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Файл:English for civil engineers. Учебное пособие
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Comprehension check
I. Express the same idea using the sentences from the text.
1. Before the man learnt to erect conduits he had used natural streams
and pools as the sources of water supply.
2. In some countries in Africa the amount of drinking water is so scarce
(скудный) that people have to suffer thirst (страдают от жажды) for several
days.
3. Four centuries had passed when people learnt how to construct largescale water supply systems.
4. Men-made means of water storage and distribution have their counterparts in nature.
5. The water supply in York was reduced to three days a week.
6. The problem of water in our country is caused by high level of industrialization.
7. People in many countries still have lots of problems with water
supply.
8. The first men-made means of water supply started to appear only
in the 13th century.
9. Before the second half of the 19th century the quality of the supplied
water in London was very bad because the city sewer was located too close
to the city intake.
10. Some measures are undertaken to satisfy the needs of water in Moscow.
11. Water is one of the most important factors for the existence
of a community.
12. Three hundred years ago water was supplied into the Londoners’
houses only for two hours every second day.
Put these sentences into the same order as the corresponding ideas
follow in the text.
1 – 11 2 – 3 – 4 – 5 – 6 – 7 – 8 – 9 – 10 – 11 – 12 –
II. Find the best way to complete the sentences.
1. Water is a great power because…
a) …in many countries the problem of water supply is very acute;
b) …the changing of the composition (состав) of natural water resources
is the result of the development of human society; c) …water is one of the
main factors in the life of community; d) …highly industrialized countries suffer from the contamination of water.
2. Long after man had found means to organize water supplies…
a) …in many countries there is much to be done in the field of water
supply; b) …we are now used to constant water supply; c) …rivers, streams
and pools in their natural state served as communal water supplies;
d) …he used water for domestic and sanitary purposes.
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3. In Moscow the requirements of water supply are fully met, so…
a) …some important measures were adopted to ensure its quality;
b) …it was necessary to design some new large-scale projects; c) …the water
consumption per capita is very high; d) …industrialization is the main source
of water contamination.
III. Give a summary of the text using the ideas from ex. I and II.
PROFESSIONAL FOCUS
FROM THE HISTORY OF AQUEDUCTS AND WATER PURIFICATION
Pre-reading task
I. Answer the questions.
What is an aqueduct?
Where and when do you think the first aqueducts were built?
When did people learn to purify drinking water?
What was the chemical used in the process of purification? Is it used
nowadays?
II. Mind the following words from the texts: indoor plumbing –
внутридомовой водопровод, terminate – заканчиваться, artificial –
искусственный, derive - происходить, total – составлять в сумме, surpass –
превосходить, mortar – известковый раствор, precisely – плотно, limestone – известняк, solution – раствор, liquefied chlorine – сжиженный хлор,
surgeon – хирург, admit – признавать, disease – заболевание, contribution
to – вклад в, achievement – достижение, hypochlorite – гипохлорит, linen
bag – льняная сумка, implement – реализовывать, воплощать.
FROM THE HISTORY OF AQUEDUCTS
a Roman aqueduct in Jerusalem an aqueduct in Oregon an aqueduct in Tunisia
Throughout history people have invented systems to make the process
of getting and using water more convenient. Early Rome had indoor plumbing
that is a system of aqueducts and pipes that terminated in homes and at public
wells and fountains.
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An aqueduct is an artificial channel that is constructed to convey water
from one location to another. The word is derived from the Latin aqua, “water”,
and ducere, “to lead”. The word is also used for any bridge that carries water.
Sufficiently large aqueducts may also be usable by boats or ships.
Aqueducts are often associated with the Romans, but in fact aqueducts
were invented much earlier in the Near East and Indian subcontinent, where
people such as the Egyptians built complicated irrigation systems. Roman
aqueducts were built in all parts of the Roman Empire, from Germany to Africa, and especially in the city of Rome itself, where they totaled over 260 miles
(416 km). The aqueducts were important for supplying water to large cities
across the empire, and they set a high standard of engineering that was not
surpassed for more than a thousand years. No mortar was needed to build
these structures as the stones fit together so precisely.
Roman-style aqueducts were used from the 7th century BC, when
the Assyrians built a limestone aqueduct 30 feet (10 m) high and 900 feet
(300 m) long to carry water across a valley to their capital city, Nineveh. The
full length of the aqueduct ran for 50 miles (80 km). In the new world, the Aztec capital of Tenochtitlán was watered by two aqueducts in the middle of the
second millennium.
