- •Do you know that:
- •Exercise 1. Decide what parts of speech these words belong to and translate:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match opposites:
- •Exercise 4. Translate the word-combinations and make up the sentences of your own with them:
- •Exercise 5. Match the word with its definition:
- •Exercise 6. Find the derivatives from the words and translate the text: hobby, regular, to manufacture, to win, to participate, original.
- •Exercise 7. Fill in the gaps with the word in the right form. Translate the sentences:
- •Exercise 8. Translate the word-combinations:
- •I. Gerund
- •Exercise 9. Translate the sentences:
- •Exercise 10. Find the sentences with Gerund and translate them:
- •Exercise 11. Find and translate sentences with Gerund in the text:
- •Exercise 12. Put the verbs in brackets in the form of Gerund:
- •Exercise 13. Complete the sentences with Gerund. Use the verbs from your active vocabulary where possible:
- •Exercise 14. Translate English proverbs and sayings and give equivalents if possible:
- •Exercise 15. Translate the sentences:
- •Exercise 18. Compose sentences according to the model:
- •Exercise 19. Translate the sentences:
- •Task 1. Think over the answers to the following questions:
- •Task 2. Read an translate the text:
- •Task 3. Answer the questions using the information you have learnt from the text:
- •Task 4. Discuss the problems:
- •Task 5. Make possible word-combinations which can be ab or ba. For example exhaust gases or road safety:
- •Task 6. Write questions to the answers:
- •Task 7. Translate the sentences:
- •4. Read do's and don'ts of safe driving again. Make a summary of them without looking into the text.
- •1. Translate the word-combinations to understand the text:
- •2. Skim the text and find the answers to the questions after it:
- •3. Find the key sentences and speak on the text.
- •1. Read the text:
- •2. Make a short report on the necessity to avoid using alcohol while driving.
- •Task 1. Open the brackets and put the word in the right form: Some interesting facts about the car-making process
- •Outstanding people
- •Listen to the dialogue twice and reproduce it.
- •Do you know that:
- •Exercise 5. Choose the right word for each sentence:
- •Exercise 6. Translate the word-combinations:
- •I. Infinitive
- •Exercise 7. Translate the sentences:
- •Exercise 8. Complete the sentences with your own ideas according to the models:
- •Exercise 9. Translate the word-combinations:
- •Exercise 10. Translate the sentences:
- •II. Complex Object
- •Exercise 11. Translate the sentences:
- •Exercise 12. Translate the sentences:
- •Task 3. Read and translate the text:
- •Task 4.Write the nouns in the correct column in the table. Translate them:
- •Task 5. Answer the questions concerning each of the three groups of means of transportation:
- •Task 6. Translate the phrases in brackets using Complex Object:
- •Task 7. Translate the sentences:
- •Task 10. You are going to travel around the world. Get divided into groups of three and give arguments in favour of the kind of transportation you have chosen to travel by.
- •1. Look through the text and arrange the parts of the text in the chronological order:
- •2. Find the key sentences and speak on the text.
- •1. Read the text. Are the statements below true or false?
- •2. Give a brief outline of the problems in modern transportation and ways to solve these problems.
- •Improving london
- •1. Listen and choose the best answer to the questions:
- •Do you know that:
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match opposites:
- •Exercise 4. Translate the word-combinations:
- •Exercise 5. Match the words to their definitions. Translate them:
- •Exercise 6. Give English equivalents to the following:
- •Exercise 7. Translate the sentences:
- •Exercise 8. Transform the sentences according to the model:
- •Exercise 9. Translate the sentences:
- •Exercise 10. Fill in the blanks with Future Simple, Future Progressive and Future Perfect:
- •Exercise 11. Compose sentences with different time signals. Use the active vocabulary:
- •Exercise 12. Translate into English. Put different types of questions to the sentences:
- •Task 1. Think over the answers to the following questions:
- •Task 2. Read and translate the text.
- •Task 3. Say whether the statements are true or false:
- •Task 4. Find the right answer:
- •Task 5. Complete the sentences with the information from the text:
- •Task 6. Make up sentences:
- •Task 7. Choose the right form of the verb:
- •Task 8. Translate the sentences using Complex Object, Future Perfect and Perfect Progressive.
