Л.Е. ГАБРІЙЧУК, Н.М. ГАДАЙЧУК,
І.С. СТЕПАНОВА, Л.В. ТУЛЬЧАК
ПРАКТИЧНИЙ КУРС АНГЛІЙСЬКОЇ МОВИ
ДЛЯ СТУДЕНТІВ
І – ІІ КУРСІВ ІнРТЗП
1
Міністерство освіти і науки України
Вінницький національний технічний університет
Л.Е.ГАБРІЙЧУК, Н.М. ГАДАЙЧУК,
І.С. СТЕПАНОВА, Л.В. ТУЛЬЧАК
ПРАКТИЧНИЙ КУРС АНГЛІЙСЬКОЇ МОВИ ДЛЯ
СТУДЕНТІВ І – ІІ КУРСІВ
ІнРТЗП
Навчальний посібник
Вінниця
ВНТУ
2014
2
УДК 811.111 (075)
ББК Ш 143.21 я 73
П 69
Рекомендовано до друку Вченою радою Вінницького національного
технічного університету Міністерства освіти і науки України (протокол
№ від .05.2014 р.)
Рецензенти:
О. В. Осадчук, доктор технічних наук, професор
Т .С. Слободинська, доктор філологічних наук, доцент
О. О. Белінська, кандидат філологічних наук, доцент
Габрійчук Л.Е., Гадайчук Н.М., Степанова І.С., Тульчак Л.В.
М..
Практичний курс англійської мови для студентів І – ІІ курсів
ІнРТЗП: навчальний посібник / Л.Е. Габрійчук, Н.М. Гадайчук, І.С.
Степанова, Л.В. Тульчак – Вінниця: ВНТУ, 2014. – 220 с.
Посібник містить п’ятнадцять уроків, які складаються з лексикограматичних вправ та текстів, а також тексти для додаткового читання та
граматичні таблиці.
Мета збірника – забезпечити підготовку студентів першого етапу
навчання до самостійного читання, розуміння й перекладу оригінальної
науково-технічної літератури англійською мовою, а також розвиток
навичок усного мовлення.
Призначений для студентів І – ІІ курсів ІнРТЗП.
УДК811.111 (075)
ББК Ш 143.21 я 73
 Л. Габрійчук, Н. Гадайчук, І. Степанова, Л. Тульчак, 2014
3
ЗМІСТ
Передмова_____________________________________________
Методичні вказівки до роботи зі збірником _________________
Section I
Lesson 1_________________________________________________
(G) Article. Verbs: to be, to have, there be
(R) The Roots of English. World English
Knowing Foreign Languages
(S) Clifton
Lesson 2________________________________________________
(G) Simple Tenses. Active Voice
Future (Be going to/will)
Types of questions
(R) Visiting Britain
The Universities of London
(S) London
Lesson 3________________________________________________
(G) Pronouns. Singular and plural of nouns
(R) Higher Education
The University of London
(S) Looking for a new apartment
Lesson 4________________________________________________
(G) Continuous Tense. Active Voice
(R) Vinnytsia
Vinnytsia National Technical University
(S) Distance learning
Lesson 5________________________________________________
(G) It–impersonal. One, that – substitutes
(R) People Who Changed the World
2012 London Olympics. Ukrainian Gold Medals
(S) Dialogues
Lesson 6________________________________________________
(G) Some, any, no and their derivatives
(R) Acid Rain
Problems оf Nature Protection
(S) Dialogues A, B
Lesson 7________________________________________________
(G) Much, many, (a) little, (a) few
(R) History of Computers
What is a Computer?
(S) Dialogues A, B
Lesson 8________________________________________________
(G) Perfect Tenses. Active Voice
4
7
8
9
20
41
51
64
72
81
91
(R) Input and Output Devices
Computer Games
(S) Computer
Lesson 9________________________________________________
(G) Stop and check (MODULE 1)
Section П
Lesson 10_______________________________________________
(G) Degrees of comparison
(R) Computers and Internet in our Life
Internet
(S) Hooking Up My Computer
Lesson 11_______________________________________________
(G) Modals and their equivalents
(R) Marie Curie and the Discovery of Radium
Alfred Nobel
(S) Meeting a Businessman
Lesson 12_______________________________________________
(G) Perfect Continuous Tense
(R) Advertising
Mass Media in Our Life
(S) Hitch your wagon to a star
Lesson 13_______________________________________________
(G) Passive Voice. Simple, Continuous, Perfect
(R) Life of Ukrainian Youth
Taras Shevchenko is a Great Ukrainian Poet
(S) My Testament
Lesson
14_____________________________________________________
(G) Sequence of Tenses. Reported Speech
(R) Online World Adds a New Dimension
Promoting a World Wide Web Site
(S) Making a webpage
Lesson 15_______________________________________________
(G) Stop and check (MODULE 2)
Supplementary Texts______________________________________
List of irregular verbs_____________________________________
Список літератури______________________________________
5
103
113
125
138
151
160
170
191
216
219
ПЕРЕДМОВА
Даний збірник призначений для студентів ІнРТЗП. Він складений з
урахуванням вимог програми підготовки фахівців з іноземної мови і
призначений для роботи студентів в аудиторії під керівництвом викладача
та поза аудиторією.
Мета текстів спрямована на розвиток навичок самостійного читання у
спосіб раціонального використання двомовних словників і збагачення
словникового запасу студентів, а також за допомогою аналізу текстів.
Граматично-лексичні вправи мають на меті закріплення та активізацію
засвоєння навчального матеріалу, а також розвиток навичок усного й
письмового переказу рідною та англійськими мовами, вивчення певних
граматичних явищ синтаксичного та структурно-морфологічного
характеру. Словотворчі вправи охоплюють усі продуктивні способи
словотворення.
В кінці підручника наведено допоміжні граматичні таблиці.
6
МЕТОДИЧНІ ВКАЗІВКИ ДО РОБОТИ ЗІ ЗБІРНИКОМ
Перша частина підручника складається з 2 модулів (9 і 6 уроків), друга
частина містить додаткові тексти та граматичні таблиці.
Кожен урок має кілька текстів і діалог, об’єднані спільною тематикою.
Всі вони призначені для навчання різним видам читання. Тексти уроку є
базовими і підлягають ретельній обробці та аналізу для вивчення тих
граматичних і лексичних явищ, що розглядаються в уроці. Діалог
додається для розвитку навичок усного мовлення і отримання необхідної
інформації, а також навичок бесіди з відповідної тематики, що сприяє
закріпленню лексико-граматичного матеріалу, який пророблявся в текстах.
Кожен урок-тема починається з теоретичного граматичного матеріалу,
далі слідують вправи для закріплення граматичного і лексичного
матеріалу.
Вправи на словотворення містять, в основному, активну лексику. Для
практичного використання набутих знань студентам потрібно володіти
умінням самостійно працювати над мовою. Тому автори виявили
необхідним ввести спеціальну серію тестів для самостійної роботи.
Додаткові тексти з тематики лексики пов’язані з основними текстами
уроків. Вони призначені для самостійної і індивідуальної роботи та можуть
бути використані як додатковий матеріал при проведенні дискусій, бесід,
конференцій.
В кінці кожного модуля розміщено граматичні тести, які допомагають
усистематизувати вивчений граматичний матеріал, а в кінці підручника є
граматичні таблиці.
7
LESSON 1
Grammar:
Reading:
Speaking:
Артикль
Дієслова: to be, to have
Зворот there be
The Roots of English
World English
Clifton
Grammar (block 1)
Articles a, the
Перед кожним загальним іменником повинен стояти артикль. В
англійській мові є 2 артиклі – означений (a) та неозначений (the).
 Артикль не вживається, якщо перед іменником знаходиться
присвійний чи вказівний займенник, інший іменник у
присвійному відмінку, кількісний чи порядковий числівник,
заперечення «no»(але не «not»).
 Згадуючи предмет уперше, ми вживаємо перед ним
неозначений артикль a. Згадуючи цей предмет удруге, ми
ставимо перед ним означений артикль the.
 Example: This is a book. The book is interesting.
 Вживаємо означений артикль the, коли предмет є означеним
за ситуацією:
 Example: Tom sat down on a chair.
Tom sat down on the chair nearest to the door.
 Означений артикль вживається перед назвами рік,
каналів, морів, заток, океанів. Але не вживається перед
назвами озер (окрім множини), гір (окрім піків), островів,
континентів, міст, країн.
 Вживаємо означений артикль the, коли з ситуації зрозуміло,
про яку річ чи людину ми говоримо.
 Example: Can you open the door, please?
I took a taxi to the station.
 Запам’ятати:
Once a week
Three times a day
Fifty hryvnias a kilo
In the morning (evening)
In the middle
In the corner
To the right (left)
 Не вживаємо артикль у словосполученнях:
8
Go (come) home
Leave home for work
On Sunday
At half past five
After work
Have breakfast (dinner, lunch)
For lunch
Watch TV
Exercise 1. Вставте артикль, де потрібно.
1. This house is very nice. Has it got…..garden?
2. I have…a sister. My … sister is … engineer. My sister's … husband is
…doctor.
3. They have … dog and two … cats.
4. What is … highest mountain in … world?
5. Then another student came in, … sixth already.
6. She asked for … permission to leave.
7. It is warm in … Crimea and … Caucasus.
8. I am afraid you will have ... lot of ... trouble with this business
9. My day off is … Friday.
10. … two students entered ... room.
Exercise 2. Вставте артикль, де потрібно.
I knew ... man who had travelled very much in his life. He had visited many ...
countries in ... east and in ... west. He loved ... children and often told them ...
interesting stories. I remember some of... stories which he told me. One of ...
stories was about ... adventure he had had in ... London. He was ... young man at
that time and was interested in ... history of ... architecture. One day he visited
one of ... towers of ... Houses of ... Parliament. He came out on to ... balcony of
... tower and began to look at ... ornaments on ... walls. Then he climbed up on ...
roof. Suddenly ... man came running to him and seized him by ... arm. He began
shouting something in ... English, but my friend knew only a few words of ...
English and did not understand him. ... Englishman called ... policeman. ... fact
was that he thought that ... Russian tourist wanted to kill himself by jumping
from ... top of ... tower. Later, when everything became clear, they laughed ... lot
over it.
Exercise 3. Вставте артикль, де потрібно.
In ... fifteenth century ... people knew only three continents: ... Europe, ... Asia
and ... Africa. They knew nothing about such ... big continent as ... America. ...
man who discovered ... America was born in 1451 in ... Italy. His name was
Christopher Columbus. He became ... sailor at ... early age. Knowing that ...
earth was round, he decided to reach ... India sailing to ... west. He tried to arrange ... expedition, but did not have ... money, and nobody wanted to help him.
At last ... king of ... Spain gave him ... money for ... expedition. He set ... sail in
1492. ... voyage was very dangerous and difficult. On ... 12th of ... October his
9
ship reached ... land. When they landed, they saw ... strange trees and ... flowers.
... men and ... women with ... olive-coloured skins gathered around ... sailors and
looked at them with ... great surprise Columbus was sure that he had discovered
... new way to ... India. Some time later ... other sailor reached ... America. ...
name of ... sailor was Amerigo Vespucci. He understood that it was ... new
continent.
Grammar (block 2)
To be
Дієслова to be, to have, there be
Present
Past
Future
I
Will be
am
I, he, she, it was
He, she, it is
You,
were
You, they, we are
To have
they,
I, we, you, they had
have
we
Will have
He, she, it has
There be
There is
There was
There are
There were
There will be
Дієслово to be в стверджувальній, питальній та заперечній формі
Positive
I
Negative
am
He
She
I
Question
am not
Is he…?
He
is
She
Am I…?
is not
Is she…?
It
It
Is it…?
We
We
Are we…?
They
are
They
are not
Are they…?
You
You
Are you…?
Positive
Дієслово have (got)
Negative
Question
I
Have I got…?
We
Have we got…?
You
have got
have not got
10
Have you got…?
(haven’t got)
they
Has he got…?
He
She
It
Have they got…?
has got
Has not got
Has she got…?
(hasn’t got)
Has it got…?
Exercise 4. Поставте дієслово to be у відповідну форму:
1. My father ... a teacher.
2. He ... a pupil twenty years ago.
3. I... a doctor when I grow up.
4. My sister ... not ... at home tomorrow.
5. She ... at school tomorrow.
6. ... you ... at home tomorrow?
7. ... your father at work yesterday?
8. My sister ... ill last week.
9. She ... not ill now.
10. Yesterday we... at the theatre.
11. Where ... your mother now? — She ... in the kitchen.
12. Where ... you yesterday? — I ... at the cinema.
13. When I come home tomorrow, all my family ... at home.
14. ... your little sister in bed now? — Yes, she ... .
15. ... you... at school tomorrow? — Yes I ... .
16. When my granny... young, she ... an actress.
17. Where ... your books now? —They ... in my bag.
18. …I right?
Exercise 5. Напишіть наступні речення в минулому (Past Simple),
майбутньому (Future Simple), додавши необхідні обставини часу
(yesterday, at 3 o’clock, tomorrow, next week, last month і т.д.).
1. The children are at school.
2. This work is interesting.
3. The expedition is in Africa.
4. The students have 5 exams this term.
5. There are many good books in our library.
6. There is a nice park in the city center.
7. The new film is boring.
8. I am very busy.
9. She has a friend in Great Britain.
10. There are twelve students in our group.
Exercise 6. Перекладіть речення на англійську мову.
1. Мій брат – студент. Він не лікар.
2. Чий це зошит? – Це зошит мого друга.
3. Ми були у театрі вчора.
4. Мої книги були на столі, але де вони зараз?
11
5. В бібліотеці буде багато нових книжок.
6. Він буде завтра в університеті?
7. Її батьки були вчора дома, але зараз вони на роботі
8. Де ти був вчора вранці?
Exercise 7. Доповніть запитання та відповіді:
1. Has she got a sister? – No, she hasn’t.
2. Have I got a telephone? – Yes, I have.
3. … the town…….a theater? – No, …….
4. ... he …… a job? – Yes, …….
5. ...they……some good music? – Yes, …….
6. ...your son……. A cold? – No, …….
7. …you ……. time for a cup of coffee? – Yes, …..
Word-building
Exercise 8.
Основа дієслова + -tion, -sion, -ion → іменник
To produce – виробляти
production – виробництво
Перекладіть наступні іменники:
To include – включати
inclusion
To continue – продовжувати
continuation
To absorb – поглинати
production
To consider – вважати,
consideration
розглядати
Основа дієслова + -er,/-or → іменник, що вказує на людину, що виконує дію
або засіб дії.
To generate – генерувати
generator – генератор
To write – писати
writer - письменник
Перекладіть наступні іменники:
To distribute – розподіляти
distributor
To cool – охолоджувати
cooler
To operate – оперувати
operator
To do – виконувати
doer
To consume – споживати
consumer
To speak – розмовляти
speaker
Reading:
Words and word-combinations
Recognize v — визнавати
Official language — офіційна мова
Global language — світова мова
Replace v — замінювати
Various adj — різноманітний
Conquest n — завоювання
Common language — загальна мова
Mother tongue — рідна мова
Influence v — впливати
Expansion n — розширення
12
Spread v — поширювати,
розповсюджувати
Settle v — оселятись
Assume v — допускати, вважати
Bother v — турбуватись,
хвилюватись
Contribute v — робити внесок
Establish v — встановлювати
Awareness n — усвідомлення
Meaning n — значення
Knowledge n — знання
Text 1A
The Roots of English
English began as a West Germanic language which was brought to
England by the Saxons around 400 AD. Old English was the spoken and written
language of England between 400 and 1100 AD. Many words used today come
from Old English, including man, woman, king, mother, give and wash. But Old
English was very different from modern English and only a few words can be
easily recognized.- In the 9th and 10th centuries, when Vikings invaded
England, Old Norse words, e.g. Sky, lake, get and many place names, entered
the language.
From the Norman Conquest (1066) until the late 12th century English, as
the official language, was replaced by Norman French, though English was still
used by the lower classes. English from about 1300 to 1500 is known as Middle
English. It was influenced by French and also Latin in vocabulary and
pronunciation. French brought many words connected with government, e.g.
sovereign, royal, court, legal and government itself. Latin was the language of
religion and learning and gave to English words such as minister, angel, school
and grammar. Literature began to be written in English. One of the most famous
Middle English works is Chaucer's The Canterbery Tales.
Modern English developed from the Middle English dialect. English
changed a great deal from this time until the end of the 18th century. During the
Renaissance, many words were introduced from Greek and Latin to express new
ideas, especially in science, medicine and philosophy. They included physics,
species, architecture, encyclopedia, hypothesis and others. In the 16th century
several versions of the Bible helped bring written English to ordinary people.
The Elizabethan period is also famous for its drama, and the plays of Marlow
and Shakespeare were seen by many people.
World English
English is the most widely spoken language in the world. It is the first
language or mother tongue of around 400 million people living in Britain,
Ireland, the US, Australia, New Zealand, Canada and South Africa and it is
spoken as a second language by another 300 million people. Many more people
learn English as a foreign language.
13
English has achieved the status of a world language over a long period of
time, and for various historical and cultural reasons. In the 17 century English
was spread by the settlers going from Britain to America, and in the 18 ,h and 19th
centuries by the expansion of the British Empire. Many countries, which were
part of the empire kept English as their official language after independence.
More recently the military and political power of the US has contributed to the
spread of English. Since the middle of the 20th century, English has been an
official language of international organizations such as the United Nations.
Economic factors are also important. Britain and the US are both major
business and financial centers, and many multinational corporations started in
these countries. Elsewhere, knowledge of English is often seen as necessary for
success in business.
Advances in technology and telecommunications have also helped to
establish English as a global language. Now, major computer systems and
software developers are based in the US, and English is common language of the
Internet.
The status of English as a global language has unfortunately tended to
mean that British and American people assume everyone speaks English, so they
do not bother to learn foreign languages. However, better language teaching and
awareness of the advantages of speaking another language are slowly changing
the situation.
Завдання до тексту 1A.
Перекладіть на рідну мову наступні англійські словосполучення.
 To enter the language, to bring many words, to connect with government,
especially in science, several versions, ordinary people, mother tongue,
foreign language, over a long period of time, more recently, since the
Middle century, the United Nations, software developer.
Знайдіть в тексті англійські еквіваленти наступних слів.
 Версія, завойовувати, знання, заміняти, переваги, розповсюдження,
на жаль, причина, поселенці, багатонаціональні, головний центр,
прогрес, однак, повільно, різноманітний, незалежний, сприяти,
універсальна мова, декілька слів, хоча, замінювати, особливо,
широко.
Вставте в пропуски дані слова. Прочитайте та відтворіть діалоги.
 Difficult
easy
English
heart hard
A: I am studying ……now.
B: Really? They say it’s ….
A: I don’t think ….is…….
B: Why do you think so?
A: Because I have to work….learning a lot by……
B: I think you have good memory and it’s not a problem for you to do that.
A: In some way, yes but it’s a question of time.
14
B: Oh, we are always short of time.
 Translate
dictionary science
article
A: I’d like to have a good Ukrainian-English ……..on…….and technology. I
have to……an……from Ukrainian into English.
B: Sorry, but we haven’t any.
A: It’s a pity! I must have this…..translated as quickly as possible.
B: I can recommend a general Ukrainian-English dictionary. At least it may be
of some help.
A: Yes, I’ll take it, of course. It’s a pity that you have not a specialized…..
 History
drawback
exams
worked
all right
A: So you’ve passed your…..
B: It wasn’t very difficult.
A: It’s because you……hard, I think.
B: Well, I was……in……, but I didn’t do so well in Literature.
A: And what about your English?
B: Not so good, only so-so.
A: It’s a pity. English is very important now.
B: I know, and I think I’ll do my best in future to remove this…..
Дайте відповіді на наступні запитання.
1. What has recently contributed to the spread of the English Language?
2. What English is called Middle English?
3. What was Elizabethan period famous for?
4. Why is English often seen as necessary for success in business?
5. Why do American and British people assume everyone speaks English?
6. What languages was the English language influenced by?
7. What have also helped to establish English as global language?
8. Do you study a foreign language?
9. Do you speak English?
10. Do you have English lessons every day?
11. Why do you study foreign languages?
12. Why can’t you speak English well?
13. Why do you learn grammar?
14. Are you sometimes tired after lessons?
Text 1B
Knowing Foreign Languages
Knowledge of foreign languages helps to promote cultural, educational
and technical cooperation among nations. That's why one of the characteristic
features of life in our country today is a great interest in the study of foreign
languages -chiefly English.
At present English is the most important of the world's languages. In the
number of speakers it ranks second. The use of English in diplomacy, commerce
and science is evidence of its importance. That's why many millions of people
15
learn it as second language. The growth in political, scientific, economic,
cultural and educational contacts with different countries has set the scene for a
renewed interest in foreign languages studies.
The English language, like all languages, continues to grow. New words
are added from the dialects and languages of different peoples, and especially
from new developments in politics, science, sports, and all kinds of activities.
Learning a foreign language is not an easy thing. It is a long and slow process
that takes a lot of time and efforts. Nowadays it is especially important to know
foreign languages. Some people learn languages, because they need them for
their work, others travel abroad, for the third studying languages is a hobby.
Everyone, who knows foreign languages can speak to people from other
countries, read foreign authors in the original, which makes your outlook wider.
It is not surprising that many intellectuals and well-educated people are
polyglots.
I study English. Nowadays English has become the world's most
important language in politics, science, trade as well as culture relations. Over
300 million people speak it as a mother tongue. The native speakers of English
live in the Great Britain, United States of America, Australia and New Zealand.
English is one of the official languages in the Irish Republic, Canada, the South
Africa Republic and others. English is one of the official languages of the
United Nations Organization and other political organizations. Half of the
world's scientific literature is in English. It is the language of computer
technology. To know English today is absolutely necessary for every educated
man, for every good specialist. English language is a wonderful language. It is
the language of the great literature. It is the language of William Shakespeare,
Jonathan Swift, Walter Scott and Charles Dickens. The great German poet
Goethe once said, "He, who knows no foreign language, does not know his own
one ". That is why in order to understand oneself and environment one has to
study foreign languages.
Why learning foreign languages is so important
Modern life is impossible without communication. This communication is
between people of one country and between people of different nations. So it is
necessary to know at least one foreign language.
Besides, I think, that to achieve real success in life is impossible without
speaking a foreign language. If you are a scientist you need it to read literature
and to take part in conferences, if you want to be a good expert in any field you
need a foreign language to receive new information in your field of activities. If
you are a businessman you need a foreign language to do business with foreign
partners.
Many people like to travel. A foreign language is necessary for traveling
too. If you want to get education abroad you must know a foreign language too.
16
If you are fond of reading you can read interesting books in the original. If you
are fond of music you can understand the words of songs. If you are an athlete
you can communicate with the help of the foreign language during an
international competition. If you want to find a job abroad you must know a
foreign language too. So in any field of modern life it is necessary to know a
foreign language.
We live in Europe. Europe is integrating now and it is very important for
everybody to know at least one foreign language.
English is one of the most popular foreign languages. It is the most spoken
language in the world. I m glad that I know English a little and I plan to learn it
better in future.
Завдання до тексту 1B.
Прочитайте речення та скажіть, які з них відповідають змістові
тексту, а які ні. Виправте такі.
1. Today is a great interest in the study of Spanish.
2. In the number of speakers English ranks the fifth.
3. The English language continues to grow.
4. New words are not added from the dialects.
5. Learning a foreign language is an easy thing.
6. Some people learn languages only for their work.
7. Over 30 million people speak English as a mother tongue.
8. The native speakers of English do not live in New Zealand.
9. All the world scientific literature is in English.
10. Modern life is possible without communication.
11. If you are a businessman you need a foreign language to do business with
foreign partners.
Прочитайте текст і перекажіть його.
Speaking:
Прочитайте діалог і вивчіть його напамять.
Clifton
- This is a scheme of Clifton.
- Is Clifton a big place?
- No, it isn’t. Clifton is the name of a little place in Scotland.
- Is it a nice place?
- Yes, it is. Clifton is on a hillside and it is close to a big lake.
- Is it a good place to live in?
- Yes, it is. The place is fine, indeed.
17
- Tell us about life in Clifton, please.
- The center of Clifton is the local clinic, the local school, the
chemists shop, the cinema, six offices and five shops. Clifton
people need a hospital.
- Tell us about Clifton people, please.
- I like Clifton people. Let’s meet a teacher of the local school. His
name is Mike East.
- Is he still at school at the moment?
- I hope he is.
- Is it simple to get to the school?
- Yes, it is. Let’s take a bus to get to it.
- Is the bus-stop at this book-shop?
- No, it isn’t. The bus-stop is next to the local clinic. Look at this
house, please. This is the local Clifton school. Let’s go into the
house.
Exercise 9. Згрупуйте наступні слова за функціональною належністю:
природа, людина і її професії, установи.
Shops, seas, cinemas, hospitals, seaside, doctors, lakes, teachers, office visitors,
book-shops, chemists, chemists shop, shop-keepers, house-keepers.
Exercise 10. Знайдіть в тексті англійські еквіваленти наступним
словосполученням:
Гарне містечко, важко добиратися до, біля книжкового магазину, сідати в
автобус, щоб дістатися до, місцева клініка.
18
LESSON 2
Grammar
Reading
Speaking
Simple Tenses (Active Voice)
Future (Be going to/will)
Types of questions
Visiting Britain
The Universities of London
London
Grammar (block 1)
Simple Tenses
Група простих часів
Група простих часів Simple має три часи: теперішній (Present Simple),
минулий (Past Simple), майбутній (Future Simple).
Present Simple
Простий теперішній час
Present Simple (Простий теперішній час) вживається в основному для
вираження:
 повторюваної дії:
 Example: I usually go to the university by bus.
 дії або ознаки, яка постійно характеризує предмет:
 Example: She never comes to school on time.
 загальновідомого факту:
 Example: Water boils at 100 degrees Celsius.
У Present Simple часто вживаються слова, які вказують на характер дії:
always, usually, sometimes, often, seldom, rarely, never, in the afternoon,
every day (week, year, month), тощо.
Прислівники always, usually, often, seldom, rarely, never зазвичай
ставляться перед основним дієсловом, але після дієслова to be або сап.
 Example: Не always brushes his teeth after meals.
She is often late for work.
Форма дієслова Present Simple збігається з формою інфінітива без частки
to для всіх осіб і чисел, крім третьої особи однини. В цій формі до основи
інфінітива додається закінчення -s.
19
I
You
Не
She
It
work We work
work You work
works They work
works
works
Якщо дієслово в інфінітиві закінчується на -s, -ss, -ch, -х, -о, то до основи
інфінітива в третій особі однини додається закінчення -es.
Якщо дієслово закінчується на -у, а перед -у стоїть приголосний, то -у
змінюється на -і й додається -es.
 Example: I watch — he watches;
I go — she goes;
I study — he studies.
Заперечна та питальна форми в Present Simple утворюються за
допомогою допоміжного дієслова do/don't і does/doesn't для третьої особи
однини.
 Example: I don't like apples.
Do you like apples?
Не doesn't like apples.
Does he like apples?
Форми дієслова у Present
Affirmative
Negative
(Стверджувальна
(Заперечна
форма)
форма)
I work.
I do not
I don't
work.
work.
You work.
You do not You don't
work.
work.
Не works.
He does
He doesn't
not work. work.
She works.
She does
She
not
doesn't
work.
work.
It works.
It does not It doesn't
work.
work.
We work.
We do not We don't
work.
work.
You work.
You do not You don't
work.
work.
They work.
They do
They don't
not work. work.
20
Interrogative
(Питальна
форма)
Do I work?
Do you work?
Does he work?
Does
she
work?
Does it work?
Do we work?
Do you work?
Do they work?
Past Simple
Простий минулий час
Past Simple (Простий минулий час) вживається для вираження:
 повторюваної дії або постійної ознаки в минулому:
 Example: She always came to work in time.
 одноразової дії в минулому:
 Example: We watched TV yesterday.
 ланцюжка послідовних дій у минулому:
 Example: I took the book from the library, opened it and began to
read.
Для зазначення минулого часу часто використовуються слова: yesterday, a
month ago, last night, the other day, тощо. Ці слова і є характерними для
Past Simple.
Утворення Past Simple залежить від того, належить відповідне дієслово
до групи «правильних» чи «неправильних» дієслів. Past Simple правильних
дієслів утворюється за допомогою закінчення -ed, що додається до основи
інфінітива.
 Example: То work — he worked.
Якщо дієслово закінчується на -у, а перед -у стоїть приголосний, то -у
змінюється на -і й додається закінчення -ed.
 Example: То study — he studied.
Якщо дієслово закінчується на одиничний приголосний, якому передує
короткий голосний, то кінцевий приголосний подвоюється.
 Example: То stop — he stopped.
Past Simple неправильних дієслів утворюється інакше (див. додаток
«Таблиця неправильних дієслів»). Неправильні дієслова потрібно
запам'ятати відразу в усіх формах.
Заперечна форма Past Simple утворюється за допомогою допоміжного
дієслова to do у формі did, після якого йде частка not. Основне дієслово при
цьому вживається у формі інфінітива без частки to.
 Example: I did not (didn't) ask him.
Питальна форма Past Simple утворюється також за допомогою
допоміжного дієслова to do у формі did, яке ставиться перед підметом.
 Example: Did the class begin on time? Yes, it did.
21
Форми дієслова у past simple
Affirmative
Negative
(Стверджувальна
(Заперечна
форма)
форма)
I worked.
I did not I didn't
work.
work.
You worked.
You did
You didn't
not work. work.
Не worked.
He did not He didn't
work.
work.
She worked.
She did
She didn't
not work. work.
It worked.
It did not It didn't
work.
work.
We worked.
We did not We didn't
work.
work.
You worked.
You did
You didn't
not
work.
work.
They worked.
They
They
did not
didn't
work.
work.
Interrogative
(Питальна
форма)
Did I work?
Did you
work?
Did he work?
Did she
work?
Did it work?
Did we work?
Did you
work?
Did they
work?
Grammar (block 2)
Future Simple
Простий майбутній час
Future Simple (Простий майбутній час) вживається для вираження:
 повторюваної дії або постійної ознаки предмета в майбутньому:
 Example: I'll go to the gym twice a week.
She will be a good wife.
 ланцюжка послідовних дій у майбутньому:
 Example: She will take a book from the library, open it and read.
 одноразової дії в майбутньому:
 Example: We'll go to the cinema tomorrow.
 наміру чи рішення (особливо прийнятих миттєво),які стосуються
майбутніх дій:
 Example: I’m thirsty. I’ll have some water.
 пропозицій, обіцянок, сподівань, побоювань, погроз, застережень,
передбачень, коментарів, запрошень, тощо (особливо зі словами
expect, hope, believe, I'm sure, I'm afraid, probably, etc.):
22
 Example: I’ll mare some tea.
Will you come to our party?
I hope he'll like his birthday present.
 дій, які (не) можуть відбутися в майбутньому:
 Example: He’ll probably be late.
 дій, які ми не можемо контролювати, але які точно відбудуться:
 Example: The baby will be born in the new year.
Для зазначення дії в майбутньому часто використовуються такі
характерні слова: tomorrow, next year/month/'week, in two days (через два
дні), one of these days (цими днями) та ін.
Future Simple утворюється за допомогою допоміжного дієслова will перед
дієсловом - присудком.
 Example: Не will go and shut the door.
Допоміжне дієслово will використовується для всіх осіб і чисел. Shall
вживається у питальних реченнях для першої особи (Shall І...? Shall
we...?), коли просять дати пораду, вказівку або питають дозволу.
 Example: Shall I open the window?
Shall we go?
Форми дієслова у future simple
Affirmative
Negative
(Стверджувальна
(Заперечна
форма)
форма)
I will work.
I will not I won't
work.
work.
You will work.
You will
You won't
not work. work.
He will work.
He will not He won't
work.
work.
She will work.
She will not She won't
work.
work.
It will work.
It will not It won't
work.
work.
We will work.
We will not We won't
work.
work.
You will work.
You will
You won't
not work. work.
They will work.
They will They
not
won't
work.
work.
23
Interrogative
(Питальна
форма)
Shall/will I
work?
Will you work?
Will he work?
Will she work?
Will it work?
Shall/will we
work?
Will you work?
Will they work?
Для того щоб побудувати питальне речення, потрібно допоміжне
дієслово поставити перед підметом.
 Example: Will she ask?
У заперечному реченні після допоміжного дієслова ставиться заперечна
частка not: will not - won't.
Example: We will not work tomorrow.
В англійській мові майбутній час не вживається в підрядних реченнях часу
і умови, а натомість використовують Present Simple.
 Example: I’ll be here till you come.
Проте в англійській мові існують інші способи вираження майбутнього
часу. Дію в майбутньому часто виражають за допомогою конструкції be
going to do smth. Конструкцією be going to do smth позначають :
 намір здійснити дію в ближчому майбутньому, українською ця
конструкція перекладається «збиратися щось робити».:
 Example: I'm going to read this book.
 ймовірну дію в майбутньому:
 Example: Look at the clouds! It's going to rain!
 заплановану дію в ближчому майбутньому:
 Example: She is to be married next month.
Present Continuous виражає заплановану дію в майбутньому, в основному
з дієсловами (arrive, come, go, leave, travel, etc):
 Example: He's arriving tomorrow morning on the 15.30 train.
Present Simple виражає заплановану дію в майбутньому у відповідності з
розкладом:
 Example: The bus leaves at 12.00.
В англійській мові майбутня дія, що розглядається з точки зору якогось
минулого моменту, виражається окремою формою дієслова, яка зветься
Future Simple-in-the-Past. Цей час вживають у розповідях про минулі події
при переказі у непрямій мові слів або думок якоїсь особи стосовно
майбутнього часу:
 Example: In his letter Peter wrote that he would go to Warsaw in
January.
Future Indefinite-in-the-Past утворюється з допоміжного дієслова would та
інфінітива основного дієслова без частки to:
 Example: I thought I would come by the morning train.
Exercise 1. Утворіть запитальну та заперечну форму речень.
1. You know the answer. 2. He has breakfast at 8.00. 3. He loves her. 4. She
refuses to discuss it. 5. He trusts you. 6. He tries hard. 7. The park closes at
24
dusk. 8. He misses his mother. 9. The children like sweets. 10. He finishes work
at 6.00. 11. He lives beside the sea. 12. He bullies his sisters. 13. This stove
heats the water. 14. She has a cooked breakfast. 15. She carries a sleeping bag.
16. He usually believes you. 17. She dances in competitions. 18. You remember
the address. 19. She plays chess very well. 20. He worries about her. 21. These
thieves work at night. 22. He leaves home at 8.00 every day. 23. Ann arranges
everything. 24. She agrees with you. 25. Their dogs bark all night. 26. Their
neighbours often complain. 27. Tom enjoys driving at night. 28. He relaxes at
weekends. 29. Tom looks very well. 30. They sell fresh grape juice here. 31. The
last train leaves at midnight. 32. She cuts her husband's hair. 33. They pick the
apples in October.
Exercise 2. Доповніть речення дієсловами в дужках, поставивши їх у Past
Simple, перетворіть ці речення в питальні та заперечні.
1. They (begin) to work in June. 2. She (tell) us about it some days ago. 3. Tom
(finish) the secondary school in May. 4. Mary (sell) her home last week. 5. He
(invest) ten thousand dollars in the company in 2013. 6. Columbus (discover)
America in 1492. 7. He (be) seventeen years old last month. 8. The students
(understand) the rule very well. 9. They lost their way because it (be) dark. 10.
My wife (see) your cousin in Kyiv. 11. He (borrow) the money so that he could
finish his project. 12. My aunt (grow) beautiful roses in the garden.
Exercise 3.Вставте will or be going to.
1A: Have you decided where you're going for your holidays?
B: Yes, I ................... tour Spain.
2 A: We've almost run out of petrol.
B: Don't worry. We ................ get some on the way home.
3 A: Does your tooth hurt a lot?
B: Yes, I ................ see the dentist tomorrow.
4 A: Did you buy any stamps?
B: I forgot to, but I ................ get some now if you like.
5 A: Have you heard about Sharon?
B: Yes. She ................ have a baby.
6 A: When did you last speak to Susan?
B: Oh, weeks ago, but I ................ meet her tonight.
7 A: Your car is very dirty.
B: I know. My son ................ wash it this afternoon.
8 A: Do you know what the weather forecast is for tomorrow?
B: No, but I expect it ................ be warmer than today.
9 A: Shall we go out tonight?
B: Sorry! I ............... eat at the Chinese restaurant with Paul.
10 A: What do you want to eat?
B: I ................ have a hamburger and some chips, please.
11 A: Are you watching TV tonight?
B: Yes, I ................ watch a football match.
12 A: Watch out! You .............. trip over that toy on the floor.
25
B: Oh! I didn't even see it.
13 A: I'm really hungry after all that hard work.
B: I …………….. make some sandwiches.
14 A: These elections are going to be very close.
B: Yes, that's true. But I believe John Keys ………………… be the next
President.
Exercise 4. Поставте подані речення в Future Simple.
1. I spend my summer holidays in the country.
2. Our engineer left for Kyiv on Monday.
3. She agrees with him.
4. My brother is a driver.
5. Her husband worked at the factory.
6. They found each other at this crowded airport.
7. Peter helps my wife and me with our tax returns.
8. Virginia doesn’t have enough information.
9. She borrowed my key to get into the apartment.
10. Jim’s family met Karen today.
11. I saw him at the university.
12. We sleep in the open air.
Exercise 5. З’єднайте речення. Виразіть майбутню дію в реченнях часу та
умови, використовуючи Present Simple.
Model: We will go to the river. The weather will be fine (if).
We will go to the river if the weather is fine.
1. Air will circulate better. You will open the door (if).
2. Dad will buy a new car. We’ll go to the sea-side by car next summer (if).
3. I’ll send you a message. I’ll arrive in Paris (as soon as).
4. Mary will stay with our daughter. We’ll be at the theatre (while).
5. She’ll loork after him. He’ll be well again (till).
6. I’ll see my brother. I’ll go to Tripoli (if).
7. We’ll discuss it with Den. He’ll come to see us (when).
8. I’ll stay in Kyiv. I’ll finish my business there (till).
9. You’ll be late. I’ll walk your dog (if).
10. You won’t wake me up. I’ll miss the train (if).
Exercise 6. Виберіть потрібну заперечну форму для дієслова,
перетворивши речення в заперечні.
А — wasn't; В — weren't; С — doesn't; D —didn't; Е — won't.
1. The train often (arrive) in time.
2. Yesterday he (run) very quickly.
3. There (be) too many people at the conference tomorrow.
4. I (see) her any more.
5. She is very tired and (look) well.
6. She (listen) to him if he gives her any advice.
7. Pete (be) at the lessons yesterday.
8. Mike is busy and (go) for a walk in the evening.
26
9. I (borrow) any books from the library, I have them at home.
10. They (go) to London next summer.
11. Den (know) anything about that man.
12. Ann (speak) French; but she is studying English.
13. They (be) at the seaside last year.
14. I (buy) that book yesterday.
15. He (write) a letter because he is going to return soon.
Exercise 7. Виберіть правильну форму дієслова в Present, Past або Future
Simple.
1. We _____ anything because we ______ hungry.
A don’t eat / wasn’t
B didn’t eat / weren’t
C not eat / not be
2. Professor Stone _____ few chairs in his office because he ____ room for
many.
A don’t keep / not have
B doesn’t keep / doesn’t have
3. What ______ your parents’ address?
A is
B are
4. He _____ how to use the card catalog in the library.
A don’t know
B doesn’t know
5. Happiness ________ different things to different people.
A means
B mean
6. Water ______ at 100 degrees Centigrade.
A is boiled
B boil C boils
7. The men______ as hungry as hunters.
A were
B was
8. If Maria ______ him, she will be unhappy.
A marry
B marries
C will marry
9. I ______ not see Andrew yesterday.
A did
B Do
C am.
10. When _______ in Poland?
A was you
B were you
C did you be
11. She ______her present flat.
A don’t like
B doesn’t like
C not like
12. Jayne’s apartment ______ from Bill’s.
A don’t differ
B doesn’t differ
C not differ
13. It ______ in this part of the world.
A is often raining
B often rain
C often rains
14. The children ______ lunch at eleven.
A has got
B have got
C have
15. Tom’s parents ______ travel agents.
A is
B are
16. Your money ______in your handbag.
A is
B are
17. I’ll stay in Kyiv till I ______ finish my business there.
A will finish
B finish
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18. Professor Williams ________ teaching and writing.
A enjoys
B enjoy
C enjoying
19. The swimming bath _____ at 9.00 and ______ at 18.00 every day.
A open close
B opens closes
20. I have a car, but I ______ it very often.
A don’t use
B not use
21. There isn’t cloud in the sky, but it _____ cloudly in the morning.
A is
B was
C were
22. Sam’s plane _____ at midnight.
A is arriving
B will arrive
C arrives
23. We needed some money so we ______ our car.
A sell
B sold
C selled
24. We'll go to the party if he ______ us.
A invite
B will invite
C invites
Exercise 7. Розкрийте дужки, вживаючи дієслова у Present Simple, Past
Simple або Future Simple.
1. I (to go) to bed at eleven o'clock every day. 2. I (to go) to bed at twelve
o'clock yesterday. 3. I (to go) to bed at ten o'clock tomorrow. 4. I (not to go) to
the cinema every day. 5. I (not to go) to the cinema yesterday. 6. I (not to go) to
the cinema tomorrow. 7. You (to watch) TV every day? 8. You (to TV
yesterday? 9. You (to watch) TV tomorrow? 10. When you (to leave) home for
work every day? 11. When you (to leave) home for work yesterday? 12. When
you (to leave) home for work tomorrow? 13. My brother (to go) to work every
day. He (to leave) home at a quarter past eight. As the office he (to work) at (to
be) near our house, he (to walk) there. He (not to take) a bus. Yesterday he (not
to go) to work. Yesterday he (to get) up at nine o'clock. 14. You (to have) a
lecture in History yesterday? — No, I ... . 15. What you (to buy) at the shop
yesterday? — I (to buy) a book. 16. Yesterday my father (not to read)
newspapers because he (to be) very busy. He (to read) newspapers tomorrow.
16. He (to turn) on the television to watch news every morning. 17. He (to turn)
on the television to watch news yesterday morning. 18. He (to turn) on the
television to watch news tomorrow morning. 19. I always (to go) to the
Carpathian Mountains to visit my relatives there. 20. I (to be) very busy last
summer and I (not to go) there. 21. I (not to go) to the Crimea next year because
it (to cost) a lot of money and I can't afford it. 22. They (to enjoy) themselves at
the symphony yesterday evening? 8. Who (to take) care of the child in the
future? 9. How often you (to go) to the dentist's? 10. We (not to have) very good
weather, but we still (to have) a good time during our short stay in London.
28
Grammar (block 3)
Types of questions
Типи питальних речень
В англійській мові існує п’ять типів питань (questions): загальні,
спеціальні, спеціальні до підмета, альтернативні та розділові.
Для побудови усіх типів питань існує певна закономірність.
Насамперед необхідно добре засвоїти загальне питання, яке фактично
модифікується в решті питань.
Загальні питання (general questions) – це такі питання, які
починаються з допоміжних або модальних дієслів, а також смислових
дієслів to be, to have.
ДОПОМІЖНЕ
ДІЄСЛОВО
Do
you
Does
your friend
Did
you
study
well?
Did
your parents
visit
Granny last week?
Can
ПІДМЕТ
you
ПРИСУДОК
study
wear
describe
ІНШІ ЧЛЕНИ
РЕЧЕННЯ
at private school?
jeans?
the weather in Ukraine?
Will
his sister
study
at the University?
Are
you
going
to school now?
Заперечна форма загального питання утворюється за допомогою
заперечної частки not, яка ставиться перед смисловим дієсловом або
зливається з допоміжним дієсловом:
 Example:
Do your parents not live n a town? Yes, they do.
Don’t your parents live in a town? No, they don’t.
Спеціальні питання (special questions) – починаються питальними
словами:
Where?
What?
Which?
When?
29
Whose?
Why?
How?
How much?
How many?
Вони базуються на загальному питанні без того члена речення, до
якого ставиться питання.
 Example:
Where does your friend study?
What sorts of exams do students take at the age of 17?
When do you get up?
Спеціальні питання до підмета або його означення (the question to
the subject). З усіх п’яти типів питань в англійській мові, цей, мабуть,
найпростіший. Як видно із самої назви питання, задають його до одного з
головних членів речення, а саме, до підмета. Отже, у питанні підмет буде
відсутній, а його місце займе одне з двох питальних слів «who?» або
«what?». При утворенні питання до підмета в англійській мові не
потрібно міняти порядок слів у реченні. Необхідно лише пам’ятати, що в
теперішньому часі дієслово в реченні буде мати форму третьої особи
однини.
 Example:
Who saw an accident? – Хто бачив аварію?
Who married Nick? – На кому одружився Нік?
Who writes a lot of articles? – Хто пише багато статей?
What made you feel upset? – Що тебе засмутило?
What is near this building? – Що знаходиться поруч з цим будинком?
Питання до означення підмета в англійській мові також будується
за таким же принципом. У цьому випадку нам необхідні наступні питальні
слова: what – який, which – який, whose – чий, how much / how many –
скільки.
 Example:
How many students study foreign languages? – Скільки студентів вивчають
іноземні мови?
What weather irritates you? – Яка погода вас дратує?
Whose performance was the best one? – Чий виступ був найкращим?
Відповідь на питання до підмета в англійській мові досить коротка:
 Example:
What scaried you? – A ghost did. (Що тебе налякало? – Привид).
Альтернативні питання (alternative questions) передбачають вибір
із двох речей, осіб, дій та ін. Їх можна поставити до будь-якого члена
30
речення. В основі лежить загальне питання:
 Example:
Did your friends study in Ukraine or in Britain?
Does your mother work in Italy or in Poland?
Did your father buy or sell the computer?
Розділові питання (disjunctive questions) мають дві частини –
перша, стверджувальна або заперечна, з прямим порядком слів, а друга –
коротке заперечне загальне питання, якщо перша частина –
стверджувальна, і навпаки, коротке стверджувальне загальне питання,
якщо перша частина – заперечна:
 Example:
Yesterday my friends bought two magazines, didn’t they?
Yesterday my friends didn’t buy two magazines, did they?
My parents live in a town, don’t they?
My parents don’t live in a town, do they?
Якщо речення містить слова neither, no, none, no one, nobody,
nothing, scarcely, barely, hardly ever, seldom і т. п., ЗАПАМ’ЯТАЙТЕ, що
таке речення є заперечним, тому «tag» буде стверджувальним. Сам «tag»
являє собою допоміжне дієслово і підмет у вигляді особового займенника.
Насправді, в цьому типі питань нічого не поділяється, а лише
підтверджується або спростовується. Розділові питання в англійській
мові задають в тому випадку, якщо ми хочемо висловити сумнів. Ми
задаємо ці питання не просто з метою отримання інформації, а з метою
набуття згоди або не згоди зі сказаним. У залежності від цього «tag»
переводиться по-різному: чи не так? добре? так? і т.д.
При утворенні розділових питань в англійській мові є свої маленькі
виключення.
 Якщо в реченні підмет і присудок «I am», то «tag» — «aren’t I», як
би підозріло це не звучало.
 Якщо підмет виражено словами anyone, everybody, somebody і т.д.,
то «tag» — «they».
 Example:
Everyone was happy, weren’t they? – Всі були щасливі, чи не так?
 У реченні, яке починається зі спонукання «let’s (let us)»,«tag» —
«shall we?».
 Example:
Let’s start, shall we? – Давайте почнемо, добре?
 У реченні, що виражає прохання, наказ, розпорядження, «tag» –
«will you, won’t you, can you, could you».
 Example:
Please, shut the door, will you? – Будь ласка, закрий двері, добре?
Pay attention, would you? – Будь уважний, добре?
Don’t be late, will you? – Не спізнюйся, добре?
31
 Таке ж коротке питання буде і в реченнях з конструкціями «let me» і
«let him / her».
 Example:
Let me stand up, will you? – Давайте я постою, добре?
Exercise 1. Виберіть правильний варіант та утворіть розділові
запитання.
1. He likes reading, ... (does he?/is he?/isn't he?/doesn't he?).
2. They aren't hungry,... (are they?/aren't they?/don't they?/do they?).
3. You can't speak English,... (can't you?/can you?/are you?/don't you?).
4. She has already cleaned her shoes,... (doesn't she?/didn't she?/has she?/hasn't
she?).
5. You are cold, ... (aren't you?/don't you?/do you?/are you?).
6. It was a nice day, ... (isn't it?/was it?/didn't it?/wasn't it?).
7. You won't go to work tomorrow, ... (don't you?/won't you?/aren't you?/will
you?).
8. The Smiths bought a car last week, ... (haven't they?/did they?/didn't they?/do
they?).
9. There are a lot of butterflies in the fields,... (aren't there?/are there?/are
they?/aren't they?).
Exercise 2. Утворіть розділові запитання.
1. It is raining,...? 2. That little boy didn't break the window yesterday, ...? 3. He
lives in London, ...? 4. Tim won't come back tomorrow, ...? 5. We’ll do that, ...?
6. The clock is working, ...? 7. They are on holiday,...? 8. She helped you with
the problem,...?
Exercise 3. Доповніть розділові запитання.
Tania: ... and the animal rights group I'm in is holding a demonstration outside
one of the research laboratories.
Brett: Do you think that's really necessary? I mean, there's a need for these
experiments, …? Let's consider the advantages of these experiments, …?
Scientists must test new medical treatment somehow, …? With these tests they
can see how effective and safe the treatments are. Everyone wants new vaccines
and safer drugs, …?
Tania: I see your point, but scientists don't really care about the animals, …?
Are you aware that thousands of animals die every year as a result of these
experiments? Scientists should find another way of testing their discoveries, …?
Exercise 4. Використайте слова в дужках, щоб побудувати заперечну
форму загального питання.
1. "Last year the students organised a bazaar to raise money for the hospital. …?
(it/be/a great idea)" — "Yes, I think they should do it again."
2."I bought a new jacket today but the sleeve is torn!" — "…?
(you/should/take/itlback)" — "Yes, I will. I'll ask for another one."
3." …? (the Town Hall/be/just around the corner)" — "Yes, that's right."
32
4. "You've ruined my jumper by spilling coffee on it and last week you spilt
bleach on my jeans. …? (you/can/do/anything right)."
5. "You haven't bought any bread." — "…? (you/go/to the baker's)" — "No, I
went to the supermarket but completely forgot to get some bread."
Exercise 5. Доповніть альтернативні запитання.
1. Do you like roses or...? 2. Were you at the theatre or... yesterday? 3. Can you
speak English or...? 4. Did they buy peaches or...? 5. Was it cold or... in the
morning? 6. Is she seventeen or... years old? 7. Are you a doctor or...? 8. Is she
your aunt or your...?
