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engine - двигатель; to mark - отмечать; onset - начало;

mining - горное дело; горная промышленность; distinct - отчетливый, определенный, явный; location - размещение;

extraction - извлечение; treatment - обработка; ore - руда;

to obtain - получать;

to improve - улучшать, усовершенствовать; performance - исполнение, выполнение; tissue - ткань;

composite - смесь; сложный, составной; shield - щит, защита;

to encounter - сталкиваться, (неожиданно) встречаться.

Word Study to the Text:

Comprehension Check:

Ex. Answer the following questions

1.Why do more and more new specialist areas appear within engineering?

2.What are aeronautical and astronautical engineering concerned with?

3.Can an aircraft be designed by a single engineer?

4.What are the spheres of activities in Agricultural Engineering?

5.What is Chemical Engineering involved in?

6.What is the chemical engineer well grounded in?

7.What spheres of activities is the civil engineer employed in?

8.What does Electrical Engineering deal with?

9.What is Industrial Engineering concerned with?

10.What are responsibilities of mechanical engineers?

11.What are the spheres of activities in Mining and Metallurgical Engineering?

Engineering Work

In any one area of engineering there is a wide range of functions that the engineer may participate in. The spectrum includes research and development, design, production and construction, installation, operation and maintenance, and sales and management. While mobility is free within the spectrum, it is most likely to occur in the order given than in the reverse direction. One reason is that detailed knowledge of scientific concepts becomes less and less important as one moves toward the managerial function, although the knowledge of finance and labor becomes more detailed. It is difficult for a student to predict his ultimate niche although, if he could, he might choose a somewhat different set of elective courses.

In general, the research and development engineer requires, besides a firm grounding in the fundamentals of his area, an easy familiarity with analytical and experimental techniques. A natural curiosity a creative bent, and considerable stamina are essential.

The design engineer has somewhat similar requirements, with particular accent on creativity. He also needs a broad understanding of such topics as engineering economics, optimization, and methods of manufacture, along with a particular sensitivity toward human needs. Design activity is extremely broad, so the individual is most likely to find himself one of a large team, particularly in a complex project. Senior members in such a group are likely to find themselves coordinating a variety of specialized activities. The team may, for example, include specialists in theoretical analysis, testing, computation, optimization, and esthetic design.

It is the production and construction engineers who, on any project, are responsible for the implementation of a completed design. They will have to work initially with design engineers and then with technicians actually to produce the hardware itself from the specified raw materials. A

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sound knowledge of materials, methods of manufacture, time estimation, and the logistics of movements of materials is important.

The area of installation, operation, and maintenance may need knowledge from civil, mechanical, electrical, chemical, or other branches of engineering, depending on the nature of the plant. A large plant may employ specialists from these brunches, though a small plant may tend to employ engineers comfortable in several areas. Here the responsibility is to ensure that the equipment is installed correctly, brought into operation, and effectively maintained. The engineer must develop effective maintenance and replacement schedules and requires some knowledge of economics. Aspects of safety and pollution control could be important.

The sales area is an important division of many engineering companies, accentuated by the rapid changes and new developments that are constantly modifying products. The sales engineer needs a thorough engineering background but must also be an expert in the operation and performance of his company's products. He may have to educate a prospective customer in the principles, advantages, and limitations of the equipment. It may be important that his knowledge extend to cover his customer's operating plant so that he can illustrate how his own product may best be used. Knowledge of economics law and psychology could be useful, and a friendly personality is a decided advantage.

Many engineers after several years in one or more of the above areas, eventually move into managerial positions. Here they quickly discover the merit of some knowledge of economics, financial management, and labor policies. They may need considerable courage to plan effectively and make sound, far-reaching decisions. In this regard the engineer's technical background serves him well, but he will have to acquire a familiarity with business administration also.

Vocabulary to the text: range - сфера, диапазон; to participate - участвовать; research - исследование; installation - установка;

maintenance - (техническое) обслуживание; likely - вероятно;

to occur - происходить, случаться; order - порядок;

detailed - подробный;

to predict - предсказывать; ultimate - конечный;

set - набор; firm - прочный;

grounding (in) - образование (в); curiosity - любопытство; creative - творческий;

bent - склонность, наклонность;

stamina - запас жизненных сил, жизненная энергия; выносливость; essential - существенный;

similar - подобный, схожий; requirement - требование;

accent - подчеркивание, выделение; along with - наряду с..;

sensitivity - чувствительность; extremely - чрезвычайно; complex - сложный;

senior - старший;

implementation - осуществление, выполнение; raw materials - сырье;

sound - здравый;

completed - завершенный; выполненный; initially - исходно, сначала;

estimation - оценивание, оценка, подсчет; depending on - в зависимости от..; nature - природа, суть, характер;

plant - завод, предприятие;

to employ - принимать на работу; to ensure - обеспечивать; equipment - оборудование; replacement - замена;

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schedule - расписание, график; safety - безопасность; pollution - хагрязнение; division - подразделение, отдел;

to accentuate - подчеркивать, выделять, акцентировать внимание (на); constantly - постоянно;

to modify - модифицировать, видоизменять; background - опыт;

expert - эксперт, специалист;

to educate - воспитывать, давать образование; prospective - перспективный; будущий, возможный;

to extend - расширять(ся), распространять(ся); простираться; to cover - охватывать, включать;

customer - клиент, потребитель;

decided - решительный, определенный, бесспорный; advantage - преимущество;

above - выше, над; eventually - в конечном итоге; managerial - руководящий; position - должность; considerable - значительный;

courage - храбрость, мужество, смелость; sound - здравый;

far-reaching - далеко идущий; чреватый последствиями; in this regard - в этом отношении;

to serve - служить; familiarity - знакомство.

Word Study to the Text

Comprehension Check:

Ex. Answer the following questions

.

1.What is the range of the engineer's functions?

2.Is the detailed knowledge of scientific concepts very important?

3.What knowledge and skills does the engineer require?

4.What are the professional requirements to the design engineer?

5.What are the production and construction engineers responsible for?

6.What specialists may be employed at a large plant?

7.What are the requirements to the sales engineer?

8.What knowledge does the engineer need when being in a

The Transistor

NATURE abhors a vacuum tube," cracked Bell Labs physicist John Pierce. So did almost everyone else by the 1940s. Sure, vacuum tubes boosted the power of the phone network's electrical signals, which weaken as they travel. But vacuum tubes were too bulky, unreliable and inefficient to support what AT&T expected to be a boom in demand for telecommunications after die end of World War II. So as peace loomed, in the summer of 1945, Bell Labs established a group to forge the future out of semiconductors, materials whose properties He midway between an electrical insulator's and a conductor's. In the fall of 1947, in a month long burst of inspiration. Bell scientists invented the device that came to embody, even create, the future. The tiny transistor changed the way we bank, drive, cook, communicate, listen to music, watch television and

otherwise work, play and live.

The inventors were an unlikely trio. William Brattain was a farm boy and a born tinker. William Shoddey, hard-driving, ambitious and impatient, was named manager of semiconductor research

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in 1945. His ego would eventually fracture the team. "Whispering John" Bardeen, the low-key, famously self-eflacing theorist, would become the only person ever to win two Nobels in physics. In 1925 a British scientist had theorized that if an electric field enveloped a semiconductor, then the semiconductor would conduct electricity differently. In some cases, it would amplify incoming current. That appealed to the Bell scientists charged with finding replacements for vacuum tubes. But the phenomenon remained maddeningly theoretical; try as they might, no one could make semiconductors

jack up a signal. Finally, in March 1946, Bardeen hit on the reason. Electrical fields were not having the desired effect on, say, a bar of silicon because the surface of the silicon is riddled with cul-de-sacs, he suggested, making it possible for electrons to enter but not to leave. The surface seemed to be positively charged on the outside, attracting electrons in, but negative on the inside, repelling them when they start to move. The electrons were stuck. As a result the flow of electrons— which is all a current is — could not increase. Applying an electric field did nothing.

For the next 20 months Bell's team turned to the most basic of research—the quantum properties of solids—as it sought ways to liberate the electrons in the semiconductor. "Without understanding solids from a quantum mechanical point of view," says William F. Brinkman, vice president of B&D at Bell Labs, "the transistor could not have been invented." On Nov. 17,1947, Brattain launched the experiments that would bring success. He began with a splash—literally: he bathed silicon in various electrolytes (liquids that contain electric charges), such as acetone and distilled water. The electrolytes changed the electrical properties of silicon's surface. When Brattain shined a light on the treated silicon, a larger current flowed than from untreated silicon (silicon was known to produce a current in response to light; today that is the basis for solar cells). Apparently, the electrolytes set up an

bulldozed the cul-de-sacs, allowing the electrons to escape. On Nov. 21 Bardeen went to Brattain with a new

suggestion for making silicon amplify a signal "Come on, John!" Brattain exclaimed. "Let's go out in the laboratory and make it!" They put a drop of distilled water on a slab of silicon. They pushed a tungsten wire through the drop and onto the silicon. They used a battery to apply one volt to the drop, hoping to stir up the positive and negative charges in the silicon just below the wire. Current through the contact point increased 10 percent: positive charges in the distilled water pulled the silicon's electrons to the surface, making more electrons flow and thus amplifying the current. Carpooling home that evening, Brattain said he'd "taken part in the most important experiment cording to an AT&T oral history quoted in "Crystal Fire"

{352pages. W.W.Norton. $27.50), a new book on the transistor by Michael Biordan and Lillian Hoddeson. But hurdles remained. The

silicon boosted current only 10 percent, not enough to outdo vacuum tubes. Brattain and Bardeen tried every variation they could think of to better their results. Germanium instead of silicon. Gold foil instead of tungsten. A viscous liquid called glycol borate — "gu" — instead of distilled water. On Dec. 16 they jury-rigged their final contraption. "It was marvelous!" Brattain recalled: their transistor boosted power 450 percent. The key realization was that "holes"—weird quantum-mechanical entities that are the absence of electrons

— carried current in silicon. When Bardeen returned home that evening, he mumbled to his wife, Jane, as she peeled carrots, "We discovered something important today."

But Shocldey was far from elated at Bardeen and Brattain's success. He argued that work he had done in 1945 had sparked their invention, but AT&T's lawyers had filed a patent only on Brattain and Bardeen's device. Shoddey worked obsessively on his own. On Jan. 23,1948, he had his brainstorm: a sandwich. The bread would be a sandwich. The bread would be semiconductor material with an excess of electrons; it was dubbed "n-type." The meat would be "p-type," with an excess of positively charged holes. When he attached wires and applied a voltage, holes streamed across the n-material into the p-area. His "junction transistor" amplified current just like Brattain and Bar-deen's "point-contact" transistor. He tinkered with it in total secrecy. The rift in the team was now a canyon. Bardeen, fed up with Shockley, resigned in 1951.

In 1952 Bell Labs offered to license the point-contact transistor for $25,000 against future royalties. They had few takers apart from a small Japanese start-up called Sony. Its first transistor radio sold, in 1954, for $49.95 (more than $300inl995 dollars). Bell Labs produce the pointcontact transistor for 10 years. But 1954 production of the junction transistor ha overtaken it. In 1956 Brattain, Bardeen and Shoddey shared the Nobel in physics.

As the price of a transistor plunged—fix)! $45 to $2 in the 1950s to .00001 cent today-the applications mushroomed. In 1959 sales of solid-state transistors overtook sales of vacuum tubes, and there has been no going back. Before the transistor "the whole phone network was analog and

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the switches were electromechanical; the transistor changed that to digital transmissions and electronic switches," says Jan Ross, Bell Labs preside] from 1979 to 1991. Today transistors packed by the millions onto microprocessors run ca engines, cell phones, missiles, satellites, gas pumps, ATM machines, microwave ovens, computers, CD players and every other modem electronic toy and tool. In 1997 more than half a billion transistors will be manufactured. Every second.

treat - обрабатывать, подвергать воздействию current - ток

response - ответ

cell - здесь: батарейка apparently - очевидно set up - установить

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bulldozed - выпущенный escape - высвободить suggestion - предложение drop - капля

tungsten - вольфрам wire - провод

stir up - здесь: возбуждать below - ниже

quote - цитировать boost - повышать

hurdless - препятствие, барьер outdo - превзойти

foil - фольга viscous - вязкий liquid - жидкость

contraption - разг. странный прибор recall - вспоминать

hole - дырка weird - странный

entity - здесь: сущность mumble - бормотать elate - привести в восторг

spark - здесь: быть искрой (для) obsessively - одержимо

excess - излищек, избыток attach - прикреплять stream - поток, струя junction - скрепление

rift - трещина

fed up (with) - "сыт по горло" resign - здесь: отойти от дел royalties - авторские права share - разделять

mushroom - амер.: быстро расти ovеrtake - превзойти

switch - выключатель digital - цифровой

transmission - трансмиссия, перенос cell phone - сотовый телефон missile - снаряд, ракета

satellite - спутник pump - насос

microwave - микроволновый toy - игрушка

tool - инструмент, орудие, средств

Comprehension Check.

Ex. Answer the following questions:

1.What is the function of vacuum tubes?

2.What for did Bell Labs establish a special group?

3.What do semiconductors serve for?

4.What did Bell Labs' scientists invent?

5.When did the team split up (распалась)? What was the reason of it?

6.What prize was the team awarded with in 1951?

7.What is a transistor?

8.What are the functions of transistors today?

Topics to discuss.

1.Vacuum tube.

2.Bell Labs' team of scientists. Their initial task.

3.An unlikely trio.

4.Their basic research.

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5.Silicon amplifying signals.

6.Relationships between these three scientists.

7.Nobel prize shared by them.

8.The price of a transistor.

9.Changes brought by transistors.

Geoffrey Cowley, Anne Cowley

PORTABLE DATABASES CAN MAKE DOCTORS MORE EFFICIENT. BUT THIS ONE HELPS THEM PRACTICE BETTER MEDICINE.

David Slawson was sitting at his desk one morning last February when a collegue called him to tell that one of his patients was in the emergency room (ER), suffering from pneumonia. The pateint, an otherwise healthy

43-year-old woman, was in no immediate dander, but the ER doctor wanted to hospitalize her just to be safe. Few physicians would have stopped to question whether hospital care actually benefits such a client. But

Slawson, a family practitioner at the University of Virginia , had an easy way to find out. He grabbed the mouse on his computer and, with a few clicks, pulled up a "prognosis calculator". By punching in basic facts about the woman, he determined, that her odds of dying would be 2.2 times HIGHER if she checked into the hospital (where germs are rampant and medical errors possible) than if she recuperated at home. Shown that

number, the ER doctor quickly wrote a prescription and sent her on her way - saving her insurer thousands of dollars and, in all likelihood, hastening her recovery.

What Slawson had, and the emergency room didn't, is a new software program called InfoRetriever. IR as compact enough to run on a palmtop PC, yet potentially powerful enough to transform the practice of medicine. Besides quantifying the advantages of different treatment strategies, it calculates drug dosages, clarifies test results amd summarizes current research findings on everything from arthritis to baby care. At Michigan State University and the University of Virginia, some 200 physicians are now road-testing the first palmtop version of InfoRetriever. And though most have used it for less than a month, few would deny that it's making better doctors of them. The program doesn't just enhance their efficiency. As Slawson's experience suggests, it can improve their decisions.

