Переведите со словарем слова, частично совпадающие с соответствующими русскими словами по значению. Выберите нужное значение слова, исходя из контекста
Министерство образования и науки
Российской Федерации
МОСКОВСКИЙ ГОСУДАРСТВЕННЫЙ
УНИВЕРСИТЕТ ГЕОДЕЗИИ И КАРТОГРАФИИ
МЕТОДИЧЕСКИЕ УКАЗАНИЯ
«Английский язык»
для студентов I курса факультета
«Дистанционные формы обучения»
Вечернее отделение
Москва 2017
Методические рекомендации
Одним из основных требований методических указаний является выполнение всех упражнений.
Прежде чем приступить к чтению текстов, рекомендуется выполнить упражнения для первичного закрепления грамматики.
Упражнения составлены в полном соответствии с лингвистическими и методическими принципами, положенными в основу пособия, его структурой и организацией учебного материала.
Материал для упражнений отобран с таким расчетом, чтобы, с одной стороны, не создавать дополнительных лексических трудностей, а с другой – обеспечить закрепление того или иного грамматического материала.
Количество упражнений по каждой теме определяется как объемом самой темы, так и степенью трудности ее усвоения студентами.
После завершения работы над текстом предлагается приступить к лексико-грамматическим упражнениям в той последовательности, в какой они даны в пособии, так как они расположены в порядке постепенного нарастания трудностей.
Выполнение всех лексико-грамматических упражнений обеспечит последовательное закрепление и прочное практическое усвоение материала, изложенного в пособии.
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Большое значение придается упражнениям, содержащим примеры для объяснения употребления того или иного грамматического явления, при использовании которых преподаватель может осуществить одновременно несколько методических задач.
Укажите признаки и определители существительных:
the figures, some subjects, many important properties, this drawing, those young specialists, his accurate measurement.
Глаголы, данные в скобках, поставьте в соответствующем лице и числе в Present Indefinite. Предложения переведите:
1. This scientist (to be) a professor of mathematics.
2. He (to have) many students at his lecture.
3. I (to be) a student too; I (to be) a schoolboy only three month ago.
4. All the students (to be) present today.
5. Geometry (to be) an important subject for technical students.
6. The surface (to have) two dimensions: length and breadth.
7. The length of the line (to be) ½ (one half) of a meter.
8. There (to be) many things on the teacher’s table.
9. Yesterday we (to have) two lectures.
Переведите предложения, обращая внимания на различные способы перевода оборота there+be:
a) 1. There are many students at the lecture today.
2. There is a blackboard in front of the students’ desks.
3. There were cars in front of the house. There were several men there too.
б) 1. There are hundreds of different tables on the walls.
2. There are different types of rocket motors.
3. There are several kinds of surfaces.
в) 1. In the corner of the room there stands a bookcase.
2. There hangs a clock over the bookcase.
3. In the middle of the classroom there stand some desks.
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Поставьте предложения в вопросительную и отрицательную формы:
1. Our lecturer always draws some figures on a drawing board.
2. These young men and women study at an English technical college.
3. The students go to the institute by tram.
4. The teacher does everything with great accuracy.
5. Anybody has weight and mass.
Определите значения интернациональных слов. Не прибегая к помощи словаря, переведите интернациональные слова; обратите внимание на их полное совпадение с соответствующими русскими словами по значению:
college ['kɔlıdʒ] n lecture ['lektʃə] n compass ['kʌmpəs] n mathematics [,mæɵı'mætıks] n ellipse [ı'lıps] n symbol ['sımbl] n geometry [dʒı'ɔmıtrı] n technical ['teknıkl] adj
Переведите со словарем слова, частично совпадающие с соответствующими русскими словами по значению. Выберите нужное значение слова, исходя из контекста:
assistant [ə'sıstnt] n line [laın] n construction [kən'strʌkʃn] n position [pə'zıʃn] n figure ['fıgə] n professor [prə'fesə] n instrument ['ınstrəmənt] n student ['stju:dnt] n subject ['sʌbdʒıkt] n
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Words to be learnt:
decimal - десятичный pound - фунт degree - градус pressure - давление difference - разница, разность, scale - шкала различие unit - единица to divide - делить to use - использовать measure - мера, измерять volume - объём mercury - ртуть weight - вес numerous - многочисленный
G E O M E T R Y
On the wall there hangs a blackboard and tables. There are some drawings on the blackboard. These are geometrical figures: a circle in the middle, a square on the left, a triangle on the right and an ellipse below the circle. Under the drawings there are numbers and symbols.
