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Архитектура Аудит Военная наука Иностранные языки Медицина Металлургия Метрология Образование Политология Производство Психология Стандартизация Технологии |
МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ. Київський національний університет будівництва і архітектуриСтр 1 из 21Следующая ⇒
МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ Київський національний університет будівництва і архітектури Т. І. Петрова, Е. І Щукіна, О. В. Паніна ENGLISH FOR CIVIL ENGINEERS Рекомендовано науково-методичною радою Київського національного університету будівництва і архітектури Як навчальний посібник для студентів, які навчаються За напрямом підготовки 6.060101 «Будівництво»
Київ 2009
УДК 802 ББК 81.2 англ. П30
Рецензент Н. І. Пащенко, канд. філолог. наук, доцент
Затверджено на засіданні науково-методичної ради Київського національного університету будівництва і архітектури, протокол №11 від 30 червня 2009 року. Петрова Т.І., Щукіна Е.І., Паніна О.В. П30 English For Civil Engineers: навчальний посібник /Т.І.Петрова., Е.І. Щукіна, О.В. Паніна. – К.: КНУБА, 2009. – 100 с.
Містить навчальний матеріал трьох тематичних блоків та системи завдань для розвитку навичок читання, перекладу, монологічного та діалогового мовлення з тем, що пов’язані з історією будівництва, особливостями спеціальності інженера-будівельника та інженера-архітектора, а також засвоєння понять з комп’ютерної техніки. Окрім того, посібник включає тексти і завдання для індивідуальної роботи студента та розділ «Talking» для обговорення всієї тематики текстів.
Призначений для студентів, які навчаються за напрямом підготовки 6.060101 «Будівництво».
УДК 802 ББК 81.2 англ.
© Т.І. Петрова, Е.І. Щукіна, О.В. Паніна, 2009 © КНУБА, 2009
ВСТУП
Метою навчального посібника є вдосконалення англійської мови з урахуванням вимог щодо професійної спрямованості навчання. Навчальний посібник «English For Civil Engineers» включає три розділи. У першому розділі три тематичних блоки (уроки), які охоплюють різні питання із загальних тем будівництва і систему вправ для закріплення навчального матеріалу та розвитку професійно-орієнтованого мовлення. Другий розділ включає тексти та додатковий матеріал для бесід з розмовної теми “Освіта”. Третій розділ має навчально-довідковий характер і включає хрестоматійні тексти для самостійної роботи.
INTRODUCTION
WELCOME TO THE COURSE OF SPECIAL ENGLISH FOR THE FUTURE SPECIALISTS IN THE FIELD OF CIVIL ENGINEERING! This is the First Part of the student’s manual “English for Civil Engineers” which contains material to help you:
The book consists of three Sections.
“English for Civil Engineers” contains special terminology provided with definitions; informative and up-to-date reading texts from authentic sources; opportunities for discussion. There are thought provocative exercises which require a detailed reading of these texts. Some exercises are meant for the work in pairs. Key language features and terms are explained and practised through reading and exercising. To activate your special English don’t be a passive learner. To get the most out of this book: - follow the instruction to each task carefully - try to remember key terms and their definitions - develop your speaking skills with your partner.
We hope that “English for Civil Engineers” will be useful for you to become more proficient both in ENGLISH and in your SPECIALITY.
C ONTENTS
S E C T I O N I Texts for Reading, Translation, Discussion
Unit three Computer Systems Text A What is a Computer & Computer Language Text B The History of Computer & Computer System T ext C Three Types of Computers
Supplementary Texts for Discussion:THE SYSTEM OF EDUCATION IN GREAT BRITAIN AND AMERICA REFERENCES International words 1. Read and give Ukrainian equivalents: Profession, engineering, civil, civilization, modern standards, canal, sanitation system, stationary, design, construction, tunnel, transportation, airport, project, protection, hydraulic, speciality, qualification, coordinate 2. Give English equivalents: Проектування, професія, стаціонарний, цивільний, інженер, стандарт, транспортування, санітарна техніка, гідравлика, координувати, проект
Text A. Read, translate and be ready to do the tasks after the text: Civil Engineering Profession (1) Engineering is often defined as the practical application of theoretical sciences, such as physics or chemistry, for the benefit of mankind. Many of the early branches of engineering, however, were based not on science but on empirical information, that is information that depended on observation and experience rather than theoretical knowledge. Many of the structures that have survived from ancient times, such as the aqueducts of Rome, exist because they were built with greater strength than modern standards require. But at least the Roman engineers were sure that their buildings would last for a long time. Probably the oldest text in engineering is the work of a Roman architect and engineer named Vitruvius Pollio, who wrote a book in the first century B.C. about the engineering practices of his day. Many of the problems encountered by Vitruvius Pollio were similar to those that modern engineers still must confront.
The term civil engineering originally came into use to distinguish it from military engineering. Civil engineering dealt with permanent structures for civilian use, whereas military engineering dealt with temporary structures for military one. An example of the latter is the bridge built across the Rhine in 55 B.C. that is described in Julius Caesar’s Commentaries on the Gallic War. A more appropriate definition of civil engineering is that it deals with the design and construction of objects that are intended to be stationary. In practice, this definition includes buildings and houses, dams, tunnels, bridges, canals, sanitation systems, and the stationary parts of transportation systems – highways, airports, port facilities, and roadbeds for railroads.
Civil engineering offers a particular challenge because almost every structure or system that is designed and built by civil engineers is unique. One structure rarely duplicates another exactly. Even when structures seem to be identical, site requirements or other factors generally result in modifications. Large structures like dams, bridges, or tunnels may differ substantially from previous structures. The civil engineer must therefore always be ready and willing to meet new challenges.
Within the field of civil engineering itself, there are subdivisions: structural engineering, which deals with permanent structures; hydraulic engineering, which is concerned with systems involving the flow and control of water or other fluids; and sanitary or environmental engineering, which involves the study of water supply, purification, and sewer systems. Obviously, many of these specialities overlap. A water supply system, for example, may involve dams, and other structures as well as the flow and storage of water.