Medical practice has never been quite the scientific endeavor we imagine. Studies have shown repeatedly that doctors pay less attention to research findings than to colleagues and drug-company representatives - and that patients with identical conditions often receive radically different treatments, depending on which clinic they visit. Reformers have

struggled since 1970s to promote a more consistent, "evidence-based" model of care, but managing the relevant data has proven a daunting challenge. A physician would have to skim thousands of articles a year to find the clinically useful findings - and no one who collected them all would have time left for appointments. "The information explosion is one of the

critical challenges facing physicians," says Dr. Sim Galazka of the University of Virginia. "We've got to find ways to sort out the evidence and apply it."

InfoRetriever grew out of a project that Dr. Mark Ebell launched from Michigan State back in 1994. Working with several colleagues, he started scouring 85 medical journals each month and summarizing clinically important findings in the Journal of Family Practice. The group's reviews and treatment recommendations still appear in the journal and in a monthly newsletter called Evidence Based Practice. InfoRetriever includes all of these digests, along with hundreds taken from other reliable sources, and the whole program can be updated quarterly through Internet downloads. But unlike Medline, a sprawling database that includes 11 million articles, IR stays tightly focused on patient care.

Besides fielding tough questions, InfoRetriever can alert a busy

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doctor to unimagined possibilities. Unlike the Physician's Desk Reference, it includes well-documented uses for prescription drugs. It also highlights research findings that no one is bothering to advertise. Last year, for example, the journal Neurology published a study showing that the vitamin riboflavin could relieve migraine headaches. "Nobody in primary care reads Neurology", says Slawson. "Even if they did, would they remember it five months later when a patient walks in? With InfoRetriever, you punch in "migraine" and you get a summary of the study."

Will your intern be performing such feats the next time you show up with a sprained ankle? Don't count on it. Ebell and his colleagues developed InfoRetriever on their own time, without corporate support. And though several university health systems now plan to adopt the program, no one is marketing it directly to individual practitioners. At the moment,

only one physician in four is sure to change. "I see patients in the office and the hospital," says Ebell. "I do house calls. I'm on call at the hospital tonight. And the care I give depends on the information I

command." Medicine has gotten too complex to practice from a dog-eared textbook. Fortunately, there is now an alternative. InfoRetriever and other portable database won't make doctors obsolete. But doctors who lack them may soon be just that.

Vocabulary to the Text. efficient - эффективный

emergency room - пункт первой помощи otherwise - в других отношениях immediate - немедленный

danger - опасность physician - врач, доктор

benefit - принести пользу/выгоду grab - схватить

pull up - здесь: вызвать на экран punch in - здесь: ввести determine - определить

odds - шансы germ - микроб

rampant - распространен recuperate - выздоравливать prescription - предписание likelihood - вероятность hasten - ускорять

recovery - выздоровление retrieve - находить, спасать??????

enough - достаточный palmtop - размером с ладошку powerlful - мощный

transform - преобразовать quantify - подсчитывать advantage - преимущество calculate - подсчитывать treatment - лечение

drug - (амер.)лекарство clarify - освещать, разъяснять current - современный

research - научное исследование finding - открытия

deny - отрицать enhance - увеличивать improve - улучшать

endeavor - попытка, старание representative - представитель treatment - лечение

depending on - в зависимости от struggle - бороться

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promote - продвигать, содействовать consistent - последовательный relevant - уместный

prove - доказать

evidenсe - свидетельство, док-во daunting - обескураживающий challenge - вызов, возможность skim - просматривать appointment - здесь: прием explosion - взрыв

face - сталкиваться sort out - сортировать apply - применять grow out of - вырасти из launch - начинать

scour - здесь: просматривать

newsletter - информационный бюллетень digest - краткое изложение

along with - наряду с reliable - надежный source - источник update - обновлять quarterly - ежеквартально download - загружать unlike - в отличие от

sprawl - здесь: разрастаться tightly - тесно, плотно care - забота, уход fielding - здесь: освещение

tough - трудный (для выполнения) alert - насторожить, сделать бдительным reference - справочник

prescription - назначение

highlight - придавать большое значение bother - беспокоить(ся)

relieve - облегчать

primary care - первичная помощь punch in - войти

intern - молодой врач-стажер perform - выполнять

feat - подвиг sprained - растянутый ankle - лодыжка

count on - рассчитывать на support - поддержка adopt - принимать/вводить

be on call - быть на вызовах depend on - зависеть от command - владеть complex - сложный

dog-eared - с загнутыми углами(о страницах) obsolete - устарелый

lack - не хватать

Comprehension Check.

Ex. Answer the following questions:

Topics to discuss.

QUOTATIONS and JOKES.

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As we acquire more knowledge, things do not become more comprehensive, but more mysterious.

Albert Schweitzer.

The specialist is a man who fears the other subjects.

Martin H.Fisher.

Learning makes a man fit company for himself.

Thomas Fuller.

hear and I forget. I see and I remember. I do and I understand.

Chinese proverb Sir Humphrey Davy.

Research is to see what everybody has seen, and to think what nobody else has thought.

Albert Szent-Gyorgyi.

Unit V

Глобализация образования. Коммуникация Интернет как

образовательная система: преимущества и недостатки; возможности Грамматика: сложное предложение; придаточные времени, места, условия, причины – особенности построения и место в предложении; способы присоединения (союзы для данного типа предложений)

UNIT 5.

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Introductory Text.

THE NEW WIRED WORLD.

Was there a single moment when we turned the corner? When we moved from a culture centered on network television, phone with wires, information on paper and stock prices based on profit into a digital society? Could the global outburst of online mourning after the death of Princess Diana have marked our passage? Did it come last Christmas, when hundreds of thousands shoppers avoided malls and looked through their gift lists? Or was it the online fashion show? The online birth? And just when the putting an e-mail address on a business card stop marking you as ahead of your time?

Let the chat rooms debate what marked the turning point. What’s certain is that America has digitized, and there’s no way back. Worldwide there are almost 200 million on the Internet. In the United States alone, 80 million. The numbers tell you just part of the story: the Net is no longer a novelty, an interesting way to pass the time. A third of wired Americans now do at least some of their shopping on the Net, and some are already consulting doctors on the Net, listening to radio on the Net, getting mortgages on the Net, getting news on the Net, having phone conversations on the Net, checking political candidates on the Net, etc. Each of these activities is impressive, but the total effect is a different kind of life. Our goal is to examine what’s happened, why, and how the Internet is changing the way we live now.

It’s been 30 years since the Internet’s predecissor, the Arphanet, was switched on to help academics and Government officials get connected. Almost 25 years since the first software for personal computers (co-written by some kid named Bill Gates). About five years since the Net became in effect the world’s greatest public utility, driven by a combination of cheap, powerful PCs, a remarkably scalable infrastructures that sped up out connections (though not enough), and easy-to-use browsing software that took advantage of the Net’s open rules. And maybe three or four years since concocting Internet, business schemes became the world’s most desirable creative outlet, the contemporary successor to write the Great American Novel.

The triumph of tech, for better or for worse, is far from complete - in schools, businesses, operating rooms, labs, banks or the halls of Government. Just about everything we’ve ever done that has to do with communication and information

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has been digitized, and now we’re going to start dealing with the things that haven’t been done because you can do that only with the Internet. And if you think up something thst fits that bill, there’s a venture capitalist in Palo Alto who will write out a huge check for you. Even the most knuckleheaded GEO - the kind of guy who used to think it was beneath his mahogany desktop - now knows that job No. 1 in the firm, no matter what the company does, is to figure out how to become an Internet company, because he can be damn well sure that his competitors are.

It’s crucial to assess the impact of this shift, because the digital revolution is much more profound than a mere change of tools. The Internet is built on on both a philosophy and an infrastructure of openness and free communication; its users hold the potential to change not just how we get things done, but our thinking patterns and behavior. Bound together by digital mesh, there’s hope we may thrive together - if some unanswered questions find felicitous answers. Can a spirit of sharing the maintained in the face of the need to compensate huge investments? Will persistent security holes - both personal and national, with the threat of cyberwar - erode our confidence in this medium? Is it really possible for governments to refuse from their impulses to regulate the Net with their usual heavy-handedness? How will the bounty of the digital age be distributed fairly?

The corner has been turned, but only just. We’re at the beginning of a new way of working, shopping, playing and communicating. We’re calling this phenomenn e-life, and it’s just in time. Because the day is approaching when no one will describe the digital, Net-based, computer-connected gestalt with such a transitory term. We’ll just call it life.

Vocabulary.

wired - компьютеризованный single - один, единственный

turn the corner - переступить грань, перейти Рубикон move - перейти (от)

wires - мн.ч. - провода stock prices - биржевые цены

profit - доход, прибыль, выгода

digital - цифровой, компьютеризованный society - общество

global - глобальный, планетарный outburst - взрыв, вспышка; поток (слез) online - в Интернете

mourning - траур

mark - отмечать, обозначать passage - переход

avoid - избегать

malls - магазины (типа Пассажа или Гостиного Двора в СПб) look through - просматривать

gift lists - список подарков fashion show - показ мод birth - рождение

business card - визитная карточка

ahead of one’s time - впереди своего времени chat rooms - страницы для обсуждений debate - обсуждать

certain - определенный, точный

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worldwide - во всем мире alone - один, только

novelty - новинка, новшество pass the time - проводитьвремя a third (of) - треть

at least - по крайней мере mortgage - долгосрочная ссуда check - проверять

activities - мн.ч. деятельность impressive - впечатляющий total - общий

different - другой goal - цель

examine - рассматривать happen - происходить, случаться change - менять

since - с (какого-то времени) predecissor - предшественник switch on - включать

Government - правительство official - чиновник

connect - соединять

software - программное обеспечение utility - здесь: предприятие

driven - управляемый remarkably - замечательно

scalable - здесь: (крупно)масштабный speed up - ускорять

though - хотя enough - достаточно

take* advantage (of) - воспользоваться преимуществом сoncoct - выдумывть (небылицы), измышлять desirable - желательный

creative - творческий outlet - выход (в т.ч. перен.)

contemporary - современный successor - преемник

novel - повесть

far from complete - далек от завершения deal* with - иметь дело с

fit* that bill - соответствовать чеку venture - (рискованное) предприятие write* out - выписать

huge - огромный

knuckleheaded - сленг. тупоголовый GEO - руководитель (высокого ранга) guy - парень

used to - привык beneath - выше

mahogany - красного дерева

desktop - компьютер (стационарный, непереносной) no matter - неважно

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figure out - выяснять damn - чертовский

competitor - конкурент, соперник crucial - критически важно assess - оценить

impact - воздействие, влияние shift - сдвиг

profound - глубокий mere - простой

change of tools - изменение приборов pattern - образец

behavior - поведение bound - связанный mesh - цепь, сцепление

thrive* - процветать, хорошо развиваться felicitous - подходящий, удачный

share - делиться

maintain - здесь: достичь, добиться persistent - настойчивый

security holes - пробелы в защите threat - угроза

erode - разъедать confidence - доверие medium - средство refuse - отказаться

heavy-handed - c полными руками bounty - щедрость; дар, подарок distribute - распределять

fairly - справедливо approach - приближаться describe - описывать gestalt - нем. образ

transitory term - переходный термин

Word Study.

Ex. 1. Match the phrases with their Russian equivalents:

Ex. 3. Translate the following sentences into English

1.Интернет - благословение это или проклятие?

2.Не так давно, после недельного отпуска, я обнаружил в своем электронном почтовом ящике более тысячи посланий.

3.В душе я был рад этому.

4.Таков был подход в конце 1990-х гг. - если ты не забросан электронной почтой, значит, ты делаешь что-то не так.

5.На самом деле, из всего того множества посланий всего 7 стоило прочитать.

6.Художники и рекламодатели, борцы за свободу, любовники и заклятые враги - все они "привязаны" к электронной почте.

7.Электронная почта удобна, она экономит время, сближает нас друг с другом, помогает нам справляться (управлять) с все более усложняющейся жизнью.

8.Пишутся книги, проводятся кампании, совершаются преступления - и все это посредством электронной почты.

9.Но это также неудобно, понапрасну теряет наше время, изолирует нас от реального мира и вносит все больше сложностей в нашу и так слишком поспешную жизнь.

10.По мнениям скептиков, электронная почта - это последняя глава в эволюции коммуникации человечества.

11.Интернет является одним из наиболее важных технических новшеств второй половины ХХ века, а электронная почта - это живое воплощение контактов между людьми посредством Сети.

12.Способ, которым мы взаимодействуем друг с другом, меняется: электронная почта является и катализатором, и инструментом этого изменения.

13.Одно исследование за другим обнаруживает, что когда пользователей (online-users) спрашивают, что они делают в Сети, в их ответах электронная почта стоит на первом месте.

14.Достаточно странно, но этого никто не планировал и никто не мог предсказать.

15.Когда в 1968 г. исследователи приступали к созданию предшественника Интернета, Арпанету, их первостепенной задачей было дать возможность различным (disparate) компьютерным центрам совместно пользоваться ресурсами.

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16.Похоже, что изначально они хотели использовать Интернет как место для дебатов между специалистами.

17.Не много времени понадобилось, чтобы понять, что самой важной была в! возможность посылать почту по всему миру - этого они просто не могли предвидеть заранее.

Comprehension Check.

Answer the following questions:

1.What is the phrase "to turn the corner" mean?

2.Was there a single moment "when we turned the corner"?

3.Is there a certain answer to this question?

4.What can wired Americans do on Internet?

5.What was Arpanet - the Internet's predecessor - designed for?

6.Is the triumph of technology complete?

7.What is the job No. 1 in any firm?

8.Why is it crucially important to assess the impact of the digital revolution?

9.What is the Internet vased on?

10.Can something erode our confidence in this new medium (Internet)?

11.Why will the term "e-mail" be replaced by the word "life" some day?

Topics to Discuss.

1.The turning point to the new life.

2.Things done on the Internet.

3.Basis of Internet.

4.Tre transition from "e-life" to just "life".

Text I-A

THE INTERNET.

The Internet, a global computer network which embraces millions of users all over the world, began in the United States in 1969 as a military experiment. It was designed to survive a nuclear war. Information sent over the Internet takes the shortest path available from one computer to another. Because of this, any two computers on the Internet will be able to stay in touch with each other as long as there is a single route between them. This technology is called packet swithing. Owing to this technology, if some computers on the network are knocked out (by a nuclear explosion, for example), information will just route around them. One such packet-swithing network already survived a war. It was the Iraqi computer network which was not knocked out during the Gulf War.

Most of the Internet host computers (more than 50 %) are in the United States, while the rest are located in more than 100 other countries. Although the number of host computers can be counted fairly accurately, nobody knows exactly how many people use the Internet, there are millions, and their number is growing by thousands each month worldwide.

The most popular Internet service is e-mail. Most of the people, who have access to the Internet, use the network only for sending and receiving e-mail messages. However, other popular services are available on the Internet: reading USENET News, using the World-Wide Web, telnet, FTP, and Gopher.

In many developing countries the Internet may provide business-

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men with a reliable alternative to the expensive and unreliable telecommunications systems of these countries. Commercial users can communicate over the Internet with the rest of the world and can do it very cheaply. When they send e-mail messages, they only have to pay for phone calls to their local service providers, not for calls across their countries or around the world. But who actually pays for sending e-mail messages over the Internet long distances, around the world? The answer is very simple: an user pays his/her service provider a monthly or hourly fee. Part of this fee goes towards its costs to connect to a larger service provider. And part of the fee got by the larger provider goes to cover its cost of running a worldwide network of wires and wireless stations.

