Translate into Russian. ­1) Logical operations are as reasonable as mathematical ones

­1) Logical operations are as reasonable as mathematical ones. 2) The old method is not so efficient as the new one but it is less expensive. 3) The capabilities of an analog computer are not so great as those of а digital оnе. 4) The more you read the more you learn. 5) The smaller the computer the faster it operates. 6) The more complex the apparatus is the more reliable it is. 7) The material becomes less and less difficult. 8) Henry is more and more satisfied with his job.

Порядок слов в английском предложении

В английском предложении каждый член предложения, как правило, имеет свое определенное место. Так, в простом распространенном повествовательном предложении на первом месте стоит 1) подлежащее, за ним следует 2) сказуемое, далее идет 3) дополнение (беспредложное, прямое, предложное) и затем 4) обстоятельства (образа действия, места, времени). Причем эти обстоятельства могут перебираться вперед и становиться на нулевое место.

Например: 1) I 2) gave 3) my brother 3) a book 4) yesterday.

Любой из членов предложения может иметь при себе определение. Опреде­ления выстраиваются в предложении по закону английскогo словосочетания: rлав­ное слово в конце, а слова, определяющие ­его, выстраиваются перед ним. Причем чем более постоянный признак для главноrо слова обозначает конкретное опреде­ление, тем ближе к главному слову оно располaгается: These include seg­ment limit checking. – Это включает в себя проверку пределов сегмента.

Отрицательным предложение тоже сделать несложно: отрицательная частичка not при­соединяется только к вспомогательному глaгoлу.

­

15. Build the sentences from the words and make them negative:

a) Is, best, she, friend, my.

b) Learn, different, students, our, subjects.

c) The, is, Russia, the, in, country, largest, world.

d) In, the, we, city, live, a, flat, in, of, center, the.

e) Reading, is, my, of, best, son's, fond, friend.

f) has, 16 ­bit registers, data bus, and, The 8086, а 16­ bit external.

g) introduced, IA segmentation, processors, these.

h) the first actual processor, is, in the IA family, the 8086.

Основные типы вопросов, используемые в английском языке

1. Общий вопрос (General Question)

Общий вопрос относится ко всему предложению в целом, и ответом на него будут слова yes или по:

Do you like ice-cream? – Yes, I do.

Can you speak English? – Yes, I can.

Are you a schoolboy? – No, I am not.

Have you bought a text book? – Yes, I have.

Порядок слов в общем вопросе

1) вспомогательный глагол (модальный, глагол-связка),

2) подлежащее (существительное или местоимение),

3) смысловой глагол (или дополнение).

2. Специальный вопрос (Special Question)

Специальный вопрос относится к какому-нибудь члену предложения или их группе и требует конкретного ответа:

What is your name? – My name is Peter.

Where do you live? – I live in Rostov.

Порядок слов в специальном вопросе

1) вопросительное слово (what, where, who, when, how, why и т.д.),

2) вспомогательный глагол (модальный, глагол-связка),

3) подлежащее,

4) смысловой глагол,

5) дополнения,

6) обстоятельства (места, времени, образа действия и т.д.).

В специальных вопросах, обращенных к подлежащему в Present и Past Indefinite, не употребляется вспомогательный глагол do (did) и сохраняется прямой порядок слов:

Who wants to go to the cinema? Who lives in this house?

3. Альтернативный вопрос (Alternative Question)

Альтернативный вопрос предполагает выбор из двух возможностей:

Do you like coffee or tea? – Вы любите кофе или чай?

Альтернативный вопрос начинается как общий вопрос, затем следует разделительный союз or и вторая часть вопроса.

4. Разделительный вопрос (Tail Question)

Разделительный вопрос состоит из двух частей. Первая часть – это повествовательное предложение (утвердительное или отрицательное), вторая, отделенная запятой от первой, – краткий вопрос (tail — «хвостик» ):

You are a pupil, aren't you? – Вы ученик, не правда ли?

Если в повествовательной части разделительного вопроса содержится утверждение, тово второй – отрицание, и наоборот:

You are a student, aren't you?

You don't go to school every day, do you?

Grammar Exercises

A) Ask questions to the sentences.

1) The first microprocessor was designed bу Intel in 1969. (Когда?)

­2) The developments leading to the IA саn bе traced back through the 8085 and 8080 microprocessors to the 4004 microprocessor. (Куда?)