FROM THE HISTORY OF WATER PURIFICATION
The technique of purification of drinking water by use of compressed liquefied chlorine gas was developed in 1910 by U.S. Army Major Carl Rogers
Darnall (1867-1941), Professor of Chemistry at the Army Medical School. Carl
Rogers Darnall was a U.S. Army chemist and surgeon. It has been admitted
that more lives have been saved and more diseases prevented by this contribution to sanitation than by any other single achievement in medicine or public health. Darnall's work became the basis for present day systems of municipal water purification.
Major William J. L. Lyster (1869-1947) of the Army Medical Department
used a solution of calcium hypochlorite in a linen bag to treat water. For many
decades, Lyster's method remained the standard for U.S. ground forces in the
field and in camps, implemented in the form of the familiar Lister Bag.
III. Read the texts and decide if the statements are true (T) or false (F).
1. The Romans were the first to introduce the idea of aqueducts.
2. The term “aqueduct” is used both for channels and bridges.
3. No mortar was used by the Romans to build aqueducts because mor-
tar hadn’t been invented yet.
4. The system of aqueducts was widely used only by Europeans.
5. American military doctors contributed much into the development
of water purification system.
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IV. Put the questions to the answers.
1. _______________________________________________________________?
It’s a system of aqueducts and pipes that terminated in homes.
2.________________________________________________________________?
No, they weren’t. They were invented much earlier.
3. _______________________________________________________________?
In 1910.
4. _______________________________________________________________?
Carl Rogers Darnall.
5. _______________________________________________________________?
He introduced a solution of calcium hypochlorite in a linen bag.
VOCABULARY: PROFESSIONAL TERMINOLOGY
I. Read the definitions for some plumbing tools and devices and then
match the picture and the term:
1) plumber wrench is a spanner, especially one with adjustable jaws;
2) water valve is any device that shuts off, starts, regulates, or controls the
flow of a fluid, it can be controlled by handles (вентиль); 3) valve controlled
by a wheel; 4) globe valve (шаровой клапан); 5) hose hydrant is an outlet
from a water main, usually consisting of an upright pipe with a valve attached,
from which water can be tapped fires; 6) drain pipe is a pipe or channel that
carries off water, sewage; 7) indoor tap is a valve by which a fluid flow from
a pipe can be controlled by opening and closing an orifice.
A B C
D E F G
II. Fill in the gaps with a term from ex. I.
1. Look! The water is flowing over! Who has left the _____________ running?
2. A ______________ is the general term for any device that controls water
flow. It can be of different types – a __________________ or a _______________.
3. What an awful smell! The _________ must have started to leak.
4. I need to tighten the tap up. Can you give me a _______________?
5. The locals had to use the _______________ until the main had been repaired.
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GRAMMAR: PARTICIPLE I / PARTICIPLE II
Presentation
I. State if the -ed form in the following examples is: a) a verb in the
Past Simple; b) a part of the Perfect; c) a part of the Passive; d) a verbal
(неличная форма глагола – зд. причастие). Translate the sentences into Russian.
1. At York before 1846 one half of the city was supplied for 2 hours
on Mondays, Wednesdays and Fridays.
2. Last week the Red Cross supplied drinking water and foodstuffs
to a small Ethiopian village.
3. Has your partner firm supplied the hardware yet?
4. The software supplied by this distributor is of high quality.
State if the -ing form in the following examples is: a) a part of the
Continuous; b) an adjective (прилагательное); c) a verbal noun
(отглагольное существительное); d) a verbal (неличная форма
глагола – зд. причастие). Translate the sentences into Russian.
1. In some African countries drinking water is still a luxury.
2. Where’s mum? – She’s drinking tea in the kitchen.
3. They have trained themselves to do with the minimum of water,
drinking only on alternate days.
4. Drinking is an everyday physical need.
II. Translate the sentences into Russian. Be careful with the italicized
words.
1. Many of the so-called “wells” of medieval Britain, for example, were
untouched pools or gushing springs.
2. The term “well” may not mean a dug well at all but a surface pool
adopted as a communal or regular water supply.
3. Water drawn from the river Thames was of bad quality.
4. Village ponds are still used as watering places for cattle.
5. They have trained themselves to do with the minimum of water,
drinking only on alternate days and never washing during a drought.
6. In Japan running water is still a luxury.
7. The recently adopted Law on Land also takes the problem into con-
sideration.
8. For many decades, Lyster's method remained the standard for U.S.
ground forces in the field and in camps, implemented in the form of the familiar Lister Bag.
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III. Write in the Present Participle (Participle I) and the Past Parti-
ciple (Participle II) of the following verbs.