Many different kinds of engineers often work on large projects, such as space exploration or nuclear-power development. In the space programme, for instance, the launching pads and the rockets assembly and storage building at Cape Canaveral, Florida – the largest such structure in the world – are primarily the work of civil engineers. In a nuclear power plant, civil engineers are responsible for the design and construction of the plant itself, as well as the protective shielding around the nuclear reactor. In both these cases, however, the civil engineers work with specialists in aerospace, nuclear, and electrical engineering. In projects of this kind, the engineer is a member of a team that is often headed by a systems engineer who coordinates the contributions of all members of the team. Because teamwork is necessary in so many engineering projects nowadays, an important qualification for engineers is the ability to work successfully with other people.
The result of the increase in scientific knowledge is that engineering has grown into a profession. A profession is an occupation like law, medicine, or engineering that requires specialized, advanced education; indeed, they are often called the "learned profession". Until the nineteenth century, engineers generally were craftsmen or project organizers who learned their skills through apprenticeship, on-the-job training, or trial and error. Nowadays, many engineers spend years studying at universities for advanced degrees. Yet even those engineers who do not study for advanced degrees must be aware of changes in their field and those related to it. A civil engineer who does not know about new materials that have become available cannot
Words and phrases to be remembered: t heoretical knowledge - теоретичне знання aqueduct – акведук (міст-водовід) modern standards – сучасні стандарти require – вимагати to distinguish … from – розрізняти між чимось definition – визначення civilian use – цивільне використання duplicate – дублювати to meet challenges – прийняти виклик subdivision – підрозділ nuclear power plant – атомна електростанція to be responsible for smth – бути відповідальним за що-небудь protective shielding – захисний екран apprenticeship – навчання ремеслу trial and error – метод спроб і помилок study for advanced degrees – отримувати вчені ступені 1. Match English and Ukrainian equivalents:
2. Choose the phrases in the text to complete the following sentences: a. Engineering is often defined as … b. Empirical information is the information … c. Aqueducts of Rome exist because … d. The Roman engineers were sure that … e. Almost every structure or … is unique. f. An important qualification for engineers is …
3. Make up all possible questions:
3. Answer the questions to Text A: 1. What information is based on observation and experience? 2. Why did many ancient structures survive till our time? 3. Who wrote the oldest book about engineering practices? 4. What is the most appropriate definition of civil engineering? 5. Why is any structure or system unique? 6. There are subdivisions in the field of civil engineering, aren’t there? 7. What does hydraulic engineering deal with? 8. What is structural engineering? 9. What does sanitary engineering involve? 10. What kinds of engineers work on large projects? 11. Why should engineers be aware of changes in their field and the related fields? Text B. Analyze main issues: a. Compare the three subdivisions of engineering and fill in the table:
b. Find correct answers to the questions: 1. How does a railroad locomotive engineer differ from a professional engineer? 2. What must an engineer consider in his/her work? 3. What consequences of engineering projects have people learnt in the last ten years? 4. What structures create an impressive engineered landscape on the earth? 5. Is air pollution by highway’s effect assessed? 6. What is needed to become a professional engineer? 7. Who should engineers cooperate with in their work? 8. Why does the Egyptian government now permit public criticism of the Aswan High Dam? 9. What are the undesirable effects of the dam? 10. What measures are needed before construction is undertaken?
c. Give the definition of the following :
d. Say whether the sentences given below are: · True: · False: · Not given: 1. Engineer operates a train. 2. Economic point of view is important in construction. 3. Dams, bridges, highways are part of the natural environment. 5. The increased salinity is related to the construction of the bridge. 6. Engineering profession has nothing to do with theoretical knowledge. 7. Highways, airports, port facilities and roadbeds for railroads are temporary parts of transportation systems. 8. Military engineering was a subdivision of civil engineering. 9. Many structures of ancient times were built with much less strength than modern standards require. 10. A modern civil engineer does not necessarily need to know about new materials.
2. Analyze the details: a. Complete the following sentences:
b. Summarize the information about civil and military engineering and fill in the table:
c. Find in the Texts and read information about: · empirical information · the first ancient document on engineering · the example of military engineering · stationary objects · subdivisions within the field of civil engineering · the usage of the word “engineer” in English · the most visible part of science · environmental impact studies · the environmental problems caused by Aswan Dam d. Match each type with its scope :
e. Summarize the information about civil engineering and its public benefit Text C. Talking Points 1. Find in the text and present the information about: · empirical information · aqueducts of ancient Rome · the work of civil engineers in big projects · subdivisions of civil engineering · hidden hazards of civil engineering systems · professional options which open before young civil engineers upon graduation from the university 2. Comment in English on the following issues: · Автомобільні траси та інші подібні проекти мають бути перевірені щодо екологічного впливу, наприклад, на повітря. · Інженери мають брати до уваги фінансові реалії будь-якого проекту. · Слово «інженер» вживається в англійській мові у двох значеннях. · Люди сьогодні більш свідомі що стосується прихованих ризиків . · Дамба спричиняє збільшення солоності ґрунту, який зрошується її водою.
3. Make up a dialogue using the following questions: 1. How does a railroad locomotive engineer differ from a professional engineer? 2. What must an engineer consider in his/her work? 3. What consequences of engineering projects have people learnt in the last ten years? 4. What structures create an impressive engineered landscape on the earth? 5. Is air pollution by highway’s effect assessed? 6. What is needed to become a professional engineer? 7. Whom should engineers cooperate with in their work? 8. Why does the Egyptian government now permit public criticism of the Aswan High Dam? 9. What are the undesirable effects of the dam? 10. What measures are needed before construction is undertaken?