But saving money is only the first step. If people see that they can make money from the Internet, commercial use of this network will drastically increase. For example, some western architecture companies and garment centers already transmit their basic designs and concepts over the Internet into China, where they are reworked and refined by skilled - but inexpensive - Chinese computer-aided- design specialists.

However, some problems remain. The most important is security. When you send an e-mail message to somebody, this message can travel through many different networks and computers. The data are constantly being directed towards its destination by special computers called routers. Because of this, it is possible to get into any of computers along the route, intercept and even change the data being sent over the Internet. In spite of the fact that there are many strong encoding programs available, nearly all the information being sent over the Internet is transmitted without any form of encoding, i.e. "in the clear". But when it becomes necessary to send important information over the network, these encoding programs may be useful. Some American banks and companies even conduct transactions over the Internet. However, there are still both commercial and technical problems which will take time to be resolved.

Vocabulary. embrace - включать military - военный

designed - предназначен survive - выжить, пережить nuclear war - ядерная война path - путь

available - доступный

stay in touch - поддерживать контакты route - путь

knock down - здесь: поражать explosion - взрыв

owing to - из-за, благодаря route around - обойти

host - узловой

while - в то время как

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the rest - остальные accurately - точно access (to) - доступ (к) reсeive - получать

message - сообщение, послание developing - развивающийся provide - обеспечить, предоставить reliable - надежный

expensive - дорогой communicate - общаться cheaply - дешево actually - на самом деле fee - оплата

connect - соединять cover - здесь: оплатить wireless - беспроволочный saving - экономия

drastically - резко, решительно increаse - возрастать

garment - одежда remain - оставаться security - безопасность data - мн.ч. данные

directed - направленный (на) destination - назначение along - вдоль, по

in spite of - несотря на

encoding - расшифровка, декодирование

in the clear - в чистом (незашифрованном) виде conduct transactions - проводить сделки resolve - решать, разрешать

Word Study.

Ex. 1. Match the phrases with their Russian equivalents:

Ex. 3. Translate the following sentences into English.

1.Интернет - глобальная компьютерная сеть, которая насчитывает (embrace) миллионы пользователей во внешнем мире.

2.Сеть выросла из военного эксперимента, который начался в США в 1969 г.

3.Целью его было выживание в ходе ядерной войны.

4.Информация, посылаемая по Интернету, идет от одного компьютера к другому по кратчайшему возможному пути.

5.Никто не может точно подсчитать, сколько людей в мире пользуются Интернетом, ибо их миллионы и число это ежемесячно возрастает на несколько тысяч.

6.Большинство людей, которые имеют доступ к Интернету, используют Сеть только для передачи и получения сообщений.

7.Но есть и другие услуги, предоставляемые Интернетом.

8.Во многих развивающихся странах Интернет может обеспечить бизнесменов надежной связью, в отличие от дорогих и ненадежных систем телекоммуникации.

9.Кто же на самом деле оплачивает отправку сообщений по Интернету на дальние расстояния? Ответ прост: пользователь платит ежемесячную плату фирме - поставщику электронных услуг (провайдер! у).

10.Все остальные вопросы решает провайдер.

11.Экономия денег - не единственное преимущество Интернета.

12.В настоящее время многое можно осуществлять через Интернет, в том числе проведение сделок.

Comprehension Check.

Answer the following questions:

1.What is Internet?

2.How did it start/appear?

3.How many Internet users are there in the world?

4.What is the path of the information sent ovet Internet?

5.What is the most populat Internet service?

6.Are Internet services expensive?

7.Why is it possible to intercept or even change the data, while they are travelling to the point of their destination?

8.Is the information sent over Internet coded?

9.What can be done with the help of Internet?

Topics to Discuss.

1.Global Network, its origin and current aims.

2.Providers.

3.Security of the information sent over the Internet.

Text I-B

FAXES & COPIERS

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Of all the electronic equipment in today's office, the PC is the most

important and widely used. But only if PC means "photocopier." The personal computer doesn't even rank second. That distinction belongs to the fax. Now

here's another surprise: after the telephone, the fax is the most important modern office innovation to be created in the 19th century.

Alexander Bain, a Scotchman, patented the first fax process in 1843. As a schoolboy, Bain was obsessed on clocks. After he moved to London, he

developed the so-called master-slave mechanism, which, among other things,

synchronized systems of school clocks. Barn's synchronization skills were necessary for early fax technology. It required the transmitter of an image to send,

via precisely timed telegraphy, successive lines of the image to a receiver, which

were then reassembled at the exact same speed with the help of electromagnetic pendulums.

Nearly a century later, the idea for "electrophotography" came to Chester Carlson, a poor Caltech grad working in a New York City patent office. It was

1934, and Carlson found himself in constant need of duplicate copies of patent specifications. Loath to hand-copy everything, he began thinking about saving

himself time. Since he knew that large companies were already exploring

photographic and chemical copy processes, he turned his apartment into an electrostatics laboratory.

It took Carlson four years to send his first photocopied message: "10-22-38

ASTORIA." Carlson sold his idea to a New York firm that wanted an exotic name for its new process. A consultant, William Robert Jones, an Ohio State University

classics professor, chose the Greek word for "dry writing": xerography. A decade later, the company renamed itself Xerox. Its breakthrough 914, a 650-pound

monster that cost $29,500, debuted in 1960. By the 1970s Xerox had permeated corporate America.

As the copier bloomed, the much older fax finally began taking root. The first

commercial fax machine, then called long-distance xerography, went into service in 1964. The fax boom began in 1980, when the price dropped below $2,000 and

a digital standard made it possible to network all faxes worldwide. Between 1985 and 1990, the number of fax machines increase from 500,000 to 5 million.

Both pieces of equipment have played their roles in historical dramas. In 1962 the CIA used a Xerox repairman to mount an 8-mm movie camera inside

the Xerox 914 at the Soviet Embassy in Washington, D.C. For its part, the fax has

developed into a propaganda tool for democratic movements. During the 1989 Tiananmen Square demonstration, Chinese students in the United States faxed

pro-democracy manifestoes to random Chinese fax numbers. Mikhail Gorbachev

beat back a coup attempt in 1991 with the help of Russian citizens who faxed updates to the Voice of America that in turn were read back over the airwaves to

millions of Russians.

Though they seem indispensable to modern life, the fax and photocopier may have begun their inevitable decline. Some experts predict that e-mail and the Web will make the fax and photocopier unnecessary. But not for another two decades, predicts Columbia University's Michael van Biema. "We have this view of America being cutting edge," he says. "But an awfully large number of our documents still take four days to get from A to B by way of the U.S. mail

Vocabulary.

equipment - оборудование innovation - новшество, нововведение skill - умение, навык

necessary - необходимый require - требоваться transmitter - передатчик

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precisely - точно

timed - рассчитанный по времени successive - последовательный receiver - приемник

reassemble - вновь собрать exact same - тот же самый pendulum - маятник duplicate - размножать

loath (to) - несклонный (к), нежелающий save - спасать, экономить

explore - исследовать turn into - превратиться в

message - послание, сообщение dry - сухой

decade - десятилетие breakthrough - прорыв, шаг вперед monster - чудовище, монстр

permeate - проникать, распространять(ся) take* root - распространять(ся)

boom - бум, шумиха, сенсация drop - падать

below - ниже increase - возрастать

capitalize (on) - полагаться (на) promote - продвигать high-speed - высокоскоростной disaster - катастрофа, бедствие mount - установить, вставить embassy - посольство

for its part - в свою очередь tool - орудие, средство random - случайнo, наугад beat* back - отбить, отразить coup - путч

attempt - попытка airwaves - радиоволны

indispensable - неотъемлемый inevitable - неизбежный decline - упадок

predict - предсказывать awfully - ужасный

cutting edge - критическое положение

Word Study.

Ex. 1. Match the words and phrases with their Russian equivalents:

Ex. 3. Translate the following sentences into English.

1.Иэ всего электрооборудования в современном офисе персональный компьютер является наиболее важным и широко применяемым.

2.После телефона, факс является самым современным новшеством, созданном в ХIХ веке шотландцем Александром Бейном.

3.Он запатентовал первый факс-процесс в 1843 г.

4.В школе Александр был помешан на часах .

5.После того, как он переехал в Лондон, он изобрел механизм, который, наряду с прочими функциями, синхронизировал системы школьных часов.

6.Позже его умения стали необходимы для начальной (early) технологии факса.

7.Спустя почти столетие, идея электрофотографии пришла в голову Честеру Карлсону, работавшему в патентном бюро Нью-Йорка.

8.Это произошло в 1934 г.

9.Карлсону необходимо было постоянно делать копии патентных спецификаций.

10.Несклонный к копированию вручную всех документов, он задумался об экономии времени.

11.Ему потребовалось 4 года, чтобы изобретси нечто новое.

12.Впоследствии он продал свою идею одной нью-йоркской фирме.

13.Консультант Уильям Роберт Джоунс выбрал греческое слово "Xerography" в качестве названия для этого нового процесса.

14.Спустя десятилетие компания переименовала себя в "Ксерокс".

15.К 1970-м гг. ксерокс проник во все фирмы США и начал распространяться во всем мире.

Comprehension Check.

Answer the following questions:

1.What is the most important equipment (gadgetry) in modern offices?

2.When was fax invented?

3.Why did Carlson begin thinking about duplicating of materials?

4.What name was given to the invented process?

5.When did Xerox come to all American offices?

6.Can e-mail and the Web make faxes and copiers unnecessary?

Topics to Discuss.

1.Chester Carlson and his invention.

2.Fax as a propaganda tool.

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Text I-C

USE THE WEB TO CONNECT WITH “IDEAS IN MOTION”

Two years ago, I began to notice that my students had stopped writing and had begun pointing. And clicking. They were downloading information from the World-Wide Web and pasting it together, effortlessly in a document on the computer screen. That was what the modern term paper had become.

I wrote an essay about the change for The Chronicle and to my surprise, I soon found my words reprinted all over the world and myself cast as a voice of dissent enemy of technology. That was when I learned that the right few words written at the right time in the right place can have more influence than those big books that I had written over for many years, for the edification of the few and the dedicated.

Ours is an age of instant data and sudden polarity. We are all supposed to be for or against things and if we waver, protest, or point out the complexities, supposed to be for or against things, and if we waver, protect, or point out the complexities we are dismissed as academic wafflers who have forgotten the value of clarity.

I resented being called anti-technology. When we examine something seriously, we almost always find that it has both good and bad points. So it was with my examination of the Web. Improving dramatically each season, the Web offers instant access to information that previously we would have needed days or weeks to collect. That is truly remarkable.

We take knowledge all the more for granted if we confuse it with information. They are by no means the same thing. Information is the details, all those data that are now so easy to locate. Knowledge is being able to put the details together and make a clear conclusion. That is what students are not being trained to do. They trust the data they download a lot more than their own ideas.

But I don't want to complain any more about students' honest efforts to save themselves some time. I teach engineers Philosophy, Literature, and the Meaning of Communication. I love Technology, and I use it all the time. from clarinets and cars to word processors and digital audio systems.

A teacher's duty it to inspire, and you can't inspire by complaining. I don't want to be remembered as that cranky professor who pointed out that the Web makes students forget how to think for themselves. The Web can have that effect, but it also can do much that is positive. I've changed my approach to the Web. I now insist that my students use it as much as possible. But I don't want them to simply download information, and I especially don't want them just to print out a number of Web pages and hand them in to me with a satisfied grin: "Sir, I've been working hard on research." Instead, I want my students to use the Web for what it was first designed to do - to allow an individual user to connect with other people, and with their developing ideas.

Printed material is still the best place for well-formed and clearly articulated ideas. But on the Web, you can find ideas in motion and you can communicate far more easily with the people who produced the printed material than was possible before we all went on line. If student writes a well-worded, careful and important question, then the mind at the other end might very well answer - not just direct the student to some published reference, but respond directly to the question. Some of us are besieged by lots of unwanted e-mail messages, but most of us still consider the genuine inquiries with gravity as we sort out the chaff.

In fact, communicating with people is an obvious way to use the Web, and students are already doing it all the time from making dates to buying stocks and auctioning cars. But when it comes to college, they still use the Web only to

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download data to add their own thinking with juicy-sounding facts and sound bites.

In another class I teach on technology and human values. My students have to find their own readings on the topic, and then they have to check each item's legitimacy by finding out who is'behind the material and what that person's biases are. I insist that they not simply look up information about the Web pages' makers, but ask those people pointed questions in e-mail messages. People are always behind information, sometimes they hide from the public, but most often they are accessible. We need to teach our students to use their computer, to have a dialogue with the people behind the ideas. The biggest difference between the computer and the television set should not be how close we're allowed to sit to the screen, but how much we are able to communicate with what is behind the images

By David Rothenberg

David Rothenbers is an associate professor philosophy at the New Jersey Institute of Technology. He is a co-editor, with Michael Tobias and, Patrick Fitzgerald of

A Parliament of Minds: Philosophy for a New Millennium, to be published by SUNY Press this fall in conjunction with the PBS series of the some name.

Vocabulary:

web - паутина, сеть (компьютерная);

to connect (with) - связывать(ся), соединять(ся); in motion - в движении;

to notice - замечать; to point - указывать;

to click - щелкать ("мышкой", кнопками клавиатуры); to down-load - доставать, извлекать;

to paste - склеивать, соединять вместе; отпечатывать; effortlessly - без усилий;

screen - экран, дисплей; term - здесь: семестр; essay - эссе, очерк;

to destroy - разрушить; quality - качество;

research - исследование, изучение; point of view - точка зрения;

cast - здесь: играть роль, звучать; dissent - амер. оппозиционер; influence - влияние, воздействие; edification - назидание, поучение;

dedicated - преданный, посвятивший себя (долгу, делу); instant - мгновенный;

to suppose - полагать, предполагать, считать;

to waver - колебаться, быть в нерешительность; дрогнуть;

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complexity - сложность, запутанность; to dismiss - увольнять; отвергать; waffler - англ. несущий чепуху; трепач; value - ценность;

clarity - ясность, прозрачность;

to resent - негодовать, возмущаться; обижаться; to examine - рассматривать;

point - точка, пункт; сторона;

to improve - улучшать, совершенствовать; to offer - предлагать;

access (to) - доступ (к);

previously - предварительно, заранее, ранее; remarkable - замечательный, удивительный; cartoon - мультфильм;

op-ed - страница в газете, дающая противоположные мнения; piece - здесь: статья;

to take smth. for granted - принимать как должное; to confuse (with) - смешивать (с), путать;

detail - деталь, подробность; to put together - соединять; conclusion - заключение;

to prefer - предпочитать; to trust - верить, доверять; to complain - жаловаться; honest - честный; communication - общение; clarinet - кларнет;

digital - цифровой;

duty - обязанность, долг;

to inspire - вдохновлять, воодушевлять; oracle - оракул; предсказание, прорицание; cranky - эксцентричный;

approach - подходи; to insist - настаивать; to hand in - вручать; grin - усмешка;

designed - предназначен(ный); to allow - позволять, разрешать;

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clearly-articulated - четко сформулированный; reference - справочник;

to respond - отвечать; besieged - осажденный;

genuine - подлинный, истинный;

inquiry - расследование; следствие, допрос; gravity - важность, серьезность; торжественность; to sort out - сортировать;

chaff - отбросы;

thinking with juicy-sounding facts and sound bites. obvious - очевидный, явный;

stocks - акции;

to auction - продавать с аукциона; sound - здравый;

value - ценность;

to focus on - уделять основное значение, подчеркивать; item - вопрос, пункт;

legitimacy - законность, узаконенность; to find out - выяснить, обнаружить; bias - пристрастие;

to insist (on) - настаивать (на);

to hide - прятать(ся); скрывать(ся); accessible - достижимый.

