63

KHARKIV NATIONAL UNIVERSITY OF RADIO ELECTRONICS

ENGLISH FOR RADIO

ENGINEERING
STUDENTS

YEAR 1

Харків: ХНУРЕ
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English for Radio Engineering Students. Year 1 /Укладачі: Сукнов М.П., Сторчак
О.Г., Мельник С.С., Новіков О.В., Семенець Е.І., Чепелєва М.А., Беркутова Т.І.,
Губарєва О.С. –, 2020. – 222 с.
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UNIT 1
WHAT IS ELECTRONICS?

The objective of the lesson is to develop speech competences on the topic of electronics.
The tasks of the lesson are:
- to learn the vocabulary for electronics;
- to understand opinions, gist, main points, specific information of utterances and elicit meaning
from the context;
- to hold business communication about electronics;
- to ask and answer questions about electronics;
- to create the right impression when talking to a business partner.

VOCABULARY BANK

Read the given words/word combinations, elicit and explain their meanings (if necessary, look
them up in the dictionary):

1 a boom barrier 32 computer-aided design

2 a cockpit controller 33 Electronic Control Unit
3 a further step 34 emission
4 a missile launching system 35 entertainment
5 a radiotelephone system 36 generation
6 a real coming of age 37 germanium
7 a semiconductor 38 huge
8 a smart grid system 39 measuring humidity
9 a sophisticated weapons system 40 optical playback
10 a supercomputer 41 portable infotainment
11 a transistor 42 power consumption
12 a valid distribution of 43 reception
13 a valve 44 silicon
14 a video signal 45 storage of information
15 a window regulator 46 tiny
16 an advanced sophisticated instrument 47 traction control
17 an anti-lock braking system 48 transmission
18 an audio signal 49 to be applicable to
19 an electromagnetic wave 50 to be assembled
20 an electron 51 to be deeply affected
21 an electronic circuit 52 to be evolved from
22 an electronic system 53 to convey a signal
23 a healing purpose 54 to determine the altitude
24 a layer 55 to extract information from
25 an image 56 to have a great scope
26 an integrated circui 57 to make smth possible
27 airbag control 58 to pave the way to
28 broadcasting 59 to shape the world
29 cellular 60 to solve a wide range of problems
30 control 61 to speed up
31 communication 62 to use little power
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STARTER.
1. Electronics is about electrons. Do you agree it is about the ways we use electrons to do and make
useful and interesting things?
2. Why does electronics make a big difference to all our lives?

PRE-READING TASK
1. Without electronics, our lives would be less comfortable, less safe, less interesting and less fun. Or
do you disagree? Talk about it with other students.
2. What do you think electronics deals with?
3. Where can electronics be applied in people’s everyday life?

READING 1
Task 1. Read Article A quickly and match the headings to the paragraphs:
a) Parts of electronic circuits
b) Application of electronics
c) Electronics in people’s life

Task 2. Read Article A again, and decide if the following statements aretrue (T) or false (F).
Correct the false ones:
1. Electronics belongs to the Exact Sciences.
2. Electrons impact the storage of information.
3. The electronic system is a part of a control system.
4. Semiconductors are the core of an image.
5. Semiconductors are made from transistors.
6. Military systems are commercial products.
7. Productivity depends on electronic devices.
8. Computer-aided design is a result of electronics.

Electronics is a branch of engineering and physics. It deals with the emission, behavior, and effects of
electrons forthegeneration, transmission, reception, and storage of information. This information
can be audio signals in a radio, images (video signals) on a television screen, or numbers and other
data in a computer. Electronic systems are important in communication, entertainment, and control
systems.
Electronic circuits consist of interconnections of electronic components, at the heart of which are
semiconductors. Transistors, which are made of silicon or germanium, are made from
semiconductors.
Commercial products range from cellular radiotelephone systems and video cassette recorders to
high-performance supercomputers and sophisticated weapons systems. In industry, electronic
devices have led to dramatic improvements in productivity and quality. For example, computer-aided
design tools facilitate the design of complex parts, such as aircraft wings, or intricate structures, such
as integrated circuits.

Task 3. Find the topic sentences in each paragraph and compare them with a partner. Do you
have the same key sentences or the different ones? Explain your choice.

Task 4. Read the text again and find:

a) verbs in the Present Simple Tense;
b) words denoting branches of industry or science;
c) nouns in plural forms
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POST-READING TASKS
Task 5. Translate the bold words from English into Ukrainian and make up sentences of your
own using them. Compare your sentences with your partner’s. Are they similar or different?

Task 6. Fill in the correct preposition(s), make up sentences using the completed phrases:
1 devices have led --------- dramatic improvements ---------- productivity
2 are made ----------- semiconductors
3 range ---------- video cassette recorders ----------- high-performance sophisticated weapons systems
4 a branch ----------- engineering and physics
5 ---------- the heart ----------- semiconductors
6 electronic circuits consist --------- interconnections ------------- electronic components
7 audio signals ----------a radio
8 effects --------- electrons --------- the generation, transmission, reception, and storage ---------
information
9 which are made ----------- silicon or germanium
10 video signals----------- a television screen

Task 7. Make up a dialogue on Article A using the phrases from Functional Language given
below. Make sure to sound polite and natural.

FUNCTIONAL LANGUAGE
Phrases expressing agreement:
I completely/absolutely agree with you
There is no doubt about it that…
I couldn’t agree more
That’s so true
Absolutely
Exactly
Definitely/ Sure/Surely/Certainly/Of course
You are absolutely right
Yes, I agree
I don’t think so either
I think so too
That’s a good point
That’s just what I was thinking
Phrases expressing partial agreement:
I agree up to a point, but…
You could be right
That’s true but…
It sounds interesting, but…
I see your point, but…
I’m not so sure about that
That seems obvious but…
It is not as simple as it seems
That is not necessarily so
Well, you could be right
Phrases expressing disagreement:
I cannot share this view
I totally/absolutely disagree
No way (sl)
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That’s not the same thing at all
I’m sorry to disagree with you but…
Yes, but don’t you think…
It’s out of the question
I’m afraid I have to disagree
What I object to is….

Task 8. Match the words in the left column to their definitions in the right column:
1 a circuit a of or relating to cellular phones
2 sophisticated b the quality or fidelity attained in receiving
radio or television broadcasts under given
circumstances
3 transmission c a mental representation, ideal, conception
4 storage d a measure of the number of electrons emitted
by the heated filament or cathode of a vacuu
tube
5 cellular e a scarce, metallic, grayish-white element,
normally tetravalent, used chiefly in transistors
6 silicon fcombining or coordinating separate elements
so as to provide a harmonious, interrelated
whole
7 a supercomputer g the broadcasting of electromagnetic waves
from one location to another
8 integrated h designating an electronic apparatus using
audio frequencies
9 germanium i an act or instance of going or moving around
10 an image j a unit of charge equal to the charge on one
electron
11semiconductor kcomplex or intricate, as a system, process,
piece of machinery, or the like
12 reception l capacity or space for storing
13 emission m a nonmetallic element, having amorphous
and crystalline forms used in steelmaking,
alloys
14 a transistor n a basic component of various kinds of
electronic circuit element used in
communications, control
15 an electron o a very fast, powerful computer, used in
advanced military and scientific applications

Task 9. Choose the correct word in the following sentences:

1. Transistors/inductors are the key component in electronics.
2. They consist of three layers of silicon semiconductor/superconductor.
3. Allelectronic/electrical systems consist of input, a processor and output, and usually memory.
4. The input receives/resists and converts information while the output converts and supplies
electronically processed information.
5. The memory may not be present in simple systems. But its function is the storage/transmission of
information for the processor.
6. Continual developments in electronics give us increased reliability /recovery in electronic devices.
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7. Electronic equipment controls microprocessors/microwaves in. for example. weapons systems,
cellular radiotelephone systems and domestic appliances.
8. Electronic devices have improved our lives by providing high quality communication/combination
and entertainment.

LISTENING

Task 1. Watch the video https://www.youtube.com/watch?v=sPYpC0gX9Mk and

complete the sentences:
1. Electronics is the science of how to electric energy.
2. Electronic deals with electrical that involve active _components.
3. Electronics deals with passive components and technologies.
4. The behavior of active components and their ability to control electron
makes amplification of weak signals possible.
5. Electronics is widely used in information processing, telecommunication, and
processing.
6. The ability of electronic devices to act as makes digital information processing possible.
7. Interconnection technologies complete functionality and the mixed
components into a regular working system.
8. Electronics is distinct from electrical and science and technology, which deal with
generation, distribution, , and conversion of electrical energy.
9. The invention of the made electrical of weak radio signals and audio signals
possible with a non-mechanical device.
10. Most electronic devices use components to perform electron control.
11. The study of semiconductor devices and related technology is considered a branch of
physics.
12. The design and connection of electronic to solve practical come under
engineering.

Task 2. Match English words and combinations to their Ukrainian equivalents, compare them
with a partner and make up sentences:
1 an electron flow a фізика твердого тіла
2 electronics b функціональність
3 electrical circuits c вимикачі
4 a vacuum tube d технологія пакування
5 circuitry е плати
6 supplemented f радіотехніка
7 nonlinear g електроніка, радіотехніка
8 amplification h потік електронів
9 switches i вакуумна трубка
10 circuit boards j створення
11 packaging technology k схема
12 radio technology l посилення
13 solid-state physics нелінійний
14 functionality n доповнені
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15 generation електричні схеми

Task 3*. Use the word in brackets to form a word which best fits in the sentence.
1. The weak audio signal entering a radio is by the thus making it audible. (AMPLIFY)
2. Computer games are just one example of electronic systems being used for (ENTERTAIN) of
mobile.
3. Due to developments in mobile telecommunications systems. A new phone is now available.
(GENERATE)
4. IC stands for circuit. (INTEGRATE)
5. Computer software is if it does what the manual says it should. (RELY)
6. One area of electronics is concerned with the of information. (STORE)
7. The of signals to satellites is made by microwaves. (TRANSMIT)
8. A computer chip is capable of holding vast amounts of information. (STORE)
9. of speech was first carried out through of the amplitude of a radio signal. (TRANSMIT,
MODULATE)
10. In a laser, energy is released in the form of light. (EMIT)

READING 2
ADVANCES OF ELECTRONICS

PRE-READING TASK
1. What do you think electronics controls?
2. Why were sophisticated devices necessary during the Second World War?
3. How did people’s lives change due to the appearance of television and computers?

READING
Task 1. Read Article B below. Choose from (A-H) the one which best fits each space (1-6). There
are two choices you do not need to use.

Electronics is the branch of science which controls electricity in order to convey a signal using
semiconductor materials. These signals represent numbers, letters, sounds, pictures, computer
instructions or other information. Radio systems were developed to read and understand these signals
and in 1920 radio broadcasting started, (1) to travel long distances.
More sophisticated devices were needed during the Second World War and the invention of radar
(Radio Detection and Ranging) represented a further step in electronics, making it possible to
determine the altitude, direction and speed of moving and fixed objects.
The invention of television in the 1920s was one of the (2) and it showed the importance of
electronics in certain branches of industry. For the first time in history it became possible to transmit
images and sound over wire circuits.
The first computer appeared in 1946. This machine, (3) , was built over a period of three years
by a team of American scientists working at the University of Pennsylvania. It was a huge machine
weighing almost 50 tons.
The first transistor was assembled in 1957 by a team of scientists working at the Bell Laboratories in
the U.S.A, and it was a real coming of age in the science of electronics (4) . Transistors are
very small, easy to handle, cheap, and they use little power.
The silicon chip – which followed the transistor in the 1960s – can contain up to several thousand
transistors (5) beneath the surface. It is really tiny (usually less than one centimeter square
and about half a millimeter thick) and it has paved the way to microelectronics.
Electronics has influenced and improved the way information is stored, processed and distributed.
Social and personal life (6) by these inventions and many financial, business, medical,
education and political routines have been speeded up.
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Apacked and interconnected in layers

B changed a lot since the late inventions
C although nobody knew how dangerous it is
D making it possible for electromagnetic waves
E most revolutionary and popular inventions in history
Fhas been deeply affected
G because it replaced the use of valves
Hwhich could solve a wide range of computing problems

Task 2. Read Article B again, complete the table and compare it with a partner:
Invention Year Function
read and understand
electronic signals
Radar
1920s

POST-READING TASKS
Task 3. Match the given words and word combinations on the left to their synonyms on the
right:
1 a branch of science to send (transmit) a motion
2 a further step b showing
3 a huge machine c to decide (to fix the position of) the elevation
4 a team of scientists d motions, signals
5 a wide range e strata
6 broadcasting f the next action
7 layers g to advance, to update, to bring forward
8 tiny h to spread the course (road)
9 to convey a signal i to broadcast pictures
10 to determine the altitude j a part of discipline
11 to pave the way k a group of researchers
12 to speed up l an enormous device
13 to transmit images m a broad variety
14 waves n very small

Task 4. Complete the text about electronics by choosing an appropriate word from the box to fill
in the gaps:
*resistors *capacitors *integrated *circuits *diodes *devices *semiconductor *silicon
*transistors *integrated *electrons

Electronic circuits are built from basic components. (a) are the most important components.
They can be used to amplify the strength of a signal by converting a weak signal into a stronger one Or
to switch other circuits on or off (b) reduce the flow of (c) _ through the circuit, adding
resistance to that circuit. (d) function as electronic valves allowing current to flow in only
one direction. (e) store electricity in order to smooth the flow. They can be charged and
discharged. The two most common capacitors are ceramic and electrolytic. Most electronic devices use
(f) (IC) or microchips. Inside an IC is a very small piece of (g) _ with circuits built in.
Today, semiconductors are usually made of (h) which is cheaper and easier to manufacture
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than (i) . Researchers are constantly trying to reduce the size of transistors to reduce the size
of (j) .

Task 5. Complete the table with the appropriate parts of speech:

Verb Person Abstract Noun Adjective
active
amplify
emission
entertain
extraction
generator
integrated/integrative
receive
recovery
reliable
store
transmission

Task 6. Look at the information below and be ready to dwell on it:

Example: The development of microelectronics has had a key influence on the electronics industry.
Electronic components are supposed to deliver higher performance, while electronic circuits continue
to take advantage of miniaturization.

Features of electronic circuits

*modulation *radio wave *generation *amplification *information
extraction *electronic processing *demodulation *audio signal
*recovery

Electronic components
*inductor capacitor *energy *valve (BrE)
*vacuum tube (AmE) *transistor *active generator
*passive transducer *battery *absorb *diode resistor

Influence
*storage capacity *increased reliability *device size *fidelity
*high speed *storage system *digitization
*manufacturing cost *ultrahigh image definition

LISTENING

Task 1. Watch the video https://youtu.be/s3vpH3A_eTA and answer the following

questions:
1. What does electronics consist of?
2. What is an electronic device?
3. What gives electronic current?
4. What does electronics fall down?
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5. Who are those people who contributed to electronics greatly?
6. What are the advantages of electronics?

Task 2. Read the text below and decide which answer (A, B, C or D) best fits each gap.
The Electronics Industry
The (1) industry creates, designs, produces, and sells devices such as radios, televisions,
stereos, video games, andcomputers, and components (2) as semiconductors,
transistors, and integrated circuits. In the second half of the 20th century, this industry had two major
(3) . Firstly it transformed our lives in factories, offices, and homes; secondly it emerged as
a key (4) sector. Specific advances (5) :
* the development of space technology and satellite communications;
* the revolution in the computer industry that led (6) the personal computer;
* the introduction of computer-guided (7) in factories;
*systems for storing andtransmitting data electronically;
* radio systems to automobiles, ships, and other vehicles;
* navigation aids for aircraft, automatic pilots, altimeters, and radar for traffic (8)
.
1 A electronic B electronical C electronics D electronized
2 A such B so C similar D like
3 A impact B meaning C influences D investments
4 A economical B economic C economics D economized
5 A includes B comprises C consist D include
6 A in B to C into D back
7 A vehicles B robots C machines D staff
8 A control B discipline C organization D formation
Task 3. Match the words in the left column to their definitions in the right column:
1 a device a a microwave system for detecting objects and
determining their distance, direction, heading, speed,
and other characteristics. Signals from the transmitter
are reflected back to the transmitter site by the object,
and the reflection (sometimes along with the
transmission) is displayed on a cathode-ray screen
2 a radio b an artificial object sent into orbit around the earth or
another planet
3 television C an electromechanical device or system capable of
reliably performing complex and/or
repetitive tasks. It can be controlled by a human
operator or by a computer
4 a stereo d 1. The transmission and/or reception, via
electromagnetic fields, wire cable, and/or fiberoptic
cable, of images, usually with sound. 2. A system for
receiving signals. 3. Video programs or data, with or
without sound, transmitted via electromagnetic fields,
wire cable, and/or fiberoptic cable
5 a video game the skill or the process of planning a route for a ship
or other vehicle and taking it there
6 a computer f the science and art of using and developing electronic
equipment and processes for the transmission and
reception of information
7 space division g 1. A simple or complex discrete electronic
component. 2. A subsystem used as a unit, and regarded
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as a single component
8 technology h an instrument for showing height above sea level
used especially in an aircraft
9 a satellite i a device or machine for performing
mathematical operations on data, and producing
the results as information or control signals
10 communications j a game, such as football, basketball, slot machine, tic-
tac-toe, etc., played on the screen of a television
receiver or on a computer
11 a robot k scientific knowledge used in practical ways in
industry
12 navigation l general term for a two-channel high-fidelity audio
reproduction system
13 radar m a method of data transfer in which different paths are
used for the transmission of different signals
14 an altimeter n wireless electrical communication, i.e., by means of
electromagnetic waves

SPEAKING. Make up a dialogue using the lexis from the text above and act it out with a
partner.

Task 4. Make up a dialogue using the lexis from the text above and act it out with a partner.

Task 5. Match antonyms to the words from the left column:

1 a key factor to demolish, to break, to ruin
2 personal b to deny, to cancel, to withdraw
3 space c to fall behind, to neglect, to delay
4 wireless d a minor reason
5 to create e to hide, to decrease, to abandon
6 to design f to preserve, to remain, to endure
7 to emerge g connected, wired
8 to lead h widespread
9 to produce i to wreck, to destroy, to finish
10 to transform j to land

PRE-READING TASK
1. The applications of electronic engineering cover almost every aspect of modern life. Make a list of
applications of electronic engineers and compare it with other students. Is the list similar? Is it
different? What do you think makes them different?
2. How does a person’s experience influence his choice?
3. Have you ever watched electronics being used in medicine or industry? Share your experience.

READING
Task 1. Read Article C quickly and match the headings to the paragraphs:
a) Meteorological and Oceanographic
b) Industrial Electronics
c) Automotive (Automobiles)
d) Medical applications
e) Defence and Aerospace
f) Consumer Electronics
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APPLICATIONS OF ELECTRONICS

1. ---------------
This industry is the most applicable to the common people. Consumer Electronics are devices and
equipment meant for everyday use. This is again categorized as:
* Office Gadgets such as calculators, Personal computers, Scanners and Printers, FAX machine, Front
Projector etc.
* Home appliances such as Washing Machine, Refrigerator, Air Conditioner, Microwave Oven,
Vacuum Cleaner etc.
* Audio and Video Systems such as Headphone, VCRs, DVD players, Color TVs, Microphone and
Loudspeaker, Video game consoles.
* Advanced Consumer Devices such as Setup Box, ATM, Dishwasher, Smart Phones, PDA (personal
digital assistant), Barcode Scanners, POS terminals.
* Storage Devices for optical playback and taping, and portable infotainment. Examples are DVDs,
HDD jukebox, Portable MP3 player.

2. ---------------
This industry is powerful in making real-time automation which includes:
Industrial automation and motion control, Machine learning, motor drive control, Mechatronics and
robotics, Power converting technologies, Photo voltaic systems, Renewable energy applications,
Power electronics, and Biomechanics.
Smart grid systems
Smart electric systems collect information from the communication technology and react accordingly
based on power consumption. It is an application of intelligence, computing, and networked
electricity systems.
Smart grid systems are digital system based on two-way communication with interactive sensors
adjusted to self-monitoring and debugging and containing valid distribution of electricity.
Industrial automation and motion control
Machines are replacing humans these days with increased productivity, time and cost. Moreover,
safety is also considered for unmanageable works. Hence to delegate the human’s automation has
become the preferable choice for industries.
Image processing
3D world has been evolved from a single or multiple 2D images. Various algorithms are developed to
extract 3D information from 2D patterns. Moreover, image processing has involved in computer
graphics, Artificial intelligence, Robotics for navigation, Inspection and Assembly, Computer Vision
for Face and gesture recognition, Virtual reality, medical analysis.

3. ---------------
Advanced sophisticated instruments are being developed for data recording and physiological
analysis. They are proven to be more useful in diagnosing diseases and for healing purposes. Some of
the medical devices and equipment used are:
* Stethoscope to listen inner sounds happening inside the human or animal body.
* Respiration Monitors for knowing the patient condition due to change in body temperature, pulse,
respiration and blood flow.
* Defibrillator causes electrical shock to heart muscles and brings backs the heart to the normal
working condition.
* Glucose meter for measuring sugar levels in the blood.
* Pace Maker for reducing and increasing the count of the heart beat.

4. ---------------
Environmental monitoring is done through various sensors and Automatic weather stations. Some of
them are:
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* Barometer for predicting the weather is good or bad. It gives atmospheric pressure level as an
indication. If pressure level is high, weather is good and if pressure is low, it means the weather is bad.
* Anemometer measures the wind speed and wind direction.
* Tipping Bucket Rain gauge for measuring the rainfall periodically stored in the Automatic weather
station such as Datalogger.
* Hygrometer measuring humidity.
* Drifter Buoymeasures current, temperature, and pressure levels in the ocean
* Data logger for storing the data collected from various sensors like humidity, temperature, wind
speed and direction, solar radiation, Rain scale.

5. ---------------
Defence and Aeronautical applications include: a) missile launching systems; b) rocket launchers for
space; c) aircraft systems; d) cockpit controllers; e) military radars; f) boom barrier for military
applications.

6. ---------------
This industry provides a great variety of electronics application in: a) anti-collision units; b)
infotainment consoles; c) anti-lock braking systems; d) cruise control; e) traction control; f) window
regulators; g) Electronic Control Unit (ECU); h) airbag control.
Thus, electronics is having a great scope and without electronic gadgets our daily lives cannot
happen. Technology is advancing quickly in the field of semiconductors and upgraded electronic
applications will shape the world.

Task 2. Read Article C again and find synonyms to the following words in it:
a) a device – b) to form – c) weapons – d) ordinary –
e) routine – f) different – g) velocity – h) war –
i) kept – j) forecast – k) tools – l) universe –
m) expenditure – n) energy – o) valid – p) fixing –
Task 3. Read the text again and write out:
a) international words;
b) weather related words;
c) medical terms.

POST-READING TASKS
Task 4. Fill in the correct preposition(s), make up sentences using the completed phrases:
1 devices and equipment meant ----------------everyday use
2 a great variety --------------- electronics application ---------------
3 rocket launchers ---------------- space
4 data collected --------------- various sensors ---------------- humidity
5 applicable --------------- the common people
6 boom barrier --------------- military applications
7 image processing has involved ---------------- computer graphics
8 knowing the patient condition --------------------------------- change in body temperature
9 caused electrical shock ----------------heart muscles
10 Pace Maker--------------reducing and increasing the count ---------------the heart beat

Task 5. Match the English word combinations from Article C to their Ukrainian equivalents:
1 advanced sophisticated instruments a електронний блок управління
2 airbag control b вимірювання вологості
3 anti-lock braking systems c портативна інформаційно-розважальна
система
4 cockpit controllers d склопідйомники
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5 Electronic Control Unit e від якого розвиваються
6 healing purpose fформувати світ
7 optical playback g передові удосконалені інструменти
8 measuring humidity h датчики кабіни пілота
9 missile launching systems i мати великий розмах
10 portable infotainment j бути застосовним до
11 power consumption k регулювання подушок безпеки
12 smart grid systems l вилучити (отримати) інформацію з
13 traction control m правильний розподіл
14 valid distribution of n системи запуску ракет
15 window regulators o контроль тяги
16 to be applicable to pрозумні сітчасті системи
17 to be evolved from q мета зцілення
18 to extract information from rспоживання енергії
19 to have a great scope s оптичне програвання
20 to shape the world t антиблокувальні гальмівні системи
Task 6. Look at the list of applications of electronic engineering and indicate those ones which
you have never heard about before:

*chemical defence *transportation *aerospace *telecommunications *environmental

*industrial automation *semiconductor
*consumer goods *energy/power * imaging equipment *oil and gas *automotive
*medical instrumentation
*pharmaceutical *pulp and paper *industrial automation

Task 7. Choose 2 or 3 items to discuss them with your partner. Point out their advantages and
disadvantages. Discuss the spheres of their application in economy in groups of 3-4.

Task 8. Put the given words and word combinations into the appropriate category below:

* chemical industry * transmit data * computer * develop solutions * robot * provide support *
diagnose problems * altimeter * evaluate results * transportation systems * pharmaceutical industry *
automotive industry * radio * television * defence

applications devices function

Task 9. Make up the sentences of your own with the above given words and word combinations,
make up a dialogue and act it out with a partner.

LISTENING
Task 1. Watch the video

https://www.youtube.com/watch?v=ngznoF6z0aw , compare the information in it with

yours in the dialogue and decide if the following statements are true (T) or false (F). Correct the
false statements:
1. Electronics has made a great leap in the mankind development.
2. Telegraphy belongs to the sphere of communication.
3. We can send any information due to wireless technology.
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4. RADAR stands for Radio Defection and Raging.
5. Electronic amplifier circuits don’t control automatic operations.
6. Research laboratories can function without any electronic instruments.
7. Which branches of economy where electronics can be applied were mentioned in the video?

SPEAKING. Electronics involves a wide range of tasks. Make a list of the tasks and compare it
with other students. Is the list similar? Is it different? Look at the list of tasks and compare it
with yours. Choose the one and dwell on it:

test diagnose design evaluate develop repair manufacture

WRITING
Writean informative reportonelectronic deviceswhich should be used by an office manager
using 150-250 words
To:
From:
Subject:
Date:
Introduction
Paragraph 1 (state the purpose and content of your report)
Main Body
Paragraphs2-3-4 (present each aspect of the subject under suitable subheadings)
Conclusion
Final Paragraph (general assessment/summary of points)

LANGUAGE FOR WRITING

To begin a report:
* The purpose/aim/intention of this report is to outline/present/discuss ….. the decision/necessity of
…..
* As requested, this is a report concerning/regarding the matter/subject of….
* This report contains the (relevant) information/details of/concerning….which you requested/asked
for….
* This report outlines recent investments in…/changes made to the office rules and procedures/the
company’s expenses in…/concerning…
* The information below summarizes the electronic devices purchase and expenses which took
place….
To end a report:
* To conclude/To sum up/In conclusion, the current state of affairs is that…
* On the whole, it would be fair to conclude that ….
* I am pleased etc. to announce/inform you/members….that….
* Unfortunately, a number of difficulties have been encountered/the issue has not been resolved…
 15
UNIT 2
TELECOMMUNICATIONS

The objective of the lesson is to develop speech competences on the topic of telecommunications.
The tasks of the lesson are:
- to learn the vocabulary for telecommunications;
- to understand opinions, gist, main points, specific information of utterances and elicit meaning
from the context;
- to hold business communication about telecommunications;
- to ask and answer questions about telecommunications;
- to create the right impression when talking to a business partner.

VOCABULARY BANK

Read the given words/word combinations, elicit and explain their meanings (if necessary,
look them up in the dictionary):
1 analogue 26 processing
2 boundary 27 radar
3 broadcasting 28 receiver
4 coded message or coded information 29 recipient
5 commuting 30 reflection
6 contradictory 31 reliably
7 demands 32 remotely
8 digital 33 results-driven approach
9 diode 34 satellite
10 electromagnetic wave 35 schedule
11 facility 36 storage
12 flexibility 37 sweet spot
13 get in touch 38 telecommunication
14 intelligent terminal 39 telegraph
15 intensity 40 telegraphy
16 Ionosphere 41 teleworker
17 mindset 42 telex
18 mode 43 thermionic valve
19 networked 44 to blur
20 objective 45 to encourage
21 occur 46 to hang around
22 off-site 47 to implement
23 optical fibre 48 to micromanage
24 part-time 49 transmission
25 premises 50 transmitter
 16
PRE-READING TASK

What springs to mind when you hear the word ‘telecommunications’?

Task 1. Learn the terms on telecommunications.

Telecommunication:transmission and reception of signals over long distances.

Telegraphy: transmission of coded electrical signals over long distances.
Telegraph: a device for transmitting coded electrical signals over long distances.
Telex: communications service for transmitting simple text over long distances ).
Coded message or coded information is written or sent using a special system of words, letters,
numbers, etc. that can only be understood by a few other people or by a computer.
Telephone: a communications device which enables one person to speak to another over long
distances.
Electromagnetic wave: travelling wave which displays electrical and magnetic properties.
Broadcasting: transmitting radio or TV signals.
Ionosphere: layers of ionized gases and electrons existing in the earth’s upper atmosphere at heights
of 50-500 km.
Diode:semiconductor component which only allows current to flow in one direction.
Receiver:
1) the part of a telephone that you hold close to your mouth and ear.
2) a piece of radio or television equipment that changes broadcast signals into sound or pictures.
Transmitter: an electronic circuit for sending out signals.
Television (TV): communications system for the transmission and reception of video images over long
distances.
Radar: radio detection and ranging: electronic system which uses the reflection of microwaves to
detect the presence of an object and measure its distance and position relative to the transmitter.
Intelligent terminal: a computer terminal which is capable of carrying out some processing on the
data.
Optical fibre: a strand of silica for guiding light waves.
Analogue: able to take on any value between an upper and lower limit.
Digital: having only discrete levels (usually two levels).
PCM: pulse code modulation.

Task 2. Read the text and put these developments in telecommunications in the order in which
they were invented.
a) telex f) internet
b) communication satellites g) radio
c) modems h) telephone
d) telegraphy i) optical fibres
e) television j) radar.

TELECOMMUNICATIONS

The first true telecommunication systems using electrical signals to carry messages started in the 1840s
with machine telegraphy. Samuel Morse first developed the telegraph in 1832 but it was not until the
mid-1840s that the system was put into practical use- sending coded electrical messages (Morse Code)
along the wires. The telegraph became a rapid success, its speed quickly outdating the Pony Express
for long distance communications.
The next major step forward came in 1878 with the invention of the telephone by Bell. This enabled
speech to be transported as electrical signals along wires and revolutionized personal communications.
 17
In 1886, Hertz verified experimentally that electrical energy could be radiated and thus proved the
existence of electromagnetic waves. This opened the way for the free-space transmission of
information without wires. This provided the basis for all radio and TV broadcasting.
In 1901, Marconi established long-distance telegraph communication by transmitting between England
and Canada. Although he did not realize it at the time, he achieved such long distances by reflecting
radio waves in the ionosphere. This overcame the problem of transmitting round the earth from one
side of the Atlantic to another.
With the discoveries of the diode and thermionic valve, advances were made in both receiver and
transmitter design with an associated impact in telegraphy, telephony, and civil and military
communications. Radio broadcasting soon followed, with powerful transmitters serving to
communicate over wide areas. Television (TV) was first established in 1937. Radar was also
developed from the 1930s and played a vital role in aircraft detection and navigation in World War II.
As further advances in technology took place (the invention of the transistor in 1947 and the
subsequent development of microelectronic integrated circuit technology), new applications became
feasible, and new systems were developed.
Data communications - the transmission of coded data (text, graphics, financial information) between
„intelligent” terminals and computers - was first established in the early 1950s using modems,
equipment which enables the telephone network to convey data as well as speech. Other improvements
in materials and devices also led to the transmission of information via cables. Much of today’s long-
distance telephone traffic is by submarine cable.
The space race led to yet another means of long-distance communication, via fixed and mobile earth
stations to satellites. Today, several hundred satellites orbit the earth, and satellite links provide all
forms of communication and related services such as telephony, data, TV, navigation, meteorology,
and surveillance.
One of the very latest developments is the optical fibre cable – a tiny glass fibre which can be used to
convey signal information by light pulses. Optical fibre cable with extremely low loss at low cost has
now been developed with very high data – carrying capacity. Several thousands of telephone messages
can be carried down by a single fibre.
Perhaps the gratest change which has occurred in the last thirty years is that from analogue to digital
methods of information transmission. The very first commercially employed telecommunication
system, telegraphy, was and still is a digital system. However, telephony, radio, and TV all started as
analogue systems. Today, the general trend is strongly towards the digital, and even now, the vast
majority of telecommunications systems are digital. Problems of noise and interference can be
combated much more successfully in a digital system.
The advances in microelectronics and the merging of communications with computers have led
naturally to the digital transmission mode with its advantages of computer control, automatic error
checking of signals, excellent memory storage facilities for data, and intelligent terminals. The market
need for vast quantities of information transmission and processing at very high speed can only be
reliably catered for by using digital technics. In fact the most rapidly growing field is almost certainly
in data comunications employing high-speed digital techniques.

POST-READING TASKS
Task 3. Discuss the questions and answer them with the help of Fig.1:
1. Who invented the telephone?
2. What important development in telecommunications took place in the 1960s?
3. What prediction is made about developments in the 1990s?
4. When was telex introduced?
5. What form of telecommunications uses PCM?
6. When did optical fibres appear?
7. When was internet introduced?
8. What other recent telecommunication inventions do you know?
 18

Task 4. Work in pairs. Ask each other the questions based on the text:
1. Television was first established in 1937.
2. Other improvements in materials and devices led to the transmission of infirmation via cables.
3. This provided the basis for all radio and TV broadcasting.
4. The greatest change which has occurred in the last twenty years is that from analogue to digital
methods of information transmission.
5. Optical fibre cables have improved the telephone system immensely.
6. The next major step forward came in 1978 with the invention of the telephone by Bell.
7. This opened the way for the free-space transmission of information without wires.
8. The advances in microelectronics and the merging of communications with computers have led to
the digital transmission mode.

Task 5. Fill in the gaps in this table with the help of the text:
Development Significance

19th century -----------------------------------------------

Telegraphy (Morse)

Telephone (Bell) ---------------

Existence of electromagnetic waves
proved(Hertz) ---------------
1901-1945
---------------
Long-distance telegraphy via ionosphere
Valves ---------------
Radar ---------------
1946-1980
Transistor ----------------
Data communications ----------------
 19
Communications satellites
1980s on ----------------
Optical fibre cable

Change to digital systems ---------------

Digital transmission mode ----------------

Task 6. Exchange information with the others in your group to complete the table with the latest
telecommunications developments.

Language study:
Simple Past versus Present Perfect
Study these sentences:
1. Engineers developed optical fibre cables in 1980s.
2. Optical fibre cables have improved the telephone system immensely.
3. Morse first developed the telegraph, a digital system, in 1832.
4. Digital systems of information transmission have replaced analogue systems in the last 20
years.
Why is the Simple Past used in 1 and 3 and the Present Perfect in 2 and 4?
***We use the Simple Past for events which tookplace in the past and are complete.
Sometimes a day, date or time is given, e.g. in 1832, on Tuesday.
***We use Present Perfect for past events which have present results. This tense
links the past with the present. Sometimes we use expressions such as in the last twenty
years, since the war, now to show the link. Using the Present Perfect shows that we
think the past events are of current relevance.

Task 7. Look through the text for examples of the Present Perfect and Past Simple. Explain their
use.
Task 8. Put each verb in brackets in the correct tense:
Alexander Graham Bell --------(to invent) the telephone in 1878. He ---------(to be) a
Canadian whose family --------(to come) from Scotland. Since then, telephone systems---------- (to grow
dramatically; in the UK alone there -------- (to be) now over 24 million lines. Formerly, the UK system
-----------(to be) analogue. Many changes ----------(take place) in recent years. Almost the entire UK
network ---------(to be) now digital. Fibre optic cables ------------(to replace) the old copper lines.
Previously, telephone exchanges ----------(to use) banks of electromagnetic relays for switching.
Today, they ---------(to have) computer-controlled units. The new network (to be) fast and reliable,
allowing users access to many other communications services.

Task 9. Make up sentences in the Simple Past Simple and Present Perfect using the following
word combinations:
Telecommunications systems
Electrical signals
To carry messages
To put into practical use
Long-distance communications
To invent the telephone
Electromagnetic waves
Without wires
 20
Free-space transmission
Radio and TV broadcasting
To reflect radio waves
Diode and thermionc valve
Data communications
Intelligent terminals
Optical fibre cable
From analogue to digital

Task 9. Guess the words reading the definitions:

a) Technology of sending signals, images and messages over long distances by radio, telephone,
television, satellite.
b) A system for talking to smb. else over long distances, using wires or radio.
c) An electronic machine that can store, organize and find information, do calculations and contriol
other mashines.
d) A method of sending messages over long distances, using wires that carry electrical signals.
e) A piece of equipment used for listening to programmes that are broadcast to the public.
f) A telecommunications device which circles the earth to receive, amplify, and retransmit signals
around the world.

Task 10. Memorize and comment the following quotations:

Imagination is more powerful than knowledge.
After rain comes fair weather.

Task 11. Read, translate and retell this text:

TELECOMMUNICATIONS AND THE COMPUTER ERA

Telecommunications are devices and systems transmitting electronic signals across long distances. By
means of such devices people around the world can get in touch with one another, access information
rapidly, and communicate. Telecommunications implies the existence of a sender of information and
of more recipients connected by a technology.
In order to transmit data, telegraphs, telephones, radio, television modify electronic signals, working
by analog transmission. On the other hand, computers and other types of electronic equipment transmit
digital information. Digital technologies convert a message into electronic form. Digital information
can be transmitted faster and more clearly than analog signals. Digital transmissions can be sent over
wires, cables or radio waves, and must be decoded by a digital receiver. New digital telephones and
televisions have made telecommunications more efficient.
Personal computers can communicate with each other and with larger networks, such as the Internet,
by using the ordinary telephone network. The computer converts its digital data into sound by means
of a device called a modem (abbreviated form for modulator/demodulator). Digital signals are
converted into analog signals and back again by modems. Thus computers communicate, or network,
across the world.
Computer telecommunications makes possible sending and receiving audio, video, text, software, and
multimedia information. This stands as one of the fastest-growing segments of telecommunications
market. Existing telephone connections are used by computer telecommunications to transmit digital
data. This type of transmission is frequently done over networked computers. The transfer of
information by electronic means is achieved through connections between groups of computers and
associated devices called networks. Individual computers are called work stations, and communicate to
each other via cable or telephone line linking to servers.
 21
The Internet has made it possible for people all over the world to effectively and inexpensively
communicate with each other. This is a decentralized network of personal, business, educational
computers, and sources of information.
Electronic mail or e-mail, is today a common form of computer telecommunications through the
Internet. E-mail is a text-based message delivery system. It allows information to be sent to individual
computer users. Businesses frequently use computer telecommunications technologies with automated
banking-terminals and devices for credit transactions.

LISTENING

Task 1.Listen to the Health & Lifestyle report and say if teleworking is good or bad and why.

https://www.youtube.com/watch?v=YdhjI3rw7Do&t=2s
Task 2. Test your understanding with this quiz.
1.What is telework?

1. Doing work that involves computer programming.

2. Using a computer to work outside of your usual office.
3. Working at many office locations for your company.
4. Using your telephone to do your office work on.

2.What is one pro that the study found for teleworkers?

 22

1. They travel internationally more than their coworkers.

2. They are generally happier than their employers are.
3. They enjoy mixing work responsibilities with family life.
4. They spend less time commuting to and from work.

3.What is one con that the study found for teleworkers?

