- •Introductory phonetic-orthoepic course
- •Introduction
- •Introductory text*
- •Vocabualary practice
- •1. We use certain expressions in different social situations.
- •2. Fill in the blanks with the necessary words in brackets.
- •3. Complete the following sentences.
- •4. Translate into English.
- •5. Match the sentences with the correct photos. The first was done for you.
- •1. Address the following people.
- •2. Insert a suitable form of address.
- •3. Fill in prepositions or adverbs where necessary.
- •1. Read the following dialogues.
- •2. Complete the conversations with the correct expressions.
- •3. Make up your own dialogues with the following word combinations.
- •4. Translate the following dialogues into English.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabualary practice
- •3. Match the story with the correct words.
- •4. Translate into English.
- •1. Read the following dialogues.
- •2. Find the logical order of the following dialogue parts.
- •3. Translate the anecdotes into English.
- •2. Draw your own family tree and write a short summary of your family background (family history).
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabualary practice
- •1. Fill in the gaps with prepositions.
- •2. Complete the sentences with the suitable words. More than one answer is possible.
- •3. Complete the sentences with the correct words.
- •4. From these jumbled words, find combinations to describe people, as in the example. Some of the combinations are hyphenated. Use a dictionary if necessary.
- •1. You want to know about the following: someone’s general appearance / their height / their weight.
- •2. How would you describe a person in each of these cases?
- •3. Agree or disagree with the following statements.
- •4. Study the article and do the following activities.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabualary practice
- •3. Read the following dialogue.
- •4. Act as interpreter, translate Ukrainian lines into English.
- •1. Imagine you’ve just moved into a new flat, and for the first six months you can only have six of the following. Which would you choose?
- •2. Study the advertisements and find the following.
- •Introductory text
- •1. Comprehension questions.
- •2. Choose the correct answer.
- •Vocabualary practice
- •2. Tell what’s the time:
- •3. Read the following dialogues.
- •4. Complete the dialogue.
- •1. Can you complete these sentences with the correct number?
- •2. Read the poem and tell what happened to Solomon Grundy during a week.
- •4. Speak about yourself and your country completing these sentences.
- •5. Read the joke and say how you personally appreciate time.
- •Introductory text
- •Vocabualary practice
- •Identify weather conditions in these pictures.
- •2. What disaster is being described in each of these sentences?
- •1. Say the following in one word.
- •Introductory text
- •1. Comprehension questions.
- •Vocabualary practice
- •If we want to look after the environment, there are certain things we should and shouldn’t do. Complete these two lists in suitable ways.
- •Improving Zoos
- •It’s Getting Hotter
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabulary practice
- •Internet word scramble. Guess the hidden words.
- •2. Complete the missing lines in the following dialogues.
- •It is said like this:
- •Introductory text
- •Our Lives and Computer Technology
- •1. Find in the text English equivalents to the following.
- •2. Complete the following sentences.
- •Vocabulary practice
- •1. Add another word, abbreviation, or part of a word, to complete common ‘computer’ words and phrases.
- •2. Can you remember what these symbols mean?
- •3. Complete the text with the words in the box.
- •4. Translate the following sentences into English.
- •5. Read, smile and find in the Internet similar computer jokes either in English or in Ukrainian.
- •1. Read the following dialogue.
- •2. Read the dialogue and fill in the missing words. The first letter of each missing word is given.
- •3. Computers have many applications in a great variety of fields.
- •4. Study the information and express your ideas on the topic.
- •1. Read the text and do the following tasks.
- •2. Study the article and answer the questions.
- •3. In small groups, choose one of the areas in the diagram below and discuss what computers can do in this area.
- •Introductory text
- •Juvenile Crime
- •Decide whether the following statements about the text are true or false.
- •Vocabulary practice
- •1. Read the following dialogue.
- •2. What is your opinion of the following statements? Agree or disagree.
- •4. Read the text and do the activities that follow.
- •1. Read the text and express your ideas on the offered questions.
- •2. Study the information about youth subcultures and tell…
- •3. Write a paragraph to fit this newspaper headline. Give some details about the crime and the court case using topical vocabulary.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabulary practice
- •3. Match up the shop (departments) with the appropriate goods. Give answers in the box.
