- •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
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.
HOME READING
Text 8D
1. Look through the text and find answers to the questions:
У чому цінність комп'ютерів?
Від чого розробники комп'ютерів намагаються захистити комп'ютер?
Чого побоюються користувачі комп'ютерів більш за все?
Які найбільш розповсюджені комп'ютерні злочини?
Що таке комп'ютерний вірус?
Які міри допомагають захистити комп'ютерні системи від вторгнення (breaking)?
Які проблеми може викликати несподівана поломка комп'ютера?
Translate the questions given above into English (in the written form) and ask your partners.
It’s interesting to read …
Problems of the Computer Age
Because computers provide such convenient storage for large amounts of information, less and less information is stored on paper. Much of the convenience of computers stems from their ability to form networks by means of telephone lines. But a computer that makes part of a network resembles a room with many doors Intruders who slip through these 'doors' are difficult to trace. For this reason, computer designers work to guard stored information from unauthorized access, as well as from system breakdown or failure.
Computers and privacy. Many people fear that their right to privacy is threatened by the possible misuse or unauthorized disclosure of information in computer databases. Databases often contain private and personal information, such as medical, banking, or tax records. Other databases pertain to business plans or inventions that a company must conceal from competing companies. Still other databases store top-secret military information or other kinds of data important to a nation's security. Today, laws control the disclosure of data.
Computers and security. Computer operating systems are designed to prevent unauthorized entry into a computer, but computer crimes sometimes occur. Industrial spies and thieves often use telephone lines to gain access to computers. Some of these criminals steal or change the information in a computer database. Others steal money by using the capability of computers to transfer funds electronically from one account to another. Major problems can result if someone obtains illegal access to secret information in government or corporate databases. Sometimes, people within an organization commit computer crimes. Other crimes are committed by outsiders who create chaos by breaking into computer systems.
In the late 1980's, computer experts became aware of a dangerous type of program called a computer virus. A computer virus is designed to do mischief, sometimes by deleting or changing information and sometimes by simply inserting a message. A virus eventually enters a computer's operating system. It spreads by rapidly making copies of itself, thus 'infecting' the other computer systems in a network. This process can quickly overload huge computer networks.
Various methods help safeguard computer systems and databases. Protective measures are built into many computer operating systems to prevent access by invaders. Many computers require a user to enter a secret password. Some systems automatically scramble information so that it can only be decoded by authorized personnel. Careful protection of these passwords and codes helps decrease the likelihood of illegal access. Antivirus programs are available to prevent computer viruses from doing mischief.
Other problems. Computers are valuable in many ways. But if a computer breaks or is damaged, the people who rely on it face great difficulties. Until the computer is fixed, these people may be worse off than if they never had a computer at all. For example, information may be lost if a computer system suffers damage in a natural disaster, such as a fire or flood. Computer breakdowns and faulty programming in business organizations delay transactions, disrupt work, and create inconveniences for consumers. An undetected computer malfunction that occurs at an air traffic control centre could cause a collision. A computer failure at a national defence installation could have even more serious consequences.
Computers, together with their programs, are the most complicated machines in history – and, arguably, the most useful. As computers become more powerful and widespread, computer education must continue to increase as well.
ADDITIONAL READING
Murphy’s laws of PCs
There are some of the famous Murphy’s laws of PC. Match them with their explanations.
Murphy’s Law: “If something can go wrong, it will go wrong”.
b If your computer has ever bombed as you were getting ready to print that final report ten minutes before quitting time on a Friday afternoon, you know exactly what Murphy was talking about!
Murphy’s Rule of Lists: “ In any complete list, the most important item will be left off”.
d One of glories of the PC is the profusion of manufacturers, dealers, software developers, and all the other facets that make up the industry. Your options will seem limitless, and the prices between what look like similar machines may vary pretty wildly, too. But all these choices are also the bane of PCs. The options can make it pretty difficult to wend your way through the thick jungle of choices.
Murphy’s Laws of Machinery:
If you disassemble a machine and then reassemble it, there will always be at least one part left over.
You’ll never know what that extra part is for until you’ve thrown it away.
f You’ve just purchased that shiny new computer and a box of accessories, and now you’re ready to go home and start working on the great American novel… . Before you drive home with your new PC, you should do a quick inventory to make sure you’re getting everything you paid for, as well as everything you ought to have.
Murphy’s Law of Hardware: “Pandora should have opened a PC”.
e The computer case (that’s the box) is the heart of your computer system, and holds the brains as well as knobs, buttons, and thing-a-ma-jigs that are behind, on, and inside the box. Some of these are accessible to you, and you might use a few every day (like the on/off switch). Others are hidden deep inside the box, though you still might use them every day without particularly noticing. Still others, which might be inside or outside the case, you might not use at all.
Murphy’s Law of Hard Disks: “The bigger your hard disk seem the day you buy it, the faster it will seem to fill up”.
a Hard disks are big and can hold lots of data. So when a problem occurs there is an awful lot at stake that you really don’t want to lose. Good disk organization is the first step toward securing the safety of your data, the second step is your daily backup routine.
Murphy is Law of Printers: “If Gutenberg had only had a computer and printer, he may never have gotten the Bible printed”.
g You should clean and vacuum your printer every now and then to remove excess paper dust, toner, and dirt. Its documentation should describe just what needs cleaning. And remember to keep a dust cover on the printer when it’s not being used, especially if your cat likes to sleep on it. Laser printer can get pretty hot when they are working hard, and you should avoid putting a cover on one when it is hot.
Murphy’s Law of Risk: “You can’t prevent disasters, but you can diminish their frequency and severity”.
c Computers, like all electronic devices, are somewhat sensitive to the vagaries of everyday living. They’re not so sensitive that they can’t take some honest criticism every now and then, but are susceptible to magnetism, dirt, swings in temperature, vibration, and errant keystrokes on the part of the user.
Listening Comprehension