УЧЕБНИК 2 к 2ч +-Конвертирован

Національний технічний університет України
«Київський політехнічний інститут»
АНГЛІЙСЬКА МОВА ДЛЯ НАУКИ І ТЕХНІКИ

Частина ІV
НАВЧАЛЬНИЙ ПОСІБНИК
ДЛЯ СТУДЕНТІВ ТЕХНІЧНИХ УНІВЕРСИТЕТІВ
Синекоп О.С., Приходько Д.С., Ярмоленко О.А., Клименко О.О., Медкова О.М.
ENGLISH FOR SCIENCE AND TECHNOLOGY

PART IV
Київ 2015
Англійська мова для науки і техніки. Частина ІV. = English for Science and
Technology. Part IV. : навч. посіб. для студентів технічних університетів /
Синекоп О.С., Приходько Д.С., Ярмоленко О.А., Клименко О.О., Медкова О.М. –
К. : НТУУ "КПІ", – 2015. – 264 с.
Гриф надано
(Протокол № __ від ....2014 р.)
Автори: Синекоп О.С., Приходько Д.С., Ярмоленко О.А., Клименко О.О.,

Медкова О.М.
Відповідальний
редактор: Лавриш Ю.Е.
Рецензенти: Городнича Л.В. к.пед.н., доцент, доцент кафедри іноземних мов

Чернігівського національного педагогічного університету імені
Т.Г. Шевченка
Король Т.Г., к.пед.н., ст. викладач кафедри української та іноземних мов
вищого навчального закладу Укоопспілки "Полтавський університет
економіки і торгівлі"
Міхненко Г.Е. викладач кафедри англійської мови технічного
спрямування №1 факультету лінгвістики НТУУ "КПІ"
Корбут О.Г., ст. викладач кафедри англійської мови технічного
спрямування №2, факультет лінгвістики, НТУУ "КПІ"
Бондаренко К.І., викладач кафедри англійської мови технічного
спрямування №2, факультет лінгвістики, НТУУ "КПІ"
Основна мета навчального посібника є формування у студентів технічних

університетів іншомовних мовленнєвих компетентностей.
У навчальному посібнику представлені сім англомовних тем з розробленим
методичним забезпеченням у межах загальнотехнічної тематики. Зокрема, студентам
запропоновані такі тематичні блоки: "Історія комп'ютерів", "Біологічні комп'ютери",
"Квантові комп'ютери", "Системи автоматичного керування", "Хакери", "Спам" та "Кукі-
технологія." Оригінальні тексти (британські та американські) представляють практичний і
пізнавальний інтерес та сприяють розширенню кругозору студентів з окреслених наукових
тем. Запропоновані вправи потребують від студентів самостійного і творчого мислення, а
також активізації пізнавальної діяльності; розвивають вміння аналізувати, синтезувати й
узагальнювати інформацію.
Навчальний посібник призначений для технічних університетів, зокрема для
навчання іноземної мови студентів другого курсу (четвертий семестр) Фізико-технічного
інституту рівня володіння англійською мовою − незалежний користувач (B1 − просунутий).
Розроблений навчальний посібник сприятиме систематизації іншомовного
навчального матеріалу, формуванню навичок, розвитку і вдосконаленню вмінь в аудіюванні,
читанні, говорінні, письмі та перекладі; підвищенню ефективності організації навчання
іноземної мови в аудиторний і позааудиторний час, а також поглибленню знань у рамках
загальнотехнічних дисциплін.
CONTENTS
FOREWORD ............................................................................................................ 5
Unit 1. THE HISTORY OF COMPUTERS ............................................................. 6
Unit 2: BIOLOGICAL COMPUTERS ................................................................... 36
Unit 3: QUANTUM COMPUTERS ....................................................................... 60
Unit 4: DRIVING AND CRUISE CONTROL SYSTEMS .................................... 88
Unit 5: HACKERS ................................................................................................ 120
Unit 6: SPAM ........................................................................................................ 143
Unit 7: COOKIES ................................................................................................. 166
Appendix 1: EXTRA READING.......................................................................... 188
Unit 1 ..................................................................................................................... 188
Unit 2 ..................................................................................................................... 191
Unit 3 ..................................................................................................................... 193
Unit 4 ..................................................................................................................... 195
Unit 5 ..................................................................................................................... 196
Unit 6 ..................................................................................................................... 198
Unit 7 ..................................................................................................................... 199
Appendix 2: MINI-DICTIONARY....................................................................... 201
Unit 1 ..................................................................................................................... 201
Unit 2 ..................................................................................................................... 202
Unit 3 ..................................................................................................................... 203
Unit 4 ..................................................................................................................... 204
Unit 5 ..................................................................................................................... 206
Unit 6 ..................................................................................................................... 207
Unit 7 ..................................................................................................................... 208
Appendix 3: MINI-GRAMMAR .......................................................................... 209
Appendix 4: IRREGULAR VERBS ..................................................................... 225
Appendix 5: PHRASAL VERBS .......................................................................... 230
Appendix 6: WRITING HELP .............................................................................. 232
Appendix 7: PROBLEM-SOLVING .................................................................... 237
Unit 1 ..................................................................................................................... 237
Unit 2 ..................................................................................................................... 238
Unit 3 ..................................................................................................................... 239
Unit 4 ..................................................................................................................... 241
Unit 5 ..................................................................................................................... 242
Unit 6 ..................................................................................................................... 243
Unit 7 ..................................................................................................................... 244
Appendix 8: SCRIPTS .......................................................................................... 246
REFERENCES ...................................................................................................... 253
FOREWORD
English for Science and Technology (Part IV) aims to help learners to improve their
competence in communication skills. This is achieved in various ways as the material is
flexible in design. The coursebook can be used by the students of technical universities,
particularly the іусщтв-year-students (the fourth term) of the Institute of Physics and
Technology, at the intermediate level.
The core of the material is the conviction that students will learn more readily and
efficiently if they are actively and personally involved in their language lessons. Thus,
throughout the units, learners are encouraged to express their own opinion on questions
concerning many aspects of science and technology as well as to discuss and evaluate the
role they play in society.
English for Science and Technology (Part IV) consists of seven units ("The History
of Computers", "Biological Computers", "Quantum Computers", "Driving and Cruise
Control Systems", "Hackers", "Spam", "Cookies") and involves all five skills: listening,
reading, speaking, writing and translation. Each unit provides warm-up activities, reading
section, vocabulary and grammar exercises, tasks for technical translation and edition.
Speaking and Listening sections as well as Writing section are also included in every unit.
It is accompanied by different appendices such as: Extra Reading, Mini-Dictionary, Mini-
Grammar, Irregular Verbs, Phrasal Verbs, Writing Help, Problem-Solving, Scripts.
The units are designed to be used either in the classroom or by the self-study
training.
The authentic information for units has been taken from different printed and
electronic sources, that is why the list of references is presented. Unfortunatelly, we have
been unable to trace some articles and would appreciate any information which would
enable us to do so.
While developing the material we have shared a great deal of fun with students,
colleagues and friends. We thank them all for their participation, advice and comments,
and hope that you will share the fun we had working on the course.
Authors
5
Unit 1. THE HISTORY OF COMPUTERS
The computer is no doubt the most amazing
achievement of mankind.
Author unknown
WARM-UP
1. Answer the following questions.
1. What is a computer?
2. What is the origin of the word "computer"?
3. What names of scientists can be mentioned in the connection of the
invention and development of computers?
4. What did the first computers look like?
5. What is a forefather of a computer?
2. Discuss the following statements together. Which statement is closer

to your own ideas?
1. We can’t imagine our modern life without computers.

2. The history of a computer began in the 1940s.
3. The first computer was used only for typewriting.
4. Nothing new can be done in the development of computers.
5. Nowadays the computer technology is the most rapidly developing
industry now.
3. Comment on the famous computer quotations that show the

development of the computer technologies.
1899 "Everything that can be invented has already been invented."

Charles H. Duell
1949 "Computers in the future may weigh no more than 1,5 tons."
Popular Mechanics
1943 "I think there is a world market for maybe five computers."
6
Thomas Watson
1957 "I have travelled the length and breadth of this country and talked
with the best people, and I can assure you that data processing is a
fad that won't last out the year."
The editor in charge of business books for Prentice-Hall
1977 "There is no reason anyone would want a computer in their home."
Ken Olson
1980 "DOS addresses only 1 Megabyte of RAM because we cannot
imagine any applications needing more."
Microsoft on the development of DOS
1981 "640k ought to be enough for anybody."
Bill Gates
1989 "We will never make a 32-bit operating system."
Bill Gates
1992 "Windows NT addresses 2 Gigabytes of RAM which is more than
any application will ever need."
Microsoft on the development of Windows NT
1994 "Indeed, it would not be an exaggeration to describe the history of
the computer industry for the past decade as a massive effort to keep
up with Apple."
Byte
4. Think of as many words as possible related to the computer

components.
5. Suggest some adjectives that can be used for

describing a computer, a disk, data, a processor,
a program.
7
6. Look at the pictures of the computer machines of the past. Compare
them with the latest generation of computers. What is the main
difference between them?
a) c)
b) d)
READING
7. Underline the stressed syllable in each word as in the example.

Practise reading.
multiplication, abacus, predominantly, reckon, computation, logarithm,

accurate, fundamental, descendent, engine, exceedingly, programmable,
mechanism, furthermore, distinguish, ubiquitous, partnership, incorporate,
routinely, representation, mankind
8. Read the text "THE HISTORY OF COMPUTERS." Some words are

missing in the text. Insert them picking up from the list below.
decimal, Pascaline, room, programmable, transistors, binary, alternative
9. Answer the following questions.
1. What was the very first computer?

2. What was the main purpose of the first computing machine?
8
3. Does the modern society use the abacus today?
4. How long has the slide rule been used? Who is its inventor?
5. Who can be called "the father" of IBM?
6. When did the computer begin to use transistors?
7. How could the application of transistors change the computer?
THE HISTORY OF COMPUTERS

"Who invented the computer?" is not a question with a simple answer.
The real answer is that many inventors contributed to the history of computers
and that a computer is a complex piece of machinery made up of many parts,
each of which can be considered a separate invention. PC technology has seen
remarkable advances − and more than a few false starts and outright blunders.
So let's look back and see how today's systems got the way they are.
The abacus was the earliest known tool or aid for
mathematical computations, developed in period 2700–2300
BC in Sumer.The Babylonians used it more than 4400 years
ago! Its only value was that it aided the memory of the
human performing the calculation. A skilled abacus operator
could work on addition and subtraction problems at the speed of a person
equipped with a hand calculator (multiplication and division are slower). The
abacus is still in use today. A modern abacus consists of rings that slide over
rods, but the older one dates from the time when pebbles were used for
counting (the word "calculus" comes from the Latin word for pebble).
In 1617 John Napier invented logarithms, which were a technology that
allowed multiplication to be performed via addition. The magic ingredient
was the logarithm of each operand, which was originally obtained from a
printed table. But Napier also invented an 1) …… to tables, where the
logarithm values were carved on ivory sticks which are now called Napier's
Bones. Napier's invention led directly to the slide rule, first built in England
9
in 1632 Still it was in use: in the 1960's by the NASA engineers of the
programs which landed men on the moon.
In 1642 Blaise Pascal, at age 19, invented the 2) …… as an aid for his
father who was a tax collector. Pascal built 50 of this gear-driven one-
function calculator – adding, but couldn't sell many because of their cost, and
they really weren't accurate (without required precision). Shown below is an 8
digit version of the Pascaline, and two views of a 6 digit version:
Just a few years after Pascal, Gottfried Leibniz (co-inventor with
Newton of calculus) managed to build a four-function (addition, subtraction,
multiplication, and division) calculator that he called the stepped reckoner
because, instead of gears, it employed fluted drums having ten flutes arranged
around their circumference in a stair-step fashion. Although the stepped
reckoner employed the 3) …… number system (each drum had 10 flutes),
Leibniz was the first to advocate use of the 4) …… number system which is
fundamental to the operation of modern computers. Leibniz is considered to
be one of the greatest of the philosophers but he died poor and alone.
In 1801 Joseph Marie Jacquard invented a power loom that could base
its weave upon a pattern automatically read from punched wooden cards, held
together in a long row by rope. Descendents of these punched cards have
been in use ever since.
In 1822 the English mathematician Charles Babbage proposed a steam
driven calculating machine the size of a 5) ……, which he called the
Difference Engine. This machine would be able to compute tables of
numbers, such as logarithm tables. He obtained government funding for this
project due to the importance of numeric tables in ocean navigation. But in
that time the volume of corrections showed that the set had over 1000
numerical errors. It was hoped that Babbage's machine could eliminate errors.
But construction of Babbage's Difference Engine proved exceedingly difficult
10
and the project soon became the most expensive government funded project.
It was one of the main reason why the device was never finished.
Babbage was not deterred, and by then was on to his next brainstorm,
which he called the Analytic Engine. This device, large as a house and
powered by 6 steam engines, would be more general purpose in nature
because it would be programmable, thanks to the punched card technology of
Jacquard. But it was Babbage who made an important intellectual leap
regarding the punched cards.
One early success was the Harvard Mark I computer which was built as
a partnership between Harvard and IBM in 1944. This was the first 6) ……
digital computer made in the U.S. But it was not a purely electronic computer.
Instead the Mark I was constructed out of switches, relays, rotating shafts, and
clutches. The machine weighed 5 tons, incorporated 500 miles of wire, was
8 feet tall and 51 feet long, and had a 50 ft rotating shaft running its length,
turned by a 5 horsepower electric motor. The Mark I ran non-stop for
15 years.
The application of semiconductor electronics could change the history
of computers. They began to use 7) …… in 1955. The IBM company
marketed a computer in which 1250 valves had been replaced by 2220
transistors, reducing the power consumption by 95 per cent.
One of the candidates for granddaddy of the
modern computer was Colossus, built during the
World War II by Britain for the purpose of breaking
the used by Germany. Britain led the world in
designing and building electronic machines dedicated
to code breaking, and was routinely able to read coded Germany radio
transmissions. But Colossus was definitely not a general purpose,
reprogrammable machine.
11
The title of forefather of today's all-electronic digital computers is
usually awarded to ENIAC (Electronic Numerical Integrator and Calculator).
ENIAC was built at the University of Pennsylvania between 1943 and 1945
by John Mauchly and Presper Eckert. ENIAC filled a 20 by 40-foot room,
weighed 30 tons. Note that ENIAC's first task was to compute whether or not
it was possible to build a hydrogen bomb.
But things changed fast. The invention of the microprocessor has made
its contribution into the development of the computer. Computers had been
around for 20 years before the first microprocessor was developed at Intel in
1971. Intel didn't invent an electronic computer. But they were the first to
succeed in cramming an entire computer on a single chip.
10. Look through the list of words and phrases and check if you know
their Ukrainian equivalents. Take turns to ask each other. Use the
MINI-DICTIONARY section to Unit 1 if necessary.
blunder gear-driven-(machine)
to assign to weave
predominantly to punch
a tide chart a punched card
abacus to deter
to slide ubiquitour
an ivory stick a rotating shaft
a slide rule clutch
a calculating clock to cram
reckoner valve
to contribute to scroll
circumference obsolete
12
11. Arrange the following words according to
similar meaning: keyboard, to reckon, digit, elimination, scroll weel,

button, QWERTY, obsolete, to take place of, forefather, to replace, key,
archaic, ancestor, to compute, reduction, mouse weel, number;
opposite meaning: forefather, rough, to consent, identical, entire,
descendant, partial, accurate, to argue, different.
12. Match the words with their Ukrainian equivalents.
1 slide rule a рахівниця

2 blunder b зчеплення
3 abacus c клапан
4 clutch d логарифмічна лінійка
5 valve e груба помилка
13. Cross the odd word out.

1) memory, central processing unit, keyboard, monitor, mouse;
2) simple, effortless, facile, intricate;
3) puzzle, information, riddle, perplexity;
4) calculate, compute, count up, measure;
5) individual, personal, private, legal;
6) perform, conduct, do, fix.
14. Fill in the gaps with the appropriate words from the list below.
chips, multi core, megabytes, megahertz, motherboard, processor, speed,

upgraded
The "brain" of a computer is the 1) …… . Most of these are made by
Intel and AMD, and are sometimes referred to as "2) …… ." The fastest
processors are 3) ……, which means that there are two or more processors
working together. The 4) …… of a processor is measured in 5) ……,
which is usually written as MHz.
13
A computer's memory is measured in 6) …… . If a computer has
1,024 megabytes of memory, and the memory type is SDRAM, this is
written as 1,024 MB SDRAM, and is pronounced "a thousand and twenty-
four megabytes ess-dee-dram". The processor and memory modules are
located on the 7) …… . Changing a computer's processor is not generally
practical, but the memory can usually be 8) …… .
15. Match the words / phrases (1−10) with their definitions (a−j).
1 abacus a a card perforated according to a code, formerly
used to program computers
2 addition b a quantity representing the power to which a
fixed number (the base) must be raised to
produce a given number
3 logarithm c something used for making mathematical
calculations, in particular a small electronic
device with a keyboard and a visual display
4 slide rule d a simple device for calculating, consisting of a
frame with rows of wires or grooves along which
beads are slid
5 calculator e involving or relating to the use of computer
technology
6 punched card f is a very small piece of silicon with electronic
circuits on it which is part of a computer or other
piece of machinery
7 error g the process of calculating the total of two or more
numbers or amounts
8 semiconductor h a ruler with a sliding central strip, marked with
logarithmic scales and used for making rapid
calculations, especially multiplication and
division
9 digital i solid substance that has a conductivity between
that of an insulator and that of most metals, either
due to the addition of an impurity or because of
temperature effects
10 chip j a measure of the estimated difference between
the observed or calculated value of a quantity and
its true value
14
16. Complete the sentences using the words from Exercise 15. Use the
remaining words to make up sentences of your own.
1. Most early mainframe business computers produced output only in the

form of 1) __________________, paper tape, or text printouts.
2. A flash or "thumb" drive is a small data storage device that uses
2) __________________ flash memory rather than a disk drive.
3. The 3) __________________ developed in ancient China could still
beat the best mechanical calculators as late as the 1940s.
4. During the early 20th century, mechanical 4) __________________
and card tabulation and sorting machines made up the data processing
systems for business, while researchers built special purpose analog
computers for exploring problems in physics, electronics, and
engineering.
5. Intel Corporation is the world’s largest manufacturer of semiconductors
or "computer 5) __________________."
17. Fill in the table with the words derived from the given ones.
Verb Noun Adjective

…… care, ........ ......., .........
...... ........ predominant
…… ........ boredom, ........, .......
compute ........, ......., ........ ........, ......
execute ............... ........, ......
…………. engine, ......., ........, ....... ........, ......., ........
………… advance, ....... ........, .......
…………… ................. punched, .......
15
18. Fill in the gaps with the appropriate words / phrases from the list
below. Mind that two words are odd. Translate the sentences into
Ukrainian.
optical, roll, on, scroll up, scroll down, touchpad, joystick, single,
double, pointer, hold down, repetitive strain injury, scroll wheel (mouse
wheel)
1. _____________ to see pages above.
2. _____________ to see pages below.
3. To select text, _____________ the left button, and move the mouse
pointer.
4. If you use a mouse for many hours every day, you can
get _____________ in your fingers.
5. With a laptop computer, plug in a mouse, or use the _____________ in
front of the keyboard.
6. To play some games, you need to use a _____________ instead of a
mouse.
7. To move up and down a page, you can _____________ the mouse
wheel.
8. This mouse doesn't have a ball. It's an _____________ mouse.
9. One click of a mouse button is called a _____________ click.
10. Two clicks of a mouse button are called a _____________ click.
11. Click _____________ the folder to open it.
16
19. Study information in the table. Then, fill in the gaps with the correct
phrasal verb. Make up your own sentences using the suggested
phrasal verbs.
bring about to cause something to happen спричиняти
come about to happen; to occur траплятися
go about to go from place to place ходити
see about to consider, or to get information дізнаватись

about something
set about to start doing something починати
1. Last week we ___________ creating a virtual model of the Colossus.

2. I'll _________ where we can buy special software.
3. We ___________ the city looking for computer museum.
4. The computer revolution __________ because of technological
development (use the Past Simple).
5. Computer history always ____________ nostalgic fellings.
20. Match the verbs with nouns. Make up interrogative and negative
sentences.
1) to consult a) cartridges
2) to book b) the print job
3) to activate c) a mouse
4) to download d) the function
5) to move up e) a mouse pointer
6) to start f) batteries
7) to recharge g) a dictionary
8) to refill up h) some tickets on-line
9) to plug in i) a picture
10) to move j) any info
17
21. Match 1−5 with a−e to make sentences. Translate them into
Ukrainian.
1 The computers had been a could be called a first one.

incredibly expensive because
2 The IBM company introduced a b new development as a full-time

smaller, more affordable PC option.
computer in 1954
3 Laptops are a relatively c whereas new computers are

sleek and smooth.
4 Old computers were boxy and d that proved very popular.

big,
5 It is arguable which of the early e they required so much hand

microcomputers assembly.
22. Part 1. Can is used to express ability with could, will be able.
Fill the following spaces, using can for present, could for past and will
be able for future. There is no need to use other able forms in this
section. Put to where necessary before the infinitives.
1. ________ you modify, update, expand and implement software

applications? I ________ when I was the first year student of the KPI.
2. When I first went to England I ________ read English but I ________
speak it.
3. When you finish the experiment you ________ see the result.
4. It is known that System Programmers ________ transfer all the
applications and data to the backup site and get the organisation back
working in the shortest possible time?
5. What operations ________ people do on the first computers?
6. The students ________ prepare some information about the history of
computer generations for our next lesson.
18
Part 2. Could and was / were able to
In some of the following sentences either could or was able could be
used. In others only was / were able is possible. Fill the spaces and put
to where necessary before the infinitives.
1. He was an experienced programmer; he ________ work on the
computers of last two generations.
2. The students solved a mathematical problem and only one ________
solve it.
3. I didn't have a password so I ________ get access.
4. People ________ use this knowledge to develop the next generation of

computers.
5. I was an experienced specialist in IT so I ________ know how

eliminate this problem.
6. Two departments developed antivirus software, but only programmers

________ finish the project in time.
Part 3. This section includes examples of could used for polite

requests and as a conditional.
1. ________ you explain this grammar rule one more time?
2. If you finish a report about the achievements of the last generation of

computers, ________ you please inform me?
3. If you had had the right tools, ________ you have done some changes
in engine?
4. They took his notebook so that he ________ finish his laboratory work
(negative).
19
23. Should is the most common modal verb for giving advice.
What do you think? Complete the sentences.
1. I think you should .....................................................................................
2. I think ............................... should ............................................................
3. I don't think you should ............................................................................
4. I don't think ............................... should ...................................................
24. Underline the correct word.
EDUCATION, TRAINING AND LICENSING

Employers usually seek candidates that hold a bachelor’s degree in
computer science, computer information systems, software engineering or a
related field. For positions that involve more complex coding and
development, some employers 1) may / must give preference to applicants
with a graduate degree. While many computer programmers hold a bachelor’s
degree, some entry-level jobs 2) have to / may only call for certification or an
associate’s degree.
Advanced computer programming skills and relevant work experience
are required for many positions. A student 3) should / can gain valuable
experience through internships. In addition, many large computing and
consulting companies provide training for new hires. Since computer
technology is constantly changing, many computer programmers take
continuing education courses offered by colleges, universities, training
institutes, software companies and professional organizations. Programmers
4) shall / may also need specialized knowledge and skills directly related to
the industry in which they work. For example, a programmer working in
banking, accounting or finance 5) can / should have knowledge and
experience in this area.
20
25. Match the explanations 1−5 with the sentences a−e.
1 Showing that a Jane needs to finish reading this text.

something is possible
2 Showing that b You should check with the
something is individual Institutions' prospectuses
necessary for specific entry requirements and
course details.
3 Asking permission c They must set up the backup site.
4 Giving advice d I may / might take physics next
semester.
5 Giving commands e Can I update information?
26. Choose the correct item.
Student A
THE HISTORY OF A MOUSE
Today, the mouse is an essential input device for all
modern computers but it 1) had not been / wasn't so long ago
that computers had no mouse and no graphical user interface. Data 2) was /
were entered by typing commands on a keyboard. The mouse was
3) inventing / invented by Douglas Engelbart in 1964 and consisted of a
wooden shell, circuit board and two metal wheels that came into contact with
the surface it 4) had used / was being used on. It was 8 years later in 1972
that Bill English 5) developed / had developed the design further by inventing
what 6) was / is known as the "Ball Mouse" that we know today. The ball
7) replaced / replaces the wheels and was capable of monitoring movement in
any diection. The ball came into contact with two rollers that in turn spun
wheels with graduations on them that 8) can turn / could be turned into
electrical pulses representing direction and speed. At the time Bill English
9) was working / worked for Xerox Parc (Palo Al Research Centre)
21
the research and development center set-up by Xerox to 'design the future of
computing'. The mouse 10) have become / became part of the ground
breaking Xerox Alto computer system which was the first minicomputer
system to offer a graphical user interface. It 11) would be / will be another 8
years before the mouse would be developed any further. An optical mouse
12) had been developing / was developed in around 1980, eliminating the ball
which often became dirty from rolling round the desktop, negatively affecting
its operation. However, 13) it was / they were far too expensive to be used
widely. In fact it wasn't until around 1998 with the increase in microcontroller
processing power and the reduction in component costs that optical mice
became a commercially viable alternative to the ball mouse and infiltrated the
mass consumer market. Today the optical mouse 14) replaces / has
completely replaced the ball mouse being supplied as standard with all new
computers. Engelbart's mouse 15) demonstrated / was first publicly
demonstrated at the 1968 Computer Conference. The mouse on old
computers required a wire for connection. New computers have wireless
capabilities for the mouse, and laptops even have touchpads that don't require
a mouse at all.
Student B
A JOKE
Scientists 1) prepare / were preparing an
experiment to ask the ultimate question. They 2) had
worked / were working for months gathering one each of
every computer that 3) was building / was built. Finally the big day 4) was /
is at hand. All the computers 5) had been linked / were linked together. They
asked the question, "Is there a God?". Lights 6) started / starts blinking,
flashing and blinking some more. Suddenly, there 7) was / were a loud crash,
and a bolt of lightning 8) has come / came down from the sky, 9) struck /
22
strucked the computers, and welded all the connections permanently
together."There 10) are / is now", came the reply.
27. Put the proper preposition if necessary.
1. ______ December 9, 1987, Microsoft released a much-improved

Windows version.
2. Computers can operate continuously without any ______ time.
3. In 1985 Microsoft begins the friendly war ______ Apple.
4. The "mouse" was nicknamed because of the tail (wire) comes ______
the end.
5. The first computer game "Spacewar" was invented ______ Steve
Russell in 1962.
6. IBM enters ______ the History of Computers.
7. A transistor is not a computer, but this invention greatly affected
______ the history of computers.
28. Edit the Ukrainian translation.
Student A
THE HISTORY OF THE COMPUTER KEYBOARD
Sometimes it is difficult and even impossible to
name the exact date of birth of this or that component
of the computer. A good example is the development of
a key board. Let’s trace its history.
ІСТОРІЯ КОМП'ЮТЕРНОЇ КЛАВІАТУРИ
Інколи йому є тяжкий та навіть неможливий назвати точну дату
народження того чи іншого компоненту комп'ютеру. Гарний приклад
являє собою розвиток ключового комітету. Дозволений слід його історія.
23
In the far 1st century AD Vitruvius, in his work on architecture,
describes an organ with balanced keys. Some musicians applied the keyboard
to stringed instruments in the first part of the 11th century. After the 15th
century nearly all the makers of key-stringed instruments used the chromatic
scale practically as we find it in the modern piano.
У далекий 1 вікі AD Vitruvius, у його роботі на архітектурі, описує
орган з збалансованим ключем Деякі музиканти застосували клавіатуру
stringed інструменти у першій частині 11 віку. Після 15 віку майже всі
виробники ключа-stringed інструменти використали chromatic шкалу
практично тому що ми знаходимо це у сучасному піаніно.
Student B
As you can see, the modern keyboard has gone through many changes,
however, the basic concept of the key lay-out has been fairly consistent. This
is a result of the order in which the whole tones and semi-tones are arranged,
and has evolved over centuries.
Тому що ви можете побачити, сучасна клавіатура поїхала через
багато змін, але, базова концепція ключа лягла досить стійка. Це є
результат замови у котрій всі тони та напів-тони організовуються, та
еволюціонували над віками.
The invention of the modern computer keyboard began with the
invention of the typewriter. Christopher Latham Sholes patented the
typewriter, that we commonly use today, in 1868 (who also invented the
QWERTY layout). The Remington Company mass marketed the first
typewriters starting in 1877.
Винахід сучасної комп'ютерної клавіатури починався з винаходом
друкарської машинки. Christopher Latham Sholes patented друкарська
машинка, що ми загально використовуємо сьогодні, у 1868 (хто
24
також винайшов QWERTY layout). Remington маса Компанії
рекламувала перші друкарські машинки вихідні 1877.
Student C
Elsewhere, punched card systems were combined with typewriters to
create what was called keypunches. Keypunches were the basis of early
adding machines and IBM was selling over one million dollars worth of
adding machines in 1931.
В іншому місці, закомпостував системи карти були об'єднані з
друкарськими машинками створювати що був закликаний keypunches.
Keypunches являв собою базу ранніх додаючих машин та IBM закінчився
продаж один долар мільону вартого додаючих машин1931.
In 1946, the Eniac computer used a punched card reader as its input and
output device. In 1948, the Binac computer used an electromechanically
controlled typewriter to both input data directly onto magnetic tape (for
feeding the computer data) and to print results.
У 1946, Eniac комп'ютері використало закомпостованого читача
карти як його введення та прилад випуску. У 1948, Binac комп'ютері
використана electromechanically контрольована друкарська машинка до
обидва даних введення прямо на магнітну стрічку (для того, щоб
годувати комп'ютерні даних) та щоб надрукувати результати.
Student D
Several alternatives to QWERTY have been developed over the years,
claimed by their designers and users to be more efficient, intuitive and
ergonomic. Nevertheless, none has seen widespread adoption, due partly to
the sheer dominance of available keyboards and training. The emerging
electric typewriter further improved the technological marriage between the
typewriter and the computer. There are a number of various designs,
especially the various split and ergonomic designs. Today the strangest
25
keyboard there isn’t really a keyboard at all. It’s a laser projector the size of a
cigarette lighter that projects the image of a keyboard onto any flat surface.
Декілька альтернатив до QWERTY були розроблені над роками,
заявленими їхніми дизайнерами та користувачами бути більше
ефективний, intuitive та ергономічний. Але, ніхто не побачило поширене
прийняття, належне частково до абсолютне dominance наявних клавіатур
та підготовки. З'являюча електрична друкарська машинка подальша
покращила технологічний шлюб між друкарською машинкою та
комп'ютером. Є декілька різноманітних проектів, особливо
різноманітної тріщини та ергономічних проектів. Сьогодні найбільш
незвичайна клавіатура є не дійсно клавіатура зовсім. Це − лазерний
проектор величина сигарети більш світлої що проектує образ клавіатури
на будь-яку квартиру поверхня. Примітка! QWERTY (являє собою
найбільш спільний сучасний-день клавіатура layout).
29. Translate the following sentences that contain more information

about the history of computing machines into English. What were
quite new things for you?
Слово комп'ютер є похідним від англій ських

слів to computer, computer, які перекладаються як
"обчислювати", "обчислювач" (англійське слово, в
свою чергу, походить від латинського computār −
"вирахувати"). Спочатку англійською мовою це слово
означало людину, яка проводить арифметичні обчислення із залученням
або без залучення механічних пристроїв. Надалі його значення було
перенесено на самі машини, проте сучасні комп'ютери виконують безліч
завдань, безпосередньо не пов'язаних з математикою. Вперше
трактування слова комп'ютер з'явилося у 1896 році в Оксфордському
словнику англійської мови. Його укладачі тоді трактували слово
26
комп'ютер як механічний обчислювальний пристрій. В 1946 році
словник поповнився доповненнями, що дозволяють розділити поняття
цифрового, аналового і електронного комп'ютера.
SPEAKING
30. A. You are talking with your friend about different generations of the
computer. Act out the conversation. Use the information given in the
suggested table in Ukrainian and in the text "THE HISTORY OF
COMPUTER TECHNOLOGY" (see the EXTRA READING section
to Unit 1).
Iсторія обчислювальної техніки

Антикітерський механізм
Перше покоління Калькулятори
Різницева машина
(механічні та
електромеханічні Ткацький верстат
пристрої) Програмовані пристрої Аналітична машина
Марк1, Z3
Калькулятор Атанасова-
Калькулятори Беррі, IBM604, UNIVAK60
Друге покоління and 120
(електронні вакуумні
прилади) ENIAC, Ferranti, Mercury,
Програмовані пристрої EDVAC, UNIAC1,
IBM701,702,-655, Z22
Третє покоління (на Мейнфрейми IBM7090, 7080, BUNCH
дискретних транзисторах PDP8,-11, IBM-System/32,-
та мікросхемах) Мінікомп’ютери
36, VAX
4-бітні комп'ютери Intel 4004,-4040
Intel8008,-8080,
8-бітні комп'ютери Моторола6800,-6809, MOS
Technology6502, Zilog-Z80
Intel8088, Zilog-Z8000,
Четверте покоління 16-бітні комп'ютери
WDC65816/65802
(надвеликі інтегральні
схеми) Intel80386, Pentium,
32-бітні комп'ютери
Motorola68000, ARM
Alpha, MIPS, PA-RISC,
64-бітні комп'ютери
PowerPCSPARC, x86-64
Вбудовані комп'ютери Intel8048, -8051
Персональний настільний комп'ютер,
27
Iсторія обчислювальної техніки
комп'ютер домашній комп'ютер,
портативний комп'ютер,
особистий цифровий
помічник (PDA), Tablet PC
Квантовий комп'ютер,
хімічний комп'ютер,
Теоретичні та
ДНК комп'ютер,
експериментальні
оптичний комп'ютер,
проекти
спінтронний
комп'ютер
B. Work in pairs. Imagine that you are Charles Babbage and your
groupmate is Ada Byron. You are talking about the scientific
research. Dramatize your dialogue using the additional information
below.
Useful phrases:
I’m interested in ...; I wonder …; I would welcome the chance …; it goes
without saying …; the matter is …; I cannot accept your point of view
(for the following reason) …; you state in your work that …; I have to
admit that …; I wish to maintain cooperation with you
Charles Babbage befriended Ada Byron, the

daughter of the famous poet Lord Byron. Though she
was only 19, she was fascinated by Babbage's ideas
and thru letters and meetings with Babbage she
learned enough about the design of the Analytic Engine to begin
fashioning programs for the still unbuilt machine. While
Babbage refused to publish his knowledge for another
30 years, Ada wrote a series of "Notes" wherein she
detailed sequences of instructions she had prepared for
the Analytic Engine. The Analytic Engine remained
unbuilt (the British government refused to get involved with this one) but
28
Ada earned her spot in history as the first computer programmer. Ada
invented the subroutine and was the first to recognize the importance of
looping. Babbage himself went on to invent the modern postal system,
and the ophthalmoscope, which is still used today to treat the eye.
31. You are talking with your groupmate about computers. Act out the
conversation which develops towards the suggested last line.
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: Computers let you waste time efficiently.
32. Study some information about Grace Hopper. Imagine that you are
G. Hopper and you are presenting your work at the conference.
Describe your achievements in computer science.
Useful phrases:
I am pleased …; I find it necessary to note …; I wish to draw your

attention to …; I would like to assure …
One of the primary programmers for the Mark I was a woman,

Grace Hopper. Hopper found the first computer "bug": a dead moth that
had gotten into the Mark I and whose wings were blocking the reading of
the holes in the paper tape. The word "bug" had been used to describe
a defect since at least 1889 but Hopper is credited with coining the word
"debugging" to describe the work to eliminate program faults.
In 1953 Grace Hopper invented the first high-level language,
"Flow-matic". This language eventually became COBOL which was the
29
language most affected by the infamous Y2K problem. A high-level
language is designed to be more understandable by humans than is the
binary language understood by the computing machinery. A high-level
language is worthless without a program − known as a compiler − to
translate it into the binary language of the computer and hence Grace
Hopper also constructed the world's first compiler. Grace remained active
as a Rear Admiral in the Navy Reserves until she was 79.
33. Discuss the following quotations together. Which quotation is closer

to your own ideas?
1. "Ninety-nine per cent of mistakes of computer is sitting half a meter away

the computer."
Unknown
2. "A computer lets you make more mistakes faster than any invention in
human history − with the possible exceptions of handguns and tequila."
Mitch Ratcliffe
3. "One of the main causes of the fall of the Roman Empire was that, lacking
zero, they had no way to indicate successful termination of their C
programs."
Robert Firth
4. "A human never stands so tall as when stooping to help a small computer."
Infocom motto
5. "All Constants are Variables."
Risto Matikainen
6. "Any given program, when running, is obsolete."
Murphy's computers laws
7. "If a program is useful, it will have to be changed."
Murphy's computers laws
30
8. "Imagine if every Thursday your shoes exploded if you tied them the usual
way. This happens to us all the time with computers, and nobody thinks of
complaining."
Jeff Raskin
LISTENING
You are going to listen to some information about the portable

computers. Be ready to do the following tasks:
34. Before you listen, check if you know the meaning of the words and
phrases: portable, evolution, to enable, subnotebooks, to be
commercialized, wearable computers, feature, to inspire, to restrict.
35. A. Decide whether the facts from the text are true (T) or false (F).
1. 2. 3. 4. 5.
1. Portable computers are considered to be microcomputers.