- •4. Say the same in one word or a phrase.
- •5. Fill in the blank with the corresponding words.
- •6. Translate the following sentences into English.
- •1. Read the following dialogue.
- •2. Find the logical order of the following dialogue parts.
- •3. Complete these lines from the conversations.
- •4. Explain clothing idioms and find equivalents in your native language. Use them in the sentences of your own.
- •5. Comparing shopping.
- •1. Read the text and check your ideas.
- •2. Read the text and do the activities that follow.
- •4. Do the shopping crossword and check how easy it is.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following.
- •Vocabulary practice
- •Introductory text
- •Vocabualary practice
- •2. Which symptoms indicate these diseases?
- •3. Complete the sentences using the correct form of the words.
- •4. Match the words on the left to their definitions on the right.
- •5. What advice does the doctor give?
- •6. Translate the sentences into English.
- •1. Read the following dialogues.
- •2. Complete the following dialogue with the appropriate words from the box.
- •3. Below is step-to-step guide to artificial respiration. Put the jumbled sentences in the right order by numbering them (1 – 7).
- •4. Put the words into the gaps in the text.
- •5. Put the correct words from the table below in the above article.
- •6. Read the article; state whether the sentences given after it true (t) or false (f).
- •2. Study the article and discuss the following:
- •3. Read the article about eating disorders and tell whether you agree / disagree with the following statements:
- •Introductory text
- •Vocabualary practice
- •4. Organize these words and put them in the correct columns below.
- •Valuable, afford, traditional, weird, video arcades, rhythm
- •Introductory text
- •2. Define whether the text statement is true (t) or false (f).
- •Vocabualary practice
- •1. Match the words and word combinations from the left column with the definitions from the right column.
- •2. Find the ‘odd one out’. There may be more than one answer. Give your reasons.
- •3. Read the text. Use the word given in brackets changing its form as in the example.
- •4. Read the sayings of famous people about art and decide which definition appeals to you most. You may choose several sayings to complete your own definition.
- •5. Read the following dialogue and discuss the after-dialogue questions.
- •1. Read the lines of a comic vaudeville ‘Romantic Fools’ by Rich Orloff.
- •2. What word or phrase is being defined?
- •3. Fill in the blanks below with the words in the box.
- •Blockbusters
- •4. Study the inside structure of a theatre. Which seats are the most prestigious / convenient / cheap / expensive?
- •5. Write out music styles mentioned in the text. Think of other styles, give their definition or description.
- •6. Translate into English.
- •3. Read the text and discuss the following.
- •In the town (Directions, Street Notices)
- •Introductory text
- •1. Comprehension questions.
- •2. Translate the words in brackets using the text information.
- •Vocabualary practice
- •1. Make up the words out of the given letters.
- •2. Find the topic-connected words among jumbled letters in the box.
- •3. Match the words or word combinations with their definitions.
- •4. Match the sign with the correct word below.
- •5. Choose a proper word from the box to complete the sentences.
- •6. Translate into English.
- •1. Read the following dialogues.
- •2. Fill in the gaps of the text using the words in right-hand column.
- •3. You are at point X in the map. Follow the directions and write the name of the place next to each sentence.
- •1. Read the text and do the activities that follow.
- •2. Read the text about the underground system in London, divide it into logical parts, entitle them.
- •Introductory text
- •Vocabualary practice
- •Introductory text
- •1. Comprehension questions.
- •2. Complete the following sentences using the text information.
- •Vocabualary practice
- •3. Find the ‘odd one out’. There may be more than one answer. Give your reasons.
- •1. Read the following dialogues.
- •3. Translate the following dialogues into English.
- •4. Translate into English.
- •5. Translate the words in brackets in the correct tense form.
- •1. Read the text and find examples of historical hotels in your own country.
- •2. What would you say in these situations?
- •3. Disagree with the statements avoiding simple negations.
- •4. Lest we forget how difficult it is to master the English language, consider these travel and hotel signs from around the world. Try to say them correctly.
- •Introductory text
- •1. Comprehension questions.