Geometry treats of the properties, constructions and measurements of lines, surfaces and solids.
A solid, or body, has three dimensions: length, breadth and thickness. A surface has only two dimensions: length and breadth. A line has only one dimension, length. A point has no dimension but simply a position in space.
Higher mathematics is a very important subject for technical college students.
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M E A S U R E M E N T S
The lecture is about measurements. Mr. Hall illustrates his lectures with numerous examples, diagrams and experiments. He says: "In scientific work we usually measure in units of the metric system. The metric or decimal system is the international system of measures and weights which is based on the wave-length of orange-red light which is given off by the element Krypton 86, and is measured with great accuracy in scientific laboratories all over the world. The meter is divided into 100 centimeters and each centimeter into 10 millimeters.
The corresponding units of mass, volume and pressure are the kilogram, the cubic meter and the Newton/m2 respectively."
Mr. Hall ends the lecture with the words: "The metric system of measures and weights is used in most countries of the world. But there is also another system of measures and weights, the Imperial system, which is based on the foot and the pound. Some countries still use this system."
Here is an example of the difference between the two systems:
| Imperial System | Metric System |
| 1 inch (in) | 2.540 cm |
| 1 foot (ft) | 30.45 cm |
| 1 yard (yd) | 91.44 cm |
| 1 mile (m) | 1.609 km |
Ответьте на вопросы:
1. What does Mr. Hall illustrate his lectures with?
2. What is the international system of measures and weights?
3. What is the unit of a) volume; b) length; c) mass?
4. How do we normally measure a) volume; b) pressure?
5. In what units do we usually measure distance?
Образуйте существительные с помощью данных суффиксов. Переведите исходные и производные слова:
-ist:physic(s), special, social
-er: to read, to lectur(e), to report, to convert
-or: to construct, to translat(e), to generat(e)
-ing: to draw, to read, to begin
-ment:to measure
-th:long, broad, strong
-ion: to construct, to illustrat(e), to express
-action: to combin(e), to inform
-sion:to divi(de), to deci(de), to conver(t)
-ssion:to transmi(t), to permi(t)
Переведите следующие сочетания, учитывая многозначность выделенных слов:
handn numbern the hand of a man the number of the lesson the hand of a clock the number of students the hand of a compass the number of examples
productn unitn the product of industry the unit of length the product of conversion the unit of mass the product of multiplication the unit of motor
Переведите сочетания слов, обращая внимание на перевод существительных в функции определения:
difference- atmospheric pressure difference
length- the wave-length, the light wave-length
phenomenon -nature phenomenon
laboratory -physics laboratory, institute physics laboratory
measurements- pressure measurements, gas pressure measurements
Укажите, по каким признакам можно определить, является ли слово глаголом или существительным. Переведите следующие слова и сочетания слов:
1. he experiments, his experiments, they experiment, their experiment, these experiments, this experiment.
2. a measure, he measures, the measures, this measure, it measures, its measure, no measure, does not measure.
Поставьте предложения в вопросительную и отрицательную формы:
1. The assistant measures everything with a great of accuracy.
2. They take readings every 30 seconds.
3. The professor's assistants always show us experiments in the laboratory.
4. The students measure pressure at the laboratory.
5. He used mercury thermometers.
6. They fixed this instrument during the experiments.
7. Next week he will explain the difference between the metric and imperial systems.
Определите значение интернациональных слов. Не прибегая к помощи словаря, переведите интернациональные слова. Обратите внимание на их полное совпадение с соответствующими русскими словами по значению:
academy [ə'kædəmı] n problem ['prɔbləm] n colleague ['kɔli:g] n real [rıəl] a contact ['kɔntækt] n talented ['tæləntıd] a photogrammetry [,foutou'græmıtrı] n university [,ju:nı’və:sıtı] n physics ['fızıks] n function ['fʌŋkʃn] n
Образуйте существительные с помощью данных суффиксов. Переведите исходные и производные слова:
-ity:equal, activ(e), productiv(e), relative
-ness:thick, great, rough
-ance:import(ant), assist(ant), dist(ant)
-ance: effici(ent), depend(ent), pres(ent), exist
-ency:effici(ent), depend(ent)
-age:us(e), pass, break
В выделенных словах укажите суффиксы существительных и переведите данные сочетания:
The usage of a word; the simplicity of the equation; the expressionof relativity; the roughnessof the surface; temperature readings; the solution of the problem; the efficiencyof the method; the equalityof positions.
Переведите данные сочетания слов, обращая внимание на форму беспредложного определения:
a.the theory of the field the field theory
the forces of gravitation the gravitation forces
b.the knowledge of the people the people's knowledge
the advice of the scientist the scientist's advice
c.the magnetism of the earth the earth's magnetism
the energy of the sun the sun's energy
the economy of the country the country's economy
Определите значение интернациональных слов. Не прибегая к помощи словаря, переведите интернациональные слова. Обратите внимание на их полное совпадение с соответствующими русскими словами по значению:
base [beıs] v illustrate ['ıləstreıt] v centimeter ['sentı,mi:tə] n kilometer [kı'lɔmıtə] n cubic ['kju:bık] a laboratory [lə'bɔrətrı] n element ['elımənt] n meridian [mə'rıdıən] n experiment [ık'sperımənt] n metric ['mətrık] a gram(me) [græm] n system ['sıstım] n diagram ['daıəgræm] n
Переведите со словарем слова, частично совпадающие с соответствующими русскими словами по значению. Выберите нужное значение слова, исходя из контекста.
realize ['rıəlaız] v address [ə'dres] v foot [fut] n mass [mæs] n
Найдите в словаре значения следующих слов. Это - так называемые "ложные друзья переводчика", т.к. слова, сходные по звучанию, но совершенно не совпадающие по значению с соответствующими русскими словами.
accuracy ['ækjurəsi] n accurate [‘ækjurıt] a
Words to be learnt:
universal - всеобщий to spread - распространять(ся) to date from - возникать to adopt - принимать to define - определять simplicity - простота to run - тянуться, ходить as far as in - ещё в to multiply - умножать up till - вплоть до to create - создавать to compare - сравнивать
METRIC SYSTEM AND ITS ORIGIN
The idea of a universal system of measures and weights dates from long ago, but it was realized only two centuries ago. The metric, or decimal system was worked out by the French Academy of Sciences in 1791. How were the units for length and weight defined then?
Two French scientists who were given the task to define these units took one fourth of the distance from the North Pole to the Equator on the geographical meridian which is running through Paris (the distance from Dunkirk in France to Barcelona in Spain) and divided it into ten million equal parts. One of these parts was called a meter or a “measure”. For shorter measurements the meter was divided by ten, for longer things the meter was multiplied by tens.
It was easy to use the same meter for volume. The weight-of one cubic centimeter of water was called a gramme. Thus the metric system was created.
Russian scientists played a great part in the spreading metric system in Russia as well as in other countries.
As far as in 1867 D.I. Mendeleyev addressed Russian scientists to help to spread the decimal system. The project of the law about the use of the metric system in Russia was also worked out by D.I. Mendeleyev. That up till the end of the 19th century different units of measurement were used in various countries. In our country the metric system was adopted in 1918. Now it is adopted by most of the countries. None of the systems of the past can be compared in simplicity to that of our days.
Ответьте на вопросы:
1. What system was worked out by the French Academy of Science?
2. How were the units for length and weight defined?
3. What task was given to French scientists?
4. How was the metric system created?
5. Who was the metric system in Russia worked out by?
6. When was the metric system adopted in various countries?
Переведите следующие прилагательные и наречия, обращая внимание на различные способы образования степени сравнения:
much
more (the) most
many
little less (the) least
good
better (the) best
well
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bad
worse (the) worst
badly
Переведите предложения, обращая внимание на форму прилагательных:
1. This classroom is larger and lighter than other classrooms. It is the largest and the lightest room here.
2. The red line on this drawing is shorter than other lines. It is the shortest line.
3. Mathematics is more important for technical students than many other subjects. It is one of the most important subjects at any technical institute.