2. The evolution of microprocessors influenced the creation of portable
computers.
3. Laptops are much smaller than wearable computers.
4. The first portable computer was introduced in 1967.
5. The first portable computer with a LCD display was produced.
B. Complete the sentences.
1. Much of the evolution of portable computers was enabled by the

evolution of ________________.
2. Alan Kay developed Portable PC at ________________ .
3. The first portable computers resembled modern ________________.
4. Portable computers do not restrict the user in terms of ____________ .
5. Portable computers often have ________________.
36. Summarize information of the text in five / seven sentences.
31
WRITING
37. Write an abstract of the text "THE HISTORY OF COMPUTER
TECHNOLOGY" (see the EXTRA READING section to Unit 1). You
may use the suggested phrases: the text is devoted to …; this text
concentrates on ...; it is shown ...; it is reported ...; it is studied ...; the
results show ...; the author pays attention to ...; the author suggests .... .
38. Here are the portraits of the people who have changed the history of
the modern computer sciences. Who is the third remarkable person,
in your opinion, to be named in this row? Write 5−7 sentences to
present the person and his contribution into the computer science.
You can start your sentences with the following phrases: "In my
opinion…", "To my mind…", "As for me…", "I believe…", "I guess…",
"As far as I know…".
39. A. Play a role of a magazine correspondent. You are giving the task to
write an article (up to 180 words) about Steven Jobs to mark his
birthday. Some of the information should be reflected in your article.
Start it with "Apple has lost a visionary and creative genius, and the
world has lost an amazing human being… ."
Steven Paul Jobs (February 24, 1955 − October 5, 2011)

➢ widely recognized as a charismatic pioneer of the personal
computer revolution;
➢ was among the first to see the commercial potential of Xerox
PARC’s mouse-driven graphical user interface, which led to the
creation of the Apple Lisa and, one year later, the Macintosh;
32
➢ played a role in introducing the Laser Writer, one of the first widely
available laser printers, to the market;
➢ propelled Apple to become the world's most valuable publicly
traded company in 2011;
➢ oversaw the development of the iMac, ITunes, iPod, iPhone,and
iPad;
➢ received a number of honors and public recognition for his
influence in the technology and music industries.
B. Write an essay (150−160 words) on any chosen topic from given

below. Follow the structure: 1 − Introduction, 2 − Main Body,
3 − Conclusion.
1. The invention of the computer is one of the most significant events a

human being.
2. "I do not fear computers. I fear the lack of them."
Isaac Asimov
3. Nowadays computer technology is the most rapidly developing
industry now.
4. The application of computers by the modern society.
5. The people who have made a great contribution to the history of
computer.
6. The generations of a computer.
40. Translate into English the interesting facts about computers in a

written form.
Student A
1. Комп’ютер став настільки звичним у нашому житті, що ми

сприймаємо його як робочу конячку і мало замислюємося, скільки
цікавостей пов’язано з нашим PC.
33
2. Нам достатньо долі секунди, щоби оцінити якість сайту, на який
ми зайшли.
3. Люди, що бояться комп’ютерів і всього, що з ними пов’язано,
називаються кіберофобами.
4. Всупереч поширеній думці, комп’ютери найчастіше ламаються не
від проблем в електричній мережі і не від шкідливих вірусів. Вони
повинні "сказати спасибі" своїм господарям, які проливають на
клавіатуру чай, каву, газовану воду та інші напої.
5. Перші персональні комп’ютери мали дуже обмежений обсяг
пам’яті – всього близько 16 кілобайт.
6. Перший електронний лист відправив у 1971 році Рей Томлінсон –
автор програми для обміну повідомленнями між комп’ютерами.
Він же запропонував використовувати значок @ для розділення
імені користувача і комп’ютера.
7. Знамениту комбінацію – програму "на три пальці" – Ctrl-Alt-Del –
створив і впровадив один із розробників IBM PC Девід Бредлі.
8. Творці пошуковика Google хотіли назвати своє дітище Googol
(10 у сотому ступені – саме стільки сторінок вони збиралися
проіндексувати), але домен з такою назвою був вже зайнятий.
Student B
1. Комп’ютерник – не жіноча професія. У найбільшій світовій IT-
корпорації – Microsoft – працюють 75% чоловіків і лише 25%
жінок.
2. Windows 98 містить 18 мільйонів рядків коду.
3. Першу машину, що віддалено нагадувала сьогоднішній комп'ютер,
придумав Чарльз Беббидж, математик з Англії. Саме він придумав
арифмометр, для того щоб автоматично будувати таблиці
(сучасний Excel).
34
4. Першим портативним комп’ютером був Osborne Computer,
представлений в 1981 році. Він важив близько 12 кілограм, мав 5-
дюймовий монітор, два 5-дюймових дисковода, 64 кб оперативної
пам’яті і коштував 1,795 $.
5. Ідея створення ноутбука належить Алану Кею, начальнику
дослідної лабораторії фірми Xerox. Ще в 1968 році він
замислювався про створення машини розміром з блокнот.
6. Найбільш незвичайний ноутбук був створений ювелірами і мав
кришталевий корпус.
7. Найдорожчий ноутбук був інкрустований платиною, рубінами і
діамантами. Коштував він 355 тисяч доларів.
8. Найлегший ноутбук за всю історію представила компанія Sony.
41. Work in small groups. Make up a crossword devoted to computer

history for your groupmates.
PROBLEM-SOLVING
42. Do the quiz (see the PROBLEM-SOLVING section to Unit 1).
35
Unit 2: BIOLOGICAL COMPUTERS
Facts may be stranger than fiction, but fiction
is generally truer than facts.
E. J. Millward
WARM-UP
1. Work in small groups. Look attentively at the picture and try to

create a story that covers past, present and future. Share your stories
with your fellowmates.
2. Work in pairs. You are a scientist. You've decided to write a book.

The title of your book "Biological computers come closer to reality".
What information would you like to include in your book?
3. Try to give your own definition to the term "biological computer".
4. Discuss the following statements:
➢ computers can be considered as organic material;

➢ biotechnology challenges the world of computers;
➢ biocomputers are connected with nanobiotechnology;
➢ the notion "a biological computer" can be substituted by "a living
computer".
36
READING

Practise reading.
esoteric, enzymes, manipulate, substitute, internal, imbalance, nucleus,

pursuing, in situ, diagnose, administer
6. Read the text "FIRST BASE" and answer the following questions.
1. What does the title of the text "FIRST BASE" mean?

2. What was the contribution of the scientists (Ehud Shapiro and Mr.
Shapiro) to the development of biological computers?
3. What is involved in "biological computers"?
4. What are the main components of biological computers?
5. What was the contribution of Alan Turing to the development of
biological computers?
6. How does a biological computer work?
7. What are the main advantages and disadvantages of biological
computers?
7. A. What do the underlined words in the text refer to?

1) it (paragraph 1)
2) they (paragraph 2)
3) its (paragraph 3)
4) it (paragraph 4)
5) he (paragraph 5)
B. Think of the other heading of the text.
FIRST BASE
1. Computers may come in all shapes and sizes these days, but on the
frontiers of research they are becoming more esoteric than is easy to imagine.
In 1999, Ehud Shapiro, a researcher at the Weizmann Institute in Israel,
suggested a design for a computer built out of nothing more than carefully
37
engineered biological molecules. Two years later Mr. Shapiro, together with a
team of other scientists from the Weizmann Institute, built it. It was made of
DNA.
2. The computer was so small that a trillion could exist, and compute in
parallel, inside a small drop of water. The hardware of the computer consisted
of enzymes that manipulate DNA, the software was the DNA itself. The result
was an output molecule. Now, Dr. Shapiro and his colleagues at the
Weizmann have taken their research one step further by showing how such
work might be useful. They claim, in an online paper in the journal Nature,
that they have programmed a biological computer to diagnose and treat
cancer.
3. To understand this remarkable feat, a little bit of background is
necessary. What the team has built is known as a Turing machine, a notional
type of computer first proposed in 1936 by Alan Turing. This British
mathematician imagined a general purpose computer that worked by
manipulating a paper tape divided into cells. Each cell was either blank or
contained a symbol; the machine would move up and down the tape looking
at the contents of the cells, checking its own internal state, and then applying
a set of rules to this information to decide what to do next. Substitute a
molecule for the paper tape, and this design can be adapted to build a
biological computer.
4. Certain diseases, such as cancers, will induce biochemical changes in
the body such as changes in the balance of molecules that it produces.
Dr. Shapiro’s computer diagnoses an imbalance that indicates the presence of
prostate cancer. After diagnosis it releases short strands of DNA designed to
kill these cancer cells. The computer works by analysing levels of a molecule
called messenger RNA (mRNA). This is a chemical cousin of DNA that
transfers genetic information – in this case for disease related genes – from
the cell’s nucleus to the rest of the cell. It is here where the business of using
38
this genetic information to direct living processes is carried out. And after the
computer has measured levels of mRNA, the output molecule of the
computation is able to affect the levels of expression of the diseased genes.
5. Dr. Shapiro’s team is interested in applications where direct
processing of biological information is needed – such as medicine. In the
traditional model of medicine, a doctor takes samples, has these analysed and
uses the results to diagnose the presence of a disease. He then administers
some kind of treatment. The paradigm that the team is pursuing is in situ
detection, analysis and treatment of disease. One day, then, a medical
computer might be administered as a drug. At the moment, the computer built
by Dr. Shapiro’s team only works in a watery solution inside a test tube. One
worry about taking such work forward is that the insides of a cell are far more
complicated and unpredictable than the controlled environment of a test tube.
The work, nevertheless, is an important step forward. While it is likely that
getting such a computer to function inside a living cell remains some way off,
the remarkably rapid progress of biological computers in controlled lab
conditions means that that distant day looks to be getting closer.
From The Economist
esoteric to substitute
carefully engineered biological to build out of
molecules
to compute in parallel blank
enzymes to induce
to diagnose and treat cancer to release short strands of DNA
a notional type of computer to transfer genetic information
changes in the balance to be carried out
39
to affect the presence of a disease
to administer in situ detection
watery solution inside a test tube to pursue
the controlled environment messenger RNA
to indicate to suggest / propose
imbalance an output molecule
9. Explain the meaning of the words and phrases.
imbalance, in situ detection, to administer, to induce, esoteric, a notional

type, the output molecule, to be carried out, to propose, to release
10. Fill in the correct word(s) / phrase(s) from the list below.
controlled, output, administer, substitute, in situ, biochemical changes,

test tube, research, hardware, cells
1 on the frontiers of .... 6 to ..... some kind of treatment
2 an .... molecule 7 .... detection
3 the contents of the .... 8 a watery solution inside a .....
4 to ..... a molecule 9 the ...... environment
5 to induce .... 10 the .... of the computer
11. Arrange the following words according to
✓ similar meaning: substitute, design, esoteric, suggest, history,

manipulate, information, hidden, data, invent, propose, background,
operate, replace;
✓ opposite meaning: up, blank, divide, balance, down, general,
unpredictable, full, known, imbalance, predictable, unite, specific,
unfamiliar.
40
12. Fill in the appropriate word from the list.
scholars, biocomputers, cell, direct, living, carrying
Yaakov (Kobi) Benenson, Professor of Synthetic Biology at ETH
Zurich, has spent a large part of his career developing biological computers
that operate in 1) …… cells. His goal is to construct 2) …… that detect
molecules 3) …… important information about cell wellbeing and process
this information to 4) …… appropriate therapeutic response if the 5) …… is
found to be abnormal. Now, together with MIT professor Ron Weiss and a
team of scientists including post-doctoral 6) …… Zhen Xie and Liliana
Wroblewska, and a doctoral student Laura Prochazka, they made a major step
towards reaching this goal.
Verb Noun Adjective

manipulate ......., ........ ......., .........
administer ......... ......., ........, ......
substitute ........, ......., ........, ....... ........, ......., ........, .......
indicate ........, ......., ........ ........, ......
induce ........ ........, ......
diagnose ........, ......., ........, ....... ........, ......., ........
release ....... ........, .......
treat ....... ........, .......
14. Find the odd word out.

1) administer, apply, give, admit;
2) perceive, pursue, have as an objective, be intent on;
3) notional, hypothetical, notorious, theoretical;
4) contents, contentions, components, constituents;
5) indicate, manifest, show, indict.
41
15. Match the words with their Ukrainian equivalents.
1 imbalance a вихідна молекула

2 a test tube b призначати
3 an output molecule c водний розчин
4 to pursue a goal d викликати
5 to administer e замінювати
6 a watery solution f вивільняти
7 to substitute g вказувати
8 to induce h дисбаланс
9 to release i переслідувати мету
10 to indicate j пробірка
16. Match the words 1−7 with the definitions a−g.
1 DNA / a the nucleic acid that is used in key metabolic

Deoxyribonucleic processes for all steps of protein synthesis in
Acid all living cells and carries the genetic
information of many viruses
2 RNA / Ribonucleic b any of numerous proteins produced in living

Acid cells that accelerate or catalyze the metabolic
processes of an organism
3 messenger RNA c a homogeneous mixture of two or more

substances, which may be solids, liquids,
gases, or a combination of these
4 enzyme d a nucleic acid that carries the genetic

information in the cell and is capable of self-
replication and synthesis of RNA
5 in situ e to have an influence on smth.
6 solution f in the appropriate position
7 to affect g RNA that carries genetic information from the

cell nucleus to the structures in the cytoplasm
(known as ribosomes) where protein synthesis
takes place
42
17. Complete the sentences using the words / phrases from Exercise 16.
Use the remaining words to make up sentences of your own.
1. ______ can speed up chemical reactions by up to a millionfold, but

only function within a narrow temperature and pH range, outside of
which they can lose their structure and become denatured.
2. _______ consists of a single strand of nucleotides, and it occurs in a
variety of lengths and shapes.
3. An example of a liquid _______ is aqueous hydrochloric acid (HCl in
water).
4. _______ consists of two long chains of nucleotides twisted into a
double helix and joined by hydrogen bonds between the
complementary bases adenine and thymine or cytosine and guanine.
5. Affect and effect have no senses in common, as a verb "_____" is most
commonly used in the sense of "to influence".
18. Choose the word that is closest in meaning to the underlined word.
1. Alan Turing suggested a notional type of computer.

A obsolete B numerous C theoretical D obtuse
2. Scientists have claimed that they can build some of the basic
components for digital devices out of bacteria and DNA, suggesting a
new generation of biological computing devices.
A calculating B compatible C communicating D manipulative
3. The team altered the E.Coli with modified DNA, which reprogrammed
it to perform the same switching on and off process as its electronic
equivalent when stimulated by chemicals.
A asserted B provoked C collected D changed
4. Other applications may include sensors that detect and destroy cancer
cells inside the body and pollution monitors that can be deployed
43
in the environment, detecting and neutralising dangerous toxins such
as arsenic.
A surroundings B entity C exclusion D similarity
5. The researchers were also able to demonstrate that the biological logic
gates could be connected together to form more complex components
in a similar way that electronic components are made.
A constituents B complements C concepts D ideas
6. Current UK prescribing practice prohibits the automatic substitution of
one small-molecule medicine for another, by the pharmacist.
A succession B submission C exchange D subsistence
7. This research may lead to new ways to diagnose cancer and identify
the best treatments for individual patients.
A demolish B detect C devise D compose
8. This network recognizes certain cancer cells using logic combinations
of five cancer-specific molecular factors, triggering cancer cells
destruction.
A evil B corruption C candour D tumour
19. Match 1−5 with a−e to make sentences.
1 A DNA molecular computer a no larger than 1 cubic centimeter.

works biochemically, using
enzymes
2 A DNA computer could, for b its ability to do parallel computing

example, be a tiny liquid − to perform several different
computer − operations at once.
3 More than 10 trillion DNA c that react with DNA strands,
molecules can fit into an area causing chain reactions that do
parallel processing.
4 What makes DNA computing so d another set of building blocks to

much faster than the traditional encode the machine's program
silicon microprocessor is rules.
44
5 The device employs a chain of e DNA in solution.
three-dimensional building
blocks to represent the Turing
machine's tape, and uses
20. Fill in the gaps with the correct phrasal verb. Then make up your
own sentences with the suggested phrasal verbs.
carry out to do, to perform виконувати
carry on to continue продовжувати
carry through to complete or finish доводити до кінця

something successfully
carry over to move a total to the next переносити на іншу

row of figures for adding сторінку; робити перенос
to other numbers суми
1. After finishing school, he carried _____ studying physics at the

University.
2. We promised to carry _____ our research on time and send the results
by e-mail.
3. Despite the researcher's advice to stop the work, he carried _____ his
experiment.
4. Once she starts her project, she always carries it _____.
5. When you add up the numbers at the bottom of the page, carry the
total _____ onto the next page.
6. We must try to carry _____ as if nothing had happened.
7. I'm supposed to carry _____ her instructions and report back.
8. I shall try to carry _____ the work in spite of difficulties.
45
21. Translate the sentences into English paying attention to the meaning
of modal verbs (see the MINI-GRAMMAR section, MODAL
VERBS):
A must − повинен, have to − вимушений

1. Усі ці речення Вам необхідно перекласти з української на
англійську мову за 20 хвилин.
2. Ви повинні прочитати цей текст зараз.
3. Вам доведеться почекати фахівця з галузі біологічних комп'ютерів.
4. Я вимушений відповідати на всі питання після цього тексту.
5. У мене проблеми з математикою. Я вимушений брати приватні
уроки.
6. Я повинен підготувати презентацію до теми "Біологічні
комп'ютери − наше майбутнє".
7. Вона повинна вибачитись.
8. Вона вимушена була вибачитись.
9. Я вимушений виконати ці вправи.
10. Ви повинні зробити це завтра.
11. Мені довелось вмовляти його цілу годину!
12. Я вимушена повторювати це кожен день.
B must − дуже рекомендуємо, забороняємо
1. Ти не повинен стільки працювати.

2. Я Вам дуже рекомендую почитати цю книжку.
3. Я Вам дуже рекомендую сходити на цю лекцію.
4. Ви не повинні використовувати комп'ютер.
22. Use must not (prohibition) or need not (lack of necessity) to fill the
spaces in the following sentences.
1. Students __________ bring books into the examination room.

2. You __________ write to him because he will be here tomorrow.
46
3. You __________ do all the exercises. Ten sentences will be enough.
4. You __________ talk to other candidates during the exam.
5. I __________ type this report today. Mr. Jones said that there was no
hurry about it.
6. You __________ type your essay but you must write legibly.
7. He __________ continue the experiment. He hasn't got a permission.
8. You __________ read the whole book but you must read the first five
chapters.
9. You __________ talk during the lecture.
10. You __________ come today. The lecture will be tomorrow.
23. Translate into Ukrainian.
Note: could / may / might + perfective = a past possibility;

should + perfective = an obligation that was supposed to occur in
the past, but for some reason it didn't occur;
must + perfective = a logical conclusion.
1. John got a good mark. He must have translated that article yesterday.
2. The students are without texts at this English lesson. They must have
forgotten all about it.
3. The discussion must have been very interesting. It's a pity I could not
stay.
4. The students may have translated these articles last month.
5. They could have taken their exam in English yesterday.
6. He might have left his book in some other place.
7. I should have done it before.
8. You should have translated those articles long ago.
24. Choose between must + perfective and should + perfective in the

following sentences.
1. Tom was absent for the first time yesterday. He __________ (be) sick.
47
2. Jane did very well on the exam. She __________ (study).
3. Ned did very badly on the exam. He __________ (study) harder.
4. Sandra failed the test. She __________ (study; negative).
5. John isn't here yet. He __________ (forget) about our meeting.
6. Pete failed the exam. He __________ (study; negative) enough.
25. Fill in shall or will.
Note: shall = offers, suggestions, asking for suggestions or instructions;

will = request.
1. __________ you show me the difference between usual computers and

biological ones, please?
2. __________ I help you with your mathematical problems?
3. __________ we do this exercise?
4. __________ you explain this rule one more time, please?
5. What __________ we do in this project?
6. __________ you answer this question?
7. Where __________ we sit in the classroom?
8. __________ you send me your presentation about biological
computers, please?
26. A. Study some information about the modal verb to be.

Модальне дієслово to be вживається для вираження дії, яка повинна
(або повинна була) здійснитися згідно з планом, погодженням або
домовленістю (а не з необхідності, як у випадках модальних дієслів must
і have); для вираження наказу, розпорядження, заборони, подальших
вказівок.
B. Translate into Ukrainian.
1. This English lesson is to begin at 8:30.
2. You are to report at the conference.
3. What exams are we to take this year?
4. Ann was to finish this project on Saturday.
48
5. What were we to prepare for today?
6. You are to read this paper before the conference.
C. Translate into English.
1. Що я повинен робити?
2. Студенти повинні здати курсові роботи до 1 травня.
3. Ми зобов'язані вирішити це прямо зараз.
4. Зібрані дані мали б слугувати основою для оцінки точності
математичних моделей.
5. На жаль, цим планам не довелося збутися.
6. Я повинен організувати наукову конференцію у жовтні.
27. Underline the correct answer.
1. Must / Could you give me this test tube?

2. A biological computer can / must diagnose and treat cancer.
3. They mustn't / needn't do any other experiments because the results
are accurate.
4. He must / has to do his laboratory work one more time because he has
lost it.
5. The scientist may / must improve the DNA computer in future.
6. Instead of the difficulties, Tom had / was able to finish the experiment
yesterday.
7. Kate didn't do her homework, so the teacher became very angry. Kate
must have done / should have done her homework.
8. Sam was supposed to be here at 8:30. He must forget / must have
forgotten about an English lesson.
9. Tom arrived without his book. He could have lost / would have lost it.
10. One should / can study daily. (advice)
11. May / Need I help you with this mathematical equation?
12. The lecture of our professor is to / must start at 12:00.
49
28. Find and correct the mistakes in the sentences. There is one mistake
in each sentence.
1. Some scientists believe that, in the future, small biological computers

had to roam our bodies monitoring our health and correcting any
problems they may find.
2. These molecules can form pulleys and gears to move others molecules
around the cell.
3. Traditional computers have always been electronic, machines in which
both input and output is electronic signals.
4. Existed electronic computers are based on the architecture developed
by John von Neumann in the US in the 1940s.
5. Although DNA has been used for encryption in the past, this is a first
experimental demonstration of a molecular cryptosystem of images
based on DNA computing.
6. Each cell of our bodies are a collection of machines made out of
biological molecules.
29. Choose the correct answer.
1. Now the Biological Computation Group at Microsoft Research _____

to hire outstanding scientists to conduct research into uncovering
fundamental principles of biological information processing.
A seeks B is seeking C is sought D sought
2. In terms of the logic on which it operates, the prototype will behave in
a similar way to molecules inside _____ living cell, a "biomolecular
machine".
Aa B — C the D an
3. Shapiro and his team at Weizmann _______ the first autonomous
programmable DNA computing device in 2001.
A introduced B have introduces C were introduced D introduce
50
4. But the new mechanical computer is based on the Turing machine,
_______ in 1936 by the British mathematician Alan Turing.
A conceive B conceiving C conceived D to
conceive
5. _______ the concept, Professor Shapiro has built a 30-centimetre-high
plastic model of his mechanical computer.
A Demonstrated B To demonstrate C To be D Demonstrate
demonstrated
6. If it were built from biological molecules it ________ about 25
millionths of a millimetre in length, roughly the size of a cell
component called a ribosome.
A measured B would have C will measure D would
measured measure
7. We also aim _____ understand the computation performed by cells
during organ development, and how the adaptive immune system
detects viruses and cancers in the human body, focusing on mechanism
and function.
A on B to C in D off
8. This is an _______ opportunity to join a young, dynamic team with
excellent opportunities for growth in the future.
A excite B excited C exciting D being
excited
9. The operation of the machine _______ by a finite set of rules that
constitute its "software program."
A has governed B was governed C governs D is governed
10. Scientists already ________ a "biological computer" capable of
deciphering images encrypted on DNA chips.
A developed B develop C have D were
developed developed
51
A. Shapiro and his team have devised an advanced program for

biomolecular computers that enables them to 'think' logically.
The train of deduction used by this futuristic device is remarkably
familiar. It was first proposed by Aristotle over 2000 years ago as a simple if
… then proposition: "All men are mortal. Socrates is a man. Therefore,
Socrates is mortal." When fed a rule (All men are mortal) and a fact (Socrates
is a man), the computer answered the question "Is Socrates Mortal?"
correctly. The team went on to set up more complicated queries involving
multiple rules and facts, and the DNA computing devices were able to deduce
the correct answers every time. At the same time, the team created a compiler
– a program for bridging between a high-level computer programming
language and DNA computing code. Upon compiling, the query could be
typed in something like this: Mortal (Socrates)? To compute the answer,
various strands of DNA representing the rules, facts and queries were
assembled by a robotic system and searched for a fit in a hierarchical process.
B. Шапіро і його команда розробили просунута програма для
біомолекулярних комп'ютерів, що дозволяє їм "думати" логічно.
Поїзд виводу використовується цей футуристичний прилад дивно
знайомим. Вона була вперше запропонована Аристотелем більше 2000
років тому як просте якщо ..., то твердження: "Всі люди смертні. Сократ
людина. Отже, Сократ смертний". Коли годувала правління (Всі люди
смертні) і факт (Сократ є людина), комп'ютер відповів на запитання "Чи
є Сократ смертний?" правильно. Команда пішла до налаштування більш
складних запитів, що включають кілька правил і фактів, і пристрої,
обчислювальна ДНК вдалося вивести правильні відповіді кожен раз. У
той же час, команда створила компілятор − програма для мосту між
високим рівнем комп'ютерного мови програмування та кодом ДНК
обчислень. Після компіляції, то запит може бути набраний
52
в щось на зразок цього: Mortal (Сократ)? Для обчислення відповіді, різні
нитки ДНК являє правила, факти і питання були зібрані роботизованої
системи і шукали вписується в ієрархічну процесу.
SPEAKING
31. Work in pairs. Some questions of the interview with Ehud Keinan
were omitted. Try to reconstruct them. Then role play this dialogue.
A. What does a biological computer look like?
B. Well, it's not exactly photogenic. This computer is "built" by combining
chemical components into a solution in a tube. Various small DNA
molecules are mixed in solution with selected DNA enzymes and ATP. The
latter is used as the energy source of the device. It's a clear solution − you
don't really see anything.
A. __________________________________________________________
B. Our biological computing device is based on the 75-year-old design by
the English mathematician, cryptanalyst, and computer scientist Alan
Turing.
A. __________________________________________________________
B. He was highly influential in the development of computer science,
providing a formalization of the concepts of algorithm and computation,
and he played a significant role in the creation of the modern computer.
Turing showed convincingly that using this model you can do all the
calculations in the world. The input of the Turing machine is a long tape
containing a series of symbols and letters, which is reminiscent of a DNA
string. A reading head runs from one letter to another, and on each station it
does four actions: 1) reading the letter; 2) replacing that letter with another
letter; 3) changing its internal state; and 4) moving to next position. A table
of instructions, known as the transitional rules, or software, dictates these
actions.
53
A. __________________________________________________________
B. Our device is based on the model of a finite state automaton, which is a
simplified version of the Turing machine.
A. __________________________________________________________
B. The ever-increasing interest in biomolecular computing devices has not
arisen from the hope that such machines could ever compete with
electronic computers, which offer greater speed, fidelity, and power in
traditional computing tasks.
32. Work in pairs. You are interviewing a scientist in the field of

biological computers. Make up a dialogue based on the text about
"living computers" (see the EXTRA READING section to Unit 2).
33. You are talking about biological computers. Act out the conversation
which develops towards the suggested last line.
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: The remarkably rapid progress of biological computers in controlled
lab conditions means that that distant day looks to be getting closer.
34. Imagine you are Professor Ehud Shapiro of the Computer Science
Department at the Weizmann Institute of Science. You have
developed the prototype computer and are going to present it at the
Fifth International Meeting on DNA-Based Computers at the
Massachusetts Institute of Technology. It is a 30-centimetre-high
plastic model of the mechanical computer. You hope that the advent
of improved techniques for making and assembling molecules will
mean the day, when your computer could be made, is not far off. Tell
the participants of the meeting about a biological computer. Be ready
to answer the questions. Also use the information from the text
54
"FIRST BASE". Cover the following points: definition, structure,
background, applications, advantages, limitations.
35. You are a journalist. With the aim of comparing conventional
computers with biological ones you've outlined some points. Fill in
this table and comment it on.
CONVENTIONAL VS. BIOLOGICAL COMPUTERS
Points Conventional Computers Biological Computers
Component
materials
Processing scheme
Current max.
operations
Quantum effects −
a problem
Toxic components
Energy efficient
LISTENING
You are going to listen to some information about DNA Computing
Technology. Be ready to do the following tasks:
36. Before you listen, check if you know the meaning of the
words / phrases: encryption, salesman, sticking, DNA strands, to
eliminate, to outline, potential, to introduce the idea, to solve.
37. A. Decide whether the facts from the text are true (T) or false (F).
1. 2. 3. 4. 5. 6.
1. Adleman demonstrated a proof-of-concept use of DNA as a form of

computation which solved the seven-point Hamiltonian path problem.
55
2. Adleman is known to be a co-inventor of the Rivest-Shamir-Adleman
cryptosystem in 1977.
3. The travelling problem is a problem where a list of cities and their
pairwise distances are given. The task is to find the approximate
possible tour that visits each city exactly once. It is a special case of the
Traveling purchaser problem.
4. DNA computing has been shown to have potential as a means to solve
mathematical problems.
5. Traditional silicon computers also offer much lower power
consumption than DNA computing.
6. One of the disadvantages of the Adleman DNA computer is that it
needs the involvement of a human being.
B. Complete the sentences.
1. Adleman is a qualified ........................................................................... .

2. As you add more cities to the problem, ................................................. .
3. Genetic coding is represented by ........................................................... .
4. Within a few seconds, all of the possible combinations of DNA strands,
which represent answers, ........................................................................ .
5. Adleman eliminates the wrong molecules through chemical reactions,
which leaves behind ............................................................................... .
C. Match 1−8 with a−h to make phrases from the text.
1 the RSA public-key a biology

2 computational b outlined
3 molecular c route
4 DNA d encryption system
5 the journal Science e salesman
6 traveling f computers
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7 the shortest g potential
8 silicon-based h strands
38. Summarize information of the text in five / seven sentences.
WRITING
39. Write a short summary of the text "FIRST BASE" (50−60 words).
Follow the steps:
✓ Read the text.
✓ Make notes of the main points of the text.
✓ Start your piece of writing with one sentence that summarizes the
idea of the whole text.
✓ Write your summary, including all the main points. Use your own
words.
✓ Check if your summary is clear, complete and it makes sense.
40. You are asked to write an abstract of the Ukrainian article. You may
use the suggested phrases: the article is devoted to …, this article
concentrates on ..., it is shown ..., it is reported ..., it is studied ..., the
results show ..., the author pays attention to ..., the author suggests .... .
СТВОРЕНИЙ БІОЛОГІЧНИЙ КОМП’ЮТЕР, ЩО МОЖЕ

ПЕРЕПИСУВАТИ ДНК
Створення транскриптору дозволить біоінженерам займатись

"програмуванням" всередині клітин: наприклад, записувати в їх
"пам’ять", що вони піддавались дії певних зовнішніх факторів, або
навіть включати і вимикати функцію розмноження.
"Біологічні комп’ютери можуть бути використані для вивчення і
перепрограмування живих систем, моніторингу навколишнього
середовища і покращення клітинної терапії", − говорить Дрю Енді (Drew
Endy) з Стенфордського університету.
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Так само як в електроніці транзистор працює з потоком
електронів, транскриптор контролює потік спеціальних білків, РНК-
полімерази, в їхньому переміщенні уздовж ланцюга ДНК.
Використовуючи транскриптор, група вчених створила те, що
електротехніці відомо як логічний вентиль. Він може вирішити майже
будь-які біохімічні завдання, які були дані клітині. Транскриптори самі
по собі не являють собою біокомп’ютери, але вони є їхньою важливою
складовою, яка може працювати в межах окремої живої клітини.
Щоб створити транскриптори та логічні вентилі, команда ретельно
підбирала поєднання ферментів − інтеграз − для управління потоком
РНК-полімерази вздовж ниток ДНК. Провівши паралель з електронікою,
ДНК виконують роль дротів, а РНК-полімерази − електронів.
"Вибір ферментів є важливим, − говорить Жером Боне (Jerome
Bonnet), один з авторів дослідження. − Ми ретельно підбирали
ферменти, які можуть діяти в бактеріях, грибах, рослинах та тваринах,
так щоб можна було спроектувати біо-комп’ютери в різних організмах".
Також Дрю Енді та його команда зробили ще 2 важливих
відкриття, пов’язаних зі створенням генетичного комп’ютера. Перше
стосувалось зберігання цифрових даних у ДНК. Друге − розробки
механізму передачі генетичної інформації від клітини до клітини,
налагодили свого роду "біологічний Інтернет."
Свої досягнення у сфері біотехнологій вони зробили відкритими −
кажуть, таким чином хочуть передати свої досягнення у загальне
користування, щоб ними могли скористатись науковці з усього світу.
58
41. Work in teams. Write your story about Biological Computers using
words in vertical columns. You should work horizontally and add
words of your own. The sentences may be any length but must be
grammatically and syntactically correct.
Scientists to building devices DNA
are making basic out
one a biological components of
step computer for bacteria
closer after digital and
For example, you may start with the following sentence:
Scientists from the Weizmann Institute created a biological computer. The

size of this computer was so small that it was hard for a common person to
imagine. Building of the biological computer was a great step forward. .......
PROBLEM-SOLVING
42. Read and say if the statements are true (T) or false (F) (see the
PROBLEM-SOLVING section to Unit 2).
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Unit 3: QUANTUM COMPUTERS
No matter how difficult they might be to fabricate,
quantum computers are even more difficult to explain.
Oakland Ross
WARM-UP
1. Look at the pictures. What concepts or principles connected with

quantum physics have artists depicted?
1 2
3 4
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Unscramble the words below and match them to corresponding pictures.
Lgnteemenant; Puitsperoisno; Tunytanirce Lpeipirnc; Sdrgechinör Cta

2. Answer the questions.
1. What does quantum physics study? Do you know the main ideas of the
Quantum Theory?
2. What is a quantum computer? Is it the wild imagination of quantum
physicists or reality? Do you think we really need quantum computers?
3. Put the words / phrases below into the appropriate gaps and discuss
the quotations in pairs.
physics; quantum mechanics; quantum physics; the universe; quantum

computation; inanimate object
1. " ___________ is … a distinctively new way of harnessing nature … It
will be the first technology that allows useful tasks to be performed in
collaboration between parallel universes."
David Deutsch
2. "If __________ hasn’t profoundly shocked you, you haven’t
understood it yet."
Niels Bohr
3. "Not only is ___________ stranger than we imagine, it is stranger than
we can imagine."
Sir Arthur Eddington
4. "___________ is becoming too difficult for the physicists."
David Hilbert
5. "No ___________ is ever fully determined by the laws of physics and
chemistry."
Michael Polanyi
6. "___________ thus reveals a basic oneness of the universe."
Erwin Schrödinger
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READING
Practise saying the words.
qubit, quantum, parallelism, bizarre, to cease, ion, simultaneously,
photon, microscopic, to utilize, entanglement, decoherence, conscious,
polarization
5. Fill in the first two columns of the chart. Then read the text
"QUANTUM COMPUTERS. IN SEARCH OF THE HOLY GRAIL"
and fill in the third column.
What I know about What I would like to What I found out
quantum computers know about quantum about quantum
computers computers
6. Put the passages (A−C) into their appropriate places (1−3).
A. The expected capabilities of quantum computation promise great

improvements in the world of cryptography. But, ironically, functional
quantum computers would be able to factor large numbers, and
therefore break RSA security encryption, which cannot be done by
traditional computers within the life span of the universe. If a quantum
computer were to be built today, no information on the Internet would
be safe.
B. A processor that can use registers of qubits will, in effect, be able to
perform calculations using all the possible values of the input registers
simultaneously. This phenomenon, called quantum parallelism, is what
gives quantum computers their staggering power. A 30-qubit quantum
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computer would equal the processing power of a conventional
computer that could run at 10 teraflops.
C. According to Raymond Laflamme from the Institute for Quantum
Computing, quantum computers will eventually ignite a revolution in a
variety of fields other than cryptography and computing. These might
include the development of new drugs, the creation of new
superconducting materials, or a range of other innovations currently
impossible to predict.
7. Write down eight examples of potential quantum computer

applications mentioned in the text.
8. Answer the questions.