- •Task 9. You are walking along the street with small children. Children always put a lot of questions. They ask you “What were the first roads like?” Having read the text you can tell a lot about this.
- •1. Look through the text and choose the titles given below corresponding to the content of each passage of the text.
- •Supplementary vocabulary:
- •2. Here are the definitions of some words from the text. Find these words:
- •3. Summarize the text to produce a short report on road construction.
- •1. Skim the text to outline the main stages of history of asphalt:
- •2. Put the questions to the answers:
- •1. Mind some special terms to understand the text properly:
- •2. Read the text and match the type of the bridge with one of the features given below:
- •Listen to the text and think of some other outstanding people in the history of road construction.
- •Do you know that …
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match an opposite to the first word of the line:
- •Exercise 4. Translate the word-combinations:
- •Exercise 5. Fill in the gaps with the right verb from the box in the correct form:
- •Exercise 6. Translate the word-combinations:
- •Exercise 7. Translate chains of words:
- •I. Subjunctive mood
- •Exercise 8. Translate the sentences:
- •Exercise 9. Match a line in a to a line in b:
- •Exercise 10. Put the verb in brackets in the correct form:
- •Exercise 11. Rewrite these sentences using sentences of unreal condition:
- •Exercise 12. Restore the questions and answer them:
- •Exercise 13. Complete these sentences using Active Vocabulary:
- •Exercise 14. All people have dreams. Tell other students about your dreams and desires:
- •Exercise 15. Translate the sentences:
- •Task 4. Give definitions of the following:
- •Task 5. Here are the answers to some questions on computers. Write the questions:
- •2. What are the advantages of the portable computer? Name as many as you can.
- •1. Skim the text and get ready to discuss the main stages of the development of the computer:
- •5. Imagine one day of your life in 5 years. How will automatic ma-chines help you to live through this day? Write a composition of 10-15 sentences.
- •Translate the questions given above into English (in the written form) and ask your partners.
- •It’s interesting to read …
- •Listen to Tapescript 8 and complete each sentence:
- •Do you know that …
- •Exercise 1. Translate the derivates:
- •Exercise 2. Match synonyms:
- •Exercise 4. Translate the word combinations:
- •Exercise 5. Read the formulae and match them to their English equivalents:
- •Exercise 6. Study Fig. 9.1. Find out the sources of:
- •Exercise7. Answer the questions making use of the following words and word combinations. Study Fig. 9.1, Fig. 9.3:
- •Exercise 8. Study Fig. 9.2 and speak on how mercury reaches people. Use the verbs:
- •I. Subjunctive mood Exercise 9. Fill in the blanks with adverbs from the box; ask and answer the questions on the information:
- •Exercise 10. Translate the sentences given after the tables:
- •Exercise 11. Match a line in a with a line in b to make statements:
- •Exercise 12. Make unreal conditional sentences for the following situations:
- •Exercise 13. Complete the sentences using the Active Vocabulary of the lesson:
- •Exercise 14. Find and correct one mistake in each sentence:
- •Exercise 15. Decide what parts of speech are words in bold type. Translate the sentences:
- •Task 1. Give your opinion on the following:
- •Task 2. Look through the text and divide it into five parts. Give titles to each part. Task 3. Read and translate the text:
- •Task 4. Answer the questions:
- •Task 5. Make word-combinations. Match nouns to verbs (a) and adjectives to nouns (b):
- •Task 6. Decide which words do not go along with these key words:
- •Task 7. Speak on the harm done to the environment . Use the table:
- •Task 8. Fill in the gaps with the words from the box to complete the sentences:
- •2. Here are the answers to some questions. Work out the questions:
- •3. Continue the list of causes of environmental pollution and explain the ways in which people pollute their surroundings:
- •2. Skim the text and check your answers:
- •1. Before reading the text, fill in the following table:
- •2. Look through the text and give your opinion on the following:
- •Listen to Tapescript 9 and do the following tasks:
- •I. Say what the following numbers refer to:
- •II. Choose the right ending to each sentence below:
- •Do you know that …
- •Active vocabulary
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Translate the word combinations:
- •Exercise 3. Match synonyms:
- •Exercise 4. Match opposites:
- •Exercise 5. Put the verbs in brackets in the correct form. Translate the sentences:
- •Exercise 6. Translate into English to parts in brackets to complete the sentences:
- •Task 4. Answer the questions:
- •Task 5. Mind the following abbreviations of electronic correspondence:
- •Task 6. Translate the word combinations:
- •Task 7. There is an example of one type of messages. Read and translate it, answer the questions given after the message:
- •Task 8. Below are 3 messages. Write them in the form of fax or e-mail:
- •Task 9. Look through the following fax. This is an example of an informal message. Translate it:
- •Task 10. Fax your own messages on:
- •Task 11. Translate the sentences:
- •1. Restore the questions, concerning your c.V. (Resumé) and answer them:
- •2. Before reading text 10 b give your opinion on:
- •3. Read, translate and memorize the recommendations concerning resumé:
- •4. Look through the layouts of cv (1), cv (2) and resumé (3). Find their common features:
- •5. Interview an applicant. You want to begin with the questions about:
- •9. Translate the sentences:
- •10. This is a sample covering letter (or a letter of interest). Read, translate and write your own covering letter and a resumé:
- •1. Think of the answers to the following questions:
- •2. Skim the text:
- •II. The Functional Resumé.
