Упражнение 13. Translate the following form-words without a dictionary. You are to know them now.
Переведите следующие служебные, структурные слова, вы их уже должны знать. Тр минуты — нормальный результат.
TEST
1) Once_____________
2) If_____________
3) Otherwise______________
4) How_____________
5) This______________
6) Those____________
7) For______________
8) So____________
9) When
Упражнение 14. After looking through the Text for a minute say what part contains sentence in the Imperative Mood.
Просмотрите Текст за минуту и скажите, в какой части Текста предложения стоят i повелительном наклонении (а следовательно, содержат конкретные указания).
Упражнение 15. Translate the Text:
Переведите Текст и проверьте правильность понимания. В ключах дается перевод приведенного в уроке Текста:
Text
3.2 Planning Jobs
When you want to create a list of jobs to be done, this normally requires three steps:
• When new jobs are defined, it is necessary to generate work orders. Once the work has been performed and reported on a work order, and the status is set to Completed, AMOS M&P automatically generates the next work order based on how the job has been defined (based on frequency, counters or CBM).
• You must then use the Planning window to set the correct status and otherwise plan each job. This step may be skipped if the system is set up to set the status of generated work orders to Planned automatically.
• Finally, you must issue actual work orders based on
the generated work orders and those that have been requested manually.,
3.2.1. Generating the first work order for a newly defined job
This is how you generate a work order for a new job that has been defined:
1. Start AMOS M&P.
2. Check that top line of the AMOS M&P window shows the correct Installation and department.
3. If not, give the menu commhnd File/Switch Department or click the corresponding toolbar button and change to the correct department.
4. Give the menu command Maintenance/Generate Work Orders.
5. You enter the following dialog box:
\' ' Work Order Gurujruturn
Generate Wcrk Orders for ' QK
P Periodic Jabs. I....
P CBMJobs Cancel'
",; r-.t,:"-! "• ■<. • -............. -.
P Pnnl List ol Generated Wptk Orders
6. Check the relevant boxes in the area Generate Work Orders for.
7. Check the box Print List of Generated Work Orders if you want to do so, and click OK to generate the work orders. Click OK when you are asked to confirm that you really want to generate work orders.
Грамматика
Просмотровое чтение
В предыдущих уроках учебника Вы обязательно встречали упражнения, которые учили быстро «читать» текст, то есть просматривать его так, чтобы сразу становилась понятной структура текста, идея, основное содержание и расположение информации. Просмотровое чтение — это умение читать заголовки, видеть ключевые и служебные слова.
В любом языке есть слова, которые используются для организации речи —
устной или письменной. Например, начнем с..., во-первых, итак, например, затем, далее, в заключении, следовательно, и так далее. Эти слова позволительно назван маркерами текста и предложения.
Упражнения этого урока направлены на тренировку «узнавания» маркеров, а, следовательно, возможность легко разбираться в любых статьях и текстах, быстро находить нужную информацию и не читать ненужную. Работу с текстом рассмотрим на примере учебной статьи по истории редакторов. Все упражнения урока проверяйте по ключу.
Сначала прочтите слова, служащие для смысловой связи в предложениях и в тексте.
Вы, безусловно, их уже знаете, только теперь мы посмотрим на них с другой стороны, как на маркеры текста и предложения. Конечно, хорошо бы их знать на память. (Adverbs/наречия, prepositions/предлоги, conjunctions/союзы, adverbial combinations/ словосочетания с наречиями, phraseological units/фразеологические единицы.)
