Angliyskiy Yazyk Dlya Transportnykh Spetsialnostey Vuzov Tom 1 Bazovy Professionalny Kurs Uchebnoe Posobie by Taranukha N A

Серия «Библиотека студента»
Н. А. ТАРАНУХА, Е. Ю. ПЕРШИНА
АНГЛИЙСКИЙ ЯЗЫК
ДЛЯ ТРАНСПОРТНЫХ СПЕЦИАЛЬНОСТЕЙ ВУЗОВ
Том 1: Базовый профессиональный курс
Учебное пособие
с аудиоприложением
ЛЕКСИКА И ГРАММАТИКА, ТЕКСТЫ И УПРАЖНЕНИЯ,

СПРАВОЧНЫЕ МАТЕРИАЛЫ, ПРАКТИЧЕСКИЕ ЗАДАНИЯ,
КОНТРОЛЬНЫЕ ВОПРОСЫ, ОТВЕТЫ
2-е издание, дополненное и переработанное
Допущено УМО вузов РФ по образованию в области

транспортных машин и транспортно-технологических комплексов
в качестве учебного пособия для студентов вузов, обучающихся
по специальности «Организация перевозок и управление на транспорте
(Водный транспорт)» направления подготовки
«Организация перевозок и управление на транспорте»
Москва
СОЛОН-ПРЕСС
2011
УДК 656(07)
ББК 39Я7
Т 19
Рецензенты:
Г. Р. Романова, доктор филол. наук, профессор,
директор Института филологии
Амурского гуманитарно-педагогического государственного университета;
Н. Г. Богаченко, к.ф.н., доцент, декан факультета иностранных языков
Дальневосточной государственной социально-гуманитарной академии;
кафедра английского и китайского языков факультета иностранных языков
Дальневосточной государственной социально-гуманитарной академии
Тарануха Н. А., Першина Е. Ю.

Т19 Английский язык для транспортных специальностей вузов. Том 1:
Базовый профессиональный курс. Учебное пособие. – 2-е изд., доп. и пере-
раб. – М.: СОЛОН-ПРЕСС, 2011. – 272 с. – (Серия «Библиотека студента»)
ISBN 978-5-91359-090-9
Пособие посвящено изучению английского языка в области базового

профессионального курса по транспортным специальностям вузов. Рассмот-
рены разделы, связанные с водным, автомобильным, воздушным и железно-
дорожным видами транспорта, а также с элементами транспортного процесса
и видов груза.
В пособии подробно изложены основные лексические аспекты англий-
ского языка на базе профессионально-ориентированной тематики по грузо-
перевозкам и управлению на транспорте. Здесь же приведены грамматиче-
ские справочные материалы, тексты для аудирования на электронном носи-
теле, вопросы и ответы для проверки знаний, которые можно использовать
как для самоконтроля, так и на практических занятиях. Полезным и интерес-
ным является приведенный здесь комплект грамматических таблиц.
Предназначено пособие для студентов технических специальностей ву-
зов, обучающих студентов по направлениям и специальностям, связанных с
транспортом и транспортным менеджментом. Особенно полезным данное
пособие может оказаться для студентов заочных и дистанционных форм
обучения, а также для специалистов предприятий и организаций, изу-
чающих английский язык самостоятельно.
Структура учебного пособия построена в виде учебных тем, в каждой
из которых имеется и лексический материал, и практические задания, и кон-
трольные вопросы с ответами, и задания на изучения грамматики и развития
навыков аудирования.
Аудиоприложение находится на сайте издательства
www.solon-press.ru на странице данной книги.
© Обложка «СОЛОН-ПРЕСС», 2011
© Тарануха Н. А., 2011
Першина Е. Ю., 2011
Contents 3
CONTENTS
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
PART 1. PREAMBLE
Section 1: Introduction to the Specialty . . . . . . . . . . . . . . . . . . . . . . . . 13

