Реферат Курсовая Конспект
АНГЛИЙСКИЙ ЯЗЫК - раздел Иностранные языки, Казанский Государственный Технический Университет Имени...
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КАЗАНСКИЙ ГОСУДАРСТВЕННЫЙ ТЕХНИЧЕСКИЙ УНИВЕРСИТЕТ ИМЕНИ А.Н.ТУПОЛЕВА (КАИ)
КАФЕДРА ВОСТОЧНЫХ И ЕВРОПЕЙСКИХ ЯЗЫКОВ (ВЕЯ)
ENGINEERING
АНГЛИЙСКИЙ ЯЗЫК
ДЛЯ СТУДЕНТОВ ТЕХНИЧЕСКИХ СПЕЦИАЛЬНОСТЕЙ
УЧЕБНОЕ ПОСОБИЕ
Автор-составитель- Е.Ю.Лаптева, к.п.н., доцент кафедры ВЕЯ КГТУ им. А.Н.Туполева
Рецензенты:
Максудова Э.С.– заведующая кафедрой иностранных языков КГАСУ, к.ф.н., доцент;
Макарова О.Ю. -заведующая кафедрой иностранных языков КГМУ, к.п.н., доцент.
Данное учебное пособие представляет собой профильный курс английского языка для студентов технических специальностей. Основная цель курса - формирование коммуникативной компетентности студентов технических специальностей в сфере профессиональной деятельности; формирование базовых знаний об особенностях будущей профессии посредством английского языка. Основной задачей, решаемой в ходе изучения предлагаемого материала, является формирование навыка употребления профессионально значимой лексики адекватно ситуации речевого общения.
Особенностью курса является его гибкость, вариативность и заложенный в основу дифференцированный подход к обучению, что позволяет решать поставленные задачи в рамках одной группы студентов с разной подготовкой и мотивацией.
Курс построен на аутентичном материале. Изучение курса требует наличие базовых знаний английского языка.
Курс прошел успешную апробацию в группах ИАНТЭ КГТУ им.А.Н.Туполева.
Учебное пособие предназначено для студентов и аспирантов технических специальностей; может быть использовано лицами с техническим образованием, желающим самостоятельно совершенствовать свои навыки владения английским языком.
I N T R O D U C T I O N
(ВВЕДЕНИЕ)
СОДЕРЖАНИЕ И СТРУКТУРА КУРСА
I hear and I forget,
I see and I remember,
I do and I understand.
A Chinese saying
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
BEING AN ENGINEER
(01:02)
PRE-LISTENING
1. How can you characterize an engineer? What kind of person is an engineer?
2. Study the following words and phrases:
‘to disassemble’, ‘to take things apart’, ‘components’, ‘to run a test’,
‘vision’, ‘inaptitude’, ‘to lead a normal life’.
POST-LISTENING
12. What is the general idea of the track?
13. What do you think about this?
2. WHAT IS ENGINEERING?
(02:37)
PRE-LISTENING
1. What do engineers do in their profession? Use verbs to answer. For example – design, invent, etc…
2. What spheres of life do engineers deal with? Make a list.
3. What can a career in Engineering provide a person with?
WHILE-LISTENING
Watch the parts of the video-track and answer the following questions:
00:00 – 01:50
4. Order the spheres of life that engineers deal with which appear in the track.
5. Compare it to your own list. What didn’t you mention? What wasn’t mentioned in the track?
01:51 – end
6. What can a career of an engineer provide for a person according to the track?
7. Do you agree that Engineering is our future? Why?
POST-LISTENING
8. Watch the video again and try to make your own comments (you should make sentences to perform a small text about the video).
3. WHAT IS ENGINEERING ?
(A REAL VIDEO LECTURE)
(10:08)
PRE-LISTENING
1. What is Engineering? Is Engineering for you? Why did you choose Engineering as a profession?
2. What may a lecturer speak about in the lecture “What is Engineering”?
POST-LISTENING
Try to summarize this lecture and make a small text (15 – 18 sentences) to comment on the following:
- What is the main aim of the lecture?
- What do engineers do every day?
- What does Engineering technology improve?
- What can we call engineers in other words?
- What are the attributes of a real engineer?
- What should an engineer be able to do?
- What does the word “design” mean?
- What product is it spoken about in this part?
- What are important aspects of design?
- What are measures of product design?
- What are the steps of a design process?
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
CIVIL ENGINEERING
(02:12)
PRE-LISTENING
1. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words:
“hydraulic”, “principle”, “be involved into”, “supervision”, “schedule”, “to run a business” (=to manage, to control), “timetable”, “to complete”, “completion”.
2. What are the main three areas that Engineering can be broadly divided into?
3. Can these areas be divided again into sub-disciplines? Yes or No?
4. What does Civil Engineering deal with?
WHILE-LISTENING
Watch the parts of the video-track and answer the following questions:
00:00 – 01:03
5. Who and what is the speaker?
6. How many sub-disciplines does he mention?
7. What are they?
01:04 – end
8. What principles are used to create a design?
9. What activities are engineers involved into during their everyday life?
ELECTRICAL ENGINEERING
(03:10)
PRE-LISTENING
1. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words:
“application”, “broad” (field), “to encompass” (=to include), “power” “optic communication”, “to simplify”(=to make something easier to use), “to contribute”, light bulb”, “smoke-alarm”, “drought”, “age” – “aging”, “gadget”.
2. What does Electrical Engineering deal with?
POST-LISTENING
15. Summarize the answers to the video and make your own text on the topic of Electrical Engineering.
MECHANICAL ENGINEERING
(03:29)
PRE-LISTENING
1. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words: “aim”, “ability”, “to equip”, “a graduate”.
2. What does Mechanical Engineering deal with?
WHILE-LISTENING
Watch the parts of the video-track and answer the following questions:
00:00 – 00:39
3. Who and what is the speaker?
4. What does Mechanical Engineering deal with?
00:40 – 01:36
5. What are the sub-disciplines of Mechanical Engineering that are mentioned in the video-track?
6. Do Mechanical engineers work alone or together with engineers from other fields?
7. How often do Mechanical engineers solve problems?
01:37 – 02:32
8. What is the aim of teaching the discipline of Mechanical Engineering?
02:33 – 03:29
9. Where can the graduates with a degree in the Mechanical Engineering work?
POST-LISTENING
10. Summarize the answers to the video and make your own text on the topic of Mechanical Engineering.
MAKING THE RIGHT CHOICE
Part I
SECTION A
1. Look at the picture and answer the following questions:
1. Is it indoors or outdoors? 2. What kind of room is this? 3. What are the people on the picture? 4. Do you think they are just students or they work and study to improve education? Why? 5. What kind of a lesson is it? Why? 6. Do you think they are interested in this lecture? Why? 7. Do you think this lecture covers technical aspects? |
Find the mistakes in spelling of the following words and correct them. Only one word is correct.
1. | an aplicant | |
2. | to pass exem | |
3. | a welde | |
4. | suitable for | |
5. | certifikate | |
6. | inteview | |
7. | fiting | |
8. | applikation form | |
9. | to pripare | |
10. | expirience |
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
1. WHY STUDY ENGINEERING?
(adapted from http://www.science-engineering.net)
A) Think of pluses of studying engineering and write down the list of advantages.
B) Now read the following text and fill in the gaps with a suitable word from the box.
CHOOSING A CAREER
(00:43)
PRE-LISTENING
1. What do engineers do in their career?
2. Why did you choose to become an engineer?
3. What makes people choose this or that career?
4. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words: “choice”, “scientist”, “community”.
WHILE-LISTENING
Watch the video and answer the following questions:
5. Who and what is the speaker?
6. What type of Engineering does he specialize in?
7. What made the speaker choose the Engineering career?
Watch the video again and fill in the gaps in the following text:
8.
When I thought about Civil (1) __________ as a possible career choice, that choice was mostly dictated by the (2) __________ that I had an (3) __________ insides Physics, Chemistry and (4) __________ but did not see myself as a (5) __________ . I wanted to be able to apply the (6) __________ of sciences in a (7) __________ way that could be (8) __________ to the community. And that’s what really sparked off my interests in (9) __________ Engineering as a career choice. |
POST-LISTENING
9. Make a list of facts that may influence the choice of a Civil engineering career (Mechanical Engineering career, Chemistry engineering career, Electrical Engineering career). What is different and what do they have in common?
CHOOSING _______________ ________________ AS A CAREER
(02:01)
PRE-LISTENING
1. What do people have to think about when they choose their future career?
2. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words:
“to apply something”, “to take things apart”, “to create”(“creative”), “to come up with (a solution)”, “to get involved”, “lab”= laboratory.
POST-LISTENING
Make a list of things that a person who wants to become an engineer in the sphere of Engineering Technology must like / or be interested in / or be good at:
“A future engineer must … “.
Study the table in exercise 3 again and complete the following table.
verbs | adjectives |
Match the properties from the table (1-6) with their opposites below. Use your glossary or dictionary to help you.
heavy tough opaque rigid weak soft |
breaks easily | ||
clear | ||
easy to shape | ||
hard | ||
light | ||
strong |
(“Engineering” Workshop by Lindsey White, OUP; Unit 5, pg.6, ex.4)
Find as many materials in the following line as you can (11 words).
glassircementoptironsebrasssteelydimanplasticrzidiamondcopperonfibrealuminiumzincopl |
Answer the following questions.
Which material… (or which materials…):
- is the strongest
- is/are easy to shape
- conducts electricity well
- is/are found in people and fruits?
- breaks easily
- can be mixed with water?
- is/are very light?
- doesn’t rust?
- can carry coded messages?
- is/are used in jewelry?
- is/are used in beer (or juice) production?
- is/are used a lot on a building site?
- is/are used in city advertising process
- is/are used in manufacturing of cars, buses, airplanes, etc?
- is/are widely used in cooking process?
- is/are used in industry to cut hard materials?
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
MATERIALS
MATERIALS SCIENCE
PROPERTIES OF MATERIALS
Read the following text quickly and match the headings from the box below to its parts (A, B, … H).
Plastic Brass Diamond Metals Glass Iron Alloys Cement |
Make a summary of this text. (List the materials mentioned and their main properties).
Try to make your own small text about properties of wood, gold (or any other material of your choice).
Part III
(… адрес интернет-странички с видеороликами…)
1. MATERIALS SCIENCE CENTRE - WHAT DOES IT DO?
(02:17)
PRE-LISTENING
1. What do material engineers do in their career?
2. What do you think is the aim of a Material Science Centre?
3. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words: “research”, “equipment”, “capability”.
WHILE-LISTENING
Watch the video a part by part and answer the following questions:
00:05 – 00:24
4. What is Material Science Centre?
5. What does the Centre do?
00:25 – 00:37
6. What is the equipment the speaker is talking about used for?
00:38 – 00:45
7. What kind of equipment does the Centre have?
00:46 – 01:00
8. How many Universities in America have special equipment (or instruments for research) that the speaker is talking about?
01:11 – 01:41
9. What capabilities do these special instruments have?
POST-LISTENING
10. Do you think that people need to have such Scientific Centers? Why?
MATERIALS SCIENCE AND ENGINEERING
AT CLEMSON GRADUATE SCHOOL
(02:50)
PRE-LISTENING
1. What does materials science deal with?
2. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words:
“to direct (= to be the head of)”, “faculty”, “equipment”, “microscope”, “to depend on”.
WHILE-LISTENING
Watch the video a part by part and answer the following questions:
00:00 – 01:36
3. What is the speaker’s name?
4. What is the speaker?
5. What is studied at this school?
6. What practical things do they do at this school?
8. What faculty is mentioned in the track?
01:37 – end
9. Where is the speaker?
10. What equipment is the speaker talking about?
11. Does the school have only one microscope?
12. What does the usage of different microscopes depend on?
POST-LISTENING
13. Who do you think will be interested in being a student at this school? Why?
MATERIALS SCIENCE AND ENGINEERING
AT PENN STATE (08:40)
PRE-LISTENING
1. What does materials science deal with?
2. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words:
“simplified”, “to apply something”, “to manipulate”, “impact”.
