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Файл:Оптоэлектроника. Optoelectronics. Учебное пособие
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If a preposition (in /for / about etc.) is followed by a verb then the verb
ends in -ing: be interested in / be good at / instead of / in spite of
e.g. This type of quantum computer can be extended by using molecules with
more individually addressable nuclei.
Researchers have devoted much effort to understanding the nature and
extent of these internal interactions and the resulting relaxation processes.
One can inject a QD with two, three, or more additional electrons while
continuing to probe the QD through the exciton's optical spectrum.
Infinitive
to-infinitive when we use to in front of the base form of the verb
e.g. There is thus an optimal electron concentration to maximize both electronic conductivity and optical transmission.
If there is no obstruction, light obviously likes to travel on straight line
which is the shortest path between any two points, say A and B.
bare infinitive is used after modal and auxiliary verbs
e.g. The process of epitaxy is general, however, and so can occur for other
classes of materials, such as metals and oxides.
When a light beam strikes a photoelectric material, photon energy may be
absorbed by electrons in the material’s crystal lattice.
not +infinitive as the Negative Form
e.g. After the ions are implanted in the layer, the remaining sections of resist
that were protecting areas that should not be modified are removed.
Forms of the Infinitive
Active Voice Passive Voice
Simple to reverse to be reversed
Progressive to be reversing
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Perfect to have reversed to have been reversed
Perfect Progressive to have been reversing
In the sentence the Infinitive generally functions as:
Subjective Predicative to-infinitive after these verbs to refer to people or
things or phenomena
believe consider discover find imagine know prove
suppose think understand report
S + Passive V + to -inf
e.g. Quarks are believed to be among the fundamental constituents of mat-
ter.
The composite under discussion is reported to have demonstrated metallic properties rather than those of the polymers.
Predicative
V + to -inf
offer agree refuse decide plan arrange hope forget manage
fail promise threaten deserve afford learn tend seem appear
pretend claim
e.g. These atomic magnets tend to point in the same direction, so that their
magnetic fields reinforce each other.
The eye receives rays of light which seem to originate from a positon that
is further away than the actual source.
A ray of sunlight is composed of many wavelengths that in combination
appear to be colorless.
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Object in a Sentence Pattern with It as a Formal Subject
It + Adj +to -inf
e.g. Consequently, it is possible to control the full quantum mechanical wave-
function of a QD.
Ultimately, it will prove probable to harness the full quantum mechanical
wavefunction of a quantum nanostructure.
Objective Predicative
V + O + to -inf
tell advise remind warn invite encourage persuade get
force cause teach allow enable
e.g. This property allows electrons to be quite mobile in semiconductors.
The most important characteristic of p-n junctions is that they rectify, that
is to say, they allow current to flow easily in only one direction.
for + O + to -inf
e.g. The problem here for electrical signals to travel over wire interconnections is the time they require.
However, for this approach to succeed, the QD and optical cavity must
couple strongly.
V + O + bare inf
make let would rather would sooner had better
e.g. These so-called III-V compounds are used to make semiconductor de-
vices emit light efficiently or that operate at exceptionally high frequencies.
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As an example, let us apply Fermat's Principle to the case of light reflected from a mirror, as below.
Attribute e.g. The only practical way to eliminate the noise is to make
sure the system operates digitally.
Several p-n junction diodes can be connected in series to make a rec-
tifier (an electrical component that converts alternating current to direct
current).
Adj + to -inf
after the adjectives and adjectivized participles
easy nice safe cheap exciting probable possible impossible difficult good dangerous expensive interesting challenging sure
likely bound to
e.g. The microchip is now ready to get to work as part of your smartphone,
TV, tablet or any other electronic device.
The coherence is relatively easy to detect and control optically for few
reasons.
The experiment is not likely to have been completed for another fortnight.
Adverbial Modifier of Purpose / Manner / Degree
we use (not) to, so as (not) to, in order (not) to to denote purpose
(not) to so as (not) to in order (not) to
e.g. During the late 1970s fibres were made with smaller core diameters in
which the light was constrained to follow only one path.
Phosphors must be manufactured by clean-room methods in order to
eliminate unwanted impurities that can “kill” phosphorescence.
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Appendix 2
Language tips for oral presentations
The aim of your introduction is to get the attention of your audience. Take
a moment to welcome your audience and introduce yourself before you begin.
Introduce your presentation topic and give a brief outline of what you will
cover and the purpose of your presentation. Let your audience know if there
will be time for questions. The language of presentations can be somewhat
less formal than academic writing.
