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Главная \ Методичні вказівки \ АНГЛІЙСЬКА МОВА ПОГЛИБЛЕНОГО ВИВЧЕННЯ
АНГЛІЙСЬКА МОВА ПОГЛИБЛЕНОГО ВИВЧЕННЯ« Назад
АНГЛІЙСЬКА МОВА ПОГЛИБЛЕНОГО ВИВЧЕННЯ 04.01.2015 03:18
З М І С Т
ПЕРЕДМОВА Методичні рекомендації розроблено відповідно до Робочої програми з навчальної дисципліни «Англійська мова поглибленого вивчення». Предметом зазначеної навчальної дисципліни є англійська мова загально-технічної і професійної спрямованості для майбутніх фахівців у сфері управління процесами пасажирських перевезень на залізничному транспорті та метрополітені. Укладачі методичних рекомендацій виходять із того, що поглиблене вивчення іноземної мови у вищому навчальному закладі передбачає комплексне оволодіння англійською мовою у єдності її фонетичного, граматичного, лексичного, стилістичного аспектів. Тому навчальні матеріали даної методичної розробки мають чітко виражену прагматичну, академічну, професійну та ситуативну зорієнтованість. Зазначені вихідні методологічні положення вимагають реалізації у навчальному процесі таких завдань:
Згідно з навчальним планом-графіком Державного економіко-технологічного університету транспорту опанування дисципліною «Англійська мова поглибленого вивчення» відбувається на другому, третьому та четвертому роках фахової підготовки студентів. Перший рік поглибленого вивчення англійської мови передбачає ознайомлення студентів і засвоєння ними загальних питань теорії перекладу та лексико-семантичних особливостей англомовної науково-технічної літератури. Другий рік опанування зазначеної навчальної дисципліни передбачає продовження активної роботи студентів щодо засвоєння ними лексико-семантичних особливостей англійської мови, повторення і систематизації граматико-структурних особливостей англомовної науково-технічної літератури, формування і розвиток навичок адекватного перекладу, а також навичок висловлювання власних думок-суджень з окремих питань і комплексних проблем, безпосередньо пов’язаних зі сферою майбутньої професійної діяльності студентів. Зміст навчальної дисципліни «Англійська мова поглибленого вивчення» для кожного року фахової підготовки студентів об’єднано в два залікових (кредитних) модуля (відповідно до кількості навчальних семестрів у академічному році). Кожний заліковий (кредитний) модуль, у свою чергу, охоплює по два змістових модуля, а у кожному змістовому модулі опрацьовується по дві навчальні теми. У даних методичних рекомендаціях подано навчальні матеріали, необхідні для проведення практичних занять і для самостійної роботи студентів 3 курсу денної форми навчання спеціальності «Організація пасажирських перевезень на залізничному транспорті та метрополітені» та «Пасажирські перевезення» щодо опрацювання восьми навчальних тем дев’ятого-шістнадцятого змістових модулів згідно з Робочою програмою з навчальної дисципліни «Англійська мова поглибленого вивчення» (для другого року вивчення зазначеної дисципліни).
МЕТОДИЧНІ РЕКОМЕНДАЦІЇ ДО ПРОВЕДЕННЯ ПРАКТИЧНИХ ЗАНЯТЬ Як уже зазначалося, методичні рекомендації охоплюють вісім навчальних тем, вивчення яких передбачено програмою опанування дисципліною «Англійська мова поглибленого вивчення» у другий рік (V і VI семестри), а саме:
Загальновизнано, що робота над іншомовним матеріалом вимагає системності, тому методичні рекомендації для другого року опанування навчальною дисципліною «Англійська мова поглибленого вивчення» побудовані із максимально доцільним застосуванням принципу аналогічності. Кожна навчальна тема – Unit – містить навчальний матеріал, спрямований на опрацювання лексико-семантичних особливостей англомовної науково-технічної літератури (Working at Lexis), активізацію рецептивно-репродуктивних мовленнєвих навичок (Everyday English), розвиток навичок ознайомчого, переглядового та аналітичного читання і продуктивних мовленнєвих навичок (Reading and Discussing), та завдання, спрямованого на утворення і розвиток у студентів індивідуального досвіду проведення пошукової навчально-дослідницької діяльності (Individual Autonomous Task). Відповідно до вже знайомої і звичної студентам структурної побудови методичних рекомендацій навчальний матеріал кожного семестру охоплено чотирма темами: у першому семестрі опрацьовуються навчальні теми Units 9–12 методичної розробки, а у другому семестрі – навчальний матеріал, поданий у Units 13–16. Розділи WorkingatLexis у цих методичних рекомендаціях містять по п’ять вправ. Вправи І.1 та І.2 на основі конкретного матеріалу знайомлять студентів із особливостями узусу («полів використання») найпоширеніших у англійській мові базових дієслів, навчають студентів орієнтуватися у синонімічних рядах англійських дієслів і при перекладі самостійно робити правильний вибір необхідного англійського дієслова, навіть якщо в українській мові ці синоніми не мають чітко виявлених відмінностей. Вправа І.3 спрямована на розширення лексичних знань студентів за рахунок пошуку, добору та вивчення синонімічних пар, утворених дієсловами та іншими частинами мови (з числа поширених у науковій і загально-технічній літературі лексичних одиниць). Вправа І.4 навчає студентів специфіки вираження антонімічності в англійській мові та розвиває їхній лексичний запас. Вправа І.5 активізує продуктивні мовленнєві навички й уміння студентів пояснювати значення англійських лексем і загально-технічних термінологічних одиниць. Навчальний матеріал розділів EverydayEnglishконцентрується на активізації і розвитку соціокультурної компетенції студентів; повторенні особливостей утворення різних видів питальних речень, використання дієслівних прийменникових компонентів, сполучників; вивченні відмінностей у вживанні (значення, місце в реченні) прикметників і похідних від них прислівників; комплексному подоланні найпоширеніших помилок, яких припускаються україномовні студенти в англійській мові. Крім цього, формується здатність студентів до аналізу структури англійського простого речення і добору максимально адекватного (як за змістом і структурою, так і за формами граматичного оформлення) українського відповідника. У розділ ReadingandDiscussing увійшли (додатково до завдань вже знайомих студентам) завдання, які в перший рік вивчення навчальної дисципліни містилися у розділі Pre-reading Tasks (вправа ІІІ.1). А саме: завдання на переклад окремих лексичних одиниць і словосполучень з англійської мови. Значущість цих завдань полягає у тому, що вони готують студентів до сприйняття тематики текстового англомовного уривку. Крім того, робота над цими завданнями допомагає студентам при висловленні своїх думок із теми, яка вивчається. Усі тексти даної методичної розробки (вправа ІІІ.2) є неадаптованими текстовими уривками, взятими укладачами з автентичних джерел наукової (Journal of Applied Philosophy; Civil Engineering; Journal of Second Language Writing), технічної літератури (International Railway Journal; World Engineering Partnership for Sustainable Development : Program of the Conference) та з мережі Інтернет. Обсяг текстових уривків, які пропонуються студентам для опрацювання, складає приблизно 4500 друкованих знаків (від 4000 до 4800). Пошук відповідей на питання до тексту (вправа ІІІ.3) допоможе студентам виділити ключові моменти у висвітленні теми, яка вивчається. Навчальна інформація (від 970 до 1500 друкованих знаків) у завданні на переклад англійською мовою (вправа ІІІ.4) відрізняється від самого тексту, отже дасть можливість студентам найбільш повно застосувати свої знання англійської мови, а викладачеві – перевірити ступінь сформованості у студентів умінь і навичок побудови речень, використання ними опрацьованих лексичних і термінологічних одиниць. Завдання IndividualAutonomousTaskспрямоване на формування і розвиток продуктивних мовленнєвих умінь у студентів, дає можливість студентам виявити свої творчі здібності при пошуку та доборі інформації, уміння формулювати та відстоювати свої думки англійською мовою за темою, яка вивчається. Виконання цього завдання вимагає від студентів вияву пошукових навичок і дослідницьких умінь, тому воно розглядається укладачами як навчально-дослідне завдання та оцінюється відповідно до критеріїв і шкали оцінювання завдань такого типу. У кінці кожного розділу даної розробки, спрямованого на опанування окремої навчальної теми (Unit), укладачами подано контрольні тестові завдання SampleofControlTest. Виконання контрольних тестових завдань дає можливість оцінити ступінь засвоєння студентами навчального матеріалу.
UNIT 9.Public transportation I. WORKING AT LEXIS I.1. Find out the meaning of the following verbs and expressions Bad influence, from the blow, electric wires, to rely on, flat broke, as long as, in debt up to our necks, one must be blind, monstrous, to protect, to defend, to lend, to borrow, to appreciate, to value, a mistake, an error, a slip I.2. Fill in the gaps of the sentences below with the proper verb in the proper form. Translate the sentences obtained to protect-to defend / to lend-to borrow / to appreciate-to value / mistake-error-slip 1. We really __ it when you came to our help. 2. Do you __ him as an interpreter? 3. We can’t __ one man’s life above another’s. 4. I __ Jane’s sending me flowers when I was ill. 5. I don’t think you __ the real danger of this job. 6. It was a __ to have come here. 7. In war __ cost human lives. 8. I beg your pardon. I’ve taken your book by __. 9. One must be blind to commit such a monstrous __. 10. I’ve spotted a number of __ of the pen in your test; they are not serious __ but you should be more careful with your work. 11. Sam will not agree, and no __. 12. Don’t rely on Dick to __ you: he is flat broke. 13. Excuse me, could you __ me your pen for a minute? 14. Where can we __ such a large sum of money? 15. Look, Nick, could you __ me ten dollars for a couple of days? 16. We can’t __ any more. We are in debt up to our necks. 17. Не is a very nice person as long as you don’t try to __ something from him. 18. Tom raised his hand to __ his face from the blow. 19. Don’t __ Harry; it was his fault. 20. She has always __ her children against bad influence. 21. If they attack, we’ll __ ourselves. 22. We had better __ these electric wires against rain. I.3. Match pairs of synonyms from the words bellow Noiseless, suitable, non-expensive, to decrease, conventional, to install, several, whether, cheap, to destroy, silent, to ruin, as, aim, non-effective, some, friction, to expect, to reduce, to propose, purpose, to connect, to speed up, usual, to place, if, like, inefficient, rubbing, to assume, to offer, to link, to accelerate, convenient I.4. Give antonyms to the words below; make sentences to illustrate the opposition in meanings To install, to initiate, to cut down, to get on, to get up, failure, to succeed, thanks to, useless, to fill, rear, to lose, to include, unconventional, impracticable, wheelless, to imply, silent, ordinary, farther, past, to facilitate, to trouble, unlike, love I.5. Match the explanation of the word’s meaning and the word: To aim at, basic, to install, to prove, to investigate, concept, to facilitate, to slide, load, research, to serve, to suit, safe, powerful, stream-lined Having a great effect; to discover or examine all facts about sth; providing security or protection; to work or perform duties; having smooth, even shape; to be convenient or acceptable; to try to achieve sth; to show sth by means of facts or evidence; careful study or investigation; forming a base from which sth develops or on which sth is built; to make sth easier; a principle or an idea relating to sth abstract; to fix sth in position ready for use; to move smoothly along an even, polished surface; anything that is being carried II. EVERYDAY ENGLISH II.1. Choose the word that best completes the sentence
9. What is the mother tongue/language of the American people?
II.2. Put the words in the right order and make a statement or a question
III. READING AND DISCUSSING III.1. Find out the meaning of the underlined words and expressions; learn them by heart IІІ.2. Read and translate the following text extract AN INTEGRATED PUBLIC TRANSPORT SYSTEM Industrialization and the agglomeration of population in urban, metropolitan areas over the course of the last several hundred years has created a number of infrastructure issues of enormous significance. Among those issues, geographers such as De Blij and Muller identify the development of adequate integrated public transportation system that are capable of efficiently and economically moving individuals from home to work sites to recreational venues and shopping centers. Whereas countries, regions, and states must grapple with the challenges inherent in creating an efficient road network that is capable of linking core areas to suburbs and to the periphery, or linking production and economic nodes to key distribution points, municipal planners must deal with establishing and maintaining a public transportation system that meets the needs of communities of various sizes. Driving the development of public transportation facilities and systems are the twin phenomena of urbanization and industrialization. Urban systems consist of an interdependent set of urban settlements within a specified region which create urbanism, a way of life, attitude, value, and patterns of behavior fostered by urban settings. As significantly, urbanization results in a concentration of both people and economic activities in a relatively small geographic region, a region that tends to expand over time. Public transport systems can be above ground, underground (the subways of America and the metros of Europe), or elevated. These systems generally form the „backbone” of metropolitan transport systems. They are rigid and inflexible, unlike bus transportation, but they are generally regarded as more dependable and predictable. In theory, trains are described as the predominant force that drives an integrated public transport system; this holds true, however, only when rail services are adequate to the task of linking increasingly broad spatial divisions to the city core. The two major types of heavy rail or train systems are: 1) Rapid transit: This is generally defined as a service that has schedules at 40km/h (25mi/h) or more, and is designed for journeys longer than 6 to 8 km (3.75 to 5 miles). (Commuter rail is a form of this, but is more destination-oriented.) 2) Local-feeder services: These services are designed for the shorter journeys, and generally travel at 20 – 25km/h. This is also referred to as suburban rail. Various terms are used for passenger rail lines and equipment. Speaking about public transportation or passenger rail transportation as a part of the latter the following definitions can be found: Rapid transit (Metro; Subway; Underground and Tube; U-Bahn and S-Bahn; Elevated and Overhead), At-grade urban rail transit (Tram, streetcar, trolley; Historical systems; Light railway; Light rail; Interurban), Heavy rail, Regional rail and Commuter rail (Intercity; Corridor and Long-Distance) and others. Unfortunately the usage of these terms differs substantially between areas. A rapid transit system is an electric railway characterized by high speed and rapid acceleration. It uses passenger railcars operating singly or in multiple unit trains on fixed rails. It operates on separate rights-of-way from which all other vehicular and foot traffic are excluded. It uses sophisticated signaling systems, and high platform loading. Originally, the term rapid transit was used in the 1800s to describe new forms of quick urban public transportation that had a right-of-way separated from street traffic. This set rapid transit apart from horsecars, trams, streetcars, omnibuses, and other forms of public transport. Though the term was almost always used to describe rail transportation, other forms of transit were sometimes described by their proponents as rapid transit, including local ferries in some cases. The term bus rapid transit has recently come into use to describe bus lines with features to speed their operation. These usually have more characteristics of light rail than rapid transit. Metro, short for metropolitan railway refers to an urban, electric rail transport system with high capacity and a high frequency of service. Metros are totally separated from other traffic. They operate in tunnels, on elevated structures, or at surface level but with physical separation from other traffic. Metropolitan railways are used for high capacity public transportation – they can operate in trains of up to 10 cars, carrying 1800 passengers or more. In different parts of the world metro systems are also known as the underground, subway, or tube. In Germany the terms U-Bahn and S-Bahn are used. Some metro systems run on rubber tires, but are based on the same fixed-guideway principles as steel wheel systems. IІІ.3. Give your opinion 1. What are the main destination and functions of the integrated public transport system? 2. What are the main kinds of transport modes being comprised by the „public transport system”? 3. What transport modes are the most up-to-date and the oldest ones? 4. What transport modes are used to carry city/suburban/intercity traffic? 5. What are the peculiarities of the integrated public transport system in your country? IІІ.4. TranslateintoEnglish Громадський транспорт – мережа пасажирського транспорту, яка обслуговує широкий загал пасажирів на противагу приватному транспорту. Послуги громадського транспорту надаються за певну плату через придбання спеціалізованих одноразових (на одну поїздку) квитків або проїзних документів на певний термін (на 1 місяць, 3 місяці, 6 місяців тощо). Громадським транспортом є автобус, тролейбус, метро, трамвай, легкорейковий транспорт, приміські потяги, пороми, водні таксі, монорейки. Найбільш розвинений в урбанізованих регіонах, але меншою мірою у Північній Америці й Австралії. Нерейковий громадський транспорт охоплює автобуси, метробуси, тролейбуси. Автобус є автомобільним транспортом, здатним перевезти багатьох пасажирів. Автобуси рухаються звичайними дорогами, автобусні зупинки дешеві в обслуговуванні. Тому автобуси є провідним перевізником у сільській місцевості, в невеликих містах і селищах. Крім того, вони є важливою часткою транспортної мережі великих міст. Метробус потребує відокремленого шляху, на кшталт легкорейкового транспорту. Тролейбус використовує контактну мережу задля живлення. ІV. INDIVIDUAL AUTONOMOUS TASK Deliver your own ideas on the role of integrated public transport systems V. SAMPLE OF CONTROL TEST V.1. Matching synonyms
V.2. Matching antonyms
V.3. Matching words to express the idea and writing them properly
V.4. Matching prepositions properly 1) I finish my work _ 5 o’clock. 2) He usually goes to work _ car. 3) They got married _ 12 May. 4) Have you been _ London? 5) What do you have _ your hand? V.5. Matching the translation properly 1. Магістральна лінія – це лінія, яка здійснює великий обсяг перевезень. A. The main-line track is the track that carried a large volume of traffic. B. The main-line track is the track that carries a large volume of traffic. C. The main-line track was the track that carried a large volume of traffic. D. The main-line track is the track that carries the largest volume of traffic. 2. Самі конструктори не очікували задовільних результатів. A. The designers themselves do not expect satisfactory results. B. The designers themselves will not expect satisfactory results. C. The designers themselves did not expect satisfactory results. D. The designers themselves are not expecting satisfactory results. 3. Паровий двигун зробив залізницю найважливішим транспортним засобом. A. Steam engine made the railway the most important means of transport. B. Steam engine makes the railway the most important means of transport. C. Steam engine made the railway the important means of transport. D. Steam engine made the railway one of the important means of transport. 4. Саме баласт підтримує залізничну колію. A. The ballast supports the track structure. B. The ballast is supporting the track structure. C. It was the ballast that supported the track structure. D. It is the ballast that supports the track structure. 5. Поєднання рейок, баласту та шпал відоме як залізнична колія. A. The combination of rails, ballast and ties is known as the railroad track. B. The combination of rails and ties is known as the railroad track. C. The combination of rails, ballast and ties is known as the railroad. D. The combination of rails, ballast and ties is the railroad track. 6. Залізничну колію ще називають „верхня будова колії”. A. The railroad track is also called the permanent track. B. The railroad track is also called the permanent way. C. The railroad is also called the permanent way. D. The railroad track also calls the permanent way. 7. Місце на колії, де зустрічаються кінці рейок, називають стик. A. The place where the ends of the rails meet in the track is a joint. B. The place where the ends of the rails meet in the track is called a joint. C. The place where the ends of the rails meet in the railroad track is called a joint. D. The place where the rails meet in the track is called a railway joint. 8. Ті стрілки буде оновлено. A. These switches will be renewed. B. Those switches were renewed. C. Those switches will be renewed. D. These switches were renewed. 9. Шпали кладуть на баласт, що є основою залізничної колії. A. The ties are laid on ballast which is the foundation of the railway track. B. The ties are laid on ballast which is the element of the railway track. C. The ties are laid on ballast which is the part of the railway track. D. The ties are laid on ballast which is the first foundation of the railway track. 10. Рейки спираються на шпали. A. The rail rests on ties. B. The rails rested on ties. C. The rail rests on the tie. D. The rails rest on ties.