WHILE-LISTENING
Watch the video a part by part and answer the following questions:
00:00 – 00:27
3. What is the main idea of this short introduction?
00:28 - 00:52
4. What is the most simplified definition of ‘materials science’?
5. Who and what is the speaker?
6. What does the Materials Science study according to the speakers?
the 1 speaker: __________
the 2 speaker: ___________
the 3 speaker: ___________
00:53 – 04:33
7. What are the spheres of usage of Materials Science research that are mentioned in this part of video?
8. What do they study and do on practice at Penn State?
04:34 – 05:10
9. What is the idea of interdisciplinary learning?
POST-LISTENING
10. Summarize the ideas of what materials science is, what it deals with, what it studies and why.
SMART MATERIALS
Part I
1. Read the following sentences below (1-3). What does the word ‘smart’ mean in each one (clever, fashionable, formal)?
1. He wore a smart suit to the meeting.
2. She’s the smartest girl in the class.
3. They stayed in a smart hotel in New York.
(“Engineering” Workshop by Lindsey White, OUP; Unit 6, pg.7, ex.1)
2. a) Look at the title of the text. Do you think the materials are clever, fashionable, or formal?
SHAPE MEMORY EFFECT
(00:26)
PRE-LISTENING
1. Do you know the following words:
“wire”, “ice”, “to heat”, “to cool”, “hot”, “flame”, “soft”, “deformable”?
WHILE-LISTENING
Watch the video and answer the following questions:
2. What is the wire made of?
3. Why is it called “smart”?
4. How many stages can you divide the process on the video into?
5. Complete the following sentences about each stage of the process on the video:
a) We __________ the wire with __________.
b) The wire __________ soft and easily __________ .
c) We heat the __________ with a __________ .
d) The __________ turns to its __________ shape.
POST-LISTENING
6. Think of when and where this wire can be used?
SMART __________
(00:33)
Watch the track and answer the questions.
1. What type of “smart” material is it about? Complete the heading.
2. Why is it called “smart”?
3. What do you need to do to change the colour of the glass?
4. How can people use this “smart” glass?
FASHION METAMORPHOSIS
(02:30) – video, inscriptions
PRE- LISTENING
Think on the following:
1. What do we mean when we think about fashion?
2. What connection may there be between fashion and smart materials? How can smart materials be used in fashion?
WHILE- LISTENING
3. Watch the video, read and understand the inscriptions.
POST- LISTENING
4. Which do you think is the most useful usage of smart materials?
5. Which sphere would you invest to organize future researches and why?
MATERIALS ENGINEERING
(01:53)
PRE-LISTENING
11. What do materials engineers do in their career?
12. Why is it important to study the properties of materials?
13. Do you know the following words? Can you guess the meaning of any of them? Study the meaning of the words:
“alloy”, “shape memory alloy”, “green-energy”, “to reduce”, “pollution”, “surgery”, “research”, “to collaborate”.
POST-LISTENING
17. Make a summary of the video track.
TECHNICAL DRAWING
Part I
1. Put the following words in the correct order and read the sentence. How do you understand it? Do you agree to this statement?
worth is picture a thousand A words |
Complete the definitions (1-8) below with the highlighted words in the text.
1. ‘__________’ means having two halves the same shape and size.
2. ‘__________’ means made by a person.
3. ‘__________’ means to use something again.
4. A __________ is a person looking at something.
5. ‘__________’ means correct in every detail, with no mistakes.
6. __________ are pictures or drawings.
7. An __________ is a person who designs buildings.
8. ‘__________’ means always the same.
* (“Engineering” Workshop by Lindsey White, OUP; Unit 7, pg.8, ex.9)
Make as more word phrases with the words in a) as you can. Do the same with the words in b)
А)
provide image information hand drawing expensive to save engineer advantage technical clear drawn by equipment symmetrical |
B)
accurate experiment drawing board to provide to work at advantage expensive components symmetrical architect image by hand to change to draw information drawing viewer equipment technical |
10. Translate the following sentences into Russian. Translate the idea, not a word for word:
hand, to hand | |
1. | The letter was brought by hand. |
2. | She handed the drawing to the boss. |
3. | The original plan was drawn by hand. |
4. | It’s slow and expensive to make technical drawings by hand. |
drawing | |
5. | He made a drawing of the object. |
6. | She is good at drawing. |
7. | He is interested in technical drawing. |
8. | Nowadays technical drawings are done on computers. |
technical | |
9. | He has got technical education. |
10. | You should have technical qualification if you want to get this job. |
11. | He visited some technical classes last year but didn’t get any certificate. |
12. | Would you like to enter a technical college? |
13. | The train came late because of some technical problems. |
equipment | |
14. | We have already got all the necessary equipment. |
15. | To fulfill this task we need some special equipment. |
16. | What is basic drawing equipment? |
17. | This company provides good electrical equipment. |
provide | |
18. | The management will provide your group with food and drink. |
19. | Workers at factories are provided with tools. |
20. | Equipment has already been provided. |
21. | The group of young engineers has provided the company with a clear and reasonable solution. |
22. | Students are provided with course-books. |
save | |
23. | Please, save this document in my folder. |
24. | All important information should be saved. |
recycle | |
25. | We can recycle plastic bottles and cans. |
26. | The process of recycling is rather complex. |
symmetrical | |
27. | Please make a symmetrical image of this object. |
28. | Try to make this drawing more symmetrical. |
image | |
29. | The image of this new car is wonderful! |
30. | We need to make a 3D image of this object. |
Check the knowledge of active vocabulary from this part with the help of “ACTIVE VOCABULARY” section.
Part II
BASIC DRAWING BOARD TECHNIQUES
(02:37)
PRE-LISTENING
1. Do you know the words:
“label”, “heading”, “capital letter” (“capitals”)?
2. What drawing equipment do you know?
POST-LISTENING
8. What do the following words mean? Try to explain on your own:
compass, set square, to slide up and down
9. What are basic rules of drawing?
Read the text again and decide if the sentences (1-6) below are true (T) or false (F).
The speaker …
… is a teacher. | T | F | |
… is talking about a factory system. | T | F | |
… is talking about jobs in the factory. | T | F | |
… is talking to other engineers. | T | F | |
… is talking to students. | T | F | |
… is a worker in the factory | T | F |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 8, pg.9, ex.2)
Read the text again and match the paragraphs (1-5) with the topics (A-E) below.
A | Background information | |
B | Rules for the factory visit | |
C | Benefits of the system | |
D | Welcome | |
E | Basic information about their system |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 8, pg.9, ex.3)
Match the words that are close to each other in their meaning. Use the glossary or your dictionary to help you.
education rule numerical to minimize error aim background digital advantage purpose to reduce benefit instruction to rule mistake to control |
9. Match the following words to make phrases:
risk background digital information numerical rules benefits instruction to reduce important control television for workers of the project |
Remember what Passive Voice is. Now change the sentences from ex.8 into Passive.
Look at the words below. Check the meaning of them in the glossary or your dictionary.
craftsmen highly-skilled skills traditional unique |
Compare the two cars using the words from the box above.
9. Why it takes longer to make a Morgan than a Mini?
* (“Engineering” Workshop by Lindsey White, OUP; Unit 10, pg.11, ex.5)
10. Which car would you like to have? Why? Which factory would you like to work in? Why?
* (“Engineering” Workshop by Lindsey White, OUP; Unit 10, pg.11, ex.6)
Check the knowledge of active vocabulary from this part with the help of “ACTIVE VOCABULARY” section.
Part II
NUMERICAL CONTROL
Read the following texts (A and B) and fill in the gaps with the following words:
steps digital computer numerical controlled production part Numerical Control systems design component original produce |
A.
(1) __________ (NC) refers to the automation of machine tools that are operated by abstractly programmed commands. The first NC machines were made in the 1940s and 50s. Existing tools were modified with motors. These early mechanisms were designed into (2) __________ computers, and created the modern CNC – (3) __________ machine tools - that have revolutionized the (4) __________ process. In modern CNC (5) __________, end-to-end component design is highly automated using CAD/CAM programs. The programs (6) _________ a computer file that is interpreted to give the commands needed to operate a particular machine, and then loaded into the CNC machines for (7) __________ . Since any particular (8) __________ might require the use of a number of different tools - drills, saws, etc. - modern machines often combine multiple tools into a single "cell". In other cases, a number of different machines are used with an external controller and human or robotic operators that move the component from machine to machine. In either case the complex algorithm of (9) __________ needed to produce any (10) __________ is highly automated and produces a part that closely matches the (11) __________ CAD design. |
B.
Computer-aided manufacturing industries components CAM body design engineers programs manufacturing |
(1)__________ (CAM) is the use of computer-based software tools that assist (2) __________ and machinists in (3) __________ or prototyping product (4) __________ (or parts). CAM is a programming tool that makes it possible to manufacture physical models using computer-aided design (CAD) (5) __________ . CAM creates real life versions of components designed within a software package. CAM was first used in 1971. The first commercial use of (6) __________ was in large companies in the aerospace (7) __________ , for example “UNISURF”, and automotive, for example “Renault” for car (8) __________ and tooling. |
THE MINI GREAT CARS
(01:15)
PRE-LISTENING
1. Do you know the words:
“decade”, “icon”, “trend”, “crowd/crowded”, “highway”, “spirit”, “to handle”?
POST-LISTENING
8. Summarize the idea of the track in 4–6 sentences and present your summary to the class.
THE MINI CAR
(05:45)
PRE-LISTENING
1. What do you remember about the Mini from the previous videos?
2. Do you know the words: “significant”, “to launch”, “mile”, “influence”?
POST-LISTENING
11. The whole text is:
- instructions on how to use the car;
- background information about the history of the car;
- interviews with craftsmen.
ELECTRICAL EQUIPMENT
Part I
1. Complete the statements below for you. Then compare your answer with the rest of the class. Which is the most popular way to learn?
When I learn to do something practical, I prefer …
a) … to see someone demonstrating it.
b) … someone to help me do it.
c) … to follow a diagram.
d) … to try and ask for help if things go wrong.
* (“Engineering” Workshop by Lindsey White, OUP; Unit 11, pg.12, ex.1)
Part A.
2. What does “a character” mean when we speak about keyboards?
3. Why are keys pressed simultaneously sometimes?
4. What is the purpose of a keyboard?
5. What is responsible for “understanding” the keypresses?
6. Can a keyboard be used for entertaining?
Part B.
7.What is responsible for work of a computer mouse?
8. What are the operating parts of a computer mouse?
9. Why was it called “a mouse”?
10. What does an “integrated” mouse mean?
11. When did an integrated mouse appear?
Part C.
12. What is the main function of a microphone?
13. When did the first microphone appear?
14. What is the list of main ways of a microphone usage?
Part D.
15. What is the main function of a webcam?
16. What is the most popular use of a webcam?
17. What is needed for recording videos with the help of a webcam?
Part E.
18. What is a “monitor”?
19. What are different types of monitors?
20. What is the difference between modern and old-fashioned monitors?
Part F.
21. What is a “computer speaker”?
22. What kind of computer speakers does a laptop have?
23. Why do a laptop speakers produce a low quality sound?
24. What can you do to improve the sound of a computer?
Part G.
25. What is the main function of a printer?
26. How are printers connected to computers?
27. What can a printer be combined with?
28. What is an ordinary speed of a common printer?
HOW TO CONNECT ELECTRICAL EQUIPMENT
(01:50)
PRE-LISTENING
1. Read the words and their explanations; try to understand the meaning:
jack = electronic connection between two pieces of electrical equipment;
semi = half, ex. semi-circle, semi-automat;
wire = a piece of metal in the form of a thin thread that is used to carry electricity;
cord (US) = a kind of a cable to carry wires;
channel = ex: a TV station, a radio station, etc…;
to play back = to turn on the TV or recorder and watch or listen to something again.
POST-LISTENING
Fulfill the following tasks:
7. Summarize the instructions on how to connect a camera to a TV or a computer.
8. Watch the video without audio and make comments.
9. Write the instructions on how to connect a photo camera to a computer, a microphone to a computer, a mobile phone to a computer, a DVD player to a TV, etc.
COMPUTER COMPONENTS
(02:18)
PRE-LISTENING
1. Do you know the following words: “visible”, “generation”, “integrate(d)”?
2. What computer components do you remember?
WHILE-LISTENING
Listen to the parts of the track without video and answer the following questions:
00:00 – 01:40
3. What is the order of computer components mentioned in the track?
4. Which is said to be the most visible part; the most important part?
5. How many speakers may there be?
01:40 – end
6. What is described in this part of the track?
7. What is laptop ideal for?
8. Who is laptop ideal for?
Listen to the whole track and watch the video.