Exercise 6. Утворіть загальне, кілька спеціальних, альтернативне та
розділове запитання до речень.
She gave me this interesting book yesterday.
Exercise 7. Поставте запитання до виділених слів.
1. The red jumper suits you better than the blue one. 2. I'm afraid not. The
basketball player didn't sign the contract. 3. The price includes two meals at the
hotel restaurant, so it's convenient. 4. She felt embarrassed when she fell, as
most of her guests were around. 5. Yes, the library opens at 9:00 a.m. every
weekday. 6. Professor Bums will give his lecture at the Palace Hotel. 7. I'm
buying a computer because I need it for my job. 8. Paula persuaded Jane to
give up smoking. Isn't it great? 9. My new house is big and has a garden at the
front. 10. I suppose you can go to the beach with your friends.
Exercise 8. За допомогою даних слів перефразуйте запитання, не змінюючи
їх змісту.
1. What was the price of the ticket?
pay How ___________________________________ ticket?
2. Whose car is this?
belong Who __________________________________ to?
3. The film was interesting, wasn't it?
boring The film __________________________________ it?
4. How did the fire start, sir?
explain Could you ______________________________ sir?
5. Mr Wesley, what caused you to resign so suddenly?
why Mr Wesley, _____________________________so suddenly?
6. Can you tell me Tom's address, Kelly?
lives Can you tell me ______________________________, Kelly?
7. What's the distance from the village to the beach?
it How ________________________ from the village to the beach?
8. Should I inform our clients about the change of plans?
whether I'd like to know _____________ our clients about the change of plans.
33
Reading:
Word and word-combinations
To arrive v – прибувати
Rather – досить
Reason n – причина
Perhaps – можливо
To decide – вирішувати
Guard n – охоронa
To support v – підтримувати
To respect v – поважати
To agree v – погоджуватися
A researcher n – науковець
A post-graduate student n – аспірант
Certainly – звичайно
To invite v – запрошувати
Cordially – привітно
To behave v – поводитися
A race-driver n – автогонщик
To feed v – годувати
To use v – використовувати
To wash up v – прати
To cast lot v – кидати жереб
Noise – шум
Text 2A
Visiting Britain
Today we are going to have a heart-to-heart talk on the ways to enjoy your
stay abroad in general and in Britain, in particular. When you arrive in a
country, which you don’t know well, you may feel quite lonely. If you are going
to stay in the country for a long time, it is quite important for you to make
friends there, but most often it’s really difficult for a foreigner to make friends
abroad. So, perhaps, the best thing for you to do is to make a company of people
who are foreigners like you and who have interests in common with you.
Last year we had a fine example of such a company in our college. We, all
of us, called this company “Good Companions”, or “Three Men in a Boat”, or
else “the three H’s” .These men were Mr. Hans Wolf, Mr. Hank Jensen and Mr.
Hanslic Kristensen. Today, they themselves are going to tell you of the way they
came to the idea of living together. Please, listen to what they say!
Hans Wolf: Good afternoon, Ladies and Gentlemen! I’m German, I come
from Germany. I’m a journalist. My family lives in Berlin. Last year I really
stayed in England for a rather long period of time. I was taking a course in
English there. The idea of making a company came to me and to my
companions for several reasons and perhaps our philosophy of mind.
First, we came to Britain from neighboring countries: Germany, Holland
(or the Netherlands) and Denmark and we immediately decided to live in peace.
Second, we had common interests and, from the point of common sense, we
decided to keep together. Third, we, all of us, were not wealthy enough to stay at
a good hotel, but we weren’t poor enough to rent a room in a dwelling house.
Fourth, all of us felt like living at home. We missed our families and wanted to
feel a bit at home in that country as well. Fifth, each of us thought that he was a
“VIP” (very important person) and as such he must have a guard of his own and
34
still better two guards. So, each of us made a vow to be a guard for the two
others, to be friendly and respect the interests of the two others.
As a result, we rented a nice house from an English family in the country.
The house was about ten miles away from London. It wasn’t big, however, it
had a sitting-room, a dining-room and a kitchen on the ground floor and three
bedrooms and a bathroom on the first floor. As to me, I was quite satisfied with
my partners. We certainly had some arguments but they were not important. We
supported each other. We really respected each other. Yet let’s listen to what the
other partners can say about it.
Hank: Well, L.&G.! I can only agree with every point of Han’s talk. I was
lucky to stay with Hans and Hanslic in a house of our own. But first, let me
introduce myself to you. I’m a Dutchman. My family lives in Holland in Hague.
I’m a researcher and a post-graduate student at Hague University. I do research
in the field of electronics. When I came to London with its heavy traffic and
noise, the idea to live in a nice house in the country was certainly very attractive.
I liked the place we lived in. it was very quiet. We, however, had lots of
problems and troubles with the house. We did all the household work by
ourselves: cooking, cleaning, washing up, shopping. Nobody wanted to do
washing up. So we cast lots. My unlucky lot was certainly to do washing up.
Hans was a lucky man. His lot was to do the shopping. As to Hanslic, he is
going to tell you about his poor lot himself, I think.
Hanslic: Dear L.&G.!
Let me say about myself, first. I come from Denmark. I’m a Dane and we
speak Danish in my country. As to my “bad lot”, I didn’t mind cooking. I think I
was a good cook. Everything I cooked my dear fellows ate very well. They were
big eaters, too. I could never cook enough food to feed them. They always had
big appetites. Here, at home, I certainly not a cook. I’m the manager of a little
restaurant. I’m not a race-driver either. My car driving was good. My
companions were happy when I was driving the car. As to unparliamentary
language, it was certainly a joke. My companions behaved gentlemen. They
always had good manners.
I cordially invite my companions and you, L.& G., to an afternoon teaparty at my restaurant next Saturday.
Well, L.& G., are you going to participate in the afternoon tea-party? As to me,
I’m certainly going to take part in it.
Завдання до тексту 2А.
Перекладіть на рідну мову наступні словосполучення.
 In general, in particular, to take a course, several reasons, to keep
together, to make a vow, ground floor, to be quite satisfied, some
arguments, to do research, heavy traffic, to have lots of troubles, once
again, to get on time, to rent a car/an office, unparliamentary language.
35
Випишіть з тексту англійські еквіваленти наступних українських
словосполучень.
 Щира (відверта) розмова, зокрема, набути друзів, мати спільні
інтереси, країни-сусіди, з точки зору, здоровий глузд, недостатньо
багаті, щоб.., ми сумуємо за.., а ще краще, дати обіцянку, ми кинули
жереб, моя нещаслива доля, щасливець, я нічого не маю проти того,
щоб…
Заповніть пропуски словами, які відповідають змісту тексту.
1. By their nationality Hans is a …, Hank is a … and Hanslic is a….
2.Accordingly, Hans lives in …, Hank in … and Hanslic in …. 3. By their
profession Hans is a …., Hank is a …, Hanslic is the …. 4. The three men were
not … enough to stay in a hotel and were not … enough to rent a room in a … 5.
Hank’s lot was to … the dishes. 6. Hanslic’s lot was to … 7. They rent a car
from a ….
Погодьтеся з даними реченнями чи виправте їх, вживаючи відповідні
мовленнєві зразки.
 Yes, that’s (quite) right. Sorry, it isn’t right. It’s perfectly correct. I’m
afraid it’s wrong. Quite right. I don’t think so. Yes, I agree with you. I’m
not sure. Exactly so. It isn’t so.
1. Іt is not important to make friends abroad.
2. The company is called “Three Men in a Train”.
3. Hans Wolf is a Dutchman.
4. Hans is a journalist and a researcher.
5. Hans’s family lives in Hague.
6. Hank Jensen does research in the field of physics.
7. They were taking a course in mathematics in London.
8. They are wealthy to stay at a good hotel.
9. Jensen had a guard and a driver.
10. They respected the interests of each other.
11. Hank lived on the third floor.
12. Hanslic is a cook and a post – graduate.
13. Hanslic’s family lives in Holland.
14. They did all the household work by themselves.
15. Hans Wolf invited his friends to the evening tea-party at his restaurant.
Дайте відповіді на питання.
1. Did the three men happen to stay in Britain for a short or for a long period of
time?
2. Which countries did they come from?
3. Why did they decide to rent a house for their use?
4. Did they feel homesick in the country?
5. Why did they decide against staying in a hotel?
6. Why did they not want to rent rooms in a dwelling house in London?
7. Where was the house they rented?
8. How did they get to college?
36
9. Did they buy a car for their use?
10. Was the house very big?
11. How many rooms were there in the house?
12. Who did all the household work?
13. How did they define everybody’s duties?
14. Whose duty was it to do washing up?
15. Did Hank enjoy fast driving?
16. Who cooked the food?
17. What did Hanslic say about his friends’ appetites?
18. Did you ever share a room or a house with your friends?
19. What do you think of sharing a house?
20. Would you like to go to Britain to take a course in English?
Text 2B
The Universities of London
London is the largest city in Europe, stretching almost 30 miles. Enjoy
some of the world’s finest museums, galleries, parks, concerts, theatres and
restaurants all set within the rich historical setting that is London.
With a population of just under eight million, London is Europe’s largest
city, spreading across an area of more than 620 square miles from its core on the
river Thames. Ethnically it’s also Europe’s most diverse metropolis: around two
hundred languages are spoken within its confines, and more than thirty per cent
of the population is made up of first, second- and third-generation immigrants.
Home to a range of universities, colleges and schools, London has a
student population of about 378,000 and is a centre of research and
development. Most primary and secondary schools in London follow the same
system as the rest of England – comprehensive schooling.
With 125,000 students, the University of London is the largest contact
teaching university in the United Kingdom and in Europe. It comprises 20
colleges as well as several smaller institutes, each with a high degree of
autonomy. Constituent colleges have their own admission procedures, and are
effectively universities in their own right, although most degrees are awarded by
the University of London rather than the individual colleges. Its constituents
include multi-disciplinary colleges such as UCL, King’s, Royal Holloway and
more specialized institutions such as the London School of Economics, the
Royal Academy of Music, the Courtauld Institute of Art and the Institute of
Education.
Imperial College London and University College London have been
ranked among the top ten universities in the world by the Times Higher
Education Supplement: in 2008 Imperial was ranked the 6 th best and UCL the 7th
best university in the world.
37
In addition, the LSE is the world’s leading social science institution for teaching
and research, plus has the most international student body of any university in
the world today.
London’s other universities, such as Brunel University, City University,
London Metropolitan University, Middlesex University, University of East
London, University of the Arts London are not part of the University of London
but are still leaders in their field and popular choices among students both
nationally and internationally. Some were polytechnics until these were granted
university status in 1992, and others which were founded much earlier. Imperial
College London left the University of London in 2007. London is also known
globally for its business education, with the London Business School (ranked 1st
in Europe – Business Week) and Cass Business School ( Europe’s largest
finance school) both being top world –rated business schools.
In addition there are three international universities: Schiller International
University, Richmond University and Regent’s College.
Завдання до тексту 2В.
Знайдіть вірні відповіді на запитання.
1. London…
A stretches almost 13 miles.
B has a population of just over eight million.
C is Europe’s largest city.
D stands on the river Severn.
2. What is the largest contact teaching university in the United Kingdom and in
Europe?
A University of London
B Courtauld Institute of Art.
C University of the Arts London.
D University of East London.
3. How are degrees at the University of London generally awarded?
A By the individual colleges.
B By the separate institutions of the University.
C By the University of London.
D By the Mayor of London.
4. What is Imperial College London famous for?
A It’s the leading social science institution.
B It has the most international student body in the world?
C It was ranked the 7th best university in the world.
D It was ranked the 6th best University in the world.
5. Which of the following London Universities is Europe’s largest finance
school?
A London Business School.
B Cass Business School.
38
C Schiller International University.
D Regent’s College.
6. Which of the following London Universities is International?
A Brunel University.
B Courtauld Institute of Art.
C Richmond University.
D University of East London.
Speaking:
Прочитайте діалог і вивчіть його напамять.
London
– London, the capital of Great Britain, is one of the largest cities in the world.
Do you know that?
– Of course. I’ve read that one fifth of England’s population is concentrated in
London.
– That’s true. The population of London is over nine million people. There are
many places of interest there.
– What do you advise me to see if I go to London for the first time?
– The Houses of Parliament, Westminster Abbey and Buckingham Palace are a
must. People who come to London usually begin sightseeing with those places.
– Buckingham Palace is the residence of the Queen, is it so?
– Certainly. You will have a chance of watching a very old ceremony –
Changing of the Guard.
– Does it take place in front of Buckingham Palace every day?
– Of course. If you are keen on ancient architecture, you should see Paul’s
Cathedral and the Tower.
– They are in the center of London, aren’t they?
– Yes, they are. The Tower of London guarded the entry to London from the
North Sea for many centuries.
– Is Hyde Park a must for the tourists?
– Yes, it is. Hyde Park is the place where mass meetings and demonstrations are
held. You should also go to the British Museum which has a very large library.
– Thank you for the information.
Перекладіть на англійську мову.
1. – Лондон – столиця Великобританії, чи не так?
– Yes, it is. It is a big industrial centre.
– Яке населення в Лондоні?
– More than 9.000.000 people live in London.
– Чи багато в Лондоні визначних пам’яток?
– Quite a lot. London is an old city. There are many sights there; the House of
Parliament, Buckingham Palace, Westminster Abbey and the Tower are the
main sights.
– Коли була збудована the Tower?
39
– I don’t know exactly but it is as old as London.
2. – What is Big Ben?
– Це великий годинник на будівлі Парламенту.
– Is it far from the center of London?
– Це в самому центрі.
– Have you been there?
– Так, багато разів.
40
LESSON 3
Grammar
Pronouns
Nouns
Singular and Plural
Higher Education in Ukraine
The University of London
Looking for a new apartment
Reading
Speaking
Grammar (block 1)
Pronouns
Займенники
1. Personal Pronouns (Особові займенники)
Subject Pronouns
Object Pronouns
Суб'єктні займенники
Об'єктні займенинки
singular
plural
singular
plural
1 st person
I
we
me
us
2 nd person
you
you
you
you
3rd person
He
She
him
they
her
it
them
it
Особові займенники іживаються для заміни іменникиів, коли відомо про
кого чи про що іде мова:
 Суб'єктні займенники вживаються як підмети:

Example: Where is Simon? – He is in the kitchen.
 Об'єктні займенинки вживаються як додатки:
Verb + object pronoun

Preposition + object pronoun
Example: Help me. I’ve written to her. I like him. Look at
them. Can you see it? They are waiting for us.
2. Possessive Adjectives and Pronouns (Присвійні прикметники та
займенники)
41
Possessive adjectives
Possessive Pronouns
Присвійні прикметники
Присвійні займенники
singular
plural
singular
plural
1 st person
my
our
mine
ours
2 nd person
your
your
yours
yours
3rd person
His
their
His
Her
Hers
its
-
theirs
Присвійні прикметники вживаються перед іменниками для вираження,
кому належить іменник.
 Example: I can’t find my keys.
Sally bought her computer last year.
Присвійні займенники вживаються без іменника, коли іменник лише
мається на увазі.
 Example: “Is this Peter's book?” – “No, it's mine.”
Their flat is smaller than ours.
3. Reflexive Pronouns. (Зворотні займенники).
Singular
Plural
1 st person
I - myself
We - ourselves
2 nd person
You - yourself
You - yourselves
3rd person
He – himself
She – herself
They - themselves
It - itself
 Example: I burnt myself cooking dinner. He hurt himself
while he was shaving.
Note! enjoy yourself – добре проводити час
help yourself – пригощатися (чимось)
Exercise 1. Виберіть правильний варіант займенника.
1. I phoned Sarah last night and gave she/her the message.
2. My brother is older than I/me, but he/him isn’t as tall as I/me am.
42
3. “Have you seen Peter today?” – “Yes, I/me saw he/him this morning. He/Him
was going to the swimming pool”.
4. “What did those people want?” – “They/them asked I/me to help they/them.”
5. Sydney is famous for it/his/its opera house.
6. I’m sorry I didn’t telephone you. I lost you/your/yourself telephone number.
7. Did you enjoy you/your holiday?
Exercise 2. Заповніть пропуски займенниками.
I you he she it we they me you him her it us them
1. Where are my keys? I put … on the table a moment ago, but now…have
disappeared.
2. If you have any problems, just tell someone and … will help you.
3. “What did you think of the film, Simon?” – “…enjoyed … very much.”
4. How far is … from Madrid to Paris?
5. “What does the government plan to do about education?”
6. … aren’t allowed to drive a car in Britain until …'re 17 years old.
7. Peter and I are going out this evening. …'re going to cinema. Would you like
to come with …?
Exercise 3. Виберіть правильний варіант займенника.
1. We know their/theirs telephone number, but they don’t know our/ours.
2. My/mine car wasn’t as expensive as her/hers.
3. “How are your/yours children?” – “Fine, thanks. How are your/yours?”
4. Maria has got her/hers suitcase, but her/hers friends haven’t got their/theirs.
5. Our/ours flat isn’t as big as their/theirs, but our/ours is much more
comfortable.
Exercise 4. Звповніть пропуски відповідною формою займенника або
прикметинка.
Example: Why didn’t she ask us to help her? (she)
1. …house is much bigger than … (they/we).
2. Is this book … or … ? (you/I)
3. “Is Jack going on holiday with … friend?” – “No, …'s going by …”.
(she/she/she)
4. How long have … been waiting for …? (they/we).
5. … was very angry with … for being so stupid. (I/I)
6. Someone came to see … while … were out. … told … that … would be back
at 2 o'clock . (you/you/I/they/you)
7. “Who painted … flat?” – “Nobody. … painted it ….” (you/we/we)
…'s a coincidence that … birthday is on the same day as …. (it/he/her).
43
Grammar (block 2)
Singular and Plural of Nouns
(Однина та множина іменників)
 Більшість іменників утворюють множину додаванням –s до форми
однини (a book – books, a girl – girls)
 Закінчення –es додається, якщо слово в однині закінчується на –ch, sh, -s або –x (a church – churches, a box – boxes)
 Деякі іменники, що закінчуються на –о (tomato, potato,
hero)в
множині приймають закінчення –es (tomato – tomatoes, hero –
heroes).
 До інших іменників, що закінчуються на –о, додається закінчення –s
(radio – radios, piano – pianos).
 Іменники, що закінчуються на –y, яють –y
додається закінчення –es (a factory – factories)
на –і та до них
NOTE! Ці іменники завжди вжиаються в однині!
furniture, money, food, news, advice, knowledge, fruit(s), twilight, information,
chalk, progress, measles, politics, courage, cloth, economics, athletics, physics,
gymnastics, hair, rice, margin, macaroni, equipment, linguistics, phonetics,
fish(es)
NOTE! Ці іменники завжди вживаються в множині!
belongings, goods, grapes, trousers, police, jeans, scales, tweezers, mass media,
oats, remains, reins, scissors, wages, contents, pajamas, tongs, people, tights,
spectacles/glasses, breeches, pants, pliers, outskirts, suburbs, arms, proceeds,
binoculars, earnings, stairs, steps, riches
NOTE! Деякі іменники мають однакову форму в однині і в множині!
fish, sheep, deer, means, trout, salmon, species, series, headquarters
Irregular plurals
(Неправильні форми утворення множини іменників)
Singular
Plural
Half
Halves
Leaf
Leaves
Knife
Knives
Life
Lives
Foot
Feet
44
Tooth
Teeth
Man
Men
Woman
Women
Mouse
Mice
Child
Children
Ox
Oxen
Sheep
Sheep
Deer
Deer
Fish
Fish
Aircraft
Aircraft
Series
Series
Species
Species
Crisis
Crises
Phenomenon Phenomena

Звичайно однина іменників узгоджується з одниною дієслів та
займенників. “Where is the key?” – “It’s on the table”. “Where are the
keys?” – “They are on the table”.

Іменники people, police cattle завжди вживаються в множині. People
are strange, aren’t they?

Деякі іменники закінчуються на –s, але це не множина (news,
politics, mathematics, economics, physics, athletics).

Необчислювані іменники, назви предметів, які не можна перелічити,
наприклад, milk, money, зазвичай не мають форми множини. There is
some milk in the fridge. Money isn’t the most important thing in life, isn’t
it?
Exercise 5. Напишіть наступні речення в множині.
1. This man is an engineer.
2. That woman is my sister.
3. This child is my son.
4. That goose is big.
5. This mouse is white.
6. This man is a doctor.
7. That woman is my cousin. She is a teacher
8. That girl is my niece. She is a pupil.
9. This girl has a blue sweater.
10. This boy has a good coat.
11. My uncle has a large flat.
45
12. There is a table in the room.
13. I have a good pen. My pen is in my pocket.
14. There is a flower in the vase.
15. This child's foot is sore.
Exercise 6. Заповніть пропуски іменниками з дужок.
When he fell over, he broke two of his … (tooth).
We’ve got enough … but we need some more …and (plate/knife/fork).
On their tour of Europe, they visited seven … in six … (country/day).
These … are too small for me. They hurt my … (shoe/foot).
Autumn is coming. The … are starting to fall from … (leaf/tree).
They’ve got five …, three … and two … (child/ girl/ boy).
London has many different …, …, … and … (restaurant/,
theatre/cinema/disco).
Exercise 7. Напишіть загальну назву до груп слів.
1. Calculate, algebra, equation
mathematics
2. Government, election, minister
p________
3. Finance, trade, industry
e_________
4. Running, jumping, throwing
a_________
5. Light, heat, gravity
p________
6. Computer, silicon, chip, video games
el________
Exercise 8. Виберіть правильну форму присудка.
1. Gymnastics is/are my favourite sport.
2. The police want/wants to interview two men about the robbery last week.
3. Physics was/were my best subject at school.
4. Fortunately the news wasn’t/weren’t as bad as we expected.
5. Where do/does your family live?
6. Three days isn’t/aren’t long enough for a good holiday.
7. Do you think the people is/are happy with the government?
8. I don’t like very hot weather. Thirty degrees is/are too hot for me.
Reading:
Words and word-combinations
as conj — як, оскільки
as well — також
affect v — впливати
become v — становитися
consider v — вважати,
розглядати, враховувати
develop v — розвивати,
розробляти
enable v — давати можливість
ensure v — забезпечувати,
гарантувати
especially adv — особливо
further a — подальший
improve v — покращувати,
вдосконалювати
mean (meant) v — значити
means n — засіб
to play a part — грати роль
to take into consideration — брати
до уваги
46
at present — в теперішній час
number n — число
a number of — низка, декілька
prepare v — готувати,
підготовлювати
provide v — забезпечувати,
постачати
receive v — отримувати
remain v — залишати
quality n — якість
thorough a — доскональний,
ретельний
usually adv — зазвичай
Text 3A
Higher Education in Ukraine
Higher education plays an important part in the life of any country as it
provides the country with highly-qualified specialists for future development
and progress. It trains people to become teachers, engineers, doctors and other
professional workers.
In all the industrial countries standards of living are steadily changing; this
means that the kind of education, which was good enough thirty years ago, is not
necessarily good for them today. The serious need to find ways and means of
ensuring continuous and thorough adoption of the universities to contemporary
needs in our rapidly changing world is widely recognized. And this means that
styles of teaching, quality of learning materials1 and organization of the
university itself have to be continuously brought up to date2 and improved.
Besides, knowledge and information which come through the mass media
must also be taken into consideration. This information explosion3 has affected
every field of study, especially, of course, in the natural and applied sciences
and in all other sciences as well. The increase of information requires new
methods and new approaches to students' training and instruction4.
At present a new system of education is introduced in this country — a
distance education system. This computer system of learning helps working
professionals to continue their education while remaining at their jobs. This
system enables people to get knowledge and a good foundation in the sciences
basic to his or her field of study. Distance learning has developed over years 5
from satellite video courses to modern videoconferencing through personal
computers.
The academic year usually lasts 9 months and is divided into two terms
(semesters). The first- and second-year students obtain thorough instructions in
the fundamental sciences of mathematics, physics, chemistry and drawing as
well as computer engineering and a number of others. The curricula are enriched
and broadened6 by instructions in such subjects as foreign languages, history and
economics.
At the third year students get more advanced knowledge and begin to
concentrate on their special interests, so to say, their «major» subject and take
many courses in this subject. Specialized study and courses will help students to
become specialists and prepare them for their future work.
47
After four years students will get a bachelor's degree. Then the students
may go on with their studies and in a year or two of further study and research
get a master's degree. After graduating from the university they may go on with
their study and research and may get a still higher degree.
About 75 percent of students receive state grants. Universities have their
own students' hostels and some of them have large and excellent sport centers.
Education is a process through which culture is preserved, knowledge and
skills are developed, values are formed, and information is exchanged.
Education is the way to success.
Notes to the Text
1. learning materials — навчальний матеріал
2. to bring up to date — довести до сучасних умов
3. training and instruction — підготовка навчання
4. over years — за багато років
5. curricula are enriched and broadened — програми (курси навчання)
збагачуються і поширюються
Завдання до тексту 3A.
Перекладіть на рідну мову наступні вирази.
Higher education, to change steadily, to be necessary, to ensure adoption, to
find ways, through the mass media, applied sciences, while remaining at jobs,
advanced knowledge, so to say, to go on with studying, to receive state grants,
to get advanced knowledge, new approaches.
Перекладіть на англійську мову наступні словосполучення.
Бути достатньо добрим, широко визнавати, також, дистанційна освіта,
давати можливість людям, супутникові курси, навчальний рік, студент
третього курсу, програма навчання, такі предмети, розвивати знання та
навички, формувати цінності, обмінюватися інформацією, отримати
ступінь бакалавра, через рік.
Закінчіть речення.
1. Students receive s…. g….. .
2. S………. s…. helps students to become specialists.
3. The academic year is divided into t… t… .
4. Then the students may get a m…… d…..in a year or two.
5. The second –year students obtain t… i... in the fundamental sciences.
Дайте відповіді на запитання.
1. What does the higher education provide?
2. Why is it necessary to find new ways of teaching?
3. What does the increase of information require?
4. What is the distance learning?
5. Does the academic year last 10 months?
6. What subjects do the students study in the first year?
7. Will students get a master’s degree after four years of study?
48
8. How many students receive state grants?
9. Are there any sport centers at the Universities?
10. What subjects do you study in the first year?
11. Do you pay for your education?
12. Do you get grants?
Text 3B
The University of London
Уважно прочитайте текст і перекладіть на рідну мову виділені слова.
The University of London is a federation of some forty-four schools and
institutes, which together register over 40,000 internal and a great number of
external students; the latter come to London only to sit for their examinations. In
fact most external students at London University are living in London.
The schools, institutes and colleges of the University of London are
essentially teaching institutions providing instructions chiefly by means of
lectures, which are attended mainly by day students.
The character and organization of the University of London are such that
it’s better to look at its history separately. The university was founded in 1836 as
an examining and degree-granting body only and remained as an institution with
limited functions until 1900 when it was reconstructed in its present form. The
Senate (Рада Університету) was given the lawful right to admit institutions
within the County of London as Schools of the University.
The schools of the London University vary greatly in size and character
from a series of specialized postgraduate institutes and a number of medical and
dental schools to several large institutions such as: University College and
King’s College which in themselves are autonomous universities in most
respects.
The University of Wales provides a further example of a federal
institution. Founded in 1893 it organized the three university colleges into a
unified system for purpose of degree examinations. Later on four more
university colleges were added as constituent parts of the University. Now it is a
great university with 20,000 internal students.
Speaking:
Прочитайте діалог і вивчіть його на пам’ять.
You are looking for a new apartment. You meet the landlord and ask him some
questions
- Good afternoon, I would like to rent one of your apartments.
- Wonderful, would you like me to give a tour of one.
49
- That would be great, but first I have some questions. How many floors are
there in this building?
- There‘re five floors with two apartments on each floor.
- How many bedrooms are there in the apartment?
- There’s only one.
- Does the kitchen come with a dishwasher?
- No, I’m afraid not.
- Is the bathroom in good condition?
- For a 25-year-old bathroom, I would say it’s in pretty good condition.
- I see. How much is the rent?
- 800$ a month, and rising.
- Are you kidding? That’s too expensive. I’ll have to look somewhere else.
Exercise 10. Знайдіть в тексті англійські еквіваленти наступним
словосполученням:
Орендувати квартиру, показати одну з них, чи обладнана кухня, платня
буде зростати, ви жартуєте?
50
LESSON 4
Тривалі часи. Активний стан
Vinnytsia
Vinnytsia National Technical University
Distance learning
Grammar
Reading
Speaking
Grammar
Continuous Tense. Active Voice.
Present Continuous (Progressive) Tense
Теперішній тривалий час
Утворення
Present Continuous має форму be + Ving
Стверджувальна
форма
I AM
Заперечна форма
Питальна форма
І
AM
YOU ARE
YOU
HE
SHE
IT
HE
SHE
IT
WE
YOU
THEY
IS
WORKING
ARE
WE
YOU
THEY
AM NOT
І
ARE NOT
ARE YOU
IS NOT
HE
SHE
IT
IS
WORKING
ARE
NOT
WORKI
NG?
WE
ARE YOU
THEY
Цю форму ще часто називають «present progressive». При додаванні
закінчення –ing інколи відбуваються зміни в написанні слів:
 Example: begin – beginning
Вживання
• Present Continuous вживається для вираження дії, яка відбувається в
момент мовлення:
 Example: Where are the children? – They аre playing in the
garden.
You can switch off the TV. I'm not watching it.
• Present Continuous вживається для вираження дії, яка відбувається у
теперішньому часі, але не обов’язково в момент мовлення:
 Example: You аre spending a lot of money these days.
Sue is looking for a job at the moment.
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• Present Continuous вживається для вираження дії, яка відбувається в
теперішньому часі протягом певного періоду:
 Example: Robert is on holiday this week. He's staying with his
wife in Greece.
• Present Continuous вживається для вираження змінних дій або дій, що
розвиваються, та ситуацій у теперішньому часі:
 Example: Your children are growing up very quickly.
Computers are becoming more and more important in
our lives.
• Present Continuous може вживатися для вираження дії у майбутньому
часі:
 Example: I'm meeting Sue on Saturday evening.
Порівняйте:
• Present Continuous вживається для вираження дії в розвитку або дії, що
відбувається в момент мовлення, а також для вираження тимчасових
ситуацій.
 Example: Are you working now?
Don’t forget your umbrella when you go out. It’s
raining outside.
I’m sleeping on the sofa these days because my bad is
broken.
• Present Simple вживається для вираження повторюваних або звичних
дій, для вираження загальновідомих дій та постійних ситуацій.
 Example: Do you work every Saturday afternoon?
It rains a lot in Britain in March and April.
I sleep eight hours every night.
• Деякі дієслова не вживаються в тривалих часах:
o Дієслова мислення:
think (вважати), see (розуміти), believe, understand, know, recognize,
suppose, remember, imagine, forget, mean, realize.
o Дієслова відчуттів:
like, dislike, hate, love, prefer, want, wish.
o Дієслова сприймання:
see, hear, smell, taste, feel.
o Інші дієслова:
have (мати), own, belong to, owe, need, include, cost, contain, weigh, sound,
be, seem, deserve.
• Коли ці дієслова описують дію, а не стан, їх можна вживати в формах
Continuous.
Порівняйте:
I think you are right.
Ssh! I'm thinking.
I've my car for 6 months.
I'm having lunch.
Do you see what I mean?
Are you seeing the doctor tomorrow?
Note!
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V+ing forms can be used as modifiers before nouns.
 Example: A sleeping child...; working men and women.
Past Continuous (Progressive) Tense
Минулий тривалий час
Утворення
Past Continuous утворюється за допомогою was/were + Ving.
Стверджувальна
форма
I was
you were
he
working
she was it
you were
Заперечна форма
Питальна форма
I was not
you were not
was I
were you
he
working
she was not
it
we
you were not
they
he
was she
it
were we
you
they
working?
Вживання
• Past Continuous вживається для вираження дії, що тривала в минулому.
Дія або ситуація почалася, але не завершилася в той час.
 Example: At eight о 'clock last night I was watching TV.
I saw you last night. You were waiting for a bus.
• Past Continuous та Past Simple часто вживаються в реченні одночасно.
Past Continuous означає тривалу дію або ситуацію, яка відбувалась у
минулому; Past Simple означає нетривалу дію, яка відбулася в середині
більш тривалої дії або перервала її.
 Example: I was driving along when a child ran across the road.
When Kate was watching TV, the telephone rang.
Note!
Because we often use Past Continuous to talk about something that is a
“background”, not the main “news”, we can make something seem less
important by using this tense.
 Example: I was talking to the President last night, and he said...(as if
there was nothing special for the speaker about talking to the President)
Past Continuous can be used with always, continually and similar words to talk
about things that happened repeatedly and unexpectedly, or in unplanned way.
 Example: Aunt Lucy was always turning up without warning and
bringing us presents.
I didn’t like him – he was continually borrowing money.
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Future Continuous (Progressive) Tense
Майбутній тривалий
Утворення
Future Continuous має форму will be + Ving
Стверджувальна
Заперечна форма
форма
I
I
you
you
he
he
she will
be she
it
working
it
will not be working
we
we
you
you they
they
Питальна форма
will
will
will
will
I
you
he
she
it be working?
we
you
they
Скорочення
’ll = will won’t = will not
Вживання
Future Continuous вживається для вираження дії, яка буде у роз-витку в
певний момент у майбутньому.
 Example: I’ll be having dinner at 7.00.
Don’t phone me at 8.00. I'll be doing my homework
then.
What will you be doing this time next week?
Future Continuous вживається для вираження дій у майбутньому, які вже
сплановані або є частиною звичайного розпорядку.
 Example: I'll be driving into town later on. Do you want a lift?
– Would you like me to give Peter a message for you?
– Oh, I don't want to trouble you.
– It's no trouble really. I'll be seeing Peter tomorrow
anyway.
Future Continuous часто вживається як ввічлива форма питання про
чиїсь плани, особливо при бажанні щось зробити для когось.
 Example: – Will you be going out this morning?
– Yes, why?
– Oh, could you get me a newspaper?
Will you be using your camera at the weekend? I
wondered if I could borrow it.
Note!
This tense can also be used to “predict the present” – to say what we think or
guess is probably happening now.
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 Example: Don't phone them now – they’ll be having lunch.
Exercise 1. Доповніть речення одним із дієслів, використовуючи Present
Continuous абo Present Simple.
Go, read, use, look, work, prepare, get on, write, hope, work.
1. I … this letter to thank you for the beautiful birthday present. It's a very nice
camera. I … it very often. How … you ..? … you … hard every day? I …
everything … all right. My sister … forward to visiting you during her holidays.
Now she … an interesting book. And my son … at the report. He … for his
Geography lesson.
Exercise 2. Поставте дієслова в дужках в Present Simple або Present
Continuous.
1. You can turn off the TV-set. I … (not watch) it.
2. What … you … (do) here? I thought you left two days ago.
3. How many hours … you … (work) every day?
4. They … (want) to go to Paris this summer.
5. This pie … (taste) awful.
6. The water … (boil). Would you like tea or coffee?
7. “What a lovely watch!” — “It … (not work), I'm afraid — it's been broken for
a long time.
8. “Where is he now?” “Не … (play) football, as usual.”
9. “What languages … you … (speak)?” “English, French and Spanish.”
10. “Who … (play) the piano upstairs?” “My sister.”
Exercise 3. Доповніть речення одним із дієслів, використовуючи Past
Continuous абo Past Simple.
Dance, learn, watch, do, ski, wash up, cook, speak, make, discuss, lay, clean,
work.
1. What … you … at 5 p.m.? — I ... the room.
2. At that moment my teacher … over the telephone.
3. The mother asked her children not to make so much noise as the father … in
the study.
4. Yesterday we … in the forest the whole day.
5. When I came to the party all the guests ...
6. What … you … at the meeting yesterday?
7. While Jane .., Ann … sandwiches.
8. I … English grammar all day long yesterday.
9. While my mother … dinner I … the table.
10. My brother asked not to disturb, him as he … an interesting movie.
Exercise 4. Поставте дієслова в дужках в Past Continuous або Past Simple.
1. Jane wasn't at home when I … (go) to see her. She … (work) in the garden.
2. They … (clean) the carpet when they … (find) the ear-ring.
3. He … (meet) Sarah at the birthday party. She … (wear) a white dress.
4. What … you … (speak) about before I … (interrupt) you?
5. Bob … (be) late but his friends … (wait) for him.
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6. When … you … (get) this parcel?
7. I … (expect) to see you at the conference but you weren't there.
8. When I … (cross) the street, I … (think) there were no cars.
9. He … (know) nothing about America. It … (be) a big surprise to him. 10.
Where … you … (go) when I … (stop) you?
Exercise 5. Поставте дієслова в дужках в Future Simple або Future
Continuous.
1. I … (come) at six o’clock. – Good, I … (wait) for you.
2. I can’t understand this article. – I … (call) my friend, he … translate it for
you.
3. This time next month I … (sit) in the plane.
4. You look frozen. Sit down by the fire and I … (make) you a cup of tea.
5. That tree makes the house dark. – OK, I … (cut) it down.
6. What … you … (do) when you graduate from the University? – I … (try) to
find a good paid job.
7. What … you … (do) at this time tomorrow? – I … (play) football.
8. My younger brother … (be) in the sixth form next year. That means he …
(start) learning Geometry.
9. Don’t ring her up to 9, she … (prepare) for the exam. Ring up later.
10. At the midnight I … (dance) with my friends in a new disco club.
Exercise 6. Виберіть правильну форму присудка.
1. You are very quiet. What do you think/are you thinking about?
2. What do you think/are you thinking about my idea?
3. What does this word mean/is this word meaning?
4. Did you hear/Were you hearing the news?
5. You don't watch/You aren't watching the TV at the moment. Switch it off.
6. I'm sorry, but I didn't remember/ was not remembering to get your
newspaper when I went shopping.
7. Do you like/Are you liking this painting?
Exercise 7. Використайте Present Continuous або конструкцію be going to.
1. I (play) tennis tonight with Tom and Ann.
2. He (have) an operation next week.
3. It's very cold. I (light) a fire.
4. We (have) some friends to lunch tomorrow.
5. I've bought a piano; it (be) delivered this afternoon. — Where you (put) it? —
I (put) it in the dining room.
6. You (go) to the auction tomorrow? — Yes, I (go) but I (not buy) anything.
7. I've reminded you once; I (not do) it again.
8. I (have) my hair cut this afternoon.
9. My nephew (come) to stay with me next weekend. — Where you (put) him?
— I (put) him in the room in the tower.
10. Our class (start) German next term.
11. I (spend) a few days in London next week.
12. The Town Council (build) a new school here.
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13. What you (tell) the police? — I (tell) them the truth.
14. He (start) tomorrow.
15. The Queen (open) Parliament next month.
16. The Prime Minister (speak) on TV tonight.
17. This shop (close) down next week.
18. When you (have) your next lesson? — I (have) it on Monday.
19. I (wear) my new dress this afternoon.
20. We (take) our friend to the seaside this summer.
21. I (give) him a football for his next birthday.
22. She (sing) in her first big concert next month.
23. He (go) to Spain for his holidays. — He (fly)? — No, he (go) by boat.
24. She (see) a specialist next week.
25. He (wash) the car?
26. He (ring) me up tonight.
27. The inspector (ask) you a few questions.
28. Her parents (give) a party for her next month. They (invite) sixty guests.
29. Have you got a ticket for the big match on Saturday? — No, I don't even
know who (play). — France (play) England.
30. They (launch) a ship this afternoon. You (come) to see it?
31. What you (do) with the money?
32. I (pick) you up at 6.30; don't forget.
33. Where you (go) tonight? — I (go) out with Peter. He (call) for me at eight.
34. I (compete) in the bicycle race tomorrow.
35. Mr Pitt has just phoned to say that he (not come) back till Wednesday night.
36. I (read) you his answer to my letter of complaint.
Exercise 8. Поставте дієслова в дужках в Future Simple або Future
Continuous.
1. I am sure that I (recognize) him.
2. I (see) her tomorrow.
3. He (play) in a tennis match on Friday.
4. She (come) back on Monday.
5. I (go) again next year.
6. We (know) tonight.
7. You pay and I (owe) you the money.
8. I (believe) it when I see it.
9. I (have) my car repainted next week.
10. I hope that you (have) a good time tomorrow.
11. His speech (be) broadcast tonight.
12. The window-cleaner (come) at eight tomorrow.
13. Tom (catch) the 7.40 train.
14. Where you (meet) them? — I (meet) them at midnight in the middle of the
wood.
15. What horse you (ride) tomorrow?
16. Look! I've broken the teapot. What Mrs Pitt (say)? — She (not mind); she
57
never liked that one.
17. I've left the light on. It (matter)?
18. He (not forget) to come.
19. He (leave) in a few days.
20. I (remember) it.
21. If you drop that bottle it (break).
22. I never (forgive) him.
23. I'm sure that you (like) him.
24. They (lay) the foundations next week.
25. You (see) a signpost at the end of the road.
26. He has cut my hair too short. — Don'tworry; it (grow) again very quickly.
27. You (understand) when you are older.
28. The cat (scratch) you if you pull its tail.
29. I (be) back at 8.30.
30. If he doesn't work hard he (not pass) his exam.
31. She (go) on a cruise next summer.
32. I (move) to a new flat next week.
33. I am sorry that the child saw the accident. — I don't think it matters. He soon
(forget) all about it.
34. I (wait) here till he comes back.
35. He (not write) to you unless you write to him.
36. There (be) a big meeting here tomorrow.
Reading:
Word and word-combinations
Estimate v – оцінювати
Lime stone – вапняк
Clay – глина
Legislative – законодавчий
Executive – виконавчий
Judicial – судовий
Annex – приєднувати
Massacre – різанина
Invading – вторгнення
Atrocitу – звірство
Victim – жертва
Accommodation – житло
Barbed – колючий
Outskirt – околиця
Part-time students – заочники
Department – кафедра
Meritorious – заслужений
Сurricula – навчальна програма
Bachelor – бакалавр
Master – магістр
Рeculiaritу – особливість
Apart from – окрім
Аcquiring – отримання
Вy correspondence – заочно
Аchievement – досягнення
Distinction – відзнака
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Text 4A
Vinnytsia
Vinnytsia is a city located on the banks of the Southern Buh, in central
Ukraine. It is the administrative center of Vinnytsia Region (Oblast). Vinnytsia
is located about 260 km west of the Ukrainian capital, Kyiv, 429 km north of the
port city Odessa and 369 km from Lviv. Now the current estimated population is
370,100. The natural resources are the following: the deposits of granite and
lime stone, clay, sand and mineral spring water in several places. The climate of
Vinnytsya region is moderately humid.
As an administrative centre of Ukraine, Vinnytsia is the seat of the local
legislative, executive and judicial branches of the power in the region. Vinnytsia
is the industrial, transport, agricultural, cultural and educational centre of the
region. The National Technical University, the Agricultural University, the
Pedagogical University, the Medical University, the University of Trade and
Economy educate the specialists almost for every branch of our life. There are
also special secondary schools, which give secondary education in the spheres of
technique, bakery, dairy and trade. Nowadays there are private schools as well
as state schools, lyceums, classic school form where children can get their
general secondary education.
Vinnytsia as a small settlement was founded on the picturesque banks of
the Southern Bug in the 13th century by Lithuanian Prince Olgert. Vinnytsia has
been an important trade and political center since the fourteenth century, when
Fedir Koriatovych, the nephew of Olgerd, built a fortress (1363) against Tatar
raiders on the banks of the Southern Buh. From that time on, the town became a
factor in ongoing disputes between Lithuania, Tatars (who burnt the fortress in
1580), Poland, Turkey (which ruled the city and region from 1672 to 1699),
Cossacks and eventually Russia, which annexed the city and region following
the Second Partition of Poland in 1793.
Victim's graves from the Vinnytsia massacre during the Stalinist
repression of 1937–1938 were exhumed by the invading Germans in 1943.
Adolf Hitler sited his easternmost headquarters Führerhauptquartier Werwolf
near the town. Nazi atrocities were committed in and near Vinnytsia by
Einsatzgruppe C. Estimates of the number of victims run as high as 28,000. This
included the virtual extinction of the town's large Jewish population.
Führerhauptquartier Werwolf was the codename used for one of Adolf Hitler's
World War II Eastern Front military headquarters located in a pine forest about
12 kilometres north of Vinnytsia, between the villages of Stryzhavka and KoloMykhailivka on the Kiev highway. Hitler's accommodation at Werwolf
consisted of a modest log cabin built around a private courtyard with its own
concrete bunker. The rest of the complex consisted of about 20 wooden cottages
and barracks and up to three "B" class bunkers, surrounded by ring of barbed
wire and ground defensive positions connected by underground tunnels. The
area was surrounded by a defensive strip of bunkers, anti-aircraft guns and
59
tanks, as well as anti-tank ditches and minefields. There was a tea house, a
barber shop, a bathhouse, a sauna, a cinema and even an open swimming pool
for the inhabitants' use. The facility also contained a large vegetable garden to
provide Hitler with a secure supply of food. Two artesian wells supplied the site
with water, and the site had its own power generation facilities. The bunkers
were constructed by Organisation Todt using local Ukrainian workers, forced
labour but mainly Soviet prisoners of war. Many of the workers were
subsequently murdered to maintain secrecy of the site. Today only the
swimming pool and concrete fragments remain visible on the site, which is an
open recreation area. Nearby is a memorial to the thousands of labourers and
others buried by the Nazis in gravepits at Stryzhavka.
The history of our land is closely connected with the names of Bohdan
Khmelnytskyi, Ivan Bogun, Maxim Kryvonis, Ustym Karmaliuk and many
others outstanding Ukrainian people. The citizens of Vinnytsia and the guests of
the town like to attend the estate museum of famous doctor Pyrohov, the founder
of the battle-field surgery, the scientist and pedagogue. One of the main streets
in our town, the Medical University and the regional hospital are named after
him. If you are interested in history it would be useful to visit our museum of
Local Lore, which is situated in the centre of Vinnytsia near the Bridge across
the Southern Buh. There are expositions devoted to various periods of the
development of Vinnytsia. A lot of guests enjoy visiting the museum of the
classic of Ukrainian Literature, Mychailo Kotsiubynskyi. The small white house
where he lived with his family is in the centre of Vinnytsia. The curator will
show you the things belonging to the writer, tell about the family way of life. It
was Kotsiubynskyi who first thought about the creating of the public library in
Vinnytsia. There is a monument to the writer near the house and the street where
it stands is named after him.
We call Vinnytsia the cultural centre not only for its historical places,
museums and monuments, but also for two theatres and philharmonic society.
Our Drama Theatre named after the well-known Ukrainian actor Sadovskyi is
situated in the centre of Vinnytsia. Theatre-goers can enjoy dramas, comedies,
musicals performed by our local actor company.
Roshen Fountain is the only one in Ukraine and the largest floating
fountain in Europe, built in the river Southern Buh in Vinnytsia City near
Festivalny Isle (Campa Isle).
Havryshivka International Airport is situated in Vinnytsia. Since the end
of World War II, Vinnytsia has been the home for major Soviet Air Forces base,
including an airfield, a hospital, arsenals and other military installations. The
headquarters of the 43rd Rocket Army of the Strategic Rocket Forces was
stationed in Vinnytsia from 1960 to the early 1990s. The 2nd Independent
Heavy Bomber Aviation Corps, which later became 24th Air Army, was also
stationed in Vinnitsa from 1960 to 1992. The Ukrainian Air Force Command
has been based in Vinnytsia since 1992.
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Завдання до тексту 4A.
 Прочитайте текст і поставте до нього 5 спеціальних, 5
загальних, 5 розділових та 5 альтернативних запитань.
 Знайдіть додаткову інформацію і зробіть презентацію «My Native
Town».
Text 4B
Vinnytsia National Technical University
Vinnytsia National Technical University is an educational establishment
of the fourth level of accreditation well known both in Ukraine and far abroad.
VNTU consists of 7 scientific and educational institutes:
InAECCS (Institute of Automatics, Electronics and Computer Control Systems);
InCETPEGS (Institute of Civil Engineering, Thermal Power Engineering and
Gas Supply);
InPEEEM (Institute of Power Engineering, Ecology and Electrical Mechanics);
InITCE (Institute of Information Technologies and Computer Engineering);
InMBT (Institute of Machine Building and Transport);
InRETEIE (Institute of Radio Engineering, Telecommunication and Electronic
Instrument Engineering);
InM (Institute of Management).
The University trains 6000 day-time students, 1500 part-time students,
100 PhD and Doctor degree students, 1000 pre-University students.
The educational and scientific activity is conducted by 47 departments, 26
of which are running branch offices with the enterprises in Vinnytsia and
Vinnytsia region. The departments are run by Doctors of Sciences, professors
(84% of teaching staff in the graduating departments and 72% of University
teachers have scientific degrees and titles). 2% of University teachers have
honorary title − Meritorious. 10% are Academicians and Correspondent
Members of State and Public Academies.
VNTU is the unique University in Ukraine as introduced in 1991 the three
semester study system, two semesters of which are conducted following the
curricula and the third one is a working semester. During the working semester
the first year students obtain the working profession, corresponding to the future
engineering one. The senior students are working on the enterprises
independently, improving their qualification. Department for Training and
Production Integration has its representatives in all the industrial cities of
Ukraine which allows to run the working semesters.
VNTU is given the highest IVth level of accreditation and trains students
according to the three stage system Bachelor − Engineer – Master following the
curricula, which integrates the peculiarities of national and Canadian system of
higher education.
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Apart from acquiring the basic specialіty the students are allowed to get
the second specialіty by correspondence. Our University is also unique in
Ukraine to allow students of any speciality with achievements in sports to obtain
the additional specialization − Management of Organizations of Physical
Culture and Sports.
One more peculiarity of students training in VNTU allows the Bachelors
with the distinction who have the ability to scientific and educational activity to
join Masters training courses after four years of Bachelor's training program.
Students of different specialties learn English for Specific Purposes on the
level of technical translation which allows them to join the overseas
representative offices or work abroad. University campus is located on the lot of
25 hectares in Vinnytsia. 100 km away form Vinnytsia the University owns 10
hectares with the University sports centre. The first and second year students
makes it possible to meet eminent people, authors, musicians, artists, theatre and
film actors, politicians and religious figures and other people who visit the
University. The University has the efficient system for training specialists of
higher qualification which has no analogues. Training of scientific and
educational specialists is conducted on the post-graduated courses on 19
specialties and on the Doctoral courses on 4 specialities. There are 5 Specialized
Scientific Councils for examination of PhD and Doctoral Thesis on 12
specialities.
The University issues the social and political periodical – “Impulse”
which is in demand in the region. The University scientific journals on technical,
economic and pedagogic sciences approved by the Highest Attestation Board of
Ukraine are: “Visnyk of Vinnytsya Polytechnic Institute”, “Optoelectronic
Information”, “Power Technologies” and “Information Technologies and
Computer Engineering”. Recently initiated scientific journal is “Modern
Technologies, Materials and Constructions in Civil Engineering”. The journal
“Sententiae” is specialized in the sphere of philosophical sciences.