UNIT 10.Passengerserviceonrailways I. WORKING AT LEXIS I.1. Find out the meaning of the following verbs and expressions Behaviour, to try hard, spreading, to explain, to interpret, to account (for), to recall, to recollect, to remember, to hamper, to hinder, to prevent, to help, to aid, to assist I.2. Fill in the gaps with the proper verb form. Translate the sentences obtained to explain-to interpret-to account (for) / to recall-to recollect-to remember / 1. I tried hard, but I couldn’t __ her face. 2. I __ our last conversation.3. Jack couldn’t __ who he had given that book to read to. 4. Try to __ all the details; it’s very important. 5. I’ve met that man before but I can’t __ his name. 6. Too many girlfriends __ you in your study. 7. What __ you from helping Jane? 8. Our search was __ by the heavy rain. 9. Don’t __ me from reading. 10. If they want to get married, I’m not going to __ them. 11. We must __ the disease from spreading. 12. It can’t be __. 13. The police were sure that one of the bank clerks __ the robbers. 14. A hearing __ is a neat little device which __ one hear better. 15. I can’t lift this box alone, I.3. Match pairs of synonyms from the words bellow Base, strange, to install, as, suitable, useless, to apply, to attain, to operate, turn, friction, to approach, to research, foundation, shift, to come, to connect, to speed up, like, to employ, rubbing, to achieve, useful, to propose, to place, to expect, to assume, to offer, to link, to accelerate, unusual, to run, convenient, to search I.4. Give antonyms to the words below and illustrate the opposition in meanings To restore, to remove, to contract, to get off, to get out, success, to fail, due to, careless, to empty, front, to gain, to exclude, extraordinary, practical, wheeled, traditional, nearer, make difficult, like, to like, same, strange, powerful, backward I.5. Match the explanation of the word’s meaning and the word: Light, possible, to follow, to appear, powerful, to decrease, to connect, loss, to fill, Physically strong; that can exist or happen; to become visible; to come or take place after sb/sth else in space, time; easy to lift or move; to bring sth together or into contact; to make sth increase speed; to occupy all of the space in sth; the state of no longer having sth/sb; to make sth smaller or fewer; having smooth, even shape; II. EVERYDAY ENGLISH II.1. Choose the word that best completes the sentence
II.2. Put the words in the right order and make a statement or a question
III. READING AND DISCUSSING III.1. Find out the meaning of the underlined words and expressions; learn them by heart IІІ.2. Read and translate the following text extract
PASSENGER SERVICE ONRAILWAYS Subway used in a transit sense refers to either a rapid transit system or (rarely) a light rail/streetcar system that goes underground. The term may refer only to the underground parts of the system, or to the full system. Subway is most commonly used in the United States and the English-speaking parts of Canada, though the term is also used elsewhere, such as to describe the subway line in Glasgow, Scotland and in translation of system names or descriptions in some Asian and Latin American cities. Some lines described as subway use light rail equipment. Notably, the New York City Subway and Boston’s Green Line, each about half underground, originated from fully surface streetcar lines. Also, the Buffalo Metro Rail is referred to as „the subway”, while it uses light rail equipment and operates in a pedestrian mall downtown for half of its route and underground for the remaining section. Sometimes the term is qualified, such as in Philadelphia, where trolleys operate in an actual subway for part of their route and on city streets for the remainder. This is locally styled subway-surface. In some cities where subway is used, it refers to the entire system; in others, only to the portions that actually are underground. Naming practices often select one type of placement in a system where several are used; there are many subways with above-ground components, and on the other hand, the Vancouver Sky-Train and Chicago „L” include underground sections. Interestingly, when the Boston subway was originally built, the subway label was only used for sections into which streetcars (trams) operated, and the rapid transit sections were called tunnels. Also, in some countries, subway refers to systems built under roads (such as the Glasgow Subway or London’s Metropolitan Line) and the informal term tube is used for the deep-underground tunnelled systems (such as London’s Piccadilly Line) – in this usage, somewhat technical nowadays and not used much in London, underground is regardless the general term for both types of system. Bus subways are uncommon but do exist, though in these cases the non-underground portions of route are not called subways. Seattle, Washington has a bus subway downtown, in which light rail trains and diesel-electric hybrid busses operate in a shared tunnel, with overhead wires which power the light rail trains, and the hybrid busses running in electrical-only mode while traveling through the tunnel. Bus subways are sometimes built to provide an exclusive right-of-way for bus rapid transit lines. These are usually called by the term bus rapid transit. „Subway” outside the USA, and especially in Europe refers to an underground pedestrian passageway linking large road interconnections that are often too difficult or dangerous to cross at ground level. In Canada, the term subway may be used in either sense. Underground and Tube The usage of underground is very similar to that of subway, describing an underground train system. In London the colloquial term tube now refers to the London Underground and is the most common word used for the underground system. However, strictly speaking, it should only refer to those deep lines which run in bored circular tunnels as opposed to those constructed near to the surface by „cut-and-cover” methods. The Glasgow metro system is known as the Glasgow Subway or colloquial as „the subway”. The word Metro is not usually used in London or Glasgow to refer to those cities’ metros, but it is used in and around Newcastle upon Tyne to refer to the Tyne and Wear Metro. Paris, Rome, Madrid, Barcelona, Copenhagen, Helsinki, Saint Petersburg and Moscow all have metro (from the word metropolitan) systems which are called metro in French, Italian, Spanish, Danish, Finnish and Russian. U-Bahn and S-Bahn The term metro is not usually used to describe metro systems in Germany, Austria, as the Germans use the term U-Bahn – a shortening of Untergrundbahn, meaning underground railway – and S-Bahn – an abbreviation for the German „Stadtschnellbahn” (fast city train). So for example in Berlin, the mostly underground system is known as the Berlin U-Bahn and it is integrated with the mostly above-ground system, known as the Berlin S-Bahn. BVG, the operators of the Berlin U-Bahn system describe the U-Bahn as „the largest metro system in Germany” and the S-Bahn system as an „urban rail system”. In Switzerland, where there is only one underground railway system in Lausanne, the term metro is generally used, due to the influence from the French language. IІІ.3. Give your opinion 1. What are the main kinds of transport modes providing passenger services? 2. What is common in all the systems providing passenger services? 3. Why do the terms for rail passenger service systems differ in various countries? 4. What comforts are provided for to meet the passenger needs? 5. What are the peculiarities of the rail passenger transportation in your country? IІІ.4. TranslateintoEnglish Міським рейковим громадським транспортом є трамвай, легко-рейковий транспорт, приміська залізниця, фунікулер, монорейка, метрополітен. Трамвай є найстарішим рейковим вуличним транспортом. Легко-рейковий транспорт є сучасним втіленням трамваю, він має відокремлену колію, та, завдяки цьому, більшу швидкість. Метрополітен – електрифікована пасажирська залізниця на міській території із високою пропускною спроможністю. Метрополітен зазвичай прокладається під чи над поверхнею землі. Як транспортний засіб найчастіше використовують електропотяг на рейках, але деякі мережі використовують магнітну левітацію або монорейку. Метрополітен має більшу швидкість і перевізну спроможність, ніж трамвай або легкорейковий транспорт, але меншу, ніж приміська залізниця. Після будівництва метрополітену в Лондоні ця технологія швидко поширилась у містах Європи, пізніше у США та в Азії. Наразі 160 міст світу мають мережі метрополітену, загальною довжиною більше 8 000 км колії та 7000 станцій. Варіантами метрополітену є монорейковий транспорт й легкорейковий транспорт, і гібрид з приміською залізницею є S-Bahn. ІV. INDIVIDUAL AUTONOMOUS TASK Deliver your ideas on the role and prospects of passenger service on railways V. SAMPLE OF CONTROL TEST V.1. Matching synonyms
V.2. Matching antonyms
V.3. Matching words to express the idea and writing them properly
V.4. Matching prepositions properly 1) Mr. Pavlov is busy _ the moment. 2) I don’t like going _ at night. 3) We give each other presents _ Christmas. 4) Julia is studying _ University. 5) Where are you _? V.5. Matching the translation properly 1. Робота була особливо важкою через нестачу питної води. A. The work was especially difficult because of lack of drinking water. B. The work was especial and difficult because of lack of drinking water. C. The work was very difficult because of lack of drinking water. D. The work was especially difficult because of lack of water. 2. Баласт підтримує конструкцію колії та утримує колію на місці. A. Ballast supports the track structure holding the track in position. B. Ballast holds the track in position supporting the track structure. C. Ballast supports the track structure in position. D. Ballast supports the track structure and holds the track in position. 3. Її треба очистити від дерев, кущів і вирівняти спеціальними машинами. A. It must be cleared from trees, bushes and graded by special machines. B. It must be cleared from trees, bushes and special machines. C. It must be graded by special machines from trees and bushes. D. It can be cleared from trees, bushes and graded by special machines. 4. Майже всі рейки спрацьовуються спершу на кінцях. A. Nearly all the rails don't wear out first at the ends. B. Nearly all the rails wear out at the ends. C. Nearly all the rails wear out at the ends at last. D. Nearly all the rails wear out first at the ends. 5. Залізниця будується на смужці землі, яка називається смуга відведення. A. The railway built on a strip of land is called the right-of-way. B. The railway is built on a strip of land which is called the right-of-way. C. The railway was built on a strip of land which was called the right-of-way. D. The railway is built on a strip of land which is called the right-of-strip. 6. Баласт забезпечує необхідний дренаж. A. Ballast provided needed drainage. B. Ballast will provide drainage. C. Ballast provides needed drainage. D. Ballast provides all the drainage. 7. Найкращими матеріалами для баласту є бите каміння і гравій. A. Better materials for ballast are crushed rock and gravel. B. The best materials for ballast are crushed rock and gravel. C. The best material for ballast is crushed rock. D. The best material for ballast is crushed rock or gravel. 8. Земля не може підтримувати залізничну колію. A. The earth can support the track structure. B. The earth cannot support the track structure. C. The earth could support the track structure. D. The earth has to support the track structure. 9. Рейковий стик завжди був найслабшою частиною колії. A. The rail joints have always been the weakest parts of the track. B. The rail joint has always been the weakest part of the track. C. The rail joints are the weakest parts of the track. D. The rails and the joints have always been the weakest parts of the track. 10. Деякі залізниці мають дві та більше колій. A. The same railways have two or more tracks. B. All the railways have two or more tracks. C. Some railways have two or more tracks. D. Some railways will have two or more tracks.
UNIT 11. At-grade public and city track transport I. WORKING AT LEXIS I.1. Find out the meaning of the following verbs and expressions To take a long time to, overwhelming majority, rotten, the bouquet, to spoil, the judge, evidence, the sort of person that, to deal with, to rise to one’s feet, flatly, because of, the broken leg, again, to fall down, to come up to, the black smoke I.2. Fill in the gaps of the sentences below with the proper verb in the proper form. Translate the sentences obtained to choose-to pick-to elect / to refuse-to reject-to turn down-to deny / to stand up-to get up-to rise 1. Do you usually __ your clothes yourself? 2. Alice took a long time to __ a dress. 3. Mr. Smith was __ a chairman by overwhelming majority. 4. Jane liked all the dresses, and in the end she __ the green one. 5. There’s little to __ between rotten apples. 6. Bert __ the best flowers for the bouquet. 7. I asked William to help me but he __. 8. William __ to help me. 9. You are spoiling your son; you __ him nothing. 10. The judge __ their evidence. 11. She flatly __ to take the money. 12. He is the sort of person that can’t __ himself anything. 13. I __ to deal with them. 14. What time do you usually __? 15. You don’t have to __ when you want to ask a question. 16. The sun __ in the East. 17. I couldn’t __ to my feet because of the broken leg. 18. The boy fell down and then __ again. 19. The price of meat has __ by 2 per cent. 20. She __ from the chair and came up to me. 21. We watched the black smoke __ from the village. I.3. Match pairs of synonyms from the words bellow Comfortable, to offer, to link, whether, cheap, noiseless, option, if, non-expensive, additional, silent, to lighten, sentence, to connect, aim, convenient, conventional, choice, to destroy, to decrease, several, non-effective, some, usual, to make lighter, extra, to ruin, purpose, to propose, inefficient, to reduce, phrase I.4. Give antonyms to the words below and illustrate the opposition in meanings Owing to, full, an increase, usual, accelerate, to impede, noiseless, extracted, universal, next, to embarrass, to dislike, to link, to disturb, despite of, dependent, to fail in, possible, safe, inconvenient, from, cheap, basic, general, extraordinary I.5. Match the explanation of the word’s meaning and the word: To move, important, to facilitate, place, to apply, strange, cheap, loss, to attain, powerful, to suit, success, friction, to investigate, to operate To make practical use of sth; disagreement or conflict between parties with different views; to succeed in getting sth; the achievement of desired aim; of great value, concern; to discover or examine all facts about sth; a particular area or position; difficult to understand; to change position; low in price; having great influence or authority; to be attractive or acceptable; to make a machine work; the state of no longer having sth/sb; to make sth easier II. EVERYDAY ENGLISH II.1. Choose the word that best completes the sentence
9. May I take another/else cake?
II.2. Fill in the gaps with suitable prepositions or conjunctions given below owing to, in spite of, according to, both ... and, due to, either ... or, by means of, neither ... nor, the ... the, in addition
III. READING AND DISCUSSING III.1. Find out the meaning of the underlined words; learn them by heart IІІ.2. Read and translate the following text extracts PUBLIC TRANSPORTATION AND PASSENGER RAIL Elevated is a shorthand for elevated railway, a railway built on supports over other rights of way, generally city streets. The term overhead tends to be used in Europe. The names of elevated railways are sometimes further abbreviated to El or L. Some examples include:
At-grade urban rail transit (tram, streetcar, trolley) The terms tram, streetcar and trolley refer to most forms of common carrier rail transit that run entirely or partly on streets, providing a local service and picking up and discharging passengers at any street corner, unless otherwise marked. While tram or tramway are widely used worldwide, the term used varies in different dialects of English, with streetcar and trolley most commonly used in North America (streetcar being more common in the eastern part of the continent and trolley in the western part), while tram predominates in Europe and elsewhere. Tram is a British word derived from Low German traam, meaning the „beam (of a wheelbarrow)”. The term „tram” was originally used in the coal mines of Scotland and Northern England for a coal cart running on rails, although some sources claim (inaccurately) that it was derived from the name of engineer Benjamin Outram. Streetcar is an American word derived from „street” + „car”, where „car” is used in the sense of a vehicle running on rails, i.e. railway car. The first American streetcars, introduced around 1830, were horsecars, and this type of streetcar became ubiquitous because very few of the streets in American cities were paved. Mechanical versions, pulled by cables, were introduced around 1870. Electric streetcars were introduced in the 1880s and soon replaced the horse-drawn streetcar in cities across the United States. Trolley is an American word derived from the electric current pickup mechanism in early systems. The first successful electric streetcars in the United States used a system devised by Frank J. Sprague, in which a spring-loaded trolley pole pushed a small trolley wheel up against an overhead wire to collect electricity for the motors. Although not the first overhead collection system, it was far more reliable than its predecessors, and eventually became used by almost all streetcars. Some authorities believe that the vehicle became known as a trolley car because it reminded people (particularly on the West Coast) of a boat trolling for fish. Others believe it derived from a dialect word for a wheeled cart. In the U.S. the word tram frequently refers to a tourist bus with the appearance of a heritage streetcar, cable car, or rubber-tired people-mover. They are frequently used for parking lot shuttles at theme parks and major events or transportation within theme parks. Trolley can sometimes carry similar meaning, as in the RiverCity Trolley in Minneapolis, Minnesota.
Historical systems Specific terms for some historically important tram technologies include horsecar, heritage streetcar, and cable car. Heritage streetcar (also known as heritage trolley or vintage trolley) is an American term for streetcar systems that use vehicles that were built before 1960, or modern replicas of such vehicles. Cable car is an American word for a passenger rail vehicle attached to a moving cable located below the street surface and powered by engines or motors at a central location, not on board the vehicle. There are cable cars operating in numerous cities, such as San Francisco, California and Wellington, New Zealand. In the Tennessee Williams play A Streetcar Named Desire, the term streetcar is used allegorically to refer to Blanche DuBois’ promiscuousness and inability to form permanent relationships, as in the sarcastic phrase: „Men (or women) are like streetcars. There’ll be another one along any minute.” IІІ.3. Give your opinion 1. What were the main types of vehicles providing passenger services in cities? 2. What was common in all those systems providing city passenger services? 3. What comforts were provided by those systems? 4. Why do the terms for city passenger service systems differ in various countries? 5. What were and are the peculiarities of the city passenger transportation in your country? IІІ.4. TranslateintoEnglish Легке метро (легкий метрополітен) – різновид легкорейкового транспорту. У легкого метрополітену пасажиро-потік не перевищує 15-25 тис. осіб на годину. Його лінії розташовуються на поверхні або на естакадах та інколи мають невеликі тунельні ділянки. Рухомий склад має габарити та маси менше залізничних, поїзди налічують 2-4 вагони, діаметр тунелів складає 4-5 метрів, у тунелях і над землею допустимі значні нахили та малі поворотні радіуси, платформи на станціях бувають завдовжки 50-90 метрів і шириною 5-8 метрів. Переваги легкого метрополітену – 1) будівництво наземних і надземних станцій і перегонів залізниць (найпростіших за конструкцією) обходиться дешевше і займає менше часу в порівнянні з підземними; 2) відсутність велетенських неохайних котлованів-довгобудів; 3) відсутність проблем із вентиляцією, пливунами, дорогими та ненадійними ескалаторами. Недоліками є 1) перетин із автомобільними магістралями, через що необхідно будувати великої вартості мости, естакади та тунелі для автотранспорту; 2) використання надземного простору, на який могли претендувати автомагістралі (внаслідок цих причин можливе погіршення пропускної спроможності міських вулиць); 3) постійний шум; 4) обмерзання платформ станцій взимку; 5) додаткові експлуатаційні витрати, у тому числі необхідність снігоприбирання і частого ремонту колії. ІV. INDIVIDUAL AUTONOMOUS TASK Deliver your own ideas on the role and prospects of city passenger service development V. SAMPLE OF CONTROL TEST V.1. Matching synonyms
V.2. Matching antonyms
V.3. Matching words to express the idea and writing them properly
V.4. Matching prepositions properly 1) Did you come here _ rail? 2) It is made _ stone. 3) In most countries people drive _ the right. 4) Mr. Pavlenko is busy _ the moment. 5) Most of us had left _ that time. V.5. Matchingthetranslationproperly 1.Комп’ютери з’явилися на залізницях багатьох країн. A. Electronic computers have already appeared on railroads of main countries. B. Electronics and computers have already appeared on railroads of many countries. C. Electronic computers will have already appeared on railroads of many countries. D. Electronic computers have already appeared on railroads of many countries. 2. Згідно з проектом, залізницю побудують наступного року. A. According to the project the railway will be built next year. B. According to the project the railway won't be built next year. C. According to the project the railway was built last year. D. According to the project the railway will be built in a year. 3. Залізниця впровадила новий вантажний вагон для перевезення цементу. A. Railway introduced a new type of freight car for transporting cement. B. Railway has introduced a new freight car for transporting cement. C. Railway has been introducing a new type of freight car for transporting cement. D. Railway introduces a new type of freight car for transporting cement. 4. Часто залізниці доводиться будувати в важких умовах. A. Very often railways are built in hard conditions. B. Very often railways have to be built in hard conditions. C. Very seldom railways have to be built in hard conditions. D. Many railways have been built in hard conditions. 5. Луганський вагонобудівний завод щойно розробив новий пасажирський вагон. A. The Luhansk Building has just developed a new passenger car. B. The Luhansk Car Building Works developed a new passenger car. C. The Luhansk Car Building Works has just developed a passenger car. D. The Luhansk Car Building Works has just developed a new passenger car. 6. Метро побудовано в багатьох містах нашої країни. A. Underground railways have been built in many cities of our country. B. Underground railways have been built in all main cities of our country. C. Underground railways have been built in many cities of the world. D. Underground railways have never been built in many cities of our country. 7. Кожному слід знати історію транспорту своєї країни. A. Everybody knows the history of transport of his country. B. Everybody must know something about the history of transport of his country. C. Everybody should know the history of transport of his country. D. Everybody should know something about the history of his country. 8. Залізниця вплинула на розвиток кожної країни. A. The railroad is influenced by the development of each country. B. The railroad has influenced the development of other country. C. The railroad has never influenced the development of each country. D. The railroad has influenced the development of each country. 9. Залізниці використовують для перевезення вантажів і для подорожей. A. Railroads are used for transportation of freight and for travelling. B. Railroads are using for transportation of freight and for travelling. C. Railroads used for transportation of freight and for travelling. D. Railroads were used for transportation of freight and for travelling. 10. Шпали для швидкісних залізниць мають бути виготовлені з бетону. A. The sleepers for high-speed railways have been made of concrete. B. The sleepers for high-speed railways have to be made of concrete. C. The sleepers for high-speed railways are made of concrete. D. The sleepers for high-speed railways were made of concrete.