1. This style of work may lead to health disorders.

2. Their families often disturb them while they work.
3. Teleworkers did not get out of bed early enough.
4. Their supervisors asked for more work from them.

4.What does the report say about teleworkers who rarely work at their company office?
 23

1. There were fewer employers who wanted to hire them.

2. They began to have conflicts with their managers.
3. They felt isolated from their coworkers and company.
4. There was a decrease in the quality of their work.

5. What is one rule the report authors think employers should follow that will help teleworkers?

1. Set a maximum number of hours employees can telework.

2. Order teleworkers to shut off their computers when the workday ends.
3. Ban the sending of emails while employees are on holiday.
4. Make it possible for teleworkers to choose how many days they work.

Task 3. Listen again and make a list of positive and negative impacts telecommuting has on the
health and well-being of teleworkers.

Task 4. Match the words in the left column with the definitions in the right column.
1.Flexibility
a) harmful or bad (also; con, disadvantage, downside)
2.Blur
b) characterized by a ready capability to adapt to new, different, or changing requirements
3.Contradictory
c) a building and the area of land that it is on
4.Positive
d) to put or keep (someone or something) in a place or situation that is separate from others
5.Negative
e) to become unclear
6.off-site
f) the quality or state of being intense; especially : extreme degree of strength, force, energy, or feeling
7.part-time
g) a fixed pattern or system for doing something — used with on < He visits his grandmother on a
regular basis.
8.basis
h) an area or range that is most effective or beneficial
9.premises
i) working or involving fewer hours than is considered normal or standard
10.intensity
j) good or useful (also; pro, advantage, upside)
 24
11.isolate
k) not located or occurring at the site of a particular activity
12.sweet spot
l) involving or having information that disagrees with other information

Task 5. Discussion.
Do you telework?
For you, does teleworking have more pros or cons, upsides or downsides?
How do you or how would you make teleworking work best for you?

SPEAKING
Speak on the topic ‘Telecommuting may never catch on as a general alternative to working in the
office.’

FLEXIBLE WORKING

STARTER
1. What are flexible working arrangements and why are some people against them?
2. Can companies benefit from offering flexible working arrangements to their employees?

PRE-READING TASK

Task 1. Match the definitions (a–h) with the vocabulary (1–8).

Vocabulary
Vocabulary Definitions
a) to stay or spend time in a place
b) to travel regularly between work and home
1 a mindset c) to work outside a traditional office environment, e.g. to
2 supervision work from home
3 employee retention d) watching someone to make sure they do something
4 to commute correctly
5 to work remotely e) to manage people through excessive control and
6 to micromanage attention to detail
7 to hang around f) a person’s way of thinking
8 a boundary g) a real or imaginary line that marks the limit of something
h) an organisation’s ability to keep its staff and not have
them leave the company

Task 2. Read the text and decide if the statements given below aretrue or false.

FLEXIBLE WORKING

Fred works for a traditional company that expects him to start at 8.30 a.m. and leave at 5.30 p.m. or
later every day. Most of his work is done on a project basis and, as a manager he is responsible for the
quality of work that is produced and for meeting deadlines. On most days of the week, there is often
extra work to be done on a project, and Fred stays late in the office or brings his work home.
Occasionally, when he finishes all his work before 5.30 p.m., he finds himself hanging around,
chatting with colleagues and waiting for the time he can officially leave. With two small children at
school, Fred has to use up his annual leave in order to take time off when his children are ill, when he
 25
wants to attend their sports day or any time the kids have a half-day at school. Fred also lives an hour’s
drive from his office and therefore spends two hours a day commuting. In the interest of increasing
productivity and making better use of his time, Fred suggested the idea of flexible working to his
director. His director, however, rejected his suggestion, saying that he saw flexible working as
problematic for the company. Fred’s director isn’t alone in this thinking. In many organisations, there
is still a culture in which the employee who arrives the earliest and leaves the latest is considered the
most hard-working, and many bosses still believe that they can’t trust their employees to work
remotely. They worry that there are too many distractions for workers at home or that team working
and communication won’t be as good if workers are physically disconnected from each other. Some
employers think management is about the close supervision of employees to direct and control not just
what is done but also exactly how it is done.
However, the nature of a lot of work today involves meeting deadlines, achieving certain objectives
and hitting targets. As most people who’ve worked in these kinds of environments know, productivity
is less about how many hours you spend in the office and more about how well you meet those goals.
Even though they’re outside the office, the remote worker who is not meeting targets is quickly
noticed. Micromanaging bosses don’t help productivity either. In fact, research shows that controlling
bosses can have a negative effect on their employees’ performance. In contrast, giving employees the
freedom to organise their working schedule to fit with their personal life means they are working when
they are best able to engage fully with their work and are therefore more efficient and productive.
Having choices in their working environment and timetable creates responsible and motivated workers
who are likely to get better results, knowing they can meet the demands of both their job and their
personal life. Whether it is giving employees the right to work remotely, offering job sharing or part-
time working, or allowing non-fixed start and finish times, flexible working is not just about practical
working arrangements but also about a culture and a mindset. For example, many remote workers find
themselves working past their working hours, partly because there is no commuting to mark the
boundaries between work and personal life, making it hard to switch off from work. Companies might
need to consider training both workers and management staff to help them better understand what
flexible working is, how to implement it and how to encourage a results-driven approach. Only then
can flexible working truly result in happier employees, increased productivity and better employee
retention.

1. Fred’s director doesn’t want Fred working remotely because he sees

Fred making small talk and not working when he’s in the office.
2. If Fred was allowed to work from home, he’d work less and spend more time with his children.
3. It is easy for a manager to know if a remote worker is not working
effectively.
4. Bosses who are very controlling get better results from their team.
5. Giving employees more flexible working conditions doesn’t really benefit the company.
6. People who work from home often end up working longer hours than when working in the office.

POST-READING TASKS

Task 3. Complete the sentences with the words given in the box.
remotely boundary hours
freedom retention mindset

1. Working ................................................. means that employees can use their commuting time to
work.
2. Flexible working gives employees more ..........................to make their own decisions and they
become more engaged with their work.
3. Remote workers are more motivated and may work past their normal
working……………………………… .
 26
4. If employees are happier, they are less likely to leave for another company. Flexible working can
improve employee ................................. rates.
5. One disadvantage for remote workers may be that there is less of a ..................... between work and
personal life.
6. For flexible working arrangements to work well, staff who are used to traditional ways of working
may need to change their…………… .

SPEAKING 2. Discussion
Do you think more companies should offer flexible working arrangements?

WRITING. Make an essay on the topic of your discussion.

 27
UNIT 3
MEDIA ENGINEERING

READING AND USE OF ENGLISH: MEDIA ENGINEERING

The objective of the lesson is to develop speech competences on the topic of media engineering.

The tasks of the lesson are:

- to learn the vocabulary about media engineering;
- to understand opinions, gist, main points, specific information of utterances and deduce meaning
from the context;
- to hold business communication about media engineering;
- to ask and answer questions about media engineering;
- to create the right impression when talking to a business partner.

DISCOURSE ACTIVITIES

Discourse activity 1. Think about media engineering. What kind of association do you have with
media engineering? Think about 1-2 words in the story in Ukrainian. Translate them into English.

Discourse activity 2. Learn the glossary of media engineering terms.

1. inference умовивід
2. Information Media Course курс п о засобам інформації
3. media engineering медіа-інженері я
4. media technology медійна технол огія
5. multimedia мультимедіа
6. practitioner фахівець
7. print media друкарські засоби ма сової інформації
8. printing друкування, друк
9. publication design моделювання видань, дизайн видання
10. visual appeal зовнішня привабли вість
11. visualization means засоби візуалі зації

Discourse activity 3. Individually read and translate the microtext about media engineering.

Media engineering technologies cover everything from print media via multimedia production
to internet technologies and mobile platforms. Media engineering comprises media technologies,
publication design, digital advertising technologies, electronic business, 3D computer visualization
means, printing, advertising materials and products. While all is based on digital electronic
technologies, the understanding of hardware and software systems alone is not enough. Knowing how
to use these systems creatively, and how media practitioners design programs for various media, is
essential for these technologies to evolve and improve.

3.1. Read and translate the microtext about media engineering in the group.

3.2. Read and translate the words and phrases from English into Ukrainian: media engineering, media
technology, multimedia, practitioner, print media, printing, publication design, visualisation means.

3.3. Translate the words and phrases from Ukrainian into English: медіа-інженерія, медійна
технологія, фахівець, мультимедіа, друкування, друкарські засоби масової інформації, дизайн
видання, засоби візуалізації.
 28

3.4. Define media engineering:

1. Media engineering is ... .

Discourse activity 4. Individually read and translate the microtext about Information Media Course.

Information Media Courseaims to familiarize students with the fundamental technologies of

computers and multimedia and with the information media technologies used in human-to-human and
human-to-computer communication, involving images, sound and languages. Students learn
technologies to create and process digital information expressions with visual appeal as images, sound,
feel and language and understand the very advanced capabilities that humans have in recognition,
learning, inference and other information processing.

4.1. Read and translate the microtext about an information media course in the group.

4.2. Read and translate the words and phrases from English into Ukrainian: Information Media Course,
visual appeal, to familiarize students with technologies, expression, advanced capabilities, recognition,
inference, information processing.

4.3. Translate the words and phrases from Ukrainian into English: курс по засобам інформації,
зовнішня привабливість, ознайомлювати студентів з технологіями, розвинені здібності,
вираження, упізнавання, умовивід, обробка інформації.

4.4. Define Information Media Course:

1. Information Media Course is ... .

PRE-READING ACTIVITIES

Reading activity 1. Answer the questions about media engineering.

1 What is media engineering?

2 What does Media Engineering mean for you?
3 How to abbreviate Communication and Media Engineering?
- Communication and Media Engineering can be abbreviated as CME.
4 What does ME stand for?
- ME stands for Media Engineering.

Reading activity 2. Learn a glossary of terms on the topic of media engineering.

1. advanced education спеціальна освіта
2. animation мультиплікація
3. applied electromagnetics прикладна наука про електромагнітні явища
4. authoring авторська розробка
5. authoring metaphor авторська метафора
6. broadcaster радіо- або телевізійна мовна компанія
7. content-based retrieval витягнення дани х з урахуванням змісту
8. data compression стиснення даних
9. data retrieval витягнення даних
10. digital image цифрове зображення
11. embedded informationвбудована інфор мація
12. energy system енергосистема
13. image зображення
 29
14. media content зміст інформації
15. personalization персоналізація
16. printing поліграфія
17. publisher видавець

Reading activity 3. Translate the words from Ukrainian into English.

1.компанія мовлення broadcaster
2. вбудована інформація embedded information
3. витягнення данихdata retrieval
4. видавець publisher
5. мультиплікація animation
6. персоналізація personalization
7. поліграфія printing
8. стиснення даних data compression
9. зміст інформації media content
10. цифрове зображення digital image
11. енергосистема energy system

Reading activity 4. Make 5 sentences using the words: broadcaster, retrieval, animation, data
compression, digital image, energy system.

Reading activity 5. Explain the main objective of media engineering.

READING

Reading activity 6. Read the texts Media engineering.

Media engineering

Media Engineering is tailored to meet the challenges of the multimedia age. Media engineering
is a rapidly growing and evolving area that can include film, animation, network design and internet
strategy.
In an area characterized by constant change, there is a need for engineers who will not be
constrained by new technologies, but rather gain strong technical competencies to develop new types
of interaction between people and software. It is reflected in connection with game design,
personalization of media content, or smartphone apps using sensors to model how we perceive the
surrounding environment.
The Media Engineering Course is designed to provide an introduction to the principles and
practice of Multimedia Systems. The term multimedia generally means using some combination of
text, graphics, animation, video, music, voice, and sound effects to communicate. In order to achieve a
complete and balanced view on multimedia engineering field, the Course is organized into three broad
parts: multimedia presentation and authoring, multimedia data compression and multimedia
communication and retrieval. The first part discusses the most important data representations for
multimedia applications, addressing digital image, computer graphics, video, animation and digital
audio. It also highlights the most commonly used authoring metaphors and tools. The second part
introduces different multimedia data compression algorithms, examining their roles in making modern
multimedia systems possible. The third part presents the network technologies and protocols that make
interactive multimedia. This part gives the basics of telecommunication, network requirements, quality
of services and content-based retrieval.
The course in Information and Communications Technology offers advanced education with
special reference to signal processing (voice, video, data, and multimedia), telecommunications
 30
systems, networks, and networking applications. The program focuses on providing methodological
and advanced design skills to become high-level professionals in all areas of Telecommunications
Engineering.
The Master Program in Multimedia Engineering provides advanced education on a signal,
image, and video processing, networking and telematics, mobile and fixed communications systems
and applied electromagnetics.
More and more sophisticated technologies like virtual reality, interactive television and
wireless broadband networks will enable people to experience new ideas. Broadcasters and publishers
can develop projects more creatively and efficiently.
Media engineering students can expect to find numerous opportunities in those industries
whose competitiveness greatly depends on the embedded information technology, such as medical
technology, energy systems or automotive industry.

POST-READING ACTIVITIES

Reading activity 7. Answer the questions about the textMedia engineering.

1. What does media engineering include?
2. Who gains strong technical competencies to develop new types of interaction between people
and software?
3. Why is the Media Engineering Course designed?
4. What does the term multimedia mean?
5. What three broad parts does the Media Engineering Course comprise?
6. What does the course in Information and Communications Technology offer?
7. What does the Master Program in Multimedia Engineering provide?

Reading Activity 8. Read the meaning of the following words and phrases used in the text Media
engineering:
A broadcaster is a company that sends out television or radio programmes.
A course is a series of lessons or lectures on a particular subject.
A publisher is a person or company that prepares and prints books, magazines,
newspapers or electronic products.
Animation is a film in which drawings of people and animals seem to move, or the
process of making films, videos and computer games in which drawings of
people and animals seem to move.
Authoring is creating computer programmes without using programming language,
for use in multimedia products.
Compression is the act of making computer files smaller so that they use less space on a
disk.
Content is the subject matter of a book, speech, programme, etc.

Reading Activity 9. Define the meaning of the following words in media engineering: broadcaster,
course, publisher, animation, authoring, compression, content.

Reading Activity 10. Use the words and phrases in the sentences of your own: broadcaster, course,
publisher, animation, authoring, compression, content.
Model: carriage – The engineer is responsible for improving the usability of company websites.

Reading Activity 11. Ask 10 questions to the text using the question words Who, What, When, Where,
Why, Whose, How.
 31
Model: What is a computer?

Reading Activity 12. Translate the sentences about media engineering from Ukrainian into English.
1. По програмі «Медіа-інженерія» університет готовить фахівців у галузі мультимедійних
технологій, цифрових комунікацій, цифрового видавництва і поліграфії, а також електронної
комерції.
2.Комп’ютерна мультиплікація потихеньку витісняє всі інші види мультфільмів.
3. Вбудована інформація підтримується у всіх файлових форматах системиMacintosh
(окрім GIF).
4. Майстер витягнення даних дозволяє вибрати джерело даних, з якого треба витягти дані
про властивості з вибраних об’єктів.
5. Для стиснення даних, що обробляються у мережі, були створені формати ZIP, GIF і PNG.
6. Що є зміст інформації?
7. Носій інформації (information carrier) –це явище або об’єкт, що здатні зберігати або
переносити інформацію.
8. При об’єднані локальних електромереж для роботи в єдиному синхронному режимі
утворюється нова енергосистема.
9. Умовивід – це форма мислення, в якій з двох суджень (judgment), що називаються
посилками (premise), витікає третє – висновок (conclusion).
10. Цифрове зображення – масив даних, отриманий шляхом дискретизації (аналого-
цифрового перетворення) оригіналу.

COMMUNICATION ACTIVITIES (SPEAKING, LISTENING): MEDIA ENGINEERING

The objective of the lesson is to develop speech competences on the topic of media engineering.
The tasks of the lesson are:
- to learn the glossary of media engineering;
- to understand opinions, gist, main points, specific information of utterances and deduce meaning
from the context;
- to hold business communication about media engineering;
- to ask and answer questions about media engineering;
- to understand technical description of media engineering;
- to create the right impression when talking to a business partner.

Communication Activity 1. Answer the questions about media engineering education.

1. What careers are available for specialists in media engineering?

The persons dealing with this aspect of digital media are usually media engineers, software
engineers, computer engineers, electrical engineers and computer scientists. They are employed in
broadcast networks, Electronic and IT industries, Information and communication technology
positions in government-owned corporations, Graduate school, and many others.

2. What courses does an undergraduate have to master the Media IT Engineering Program?
An undergraduate has to study Engineering Mathematics, Multimedia Programming,
Electronic IT Lab, Electric Circuits, Electromagnetics, Digital Logic Design, Electronic Circuits,
Communication Networks, Wireless Communication Systems, Image Processing, Acoustics,
Virtual/Augmented Reality, Broadcasting Studio Lab, Next-generation Broadcasting Technology,
Media Contents Editing Techniques.

3. What is the objective of the Media IT Engineering Program?

The objective of the Media IT Engineering Program is to provide students with a knowledge
and understanding of modern digital formats for audio and video. Students learn how modern
 32
technology is employed for the processing of digital signals and how content is broadcast or
distributed securely using broadband networks.

4. What way does media technology impact our society?

Technology and the media are interwoven, and neither can be separated from contemporary
society. The circle of communication is wider than ever.

5. What is media?
Media involve all print, digital, and electronic means of communication.

6. What features of digital life are more essential – positive or negative?

The positives of digital life outweigh the negatives.

7. Can you name any negatives of digital life?

Some negative effects include isolation, less ability to focus, more ability to be deceived by
bad actors, fake news and so on.

8. Can you comment on the saying ‘We currently live in a culture that fosters attention-deficit disorder
because of hyperconnectivity’?

9. Media corporations have discovered that insecurity keep people glued to their screens. Do you
agree with it?

Communication Activity 2. Learn the glossary of media engineering terms.

1. CDN = content delivery network мережа доставки контенту
2. codec = compressor-decompressor кодек технологія стиснення/відновлення
3. copyright авторське право, захист авторського права
4. Flash = a program that creates moving мережевий файловий формат для
images for websites інтерактивної векторної графіки та анімації,
формат Флеш
5. graphic графік
6. major основна дисципліна в університеті
7. MIDI = Musical Instruments Digital цифровий інтерфейс музичних інструментів,
Interface інтерфейс MIDI
8. MPEG [`empeg] = technology that стандарт MPEG, кодек MPEG, формат MPEG
reduces the size of files that contain
video images and sounds
9. print media друкарські засоби масової інформації
10. score таблиця кадрів (часова або кадрова
послідовність)
11. to tailor to/ for something робити або при стосовувати для чого-небудь
12. VOD = Video Over Data передача голо су поверх даних
13. web master веб-майстер

Communication Activity 3. Translate the words from Ukrainian into English.

1. мережа доставки контенту content delivery network (CDN)
2. кодек технологія стиснення/відновлення codec
3. авторське право copyright
4. формат Флеш Flash
5. графік graphic
6. основна дисципліна в університеті major
 33
7. цифровий інтерфейс музичних інструментів Musical Instruments Digital Interface
(MIDI)
8. кодек MPEG MPEG
9. друкарські засоби масової інформації print media
10. таблиця кадрів score
11. робити або пристосовувати для чого-небудь to tailor to/ for something
12.передача голосу поверх данихVideo Over Data (VOD)
13. веб-майстер web master

Communication Activity 4.Build up the conversation about media engineering.

1. What is media engineering tailored for?

Media engineering is tailored to meet the challenges of the multimedia age.
2. What elements does media engineering combine?
It combines elements of communication engineering with media issues.
3. What components does media engineering include?
Media engineering includes hardware and software systems, knowledge of how to use these systems
creatively and how media practitioners design programs for various media. This means that there are a
lot of Media Engineers ready to go.
4. Does Kharkiv National University of Radioelectronics offer the Media Engineering Course?
Kharkiv National University of Radioelectronics offers a comprehensive course in Media Engineering.
5. What academic subjects does Media Engineering consist of?
Media Engineering consists of subjects such as common web technologies (JavaScript, AJAX,
HTML), basics of Java and C++, photo and video editing, Flash, 3D modelling, databases and network
technology.
6. What traditional engineering disciplines does Media Engineering involve?
Media Engineering involves computer, electrical, mechanical and civil engineering disciplines.
7. How important is work experience to get a job in media engineering?
Chances for getting a job improve if the applicant has acquired relevant work experience in media
engineering.

Communication Activity 5. The dialogueMedia engineering. Both the Teacher and SS make up the
dialogue.
Questions for the dialogue
1. What is media engineering tailored for?
2. What elements does media engineering combine?
3. What components does media engineering include?
4. Does Kharkiv National University of Radioelectronics offer the Media Engineering Course?
5. What academic subjects does Media Engineering consist of?
6. What traditional engineering disciplines does Media Engineering involve?
7. Are you interested in media engineering?

Communication Activity 6. Interactive game. Students read the dialogue slide by slide. The student
who finished reading without failing is a winner.
(See PowerPoint Dialogue Media Engineering)

Communication Activity 7. Comment on the answers of your partner (on his/ her opinion about
media engineering). Start your answer with the phrases:

• My partner thinks that media engineering …

• I agree entirely with what he/ she has said.
 34

• I agree with my partner on most things. Firstly, …

• I don’t think …
• I disagree strongly with this idea.
• I personally disagree with several points …

Communication Activity 8.Read, translate and discuss the text Media engineering.

Media engineering

Media engineering is an applied science that deals with the technology to process information
expressed by various media such as text, graphic, VOD, animation and musical scores created through
the use of computers. Engineering is the activity of applying scientific knowledge to the design,
building and control of electrical equipment, machines, roads, etc. Media engineering is a major, i.e.
the main subject or course of a student at college or university. This major will become a core aspect
of society in the 21st century providing new and innovative ideas that will be useful to the computer
industry, broadcasting, telecommunication, home appliance, print media, education, advertisement, art,
etc. The objective of this major is to create professionals who are instilled with a broad knowledge of
every element of media as well as necessary hardware and software. To that end, the students are
educated in the field of computer technology, media process, multimedia database, web master,
multimedia communication, copyright of multimedia, virtual world, digital animation, MIDI and
computer graphics.

Communication Activity 8.1. Make statements about the main ideas of the text Media engineering:
media, engineering, media engineering, major, the objective of the major, the main academic subjects.
Paraphrase the sentences if necessary.

1. Media includes text, graphic, VOD, animation and musical scores.

2. Engineering is the activity of applying scientific knowledge to the design, building and control of
equipment, machines, software, etc.
3. Media engineering means to process information expressed by media through the use of
computers.
4. A major is the main subject or course of a student at college or university.
5. The objective of this major is to create professionals who know media, hardware and software.
6. The main academic subjects are computer technology, media process, multimedia database, web
master, multimedia communication, copyright of multimedia, virtual world, digital animation,
MIDI and computer graphics

Communication Activity 8.2. Make the microdialogues about the main ideas of the text Media
engineering and act them out in pairs.
Model:
1. What is media? - Media includes text, graphic, VOD, animation and musical scores.
2. What is engineering
3. What is media engineering?
4. What is a major?
5. What is the objective of a major?
6. What is the main academic subjects of Media Engineering?

Communication Activity 9. Make and act out three microdialogues about media engineering. Start
your microdialogues with the questions provided.

Microdialogue 1
 35
1. Do you respond immediately to beeping, buzzing and ringing of emails and phone calls? –
I am reachable and can respond immediately to beeping, buzzing and ringing.
2. Do you like it when your phone rings? – I like what I feel when my phone rings or pings
me with a new message.

Microdialogue 2
1. How do you get your news? – For sourcing news the Internet has started to catch up and even
surpass television.
2. How often do you go online? – I'm on the internet everyday, I spend hours online chatting or
browsing the web.

Microdialogue 3
1. Does technology control us?
2. Is technology our friend or a manipulator of our minds and master of our time?

Communication Activity 10.Discuss the advertisement to get the position of a media engineer.
Media Engineer
Kharkiv, Ukraine
Software and Services

Apple's Interactive Media Group (IMG) is looking for dedicated and hardworking engineers to join our
Streaming Media playback team. This technology powers streaming media experiences on all of Apple’s
platforms (iPhones/iPads, Apple TV, and macOS) and 3rd party devices.

Key qualifications

Knowledge of media streaming protocols (HTTP Live Streaming-HLS, DASH, RTMP, RTSP, etc.)
Knowledge of audio/video codecs and transport/container formats (e.g., H.264/AVC, HEVC, AAC, Dolby
Digital, ATMOS, MP4, TS, ISOBMFF, etc.)
Experience in developing audio/video players
Understanding of HTML5 based video playback technologies including MSE and EME
Strong programming skills in C/C++, with excellent multithreaded debugging skills
Proficiency in JavaScript, Node.js, CSS in multi-browser environments is desired
Excellent debugging and troubleshooting skills using network analysis tools such as WireShark, etc
Familiarity with CDN architectures (caches, origin servers, proxies, etc) is a plus
Experience in working with content protection technologies for media streaming (e.g., FairPlay Streaming,
PlayReady or Widevine)
Good familiarity with code versioning tools, such as Git
Extraordinary written and verbal communication skills with a professional and credible demeanour
A self-starter who possesses strong time management skills with great attention to detail, and the ability to
work independently when handling multiple priorities.

Description
As a media streaming engineer in this role, you will be responsible for developing features, contributing to
media systems design, analysing performance, and tuning algorithms for streaming media playback on
Apple and 3rd party devices. An individual should have development experience at multiple layers of the
OS network stack and have experience building network delivery systems for playback of media content.

Education & Experience

B.Sc. in Computer Science or equivalent experience.
 36

Submit CV

Communication Activity 11.Role play Job in Media Engineering.

Try to persuade your Teacher that you are the most suitable human being to get a vacant position of
Media Engineer. The Students have two minutes to prepare their business profile.
Instructions for profile
You have a degree in media engineering. You spend most of your time on programming. You speak
English fluently and have experience in programming languages. Your personal life is good and you
are a happily married person, so you can concentrate on the problem. You are the obvious choice to
create software.
Communication Activity 12. Read the text Digital media engineering and make 10 questions about
the text and answer them.

Digital media engineering

Digital media engineering programs focus on digital innovation and research in digital
technologies. The core courses in such programs are as follows:
Visual computing: This course refers to a range of related computer research fields; all
pertinent to images.
Digital audio processing: It can be regarded as an example of digital signal processing (DSP).
It is also known as digital audio signal processing (DASP). Fundamentals of audio and acoustic
environments are studied. Digital media engineering students are exposed to algorithms to analyse
audio signals and evaluate the performance of different acoustic devices. In addition, students study
audio compression techniques and other techniques to enhance audio signals (e.g., equalization,
filtering, etc.).
Digital video processing: Video processing includes operations dealing with video coding and
compression, colour space conversion, motion compensation and analysis, etc. Video codecs (i.e.,
coder-decoder) and standards (e.g., MPEG, H.264, AVC, JPEG2000, etc.) are studied.
Web programming: Web-based multi-user applications can be built using various server-side
(e.g., PHP, ASP, etc.) and client-side (e.g., HTML, JavaScript, Ajax, etc.) scripting languages.
Different database systems (e.g., MySQL, Microsoft SQL Server) can be accessed through these
applications.
Multimedia communications: This area studies the use of networks to transmit images, video,
audio, etc. Among the topics studied are multimedia synchronization, multimedia quality of service
(QoS), multimedia conferencing, etc. Digital video broadcasting (DVB) can also be studied.
Usability engineering: Usability refers to a measure of how good the experience of a user
when dealing with a software or hardware system or a product in general. Studying usability is
important to help users save time when interacting with a system/ product and increase their
productivity utilizing such a system/ product. Usability engineering is concerned with the study of
human-computer interaction. Students should know how to prototype, design and evaluate interfaces.
 37
UNIT 4
CYBER SECURITY

The objective of the lesson is to develop speech competences on the topic of cyber security.
The tasks of the lesson are:
- to learn the vocabulary for cyber security;
- to understand opinions, gist, main points, specific information of utterances and elicit meaning
from the context;
- to hold business communication about cyber security;
- to ask and answer questions about cyber security;
- to create the right impression when talking to a business partner.

VOCABULARY BANK
Read the given words/word combinations, elicit and explain their meanings (if necessary,
look them up in the dictionary):
1 available 2 secure
3 beefing up 4 snapchat
5 cyber attack 6 spam mail
7 deepfakes 8 spyware
9 doppelganger 10 to accuse of
11 download 12 to affect
13 filtering system 14 to avoid
15 fraud 16 to be inclined
17 fraudulent 18 to blame
19 frozen screen 20 to coincide
21 gambling 22 to confirm
23 genuine 24 to connect
25 hacker 26 to cripple
27 havoc 28 to disturb
29 illegal 30 to erase
31 infected 32 to evolve
33 Internet surfer 34 to get rid of
35 malignant 36 to narrow
37 mistyped 38 to originate
39 on average 40 to phase out
41 outdated 42 to protect
43 password 44 to spread
45 pop-ups 46 to wipe out
47 Scam 48 unreliable
49 search engine 50 virus
 38

PRE-READING TASK

Task 1. In pairs decide which of these topics or words from the article are most interesting and
which are most boring.
beefing up security / cyber attacks / South Korea / hackers / infected data / chaos / coincident /
viruses / downloads / Michael Jackson memorabilia / acts of war / conflict
Have a chat about the topics you liked. Change topics and partners frequently.

Task 2. Complete this table with your partner(s). Change partners and talk about your ideas.
Change again and share what you heard.
Big or small problem? Arguments
Cyber war
War on drugs
War on terror
War on waste
Water wars
War on crime

Task 3. What computer problems do you have? Rate these and share your ratings with your
groupmates: 10 = I absolutely hate this; 1 = this doesn’t bother me at all.
• spam mail • slow downloads
• virus • forgotten password
• pop-ups • cyber attack from a hacker
• frozen screen • Internet won’t connect
Task 4. Spend one minute writing down all of the different words you associate with the word
‘hacker’. Share your words with your groupmates and talk about them.

Task 5. Look at the article’s headline and guess whether these sentences are true (T) or false (F):
a. Beef companies in Korea have had their Internet systems attacked.
b. A virus could erase all of the data on 60,000 computers in S. Korea.
c. S. Korean computer specialists say the attacks have finished.
d. South Korea’s government is blaming its northern neighbour.
e. The attacks happened at the same time as similar ones in America.
f. Hackers used Michael Jackson fans to spread computer viruses.
g. The article says a cyber attack cannot represent an act of war.
h. The Internet is being used as a playground to solve world conflicts.

Task 6. Read the text and find out if you were right in your guesses.

HIT BY CYBER ATTACKS

Countries around the world are beefing up their Internet security systems following cyber attacks in
South Korea. Up to 60,000 computers in South Korea have been hit by mystery hackers in the past few
days. The virus is spreading and could erase all data on infected machines. South Korean computer
security experts say there is more to come. They warn the hackers are aiming at government websites.
This could create chaos with the country’s transport, hospitals, banks and social services. Philip Kim,
CEO of South Korea's largest anti-virus software company Ahn Lab, wouldn't comment on where he
thought the attacks originated. However, South Korean government officials are accusing North
Korea.
The attacks in South Korea coincided with a similar series in the USA. Immediately after the death of
Michael Jackson, hackers created viruses that fans unknowingly downloaded. Internet surfers believed
 39
they were clicking on a link to receive some Michael Jackson memorabilia. In fact, the link
downloaded dangerous, malignant software, known as “malware”. Thousands of PC users then spread
the virus worldwide. Cyber crime has evolved into an extremely serious issue. An attack by one
country on another’s computer systems is pretty much an act of war. Nations have to protect their
online security just as they protect their own country. The Internet is now very much a new
battleground for international conflicts.

POST-READING TASKS

Task 7. Match the following synonyms from the article:

1 beefing up a. wipe out
2 mystery b. deadly
3 erase c. unknown
4 chaos d. almost the same as
5 originated e. occurred simultaneously
6 coincided f. strengthening
7 malignant g. wars
8 evolved h. havoc
9 pretty much i. developed
10 conflicts j. started

Task 8. Match the following phrases from the article (sometimes more than one combination is
possible):
1. beefing up their Internet a. data on infected machines
2 Up to 60,000 computers in South Korea b. known as “malware”
3. erase all c. virus software company
4. security experts say d. act of war
5. South Korea's largest anti- e. have been hit
6. coincided with a similar series f. international conflicts
7. hackers created viruses that fans g. security systems
8. malignant software, h. in the USA
9. pretty much an i. there is more to come
10. a new battleground for j. unknowingly downloaded

Task 9. Look at the words below. With your partner, try to recall how they were used in the text:
• beefing • similar
• mystery • fans
• erase • fact
• create • evolved
• anti • pretty
• accusing • protect
 40
Task 10. Complete the text with the words from the box.

spyware website illegal Fraudsters gambling confirm

infected password record scam

HI-TECH FRAUD
Both the US and the UK are experiencing a rise in ‘phishing’, pronounced ‘fishing’. 1 send
an e-mail message that seems to come from a bank (Citibank, Lloyds) or a company like E-bay or
Amazon. The message looks genuine, and may direct you to a 2 which includes a corporate
logo. You are asked to send or 3 personal information, such as your bank account number
or 4 . This information is then used for fraudulent activity, such as online 5 , or to
siphon off money from your account. As many as 20% of recipients are fooled by this 6 .
This is another example of spamming. The nature of spam is changing from being just a nuisance to
more serious financial scams. Many mails sell fake pharmaceuticals on the black market. Financial and
pharmaceutical spam now make up an incredible 70% of all spam. IT managers estimate that over 90%
of computers in organisations have been 7 by some kind of spyware. Many employees
unknowingly download _ 8 onto their machines. This software, which hides somewhere in
your computer, collects information about you and what you do on the internet – it may even
9 your credit card details if you shop on the Internet. On average every PC has 28 socalled
spyware programs installed on it, according to one recent audit by a software firm. Adware is a form of
spyware which installs secret advertising software on your computer, such as annoying pop-up ads.
There are government moves in various countries to make spam 10 . As the Internet
becomes more and more an integral part of our lives so we have to give more time to protecting
ourselves against cyber-crime.

Task 11. Find words in the text corresponding to the definitions below.
(a) to move money from one bank account to another illegally or dishonestly
(b) a symbol that represents an organisation or company
(c) risking money, often in a game, hoping to win more if you are lucky
(d) made to look like something real in order to trick people
(e) an official examination of a situation within a company

Task 12. Have a chat show on HACKERS. Students A strongly believe hackers should go to prison
for crimes against humanity; Students B strongly believe hackers are just ordinary criminals and
should get a fine.

Task 13. CYBER ATTACKS DISCUSSION

a) What did you think when you read the headline?
b) What springs to mind when you hear the word ‘cyber’?
c) Are you concerned about Internet security?
d) What do you do to protect your computer?
e) Are you careful about the sites you visit and what you download?
f) What do you think of the idea of cyber attacks and cyber crime?
g) How would you feel if you lost all the data on your computer?
h) What chaos would there be in your country if the data on your government’s computers were
wiped out?
i) Are the hackers cleverer than the security experts?

k) What kind of computer virus could Michael Jackson fans get?

l) What can we do to avoid downloading viruses?
m) What do you think about anti-virus software?
 41
PRE-LISTENING

Do you think that the threat of cyber crimes will grow in the future? Why or why not? What do
you mean by hyperconnected world?

LISTENING

Task 1. Watch the video and fill in the gaps. https://youtu.be/ZENOIh4L54E

Cyber crime is 1 all over the world. By 2050, smart cities and homes will be the norm. Your fridge
will tell a drone to pick up fresh milk when you run out, and lampposts will change 2 of street
lights when smartphones and therefore humans are nearby. In this hyperconnected world, 3 cyber-
criminals pose will only grow.
In the home, smart devices, including voice assistants, vacuum cleaners, and toilets, will be easy __4
for hackers. While these poorly secured gadgets do not store sensitive data themselves, they 5 to
others that do and are vulnerable 6 for criminals. Meanwhile, 7 is a double-edged sword.
While AI systems can help to identify incoming threats, attackers could also use them to unearth
8 .
In future, foreign powers or cyber-criminals could cripple a country's electricity network by __9 the
AI that controls it, or they could cut off the water supply or even cause 10 on the roads. AI
could also help identity fraudsters by generating deepfakes. These digital doppelgangers are currently
11 , but the techniques used to create them are rapidly improving, with increasingly realistic
depictions of people. So far, they've mostly been used as part of revenge pornography. But a realistic
digital avatar could be _ 12 for wheedling key details such as passwords or bank details out of
targets.
But the struggle to keep systems secure is not hopeless. By 2050, much poorly written and outdated
code will be removed and replaced by more secure alternatives. Even passwords could be phased out,
obsolete and less 13 _ than facial recognition software.
Deepfakes could be beaten by constant 14 _ that track eye movement, faces, and keystrokes to
ensure the person behind the keyboard is who they claim to be. But that 15 putting
cybersecurity over privacy. Policymakers and designers must work hard to ensure that this does not
become a binary choice.

Task 2. Watch the video again and complete the word combinations:
1. hyperconnected
2. easy pickings for
3. poorly gadgets
4. access points
5. a sword
6. to unearth
7. a country's electricity network
8. to cause chaos
9. fraudsters
10. to deepfakes
11. doppelgangers
12. a realistic avatar
13. code
14. to phase out
15. facial software
 42
Task 3. Give your viewpoint on the problems touched in the video.

Task 4. Search the Internet and find out more about cyber crime. Make brief reports on cyber
crime and cyber security.

Task 5. Make a poster about what computer users should do to beef up their security and protect
against viruses. Show your work to your groupmates and discuss your ideas.
WRITING
1. Write a magazine article about a hacker. Include imaginary interviews with the hacker and someone
whose computer became infected.
2. Write a letter to an anti-virus expert. Ask him/her three questions about computers and viruses. Give
him/her three suggestions on what should happen to hackers.

PRE-READING TASK

Task 1. Match the words (1-8) with the definitions (a-h).

1.Several 2. Keyword 3. Unreliable 4. To narrow 5. To mistype 6. Inverted commas 7. A filter 8. A
search engine.
a) a word that is important for or 'key' to the topic you are researching
b) to make a mistake when writing something on a keyboard
c) to make more limited
d) not to be trusted or believed
e) software for sorting and blocking unwanted online content
f) a computer program that is used to look for information on the internet
g) punctuation marks that look like this: ""
h) more than two or three but not many

Task 2. Can you always find what you want to find on the Internet? Read these eight easy-to-
remember tips which will help you to become a safe and smart searcher and define if the
sentences are true or false?

HOW TO BE A SAFE AND SMART SEARCHER

Several keywords will help to find better results. Use more than one keyword when you are doing a
search. If you want to find out about seagulls, for example, search for
‘bird seagull’ and not just ‘seagull’ – because a seagull might also be the name of just about anything
else, from a hotel to a documentary film.
Exact references can help you find what you are looking for. If you are looking for an exact phrase or
sentence, for example ‘seagulls are very clever’, type it between inverted commas (‘’) and only exact
matches will be shown. This is useful when you want to find something you’ve already seen but lost.
Avoid common words like ‘a’ or ‘the’ in a search. These aren’t always helpful and are usually
unnecessary.
Remote unwanted results by adding a minus symbol (-). For example, seagull- hotel – film would
leave out all references to hotels and films.
Check your spelling. Make sure that you spell every word in the search box correctly. The smallest
typing mistakes can bring unwanted results – espessially when the mistyped word exists.
Have a filter. It’s a good idea to filter your online searches, especially when you are searching for
pictures. Add a filtering system. There are lots of filtering software options available.
Experiment with different search engines until you find the one that is best for you. Some search
engines personalize the results, so check out the option of using a search engine that doesn’t do this
and you will get different results.
 43
Reliability is very important when you are searching on the Internet. Always ask yourself ‘Is this
reliable?’ Don’t make the mistake of believing everything you see. Some websites are unreliable and
some information is false. Check your information on other websites before accepting it.
1. You should only use one keyword in a single search.
2. Inverted commas are useful to find something you’ve already seen.
3. Words like ‘an’ are unhelpful in a search.
4. If your keyword could refer to a lot of different things, you can't avoid getting a long list of results.
5. Small spelling mistakes aren’t important.
6. Filter software is especially important for image searches.