- •4. Compare two tables with salutations and complimentary closes of different letters in British English and American English. Remember the differences:
- •5. Look through the structure of the following business letters and indicate the following parts: the letter-head, references, per pro, company position enclosure. Translate the letter:
- •6. Compose your own business letter.
- •8.Translate into English.
- •9. You want to continue your education abroad (choose any country, college or University). Write your own covering letter for this purpose.
- •In respect of/to-
- •Підрядні додаткові речення: that (щоб, що), whether, if (якщо, якби) Підрядні речення часу:
- •Умовні підрядні речення
Exercise 11. Compose sentences with different time signals. Use the active vocabulary:
A group, construct, road (last month). – The group constructed the road last month
1) now |
7) when you came yesterday |
2) by 3 o’clock tomorrow |
8) before you arrive |
3) by 5 o’clock yesterday |
9) a week ago |
4) tomorrow |
10) this week |
5) the whole day yesterday |
11) for two hours already |
6) every morning |
12) from 2 to 3 tomorrow |
Exercise 12. Translate into English. Put different types of questions to the sentences:
Вони будуть будувати цю дорогу весь цей рік.
Вони побудують цю дорогу до наступного року.
Коли ти прийдеш, я буду розробляти наш новий маршрут.
До твого приходу я розроблю наш новий маршрут.
Ми будемо переборювати ущелину на заході.
До заходу сонця ми саме переборемо ущелину.
Будівельники будуть будувати в цьому місці підвісний міст наступні декілька років.
Через декілька років вони вже побудують тут підвісний міст.
Ми будемо весь час осушувати цю місцевість під час будівництва.
До початку будівництва ми вже осушимо цю місцевість цілком.
Бригада не здолає наслідки землетрусу до прибуття допомоги.
Цю місцевість буде осушено до початку будівництва дороги.
На цьому тижні вони будуть розробляти нові покриття для шосе.
Загальна кількість перешкод для змагань буде обговорюватися на зборах.
Цей гірський ланцюг буде руйнуватися протягом багатьох років.
До того року робітники вже прокладуть міст через цю ріку.
TEXT 7 A
Task 1. Think over the answers to the following questions:
Could primitive people do without roads?
What were the first types of roads like?
Who were the first road-builders?
How did people travel in ancient times?
What are bridges needed for?
What things can serve as a primitive bridge?
In what way did the invention of different types of bridges and methods of construction add our life?
Task 2. Read and translate the text.
ROADS AND BRIDGES
History of roads and highways
Road is a strip of land that provides routes for travel by automobiles and other wheeled vehicles. Roads usually connect urban areas with each other and rural areas with urban areas. Roads within towns and cities are called streets.
The first roads. Roads are so old that we are not sure of the origin of the word “road”. Most experts think it came from the Middle English word “rode”, meaning a “mounted journey”. This may have come from the Old English “ridan” meaning “to ride”.
In England, hundreds of years ago, certain main roads were higher than the surrounding ground. This was because earth was thrown from the side ditches toward the center. Because they were higher they were called “highways”. These roads were under protection of the king’s men and were open to the travellers. Private roads were known as “byways”.