1. How do quantum computers differ from conventional computers?
2. Why do you think a quantum computer is called "the Holy Grail"?
3. What does the Moor’s Law say?
4. What is a qubit?
5. What devices do scientists use to control qubits?
6. How useful is quantum entanglement in computing?
7. Why aren't quantum computers currently practical? Can we really build
a useful quantum computer? Will quantum answers be usable in our
world? Give your reasons.
QUANTUM COMPUTERS. IN SEARCH OF THE HOLY GRAIL
At least since the 1970s, computer scientists have been familiar with
Moore’s law, which states that computing power will double every two years,
as transistors get smaller and smaller. At this rate, sometime between 2020
and 2030, processors will have become so small that they will be affected by
the bizarre rules of quantum mechanics. Classical computing will have
reached a natural limit and will cease to evolve. And the logical next step
63
will be to create quantum computers, which will harness the power of atoms
and molecules.
Quantum computers aren't limited to two classical states; they encode
information as quantum bits, or qubits, that describe the state of particles,
including atoms and subatomic particles, such as ions, electrons and photons.
For example, a qubit might be represented by the direction in which an
electron spins or the polarization of a photon of light. Qubits can be either a
"0" or a "1," or both simultaneously − a characteristic called superposition.
1 ……
To control and store qubits, scientists use different control devices. Ion
traps capture ions using optical or magnetic fields. Optical traps control
microscopic particles with light waves. The impurities in doped
semiconductors can catch free electrons in the electron fields of "unwanted"
atoms. Quantum dots, also constructed out of semiconductor material, can be
used to hold and manipulate electrons. Superconducting circuits allow
electrons to flow at low temperatures with minimal resistance.
Quantum computers utilize an aspect of quantum mechanics known as
entanglement, in which measurement on one qubit determines the state of
another. The quantum computer's main drawback is quantum decoherence. If
you interact with a qubit in superposition to determine its value, it will
immediately change. To make a practical quantum computer, scientists have
to devise ways of making measurements indirectly to preserve the system's
integrity.
2 ……
Quantum computers could also be used to search large databases, study

quantum mechanics, or even to design other quantum computers. Several
quantum computers linked together would make a quantum Internet
64
so powerful that search engines would respond to queries almost like a human
being, answering questions immediately and in any language.
The theories of quantum computation suggest that every physical
object, even the universe, is in some sense a quantum computer. If this is the
case, then according to Turing's work which says that all computers are
functionally equivalent, computers should be able to model every physical
process. Ultimately this suggests that computers will be capable of simulating
conscious rational thought. So, maybe the quantum computer will be the key
to achieving true artificial intelligence.
3 ……
Although the future of quantum computing looks promising, it is still in

its early stages of development, and many computer scientists believe the
technology needed to build a practical quantum computer is currently beyond
our reach. David Deutsch − one of the ground breaking scientists in the world
of quantum computing − said himself that perhaps 'their most profound effect
may prove to be theoretical'.
to respond to queries quantum parallelism

to equal smth. to ignite a revolution
to preserve the system’s the bizarre rules of quantum
integrity mechanics
to harness the power of atoms to cease to evolve
qubit superposition
ion trap superconducting materials
impurity doped semiconductors
a quantum dot beyond our reach
65
with minimal resistance at low temperature
entanglement quantum decoherence
to factor large numbers within the life span of the universe
staggering power spin
to utilize drawback
simultaneously to utilize
10. Find the words in the text which match the following Ukrainian
equivalents.
1) oдночасно; 2) явище; 3) пастка; 4) домішка; 5) опір; 6) стан;

7) шифрування; 8) стверджувати; 9) розкладати на множники;
10) цілісність; 11) визначати; 12) дозволяти; 13) обертатися;
14) використовувати; 15) легований (з домішками); 16) досягати;
17) вражаючий, 18) припиняти; 19) розвиватися
11. Fill in the gap with the word or phrase from the list below. Use each
word / phrase only once. Translate the collocations into Ukrainian.
a limit, the power of atoms, classical states, information, a revolution,

security encryption, electrons, at room temperature, the value, large
databases
1 to manipulate …… 6 to encode ……
2 to reach …… 7 to search ……
3 to determine …… 8 to harness ……
4 to ignite …… 9 to flow ……
5 to be limited to …… 10 to break ……
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12. Select the definitions (a–j) from the list to match the terms (1−10) on
the topic "Quantum computing".
1) qubit; 2) parallelism; 3) polarisation; 4) spin; 5) decoherence;

6) quantum dot; 7) entanglement; 8) superposition; 9) impurity;
10) register
a) a single electron trapped inside a cage of atoms; nanometer-size

semiconductor structure in which the presence or absence of a quantum
electron can be used to store information;
b) the ability of particles to occupy multiple locations at once;
c) the phenomenon in which waves of light or other radiation are
restricted in direction of vibration;
d) a small computer circuit that holds values of internal operations, such
as the address of the instruction being executed and the data being
processed;
e) a substance that, when diffused into semiconductor metal in small
amounts, either provides free electrons to the metal or accepts electrons
from it;
f) a unit of data in quantum computing;
g) the ability to perform multiple computations simultaneously;
h) the intrinsic angular momentum of an elementary particle or atomic
nucleus, as distinguished from any angular momentum resulting from
its motion;
i) the property of two particles with a common origin whereby a
measurement on one of the particles determines not only its quantum
state but the quantum state of the other particle as well;
j) the process whereby the quantum-mechanical state of any macroscopic
system is rapidly correlated with that of its environment in such a way
67
that no measurement on the system alone can demonstrate any
interference between two quantum states of the system.
13. Complete each gap with the appropriate word from the text. You are
given the first letter of the missing word.
1. Scientists use several interesting

d ________ to wrangle and m ________
the atomic and subatomic p ________for
computing purposes.
2. Owing to the bizarre p ________that
govern the m ________ realm of
quantum m ________, a quantum bit can
represent a 0 and a 1, both of them at the
same time.
3. According to physicist David Deutsch, quantum p ________allows a
quantum computer to work on a million computations at once, while your
desktop PC works on one.
4. Our current methods of e ________ are simple compared to the
complicated methods possible in quantum computers.
5. Quantum computers must have at least several dozen q ________ to be
able to solve real-world problems, and thus serve as a viable computing
method.
6. A quantum computer consisting of just 300 a ________ would possess
more sheer calculating p ________ than a c ________ machine
harnessing every last atom in the universe, yielding an almost
unimaginable increase in our ability to solve problems of immense
complexity.
7. Quantum computers exploit the counterintuitive idea that tiny objects can
exist in more than one s ________ at the same time.
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14. Fill in the missing letters to make synonyms to the given words. The
words can be found in the text "QUANTUM COMPUTERS. IN
SEARCH OF THE HOLY GRAIL."
a) disadvantage – d_a_b_c_ b) working – f _n_t_o_a_
c) traditional – c_n_e_t_o_a_ d) impressive – s_a_g_r_n_
e) strange, weird – b_z_r_e f) invention – i_n_v_t_o_
g) stop - c_a_e h) catch – c _p_u_e
i) maintain, keep – p_e_e_v_ j) exploit – h_r_e_s
k) work out – d_v_s_ l) influence – a_f_c_
15. Fill in the blanks with the appropriate word in italics. Use each word
only once.
workable, particles, qubits, superconductors, interference, problem,

properties, spin, susceptible, downsides, challenges, photons, devices,
apparatus
Physicists are working on a number of different kinds of quantum
computer but all have their 1) _______. Some exploit the 2) _______ of
individual 3) _______, such as atoms, molecules or 4) _______. The
quantum states in these 5) _______ can be made quite robust against
6) _______ from outside – one of the biggest 7) _______ in building a
8) _______ quantum computer – but they require bulky 9) _______ that is
not well suited to building computers with large numbers of 10) _______.
Suitable scaling up should not be a 11) _______ for solid-state designs,
however, such as devices that exploit the quantum-mechanical
12) _______of 13) _______. But these devices are extremely 14) _______
to electromagnetic interference.
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16. Divide the words below into groups according to what part of speech
they belong to. Some words fit into more than one group.
ground-braking, profound, ironically, span, safe, effect, value,

superconducting, range, indirectly, familiar, rate, bizarre, cease,
subatomic, control, flow, immediately, sense, equivalent, reach
A. Adjectives:
B. Nouns:
C. Verbs:
D. Adverbs:
Verb Noun Adjective

............... ............... promising
factor ............... ...............
............... security ...............
............... ............... performing
............... ............... responsive
equal ............... ...............
............... limit ...............
trap ............... ...............
............... polarization ...............
............... ............... affected, affective
18. Rearrange the sentences below into a meaningful passage.
1. 2. 3. 4. 5.
A. With current computers most NP type problems are virtually unsolvable,

because when a new variable is added, another dimension to the possible
solutions is opened.
70
B. Conventional computers almost never achieve optimal results, because
they are not fast or accurate enough.
C. Nondeterministic polynomial (NP) problems are considered the most
difficult problems on earth to solve.
D. Every value in the problem must be calculated, compared to and then an
optimal solution can be found.
E. NP problems are everywhere from database searching to pattern-
matching to medicine.
19. Study the information in the table below and then fill in the gaps with
the phrasal verbs in the appropriate form.
point out to make or write a comment on зазначати, вказувати
dream up to invent by ingenuity and вигадувати

imagination
draw up to compose or write in a set form; складати, створювати
to write out
come up to manifest itself; to arise виникати
add up to to have a particular result призводити до,
підсумовувати
lay out to arrange планувати, розкладати
1. Researchers have __________ many ideas for building a quantum

computer, and have run simple algorithms on early versions.
2. The qubits are _________ such that all entanglements necessary for the
calculation are set up at the very beginning.
3. Whatever the origin of the qubits, the same problem has always
_________: doing calculations while maintaining the entanglements is
incredibly difficult.
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4. Scientists ___________ that getting research groups to commit to
experiments with cluster states may take a while.
5. It all __________ a giant headache, and researchers have so far only

managed to control about 10 qubits
simultaneously.
6. Deutsch, a University of Oxford physicist

who __________ the first blueprint for a
quantum computer in 1985.
20. A. Look through the text "QUANTUM COMPUTERS. IN SEARCH

OF THE HOLY GRAIL" and underline two examples of conditional
structures.
B. What type of conditional structure is described by these

statements?
a) This conditional is used for unreal − impossible or improbable −

situations. It provides an imaginary result for a given situation.
b) This conditional is used for real − or possible – situations, which take
place if a certain condition is met.
c) This conditional describes situations that are always true if something
happens.
d) This conditional concerns past situations with hypothetical results.
21. A. Put the verbs in brackets into the correct tense to make zero type
conditional sentences.
1. The radio (not work) if the batteries (be) flat.

2. As soon as one tries to interact with a qubit, its value (change) and it
(can / even lose) its crucial superposition characteristic.
3. If a balloon (fill) with hot air, it (rise).
4. If water (boil), it (change) into steam.
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B. Put the verbs in brackets into the correct tense to make type 1
1. .... I (tell) you if I (need) help.

2. .......... If you (open) that door, you (see) something strange.
3. .... I (be) surprised if she (arrive) before seven o'clock.
4. If we (use) our classical algorithms on a quantum computer, it (simply
/ perform) the calculation in a similar manner to a classical computer.
5. Unless you (ask), you (not / find out) the truth.
C. Complete the sentences with the correct form of the verbs in

brackets to make type 2 conditional sentences.
1. If the test tubes _____ (be / not) dirty, the sample _____ (be) pure.
2. If there _____ (be / not) insects, many flowers _____ (be able / not /
reproduce).
3. If all these NP type problems _____ (can / solve), life on earth _____
(be) thousands of years ahead and extremely more advanced.
4. If a practical quantum computer _____ (be built), it _____ (be able) to
store more bits of information in its memory than there are particles in
the universe.
5. If you _____ (can / perform) this thought experiment with an actual
card, you _____ (undoubtedly / find) that classical physics is wrong.
6. If I _____ (do) something with my life instead of just thinking about it,
maybe things _____ (improve).
D. Put the verbs in brackets into the correct tense to make type 3
1. The dinosaurs … (might / survive) if a meteor … (not strike) the

earth 65 million years ago.
2. But for the findings in the double slit experiment, scientists … (never
/ step) into the mysterious and strange world of quantum physics.
73
3. The clock is so precise that, if it … (start) ticking at the dawn of the
universe, it (only / lose) about 4 seconds by now.
4. If scientists … (pursue) fusion rather than fission reactions, the
atomic bomb … (might / never / invent).
5. The ancient canal system in Peru … (not fail) if the local crustal
plates … (not move).
6. It's a pity he never patented his invention. If he … (patent) it,
he … (make) a lot of money.
22. Rewrite the following sentences using "but for".
Example: The launching of the rocket was delayed half an hour by bad
weather. – But for the bad weather, the launching of the rocket wouldn’t
have been delayed.
1. I didn’t get lost because I had a map and compass.

2. The ocean cliffs eroded because of water and winds.
3. If the weather hadn’t been so cold, ice wouldn’t have developed on the
wings of planes.
4. Many animals migrate to southern climates because of extreme winter
temperatures.
5. Weather forecasting wouldn’t be so accurate, if satellites and computers
hadn’t improved predictions.
23. Make sentences expressing an imaginary situation, using the given

sentences as cues.
Example: I didn't see the signal, so I didn't stop. – If I had seen the signal,
I would have stopped.
1. We missed the train because we were using an out-of-date timetable.

2. They used closed-circuit television. That's how they spotted the shop-
lifter.
74
3. The astronauts didn't walk very far on the moon because they were
hampered by the thick dust.
4. The space shuttle wasn’t built. As a result, scientists lost expensive
equipment.
5. You work too fast; that's why you make so many mistakes.
6. English people speak very quickly. Perhaps, that's why I can't
understand them.
7. He doesn't help me, possibly because I never ask him for help.
24. Underline the correct phrase to complete each sentence.
1. The infamous double slit experiment, the grandfather of quantum

mechanics, formed the main cornerstone of the exploration / invention
of quantum mechanics.
2. Qubits are disturbed easily / are easily disturbed by photons of light or
heat or just about anything / something else in the natural environment.
3. In current computers and laptops, the bits are comprised of / contain
electrons, the magnetic fields of metal particles on a disk or the open
and closed circuits on a microchip.
4. Where a conventional silicon-based computer handles one computation
at the time / at a time in sequence, a quantum computer would work /
work on millions at once.
5. The coherent state, fundamental to / at a quantum computer operation,
is destroyed as soon as it will be / is measurably affected by its / it
environment.
6. Whoever / Who is first built / to build a sophisticated quantum machine
would suddenly be able to / can suddenly crack just about every secret
code in cyberspace.
75
7. In order for a quantum computer to show / showing its superiority it
has to / needs to use new algorithms which can / could exploit the
phenomenon of quantum parallelism.
8. When it is coming / comes to data crunching, quantum computers will
leave/ will have left today's fastest processors in the dust.
9. There have been / were great advances in the writing of quantum
algorithms which are now armed / had been armed with astonishing
sophistication.
10. Quantum computers can, and a paradox must / may it be, solve
unsolvable problems which will define / have defined the future of our
world.
25. The short passage from an essay on quantum computers contains

twelve grammar and spelling mistakes. Find and correct them.
The exactly physical mechanism at the work within the quantum

computer are somewhat theoretically complex and intuitively disturbed.
Generally, it is being explained in terms of the multi-world interpret of
quantum physics, wherein the computer perform calculations not only in
the our universe but also in another universes simultaneous, while the
various qubit are in a state of quantum decohierence.
26. Edit the Ukrainian translation (B).
A. The first commercial quantum computer in the world has been made by
D-Wave Systems Inc. The quantum computer is called the 'Orion' and is
made up of 16 qubits which is the most ever for a quantum computer. The
Orion was built using a superconducting metal called niobium. In order
for qubits to maintain their quantum state, they must be cooled. Therefore,
the Orion is supercooled to almost absolute zero. The biggest advantage
of the Orion is the ability it has to solve nondeterministic polynomial
problems in just a few cycles. The classical computer takes thousands
76
of cycles and gives less accurate solutions. When the Orion was
demonstrated in Mountain View (Silicon valley), it solved a Sudoku
puzzle in seconds! Skeptics believe that the system D-Wave has created
isn't scaleable, and that many of the claims on D-Wave's Web site are
simply impossible (or at least impossible to know for certain given our
understanding of quantum mechanics).
B. Перший комерційний квантовий комп'ютер у світі була зроблена D
хвиля Systems, Inc квантового комп'ютера називається "Оріон" і
складається з 16 кубітів, яка є найбільш небудь для квантового
комп'ютера. Оріон був побудований з використанням надпровідного
металу називається ніобію. Для того, щоб кубітів для підтримки їх
квантового стану, вони повинні бути охолоджені. Таким чином,
Оріон переохолодженої майже до абсолютного нуля. Найбільшою
перевагою Orion є здатність вона повинна вирішити проблеми
недетермінованих многочлена протягом декількох циклів.
Класичний комп'ютер приймає тисячі циклів і дає менш точні
рішення. Коли Orion був продемонстрований в Маунтін-В'ю
(Силіконова долина), він вирішив головоломки Судоку в лічені
секунди! Скептики вважають, що система D-Wave створив не
масштабований, і що багато з претензій на веб-сайті D-Wave просто
неможливо (або, принаймні неможливо знати напевно, враховуючи
наші розуміння квантової механіки).
SPEAKING
27. Do the following tasks.
1. Work in pairs. Make up short dialogues using the suggested questions.

✓ What do you do if
a) you are not ready the lesson?
b) you are late for an appointment?
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c) someone is very rude to you?
d) somebody pushes in front of you in a queue?
✓ What would happen if
a) everyone went colour-blind?
b) we forgot how to read?
c) the wind stopped?
d) there were no clouds?
e) we were all telepathic?
f) people could become invisible when they wish?
2. Work in pairs.
Student A
✓ Read the instructions below.
✓ Complete the sentences in a way which you think is true about
Student B.
✓ Read your sentences to B. Were you right?
✓ Now, listen to B’s sentences about you. Tell him / her if they are right
or wrong and why.
1. If you could go on holiday anywhere in the world, I think you’d go to
____________ .
2. If you decided to learn another language, I think you’d learn
____________ .
3. If you could play any musical instrument, I think you’d choose
____________ .
4. If someone offered to buy you a new car, I think you’d choose
____________ .
5. If you could meet a famous person, I think you’d choose
____________.
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Student B
✓ Read the instructions below.
✓ Complete the sentences in a way which you think is true about
Student A.
✓ Listen to A’s sentences about you. Tell him / her if they are right or
wrong, and why.
✓ Now, read your sentences to B. Were you right?
1. If you could live anywhere in the world, I think you’d
choose _________ .
2. If a friend wanted to buy you a pet, I think you’d ask for a _________ .
3. If you decided to go to an English-speaking country, I think you’d go
to _________ .
4. If you could have something to eat or drink right now, I think you’d
have _________ .
5. If you could learn one more skill, I think you’d learn ___________ .
3. Discuss the following questions together.
1. If you could change one thing about yourself, what would you change?
2. If you could have anything in the world you wanted, what would you ask
for?
3. If you could have only one food for the rest of your life, which food
would you choose?
4. If everybody in the world could have what they wanted, would the world
be a better place?
5. If you were given three wishes, what would you wish for?
6. Where would you go if you could travel in time?
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28. Work in pairs. Study the timeline that shows the first 100 years of
quantum mechanics. Choose one event and describe it to your partner
without mentioning exactly what it is. Your partner should guess.
Then swap roles.
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29. A. Do some research to find information about one of the physicists
shown below who laid the foundations of quantum mechanics in their
works. Share this information with your groupmates.
What other physicists who made seminal contributions to the

development of quantum physics can you think of?
B. You are a physicists in the field of quantum physics. You have

been invited to the technical university to tell about current events in
the quantum world. Be ready to represent some interesting
information.
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30. Work in pairs. You are going to read about advances in quantum
computing (see the EXTRA READING section to Unit 3).
Student A: Read the text "TODAY’S QUANTUM COMPUTERS".

Student B: Read the text "MANIPULATORS OF QUANTUM
WORLD WIN PHYSICS NOBEL".
Make notes and retell the text to your partner.
31. Prepare a short three-minute presentation for your groupmates on

one of the topics below.
1. The mysteries of quantum physics

2. The history of quantum computing
3. Principles of quantum computer’s operation
4. Quantum teleportation
5. Quantum cryptography
6. Quantum gravity
LISTENING
You are going to listen to the text about the history of quantum
computing. Be ready to do the following tasks:
32. Before you listen, check if you know the meaning of the following
words and phrases: theoretical paper, factorization, handful, to upscale,
miniaturization, to theorize, a realm, trivial.
33. Decide whether the facts from the text are true (T) or false (F).
1. 2. 3. 4. 5.
1. Shor’s algorithm used more than 6 qubits.

2. Deutsch created the first quantum logic gate.
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3. The first quantum computer could maintain decoherence for a few
nanoseconds.
4. In 2007, scientists built a 7-qubit quantum computer.
5. Serge Haroche and David Wineland worked together during their
research on quantum computers.
34. Fill in the chart.
Who When What
in his speech produced an abstract

model of how a quantum system
Richard P. Feynman could be used to perform
computations
Paul Benioff 1981
published a theoretical paper

describing how physical processes
David Deutsch could be modelled using a quantum
computer
Peter Shor 1994
David Wineland’s demonstrated the first quantum logic

group gate
Serge Haroche,
2012
David J. Wineland
35. Write down the words described by the following adjectives:
a) ground-breaking _______________
b) quantum __________________
c) trivial __________________
d) basic __________________
e) active _________________
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f) full-scale ____________________
g) initial __________________
h) sound ___________________
WRITING
36. Imagine what it would be like if you were completely fluent in the
English language right now. Write four sentences describing what
would be different or what you would do.
Example:
"If I were fluent right now, I would write a bestselling novel."
37. Work in pairs. Write a short brochure giving advice to future

students of English. In the brochure, give advice to the reader in an
imperative statement and follow it with the reason for the advice.
Share your advice with the rest of the class.
Example:
"Speak with native speakers regularly. If you speak with native speakers
regularly, you have better pronunciation."
38. Work in groups of three. Each write three questions in English to one
of the passages. Ask each other. Translate one passage into English.
A. Теоретично квантовий комп’ютер буде здатний

в одну мить проводити мільйон обчислень, в той
час як класичний − тільки одне, тобто
потенційна обчислювальна потужність
квантового комп’ютера перевищує потужність
класичних комп’ютерів приблизно в 10 у 80-му
ступені разів. Квантовий комп’ютер зможе набагато ефективніше
вирішувати завдання в галузі дискретної оптимізації, для яких не
пристосовані звичайні комп’ютери з бінарною логікою. Наприклад,
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це можуть бути завдання навігації усіх видів транспорту, аналіз
фінансових ризиків, розпізнавання образів, класифікації зображень,
декодування найскладніших секретних кодів у режимі реального
часу, моделювання клімату, довготривалих прогнозів погоди,
розрахунків термоядерного синтезу, створення нових продуктів
генної інженерії, моделювання галактики з її 100 мільярдами зірок.
B. Квантова криптографія − метод захисту комунікацій, який базується
на певних явищах квантової фізики. На відміну від традиційної
криптографії, яка використовує математичні методи, квантова
криптографія зосереджена на фізиці, розглядаючи випадки, коли
інформація переноситься за допомогою об'єктів квантової механіки.
Процес відправки та прийому інформації завжди виконується
фізичними засобами, наприклад за допомогою електронів в
електричному струмі, або фотонів в лініях волоконно-оптичного
зв'язку. А підслуховування може розглядатися як вимірювання
певних параметрів фізичних об'єктів − у нашому випадку, носіїв
інформації.
C. Технологія квантової криптографії спирається на принципову
невизначеність поведінки квантової системи − неможливо
одночасно отримати координати і імпульс частинки, неможливо
виміряти один параметр фотона, не спотворивши інший. Ця
фундаментальна властивість природи у фізиці відома як принцип
невизначеності Гейзенберга, сформульований у 1927 році.
Використовуючи квантові явища, можна спроектувати і створити
таку систему зв'язку, яка завжди може виявляти підслуховування.
Це забезпечується тим, що спроба вимірювання взаємопов'язаних
параметрів у квантовій системі вносить до неї порушення,
руйнуючи вихідні сигнали, а значить, за рівнем шуму в каналі
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легітимні користувачі можуть розпізнати ступінь активності
перехоплювача.
39. Translate the following sentences into Ukrainian for the article on
quantum computers.
1. In offices and laboratories scattered around the globe, some of the finest
scientific minds are busily pursuing the same goal, a computing device
whose fundamental components are so small as to be invisible to humans
but whose calculating power would far outstrip any conventional
computer you could imagine, even one as big as the universe itself.
2. Comparing a fully realized quantum computing device to even the most
powerful classical computers now in existence is a bit like comparing a
vast galaxy of swirling planets and radiant stars to a basement bachelor
apartment in a neighbourhood of Toronto.
3. One big obstacle on our way to practical quantum computers involves the
inherent instability of the quantum universe, a territory where
superposition mysteriously collapses the very instant a human observer
interferes with the process in any way, even by looking at a particle
through an electron microscope.
4. Ultra-fast computers of the future might consist of tiny pieces of
superconducting material linked electrically to equally small mechanical
resonators, the former providing the processing power and the latter the
memory.
5. A single quantum computer would have the ability to simulate a whole
world in a holographic environment, replicate biological systems to
understand diseases and find cures, solve the loads of equations necessary
to create extremely accurate weather forecasting and simulate how
subatomic particles interact, showing fundamentally how everything in
the universe works.
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40. Choose one of the statements and write your comments (up to
100 words). See the WRITING HELP section.
✓ The future belongs to nano-fabrication, bio-computing, molecular

computing and quantum computing.
✓ "An omni-linked world populated with intelligent artifacts will bring
sweeping changes to virtually every facet of modern life, from
science and education to industry and commerce, leaving no segment
of society unaffected by its advance."
Christopher Altman
41. Using the information from the unit write a short post about
quantum computers for your blog (up to 200 words). See the
WRITING HELP section.
PROBLEM-SOLVING
42. While some of the aspects of quantum physics are mind-bogglingly

strange, many of its principles are being harnessed to make our lives
better. Take the quiz to find out what unites quantum physics, cancer
and computers (see the PROBLEM-SOLVING section to Unit 3).
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Unit 4: DRIVING AND CRUISE CONTROL SYSTEMS
There are more computer circuits on the radio of a new car

than there were computer circuits on Apollo missions.
These days everything is interconnected with computers.
Mary Cantrell
WARM-UP
1. A. Write down reasons for and against having a car. Discuss your
ideas in pairs and then with the rest of the class.
B. Work in pairs and choose a suitable car for these people. Tell the
class what sort of a car you have chosen and why.
• a family with two kids • a business person

• a young, single person • a person who travels a lot
• a celebrity • an elderly couple
2. Fill in the chart below. Discuss it with classmates.
Type Advantages Disadvantages
Ordinary car
Hybrid car
Electric car
Velomobile
Which one would you like to have? What criteria would you pay most
attention to if you were choosing a car for yourself?
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3. Discuss the following quotations. Which quotation is closer to your
own ideas?
1. "Middle Age − When you want to see how long your car will last
instead of how fast it will go."
Roger B. Smith
2. "If GM had kept up with technology like the computer industry has, we
would all be driving $25 cars that got 1000 MPG."
Bill Gates
3. "Have you ever noticed? Anybody driving slower than you is an idiot,
and anyone going faster than you is a maniac."
George Carlin
4. "Each year it seems to take less time to fly across the ocean and longer
to drive to work."
Unknown
5. "The cars we drive say a lot about us."
Alexandra Paul
6. "Google is working on self-driving cars, and they seem to work. People
are so bad at driving cars that computers don’t have to be that good to
be much better."
Marc Andreessen
4. Try to remember what cars these logos stand for.
A B C D E F
I J K L
G H
M N O P Q R
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5. Read the facts about cars and driving and decide if they are true (T)
or false (F).
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
1. Car airbags kill 1 person to 22 lives they save.

2. The most expensive city in the world to park in is London. Parking in
central London can cost up to £579 per month. Plus you’ll have to pay
the congestion charge just to get there.
3. The largest speeding fine ever given is $1,000,000 to a
Swedish man who got clocked doing 180mph in
Switzerland. Unfortunately for him, Switzerland has no
fixed penalties for speeding; instead, the price of a ticket is based on the
speed and the salary of the driver in question.
4. The "Carpuccino", a car powered by Cappuccino, uses up around 56
espressos per mile!
5. Despite the harm some cars do to the environment, the automobile is the
most recycled product in the world.
6. Most car horns have perfect pitch, playing in the note of F.
7. The world record for a registration of number plate is for "1". It was
taken for £7,368,836 million.
8. Ford Fiesta is the most popular car for drivers under 25 years and also
for newly driving persons.
9. Windshield wipers were invented by a woman.
10. In 2011, Nevada became the first state to issue licenses for self-driving
cars.
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READING

Practise saying the words.
to amplify, subtle, vehicle, doubt, to sever, manufacturer, cruise,

automatically, to tighten, non-essential, command, to optimize,
modifications, reliability, redundancy, actuator, intimate, consequences,
hypothetical, innovator, ultimate
7. Read the text and put ten sentences which have been removed by
mistake into their appropriate places. Two sentences are from
another text.
A. If the software fails to prevent a crash, who is responsible for the

consequences?
B. "Active steering", for example, can amplify the driver's turning of the
steering wheel, making it possible to pull the front wheels all the way to
their "lock" with the minimum of movement − a big help when parking in
a tight space.
C. This provides two layers of redundancy so that even if one computer fails
altogether and another starts acting up, there will still be two in control.
D. Soon, some cars will even try to protect passengers if the car turns over,
closing the windows and sunroof, and tightening the seat belts
automatically.
E. Even if the software is working perfectly, its specifications may not be
quite right.
F. They point out that fly-by-wire has a bumpy track record.
G. At the moment the only place you will see full-on drive-by-wire is in
concept cars built by car manufacturers to show off their latest gizmos.
H. You'll press the same pedals and turn the same steering wheel.
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I. The reason is that to be truly fault-tolerant you need more than multiple
computer control systems; you need multiple sensors and actuators too,
and these all add to the weight of the vehicle.
J. It might be sensible to start thinking about
giving additional training to the drivers of
drive-by-wire cars.
K. They point out that fly-by-wire has
transformed aircraft performance, and say
that it is time to do the same for cars.
L. By making the brakes, suspension and
steering work together, for example, a computer can optimise them to
ensure the car grips the road better on bends.
8. Find the phrases in the text related to the process of driving.
9. From memory, decide if the statements below are true (T) or false (F),
then read the text again and check your answers.
1. 2. 3. 4. 5. 6. 7.
1. A potential problem with drive-by-wire is human-computer interaction.