Task 3. Put the phrases in the correct groups.

• check the spelling of every word.

• always use the same search engine without considering alternatives.
• use a filter for a picture search.
• use a minus symbol to avoid unwanted references.
• use inverted commas in a search.
• believe all the information you see on the internet.
• use words like ‘a’ or ‘the’ in a search.
• always use a single keyword.

Do
Don’t

PRE-LISTENING
Many of us share selfies and photos online. But how do other people see you based on these photos,
and could this somehow affect your future? Discuss in pairs. Share with your groupmates.

LISTENING
Task 1. Match the vocabulary with the correct definition and write a–f next to the numbers 1–6.
1. personality a. a fun messaging app to send photos and videos to friends.
2. snapchat b. character
3. smart c. an idea of how something or someone is seen on the internet
4. to affect something d. well dressed
5. childish e. to make a difference to something
6. an online image f. silly and immature

Task 2. Watch the video created for Safer Internet Day to learn more about how important it is
to take care with what you share online.

https://www.youtube.com/watch?v=YCXfbAKL_R4#action=share
Match the answers (a-h) to the questions (1-8).
1…...... If you saw a picture like that online, would you consider giving this person a job?
2…...... What do you think of this person by seeing that photo?
3…...... What advice would you give to this person about presenting themselves online?
4…...... By seeing images like this online, what do you think of this person?
 44
5…...... What do you think about this person and their online image?
6…...... What would you recommend to this person about improving their online image?
7…...... If you saw pictures like this online, would you be more inclined to give this person a job?
8…...... If you saw a picture like this, would you be more inclined to employ someone?
a. Kind of annoying.
b. Try and mix up the Snapchat filter photos with normal photos as well.
c. They can’t take themselves very seriously.
d. To get rid of that childish Snapchat filter.
e. No. It’s not good.
f. Disturbing!
g. He looks like someone that can market for my organisation.
h. Yes. She looks a bit smarter.
Task 3. Discussion
Do you often share selfies and photos?
What good advice did you find in the video?
 45
UNIT 5
BIOMEDICINE

‘The benefits of biomedical progress are

obvious, clear and powerful.
The hazards are much less appreciated’,
Leon Kass,
an American physician, scientist,
educator, and public intellectual.

VOCABULARY BANK

1 advertise 24 agile
2 ambiguous 25 audience-limited
3 batch 26 code commit message
4 compliance 27 Continuous Integration
5 data set 28 deployment
6 deterministic 29 device-code
7 DevOps 30 discoverable
8 emphasize 31 familiar with
9 feedback 32 forecast
10 generative testing 33 get through
11 git 34 misinterpret
12 my side is fine 35 non-device code
13 overlap 36 parametricity
14 personal scrap space 37 pitfall
15 productisation 38 propagate
16 R&D 39 refactoring

17 referential transparency 40 regulation-safe mode

18 regulatory audit 41 regulatory body

19 regulatory expert 42 rigorous
20 run over 43 setup
21 strong typing 44 tooling
22 treatment 45 tune algorithms
23 veto 46 workflow

Pre-reading tasks
1. What do you know about biomedicine and what is it
associated with? What scientific fields is it connected to?
2. Study the examples of using and translating
‘biomedicine’
1. His researches relates to electronics, Його дослідження стосуються
physics, biophysics, biomedicine, електроніки, фізики, біомедицини,
bioengineering, hydrology, energetics, біоінженерії, гідрології, енергетики,

aeronautics and cosmonautics, as well as to
quantum-information technologies.
2. Over his two-decade career as an active
scholar, Nikias gained acclaim for his
research in the fields of digital signal
processing and communications, digital
media systems, and biomedicine.
3. It also plays an important role in informing
and educating the biomedical community
and the general public about moral
dilemmas arising in the context of new
developments in modern biomedicine.
4. In recent years, the Chinese Government
had endeavoured to increase its
contributions to the International
Development Fund and had undertaken
cooperation projects with UNIDO in areas
such as sustainable sources of energy,
investment promotion, information
technology and biomedicine.
5. In addition to traditional Industrial
Development Fund programmes, it now
covered areas such as sustainable sources of
energy, investment promotion, information
technology and biomedicine.
6. Moreover, space exploration has brought
technical advances to the material sciences,
computing, engineering,
communications, biomedicine and many
other field.
7. We're moving to this integration
of biomedicine, information technology,
wireless and, I would say, mobile now - this
era of digital medicine.
8. The Telemedicine and Advanced
Technology Research Center of the United
States presented its work on grid
technologies for biomedicine, which was
involved with landscape epidemiology.
3. Connect sentences with their translation.
46
аеронавтики та космонавтики, а
також квантово-інормаційних
технологій.
Протягом 20-річної кар'єри в якості
активного вченого Нікіас отримав
визнання за свої дослідження в
області цифрової обробки сигналів,
обміну даними, цифрових
медіасистем і біомедицини.
Крім того, він відіграє важливу роль
щодо інформування та просвіти
біомедичного спільноти і населення в
цілому про моральні проблеми, що
виникають в контексті нових змін в
сучасній біомедицину.
В останні роки китайський уряд збіль-
лічіло свої внески в Міжнародний
фонд розвитку і в рамках співпраці з
ЮНІДО здійснювала проекти в таких
областях, як стійке електро-
постачання, сприяння інвестуванню,
інформа-ційних технології і
біомедицина.
Крім традиційних програм по лінії
Фонду промислового розвитку зараз
співпраця охоплює такі області, як
стійкі джерела енергії, сприяння
інвестуванню, інформаційні
технології і біомедицина.
Крім того, освоєння космосу призвело
до технічних проривів в природничих
науках, в комп'ютерній області, в
області техніки, комунікації,
біомедицини та багатьох інших
областях.
Ми рухаємося до епохи цифрової
медицини, заснованої на інтеграції
біомедицини, бездротових і
мобільних інформаційних технологій.
Науково-дослідний центр з питань
телемедицини та сучасних
технологій Сполучених Штатів
представив доповідь про свою
роботу в області нових технологій
обчислень в інтересах геомедіціни,
пов'язаних з ландшафтної
епідеміологією.

1. There were a number of questions in this
regard that must be examined in depth,
taking into account all the pertinent
elements relating to biomedicine.
2. Biomedicine and materials sciences
programmes were financed in 1999.
3. Moreover, space exploration has brought
technical advances to the material
sciences, computing, engineering,
communications, biomedicine and many
other fields.
4. The invention relates to an integrated thin-
film photo module provided with vertical
electron-hole junctions and can be used in
power engineering, for self-contained
radio power supply, in
instrumentation engineering and biomedic
ine.
5. Indeed, it is in highly commercialised
fields such as biomedicine that the
merging of public and proprietary science
is most worrying.
47
A. У 1999 році фінансувалася
діяльність фондів передових
досліджень в галузі біомедицини та
в галузі матеріалознавства.
B. Об'єкт винаходу: інтегральний
тонкоплівковий фотомодуль з
вертикальними електронно-
дірковий переходами Область
застосування: енергетика,
автономні джерела живлення
радіоапаратури, приладобудування,
біомедицина.
C. Це в високо комерціалізувати
областях, таких як біомедицина,
злиття громадської та приватної
науки викликає найбільше
занепокоєння.
D. Певні поставлені в ній питання
потребують глибоке опрацювання,
в першу чергу з урахуванням всіх
відповідних біомедичних аспектів.
E. К рім того, освоєння космосу
призвело до технічних проривів в
природничих науках, в
комп'ютерній області, в області
техніки,комунікації,біомедицини
та багатьох інших областях.

4. Find and underline ‘biomedicine’ synonyms, translate the sentences.

1. Sylvain Haupert, a research engineer in biomedical engineering in the parametric imaging

laboratory (CNRS/UPMC), receives the 2013 CNRS Crystal Prize
2. Direct evaluation of useful genes is possible using the tools of modern biotechnology.
3. The surfaces and materials are useful in medical diagnostics, biomaterials and bioprocessing, tissue
engineering, and drug delivery.
4. We cannot allow ourselves to be no more than carriers of advertising for nanotechnology.
5. Translate the sentences paying attention to the ways of using the term ‘biomedicine’ in
English.
1. І все ж дилема очевидна в новаторських сферах,
таких як біомедицина, нанотехнологія і нейробіология.
2. На мій погляд, що нам дійсно необхідно - так це
реформа самої культури сучасної біомедицини.
3. Крім того, освоєння космосу призвело до технічних
проривів в природничих науках, в комп'ютерній області, в області техніки, комунікації, біомедицини
та багатьох інших областях.
4. Цей стиль медицини в даний час домінує в усьому
промислово розвиненому світі, і медичні антропологи часто називають його біомедицини.
 48
Read and translate the text

Best Practices for Developing Medical Device Software

RACTICES FOR

DEVELOPING MEDICAL SOFTWARE

BY NIKLAS HAMBÜCHEN, FEBRUARY 7, 2018
At FP Complete we have experience writing Medical Device software that has to go through rigorous
compliance steps and eventually be approved by a government regulatory body such as the US Food
and Drug Administration (FDA).
In this post we'd like to share some of the best practices and pitfalls we have learned when working in
this area.
You may find this blog post especially relevant if you are
• a Software Engineer working on any form of medical software,
• a Researcher or Data Scientist trying to turn your research into a product, or
• an Engineering Manager or Product Manager trying to deliver a medical product, but of course
you are also invited to read and discuss this topic with us when you are none of these.
Before we get to the problems and best practices, we'll give some context by describing what a
common project setup for Medical Device software may look like.
Typical Medical Device project setup
A common team structure inside a company working on a Medical Device might be:
• 10 researchers (mathematicians, statisticians, chemists, medical experts, data scientists),
• 10 software engineers,
• a project manager, some people managers, some regulatory experts, and a product
owner/business representative.
Together, they want to develop a software product that makes some form of medical statement (which
could be a diagnosis of a disease, a forecast of how a patient will react to some treatment, or a
recommendation of treatment), or one that takes medical action (e.g. control logic of a physical device
performing a treatment or administering a medicine).
Because of that, the software will be classified as a “Medical Device” by regulatory bodies such as
the FDA or EMA, even though it is just a computer program.
A common project history is:
• There was an internal R&D phase in which the key algorithms were discovered; this phase was
free of any form of regulation, mainly containing researchers and no engineers.
• Now the project is entering a productisation phase where the “device” is built based on that
R&D, but many algorithm details are still unclear.
 49
• Researchers need to continually run smaller experiments on their machines, and from time to
time longer batch experiments that may run over night . They often do so on separately purchased data
sets to check and tune their algorithms.
During the productisation phase, you are obliged to operate in “regulation-safe mode”, meaning that all
processes and decisions need to be well-informed and documented. They must be able to get through a
regulatory audit, if you do not want to be at risk that your product will be denied approval by your
regulator and thus cannot be used or marketed.
The regulatory experts on your team will help you with this, telling you what certifications you'll need
to get and in which order to perform which steps. However, they are typically not experts at Software
Engineering, and will rarely be able to provide concrete advice on how to do your Software
Engineering to support the “regulation-safe mode” as much as possible.
Best practices and pitfalls
Now that the project setup is clear, let's get into some best practices to exercise and pitfalls to avoid
when working on Medical Device software.
Special considerations for working in a regulated medical environment
Make a list of “reserved terminology keywords”.
The fields of programming and medical regulation have some overlap in terminology that can result in
disastrous miscommunication unless special care is taken to avoid this. For example, “unit
testing” may mean two different things from the engineering and regulation perspectives. Your
regulatory expert may completely misinterpret what regulatory steps you have already completed when
you tell them that you've just finished writing some “unit tests”.
Disambiguate it to e.g.“engineering unit tests”and“regulatory unit tests”and enforce across your
team that everybody use only these explicitly qualified phrases, and never “unit tests” alone.
A list of terminology that we found ambiguous between engineers and regulatory people includes:
• unit testing
• code review
• verification
• quality
• performance
• “the device”
Many companies in the medical space may have no experience with software .
Consequently they may try to apply processes to software that were designed for other products, and
do not apply to software.
A common example is the assumption that after the product is “done”, it will never change again. This

is a sensible expectation for a drug. Of

course this doesn't work with software: Continuous modifications are needed, already for routine
security updates. (You can drastically reduce the frequency of such updates being necessary by using
an advanced programming language such as Haskell, which is designed for safety and reliability and
 50
thus our language of choice for medical software; however you will never be able to entirely rule out
the need for post-release updates.)
While this is obvious and natural to any programmer, it may not be to medical experts, and not
understood in many medical companies. You may meet heavy resistance to any form of agile
development model, continuous deployment setup, and frequent code changes after the release of the
software. You should ensure that you train the managers and medical experts of the project on this
aspect of software before you start the project, define clear boundaries between “device-software
updates” and “security-software updates”, and set expectations, e.g. that the software may have to be
recompiled and re-deployed should a security update for an underlying software library be necessary.
Make CI the central point where all work comes together.
Continuous Integration (CI) means merging everybody's work together frequently and running
automated tests on it. While CI is common in software teams by now, researchers and data scientists
may not be used to it. They may be more familiar with the workflow of developing their own, often
one-off scripts and programs on their PCs and rarely sharing the code with their team members,
instead only sharing the results.
For a regulated project, you should enforce that everyone on the team checks any code ever produced
for any purpose of the project, into source code version control. That the results produced by this code
should be generated or reproduced on the shared CI servers, as opposed to be generated only on a
researcher's own PC. This ensures that it is recorded which exact code produced which exact results in
which exact environment, which helps a lot when making regulatorily relevant statements such as “our
experiments have confirmed our thesis X”. It also speeds up development, because everybody on the
team can see what everybody else does, or get notified by the CI server when accidentally breaking
somebody else's program or workflow. You should, where possible, refuse to accept results as certain
unless you have seen them produced by your CI server, and train everybody on the team how to follow
this workflow.
Advertise your tools in the right language.
When we as programmers use advanced technical tooling like Haskell, we can easily enumerate the
various features that will make the software more correct and reliable. However, these features may
mean nothing to a medical expert, and thus may not be easily used by your team for advertising or
explaining to a regulator why your software is especially safe. Consequently you should do research on
what terms will be understood by medical experts, and map your tools and features into their
terminology.
For example, if you use a compiler featuring static analysis, you might explicitly advertise this as a
form of “formal software verification”, which is a term most medical experts are familiar with.
Here's a list of cool tools we've used in the past that fall under “formal software verification”:
• strong typing
• referential transparency (pure functions)
• parametricity
• generative testing
• code coverage
• model checking
• theorem proving
Unexpected changes are the worst.
Code and product changes
As a programmer, you should:
o Try to make all programs deterministic, ideally up to byte-identical output.
This will drastically help you get needed code refactorings past regulatory review, as you can provide
evidence that your changes did not change the functioning of the device.
o Set up“gold-standard” testing in CI to notice any change.
Gold-standard testing means that you store the last-approved outputs of your algorithms on a (large)
data set of inputs in your version control system or (if it doesn't fit in there) in another form of storage.
 51

results are identical with gold- results are different from gold-
standard standard
commit message
not good to merge, investigate why
does not expect good to merge
results changed
change
possibly good to merge, let medical /
commit message ot good to merge, investigate why data science team sign off the changed
expects change change didn't have the desired effect results, then update the gold-standard
outputs
Each code commit message should then indicate whether it is expected to change the results or not.
After the results have been computed by CI, proceed according to the table:
Note how this is different from engineering unit-testing:
In engineering unit-testing, the programmer defines and understands precisely what the output of the
algorithm is for each single test case. In gold-standard testing, the idea is not to understand the output
for each input, but to get notified when outputs change (independent of what exactly the outputs look
like). Because of this, gold-standard tests are easier to write: They require no thinking effort from the
programmer, they only require input data to run on.
Make only controlled changes:
o Make people announce when they expect a change.
o Roll back any unexpected change.
o Every change must be traceable to a concrete requirement. This bit can be done with
low overhead by having commits and code comments reference issue tracker entries, and the issue
tracker being well maintained to link together code features with technical requirements (“feature X
shouldn't crash and be easy to understand”), regulatory requirements (“computation X must not store
user data”), or business requirements (“computation X must finish in under an hour”).
Process changes
While software engineers love to upgrade their stack and switch tools and processes frequently,
medical people tend to hate it. However, there are ways to make them more comfortable with it.
As a product manager or similar role, when you want to make a process change, stick to a
predictable order such as:
1. Analyse what change needs to be made
2. Announce that the team will be moving to a new approach X in the future, with a concrete
proposal.
3. Collect feedback, inviting everyone whose workflow might be touched by this move to provide
input of how and when it should be done to reduce disruption to a minimum.
4. Give it a memorable name that people can use for referring to the motion.
5. Perform coordinated switchover at a pre-announced time, making sure everybody knows about
it in advance.
Here is an example:
Let's say it is necessary that data scientists switch their working environment operating system (OS)
from Windows to Linux so that developers can more easily reproduce their results in the production
software.
1. Investigate in audience-limited conversations (e.g. with programmers) whether the data
scientists' desktop OS has to be changed, or whether it is sufficient that they connect to a Linux
machine from their current Windows machines.
2. Announce that the team would like to move the data scientist workspaces from Windows to
Linux within the next three months, and present your concrete proposal so far which may include a
video-tutorial based training on how to use the new work spaces remotely from Windows, as well as a
dedicated engineer to help with the migration.
 52
3. Collect feedback such as a data scientist saying that some scripts don't work on Windows.
Discuss with this data scientist (but in public) whether an engineer helping to port these scripts to
Windows before the move would address that issue. Another data scientist may point out that the move
should be done after producing results X but before starting feature Y. Refine the schedule
accordingly.
4. Call the motion “Datasci-Linux”.
5. Ensure everybody knows that “Datasci-Linux” will be performed in the last week of April.
Team organisation
Have a real ops, tools and help team .
A lean “DevOps”- only approach usually doesn't work with researchers.
While developers like to control machines and servers themselves and the team can be made more
efficient that way, researchers like to have their heavy machinery moved by people who understand
what they are doing.
Thus, as a manager, you should make sure that:
• Ops should take care of researchers' working environments, software needed, computing
clusters and so on, so that researchers don't have to spend time on trial and error (unless they want to
learn it).
• If a researcher wants to do some overnight computation job, assign them an engineer to execute
it properly.
• Recurring jobs are coded up so they can be more automated. Non-software people are
surprisingly unfamiliar with that idea and will happily do the same manual task again and again.
• The rule of thumb is: Do it manually 3 times, then code it up (this is a good rule for general
software development, but you may have to emphasize it especially in a medical environment where
manual procedures that cannot be automated are very common).
• Ensure you have people who can continually help with every-day issues with tools the team
uses, and are tasked to train everybody in using and understanding version control software and the
development model. A lot of time can be wasted if somebody does not understand how to get their
changes in the right place with git , pushes things to the wrong branch, and so on.
Separate roles
Define ahead of time what role can block what activity to avoid unnecessary project slowdowns.
As a Project Manager, you should make sure that:
• Regulatory people don't use their almost unlimited veto power to block decisions that are
outside of their domain. For example, a regulatory reviewer should not use their veto to enforce
changes that are irrelevant for regulatory review.
• Programmers should be able to block researcher or regulatory decisions when they are not
realisable , such as using a given method when it cannot be implemented correctly, accurately, or in
time.
• You (the Project Manager) are actually able to exercise the power over the schedule and work
items that was given to you. A Project Manager's responsibility is to ensure realistic estimates, also at
times pushing back against features that executives may want to see in short time, if, based on
programmer or researcher feedback, they cannot be realised that quickly.
Managing code, processes and documentation
Version control
Enforce that all code be checked into version control. Make no exceptions here.
Arrange for personal scrap spaces in version control that are clearly marked as not being under the
same scrutiny as “device code”. If you do not do this, researchers and programmers will not check
their experiments into version control, and the project will suffer. Examples for such scrap spaces are
branches prefixed with wip/ (for work-in-progress), and a personal-workspaces/username directory
hierarchy.
In general, always clearly separate device-code and non-device code. This need not mean that they
should be in independent source code repositories (as that would forbid ensuring experimental scripts
 53
work with the latest version of device-code). Instead, use other explicit means as separation, such as
having one directory for device, and one for non-device code.
Relatedly, separate the device from the platform needed to run the device (such as deployment
infrastructure and server tools). As mentioned earlier, this is especially important for infrastructure
security updates.
You should optimise version control usage for efficiency. For example: Have branches with a doc-
prefix only run documentation builds, and skip the big or costly stages other builds may include.
People will hate tools for structured working such as version control and CI if it makes their workflow
slow. Always provide fast ways to do things.
If possible, use a linear development model in version control (such as a “rebasing” workflow in git).
In an environment where reproducibility is of utmost importance, being able to do automatic
bisections to find regressions is more important than developers having to resolve more merge
conflicts.
Be especially careful with development practices that can scare regulatory people.
TODOs
As a programmer or data scientist,
Don't write : TODO: fix this code .
• This may suggest there is a flaw in the device that can make it unsafe, or that it is unfinished.
• Assume that regulatory reviewers have no understanding of programming and take you literally
by the words you write.

Do write: TODO-ENG: Future performance enhancement: While this computes the correct result and
is safe to use, we should make this faster by doing XYZ.

For each project, define and document clear criteria for labels like TODO .
For example, you might designate TODO-ENG as a label to mean “irrelevant for the medical device
operating correctly, but engineering would like to change this”, and TODO-DEVICE as a label to
mean “this must be changed before the release or next major milestone on the roadmap”. You can
then ensure before the next milestone that all TODO-DEVICE labels are gone.
Ensure everybody (including regulatory people) know which label means what. Add this information
to your documentation. Also see the next point for more on that.
Enforce documentation for all coding processes
Whenever you make a decision of how things are done in the project, write it down, ideally in version
control.
Don't propagate engineering, review, and other process rules by word of mouth. One way regulators
assess you is whether you stick to your own processes; they will not be able to find evidence of you
doing so if you haven't written the processes down.
Finding documentation
Only having documentation is not enough. It also needs to be discoverable.
 54

Use simple and obvious ways for people to find any

documentation they might need. An approach that works well is to place a README file in each sub-
project's top level directory (of course under version control), and link to other documents from this
entry point.
Use a simple tagging scheme, such as tags in brackets (e.g. [ALIEN-SALIVA-DENSITY-
ESTIMATION]) that allows you to place textual anchors and references to them in code and
documentation. This is because linking from documentation to documentation (which may be easier,
e.g. using hyperlinks) is not enough; you will also need to link from code to docs and from docs to
code (and referring to file name plus line number is obviously not a good choice given that code can
move around).
Medical device software tends to have a lot of documentation, so you will have many links and
references in your project. At the time of an audit, you don't want auditors unable to follow outdated
documentation links. Have your tools team write tooling to find dangling links and references, possibly
also to produce simple graphs so that you can easily visualise documentation references.
Interaction between researchers and engineers
You cannot simply throw a bunch of engineers and researchers together and expect that they will work
in perfect symbiosis and produce the desired results.
In many companies, R&D and Engineering may be separate departments that may have developed
different ways of working and communicating. This maybe even more true when one of the two sides
is brought in by a different company or via contracting . Bringing them together often warrants extra
planning and being more explicit than usual when setting up joint workflows.
Define clearly who is in charge at each stage of the project.
• In the R&D phase, engineering should likely assist researchers to get good results, quickly.
• In the productisation phase, researchers should likely assist engineers to make an excellent
product.
Discourage walled-off thinking.
Make clear that the success of the project depends on the successful interaction between researchers
and engineers.
Most importantly, be aware of the the “my side is fine” problem.
Researchers like to think:
These are my preconditions, and they have to be provided by the engineers. If those are provided, we'll
be fine.
Engineers like to think:
As long as I code up these maths written by the researchers, I'll be safe.
 55
As a result, neither of the two sides makes sure that the critical preconditions that make the system
work are actually provided.
To avoid this, you should make sure each side understands the other well, that the interface between
them is understood especially well by both, and that they talk often about it. Encourage mutual
training: Have Researchers train Engineers to understand their maths, and Engineers train Researchers
to read their code.
Establish critical thinking and a culture where everyone can ask everything.
This is one of the most important bits when trying to make a safe device.
Allow and encourage any form of understanding question. “Is this safe to do, and why?” should be
a common thing to be heard and written in your project. Establish that this does not question
anybody’s reputation. Employ blame-free evaluation and analysis techniques.
After-reading tasks
1. Translate word-combinations.
Best practices and pitfalls, Medical Device software, project setup, productisation phase, strong typing,
referential transparency (pure functions), parametricity, generative testing, blame-free evaluation and
analysis techniques, code coverage, model checking, theorem proving, check and tune algorithms,
government regulatory body, R&D phase, US Food and Drug Administration (FDA), unit testing, code
review, verification, advanced technical tooling, byte-identical output, refactorings, a flaw in the
device, link together code features with technical requirements, sub-project's top level directory, use a
linear development model, a “rebasing” workflow in git, reproducibility, automatic bisections,
personal scrap spaces .

2. Find the synonyms in the text.

1.productive capacity
2.check-out procedure
3.rapid tooling
4.duplicability

3. Connect the words with their meanings.

1. Continuous Integration (CI) A. is a result in the theory of
programming languages in computer
science. Its principle dictates that
functions with similar types have
similar properties.
2. Parametricity B. means merging everybody's work
together frequently and running
automated tests on it
3. Git C. means that the same language
expression can result in different
values at different times depending
on the state of the executing
program.
4. Referential transparency D. is a distributed version control and
source code management system
with an emphasis on speed.

5. Strong typing E. means that you store the last-

approved outputs of your algorithms
on a (large) data set of inputs in your
 56

version control system or (if it

doesn't fit in there) in another form
of storage.
6. Gold-standard testing F. is a system that places any of various
kinds of restriction on the
interactions between objects of
different data types.

4. Answer the questions.

1. Who can a common team structure inside a company working on a Medical Device include?
2. What are the main three phases of the project?
3. Why do the developers need a list of “reserved terminology keywords”?
4. Why is CI the central point where all work comes together?
5. What falls under “formal software verification”:
6. What should a programmer do?
7. What does a product manager’s role consist in?
5. Insert the words or word-combinations from the box.
advanced technical tooling, sub-project's top level directory, formal software verification, R&D
phase, linear development model, agile development model, ops, automatic bisections, personal
scrap spaces, productisation phase

1. In the , engineering should likely assist researchers to get good results, quickly.
2. Use a _ in version control such as a “rebasing” workflow in git.
3. In the , researchers should likely assist engineers to make an excellent product.
4. Arrange for in version control that are clearly marked as not being under the same
scrutiny as “device code”.
5. When we as programmers use like Haskell, we can easily enumerate the
various features that will make the software more correct and reliable.
6. In an environment where reproducibility is of utmost importance, being able to do
to find regressions is more important than developers having to resolve more merge conflicts.
7. An approach that works well is to place a README file in each (of course
under version control), and link to other documents from this entry point.
8. should take care of researchers' working environments, software needed,
computing clusters and so on, so that researchers don't have to spend time on trial and error (unless
they want to learn it).
9. If you use a compiler featuring static analysis, you might explicitly advertise this as a form of
“ ”.
10. You may meet heavy resistance to any form of , continuous deployment setup,
and frequent code changes after the release of the software.

Project Work
Describe 3 Do’s and Don’ts for successful medical device software development.

LISTENING
WARM-UPS
1. BIOTECHNOLOGY: Students walk around the class and talk to other students
about biotechnology. Change partners often and share your findings.
2. CHAT:In pairs / groups, talk about these topics or words from the article. What will the article say
about them? What can you say about these words and your life?
engineer / artificial intelligence / computer / project / funding / security industry /
 57
silicon chips / decades / device / mouse / biotechnology / learning / networks / fiction
Have a chat about the topics you liked. Change topics and partners frequently.
3. ROBOTS: Students A strongly believe robots are good for us; Students B strongly believe robots
are bad for us. Change partners again and talk about your conversations.
4. TECHNOLOGY: How do these technologies help us now and how will they help in the future?
Complete this table with your partner(s). Change partners often and share what you wrote.
How does it help? What it will be like in 2117
Biotechnology
Food technology
Nanotechnology
Sports technology
Medical technology
Military technology
5. ENGINEER: Spend one minute writing down all of the different words you
associate with the word "engineer". Share your words with your partner(s) and talk about them.
Together, put the words into different categories.

BEFORE LISTERNING
1. SYNONYM MATCH:
Match the following synonyms. The words in bold are from the news article.
1. created a. deal with
2. launched b. business
3. raised c. form
4. industry d. started
5. additional e. brain power
6. base f. made
7. powerful g. gadgets
8. process h. got
9. devices i. extra
10. intelligence j. strong

2. PHRASE MATCH: (Sometimes more than one choice is possible.)

1. created a revolutionary j. of $10 million
2. artificial
3. He launched his start-
4. his project is already making profits
5. It could also be used in airport
6. silicon
7. Neurons are cells
8. They use electricity and chemical
9. Using neurons in computers is called
10. science

a. chips
b. up project last year
c. biotechnology
d. security systems
e. in the brain
f. new computer
g. fiction
h. intelligence
i. signals
 63

After listerning
1. Listen and state if a-h below are true (T) or false (F).
a. Two people invented the new device. T / F
b. The new project has made $10 million in profits.T / F
c. The security industry is not interested in it. T / F
d. The article says the device could make smells in hospitals disappear. T / F
e. Silicon chips are not powerful enough to make devices that can smell. T / F
f. The inventor used neurons from the brains of mice. T / F
g. The use of neurons in computers is called biotechnology. T / F
h. The inventor wants to try and build a human brain. T / F
Listen and choose the answers.
1) created a revolutionary new computer that has (AI)
a. arty fissure intelligence
b. arty facial intelligence
c. artificial intelligence
d. are tea fish all intelligence
2) Dr Agabi said his project is already making $10 million
a. profit soft
b. proffer soft
c. prof, its off
d. profits of
3) The security industry is also keeping
a. a cloze watch
b. a clothes watch
c. ache loads watch
d. a close watch
4) It could also be used in airport security systems to
a. smell explosives
b. smell explosive
c. smell explosion
d. smell expo sieves
5) An additional use could be in hospitals to smell diseases
a. inhumane
b. inn humans
c. in who mans
d. in humans
6) Dr Agabi did not base Koniku on silicon chips. Agabi said computers have used
a. silly con for decades
b. sill icon for decades
c. see lick on for decades
d. silicon for decades
7) it is not powerful enough to deal with the maths needed to
a. cognize smells
b. re-cog nice smells
c. recognize smells
d. wreck cog nice smells
8) Agabi said biotechnology can make smell
a. devices what can
b. devices that can
c. devices than can
d. device is that can
9) Our deep learning networks are all
 59
a. copy in the brain
b. cope pee in the brain
c. copying in the brain
d. copying the brain
10) We do not want to build a human brain. It's not
a. science fiction
b. science faction
c. science friction
d. science fraction
COMPREHENSION QUESTIONS
1. What is Dr Oshi Agabi's job besides being a neuroscientist?
2. When did Dr Agabi launch his start-up project?
3. How much profit has Dr Agabi made?
4. What kind of industry is interested in Dr Agabi's device?
5. Where could the new device smell diseases in humans?
6. What did Dr Agabi say was not powerful enough for his device?
7. From what animal's brain does the device use brain neurons?
8. What do neurons use to send information, besides chemical signals?
9. What did Dr Agabi say bio was?
10. What did Dr Agabi say he didn't want to build?
MULTIPLE CHOICE - QUIZ
1) What is Dr Oshi Agabi's job besides being a neuroscientist?
a) CEO
b) engineer
c) physicist
d) robot builder
2) When did Dr Agabi launch his start-up project?
a) earlier this year
b) three years ago
c) 2011
d) last year
3) How much profit has Dr Agabi made?
a) $10 million
b) $11 million
c) $12 million
d) $14 million
4) What kind of industry is interested in Dr Agabi's device?
a) the food industry
b) the spying industry
c) the security industry
d) the engineering industry
5) Where could the new device smell diseases in humans?
a) in airports
b) in hospitals
c) in the streets
d) in people's homes
6) What did Dr Agabi say was not powerful enough for his device?
a) silicon chips
b) the human brain
c) electricity
d) processes
7) From what animal's brain does the device use brain neurons?
 60
a) a dog
b) a chimpanzee
c) a mouse
d) a monkey
8) What do neurons use to send information, besides chemical signals?
a) electricity
b) processes
c) silicon
d) protein
9) What did Dr Agabi say bio was?
a) tech
b) important
c) bionics
d) biomass
10) What did Dr Agabi say he didn't want to build?
a) a hospital
b) a building
c) a silicon chip computer
d) a human brain

ROLE PLAY
Role A – Biotechnology
You think biotechnology is the most important kind of technology. Tell the others three reasons
why. Tell them what is wrong with their technology. Also, tell the others which is the least
important of these (and why): food technology, weapons
technology or sports technology.
Role B – Food Technology
You think food technology is the most important kind of technology. Tell the others three reasons
why. Tell them what is wrong with their technology. Also, tell the others which is the least
important of these (and why): biotechnology, weapons
technology or sports technology.
Role C – Weapons Technology
You think weapons technology is the most important kind of technology. Tell the others three
reasons why. Tell them what is wrong with their technology. Also, tell the others which is the least
important of these (and why): food technology, biotechnology or sports technology.
Role D – Sports Technology
You think sports technology is the most important kind of technology. Tell the others three reasons
why. Tell them what is wrong with their technology. Also, tell the others which is the least
important of these (and why): food technology, eapons
technology or biotechnology.
AFTER LISTENING
1. WORD SEARCH: Look in your dictionary / computer to find collocates,
other meanings, information, synonyms … for the words 'bombs' and 'diseases'.
bombs diseases
• Share your findings with your partners.
• Make questions using the words you found.
• Ask your partner / group your questions.
2. ARTICLE QUESTIONS: Look back at the article and write down some questions you would
like to ask the class about the text.
• Share your questions with other classmates / groups.
• Ask your partner / group your questions.
3. VOCABULARY: Circle any words you do not understand. In groups,
 61
pool unknown words and use dictionaries to find their meanings.
4. TEST EACH OTHER:Look at the words below. With your partner, try
to recall how they were used in the text:
• engineer
• spent
• launched
• making
• close
• additional
• decades
• based
• mouse
• signals
• deep
• fiction
BIOTECHNOLOGY SURVEY
Write five GOOD questions about biotechnology in the table. Do this in pairs. Each student must
write the questions on his / her own paper.
When you have finished, interview other students. Write down their answers.
STUDENT 1

STUDENT 2

STUDENT 3

Q.1.
Q.2.
Q.3.
Q.4.
Q.5.
• Now return to your original partner and share and talk about what you found
out. Change partners often.
• Make mini-presentations to other groups on your findings.
BIOTECHNOLOGY DISCUSSION
STUDENT A’s QUESTIONS (Do not show these to student B)
1. What did you think when you read the headline?
2. What images are in your mind when you hear the word 'silicon'?
3. What do you know about neuroscience?
4. What do you know about artificial intelligence?
5. What do you think of computers that can smell?
6. How important are computers?
7. How important is artificial intelligence?
8. How useful is a computer that can smell?
9. How could computers that can smell fight terrorism?
10. Would you like a computer that can smell?
BIOTECHNOLOGY DISCUSSION
STUDENT B’s QUESTIONS (Do not show these to student A)
11. Did you like reading this article? Why/not?
12. What do you think of when you hear the word 'chip'?
13. What do you think about what you read?
14. How useful are silicon chips?
15. What do you think of the new neurons computer?
 62
16. What do you know about biotechnology?
17. How difficult is it for a computer to copy the brain?
18. What do you think of science fiction?
19. How much is life like science fiction?
20. What questions would you like to ask Dr Agabi?
DISCUSSION (Write your own questions)
STUDENT A’s QUESTIONS (Do not show these to student B)
1.
2.
3.
4.
5.
6.

DISCUSSION (Write your own questions)

STUDENT B’s QUESTIONS (Do not show these to student A)
1.
2.
3.
4.
5.
6.
Self-study work (hometasks)
1. VOCABULARY EXTENSION: Choose several of the words from the text. Use a dictionary or
Google’s search field (or another search engine) to build up more associations / collocations of each
word.
2. INTERNET: Search the Internet and find out more about biotechnology. Share what you
discover with your partner(s) in the next lesson.
3. BIOTECHNOLOGY: Make a poster about biotechnology. Show your work to your classmates
in the next lesson. Did you all have similar things?
4. ROBOTS: Write a magazine article about robots becoming an important part of our home life.
Include imaginary interviews with people who are for and against it.
Read what you wrote to your classmates in the next lesson. Write down any new words and
expressions you hear from your partner(s).
5. WHAT HAPPENED NEXT? Write a newspaper article about the next stage in this news story.
Read what you wrote to your classmates in the next lesson. Give each other feedback on your
articles.
6. LETTER: Write a letter to an expert on biotechnology. Ask him/her three questions about it.
Give him/her three of your ideas on how it can help us. Read your letter to your partner(s) in your
next lesson. Your partner(s) will answer your questions.
ACADEMIC WRITING
Robots with artificial intelligence will never be a danger to humans. Discuss
 63

UNIT 6
PROGRAMMING

The objective of the lesson is to develop speech competences on the topic of programming.
The tasks of the lesson are:
- to learn the vocabulary for programming;
- to understand main points, specific information of utterances and elicit meaning from the context;
- to ask and answer questions about programming languages;
- to express opinions about programming;
- to write e-mails to business partners.

VOCABULARY BANK
Read the given words/word combinations, elicit and explain their meanings (if necessary, look
them up in the dictionary):

1 .NET Framework 26 Perl

2 advancement 27 PHP (PHP Hypertext Preprocessor)
3 array 28 portability
4 backwards-compatible 29 primary language
5 clumsy 30 procedural language
6 compiler 31 Python
7 debugging 32 readability
8 define 33 release
9 detect bugs 34 reliable
10 ECMAScript 35 reusable
11 elegant code 36 rewarding
12 embedded 37 Ruby
13 encouragement 38 scary-looking
14 failure 39 scripting
15 flowchart 40 sloppy
16 high-level language 41 suitable
17 indentation 42 superior
18 interpreter 43 switch
19 Java 44 syntax
20 JavaScript 45 test
21 maintenance program 46 updated version
22 multi-paradigm language 47 VB (Visual Basic)
23 object-oriented language 48 Validation
24 office suites 49 viewable
25 overall 50 whatsoever
 64
STARTER
Task 1. Think over the following questions and discuss your answers with the group:
1. Have you ever wondered what it is that IT professionals do in their jobs?
2. Are you in the market for a career in IT?
3. Do such IT jobs as Application Developer, Web Administrator, Network Engineer, Information
Technology Manager, Chief Information Officer interest you or not? Put them in the order from the
most interesting to the least interesting for you.
4. Have you ever learnt any of the programming languages?