­3) The 8086 has 16­bit registers and а 16­bit external data bus. (Что?)

B) Translate the questions to the given sentences.

­1) The Intel 80286 processor introduced the Protected Mode into the IА.

Какой процессор ввел защищенный режим в IA?

­2) The local descriptor tables allow the operating system to protect applica­tion or us­er programs from each other.

Что позволяет операционной системе защищать приложение и пользовательские программы друг от друга?

­3) Linus Torvalds originally developed Linux as а hobby.

Кто разработал Linux?

17. Read and translate into Russian.

1. She is a student. — Is she a student? — Yes, she is. / No, she isn't. 2. He speaks English well. — Does he speak English well? — Yes, he does. / No, he doesn't. 3. They have many books. — Have they many books? — Yes, they have. / No, they haven't. 4. The weather was fine yesterday. — Was the weather fine yesterday? — Yes, it was. / No, it wasn't.

5. We saw a new film yesterday. — Did we see a new film yesterday? — Yes, we did. / No, we didn't. 6. You can read well. — Can you read well? — Yes, you can. / No, you can't. 7. There will be five lessons tomorrow. — Will there be five lessons tomorrow? —Yes, there will. / No, there will not (won't).

18. Put general, special and alternative questions to the following sentences.

1. There is a book on the table. 2. He must work hard today. 3. We are leaving for Moscow next week. 4. We were reading the whole evening. 5. They don't go to work on Sunday. 6. It is not cold today. 7. Ann has already begun to read a new book. 8. We learn English at school. 9. They will show you how to get there. 10. They finished the translation before the end of the lesson. 11. I didn't feel well that evening. 12. It wasn't difficult to do this task.

19. Read and translate the sentences.

1. Our family lives in a three-room flat. — Does your family live in a three-room flat or in a house? — It lives in a three-room flat. 2. They went to the same school. — Did they go to the same school or to different schools? — They went to the same school. 3. He will read this book tomorrow. — Will he read this text tomorrow

or next week? — He will read it tomorrow. 4. They are playing chess now. — Are they playing chess or cards now? — They are playing chess. 5. Our teacher has told us to write. — Has our teacher told us to write or to read? — He has told us to write.

20. Translate the sentences into English.

1. Вам нравится больше английский язык или французский?

2. Он живет в Ростове или в области?

3. Она его младшая или старшая сестра?

4. Студенты уже сдали экзамены или нет?

5. Петровы поедут летом на юг или на север?

6. Ваш друг учится в академии или в университете?

7. Он знает ее лучше или вы?

21. Write down alternative questions to the following sentences.

1. Our teacher knows several foreign languages. 2. He has graduated from our University last year. 3. We shall go to Samara next week. 4. They are working in our garden. 5. I have just read this book. 6. I took this book from my friend. 7. He likes reading books. 8. She has many relatives abroad. 9. They were in many countries. 10. Russia is the largest country in the world.

Английские времена группы Indefinite (Simple)

Время	Личные место­имения	Глаголь­ная форма	Примеры
Утвердит. ф-ма	Отрицател. ф-ма	Вопросит. ф-ма
Present	I, we, you, they	V	Do not (don’t) + V	Do … V?	I go. - Я хожу (обычно, часто); Do I go? I do not go. He goes. He does not go. Does he go?     Water boils at 100˚ C. They always see the New Year in at home.   John goes for New York tomorrow. If I answer well, I’ll get a five.
he, she, it	V-s/-es	Does not (doesn’t)+V	Does … V?
Случаи употребления
1. Для обозначения общих истин и простых фактов. 2. Для обозначения повторяющихся, повседневных действий, обычаев, привычек в настоящем времени. 3.Для выражения будущего действия: а) с глаголами, обозначающими движение (to come, to leave, to go). б) В условных и временных придаточных предложениях после союзов: if, when, before, as soon as, while, in case, supposing, unless. Слова-маркеры Every day (morning/month/year/lesson и т.д.), usually, always, seldom, rarely, sometimes, often, frequently
Past	I, he, she, it, we, you, they	V-ed(или II кол. табл. неправ. гл.)	Did not (didn’t) + V	Did … V?	I went. - Я ходил (пошел). Did I go? I did not go.   I met your brother yesterday. John came up to the house, took the key and opened the door. When John was a student, he rode his bike to classes. When John was a student, he used to ride a bike to classes. Last year we used to go to the skating rink on Sundays.
Случаи употребления
1. Для описания тех действий, которые происходили в прошлом, но не связанных с настоящим. 2. Для описания ряда последовательных действий. 3. Для описания обычных, повторяющихся действий в прошлом. Примечание: Как правило, вместо Past Indefinite используется used to в сочетании с инфинитивом, что переводится глаголом несовершенного вида в прошедшем времени, часто с наречием обычно, раньше, когда - то, бывало. Слова-маркеры Yesterday Last winter/week/year и т.д. Ago
Future	I, we	Shall +V	Shall not (shan’t) + V	Shall …V?	I shall (I'll) go. - Я пойду, буду ходить. Shall I go? I shall not go.   He will go to the swimming pool every day. He will take a book, open it and begin to read it. I’ll take the apple from the table.
he, she, it, you, they	Will + V	Will not (won’t) + V	Will … V?
Случаи употребления
1) Для обозначения повторного действия или постоянного предмета в будущем. 2) Цепи последовательных действий в будущем. 3) Однократного действия в будущем. Слова-маркеры Tomorrow, tonight, soon, next week/month/year/time In 2 minutes/hours/days/months