2. The greatest challenge for drive-by-wire is to develop safety-critical
software without bugs.
3. In drive-by-wire technology a computer controls the steering,
acceleration and braking.
4. New technology will result in a car that handles better and uses less
fuel.
5. The downside of using multiple computer control systems in a car is
that designers will have to remove the steering column.
6. Car makers are forced to turn to computer control by the fierce
competition in the car industry.
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7. Some experts think that taking control away from the driver might have
serious consequences for safety.
NOW WHO'S IN THE DRIVER'S SEAT?
Soon we will start to see cars adopting one of the key elements of
aircraft design. They will take the radical step of severing all mechanical
connections between the driver and the car. The automotive equivalent, drive-
by-wire, is not quite ready for market, but all the major car makers are
developing it and the first cars using elements of the technology are already
on the road.
According to the manufacturers, drive-by-wire will make cars easier to
handle, more fuel efficient and, above all, safer. 1) … .
The idea of handing control of your car over to a computer is nothing
new. Computerised cruise control has been around for years, and today there
are cars that automatically correct your steering when you stray out of your
lane, or sense when you are about to crash and apply the brakes. 2) … .
But drive-by-wire goes much further. Rather than adding non-essential
functions, drive-by-wire places the car's critical control systems directly under
the computer's command. 3) … . The motivation for doing so lies in the
competitive nature of the motor industry, where companies will go to
extraordinary lengths to gain even a small advantage over their rivals.
From a driver's point of view, however, very little will change: most
drive-by-wire cars will look and feel like a conventional car. 4) … . But
behind the scenes the car will make subtle modifications to your driving,
improving the way you take corners, smoothing acceleration and making sure
you don't throw the car into a skid when you hit the brakes.
As well as improving performance, drive-by-wire can lead to new
capabilities. 5) … . Similarly when the vehicle hits ice or a tyre blows, the
computer can react faster, and probably in a more appropriate way, than any
driver could to ensure the car does not skid out of control.
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As far as the industry is concerned, it is only a matter of time before
drive-by-wire becomes standard. But some safety experts are questioning the
wisdom of this radical change. 6) … . Will the car industry learn from these
mistakes, they ask, or make them all over again?
All software designers strive for reliability, but for safety-critical
systems such as electronic brakes the mantra is more demanding - "reliability
and availability". This means that the system must keep working even if the
software starts playing up.
One technique for providing reliability and availability in aviation is to
have four completely different computers looking after each critical system.
They use different programs, written by different programmers in different
languages. Before any action is carried out the computers vote on how to
proceed. 7) … .
Drive-by-wire will use the same approach. But this leads to an
unexpected problem: it is difficult to cram all the computing power into a car
without eating into its performance. 8) … . And while there are weight
savings to be had from removing mechanical systems such as the steering
column, the first drive-by-wire cars will probably have to keep the mechanical
systems as back-up.
However, with the safeguards in place, things can still go wrong. 9) … .
Indeed, most experts agree that the greatest challenge for drive-by-wire lies in
anticipating how people will use it. The designers of drive-by-wire systems
may fail to predict all the actions that could be taken by drivers in response to
the car's behaviour, leaving loopholes in the system that could lead to an
accident.
The intimate meshing of driver and software raises another question:
who can be said to have ultimate control over a drive-by-wire vehicle?
10) … . Given the "at fault" nature of car insurance, this is more than a
hypothetical question.
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Whatever teething troubles drive-by-wire suffers, the motor industry will
probably overcome them, just as fly-by-wire innovators did in aviation. And
no doubt people will accept the technology.
From New Scientist
fuel efficient vehicle to stray out of the lane

to apply the brakes to protect passengers
to suffer teething troubles to tighten the seat belts
to add non-essential functions to press the pedal
car insurance to ensure / to anticipate
suspension to turn the steering wheel
the competitive nature of the to grip the road better on bends
motor industry
to gain advantage over rivals to smooth acceleration
to make subtle modifications to to question the wisdom of the
driving radical change
to eat into the performance the front wheels
tyre / sunroof to throw the car into a skid
to prevent a crash to vote
to proceed fault-tolerant
actuator a steering column
to keep the mechanical systems as to be responsible for the
back-up consequences
specifications to leave loopholes
to lead to an accident to raise the question
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11. Explain the meaning of the phrases below. Translate them into
Ukrainian.
to suffer teething troubles, to have a bumpy track record, to be about to

crash, to go to extraordinary lengths, to provide two layers of redundancy,
"at fault" nature of car insurance, a hypothetical question, to eat into
performance
12. Find the words / phrases in the text which
A. mean
1) coverage by a contract binding a party to indemnify another against
specified loss in return for premiums paid;
2) to express uncertainty about the validity, truth, etc., of (something);
doubt;
3) ability to apply knowledge or experience or understanding or common
sense and insight;
4) any often repeated word, formula, or stock phrase;
5) to express or signify will or choice in a matter;
6) the property of a system to continue operating properly in the event of
the failure of some of its components;
7) system whose failure or malfunction may result in death or serious
injury to people, or loss or severe damage to equipment or
environmental harm;
8) the psychological feature that arouses an organism to action toward a
desired goal; the reason for the action;
B. have the following Ukrainian equivalents
9) конкурент; 10) впевнитися; 11) надійність; 12) люк; 13) колесо;
14) керування; 15) вказувати; 16) запобігати; 17) передбачати;
18) затягувати; 19) згладжувати; 20) заносити; 21) забезпечувати;
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22) поворот; 23) запобіжні заходи; 24) злиття, поєднання;
25) новатор.
13. Group the words into the pairs of
a) synonyms
result in, mesh, sever, play up, stray, point out, separate, layer, equivalent,
lead to, comment, forecast, parallel, act up, relate, drift, cram, anticipate,
stiff, level;
b) opposites
unambitious, sense, halt, weaken, radical, proceed, question, tighten,
abandon, overlook, permit, trivial, accept, competitive, adopt, prevent.
14. Match the words / phrases in the left-hand column with the words /
phrases in the right-hand column to make phrases from the text. Use
each word only once. Translate the collocations into Ukrainian.
1 to throw a car a handling

2 to optimize b of the lane
3 to improve c teething troubles
4 to raise d into a skid
5 to start e the brakes
6 to apply f reliability
7 to close g pedals
8 to suffer h fuel efficiency
9 to stray out i steering
10 to increase j the sunroof
11 to strive for k the question
12 to press l acting up
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15. Unscramble the words / phrases (1−10) in the left-hand column and
match them with their definitions (a−j).
1 ctaaturo a the past record of the accomplishments and failures
2 dunerycdan b an alternate or substitute kept in reserve
3 fictiaonicpes c a weakness that allows a system, such as a law or

security, to be circumvented or otherwise avoided
d a rubber ring placed over the rim of a wheel of a

4 yrte road vehicle to provide traction and reduce road
shocks
5 ractk errdoc e the duplication of critical components of a system

with the intention of increasing reliability
6 ennoissspu f the shaft that connects the steering wheel to the

steering gear assembly of an automotive vehicle
7 esuicr oolntc g a mechanical device for moving or controlling a

mechanism or system
8 lphoooel h a system in a road vehicle that automatically

maintains a selected speed until cancelled
9 eeritnsg i an explicit set of requirements to be satisfied by a

lnoucm material, product, or service
j a system of springs, shock absorbers, etc., that

10 puabck
supports the body of a wheeled or tracked vehicle
16. Fill in the gaps with the correct words from the text. The first letter
has been given.
1. The driver s__________ the speed by looking at the speedometer and

then adjusting the pressure on the g________ p________ or the
b_________ to compensate for variations in the desired speed.
2. GM's rear-wheel electronic s____________ is the first use of drive-by-
wire technology on a production car.
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3. In recent years, the incorporation of computers in automobile
d_________ has led to a number of significant advances in areas such as
f_________ e___________, traction/stability, c__________
r__________, and driver information and navigation.
4. An airbag takes only 40 milliseconds to inflate after an a____________.
5. By analysing images of the driver’s eyes, facial features, and posture, the
car may be able to tell when the driver has a high probability of being
impaired (sleepy, drunk, or sick) and take a____________
a___________.
6. In 2001, GM launched a range of four-w_______-steering
v___________ in which the front and back wheels can be turned
simultaneously to manoeuvre into a tight p__________ s____________.
7. BMW's semi-autonomous test car "automatically brakes, a___________
and passes slower vehicles − at over 70 miles per hour." It can also
change l___________, slow down to let traffic merge, and keeps track of
its surroundings through self checks and GPS.
8. This model of car has all-weather t_________ to reduce the risk of
s__________ in wet weather.
17. Fill in the gaps with the words / phrases given below.
legal stop; cruise control; ignition key; speed sensor; directions; fuel;
fine; sign; horns; rear-view mirror; transmission; traffic jams; bike lane;
windscreen; pedestrians; police departments; throttle
1. "The best car safety device is a …… with a cop in it."
Dudley Moore
2. "You know, somebody actually complimented me on my driving today.
They left a little note on the ……, it said 'Parking ……'".
Tommy Cooper
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3. "Natives who beat drums to drive off evil
spirits are objects of scorn to smart
Americans who blow …… to break up
…… ."
Mary Ellen Kelly
4. "The longest journey begins with a single
step, not with a turn of the ……."
Edward Abbey
5. "Restore human legs as a means of
travel …… rely on food for …… and
need no special parking facilities."
Lewis Mumford
6. "Speed Limit – A …… that tells you at what speed the car that's rapidly
fading from view in your rearview mirror is going; a law that provides the
sole means of support for many small-town …… ."
Richard Turner
7. "It finally happened. I got the GPS lady so confused, she said, "In one-
quarter mile, make a …… and ask …… ."
Robert Brault
8. The vehicle's …… which is mounted on the output shaft of the ……
sends electrical pulses to the computer, pulses which are generated by a
magnet spinning past a sensor coil.
9. The overall size of the Velomobile is comparable to a small car; this
improves visibility and helps it blend in with other vehicles in the
transportation grid, rather than being a thing for the …… .
10. Drive-by-wire technology is creeping into the showrooms: it already
controls the …… in some cars equipped with …… .
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18. Solve the clues to learn more words connected with cars and driving.
1. An American car park.
2. What is often designated by a red flashing light.
3. Reduce speed when approaching a …. .
4. Before moving, you must turn on the …. .
5. System used to detect speeding vehicles.
6. Flashing light that shows a car is turning.
7. Road avoiding a city centre.
8. To start a motor vehicle by using a booster cable or suddenly

releasing the clutch while the vehicle is being pushed.
9. If your … is flat, your car won’t start.
10. A liquid added to cooling water to lower its freezing point, esp for
use in an internal-combustion engine.
19. Which word doesn’t belong to others? Why?
1) gear, suspension, transmission, exhaust pipe;

2) performance, specifications, redundancy, functions;
3) to handle, to skid, to accelerate, to turn over;
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4) battery, air filter, spark plug, boot;
5) hub cap, muffler, grill, fender;
6) steering wheel, seat-belt, hood, rearview mirror.
turn out to be found to be, as after виявити(ся), з’ясувати

experience or trial; to result
run out to use all of something and not закінчуватися,
have any of it left вичерпатися
turn to to direct one's interest or звертатися до
attention towards something
make up to constitute, form складати
drive up to force prices etc. to rise призводити до
quickly підвищення, росту
turn off to stop the operation, activity вимикати, відключати
turn into to become something different перетворювати(ся)
1. It _________ that the properties collectively exhibited by large

numbers of cars moving over a network of roadways have many
mathematical features in common with the behavior of other things that
flow over networks, such as data carried by telephone lines and the
Internet.
2. Car makers are ____________ computer control to squeeze the most
out of their designs.
3. The brains of the control box of the cruise control stores the speed of
the vehicle when you press the "set" button while travelling at the
desired speed and keeps this value in its memory until you _________
the ignition _________.
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4. Renewable energy simply won’t _________ any time soon, like
biofuels, hydroelectric, wind, and solar.
5. If cellulose can be ___________ biofuel, it could be more efficient than
current biofuels, and emit less carbon dioxide.
6. In many countries, ethanol usually __________ between 10 and 15% of
gasoline.
7. For poorer nations, the use of land for biofuels, which __________ the
cost of food, can have a tremendous impact.
21. A. Use a Second Conditional to rewrite the first sentence. Don’t

change the meaning of the original sentence.
Example: I don’t know his phone number so I can’t call him. – If I knew
his phone number, I would call him.
1. Kim doesn’t study very hard so she won’t pass her exam.
2. I haven’t got time so I can’t help you.
3. He doesn't work overtime, so he doesn't earn as much as I do.
4. My number isn't in the directory so people don't ring me up.
5. People drive very fast. That's why there are so many accidents.
B. Use a Third Conditional to rewrite the first sentence. The meaning

should be the same.
Example: You didn't tell me we

had run out of bread, so I didn't buy
any. − If you had told me we had
run out of bread I'd have bought
some.
1. I didn't see the signal, so I didn't

stop.
2. I didn't know your number, so I didn't ring.
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3. We didn't listen carefully; perhaps that's why we made this mistake.
4. It rained all the time. Perhaps that's why he didn't enjoy his visit.
5. It took us a long time to find his house because the streets were not
clearly marked.
22. Write the sentences in full using the words given. Put the verbs into
the correct form.
Example: What / would / you / done / if / I not / lend / you / the money? −
What would you have done if I hadn’t lent you the money?
1. If / I gone / to university / I / get / a better job.

2. I / wouldn't / go out / yesterday / if / you asked / me not to.
3. I would / stay / longer / if / she / wanted me to.
4. I / could / give you / a lift / if / my car / not broken down.
5. I / have / passed / my test / if / I / not / driven / through / a red light.
23. Put the verbs in brackets into the correct conditional form making
necessary changes. In some cases, more than one answer is possible.
1. If a driver … (brake) suddenly on a wet road he … (skid).

2. Animals … (can / survive) in almost any climate provided
there … (be) water, food, and shelter.
3. If there … (be) no friction we … (can / not even walk).
4. If you … (do) an initial diagnosis and … (not / can / find) the problem,
get the shop manual.
5. … (be) the sun a younger star, it … (appear) more bluish in colour.
6. Acid rain … (increase) if electrical utilities … (use) coal in place of
oil.
7. If a substance supposedly devoid of impurities … (not melt) at the
proper temperature, a researcher … (know) that another impurity must
be in the sample.
8. If you sneeze too hard, you … (can / fracture) a rib.
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9. If the absorption spectrum of a star … (include) the absorption
spectrum of hydrogen, that star … (must / contain) hydrogen.
10. If the computer program … (not function) correctly, it … (must /
check) for bugs.
11. It … (be) much easier to compute satellite orbits if the Earth … (be)
perfectly spherical and … (have) no atmosphere.
12. If everyone … (switch) to a car with five miles-per-gallon better
mileage, that … (be) equal to the taking 150 million automobiles off
the roads.
13. Unless the maximum operating temperature of a computer … (be)
below 85F, the chips … (can overheat), causing storage errors and
other problems.
14. The bridge … (not collapse) if the wind … (not blow) at more than
80 mph.
15. If the earth … (not rotate), the side of the planet which faces the
sun … (be) the only source of winds.
16. Executives concluded that if they … (make) their cars less safe it …
(encourage) more environmentally friendly commuting, e.g. walking
or biking.
17. If Gabriel Voisin, the French automobile and aircraft
pioneer, … (not develop) ABS in 1929, many production cars … (be)
more difficult to control while braking.
18. If the car … (equip) with ABS, the driver … (can avoid) accident due
to uncontrolled skidding.
19. If adaptive cruise control … (be market) as a safety feature, the first
accident that occurs involving a vehicle equipped with millimeter-wave
radar … (bring) a damaging liability suit.
20. "If we … (drive) pure hydrogen automobiles, that
automobile … (actually help) clean up the air because the air coming
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out of the exhaust … (be) cleaner than the air going into the engine
intake."
Dennis Weaver
24. Rewrite the following sentences as mixed type conditionals.
1. She isn't well-qualified. She didn't get the job.

2. We didn't go to the restaurant. We don't like fast food.
3. She didn't bring her umbrella. Now, she's getting wet.
4. He isn't at the lecture because he wasn't told about it.
5. They didn't take a map with them. They're lost now.
6. The driver isn't careful. He crashed his car into a wall.
7. He didn't reserve a table. He has to wait for an hour.
8. They missed their flight. They won’t arrive until tomorrow.
9. I didn’t have a GPS. That’s why I’m asking for directions now.
25. Choose the phrase which best completes the conditional statement.
1. Be careful about the time. If you spend too long on the first question, …
a) you won’t have enough time to do the others properly.
b) you could have enough time to do the others properly.
c) you wouldn’t have enough time to do the others properly.
2. Tell him to bring his bicycle inside. If he leaves it outside, …
a) someone might steal it.
b) someone should steal it.
c) someone would steal it.
3. If she misses the bus, …
a) I take her to work by car.
b) I would take her to work by car.
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c) she has to walk.
4. If he studies a lot, …
a) he might pass the exam.
b) he would pass the exam.
c) he is going to pass the exam.
5. I would get a new job …
a) if I was you.
b) being you.
c) if I were you.
6. He will surely fail his exams …
a) if he not work harder.
b) unless he begins to study.
c) if he weren't serious.
7. She would live in New York now …
a) if she stays.
b) if she had stayed.
c) if she was to stay.
8. He would have decided differently …
a) if he had known that.
b) if he knew that.
c) supposing he knew that.
9. We'll have to break the ice on the pond; otherwise the ducks …
a) wouldn’t be able to swim.
b) won’t be able to swim.
c) aren’t able to swim.
10. Why do people always wear dark clothes at night? Drivers could see
pedestrians much more easily if they …
a) were wearing light coloured clothes.
b) would have worn light coloured clothes.
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c) could wear light coloured clothes.
11. The experiment might have been a failure …
a) if he couldn’t have taken the necessary measures in time.
b) if he hadn’t taken the necessary measures in time.
c) if he wouldn’t have taken the necessary measures in time.
12. We'll meet for lunch …
a) if you've finished your work.
b) if you should finish your work.
c) unless you finish your wok.
26. Find and cross out seventeen extra words in the text.
In the US, Ford has been just sued by a number of customers who are
claim their drive-by-wire and cruise controls caused in sudden surges of
acceleration or with no prompting from the drivers. Some other experts are
pointing to the finger at inadequate shielding of any electronic components
which governing the cruise control, making them vulnerable to
electromagnetic interference out from elsewhere in the whole vehicle. Ford
denies indeed that its cruise control is being at fault in these cases. It claims
though that its engineers cannot to repeat the supposed at fault and denies that
interference is not a problem.
27. Put the words in brackets into the correct form.
Mobile navigation systems can provide maps, 1) … (drive) directions,

and sometimes 2) … (add) information such as traffic conditions and
3) … (advise). The system can be either 4) … (building) into the dashboard
(as with many higher-end vehicles) or 5) … (availability) as a 6) … (mount)
unit such as those from Garmin and Magellan.
Mobile navigation systems 7) … (linkage) the user’s current
8) … (local) (obtained through the GPS system) to the unit’s 9) … (store)
database of maps and other information, such as 10) … (locate) points
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of interest. (Some units have 11) … (back up) dead-reckoning systems based
on the car’s 12) … (move), for use when GPS 13) … (signalling) are lost or
14) … (distortion) because of 15) … (build) or other obstacles).
An 16) … (alternate) to in-car systems is the smartphone or PDA
17) … (equipment) with GPS and navigation software. These have the
advantage of also being 18) … (use) for pedestrians or 19) … (hike). Users
should look for navigation systems that have features such as: large, clear,
20) … (read) display; overhead display and display from driver’s point of
view; uncluttered user interface to avoid 21) … (distract) the driver; voice
22) … (announce) of driving directions and other information;
23) … (comprehend) maps and database including the 24) … (able) to load
supplemental 25) … (cover) for other area.
An important and sometimes overlooked issue with mobile navigation
systems is the need to design the display and user interface so as to
26) … (minimum) distraction. A 27) … (combine) of large displays without
unnecessary 28) … (complex) and the use of 29) … (speak) driving
directions can help. A more 30) … (controversy) approach is to disable many
functions of the system (such as entering new destinations) while the car is in
motion.
28. Put the verbs in bold into the correct form and fill in the gaps (a−m)
with the prepositions given below.
into, in, with, by, to, around, in, through, for, into, with, over, at
The first fly-by-wire planes 1) … (develop) (a) … the military (b) … the
early 1970s. Aeronautical engineers 2) … (seek) to make jets more
manoeuvrable discovered that there 3) … (be) a trade-off: the more agile they
made the jets, the more unstable they 4) … (become). This instability could
5) … (compensate) (c) … 6) … (use) the ailerons, rudder and other control
surfaces, but the reaction times 7) … (require) were far faster than a human
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pilot could manage. So the engineers decided 8) … (dispense) (d) …
traditional controls and hand them (e) … to computers. Where previously the
pilot controlled the ailerons and rudder directly, 9) … (use) a joystick and
pedals, now a computer-based flight control system intervened to manage the
lot.
Today, many commercial aircraft use fly-by-wire, most notably the
Airbus A320, which 10) … (go) (f) … service in 1988 and 11) … (since /
become) a workhorse of the industry. Pilots still 12) … (operate) cockpit
controls similar (g)… the old stick and rudder, but their commands
13) … (feed) (h) … 150 onboard computers before 14) … (translate) (i) …
action. "It's a computer network (j) … a plane 15) … (wrap) (k) … it," says
Peter Mellor, an expert (l) … software reliability (m) … City University in
London.
Two companies are developing an advanced cruise control that can

automatically adjust a car's speed to maintain a safe following distance. This
new technology, called adaptive cruise control, uses forward-looking radar,
installed behind the grill of a vehicle, to detect the speed and distance of the
vehicle ahead of it.
Дві компанії розробляють передові круїз-контроль, який може
автоматично регулювати швидкість автомобіля, щоб підтримувати
безпечну дистанцію. Ця нова технологія, що отримала назву адаптивний
круїз-контроль, використовує перспективні радар, встановлений позаду
гриля транспортного засобу, можна визначити швидкість і відстань до
автомобіля попереду.
Adaptive cruise control is similar to conventional cruise control in that it
maintains the vehicle's pre-set speed. However, unlike conventional cruise
control, this new system can automatically adjust speed in order to maintain
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a proper distance between vehicles in the same lane. This is achieved through
a radar headway sensor, digital signal processor and longitudinal controller. If
the lead vehicle slows down, or if another object is detected, the system sends
a signal to the engine or braking system to decelerate. Then, when the road is
clear, the system will re-accelerate the vehicle back to the set speed.
Адаптивний круїз-контроль схожий на звичайний круїз-контроль,
що вона підтримує заданий швидкості транспортного засобу. Проте, на
відміну від звичайного круїз-контролю, ця нова система може
автоматично регулювати швидкість, щоб підтримувати належний
відстань між транспортними засобами по тій же смузі. Це досягається за
допомогою датчика радара вперед, цифровий сигнальний процесор і
поздовжні контролера. Якщо ведучий транспортний засіб
сповільнюється, або якщо інший об'єкт виявлений, то система посилає
сигнал у систему двигуна або при гальмуванні для уповільнення. Потім,
коли дорога вільна, система буде повторно прискорити автомобіль назад
до швидкості.
Adaptive cruise control is just a preview of the technology being
developed by both companies. These systems are being enhanced to include
collision warning capabilities that will warn drivers through visual and/or
audio signals that a collision is imminent and that braking or evasive steering
is needed.
Адаптивний круїз-контроль тільки попередній перегляд
розроблюваної технології обох компаній. Ці системи в даний час
розширена і включає попередження про зіткнення можливості, які
будуть попереджати водіїв через візуальні та / або звукові сигнали, що
зіткнення неминуче, і що гальмуванні або ухильні рульового необхідна.
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SPEAKING
30. Discuss the following questions together.
1. What can we tell or imagine about a person by

looking at the car he drives?
2. According to insurance statistics women are
better drivers than men. Do you agree?
3. What is the best age to get a driving license? Should new drivers have a
period of accompanied driving or some kind of trial period?
4. Which is better, in your opinion, − a manual or automatic shift car?
Why?
5. What are the advantages and disadvantages of having a GPS / air
conditioning in the car?
6. Do you think cars are responsible for global warming? Give your
reasons. What do you think of international car-free days?
7. Do you think cars should be banned from city centers? Give your
reasons. What should be done to prevent traffic congestion?
8. What are the most frequent driving offenses? Have you ever
jaywalked?
9. Do you like bumper stickers? Why (not)?
10. What smartphone applications for drivers do you know? What
applications would be useful?
31. In pairs, discuss the following quotations.
1. "Environmentalists have a very conflicted relationship with their cars."

Tom Arnold
2. "Aerodynamics are for people who can’t build engines."
Enzo Ferrari
3. "Mr. Bentley – He builds fast trucks."
Ettore Bugatti
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4. "Auto racing began 5 minutes after the second car was built."
Henry Ford
5. "Every time I see an adult on a bicycle, I no longer despair for the
future of the human race."
H.G. Wells
6. "New Scientist magazine reported that in the future, cars could be
powered by hazelnuts. That's encouraging, considering an eight-ounce
jar of hazelnuts costs about nine dollars. Yeah, I've got an idea for a car
that runs on bald eagle heads and Faberge eggs."
Jimmy Fallon
7. "What a lucky thing the wheel was invented before the automobile;
otherwise, can you imagine the awful screeching?"
Samuel Hoffenstein
32. Make a mind map on one of the topics below. Improvise from it a
two-minute talk for your groupmates. You might need to do some
research on the Internet.
✓ Types of fuel: petrol, biofuel, diesel, LPG, hydrogen fuel cell.

Renewable sources of energy for vehicles.
✓ Ways to reduce fuel consumption.
✓ Electric vehicles.
✓ Driverless cars.
✓ Navigation systems.
✓ Adaptive cruise control.
✓ Worldwide emission standards. Measures taken to reduce emissions.
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33. Look at the photos of two personal mobility devices. Would you like
to have one of these? Why (not)? Do you think they will be popular in
future? What are their disadvantages?
Hyundai’s "E4U" Honda’s UNI-CUB
34. Choose one of the suggested cartoons and comment on it. What did
artists want to say? Which cartoon do you like more? Why?
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B
LISTENING
You are going to listen to a piece of news about a new "smart highway"
being developed in the Netherlands. Be ready to do the following tasks:
words and phrases: lane, hybrids, induction coils, to pilot, streetlights,
budget, timing, car accident fatalities, a stretch, to dip.
36. Which of the statements about a new "smart highway" are true (T) or
false (F)?
1. 2. 3. 4. 5. 6. 7. 8. 9.
1. The highway can show warnings if the road becomes icy.

2. The road is safer and more environmentally friendly in comparison
with conventional roads.
3. Its lane lines can be altered.
4. It is designed only for electric and hybrid cars.
5. Drivers liked the new exotic road.
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6. The highway can charge electric cars in motion.
7. Building such a road doesn’t require much money.
8. The marking on the road will glow at night.
9. The road is only a project on paper.
37. A. Complete the phrases.
a) _____________ equation
b) frozen ____________
c) _____________ transit information
d) _____________ lighting
e) _____________ induction coils
f) _____________ roads
g) budget _____________
h) temperature-responsive
_________________
i) poetic, Matrix-like ________________
j) to run out of ________________
k) _____________ streetlights
l) to pilot _______________
m) exotic ______________
B. Do you think such a highway really has future? What are their
potential downsides?
WRITING
38. Work in pairs. Complete the sentences with one of the conditional
forms. You score an X or O for each sentence that is grammatically
correct and makes sense.
She would have Unless he comes

If I were you, …
finished ... ...
If they had known She will take her He would give

… laptop … you …
If you hadn’t been

If you wanted … When she gets …
….
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39. A. Read the article about smart cars (see the EXTRA READING
section to Unit 4). Write an abstract (4−5 sentences) of the article.
You may use the phrases: the article is devoted to …, this article
results show ..., the author suggests .... .
B. Write a short summary of the text "NOW WHO'S IN THE

DRIVER'S SEAT?" (50−60 words). Follow these steps:
✓ Read the text.

words.
✓ Check if your summary is clear, complete and it makes sense.
40. A. Write a short description of the

photo for your blog. Describe the car
and think of possible reasons why the
owner tuned it this way.
Useful phrases:
the Forfun2; a smart car; a monster

truck; designed by Greek 4x4 champion Steffan Attart and Mercedes
Benz Greece; the Forfun2 vehicle; to look bizarre; specifications; an
aluminum safety cage; shock absorbers; a ground clearance of 2 feet; the
shell of the SMART Fortwo; the industrial 4-wheel drive underpinnings
of Mercedes’ Unimog 406; to design; to stand at a massive height of 12
feet
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B. Using the information in the picture below write your own short
post about Google’s self-driving car. Use up to 180 words.
41. Choose one of the quotations and write your comments

(70−80 words). See the WRITING HELP section.
A. "I invented nothing new. I simply assembled the discoveries of other

men behind whom were centuries of work. Had I worked fifty or ten or
even five years before, I would have failed. So it is with every new
thing. Progress happens when all the factors that make for it are ready,
and then it is inevitable. To teach that a comparatively few men are
responsible for the greatest forward steps of mankind is the worst sort
of nonsense."
Henry Ford
118
B. "Instead of destroying an area for a paltry amount of oil, we should be
increasing fuel standards for automobiles and focusing our efforts on
biofuels and other alternatives."
Raul Grijalva
C. "Humans have always had a complex relationship with technology.
Automobiles, for instance, changed the nature of life in America, where
we live, how we work, what we can do with our leisure time. But they
have also brought us traffic jams and contributed to global warming.
The impact of information technology may be equally profound, and
these are things we need to think about and study."
Michael Quinn
PROBLEM-SOLVING
42. Solve the crossword puzzle to revise vocabulary on cars and driving
(see the PROBLEM-SOLVING section to Unit 4).
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Unit 5: HACKERS
Code is never finished, only abandoned.
Anonymous
WARM-UP
1. Look at the pictures below and try to

describe them. What associations do you have with these pictures?
A B
C D
2. Spend one minute writing down all of the different words you
associate with the word 'hacker'. Share your words with your
partner(s).
3. Give your own definitions to the terms "hacker" and "cracker".
120
4. In pairs, discuss the following questions.
1. Why is security so important on the Internet?

2. What do we mean when we talk about sensitive information on the
Internet?
3. How easy do you think it is to infiltrate the Internet and steal sensitive
information?
4. How can you protect your computer from viruses and spyware?
5. What do you know about the history of hacking?
6. Who are the most famous hackers in the world?
7. How to become a qualified and professional ethical hacker?
8. Why do you think hackers do what they do?
9. Do you think hackers add to new technology developments? Why (not)?
10. What do you think technology companies think about hackers?
11. Are you worried someone could hack into your computer?
12. Do you think large companies fear hackers? Why (not)?
13. Who do you think is ahead of the game, the hackers or the software
companies?

to your own ideas?
1. "Never underestimate the determination of a kid who is time-rich and

cash-poor."
Cory Doctorow, Little Brother
2. "There are few sources of energy so powerful as a procrastinating
college student."
Paul Graham, Hackers & Painters
3. "The workstation-class machines built by Sun and the others opened up
new worlds for hackers."
Eric S. Raymond
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4. "Are hackers a threat? The degree of threat presented by any conduct,
whether legal or illegal, depends on the actions and intent of the
individual and the harm they cause."
Kevin Mitnick
5. "Hackers are breaking the systems for profit. Before, it was about
intellectual curiosity and pursuit of knowledge and thrill, and now
hacking is big business."
Kevin Mitnick
6. "Hackers often describe what they do as playfully creative problem
solving."
Heather Brook
6. Read the facts about hackers below and decide if they are true (T) or
false (F).
1. 2. 3. 4. 5. 6. 7.
1. Hacker originally meant "one who makes furniture with an ax."

2. Computer hacking was born in the late 1950s, when members of MIT’s
Tech Model Railroad Club, obsessed with electric switching, began
preparing punch cards to control an IBM 704 mainframe.
3. By the early 1970s, hacker "Cap’n Crunch" (a.k.a. John Draper) had
used a toy whistle to match the 2,600-hertz tone used by AT&T’s long-
distance switching system. This gave him access to call routing (and
brief access to jail).
4. Hacking went Hollywood in the 1990 movie WarGames, about a whiz
kid who breaks into a Defense Department computer and, at one point,
hi-jacks a pay phone by hot-wiring it with a soda can pull-ring.
5. Japanese hacker Gary McKinnon broke into 97 U.S. Navy, Army,
Pentagon, and NASA computers in 2001 and 2002.
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6. It took IBM researcher Scott Lunsford just one day to penetrate the
network of a nuclear power station: "I thought, 'Gosh, this is a big
problem."
7. In 1978 Robert T. Morris created a worm, or self-replicating program,
purportedly to evaluate Internet security.
7. Match the following types of hackers with their definitions.
phreaker, hobby hacker, academic hacker, computer security hacker,

black hat, hacktivist, grey hat, white hat, script kiddy
1. ________________ has the skills to break into computer systems and
do damage. However, they use their skills to help organizations. For
example, he might work for an organization to test for security
weaknesses and vulnerabilities in the network.
2. _________________ also known as a cracker uses his skills to break into
computer systems for unethical reasons. For example, steal user data
like, username and password, credit card numbers, bank information.
3. ________________ can be thought of as a white hat attacker who
sometimes acts unethically. He could be employed as a legit network
security administrator. But, during this person's duties, he may find an
opportunity for gaining access to company data and stealing that data.
4. ________________ is simply a hacker of telecommunications. An
example of this is tricking the phone system
into letting you make free long distance calls.
5. _________________ is someone who lacks the
skills of a typical hacker. They rely on
downloading hacking programs or utilities
sometimes calls scripts to perform an attack.
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6. _________________ is a person with political motivations, such as
someone defacing a website and leaving messages on the hacked site for
the world to see.
7. __________________ knows the technical aspects of computer
networking and security. This person could attack a network protected
by a firewall or IPS by fragmenting packets.
8. ___________________ is typically an employee or student at an
institution of higher education. They would use the institutions
computing resources to write malicious programs.
9. ___________________ tends to focus more on home computing. Such
as, modifying existing hardware or software, use software without a
license, unlock Apple iPhone.
READING

Practise reading.
diffuse, curtains, effective, transparent, intensity, phosphors, detectable,

photodiodes, legible, countermeasures, fluorescent
9. Read the text "Hacking at light speed" and answer the following
questions.
1. What is optical hacking?

2. What is the principle of working of optical hacking?
3. How can we combat optical hacking?
4. How does Kuhn answer this question: "How close does a spy have to be
for it to work?"?
5. What are the main advantages and disadvantages of optical hacking?
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10. Find the synonyms to the highlighted words in the text.
HACKING AT LIGHT SPEED
Companies that have spent a small

fortune trying to thwart hackers now face a
completely new security threat. It's called
optical hacking.
Computer scientists at Cambridge
University say plain text on a computer screen
can now be read at a distance simply by capturing the diffuse glow from the
screen. And it works even if the light has bounced off walls and passed
through curtains.
Markus Kuhn of the university's computer lab will explain how optical
hacking works at an IEEE security conference in Oakland, California. And
he'll tell delegates why it could be every bit as effective as snooping on stray
radio signals from monitors.
Although you can securely encrypt the data stored on a PC, it has to be
decrypted at some point so that you can work with it on screen. Computer
scientists have known since the mid-1980s that you can pick up stray
electromagnetic signals from a computer screen with a sensitive radio
receiver, and display the screen's contents on a modified TV set. Therefore,
some firms now install protective metal meshes, casings and cables to stop
data leakage, and treat windows with transparent shielding materials.
However, that won't stop someone reading what's on the screen. A
basic astronomical telescope makes even small fonts legible up to 60 meters
away, so some people keep screens displaying sensitive data well away from
windows. But now even that measure has been defeated.
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Kuhn has found that it is possible to reconstruct the image of someone's
computer screen by grabbing its reflected glow. You don't need to see the
screen directly. Its diffuse flickering will do.
Most monitors work like a TV set, using "raster" scanning. An electron
beam sweeps across the phosphor dots on the screen line-by-line, and its
varying intensity determines how brightly each of the dots glows. The
intensity of the beam is governed by the varying voltage of the video signal
sent from computer to monitor.
Screen phosphors have an afterglow of milliseconds, which helps to
ensure that the eye sees a complete picture rather than a moving spot of light.
But there is a sharp, detectable fall-off in intensity as soon as the beam leaves
the phosphor spot. As the beam scans the dots, its fluctuating brightness can
be picked up by off-the-shelf light sensors called photodiodes.
Kuhn's team used an electronic filter to reduce the "noise" produced by
ambient light, and they easily "tuned out" light from electric lamps because it
flickers at a different frequency to the monitor. When the remaining signal
was processed and fed to another monitor, the text from the original screen
was clearly legible, Kuhn says. A snooper could even record these screen
images on a video, and then read them at their leisure.
So how close does a spy have to be for it to work? Not very Kuhn says
you could pick up the signal from 100 meters away or more by using a
telescope to home in on a patch of reflected screen light on, say, a ceiling tile
in an office block.
Kuhn says exposing this new risk will help people take
countermeasures. Simple solutions include swamping the screen glow by
choosing fluorescent office lights with similar phosphors to the monitor.
Avoiding darkened rooms, and using flat LCD screens, which are dimmer and
have slower refresh rates, should make signals harder to track.
From New Scientist
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optical hacking to reduce the noise
to spent a fortune to stop data leakage

to thwart hackers transparent shielding materials
to face a new security threat to make small fonts legible
diffuse glow reflected glow
stray signals intensity
screen's contents off-the-shelf light sensors
protective metal meshes ambient light
to take countermeasures to swamp
to refresh rate to track
a fortune, a threat, shielding materials, legible, sensitive data,

to reconstruct, intensity, a fall-off, data leakage, off-the-shelf, to take
countermeasures, to swamp, to avoid
13. Fill in the gaps with the words given below. Use each word only once.
Translate the collocations into Ukrainian.
lamps, shielding, hacking, glow, ambient, signals, security, data, tile,

radio
1 ………….. threat 2 ………….. materials

3 diffuse ………….. 4 sensitive ………….
5 optical ………….. 6 …………… light
7 radio …………… 8 electric ………….
9 ……………receiver 10 ceiling ………….
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only once.
planning, vulnerabilities, value, consumers, systems,

vulnerable, access, protected
The growing economic 1) …… of
information, products, and services accessible
through computer systems has attracted increased
attention from opportunistic criminals. In particular, the many potential
2) …… of online systems and the Internet have made computer crime
attractive and pose significant challenges to professionals whose task it is to
secure such systems.
The motivations of people who use computer 3) …… in unauthorized
ways vary. Some hackers primarily seek detailed knowledge of systems,
while others (often teenagers) seek "bragging rights." Other intruders have the
more traditional criminal motive of gaining 4) …… to information such as
credit card numbers and personal identities that can be used to make
unauthorized purchases. Computer access can also be used to intimidate, as
well as for extortion, espionage, sabotage, or terrorism. Attacking and
defending information infrastructure is now a vital part of military and
homeland security 5) …… .
So far ideologically inspired attacks on computer systems have mainly
amounted to simple electronic vandalism of Web sites. Internal systems
belonging to federal agencies and the military tend to be relatively 6) ……
and isolated from direct contact with the Internet. However, the possibility of
a crippling attack or electronic hijacking cannot be ruled out. Commercial
systems may be more 7) …… to denial-of-service attacks that cause
economic losses by preventing 8) …… from accessing services.
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15. Match the words / phrases (1−10) with their Ukrainian
equivalents (a−j).
1 to thwart hackers a шифрувати дані

2 to face a new threat b встановлювати
3 to encrypt the data c протидіяти
4 to install d розбірливий
5 to stop data leakage e знижувати шум
6 to take countermeasures f перешкодити хакерам
7 legible g оновлювати
8 to reduce the noise h відстежувати
9 to refresh i зіткнулися з новою загрозою
10 to track j зупинити витік даних
16. Match the words (1−7) from the text with their definitions (a−g).
1 security a a large amount of money or assets

2 fortune b semiconductor diode which, when exposed to
light, generates a potential difference or changes
its electrical resistance
3 legible c a person employed by a government or other

organization to secretly obtain information on an
enemy or competitor
4 photodiode d a measure, quantity, or frequency, typically one

measured against another quantity or measure
5 spy e the state of being free from danger or threat
6 countermeasure f an action taken to counteract a danger or threat
7 rate g clear enough to read
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Verb Noun Adjective

estimate ..........., ........... ..........., ..........., ...........
install ..........., ........... ________
........... encrypt, ........... ..........., ...........
________ ........... legible
hack ..........., ........... ..........., ...........
........... guard, ..........., ........... ...........
........... response, ........... ..........., ...........
........... face ...........
track ..........., ........... ________
protect ..........., ........... ..........., ..........., ...........
18. Rearrange the letters in bold to make words that fit into the gaps.
Starting in the late 1950s, in computer facilities

at MIT, Stanford, and other research universities
people began to encounter persons who had both
unusual 1) ____________ (groriampgmn) skill and
an obsession with the inner workings of the machine.
While ordinary users viewed the computer simply as
a tool for solving 2) ____________ (acptiaurlr) problems, this peculiar breed
of programmers reveled in extending the capabilities of the system and
creating tools such as program editors that would make it easier to create even
more 3) ___________ (eoprfuwl) programs. The movement from
4) ______________ (iarmamensf) that could run only one program at a time
to machines that could 5) ______________ (iesmaulultnosy) serve
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many users created a kind of environmental niche in which these self-
described hackers could flourish. Indeed, while administrators sometimes
complained that hackers took up too much of the available computer time,
they often 6) _____________ (nepdeded) on them to fix the bugs that
infested the first versions of time-sharing operating 7) ____________
(ytsesms). Hackers also tended to work in the wee hours of the night while
normal users slept.
19. Fill in the correct word derived from the words in brackets.
Although the purchase of software

may look like a simple transfer of
ownership, most software is 1) _________
(accompany) by a license that actually
grants only the right to use the program
under 2) _________ (certainty) conditions. For example, users are typically
not 3) _________ (allow) to make copies of the program and run the program
on more than one computer (unless the license is specifically for multiple
uses). However, as part of "fair use" users are allowed to make an
4) _________ (archive) or backup copy to guard against damage to the
physical media. Until the 1990s, it was typical for many programs
(particularly games) to be physically protected against copying. 5) _________
(Talent) hackers or "software pirates" are usually able to defeat such
measures, and "bootleg" copies of programs outnumber legitimate copies in
some Asian markets, for example. Copy protection and/or encryption is also
typically 6) _________ (use) for some multimedia products such as DVD
movies.
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20. Match 1−5 with a−e to make sentences.
1. Hackers and cyber- a and compromise every type of

libertarians have often voting system tested.
argued that the problem of
software piracy has been
overrated,
2. Back in 2000, an individual b to find and prosecute people who

hacker in Australia took over crack or vandalize systems or Web
sites.
3. The hacking teams were able c not on age, experience, academic

to break into attainment, or anything else.
4. As a corollary to the above, d a pumping station and dumped more

the reputation of a hacker than 264,000 gallons of raw sewage
depends on his work − into public lands and waterways.
5. In response to public fears e and that allowing the copying of

about hackers’ capabilities, software would enable more people
Federal and local law who would not otherwise buy
enforcement agencies have programs to try them out.
stepped up their efforts
21. Work in small groups. Arrange the following words and phrases in
the correct order to make the sentences. The first word is underlined.
1. Today, / usage / of / "hacker" / mostly / criminals. / mainstream /

computer / refers to
2. A hacker / someone / computer / security / who / mechanisms / focuses
on / is / of / systems.
3. A white / breaks / hacker / security / hat / for / reasons. / non-malicious
4. A social / among, / "elite" / is / hacker. / to / hackers / describe / used /
the / most / skilled / status
5. technical / Hackers / motivated / a / be / may / reasons, / of / multitude /
such / by / challenge. / as
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break away to leave something тікати, віддалятися

break down to become very upset не витримати, втратити
самовладання
break into to enter by force проникати незаконним
способом
break through to pass through a прорватися, пробитися
barrier
break off to break a piece from відламувати
something
1. Our network has been ____________ twice this month.