9. What do the words “power button”, “laptop” mean? Where can you find a power button, a floppy disk, a DVD-ROM on a computer (on a laptop)?
10. What kind of mouse does a laptop have?
11. What are the differences between a computer and a laptop?
12. Listen, watch and write down the text.
SAFETY EQUIPMENT
Part I
SECTION A
1. Read the sentences below. How do you say these things in your language? Where can you find these notices? What do we call this kind of sentences?
a) Wash your hands.
b) Beware of the dog.
c) Don’t throw litter!
d) Don’t lean out of the windows!
* (“Engineering” Workshop by Lindsey White, OUP; Unit 12, pg.14, ex.1)
2.
a) Look at the picture. What is this man? b) What safety equipment is he wearing? Study the following words and try to match a word and a piece of safety equipment. a hard hat goggles gloves ear defenders mask boiler suit safety boots c) Which words of the list are left? |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 12, pg.14, ex.2)
3. Study the following signs (a – k). Match the meanings (1 – 4) with the shapes (a – d) and colours (e – h).
meaning | shape | colour | |||
You must not do this | a | triangle | e | yellow and black | |
You must do this | b | circle with diagonal line | f | red and white | |
There is a danger | c | square | g | blue and white | |
This material is dangerous | d | circle | h | Orange and black |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 12, pg.14, ex.3)
4. Read the instructions and warnings (1 – 11) below. First, study any new words in the glossary or your dictionary. Then match the sentences with the signs (a – k) from ex.3.
Be careful. | ||
Beware of industrial vehicles. | ||
Don’t smoke here. | ||
Don’t walk here. | ||
Risk of death. | ||
This material is corrosive. | ||
This material is explosive. | ||
This material is flammable. | ||
Wear a hard hat. | ||
Wear ear defenders. | ||
Wear goggles to protect your eyes. |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 12, pg.14, ex.5)
5. Choose the best word to complete the sentences (1 – 5) below.
1. | Petrol and oil are flammable/vehicles. | |
2. | Acid is flammable/corrosive. | |
3. | TNT and dynamite are corrosive/explosive. | |
4. | Wear a hard hat/goggles when you work with chemicals. | |
5. | You must wear a hard hat/goggles on a building site. |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 12, pg.14, ex.6)
If it was difficult to you, match the following expressions to the situations.
Speak about alloys or implants, Improve your knowledge, Do it in a methodical way, Put on sunglasses, Use technical drawing equipment, Show it’s advantages, Interview all the candidates, Check the cable, Take plastic or aluminium, Compress it first, Design a new model, Improve your English, Use a computer, Mix water and cement. |
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
Part C _______________________
material water laboratories from tools eyes used types protect adapt ground |
This item is a form of protective eyewear that usually protects the eye area in order to prevent particulates, infectious fluids, or chemicals from striking the eyes. They are used in chemistry (20) __________ and in woodworking. They are often (21) __________ in snow sports as well, and in swimming. For example, when swimming, goggles protect the eyes against (22) __________ . Goggles are often worn when using power (23) __________ such as drills or chainsaws to prevent flying particles from damaging the eyes.
There are different (24) __________ of goggles. The requirements for goggles depend on their type and the way they are used. For example:
- goggles for cold weather must have two layers of lens to prevent the interior (25) __________ becoming "foggy";
- goggles for swimming must be watertight to prevent water (such as salt water when swimming in the ocean, or chlorinated water when swimming in a pool) from irritating the (26)__________ . They must allow swimmers to see clearly underwater;
- goggles for tools must be made of an unbreakable (27) __________ that prevents chunks of metal, wood, plastic from hitting the eye;
- goggles for welding must be made of an unbreakable material to protect the eyes from glare and flying sparks and hot metal splashes while using;
- goggles for motorcycle riding and other open-air activities must prevent insects, dust, and so on from hitting the eyes;
- goggles for laboratory and research must combine impact resistance with side shields to prevent chemical splashes reach the eyes. May also include laser protection;
- goggles for winter sports must (28) __________ the eyes from glare and from icy particles flying up from the (29) __________ .
- goggles for astronomy and meteorology must be dark to be used before going outside at night, in order to help the eyes (30) __________ to the dark.
Part D _______________________
plastic construction foot indicates certification symbols injury |
This is a kind of shoes that have a protective reinforcement to protect the (31) __________ from falling objects or any other kind of (32) __________ .
The reinforcement is usually made of a composite material, or a (33) __________ such as thermoplastic polyurethane (TPU). Safety boots are important in the (34) __________ industry and in many industrial settings. Professional safety boots usually need (35) __________ . Sometimes the certification is displayed directly on the boots. In Canada, for example, certified boots have a Canadian Standards Association green triangle on them. In the United States most safety shoes have (36) __________ on the outside, to indicate the kind of protection the shoe offers. For example:
- Green Triangle indicates that it is a class 1 toe cap with puncture resistant sole;
- Yellow Triangle indicates that it is a class 2 toe cap with puncture resistant sole;
- White Square (with ohm symbol) indicates electrical protection;
- Yellow Square (with SD) indicates anti-static protection;
- Red Square (with C) (37) __________ electrically conductive protection;
- Fir Tree indicates protection against chain-saws.
Part E _______________________
noise object invented manufacturers protection building |
This item is an (38) __________ designed to cover person's ears for (39) __________ . They were (40) __________ in the 19th century. They consist of a thermoplastic or metal head-band, that fits over the top of the head, and a pad at each end, to cover the external ears. Each ear-cap contains special material to reduce (41)__________ . Ear defenders may be carried on a head-band or clipped onto the sides of a hard hat, for use on (42) ___________ sites. Nowadays some (43) __________ combine headphones with ear defenders, allowing the worker to listen to a music and also enjoy protection from external noise.
Now answer the following questions about the text above:
Part A
1) What are the spheres of usage of helmets?
2) What are helmets made of?
3) What is a visor?
4) What does a hard hat protect you from?
Part B
5) What are the two terms for a piece of clothing that protects our body?
6) Do only men wear boiler suits?
7) What are boiler suits usually made of? Why?
Part C
8) What are the spheres of usage of goggles?
9) What are the requirements for industrial goggles?
Part D
10) What are safety boots used for?
11) What is the purpose of certification of safety boots in the USA?
12) How many colours are used in US certification of safety boots? What are they?
Part E
13) When were ear-defenders invented?
14) What is special about modern types of ear defenders?
Part III
(… адрес интернет-странички с видеороликами…)
1. ________________________________
(00:57)
Watch the video and answer the following questions:
1. What is the main idea of the track?
2. Think of the title to the track
THE 3 VIDEOs
(Video 1, Video 2, Video 3)
PRE-LISTENING
1. What pieces of safety equipment do you remember?
2. What do we need each of these pieces of safety equipment for?
3. Who usually needs to use safety equipment?
POST-LISTENING
18. Compare safety equipment of these three professions. Which pieces of safety equipment are used by each of these workers and which are special? Is there any piece of equipment that wasn’t mentioned, but you think it is important for the particular job? Why?
PROFESSIONAL DISEASES
Part I
1. What do you think is Repetitive Strain Injury? How do you understand the phrase? What is the equivalent phrase in your own language?
Match the highlighted words in the text with the meanings (1-6) below.
a danger | ||
can be moved into different shapes or positions | ||
signs of an illness | ||
stop something happening | ||
to make an illness better | ||
without tension or strain |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 13, pg.15, ex.3)
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
KEYBOARD ERGONOMICS
(0:39)
PRE-LISTENING
1. Do you remember the following words:
“wrist”, “straight”, “angle”, “to relieve”, “blood flow”, “to twist”, “adjustable”?
2. Do you understand the word “ergonomics”?
WHILE-LISTENING
Watch the video without inscriptions and fulfill the following tasks:
3. What is the main idea of the track?
4. Use the following words to make sentences about the video: old-fashioned, develop, prevent, ergonomic.
Watch the video and read the inscriptions. Try to understand them.
5. Translate the inscriptions. Give the idea, but not a word for word translation.
POST-LISTENING
Watch the video without inscriptions:
6. Try to comment on each episode. Use the following words:
00:01 – wrist (hand), position
00:04 – straight, angle, inwards
00:08 – reduce pressure, risk
00:12 – vertically
00:17 – raise, blood flow
00:21 – natural position
00:26 – comfortable, standard keyboard
00:30 – adjustable keyboard
2. ______________________________________ ?
(01:23)
PRE-LISTENING
1. Do you know the following words:
“individual”, “staff”, “user”, “disability”, “needs”, “customize”, “properly”.
POST-LISTENING
8. Why do people suffer RSI?)
9. Why is “the Goldtouch solution” called an “RSI-guard”?
10. Why is “the Goldtouch solution” so unique?
RSI - PREVENTION
(01:53)
PRE-LISTENING
Answer the questions:
1. How can we prevent RSI?
2. What things can help us prevent RSI?
3. Do you know the following words:
“to click”, “to skip”, “instead of”, “to match”, “behaviour”, “restriction”, “customizable”.
POST-LISTENING
14. Which of the above mentioned RSI-preventing helpers are the most useful and why?
15. Can you think of any other RSI-preventing helpers?
16. Would you like to have such RSI-preventing helpers on your computer and why?
REPETITIVE STRAIN INJURY
(08:04)
PRE-LISTENING
Remember the answers to the following questions:
1. What is RSI?
2. Why do people suffer RSI?
3. What are the symptoms of RSI?
4. How can we prevent RSI?
5. What are the rules of using a computer in order to prevent RSI?
6. Do you know the following words:
- “ be familiar” (= to know), “overuse”, “precaution”, ‘behaviour”, “onset”,” vital” (= very important), “height”, “length”, “pillow”;
- body movements – “turn”, “bend”, “interlock”, “shrug”, “move”, “place”, “push”, “stretch”, “twist’, “fold”, “pull”, “circle”, “join”, “raise”;
- “forward”, “backward”, “upward”, “downward”, “inward”, “outward”, “sideways”.
7. While watching the video find the meaning of the following words – “pad”, “fist”.
POST-LISTENING
20. What do the words “pad” (03:06 – 03:12) and “fist” (06:06 – 06:11) mean?
21. How many parts can the video be divided into?
22. What headings can be given to each part?
OPTICAL FIBRES
Part I
1. What properties do optical fibres have? Where are optical fibres used?
FIBRE CABLE
(00:24)
PRE-LISTENING
14. What is optical fibre used for?
15. What are the spheres of usage of optical fibre?
16. What is optical fibre made from?
4. Study the meaning of the following words:
jacket = an outer cover around something (ex. - a pipe)
buffer = a protector = a thing that protects something more important
cladding = a covering of a hard material, used as protection
core = the most important and central part of something
Which of these words have a similar meaning and generally one purpose?
WHILE-LISTENING
Watch the video and answer the following questions:
5. How many elements does the cable in the track consist of?
6. What are they?
POST-LISTENING
7. Try to remember the elements of the cable and tell about its structure without watching the video.
OPTICAL TRANSMISSION TECHNOLOGY
(01:35)
PRE-LISTENING
1. What is optical fibre?
2. What is optical fibre used for?
3. What are the advantages of optical fibre usage?
4. Do you know the following words? Study the meaning of the words:
“network”, “data”, “to consume”, “fluctuation”.
WHILE-LISTENING
Watch the video and answer the following questions:
00:00 – 00:46
5. Why is it a growing need for the development of optical communication network?
6. What bandwidth is being discussed nowadays as the way to upgrade the existing system?
7. When did the development of the world first 40Gbps-technology begin?
00:47 – 01:05
8. Who and what is the speaker?
01:06 – end
9. How is the optical transmission module characterized?
10. How much electricity does it consume?
11. How many modules of this kind have been produced?
12. Why was a test organized?
HOW THE OPTICAL FIBRE SYSTEM WORKS
(02:47)
PRE-LISTENING
1. What is optical fibre?
2. What is optical fibre used for?
3. Can you explain what “optical fiber system” is?
4. Can you think of how many elements are involved in this system and what are they?
5. Do you know the following words? Study the meaning of the words:
“a medium”, “to simplify”, “setting”, “to code (information)”,
“to encode/to decode”.
POST-LISTENING
14. Try to make your own summary of the video track and tell about the process of how optical fibre system works.
4. HOW DOES OPTICAL FIBRE WORK?
(03:33)
PRE-LISTENING
1. Do you know the following words? Study the meaning of the words:
“to spell”, “solid”, “to extend”, “angle”, “to coat/to be coated”.