Английские времена группы Continuous (Progressive)

Время	Личные место­имения	Глаголь­ная форма: To be + V-ing	Примеры
Утвердит. ф-ма	Отрицател. ф-ма	Вопросит. ф-ма
Present Continuous	I	am + V-ing	am not + V-ing	Am … V-ing?	You are reading. Are you reading? You aren’t reading.
you, we, they	are + V-ing	are not (aren’t) + V-ing	Are + V-ing?
he, she, it	is + V-ing	is not (isn’t) + V-ing	Is + V-ing?
Present Continuous	I, he, she, it	was + V-ing	Was not (wasn’t) + V-ing	Was … V-ing?	They were playing all day long. They were not playing. Were they playing?
you, we, they	were + V-ing	Were not (weren’t) + V-ing	Were … V-ing?
Future Continuous	I, we	shall be + V-ing	shall not be + V-ing	Shall … be V-ing?	It will be raining. Will it be raining? It will not be raining.
You, he, she, it, they	will be + V-ing	will not be + V-ing	Will … be V-ing?
Случаи употребления 1) Глаголы в формахContinuous описывают действие как процесс, как длительность – в соотнесенности с определенным моментом в прошлом, настоящем или будущем: I am reading a book now. – Я читаю книгу (сейчас, в настоящий момент). I was reading a book yesterday at 5 o'clock. – Я читал книгу вчера в 5 часов. I shall (will) be reading a book tomorrow at 7 o'clock. – Я буду читать книгу завтра в семь часов. Слова-маркеры: now, still, at present, at 5 o’clock, at the moment, while, meanwhile, from five to six, all day long, the whole day yesterday 2) Помимо этой функции, глаголыв Present и Past Conti­nuous Tense выражают действие, отнесенное в бли­жайшее будущее, или запланированное в прошлом и рассматриваемое с точки зрения прошлого: We are leaving for Moscow in July. – Мы уезжаем в Москву в июле. My mom was glad that I was leaving for Moscow. –Моя мама была рада, что я собираюсь в Москву. В этом случае на будущее указывает наречие: soon (скоро), tomorrow (завтра), the next day, next week (на следующей неделе). Обратите внимание! Глаголы, выражающие чувства, восприятия и умственные состояния, а также некоторые другие глаголы не употребляются во временах группы Continuous: to love, to like, to hate, to want, to wish, to desire, to see, to hear, to feel, to notice, to know, to understand, to remember, to forget, to believe, to recognize, to seem, toappear казаться, to possess, to contain, to consist. Глагол to have употребляется во временах Continuous только в сочетании с некоторыми существительными, с которыми он образует смысловое целое. Не was having dinner when I came. Он обедал, когда я пришел.

Grammar Exercises

Explain the usage of Continuous forms, translate the sentences.

