- •Unit I
- •Language Work (I) If/when-clause (If/when I install …, it will result in … )
- •Put the verbs in brackets into the correct form.
- •Write a sentence with if/when … for each situation.
- •Answer the questions in the way shown.
- •Use your own ideas to complete the sentences.
- •Form verbs from the following words using the suffix – en and translate them: strength, broad, wide, tight, rough.
- •Translate the following international words without a dictionary. These words are often used in electronics.
- •Read and translate word-combinations starting from the first component.
- •Choose as many words from the table of ex. 1 as you can and form sensible sentences.
- •Specialist reading
- •Read the text “Semiconductors of n-type and p-type”. Mark the following sentences as true (t) or false (f).
- •Semiconductors of n-Type and p-Type
- •Complete the sentences with the correct ending according to the text.
- •Speaking
- •In groups describe semiconductors of n-type and p-type. Start your description like this:
- •Act as an interpreter. Translate the description of n-type and p-type- semiconductors given by your group mates from English into Russian.
- •Translate in writing another text about of n-type and p-type- semiconductors paying attention to new technical terms.
- •In Russian write a content-based summary of the text you have translated.
- •Translate this summary into English.
- •Language Work (II) If-clause (If I determined …, it would occur … )
- •I wish I determined…
- •(III) If-clause (If I had designed …, they would have set up … )
- •I wish I had designed…
- •Fill in the table.
- •Put the verbs in brackets into the correct form.
- •Write a sentence with if … for each situation.
- •Write your own sentences beginning I wish…
- •. Write sentences beginning I wish…
- •6. Put in wish(ed) or hope (d).
- •7. What do you say in these situations? Write sentences with I wish … would …
- •8. Are these sentences right or wrong? Correct them where necessary.
- •9. Put the verb into the correct form.
- •10. Translate the following international words without a dictionary.
- •Read and translate word-combinations.
- •Translate word-combinations.
- •Choose as many words from the table of ex. 1 as you can and form sensible sentences.
- •Specialist reading
- •Read the text “The p-n Junction”. Mark the following sentences as true (t) or false (f).
- •Fill in the gaps.
- •Read the text “The p-n Junction“ again in your memory and answer the questions.
- •Speaking
- •Text b Joining p- and n-Type Germanium
- •Make a summary in Russian of the text you haven’t read.
- •Serve as a simultaneous interpreter of the summary stated above. Unit III
- •Language Work Forms of Participles
- •Predicative Constructions with Participles The Objective Participial Construction
- •The Absolute Participial Construction
- •The Prepositional Absolute Participial Construction
- •The Prepositional Absolute Participial Construction
- •Match the English sentences with their Russian equivalents. Define the forms of participles (Present/Past/Perfect/Active/Passive).
- •2. Translate the following sentences paying attention to Participle I.
- •3. Translate the following sentences paying attention to the ways of translation of –ing-forms.
- •4. Translate paying attention to the ways of translation of -ed-forms.
- •Change the complex sentences given below according to the examples and translate them into Russian.
- •Choose the sentences with Participle I from the ones given below and translate them.
- •Analyse the following examples and translate them.
- •Read and translate the following international words paying attention to suffixes and prefixes:
- •Fill in the table.
- •Read the following words. What Russian words with analogue meaning do they resemble?
- •Form nouns of the following adjectives with the help of suffix -th and translate them.
- •Form nouns of the following adjectives with the help of suffix -ness and translate them.
- •Translate
- •Starting from the second component
- •Read and translate
- •Translate the following word-combinations. Compare the word-order in English with that in Russian:
- •Match the following sentences with their translation:
- •Choose a correct modal verb.
- •Specialist reading
- •Read the text “The Forward-Biased p-n Junction” only once. How much can you remember? Answer these questions without additional reading.
- •Study the text and translate the following:
- •Say word-combinations in bold in turn. Each next student repeats the word-combinations of the previous ones. The last student repeats everything.
- •Fill in the gaps.
- •Speaking
- •In Russian write a content-based summary of the text you have translated.
- •Make a reverse written translation (from Russian into English) of your summary.
- •Find more information about different types of junctions and tell your group mates. Unit IV
- •Language Work Forms of the Gerund
- •Gerundial Construction
- •1. Match the English sentences with their Russian equivalents. Define the forms of the Gerund (Indefinite/Perfect/Active/Passive). Analyze the methods of translating the Gerund.
- •2. Translate paying attention to the ways of translation of –ing forms.
- •Translate paying attention to the ways of translation of –ing and -ed forms. Robot Building
- •Translate. Use: то, что, того, что, что, чтобы, который, etc. Where possible.
- •Fill in the table.
- •Read the following words. What Russian words with analogue meaning do they resemble?
- •Translate starting from the first component
- •Match the English variant with Russian equivalents.
- •Read and translate.
- •Translate paying attention to the Infinitive Construction.
- •Match English and Russian equivalents.