WHILE-LISTENING
Watch the video and answer the following questions:
2. Why does the speaker mention Britain and America?
3. Why did the speaker draw a triangle on the board?
4. Where is the principle of a prism used? What for?
5. What is the idea of a prism called?
6. At what angle does the idea of a prism work?
7. Do we have the same situation with optical fibres?
8. Can we say that optical fibre is a tube?
9. Why are the optical fibres coated?
10. What is the most common use of optical fibres?
11. What other sphere of usage is mentioned?
POST-LISTENING
12. Watch and listen to the video track again. Try to understand everything the speaker is talking about. Try to make a summary of what he tells.
TUNNELS, DAMS AND CANALS (CHANNELS)
Part I
1. How many different dams or tunnels can you think of?
* (“Engineering” Workshop by Lindsey White, OUP; Unit 15, pg.17, ex.1)
Read the text again and answer the questions (1-9) below.
1. | Where is it? | |
2. | What is it? | |
3. | How long is it? | |
4. | Who built it? | |
5. | How did they build it? | |
6. | What are TBMs? | |
7. | How big are TBMs? | |
8. | How long did it take to build the tunnel? | |
9. | When did it open? |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 15, pg.17, ex.3)
First, underline the question words in ex. 4. Then use them to complete the following questions.
1. | ………… many Roman roads are there in Europe? | |
2. | …………… designed St Paul’s Cathedral in London? | |
3. | …………… is the name of the famous bridge in San Francisco? | |
4. | …………… was the Eiffel Tower built? | |
5. | …………… is the Corinth Canal? |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 15, pg.17, ex.4)
6. Find in the text from ex.2 the words that show places (= define where the things are) or direction.
Fill in one of the words below into the gaps in the following texts. Check the meaning of any new words in the glossary or your dictionary.
across around between over through under |
The Panama Canal is a 64km waterway (1) __________ the Atlantic and Pacific Oceans. Before the canal was opened, ships had to travel thousands of miles (2) __________ South America. To build the canal, engineers had to dam a major river, and dig a channel (3) __________ a mountain ridge. Tower Bridge is an openable bascule bridge, designed by Horace Jones in 1886. It goes (4) __________ the River Thames in London. Thousands of vehicles drive (5) __________ it every day. Tall ships cannot pass (6) __________ Tower Bridge, instead, the roadway parts and lifts to let them through. |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 15, pg.17, ex.5)
Try to make questions about the Kazan Underground and the Kazan Millennium Bridge (use ex. 4 as an example). Then try to find answers to the questions.
9. Try to make small texts about the Kazan Underground and the Kazan Millennium Bridge. Use the following words and phrases:
was built, highly-skilled engineers, opposite sides, specially designed, enormous machines, TBMs, to dig the tunnel, a rail tunnel, was opened, went through, over the river, between two sides, drive across the bridge, under the bridge, etc.
Make as many word phrases with the words from the box below as you can. An example is given.
to dig dam passenger tunnel team vehicle opposite enormous under seabed canal between to build ridge |
Example: to dig: to dig a tunnel, to dig a hole, etc.
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
TUNNELs
A TUNNEL BORING MACHINE (TBM)
Read the text again and answer the following questions.
1. What is the main purpose of usage of TBMs?
2. What are the methods of excavating a tunnel?
3. Why are TBMs used more often than other methods of tunneling?
4. How large are modern TBMs?
5. How many components do modern TBMs have?
DAMs
CANALs
Read the following text. Try to understand it. Use your dictionary if necessary. Make up 8 – 10 questions to the text. Let your classmates answer your questions. Check the answers.
Canals are human-made channels for water. There are two types of canals:
- Aqueduct canals that are used for the delivery of fresh water, for human consumption, agriculture;
- Waterway canals that are navigable transportation canals used for carrying ships and boats loaded with goods and people, often connected to existing lakes, rivers, or oceans. Included here are inter-ocean canals such as the Suez Canal and the Panama Canal.
The word "canal" is also used for a city-canal in cities such as Venice, Amsterdam or Bangkok.
Smaller transportation canals can carry narrow-boats, while ship canals allow seagoing ships to travel to an inland port (e.g.: Manchester Ship Canal), or from one sea or ocean to another (e.g.: Caledonian Canal, Panama Canal).
At their simplest, canals consist of a trench (= a long narrow hole that is dug in the ground for water to flow along) filled with water. Depending on the stratum the canal passes through, it may be necessary to line the cut with some form of watertight material such as clay or concrete.
Canals need to be leveled. Different methods of solving this problem exist nowadays.
The oldest known canals were irrigation canals, built in Mesopotamia circa 4000 BC, in what is now modern day Iraq and Syria.
In ancient China, large canals for river transport were established as far back as the Warring States (481-221 BC), the longest one of that period being the Hong Gou (Canal of the Wild Geese), which according to the ancient historian Sima Qian connected the old states of Song, Zhang, Chen, Cai, Cao, and Wei. By far the longest canal was the Grand Canal of China, still the longest canal in the world today. It is 1,794 kilometres (1,115 mi) long and was built to carry the Emperor Yang Guang between Beijing and Hangzhou. The project began in 605 and was completed in 609.
In the Middle Ages, water transport was cheaper and faster than transport overland. This was because roads were unpaved and in poor condition; so greater amounts could be transported by ship. The first artificial canal in Christian Europe was the Fossa Carolina built at the end of the 8th century. More lasting and of more economic impact were canals like the Naviglio Grande built between 1127 and 1257.
Canal building progressed steadily in Germany in the 17th and 18th centuries with three great rivers, the Elbe, Oder and Weser being linked by canals. In post-Roman Britain, the first canal built appears to have been the Exeter Canal, which opened in 1563. The oldest canal built for industrial purposes in North America is Mother Brook in Dedham, MA. It was constructed in 1639 to provide water power for mills. In Russia, the Volga-Baltic Waterway, a nationwide canal system connecting the Baltic and Caspian seas via the Neva and Volga rivers, was opened in 1718.
THE CHANNEL TUNNEL (1)
(01:12)
PRE-LISTENING
1. What is a tunnel?
2. Why do people build tunnels?
3. What special equipment is used to build tunnels?
WHILE-LISTENING
Watch the video and answer the following questions:
4. What does the Channel Tunnel connect?
5. When did the project start?
6. How long did the construction last?
7. How much does the project cost?
8. How many workers were employed for the project?
9. When was the Tunnel opened?
10. What is its length?
11. How long is the journey through the Tunnel by car?
POST-LISTENING
12. Make the summary of the video-track.
13. Find information about any other tunnel to answer the same questions.
THE CHANNEL TUNNEL (2)
(04:41)
PRE-LISTENING
1. What information do you remember about the Channel Tunnel?
WHILE-LISTENING
Watch the video, read the inscriptions and find the answers to the following questions:
2. Which places (towns) in Britain and France exactly does the Tunnel connect?
3. Which Tunnel is the longest in the world?
4. When did the idea of a construction appear first?
5. What was Albert Mathieu’s plan?
6. What organizations were involved into the construction?
7. What capacity do the terminals have?
8. What should be taken into account by engineers before starting a construction of a tunnel under a channel?
POST-LISTENING
9. Find information about any other tunnel and make a report to the class about it.
T B M
(00:39)
PRE-LISTENING
1. What does the abbreviation ‘TBM’ stand for?
2. What is TBM?
3. Who can operate TBM?
WHILE-LISTENING
Watch the video and answer the following questions:
4. How long is the TBM shown in the track?
5. Which two things (objects) is this TBM compared to?
6. How big is TBM shown in the track?
7. How heavy is it?
8. What does this TBM do?
POST-LISTENING
9. Watch the video without audio and make your own comments.
TUNNEL BORING MACHINE
(04:00)
PRE-LISTENING
1. What is the main purpose of TBM? (to bore the ground)
2. Do you know the following words? Study the meaning of the words:
“to press”, “to rotate”, “pressure”, “to chip”, “conveyer belt”, “protective roof”, “arch”, “football pitch”.
POST-LISTENING
9. Summarize everything you know about TBMs.
A DAM - THE WONDER OF THE WORLD
(01:13)
PRE-LISTENING
1. What is a dam?
2. What is the common use of a dam?
3. Do you think that dams are interesting for tourists to visit? Why?
4. Study the meaning of the word ‘sundial’:
‘Sundial’ = a device used outdoors, especially in the past, for telling the time
when the sun is shining.
Do you believe that a dam can be a sundial?
WHILE-LISTENING
Watch the video and answer the following questions:
5. What country is this dam situated in?
6. Why is the dam considered to be an interesting place to visit?
7. How is the time shown?
8. Which colour is used for a.m. hours; which is for p.m. hours?
9. What time range can be seen on the dam?
10. What is the aim of this ambitious project?
POST-LISTENING
11. Make up your own comments on what you have just seen. Would you like to visit the place? Why?
UC DAVIS NEWSWATCH. DAMS
(01:54)
PRE-LISTENING
1. What is a dam?
2. What is the common use of a dam?
WHILE-LISTENING
Watch the video and answer the following questions:
3. Where is the dam situated?
4. What does this dam provide?
5. Who and what is the speaker?
6. Is he for or against new dams? Why?
POST-LISTENING
7. Which of the above mentioned aims of a dam is the most important one? Why?
CHINAS YANGTZE DAM
(03:03)
PRE-LISTENING
1. Where do people construct dams?
2. What for is this usually done?
3. What is the common use of a dam?
4. What problems may a construction of a dam provide?
5. Do you know the following words? Study the meaning of the words: “displacement’, ‘debate’, ‘income’.
POST-LISTENING
19. Comment on the problem discussed in the track.
CANAL MIRAFLORES
(01:20)
PRE-LISTENING
1. What is a canal?
2. Which famous canals do you remember?
3. Do you know the following words? Study the meaning of the following words:
“marvel” = something that is wonderful or that surprises you.
“lock” = a part of a canal where the level of water changes. Locks have gates at each end and are used to allow boats to move to a higher or lower level.
“to appreciate” = to enjoy something or to understand the value of something.
WHILE-LISTENING
Watch the video and answer the following questions:
4. What is the name of the Canal? Complete the heading.
5. What part of the world is the Canal situated in?
6. How long is the Canal?
7. What oceans are mentioned in the track? Why?
8. What is the height that the ships are raised?
9. Where exactly is the Miraflores Lock situated?
10. What is special about this Lock?
11. Who was this film made by?
POST-LISTENING
12. Would you like to appreciate the process of ship passing through the lock?
THE HISTORY OF PANAMA CANAL (1)
(03:55)
THE HISTORY OF PANAMA CANAL (2)
(08:17)
PRE-LISTENING
1. Try to remember everything you know about the Panama Canal.
WHILE-LISTENING
2. Watch the two videos. Try to understand any other facts about the Canal.
POST-LISTENING
3. Summarize everything you know about the Canal and make a report to the class.
SCIENTIFIC IVENTIONS
Part I
1. What types of energy do you know?
2. What is used to:
- provide light
- power an old-fashioned clock
- heat buildings
- drive a car
- power a modern watch
- recharge batteries
- ride a bicycle
* (“Engineering” Workshop by Lindsey White, OUP; Unit 16, pg.18, ex.1)
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
TREVOR BAYLIS - A FAMOUS INVENTOR
Read the following text quickly and match the headings from the box with parts of the text.
Fame Sport achievements The main invention Personal details Business activity Early life Inventions |
Read the text again and fill in the gaps. Use the words from the boxes in each part.
A ___________________________
energy inventor AIDS powered operate radio batteries Africa invented |
Trevor Graham Baylis is an English (1) __________ . He is best known for inventing the wind-up (2) __________ . Instead of using (3) __________ or external electrical source, the radio is (4) __________ by the user winding a crank for several seconds. This stores (5) __________ in a spring which then drives an electrical generator to (6) __________ the radio receiver. He (7) __________ it in response to the need to communicate information about (8) __________ to the people of (9)__________ .
B ___________________________
instructor School born college UK company mechanical skills |
Trevor Baylis was (10) __________ on 13 May 1937 to Cecil Archibald Walter Baylis and Gladys Jane Brown in Kilburn, London. He grew up in Southall, Middlesex, and attended North Primary (11)__________. His first job was in a Soil Mechanics Laboratory in Southall where a day-release arrangement enabled him to study (12) __________ and structural engineering at a local technical (13)_________ .