PRE-READING TASKS

Task 2. Match the terms in table A with the statements in table B

Table A Table B
1. VB (Visual Basic) a. a program that takes human readable code and
2. Elegant Code turns it into machine readable code for running
3. Perl at a later time
4.Syntax b. concise, clean, and clear code which allows
5.Interpreter other developers to understand and extend it
6. Portability c. a program that reads a high-level
7. Complier programming language, converts it into machine
8. Procedural language code, and then immediately runs that code
d. a high-level, interpreted programming
language written by Larry Wall in 1986 and
typically used for system administration
e. a measure of how easily programs can be
moved to a new system without having to make
any changes.
f. rules governing the structure of a
programming language
g. any programming language that is based on a
step-by-step approach to solving a problem
h. a Windows-only, multi-paradigm
programming language developed by Microsoft
and intended for beginners or casual use

Task 3. Fill in the blanks with the words from the box:

Java, Ruby, Python x 2 , .NET Framework, ECMAScript, JavaScript x 2

1. is Microsoft's premium solution for programming applications, and supports over 20

languages including C#, VB.NET, and IronRuby.
2. The professor told us that officially _should be called _ , but that few people
do so in practice.
3. The computer science professor predicted that as processor speeds increased, would
eventually replace C++ in application development.
4. The web programmer used to alert the user about invalid data entered in a required
field.
5. The motto of is "there should be one – and preferably only one – obvious way to doit".
6. The creator of wanted a scripting language that was more elegant than Perl, and more
object-oriented than .
 65
Task 4. Translate the following sentences into your native language:
1. PHP started out as a procedural language, but grew into a multi-paradigm language when it added
support for objects in version 4.
2. The students liked programming Python more than C because they didn't have to use a compiler
before execution.
3. The junior programmer wrote elegant code and used variable names with a clear meaning.
4. Computer languages that require an interpreter often run slower than languages that require a
compiler
5. Java is the most popular object-oriented language.
Task 5. Read and translate the following text into your native language.

PROGRAMMING LANGUAGES

There are hundreds of programming languages in use today. How can you know which one to learn
first? How do you know which ones are the best for your IT field of choice? Why not start by
learning one of the top 10 most popular ones? That way you will always be able to get a job in the
IT industry.
Learning a programming language is not easy, but it can be very rewarding. You will have a lot of
questions at first. Just remember to get help when you need it! You can find out the answer to
almost everything on Google nowadays.... so there is no excuse for failure. Also remember that it
takes years to become an expert programmer. Don't expect to get good overnight. Just keep learning
something new every day and eventually you will be competent enough to get the job done.
1. Java
Java uses a compiler, and is an object-oriented language released in 1995 by Sun Microsystems.
Java is the number one programming language today for many reasons. First, it is a well-organized
language with a strong library of reusable software components. Second, programs written in Java
can run on many different computer architectures and operating systems because of the use of the
JVM ( Java virtual machine ). Sometimes this is referred to as code portability or even WORA (
write once, run anywhere ). Third, Java is the language most likely to be taught in university
computer science classes. A lot of computer science theory books written in the past decade use
Java in the code examples. So learning Java syntax is a good idea even if you never actually code in
it.
Java Strengths: WORA, popularity
Java Weaknesses: Slower than natively compiled languages

2. C
C is a compiled, procedural language developed in 1972 by Dennis Ritchie for use in the UNIX
operating system. Although designed to be portable in nature, C programs must be specifically
compiled for computers with different architectures and operating systems. This helps make them
lightning fast. Although C is a relatively old language, it is still widely used for system
programming, writing other programming languages, and in embedded systems.
Strengths: Speed
Weaknesses: Memory management can be difficult to master

3. C++
C++ is a compiled, multi-paradigm language written as an update to C in 1979 by Bjarne
Stroustrup. It attempts to be backwards-compatible with C and brings object-orientation, which
helps in larger projects. Despite its age, C++ is used to create a wide array of applications from
games to office suites.
Strengths: Speed
Weaknesses: C++ is older and considered more clumsy than newer object-oriented languages such
as Java or C#.
 66
4. PHP
PHP uses a run-time interpreter, and is a multi-paradigm language originally developed in 1996 by
Ramus Lerdorf to create dynamic web pages. At first it was not even a real programming language,
but over time it eventually grew into a fully featured object-oriented programming language.
Although PHP has been much criticized in the past for being a bit sloppy and insecure, it's been
pretty good since version 5 came out in 2004. It's hard to argue with success. Today, PHP is the
most popular language used to write web applications.
Strengths: Web programming, good documentation
Weaknesses: Inconsistent syntax, too many ways to do the same thing, a history of bizarre security
decisions
5. VB ( or Visual Basic ) Visual Basic is an interpreted, multi-paradigm language developed by
Microsoft Corporation for the Windows platform. It has been evolving over the years and is seen as
a direct descendant of Microsoft's old BASIC from the 1970's. Visual Basic is a good language for
scripting Windows applications that do not need the power and speed of C#.
Strengths: None.
Weaknesses: Only runs in Windows
6. Python
Python is an interpreted, multi-paradigm programming language written by Guido van Rossum in
the late 1980's and intended for general programming purposes. Python was not named after the
snake but actually after the Monty Python comedy group. Python is characterized by its use of
indentation for readability, and its encouragement for elegant code by making developers do similar
things in similar ways. Python is used as the main programming choice of both Google and Ubuntu.
Strengths: Excellent readability and overall philosophy
Weaknesses: None

7 C#
C# is a compiled, object-oriented language written by Microsoft. It is an open specification, but
rarely seen on any non-Windows platform. C# was conceived as Microsoft's premium language in
its .NET Framework. It is very similar to Java in both syntax and nature.
Strengths: Powerful and pretty fast
Weaknesses: Only really suitable for Windows
8. JavaScript
JavaScript is an interpreted, multi-paradigm language. A very strange one too. Despite its name, it
has nothing whatsoever to do with Java. You will rarely, if ever, see this language outside of a web
browser. It is basically a language meant to script behaviors in web browsers and used for things
such as web form validation and AJAX style web applications. The trend in the future seems to be
building more and more complex applications in JavaScript, even simple online games and office
suites. The success of this trend will depend upon advancements in the speed of a browser's
JavaScript interpreter. If you want to be correct, the real name of this programming language is
ECMAScript, although almost nobody actually calls it this.
Strengths: it's the only reliable way to do client-side web programming
Weaknesses: it's only really useful in a web browser
9. Perl
Perl is an interpreted, multi-paradigm language written by Larry Wall in 1986. It is characterized by
a somewhat disorganized and scary-looking syntax which only makes sense to other PERL
programmers. However, a lot of veteran programmers love it and use if every day as their primary
language. 10 years ago, Perl was more popular than it is today. What happened? A lot of newer
programmers and even old Perl programmers have switched to other languages such as PHP,
Python, and Ruby. Perl is perhaps still the best language for text processing and system
administration scripting.
Strengths: text processing and system administration
Weaknesses: strange syntax, and perhaps too many ways to do the same thing
 67
10. Ruby
Ruby is an interpreted, object-oriented language written by Yukihiro Matsumoto around 1995. It is
one of the most object-oriented languages in the world. Everything is an object in Ruby, even letters
and numbers can have method calls. It's a great language to learn if you love objects. The only
negative is that its love of object-orientation makes it a bit slow, even for an interpreted language.
Strengths: Perhaps the world's most object-oriented language
Weaknesses: its superior object model comes at a price... namely speed

POST-READING TASKS

Task 6. Answer the following questions:

1. Name the top 10 most popular programming languages 2. What programming language can run
on many different computer architectures? 3. When was C developed? 4. Name weaknesses of
Python. 5. What programming language was developed by Microsoft Corporation? 6. What is the
most reliable way to do client-side web programming? 7. What is one of the most object-oriented
languages in the world? 8. What programming language is the best for text processing and system
administration scripting? 9. What was Python named after? 10. Why was Perl more popular 10
years ago than it is now?

Task 7. Mark the following statements as Trueor False.

1.Ruby, C++ and C# are good examples of object-orientated languages.
2.Virtual machines enable code portability, for example with the use of JVM.
3.Visual Basic, Python and Perl are all interpreted, multi-paradigm languages.
4. Perl is more popular now than it was 10 years ago.
5. Virtual Basic can run on many different operating systems.
6. Java is the language most likely to be taught in university computer science classes.
7. Java is an older programming language than C++.
8. Visual Basic has a lot of strengths.

Task 8. Learn the following instruction how to write a program paying attention to the
underlined words.
To write a program, software developers usually follow these steps:
● First they try to understand the problem and define the purpose of the program.
● They design a flowchart, a diagram which shows the successive logical steps of the
program.
● Next, they write the instructions in a high-level language (Pascal, C, etc.) This is called
coding. The program is then compiled.
● When the program is written, they test it: they run the program to seeif it works and use
special tools to detect bugs, or errors. Any errors are corrected until it runs smoothly.This is called
debugging, or bug fixing.
● Finally, software companies write a detailed description of how the program works, called
program documentation. They also have a maintenance program. They get reports from users about
errors found in the program. After it has been removed, it is published as an updated version.

Task 9. Look at task 9 and then put these programming steps into the correct order.
Document and maintain the program
Test the program and bugs
Make flowcharts
Write a code and compile
Analyze the problem
Debug and correct it if necessary
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Task 10. SPEAKING. Work in pairs. Make a dialogue using the underlined words from the task 9.
Act your dialogue out to the group.

Task 11. LISTENING. Watch the video. https://www.youtube.com/watch?v=xfBWk4nw440

Then answer the following questions:

1. What is the name of the speaker?
2. Name the professions mentioned in the video that have already been entirely replaced by the
computers.
3. What kind of societal problems we used to face before and that don't make any sense in a world
with computers?
4. What are the main reason for people to learn to programming by the opinion of the speaker?
5. What is the speaker's advice for you how to start learning to program?
6. Who is the author of the words: "If you have a difficult task to do, give it to a lazy man, he will
find an easier way to do it"?

Task 12. WRITING. You are a web developer and your new customer wants you to create a new
website for fans of a popular computer game. He wants this site to be exciting and dynamic and to
be viewable on many types of devices, including mobile devices. Write an e-mail to your customer
and explain what are you going to do to create the website.
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UNIT 7
INTERNET OF THINGS

The objective of the lesson is to develop speech competences on the topic of Internet of Things.
The tasks of the lesson are:
- to learn the vocabulary for Internet of Things;
- to understand main points, specific information of utterances and elicit meaning from the context;
- to ask and answer questions about Internet of Things;
- to express opinions about smart technologies;
- to make written reports about Internet of Things.

VOCABULARY BANK
Read the given words/word combinations, elicit and explain their meanings (if necessary, look
them up in the dictionary):
1 alert 26 mobile device
2 appliance 27 optimization
3 artificial intelligence 28 perception
4 automation 29 privacy
5 barcode 30 quality
6 baseband network 31 satisfy needs
7 cognitive computing 32 scope
8 computer vision 33 security
9 conceivable 34 security threat
10 connectivity issues 35 sensing mechanism
11 cost effective 36 sensor
12 cyber-attack 37 smart city
13 emerging paradigm 38 smart home
14 enhancement 39 society
15 Ethereum 40 speech recognition
16 facial recognition 41 take advantage
17 facilitate 42 technical specifications
18 gateway 43 things
19 health care 44 traffic congestion
20 identity 45 transportation
21 innovative solution 46 ubiquitous computing
22 intelligent device 47 uplift
23 involvement 48 voice assistant
24 launch 49 virtual reality
25 middleware 50 wearables
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STARTER
Task 1. Think over the following question and discuss your answers with the group:
• Would you like to live in a smart house?
• How can you imagine your life in a smart city?
• How can smart health technology be helpful in modern age?
• What are the benefits of smart transportation systems?
• Will smart technologies change our world for the better?

PRE-READING TASKS
Task 2. Match the terms in table A with the statements in table B
Table A Table B
1 1.Sensor a. One of the challenges of IoT data, such as sensor data, is
2 2.Quaility the sheer volume and velocity at which it’s being created.
3 Speech recognition The tricky part is to quickly identify and isolate the “right”
4 Virtual reality data for analysis. Once identified, this is the data you’ll
5 Wearables want to act on for accurate and timely decision making.
6 Voice assistant b. A device that can detect an event or change in the
7 Computer vision environment and send that information to a machine that
8 Ethereum can then act (or not) on the data it has received.
c. It’s the ability for a machine to listen to spoken words
and phrases and convert them into machine-readable text.
d. Things that are worn under, with, or on top of clothing.
They are a primary tool for the quantified self. They’re
also being used for law enforcement, emergency
management, public safety and other purposes.
e. The term used to describe a three-dimensional, computer
generated environment that you can explore and interact
with. It’s an immersive experience that makes you feel like
you’re actually interacting with your digital environment.
f. A platform that offers many benefits for IoT. It uses its
own decentralized public block chain to store, execute and
protect smart contracts securely.
g. Also known as an intelligent personal assistant. With
your voice, you can ask an “assistant” to perform a task or
service for you, like manage your schedule or provide
traffic info.
h. Enables computers to gain a high-level understanding
from digital images or videos. It relies on pattern
recognition and deep learning to recognize what’s in a
picture or video. When machines can process, analyze and
understand images, they can be set up to capture images or
video in real time and interpret their surroundings.

Task 3. Fill in the blanks with the words from the vocabulary bank.
1. When we talk about the Internet of Things, what exactly is a t ? The answer depends on
who you ask. There’s no single right answer because it depends on context – and it’s your job to
understand that context. Generally speaking, a t_ could be a s , a device (mobile or not)
and/or anything with an IP address. One point of consensus is that the t population is
exploding. Soon there will be tens of billions of t on the planet. T depend on
connectivity to be “smart.”
2. Local governments developing s c can take advantage of all the IoT data coming from
water and energy resources, housing, traffic, parking and social media – not to mention open data.
 71
Today’s technologies are not only cheaper, they’re also faster and help governments do more with
less.
3. A i makes it possible for machines to learn from experience, adjust to new inputs and
perform humanlike tasks. Most a i examples that you hear about today – from chess-
playing computers to self-driving cars – rely heavily on deep learning and natural language
processing (NLP). Using these technologies, computers can be trained to accomplish specific tasks
by processing large amounts of IoT data and recognizing patterns in that data.
4. Imagine asking a machine a question (like you do with Siri® or Alexa) and having the machine
answer in a natural, humanlike manner. Then imagine the machine providing you with additional
information about your question that you never thought to ask, along with a narrative summary and
suggestions on how to analyze further. This is how c c works. It brings the “smarts” to
IoT.
5. IoT is affecting the h_ c industry in a major way. Many of us use w to monitor our
physical activity, sleep patterns and other health-related habits. Hospitals use IoT s to better
monitor patients and track equipment. This is just the beginning of how IoT will be used to improve
our health and help save lives.
6. Big data p--- isn’t a discussion reserved for data geeks and p freaks anymore. It’s
for all of us. With data and things growing at an alarming rate, we can no longer afford to sit on the
sidelines. We each need to take proactive steps to protect our data and our p .
Task 4. Read and translate the following text into your native language:
INTERNET OF THINGS
The Internet of Things (IoT) is an emerging paradigm that enables the communication between
electronic devices and sensors through the internet in order to facilitate our lives. IoT use smart
devices and internet to provide innovative solutions to various challenges and issues related to
various business, governmental and public/private industries across the world. IoT is progressively
becoming an important aspect of our life that can be sensed everywhere around us. In whole, IoT is
an innovation that puts together an extensive variety of smart systems, frameworks and intelligent
devices and sensors (Fig. 1). Moreover, it takes advantage of quantum and nanotechnology in terms
of storage, sensing and processing speed which were not conceivable beforehand.

Fig.1. General architecture of IoT.

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A great transformation can be observed in our daily routine life along with the increasing
involvement of IoT devices and technology. One such development of IoT is the concept of Smart
Home Systems (SHS) and appliances that consist of internet based devices, automation system for
homes and reliable energy management system.
Besides, another important achievement of IoT is Smart Health Sensing system (SHSS). SHSS
incorporates small intelligent equipment and devices to support the health of the human being.
These devices can be used both indoors and outdoors to check and monitor the different health
issues and fitness level or the amount of calories burned in the fitness center etc. Also, it is being
used to monitor the critical health conditions in the hospitals and trauma centers as well. Hence, it
has changed the entire scenario of the medical domain by facilitating it with high technology and
smart devices. Moreover, IoT developers and researchers are actively involved to uplift the life style
of the disabled and senior age group people. IoT has shown a drastic performance in this area and
has provided a new direction for the normal life of such people. As these devices and equipment are
very cost effective in terms of development cost and easily available within a normal price range,
hence most of the people are availing them. Thanks to IoT, as they can live a normal life.
Another important aspect of our life is transportation. IoT has brought up some new advancements
to make it more efficient, comfortable and reliable. Intelligent sensors, drone devices are now
controlling the traffic at different signalized intersections across major cities. In addition, vehicles
are being launched in markets with pre-installed sensing devices that are able to sense the upcoming
heavy traffic congestions on the map and may suggest you another route with low traffic
congestion. Therefore, IoT has a lot to serve in various aspects of life and technology. We may
conclude that IoT has a lot of scope both in terms of technology enhancement and facilitates the
humankind.
IoT has also shown its importance and potential in the economic and industrial growth of a
developing region. Also, in trade and stock exchange market, it is being considered as a
revolutionary step. However, security of data and information is an important concern and highly
desirable, which is a major challenging issue to deal with. The Internet being a largest source of
security threats and cyber-attacks has opened the various doors for hackers and thus made the data
and information insecure. However, IoT is committed to provide the best possible solutions to deal
with security issues of data and information. Hence, the most important concern of IoT in trade and
economy is security. Therefore, the development of a secure path for collaboration between social
networks and privacy concerns is a hot topic in IoT and IoT developers are working hard for this.

POST-READING TASKS
Task 6. Answer the following questions:
1.What is the Internet of Things? 2.How does Smart Health Sensing system work? 3. Why are IoT
developers and researchers actively involved in the development of high technology and smart
devices for SHSS? 4. How can SHSS be helpful for disabled people? Give examples. 5. What
advancements has IoT brought to transportation? 6. What other important aspects of life does IoT
affect? 7. Has IoT provided the best possible solution to deal with security issues and data
information?
Task 7. Find synonyms in the text above to the following words:
Connection; decision; wide; implication; combine; intelligent; quantity; to rise; route; accessible;
effective; to set off; different; improvement; most.
Task 8. Match the words to form phrases.
 73
• Electronic • Advantage
• Important • Condition
• To take • Being
• Processing • Importance
• Daily • Device
• Automation • Technology
• Human • Speed
• Health • Effective
• High • System
• Cost • Aspect
• To show • Routine

Task 9. Read and translate the following text into your native language:
IOT ARCHITECTURE AND TECHNOLOGIES
The IoT architecture consists of five important layers that defines all the functionalities of IoT
systems. These layers are perception layer, network layer, middleware layer, application layer,
business layer.
At the bottom of IoT architecture, perception layer exists that consists of physical devices i.e.
sensors, RFID chips, barcodes, etc. and other physical objects connected in IoT network. These
devices collect information in order to deliver it to the network layer. Network layer works as a
transmission medium to deliver the information from perception layer to the information processing
system. This transmission of information may use any wired/wireless medium along with 3G/4G,
Wi-Fi, Bluetooth etc.
Next level layer is known as middleware layer. The main task of this layer is to process the
information received from the network layer and make decisions based on the results achieved from
ubiquitous computing. Next, this processed information is used by application layer for global
device management. On the top of the architecture, there is a business layer which control the
overall IoT system, its applications and services. The business layer visualizes the information and
statistics received from the application layer and further used this knowledge to plan future targets
and strategies.
Furthermore, the IoT architectures can be modified according to the need and application domain.
Besides layered framework, IoT system consists of several functional blocks that supports various
IoT activities such as sensing mechanism, authentication and identification, control and
management. Figure 2 illustrates such functional blocks of IoT architecture.

Fig. 2. A generic function module of IoT system

There are several important functional blocks responsible for I/O operations, connectivity issues,
processing, audio/video monitoring and storage management. All these functional block together
 74
incorporates an efficient IoT system which are important for optimum performance. Although, there
are several reference architectures proposed with the technical specifications, but these are still far
from the standard architecture that is suitable for global IoT. Therefore, a suitable architecture is
still needs to be designed that could satisfy the global IoT needs. The generic working structure of
IoT system is shown in Fig. 3. Figure 3 shows a dependency of IoT on particular application
parameters. IoT gateways have an important role in IoT communication as it allows connectivity
between IoT servers and IoT devices related to several applications.
Fig. 3. Working structure of IoT.

Task 10. Find the meaning of the following abbreviations:

IoT; AI; QoS; WoT; SHS; SHSS; VR.

Task 11. Translate the following sentences from Ukrainian into English:
1. Під Інтернетом речей розуміється сукупність різноманітних приладів, датчиків, пристроїв,
об’єднаних в мережу за допомогою будь-яких доступних каналів зв'язку. 2. Інтернет речей в
повному обсязі автоматизує речі, так як він орієнтований на людину і надає йому можливість
доступу до речей. 3. Першу в світі інтернет-річ створив один з батьків протоколу TCP/ІР
Джон Ромкі в 1990 році, коли він підключив до мережі свій тостер. 4. В майбутньому «речі»
стануть активними учасниками бізнесу, інформаційних і соціальних процесів, де вони
зможуть взаємодіяти і спілкуватися між собою, обмінюючись інформацією про навколишнє
середовище. 5. Існують різні типи сенсорів для відповідних цілей, наприклад для
вимірювання температури, тиску, швидкості руху, місця розташування та ін.

SPEAKING. Read the article and answer the questions below.

Picture the scenario: it is a Friday night in the middle of winter and you are driving to your holiday
home in the mountains for the weekend. On your way there, you send your second residence a text
message which will activate the heating, so the place is nice and warm by the time you arrive. Your
main residence, meanwhile may be vacant, but you can send it an SMS to turn the lights on and off
a few times, giving the impression to potential burglars that someone is there. You can also monitor
what is happening inside the house on your mobile phone - cameras inside the house will send real-
time images direct to your phone. If disaster strikes, and the washing machine leaks while you are
not there, your house is so clever that it will automatically turn off the water at the mains and alert
you that a plumber may need calling.
Would you like to make your home intelligent? What are the advantages and disadvantages of
houses like that? What operations of the smart system mentioned in the article above can be
improved?
Now think of your ideal smart home and tell the group about it using the article as an example.
It is a Friday/Sunday night/morning in the middle of winter/ summer ....
 75

LISTENING. Watch the video https://youtu.be/ipdTLJcIkWI and do the following

task:
I. Put the sentences in the correct order:
1. I am a fairly typical user of technology. I like Facebook, I love Amazon, I run Instagram
account for a dog named Foxy.
2. We’re a database society and every day you are more likely to have your identity stolen.
3. We must employ measures to ensure that our identities remain uniquely ours.
4. Here’s a website open it available to the public with all kinds of devices that are connected
online.
5. There is even a pet sitting app that allows you to watch your pets while you are not at home.
6. Read reviews before buying your devices and downloading new apps and when an app or
software asks you to update, update it immediately.
7. These smart devices technically called Internet of Things devices or IoT for short are
generally defined as devices that have network connectivity. They collect user data, process and
analyze that data and then return it back to the user.
8. Unfortunately, this situation is all too real for many Americans today.
II. Comment on the ideas of the speaker. Give your opinion using the following phrases:
I agree/ I disagree…
I think/ I don’t think…
From my point of view….
In my opinion…
To my mind…
My impression is that…
It seems to me that…
Speaking personally…

WRITING. Make a written report (100-150 words) about IoT applications in one of the following
areas:
• Banking
• Casinos
• Health care
• Higher education
• Hotels
• Media
• Travel and Transportation
 76
UNIT 8
LASERS

The objective of the unit is to develop speech competences on the topic of lasers.
The tasks of the unit are:
- to learn the vocabulary for lasers;
- to understand opinions, gist, main points, specific information of utterances and elicit meaning
from the context;
- to ask and answer questions about lasers;
- to hold business communication about lasers.

VOCABULARY BANK
Read the given words/word combinations, elicit and explain their meanings (if necessary,
look them up in the dictionary):
1 amplification 26 relationship
2 axis 27 resonant
3 beam 28 spatial
4 breakthrough 29 surgeon
5 cavity 30 sword
6 coherent 31 temporal
7 consumer 32 time scale
8 conventional 33 to align
9 directionality 34 to compare
10 disturbance 35 to differentiate
11 divergence 36 to emit
12 diverse 37 to imply
13 fibre 38 to propagate
14 frequency 39 to reflect
15 gain medium 40 to release
16 impact 41 to sustain
17 interference 42 to trigger
18 intricate 43 to weld
19 machining 44 trace element
20 medical imaging 45 treatment
21 mercury 46 to spread
22 monochromaticity 47 to foresee
23 plaque 48 uniformly
24 prolific 49 visible
25 random 50 wavelength
 77
Task 1. Answer the questions below.
1. How much do you know about lasers?
2. Do you know who gave lasers their name and how it happened?
3. Can you name any devices where lasers are used?
4. Do you happen to know who built the very first laser?
5. When, in your opinion, did scientists start using lasers in technology?

1 acronym a /daɪ'vɜːʤəns/
2 coherent b /juː'niːk/
3 excimer c /'æksɪs/
4 nanotechnology d /'friːkwənsɪ/
5 monochromatic e /'kɔnsɪkwəns/
6 unique f /'eksɪmə/
7 spatial g /'ævərɪʤ/
8 divergence h /daɪ'æmɪtə/
9 consequence i /kəu'hɪərənt/
10 axis j /ˌjuːnɪ'fɔːmlɪ/
11 diameter k /'næ̱ noʊtek'nɒ̱ ləʤi/
12 frequency l /'ækrənɪm/
13 average m /plɑːk/
14 uniformly n /'speɪʃəl/
15 plaque o /ˌmɔnəkrə'mætɪk/

PRE-READING TASKS
Task 2. Some of the words in the text you are going to read may look familiar but sound
differently in English. Match the words with their transcription and read them correctly.

Task 3. Match the words and expressions from the text with their Russian or Ukrainian
equivalents.

1 a fibre laser a ла зер на розчині органічних з’єднань / лазер на растворе

органических соединений
2 divergence b когерентне випромінювання / когерентное излучение
3 a dye laser c ла зер на скловолокні / лазер на стекловолокне
4 axis d активне середовище/ активная среда
5 consequence e підсилення, підсилювання / усиление
6 coherent light f вз аємний вплив, втручання, непередбачену шкідливе діяння /
взаимное влияние; вмешательство; непредусмотренное вредное
воздействие
7 interference g невідповідність, розходження, відхилення / несоответствие,
расхождение; отклонение
8 amplification h наслідок, вислід, результат, висновок / следствие, последствие,
результат (чего-л.); вывод, заключение
9 to weld i вісь, осьова лінія / ось, осевая линия
10 to emit j за пускати, активувати, здійснювати, запроваджувати,
спрацьовувати / запускать; активировать; приводить в
действие; срабатывать
11 to imply k підтримувати, сприяти, забезпечувати / поддерживать;
способствовать (осуществлению чего-л.); обеспечивать
12 to trigger l випромінювати, випроменити, виділяти (світло, тепло, запах) /
 78
испускать, излучать, выделять (свет, тепло, запах)
13 plaque m зварювати(метал), варити, піддаватися зварюванню / сваривать
(метал), варить; поддаваться сварке
14 a gain n кров'яна бляшка, тромбоцит / кровяная бляшка, тромбоцит
medium
15 to sustain o припускати, розуміти, значити /предполагать, подразумевать,
значить

Task 4. Read the text and decide if the statements after it are true or false.

TEXT A. LASERS AND THEIR CHARACTERISTICS

Part 1
The term ‘laser’ is an acronym that stands for “Light Amplification by Stimulated Emission of
Radiation”.
In fact, a laser is an optical device that emits a beam of coherent light (electromagnetic radiation)
through an optical amplification process. The basic laser type consists of a sealed tube, containing a
pair of mirrors, and a laser medium that is excited by some form of energy to produce visible or
invisible ultraviolet or infrared radiation. They are ideal for concentrating light in space, time, or
particular wavelengths.
There are many different types of lasers such as gas lasers, fibre lasers, solid state lasers, dye lasers,
diode lasers and excimer lasers. All of them share a basic set of components, and each uses a
different type of gain medium.
Common gain media include gases such as argon or a helium and neon mixture, solid crystals like
rubies, and liquid dyes or chemicals. When energy is applied to the gain medium, it becomes
excited and releases energy as particles of light (photons).
A pair of mirrors at either end of the sealed tube either reflects or transmits the light (see the
illustration below) in the form of a concentrated stream called a laser beam. Each gain medium
produces a beam of a unique wavelength which belongs to certain colour.

Laser Structure

Statements for Part 1

1. The term ‘laser’ was coined artificially.
2. A narrow beam of coherent light can be created by an optical resonator described as a laser.
3. To produce radiation, a laser medium has to be excited by some form of energy.
4. Lasers can concentrate more power into a narrow range of wavelengths than other light
sources.
5. Based on the used medium, types of lasers may be varied.
6. Laser generation can use many materials that exist in different states.
7. Inside a laser, the stimulated emission occurs in a resonant cavity with optical diodes at both
ends.
 79
Part 2
Laser light has four unique characteristics that differentiate it from ordinary light. They are (1)
coherence, (2) directionality, (3) monochromaticity, and (4) high intensity.
Coherence is one of the unique properties of laser light. It arises from the stimulated emission
process which provides the amplification. Since a common stimulus triggers the emission events
which provide the amplified light, the emitted photons are "in step" and have a definite phase
relation to each other. This coherence is described in terms of ‘temporal coherence’ and ‘spatial
coherence’, both of which are important in producing the interference which is used to produce
holograms. Ordinary light is not coherent because it comes from independent atoms which emit on
time scales of about 10-8 seconds and the beam has no internal order; the waves do not have any
fixed relationship with each other. There is a degree of coherence in sources like the mercury green
line and some other useful spectral sources, but their coherence does not approach that of a laser.

Laser beam is highly directional, which implies that laser light is of very small divergence. This is a
direct consequence of the fact that laser beam comes from the resonant cavity, and only waves
propagating along the optical axis can be sustained in the cavity. In conventional light sources
(lamp, sodium lamp and torchlight), photons will travel in random direction. Therefore, these light
sources emit light in all directions. In the laser, on the other hand, all photons will travel in the same
direction. Therefore, the laser emits light only in one direction. This is called directionality of laser
light. The width of a laser beam is extremely narrow. Hence, a laser beam can travel to long
distances without spreading. If an ordinary light travels a distance of 2 km, it spreads to about 2 km
in diameter. However, if a laser light travels a distance of 2 km, it spreads to a diameter less than 2
cm.

Statements for Part 2

1. The laser light is an incoherent light source whereas an ordinary light is a coherent light
source.
2. Laser radiation contains waves of the same wavelength.
3. There are three types of coherence – spatial, conventional and temporal.
4. A typical beam of light waves from an ordinary source is "coherent", because it possesses
internal order.
5. Most other light sources emit incoherent light which varies randomly with time and position.
6. Lasers emit light with a narrow wavelength spectrum.
7. All photons emitted from ordinary light sources can move in a single direction.
8. Laser radiation is able to spread while travelling long distances.
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Part 3
Monochromatic light means a light containing a single colour or wavelength. The photons emitted
from ordinary light sources have different energies, frequencies, wavelengths, or colours. Hence,
the light waves of ordinary light sources have many wavelengths or colours. Therefore, ordinary
light is a mixture of waves having different frequencies or wavelengths. In lasers, on the contrary,
all the emitted photons have the same energy, frequency, or wavelength. That is why, the light
waves of laser have single wavelength or colour. Accordingly, laser light covers a very narrow
range of frequencies or wavelengths. This property of lasers is called monochromaticity.
Wave intensity is the average power that travels through a given area as the wave travels through
space. In an ordinary light source, the light spreads out uniformly in all directions. If you look at a
100 Watt lamp filament from a distance of 30 cm, the power entering your eye is less than 1/1000
of a watt. In lasers, the light spreads in small region of space and in a small wavelength range. It
explains why laser light has greater intensity when compared to the ordinary light. If you look
directly along the beam from a laser (please, don’t ever do it!), then all the power in the laser would
enter your eye. Thus, even a 1 Watt laser would appear many thousand times more intense than 100
Watt ordinary lamp.
So, lasers deliver coherent, monochromatic, well-controlled, and precisely directed light beams.
These four properties allow for a great number of specialized applications. Lasers have been
regularly used to measure, cut, drill, weld, read, write, send messages, solve crimes, burn plaque out
of arteries, and perform delicate eye operations. Over and over again the laser has proved to be an
extremely practical tool.
Statements for Part 3
1. A laser light emits a single pure spectral colour.
2. Laser radiation is monochromatic because it has diverse wavelengths and phases.
3. Most light sources emit near-monochromatic light with a very wide range of energies,
frequencies, wavelengths and colours.
4. Lasers emit all photons with the same energy, frequency and wavelength.
5. Because of its high radiance, a laser beam cannot be projected over great distances or
focused to a very small spot.
6. A laser pointer directed at the eye is more dangerous than direct sunlight.
7. Thanks to two main properties: monochromaticity and wave intensity, lasers can be used for
industrial and commercial purposes.

POST-READING TASKS
Task 5. Match the given words and phrases with their synonyms.

1 conventional a consistent
2 random b to excite
3 hence c evenly
4 frequency d channel
5 therefore e enlargement
6 uniformly f consequently
7 amplification g periodicity
8 to trigger h to discriminate
9 medium i accidental
10 dye j thus
11 a beam k an area
12 to differentiate l paint
13 coherent m traditional
14 accordingly n for this reason
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15 a range o a ray

Task 6. Fill in the gaps in the of-phrases below with the words from the box. All the phrases
can be found in the texts above.
mixture pair beam range
set degree particles emission
1. a of coherent light
2. a of components
3. of light
4. of radiation
5. a of coherence
6. a of waves
7. a of frequencies
8. a of mirrors

Task 7. Match the two halves of some expressions given in the text.
1 to cover a eye operations
2 to transmit b infrared radiation
3 to emit c waves
4 to perform d plaque out of arteries
5 to release e a beam
6 to solve f to regular light
7 to travel g a basic set of components
8 to spread h a range of frequencies
9 to burn i crimes
10 to trigger j light
11 to produce k energy
12 to share l in the same direction
13 to propagate m uniformly
14 to compare n emission events

Task 8. Complete the puzzle using the clues.

a ray of
1 A
light

hidden from sight; not

2 N I B
possible to see

solids (crystals), gases (helium, neon) and liquids

3 D U
as the main component of the laser design

a particle representing a quantum of light or

4 H O
other electromagnetic radiation

the production and discharge of something,

5 I S
especially gas or radiation

a three-dimensional image formed by the

6 L R
interference of light beams from a laser
 82

an empty space or hole within

7 A T
a solid object

the rate at which something occurs over a

8 R U N
particular period of time or in a given sample

energy, especially heat, that comes

9 D A O
from a particular source

1 a surface, typically of glass coated with a metal

R R
0 amalgam, which reflects a clear image

1 the general line that someone or

R C I
1 something is moving or pointing in.

Task 9. You are going to read an article about some facts from the discovery of lasers. Six
sentences have been removed from the article. Choose from the sentences A-G the one which
fits each gap 1-6. There is one extra sentence which you do not need to use.

Text B. A Glimpse into the History of Laser

A. Lasers have also proved their usefulness in art and entertainment to create laser light shows
or special effects in movies.
B. This shows that in the twenty-first century and beyond, the laser promises to help raise
human civilization to new heights.
C. Later, these special properties of lasers led to their used in many areas of medical diagnosis
and treatment.
D. Arthurs believes that lasers will fulfil their promise in the field of analytical chemistry, and
will become increasingly prolific in diagnostic medicine.
E. If it weren’t for his theory of stimulated emission, we wouldn’t have lasers today.
F. The laserdisc player introduced in 1978 was the first successful consumer product to include
a laser.
G.One of the ways to solve this ever-growing problem is through a new wireless technology
called Laser-Radio.

Most everyone is familiar with lasers in some way or another, be it Darth Vader’s light sword or
lasers used by surgeons to perform intricate operations on, say, the eye retina. And, no doubt,
tremendous progress has been made in laser technology ever since the invention of the laser by the
American physicists Arthur Schawlow and Charles Townes in 1958.
However, when in 1905 when Albert Einstein described the then unknown process of stimulated
photon emission, he and other scientists did not foresee the invention of the laser and its fantastic
number of uses. Nevertheless, Einstein had a role in the discovery of the laser. 1 - …
Chance discoveries with lasers started when Theodore H. Maiman demonstrated the very first
working laser using a ruby crystal back in 1960 at Hughes Research Laboratories, and he probably
had no idea what would become of his discovery. In 1963, Leon Goldman, an American
dermatologist, known as ‘the father of laser medicine’ became the first researcher to use a laser to
treat a human skin disease. 2 - …
The wide practical application of the laser started in 1974 with a system developed to read barcodes
on packets of chewing gum. 3 - … However, the compact disc player was the first laser-equipped
device to become truly common in consumers' homes, beginning in 1982, followed shortly by laser
printers.
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Since that time, laser applications have kept on becoming more and more diverse as the capability
of the lasers have increased. Nowadays they are used for a variety of purposes including reading
computer software, CDs and DVDs, pointing out objects during presentations, aligning materials at
construction sites, for cosmetic and surgical procedures. Much of the important modern applications
of lasers lie in the fibre-optic communication, laser machining and fabrication, trace element
detection, laser metrology and medical imaging. 4 - …
In modern communication everybody wants their high speed connectivity, and they want it NOW. 5
- … It combines radio frequency technology with optical laser technology together into a single
transport product, capable of delivering 2 gigabits of data point-to-point with fibre-like capacity and
reliability, without actually having to trench for fibre.
Researchers at the Harvard School of Engineering and Applied Sciences have recently developed a
method to wirelessly transmit radio frequency via a semiconductor laser. The breakthrough is a
marked advancement on conventional lasers, which can only emit a single frequency of light. The
researchers' development can use lasers to emit microwaves, modulate them and receive external
radio frequency signals, which opens up the possibility for "ultra-high-speed WiFi." 6 - …

LISTENING 1. Laser Logos, Laser Graphics, Laser Text

Pre-listening task: Match the words and expressions below with their translation.
1 a misconception a зовнішній / внешний
2 affordable b безперечно / определенно
3 a price point c приятель, чувак, старий / приятель, чувак, старик
4 a bliss light dзловісний;жахливий;страшний/зловещий;жуткий;
страшный
5 ambient e зве рнути увагу, ознайомитися / обратить внимание,
ознакомиться
6 elves f притягати / привлекать
7 spooky g витончений / изящный
8 a dude h виділятися / выделяться
9 to draw in i невірне уявлення / неправильное представление
10 to check out j ель фи / эльфы
11 definitely k доступний / доступный
12 to stand out l промінь «щастя» / луч «счастья»
13 neat m ці новий орієнтир / ценовой ориентир

While-listening task: Listen to the advertisement about the trivial use of lasers and fill in the
gaps with the words you hear. Listen to the ad twice.

https://www.youtube.com/watch?v=otFM46BpfOs
1. It is not true that lasers are very and are used only at large events.
2. A bliss light can be used to project nice ambient laser effects at .
3. At Christmas, you can use the image of elves in from of your house.
4. At Halloween, lasers will help you to create a or a scary dude.
5. You can use laser advertisement to attract potential if want to sell your
house.
6. Lasers can be used for designing anything from home entertainments to
events.
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Task 10. Read the text below and decide which answer (A, B, C or D) best fits each gap.