Word Study.

Ex. 1. Match the phrases with their Russian equivalents:

Ex. 3. Translate the following expressions. Use them in the sentences below.

to take smth. for granted; to one's surprise; to hide from public; instant data, accessible; previously; warning of impending danger; the teacher's

duty; to connect with; was first designed for; to amass information; to improve dramatically each season; to complain; to separate truth from fantasy; to hand in; behind information; to be worth of responding; to mean

the same; to inspire students; giant in his field; to be besieged by scads

of e-mail messages; protection of wilderness; reprinted all over the world;

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instant access to information; to find out; printed materials, term paper;

to represent ideas in motion; to mean the same; clearly-formulated ideas.

1.Современные студенты считают мгновенный доступ к информации как само собой разумеющееся (как данность).

2.Информация и знания не означают одно и то же.

3.Гигант в своей области, Брауэр выступает в защиту дикой природы.

4.Некоторых из нас забрасывают множеством электронных посланий/сообщений.

5.Я вскоре обнаружил свои слова распечатанными по всему миру.

6.Нужные слова, напечатанные в нужное время в нужном месте, могут оказать огромное влияние.

7.ХХ век подарил нам мгновенный доступ к информации.

8.Задача учителя - вдохновлять, но ты не сможешь вдохновлять студентов, если все время жалуешься.

9.Как мы можем отделить правду от фантазии в предупреждениях о грозящей опасности?

10.Он вручил мне семестровую работу.

11.Я хочу, чтобы мои студенты пользовались Интернетом с той целью, для которой он изначально предназначался - позволить индивидуальному пользователю соединяться с другими людьми и с их идеями.

12.Ежесезонно претерпевая драматические изменения (улучшения), Web предлагает мгновенный доступ к информации, на сбор которой ранее нам требовались недели и месяцы.

13.Печатные материалы предлагают четко сформулированные идеи, а в Интернете вы можете найти идеи/мысли в движении.

14.За информацией всегда стоят люди; иногда они скрываются от публики, но большинство из них легко достижимы.

Comprehension Check.

Answer the following questions:

1.What is WWW? What was it first designed for? What opportunities does itprovide?

2.Who is the author of this publication? What is his profession?

3.What subjects/courses does he teach (he mention 5 of them)?

4.Complete the phrase "The right few words written in the right time..."

5.What is the author's conclusion?

6.What is the teacher's duty?

7.In what case it's impossible to inspire?

8.Is it easy now to track down the e-mail addresses of the prominent

writers and thinkers?

9.Under what condition they will respond a student's question?

10.What does professor mean, saying "People are always behind information".?

Topics to Discuss.

1.Knowledge and Information. Difference between them.

2.Communicating with people by means of Internet.

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Text I-D

GIVE ME A HOME

WHERE MONITORS

ROAM

“Welcome to the Rose residence.” That's what visitors hear when they approach the front door of Michael T.Rose's home in Potomac, Md. The greeting is not offered by Rose, however, but by the house itself. Rose's automated residence takes care of a lot of daily details. Sensors on the roof detect snow and trigger heating elements in the driveway. The house has a series of "living modes" - from "good morning," which fills the bathtub and turns on the TV, to "night time party," which sets temperature and lighting and plays music. "In 1990, when we did it, it was considered very ahead of its time," says Rose, a real-estate developer, "but I think by the beginning of next millennium, it's going to be more

and more common."

The Roses' home, with its brick exterior provides some down-to-earth insights into the way our living areas are likely to evolve in the 21st century.

Besides being automated, it's a "casual, fun house," says Rose, and, in that respect, it's the shape of things to come.

The rise of the so-called great room, a combined space that replaces the traditional living, dining and family rooms, has been one of the most noticeable shifts in our architectural preferences over the past decade or so - and is likely to persist.

Unfortunately, at the moment, great rooms have a tendency simply to become bigger, louder television rooms. There are forecasts, though, that the portability promised by wafer-thin, flat-screen TVs will break this social logjam, as no one room will ever again need to be dominated by the box. TVs, by the way, aren't the only appliances that will have a different look in the future. Refrigerators and other home devices in the next millennium will "shift toward cool tonalities" - sky blue, say - and also move toward metallics like chrome and copper. Say what you will, but we'll all be a lot thinner if we have to see ourselves reflected on a chrome refrigerator door.

Our houses are likely to evolve structurally as well. Lumber prices are up, so builders are already turning to materials like steel and concrete. Someday, we may even have homes made largely of plastic. But we will not be living in domes or pyramids. Architects point to the current neo-traditionalist movement, marked by the return of the front porch. "As technology becomes impersonal," he says, "we long for a connection back to the personal, and the home is one of the things that can be that for us."

But technology doesn't have to be impersonal. Smart houses will allow us to personalise nearly every facet of our environments, and, as time goes on, do it in ever more personal ways. Tod Machover, professor of music and media at the MIT Media Lab, is engaged in a 10-year research project entitled "Things That Think," exploring ways to sever the technological tethers that force us to sit at a computer in order to use one. Machover envisions a time when you will not only send information to your house - to dim the lights, say, or play music - but will receive information from it without the need to operate a keyboard or remote. Sensors in your shoes might transmit your vital signs into the floor. Your home could then monitor your medical condition, or just your mood, and respond

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appropriately. "It might act as a counterpoint," says Machover. "If it saw you were very tense, it might pull you toward relaxation." They say home is where the heart is. In the future, it may be where the brain is.

THE MILLENNIUM NOTEBOOK

KENDALL HAMILTON

Vocabulary. residence - жилище

approach - приближаться front - входной

greeting - приветствие roof - крыша

trigger - включать (сеть эл-тов) heating - нагревательный driveway - подъездная дорожка mode - здесь: режим

bathtub - ванная

be considered - считаться be ahead (of) - быть впереди real-estate - недвижимость common - обычный

brick - кирпич

exterior - экстерьер, внешний вид space - космический

provide - обеспечивать down-to-earth - земной insight (into) - проникновение likely - очевидно, вероятно

evolve - развиваться, эволюционировать casual - случайный

in that respect - в этом отношении shape - размер, форма

replace - заменять, замещать noticeable - заметный

shift - сдвиг, изменение preference - предпочтение decade - десятилетие

persist - здесь: оставаться, сохраняться fewer - меньше

desire - желание

be social - общаться unfortunately - к сожалению forecast - предсказывать portability - портативность wafer - вафля

flat screen - плоский экран

logjam - амер. затруднение, препятствие dominate - господствовать, доминировать appliance - прибор

predict - предсказывать device - прибор

copper - медь

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be reflected - отражаться lumber - лесоматериалы turn to - обращаться к steel - сталь

concrete - бетон dome - купол

current - текущий, современный movement - движение, тенденция porch - амер. внутренняя терраса long for - страстно желать

smart - (остро)умный, сообразительный facet - здесь: грань

environment - окружение

be engaged (in) - заниматься (чем-то) explore - исследовать

tether - путы; предел, ограничение envision - предвидеть

dim - притушить, приглушить keyboard - клавиатура

remote - дистанционный пульт transmit - передавать

vital - (жизненно) важный

monitor - контролировать, отслеживать respond - реагировать

appropriately - соответственно counterpart - равноправный партнер tense - напряженный

Word Study.

Ex. 1. Match the phrases with their Russian equivalents:

9.to be ahead of its time i/ эволюционировать в структурном плане

10.to act as a counterpart j/ включать обогревательные элементы

Ex. 3. Translate the following sentences into English.

1."Добро пожаловать" - вот что могут слышать гости, приближаясь к входной двери дома Мишель Т.Роуз.

2.Автоматизированное жилище г-жи Роуз заботится о множестве повседневных мелочей.

3.Сенсоры на крыше обнаруживают снег и включают нагревательные элементы в подъездной дорожке.

4.Существует несколько режимов, каждый из которых имеет свое название

иосуществляет свои функции.

5.Режим "доброе утро" отвечает за наполнение ванны и включение телевизора; режим "вечеринка" устанавливает соответствующую температуру и освещение, включает музыку.

6.К сожалению, в настоящее время большие комнаты имеют тенденцию становиться еще больше, и в них обычно доминирует телевизор.

7.Специалисты предсказывают разного рода тенденции в дальнейшем развитии нашего жилища.

8.Эти тенденции касаются цвета, материалов, дизайна дома и т.д.

9.Но главное, что они отмечают (mark) - технологии не должны быть безличными.

10.Макговер предвидит время, когда вы не только будете посылать информацию к себе домой, но и получать в ответ сообщения.

11.Все это можно будет осуществлять без клавиатуры или пульта дистанционного управления.

12.Сенсоры в ваших туфлях смогут передавать жизненного важные сигналы через пол.

13.Ваш дом сможет контролировать ваше состояние здоровья или просто ваше настроение, и соответственно реагировать на это.

14.Если он (дом) "увидит", что вы напряжены, он сможет привести вас в состояние релаксации.

15.Говорят, дом там, где сердце.

16.В будущем все будет выглядеть совершенно по-другому (absolutely

differently).

Comprehension Check.

Answer the following questions:

1.What are the first words heard by visitors approaching Rose's residence?

2.What does Rose's automated house take care of?

3.What kind of "living modes" does the house have?

4.Why is it considered to be a prototype of the house of the 21st century?

5.What do Sarah Susanka nd Margaret Walch predict?

6.Will our houses evolve structurally?

7.What is the current neotraditionalist movement marked by?

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8.What is Tod Machover engaged in?

9.What are his predictions for the future?

10.What will the house be able to monitor in future?

Topics to Discuss.

1.Rose's automated residence and its "living modes".

2.A tendency in the home interior.

3.Predictions of Sarah Susanka nd Margaret Walch.

4.Structural evolution of houses in the future.

5.Impersonal technology.

6.House as your counterpart.

Text II-A

LANGUAGES

A language is a system of communication used within a particular social group. Inevitably, the emotions created by group loyalty get in the way of objective judgements, we are often merely making a statement about our prejudices. It is highly instructive to examine these occasionally. I myself have very strong prejudices about what I call Americanisms.

I see red whenever I read a certain popular woman columnist* in a certain popular daily paper. I wait with a kind of fascinated horror for her to use the locution "I guess", as in "I guess he really loves you after all" or "I guess you'd better get yourself a new boyfriend". I see in this form the essence of Americanism, a threat to the British Way of Life. But this is obviously nonsense, and I know it. I know, that "I guess" is at least as old as Chauser, pure British English, something sent over in the "Mayflower".

But, like most of us, I do not really like submitting to reason; I much prefer blind prejudice. And so I stoutly condemn "I guess" is an American importation and its use by a British writer as a betrayal of the traditions of my national group.

Such condemnation can seem virtuous, because patriotism - which means loyalty to the national group - is a noble word. While virtue burns in the mind, adrenaline courses round the body and makes us feel good. Reason never has this exhilarating chemical effect. And so patriotic euphoria justifies our contempt of foreign languages and makes us unwilling to learn them properly.

Chinese is still regarded in the West as a huge joke - despite what T.S. Eliot calls its "greatly intellectual dignity" - and radio comedians can even raise a snigger by speaking mock-Chinese. Russian is, of course, nothing more than a deep vodka-rich rumble bristling with "vich" and "ski".

As for German - that is an ugly language, aggressively guttural. We rarely admit that it seems ugly because of the painful wars, that it is all a matter of association.

Sometimes our automatic sneers at foreign languages are mitigated by pleasant memories - warm holidays abroad, trips to the opera. Italian can then seem beautiful, full of blue skies, "vino", sexy tenors. Trippers to Paris, on the other hand, furtively visiting the "Folies Bergere", project their own guilt on to the French language and see it as a "naughty", even "immoral".

We are normally quick to observe regional variations in the use of the national language, but we feel less strongly about these than we do about class divisions in speech. If we speak with a Lancashire accent*, we will often be good-humoured and only slightly derisive when we hear the accent of Wolverhampton or

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Tyneside. Sometomes we will even express a strong admiration of alien forms of English - the speech of the Scottish Highlands, for instance, or Canadian, as opposed to American. But we feel very differently about English speech when it seems to be a badge or banner of class.

The dialect known variously as the Queen's English or BBC English or Standard English was, originally, a pure regional form - so-called East Midland English, with no claim to any special intristic merit. But it was spoken in an area that was, and still is, socially and economically pre-eminent - the area which contains London, Oxford and Cambridge. Thus

it gained a special glamour as the language of the Court and the language of learning. It has ever since - often falsely - been associated with wealth, position, and education - the supra-regional dialect of the masters, while the regional dialects remain the property of the men. In certain industrial areas it can still excite resentment, despite the fact that it is no longer necessarily goes along with power and privilege.

by Anthony Burgess.

Note:

•Сolumnist - журналист, постоянно ведущий определенную колонку/раздел

•An "accent" is a set of sounds peculiar to a region, as opposed to a "dialect", which covers, in addition to peculiarities of a sound, peculiarities of grammar and vocabulary.

Vocabulary

particular - тот или иной, конкретный inevitably - неизбежно

create - создавать loyalty - преданность judgement - суждение merely - просто statement - утверждение

prejudice - предубеждение examine - рассматривать occasionally - время от времени fascinate - очаровывать, пленять horror - ужас

locution - оборот речи, идиома essence - суть

threat - угроза obviously - очевидно nonsense - чепуха pure - чистый

submit (to) - здесь: передавать на рассмотрение prefer - предпочитать

blind - слепой

stoutly - здесь: стойко condemn - судить betrayal - предательство condemnation - осуждение

virtuous - добродетельный

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noble - благородный

virtue - сила, эффективность, достоинство course - здесь: курсировать

reason - причина, повод exhilarating - оживляющий justify - оправдывать

contempt - презрение, пренебрежение unwilling - нежелающий

properly - как следует, должным образом regard - рассматривать

huge - огромный despite - несмотря на dignity - достоинство raise* - вызвать snigger - хихиканье

mock - здесь: поддельный, имитирующий rumble - грохочущий, громыхающий bristling (with) - изобилующий (чем-то) ugly - безобразный

guttural - гортанный rarely - редко

admit - допускать, признавать painful - болезненный matter - вопрос

sneer - насмешка, высмеивание

mitigate - смягчать, ослаблять, уменьшать furtively - украдкой, скрытно

guilt - вина

naughty - здесь: шаловливый division - (под)разделение slightly - слегка

derisive - ироничный alien - иностранный

as opposed to - в противовес (чему-то) badge - значок

banner - знамя variously - по-разному claim - утверждение

intristic - внутренний, присущий merit - достоинство pre-eminent - выдающийся contain - включать

glamour - обаяние, очарование falsely - ошибочно

supra - сверх, свыше remain - оставаться

property - собственность, достояние excite - здесь: вызывать

resentment - негодование, чувство обиды go* along - продолжать, идти вперед

Word Study.