The first roads in the world probably followed trails and paths made by animals. These trails and paths led from feeding grounds to watering places. People followed these trails to hunt for animals. People also made their own trails and paths in searching for water, food and fuel. Explorers followed these trails as they investigated new lands.
Early roads were built in the Near East soon after the wheel was invented. This was about 3000 B.C. as trade developed between villages, towns, and cities, other paths, or trade routes, were made. One such early system of roads was the Old Silk Trade Route which ran over 6,000 miles (9,700 kilometres), connecting China with Rome and pre-Christian Europe. Merchants used this ancient route to carry Chinese silk across Turkestan, India and Persia.
The first road markers were piles of stones at intervals. Trail through forests were marked by blazing trees, or cutting a piece from the bark of the tree.
But the first really great road builders were the Romans. They knew that the road must slope slightly from the centre toward both sides to drain off water. This gave the road a crown. The Romans also knew that there must be ditches along the sides of the road to carry water away. Roman roads were built mainly to get soldiers from one part of the empire to another. These roads ran in almost straight lines and passed over hills instead of cutting around them. The Romans built more than 50,000 miles (80,000 kilometres) of roads in their empire and some of them are still in use.
From 500’s to 1800’s, most roads in Europe were merely clearings in the forests. Cobblestone pavement was used in some urban areas. There was little reason to build good roads, because most of the travel was on horseback. The cleared way was sometimes quite wide, so that robbers hiding in the woods could not leap out suddenly upon unsuspecting travellers. Later, when more wheeled vehicles, such as wagons, came into use, the roads of Europe still remained in poor condition.
In South America, from 1200’s to 1500’s, the Inca Indians built a network of 10,000 miles (16,000 kilometres) of roads. The roads connected their cities.
The first Highway Department was established in France in 1716. This department built Europe’s finest gravel and stone roads of the 1700’s using methods developed by Pierre M. J. Tresaquet, an engineer.
In the early 1800’s, the person who did more for European road-building than anyone else up to that time was John Loudon McAdam, a Scottish engineer. McAdam is remembered for the surface he developed for roads. This kind of surface, called macadam, is still used today. McAdam also stressed the importance of proper drainage to keep roads on a solid foundation.
Bridge is a structure used by people and vehicles to cross areas that are obstacles to travel. Engineers build bridges over lakes, rivers, canyons, and busy highways and railroad tracks. Without bridges, people would need boats to cross waterways and would have to travel around such obstacles as canyons and ravines.
From the history of bridges. Logs or vines that extended across streams probably served as the first bridges. The first bridge known to historians was an arch bridge built in Babylon about 2200 B.C. The ancient Chinese, Egyptians, Greeks and Romans also built arch bridges, using bricks and stone as building materials.
During the Middle Ages, moveable bridges called drawbridges were built across the moats of many castles in Europe. Truss bridges were developed in the 1500’s. Most bridges were made of stone or wood until the late 1700’s, when cast iron* and wrough iron* were first used for bridges. Many suspension bridges* that hung from iron chains were built in the early 1800’s.
The first bridge made up with concrete was built in 1869. A short time later, builders began using reinforced concrete for bridges. During the 1930’s, prestressed concrete became an important material for bridge-building. The modern cable-stayed* bridge was introduced in 1955.
Bridges range in length from a few feet or metres to several miles or kilometres. A bridge must be strong enough to support its own weight as well as the weight of the people and vehicles that use it. It also must resist natural occurrences, including earthquakes, strong winds, and changes in temperature. Most modern bridges have a concrete, steel, or wood framework and an asphalt or concrete roadway. The roadway is the part of a bridge on which people and vehicles travel.
Most bridges are held up by at least two supports set in the ground. The distance between two adjacent supports is called a span* of a bridge. The supports at each end of the bridge are called abutments,* and the supports that stand between the abutments are called piers.* The total length of the bridge is the distance between the abutments. Most short bridges are supported only by abutments and are known as single-span bridges. Bridges that have one or more piers in addition to the abutments are called multi-span bridges. Most long bridges are multi-span bridges.
A pontoon bridge has no piers or abutments. It is supported by pontoons (flat-bottomed boats) or other portable floats.
Supplementary vocabulary:
span – перегон abutment – опора, межа pier – столб, простінок cast iron – чугун |
wrought iron – ковкий чугун suspension bridge – підвісний міст cable-stayed bridge – кабельний міст
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