- •2. Choose one suitable word underlined in each sentence.
- •Vocabualary practice
- •1. Match the words and word combinations from the left column with the definitions from the right column.
- •2. Choose the correct variant.
- •3. Choose the correct response out of two. If both responses are acceptable, choose the one that sounds more natural.
- •4. Read the text. Use the word given in brackets changing its form as in the example.
- •5. Translate the following sentences into English.
- •2. Read the text, putting the verbs in the proper tense form.
- •3. Work in pairs. Make up the dialogues on the following situations:
- •4. Guess what holidays (American, Ukrainian and British) are described in the following sentences. The answers are given below.
- •Introductory text
- •1. Comprehension questions.
- •2. Complete the sentences.
- •Vocabualary practice
- •2. Read the text. Use the word given in brackets changing its form as in the example.
- •3. Choose the correct variant to complete the sentences.
- •4. Match the halves of the sentence.
- •5. Translate the following sentences into English.
- •1. Read the following dialogues.
- •2. Translate these questions into English and answer them.
- •1. Read the text and do the tasks that follow.
- •Introductory text
- •1. Comprehension questions.
- •4. Paraphrase the parts of the sentences in bold type using words and word combinations from the text. Change the new sentences if it is required.
- •Vocabualary practice
- •3. Find the ‘odd one out’. There may be more than one answer. Give your reasons.
- •4. What do you think a good language learner does? Make up as many sentences as possible with the phrase given in the table.
- •5. Match the words and word combinations with their explanation.
- •6. Fill in the blanks with prepositions where required.
- •1. Read the following dialogue.
- •2. Answer the following questions.
- •3. Decide which answer – a, b, c or d – best fits each space and read the story given below.
- •4. Read the text. Use the word given in brackets changing its form and grammar category as in the example.
- •Introductory text
- •1. Comprehension questions.
- •2. Choose the correct answer.
- •Vocabualary practice
- •2. There are 15 words in this word square that are connected with money. Find 14 more by looking across or down the word square.
- •3. What can you say in these situations? Complete the sentences but don’t use the underlined words and phrases.
- •4. Choose the most suitable word or phrase to complete each sentence.
- •5. Match the words and word combinations from the left column with the definitions from the right column.
- •6. Choose one suitable word underlined in each sentence.
- •1. Read the following dialogues.
- •2. Choose the most suitable response to each sentence (a-I) from the sentences (1-9).
- •3. Translate the sentences into English.
- •4. Read the text. Use the word given in brackets changing its form as in the example.
- •5. Read the conversations below and guess the meanings of the phrases in bold. Match them with the definitions after the dialogues.
- •1. Read the text and do the tasks given after it.
- •2. Read and explain the following quotations.
- •Introductory text
- •1. Comprehension questions.
- •2. Find in the text English equivalents to the following words and phrases.
- •Vocabualary practice
- •2. Translate the words given in brackets.
- •3. Read the text. Use the word given in brackets changing its form as in the example.
- •4. Choose the correct word in each sentence.
- •5. Choose the correct option.
- •6. Translate the following sentences.
- •4. Read the dialogues.
- •5. What would you say if you took part in these dialogues?
- •6. Translate the dialogues into English.
- •1. Study the following information carefully and give answers to the questions.
- •3. Read the sample of application form. What is the difference between application form and resume? Try to fill in the following:
- •In the town
- •Verb. Auxiliary Verbs to be, to have, to do
- •Indefinite Group of Tenses
- •Infinitive
- •1. Insert articles a / an, the where possible.
- •2. Complete the sentences using a / an, the where necessary.
- •3. Supply a / an, the where possible.
- •4. Choose the correct answer, pay attention on the usage of a definite article.
- •5. Translate into English.
- •1. Make the following nouns plural.
- •2.Choose the correct verb is / are. Mind the noun (singular or plural).
- •3. Make selected nouns plural. Don’t forget to make other changes in the sentences.
- •4. Choose the correct word in brackets.
- •5. Choose the correct form of the compound noun.
- •6. Write selected nouns singular. Make changes in the sentence where necessary.
- •7. Correct the mistakes in these sentences.