Ex. 3. Translate the following sentences into English.

1.Язык - это система общения, применяемая внутри той или иной социальной группы.

2.Мы неизбежно выносим суждения о каждом конкретном языке.

3.Наше пренебрежение к иностранным языкам вызывает в нас нежелание изучать их должным образом.

4.Китайский язык до сих пор рассматривался на Западе как огромная шутка.

5.Комики, выступающие на радио, часто используют в качестве шуток имитацию китайского языка.

6.Русский - язык грохочущий, с преобладанием окончаний (endings) "- вич" и “-ский".

7.Немецкий - агрессивно гортанный язык; мы редко признаем, что такое наше отношение к нему вызвано болезненными воспоминаниями о войне.

8.Итальянский считается музыкальным языком, языком теноров.

9.А французский зачастую считают языком"шаловливым", а то и "аморальным".

10.Мы четко различаем (clearly distinguish) региональные вариации в

использовании национального языка.

11.Диалект, известный под названием Королевского английского исходно (originally) был чисто региональной формой - и тогда люди не считали, что ему присущи внутренние достоинства.

12.Но на нем говорили в районе, выддающемся с социально-экономической точки зрения - это район, включающий в свой сотав Лондон, Оксфорд и

Кембридж.

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13. Позже он обрел (gain) свое очарование и стал считаться изыком, который следует изучать.

14. С той поры его ассоциируют - порою ошибочно - с наличием состояния, высокого положения в обществе и хорошего образования.

Comprehension Check.

Answer the following questions:

1.What is a language?

2.Do the English learn foreign languages willingly?

3.Is the writer amused by his own prejudices about languages?

4.Is it bad to use American Expressions in British English?

5.Does the author consider "the British Way of Life" to be suoerior to other cultures?

6.How does the author describe foreign languages?

7.What is meant by "Queen's English"?

8.What is it associated with?

Topics to Discuss.

1.English as opposed to foreign languages.

2.The Queen's English.

3.British English and American English.

Text II-B

THE

POWER OF THE

SPOKEN WORD

Arguments and debates can be exhilarating experiences.

But those wishing to be more persuasive must first make sure they prepare.

If you say "I am having an argument", most people will assume that you are picking a fight. But this need not necessarily be so. The ability to argue in a controlled way is a fundamental skill. It is used by lawyers, politicians, campaigners and many others every day of the week. Arguing well is part of the process of successful negotiation. It is far more likely to get you out of trouble than into it. Some people instinctively find that they are strong arguers. However, the art of arguing can be taught, and in many schools it is part of other subjects. Until the beginning of this century, many people considered arguing to be one of the essential elements in a proper education

The Greeks and Romans, whose ideas about law, science, the arts and society have had such an enormous impact on our own culture, also influenced the way we argue. Aristotle (384-322 BC), the Greek

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philosopher, wrote a work called Rhetorica which laid down rules to follow in order to argue successfully. In these ancient societies, writing was used less widely than in ours and so public speaking was very important. There were no newspapers and no television to help people decide what they thought about issues. Practised speakers, known as orators, who spoke on formal occasions and at public meetings, were critical in helping to form opinions. Orators used all the tricks of rhetoric to get their points across. In Shakespeare's play Julius Caesar, Mark Antony is so angry about the assassination of Caesar, his friend, that he makes a powerful speech to the Roman people.

Shakespeare, who knew from his reading about the Roman art of public speaking, gives his character powerful lines which win the people over to his side. Speaking like a true Roman orator, Antony addresses his audience with the lines, "Friends, Romans, countrymen, lend me your ears ..."

If Anthony were transported in time and space to the Houses of Parliament in Britain today, lie would almost certainly recognise what was going on. He would realise that when politicians "debate" bills or motions, they are following on Horn the lines that were laid down in the ancient world. Whether he would be impressed by what he heard is, of course, another matter.

To win an argument, you need to convince someone that you are right. To do tliat you have to make a good case, which requires organisation. Many people have suggested ways to do this. The same basic principles underlie most systems.

Firstly, you should decide what you think. It is surprising how many people start sounding off about something without really deciding what they think about it. An opinion which has been formed without any real thought or inherited from others - friends or parents, for example - is really no more than a prejudice.

Before you are able to argue on any subject, you need to understand what you are talking about.

Next, you should select your arguments. The whole process of talking about your opinion and showing why it is right is known as an argument. The individual parts of the process are also called arguments. Selecting your arguments means coming up with the reasons which best support your opinion. It often helps to think of specific examples to help illustrate them. You might want to argue that nuclear power should be banned. One of your arguments might be that it is dangerous. You might want to illustrate this by giving examples of accidents that have actually happened.

You should also anticipate your opponent's arguments because, as well as coming up with reasons in support of your opinion, you need

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to think about the criticisms that might be made of it. You need answers for these criticisms. This is one of the most powerful ways of winning over your audience.

The order of your arguments is also very important. You might want to deal with the powerful and convincing arguments first. On the other hand, you might like to start with the less important ones and build up a more and more convincing case. Of course, there is more to winning an argument than just having a good case. You also need to present it properly. That means not just thinking about what you say, but also about how you say it. Over the years, people have thought up a number of techniques to make what they say persuasive. These include asking rhetorical questions (which are not meant to be answered), appealing to the audience's emotions and making effective analogies.

Vocabulary.

argument - спор, дискуссия; аргумент, доказательство debate - дебаты, дискуссия, полемика, спор

argue - спорить, доказывать, убеждать exhilirate - оживлять, веселить persuasive - убедительный

make sure - убедиться assume - полагать, считать fight - борьба

ability - способность skin - кожа

lawyer - адвокат, юрист negotiation - переговоры

get out of the trouble - избежать проблемы essential - существенный

proper - подходящий, соответствующий enormous - огромный

impact - воздействие, влияние influence - влиять

lay down - заложить ancient - древний widely - широко issue - вопрос occasion - случай trick - уловка

assasination - убийство address - обращаться audience - аудитория

countrymen - соотечественники lend - здесь: предоставить recognise - узнать, признать

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be going on - происходить bill - законопроект impress - впечатлять convince - убеждать

case - случай require - требоваться

underlie - ледать в основе sound off - разносить (новости) opinion - мнение

inherit (from) - здесь: заимствовать (от) prejudice - предубеждение

be able - быть способным, мочь select - выбирать, отбирать individual - отдельный

reason - причина, повод support - поддерживать nuclear - ядерный

ban - запрещать

accident - несчастный случай, авария actually - на самом деле

anticipate - предвидеть opponent - противник, оппонент deal*(with) - иметь дело (с) convincing - убедительный

on the other hand - с другой стороны properly - соответственно, должным образом appeal (to) - обращаться, взывать (к)

Word Study.

Ex. 1. Match the phrases with their Russian equivalents:

Ex. 3. Translate the following sentences into English.

1.Способность (умение) спорить/доказывать контролируемым способом является фундаментальным умением в дебатах.

2.Это умение применяется (apply) юристами, политиками и представителями ряда других профессий.

3.Хороший спор - это часть успешного ведения переговоров.

4.Некоторые люди инстинктивно чувствуют, что они - хорошие спорщики.

5.Однако искусству ведения переговоров можно научить.

6.До начала ХХ-го века многие люди рассматривали умение спорить и вести переговоры существенными элементами хорошего (proper) образования.

7.В древние времена не было ни газет, ни телевидения, а письмо (writing)

использовалось в гораздо меньшей степени, чем настоящее время.

8.Чтобы победить в споре, вам нужно убедить других, что вы правы.

9.Удивительно, как много людей начинают говорить (sound off), не решив, что они думают по этому поводу.

10.Мнение, которое либо сформировано без раельного обдумыввания, либо

заимствовано от других - не что иное, как предубеждение.

11.Прежде, чем начать спорить по какому-то поводу, вам нужно понять, о чем вы собираетесь говорить.

12.Затем следует отобрать нужные аргументы.

13.Весь процесс высказывания вашего мнения и доказательство того,

почему это верно, называется дискуссией.

14.Затем следует отобрать доводы, которые лучше всего могут поддержать ваше мнение.

15.Неплохо также подобрать примеры, чтобы проиллюстрировать ваше доказательства.

16.Вы также должны быть готовы к возможной критике.

17.Порядок приведения примеров тоже очень важен - можно начать с менее

важных и закончить выступление наиболее убедительными.

18. С годами люди создали множество техник, чтобы выглядеть (sound) более убедительными, в том числе риторические вопросы (вопросы, не

требующие ответа), воззвание к эмоциям аудитории и приведение убедительных аналогий.

19.Пользуясь вышеуказанными (above) методами, вы сможете завоевать аудитoрию.

Comprehension Check.

Answer the following questions:

1.What are the meanings of the word "argument"?

2.Who needs the skill of arguing?

3.Is the art of arguing an in-born (прирожденный) quality or it can be taught?

4What is the book "Rhetoric" by Aristotle devoted to?

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5.Why public speaking was so important in ancient times?

6.What is needed to convince someone that you are right?

7.What is needed to be successful in debates?

8.Is the order of presenting arguments important?

9.What is a rhetoric question?

Topics to Discuss.

1.Ways in which public opinion was formed in the past.

2.A book from which we can learn the skills of arguing.

3.Two different methods for presenting the points of the argument.

4.Criticism of speaking without preparation.

Text II-C

THE LIBRARY OF THE FUTURE

The traditional library as a depository of books and a place for students to sit at tables and study will become obsolete.

Forecasting change is a highly questionable enterprise; however, this column is devoted to imaginations regarding the possible future of an information system once called libraries. When looking toward the future, there are many questions. What are we going to find when we visit a library/media center in 2005? Will we still have library/media specialists working in schools? Will there be even more feet of shelving to house books? Will there still be books, as we know them today?

The traditional library as a depository of books and a place for students to sit at tables and study will become obsolete. It is not a sound educational practice to continue to have students move from general classrooms to a library for resource materials, and then to the computer lab to complete an assignment. Traditionally, school libraries have been vulnerable to budget cuts. The pressure is going to become more intense as schools move technology into the classroom.

There is no rule about the mission of the school library that says it has to have four walls and racks of books. The traditional school library built of bricks and mortar is moving to one also constructed with bits and bytes. This means that the library of the future possibly may not be housed on bookshelves inside a school building.

A LESSON LEARNED

Information was relatively scarce during the 1950s and 1960s, and was housed usually in the form of books in spaces called libraries, Students and citizens left their classrooms, homes and workplaces long enough to get information, usually in the form of books or note-cards, which could be consumed elsewhere. Access was relatively limited.

The worst-case scenario is that new technology and electronic access to information threatens to eliminate school libraries as they exist today, as well as those who have been serving as information "tellers." Specialized teachers, such as art, music, physical education and library/media, are losing positions in order to carve up the needed dollars to reduce class size and purchase new technologies.

LOOKING INTO THE FUTURE

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Nationwide, increasing numbers of school libraries provide acess to online catalogs, district-wide networks, presentation software and other technology. There is too much content out there, and it is impossible to keep up. so administrators need to focus on process, on the ability to find and use information for a purpose. Today's students have been acquainted since birth with television and information produced by computers, so libraries/media centers must be designed to prepare students to make critical judgments about this flood of electronic information.

The library/media center will become a place where teachers and media specialists will instruct students how to navigate the traditional world of print and the burgeoning world of digital information, imparting information literacy. Library/media center technology will reach beyond school walls by way of computer data and video networks to put information resources into the hands of end-users. Therefore, with networks linking all areas of the modern school, the best place to access information may no longer be within the walls of the traditional library.

Acquisitions and selection criteria will take on an entirely new meaning when considering access to on-line services. The information explosion has created far more information than one school library could possibly contain within its walls. The information contained on the Internet, the global network of computer networks, is richer than any school can afford to acquire.

Librarians and media specialists will come into classrooms to consult with teachers. There they will suggest resources, locate and acquire needed materials, recommend strategies, facilitate use of technologies, and instruct students and teachers in optimal information-seeking methods. As students become more selfdirected learners, the media specialist will act as a resource person to support information and develop appropriate presentation strategies.

While nobody is standing for the abolition of textbased libraries, electronic storage and telecommunications technologies vastly will increase the variety of information available and the number of people who have access.

WIRED FOR SUCCESS.

Today's students are going to graduate in a wired world. They are going to have to collect and analyze information and do business in an environment where there will be instant multimedia access. The emerging goals seem to be an electronic environment where students and teachers may access a variety of information and knowledge sources in a manner that is simple and easy; independent of time and place or subject, for purposes ranging from augmentation and refreshing memory, to learning, decision-making, and creating or uncovering new knowledge.

Vocabulary

forecast - прогнозировать, предсказывать; questionable - спорный;

enterprise - предприятие; здесь: вопрос; to devote - посвящать;

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regarding - о, относительно, на тему; obsolete - устаревший;

to house - размещать, вмещать, помещаться; depository - хранилище;

sound - здравый; complete - выполнить;

assignment - задание, работа; vulnerable - уязвимый; mission - миссия, задача;

rack - полка или сетка для вещей; mortar - известковый раствор; move - переезжать, перебираться;

bits and bytes - биты и байты (единицы информации); relatively - сравнительно;

scarce - скудный;

space - пространство, площадь, помещение; notecard - карточка;

access (to) - доступ (к); threaten - угрожать;

eliminate - уничтожать, упразднять, ликвидировать; exist - существовать;

carve up - здесь: высвободить; reduce - сокращать;

purchase - приобретение, покупка; increase - возрастать, увеличивать(ся); software - программное обеспечение; content - содержание, содержимое; purpose - цель;

judgement - суждение; flood - поток; navigate - управлять;

burgeon - расти, развиваться; digital - цифровой;

impart - наделять, сообщать (новости); здесь: внедрять; literacy - грамотность;

end-user - конечный пользователь; link - соединять;

acquisition - приобретение; selection - отбор;

entirely - абсолютно; целиком, полностью; explosion - взрыв;

contain - содержать (в себе), вмещать;

afford - позволять (чаще - в финансовом отношении); acquire - приобрести;

locate - размещать;

facilitate - облегчить, помочь; seek (for) - искать;

appropriate - соответствующий, подходящий; abolition - отмена;

storage - хранилище; vastly - широко;

available - доступный, имеющийся в наличии;

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wired - здесь: подключенный к глобальной сети Интернет; environment - обстановка, окружение, среда;

instant - моментальный, мгновенный; emerge - появляться, возникать; variety - множество, разнообразие, ряд;

range (from... to...) - вырьировать (от... до...); augmentation - увеличение;

refresh - освежать, обновлять, возобновлять; uncover - обнаруживать, раскрывать.

Word Study.

Ex. 1. Match the phrases with their Russian equivalents:

Ex. 3. Translate the following words and phrases from the text and use them in the translation below.

questionable enterprise; to curve up; depository of books; entirely new

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meaning; to create; digital information; to navigate; selection criteria; future forecasting; to house; explosion; to threaten to eliminate; instantaneous; equipment; to contain within its walls; relatively scarce; to complete assignments; can afford to acquire; source of information; to make judgements; access to information; to purchase; to reduce class size; media center; to focus on the training process itself; to instruct; to contain.

1.Прогнозирование будущего - спорный вопрос.