Points of view Role Play 1. Work as an interpreter in the following dialogue:
Key Terms 1. Study key terms and their definitions before reading Text A:
2. Match these terms with their definitions:
3. Answer the questions using the key terms and their definitions: 1. What is construction engineering? 2. How is the subfield of civil engineering concerned with the structural design and analysis of large structures defined? 3. Give the definition of geotechnical engineering. 4. What is water resources engineering? 5. What branch of civil engineering involves planning and execution of the designs from different types of civil engineers? 6. What is environmental engineering? 7. What is engineering?
International words 1. Read and give Ukrainian equivalents: career, tunnel, municipal, chemical, hydraulic, geotechnical, ecology, biology, dynamics, statistics, asphalt, channel, meteorology, storm, distribution system, aluminum, steel.
2. Give English equivalents: Дисципліна, мати тенденцію, будівельний код, тунель, канал, запропонована дія, дренажні засобі, операції з логістики, природний ресурс. R ead, translate and be ready to do tasks after the text: Civil engineering is the oldest engineering discipline after military engineering, and it was defined to distinguish non-military engineering from military engineering. it is traditionally broken into several sub-disciplines including environmental engineering, geotechnical engineering, structural engineering, transportation engineering, municipal or urban engineering, water resources engineering, materials engineering, and construction engineering. Construction engineering involves planning and execution of the designs from transportation, site development, hydraulic, environmental, structural and geotechnical engineers. As construction firms tend to have higher business risk than other types of civil engineering firms, many construction engineers tend to take on a role that is more business-like in nature: drafting and reviewing contracts, evaluating logistical operations, and closely-monitoring prices of necessary supplies. Environmental engineering deals with the treatment of chemical, biological, and/or thermal waste, the purification of water and air, and the remediation of contaminated sites, due to prior waste disposal or accidental contamination. Among the topics covered by environmental engineering are pollutant transport, water purification, waste water treatment, air pollution, solid waste treatment and hazardous waste management. Environmental engineers can be involved with pollution reduction, green engineering, and industrial ecology. Environmental engineering also deals with the gathering of information on the environmental consequences of proposed actions and the assessment of effects of proposed actions for the purpose of assisting society and policy makers in the decision making process. Geotechnical engineering is an area of civil engineering concerned with the rock and soil that civil engineering systems are supported by. Knowledge from the fields of geology, material science and testing, mechanics, and hydraulics are applied by geotechnical engineers to safely and economically design foundations, retaining walls, and similar structures. Environmental concerns in relation to groundwater and waste disposal have spawned a new area of study called geoenvironmental engineering where biology and chemistry are important. Water resources engineering is concerned with the collection and management of water (as a natural resource). As a discipline it therefore combines hydrology, environmental science, meteorology, geology, conservation, and resource management. This area of civil engineering relates to the prediction and management of both the quality and the quantity of water in both underground (aquifers) and above ground (lakes, rivers, and streams) resources.. This area of civil engineering is intimately related to the design of pipelines, water distribution systems, drainage facilities (including bridges, dams, channels, culverts, levees, storm sewers), and canals. Hydraulic engineers design these facilities using the concepts of fluid pressure, fluid statics, fluid dynamics, and hydraulics, among others. Structural engineering is concerned with the structural design and structural analysis of buildings, bridges, towers, flyovers, tunnels, off shore structures like oil and gas fields in the sea, and other structures. This involves identifying the loads which act upon a structure and the forces and stresses which arise within that structure due to those loads, and then designing the structure to successfully support and resist those loads. The loads can be self weight of the structures, other dead load, live loads, moving (wheel) load, wind load, earthquake load, load from temperature change etc. The structural engineer must design structures to be safe for their users and to successfully fulfill the function they are designed for. Due to the nature of some loading conditions, sub-disciplines within structural engineering have emerged, including wind engineering and earthquake engineering. Material engineering. Civil engineering also includes elements of materials science. Material engineering deals with ceramics such as concrete, mix asphalt concrete, metals such as aluminum, and steel, polymers and carbon fibers. Current research focuses around increased strength, durability, workability, and reduced costs. Words to be remembered: design – проект environment – довкілля treatment – очистка, обробка urban – міський to deal with – мати справу , займатися pipeline- трубопровід waste water treatment – очистка стічних вод purification– очистка contamination– забруднення assessment – оцінка load– навантаження proposed actions – запропоновані дії Text B
Text C. MY FUTURE SPECIALITY I fully agree with the statement that what we are now is the result of our own choice. My main life choice was made when I entered Kyiv National University of Construction and Architecture, a prominent civil engineering establishment of higher learning in Ukraine. My decision to get education in civil engineering was planned well in advance. I have chosen this profession not only because of its great role in our life. Besides I am eager to realise intellectual potential that I feel I possess. This objective could be best achieved by building a successful, intellectually- rewarding career in one of the fields high in demand. From this perspective, civil engineering was my natural choice as an exciting and rewarding discipline, offering the potential for an unusually strong mix of scientific evidence and theoretical argument.
I believe that the necessary and most logical way to contribute to the development in my home country is to acquire educational qualification levels of Bachelor, Specialist and Master of Science in Civil Engineering. These degree programmes are professionally - oriented and require five or six years of study.
The ultimate objective of this educational endeavour is to obtain knowledge and skills comparable to those of other prospective graduate students who major in civil engineering at the various European and US universities. The task of building a solid background in civil engineering turned out to be a real challenge.
In the view of the above-mentioned the role of computer sciences and foreign languages should not be underestimated. The main purpose of learning a foreign language at the university is to be capable to make practical use of the foreign language by reading and understanding English books in their speciality, exchanging and acquiring information, co-operating on specific problems with colleagues from other countries.
I believe that rapid changes in industrial and market structure in the economy of our country will greatly increase demand for highly skilled specialists with sound expertise in this area, thus providing an opportunity for a successful career in both private and public sectors.
I am very grateful to my Alma Mater for teaching me how to survive in a highly competitive and challenging environment through persistence and hard work.