VNTU is the only permanent member representing Ukraine in the
International Association of Inventors IFIA with headquarters in Geneva. The
scientists of VNTU are annually awarded medals for inventions presented on the
invention exhibitions, organized by IFIA in Jassy (Romania), Budapest
(Hungary), Sofia (Bulgaria), Brussels (Belgium), Geneva (Switzerland) and
Pittsburg (USA).
The University trains specialists with higher education on the level of
Master and Philosophy Doctor in technical sciences for 69 countries in Africa,
Asia, South and Central America.
Завдання до тексту 4В.
 Перекладіть на рідну мову наступні словосполучення.
An educational establishment of the fourth level of accreditation, day-time
students, part-time students, to be run by, by correspondence, are conducted
62
following the curricula, the three stage system Bachelor − Engineer – Master, to
meet eminent people, the post-graduated courses, is in demand in the region.
 Дайте відповіді на запитання.
1. How many scientific and educational institutes does VNTU consist of?
2. Who does the University train? 3. Why is VNTU the unique University in
Ukraine? 4. What can you tell about the three stage system in the University? 5.
Are the students allowed to get the second specialіty by correspondence? 6.
What purposes do students learn English for? 7. Are there Specialized Scientific
Councils for examination of PhD and Doctoral Thesis in the University? 8.
What periodical does the University issue? 9. Do any foreign students study at
the University?
Speaking:
Прочитайте діалог і вивчіть його напамять.
- I would really like to study computing but I can't afford the time or money
for a course.
- I suppose you're talking about a full-time course, but that's not the only
option you know.
- Well what else could I do?
- You could do it by distance learning. My brother's just completed a
distance learning course in HR management.
- Was he satisfied with it? Was it any good?
- Yes, he was, although he said it was tough to come home tired after a
day's work and then to do two or three hours of study before going to bed.
Exercise 9. Знайдіть в тексті англійські еквіваленти наступним
словосполученням:
Я не можу дозволити собі, я вважаю, єдиний варіант, дистанційне
навчання, управління персоналом, чи була з цього користь, було важко.
63
LESSON 5
Grammar:
Reading:
Speaking:
It – безособове
One, that – як замінники
People Who Changed the World
2012 London Olympics, Ukrainian Gold
Medals
Dialogues
Grammar
It – impersonal. One, that as substitutes.
(It – безособове. One, that як замінники.)
It в англійській мові – це безособовий займенник. Нижче наведені деякі з
його важливих використань.
It може використовуватись як підмет для безособового дієслова. В якості
формального підмета у безособових реченнях займенник it не слід
перекладати на українську мову.
Супроводжувати підмет it у безособових реченнях в англійській мові може
або прикметник, або прислівник, або дієслово (змінюється за часами і
формами). Якщо у реченні є it і прикметник, то присудком буде дієслово to
be у формі третьої особи однини.
 Example:
It is cold. – Холодно.
It is wet. – Сиро.
It is impossible. – Неможливо.
It was interesting to read this article. – Було цікаво читати цю статтю.
У разі поєднання it з прислівником присудок буде тим же дієсловом to be.
 Example:
It is misty. – Туман.
It is muddy. –Брудно.
It is stormy. – Штормить.
It was difficult to recognize her at once. – Було важко відразу її впізнати.
It is impolite to trouble him. – Неввічливо його турбувати.
Якщо в компанії з підметом it знаходиться дієслово, то воно змінюється
за часами та формами.
 Example:
It drizzles. – Мрячить.
It thaws. – Сніг тане.
It rains. – Іде дощ.
It snowed much last winter. – Минулої зими часто йшов сніг.
64
Дієслово в безособових реченнях в англійській мові також може бути у
формі наступних часів: Present Simple, Present Continuous, Present Perfect,
Present Perfect Continuous, Past Simple, Past Continuous, Future Simple.
Питальні і заперечні безособові речення в англійській мові утворюються
відповідно до загальних правил. Якщо це дієслово to be в будь-якій формі –
виносимо його на початок речення при питанні, додаємо частку not при
запереченні. Якщо це основне дієслово у певному часі – користуємося
відповідними допоміжними дієсловам при питанні, і додаємо ще not для
заперечення.
Слід зазначити, що безособове речення з дієсловом take в поєднанні з it ми
перекладаємо, як потрібно, необхідно.
 Example:
It takes me half an hour to get to the university. – Мені необхідно півгодини,
щоб дістатися до університету.
It використовується для представлення іменника середнього роду.
 Example:
I am taking the meat back to the shop because it isn’t good. – Я віднесу м'ясо
назад до магазину, тому що воно не свіже.
It може використовуватися для представлення малюків обох статей.
 Example:
The baby is crying. It must be hungry. – Дитя плаче. Воно напевне голодне.
It також може використовуватися для малих і домашніх тварин.
 Example:
I love my dog. It is almost human. – Я люблю своя собаку. Вона як людина.
It використовується для емоційного підсилення перед іменником або
займенником.
 Example:
It was John who painted this picture. – Саме Джон намалював цей малюнок.
It was the Prime Minister who made this announcement. – Саме прем'єрміністр зробив цю заяву.
It може використовуватися для посилання на попередні ствердження.
 Example:
Jack was maltreated by his uncle; and he could not forget it all his life. –
Дядько Джека був жорстоким до нього; і він не міг забути цього усе своє
життя.
Exercise 1. Перекладіть на англійську мову.
1. Літо. 2. Важко перекладати цей текст. 3. Вдень світло, а вночі темно. 4.
У вашій кімнаті тепло чи холодно? 5. У травні зазвичай тепло. 6. Коли я
прийду додому, буде ще світло. 7. Весна. У парках багато квітів. 8. Завтра
буде неділя. 9. Ми прийдемо завтра о пів на восьму, якщо не буде дощу.
10. Було без десяти сім, коли батько повернувся додому. 11. Влітку тут
тепло? 12. Взимку у нас не холодно. 13. Вчора було також холодно, як і
сьогодні. 14. Звідси до будинку 5 кілометрів. 15. Зима. Холодно. Йде сніг.
65
16. Дощ іде? - Ні, але на небі багато хмар. 17. Важливо читати багато
англійських текстів. 18. Вчора йшов сніг? - Ні. 19. Вже пізно і зовсім
темно. 20. Важко говорити іноземною мовою без помилок. 21. Звідси дуже
далеко до театру? 22. Дуже приємно було купатися в морі. 23. Мені дуже
важко перекладати такі тексти без словника. 24. Тобі легко було встати так
рано вчора? 25. Скільки тобі потрібно часу, щоб дістатися до
університету? 26. Завтра буде ясно. 27. Влітку часто йшли дощі. 28.
Взимку буде йти сніг. 29. На вулиці мрячить, одягни плащ. 30. Напевне
скоро піде дощ, поквапся. 31. Вчора нам знадобилося 2 години, щоб
дістатися до дому. 32. Було дуже важко йти в темряві. 33. Дивно, що він не
прийшов. 34. Цікаво, що вона розповіла?
Exercise 2. Перекладіть на українську мову.
1. It is these special properties of sound that are thesubject of the present
chapter.
2. It was the Dutch physicist, Christian Huygens, who first offered an
explanation for the phenomena.
3. It was not until about 1911 that a first really successful theory of atomic
structure was suggested by Rutherford.
4. It was not until Einstein discovered the connection between gravitation and
inertia that the mystery Newton could not understand was solved.
5. Radioactive phenomena occur within the nucleus, and it is here that mass and
positive charge resides.
6. A solenoid carrying a current behaves just like a magnet. It was the great
French physicist Ampere who first showed this to be the case.
7. It is just energy which the atom thus yields up that is held to account for the
radiation.
One може замінювати іменник, який вживається раніше. У множині він
має форму ones. Перекладається тим іменником, який він замінює, або
опускається.
 Example:
The method is a conventional one. – Цей метод є загальноприйнятим
(методом).
Якщо після займенника one слідують означальний підрядний або
означальний дієприкметниковий зворот, то one є замінником іменника.
 Example:
The latter method differs radically from the one mentioned above. – Останній
метод значно відрізняється від того (методу), який згадувався раніше.
Займенник that (those) замінює іменник, який стоїть раніше, і
перекладається тим іменником, який він замінює, або опускається:
 Example:
The most important task of a pupil is that of learning. – Найважливіше
завдання студента — вчитися.
66
Exercise 3. Використайте займенники one (ones), that (those), щоб
уникнути повторення попереднього іменника.
 Example:
The red pencil is sharper than the blue pencil. — The red pencil is sharper than
the blue one.
1. The new flat is more comfortable than the old flat. 2. The white dress is as
nice as the yellow dress. 3. The brown shoes are as dear as the black shoes. 4.
The thin book has not as many pages as the thick book. 5. The cotton dress is
not so dear as the silk dress. 6. This film is more interesting than that film. 7. I
don't like this coat. Show me another coat. 8. The shop assistant showed me two
suits of different colours. I chose the blue suit.
Reading:
Word and word-combinations
Enroll v – вступати
Тurning point – переломний
момент
Venture – ризикований захід
Re-entry n – повернення
Crash – аварія
Gifted – oбдарований
Course of history – xід історії
Outcome n – pезультат
Drop out – «вилітати»
Visionary – далекоглядний
Outskirt – околиця
Test-pilot – льотчик-випробувач
Confident – впевнений
Lift-off n – відрив від землі
Weightlessness – невагомість
Theory of relativity – теорія
відносності
Outspoken believer – відвертий
прихильник
User-friendly – зручний
Еveryday – звичайний
Text 5A
People Who Changed the World
Yuri Gagarin
"I see Earth. It's so beautiful!" These are the first words ever spoken by a
human in space. The speaker was 27-year-old Soviet cosmonaut Yuri Gagarin.
Yuri Gagarin was born on 9 March 1934, in Smolensk, Russia. When he
left school, Yuri decided to train as an engineer, so he enrolled at a technical
college on the outskirts of Moscow. While he was a student, he became
interested in aircraft and took lessons at a local flying school. Soon it became
obvious he was a talented pilot, so when he finished his studies in 1955, he
joined the Soviet Air Force. This proved to be a turning point in his life. He was
chosen to be a test-pilot, flying new and experimental aircraft. Yuri was selected
to join a special group of the country's best test pilots and went on to further
training to be a cosmonaut. His instructors described him as very calm and
confident with very quick reactions.
67
Yuri's epic one-hundred-and-eight-minute flight into space on 12 April
1961 made headline news all over the world. It was man's first venture into
space and the beginning of his journey to the stars. As the pilot of the spaceship,
Gagarin proved that a human could survive lift-off, re-entry and weightlessness
and return safely to Earth. What's more, he was able to record important data
which future astronauts would use.
Yuri Gagarin became a national hero. Unfortunately, he was tragically
killed seven years later in a plane crash. He was thirty-four years old.
Albert Einstein
Albert Einstein is one of the most gifted scientists of all time. He is best
known for his theory of relativity, which he developed when he was only
twenty-six and which changed the way scientists looked at space and time.
Einstein was born on 14 March 1874, in Ulm, Württemberg, Germany. He
studied Mathematics and Physics at Zurich University and continued to live in
Switzerland after finishing his studies. He worked in an office, but spent his
spare time doing scientific research and experiments.
He became professor at Zurich University in 1909, but even before that
his research had made him an important force in the world of physics. In 1921,
he won the Nobel Prize in Physics.
Einstein's genius changed the course of history, since it was central to the
development of atomic energy. Einstein was an outspoken believer in world
peace, however, and he was deeply saddened when he realized the outcome of
his research would be an atom bomb. He said at the time, "If only I had known,
I'd have become a watchmaker."
In 1933, Einstein accepted a position for life as a professor at Princeton
University. He lived there, dedicated to the study of physics, until his death in
1955.
Steve Jobs
In 1975, Steve Jobs founded Apple Computer, a company that
revolutionized the personal computer.
Born in 1955, Steve grew up in Silicon Valley, California. He dropped out
of college after the first term and took a job as a video game designer. Here he
met up with an old friend, Steve Wozniak, and together they founded Apple.
The pair built their first computer in Jobs' parents' garage. A local
electronics shop bought fifty of these computers and the company was on its
way to success. The company's second model, Apple II, changed the computer
industry forever by making computers smaller and more user-friendly, so
they could be used by ordinary people. Both charming and demanding, Jobs
managed to push Apple Computer to the head of the computer revolution.
Steve Jobs' visionary designs changed people's idea of computers. "We
started out to get a computer in the hands of everyday people, and we succeeded
beyond our wildest dreams," he once said. He now has plans to lead another
revolution, this time in software, by making it quicker and cheaper to develop.
68
Завдання до тексту 5A.
Дайте відповіді на запитання.
Who ...
was disappointed with how his work was used? made something that
could be used by the average person? developed something new? became
famous overnight? paved the way for others? did something th at could
have been dangerous for him? received an important award? achieved his
dream?
Знайдіть відповідності.
experimental
a new and being tested
b used in a test
epic
a dangerous
b impressive
venture
a sth done for the first time
b sth new, exciting and difficult
data
a collection
b information
revolutionized
a caused great changes
b started something
lift-off
a when a rocket leaves the ground
b when a rocket leaves the atmosphere
З’єднайте слова і складіть речення.
• scientific • weather • job • turning • exploration • important • personal
• national • smart • ordinary
1 .............. data
6............. point
2 .............. problems
7 .............. research
3 space ..................
8 .............. people
4 .............. hero
9 .............. interview
5 ............. patterns
10 ............ card
Text 5B
2012 London Olympics. Ukrainian Gold Medals.
Vasyl Lomachenko (born February 17, 1988 in Bilhorod-Dnistrovskyi) is
a Ukrainian amateur boxer who won the gold medal at the 2012 London
69
Olympics in the featherweight division. Lomachenko is coached by his father
Anatoly.
Lomachenko won gold at the 2008 Olympic Games in Beijing, China. He
avenged his 2007 World Championship defeat to Selimov in the first round.
Lomachenko beat his five opponents by an astonishing 58-13 on the way to his
first gold medal, and was subsequently named the outstanding boxer for the
tournament and awarded the Val Barker Trophy.
In 2012 London Olympics he won his second consecutive Gold Medal.
He defeated Han Soon-Chul of South Korea in the final by 19-9.
Kateryna Tarasenko (born 6 August, 1987 in Dnipropetrovsk) is a
Ukrainian rower. Along with Yana Dementieva (born 23 October, 1978 in
Kharkiv) she finished 7th in the women's double sculls at the 2008 Summer
Olympics. Both of them together with Nataliia Dovhodko (born February 7,
1991 in Kyiv) and Anastasiia Kozhenkova (born 19 January, 1986 in Kovel,
Volyn Oblast) won the gold medal at the 2012 Summer Olympics in the
quadruple sculls event.
Oleksandr Usyk (born 17 January, 1987 in Simferopol) is a Ukrainian
amateur boxer who won the 2008 European Amateur Boxing Championships at
light-heavyweight, the 2011 World Amateur Boxing Championships at
heavyweight and the gold medal at the 2012 London Olympics in the
heavyweight division. He is a southpaw.
Oleksii Torokhtii (born May 22, 1986 in Zuhres, Donetsk Oblast) is a
Ukrainian weightlifter. He won the gold medal at the 2012 Summer Olympics in
the men's 105 kg category with a total of 412 kg.
Yana Shemiakina (born January 6, 1986 in Lviv) is a Ukrainian fencer
(specialised in Épée) who won Bronze during the 2009 European Fencing
Championships. Shemiakina is a student at Lviv State University of Physical
Culture. In 2012, at the 2012 London Olympics she won the gold medal after
defeating Britta Heidemann of Germany in the women's individual epee fencing
final.
Yurii Cheban (born 5 July, 1986 in Odesa) is Ukrainian sprint canoer
who has been competing since 2003. He took up the sport at age 14. His mother
and coach Liudmyla Cheban, who is a former athlete herself, brought him to the
sport. He first tried kayak but in a month he was asked to switch to canoe as
there was a need for canoeists.
In 2003, despite being a year younger than many of his rivals, he was a
world junior silver medal at Komatsu, Japan. He won a bronze medal in the C1
500m event at the 2008 Summer Olympics in Beijing. Yuri Cheban wins gold
medal in men's singles 200-meter canoe sprint at the 2012 Summer Olympics.
He is a student at Poltava National Pedagogical University. His hobbies
are hunting, computers and cars.
70
Завдання до тексту 5B.
Прочитайте текст і поставте до нього 5 спеціальних, 5 загальних, 5
розділових та 5 альтернативних запитань.
 Знайдіть додаткову інформацію і зробіть презентацію «Olympic
Games».
Speaking:
Прочитайте діалоги і вивчіть їх напам’ять.
1
A Do you think you could possibly water my house-plants for me? I'm away on
business for two weeks.
B No problem. I'll be glad to. I'll keep an eye on your whole flat if you like.
A That would be great.
B Don't worry, I know how house-proud you are. I'll make sure everything stays clean
and tidy.
A I'll do the same for you any time, you know.
B Thanks.
2
A Julie, have you heard? Anna's just been made managing director of the UK branch of
her firm, so she's coming back from the States!
B Oh, Mum, that's wonderful news. Let's give her a spectacular home-coming party
when she gets back. Hmmm. She's certainly the career girl of the family.
A My love, you don't envy her, do you?
B Not me. I'm the original happy housewife, remember? Four kids, home-made cakes,
home-grown vegetables!
A And how are my fabulous grandchildren?
3
A We're having a house-warming party on the 12th. Can you come?
B Yes, you bet. We'd love to! But I didn't know you'd moved.
A Yeah, two weeks ago. It's much bigger than the old one. A huge kitchen and
three big bedrooms.
B It sounds wonderful.
A Yeah. Mind you, there's much more housework to do!
B That's a drag!
71
LESSON 6
Grammar:
Reading:
Speaking:
Some, any, no та їх похідні.
Acid Rain
Problems оf Nature Protection
Dialogues A, B
Grammar
Some, any, no and their derivatives.
Some, any, no та їх похідні.
Вживання
Займенники some і any вживаються:
а) як займенники-прикметники у функції означення:
 Example: I've got some stamps.
У мене є кілька поштових марок.
Have you any stamps?
У тебе с поштові марки?
б) як займенники-іменники у функції підмета і додатка:
 Example: Some doesn’t like to be criticized.
Дехто не люблять, коли їх критикують.
Do any of your engineers know French?
Хтось із ваших інженерів знає французьку?
Займенник some, вжитий перед злічуваним іменником у множині або
замість нього, означає кілька, деякі, дехто:
 Example: There are some shops in our village.
У н а шо м у селі c к і л ьк а крамниць.
Some looked pretty bad.
Дехто м а в досить кепський вигляд.
Перед злічуваними іменниками в однині some означає який-небудь, якийсь:
 Example: I read it in some magazine.
Я читав це в якомусь журналі.
Перед незлічуваними іменниками some означає деяку кількість і на
українську мову звичайно не перекладається:
 Example: Don't forget to buy some butter.
He забудь купити масла.
Перед числівниками some має значення приблизно:
 Example: I've read some 50 pages.
Я прочитав десь сторінок 50.
Займенник any означає який-небудь, які-небудь, скільки-небудь. На
українську мову він здебільшого не перекладається:
 Example: Are there any mushrooms there?
Там є гриби?
We haven't got any sugar.
72
У нас нема цукру.
Складні неозначені займенники somebody, someone хтось, хто-небудь;
something щось; anybody, anyone xтo-небудь; anything що-небудь є
займенниками-іменниками. Вони вживаються в загальному і присвійному
відмінках. У загальному відмінку ці займенники виконують функції
підмета і додатка (іноді іменної частини присудка), а в присвійному
відмінку — функцію означення:
 Example: Somebody knocked on the door.
Хтось постукав у двері.
They did not say anything.
Вони не сказали нічого.
There was somebody's coat there.
Там було чиєсь пальто.
Займенники some, somebody, someone, something вживаються:
а) у стверджувальних реченнях:
 Example: There were some old apple trees in his garden.
В його саду було кілька старих яблунь.
I've brought you something.
Я вам дещо приніс.
б) у спеціальних запитаннях:
 Example: Where have you left some your notes?
Де ви залишили деякі зі своїх записів?
Why have some pupils gone home?
Чому деякі учні пішли додому?
в) у загальних запитаннях, що виражають пропозицію або прохання:
 Example: Will you have some more tea?
Вам ще налити чаю?
Can I have some more milk?
Можна мені ще молока?
Займенники any, anybody, anyone, anything вживаються:
а) у загальних запитаннях:
 Example: Are there any fruit-trees there?
Там є фруктові дерева?
Did anyone see you going to her room?
Хто-небудь бачив, як ви йшли до її кімнати?
Was anybody here just now?
Тут був хто-небудь тільки-що?
б) в заперечних реченнях:
 Example: I don't see anything.
Я не бачу нічого.
в) у стверджувальних реченнях, де any має значення будь-який; anybody,
anyone — будь-хто; anything — будь-що:
 Example: You can buy stamps at any post-office.
Марки можна купити в будь-якому поштовому
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відділенні.
You can have anything you like.
Можеш взяти будь-що, що тобі подобається.
Заперечний займенник no є займенником-прикметником; він вживається
перед іменником:
 Example: She has got no piano.
У неї нема рояля.
No dictionary could help him.
Ніякий словник не зміг допомогти йому.
Якщо займенник no стосується іменника-додатка, його можна опустити,
вживаючи дієслово-присудок у заперечній формі; перед додатком при
цьому здебільшого вживається займенник any.
 Example: She has got no piano.
She hasn't got any piano.
She hasn't got a piano.
Складні заперечні займенники nobody, no one нікого; nothing ніщо, нічого
є займенниками-іменниками і вживаються у функції підмета і додатка:
 Example: No one answered.
Ніхто не відповів.
I knew nothing about all this at the time.
Я нічого не знав про все це в той час.
Nothing could be done before morning.
Нічого не можна було зробити до ранку.
У ролі додатка поряд з nobody, no one і nothing вживаються займенники
anybody, anyone і anything; дієслово-присудок при цьому має заперечну
форму.
 Example: She did not say anything.
She said nothing.
Але в функції підмета вживаються лише сполучення з no:
 Example: No one spoke to him.
Ніхто не розмовляв з ним.
Nothing could help him.
Ніщо не могло допомогти йому..
Займенники nobody і no one виконують у присвійному відмінку функцію
означення:
 Example: It was nobody's house.
Це був нічий будинок.
Exercise 1. Доповніть речення some, any, someone, anyone, something,
anything, somewhere, anywhere.
1. She bought … new skirts.
2. He never does … homework.
3. We have … to eat.
4. Let's go … else.
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5. I cannot hear…
6. I have … questions.
7. He lives … near the city centre.
8. There was't … at home.
9. … broke the window.
10. Have you seen my key? I can't find it...
11. He didn't want to eat...
12. Would you like … tea?
13. I haven't got … more questions.
14. I saw … at the window.
15. I saw them … minutes ago.
Exercise 2. Доповніть речення some або any.
1. There are … beautiful flowers in the garden.
2. І haven't got … envelopes but Ann's got...
3. Are there … letters for me this morning?
4. I'm going to buy … eggs.
5. They didn't make … mistakes in their tests.
6. І went out to buy … milk but they didn't have … in the shop.
7. I'm thirsty. Can I have … water, please?
8. І want to wash my hair. Is there … shampoo?
9. "Would you like … cheese?" "No, thank you. I've had enough to eat."
10. Can you speak … foreign language?
Exercise 3. Доповніть речення some/any/no + body/one/thing/where.
1. You must ask … to help you with this work.
2. If I have … free time, I shall go … tonight.
3. Have you heard … about our plan?
4. Did … see this film yesterday?
5. І know … about it and he doesn't know … about it either. … knows
about it.
6. He said … in a low voice but I didn't make out...
7. … has broken the window but I don't know exactly who it was.
8. … I'm looking for my keys. Has … seen them? — They must be … here.
9. We wanted some bread but there was … left.
10. … was there, the place was empty.
Exercise 4. Доповніть речення some або any.
1. I have ... English books.
2. Are there ... arm-chairs in the room?
3. There isn't ... chalk in the classroom.
4. There is … juice in the jug.
5.Mother has bought ... butter.
6. There аrеn’t ... in my dictation.
7. There are ... lakes in this district.
8. Have you … relatives in Kyiv?
9. I've read ... English stories this month.
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10. Have you got ... French newspapers?
Exercise 5. Дайте відповіді на запитання.
1. Have you any brothers or sisters?
2. Have you got any Еnglish books?
3. Are there any pictures on the walls of your room?
4. Are there any trees in front of your house?
5. Can any of your friends speak German?
6. Have you read any English books this year?
7. Did you receive any massagers yesterday?
8. Did you find anybody in the gym when you came to the University yesterday?
9. Is there anything on your table now?
10. Did you invite anybody to your last birthday party?
11. Did anybody invite you to dinner last week?
12. Is there anything in your pocket now?
Exercise 6. Замініть займенник any і його похідні на no або його похідні,
зробіть необхідні зміни.
M o d e l : I haven't any German books. — I have no German books.
She doesn't know anything. — She knows nothing.
1. The little boy hasn't any toys. 2. There isn't any water in the jug. 3. There
aren't any fruit trees in the park. 4. We haven't any classes on Sunday. 5. It was
so dark that we couldn't see anything. 6. We haven't learned any new words this
week. 7. She did not ask anyone to help her. 8. I didn't see anyone there. 9. I
didn't know anything about it. 10. There weren't any students in our classroom
till 8 o’clock.
Reading:
Word and word-combinations
Threat n – загроза
Fiction – вигадка
Chemical reaction – хімічна
Acid – кислота
реакція
Environment – навколишнє
Poison – отрута
середовище
Fossil fuel – горючі корисні
Release v – вивільняти
копалини
Prohibit – забороняти
Wildlife – дика природа
Pollute – забруднювати
Extinct – вимерлий
Prevent v – запобігати
Cut down – скоротити
Density – щільність
Nuclear energy – ядерна енергія
Enact – приймати,
Settle – врегулювати
Protect – захищати
Reserve n – заповідник
Legislative measures –
Call on – звертатися, закликати
законодавчі заходи
Advanced technologies – передові технології
Greenhouse effect – парниковий ефект
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Text 6A
Acid Rain
Прочитайте текст і доберіть заголовок до кожного абзацу; один із
заголовків зайвий.
A A threat to life
B A chemical reaction
C Fact or fiction?
D The need for change
E Blame it on energy
F What can be done?
1............................................................
Can you imagine a world where acid falls out of the sky? It sounds like
something from science fiction, but it happens every day on planet Earth. Acid
rain is serious environmental problem which is getting worse all the time. It
destroys buildings, plants and wildlife and it is slowly poisoning the entire
planet.
2..........................................................
Acid rain is caused by cars and lorries, factories and electric power plants
that use fossil fuels, such as oil and coal. In recent years, we have used more and
more fossil fuels to provide energy for our homes and businesses. As a result,
the amount of acid rain has increased dramatically.
3..........................................................
When fossil fuels are burned they release gas called sulphur dioxide and
nitrogen oxide into the atmosphere. These gases mix with water to form clouds
of dangerous acids. When rain falls from these clouds, it is highly acidic and
causes great deal of damage to our planet.
4.........................................................
Acid rain damages many different kinds of plants including the crops and
trees which provide us with food. It also pollutes our lakes and streams, and
consequently the fish and the animals that drink it. Various species of plants and
wildlife are in danger of becoming extinct as a result of acid rain.
5........................................................
So how can we prevent acid rain from completely destroying our planet?
The answer is simple. We must cut down as much as possible on our use fossil
fuels. We should find alternative forms energy, such as solar power, to supply
our homes and businesses, and use public transport instead of private cars. Only
by doing this we can save our planet from acid rain.
Завдання до тексту 6A.
Дайте відповіді на питання.
1. Can you think of any other alternative forms of energy?
2. Can you think of other suggestions to help stop acid rain?
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Побудуйте речення зі словосполучень, доповнюючи їх власними
думками.
1 stop cutting down trees
a make new products/reduce/litter
2 use alternative forms
b animals/birds/not lose/natural
of energy
habitats
3 recycle containers, papers, etc
c natural resources/not come to an
end/reduce air pollution caused
by harmful gases
 Example: 1-b Firstly, it would be a good idea to stop cutting down trees. If
this were done, animals and birds would not lose their natural habitats.
Text 6В
Problems оf Nature Protection
Nature protection is one of the major functions of each state and one of
the most important problems of nowadays, as environmental, air and water
pollution is extremely great, and this dangerous situation becomes worse with
every passing year.
Moreover, high density of industrial enterprises and man's economic
activities that destruct the ozone layer have done a serious damage to our planet.
Besides the exploration of outer space and mastering nuclear energy have
made the relationship between man and nature still more complicated
endangering the life on Earth.
The new Ukrainian Constitution, which was adopted by the Supreme
Rada on June 28, 1996, assures the right to a safe and healthy environment and
enacts a number of laws aimed at it.
Their main objects are to protect the biosphere from pollutants, to control
the use of water and land reserves, to prohibit all activities threatening nature
and guarantee the ecological security of the Ukrainians.
To implement these urgent tasks Ukraine must organize a real
environmental protection and rational utilization of natural resources, develop
new advanced technologies producing little or no waste, forecast the effect of
human activities on the biosphere, etc.
That's why protection of nature resources and wildlife has become a great
concern of our government, which founded the Ministries of Environment and
Emergency Situations and a special Committee of the Verkhovna Rada dealing
with these problems.
Their tasks are to control the state of surroundings, to prevent the
pollution of nature and atmosphere, to safeguard the water areas of the Black
Sea, the Sea of Azov, Ukrainian rivers and lakes, to extend the network of
national reserves and to maintain cooperation with different international
ecological organizations.
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In Ukraine, a campaign for environment protection is widely supported by
numerous public organizations and lots of individuals. The most active
participant in this struggle is the Ukrainian Green Party, which publishes the
ecological newspaper "The Green World" ("Zeleniy Svit"). The party calls on
Ukrainians to keep nature and use it more carefully and economically, as our
common goal is to preserve the generous and picturesque Ukrainian land for the
present and future generations in all its beauty.
Great Britain also does its best to improve the ecological situation inside
and outside the country. Responsibility for pollution rests with local and central
government bodies. The British Cabinet of Ministers worked out the rules for
the use of the Earth's atmosphere and carried out urgent legislative measures to
prevent the greenhouse effect, which can lead to global warming and rise in sea
level.
Only a strictly scientific approach to the industrial-technological
development is able to settle all global and local ecological problems, as
economic, social, technological and biological processes are closely interrelated
nowadays, so we must consider them as a complicated ecological-economic
system.
At present, more and more people throughout the world begin to
understand that all countries of our planet are ecologically interdependent;
therefore all nations must cooperate with each other in solving global ecological
problems to secure our unique Earth. Either we shall stop killing the nature or
we'll kill ourselves!
Завдання до тексту 6В.
Перекладіть на рідну мову виділені в тексті слова. Дайте відповіді на
запитання.
1. Why is nature protection one of the most important problems of each state?
2. What destruct the ozone layer?
3. When was the new Ukrainian Constitution adopted?
4. What are the main objects concerning the nature protection?
5. What Ministry deals with the problems of nature protection?
6. What are the tasks of such Ministry?
7. What do you know about the Ukrainian Green Party?
8. What is able to settle all global and local ecological problems?
9. Why must all nations cooperate with each other in solving global ecological
problems?
Speaking:
Прочитайте діалоги і вивчіть їх напам’ять.
А
Andrea: Did you hear the warning on the radio this morning?
Trevor: No. What warning?
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Andrea: Apparently the air quality today will not meet recommended levels.
Trevor: What does that mean?
Andrea: It means that the air over the city is not moving at all. It's just like a
thick cloud of polluted gas all around us.
Trevor: That sounds horrible!
Andrea: It is! Doctors recommend that the elderly and everyone with breathing
difficulties should stay inside all day today.
Trevor: Oh dear! It sounds like we'll all have breathing difficulties soon if the
air quality doesn't improve.
B
Dave: Oh, this is a waste of time! We've been fishing all morning and we
haven't caught a thing.
Sam: Well, I'm not really surprised. I mean, look at this lake. It's a total mess.
The only thing you're likely to catch in this water is a disease.
Dave: I just don't understand how it got so dirty.
Sam: Well, I suppose the local factories have been pumping their industrial
waste into it.
Dave: I hate that. Look! Someone has been dumping rubbish! What sort of
person would do that in such a beautiful spot?
Sam: Well, I wouldn't, but a lot of people simply don't care about the
environment.
Dave: Oh, wait! I've caught something!
Sam: What is it? Let me see! Great - we can have fish for dinner.
Dave: Huh! It’s an old boot. Oh, I'm fed up with this. Let's go home.
Sam: I agree.
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LESSON 7
Grammar:
Reading:
Speaking:
Much, many, (a) little, (a) few
History of Computers
What is a Computer?
Looking for a new job
Grammar
Кількісні займенники
До кількісних займенників належать: many, much ─ багато; few, little ─
мало; a few, a little ─ кілька, трохи. Усі вони мають ступені порівняння:
 Example: many — more — most
much — more — most
few — fewer — fewest
little — less — least
Кількісні займенники вживаються як займенники-прикметники і як
займенники - іменники.
Many і few вживаються перед зліченними іменниками множини, а також
замінюють їх. Як іменник many означає багато хто, few — мало хто:
 Example: There were many students in the room.
У кімнаті було багато студентів.
Many stay here.
Багато хто залишається тут.
She has few note-books.
У неї мало зошитів.
Many people tried to climb the mountain but few reached
the top of it.
Багато людей пробували піднятися на гору, але мало
хто досяг вершини.
Займенники much і little вживаються перед незліченними іменниками, а
також замінюють їх. Крім того, much і little вживаються після дієслів як
прислівники.
 Example: There is much snow on the ground.
На землі багато снігу.
Much of what you say is true.
Багато з того, що ви кажете, правда.
Не works very much.
Він працює дуже багато.
І have very little time.
У мене дуже мало часу.
She reads little now.
Вона зараз мало читає.
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Часто до них додаються прислівники very (дуже), too (занадто), so (так).
 Example: My son reads very / too / so much.
Мій син дуже / занадто багато читає.
My son reads very little.
Мій син дуже мало читає.
Для позначення великої кількості вживають такі словосполучення, як a lot
of, lots of. Вони вживаються разом із злічуваними іменниками у множині
та незлічуваними іменниками. У сучасній англійській мові a lot of, lots of
зазвичай використовуються у розповідних реченнях, а many, much — у
заперечних та питальних.
 Example:We have got a lot of friends.
У нас багато друзів.
We have got a lot of work.
У нас багато роботи.
We haven’t got many friends.
У нас небагато друзів.
We haven’t got much work.
У нас небагато роботи.
Have we got many friends?
У нас багато друзів?
Have we got much work?
У нас багато роботи?
Exercise 1. Використайте займенники much, many, a lot of.
1. I have … newspapers in my bag. 2. There are … colleges within English
universities. 3. He knows … languages. 4. There is … dust on the furniture. 5.
Our teacher knows … 6. We walk … after lessons. 7. They don’t ask us …
questions.
Exercise 2. Використайте необхідний займенник (little, few, a little, a few).
Chalk, coffee, tables, pictures, cars, jam, snow, dictionaries, pencils, magazines,
dust, grass, exercise-books.
Exercise 3. Поставте much, many, a lot of:
1. I’ve got ______ spare time today. 2. There isn’t ______ snow on the ground.
− No, the sun has melted it. 3. How ______ times did you have a shower
yesterday? 4. There are ______flowers in the garden. – Yes, they are beautiful,
aren’t they? 5. Have you got any money? – Yes, ______ . 6. Have you got any
vegetables? - Yes, but ______ . 7. Can you lend me some money? – No, sorry. I
haven’t got money with me. 8. We’ll have to hurry. The man was badly injured
in the accident. He lost ______ blood. 9. Don’t disturb me. I’ve got work to do.
10. We didn’t take ______ photographs when we were on holiday.
Exercise 4. Виберіть правильний варіант:
1. When will you be back? −Soon. I’m only going away for a few / a little days.
2. How do you like your coffee? – I think you’ve put too much / too many milk
in it.
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Exercise 5. Поставте замість пропусків займенники a few, few, a little,
little.
1. I don't think I can do this work on my own. I need ___ help.
2. ___Ukrainian ecologists visited Northern Ireland in 2009.
3. The snow was quite deep. There seemed to be___hope of completing the
work on the fields.
4. ___teenagers in the village could read before the revolution.
5.We only need ____ tractors to do this work.
6.They had___sheep, ___ goats and some hens and cocks.
7.Unfortunately, there were____ rains last summer.
8. ____ water made those flowers more beautiful.
9. In hot weather plants look fading. They need at least ___ water.
10. This village on the map is very small, but it has ___ big buildings.
11. In the evening after hard work farmers feel really tired. They need ____
energy to work on their own fields.
12. There are ___ roads in the village, but they all are in a good condition.
Exercise 6. Перекладіть слова в дужках, вживаючи few or a few.
1. During our last practice we have discussed (декілька) business matters. 2. I
have (мало) German books. 3. There are (мало) plants in my native city.4. I
have written (декілька) letters to my former schoolmates. 5. My brother has
read (мало) English books this year. 6. We have (декілька) foreign students in
our university. 7. There were very (мало) people there. 8 Many students were
invited but (декілька) came. 9. He has (мало) friends.
Exercise 7. Поставте замість пропусків займенники a few, few, a little,
little.
1. There is ... juice left in this bottle. 2. Would you like ...milk? — Yes, thank
you. My doctor says it's good for my health. 3. I have ... money, so we can go to
the cafe. 4. I have ... money, so we cannot go to the cinema. 5. This girl works
very ... , that's why she knows nothing. 6. Mother gave us ... apples, and we
were glad. 7. He did not like it at the camp: he had very ... friends there. 8. This
lemon drink is sour; if you put ... sugar in it, it will be sweeter. 9. This lemon
drink is sour; if you put ... lumps of sugar in it, it will be sweeter. 10. The hall
was almost empty: there were very ... people in it. 11. I can't buy this expensive
hat today: I have too ... money. 12. She left and returned in ... minutes. 13. I
think you can spare me ... time now. 14. I am sorry I have seen ... plays by this
author.
Exercise 8. Поставте замість пропусків займенники much, many, little, few,
a little или a few.
1. When we walked ... farther down the road, we met another group of students.
2. Have you got ... money on you? — I'm sorry. I have very ... money at the
moment. 3. At the conference we met ... people whom we knew well. 4. There
are very ... old houses left in our street. Most of them have already been pulled
down. 5. If you have ... spare time, look through this book. You will find ...
stories there which are rather interesting. 6. There are ... things here which I
83
cannot understand. 7. Shall I bring ... more chalk? — No, thank you. There is ...
chalk on the desk. I hope that will be enough for our lesson. 8. He had ... English
books at home, so he had to go to the library for more books. 9. She gave him ...
water to wash his hands and face. 10. I'd like to say ... words about my journey.
11. After the play everybody felt ... tired. 12. Let's stay here ... longer: it is such
a nice place. 13. There were ... new words in the text, and Peter spent ... time
learning them. 14. There was ... hay in the barn, and the children could not play
there. 15. My friend isn't going to the concert this evening because he has got ...
work to do. 16. My mother knows German ... and she can help you with the
translation of this letter. 17. He's got very ... time left. If he doesn't hurry up,
he'll miss the plane.
Reading:
Word and word-combinations
Calculate v — розрахувати
Abacus — рахівниця
Аim v — націлювати
Devise v — винайти
Slide rule — логарифмічна лінійка
Responsible — відповідальний
Figure out v — обчислювати
Generation — покоління
Reduce v — зменшити
Predecessor — попередник
Dependable — надійний
Rectangular — прямокутний
Layer — шар
Attached — прикріплений
Imprinted — видрукуваний
Encapsulate v —
Тen-toothed gear wheels — десяти зубчасті шестерні
Bead frame — рамка з кісточками
Artificial intelligence — штучний інтелект
Text 7A
History of Computers
Let us take a look at the history of the computers that we know today. The
very first calculating device used was ten fingers of man’s hands. This, in fact, is
why today we count in tens and multiply of tens. Then the abacus was invented,
a bead frame in which the beads are moved from the left to the right. People
went on using some forms of abacus well into the 16th century, it is being used
in some parts of the world because it can be understood without knowing how to
read.
During the 17th and 18th centuries many people tried to find easy ways of
calculating. J.Napier, a Scotsman, devised a mechanical way of multiplying and
dividing that is the way how the modern slide rule works. Henry Briggs used
Napier’s ideas to produce logarithms which all mathematicians used today.
Calculus, another branch of mathematics, was independently invented by
both Sir Isaac Newton, an Englishman, and Leibnitz, a German mathematician.
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The first real calculating machine appeared in 1820 as the result of several
people’s experiments. This type of machine which saves a great deal of time and
reduces the possibility of making mistakes depends on a ten-toothed gear
wheels.
In 1830 Charles Babbage, an Englishman, designed a machine called
“The Analytical Engine”. This machine, which Babbage showed at the Paris
Exhibition in 1855, was an attempt to cut out a human being altogether and
provide the machine with necessary facts the problem to be solved. He never
finished this work but many of his ideas were the basis for building today’s
computers.
In 1930 the first analog computer was built by American Vannevar Bush.
The device was used in World War II to help aim guns. Mark I, the name given
to the first digital computer, was completed in 1944. The men responsible for
this invention were Professor Howard Aiken and some people from IBM. This
was the first machine that could figure out long mathematical problems at a very
fast speed.
In 1946 two engineers at the University of Pennsylvania, J.Eckert and
J.Mayshly, built the first digital computer using parts called vacuum tubes. They
named their new invention UNIAC. The first generation of computers used
vacuum tubes came out in 1950. UNIAC I was an example of these computers
which could perform thousand of calculations per second.
In 1960 the second generation of computers was developed and could
perform ten times faster than their predecessors. The reason for this extra speed
was the use of transistors instead of vacuum tubes. The second-generation
computers were smaller, faster and more dependable than the first-generation
computers.
The third-generation computers appeared on the market in 1965. These
computers could do a million calculations a second which is 1000 times faster
than the first-generation computers. Unlike the second-generation computers
these are controlled by tiny integrated circuits and are consequently smaller and
more dependable.
The fourth-generation computers arrived and the integrated circuits
developed have been greatly reduced in size. This was due to
microminiturization which means that the circuits were much smaller than
before; as many as 1000 tiny circuits fit onto a single chip. A chip is a square or
rectangular piece of silicon upon which several layers of an integrated circuit are
attached or imprinted; in 2008 it dropped below 100 nanometers and in 2013 it
is expected to be in the tens of nanometers. The fourth-generation computers are
50 times faster than the third-generation computers and can complete
approximately 1.000.000 instructions per second.
The Fifth Generation Computer Systems project (FGCS) was initiated by
Japan's Ministry of International Trade and Industry and began in 1982 to create
a computer using massive parallel computing or processing. It was to be the
result of a massive industry research project in Japan during the 1980s. It aimed
85
to create an "epoch-making computer" with supercomputer performance and to
provide a platform for future developments in artificial intelligence.
In the history of computing hardware computers using vacuum tubes were
called the first generation; transistors and diodes − the second; integrated
circuits − the third; and those using microprocessors − the fourth. Whereas
previous computer generations had focused on increasing the number of logic
elements in a single CPU, the fifth generation (it was widely believed at that
time) would instead turn to massive numbers of CPUs for higher performance.
The project was to create the computer over a ten-year period and
investment in a new "sixth generation" project would begin. Opinions about its
outcome are divided: either it was a failure or it was ahead of its time.
Завдання до тексту 7A.
Translate from English into Ukrainian:
The very first calculating device, first digital computer, to count in tens, to
figure out, to multiply of tens, ten times faster, without knowing, extra speed, to
be independently invented, tiny integrated circuits, to save a great deal of time,
keeping instruction.
Translate from Ukrainian into English:
Сьогодні знаємо, cпроба, 10 пальців людської руки, аналоговий комп'ютер,
кісточки на рахівниці рухають зліва на право, швидкість, продовжувати
використовувати, вакуумні трубки, рахівниця, транзистор, справжня
лічильно-обчислювальна машина, інтегровані схеми.
Fill in each blank with a word chosen from the list below to complete the
meaning of the sentence:
Speed, figure out, calculating, reduces, microminiturization, analog, logarithms,
abacus, machine, vacuum tubes, tiny, dependable, devised
1. The very first ..... device used was 10 fingers of a man’s hand.
2. Then, the ..... was invented.
3. J.Napier ..... a mechanical way of multiplying and dividing.
4. Henry Briggs used J.Napier’s ideas to produce ..... .
5. The first real calculating ..... appeared in 1820.
6. This type of machine ..... the possibility of making mistakes.
7. In 1930 the first ..... computer was built.
8. This was the first machine that could ..... mathematical problems at a very fast
speed.
9. In 1946 was built the first digital computer using parts called .... .
10. The reason for this extra ..... was the use of transistors instead of vacuum
tubes.
11. The second-generation computers were smaller, faster and more ..... than the
first-generation computers.
12. The third-generation computers are controlled by ..... integrated circuits.
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13. This is due to ....., which means that the circuits are much smaller than
before.
Fill in the preposition:
1. Let us take a look ..... the history of computers.
2. That is why we count ..... tens and multiply ..... tens.
3. The beads are moved ..... the left ..... the right.
4. Abacus is still being used ..... some parts ..... the world.
5. Calculus was independently invented ..... both Sir Isaac Newton and Leibnitz.
6. This type of machine depends ..... a ten-toothed gear wheels.
7. “The Analytical Engine” was shown ..... the Paris Exhibition ..... 1855.
8. The men responsible ..... this invention were Professor Howard Aiken and
some people ..... IBM.
9. The first generation of computers came ..... in 1950.
10. Due to microminiturization 1000 tiny circuits fit ..... a single chip.
Finish the following sentences:
1. The first generation of computers came out in ..... .
2. The second generation of computers could perform work ten times faster than
their .... .
3. The third-generation computers appeared on the market in ..... .
4. The fourth-generation computers have been greatly ..... .
5. The fourth-generation computers are 50 times faster and can ..... .
Find the synonyms to the following words in the text:
Simple, to carry out, up to date, quick, to try, small.
Find the antonyms to the following words in the text:
Like, short, to increase, dependently.
Text 7В
What is a Computer?
A computer is a machine with an intricate network of electronic circuits
that operate switches or magnetize tiny metal cores. The switches like the cores
are capable of being in one of two possible states, that is, on or off; magnetized.
The machine is capable of storing and manipulating numbers, letters and
characters.
The basic idea of a computer is that we can make the machine do what we
want by inputting signals that turn certain switches on and turn others off, or that
magnetize or do not magnetize the cores.
The basic job of computers is the processing of information. For this
reason computers can be defined as devices which accept information in the
form of instructions called a program and characters called data, perform
mathematical and logical operations and then supply results of these operations.
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The program or a part of it that tells the computers what to do and the data
that provide the information needed to solve the problem are kept inside the
computer in a place called memory.
Computers are thought to have many remarkable powers. Most computers
whether large or small have three basic capabilities.
First, computers have circuits for performing arithmetical operations, such
as addition, subtraction, division, multiplication and exponentiation.
Second, computers have means of communicating with the user. If we
couldn’t feed information in and get results back these machine wouldn’t be of
much use. However, certain computers (commonly minicomputers and
microcomputers) are used to control directly things such as robots, aircraft
navigation systems, medical instruments, etc. Some of the most common means
of inputting information are to use a keyboard or a mouse, monitors and printers,
modems and network cards. The computer’s input device (which might be a disk
drive depending on the medium used in inputting information) reads the
information into the computer. For outputting information two common devices
are used a printer which prints the new information on paper or a display which
shows the results on a a screen.
Third, computers have circuits which can make decisions. The kinds of
decisions which computer circuits can make are not of the type “Who would win
a war between two countries?” or “Who is the richest person in the world?”
Unfortunately, the computer can only decide three things, namely “Is one
number use more often than another?”, “Are two numbers equal?” and “Is one
number greater than another?”
A computer can solve a series of problems and make thousands of logical
operations without becoming tired or bored. It can find the solution to a problem
in a fraction that it takes a human being to do the job. A computer can replace
people in dull routine but it has no originality, it works according to the
instructions given to it and cannot exercise value judgements.
There are times when a computer seems to operate like a mechanical
“brain” but its achievements are limited by the minds of human beings. A
computer cannot do anything unless a person tells it what to do and gives the
appropriate information but because of electric pulses that move at the speed of
light a computer can carry out vast numbers of arithmetical-logical operations
almost instantaneously.
A person can do the same but in many cases that person would be deal
long before the job was finished.
Завдання до тексту 7В.
Translate these into your own language:
An intricate network, an input device, tiny metal cores, for outputting
information, by inputting signals, a decision, the processing of information, to
replace, to define, appropriate, to provide, to carry out, to solve, vast, memory.
88
Translate these into English:
Подібний, перемикач, безпосередньо керувати, металевe осерддя, літери та
символи, схема, намагнічувати, механічний мозок, обробка інформації,
обмежений, виконувати, дані, швидкість світла, засоби зв'язку з
користувачем.
Fill in the necessary words:
1. A computer is a ..... with an intricate network of electronic circuits.
2. The machine is ..... of storing and manipulating numbers, letters and
characters.
3. The basic job of a computer is the ..... of information.
4. Most computers have three basic ..... .
5. Computers have ..... for performing arithmetical operations.
6. Certain computers are used ..... directly things such as robots, medical
instruments, etc.
7. For outputting information two common ..... are used.
8. A computer can ..... people in dull routine.
Fill in the gaps the prepositions:
1. A computer is a device ..... an intricate network.
2. The switches are capable of being ..... one or two states.
3. We can make the machine do what we want ..... inputting signals.
4. Computers accept information ..... the form of instructions called a program.
5. Computers have circuits ..... performing operations.
6. Computers have means of communicating ..... the user.
7. Input device may be a disk drive depending ..... the medium used .....
inputting information.
8. Computers can solve a series of problems ..... becoming tired or bored.
Give the appropriate definitions of the following terms:
Сomputer, data, memory, input device, output device.
Find the synonyms to the following words in the text:
Work, difficult, to fulfill, fundamental, to end, equipment, complex, way,
uninterested, an accomplishment.
Find the antonyms to the following words in the text:
Оutput, smaller, interesting, poor, dark, alive, large, receiving, reject, unusual.
Answer the following questions:
1. What is a computer?
2. What is it capable to do?
3. The basic job of a computer is the processing of information, isn’t it?
4. How do we call a program, which tells the computer what to do?
5. Computers have many remarkable powers, don’t they?
6. What can computer solve?
7. Can computers do anything without a person?
89
Speaking:
Прочитайте діалоги і вивчіть їх напам’ять.
A
Raelene: Hi, Burt. I heard you're looking for a new job.