2.Традиционная библиотека - это книгохранилище, куда студенты приходят, чтобы выполнять задания.

3.Электронный доступ к информации создает представляет собой угрозу традиционным библиотекам, предвещая их ликвидацию/уничтожение.

4.В 1950-1960-х гг. информация была сравнительно скудной.

5.Информационные центры будут создаваться для того, чтобы лолучить (to obtain) мгновенный доступ к источникам информации.

6.Делать критические суждения об этом может только специалист.

7.Информационный центр позволит высвободить деньги для сокращения численности учащихся в классе и покупки необходимого оборудования.

8.Медиа-специалисты будут инструктировать студентов тому, как управляться в мире цифровой информации.

9.Сегодняшние студенты живут в мире мгновенного доступа к мультимедиа.

10.Критерии отбора приобретают абсолютно новое/иное значение.

11.Телекоммуникационные технологии обеспечивают (to provide) доступ практически к любым источникам мнформации.

12.Информационный взрыв создал намного больше информации, чем любая обычная библиотека может вместить в своих стенах.

13.Информация, содержащаяся в Интернете, намного богаче того, что любая библиотека может позволить приобрести.

14.Администраторы смогут тогда уделять внимание самому учебному процессу.

Comprehension Check.

Answer the following questions:

1.Is it easy to forecast the future?

2.What does a traditional library mean?

3.What will be the function of media specialists?

4.What opportunities do students acquire in the wired world?

Topics to Discuss.

1.Media center, its contents and mission.

2.Advantages of a media center in comparison to a traditional library.

Text II-D

DISTANCE EDUCATION:

A MEANS TO AN END, NO MORE, NO LESS.

THE University of Phoenix and other purveyors of distance leaning have come under harsh criticism from a variety of educational organisations. Courses

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taken on line have been critcised as impersonal, superficial. misdirected. even potentially depressing and dehumanizing. A 1999 report on distance education from the National Education Association, says that on-line courses may disrupt the student-and-faculty interaction that creates a "learning community."

Unfortunately, much of the criticism misrepresents or ignores the realities of American higher education today. Let's look at the paths of three actual college students who were part of a 1999 survey conducted by the American Association for History and Computing. (Their names, here. however, are fictional.)

Marianne Suarez, a freshman last year at the University of Cincinnati, was considering a major in history and education. To test the waters, she took a Western-civilization survey course. Twice each week she attended class with 250 other students in a cavernous room on the first floor of McMicken Hall*. Visitors to the campus might recognize it as the classroom used in the Judie Foster film Little Man Tale.

For Suarez. the classroom was the setting for a series of staged performances. With the large enrollment, the instructor could do little more than deliver well-prepared lectures and hope that the students would he inspired to pursue course themes outside of class. Three teaching assistants were on hand to answer questions after the lectures, but all of the talk in academe today about student-centered teaching, active learning, and providing "guide on the side" was silenced by the reality of all those students packed into a lecture hall.

Far across the country and several worlds away, Ian McFadden, also a firstyear college student, was typing excitedly at his computer at home in Denver. Unlike Suarez, who was 18 last year and fresh from high school, McFadden was what universities call a "non-traditional" student. A lack of financial resources had compelled him to serve in the U.S. Army for six years after high school. His service complete, he was working last year as a delivery-truck driver and decided to pursue his B.A. through the distance-learning programs of the University of Phoenix.

Because Phoenix's courses are offered on a rolling basis, rather than by the semester, McFadden was able to take one course at a time; he hoped to take five or six courses last year. He received his assignments, most of his course materials, and his evaluation on line and he conferred with his instructors often, in on-line conferences and through e-mail.

At the same time, back in the Midwest, Paul Toshido sat in a classroom on the campus of DePauw University, surrounded by 30 other students. Like Suarez. he was taking an introductory history survey, but like McFadden, he was able to ask his instructor questions through e-mail. Toshido's course offered lectures each week, as well as a wide variety of in-class and on-line discussions, debates, and role-playing.

Those three students provide a glimpse of the widely divergent experiences of American college-and-university students today, and highlight the changing face of higher education.

The University of Phoenix now enrolls more than 50.000 students each year, with 7,000 students taking their courses exclusively on line. According to a report by

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the Pew Higher Education Roundtable, by 2000 non-traditional students like McFadden will make up at least 60 per cent of all college students. For them distance learning will provide flexibility in terms of when, where, and how many courses to take. Increased competition among educational institutions offering such courses will probably also reduce the costs that non-traditional students will face.

For such students, there is clear evidence that distance education can be as successful as classroom-based instruction, if not more so. That may well be because the instructor does not monopolize attention in an on-line environment. "There is no counterpart to standing at the front of the classroom pontificating to a captured audience until the bell rings!," Kearsly says. Anyone who "lectures" to an on-line group will quickly find participants tuning out and turning off the computer.

Kearsley also suggests that distance education minimizes the prejudice that often arises in face-to-face settings. Unless someone deliberately reveals personal information, participants have no idea about the age, gender, ethnic background, or physical characteristics, of others on line. The discussions that ensue are about as free of socio-cultural bias as possible. Distance education, in short, can be more stimulating, and encourage more critical reasoning, than the traditional large lecture class, because it allows the kind of interaction that takes place most fully in small-group settings.

In their recent book professors of information and computing systems give hundreds of anecdotal case studies and scholarly surveys suggesting that distance education is more successful than the large survey courses at many public colleges and universities. For example, the sociologist Jerald 0. Schulle of California State University at Northbridge, reports that he randomly divided students in a social-statistics course into two groups, one that was taught in a traditional classroom and the other entirely on-line: Test scores on both the midterm and the final examinations were an average of 20 per cent higher for those in the on-line course. Schulle also notes that students in distance-education courses say they have more peer contact with others in the class, spend more time on class work, understand the material better, and enjoy it more.

Another study, reminds readers, on the other hand, that distance learning does not necessarily produce more contact with professors - or better outcomes. The on-line course can be as abused as the individual survey class, and the center warns against simply using teaching assistants and adjunct professors to teach

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massive on-line classes. Instead, it suggests, institutions should tap the potential of the on-line environment to foster small-group interaction.

Moreover, we should remember that distance learning is not the only path to good education. Just as many studies praise the benefits of on-line courses, an equally wide array suggests that small classes with flexible, frequent, and face-to- race interaction among students and an instructor are optimum - when financially and practically possible. That is the lesson of several decades of research on small class size in pre-collegiate education.

At the same time, administrators also sometimes mistakenly assume that distance education can solve all of higher education's ills. The recent survey by the history and computing association quotes many professors who are alarmed by the rush to technology:

A majority - 65 per cent - of the almost 500 professors who responded to the survey called their institutions' technology policies misguided or insufficient. Charges that administrators were forcing the adoption of technology so rapidly that instructors could not decide how to use it most effectively echoed throughout the survey - as did suggestions that an increase in full-time professors would produce as much good teaching as new computer labs would.

It is clear, however, that administrators and universities are pressing ahead with a vision of computer technology as the golden solution to challenges ranging from rising costs to calls for greater accountability. Indeed, the success of the University of Phoenix and other virtual universities is not only drawing attention to the problems of access and instruction in higher education; even more, that success is seen as a market threat Institutions are not increasing tenure-track faculty positions, reducing course sizes, or emphasizing students' needs. But they are launching their own on-line courses. Across the country, colleges and universities are rushing to stake out their territory on the electronic frontier

As that happens, supporters of distance education - including administrators who see it as a cheap alternative to hiring more faculty members - need to remember that not all students are best served by electronic instruction. But critics of distance education must also keep in mind that many non-traditional students will undeniably benefit from its expansion. The reality of distance learning is complex, and we must give it the measured consideration it demands.

Dennis A. Jinnkle is an assistant professor of history at DePauw University, and executive director of the American Association for History anil Cumpulinf.

Vocabulary

distance education - дистанционное обучение, обучение на расстоянии; means - средство;

learning - обучение; purveyor - поставщик;

harsh - резкий, жесткий, грубый; impersonal - безличный, обезличивающий; superficial - поверхностный, неглубокий; on-line - посредством компьютера;

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to discrupt - подрывать, разрушать;

faculty - профессорско-преподавательский состав, преподаватели вуза; interaction - взаимодействие;

path - путь, линия действия или поведения; survey - исследование;

freshman - первокурсник; major - здесь: специализация; to attend - посещать;

cavernous - огромный, с глубокими нишами; похожий на пещеру; to recognize - узнавать;

setting - окружение, обрамление, устройство; enrollment - набор, зачисление (студентов); to deliver letures - проводить лекции;

to inspire - вдохновлять, воодушевлять;

to pursue - продолжать (обсуждать, делать что-то); to be on hand - быть под рукой, быть наготове;

to provide - обеспечивать, предоставлять; guide - руководство;

to silence - заглушить, заставить замолчать; to type - печатеть;

excitedly - с волнением; unlike - в отличие от..;

lack (of) - отсутствие, нехватка; to compel - вынуждать, заставлять; to serve - служить;

to complete - завершить, закончить; delivery - доставка;

rolling basis - здесь: сменяя друг друга, один за другим; assignment - задание;

evaluation - оценка;

to confer (with) - совешаться, беседовать (с); surrounded (by) - окруженный (кем-то); introductory - вводный;

glimpse - взгляд, мимолетное впечатление; divergent - расходящийся;

to highlight - выдвигать на первый план, придавать большое значение; exclusively - исключительно, только;

to make up - составлять; flexibility - гибкость;

in terms of - с точки зрения..;

increased - возрастающий, увеличивающийся; competition - конкуренция;

to reduce - сокращать;

to face - неожиданно столкнуться; evidence - доказательство;

subject matter - суть вопроса, предмета; to get involved in - участвовать; environment - среда, окружение; counterpart - двойник, копия, дубликат;

to pontificate - безапеляционно заявлять, утверждать; captured - увлеченный;

to tune out - убрать звук;

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to turn off - выключить; prejudice - предубеждение; unless - если не;

deliberately - специально, умышленно, намеренно; to reveal - открывать, выдавать (секрет);

gender - пол (мужской, женский);

to ensue - последовать, получать в результате, иметь результатом; bias - предубеждение; пристрастие;

to encourage - поощрять, подбадривать, подталкивать;

reasoning - размышление, рассуждение; объяснение, аргументация; to allow - позволять, разрешать;

recent - недавний; study - исследование; survey - исследование;

public college - государственный колледж (субсидируемый государством); randomly - случайно, наугад, произвольно;

entirely - полностью, целиком; test score - проверочный счет; average - средний;

peer - равный;

to enjoy - наслаждаться, получать удовольствие, нравиться; to conduct - проводить;

to remind - напоминать;

outcome - результат; последствие, исход;

to abuse - юранить, оскорблять, плохо обращаться, злоупотреблять; to warn - предупреждать;

adjunct - помошник, адъюнкт;

to tap - находить, выявлять (ресурсы);

to foster - благоприятствовать, способствовать, поощрять; to praise - хвалить, восхвалять;

benefit - польза, выгода; array - здесь: выбор;

suggestion - предложение, предположение, совет; decade - десятилетие;

to raise - поднимать; issue - вопрос;

to adopt - принимать, одобрять;

to promote - содействовать, способствовать, продвигать; efficiency - эффективность;

mistakenly - ошибочно;

to assume - полагать, считать; to solve - решать;

ill - здесь: болезнь; to quote - цитировать;

alarmed - встревоженный;

misguided - неправильно направляемый; insufficient - недостаточный, неудовлетворительный; charges - обвинения;

to force - заставлять, принуждать; adoption - принятие, одобрение;

to echo - вторить, повторять; откликаться, отзываться; to press ahead - подгонять;

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vision - видение, понимание;

challenge - здесь: сомнение, возникшая проблема; to range (from... to...) - варьировать (от... до...); accountability - подотчетность;

to draw attention - привлекать внимание; access (to) - доступ (к);

threat - угроза;

tenure-track faculty - штатные сотрудники; to reduce - сокращать;

size - размер;

to emphasize - подчеркивать; needs - потребности;

to launch - запускать, начинать, стартовать; to rush - спешить, подгонять;

to stake out - отгородить, отмежевать, застолбить; frontier - граница;

supporter - сторонник; to include - включать; cheap - дешевый;

to hire - принимать на работу; faculty member - преподаватель; indeniably - несомненно, бесспорно; expansion - расширение;

complex - сложный; measured - обдуманный;

consideration - рассмотрение, изучение; to demand - требовать.

Word Study.

Ex. 1. Match the phrases with their Russian equivalents:

Ex. 3. Translate the following expressions. Use them in the sentences below.

to be drawn into the subject matter of the course; because of the discussions they get involved in; to foster small-group interactions; the one's path to good education; to mistakenly assume; to solve all the higher education's ills; to be alarmed by the rush to technology; charges; to force the adoption of technology; to use it most effectively; to be echoed through the survey; vision, golden solution to challenges; to range from rising costs to calls for greater accountability; critics; to keep in mind; undeniably benefit from its expansion; supporters; on-line instruction; purveyor; harsh criticism; on-line course; to excoriate: impersonal, superficial; dehumanizing; to disrupt the student-and-faculty interaction; to consider a major in history; enrollment, to do little more than deliver wellprepared lectures; teaching assistant; to be on hand; to offer courses on rolling basis; unlike, fresh from high school; lack of financial resources; to compel to serve in the U.S. army, to complete one's service; to pursue; to take one course at a time; to receive assignments and evaluation on line; to participate in on-line conferences; to enroll; exclusively; to provide flexibility in terms of; to take courses.

1.Поставщики дистанционного образования получают жесткую критику.

2.Курсы, изучаемые посредством компьютерной сети критикуются как обезличивающие, поверхностные и даже негуманные.

3.Говорят, что такие курсы могут разрушить взаимодействие между студентами и преподавателями.

4.Марианна обдумывала вопрос о специализации в области истории

5.При большом наборе студентов профессор не может дать больше, чем прочесть хорошо подготовленные лекции.

6.После лекции ассистенты готовы ответить на вопросы студентов.

7.Курсы изучаются один за другим.

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8.В отличие от 19-летнего Суареца, который был только что со школьной скамьи, Мак Фадден был нетрадиционным студентом.

9.Отсутствие финансов заставило его отслужить в армии США в течение 6 лет.

10.По окончании службы он стал работать водителем и решил продолжить образование.

11.Он решил брать по одному курсу по программам дистанционного образования университета Феникс.

12.Он получал задания, учебные материалы и оценки через компьютер, участвовал также в заочных (on-line) конференциях.

13.Университет набирает ежегодно 56 тысяч студентов, из которых 7 тысяч учатся исключительно посредством компьютера.

14.Для них дистанционное образование обеспечивает гибкость с точки зрения того, когда, где и сколько курсов изучать.

15.Они вовлечены в суть предмета более глубоко, чем традиционные студенты, - из-за дискуссий, в которых они участвуют.

16.Этот вид обучения способствует взаимодействию в малых группах.

17.Дистанционное образование - не единственный путь к хорошему образованию.

18.Администраторы иногда ошибочно полагают, что дистанционное образование может решить все проблемы высшей школы.

19.Многие преподаватели встревожены гонкой за технологией

20.Обвинения в том, что администраторы заставляли принимать технологии так быстро, что преподаватели не успевали обдумать, как применять ее наиболее эффективно, четко отражены в этом исследовании.