TEXT and SENTENCE MARKERS
 |
at least | по крайней мере |
below | ниже |
by means of | посредством |
consequently | следовательно, поэтому, в результате |
due to | благодаря |
finally | наконец |
for the most part | по большей части |
further | далее |
hand in hand | рука об руку |
hence | отсюда, следовательно |
here | здесь, в этот момент |
however | тем не менее, однако |
if necessary | при необходимости |
in addition to | в добавление к |
in agreement with | по соглашению, в согласии с |
in connection with | в связи с |
in general | в целом, итак |
in particular | в частности, в особенности |
in practice | на деле, на практике |
in relation to | относительно, что касается |
in such a way | таким образом |
instead of | вместо, вместо того, чтобы |
in terms of | на языке..., с точки зрения |
in this figure (Fig.) | на этом рисунке |
in this way | таким образом, способом |
in total | в итоге, в целом |
later | далее, позднее |
like | подобно |
moreover | более того |
nevertheless | несмотря на, тем не менее |
next | далее, затем, после |
no doubt | несомненно |
no longer | более не |
no matter | неважно, что бы ни было, несмотря на |
not only but | не только, но и |
now | итак |
on the contrary | напротив |
otherwise | иначе, в противном случае |
owing to | благодаря чему-либо |
|
similarly | сходно, подобно |
since | так как |
so that | так что |
so on | так далее |
subsequently | впоследствии, потом, позже |
such as | такой как |
then | затем, далее |
thereafter | впоследствии; соответственно |
therefore | следовательно, поэтому |
thus | таким образом |
to and from | взад и вперед, туда-сюда |
to be in agreement with | в согласии (соглашении) с |
to be similar to | подобно |
to bear in mind | помнить, иметь в виду |
typically | обычно, как правило |
up and down | туда-сюда; прямо, открыто |
usually | обычно |
while to | что касается |
within | в рамках, в пределах |
Упражнение 1. Вспомните, что означают данные ниже слова и в приведенном выше списке маркеров найдите к ним синонимы: In the list of markers above find synonyms to the following:
|
for instance —____________
because of —_____________
in keeping with —____________
usually —____________
like —____________
hence —_____________
further —____________
now —___________
nevertheless —___________
in relation to —___________
Упражнение 2. В приведенном выше списке маркеров найдите маркеры, противоположные по значению данным:
In the list of markers above find opposites to the following:
in general —______________
in keeping with —____________
to start with —____________
in contradiction —____________
above —____________
casually —___________
Упражнение 3. Translate, paying attention to markers:
Переведите, обращая внимание на маркеры. Вводные слова и выражения, выделяемые скобками или запятыми, обращают на себя внимание при чтении предложения или текста. Они указывают на уточнение информации (особенно в рамках предложения) и их надо уметь переводить:
1) Errors, if any, can result from lack o.f memory.
2) Redistributing the program (or any work based on it), the recipient automatically receives a license.
3) Many manuals, particularly those written for early computing systems, are very dufficult to understand.
Упражнение 4. Переведите предложения, учитывая разницу в значениях слов. При чтении английского текста нельзя забывать, что английские слова многозначны и переводятся в зависимости от контекста:
Mind the difference between the meanings of the words and translate:
As (как; так как); for (так как; для);
The following identifiers are reserved lac use as keywords, and may not be used otherwise.
There are several kinds of constants as listed below.
As a matter of fact C++ is “old C” as it is the same language extended with classes, inline functions, operators overloading and so on.
With an editor the document preparation process is speeded up considerably foe the correct text does not have to be reentered.
These correspond among other things to the kinesthetic organs of the human system, foe we too have organs which record the rate of contraction (сокращение) of a muscle.
Упражнение 5. Помните, что слова “now” и “in general” используются как маркеры в научной литературе и означают «итак», едалее», «в данной работе», «в последующем», «ниже»: Mind that “now”; “in general” as markers in scientific literature often mean «итак», «далее», «в данной работе», «в последующем», «ниже»:
... In general, tests need to be conducted for only one fault may show us the vital (жизненный) problem of the program.
... Now there is no normal process except death which completely clears (очищать) the brain from all past impressions.
Упражнение 6. Обратите внимание, что в научной литературе “no matter”; “по doubt”; “по longer” выражают сомнение и несогласие. Переведите предложения:
Mind that in scientific literature “no matter”; “no doubt”; “no longer” express doubt and disagreement and translate:
By that time when optimism had changed to circumspection (осмотрительность), no longer they wanted to risk my unconventional (нешаблонный) proposal.
Fine, Jackson, and Mclssac had shaken (пошатнули) the early enthusiasm with a pessimistic study of virtual memory, no doubt I could develop enough theory in time to influence MULTICS.
No matter my arguments could be convincing (убедительный) there were many who believed that the problem was all hardware.
Упражнение 7. Сгруппируйте маркеры из списка по следующим группам: Group the markers in the list above according to the following:
Какое место занимает каждая rpynrta в предложении, в Тексте?
What is the place of each group in a sentence, in a Text?
1) слова, используемые при перечислении (фактов, высказываний, информации...)
2) слова, используемые при добавлении (фактов)
3) слова, используемые при пояснении
4) слова, используемые при сопоставлении
5) слова, резюмирующие высказывание
Упражнение 8. Найдите слова-маркеры и скажите, находятся ли эти предложения в начале, в середине или в конце Текста:
Find words-markers and say whether these sentences are at the beginning, in the middle or at the end of the Text:
The sampling network, therefore, covers a very large assortment of smoggy and nonsmoggy conditions.
The sampling network below covers a very large assortment of smoggy and nonsmoggy conditions.
The sampling network nevertheless covers a very large assortment of
smoggy and nonsmoggy conditions.
Упражнение 9. Пожалуйста, проанализируйте какая часть предложения выделяется маркерами “however” и “thus”:
Please analyze what part of the sentence is stressed by the markers “however” and “thus”:
There is, however, a problem with this mechanism.
There is, thus, a discrepancy with the observations by Veverka.