Burt: Yeah. I just had an interview yesterday.
Raelene: Oh. How did it go?
Burt: I think I did well. They said they would make a decision by this Friday.
Raelene: This Friday? Looks like they want to hire the person as quickly as
possible.
Burt: Yeah! I think so, too.
Raelene:What are your chances of getting that job?
Burt: I believe I have a very good chance. The director seems to like me.
Raelene: Well, good luck, then.
Burt: Thanks. I hope it helps.
B
Reese: So, how was your interview?
Kent: I haven't gone to the interview yet. It's tomorrow. I'm so nervous.
Reese: Don't worry. You should do fine. You have the experience.
Kent: I hope so.
Reese: Remember, they want someone who works well with people. You've got
to show them how easy-going and personable you are!
Kent: Thanks. I'll keep that in mind.
90
LESSON 8
Перфектні (завершені) часи
Input and Output Devices
Computer Games
Computers
Grammar:
Reading:
Speaking:
Grammar
Perfect Tenses
Перфектні (завершені) часи
Present Perfect утворюється за допомогою have та Participle II
дієприкметника минулого часу (правильні дієслова − Ved; неправильні
дієслова − III форма дієслова).
Стверджувальна
форма
I
Have come
you
He
Has come
She
It
Заперечна форма
Питальна форма
I
you
He
She
It
Have not come
Have I
Have you
Has not come
Has He
She
It
We
You
They
We
You
They
Have come
Have not come
come ?
Have We
You
They
Скорочення
've = have
's = has
Present Perfect перекладається на україську мову дієсловом минулого часу
(як i Past Simple). Однак на відміну від часу Past Simple, який виражає дію
що відбувалась в певний період або момент в минулому, Present Perfect
виражае дію, що вже відбулася до тeперішнього моменту та пов'язана з
ним.
Вживання
а) Present Perfect вживається для піддкреслення результату тієї чи іншої
дії
 Example: I've sent a lot of letters.
He has collected all the data.
91
б) Present Perfect вживається для вираження дії, що відбулася в період
часу, який ще не закінчився (часто з обставинами часу today, this
morning, this week, this winter, etc.):
 Example: Have you seen Jim this morning?
в) Present Perfect вживається для вираження дії, що відбувалася в
минулому, відбувається до тепершнього моменту часу i пов'язана з ним
(часто з обставинами
lately, recently, for two hours, up to now,
for a long time, since) або відбувалася в минулому i до теперішнього часу ще
не закінчилася:
 Example: I haven't seen Jim for two years.
He has known me since 1991.
Порівняйте: He has worked for the company all his life (i продовжує
працювати). He worked for the company all his life (але вже не працює).
г) Present Perfect вживається в реченнях з прислівниками неозначеного часу
(ever, never, just already, yet etc.):
 Example: Have you ever been to Kyiv?
I've already read the book.
I've never been there.
He's just come.
Present Perfect не вживається з обставинними словами та
словосполученнями, які уточнюють час минулої дії, наприклад: yesterday
вчора, the day before yesterday позавчора, last week (month, year)
минулого тижня (місяця, року), an hour ago годину тому, two days ago
два дні тому, on Monday у понеділок, in July у липні, in 2013 у 2013 році
тощо, а також у запитаннях з питальним словом when. З такими
обставинами часу вживається Past Indefinite:
 Example: She went two days ago.
Вона поїхала два дні тому.
When did you see her?
Коли ви бачили її?
У підрядних реченнях часу й умови Present Perfect вживається для
вираження дії, що закінчилась до певного моменту в майбутньому:
 Example: І cannot let you go till you have heard me.
Я не можу відпустити вас, поки ви не вислухаєте мене.
You won’t go till you have told me all.
Ви не підете, поки не розповісте мені все.
When you have found the land where there is happiness, І will
join you there.
Коли ви знайдете країну, де є щастя, я приєднаюсь до вас
там.
У цьому разі Present Perfect перекладається на українську мову
майбутнім часом.
92
Past Perfect утворюється з yciма особами за допомогою had +
Participle II. В усному мовленні замість had вживається переважно
скорочена форма ’d (апостроф + d), яка на письмі приєднується до підмета:
 Example: I’d (he’d, she'd, we'd, you'd, they'd) worked
У питальній формі допоміжне дієслово ставиться перед підметом:
 Example: Had you worked?
У заперечній формі після допоміжного дієслова вживається заперечна
частка not:
 Example: І had not worked.
В усному мовленні в заперечній і в питально-заперечній формах вживається
також скорочена форма hadn't:
 Example: Не hadn't worked.
Hadn't he worked?
Past Perfect вживається для вираження дії, яка відбувалася чи відбулася
до якогось певного моменту у минулому. Цей момент у минулому може
бути виражений:
а) вказівкою на момент часу за допомогою прийменника by.
Example: I had already drawn up the contract by Tuesday.
б) за допомогою складнопідрядного речения, причому Past Perfect може
вживатися i в головному реченні, i в підрядному, залежно від того, яка дія
відбувалася раніше:
 Example: After she had finished typing the letter, she sent it by fax.
The carrier had delivered the package before I came.
У підрядних реченнях часу і умови Past Perfect вживається для вираження
передминулої дії, що була майбутньою стосовно минулого:
 Example: She said that she would go home as soon as she had passed all
her exams.
Вона сказала, що поїде додому, як тільки складе екзамени
(вона складе всі екзамени до від'їзду, а від'їзд був майбутньою дією у
момент мовлення).
Не would sit with her tonight after Mat had gone.
Він сидітиме з нею сьогодні ввечері, після того як Меm
поїде.
У цьому разі Past Perfect перекладається на українську мову майбутнім
часом.
Future Perfect утворюється за допомогою will have + Participle ІІ.
Питальні речення утворюються шляхом винесення допоміжного дієслова
will перед підметом.
Future Perfect вживається відносно рідко, коли потрібно підкреслити,
що та або інша дія буде закінчена до якогось певного моменту в
майбутньому:
 Example: Our manager will have advised you before you leave.
You will have received the fax by 5 о 'clock.
93
У підрядних реченнях часу та умови замість Future Perfect вживається
Present Perfect.
 Example: Her room will be ready before she has finished her tea.
Ії кімната буде готова, перш ніж вона закінчить пити чай.
We'll get a new flat when they have built the house.
Ми одержимо нову квартиpy, коли вони збудують цей будинок.
Note!
A perfect verb form generally shows the time of an event as being earlier
than some other time (past, present or future). However, the perfect form does
not only show the time of an event. It also shows how the speaker sees the
event − perhaps as being connected to a later event, or as being completed by
a certain time. Because of this, grammar often talks about “perfect aspect”
rather than “perfect tenses”.
Exercise 1. Розкрийте дужки, вживаючи дієслова у Past Simple або у
Present Perfect.
1. I … (see) George a couple of minutes ago. 2. I… (lose) my glasses, help me
to find them. 3. Now I … (finish) my work, please have a look at it. 4.
I…(never, see) such a rain. 5. We … (not, see) our friends for a month. 6. Tom
is a good student and…(learn) a lot this year. 7. Last week I… (make) an
excursion to Cambridge. 8. During the last few weeks I … (be) very busy. 9.
What… (you, do) with my hat? It was here a minute ago. 10. Since 1990 our
street … (change) a lot. 11. He … (be fast asleep) for three hours now. 12.
Wait a minute! I … (not, yet, finish) my meal!13. When I was at Oxford, I …
(know) your brother very well. 14. Columbus …(reach) the West India in
1492. 15. Where … (you, be) all these weeks? 16. I remember what …
(happen): on Saturday I … (have) a letter from aunt Susan. She … (tell) me
she needed to see me. So I … (go) down to see her on Sunday.
Exercise 2. Запишіть речення в заперечній та питальній формах.
1. I have seen some new films since we saw each other last. 2. My friend had
read some books of this author before he entered the University. 3. I’ll have
finished this work by 7 o’clock. 4. I have never got a bad mark at the exam. 5.
The group will have carried out the plan by the 1-st of November.
Exercise 3. Доберіть потрібну форму дієслова.
1. They began talking about the meeting that (take place) the day before. 2. By
eight o’clock John (lock) the rooms. 3. They seemed not to understand what
Nelly (say). 4. He thought that the travelers (to get off) at one of the stations.
5. The weather which (to be) good up to then changed. 6. He asked her how
she (spend) her holidays. 7. He said he (have) a tiring day. 8. It was many
years since I last (see) her. 9. When he (come) to see me I (to look through) all
the newspapers. 10. By that time the train (to pass) the Southern Buh river. 11.
I told him that I (never, smoke). 12. I (not yet, do) half the work when he
came.
Exercise 4. Розкрийте дужки.
94
1. Where you (be)? − I (be) to the dentist. 2. You (have) breakfast? − Yes, I …
3. The post (come)? − Yes, it … 4. You (see) my watch anywhere? − No, I’m
afraid I … 5. Someone (wind) the clock? − Yes, Tom … 6. I (not finish) my
letter yet. 7. He just (go) out. 8. Someone (take) my bicycle. 9. We just (hear)
the most extraordinary news. 10. You (hear) from her lately? − No, I … 11. I
just (wash) the floor. 12. The cat (steal) the fish. 13. You (explain) the
exercise? − Yes, I … 14. I often (see) him but I never (speak) to him. 15. You
(have) enough to eat? − Yes, I (have) plenty, thank you. 16. Cris (pass) his
exam? − Yes, he … 17. I (ask) him to dinner several times. 18. I (live) here for
ten years. 19. How long you (know) Mr. Parcel? − I (know) him for ten years.
20. Would you like some coffee? I just (make) some. 21. Mag (water) the
flowers? − Yes, I think she … 22. You (not make) a mistake? − No, I’m sure I
… 23. Why you (not mend) the fuse? − I (not have) time. 24. You (dive) from
the ten-meter board yet? − No, I …
Exercise 5. Розкрийте дужки, вживаючи дієслова у Present Perfect або у
Past Simple tense.
1. Have you wound the clock? − Yes, I (wind) it on Monday. 2. Have you ever
eaten snails? − Yes, I (eat) some at Tim’s party last week. 3. Has she fed the
dog? − Yes, she (feed) him before lunch. 4. Have they repaired the road? −
They only (repair) part of it so far. 5. Have they done their homework? − Yes,
they (do) it all. 6. Have you found the matches? − No, I (not find) them yet.
7. Have you made the coffee? − Yes, I … 8. Have you been here before? −
Yes, I (be) here several times. 9. Have you seen him lately? − No, I (not see)
him since Christmas. 10. Have you been to the opera this week? − Yes, I (go)
to Faust on Friday. 11. Have you ever driven this car? − Yes, I (drive) it once
or twice. 12. Has he missed his train? − Yes, he … It (go) five minutes ago.
13. Have you planted your peas? − No, I … yet. 14. Has he spoken to her? −
Yes, he (speak) to her on Friday. 15. Have you spent all your money? − No, I
only (spend) half of it. 16. How much have you saved since Christmas? − I
(not save) anything. 17. Has his temperature gone down? − Yes, it (go) down
last night. 18. Have you seen his garden? − No, I (not see) it yet. 19. Have you
paid the bill? − Yes, I (pay) it while you were away. 20. Have you ever flown
a plane? − Yes, I (fly) when I was at school. 21. Has your dog ever bitten
anyone? − Yes, he (bite) me twice.
Exercise 6. Розкрийте дужки, вживаючи дієслова у Present Perfect або у
Past Simple.
1. You (be) here before? − Yes, I (spend) my holidays here last year. 2. He
(live) in London for two years and then (go) to Edinburgh. 3. You (wear) your
hair long when you were at school? − Yes, my mother (insist) on it. But when
I (leave) school I (cut) my hair and (wear) it short ever since. 4. Mr. Round is
the bank manager. He (be) here for five years. 5. Shakespeare (write) a lot of
plays. 6. My brother (write) several plays. He just (finish) his second tragedy.
7. I (not see) him for three years. I wonder where he is. 8. He (not smoke) for
two weeks. He is trying to give it up. 9. Chopin (compose) some of his music
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in Majorca. 10. When he (arrive)? − He (arrive) at 2.00. 11. I (read) Defo’s
books when I was at school. I (enjoy) them very much. 12. I can’t go out
because I (not finish) my work. 13. Cervantes (write) Don Quixote. 14. It (be)
very cold this year. I wonder when it is going to get warmer.15. The clock is
slow. − It isn’t slow, it (stop). 16. Here are your shoes; I just (clean) them. 17.
I (leave) home at 8.00 and (get) here at twelve. 18. I (do) this sort of work
when I (be) a pupil. 19. He just (go) out. 20. He (go) out ten minutes ago. 21.
You (have) breakfast yet? − Yes, I (have) it at 8.00. 22. I (meet) him last June.
23. You (see) the moon last night? 24. The concert (begin) at 2.30 and (last)
for two hours. Everyone (enjoy) it very much. 25. The play just (begin). You
are a little late. 26. The newspaper (come)? − Yes, Ann is reading it. 27. The
actors (arrive) yesterday and (start) rehearsals early this morning.
Exercise 7. Розкрийте дужки, використовуючи необхідну форму
майбутнього часу.
1. In a fortnight’s time we (take) our exam. 2. I (finish) this book by tomorrow
evening. 3. I’ll still be here next summer but Ron (leave). 4. I (finish) this job
in twenty minutes. 5. By next winter they (build) four houses in that field. 6.
They (to work) in the garden at 7. 7. By this time next year I (save) £250. 8.
By the time we get to the party everything (be) eaten. 9. The train (leave)
before we reach the station. 10. If I continue with my diet I (lose) 10 kilos by
the end of the month. 11. By the end of my university course I (attend) 1,200
lectures. 12. By the end of the year all our debts (be pay) off.13. By the end of
the term I (read) all twelve volumes. 14. When you come back I (finish) all the
housework. 15. On 21 October they (be) married for twenty-five years. 16. By
the end of the month 5,000 people (see) this exhibition. 17. If we don’t hurry
the sun (rise).
Exercise 8. Перекладіть речення.
1. Що ви зробили сьогодні? − Я надрукувала багато листів. − Я хочу
подивитися лист до містера Д. − Ось, будь ласка. Я тільки-що
надрукувала його. − А лист до містера Р.? − Я ще не надрукувала цей
лист. Я надрукую його до кінця робочого дня. 2. Вчора ми зустріли
наших друзів. Ми не бачили їх від закінчення університету. Перед тим,
як повернутись до Києва, вони працювали у Донецьку. 3. Новий завод
побудують до початку наступного року. Його обладнають
найсучаснішою апаратурою.
Exercise 9. Перекладіть речення.
1. Вона щойно вийшла. 2. Скільки разів ви були за кордоном? 3. Ми ще
не вирішили цієї проблеми. 4. По дорозі до університету я згадав, що
забув свою доповідь вдома. 5. Вранці було холодно і дощило, але
починаючи з 10:00 погода змінилась і тепер яскраво світить сонце. 6. Всі
мої друзі раді були почути, що я успішно здав всі іспити. 7. Коли ви
прийдете до мене завтра, я вже прочитаю вашу книгу. 8. Ви напишете
цей твір до наступної неділі? 9. Скільки сторінок ви прочитаєте завтра
до п'ятої ранку? 10. Ми знаємо один одного вже чотири роки. 11. Ваш
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братще хворий? − Ні, він вже одужав. 12. Я не читав газет сьогодні. 13.
Під час канікул мій друг відвідав село, де він провів дитинство.14. Де ви
працювали перед тим як вступили до університету?15. Мій годинник
йшов в першій половині дня, але зараз він зупинився. 17. Коли вони
увійшли до зали, вистава вже почалась. 18. Лекція ще не почалась і
студенти розмовляли на коридорі.
Reading:
Word and word-combinations
Insert v — вставити
Storage v — зберігати
Processing — обробка
Layout — схема
Software — програмне забезпечення
Delete v — видалити
Embedded — вбудований
Issue v — видавати
Hardware — апаратне забезпечення
Convey v — передати
LCD — рідкокристалічний діод
Resolution — роздільна здатність
Utilize — використовувати
CPU — процесор
Mean — засіб
Key — клавіша
Fulfill v — виконати
Attached — прикріплений
Draw v — тягти
Erase v — стирати
Recognition — розпізнавання
Sharpness — чіткість
Text 8A
Input and Output Devices
A peripheral is a device performs input, output or storage functions
and is connected to CPU. In order for the computer to be of use to us, there
must be some types of mechanism for entering data into the computer for
processing. Devices which allow the task of data entry to be performed are
called input devices.
Input we use to perform the two basic computational tasks: data entry
and issuing commands. The most widely used input device is the keyboard,
which was adapted from the typewriter. The keyboard is the standard mean
for the user to input data into the computer. Unfortunately, it is not a very
satisfactory means of input because most people have little or no knowledge
of the layout of a typewriter keyboard.
The keyboard itself doesn’t contain any mechanism for creating
printed pages. Each time a key on the keyboard is pressed, an electronic
signal is sent to the system unit indicating which key was pressed. The
system unit and the software interpret this signal and take the appropriate
action.
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Some keys are added to terminal keyboards to fulfill special
functions. The most important of these is the RETURN or ENTRY key.
This is pressed by the user to indicate to the computer, by the sending of a
special code, that the typed line is complete and that the computer can now
analyze it. Other keys that may be present include a delete key which when
pressed deletes the character just typed, special function keys that can be
used for special purpose by different programs and one marked CONTROL
or CTRL which also has a particular function when used with other keys.
Some keyboards may also have a numeric keypad to the right of the
typewriter keyboard. This may be of help when entering numeric data.
There are three keyboard layouts. The first is the standard IBM-PC
keyboard. The central portion of the keyboard consists of the alphanumeric
keys, that there are ten function keys (labeled F1 – F10) on the top side of
the keyboard, and there is a numeric keypad, much like that found on a
calculator, on the right side of the keyboard.
The function keys are keys which send special signals to the system
unit. The effect of pressing a given function key will depend on the
software which is currently in use.
The numeric keypad is useful when numeric data must be entered into
the computer. The numeric keypad serves two roles. The 1st role is the
digits, decimal points and addition and subtraction signs are active. The 2nd
role is the key of the keypad are used to control the small blinking box or
line on the screen which shows the user where the next typed character will
be displayed. This line is known as the cursor. The cursor control keys are
the arrows (left, right, up and down), PgUp , PgDn, Insert and Delete.
But there are several types of pointing device that are used to move
the cursor and usually work in conjunction with the keyboard. The most
common pointing device is the mouse, so called because it slides over the
desktop and has a wire or ‘tail’ attached to the computer. So a mouse is a
hand-held device with a small rotating ball embedded in the bottom. The
mouse is an opto-mechanical input device. It has three or two buttons which
control the cursor movement across the screen.
Each software program uses those buttons differently. The mouse’s
primary functions are to help users to draw, point and select images on the
computer display by moving the mouse across the screen. In general
software programs require to press one or more buttons, sometimes keeping
them depressed or double-click them to issue changed in commands and to
draw or to erase images. The mouse slopes gently towards the front, so
fingers rest comfortably on the three (or two) buttons which respond easily,
and click when pressed. Especially this feature is helpful when user must
«double-click» the buttons to activate commands. Hardware installation is
required to utilize the mouse.
A scanner permits entering text into a computer. There are flat-bed
scanners and hand-held scanners.
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Perhaps the easiest way to enter data into a computer is by speaking,
called Voice Recognition. Source data input refers to data fed directly into
the computer without human intervention.
If the result of the processing is to be any use to us, the system unit
must somehow convey these results to us. Devices which are used for this
purpose are called output devices. Today, most outputs are visual in nature,
produced by two devices: a video display screen monitor or a printer.
Most computer outputs come in two forms: text and graphics. A
monitor may be referred to as liquid crystal diode (LCD) or gas plasma
displays. Each monitor has either a color or a monochrome display and has
varying degrees of picture sharpness. The sharpness or resolution of a video
display is often stated in term of the number individual dots which can be
displayed on the screen. These individual dots are called pixels (picture
elements).
Printers are output devices which produce hardcopy. Printers come in
all kinds of shapes and sizes, with varying capabilities and mechanisms for
printing. The important thing is the user must be sure that the printer is
appropriate to the type of output that he wishes to produce. There are three
main types of printers: a dot-matrix printer, a letter quality printer and a
laser printer.
Hard disks operate in a similar fashion to floppy disks, but the disk
itself is made from a rigid material – often aluminum. In most personal
computers the hard disk and the hard disk drive are single unit that is
permanently installed. The hard disk is a sealed unit manufactured to fine
tolerance, it can operate at higher speed and store more data and
information than floppy disk systems. On disk type storage, data is
magnetically laid out in tracks and sectors. Tracks are concentric circles on
which data is recorded. Sectors are pie-shaped wedges that
compartmentalize the data into the addresses for the head to locate. Multiple
head disks drives organize tracks into cylinders, a vertical stack of tracks
that make it easier for the head to locate the data.
Завдання до тексту 8A.
Translate from English into Ukrainian:
Іnput, output or storage functions; a stationary upside-down mouse; to be of
use to us; without human intervention; basic computational tasks; the
standard mean; interpret the signal; numeric keypad; small rotating ball
embedded in the bottom.
Translate these into English:
Пристрій вводу; курсор; пристрій виводу; легко рухається по столі;
клавіатура; потрібно натиснути одну або дві клавіші; подвійне
натискання; для створення друкованих зображень; видалити;
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спеціальні функції; прикріплена кабелем; рідкокристалічний діод;
наступний символ для друку.
Fill in the gaps necessary words:
1. A peripheral is a ..... that performs input/ output or ..... functions.
2. There must be some type of mechanism for ..... data into the computer for
..... .
3. Input is used to perform two basic computational tasks ..... and ..... .
4. There are three keyboard ..... .
5. The numeric ..... is useful when numeric data must be ..... into the
computer.
6. The mouse is a ..... unit with a small rotating ball.
7. A user must ..... the buttons to activate the command.
8. The system unit must ..... the results to us.
9. Printers are ..... devices which produce ..... .
10. The ..... is a sealed unit, which is installed by the manufacturer.
Fill in the prepositions:
1. A keyboard was adapted ..... the typewriter.
2. Special function keys can be used ..... special purpose ..... different
programs.
3. There are 10 function keys ..... the top side of the keyboard.
4. Numeric data must be entered ..... the computer.
5. A scanner permits entering text ..... a computer.
Give the synonyms to the following words:
А unit, a memory, a device, to permit, to correspond (to), input/ output, to
erase, a part, to direct, to slip, to insert, to transfer, to diverse, to short, to
use.
Give the antonyms to the following words:
To forbid, narrow, a main unit, hardly, to forget, dull, to separate, to enter,
commands, without results, inappropriate, to release, to store, a thick beam,
beginning, lower speed, hard disk, inconstant, soft copy, impact, printing,
low quality, expensive, to pollute.
Text 8В
Computer Games
Battle with an alien spacecraft. Win the World Cup for your country.
Use your skill and cunning to find your way through ancient castles. Yes,
this is the exciting world of computer games! It’s not all about violence:
there’s a game to suit everyone, from problem-solving to sports, and more
and more are appearing in shops, cafes and clubs.
The most popular game some years ago was World Cup 90, a realistic
football contest for two players. You choose your international team and,
using your skill and tactics, control your team to win the Cup. If football
100
isn’t for you, you could join the Turtles, or test your driving skill in Hard
Driving.
Few people know more about computer games than Jon Ritman, a
well-known British programmer. He has written Match Day, a football
program, Batman and Head Over Heels – both arcade adventures. So how
does Jon write a computer game? It takes a lot of careful and logical
planning. At first he doesn’t know what the characters or story will be.
“You think of the type of game you want to write and then find a story. It
could be sports, an adventure, anything. Then you have to work out each
section of the game very carefully. Computers are like children – you have
to give them very careful instructions so they know what to do.”
Each instruction is very simple. It is the combination of instructions,
in a very long list, that makes footballers score goals and spacecraft fly in
computer games. This list of commands is what people refer to as a
“program”. The computer understands it in the form of numbers, but there
are different languages through which human words are translated into
numbers for the computer. Sometimes the instructions tell the computer to
show something on the screen. The screen has hundreds of little dots on it
which are called pixels. Each pixel has a number so that the computer can
recognize it. If you give the computer the number that means “red” and the
number of a dot it will make that dot red. Repeat instructions like this
thousands and thousands of times and you have a computer game. It’s as
simple as that!
Завдання до тексту 8В.
Answer the following questions:
1. What kinds of computer games are appearing more and more in shops,
cafes and clubs?
2. Who knows everything about computer games?
3. How does Jon write a computer game?
4. What instructions do you have to give computers?
5. How does the computer understand the program?
Speaking:
Прочитайте діалоги і вивчіть їх напам’ять.
A
Computers
Mary: Have you seen an interesting advertisement in the last issue of «The
Economist»?
John: I have not read it yet.
M.: The School of Engineering offers a new programme in information
system. Applications are invited for jobs in this field.
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J.: Professor Smith has told me about it. This programme is interesting. It is
designed to meet the needs of persons with a computing background for their
work in management and industry.
M.: Don't you think that our son can lecture on this new programme?
J.: Why not? He graduated from the Department of Computer Science and
for some years was taking part in the research project connected with the
problems of supercomputers and their manufacturing.
M.: As far as I remember his research interests cover software and
application.
J.: And what do they say about the contract?
M.: It is a three years' contract and it may be extended for further two years.
I'll write Mike a letter.
J.: It's too long. You'd better call him.
В
A.: How do you like these new electronic games?
В.: I am crazy (mad) about them. And you?
A.: Really, I don't know what you see in them.
В.: Well, I think a real computer game resembles real life as closely as
possible, doesn't it?
A.: May be you are right, but I am not sure.
В.: Oh, but I find them rather relaxing for a change and try to spend every
spare minute playing.
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LESSON 9
Grammar:
Stop and check.
Виконайте тести, які допоможуть вам підготувати до модульної
контрольної роботи.
TEST 1. PRESENT SIMPLE /PRESENT CONTINUOUS
1. I ______a book about astrology.
A am reading B read
2. I ______lots of books every year.
A is reading B read
3. We ______ to the party on Saturday.
A are going B go
4. Nurses ______ after people in hospital.
A are looking B look
5. She ______ for dinner this evening.
A comes B is coming
6. I ______ four languages.
A speak B am speaking
7. It ______ in this part of the world.
A is often raining B often rains
8. Take your umbrella. It ______ cats and dogs.
A rains B is raining
9. Run downstairs. Your sister ______ for you.
A is waiting B waits
10. Can you phone a bit later, please? Jane ______ a bath.
A is having B have
11. We’ve got tickets , and tomorrow evening we ______ to the cinema.
A are going B go
12. I ______ it would be a good idea to leave early.
A am thinking B think
13. Can you hear those people? What ______they ______ about?
A do______talk B are ______ talking
14. The moon ______ round the earth.
A goes B is going
15. The river ______ very fast today – much faster than usual.
A flow B is flowing
16. George says he’s 80 years old but I ______ him.
A don’t believe B am believing
17. These shoes ______ to me.
А belong В are belonging
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18. Ron is in London at the moment. He ______ at the Hilton Hotel.
A stays B is staying
19. He usually ______ at the Hilton Hotel when he’s in London.
A stays B is staying
20. It ______ me forty minutes to get to the university.
A takes B is taking
21. Dennis and Scott usually ______ together on small construction jobs.
A work B is working
TEST 2. PAST CONTINUOUS / PAST SIMPLE
1. While I ___________ for his call, somebody _______ at the door.
A waited В was waiting C knocked D was knocking
2. They _______ while they ________ their car.
A quarreled В were quarrelling C washed D were washing
3. We ________ about Kate when she suddenly ________ in.
A talked В were talking C came В was coming
4. In the morning when father ________ he ________ himself.
A shaved В was shaving C cut D was cutting
5. When I __________ the exercise I looked at the pictures.
A was starting B were starting C started
6. While I _________ the exercise I looked at my computer screen.
A was doing B were doing C did
7. While I was doing the exercise I ________ my mouse a lot.
A was using B were using C used
8. In the exercise there was a picture of three doctors who ________ .
A was singing B were singing C sang
9. There was also one of Joe who ___________.
A was smoking B were smoking C smoked
10. In one of the pictures three people _________ for a train.
A was waiting B were waiting C waited
11. I couldn't watch television because I ___________ the exercise.
A was doing B were doing C did
12. Bill Gates ___________ his first software when he was 13.
A was writing B were writing C wrote
13. Madonna __________dance at the University of Michigan when she was
young.
A was studying B were studying C studied
14. When I ____________ the exercise I did something different.
A was finishing B were finishing C finished
15. My brother and sister _________ tennis at 11am yesterday.
A is playing B are playing C played
16. At 8.30am today I ____________ to work.
A was driving B drived
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TEST 3. FUTURE CONTINUOUS
Розкрийте дужки і виберіть потрібне дієслово, яке передає дію в
майбутньому.
1. Let's meet at the cinema at 6. 30. All right, I (wait) for you there.
A will wait
В will be waiting
2. The child (sleep) when father (come) back from his work.
A will sleep
В will be sleeping
C comes
В will come
3. My sister (know) the result of her exam tomorrow.
A will know
В will be knowing
4. This time tomorrow they (sit) in the train on their way to Kyiv.
A will sit
В will be sitting
5. Don't phone Jack tomorrow — he (prepare) for his exam in English all day
long.
A will prepare
В will be preparing
6. What you (do) from 6 to 8 in the evening? I (write) a report at that time.
A will do
В will be doing
C will write
D will be writing
7. Don't be in a hurry. If you (arrive) at 7 o'clock, they (still / finish) their work.
A arrive, will arrive
B will still finish
C will still be finishing
8. Harry (come) at 9 o'clock in the evening.
A will come
В will be coming
9. Mrs. Smith (go) shopping the whole evening as soon as she (finish) her work.
A will be going
В will go
C will finish
D finishes
10. If Dad (buy) a new car, we (drive) all day long.
A will buy
В buys
C shall drive
D shall be driving
105
TEST 4. PRESENT PERFECT
Розкрийте дужки, вживаючи дієслова в Present Perfect або Past
Simple.
1. We (not/have) a holiday last year.
A didn’t have
B haven’t had
C hadn’t have
2. My parents (be) to the USA many times.
A have been
B were
C have being
3. I (buy) a new dress last week, but I (not/ wear) it yet.
A have bought A haven’t worn
B bought B wore
C had bought C didn’t wear
4. We (live) in the United States for less than seven years.
A lived
B have lived
C had lived
5. She (take) the test already.
A took
B has taken
C have took
6. More than one hundred people (come) to the meeting.
A have come
B came
C has come
7. I (forget) their telephone number.
A forgot
B have forgotten
C had forgotten
8. She (study) English for five years.
A studied
B has studied
C have studied
9. Peter (borrow) the money so that he could finish his education.
A has borrowed
B borrowed
C have borrowed
10. I (take) this medication since 1985.
A have taken
B had taken
C took
11. Don’t worry about your letter. I (send) it the day before yesterday.
106
A sended
B have sent
C sent
12. We (not/see) Bob this week, but we (see) him a couple of week s ago.
A didn’t see
B saw
C haven’t saw B have saw
D haven’t seen C have seen
14. Mary (be) on a diet for three weeks.
A was
B has been
C was been
15. Mary (lose) her car keys, so we have to open the door by force.
A lost
B has lost
C losted
16. When she was 21 she (drive) across the United States.
A drove
B drive
C driven
D drived
TEST 5. PAST PERFECT
Розкрийте дужки, вживаючи дієслова в Past Perfect або Past Simple.
1. I (wake) up early and got out of bed.
A woke up
B had woken up
2. I got out of bed an hour later I (wake up).
A woke up
B had woken up
3. We were late. The meeting (start) an hour before.
A started
B had started
4. She was the most delightful person I (ever/meet).
A ever met
B had ever met
5. That morning she (dress), (phone) somebody, and went out.
A dressed
B had dressed
C phoned
D had phoned
6. That morning she went out after she (phone) somebody.
A phoned
B had phoned
107
7. He was tired because he (work) hard in the garden all day.
A worked
B had worked
8. The sun (set), it (get) dark, and we went home.
A set, got
B had set, got
9. The Hills were in hurry, but they (take) a taxi and managed to arrive on time.
A took
B had taken
10. The Hills managed to arrive exactly on time because they (take) a taxi.
A took
B had taken
11. He said he (break) the lamp post.
A broke
B had broken
12. We asked Peter to come with us, but he refused. He (already promise) to
play football with his friends.
A already promised
B had already promised
13. After I (write) all my letters, I went to the kitchen to make coffee.
A wrote
B had written
14. She (hardly/finish) speaking over the phone when the telephone rang
again.
A hardly finished
B had hardly finished
15. Peter saw an urgent message on his table. Somebody (leave) it the day
before.
A left
B had left
TEST 6. FUTURE PERFECT
Розкрийте дужки, вживаючи дієслова в Future Simple або Future Perfect.
1. I promise I (get) in touch with you if I need your help.
A will get
B will have got
2. We are going to buy a car by the end of next month our family (save) money
for it.
A will save
B will have saved
3. The workers say that they (build) up a district by the beginning of 2000.
A will build up
B will have build up
4. He probably never (be) patient.
108
A will probably never be
B will probably never have been
5. She (have lunch) by the time we arrive.
A will have
B will have had
6. If you think it over, you (see) that I’m right.
A will see
B will have seen
7. You (finish) your homework by the time the movie starts.
A will have finished
B will finish
8. Jan (leave) by 5 o’clock.
A will leave
B will have left
9. I think I (stay) at home this evening.
A will stay
B will have stayed
10. I need some money. – Don’t worry I (lend) you some.
A will have lent
B will lend
11. I (be) in London for six months by the time I leave.
A will be
B will have been
TEST 7. A / an / the / some / any / many / much / etc.
1. There is ____ apple on the plate.
A a B an C the D any
2. There are ____ books on the shelf.
A the B a C an D some
3. I’ve got ____ nice shoes.
A a B any C some D much
4. Is ____ pen in the box?
A the B any C many D much
5. What’s this? – It's ____ umbrella.
A a B an C any D some
6. There’s ____ milk in this cup.
A some B a C the D any
7. Have you got ____ bananas?
A a B some C much D any
8. We haven't got ____ cheese in the fridge.
A some B any C no D these
9. Can you see ____ people in the street?
A much B some C any
10. Bob is hungry. Give him ____ eggs.
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A any B an C much D some
11. Are there ____ books on your shelf?
A many B much C some D any
12. They’ve got ____ butter, but they haven't got ____ rolls.
A some / any B any / some C a / some D a / any
13. There isn't ____ pen in this box, but there are ____ pencils.
A a / some B any / some C any / 0 D a / any
14. Do you like ____ milk? Here is ____ in this jug.
A any / one B a / one C some / any D 0 / some
15. Can you see ____ bank in this street? I can only see ____ post office.
A 0 / some B any / some C a / a D a / any
16. There aren't ____ cars in the garage, but there are ____ motorbikes.
A some / any B any / any C any / some D some / some
17. Have you got ____ free time? – No, I haven't got ____.
A a / any B a / some C any / some D any / any
18. There’s ____ oil in the bottle, but it isn't ____.
A some / much B any / some C some / any D much / some
19. I’d like to buy a pullover. How ____ is it?
A many B much
20. How ____ sugar ____ there in this pot?
A many / are B much / are C much / is D many / is
23. This house hasn't got ____ windows, but it has ____ chimneys.
A many / lots of B many / any C any / a lot D any / all
24. I want to write some letters. I need ______ writing paper.
A some B a
25. Brian usually has ______ omelette for lunch.
A 0 B an
26. As an old friend, may I give you ______? I don’t want ______ or help.
A an advice B advice
TEST 8. ARTICLES
Вставте артикль, де потрібно:
1. Q: What did you eat at the restaurant?
A: Oh, I didn't go out. I ate at _________________ home.
2. Q: What did you buy at the mall?
A: I bought so many things! _________________ sales were incredible!
3. Q: Does he always lie?
A: Yes, he does. He never tells _________________ truth.
4. Q: Why did you punish your son?
A: We punished him because he told _________________ lie.
5. Q: Which resort will you be staying at?
A: We'll be staying at _________________ resort that's closest to the beach.
6. Q: Why were you sleeping?
A: I was sleeping because I had _________________ headache.
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7. Q: Why don't you ask her to dance?
A: Me? I don't think so. You're _________________ one who knows how to
dance.
8. Q: Is he working?
A: No, he's on _________________ vacation.
9. Q: Did you make the bed?
A: No, but I took out _________________ garbage.
10. Q: Why do you watch so much _________________ TV?
A: Because there are a lot of good shows on.
TEST 9. Questions
Complete each sentence with the correct tag question.
1. He plays football,…?
2. Mary is going to see that movie,…?
3. You're living in France,…?
4. You live in France,…?
5. Thomas is coming over tonight,…?
6. Fiona is Irish,…?
7. Peter and Nancy are coming to the party,…?
8. The neighbors like us,…?
9. Stefan is German,…?
10. We have another carton of milk,…?
11. He called you,…?
12. He has seen that movie,…?
13. You were living in France,…?
14. You lived in France,…?
15. Thomas came over last night,…?
16. Your grandmother was Irish,…?
17. Peter and Nancy have been arguing,…?
18. The neighbors moved away,…?
19. It was cold yesterday,…?
20. You've spoken with her,…?
TEST 10. Pronouns
Replace the bold word(s) with the correct pronoun (I, you, we, they, it, she, or
he):
1. My cousin and her friend were at the mall. … were at the mall.
2. Peter is a little sick. … is a little sick.
3. Does your aunt know what happened? Does … know what happened?
4. The door is locked. … is locked.
5. My friend Linda and I are going on a trip. … are going on a trip.
6. Am I a good student? Yes, … are a good student.
7. My cats are hungry. … are hungry.
8. Mr. Jones is a good teacher. … is a good teacher.
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9. Is Swedish a difficult language. Yes, … is a difficult language.
10. My brother and I live together. … live together.
TEST 11. Pronouns
Write the correct possessive pronoun for each sentence:
1. That book belongs to them. That book is ...
2. That pen belongs to me. That pen is ...
3. This dog belongs to us. This dog is ...
4. This car belongs to him. This car is …
5. This house belongs to me and my brother. This house is ...
6. That motorcycle belongs to that man. That motorcycle is ...
7. These books belong to those students. These books are ...
8. This hat belongs to you. This hat is ...
9. This cat belongs to my aunt. This cat is ...
10. This ball belongs to those boys. This ball is ...
TEST 12. Pronouns
Choose the correct answers:
1. She's not his friend, she's (my/mine).
2. Robert didn't drink his own coffee. He drank (her/hers).
3. That is one of (hers/her) friends.
4. His neighborhood is safe, while (my/mine) neighborhood isn't.
5. His neighborhood is safe, while (my/mine) isn't.
6. Did (your/yours) mother call?
7. I don't know (them/their) very well.
8. I don't know (them/their) daughter very well.
9. I talked to (my/me) grandmother for three hours last night.
10. I think I got my notes mixed up with (your/yours).
TEST 13. Pronouns
Fill in each blank with the correct reflexive pronoun:
1. You can’t do this for me – I have to do it …
2. Why doesn’t she do it …?
3. He saw … in the mirror.
4. We can’t do this ...
5. They don’t like ...
6. Are you going to the mall by …?
7. She likes to think of … as a good person.
8. I can’t see … doing that.
9. They talk about … all the time.
10. You don’t respect ...
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LESSON 10
Grammar:
Reading:
Speaking:
Ступені порівняння прикметників.
Computers and Internet in our Life
Internet
Hooking Up My Computer
Grammar
Degrees of Comparison of Adjectives.
В англійській мові, як і в українській, якісні прикметники мають три
ступені порівняння:
o звичайний (the Positive Degree),
o вищий (the Comparative Degree),
o найвищий (the Superlative degree).
Утворення ступенів порівняння прикметників
Форма звичайного ступеня прикметника не має якогось спеціального
закінчення: wide, pleasant, difficult.
Форми вищого і найвищого ступенів можуть бути простими
(утворюються за допомогою закінчень) і складними (утворюються за
допомогою службових слів).
Ці обидва способи утворення ступенів порівняння використовуються і в
українській мові.
 Example:сильний — сильніший — найсильніший
сильний — більш сильний — самий сильний
Прості форми вищого і найвищого ступенів утворюються додаванням
закінчень –еr (для вищого ступеня) і -est [ist] (для найвищого ступеня) до
форми звичайного ступеня прикметника. Перед прикметниками у
найвищому ступені стоїть означений артикль.
 Example:
Звичайний ступінь
Вищий ступінь
Найвищий ступінь
cold
colder
(the) coldest
simple
simpler
(the) simplest
young
younger
(the) youngest
При утворенні простих форм вищого і найвищого ступенів слід
дотримуватись таких правил:
1) Односкладові прикметники, які закінчуються на одну приголосну з
попереднім коротким голосним звуком, подвоюють у написанні кінцеву
приголосну у вищому і найвищому ступенях:
 Example: big— bigger— (the) biggest
hot — hotter — (the) hottest
У всіх інших випадках подвоєння не відбувається:
 Example: sweet —sweeter— (the) sweetest
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cool —cooler— (the) coolest
2) Прикметники, які закінчуються на букву -у з попередньою приголосною,
у вищому і найвищому ступенях змінюють -у на -і:
 Example: easy — easier — (the) easiest
happy — happier—(the) happiest
Якщо кінцевій букві -у передує голосна, то цієї зміни не відбувається:
 Example: gay — gayer — (the) gayest
3) Прикметники, які закінчуються у звичайному ступені на німе -е, у
вищому і найвищому ступенях опускають його:
 Example: large — larger— (the) largest
white — whiter—(the) whitest
4) У прикметників strong, young і long перед закінченнями вищого і
найвищого ступенів вимовляється звук [g]:
 Example: long — longer — (the) longest
strong — stronger — (the) strongest
young — younger — (the) youngest
У прикметників, які закінчуються на букви -r, -rе, перед закінченнями
вищого і найвищого ступенів вимовляється звук [r]:
 Example: clear —clearer — (the) clearest
pure — purer — (the) purest
Прості форми вищого і найвищого ступенів мають такі прикметники:
1) усі односкладові прикметники;
2) двоскладові прикметники, які закінчуються на -у, -er, -le, -ow:
 Example: happy — happier — (the) happiest
clever — cleverer — (the) cleverest
simple— simpler — (the) simplest
narrow — narrower — (the) narrowest
Складні форми вищого і найвищого ступенів утворюються додаванням
службових слів more і (the) most до звичайного ступеня прикметника.
 Example:
Звичайний ступінь
Виший ступінь
Найвищий ступінь
useful
more useful
(the) most useful
beautiful
more beautiful
(the) most beautiful
Складні форми вищого і найвищого ступенів утворюють такі
прикметники:
1) усі багатоскладові (ті, що мають більш як два склади) прикметники:
 Example: beautiful — more beautiful — (the most) beautiful
2) двоскладові прикметники, які не закінчуються на -у, -er, -le, -ow і мають
наголос на першому складі:
 Example: careless — more careless— (the) most careless
useful — more useful — (the) most useful
Усі інші двоскладові прикметники можуть утворювати складні форми
поряд з простими.
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3) усі прикметники, які збігаються за формою з дієприкметником
теперішнього або минулого часу (тобто закінчуються на -ing та -ed):
 Example: loving — more loving — (the) most loving
pleased — more pleased — (the) most pleased
tired — more tired — (the) most tired
Деякі прикметники утворюють вищий і найвищий ступені порівняння не
за загальними правилами, наприклад:
 Example:
Звичайний ступінь
Вищий ступінь
Найвищий ступінь
good
better
(the) best
хороший
кращий
найкращий
bad
worse
(the) worst
поганий
гірший
найгірший
little
less
(the) least
маленький
менший
найменший
В значенні маленький за розміром звичайно вживається прикметник small,
який утворює ступені порівняння за правилами (small—smaller—the
smallest).
Прикметник little часто вживається з пестливим відтінком.
 Example: What a nice little nose you've got!
Слово little може бути не тільки прикметником, а й неозначеним
займенником і прислівником little (мало), наприклад:
 Example: There is little water in the kettle (неозначений займенник).
She has done very little tonight (прислівник).
Деякі прислівники мають по дві форми вищого і найвищого ступенів, які
різні за своїм значенням.
 Example:
Звичайний ступінь
Вищий ступінь
Найвищий ступінь
1)old — старий
older — більш старий,
the oldest — самий
старіший; старший (за ...)
старий, старший,
найстаріший
2)old — старий
elder —старший (у сім'ї)
1)late — пізній
later — більш пізній
2)late — пізній
latter - останній з двох
(попорядку)
1) far — далекий, farther — більш дальній
дальній
(далекий)
2) far — далекий, further —
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(the)eldest — самий
старший у сім'ї
(the) latest — самий
пізній, останній
(за часом)
(the) last — самий
останній
(по порядку); минулий
(the) farthest — самий
дальній (далекий)
(про відстань)
(the) furthest — самий
дальній (а) більш дальній (далекий)
(про відстань);
(б) дальший, наступний
(по порядку)
1)near — близький nearer — більш близький
далекий
(the) nearest — самий
близький, найближчий
2)near — близький nearer — більш близький (the) next—наступний
(по порядку); майбутній
Форми older, oldest вживаються, як правило, стосовно осіб, які не є
членами однієї сім'ї, або стосовно неживих предметів.
 Example: I am not older than you.
Max is the oldest boy in our form.
This is the oldest building in our town.
Форми elder, (the) eldest вживаються стосовно членів однієї сім'ї. Але при
наявності слова than (порівняння) вживається форма older, а не elder.
 Example: Her elder sister is called Ann.
My elder brother lives in Poltava.
The eldest son is going to be a lawyer.
Але:
Liz is two years older than her sister.
Форми later, (the) latest вживаються стосовно часу:
 Example: Here is the latest news.
Later events showed that he was right.
Have you read his latest book?
Форми latter, (the) last означають порядок послідовності.

Example: John and Nick like winter sports. The former is fond of
skating, and the latter prefers skiing.
I saw him on the last day of my holiday.
Cполучення last week, last night, last year, last month і т. п., в яких last має
значення минулий, вживаються без артикля.
 Example: Не left last week.
What did you do last night?
Форми nearer, (the) nearest вживаються при означенні відстані і часу.
 Example: How can I get to the nearest post-office?
Come nearer, please.
Форма the next вживається із значенням наступний (по порядку),
дальший.
 Example: The next train leaves in half an hour.
What is the next thing to do?
Сполучення next day, next Sunday, next week, next month, next winter (year,
May), в яких next має значення майбутній, також вживаються без
артикля.
 Example: I'll see you next week.
Will you come next Sunday?
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Вживання ступенів порівняння прикметників
Звичайний ступінь означає якість предмета без порівняння з тією самою
якістю інших предметів.
 Example: Your coat is too light for our cold weather.
He is a very nice boy.
Звичайний ступінь може вживатися також при порівнянні двох
предметів з однаковою мірою якості. Для цього вживається конструкція
(just) as + звичайний ступінь прикметника + as...
 Example: Your room is just as large as mine.
I'm just as tired as you (are).
Ця конструкція зустрічається у багатьох прислів'ях:
 Example: He's as busy as a bee.
It's as clear as day.
Звичайний ступінь може вживатися і для вираження неоднакової міри
якості, а саме:
1.Для вираження меншої міри якості в конструкціях:
not so + прикметник у звичайному ступені +as...
half as + прикметник у звичайному ступені +as...
 Example: This exercise isn't so easy as you think it is.
Our garden is not so big as yours.
My bag is half as heavy as yours.
2. Для вираження більшої (вищої) міри якості в конструкціях (порівняйте
з українським «вдвоє більший», «втроє важчий»):
twice as + прикметник у звичайному ступені + as...
three times (four times і т. п.) as + прикметник у звичайному ступені +
as...
 Example: This task is twice as difficult as the first one.
My model is four times as big as yours.
Вищий ступінь виражає більшу міру якості і вживається при порівнянні
двох предметів (осіб) або якості.
 Example: Не is younger than his brother.
In winter days are shorter and nights are longer than in
summer.
Після форми вищого ступеня вживається сполучник than, якщо
згадується те, з чим порівнюється даний предмет.
Для підсилення вищого ступеня вживаються слова much, far (значно,
набагато):
 Example: The river is much deeper in the middle.
The first picture was far better than this one.
Найвищий ступінь виражає найвищу міру якості при порівнянні кількох
(більше двох) предметів.
 Example: Ann got the biggest piece of the cake.
Hunger is the best cook.
The most difficult thing is to begin.
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Іменник, перед яким стоїть прикметник у найвищому ступені, звичайно
вживається з означеним артиклем. Означений артикль вживається і
тоді, коли означуваний іменник випускається або замінюється
займенником one.
 Example: Your answer is the best (one).
Прикметники у найвищому ступені часто зустрічаються у таких
конструкціях:
а) з означальними підрядними реченнями:
 Example: This is the most interesting play I've ever seen.
This is the easiest English book I've ever read.
б) у сполученнях з прийменниками in, of та ін.:
 Example: The Ukraine is the largest country in Eastern Europe.
He's the best of my friends.
Exercise 1. Утворіть вищий та найвищий ступені прикметників.
1. old
7. heavy
2. difficult
8. bad
3. large
9. careful
4. happy
10. pretty
5. far
11. important
6. hot
12. good
Exercise 2. Розкрийте дужки, вживаючи потрібну форму прикметника.
1. Which is______ (long) day of the year?
2. Winter is______ (cold) season.
3. My friend's flat is not so______ (new) as my flat.
4. Where is it_____ (beautiful), in the mountains or near the sea?
5. It was_____ (good) trip I've ever had.
6. In spring the days are_____ (long) than in winter.
7. It is_____ (cold) today than it was yesterday.
8. The Ukrainian grammar is_____ (difficult) than the English one.
9. Friendship is_____ (strong) than steel.
10. Health is_____ (good) than wealth.
Exercise 3. Дайте відповіді на запитання.
1. Are the mountains of the Crimea as high as the mountains of the Caucasus?
2. Is the climate of England as mild as that in this country?
3. Which is the shortest month of the year?
4. Which is the biggest city in Great Britain?
5. Which is the most beautiful square in Vinnytsia?
6. Which season is the coldest?
7. Where is it better to live, in the city or in the country?
8. Where is it warmer, in Greece or in Canada?
9. Where is it more snowy, in the North or in the East of Europe?
10. Who is the tallest in your group?
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Exercise 4. Перекладіть речення на англійську мову.
1. Брат не такий стомлений, як йога сестра. 2. Моя валіза така ж важка, як і
твоя. 3. Київ такий же гарний, як і Львів. 4. Цей будинок такий же високий,
як і той. 5. Сьогодні вода в річці не така тепла, як вчора. 6. Мій дядько
такий же розумний, як і тато. 7. Франція не така велика, як Китай. 8. Наше
місто таке ж зелене, як і Одеса. 9. Його бабуся не така стара, як дідусь. 10.