Words to be remembered statement – твердження prominent – - видатний to achieve objective – досягати мети field high in demand – галузь, що користається великим попитом perspective – перспектива scientific evidence – наукові факти to resolve the problem – вирішити проблему to face the problem – зштовхнутися з проблемою transition to the market – перехід до ринку ultimate objective – кінцева, головна мета endeavour – старання, пильність major in civil enginieering – вивчати будівництво як основний предмет solid background – міцна підготовка challenge – проблема, складне завдання to underestimate – недооцінювати, нехтувати sound expertise – міцні, спеціальні знання, компетентність to survive – вижити challenging environment – середовище, що пред'являє великі вимоги persistence – завзятість
1. Read and translate into Ukrainian the following English phrases: Civil engineering establishment of higher learning; to plan well in advance; acquire educational qualification; to be a challenge; competitive and challenging environment; educational endeavour; solid background
2. Read and translate into English the following Ukrainian phrases: Твердження; мати інтелектуальний потенціал; досягати мети; галузь , що користується попитом; наукові факти; сучасні економічні технології; вивчати економіку, як основний предмет; зштовхнутися з проблемою; кінцева, головна мета; перехід до ринку; міцні, спеціальні знання, компетентність; середовище, що пред'являє великі вимоги. 3. Make up sentences using the given words: 1. Establishment, engineering Kyiv , University, and, Architecture, a prominent, of, civil of higher Construction, learning, National. 2. Career, this, by building, could be achieved, a successful, best intellectually- rewarding, objective. 3. Degree, years, requires, is professionally oriented, of, Bachelor, require, and, four, study. 4. Purpose, foreign, the, at, main, of, capable, to train, the, to make, use, teaching, a, language, practical, specialists, university, is, of, it. 5. The, of, sciences, languages, computer, should not be, and, foreign, underestimated, role.
W R I T I N G T A L K I N G
Talking Points
Points of view 1. Agree or disagree with the statements using the phrases given in brackets: indeed, of course, certainly, that goes without saying 1. Civil engineering is a profession concerned with virtually all aspects of the urban environment and the interactions between constructed, natural and human environments. 2. Environmental engineering is concerned with the collection and management of water as a natural resource. 3. Civil engineering is traditionally broken into several sub-disciplines. 4. Surveying equipment, such as levels and theodolites, are used for accurate measurement. 5. The main objective of earthquake engineering is defence against flooding and erosion.
2. Discuss the information about: · types of civil engineering · subdivisions of civil engineering · overlapping of civil engineering professions · role of computer sciences and foreign languages in civil engineering professions · opportunities for highly skilled civil engineers in private and public sectors. 3. Make an overview of the issues: · planning and building of large structures · protection of air, water and land on Earth · topics covered by environmental engineering · geotechnical engineering · the types of loads · municipal infrastructure · tasks of construction surveyors · surveying equipment · your future speciality
Role play
1. You are a participant of the conference “Role of a transport engineer in modern city”. Be ready to take part in the discussion. Use the information given below as a guide:
All airports, highways, rail and navigation systems providing transportation from local to global scales are designed by transport engineers. In addition, these types of engineers analyze the current traffic flow and design new transportation rules accordingly. By finding ways of moving people and goods safely and efficiently, transport engineers become very important to the quality of urban environment. As a transport engineer you build and maintain all types of transportation structures such as highways, railroads, airfields and shipping ports. In addition, urban planning requires expertise of transport engineers to ensure that sustainable and efficient urban living is achieved.
2. You are a top manager of the local branch of large construction company. A group of inexperienced would be engineers apply for vacant positions of water resource engineers. Explain them their duties and responsibilities using the information given below: Water resource engineers are concerned with water: how much there is as well as its quality. As a water resource engineers you would be responsible for ensuring safe beaches, preventing floods, supplying water for cities or for irrigation. In this role you might also be involved in maintaining pipelines, pumping stations, hydroelectric power facilities as well as climate change effect on storm water infrastructures.
UNIT THREE COMPUTER SYSTEMS
R E A D I N G
Key Terms 1. Study key terms and their definitions before reading Text A : device an equipment which allows a computer to work- пристрій memory a device to store information - пам’ять input information fed into a computer - інформація, що введена у комп’ютер output information brought out of a computer – інформація, що виведена із комп’ютера to store to keep information in memory - зберігати інформацію в пам’яті character a unit of the text - знак, символ
2. Match these terms with their definitions: 1. Device а. unit of the text 2. Memory b. to keep information in memory 3. Input c. information fed into a computer 4. Output d. d. information brought out of a computer 5. To store e. a device which allows a computer to work 6. Character f. a device to store information
3. Answer the questions using key terms and their definitions: What device helps to store information? What device helps to bring information out of the computer? What is the unit of the text? What is the input device? What does the word “to store” mean?
International words 1. Read and give Ukrainian equivalents: Computer, operation, system, modern, mechanical, mathematician, model, demonstrate, complex, electronic, machine, result, basic, idea, information, form, program, logical
2.Give English equivalents: інформація, програма, логічний, результат, математик, модель, демонструвати, сучасний, механічний, комп’ютер, система Text A. Text B. Text C. Three Types of Computers There are three types of computers: digital, analog and hybrid. They differ from one another in terms of operating principles, equipment design and application. The analog computer operates on data represented by continuously varying qualities. The following principal units make up an analog computer: a calculating device, a controlling device, a generator, a plug board, an output device. Capable of solving ordinary differential equations, the analog computer is well suited for use in systems engineering. Another common application is the analysis of networks, such as those for electric-power distribution. This type of computers is widely used in automation. Although common in engineering since the 1920s analog computers are not general-purpose computers The whole class of analog computers may be simply divided into differential analyzers and simulators. A differential analyzer is a device for solving differential equations. A simulator is an electrical or electro-mechanical model of a dynamic system so designed that measurement on the model gives useful information about the system. The analog computer is designed to process data in which the variable quantities vary continuously. Because of this feature analog computers were especially useful in the simulation and evaluation of dynamic situations such as the flight of a space capsule or the changing weather patterns over a certain area. Unlike the analog computer the digital computer works with data as the digits of the binary code. It counts, lists, compares, and rearranges these binary digits or bits of data in accordance with very detailed program instructions stored within its memory. Modern digital computers are made up of the following components: a central processing unit (CPU), input devices, memory storage device, output devices, a communication network, called a “bus” that links all the elements of the system and connects the system to the external word. Digital computers can be programmed to perform electronic data processing. They are widely used in the solution of the problems of science, engineering, business. This use is based on their ability to operate at a great speed, to produce accurate results, to store large quantities of information and to carry out a long sequence of operations without human intervention. The hybrid computer combines the characteristics and advantages of analog and digital systems; it offers greater precision than the former and more control capability than the latter. Equipped with special conversion devices it utilizes both analog and discrete representation of data.
