have for it as a product will confound pessimism in the future.

In fact, the arts most vulnerable to change, at least in Britain, are television and theatre. This is because both depend on state subsidy: a political idea, which must be regarded as highly unlikely to see out the next century. The effect of this will be the increased commercialism of both television and theatre. The casualties will be new theatre writing, the riskier classical repertoire and high-quality television journalism and drama for a general audience, although the last two of these may survive on cable subscription to the middle classes. The rise of television in the 20th century may not, as feared, have killed the book, but the continuing rise of popular television through the 21-41 century will kill high quality television programming. Clearly the twentieth century was starting both for the emergence of three new mass cultural pursuits – television, cinema and computers – and for the

13

Язык информационных технологий и бизнеса

survival of the existing ones. This then is the big question for the 21sl century. Do we now have our full cultural hand? Might it expand further? Or will there be a showdown between the old and the new? And will our children no longer read books?

22. Ответьте на вопросы к тексту:

1.What factors could bring about change to ‘older forms of entertainment and information’?

2.What is the meaning of ‘advent’ in this context?

3.What was the unexpected effect of the fax machine and e-mail?

4.What point is the writer making when he mentions the durability of printed forms of communication?

5.How have assumptions about what might discourage people from reading changed?

6.In which way are films actually encouraging people to read?

7.Why does the writer use the word ‘tenacious’?

8.How is the threat to books in the 21st century seen as different from the 20lh century?

9.What is the writer’s view about the future of books of fiction, and why?

10.How does their dependence on state subsidy affect the future of television and theatre in Britain?

11.What is the big question for the 21st century?

12.Why do pessimists think people would stop reading books, and why have books survived, according to the writer?

14

UNIT I. Lesson 2

UNIT I.

Lesson 2

Topic: Inside the system

Grammar revision: Pronouns

Commands

Лексика, грамматика

1. Вставьте соответствующие личные местоимения

вименительном и объектном падеже:

1.… are students (we, us). 2. Tell … about his Institute (we, us). 3. We met … in the library (she, her). 4. Read … this article, please (I, me). 5. Show … your translation of the text (he, him).

6.… am a first-year student (I, me). 7. … study English regularly (they, them). 8. It is a letter to … (they, them).

2. Вставьте соответствующую форму притяжатель- ного местоимения:

… Institute is old (our, ours). 2 This is. …dean office (our, ours). 3. … department is on the second floor (your, yours). 4. This is a friend of … (my, mine). 5. This is … new friend (my, mine). 6. … favourite subject is algebra (her, hers). 7. This textbook is (her, hers). 8. Show me the reading-room of (their, theirs). 9. Tell me about … museum (their, theirs).

3. Замените местоимения на русском языке соот-

ветсвующими английскими:

(Наш) Institute was founded in 1918. 2. (Он) (институт) is the oldest in Russia. 3. (Он) (друг) is a second-year student. 4. Show (мне) your new laboratory. 5. (Их) Institute museum is interesting. 6. (Он) (музей) is in Lenin Street. 7. These computers are (их).

15

Язык информационных технологий и бизнеса

8. (Ee) sister is a schoolgirl. 9. Give (ему) one more example of this phenomenon. 10. (Я) ask (тебя) to explain the rule once again. 11. The computer centre is (наш). 12. May I introduce (познако- мить) (тебя) to a friend of (мой)? 13. (Ваша) new library has 500,000 volumes of books.14. Now this library is (ваша). 15. I want to show (вам) (нашу) Academy of Sciences. 16. (Он) (музей) is open from ten till six. 17. Tell (нам) about your seminars and lectures. 18. Take (его) (словарь) from the bookshelf. 19. This is the translation of (его).

4. Прочтите предложения, поставьте их в вопроси- тельной и отрицательной форме.

a)1. We are future teachers. 2. They are students. 3. You are in Pushkin Street. 4. His father is an engineer. 5. I am interested in music. 6. My sister is fond of sport. 7. It is our Academy of Sciences. 8. The students’ room is large.

b)1. She was a schoolgirl last year. 2. They were at the Institute yesterday. 3. He was my friend. 4. I was at the library last week.

5.We were workers last year. 6. It was at the bus stop. 7. The idea was good.

c)1. I shall be a teacher. 2. My friend will be an operator. 3. It will be our new library. 4. He will be 20 years old next year. 5. We shall be at the museum next week. 6. They will be present at the lecture. 7. The house will be ready soon.

5. Вставьте нужную форму глагола:

I … 18 years old. 2. How old … you? 3. She … interested in science. 4. He … not at the Institute yesterday. 5. We …in the classroom now. 6. They … in the next room. 7. … you … at the seminar tomorrow? 8. Her sister …a good engineer. 9. Yesterday two students … absent. Today all … present. 10. Next Monday the first lesson … … English. 11, I … .. .very busy tomorrow. 12. G. Byron … born in 1788. 13. … you married? – Yes, I … , 14. … your friend from Minsk? – No, he … from Moscow. 15. My parents … not very old. 16. What … your sis-

16

UNIT I. Lesson 2

ter’s name? 17. My brother… … an operator next year. 18. We … busy with mathematics yesterday. 19. My friend … fond of books.