2. The fuselage had __________ just behind the pilot's seat.
3. It was difficult at first to _____________ her quiet manner.
4. The imprisoned hacker’s opposition _____________ under repeated
questioning.
5. The two wings of the aircraft ______________ on impact.
6. The criminal ___________ from the policemen who were holding him.
7. Now that women have _____________ in the field of IT, we can expect
more women programmers.
23. Decide whether the following statements express a "wish" or a

"regret".
1. I wish I could do everything in a second.

2. If only I travelled to New York.
3. I wish I were a programmer.
4. I wish I had talked to him yesterday.
5. I need help badly. If only you could help me.
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6. They had that bad accident because they were careless. If only they had
been more careful.
24. Put the verbs in brackets into the correct tense.
1. I don't understand this point of grammar. I wish I ______ (understand)

it better.
2. I should never have said that. I wish I ______ (say) that.
3. I miss my friends. I wish my friends ______ (be) here right now.
4. I speak terrible English. I wish I ______ (speak) English well.
5. It was supposed to be a secret. I wish you ______ (tell) him.
6. They didn't offer me the job. I wish they ______ (offer) it to me.
7. This exercise is very boring. I wish the teacher ______ (give) us some
more interesting things to do.
1. I wish I knew / would know the answer, but I don't.

2. He wishes he were / is a prominent scientist.
3. I have to work on Sunday. I wish I didn't / will not have to work on
Sunday.
4. I wish you don't / wouldn't borrow my things without permission.
5. He wishes he should / could test a device.
6. I wish I could / can help you.
7. She was absent. I wish she had attended / attended the conference.
8. She's keen on computers. She wishes she studied / studies computer
science next school year.
9. I wish we will not have / didn’t have a test today.
10. I didn't learn English when I was younger. I wish I had learned / learn
English when I was younger.
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26. Nine words in the passage are in the wrong form. Find and correct
them.
The growing use of on-line services and

networks in the 1980s and 1990s bring new
opportunities to exploit computer skills to vandalize
systems or steal valuable information such as credit
card numbers. The popular media used the term hacker indiscriminately to
refer to clever programmer, software pirates, and people who stole
information or spread viruses across the Internet. The wide availabled of
scripts for password cracking, Web site attacks, and virus creation means that
destructive cracker often have little real knowledge of computer systems and
do not share the attitudes and philosophy of the true hackers who sought to
exploit systems rather than destroy them.
By the turn of the new century, the popular face of hacking is again
changing. Some of the most effective techniques for intruding into systems
and for stealing sensitive information have always be psychological rather
than technically. What started as one-on-one "social engineering" (such as
posing as a computer technician to get a user’s password) has been
"industrialized" in the form of e-mails that frighten or entice recipients into
supplying credit card or bank informations. Criminal hackers has also linked
up with more-traditional criminal organizations, creating rings that can
efficiently turn stolen information into cash.
27. Choose the correct answer to complete each sentence.
1. Cracking techniques on networks include creating worms, initiating

denial of service (DoS) attacks, or in establishing unauthorized /
unauthorizing remote access connections to a device.
2. A few highly skilled hackers work on / for commercial firms with the
job to protect that company's software and data from outside hacking.
135
3. They often enjoy to program / programming and have expert-level
skills in one particular program.
4. If you are the only user on the computer and new programs installed /
are installed, this could be an indication of a hacked computer.
5. A / − Computer hacking refers to finding out weaknesses in an

established system and exploiting them.
6. In 1995 Kevin Mitnick has been arrested / was arrested for stealing
credit card numbers and for gaining illegal entry into numerous systems
via the internet.
7. Sensitive data that resides on a provider’s system may / must be at risk

from hackers or industrial spies.
8. Some hackers primarily seek detailed / detail knowledge of systems,

while others (often teenagers) seek "bragging rights".
9. Software piracy has taken a number of forms, ranging from teenaged

hackers made / making extra copies of games to factories that stamp
out thousands of bogus copies of Windows operating systems and
programs that would cost hundreds of dollars.
10. The movie War Games portrayed teenage hackers taken / taking
control of nuclear missile facilities.
28. A. Translate into Ukrainian. What is the main idea of the extract.
Early hackers had a number of distinctive characteristics and tended to

share a common philosophy, even if it was not always well articulated:
• Computers should be freely accessible, without arbitrary limits on their use
(the "hands-on imperative").
• "Information wants to be free" so that it can reach its full potential.
Conversely, government or corporate authorities that want to restrict
information access should be resisted or circumvented.
136
• The only thing that matters is the quality of the "hack" − the cleverness and
utility of the code and what it lets computers do that they could not do before;
• As a corollary to the above, the reputation of a hacker depends on his (it was
nearly always a male) work − not on age, experience, academic attainment, or
anything else.
• Ultimately, programming was a search for truth and beauty and even a
redemptive quality − coupled with the belief that technology can change the
world.
Hackers were relatively tolerated by universities and sometimes prized
for their skills by computer companies needing to develop sophisticated
software. However, as the computer industry grew, it became more concerned
with staking out, protecting, and exploiting intellectual property. To the
hacker, however, intellectual property was a barrier to the unfettered
exploration and exploitation of the computer. Hackers tended to freely copy
and distribute not only their own work but also commercial systems software
and utilities.
B. Translate into English some interesting facts about hackers and
crackers. Then make a back translation.
1. Хакерів, звичайно, не варто захищати. Вони − злочинці

інформаційного простору.
2. Хакери з'явилися в той самий час, що і Internet.
3. B 1960 роках хакером називався висококваліфікований програміст.
4. Початок сімдесятих і кінець вісімдесятих − кращі роки для
хакерів.
5. Першими у ряді представників субкультури хакерів були молоді
люди у віці від 16 до 22 років, так звані тінейджери,
самовираження яких відбувалося за допомогою використання
комп'ютерних технологій.
137
6. Звичайно, серед хакерів переважають молоді люди, але пропорція
представниць прекрасної статі вища, ніж в інших технічних
професіях.
7. В основному думка комп'ютерного світу про хакерів або суто
негативна (хакери − це злочинці), або скромно позитивна (хакери
− санітари лісу). Насправді у цієї проблеми є щонайменше дві
сторони: одна позитивна, інша − негативна, і між ними проходить
чітка межа. Ця межа розділяє всіх професіоналів, пов'язаних з
інформаційною безпекою, на хакерів (hackers) і зломщиків
(crackers).
8. Зломщик, за своєю суттю, ні чим не відрізняється від звичайного
злодія, що зламує чужі квартири і краде чужі речі. Зломщик же
зламує чужі обчислювальні системи і краде чужу інформацію. Ось
в чому полягає кардинальна відмінність між тими, кого можна
назвати хакерами і зломщиками: перші − дослідники комп'ютерної
безпеки, другі − просто злодії або вандали. При цьому хакер в
даній термінології − це, за визначенням, фахівець.
SPEAKING
29. You are a journalist. Now you are interviewing Markus Kuhn whose
research is devoted to the optical hacking. Using information from the
text "HACKING AT LIGHT SPEED" role play the conversation that
starts with the following statements.
A: You are a famous computer scientist at Cambridge University. For the

readers of our journal New Scientist we would like you to explain how
optical hacking works.
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
138
B: ___________________________________________________
30. Work in pairs. Make up a list of the most Frequently Asked
Questions (FAQs) about hacking. Then act out your dialogue.
31. Work in groups. Discuss the following points:
➢ hackers should go to prison for crimes

against humanity;
➢ hackers are just ordinary criminals and

should get a fine;
➢ hackers can solve security problems and we don't have to punish

them.
32. The topic of your presentation for your next English lesson is "The
world of hackers". Be ready to share some interesting information
with your groupmates.
33. You are a hacker and you can share some information with hackers
who begin their hacking activity. Prepare a presentation on the topic
"The ways that computer hackers can control your machines."
LISTENING
You are going to listen to the text "HOW TO BECOME A PAID

ETHICAL HACKER?". Be ready to do the following tasks:
words and phrases: an issue, to exploit, to conduct, weaknesses and
vulnerabilities, to penetrate, to prevent, to anticipate.
35. Define whether the sentences given below are true (T) or false (F).
1. 2. 3. 4. 5.
1. Ethical hacking is a hot topic.

139
2. According to the text, there is no difference between traditional hackers
and ethical hackers.
3. Mostly ethical hackers work for companies with the aim of conducting
testing.
4. According to the text, the author also gives the definition of ethical
hacker.
5. Knowing social engineering techniques is one of the conditions to
become a paid ethical hacker.
36. A. Complete the sentences.
1. Ethical hacking is the process ... .
2. Ethical hackers work on the side of the 'good guys' .......... .
3. Ethical hackers must explore different hacking methods to check .... .
4. Before you can become an ethical hacker, you must have .... .
B. Summarize information of the text.
WRITING
37. Conduct a survey "What computer problems do you have?" Rate the
suggested points and share your ratings with your partner: 8 = I
absolutely hate this; 1 = this doesn’t bother me at all. Change partners
and share your ratings again. Compare the results of your
groupmates and write a short report (10−12 sentences) summarizing
the obtained information.
a) spam mail _____
b) virus _____
c) pop-ups ______
d) frozen screen _____
e) slow downloads _____
f) forgotten password ______
140
g) cyber attack from a hacker ______
h) Internet won’t connect ______
38. Read the text "HACKERS AND CRACKERS" (see the EXTRA
READING section to Unit 5). Write a summary of the text
(50−60 words).
Follow the steps:
✓ Read the text.
words.
✓ Check if your summary is clear, complete and that it makes sense.
39. Write a story about hacking (100−120 words).
Useful words and phrases:
hacking, a hacker, a cracker, security, information, to steal, password,

threat, risks, viruses, encrypt, to face, vulnerabilities, a computer, a friend,
a bank, malicious
Follow the structure: Introduction, Main Body, Conclusions.
40. Comment on the quotation (40−60 words).
"If you wanna know how not secure you are, just take a look around.
Nothing's secure. Nothing's safe. I don't hate technology, I don't hate
hackers, because that's just what comes with it, without those hackers we
wouldn't solve the problems we need to solve, especially security."
Fred Durst
When you write comments, try to keep these things in mind:
✓ Write only relevant information.
141
✓ Express your ideas logically.
✓ Use the correct spelling, punctuation, grammar.
✓ Read over your comment to check if it makes sense.
✓ Edit your comment if it is necessary.
41. Edit the English translation.
Хакери − це користувачі, що добре

володіють всіма програмами по злому
персональних комп'ютерів через мережу
Інтернет. Хакери своїми діями намагаються
отримати незаконний доступ до комп'ютерних даних іншого
користувача. Цей користувач може бути звичайним власником
комп'ютера, а може і головним комп'ютером великої компанії.
Практично в усіх країнах дії хакерів визнані незаконними, оскільки
їхня робота полягає у різного роду махінаціях. Але у будь-якому разі
хакери продовжують штурмувати комп'ютери. З кожним роком
збільшується число хакерів і, відповідно, зломів. Багато великих
фірм зазнали краху через хакерів.
Hackers are users that have all the good programs for hacking
personal computers via the Internet. Hackers try to get their actions illegal
access to computer data of another user. This member can be used to own
a computer, and may host computer large company. Almost all the
countries considered illegal hacking attempt because their job is in all
sorts of fraud. But in any case, hackers continue to attack computers.
Every year an increasing number of hackers and consequently breakups.
Many large companies have failed because of hackers.
PROBLEM-SOLVING
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Unit 6: SPAM
Like almost everyone who uses e-mail, I receive a ton
of spam every day. Much of it offers to help
me to get out of debt or to get rich quick.
It would be funny if it weren't so exciting.
Bill Gates
WARM-UP
1. Spend one minute writing down all words that you associate with the
word "spam".
2. In pairs, discuss the following questions.

1. What is spam?
2. What do you know the history of the computer spam?
3. Is spam a social problem? Why (not)?
4. How important is email to you?
5. Do you prefer receiving real letters (from the post office) to emails?
Give your reasons.
6. Do you open attachments? Why (not)?
7. Have you ever had a phishing mail?
8. What is the best thing about email?
9. What is the worst thing about email?
10. What are the dangers of email?
11. Do you mind if your mail contains advertising? Give your reasons.
12. Can spam be overcome by legislation? Give your reasons.
13. What measures should the user take to avoid spam?
14. How do you protect your e-mail address?
15. What do you do with spam mail?
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3. There are different types of spam. Match the pictures (1−6) with the
types of spam (A−F).
1) 2) 3)
4) 5) 6)
A. Junk Fax
B. Unsolicited Text Messages
C. Email Spam
D. Instant Messenger Spam
E. Comment Spam
F. Social Networking Spam

to your own ideas?
1. "No one bill will cure the problem of spam. It will take a combined effort
of legislation, litigation, enforcement, customer education, and technology
solutions."
David Baker
2. "I'd rather send out a mass email than hang posters all over the place."
Todd Barry
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3. "Who has time to manually spam web sites? That can't be very cost
effective."
Eric Cheng
4. "I hate when I have to confirm my email to sign up for something."
Unknown
5. In pairs, discuss the points below. Are they true? Rate them: 10 = very
true, 1 = not at all true. Talk about the reasons for your scores.
a) _____ e-mail can never harm us;

b) _____ children should not have e-mail accounts until they are 16;
c) _____ letters are better than e-mail;
d) _____ anyone who buys anything from an e-mail is stupid;
e) _____ spammers are worse than thieves;
f) _____ sending e-mail anonymously is totally OK;
g) _____ spammers should be jailed for damaging the economy;
h) _____ online crime will get worse in the future.
6. Talk with your partner about the e-mail problems given below. Agree
on the three biggest and smallest ones. Change partners and share
your findings.
a) spam;
b) time taken to send mail;
c) file size;
d) connection speed;
e) viruses;
f) personal information;
g) phishing;
h) losing mails;
i) other ___________ .
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READING

Practise reading.
increasingly, unsolicited, originators, propagate, resultant, schemes, junk,

geekspeak, typically, hawking, ultimate, onwards, lawyer, writs, technical,
suspicious, interfering, impropriety, legislation, precautions, carelessness,
multimedia, masquerade
8. Read the text "THE INTERNET SPAM, SPAM, SPAM, SPAM" and
put ten sentences which have been removed by mistake into their
appropriate places.
1. Spammers took (and still take) advantage of this generosity by sending

single messages with huge recipient lists to a server.
2. Carelessness on the World Wide Web, the Internet's multimedia zone, is
one of the main risk factors for spam.
3. Spam − geekspeak for unsolicited commercial e-mail typically hawking
get-rich-quick schemes or naughty pictures − is flooding the Internet.
4. The simplest − and currently the most popular − of these solutions is to
disable a mail server's so-called relaying ability.
5. But filtering also allows the detection of specific e-mail addresses used
by known spammers − information that cannot be determined until the
whole message has been accepted.
9. Find the synonyms to the highlighted words in the text.
10. Decide if the following sentences of the text are true (T) or false (F).
1. 2. 3. 4. 5.
1. The Internet service providers care a lot about their clients.

2. Usually the server performs well in spite of spam.
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3. Filtering e-mail by server is a good way of protecting it from spam.
4. Some users complain that filtering their e-mails by the ISP is interfering
with their privacy.
5. The Internet users should make everything possible to avoid spam by
themselves.
THE INTERNET SPAM, SPAM, SPAM, SPAM
(1) Go away for a few days, and you will probably

have to clear the junk out of your mailbox with a shovel.
Sadly, the same is increasingly likely to be true of your
virtual mailbox which will, unless you are lucky, be full of
spam.
(2) A.______. While it was merely annoying hapless users, the Internet
service providers (ISPs) who receive it from its originators and dispatch it to
its victims did not care that much. But, as the number of Net users has grown,
so has the volume of spam. Now there is so much of it around that the ISPs'
machines are being slowed down by it. As a result, they are starting to take
action.
(3) Until recently, mail servers did not usually carry out any form of
verification when they received an e-mail message. Rather, a typical server
allowed mail from any one e-mail address to be relayed to any other,
regardless of its ultimate origin and destination.
(4) B.______. This makes the server do the work of sending the
message onwards to hundreds or even thousands of other e-mail addresses. If
a server has to process several such messages and propagate the resultant e-
mail, it can easily get overloaded and fail to perform more important tasks −
all at no cost to the message originator.
(5) One of the ISPs' responses has been typically American − reach for
your lawyer. Several well-known spammers have been on the receiving
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end of writs from the larger ISPs. But while these cases are grinding their way
through the courts, the ISPs are trying to find more technical solutions to the
problem of spamming.
(6) C.______. E-mail that is not intended for a user with an account on
a particular server, or that has not originated from such a user, is not accepted,
and thus not sent onward. This blocks the most common spam attacks, and
provides protection for users as well as ISPs, since it makes misuse of the
servers by retransmission more difficult.
(7) More complex schemes are also being put into place − particularly
by the larger ISPs, which have more users and higher mail volume, and
therefore more resources to be wasted. Some identify specific servers or even
whole Internet "domains" that are known sources of spam, and do not accept
any incoming e-mail from them. However, this requires constant, labour-
intensive upkeep of a blacklist.
(8) A variant on blocking blacklisted servers and domains involves
software filters that eliminate suspicious e-mail after it
has been received by the server, but before it is delivered
to a user's mailbox. Typically, the criteria used to filter
e-mail are the same as those used to decide which
servers and domains to block. D.______. This does not stop spammers from
labelling their missives with false addresses-of-origin − a common practice.
But even these are recognisable and filterable, and filtering has the advantage
that it allows for more precise spam removal, since it can prevent the need to
block off entire domains.
(9) As with any blacklisting scheme, the danger of mistakenly damning
something innocent is real. And at least some of the recipients of even the
junkiest spam still feel they have a right to receive their messages uncensored.
By filtering their e-mail, they complain, an ISP is interfering
with their privacy. Indeed, Netcom, a large international ISP based
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in California, had to dismantle its anti-spam filters because of the potential for
an appearance of this sort of impropriety. Filtering e-mail based on its
contents, even if the only content examined by the filtering software is a
message's addressing information, proved too sensitive.
(10) It is not clear whether better solutions exist. Legislation similar to
that which prevents junk faxes in America, or junk mail in Germany, would
be hard to enforce on the Internet. Those who do not wish to be spammed can,
however, take some precautions. E.______. Many Web sites masquerade as
harmless entertainment, but are actually lures to extract e-mail addresses from
the naive. At present, therefore, the best solution for people who wish to avoid
having their virtual mailboxes stuffed with spam is to follow a version of
mother's famous advice: do not give your virtual address to strangers.
From The Economist
geekspeak to slow down

unsolicited to relay to
Internet service providers recipient lists
originator to propagate
to dispatch criterion / criteria
victim resultant
blacklist overloaded
suspicious writ
labelling Internet domains
missive labour-intensive
to block off upkeep
to interfere precautions
to dismantle stuffed
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12. Explain the words and phrases.
to take advantage, relaying ability, geekspeak, legislation, naïve, lure,

labour-intensive, blacklist, botnet, junk mail
13. Match the words (1−10) with their definitions (a−j).
1 spam a the place to which something is going or being sent

2 annoying b is a company that provides Internet and e-mail
services
3 provider c a person or thing that receives something
4 server d inappropriate messages sent on the Internet to a
large number of recipients
5 destination e a failure to observe standards or show due honesty
or modesty
6 generosity f criticize strongly
7 recipient g computer program that manages access to a
centralized resource or service in a network
8 impropriety h the quality of being kind
9 damn i a computer file in which email messages received
by a particular user are stored
10 mailbox j causing irritation or displeasure
1) dismantle, destroy, disassemble, remove, disappear;

2) deliberation, carelessness, precaution, warning, prevention;
3) intervene, interfere, interpose, meddle, infer;
4) upkeep, maintenance, service, support, neglect;
5) letter, message, missive, epistle, article.
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15. Match the words with their antonyms.
1 carelessness a deny
2 generosity b cautiousness
3 allow c insert
4 extract d inaccurate
5 precise e greed
16. Fill in the table with the words derived from the given nouns.
Verb Noun Adjective Adverb
.......... advice .........., .......... ..........
.......... victim ______ ______
.......... actual .........., .......... ..........
.......... prevention .......... .............
.......... mistake .......... ..........
17. Fill in the gaps with the appropriate words from the list below.
unsolicited, resultant, service providers, overloaded, dispatch
1. The ubiquity of cloud-based services promoted by a variety of

different …… could lull the neophyte network planner or service
provisioning agent into a belief that moving apps to the cloud is only a
matter of centralizing delay-invariant packet resources.
2. Email spam, also known as …… bulk email, is a subset of electronic spam
involving nearly identical messages sent to numerous recipients by email.
3. In computer science, dynamic …… is the process of selecting which
implementation of a polymorphic operation (method or function) to call at
runtime.
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4. If the server is busy, it may have returned an …… status to ask the
Googlebot to crawl the site more slowly.
5. This is widely used in the number theory, either directly or through the
discriminant, which is essentially the …… of a polynomial and its
derivative.
18. Put the words in the following sentences in order. The first word in
each sentence has been underlined.
1. hot / Spamming / discussion / remains / topic. / a

2. an / Spam / about / not / is / content. / issue / consent,
3. is / who / A person / spam / creates / called / a spammer. / electronic
4. in / to send / engage / fraud / Spammers / out / their / deliberate / may /
messages.
5. also often / stolen / use / or / credit / numbers / to / card / pay / They / for
/ accounts. / falsified / these
6. information / addresses, / use false / various / often / names, / phone
numbers, / the other / to set up / "disposable"/ Spammers / contact /
accounts / service / at / Internet / and / providers.
19. Study information in the table and fill in the correct phrasal verb.
hold back to control (tears, laughter) стримувати

hold in to restrain; to keep under control приборкувати
(feelings)
hold on to wait (on the phone) чекати
hold out to last витримувати
hold up to delay затримувати
1. Spam is always annoying, but you shouldn't hold ............ your anger. It
will only make you feel worse.
2. We were held ............ in traffic. That's why we arrived late.
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3. Spamming is holding ............ quite well, despite all the measures taken
by ISPs.
4. The answering machine asked me to hold ............ until an operator was
ready to take my call.
5. The joke was so funny that Jake couldn't hold ............ his laughter.
6. Simon held ............ because he wasn't sure if it was the right thing to
do.
7. The demonstrators held ............ for three weeks before ending their
protest outside the factory.
20. Choose the appropriate verb to complete the following sentence. To

make sure that you are right, consult the MINI-GRAMMAR section.
1. Computer programmers found themselves out of work simply because

companies ___________ too many of them.
a) hire
b) had hired
2. The article had been published _________ .
a) last year
b) a year before
3. The personnel manager was interested ________ to quit my present job
a) why had I decided
b) why I decided
4. George was worried if ________ enough time to finish his report for the
conference.
a) he would have
b) he will have
5. My English teacher wanted to know _________ doing in my spare time
a) what I enjoyed
b) what I had enjoyed
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6. Many Internet start-up companies did not expect _____ changes in their
fortunes.
a) to see
b) to have seen
7. Scientists said that the world temperature ________ by 5°C in 50 years.
a) would increase
b) will increase
8. The engineer says that this integrity _________by a combination of
manual and computer based controls.
a) had been achieved
b) has been achieved
9. Alex was sure that he would get the letter __________ .
a) tomorrow
b) the following day
10. I thought that I __________ use this widget on multiple websites.
a) could
b) can
21. Choose the correct item.
1. The chief said / told us to design a new section for our website.
2. Ann says / tells: "I don't have a lot of experience in object oriented
programming languages like Java".
3. Mark told / said to us that most of his experience was in back-end
programming.
4. The teacher said / told: "SQL is pronounced as "sequel".
5. The teacher said / told to pronounce C# as "see sharp".
6. Kevin said / told me,"I've written 100 lines of code."
7. "I'm not really familiar with that programming language" Alice said /
told.
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8. Peter says / tells / asks if someone can get this to work properly.
9. They say / tell that ASP.NET is a much more powerful language than
classic ASP.
10. The programmer said / told: "This is a password generator script that I
have written".
22. Correct the mistakes if there are any.
1. Не says that he is wanting to be an engineer.

2. He said that the students of that group were studying in the library.
3. The students were told that they had three lectures every day.
4. The dean said that he is busy.
5. We found that he had studied mathematics at the University.
6. Students were informed that they will have industrial training in the
third year.
7. The engineer was told that he may be testing the device in the
afternoon.
8. The professor wanted to know whether I took part in our conference the
week before.
9. The chief engineer believed that we would be working at that problem
for a month the following summer.
10. We didn't know whether it will be possible to use a computer for our
work.
23. Translate into English.
1. Професор сказав студенту, що той повинен працювати ще більше.

2. Студент сказав викладачеві, що він закінчить курсову роботу до
понеділка.
3. Декан негайно звелів мені зайти до нього в кабінет.
4. Вчений повідомив, що він напише статтю про своє дослідження.
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5. Багато експертів не змогли вирішити, чи шкідливе телебачення
для розумової діяльності людини.
6. Ми дізналися на лекції, що електрика все ще вважається основним
джерелом нових технологічних розробок.
7. Ми знаємо, що він працює над проблемами космічного зв'язку.
8. Новачок запитав, коли почнуться наші лекції.
9. Крім того, він попросив показати йому, де знаходиться хімічна
лабораторія.
10. Декан повідомив нам, що будуть важливі зміни у розкладі.
24. Report the dialogues.
A B
• Her: "So you're the one who won't let me email my son!"
• Me: "Excuse me?"
• Her: "Well, I bought my computer here and you guys set up my Internet."
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• Me: "Yes...?"
• Her: "Every time I try to email my son, YOU email me back saying you
won't deliver my message."
• Me: "Ma'am, I don't have anything to do with delivering email to anyone,
and I'm sure I haven't sent you any messages."
• Her: "I just heard you tell the person on the phone that YOU were
Damon."
1. Today the word "spam" is used / uses widely in email terminology.
2. Let's to take / take a closer look at each component of the definition.
3. Many spam messages are either / neither advertising nor any type of
commercial proposition.
4. According of / to Kaspersky Lab, the definition of spam is anonymous,

unsolicited bulk email.
5. Facebook and Twitter are not immune to messages containing /

contain spam links.
6. Since then spam has been associated / are associated with unwanted,
obtrusive, excessive information which suppresses required messages.
7. Spam was created / created by the Hormel Company in 1937 and was a
popular staple during World War II.
8. A person who creates electronic spam is called the / a spammer.
9. Email spam, also known / knows as unsolicited bulk Email (UBE),

junk mail, or unsolicited commercial email (UCE), is the practice of
sending unwanted email messages, frequently with commercial content.
10. Blog spam, or "blam" for a short / for short, is spamming on weblogs.
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26. A. Translate into Ukrainian.
Spam is everywhere − your e-mail inbox, your instant messaging

windows, Web site guest-books, and blogs. As Internet-based
communication technology evolves so do the methods unscrupulous
individuals use to send you advertisements. Worse yet, the numbers of
spam-related messages being distributed are increasing every day. When
you hear the word spam, your immediate thoughts go to the more well-
known and common form of spam: e-mail spam. However, other types
of spam are found in a variety of Internet communication mediums such
as instant messaging, discussion boards, mobile phones with text
messaging, newsgroups, Internet telephony, blogs − basically any device
or client that provides a means for communications.
B. Translate into English.
Більшість з нас отримує спам кожного дня. Деякі отримують

мало, а деякі багато, але якщо у вас є обліковий запис електронної
пошти спам туди приходить завжди. Спам неймовірно дратує,
особливо у великих кількостях. Якщо у вас є загальнодоступна
адреса електронної пошти, ви можете отримувати сотні спам-
повідомлень на кожне важливе повідомлення, що приходить. Деякі
спам-листи проходять навіть через надійні фільтри. А фільтри іноді
можуть видаляти повідомлення, які ви чекаєте. Спам – це, певним
чином, свобода слова, що вийшла з-під контролю.
SPEAKING
27. In groups, discuss the following statements.
1. Education is the key to stop spamming. If people didn’t buy the

stuff, spam would disappear.
2. Spam doesn’t harm anybody.
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3. Software companies should make better software to block spam.
4. Many people do not realize their e-mail address is as important as
their home address.
5. Old people are easy targets.
6. I’m worried a virus from a spam mail might infect my computer.
7. Why is it called "spam"? Seems a stupid word.
8. Google’s Gmail is the best one – it’s revolutionary.
9. Email should always be free.
10. Email should never include advertising.
11. People who send spam should go to prison for 25 years.
12. Voice mail will one day replace email.
13. Our written language skills are going down because of email.
14. I cannot live without email.
28. Quick role play. Student A thinks that sending spam e-mails isn’t a
criminal offence; Student B thinks that sending spam e-mails is a
serious crime. Change partners again and talk about your roles and
conversations.
29. You are an IT specialist. You have been invited to the KPI to tell the
students about spamming. Cover the following points:
✓ definition,
✓ history,
✓ types,
✓ ways of preventing spam,
✓ political issues,
✓ court cases.
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30. Search the Internet and find some information on different types of
offers made via spam. Fill in the table and think of the possible
prevalence of different types of offers. Be ready to share your findings
with your groupmates.
Types of Offers via Spam Description
Investment / Business
Opportunity
Adult
Health and Medicine
Computers and the Internet
Finance
Education
Political Spam
Antispam Solutions
Leisure / Travel
Products / Services
31. Search the Internet and find some information about spamming in
Ukraine. What does Ukrainian government do to
defeat spam? Prepare some information on this
topic.
Useful words and phrases:
Ukraine received ... position in top-.... spam-countries; most of the world;

to suffer from; the spam problem; however; to deter spammers; to operate
within the networks; within the borders; to become safe havens for; spam
operations; to plague; the highest number of spammers; reasons; with
poor or non-existent spam laws; leaders of the rating
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32. Look at the bar chart and describe it. Use the Simple Present and the
Present Perfect describing the suggested chart.
Follow the structure:
✓ introduction;
✓ message of the diagram;
✓ conclusions.
Useful phrases:
the bar chart deals with ...; the chart is divided into ... parts; it
highlights ...; ... has the largest (number of) ...; ... has the second largest
(number of) ...; ... is twice as big as ...; more than ... per cent ...; less than
half ...; the number ... does not change / remains stable; the number ...
increases / goes up / grows by ...; so we can say ...
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33. Look at the cartoon and create the story using reported speech.
LISTENING
You are going to listen to the story about spamming. Be ready to do the
following tasks:
34. Before listening check if you know the meaning of the following
words: to vanish, to raid, allegedly, recruited, strangely enough, to
promote, cybercriminals, botnet, a trick, to estimate to promote, to infect.
35. Decide if the following statements are true (T) or false (F).
1. Twenty percent of the world’s spam e-mail has vanished.
2. Igor Gustev is a pharmaceutist.
3. Gustev paid cybercriminals for sending spam.
4. Three out of four letters are spam.
5. Zombie botnets consist of broken computers.
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36. A. Answer the following questions.
1. What is Igor Gustev?

2. Is spamming a good business?
3. How can the ordinary user unwittingly become a spammer?
4. How to avoid falling into cybercriminals’ clutches? What does Patrick
Peterson advise?
B. Summarize information of the text in five / seven sentences.
WRITING
37. Write the abstract (5−6 sentences) of the article "TEAMWORK

WILL BEAT SPAMMERS" from the EXTRA READING section to
Unit 6. You may use the phrases: the article is devoted to …, this article
results show ..., the author suggests .... .
38. Imagine you are a spammer. You need to write a spam letter (up
to 50−60 words) devoted to the offer
a) "Antispam Solutions"
Subject: join the thousands who are now sp@m-free
FORGET SPAM BLOCKERS!
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
________________________________________________________
{Link}
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b) "Education"
Subject: get a degree from home, Mas#ters, Bachelors or PHD
Call {Phone Num.} to inquire about our degree programs.
___________________________________________________________
___________________________________________________________
___________________________________________________________
___________________________________________________________
________________________________________________________
{Link}
39. Write a summary of the text "THE INTERNET SPAM, SPAM,

SPAM, SPAM". Follow the steps:
✓ Read the text.

words.
40. A. For your University magazine you have to write an article

(180−200 words) on the topic "Top 5 Most Effective Tips to Stop
Spam" (use the WRITING HELP section).
Cover the following points:

✓ create a temporary email address;
✓ encrypt a current email address;
✓ use a secure email provider;
✓ filter your spam (and keep your favorite inbox);
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✓ unsubscribe.
B. Write down an essay (40−60 words) on the quotation:
"Spam is a waste of the receivers' time, and a waste of the sender’s

optimism."
M. Mokhonoana
41. Work in small groups. Make up a crossword devoted to spamming.

Then suggest it to your groupmates.
PROBLEM SOLVING
165
Unit 7: COOKIES
I have an aversion to anyone saving anything on my
computer so I regularly delete all cookies.
Anonymous
WARM-UP
1. Make word associations diagonally starting in the corners and

working toward the center, so that each of the corner words became
linked up with the center word.
book beetle
Cookies
sky wall
2. Make conjectures why Internet cookies are called exactly so. Share
your ideas with groupmates.
3. Comment on the picture.
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4. Match the types of cookies (1−7) with their definitions (a−g).
1. Third party a. After a website puts this type of cookie on your

cookies computer it can remember if you have been there
before. Generally, you have to manually remove these
from your computer.
2. HTTP Only b. This type of cookie is put onto your computer when
Cookies you are logged onto a website. From the time you log
on until the time you log off is called a session
3. Zombie Cookie c. These are cookies that are used only when
transmitting a HTTP request, so that other non-HTTP
technologies such as javascript and APIs of other
websites cannot use the cookie to manipulate your
computer.
4. Persistent d. This type of cookies is set by the website, you are

Cookies visiting and they can only be read by that site.
5. LSOs / Flash e. This is a cookie that can recreate itself after it is

Cookies deleted. Scary!
6. First party f. This type of cookie is also known as a flash cookie,

cookies are cookies that stay on your computer even after you
clear your cookies from your computer.
7. Session Cookies g. This type of cookies is set by a different organisation

to the owner of the website you are visiting. For
example, the website might use a third party analytics
company who will set their own cookie to perform
this service. The website you are visiting may also
contain content embedded from, for example,
YouTube or Flickr, and these sites may set their own
cookies.
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READING

Practise reading.
request, address, personalize, surreptitiously, ominous, unfortunately,
advertisement, financial, partial, controversial
6. Read the text about cookies and decide whether the statements are
true (T) or false (F). Compare your answers with the information
from the text.
1. 2. 3. 4. 5.
1. Cookie is a special spying program.