C ___________________________
A keen swimmer, he swam for Great Britain at the age of 15. He narrowly failed to qualify for the 1956 Summer Olympics. When he was 20 he started his National Service as a physical training (14) _________ and swam for the Army and Imperial Services during this time. When he left the army he took a job with Purley Pools, the (15) __________ which made the first free-standing swimming pools. Initially he worked in a sales role but later in research and development. His swimming (16) __________ enabled him to demonstrate the pools and drew the crowds at shows, and this led to forming his own aquatic display company as professional swimmer, stunt* performer and entertainer, performing high dives into a glass-sided tank. With money earned from performing as an underwater escape artiste in the Berlin Circus he set up Shotline Steel Swimming Pools, a company which supplies modular swimming pools to schools in the (17) __________ .
D ___________________________
motor people invent prototype original mechanism television wind-up production information workshop |
Baylis' work as a stunt man made him feel kinship with disabled people through friends whose injuries had ended their performing careers. In 1985 this involvement led him to (18) __________ and develop a range of products for disabled (19) __________ called Orange Aids.
In 1991, he saw a (20) __________ programme about the spread of AIDS in Africa and that a way to stop the spread of the disease would be by education and (21) __________ using radio broadcasts. Before the programme had finished he had assembled the first (22) __________ of his most well-known invention, the (23) __________ radio, in his (24)__________ . The (25) __________ prototype included a small transistor radio, an electric (26) __________ from a toy car, and the clockwork (27) __________ from a music box. He patented the idea and then tried to put it into (28)__________ , but was met with rejection from everyone he approached.
produce investors programme generation Design 1992 solar |
The turning point came when his prototype was featured on the BBC TV (29) __________ Tomorrow's World in April 1994. With money from (30) __________ he formed a company Freeplay and in 1996 the Freeplay radio was awarded the BBC Design Award for Best Product and Best (31) __________ . In the same year Baylis met Queen Elizabeth II and Nelson Mandela at a state banquet, and also travelled to Africa with the Dutch Television Service to (32) __________ a documentary about his life. He was awarded the 1996 World Vision Award for Development Initiative that year. Baylis filed his first patent in (33) __________ . 1997 saw the production in South Africa of the new (34) __________ Freeplay radio, a smaller lighter model designed for the Western consumer market with a running time of up to an hour on twenty seconds of winding. This radio has since been updated and now includes a (35) __________ panel so that it runs in sunshine without winding.
E ____________________________
ideas battery interviews provides invent protect inventors based company |
Numerous tours, (36) __________ and television appearances have followed, and Baylis has been awarded many honours including the OBE in 1997, and eleven honorary degrees from UK universities (1998 to 2005) including the degree of Doctor of the University from the Open University in 2001. In 1999 he received the coveted Pipe Smoker of the Year Award for his invention of the Freeplay radio from the British Pipesmokers' Council, which honours famous pipesmokers. He continued to (37) __________ , and in 2001 he completed a 100 mile walk across the Namib Desert demonstrating his “electric shoes” and raising money for the Mines Advisory Group. The "electric shoes" use piezoelectric contacts in the heels to charge a small (38) __________ that can be used to operate a radio transceiver or cellular telephone.
F ____________________________
Following his own experience of the difficulties faced by (39) __________ , Baylis set up the Trevor Baylis Foundation to "promote the activity of Invention by encouraging and supporting Inventors and Engineers". This led to the formation of the (40) __________ Trevor Baylis Brands PLC. The company (41) __________ inventors with professional partnership and help; enables them to develop new (42) __________ ; tries to (43) __________ them; helps them to find the rout to market. Their primary goal is to secure license agreements for inventors, but they also consider starting up new companies around good ideas. The company is (44) __________ in Richmond, London.
G ___________________________
Baylis has lived on Eel Pie Island for many years; he regularly attends jazz performances at the noted Eel Pie Island Hotel. He is single and is a smoker. Baylis was diagnosed with Crohn's disease in 1971; part of his small intestine has been surgically removed.
*a stunt = a very difficult or dangerous thing that somebody does to entertain people.
3) Now read the text again and put the following facts from Trevor Baylis’ life in the order of appearance in the text.
He felt sympathy for disabled people. | |
He was physically fit when he was young. | |
At first it was difficult to begin production of his wind-up radio. | |
Businessmen helped him to put his invention into practice. | |
He had got some basic technical skills. | |
Now he is the owner of a company that helps other inventors. | |
He worked with a European company. | |
There has been another interesting invention in his life. | |
He worked as a seller for some time. | |
Nowadays solar energy is used to power the radio. | |
He likes music. | |
The original prototype of the invention included 3 elements. | |
He entertained people in order to earn money. | |
He doesn’t have family. |
Part III
(… адрес интернет-странички с видеороликами…)
ALL ABOUT ENERGY AND THE ENVIRONMENT
(01:59)
PRE-LISTENING
1. What types of energy do you remember?
2. Do you think that nowadays technical progress produces negative influence on our environment? Why?
3. What should be done to save our environment? Make a list of your own.
WHILE-LISTENING
Watch the video and answer the following questions:
4. Find the English equivalents to the following expressions:
- солнечные батареи
- энергосберегающие лампы
- альтернативные источники энергии
- строительная компания
- мусор
- сваливать мусор
- загрязнять воздух
- не имеет значения
- энергия приливов
- сохранение источников энергии
- человечество
- найти способ
5. What should be done to save our environment? Compare the list of things in the video-track with your own one.
POST-LISTENING
6. Make a summary of the video-track.
2. HOW SOLAR ENERGY PANELS WORK ?
(01:14)
PRE-LISTENING
1. What is ‘solar energy’?
2. What are solar panels used for?
3. Why are solar panels becoming so popular?
4. Do you know the following words: “cell”, “layer”.
WHILE-LISTENING
Watch the video and answer the following questions:
5. What is the sunlight made of?
6. What are these ‘packets of energy’ called?
7. What does a solar panel consist of?
8. What material is used in solar panels?
9. How is an individual cell designed?
10. Why are those layers needed?
11. What helps electrons to move from a panel to a bulb?
12. What is ‘the flow of electrons’?
13. What are the examples of usage of solar panels shown in the track?
POST-LISTENING
14. Think of some other ways of possible usage of solar panels.
AN ECO-RADIO
(00:44)
PRE-LISTENING
1. What does ‘eco’ mean?
WHILE-LISTENING
Watch the video and answer the following questions:
2. What powers this unit?
3. What does this unit do?
POST-LISTENING
4. Where can we use this unit? Would you like to have one?
A WIND-UP RADIO
(01:29)
PRE-LISTENING
1. What does ‘a wind-up radio’ mean?
WHILE-LISTENING
Watch the video and answer the following questions:
2. What can power this radio?
3. What are the elements of this radio? Where are they situated?
POST-LISTENING
4. Where can we use this radio? Would you like to have one?
TREVOR BAYLIS ECO-MEDIA PLAYER
(01:37)
PRE-LISTENING
1. Who is Trevor Baylis?
2. What is he famous for?
3. What does ‘eco’ mean?
4. What does ‘media player’ mean?
WHILE-LISTENING
Watch the video and answer the following questions:
5. How many years ago did Trevor Baylis invent the clockwork radio?
6. What country did he invent the radio for?
7. What kind of problem was there in Africa?
8. What is his original idea?
9. Complete the following phrase that Trevor says: “Welcome to the next ………”.
10. What are the parameters of work of the invented player?
POST-LISTENING
11. Summarize everything you know about this eco-media player. What are its characteristics?
6. TREVOR BAYLIS – AN INVENTOR
(04:37)
PRE-LISTENING
1. What is Trevor Baylis famous for?
2. What country was his invention for?
3. What kind of problem was there in that country?
WHILE-LISTENING
Watch the video and answer the following questions:
4. Why did he start his own company?
5. What are the questions that he asks himself before producing assistance to inventors?
6. What is a “Dragons’Den”?
7. Does Trevor think that the art of invention can be taught?
POST-LISTENING
8. What advice can be given to a person who wants to invent something?
ROBOTS IN OUR LIFE
Part I
1. How many senses have you got? What are they? Why are they important?
THE USAGE OF ROBOTS
PRE-LISTENING
2. What is a robot?
3. Why do people design robots?
4. What is a simple robot made of?
5. Study the following words:
“manipulator”, “to hide/hid/hidden”, “underneath”, “customer”, “mine”.
WHILE-LISTENING
Watch the video-track and answer the following questions:
5. What do robotic engineers do?
6. What type of a robot is spoken about in the track?
7. What does such kind of robots consist of?
8. Where is the controller of this robot?
9. What functions must a robotic engineer perform?
10. What are possible applications of robots that are mentioned by the speaker?
11. How does the speaker characterize possible applications of robots? What adjective does he use?
POST-LISTENING
12. What is robotic engineering? Use the answers to the questions above and make a small text about robotic engineering.
INDUSTRIAL ROBOT
(01:28)
PRE-LISTENING
1. What is ‘industrial robot’?
2. What tasks can an industrial robot perform?
3. Do you know the following words? Study their meaning:
“dexterity” = skill at doing things, especially with your hands;
“appliance” = a piece of equipment for a particular purpose in the house.
WHILE-LISTENING
Watch the video-track and answer the following questions:
4. What are the main types of industrial robots that are mentioned in the text?
5. What are the advantages of using a robot instead of manual welding?
6. What can robotic welding provide?
7. What is the result of robotic welding?
8. Where are industrial robots mostly used?
POST-LISTENING
9. Why are industrial robots becoming so popular in modern manufacturing? Use the answers to the questions above to answer this question.
ROBOTIC TECHNOLOGY SYSTEMS
(01:06)
PRE-LISTENING
1. What is a robot?
2. What is an ‘industrial robot’?
3. What is robotics?
4. What do robotic engineers do?
5. Do you know the following words:
“sophisticated”, “stock exchange”.
WHILE-LISTENING
Watch the video-track a part by part and answer the following questions:
00:00 – 00:22
6. What is RTS (Robotic Technology System)?
7. What does RTS specialize in?
00:23 – 00:39
8. Fill in the gaps in the following passage with the words you hear:
… A recognized (1) __________ in a chosen (2) __________ RTS operates (3) __________ , supplying (4) __________ and innovative (5) __________ for life science drug discovery, food (6) __________ applications, and (7) __________ and support (8) __________ in the nuclear industry. … |
00:40 - end
9. What do engineers of this company help their clients to do?
10. What financial organization does RTS cooperate with?
POST-LISTENING
11. Do you know any other international organization of the kind? Get ready to speak about it.
ROBOTS WITH THE MIND OF THEIR OWN
(01:35)
PRE-LISTENING
1. What is a robot?
2. What is a simple robot made of?
3. How does a robot operate?
4. Do you know the following words? Study their meaning in your glossary or dictionary:
“(to) swarm”, “artificial”, “alongside”.
POST-LISTENING
12. Do you think that robots have their own mind? Why?
13. Do you think that people should be afraid of robots with their own mind in future? Why?
GADGETS
Part I
1. Look at the pictures (1-4). Can you guess what the things on the pictures are? Answer the following questions:
- What are they made of?
- Which is the most expensive?
- Which is the cheapest?
* (“Engineering” Workshop by Lindsey White, OUP; Unit 18, pg.20, ex.1)
Complete the definitions (1-7) with the highlighted words in the text. Use the glossary or your dictionary to help you.
1. | A ……… is a good thing. | |
2. | A ……… is a triangular block of glass. | |
3. | ……… are the pieces of glass you look through. | |
4. | ……… holds/attaches with air pressure. | |
5. | ……… is a type of plastic. | |
6. | ……… means ‘hidden’. | |
7. | To ……… means ‘to change direction’. |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 18, pg.20, ex.4)
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
GADGETS
THE LATEST TECHNOLOGY GADGETS
(02:40)
PRE-LISTENING
6. What is a gadget?
7. What latest gadgets can you name? Make a list.
8. Which from your list is the most important for you? Why?
9. Study the following words and phrases:
“to project”, “to magnify”, “(to) clip”, “magnetic field”.
POST-LISTENING
26. What gadgets shown in the track, do you think, are of great importance?
27. Why do people design gadgets?
28. What kind of gadget would you like to be designed?
VW TOUAREG GADGETS
(02:30)
PRE-LISTENING
1. What is a gadget?
2. What gadgets do cars usually have?
POST-LISTENING
4. Think of similar sentences about other car gadgets. What can you do with … ?
You can … .