- •8. Rewrite these sentences using ‘s, s’, or just an apostrophe (‘).
- •9. Translate into English.
- •10*. Supply the correct plural forms.
- •2. Fill in the missing words into the gaps. Mind the first two words in each task.
- •4. Complete the sentences.
- •5. Decide which one is right. If wrong correct it.
- •6. Rewrite the sentences using the italicized words.
- •7. Supply as…as, not so…as, less.
- •8. Read the conversation with Todd. He compares the places he visited last year. Can you complete any of the sentences?
- •9. Translate into English.
- •10*. Put in the right forms. Alternatives are possible.
- •1. Use the correct personal pronouns. Watch the words in brackets. Model: ___ often reads books. (Lisa) – She often reads books.
- •2. Put in my / our / your / his / her / their / its.
- •3. Choose the right word.
- •4. Put in the relative pronouns who, which or whose where necessary. Model: Peter is the boy ____ rides the blue bike. – Peter is the boy who rides the blue bike.
- •5. Supply anybody / anyone, nothing, anything, nobody / no one, somebody / someone or something in these sentences.
- •6. Translate into English.
- •7*. Put in reflexive pronouns (ourselves, etc.) or object pronouns (us, etc.).
- •Verbs to be, to have, to do
- •1. Put in the following forms of to be (am, are, is) into the gaps in the text.
- •2. Supply am, is, are, was, were or weren’t.
- •3. Decide which tense / number of the expression there is / are fits in the sentence below.
- •5. Look at the underlined forms of have, has or had in the following sentences. Decide whether these verbs are auxiliary verbs or main verbs.
- •6. Complete the following sentences by using the right form of to have (have, has, had).
- •7. Define the meaning of the verb “to do” in the following sentences.
- •8. Complete the following sentences by using the right form of to do (do, don’t, does, doesn’t, did, didn’t, done).
- •Indefinite group
- •1. Replace the infinitive in brackets by the Present Indefinite Tense (I do).
- •2. Choose the correct verb in each sentence.
- •4. Put the words in these questions in correct order. Then, write short answers.
- •5. Translate into English.
- •1. Complete these sentences. Use the verbs from the box in Past Indefinite.
- •2. Supply the past forms of the irregular verbs in italics.
- •5. Correct the following sentences.
- •1. Put the following sentences in the Future Indefinite Tense.
- •2. Insert the missing conjunctions in the following sentences. Use conjunctions: when, till, before, after, as soon as, while, if.
- •4. Complete the sentences. Use I think I’ll … or I don’t think I’ll and one of the following verbs: buy, go, have, play.
- •6. Translate into English.
- •7. Put down five types of questions to the following sentences.
- •1. Open the brackets using Present Continuous (I’m doing).
- •2. Translate the words given in brackets using Present Continuous.
- •3. Use the verbs given in brackets in Present Indefinite (I do) / Present Continuous (I’m doing).
- •4. Complete the sentences with Present Indefinite (I do) / Present Continuous (I’m doing) forms of the following verbs.
- •Belong, need, see, take, bite, play, shine, understand, drive, prefer, sing, watch, look, rain, snow, write
- •1. Use Past Continuous (I was doing) in the sentences below.
- •2. Complete the sentences in a choosing the most suitable phrase from b.
- •3. Make sentences from the words in brackets. Put the verbs into correct form: Past Indefinite (I did) / Past Continuous (I was doing).
- •4. Complete the sentences using Past Continuous of the verbs in the box.
- •5. Thanslate the following sentences.
- •6*. Put in Past Indefinite (I did) / Past Continuous (I was doing). Note where both forms are possible.
- •1. Open the brackets using Future Continuous (I will be doing).
- •2. Supply Future Indefinite (I will do) / Future Continuous (I will be doing).
- •3. Use Past Continuous (I was doing) / Future Continuous (I will be doing) in the following sentences.
- •4. Translate the following sentences.
- •6*. Put in the correct forms of have / have got.
- •2. Join these pairs of sentences, using the conjunctions in brackets. Change one verb into the Past Perfect (I had done).
- •3. Supply the Past Perfect (I had done) / Past Simple (I did).