2. Cookies can destroy operating system.
3. Web servers personalize information with the help of cookies.
4. Online advertisement companies use cookies to attach a user ID to
banner ads.
5. A user can disable cookies setting Web browsers on a high sensitivity
level.
7. Fill in the blanks with the appropriate headings from the list below.
1. Can cookies be used to spy on me?
2. Why are they called "cookies"?
3. Are cookies dangerous?
4. Cookies: What They Really Are
5. What makes cookies controversial?
6. What are browser cookies?
7. Should I disable cookies on my computer?
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8. Find the synonyms to the highlighted words.
WEB BROWSER COOKIES: JUST THE FACTS
A.
Cookies are very small text files placed on your computer by a Web
server when you view some sites online (not all Web sites place cookies).
They're used to store data about you and your preferences so that the Web
server doesn't have to repeatedly request this information, potentially slowing
down load time.
Cookies are commonly used to store personal registration data like your
name, your address, the contents of a shopping cart, your preferred layout for
a Web page, what map you might be looking at, and so on. Cookies make it
easy for Web servers to personalize information to fit your specific needs and
preferences when you're visiting a Web site.
B.
There are different explanations for where cookies got their name.
Some people believe that cookies got their name from "magic cookies" which
are part of UNIX, an operating system. Many people believe that the name
originates from the story of Hansel and Gretel, who were able to mark their
trail through a dark forest by dropping cookie crumbs behind them.
C.
The easiest answer is that cookies, in and of themselves, are completely
harmless. However, some Web sites use them to track users as they browse
the Web, collecting highly personal information and often surreptitiously
transferring that information to other Web sites without permission or
warning. This is why we often hear about Web cookies in the news.
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D.
Because cookies are simple text files, text files cannot execute
programs or carry out tasks. Nor can they be used to view data on your hard
disk, or capture other information from your computer.
Furthermore, cookies can only be accessed by the server that initiated
them. This makes it impossible for one Web server to snoop around in
cookies set by other servers, grabbing sensitive bits of your personal
information.
E.
Although cookies can only be retrieved by the server that set them,
many online advertisement companies attach cookies containing a unique user
ID to banner ads. Many of the major ad companies online serve ads to
thousands of different Web sites, so they can retrieve their cookies from all of
these sites, too. Though the site that carries the ad can't track your progress
through the Web, the company that serves the ads can.
This may sound ominous, but tracking your progress online isn't
necessarily such a bad thing. When tracking is used within a site, the data can
help site owners tweak their designs, enhancing popular areas and eliminating
or redesigning "dead ends" for a more efficient user experience. Tracking data
can also be used to give users and site owners more targeted information or to
make recommendations on purchases, content, or services to users, a feature
many users appreciate.
F.
This is a question that has different answers depending on how you
want to use the Web.
If you go to websites that personalize your experience extensively, you
won't be able to see much of that if you disable cookies. Many sites use these
simple text files to make your Web browsing session as personalized and
efficient as possible simply because it's a much better user experience
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to not have to keep entering in the same information every time you visit. If
you disable cookies in your Web browser, you won't get the benefit of the
time saved by these cookies, nor will you have a completely personalized
experience.
Users can implement a partial stop on Web cookies by setting Web
browsers on a high sensitivity level, giving you a warning whenever a cookie
is about to be set, and allowing you to accept or reject cookies on a site by site
basis. However, because so many sites use cookies these days that a partial
ban will probably force you to spend more time accepting or rejecting cookies
than in actually enjoying your time online. It's a trade-off, and really depends
on your level of comfort with cookies.
The bottom line is this: cookies really do no harm to your computer or
your Web browsing experience. It's only when advertisers are not as ethical as
they should be with the data stored in your cookies where things get into a bit
of a grey area. Still, your personal and financial information is completely
safe, and cookies are not a security risk.
G.
Cookies, small text files containing very small amounts of data, were
originally designed to make life easier for Web searchers. Popular sites use
them to deliver highly customized, personal Web pages that deliver targeted
content to users.
Unfortunately, some websites and Internet advertisers have found other
uses for cookies. They can and do gather sensitive personal information that
might be used to profile users with advertisements that seem almost intrusive
with how targeted they are.
Cookies do offer quite a few very useful benefits that make Web
browsing very convenient. On the other hand, you might be concerned that
your privacy has the potential to be violated. However, this isn't something
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that Web users should necessarily be concerned about. Cookies are absolutely
harmless.
Wendy Boswell
cookies to tweak
to transfer to appreciate
to execute programs to disable
to capture to implement
to initiate harmless
to snoop around intrusive
controversial targeted
to retrieve ominous
to track sensitive personal information
to execute programs, to snoop around, preferences, load time, to enhance,

to grab, ID, to eliminate, "dead end", to disable, to be concerned about,
trade-off, bottom line
11. Find the adverbs in the text that match the following Ukrainian
equivalents.
хоча; з іншого боку; до того ж; на жаль; все-таки; через те, що; проте;
однак; майже
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12. Match the words / phrase (1−8) from the text with the
definitions (a−h).
1 online a a person's name or the details of an event is the

recording of it in an official list
2 slow down b do a fine adjustment to a mechanism or system
3 registration c reduce in speed or activity
4 personalize d threateningly inauspicious
5 tweak e understand smth and know what it involves
6 ominous f controlled by or connected to a computer
7 appreciate g modify something to suit a particular individual or

task
8 customize h marked with the name or initials of its owner
1) capture, catch, liberate, trap, arrest;

2) sinister, disastrous, fearsome, propitious, ominous;
3) execute, perform, implement, fulfill, implant;
4) appreciate, estimate, assess, evaluate, enable;
5) resumption, recovery, retrieve, restoring, resemble.
only once.
"cookies", to track, intrusive, unsolicited, "spyware", justify

The ability of Web sites 1) …… where a visitor clicks by means of small
files called 2) …… has also disturbed many people. As with the recording of
purchase information by supermarkets and other stores, businesses 3) ……
the practice as allowing for targeted marketing that can provide consumers
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with information likely to be of interest to them. (Many e-mail addresses are
also gathered to be sold for use for 4) …… e-mail.) An even more 5) ……
technique involves the surreptitious installation of software on the user’s
computer for purposes of displaying advertising content or gathering
information. In turn, programmers have distributed free utilities for
identifying and removing such "adware" or 6) …… .
15. Match the words and phrases (1−10) with their Ukrainian
equivalents (a−j).
1 to store a порушений
2 experience b компроміс
3 to be violated c цільовий
4 convenient d відхиляти куки
5 intrusive e досвід
6 targeted f нав'язливий
7 to deliver g перегляд даних
8 browsing h зберігати
9 trade-off i передавати
10 reject cookies j зручний
16. Fill in the table with the words derived from the given adjectives.
Verb Noun Adjective

................... ................... operating
__________ ................... ominous
__________ ................... convenient
................... ................... intrusive
................... ................... harmless
................... ................... necessary
_________ ................... absolute
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17. Fill in the crossword with the following words.
Across: initiate, retrieve, intrusive, harmless, capture, tweak, cookies,

execute, disable
Down: transfer, targeted, track, appreciate, implement, ominous
18. Fill in the gaps with the correct words from the text. The first letter
has been given.
COOKIE THEFT
Cookies are supposed to be sent only between the Web
1) b__________ and the server or servers in the same domain that set the
cookie. But, if the cookie is being sent over an ordinary HTTP connection,
it is visible to anyone across the network 2) u__________ a packet sniffer.
This means cookies really cannot contain sensitive 3) i__________. This is
sometimes overcome by using HTTPS to encrypt the connection, but that's
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not the solution because it only solves one of the problems associated with
having 4) s__________ data 5) s__________ in cookies.
For example, cross-site scripting can be used to send cookies to
6) s__________ that should not be receiving that 7) d__________.
Encryption does not help stop this cookie theft, which is often done with a
simple snippet of HTML posted to a site that 8) u__________ can be
tricked into clicking on, and which sends their cookie for that 9)
s__________ to a location that the attacker specifies. Because the request is
coming from the same 10) d__________ intended for the cookie, there are
no problems. These cookies can then be exploited by connecting to the
same site using the stolen cookies, thus spoofing the original owner of the
11) c__________.
19. Fill in the gaps with the correct words derived from the ones in
brackets.
WHY ARE COOKIES USED?
Cookies are a convenient way to carry information from one session on a
website to another, or between sessions on 1) _______ (relate) websites,
without having to burden a server machine with massive amounts of data
storage. 2) _______ (Store) the data on the server without using cookies
would also be problematic because it would be difficult to retrieve a particular
user's information without requiring a login on each visit to the website.
If there is a large amount of information to store, then a cookie can
3) _______ (simple) be used as a means to identify a 4) _______ (give) user
so that further related information can be looked up on a server-side database.
For example, the first time a user visits a site they may choose a username
which is 5) _______ (store) in the cookie, and then provide data such as
password, name, address, preferred font size, page layout, etc. − this
information would all be stored on the database 6) _______ (use)
the username as a key. 7) _______ (Subsequent) when the site is revisited
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the server will read the cookie to find the username, and then retrieve all the
user's information from the database without it having to be re-entered.
20. Pool chunks with the word 'information'.

Example: detailed information, ... .
detailed ............. .............
confidential ............. .............
accurate ............. .............
Complete the sentences with acceptable chunks. Then make up your

own sentences with the chunks.
1. .....…… that is .....…… is meant to be kept secret or private.
2. .....……, measurements, and statistics are correct to a very detailed

level.
3. He instructed staff to shred .....…… which, in the wrong hands,

could jeopardise the safety of the bank.
4. .....…… that is .....…… or that is from a reliable source is very likely

to be correct.
21. Study information in the table below and fill in the correct phrasal
verb.
keep away to stay away триматися подалі (від)
(from)
keep back to conceal приховувати
keep on to continue in spite of продовжувати робити
difficulties; to continue щось незважаючи на
doing something; to carry труднощі;
on продовжувати
keep out of to stay away from (trouble) уникати
keep up to maintain something at підтримувати щось на
the same level тому ж рівні
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keep up with to proceed at an equal pace не відставати від; йти в
with; to continue to be ногу з
informed (news, events)
1. Kate is trying to keep her grades __________ at

the same level.
2. The jury thought that one of the witnesses was
keeping __________ some important information.
3. Polly visits BBC news every day to keep
__________ the news.
4. I've had a few problems, but I'm going to keep __________ trying until I
succeed.
5. While we're away, please try to keep __________ trouble.
6. "Keep __________ people who try to belittle your ambitions."
Mark Twain
22. Put the words in the following sentences in order. The first word in
each sentence has been underlined.
1. computer. / stored / Cookies / on / small / files / which / are / a / are /

user's
2. size / to / with / Browsers / / are / cookies / expected / support / a / of

4KB.
3. between / faster / Cookies / the interaction / make / you and / the

website / and / easier.
4. to / checker. / To check / whether / allow / browser / is / cookies, /

configured / visit / the / your / Cookie
5. by / possible / is / When / a / setting / control / cookie / created / it /

visibility / is / to / its / "root domain."/ its
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23. Turn the following sentences into reported speech.
1. "If we look around, we can see that electricity is serving us in one way
or another", the professor said.
2. "If we had tested this material, we should have used it in our work",
James said to me.
3. "If supercomputers had not been used for thermodynamic calculations,
designers would have spent all their lives on computations", he said.
4. "If you know English well, you will be able to read books in the
original", my teacher said.
5. "I would have had more opportunities, if I had passed the test", Mel
said.
6. "If he had had all the necessary books, he would have made his report
in time", Mary said.
7. "If there were no computers, space flights would be impossible", the
lector said.
24. Turn the following questions into reported sentenses.
1. How is it possible to prove that certain problems cannot be solved?

2. How can all constructible problems be completely characterized?
3. What is the good of a fellow telling the truth if he is not believed?
4. What numerical differences exist between the results for the two
models?
5. How many users were served via the communication system?
6. Why didn't the procedure meet the specific requirements?
7. Which of the methods provides the required information about the
system?
8. How long will it take to develop a program?
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25. Turn the following requests, suggestions, and
instructions into reported speech.
1. "First, turn on the computer. Second, start the

program", our teacher said.
2. "How about carrying out the experiment?",
George asked.
3. The teacher said to the student, "Come and see me after the lesson."
4. "The results will come out tomorrow", he said.
5. "Check your answers again before you hand the papers", the examiner said.
6. "No, I didn’t use Tom's computer", Mark said.
7. The librarian said to us, "Don't make so much noise."
8. The policeman said to the thieves. "Put your hands up!"
1. She said that it was going to be a wonderful party.

a. "It was going to be a wonderful party."
b. "It's going to be a wonderful party."
2. He said the bus might be a little late that day.
a. "The bus was a little late today."
b. "The bus might be a little late today."
3. She told him that he should study harder.
a. "You should study harder."
b. "You should have studied harder."
4. He said that the fire had done a lot of damage to the building.
a. "The fire had done a lot of damage to the building."
b. "The fire has done a lot of damage to the building."
5. He said that Michael was the best student he had ever taught.
a. "Michael is the best student I have ever taught."
b. "Michael was the best student I have ever taught."
180
6. She told us that the new furniture had been delivered the day before.
a. "The new furniture had been delivered yesterday."
b. 'The new furniture was delivered yesterday."
7. They said that the manager would inspect the office the following day.
a. "The manager will inspect the office the following day."
b. "The manager will inspect the office tomorrow."
8. He said that if we hadn't acted so quickly, the accident would have been
even worse.
a. "If you hadn't acted so quickly, the accident would have been even
worse."
b. "If you haven't acted so quickly, the accident would be even worse."
27. There are seven mistakes in the text. Find and correct them.
Imagine a blogging or commenting system were you have a box to put

in your comment and a second box to put in your identity or screening
name or whatever you want to call it. Now, compare a system with and
without cookies:
• Version 1 of the system allow anyone to comment, and you have
put your name in the second box every single time.
• Version 2 of the system allows you to give a username and
password, then sets a cookie with your username. Because of the
cookie, the second box can be omitting, and comments are
automatic associated with your username.
Note that this isn't quite logins, since someone could guess the name
and value of the coockie, but it's getting pretty close.
1. Cookies are supposed / suppose to be sent only to the server that set
them or another server in the same Internet domain.
181
2. It is also important know / to know that the only real restriction on
cookies is a maximum of 300 at a time, which is respected by most
browser manufacturers.
3. The minimum size of a cookie is the / a name-value pair.
4. A / The first thing you need to do is know just what cookies are being
created by the application and when.
5. You need to examine the cookies you have been gathering / have
gathered to try to get an idea of what they are supposed to tell the
server or store.
6. If a cookie holds session information, it should either have a very short

expiration date nor / or no expiration, so that it will be deleted when
the browser session is closed.
7. Then, the user examines the cookie storing / stored on his system from
that site to see whether the cookie includes the total cost of the items in
the attacker's cart.
8. The process of modified / modifying a cookie before it is sent back to

the server is called cookie poisoning.
9. Web users must agree to let cookies to be saved / be saved for them,
but, in general, it helps Web sites to serve users better.
10. The location of the cookies depends of / on the browser.
11. A persistent / session cookie remains in the browser's subfolder for the
duration period set within the cookie's file.
12. Cookies can / must help a website to arrange content to match your
preferred interests more quickly.
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29. A. Translate into English.
Кукі − це невелика кількість текстової інформації, яку сервер

передає браузеру. Коли користувач звертається до сервера (набирає його
адресу в рядку браузера), сервер може зчитувати інформацію, що
міститься в куки, і на підставі її аналізу здійснювати які-небудь дії.
Наприклад, у випадку авторизованого доступу до чого-небудь через веб,
у кукі зберігаються логін і пароль протягом сесії, що дає можливість
користувачеві не вводити їх знову при запитах кожного документа,
захищеного паролем.
B. Translate into Ukrainian.
Cookies were originally invented by Netscape to give 'memory' to web

servers and browsers. The HTTP protocol, which arranges for the transfer of
web pages to your browser and browser requests for pages to servers, is state-
less, which means that once the server has sent a page to a browser requesting
it, it doesn't remember a thing about it. So if you come to the same web page a
second, third, hundredth or millionth time, the server once again considers it
the very first time you ever came there. This can be annoying in a number of
ways. The server cannot remember if you identified yourself when you want
to access protected pages, it cannot remember your user preferences, it cannot
remember anything. As soon as personalization was invented, this became a
major problem. Cookies were invented to solve this problem. There are other
ways to solve it, but cookies are easy to maintain and very versatile.
183
SPEAKING
30. Work in pairs. Make up a list of the most Frequently Asked

Questions (FAQs) about cookies. Then role play your dialogue. You
may start with the following questions.
A: What is a cookie?
B: ___________________________________________________
A: How do cookies work?
B: ___________________________________________________
A: Are cookies dangerous?
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
A: ___________________________________________________
B: ___________________________________________________
31. You are an IT specialist. At the conference you need to clarify
information in your presentation "Internet Cookie":
✓ definition,
✓ history,
✓ the content of a typical cookie,
✓ purpose of cookies,
✓ types of cookies,
✓ privacy and cookie policy.
Use some information from this unit.
32. Your friend asks you to clarify information about cookie risks:
✓ cookie theft,
✓ cookie poisoning,
✓ cookie inaccuracies,
184
✓ cross-site cooking.
33. Search the Internet and be ready to explain:

✓ how cookies work in PHP;
✓ how cookies work in CGI / Python;
✓ how cookies work in Java Servlets.
34. Every browser has a way to show you the cookies that are stored on
your behalf. Figure out and tell your groupmates how to find, view,
edit and delete your cookies.
LISTENING
You are going to listen about cookie law. Be ready to do the following
tasks:
35. Before listening check if you know the meaning of the following
words: to affect, consent, shopping cart, amended, wording, prior, voice,
to comprise, compliance.
36. Decide whether the following statements true (T) or false (F).
1. 2. 3. 4. 5.
1. Website operator must gain access to information stored in the

computer of a user.
2. The consent requirement has been the subject of much discussion.
3. The Working Party says that websites don’t need to ask visitors to
accept cookies.
4. The guidance of the ICO allows businesses to consider how they might
be able to obtain the necessary consent.
5. The Government set up a working group of IT specialists to solve
problems with advertising networks.
185
37. A. Complete the sentences.
1. On 26th May 2011, new laws came into force in the UK that ……. .
2. The only cookies that do not need users' consent are those that are
necessary to ……… .
3. The authorities have differing views on whether consent should be
obtained prior to ……….. .
4. Many cookies are used by advertising networks across ………. .
5. The ICO and the UK Government have not ruled out the use of browser
settings to ………. .
B. Summarize information of the text in five / seven sentences.
WRITING
38. Write down 10 sentences with the words and phrases from the MINI-
DICTIONARY section to Unit 7. Use in one sentence several words
and phrases.
39. Write an abstract (5−6 sentences) of the article "PROBLEMS WITH

COOKIES" from the EXTRA READING section to Unit 7. You may
use the phrases: the article is devoted to …, this article concentrates on
..., it is shown ..., it is reported ..., it is studied ..., the results show ..., the
author suggests .... .
40. Write a summary of the text "WEB BROWSER COOKIES: JUST

THE FACTS." Follow the steps:
✓ Read the text.

words.
186
41. Write an instruction how to enable cookies.
PROBLEM-SOLVING
42. Do the INTERNET COOKIE QUIZ (see the PROBLEM-SOLVING

section to Unit 7).
187
Appendix 1: EXTRA READING
Unit 1
HISTORY OF COMPUTER TECHNOLOGY
The evolution of digital computing is often divided into generations.
Each generation is characterized by dramatic improvements over the previous
generation in the technology used to build computers, the internal
organization of computer systems, and programming languages.
THE MECHANICAL ERA (1623−1945)
The idea of using machines to solve mathematical problems can be
traced at least as far as the early 17th century. Mathematicians who designed
and implemented calculators that were capable of addition, subtraction,
multiplication and division included Wilhelm Schickhard, Blaise Pascal and
Gottfried Leibnitz.
The first multi-purpose, i.e. programmable, computing device was
Charles Babbage’s Difference Engine, which was begun in 1823. In spite of
never building a complete working machine, Babbage and his colleagues
recognized several important programming techniques, including conditional
branches, iterative loops and index variables.
George Scheutz by 1853 had constructed a machine that could process
15-digit numbers and calculate fourth-order differences. One of the first
commercial uses of mechanical computers was by the US Census Bureau,
which used punch-card equipment designed by Herman Hollerith to tabulate
data for the 1890 census. In 1911 Hollerith’s company merged with a
competitor to found the corporation which in 1924 became International
Business Machines.
FIRST GENERATION ELECTRONIC COMPUTERS (1937−1953)
The first general purpose programmable electronic computer was the
Electronic Numerical Integrator and Computer (ENIAC), built by J. Presper
Eckert and John V. Mauchly. Work began in 1943. The machine wasn’t
completed until 1945, but then it was used extensively for calculations during
the design of the hydrogen bomb. Eckert, Mauchly, and John von Neumann, a
consultant to the ENIAC project, began work on a new machine before
ENIAC was finished. The main contribution of EDVAC, their new project,
was the notion of a stored program. ENIAC was controlled by a set of
external switches and dials; to change the program required physically
altering the settings on these controls. Through the use of a memory that was
large enough to hold both instructions and data, and using the program stored
in memory to control the order of arithmetic operations, EDVAC was able to
run orders of magnitude faster than ENIAC.
188
Software technology during this period was very primitive. The first
programs were written out in machine code, i.e. programmers directly wrote
down the numbers that corresponded to the instructions they wanted to store
in memory. By the 1950s programmers were using a symbolic notation,
known as assembly language, then hand-translating the symbolic notation into
machine code.
As primitive as they were, these first electronic machines were quite
useful in applied science and engineering. The first problem run on the
ENIAC, a numerical simulation used in the design of the hydrogen bomb,
required 20 seconds, as opposed to forty hours using mechanical calculators.
SECOND GENERATION (1954−1962)
Electronic switches in this era were based on discrete diode and
transistor technology. The first machines to be built with this technology
include TRADIC at Bell Laboratories in 1954 and TX-0 at MIT’s Lincoln
Laboratory. Memory technology was based on magnetic cores which could be
accessed in random order.
During this second generation many high level programming languages
were introduced, including FORTRAN (1956), ALGOL (1958), and COBOL
(1959). Important commercial machines of this era include the IBM 704 and
its successors, the 709 and 7094.
The second generation also saw the first two supercomputers designed
specifically for numeric processing in scientific applications. They were
machines that overlapped memory operations with processor operations and
had primitive forms of parallel processing.
THIRD GENERATION (1963−1972)
The third generation brought huge gains in computational power.
Innovations in this era include the use of integrated circuits, or Ics
(semiconductor devices with several transistors built into one physical
component), semiconductor memories starting to be used instead of magnetic
cores, microprogramming as a technique for efficiently designing complex
processors, the coming of age of pipelining and other forms of parallel
processing (described in detail in Chapter CA), and the introduction of
operating systems and time-sharing.
Early in the third generation Cambridge and the University of London
cooperated in the development of Combined Programming Language. CPL
was large with many features that were hard to learn. In 1970 Ken Thompson
of Bell Labs developed simplification of CPL called simply B, in connection
with an early implementation of the UNIX operating system.
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FOURTH GENERATION (1972−1984)
The next generation of computer systems saw the use of large scale
integration (LSI – 1000 devices per chip) and very large scale integration
(VLSI – 100,000 devices per chip) in the construction of computing elements.
At this scale entire processors will fit onto a single chip, and for simple
systems the entire computer (processor, main memory, and I/O controllers)
can fit on one chip. Gate delays dropped to about 1ns per gate.
Developments in software include very high level languages such as
Prolog (programming in logic). These languages tend to use a declarative
programming style as opposed to the imperative style of Pascal, C and
FORTRAN. These languages are not yet in wide use, but are very promising
as notations for programs that will run on systems with over 1,000 processors.
Two important events marked the early part of the third generation: the
development of the C programming language and the UNIX operating
system, both at Bell Labs. In 1972, Dennis Ritchie, seeking to generalize
Thompson’s B, developed the C language. Thompson and Ritchie then used C
to write a version of UNIX for the DEC PDP-11. This C-based UNIX was
soon ported to many different computers, relieving users form having to learn
a new operating system each time they change computer hardware. UNIX or a
derivative of UNIX is now a de facto standard on virtually every computer
system.
FIFTH GENERATION (1984−1990)
The development of the next generation of computer systems is
characterized mainly by the acceptance of parallel processing. Until this time
parallelism was limited to pipelining and vector processing, or at most to a
few processors sharing jobs. The fifth generation saw the introduction of
machines with hundreds of processors that could all be working on different
parts of a single program. The scale of integration in semiconductors
continued at an incredible pace – by 1990 it was possible to build chips with a
million components – and semiconductor memories became standard on all
computers.
In the area of computer networking, both wide area network (WAN)
and local area network (LAN) technology developed at a rapid pace,
stimulating a transition from the traditional mainframe computing
environment toward a distributed computing environment in which each user
has their own workstation for relatively simple tasks (editing and compiling
programs, reading mail) but sharing large, expensive resources such as file
servers and supercomputers. This period also saw a marked increase in both
the quality and quantity of scientific visualization.
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SIXTH GENERATION (1990−... )
Transitions between generations in computer technology are hard to
define, especially as they are taking place. Some changes, such as the switch
from vacuum tubes to transistors, are immediately apparent as fundamental
changes, but others are clear only in retrospect. Many of the developments in
computer systems since 1990 reflect gradual improvements over established
systems and thus it is hard to claim they represent a transition to a new
“generation”, but other developments will prove to be significant changes.
This generation is beginning with many gains in parallel computing, both in
the hardware area and in improved understanding of how to develop
algorithms to exploit diverse, massively parallel architectures. Parallel
systems now compete with vector processors in terms of total computing
power and most expect parallel systems to dominate the future.
Combinations of parallel / vector architectures are well established, and
one corporation (Fujitsu) has announced plans to build a system with over
200 of its high end vector processors. Manufacturers have set themselves the
goal of achieving teraflops (1012 arithmetic operations per second)
performance by the middle of the decade, and it is clear this will be obtained
only by a system with a thousand processors or more. Workstation technology
has continued to improve, with processor designs now using a combination of
RISC, pipelining, and parallel processing. As a result it is now possible to
purchase a desktop workstation for about $30,000 that has the same overall
computing power (100 megaflops) as fourth generation supercomputers. This
development has sparked an interest in heterogeneous computing: a program
started on one workstation can find idle workstations elsewhere in the local
network to run parallel subtasks.
One of the most dramatic changes in the sixth generation will be the
explosive growth of wide area networking. Network bandwidth has expanded
tremendously in the last few years and will continue to improve for the next
several years.
From The Computational Science Education Project
Unit 2
"LIVING COMPUTERS" COULD BECOME REALITY AS
SCIENTISTS BUILD TINY COMPONENTS OUT OF BACTERIA
CELLS
Scientists are one step closer to making a biological computer after
building basic components for digital devices out of bacteria and DNA.
Some scientists believe that, in the future, small biological computers
could roam our bodies monitoring our health and correcting any problems
they find.
191
Researchers from Imperial College London have demonstrated they can
build the 'logic gates' which are the building blocks of today's
microprocessors out of harmless bugs and chemicals.
The biological logic gates described in Nature Communications are the
most advanced 'biological circuitry' ever created by scientists.
Professor Richard Kitney said: 'Logic gates are the fundamental
building blocks in silicon circuitry that our entire digital age is based on.
Without them, we could not process digital information.
'Now that we have demonstrated we can replicate these parts using
bacteria and DNA, we hope that our work could lead to a new generation of
biological processors, whose applications in information processing could be
as important as their electronic equivalents.'
Although still a long way off, the team suggests these biological logic
gates could one day form the building blocks in microscopic biological
computers.
Devices may include sensors that swim inside arteries, detecting the
build up of harmful plaque and rapidly delivering medications to the affected
area.
Other applications may include sensors that detect and destroy cancer
cells inside the body and pollution monitors that can be deployed in the
environment, detecting and neutralising dangerous toxins such as arsenic.
Previous research only proved biological logic gates could be made.
The advantage of the biological logic gates over previous attempts is that they
behave more like their electronic counterparts.
The new biological gates are also modular, which means that they can
be fitted together to make different types of logic gates, paving the way for
more complex biological processors to be built in the future.
In one experiment the researchers showed how biological logic gates
can replicate the way their electronic counterparts process information by
either switching 'on' or 'off'.
The scientists constructed a type of logic gate called an 'AND Gate'
from bacteria E.Coli, which is normally found in the lower intestine.
The team altered the E.Coli with modified DNA, which reprogrammed
it to perform the same switching on and off process as its electronic
equivalent when stimulated by chemicals.
The researchers were also able to demonstrate that the biological logic
gates could be connected together to form more complex components in a
similar way that electronic components are made.
In another experiment, the researchers created a 'NOT gate' and
combined it with the AND gate to produce the more complex 'NAND gate'.
The next stage of the research will see the team trying to develop more
complex circuitry that comprises multiple logic gates.
192
One of challenges faced by the team is finding a way to link multiple
biological logic gates together, similar to the way in which electronic logic
gates are linked together, to enable complex processing to be carried out.
From Daily Mail Reporter
Unit 3
TODAY'S QUANTUM COMPUTERS

Quantum computers could one day replace silicon chips, just like the
transistor once replaced the vacuum tube. But for now, most research in
quantum computing is still very theoretical. At least in a very basic form,
quantum computers do now exist, but they are extremely limited both in
complexity and capability, and able to perform only the simplest of
mathematical feats. The highest number so far factored by a quantum device,
using an algorithm developed in the 1990s by U.S. scientist Peter Shor, is 21.
However, the potential remains that quantum computers one day could
perform, quickly and easily, calculations that are incredibly time-consuming
on conventional computers. Let's look at a few of the quantum computers that
have been developed.
1998
Los Alamos and MIT researchers managed to spread a single qubit
across three nuclear spins in each molecule of a liquid solution of alanine (an
amino acid used to analyze quantum state decay) or trichloroethylene (a
chlorinated hydrocarbon used for quantum error correction) molecules.
Spreading out the qubit made it harder to corrupt, allowing researchers to use
entanglement to study interactions between states as an indirect method for
analysing the quantum information.
2000
In March, scientists at Los Alamos National Laboratory announced the
development of a 7-qubit quantum computer within a single drop of liquid.
The quantum computer uses nuclear magnetic resonance (NMR) to
manipulate particles in the atomic nuclei of molecules of trans-crotonic acid,
a simple fluid consisting of molecules made up of six hydrogen and four
carbon atoms. The NMR is used to apply electromagnetic pulses, which force
the particles to line up. These particles in positions parallel or counter to the
magnetic field allow the quantum computer to mimic the information-
encoding of bits in digital computers.
Researchers at IBM-Almaden Research Center developed what they
claimed was the most advanced quantum computer to date in August.
The 5-qubit quantum computer was designed to allow the nuclei of five
fluorine atoms to interact with each other as qubits, be programmed by radio
frequency pulses and be detected by NMR instruments similar to those used
193
in hospitals (see How Magnetic Resonance Imaging Works for details). Led
by Dr. Isaac Chuang, the IBM team was able to solve in one step a
mathematical problem that would take conventional computers repeated
cycles. The problem, called order-finding, involves finding the period of a
particular function, a typical aspect of many mathematical problems involved
in cryptography.
2001
Scientists from IBM and Stanford University successfully demonstrated
Shor's Algorithm on a quantum computer. Shor's Algorithm is a method for
finding the prime factors of numbers (which plays an intrinsic role in
cryptography). They used a 7-qubit computer to find the factors of 15. The
computer correctly deduced that the prime factors were 3 and 5.
2005
The Institute of Quantum Optics and Quantum Information at the
University of Innsbruck announced that scientists had created the first qubyte,
or series of 8 qubits, using ion traps.
2006
Scientists in Waterloo and Massachusetts devised methods for quantum
control on a 12-qubit system. Quantum control becomes more complex as
systems employ more qubits.
2007
Canadian startup company D-Wave demonstrated a 16-qubit quantum
computer. The computer solved a sudoku puzzle and other pattern matching
problems. Skeptics believe practical quantum computers are still decades
away, that the system D-Wave has created isn't scaleable, and that many of
the claims on D-Wave's Web site are simply impossible (or at least
impossible to know for certain given our understanding of quantum
mechanics).
Kevin Bonsor and Jonathan Strickland
MANIPULATORS OF QUANTUM WORLD WIN PHYSICS NOBEL

When quantum theory was born, practical applications such as quantum
computers and super-accurate atomic clocks would have seemed virtually
impossible. The 2012’s Nobel prize in physics rewards two pioneers who
made today's quantum technology possible.
Serge Haroche at Ecole Normale Supérieure in Paris, France, and
David Wineland at the US National Institute of Standards and Technology
and the University of Colorado, Boulder, both invented ways to measure and
control tiny quantum objects without destroying their fragile states. This
bodes well for quantum computers, devices that exploit the weird properties
of quantum systems to solve problems that stymie ordinary computers.
Wineland's work has already helped him build the world's most precise
clock which keeps time via the regular oscillations of a trapped aluminium
194
ion. The clock is so precise that, had it started ticking at the dawn of the
universe, it would have only lost about 4 seconds by now. Such clocks are
precise enough to measure the slowing of time caused by changes in gravity,
as predicted by Einstein's theory of relativity.
Haroche was awarded the prize for his work on optical cavities, small
superconducting mirrors placed just a few centimetres apart and cooled to just
above absolute zero. A photon entering the cavity can bounce between the
mirrors for more than a tenth of a second, long enough to travel 40,000
kilometres.Caging photons in this way lets you investigate their quantum
behaviour. Haroche fires rubidium atoms one by one into the cavity, where
they interact with the photon before passing out the other side. This atomic
drive-by shifts the atom's quantum state but, crucially, does not destroy the
photon. In this way Haroche can measure the atom and learn about the
detailed evolution of the photon's state over time.
Wineland's work takes the opposite approach: he traps charged atoms
or ions within electric fields and fires lasers at them to force the ions into a
particular quantum state. The lasers cool the ions by suppressing random
motion due to heat, forcing them into their lowest energy state. Precise laser
pulses can then boost the energy of the ions by a tiny amount, creating
a quantum superposition in which the ion has an equal chance of occupying
both the lowest energy state and the next one up.
Wineland and Haroche and their teams have shown just how strange
the quantum world really is and opened up the potential for new technologies
undreamt of not so long ago.
From New Scientist
Unit 4
ULTIMATE SMART CARS