Яблука такі ж смачні, як і сливи, але не такі смачні, як груші. 11. Ти живеш
так само далеко від університету, як і я? 12. Хокей не такий популярний, як
футбол. 13. Дніпро не такий довгий, як Ніл. 14. Минулого року серпень був
такий же спекотний, як і цього року. 15. Він не такий розумний, як йога
брат. 16. Вона така ж щедра, як і вся її сім’я. 17. Його квартира така ж
зручна, як і твоя. 18. Екзамен був не таким важким, як ми очікували. 19.
Він такий же сильний, як і його товариш. 20. Цей комп'ютер не такий
потужний, як мій ноутбук.
Exercise 5. Перекладіть речення на англійську мову.
1.Ця вправа трохи легша за попередню. 2. Новий фільм набагато
цікавіший, ніж старий. 3. Футбольна команда нашого університету
сильніша, ніж команди інших університетів нашого міста. 4. Українці
талановитіші і гостинніші, ніж інші народи. 5. Цей виноград соковитіший,
ніж той. 6. Пісні моєї улюбленої групи мелодійніші, ніж пісні інших. 7. Ці
ягоди червоніші, ніж ті. 8. Повітря в селі чистіше, ніж в місті. 9. Я вища за
свою подружку, хоча вона і старша за мене. 10. Робота лікаря
відповідальніша, ніж робота викладача. 11. Собаки розумніші, ніж інші
тварини. 12. Українські жінки привабливіші, ніж інші. 13. Говерла вища за
Роман-Кош. 14. Дніпро довший за Дністер. 15. Вінниця старіша за Суми.
Exercise 6. Розкрийте дужки, вживаючи потрібну форму прикметника.
1. We should eat (healthy) food. 2. Today the air isn't as (clean) as it used to be.
3. It's (good) picture he has ever made. 4. This man is (tall) than that one. 5.
Asia is (large) than Australia. 6. The Dnipro is (short) than the Mississippi. 7.
Which university is the (old) in Vinnytsia? 8. Mary is a (good) student than
Lucy. 9. The Carpathians are (high) than the Crimean Mountains. 10. This park
is the (beautiful) in our town. 11. She speaks German (good) than English. 12.
Are words in German (long) than words in English? 13. The Buh is (short) than
the Dnipro. 14. The Arctic Ocean is (cold) than the Indian Ocean. 15. Chinese is
difficult than English. 16. Spanish is (easy) than Ukrainian. 17. She is not so
(busy) as I am. 18. It is as (sunny) today as it was yesterday. 19. She is not so
fond of sports as my brother is. 20. Today weather is (cold) than it was
yesterday. 21. This is (interesting) of all I have read this year. 22. Januагу is the
(cold) month of the year. 23. My friend speaks English (bad) than I do. 24.
Which is the (short) month of the year? 25. Which is the (beautiful) place in this
part of the country? 26. This good-looking girl is the (good) student in our
group.
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Exercise 7. Розкрийте дужки, вживаючи потрібну форму прикметника.
1. Her eyes are (big) than mine. 2. He was (strong) man in the village. 3. As she
went on a diet, she became (slim) and (slim). 4. My sister is the (pretty) girl in
her group. 5. Who is the (attentive) student іn your group? 6. It is autumn. Every
day the air becomes (cold), the leaves (yellow). 7. This is the (beautiful) view I
have ever seen in my life. 8. Your pronunciation is now (good) than it was last
year, but still it is not so (good) as others’. 9. Oil is (light) than water. 10. We
shall wait for a (dry) day to go on the excursion. 11. A bus is (fast) than a tram.
12. Take some of these sweets: they are very (nice). They are (nice) than the
sweets in that box. 13. He clearly did not like the explanation, and as he listened
to it, he became (angry) and (angry). 14. He worked (hard) and (hard) as the end
of term came nearer. 15. The (tall) trees in the world grow in California. 16.
Please be (careful) next time and don't spill the hot tea again. 17. Ben was a
(quiet) child. He was (quiet) than his sister.
Exercise 8. Перекладіть речення на англійську мову.
1. Це найуспішніша роль в його кар’єрі. 2. Мій комп'ютер не такий новий,
як комп'ютер мого друга. 3. Наші іспити набагато важчі, ніж іспити в
інших університетах. 4. Споруда водонапірної вежі – найстаріша у нашому
місті. 5. Наше місто не таке велике, як столиця, але воно таке ж гарне. 6.
Хрещатик — одна з найкрасивіших вулиць Києва. 7. Хто наймолодший
студент у нашій групі? — Петров. Але він найвищий. 8. Граматика
англійської мови важка, але англійська вимова важча. 9. Магазини на
нашій вулиці більші, ніж магазини на вашій вулиці. 10.Моя кімната така ж
світла і простора, як і у мого брата. 11. Ця книга цікавіша, ніж та. 12.
Погода сьогодні гірша, ніж учора. Сьогодні холодніше, і йде дощ. 13. Моя
кімната у гуртожитку не така велика, як кімната моєї подруги, але вона
тепліша. 14. Яка з цих книг найцікавіша. 15. Листопад — не такий
холодний місяць, як грудень. 16. Мій батько — дуже зайнята людина. 17.
Крим — одне з найкращих місць для відпочинку. 18. Сьогодні хворий
почуває себе набагато краще.
Reading:
Word and word-combinations
Count v — рахувати
Almost — майже
A few — декілька
Device n — прилад
Memory n — пам’ять
Still — все ще
Until — до тих пір, поки не
Order n — порядок
Purpose n — мета
Input — вхід
Navigate v — плавати на кораблі
Output — вихід
Alone — одинокий
Weight n — вага
Solve v — вирішувати
By means of — за допомогою
Take up v — займати
(чого)
Become v — ставати
To retrieve — відновити,
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Remote — дистанційний
To estimate — підраховувати,
оцінювати
To withstand — витримати
Seamless — цілісний
Via hypertext — через гіпертекст
відшукати
To underpin — підкріплювати
Via the Internet — через
інтернет
To browse — переглядати
Text 10A
Computers in our Life
A computer is really a very specific kind of a counting machine. It can do
arithmetic problems faster than any person alive. By means of electronic
processes it can find the answer to a very difficult and complicated problem in a
few seconds.
A computer can “remember” information you give it. It keeps the
information in its “memory” until it is needed.
There are different kinds of computers. Some can do only one job. There
are special-purpose computers. Each specific problem requires a specific
computer. One kind of computer can help us build a spaceship; another kind can
help us navigate it. A special-purpose computer is built for this purpose alone
and cannot do anything else.
But there are some computers that can do many different jobs. They are
called the general-purpose computers. There are the big “brains” that solve the
most different problems of science.
We need to think of a computer as a large machine that took up a whole
room. But today computers are becoming smaller and smaller. Though these
small devices are called microcomputers or minicomputers, they are still true
computers.
The most important parts of a general-purpose computer are as follows: 1)
memory, where information is kept; 2) an arithmetic unit for performing
calculations; 3) a control unit for the correct order of operations; 4) input device;
5) output devices for displaying the results of calculations. The input and output
devices are called peripherals.
There are several advantages in making computers as small as one can.
Sometimes weight is particularly important. A modern plane carries many heavy
electronic apparatus. If it is possible to make any of them smaller, it can carry a
bigger weight. But weight is not the only factor. The smaller the computer, the
faster it can work. The signals go to and fro at a very high but almost constant
speed.
Some of the first computers cost millions of dollars, but people quickly
learned that it was cheaper to let a million dollar computer make the necessary
calculations than to have a hundred clerks trying to do the same by hand.
Scientists found that computers made fewer mistakes and could fulfill the tasks
much faster than almost any number of people using usual methods. The
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computers became popular. As their popularity grew the number of factories
producing them also grew.
Supercomputers are mostly used for highly complex scientific tasks, such
as analyzing the results of nuclear physics experiments and weather forecasting.
Microcomputers now come in a range of sizes from battery-powered pocket
PC’s and electronic organizers, notebook and laptop PC’s to floor-standing
tower systems that may serve local area networks or work as minicomputers.
Indeed, most minicomputers are now built using low-cost microcomputers, and
large-scale computers built out of multiple microprocessors are starting to
challenge traditional mainframe and supercomputer designs.
Завдання до тексту 10A.
Перекладіть на рідну мову наступні вирази.
 Scientific tasks, to analyze the results, weather forecasting, batterypowered pocket PC’s, laptop PC’s, special-purpose computer, to require a
computer, correct order of operations, output device, indeed, low-cost
microprocessors.
Знайдіть в тексті англійські еквіваленти до наступних
словосполучень.
 Складна проблема, «великий мозок», наступний, керуючий вузол,
виконувати обчислення, пристрій вводу, декілька переваг, такий
малий як, особливо, постійна швидкість, робити вручну, виконувати
завдання, діапазон розмірів.
Закінчіть речення.
1. These small devices are still t…c……..
2. The i…. and o….. Devices are called p……….
3. A modern plane carries many h…..e…….a……
4. Supercomputers are mostly used for h…..s……..t….
5. The floor-standing tower systems may serve l….a…n…
Дайте відповіді на запитання.
1. What is a computer?
2. How long does the computer keep the information?
3. Are there different kinds of computers?
4. What can the general-purpose computer do?
5. What are the most important parts of a general-purpose computer?
6. Why is the weight so important?
7. Why can a computer replace a hundred clerks?
8. Where are supercomputers used?
9. What are multiple microprocessors starting to challenge?
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Text 10В
Internet
Internet is a global computer network connecting governments, companies,
universities, and many other networks and users.
Electronic mail, conferencing, and chat services are all supported across the
networks, as are the ability to access remote computers and send and retrieve
files.
By late 1994 it was estimated to have over 40 million users on 11000
networks in 70 countries, with an estimated 1 million users joining each month.
It was estimated in 1997 that there would be 200 million users by 2000.
The technical underpinnings of the Internet were developed as a project
funded by the Advanced Research Project Agency (ARPA) to research how to
build a network that would withstand bomb damage. The Internet itself began in
1984 with funding from the US National Science Foundation as a means to
allow US universities to share the resources of five regional supercomputing
centers. The number of users grew quickly, and in the early 1990s access
became cheap enough for domestic users to have their own links on home
personal computers. As the amount of information available via the Internet
grew, indexing and search services such as Gopher, Archie, Veronica, and
WAIS were created by Internet users to help both themselves and others. The
newer World Wide Web allows seamless browsing across the Internet via
Hypertext. In April 1995 Internet Shopping Network, an interactive shopping
facility, went on line. In its first three months 36000 people subscribed.
A very large proportion of personal computers regularly connect to the
Internet to communicate and receive information. "Wireless" networking, often
utilizing mobile phone networks, has meant networking is becoming
increasingly ubiquitous even in mobile computing environments.
Завдання до тексту 10В.
Прочитайте текст і поставте до нього 5 спеціальних запитань.
Speaking:
Прочитайте діалог і вивчіть його напам’ять.
Hooking Up My Computer
Peter: Hi Jack. Can you give me a hand?
Jack:Sure. what's up?
Peter: I've just bought a new computer and I'm having some problems hooking
everything up.
Jack:... and I'm a geek. Yeah, I know. I'd be happy to help.
Peter: Thanks! I've connected all the cables from my monitor, mouse and
keyboard, and I've plugged it in.
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Jack: Have you installed the software yet?
Peter: No, I haven't. Do I need to?
Jack: Not always, but it's best to install drivers for your keyboard and mouse, as
well as your printer.
Peter: Will the computer boot up without those?
Jack: Of course. Boot up the computer and then we can update the drives.
Peter: OK. What's that thing (points to a computer component)
Jack: Oh, that's a memory reader. You can insert things like SD cards from your
camera and mp3 players into it.
Peter: That's handy.
Jack: You've bought a nice system. How big is the hard drive?
Peter: I think it's 750 gigabyte.
Jack: Good... The computer's booted up. Let's install those drivers.
Peter: Before we do that, can I get online?
Jack: Do you have a modem?
Peter: Yes, I do. I think I have a cable modem.
Jack: Hmmm... yes you do. Is the Ethernet cable plugged in?
Peter: What's that?
Jack: It's the cable that connects your modem to your computer.
Peter: Let's surf the internet!
Jack: Just a moment... first we need to launch the browser.
Peter: The browser?
Jack: It's the program that allows you to surf the internet.
Peter: Oh ... I've got a lot to learn.
Jack: Yes, you do. I can see I'm going to be here all day ...
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LESSON 11
Grammar:
Reading:
Speaking:
Модальні дієслова та їх еквіваленти.
Marie Curie and the Discovery of Radium
Alfred Nobel
Meeting a Businessman
Grammar
Modals and their equivalents.
Модальні дієслова та їх еквіваленти.
Модальними називаються дієслова, які не означають дію, а виражають
ставлення до неї (можливість та вірогідність дії чи її необхідність).
Інфінітив смислового дієслова, що іде за модальним дієсловом втрачає
частку to (за виключенням модального дієслова ought).
Особливості модальних дієслів:
 вони не змінюються за особами та числами;
 питальна та заперечна форми речень з модальними дієсловами
утворюються без допоміжних дієслів.
Значення та вживання:
Модальні дієслова, що виражають необхідність (або її відсутність), наказ,
пораду, рекомендацію чи впевненість,
 Модальне дієслово must виражає
– наказ та заборону:
 Example: You must do it.
You must not do it.
– сильну впевненість:
 Example: He must be sitting in his office.
It must be Mr Smith.
Сильна впевненість, що стосується дій в минулому, виражається з
вживанням перфектної форми смислового дієслова:
 Example: І must have thrown this letter away.
 Модальне дієслово shall використовується для
– вираження сильної рішучості:
 Example: We shall win!
– для отримання інструкцій та уточнення подальших дій:
 Example: Shall I help you?
Shall I go out?
 Модальні дієслова should (минулий час від shall) та ought (to)
використовуються для вираження поради, рекомендації, докору,
догани:
 Example: You should not do it.
He should sign the contract.
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You shouldn't drink so much.
Should та ought є дуже близькими за значенням, але часто перевага
надається ought для вираження компетенції, яка іде не від того, хто
говорить, а існує, наприклад, згідно з правилом чи законом.
Для вираження докору, що стосується минулого, використовується
перфектна форма смислового дієслова:
 Example: You ought not to have visited Mr Brown.
You should have checked the TV set before you bought
it.
 В британському варіанті англійської мови need може
використовуватися як модальне дієслово для вираження відсутності
необхідності та дозволу не робити чогось:
 Example: You needn't do it.
You needn't send the letter. I've already done it.
Note!
Need most often has the same forms as ordinary verbs: the third person singular
has - s, and questions and negatives are made with do. Need is usually followed
by an infinitive with to.
In British English need can also have the same present form as modal auxiliary
verbs: the third person singular has no -s, and questions and negatives are made
without do. In this case, need is normally followed by an infinitive without to.
 Example: We needn’t reserve seats – there’ll be plenty of room.
These modal forms are used mainly in negative sentences, but they are also
possible in questions and after if.
 Example: You needn 't fill in a form.
Need I fill in a form?
I wonder if I need fill in a form.
This is the only form you need fill in.
B U T N O T You need fill in a form.
Модальні дієслова, що виражають можливість, вірогідність, сумнів,
припущення, дозвіл.
 Модальне дієслово сап (форма минулого часу – could) служить для:
– вираження вміння (спроможності) щось робити:
 Example: I can speak English.
Can you type?
He could type.
– вираження можливості, що залежить від обставин, дозволу,
заборони, прохання (прохання, виражене за допомогою дієслова
could, звучить більш ввічливо):
 Example: You can соmе at six о 'clock.
Can/Could you do me a favour?
You cannot do this.
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– вираження можливості чи вірогідності здійснення тієї чи іншої
події у теперішньому або минулому (для вираження вірогідності
події в минулому використовується перфектна форма дієслова):
 Example: Can/Could it be (have been) him?
He could have done it.
She can’t/couldn’t have done it.
 модальне дієслово may (форма минулого часу – might) служить для
вираження:
– дозволу, прохання та заборони:
 Example: You may go.
May I see your license?
May I come in?
– можливості або вірогідності тієї чи іншої події в теперішньому чи
минулому (в цьому значенні may/might є дуже близькими до
can/could, причому might зберігає значення тільки вірогідності)
 Example: Не may соmе.
They might be free now.
Еквіваленти модальних дієслів:
 зворот to have (to) служить заміною модального дієслова must в
минулому та майбутньому часі:
 Example: They will have to deliver the equipment within 12
months.
She had to send the letter yesterday.
 зворот to be able to служить заміною модального дієслова can в
майбутньому часі та може вживатися замість нього у теперішньому
та минулому часі:
 Example: They will be able to return the debt in time.
We are not able to comment this event.
 звороти to be allowed to, to be permitted to можуть служити заміною
модального дієслова mау:
 Example: I won't be allowed to transfer the money.
He is not permitted to come home late as he is rather
young.
 зворот to be to близький за значенням до модального дієслова must та
служить для вираження:
– необхідності, зумовленої домовленістю, розкладом чи планом:
 Example: The train is to come at 5.30.
– суворого наказу та заборони:
 Example: You are not to do it.
127
Exercise 1. Перекладіть на українську мову, звертаючи увагу на модальні
дієслова.
1. You must settle our problems with our neighbors. 2. You needn't send a
telegram. I'll call them. 3. You should consult a lawyer. 4. You ought to
introduce the changes gradually. 5. The things are to be packed in suit-cases. 6.
You should be very careful with this equipment. 7. We must translate more.8. It
might be a good market to buy products. 9. We can't let that one failure stop us
from trying to write a new program. 10. I must be at the meeting by 10:00. I will
probably have to take a taxi if I want to be on time. 11. He was taken from the
University and for some time he had to help his father in the trade.12. All the
preparations should be completed in a week. 13. The scientist was to leave his
fatherland as he got no support from the authorities.14. You shouldn’t be so
rude! Why don't you try saying "please" once in a while? 15. When you have a
small child in the house, you mustn’t leave small objects lying around. Such
objects could be swallowed, causing serious injury or even death. 16. Jenny's
engagement ring is enormous! It must have cost a fortune. 17. Please make sure
to water my plants while I am gone. If they don't get enough water, they could
die. 18. You might also know that programming is much more complex than
doing a few tasks. 19. You should take your umbrella along with you today. The
weatherman on the news said there's a storm north of here and it could rain later
on this afternoon. 20. Margaret ought to come to the fitness center with us
tonight.
Exercise 2. Скажіть і напишіть такі речення в Past і Future Simple.
 Example:
The secretary must know how to write business letters.
The secretary had to know how to write business letters.
The secretary will have to know how to write business letters.
1. We must thank the custom officer for his help. 2 You must take some time off
and get some rest. 3. They must tell him all about this case. 4. Accountants
must widely use computers as well. 5. You must have a permit to enter the
national park.
 Example:
I can see the sea from my window.
I could see the sea from my window.
I'll be able to see the sea from my window.
1. They can't see the accident. 2. With a burst of adrenaline, a person can pick up
cars. 3. Computers can do calculations very fast. 4. I have some free time. I can
help her now. 5. She can earn her living herself.
 Example:
He may refer to these figures.
He might refer to these figures.
He will be allowed to refer to these figures.
1. You may come on Sunday. 2. We may fix the date of the wedding. 3. The
workers may discuss these problems with the management. 4. He may call on
128
me tonight and take the catalogues. 5. You may leave the table when you finish
your dinner.
Exercise 3. Перекладіть на англійську мову.
1. Я не можу закінчити роботу сьогодні. 2. Чи можете ви перекласти цю
статтю на англійську мову? 3. Їй cлід погодитися з їхніми умовами. 4. Вони
змогли виконати всі завдання. 5. Він запитав мене, чи може він взяти мій
словник. 6. Ви можете скористатися моїм телефоном. 7. Вам не варто
заповнювати цю форму червоними чорнилaми. 8. Стаття була дуже
важкою і йому довелося скористатися словником. 9. Він повинен був
зробити доповідь на нашому семінарі.
Exercise 4. Перекладіть на українську мову, звертаючи увагу на форми
еквівалентів модальних дієслів.
1. Some entertaiments had to be given up in order to obtain good education you
need. 2. I can play basketball, but I'm not able to play today, I have hurt my arm.
3. If you want to get this job you must be able to speak two foreign languages. 4.
I was able to stop my car in time before slamming into a truck. 5. That has to
have been the right restaurant. There were no other restaurants on the street. 6.
These newer plants were able to offer up-to-date products at a slightly lower
cost. 7. They were able to save enough money to buy a car. 8. Did they have to
do the work over again? 9. You don't have to do the cleaning up this morning, I
will! 10. I enjoy being able to get up late at the weekend.
Exercise 5. Доповніть речення відповідними модальними дієсловами.
1. Ted's flight from Amsterdam took more than 11 hours. He … be exhausted
after such a long flight.
2. The book is optional. My professor said we could read it if we needed extra
credit. But we … read it if we don't want to.
3. Susan … hear the speaker because the crowd was cheering so loudly.
4. The television isn't working. It … damaged during the move.
5. Kate: … hold your breath for more than a minute?
Jack: No, I can't.
6. You … be rich to be a success. Some of the most successful people I know
haven't got a penny to their name.
7. I've redone this math problem at least twenty times, but my answer is wrong
according to the answer key. The answer in the book … be wrong!
8. You … do the job if you didn't speak Japanese fluently.
9. You … worry so much. It doesn't do you any good. Either you get the job, or
you don't. If you don't, just apply for another one. Eventually, you will find
work.
10. You … be kidding! That can't be true.
11. You … leave the table once you have finished your meal and politely
excused yourself.
12. Jenny's engagement ring is enormous! It … have cost a fortune.
13. ... we move into the living room? It's more comfortable in there and there's a
beautiful view of the lake.
129
14. At first, my boss didn't want to hire Sam. But, because I had previously
worked with Sam, I told my boss that he ... take another look at his resume and
reconsider him for the position.
15. You ... take along some cash. The restaurant may not accept credit cards.
16. The machine ... be turned on by flipping this switch.
17. You ... forget to pay the rent tomorrow. The landlord is very strict about
paying on time.
18. Do you always have to say the first thing that pops into your head? ... you
think once in a while before you speak?
19. Terry and Frank said they would come over right after work, so they ... be
here by 6:00.
20. Yesterday, I ... cram all day for my French final. I didn't get to sleep until
after midnight.
21. The lamp ... be broken. Maybe the light bulb just burned out.
Reading:
Word and word-combinations
Determine n – визначати
Ordinary – звичайний
Scarcely – ледве
Enough – достатньо
Steadily – безперервно
Pitchblende n – уранініт
Though – хоча
Property n – властивість
Turn v – повернутися
Split v – розщепити
Among – серед
So far as – наскільки
Throughout – скрізь, усюди
Powerful – потужний
Discover v – відкривати
Proper – відповідний
Research n – дослідження
Carry out v – виконувати
Both – обидва
Cause v – спричиняти
Else – ще
Ray n – промінь
Close – близький
Offer v – пропонувати
Bankrupt – банкрот
Respect v – поважати
Make a fortune – розбагатіти
Generous – щедрий
Cheerful – бадьорий
Forward - looking – передовий
Explosive n – вибухова речовина
Avoid v – уникати
Peacetime – мирний час
Search v – шукати
Mining – гірнича справа
Make discovery – робити
Injure v – поранити
відкриття
Fellowman – співгромадянин
Publicity – публічність,
гласність
Deserve v – заслуговувати
Take an interest in – проявляти
Taste – смак
інтерес до
Fame, glory – слава
Make money – заробляти гроші
Inventive – винахідливий
Imaginative – наділений багатою
уявою
130
Text 11A
Marie Curie and the Discovery of Radium
Marie Curie was born in Warsaw on 7 November, 1867. Her father was a
teacher of science and mathematics in a school in the town, and from him little
Maria Sklodovska – which was her Polish name – learned her first lessons in
science. Maria’s wish was to study at the Sorbonne in Paris, and after many
years of waiting she finally left her native land in 1891.
In Paris Maria began a course of hard study and simple living. She
determined to work for two Master’s degrees – one in Physics, the other in
Mathematics. Thus she had to work twice as hard as the ordinary student. Yet
she had scarcely enough money to live on. She lived in the poorest quarter of
Paris. Night after night, after her hard day’s work at the University, she got to
her poorly furnished room and worked at her books steadily for hours.
Sometimes she had no more than a bag of cherries. Though she was often weak
and ill, she worked in this way for four years. She had chosen her course and
nothing could turn her from it.
Among the many scientists Maria met and worked with in Paris was
Pierre Curie. Pierre Curie, born in 1859 in Paris, was the son of a doctor, and
from early childhood he had been fascinated by science.
At sixteen he was a Bachelor of Science, and he took his Master’s degree
in Physics when he was eighteen. When he met Maria Sklodovska he was thirtyfive years old and was famous throughout Europe for his discoveries in
magnetism. But in spite of the honour he had brought to France by his
discoveries, French Government could only give him a very little salary as a
reward, and the University of Paris refused him a laboratory of his own for his
researches.
Pierre Curie and Maria Sklodovska, both of whom loved science more
than anything else, very soon became the closest friends. They worked together
constantly and discussed many problems of their researches. After little more
than a year they fell in love with each other, and in 1895 Maria Sclodovska
became Mme. Curie. Theirs was not only to be a very happy marriage but also
one of the greatest scientific partnerships.
Marie had been the greatest woman-scientist of her day but she was a
mother too, a very loving one. There were their two little girls, Irene and Eve.
By this time Mme. Curie had obtained her Master’s degree in Physics and
Mathematics, and was busy with researches on steel. She now wished to obtain a
Doctor’s degree. For this it was necessary to offer to the examiners a special
study, called a thesis.
For some time Pierre Curie had been interested in the work of a French
scientist named Becquerel. There is a rare metal called uranium which, as
Becquerel discovered, emits rays very much like X-rays. These rays made marks
on a photographic plate when it was wrapped in black paper. The Curies got
interested in these rays of uranium. What caused them? How strong were they?
131
There were many such questions that puzzled Marie Curie and her husband.
Here, they decided, was the very subject for Marie’s Doctor’s thesis.
The research was carried out under great difficulty. Mme. Curie had to
use an old store-room at the University as her laboratory – she was refused a
better room. It was cold; there was no proper apparatus and very little space for
research work. Soon she discovered that the rays of uranium were like no other
known rays.
Marie Curie wanted to find out if other chemical substances might emit
similar rays. So she began to examine every known chemical substance. Once
after repeating her experiments time after time she found that a mineral called
pitchblende emitted much more powerful rays than any she had already found.
Now, an element is a chemical substance which so far as is known cannot
be split up into other substances. As Mme. Curie had examined every known
chemical element and none of them had emitted such powerful rays as
pitchblende she could only decide that this mineral must contain some new
element.
Scientists had declared that every element was already known to them.
But all Mme. Curie’s experiments pointed that it was not so. Pitchblende must
contain some new and unknown element. There was no other explanation for the
powerful rays which it emitted. At that moment Pierre Curie stopped his own
investigations on the physics of crystals and joined his wife in her effort to find
those more active unknown chemical elements.
Scientists call the property of giving out such rays “radioactivity”, and
Mme. Curie decided to call the new element “radium”, because it was more
strongly radioactive than any known metal.
It is known now that Mme. Curie has given the real basis for the industrial
methods of separating radium and other elements from the pitchblende and from
other minerals.
In 1903 Marie and Pierre together with Henry Becquerel were awarded
the Nobel Prize in Physics. In 1911 Marie received the Nobel Prize in
Chemistry. But the second prize went to her alone for in 1906 Pierre had died
tragically in a traffic accident.
Mme. Sklodovska – Curie, the leading woman – scientist, the greatest
woman of her generation, has become the first person to receive a Nobel Prize
twice.
Завдання до тексту 11A.
Знайдіть відповідності.
1. To be fascinated by science; 2. Master’s degree; 3. to be famous for; 4. in
spite of; 5. a salary; 6. by this time; 7. to be busy; 8. a rare metal; 9. X-rays; 10.
to be wrapped; 11. had to use; 12. to be like; 13. time after time; 14. to emit; 15.
none of them; 16. unknown; 17. own investigations; 18. Nobel Prize; 19. a
traffic accident.
132
1. повинні були використовувати; 2. бути відомим; 3. ні жоден з них; 4.
рідкісний метал; 5. невідомий; 6. незважаючи на; 7. бути зачарованим
наукою;8. дорожня пригода; 9. час від часу; 10. ступінь магістра; 11. бути
загорнутим; 12. оклад; 13. власні дослідження; 14.до цього часу;
15.рентгенівські промені; 16. Нобелівська премія; 17. випромінювати; 18.
бути зайнятим; 19. бути схожим.
Погодьтеся або заперечте та виправте наступні речення, вживаючи
нижче подані мовленнєві зразки.
Sure (Surely).
I can’t help thinking the same.
That’s the thing.
Exactly so.
Nothing wrong with that.
Perfectly correct.
No doubt (you are right).
I agree in principle, but….
It’s not so, I’m afraid.
I’m of different opinion.
It’s a pity, I can’t agree (with you).
That’s wrong.
No, it’s vice versa.
I doubt you are right.
I’m not sure. I think it’s wrong.
1. Marie Curie was born in Paris on 7 September 1867.
2. Her father was a researcher and a teacher in physics.
3. She lived in the richest quarter of Warsaw.
4. Sometimes she ate more than a bag of plums.
5. Marie worked in Paris with Becquerel.
6. Pierre Curie was the son of a lawyer.
7. Pierre Curie took his Master’s degree when he was thirty-five years old.
8. Marie had two little daughters, Irene and Eve.
9. Becquerel discovered uranium, which emitted rays.
10. Mme. Curie used the new laboratory at the University for her research work.
11. Pitchblende emitted less powerful rays than any other substance.
12. Pierre Curie joined his wife in her effort to find more active unknown
chemical element.
13. Radium is less radioactive than any known metal.
14. In 1904 Marie and Pierre together with Henry Becquerel were awarded the
Nobel Prize in Physics.
15. In 1911 Marie Curie received the Nobel Prize in Mathematics.
Закінчіть речення.
1. Mme. Sklodovska – Curie was the greatest w…. – s……..
2. Mme. Curie has given the real basis for the i……… m…… of separating
radium.
133
3. After many years of waiting she finally left her n….. l…
4. Thus she had to work twice as hard as the o……. s……
5. From early c…….. Pierre Curie had been fascinated by s……
6. He was famous t……… Europe for his discoveries in m……..
7. French G……… could only give him a very little salary as a reward.
8. She was busy with r……… on steel.
9. X – rays made marks on a p……….. plate.
10. It was the very subject for Marie’s Doctor’s t…..
11. Marie was refused a b….. r…
12. There was no proper a…….. and very little s…. for research work.
13. Marie began to examine every known c……. s…….
Дайте відповіді на запитання.
1. In what country was Marie Curie born?
2. Who was her first teacher in science?
3. How old was Marie when she left her native land?
4. In what country did she study when a student?
5. How did she work?
6. How old was Marie when she met Pierre Curie?
7. How many years was Pierre older?
8. What can you say about Pierre’s youth? What was he famous for?
10. What was Marie interested in?
11. What did Becquerel discover?
12. What was the subject for Marie’s Doctor’s thesis?
13. What did the scientists declare?
14. Why did Marie Curie call the new element “radium”?
15. How old was Pierre Curie when he tragically died?
16. How many children did the Curies have?
Text 11В
Alfred Nobel
Alfred Bernhard Nobel (1833 — 1896), Swedish inventor and
philanthropist, was a man of many contrasts. He was a son of a bankrupt, but
became a millionaire; and a scientist with a love of literature. He made a large
fortune but lived a simple life. He was cheerful in company, but often sad in
private. A lover of mankind, he never had a wife or family to love him; a
patriotic son of his native land, he died alone on foreign soil. He discovered a
new explosive, dynamite, to improve the peacetime industries of mining and
road building, but saw it used as a weapon of war to kill and injure his fellow
men. World-famous for his works, he was never personally well-known, for
throughout his life he avoided publicity. “I do not see”, he once said, “that I
have deserved any fame and I have no taste for it”, but since his death his name
has brought fame and glory to others.
134
He was born in Stockholm on October 21, 1833 but moved to Russia with
his parents in 1842, where his father acquired a strong position in the
engineering industry. He made a lot of money from his invention of the
landmine (фугас), but later went bankrupt. Alfred went to Sweden in 1863, and
started his own study of explosives in his father's laboratory. He had never been
to school or University but he studied privately and by the time he was twenty
he became a skillful chemist and excellent linguist, speaking Swedish, Russian,
German, French and English, like his father, Alfred Nobel was imaginative and
inventive, but he had better luck in business and showed more financial sense.
He was quick to see industrial openings for his scientific inventions and
built up over 80 companies in 20 different countries. Indeed his greatness lay in
his outstanding ability to combine the qualities of an original scientist with those
of a forward-looking industrialist.
But Nobel's main concern was never with making money or even with
making scientific discoveries. Seldom happy, he was always searching for a
meaning to life, and from his youth he took a serious interest in literature and
philosophy. Perhaps because he could not find ordinary human love, he never
married but came to care deeply about the whole of mankind. He was always
generous to the poor. His greatest wish, however, was to see an end to wars and
peace between nations, and he spent much time and money working for this
cause until his death in Italy in 1896. His famous will, in which he left money to
provide prizes for outstanding work in physics, chemistry, psychology,
medicine, literature and peace, is a memorial to his interests and ideals. And so
the man who felt he should have died at birth is remembered and respected long
after his death.
Завдання до 11B тексту.
Виразіть свою згоду або незгоду з наступними твердженнями,
використовуючи інформацію з тексту. Свою згоду починайте словами
That’s right, а незгоду That’s wrong.
1. Alfred Nobel had deep knowledge in different fields of science.
2. He studied at the University where he learned languages.
3. He got interested in chemistry and by the time he was twenty became a
skillful chemist.
4. From his youth he was much interested in literature and philosophy. 5. He
loved fame and during his life was personally well-known.
6. His father was a very successful businessman and died very rich.
7. Alfred Nobel was a man of imagination and at the same time showed great
financial and business sense.
8. Alfred Nobel was deeply concerned about the whole mankind and took every
opportunity to help the poor.
9. Nobel was very happy in his private life.
10. He was always cheerful and lived a life of a very rich man.
135
11. He spent much time and money for the cause of peace and brotherhood
between nations.
12. His famous will in which he left money to provide prizes for the outstanding
work in Science and Peace is a memorial to his ideals.
Виберіть інформацію, яка дана в тексті стосовно а) батька Альфреда
Нобеля; б) діяльності, роботи і інтересів Альфреда Нобеля; в)
характеру і ідеалів Альфреда Нобеля; г) заповіту Альфреда Нобеля і
висловіть це в письмовій формі.
Speaking:
Прочитайте діалог і вивчіть його напам’ять.
Meeting a Businessman
It’s the 21st of October. 10 o’clock in the morning. Mr. Blake has come to the
Trade Office.
Blake: Good morning! My name’s Blake. I’m from Blake and Company. I’ve
got an appointment with Mr. Smith at 10.15.
Receptionist: Good morning, Mr. Blake. Mr. Smith is expecting you. Will you
take a seat, please?
Blake: Thank you. I’m a bit early, actually.
Receptionist: That’s all right, Mr. Blake.
(In a few minutes Mr. Smith comes downstairs to meet him.)
Mr. Smith: Oh, Mr. Blake, it’s nice to see you here. How are you?
Mr. Blake: Fine, thanks! And you?
Mr. Smith: Pretty well too, thank you. This way, please.
(They come into the conference room and take their seats at the table.)
Mr. Smith: Would you like a cup of coffee?
Mr. Blake: Yes, please. It’s very cold and wet outside today.
Mr. Smith: Yes, the weather hasn’t been very good lately.
Mr. Blake: That’s right, but it’s usually warm here in October. Now, Mr. Smith,
how about our quotation and catalogues? Have you looked through them?
Mr. Smith: Sure! We’ve studied them closely. The new device is certainly good.
Mr. Blake: Yes, it’s of high quality. We’ve just starting producing the device
and we’ve already received a lot of orders.
Mr. Smith: Your devices meet our requirements and we are interested in buying
them. Mr. Blake, have you seen our contract form?
Mr. Blake: Not yet.
Mr. Smith: Would you like to look through it?
Mr. Blake: I certainly would.
Mr. Smith: Here you are, Mr. Blake. Please study our terms and let’s meet again
next Tuesday.
Mr. Blake: All right, Mr. Smith. Good – bye for now.
136
Виразіть згоду або незгоду з наступними твердженнями.
1. Mr. Blake would like to have a cup of coffee.
2. The new device of Blake and Company is not of high quality.
3. Mr. Blake hasn’t received many orders for his devices.
4. Mr. Smith’s company is not interested in buying devices from Blake and
Company.
5. Mr. Smith and Mr. Blake have made an appointment for next week.
137
LESSON 12
Grammar:
Reading:
Speaking:
Перфектно-тривалі часи
Advertising
Mass Media in Our Life
Hitch your wagon to a star
Grammar
Perfect Continuous Tenses
Перфектно-тривалі часи
1. Present Perfect Continuous утворюється за допомогою have/has been +
Ving.
Стверджувальна
форма
I have
You
have
been
He
working
She has
It
We
You
They
have
Заперечувальна форма
Питальна форма
I have not
You
have not
been working
He
She
It
has not
We
You
They
have not
Have I
Have
you
Has
He
She
It
Have
We
You
They
been
working ?
Ця форма інколи називається Present Perfect Progressive.
Скорочення
've = have
haven't = have not
's = has
hasn 't = has not
2. Вживання
Present Perfect Continuous вживається для вираження дії, що почалася в
минулому
та
продовжується
до
теперішнього
момету.
В реченнях з Present Perfect Continuous завжди зв'язок між теперішнім та
минулим.
 Example: She has been waiting for an hour.
I've been working all day.
How long have you been sitting here?
138
Present Perfect Continuous також вживається, коли дія відбувалася до
недавнього минулого, особливо коли ця дія має результат в
теперішньому.
 Example: It's been snowing.
(Зараз сніг не іде, але він лежить на землі).
Have you been painting?
(Зараз ви не малюєте, але ваші руки у фарбі).
Present Perfect Continuous можна вживати для вираження повторюваних дій
чи ситуацій, що відбувалася протягом певного періоду (або недавнього
минулого).
 Example: I've been having driving lessons for six months
How long have you been living in Manchester?
Порівняйте:
Present Perfect Continuous
Present Perfect Simple
Example:
I've been cleaning my car.
I've cleaned my car.
She's been doing her homework.
She's done her homework.
(Можливо, вона виконала
(Вона виконала
домашнє завдання, а можливо ні)
домашнє завдання.)
Дія може бути завершеною
Дія вже завершилася.
або може бути не завершеною.
Present Perfect Continuous вживається для
вираження дії
протягом якогось періоду часу, Present Perfect Simple вживається для
вираження
того, що було досягнуто за певний проміжок часу.
Example: I've been walking all morning.
I've walked six kilometers so far this morning.
How long have you been having driving lessons?
How many driving lessons have you had?
Present Perfect Simple вживається в ситуаціях, що тривають короткий
проміжок часу, Present Perfect Continuous вживається в більш тривалих
ситуаціях.
 Example: He's always lived there.
Не's been living there for just a few weeks.
You've worked hard all your life.
I've been working very hard recently.Інколи буває незначна різниця
між цими двома часами:
 Example: I've been living/I've lived in this flat for ten years.
How long has she been working/ has she worked for the
company?
139
Note!
Both the Present Perfect Progressive and the Present (Simple or
Progressive) can be used to talk about situations, which started in the past and
are still going on. The difference is that the present perfect progressive has an
“up to now” focus. It is common when we are talking about situations which
are just coming to an end or may change, or when we are talking about how
long a situations has lasted.
Example: I have violin lessons every two weeks.
I've been having violin lessons every two weeks, but I think I'll
make it every week from now on.
It's raining again.
It’s been raining since Christmas.
3. Коли мова йде про минулий час, ми інколи звертаємося до більш раннього
часу. Past Perfect Continuous (наприклад, Dave had been driving for ah hour)
вживається для вираження дії, що відбувалася протягом певного часу в
минулому (наприклад, when his car broke down.)
 Example: I'd been walking for about half an hour when it suddenly
started to rain.
Mr Wood had been working for about 50 years when he finally
retired.
Exercise 1. Перекладіть речення в Present Perfect Continuous на українську
мову, звертаючи увагу на те, що присудок перекладається теперішнім
часом.
1. Mr. and Mrs. Banks have been having a lot of problems in their apartment
recently. 2. For several weeks the bedroom ceiling has been leaking, the
refrigerator hasn't been working and the paint in the hallway has been peeling. 3.
In addition, they have been taking cold showers since last week because the hot
water heater hasn't been working and they haven't been sleeping at night because
the radiators have been making strange noises. 4. Mr. and Mrs. Banks are
furious. They have been calling their landlord every day and complaining about
their problems. 5. He has been promising to help them but they have been
waiting for more than a week and he still hasn't fixed anything at all.
Exercise 2. Перетворіть ці речення в питальні та заперечні.
1.The film has been running for a month. 2.They have been waiting for the
director since two o’clock. 3.The boy has been keeping the book for a month
already. 4.The students have been translation the text for an hour and a half. 5.It
has been raining since the morning. 6.I have been talking to Taras about your
problem. 7.I have been looking forward to meeting you.
Exercise 3. Розкрийте дужки, вживаючи дієслова в Past Perfect/Past Perfect
Continuous.
1. I'm sorry I left without you last night, but I told you to meet me early because
the show started at 8:00. I (try) to get tickets for that play for months, and I
140
didn't want to miss it. By the time I finally left the coffee shop where we were
supposed to meet, I (have) five cups of coffee and I (wait) over an hour. I had to
leave because I (arrange) to meet Katia in front of the theater.
2.When I arrived at the theater, Katia (pick, already) up the tickets and she was
waiting for us near the entrance. She was really angry because she (wait) for
more than half an hour. She said she (give, almost) up and (go) into the theater
without us.
3.Katia told me you (be) late several times in the past and that she would not
make plans with you again in the future. She mentioned that she (miss) several
movies because of your late arrivals. I think you owe her an apology. And in the
future, I suggest you be on time!
Exercise 4. Розкрийте дужки, вживаючи дієслова в Present Perfect/Past
Perfect, Present Perfect Continuous/Past Perfect Continuous.
1. It is already 9:30 pm and I (wait) here for over an hour. If Serhii does not get
here in the next five minutes, I am going to leave. 2. I was really angry at
Myhailo yesterday. By the time he finally arrived, I (wait) for over an hour. I
almost left without him. 3. Did you hear that Borys was fired last month? He
(work) for that import company for more than ten years and he (work) in almost
every department. Nobody knew the company like he did. 4. I (see) many
pictures of the pyramids before I went to Egypt. Pictures of the monuments are
very misleading. The pyramids are actually quite small. 5. Svitlana (climb) the
Matterhorn, (sail) around the world, and (go) on safari in Kenya. She is such an
adventurous person. 6. Svitlana (climb) the Matterhorn, (sail) around the world
and (go) on safari in Kenya by the time she turned twenty-five. She (experience)
more by that age than most people do in their entire lives. 7. When Maryna
came into the office yesterday, her eyes were red and watery. I think she (cry).
8. She (work) at that company for three years when it went out of business. 9.
Yurii ( teach) at the University for more than a year before he left for Asia.
Exercise 5. Розкрийте дужки, вживаючи дієслова в Future Perfect/Future
Perfect Continuous.
1. By the time we get to Chicago this evening, we (drive) more than four
hundred miles. We are going to be exhausted. 2. When Sarah goes on vacation
next month, she (study) German for over two years. She should be able to
communicate fairly well while she is in Austria. 3. I have not traveled much yet;
however, I (visit) the Grand Canyon and San Francisco by the time I leave the
United States. 4. By the time you finish studying the verb tense tutorial, you
(master) all twelve tenses including their passive forms. 5. In June, my
grandmother and grandfather (be) married for fifty years. 6. I came to England
six months ago. I started my economics course three months ago. When I return
toUkraine, I (study) for nine months and I (be) in England for exactly one year.
7. Margie just called and said she would be here at 8:00 o'clock. By the time she
gets here, we (wait) for her for two hours. 8. Frank just changed jobs again. If he
keeps this up, he (change) jobs at least four or five times by the end of the year.
141
9. Come over to my house around 9 o'clock. By then, I (complete) my history
essay and we can go see a movie.
Exercise 6. Розкрийте дужки, вживаючи дієслова в Present Perfect/Present
Perfect Continuous.
Hi Sam,
How are things? I ... (not/hear) from you in a while. What ... (you/be) up to
these past few weeks? ... (you/finish) your exams yet? Mine start next week
and I' m already nervous. Even though I ... (study) pretty hard since May, it
still feels like I have a lot to learn. Oh! Guess what! I ... (change) my mind
about getting a job when I leave school. I ... (decide) that I want to go to
university and study radio electronics instead. Everyone's really surprised, but I
... (think) about it for a while. As you know, I ... (work) as a volunteer at the
TV broadcasting center for the past two years and I ... (realise) that working
with radio electronics is what I want to do in my life. What about you? ... (you/
think) any more about coming to visit me in August?
Bohdan.
Exercise 7. Розкрийте дужки, вживаючи дієслова в Past Perfect/Past Perfect
Continuous.
1. A: Why didn't you have some dessert?
B: I ... (eat) too much already.
2. A: How long ... (you/live) in Brazil before you moved here?
B: About 10 years.
3. A: Did you watch the comedy on Channel 4 yesterday?
B: No. It ... (finish) by the time I got home.
4. A: Was she there when you arrived?
B: No, she ... (already/leave).
5. A: Why was Brad so exhausted last night?
B: He ... (work) since 9 o'clock in the morning.
6. A: What did he think of the photo exhibition?
B: He loved it. He said he ... (never/see) such beautiful photos before.
Exercise 8. Розкрийте дужки, вживаючи дієслова в Future Continuous/
Future Perfect Continuous.
1. Simona: Margaret is really going to speak Spanish well when she gets back
from that language school in Mexico?
Isabelle: Hopefully! She (take) classes for more than six months.
Simona: She is going to be able to speak Spanish with some of our Latin
American clients.
Isabelle: Good. Two clients from Peru (visit) us next month when Margaret
returns. We need someone to entertain them while they are here.
2. Jason: I am leaving!
Nurse: If you would please wait, the doctor will be with you in ten minutes. The
doctor is having some problems with a patient.
Jason: The doctor was having problems with that patient an hour ago. If I wait
142
another ten minutes, I am sure he (have, still) problems with her. By the time
he's finally ready to see me, I (wait) for more than two hours.
3. Frank: What are you going to be doing tomorrow at five?
Debbie: I (paint) my living room walls.
Frank: Still? How long have you been working on your living room.
Debbie: Forever. By the time I finish, I (redecorate) the living room for over a
week.
Frank: Too bad. I was going to ask go if you wanted to see a movie. What about
the day after tomorrow?
Debbie: Sorry, I (move) furniture and (put) up drapes.
Reading:
Word and word-combinations
Advertising n – реклама
Аdvertisements – рекламні оголошення
Headline – заголовок
Hire v – hire
Point out v – вказувати
Sample n – зразок
Feature n – особливість
Survey n – опитування
Technique – технічний прийом
Jingle – дзвін
Violence – насильство
Misleading – оманливий
Made up v – складати
Related to – пов'язані
Leaflet n – буклет
By-рasser – перехожий
Carry out v – виконувати
Ray n – промінь
Broadcast – трансляція
Accurate – точний
Prime – головний
Reliable – надійний
Crime – злочин
Available – банкрот
Media – засоби масової інформації
Text 12A
Advertising
Advertising is also used to change people's ideas. For example, an ad
(advertisement) could try to make voters choose a certain candidate for
president. Ads appear almost everywhere you look. You find them on the radio
and on TV, in magazines, shop windows and on T shirts. They show up inside
elevators, on school buses and even in schools. About 600 billion dollars are
spent on advertising around the world every year.
Advertising does two main jobs. It tells people about something, like a
product or a service and it also works to make people want to buy the product or
service. Ads (advertisements) do their jobs in many different ways. Many
printed ads have headlines or boldly printed words that make people stop and
read them. The headline may promise something that the reader wants, like a
good price. Other headlines may carry the announcement of a new product.
143
Some ads use slogans that are used over and over again .They are easy to
remember and often use a catchy phrase. Sometimes slogans are not related to
the product. In many ads a famous person talks about a product and tells why
they use it. This person may be an actor, a model or a well-known athlete. Or
they may just be an average user of a product.
Ads also compare a product with another one of the same type. The ad
points out why a product is better. Some ads feature cartoon or product
characters. They may appear in an ad over a long time. The characters become
well known and people identify them with a product. Repetition is one of the
most basic techniques used in the advertising business. Advertisers broadcast
their commercials several times a day for days or weeks to get the message
across. When people see an ad more often they may be more likely to accept the
message and want the product.
Advertising gets to people through different forms of communication.
Newspapers, magazines and direct mail belong to print media. TV, radio and the
Internet are among the most important electronic media.
Almost half of a newspaper is made up of ads. Local papers have ads of
local companies, but nationwide newspapers also advertise products that are
sold all over the country. Most papers are published daily so new ads, like
products on sale or movie openings can be placed every day. Newspapers sell
advertising space in all sections of their paper. In most cases ads of products will
be put in the section they are related to.
Magazines mostly appear all over the country and are used by national
advertisers. In contrast to newspapers they are read when people have more
time. They are kept for a few weeks or even months. Better printing quality and
colour ads are among the advantages of magazines. Many special magazines are
made for groups of people. The ads that appear there are especially for these
groups. A computer magazine, for instance, may have many ads related to
computers, printers or scanners.
Direct mail consists of leaflets, brochures, catalogs or letters, that are
mailed directly to people. Mail-order companies profit from this kind of
advertising. Some mailing lists send information to all the people others only
have special lists according to the jobs that people have or their age or income.
Direct mail costs a lot of money, but advertising companies can be sure that they
will reach the people.
Local advertisers place about 70 per cent of advertising on the radio. An
advantage of radio is that people listen to programs while doing other things. In
some cases radios are on the whole day. Commercials last about 30 seconds.
Radio stations are more specialized in what they broadcast. One radio station
offers pop music and has a younger listening audience; the other may broadcast
classical music with older listeners. The ads can be chosen according to the
group of people who listen.
Large colourful outdoor signs can easily catch the attention of by-passers.
But these ads must be short and simple because viewers see them only for a few
144
seconds. The main signs are posters, billboards and electronic displays.
Billboards are owned by local companies that rent them to advertisers.
Sometimes ads are painted on buildings. Electronic billboards have large
displays where ads change very quickly. They are the most expensive kind of
outdoor signs.
Television combines sound and moving images. It is one of the most
expensive forms of advertising, but on the other hand it reaches a very wide
audience. Advertisers buy time from TV stations to broadcast their commercials.