Упражнение 10. Организуйте следующие фразы в целое предложение, обращая внимание на союзы и предлоги, маркеры, то есть на место в предложении, которое эти маркеры (и следующая за ними информация) должны занимать.
Arrange the following phrases into the whole sentence paying attention to conjunctions and prepositions — sentence markers:
not merely by their energy flow, their metabolism
in such a theory we deal with automata effectively coupled (соединять) to the external world
and of the actions of outgoing messages but also bv a flow of impressions, of incoming messages
Упражнение 11. He переводя текст упражнения, просмотрите его очень быстро и скажите, что это за текст (определение, передача фактов, полное объяснение с выводами и заключением и т. д.). Посчитайте вводные элементы и переведите:
Without translating the text, look through it very briefly and say what it is (some definition, an expalnation of some fact, a completed explanation with a conclusion and etc.) according to its structure. Count parenthesis and translate:
Stages in Programming
There are five stages in programming. First, the computations to be performed must be clearly & precisely defined. Second, the actual coding is performed. Third, some procedure is used to get the code into the memory of the computer. Fourth, debugging the code, i.e. detecting and correcting any errors, takes place. Fifth, running the code on the computer and tabulating the results is performed. In fact, a single error in one instruction is known to invalidate the entire code. Hence, programming, when being performed, requires attention to details without loosing sight of the overall plan. (i. e. — id est — то есть)
Упражнение 12. Организуйте предложения в правильном порядке, обращая внима' ние на подчеркнутые маркеры (вспомните, к каким группам относятся маркеры) и на н» чало и конец каждого предложения. Поставьте номера.
Arrange the sentences in proper order paying attention to the underlined markers and tht beginning and the end of each sentence (put the right numbers):
(_) Finally, as long as the automation is running, its very rules of operation are susceptible to some change on the basis of the data which have passed through its receptors in the past, and this is not unlike -‘the process of learning.
(_) The organs bv which impressions are received are the equivalents of
the human and animal sense organs.
(_) In such a theory we deal with automata effectively coupled to the
external world by a flow of impressions, of incoming messages.
(_J Moreover, the information received by the automation need not be used at once but may be delayed or stored so as to become available at some future time.
(_) Between the receptor or sense organ and the effector stands an
intermediate set of elements whose function is to recombine the incoming impressions into such forms as to produce a desired type of response in the effectors.
Упражнение 13. Просмотрите заголовок и подзаголовки текста урока и выберите из них содержание, наиболее подходящее для этого текста-статьи.
Look through the title and subtitles of the text and choose the contents of the article more suitable for it.
Number 1
I. General remarks on display Editors
II. Particular editors
1) E-editor
2) EMACS-editor
III. Conclusion
Упражнение 14. Просмотрите содержание (план) Текста урока и сам Текст и ответьте на вопросы:
Looking at the contents and the article answer the questions:
What questions of the article are described in details?
And what in short?
What particular editor is described in mqch more details?
Упражнение 15. Давайте поработаем с первой частью статьи (Текст урока — стр. 345-346).
Let’s work with the first part of the article (page 345-346).
Что она собой представляет? What is it?
Какие слова обычно используются, когда объясняются общие понятия?
What words are usually used when general notions (понятия) are explained?
Какие модальные глаголы? What modal verbs?
Какие маркеры? What markers?
Упражнение 16. Какова типичная структура научного текста?
What is the typical structure of a scientific text?
What information do we usually find in the first and the last paragraph, in the middle paragraphs?
What paragraph/paragraphs of this text contain the inroduction into the problem?
How many paragraphs develop (развивают) the problem in this text?
Where is the conclusion to the probem? Is it at the end of part one or at the end of the whole article?
Упражнение 17. Где мы находим основную идею любого параграфа? Просмотрите каждый параграф и отметьте его основную идею и текстовые маркеры.
Where can we find the main idea of a paragraph? Look through the paragraphs and mark the main idea of each and text markers.
Упражнение 18. Теперь мы можем закончить написание «содержания» статьи по первому пункту. Вернитесь к упр. 12.,
Now we can continue writing the contents of the article in relation to the first point of it.
Text
Display Editors
by Peter B. Smith
To begin with, we categorize as display editors those general purpose editors that enable a user to make changes to a document and see the effects of changes immediatly, without having tp issue additional commands. Such editors typically require a display with at least cursor
addressing capabilities(rather than a teletype). Usually a large portion of the display is dedicated to providing a window into the file buffer.
The commonest conceptual model(due to Irons and Djorup) maps the text onto an infinitely extansible quarter plane. Imagine the file on a two dimensional plane with the first character of the first line at the origin. The user is free to write on the plane to the right and down from the origin. That is, there is no limit on the length of lines or on the number of lines. The editor enables the user to move around the quarter plane and to make changes to the display; using normal cursor control commands, the cursor cannot be moved above the first line of the file or to the left of the first character position on a line.