UNIT 12. Urban Railway Systems I. WORKING AT LEXIS I.1. Find out the meaning of the following verbs and expressions To manage, to afford, it may make you ill, wound, advice, to be asleep, calm down, I.2. Fill in the gaps of the sentences below with the proper verb in the proper form. Translate the sentences obtained to convince-to persuade / to worry-to bother-to trouble-to disturb / to believe-to trust 1. The doctor __ Mrs. Foster to agree to the surgery. 2. How did you manage to __ him of his mistake? 3. It took me a long time to __ her that we couldn’t afford a new car. 4. Try to __ your brother to come. 5. Don’t even try to __ me out of accepting their offer. 6. Who __ you of that? 7. Don’t __ too much about your health; it may make you ill. 8. The old wound __ him in rainy weather. 9. Could I __ you for a moment, please? I need your advice. 10. Don’t let such little things __ you. 11. Dad is asleep; don’t __ him. 12. Bert never __ to say thank you. 13. Calm down. There’s nothing to __ about. 14. Alice was __ to hear of the news. 15. I know what I am doing; don’t __ me with your advice. 16. There was a „Don’t __” sign on the door. 17. Do you __ Martin? 18. Why, if it isn’t Bob! I can’t __ my eyes. 19. I tell you it was Bob; I can still __ to my eyes. 20. „Touch wood”. „I don’t __ in it”. 21. If I were you, I wouldn’t __ that man. 22. His story is difficult to __. 23. I don’t __ in saving money on food. I.3. Match pairs of synonyms from the words bellow To reduce, unconventional, opinion, to supply, basic, to contain, to shape, to adopt, load, as, to shut, chief, to close, proposal, unusual, idea, point of view, to change, like, to employ, to provide, further, to facilitate, to comprise, freight, to contract, later, to form, suggestion, to replace, to make easier, concept I.4. Give antonyms to the words below and make sentences to illustrate the opposition in meanings In spite of, empty, a reduction, unusual, to speed up, noisy, last, to disturb, fast, heavy, exceptional, without, expensive, principal, common, careless, to imply, carefully, to pollute, to construct, to respect, to mend, to be objected to, easy I.5. Match the explanation of the word’s meaning and the word: To apply, strange, to attain, to suit, to operate, possible, to follow, to decrease, care, to connect, to fill, to speed up, to expect, to transfer, to prove To make practical use of sth; to show sth by means of facts or evidence; that can exist or happen; to occupy all of the space in sth; difficult to understand; the process of looking after sb/sth; to succeed in getting sth; to make a machine work; to be attractive or acceptable; to come or take place after sb/sth else in space, time; to bring sth together or into contact; to make sth increase speed; to make sth smaller or fewer; to move sth/sb from one place to another; to think that sth will happen II. EVERYDAY ENGLISH II.1. Choose the word that best completes the sentence
3. What is the mother tongue/language of the American people?
II.2. Fill in each gap with a preposition(some are used more than once) of, on, with, for, of, to, in
III. READING AND DISCUSSING III.1. Find out the meaning of the underlined words; learn them by heart IІІ.2. Read and translate the following text extract
LIGHT RAILWAY A light railway is a British English term referring to a railway built at lower costs and to lower standards than typical „heavy rail”. These lighter standards allow lower costs of operation at the price of slower operating speeds and lower vehicle capacity. They were permitted under the Light Railways Act 1896 and intended to bring railways to rural areas. The London Docklands Light Railway has more rapid transit style features than would be typical of light rail systems, but fits within the U.K. light railway definition. A light rail transit (LRT) system is an urban rail transit system with a „light” passenger capacity compared to heavy rail and metro systems. Its operating characteristics are that it uses railcars, called light rail vehicles (LRVs), operating singly or in short multiple unit trains on fixed rails in a right-of-way that is not necessarily grade separated from other traffic for much of the way. Light rail vehicles are almost always electrically driven, with power usually being drawn from an overhead line rather than an electrified third rail. The phrase light rail was coined in the 1970s during the re-emergence of streetcars/trams with more modern technology. It was devised in 1972 by the U.S. Urban Mass Transportation Administration (UMTA) to describe new streetcar transformations which were taking place, and was a translation of the German word stadtbahn. However, instead of the literal translation of city rail, the UMTA used light rail instead. In general, it refers to streetcar/tram systems with rapid transit-style features. It is named to distinguish it from heavy rail, which refers to rapid transit systems as well as heavier regional rail/intercity rail. A few systems such as people movers and personal rapid transit could be considered as even „lighter”, at least in terms of how many passengers are moved per vehicle and the speed at which they travel. Monorails are a separate technology. Light rail systems can typically handle steeper inclines than heavy rail, and curves sharp enough to fit within street intersections. They are typically built in urban areas, providing frequent service with multiple-unit trains or single cars. The most difficult distinction to draw is that between light rail and streetcar/tram systems. There is a significant amount of overlap between the technologies, and it is common to classify streetcars/trams as a subtype of light rail rather than as a distinct type of transportation. The traditional type, where the tracks and trains run along the streets and share space with road traffic. Stops tend to be frequent, and little effort is made to set up special stations. Because space is shared, the tracks are usually visually unobtrusive. A more modern variation, where the trains tend to run along their own right-of-way and are often separated from road traffic. Stops are generally less frequent, and the passengers are often boarded from a platform. Tracks are highly visible, and in some cases significant effort is expended to keep traffic away through the use of special signaling, and even grade crossings with gate arms. At the highest degree of separation, it can be difficult or impossible to draw the line between light rail and rapid transit, as in the case of London’s Docklands Light Railway, which would likely not be called light rail were it not for the contrast between it and the London Underground. Many light rail systems – even fairly old ones – have a combination of the two, with both on-road and off-road sections. In some countries, only the latter is described as light rail. In those places, trams running on mixed right-of-way are not regarded as light rail, but considered distinctly as streetcars or trams. However, the requirement for saying that a rail line is „separated” can be quite minimal – sometimes just with concrete „buttons” to discourage automobile drivers from getting onto the tracks. There is a significant difference in cost between these different classes of light rail transit. The traditional style is often less expensive. Despite the increased cost, the more modern variation (which can be considered as „heavier” than old streetcar systems, even though it’s called light rail) is the dominant form of new urban rail transit in the United States. Some places in the country have set about building the less expensive streetcar lines themselves or with only minimal federal support. Most of these lines have been „heritage” railways, using refurbished or replica streetcars harkening back to the first half of the 20th century. Light rail is generally powered by electricity, usually by means of overhead wires, but sometimes by a live rail, also called third rail (a high voltage bar alongside the track), requiring safety measures and warnings to the public not to touch it. In some cases, particularly when initial funds are limited, diesel-powered versions have been used, but it is not a preferred option. Some systems are automatic, dispensing with the need for a driver; however, such systems are not what is generally thought of as light rail, crossing over into rapid transit. Automatic operation is more common in smaller people mover systems than in light rail systems, where the possibility of grade crossings and street running make driverless operation of the latter inappropriate. IІІ.3. Give your opinion 1. What system can be called a light railway? 2. What are the main features of light railways? 3. What comforts were provided by those systems? 4. What are the advantages and disadvantages of them? 5. What are the peculiarities of the light railway development in different countries?
IІІ.4. TranslateintoEnglish Легкорейковий транспорт (англ. Light Rail) – це регулярні швидкісні рейкові види міського чи приміського транспорту, що займають проміжне положення між метрополітеном, залізницею і трамваєм. Легкорейковий транспорт найпоширеніший в країнах Європи і Північної Америки. Поняття «легкорейковий транспорт» виникло в США, де в середині ХХ століття назву «трамвай» уважали старомодною. У Європі легкорейковий транспорт переважно вважають трамваєм. На теренах колишнього СРСР отримав назву «швидкісний трамвай». Легкорейковий транспорт, що має підземні ділянки, називають «метротрамом». Поїзди легкорейкового транспорту живляться електрикою від контактної мережі. ЛРТ сповна може конкурувати з метро за швидкістю і провізною здатністю при істотно меншій вартості будівництва і експлуатації (середня вартість будівництва 1 км метро – 150 млн. євро, 1 км ЛРТ – 15 млн. євро). Легкорейковий транспорт набагато дешевший за метро, оскільки він може використовувати трамвайну інфраструктуру і не вимагає споруди тунелів. Одночасно поїзди легкорейкового транспорту можуть використовувати залізничну інфраструктуру, що робить дуже вигідним його використання на приміських маршрутах – за містом такий поїзд використовує інфраструктуру залізниць, в місті – трамвайні колії. Таким чином люди, що живуть у передмістях, можуть швидко дістатися до роботи, уникаючи вокзалів і пересадок. ІV. INDIVIDUAL AUTONOMOUS TASK Deliver your own ideas on the prospects of light railway development V. SAMPLE OF CONTROL TEST V.1. Matching synonyms
V.2. Matching antonyms
V.3. Matching words to express the idea and writing them properly
V.4. Matching prepositions properly 1) Do you come here _ rail? 2) It is made _ Kyiv. 3) In most countries people drive _ high speed. 4) Mr. Pavlenko is busy _ the moment. 5) They had left _ that time. V.5. Matchingthetranslationproperly 1. Незабаром усі важливі магістралі буде електрифіковано. A. Soon all main-line tracks in our country will be electrified. B. Soon all main-line tracks in the world will be electrified. C. Soon all important main-line tracks were electrified. D. Soon all important main-line tracks will be electrified. 2. Деякі країни мають залізниці з різною шириною колії. A. All the countries have railways with different gauges. B. Some countries have railways with different gauges. C. The countries have railways with the same gauges. D. Some countries had railways with different gauges. 3. Багато людей не вірили, що можна зробити паровоз придатним до використання. A. Many people didn’t believe it was possible to make a steam locomotive suitable for service. B. Many people don’t believe that it is possible to make a steam locomotive suitable for service. C. Many people won’t believe it will be possible to make a steam locomotive suitable for service. D. Many people did not believe that it was possible to make a steam locomotive. 4. Залізниці на кінській тязі існували недовго. A. The horse-power railways do not last long. B. The horse-power railways lasted long. C. The horse-power railways didn’t last long. D. The hydro-power railways last long. 5. Залізниці використовувалися для перевезення вугілля до перевезення пасажирів. A. Railways had been used for transporting coal before they were used to carry passengers. B. The horse-power railways had been used for transporting coal passengers. C. The electric railways had been used for transporting coal and passengers. D. The railways had been used for transporting horses before they were used to carry passengers. 6. Сьогодні треба розробляти потужніші машини, щоб прискорити процес будівництва залізниць. A. More powerful machines have to be developed to speed up the process of building railroads. B. Today powerful machines have to be developed to speed up the process of building railroads.
C. Today, more powerful machines have to be developed to speed up the process of building railroads. D. Today, more powerful machines have developed to speed up the process of building railroads. 7. Зменшення стиків робить можливими вищі швидкості. A. The reduction of the joints makes higher speeds possible. B. The reduction of the number of joints makes higher speeds possible. C. The reduction of the number of joints makes high speeds possible. D. The reduction of the joints makes higher speeds impossible. 8. Журнали друкують статті, що обговорюють проблеми безстикових колій. A. Magazines publish articles which discuss the problems of jointless track. B. Magazines published articles which discussed the problems of jointless track. C. Some magazines publish articles which discuss the problems of jointless track. D. Magazines published articles which discussed the problems of jointless track. 9. Швидкість нашого метро вища ніж та, що розвивають поїзди метро за кордоном. A. The speed of our metro is higher than that developed by the metro trains abroad. B. The speed of our trains is higher than that developed by the trains abroad. C. The speed of our metro is as high as that developed by the trains abroad. D. The higher the speed of our trains is, the higher speed develop trains abroad. 10. Бетонні шпали забезпечують більшу усталеність колії. A. Constructed sleepers provide greater stability of track. B. Concrete sleepers provide greater stability of track. C. Paper-made sleepers provide greater stability of track. D. Clay sleepers provide greater stability of track.
UNIT 13.Heavy rails. Interurban, Regional and Commuter rails I. WORKING AT LEXIS I.1. Find out the meaning of the following verbs and expressions Talking politics, associating with, unwanted difficulties, paying their income tax, obligation, to execute orders, spots, tight, beyond recognition, the first provision, to say in sb’s favour, to make sb do sth, to change one’s mind, to avoid, to evade, to escape, to carry out, to execute, to fulfil, to perform, to change, to alter, to modify I.2. Fill in the gaps of the sentences below with the proper verb in the proper form. Translate the sentences obtained to avoid-to evade-to escape / to carry out-to execute-to fulfil-to perform / 1. Can the leopard __ its spots? (Proverb) 2. Could you __ this dress for me? It’s too tight. 3. Charles has __ beyond recognition since I last saw him. 4. I approve of the contract in general, but I think its first provision should be __. 5. Nothing you say in his favour can __ me opinion of him. 6. What made Steve __ his mind? 7. If things don’t __, they’ll stay as they are. 8. I advise you to __ talking politics with him. 9. If you keep associating with them, you will not __ troubles. 10. Do you know why Silvia __ meeting me? 11. I don’t like Green but I can’t __ meeting him. 12. Let’s try to __ unwanted difficulties. 13. You were lucky to __ being caught. 14. I don’t believe they tried to __ paying their income tax. 15. I am a soldier; I can’t refuse to __ orders. 16. I expect you to __ your obligation. 17. The operation on him was __ by the best of our surgeons. 18. His orders must be __ exactly. 19. Roger promises everything but __ nothing. 20. None of them have enough experience to __ such a task. I.3. Match pairs of synonyms from the words bellow Forward, to project, to believe, to assume, promising, to design, to ruin, vehicle, single, to expect, to embrace, purpose, to move, to install, to suspend, to hold, lack, damaged, to link, perspective, to consider, means of transport, one, to hang up, aim, to connect, ahead, disadvantage, to set in motion, faulty, to place, to destroy I.4. Give antonyms to the words below; make sentences to illustrate the opposition in meanings Lack, to link, convenient, to save, expenses, upward, above, silence, to shut, advanced, modern, to exist, same, difficult, inward, additional, backward, to move, advantage, clever, empty, to unload, private, peculiar, similar, to slow down I.5. Match the explanation of the word’s meaning and the word: To put forward, convenient, to believe, promising, similar, vehicle, principal, to link, stream-lined, to aim at,load,basic, to prove, to investigate, to suit, to transfer First in ranks or importance; forming a base from which sth develops; anything that is being carried; to examine all facts about sth; indicating future success; to feel sure of the truth of sth; to recommend sth for discussion; to move sth/sb from one place to another; having even shape; to be acceptable; to make a connection between things; a thing used for transporting goods or people; suiting sb’s needs or plans; resembling sb/sth but not the same; to try to achieve sth; to show sth by means of evidence II. EVERYDAY ENGLISH II.1. Reply to the following sentences with a suitable question
II.2. Find and correct the mistake (there is one mistake in each sentence)
III. READING AND DISCUSSING III.1. Find out the meaning of the underlined words; learn them by heart IІІ.2. Read and translate the following text extract HEAVY RAILS A heavy rail system is an electric railway with the capacity to handle a heavy volume of traffic. The term is often used to distinguish it from light rail systems, which usually handle a smaller volume of passengers. In Britain, heavy rail refers to regional rail and intercity rail services as distinct from other rapid transit or light rail modes, such as when referring to National Rail services in London. In North America, heavy rail can also refer to rapid transit, when referring to systems with heavier passenger loadings than light rail systems, but distinct from commuter rail and intercity rail systems. It is characterized by high-speed, passenger cars running in separate rights-of-way from which all other vehicular and foot traffic are excluded.
INTERURBAN, REGIONAL AND COMMUTER RAILS In the U.S., interurban refers to a higher-speed rural streetcar line. Interurbans are all but gone, with two of the remaining (Norristown High Speed Line, IRT Dyre Avenue Line) having been upgraded to rapid transit specifications. The South Shore Line, which runs from Chicago’s Millennium Station to South Bend, Indiana, has been converted to modern electric rapid-transit operation on the dense corridor between Chicago and Gary, Indiana but still runs essentially as an interurban through several small towns between Gary and South Bend. Interurbans sometimes used freight railways rather than building their own track. In Australia, interurban refers to long distance commuter trains such as the routes between Newcastle and Sydney, between Brisbane and Gympie, or between Brisbane and the Gold Coast. Some interurban trains may operate from where suburban lines end, such as Southern Highlands services between Campbelltown and Goulburn, or between Ipswich and Rosewood. These do not have the features of „intercity trains” in other parts of the world, such as booked seats and meal services, but are bare commuter trains. They are properly called interurban rather than intercity, although CityRail refers to its interurban services as „intercity” trains. Regional rail (also called metropolitan rail, commuter rail, or suburban rail) is an electric or diesel propelled railway for urban passenger train service consisting of local short distance travel operating between adjacent cities and towns, or between a central city and adjacent suburbs, using either locomotive hauled or multiple unit railroad passenger cars. Regional rail usually provides rail services between towns and cities, rather than purely linking major population hubs in the way intercity rail does. Regional rail operates outside major cities. Unlike Intercity, it stops at most or all stations. It provides a service between smaller communities along the line, and also connections with long-distance services. Alternative names are „local train” or „stopping train”. Examples include the former BR’s Regional Railways, France’s TER (Transport express régional) and Germany’s DB Regio services. Regional rail operates throughout the day but often at low frequency (once per hour or only a few times a day), whereas commuter rail provides a high-frequency service within a conurbation. Regional rail in this sense does not exist in North America, where the term „regional rail” is synonymous with commuter rail. Regional trains are usually all seated and provide luggage space, although they seldom have all the amenities of intercity trains such as a buffet or dining car. Since their invention, the distinction between regional and long-distance rail has also been the use of multiple unit propulsion, with longer distance trains being locomotive hauled. Shorter regional rail services will still usually be operated exclusively by multiple units where they exist, which have a shorter range and operate at lower average speeds than services on intercity rail networks. Not using a locomotive also provides greater passenger capacity in the commuter role at peak periods. Commuter rail in North America refers to urban passenger train service for local short-distance travel operating between a central city and its suburbs. Such rail service, using either locomotive-hauled or self-propelled railroad passenger cars, is characterized by multi-trip tickets, specific station-to-station fares, and usually only one or two stations in the central business district. It does not include heavy rail, rapid transit, light rail, streetcar, tram, or intercity rail service. Intercity, Corridor and Long-Distance The Inter-City was a British named train, introduced in 1950, but the term InterCity was adopted by British Rail in 1966 as a brand-name for its long-haul express passenger services. Since then, the terms Inter-city or intercity have been widely adopted to refer to express passenger train services that cover longer distances than commuter or regional trains. In the US, „Corridor” services refer to routes connecting relatively nearby cities, where one city can be visited from another without staying overnight. Long-Distance refers to routes which cover vast rural distances. IІІ.3. Give your opinion 1. What system can be called a heavy rail? 2. What are the main features of heavy, interurban, regional and commuter rails? 3. What comforts are provided by these systems? 4. What are their advantages and disadvantages? 5. What are the promises of heavy, interurban, regional and commuter rails development in different countries? IІІ.4. TranslateintoEnglish Робота транспорту становить матеріальну основу географічного і міжнародного поділу праці. Транспорт забезпечує зв’язки між виробництвом і споживанням, задовольняє потреби населення у перевезеннях, має велике оборонне значення. За обсягом і структурою транспортних перевезень визначають рівень розвитку та особливості структури господарства країни чи регіону. За видами роботи транспорт поділяється на дві галузі – вантажний і пасажирський, за видами використання можливостей навколишнього середовища – на сухопутний, водний (морський, річковий) і повітряний, за видами використання засобів пересування – на залізничний, автомобільний, трубопровідний, гужовий, в’ючний тощо. Розрізняють роботу транспорту в межах держави (внутрішні перевезення, на морі – каботажні перевезення) і міжнародні перевезення. Кількість зайнятих роботою на транспорті в економічно розвинутих країнах і в країнах, що розвиваються, становить 6-7 % економічно активного населення. Сухопутні види транспорту в різних країнах і регіонах світу мають свої особливості, пов’язані з розмірами території, характером розміщення населення, рівнем розвитку економіки, співвідно-шенням роботи окремих видів транспорту та загальним обсягом його роботи. Перевезення пасажирів здійснюються автомобільним, залізничним, водним (морським, річковим), повітряним, міським електричним, спеціальними видами пасажирського транспорту, які складають єдину транспортну мережу. ІV. INDIVIDUAL AUTONOMOUS TASK Deliver your own ideas on the promises of heavy, interurban, regional and commuter rails development in your country V. SAMPLE OF CONTROL TEST V.1. Matching synonyms
V.2. Matching antonyms
V.3. Matching words to express the idea and writing them properly
V.4. Put the verb in brackets in proper form 1. If a suspension bridge (to choose) by the designer, the first step in its building would be the erection of towers on the opposite banks of the river to be crossed. 2. If you (to try) to find an extraordinary example of a bridge accident in British railway history, you will mention the catastrophe with the Tay Bridge. 3. The Kyiv terminal could not have handled an enormous flow of passengers if it (not to reconstruct). 4. The appearance of the station building (to be) more attractive if the new materials are employed. 5. If the railways (to build) in open, level country, the track construction work would have been less expensive. 6. If the railways (to build) in open, level country, the track construction work would be less expensive. 7. If the automatic trains (to introduce) on all railways, the efficiency of railway service will increase. V.5. Matching the translation properly 1. Вибір типу монорейки залежить від кліматичних умов, особливостей території, кількості пасажирів тощо. A. The choice of the monorail type depends on climatic conditions, the peculiarities of the territory, the number of passengers, etc. B. The choice of the types depends on climatic conditions, the passengers, etc. C. The choice of the monorail depended on climate, the number of passengers, etc. D. To choose the monorail type one analyse climatic conditions, the peculiarities of the territory, the number of passengers, etc. 2. Монорейка навісного типу багатьма вважається найефективнішою з тих, що використовуються. A. The supported-type monorail was considered by many the most effective type used. B. The supported-type monorail is considered by many the least effective type used. C. The supported-type monorail is considered by many the most effective type used. D. The supported-type monorail is considered by many more effective type used. 3. Існує загальна думка, що монорейки – це, головним чином, вид міського транспорту. A. There is a common idea that monorail will be principally a city form of transport. B. There is an interesting idea that monorails are principally a city form of transport. C. There is a more idea that monorails are principally a city form of transport. D. There is a common idea that monorails are principally a city form of transport. 4. Основними перевагами монорейкової залізниці є висока швидкість укладання колії та руху, економія простору, тощо. A. The advantages of a monorail are speed of laying the trains, savings of space, etc. B. The principal advantage of a monorail is high speed of laying the track. C. The principal advantages of a monorail are high speed of laying the track and running, savings of space, etc. D. The advantages of a monorail are high speed of the track-laying machines, savings of space, etc. 5. Ідея монорейкової залізниці з’явилася в останній чверті 19-го сторіччя. A. The idea of the mono-line railroad appeared in the quarter of the 19-th century. B. The idea of the monorail railroad will soon appear. C. The idea of the monorail railroad appeared in the last quarter of the 19-th century. D. The idea of the monorail railroad appears in the last quarter of the 19-th century. 6. Вагон монорейки навісного типу – нестабільний, тому що центр тяжіння транспортного засобу знаходиться над рейкою. A. A car was supported by monorail being unstable because the centre of gravity of the vehicle is above the rail. B. A car of supported monorail is unstable because the centre of gravity of the vehicle is above the rail. C. A car of supported monorail was unstable because the centre of gravity of the vehicle was above the rail. D. A car of supported monorail is unstable because the centre of gravity of the vehicle isn’t above the rail. 7. Засоби, що використовуються для забезпечення рівноваги, ділять навісні монорейки на 4 групи. A. The means used providing balance divide the supported monorails into 4 groups. B. The means used to provide balance are divided by supported monorails into 4 groups. C. All the means used to balance divide the supported monorails into 4 groups. D. The means used to provide balance divide the supported monorails into 4 groups. 8. Після декількох аварій цю ідею було відкинуто. A. After some accidents this idea was dropped. B. After some accidents this idea was developed. C. After some accidents that idea was dropped. D. After some accidents this idea has dropped. 9. За причини фінансових труднощів і нестачі механічних ресурсів цей проект не міг бути реалізований. A. Being the cause of financial difficulties this project could not be realized. B. As financial difficulties and lack of mechanical resources were considerable this project could not be realized. C. Financial difficulties and lack of mechanical resources could not realized this project. D. Because of financial difficulties and lack of mechanical resources this project could not be realized. 10. Нарешті, Валднер розробив прототип сучасної монорейки. A. Finally, Valdner was developing a prototype of the modern monorail. B. Finally, Valdner developed a new prototype of the modern monorail. C. Finally, Valdner developed a prototype of the modern monorail. D. Finally, Valdner was to develop a prototype of the modern monorail.