- •4. Open the brackets using the verbs in Past Simple (I did) / Past Continuous (I was doing) / Past Perfect (I had done)
- •5. Translate the following sentences into English.
- •6. Make up five types of questions to the following sentences.
- •7*. Open the brackets using Past Simple (I did) / Past Perfect (I had done)
- •3. Using the words in brackets, complete the text below with the Future Simple (I will do) / Future Perfect (I will have done)
- •4. First, read Jack’s itinerary for tomorrow. Then, for each sentence, choose either Future Continuous (I will be doing) or Future Perfect (I will have done) to complete it.
- •5*. Put in the Future Simple (I will do) / Future Continuous (I will be doing) / Future Perfect (I will have done).
- •Insert ‘have’ / ‘has’ according to the person given.
- •8*. Put in the Present Perfect (I have done) / Present Perfect Continuous (I have been doing) / Past Simple (I did).
- •5*. Put in the Past Perfect (I had done) / Past Perfect Continuous (I had been doing) / Past Simple (I did). Give alternatives where possible.
- •1. Write passive sentences in Present, Past, Future Simple.
- •2. Rewrite the sentences in Passive Voice.
- •3. Rewrite the sentences in the proper tenses in Passive.
- •4. Put the verbs in brackets into Past Indefinite or Past Continuous Passive.
- •5. When were these famous people born? Choose the right year for each person.
- •6. Complete the sentences using being with one of these verbs: keep, pay, attack, give, invite, use, ask
- •7. Give the following sentences in Passive Voice.
- •8. Rewrite the sentences in Active Voice.
- •9. Translate into English using the verbs in Passive.
- •10*. Put in the correct forms, active or passive, of the verbs in brackets.
- •1. Choose the correct word from those in brackets to fill the blank in each sentence.
- •2. Fill in the table reporting the statements with said (except 13) moving the clauses ‘one tense back’.
- •3. Turn each direct-speech statements into indirect speech with tense changes.
- •4. Report these Yes / No questions moving the clauses ‘one tense back’.
- •5. Report these special questions moving the clauses ‘one tense back’.
- •6. Report these subject-questions moving the clauses ‘one tense back’ only where necessary.
- •7. Report the following statements using indirect commands.
- •I told him to wait for me.
- •8. Renew direct speech in the following sentences.
- •9. Translate the sentences following the rules of Sequence of Tenses.
- •10*. Put in the correct forms and tenses into the gaps.
- •1. Supply the correct forms of the missing verbs.
- •2. Change these sentences to begin with an imperative.
- •3. Write Type 2 Conditionals to match these situations.
- •If I had a spare ticket, I could / would take you to the concert.
- •4. Write sentences with I wish…
- •5. Comment on the following situations with if (expressing regret, etc.).
- •If John hadn’t eaten too / so much birthday cake, he wouldn’t have been sick.
- •6. Use Mixed Conditionals in these sentences.
- •7. Open brackets using Zero Conditional.
- •8. Translate into English using Conditionals.
- •9*. Put in the right Conditionals.
- •Infinitive
- •1. Translate and memorize the following expressions.
- •2. State the form and the function of the Infinitive. Translate the sentences into Ukrainian.
- •3. Use the appropriate form of the Infinitive.
- •4. Insert to where necessary.
- •5. Combine each of the following parts of sentences into one sentence using an Infinitive.
- •6. Complete the following sentences by adding the Infinitive to each sentence.
- •7. Insert the correct forms of the verbs given in brackets after ‘would rather’ and ‘would sooner’.
- •8. Translate the sentences into English using the Infinitive.
- •9*. Put in the correct forms of the verbs.
- •Insert to where necessary.
- •1. Translate the sentences into Ukrainian, paying special attention to the use of the Complex Object.
- •2. Insert to where necessary.
- •3. Replace the following complex sentences or groups of sentences by simple sentences with the Complex Object.
- •4. Fill in the blanks with suitable verbs. Give several variants where possible.
- •6. Translate the sentences into English using the Complex Object.
- •1. Translate the sentences into Ukrainian paying attention to the Complex Subject.