21.Это - понимание технологии как решение всех проблем, начиная от растущих цен до призывов к большей подотчетности.

22.Сторонникам дистанционного образования следует знать, что не все студенты понимают компьютерные инструкции.

23.Критикам дистанционного образования следует также помнить, что многие

нетрадиционные студенты несомненно получат выгоду от его расширения.

Comprehension Check.

Answer the following questions:

1.What is meant by distance learning"?

2.Why are the purveyors of distance leaning strongly criticized?

3.Give the stories of the 3 actual college students:

a/ Marianne Suarez; b/ Ian McFadden; c/ Paul Toshido.

4.How many students does the University of Phoenix enroll each year? How many of them get on-line education?

5.How many non-traditional students are there in the country?

6.What opportunities does distance learning provide for them?

7.Can distance learning solve all the problems of higher education?

8.What are most faculty members alarmed with?

9.What do they charge administrators for?

10.What does technology mean for administrators?

11.What is the opinion of distance education supporters?

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Topics to Discuss.

1.Merits of distance learning.

2.Drawbacks of distance education.

Grammar exercises

Ex 1.Define the kinds of attributive clauses ( of time , place , cause and condition ) , translate into Russian .

1.When Mc Donald’s opened in 1954 it started a trend that has continued. 2. After Brenda came home last night , she made a few phone calls. 3. I can’t go to sleep tonight until I finish studying for my economics exam. 4. Go back where you came from. 5. I hope to visit you whenever I come to St. Petersburg. 6. Then Mark came to New York where he remained three years. 7. I waited while she took off her hat. 8. If I turn out to be mistaken , I’ll apologize to you. 9. As soon as I come home I’ll call you. 10. I won’t leave home until I finish my composition. 11. If you are not satisfied with my plan , I have nothing else to suggest. 12. I’ll remember our meeting as long as I live. 13. Don't make a final decision before you’ve got all the necessary information. 14. Since he is not interested in classical music, he never goes to the concerts. 15. Whenever she came to us , she was always in a bad mood. 16. We won’t go away until we have solved the problem. 17. What will you do if you friend is late ? You can miss the train. 18. Please let me know as soon as you get news from your partner. 19. Wherever you go far a holiday , I’ll join you with pleasure. 20. The cafeteria food improved , when the college hired a new food manager. 21. Wherever they met , they always started to quarrel. 22. You can stay in the classroom after the lesson providing you don’t make too much noise . 23. I had hardly entered the room when I heard John’s angry words.

Ex2: Insert conjunctions of: a) Time

1. You will stay with me, Marry, ( до тех пор пока) your mother comes.2. I am sure you will change your mind (после того как) you have seen him. 3. I will not forget my trip to Paris (до тех пор пока) I live. 4. My secretary will contact you ( когда) we get your documents. 5. We will leave the house ( как только) the rain stops. 6. Let us start (когда) it gets warmer.

B) Condition

1. (если) You study hard you will pass your exam. 2. You can’t get a driver’s license (если не ) you are 18 years old. 3. I’ll give you my office’s phone number ( на случай если) you need to get in touch with me. 4. You will feel hungry during class (если не ) you eat breakfast. 5. I don’t think you need any more information but (в случае) you do you can call me. 6. I’ll come to meeting (при условии что) somebody can give me a ride.

C) Place

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1. (Куда бы) I go I always meet this strange man. 2. He came ( оттуда где) there was no winter at all. 3. We looked (куда) she pointed. 4. Begin to read ( с того места где ) Andrew stopped. 5. Why didn’t you stay ( там где) you were out in

Italy.

D) Cause

1.I hope to get a job as an interpreter ( поскольку) I know English perfectly. 2. ( так как) sunday is a holliday, a lot of offices are closed. 3. The Berlin Wall was torn down (потому что) it was a symbol of oppression. 4. ( так как)

Subway fares are going up tomorrow, I’ll buy extra tokens tonight. 5. (

поскольку) Tom and David love basketball, they often shoot baskets after school .

Ex. 3. Complete the following using adverbial clauses of:

Ex. 4. Choose the correct word or expression for next sentence

Example: You`ll pass your exam

Unless

Providing

You study hard. (Providing is correct)

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You want me to stay.

2.You`ll miss the last train as long as you hurry. Unless________

3.He considers people his friends providing he trusts them.

6.We`ll take the 7.30 flight to L.A. providing we can get the tickets. Unless______________

7.He`ll lend you money as long as you pay him back in due time.

Providing_________________

Ex.5. Join these sentences with a subordinating conjunction ( more than one correct answer is possible)

1.Lisa got two speeding tickets. She took a special driving course.

2.It is late. Rachel will quickly heat dinner in the microwave.

3.Cindy left early. She didn`t see the last act.

4.I like to fly gliders, I love the silent speed.

5.You want to plat tennis, I can be ready at nine o`clock.

6.The coffee is bitter. I add cream and sugar.

7.I always take a cold shower. I dive into the lake.

8.You return. I`ll wait at this table.

9.The instructor gave him the answer key. He will use it.

10.The weather turns cold, I love to sit by fire.

11.I was afraid of math, I took, I took Professor Park`s course.

12.Joe reread the article, he underlined the key ideas.

13.Riding the express train is a pleasure. The cars are airconditioned.

14.Senator Brown has fought for a clean environment, I will vote for him.

Ex. 6. Translate into English using adverbial causes of: a.) Time

1.Как только я увидела его, я всё поняла.

2.Когда полицейские ворвались в универмаг, грабители бросили сумки на пол и сдались.

3.Студенты обрадовались после того, как преподаватель отменил контрольную работу.

4.Пока он говорил, я всё больше убеждался, что где-то видел его раньше.

5.Поговорите с ней, пока она в хорошем настроении.

6.Не беритесь за эту работу до тех пор, пока не узнаете все условия.

b.) Condition.

1.Здесь можно курить при условии, что окна будут открыты.

2.Он не окажет вам помощь, если вы как следует не попросите его об этом.

3.Вы скоро поправитесь, если будете выполнять все предписания врача.

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4.Я надеюсь, что если вернусь через 20 минут, вы уже закончите всю работу.

5.Ты успешно сдашь экзамен, но только, если будешь много заниматься.

c.) Place.

1.Куд бы ты не поехала, последую за тобой.

2.Продолжайте рассказывать стихотворение с того места, где вы остановились.

3.Местные жители были дружелюбны к туристам, куда бы они ни пошли.

4.Мы решили встретиться там, где встречались всегда.

d.) Cause.

1.Так как уже стемнело, вам лучше вызвать такси.

2.Я согласилась встретиться с вами, потому что мой брат очень просил меня об этом.

3.Раз вы настаиваете на моем участии в этом проекте, мне придется согласиться.

4.Я сделаю это, так как обещал помочь тебе.

Ex. 7 Translate into English.

1.Я думаю, она всё поймёт, как только получит твоё письмо. 2. Подожди меня здесь, пока я буду разговаривать с учителем. 3. Она решила купить родителям подарки, когда получит свою первую зарплату. 4. Так как семестр уже закончился, я собираюсь немного

поработать, а потом уеду в небольшое путешествие, при условии, что у меня будет хватать денег для этого. 5. Я не могу больше доверять этому человеку, так как он не раз обманывал меня. 6. Когда я увижу Девида, я попробую ещё раз поговорить с ним об этом, но я не уверен в успехе. С ним очень трудно иметь дела. 7. После того как мы окончим университет, мы надеемся найти хорошую работу. 8. Вы можете прийти на этот приём только если у вас будет пригласительный билет. 9. Нельзя ехать заграницу, если у вас нет загранпаспорта. 10. Куда бы он ни шёл, её последние слова всегда преследовали его. Его мучило чувство вины перед ней, так как он фактически предал её. 11. Пока идет дождь, лучше не выходи из дома. Если ты промокнешь, ты снова заболеешь. 12. Пока мы живы, мы не забудем нашу первую учительницу. 13. К тому времени, как ты заедешь за мной, я уже сделаю все свои дела и буду свободна. 14. Раз у них общие интересы, они смогут подружиться. 15. Мери хорошо говорит по-испански, так как больше года прожила в Мексике. Кроме того ей всегда легко давались языки.

Ex.8: Insert conjunctions (if, for, when, yet, as, because, since).

The first semester of college is for many students… they must take on many new responsibilities. For instance, they must create their own schedules. New students get to select their courses. In addition, they have to decide… they will take them. Students also must purchase their own textbooks,… colleges do not distribute textbooks each term,… high school do. No bells rings to announce… classes begin. …students are supposed to arrive in time. Furthermore, many professors do not call the roll, … they expect students to attend classes regularly

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and know their assignments. New students must be self-disciplined. No one stands over them telling them to do their homework. Students must control temptation to have fun… they desire to build successful future.

Ex.9: Use articles or pronouns where necessary.

Dear Dad,

I was glad to get… letter. It came… few days ago, but I’ve been pretty busy, I`ve been painting… boat. It`s… hard work. David, … friend of mine, has been helping me. Oh! Thanks for… check you sent in… letter. I was really happy to get it. I made…car payment and had enough left to buy… cans of… paint for… boat. By… way, I don`t have… job… yet. In… way, I’m lucky that I still haven’t found… job. If I had to go to… work every day, how would I find… time to work on… boat? It takes… lot of … time and… hard work. I`ve got to stop writing now, David`s leaving, and I want him to mail… letter to me.

Love, Peter.

Ex.10. Make up dialogue (turning indirect into direct speech). Add all the necessary details. Finish the dialogue.

I told Jack I didn`t want to go to Helen`s party. He said he was going, and asked me why I didn`t wan to go. I told him I just didn`t want to go. I said I`d much rather stay home and watch TV, and I asked Jack if he would call Helen for me. At first, he didn`t want to, but then he said he would. He asked me what to tell her, and I said to tell her anything he wanted to. I told him he could tell her I was coming down with a cold. But Jack said he couldn`t do that. He said he didn`t want to tell a lie. I told Jack that Helen wouldn`t know he was not telling the truth. I told him to tell her I was developing a bad sore throat, and said I was sure she would believe him. Jack said he was ashamed of me. He said I should just tell Helen the truth. But I said I didn`t want to hurt Helen`s feeling. I said I`d rather tell a lie than hurt her feelings.

Ex. 11. Put the infinitives in brackets in the proper tense-forms.

I often (not to lose) things and I (to be) especially careful with money, so I quite (to be surprised) when I (to reach for) my wallet and it (not to be) there. At first, I ( to think) it ( to be) possible that I (can leave) it at home. Then I ( to remember) taking it out to pay for the taxi, so I (to know) I (to have) it with me just before I (to walk) into the restaurant. I (to wonder) if it (to be) possible that it (can slip) out of my pocket while I (to eat) dinner. So I (to turn) and (to walk) back to the table where I (to sit). I (to call) a waiter and (to explain) to him that my wallet (to fall) out of my pocket while I (to sit) at that table a few minutes earlier. While the waiter (to look for) it, the manager of the restaurant (to come), up to me and (to ask) if anything (to be wrong). I (to tell) the manager what (to happen). I (to be) in a hurry and I (to explain) to him that my biggest worry at the moment (to be) how I (to be going) to pay the check. He (to tell) me not to worry about that. He (to write down) my name and address, and (to say) he (to send) me a bill.

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Ex. 12. Translate the sentences into English paying attention to the use of tenses.

1.Советую тебе согласиться на работу в этой фирме. Ты ищешь работу уже два месяца, и этопервое подходящее место, которое ты нашла.

2.Где ты был вчера с 8.00 до 9.00 вечера? Я звонил тебе, чтобы рассказать о том, что я выиграл приз за лучшую игру.

3.Эл вошел в церковь и остановился. Он увидел Эби. Она стояла на коленях и молилась. Эл прислушался и, к своему удивлению, услышал, что Эби все время повторяет его имя. Он тихо вышел из церкви.

4.Эндрю пытался объяснить полицейским, что он живет в этом доме, но он оставил ключи внутри, когда уезжал на работу и теперь не может открыть свою дверь. Но полицейские не поверили ему и увезли Эндрю в полицейский участок.

5.Энн узнала о том, что ее маму увезли в больницу, и сразу поехала туда. Когда он добралась до больницы, ей сказали, что ее маму сейчас оперируют. Энн прождала два часа, пока ей не сообщили, что с мамой все в порядке, и она может пройти к ней в палату.

6.Впервые американское правительство исследовало НЛО в 1940-х годах. Многие свидетели утверждают, что видели в небе яркие предметы в виде дисков. Сейчас правительство официально не исследует НЛО, однако многие полагают, что такие исследования тайно продолжаются.

7.Сенбернары - легендарные собаки, известные своей храбростью. Они работают в спасательных группах в горах Швейцарии. Всего сенбернары спасли более 2 тысяч человек. Эти собаки известны уже несколько сотен лет, а свое имя получили лишь 100 лет назад по приюту в Швейцарских Альпах.

Notes: НЛО-UFO (unidentified flying object)

Сенбернар- a Saint Bernard.

Ex.13: Complete the sentences with so or because. Add COMMAS where appropriate. CAPITALIZE as necessary.

1.a. He was hungry ___/ s0______ he ate a sandwich.

b.Because_____ he was hungry ^ he ate a sandwich.

c.He ate a sandwich because_____ he was hungry.

2.a. ____________ my sister was tired she went to bed.

b.My sister went to bed ____________ she was tired.

c.My sister was tired ____________ she went to bed.

3.a. ____________ human beings have opposable thumbs they can

easily pick things up and hold them. b. Human beings have opposable thumbs

____________ they

can easily pick things up and hold them. c. Human beings can easily pick things up and hold them

____________ they have opposable thumbs.

4.a. Schoolchildren can usually identify Italy easily on a world map

____________ it is shaped like a boot.

b. ____________ Italy has the distinctive shape of a boot

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schoolchildren can usually identify it easily. c. Italy has the distinctive shape of a boot ____________

schoolchildren can usually identify it easily on a map.

Ex.14: Complete the sentences by changing the quoted speech to reported speech Practice using the formal sequence of tenses.

1. Bob said, "Where do you live?"

Bob asked me where I lived.________________

2.He said, "Do you live in the dorm?" He asked me ______________

3.I said, "I have my own apartment." I told him _______________

4.He said, "I'm looking for a new apartment." He said _____________________

5.He said, "I don't like living in the dorm." He told me __________________

6.I said, "Do you want to move in with me?" I asked him ___________________

7.He said, "Where is your apartment?" He asked me _______________

8.I said, "I live on Seventh Avenue." I told him _______________

9.He said, "I can't move until the end of the semester." He said _____________

10.He said, "I will cancel my dorm contract at the end of the semester." He told

me 11. He said, "Is that okay? "He asked me

________________________________

12. I said, "I'm looking forward to having you as a roommate." I told him

____________________________

Ex.15: Change the reported speech to quotations. Use quotation marks.

1. Eric asked me if I had ever gone skydiving.

Eric said , "Have you ever gone skydiving?"_____

2. Chris wanted to know if I would be at the meeting. Chris said_________

3.Kate wondered whether I was going to quit my job. Kate said___________________________________

4.Anna asked her friend where his car was.