UNIT 14. Types of rail transit systems I. WORKING AT LEXIS I.1. Find out the meaning of the following verbs and expressions To trouble to; anything like that; the right one; to tell the truth; whatever you like; evident things; to be not worth it; get it hot; to say; to tell; to argue; to dispute; to bet I.2. Fill in the gaps of the sentences below with the proper verb in the proper form. Translate the sentences obtained to say-to tell / to argue-to dispute-to bet 1. Who __ you that? 2. He __ nothing to my question. 3. “Any news?” – “Nothing to __ about”. 4. Don never troubles to __ “please”. 5. Bert __ me that he wouldn’t come. 6. Do you think Rona is __ the truth? 7. I’ve never __ anything like that. 8. “I’m leaving tomorrow,” he __ . 9. Who are they to __ us what to do? 10. So many keys you have! How can you __ the right one? 11. Never __ so again! 12. I __ you that there would be troubles. 13. I don’t __ what you say in general; I don’t agree with some details. 14. I __ my life you’ll get it hot this time. 15. “Do you think he will call?” “You __”. 15. I __ you whatever you like they won’t agree. 16. Do you have to __ with me every time? 17. Richard is always ready to __ against any of my proposals. 18. Stop __ ! The matter isn’t worth it. 19. Let’s not __ about evident things. 20. I’m fed up with __ with Peter; he never admits that he is wrong. I.3. Match pairs of synonyms from the words bellow Aim, to design, to compute, to permit, to regard, lack, aid, goal, to propose, to draw, disadvantage, suitable, to hold, shortage, to decrease, to suggest, conventional, to exist, to belong, choice, traditional, to reduce, to calculate, to be, to support, to haul, to allow, to intend, advantage, help, to be owned, option, convenient, to consider I.4. Give antonyms to the words belowandmake sentences to illustrate the opposition in meanings Sufficiency, to separate, lack, backward, inconvenient, light, savings, easy, under, up-ward, downward, other, noisy, to come, to run, to close, ancient, to expend, to be unreal, secondary, single-track, to evolve, to take off, different, to look for, to connect I.5. Match the explanation of the word’s meaning and the word: Purpose, to achieve, to move, to point (out), place, strange, to design, to apply, cheap, loss, to suit, to operate, to solve a problem, to link, to follow To make practical use of sth; difficult to understand; to find a way of dealing with a difficult situation; to succeed in doing sth; an intention, an aim or a function of sth; a particular area or position; low in price; to be attractive or acceptable; to direct attention to sth; to think of and plan a system, model; to make a connection between people or things; to come or take place after sb/sth else in space, time; to change position; the state of no longer having sth/sb; to make a machine work II. EVERYDAY ENGLISH II.1. Reply to the following sentences with a suitable question
II.2. Find and correct the mistake (there is one mistake in each sentence)
III. READING AND DISCUSSING III.1. Find out the meaning of the underlined words; learn them by heart IІІ.2. Read and translate the following text extract OTHER TYPES OF RAIL TRANSIT Automated guideway transit refers to guided transit vehicles operating singly or in multi-car trains with fully automated control (no crew on transit units). Service may be on a fixed schedule or in response to a passenger-activated call button. Automated guideway transit includes personal rapid transit, group rapid transit and people mover systems. Personal rapid transit (PRT), also called personal automated transport (PAT), is a public transportation concept that offers on-demand, non-stop transportation, using small, independent vehicles on a network of specially-built guideways. People mover (APM) systems are fully automated, grade-separated mass transit systems which serve a relatively small area such as an airport, downtown district or theme park. The term „people mover” has become generic for the type of system, which may use technologies such as monorail, duo-rail, automated guideway transit or maglev. Monorail means a system of guided transit vehicles operating on or suspended from a single rail, beam, or tube. Monorails are distinguished from other types of elevated rail system by their use of only a single beam, and from light rail and tram systems by the fact they are always grade separated from other vehicles and pedestrians. Suspension railway is a form of elevated monorail where the vehicle is suspended from a fixed track (as opposed to a cable used in aerial tramways). RAILWAYS CLASSIFICOTION WITH REGARD TO SPEED Non-high-speed rail: Less than 200 km/h. The vast majority of local, regional and express passenger trains, and almost 100% of freight trains are of this category. High-speed rail: 200 km/h – 400 km/h. There is no globally accepted standard separating high-speed rail from conventional railroads; however a number of widely accepted variables have been acknowledged by the industry in recent years. Generally, high-speed rail is defined as having a top speed in regular use of over 200 km/h (125miph). Although almost every form of high-speed rail is electrically driven via overhead lines, this is not necessarily a defining aspect and other forms of propulsion, such as diesel locomotives, may be used. A definitive aspect is the use of continuous welded rail which reduces track vibrations and discrepancies between rail segments enough to allow trains to pass at speeds in excess 200 km/h. Track radius will often be the ultimate limiting factor in a train’s speed, with passenger discomfort often more imminent than the danger of derailment. Depending on design speed, banking and the forces deemed acceptable to the passengers, curves often exceed a 5 kilometer radius. Tilting trains have been developed for achieving greater comfort for passengers, so higher speeds are possible on curvy tracks. Although a few exceptions exist, zero grade crossings is a policy adopted almost worldwide, with advanced switches utilizing very low entry and frog angles. Magnetic levitation trains fall under the category of high-speed rail due to their association with track-oriented vehicles; however their inability to operate on conventional railroads often leads to their classification in a separate category. In the US, „high speed rail” is often used to describe services faster than 100miph. This is because almost no regular services in the US exceed 80 mph (with the exception of Acela Express), which is low by international standards. Very high-speed rail: 310 km/h – 500 km/h. Very high-speed rail is a term used for the fastest trains introduced after 2000, exceeding 300 km/h. It is planned that 350 km/h will be reached in short future with regular trains, and possibly 400 km/h on long term. Ultra high-speed rail: 500 km/h – 1000 km/h. A number of both technological and practical variables begin to influence trains in the vicinity of 500-600 km/h. Technologically the limitations are by no means beyond reach, however conventional trains begin to encounter several physical obstacles, most notably track damage and pantograph limitations. It is important to note that the current world record for rail vehicles is held by the TGV V150 set on 15 April 2007 at 574.8 km/h. However, this test has shown that speeds over 500 km/h are unrealistic for regular usage, it wears down the material too much. Based on current and foreseeable technology, these speeds will more than likely be reached predominantly by maglev trains. The two most prominent maglev trains are the Trans-rapid with a maximum speed of 550 km/h; and the JR-Maglev MLX01, which holds the world land speed record for railed vehicles at 581 km/h. Trains faster than 600 km/h will exceed the speed of most propeller-driven aircraft. Regardless of technological parameters, the track for such a train and anything faster would more than likely require turn radii of significantly higher proportions than current dimensions, essentially preventing anything but a direct line between terminals. Such trains are extremely unlikely in the current or near future. Greater than 1000 km/h. Depending on the aerodynamic design of the vehicle and various ambient atmospheric conditions, a train would begin to exhibit transonic airflow in the vicinity of Mach 0.8 (988 km/h) and higher. From a modern perspective, this is essentially the realistic maximum speed of trains as they are known today. This is because the Prandtl-Glauert singularity would cause catastrophic damage to the vehicle as the sound waves reflected off of the ground, potentially blasting the train into the air. Trains could exceed this speed significantly, were they vactrains. IІІ.3. Give your opinion 1. What system can be called a modification of a railway? 2. What comforts are provided by these transportation systems? 3. What are the main terms referring to railways with regard to speed? 4. What are the advantages/disadvantages of high and super high speeds? 5. What are the promises of high and super high speed railways development in different countries? IІІ.4. TranslateintoEnglish У середині XX ст. багато вчених уважали, що залізниці згодом втратять свою роль основного перевізника. Але науково-технічний прогрес дав можливість інженерам створити нове покоління локомотивів, які розвивають великі швидкості – до 400 км/год! Досі залізничний транспорт залишається найекономічнішим способом перевезення. Першою країною, яка побудувала надшвидкісні залізничні лінії, була Японія. У 1962 р. була відкрита експериментальна ділянка біля міста Одавара, на якій локомотиви та вагони проходили випробовування. У 1964 р. було відкрито першу лінію швидкісних потягів між містами Токіо й Осака, що отримала назву Токай-до-Сінкасен. Швидкісна лінія мала великий успіх. Лише за три роки після відкриття потяги перевезли 100 млн. пасажирів! Перші потяги рухалися зі швидкістю 220 км/год. Ці локомотиви із закругленою передньою частиною отримали назву «Потяг-куля». Згодом мережа швидкісного руху розвинулася по всій країні і тепер вона об’єднує 6 ліній. Потяги рухаються зі швидкістю до 300 км/год. У 2004 р. лінії Сінкасен перевезли 6 млрд. пасажирів. Ідея створення TGV виникла в 60-ті pp. XX ст. у відповідь на будівництво Японією швидкісної мережі Сінкасен. Перша гілка була відкрита в 1981 р. між Парижем і Ліоном. Сьогодні мережа TGV охоплює міста на півдні, заході й північному сході Франції. Деякі сусідні країни, у тому числі Бельгія, Італія і Швейцарія, побудували свої лінії TGV і підключили їх до французької мережі. У Німеччині та Нідерландах діє аналогічна й сумісна з TGV залізнична мережа «Thalys», а у Великій Британії – «Eurostar». ІV. INDIVIDUAL AUTONOMOUS TASK Deliver your own ideas on the promises of high and super high speed railways development in your country V. SAMPLE OF CONTROL TEST V.1. Matching synonyms
V.2. Matching antonyms
V.3. Matching words to express the idea and writing them properly
V.4. Put the verb in brackets in proper form 1. If you want to determine the strength of a bridge, you (to take) into account the pressure of the wind on the structure. 2. If the railway were supplied with low voltage d.c., the substations (to have) to be located more closely to one another. 3. If the carrying capacity of the bridge (to determine) more accurately, there wouldn’t have been any need to consider the project again. 4. If the automatic train operation system (to introduce) on all railways, the efficiency and reliability of railway service would considerably increase. 5. If the railways (to build) in open, level country, the track construction work will be less expensive. V.5. Matching the translation properly 1. Ці транспортні засоби мали приводитися в дію парою, бензином або електричним струмом. A. These vehicles were worked by steam, petrol, or electricity. B. These vehicles were working by steam, petrol, or electricity. C. These vehicles were to be worked by steam, petrol, or electricity. D. These vehicles are to be worked by steam, petrol, or electricity. 2. Тільки нестача коштів зупинила той проект. A. Only lack of funds stopped that project. B. One lack of funds stopped that project. C. Only lack of funds stopped those projects. D. Only funds stopped that project. 3. Цей метод підтримки рівноваги сьогодні нецікавий. A. This method is keeping balance of little interest today. B. This method of keeping balance is of little interest today. C. These methods of keeping balance are of little interest today. D. This method of kept balance is of little interest today. 4. Гіроскоп, який допомагає транспортному засобу підтримувати рівновагу, – це пристрій, що базується на принципі обертання. A. Gyroscope is a device based on the principle of rotation which helps a vehicle keep its balance. B. Gyroscope is a device based on a principle of rotation which helped a vehicle keep its balance. C. Gyroscope is devised on a principle of rotation which helps to keep a vehicle. D. Gyroscope is a device passed by rotation which helps a vehicle keep its balance. 5. Пасажири знаходяться під постійним страхом, що гіроскоп може припинити обертання. A. The passengers are in constant joy that the gyroscope may stop rotating. B. The passengers are in constant fear that the gyroscope may stop rotating. C. The passengers aren’t in constant fear that the gyroscope may stop rotating. D. The passengers are in constant work for the gyroscope may stop rotating. 6. Другий спосіб підтримувати рівновагу – за допомогою напрямної рейки. A. The second way of kept balance is by guide rail. B. The secondary way to keep balance is by guide rail. C. The second way to balancing is by guide rail. D. The second way to keep balance is by guide rail. 7. Тому типові монорейки, однак, не вистачало безпеки. A. That type of monorail lacked safety. B. That type of monorail, however, wasn’t safe. C. That type of monorail, however, lacked safety. D. This type of monorail, however, lacked safety. 8. Перша група використовує гіроскоп. A. The first group uses a gyroscope. B. The first groups use a gyroscope. C. The first group used a gyroscope. D. The first two groups use a gyroscope. 9. Інші монорейки врівноважували вагони двома напрямними рейками. A. Other monorails balanced the cars by two guide rails. B. Another monorails balanced the cars by two guide rails. C. Other monorails balanced the cars by the guide rails. D. Other monorails were to balance the cars by two guide rails. 10. Зношення колії та обладнання зробило систему непридатною для сучасних високошвидкісних монорейок. A. The wear of track and equipment makes the system inconvenient for modern high-speed monorails. B. The wear of track and equipment made the system inconvenient for modern high-speeded monorails. C. The wear of track and equipment made the system inconvenient for modern high-speed monorails. D. The wear of track and equipment made the systems inconvenient for modern high-speed monorails.