Words to be remembered: application – застосування analog computer – аналоговий комп’ютер differential equation – диференціальне рівняння network – мережа distribution – розподіл digital computer – цифровий комп ` ютер to rearrange – переставляти external world – зовнішній світ 1. Read and translate into Ukrainian the following English phrases: Mainframe computer, memory capacity, to perform calculations, to process information, input-output devices, software and hardware, to solve equations, analog computer, digital computer, external world, character of a text.
2. Read and translate into English the following Ukrainian phrases: Як наслідок, універсальна обчислювальна машина, цифровий комп’ютер, розв’язувати рівняння, аналоговий комп’ютер, програмне та апаратне забезпечення, символ тексту, обсяг пам’яті, пристрої вводу-виводу, зовнішній світ. 3. Make up sentences using the given words: 1. Through, analog, performs, the, varying, interaction, an, computer, physical, of, continuously, quantities, calculations. 2. In, similar, calculus, analog, and, computers, specialize, problems, mathematical, differential. 3. Be, main, special-purpose, and, all, classified, computers, may, two, general-purpose, into, types, analog. 4. Computers, is, digital, of, the, one, computer, the, electronic, types, of. 5. To, analog, designed, in, variable, continuously, which, computer, the, vary, data, the, quantities, is, process.
W R I T I N G 3.1. Translate two abstracts in a written form. 3.2. Write 10 questions to Text A. 3.3. Make up thesis for rendering Text B. 3.4. Write a short summary of Text C. 3.5. Look through Texts A, B, C and make a report about the computer system. T A L K I N G
Talking Points 1. Find in the text and present the information about: a. The analogue computers b. The digital computers c. The first generation computers d. The second generation computers e. The third generation computers f. The fourth generation computers g. The first higher-level computer languages
2. Comment in English on the following issues: · Kомп'ютери відрізняються один від одного · Kомп'ютери загального призначення · Mінікомп’ютери це швидкі комп'ютери · Aналоговий комп’ютер працює з інформацією, що представлена величинами, які безперервно регулюються · Цифрові комп’ютери можуть бути запрограмовані для виконання різних завдань · Перші дві комп’ютерні мови були розроблені комісіями · Напрямок розвитку комп”ютерів п”ятого покоління є ще незрозумілим
Points of view Role Play Text 1 Text 2 Glossary of the Key Terms. Read and discuss text 2 When people speak about higher education in Britain they are generally speaking of university education. The two oldest Universities in England are Oxford and Cambridge. These date from Middle Ages. The education at classic British Universities is centred more on general culture than on professional training or specialisation. With the rapid advance of industrialisation more technicians and scientists were needed. Therefore, science classes were set up in industrial centres and they were developed into either technical colleges or the "Modern University", such as the University of London, While in Oxford and Cambridge there are a number of separate colleges, each with their own regulations and courses of study, the new universities are divided into various faculties. In each faculty there may be a number of departments teaching separate subjects, though often these departments may have the status of faculties because of their high reputation. The colleges in the University of London are essentially teaching institutions, giving instructions by means of lectures, which are attended by day students. The colleges of Oxford and Cambridge, however, are essentially residential institutions and they mainly use a tutorial method. The students work under direction of a tutor who carries on his own research work and directs a group of 10-15 students. Each student is to write essays and papers on the subject he is studying and submit them to the tutor regularly, about once a fortnight, for correction and discussion. English students are keen on sports, especially football and boating. The whole world knows of the traditional Oxford-Cambridge boat race and of the Henley Royal Regatta held on the Thames. Social life is highly developed at English colleges. The students edit college newspapers, take part in various amateur theatrical and enjoy discussions in one or other of their many debating clubs. Some of the students' clubs are given very peculiar names, such as; The 'Hobby' Club, The 'Get-together' Club, The 'What-can-you-do' Club, The 'Forget-me-not' Club, The 4'H's' Club (Head, Hand, Heart, Health) - the club's motto is 'We learn to do by doing.' At present there is a severe crisis in higher education in Britain. It is caused by the growing public demand for better and more democratic system of education. 2.Put each of the following words or phrases into its correct place in the passage below:
The courses given by a ___ or university are called its curriculum. The __ of the institution __ the complete __. It gives the __ for entry to each course, as well as the credits given for the ___. Each course is designated as giving a ___ number of credits. These are usually equal to the number of ___ devoted each week to the course. For example, a course that meets three times a ___ usually gives ___ credits towards graduation. School using semester ___ require about 120 credits for ___ . Between 30 and 40 of the required ___ must be in the student’s ___ subject. Schools vary considerably in the ___ of freedom given to students in ___ their courses. Almost all schools have a certain ___ of required ___ . Students can also choose non-required courses called ___ . Liberal arts colleges usually give students more ___ to choose than do ___ schools.
What does it mean?