1. I am at my English lesson. I am sitting and doing my exer­cises. My friend is not sitting, he is standing at the blackboard and looking at me. 2. It is getting cold now, isn't it? Look out. Is it rain­ing now? 3. You are late. What were you doing? – I was translating a text. 4. When I came home my parents were having supper and at the same time they were watching TV. 5. What was he doing when I rang up an hour ago? He was looking through a newspaper when I rang up. 6. Tomorrow we shall be preparing for a test for the whole evening. 7. In July they will be taking their exams for the whole month. 8. What will you be doing tonight at 10 o'clock? Will you be working? No, I shall be reading a book at this hour.

23. Choose the correct form of the verb.

1. We (are translating, translate) a technical text now. 2. We usually (are not translating, do not translate) stories. 3. She (does not look, is not looking) through all the newspapers every evening. 4. He (looked, was looking) through a newspaper when the tele­phone rang. 5. What (were, was) you doing a minute ago? I (was watching, watched) television. 6.1 (watch, am watching) television every day. 7.1 had a late night, I (worked, was working) until mid­night. 8.Yesterday he (worked, was working) a lot. 9. The students (had, were having) an interesting discussion when the teacher came in. 10. The students often (have, are having) interesting discussions after lectures. 11.When he comes they (will be taking, will take) a test. 12. They (will be taking, will take) a test next week. 13. Where is Ann? She is in the coffee shop. She (has, is having) a cup of cof­fee. She always (has, is having) a cup of coffee in the evening.

Use the necessary form of the verb to make up sentences.

This student (study) physics (at present, every day, last semester, when the telephone rang, tomorrow at this time, next semester).

Open the brackets using the necessary forms of the verbs.

1. Right now, Liam… (sit) with the owner of the inn. They… (discuss) the differences between life in England and life in Nepal. I… (know, not) the real name of the owner, but everybody … (call) him Tam. Tam … (speak) English very well and he … (try) to teach Liam some words in Nepali. Every time Tam … (say) a new word, Liam… (try) to repeat it. Unfortunately, Liam … (seem, also) to have difficulty learning foreign languages. 2. When I (walk) into the busy office, the secretary (talk) on the phone with a customer, several clerks (work, busily) at their desks, and two managers (discuss, quietly) methods to improve customer service. 3. Ted: When we get to the party tomorrow, Jerry (watch) TV, Sam (make) drinks, Beth (dance) by herself, and Thad (complain) about his day at work.
Robin: Maybe, this time they won't be doing the same things.
Ted: I am absolutely positive they (do) the same things; they always (do) the same things.

Translate the sentences.

1. Сейчас у нас урок английского языка. Преподаватель стоит у доски и объясняет новую грамматику. Студенты вни­мательно слушают и записывают. 2. Где вы были вчера после обеда? Я был дома весь день. Я писал письмо друзьям. 3. Что ты делал пять минут назад? 4. На нашей улице произошел не­счастный случай (accident). Я смотрел в окно, когда он про­изошел. 5. Что будет делать твоя сестра в 8 часов вечера? Она будет выполнять домашнее задание.

EVERYDAY ENGLISH

EXPRESSING OPINION

Asking for some­one's opinion	Giving your opinion	Saying you have no opinion	Avoiding giving an opinion	Trying to change someone's opinion
What do you think about...? What do you feel about...? What are your views...? What is your opini­on of...? What are your feelings about...? What's your views/opinionWhat do you reckon to...? What about...?	I think... As I see it,... In my view /opini­on,... (Personal­ly,) I be­lieve... (Personal­ly,) I feel... It seems to me... Well, I must say... Don't you think...? I'd just like to say... From my point of view,... As far as I'm con­cerned,...	I really don't have any opinion about I (really) couldn't say, (I'm afraid)... I've no strong feelings about I (really) don't know what to say It doesn't (really) affect me/matter to me,(I'm afraid) I (really) don't know what to think about…	I'd rather not say anything about... D'you think so? It's difficult to say,... I suppose it depends on your/one's point of view Really? I'd have to think about... I'm sorry I can't an­swer I'd prefer not to say anything about...	But don't you think...? (Yes, but) do you really think... (Yes, but) surely you don't think/ belie­ve etc.... (Yes, but) is/ isn't it possible that...? (Yes, but) another way of looking at it would be (to say)that... Surely not,I mean...

Illustrative Dialogues

Peter speaks about Latin with his friend John.

Peter: What do you think of Latin, John?

John: I don't believe it will ever become a world language.

Peter: Why not? Lots of people are learning it.