This time is cheaper at times when fewer people watch TV, as in the early
morning hours and gets very expensive during prime time evening shows.
Sometimes advertisers pay a lot of money to get their ads on TV during special
programmes like the Olympic Games. Infomercials have become very popular
in the last few years. They are normal TV shows that focus on the sales of
certain products. Details on how to buy the product (telephone numbers etc.) are
repeated many times during the programme.
Internet advertising is becoming more and more important. Especially
young people spend less time watching TV and more time on the Internet. The
Internet has the advantage of being available to people around the world at all
times. Companies that spend a lot of money on advertising often create their
own Internet site for a certain product. Web users are often asked to fill out a
form that asks them about their daily routines, where they live, how old they are,
how much they earn etc. Companies use this information to find out what kind
of people visit their websites. Sometimes ads are sent via email. Because a lot of
unwanted emails (spam) are sent throughout the world many people don't like
this.
Most companies hire special advertising firms that specialize in making
ads. The first step in making ads is to learn about the product and understand
who uses it. Information is gathered from customers. Market research takes a
look at the customers' buying habits and conduct sample surveys. Researchers
also try to find out how customers rate various brands of products.
People in the creative department develop ideas and themes. They prepare
photos or images if an ad is to appear in newspapers or magazines as well as
jingles and slogans if it appears on radio or TV. When the ad is ready it goes to
the media organization where it is run.
Governments have made laws that protect consumers from misleading
advertising. There are also laws that ban certain kinds of advertising. Tobacco
advertising, for example, is not allowed on TV in the USA and in many
European countries. Some rules are directed at children's ads where the use of
violence or dangerous activity is often not allowed.
Завдання до тексту 12А.
 Прочитайте текст і поставте до нього 5 спеціальних, 5
загальних, 5 розділових та 5 альтернативних запитань.
 Прочитайте текст і перекажіть його.
145
 Знайдіть додаткову інформацію
«Advertising: Pros and Cons».
і
зробіть
презентацію
Text 12В
Mass Media in Our Life
Mass media play a very important role in our everyday life. They serve to
inform people of different events that take place or may happen. They also
entertain people or even help to make their lives better. But the most important
thing that newspapers, radio or TV bring to people is information.
Complete and accurate information is very important to get nowadays.
Those TV and radio programmes and newspapers that provide reliable
information are always very popular. Sensational events such as crimes, natural
disasters or unusual events are also of great interest. That is why many
newspapers and TV programmes combine them with serious information.
Usually daily mass media carry some international, state and local news.
They also contain some other topics like health care, arts and so on. A lot of
newspapers have advice columns, review of books, comics, crossword puzzles,
etc. Most of them have different pictures, photographs and illustrations.
Advertising is also paid much attention to in mass media. It helps people
to get oriented in variety of firms and shops that offer their goods and services.
All in all, mass media help us to form our opinion on different events, provide
us with the information of what takes place in society, and are also means of
entertainment.
Mass Media in the English-Speaking Countries
In the morning before work and in the evening when they come home,
people in the English-speaking countries like to read newspapers and magazines,
watch TV or listen to the radio.
The newspapers, which are produced in Great Britain, the USA and other
English-speaking countries, are divided into national and local. The national
newspapers are those, which are sold all over the country, “The Times”, “The
Guardian”, “The Independent”, “The Daily Telegraph” and “The Financial
Times” in Great Britain and “The Wall Street Journal”, “The New York Times”,
“The Washington Post” and “The Christian Science Monitor” in the USA.
There are two main types of national newspapers – the “popular” papers
and the “quality” papers. Most of the popular papers are tabloids – that is the
papers with small size pages. The tabloids place a lot of pictures, big headlines
and short articles. The popular newspapers are easy to read and often contain
little real information – they usually have stories about ordinary people and
events, which are amusing or odd. Examples of this type of newspapers in Great
Britain are “The Daily Mail”, “The Sun” and “The Daily Mirror”. “Quality”
papers give more reading material about politics and foreign affairs, their
articles are bigger in size and have much news. They have different pages for
home news, foreign affairs, articles on literature, business, fashion and so on.
146
All types of newspapers publish a lot of advertisements. Local newspapers
usually give more attention to local than to world or national news. Some of
them are weekly newspapers – they are printed once a week. Some weekly
papers are usually printed in small towns or even villages where people know
each other and are interested to know some news about their neighbors and
friends. Weeklies often print reports on weddings, births, deaths and news of
local business and politics.
People in the English-speaking countries buy more newspapers on
Sundays than on weekdays. The Sunday papers have a higher circulation than
the dailies. Besides newspapers, a lot of different magazines and scientific
journals are printed in the English-speaking countries, too. Editorial offices of
most London newspapers are situated in Fleet Street near the City.
Like in any other country of the world, television is very popular in the
USA and Great Britain. The most popular channels on the British TV are BBC
1, BBC, ITV and Channel. The two BBC channels are national – they are
founded by the government but are nonpolitical. On BBC Channels the
televiewers can watch news, TV sport programmes, educational programmes,
interviews with prominent people, musical programmes and many other items.
Films are shown on TV, too, some of the films are made specially for television,
for example, so-called soap operas.
Out of the 1,500 TV stations in the USA about 1,200 are commercial
ones. Сommercial TV stations broadcast mainly entertainment programmes
because they must attract as many televiewers as possible in order to sell
advertising time at high prices. About 300 are public TV stations, which are
nonprofit organizations. The public TV broadcasts mainly educational and
cultural programmes – plays, ballets, symphonies, programmes on art and
history. And yet, sometimes, the television in Britain and the USA is criticised,
because people think that it shows too much violence and crime.
Завдання до тексту 12А.
Дайте відповіді на запитання:
1. Why do mass media play a very important role in our everyday life?
2. How do we get any information? What brings it to us?
3. What TV programs do you like to watch?
4. What do daily mass media carry to us?
5. Does mass media help us to form our opinion on different events,
information?
6. What types of newspapers are produced in the English-speaking countries?
7. What are tabloids?
8. What are “quality” papers?
9. What are the most popular channels on the British TV?
10. Why is the television in Britain and the USA criticized?
147
Speaking:
Прочитайте діалог і перекажіть його.
HITCH YOUR WAGON TO A STAR
Mary: Betty, quickly, turn on the TV, please! The Galileo orbiter was
broadcasted to have reached Jupiter.
Betty: Wow! When did you hear that?
M: Just a few minutes ago. The shuttle Atlantis was reported to have been
launched in 2009. It carried the orbiter Galileo for a five-year flight.
B: And? What else did they say?
M: Unfortunately, I only heard that bit because I turned on the radio at the end
of the news.
B: The subject will surely be covered on TV soon. We should wait a little.
Meanwhile we can look through the newspapers. We get a lot of them.
M: But there are few papers in the hall.
B: Oh, Dave took them, most likely. Dave! Are you reading the papers now?
Dave: Yes, Betty, we are in Dad's study with Nick. He is watching TV. Join us
if you want.
B: You see Mary, all the family watches TV separately in their own rooms. In
the US, there are a lot of TV programmes and a thousand stations in the 50
states. So choices in the family seldom coincide.
D: That's true, Mary, we often argued on what programme to watch, as mother
likes serials, father prefers news and serious discussion programmes. Betty
would choose musicals and comedies, the twins – cartoons, whereas I like sport
programmes.
N: Same here. But I find detective series difficult to resist, too. And I hate it
when advertisements interrupt them. Breaks like those get on my nerves.
D: Oh yes, but you can't avoid them. Nearly all TV in this country is
commercial. Though there is one channel run by the PBS (Public Broadcasting
Service) where there are no commercial breaks.
M: Could we watch the news now? Which channels are likely to broadcast
news?
B: NEC (the National Broadcasting Company), CBS (Columbia Broadcasting
System) and ABC (the American Broadcasting Corporation). They are the major
companies.
D: Yes, we live in a thick informational broth. American journalists seem to
have made the news a necessary part of people's life. If there weren't papers and
TV, we would become dumb and would have nothing to talk about with the pals,
I guess.
N: From the point of view of papers there is nothing else in the world but
sensations. How many sensations can someone's head deal with? About 5 are all
it can take. Nevertheless, we readily allow ourselves to be idiotic time and time
again.
B: "Much ado about nothing," Shakespeare would have called it.
148
M: I m sorry, boys, I wanted to know whether there was any news about space
research. I didn't catch much about it on the radio. Did you read anything about
it in the newspapers?
N: There is lots of interesting information in American newspapers on the topic.
And you know, the quality of some papers is very high and a lot of facts are
quoted by many papers in the world.
D: If only all of the huge quantity of American papers were of high quality! Out
of the 2,000 titles of daily papers the "yellow press" makes up a considerable
part.
N: Here is an article in the Washington Post on the investigation of inner
planets of the solar system – Mercury, Mars and Venus – by the spacecrafts the
Mariner, Viking and Pioneer. Passing Saturn in 1980, the Voyagers are reported
to have found winds of more than 1.600 kilometres per hour at that planet's
equator. Saturn was discovered to have hundreds, even thousands of rings.
Voyager-2 passed Uranus in 1986, discovering that it has rings, too. It passed
Neptune in 1989...
B: I've seen colour images of the planets sent back by spacecrafts in magazines.
Mars, Jupiter and Saturn happen to be vivid places, possessing craters,
volcanoes, auroras, moons, alive with winds, storms and lightning. Oh, excuse
my interrupting you, Nick.
N: Never mind. I only wanted to conclude that the US is reported to be planning
several interplanetary launches including one in which an unmanned spacecraft
will study an asteroid, then rendezvous and fly in tandem with a comet for
several years. In the future NASA (National Aeronautics and Space
Administration) plans missions to take a sample of a comet core for analysis.
M: How unimaginable the Universe is! The more incomprehensible outer space
seems, the greater its magnetic force attracts me.
B: Mary, unmanned missions are believed to lead to human exploration of the
solar system in the 21-st century. And you may happen to be one of those who
will touch the miracle with their hands.
D: "Hitch your wagon to a star," said Ralph W. Emerson... Do you want to
know what the New York Times writes about the Hubble Space Telescope?
N: I've read it was named in honour of American astronomer Edwin Hubble
(1889-1953). It is known to weigh 12 tons and to be the largest telescope ever
put into space.
D: Yeah. Its cameras can look 20,000 million light years to the edges of the
known Universe – looking back in time as well as in space. With the telescope,
scientists hope to explore the shape and age of the Universe itself.
M: How will it operate? Is it going to be manned?
D: No, the telescope was launched into orbit by the space shuttle. 18 ground
based computers and 20,000 daily radio commands aim the telescope and
operate its complex instruments.
B: Will it help us to find out whether extraterrestrial life exists?
149
D: The telescope will be pointed at nearby stars and if the cameras find
planetary systems surrounding these stars, it may increase the possibility that
extraterrestrial life exists.
N: Just think, it will be certain to produce images of quasars, pulsars and
exploding galaxies thousands of light years away from Earth!
M: I've read about the hypothesis of the Big Bang – an unimaginably huge
explosion which is supposed to be the start of the Universe. The expanding
sphere of energy and matter then cooled down and coalesced forming galaxies,
stars and planets – the Universe.
D: You see, the telescope is believed to be able to help check this theory of the
origin of the Universe. It may be capable of "looking back" to what existed right
after the Big Bang – the Universe at the beginning of time.
B: No way! That's astonishing! I just can't imagine all those space dimensions.
Infinity and eternity are beyond the grasp of my mind.
D: That's what space technology, skylab spacecrafts and satellites are used for.
And not only that. Communication satellites transmit computer data, radio and
television broadcasts and telephone calls.
M: Don't forget that when we are back in Britain, please.
B: Of course not, Mary, dear! As long as space communication exists we’ll
never lose each other.
N: Hush! Here are the NBC news at last.
TV broadcaster: This is Michael Hurst with NBC news. The Galileo orbiter
launched in October 2009 on a historic five-year flight to Jupiter has reached it.
The Galileo orbiter has dropped the first probe into the atmosphere of an outer
planet. The probe had been taking measurements for about 75 minutes before it
was crushed by atmospheric pressure. The orbiter will explore Jupiter for 20
months. Galileo is expected to give new information on the origins of the solar
system.
M: That's what I have been waiting to hear!
150
LESSON 13
Grammar:
Reading:
Speaking:
Passive Voice. Simple, Continuous, Perfect
Life of Ukrainian Youth
Taras Shevchenko is a Great Ukrainian Poet
My Testament
Grammar
The Passive Voice
Пасивний стан дієслова
В англійській мові дієслова вживаються в активному стані (the Active Voice) і
пасивному (the Passive Voice). Якщо підметом речення є суб'єкт дії, то
дієслово-присудок вживається в активному стані:
 Example: My brother wrote this letter yesterday.
Мій брат написав цього листа вчора.
Якщо підметом речення є об'єкт дії, то дієслово-присудок вживається в
пасивному стані:
 Example: This letter was written yesterday.
Цей лист був написаний учора.
Усі часові форми пасивного стану в англійській мові утворюються з
відповідних часів допоміжного дієслова to be та дієприкметника минулого
часу основного дієслова.
а) Present (Past, Future) Simple Passive утворюється з допоміжного
дієслова to be в Present (Past, Future) Simple та дієприкметника минулого часу
(Past Participle) основного дієслова.
 Example: Present Simple Passive:
I am examined.
He (she, it) is examined.
We (you, they) are examined.
Past Simple Passive:
I (he, she, it) was examined.
We (you, they) were examined.
Future Simple Passive:
I (he, she, it, we, you, they) will be examined.
б) Present (Past) Continuous Passive утворюється з допоміжного дієслова to
be в Present (Past) Continuous та дієприкметника минулого часу основного
дієслова. Future Continuous в пасивному стані не вживається.
 Example: Present Continuous Passive:
I am being examined.
He (she, it) is being examined.
We (you, they) are being examined.
Past Continuous Passive:
151
I (he, she, it) was being examined.
We (you, they) were being examined.
в) Present (Past, Future) Perfect Passive утворюється з допоміжного дієслова
to be в Present (Past, Future) Perfect та дієприкметника минулого часу
основного дієслова:
 Example: Present Perfect Passive:
I (we, you, they) have been examined.
He (she, it) has been examined.
Past Perfect Passive:
I (he, she, it, we, you, they) had been examined.
Future Perfect Passive:
I (he, she, it, we, you, they) will have been examined.
г) Future Simple-in-the-Past Passive і Future Perfect-in-the-Past Passive
утворюються так само, як і Future Simple Passive та Future Perfect Passive, але
замість допоміжного дієслова will вживається відповідно would:
 Example: Future Simpe-in-the-Past Passive:
I (he, she, it, we, you, they) would be examined.
Future Perfect-in-the-Past Passive:
I (he, she, it, we, you, they) would have been examined.)
Часові форми групи Perfect Continuous у пасивному стані не вживаються.
Отже, в пасивному стані вживаються чотири часові форми групи Simple, дві
часові форми групи Continuous та чотири часові форми групи Perfect, які
можна подати у вигляді таблиці (наводиться лише третя особа однини з
займенником it, що може означати a letter, a book, a novel, a poem).
Present
Past
Future
Future
in-the-Past
Simple
It is written
It was
written
It will be
written
It would be
written
Continuous
It is being
written
It was being
written
-
-
It will have
been written
It would
have
been written
Perfect
It has been
written
It had been
written
У питальній формі допоміжне дієслово ставиться перед підметом:
 Example: Where was this book published?
Де була видана ця книжка?
При складеній формі допоміжного дієслова перед підметом ставиться перше
допоміжне дієслово:
152
 Example: Has the house been built?
Будинок збудовано?
When will the telegram be sent?
Коли буде відправлено телеграму?
У заперечній формі частка not ставиться після допоміжного дієслова:
 Example: Не was not sent there.
Його туди не посилали.
При складеній формі допоміжного дієслова заперечна частка not ставиться
після першого допоміжного дієслова:
 Example: The bridge has not yet been built.
Міст ще не збудовано.
У питально-заперечній формі допоміжне дієслово (або перше допоміжне
дієслово в складеній формі) ставиться перед підметом, а частка not – після
підмета.
 Example: Is the letter not written?
Листа не написано?
Has the telegram not been sent?
Телеграму не відіслано?
В усному мовленні вживаються ті самі скорочення, що й у часових формах
активного стану:
 Example: Не will be asked = He'll be asked.
Його запитають.
I've been examined.
Мене проекзаменували.
She won't be sent there.
Її туди не пошлють.
Часові форми пасивного стану вживаються за тими самими правилами, що й
відповідні часи активного стану (див. вживання часів активного стану). Так,
часи групи Simple пасивного стану, як і активного, виражають одноразову,
повторювану або постійну дію в теперішньому, минулому або майбутньому
часі і вживаються для вираження майбутньої дії в підрядних реченнях часу та
умови.
 Example: This museum is visited every day.
Цей музей відвідують щодня.
Iron is attracted by magnet.
Залізо притягується магнітом.
I'll go there if I am invited.
Я піду туди, якщо мене запросять.
The ball was found in the yard.
М'яча знайшли у дворі.
This was usually said in the Doctor's presence.
Це звичайно говорилося в присутності лікаря.
The text will be translated into Ukrainian.
Текст буде перекладено українською мовою.
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This you’ll never be told.
Цього тобі ніколи не скажуть.
Часи групи Continuous пасивного стану, як і активного, виражають тривалу
дію, що відбувається в якийсь момент або період часу в теперішньому чи
минулому.
 Example: A multistoreyed house is being built near our University.
Біля нашоого університету будується багатоповерховий
будинок.
A new wide road was being finished that would go over the
mountains and down to the bridge.
Закінчувалося будівництво нової широкої дороги, що мала
проходити через гори до мосту.
Часи групи Perfect пасивного стану, як і активного, виражають дію, що
передує іншій дії або якомусь моменту в теперішньому, минулому або
майбутньому часі. Крім цього, перфектні часи, особливо Present Perfect
Passive, вживаються для підкреслення результату дії, що відбулася:
 Example: The windows have still not been repaired.
Вікна ще не відремонтовані.
The book has been translated into Ukrainian.
Книжка була перекладена українською мовою.
I was thinking of all that had been said.
Я думав про все, що було сказано.
But it was too late. She had been seen.
Але було надто пізно. Її вже побачили.
Замість Present Perfect Continuous та Past Perfect Continuous, які не мають
форм пасивного стану, відповідно вживаються Present Perfect і Past Perfect
Passive.
 Example: The plan has been discussed for two hours.
План обговорюється уже дві години.
I knew that the plant had been built for two years.
Я знав, що завод будується вже два роки.
Exercise 1. Визначте час та стан дієслова-присудка.
1. The books were taken from the central library. 2. An interesting problem was
discussed at the lecture. 3. The newspapers are usually brought in the morning. 4.
When was Vinnytsia National Technical University founded? 5. All the work will
be done by automatic machinery. 6. The experiments will be completed by the end
of the week. 7. He was asked many questions at the exam.
Exercise 2. Утворіть питання до всіх членів речення.
1. The students are asked many questions at the lessons. 2. She is often visited by
her friends. 3. The students of our group will be shown a new film tomorrow. 4.
Your letter was answered yesterday.
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Exercise 3. Розкрийте дужки, вживаючи дієслова у Present, Past або Future
Simple Passive.
1. Bread (to eat) every day. 2. The letter (to receive) yesterday. 3. I (to ask) at the
lesson yesterday. 4. I (to give) a very interesting book at the library last Friday. 5.
Many houses (to build) in our town every year. 6. This work (to do) tomorrow. 7.
This text (to translate) at the last lesson. 8. These trees (to plant) last autumn. 9.
Many interesting games always (to play) at our PT lessons. 10. This bone (to give)
to my dog tomorrow. 11. We (to invite) to a concert last Saturday. 12. My question
(to answer) yesterday. 13. Hockey (to play) in winter. 14. Mushrooms (to gather) in
autumn. 15. Many houses (to burn) during the Great Fire of London. 16. His new
book (to finish) next year. 17. Flowers (to sell) in shops and in the streets.
Exercise 4. Перетворіть наведені нижче речення у Passive Voice.
1. A marble pavilion protects the house. 2. The boys will paint the roof of the house.
3. Her daughters gave her three dishes as a birthday present. 4. Our mother tells us
stories every evening. 5. A boy showed her the way. 6. They will send us a box of
fruit. 7. Five or six small children followed them. 8. We will do the translation in the
evening.
Exercise 5. Перекладіть наведені нижче речення.
1. In this lesson special attention is paid to the translation of passive constructions.
2. I am often helped by my brother. 3. The letter will be answered at once. 4. If I’m
not mistaken this book is often referred to. 5. The secretary was sent for. 6. The
house wasn’t lived in. 7. The bed isn’t slept in. 8. The new grammar rule will be
asked at the next lesson. 9. English is spoken in many countries. 10. The children of
Sparta were given a military education.
Exercise 6. Визначте час та стан дієслова-присудка. Перекладіть наведені
нижче речення.
1. When my grandfather came to Baku in 1962 the first metro line was being built.
2. What questions are being discussed now? 3. They are organizing this kind of
work at their laboratory. 4. He was being told the news when I entered the room. 5. I
can’t understand what he is saying. 6. Professor N. was being listened to with great
attention. 7. Who is being examined now? 8. I don’t know what books he is reading.
9. The experiments were still being made in some laboratories when the new term
began. 10. Can you tell me, who is sitting next to you? 11. All the way home he was
being followed by a strange-looking man. 12. A new deep-level tunnel was being
completed in London. 13. Numerous questions are being considered by the
commission.
Exercise 7. Розкрийте дужки, вживаючи дієслова у Continuous Active або
Passive.
1. They (to study) the subject when I joined them. 2. According to the information
we have the plan (to carry out) successfully. 3. The last messages (to type) now. 4.
… the negotiations still (to conduct)? According to the press they (to come) to an
end. 5. If you want to have this book go to the shop at once. It (to sell) there now. 6.
What (to happen) in the library now? New books (to discuss). 7. The teacher told
that the students were not attentive when the rule (to explain). 8. All necessary
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information (to store) in the computer. 9. The problem of the future of human
civilization on the Earth (research) steadily by the scientists throughout the world.
Exercise 8. Визначте час та стан дієслова-присудка. Утворіть заперечну
форму від наведених нижче речень.
1. The temperature has been maintained at the point of 20 degrees since the
beginning of the experiment. 2. The new apparatus had already been installed when
the delegation arrived. 3. He has been interested in history since his childhood. 4.
The explanation of these strange facts hasn’t been received by the evening. 5. From
his early childhood Pierre Curie had been fascinated by science. 6. Dinner will have
been cooked by the time you return. 7. The bed had not been lain on.
Exercise 9. Перекладіть наведені нижче речення.
1. English is spoken in Great Britain, USA and throughout the world. 2. The article
was being translated when somebody knocked at the door. 3. This rule is usually
taken no notice of. 4. The newspaper has been looked for every where but in vain. It
has not been found. 5. He was offered an interesting book to read. 6. These books
were being read when I came in. 7. He will be given any assistance in this work. 8.
The book had been promised to me before it appeared on sale. 9. It’s the
achievement which will be much spoken about. 10. The flat had not been moved
into before you arrived. 11. He was offered a cup of tea. 12. These difficulties have
been reported previously. 13. During the discussion they were offered the latest
design of a TV set.
Exercise 10. Перетворіть наведені нижче речення у Passive Voice, змінюючи
додаток на підмет.
1. They showed us some new devices. 2. They gave him a week to complete the
experiment. 3. He told me the news yesterday. 4. They taught her English at school.
5. They pay them twice a month. 6. He told me some new facts about his
investigation. 7. She gave me no time to think about it. 8. He promised me the book
a long time ago. 9. The supervisor helps the graduate student in many ways.
Exercise 11. Перетворіть наступні речення у Passive Voice.
1. You should open the wine about three hours before you use it. 2. Previous
climbers had cut steps in the ice. 3. Somebody had cleaned my shoes and brushed
my suit. 4. We use this room only on special occasions. 5. You must not hammer
nails into the walls without permission. 6. Someone switched on a light and opened
the door. 7. Somebody had slashed the picture with a knife. 8. They are pulling
down the old theatre. 9. Why didn’t they mend the roof before it fell in? 10. The
librarian said that they were starting a new system because people were not
returning books. 11. The police asked each of us about his movements on the night
of the crime. 12. People must not leave bicycles in the hall. 13. Members may keep
the book for three weeks. After that they must return them. 14. The burglars had cut
an enormous hole in the steel door. 15. Someone has already told him about it. 16.
They rang the church bells as a flood warning. 17. No one can do anything unless
someone gives us more information. 18. People are spending far more money on
food now than they spent ten years ago. 19. They will say nothing more about the
matter if someone returns the stolen gun. 20. It is high time someone told him to
156
stop behaving like a child. 21. A thief stole my dog and brought him back only
when I offered £20 reward for him. 22. The judge gave him two weeks in which to
pay the fine. 23. They make these artificial flowers of silk.
Exercise 12. Перетворіть речення у Passive Voice, змінюючи суб’єкт дії.
1. They feed the seals at the zoo twice a day. 2. Who wrote it? 3. Children couldn’t
have done all this damage. 4. He expected us to offer him the job. 5. They showed
her the easiest way to do it. 6. Lightning struck the old oak. 7. An uneasy silence
succeeded the shot. 8. The lawyer gave him his uncle’s will. 9. Most people
opposed this. 10. Students are doing a lot of the work. 11. They recommended
opening new factories in the depressed area. (Use should.) 12. Anyone with the
smallest
intelligence could understand these instructions. 13. We will not admit children
under sixteen. 14. A rainstorm flooded the gypsies’ camp.
Reading:
Word and word-combinations
Establishment n – заклад
Pay attention to – звертати увагу на
Surround v – оточити
To be engaged in – займатися
Orphan – сирота
Shepherd – пастух
The Caucasus – Кавказ
Exile – посилання
People’s poet – народний поет
Вring out v – висловити
Investigation – дослідження
Extermination – винищення
Stage v – інсценувати
Manor – садиба
Close – близький
To glorify – уславлювати
Masterpiece – шедевр
Text 13A
Life of Ukrainian Youth
Nowadays when our independent Ukraine is developing much attention is
paid to our youth. The desire of our young people to become qualified specialists
in future motivates them to enter higher educational establishments. For young
people higher education is the method of developing their talents and abilities,
their creative potential. That is why beside their studies they are also engaged in
different clubs and organizations.
Almost every educational establishment has its own team of "joyful and smart"
(KVV). This game is rather popular among young people and it helps them to
bring out their brightest talents and to create team spirit. Young people learn to
work together, to share the moments of luck and failure.
Besides studies young people are also engaged in scientific and research work.
One may say that nowadays this sphere is not paid too much attention to. This is
true but still there exist "Young Scientists' Councils" where young people can
157
discuss or present their scientific investigations. There is also exists the Ukrainian
branch of young organization Greenpeace in Ukraine. People learn to love their
land and the world that surrounds them. This organization protests against
environmental pollution, against extermination of all animals, not only rare species.
Some young people work in their church organizations – they help elderly
people, reconstruct our historical monuments and monasteries. This work brings
them closer to our history, teaches them to love their country and respect its past. A
lot of young people go in for sports, that is why educational establishments have
sport clubs and teams. Our young people are especially interested in football,
basketball, hockey, etc. There also exists a great variety of different clubs in this
country. They are theatre clubs, where young people stage different literary works,
clubs "What? Where? When?", where they can enlarge their knowledge in different
fields of science and life, and so on.
Future belongs to the young, that is why the political life of this country is
important to them. Many young people are engaged in political parties and
organizations.
Завдання до тексту 13A.
Дайте відповіді на запитання.
1. What Youth organizations in Ukraine do you know?
2. What are their main aims?
3. What is the way of spending free time by youth in Ukraine?
4. What kinds of sports do young people go in for in Ukraine?
5. What organizations give young people a chance to develop and enlarge their
interests and to gain experience in working with others?
Give the synonyms and the antonyms to the following words:
Nowadays, independent, young people, abilities, creative, team, popular, bring
out, to share, luck, much, to protest, rare, to construct, different, to enlarge,
important.
Text 13B
Taras Shevchenko is a Great Ukrainian Poet
He is the founder of the modern Ukrainian literary language. Shevchenko
was born in the family of a serf in the village of Moryntsi in 1814. Young Taras
became an orphan very early. He was a shepherd, a labourer to a priest and,
when he was fourteen, his master took him into the manor house as a boyservant
– “kozachok”.
In 1829 Shevchenko’s master moved to Vilno and then to St Petersburg. He
took his boyservant with him, too. Still in his early childhood Shevchenko was
very fond of drawing and his master decided to make a serf painter of him. For
this purpose he sent Taras to study painting. The boy was so talented that several
Russian artists decided to free him from slavery. Karl Brulov, the great Russian
158
artist, painted a portrait of Vasilii Zhukovskii and sold it for 2 500 roubles. With
this money they bought out Shevchenko from his master.
Later on the young painter continued his studies at the Petersburg Academy
of Arts. Karl Brulov influenced Shevchenko greatly. Soon they became close
friends.
In 1838 Shevchenko wrote his first poems in Ukrainian. In 1840 he published
his first book of poems which he named “Kobzar”. His first poetical works are
mainly examples of romanticism. The subject of many poems was unhappy
love. He also wrote several poems about historical past of Ukraine. In these
works he glorified the heroic struggle of the Ukrainian people against their
oppressors and their fight for national liberation (the long poem “Gaidamaky”).
In 1843 Shevchenko returned to Ukraine. .He travelled a lot about the
country and learned to know the heavy life of the Ukrainian serfs. In 1846
Shevchenko joined a revolutionary organization – Kyryl and Mephodii Society,
which aimed to liberate the serfs. He wrote several revolutionary poems directed
against the tsarist despotism (“Dream”, 1844, “The Caucasus”, 1845, and his
famous “Testament”).
In 1847 he was arrested and exiled as a soldier to Orsk fortress in
Kazakhstan. Here, being a soldier, he wrote several novels in Russian. He also
painted several of his best pictures.
In 1857 Shevchenko returned from the exile to St Petersburg. Here he
published several of his masterpieces in which he criticised the tsarist regime
and demanded liberty for serfs. In St Petersburg he made close friends with
well-known Russian writers – N. Chernyshevskii, N. Dobrolubov, N. Nekrasov
and others.
In 1859, when Shevchenko went to Ukraine, he was arrested and forced to
return to St Petersburg – the tsarist government was afraid of the elderly poet.
On the 10th of March, Shevchenko died. His death was a great loss for
Ukrainian literature and liberation movement – A. Gertsen published a big
article on Shevchenko’s death in his magazine “Kolokol” in London.
Shevchenko is the favourite author of millions of Ukrainians, a real people’s
poet. His works are translated into many languages.
Завдання до тексту 13В.
 Прочитайте текст і поставте до нього 5 спеціальних, 5
загальних, 5 розділових та 5 альтернативних запитань.
 Прочитайте текст і перекажіть його.
 Знайдіть додаткову інформацію і зробіть презентацію «Who is
Taras Shevchenko?».
159
Speaking:
Прочитайте «Заповіт» Т. Г. Шевченка і вивчіть його напам’ять.
My Testament
When I am dead, bury me
In my beloved Ukraine,
My tomb upon a grave mound high
Amid the spreading plain,
So that the fields, the boundless steppes,
The Dnieper's plunging shore
My eyes could see, my ears could hear
The mighty river roar.
When from Ukraine the Dnieper bears
Into the deep blue sea
The blood of foes … then will I leave
These hills and fertile fields —
I'll leave them all and fly away
To the abode of God,
And then I'll pray …. But till that day
I nothing know of God.
Oh bury me, then rise ye up
And break your heavy chains
And water with the tyrants' blood
The freedom you have gained.
And in the great new family,
The family of the free,
With softly spoken, kindly word
Remember also me.
Taras Shevchenko
Pereyaslav
December 25, 1845
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LESSON 14
Grammar:
Reading:
Speaking:
Sequence of Tenses
Online World Adds a New Dimension
Promoting a World Wide Web Site
Making a webpage
Grammar
Sequence of Tenses
Узгодження часів
Якщо в складнопідрядних реченнях з додатковими підрядними дієсловоприсудок головного речення стоїть в одному з теперішніх або майбутніх
часів, то вживання часів в підрядному реченні не відрізняється від вживання
їх в українській мові.
Якщо дієслово-присудок головного речення стоїть в минулому часі, то
застосовуються правила узгодження часів:
• Для
вираження дії,
одночасної з дією
головного
речення,вживається Past Simple:
Example: Не didn’t know that I was a manager.
• Для вираження дії, що відбудеться після дії в головному
реченні, вживається час Future-in-the Past (майбутній в минулому). Цей
час утворюється за допомогою допоміжних дієслів would/should:
Example: Не didn't know when his friend would be free.
• Для вираження дії, що відбулася раніше за дію в головному
реченні, вживається Past Perfect Tense.
Example: Не said that he had come in time but nobody was in the office.
• Якщо у непрямій мові описується ряд послідовних дій, і в головному
реченні дієслово стоїть в минулому часі, то перша дія виражається у Past
Perfect, а наступні у Past Simple (якщо ця послідовність
не порушується):
Example: Nick said he had come to the States where he started his
company. Since then his sales revenues went up every year.
Reported Speech
Пряма та непряма мова
При переведенні речень з прямої мови в непряму вживаються дієслова ask,
say, tell. Якщо дієслово в головному реченні стоїть у минулому часі,
застосовуються правила узгодження часів, а також відбувається заміна
прикметників та займенників:
161
this/these
that/those
here
there
now
замінюється на then
yesterday
the day before
today
that day
tomorrow
the next (following) day
ago
before/earlier
last week (month, year) I
the week (month, year) before
• При переведенні стверджувальних речень в непряму мову можна
вживати сполучник that:
Example: Tom said , “I sent the letter yesterday”.
Tom said (that) he had sent the letter the day before.
• При переведенні у непряму мову загальних питань вживаються
сполучники whether чи if. В спеціальних запитаннях як сполучники
вживаються питальні займенники. В запитаннях у непрямій мові
зберігається прямий порядок слів:
Example: Victor asked me if I had sent the letter.
John asked me how long I had been working for TST Systems.
• Прохання та накази вводяться в непряму мову дієсловами ask, order,
tell та передаються за допомогою інфінітиву смислового діє слова та
займенника чи іменника, які визначаються з контексту:
Example: John said, “Please, type this letter, Mary”.
John asked Mary to type the letter.
Mr Brown said to us, “Don't send the letter by fax”.
Mr Brown told us not to send the letter by fax.
If somebody talked about a situation that has still not changed – that
is to say, if the original speaker's present and future are still present
and future – a reporter can often choose whether to keep the
original speaker's tenses or change them. Both structures are
common.
- Direct: The earth goes round the sun.
- Indirect: He proved that the earth goes/went round the sun.
- Direct: How old are you?
- Indirect: Are you deaf? I asked how old you are/were.
- Direct: Where does she work?
- Indirect: I've often wondered where she works/worked.
- Direct: // will be windy tomorrow.
- Indirect: The forecast said it will/would be windy tomorrow.
We do not keep the original speaker's tenses if we do not agree with
what he/she said, if we are not certain of its truth, or if we wish to
make it clear that the information comes from the original speaker, not
from ourselves.
The Greeks thought that the sun went round the earth.
(not ...that the sun goes round the earth.)
162
Exercise 1. Утворіть речення за зразком.
Model: She knew that he was busy (to share a room, be clever, to give a lecture,
to work, to disappear, to choose).
Model: Не said that he had repeated the speech word for word (to arrive at a
decision, to come back, to gather, to spend, to laugh, to take).
Model: The Director said they would choose the candidate after the lecture (to
go on with, to work at, to take out of the pocket, to review grammar, to make a
choice).
Exercise 2. Розкрийте дужки, вживаючи дієслова у потрібному часі.
1. I thought that you (to arrive) at some decision. 2. We did not remember that
he (to repeat) that speech from memory. 3. He believed that a fine memory (to
be) absolutely necessary for that position. 4. I did not know if you (to apply) for
this job. 5. They said they (to work) 7 hours a day. 6. He promised that he (to
give) a lecture in near future. 7. I did not know how my bag (to disappear).8.
The teacher said he (to call on) the students in alphabetical order. 9. Did she say
that there (to be) a lot of mistakes in your composition? 10. Did she find out that
he (to come) late at night? 11. She asked me if I (to get on) well with my classes.
12. I was sure that his brother (to leave) home. 13. She discovered that we (to be
taken) by surprise. 14. Did they decide that they (to leave) for Kyiv?
Exercise 3. Запишіть речення, узгоджуючи часи дієслів.
1. If I … (to be free) tomorrow night, I … (to go) to the concert. 2. He says he
… (to look in) to see us before he … (to leave) our town. 3. Jane … (to stay) at
home until she … (to feel) better. 4. When … you … (to visit) your grandma? –
Probably next year. 5. When my brother … (to finish) school he ... (to go) to
college. 6. I … (to tell) you as soon as I … (to know). 7. I’d like to know when
Dan … (to be back). 8. Give my love to Laura if you … (to see) her. 9. I … (not
to know) when she … (to take) her exam. 10. I don’t think we … (to finish) our
work in time unless you … (to help) us. 11. I … (to give) you my bike for
tomorrow providing you … (to bring) it back the day after tomorrow. 12.
Mother says we … (to have dinner) after she … (to unpack) our things. 13.
Don’t get off the train until it … (to stop). 14. You may take this book so long as
you … (not to keep) it too long. 15. Your boss … (to give) you the day off on
condition that you … (to work) on Saturday morning. 16. Provided that they …
(not to do) anything stupid, they … (to win) tonight's match easily. 17. Unless
he … (to arrive) soon, we … (to have to) go without him. 13. I … (to wonder) if
they … (to follow) our advice.
Exercise 4. Запишіть речення, узгоджуючи часи дієслів.
1. Close the window when it … (rain). 2. If you … (come) home late you …
(not be) able to watch that program over TV. 3. Keep quiet, we …(listen) to the
music. 4. What … (you, see) in the corner over there? 5. It … (rain) so we must
take umbrellas. 6. What a smell! I expect something … (burn). 7. He … (sleep)
soundly when the dog…. (run) into the room. 8. What .. (you, see) when I …
(come) in a moment ago? 9. “Oh, it’s you, John! You … (not be) in touch with
me for a long time. I’m glad you … (ring) up. Where … (you, be) all these
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weeks? I hope you … (not, be) ill?” 10. Since I …(work) here, I have met
several of your friends. 11. At last I … (finish)! How glad I am. 12. When I …
(do) my homework I … (listen) to the wireless. 13. Who … (sing) in the bath
when I … (come) in? 14. I … (stay) in Kharkiv till next March. 15. … (you,
feel) any better now? 16. What … (she, say) when she saw you? 17. When he
was young he … (like) collecting stamps. 18. Why …….(you, always, make)
such mistakes? 19. … (you, have) breakfast yet?
Reading:
Word and word-combinations
Supervision – нагляд
Mediated – опосередкований
Devise v – розробити
Obviously – очевидно
Plug v – підключати
Pursue v – переслідувати
Available – доступний
Unfamiliarity – незнання
Installation – установка
Delivery – доставка
Framework – cтруктура
Panel – особовий склад
Employee – співробітник
Assessment – оцінка
Compliance – дотримання вимог
Resistance – опір
Flexible – гнучкий
Distribution – розподіл
Text 14A
Online World Adds a New Dimension
It may seem like a 1990s concept, but there is nothing new about
distance learning. Harold Wilson, the UK prime minister pioneered the
“University of the Air” – later to become the Open University – in the
1960s to provide remote learning for degree courses. Since then, audio tape,
video tape and CD-Rom have enhanced the original paper and book
materials to make distance learning far more widespread.
Computer networks – specially Internet and intranet technology – have
recently added an online dimension to distance learning. While there are
still some reservations about distance learning over the Internet –
particularly about its effectiveness and the level of supervision – there is a
clear trend towards increased use of the technology.
“I think there are three distinct waves evident in the progress of distance
learning,” says David Burrows, group manager for skills and services
development at Mictosoft UK. “The first is simple publication of training
information on the web, which is now well established. The second wave,
now under way, involves producing bespoke training with companies like
Netg, using it as a delivery mechanism. The third wave is the most exciting
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because this gets into using the interactivity of the Internet to provide
mediated training with things like video-conferencing and virtual tutors.”
British Telecom has devised a base framework for distance learning.
Launched this February, Solstra is the result of two years’ research and
development based on input from a panel of experts. “We assembled a team
of around 35 training experts drawn from academia and corporate human
resource departments to see where the network could contribute,” explains
Mick Durham, manager of the Solstra distance learning development
program. “This focus group provided the input we needed to create
Solstra.”
BT’s research showed that there were three clear areas where
networking technology could offer organizations the opportunity to improve
training and, more importantly, create the conditions for a genuine “learning
organization”. Mr. Durham says training was obviously identified as one
area. “But we also saw two other areas in job support – where employees
can plug into short courses relevant to a specific job task – and the area of
knowledge management.”
The focus group recognized that the nature of the online training content
should be more modular and needed to be surrounded by support material
that would allow students to pursue their own path through the training
material.
Mr. Durham says that Solstra Administrator supplies the mechanisms to
monitor employees’ progress, carry out assessments and award appropriate
accreditation to those who have completed course modules successfully.
“This is where companies can really save money and get some real benefits.
Not only organizations can control the delivery of training content to
employees, they can use Solstra to monitor personal development,” he adds.
“This is becoming increasingly important where legislation requires
companies to meet compliance criteria – and prove that their employees
have received the proper training.”
Paul Pestell, training manager for distance learning at Ford in the UK,
has been closely involved in the development of Solstra and is testing it in a
“live” environment. “We are still testing it for the purposes of making it
available across our company intranet. It is a long process and, inevitably,
there is some resistance because of unfamiliarity with the approach.
Everybody sees its potential – but they don’t want to rush in too quickly.”
Mr. Pestell says Solstra is Ford’s first attempt at using the intranet as a
delivery method for distance learning. The long term possibilities are
considerable, however. “At the moment we have CD-Rom and Laser-disk
based training – but the Internet is fairly new. But because its Internet
based, we can potentially deliver training materials to any Ford installation
in the world.”
Solstra also provides a flexible framework for Ford to combine existing
training media like CD-Rom with the intranet-based materials. This is
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particularly important for some of the training courses that Ford uses,
involving large amounts of training materials. “The web also gives Ford a
lot more options when it comes to employees making their choices clear.
What we have discovered with the web-based systems is that we can use it
to help employees decide for themselves how they receive training.”
Distance learning does not necessarily work for everyone so Ford has
built in links on the web pages to let people register for classroom training
if they wish. Mr. Pestell expects to be able to explore the administration
features of Solstra even further – and use it to monitor distribution of
training and other sorts of information.
Завдання до тексту 14A.
Дайте відповіді на запитання.
1. Is there anything new about distance learning?
2. What has recently added an online dimension to distance learning?
3. What distinct waves are there in the progress of distance learning?
4. What is the result of two year’s research and development?
5. What did British Telecom show?
6. How could students pursue their own path through the training
material?
1. The result of what is Solstra?
2. How can Solstra be used?
3. What purposes is Ford still testing Solstra for?
4. How can Ford deliver training materials to any its installation in
the world?
5. What is particularly important for some of the training courses
that Ford uses?
6. How does Mr. Pestell expect to be able to explore the administration
features of Solstra?
Text 14B
Promoting a World Wide Web Site
As we enter the new millennium, more and more businesses are deciding to
go along with building what is called sites on the world wide web, better known
as a web site. It seems as though these days to many people is that all you have
to do is build a web site and you are set to go. Being as upfront as possible there
is an extreme downside to this method. Just building the web site will not bring
anybody to the web site. To get people to visit a web site certain processes have
to be taken to promote the web site. There are numerous ways out there to
promote a web site.
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One very common and successful way to bring visitors to a web site is to
send out direct electronic mail or commonly known as email. This is a very
simple process in general. It simply consists of sending out emails at random or
premeditated if you have the time. The emails need to contain a short paragraph
describing a little about your web site and what it has to offer to those who visit
the web site. Remember that with this method it is wise to not be too wordy
otherwise this process can develop to be very time consuming and irritating to
the sender and the receiver of the email. However it is possible to email well
over 10,000 emails in just under an hour. This process can only be done if
everything has been thought out thoroughly and ready to go before the process
has even begun. Another possible advantage to this method is that the recipient
of the email may enjoy the site and forward the same email to people that they
know. Emails also cost nothing if there is already access to the World Wide
Web through an ISP (Internet Service Provider). This method is the most
commonly used and it can and does work.
A very similar way but much less direct method is simply to attach a
signature to the end of outgoing emails. Most email providers offer this option.
It simply means that at the end of outgoing email that is sent out there will be a
message of individual choice at the bottom of the email where a signature would
normally be on a hand written letter, thus giving it the name signature. What the
message says is entirely up to the sender of the email. It is recommended that
more than one signature be provided to pertain to different types of people that
are emailed. The message should include your web site name, address, and a
short catchy little phrase to catch the eye.
Another method of promoting a web site is to enter the site in a search
engine. A few examples of search engines are Yahoo, Alta Vista, Excite, Lycos,
Infoseek, and Webcrawler. The whole process in itself is very easy but it takes
time and patience. An application is provided for individuals by the search
engine. The application requests name, web site name, web site address, a
description of the web site, what kind of site it is, a list of key words, and what
category would be desired for placement of the web site. Always double check
to see what the search engine did with what they were given. Check to see where
the site was placed and to see if the site was placed at all. «Perhaps as many as
50 percent of all submissions are rejected». If for some reason or another the site
wasn’t posted simply keep reapplying. Be persistent and keep registering but
each time use different key words. Eventually the site will be posted.
An approach to promoting your site that does work quite well on a regular
basis is to advertise by using banners and ads that link to the web site that is
being promoted. The downside to this method is that it does get expensive. It is
simple though. Simply come up with a banner design that is catchy and convince
other web sites to carry the banner. Usually they will not do it for free so it is
best to offer them a sum of money to carry the banner for a certain amount of
time. Then negotiate down to what meets both web site’s needs. Many sites will
offer a chance to place an ad on their web site if in return the person desiring the
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ad placement will apply the web sites ad on their web site. This works well if it
has the opportunity to have this setup with multiple web sites.
There is another way and that is to apply to what is known as a link page.
This is a web site that consists of only links to other web pages. Usually all the
web pages have something in common with each other. Convincing the link
page to accept the offer to contain the web site link to the site that is currently
being promoted is easy although sometimes there is a small fee.
The internet provides many news services that contain what is known as a
message board. This is where there are always discussions on certain topics.
This is a good place to sneak in an ad from time to time as long as it is
respectfully done and doesn’t disrupt the conversation. The best way to do this is
by disguising the ad as a perfectly acceptable response to a conversation. «Go to
where the people you want hang out». Do not get carried away because the
promoter of the site can end up with a bad reputation that gives the site a bad
reputation for what is called «spamming». Knowing how to post good messages
is a way to promote the we site in itself. Show ads that interest people and do not
use short flashy ads. Short flashy ads irritate people. It is bast to use long
indirect informal ads that make it seem like a sensible conversation and not an
ad. It is best to only post messages from time to time.
There are many software programs out there that will do most of this stuff
extremely fast and efficient. The price of the software varies. The software will
do in minutes what the average person could do in hours saving valuable time
and effort. And all the information is saved making it even faster to redo the
process again and again.
There are also promote web sites that are dedicated to promoting other web
sites. It is their specialization and naturally there is a fee. They offer just mainly
the ability to fill out one application and be entered into practically every search
engine available to the public. Some even offer free statistics to see how the web
site is progressing.
Also the more things that are offered on the web site the possibility for more
people to visit the site increases dramatically. It will hook people in and keep
them coming back. A very good example of this is to give away free gifts.
Giving away gifts is the best way to get a web site up and running the way that
is desired. It will bring in visitor and those visitors will recommend others to
visit. It’s a ongoing chain reaction that happens everyday on the web. Everybody
loves the word free regardless of what is free. It could be something as simple as
a download.
Free information is another way to attract visitors to the wed site. The more
that is offered the more that will come. It is best to make sure the information is
something that others would be interested in. Look around at news groups and
see what information is talked about often and then post some info on the topic
on the web site. Then simply invite people to view the information but do it
casually. Work it in the conversations.
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Another way that will cost some money on most occasions is to write up a
press release. A press release is basically an application to have the web site
promoted through some sort of media whether it be the news, a magazine article,
a radio program, a newspaper, etc. Just about anything that is seen or heard by a
lot of people.
The web site promoters can also offer what is known as an affiliate program.
This allows viewers of the web site a chance to carry a banner from the web site
on their web site. In return offer a small commission for each person that visits
the web site through the link applied on their web site.
As the days go bye more and more people will have their own web site.
Along with more people having a web site comes more ways to promote a web
site in due time. It is always a good idea to keep up with the modern ways of
promotion.
Speaking:
Прочитайте діалог і вивчіть його напамять.
Making a webpage
Peter: Hi, Liz. Are you working on your webpage now?
Liz: No, Im still waiting for you to send me that image file for the homepage?
Peter: You mean you didn’t get it? I sent it to you over an hour ago.
Liz: Let me check. Its going to take a second ‘cause I have to start up my
computer.
Peter: OK. Did you get it?
Liz: One second. I just have to open my web browser and check my hotmail
account.
Peter: OK.
Liz: OK, here it is. I got it.
Peter: How do I find the webpage? I tried to search for it on Yahoo but I
couldn’t find it.
Liz: Don’t use Yahoo, use Google.
Peter: I tried that also and it didn’t work.
Liz: If you go to Google and search for my name, you should be able to find it.
Peter: OK. Let me try that. I see it now.
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LESSON 15
Grammar:
Stop and check.
Виконайте тести, які допоможуть вам підготувати до модульної
контрольної роботи.
TEST 1. DEGREES OF COMPARISON
1. Bill is two years ___ than Wanda.
A smaller B younger
2. He looks ___ than his father.
A more happy B happier
3. Osaka is ___ from Tokyo than Nagoya.
A further B farther
4. I make ___ money than my brother.
A fewer B less
5. ___ he studies, ___ he seems to know.
A The more/ the less B The most / the least
6. Patrick has ____ girlfriends than I do.
A fewer B less
7. It’s one of ______ castles in Britain.
A old B the eldest C elder D the oldest
8. Hurry up! We’ll miss the train. Can’t you run _______?
A as fast as B fastest C more fast D faster
9. I am not as ___ at swimming as you are.
A good B well
10. It will be ______ if you take the train.
A quicker B the quicker C quickest D the quickest
11. She is much taller ________ me.
A than B as C that
12. He is ___ taller than you.
A very B so C much
13. Jane is ___ than her sister.
A more tall B tall C taller
14. This is a ___ interesting book.
A much B very
15. My brother is ___ stronger than your father.
A much B very
16. This is a ___ fast car.
A much B very
17. My brother is ___ of the two.
A taller B the taller
18. John is ___ student in his class. All the girls want to date him.
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A more popular B very popular C the popularest
19. Who is ___, Mary or Jane?
A prettier B more pretty C prettyer
29. Pluto is ______ away from the sun.
A further B a farthest C very far D the furthest
21. Danny is clever, but Melanie is _________ than he is.
A cleverer B cleverest C as clever as D less cleverest
22. I am young, but my brother is ________ person in our family.
A so young B younger C not so young D the youngest
23. Many fruits are sweet, but I think that grapes are ________fruit.
A sweetest B the most sweet C the sweetest D the most sweetest.