Much future progress in car computing will depend on creating
integrated networking between vehicles and the road. An advanced navigation
system could take advantage of real-time information being transmitted by the
surrounding vehicles. For example, a stalled car would transmit warning
messages to other drivers about the impending obstacle. Vehicles that sense
an oil slick, ice, or other road hazard could also "mark" the location so it can
be avoided by subsequent drivers. Data about the speed and spacing of traffic
could provide real-time information about traffic jams, possibly routing
vehicles into alternative lanes or other roads to reduce congestion and travel
time.
For many futurists, the ultimate "smart car" is one that can drive itself
with little or no input from its human occupant. Such cars (with appropriate
infrastructure) could eliminate most accidents, use roads more efficiently,
195
and maintain mobility for a rapidly aging population. Such events as the
annual DARPA automated vehicle challenge show considerable progress
being made: Automated cars are already driving cross-country, with the
human driver or follow-on vehicle serving only as a safety backup. In 2005
for the first time some competitors actually made it across the finish line.
"Stanley," a robotic Volkswagen Touareg designed by Stanford University,
won the race over an arduous 131-mile Mojave Desert course, navigating by
means of a camera, laser range finders, and radar. In 2007 the contest entered
a more difficult arena, where the robot vehicles had to deal with simulated
urban traffic, negotiate intersections and traffic circles, and merge with traffic,
all while obeying traffic laws.
Meanwhile efforts continue for developing a practical automated
system that could be used for everyday driving. A "tethered" system using
magnetic or radio frequency guides embedded in the road would reduce the
complexity of the on-board navigation system, but would probably require
dedicated roads. A "free" system linked only wirelessly would be much more
flexible, but would require the ability to visualize and assess a constantly
changing environment and, if necessary, make split-second decisions to avoid
accidents. Such systems may also feature extensive automatic
communication, where cars can provide each other with information about
road conditions as well as their intended maneuvers.
The biggest obstacles to implementation of a fully automated highway
system may be human rather than technical: the cost of the infrastructure, the
need to convince the public the system is safe and reliable, and concerns
about potential legal liability. Ironically, just as information technology is
making cars safer, such activities as cell phone use, text messaging, and use
of in-car entertainment systems seem to be making drivers more distracted.
Whether cars will get smart fast enough to compensate for increasingly
inattentive drivers remains an open question.
From Encyclopedia of Computer Science and Technology
Unit 5
HACKERS AND CRACKERS
WHAT IS THE DIFFERENCE BETWEEN A HACKER AND A
CRACKER?
There have been many articles written (particularly on the Internet)
about the difference between hackers and crackers. In them, authors often
attempt to correct public misconceptions.
For many years, the American media has erroneously applied the word
hacker when it really means cracker. So the American public now believe
that a hacker is someone who breaks into computer systems. This is untrue
196
and does a disservice to some of our most talented hackers. There are some
traditional tests to determine the difference between hackers and crackers.
First, I want to offer the general definitions of each term. This will provide a
basis for the remaining portion of this chapter. Those definitions are as
follows:
A hacker is a person intensely interested in the arcane and recondite
workings of any computer operating system. Most often, hackers are
programmers. As such, hackers obtain advanced knowledge of operating
systems and programming languages. They may know of holes within
systems and the reasons for such holes. Hackers constantly seek further
knowledge, freely share what they have discovered, and never, ever
intentionally damage data.
A cracker is a person who breaks into or otherwise violates the system
integrity of remote machines, with malicious intent. Crackers, having gained
unauthorized access, destroy vital data, deny legitimate users service, or
basically cause problems for their targets. Crackers can easily be identified
because their actions are malicious.
These definitions are good and may be used in the general sense.
However, there are other tests. One is the legal test. It is said that by applying
legal reasoning to the equation, you can differentiate between hackers (or any
other party) and crackers. This test requires no extensive legal training. It is
applied simply by inquiring as to mens rea.
Mens rea is a Latin term that refers to the guilty mind. It is used to
describe that mental condition in which criminal intent exists. Applying mens
rea to the hacker-cracker equation seems simple enough. If the suspect
unwittingly penetrated a. computer system-and did so by methods that any
law-abiding citizen would have employed at the time − there is no mens rea
and therefore no crime. However, if the suspect was well aware that a security
breach was underway − and he knowingly employed sophisticated methods of
implementing that breach − mens rea exists and a crime has been committed.
By this measure, at least from a legal point of view, the former is an unwitting
computer user (possibly a hacker) and the latter a cracker. In my opinion,
however, this test is too rigid.
At day's end, hackers and crackers are human beings, creatures too
complex to sum up with a single rule. The better way to distinguish these
individuals would be to understand their motivations and their ways of life.
From Macmillan Computer Publishing
197
Unit 6
TEAMWORK WILL BEAT SPAMMERS

More than two-thirds of all email traffic is spam. But the problem could
be reduced if our computers work together to control it.
Today's anti-spam software-filters block messages that have content
such as advertising slogans or sexually explicit words that is similar to that of
spam emails already received and identified. Therefore, they cannot pick up
new spam messages that are unlike any received before.
But anti-spam programs would be vastly more powerful if they could
pool information about spam, much as police in different places share tips on
known criminals. So says computer scientist Vwani Roychowdhury of the
University of California, Los Angeles, who together with Oscar Boykin of the
University of Florida and other colleagues has now proposed a practical way
of doing it.
The team suggests adding software to standard email programs that
could orchestrate a behind-the-scenes collaboration. When you receive a new
message, your anti-spam software would first check it against your own
database of known spam. If it doesn't find a match, it would then forward the
same query to a few randomly selected email addresses in your contacts book.
Similar software on each computer that receives the query would then check
the message against its own spam database, and so on, until a match is found,
or the message is deemed original.
In this way, an entire social network of email users can pool its
experience of spam messages, greatly increasing a spam filter's accuracy. In
simulations, the researchers found that if the network contained many users –
hundreds of thousands or millions – then it would detect almost all spam
emails, while only rarely misclassifying legitimate messages.
"This is a really great idea," says computer scientist David Hales of the
University of Bologna in Italy. "It turns the existing trusted social network
into a kind of extended spam filter."
As Roychowdhury and his colleagues point out, the inherent trust
within the social email network can also be used to foil spammers' attempts to
sabotage the system. A spammer might try to wreck the system from within,
posing as an ordinary user, but supplying false information: listing legitimate
emails as "known spam" in their own email system, for example.
But the anti-spam software could be told to weight the responses it gets,
lending more weight to those returning from its most trusted contacts – people
to whom the software's owner frequently sends emails etc. Spammers give
themselves away by their pattern of email usage because they send a lot of
emails but don't receive many.
198
The researchers aim to make their software available soon, and hope
that it will spread rapidly, as the system's success depends on it having a large
number of users. "The main strength of the idea," says Boykin, "is that
essentially everyone on the planet would be collaboratively filtering spam."
From New Scientist
Unit 7
PROBLEMS WITH COOKIES
Cookies are not a perfect state mechanism, but they certainly make a lot
of things possible that would be impossible otherwise. Here are several of the
things that make cookies imperfect.
• People often share machines − Any machine that is used in a public
area, and many machines used in an office environment or at home, are
shared by multiple people. Let's say that you use a public machine to
purchase something from an online store. The store will leave a cookie on
the machine, and someone could later try to purchase something from the
store using your account. Stores usually post large warnings about this
problem, and that is why. Even so, mistakes can happen.
• Cookies get erased − If you have a problem with your browser and
call tech support, probably the first thing that tech support will ask you to
do is to erase all of the temporary Internet files on your machine. When you
do that, you lose all of your cookie files. Now when you visit a site again,
that site will think you are a new user and assign you a new cookie. This
tends to skew the site's record of new versus return visitors, and it also can
make it hard for you to recover previously stored preferences. This is why
sites ask you to register in some cases − if you register with a user name
and a password, you can log in, even if you lose your cookie file,
and restore your preferences. If preference values are stored directly on the
machine, then recovery is impossible. That is why many sites now store
all user information in a central database and store only an ID value on the
user's machine.
• Multiple machines − People often use more than one machine
during the day. For example, I have a machine in the office, a machine at
home and a laptop for the road. Unless the site is specifically engineered to
solve the problem, I will have three unique cookie files on all three
machines. Any site that I visit from all three machines will track me as
three separate users. It can be annoying to set preferences three times.
Again, a site that allows registration and stores preferences centrally may
make it easy for me to have the same account on three machines, but the
site developers must plan for this when designing the site. If you visit the
199
history URL demonstrated in the previous section from one machine and
then try it again from another, you will find that your history lists are
different. This is because the server created two IDs for you, one on each
machine.
There are probably not any easy solutions to these problems, except
asking users to register and storing everything in a central database.
Marshall Brain
200
Appendix 2: MINI-DICTIONARY
Unit 1
THE HISTORY OF COMPUTERS
blunder груба помилка

to assign призначати
predominantly переважно
tide chart діаграма потоку
abacus рахівниця
to slide ковзати
ivory stick маленька палиця з слонової кістки
slide rule логарифмічна лінійка
calculating clock тактовий генератор для обчислення
reckoner таблиця для обчислення
to contribute to робити внесок
circumference окружність, коло
gear-driven-(machine) машина з приводом
to weave cплітати, ткати
to punch пробивати вибивати
a punched card перфокарта
to deter стримувати
ubiquitour повсюдний
rotating shaft обертовий вал
clutch зчеплення
to cram втиснути
valve клапан
to scroll прокручувати
obsolete застарілий
201
Unit 2
FIRST BASE
carefully engineered biological ретельно розроблені біологічні

molecules молекули
to compute in parallel обчислювати паралельно
to consist of enzymes складатися з ферментів
to diagnose and treat cancer діагностувати та лікувати рак
a notional type of computer уявний тип комп'ютера
to affect впливати на
to administer some kind of призначати лікування
treatment
watery solution водний розчин
to indicate вказувати
imbalance дисбаланс
to substitute a molecule замінити молекулу
blank порожній
to induce biochemical changes викликати / спричиняти біохімічні
зміни
to release short strands of DNA вивільнити короткі ланцюги ДНК
to transfer genetic information передавати генетичну інформацію
to carry out виконувати
in situ detection на місці виявлення
a test tube пробірка
Ribonucleic Acid рибонуклеї́нова кислота́
Deoxyribonucleic Acid дезоксирибонуклеїнова кислота
an output molecule вихідна молекула
202
Unit 3
QUANTUM COMPUTERS
to respond to queries відповідати на запити

to equal smth. прирівнювати, не поступатися
to preserve the system’s integrity підтримувати / зберігати
цілісність системи
to harness the power of atoms підкоряти / використовувати силу
атомів
qubit кубіт
an ion trap іонна пастка
impurity домішка
a quantum dot квантова точка
with minimal resistance з мінімальним опором
quantum entanglement сплутаність, сплутані квантові
стани
to factor large numbers розкладати на множники великі
числа
staggering power приголомшлива потужність
to utilize використовувати
quantum parallelism квантовий паралелізм
to ignite розпалювати
the bizarre rules of quantum дивні правила квантової механіки
mechanics
to cease to evolve припинити розвиток
superposition суперпозиція
superconducting materials надпровідні матеріали
doped semiconductors леговані напівпровідники
beyond our reach поза нашими можливостями
at low temperature за низьких температур
quantum decoherence квантова декогеренція
within the life span of the universe у період існування всесвіту
203
to spin обертатися
spin спін
drawback недолік / вада
to capture захопити / піймати
register регістр
conventional computer звичайний / традиційний
комп’ютер
polarization поляризація
Unit 4
DRIVING AND CRUISE CONTROL
fuel efficient vehicle транспортний засіб який

заощаджує пальне
to apply the brakes застосувати гальма / гальмувати
to suffer teething troubles зазнавати проблем на початку
to add non-essential functions додати необов’язкові функції
car insurance страхування автомобіля
suspension підвіска
the competitive nature of the motor конкуренція в автомобільній
industry галузі
to gain advantage over rivals отримати перевагу перед
конкурентами
to make subtle modifications to ледве помітно коригувати
driving керування
to eat into the performance погіршувати експлуатаційні
характеристики
tyre / sunroof шина / люк
to prevent a crash запобігати аварії
to proceed продовжувати
actuator привод, виконавчий механізм
to keep the mechanical systems as залишити механічні системи як
back-up резерв
204
specifications технічні умови, специфікації
to lead to an accident призводити до аварії
to stray out of the lane виїхати зі своєї смуги руху
to protect passengers захищати пасажирів
to tighten the seat belts затягнути паски безпеки
to press the pedal тиснути на педаль
to ensure / to anticipate забезпечувати / передбачати
to turn the steering wheel повертати руль
to grip the road better on bends мати краще зчеплення з дорожнім
покриттям на поворотах
to smooth acceleration робити прискорення більш
плавним
to question the wisdom of the брати під сумнів розважливість
radical change радикальних змін
the front wheels передні колеса
to throw the car into a skid призвести до заносу машини
to vote голосувати
fault-tolerant нечутливий до пошкодження
the steering column штурвальна колонка
to be responsible for the нести відповідальність за наслідки
consequences
to leave loopholes залишати лазівки
to raise the question піднімати питання
205
Unit 5
HACKERS
to spent a fortune витратити велику суму грошей

to thwart hackers протидіяти хакерам
to face a completely new security зіштовхнутись з абсолютно новою
threat небезпекою
diffuse glow дифузне відбиття світла
stray signals розсіяні сигнали
screen's contents інформація, яка відображається на
екрані
protective metal meshes захисні металеві сітки
to take countermeasures протидіяти
refresh rate частота оновлення
to stop data leakage зупинити просочення інформації
transparent shielding materials прозорі захисні матеріали
to make small fonts legible зробити маленький шрифт
розбірливим
reflected glow світло, яке відбивається
intensity інтенсивність
off-the-shelf light sensors наявні світові сенсори
ambient light навколишнє світло
to swamp очищати
to track стежити
206
Unit 6
SPAM
geekspeak технічна мова

unsolicited наданий добровільно
Internet service providers постачальники інтернет-послуг
originator винахідник
to dispatch надсилати
victim жертва
to slow down сповільнювати
to relay to передавати
recipient lists список отримувачів
to propagate поширювати
criterion / criteria критерій / критерії
resultant те, що випливає
overloaded перевантажений
writ письмовий докумен
Internet domains інтернет домени
labour-intensive трудомісткий
upkeep обслуговування
blacklist чорний список
suspicious підозрілий
labelling маркування
missive офіційний лист
to block off перекривати
to interfere втручатись
to dismantle демонтувати
precautions запобіжні заходи
stuffed набитий
207
Unit 7
COOKIES
cookies кукі-файли
to transfer передавати
to execute programs запустити програму
to capture збирати (дані)
to initiate створити
to snoop around розшукувати
controversial сумнівний
to retrieve повертати
to track відслідковувати
ominous загрозливий
to tweak коригувати
to appreciate оцінювати
to disable блокувати
to implement втілювати
harmless безпечний
intrusive нав'язливий
targeted націлений
208
Appendix 3: MINI-GRAMMAR
MODAL VERBS
The verbs must, can, could, may, might, will, would, shall, should and
ought (to) are modal verbs. They express meanings such as obligation,
necessity, certainty, ability, possibility, lack of necessity, offers, suggestions,
requests, logical assumptions, permission, prohibition, advice and criticism.
Modal verbs:
✓ do not take an -s, -ing or -ed suffix
e.g. She must study. (NOT: She musts study)
✓ are followed by a bare infinitive except for ought which is followed by a
to-infinitive
e.g. He may be ill. (NOT: He may to be ill.)
She ought to listen to you.
✓ go before the subject in questions and are followed by not in negations.
e.g. Can I talk to you? He couldn't speak.
✓ do not usually have tenses. They can refer to the present or the future.
e.g. You can call now. (present) You can call tomorrow, (future)
The present tenses The past tenses

can could
may might
shall should
will would
FUNCTIONS OF MODAL VERBS
FUNCTION EXAMPLES
a) You must sign the contract.
Obligation / duty / (You are obliged to / You have to / You need to / It
necessity is necessary.)
b) I must sign the contract.

(I have decided.)
c) I have to sign the contract.

(Someone else has decided.)
209
FUNCTION EXAMPLES
Lack of necessity a) He doesn't need to/doesn't have to/needn't get a
taxi. I'll give him a lift.
(It isn't necessary.)
b) He didn’t need to get a taxi because I gave him a
lift.
(It wasn't necessary for him to get a taxi.)
c) He needn't have got a taxi.
(It wasn’t necessary for him to get a taxi, but he
did.)
Advice a) You ought to / should revise for your test.
(I advise you to / you had better)
b) You must revise for your test.
(I strongly advise you to.)
Suggestions a) We can / could go out for a meal later.
b) Shall we go out for a meal later?
(Let's ... / Why don’t we ...? / How about...?! What
about...?)
Ability a) Kim is five years old. She can read and write.
(present)
b) When she was three, she could count to ten. (past
repeated action)
c) Tony was able to win the race. (managed to do;
past single action)
Lack of ability a) Ann can't play the piano. (present)
b) She couldn’t swim fast when she was young.
(past repeated action)
c) She couldn't reach the top shelf, even though she
tried. (past single action)
Asking for a) Can I open the window, please? (informal)
permission to do smth. b) Could I open the window, please? (more polite)
c) May I / Might I open the window, please?
(formal)
(Do you mind if...? / Would you mind if...?)
Asking for
permission not to do Must / need I do this exercise?
smth.
Giving permission a) You can leave your luggage here.
(you are allowed to do smth; informal)
b) You may leave your luggage in this area. (you
are allowed to do smth; formal − probably written)
210
FUNCTION EXAMPLES
Refusing permission a) You can’t/mustn't park here. (you are not
allowed to do smth; informal)
b) You may not park in this area. (you are not
allowed to do smth; formal − usually written notice)
Requests a) Can / Will you help me with this exercise?
(Informal)
b) Could/Would you help me with this exercise?
(more polite)
c) May I have one of those leaflets? (formal)
d) Might I have one of those leaflets? (very formal)
Prohibition You mustn’t / can’t / are not / may not lie in court.
(It's forbidden/you aren't allowed to/it's against the
rules)
Asking for suggestions
When / How shall I contact you?
or instructions
Possibility a) She could / may / might finish her work by six
o'clock. (it is possible/it is likely/perhaps)
b) She could / might have been late. (... Luckily,
she wasn't late.)
Offers Shall I Can / Could I help you translate this
article? (Would you like me to help you cross the
road?)
Logical assumptions a) She must be on holiday. (positive; I'm sure she
is.)
b) She can’t be working. (negative; I'm sure she
isn’t)
c) He must have been on holiday. (positive)
d) He can’t have been at home. (negative)
Criticism He ought to / should have told her the truth.
(It would have been better if he had told her the
truth.)
Order You will / must / are to speak to her.
Reproach You might have brought her a few flowers. It was
her birthday.
Expected Action in the
Present-Future; in the The lecture is / was to begin at 7o'clock.
Past
211
CONDITIONALS
Conditional clauses consist of two parts: the if - clause (hypothesis) and
the main clause (result). The order of these two clauses does not matter,
sometimes the if-clause is at the beginning, sometimes at the end of the
sentence. When the if-clause comes before the main clause, the two clauses
are separated with a comma. When the main clause comes before the if-
clause, then no comma is necessary.
ZERO CONDITIONALS
(something that is certain or real: general facts, universal truths, or
personal results in a given situation)
If-clause Main clause
I f + Present Simple Present Simple
General Fact:
e.g. If you press the button, the machine switches on.
Universal Truth:
e.g. If you cut a man, he bleeds.
Personal Truth:
e.g. If I eat chocolate, I break out.
We can use when (=whenever) instead of if. We use if to show that
something might happen. We use when to show that something will definitely
happen.
FIRST TYPE CONDITIONALS
(real / very probable situation in the present or future)
If + Present Simple / Present Cont. future / imperative/ can/may / might/

/ Present Perfect / Present Perfect must / should / could + present bare
Continuous infinitive
e.g. If it freezes tonight, the roads will be very slippery tomorrow.

e.g. If the same cyclotron is to be used for the acceleration of different
particles, the necessary adjustment may be made in two days.
212
e.g. If you want to understand time, you might need to grab some
measurements from the future, watch a big bang explode at the edge of
the universe, or delve into the anomalies presented by the most unruly of
the subatomic particles.
SECOND TYPE CONDITIONALS
(unreal / imaginary situations in the present)
would / could/might +simple bare

If + Past Simple or Past Continuous
infinitive
e.g. It would be much easier to compute satellite orbits if the Earth were
perfectly spherical and had no atmosphere.
e.g. If you were more serious about your work, you could find a new job.
In formal language situations, the verb "be" is conjugated as "were"
rather than "was" in the if-clause when the subject is I, you, she / she / it. For
informal speech, "was" is an acceptable alternative.
e.g. If I were going to buy a car, I would get insurance.
THIRD TYPE CONDITIONALS (PAST)
If + past perfect or past perfect would / could / might +perfect bare

continuous infinitive
These conditionals are used to express imaginary situations which are

contrary to facts in the past. They are also used to express regrets or criticism.
e.g. If the piezoelectric effect had not been discovered we could not have
improved the operation.
e.g. You might have finished the assignment on time, if you had planned more
carefully.
e.g. If you hadn't prepared, you should have told the professor.
We can form conditionals by using words / expressions such as unless
(Type 1 Conditionals), providing / provided that, so / as long as, on condition
(that), what if, suppose / supposing, otherwise (= if not), but for, and, or
(else), even if, in case of / in the event of, etc.
213
We do not normally use will, would in an if-clause. However, we can
use will or would after if to make a polite request or express insistence or
uncertainty (usually with expressions such as I don't know, I doubt, I wonder,
etc.) In this case, if means whether.
e.g. If you will wait a minute, Mr Carrington will be able to see you. (Will you
please wait ... − polite request)
e.g. If you will go on making so much noise, I'll send you out. (If you insist on
making ... − insistence)
e.g. I wonder if he’ll call me tomorrow. (I wonder whether ... − uncertainty)
We can omit if and use inversion in Type 1, 2 and 3Conditionals. This
structure is more common in formal English.
e.g. Should he fail to be re-elected, it would be a great disappointment for
him.
e.g. Were he more careful, he would make fewer mistakes.
e.g. Had she been asked, she would have given her permission.
FIRST CONDITIONAL ALTERNATE FORMS
Going to
"Going to" is often used to replace "will" in the first conditional. This is
often done to emphasize a certain result.
e.g. If you apply to that school with your excellent marks, you're going to be
accepted!
"Going to" is also used to mean "intend to" after "if":
e.g. If you're going to skip school, you certainly won't pass your exams.
Unless
"Unless" means "if ... not". For example, in the sentence "The reactor
will explode unless the pressure is released" "...unless the pressure is
released" could also be written "…if the pressure is not released."
Present Perfect
With the first conditional, the present perfect is used to focus on the
completion of an action.
e.g. We'll meet for lunch if you've finished your work.
Should
"Should" implies that something is possible, but improbable:
e.g. If he should arrive, we'll invite him along to dinner.
214
This is stronger than in the second conditional in which an unreal or
imaginary situation is presented. Compare:
e.g. If he studied, he'd pass the exam.
In this example, I am sure that the student will NOT pass the exam, the
second conditional expresses an IMAGINARY situation.
e.g. If he should study, he'll pass the exam.
In this case, I think that the student will probably not study, but if he
does, he'll pass the exam.
If and Adjectives
With the verb "to be" plus an adjective, the subject and verb of the "if"
clause can be omitted. The result clause follows in the imperative form.
e.g. If interested, apply for the position.
Provided (that), As long as
"Provided (that)"and "as long as" are used instead of "if" to show
specific conditions that must be met in order for something to happen.
e.g. Provided he finishes his studies, he'll find an excellent job.
Second Conditional Alternate Forms
Were to
If followed by subject + "were to" emphasizes the hypothetical
character of the statement.
e.g. If I were to buy a new car, what would you say?
If it were not for
"If it were not for" emphasizes that one event depends on another for
completion. This form is often used to show the negative results without a
certain person or thing.
e.g. If it weren't for his dedication, this company wouldn't exist!
Supposing
"Supposing" is used in place of "if" to emphasize the imaginary. It is
more commonly used in everyday speech.
e.g. Supposing he came to visit you, what would you do?
215
Third Conditional Alternate Forms
But for
"But for" replaces "if not" and is followed by a noun. It is usually used
in formal speech.
e.g. But for our savings, we wouldn't have been able to make the payments.
If it hadn't been for
"If it hadn't been for" emphasizes that one event depended on another
for completion. This form is often used to show what the negative results
would have been without a certain person or thing.
e.g. If it hadn't been for Jack, we would have failed.
WOULD RATHER / UNREAL PAST
Would rather / sooner (=would prefer to)
This construction is used to introduce an alternative action the speaker
wishes somebody else would do. It is a polite form of wish + would.
e.g. Clare has asked to borrow my car but I want her to borrow Michael's
car.
e.g. I'd rather you borrowed Michael's car.
When the subject of would rather is also the subject of the following verb, we
use the following constructions:
a) would rather + present bare Infinitive (present / future)
e.g. I'd rather do my shopping tomorrow.
b) would rather + perfect bare infinitive (past)
e.g. I'd rather not have gone to the dinner party last night.
c) would rather + bare infinitive + than (+ bare Infinitive)
e.g. I'd rather watch a comedy than (watch) a thriller.
When the subject of would rather is different from the subject of the
following verb, we use the following constructions:
a) would rather + past tense (present/future)
e.g. I'd rather Kate stayed with us tonight.
b) would rather + past perfect (past)
e.g. I'd rather Sam hadn't taken his father's car yesterday.
216
It's (about / high) time
The past simple is used with the structure it's (about/high) time
e.g. It's (about/high) time you went to bed.
As if / as though + unreal past
This construction is used to make a hypothetical comparison which you know
is impossible.
(Your friend is describing a car he doesn't own.)
e.g. You talk as if you owned it yourself.
When we are making a hypothetical comparison which may or may not
be possible, we use the present or present perfect form.
(A colleague is describing a city. You don't know whether he has ever visited
it.)
e.g. You talk as though you've lived there yourself.
(A stranger is describing a sports club. You don't know whether she is a
member)
e.g. You sound as if you 're a member.
MIXED CONDITIONALS
We can form mixed conditionals, if the context permits it, by combining
an if- clause from one type with a main clause from another − 1 and 2 or 2
and 3.
For example, a result clause can use the conditional to express a present
hypothetical result based on a past action.
e.g. If she hadn't helped me, I wouldn't work here now.

Type 2 Type 1
If nobody paid the bill, the electricity will be cut off.
Type 2 Type 3
If I knew him, I would have said hello.
Type 3 Type 2
If I had known it, I would not be here now.
217
WISHES
We use the verb wish and the expression if only to express a wish. If
only is more emphatic than I wish.
Wish + would
This construction expresses a desire for something to change when the
situation is outside the control of the speaker. It is often used to express
annoyance.
e.g. I wish those students would stop talking.
Wish + simple past / past continuous
This construction expresses dissatisfaction or personal regret about a
present situation.
e.g. (You are unhappy about being short.) – I wish I was taller.
e.g. (You are annoyed because it is snowing.) − I wish it was not snowing.
Were is often used after wish in formal English.
Wish + past perfect
This construction is used to express regret for an action in the past.
(You failed an exam because you didn't work hard enough.)
e.g. I wish Ed worked harder for that exam.
After the subject pronouns I and we, we use could instead of would.
e.g. I wish I could travel abroad. (NOT: I wish I would travel….)
218
REPORTED SPEECH
Say or Tell?
Say and tell have similar meanings. They both mean to communicate verbally
with someone. But we often use them differently.
The simple way to think of say and tell is:
You say something.
You tell someone something.
SAY TELL
Mary said that she had made a Mary told Jane that she had made a
report. report.
Andrew says you study physics. Andrew tells me you study physics.
Sam told James that he lived in a
Sam said: "I live in a hostel."
hostel.
Say "to someone"
With say, we sometimes use "to someone":
e.g. He said to me that he was tired.
Direct Speech
We can use say with direct speech. We use tell only with direct speech
that is an instruction or information:
e.g. Amanda said, "Hello John. How are you?"
"That's great'" she said.
He told her: "Open the door quietly."
She told me, "I have never been to England."
We can use say with direct questions, but we cannot use tell:
e.g. She said: "Do you speak Russian?"
The policeman said to the prisoner, "Where were you at 8pm?"
Reported Speech
We can use say and tell to talk about reported information:
e.g. She said that it was raining.
She told me that she would call at 2pm.
We cannot use say or tell to talk about reported questions. We must use
ask (or a similar verb):
e.g. She asked if I had ever been there.
They asked what I wanted to eat.
She asked where he lived.
He asked if she wanted to go home.
219
Orders, advice
We use tell + object + infinitive for orders or advice:
e.g. She told him to sit down.
They told me not to wait.
Tell Neil to have a holiday and forget her.
Phrases
Here are a few fixed phrases with tell. We cannot use say with these
phrases:
• tell (someone) a story,
• tell (someone) a lie,
• tell (someone) the truth
• tell the future (= to know what the future will bring)
• tell the time (= know how to read a clock)
Right and Wrong

Read these examples of correct and incorrect usage:
These are NOT

We cannot ... These are possible ...
possible ...
say someone to do
Tara said Jo to go away. Tara told Jo to go away.
something
say someone Panita said me that she Panita told me that she
something was hungry. was hungry.
He told that he likes He said that he likes

tell something
coffee. coffee.
Tookta told me that she
Tookta told to me that was coming.
tell to someone
she was coming. Tookta said to me that she
was coming.
say a lie Siriluck always says lies. Siriluck always tells lies.
Ram said to Nok: "Let's

tell somebody turn on the TV."
"direct speech"
Ram told Nok: "Let's
(except Ram told Nok, "Turn on
turn on the TV."
instructions and the TV."
information)
Ram told Nok: "I was
220
These are NOT
We cannot ... These are possible ...
possible ...
born in 1985."
She said if I wanted to She asked if I wanted to

say or tell a come. come.
reported question Tookta told what I Took asked what I wanted
wanted to do. to do.
SEQUENCE OF TENSES AND REPORTED SPEECH

DIRECT SPEECH INDIRECT SPEECH
She Present Indefinite Past Indefinite
said: I’ve got spam in my e-box. She said she had got spam in her
e-box.
She Present Continuous Past Continuous
said: I’m trying to delete all She said she was trying to delete all
suspicious letters. suspicious letters.
She Past Simple Past Perfect
said: I run this application. She said she had run that
application.
She Present Perfect Past Perfect
said: I have already finished my She said she had finished her
report. report.
She Past Continuous Past Perfect Continuous
said:
I was working all night long. She said she had been working all
night long.
She Past Perfect Past Perfect
said:
I had done the task by 3 p.m. She said she had done the task by
3 p.m.
She Will Would
said:
I will come to the university. She said she would come to the
university.
221
DIRECT SPEECH INDIRECT SPEECH
She Present Perfect Continuous Past Perfect Continuous
said:
I have been carrying out this She said she had been carrying out
experiment for 5 hours. the experiment for 5 hours.
She Can/May Could, Might
said:
I can install this program. She said she could install the
program.
She Should / Would / Could / Should / Would / Could / Might
said: Might
You should be careful. She said that he should be careful.
She Must Must, Had to
said:
We must obey the rules. She said that we must obey the
rules.
CERTAIN WORDS AND TIME EXPRESSIONS CHANGE

ACCORDING TO THE MEANING OF THE SENTENCE AS
FOLLOWS:
now then, at that time, immediately
today, tonight that day, that night
yesterday the day before, the previous day
tomorrow the next day, the following day
this week that week
last week the week before, the previous week
next week the week after, the following week
two days ago two days before
here there
come go
222
REPORTING CONDITIONALS
In Type 1 conditionals tenses change in reported speech as follows: the
Present Simple becomes Past Simple in the if-clause and will becomes would
in the main clause.
e.g. "If you ask Liz", shall help you / he said.
He said (that) if I asked Liz, she would help me.
In Type 2 and Type 3 conditionals tenses do not change.
e.g. "If I had more time, I would take up a hobby," Eric said to me. − Eric
told me (that) if he had more time, he would take up a hobby,
e.g. "If I hadn't parked my car on a double yellow line, I wouldn't have got a
ticket," Sam said. Sam said (that) if he hadn't parked his car on a double
yellow line, he wouldn't have got a ticket.
The verb tenses can either change or remain the same in reported
speech:
a) in up-to-date reporting;
b) when reporting a general truth or law of nature.
e.g. The teacher said, "Paris is the capital of France." The teacher said (that)
Paris is / was the capital of France.
REPORTING QUESTIONS
Reported questions are usually introduced with the verbs ask, Inquire,
wonder or the expression want to know. The verb is in the affirmative. The
question mark and words/expressions such as please, well oh, etc. are omitted.
The verb tenses, pronouns and time expressions change as in statements.
e.g. "What did you make for dinner yesterday?" Bob asked me. − Bob asked
me what I had made for dinner the day before.
When the direct speech begins with a question word (who, where, how
old, how long, when, why, what, etc.), the reported question is introduced with
the same question word. When the direct question begins with an auxiliary (is,
do, have) or a modal verb (can, may, etc.), then the reported question begins
with If or whether.
e.g. "Why do you want to leave your job?" Pam asked me. Pam asked me why
I wanted to leave my job. "Do you like rock music?" he asked us. He
asked us if / whether we liked rock music. "Can you ride a motorcycle?"
Ben asked David. Ben asked David if / whether he could ride a
motorcycle.
223
REPORTING COMMANDS, INSTRUCTIONS, REQUESTS,
SUGGESTIONS
To report commands, instructions, requests or suggestions in reported
speech, we use an appropriate introductory verb (ask, order, beg, suggest, tell,
etc.) and the to-infinitive, -ing form or that-clause depending on the
introductory verb.
e.g. "Stop the car!" the policeman said to him. − The policeman ordered him
to stop the car.
e.g. "Put all the ingredients in a bowl," she said to me. She told me to put all
the ingredients in a bowl.
e.g. "Will you please hold this bag for me?" Laura said to Helen. − Laura
asked Helen to hold the bag for her.
e.g. "How about going to the cinema?" I said to them. − I suggested going to
the cinema.
224
Appendix 4: IRREGULAR VERBS
IRREGULAR VERBS
Infinitive Past Simple Past Participle Translation
awake awoke awaked, awoke прокидатися

bе (аm, is was, were bееn бути
аrе)
bеаr bоrе bоrnе, bоrn носити, нести, переносити;
народжувати
beat beat beaten бити, калатати
bесоmе bесаmе bесоmе робитися, ставати
befall befell befallen траплятися
begin began begun починати(ся)
bet bet bet закладатися, заставлятися
bethink bethought bethought згадати, задумати
bind bound bound в'язати, зв'язувати;
затримувати, обмежувати
bite bit bit, bitten кусати(ся), жалити
bleed bled bled кровоточити, стікати
кров'ю
blend blended, blent blended, blent змішувати, виготовляти
суміш
blow blew blown дути
break broke broken ламати(ся), розбивати(ся)
bring brought brought приносити, привозити
broadcast broadcast(ed) broadcast(ed) транслювати, передавати
по paдіo
build build build будувати
burn burnt, burned burnt, burned пекти, спалювати;
засмагати (на cонці)
burst burst burst розривати(ся), вибухати
buу bought bought купувати
cast cast cast кидати
catch caught caught ловити
choose chose chosen вибирати
соmе саmе соmе приходити, прибувати,
приїжджати
cost cost cost коштувати
сrеер crept crept повзати, крастися
cut cut cut різати, краяти
225
IRREGULAR VERBS
deal dealt dealt завдавати удару,

спілкуватися, мати справу,
розглядати питання
dig dug dug копати, рити
do did done робити, виконувати,
здійснювати
draw drew drawn тягти, креслити, малювати
dream dreamed, dreamed, dreamt мріяти, бачити уві сні
dreamt
drink drank drunk пити, пиячити
drive drove driven гнати, везти, підвозити
eat ate eaten їсти
fall fеl fallen падати, опускатися
feed fed fed годувати (худобу)
feel felt felt відчувати на дотик;
почувати
fight fought fought битися, боротися
find found found знаходити
flу flew flown літати
forbid forbade, forbad forbidden забороняти
forecast forecast, forecast, передбачати, прогнозувати
forecasted forecasted
forego forewent foregone передувати, відмовлятися
від чогось
foreknow foreknew foreknown знати наперед
foresee foresaw foreseen передбачати
forget forgot forgotten забувати
forgive forgave forgiven пробачати
freeze froze frozen замерзати; покриватися
кригою, мерзнути
get got got одержувати, добувати
give gave given давати, віддавати
go went gone ходити, їхати
grave graved graven,graved гравіювати, витісувати
grind ground ground молоти, товкти
grow grew grown виростати, збільшуватися,
зростати
hang hung, hanged hung, hanged вішати, висіти
226
IRREGULAR VERBS
have had had мати, володіти, містити

hеаr heard heard чути
hide hid hidden, hid ховати
hit hit hit бити
hold held held тримати
hurt hurt hurt пошкодити, завдати болю
keep kept kept зберігати, доглядати
know knew known знати
lay laid laid класти
lead led led вести
lean leant, leaned leant, leaned нахилятися
leap leapt, leaped leapt, leaped стрибати
learn learnt, learned learnt, learned вивчати
leave left left піти, поїхати, залишати
lend lent lent позичати
let let let пускати, дозволяти
lie lay laid лежати
light lighted, lit lighted, lit освітлюватися
lose lost lost губити, втрачати
make made made робити, виготовляти
mеаn meant meant мати намір, означати
meet met met зустрічати(ся)
melt melted melted, molten танути, топитися
mistake mistook mistaken помилятися
misundersta misunderstood misunderstood неправильно розуміти
nd
mow mowed mowed, mown косити
overcome overcame overcome подолати, перемогти,
оволодіти (про почуття)
overhear overheard overheard підслуховувати
рау paid paid платити, звертати увагу
put put put класти, ставити
read read [red] read [red] читати
rebuild rebuilt rebuilt відбудовувати
repay repaid repaid віддавати борг, повертати
reset reset reset знову встановлювати
retell retold retold розповідати, переказувати
rewrite rewrote rewritten переписувати,
227
IRREGULAR VERBS
переробляти, редагувати
rid rid rid позбавляти від чогoсь,
звільнятися від чогось
ride rode ridden їхати верхи
ring rang rung дзвонити, телефонувати
rise rose risen сходити, підводитися,
збільшуватися
run ran run бігти
saw sawed sawn, sawed пиляти, розпилювати
say said said говорити, сказати
see saw seen бачити, розумiти
seek sought sought шукати, прагнути
sell sold sold продавати
send sent sent посилати, передавати
set set set ставити, розташовувати
sew sewed sеwn, sewed шити
shake shook shaken трясти, тремтiти
shine shone shone свiтити(ся), освiтлювати
shoot shot shot стрiляти
show showed shown показувати
shrink shrапk shrunk скорочувати (ся),
зменшувати (ся)
shut shut shut зачиняти (ся)
sing sаng sung спiвати
sink sank sunk, sunken тонути
sit sat sat сидіти
sleep slept slept спати
smell smelt, smelled smelt, smelled нюхати
speak spoke spoken говорити,сказати
speed sped, speeded sped, speeded збiльшувати швидкiсть,
розганятися
spell spelt, spelled spelt, spelled писати (вимовляти) по
буквам
spend spent spent витрачати, проводити (час)
spill spilt, spilled spilt, spilled розливати
spin spun, span spun крутити (ся)
split split split розколювати (ся)
spoil spoilt spoilt псувати (ся)
228
IRREGULAR VERBS
spread spread spread поширювати(ся),