Useful phrases to introduce your presentation
◌ Good morning and welcome. Let me introduce myself …
◌ Today I’m going to talk about …
◌ This morning I'd like to explain ...
◌ The purpose of my presentation today is to …
◌ First I will discuss … Secondly I would like to look at how … Lastly I
will concentrate on …
◌ First I will look at … before moving on to … and then I’d like to talk
about how …
◌ If you have any questions please leave them until the end, when I’ll do
my best to answer them.
Starting the presentation:
◌ Let’s start by looking at …
◌ I’d like to start by …
◌ So let me start by …
◌ The first issue is in relation to …
Introducing a new point:
◌ The next point is that ...
◌ Now I am going to talk about ...
◌ Moving on to ...
◌ I would now like to explain ...
◌ So that’s an overview of …
◌ Which brings me to my next point …
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Defining key terms:
◌ In his 2013 article, Bardem states that …
◌ For the purposes of this talk, I will define … as …
Asking and answering rhetorical questions:
◌ What exactly is …? Well, … is a system for …
◌ Why do they regard this as essential? Well, firstly the data suggests …
Emphasising
◌ This is a significant point. If we look more closely at …
◌ This is a highly relevant question. Remember that the theory sug-
gests …
◌ This is crucial to understanding …
Providing examples or directing the audience to your presentation slides
◌ To give you an example …
◌ Now let’s look at …
◌ You’ll notice here how …
◌ If we look here, we can see how …
Useful phrases for the conclusion and audience questions
◌ To sum up ...
◌ In conclusion ...
◌ To recap the main points …
◌ That concludes my presentation. Now, if I can just summarise the main
points.
◌
Thank you. Are there any questions?
◌ Thank you for listening. Does anyone have any questions?
◌ I’m sorry, could you repeat the question, please?
◌ Yes, absolutely, I agree.
◌ Yes, perhaps that is true in some cases, however …
◌ No, I think I have to disagree with you on that point, because …
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Appendix 3
A summary is a short objective overview of the main ideas of a larger
work. When writing a summary, the goal is to compose a concise and objective overview of the original article. The summary should focus only on the
article's main ideas and important details that support those ideas.
Guidelines for summarizing an article:
1. State the main ideas.
2. Identify the most important details that support the main ideas.
3. Summarize in your own words.
4. Do not copy phrases or sentences unless they are being used as direct
5. quotations.
6. Express the underlying meaning of the article, but do not critique or
analyze.
7. The summary should be about one third the length of the original
article.
A
Useful Expressions
First argues
At the beginning the author writes, states that
In the first part the reporter points out what
In the introduction explains,
mentions
the reader is informed
In the next part
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why
In the main part the reader is informed
about
the theory
Second; the author goes on
with
the data /
question
that
Then; Afterwards we are told about the statistics what
Moreover; we read / hear about the belief why
In addition to that the author examines the argument if
Further on analyses the opinion /
topic
Next discusses the problem
In the end the author emphasises
Finally the writer concludes that
At last the poet finds the
what
solution
The final part, section the journalist adds / stresses why
As a conclusion the reporter pretends if
Summing up his / her
the scientist hints
thoughts
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B
Reporting Verbs
advances emphasises questions
argues explains points out
asserts highlights proposes
assumes hypothesises provides evidence
claims implies puts forward
comments maintains shows
declares mentions states
demonstrates notes stresses
describes observes suggests
C
Writing an Argument Summary: Précis
Template
Part 1: Introduce the author or speaker, the text, and the central claim.
In --------------------------------- --------------------------------- --------------------
(type of text) (title of text) (the author / the source)
---------------------------------------------- --------------------------------------------
(info about the author / article) (claims, argues, asserts, etc.)
that ---------------------------------------------------------------------------------------
(paraphrase or quote the central claim and essential sub-claims)
--------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
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Part 2: Explain how the author develops or advances the argument.
------------------------------------ this claim by, first, --------------------------------
(the author supports / develops) (explain what the author does)
--------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
Then ------------------------------------------------------------------------------------
(explain what the author does next)
--------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
In the section----------------------------------------------------------------------------
Moreover, ------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
The ----------------------------------- concludes with --------------------------------
(scientist / scholar / observer )
--------------------------------------------------------------------------------------------
Part 3: State the author’s / speaker’s aim in presenting the text.
---------------------------------------- ‘s purpose is to -------------------------------
(the author / speaker)
--------------------------------------------------------------------------------------------
in order to ------------------------------------------------------------------------------
(write what the author wants the audience feel as a result of the info delivered)
--------------------------------------------------------------------------------------------
--------------------------------------------------------------------------------------------
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