THE BEST JAMES BOND GADGETS
(04:52)
PRE-LISTENING
1. Do you know James Bond? Do you remember any of films with him? Do you remember any of gadgets that he used?
2. Do you know the following words and phrases:
“mission”, “to crack”, “a missile”, “spectrum”, “a gun”, “space”,
“to discover”, “to prevent”, “to break out”, “to accompany”,
“to identify”, “to seize a control”, “water supply” .
POST-LISTENING
23. Which of these gadgets is/are of most importance? Why?
24. Which of these gadgets is/are widely used nowadays?
Read the text again and complete the gaps with the words from the box below.
aeroplane built computer designed engineers fixed parachute perfect pilot vehicles |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 19, pg.22, ex.3)
4. Read the text again and find the English equivalents to the following expressions:
- … что означает…
- … он был разработан…
- … он предназначался для…
- … спустя…лет…
- … в день…
- …в год…
- …безопасно приземлилась…
- … до 70 с лишним лет…
- …летевший со скоростью …
Read the text again and decide if the sentences (1-5) are true (T) or false (F).
The Clifton Suspension Bridge is a moveable bridge. | T | F | |
It was designed and built in the twentieth century. | T | F | |
The designer was a famous British engineer. | T | F | |
The design of the bridge is very good. | T | F | |
Pilots fly under the bridge every day. | T | F |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 19, pg.22, ex.4)
Read how the Tay Bridge collapsed. Match the sentences (1-5) with the diagrams (a-e) below.
1. There was strong wind when a train was crossing the bridge. 2. The base of one of the columns lifted. 3. This (lifting) caused the strengthening parts of the structure to collapse. 4. The whole structure started to fall. 5. While the structure was falling, the girders collapsed in the opposite direction, causing the pier to collapse completely. |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 20, pg.23, ex.4)
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
BRIDGES
TYPES OF BRIDGES
Look at the pictures of bridges below. Read the text below the pictures. Match the pictures (a-h) to the types of bridges (1-8) mentioned in the text.
a) | b) | c) |
d) | e) | f) |
g) | h) |
There are many different types of bridges. The classification is based on the purpose of usage, bridge dimensions, structure of the bridge, the material used in the construction, etc. Sometimes a bridge belongs to more than one type. The most commonly used are the following types:
1) Beam bridges
Beam bridges are horizontal beams (= girders) supported at each end by piers. The earliest beam bridges were simple logs across streams and similar simple structures. In modern times, beam bridges are large box steel girder bridges. Weight on top of the beam pushes straight down on the piers at either end of the bridge. They are made up mostly of wood or metal. Beam bridges typically do not exceed 250 feet long. The longer the bridge, the weaker it is.
2) Cantilever bridges
Cantilever bridges are built using cantilevers—horizontal beams that are supported on only one end. Most cantilever bridges use two cantilever arms extending from opposite sides of the obstacle to be crossed, meeting at the center. The largest cantilever bridge is the 549-metre (1,801 ft) Quebec Bridge in Quebec, Canada.
3) Arch bridges
Arch bridges are arch-shaped and have abutments at each end. The earliest known arch bridges were built by the Greeks and include the Arkadiko Bridge. The weight of the bridge is thrust into the abutments at either side. Dubai in the United Arab Emirates is currently building the Sheikh Rashid bin Saeed Crossing which is going to be completed in 2012. When completed, it will be the largest arch bridge in the world.
4) Suspension bridges
Suspension bridges are suspended from cables. The earliest suspension bridges were made of ropes or vines covered with pieces of bamboo. In modern bridges, the cables hang from towers that are attached to caissons or cofferdams. The caissons or cofferdams are implanted deep into the floor of a lake or river. The longest suspension bridge in the world is the 12,826 feet (3,909 m) Akashi Kaikyo Bridge in Japan.
5) Cable-stayed bridges
Like suspension bridges, cable-stayed bridges are held up by cables. However, in a cable-stayed bridge, less cable is required and the towers holding the cables are proportionately shorter. The first known cable-stayed bridge was designed in 1784 by C.T. Loescher. The longest cable-stayed bridge is the Sutong Bridge over the Yangtze River in China.
6) Truss bridges
Truss bridges are composed of connected elements. They have a solid deck and a lattice of pin-jointed or gusset-joined girders for the sides. Early truss bridges were made of wood, and later of wood with iron tensile rods, but modern truss bridges are made completely of metals such as wrought iron and steel or sometimes of reinforced concrete. The Quebec Bridge, mentioned above as a cantilever bridge, is also the world's longest truss bridge.
7) Movable bridges
Some bridges are not fixed crossings, but can move out of the way of boats or other kinds of traffic which, ideally, moves under them, but is sometimes too tall to fit. These are generally electrically powered.
8) Double-decked bridges
Double-decked or double-decker bridges have two levels, such as the San Francisco – Oakland Bay Bridge, with two road levels. Tsing Ma Bridge and Kap Shui Mun Bridge in Hong Kong have six lanes on their upper decks, and on their lower decks there are two lanes and a pair of tracks for MTR metro trains. Likewise, in Toronto, the Prince Edward Viaduct has four lanes of motor traffic on its upper deck and a pair of tracks for the Bloor–Danforth subway line. Some double-decker bridges only use one level for street traffic; the Washington Avenue Bridge in Minneapolis reserves its lower level for automobile traffic and its upper level for pedestrian and bicycle traffic (predominantly students at the University of Minnesota).
Robert Stephenson's High Level Bridge across the River Tyne in Newcastle upon Tyne, completed in 1849, is an early example of a double-deck bridge. The upper level carries a railway, and the lower level is used for road traffic. Another example is Craigavon Bridge in Derry, Northern Ireland. The Oresund Bridge between Copenhagen and Malmö consists of a four-lane highway on the upper level and a pair of railway tracks at the lower level.
The George Washington Bridge between New Jersey and New York has two roadway levels. A truss work between the roadway levels provides stiffness to the roadways and reduced movement of the upper level when installed. Tower Bridge is another example of a double-decker bridge, with the central section consisting of a low level bascule span and a high level footbridge.
Read the text again and find the answers to the following questions:
1. | The name of which bridge is used in the text as an example twice? |
2. | Which type of bridges can let pass different kinds of vehicles and people; and its traffic capacity is very high? |
3. | Which type of bridges needs mechanical or electrical power to be used properly? |
4. | In what type of bridges does the safety of a bridge depend on its length, and the length can’t be more than officially stated. |
5. | The name of which type of bridges is also found in architecture of buildings? |
6. | What type of bridges that is situated in Japan is the longest in its kind? |
7. | In what types of bridges are cables used? |
8. | Which type of bridges has ‘walls’ made of girders on both sides which are situated sometimes above the deck and sometimes under it? |
BRIDGE FAILURES
ANCIENT BRIDGE BUILDING TECHNIQUES
(01:50)
PRE-LISTENING
1. What is a bridge?
2. Why do people build bridges?
3. When did people begin bridge building?
4. What were ancient bridges made from?
5. What type of bridges do you know?
6. Study the following words and phrases:
“to go on”, “practitioner”, “arch bridge”, “nail”, “to cover something with something”, “covering”, “to extend”, “landmark”.
POST-LISTENING
18. Find information about any ancient bridge and present it to your class.
THE GREAT HISTORY OF TOWER BRIDGE
(02:05)
PRE-LISTENING
1. What is a bridge?
2. Why do people build bridges?
3. Where is the Tower Bridge situated?
4. Study the following words and phrases:
“contractor”, “jubilee”, “to celebrate”, “centenary”.
POST-LISTENING
13. Find any other information about the Tower Bridge and get ready to tell about it to your partner.
3. THE NEW YORK CITY’S BROOKLYN BRIDGE
(02:40)
PRE-LISTENING
1. What is a bridge?
2. Why do people build bridges?
3. What types of bridges do you know?
4. What are the main dimensions of a bridge?
5. Study the following words and phrases:
“to span”, “capacity”, “vehicle”, “to cycle”, “to designate”, “landmark”, “inhabitant”.
WHILE-LISTENING
Watch the video-track and answer the following questions:
6. Where is the bridge situated?
7. What type of bridge is it?
8. What is its span?
9. What river does it span?
10. What does it connect?
11. What is its capacity?
12. What do tourists like to do?
13. What can be found near the bridge?
14. When was it constructed?
15. When was the bridge designated to be a National Historic landmark?
16. How many people live in New York?
17. How many tourists visit New York each Year?
18. How long has New York been the centre of commerce and finance?
19. Which site is recommended to visit if you plan to visit New York?
POST-LISTENING
20. Which facts about the bridge did you find the most interesting? Do you know any other interesting facts about the bridge? Would you like to visit New York and have a chance to walk through the Brooklyn Bridge?
TACOMA BRIDGE
(04:06)
PRE-LISTENING
1. What is a bridge?
2. Why do people build bridges?
3. Who takes part in bridge construction?
4. Who is responsible for scientific and accurate calculations? Who is responsible for accurate technological process of construction?
5. Study the following words and phrases:
“girder”, “inevitable”, “to abandon”, “to perish”.
POST-LISTENING
19. Why do you think the collapse happened?
20. What should be done to avoid bridge collapses?
THE BIGGEST SUSPENSION BRIDGE
(04:30)
PRE-LISTENING
1. What is a bridge?
2. Why do people build bridges?
3. What types of bridges do you know?
4. Study the following words and phrases:
“to span/spanning”, “to block”, “a rope”, “a deck”,
“a chain”, “to suspend”, “to level”, “anchor”, “to blast”, “frame”.
POST-LISTENING
24. Summarize the information of the track and be ready to tell about the bridge to your partner.
25. Make a small text about the process of construction of a suspension bridge.
THE CLIFFTON SUSPENSION BRIDGE 1
(05:00)
THE CLIFFTON SUSPENSION BRIDGE 2
(05:00)
PRE-LISTENING
1. What is a ‘suspension’ bridge?
2. Do you know where the Clifton Suspension Bridge is situated?
POST-LISTENING
6. Make a small text about the process of construction of a suspension bridge.
7. Summarize the information and be ready to speak about the Clifton Suspension Bridge.
Use the information in the text to answer the questions (1-6) below about 1) The Great Wall of China and 2) the first pyramid in Egypt.
The Great Wall of China | The first pyramid in Egypt. | ||
Where is it? | |||
What is it? | |||
When was it built? | |||
What is it made of? | |||
Who built it? | |||
How big is it? |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 21, pg.24, ex.3)
Answer the following questions about the text.
1. | What is the aim of a defensive wall? |
2. | What does the word ‘population’ mean? |
3. | Who built enormous structures in ancient times? |
4. | What are the measurements of the Great Wall of China? |
5. | What are the pyramids? |
6. | What were the pyramids used for? |
7. | What are the pyramids made of? |
8. | How heavy are the stone blocks? |
9. | How long did it take to build one pyramid? |
Read the text again and decide if the sentences (1-5) below are true (T) or false (F).
The Great Wall of China was to keep people safe. | T | F | |
Building the Great Wall was easy for the workers. | T | F | |
The Pyramids were built before the Great Wall of China. | T | F | |
Pyramids are lots of different shapes. | T | F | |
The Egyptian pyramids were built to protect people. | T | F |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 21, pg.24, ex.4)
Match the highlighted words in the text with the definitions (1-5) below.
A place where people are buried. | ||
The top or highest part of something. | ||
Protecting somebody against attack. | ||
People who do hard physical work outdoors. | ||
All the people who live in a country. |
* (“Engineering” Workshop by Lindsey White, OUP; Unit 21, pg.24, ex.5)
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Part II
ANCIENT CIVILIZATIONS AND THEIR ARCHITECTURE
ANCIENT STRUCTURES
SEVEN WONDERS OF THE ANCIENT WORLD
(02:45)
PRE-LISTENING
1. Can you make a list of 7 wonders of the ancient world?
2. Were they built BC or AD?
3. Do all of them still exist?
4. What could destroy them? (p.a. - time, rain, earthquake, fire, flood, etc. - natural disasters; people, war, etc.)
5. Study the following words and phrases: “BC/AD”, “earthquake”, “fire”.
POST-LISTENING
8. Choose any wonder from the list above and find additional information about it. Get ready to present it to your class.