ALAN (first-year student): Mr. Jones, I would like to clear up a few questions. Will you, please, explain some abbreviations in the time - table? Mr. JONES (tutor): With pleasure. AL : What does LAB mean? Mr. J.: It means laboratory class. The students may work with machines, or they may do experiments and write reports about them there. AL : What about LEG? Mr. J.: That stands for Lecture class. A professor gives lectures and the students take notes. AL.: The last abbreviation is SEM. Mr. J.: It stands for seminar. The professor and the class, usually senior or graduate students, discuss problems connected with a specific subject. The students frequently prepare reports and read them to the class. AL.: Do all University courses have examinations? Mr. J.: No, but almost all of them do and there are usually two of them. The one given in the middle of a course is called a MIDTERM EXAM. The other one is given at the end of the course and is called the FINAL EXAM. AL.: Are there any other besides these? Mr. J.: Well, some teachers also give short exams, but these are called TESTS or QUIZZES. AL.: What does a student's final grade depend on? Mr. J.: It depends on everything: on the examinations, quizzes, written assignments and often on attendance. AL.: Now I understand it. Thank you very much. Mr. J.: You are always welcome, if you don't understand something.
8. Using the above conversational phrases and English-Ukrainian glossary discuss the following topics: a) The History of your University; b) Academic Facilities of your University c) Research Schools and Research Work at the University; d) Extra-curricular Activities (Sport, Social and cultural Events 9. Begin your questions with phrases like: · Could you tell me...? · Do you know … ? · Is it true that … ? · Is it really true…? · I'd like to know if… · Could you explain … ? · What is your opinion about…? · Do you agree … ? · Do you agree … ? · I wonder if you take part in… Text A Text B College Life in England The University of Oxford is a collection of colleges. Some of these colleges were founded hundreds of years ago. The University is only an administrative centre, which arranges lectures for all the students of the colleges, holds examinations and gives degrees. Every college has students of all kinds; it has its medical students, its engineers, its art students, etc. The tutorial system is one of the ways in which Oxford and Cambridge differ from "all other English universities. Every student has a tutor who plans his work. Each week some students come to see him and he discusses with them the work, which they have done. This system has some advantages, but has often operated against progressive thinking in British universities because many tutors are reactionary and they try to hove a great social and political influence on their students. Other English universities called «modern» or «provincial» are located in large centres of industry. There are no tutorial systems there. These universities rely on lectures. Very few children of the working people can be found among the students of all the British universities because the cost of studies is too high. According to official reports only 3 per cent of the whole number of students at the universities are sons and daughters of the working people. The academic year in England is divided into three terms. Terminal examinations are held at the end of the autumn, spring and the summer terms. Final examinations are taken at the end of the course of studies. If a student fails in an examination he may be allowed to take the exam again. Only two re-examinations are usually allowed. For a break of discipline a student can be fined a sum of money, for a serious offence he may be expelled from the university. British universities usually keep to the customs of the past. At Oxford University all the students wear long black gowns and students' caps. Undergraduates try to get old gowns so that people would think that they have been at Oxford for years. Without his or her gown no student is allowed to call on a tutor, to have dinner in the college dining room or attend a lecture - where the gowns are rolled up and used as cushions. Text C Universities and Colleges In 1960 there were only 23 British universities. There are now 46, of which 35 are in England, 8 in Scotland, 2 in Northern Ireland and 1 in Wales. They can be roughly divided into three groups. Oxford and Cambridge: Scholars were studying in these ancient universities in the early thirteenth century. Since that time Oxford and Cambridge have continued to grow, but until the nineteenth century they were the only universities in England, and they offered no places to girls. Four universities were founded in Scotland before Scotland and England were united: St Andrews (1411), Glasgow (1450), Aberdeen (1494) and Edinburgh (1583). The redbrick universities: In this group are listed all universities founded between 1850 and 1930, including London University. They were called "redbrick" because that was the favourite building material of the time, but they are rarely referred to as "redbrick' today. The new universities: These were all founded after the Second World War. Some of them quickly became popular because of their modern approach to university courses.
Study and degrees Arts and social sciences are more popular than science subjects but the government is trying to reverse this situation. The government has provided extra money for more science teachers and more student places on science, technology and vocational courses. They believe that university education should prepare students more directly for jobs. Although Britain has a small number of students at universities compared with many countries, the number of graduates is large. This is because students are carefully selected and only 10 per cent leave without getting a degree. So Henry is not worried about failing his examination, but he is very anxious to get a good degree. He is aiming for a first class honours degree in Chemistry because he wants a scientific job in industry. In Henry's case everything will depend on how well he does in his "finals" at the end of his third (last) year. He finds the uncertainty a great strain. Pat, on the other hand, will not have so great a strain, for although she too will have to take a final exam, she will also get marks for the work she does during her three years at university. These marks will count towards her degree, and will play an important part in deciding whether she gets first, second or third class honours. Many universities have changed and modernised their examination systems. Pat chose her university because of its progressive ideas on education and its broader and more varied courses. Many of the new universities are experimenting with new subjects. "I'm doing comparative literature," she said. At the moment I'm comparing English, French and Russian novels. We write papers on our work, and then about ten of us meet with our professor and read them and discuss them his "seminar" system is common in the new universities. "It works, because we get on well with the professor and lecturers," said Pat. "Some of them aren't much older than us and they don't mind at all if we disagree with them." "You're lucky," Liz said. "We never open our mouths. We're a dull lot, but then so are most of our lecturers. Besides, the course hasn't changed for the last twenty-five years. I think students ought to have a hand in the planning and reorganisation of their programmes of study." "Wouldn't work!" said Henry. "Far too many different opinions!" Henry, like Liz, is critical of some of his professors and lecturers who are more interested in their research projects than in helping him in his studies. But he attends lectures given by some of the most distinguished scholars in the country. The most important person in Henry's academic life is his supervisor. Every week, alone or with one other student, he has tutorials with his supervisor, who is an approachable man and is always ready to discuss with him anything connected with his work. "Don't most other universities have some sort of tutorial system these days?" asked Gareth. "Probably," Henry answered. "But Oxford and Cambridge aren't the best place for every subject." "No, they're not," Pat went on. "I'm sure most employers are more interested in the kind of degree you have than where it comes from." Henry, Pat and Liz all have a high opinion of the teaching and of the friendly relations between students and staff at their universities. The student -lecturer ratio at British universities is among the best in the world - 8:1. In 1968 114,289 students were admitted to universities. In 1978 more than twice as many were admitted. By the 1980s universities were no longer expanding so rapidly, but accommodation remains a problem. Most universities have hostels or rooms, but not enough for everyone. So all the rest have to find somewhere to live in the neighbouring town. Very few students choose universities near their home.