4. The results of his last experiment were worse than before. He got the worst results this time.
Переведите предложения, обращая внимание на слова- заместители:
1. This solid is denser than that one.
2. This is a new measuring instrument, its accuracy is much higher than that of the old one.
3. The instruments at our laboratory are not so modern as those at yours.
4. Mercury revolves round the Sun at a higher speed than other planets. Its speed is much higher than theirs.
Определите значения интернациональных слов:
centre [ˈsentə] n planet [ˈplænɪt] n
diameter [daɪˈæmɪtə] n reaction [riˈækʃn] n
equivalent [ɪˈkwɪvələnt] n, a satellite [ˈsætəlaɪt] n
method [ˈmeθəd] n second[ˈsekənd] n
million [ˈmɪljən] universal [ˌjuːnɪˈvɜːsəl] a
period [ˈpɪəriəd] n utilize [ˈjuːtɪlaɪz] v
Переведите со словарём слова, частично совпадающие с соответствующими русскими словами по значению:
effective [ɪˈfektɪv] a regular [ˈreɡjulə] a normal [ˈnɔːməl] a
Образуйте прилагательные при помощи данных суффиксов. Переведите исходные и производные слова:
-full: help, use, power
-less:use, help, power, motion, weight
-ic:period, metr(e), atmospher(e), bas(e)
-al: physic(s), natur(e), experiment, mathematic(s)
-able:valu(e), change, measur(e), compar(e)
-ant:import, resist
-ent:differ, insist
-ive:effect, act
Образуйте при помощи суффикса -ly наречия от данных прилагательных и сравните по словарю значения прилагательного и соответствующего наречия:
simple, normal, usual, complete
large, near, great, high, hard
Переведите следующие сочетания слов, обращая внимание на существительные в функции определения:
The surface temperature, the ocean surface, energy supply, a ball diameter, mercury pressure, gravitation force, the Moon’s surface, the Earth’s magnetism, solid properties, the mean sea level.
Переведите предложения, обращая внимание на сравнительную степень прилагательных:
1. The nearer the Earth, the denser the atmosphere.
2. The more experiments scientists make, the greater is their knowledge of the structure of matter.
3. The bigger the mass, the bigger the weight of the body.
4. The nearer the centre of the Sun, the higher the temperature.
5. The more the scientist studied the problem, the better he understood its importance for man.
6. The stronger the magnet, the greater the distance through which it acts.
Переведите следующие сочетания слов, обращая особое внимание на значение наречий, относящихся к прилагательным:
a valuable theory - a highlyvaluable theory an important discovery - a greatlyimportant discovery an effective device - a largelyeffective device a productive method - a highlyproductive method equal volumes - nearlyequal volumes big supplies of energy - immenselybig supplies of energy simple devices - equallysimple devices efficient research - highlyefficient research
Words to be learnt:
universe – вселенная, космос to bend – наклонять(ся)
pull – сила тяги, тянущая сила effect – влияние, воздействие
according to – в соответствии с by means of – при помощи
to attract – притягивать motion - движение
to continue – продолжать to clarify – пояснять, разъяснять
to hold – удерживать quantity – количество
fine matters – мелкие вещества
G r a v i t a t i o n
Gravitation is a very important force in the universe. Every object has a gravitational pull which is like magnetism. But, unlike magnetism, gravitation is not only in iron and steel. It is in every object large or small; but large objects, such as Earth, have a stronger pull than small ones.
According to the law which Newton later produced everything in the universe attracts everything else towards itself. The sun attracts the Earth and the Earth attracts the sun. The Earth attracts the Moon and the Moon attracts the Sun. Although the bigger object has the stronger attraction, all objects, in fact, have some attraction too but we do not notice the gravitational pull of a book, because the pull of the Earth is very much greater.