BUILDING THE GREAT WALL OF CHINA
(03:22)
PRE-LISTENING
1. What kind of wall was it?
2. Why were such walls built?
3. What are the usual dimensions of an object?
4. Study the following words and phrases:
“dynasty”, “barbarian”, “to bake/backed”, “battlement”, “to curve”, “masterpiece”, “remains”.
POST-LISTENING
21. Summarize information from the track to make a small text about the Great Wall of China.
22. Make a list of arguments “for” visiting the Great Wall of China.
SECRETS OF STONEHENGE
(01:34)
PRE-LISTENING
1. What is Stonehenge?
2. Where is it situated?
3. Study the following words and phrases: “arch, “henge”.
WHILE-LISTENING
Watch the video track and answer the following questions:
4. Where exactly is the place shown in the video track?
5. What year is shown?
6. Why are the Pyramids in Egypt mentioned?
7. How heavy were the rocks?
8. How many people worked on this massive project?
9. How many arches are there in the centre of the circle?
10. Do we know for sure the real aim of this construction?
POST-LISTENING
11. Would you like to visit the Stonehenge? Why?
STONEHENGE SECRETS
(02:20)
PRE-LISTENING
1. What is Stonehenge?
2. Where is it situated?
3. What could its secret be?
4. Study the following words and phrases:
“a ditch”, “to bury/ burial”, “excavation”, “a clue”, “purpose”.
POST-LISTENING
20. Would you like to visit the Stonehenge? Why?
THE COLOSSEUM (ROME)
(01:15)
PRE-LISTENING
1. What is the COLOSSEUM?
2. Where is it situated?
3. What was it used for in ancient times?
4. Study the following words and phrases: “forum”, “queue”, “to relocate”.
WHILE-LISTENING
Watch the video track and answer the following questions:
5. What month is it?
6. What is the actual name of the COLOSSEUM?
7. When was it built?
8. Where can people buy tickets to the COLOSSEUM?
9. Which of these two ways of buying tickets is recommended and why?
10. Is the COLOSSEUM situated on its original place?
POST-LISTENING
11. What other ancient structures do you know in Italy (Europe)?
A NEW DISCOVERY IN EGYPT
(01:42)
PRE-LISTENING
1. What do you know about the Pyramids?
2. What is special about the Pyramids as one of the 7 Wonders of the Ancient World?
3. Study the following words and phrases: “excavation”, “remains”, “dynasty”, “chamber”.
POST-LISTENING
22. Fill in the gaps in the following text using information from the tack:
A new (1) __________ was discovered (2) __________ months ago in the (3) __________ of Cairo near the famous ancient (4) __________-Pyramid. The Pyramid was built (5) __________ years ago during the period of the (6) __________ dynasty. It had been buried in the desert and was found as the result of (7) __________ that has been held by the team of Egyptian (8) __________ for the last (9) __________ years. During the excavation (10) __________ metres of sand was removed. The Pyramid is 5m (11) __________ , but originally it was about (12) __________ metres. Now archaeologists are going to (13) __________ the chamber within (14) __________ weeks, otherwise everything can be (15) __________ by thieves. |
JOKE VAN DAELE AT PYRAMIDS
(02:15)
PRE-LISTENING
1. What do you know about the Pyramids?
2. What is special about the Pyramids as one of the 7 Wonders of the Ancient World?
3. Study the following words and phrases: “a sight”, “genius”.
WHILE-LISTENING
Watch the video track and answer the following questions:
4. What channel is broadcasting?
5. How many wonders of the world were mentioned except the Pyramids? What are they?
6. Who is being interviewed?
7. What are the Pyramids symbol of, as Mr Zahi Hawass thinks?
8. Why does the woman who is being interviewed think that the Pyramids are the real Wonder of the World?
9. How many tourists visit the Pyramids?
POST-LISTENING
10. Try to persuade your partner to go on a tour to see the Pyramids.
EGYPT GREAT PYRAMIDS
(03:25)
PRE-LISTENING
1. What do you know about the Pyramids?
2. What is special about the Pyramids as one of the 7 Wonders of the Ancient World?
3. Study the following words and phrases:
“pharaoh”, “survivor”, “acre”, “sarcophagus”.
WHILE-LISTENING
Watch the video track a part by part and answer the following questions:
00:00 – 01:26
4. Which pyramid is exactly still in existence?
5. What area does this pyramid occupy?
6. How many labourers worked on the construction?
7. How long was the pyramid built?
8. How many stones were joined together?
9. What is its height?
10. How can you get to the chambers?
01:27 - - 02:11
11. What was usually put into the stone sarcophagus?
12. Why was there a small hole in the wall of the chamber?
13. What were Egyptian pharaohs considered to be by ancient people of Egypt?
02:12 – end
14. Why are camels shown?
POST-LISTENING
15. Look through the video-tracks 6, 7 and 8 again. Are the following statements about the Pyramids true (T) or false (F):
Pharaohs were the Gods. | T | F |
Pharaohs’ souls stayed with the buried body forever. | T | F |
There was nothing but a buried body of a pharaoh in a chamber. | T | F |
The Pyramids were built as a burial ground for pharaohs. | T | F |
It is easy to get to the chamber. | T | F |
Camels are used by the Egyptians as a part of tourist business. | T | F |
NUMBERS
(the material of the module is taken from:“Engineering” Workshop by Lindsey White, OUP;
Unit 25, pg.28; Unit 26; pg.29)
Match the Arabic and Roman numbers.
40 500 1000 10 100 50 1 5 800 60 |
M I D C L LX V XL X DCCC |
2. Which numbers are used in mathematics? Why?
Write the following numbers correctly.
thirty-four point five percent | ||
six point nine seven | ||
one third | ||
four thousand, five hundred and sixty-seven | ||
three thousand, nine hundred and fifty-eight | ||
fifty-five percent | ||
a half | ||
seven point six five |
Search the Internet and find the answers to the following questions.
a) Who introduced Arabic numbers to European maths?
b) Who developed the idea of ‘zero’?
Read the following text.
POPULATION IN THE UK There were (1) twelve point one million children aged under (2) sixteen in (3) two thousand: (4) six point two million boys and (5) five point nine million girls. This is fewer than in (6) nineteen seventy-one, when there were (7) fourteen point three million children. In (8) two thousand, (9) thirty per cent of children in the UK were under five, (10) thirty-two per cent were aged five to nine years and (11) thirty-eight per cent were aged ten to fifteen. These proportions were similar in the (12) nineteen seventies. |
Read the text again and decide if the sentences (1-3) below are true (T) or false (F).
There are more boys than girls in Britain. | T | F | |
The total number of children has increased since a census in 1971. | T | F | |
In 1971 the same percentage of children were under five. | T | F |
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
Write true answers to the following questions.
1. How large is your classroom?
2. How tall are you?
3. What is the speed limit on the roads in your country/city/town?
4. How fast can you run?
5. What is the area of your desk?
6. How much does your bag weight?
7. How much did you weight when you were born?
8. How far is it from Kazan to Moscow?
SECTION B
1. What are the following things? What have the words got in common?
Biro Braille guillotine Hoover Jacuzzi Levis Stetson |
Put the following words (standard international units) into the correct column.
amp Celsius curie hertz joule kelvin newton ohm pascal volt watt | ||||
Chemistry (1 word) | Electricity (6 words) | Physics (2 words) | Temperature (2 words) | |
Check the knowledge of active vocabulary from this module with the help of
“ACTIVE VOCABULARY” section.
JOB APPLICATION AND CV
(the material of the module is taken from: “Engineering” Workshop by Lindsey White, OUP;
Unit 23, pg.26; Unit 24; pg.27)
SECTION A
Match the formal and informal messages with the same general meaning (from ex.3).
Rewrite the following formal phrases in informal English.
Example: We’d be delighted if you could join us for drinks.
Let’s go and drink together
1. | In response to your recent enquiry … |
2. | The receptionist will direct you to the correct room. |
3. | I look forward to hearing from you. |
4. | I hope that will be acceptable. |
SECTION B
Косвенная речь
(а) The designer says that the drawing is perfect.
А во втором случае (б) придаточное предложение будет изменено на прошедшее:
ТАБЛИЦА НЕПРАВИЛЬНЫХ ГЛАГОЛОВ
be | was/were | been | let | let | let | |
beat | beat | beaten | lie | lay | lain | |
become | became | become | light | lit | lit | |
begin | began | begun | lose | lost | lost | |
bite | bit | bitten | make | made | made | |
blow | blew | blown | mean | meant | meant | |
break | broke | broken | meet | met | met | |
bring | brought | brought | pay | paid | paid | |
build | built | built | put | put | put | |
buy | bought | bought | read /ri:d/ | read /red/ | read /red/ | |
catch | caught | caught | ride | rode | ridden | |
choose | chose | chosen | ring | rang | rung | |
come | came | come | rise | rose | risen | |
cost | cost | cost | run | ran | run | |
cut | cut | cut | say | said | said | |
do | did | done | see | saw | seen | |
draw | drew | drawn | sell | sold | sold | |
drink | drank | drunk | send | sent | sent | |
drive | drove | driven | shine | shone | shone | |
eat | ate | eaten | shoot | shot | shot | |
fall | fell | fallen | show | showed | shown | |
feel | felt | felt | shut | shut | shut | |
fight | fought | fought | sing | sang | sung | |
find | found | found | sit | sat | sat | |
fly | flew | flown | sleep | slept | slept | |
forget | forgot | forgotten | speak | spoke | spoken | |
get | got | got | spend | spent | spent | |
give | gave | given | stand | stood | stood | |
go | went | gone | steal | stole | stolen | |
grow | grew | grown | swim | swam | swum | |
hang | hung | hung | take | took | taken | |
have | had | had | teach | taught | taught | |
hear | heard | heard | tear | tore | torn | |
hide | hid | hidden | tell | told | told | |
hit | hit | hit | think | thought | thought | |
hold | held | held | throw | threw | thrown | |
hurt | hurt | hurt | understand | understood | understood | |
keep | kept | kept | wake | woke | woken | |
know | knew | known | wear | wore | worn | |
leave | left | left | win | won | won | |
lend | lent | lent | write | wrote | written |
CAREERS IN CIVIL ENGINEERING
(http://www.science-engineering.net)
Have a say in what the world will look like
How many jobs affect how our environment looks and works? For many civil engineers, it is the way they can change our surroundings and improve the lives of millions of people that draws them to the profession. They see whole projects through each stage from feasibility to design and implementation.
Help the developing world
For civil engineers, solving infrastructure problems in the developing world is just as demanding – and rewarding – as solving problems in the developed world.
They are needed after earthquakes, during droughts and at times of war, to help the local population rebuild or maintain the conditions that will keep them alive. If you have a real sense of adventure and a commitment to help those in the greatest need, you could join RedR, an organisation that sends volunteers to disaster areas all over the world. www.redr.org
International opportunities
Civil engineering offers unparalleled opportunities to work overseas. By becoming professionally qualified, you will be able to enter the international workplace and work abroad for the short or long term.
Job satisfaction
The major highlight for most civil engineers is the satisfaction of seeing tangible results of their hard work, from designing and constructing Heathrow Terminal 5 to rebuilding bridges in war torn Iraq. The infrastructure civil engineers create benefits society for many years to come.
For more information on studying Civil Engineering contact: The Institution of Civil Engineersat: www.ice.org.uk
CAREERS IN ELECTRONIC ENGINEERING
(http://www.science-engineering.net)
Electronics is fundamental to many of the things we take for granted today. Everything from mobile phones to aircraft and medical equipment relies on electronics, and it is difficult to think of any area of life that has not been affected by developments in electronics.
Technology, and particularly electronics, is developing at a more rapid pace than ever before. This makes the job of the Electronic Engineer both exciting and challenging, but it also means that there are great rewards for engineers, both in terms of remuneration and job satisfaction.
Earnings Potential
Graduates should expect to earn in the region of £18,000 +. This can rise to £40,000 and above with experience.
Finding a job in engineering
Many jobs are still obtained through the traditional method of advertising - in papers, on the Internet, in careers publications etc. Professional Engineering, the publication produced by Professional Engineering Publishing, offers on average 40 pages of engineering advertisements per fortnightly issue, the details are also found on their website: www.professionalcareers.net. The IMechE also produces 'Engineering Opportunities' an annual publication targeted at students and graduates, which lists companies offering employment and training programmes.