John: Not compared with those who are doing real lan­guages. Latin is too artificial. It is only for those who deal with medicine, law or languages.

Peter: You've got a point there. But on the other hand it's much easier to learn than other languages, much more systematic and logical.

John: That's certainly an advantage. But there's no incen­tive to learn it as long as nobody actually speaks it. You can't use it as a means of communication.

Peter: Still, I think it should be taught at school.

John: Do you really? In my opinion there are too many subjects on the school curriculum already.

David Bennett has a business meeting with his colleagues at the hospital.

Mr Bennett: So that's the proposed plan. Now may I ask for your

opinions about it, Mr Bull?

Mr Bull: Well, Mr Bennett, in my view it's excellent — just

the sort of thing to get the hospital moving again.

Miss Cole: Yes, that's exactly my opinion. And it's certainly

a great improvement on the previous one.

Mr Bennett: Yes, I agree, Miss Cole. A great improvement.

I hope it will encourage our colleagues to work more

efficiently.

3. Susan Bennett invites her husband to dinner:

Susan: Shall we have dinner now or would you finish your work

first?

David: It makes no difference to me.

Exercises

Exercise 1. Ask someone's opinion about the following using proper names. The person asked then replies.

1) A well-known writer.

2) A TV programme.

3) A famous singer.

4) Somebody's English.

5) A theatre performance.

6) The economic situation in the country.

7) The last football match.

Exercise 2. Express your opinion about the following:

a) the climate of your home town;

b) women politicians;

c) smoking and health;

d) young married couples living with their parents;

e) violence shown on TV;

f) modern music;

g) the latest fashion for men / women; h) computers in modern life;

i) your progress in English;

j) summer schools for youngsters abroad

Exercise 3. Change the sentences and use other ways of saying I think.

Example: I think English is the most popular foreign language in schools at the moment. - My view is that English is the most popular foreign language in schools at the moment.

1. I think shopping for food is boring. 2.1 think there are few good shows on television. 3. I think the climate is changing very quickly. 4. I think reading books is enjoyable. 5. I think stories with a happy end are better than stories with a bad end. 6. I think all people should be friends. 7. I think translating from Russian into English is difficult. 8. I think ice hockey is not a good sport for girls. 9.1 think pollution is one of the greatest problems today. 10. I think pupils should be given a chance to choose the school subjects they want to do.

Exercise 4. Develop the situations into short dialogues. And act them out.

1) You are asked to interview a famous person. Ask about his/her attitude to the burning issues of the day.

2) You are speaking to your friend after the film you both have just seen.

3) You are asked about the life on the other planets.

4) You have no opinion on the topic.

5) You are discussing the current events. You are trying to avoid giving an opinion.

UNIT 3

SCIENCE AND SCIENTISTS: FAMOUS PEOPLE IN THE HISTORY OF IT

Чтение дробей, десятичных чисел

Предлоги времени

Think-questions

Повелительное наклонение

Безличные и неопределенно-личные предложения

Усилительные конструкции

Словообразование: un-/in-/ir-/il-/im-; -able/-ible; -ure, -turе; -(i)ty; -ive, -al

Английские времена группы Perfect действительного залога

Text A. John Napier

Text B. Blaise Pascal

Text C. Gottfried Wilhelm Leibniz

Text D. Joseph Marie Jacquard

Text E. Isaac Newton’s Mistake

Диалогическая речь: Приглашение / Предложение / Выражение интереса.

Exercise 1. Read and translate the text.

Almost everyone uses computers these days for everything from shopping to working to playing games. But have you ever stopped to think about where all this amazing technology came from? Who invented it all? Well, behind every company, programming language or piece of software, there is a person - or sometimes a team of people - who turned ideas into reality. We've all heard of Bill Gates, the founder of Microsoft and one of the richest men in history. Equally famous is Steve Jobs, the person who, along with Steve Wozniak, started Apple computers. However, there are hundreds of other people, from early pioneers to later geniuses, who aren't as well known but who deserve recognition for the work they did in advancing the world of computing.

TEXT A. JOHN NAPIER (1550-1617)

Writing about the middle of the eighteenth century, David Hume proclaimed John Napier of Merchiston as the ‘person to whom the title of a great man is more justly due than to any other whom his country ever produced’.”