1.1 О профессии . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.2 Выдержки из ГОС . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Section 2: Marine Voyages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Unit 1. Christopher Columbus’ Voyages . . . . . . . . . . . . . . . . . . . . . . . 15
1.1 Grammar: the Verb to be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.2 Listening: the Text “Two Norwegians Rowed across the At-
lantic Ocean” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
1.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.3.1 Active Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.3.2 The Text “Christopher Columbus” . . . . . . . . . . . . . . 20
1.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
1.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Unit 2. Magellan’s Voyage round the World . . . . . . . . . . . . . . . . . . . 27
2.1 Grammar: the Verb to have . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.2 Listening: the Text “Daniel Defoe” . . . . . . . . . . . . . . . . . . . . . . 29
2.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.3.2 The Text “The First Voyage round the World” . . . 31
2.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
2.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Unit 3. The Titanic Tragedy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.1 Grammar: the Construction there + to be . . . . . . . . . . . . . . . . 37
3.2 Listening: the Text “James Cook” . . . . . . . . . . . . . . . . . . . . . . 39
3.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.3.2 The Text “The Titanic: an Interview” . . . . . . . . . . . . 41
3.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
Unit 4. Modern Explorer Thor Heyerdahl . . . . . . . . . . . . . . . . . . . . . . 47
4.1 Grammar: the Noun, the Article . . . . . . . . . . . . . . . . . . . . . . . . 47
4.2 Listening: the Text “Captain Robert Scott” . . . . . . . . . . . . . . . 51
4.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
4.3.2 The Text “Explorer Heyerdahl Hunts for Lost
Civilization in Peru” . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
4.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55
4 Contents
PART 2. BASIC PROFESSIONAL COURSE
Section 3: Types of Transports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Unit 5. Water Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5.1 Grammar: the Adjective . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5.2 Listening: the Text “The Bermuda Triangle” . . . . . . . . . . . . . . . . . 60
5.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.3.1 Active Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.3.2 The Text “History of Water Transport” . . . . . . . . . . . . 62
5.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Unit 6. Road Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.1 Grammar: the Numeral . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.2 Listening: the Text “Experimental Bridge” . . . . . . . . . . . . . . . . . . 72
6.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
6.3.2 The Text “History of Road Transport” . . . . . . . . . . . . . 74
6.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
6.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Unit 7. Air Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
7.1 Grammar: the Pronoun . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
7.2 Listening: the Text “The Secret of the Bermuda Triangle” . . . . . . 89
7.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
7.3.2 The Text “History of Air Transport” . . . . . . . . . . . . . . . 91
7.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
7.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Unit 8. Rail Transport . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
8.1 Grammar: the Adverb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
8.2 Listening: the Text “Means of Transport” . . . . . . . . . . . . . . . . . . . 104
8.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
8.3.2 The Text “History of Rail Transport” . . . . . . . . . . . . . . 106
8.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
8.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Section 4: Transport Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Unit 9. Marine Structures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
9.1 Grammar: the Preposition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
9.2 Listening: the Text “Horatio Nelson” . . . . . . . . . . . . . . . . . . . . . . . 122
9.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
9.3.2 The Text “On Marine Structures” . . . . . . . . . . . . . . . . . 123
9.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
9.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Contents 5
Unit 10. Ports – Means of Outer Communication . . . . . . . . . . . . . . . . . . . 130