6. Составьте предложения из данных слов:

Name, Jane, her, is. 2. Our, large, is, family. 3. Was, in, Minsk, I. 4. Old, very, mathematics, science, is, a. 5. Shall, a teacher, I, after, be, from, the graduation, the Institute. 6. Today, is, very, computers, important, the knowledge, of. 7. The library, my, works, at, every, friend, Monday. 8. Is, and, books, much, he, of, reads, fond.

7. Прочитайте текст, будьте готовы отвечать на во-

просы, данные после него:

My name is Ann Smirnova. I live with my family in Minsk. Our family is rather large: my mother, father, sister, brother and his wife. My mother’s name is Vera Pavlovna. She is 45 years old. She is a school teacher. She teaches French. My father’s name is Ivan Andreevich. He is 46. He is a system-engineer of the computer centre of the Academy of Sciences. He is a busy man. My brother’s name is Mike. He is 25. He is a programmer. He works at the same computer centre as my father. He is married. His wife’s name is Lena. She is 23. She is from Moscow. She is a librarian at the scientific-technical library. Lena is always busy with her books. She likes her profession very much. My sister’s name is Jane. She is a schoolgirl. She is interested in the profession of a computer operator. She is also fond of sport.

I am 18. I was born in Minsk. I am a first-year student of the Pedagogical University. I study at the Information Science and Computer Engineering Department. Mathematics was my favourite subject at school, but I think that the knowledge of computers is very important today. After the graduation from the University I shall be a teacher like my mother. I shall teach mathematics and information science at school.

System-engineer – инженер-системотехник. A programmer – программист.

17

Язык информационных технологий и бизнеса

8. Расскажите о себе. Заполните пропуски соответ-

ствующими словами:

My name is … . I was born in … . I am … years old. I am a firstyear student of … . After the graduation from the Institute I shall be a …. I am interested in … .

9. Задайте своему товарищу вопросы о его семей- ном «дереве»:

1.Is your family large? How many are you? 2. What is your mother’s (father’s, sister’s, brother’s) name? 3. How old is your mother (father, sister , brother) ? 4. What is your mother (father, sister, brother)? 5. How old are you? 6. Where were you born? 7. Are you married? 8. What are you? 9. What are you fond of? 10. What are you busy with?

10. Прочитайте и переведите текст.

Inside the system

На следующей странице изображен персональный ком- пьютер и показаны его основные детали. Основная деталь компьютера, без которой он не может работать, называется системным блоком (mainboard, motherboard). Этот блок вклю- чает память, главный процессор, накопители данных на жест- ком диске и на съемных дискетах, другие устройства. Главный процессор осуществляет управление всеми устройствами компьютера, а также выполняет программы, которые нужны для вашей работы. Именно главный процессор осуществляет вычисления, копирует или пересылает информацию из одно- го места хранения в другое и т.д.

Информация, необходимая компьютеру, может хра- ниться на разных устройствах. Для оперативного хранения используется память (RAM – random access memory – память с произвольным доступом). В процессе работы именно от- сюда процессор получает нужную информацию и сюда же ее записывает. Но если вы выключаете компьютер, то со-

18

UNIT I. Lesson 2

держимое памяти пропадает, если оно не было скопировано

вустройство долговременного хранения. Для долговремен- ного хранения информации используются накопители на жестких («винчестерских») дисках (hard disks), которые представляют собой несколько дисков на одной оси. Ин- формация записывается или считывается с диска так же, как

вмагнитофоне, только доступ к определенному месту, где записана нужная информация, осуществляется как в проиг- рывателе перемещением головок – это намного быстрее, чем в магнитофоне, потому что не требуется перемотка пленки: головка перемещается сразу в нужное место. Не- смотря на огромную скорость вращения диска и большую подвижность головок, обращение к жесткому диску занима- ет сравнительно много времени, значительно больше, чем получение информации из памяти. Но на жестком диске можно хранить в десятки или в сотни раз больше информа- ции, чем в памяти.

Еще медленнее осуществляется доступ к информации на дискетах (diskettes). Назначение дискет – хранение редко ис- пользуемой информации, а также получение информации, записанной на другом компьютере: в отличие от жесткого диска, дискеты легко вынимаются из дисковода (drive) и пере- носятся на другой компьютер.

Для визуального отображения информации о работе компьютера, просмотра информации в виде текстов, рисун- ков и даже фильмов используется дисплей (display), или мо- нитор. Это небольшой телевизор, который делает «общение»

скомпьютером очень удобным и простым. Другим устройст- вом для вывода информации является принтер (printer) – уст- ройство для печати текста или рисунка на бумаге.

Ввод информации в компьютер осуществляется (помимо дискет) с помощью алфавитно-цифровой клавиатуры (keyboard). Для создания рисунков очень удобна «мышь» (mouse), которая также помогает указывать нужный объект на экране дисплея.

Все устройства подключаются к системному блоку с по- мощью специальных разъемов – портов (ports).

19

Язык информационных технологий и бизнеса

Команды, сообщения компьютера

11. Изучите подписи на рисунке подберите к ним

русские эквиваленты. Проверьте правильность по словарю.

Personal Computer (PC) (1)

12. Заполните таблицу недостающими терминами.

Используйте для этого вышеприведенный рисунок. Поряд- ковые номера терминов нарисунке ивтаблице совпадают.

20