- •Specialist reading
- •15. Study the text and translate the following:
- •Look at the English variant of the words of the previous exercise for 30 seconds, divide into three groups and see which group can remember more.
- •Complete the following sentences.
- •Speaking
- •22. In Russian write a content-based summary of the text you have translated.
- •23. Make a reverse written translation (from Russian into English) of your summary.
- •24. Find more information about the operation of different devices and tell your group mates.
- •The Complex Subject
- •The Complex Subject
- •1. Fill in the table.
- •2. Here are some suffixes to make an adjective. Translate them into Russian.
- •4. Divide the words into four columns according to their part of speech (verb, noun, adjective, adverb).
- •5. Put in the missing words, using the words from the table above:
- •6. Choose the appropriate English equivalents.
- •7. Read and translate word-combinations starting from the first component:
- •8. Translate the following sentences into Russian, paying attention to the Infinitive.
- •9. Translate the following sentences into Russian paying attention to the Infinitive.
- •10. These two sentences have a different structure but the same meaning. Change the structure of the sentences below so as to keep their meaning unchanged.
- •12. Choose the appropriate equivalents.
- •13. Translate the following sentences paying attention to the Infinitive.
- •15. Choose the correct translation for the underlined part of the sentence.
- •16. Match the beginnings of the sentences with their ends. Pay attention to the verbs used with the Complex Subject.
- •17. Choose the sentences with the Complex Subject, translate them into Russian.
- •18. Match the following sentences with their translation.
- •19. Choose as many words from the table оf ex. 1 as you can and form sensible sentences with the Complex Object/Subject.
- •Specialist reading
- •20. Read the text “Junction Transistors” only once. How much can you remember? Answer these questions without additional reading.
- •If you failed try to answer these questions again after doing the exercises given below the text.
- •21. Read the text again and complete the sentences.
- •Speaking
- •24. Divide into 2 groups. Group 1 translates Extract a and group 2 – extract b of the text with a dictionary in writing.
- •The Transistor
- •Of Interest: Reflector-Satellites
- •Unit VI
- •Language Work
- •1. Fill in the table.
- •2. Divide the words into four columns according to their part of speech (verb, noun, adjective, adverb).
- •3. Choose the appropriate equivalents.
- •4. Put in the missing words, using the words from the table above:
- •5. Match the words with the opposite meaning.
- •6. Cross out the odd word. All the words in the line should belong to one part of speech.
- •7. Read and translate the following word-combinations.
- •8. Read and translate word-combinations starting from the first component.
- •9. Match the following word-combinations with their translation.
- •10. Explain why these things happen. Remember that to is never used after let and make in the Active Voice.
- •11. A) What do these people want others to do for them? Fill in the table. Remember that The Complex Object is translated into Russian beginning with words чтобы, что, как.
- •12. These two sentences have a different structure but the same meaning. Change the structure of the sentences below so as to keep their meaning unchanged.
- •13. Restore the original sentences.
- •14. Translate the sentences into English paying attention to the Complex Object.
- •15. Replace the following group of sentences by a sentence with a for-phrase subject.
- •16. Complete the following sentences by adding for-phrases to them.
- •Specialist reading
- •18. Read the text “Integrated Circuits” and fill in the table.
- •Ic holders (dil sockets)
- •Static precautions
- •19. Read the text again and complete the sentences.
- •Speaking
- •21. Work in pairs. Make up a dialogue, using the following questions and answers.
- •23. Divide into 2 groups. Group 1 translates Extract a and group 2 – extract b of the text “What Is an Integrated Circuit” with a dictionary in writing.
- •Unit VII
- •Language Work Modal Verbs
- •1. Fill in the table.
- •2. Put in the missing words, using the words from the table above.
- •4. Divide the words into four columns according to their part of speech (verb, noun, adjective, adverb).
- •Make up nouns of the following verbs:
- •Give the opposite to:
- •6. Choose the appropriate English equivalents.
- •7. The students are at the seminar on metal technology. Listen to their discussion and learn what properties copper has and where it can be used. Insert the appropriate modal verbs.
- •9. Complete the dialogues using the phrases for asking and giving permission.
- •10. Find words formed from the first word in the line.
- •11. Restore the original sentences.
- •12. Say what these people could do in the past.
- •13. Give advice to your friend in the following situations. Use the modal verb should.
- •14. Use the following statements in the past and future.
- •15. Ask your scientific supervisor to explain what can happen to these engineering materials.
- •16. Your partner is an Instructor in the lab. Ask him if you may perform the following actions. Work in pairs.
- •17. Your friend wanted to do a lot of things at the practical class yesterday. Ask him if he was allowed to do all of them.
- •18. Discuss with your friend which of these things may be done.
- •19. Translate the following sentences from Russian into English.
- •20. Choose as many words from the table оf ex. 1 as you can and form sensible sentences, using Modal Verbs.
- •Specialist reading
- •If you failed try to answer these questions again after doing the exercises given below the text.