UNIT 15.Underground railways in the world I. WORKING AT LEXIS I.1. Find out the meaning of the following verbs and expressions To follow what sb say; parrot; to try once more; to allow sb in or out; to let sb + Inf.; pedestrians; Entry Forbidden; forbidden fruit; to concentrate on; to speak; to talk; I.2. Fill in the gaps of the sentences below with the proper verb in the proper form. Translate the sentences obtained to speak-to talk / to let-to allow-to permit / to forbid-to prohibit-to ban 1. __ me try once more, please. 2. Pedestrians are not __ to cross the road here. 3. I can’t __ you to stay. 4. Don’t __ him take my books in my absence. 5. They don’t __ taking photos in here. 6. __ me choose my friends myself. 7. The police didn’t __ anybody in or out. 8. Put on a tie or they won’t __ you in. 9. I __ you to take my car without my permission. 10. Entry __ . 11. His new play was __ as pornographic. 12. I __ you to use this word again. 13. These miniskirts must be __! I cannot concentrate on my work at all. 14. Visitors are __ from taking photographs. 15. __ fruit is sweet. 16. We need someone who can __ German. 17. __ more slowly, please. I can’t follow what you say. 18. Let’s __ about it at home. 19. We cannot teach out parrot to __. I.3. Match pairs of synonyms from the words bellow Costly, to sustain, to underline, to lack, to connect, to speed up, double, main, to link, convenient, to consider, alternate, to achieve, economy, to show, expensive, to point out, twin, chief, to stress, saving, to solve, to be needed, to reach, suitable, to accent, choice, to uphold, to demonstrate, to accelerate, to eliminate, to believe I.4. Give antonyms to the words below and illustrate the opposition in meanings Safe, noise, westward, into, below, to cover, to ruin, to separate, unsuitable, similar, hard, outward, main, general, multi-track, backward, to put on, drawback, to initiate, to cut down, to get on, failure, thanks to, wheelless, ordinary, to trouble, past, useless I.5. Match the explanation of the word’s meaning and the word: To consider, purpose, care, to lack, to attain, to decide, choice, convenient, possible, to speed up, to follow, to decrease, to connect, to fill, to expect, to transfer, to prove To succeed in getting sth; a reason for doing sth; to make sth fewer; to consider sth and come to a conclusion; to move sth/sb from one place to another; that can happen; the process of looking after sb/sth; to have the opinion; to be without sth; suiting sb’s plans; to make sth increase speed; the number of things from which to choose; to occupy all of the space in sth.; to show sth by means of facts; to come or take place after sb/sth else in space, time; to bring sth into contact; to think that sth will happen II. EVERYDAY ENGLISH II.1. Reply to the following sentences with a suitable question
II.2. Find and correct the mistake (there is one mistake in each sentence)
III. READING AND DISCUSSING III.1. Find out the meaning of the underlined words; learn them by heart IІІ.2. Read and translate the following text extract UNDERGROUND RAILWAYS IN THE WORLD The first underground railways were those used in mines, with small trucks pushed by hand or, later, drawn by ponies, running on first wooden, then iron, and finally steel rails. Once the steam railway had arrived, howevеr, thoughts soon turned to building passenger railways under the ground in cities to avoid the traffic congestion which was already making itself felt in the streets towards the middle of the 19th century. The first underground passenger railway was opened in London in 1863. This was the Metropolitan Railway, 3.75 miles (6 km) long, which ran from Paddington to Farringdon Street. Its broad gauge (7 ft, 2.13 m) trains, supplied by the Great Western Railway, were soon carrying nearly 27,000 passengers а day. Other underground lines followed in London, and in Budapest, Berlin, Glasgow, Paris and later in the rest of Europe, North and South America, Russia, Japan, China, Spain, Portugal and Scandinavia, and рlans and studies for yet more underground railways have already been turned into reality – оr soon will be – all over the world. Quite soon every major city able to dо so will have its underground railway. The reason is the same as that which inspired the Metropolitan Railway over 100 years ago traffic congestion. The first real underground line in the sense discussed here was the Metropolitan Railway in London, which opened in 1863, using the era's most advanced propulsive technology: steam locomotives, designed to condense their exhaust steam when in the tunnels. It was an immediate success and many extensions followed; the Metropolitan eventually became an important part of the London Underground system. Steam working underground lasted until 1905. The first deep-level underground line (other than the Tower Subway) was the City and South London Railway, which opened in 1890. Steam operation being considered ridiculous in view of the limited ventilation so far underground, cable traction was chosen; but during construction the management decided to try electric locomotives instead, and so the C&SLR became the first underground electric railway and the first important electric railway of any kind. It too is now part of the London Underground. The first electric tube railway in the world, the City and South London, was opened in 1890 and all subsequent tube railways have been electrically worked. Thе early locomotives used on underground railways have given way to multiple-unit trains, with separate motors at various points along the train driving the wheels, but controlled from а single driving саb. In 1844 the Long Island Rail Road opened the Atlantic Avenue Tunnel, carrying its line for about 500 m under the streets of Brooklyn (now part of New York City). Although sometimes called the „world’s oldest subway tunnel”, this had no stations and was used for long-distance as well as suburban trains. In 1870 short single-track lines opened in both New York and London using alternative technologies. In New York, Alfred Beach built a 95 m tunnel (with a single station and a dead end at the other end) to demonstrate pneumatic train operation; this operated until 1873, after which the tunnel became a rifle range and was then abandoned. In London, the Tower Subway provided a crossing under the River Thames using a tiny cable car for the 410 m journey; the line closed in a matter of months and the tunnel was given over to pedestrians, later becoming a utility conduit. Modern underground railway rolling stock usually has plenty of standing space to cater for peak-hour crowds and a large number of doors, usually opened and closed by the driver or guard, so that passengers can enter and leave the trains quickly at the many, closely spaced stations. Average underground railway speeds are not high – often between 20 and 25 mph (32 to 60km/h) including stops, but the trains are usually much quicker than surface transport in the same area. Where underground trains emerge into the open on the еdge of cities, and stations are а greater distance apart, they can often attain well over 60 mph (97 km/h). The track and еlесtricitу supply are usually much the same as that of main-line railways and most underground lines use forms оf automatic signalling worked by the trains themselves and similar to that used by orthodox railway systems. The track circuit is the basic component of automatic signalling of this type on аll kinds of railways. Underground railways rely heavily on automatic signalling because of the short time intervals between trains. Some railways have nо signals in sight, but the signal „aspects” – green, yellow and red – are displayed to the driver in the саb of his train. Great advances are being made also with automatic driving, now in use in а number of cities. Тhe Victoria Line system in London, the most fully automatic line now in operation, uses codes in the rails for both safety signalling and automatic driving, the codes being picked up by coils on the train and passed to the driving and monitoring equipment. Code systems are used on other underground railways but sometimes they feed information to а central computer, which calculates where the train should be at any given time, аnd instructs the train to slow down, speed up, stop, or take any other action needed. Nowadays there many underground systems in different parts of the world. IІІ.3. Give your opinion 1. What system can be called an underground railway? 2. What comforts are provided by these transportation systems? 3. What are the underground railways advantages and drawbacks? 4. What are the main episodes of underground railways evolution? 5. What are the promises of underground railways development in the world? IІІ.4. TranslateintoEnglish Метрополітен – вид міського громадського транспорту, фактично варіант залізниці. Лінії метро, на відміну від трамвая, завжди прокладають окремо від вуличного транспорту і зазвичай – в тунелях, або рідше – на естакадах. Поїзд метро складається із кількох вагонів, які більші за трамвайні, але менші за залізничні. Ширина колії метрополітену неоднакова в різних країнах: звичайно відповідає прийнятій ширині колії залізниці. Як правило, поїзди метро живляться електричним струмом від струмопровідної рейки. Будівництво метрополітену вимагає великих капіталовкладень – і економічно виправдане лише в містах із населенням, що перевищує мільйон осіб. Через велику різноманітність систем швидкісного транспорту вельми складно зробити їх однозначну класифікацію, тож усі визначення метрополітену умовні. Щодо більшості транспортних систем можна з упевненістю сказати, що вони або є, або, навпаки, не є метрополітенами, але разом із тим існує ряд «пограничних» транспортних систем. Роберт Швандль, автор книг про метрополітен, пропонує такі визначальні ознаки метрополітену: 1) використовується в урбанізованій місцевості; 2) працює виключно на електричній тязі та з робочим інтервалом у денний час не більше 10 хв.; 3) повністю відокремлений від залізничного, вулично-дорожнього або пішохід-ного рухів; 4) збіг рівня підлоги вагона і перону, але ця ознака не обов’язковою. Наведене визначення не є безперечним: метрополітен Чикаго має однорівневі перетинання із дорогами, ряд метрополітенів у минулому працювали на інших видах тяги (парова, канатна), а в деяких метрополітенах є окремі ділянки з низькою інтенсивністю роботи. ІV. INDIVIDUAL AUTONOMOUS TASK Deliver your own ideas on the history, present operation conditions and promises of underground railways in various cities of the world V. SAMPLE OF CONTROL TEST V.1. Matching synonyms
V.2. Matching antonyms
V.3. Matching words to express the idea and writing them properly
V.4. Put the verb in brackets in proper form 1. If the possibilities of the steam locomotive had not been exhausted, it (not to replace) by diesels and electrics. 2. Time for sorting trains would be considerably reduced if the switching yard (to provide) with all technical aids available. 3. It (to take) about 3 hours to get from Moscow to Leningrad if the train speed is 300 kph. 4. The appearance of the station building (to be) more attractive if the new materials were employed. 5. If the automatic trains (to introduce) on all railways, the efficiency of railway service would have increased. 6. Switching operations (to perform) with greater difficulties if the diesel locomotive had not been designed. 7. If the ballast is poorly maintained, the track structure (to get destroyed). V.5. Matching the translation properly 1. Існують різні типи двигунів. A. There were different types of engines. B. There are different types of engines. C. There are differences in types of engines. D. There are differently typed engines. 2. Щоб досягти високої швидкості, колію i тягу необхідно поліпшити; а це коштує грошей. A. To provide high speed track and motive power are to be improved; this costs money. B. To provide high speeds track and motive power are to be improved; this costs money. C. To provide high speeds tracks and motive powers are to be improved; this costs money. D. To provide high speeds track and motive power are improved; this costs money. 3. Блок кондиціювання повітря підтримує необхідну температуру в транспортному засобі. A. An air-conditioning units maintain the required temperature in the vehicle. B. An air-conditioning unit maintains the required temperature in the vehicle. C. An air-conditioned unit maintains the required temperature in the vehicle. D. An air-conditioning unit maintains the requiring temperature in the vehicle. 4. Можна сказати, що впровадження подовжених рейок на бетонних шпалах значно покращило стабільність колії. A. May say that the welded rails on concrete sleepers greatly improved the track stability. B. May be said that the introduction of long-welded rails on concrete sleepers has greatly improved the stability of track. C. One may say that the introduction of long-welded rails on concrete sleepers has greatly improved the stability of track. D. One may say that the introduction of long-welded rails on concrete sleepers was greatly improving the stability of track. 5. Залізниця, що має одну рейку, називається монорейковою. A. The railways have one rail called a monorail. B. This railway having one rail is called a monorail. С. The railway having one rail is calling a monorail. D. The railway having one rail is called a monorail. 6. Багато вигод, що надаються метрополітеном, роблять його зручним для людей. A. Many comforts providing by the underground make it very convenient for people. B. Much comforts provided by the underground make it very convenient for people. C. Many comforts provided by the underground made it very convenient for people. D. Many comforts provided by the underground make it very convenient for people. 7. Перший проект монорейки був запропонований наприкінці 19 ст. A. The first project of a monorail was proposed at the end of the 19-th century. B. The first projects of a monorail were proposed at the end of the 19-th century. C. The first project of a monorails was proposed at the end of the 19-th century. D. The first project of a monorail was proposed at the ending of the 19-th century. 8. Найстаріша працююча монорейка була побудована в Німеччині у 1901 р. i ще досі експлуатується. A. The very old practical monorail was built in Germany in 1901 and is still in operation. B. The oldest practical monorail was built in Germany in 1901 and is still operating. C. The oldest practical monorail was built in Germany in 1901 and is still in operation. D. The oldest practical monorail was built in Germany in 1901 and is still in exploitation. 9. Кожний розуміє, що проблема шуму охоплює велику кількість інших проблем. A. Every understands that the problem of noise involves a great number of other problems. B. Everybody understand that the problem of noise involves a great number of problems. C. Everybody understands that the problem of noise involves a great number of other problems. D. Everybody who understands the problem of noise involves a great number of other problems. 10. Існує декілька переваг, що роблять монорейку зручним засобом міського транспорту. A. There are some advantages which make the monorails a convenient means of city transport. B. There are some disadvantages which make the monorails a convenient means of city transport. C. There are advantages who make the monorails a convenient means of city transport. D. There are advantages which make the monorails a convenient means of city transport.
UNIT 16.Ukraine’s underground railways I. WORKING AT LEXIS I.1. Find out the meaning of the following verbs and expressions To make a fuss of; around here; to make mistakes; to be mad with sb; loner; to puzzle sb; to tell sb off all right; to admonish; any little thing; to make; to do; to receive;
I.2. Fill in the gaps of the sentences below with the proper verb in the proper form. Translate the sentences obtained to make-to do / to receive-to accept / to reprove-to reproach-to scold-to tell off 1. The old man is a loner; he won’t __ anybody. 2. I can’t __ such an explanation. 3. I wouldn’t say that Gerry __ us with open hands. 4. We wanted to help her with money but she didn’t __ it. 5. How did she __ the news? 6. That they didn’t __ our invitation puzzles me. 7. Don’t __ such a fuss of the children. 8. What are you going to __ this weekend? 9. That company __ cars. 10. __ yourself a cup of coffee. 11. If it isn’t Joe! What are you __ around here? 12. What does your mum __ this wine from? 13. You have __ the same mistake again. 14. Do you know why Linda’s so mad with me? I’ve __ nothing to her. 15. Tom has __ most of the work. 16. Do you know who __ that? 17. Don’ pay attention to him; he is always __ . 18. Mother started __ me as soon as I came home. 19. Well, I must fly now. Joyce will __ me off all right if I am late. I.3. Match pairs of synonyms from the words bellow To chose, to make one’s mind, to hang up, to lack, double, principal, to decide, links, achievable, to develop, to save, space, to point to, mark, to economize, to select, alternate, to determine, forward, dual, relations, main, interval, to work out, to indicate, note, to define, reachable, to hold, ahead, to be needed, choice I.4. Give antonyms to the words below and illustrate the opposition in meanings Danger, southward, from, to imply, on, to reveal, to fill, to destroy, rear, to lose, light, to unite, to save, unlike, convenient, different, forward, principal, peculiar, advanced, shortage, to get up, to succeed, to install, to include, impracticable, to facilitate I.5. Match the explanation of the word’s meaning and the word: To point (to), to install, concept, to facilitate, to slide, research, to serve, powerful, A state of not having enough of sth; having a great effect; to make sth easier; an idea relating to sth abstract; to occupy all of the space in sth; to accept the statement of sb as true; an act of choosing between two or more possibilities; careful study; to perform duties; to indicate position, direction, time, level, etc.; to find an answer to a problem; to fix sth. in position ready for use; directed towards the front; to keep sth/sb from harm, loss, etc.; to move smoothly along an even, polished surface II. EVERYDAY ENGLISH II.1. Reply to the following sentences with a suitable question
II.2. Find and correct the mistake (there is one mistake in each sentence)
III. READING AND DISCUSSING III.1. Find out the meaning of the underlined words; learn them by heart IІІ.2. Read and translate the following text extract UKRAINE’S UNDERGROUND RAILWAYS The Kyiv Metro is a metro system that is the mainstay of Kyiv’s public transport. It was the first rapid transit system in Ukraine and the third one built in the USSR (after Moscow and St. Petersburg Metros). It now has three lines with a total length over 70 kilometres and 49 stations. The system carries 1.7 to 1.9 million passengers daily, accounting for 34% of the Kyiv’s public transport load. One of the deepest stations in the world, Arsenalna at (105,5 metres), is found on the system. The metro follows a standard Soviet triangle three line, six radii layout that intersects in the centre where the stations are built very deep underground and could potentially double as bomb shelters. Presently, there are 49 stations of which almost half are deep level and the rest sub-surface. The former comprise 20 stations, of which 15 are of pylon type, 3 are of column type, and 2 stations are wall-columned. Of the 20 sub-surface stations, 12 stations are of pillar-trispan type, two are side-platform pillar bi-spans, 5 more are single-vaults, and a further one is an asymmetrical double deck trispan. In addition, 6 stations are located above ground, of which four are surface level, and two are flyover. Most of the stations have large vestibules, some on surface level whilst others are underground interlinked with subways. Recently, access for disabled persons, previously overlooked, has become an important issue, and all new stations have been constructed with necessary provisions. Three yards provide a total of 664 metro cars which form 131 trains that travel on 58.8 km of track carrying 1.6 million passengers daily between 6:00 and 0:00 when the metro is open. A single ride costs 2.00 hryvnia (about 0.25 USD at July 2010 exchange rate) regardless of destination and number of transits within the metro. The ride is paid by plastic tokens and contactless cards when entering the metro. Plastic tokens are used for turnstiles; the tokens can be bought from cashiers at all stations or from automatic exchange machines that exchange 2 and 10 Hryvnia bills into tokens. The current tokens are of blue color; before 2008 green tokens were used that are no longer valid. Contactless (RFID-based) cards are also used to enter the metro. The card can be purchased for a small fee (7 hryvnias as of 2010) and loaded for up to 50 trips with the same per-ride price as tokens. Also, the cards can be purchased for unlimited rides for a half month, one month, three months, or one year. A proposal to set prices according to the distance traveled, or time spent in the metro, is currently being discussed. For this purpose, turnstiles have already been installed near metro exits. On the whole the condition of the metro is satisfactory for most people. For example vandalism and graffiti are not common in Kyiv. Public order is now being maintained with Militsiya (police) personnel on all stations. In the wake of recent terrorist fears, all of the stations are now fitted with CCTV surveillance cameras. The rolling stock is often repaired and renovated internally and externally. Newer models are being procured at the same time. There are restrictions on the size of luggage that passengers are allowed to carry, and those that do are required to pay additional fees. Bicycles and animals are not allowed. The Kharkiv metro system that serves the city of Kharkiv was the second in Ukraine (after Kiev) and the sixth in the USSR when it opened in 1975. Currently, the Kharkiv Metro consists of 3 lines, 28 stations, and 35.4 kilometres of tracks. The stations arranged in a typical Soviet design of a triangle, that is, three radial lines crossing in the city centre. It has a daily passenger traffic of over one million passengers. Because of the city’s uneven landscape, the metro stations are located on varying depths. Six of the system’s 28 stations are deep level stations and the remaining rest are shallow. Of the former, all but one are pylon type, and the latter are of column type. The shallow stations comprise fourteen pillar-trispans and eight single vaults. Kharkiv was the first metro to exhibit the single vault design of the shallow type. The metro is served by two depots which have a total of 320 carriages forming 59 five-carriage trains (all of the platforms are exactly 100 metres long). The Dnipropetrovsk metro was the third system constructed in Ukraine (after the Kyiv and Kharkiv metro systems) when it was opened in 1995. The Dnipropetrovsk Metro currently consists of a total of 6 stations and 7.8 kilometres (4.8 mi) of running track. Currently, three stations are under construction. The stations of the Dnipropetrovsk Metro system were built and constructed following the typical Soviet metro palace style. However, being built during the economic recession of early 1990s, the decoration of the Metro stations lack the excessive vividness found in the Soviet time build metro. Out of the six stations, five are located deep underground and one is placed near the surface. Four of the deep stations are single vaults built on Leningrad Technology and one is a Pylon. The only shallow station is a pillar trispan. Initially, the metro trains carried 5 train cars each, but as the passenger ridership declined, the number of cars was reduced to three. The system serves a daily passenger traffic of about 37,500 passengers. IІІ.3. Give your opinion 1. What are the main episodes of underground development in Ukraine? 2. What volume of traffic do these systems carry? 3. What are the pros and contras of an underground construction? 4. What are the distinct features of undergrounds in Ukraine? 5. What are the promises of underground railways development in Ukraine? IІІ.4. TranslateintoEnglish Криворізький метрополітен – гібридна легкорейкова транспортна система, яка поєднує особливості метрополітену і трамвая. Назва «Швидкісний трамвай», яка у 1986 році вважалася тимчасовою, проіснувала майже 20 років (до 2003 р.). Щорічно Криворізький метрополітен, який багато хто вважає «неповноцінним», перевозить близько 40 млн. пасажирів. Таким чином, його річний пасажиропотік вищий, ніж у «повноцінних» метрополітенах Самари, Єкатеринбурга, Дніпропетровська чи Єревана. Початок будівництва легкого метрополітену у Львові заплановано на 2020-2030 рр. Проектування розпочалося ще 1978 році. Планувалося спорудити два тунелі з габаритами метро під центром міста. Для збереження будівель історичної частини міста, інженери запропонували її обхід лініями метро. Є інженерні пропозиції про створення легкого метро на магнітній подушці та надпровідниках, проте скільки цей проект коштуватиме, наразі невідомо. Згідно з проектом майбутньої системи метрополітену у місті Запоріжжя гілка метро матиме довжину 16 км, максимальна швидкість рухомого складу – 90 км/год, добовий пасажиропотік – до 50 тис. пасажирів, приблизна глибина тунелю – 15-20 метрів. Метрополітен пройде як під землею, так і наземно (оминаючи ділянки, непридатні для прокладання тунелю). Для метро планується закупити рухомий склад – потяги «РАДАН», які працюють у Канаді, Франції, США. Будівництво Донецького метрополітенурозпочато в 1993 році, запуск першої лінії планувався на 2005 рік, але через систематичне недофінансування строки проекту змінюються. Передбачається, що перша гілка метро буде складатися із 10 км залізничного полотна та комунікацій (4 км – на поверхні, 6 км – під землею), шести станцій, депо й інженерного корпусу – ділянка зв’яже центр міста з великим житловим масивом. ІV. INDIVIDUAL AUTONOMOUS TASK Deliver your own ideas on the promises of high and super high speed railways development in your country V. SAMPLE OF CONTROL TEST V.1. Matching synonyms
V.2. Matching antonyms
V.3. Matching words to express the idea and writing them properly
V.4. Put the verb in brackets in proper form 1. The locomotive could better meet traffic requirements, if it (to have) a larger traсtive power. 2. If we (to know) more efficient methods of electricity transmission, the energy losses would not be so large. 3. The designer would not have calculated the strength of his bridge properly unless he (to take) into consideration the force which the wind exerts on the structure. 4. If the structure of the Tacoma Narrows bridge (to strengthen), it would not have collapsed under the action of the wind. 5. If the ballast (to be) poorly maintained, the track structure will get destroyed. 6. It (to take) about 3 hours to get from Kyiv to Odessa if the train speed were 300 kph. 7. If the ballast were poorly maintained, the track structure (to get destroyed). V.5. Matching the translation properly 1. Як спочатку була сприйнята публікою ідея монорейкового транспорту? A. How was the idea of a monorail taken by the public? B. How were the ideas of a monorail first taken by the public? C. How was the idea of a monorail first taken by the public? D. How did the idea of a monorail first take by the public? 2. Які два типи монорейки існують? A. What are two types of monorail transport? B. What are the two types of monorail transport? C. What are the types of monorail transport? D. What are the two types of monorails transport? 3. Система не могла забезпечити плавність руху, тому що було важко контролювати стабільність вагону. A. The system couldn’t provide smoothness of running, as it was difficult to control the car’s stability. B. The system could provide smoothness of running and control the car’s stability. C. The systems were very noisy and couldn’t provide smoothness of running and the car. D. The system was very noisy and couldn’t provide the car’s stability. 4. Необхідно розуміти, що робота машиніста потребує великого досвіду. A. You must understand that the work of the engine driver requires much experience. B. One must understand that the work of the engine driver requires much experience. C. One must understand that the work of the engineer requires much experience. D. One must understand than the work of the engine driver requires much experience. 5. Ми знаємо, що одним із недоліків перших паровозів була їх низька ефективність. A. We know one of the disadvantages of the early steam locomotives was their low efficiency. B. We knew the disadvantages of the early steam locomotives was their low efficiency. C. We know the disadvantages of the early steam locomotives were their low efficiency. D. We know one of the disadvantages of steam locomotive was low efficiency. 6. По кожній колії обидва типи поїздів рухаються в одному й тому самому напрямку. A. On each track both type of trains move in the same direction. B. On each track two types of trains move in the same direction. C. On each track both types of trains move in the same direction. D. On every track both types of trains move in the same direction. 7. Інженери Луганського вагонобудівного заводу проектують електропоїзди для приміських ліній. A. The engineer of the Luhansk Car Plant designs electric trains for suburban service. B. The engineers of the Luhansk Car Building Plant designed train for suburban service. C. The engineers of the Luhansk Plant design electric trains for suburban services. D. The engineers of the Luhansk Car Building Plant design electric trains for suburban service. 8. Демонстрація маленького вагончика, що приводився в дію мініатюрним двигуном, мала шалений успіх. A. The demonstration of a small car powered by a minimotor has a great success. B. The demonstration of a small car powered by a minimotor had a great success. C. The demonstration of a small car powered by a miniature motor was a great success. D. The demonstration of a small car powering by a miniature motor was a great success. 9. Швидкість, з якою можна було вкладати одну рейку, робила її ідеальною для військового використання. A. The speed at which a single rail could be made is ideal for military purposes. B. The speed at which a single rail could be laid made it ideal for military purposes. C. The speed at which single rails could be laid made it ideal for military purposes. D. The speed at which a single rail is laid makes it ideal for military purposes. 10. Є багато пропозицій покращити роботу міського транспорту. A. There are many proposals to improve the city transport operation. B. There are many propositions to improve the city transport operation. C. There are many proposals improving the city transport operation. D. There are many proposals of improved city transport operation.
ОЦІНЮВАННЯ НАВЧАЛЬНИХ ДОСЯГНЕНЬ СТУДЕНТІВ Оцінювання загальних навчальних досягнень студентів з опанування змісту навчальної дисципліни «Англійська мова поглибленого вивчення» за кожний семестр здійснюється за шкалою ЕСТS під час проведення контрольних заходів (заліку чи іспиту), передбачених програмою і навчальним планом-графіком ДЕТУТ:
Для визначення загальної кількості балів, отриманих студентом з навчальної дисципліни «Англійська мова поглибленого вивчення» за семестр, складають разом бали за такі елементи оцінювання: 1) кількість балів, отриманих студентом за аудиторну роботу за перший (від 0 до 15 балів) і за другий модуль (від 0 до 15 балів); 2) кількість балів за самостійну роботу за перший (від 0 до 10 балів) і за другий модуль (від 0 до 10 балів); 3) кількість балів за модульну контрольну роботу (від 0 до 10 балів) за перший і за другий модуль (від 0 до 10 балів); 4) кількість балів, отриманих студентом за виконання навчально-дослідного завдання за перший (від 0 до 5 балів) і за другий модуль (від 0 до 5 балів); 5) кількість балів, отриманих студентом за залік чи за іспит (від 0 до 20 балів).