John Napier was a Scottish mathematician and inventor. Napier is famous for creating mathematical logarithms, creating the decimal point, and for inventing Napier's Bones, a calculating instrument.

John Napier - Inventor

While better known as a mathematician, John Napier was a busy inventor. He proposed several military inventions including: burning mirrors that set enemy ships on fire, special artillery that destroyed everything within a radius of four miles, bulletproof clothing, a crude version of a tank, and a submarine-like device. John Napier invented a hydraulic screw with a revolving axle that lowered water levels in coal pits. Napier also worked on agricultural innovations to improve crops with manures and salt.

John Napier - Mathematician

As a Mathematician, the highlight of John Napier's life was the creation of logarithms and the decimal notation for fractions. His other mathematical contributions included: a mnemonic for formulas used in solving spherical triangles, two formulas known as Napier's analogies used in solving spherical triangles, and the exponential expressions for trigonometric functions.

In 1621, English mathematician and clergyman, William Oughtred used Napier's logarithms when he invented the slide rule. Oughtred invented the standard rectilinear slide rule and circular slide rule.

Napier's Bones

Napier's bones were multiplication tables written on strips of wood or bones. The invention was used for multiplying, dividing, and taking square roots and cube roots.

Napier's invention led directly to the slide rule, first built in England in 1632 and still in use in the 1960's by the NASA engineers of the Mercury, Gemini, and Apollo programs which landed men on the moon.

Exercise 2. Answer the following questions.

1. What is John Napier famous for? 2. What inventions did he propose? 3. What was John Napier’s contribution to mathematics? 4. What are Napier’s bones? How can they be used?

Exercise 3. Make all types of questions to the following sentence.

Napier also worked on agricultural innovations to improve crops with manures and salt.

Exercise 4. Translate from Russian into English.

Математик, изобретатель, десятичный знак, вычислительная машина, военные разработки, сельскохозяйственные разработки, дробь, вклад в, тригонометрическая функция, логарифмическая линейка, квадратный корень.

Exercise 5. Match up:

great	rule
decimal	contributions
calculating	point
improve	man
slide	crops
burning	instrument
mathematical	mirrors

Exercise 6. Translate the following sentences into English.

1. Джон Непер, шотландский математик и изобретатель, известен за изобретение логарифмических таблиц.

2. Непер также занимался военными и сельскохозяйственными разработками.

3. Главным событием в жизни Непера-математика было изобретение логарифмов и десятичная система счисления дробей.

4. В 1621 году Уильям Отред воспользовался логарифмами Непера при разработке логарифмической линейки.

Exercise 7. Give a summary of the text.

Exercise 8. Read and translate the text.

TEXT B. BLAISE PASCAL (1623 – 1662)

French inventor, Blaise Pascal was one of the most reputed mathematician and physicist of his time.

A genuis from a young age, Blaise Pascal composed a treatise on the communication of sounds at the age of twelve, and at the age of sixteen he composed a treatise on conic sections.

Blaise Pascal's Inventions

The Pascaline

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.

In 1642, at the age of nineteen Blaise Pascal invented his numerical wheel calculator called the Pascaline to help his father a French tax collector count taxes. The Pascaline had eight movable dials that added up to eight figured long sums and used base ten. When the first dial (one's column) moved ten notches - the second dial moved one notch to represent the ten's column reading of 10 - and when the ten dial moved ten notches the third dial (hundred's column) moved one notch to represent one hundred and so on.

Pascal built 50 of this gear-driven one-function calculator (it could only add) but couldn't sell many because of their exorbitant cost and because they really weren't that accurate. Up until the present age when car dashboards went digital, the odometer portion of a car's speedometer used the very same mechanism as the Pascaline to increment the next wheel after each full revolution of the prior wheel. Pascal was a child prodigy. At the age of 12, he was discovered doing his version of Euclid's thirty-second proposition on the kitchen floor. Pascal went on to invent probability theory, the hydraulic press, and the syringe.

Roulette Machine

Blaise Pascal introduced a very primitive version of the roulette machine in the 17th century. The roulette was a by-product of Blaise Pascal's attempts to invent a perpetual motion machine.

Wrist Watch

The first reported person to actually wear a watch on the wrist was the French mathematician and philosopher, Blaise Pascal. With a piece of string, he attached his pocket watch to his wrist.

Exercise 9. Answer the following questions.