- •2. Open the brackets using the correct form of the Infinitive.
- •3. Translate the words in brackets.
- •3. Paraphrase the following sentences using the Complex Subject.
- •4. Transform the following sentences using the Complex Subject. Use the verbs given in brackets.
- •5. Translate the sentence into English using the Complex Subject.
- •1. Translate the sentences into Ukrainian paying special attention to the form and function of the Participle in the sentence.
- •2. Open the brackets using the correct form of the Participle. Don’t mix these forms.
- •3. Translate the following expressions.
- •4. Transform the following sentences according to the model.
- •5. Fill in the blanks with the appropriate forms from the right column.
- •6. Complete the sentences, using the Participle.
- •7. Open the brackets. Use the appropriate forms of the Participle or of the Infinitive.
- •8. Translate the sentences into English using the Participle.
- •9*. Put in the correct forms of the infinitive or –ing.
- •Insert the right form of the Participle into the blank space.
- •1. Translate the sentences into Ukrainian paying special attention to the use of the Gerund.
- •2. Fill in the blanks with prepositions where necessary
- •3. Match the parts of sentences in two columns.
- •4. Complete the sentences by translating what is given in brackets using the Gerund. Insert prepositions where necessary.
- •5. Translate the sentences into English using the Gerund.
- •6. Put the verbs into the correct form (Gerund or Infinitive).
- •7. Put the verbs in brackets into the correct form (Gerund or Infinitive).
- •1. Supply can, may, must and their negative forms (can’t / may not / mustn’t) where needed.
- •2. Rewrite these sentences using can, can’t, could, couldn’t.
- •3. Supply can, can’t, could, couldn’t, was / were able to, managed to. Alternatives are possible.
- •4. Supply suitable forms of to be able to in these sentences.
- •5. Complete the sentences with must, mustn’t, needn’t.
- •6. Supply must have been, can’t, couldn’t have been, have to, had to (be), didn’t have to (be).
- •7. Rephrase these notices to give or refuse permission. Begin each sentence with You…..
- •8. Supply the correct tense form of to allowed to.
- •9. Respond to these statements with should, shouldn’t, shouldn’t have done that, oughtn’t to have done that.
- •10. Translate the sentences using can / could / to be able to, may / might, must / to be to / to have to, should / ought to, need.
- •11*. Put in am, can, can’t, couldn’t, have had to, haven’t been able to, may, must, must be, must have.
4. Study the information and express your ideas on the topic.
Computer Effects on Human Health
Due to our life style and work we used to spend most of the time at a computer. It is one of the most thrilling events of our life. Actually, what's awful in this interest of a person? But the medical specialists do not let us to relax even now. So, first of all, even the most modern and well-controlled monitors are not the ideal ones. So, be careful of your sight and spend only 45 minutes at a computer. If you are not allowed to make a 15-minutes break, close your eyes, make simple eye exercises and then continue your work.
The place is to be very comfortable or you risk having such health problems, as pain in the back or eyesight troubles. Their treatment is not a pleasant event, mostly tiresome.
Even the loss of the information can cause stress. So, if you do not want to drink tincture of valerian, save the information as often as you can or copy it to another information holder. Keep your health and remember that wealth is nothing without health.
Think about other possible effects the computer may cause to your health and the ways to prevent them.
Express your idea on ‘computer addiction among users’.
Think about ‘manipulation via computer’ (control over people / violent computer games / computer cheating, etc.)
BLOCK III
1. Read the text and do the following tasks.
Write a list of as many uses of the computer / computer applications, as you can think of.
Read the text below and underline any applications that are not in your list.
Computer – a Miraculous Device
Computers and microchips have become part of our everyday lives: we visit shops and offices which have been designed with the help of computers, we read magazines which have been produced on computer, we pay bills prepared by computers. Just picking up a telephone and dialing a number involves the use of a sophisticated computer system, as does making a flight reservation or bank transaction.
We encounter daily many computers that spring to life the instant they’re switched on (e.g. calculators, the car’s electronic ignition, the timer in the microwave, or the programmer inside the TV set), all of which use chip technology.