Who pays?
Mr Robinson, who is a manager in a small department store, cannot afford to pay for his children's education at university. Since they were all able to get the necessary «A» level at school, each of them receives a grant from the local council. This covers most of their fees and living expenses during term rime. Mr Robinson has to pay the rest. If Charles Blakeney's daughter went to university, however, she would receive no grant. The size of the LEA grant depends on the size of the parents' income. At present these grants do not have to be repaid to the government but the Conservative Party have discussed the possibility of replacing grants with loans. Text D Text E The Youth Training Scheme The majority of young people do not continue their education beyond the age of 16. Most of those who leave school at 16 or 17 cannot find a job either, so about half a million each year join the Youth Training Scheme. The scheme was set up in 1983. The trainees get work experience in local firms as well as training and they also get a small weekly wage. Some trainees find the training and work experience helps them to get a real job at the end but others feel that it is just a way of keeping young people occupied. "It provides cheap labour for industry", the scheme's critics say. "And it reduces the unemployment figures artificially."
Text F The Open University Britain's Open University or - as it is also called - 'university of the second-chance' started in January 1971. 25,000 spare-time adult students listened to the University's first TV and radio programmes. By July 1976, 50,000 students were following courses. The Open University (often simply referred to as 'The Open') is a non-residential university providing part-time degree courses, using a combination of television and radio broadcasts, correspondence courses and summer schools, plus a network of viewing and listening centres, where monthly tutorials are held and where students can listen to taped programmes. There are also self-assessment exercises to help students to assess themselves. Students of the Open University can take one or two of its foundation courses - humanities (literature, history, art and art history, music, philosophy and religion, formal logic); - understanding society (geography, psychology, economics, sociology, politics), mathematics ; - science and technology.
Each of the university's foundation courses has a radio and a TV broadcast each week, and there are regular magazines and discussion programmes for students. The TV and radio lectures comprise only five per cent of the study programme. The core of the programme are the 36 'course units' which the students receive through the post. Each week's course unit comprises texts which vary from 20 to 60 pages, marked assignments, supplementary booklets and broadcast notes for the 25-minute radio and TV programmes. The average of study needed for a full course is estimated at between 12 and 14 hours per week. Although the Open University was welcomed by the left, the socially selective character of British education is reflected in the social backgrounds of its students. 36 per cent of the students of the Open University are teachers, about the same proportion are professional workers and a very large number of its students are middle-class housewives. No formal academic qualifications are required to register for these courses. Nevertheless, many working-class people simply do not have the basic training needed for further study, because they have no school-leaving certificate of any kind. The standard of degrees is the same as that of other universities. The degrees of the Open University are awarded on a system of credits for each course that has been completed. The university awards the BA degree to students who have gained six credits (or eight for an 'honours' degree), and students can take a maximum of two credit courses a year. People with previous higher education can qualify for credit exemption. The Open University is financed by fees (£50 a year per student) and a direct grant from the Department of Education and Science. In 1977 it cost from £600 to £1,400 to obtain a degree. The Open University is an important and significant development in education in Britain. It is recognised that some people have made very good use of it.
Text G Text H Higher Education in the USA In the United States of America about 50 per cent of the young people aged 18 enter some institution of higher learning. Some of them attend a so-called junior college, i.e. a college that in two years' training offers either a general course of study or special training for laboratory technicians, dental hygienists or computer programmers. The great majority of young people who go to college, however, enter either a four-year college or a university. There are over 2,500 colleges and universities in the USA, two thirds of them private and one third state-supported. The proportion of students, however, is one third at private colleges and universities, two-thirds at state institutions. Colleges and universities. The colleges and universities in the United States offer four-year courses of study, which generally lead to the first degree of Bachelor. There is the Bachelor of Arts (called the BA) and the Bachelor of Science (the BS) for those majoring in the sciences. A university is usually a teaching institution consisting of one or more undergraduate colleges, i.e. four-year colleges, and a number of graduate departments and graduate schools. There are graduate departments for such subjects as history, economics, physics, anthropology or literature and graduate schools such as Law Schools, Medical Schools or Schools of Engineering. Private Universities and colleges. There are a large number of independent or private colleges and universities in the United States. Some of the oldest and best known of them are the universities of Harvard, Yale and Columbia. All of these are known as 'The Ivy League" (comparable to 'Oxbridge' in England). The name "Ivy League" indicates their age, the possession of a pleasant rural campus and the general social position of their students. They ordinarily receive many times more applications than they have places. Traditionally some of these prestigious colleges deliberately restricted their size and kept their student body under 1,500 or even 1,200 to ensure the personal relationship and informality of a small institution. In the present situation of crisis, however, even these universities and colleges are interested in getting more students than ever before. The private colleges and universities choose only those students whom they consider most desirable on the basis of family or class background, academic record (marks and number of courses), extra-curricular or social activities (choral clubs, athletics, orchestra, journalism, dramatics) and personality. Less important small private colleges do not have such a good reputation, are poorly equipped materially and culturally, and without a distinguished faculty. These will accept any student with a fair high-school record. They may often be denominational colleges, run by various religious groups, or Southern colleges formerly restricted to, and still largely attended by, Negro students.