24. Since she has been in Britain, her English has got________.
A worse and worse B best C better and better D worst
25. They’ve lived here for quite a long time but we’ve lived here longer. They
haven’t lived here ___________ we have.
A as long as B very long C so long D longer
26. How was your driving test? – Oh, not so bad really. It was much ________.
I’d expected, in fact.
A as easy B easier than C more easier D easiest
TEST 2. DEGREES OF COMPARISON
1. She speaks in a (голосніше ) voice than the last time.
a) the loudest; b) more loud; c) louder; d) loud.
2. They leave (найшвидший) way they can.
a) quick; b) quicker; c) more quick; d) the quickest.
3. A whale is (довше) than a dolphin.
a) longer; b) more long; c) long; d) the longest.
4. The three musicians play on (нова ) stage.
a) new; b) newer; c) the newest; d) more new.
5. Is it (дешевше) to go there by car or by train ?
a) more cheaper; b) the cheapest; c) cheaper; d) cheap.
6. This is (найбільша ) problem she has ever had.
a) great; b) more great; c) the greatest; d) greater.
7. Do you know that the Dead Sea is a (соляне) sea ?
a) salty; b) saltier; c) the saltiest; d) more salty .
8. My case isn’t very (важкий).
a) heavier; b) the heaviest; c) heavy; d) the most heavy.
9. Your case is (важче).
a) heavy; b) heavier; c) the most heavy; d) more heaviest.
10. The weather was not very good yesterday, but it` s (краще) today.
a) good; b) the best; c) better; d) goodder.
11. Of the two skirts, that one is the (найкраща).
a) smart; b) smartest; c) smarter; d) most smarter.
12. I’m not so (сильний ) as a horse.
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a) stronger; b) strongest; c) strong; d) the most strong.
13. China has got (найбільше) population in the world.
a) larger; b) more largest; c) the largest; d) large.
14. Of the three girls, this one is the (найсимпатичніша).
a) pretty; b) more pretty; c) prettiest; d) prettier.
15. These trousers are too small. I need ( більший) size.
a) the largest; b) more large; c) large; d) larger.
16. Which is (менш за все) five, fifteen or fifty ?
a) little; b) less; c) the least; d) littler.
17. Susan is (найкраща) person in the whole world.
a) wonderful; b) wonderfuller; c) more wonderful; d) the most wonderful.
18. He is also a (більш чемний) person than Paul.
a) polite; b) politer; c) more polite; d) the most polite.
19. She has (найважча) job of all.
a) the most difficult; b) more difficult; c) difficult; d) difficulter.
20. I think dogs are (більш розумний) than cats.
a) clever; b) the most clever; c) more clever; d) the cleverest.
21. Don’t talk about them. Let` s talk about something (більш цікавий)
a) interesting; b) more interesting; c) the most interesting; d) more interest.
22. Money is important, but it isn’t (найважливіша)thing in life.
a) important; b) importantest; c) the most important; d) more important.
23. I suppose you know him well probably (краще) than anybody else.
a) better; b) the best; c) good; d) more good.
24. This room is not so (зручна) as that one on the first floor.
a) more comfortable; b) comfortable; c) the most comfortable; d) more
comfortabler.
25. He spoke English (гірше) than expected.
a) bad; b) worst; c) worse; d) badder.
26. Happiness is (більш важлива) than money.
a) important; b) the most important; c) more important; d) importanter.
27. I can’t understand what you are saying. Could you speak a bit (голосніше)?
a) the loudest; b) more loud; c) loud; d) louder.
28. My mother was feeling tired last night so she went to bed (раніше) than
usual.
a) early; b) earlier; c) the earliest; d) more early.
29. The more you study, the (розумніше) you will become.
a) smarter; b) smart; c) the smartest; d) more smarter.
30. The weather is much (гірше) today.
a) badder; b) the worst; c) worse; d) bad.
31. A train is the (найбільш незручне) place to sleep in.
a) uncomfortable; b) more uncomfortable; c) most uncomfortable;
d) uncomfortabler.
32. Nick looks (старше) than his elder brother.
a) old; b) more old; c) older; d) the oldest.
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33. Watermelons are (солодше) than lemons.
a) sweeter; b) sweet; c) the sweetest; d) more sweet.
34. Einstein is one of the (найрозумніший) scientists who ever lived.
a) intelligent; b) intelligenter; c) most intelligent; d) more intelligent.
35. Flying is much (швидше) than traveling by car.
a) fast; b) faster; c) more fast; d) fastest.
36. My bag is (дешевше) than yours.
a) cheap; b) more cheap; c) cheaper; d) the cheapest.
37. February is the (найкоротший ) month in the year.
a) shortest; b) short; c) shorter; d) more short.
38. Kyiv is (більше) than our city.
a) more large; b) the largest; c) larger; d) large.
39. Our flat is (більш затишна) than yours.
a) the most comfortable; b) comfortabler; c) more comfortable; d) comfortable.
40. The Ukrainian language is (важче) than English language.
a) difficult; b) difficulter; c) more difficult; d) the most difficult.
41. Petrenko is (молодше) than Ivanchuk.
a) young; b) younger; c) more younger; d) the most young.
42. Ann Smolyn is the (найкраща) student in the group.
a) good; b) better; c) the best; d) gooder.
43. This is the (найгарячіше) summer we have ever had.
a) hottest; b) hotter; c) hot; d) more hot.
44. She was (найпопулярніша) girl at the university.
a) popular; b) popularer; c) the most popular; d) more popular.
45. She is (щасливіша) now than she was last year.
a) happier; b) happy; c) more happier; d) the most happy.
46. This exercise is (важче) than the last one.
a) difficulter; b) the most difficult; c) more difficult; d) difficult.
47. The Pacific is (найбільший) ocean in the world.
a) large; b) larger; c) the largest; d) the most large.
48. Clare is (старше) than Mike.
a) the oldest; b) more old; c) older; d) old.
49. My (старша) daughter is married.
a) the eldest; b) more old; c) elder; d) old.
50. Everest is (найвища) mountain in the world.
a) high; b) higher; c) the highest; d) the most high.
51. Modern furniture is (простіша) in design than old-fashioned furniture.
a) more simple; b) the most simple; c) simple; d) simpler.
52. It’s (легше) to wash clothes with an automatic washing machine than by
hand.
a) easier; b) easy; c) easiest; d) more easy.
53. A big house is usually (дорожчий) than a small one.
a) expensive; b) more expensive; c) expensiver; d) the most expensive.
54. This tent is (більше) than the one you sent before.
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a) large; b) larger; c) the largest; d) more large.
55. A detached house is (більше) than a flat.
a) bigger; b) big; c) the biggest; d) more big.
56. Nothing can be (приємніше) than a swim on a hot day.
a) nice; b) nicer; c) the most nice; d) more nice.
57. A first-floor flat is (зручніша) than a top-floor flat.
a) convenient; b) convenienter; c) the most convenient; d) more convenient.
58. Half a loaf is (краще) than no bread.
a) better; b) the best; c) good; d) goodder.
59. The weather was (гірше) yesterday than it is today.
a) bad; b) badder; c) the worst; d) worse.
60. The doctor’s house was the (найстаріший) in the street.
a) old; b) more old; c) the oldest; d) older.
61. Venice is (найнезвичайніший) city I have ever visited.
a) unusual; b) unusualer; c) more unusual; d) the most unusual.
62. That was the (найцікавіший) film I have watched for years.
a) most interesting; b) more interesting; c) interesting; d) interestinger.
63. Young Mary is becoming (миліше) every day.
a) more pretty; b) the most pretty; c) pretty; d) prettier.
64. A Rolls-Royce is one of the (найдорожча) cars in the world.
a) expensive; b) expensiver; c) the most expensive; d) more expensive.
65. Who is (найстарший) man in this town?
a) the oldest; b) old; c) older; d) the most old.
66. She was (наймудріша) woman I have ever met.
a) the wisest; b) wiser; c) wise; d) more wise.
67. The Sahara Desert is one of (найгарячіша) of the world’s deserts.
a) hotter; b) more hot; c) the hottest; d) hot.
68. The coach thinks that Mike is (найвправніший) player of the tennis team.
a) skillful; b) skillfuller; c) more skillful; d) the most skillful.
69. He is (найгірший) driver I have ever seen.
a) the worst; b) worse; c) bad; d) badder.
70. John is a good violonist but he is not (краще) than James.
a) good; b) more good; c) better; d) the best.
TEST 3. MODAL VERBS
1. Please make sure to water my plants while I am gone. If they don't get
enough water, they ______ die.
A can B might C have to D must
2. Yesterday I _______ a film, today I can't.
A can to watch B could watch C could to watch
3. He ______ be a fool to do such a thing.
A can B must C has to
4. They ______ buy tickets to the Rolling Stones concert last week.
A were able to B could C can D be able to
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5. The raft is so small we ______ lie down comfortably.
A might not B could not C cannot D should not
6. He ______ come next month.
A is able to B will be able to C may to D could
7. The bus came on time so we ______ wait long at the bus stop.
A had to B must C can D might
8. You ______ think about the future and not about the past.
A should B mustn’t C shouldn’t D needn’t
9. It was 8 o’clock. I ______ leave.
A must B had C have to D had to
10. You should ______ there alone at night.
A not go B not to go
11. _____ you hold your breath for more than a minute? – No, I can't.
A can B may C could D have
12. I think we ______ check everything again.
A have to B must C can D could
13. You ______ the truth then.
A should have told B should to have told
14. You ______ kill animals; it's cruel and unlawful.
A don't have to B mustn't
15. I ______ understand what he was saying because he was speaking
Spanish.
A couldn’t B can C can’t D was able to
16. I'm looking for Sue. I ______ to her about our lunch date tomorrow.
A could talk B have to talk C must talk D could have talked
17. Did you read the news about the mountain climbers? They ______ reach the
top yesterday.
A could B were able to C have been able to D can
18. Steven ______ read and write until he was seven years old.
A must B couldn’t C could D may
19. You ______ visit your grandparents more often.
A ought to B were able to C shall D will
20. Peter ______ go to the dentist before his toothache gets worse.
A ought to B shall С will be able tо
TEST 4. MODAL VERBS
1. I ….. tell stories, never could.
a) can; b) can’t; c) may; d) have to.
2. He ….. swim since childhood.
a) can; b) could; c) should; d) has been able to.
3. ….. I take Pete` s bag ?
a) can; b) shall; c) may; d) must.
4. I ….. do a lot of work yesterday.
a) had to; b) have to; c) must; d) was able to.
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5. You ….. make notes in the books.
a) don’t have to; b) aren’t to; c) mustn’t ; d) needn’t.
6. His sister ….. cook very well.
a) is able to; b) may; c) has to; d) can.
7. ….. it be done before tomorrow ?
a) can; b) may; c) must; d) should.
8. Nobody ….. do it without your help.
a) couldn’t; b) can; c) should; d) can’t.
9. My mother was unwell, and I ….. go to the chemist’s.
a) must; b) have to; c) could; d) had to.
10. He ….. neither move nor speak.
a) couldn’t; b) could; c) might; d) had to.
11. If you have done your homework, you ….. go for a walk.
a) may; b) can; c) must; d) have to.
12. I ….. give you my book for a couple of days after I have read it.
a) can; b) may; c) shall be able to; d) have to.
13. We ….. discuss the matter not later than tomorrow.
a) had to; b) must; c) can; d) are able to.
14. He ….. wait at the station till it stopped raining.
a) will have to; b) wasn’t able to; c) had to; d) might.
15. She ….. clean the house herself.
a) is to; b) can; c) has to; d) should.
16. We ….. look into the matter.
a) must; b) can; c) may; d) don’t have to.
17. I ….. exactly express my meaning.
a) shan’t; b) mustn’t; c) can’t; d) needn’t.
18. ….. I bring my sister to the party ?
a) shall; b) can; c) must; d) may.
19. ….. you see anything in this inky darkness ?
a) can; b) may; c) must; d) need.
20. She asked me if she ….. use my telephone.
a) can; b) could; c) might; d) may.
21. I ….. go to hospital to visit my aunt.
a) could; b) had to; c) was able to; d) must.
22. She ….. stay at home because she didn’t feel well.
a) could; b) was to; c) had to; d) must.
23. What is done ….. be undone.
a) can; b) cannot; c) may not; d) must.
24. ….. we learn the poem today ?
a) shall; b) should; c) could; d) must.
25. She ….. graduate that year.
a) had to; b) must; c) could; d) was to.
26. She ….. get to the airport in time, there isn’t much time left.
a) can; b) won’t be able; c) wouldn’t; d) won’t have to.
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27. Students ….. do homework in time.
a) must; b) are to; c) have to; d) can.
28. ….. I shut the door ?
a) must; b) can; c) may; d) need
29. They ….. start on Monday.
a) has to; b) must; c) were to; d) could.
30. Only a person who knows the language very well ….. answer such a
question.
a) can; b) may; c) has to; d) is to.
31. Mike ….. write this exercise at school because he hadn’t done it at home.
a) must; b) had to; c) was able to; d) was to.
32. You ….. know how to raise your children not to be losers.
a) may; b) are to; c) have to; d) should.
33. ….. you ….. do the work tomorrow ?
a) will *** have to; b) will *** be able to; c) can; d) will *** be allowed to
34. ….. I go to the post office with Mike ?
a) may; b) can; c) must; d) shall.
35. After they had finished their homework, the children (дозволили) ….. watch
TV.
a) were able to; b) had to; c) were to; d) were allowed to.
36. We ….. speak at the lessons.(не дозволяють)
a) can’ t; b) mustn’t; c) aren’t allowed to; d) aren’t able to.
37. Nothing ….. be done, it’s too late.
a) can’t; b) can; c) may; d) must.
38. I ….. wear glasses as my eyesight is very weak.
a) am to; b) must; c) can; d) have to.
39. They decided that she ….. send them a telegram every tenth day.
a) was to; b) had to; c) must; d) was able to.
40. You ….. take any more pills after next Monday (не потрібно).
a) can’t; b) mustn’t; c) needn’t; d) shouldn’t.
41. They ….. be taught a lesson (потрібно).
a) could; b) should; c) must; d) may.
42. The school was silent : nothing ….. be heard in the long dark corridors.
a) can; b) couldn’t; c) could; d) wasn’t able to.
43. You ….. go when you have finished your compositions.
a) can; b) are able to; c) may; d) mustn’t.
44. She ….. translate this article without a dictionary.
a) may; b) can; c) has to; d) is allowed to.
45. The train ….. leave at 5.15.
a) could; b) had to; c) must; d) was to.
46. It’s raining. You ….. put on your raincoat.
a) have to; b) must; c) will be able to; d) can.
47. She ….. help. Everything has been already done.
a) doesn’t have to; b) can’t; c) needn’t; d) shouldn’t.
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48. He hasn’t seen you and he …..
a) won’t; b) shan’t; c) wouldn’t; d) mustn’t.
49. He ….. rather listen to the others than talk himself.
a) should; b) has to; c) must; d) would.
50. She ….. sit for hours watching the ships.
a) could; b) would; c) might; d) was able to.
51. He ….. never come here again. I’ll take care of it.
a) shall; b) will; c) can; d) must.
52. You ….. be afraid of him. He’s a kind old man.
a) shan’t; b) won’t; c) shouldn’t; d) wouldn’t.
53. You …. learn all the new words for the next lesson.
a) must; b) can; c) will be able to; d) are to.
54. He asked if he ….. borrow my car.
a) can; b) could; c) may; d) might.
55. He ….. worry about her.
a) needn’t; b) shouldn’t; c) mustn’t; d) wouldn’t.
56. ….. I take your book ? – I’m afraid not: I need it.
a) can; b) could; c) may; d) must.
57. The meeting ….. begin at 5 o’clock. Don’t be late.
a) has to; b) is to; c) should; d) must.
58. It was raining hard and we ….. wait until it stopped raining.
a) had to; b) were to; c) should; d) must.
59. ….. I go there right now ? – Yes, you …..
a) can; b) must; c) may; d) should.
60. ….. I help you ? No, you ….. , I’ll do everything myself.
a) can, can’t; b) need, needn’t; c) must, mustn’t; d) should, shouldn’t.
61. The question ….. be solved before we begin doing anything.
a) can; b) may; c) is to; d) must.
62. Children, have you been playing with my umbrella ? It ….. open !
a) can’t; b) shouldn’t; c) won’t; d) needn’t.
63. He was so weak that he ….. lift his head.
a) can’t; b) couldn’t; c) isn’t able to; d) wouldn’t.
64. He is much better and ….. walk without my help now.
a) may; b) must; c) has to; d) can.
65. Yesterday’s rain spoilt my hat completely. I ….. buy a new one.
a) could; b) must; c) had to; d) ought to.
66. Children ….. play with matches.
a) aren’t; b) mustn’t; c) shouldn’t; d) needn’t.
67. I knocked more than once but she ….. let me in.
a) couldn’t; b) shouldn’t; c) mustn’t; d) wouldn’t.
68. There ….. be a discussion later on.
a) was to; b) had to; c) must; d) should.
69. Tomorrow I shall be free and ….. help you.
a) can; b) may; c) shall be able to; d) shall be allowed to.
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70. It stopped raining, and mother told us that we ….. go out.
a) could; b) might; c) were able to; d) had to.
TEST 5. PASSIVE VOICE
1. English ….. in different parts of the world.
a) has been spoken; b) is spoken; c) is being spoken; d) will be spoken.
2. The letter ….. just …..
a) has***been sent; b) is***sent; c) was***sent; d) is***being sent.
3. I ….. often ….. to their parties.
a) invite; b) have***been invited; c) am***invited; d) was***been invited.
4. By three o’clock everything …..
a) was prepared; b) has been prepared; c) had been prepared; d) is prepared.
5. I ….. to his friends at the party.
a) shall be introduced; b) will have been introduced; c) am introduced; d) have
introduced.
6. Tennis ….. from four till five.
a) is being played; b) was played; c) was being played; d) had been played.
7. The article ….. yet.
a) hasn’t been translated; b) haven’t been translated; c) hadn’t been translated
d) isn’t translated.
8. The house ….. in 2013.
a) had been built; b) was being built; c) was building; d) was built.
9. By the middle of autumn all the trees …..
a) had been planted; b) was planted; c) were planted; d) have been planted.
10. The clock ….. now.
a) is repaired; b) is being repaired; c) are being repaired; d) has been repaired.
11. The story ….. already.
a) is forgotten; b) has forgotten; c) has been forgotten; d) had been forgotten.
12. Milk ….. for making butter.
a) uses; b) is used; c) is using; d) is being used.
13. When I came, the article ….. still …..
a) was***translating; b) was***translated; c) was***being translated; d) had
been translated.
14. The new film ….. at the lesson.
a) shall be spoken about; b) will be spoken about;
c) will have been spoken about; d) will be speaking about.
15. You ….. a very interesting job next week.
a) will be offered; b) would be offered; c) will be offering; d) have been offered.
16. A bridge ….. over the river.
a) is built; b) is building; c) is being built; d) has built.
17. Milk ….. in this shop.
a) is sold; b) has been sold; c) was sold; d) is selling.
18. The work ….. by six o’clock.
a) has been finished; b) was finished; c) had been finished; d) will be finished.
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19. It ….. very soon.
a) will forget; b) will be forgotten; c) forgot; d) would be forgotten.
20. All the preparations ….. by tomorrow.
a) will be finished; b) shall be finished; c) will have been finished; d) be
finished.
21. The truth ….. to her.
a) has to be told; b) has been told; c) is told; d) have been told.
22. The key ….. by me yesterday.
a) lost; b) had been lost; c) was lost; d) has been lost.
23. He said that the work ….. in time.
a) will be finished; b) would be finished; c) would have been finished; d) was
finished.
24. Who ….. now ?
a) is examined; b) is examining; c) examines; d) is being examined.
25. The experiment ….. by 3 o’clock.
a) will have been completed; b) will be completed; c) would be completed;
d) will be completing.
26. Such questions ….. often ….. at the examination.
a) is***asked; b) are***asked; c) have***been asked; d) are***asking.
27. I ….. just ….. by him.
a) has***been interrupted; b) was***interrupted; c) am***interrupted;
d) have***been interrupted.
28. I ….. to go there.
a) shan’t be allowed; b) wouldn’t be allowed; c) hadn’t been allowed; d) isn’t
allowed.
29. By three o `clock everything …..
a) was prepared; b) were prepared; c) had been prepared; d) will be prepared.
30. The boy ….. for misbehaving.
a) has punished; b) have been punished; c) was punished; d) had been punished.
31. This man ….. much ….. lately.
a) has been***spoken of; b) is***spoken of; c) will be***spoken of; d) was
being***spoken of.
32. The telegram ….. only tomorrow.
a) will be received; b) would be received; c) is received; d) will have been
received.
33. The article ….. now.
a) has been translated; b) is being translated; c) is translated; d) is translating.
34. The child …..
a) is taking care of; b) has taken care of; c) is taken care of; d) had been taken
care of.
35. ….. you ….. the truth ?
a) haven `t ***told; b) hasn’t***been told; c) are***telling; d) haven’t been
told.
36. Three foreign languages ….. at this university.
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a) are teaching; b) are taught; c) have been taught; d) would be taught.
37. What museums ….. last year ?
a) have been visited; b) had been visited; c) were visited; d) were being visited.
38. This mountain ….. never ….. before.
a) have***been climbed; b) had***been climbed; c) was***climbed;
d) has***been climbed.
39. Don’t enter ! The room …..
a) is being aired; b) is aired; c) has been aired; d) has to be aired.
40. When ….. it ….. ?
a) has***been done; b) have***been done; c) was***done; d) had***been done
41. ….. the letters still ….. ?
a) have***been typed; b) are***typed; c) are***being typed; d) will be typed.
42. This book ….. by every student.
a) must be read; b) has read; c) have to be read; d) must to be read.
43. The article ….. still ….. when somebody knocked at the door.
a) had been***translated; b) was***translated; c) could be***translated; d)was
being***translated.
44. The books ….. tomorrow .
a) shall be brought; b) will be brought; c) would be brought; d) will have been
brought.
45. Don’t make much noise! The students ….. now.
a) are being examined; b) have been examined; c) must be examined; d) are
examined.
46. The window ….. last week.
a) broke; b) was broken; c) had been broken; d) was being broken.
47. A new stadium ….. by the end of the year.
a) will be built; b) would be built; c) will have been built; d) will be building.
48. Everything ….. before we came.
a) has been done; b) have been done; c) was done; d) had been done.
49. Why ….. she ….. ?
a) is laughed at; b) is being laughed at; c) has laughed at; d) is laughing at.
50. He ….. nowhere yesterday.
a) wasn’t seen; b) was seen; c) hadn’t been seen; d) didn’t seen.
51. This question ….. now.
a) has been discussed; b) is discussing; c) is discussed; d) is being discussed.
52. All the exercises ….. in written form.
a) have been done; b) had been done; c) are being done; d) were doing.
53. If you ….. don’t refuse to come.
a) was sent for; b) are sent for; c) will be sent for; d) is sent for.
54. I thought the letter ….. already …..
a) has been***sent; b) was***sent; c) had been***sent; d) would be***sent.
55. I ….. by the end of June.
a) will be examined; b) have been examined; c) will be examining; d) will have
been examined.
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56. He was sure the work ….. in time.
a) will be done; b) would have been done; c) would be done; d) should be done.
57. He ….. much …...
a) speaks of; b) are***spoken of; c) is***spoken of; d) is***speaking of.
58. He ….. nowhere this week.
a) has been sent; b) hasn’t been sent; c) was sent; d) hadn’t been sent.
59. We couldn’t use the cassette-recorder, it …..
a) was repaired; b) had been repaired; c) was repairing; d) was being repaired.
60. She said the dinner ….. by the time I came.
a) will be cooked; b) would be cooked; c) would have been cooked; d) had been
cooked.
61. You’ll have to wait. The text …..
a) has being typed; b) is being typed; c) will be typed; d) has to be typed.
62. What ….. about it ?
a) is done; b) was done; c) has been done; d) had been done.
63. She ….. music in her childhood.
a) has been taught; b) was taught; c) had been taught; d) was being taught.
64. Some new metro lines ….. now.
a) are constructed; b) have been constructed; c) are being constructed; d) will be
constructed.
65. All the money ….. to him.
a) was given; b) were given; c) are given; d) shall be given.
66. This book ….. into English.
a) wasn’t translated; b) hasn’t been translated; c) isn’t translated; d) won’t be
translated.
67. What question ….. now ?
a) is discussed; b) has been discussed; c) is being discussed; d) will be discussed
68. I ….. never ….. about it.
a) was***asked; b) haven’t been*** asked; c) have been*** asked; d) hadn’t
been*** asked.
69. You ….. everything about it.
a) shall be told; b) would be told; c) will have been told; d) will be told.
70. This film ….. much …..
a) has been***spoken about; b) is***spoken about; c) had been***spoken
about; d) would be***spoken about.
TEST 6. PRESENT PERFECT CONTINUOUS
1.She ______ there many years.
A has been teaching
B has taught
2.He knows Africa well because he ______ a lot there.
A has been traveling
B has traveled
3. The students ______ the matter all day long.
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A have been discussing
B have discussed
4.You ______ this composition for two hours and can’t complete it.
A have been writing
B have written
5.Alice promised to come, but she’s absent. Something ______ to her.
A has been happening
B has happened
6.The children are drawing. They ______ since they came home.
A have been drawing
B have drawn
7.My aunt ______ the big house in the country.
A has always been having
B has always had
8.They ______ here for two years.
A have been living
B have lived
9. I ______ them our picture gallery.
A have shown
B have been showing
10.Ann ______ over the telephone for the last ten minutes.
A has been speaking
B has spoken
11. It ____a lot this week.
A has been snowing
B being snow
TEST 7. SEQUENCE OF TENSES
1.I knew that Mercury ______ the closest planet to the sun, but I didn't feel like
answering the question.
A was
B is
C had been
2. Mike hoped that his friend ______ him with his car.
A would help
B will help
C helped
3. We didn't know the score, but we were sure their team ______ the game.
A has lost
B had lost
C lost
4. Yesterday Tom heard that his aunt ______ for five days.
A was ill
B has been ill
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C had been ill
5. The children were afraid of making any noise . Mom ______ .
A was sleeping
B slept
C had been sleeping
6. He gave all his money to me because he ______ me.
A would trust
B trusted
C had trusted
7. We were told that Andrew ______ to enter that college.
A is going
B went
C was going
8. The police found out that Bob Slant ______ in London's suburbs at that time.
A had been living
B lives
C lived
9.My parents decided that we ______ my birthday on Saturday.
A would celebrate
B will celebrate
C celebrated
10. The pupil wasn't able to do the translation because he ______ some special
terms.
A hadn't known
B didn't know
C doesn't know
11. Ann hasn't been informed that the lecture ______on Friday.
A hasn't taken place
B wouldn't take place
C won't take place
12.He said he ______ this book by 8 o’clock next day.
A won't have read
B would have read
C will have read
13.I thought you ______ at the university.
A study
B have studied
C studied
14.He said William Blake ______ in 1757.
A was born
B had been born
C have been born
15.He said life ______ a bed of roses.
A is not
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B were not
C was not
16.The doctor asked how I _____ .
A have felt
B had felt
C felt
TEST 8. MODAL VERBS. PARTS OF SPEECH
1. Please make sure to water my plants while I am gone. If they don't get
enough water, they______ die.
A can B might C have to D must
2. Yesterday I __________ a film, today I can't.
A can to watch B could watch C could to watch
3.I make ___ money than my brother.
A fewer B less C the least .
4. This news ___ interesting.
A was B were C be
5. Do you get ____ letters every week?
A much B little
C many D a little
6. He ___ be a fool to do such a thing.
A can B must C has to
7.I am not as ___ at swimming as you are.
A good B well
8. I had ___ money, so I couldn't buy lunch.
A little B a little
9. It's ___ how popular American music is around the world.
A surprised B surprising
10. Who is ___, Mary or Jane?
A prettier B more pretty C prettyer
11. John is ___ student in his class. All the girls want to date him.
A more popular B very popular C the popularest
12. I'd like to buy a pullover. How ____ is it?
A many B much
13.Can you see ____ bank in this street? I can only see ____ post office.
A 0 / some B any / some C a / a D a / any
14. This is ______ very boring book. I don’t want to read it.
A the B some C a D 15. He was really strange. He didn't talk to ___ in his class.
A nobody B anybody C somebody
16.They ______(get) tickets to the Rolling Stones concert last week.
A were able to B could C can D be able to
17.Can you be _____ , please?
A quiet B slowly C nicely D quietly
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18. Only ________ customers were in the store at closing time
A few B little C a little D a few
19. Is this coat ________?
A yours B your C the your
20. Can I borrow your scissors? Mine _______ not sharp enough.
A is B are
21. Don’t take that money from the table. It’s ____ .
A me B mine C your D my
22. Ann and Pete phone ________ every day.
A them B selves C themself D each other
23. Could you please go and get _____ chair from next door?
A an other B another C other D more
25. I like _____ and vegetables.
A fruit B fruits
26. I found ____ old coin on the beach the other day.
A the B an C a D 27. Dad doesn’t spend _____ money on his clothes.
A much B a few C few D many.
28. They’ve lived here for quite a long time but we’ve lived here longer. They
haven’t lived here ___________ we have.
A as long as B very long C so long D longer
29.Danny is clever, but Melanie is ___________ (clever) than he is.
A cleverer B cleverest C as clever as D less cleverest
30. How was your driving test? – Oh, not so bad really. It was much ________
(easy) I’d expected, in fact.
A as easy B easier than B more easier D easiest
31. I’d like to change cars ..... .
a) oftener b) more often
32.These instruments make ...... music in the world.
a) a beautiful b) more beautiful c) the most beautiful
33.This farm keeps many ...... .
a) sheep b) sheeps c) sheepes
34. A long time ago in the past people used ...... in agriculture.
a) oxes b) oxen
35. Osaka is ..... from Tokyo than Nagoya.
a) further b) farther
36. The raft is so small we ....... lie down comfortably.
a) might not c) cannot b) could not d) should not
37. Cheques ...... be accepted only with a bank card.
a) might not c) cannot b) could not d) can
38. I have ...... to tell you.
a) somebody c) something b) anybody d) anything
39. I opened the door, but I could see ....... .
a) nobody c) anybody b) anything d) everything
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40. Steve is looking for … job.
a) a c) an b) the d) –
41. I need … papers. Please give them to me.
a) they c) those b) them d) that
42. It was 8 o’clock. I … leave.
a) must c) have to b) had) d) had to
43. You should … there alone at night.
a) not go c) don’t go b) not to go d) not gone
44. I had ...... money, so I couldn't buy this book.
a) little b) a little
45. I looked out of the window, there was … outside.
a) something c) anyone b) nobody d) anythin
46. I hope this test will be … than the previous.
a) easy c) much more easy d) much easier d) much easier
47. She was concerned about delivery of … furniture.
a) hers b) she c) her
48. I am not as ...... at swimming as you are.
a) good b) well
49. We had some ...... soup for dinner.
a) delicious hot b) hot delicious
50. Only ...... customers were in the store at closing time.
a) few c) little b) a little d) a few
51 .A whale is ..... than a dolphin.
a) long b) longer c) the longest d) more long
52. My bundle isn’t very heavy. Yours is ....... .
a) heavy b) heavier c) more heavy d) the most heavy
53. She has ...... job of all.
a) a difficult b) the most difficult c) a more difficult d) the difficultest
54.This room is not so ....... as that one on the first floor.
a) comfortable b) more comfortable c) the most comfortable
55. The man worked for years before … achieved great success.
a) he b) him c) here d) his
56. Dad doesn’t spend … money on his clothes.
a) much b) a few c) few d) many.
57. Do you get … letters every week?
a) much b) little c) many d) a little
58. Yesterday I ....... watch a film, today I can't.
a) can to b) could c) could to
59. Man ...... control insects unless he knew their nature and habits, their food,
their life history, their enemies.
a) had not to b) could not d) can not d) must not
60. Did you read the news about the mountain climbers? They … reach the
top yesterday.
a) could b)were able to c) have been able to d) can
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TEST 9. CONTINUOUS TENSES . PERFECT TENSES
1.When I opened the door the phone ...... .
A is ringing B was ringing D had rung
2. He ........ to go home for Christmas this year.
A wants B want C is wanting
3. A small stone struck the windshield while we ...... down the gravel road.
A drive B were driving C had driven D had been driving
4. I ..... a shower when the telephone rang.
A had B was having C have had D have
5. He …… going to start a new business.
A Are B is C were
6. You can borrow my umbrella. I … it at the moment.
A don’t need B am not needing C didn’t need D haven’t needed
7. Look! Somebody … the street.
A is crossing B crosses C cross D have crossed
8. Can you hear those people? Why … they … at each other?
A do shout B are shouting C have shouted D have been shouting
9. When you rang me yesterday I ...... a bath.
A had В was having C have been having
11. All day long your muscles and your brain … .
A have been worked В are working C are being worked D had been worked
12. The problem of Chornobyl has not been solved yet because of the economic
difficulties that Ukraine ..... now.
A is having B are having C has having D was having
13. They ... .... at the University since September.
A has been studying B had been studying C have been studying D was been
studying
14. Soil conservation and nutrient management ...... important concerns since the
1950s.
A have been B has been C was been D had been
15.We’ve got tickets , and tomorrow evening we … to the cinema.
A are going B go C will go
16. It’s Julia birthday today. She’s bought much food. She .... a lot.
A cooks B will cook C is going to cook
17. I … do my homework from three till seven.
A will do B will be doing C will have done D will be done
18. Let’s meet at the cinema at 8 o’clock. All right, I … for you there.
A shall wait B have been waiting C shall be waiting
19. Don’t come to my place tomorrow. I … a composition the whole evening.
A will be writing B will write
20.My wife ...... a plate last night when she ..... the washing-up.
A breaks A is doing
B broke B did
C broke C was doing
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21.Peter saw an urgent message on his table. Somebody ...... it the day before.
A left B had left C have left D has left
22. They … here for two years.
A have been living B have lived C had lived
23.Genetic modification ...... many new fields of biotechnology and allowed the
modification of plants, animals.
A opened up B have opened up C has opened up D had opened up
24. Ann … over the telephone for the last ten minutes.
A has been speaking B has spoken C had spoken
25. By the time we arrived at the station, the train ...... .
A left B had left C has left D was left
26. After I... to you, I got a letter from William.
A speak B have spoke C had spoken
27. Hurry up, Jane! I'm waiting for you. You .... for more than an hour.
A are dressing В have been dressing C have dressed
28.Who is that man, standing on the corner? He ..... there for the last half an
hour.
A stands В is standing C has been standing
29. People ..... new dairy products and improving old ones.
A are developing B is developing C has being developing D are developed
30. Mother wasn't at home when I came. She ...... out half an hour before.
A has gone В had gone C had been going
TEST 10. THE SEQUENCES OF TENSES
1."We sold our house a few years ago", my friend and his wife said.
My friend and his wife said that they
a. had sold our house a few years ago
b. sold their house a few years ago
c. had sold their house a few years before.
2."I am going to Greece for vacation tomorrow", said her sister.
Her sister said that she.
a. is going to Greece for vacation tomorrow
b. was going to Greece for vacation the next day.
c. was going to Greece for vacation tomorrow.
3."I
will
see
you
on
Monday",
said
the
he.
He said that he
a. would see me on Monday
b. will see you on Monday
c. would see you on Monday
4."You
are
not
reading
now",
said
his
friend.
His friend said that he
a. are not reading now
b. were not reading at that time.
c. was not reading at this time
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5."He
was
happy
to
meet
her",
said
his
mother.
Mother said that her son
a. was happy to meet her
b. had been happy to meet her.
c. Is happy to meet her.
6."I have been doing the exams since May", said the student.
The student said that he
a. had been doing the exams since Monday
b. have been doing the exams since Monday
c. has been doing the exams since Monday
7."We
have
finished
building
our
house",
they
said.
They said that they
a. had finished building our house
b. have finished building their house
c. had finished building their house
8." I will have found the document by the end of the day", the employee said.
The employee said that he
a. would have found the document by the end of the day
b. will have found the document by the end of the day
c. would had found the document by the end of the day
9. “I had brought the document before he called me", my partner said.
My partner said that she
a. had brought the document before he called her
b. had brought the document before he had called her
c. had brought the document before he called me
10."Don’t
talk
to
that
guy",
father
said
to
his
son.
Father said to his son
a. had not talk to that guy
b. not to talk to that guy
c. to not talk to that guy
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SUPPLEMENTARY TEXTS
The Pencil
The pencil is an everyday tool. Some of its uses are for writing school
papers, for completing schoolwork, and for drawing. There are many other uses
for the pencil.
In 1564, N.J. Conte invented the pencil. He did so after another family tried
but failed.
There are ten steps that you need to go through to make a pencil. Incensecedar logs are cut into pencil blocks, and the pencil blocks are cut into pencil
slats. Pencil slats are treated with wax and stain, and then a machine cuts
grooves to accept the writing core. The writing cores are then placed into the
grooves.
The next step is another grooved slat is glued into the first slat to make a
sandwich, and the sandwich is made into pencil shapes by a machine. After that,
the pencils are cut from the sandwich and are sanded smooth, and each pencil is
painted. The last step is that a ferrule and eraser are crimped into place on each
pencil. A ferrule is the metal ring around the eraser that holds it in place. Pencils
were invented because most lead wasn’t being used. Today, lead pencils contain
no lead. Instead of lead, they use a mixture of clay and graphite.
In 1821, Charles Dunbar discovered a graphite deposit in New England. It
was certified as far superior to any graphite that was found before in the United
States.
The center of a pencil is called the core. Today, the writing cores are made
of graphite and clay. Pencil makers can adjust the hardness of the writing core
by varying the ratio of graphite to clay. The hardness of the core is usually
marked on the outside of a pencil. It’s usually a No.2 or No. 3. The higher the
number is, the harder the core of the pencil will be.
There are also different markings you will see on a pencil. There might me
an H or a B or an F. The H means that it is a hard pencil. The B tells you how
black the mark will be when you write on paper. The F means that you can
sharpen the pencil to a fine point. You might also see an HB, HH or HHBBB on
a pencil. The HB means that the pencil is hard and black. The HH means that the
pencil is very hard. The HHBBB means that the pencil is very hard and very
black.
75% of the pencils sold today are yellow. The color yellow is associated
with royalty and respect in China. Pencil manufacturers in America started
painting pencils bright yellow to communicate this regal feeling and association
with China.
Pencils didn’t always have erasers. The first erasers were edible. In 1842,
before rubber was invented, they used bread to erase pencil marks. In 1858,
Hyman Lipman invented the eraser. Today, most pencils in Europe are sold
without erasers.
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Some of the most famous pencil users were John Steinbeck, Ernest
Hemingway, Henry David Thoreau, Thomas Edison, and Leonardo da Vinci.
John Steinbeck used 60 cedar pencils a day.
One pencil can write 45,000 words and can draw a line 35 miles long. It can
even write with zero gravity.
The pencil has been a very helpful tool used in our everyday lives. No
matter how far technology comes, there will always be a need for a pencil.
The Ocean
The world’s ocean covers about 70% of the Earth’s surface. It is use to
produce us many things. It is more than a place to swimming, sailing and other
recreation. The ocean serves as a source of energy, raw materials and most of all
food like fish and seaweed. In this essay I will talk about «What are our ocean
resources and the importance of the oceans in the future.»
First, our largest resource in the ocean is food. There are two different kinds
of food in the ocean, such as marine plants and marine animals. These two kinds
of resources are reborn resources and it will never be end. For marine plants we
have the algae’s family, like seaweed. During ebb tide, you can find the seaweed
between rocks. For the marine animals we have fish and shrimp. The fish and
shrimp are always moving around the ocean and follow the ocean currents.
What is ocean current? It is a movement of ocean thatcan buring the fish to
other places. There are two kinds of circulation create the currents in the ocean.
They are wind-driven circulation and Thermohaline circulation. Wind-driven
circulation result from the wind sets the surface waters into motion as currents.
The currents generally flow horizontally-that is parallel to the earth’s surface.
The wind mainly affects only the upper 100 to 200 meters of water. However,
the flow of wind-driven currents may extend to depths of 1,000 meters or more.
Thermohaline circulation produces great vertical currents’ hat flow from the
surface to the ocean bottom and back. The currents largely result from
differences in water temperature and salinity. The currents move sluggishly
from the polar regions, along the sea floor, and back to the surface. In the polar
regions, The surface waters become colder and saltier. Being colder and saltier
makes these waters heavier, and they gradually flow back toward the surface
and replace the surface waters that sink. For example, as a warm ocean current
and a cold ocean current meet together, The warm water will always follow cold
water and moving around the ocean. The most important is the plankton does
not like to stay in the cold place. They will follow the warm current. As the
result the small fish like shrimp that eats plankton, will follow the plankton.
Similarly the bigger fish that eats small fish and shrimp will just follow also and
these fishes became a chain.
Our ocean has produced raw material also. Like natural gas and petroleum.
These materials are all unaltered. After you have take them out, you need to use
machine to take out the dirt. For example the petroleum is use to sucked out by
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the big pipes. The asphalt road and the clean oil can be the fuel. South china sea
has a big processing plant that produces the oil and natural gas. In late 1980′s,
offshore wells produced about 25 percent of the world’s oil and about 20 per
cent of the world’s gas. Scientists estimate that 3 trillion barrels of oil lie
undiscovered beneath the ocean. Equally huge amounts of untapped gas
accompany the oil. As gas and oil reserves on land are use up or become too
difficult and expensive to obtain, finding and recovering undersea deposits will
become increasingly important.
The ocean can be use to produce power. First, we have wave power.
Generator was built in the ocean. It has a pumping chamber. It will move up and
down to turn the generator. Second, we have tidal power. The generator will
have to build on the place were water will falls. The best place is to built it on a
dam. Once the dam is full, the water will rush down and it will turn the
generator to produce the energy.
Our ocean is very useful, but we are the one that endangers it with pollution.
The most common pollution is trash and the chemical waste. People go to sea to
fish or to swim they always leave trashes like cans and plastic bag. These things
are not easy to dissolve and if we put them together, oh my god can you image?
That will be like a small mountain every day.
The next common pollution is the chemical waste (sewage). This pollution
is always coming from factories, household and human. That can poison the
environment and also contains bacteria, viruses and parasite eggs. That is
harmful to human health. The bacteria can give swimmers’ stomach upsets or
infections. It is liquid and easy to dispersed through out the water and marines
lie than it is hard to wash it out anymore. The north sea is one of the most
polluted seas in the world. Rivers from the industrial countries of western and
central Europe will flow into the southern part of the north sea. The sewage can
dissolve by small bacteria’s but needs long time. In many places, sewageses are
left before it is disposed. It can be treated to make it safer but this is expensive.
The next pollution is the spill out oil. I think most of people have heard
about it. But where is it come from? Now is our ocean there were many tankers
are sending oil to other countries or to their own country. Sometimes the tanker
might hit the ice or mountain under the sea. And then the oil will come out from
the hole. Oil is very dangerous to the environment, especially marine animal and
sea birds. Once the oil is on marine animals’ body, their body will have hard
time to breathe and then they will die. For example, whales are using lung to
breathe. They need to float over the water to breathe, so they need to float over
water to breathe every period. If they suck in the oil they will be sick and die.
Also the birds, if the oil is on their body they cannot keep warmness and they
will die because of cold or they will swallow it in when they try to clean it with
their mouth.
Change salt water to clean water is very easy. The scientists invent a
machine which can change the salt water to clean water. First, you have to boil
193
the salt water and wait until the salt water become steam then the salt will be left
in the container and wait or the steam become clean water.
Water is the most critical natural resources. It’s used in agriculture, domestic
taps and industry. Not only in food production, drinking and business. If we
don’t protect it well, in the future it is hard to change the salt water to clean
water, then we will not have clean water to drink, to plant and to agriculture.
The Northern lights
The Northern lights is the name of the light phenomenon that is often seen in
the northern regions of the world.The scientific name for the phenomenon is
«Aurora Borealis», often called the aurora for short.The bright lights of the
aurora are collisions between electrically charged particles from the sun that
enter the earth’satmosphere.Since all the planets in our galaxcy are exposed to
solar wind their atmospheres are electrically charged with energetic particles
causing them to have auroras However every Planet has a different magnetic
field. Planets like Venus, which has no magnetic field, causes it to have an very
irregular aurora. Where as Planets like Earth, Jupiter, and Saturn, have auroras
in the shape of oval shaped crowns of light on both hemispheres.
What causes the aurora are particles called electrons and protons that are
energized in an environment. Which it draws its energy from the interaction of
the Earth’s magnetosphere and with solar wind. A magnetosphere is the volume
of space that surrounds the Earth. The reason why the Earth has a
magnetosphere is because of Earth’s internal magnetic field that extends to
space until it is balanced by a solar wind. When a solar wind encounters the
Earth’s magnetic field, it bends the field unless the field gets too strong. The
distance at which a solar wind and a magnetic field of the Earth balances each
other is about 60,000 km away, or 1/10 of the distance to the moon.When the
magnetic field in the solar wind and the magnetic field of the magnetosphere are
anti-parallel, the fields melt together, and the solar wind drags the
magnetospheric field and plasma along.Then the magnetosphere responds by
dumping electrons and protons into the high latitude upper atmosphere where
the energy of the plasma can be dissipated. This then results in an aurora.The
lights can be seen above both the northern and southern hemispheres on
Earth.They are known as Aurora borealis in the north and Aurora australis in the
south.
The Northern Lights may appear in manycolours, such as pale green and
pink which are the most common. Moreover Shades of red, yellow, green, blue,
and violet have been reported by scientist. The lights may appear in many forms
such as patches or scattered clouds of light to streamers, arcs, rippling curtains
or shooting rays. There have been many questions conjured up among residents
of the north about wheather the Aurora Borealis makes sounds. There have been
many attempts to record sound during a northern light phenomenon but all of
whom attempted failded to produce any proof that such sounds exist. But there
194
have been many reports throughtout the centuries thus the idea that the Aurora
Borealis produces sound hasn’t been ignored by scientist.
Though the northern lights, are often seen in the far northern parts of the
planet. The lights may be seen in many regions on the Earth.There were more
than 160 aurora sightings late Friday August 11 and early Saturday August 12
that were reported to the Auroral Activity Observation Network. Most reports
were from the northern United States and Canada. But there were also reports
from southern California, Nevada, Texas, New Mexico and Utah , Seminole,
Texas, about 32 degrees north latitude; Lubbock, Texas and Anza, California, 33
degrees; Wrightwood, California, 34 degrees; Las Vegas, Nevada and Harrison,
Arkansas, 36 degrees; Rio Rancho, New Mexico, roughly 35 or 36 degrees;
Stokesville, Virginia, 38 degrees; Lucas Point Park, Kansas, 39 degrees;
Fillmore, Utah, 38 degrees along with Emerald, Nebraska, Pittsburgh,
Pennsylvania and Champaign, Illinois at 40 degrees north.The aurora borealis
has fascinated, and terrified humans for thousands of years. As people began to
seek explanations for the light phenomenon they came up with many theories,
myths , and legends about the phenomenon.And there are still many unsolved
questions about the northern light phenomenon scientist have yet to answer.
The aurora borealis (The Northern Lights) has intrigued many ancient
people all through out history of mankind . Some drawing created by CroMagnon people on the walls and ceilings of caves in Southern France appeare to
depict the northern lights. The rock paintings are thought to be the very frist
recordings of the northern lights in the history of mankind that dated back more
than 30, 000 years ago.Many well known legends, myths and superstitions have
been conjured from Northern Light phenomenon throughout the years. The early
dragon legends of China and Europe are said to have originated from the aurora.
Some cultures around the world have also regarded the sighting of the aurora as
a sign of royal birth but also of death, destruction and the precursor for war.The
Aboriginals of Scandinavia, the Sami, believed that the northern lights had
supernatural powers to resolve conflicts and had auroral symbols on their magic
drums.The Eskimos of North America believed that if you whistled at the aurora
it would sweep down and take you from the earth. The aurora was named by a
17th Century scientist in France by the named of Pierre Gassendi whom applied
the name the aurora. Which he named after Aurora, the Goddess of Dawn in
Roman mythology. According to the Romans the Goddess of Dawn represented
the eternal alternation of day and night. Many cultural groups around the world
have legends about the northern lights. The oldest descriptions of the aurora are
from Mediterranean countries and ancient China. Popular belief in Scandinavia
linked the aurora to dead women, especially to dead virgins.
In China the aurora was believed to predict the forthcoming of births. In 344
BC, a Greek philosopher named Aristotle observed the aurora and compared its
light with flames from known sources on Earth.There are at least five
descriptions of the northern lights that exicist in the Old Testament. One of them
is found in the first chapter of Ezekiel.In the 6th century BC, Ezekil, a profit195
priest of ancient Israel, saw the aurora and wrote that «?a whirlwind came out of
the north, a great cloud, and a fire infolding itself, and a brightness was about it,
and out of the midst thereof as the color of amber, out of the midst of the fire.»
(Old Testament of the Bible, Ezekil 1:4). In ancient times, the waves of light
could be seen flashing through the sky as far south as France and Italy, which
struck fear into the population. Because Auroras rarely appeared that far south,
the people were frightened by the sight, believing that the lights were warnings
of illness, plague and death. Up until the18th century, the northern lights were
often viewed with fear and were related to the concepts of heaven and hell.
Though the northern lights have been obsevered all through out the history of
man kind. We as humans have yet to understand the true essence of this natural
light phenomenon.There are still many legends, myths and superstitions about
the aurora borealis that have not been heard or have yet to come.
Sleep: Important Function or Waste of Time
Sleeping is essential in order for one to be a functional human being. There
have been many different ideas about getting enough sleep, including that a
person needs seven to eight hours of sleep nightly. One myth about sleep is that
during sleeping, one is in a state of «suspended animation» basically a small
coma. In truth, however, it has been discovered that during sleep the brain is
active, variations in heartbeat and breathing occur, and the eyes and ears are
active. These are important stages during sleep because they help that person be
more aware, awake, and alert during consciousness. A student’s sleeping pattern
affect them during the day, and with a few small steps can be prevented.