What makes your computer such a miraculous device? Each time you turn it on, it is a tabula rasa that, with appropriate hardware and software, is capable of doing anything you ask. It is a calculating machine that speeds up financial calculations. It is an electronic filing cabinet which manages large collections of data such as customer’s lists, accounts, or inventories. It is a magical typewriter that allows you to type and print any kind of document – letters, memos or legal documents. It is a personal communicator that enables you to interact with other computers and with people around the world. If you like gadgets and electronic entertainment, you can even use your PC to relax with computer games.
2. Study the article and answer the questions.
What is the main idea of the article? Find the appropriate sentence from the text to express it in short.
Do you agree with the author’s point of view? Why?
A friend; a helper; a substitutor; a must-be; a life – what name would you choose for your PC? How long can you live without using the machine?
Do Computers Rule Our Lives?
Whether we like computers or not they invade our homes, work, and school. Setting aside the internet for a second, computers decide when we can access easy information like an address book, homework assignments, and even a calculator.
How many times have you used the excuse ‘My computer ate my homework’ and really meant it? Well, I have used it more than once.
The first thing that comes to my mind when preparing a presentation for class or work is to do it on PowerPoint, my favourite computer program. I love this program because it looks really fancy when I am done and it is not hard to use. For the five minutes of the presentation I feel like I have accomplished something requiring computer intelligence even though in everyday life I have a hard time checking e-mail.
There are many games to get addicted to and many programs that are disguised as games that make computers seem like a fun pastime. This is all a ploy. People make these programs so that they hook even the most anti-computer person into computers and then convince him that he ‘needs’ to keep adding new ‘toys’ to his computer. I do want to stress that computers are an important part of our advancing culture, but the obsession and dependency is nothing more than a marketing scheme.
A lot of media and just general people put a lot of emphasis on the use of computers. Jobs look for computer literacy as a requirement and some bill paying services suggest online payment as a good alternative to good old fashioned snail- mail. It is easier for companies to teach a computer literate person their trade than it is to teach a person skilled in their trade how to use a computer. This all leads to the same conclusion: A person is more efficient and more useful if they have computer skills over any other skill.
I hate computers, but you would never know it because I spend more than seventy-five percent of my time at home in front of the computer. I have the phone right next to me, my CD player, and all the books and resources I need so I never have to get up. I have spent so much time in front of the computer in the past year that when I am bored I just sit at the computer because I feel that I have to be there.
I used to think that Bill Gates and other technology geniuses were trapped in a quick money industry that would vanish within a decade or so. Well, I am now convinced that they are part of a high conspiracy (called advertising) that has convinced us (the American people) that we ‘need’ computers. Not only do we ‘need’ computers, but we ‘need’ to keep making them better by spending more money to promote a technology that causes glazed over eyes, pale complexions, and sore fingers.
The internet is a completely different story. Being a senior graduating in December, I spend a great deal of time on search engines trying to find a job and setting up contacts within my industry. There is a lot of great information on the internet that is great for research for school as well as non-school education. The problem lies in the fact that anyone can make a web page and solicit their ideas as facts. This becomes a problem especially when writing papers and being able to have solid sources to back up a thesis.
On the other hand, if you have a web page that promotes a certain topic or educates people in a positive way you need to be prepared for comments or even attacks from the significant number of ‘bad apples’ that use the internet. There is not a lot of ways to control who goes on your site and who doesn't without charging, so the dilemma remains; How can I address my page to a variety of people without suffering the consequences of denial and abuse? There is no way, just deal with it and don't take things too personally.
When I think of buying a computer I want a machine that allows me to type my papers and research the internet. That's it! No monkeys jumping through hoops when I log on. No computer lady saying ‘Good Morning Jennifer’, no passwords, NOTHING! Now most of what I think of computers is probably out of pure ignorance, but I am very comfortable with my ignorant life.
So in the end we cannot escape computers, but we can second guess ourselves when choosing to buy one, use one, or suggest the use. When you are faced with the decision to add a new program to your home computer, resist. Let computers simply be one detail to your life that makes things just a little bit easier. Just remember: When your computer blows up, it shouldn't mean that your life has blown up.