State universities. Among the universities in the United States there are a large number of state institutions. State undergraduate colleges are free to residents of a particular state. Each of the 50 states has at least one such university with, often, extensions or colleges in several different cities. Like the private colleges and universities, these state universities vary very widely in physical equipment, faculty, student body and reputation. Some, like the University of Michigan at Ann Arbour, have very high standards, particularly in science. Many state universities have one or two graduate schools, which rank especially high. Although blacks and Puerto Ricans constitute 15 or 20 per cent of the population, they make up only a tiny percentage of the college graduates, in spite of the fact that there was a considerable increase during the 60s. Graduate training for professional qualification. The BA or BS is not primarily a professional qualification. It is sufficient if a graduate wishes to enter elementary school teaching or one of the many civil service jobs, and it is a requirement in many businesses if you want to be a salesman, factory representative or lower business executive; but in general it qualifies one only to begin professional training. Students can continue after graduation to earn a Master of Arts (an MA) or a Master of Science (an MS) in any academic study by one or two years of graduate work. A PhD (Doctor of Philosophy) requires a further two or three years of such graduate work. Students can similarly earn a law degree, a degree in engineering or a medical degree. Two or three years' practical work of internship at a hospital are required before the owner of a medical degree is licensed to practice medicine independently.
Subjects and courses of study. Since each state can set its own educational requirements and most make only very general regulations for the private colleges they license, there are many variations in the subjects and courses of study, but most undergraduate students will take a major subject and one or two minors. They must attend a certain number of courses in their major subject, a smaller number in their first minor and a still smaller number in the second minor if they have chosen two. There are certain required courses which all students must take, freshman (i.e. first year) English, American history, usually a minimum amount of mathematics, unless they have completed an unusual number of maths courses in high school, at least a year of science and others. Other courses - usually an enormous variety - are called electives and compose about a half of the student's program. If a student is intending to go on to graduate work, he must be guided in his choice of electives by the general preferences and requirements of his graduate field. Students are required to do a certain amount of written work, to make oral reports in class and, in advanced courses, to write term papers or theses. The physical sciences will usually schedule a two-hour laboratory period for each hour of lectures in a course. A final examination is taken at the conclusion of each subject (it usually lasts for a year, but sometimes only one term) and there is no general diploma exam before graduation except in special honour courses. If a student fails or drops too many courses and has too poor an attendance record he may be expelled at the end of a term or year. University teachers. The hierarchy of university teachers has at its top full professors, but a chair is very rare, in the USA. Full professors very often do research only and in recent decades there has been criticism that most of the teaching is left to the other members of the staff. After full professors follow associate professors and then assistant professors. Then there are instructors who do a certain amount of lecturing, but mostly combine lectures and class discussion. Seminars (or sections) are usually held by teaching assistants, who are graduated students, e.g. PhD candidates teaching while they are doing graduate work. Professors and associate professors have such students to mark papers or take attendance. Schools in the USA. In the United States of America each state has its own distinct laws concerning education. Public education is controlled by the local communities. There are, of course, certain features common to all states. Compulsory education is nation-wide. Children start school at the age of six and before that more than 50 per cent have usually spent a year in a kindergarten. Basically there are two types of public education: · elementary school from first through eighth grade and then four years of high school, or · elementary school for six years and then three years at a junior high school and another three years at a senior high school. At the elementary schools the children study the fundamentals of reading, writing, geography, history, science and mathematics and prepare themselves for the secondary schools which throughout the USA are known as high schools. All education is aimed at good practical training and developing skills for future jobs rather than providing knowledge in theoretical subjects which would be more useful for academic careers. According to American educationalists, elementary education spends too much time on inessential subjects and thus the results are unsatisfactory. At high schools, too, students are mainly prepared for practical jobs and are not so well equipped for college. At the end of the four or six years, when they are eighteen, students receive a high-school diploma, which is the usual prerequisite for entrance to college or university. High-school students usually have to take a number of required subjects including physical education, some English courses, some civics or history courses, and so-called electives such as typing, shorthand, cooking, foreign languages, singing in a choir, playing in a band or attending a course in drama. In electives credits are awarded toward graduation. There is no school-leaving examination in the USA. Students get their diplomas on the basis of the accumulative marks they get for each subject as they finish it. Altogether 16-20 credits are required for a high-school diploma. If we speak on public education in the USA, and especially in large cities like New York, two alarming developments must be mentioned. A comparatively large number of school students, and in particular high-school students, cut classes or play truant, sometimes because parents keep them at home to baby-sit or, what is even worse, because they feel bored and alienated; because society does not guarantee that every school leaver gets a job they develop a growing sense of defeat, knowing that they are likely to be unemployed when they leave school, blacks at a rate twice as high as whites. So they have no real motivation to learn. A bad atmosphere develops in schools. Violent crime and drug-taking are widespread. Teachers have been robbed, raped and beaten up. In the big cities schools have their own police forces. Long-term absentees (LTAs), also known as 'ghosts', are no longer counted as absentees after one year of chronic truancy. They are treated as if they did not exist. Apart from the public schools, there are a large number of private, mostly religious, schools where the discipline generally is slightly better than in the other schools. Public education in the USA is far from providing equal opportunities for all children. The educational neglect of the poor, mainly the blacks and Spanish speakers, is symptomatic of the social decay in the richest capitalist country of the world. R E F E R E N C E S
1. Eugene J. Hall The Language of Civil Engineering in English, London, 1988. 2. D.E. Royds-Irmak. Beginning Scientific English, Book I, 1975. 3. FIG Publications No. 5 Surveyor’s Contribution to Land Management, FIG Bureau, Finland, 1991. 4. National Research Council Need for a Multi-Purpose Cadastre, National Academy Press, Washington, D.C., 1980. 5. Tatiana I. Petrova. Computer Understanding, Kyiv National University of Construction and Architecture, Ministry of Science and Education of Ukraine, Kyiv, 2002. 6. Emma I. Shchukina. Introducing Cadastre, Kyiv National University of Construction and Architecture, Kyiv 2006. 7. Olena V. Panina. Civil Engineering and Environment, Kyiv National University of Construction and Architecture, Ministry of Science and Education of Ukraine, Kyiv, 2003.
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