Anna said__________________________________

5.Brian asked me what I had done after class yesterday. Brian said _________________

6.Luigi asked me if I knew Italian. Luigi said ________________

7.Debra wanted to know if I could guess what she had in her pocket. Debra asked_________________________________

8.My boss wanted to know why I wasn't working at my desk and why I was wasting the company's time. My boss angrily asked me

Ex.16: Complete the sentences by changing the sentences in quotation marks to noun clauses. Practice using the formal sequence of tenses.

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1."Where do you live?" Tom asked me ... where I lived.

2."Do you live in the dorm?" He asked me ... if I lived in the dorm.

3."I stole the money." The thief admitted... that he had stolen the money

4."Where is Jane?" Ed asked me ....

5."I'm going to quit school and get a job." Jessica announced ....

6."Did you mail the letter?" Tim asked me ....

7."What are you thinking about?" Karen asked me ....

8."/ have to go to the drug store." Steve said....

9."/ can't pick you up at the airport." Alice told me ....

10."I will take a taxi." I told her....

11."You should speak English as much as possible." My teacher told me ....

12."Do you like spaghetti?" Don asked me ....

13."Have you already eaten dinner?" Sue asked me ....

14."Did you finish your work?" Jackie asked me ....

Ex.17: Complete the sentences with the correct form of the verb (active or passive in parentheses.

1.Yesterday our teacher (arrive) ___arrived____ five minutes late.

2.The morning paper (read) _____________ by over 200,000 people every day.

3.Last night my favourite TV program (interrupt) _________________________

by a special news bulletin.

4.That's not my coat. It {belong) _____________ to Louise.

5.Our mail (deliver) ________________ before noon every day.

6.The "b" in "comb" (pronounce, not) ___________________ It is silent.

7.A bad accident {happen) ____________ on Highway 95 last night

8.When I (arrive) _____________ at the airport yesterday, I (meet)

_____________ by my cousin and a couple of her friends.

9.Yesterday I (hear) _____________ about Margaret's divorce. I (surprise)

_________________ by the news. Janice (shock)

10.A new house (build) ___________________ next to ours next year.

11.Roberto (write) _______________ this composition last week. That one (write)

_______________ by Abdullah.

12.Radium (discover) __________ by Marie and Pierre Curie in 898.

13.At the soccer game yesterday, the winning goal (kick) _________by Luigi. Over 100,000 people (attend) _________ the soccer game.

14.A: Do you understand the explanation in the book?

B: No, I don't. I (confuse) _______________ by it.

15.A: Where are you going to go to school next year?

B:I (accept) ___________________ by Shoreline Community College.

16.A: I think football is too violent.

B:I (agree) _____________ with you. I (prefer) ___________ baseball.

17.A: When (your bike, steal)_______________________?

B:Two days ago.

18.A: (you, pay) ___________________ your electric bill yet?

B:No, I haven't, but I'd better pay it today. If I don't, my electricity (shut off)

__________________ by the power company.

19.A: Did you hear about the accident?

B:No. What (happen)____________?

A:A bicyclist (hit) ____________ by a taxi in front of the dorm.

B:(the bicyclist, injure) ______________________?

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A: Yes. Someone (ca//) ____________ an ambulance. The bicyclist (take)

_______________ to City Hospital and(treat) _______________ in the emergency ward for cuts and bruises.

B: What (happen) ____________ to the taxi driver?

A:He (arrest) _______________ for reckless driving.

B:He's lucky that the bicyclist (kill, not) _________________.

20.The Eiffel Tower (be) ______ in Paris, France. It (visit) ________ by millions of people every year. It (design) ——————————————— by Alexandre Eiffel (1832-1923). It (erect) _________________ in 1889 for the Paris exposition. Since that time, it (be) ___________ the most famous landmark in Paris. Today it (recognize) __________ by people throughout the world.

EX18: Complete the sentences with the correct form of the verbs (active or passive) in parentheses.

1.This book (have to return) ___________________ to the library today.

2.The other books (return) ____________________ yesterday.

3.That book (should return) ____________________ tomorrow.

4.These letters (be going to mail) ___________________tomorrow.

5.That letter (ought to send) ___________________ immediately.

6.This letter (must send)___________________today.

7.Those letter (arrive) ___________________ yesterday.

8.I don't have my car today. It's in the garage. It (repair)

______________________ right now.

9.Kate didn't have her car last week because it was in the garage while I (repair)

___________________, she took the bus to work.

10.The mechanic (repair) __________,________ Tina's car last week.

11.Glass (make) ___________________ from sand.

12.You (should carry, not) ___________________ large sums of money with you.

13.Large sums of money (ought to keep) ___________________ in a bank, don't you think?

14.At our high school, the students' grades (send) _____________ to their parents four times each year.

15.I'm sorry, but the computer job is no longer available. A new computer programmer (hire, already) ____________________.

16.Household cleaning agents (must use) __________________ with care. For example, mixing chlorine bleach with ammonia (can produce)

____________________ toxic gases.

17.What products (manufacture) ____________________ in your country?

18.Aluminum* is a valuable metal that (can use) ______________ again and again. Because this metal (can recycle) _____________________, aluminum cans (should throw away, not)

19.Endangered wildlife (must protect) ___________________ from extinction.

20.People with the moral courage to fight against injustices (can find)

____________________ in every corner of the world.

Ex 19: Choose the correct form (-ing or -ed) of the words in parentheses.

1. Don't bother to read that book, it's(boring, bored).

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2.The students are (interesting, interested) in learning more about the subject.

3.Ms. Green doesn't explain things well. The students are (confusing, confused).

4.Have you heard the latest news? It's really (exciting, excited).

5.I don't understand these directions. I'm (confusing, confused).

6.I read an (interesting, interested) article in the newspaper this morning.

7.I heard some (surprising, surprised) news on the radio.

8.I'm (boring, bored). Let's do something. How about going to a movie?

9.Mr. Sawyer bores me. I think he is a (boring, bored) person.

10.Mr. Ball fascinates me. I think he is a (fascinating, fascinated) person.

11.Most young children are (fascinating, fascinated) by animals.

12.Young children think that animals are (fascinating, fascinated).

13.I was very (embarrassing, embarrassed) yesterday when I spilled my drink on the dinner table.

14.That was an (embarrassing, embarrassed) experience.

15.15.I read a (shocking, shocked) report yesterday on the number of children who die from starvation in the world every day. I was really (shocking, shocked).

16.The children went to a circus. For them, the circus was (exciting, excited).

The (exciting, excited) children jumped up and down.

Ex.20: Complete the sentences with the expressions in the list. Use the Present Indefinite Tense

1.Dennis isn't doing well in school this semester. He is worried about his grades.

2.My shirt _______________ of cotton.

3.I live in a one-room apartment with four other people. Our apartment

4.Vietnam _______________ in Southeast Asia.

5.I'm going to go straight to bed tonight. It's been a hard day.

6.I ________________ to Jessica Adams. She's my cousin.

7.Excuse me, sir, but I think I _______________. Could you please tell me how to get to the bus station from here?

8.My tape recorder doesn't work. It ________________.

9.We leave a light on in our son's bedroom at night because he

________________ of the dark.

10.Alice thinks her boss should pay her more money. She _______ not

________________ with her present salary.

11.The children ________________. I had promised to take them to the beach today, but now we can't go because it's raining.

12.________ you ________________ with Mrs. Novinsky? Have you ever met her?

13.According to the job description, an applicant must have a Master's degree and at least five years of teaching experience. Unfortunately, I _______ not

_______________ for that job.

14.This milk doesn't taste right. I think it ________________. I'm not going to drink it.

15.Water _______________ of hydrogen and oxygen.

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Ex.21: Complete the sentences with appropriate prepositions.

1. The day before Christmas, the stores are crowded With last-minute shoppers.

2.Are you qualified ______ that job?

3.Mr. Heath loves his family very much. He is devoted ______ them.

4.Our dog runs under the bed during storms. He's terrified ______thunder.

5.My sister is married ______ a law student.

6.Are you prepared ______ the test?

7.I'll be finished ______ my work in another minute or two.

8.Jason is excited ______ going to Hollywood.

9.Ms. Brown is opposed ______ the new tax plan.

10.Jane isn't satisfied ______ her present apartment. She's looking for a new one.

11. .I failed the test because I didn't study. I'm disappointed ______ myself.

12.Janet doesn't take good care of herself. I'm worried ______ her health.

13.I'm tired _______ this rainy weather. I hope the sun shines tomorrow.

14.In terms of evolution, a hippopotamus is related ______ a horse.

15.The students are involved ______ many extracurricular activities.

16.Are you acquainted ______ this author? I think her books are excellent.

17.When will you be done ______ your work?

18.I'm starving! Right now I'm interested ______ only one thing: food.

19.The children want some new toys. They're bored ______ their old ones.

20.Sam is engaged ______ his childhood sweetheart.

21.Our daughter is scared______dogs.

22.You've done a good job. You should be very pleased ______ yourself.

Speech Practice

Ex.1. Study the models and mind the difference between Active and Passive

Complete the chart and translate the formed words into Russian:

to impress (by)

surprising (at)

to bore (with)

shocked (at)

to annoy (with)

excited

amusing

to depress

disappointed (with)

to delight

frightening

embarassed

to offend

Translate the following into English using the above-mentioned words:

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1. Меня сильно разочаровал его последний фильм. 2. Я никогда не встречал такого скучного человека.. 3. На церемонии он чувствовал себя смущенным. 4. Комары раздражают всех. 5. Результат оказался впечатляющим. 6. Кажется, я его обидел. Он выглядел унылым. 7. Сэм был просто в восхищении, когда ему подарили комьютер. 8. Вы меня удивляете. 9. Меня совершенно не интересует политика. 10. Стихи теперь никого не волнуют, важнее всего музыка.. 11. Я был поражен, услышав эту новость. 12. Мэтью боится быстрой езды, а я считаю, что это сильно возбуждает. 13. Какой смешной ребенок! Я удивляюсь, откуда у него столько энергии.

Ex. 2. Study the expressions with verbs and try to memorise them:

Insert the correct verb-noun combinations and translate into Russian:

1. We are ... much business with German companies. 2. Could you ... me a favor and ... some tea? 3. While ...ing the translation he ... few mistakes. 4. He has ...

great progress in his studies since I last met him. 5. David ... his best to ... a good impression on the employer. 6. Several years ago Eltec was in financial difficulties, but then they ... some efforts to recover. Now it is a profit-...ing company. 7. On Sundays John always ... shopping while his wife ...washing and cooking. 8. He left for America and ... a fortune there. 9. You ... a promise to keep it a secret. How could they learn about it? - I have nothing to ... with that. 10. It ... no difference now. I have already ...up my mind. 11. He ... another attempt but it ... no good to him. 12. She is fond of ..., especially knitting.

Ex. 3. Study the verbs and use them in the sentences that follow: to get = become, change the state ; receive; understand

to keep = remain in the same state; to observe

Once he got in touch with a businessman who offered him a job. I always try to keep in touch with my friends.

1. You should ... your promise. 2. I’m ... too old to dance. 3. She ... mad when she heard the news. 4. He’s a very reliable person. I’m sure he’ll ... a secret. 5. Go upstairs and ... dressed! 6. I feel so excited! I’ve ... my money back at last. 7. He ... extremely tired but ... doing his work. 8. She never ... my jokes. 9. Please

... the fire burning. 10. I hope you’ll manage to pass your exam. I’ll ... my fingers crossed! 11. We ... to know each other ages ago. 12. I did ask you to ...

silence. Why are you making so much noise?

Ex. These are some things that have improved the quality of people's live. Describe each of them in accord with the examples given below:

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-a personal stereo;

-- a mobile phone;

-- a calculator;

-- a refrigerator;

-- a microwave;

-- a TV and video;

-- a washing machine;

-- a fridge-freezer;

-- a hi-fi system;

-- a computer.

Examples:

a/ Describe it and say when it was invented. A PERSONAL STEREO.

A personal stereo is a small, portable machine for playing tapes, which are listened through headphones. Some personal stereos have special features like an auto-reverse (автоперемотка) system and anti-roll mechanism to make the tape roll smoothly and play good quality stereosonic sound. The first stereo the Sony walkman was introduced in...

b/ Say why you think it has improved the quality of life.

It has improved the quality of life, because you can listen to your favourite music whrever you are - in the street, in the park, even on a bus or train. You can also listen to music while you are doing sports. The most important thing is that you don't disturb (беспокоить, мешать) other people with...

Ex. Read the E-mail tales below and share your experience of using it: E-MAIL TALES

A. RICHARD DOOLING.

I'm a freelance writer and before e-mail I sent off my writing to an editor. I now participate in a kind of textual Darwinism. I spent 10 hours in front of my computer examining the blocks of text I've written for fitness. In this electronic economy, the survivors seem to fit onto a single screen.

B. JAN JAP.

I live in Hawaii, and last year my daughter Alia studied in Japan while my son Weston served in the Peace Corps in Micronesia. My youngest, Sara, just started at Brown University in Rhode Island. E-mail keeps us in touch and helps avoid phone bills of nearly $500 per month.

C. GERRY VILLAREAL.

When I moved from San Francisco to New York, I found that via e-mail I ended up talking more with folks than I did when I lived in S.F. In the last six years, I've met people all over the world through a music-discussion group. The message archives are a great time capsule. Unfortunately, anything stupid you say gets preserved, as well.

Ex. Read the text paying attention to the numbers in brackets that designate services/possibilities, provided by Internet and discuss the possibilities of the latter in your city

WIREDVILLE, U.S.A.

Such cyber-towns are already being built that hard-wire residents to each other and to the outside world. These towns will bring a whole new way of shopping, working and keeping in touch.

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Welcome to Wiredville, where state of the art, fibre-optic cable under the street

(1) changes the way you live and work. The Internet is always on (2), at speeds that are 100 times faster than today's 56K modems. The same wires also deliver cheap phone service with video capability (3) plus hundreds of digital cable channels to your televisions (4). The network within your home allows to monitor systems such as your burglar alarm (5) and air conditioner (6) from any computer in the world. Meanwhile, you can also log in to your office from you den???(7). In the neighbourhood, casual conversation will move from the yard to the Not (8). With everyone's e-mail address listed on the community Intranet you can plan parties over e-mail (9) or peruse the local bulletin boards to hire a babysitter (10). Handheld (11) and auto-based computers will offer access to the community network, letting you, say, tracks the location of a public bus (12) or get directions and traffic reports on your way to work (13). Worried moms can check the videocam in the local day-care center (14). And since the local stores and commercial outlets like the bank (15) operate online, you can order dinner, a drycleaning pickup, even groceries (16) to be delivered to your door. The local hospital (17) and school (18) are also on the network, which means that you can check in remotedly with doctors and teachers, and they can access the largest in long-distance learning and tele-medicine technology. But the whole thing really starts to pay off when you sign your kids up for activities like Little League (19), and then easily find other parents to shuttle them to the game.

Vocabulary: resident - житель outside - внешний

state of the art - (зд.) современный

keep in touch - поддерживать связь/контакты fibre - волокно

deliver - доставлять, поставлять within - в, в пределах

monitor - отслеживать burglar - взломщик

alarm - здесь: система тревоги casual - случайный, нерегулярный listed - перечисленный, указанный peruse - рассматривать

hire - нанимать handheld - ручной access - доступ track - проследить

location - местонахождение direction - направление traffic - дорожное движение worried - обеспокоенный groceries - овощи и фрукты remotedly - на расстоянии shuttle - увозить и привозить

Ex.1 Improve your interpreting skill