КРИТЕРІЇ ОЦІНЮВАННЯ АУДИТОРНОЇ РОБОТИ Контроль та оцінювання рівня сформованості всіх видів комунікативної компетенції студентів здійснюється на практичних заняттях під час виконання студентами завдань, спрямованих на опанування ними навчального матеріалу. При оцінюванні рівня сформованості комунікативної компетенції студентів викладачі дотримуються таких методичних положень і критеріїв, розроблених у Curriculum for Universities (Програма з англійської мови для професійного спілкування / Г. Є. Бакаєва, О. А. Борисенко, І. І. Зуєнок [та ін.]. – К. : Ленвіт, 2005. – 120 с. – Текст укр. і англ. мовами) на основі загальноєвропейських рекомендацій з мовної освіти (Загальноєвропейські рекомендації з мовної освіти: вивчення, викладання, оцінювання / Рада з питань співпраці в галузі культури; Ком. з освіти; Від. сучас. мов, Страсбург / Наук. ред. С. Ю. Ніколаєва; Пер. О. М. Шерстюк. – К. : Ленвіт, 2003. – 261 с.):
Аудиторна робота студента оцінюється за шкалою від 0 до 15 балів за кожний модуль. Студентам, які виконали всі завдання аудиторної роботи – розділів WorkingatLexis,EverydayEnglish, ReadingandDiscussing – відповідно до програми у повному обсязі ставиться за кожний модуль: «15 балів» – студенту, робота якого на практичних заняттях відповідала оцінці «відмінно» і який виконав усі завдання на високому рівні (допустимими є незначні помилки, що складають не більше, ніж 5 % завдань); «13–14 балів» – студенту, робота якого на практичних заняттях відповідала оцінці «дуже добре» і який виконав усі завдання, зробив помилки не більше, ніж у 10 % завдань, проте здатний виправити помилки після того, як викладач привернув до них його увагу; «10–12 балів» – студенту, робота якого на практичних заняттях відповідала оцінці «добре» і який виконав усі завдання, зробив помилки не більше, ніж у 20 % завдань, проте здатний виправити помилки після того, як викладач привернув до них його увагу; «7–9 балів» – студенту, робота якого на практичних заняттях відповідала оцінці «задовільно» і який виконав усі завдання, зробив помилки не більше, ніж у 30 % завдань, проте не здатний виправити помилки після того, як викладач привернув до них його увагу; «4–6 балів» – у випадку, робота якого на практичних заняттях відповідала оцінці «достатньо» і якщо студент виконав усі завдання і зробив помилки не більше, ніж у 40 % завдань; «0–3 бали» – у випадку, якщо студент не виконав усіх завдань або ж зробив помилки більше, ніж у 40 % завдань і не здатний виправити свої помилки (робота такого студента відповідає оцінці «незадовільно»).
КРИТЕРІЇ ОЦІНЮВАННЯ НАВЧАЛЬНО-ДОСЛІДНОГО ЗАВДАННЯ Виконання навчально-дослідного завдання – IndividualAutonomousTask – оцінюється за шкалою від 0 до 5 балів. Студентам, яким зараховано виконання навчально-дослідного завдання (тобто виконане навчально-дослідне завдання відповідає оцінці вищій, ніж «незадовільно») ставиться: «5 балів» – студенту, виконане навчально-дослідне завдання якого відповідає оцінці «відмінно»; «4 бали» – студенту, виконане навчально-дослідне завдання якого відповідає оцінці «дуже добре»; «3 бали» – студенту, виконане навчально-дослідне завдання якого відповідає оцінці «добре»; «2 бали» – студенту, виконане навчально-дослідне завдання якого відповідає оцінці «задовільно»; «1 бал» – студенту, виконане навчально-дослідне завдання якого відповідає оцінці «достатньо».
МЕТОДИЧНІ РЕКОМЕНДАЦІЇ ДО САМОСТІЙНОГО ОПРАЦЮВАННЯ СТУДЕНТАМИ НАВЧАЛЬНОГО МАТЕРІАЛУ Як уже зазначалося, дані методичні рекомендації охоплюють вісім навчальних тем, вивчення яких передбачено програмою у другий рік опанування дисципліною «Англійська мова поглибленого вивчення» (у першому семестрі опрацьовуються навчальні теми Units 9–12, а у другому семестрі – навчальний матеріал Units 13–16). У першій частині методичних рекомендацій подано навчальний матеріал, необхідний для проведення практичних занять, ця ж частина методичних рекомендацій містить навчальні завдання для самостійного опрацювання студентами програмного навчального матеріалу дев’ятого – шістнадцятого змістових модулів. Завдання для самостійного опрацювання студентами навчального матеріалу кожної навчальної теми (Unit) будувалися укладачами методичних рекомендацій за принципом аналогічності. Самостійне опрацювання навчального матеріалу, перш за все, передбачає роботу студентів із вивчення, повторення чи узагальнення теоретичних питань, пов’язаних із граматико-стилістичними та лексико-термінологічними особливостями наукового та загальнотехнічного дискурсів. На це й спрямовані завдання розділу WORKING AUTONOMOUSLY. Завдання розділу SELF-DOING TASKS містять чотири вправи, які спрямовують студентів на повторення навчального матеріалу, вивченого на практичних заняттях. На закріплення лексико-семантичних і граматико-структурних особливостей англомовних явищ спрямовані перші дві вправи розділу (вправи ІІ.1; ІІ.2). Вправа ІІ.3 перевіряє сформованість навичок перекладу з української мови англійською. Вправа ІІ.4 є комплексною за характером і її успішне виконання вимагає від студента вищого рівня сформованості мовних (лексичних і граматичних) і мовленнєвих компетенцій, а також мовної інтуїції та уважності. Навчальні завдання розділу SELF-CONTROLLING TESTконцентруються на активізації і розвитку самоосвітньої компетенції студентів; повторенні особливостей утворення різних видів питальних речень, використання дієслівних прийменникових компонентів, сполучників; вивченні відмінностей у вживанні (значення, місце в реченні) прикметників і похідних від них прислівників; комплексному подоланні найпоширеніших помилок, яких припускаються україномовні студенти в англійській мові. Крім цього формується здатність студентів до аналізу структури англійського простого речення і добору максимально адекватного (як за змістом і структурою, так і за формами граматичного оформлення) українського відповідника. Ці завдання не тільки виконуються студентами самостійно, але й перевіряються ними за поданими ключами. Підрахувавши кількість вірних відповідей, кожен студент може визначити власний рівень навчальних досягнень і, в разі необхідності, спрямувати свої зусилля на усунення теоретичних «прогалин» чи брак практичних умінь і навичок. Таким чином, на думку укладачів методичної розробки, студенти мають можливість активніше «включатися» у процес опанування програмного матеріалу навчальної дисципліни «Англійська мова поглибленого вивчення».
Завдання до UNIT 9 I.WORKING AUTONOMOUSLY to protect-to defend; to lend-to borrow; to appreciate-to value; mistake-error-slip
I.1. Find out the meaning of the above given words. Study what is common and different in their meaning and usage [5, P. 40-45], [6, P. 5-37]. Consult the dictionary and learn all possible word combinations with the given words I.2. Revise “The Prepositions” [2, P. 237], [7, P. 66-83], “The Multi-functional words” [2, P. 231-235], [7, P. 81] and study the peculiarities of their usage I.3. Revise “The Passive Voice” and study the ways of translating Passive verbs forms into Ukrainian [2, P. 188-193] II. SELF-DOING TASKS (to be done in writing and given to the teacher for checking and correcting) ІI.1. Give the corresponding passive constructions; translate them into Ukrainian
IІ.2. Match the parts of the sentences to complete them 1. The trains were put into operation for transporting such __ 2. Stephenson called his __ 3. The power used for drawing trains is __ 4. The first railways appeared in __ 5. Many people did not take __ at first. 6. The achievements on the Ukrainian railways __ 7. Radio communication is __ 8. We usually think of railways __ 9. The introduction of electric traction on railways was spoken of __ 10. One of the first attempts to use the steam engine __
A. affected by the weather. B. products as coal, ore, timber. C. as a means of travel. D. England. E. locomotive the „Rocket”. F. was made in 1808. G. at the end of the XIX century. H. are often written about. I. known as traction. J. the trains seriously.
IІ.3. Translate the following sentences 1. Ми знали, що після того, як смуга відведення вичищена та вирівняна, будується верхня будова колії. 2. У книзі було написано, що перші колії не мали баласту. 3. Ми дізналися, що рейки колись були з деревини та спиралися на важкі гранітні брили. 4. Він розказав нам, що шпали та рейки кладуть на баластну основу. 5. Учений стверджував, що це відкриття матиме велике значення для залізниці. 6. Я знав, що в Америці ширина колії була уніфікована лише у 1886 році. 7. Він запитав, чому такий тип колії був недостатньо міцним для важких паротягів. 8. Інженер повідомив, що найбільші та найважчі рейки вкладатимуть на магістральних коліях. 9. Ми бачили, що баласт насипають між шпалами та з кожного боку колії. 10. Я прочитав про те, що, щоб примусити шпали служити довше, їх обробляли креозотом. IІ.4. Find and correct the mistake (there is one mistake in each sentence)
III. SELF-CONTROLLING TEST (to be done in writing, checked by student with the keys and corrected himself) III.1. Matching synonyms
Key: 1 c, 2 b, 3 a, 4 d, 5 a III.2. Matching antonyms
Key: 1 c, 2 a, 3 d, 4 a, 5 b III.3. Matching words to express the idea and writing them properly
Key: 1 b, 2 c, 3 d, 4 a, 5 e III.4. Matching prepositions properly 1) I’ll give it _ you later. 2) Most of the guests had left _ that time. 3) Did you come here _ plane?4) Tom usually leaves work _ five o’clock. 5) I’ve lived here _ six years. Key: 1 to, 2 by, 3 by, 4 at, 5 for III.5. Matching the translation properly 1. Унаслідок розвитку промисловості залізниці повинні здійснювати більший обсяг перевезень. A. With the development they have to carry a greater volume of freight traffic. B. With the development of railways they have to carry a great volume of traffic. C. With the rapid development of industry it will have to carry traffic. D. With the development of industry railways have to carry a greater volume of traffic. 2. Усі залізниці України мають однакову ширину колії. A. All the Ukrainian Railways have the same gauge. B. All the Ukrainian Railways had the same gauge. C. All the Ukrainian Railways have had the same gauge. D. All the Ukrainian Railways will have the gauge. 3. Учені працюють над розробкою нових комп’ютерів, які є швидшими та ефективнішими за ті, що ми використовуємо сьогодні. A. Scientists develop computers faster and more efficient than those we use today. B. Scientists work to develop new computers faster and more efficient than those we use today. C. Scientists work to develop faster and more efficient computers than those we use today. D. Scientists work to develop new computers faster and more efficient than those they use. 4. Чи кладуть шпали на землю? A. Are the ties laid under the earth? B. Are the ties laid above the earth? C. Are the ties laid upon the earth? D. Are the ties laid near the earth? 5. Механізм, що використовують для переведення потягів з колії на іншу, називають стрілкою. A. This mechanism moves trains from one track to another and is called a switch. B. The mechanisms which are used to move trains from track are called switches. C. The mechanism which moves trains from one track to another is called a switch. D. The mechanism which is used to move trains from track to another is called a switch. 6. Учені працюють, щоб вдосконалити машини, які ми використовуємо сьогодні. A. Scientists worked hard to improve the machines which we use today. B. Scientists work to improve the machines used today. C. Scientists work to improve the machines which we use today. D. Scientists work hard to improve the machines which are used today.
7. Я знав, що рейки виготовляють з криці. A. I knew that the rails were made of steel. B. I knew that the rails were made of crushed stone. C. I know that the rails were made of steel. D. I know that the rails are made of steel. 8. Відстань між рейками відома як ширина залізничної колії. A. The distances between the rails are known as the railway gauges. B. The distinction between the rails is known as the railway gauge. C. The distance between the rails is known as the railway gauge. D. The distance between the rails is being known as the railway gauge. 9. Шпали кладуть на баласт, що є основою залізничної колії. A. The ties are laid on ballast which is the foundation of the railway track. B. The ties are laid on ballast which is the element of the railway track. C. The ties are laid on ballast which is the part of the railway track. D. The ties are laid on ballast which is the first foundation of the railway track. 10. Проведене дослідження засвідчило підвищення цін на нафту. A. The investigation showed an increase in oil prices. B. The investigation of oil prices was carried out. C. The investigation carried out showed an increase in oil supplies. D. The investigation carried out showed an increase in oil prices. Key: 1 d, 2 a, 3 b, 4 c, 5 d, 6 c, 7 a, 8 c, 9 a, 10 d
Завдання до UNIT 10 I.WORKING AUTONOMOUSLY to explain-to interpret-to account (for); to recall-to recollect-to remember; to hamper-to hinder-to prevent; to help-to aid-to assist I.1. Find out the meaning of the above given words. Study what is common and different in their meaning and usage [5, P. 46-52, 62, 80-81]. Consult the dictionary and learn all possible word combinations with the given words I.2. Revise “The Adjectives” [1, P. 163-166], [7, P. 40-64]and study the peculiarities of their usage I.3. Revise “The Reported Speech and Sequence of Tenses” and study the ways of translating verbs forms into Ukrainian [2, P. 242]
II. SELF-DOING TASKS (to be done in writing and given to the teacher for checking and correcting) IІ.1. Give the corresponding passive constructions; translate them into Ukrainian
IІ.2. Match the parts of the sentences to complete them 1. In the XIX century nobody believed __ 2. This locomotive now is __ 3. The conference will be attended __ 4. A speed of 170 kph is developed by modern __
A. carry people? B. in the transportation of freight. C. that steam locomotives were practical machines. D. is much written about. E. changes in the time-table. F. traction began very early. G. demonstrated in a museum. H. approached from different aspects. I. by railway experts from various countries. J. locomotives. II.3. Translate the following sentences 1. Ми вивчили, що магістральна лінія – це лінія, яка здійснює великий обсяг перевезень. 2. Нам повідомили, що самі конструктори не очікували таких результатів. 3. Викладач сказав, що шпали кладуть на баласт, який є основою залізничної колії. 4. Викладач наголосив, що саме баласт підтримує залізничну колію. 5. Я знав, що поєднання рейок, баласту та шпал відоме як залізнична колія. 6. Вона сказала, що залізничну колію ще називають «верхня будова колії». 7. Вона підкреслила, що місце на колії, де зустрічаються рейки, називають стик. 8. Інженер стверджував, що ті стрілки буде оновлено. ІI.4. Find and correct the mistake (there is one mistake in each sentence)
III. SELF-CONTROLLING TEST (to be done in writing, checked by student with the keys and corrected himself) III.1. Matching synonyms
Key: 1 b, 2 c, 3 a, 4 a, 5 c III.2. Matching antonyms
Key: 1 b, 2 c, 3 a, 4 d, 5 a III.3. Matching words to express the idea and writing them properly
Key: 1 b, 2 e, 3 d, 4 c, 5 a III.4. Matching prepositions properly 1) I’ve been studying English _ I was five. 2) It is made _ stone. 3) We were doing it _ pleasure. 4) Ann is going away _ a week in September. 5) We met _ 1986. Key: 1 since, 2 of, 3 with, 4 for, 5 in III.5. Matching the translation properly 1. Після того, як смуга відведення вичищена та вирівняна, будується верхня будова колії. A. Before the right-of-way is cleared the permanent way is constructed. B. After the right-of-way was cleared the permanent way was constructed. C. After the right-of-way is cleared and graded the permanent way is constructed. D. After the right-of-way is graded the permanent way is constructed. 2. Перші колії не мали баласту. A. The first tracks had no ballast. B. The first tracks had one ballast. C. The first tracks had some ballast. D. The first tracks had ballast. 3. Перші рейки були з деревини та спиралися на важкі гранітні брили. A. The first rails were made of wood and rested on heavy blocks of granite. B. The first rails were made of wood and rested on granite. C. The first rails were made of wood and rested on heavy blocks of concrete. D. The first rails were made of wood and rested on heavy blocks of stone. 4. Шпали та рейки кладуть на баластну основу. A. Ties and rails are laid under the ballast foundation. B. Ties or rails are laid upon the ballast foundation. C. Ties and rails are laid upon the ballast foundation. D. Neither ties nor rails are laid upon the ballast foundation. 5. Відкриття того, як виготовляти дешеву крицю, мало велике значення для залізниці. A. The discovery how to make steel was of great importance to the railways. B. The discovery how to make cheap steel was of great importance to the railways. C. The discovery how to make cheap steel is of great importance to the railways. D. The discovery how to make steel will be of great importance to the railways. 6. В Америці ширину колії було уніфіковано лише у 1886 році. A. In America the gauge was unified only in 1686. B. In America the gauge was unified only in 1866. C. In America the gauge was unified only in 1886. D. In America the gauge wasn't unified until 1886. 7. Проте, такий тип колії був недостатньо міцним для важких паротягів. A. These kinds of track, however, were not strong enough for heavy steam trains. B. That kind of track, however, was not strong enough for heavy steam trains. C. This kind of track, however, was strong enough for heavy steam trains. D. This kind of track, however, was not strong enough for heavy steam trains. 8. Найбільші та найважчі рейки укладають на магістральних коліях. A. Large and heavy rails are laid in the main-line tracks. B. Larger and heavier rails are laid in the main-line tracks. C. The largest and the heaviest rails are laid in the main-line tracks. D. The larger the rails, the heavier the main-line tracks are. 9. Баласт насипають між шпалами та з кожного боку колії. A. The ballast is packed above the ties and on each side of the track. B. The ballast is packed between the ties and on the track. C. The ballast is packed under the ties and on each side of the track. D. The ballast is packed between the ties and on each side of the track. 10. Щоб примусити шпали служити довше, їх обробляли креозотом. A. In order to make ties last longer they were treated with creosote. B. In order to make ties last long they were treated with creosote. C. In order to make ties last long they are treated with creosote. D. In order to make ties last longer they were treated with concrete. Key: 1 c, 2 a, 3 a, 4 c, 5 b, 6 c, 7 d, 8 c, 9 d, 10 a
Завдання до UNIT 11 I.WORKING AUTONOMOUSLY to choose-to pick-to elect; to refuse-to reject-to turn down-to deny; to stand up-to get up-to rise I.1. Find out the meaning of the above given words. Study what is common and different in their meaning and usage [5, P. 53-59]. Consult the dictionary and learn all possible word combinations with the given words I.2. Revise “The Modal Verbs with the Simple Infinitive” [1, P. 47-51], [2, P. 194-198] and study the peculiarities of their usage I.3. Revise “The Reported Speech and Sequence of Tenses” [1, P. 28-30] and study the ways of translating verbs forms into Ukrainian [2, P. 246-247] II. SELF-DOING TASKS (to be done in writing and given to the teacher for checking and correcting) ІI.1. Give the corresponding passive constructions; translate them into Ukrainian
ІI.2. Match the parts of the sentences to complete them 1. The program was insisted on __ 2. One of the projects __ 3. These experimental data can __ 4. The invention of the steam engine was followed by the development __ 5. Many of them were afraid of the railways __ 6. The locomotive was looked __ 7. The beginning of the XX century was __ 8. Many inventions were __ 9. The economy of the country is __ 10. Stephenson was asked to build another railway, __
A. of steam locomotives. B. spoken as the Golden Age of travel. C. be relied upon. D. influenced by transport. E. not thought of before. F. is objected to. G. by many specialists. H. when they first appeared. I. but now steam-powered. J. at with great interest. ІI.3. Translate the following sentences 1. Ми дізналися, що робота була важкою через нестачу питної води. 2. Я знав, що баласт підтримує конструкцію колії. 3. Він уважав, що її треба вирівняти спеціальними машинами. 4. Інженер сповістив, що рейки спрацюються спершу на кінцях. 5. Ми прочитали, що залізниця будувалася на смужці землі. 6. Він стверджував, що це забезпечить необхідний дренаж. 7. Нам казали, що найкращим матеріалом для баласту є гравій. 8. Ми не знали, чи зможе земля підтримувати залізничну колію. 9. Він запитав, чи завжди рейковий стик був найслабшою частиною колії. 10. Вона знала, що деякі залізниці мають дві колії. ІI.4. Find and correct the mistake (there is one mistake in each sentence)
III. SELF-CONTROLLING TEST (to be done in writing, checked by student with the keys and corrected himself) III.1. Matching synonyms
Key: 1 a, 2 d, 3 d, 4 a, 5 c
III.2. Matching antonyms
Key: 1 a, 2 c, 3 a, 4 d, 5 a III.3. Matching words to express the idea and writing them properly
Key: 1 c, 2 b, 3 e, 4 a, 5 d III.4. Matching prepositions properly 1) Have you ever been _ London? 2) He usually goes to work _ car. 3) They got married _ 12 May. 4) Julia is studying _ school. 5) Where are you _? Key: 1 to, 2 by, 3 on, 4 at, 5 from III.5. Matching the translation properly 1. Залізниці повинні впроваджувати нові типи вантажних вагонів для транспортування специфічних вантажів. A. Railways had to introduce new types of freight cars to transport special kinds of freight. B. Railways have introduced new types of freight cars to transport special kinds of freight. C. Railways have to introduce new types of freight cars to transport special kinds of freight. D. Railways have and introduce new types of cars to transport special kinds of freight. 2. Сталеві рейки було використано у США вперше в 1863. A. Steel rails were used in the USA for the first time in 1863. B. Steel rails were used for the first time in 1863. C. Steel rails were used in the USSR for the first time in 1863. D. Steel rails were used in the USA in 1863. 3. Баласт – це елемент колії, який підтримує шпали та рейки та утримує їх в належному положенні. A. Ballast is a track which supports rails and ties and holds them in the needed position. B. Ballast is an element which supports rails and ties and holds them in the needed position. C. Ballast is an element of the track which supports rails and ties in the needed position. D. Ballast is an element of the track which supports rails and ties and holds them in the needed position. 4. Рейки без стиків відомі як «безперервні» або «подовжені» рейки. A. The rails joints are known as continuous rails. B. The rails without joints are known as continuous joints. C. The rails without joints are known as continuous rails joints. D. The rails without joints are known as continuous rails. 5. Винахід парового двигуна зробив залізницю найважливішим засобом перевезень. A. The invention of the engine made the railway an important means of transportation. B. The invention of the steam made the railway important means of transportation. C. The invention of the steam engine made the railway the most important means of transportation. D. The invention of the steam engine makes the railway the most important means of transportation. 6. Які етапи розвитку залізничної колії ви знаєте? A. What steps in the development of railroad track do you know? B. What kind of the development of railroad track do you know? C. What steps in the development of railroad track did you know? D. What steps in the development of railroad track will you know? 7. Кабіна водія трамвайного вагона має контрольну панель з усім необхідним обладнанням. A. The driver of the tramcar has a control panel with all the necessary equipment. B. The driver’s cab of the tramcar has a control panel with all the necessary equipment. C. The drivers’ cabs of the tramcar have control panels with all the necessary equipment. D. The driver’s cab of the train has a control panel with all the necessary equipment. 8. Перші сталеві рейки прибули в США з Англії. A. The first steel rails came from the USA to England. B. The last steel rails came to the USA from England. C. The first steel rails came to the USA from England. D. At last steel rails came to the USA and to England.