Text C. Future Applications of Lasers

Research involving new uses of lasers continues at an amazing pace. Many new discoveries and
developments in science and technology today are (1) only because of lasers.
One area of research in which lasers have made a big impact is nanotechnology – the development
of super-tiny machines and tools. Laser light can be controlled very (2), so scientists
can use it to (3) extremely fine operations. For example, lasers could be used to cut out
parts to make molecule-size motors. Lasers can also be used as ‘optical tweezers’ to handle
extremely small objects such as molecules. Scientists are even beginning to use lasers to change the
shape of molecules. They do this by (4) the laser’s wavelength.
Future applications of lasers are also sure to involve new ways of transferring energy. A wave is a
disturbance that transfers energy. Laser light is (5) up of electromagnetic waves (EM)
waves which can move energy over great distances without losing any of it. When EM waves
encounter a material medium, their energy can then be converted into other forms and put to use.
One possible future use of lasers is to supply energy to spacecraft. Scientists imagine a day when
orbiting space stations will make rockets (6). A cable between the surface of the Earth
and the station will make it possible for a ‘space elevator’ to _ (7) the Earth’s gravity.
The elevator will be powered by an Earth-based laser. A device on board the elevator will convert
the laser’s energy into electrical (8).

1 A probable B possible C evident D apparent

2 A closely B exactly C precisely D promptly
3 A perform B do C make D act
4 A differentiating B diversifying C varying D mixing
5 A done B put C created D made
6 A necessary B unnecessary C optional D obligatory
7 A escape B leave C abandon D flight
8 A strength B power C current D capacity

LISTENING 2. How a Laser Cutter Works

Pre-listening task: Match the words and expressions below with their translation.
1 to refer (to) a початковий стан / начальное состояние
2 complex bточний;визначений/точный;определённый
3 exactly c пучок / пучок
4 a light source d відскакувати, рикошетити / отскакивать, рикошетить
5 to excite e вперед-назад / вперёд-назад
6 to drop back f міра відображення / степень отражения
7 the original state g форма, зразок, модель / форма, образец, модель
8 a chain reaction h джерело світла / источник света
9 a bunch i збуджувати (атоми); створювати електромагнітне поле /
возбуждать (атомы); создавать электромагнитное поле
10 reflectivity j складний, складений / сложный, составной
11 to bounce k лазерний різальний апарат; верстат для лазерного різання /
лазерный режущий аппарат; станок для лазерной резки
12 back and forth l у точності; точно / в точности; точно
13 precise m ланцюгова реакція / цепная реакция
14 a shape n говорити, згадувати / говорить, упоминать
15 a laser cutter o відставати, уповільнювати темп / отставать, замедлять темп
 85
While-listening task: You’re going to listen to the advertisement about the work of laser
cutters. Listen to the ad twice and fill in the gaps with the words you hear.

https://www.youtube.com/watch?v=CyZsKxQvJcs
Now that’s how lasers look like in the movies. They look cool but they aren’t really that realistic.
The lasers that I’m referring to are the ones used in laser beam machining. In LBM, these lasers can
cut metal with high (1) and make complex shapes. But how do these lasers work
exactly?
Well, it starts with the use of two mirrors, a gain (2) and a light source. Light enters
the gain medium and excites the atoms inside to a higher state. After a while, the atom would drop
back down to the original state and emit a photon. That first photon then creates a chain
(3) which makes the other excited atoms emit their photons. Soon we have a bunch
of (4) bouncing back and forth between these two mirrors. Since when the
(5) do not have a reflectivity of 100% some of photons will pass through and create
a laser. Now that is a general (6) how lasers work. Isn’t that cool?
We can cut precise shapes into metal with the use of laser beam machining in ways the traditional
machining _ (7) cannot. That’s the beauty of lasers.

Post-listening task: Listen to the ad again and answer the questions.

1. What industrial operation is given as an example of laser application?
2. Why is laser beam machining effective for cutting metal?
3. Does a laser need one mirror, one gain medium and one source while it starts?
4. How does light act after it enters the gain medium?
5. When does the atom emit a photon?
6. Which photon creates a chain reaction?
7. What is the function of the chain reaction?
8. Where does a bunch of photons bounce back and forth?
9. Why do the photons pass through the mirrors and create a laser?
10. What is the difference between the traditional machining and laser beam machining?

WRITING. Write a letter or an email to your English friend. In your letter tell your friend
about:
• the first time you heard about lasers;
• some devices with lasers that you use;
• some devices with lasers that you would like to have or to use in the future.
Write your letter or email in to your friend in around 140-190 words.
 86
WRITING MODULE

Distribution of the types of writing activity on 1–4 semesters

1 semester 2 semester 3 semester 4 semester

1 2 1 2 1 2 1 2
informal formal essay essay compare and article report review
email/ email/ (type 1) (type 2) contrast essay
letter letter

For the writing task you have to be able to write the following papers:
1 - an informal email/ letter;
2 - a formal email/ letter: a letter of application;
3 - an essay;
4 - a compare and contrast essay: comparing two tables, charts, diagrams;
5 - an article;
6 - a report: the results of an investigation; a progress report;
7 - a review.

MODEL AND SAMPLE ANSWERS

Model answers help you perfect your skills.

Sample answers from the Cambridge Learner Corpus are written by students in the exam.

STYLE

We use two styles in writing a paper: a block style and a left-hand margin style.

MARKING: FEATURES OF A WRITING PAPER

When marking answers for the writing paper, examiners consider these features: CONTENT,
REGISTER, ACCURACY, RANGE, ORGANISATION and COHESION.
CONTENT. Check that your answer addresses all the points in the task.
REGISTER. Consider the task and the target reader, and decide whether the language of your
answer should be formal, neutral or informal.
ACCURACY. Avoid making mistakes, particularly basic ones or ones that prevent understanding.
RANGE OF VOCABULARY AND GRAMMATICAL STRUCTURES. Use a variety of
grammatical structures and vocabulary appropriate to the task.
ORGANISATION AND COHESION. Write in clear paragraphs of a suitable length. Ensure the
content is logically ordered and ideas are connected using appropriate linking words and
expressions.
 87
REGISTER: FORMAL AND INFORMAL STYLE

The following comments are made about the difference between the formal and informal styles.
# Formal style Informal style
1. full forms: does not contracted forms: doesn’t
2. single-word verb: postpone phrasal vers: put off
3. no exclamation marks: I could not believe it. use of exclamation marks: I couldn’t believe
it!
4. less common words:sufficientcommon words:eno ugh
5. long words: frequently short words: often
6. passive verb forms: I was takenactive verb form s: I took
7. full forms of words: approximately abbreviations: approx.
8. textbook expressions: a limited quantity conversational expressions: a bit
9. distant, impersonal tone: It would be advisable friendly, personal tone: Please try to …
to …
10. complete sentences: There was no sound. incomplete sentences: Not a sound.
11. linking words: furthermorestarting a sentence wi th ‘and’

PLANNING AND CHECKING

The sentences below show the stages to follow when planning and checking your written work.
1. Read the task twice, underlining key information and requirements.
2. Pay particular attention to the person or people for whom your piece of writing is intended.
3. Make a list of ideas for your answer, then select the best ones and arrange them into logical
groupings. This is your basic plan.
4. Note down words and expressions which might be suitable for linking your ideas.
5. Write down relevant words, collocations and structurs which you might be able to include in
your answer.
6. When you have written your answer, check spelling, punctuation and grammar.
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INFORMAL EMAIL/ LETTER

WRITING: AN EMAIL

The objective of the lesson is to develop language competences on the topic of email writing.

Thetasksof the lesson are:

- to write an email for the teacher of an English class;
- to learn the vocabulary about writing features such as content, register, accuracy, range,
organisation and cohesion;
- to understand opinions, gist, main points, specific information of utterances and deduce
meaning from the context;
- to do writing exercises;
- to test your ability to write to an English-speaking friend or colleague;
- to respond to a situation described in the question;
- to allow about 40 minutes for this task;
- to plan your work and check for mistakes at the end;
- to organise your email into paragraphs with good linking expressions and a suitable
beginning and ending;
- to use an appropriate style and tone, depending on who your text is for;
- to write full sentences with correct grammar and punctuation, using a good range of
language with accurate spelling;
- to write an email in 140–190 words;
- to create the right impression.

Writing Activity 1. Think about an email. What kind of association with an email do you have?
Think about 1-2 words in the story in Ukrainian. Translate them into English.

I. FORMAT: AN EMAIL

Writing Activity 2. Read the main points of email organization.

1. To:
2. From:
3. Subject:
4. Greeting
5. Opening sentence
6. Main body in paragraphs
7. Closing comment
8. Closing salutation
9. Name (Surname, title)
10. Formal/ Informal style

II. USEFUL LANGUAGE: AN EMAIL

Writing Activity 3. Decide whether A or B is more common in formal and informal writing.

1. A full forms: does not formal

B contracted forms: doesn’t informal
2. A phrasal verbs: put off
B single-word verb: postpone
 89
3. A use of exclamation marks: I couldn’t believe it!
B no exclamation marks: I could not believe it.
4. A common words: enough
B less common words: sufficient
5. A long words: frequently formal
B short words: often informal
6. A active verb forms: I took informal
B passive verb forms: I was taken formal
7. A full forms of words: approximately formal
B abbreviations: approx. informal
8. A textbook expressions: a limited quantity
B conversational expressions: a bit
9. A friendly, personal tone: Please try to …
B distant, impersonal tone: It would be advisable to …
10. A complete sentences: There was no sound.
B incomplete sentences: Not a sound.

Writing Activity 4. Decide whether each of these expressions is formal or informal and whether it
usually goes at the beginning or the end of a letter.

Example: Don’t forget to write soon. informal/end

Well, that’s all for now. Yours sincerely, Hi Susana

This is just a quick note to say … Best wishes, I apologise for the delay in replying.
It was great to get your email. Dear Sir/Madam, Give my love to everyone.
I have received your letter dated June 5. Lots of love, I look forward to hearing from you.
Thanks (very much) for your letter. Dear Stefan, Sorry to be so slow getting back to you.

Writing Activity 5. Match the headings with groups of expressions 1–6. In each group there is one
expression that is too formal for writing to a friend. Which is it?
Apologising Advising Expressing enthusiasm
Changing the subject Requesting information Expressing surprise
1. Apologising
Sorry about forgetting to tell you.
Please forgive me for making that mistake.
I would like to apologise for arriving so late.
It was silly of me to suggest that.
2.
Can you give me an idea when it’ll finish?
I would be grateful if you could tell me the cost.
I’d like to know if you’ve got a spare ticket.
Could you let me know what time you’ll be here?
3.
My advice to you is to consider it most carefully.
It’d be a good idea to try again.
I really think you should go somewhere else.
If I were you, I’d tell her now.
4.
That reminds me, it’s her birthday next week.
By the way, what’s his name?
With reference to the accommodation, there are certain changes …
 90
Anyway, how’s life in general?
5.
Believe it or not, I’ve just won the lottery!
Funnily enough, we were both at the same primary school.
I was most surprised to discover that the price has risen.
You’ll never believe this, but she’s his cousin!
6.
It’s a really exciting place to go with friends!
I think it’s great that everyone will be there!
I’m delighted to hear you won a prize!
I am extremely enthusiastic about learning Chinese.

Writing activity 6. Complete the sentences with contrast links. Use each word once.
spite even despite although however

1. the concert started on time, it finished early.

2. It rained every day. this, we all enjoyed our holiday.
3. The theme park has some excellent rides. , the queues were not very long.
4. It’s a good film, in of the poor acting at times.
5. I would certainly read this book again, though it is 800 pages long.

III. UNDERSTANDING INSTRUCTIONS: AN EMAIL

Writing Activity 7. You have received this email from your English-speaking friend Larry.

To: Victor
From: Larry
Subject: Computer peripherals

I’m happy to tell you that I have bought a brand new computer. There are just a few more things I’d
like to ask you. What kind of peripherals should I use? Shall I order peripherals in China or buy
them in a local shop? How expensive is a good Samsung monitor in Ukraine?

Hope to hear from you soon then.

All the best,

Larry

Writing Activity 8. Answer the questions before you write an answer to Larry.

1. What situation do you have to think about?

2. Who are you going to write an email to?
3. What style of writing is suitable?
4. What things must you highlight in your email?
5. What else can you add?

IV. PLANNING: AN EMAIL

Writing Activity 9. The sentences show the stages to follow when planning your written work.

1. Read the task twice.

 91
2. Think about the situation.
3. Make a list of ideas for your answer, then select the best ones and arrange them into logical
groupings.
4. Keep in mind the people you are going to write the review for.

V. TRAINING PRACTICE: WRITING AN EMAIL

Writing Activity 10. Read this text written by a student to a penfriend. It is well organised and
there are no serious mistakes, but some of the expressions are too formal. Replace 1–8 with
expressions from Writing activities 4 and 5.

Dear Barbara,

(1) I am writing to you in reply to your letter. I’m very happy that you and your parents will stay in
my country for a month.

(2) I believe it is a good idea that you will come to visit Kharkiv. I’m sure you will enjoy the
holiday because (3) it is an extremely interesting place to visit.

(4) In my opinion, I suggest that you go and hear music in the city park. I’m sure you will enjoy it.
Moreover, there are a lot of cultural places to visit and museums too.

(5) Next, I believe it would be better to come in the first part of June, because that is when there are
fewer tourists and fewer people visiting the monuments and the museums.

(6) To sum up, (7) I will be pleased to receive another letter from you soon, Barbara.

(8) Yours sincerely,

Victor

Writing Activity 11. You have received this email from your English-speaking student Sam.

To: Anika
From: Sam
Subject: party plans

I’m pleased to say that all our classmates are able to come to the party we’re organising for the end
of the course. There are just a few more things I’d like to ask you. Should we hire a band for the
occasion? Shall we order some food from a local restaurant? How about making it a fancy dress
party?

Speak to you soon.

All the best,

Sam

Writing Activity 12. Write your email in 140–190 words to respond to the email from Sam.

Writing Activity 13. Read this email written by a student and answer the questions below.

To: Sam
 92
From: Anika
Subject: party plans

Dear Sam,

I’m writing to answer your letter asking for my opinion on the end-of-course party preparations.

First of all, I’d like you to know how happy I am that everyone can come. We will be all together
and I’m sure we’ll have a wonderful time.

As far as food is concerned, I think it’d be better to ask everyone to bring some food so that we can
save money. It would also be cheaper for us not to hire a band to play music at the party. We could
sing on our own and have more fun.

In addition, your idea about a fancy dress party is fantastic! We could also indicate the theme of the
party so that we could all be dressed up in the same kinds of costume.

I hope this has helped. I’m sure the party will be a great success.

Looking forward to hearing from you.

Very best wishes,

Anika

(163 words)

1. Is Anika’s text well organized into paragraphs?

2. Does she answer all of Sam’s questions? In which paragraphs?
3. Does she use the correct style and tone throughout?
4. How does she begin and end her email?
5. What reason for writing does she give?
6. How does she respond to the information Sam gives her?
7. How does she encourage Sam to write back?
8. Which linking expressions does she use for ordering points?
9. What kinds of informal language does she use?

Writing Activity 14. You recently took part in an activity which you enjoyed very much. A friend
of yours has written to you expressing an interest in the activity and asking how it went. Read the
model answer.

Model answer

Dear Gerard

Thanks for the letter. What a coincidence that we’ve both taken up bird-watching! It was fascinating
to read about how you got into it.

After my five dags in Spain watching migrating birds I've become complete hooked – so much so,
in fact, that I've already signed up for next year’s trip. It'd be great if you came along, too, as I know
you’d get just as much out of it as I did.
 93
Apart from one or two leaders who were a bit unhelpful, everyone there was so friendly, and really
keen to share their knowledge. There must have been about 15 different nationalities in our
campsite, with everyone giving out open invitations to go bird-watching with them in their own
countries. And, of course, English was the main language of communication, so if you did decide to
go next year, it'd be a wonderful opportunity for you to practice the language.

You'd also be able to show off your cooking skills, and pick up a few tips fom others. I've never
eaten such a huge variety of international dishes in such a short space of time! The food more than
made up for the rotten weather we had on three of the days. As, of course, did the number of new
birds I saw – far too many for me to mention here. The thing is, there would have been even more if
I’d had a more·powerful pair of binoculars.

Still, I know for next year now. And so do you! I've enclosed an application form and as you can
see, it's in Turkey, which I know you’ve been dying to visit ...

Write·back soon and let me know what wou decide!

All the best

Alex

(290 words)

Writing Activity 15. Learn the main points of the model answer.

1. Reference to a previous letter: Thanks for the letter.

2. Relevant opening paragraph, providing lead-in to rest of the letter: What a coincidence
that we’ve both taken up bird-watching! It was fascinating to read about how you got into it.
3. Encouraging friend to take part throughout the letter: you’d get just as much out of it as I
did. … so if you did decide to go next year, it'd be a wonderful opportunity for you to practice the
language.
4. Use of phrasal verbs: to show off, pick up.
5. Negative aspects offset by positive aspects: The food more than made up for the rotten
weather we had on three of the days. … there would have been even more if I’d had a
more·powerful pair of binoculars.
6. Appropriate ending: Write·back soon and let me know what wou decide! All the best.

Writing Activity 16. Write a letter telling your friend about the positive and negative aspects of
your experience to study the Python programming language, encouraging him/her to learn the same
language.

VI. EXAM PRACTICE: WRITING AN EMAIL (Part 2)

Writing Activity 17. Read the instructions and the text. You have received this email from your
English-speaking friend James.

To: Victor
From: James
Subject: day trips

My sister and her friends are planning to spend next week in your area, and during their stay they
would like to travel around a little.
 94

Could you suggest somewhere interesting they could go for a day trip? What would be the best
means of transport from your town? What time should they set off in the morning and when should
they begin the return journey?

Thanks,

James

Writing Activity 18. Answer the questions about the text.

1. Is Jamie’s message written in a formal or an informal style?
2. What does he tell Victor about his sister and her friends?
3. What four things does he ask Victor?
4. Who do you have to write to?
5. Which points must you include?
6. Will you use formal or informal language?
7. Think about the topic and reader, and note down your ideas. What ideas do you have?
8. How many paragraphs will you need?

Writing Activity 19. Write your email to respond to the email from Jamie in 140–190 words. Use
your own words instead of expressions taken from the question. Remember to check your work for
mistakes when you finish. Remember planning. The statements show the stages to follow when
planning your written work: read the task twice, make a list of ideas for your answer, then select the
best ones and arrange them into logical groupings, write the email for your friend James.

Sample

Hi Jamie,

Many thanks for your message. Sorry not to get back to you sooner, but this week I’ve hardly had
any time to go online.

I’m really pleased to hear that Jessica and the others will be staying not far from here and seeing
something of the surrounding countryside. It’s absolutely gorgeous at this time of the year!

I’d strongly advise them to visit Silver Bay. It’s a really beautiful spot. From the top of the cliffs
there are marvellous views out to sea, and the unspoilt white sandy beach is the perfect place to
have a picnic. There’s a bus that goes there from just outside the railway station, leaving every hour.
It takes about 90 minutes, passing through some delightful scenery on the way.

To avoid the rush-hour traffic, it’d be best to leave on the 9.30 bus, I think. On the way back, I’d
suggest they catch the 6pm one so that they get back before dark.

Let me know if there’s anything else I can help with.

Best wishes,

Jessica

(175 words)

Notes
 95
• Correct length
• Suitably friendly beginning and ending
• Opening paragraph thanks friend for their email and apologises for delay in replying
• Responds to the background information in the email, using different words
• Deals with the writer’s questions in three main paragraphs
• Uses various expressions to give advice: ‘I’d strongly advise’, ‘it’d be best to’, ‘I’d suggest’
• Good use of expressions for expressing enthusiasm: ‘It’s absolutely gorgeous’, ‘a really beautiful
spot’, ‘marvellous views’, ‘the perfect place’, ‘delightful scenery’
• Writes in an appropriately informal style
• Final sentence closes the letter and informally requests a reply
• No language errors
 96
FORMAL EMAIL/ LETTER

WRITING: AN APPLICATION LETTER

The objective of the lesson is to develop language competences on the topic of letter writing.

Thetasksof the lesson are:

- to introduce the format of an application letter;
- to write an application letter;
- to learn the vocabulary about writing features such as content, register, accuracy, range,
organisation and cohesion;
- to understand opinions, gist, main points, specific information of utterances and deduce
meaning from the context;
- to do writing exercises;
- to test your ability to write a formal job application or grant application letter;
- to write a letter in response to a situation;
- to plan your work and check for mistakes at the end;
- to organise your letter into paragraphs with good linking expressions and a suitable
beginning and ending;
- to use an appropriate style and tone, depending on who your text is for;
- to write full sentences with correct grammar and punctuation, using a good range of
language with accurate spelling;
- to allow about 40 minutes for this task;
- to write a letter in 140–190 words;
- to create the right impression.

Hints:
– the business letter is in block style, because it is the most commonly used in offices at
present;
– do not break words at the end of a line;
– in modern business letters punctuation is not used in the headings and endings of a letter.
Normal punctuation is used in the body of the letter;
– the language of modern business letters is similar to that of polite conversation;
– in your opening salutation it is polite to use the reader’s name if you know it;
– the first paragraph of a letter refers to any previous correspondence or contact and states the
writer’s intentions;
−the references are useful to trace the letter.

Writing Activity 1. Think about an application letter. What kind of association with an application
leter do you have? Think about 1-2 words in the story in Ukrainian. Translate them into English.
I. FORMAT: A LETTER OF APPLICATION

Writing Activity 2. Read the main points of aplication letter organization.

1. Reader’s title, name and position

2. Reader’s address
3. Date
4. References
5. Greeting
6. Introduction: an opening paragraph
7. Reasons for applying
 97
8. Relevant skills and experience
9. Personal qualities and suitability for the job
10. Appropriate ending: restate your interest in obtaining the grant
11. Closing salutation
12. Writer’s title, name and position
13. Signature
14. Formal style
15. Enclosure

Writing Activity 3. Learn the main points of the business letter format.

1. Reader’s name, position, address: on the left. Write the country in the address.

Mr. Brown
Personnel Manager
Software Ltd.
15 West Road
London NW6 5EJ
UK

2. Date: on the right. It helps to follow sequence of the letters.

23 May 2020

3. References are useful to trace the letter.

Your ref: …
Our ref: …

4. The first line is about a source of information.

I have seen your advertisement in the Internet.

5. Opening salutation, greeting. Use the surname of the reader without the initials if you know
it.

Dear Mr (Mrs, Ms) Robertson

Dear Ann Robertson
To the Editor
Dear Sir or Madam
To whom it may concern
To all staff members

6. If you don’t know the name, write:

Dear Sirs (when addressing a company)

Dear Sir (when addressing a man)
Dear Madam (when addressing a woman)
Dear Sir or Madam (if you don’t know the sex of the reader)

7. Body of the letter. Start a new paragraph for each new idea or subject. Leave a line space
after each paragraph. Do not break words at the end of a line.
 98

8. The last line expresses your expectations.

I look forward to hearing from you soon.

9. Closing statements/ salutations:

Yours faithfully (if you don’t know the reader)

Yours sincerely (if you know the reader)
Regards
Thank you for your attention
See you soon

10. Signature.

11. Writer’s name, title, position in the company if appropriate.

Mr. Torch
Mrs. Torch
Miss Torch
Ms Torch
The Head of Department

12. Enclosure: a document that is placed in an envelope with the letter. State the number of
enclosures at the bottom of your letter.

II. USEFUL LANGUAGE: A LETTER OF APPLICATION

Writing Activity 4. Learn a glossary of letter terms.

1. at the bottom of the letter унизу листа

2. at the end of a sentence наприкінці речення
3. at the top of the letter наверху листа
4. below нижче
5. block style блочний стиль
6. body of the letter основна частина листа
7. closing phrase заключна фраза
8. full stop точка
9. in the middle посередині
10. in the top right-hand corner у верхньому правому куті
11. initials ініціали
12. letter format формат листа
13. letterhead шапка фірмового бланку
14. Miss пані (незаміжня)
15. Mr. пан
16. Mrs. (married woman) пані (заміжня)
17. Ms (shows only that she is a woman) пані (феміністк а)
18. on the right/ left праворуч/ ліворуч
19. opening salutation вступне привітання
20. paragraph абзац
21. polite чемний
 99
22. position посада
23. previous correspondence попередня кореспонденція
24. punctuation marks знаки пунктуації
25. reader’s name ім’я отримувача/ читача
26. reason for writing причина написання
27. reference посилання
28. remark зауваження
29. signature підпис
30. subject тема
31. to agree to a request погодитись на прохання
32. to attach the document to the letter прикріплювати док умент до листа
33. to enclose вкладати
34. to enclose the file in/with the letter вкладати файл у ли ст
35. to state the writer’s intention виражати намір автора
36. to trace the letter відслідковувати листа
37. to write – wrote – written писати – писав – написаний
38. unavailable відсутній, недоступний
39. writer’s address адреса автора
40. writer's title титул автора
41. Yours faithfully (if you don’t know the reader’s З повагою!
name)
42. Yours sincerely (if you know the reader’s name) Щиро Ваш!
Sincerely yours (AmE)
Yours truly (AmE)

Writing Activity 5. Read and translate the phrases of a letter.

7. Leave a line space between each paragraph.

8. Do not break words at the end of a line.
9. All paragraphs start at the left-hand margin.
10. The language of a business letter is similar to the language of a polite conversation.
11. It is above the signature in the letter.

Writing Activity 6. Read the phrases of the letter to build up your letter.

1. With reference to your advertisement in the Internet, … .

2. With reference to your letter of 25 th
May, … .
th
3. Thank you for your letter of 27 May.
4. I am writing to enquire about … .
st
5. I am writing to confirm our telephone talk of 1 June 2020.
6. I shall be obliged if you could …
7. Unfortunately, … .
8. Please contact us if you have any questions.
9. I’m looking forward to hearing from you soon.
10. I look forward to doing business with you in the future.

Writing Activity 7. Describe the format of an application letter.

Writing Activity 8. Complete the formal expressions with the words given.

1. Giving a reason for writing

 100
writing reply apply saw

a. I recently your advertisement in the newspaper.

b. I would like to for the position of trainee chef.
c. I am to inform you of a serious incident.
d. In to your recent letter, I would like to make two points.

2. Describing yourself
suitable experience good knowledge

a. I have had some _ of this kind of work.

b. I am particularly _ at solving problems.
c. I feel I would be _ for the job as I have the right skills.
d. I have a good of information technology.

1. Complaining
complain pleased disappointed complaint

a. I was extremely with the item I bought.

b. I am writing to about the service in your shop.
c. I wish to make a about the delay in delivery.
d. I am not at all about the reply I received.

4. Requesting action
please like grateful must

a. I would be most if you could send me an application form.

b. Would you ensure that this does not happen again.
c. I feel I ask you to make a formal written apology.
d. I would therefore you to investigate this matter.

III. UNDERSTANDING INSTRUCTIONS: A LETTER OF APPLICATION

Writing Activity 9. Study the model letter and instructions.

You have seen this advertisement in an English-language magazine.
SOFTWARE CAFE
Engineer required
The person we are looking for will be:
• good with people
• prepared to work long hours
• experienced in this kind of work

Apply to the manager, Ms Harrison, saying why you are suitable for a job at our cafe.

Dear Ms Harrison,

I wish to apply for the post of engineer at the Software Café, as advertised in the magazine on
October 22.

For the past two years I have been working at Firmware and there I have gained wide experience in
dealing with people and software. Programming is the only hobby I have, and so I am very
 101
interested in different kinds of programming languages. In view of the fact that I am used to
working long hours, I believe I am ideally suited for this job.

Another reason for applying is that your Café is only ten minutes away from my home.
Consequently, I would have only a short distance to travel every day.

I enclose a copy of my curriculum vitae, which will give you further details of my career to date.

I hope this information will be suffcient for you to consider my application. If you need further
details, please do not hesitate to contact me. For an interview I could make myself available at any
time.

I look forward to hearing from you.

Yours sincerely,

Nicholas Grinev

Writing Activity 10. Focus your attention on the main notes of the letter.

1. Letter begins Dear Ms Harrison.

2. Say where you saw the ad: in the magazine on October 22.
3. For current job I have been working at Firmware for the past two years is a correct
structure.
4. Formal linking expressions: Consequently.
5. Don’t use ‘will’ until you get the job: I would have only a short distance to travel every day.
6. Be helpful: I could make myself available at any time.

Writing Activity 11. Answer the questions about the letter.

1. Is Nicholas’s letter the right length, and written in a suitable style?

2. Where does he deal with the three points in the advertisement?
3. What else does he say about himself?
4. What has he sent with his letter? Why?
5. What does he suggest to the employer?

IV. PLANNING: A LETTER OF APPLICATION

Writing Activity 12. These sentences show the stages to follow when planning your written work.

1. Read the task twice.

2. Think about the situation.
3. Make a list of ideas for your answer, then select the best ones and arrange them into logical
groupings.
4. Keep in mind the people you are going to write the review for.

V. TRAINING PRACTICE: WRITING AN APPLICATION LETTER

Writing Activity 13. The effect of this letter of application is not positive. The applicant gives
rather frivolous reasons for wanting to go to England: meeting a relative, clubbing, a base for
travelling. This does not sound like a serious letter from someone asking for money and application
would probably not be successful. Read the letter and make corrections to be a success.
 102

Letter of application
Dear Mr or Mrs

I saw your advertisement in this week’s edition of ‘Education International’ and I would like to
apply for a grant to study English in one of your schools this summer.

It would be better for me if it was in your school as I have a cousin living there, who I have never
met. Furthermore, the night life in London is said to be excellent and I would be able to go clubbing
every night after class. London would also be a good base for travelling and I could visit Scotland.

I would be grateful if you could put me in a class of no more than six students as it is difficult to
learn if the class size is larger. I would particularly like to have help with idiomatic expressions in
order to sound more like a native English speaker.

I know you offer free Wi-Fi Internet access and that would be very useful to me. I hope you will
consider my application.

Yours faithfully

Victor Zeronys

(172 words)

Writing Activity 13.1. Make a list of eight reasons to support your application to get a grant to
study English in the UK. Four reasons are made for you.
Four possible reasons:
1. I can’t afford to study in the UK without the grant.
2. A period of study in the UK would help me to get a job in Ukraine.
3. Lack of literature has caused me to fall behind in my studies.
4. I am interested in learning about the British teaching.
5.
6.
7.
8.

Writing Activity 14. Write your letter of application to get a grant in the UK. You should write in a
formal or neutral style.

Writing Activity 15. Read the letter of application and analyse it, using the criteria of content,
accuracy, register, range, organisation and cohesion.

LETTER OF APPLICATION
3 May 2020
Dear Sir or Madam,

I would like to apply for this position in your company. I am a fully fledged expert in this
profession. The reasons for my applying for this job are career progression, professional growth and
financial stability. Your company would benefit from my employment because I have a superb
command of English, Russian and Ukrainian, scholarly expertise and experience in programming.
My administrative expertise can be of great importance.
 103
Education
In 2010, I entered Kharkov National University of Radioelectronics, Ukraine, and graduated with
honour from the university in 2015 with the qualification of Master in Software Engineering. In
2016 I entered the same university as a postgraduate in computer science. In addition, I finished the
programming course and was awarded the Microsoft Office Specialist: Expert Certificate in 2018.
In 2020, I was awarded the scientific degree of PhD in Computer Sciences in Kharkov National
University of Radioelectronics.

Career progression
I started my career in Microsoft as a software developer in 2015. I have worked with various
Microsoft Products and have obtained certifications. For the past 2 years I have been developing
software to visualize how elements align in the design of applications.

Skills and experience

I am fluent in three coding languages and familiar with all of the relevant coding languages on a
basic level. I have been participating in a number of conferences, seminars and workshops. I took
part in international projects, the latest one was Android Joystick Application in 2017. I was a
project manager in 2019, working under time pressure, so I can manage multiple projects in a
deadline-driven environment. My scholarly achievements are presented in 4 articles and 5
international and national conferences.

Personal qualities
I am very determined to succeed and have great practical and theoretical expertise. I constantly
update my knowledge and will be happy to have further training. I am a creative, ambitious, hard-
working and motivated.

Suitability for the job

I have the level of educational background and expertise required for this job. I understand that this
challenging and demanding position has a strong influence on the company’s performance.

I look forward to hearing from you in the near future.

Yours faithfully,

Nicholas Grinev (Dr)

Writing Activity 16. Write a letter of application to the personnel manager of Microsoft. Should
you write in a formal or informal style?

VI. EXAM PRACTICE: WRITING AN APPLICATION LETTER

Writing Activity 17. Read the action plan.

1. Study the instructions and the situation.

2. Think about who you have to write to, why, and which points to include.
3. Decide whether you should use formal or informal language.
4. Make a plan and write down all your ideas. How many paragraphs will you need?
5. Write your text, keeping to the topic and to your plan. Use a wide range of vocabulary and
grammar, and make sure your handwriting is easy to read.
6. Always put the closing salutation (Yours sincerely) and your own name on separate lines.
7. Never begin Dear Manager or Dear Friend – use their name.
 104
8. If you begin your letterDear Sir or Dear Madam, end it Yours faithfully; if you use the
person’s surname, e. g.Dear Ms Kay, end withYours sincerely.

Writing Activity 18. You see this advertisement in an English language magazine. Read the
advertisement and answer the questions.
Software engineer required
Kharkiv National University of Radioelectronics
We’ve created a platform that enables University staff to collectively act on students
questions, ideas and issues in a more transparent, intuitive and representative manner.

We’re seeking a smart, passionate, driven and self-motivated individual who want to
join us in making a national and global impact.
Contact: Personnel Manager
Tel.: +380501112222
Email: ole.torch@nure.ua

1. Who will read your CV?

2. What kind of job is it?
3. Which points must you deal with?
4. What style should you write in?

Writing Activity 19. Write your letter of application to apply for a job of Software Engineer at
Kharkiv National University of Radioelectronics. Study the exam question and write your answer in
140–190 words in an appropriate style.
 105
ESSAY (TYPE 1)

WRITING: AN ESSAY (TYPE 1: BOTH POSITIVE AND NEGATIVE POINTS ARE

CONSIDERED)

The objective of the lesson is to develop language competences on the topic of essay writing.

The tasks of the lesson are:

- to write an ‘opinion’ essay for the teacher of an English class;
- to learn the vocabulary about writing features such as content, register, accuracy, range,
organisation and cohesion;
- to understand opinions, gist, main points, specific information of utterances and deduce
meaning from the context;
- to do writing exercises;
- to test your ability to describe something you have experienced and give your opinion of it,
with a recommendation to the reader;
- to read a description of a situation;
- to get to know the outline for a type 1 essay;
- to draw up a plan for the essay;
- to organise your essay into paragraphs with good linking expressions;
- to use fairly formal language;
- to write full sentences with correct grammar and punctuation, using a good range of
language with accurate spelling;
- to check the essay for mistakes at the end;
- to write an essay in 140–190 words;
- to allow about 40 minutes for this task;
- to create the right impression when writing an essay;
- to publish your essay in a student newsletter.

I. FORMAT: AN ESSAY – TYPE 1

Writing Activity 1. Think about an essay. What kind of association with an essay do you have?
Think about 1-2 words in the story in Ukrainian. Translate them into English.

Writing Activity 2. In our English class you have been discussing the role of technology in the
home. Read the essay question and the notes below. All the notes will be used in your essay. You
will give reasons for your point of view.
Essay question
Have modern domestic appliances improved the quality of our lives?

Notes. Write about:

1 – effect on household chores;
2 – some tasks are extinct in households;
3 – life becomes less interesting.

Writing Activity 3. Read the model answer of the essayHave modern domestic appliances
improved the quality of our lives? In this model answer both sides of the argument are considered.
 106
Model answer

Have modern domestic appliances improved the quality of our lives?

(both advantages and disadvantages are considered)

Nowadays, many people have a wide range of appliances and devices in their home, all of which
are designed to make life easier. However, they also have some disadvantages.

On the one hand, they have reduced the amount of time required to complete domestic chores.
Cleaning and ironing, for example, can be done far more quickly and efficiently than fifty years
ago. In addition, some inventions have meant that certain tasks no longer have to be performed.
Washing up is almost extinct in households with a dishwasher, and thanks to the microwave,
cooking is no more than pushing a button.

On the other hand, some modern technology has made our lives less interesting than before. The
reason many people buy these labour-saving devices is to enable them to spend more time in the
office, which does not necessarily make them happier. Food which has been taken from the freezer
and heated in a microwave is not as tasty as fresh food cooked in a conventional oven.

To sum up, although technology has made life easier in the home, it has not improved the overall
quality of our lives.

(198 words)

Writing Activity 4. Study the main points of the essay Have modern domestic appliances improved
the quality of our lives?

The main points of a type 1 essay

1. Title.
2. General introduction.
3. Positive aspects (paragraph 2 – points 1 and 2 of Notes).
4. Negative aspects (paragraph 3 – point 3 of Notes).
5. Conclusion, summarizing opinion.
6. Use of linking words and phrases.
7. Use of all the notes.
8. Reasons for your point of view.
9. Appropriately formal style.

Writing activity 5. On the basis of the main points of the essay Have modern domestic appliances
improved the quality of our lives, study an essay organization: both positive and negative sides of
argument are considered. This kind of essay is named the essay of type 1.
Organisation of the essay of type 1
(both sides of argument are considered)
1. Title.
2. 4-5 paragraphs.
3. A general introduction.
4. Positive aspects.
5. Negative aspects.
6. Conclusion.

II. USEFUL LANGUAGE: AN ESSAY

 107

Ordering points or reasons; adding information; linking words

Writing Activity 6. Where would you use these linking expressions? Put them under the correct
headings.
Finally, First of all, On balance,
In conclusion, Next, Lastly,
Last but not least, To sum up, Firstly,
Then To begin with, To conclude,
Secondly,

for the first point for further point for the last point in the conclusion
Firstly,

Writing Activity 7. Some linking expressions are used at the beginning of a sentence, but some are
not. Circle the correct words in italics.

1. In the city there are more places to go. Also / Too, they stay open later.
2. Working in a coal mine is a hard job. Furthermore / As well, it can be dangerous.
3. Travelling by train is more relaxing than driving. It is better for the environment, besides /
too.
4. You have to find somewhere to play. As well / As well as that, you need to buy all the sports
equipment.
5. In winter, the nights are much longer. Too / In addition, it is a lot colder then.
6. Making your own furniture is an enjoyable hobby. It saves money, as well / in addition.

Key: 1 Also; 2 Furthermore; 3 too; 4 As well as that; 5 In addition; 6 as well

Writing Activity 8. With your partner, think of two linking expressions for each of 1–4. Write
down your linking expressions:
1 - to make the first point;
2 - to make more points;
3 - to make the last point;
4 - to introduce the conclusion.

Writing Activity 9. Which of these linking expressions can be used at the beginning of a sentence,
followed by a comma?
also as well as well as that besides furthermore in addition too

Writing activity 10. Complete the sentences with contrast links. Use each word once.
spite even despite although however

1. the concert started on time, it finished early.

2. It rained every day. this, we all enjoyed our holiday.
3. The theme park has some excellent rides. , the queues were not very long.
4. It’s a good film, in of the poor acting at times.
5. I would certainly read this book again, though it is 800 pages long.
 108
Writing Activity 11. Fill in the gaps in this text, using each item from the box once.
against both each formal idea linking
notes opinion own plan range 140

In Writing Part 1, you write an essay giving your (1) on a particular topic in at least (2)
words. You are given two very brief (3) to guide your writing, and you also have
to add an (4) of your own. You can choose to write for or (5) the statement or
question that forms the topic, or else give arguments on (6) sides, followed by your (7)
opinion in the conclusion. As your essay is for a teacher, you should write in a fairly (8)
style, using a variety of (9) expressions such as Firstly. You need to be careful
with grammar, spelling and punctuation, and try to use a wide (10) of words, phrases and
structures. You should always make a (11) for your text before you start writing, listing
the points you are going to mention about (12) of the three notes.