Career Benefits
The mechanical engineering professional can, and should, aim high in their career aspirations. The recent Engineering Council report identifies that engineers and scientists hold more than quarter of leading executive positions in FTSE 100 companies (as of 3 December 2001).
Here to help you
The IMechE is here to help you. At each university running IMechE accredited degrees there is an Academic Liaison Officer (ALO). They are there to help you with your questions, to give advice & provide knowledge. To find out whom the ALO is at your chosen university, email: education@imeche.org.uk. For further information about membership of the IMechE please contact the Membership department, tel: 0845 226 9191, email: membership@imeche.org.uk.
How to choose the right course and university
Mechanical engineering courses vary widely in content, assessment and teaching. Deciding which course to do is no easy task, but your choice can ensure your future career prospects are met. The basic mechanical engineering degree course includes certain core subjects - communication, drawing and computer aided design (CAD) and engineering, control, electrical machines and power, fluid mechanics, materials, stress analysis, thermodynamics and heat transfer, dynamics and vibration, electronics, manufacturing systems, measurement and instrumentation, statics and structures. Courses can also cover a number of other non-mandatory subjects, for example - business management, accountancy and IT. Contact your college careers office for further advice and information.
Here to help you
One of the original strategic aims of the Institution was to be the leading forum for the exchange of knowledge and expertise in the field of mechanical engineering. That is still what we strive to achieve today. The IMechE is here to help you.
A mechanical engineering degree is just the beginning. Most engineering students aspire to achieve chartered status (CEng), which is the highest professional engineering qualification. The IMechE is your route to chartered status as a mechanical engineer, and to world-wide recognition as a qualified engineer.
For further information about the possibilities for studying engineering in the UK and a career in mechanical engineering, call one of the friendly, knowledgeable staff on 0845 226 9191,or email: membership@imeche.org.uk, or take a look at the website: www.imeche.org.uk.
Author: Sara Richardson, Institution for Mechanical Engineers
The UK has more than 250 universities or specialist colleges offering over 40,000 higher education programmes. These are mainly degree and higher national diploma courses and are, to a large extent, what you go on to after school or FE college, aged around 17 to 19 and armed with A levels, GNVQ, Scottish Highers or some other equivalent. You can, however, leave it for a while and return to higher education later in your life.
Our economy needs more graduates and has invested massively in expanding the number and range of higher education courses. But it is so difficult to make the right choice! If you decide that higher education is for you - and it is a very sensible choice for a lot of bright people - make sure that you take the time and trouble to find a course and a university that match your personal requirements.
Remember: Higher Education can be (and usually is) one of the most exciting, rewarding and valuable periods of your life - but it is vital to do your research first!
Navigate the system. Get a feel of what is available and where. Why should you follow one course rather than another? Do you want to train for a specific career? Do you want to be on the coast or in a big city centre?
Ask - questions. And when you have the answers you need, ask more questions. An enquiring mind is a priceless asset! Use the web, e-mail, 'phone, fax…you could even go and talk to people face to face. Ask those around you: family, friends, teachers, careers advisers and so on. If you don't ask, you may never know.
Search - All universities have websites. All produce glossy prospectuses. Other people produce software and books containing valuable data. Search. Sift. Compare. Choose.
Apply - Most higher education providers in the UK - apart from the Open University - are part of the UCAS centralized applications system. You can apply on old-style paper or you can do it all electronically.
Ask questions! Before you choose a university!
Ask yourself - and anyone else whose opinion you value - the following questions:
1. Do I have a particular career in mind?
2. Am I seeking a higher education qualification as a requirement for initial entry to a specific profession?
3. Do I just want to chill out for a while, maturing gradually and developing my thought processes?
4. Is there a specific subject I want to explore thoroughly?
5. Do I want to develop my key skills?
6. Do I want to make myself generally more employable?
7. Do I want a clean break from my present circumstances and the chance to make a fresh start?
8. Do I want to study full-time / part-time / by distance learning, at home / away from home?
9. Can I afford it?
10. What are the alternatives?
These are not the sort of questions that have simple right or wrong answers. In fact, an answer which may appear right now might well look wrong (and vice versa!) when your personal circumstances change in, say, 10 years time. All you can hope to do is gather all the available evidence, weigh up all the pros and cons and make the decision which best relates to your current priorities and circumstances.
Student Life
Student life can be very rewarding, but it can also have its pitfalls.
Student Action Plan
If you are on the brink of choosing a degree course, this Action Plan will help you to make the most of your university years, even if you are not yet sure of your career.
In the future you will need the skills to manage a varied career and to be an effective learner. These are the skills which will allow you to develop and make use of your own individual strengths. They could easily be called "enabling skills" because they will enable you to be effective in managing your work and its relationship with the rest of life. They will put you in charge, instead of being at the mercy of your work.
The task is not impossible. There are simple things you can do to develop these Self-Reliance skills. The Action Plan lists a number of things suggested by employers and academics, which can be done to make the most of the opportunities which exist at university to develop these skills.
Increase your self-awareness
List your strengths and weaknesses. Use others to help. Continually update the list.
Actively seek feedback from colleagues, staff, close friends and family. Get outside your comfort zone!
Notice which experiences really motivate you. Write them down.
Make an effort to establish your values and underlying beliefs. You will not be comfortable if you do things which work against these values.
Gain relevant work experience
This could be through vacation work, gap year work, sponsorship through university or by choosing a sandwich course. Any work experience is useful. Customer-facing work is especially good.
If you can't get paid work, voluntary work is always available and can be just as useful.
If you already have some work experience, try to make your next job more focused on your intended career.
Use family and friends first, to find work. They are contacts you already have.
Small business experience is good. You may be given more responsibility, and there may be a wider variety of jobs to be done.
Spend occasional days work shadowing family and friends. This will help you explore many more options.
Think about what you have to offer your employer. This will enable you to "sell yourself" more effectively.
Develop skills for the workplace
They may be developed through the curriculum or in outside activities such as university clubs and societies.
Become involved in teams.
Take responsibility and initiative. Start something new, and lead it to completion.
Make different kinds of presentations to different kinds of audiences, including factual and persuasive presentations and, if possible, one to an audience hostile to your case.
Make the most of opportunities to travel. Practice a language. Take an interest in the local culture, even the economy or politics. Don't just sit on the beach!
Set aside opportunities to reflect on your learning
Use a learning log. Employers always look for evidence of skills learned. Seek support from colleagues.
Learn from both successes and failures. If an experience is painful, turn it into something positive by learning from it. Recognise your own reaction to failures and disappointments, so you can cope better in the future.
6. Use your contacts: develop the art of networking
Start with family and friends. They are an easily forgotten resource. Draw up a list of those who might be able to support you in your decisions or help you find vacation work.
When networking, ask people for advice. They are usually willing. Also ask them whether they know other people who might be able to help, and whether you can mention their name. Your network will expand, and all kinds of help may result.
Explore options
Don't sit in an academic oxygen bubble. Read a newspaper. Talk to people (questioning, listening, recording). Visit the careers service to look for vacation work. Use AIESEC and Student Industrial Society networks at university. Find out about the changing graduate job market. Visit careers fairs in the first or second year.
Turn research into action. Be proactive. Set objectives and do some "action planning".
Make the most of your final year project. It can be a route into employment.
Practice negotiation skills
Negotiations occur all the time. Practice negotiation skills and recognise all the opportunities to develop them in everyday life.
Recognise that negotiation within a long term relationship should aim for a "win/win" outcome.
Do something different
What will make you different from the other thousands of graduates? Perhaps you could learn an unusual language, take up a distinctive hobby or set up a new voluntary organisation.
10. Don't panic! You don't have to be perfect
Tackle this Action Plan in manageable chunks and review your progress regularly. You will find you can achieve a great deal over three or four years if you start now.
ALLOYS
An alloy is a mixture of two or more elements in solid solution in which the major component is a metal. Most pure metals are either too soft, brittle or chemically reactive for practical use. Combining different ratios of metals as alloys modifies the properties of pure metals to produce desirable characteristics. The aim of making alloys is generally to make them less brittle, harder, resistant to corrosion, or have a more desirable color and luster. Of all the metallic alloys in use today, the alloys of iron (steel, stainless steel, cast iron, tool steel, alloy steel) make up the largest proportion both by quantity and commercial value. Iron alloyed with various proportions of carbon gives low, mid and high carbon steels, with increasing carbon levels reducing ductility and toughness. The addition of silicon will produce cast irons, while the addition of chromium, nickel and molybdenum to carbon steels (more than 10%) results in stainless steels.
Other significant metallic alloys are those of aluminium, titanium, copper and magnesium. Copper alloys have been known since prehistory—bronze gave the Bronze Age its name—and have many applications today, most importantly in electrical wiring. The alloys of the other three metals have been developed relatively recently; due to their chemical reactivity they require electrolytic extraction processes. The alloys of aluminium, titanium and magnesium are valued for their high strength-to-weight ratios; magnesium can also provide electromagnetic shielding. These materials are ideal for situations where high strength-to-weight ratio is more important than material cost, such as in aerospace and some automotive applications.
Alloys specially designed for highly-demanding applications, such as jet engines, may contain more than ten elements.
CANALs
Canals are human-made channels for water. There are two types of canal:
1. Aqueduct (or water conveyance) canals that are used for the conveyance and delivery of fresh water, for human consumption, agriculture, etc.
2. Waterway canals that are navigable transportation canals used for carrying ships and boats loaded with goods and people, often connected to existing lakes, rivers, or oceans. Included here are inter-ocean canals such as the Suez Canal and the Panama Canal.
The word "canal" is also used for a city-canal in cities such as Venice, Amsterdam or Bangkok.
A ROBOTIC SPACECRAFT
A robotic spacecraft is a spacecraft with no humans on board, that is usually under telerobotic control. A robotic spacecraft designed to make scientific research measurements is often called a space probe. Many space missions are more suited to telerobotic rather than crewed operation, due to lower cost and lower risk factors. In addition, some planetary destinations such as Venus or the vicinity of Jupiter are too hostile for human survival, given current technology. Outer planets such as Saturn, Uranus, and Neptune are too distant to reach with current crewed spaceflight technology, so telerobotic probes are the only way to explore them.
Design
In spacecraft design, the United States Air Force considers a vehicle to consist of the mission payload and the bus (or platform). The bus provides physical structure, thermal control, electrical power, attitude control and telemetry, tracking and commanding. The "flight system" of a spacecraft into subsystems. These include:
- physical backbone structure (provides overall mechanical integrity of the spacecraft; ensures spacecraft components are supported and can withstand launch loads);
- command and data subsystem. (responsible for command sequence storage, maintaining the spacecraft clock, collecting and reporting spacecraft telemetry data (e.g. spacecraft health), collecting and reporting mission data (e.g. photographic images);
- attitude control subsystem (responsible for the spacecraft's orientation in space and the positioning of movable parts);
- telecommunication subsystem (includes radio antennas, transmitters and receivers which are used to communicate with ground stations on Earth, or with other spacecraft);
- electrical power subsystem (includes solar cells and a radioisotope thermoelectric generator, batteries for storing power and distribution circuitry that connects components to the power sources);
- temperature control and protection from the environment subsystem (includes mirrors and sunshades for additional protection from solar heating).
THE MILLENIUM BRIDGE (KAZAN)
The Millennium Bridge is a cable-stayed bridge that spans Kazanka River, in Kazan, Tatarstan, Russia. Its name originates from Kazan's thousand anniversary, widely celebrated in 2005 and the shape of its M-like pylon. The construction of the bridge began in 2004, the first part was ready in 2005 and the second part in 2007. The building cost was approximately 94 million euros. The bridge is 831 m long. The main part of this bridge is the 45-m pylon which looks like the letter ‘M’. This form originates from Meñyıllıq (Cyrillic: Меңъеллык), the Tatar for thousand years old, or its Latin variant Millennium. The roadway carries three lanes of traffic and a pedestrian walkway in each direction. The bridge connects Gorky park and Fatix Amirxan Avenue.
THE EXAMPLES OF ANCIENT ARCHITECTURAL STRUCTURES
(THE LIST OF ANCIENT ARCHITECTURAL RECORDS)
The list of ancient architectural records consists of record-making architectural achievements of the Greco-Roman world from 800 BC to 600 AD.
Dams
Domes
Roads
Roofs
Vaulting
– Конец работы –
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