Why does the Earth always move round the Sun, and not fly off into cold space? The Sun’s gravitation gives the answer. The Earth always tries to move away in a straight line, but the sun always pulls it back. So it continues on its journey round and round the Sun. The Sun is one of the stars in the galaxy.
There are millions of galaxies in the universe and so there are thousands of millions of millions of Suns. Many astronomers believe that some of these Suns have planets as our sun does.
Gravitation is the force which holds all the atoms of a star together. It holds the Sun together and it holds the atoms of the Earth together. It holds us on the Earth.
Einstein produced a new law of gravitation. Its main results are the same as the results of Newton’s law; but in very small and fine matters Einstein’s law give different results. One of these is that gravitation bends light a little; but according to Newton’s law gravitation has very little effect on light. Einstein showed this fact by means of mathematics and not by experiment. And astronomers later proved by experiments that Einstein was right.
Many people already knew that the planets moved endlessly round the Sun. But nobody could explain what kept them moving. Newton showed that the motions of the planets were the natural result of universal laws of nature. In his great work, the “Principia”. Newton clarified all that he had discovered about the movements of planets and their satellites. Newton calculated the force of gravity between the Sun and the planets and the quantity of matter in all these objects.
Ответьте на вопросы:
1. What is a very important force in the universe?
2. What law did motion produce?
3. Why does the Earth always move round the Sun?
4. What does gravitation hold?
5. What results does Einstein’s new law give?
Переведите предложения, обращая внимание на сказуемые:
a) с модальными глаголами:
1. We must use new methods in our research works.
2. You may use this instrument for measuring distances.
3. They ought to help their friend to solve this important problem.
4. He could not complete his research in time as he worked very slowly.
5. You should turn off the light before you leave the room.
6. Youmay use these devices for your research.
б) с эквивалентом модального глагола:
1. The students were unable (were not able) to do the work without their teacher’s help. He had to help them.
2. You needn’t take all these measurements. We already know the results.
3. He had to work hard before he was able to complete his research
4. You will have to show the equation to your teacher.
5. Nobody was able to understand this mysterious phenomenon.
6. As the student was late he wasn’t allowed to complete his work.
7. Every technical student is to study mathematics.
Определите значения интернациональных слов, не прибегая к помощи словаря, переведите интернациональные слова. Обратите внимание на их полное совпадение с соответствующими русскими словами по значению:
basis [ˈbeɪsɪs] n apparatus [ˌæp.əˈreɪ.təs] n
engineer [ˌendʒɪˈnɪə] n principle [ˈprɪnsəpl] n
industry [ˈɪndəstri] n progress[ˈprəʊɡres] n
inspect [ɪnˈspekt] v technological [ˌtek.nəˈlɒdʒ.ɪ.kəl] a
result [rɪˈzʌlt] n
Образуйте глаголы от существительных посредством переноса ударения, прочтите существительные и глаголы, дайте их перевод:
progress, increase, export, object, record, project, transport.
В выделенных словах укажите суффиксы, определите части речи, к которым относятся эти слова, и переведите словосочетания:
Changeable parts, the theory of relativity, continuousprocess, highly efficient devices, great thinker, largely experimental construction, acceleration process, technologicalprogress, flexible lines.
Переведите со словарём слова, частично совпадающие с соответствующими русскими словами по значению и звучанию:
complex [‘kompleks] a operation [,opə’reɪʃn] n factor [‘fæktə] n product [‘prodʌkt] n form [fɔ:m] v structure [‘strʌktʃə] n module [‘modju:l] n revolution [,revə’lu:ʃn] n
К словам из группы (а) подберите антонимы из группы (б):
a)Below, short, large, right, simple, on, after, light, easy, hard, near, high, late, man-made, similar;
b)Far, different, difficult, dark, small, long, low, early, natural, above, left, complex, before, under, soft.