III. UNDERSTANDING INSTRUCTIONS: AN ESSAY

Writing Activity 12. Look at this task. In your English class you have been discussing animals in
zoos. Now your teacher has asked you to write an essay.
Essay question
Is it wrong to keep animals in zoos?

Notes. Write about:

1 - how the animals are treated
2- learning about the animals
3- (your own idea)

Writing Activity 13. Quickly read the essays A and B written by students. Ignore 1–10 and answer
these questions about each essay. Essays are in 140–190 words in an appropriate style.

1. Does it include
• only arguments that answer ‘yes’ to the question, followed by the writer’s opinion?
• only arguments that answer ‘no’ to the question, followed by the writer’s opinion?
• arguments on both sides, followed by the writer’s opinion?
2. In which paragraph does the writer discuss how animals are treated?
3. Where does the writer discuss learning about the animals?
4. Which point is the writer’s own idea?

Essay A Writer’s own opinion

Gives a reason
In my opinion, keeping animals in zoos is not as cruel as people say – 1) Tells the reader
sometimes it is even useful – for three main reasons. what to expect
2)
First of all, they take care of the animals, giving them the best food. 3)
The animals are cleaned every day and they live in good conditions. 4)
There is a large number of scientists that care for the animals, for Sums up points already
instance if they catch a disease. made

Secondly, there are some animals that are disappearing because they
have been hunted without any control. At the zoo they are away from
these hunters, so they are safe and it is possible to prevent them
disappearing.
 109

Finally, there is also an educational reason. Children can see different

animals from all over the world alive and from my point of view this is
the best way of learning. They also learn to take care of them and the
most important thing, to love them.

In conclusion, I believe keeping animals in a zoo is crueller than

keeping them at home. The only important thing is to care for them.

Essay B Outlines the

background
Keeping animals in zoos is an important issue today because there are Gives a reason
many people in favour of animal rights. In this essay I intend to 5)
examine the arguments for and against keeping animals in zoos. Says which side comes
first
One of the strongest arguments in favour is the fact that children can 6)
see animals from other countries. Consequently, visiting zoos can help 7)
them learn about nature. Furthermore, zoos can help protect some 8)
kinds of animals, which might be in danger of extinction. 9)
10)
On the other hand, there are several arguments against it. To begin
with, it is known that animals in zoos suffer from loneliness since they
are not living in their natural environment. Secondly, they do not
behave as they would do if they were free, because they have to get
used to a new way of living, even if they have been born in the zoo.
Lastly, people can use them to carry out experiments.

On balance, I am not in favour of keeping animals in captivity

because, as I have shown, that is like prison, which is very sad.

Writing Activity 14. Now read the essays again and complete questions 1–10 in essays A and B
with the following notes. You can use the same note more than once. The first is done for you.
• Writer’s own opinion
• Gives an example
• Sums up points already made
• Expression that links points
• Gives a reason
•Tells the reader what to expect
• Contrast link

Key: 2 Gives an example; 3 Expression that links points; 4 Writer’s own opinion; 5 Tells the reader
what to expect; 6 Expression that links points; 7 Contrast link; 8 Gives a reason; 9 Writer’s own
opinion; 10 Sums up points already made

IV. PLANNING: AN ESSAY

Writing Activity 15. Read the essay question.

Essay question
Do we need the Internet to enjoy life to the full?

1. What is the topic of the essay?

 110
2. What three points must you discuss?

Writing Activity 16. The sentences show the stages to follow when planning your written work.
1. Read the task twice.
2. Make a list of ideas for your answer, then select the best ones and arrange them into logical
groupings.

Notes. The possible points you can write about are:

1 - to play games and navigate throughout the Internet;
2 - to speak with friends personally;
3 - to go to the shop.

Writing Activity 17. Read the model essay Do we need the Internet to enjoy life to the full? and
answer the questions below.

Model essay

Do we need the Internet to enjoy life to the full?

(both negatives and positives are considered)

The Internet is part of our lives and many people could not imagine what the world would be like
without it. However, I am not sure that we must have it to enjoy life.

On the one hand, it is a happy day when you spend all your time playing online games or watching
films which you download. It is marvellous when you can navigate throughout the Internet to read
what you like.

On the other hand, it is much better to speak with your friends personally and not to get in touch
with them online. The only way to keep your friends and have good relationships with them is to
see them, rather than chatting on Viber or Telegram. I prefer to go to the shop to buy products
instead of doing it online. There is a world of difference between a real thing and a picture.

To sum up, the best way to enjoy the life is to have live communication. A real world cannot be
successfully substituted with a virtual world.

(185 words)

1. Does the writer give arguments on both sides?

2. In which paragraph does the writer discuss each of notes 1 and 2?
3. Which other main point does the writer discuss?
4. What is the writer’s opinion and where is it stated?

Writing Activity 18. Read the examiner’s comment on the essay Do we need the Internet to enjoy
life to the full?

Examiner's comment

Content: Adequate coverage of points 1, 2 and 3. The writer’s own idea is completely clear.
Communicative achievement: Language is generally appropriately formal, the message is
generally clear and well organised, so the target reader would be sufficiently informed.
Organization: Linking devices are used effectively, e.g. However, On the one hand, On the other
hand, To sum up. Well organized.
 111
Language: In general, the meaning is not obscured. No errors. There is an adequate range of
vocabulary for the task, e.g.get in touch, relationships, download. Some use of more complex
language, e.g. The only way to keep your friends, rather than chatting on Viber or Telegram.
Mark: Good pass

V. TRAINING PRACTICE: WRITING AN ESSAY

Writing Activity 19. Write an essay using all the notes and give reasons for your point of view.
Essay question
There is little that individuals can do to help the environment. Do you
agree?

Notes. Write about:

1 - individual efforts;
2 - moral responsibility;
3 - profit of corporations.

Writing Activity 20. Read the model essay There’s little that individuals can do to help the
environment. Do you agree?

Model essay

There is little that individuals can do to help the environment. Do you agree?

The environment is exploited by people for their own benefit. Most people are aware of the
problems that the environment faces nowadays. Each individual contributes to the environmental
protection in different ways. But how much can an individual do?

On the one hand, a human being should not pollute the area and put every piece of litter in a waste
bin. An individual should use materials that cannot cause any harm to the environment as nature is
well balanced and fragile. People are personally responsible for the state of nature in their area of
responsibility.

On the other hand, the knowledge of people is limited by the framework of science and technology.
Unsustainable land use and environmentally unfriendly technologies bring about environmental
deterioration. Activities of local communities cannot overcome the power of big corporations which
run for profit.

Thus, any individual can contribute to the environment protection, taking environmentally friendly
actions. However, powerful companies harm flora and fauna. Pollution has affected plant life and
wildlife. The paradigm of development must be changed to contribute to ecological well-being.

(191 words)

Writing Activity 21. Read the text Students bring their own technology to lectures to be prepared
for essay writing.

Students bring their own technology to lectures

A trend known as Bring Your Own Device (BYOD) has swept across countless universities. The
idea is that technology can allow students to access online learning tools and interactive resources:
students will no longer sit passively in the lecture hall, but instead will be engaging with
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complementary material online. While supplying and routinely upgrading technology so that all
students can access virtual learning environments is too costly, building a network that allows them
to use online resources via their personal devices is less of a financial burden. The practice also
allows students to use technology that they’re familiar with. BYOD eliminates quite a bit of the
cognitive load associated with learning. For example, any activity requires multiple levels of
understanding in order for students to engage effectively. By using devices they are already familiar
with, they have more resources available to understand what they are being asked to do and what
the actual content of the task is.
The BYOD trend does have a number of problems. It encourages students to use technology during
teaching time: The major downside of BYOD is the potential for distraction. Students’ own devices
are likely to include all the applications they use on a regular basis. This cannot be controlled like it
can be with computers provided by the university. But is this any different from reading a novel at
the back of the lecture theatre, or doodling on the notepad? However, of course the difference is that
iPads offer a multitude of distractions far exceeding those of a novel or a biro.
You don't have to look far to find studies warning that constant access to technology can damage an
individual's concentration. A study found that people could only focus on a given task for six
minutes before utilising some form of technology. This is particularly problematic at universities,
where deep, analytical thinking is highly valued. The other aspect which can waste time is the issue
of compatibility. Students utilise a multitude of laptops, mobiles and tablets, all of which may have
different operating systems. Consequently, lectures and seminars can be dominated by struggles to
make everything work properly. This takes up valuable time to sort out.
While technology is undoubtedly changing the way students learn, there’s still some way to go
before students’ mobiles and tablets are seamlessly interwoven into the classroom environment. The
emphasis of BYOD has been more on infrastructure, i.e. making sure there is sufficient wireless
bandwidth, rather than incorporating students’ own devices into the learning activities they do.
Teaching practice is notoriously slow to change in a university setting. Relying on students to buy
their own devices could result in a situation of the "haves" and "have nots" amongst the student
population.

Writing Activity 22. Write the essay Students should bring their own devices to lectures. Do you
agree? Evaluate your essay on the basis of the criteria: content, communicative achievement,
organisation, language. What mark does your essay deserve?
Essay question
Students should bring their own devices to lectures. Do you
agree?

Notes. Write about:

1 - to use the device that you are familiar with;
2 - the downside of using your device during teaching time is a major distraction;
3 - constant access to technology damages an individual’s concentration.

VI. EXAM PRACTICE: WRITING AN ESSAY

Writing Activity 23. Read the action plan.

1. Read the instructions, the question or statement, and the two notes you are given.
2. Decide whether to write for or against, or whether to give arguments both for and against.
3. Think of a third idea to add to the notes you are given. Write this down, then make a plan.
4. Write a short introductory paragraph, commenting generally on the topic, e.g. There are two
ways to get software-based services – the ASP and SaaS.
5. Write in a fairly formal style, including linking expressions.
 113
6. Write at least two sentences about each main point, giving reasons and possibly also
examples.
7. Give your opinion by summarising your main points in a concluding paragraph.
8. Check your essay for mistakes and that you have written at least 140 words.

Writing Activity 28. In your English class you have been talking about the ASP model. Now your
English teacher has asked you to write an essay.
Essay question
Is it convenient for end users to use software-based services provided
by the ASP?

Notes. Write about positive and negative points, using these criteria:
1 - customized software for each user (not universal);
2 - each user requires customized training (not the same training for all users);
3- (your own criterion)

Answer the questions.

1. What do you have to write about?
2. Who is your essay for?
3. Which two main points must you include?

Tip! If you are going to write for and against, list your points in two columns so you can balance
your essay.
Tip! Use expressions On the one hand and On the other hand to introduce different points of view,
especially when they are opposites.
Tip! When you’ve finished, check you’ve included all three notes and have given appropriate
answers. And don’t forget to allow time to check your essay for mistakes.
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ESSAY (TYPE 2)

WRITING: AN ESSAY (TYPE 2: ONLY POSITIVE OR NEGATIVE POINTS ARE

CONSIDERED)

The objective of the lesson is to develop language competences on the topic of essay writing.

The tasks of the lesson are:

- to write an ‘opinion’ essay for the teacher of an English class;
- to learn the vocabulary about writing features such as content, register, accuracy, range,
organisation and cohesion;
- to understand opinions, gist, main points, specific information of utterances and deduce
meaning from the context;
- to do writing exercises;
- to test your ability to describe something you have experienced and give your opinion of it,
with a recommendation to the reader;
- to read a description of a situation;
- to get to know the outline for a type 2 essay;
- to draw up a plan for the essay;
- to organise your essay into paragraphs with good linking expressions;
- to use fairly formal language;
- to write full sentences with correct grammar and punctuation, using a good range of
language with accurate spelling;
- to check the essay for mistakes at the end;
- to write an essay in 140–190 words;
- to allow about 40 minutes for this task;
- to create the right impression when writing an essay;
- to publish your essay in a student newsletter.

I. FORMAT: AN ESSAY – TYPE 2

Writing Activity 1. Think about an essay. What kind of association with an essay do you have?
Think about 1-2 words in the story in Ukrainian. Translate them into English.

Writing Activity 2. Read the essay question and the notes below. All the notes will be used in your
essay. You will give reasons for your point of view.
Essay question
Is it better to go on holiday with family or friends?

Notes. Write about:

1 – which is cheaper;
2 – which is more fun;
3– (your own idea).

Writing Activity 3. Read the model answer of the essay Is it better to go on holiday with family or
friends? In this model answer only one point of view is considered.

Model answer

Is it better to go on holiday with family or friends?

(only advantages of holiday with family are considered)
 115
Provided there are reasonably strong and healthy relationships between parents and children, it is
my opinion that a family holiday has more advantages than one with friends.

To begin with, it is much more economical to spend your holiday with your family, particularly if
you are a teenager. Parents are happy to pay for almost everything, enabling their children to do
things they would not be able to afford to if they were with friends.

Secondly, even though the two types of holiday are very different, you can have just as much fun
with your family as with your friends. Parents and children may not always agree on what to do
each day, but this is also true between friends.

Finally, an important advantage of having fun with your family is that it helps to strengthen
relationships between the different members. In their busy lives, they have little time to spend with
each other; a holiday helps bring everyone together in a relaxed situation.

In conclusion, whilst time spent away with friends can be very enjoyable, a holiday spent with the
family has a much more beneficial effect.

(199 words)

Writing Activity 4. Study the main points of the essay Is it better to go on holiday with family or
friends?

The main points of a type 2 essay

(only advantages are considered)

1. Title.
2. Introduction, stating opinion.
3. First reason (point 1 of Notes).
4. Second reason (point 2 of Notes).
5. Third reason (point 3 of Notes).
6. Conclusion, restating opinion.
7. Use of linking words and phrases.
8. Use of all the notes.
9. Reasons for your point of view.
10. Appropriately formal style.

Writing activity 5. Study the essay organization: type 2. Type 2 means that only positive or
negative points of view are considered.

Organisation of the essay of type 2

(only positive or negative points of view are considered)
1. Title.
2. 4-5 paragraphs.
3. A general introduction.
4. First reason.
5. Second reason.
6. Third reason.
7. Conclusion.
 116
II. USEFUL LANGUAGE: AN ESSAY

Expressing your opinion and commonly held views; saying what other people think; referring
to sources

Writing Activity 6. Complete the sentences to express your opinion, express commonly held
views, say what other people think, refer to sources.

Expressing your opinion

1. In my opinion …
2. I personally feel that …
3. I believe that …
4. I partly/ fully agree that …
5. It is probably true to say that ...
6. There can be no doubt that ...
7. It is simply not the case that …

Commonly held views

1. It is widely believed that ...
2. No one would dispute the fact that ...
3. Few people would contest/dispute (the fact) that ...
4. It is generally agreed that ...
5. Another point of view is that …

Saying what other people think

1. Some/ Many people feel that …
2. Others argue that …
3. There are those who argue that ...
4. It has been suggested that ...
5. It is often claimed/ said that ...
6. Opponents/Supporters/Proponents of smartphones argue that …

Referring to sources
1. All the evidence suggests that …
2. A recent survey proved that ...
3. Judging by the comments made by ...
4. Interviews with computer engineers have revealed that ...

III. UNDERSTANDING INSTRUCTIONS: AN ESSAY

Writing Activity 7. Read the essay task below and write your answer in 140-190 words in an
appropriate style.
Essay question
Methods the government should use to tackle cyberbullying amongst
the youth

Notes. Write about:

1 - government campaigns;
2 - punishment;
3 - social media regulation.
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Writing Activity 8. Read the sample answer of the essay Methods the government should use to
tackle cyberbullying amongst the youth. You can discuss two of the methods in your essay. You
should explain which method is more important for the government to consider and give reasons in
support of your answer.

Sample answer

Methods the government should use to tackle cyberbullying amongst the youth
(only one side is considered)

Victims of cyberbullying can suffer everywhere at any time. It has become difficult to know if a
person is being subjected to cyberbullying or perhaps is actually a cyberbully themselves.

The government needs to set clear guidelines on how to prevent cyberbullying and what to do if
people suffer cyberbullying attacks. One idea is for the school syllabus to be dedicated to
counteracting cyberbullying. Pupils can draw up their own lists of dos and don'ts. People could also
design posters and leaflets giving advice on how to protect themselves against cyberbullies.

Punishment is another matter the government needs to work on. Cyberbullies will often be under
the age of 18 so a suitable set of penalties needs to be established. People should be informed of any
unacceptable online behaviour and the police could be informed in extreme cases.

In conclusion, the government needs to do everything it can to avoid cyberbullying. People need to
know what steps to take if it occurs. The possibility of being punished can work as a deterrent, but it
is always better to educate people.

(196 words)

Writing Activity 9. Read the examiner’s comment on the essay Methods the government should
use to tackle cyberbullying amongst the youth.

Examiner's comment

Content: The writer covers the main points successfully. Good realization of task.
Communicative achievement: Register is consistently formal. The target reader would be well
informed.
Organization: Paragraphing and simple linking devices have been used effectively. Clear
introduction and conclusion.
Language: There are no grammatical errors. The writer also demonstrates a command of some
more complex structures, e.g. various forms of the passive – is being subjected to, to be dedicated
to.The choice of vocabulary is correct; the writer also uses a good range of vocabulary related to
the theme – syllabus, dos and don'ts, leaflets, deterrent.
Mark: Good pass

IV. PLANNING: AN ESSAY

Writing Activity 10. Read the essay question and answer the questions.
Essay question
Cars should be banned from city centres

1. What is the topic of the essay?

2. What three points must you discuss?
 118

Writing Activity 11. The sentences show the stages to follow when planning your written work.
1. Read the task twice.
2. Make a list of ideas for your answer, then select the best ones and arrange them into logical
groupings.

Notes. Write about:

1 - environmental damage;
2 - dangers for people in cities;
3 - alternatives to private cars.

Writing Activity 12. Read the model essay below, ignoring the gaps for now, and answer the
questions below.

Model essay

Cars should be banned from city centres

(only negative aspects of motor vehicles and alternatives are considered)

In cities everywhere, there is growing concern about the effect of motor vehicles on the inhabitants’
quality of life. Some people want to prohibit cars from urban areas, and to a great extent I agree.

(1) , these vehicles poison the air with their exhaust fumes, contributing to the clouds of
smog that hang over many cities, especially in sunny weather. (2) , the sounds of engines
and car horns destroys the peace of our neighbourhoods, even at night.

(3) , the huge amount of traffic nowadays makes cities less pleasant places to live. For
instance, crossing busy roads often takes ages. (4) , they can be dangerous, especially for
children, and for old or disabled people, (5) .

(6) , there are often alternatives to travelling by car, such as the tube, buses or trams. (7)
, if there were no cars, far more people would cycle to work, or they could walk there in the
fresh air.

(8) , urban areas without cars would be much better places to live. As long as other means
of transport are available, therefore, I believe our cities should become totally car-free.

1. Does the writer argue for or against the statement, or give arguments on both sides?
2. In which paragraph does the writer discuss each of notes 1 and 2?
3. Which other main point does the writer discuss, and where?
4. What is the writer’s opinion and where is it stated?

Writing Activity 13. Fill in gaps 1–8 in the model essay with suitable linking expressions. In most
cases more than one answer is possible.

V. TRAINING PRACTICE: WRITING AN ESSAY

Writing Activity 14. Read the essay Have peripherals improved the quality of your life? First plan,
then write.
Plan
1. Extension of tools to do some jobs.
2. Time saved for other activities.
 119
3. Improvement of the quality of work.

Have peripherals improved the quality of your life?

(only positive points are considered)

Nowadays, a lot of people have a wide range of peripheral devices in their homes. Peripherals are
designed to make our life easier. There are three reasons to think so.

Firstly, peripheral devices are new tools to carry out some activities using new technologies. For
example, a printer allows a person to run off a typed paper. A Xerox enables us to make several
copies of the documents.

Secondly, we save a lot of time to contribute it to other activities. A Xerox makes copies very fast,
so we can spend more time on thinking about major tasks. Using a webcamera saves some efforts
and time to make a photo.

Finally, the use of peripherals dramatically improves the quality of output. If you type and print
your lecture, it looks much better and can be presented in any form – written or electronic. In
addition, when using an electronic English dictionary, you can easily check and correct your paper
to exclude mistakes.

Thus, peripherals make our life happier and easier. The person who has skills in using peripherals
can work more productively.

(189 words)

Writing Activity 15. Write the essayWhy I study computer science. Evaluate your essay on the
basis of the criteria: content, communicative achievement, organisation, language. What mark does
your essay deserve?
Essay question
Why I study computer science

Notes. Write about:

1 - knowing the PC comes in handy (знадобиться);
2 - understanding and processing text documents;
3 - creating my own programs.

VI. EXAM PRACTICE: WRITING AN ESSAY

Writing Activity 16. Read the action plan.

1. Read the question and the two notes you are given.
2. Decide whether to write for or against.
3. Think of a third idea to add to the notes you are given. Write this down, and then make a
plan.
4. Write a short introductory paragraph, commenting generally on the topic, e.g. Computers,
tablets and smartphones can be broken or transfer viruses. You can give your own opinion in your
last paragraph.
5. Write in a fairly formal style, including linking expressions.
6. Write at least two sentences about each main point, giving reasons and possibly also
examples.
7. Give your opinion by summarising your main points in a concluding paragraph.
 120
8. Check your essay for mistakes and that you have written at least 140 words.

Writing Activity 17. You have had a discussion in your English class about different ways of
maintaining hardware. Now your English teacher has asked you to write the essay Which is better:
repair your computers at your site or the workshop? Write an essay using all the notes and give
reasons for your point of view. Write your answer in 140–190 words in an appropriate style.
Essay question
Which is better: repair your computers at your site or the
workshop?

Notes. Write about:

1 - convenience;
2 - time;
3- (your own idea).

Answer the questions.

1. What do you have to write about?
2. Who is your essay for?
3. Which two main points must you include?

Tip! List your points in a column.

Tip! Use expressions such as firstly and besides to link points together to form a complete text.
Tip! Introduce your own opinion with a suitable expression such as I believe (that) ... or In my view
... .
Tip! When you’ve finished, check you’ve included all three notes and have given appropriate
answers. And don’t forget to allow time to check your essay for mistakes.
 121

GRAMMAR BANK
MODULE 1

UNIT 1
PRESENT

A
positive negative
I am (I’m) I am not (I’m not)
(he’s not or he isn’t)
he (he’s) he
(she’s not or she
he is (she’s) she is not
isn’t)
it (it’s) it
(it’s not or it isn’t)
(we’re not or we
we (we’re) we
aren’t) (you’re not or
you are (you’re) you are not
you aren’t) (they’re
they (they’re they
not or they aren’t)

B
I’m cold. Can you close the window, please?
I’m 32 years old. My sister is 29.
Steve is ill. He’s in bed.
My brother is afraid of dogs.
It’s ten o’clock. You’re late again.
Ann and I are good friends.
Your keys are on the table.
I’m tired, but I’m not hungry.
Torn isn’t interested in politics. He’s interested in music.
Jane isn’t a teacher. She’s a student
Those people aren’t English. They’re Australian
It’s sunny today, but it isn’t warm.

that’s - that is there’s = there is here’s

С
I? What’s your David
I am am name?
he? she? Are you No, I’m single
he she it is is
married?
we? you? How old are 25
are are
we you they they? you?
Are you a Yes, I am.
I
student?
D
‘Am I late?’ ‘No, you’re on time.’
‘Is your mother at home?’ ‘No, she’s out.’
‘Are your parents at home?’ ‘No, they’re out.’
‘Is itcold in your room?’ ‘Yes, a little.’
Your shoes are nice. Are they new?
We say:
□ Is she at home? / Is your mother at home? (not Is at home your mother?)
 122
□ Are they new? / Are your shoes new? (not Are new your shoes?)
Where ... ? / What ... ’/Who ... ? / How ... ’/Why ... ?
□ Where isyour mother? Is she at home?
□ ‘Where are you from?’ ‘Canada.’
□ ‘What colour is your car?’ ‘It’s red.’
□ ‘How old is Joe?’ ‘He’s 24.’
□ How areyour parents? Are they well?
□ These postcards are nice. How much are they?
□ This hotel isn’t very good. Why is it so expensive?
what’s - what is who’s = who is how’s = how is where’s = where is □ What’s the time? □ Who’s
that man?
Where’s Lucy? How’s your father?

E
I am. I’m he she it Isn’t
Yes, No, not No we Aren’t
he she he’s she’s
is. you they
it it’s
we’re
we you are. you’re
they they’re

That’s my seat. No, it isn’t

F PRESENT CONTINUOUS
She’s eating It’s raining. They’re running.
She isn’t reading The sun isn’t shining They aren’t walking.

The present continuous is:am/is/are + doing/eating/running/writing etc.

 I’m working. I’m not watching TV.

I am not
 Maria is reading a newspaper.
he she it is not  She isn’t eating, (or She’s not eating.)

 The phone is ringing.

 We’re having dinner.
we you they are not  You’re not listening to me. (orYou aren’t listening ...)
 The children are doing their homework.

am/is/are + -ing = something is happening now:

I’m working
she’s wearinga hat
they’re playing football
I’m not watching television
X
Past Present future

□ Please be quiet. I’m working. (= I’m working now)

 123
□ Look, there’s Sarah. She’s wearing a brown coat. (= she is wearing it now)
□ The weather is nice. It’snot raining.
□ ‘Where are the children?’ ‘They’re playing in the park.’
□ (on the phone) We’re having dinner now. Can I phone you later?
□ You can turn ofF the television. I’m not watching it.
Spelling
come —» coming write —* writing dance —» dancing
run —» running sit —» sitting swim —* swimming
lie —» lying
G
I am not am I?
doing?
he? she? working?
he she it is not is
going?
we? you? staying?
we you they are not are
they?

□ ‘Are you feeling OK?’ ‘Yes, I’m fine, thanks.’

□ ‘Isit raining?’ ‘Yes, take an umbrella.’
□ Why are you wearing a coat? It’s not cold.
□ ‘What’s Paul doing?’ ‘He’s reading the newspaper.’
□ ‘What are the children doing?’ ‘They’re watching television.’
□ Look, there’s Emily! Where’s she going?
□ Who are you waiting for? Are you waiting for Sue?

is he working today?
Where is Paul orking today? (not Is working Paul today?)
Where r they going?
are those people going? (not Where are going those people?)

I am. I’m he she it Isn’t

he she he’s she’s we
is.
it No, it’s you they
Yes, not No
we’re Aren’t
we you are. you’re
they they’re

□ ‘Are you going now?’ ‘Yes, I am.’

□ ‘Is Paul working today?’ ‘Yes, he is.’
□ ‘Is it raining?’ ‘No, it isn’t.’
□ ‘Areyour friends staying at a hotel?’ ‘No, they aren’t. They’re staying with me.’
EXERCISES

Exercise 1
Write the short form (she's /
1. she is ... ,^he: 5 ........
2. they are ...................... we aren't etc.).
3. it is not......................
4. that is .......................
5. I am not .........................
6. you are not .....................
 124

Exercise 2
Write am,is, or are.
1 The weather ....... nice today.
2 I ......... not rich.
3 This bag ........ heavy.
4 These bags ........ heavy.

Exercise 3
Complete the sentences
1. ‘Steve is ill .He’s .......... in bed.
2. ‘I’m not hungry, but .............. thirsty.
3. ‘Mr Thomas is a very old man ............... 98.
4. ‘These chairs aren’t beautiful, but.......... comfortable.
5. ‘The weather is nice today. ............... warm and sunny.
6. ‘ .................. late.’ ‘No, I’m not. I’m early!’
7. ‘Catherine isn’t at home .................at work.
8. ‘…………………..your coat.’ ‘Oh, thank you very much.’

Exercise 4
Look at Lisa's sentences in 1A. Now write sentences about yourself.
1 (name?) My .........................................
2 (from?) I .............................................
3 (age?) I ................................................
4 (job?) I .................................................
5 (favourite colour or colours?)
My ...............................................................
6 (interested in .... ?)
I……………………………………………………

Exercise 5
Write true sentences, positive or negative. Use is/isn’t or are/aren’t.
1. (it / hot today) t$n t hot tocbxtj. Qr It s hot tocLxtj.
2. (it / windy today) It ...........................................................................................
3. (my hands / cold) My ...........................................................................................
4. (Brazil / a very big country) ........................................................................................
5. (diamonds / cheap) ...........................................................................................
6. (Toronto / in the US) ...........................................................................................
Write true sentences, positive or negative. Use I’m I I’m not.
7. (tired) I’m tired or I’m not tired
8. (hungry) I ..........................................................................................
9. (a good swimmer} ...........................................................................................
10. (interested in football) ...........................................................................................

Exercise 6
Find the right answers for the questions
1. Where’s the camera? A London. 1. G
2. Is your car blue? В No, I’m not. 2.
3. Is Linda from London? C Yes, you are. 3.
4. Am I late? D My sister. 4.
5. Where’s Ann front? E Black. 5.
 125

6. What colour is your bag? F No, it’s black. 6.

7. Are you hungry? G In your bag. 7.
8. How is George? H No, she’s American. I 8.
Very well.
9. Who’s that woman? A London. 9.

Exercise 7
Make questions with these words.
(is / at home / your mother) ........................................................................................ ?
(your parents / are / well) ......................................................................................... ?
(interesting / is / your job) ......................................................................................... ?
(the shops / are / open today) ......................................................................................... ?
(from / where / you / are) ......................................................................................... ?
(interested in sport / you / are) ......................................................................................... ?
(is / near here / the post office) ..........................................................................................?
(at school / are / your children) ......................................................................................... ?
(you / are / late / why) ......................................................................................... ?

Exercise 8
Make questions to the answers.
1. How are ………………………………………your parents? They’re very well.
2. …………………………………….…………….. bus stop? At t he end of the street
3. ………………………………………………your children? Five, six and ten.
4. ……………………………..…………………these oranges £1.50 a kilo.
5. ……………………………………..…your favourite sport? Skiing.
6. ………………………..…….…the man in this photograph? That’s my father
7. …………………………………………….your new shoes? Black.
 126
UNIT 2
PAST

PAST
A
Now Robert is at work.
At midnight last night he wasn’t at work.
He was in bed.
He was asleep.

am/is (present) → was (past):

I am tired. (now) I was tired last night.
Where is Kate? (now) Where was Kate yesterday?
The weather is good today. The weather was good last week.
are (present) → were (past):
You are late. (now) You were late yesterday.
They aren’t here. (now) They weren’t here last Sunday.
B
Positive Negative Question

I was I was not was I?

he he (wasn’t) he?
she she she?
it it it?
we were we were not were we?
you you (weren’t) you?
they they they?

Last year Rachel was 22, so she is 23 now.

When I was a child, I was scared of dogs.
We were hungry after the journey, but we weren’t tired.
The hotel was comfortable, but it wasn’t expensive.
Was the weather nice when you were on holiday?
Your shoes are nice. Were they expensive?
Why were you late this morning?

С
I/he/she/it was. I/he/she/it wasn’t.
Yes, No,
we/you/they were. we/you/they weren’t.

‘Were you late?’ ‘No, I wasn’t.’

‘Was Tom at work yesterday?’ ‘Yes, he was.’
‘Were Sue and Steve at the party?’ ‘No, they weren’t.’
D
They watch TV every evening.
(present simple)
They watched TV yesterday evening.
(past simple)
watched is the past simple:
 127

I/we/you/they
watched
he/she/it

E
The past simple is often -ed (regular verbs). For example:
work → worked dance → danced
clean → cleaned stay → stayed
start → started need → needed

 I clean my teeth every morning. This morning I cleaned my teeth.

 Terry worked in a bank from 2005 to 2011.
 Yesterday it rained all morning. It stopped at lunchtime.
 We enjoyed the party last night. We danced a lot and talked to a lot of people.
 The party finished at midnight.

Spelling:
try → tried study → studied copy

F
Some verbs are irregular. The past simple is not -ed. Here are some important irregular verbs.

begin → began fall → fell leave → left sell → sold

break broke find found lose lost sit sat
bring brought fly flew make made sleep slept
build built forget forgot meet met speak spoke
buy bought get got pay paid stand stood
catch caught give gave put put take took
come came go went read read (red)* tell told
do did have had ring rang think thought
drink drank hear heard say said win won
eat ate know knew see saw write wrote
* pronounced /red/

 I usually get up early, but this morning I got up at 9 o’clock.

 We did a lot of work yesterday.
 Caroline went to the cinema three times last week.
 James came into the room, took off his coat and sat down.

play I played I play I play?

start we started we start we start?
watch you watched you watch you watch?
did not
have they had they have did they have?
(didn’t)
see he saw he see he see?
do she did she do she do?
go it went it go it go?

H
 128
do/does (present) → did (past):
 I don’t watch TV very often.
 I didn’t watch TV yesterday.
 Does she often go away?
 Did she go away last week?

We use did/didn’t + infinitive (watch/play/go etc.):

I watched but I didn’t watch (not I didn’t watched)

they ent did they go? (not did they went?)
he had he didn’t have
you did did you d ?

Study the word order in questions:

did + subject + infinitive

Did your sister call you?

What did you do last night?
How did the accident happen? for their holiday?
Where did your parents go you?

Affirmative reading.

I / She / He / It was
reading
You/We/They were

negative
I/S h e /H e /It was not (wasn't)
You / We / They were not looking
(weren't)

I.
questions and short answers
Was I / she / he / it Waiting? Yes, I was. No, I wasn't.
Were you / we / Watching? Yes, you were. No, you
they weren't
Where was he Waiting?
What were they wearing?

Use past continuous

• for a continuing unfinished action in the past.
 129
When Sue arrived at 9.30 am, four people were waiting outside the office
• for a continuing unfinished action interrupted by a sudden past action.
While we were doing the maths test, the fire alarm went off.
• for activities as background description.
The rainforest was full of sounds. Birds were calling from the trees and thousands of insects were
buzzing and humming
• for two continuing events happening at the same time.
While Cortes was talking to the emperor, his army was taking over the palace.
while, when
• Use while with past continuous for the time the event was happening.
• Use when with past simple for actions.
• We can use other more descriptive time phrases instead of when.
A t the moment the earthquake struck, most people were going about their normal lives.

habits in the past

For describing habits and states in the past, it is more natural to use used to + verb than past
continuous, especially when we make contrasts with the present. We do not mention the exact date.

Rainforests used to cover a third of the Earth, but now they are getting smaller.
Once people didn't use to worry about this problem.
What games did you use to play in the playground at school?

Exercise 1
Write these sentences with got. The meaning is the same.
1 They have two children.
2 She doesn’t have a key.
3 He has a new job. He_
4 Do you have an umbrella?
5 We have a lot of work to do.
6 I don’t have your phone number.
7 Does your father have a car?
7 How much money do we have?

Exercise 2
Write these sentences with do/does/don’t/doesn’t. The meaning is the same.
1 Have you got any money?
2 I haven’t got many clothes. I
3 Has Tom got a brother?
4 How many children have they got?
5 Have you got any questions?
5 Sam hasn’t got a job.

Exercise 3
Read the questions and answers. Then write sentences about Mark.
six legs a key a headache a lot of friends a job much time
I’m not feeling very well.
2 Everybody likes Tom.
3 She can’t open the door.
4 Quick!.
5 An insect
 130
6 I’m unemployed.

Exercise 4
Write am/is/are (present) or was/were (past).
1 Last year she was 22, so she is 23 now.
2 Today the weather…… nice, but yesterday it…… very cold.
3 I …… hungry. Can I have something to eat?
4 I feel fine this morning, but I……… very tired last night.
5 Where...............you at 11 o’clock last Friday morning?
6 Don’t buy those shoes. They...............very expensive.
7 I like your new jacket ...............it expensive?
8 This time last year I .................. in Paris.
8 ‘Where ………… Sam and Joe?’ ‘I don’t know. They .............. here a few minutes ago.’

Exercise 5
Read what Laura says about a typical working day:
I usually get up at 7 o'clock and have a big breakfast. I walk to work, which takes me about half an
hour. I start work at 8.45 . I never have lunch. I finish work at 5 o'clock. I'm always tired when I get
home. I usually cook a meal in the evening. I don't usually go out. I go to bed at about 11 o'clock,
and I always sleep well.

I usually get up at 7 o'clock and have a big breakfast. I walk to work, which
takes me about half an hour. I start work at 8.45 . I never have lunch. I finish
work at 5 o'clock. I'm always tired when I get home. I usually cook a meal
in the evening. I don't usually go out. I go to bed at about 11 o'clock, and I
always sleep well.

Exercise 6
You ask James about his holiday. Write your questions.
Hi. How are things?
Fine, thanks. I've just had a great holiday.

1 Where ………………………………….. To the U.S. We went on a trip from San

Francisco to Denver..

2 How ....................................................................................? By car?

Yes, we hired a car in San Francisco.
3 lt 's a long way to drive. How long ...................................................... to get to Denver?
Two weeks
4 Where............. ? In hotels?
Yes, small hotels or motels.
5 good?
Yes, but it was very hot - sometimes too hot .
6 .............. the Grand Canyon?
Of course. lt was wonderful.

Exercise 7
Complete the sentences. Put the verb into the correct form, positive or negative.
1 lt was warm, so I J-99.~ off my coat. (take)
2 The film wasn't very good. I it much. (enjoy)
3 I knew Sarah was busy, so I her. (disturb)
 131
4 We were very tired, so we . the party early. (leave)
5 The bed was very uncomfortable. I .. . well. (sleep)
6 The wi ndow was open and a bird into the room. (fly)
7 The hotel wasn't very expensive. lt much to stay there. (cost)
8 I was in a hurry, so I _ time to phone you. (have)
9 lt was hard carrying the bags. They very heavy. (be)
 132
UNIT 3

PERFET
PRESENT PERFECT

A. has cleaned / have gone etc. is the present perfect (have + past participle):
I
cleaned
We have (’ve)
You have not (haven’t) finished
started
They
lost
He Regular verbs
done
She has (’s)
been
It has not (hasn’t)
gone

i cleaned?
we finished?
have
you started?
they lost?
he done?
has she been? Irregular verbs
it gone?

Regular verbs The past participle is -ed (the same as the past simple):
clean → I have cleaned finish → we have finished start → she has started

Irregular verbsThe past participle is not -ed.

Sometimes the past simple and past participle are the same:
buy → I bought / I have bought have→he had / he has had

Sometimes the past simple and past participle are different:

break → I broke / I have broken see → you saw / you have seen
fall → it fell / it has fallen go → they went / they have gone

B. We use the present perfect for an action in the past with a result now:
 I’ve lost my passport. (= I can’t find my passport now)
‘Where’s Rebecca?’ ‘She’s gone to bed.’ (= she is in bednow)
 We’ve bought a new car. (= we have a new car now)
 It’s Rachel’s birthday tomorrow and I haven’t bought her a present. (= I don’t have a present
for hernow)
 ‘Bob is away on holiday.’ ‘Oh, where has he gone?’ (= where is he now?)
 Can I take this newspaper? Have you finished with it? (= do you need itnow?)
С Use present perfect simple
• to describe an event in the past without a definite time.
Someone has broken a window in our classroom.
• to describe what someone has completed or achieved in a period of time.
I've finished my homework, and I’ve cleaned my room.
• to describe how many things someone has done.
Scientists have found more than 30 unknown inseas.
• to describe someone's experiences, what he or she has done in life.
I've travelled by plane, but I haven't flown in a helicopter.
 133
• to describe changes, comparing past and present.
Our climate has become much warmer

D Present Perfect Continuous

Form

affirmative
1 / You / We / They
She / He / It
have ('ve)
has ('$)
been reading.

negative
I / You I We I They have not (haven't I 've not) been working.
She / He / It has not (hasn't / 's not)

question
Yes, 1 / you / we / they have. No, 1 / you / we / they haven't.
she / he / it has. she / he / it hasn't.