9. Сьогодні одна з важливих проблем залізниць – збільшення швидкостей. A. Today, one of the most important problems for railways is to increase speeds. B. Today, one of the important problems for railways is to increase speeds. C. Today, the most important problems for railways are to increase speeds. D. One of the most important problems for railways is to increase speeds today. 10. Обидва потяги йшли з однаковою швидкістю. A. Both trains ran at the same speed. B. Both trains run at the same speed. C. Both trains will run at the same speed. D. Both trains are run at the same speed. Key: 1 c, 2 a, 3 d, 4 d, 5 c, 6 a, 7 b, 8 c, 9 a, 10 a
Завдання до UNIT 12 I.WORKING AUTONOMOUSLY to convince-to persuade; to worry-to bother-to trouble-to disturb; to believe-to trust I.1. Find out the meaning of the above given words. Study what is common and different in their meaning and usage [5, P. 60-66]. Consult the dictionary and learn all possible word combinations with the given words I.2. Revise “The Modal Verbs with the Continuous Infinitive” [1, P. 51-52], I.3. Revise “The Modal Verbs with the Perfect Infinitive” [1, P. 52-58] and study the ways of translating verbs forms into Ukrainian [2, P. 205] II. SELF-DOING TASKS (to be done in writing and given to the teacher for checking and correcting) ІI.1. Give the corresponding passive constructions; translate them into Ukrainian
IІ.2. Match the parts of the sentences to complete them 1. Everybody knows the English __ 2. The bodies of cars __ 3. You should know more __ 4. The program was supported __ 5. The report was listened to with __ 6. Such invention was __ 7. High speeds are __ 8. This method of __ 9. The railways are __ 10. Our country was among the countries __
A. developed by trains. B. by specialists. C. painting cars proved successful. D. buses are red. E. to introduce steam traction on railways. F. not thought of before. G. were made of wood. H. a means of travel. I. particular attention. J. about the first railways. IІ.3. Translate the following sentences 1. Лектор стверджував, що через розвиток промисловості залізниці почали здійснювати більший обсяг перевезень. 2. Ми знали, що ці залізниці мають однакову ширину колії. 3. Він сказав, що вчені працюють над розробкою нових комп’ютерів. 4. Ми запитали, чому для залізниці матиме значення усунення стиків. 5. Нас учили, що механізм для переведення потягів із колії на іншу називають стрілкою. 6. Я запитав, чи вкладають шпали на землю. 7. Учені повідомили, що всі машини будуть удосконалені. 8. Експерти стверджували, що проведене дослідження засвідчило підвищення цін на перевезення нафти. 9. Ми пам’ятали його слова про те, що паровий двигун зробив залізницю найважливішим видом транспорту. 10. Я знав, що рейки виготовляють з криці. IІ.4. Find and correct the mistake (there is one mistake in each sentence)
III. SELF-CONTROLLING TEST (to be done in writing, checked by student with the keys and corrected himself) III.1. Matching synonyms
Key: 1 c, 2 a, 3 b, 4 b, 5 d
III.2. Matching antonyms
Key: 1 a, 2 c, 3 d, 4 b, 5 a III.3. Matching words to express the idea and writing them properly
Key: 1 c, 2 e, 3 d, 4 a, 5 b III.4. Matching prepositions properly 1) Have you ever been _ London? 2) He usually goes to work _ 7 o’clock. 3) They got married _ 1992. 4) Julia is studying _ 5 years. 5) Where do you come _ ? Key: 1 to, 2 at, 3 in, 4 for, 5 from III.5. Matching the translation properly 1. Комп’ютери з’явилися на залізницях багатьох країн. A. Electronic computers have already appeared on railroads of main countries. B. Electronics and computers have already appeared on railroads of many countries. C. Electronic computers will have already appeared on railroads of many countries. D. Electronic computers have already appeared on railroads of many countries. 2. Згідно з проектом, залізницю побудують наступного року. A. According to the project the railway is to be built next year. B. According to the project the railway won’t be built next year. C. According to the project the railway was built last year. D. According to the project the railway will be built in a year. 3. Залізниця впровадила новий вид вантажного вагону для цементу. A. Railway introduced a new type of freight car for transporting cement. B. Railway has introduced a new type of freight car for cement. C. Railway has been introducing a new type of freight car for cement. D. Railway introduces a new type of freight car for transporting cement. 4. Часто залізниці доводиться будувати в важких умовах. A. Very often railways are built in hard conditions. B. Very often railways have to be built in hard conditions. C. Very seldom railways have to be built in hard conditions. D. Many railways have been built in hard conditions. 5. Метро побудовано в багатьох містах нашої країни. A. Underground railways have been built in many cities of our country. B. Underground railways have been built in all main cities of our country. C. Underground railways have been built in many cities of the world. D. Underground railways have never been built in many cities of our country. 6. Залізниця вплинула на розвиток кожної країни. A. The railroad is influenced by the development of each country. B. The railroad has influenced the development of other country. C. The railroad has never influenced the development of each country. D. The railroad has influenced the development of each country. 7. Залізниці використовують для перевезення вантажів і для подорожей. A. Railroads are used for transportation of freight and for travelling. B. Railroads are using for transportation of freight and for travelling. C. Railroads used for transportation of freight and for travelling. D. Railroads were used for transportation of freight and for travelling. 8. Шпали для швидкісних залізниць мають бути виготовлені з бетону. A. The sleepers for high-speed railways have been made of concrete. B. The sleepers for high-speed railways have to be made of concrete. C. The sleepers for high-speed railways are made of concrete. D. The sleepers for high-speed railways were made of concrete. 9. Місце на колії, де зустрічаються кінці рейок, називають стик. A. The place where the ends of the rails meet in the track is a joint. B. The place where the ends of the rails meet in the track is called a joint. C. The place where the ends of the rails meet in the railroad track is called a joint. D. The place where the rails meet in the track is called a railway joint. 10. Саме баласт підтримує залізничну колію. A. The ballast supports the track structure. B. The ballast is supporting the track structure. C. It was the ballast that supported the track structure. D. It is the ballast that supports the track structure. Key: 1 a, 2 a, 3 b, 4 b, 5 a, 6 d, 7 a, 8 b, 9 b, 10 d
Завдання до UNIT 13 I.WORKING AUTONOMOUSLY to avoid-to evade-to escape; to carry out-to execute-to fulfil-to perform; I.1. Find out the meaning of the above given words. Study what is common and different in their meaning and usage [5, P. 70-72; 76–77]. Consult the dictionary and learn all possible word combinations with the given words I.2. Revise “The Infinitive Forms” [1, P. 173-178] and study the peculiarities of their usage in English I.3. Revise “The Infinitive and its Complexes” and study the ways of translating verbs forms into Ukrainian [2, P. 205–215] II. SELF-DOING TASKS (to be done in writing and given to the teacher for checking and correcting) ІI.1. Put the verb in brackets in proper form 1. If I saw him, I (to tell) him about your problems. 2. If you (to help) me, I shall finish my work very soon. 3. It’s time you (to finish) your work. 4. I wished he (to be) here now. 5. I knew he (to go) to New York one of these days. 6. Mary said she (to leave) to London tomorrow. 7. I was sure you (to come and see) me next Sunday. 8. I wish I (to speak) English freely and easily. 9. I thought Anna (to examine) already by that time. 10. If I (to know) French, I would help you to translate this article. ІI.2. Match the parts of the sentences to complete them 1. What is the difference between the regular __ 2. The method proposed can __ 3. What jobs does __ 4. New types of vehicles will handle the passenger __ 5. The railways were quick __ 6. Directing train movements by telegraph __ 7. Using phones the track-men could __ 8. The next year Bell produced __ 9. The regular operation of train __ 10. The device is __ 11. The equipment tested __ 12. What factors must be taken __ 13. For many years a great number of engineers have __ 14. Why can the drivers on modern locomotives decrease __ 15. Being divided into divisions, the railway __
A. dreamed of a train-to-station phone communication. B. to perform several functions. C. or avoid the danger of train collisions? D. by phone was introduced in 1887. E. proved reliable in operation. F. handled the traffic more efficiently. G. warn the train crews of snow slides. H. trains and the extra trains? I. to see the advantages of this invention. J. an improved phone. K. service on the high-speed lines in the future. L. came in practice in America. M. be relied upon. N. the operating business include? O. into account when making a time-table? ІI.3. Translate the following sentences 1. Коли швидкість поїздів збільшилась, довелося зробити удосконалення в конструкції колії. 2. Щоб отримати інформацію від комп’ютера, необхідно в нього ввести початкові дані. 3. Оператор може замінити пошкоджений пристрій. 4. Техніку моделювання слід використовувати для тренування машиністів. 5. Що може перетворити залізниці на ефективний засіб перевезень? 6. Т-подібні рейки могли витримувати дуже велику вагу. 7. Пошкоджене обладнання слід було ретельно оглянути. 8. На приміських лініях кількість потягів повинна змінюватися згідно з вимогами руху. 9. Якщо залізнична колія не в належному технічному стані, може статися аварійна ситуація. 10. Саме метро зможе надати пасажирам усі необхідні зручності. ІI.4. Put the words in the right order and make a statement or a question
III. SELF-CONTROLLING TEST (to be done in writing, checked by student with the keys and corrected himself) III.1. Matching synonyms
Key: 1c, 2a, 3d, 4d, 5c III.2. Matching antonyms
Key: 1c, 2d, 3a, 4b, 5c III.3. Matching words to express the idea and writing them properly
Key: 1c, 2e, 3a, 4b, 5d III.4. Put the verb in brackets in proper form 1. If I (to know) French, I would help you to translate this article. 2. Had I met Mr. Brown before, I never (to make) a mistake. 3. If I (to be) you, I wouldn’t do that. Key: 1 knew, 2 would have made, 3 were III.5. Matching the translation properly 1. Ця ідея висміювалася багатьма, але дехто повірив, що вона перспективна. A. This idea laughed at by many, but some people believed that it was promising. B. This idea was laughing at by many, but some people believed that it was promising. C. This idea was laughed at by many, but same people believed that it was promising. D. This idea was laughed at by many, but some people believed that it was promising. 2. Деякі фахівці не думають, що монорейка стане частиною нашого життя в майбутньому. A. Same specialists do not think that monorails will become part of our life in the future. B. Some specialists do not think that monorails will become part of our life in the future. C. Some specialists did not think that monorails became part of our life in the future. D. Some specialists not think that monorails will become part of our life in the future. 3. Обидва методи можна використовувати. A. Two methods may be used. B. Each method may be used. C. Both methods may be used. D. Every method may be used. 4. Кожний метод дозволяє заощадити кошти при технічному обслуговуванні. A. Each method allowed savings in maintenance costs. B. Each method allows saving in maintenance cost. C. Each methods allow economy in maintenance costs. D. Each method allows savings in maintenance costs. 5. У 1882 р. з’явився один із перших проектів монорейкової залізниці. A. One of the first monorail’s projects appeared in 1882. B. Once of the first monorail’s projects appeared in 1882. C. One of the first monorail project appeared in 1882. D. One of the first monorail’s projects appears in 1882. 6. Комп’ютер – це найвидатніше досягнення ХХ ст. A. The electric computer is the most remarkable achievement of the 20-th century. B. The electronic computer is the most remarkable achievement of the 20-th century. C. The electric computer was the most remarkable achievement of the 20-th century. D. The electronic computer is the most remarkable achievement of the 20 centuries. 7. Хто проектував монорейку, як військовий транспорт? A. Who was designing monorail as military purposes? B. Who was designed by monorail for military purposes? C. Who was designing monorail for military purposes? D. Who were designing monorail for military actions? 8. Він може виконати цю роботу швидко та ефективно. A. It can do this work quickly and efficiently. B. He can do this quickly and efficiently. C. It could do this work quickly and efficiently. D. It can do that work quickly and efficiently. 9. В 19 ст. з’явилися перші «підземки». A. In the 19-th century the first „undergrounds” are appearing. B. In the 19 centuries the first „undergrounds” appeared. C. In the 19-th century the first „undergrounds” appeared. D. In the 19-th century the „undergrounds” appeared. 10. У 1938 р. 126 миль/год був світовий рекорд швидкості для паровоза. A. In 1968 the world speed record for a steam locomotive was 126 kph. B. In 1938 the worlds speeds record for a steam locomotive was 126 kph. C. In 1938 the world speed record for a steam locomotive was 126 mph. D. In 1938 the world speed record for a steam locomotive was 126 kph. Key: 1 d, 2 b, 3 c, 4 b, 5 a, 6 b, 7 c, 8 a, 9 c, 10 c
Завдання до UNIT 14 I.WORKING AUTONOMOUSLY to say-to tell; to argue-to dispute-to bet I.1. Find out the meaning of the above given words. Study what is common and different in their meaning and usage [5, P. 73-75; 78–79]. Consult the dictionary and learn all possible word combinations with the given words I.2. Revise “The Participle Forms” [1, P. 128-134] and study the peculiarities of their usage in English I.3. Revise “The Participle and its Complexes”, “The Absolute Participle Construction” and study the ways of translating verbs forms into Ukrainian [1, P. 142-147]; [2, P. 216–221] II. SELF-DOING TASKS (to be done in writing and given to the teacher for checking and correcting) ІI.1. Put the verb in brackets in proper form 1. I was sure you (to come and see) me next Sunday. 2. If the weather is fine next Sunday, they (to go) to the country. 3. I wish I (to speak) English freely and easily. 4. Mr. Fox promised that he (to deliver) his lecture in the nearest future. 5. They are talking as if they (to know) each other very well. 6. It’s necessary that all the students (to be present) at the lecture. 7. If you (to help) me, I should finish my work very soon. 8. I insist that you (to do) this work by tomorrow. 9. If I (to know) French, I would help you to translate this article. 10. We demanded that they (to be helped) immediately. ІI.2. Match the parts of the sentences to complete them 1. Railways number all passenger trains in order __ 2. Whether an electric or some other kind of traction will be used in __ 3. The number of the incoming __ 4. Thanks to the radio the car inspector can __ 5. Railroads make use of different __ 6. That telecommunication service has increased the efficiency of __ 7. The problem is whether the existing or quite new types of vehicles will __ 8. The trains run by the railways are divided into two __ 9. Comprising all spheres of railway operation telecommunication greatly __ 10. Being divided into divisions, the railway handled __ 11. Having encountered the difficulties in operating the industrial __ 12. Having been warned of the train collision the dispatcher immediately __ 13. The automatic train control being introduced on the railways will __ 14. Telecommunication being increasingly introduced on __ 15. Having been devised, the control devices __
A. the railways allows the trains to run according to schedule. B. the traffic more efficiently. C. simplified the train operation. D. forms of telecommunication. E. the future is difficult to foresee. F. sent a special train to the scene of the accident. G. to facilitate the problem of their operation. H. kinds: the passenger trains and the freight trains. I. train was announced over the radio. J. locomotive the engineer applied radio control. K. contributes to increased reliability of railway service. L. facilitate both the work of the driver and the dispatcher. M. handle the passenger service on the high-speed lines in the future. N. radio other inspectors in case of emergency. O. railway operation is of great significance for railways. ІI.3. Translate the following sentences 1. Завдяки сигналам оператор може знати, де сталося пошкодження. 2. Які операції можна передати комп’ютерам в промисловості? 3. Підстанція повинна постачати залізниці електричний струм. 4. Комп’ютери можуть виконувати довгі та складні обчислення. 5. Піренейський тунель міг бути єдиним зв’язком між Францією та Іспанією у снігові зими. 6. 3гідно з тим проектом вагони повинні бути обладнані крильцями. 7. Якщо трапляється аварійна ситуація, рух необхідно зупинити. 8. Регулярні операції в сортувальному парку доводиться планувати заздалегідь. 9. Монорейка може вважатися найкращим транспортним засобом між містами та їхніми передмістями. 10. Комп’ютери здатні виконувати обчислення швидше, ніж людина. ІI.4. Put the words in the right order and make a statement or a question
III. SELF-CONTROLLING TEST (to be done in writing, checked by student with the keys and corrected himself) III.1. Matching synonyms
Key: 1c, 2a, 3a, 4c, 5c III.2. Matching antonyms
Key: 1b, 2c, 3a, 4d, 5c III.3. Matching words to express the idea and writing them properly
Key: 1c, 2d, 3a, 4e, 5b III.4. Put the verb in brackets in proper form 1. If the weather is fine next Sunday, they (to go) to the country. 2. If we are busy tomorrow, we (not to take) part in the picnic. 3. If the weather were fine, they (to go) to the country. Key: 1 shall go, 2 shall not take, 3 would go III.5. Matching the translation properly 1. Можна очікувати, що середня швидкість поїздів збільшиться. A. Once can expect that the average speed of trains will be increased. B. One can expect that the average speed of trains will be increased. C. Can expect that the average speed of trains will be increased. D. One can expect that the middle speed of trains will be increased. 2. Нещодавно оригінальний пасажирський вагон було розроблено в Луганську. A. Recently a passenger car of original design had been developed in Luhansk. B. Recently passenger cars of original design have been developed in Luhansk. C. Recently a passenger car of original designing has been developed in Luhansk. D. Recently a passenger car of original design has been developed in Luhansk. 3. Інша справжня монорейкова система була запропонована Шиловським. A. Other true monorail system was proposed by Peter Shilovsky. B. Another true monorail system was proposed to Peter Shilovsky. C. Another true monorail system was proposed by Peter Shilovsky. D. Another true monorail system was proposed after Peter Shilovsky. 4. Сьогодні існує ряд монорейкових систем, які експлуатуються у світі. A. There exists a number of monorails operating in the world today. B. There existed a number of monorails operating in the world today. C. There exist a number of monorails operating in the world today. D. There exist numbers of monorails operating in the world today. 5. Більшість монорейкових систем, що існують у світі, – експериментальні. A. Most of the monorail systems existing in the world are experimental. B. Much of the monorail systems existing in the world are experimental. C. Most of the monorail systems existed in the world are experimental. D. Most of the monorail systems existing in the world are experimenting. 6. Крім безпеки, він надає більшу усталеність колії. A. In additional to safety it permits greater track stability. B. In additions to safety it permits greater track stability. C. In addition to safety it permits the greatest track stability. D. In addition to safety it permits greater track stability. 7. Існують монорейки, що обслуговують парки та аеропорти великих міст. A. There exist monorails serviced by parks and airports of big cities. B. There exist monorail service parks and airports of big cities. C. There exist monorails servicing parks and airports of big cities. D. There exist monorails servicing parks and airports in cities. 8. Ця машина може виконувати математичні обчислення, зберігати та аналізувати інформацію, введену в неї. A. This machine can make mathematics calculations, store, select information put into. B. This machine can make mathematical calculations, store and select information put into it. C. These machine can make mathematical calculations, store and select information put into. D. This machine made mathematical calculations, store and select information put into it. 9. Щоб гарантувати безпеку, робітники регулярно перевіряють поїзди. A. To provide safety of the workers examine the trains regularly. B. To provide safety of the works examine the trains regularly. C. To provide it safe the workers examine the trains regularly. D. To provide safety the workers examine the trains regularly. 10. Використання комп’ютерів полегшило працю людини. A. The use of computers has been facilitated by man’s labour. B. The use of computers has been facilitated by means of labour. C. The useful computers have facilitated man’s labour. D. The use of computers has facilitated man’s labour. Key: 1 b, 2 d, 3 c, 4 c, 5 a, 6 d, 7 c, 8 b, 9 d, 10 d
Завдання до UNIT 15 I.WORKING AUTONOMOUSLY to speak-to talk; to let-to allow-to permit; to forbid-to prohibit-to ban I.1. Find out the meaning of the above given words. Study what is common and different in their meaning and usage [5, P. 88-89; 91-94;98-99]. Consult the dictionary and learn all possible word combinations with the given words I.2. Revise “The Gerund Forms” [1, P. 140-142] and study the peculiarities of their usage in English I.3. Revise “The Gerund and its Complexes” and study the ways of translating verbs forms into Ukrainian [2, P. 222-225] II. SELF-DOING TASKS (to be done in writing and given to the teacher for checking and correcting)
ІI.1. Put the verb in brackets in proper form 1. I thought Anna (to examine) already by that time. 2. The doctor asked me how I (to feel) in rainy weather. 3. I was afraid he (to tail) me at the forthcoming examination. 4. I insist that you (to do) this work by tomorrow. 5. Had I met Mr. Brown before, I never (to make) a mistake. 6. If we are busy tomorrow, we (not to take) part in the picnic. 7. I knew he (to go) to New York one of these days. 8. If I (to be) you, I wouldn’t do that. 9. We (to move) to a new flat recently, and now we (to be) very happy. 10. They are talking as if they (to know) each other very well. ІI.2. Match the parts of the sentences to complete them 1. What new vehicles can be __ 2. What was the purpose of applying numerous __ 3. How was the problem of railway __ 4. How is a railroad __ 5. Thanks to the radio the dispatchers can __ 6. What radio devices have found __ 7. What functions do radio __ 8. The dispatcher sent a special train to __ 9. How does the TV facilitate __ 10. Another very helpful __ 11. New types of vehicles will handle the passenger __ 12. The driver was afraid __ 13. Directing train movements by telegraph __ 14. The equipment tested __ 15. The device is to perform __
A. the scene of the accident. B. used as public carriers? C. several functions. D. of train collisions. E. proved reliable in operation. F. devices perform on the railways. G. operation simplified? H. devices to the operation of railways? I. decrease the danger of train collisions. J. application on the railways? K. came in practice in America. L. the work of the car inspector? M. division operated? N. device is the loud speaker. O. service on the high-speed lines in the future. ІI.3. Translate the following sentences 1. 3гідно з проектом, вагони повинні рухатися по двох верхніх і по двох нижніх рейках. 2. Пошкоджене обладнання слід відключити. З. У місті необхідне швидкісне сполучення між центром та аеропортом. 4. Корпуси вагонів довелося виготовляти з алюмінію. 5. У минулому не вважали, що пароплав можна побудувати досить потужним, щоб впоратися з могутніми ріками. 6. Які операції необхідно передати комп’ютерам на транспорті? 7. Багато країн будуть змушені проводити експерименти з комп’ютерно-керованим транспортом. 8. На точність його обчислень можна покластися. 9. Комп’ютер, установлений на локомотиві, може виконувати функції контролю. 10. Що повинні робити автоматичні пристрої на залізничних підстанціях у випадку аварії?