Infinitive
the Past Participle
(-ing form)
the Present Participle
call
calling called
touch
gush
dig
draw
water
drink
wash
run
adopt
implement
III. Compare the sentences containing the Present Participle and the
Past Participle.
1. Reservoirs called “wells” nowadays were just natural springs in medieval Europe. (Резервуары, называемые сегодня «колодцами»,
в средневековой Европе представляли собой естественные источники.)
The man calling this reservoir a “well” doesn’t know its real purpose
actually. (Человек, называющий этот резервуар «колодцем», на самом
деле не знает его истинного предназначения.)
2. A well dug in this site won’t function efficiently. (Колодец, выры-
тый на этом месте, не будет эффективно функционировать.)
He spent hours digging a pit. (Он затратил много времени, роя кот-
лован.)
Complete the rule!
Причастие I (the Present Participle) образовано при помощи окончания ______, а причастие II (the Past Participle) образуется прибавлением
окончания _______ к основе правильного глагола или представляет собой
_______ форму неправильного глагола (dig – dug). Причастие I может переводиться на русский язык _________ (a reading boy – читающий мальчик),
___________ (reading a book – читая книгу). Причастие II может переводиться на русский язык _________ (a broken leg – сломанная нога), ___________
(a vase broken by George – ваза, разбитая Джорджем).
Grammar tips
1. Чтобы отличить причастие I от совпадающих с ним по звучанию
имен существительных, нужно обратить внимание на окружение слова:
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за причастием I может следовать относящееся к нему прямое
дополнение: Frank, hearing the steps on the gravel, turned sharply round.
(Услышав шаги по дорожке, Фрэнк резко обернулся.);
причастие I может определяться наречием: The street was full
of people, laughing and talking gaily. (Улица была полна людей, которые
смеялись и весело разговаривали.)
2. Чтобы отличить причастие II от глагола прошедшего времени,
нужно обратить внимание:
на наличие наречия после причастия: The room furnished rather
simply was large enough. (Комната, обставленная довольно просто, была
достаточно большой.);
на наличие предлога после причастия: The novel recommended
by the librarian turned out to be very dull. (Книга, рекомендованная библиотекарем, оказалась очень скучной.);
на синтаксическую функцию причастия (оно не может высту-
пать в предложении в функции сказуемого): They translated the text
at the lesson. (Они перевели текст на прошлом уроке.)
Before doing exercises consult tables 3, 4, 5 in the Appendix.
Practice
I. Form Participle I and Participle II from the following verbs
and translate them into Russian.
e.g. to invent – inventing – invented (изобретать – изобретая
/ изобретающий – изобретенный)
to drive, to come, to walk, to do, to stand, to give, to take, to put, to get,
to read, to write, to learn, to construct, to talk, to reach, to lead, to disclose,
to describe, to hold, to address, to take part, to wait, to use.
II. Translate the sentences into Russian.
1. We used parts welded from two pieces.
2. The electrodes being used were not of good quality.
3. Spectrography is a reliable method being used in materials testing.
4. When used, this method gives the best results.
III. Use the appropriate form of the Participle.
1. The girl (to write) on the blackboard is our best pupil. 2. Everything
(to write) here is quite right. 3. The house (to surround) by tall trees is very
beautiful. 4. The wall (to surround) the house was very high. 5. Who is that
boy (to do) his homework at the table? 6. The exercises (to do) by the pupils
were easy. 7. The floor (to wash) by Helen looked very clean. 8. The girl
(to wash) the floor is my sister. 9. We listened to the girls (to sing) Russian
folk songs. 10. We listened to the Russian folk songs (to sing) by the girls.
11. Do you know the girl (to play) in the yard? 12. The book (to write) by this
scientist is very interesting. 13. Translate the words (to write) on the blackboard. 14. We could not see the sun (to cover) by dark clouds. 15. The
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(to lose) book was found at last. 16. (To go) along the street, I met Mary and
Ann. 17. Read the (to translate) sentences once more. 18. I picked up the pencil (to lie) on the floor. 19. Name some places (to visit) by you last year.
20. She was reading the book (to buy) the day before.
IV. Translate the sentences into Russian paying special attention
to the Participles.
1. The engineers invited to our laboratory work very well. 2. The machine invented by Mr. Brown is very good. 3. Yesterday the experts tested the
machine constructed by Mr. Smith. 4. Entering the room, she turned on the
light. 5. The house built in this street is very fine. 6. Thus addressed, the crowd
expressed its approval by applause. 7. These flowers are better than those
grown by your friend. 8. Looking out of the window, he saw his mother watering the flowers. 9. The problem, considered from this point of view, takes
on a new aspect. 10. Hearing the sound of music we stopped talking. 11. She
went into the room, leaving the door open. 12. The second quarter, compared
with the first one, shows a marked rise in prices on most manufactured goods.