Переведите предложения на русский язык, обращая внимание на различные способы выражения долженствования:
to have to
must ought to
to be to
should
1. In scientific work, we must measure in units of the metric system.
2. These measurements are very complex and the worker has to use special instruments.
3. We ought to say that the discovery of atomic energy is as important as the discovery of fire.
4. We should be prepared for scientific study of life on other planets.
5. Atoms must serve mankind.
6. The lecture is to begin at 6 o’clock. We ought to come in time.
7. You were to replace the method by another one, why didn’t you do it?
8. He had much work, He had to work hard to improve his project.
9. The engineer will have to improve the accuracy of these measurements.
10. He had to work hard before he was able to submit his paper to a scientific journal.
Выберите перевод выделенных слов:
a) 1. discovery – a) решение; b) открытие; c) различие; d) сравнение.
2.breadth– a) толщина; b) длина; c) высота; d) ширина.
3. property – a) часть; b) свойство; c) давление; d) мощность.
4.define – a) делить; b) определять; c) производить; d) понимать.
5.numerous – a) целый; b) многочисленный; c) похожий; d) обычный.
b) 6.угол – a) square; b) angle; c) circle; d) solid.
7.исследование – a) dimension; b) field; c) subject; d) research.
8.вес – a) thing; b) volume; c) weight; d) matter.
9.улучшать – a) exist; b) improve; c) establish; d) explain.
10.продолжать – a) continue; b) heat; c) revolve; d) turn.
11.лёгкий– a) equal; b) easy; c) even; d) each.
Образуйте глаголы от существительных. Переведите как исходные, так и вновь образованные слова:
Building, understanding, improvement, equipment, foundation, location, protection, adoption, explanation, development, existence, designer, builder, founder
Words to be learnt:
to establish –устанавливать
to inter –выводить
eclipse –затмение
circularity –круглая форма, округлость
attitude –положение
response –ответ, реакция
deduction – вывод
circumference – окружность
oblate – сплющенный
to squish –сплющивать
to result in – приводить к
bulge – выпуклость
to cause –вызывать, заставлять
rotation – вращение
to contract – сжиматься, сокращаться
to distort – искажать, деформировать
THE SHAPE OF THE EARTH
The first voyage around the world established that the earth is a globe. But long ago the nearly spherical form of the earth had been inferred from a variety of observations e.g. the circular boundary of the earth’s shadow on the moon during an eclipse and the circularity of the horizon when observed, combined with the fact its distance increases with the attitude of the observer.
The reason for the spherical shape of the earth became clear when Newton discovered the law of gravitation. All particles of the earth are pulled toward the center of gravity and the spherical shape is the natural response to the maximum possible concentration. The earth is not exactly spherical, however. Again, it was Newton who first showed that because of the earth’s rotation its matter is affected not only by an inward gravitation, but also by an outward centrifugal force, which reaches its maximum at equator. Expeditions were dispatched to Peru in 1735 and to Lapland in 1736 to test this idea, and Newton’s deduction was confirmed.
The Earth’s circumference and diameter differ because its shape is classified as an oblate spheroid or ellipsoid, instead of a true sphere. This means that instead of being of equal circumference in all areas, the poles are squished, resulting in a bulge at the equator, and thus a larger circumference and diameter there.
The equatorial bulge at the Earth’s equator is measured at 25.6 miles (42.72 km) and is caused by the planet’s rotation and gravity. Gravity itself causes planets and other celestial bodies to contract and form a sphere. This is because it pulls all the mass of an object as close to the center of gravity (the Earth’s core in this case) as possible.
As the Earth rotates, this sphere is distorted by the centrifugal force. This is the force that causes objects to move outward away from the center of gravity. Therefore, as the Earth rotates, centrifugal force is the greatest at the equator so it causes a slight outward bulge there, giving that region a larger circumference and diameter. Local topography also plays a role in the Earth’s shape, but on a global scale its role is very small.
Ответьте на вопросы:
1. What had nearby spherical form of the Earth been inferred from?
2. When did the reason for the spherical shape of the Earth become clear?
3. In what way did Newton prove that the Earth is not exactly spherical?
4. Why do the Earth’s circumference and diameter differ?
5. In what way does gravity affect the equatorial bulge at the Earth’s equator?
6. When is the centrifugal force the greatest at the equator? What does the centrifugal cause as the Earth rotates?
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