E Use present perfect continuous

• to talk about recent continuing activities.
What have you been doing lately?
I've been revising for my exams
• to explain how recent continuing activities have caused the present situation.
My eyes ache I've been reading all day.
• to talk about recent continuing activities which will probably continue in the future.
This diagram shows how the climate has been changing
• with how long questions.
How long have you been studying French?
(this is a continuing process, and isn’t finished)
• with time words lately, recently, all (day), every (morning), for, since.

F present perfect simple or present perfect continuous?

Present perfect simple I've written my project, (finished, but we don't know when)
Present perfect continuous I've been writing my project, (continuing up to the present,
and not finished)
With verbs that describe continuing states egwork, live, there is little difference in meaning.
I’ve worked here for three years I I’ve been working here for three years
Note that we do not say ! am worktng-hete-fofHhfee years.

PRESENT PERFECT

Exercise 1

break buy decide finish forget go go

invite lose see not/see take tell not/tell
 134
1I my keys. I don’t know where they are.
2 I some new shoes. Do you want to see them?
3 ‘Where is Helen?’ ‘She’s not here. She out.’
4 I’m looking for Paula_ . you her?
5 Look! Somebody that window.
6 ‘Does Lisa know that you’re going away?’ ‘Yes, I her.’
7 I can’t find my umbrella. Somebody _ it.
8 ‘Where are my glasses?’ ‘I don’t know. I them.’
9 I’m looking for Sarah. Where she_ ?
10 I know that woman, but I her name.
11 Sue is having a party tonight. She a lot of people.
12 What are you going to do? you ?
13 A: Does Ben know about the meeting tomorrow?
B: I don’t think so. I him.
14 I with this magazine. Do you want it?

Exercise 2
Complete the sentences. Use already + present perfect.

1 What time is Paul arriving? He

2 Do your friends want to see the film? No, they_ it.
3 Don’t forget to phone Tom. I
4 When is Mark going away? He
5 Do you want to read the newspaper? I
6 When does Sarah start her new job? She

Exercise 3
You are asking Helen questions beginningHave you ever … ? Write the questions.

1 (be / London?) Have you ever been to No, never.

London?
2 (play / golf?) Yes, many times.
3 (be / Australia?) Yes, once.
4 (lose / your passport?) No, never.
5 (fly / in a helicopter?) Yes, a few times.
6 (win / a race?) No, never.
7 (be / New York?) Yes, twice.
8 (drive / a bus?) No, never.
9 (break / your leg?) Yes, once.

Exercise 4
Write sentences about Helen. (Look at her answers in Exercise 3.)

1 (be / New York) She’s been to New York twice.

2 (be / Australia) She
3 (win / a race)
4 (fly / in a helicopter) _
Now write about yourself. How often have you done these things?
5 (be / New York) I
6 (play / tennis)
 135
7 (drive / a lorry)
8 (be / late for work or school)

Exercise 5
Complete these sentences.

1 Helen is in Ireland. She has been in Ireland since Monday.

2 I know Lisa. I
3 Sarah and Andy are married. They
4 Ben is ill. He
5 We live in Scott Road. We
6 Catherine works in a bank. She
7 Alan has a headache. He
8 I’m learning English. I
her for a long time.
_ married since 2005.
ill for the last few days.
there for a long time.
there for five years.
a headache since he got up this morning.
English for six months.

Exercise 6

Make questions with How long … ?

1 Helen is on holiday. How long _ ?

2 Steve and Nadia are in Brazil. How long _ ?
3 I know Amy. How long _ ?
4 Emily is learning Italian. How long _ ?
5 My brother lives in Canada. How long _ ?
6 I’m a teacher. How long _ ?
7 It is raining How long _ ?

Exercise 7
Write for or since

1 Helen has been in Ireland Monday.

2 Helen has been in Ireland three days.
3 My aunt has lived in Australia 15 years.
4 Tina is in her office. She has been there 7 o’clock.
5 India has been an independent country 1947.
6 The bus is late. We’ve been waiting _ 20 minutes.
7 Nobody lives in those houses. They have been empty many years.
8 Michael has been ill a long time. He has been in hospital October.

Exercise 8
Complete the sentences. Use for or ago with these words.

1 Helen arrived in Ireland . (three days)

2 Helen has been in Ireland . (three days)
3 Lynn and Mark have been married (20 years)
4 Lynn and Mark got married (20 years)
5 Dan arrived _ (an hour)
6 I bought these shoes (a few days)
7 Silvia has been learning English (six months)
8 Have you known Lisa ? (a long time)
 136
Exercise 9
Complete the sentences with for or since.

1 (Helen is in Ireland – she arrived there three days ago)

2 (Jack is here – he arrived on Tuesday)

Jack has
3 (It’s raining – it started an hour ago)
It’s been
4 (I know Sue – I first met her in 2008)
I’ve
5 (Claire and Matt are married – they got married six months ago)
Claire and Matt have
6 (Laura is studying medicine at university – she started three years ago)
Laura has
7 (David plays the piano – he started when he was seven years old)
David has _

Exercise 10

Complete the answers to the questions.

Have you seen Kate? Yes, I five minutes ago.
Have you started your new job? Yes, I last week.
Have your friends arrived? Yes, they at 5 o’clock.
Has Sarah gone away? Yes, on Friday.
Have you worn your new suit? Yes, yesterday.

Exercise 11

Are these sentences OK? Correct the verbs that are wrong. (The verbs are underlined.)

1 I’ve lost my key. I can’t find it.

2 Have you seen Kate yesterday?
3 I’ve finished my work at 2 o’clock.
4 I’m ready now. I’ve finished my work.
5 What time have you finished your work?
6 Sue isn’t here. She’s gone out.
7 Steve’s grandmother has died two years ago.
8 Where have you been last night?

Exercise 12

Complete each sentence with one of the time words in the list. You will need to use some words
more than once.
yet for already since

In the laboratory ....

a 'Haven’t you left ?
b 'No. I've been here ........................................8.00 this morning.’
c 'Have you checked the results of the experiment ' ?
d 'Yes, I've done that.'
 137
e 'We've worked on this project three weeks. Unfortunately we haven't
discovered anything interesting '
f 'No, nothing has happened last Tuesday.’
g 'Yes, I know. I've seen your report.'
h ‘So I'm going to do the experiment again. But I haven't started it
і 'Don’t bother. I've started it. I haven't checked ,
but I think we’re going to get the same results.'

Exercise 13

Complete the sentence with have been or have gone.

a Two scientists from a laboratory in Oxford a to Antarctica, and will stay there
for three months. They b there to investigate the effects of global warming on
the polar ice. Colleagues in Oxford, who c to Antarctica on earlier expeditions,
will keep in touch with them by radio.
b A team from London has arrived in China. They d there to join a project
which is searching for the fossil remains of dinosaur eggs. 'We e (not) to China
before,' said team leader Mark Jones, 'though two of us f to the USA where
there is a similar project.’
c A dangerous spider is missing from a private zoo in Manchester. '1 lerbie is a Brazilian
wandering spider, and we're not sure where he g _ ’ said spokesperson Anne
Graham. 'He only arrived in the zoo last month, so he h (not) here long.
A lot of children і to the zoo in the past few days, and we are worried that
someone has taken Herbie, or that he j _ out in somebody's pocket, and they
don't know about it.'

Exercise 14

Read the text about climate change. Choose the correct form, A or B, to complete the sentence.

At the moment, scientists agree that the world's climate а warmer over the past 50
years, but they disagree about the causes. Some believe that human activities b climate
change.They argue
that for 1,000 or 2,000 years before 1850, when records c , the temperature was more or
less stable. Short warm or cold periods d during that time, but the climate always e
to the same level. However, since the Industrial Revolution, human beings f
more and more fossil fuels, such as coal and oil. In 1800 the atmosphere g _
around 280 parts per million of carbon dioxide (CO2). Since then thereh _ an increase of
about 3 l%.This extra carbon dioxide і the world's temperature because of the
greenhouse effect.
Other scientists disagree that human activities over the past 50 years j global warming.
They point out that volcanoes and other natural processes k CO2 into the atmosphere,
and that human activity l a rise in CO, of only three per cent.
In 1999, 156 countries m the Kyoto protocol, part of a United Nations agreement on
climate change, which n into force in 2005.They о to reduce their
emissions of CO, and other greenhouse gases, although so far, some countries, such as the USA and
Australia, p any action.

a A became В has become

b A caused В have caused
c A began В have begun
 138
d A occurred В have occurred
e A returned В has returned
f A burned В ha ve burned
g A contained В has contained
h A was В has been
і A raised В has raised
j A caused В ha ve caused
к A always В have always Q
released released E
IA В has contributed
contributed
m A signed В have signed "o
n A came В has come Ф
о A agreed В ha ve agreed
p A did not В have not taken
take

Exercise 15

Complete the sentence using the verb in brackets in the present perfect continuous form.

a I'm sorry to keep you wailing. I hope you (not

wait) long.
b There you are! We (look for) you all morning!
c. I feel really tired. I (study) hard lately.
d Anna has got a really good suntan. She (go) to the beach a lot.
e Tom needs cheering up. He (have) a lot of problems lately.
f I haven't seen you for ages. What (you I do) 7
g I (work) here for the past three years, and 1 really like it.
h Sam and Chris (paint) their room, and their clothes are covered in paint!

Exercise 16

Underline the correct form.

A Scientists a hove recently identified I have been identifying a new species of animal in the
rainforest of Borneo.They b have been searching I searched for this creature for several years, after
reports from local villagers, and say it is a type of lemur.
В Archaeologists in Guatemala c have found I have been finding a Mayan wall painting which they
think is more than 2,000 years old. Archaeologist William Saturno d explored I has been exploring
the site since 2002.
C Scientists using the Hubble Space Telescope think they e found I have found two new moons
circling the planet Pluto. Astronomers і have been looking / looked closely at Pluto since 1978 when
they g spotted I have spotted its first moon. The telescope h worked I has been working for fifteen
years, and і has been producing I has produced more than 700,000 images of the universe.
D Australian scientists j have been discovering I hove discovered a new coral reef over 60 km long in
the Gulf of Carpentaria by using satellites to spot the reefs in deep water. Recently divers k have
managed / have been managing to reach the reefs and take photographs.

Exercise 17
 139

Use the prompts and h ow long to make a question.

a astronomers / look for Pluto's moons?

?
b archaeologists / hope to find Atlantis?

c scientists / use satellites Io discover new reefs?

d physicists / investigate the origin of the universe?

e scientists / observe Vesuvius?

f biologists / try to find new species of mammal?

g archaeologists / excavate the palace in Guatemala?

h doctors / search for a cure for HIV?

PAST PERFECT

Past Perfect Simple

A affirmative
11 You I We I They / She / He / It had (*c/) left, (past participle)
negative
I / You / We / They / She / He / It had not (hadn't) left.
questions
Had I /y o u /w e /th e y /s h e /h e /it left?
What had they found?
short answers
Yes, I / you / we / they / she / he / it had.
No, hadn't.

B Use
Use past perfect simple to describe a past event which happens before another event in the past.
Only
 140
use it when it is important to make clear that one event in the past happened before another.
On /2 July 1771, Cook's ship The Endeavour arrived back in Britain Cook had not
discovered a new continent, but he had visited places never seen before.
In this example, 'not discovered' happened before 'arrived'.
past perfect event
PAST
(a) Cook had not discovered
past simple event
PRESENT
(b) the ship arrived back in Britain
We do not use past perfect simple simply to show that an event happened a very long time ago.
We can sometimes use before or after with past simple to make the order of events clear.
By the time the ship reached the island, more then twenty sailors had died
More than twenty sailors died before the ship reached the island
fo rg o t, remembered, realized
With forgot, remembered, realized, knew, we use past perfect simple to describe the past events that
happened before the moment we forgot, remembered or realised something.
When Franklin checked the ship's position, he realized he had made a mistake.

С Form

past perfect continuous

affirmative
I/Y o u /W e /T h e y /S h e /H e /It had been waiting.
negative
I/Y o u /W e /T h e y /S h e /H e /It had not (hadn't) been waiting.
questions
Had 1 / you / we / they / she / he / it been waiting?
What had they been doing?
short answers
Yes, I /y o u /w e /th e y /s h e /h e /it had.
N o , hadn't.
D Use

questions
Had 1 / you / we / they / she / he / it been waiting?
What had they been doing?
short answers
Yes, I /y o u /w e /th e y /s h e /h e /it had.
N o , hadn't.

Exercise 1

Read the following information about famous moments in history. Then underline the correct form.
Only one verb in each paragraph is past perfect.

A Columbus left Spain in August 1492 with three ships, to try and find a way to India by sailing west
instead of east. When his ships a finally reached I had finally reached land on 12 October, he thought
he was there, but the ships b actually arrived / had actually arrived in America instead.
В Captain Robert Scott wanted to reach the South Pole first. He and his companions finally arrived
there on 1 January 1912 after a terrible journey across the ice, but c found I had found a Norwegian
hag. Unfortunately for Scott, Roald Amundsen d got / had got there on 14 December, 18 days earlier.
 141
C Leonardo painted his famous The Last Supper between 1495 and 1498, but the painting started to
deteriorate within 50 years. The most common explanation for this used to be that Leonardo e used /
had used the wrong kind of paint, but experts have always disagreed about this, and many believe
that the damp in the wall is the cause of the damage. Between 1978 and 1999, experts f restored I had
restored the painting, and the public can now see it again.

Exercise 2

Complete the sentence with the past simple or past perfect simple form of the verb in brackets.

a When I (try) ,+r/eJ to use my laptop, I realized the battery (run) down,
b I (turn) the computer off, but forgot that 1 (not save) my work,
с I only remembered I (not pay) the bill when my Internet connection (stop)
working.
d When I (receive) the e-mail, 1 couldn’t understand who (send) it.
e When I (check) the instructions, 1 understood what I (do)
f I knew I (receive) a virus when I (run) the anti-virus program.
g As soon as I (download) the document, I knew I (make) a
mistake,
h I could see what (go) _ wrong as soon as I (look) inside the printer.
і I knew I (press) the wrong key when nothing (happen) _ .
j When the screen (go) _ blank, I couldn't understand how it (happen)
.

Exercise 3

Read these sentences about Julius Caesar. Then complete the sentence with the past
simple or past perfect form of the verb in brackets.

a Julius Caesar (come) саме. from an aristocratic Roman family, though his family was not rich by
Roman standards.
b When he was 15 his father (die) , and to avoid political problems in Rome, Caesar (serve) as a
soldier in the east.
c By the time he (return) _ to Rome, he (win) awards for bravery.
d He (become) a member of the Senate, and governor of what is now Spain.
e By the age of 40 he (rise) to the top of the political world, and (form) a political alliance with a
powerful general, Pompey, and a rich man, Crassus.
f Between 58 BC and 49 BC he (fight) a war against the people of what are now France, Belgium,
Switzerland and parts of Germany.
g By the end of this war, according to the historian Plutarch, three million men (die)
h In 50 BC the Senate (order) Caesar to return to Rome. By that time, Crassus was dead
and Pompey (become) Caesar's enemy.
і In the civil war that followed, Caesar (defeat) all his enemies.
j By the time a group of Roman senators (murder) him in 44 BC, he (be) the most powerful man in
Rome for only a year.

Exercise 4

Choose the correct form, A, В or C, to complete the sentence.

On 26 December 2004,Tilly Smith, a 10-year-old British schoolgirl, a C on the beach with her
family.They Christmas in Thailand. Suddenly Tilly c that something was wrong. She could see that
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the water d and waves e up the beach.The beach f smaller and smaller. She g that there had been an
earthquake in Sumatra that morning, but she h a geography lesson she і at school just two weeks
before. So she j her mother what she к about earthquakes and giant waves. Luckily for the Smith
family,Tilly’s teacher Andrew Kearney I the class about earthquakes and m them a video of a
tsunami in Hawaii.Tilly n screaming at her parents to get off the beach.They о Tilly back to their
hotel, which was not too close to the shore, and p the alarm. One of the staff, who was Japanese, q
the word tsunami, and r everyone to leave the beach. From their room on the third floor, the Smiths s
the terrible effects of the tsunami on the area. Thanks to Tilly, everybody from that beach t that
terrible day.

a. A walked B had walked С was walki ng

b. A sport B had spent С were spendin g
c. A felt B had felt C was feeling
d. A rose B had risen C was rising
e. A came B had come C were coming
f. A got B had got C was getting
g. A did not know B had not known C was not knowing
h. A suddenly remembered B had remembered C was suddenly
suddenly remembering
i. A had B had had C was having
j. A told B had told C was telling
k. A learnt B had learnt C was learning
l. A taught B had taught C was teaching
m. A showed B had shown C was teaching
n. A started B had started C was starting
o. A took B had taken C were taking
p. A raised B had raised C were raising
q. A understood B had understood C understand
r. A ordered B had ordered C was ordering
s. A watched B had watched C were watching
t. A survived B had survived C was surviving

Exercise 5
Read the story of Archimedes and his bath. Then complete the text with the correct form of the verb
in brackets.

Archimedes, the Greek mathematician, is probably most famous for the story of King Hieron II of
Syracuse and the gold crown. The king a (want)......... to give a gold crown as a gift to the gods, and b
(give) ......... a carefully weighed amount of gold to a goldsmith. The man c (produce) .............a
beautiful crown, but the king was worried that the craftsman d (not use) ..............................all the gold
to make the crown. Dishonest craftsmen often e (mix) ......... gold with silver, which was cheaper, but
the king could not find a way of proving that the man f (do) this. He g (ask) .............Archimedes to
solve the problem. Archimedes h (know) ............ that gold and silver have different densities. The
problem was that nobody could calculate the mass of an object like a crown. While Archimedes i
(think) ............about this problem, he decided to go to the public baths to relax. While he j (climb)
……… into the bath, he k (notice) ……… some water on the floor. It l (spill) ............ over the side of
the bath, and he m (realize) ……… that hen (solve) ............ the problem by accident. The total
amount of water that o (Spill) ............ out of the bath must be the same as the volume of his body. He
could use a piece of pure gold and calculate its volume, and then test the crown and see if it was the
 143
same. According to the story, he p (jump) ………straight out of the bath and q (run)............... down
the street calling 'Eureka - I've found it.' The goldsmith soon r (admit)............. that he s (cheat)
……… the king, and was punished. Archimedes t (discover) ............. a principle of buoyancy.

Exercise 6

Read the situations and write sentences from the words in brackets.

1 You went to Sue’s house, but she wasn’t there.

(she / go / out) ………………………………
2 You went back to your home town after many years. It wasn’t the same as before.
(it / change / a lot) ………………………………
3 I invited Rachel to the party, but she couldn’t come.
(she / arrange / to do something else) ………………………………
4 You went to the cinema last night. You got to the cinema late.
(the film / already / start) ………………………………
5 It was nice to see Daniel again after such a long time.
(I / not / see / him for five years) ………………………………
6 I offered Sue something to eat, but she wasn’t hungry.
(she / just / have / breakfast) ………………………………

Exercise 7

Put the verb into the correct form, past perfect (I had done) or past simple (I did).
1 ‘Was Paul at the party when you arrived?’ ‘No, he ............................ (go) home.’
2 I felt very tired when I got home, so I............................ ( (go) straight to bed.
3 The house was very quiet when I got home. Everybody ............................ ( (go) to bed.
4 Sorry I’m late. The car ............................ ( (break) down on my way here.
5 We were driving along the road when we …………………( (see) a car which… ....................... (
(break) down, so we (stop) to help.
Past perfect continuous (I had been doing)

A. Yesterday morning I got up and looked out of the window.

The sun was shining, but the ground was very wet.
It had been raining.
It was notraining when I looked out of the window;
the sun was shining. But it had been raining before.
Had been -ing is the past perfect continuous:

doing
I/we/you/they (= I’d etc.) been working
had
he/she/it (= he’d etc.) playing etc.

Some more examples:

o When the boys came into the house, their clothes were dirty, their hair was untidy and
one of them had a black eye. They’d been fighting.
o I was very tired when I got home. I’d been working hard all day.
o When I went to Madrid a few years ago, I stayed with a friend of mine. She hadn’t been
living there very long, but she knew the city very well.
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B. You can say that something had been happening for a period of time before something else
happened:
o We’d been playing tennis for about half an hour when it started to rain heavily.
o Paul went to the doctor last Friday. He hadn’t been feeling well for some time.

C. Compare have been -ing (present perfect continuous) and had been -ing (past perfect
continuous):

Present perfect continuous Past perfect continuous

past I have been –ing now past I had been –ing now

o I hope the bus comes soon. I’ve been o At last the bus came. I’d been waiting
waiting for 20 minutes. (before now) for 20 minutes. (before the bus came)
o James is out of breath. He has been o James was out of breath. He had
running. been running.

D. Compare was -ing (past continuous) and had been -ing:

o It wasn’t raining when we went out. The sun was shining. But it had been raining, so the
ground was wet.
o Katherine was sitting in an armchair resting. She was tired because she’d been working very
hard.
E. Some verbs (for example, know and like) are not normally used in the continuous:
o We were good friends. We had known each other for years. (not had been knowing)
o I was surprised when Lisa cut her hair. She’d had long hair since I first met her. (notshe’d
been having)

Exercise 1
Read the situations and make sentences from the words in brackets.
1 I was very tired when I arrived home.
(I / work / hard all day) ………………………………
2 The two boys came into the house. They had a football and they were both very tired.
(they / play / football) ………………………………
3 I was disappointed when I had to cancel my holiday.
(I / look / forward to it) ………………………………
4 Ann woke up in the middle of the night. She was frightened and didn’t know where she was.
(she / dream) ………………………………
5 When I got home, Mark was sitting in front of the TV. He had just turned it off.
(he / watch / a film) ………………………………

Exercise 2

Read the situations and complete the sentences.

1 We played tennis yesterday. Half an hour after we began playing, it started to rain.
We ……………………………….
2 I had arranged to meet Tom in a restaurant. I arrived and waited for him. After 20 minutes
I realised that I was in the wrong restaurant.
I……………………………… for 20 minutes when I ............................................... the wrong
restaurant.
3 Sarah got a job in a factory. Five years later the factory closed down.
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At the time the factory ................................................................................................ ,
Sarah… ........................................................................................... there for five years.
4 I went to a concert last week. The orchestra began playing. After about ten minutes a man in the
audience suddenly started shouting.
The orchestra………………………………………………………………
when………………………………………………………………

Exercise 3

Put the verb into the most suitable form, past continuous (I was doing), past perfect
(I had done) or past perfect continuous (I had been doing).
1 It was very noisy next door. Our neighbours ................................................. (have) a party.
2 We were good friends. ................................................. (we / know) each other for years.
3 John and I went for a walk. I had difficulty keeping up with him because
……………………………… (he / walk) so fast.
4 Sue was sitting on the ground. She was out of breath. ................................................. (she / run).
5 When I arrived, everybody was sitting round the table with their mouths full.
……………………………… (they / eat).
6 When I arrived, everybody was sitting round the table and talking. Their mouths were empty, but
their stomachs were full. ................................................. (they / eat).
7 James was on his hands and knees on the floor .................................................. (he / look) for his
contact lens.
8 When I arrived, Kate… .............................................(wait) for me. She was annoyed because I was
late and ................................................. (she / wait) for a long time.
9 I was sad when I sold my car. ................................................. (I / have) it for a very long time.
10 We were extremely tired at the end of the journey .................................................. (we / travel) for
more than 24 hours.
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UNIT 4

FUTURE

Future

A Planned actions
They are playing tennis (now).
He is playing tennis tomorrow.
We use am/is/are + -ing (present continuous) for something happening now:
‘Where are Tina and Helen?’ ‘They’re playing tennis in the park.’
Please be quiet. I’m working.
We also use am/is/are + -ing for the future (tomorrow / next week etc.):
Andrew is playing tennis tomorrow.

B We use the present continuous (I’m staying / are you coming etc.) to say what somebody has
arranged to do:
I’m staying at home this evening. (not I stay)
Are you going out tonight? (not Do you go)
Lisa isn’t coming to the party next week. (not Lisa doesn’t come)
But we use the present simple (start, arrives etc.) for timetables, programmes, trains, buses etc. :
The train arrives at 7.30.
What time does the film finish?

Exercise 1.
Look at the pictures. What are these people doing next Friday?

Andrew Richard Rachel Karen Sue and Tom

Tennis Cinema meet Dave lunch with Will party at 21:00

1. .
2. .
3. .
4. .
5. .

Exercise 2.
Write questions. All the sentences are future.
1. 1 (you / go / out / tonight?) ?
2 (you / work / next week?) ?
3 (what / you / do / tomorrow evening?) ?
4 (what time / your friends / come?) ?
5 (when / Lisa / go / on holiday?) ?

Exercise 3.
Write sentences about yourself. What are you doing in the next few days?

1. .
2. .
3. .
4. .
5. .
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Exercise 4.
Put the verb in the present continuous (he is leaving etc.) or present simple (the train leaves etc.).
1‘ (you/go) out tonight?’ ‘No, I’m too tired.’
2 (we/go) to a concert tonight. _ (it/start) at 7.30.
3 Do you know about Sarah? (she/get) married next month!
4 A: My parents (go) on holiday next week.
B: Oh, that’s nice. Where (they/go)?
5 Silvia is doing an English course at the moment. The course
(finish) on Friday.
6 There’s a party tomorrow night, but (I/not/go).
7 (I/go) out with some friends tonight. Why don’t you come too?
(we/meet) at the Royal Hotel at 8 o’clock.
8 A: How _ (you/get) home after the party tomorrow? By taxi?
B: No, I can go by bus. The last bus (leave) at midnight.
9 A: (you/come) with us to the cinema tonight?
B: Yes, what time (the film / begin)?
10 A: What (you/do) tomorrow afternoon?
B: (I/work).

С We use am/is/are going to … for thefuture: I am going to do something = I have decided to do

it, my intention is to do it:

I am do…
he/she/it is notgoing to drink…
we/you/they are watch …

am I buy…?
is he/she/it not going to eat… ?
are we/you/they wear …?

I’m going to buy some books tomorrow.

Sarah is going to sell her car.
I’m not going to have breakfast this morning. I’m not hungry.
What are you going to wear to the wedding next week?
‘Your hands are dirty.’ ‘Yes, I know. I’m going to wash them.’
Are you going to invite Mark to your party?
We also use the present continuous (I am doing) for the future, usually for arrangements.
I am playing tennis with Julia tomorrow.

D Something is going to happen = we can see now

that it is sure to happen:

Look at the sky! It’s going to rain.

(black clouds now → rain)
Oh dear! It’s 9 o’clock and I’m not ready.
I’m going to be late.
(9 o’clock now and not ready → late)

Exercise 5.
Complete the sentences. Use going to + these verbs:
 148

1 My hands are dirty. I _ wash them.

2 What wear to the party tonight?
3 It’s a nice day. I don’t want to take the bus. I . _
4 Steve is going to London next week. He with some friends.
5 I’m hungry. I this sandwich.
6 It’s Sarah’s birthday next week. We her a present.
7 Sue says she’s feeling very tired. She for an hour.
8 Your favourite programme is on TV tonight. you _ it?
9 What Rachel when she leaves school?
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MODULE 2

UNIT 5
THERE

There. It
there
Use there + be
• to say that something exists or doesn't exist.
There's a diagram on page 36. There weren't any lessons yesterday.
• to say that something happens, using a time reference.
There's a disco tonight.
• to describe numbers or amounts.
There are tw o ways o f doing this.
There was a lo t o f rain last night.
• in some expressions.
There's no p o in t in waiting.
Use there
• with appear and seem.
There appears I seems to be a problem.
• with modals.
There can't / could I might I must / should be an answer.
• to refer to place.
Who lives there ''
there, they're, their
These all have the same pronunciation.
they're = they are their = possessive form of they
This is Tom, and this is Peter. They're brothers.
And this is their sister, Helen.
it
Use it + be
• with adjectives.
It's important / difficult I easy I interesting I best to use a computer.
• with some nouns.
It's a p ity I a shame to be indoors on a day like this.
• for dates, days and times.
It's June 4th. It's Friday. It's h alf past three.
• with verbs o f weather.
It's raining / snowing.
Use it
• with seem I appear.
I t seems I appears that somebody found the money in the street.
• with looks as if.
It looks as i f it's going to rain
• with some expressions.
It doesn't matter. It's time to go. It takes an hour to get there.
• to refer to something we have already mentioned.
This is my new bike. It's really fast!
it's, its
it's = it is It's a lovely day today!
its -possessive o f it The company gave all its employees a holiday.
Exercise 1
 150
Underline the correct form.
The surface of the Earth is not flat,aThere I Theyare mountains and high land andbthere I theyarc
also low areas, c There I They are steep slopes in some places, but in others
d there I they are gentle ones, e There I They are special symbols on maps which show the height and
shape of the land.
f There I They include colour and contour lines, and g there I they are also height numbers for some
high places.
On detailed maps, h there I they are contour lines.
іThere I They show how steep the slope is. j There I They usually appear every ten metres and k there
/ they are numbers on them to show the height.
lThere I They arc also numbers at the bottom and on the side of the map. m There I They are used to
identify each square on the map. n There / This is called a grid reference,
о There I They is a grid reference for every place on the map.

Exercise 2
Rewrite the sentence so it begins as shown. Make any necessary changes.
a A match takes place on Tuesday.
There ……………………………………………………………
b You can do this in three ways.
There ……………………………………………………………
c A lot of snow fell yesterday.
There ……………………………………………………………
d We haven't got any milk.
There ……………………………………………………………
e A strange man seems to be outside.
There ……………………………………………………………
f A lot of people were at the rock concert.
There ……………………………………………………………
g Crowds of people were on the train.
There ……………………………………………………………
h An interesting television programme is on at 8.00.
There ……………………………………………………………

Exercise 3.
Complete the sentence with there, they're or their.
a Whales have been hunted for centuries for ........................................ oil and meat.
b........................................ now in danger of disappearing completely.
c ........................................ are now less than 12,000 of these beautiful creatures left.
d........................................ have been laws to protect whales since 1967.
e ........................................ numbers have increased slightly in recent years.
f ........................................ still a source of food and oil in some parts of the world.
g........................................ meal is sold in several countries.
h........................................ also in danger from sonar equipment on ships.
i.........................................confused by the sound signals.
j As a result, they lose… .................................... way and swim into shallow water, and die.

Exercise 4.
Complete the sentence with it's or its.
a Come on, let's go home ........................................... getting late.
b I'm taking my umbrella because ..........................................going to rain.
c The horse had a white star on… ..................................... forehead.
d The school at the end of my road has given… ..................................... pupils a holiday on Friday.
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e _ ......................................... time to go now.
f I think ......................................... a pity you couldn't stay longer.
g My cat has broken one of ......................................... back legs.
h......................................... easy to get things wrong if you're not careful.

Exercise 5.
Complete the sentence with it or there.
a ......................................... is a problem with the computer. Can you help?
b Will......................................... be a party at the end of term?
c ......................................... is a pity she wasn't here to get her prize.
d 'Who's at the door?' ' ........................................ is me.'
e ......................................... is a very good restaurant not far from my house.
f ......................................... is a long time since I went to the dentist's.
g......................................... is easy to book a ticket on-line.
h If you want to look up a word, ......................................... is a list in the back of the book.
i Hello, Sue ........................................... is really good to see you.
j..........................................is no point in phoning him again. He must be out.

Exercise 6.
Complete the text with it or there in each space.
Tropical forests grow near the Equator where a ………………is warm and wet. b ......................... are
only two seasons, rainy and dry. c.......................... is normally 20-25°C in a tropical forest and
d……………… is only a drop of about 5°C in the coldest months. e ........................ is a lot of rain, on
average more than 200 cm per year, f……………… is poor soil, and g ......................... is difficult for
plants on the forest floor to develop, as tall trees (25-35 metres) block the light, h ........................ are
many plants, birds, animals and insects, are different kinds of tropical forests with different kinds of
trees, j ........................ depends on the temperature and the amount of rainfall.
In temperate forests, k ………………are four seasons with a cold winter. l ........................ is
impossible for the trees to grow all the year round in a temperate forest, and m ........................ is a
growing season of only 140-200 days, n.......................... s also a greater range of temperatures, from 30
to 30°C,and о……………… rains throughout the year (7 5 -150cm). As p ........................ is cooler and
drier here, trees are smaller, q……………… is more light, and the soil is richer, r .........................are
many deciduous trees in these forests, and s ........................ is common to find many animals and birds.
Again, t........................ is a range of forest types depending on the annual rainfall.
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UNIT 6
AUXILIARIES

AUXILIARIES

I AM, I DON’T ETC.

A
o – I’m not tired.
– I am.
o – Do you like tea?
– No, I don’t.
– Yes, I do.

She isn’t tired, but he is.

(he is = he is tired)
He likes tea, but she doesn’t.
(she doesn’t = she doesn’t like tea)
In these examples, it is not necessary to repeat some words (‘he is tired’, ‘she doesn’t like tea’). You
can use these verbs in the same way:

am/is/are o I haven’t got a car, but my sister has. (= my sister has got a car)
was/were o A: Please help me.
have/has B: I’m sorry. I can’t. (= I can’t help you)
do/does/did o A: Are you tired?
can B: I was, but I’m not now. (= I was tired, but I’m not tired now)
will o A: Do you think Laura will come and see us?
might B: She might. (= she might come)
must o A: Are you going now?
B: Yes, I’m afraid I must. (= I must go)

We don’t use ’m/’s/’ve etc. (short forms) in this way. You must use am/is/have etc. :
She isn’t tired, but he is. (not but he’s)
But you can use isn’t / haven’t / won’t etc. (negative short forms):
My sister has got a car, but I haven’t.
‘Are you and Jane working tomorrow?’ ‘I am, but Jane isn’t.’
B You can use I am / I’m not etc. after Yes and No:
‘Are you tired?’ ‘Yes, I am. / No, I’m not.’
‘Will Alan be here tomorrow?’ ‘Yes, he will. / No, he won’t.’
‘Is there a bus to the airport?’ ‘Yes, there is. / No, there isn’t.’
C We use do/does for the present simple:
I don’t like hot weather, but Sue does. (= Sue likes hot weather)
Sue works hard, but I don’t. (= I don’t work hard)
‘Do you enjoy your work?’ ‘Yes, I do.’
We use – for the past simple:
A: Did you and Chris enjoy the film?
B: I –, but Chris –. (= I enjoyed it, but Chris didn’t enjoy it)
‘I had a good time.’ ‘I did too.’ (= I enjoyed it too)
‘Did it rain yesterday?’ ‘No, it didn’t.’

Exercise 1
 153

Complete these sentences. Use only one verb (is/have/can etc.) each time.
1 Kate wasn’t hungry, but we …………………… .
2 I’m not married, but my brother …………………… .
3 Ben can’t help you, but I …………………… .
4 I haven’t seen the film, but Tom …………………… .
5 Karen won’t be here, but Chris …………………… .
6 You weren’t late, but I …………………… .

Exercise 2

Complete these sentences with a negative verb (isn’t/haven’t/can’t etc.).

1 My sister can play the piano, but I …………………….
2 Sam is working today, but I…………………… .
3 I was working, but my friends…………………… .
4 Mark has been to China, but I…………………… .
5 I’m ready to go, but Tom …………………….
6 I’ve got a key, but Sarah…………………… .

Exercise 3

Complete these sentences with do/does/did or don’t/doesn’t/didn’t.

1 I don’t like hot weather, but Sue …………………… .
2 Sue likes hot weather, but I …………………… .
3 My mother wears glasses, but my father…………………… .
4 You don’t know Paul very well, but I…………………… .
5 I didn’t enjoy the party, but my friends…………………… .
6 I don’t watch TV much, but Peter …………………… .
7 Kate lives in London, but her parents…………………… .
8 You had breakfast this morning, but I …………………… .

Exercise 4

Complete the sentences. Write about yourself and other people.

1 I didn’t …………………….… but my friends …………………….… ..
2 I like …………………….… , but …………………….… .
3 I don’t …………………….… , but …………………….…
4 I’m…………………….……………………….…
5 I haven’t…………………….……………………….…

Exercise 5
Put in a verb, positive or negative.
1 ‘Are you tired?’ ‘I .................... earlier, but I’m not now.’
2 Steve is happy today, but he .................... yesterday.
3 The bank isn’t open yet, but the shops…………… .
4 I haven’t got a telescope, but I know somebody who…………… .
5 I would like to help you, but I’m afraid I…………… .
6 I don’t usually go to work by car, but I .................... yesterday.
7 A: Have you ever been to the United States?
B: No, but Sandra ...................... She went there on holiday last year.
8 ‘Do you and Chris watch TV a lot?’ ‘I..................... , but Chris doesn’t.’
9 I’ve been invited to Sam’s wedding, but Kate…………… .
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10 ‘Do you think Sarah will pass her driving test?’ ‘Yes, I’m sure she ...................... ’
11 ‘Are you going out tonight?’ ‘I ...................... I don’t know for sure.’

Exercise 6

Answer these questions about yourself. Use Yes, I have. / No, I’m not. etc.
1 Are you American? …………………….……………………….….
2 Have you got a car? …………………….……………………….…
3 Do you feel OK? …………………….……………………….…
4 Is it snowing? …………………….……………………….…
5 Are you hungry? …………………….……………………….…
6 Do you like classical music? …………………….……………………….…
7 Will you be in Paris tomorrow? …………………….……………………….…
8 Have you ever broken your arm? …………………….……………………….…
9 Did you buy anything yesterday? …………………….……………………….…
10 Were you asleep at 3 a.m.? …………………….……………………….…

HAVE YOU? ARE YOU? DON’T YOU? ETC.

A You can say have you? / is it? / can’t he? etc. to show that you are interested or surprised:
‘You’re late.’ ‘Oh, am I? I’m sorry.’
‘I was ill last week.’ ‘Were you? I didn’t know that.’
‘It’s raining again.’ ‘Is it? It was sunny ten minutes ago.’
‘There’s a problem with the car.’ ‘Is there? What’s wrong with it?’
‘Bill can’t drive.’ ‘Can’t he? I didn’t know that.’
‘I’m not hungry.’ ‘Aren’t you? I am.’
‘Sue isn’t at work today.’ ‘Isn’t she? Is she ill?’
Use do/does for the present simple, and did for the past simple:
‘I speak four languages.’ ‘Do you? Which ones?’
‘Ben doesn’t eat meat.’ ‘Doesn’t he? Does he eat fish?’
‘Nicola got married last week.’ ‘Did she? Really?’
B Question tags
You can use have you? / is it? / can’t she? etc.
at the end of a sentence.
These ‘mini-questions’ are question tags.

It’s a beautiful day, isn’t it?

Yes, it’s perfect.

positive sentence → negative question tag

It’s a beautiful day, isn’t it? Yes, it’s perfect.
Kate lives in London, doesn’t she? Yes, that’s right.
You closed the window, didn’t you? Yes, I think so.
Those shoes are nice, aren’t they? Yes, very nice.
Tom will be here soon, won’t he? Yes, probably.
negative sentence → positive question tag
That isn’t your car, is it? No, it’s my mother’s.
You haven’t met my mother, have you? No, I haven’t.
Helen doesn’t go out much, does she? No, she doesn’t.
You won’t be late, will you? No, I’m never late.
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Exercise 7
Answer withDo you? / Doesn’t she? / Did they? etc.
1 I speak four languages ………………….……? Which ones?
2 I work in a bank. ? ………………….……? I work in a bank too.
3 I didn’t go to work yesterday. ? ………………….……? Were you ill?
4 Jane doesn’t like me. ? ………………….……? Why not?
5 You look tired. ? ………………….……? I feel fine.
6 Kate phoned me last night. ? ………………….……? What did she say?