розповсюджувати(ся)
spring sprang sprung стрибати, з'являтися,
виникати
stand stood stood стояти
steal stole stolen красти
stick stuck stuck встромляти, приклеювати,
дотримуватися
sting stung stung жалити
strike struck struck, stricken бити, ударяти
strive strove striven старатися, намагатися
sunburn sunburned, sunburned, засмагати
sunburnt sunbunt
swear swore sworn клястися
sweat sweat, sweated sweat, sweated пiтнiти
sweep swept swept мести
swim swam swum плавати
swing swung swung гойдати(ся)
take took taken брати, взяти
teach taught taught учити, навчати, викладати
tear tore torn рвати
tell told told казати, розповiдати
think thought thought думати
thrive throve thriven процвiтати
throw threw thrown кидати
understand understood understood розумiти
undertake undertook undertaken починати щось, братися до
чогось
wake woke, waked woken, waked прокидатися
wear wore worn носити
weave wove woven ткати
weep wept wept плакати
win won won перемагати
wind wound wound витися, заводити
wring wrung wrung скручувати
write wrote written писати
229
Appendix 5: PHRASAL VERBS
add up to to have a particular result призводити до,
підсумовувати
break away to leave something тікати, віддалятися
break down to become very upset не витримати,
втратити
самовладання
break into to enter by force проникати незаконним
способом
break off to break a piece from відламувати
something
break through to pass through a barrier прорватися, пробитися
bring about to cause something to спричиняти
happen
carry on to continue продовжувати
carry out to do; to perform виконувати
carry over to move a total to the next переносити на іншу
row of figures for adding to сторінку; робити
other numbers перенос суми
carry through to complete or finish доводити до кінця
something successfully
come about to happen; to occur траплятися
come up to manifest itself; to arise виникати
draw up to compose or write in a set складати, створювати
form; to write out
dream up to invent by ingenuity and вигадувати
imagination
drive up to force prices etc to rise призводити до
quickly підвищення, росту
go about to go from place to place ходити
hold back to control (tears, laughter) стримувати
hold in to restrain; keep under приборкувати
control (feelings)
hold on to wait (on the phone) чекати
hold out to last витримувати
hold up to delay затримувати

keep away (from) to stay away триматися подалі (від)
keep back to conceal приховувати
keep on to continue in spite of продовжувати робити
difficulties, to continue щось незважаючи на
230
doing sth; to carry on труднощі;
продовжувати
keep out of to stay away from (trouble) уникати
keep up to maintain sth at the same підтримувати щось на
level, to keep somebody тому ж рівні
out of bed, to keep sth in
good condition
keep up with to proceed at an equal pace не відставати від; йти
with, to continue to be в ногу з
informed (news, events)
lay out to arrange планувати, розкладати
make up to constitute, form складати
point out to make or write a зазначати, вказувати
comment on
run out to use all of something and закінчуватися,
not have any of it left вичерпатися
see about to consider, or to get дізнаватись
information about
something
set about to start doing something починати
turn into to become something перетворювати(ся)
different
turn off to stop the operation, вимикати, відключати
activity
turn out to be found to be, as after виявити(ся), з’ясувати
experience or trial; to result
turn to to direct one's interest or звертатися до
attention towards
something
231
Appendix 6: WRITING HELP
ABSTRACT
A text / an article abstract is a brief summary of the text / article. It
provides the key information of the text / article in a short form; gives the
reader the idea about the topic of the text / article.
An abstract is characterized by 1) logicality and sequence of information;
2) neutrality of the author; 3) factual information of the text / article
including:
– What the author did;
– How the author did it;
– What the author found;
– What the author concluded.
ABSTRACT REQUIREMENTS
1. It must contain one paragraph (3−4 sentences).
2. It must give both general information and specific information about the
text / article.
3. It is characterized by the use of present tenses (for general information),
past tense (for results), third person, passive, and the non-use of negatives.
It is necessary to avoid subordinate clauses, abbreviation, jargon, symbols,
repetition, meaningless expressions, superlatives, illustrations, descriptive
details, examples.
4. It must be self-contained and unambiguous.
5. The information of an abstract has to be conveyed in a neutral, logical,
coherent, precise and condense way.
USEFUL PHRASES
1. It is analysed … Аналізують ...
2. It is considered Розглядають
3. The author recommends … Автор рекомендує ...
4. It is described … Описують ...
5. It is suggested … Пропонують ...
6. The author pays attention to ... Автор звертає увагу на ...
7. It is represented / presented ... Представляють ...
8. The text / article is devoted to Текст / стаття присвячується ...
…
9. It is shown ... Показують ...
10. It is underlined ... Підкреслюють ...
11. It is revealed ... Показують ...
232
12. It is given the Даються рекомендації ...
recommendations ...
13. This text / article examines / Текст / стаття розглядає /
focuses on ... зосереджується на ...
14. This text / article Текст / стаття зосереджує ...
concentrates on ..
15. It is designed ... Розробляють ...
16. It is created ... Створюють ...
17. It is reported ... Повідомляють ...
18. It is characterized ... Характеризують ...
19. The results show ... Результати показують ...
20. It is observed ... Спостерігають ...
21. This text / article Текст / стаття демонструє ...
demonstrates ...
22. It is explained ... Пояснюють ...
23. It is investigated ... Досліджують ...
24. It is used ... Використовують ...
25. It is studied ... Вивчають ...
26. It is applied ... Застосовують ...
Example:
ABSTRACT
THE RISE OF THE ENVIRONMENTAL JUSTICE PARADIGM
This article uses social movement theory to analyse environmental
justice rhetoric. It argues that the environmental justice frame is a master
frame that uses discourses about injustice as an effective mobilizing tool. The
article identifies an environmental justice paradigm and compares it with the
new environmental paradigm. In addition, the article discusses why the
environmental justice movement grew so fast and why its adherents find the
environmental justice frame so appealing.
SUMMARY
Summary is a shortened version of the text / article that highlights its
key points.
Follow these steps to write summary:
✓ Read the text.
233
✓ Start your piece of writing with one sentence that summarizes the idea
of the whole text.
words.
Example:
Air, water, and land pollution is a result of increasing population and
industry. Air pollution, such as acid rain and photochemical smog, can
destroy forests and crops, kill animals and cause illness in humans. Water
pollution from toxic chemicals, herbicides, pesticides, and waste can cause
human tragedy and upset the food chain. Land pollution can cause toxic
waste, fires, and explosions. This can affect both humans and their
environment.
COMMENTS
To write comments means writing explanatory or critical notes upon a
text.
When you write comments, try to keep these things in mind:
✓ write only relevant information;
✓ express your ideas logically;
✓ use the correct spelling, punctuation, grammar;
✓ read over your comment to check if it makes sense;
✓ edit your comment if it is necessary.
ARTICLE VS. ESSAY
Article and essay are two words that are often confused due to the
similarity in their meanings. Strictly speaking, there are differences between
these two words. An article is short and a descriptive account of something
connected with a given niche. On the other hand, an essay is long.
An article is written to throw light on a given aspect of a niche. On the
other hand, an essay is written or prepared for examination point of view.
Essays are asked to be written as part of college assignment. On the other
hand, articles are asked to be written as part of content writing.
Another important difference between articles and essays is that essays
contain quotations from various authors and experts. On the other hand,
articles do not usually contain quotations from experts and authors.
Essays are written on historical events and historical characters,
scientific experiments, great lives etc. On the other hand, articles are generally
written on different niches, such as technology, book reviews, product
reviews etc.
234
It is thus understood, that niche plays an important role while writing
an article. On the other hand, events play a great role while writing an essay.
Article writing is taken up as a profession. Essay writing is used more for
academic purposes.
ESSAY
An essay is a short literary composition on a particular theme or
subject, usually in prose and generally analytic, speculative, or interpretative.
It must have at least three paragraphs, but a five-paragraph essay is a common
length for academic writing.
The structure of an essay includes:
✓ an introduction (state the problem and its consequence(s);
✓ a main body (suggestions);
✓ a conclusion (summarise your opinion).
ARTICLE
✓ is a piece of writing usually intended for publication in a newspaper,
magazine or journal;
✓ is written for a wide audience, so it is essential to attract and retain the
readers’ attention;
✓ may include amusing stories, reported speech and descriptions;
✓ can be formal or informal, depending on the target audience;
✓ should be written in an interesting or entertaining manner;
✓ should give opinions and thoughts, as well as facts;
✓ is in a less formal style than a report.
HOW TO WRITE AN ARTICLE?

1. Come up with an idea
✓ Get to know your audience. Decide who you need to write for before
proceeding with planning or writing an article.
✓ Identify the needs of your readership.
✓ Be unique. If you are writing an article about something that other
people are also writing about, try to be unique in how you approach the
material.
✓ Be passionate. You should care about the topic you choose to write
about, or even write on something you yourself are good at.
2. Research your idea
✓ Learn the basics. Get the general explanation of whatever you are
trying to write about.
✓ Find reliable sources.
✓ Get different types of material.
235
3. Write your article
✓ Decide your length.
✓ Outline your article.
✓ Pay attention to style and structure.
✓ Edit your work.
✓ Make it better.
✓ Respect the rights of other writers. If you are using information from an
external source, be sure to cite the source at the bottom of the article.
✓ Submit your work. When you’ve finished, submit your work in the
appropriate manner.
REVIEWS
A review is a special type of article written for publication in a
magazine, newspaper, etc, giving a brief description and evaluation of a film,
book, website etc. It is usually written using present tenses.
A successful review should consists of:
✓ an introduction which mentions the title, the theme, etc.;
✓ a main boby of two or more paragraphs containing the main points the
website / the plot of the book and evaluating the features;
✓ a conclusion which includes an overall assessment of the work.
HOW TO WRITE A BLOG POST
1. Understand your audience.
2. Start with a topic and working title.
3. Write an introduction.
4. Organize your content.
5. Write the content.
6. Fix your formatting.
TRANSITION WORDS AND PHRASES
Chronology before, after, next, since, first, second, while, when
Comparison likewise, compared to, similarly, as ... as, and
Contrast however, on the other hand, but, yet, in spite of in
contrast, although, instead
Additional and, also, in addition, in fact, furthermore, moreover,
information another ... is / was
Examples for example, in general, generally, for instance,
specifically, in particular
Cause and effect therefore, so, thus, as a result, since, because
Concluding ideas in conclusion, in summary, finally, therefore, to
conclude, to summarise
236
Appendix 7: PROBLEM-SOLVING
Unit 1
COMPUTER HISTORY QUIZ
1. Steve Jobs and Steve Wozniak built their first computer using a
wooden box. Their company has grown and is still around today. The
name of the company is _________ .
A. Microsoft
B. Linux
C. Apple
D. Windows
2. This invention replaced vacuum tubes and made computers much
smaller and faster. However, it was eventually replaced by another
invention − _________ .
A. RAM
B. ENIAC
C. transformer
D. transistor
3. Who invented the Internet?
A. Steve Jobs
B. More than one person
C. Al Gore
D. William Shockley Correct
4. In 1954 scientists were able to predict exactly what computers would
look like today.
A. True
B. False
5. This man is known for starting the company Microsoft back in the year
1975. Since then, he has become one of the richest people in the world.
His name is _________ .
A. Steve Jobs
B. Bill Gates
C. Konrad Zuse
D. Charles Babbage
6. This invention was 1,000 times faster than any machine built before it.
It was so big that it could fill up a house.
A. Apple I
B. ENIAC
C. Windows
D. Z3
237
7. This person created a machine called The Analytical Engine. His ideas
were some of the first that led to the creation of computers.
A. Simon Konrad
B. Charles Babbage
C. John Lovelace
D. William Howard
8. This invention helped make computers much smaller and faster. What
is it called?
A. Vacuum Tube
B. Random Access Memory
C. Central Processing Unit
D. Integrated Circuit
9. This person is often called the inventor of the modern computer. He
actually created the first fully electronic computer.
A. Konrad Zuse
B. Byron Lovelace
C. William Gates
D. Steve Jobs
10. This person created what is now known as the first computer program.
The program was made to help the Analytical Engine calculate
numbers.
A. Charles Babbage
B. Konrad Apple
C. Ada Lovelace
D. William Zuse
Unit 2
ARE THESE STATEMENTS TRUE OR FALSE?
1. The biological computer is an implantable device that is mainly used for

tasks like monitoring the body's activities or inducing therapeutic effects,
all at the molecular or cellular level.
2. In some articles the scientists sometimes use the term "a living
computer" instead of "a biological computer".
3. A notional type of computer first was proposed in 1936 by Alan Turing.
4. Adleman is often called the inventor of DNA computers.
5. The hardware of the biological computers consists of enzymes that
manipulate DNA, the software is the DNA itself.
6. Shapiro's mechanical device embodies the theoretical Turing machine.
7. A design for a computer built out of carefully engineered biological
molecules was suggested in 1998.
8. Adleman was one of the inventors of the RSA public-key encryption
system in 1977.
238
9. Adleman wrote the book "Molecular Biology of the Gene".
10. The advantage of the biological logic gates over previous attempts is that
they behave better than their electronic counterparts.
Unit 3
THE QUANTUM PHYSICS QUIZ
1. What was Max Planck studying when he stumbled across the principles
of quantum mechanics?
A. The ultraviolet catastrophe
B. Relativity
C. Particle turbulence
D. Hypercalculus
2. Quantum mechanics says photons and electrons are ____________ .
A. waves
B. particles
C. waves and particles
D. indivisible
3. Who disliked quantum theory and said God does not play dice with the
universe?
A. Marie Curie
B. Albert Einstein
C. J. Robert Oppenheimer
D. Carl Jung
4. What does the Uncertainty Principle say?
A. The act of measuring one aspect of a particle blurs other aspects.
B. Space and time are linked.
C. Matrix and wave mechanics are the same.
D. No one can know the meaning of the universe.
5. Spintronics exploits the spin state of electrons to carry and store
information.
A. Fact
B. Fiction
6. Could spin technology lead to more energy-efficient devices?
A. Yes
B. No
7. The equivalent of bits are called this in quantum computing.
A. Qubits
239
B. Quarks
C. Bytes
D. Nuons
8. This technology protects information by using the principle that you
cannot observe a particle without changing it.
A. string theory
B. quantum cryptography
C. flux capacitation
D. Heisenbergian code
9. ___________ theory accounts for dark matter.
A. Supersymmetry
B. Relativity
C. Obsidian radiation
D. Wavicle infarction
10. Experiments with ultra-cold atom gases may someday lead to a better
understanding of this bane of travelers.
A. Disorientation
B. Seasickness
C. Homesickness
D. Turbulence
11. This links two quantum particles in a way that makes them two parts of
the same entity.
A. Twinning
B. Mirroring
C. Cloning
D. Entanglement
12. This was one of the first inventions to come out of the study of
quantum mechanics.
A. Transistors
B. Computers
C. X-ray machines
13. Physicians can now use these particles to detect cancer cells.
A. Quantum detectors
B. Quantum dots
C. Nanometers
240
14. Is Schrodinger's cat alive or dead at the end of the hypothetical
experiment?
A. alive
B. dead
C. zombie
D. Who knows?
Unit 4
CARS AND DRIVING
Clues Across
2 to increase speed
6 an intersection with circular movement of traffic
8 a fuel for vehicles
10 to operate a vehicle
11 to go past another vehicle travelling in the same direction
13 rapidity
14 a light with a reflector and lens mounted on the front of an automobile,
or other vehicle
241
Clues Down
1 money paid as a penalty for offences
3 a transmission device in vehicles
4 a long line of traffic stretching back from an obstruction
5 a place where two or more roads meet
7 to slow down
9 a post supporting a sign that has information or directions.
12 any of the parallel strips into which the carriageway of a major road or
motorway is divided
Unit 5
HACKERS QUIZ
1. The longest prison term ever received for hacking-related crimes

was _________ .
A. 20 years
B. 30 years
C. 40 years
2. Who received the 20-year prison sentence for hacking-related crimes?
A. Max Vision
B. Jonathan James
C. Albert Gonzalez
3. What is a relatively common medical diagnosis among hackers?
A. Multiple sclerosis
B. Asperger's syndrome
C. Fibromyalgia
4. Early hackers who tampered with the phone systems were known as ____?
A. Freakers
B. Phone phanatics
C. Phone phreaks
5. The hacking collective known as the Masters of Deception (MOD) engaged
in a cyber-battle with what other hacking collective?
A. Legion of Doom
B. Lonestar Runners
C. Lightning Gang
6. People who are paid to hack into systems in order to discover their
vulnerabilities are often called __________?
A. Black hat hackers
B. White hat hackers
C. Gray hackers
242
7. Adrian Lamo gained news attention for his connection with which
controversial Web site?
A. WikiLeaks
B. Pirate Bay
C. Napster
8. Which hacker preferred to call himself a "social engineer" instead of a
"hacker"?
A. Kevin Poulsen
B. Gary McKinnon
C. Kevin Mitnick
9. John Draper's nickname is ___________ .
A. Captain Crunch
B. Lucky Charms
C. Count Hackula
Unit 6
8 QUESTIONS ABOUT SPAM
1. Unsubscribing to spam emails will make them stop.

A. True
B. False
2. Which of the following should immediately raise a red flag that a message
is spam?
A. The message asks you to click a link.
B. The message addresses you as "Customer" instead of your name.
C. The message tells you that you may have won a new iPad.
D. All of the above.
3. The email came from my friend so it can’t be spam.
A. True
B. False
4. Most spam is written in a foreign language.
A. True
B. False
5. Most spam nowadays is related to ___________ .
A. a Nigerian prince asking to help get money out of the country
B. pharmaceuticals
C. free iPods
243
6. How many email accounts should you have?
A. 1
B. 2
C. 3
7. Some spammers make money every time you click a link in their email.
A. True
B. False
8. Anti-spam filters block spam messages based on _________ .
A. the sender’s reputation
B. the message content
C. the time of day the message was sent
Unit 7
INTERNET COOKIE QUIZ
1. Which of these can Internet cookies not do?

A. Collect personal information about a user.
B. Store information from a Web server on a user's computer.
C. Contain a unique ID for a computer.
2. Where do Internet cookies come from?
A. A Web site's server
B. The Internet's central
C. Hub outer space
3. Cookies store state information. What is that?
A. Information about the size of your computer's hard drive
B. Information about a user's preferences
C. Top secrets that are surreptitiously stored on one user's computer then
moved to another
4. The other information that a cookie may store about a user doesn't
include ___________ .
A. how often you visit a Web site
B. items in your online shopping cart
C. preferences attached to other cookies
5. If you want to erase your cookies, what folder should you access on your
PC?
A. Temporary Internet Files
B. Web Activity folder
C. Drivers folder
6. What is "targeting" as far as Internet cookies are concerned?
A. Focused marketing
B. The process of accessing a user's cookie
C. Finding a s physical location
244
7. The small, 1x1 pixel cookies implanted in banner ads are called ________ .
A. Web scum
B. Web bugs
C. devil cookies
8. Cookies are written in what kind of text?
A. Name-value pairs
B. ASCII
C. DOS
245
Appendix 8: SCRIPTS
Unit 1
THE HISTORY OF PORTABLE COMPUTERS
As it turned out the idea of a laptop-like portable computer, existed
even before it was possible to create one. Portable or, as they are called
mobile computers, by their nature, are generally microcomputers. Portable
computers, because of their size, are also commonly known as 'Lunchbox' or
'Luggable' computers. They can also be called a 'Portable Workstation' or
'Portable PC'. Of course, much of the evolution of portable computers was
enabled by the evolution of microprocessors, LCD displays, battery
technology and so on. This evolution ultimately allowed computers to become
even smaller, more portable and smarter than laptops, such as sub-notebooks,
PDAs (personal digital assistants), tablets, pocket computers, smartphones,
wearable computers with handsfree interface, speech recognition and speech
synthesis.
The IBM 5100 Portable Computer, introduced in September 1975 was
perhaps the first portable computer.
In 1976 Alan Kay developed Portable PC at Xerox PARC and called it
the Dynabook and intended it for children. This first portable computer named
Notetaker was not so popular. Only 10 ones were produced.
The first laptop that was commercialized was Osborne 1 in 1981, with a
small 5″ monitor and a keyboard that sits inside of the lid when closed. Later
portable computers included Bondwell 2 released in 1985, which was among
the first with a LCD display. The first portable computers which resemble
modern laptops in features were Apple’s Powerbooks, which first introduced
a built-in trackball, and later a trackpad and optional color LCD screens.
IBM’s ThinkPad was largely inspired by Powerbook’s design, and the
evolution of the two led to laptops and notebook computers as we know them.
Portable computers have been increasing in popularity over the past
decade, as they do not restrict the user in terms of mobility as desktop
computers would. Wireless Internet, extended battery life and more
comfortable ergonomics have been factors driving this increase in
popularity.All-in-One PCs such as the iMac can also be considered portable
computers and often have handles built-in to the case.
246
Unit 2
DNA COMPUTING TECHNOLOGY

Adleman is a qualified mathematician and computer scientist. He was
one of the inventors of the RSA public-key encryption system in 1977. In
1994, Leonard Adleman introduced the idea of using DNA to solve complex
mathematical problems. The scientist came to the conclusion that DNA had
computational potential after reading the book "Molecular Biology of the
Gene," written by James Watson, who co-discovered the structure of DNA in
1953.
Adleman is often called the inventor of DNA computers. His article in
a 1994 issue of the journal Science outlined how to use DNA to solve a well-
known mathematical problem, called the directed Hamilton Path problem,
also known as the "traveling salesman" problem. The goal of the problem is to
find the shortest route between a number of cities, going through each city
only once. As you add more cities to the problem, the problem becomes more
difficult. Adleman found the shortest route between seven cities.
Here are the steps taken in the Adleman DNA computer experiment:
1. Strands of DNA represent the seven cities. In genes, genetic coding is
represented by the letters A, T, C and G. Some sequence of these four
letters represented each city and possible flight path.
2. These molecules are then mixed in a test tube, with some of these DNA
strands sticking together. A chain of these strands represents a possible
answer.
3. Within a few seconds, all of the possible combinations of DNA strands,
which represent answers, are created in the test tube.
4. Adleman eliminates the wrong molecules through chemical reactions,
which leaves behind only the flight paths that connect all seven cities.
The success of the Adleman DNA computer proves that DNA can be
used to calculate complex mathematical problems. However, this early DNA
computer is far from challenging silicon-based computers in terms of speed.
The Adleman DNA computer created a group of possible answers very
quickly, but it took days for Adleman to narrow down the possibilities.
Another drawback of his DNA computer is that it requires human assistance.
The goal of the DNA computing field is to create a device that can work
independently.
From How Stuff Works
247
Unit 3
HISTORY OF QUANTUM COMPUTING

Quantum computing tends to trace its roots back to a 1959 speech by
Richard P. Feynman in which he spoke about the effects of miniaturization,
including the idea of exploiting quantum effects to create more powerful
computers.
In 1981, a physicist Paul Benioff at the Argonne National Laboratory
first theorized about creating a quantum Turing machine.
In 1985, the idea of "quantum logic gates" was put forth by University
of Oxford's David Deutsch, as a means of harnessing the quantum realm
inside a computer. In fact, Deutsch's ground-breaking theoretical paper on the
subject showed that any physical process could be modeled by a quantum
computer.
Nearly a decade later, in 1994, AT&T's Peter Shor devised an
algorithm that could use only 6 qubits to perform some basic factorizations.
In 1995, David Wineland's group demonstrated the first quantum logic
gate, an essential precursor to quantum computing.
A handful of quantum computers have been built. The first, a 2-qubit
quantum computer in 1998, could perform trivial calculations before losing
decoherence after a few nanoseconds. In 2007, teams successfully built both a
5-qubit and a 7-qubit quantum computer.
In 2012, Frenchman Serge Haroche and American David J. Wineland
received the Nobel Prize for physics, honouring work they have done
separately to advance the development of quantum computers.
Research on the subject is still very active, although some physicists
and engineers express concerns over the difficulties involved in upscaling
these experiments to full-scale computing systems. Still, the successes of
these initial steps do show that the fundamental theory is sound.
Unit 4
TAKE A TRIP DOWN THE GLOWING, ELECTRIC-CAR

CHARGING HIGHWAY OF THE FUTURE
A new "smart highway" being developed in the Netherlands has lane
lines made by lights that can be altered and even lights up a warning when it
gets icy.
Innovation in transportation typically happens at the level of the
vehicle. The past years have seen the growth of hybrids, electrics, and
velomobiles, every new year brings new car models, and busses, trains, and
subways continue to get nicer and "smarter" (with realtime transit
information, for example).
248
So why does the other side of the transportation equation − the roads
we drive on − seem to stay more or less frozen in time?
In the Netherlands, a design studio has made it its mission to make
transportation safer and more environmentally friendly by redesigning not the
car, but the roads themselves, as "smart highways," complete with glow-in-
the-dark markings, temperature-responsive paint that lights up as ice crystals
when temperatures dip below freezing, interactive lighting that illuminates
only when cars pass, and a lane equipped with induction coils to recharge an
electric car as it drives by.
"Sometimes the change is about safety and making energy generating
landscapes and sometimes it's about just making really cool, poetic, Matrix-
like landscapes," explains Daan Roosegaarde, whose Studio Roosegaarde is
behind the smart highway project.
Like any technology, piloting the smart highways won't be cheap.
Roosegaarde didn't say exactly how much more it would cost, but he points
out it'll be "less expensive than building a new planet earth because we ran
out of resources." But the timing is right to rethink roads. With budget crises
across Europe, Roosegard says they're turning off streetlights at night to save
money in France, The United Kingdom and the Netherlands, resulting in a
rise of car accident fatalities.
The studio is piloting the project with engineering firm Heijmans on a
100 to 150 meter stretch of highway. Not all the exotic features will be
included in the first stretch. The project has gotten off the ground surprisingly
quickly for infrastructure work, going from the beginnings of the design
process to completion in about a year, if finished on time.
From Fast Coexist
Unit 5
HOW TO BECOME A PAID ETHICAL HACKER?

For as long as the internet has been around, network security has
always been an issue. In the last few decades, there has been an explosion of
interest in ethical hacking. Whereas traditional hackers exploit networks for
malicious reasons, ethical hackers work on the side of the 'good guys' to
protect computer systems from dangerous intrusions.
Basically, ethical hacking is the process of penetrating or intruding in a
computer system for the purpose of security testing. Ethical hackers are
mostly hired by companies to conduct penetration testing. Such hackers are
experts in computer security, as they play a very important part in ensuring a
company’s IT system security. If you want to become a paid ethical hacker,
you need to be knowledgeable in social engineering techniques. You also
need to have the necessary skills to identify the weaknesses
249
and vulnerabilities of IT systems so that necessary measures may be taken to
properly secure them.
Ethical hackers must explore different hacking methods to check if a
company’s IT system can be penetrated using different methods. Basically,
their job is to mimic the actions of a hacker and exhaust all possible hacking
options to prevent illegal hacking. A career in ethical hacking can be very
rewarding and profitable, as hackers are usually paid a lot of money.
However, before you can become an ethical hacker, you must have the
necessary experience, knowledge and skills in networking and programming.
You also need to have a good grasp of all available operating systems so that
you can properly anticipate different hacking methods. Before you decide to
become an ethical hacker you need to know the different types of hackers.
This way, you will be able to make an informed decision on what type of
ethical hacker you want to be.
From Simplilearn
Unit 6
ONE FIFTH OF THE WORLD'S SPAM HAS BEEN STOPPED. AND

YOU MAY HAVE BEEN HELPING SEND IT
Twenty percent of the world’s spam e-mail has vanished. Why?
Because Russian cops raided the apartment of a guy named Igor Gustev. One
guy! And you know who was helping Igor send those spams? You were. I’ll
explain. Gustev is thought to be behind a web-site Spammit.com.
Patrick Peterson, Chief Security Researcher at Cisco: How does
Spammit.com work?:
− Mr. Gustev and his colleagues over Russia did it actually sending a
spam strangely enough. What they do instead is they run the entire
illegal pharmaceutical supply chain and they go out to other criminals
who are the spam senders. And they tell them, if you can just send a
few tens of billions of spam and promote a website, every time
someone purchases a little Viagra or Sealex, we’ll give you a 40%
commission. And this, of course, is where other cybercriminals have to
get very clever because Mr. Gustev can simply say: Net, we don’t send
any spam, we simply have a business and pay people to promote it. Oh,
they send you much of spam, oh we didn’t know about that. We’ll shut
them down right away.
− But it’s too late, spam goes out. And all that have it goes out, according
to Nicholas Christin from Carnegie Mellon University:
− The estimates vary but we see every day in a new offer hundred to two
hundred billion of spam emails being send every day, we can say that it
probably represents about 70% -75% of all the e-mails that flowed over
the Internet. Basically three emails out of four are essentially spam.
250
− Is it good business for the spammers? I mean is it…. we don’t have to
put a stamp on a piece of spam or this tool is getting to turn on
investment?
− Spam is basically a game of lots numberalls, which way is so annoying.
Though the turn rates are extremely low, every time a spammer wants
to get one customer he has to send thousands of spams just to get one
person to get interested in what they offering.
But Igor and his friends aren’t actually sending billions of times. That’s
time consuming and uses bandwidth so let’s get someone else to do it for
them. You. Again Patrick Peterson.
− When you get a call like I do from my mom or a cousin. And they say
"Jesus my computer’s running slow, I’ve got this funny pop-ups." This
is a really good chance that the computer was infecting with some kind
of a virus or malware for the purpose of sending spam.
− So, then I may make sure I have this straights. What you mean it’s not
the Russian guys sending out the spam and it’s not even the people who
he was affiliated with sending out the spam, it’s your mom’s computer
or my cousin’s computer and everybody acting as a zombie botnet that
is unwittingly sending all these spams.
− Exactly. They’ve got a global volume of two hundred billion messages
a day and they’re paying a bandwidth bill it’s much easier for them to
infect our computers and use us as unknowing accomplices of their
crimes.
− So, Patrick what can we do to not be fight soldiers in the zombie spam
army?
− For the love of God, don’t buy things that you get as a spam. Think
before you click, make sure that your computer is updated and now all
will go along away to making us a little safer and making it a little
harder to those criminals.
From Market Place
Unit 7
COOKIE LAW
On 26th May 2011, new laws came into force in the UK that affect
most web sites. If cookies are used in a site, the Privacy and Electronic
Communications Regulations 2011 provide that certain information must be
given to that site's visitors and the user must give his or her consent to the
placing of the cookies.
The UK Regulations mean that a website operator must not store
information or gain access to information stored in the computer (or other
web-enabled device) of a user unless the user "is provided with clear
251
and comprehensive information about the purposes of the storage of, or access
to, that information" and "has given his or her consent". The consent
requirement in the UK Regulations replaces the previous position which
provided that visitors should be given the option to refuse cookies.
The only cookies that do not need users' consent are those that are
necessary to fulfill the user's request. That will cover, for example, the use of
cookies to remember the contents of a user's shopping cart as the user moves
through several pages on a website. Other cookies, including those used to
count visitors to a site and those used to serve advertising, will require
consent.
The consent requirement has been the subject of much discussion since
the publication of the amended E-Privacy Directive. Various authorities have
voiced conflicting opinions on how the consent requirement will operate in
practice. The authorities, (Working Party, the UK Government, and the
Information Commissioner's Office (ICO)) have differing views on whether
consent should be obtained prior to the placing of cookies. It is difficult to see
how anything other than prior consent will comply with the wording of the
UK Regulations.
The Working Party did not go as far as to say that every website needs
to ask every visitor to accept every cookie, though. Many cookies are used by
advertising networks across multiple sites. For these cookies, consent can be
given once to a network and cover all the sites that network serves, according
to the Working Party.
Shortly before the publication of the Regulations the Information
Commissioner published guidance that offers advice on when and how the
consent may be given.
Although the guidance suggests a number of methods to obtain consent
it stops short of providing definitive guidance on how to achieve compliance,
leaving it to businesses and organisations to review their use of cookies and
consider how they might be able to obtain the necessary consent.
Both the ICO and the UK Government have not ruled out the use of
browser settings to achieve compliance in the future. The Government has set
up a working group comprising Mozilla, Apple, Microsoft, Google, Yahoo,
the Internet Advertising Bureau and Adobe to work on a technical solution. In
the meantime the ICO advises businesses to obtain consent some other way.
From About Cookies
252
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Національний технічний університет України

«Київський політехнічний інститут»

АНГЛІЙСЬКА МОВА ДЛЯ НАУКИ І ТЕХНІКИ

ENGLISH FOR SCIENCE AND TECHNOLOGY

Автори: Синекоп О.С., Приходько Д.С., Ярмоленко О.А., Клименко О.О.,

Рецензенти: Городнича Л.В. к.пед.н., доцент, доцент кафедри іноземних мов

Основна мета навчального посібника є формування у студентів технічних

2. Discuss the following statements together. Which statement is closer

1. We can’t imagine our modern life without computers.

3. Comment on the famous computer quotations that show the

1899 "Everything that can be invented has already been invented."

4. Think of as many words as possible related to the computer

5. Suggest some adjectives that can be used for

7. Underline the stressed syllable in each word as in the example.

multiplication, abacus, predominantly, reckon, computation, logarithm,

8. Read the text "THE HISTORY OF COMPUTERS." Some words are

decimal, Pascaline, room, programmable, transistors, binary, alternative

9. Answer the following questions.

1. What was the very first computer?

THE HISTORY OF COMPUTERS

similar meaning: keyboard, to reckon, digit, elimination, scroll weel,

1 slide rule a рахівниця

13. Cross the odd word out.

chips, multi core, megabytes, megahertz, motherboard, processor, speed,

1. Most early mainframe business computers produced output only in the

Verb Noun Adjective

...... ........ predominant

…… ........ boredom, ........, .......

compute ........, ......., ........ ........, ......

execute ............... ........, ......

…………. engine, ......., ........, ....... ........, ......., ........

………… advance, ....... ........, .......

…………… ................. punched, .......

bring about to cause something to happen спричиняти

come about to happen; to occur траплятися

go about to go from place to place ходити

see about to consider, or to get information дізнаватись

set about to start doing something починати

1. Last week we ___________ creating a virtual model of the Colossus.

1 The computers had been a could be called a first one.

2 The IBM company introduced a b new development as a full-time

3 Laptops are a relatively c whereas new computers are

4 Old computers were boxy and d that proved very popular.

5 It is arguable which of the early e they required so much hand

1. ________ you modify, update, expand and implement software

4. People ________ use this knowledge to develop the next generation of

5. I was an experienced specialist in IT so I ________ know how

6. Two departments developed antivirus software, but only programmers

Part 3. This section includes examples of could used for polite

1. ________ you explain this grammar rule one more time?

2. If you finish a report about the achievements of the last generation of

24. Underline the correct word.

EDUCATION, TRAINING AND LICENSING

1 Showing that a Jane needs to finish reading this text.

26. Choose the correct item.

27. Put the proper preposition if necessary.

1. ______ December 9, 1987, Microsoft released a much-improved

28. Edit the Ukrainian translation.

29. Translate the following sentences that contain more information

Слово комп'ютер є похідним від англій ських

Iсторія обчислювальної техніки

Charles Babbage befriended Ada Byron, the

I am pleased …; I find it necessary to note …; I wish to draw your

One of the primary programmers for the Mark I was a woman,