- •Speaking
- •25. Divide into 2 groups. Group 1 translates Extract a and group 2 – extract b of the text “Welding” with a dictionary in writing.
- •Unit VIII
- •Language Work The Article (a/an; the)
- •Remember!
- •Word-substitutes
- •Correct the sentences where necessary. Some of these sentences need a/an.
- •Complete the sentences using the following. Use the where necessary.
- •Fill in the gaps with articles a/an, the where necessary.
- •Translate the sentences from Russian into English. Mind the usage of articles.
- •Use set expressions given in the grammatical table above to complete the following sentences.
- •Find sentences where that (those) are in the function of word-substitutes.
- •Translate the following sentences in writing paying attention to the translation of the word that.
- •Read the text. Is it obligatory to translate the word ones? Design by Computer
- •Translate the sentences into Russian paying attention to the meaning of the word one.
- •Translate the sentences. Mind the words that, one, those.
- •Specialist reading
- •Intrinsic Silicon
- •Read the text about intrinsic silicon. Mark the following sentences as true (t) or false (f).
- •New, Unusual Semiconductor is a Switch-Hitter
- •Work in groups. Group 1 summarize everything that you know about semiconductors. Group 2 the same about computers.
- •Give interesting facts that you know in the sphere of physics, electronics, mathematics etc. Your group mate will act as an interpreter from Russian into English.
- •Text b Communicating Through the Earth Part II
- •In Russian write a content-based summary of the text you have translated.
- •Make a summary translation of the text you haven’t read.
- •Make an oral summary in English of the whole text.
In Russian write a content-based summary of the text you have translated.
Translate this summary into English.
Share your ideas about themes mentioned in the texts above. Try to add more information on N-type and P-type semiconducting using professional magazines, the Internet etc. and tell your group mates.
UNIT II
If |
+ |
Past Simple |
+ |
Future in the Past |
|||
I/we/you/they he/she/it |
introduced /installed/lost |
I/we/you/they he/she/it |
would |
part/conclude /note |
|||
THE P-N JUNCTION |
Language Work (II) If-clause (If I determined …, it would occur … )
or
Future in the Past |
+ |
if |
+ |
Past Simple |
|||
I/we/you/they he/she/it |
would |
part/conclude /note |
I/we/you/they he/she/it |
introduced /installed/last |
|||
For example:
If I doped donor atoms at one end and acceptor atoms at the other end of a silicon crystal, it would have both P-type and N-type regions and there would be a junction between them.
If free electrons and holes moved in a controlled manner, they wouldn’t wander freely in the lattice.
I wish I determined…
wish + Past
For example:
I wish I measured these parameters more carefully.
(=I don’t measure them carefully)
I wish I could gain higher results. (I can’t)
Remember:
If I were/if I was
I wish it were/I wish it was
For example:
If I were you, I would correct this test. or If I was you, …
I wish it were possible.
(III) If-clause (If I had designed …, they would have set up … )
If |
+ |
Past Perfect |
+ |
Future Perfect in the Past |
|||
I/we/you/they he/she/it |
had introduced/ had installed/ had lost |
I/we/you/they he/she/it |
would |
have parted/ have concluded/ have noted |
|||
or
Future Perfect in the Past |
+ |
if |
+ |
Past Perfect |
|||
I/we/you/they he/she/it |
would |
have parted/ have concluded/ have noted |
I/we/you/they he/she/it |
had introduced/ had installed/ had lost |
|||
For example:
If I had determined a fault, I would have corrected it. (but I didn’t determine it)
If one region had lost a positive charge, the other region would have gained it. (but it didn’t lose a positive charge)
I wish I had designed…
wish + Past Perfect
For example:
I wish I had constructed my replica. I would have used it now. (but I didn’t construct it)
I wish I had corrected some measurements in my laboratory work. I would have obtained a higher result. (but I didn’t correct them)
Wish
1. Wish somebody something, but hope somebody do something.
For example:
I wish you an easy test.
I hope you get perfect results in your mathematical test.
2. Wish + Past (We regret something. The meaning is present.)
For example:
I wish you didn’t reach critical values. (you reach them)
Mike’s going to overcome all difficulties. I wish I was going too.
Wish + Past Perfect (we regret about something in the past)
For example:
I wish I had simulated this object with the help of a new computer. (I didn’t simulate)
I wish I hadn’t replaced parts in the machine. (I replaced)
3. I wish I could (do something) = I regret that I cannot do it.
For example:
I’m sorry I can’t help you. I wish I could calculate the resistance in this task. (but I can’t)
I wish I could have (done something) = I regret that I could not do it.
For example:
I heard you bought a new computer. I wish I could have gone to look at it. (but I couldn’t go)
4. I wish (somebody) would (do something)
(we would like something to happen)
For example:
I wish my computer would outstrip my friends’ ones.
I wish somebody would help me to measure current in my laboratory work.