Exercise 8
Answer with Have you? / Haven’t you? / Did she? / Didn’t she? etc.
1 I’ve bought a new ………………….……? What make is it?
car. 2 Tim doesn’t eat ………………….……? Does he eat fish?
meat. 3 I’ve lost my key. ………………….……? When did you last have it?
? ………………….……? She should learn.
4 Sue can’t drive. ? ………………….……? I didn’t know that.
5 I was born in Italy. ? ………………….……? Was the bed uncomfortable?
6 I didn’t sleep well last night. ? ………………….……? Are you going to watch it?
7 There’s a film on TV tonight. ? ………………….……? Why not?
8 I’m not happy. ? Why not? ………………….……? How is she?
9 I saw Paula last week. ? ………………….……? What kind of factory?
10 Maria works in a factory. ? ………………….……? Where will you be?
11 I won’t be here next week. ? ………………….……? It was working yesterday.
12 The clock isn’t working. ?
Exercise 9
Complete these sentences with a question tag (isn’t it? / haven’t you? etc.).
1 It’s a beautiful day, isn’t it ? ..................................? Yes, it’s perfect.
2 These flowers are nice, ? ................................. ? Yes, what are they?
3 Jane was at the party, ? ................................. ? Yes, but I didn’t speak to her.
4 You’ve been to Paris, ? ................................. ? Yes, many times.
5 You speak German, ? ................................. ? Yes, but not very well.
6 Martin looks tired, ? ................................. ? Yes, he works very hard.
7 You’ll help me, ? ................................. ? Yes, of course I will.

Exercise 10
Complete these sentences with a question tag, positive (is it? / do you? etc.) or negative (isn’t it? /
don’t you? etc.).
1 You haven’t got a car, ................................. ? No, I can’t drive.
2 You aren’t tired, ................................. ? No, I feel fine.
3 Lisa is a very nice person, ......................... ? Yes, everybody likes her.
4 You can play the piano, ..............................? Yes, but I’m not very good.
5 You don’t know Mike’s sister, .................... ? No, I’ve never met her.
6 Sarah went to university, ............................ ? Yes, she studied psychology.
7 The film wasn’t very good, ......................... ? No, it was terrible.
8 Anna lives near you,..........................? That’s right. In the same street.
9 You won’t tell anybody what I said, ............ ? No, of course not.
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TOO/EITHER SO AM I / NEITHER DO I ETC.

A too and either

I’m happy. I’m happytoo.
I’m not happy. I’m not happy either.
We use too and either at the end of a sentence.
We usetooafter apositiveverb:
o A: I’m happy.
B: I’m happy too.
o A: I enjoyed the film.
B: I enjoyed it too.
o Jane is a doctor. Her husband is a doctor too.
We use either after a negative verb:
o A: I’m not happy.
B: I’m not happy either.
o A: I can’t cook.
B: I can’t either.
o Ben doesn’t watch TV. He doesn’t read newspapers either.
B so am I / neither do I etc.
I’m happy.
So am I.

am/is/are …
was/were …
do/does …
So
did …
have/has …
neither
can …
will …
would…

I’m not happy.

Neither am I.

so am I = I am too neither am I = I’m not either

so have I= I have too (etc.): neither can I = I can’t either (etc.):
o A: I’m working. o A: I haven’t got a key.
B: So am I. (= I’m working too) B: Neither have I. (= I haven’t either)
o A: I was late for work today. o A: Kate can’t cook.
B: So was Sam. B: Neither can Tom.
o A: I work in a bank. o A: I won’t (= will not) be here
B: So do I. tomorrow.
o A: We went to the cinema last night. B: Neither will I.
B: Did you? So did we. o A: I never go to the cinema.
o A: I’d like to go to Australia. B: Neither do I.
B: So would I.

You can also use Nor (= Neither):

o A: I’m not married.
B: Nor am I. or Neither am I.
Remember: So am I (not So I am), Neither have I (not Neither I have).
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Exercise 11
Write too or either.
1 I’m happy. I’m happy ………………..
2 I’m not hungry. I’m not hungry………………. .
3 I’m going out. I’m going out………………. .
4 It rained on Saturday. It rained on Sunday………………. .
5 Rachel can’t drive a car. She can’t ride a bike………………. .
6 I don’t like shopping. I don’t like shopping………………. .
7 Emma’s mother is a teacher. Her father is a teacher……………….

Exercise 12
Answer with So … I (So am I / So do I / So can I etc.).

1 I went to bed late last night. ………………..

2 I’m thirsty. ………………..
3 I’ve just eaten. ………………..
4 I need a holiday. ………………..
5 I’ll be late tomorrow. ………………..
6 I was very tired this morning. ………………..

Answer with Neither … I.

7 I can’t go to the party. ………………..
8 I didn’t phone Alex last night. ………………..
9 I haven’t got any money ………………..
10 I’m not going out tomorrow. ………………..
11 I don’t know what to do. ………………..

Exercise 13
You are talking to Maria. Write sentences about yourself. Where possible, use So … I or
Neither … I. Look at these examples carefully:

I’m tired today. You can answer: So am I. or I’m not.

I don’t work hard. You can answer: Neither do I. or I do.

Marta You
1 I’m learning English. …………………….……………………….….
2 I can ride a bike. …………………….……………………….….
3 I’m not American. …………………….……………………….….
4 I like cooking. …………………….……………………….….
5 I don’t like cold weather. …………………….……………………….….
6 I slept well last night. …………………….……………………….….
7 I’ve never run a marathon. …………………….……………………….….
8 I don’t use my phone much. …………………….……………………….….
9 I’m going out tomorrow evening. …………………….……………………….….
10 I haven’t been to Scotland. …………………….……………………….….
11 I didn’t watch TV last night. …………………….……………………….….
12 I go to the cinema a lot. …………………….……………………….….
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ISN’T, HAVEN’T, DON’T ETC. (NEGATIVES)

A We use not (n’t) in negative sentences:

positive → negative
am am not (’m not) I’m not tired.
is is not (isn’tor’s not) Itisn’t (or It’s not) raining.
are are not (aren’t or ’re not) They aren’t (or They’re not) here.
was was not (wasn’t) Julian wasn’t hungry.
were were not (weren’t) The shops weren’topen.
have have not (haven’t) I haven’t finished my work.
has has not (hasn’t) Sue hasn’t got a car.
will will not (won’t) We won’t be here tomorrow.
can cannot (can’t) George can’tdrive.
could could not (couldn’t) I couldn’t sleep last night.
must must not (mustn’t) I mustn’t forget to phone Jane.
should should not (shouldn’t) You shouldn’t work so hard.
would would not (wouldn’t) I wouldn’t like to be an actor.

B DON’T/DOESN’T/DIDN’T

present simple negative I/we/you/they do not he/she/it does not

(don’t) (doesn’t) work/live/go etc.
past simple negative I/they/he/she etc. did not (didn’t)

positive → negative
I want to go out. → I don’t want to go out.
They work hard. → They don’t work hard.
Lisa plays the guitar. → Lisa doesn’t play the guitar.
My father likes his job. → My father doesn’t like his job.
I got up early this morning. → I didn’t get up early this morning.
They worked hard yesterday. → They didn’t work hard yesterday.
We playedtennis. → We didn’t play tennis.
Emily had dinner with us. → Emily didn’t have dinner with us.

Don’t …
Look!→Don’t look!
Wait for me. → Don’t wait for me.

Sometimes do is the main verb (don’t do / doesn’t do / didn’t do):

Do something! → Don’t do anything!
Sue does a lot at weekends. → Sue doesn’t do much at weekends.
I did what you said. → I didn’t do what you said.

Exercise 14

Make these sentences negative.

1 He’s gone away. …………………….…………….
2 They’re married. …………………….……………
3 I’ve had dinner. …………………….……………
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4 It’s cold today. …………………….……………
5 We’ll be late. …………………….……………
6 You should go. …………………….……………

Exercise 15

Make these sentences negative. Use don’t/doesn’t/didn’t.

1 She saw me. …………………….…………….
2 I like cheese. …………………….……………
3 They understood. …………………….……………
4 He lives here. …………………….……………
5 Go away! …………………….……………
6 I did the shopping. …………………….……………

Exercise 16

Make these sentences negative.

1 She can swim. She can’t swim. …………………….……………
2 They’ve arrived. …………………….……………
3 I went to the bank. …………………….……………
4 He speaks German. …………………….……………
5 We were angry. …………………….……………
6 He’ll be pleased. …………………….……………
7 Call me tonight. …………………….……………
8 It rained yesterday. …………………….……………
9 I could hear them. …………………….……………
10 I believe you. …………………….……………

Exercise 17

Complete these sentences with a negative verb (isn’t/haven’t/don’t etc.).

1 They aren’t rich. They ..................... got much money.
2 ‘Would you like something to eat?’ ‘No, thank you. I hungry ...................... ’
3 I ..................... find my glasses. Have you seen them?
4 Steve ..................... go to the cinema much. He prefers to watch DVDs at home.
5 We can walk to the station from here. It ..................... very far.
6 ‘Where’s Jane?’ ‘I ..................... know. I seen her today.’
7 Be careful! ...................... fall!
8 We went to a restaurant last night. I ..................... like the food very much.
9 I’ve been to Japan many times, but I......................been to Korea.
10 Julia ..................... be here tomorrow. She’s going away.
11 ‘Who broke that window?’ ‘Not me. I ..................... do it.’
12 We didn’t see what happened. We ..................... looking at the time.
13 Lisa bought a new coat a few days ago, but she...................... worn it yet.
14 You ..................... drive so fast. It’s dangerous.
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UNIT 7

QUESTIONS

Questions

inversion
We make questions with be by putting the verb in fron t of the noun or pronoun. This movement of the
verb is called inversion. When be is part o f the verb tense we also put it in fron t of the noun or
pronoun.
Statement (noun + verb) Question (verb + noun)
Everest is the highest mountain. Is Everest the highest mountain?
The Romans were expecting an attack. Were the Romans expecting an attack?
Do the same when will, have and had arc part of the verb tense.
Will we arrive on time?
Have you read War and Peace? Had Napoleon intended to fight the battle?
Present simple tenses form questions with do I does, and past simple with did, using the verb stem.
Do ants show any kind o f intelligence? Does a cat know how to swim?
Did Columbus discover America?
modal auxiliaries, have to
Modals form questions by moving the auxiliary in fro n t of the pronoun.
Can bats hear well? Should we stop eating white sugar?
Have to forms questions withdo I does and did. Have to is generally used as a question form of must.
Do I have to turn on the computer first? Did Roman slaves have to work hard?
yes / no questions, short answers
Questions without a question word have the answer yes or no. When we answer this kind of question,
we often give a short answer which repeats part of the question.
Is Everest the highest mountain?
WasColumbus the first European to reach America?
Do ants show any kind of intelligence?
Had Napoleon intended to fight the battle?
Can bats hear well?
Did Roman slaves have to work hard7
Yes, it is I No, it isn't
No, he wasn't / Yes, he was
Yes, they do / No, they don't.
No, he hadn't I Yes, he had
Yes, they can. / No, they can't
Yes, they did /No, they didn't
wh- questions
We put a question word in front of question forms.
Which is the highest mountain?
How do ants show intelligence?
Who was the first European to reach America?
Why is the climate changing everywhere?
When w ill the ice at the Poles melt completely?
How well can bats hear?
embedded questions
Statements or questions with verbs like know and wonder, or polite requests like Can you tell me ...can
introduce a second question. The second question is in statement form.

direct question embedded question

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How hot is it on Mars? I wonder how hot it is on Mars.

Where does the blue wire go? Can you tell me where the blue wire goes7
Who is Romeo? Do you know who Romeo is?
What is the answer? 1 know what the answer is
What was the time? 1 didn't know what the time was

question phrases
Many questions are formed from a question word and other words.

What is the difference between X and Y? What kind o f plant is this?

How strong / large is this? What effect does heat have on water?
What is the relationship between X and Y? How does this work?

Exercise 1

Rewrite the sentence as a yes I no question.

a The Nile is the longest river.
……………………………………………………………………..?
b Earthquakes have occurred in this country.
……………………………………………………………………..?
c The volcano had erupted before.
……………………………………………………………………..?
d 200 million years ago there was only one continent.
……………………………………………………………………..?
e People were expecting a tsunami in 2004.
……………………………………………………………………..?
f Our climate will be different in 50 years’ time.
……………………………………………………………………..?
g The capital city has continued to grow.
……………………………………………………………………..?
h The Arabian Desert and the Gobi Desert are similar in size.
……………………………………………………………………..?
іThe ice al the Poles has started to melt.
……………………………………………………………………..?
j Many people were injured in the earthquake.
……………………………………………………………………..?

Exercise 2
a. Do all birds spend winter in a different part of the world? No, ………………
b. Is the peregrine falcon the fastest bird? Yes, ……………
c. Can a racehorse run faster than a lion? No, ……………
d. Does the giant scolpender centipede really eat mice? Yes, ……………
e. Have termites really built nests seven metres tall? Yes, ……………
f. Do millipedes really have a thousand legs? No, ………………
g. Are we really discovering more species of insect all the time? Yes, ……………
h. Is it true that wasps make paper to build their nests? Yes, ……………
i. Can some fish really climb trees? Yes, ……………
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j. j Did unicorns really exist once? No, ……………

Exercise 3
Match questions a to j with their answers 1 to 10. Then complete the questions.
Questions Answers
a. Where Joe-S -bkc volcanocome from? 5 1 S cientists predict when a volcano
b. How many on Earth? will erupt by measuring movements
c. Where ................................ come from? in the Earth.
d. Why ................................ of the volcano? 2 The * hot lava comes from deep in
e. What ............... mean? the Etrth's crust.
f. I low long ................................ remain active? 3 They often release sulphur dioxide
g. How ........ that a volcano will erupt? gas (SO2) as a sign that they arc
h. What ................................ with? going to erupt.
i. What ................................... volcanoes are going to 4 Dormant means that the volcano Is
erupt? not active at the moment - but it
j. What ............................... caused could erupt again.
volcanic eruptions? 5 The name volcano comes from the
Roman god of fire, Vulcan.
6 Most volcanoes remain active for
thousands or even millions of years.
7 People once thought that coal and
sulphur (S) burning below ground
caused volcanic eruptions.
8 H's hard to give an exact number,
but there are more than 30 well-
known ones.
9 They measure the movements with
an instrument called a seismometer.
10 The lava comes out because of
pressure from below.

Exercise 4

Read the text about earthquakes. Then complete the question for each answer.

Earthquakes
When an earthquake occurs, part of the Earth s surface moves. In fact, the surface of the Earth moves
all the time. The tectonic plates which make up the surface press against each other very slowly. Over
thousands of years, this movement creates great stress. In some places where the layers of rock are
weak, this eventually causes a sudden movement – an earthquake. Thousands of earthquakes happen
every day, but most are very small and cause no damage. A large earthquake shakes buildings to the
ground, or causes a tsunami wave. The effects are usually very serious.
Severe earthquakes are common in southern Europe, and on I November 1755 a powerful earthquake
hit the city of Lisbon in Portugal. Between 60,000 and 100,000 people died. After the earthquake a
tsunami struck the city, and there was also a firc, which caused nearly total destruction. People as far
away as Finland felt the shock, and the tsunami reached Barbados in the West Indies. Geologists now
believe that the strength of the earthquake was as high as 9 on the Richter scale. This is the same
strength as the Indian Ocean earthquake of 26 December 2004.

a What .................................................................................................. ?
Part of the Earth’s crust moves when an earthquake occurs.
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b What .................................................................................................. ?
The movement of tectonic plates creates this stress.
c How many ................................................................................................. ?
Thousands happen every day.
d What… ............................................................................................. ?
It shakes buildings or causes a tsunami wave.
e When… ............................................................................................. ?
On 1 November 1755.
f I low many ................................................................................................. ?
Between 60,000 and 100,000.
g In which distant country ................................................................................................. ?
In Finland.
h What… ............................................................................................. ?
That the strength of the earthquake was as high as 9 on the Richter scale.

Tag questions

tag question forms

We can put a tag at the end of a statement to make a question. We use the verb in the statement to
make the tag, using an auxiliary if necessary. The noun in the statement becomes a pronoun in the tag
In the most common types of tag question, a positive verb has a negative tag.
You like pizza, don't you? (I'm not sure)
A negative verb has a positive tag.
Andrew won't be angry, will he? (I want you to tell me that he won't)
types of tag questions
• positive verb, negative tag
When we use a positive verb and a negative tag, we generally expect a yes answer.
Russia produces a lot of natural gas, doesn't it? Yes, it does
A lot of diamonds come from South Africa, don't they? Yes, they do
• negative verb, positive tag
When we use a negative verb and a positive tag, we generally expect a no answer.
There aren ’t any active volcanoes in Scotland, are there? No, there aren't.
Switzerland doesn't belong to the EU, does it? No, it doesn't.
• positive verb, positive tag
When we use a positive verb and a positive tag, we are showing surprise.
You liked the film, did you? (I didn't expect that you would like it)
intonation and meaning
The meaning of the question depends on t he intonation we use.
Budapest is the capital of Hungary, isn't it? Yes, it is.
When the intonation falls or is level, we are checking information we already know.
There are mountains in New Zealand, aren’t there? Yes, that’s right.
When the intonation rises, we are asking a question.
That's not the Greek flag, is it? No, you're right. The Greek flag is blue and white.
so and neither answers
In speech, we use so or neither to add similar information without repeating the main verb. We use
only an auxiliary (be, have, can etc) after so and neither.
We use so to add information following a positive statement.
Stromboli is an active volcano. So is Etna.
Volcanoes cause great damage. So do hurricanes.
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We use neither to add information following a negative statement.
Japan doesn't produce its own oil Neither does Korea
A computer can't work without electricity. Neither can a car.

Exercise 5
Add a positive tag to each sentence.
a.Madagascar isn't in the Atlantic Ocean, ................. ?
b. Astronauts haven’t landed on Mars, .................. ?
c. The climate won’t get any worse,...................?
d. The Romans didn't sail to America, .................. ?
e. Chickens can't fly, .................. ?
f. The world's population isn’t growing in all countries, .................. ?

Exercise 6
Add a negative tag to each sentence.

You were at the same school as Marla, .................. ?

This is the way to the station, .................. ?
You've forgotten to buy the tickets, ..................?
They understand this problem, .................. ?
Helen is coming to the partv, ..................?
The bus took a long time, .................. ?

Exercise 7
Choose the correct sentence, A or B, for each situation.

a ................... You always know the answer, in fact!

A You know the answer, don't you? В You don't know the answer, do you?
b.................. I'm sure I left it here, but now I can't find it.
A You have seen my hag, haven't you? В You haven’t seen my bag, have you?
с .................. I knew that he would pass.
A Jack passed the exam, didn't he? В Jack didn't pass the exam, did he?
d.................. Oh no! That means I'm going to get wet!
A .................. It's raining, isn't it? В It's not raining, is it?
e .................. You ought to get one. It's a much better way to travel in the city.
A You've got a bike, haven't you? В You haven't got a bike, have you?
f ..................So we can talk about the final plans then.
A You'll be here next week, won’t you? В You won't be here next week, will you?
g.................. You're really good at it, so I'm sure it Isn't the first time.
A You've played this game before, haven't you? В You haven't played this game before, have you?
h.................. Why didn't you tell me, I thought he'd already left.
A Mr Jones is still waiting for me, isn't he? В Mr. Jones isn't still waiting for me, is he?

EXERCISES ON ALL QUESTIONS

Exercise 8
Ask Joe questions. (Look at his answers before you write the questions.)

1 (where / live?) ................................... ? In Manchester.

2 (born there?) ..................................... No, I was born in London.
3 (married?) ..................................... Yes.
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4 (how long / married?) ..................................... 17 years.
5 (children?) .................................. Yes, two boys.
6 (how old / they?) .................................... 12 and 15.
7 (what / do?) .................................... I’m a journalist.
8 (what / wife / do?) .....................................She’s a doctor.

Exercise 9
Make questions with who or what.

1 Somebody hit me...................................... ?

2 I hit somebody ...................................... ?
3 Somebody paid the bill...................................... ?
4 Something happened. .....................................?
5 Diane said something ......................................?
6 This book belongs to somebody ...................................... ?
7 Somebody lives in that house ...................................... ?
8 I fell over something ..................................... ?
9 Something fell off the shelf. ..................................... ?
10 This word means something...................................... ?
11 I borrowed the money from somebody ......................................?
12 I’m worried about something ......................................?

Exercise 10
Put the words in brackets in the correct order. All the sentences are questions.

1 (when / was / built / this house) .................................... ?

2 (how / cheese / is / made) ..................................... ?
3 (when / invented / the computer / was) .....................................?
4 (why / Sue / working / isn’t / today)..................................... ?
5 (what time / coming / your friends / are) ..................................... ?
6 (why / was / cancelled / the trip) .....................................?
7 (where / your mother / was / born) ..................................... ?
8 (why / you / to the party / didn’t / come) .................................... ?
9 (how / the accident / did / happen) .....................................?
10 (why / this machine / doesn’t / work) ..................................... ?

Exercise 11

Write negative questions from the words in brackets. In each situation you are surprised.
1 A: We won’t see Lisa this evening.
B: Why not? (she / not / come / out with us?) ..................................... ?
2 A: I hope we don’t meet Luke tonight. .................................... ?
B: Why? (you / not / like / him?) .................................... ?
3 A: Don’t go and see that film ...................................... ?
B: Why not? (it / not / good?) .................................... ?
4 A: I’ll have to borrow some money ..................................... ?
B: Why? (you / not / have / any?) .................................... ?

Exercise 12

Which is right? Tick (✓) the correct alternative.

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1 a Do you know what time the film starts? ✓

b Do you know what time does the film start?
c Do you know what time starts the film?
2 a Why Amy does get up so early every day?
b Why Amy gets up so early every day?
c Why does Amy get up so early every day?
3 a I want to know what this word means.
b I want to know what does this word mean.
c I want to know what means this word.
4 a I can’t remember where did I park the car.
b I can’t remember where I parked the car.
c I can’t remember where I did park the car
5 a Why you didn’t phone me yesterday?
b Why didn’t you phone me yesterday?
c Why you not phoned me yesterday?
6 a Do you know where does Helen work?
b Do you know where Helen does work?
c Do you know where Helen works?
7 a How much it costs to park here?
b How much does it cost to park here?
c How much it does cost to park here?
8 a Tell me what you want.
b Tell me what you do want.
c Tell me what do you want
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UNIT 8

PASSIVES

PASSIVE

AThe officeis cleanedevery day.

The office was cleaned yesterday.
Compare:
Somebody cleans the office every day. (active)
The office is cleaned every day. (passive)
Somebody cleaned the office yesterday. (active)
The office was cleaned yesterday. (passive)

B The passive is:

present am/is/are
past participle
simple
past simplewas/ were cleaned
invented
(not) injured
done
built
taken etc.

The past participle of regular verbs is -ed (cleaned/damaged etc.).

For a list of irregular past participles (done/built/taken etc.).
o Butter is made from milk.
o Oranges are imported into Britain.
o How often are these rooms cleaned?
o I am never invited to parties.
o This house was built 100 years ago.
o These houses were built 100 years ago.
o When was the telephone invented?
o We weren’t invited to the party last week.
o ‘Was anybody injured in the accident?’ ‘Yes, two people were taken to hospital.’
C was/were born
o I was born in Berlin in 1993. (not I am born)
o ‘Where were you born?’ ‘In Cairo.’
D passive + by …
o The telephone was invented by Alexander Bell in 1876. (= Alexander Bell invented it)
o I was bitten by a dog a few days ago.
o Do you like these paintings? They were painted by a friend of mine.

Exercise 1

Write sentences from these words. Some of the sentences are questions.
Sentences 1–7 are present.
1 (the office / clean / every day) …………………………………………………………….
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2 (how often / these rooms / clean?) …………………………………………………………….
3 (glass / make / from sand) Glass…………………………………………………………….
4 (the windows / clean / every two weeks) ……………………………………………………….
5 (this room / not / use / very much) …………………………………………………………….
6 (we / allow / to park here?) …………………………………………………………….
7 (how / this word / pronounce?) …………………………………………………………….
Sentences 8–15 are past.
8 (the office / clean / yesterday) ……………………………………………………………..
9 (the house / paint / last month) The house……………………………………………………….
10 (my phone / steal / a few days ago) …………………………………………………………….
11 (three people / injure / in the accident) …………………………………………………………
12 (when / this bridge / build?) …………………………………………………………….
13 (I / not / wake up / by the noise) …………………………………………………………….
14 (how / these windows / break?) …………………………………………………………….
15 (you / invite / to Jon’s party last week?) ………………………………………………………

Exercise 2

These sentences are not correct. Correct them.

1 This house built 100 years ago. …………………………………………………………….
2 Football plays in most countries of the world. …………………………………………………
3 Why did the letter send to the wrong address? …………………………………………………
4 A film studio is a place where films make. …………………………………………………
5 Where are you born? …………………………………………………
6 How many languages are speaking in Switzerland? …………………………………………
7 Somebody broke into our house, but nothing stolen. ……………………………………………
8 When was invented the bicycle? …………………………………………………

Exercise 3

Complete the sentences. Use the passive (present or past) of these verbs:
clean damage find give invite make make show steal take
1 The room ............................ every day.
2 I saw an accident yesterday. Two people ............................ to hospital.
3 Paper.............................from wood.
4 There was a fire at the hotel last week. Two of the rooms ………………….
5 ‘Where did you get this picture?’ ‘It ............................ to me by a friend of mine.’
6 Many American programmes… ........................ on British TV.
7 ‘Did James and Sue go to the wedding?’ ‘No. They ............................. , but they didn’t go.’
8 ‘How old is this film?’ ‘It….........................in 1985.’
9 My car………………… last week, but the next day it… ......................... by the police.

Exercise 4

Where were they born?

1 (Ian / Edinburgh) ……………………………………………………….
2 (Sarah / Manchester) Sarah……………………………………
3 (her parents / Ireland) Her…………………
4 (you / ???) I……………………………………
5 (your mother / ???) ……………………………………
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IS BEING DONE, HAS BEEN DONE

A Somebody is painting the door . (active)

The door is being painted. (passive)
o My car is at the garage. It is being repaired. (= somebody is repairing it)
o Some new houses are being built opposite the park. (= somebody is building them)
Compare the present continuous and present simple:
o The office is being cleaned at the moment.(continuous)
o The office is cleaned every day. (simple)
o Football matches are often played at the weekend, but no matches are being played next
weekend.
B has/have been … (present perfect passive)

Somebody has painted the door . (active)

The door has been painted. (passive)
o My key has been stolen. (= somebody has stolen it)
o My keys have been stolen. (= somebody has stolen them)
o I’m not going to the party. I haven’t been invited. (= nobody has invited me)
o Has this shirt been washed? (= has somebody washed it?)
Compare the present perfect and past simple:
o The room isn’t dirty any more. It has been cleaned. (present perfect)
o The room was cleaned yesterday. (past simple)
o I can’t find my keys. I think they’ve been stolen. (present perfect)
o My keys were stolen last week. (past simple)

Exercise 5

Use the present continuous (is/are being …) or the present perfect (has/have been …).
1 (the office / clean) …………………………………….
2 (the shirts / iron) …………………………………….
3 (the window / break) The window……………………………………
4 (the roof / repair) The roof……………………………………
5 (the car / damage) ……………………………………
6 (the houses / knock / down) ……………………………………
7 (the trees / cut / down) ……………………………………
8 (they / invite / to a party) ……………………………………

Exercise 6

Complete the sentences.

1 I can’t use my office at the moment. It ..................................... (paint).
2 We didn’t go to the party. We ..................................... (not/invite).
3 The washing machine was broken, but it’s OK now. It .................................... (repair).
4 The washing machine ......................................(repair) yesterday afternoon.
5 A factory is a place where things .................................... (make).
6 How old are these houses? When......................................(they/build)?
7 A: ..................................... (the photocopier / use) at the moment?
B: No, you can go ahead and use it.
8 I’ve never seen these flowers before. What ..................................... (they/call)?
9 My sunglasses ..................................... (steal) at the beach yesterday.
10 The bridge is closed at the moment. It (damage) last week and it ............................. (not/repair) yet.
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Exercise 7

Complete the sentences using one of these verbs in the correct form, present or past:
cause damage hold invite make overtake show surround translate write
1 Many accidents........................ .............by dangerous driving.
2 Cheese ..................................... from milk.
3 The roof of the building ..................................... in a storm a few days ago.
4 You… ................................. to the wedding. Why didn’t you go?
5 A cinema is a place where films ……………………….
6 In the United States, elections for president ......................................every four years.
7 Originally the book ……………………… in Spanish, and a few years ago it ......................... into
English.
8 Although we were driving fast, we ..................................... by a lot of other cars.
9 You can’t see the house from the road. It ..................................... by trees.

Exercise 8

Write questions using the passive. Some are present and some are past.
1 Ask about glass. (how / make?) ........................................................................ ?
2 Ask about television. (when / invent?) ........................................................................ ?
3 Ask about mountains. (how / form?).........................................................................?
4 Ask about antibiotics. (when / discover?) ........................................................................ ?
5 Ask about silver. (what / use for?) ........................................................................ ?

Exercise 9

Put the verb into the correct form, present simple or past simple, active or passive.
1 It’s a big factory. Five hundred people ..................................... (employ) there.
2..................................... (somebody / clean) this room yesterday?
3 Water ..................................... (cover) most of the earth’s surface.
4 How much of the earth’s surface......................................(cover) by water?
5 The park gates ..................................... (lock) at 6.30 p.m. every evening.
6 The letter (send) a week ago and it ..................................... (arrive) yesterday.
7 The boat hit a rock and ..................................... (sink) quickly. Fortunately everybody (rescue).
8 Robert’s parents ..................................... (die) when he was very young. He and his sister
……………………… (bring up) by their grandparents.
9 I was born in London, but I ..................................... (grow up) in Canada.
10 While I was on holiday, my camera ..................................... (steal) from my hotel room.
11 While I was on holiday, my camera ..................................... (disappear) from my hotel room.
12 Why .................................... (Sue / resign) from her job? Didn’t she enjoy it?
13 Why ..................................... (Ben / fire) from his job? Did he do something wrong?
14 The company is not independent. It ..................................... (own) by a much larger company.
15 I saw an accident last night. Somebody ..................................... (call) an ambulance but
nobody………………………(injure), so the ambulance ..................................... (not / need).
16 Where ……………………… (these pictures / take)? In London? .................................... (you / take)
them, or somebody else?
17 Sometimes it’s quite noisy living here, but it’s not a problem for me –
I (not / bother) by it.
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Exercise 10

Rewrite these sentences. Instead of using somebody, they, people etc., write a passive sentence.
1 Somebody cleans the room every day. ……………………….………………………
2 They cancelled all flights because of fog. All………………………………………………
3 People don’t use this road much. ………………………………………………
4 Somebody accused me of stealing money. I………………………………………………
5 How do people learn languages? How………………………………………………
6 People warned us not to go out alone. ………………………………………………

Exercise 11

What do these words mean? Use it can … or it can’t … . Use a dictionary if necessary.
If something is
1 washable, it…………………………….
2 unbreakable, it . ……………………………
3 edible, . ……………………………
4 unusable, . ……………………………
5 invisible, . ……………………………
6 portable, . ……………………………

Exercise 12

Complete these sentences with the following verbs (in the correct form):
arrest carry cause do make repair send spend wake up
Sometimes you need have (might have, should have etc.).
1 The situation is serious. Something must ............................................ before it’s too late.
2 I should have received the letter by now. It might .................................... to the wrong address.
3 A decision will not ............................................ until the next meeting.
4 Do you think that more money should on education?
5 This road is in very bad condition. It should… ........................................ a long time ago.
6 The injured man couldn’t walk and had to…………………………… .
7 I told the hotel receptionist I wanted to ............................................ at 6.30 the next morning.
8 If you hadn’t pushed the policeman, you wouldn’t …………………………….
9 It’s not certain how the fire started, but it might ........................................ by an electrical fault.

Exercise 13

Rewrite these sentences. Instead of using somebody or they etc., write a passive sentence.
1 Somebody has cleaned the room.
…………………………………………………………
2 Somebody is using the computer right now.
The computer……………………………
3 I didn’t realise that somebody was recording our conversation.
I didn’t realise that……………………………
4 When we got to the stadium, we found that they had cancelled the game.
When we got to the stadium, we found that……………………………
5 They are building a new ring road round the city.
…………………………………………………………
6 They have built a new hospital near the airport.
…………………………………………………………
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Exercise 14

Make sentences from the words in brackets. Sometimes the verb is active, sometimes passive.
1 There’s somebody behind us. (I think / we / follow) I ……………………………
2 This room looks different. (you / paint / the walls?) ............................................ ?
3 My car has disappeared. (it / steal!) It……………………………
4 My umbrella has disappeared. (somebody / take) Somebody……………………………
5 Sam gets a higher salary now. (he / promote) He……………………………
6 Ann can’t use her office this week. (it / redecorate) It……………………………
7 There was a problem with the photocopier yesterday, but now it’s OK.
(it / work) It…………………………… again. (it / repair) It……………………………
8 When I went into the room, I saw that the table and chairs were not in the same place.
(the furniture / move) The…………………………………………………………
9 A neighbour of mine disappeared six months ago. (he / not / see / since then)
He…………………………………………………………
10 I wonder how Jane is these days. (I / not / see / for ages)
I…………………………………………………………
11 A friend of mine was mugged on his way home a few nights ago. (you / ever / mug?)
………………………………………………………………………………………

Exercise 15

Write these sentences in another way, beginning in the way shown.

1 They didn’t give me the information I needed.
………………………………………
2 They asked me some difficult questions at the interview.
I………………………………………
3 Amy’s colleagues gave her a present when she retired.
Amy………………………………………
4 Nobody told me about the meeting.
I wasn’t………………………………………
5 How much will they pay you for your work?
How much will you………………………………………
6 I think they should have offered Tom the job.
I think Tom………………………………………
7 Has anybody shown you what to do?
Have you………………………………………

Exercise 16

Complete the sentences using being + the following verbs (in the correct form):
give invite keep knock down stick treat
1 Steve hates........................ waiting.
2 We went to the party without . ………………
3 I like giving presents and I also like .........................them.
4 It’s a busy road and I don’t like crossing it. I’m afraid of ……………… .
5 I’m an adult. I don’t like ........................ like a child.
6 You can’t do anything about ........................ in a traffic jam.
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Exercise 17

When were they born? Choose five of these people and write a sentence for each.
(Two of them were born in the same year.)

Ludwig van Beethoven Mahatma Gandhi Elvis Presley

1452 1869 1935 1564 1901 1958
Walt Disney Michael Jackson William Shakespeare
1770 1929 1901
Galileo Martin Luther King Leonardo da Vinci

1. Walt Disney was born in.

2. ………………………………………
3. ………………………………………
4. ………………………………………
5. ………………………………………
6. ………………………………………
7. And you? I………………………………………

Exercise 18

Complete the sentences using get/got + the following verbs (in the correct form):
ask damage hurt pay steal sting stop use
1 There was a fight at the party, but nobody ………………….
2 Alex ............................ by a bee while he was sitting in the garden.
3 These tennis courts don’t ............................ very often. Not many people want to play.
4 I used to have a bicycle, but it ............................ a few months ago.
5 Rachel works hard but doesn’t ............................ very much.
6 Last night I ............................ by the police as I was driving home. One of the lights on my car wasn’t
working.
7 Please pack these things very carefully. I don’t want them to ………………….
8 People often want to know what my job is. I ............................ that question a lot.

Exercise 19

Complete the sentence with the past simple passive form of the verb in brackets.
a hi ancient times, fires (light) ............................ to use smoke as a signal over long distances.
b Morse code (invent) ............................ by an American called Samuel Morse.
c The world’s first television images (show) ............................ to scientists in Scotland in 1926.
d Radios (use).............................o broadcast coded messages during the Second World War.
e The World Wide Web (design) ............................ originally to make it easier for nuclear physics
researchers to communicate.
f Buying books and CDs over the Internet (make)............................. popular by the company Amazon.
g The first mobile phones with cameras (sell) ............................ in Japan.
h Vinyl albums and tapes (replace) ............................ by CDs, which are now being replaced by mp3.
іI’he first English dictionary (wrote) ............................ by Robert Cawdrey in 1604.
j The first mass-produced cars (introduce) .............................by the Ford company in the USA.

Exercise 20

Read the text and underline all the subject, verb and object structures. Then rewrite the text using
present simple passive verbs. Leave out any unnecessary words.
How a toy car is made
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In the factory, (heyusc a computer to plan the exact shape of the car. They then feed this computer
program into a machine, and produce a plastic prototype. Then they produce the actual toy cars in a
factory abroad. As far as construction is concerned, they make the bodies of the cars from plastic. They
add small electric motors to the cars, and then they paint them. They also attach licence plates. Quality
control inspects the cars and then they wrap them and pack them into cardboard boxes. They ship the
cars to Britain.
a As a first step, ………………………………………………………
b Then and………………………………………………………
c The actual………………………………………………………
d Hie bodies………………………………………………………
e Small………………………………………………………
Licence………………………………………………………
f At the next stage, ………………………………………………………
g Finally, ..................................................................................... Britain.

Exercise 21

Rewrite the sentence using a present perfect passive with by. Leave out any unnecessary words.
a Cheaper air travel has made possible the global expansion in tourism.
………………………………………………………
b Countries all over the world have experienced a growth in tourism.
………………………………………………………
c Millions of tourists have visited the popular Mediterranean resorts since the 1970s.
………………………………………………………
d Recently tourists have chosen more distant locations in Africa, Asia and South America.
………………………………………………………
e Mass tourism has badly affected some countries.
………………………………………………………
f International companies have built large hotels on unspoilt coastline.
………………………………………………………
g These developments have disturbed local wildlife.
………………………………………………………
h Tourists have damaged coral reefs and other habitats.
………………………………………………………
і Such developments have also displaced local people.
………………………………………………………
j Some governments have developed the idea of ecotourism to counteract some of these problems.
………………………………………………………
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CONTENTS

Unit 1 Radioelectronics 1 Unit 6 Programming 63

Reading1 2 Reading 64
Listening 5 Listening 68
Reading 2 6 Speaking 68
Listening 2 8 Writing 68
Reading 3 10 Grammar 152
Speaking 1 10 Unit 7 The Internet of 69
Things
Listening 3 13 Reading 70
Writing 14 Speaking 74
Speaking 2 14 Listening 75
Grammar 121 Writing 75
Unit 2 Telecommunications 15 Grammar 160
Reading 16 Unit 8 Laser Technology 76
Listening 21 Reading 77
Speaking 24 Listening 84
Reading 2 24 Listening 2 85
Speaking 2 26 Writing 85
Writing 26 Grammar 167
Grammar 126 Writing Module 86
Unit 3 MediaEngineering 27 Register: Formal And Informal Style 87
Reading 28 Informal Email/ Letter 88
Listening 32 Formal Email/ Letter 96
Speaking 32 Essay (Type 1) 105
Writing 37 Essay (Type 2) 114
Grammar 132
Unit 4 Cybersecurity 37
Reading 38
Listening 41
Reading 2 42
Listening 2 43
Grammar 146
Unit 5 Biomedicine 45
Reading 45
Listening 56
Speaking 60
Writing 62
Grammar 149