While to the user it may appear that commands issued modify the file buffer and the display is then modified to represent the new buffer contents. Particular editors may implement extensions to the basic conceptual model. For example, there may be multiple windows into the file buffer and there may be multiple buffer.
|
| Process 2 |
| Record of contents |
Screen | <— | (screen updater) | <-> | of current screen |
|
| Process 1 |
|
|
|
 |
So display editors vary in the relative properties that they give to the two processes of the figure above. It is a little annoying, for example, if the editor persists in redrawing part of the screen that is already out ofxiate. Fig. below shows a two overall strategies. In (a) the screen is completely updated after one command before the next command is processed. In (b) repainting may be interrupted to process a command.
command interpretation and screen updating strategies
(a) repeat if command to be interpreted
then Update file buffer if screen out of date then Update screen until exit
(b) repeat while there is a command to be interpreted
update file buffer
while (screen is out of date) and no command to be interpreted
update screen a little (more) until exit
Next, terminals vary in the control characters that they use to direct cursor movement, perform scrolling, clear sections of the screen and so on. There will typically be some mechanism,such as virtual screens or an editor accessible file of terminals.
E
The e editor developed by the Rand Computation Center uses control characters for control functions, such as cursor movement and initiating string searches. Non-control characters are either inserted at the current cursor position or overwrite the character at that position. Insert/Over- write mode is toggled with a simple command, an indicator on the screen indicates the current mode. The user can have multiple windows (possibly into different files); a "change window" command moves to the next window in a circular list. A keystroke history file is generated as the user types and, in the event of an uncontrolled exit, the history can be replayed. A variety of commands can be issued in "command mode" 'including some oriented towards document preparation such as filling and justification of paragraphs.
The editor does unexpected things to tabs and spaces on lines that it modifies. Trailing tabs and spaces are deleted, groups of leading spaces are converted to tabs and embedded tabs are converted to spaces.
EMACS
EMACS is probably the most widely available fullscreen editor. Implementations of it, and clones are available on a large variety of sys from super computers to micros. There is even a USENET news- group (comp.emacs)
devoted to "EMACS editors of different flavors" One reason for its popularity is that its design enables it to be customized to suit particular users and applications; if necessary it can also be made to behave like a particular non EMACS editor.
And further. EMACS interprets user keystrokes using one or more tables, each of which has an entry for each ASCII character. The table entry for a character may specify a function to be carried out or may point to another table. If a function is performed, if the pointer points to another table than that table is used to interpret the next keystroke. In this way, multi character commands are implemented. For example, while con- trol-L causes EMACS to redraw the screen, the effect of control-X depends on what follows it:
control — X control — 0 delet blank lines
control — X control — S save current file
control — X control — W resize window
There are sensible defaults, for example the graphic characters are bound to "self insert" — a function that causes them to be inserted into the file buffer at the current cursor position.
Moreover, a user can create a set of key-bindings and cause it to be loaded into the table(s). For example, the space character could be bound to a function that checks the location of the right margin and, if necessary, bacs up and inserts a newline, thus providing auto-wrap. Similarly, a period could initiate the lookup of the preceding symbol in a list of abbreviations. Closing brackets of various kinds could start a check for previously occuring opening ones. In particular, EMACS can be customized with routines knowing about the syntax and user-preferred format of certain programming languages, e.g., C and LISP. '
Disadvantages of EMACS are that it may be complex for a beginner to use, (but it can be made simple using the key-buildings) and that it requires more memory and CPU time than siple editors. Many concurrent EMACS users on a system can cause a noticeable performance degradation.
Thus, the categories of editor we have looked at so far require progressively more sophisticated terminals. Line and stream editors work on dumb terminals and display editors require addressable screens.
Приложения
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ПРИЛОЖЕНИЯ
ПРИЛОЖЕНИЕ 1
Список неправильных глаголов
base form | past tense | past participle | translation |
abide | abode, abided | abode abided | пребывать, жить, прид ерживаться |
arise | arose | arisen | подняться, возникнуть |
awake | awoke | awaked awoke | будить, проснуться |
be | was, were | been | быть |
bear | bore | borne | нести, родить |
beat | beat | beaten | бить |
become | became | become | стать, сделаться |
befall | befell | befallen | случиться |
begin | began | begun | начать |
bend | bent | bent, bended | согнуть(ся) |
bessech | besought | besought | умолять, упрашивать |
bet | bet | bet | держать пари |
bid | bad, bid | bid(den) | предлагать (цену), велеть, просить |
bind | bound | bound | связать |
bite | bit | bit(ten) | кусать |
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Продолжение таблицы
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Продолжение таблицы
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