ІI.4. Put the words in the right order and make a statement or a question
III. SELF-CONTROLLING TEST (to be done in writing, checked by student with the keys and corrected himself) III.1. Matching synonyms
Key: 1d, 2b, 3d, 4a, 5c III.2. Matching antonyms
Key: 1a, 2a, 3c, 4b, 5d III.3. Matching words to express the idea and writing them properly
Key: 1c, 2e, 3b, 4d, 5a III.4. Put the verb in brackets in proper form 1. If you (to help) me, I should finish my work very soon. 2. If you (to help) me, I shall finish my work very soon. 3. If you (to help) me, I should have finished my work very soon. Key: 1 helped, 2 help, 3 had helped III.5. Matching the translation properly 1. Монорейка може бути побудована високо над вулицею. A. Monorails can be built above the streets. B. Monorails one can build high above the streets. C. Monorail can be built high above the street. D. Monorails can be built high above the streets. 2. Без допомоги такий вагон не може утримувати рівновагу. A. Without help, such car cannot keep its balance. B. With help, such car can keep its balance. C. Without help, such cars cannot keep their balance. D. Without help, some cars cannot keep its balance. 3. Коли власник автомобіля подорожує, він ураховує лише вартість бензину. A. While the car owner wants to travel he considers only the cost of the petrol. B. When the car owners want to travel they consider only the cost of the petrol. C. When the car owner wants to travel he counted only the cost of the petrol. D. When the car owner travels he considers only the cost of the petrol. 4. Але перші комп’ютери були завеликими та занадто повільними. A. But the first computers were big and slow. B. But the first computers were very big and too slow. C. But their first computers were too big and too slow. D. But the first computers were too big and too slow. 5. Вони не мали успіху. A. They were not success. B. They had not a success. C. They didn’t have a success. D. They were not a success. 6. Цей тип системи кондиціювання повітря забезпечує зручнішу подорож у будь-яку погоду. A. This type of air-conditioning ensures more comfortable travelling in any weather. B. This type of air-conditioning system ensures more comfortable travelling in any weather. C. These types of air-conditioning system ensure comfortable travels in any weather. D. This type of air-conditioning system ensured comfortable travelling in all weather. 7. Без перевезень не могло б бути цивілізації. A. With transportation there could be civilization. B. Without transportation there could be no civilization. C. Without transportation there could be no civilization. D. Without transport there can be no civilization. 8. На виставці можна було побачити останні колієукладальні машини. A. At the exhibition you could see the latest track-laying machines. B. At the exhibition one could see the last track-laying machines. C. At the exhibition one could see the latest track-laying machines. D. At the exhibition one saw the latest track-laying machines. 9. Іноді лінії метро необхідно прокладати якомога ближче до поверхні землі. A. Some underground lines have to be laid as close to the surface as possible. B. Sometimes the underground lines have to be laid as close to the surface as possible. C. Sometimes the underground lines had to be laid as close to the surface as possible. D. Sometimes the underground lines were laid as close to the surface as possible. 10. Система, яка відкриває більші можливості для розвитку технологій, називається перспективною. A. A system which opens greater possibilities for the development of technology is a promising one. B. Any possibilities for the development of technology is a promising system. C. A system which opens great potential for the development of technology is promising. D. A system which opens great possibilities for the development of technology is a promising one. Key: 1 c, 2 a, 3 d, 4 d, 5 d, 6 b, 7 c, 8 c, 9 b, 10 a
Завдання до UNIT 16 I.WORKING AUTONOMOUSLY to make-to do; to receive-to accept; to reprove-to reproach-to scold-to tell off I.1. Find out the meaning of the above given words. Study what is common and different in their meaning and usage [5, P. 95-97; 100-103]. Consult the dictionary and learn all possible word combinations with the given words I.2. Revise “The Conditional and Subjunctive Forms” [2, P. 239-242] and study the peculiarities of their usage in English and the ways of translating verbs forms into Ukrainian II. SELF-DOING TASKS (to be done in writing and given to the teacher for checking and correcting) ІI.1. Put the verb in brackets in proper form 1. If I (to know) French, I would help you to translate this article. 2. We didn’t know that they (to discuss) the problem at that moment. 3. We demanded that they (to be helped) immediately. 4. I suggest that you (to change) the theme of your report. 5. If I (to be) you, I wouldn’t do that. 6. We (to move) to a new flat recently, and now we (to be) very happy. 7. Mary said she (to leave) to London tomorrow. 8. If you (to help) me, I shall finish my work very soon. 9. The doctor asked me how I (to feel) in rainy weather. 10. If the weather is fine next Sunday, they (to go) to the country. ІI.2. Match the parts of the sentences to complete them 1. The driver has a number of electronic __ 2. The passenger trains come to the stations according __ 3. Containers reduce the damage __ 4. Thanks to the safety devices accidents are practically __ 5. In order to simplify the operation of railroads they __ 6. Having demonstrated his locomotive the __ 7. That the electric railways do not pollute __ 8. The inspector of the sorting station must take a car away __ 9. The radio gives locomotive drivers the warnings of an __ 10. How safety can be ensured at the atomic __ 11. Railways use both electric and __ 12. The radio is especially useful in the switching yards providing __ 13. Having transmitters and receivers on the locomotive the driver __ 14. According to the traffic requirements the railways are __ 15. The locomotives running on branch lines are light __
A. are divided into sections. B. power plants is not a simple problem. C. direct communication between their workers. D. of goods in transportation. E. air is of great significance for people. F. from service if he finds that the car is damaged. G. diesel locomotives on the same tracks. H. inventor answered a large number of questions. I. emergency or other dangerous situation on the line. J. in weight and low-powered. K. eliminated on the railways. L. devices to run his locomotive. M. is able to decrease or avoid the danger of train collisions. N. to the time-table or schedule. O. to change their schedules two times a year. ІI.3. Translate the following sentences 1. Які операції довелося передати комп’ютерам у дослідницькій роботі? 2. Складні обчислення треба було зробити при проектуванні транспортного засобу. 3. Щоб покращити обслуговування пасажирів, на вокзалах повинна бути достатня кількість білетних кас. 4. Пристрій повинен виконувати дві функції. 5. 3гідно з проектом джерела живлення повинні були встановлюватися уздовж колії. 6. У 19-му столітті газети писали, що залізниці ніколи не зможуть працювати на паровій тязі. 7. 3 плином часу обчислювальні центри необхідно буде відкрити по всій країні. 8. Слід пам’ятати, що автоматизація означає вищу ефективність і надійність. 9. Крім того, якщо трапляється поломка, оператор може чути звуковий сигнал. 10. Як комп’ютери зможуть допомогти операторам у сортувальних парках? ІI.4. Put the words in the right order and make a statement or a question
III. SELF-CONTROLLING TEST (to be done in writing, checked by student with the keys and corrected himself) III.1. Matching synonyms
Key: 1d, 2d, 3a, 4c, 5c III.2. Matching antonyms
Key: 1b, 2c, 3a, 4d, 5b III.3. Matching words to express the idea and writing them properly
Key: 1b, 2d, 3a, 4e, 5c III.4. Put the verb in brackets in proper form 1. If I see him, I (to tell) him about your problems. 2. If I saw him, I (to tell) him about your problems. 3. If I had seen him, I (to tell) him about your problems. Key: 1 shall tell, 2 should tell, 3 should have told III.5. Matching the translation properly 1. Водій поїзда спілкується з пасажирами через систему оповіщення пасажирів. A. The train master communicates with the passengers over a public address system. B. The trainer communicates with the passengers over a public address system. С. The train master communicated with the passengers over a public address system. D. The trainer communicates with the passengers over a public addressing system. 2. Шпали, зроблені з бетону, слугують дуже довго. A. The ties made of concrete, they last long. B. The ties making concrete last very long. C. The ties made of concrete last very long. D. The tights made of concrete last long. 3. Існує багато проектів зв’язати Нью-Йорк і Вашингтон швидкісною транспортною системою. A. There are exist projects to link New York and Washington by a rapid transport system. B. Exist many projects to link New York and Washington by a rapid transportation system. C. Еxist projects to link New York and Washington by a rapid transportation system. D. There exist main project to link New York and Washington by a rapid transportation system. 4. Існують монорейкові дороги підвісного та навісного типу. A. There are monorails of a suspended type and of a supported type. B. They are monorails of a suspended type and of a supported type. C. They’re monorails of a suspended type and of a supported type. D. There were monorails of a suspended type and of a supported type. 5. У чому полягають переваги використання монорейок? A. What are the advantages of monorails? B. What are the advantages of using monorails? C. What are the lacks of using monorails? D. What are the drawbacks of using monorails? 6. Швидкість 140 км/год може бути досягнута сучасними локомотивами. A. A speed of 140 kph can be reached by modern locomotives. B. A speed of 140 kph can be reaching by modern locomotives. C. A speed of 140 kph has been reached by modern locomotives. D. A speed of 140 kph can have been reached by modern locomotives. 7. Існує уже багато вдосконалень у методах будівництва метрополітену. A. There have been many improvements in the methods of building underground railways. B. There have been many improvements in the method of building underground railways. C. There have many improvements in the methods of building underground railways. D. They have many improvements in the methods of building underground railways. 8. Якщо монорейки будувати над землею, вони займатимуть дуже мало місця. A. If monorails are built under the ground, they will occupy very little space. B. If monorails are built above the ground, they will occupy very little space. C. If monorails are built above the ground, they occupy very little space. D. If monorails are built above the ground, they will occupy some space. 9. Вагони, що використовуються для вантажних перевезень, – міцно збудовані. A. The cars used for transporting freight are strong built. B. The cars used for freight transport are strong. C. The cars used for transporting freight are strongly built. D. The cars using for transporting freight are strongly built. 10. І автомобіль, i локомотив, i мотоцикл можна назвати транспортними засобами. A. And a car, and a locomotive, and a motorcycle may be called a vehicle. B. Either a car, a locomotive, or a motorcycle may be called a vehicle. C. Either a car, a locomotive, or a motorcycle may call a vehicle. D. Either a car, a locomotive, or a motorcycle may have been called a vehicle. Key: 1 a, 2 c, 3 c, 4 a, 5 b, 6 a, 7 a, 8 b, 9 c, 10 b
КРИТЕРІЇ ОЦІНЮВАННЯ САМОСТІЙНОЇ РОБОТИ
При оцінюванні самостійної роботи студентів викладачі дотримуються методичних положень і критеріїв, розроблених у Curriculum for Universities (Програма з англійської мови для професійного спілкування / Г. Є. Бакаєва, О. А. Борисенко, І. І. Зуєнок [та ін.]. – К. : Ленвіт, 2005. – 120 с. – Текст укр. і англ. мовами) на основі загальноєвропейських рекомендацій з мовної освіти.
Самостійна робота оцінюється за шкалою від 0 до 10 балів. Студентам, які виконали всі завдання самостійної роботи відповідно до програми у повному обсязі ставиться за кожний модуль: «10 балів» – студенту, який виконав усі завдання (допустимими є незначні помилки, що складають не більше, ніж 5 % завдань), така робота відповідає оцінці «відмінно»; «8–9 балів» – студенту, який виконав усі завдання, зробив помилки не більше, ніж у 10 % завдань, така робота відповідає оцінці «дуже добре»; «6–7 балів» – студенту, який виконав усі завдання, зробив помилки не більше, ніж у 20 % завдань, така робота відповідає оцінці «добре»; «4–5 балів» – студенту, який виконав усі завдання, зробив помилки не більше, ніж у 30 % завдань, така робота відповідає оцінці «задовільно»; «2–3 бали» – у випадку, якщо студент не виконав усіх завдань або ж зробив помилки більше, ніж у 40 % завдань така робота відповідає оцінці «достатньо»; «0–1 бал» – у випадку, якщо студент не виконав усіх завдань або ж зробив помилки більше, ніж у 40 % завдань (робота такого студента відповідає оцінці «незадовільно»).
ЛІТЕРАТУРА, РЕКОМЕНДОВАНА ДЛЯ САМОСТІЙНОГО ВИВЧЕННЯ
1. Карабан В.І. Переклад англійської наукової і технічної літератури. Граматичні труднощі, лексичні, термінологічні та жанрово-стилістичні проблеми / В’ячеслав Карабан. – Вінниця: Нова книга, 2002. – 564 с. 2. Коваленко А.Я. Загальний курс науково-технічного перекладу / Коваленко А.Я. – К.: Фірма «ІНКОС», 2002. – 320 с. 3. M.Swan, C.Walter “How English Works” – Oxford: OxfordUniversity Press, 1997. – 454р. 4. Литвинов П.П. Англо-русский фразеологический словарь с тематической классификацией. Продвинутый английский – через фразеологию: Учеб. пособ. / П.П.Литвинов. – М.: «Яхонт», 2000. – 448 с. 5. Моисеев М.Д. Английская лексика. Правильный выбор слова / М.Д. Моисеев. – К.: ГИППВ, 1997. – 128 с. 6. Борисова Л.И. Ложные друзья переводчика: Уч. пос. по научно-техническому переводу / Л.И. Борисова. – М.: НВИ-ТЕЗАУРУС, 2005. – 212 с. 7. Мирончук Т.А. Збірник вправ з порівняльної граматики англійської та української мов: Навч. посіб. для студ. вищ. навч. закл. / Т.А. Мирончук. – К.: МАУПП, 2005. – 128 с.
СПИСОК ВИКОРИСТАНОЇ ЛІТЕРАТУРИ
1. Бахов І.С. English grammar practice: Практикум з граматики англійської мови / І.С. Бахов. – К.: МАУПП, 2007. – 216 с. 2. Борисова Л.И. «Ложные друзья переводчика»: Уч. пос. по научно-техническому переводу / Л.И. Борисова. – М.: НВИ-ТЕЗАУРУС, 2005. – 212 с. 3. Ганиш Е.Г., Ісаєнко С.А. Збірник текстів для професійно орієнтовного читання студентів технічних спеціальностей. – К.: КІЗТ, 1999. – 52 с. 4. Гутнер М.Д. A guide to translation from English into Russian: Пособие по переводу с английского языка на русский / М.Д. Гутнер. – М.: Высшая школа, 1982. –158 с. 5. Доброгорська О.В. English through idioms: Навч. посіб. / О.В. Доброгорська. – К.: ДП «Видавничий дім «Персонал», 2008. – 216 с. 6. Моисеев М.Д. Английская лексика. Правильный выбор слова / М.Д. Моисеев. – К.: ГИППВ, 1997. – 128 с. 7. Парахина А.В. Пособие по переводу технических текстов с английского языка на русский / А.В. Парахина. – М.: Высшая школа, 1980. – 184 с. 8. Prokhorova G. P. English through dialogue: Английский язык в диалогах: Учеб. пособие для ин-тов и фак. иностр. яз. / Г.П. Прохорова. – М.: Высшая школа, 1988. – 159 с. 9. John and Liz Soars, Headway Pre-Intermediate, Student’s Book. – Oxford University Press, 15-th impression. – 1996. – 10. John and Liz Soars, Headway Pre-Intermediate, Work Book. – Oxford University Press, 15-th impression. – 1996. – 11. John and Liz Soars, Headway Intermediate, Student’s Book. – Oxford University Press, 15-th impression. – 1996. – 12. John and Liz Soars, Headway Intermediate, Work Book. – Oxford University Press, 15-th impression. – 1996. – 13. Brieger N. Technical contacts : materials for developing listening and speaking skills for the student of technical English / Nicholas Brieger, Jeremy Comfort. – New York : Prentice-Hall International, 1987. – 160 p. : ill. 14. Carr D. Professional education and professional ethics / David Carr // Journal of Applied Philosophy. – 1999. – № 16. – P. 33–46. 15. Clarke B. Graduate civil engineers: defining a new breed / Barry Clarke // Civil Engineering. – 2005. – Vol. 158, № 2. – P. 80–87. 16. Dudman A. Professional engineers’ needs for managerial skills and expertise / A. Dudman, S. H. Wearne ; Centre for Research in the Management of Projects. – Manchester, 2003. – 62 p. 17. Fan L.C.N. Decision-making models for handling ethical dilemmas / L. C. N. Fan // Civil Engineering. – 2003. – Vol. 156, Iss. 4. – P. 229–234. 18. Greenbaum S. Guide to English usage / Sidney Greenbaum, Janet Whitcut. – Spec. ed. – M. : Longman : Rus. jaz., 1990. – XIV, 786 p. – На тит. л. : С. Гринбаум, Дж. Уиткат. Словарь трудностей английского языка. 19. Tarnapolsky O. Writing English as a foreign language: A report from Ukraine / O. Tarnapolsky // Journal of Second Language Writing. – 2000. – Vol. 9, № 3. – P. 209–226. 20. Wearne S. Professional engineers’ needs for managerial skills & expertise / Stephen Wearne // Civil Engineering. – 2004. – Vol. 157, № 1. – P. 44–48. 21. World Engineering Partnership for Sustainable Development : Progr. of the Conf. – Rio de Janeiro, 1992. – 18 p.
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