Memory, an important function to every student, is an element affected by
lack of sleep. Short term memory, as well as long term memory, decreases. If a
student has multiple tests in a given week, that student may be
counterproductive if trying to study for too many hours. The student may
actually be better off studying less, and sleeping more depending on the person
they might actually retain more. It is very difficult for sleepy participants?to
keep their attention fixed. As sleep deprivation is prolonged, the effects become
more severe. Paranoia and aggressive behavior have been linked with the
continuation of sleep deprivation when present for more than five continuous
days. In the most extreme cases, sleep deprivation can be accompanied by
misperceptions, illusions, and even hallucinations.
When examining sleep with students, many unusual sleeping patterns are
observed. It is not unusual for a student to go to bed at 12 or one a.m. and wake
at six or seven. This sleeping pattern can be disturbed when a student is
overloaded with work and either stays up later than usual, or gets up earlier than
usual. Here, the student’s normal sleeping pattern is disturbed and the student
may experience extreme tiredness during the day. With the demanding schedule
that students have, the amount and time may vary greatly from night to night,
affecting the way that they feel from one day to the next. Students are at a high196
risk for sleep deprivation. Many factors of a student’s life can lead to sleep
deprivation, including their job excessive homework, a busy work schedule, and
their activities at night. They put their academic and social wants in front of
their body’s needs and, are affected negatively. These include caffeine, noise,
irregular hours, job and work stress, money worries, pain, depression, alcohol,
and medications.
Students can take several approaches to ensure a quality nights sleep, they
can use earplugs to drown out noise, or headphones with soft quiet music to
sleep too, drinking ice coldwater or a warm beverage before bed helps neutralize
stomach acid an prevent huger pains and growling. In extreme cases the student
might need medical attention or a prescription. If over the counter drugs are used
they need to be monitored to help reduce the chance of dependency.
Research shows that sleep is a necessity in order for someone to be able to
perform at their maximum potential. Students are no exception to the rule and
are often at a greater risk to suffer from conditions that accompany sleep
deprivation. Regardless of the time period, a student must be well rested in order
to perform at his or her best in terms of physical performance, memorization
capabilities, and test-taking abilities. Also, without adequate sleep, the person
will be more susceptible to illnesses, both mental and physical. In conclusion, I
believe that sleep deprivation among students is extremely common and has a
direct effect on how well that student will perform or feel.
Dolphins
“No arguments can rationalize the forced confinement of these social and
highly intelligent creatures”, said Richard O’Barry. He is very right. Dolphins
are one of the most social and intelligent creatures in the world. Some people
think that they may be smarter then even chimpanzees. Their intelligence has
been tested many times over and they have been found to be able to do
arithmetic and memory games. Dolphins are very socially sophisticated
creatures. They have a complex language, which is in areas comparable to the
language of humans. They have the ability of echolocation, which has many
uses. Their ability to use echolocation has even helped humans, mainly in the
military. Finally dolphins are very social animals. They have complex social
grouping and have many emotions.
“Cetaceans (dolphins) communicate over hundreds of miles, making theirs a
truly global society. Surrounded by this universal conductor of communication,
marine mammals develop unusually strong bonds to one another. Individuals
depend heavily on their position within the group, or “pod”, for their identity?”
says Jean-Michel Cousteau abut dolphins and their communication. Dolphins
communicate using an extensive system of whistles, which are similar to human
voices.
Each herd of dolphins has its own sound signature, this allows the dolphins
to tell each other. The unique whistle of each herd is called its “coda”. An
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example of how dolphins use these “coda” is when they dive for food. When
they dive as a group, they often fan out in search of food. When they are done,
they congregate using their clicking sounds. Dolphins can also use their
whistling to manipulate situations. It seems as if though dolphins have problem
solving skills. French aquanaut and Film-maker Jacques-Yves Cousteau and his
crew trailed a heard of dolphins. The herd seemed to be comprised of a few
males and one male. As they approached the herd, they heard many soft clicks.
As they got closer, everything changed. “They heard a very loud burst of clicks
from the large male. The rest of the group fell silent. The male sidled up to
Cousteau’s ship and spouted for all he was worth. He seemed to be deliberately
making himself conspicuous, drawing the researchers away. Meanwhile, the
female dolphins exited in the opposite direction.” The male dolphin then
continued on to dash away from the researchers and rejoins his herd. The
dolphin male had sensed danger and had communicated with the rest of his herd
what he was about to do. They solved this problem using different frequencies
of whistling.
“Echolocation – the location of objects by their echoes – is a highly
specialized faculty that enables dolphins to explore their environment and search
out their prey in a watery world where sight is often of little use. As sound
travels four and a half times faster in water than in air, the dolphin’s brain must
be extremely well adapted in order to make a rapid analysis of the complicated
information provided by the echoes.” As said in the book, dolphins are able to
do many things simply by using their ability of echolocation. It helps them
navigate, hunt, and even kill their prey.
The dolphin is able to generate sound in the form of clicks. The frequency of
this click is higher than that of the sounds used for communication and differs
between species. When the sound strikes an object, some of the energy of the
sound wave is reflected back towards the dolphin. As soon as an echo is
received, the dolphin generates another click. “The time lapse between click and
echo enables the dolphin to evaluate the distance between it and the object; the
varying strength of the signal as it is received on the two sides of the dolphin’s
head enable it to evaluate direction.” By continuously emitting clicks and
receiving echoes in these ways, the dolphin can track objects and home in on
them. Echolocation is how dolphins navigate. They “see” distant underwater
terrain using sound as clearly as we see the above water terrain using our eyes.
Their complex sonar can tell the shape, speed, and density of the object that they
are racing towards. This allows them to navigate, because they are able to detect
when they might hit a large object or they may have it in their memory of where
they are. Dolphin’s echolocation also has the ability to kill or stun their prey.
The dolphins recognize the frequency at which the fish hear at, and give a
low bang towards the fish. This stuns the fish, and aids with the dolphins
hunting. Other evidence states that dolphins may even be able to kill their prey
with these bangs of sound.
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Finally, dolphins are extremely social. “Dolphins are highly social animals
and live in family groups called pods, the social organizations of pods can be
very complex, it varies between species and even within species living in
different parts of the world, however for a very general overview all species are
two types of pod.”
“Today, after more than three decades of experience with marine mammals
in captivity, we DO know better. Yet we continue to catch them, confine them,
and display them for profit.” – Jean-Michel Cousteau. Jean-Michel Cousteau is
correct. Humans have learned many things about dolphins. We have learned
dolphins are extremely intelligent. They have created their own language and
tell different pods apart by the different frequency that the particular pod has.
We have learned that they echolocate and that it helps them in many situations.
It allows them to navigate in perilous waters, find food, and even allows them to
stun or kill their prey. Finally, we have learned that dolphins are extremely
social and can experience many emotions.
Maglev Trains
The need for fast and reliable transportation is increasing throughout the
world. High-speed rail has been the solution for many countries. Trains are fast,
comfortable, and energy-efficient. The United States is years behind European
countries in high-speed rail research and development. Meanwhile, in Germany
and Japan, magnetic levitation may be an even better solution.
Maglev research and development began in Germany and Japan during the
early 1970′s. After laboratory tests in both countries, a test track was constructed
in Japan during the mid-1970′s and in Germany during the mid-1980′s.
The construction of a 7-km test track began in Miyazaki Prefecture in Japan
in 1975 and was completed in April of 1977. Test runs of the ML-500 began on
the Miyazaki Test Track in July of 1977 and a 517 km/hour run was attained in
December 1979. Two-car train sets began testing in 1981 and three-car train sets
in 1986. The manned two-vehicle train MLU001 reached a speed of 400.8
km/hour in 1987. In 1990, the Minister of Transport of Japan authorized
construction of the Yamanashi Maglev Test Line. It was to be the final test to
confirm the practicality of maglev. The 42.8 km line between Sakaigawa and
Akiyama of Yamanashi Prefecture opened in 1996 and the first running test of
the MLX01 was in April of 1997.
Germany was testing their Transrapid 07 maglev at the TVE (Transrapid
Versuchsanlage im Emsland) test track between Nordschleife and Sudschleife.
Both test vehicles have traveled more than 400,000 km on the test track as of
December 1996. The longest nonstop test has been 1,674 km in May of 1993. In
June of the same year, the Transrapid 07 set a new maglev speed record of 450
km/hour. In 1991, Germany’s government certified the operation of the first
maglev train for the public. A maglev route was to be constructed between
Hamburg and Berlin.
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In the United States, scientists James R. Powell and Gordan T. Danby
patented the first design for magnetic levitation trains in 1969. In 1970, the
United States Federal Railroad Administration studied high-speed ground
transportation. Little maglev research was accomplished in the United States and
in 1986, the government stopped all funding toward maglev technology. Four
years later, the United States Federal Government and the Federal Railroad
Administration began to officially support maglev technology. They began the
National Maglev Initiative in 1990, a cooperative effort of the U.S. Department
of Transportation, the U.S. Army Corps of Engineers, and the U.S. Department
of Energy. The purpose of the initiative was to evaluate possible improvements
for intercity transportation with magnetic levitation. The tasks included
«planning, analyzing, and assessing maglev technology» to make it a viable
option for future transportation. The initiative should also determine the role that
the Federal Government should have in the development of maglev systems.
Significant effort has been devoted to the understanding of maglev’s technical
and market potential, however the key issue is whether such research and
development warrants federal investment. The Intermodal Surface
Transportation Efficiency Act of 1991 offered more support by recognizing the
goals of future transportation systems. Section 1036 of the Act established a
Maglev Prototype Development Program which specified the requirements for
the design and construction of a U.S. maglev system.
The support and guidance systems of German magnetic levitation are based
on the attractive powers between electromagnets on the vehicle and reaction
plate rails on the underside of the guideway. The levitation and guidance
magnets are controlled individually. An electronic control system keeps the
vehicle levitating at a constant distance of 10 mm from its guideway. The
propulsion and braking systems are based on a rotating electric motor with a
split stationary core (stator). The vehicle is then propelled by the traveling
magnetic field which is created with support magnets serving as the exciters.
The energy flow is reversed to brake the vehicle without any contact to the
guideway. This method of propulsion requires the motor to be installed on the
guideway rather than on the vehicle. Unlike conventional transportation systems
in which a vehicle has to carry the total power needed for the most demanding
sections, the power of the maglev motor is dependent on the local conditions
such as flat or uphill grades. The linear induction motor installed in the
guideway is divided into sections. Power is only supplied to sections where a
vehicle is currently located. This method conserves energy and prevents safety
concerns because all vehicles in a section of track must be traveling at the same
speed in the same direction. The power for the German Transrapid is supplied
from Germany’s 110 kV national grid system. Separate substations provide the
power independently to each side of the guideway motor. The placement of
these substations is dependent on local route conditions. The support and
guidance systems and the onboard power is supplied via linear generators in the
support magnets resulting in an entirely contactless technology. If the national
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grid power supply fails, onboard batteries which are powered during the journey
will provide power to levitate the vehicle until it reaches the next terminal. If the
next terminal is too far away, the vehicle is stopped at the next power station.
Braking is supplied by the onboard batteries to slow the vehicle to 10 km/hour.
The vehicle is then lowered onto skids and stops after a few meters. The skids
are coated with a special material to create low friction while sliding on a steel
surface. There is no reason to leave the vehicle for such a motor failure. The
heat generated by the friction will melt a thin layer of ice when running in
winter conditions. The materials used to construct maglev vehicles are noncombustible, poor transmitters of heat, and able to withstand fire penetration. In
the unlikely event that a fire and power loss occurred simultaneously, the
vehicle is automatically slowed down so that it stops at a predefined emergency
power station. Research has shown that the German Transrapid is about 20 times
safer than airplanes, 250 times safer than conventional railroads, and 700 times
safer than automobile travel. Despite the speeds up to 500 km/hour, passengers
can move about freely in the vehicles at all times. Maglev vehicles cannot be
derailed because they surround the guideway. Collision is impossible because
there will be no intersections and other transportation systems will cross at
different levels. A collision between two maglev trains is nearly impossible
because the linear induction motors prevent trains running in opposite directions
or different speeds within the same power section. There is not a solution against
all vandalism and sabotage, however many precautions have been taken.
Japanese maglev development is similar to the German Transrapid in many
ways but uses a different principle of levitation, guidance, and propulsion.
Instead of surrounding the guideway as the German Transrapid does, Japan’s
maglev vehicles are enclosed by the guideway on the bottom and part way up
the sides. They start on pneumatic wheels until reaching a speed of about 100
km/hour before the electromagnetic force levitates the vehicle. Levitation coils
are installed on the sidewalls of the guideway. Superconducting magnets are
installed on the vehicles several centimeters below the center of these guideway
coils. When the onboard magnets pass the coils at high-speed, an electric current
is induced in the coils and they serve as electromagnets. The forces then push
the superconducting magnet upwards and levitate the vehicle. The coils on either
sidewall of the guideway face each other and are connected under the guideway
to create a loop. The electric current changes in the loop result in attracting and
repulsive forces that keep the vehicle in the center of the guideway. The
propulsion coils on the sidewalls of the guideway are energized by a three-phase
alternating current from a local substation. The shifting magnetic field which is
created attracts and pushes the onboard superconducting magnets. The maglev
vehicle is then propelled along the guideway.
The guideway, or track, that the maglev trains run on can be raised above
the ground or be at ground level. The elevated guideway for Germany’s
Transrapid is normally 31 meters tall and the ground level guideway is normally
six meters tall. This flexibility plus the ability for substantially sharper turns and
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steeper grades than railroads allow maglev guideways to be located in many
different conditions. As with conventional railroads, trains are made up of
several individual vehicles coupled together. The smallest train requires two
vehicles and the maximum length is only determined by the length of station
platforms, approximately ten sections. This enables trains to be constructed
depending upon demand and the frequency increased when needed. Germany’s
proposal for the Berlin to Hamburg route is to use six section trains with trains
every ten to fifteen minutes. The end sections of a maglev train can contain
between 56 and 110 seats depending upon the density of the seating layout.
Center sections can contain between 64 and 140 seats. Neither the number of
seats per section nor the number of sections comprising a train affect the
performance of a maglev train. The high speeds of a maglev system make it
suitable for transporting urgent goods with container sections. These container
sections can form their own trains or be coupled with passenger sections to form
«mixed-traffic» trains. During peak hours, freight trains sharing a passenger
route will have long journey times because they will often have to wait in
sidings for passenger trains to pass. Because of this problem, German maglev
research is investigating the possibility of exclusive passenger routes and
exclusive freight routes.
Conventional railroads have achieved speeds above 500 km/hour during
special laboratory speed tests, yet their normal operating speed is below 300
km/hour. Maglev vehicles are designed for operating speeds of up to 500
km/hour. Besides the speed improvements over other methods of transportation,
maglev trains have many benefits at slower speeds too. Maglev trains experience
lower energy consumption, less wear, lower noise levels, and much faster
acceleration without affecting passenger comfort. Maglev trains can accelerate
from 0 to 300 km/hour within 5 km compared to the German ICE high-speed
train which requires about 30 km to reach the same speed. Because of these
advantages, maglev trains are planned for three areas of transportation: local
connections such as airport links; medium-distance inter-city connections; and
long-distance national and international connections.
Even with much faster journey times, comfort was a key consideration
during maglev development. There are no jolts during acceleration, braking, or
passing at any speed. High pressure fluctuations occur in tunnels and when
passing opposing traffic. Extensive measurements, computer models, and
experience from high-speed rail have resulted in an advanced technology for
keeping the vehicles pressure-tight. A variety of business services and
entertainment provide passengers with an even greater comfort than high-speed
rail travel.
A major advantage of conventional rail systems versus other methods of
transportation is their ability to operate in almost all weather conditions. Maglev
systems are even better prepared for icy conditions because they do not require
overhead power lines nor pantographs – parts that are subject to freezing on
conventional railroads. The guidance and propulsion components are mounted
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below the guideway where they are protected from ice and driving snow. Snow
will rarely accumulate on the guideway because of the frequency of trains and
the wind that will easily remove it from elevated sections. The gap of 150 mm
between the bottom of the vehicle and the top of the guideway allows operation
even if snow builds up on the guideway. In especially poor weather conditions,
snow clearance vehicles can be deployed to clear the guideway.
As well as the many other positive effects of maglev, maglev trains are more
environmentally-friendly than alternative forms of transportation. They operate
at lower noise levels, consume less energy, require little land for the guideway,
and release low magnetic fields. Noise is reduced by the contactless technology
used and air pollution is reduced because of no emissions of exhaust gasses. A
maglev train at a distance of 25 m and speed of 250 km/hour results in
vibrations, or oscillations, below the «human threshold of perception» (KB
value of 0.1). At a distance of one meter from the side of a maglev train running
at 350 km/hour, the wind speed is only 8 km/hour. Less land is required for both
the ground-level and elevated guideway and leaves the ground beneath the
elevated guideway suitable for other purposes such as agriculture and traffic. In
areas utilizing a ground-level guideway, there is still enough clearance for small
animals and microorganisms to pass underneath so there will be little effect on
the environment. This guideway construction also eliminates animal collisions
that frequently occur with roadways. Unlike conventional railroads, a maglev
guideway does not dissect the landscape. The landscape requires fewer changes
and does not have to be free of all natural growth as they do for conventional
railroads. Maglev trains release no pollution into the ground they run above nor
do they affect local water. Raft foundations will be used for most guideway
supports which are not even as deep as the basement of normal houses. A welldeveloped construction plan will result in less damaging effects during
construction than during that of conventional railroads and roads. Maglev routes
will be grouped with existing transportation wherever possible. The German
Transrapid releases an extremely low magnetic field. The magnetic field, even
inside a passenger compartment, is considerably less than that of a hair dryer,
toaster, or electric sewing machine. It will therefore have no negative influence
on cardiac pacemakers or magnetic cards such as credit cards.
The cost of making the guideway is a high percentage of the total
investment for a maglev system. These costs are no higher than those of other
high-speed rail systems and the comparison looks even better for maglev when
the terrain becomes difficult. Many of the tunnels, embankments, and cuttings
necessary for roads and railroads are avoided because maglev guideways can be
easily adapted to the topography.
The operating costs of a maglev system are approximately half that of
conventional long-distance railroads. There is no friction because of the
contactless technology, resulting in very little mechanical wear. The guideway
receives little pressure because the weight of each maglev vehicle is not
transferred to the guideway at specific points like the axles of conventional
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trains. Energy consumption is lower per seat than other comparable means of
transportation and faster turnaround times mean fewer vehicles and operating
staff are required.
Germany is the furthest into their development efforts and closest to
beginning construction of a commercial maglev route. Planning permission for
an initial section of the Berlin to Hamburg line is expected by the end of 1998.
Construction will then begin immediately and the final section should be
approved by the end of 1999. After five years of construction, the route should
be completed in 2004. The Transrapid can then begin operation over the 292-km
route in 2005. The journey time from Lehrter Station in Berlin to Hamburg
Central Station will be a maximum of 60 minutes. Transrapid trains will run in
both directions every 10 to 15 minutes during peak times. The two terminals will
be closely integrated with other intercity services and local transportation.
Nearly two-thirds of the route will follow roadways with other parts following
existing railroads and power lines. More than half of the route, 161 km, will run
at ground level. This maglev proposal is half-owned by the Federal Government
and half-owned by private industry.
In Japan, the Central Japan Railway Company is leading their maglev
project. They believe that conventional railroad technology has reached its peak
performance. Japan currently has research and development into many
applications of superconductors including the Superconducting Generator
(Super GM), superconducting storage devices, and the magnetic levitating train.
Their government’s budget for superconductivity research in 1996 was 20
trillion yen (approximately $180 billion US). Early reports propose a maglev
route from Tokyo to Osaka to be completed by 2005.
The United States, which was once a leader in transportation including
railroads, has spent years debating the possibility of high-speed rail and maglev.
Much of the research and proposals have been done by organizations such as the
High-Speed Rail/Maglev Association. Some airlines including USAir have a
positive interest in the development of maglev. The U.S. government has
supported airlines but ignored most proposals for high-speed rail and maglev
until the past couple of years. The poor condition of Amtrak has created a public
feeling that railroads cannot be successful in the United States. High-speed rail
supporters believe the contrary is true because of the metropolises that are
spread across the United States. There has also been a public idea that the airline
industry is private enterprise and receives no government subsidy. In reality, the
airline industry receives billions of dollars of subsidies each year. In the process,
Amtrak has lost much of their funding and service cutbacks have been the result.
There has been little improvement in U.S. rail travel during the past couple of
decades. Many European countries have profitable national railroad networks
with millions of dollars in profits each year.
Few will argue that high-speed rail and maglev can alleviate many of
America’s transportation problems. The operational costs are cheaper than the
current rail system. The main issue is now the investment costs to build such a
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transportation network. Private funding from investors is plentiful for highspeed rail and maglev development. The Channel Tunnel became the largest
privately financed engineering project in history with an expense of $14 billion.
As America’s transportation problems grow worse every year, the public
realization of the importance of high-speed rail and maglev will grow. Amtrak’s
testing of European high-speed rail technology is the furthest that actual testing
has gotten in the United States. Many see the high-speed rail plans developed by
Amtrak to be a very limited success, and some high-speed rail advocates see its
current drawbacks. Because of the poor state of current railroad track, the new
high-speed rail that Amtrak is investigating will result in minimal performance
improvements. The public may view this as the limit to high-speed rail’s
capability.
In conclusion, while America appears to be many years from the first
maglev demonstration, this practical form of high-speed transportation will soon
be a reality in Germany and Japan. High-speed rail and maglev advocates hope
that Germany’s Transrapid maglev system will set the stage for new maglev
development projects around the world.
Stress
Stress is difficult for many individuals to cope with, especially those who
are severely depressed or among other disorders. Unfortunately, stress disrupts
our natural physical or psychological well-being or survival. According to
Gordon Edlin and Eric Golanty, stress is defined as, «the sum of physical and
emotional reactions to any stimulus that disturbs the harmony of body and
mind». Gradually, general terms such as anxiety, distress, despair, frustration,
and fear, develop into the broad definition of stress. Fortunately, the definition
of stress is divided into two sub-groups, acute stress and chronic stress, which
help treat individuals of specific cases.
Acute stress is the most common type of stress among the population today.
Acute stress most commonly develops from the anticipated demands and
pressures from day to day activities and near future deadlines. Fortunately,
people can easily identify their symptoms of acute stress because they are
usually a list of things that are physically and mentally exhausting. Some
examples are: automobile accidents, loss of a document, studying for exams,
important deadlines, children’s activities, etc. Acute stress is usually short term;
therefore, it does not have the time to result in extensive damage. Acute stress is
bound to show up in anyone’s life but it is easily manageable and treatable.
On the other hand, chronic stress has a long term effect and usually results
when a person can not ever escape a miserable situation. Chronic stress involves
unrelenting demands and pressures for long period of time, eventually the
person experiencing such hardships will give up searching for solutions. Some
chronic stress results from exposure to trauma that causes intense fear and,
usually, threats to ones life and/or others. The most common examples of
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chronic stress are: rape, mugging, combat, natural disaster, etc. Many civilians
who suffer from chronic stress experience mild symptoms of post-traumatic
stress disorder (PTSD). Unfortunately, chronic stress is damaging to our minds,
bodies, and lives. Chronic stress can become so severe that it can drive someone
to suicide, violence, heart attack and stroke. This amount of stress causes the
physical and mental states of person to deplete over time and thus involves
extended medical and behavioral treatment.
When a person experiences stress they can react to it differently. Acute
stress or chronic stress both require attention and treatment in order for persons
to retain or maintain their well-being. There are two response methods that
people commonly interact with in order to over the stress entailed in situations.
Most doctors refer the body’s reaction to stress as the general adaptation
syndrome (GAS). There are normally three stages to the general adaptation
syndrome. The initial stage to general adaptation is called an alarmed reaction.
This is the body’s immediate reaction to a stressor. An alarmed reaction is the
ability a person has to withstand or resist any type of stressor and often prepare
the person for physical activity or decrease in the immune system making an
individual more susceptible to illness. The second stage deals with the body’s
ability to resist a stressor, also known as, the stage of resistance. In this stage,
the body will adapt to the stressor(s) exposed. However, if the body interacts
with a stressor for prolonged periods of time the ability to resist it will deplete
over time. The final stage in the general adaptation syndrome is the stage of
exhaustion. In this final stage, the body has lost its ability to resist a stressor and
the person becomes ill. Generally, the general adaptation syndrome is
categorized with chronic stress because it is the body’s ability to adapt to stress
over months or even years of vital depletion.
The second response method to stress is called the fight or flight response.
This response is recognized as the first stage of the general adaptation
syndrome. The purpose of the fight or flight response is the preparation for an
individual to deal with a stressor. The individual that undergoes the stressful
event can either confront the stressor (fight) or they can run away and avoid it
(flight). This response theory involves the interaction with the autonomic
nervous system and adrenaline release. This reaction elevates heart rate, and
blood pressure, dilates the pupils, and increases internal activity. All in all, the
fight or flight response is a general discharge of the sympathetic nervous system
preparing the individual for a fight or flee of certain situations.
Too many people different situations result with different stressors or
stressful events. As any reaction or situation is for people some may find events,
days, deadlines, or activities more stressful than others. Stressors are usually
situations that have a potential to disrupt life’s daily activities. Stressors range
from major external events such as war, famine, and natural disasters to the
daily hassles that cause frustration and irritation. However, stressful situations
can be classified into three different categories: harm-and-loss situations, threat
situations, and challenge situations. Harm and loss situations involve death of
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loved one, theft or damage to one’s property, physical injury or loss of an organ,
physical assault, or loss of self-esteem. On the other hand, threat situations are
usually perceived by one as likely to produce harm or loss. Unfortunately, harm
or loss may not actually occur but for many it becomes a stressor because of the
unimaginable happening or the fear of the future. Lastly, challenge situations
involve those that are opportunities for growth, mastery, and gain. These
situations usually include transitions such as leaving a family and starting a life
on one’s own, moving from home to college, or getting married. Although
transitional situations can be thrilling they are often stressful because it involves
a great amount of psychological adjustment.
Gradually stress has become very important in medicine and scientific
research because many people are suffering from life’s anxieties, challenges,
and deadlines. It has become common for many families to adjust to the stressful
lifestyle because life has gotten more demanding and puzzling as the years
continue to go by. Unfortunately, many individuals have developed depression,
disorders, deadly disease, and illnesses due to the lack of attention researchers
and doctors have paid to stress and stressors. The reason for most deaths is
usually named by the disease or illness that has killed them rather than the
simple explanation of stress.
Road Safety
Many people look at road safety as non-essential, but always there. What
people don’t know is that everyday more than one hundred peopled are killed
due to road safety, or lack thereof. Around six thousand people are injured or
incalpacrated due to this. Road safety is a very important issue; it effects most
people’s lives. Whether they know it or not.
Police officers have a key role in ebcouraging improved road-user behavior.
The general deterrence provided by police and will promote the public
perception that compliance “everywhere all the time” is the best way of avoiding
penalties and improving safety. The safety of road transportations is a product of
the interactions between the driver, roadway, and the vehicles. Advances in the
design improved driver performance, and enhancement of the roadway have all
contributed to the level of safety we presently enjoy. Many two-lane roads were
constructed before current safety guidelines were developed and face problems
resulting from traffic levels well beyond those anticipated. Particularly at the
outskirts of urban areas. General road improvements have been found to reduce
fatalities by two lives per annum per one hundred million dollars invested and
provide benefit/cost ratios averaging at 3.3. As road improvememnts continue to
be a need today’s growing traffic volume increases everyone’s potential
exposure to accidents. Inadequate maintainence and improper installation of
safety features such as guardrails and barriers are potential safety problems on
all highways. An aging driver population reduced compliance with traffic
regulations, higher traffic speeds, aggressive driving behavior, and demands for
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the road by use of pedestrians and bicyclists pose additional challenges. Road
traffic safety aims to reduce the harm resulting from crashes of road vehicles.
Harm from road crashes is greater than that from all other transportation models
combined. Although these facts and percentages are concerns of road safety
there also environmental concerns. Environmental concerns make it difficult to
remove a tree or bush close to the edge of a roadway or widen lanes adjacent to
streams or lakes. Consequently, there is a need to continually work to fill in gaps
in knowledge and provide this information to decision-makers and persons
responsible for highway safety at all levels of government. Unchecked roadsie
vegetation growth can also impede motorists’ visions at intersecting and degrade
the apperance of a roadside guardrail. These are all parts in road improivement.
A larger one is that road traffic crashes are one of the world’s largest public
health and injury prevention problems. The problem is serious because all the
victims are healthy before their crashes. And while these trends are notemorthy
and encouraging about forty thousand people are still being killed annually in
motor vehicle crashes. Thirty percent of these crashes are from single vehicl
run-off-the road crashes. In order to prevent crashes and ensure road safety, road
safety products should first be tested and in accordance with NCHRP.
Though safety barriers prevent several accidents everyday, they don’t
prevent them all. According to AASHTO, the average US crash rate remains
that one of every eighty-four children born today will die violently in a motor
vehicle crash. Also six out of every ten children will be injured in a highway
crash over a lifetime, many of them more than once. In 2003 there were fortytwo thousand six hundred forty-three fatalities and almost three million injuries
occurred on our nation’s roads. On an average day there are one hundred
seventeen fatalities a day. Thiry percent of these fatalities are by people under
the age of twenty-five. These daily financial losses are over six hundred thirty
million dollars.
The deaths for non-federally funded roads, which are mostly two laned, 2.3
hundred million. Crashes on these roads have more serious consequences
because of narrower lanes, hazardous roadsides, steeper slopes, and sharper
curves. Interstate highways are known as the “workhouse” of the highway
network because of the vehicles they carry. The vehicles they carry are the most
subject to fatality crashes. Twenty-three percent of the roadway and forty-five
percent of the larger traffic are subject to crashes.
Crash barriers can be classified on the basis of their design and
implementation. Guardrails with wire rope safety barriers are one of a few that
can be spotted on roadways. All crash barriers work on similar principles. They
are designed to absorb the impact of the vehicle going off track, hence helping it
get on the road again, and not losing it’s balance. They’re used to prevent
vehicles from hitting or falling into hazards. Such as: falling down steep slopes,
into rivers, or hitting obstructions.
These events often happen when a driver has lost control of the vehicle due
to excessive speed, lack of experience, or tire failure. The names used for the
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types of safety barriers are confusing. The most common tyoe, made of steel
beams, is called guardrails or barriers in America. In Britain they’re called
safety fences, and in Australia guardfences.
The reinforced concrete wall is usually called a concrete barrier. Many
corporations manufacture the E-Z Barrier, a lightweight and versatile alternative
to the conventional concrete barrier system. The barrier is constructed of a lowdensity polyethylene and resists cracking, breakdown, and ultraviolent light. At
an empty weight of only one hundred twenty-five pounds, the barrier can be
transported and assembled effecientlywithout using cranes or expensive
machinery. Moveable barrier systems use concrete barrier sections similar to the
conventional California barrier that hinges together to form a single chain that
can be picked up and moved laterally across lanes by a special designed transfer
machine. Crash barriers keep vehicles from going off the road and steer them
safetly back onto the road. Their very presence can boost the confidence of a
jittery driver on a mountain road.
Although road safety isn’t first on our political agendas and ideas it is a very
important issue. Everyone doesn’t know that it is but it matters to everyone who
is ever or will ever be on a roadway.
Sports Development
Between the years of 1780 and 1830 the Industrial Revolution occurred. The
industrial revolution was a period of time when the way of living and society
went through many changes. As a result of these changes to society, there was a
great affect on the nature of sports. The industrial revolution can be defined as
the application of power-driven machinery to manufacturing; it saw the
movement from the spacious living of the countryside to the cramped conditions
in the production of consumer goods due to the mass amount of factories built
during this period. Now factory owners required their workers to work much
longer hours and therefore have less free time, workers from the countryside
were attracted by this because of factory owners offering better wages and better
standards of living. The reality of all this was that workers now had less leisure
time to play the sports they enjoyed and the leisure activities they did play
became a problem because the violent sports could lead to serious injury,
excessive drinking led to hangovers and gambling undermined the work ethic.
There were campaigns formed against violent sports, the RSPCA put pressure
on the authorities to ban sports involving cruelty to animals and overall this was
not very good for the nature of sports.
The one change in society that was excellent for the nature of sport was the
fact that all these workers coming from the countryside to work in factories and
working long hours meant that a lot of people got together and made friends and
therefore resulted in more sport being played between communities. Also
another major change in the industrial revolution was the advances in
transportation. There was the introduction of railways, steam engines and
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steamships and therefore many sports, especially cricket and horse racing,
benefited from this as workers had easier access allowing them to go watch. As
the revolution developed, half days were granted on Sundays in factories and
this led to a major change in the nature of sports as this is was the origin of
today’s 3pm kick off in football. An example of the way society changed the
nature of sport is the origins of some present well-known football clubs, Arsenal
were formed by a group of gun makers, Coventry were a team of bicycle
manufacturers, Manchester United and Crewe originated from a band of railway
workers. This shows how the changes in the industrial revolution, with more
factories being built really did bring people together and affect the nature of
sport and manage to make sport the worldwide craze it is today.
Advantages and Disadvantages of Technology
Natural resources are the building blocks on which modern society depends.
Knowledge of their physical nature and origins, and the web they weave
between all aspects of human society and the physical earth can lay the
foundation for a sustainable society.
We agree with the above statement because natural resources are important,
as human beings would not exist without them. We use natural resources in
everything we do. Therefore we should use our resources with minimal wastage
and even ensure we dispose of the waste products in an environment friendly
manner and whenever possible, we should recycle.
A natural resource is any form of material organic or inorganic obtainable
from the earth’s physical environment to satisfy human needs. Before using any
such material however, technology, economic implications, cultural beliefs and
possible environmental effects of obtaining and using it have to be considered.
Thus, a material thing can be considered as a resource only if the technology for
obtaining and utilizing it is both available and acceptable economically and
culturally.
If natural resources are not explored wisely, even if they are abundant, they
will soon be depleted, leading to serious degradation of the earth’s physical
environment, such degradation is already producing; soil erosion, the green
house effect and depletion of the ozone layer.
Understanding the environment and its impact on life will help you make
positive influences to its conservation and use. If we preserve the environment
then future generations may also get to enjoy the flora and fauna that we do
today.
Mineral extraction companies and other firms involved with the exploitation
of the earths resources should think about the impact their activities and take
measures to counter the negative impacts before they have a major effect.
Group work question number five – “There are spiritual dangers of not
owning farm .One is the danger of supposing that breakfast comes from the
grocery and the other that heat comes from the fireplace”.
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A farm is a tract of land set aside for agricultural purposes. These may
include keeping and rearing of livestock and the cultivating of the land for crop
production. In today’s societies where there is a complex division of labor, very
few people depend on working or owning farm or their direct survival. Overall
development in the areas of manufacturing, new technologies and techniques of
production has enabled the majority of the people in the modern societies to live
in cities and concentrate on economic activities other than farming. In other
words increase in food production led to an increase in population subsequently
encouraged specialization of labor, brought new innovations and so rapid
development of societies from a society of farmers to the society in which
owning a farm is not vital for one’s immediate survival.
With this in mind owning a farm is still desirable and advantageous in the
modern day society. Not only economically, that is to grow food or keeping of
livestock for the profit making purposes, but also in the long-term sustainability
of environment in which we depend on for our survival. Crop growing serves
several economically beneficial services to man and the environment around
him. The existence of crop cover prevents soil erosion which is known
worldwide as a devastating force.
The consideration that heat comes from the fire place is devasting to
Kenya’s already marginal forest cover. This fact is supported by the United
Nations assessment that Kenya is below the 10% forest cover required for each
nation globally. The effect of this state of Kenya’s forest cover has been felt
with the current resurging drought situation and the state of Kenya’s food
reserves. Due to these sad facts the government has began programmes and
initiatives to assist in the reforestation of Kenya’s forest resource. One of the
initiatives includes the reduced use of charcoal as an energy source.
21st Century Living
The 21st Century is just around the corner and with it will come many
changes in today’s modern society. Changes occur daily, yet taken into view
yearly these changes become extremely noticeable. The people of today’s
society are changing everyday, and therefore so is the world. This report will
express personal beliefs on what will occur in the 21st century. Within it are
examples such as, crime rates, personalities, religion, and living environments.
The 21st Century will bring crime rates to a substantially high rate. In
today’s society we have a high crime rate. Day by day more crimes are
committed, and taken year by year the numbers rise hugely. This only shows
that the police department’s system is not working the way expected. This
system has not been modified to any extent, and therefore the numbers will not
change. By the time the 21st Century comes along the numbers will have risen
to a point where society will be terrified to leave their homes for fear of being
attacked.
211
The on patrol system has not stopped criminals from committing another
crime. Criminals who were once imprisoned come out different people
searching for a new life. When these ex-criminals find that their previous record
stops them from retrieving the dream they were told they could have, they return
to the life of crime. The system takes into effect only the emotional changes of
the criminal and has never reflected upon the actual changes of the rest of
society.
Personalities are what bring about the entire population. Some have cultural
personalities, this brings about segregation of cultures. Other’s have a
prejudicial personality, which brings about segregation because of skin color.
Each person with these personalities begins to resent one another. This brings
the riots and civil wars of our society. The 21st Century will only stay the same.
Cities, states, and countries, neither have the power to control one’s
personality. You can put a person through therapy or anything you choose, but
that person can still have his or her own personality. With all of the worlds
technology personalities are the only thing that can ruin an entire civilization in
a matter of weeks. If a personality is set toward the negative, the same persons
environment will be set in the exact same direction. The human personality is
the key to that persons life.
The current 20th Century living environments are decent, but descending in
popularity. There are literally areas in the world that people are afraid to leave
their homes for fear of being attacked. This again refers back the to police and
their so called system. If the personalities can not be changed by the police and
their system, how can the living environments of humans change as well? They
can not.
In common with these unchangeable personalities comes religion. True that
this subject does not seem that it relates to personalities, but it does. Religion is
dropping drastically. Reason being that priests are becoming more and more
scarce. There are no longer young priests, all are aged. The stereotype of a priest
has been settled and young people try to stay as far as possible from being that.
Stereotypes and peer pressure are the basis for illusions.
Today’s young want to be married at some point in their life and have
children. There are many restrictions that the priesthood holds and the younger
society has not been trained for this and most do not have the patience for it.
This is our religious problem, that can be fixed easily. With a simple meeting
allowing more freedom of the priesthood, it would show the current society that
the Vatican has faith in their family and trust that others can have a family and
love God at the same time.
The 21st Century will not be so dissimilar than today’s society unless we
change it. Change is probable, not impossible, as hard that may seem. The three
main concepts for changing crime rates, personalities, religion and living
environments are faith, hope, and determination. The 21st Century relies solely
on what the next decade will bring about. Only we as a group will change the
212
future for the betterment of man kind, and that alone stands a challenge far
greater than the world has ever seen.
YouTube
A video empire escapade, this is what YouTube.com is becoming. It is a
collection of short clips of video. The range of videos is as big as your mind can
expand, where any topic of video is most likely on YouTube.com.
YouTube.com serves as a learning device, so where if you would like to learn
something, you more than likely can find video to teach you.
Learning with videos is a big deal to many people out there in today’s
world. On TV especially there are many info commercials that want you to buy
their videos on how to make money, how to run computers, and how to sell real
estate. These videos also cost money and the price is not cheap. Many of these
videos are scams just to get your money and the video doesn’t even do its job.
With YouTube you don’t have to pay any kind of money to look at videos, just
the topic you would like to learn.
A good learning video that would might helpful through YouTube is golf.
The game of golf in my opinion might be one of the toughest games to play, if
not learn. It takes years and years to accomplish minimal changes in your game.
It is a game of repution and has to be exact and precise every time. YouTube
brings you videos that will help you in any part of your game. Putting is a tough
part about golf and there hundreds of different putting lessons on YouTube. If
you do not like one style of putting you can switch to a different style and learn
it through videos. Golf etiquette is a HUGE part of the game and must be dealt
with in a calm fashion. YouTube will show you what you should do in certain
situations on the course. It will show the proper way to mark a ball on the green
and where you should be stepping when someone else’s line is in your way.
These are just a variety of golf tips that you might encounter in the golf world.
Another idea YouTube brings to the table is the fact that you can learn any
useless trick you want. If you want to learn a back flip, YouTube has a video
that will teach you how to a do backflip by yourself. There are many useless
tricks that one might learn in his or her life time and these tricks could be
learned to impress a friend. People want to learn unique stuff and YouTube has
what they are looking for. Many college kids these days are looking for new and
fun drinking games they can play with their friends. Quarters is a game is widely
known by the drinking community and can be taught at YouTube. There a bunch
of different techniques, but one really solid game fact and that is to get your
quarter into the glass as quick as you can. There are many people that might get
bored with this game, so they turn there heads to YouTube and find Flippy Cup
which is a game that you drink the beer from your cup and then try to flip the
cup so that it lands the way it should be on the table. There are teams and only
one person from the team can go at a time. When one team finishes all the cups
they win.
213
The last topic I am going to talk about is music and beat making. This topic
relates to me in big way that it has taught me something that I might never have
gotten into if it was not for YouTube. A couple of months ago I was on the
internet looking through beats in that back of hip hop and rap songs wonder how
hard it would be to make those and if it would sound any good if I did try to
make the beats. Well I had no clue what I would need to start my expirement. I
went to YouTube and searched everything for the project that I was about to
start. When I finally got my programs and keyboards set up I started making
beats, but it did not go well at all. So I went back to YouTube and learned how
to start off with some piano and drum backgrounds to start it. From there my
project has successful and I am now in the process of making my own video for
YouTube.
YouTube brings a whole other ballgame to the picture when you talk about
learning. It is revolutionizing the world of what you can accomplish on the
internet. If consists of learning a new sport such as golf, or learning that new
back flip to make a friend be impressed, or that business that you never knew
you had before going to YouTube. All these things are just different ways to
learn the thing every human wants to learn without the help of someone else.
Let’s Go to the Dacha
It's late Мarсh and the snow is beginning to melt in Ukraine. In the сity,
the snow is already gone. Seeing the bright sunshine of the сoming spring and
the wet bore soil of the lawns, many сity dwellers begin to prepare for the new
daсha season...
Oh daсha! It is a favourite hobby for millions of people. For others, it is
more than a hobby; it is a way of life and almost an oссupotion. Let’s enter
daсha land and take a сloser look.
Daсha. What does it mean for a сity dweller? It is a resort and a
slavemaster. It is a pleasure and a disaster... It is a сommunity, it’s a lifestyle...
So what is the daсha? It is very easy to explain. It is just a сabin. But it is
very diffiсult to understand that it is not just a сabin for most people. This is the
place to escape from the rush and the stress of the big city. This is the place
where the kids grow like grass.
Daсha never stands alone. Daсha is a сommunity. This i s the plaсe where
retired people find a hobby and working people сome at weekends to take a
breath of fresh air and to do some physiсal labour — digging, planting, weeding,
watering plants and harvesting, if you are luсky...
Daсha is the best plaсe for a BBQ or shashlуk parties, samovar tea parties,
singing songs with a guitar, swimming in rivers or lakes, sunbathing, biking, or
for teеnogers, just hanging around.
Daсha is a sourсe of natuгally grown fruit and vegetables for virtually
everyone. A plaсe with a different paсe and pгiorities. How muсh is a ton of
manure at the nearby farm? What is the best way to pгoteсt your сuсumbers
214
fгom the morning dew? These are vital topiсs, disсussed by an aсademiс and a
janitor as equals when they meet in a daсha village...
A Doll
If you used to have a tеddy bear, a woodеn horse, a puppеt, a tin toy
soldier, a Jaсk-in-the-box or a favouritе doll among your friends, the National
Ukrainian Тoy Еxhibition is f or you. It displays all kinds of toys – from anсiеnt
ones to brand new ones. In the first hall you can find toys made of natural
materials – straw, wood and сlay. They are easy to make and safе to play with.
Тhе oldest and the most valuable objects in this collection are whistles made of
clay.
In the sесond hall you сan sеe various dolls. Notice the soft ones сalled
motanka.The tradition of making suсh dolls datеs baсk to 3000 B.C., when
Ukrainians started growing flax. Women made the dolls soft insidе, with wool
and flax threads around thеm. The next generation of dolls was the rag dolls
madе of brightly-coloured сloth. Thеre arе also modern dolls – female and male
– dressed aссordingly. Their сlothes are exaсt replicas of Ukrainian national
сostumes with еmbroiderеd shirts, necklaces with сoral beads, red or blaсk high
boots and so on.
Each exhibit has a сharm of its own. It сan entertain you and your family,
and rеmind you of the toys you played with as a сhild.
Painted Easter Eggs
Pуsanka is the traditional Ukrainian Еaster egg. The origin of the word
pуsanka comes from the Ukrainian verb pуsatу, which means to write or to
paint. Symbols and ornaments are painted on an egg with melted beeswax.
The symbol of an egg is presеnt in many anсient cultures of the world.
Easter eggs сan be made of stone, metal or wood and deсorated with preсious
stones.
Many rituals are associated with pysankas. The first Easter meal begins
with an Еaster egg. The head of the family cuts it into small pieces and gives
them to each membеr of the family with the words "Khrystos voskres" ("Christ
has risen").
The patterns that pysankas are deсorated with сontain enсoded wishes for
happiness, a riсh harvest, health and wealth. They are presented to people as a
sign of friendship and are also used by girls to send love messages to young
men.
In the Ukrainian town of Kolomyia, there is a pysanka museum, the only
museum of this kind in Ukraine. Its collection сontains more than 10,000
pysankas from every region of Ukraine as well as from four foreign countries.
215
Додаток А
Таблиця найуживаніших нестандартних дієслів
I. Infinitive
arise виникати
awake прокидатися
be бути
bear носити
become ставати
beat бити
begin починати
bend гнути
bind зв'язувати
blow дути
break розбити
bring принести
build будувати
burn горіти
buy купувати
catch ловити
choose вибирати
come приходити
cut piзати
deal мати справу з
do робити
draw креслити,
тягнути
drink пити
drive приводити в
дію
eat їсти
fall падати
feed годувати
feel почувати
fight боротися
find знаходити
fly літати
forget забувати
freeze замерзати
II. Past Indefinite
arose
awoke
was (were)
bore
became
beat
began
bent
bound
blew
broke
brought
built
burnt
bought
caught
chose
came
cut
dealt
did
drew
III. Past Participle
arisen
awoke/awaked
been
born
become
beaten
begun
bent
bound
blown
broken
brought
built
burnt
bought
caught
chosen
come
cut
dealt
done
drawn
drank
drove
drunk
driven
ate
fell
fed
felt
fought
found
flew
forgot
froze
eaten
fallen
fed
felt
fought
found
flown
forgotten
frozen
216
get отримувати
give давати
go іти, ходити
grind молоти
grow рости
hang висіти
have мати
hear чути
hide ховатись
hit ударяти
hold тримати
keep зберігати
know знати
lay класти
lead вести
learn вчити
leave залишати
lend позичати
let дозволяти
lie лежати
light запалювати
lose губити
make робити
mean означати
meet зустрічати
pay платити
put класти
read читати
ring дзвонити
rise підніматися
run бігти
say говорити
see бачити
sell продавати
send посилати
shine світити
got
gave
went
ground
grew
hung
had
heard
hid
hit
held
kept
knew
laid
led
learnt/learned
left
lent
let
lay
lit/lighted
lost
made
meant
met
paid
put
read
rang
rose
ran
said
saw
sold
sent
shone
got
given
gone
ground
grown
hung
had
heard
hidden
hit
held
kept
known
laid
led
learnt/learned
left
lent
let
lain
lit/lighted
lost
made
meant
met
paid
put
read
rung
risen
run
said
seen
sold
sent
shone
shoot стріляти
show показувати
shot
showed
shot
shown
217
shut закривати
sing співати
sink занурюватися
sit сидіти
sleep спати
slide ковзатися
speak розмовляти
spend проводити
split розщепляти
spread
розповсюджувати
spring стрибати
stand стояти
steal красти
stick приклеювати
strike вдаряти
swim плавати
swing коливати(ся)
take брати
teach навчати
tear рвати
tell розповідати
think думати
throw кидати
understand розуміти
wear носити
win вигравати
wind намотувати
write писати
shut
sang
sank
sat
slept
slid
spoke
spent
split
spread
shut
sung
sunk
sat
slept
slid
spoken
spent
split
spread
sprang
stood
stole
stuck
struck
swam
swung
took
taught
tore
told
thought
threw
understood
wore
won
wound
wrote
sprung
stood
stolen
stuck
struck
swum
swung
taken
taught
torn
told
thought
thrown
understood
worn
won
wound
written
218
СПИСОК ЛІТЕРАТУРИ
1. Eric H. Glendinning , John McEwan. Oxford English for Electronics. –
Oxford University Press, 2008. – II parts.
2. Ритікова Л. Л. Англійська мова: Практикум з граматики англійської
мови. – Київ, 2010. – 174 с.
3. English Practice in Technical and Vocational Education and Training/
Практикум з англійської мови для ПТНЗ: навчально-практичний посібник/
Упорядн. В.А. Фурман. – Кам’янець-Подільський, 2013. – 97 с.
4. Методичні рекомендації до практичних занять. Укладачі: Н.С.Фоменко,
Н.Г. Сіденко, Л.М. Краснонос, Т.М. Ревва, О.К. Статкевич, І.О. Якушенко.
– Херсон, 2009. – 64 c.
5. Граматика сучасної англійської мови: навчальний посібник для
студентів вищих навчальних закладів денної та заочної форм навчання/ О.
В. Гончарова, Є. Д. Коротенко, Т. З. Косовська, Н. І. Ковальова. –
Краматорськ : ДДМА, 2009. – 208 с.
219
Навчальне видання
Габрійчук Людмила Едуардівна
Гадайчук Наталія Миколаївна
Степанова Ірина Сергіївна
Тульчак Людмила Володимирівна
ПРАКТИЧНИЙ КУРС АНГЛІЙСЬКОЇ МОВИ
ДЛЯ СТУДЕНТІВ
І – ІІ КУРСІВ ІнРТЗП
Навчальний посібник
Редактор
В. Дружиніна
Оригінал-макет підготовлено Л. Тульчак
Підписано до друку
Формат 29,7×42¼. Папір офсетний.
Гарнітура Times New Roman.
Друк різографічний. Ум. друк. арк.
Наклад 75 прим. Зам. № 2014
Вінницький національний технічний університет,
навчально-методичний відділ ВНТУ.
21021, м. Вінниця, Хмельницьке шосе, 95.
ВНТУ, к. 2201.
Тел. (0432) 59-87-36.
Свідоцтво суб’єкта видавничої справи
серія ДК № 3516 від 01.07.2009 р.
Віддруковано у Вінницькому національному технічному університеті
в комп’ютерному інформаційно-видавничому центрі.
21021, м. Вінниця, Хмельницьке шосе, 95.
ВНТУ, ГНК, к. 114.
Тел. (0432) 59-87-38.
Свідоцтво суб’єкта видавничої справи
серія ДК № 3516 від 01.07.2009 р.
220