13. I heard him talked about. 14. I shall get this letter typed. 15. He had his
boots mended. 16. She had the letter posted. 17. I shall see this matter attended to. 18. The cylinder has the ignition plug screwed on the top.
19. I heard him talking. 20. Everybody looked at the dancing girl.
V. Rewrite the sentences, using -ing or -ed clauses without conjunc-
tions.
1. As he had left school at twelve, he had no qualifications.
2. It tastes delicious if it is fried in butter and sprinkled with lemon juice.
3. She worked over to her desk and picked up her paper.
4. The water came into the houses, and flooded the downstairs rooms.
5. As I knew his tastes, I took him a large box of expensive chocolates.
6. He put on his coat and went out.
7. A lorry broke down in Bond Street, and caused a massive traffic jam.
8. As I didn’t want to frighten her, I phoned before I went round.
9. If it is sent first class, it should arrive tomorrow.
10. At 3 a.m. Simon came in, and woke everybody in the house.
SPEAKING
GIVING A PRESENTATION (1)
I. Here are three openings for presentations. Read them and say who
is presenting and what product is being presented.
A
1. Good morning, ladies and gentlemen. First of all let me thank you all
for being here today. I’m glad that so many of you could come, especially since
I know that this time of the year is probably the busiest for you. 2. Let me introduce myself. I’m Charlotte Best from IT. I’m a team leader. 3. I’m here today
to present our new concept for project documentation. We’re going to look
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closely at drafting, storing, archiving and accessing documents in our new SAP
system. We’ll also examine the much improved handling of all project documentation. 4. This is extremely important for all of us who are directly involved in international project management, right?
B
5. Good afternoon. I’m aware that you all have very tight schedules,
so I appreciate you taking the time to come here today. 6. As you probably
know, my name is Susan Webster. I’m the new human resources manager at
Weston Ltd. 7. What I’d like to present to you today is my department’s new
concept for improving our in-company training and qualification programmes. This is based on feedback from your departments. 8. Today’s topic
will be very important for you as department heads, since I need your help
to evaluate and select candidates for training.
C
9. Hello, everyone. I’m happy that so many of you could make it today.
10. For those of you who don’t know me, my name is Gordon Selfridge. I’m the
project manager in charge of the Bak Tower building project in Dubai. 11. This
morning I’d like to update you on the current status of work at the construction site. 12. The information I give you today should help you with planning
your next steps.
II. Put the parts from above in the correct category (a–d):
a) saying what the topic is: ;
b) welcoming the audience: ;
c) saying who you are: ;
d) saying why the topic is relevant for the audience: .
Now put a–d in the order you would use to start a presentation.
III. Match these less formal phrases with the more formal phrases
in the table.
What I want to do today is... I know you’re all so busy… Hi, everyone.
It’s good to see you all
Shall we get started?
here.
In my talk I’ll
tell you about…
Today I’m going to talk
As you know I am…
about…
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More formal Less formal
Good afternoon, ladies and gentlemen.
Today I would like to…
Let me start by introducing myself.
My name is…
It’s pleasure to welcome you today.
In my presentation I would like
to report on…
The topic of today’s presentation is…
I suggest that we begin now.
I’m aware that you all have very tight
schedules.
IV. Complete sentences 1–8 with the correct form of the verb and a sen-
tence ending from below.
you on the pro-
posed training
project
you up to date on
SEKO’s investment
plans
by telling you about what Jane’s group is working on
you how
to database
works
you an overview of
our present market
position
at business opportunities
in Asia
about EU tax
reform
on our financial targets
for the division
1. give Today I’d like to give you an overview of our present market position.
2. show I’ll be ___________________________________.
3. talk During the next two hours we’ll be ______________________________.
4. bring I’d like to _______________________________________.
5. report This afternoon I’m going to ________________________________.
6. update Today I’d like to __________________________________.
7. look This morning we’ll be _____________________________________.
8. begin Today I’ll _______________________________________.
V. Now practise the opening of a presentation. Use phrases from ex. I,
III, IV and see some more phrases on p… Follow the WISE flow chart below!
Welcome audience Introduce Say what the Explain why audience
yourself topic is will be interested
You can make presentations for these: a new computer programme
/ a new material for water pipes / design project for a water supply system. You can suggest your own ideas!
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