1. When did the idea of using machines to solve mathematical problems first appear? Who did it belong to? 2. What were first calculators capable of? 3. What device did Pascal invent to help his father? How did it work? 4. Did Pascal’s calculator have any disadvantages? 5. How did roulette machine come to life? 6. Who was the first person to wear a watch on the wrist?

Exercise 10. Prove that Blaise Pascal was a child prodigy.

Exercise 11. Make all types of questions to the following sentence.

In 1642, at the age of nineteen Blaise Pascal invented his numerical wheel calculator called the Pascaline to help his father a French tax collector count taxes.

Exercise 12. Translate from Russian into English.

Математик, физик, научный труд, восходит к 17 веку, сложение, вычитание, умножение, деление, сборщик налогов, приборная панель, теория вероятности, вечный двигатель, запястье.

Exercise 13. Match up:

communication	prodigy
mathematical	theory
tax	dashboards
movable	collector
added	of sounds
car	motion machine
a child	up
probability	problems
a perpetual	dials

Exercise 14. Translate the following sentences into English.

1. Паскаль, один из самых выдающихся математиков и физиков своего времени, является автором научного труда о коническом сечении. 2. Первые вычислительные машины выполняли сложение, вычитание, умножение и деление. 3. В возрасте девятнадцати лет Паскаль изобрел …, чтобы помочь отцу-сборщику налогов считать налоги. 4. Он создал 50 калькуляторов, выполнявших только одну функцию, но не смог продать много устройств из-за непомерной стоимости и, кроме того, они были не точными. 5. Рулетка была побочным продуктом при изобретении вечного двигателя. 6. Первым человеком, который надел часы на запястье, был французский математик и философ Паскаль.

Exercise 15. Give a summary of the text.

Exercise 16. Imagine that you are Blaise Pascal. You are taking part in a scientific conference and you have to prepare a speech about your invention (numerical wheel calculator). Do it using the following phrases and word combinations.

I would like to begin with

The key thing I'd like to start with is

The subject of my speech is

I'm going to deal with

I'd like to fix (draw) your attention on (to) the following questions

Assume that

These assumptions call attention to

On the other hand

It is safe to say that

In order to go more thoroughly into this problem

It is essential for

In addition to

As mentioned above

It is necessary to determine here

It should be stressed here

Here is an illustrative explanation of.

Previous investigations show

From the viewpoint of.....

Perhaps it will be polemic to

In this sense I would like to emphasize

I would like to raise some questions related to

Thus, we come to the following conclusion

Thank you for attention

Exercise 17. Read and translate the text.

TEXT C. GOTTFRIED WILHELM LEIBNIZ (1646–1716)

Leibniz was a polymath almost without peer. He was a mathematician, jurist, historian, scientist, diplomat, poet, inventor, and courtier. His father was a professor of philosophy at Leipzig University, but Leibniz turned down an academic career. He entered into the employ of Baron Boineburg in Frankfurt, while also continuing his study in the law and pursuing his interest in physics, especially of motion.

Just a few years after Pascal, the German Gottfried Wilhelm 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 decimal number system (each drum had 10 flutes), Leibniz was the first to advocate use of the binary number system which is fundamental to the operation of modern computers. Leibniz is considered one of the greatest of the philosophers but he died poor and alone.

Exercise 18. Answer the following questions.

1. What was Leibniz? 2. Did he follow his father’s footsteps in his career? 3. What was stepped reckoner? How did it work? 4. Who were Lebniz’s co-inventors of this kind of calculator?

Exercise 19. Prove that Leibnitz was a polymath.

Exercise 20. Make all types of questions to the following sentence.

His father was a professor of philosophy at Leipzig University, but Leibniz turned down an academic career.

Exercise 21. Translate from Russian into English.

a) эрудит, отвергать, движение, двоичная система, десятичная система, основной, современный компьютер;

b) Лейбниц отказался от карьеры ученого.

Несколько лет спустя Лейбницу и Паскалю удалось создать калькулятор, выполняющий четыре функции: сложение, вычитание, умножение и деление.

Лейбниц выступал сторонником двоичной системы, которая является основой работы современных компьютеров.

Лейбниц считается одним из выдающихся философов, но умер он в бедности и одиночестве.

Exercise 22. a) Fill in the gaps, read and translate the text.

B) Give a summary of the text.

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