10.1 Grammar: the Conjunction, the Noun-Substitutes . . . . . . . . . . . . 130
10.2 Listening: the Text “A Tunnel, a Bridge or a Combination?” . . . 136
10.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
10.3.1 Active Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
10.3.2 The Text “Ports – Means of Outside
Communication” . . . . . . . . . . . . . . . . . . . . . . 137
10.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
10.4. Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
Unit 11. General Description of a Ship . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
11.1 Grammar: the Indefinite Active . . . . . . . . . . . . . . . . . . . . . . . . . . 143
11.2 Listening: the Text “Francis Drake” . . . . . . . . . . . . . . . . . . . . . . 148
11.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
11.3.2 The Text “General Description of a Ship” . . . . . . . . . . 150
11.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
11.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 154
Unit 12. Types of Vessels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
12.1 Grammar: the Continuous Active . . . . . . . . . . . . . . . . . . . . . . . . . 157
12.2 Listening: the Text “Traffic Lights” . . . . . . . . . . . . . . . . . . . . . . . 162
12.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
12.3.2 The Text “Types of Vessels” . . . . . . . . . . . . . . . . . . . . . 164
12.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
12.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169
Unit 13. Types of Cargoes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
13.1 Grammar: the Perfect and the Perfect Continuous Active . . . . . . 172
13.2 Listening: the Text “Shipment of a Cargo of Wheat Abroad” . . . 181
13.3 Speech Pattern . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
13.3.2 The Text “Types of Cargoes” . . . . . . . . . . . . . . . . . . . . 183
13.3.3 Drilling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
13.4 Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 188
THESAURUS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
GRAMMAR . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
G.1 Артикль . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
G.1.1 Неопределенный артикль . . . . . . . . . . . . . . . . . . . . . . . 201
G.1.2 Определенный артикль . . . . . . . . . . . . . . . . . . . . . . . . . 201
G.2. Имя существительное . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
G.2.1 Исчисляемые и неисчисляемые
существительные . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203
G.2.2 Число существительных . . . . . . . . . . . . . . . . . . . . . . . . 203
G.2.3 Падеж существительных . . . . . . . . . . . . . . . . . . . . . . . . 204
6 Contents
G.2.4 Существительное в функции определения . . . . . . . . . 205

G.3. Имя прилагательное . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 205
G.3.1 Степени сравнения прилагательных . . . . . . . . . . . . . . 206
G.3.2 Сравнительные конструкции . . . . . . . . . . . . . . . . . . . . 206
G.4. Числительное . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 207
G.4.1 Количественные и порядковые числительные . . . . . . 207
G.4.2 Чтение числительных свыше 100 . . . . . . . . . . . . . . . . . 208
G.4.3 Чтение дробей . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 208
G.4.4 Хронологические даты . . . . . . . . . . . . . . . . . . . . . . . . . 209
G.5. Местоимение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
G.5.1 Личные местоимения . . . . . . . . . . . . . . . . . . . . . . . . . . . 209
G.5.2 Притяжательные местоимения . . . . . . . . . . . . . . . . . . . 210
G.5.3 Возвратно-усилительные местоимения . . . . . . . . . . . . 210
G.5.4 Указательные местоимения . . . . . . . . . . . . . . . . . . . . . 211
G.5.5 Вопросительные и относительные местоимения . . . . 212
G.5.6 Неопределенные местоимения и их производные . . . 212
G.5.7 Количественные местоимения . . . . . . . . . . . . . . . . . . . 214
G.5.8 Многофункциональность местоимения it . . . . . . . . . . 215
G.5.9 Многофункциональность местоимения that . . . . . . . . 215
G.6. Наречие . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 216
G.6.1 Место наречия в предложении . . . . . . . . . . . . . . . . . . . 216
G.6.2 Степени сравнения наречий . . . . . . . . . . . . . . . . . . . . . 217
G.7. Предлог . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
G.8. Слова-заместители . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 218
G.8.1Местоимения one, ones . . . . . . . . . . . . . . . . . . . . . . . . . . 218
G.8.2 Местоимения that, those . . . . . . . . . . . . . . . . . . . . . . . . 219
G.8.3 Глагол to do. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
G.9. Союзы . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219
G.10. Глагол . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220
G.11. Глагол to be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 221
G.11.1 Спряжение глагола to be . . . . . . . . . . . . . . . . . . . . . . . 222
G.11.2 Функции глагола to be . . . . . . . . . . . . . . . . . . . . . . . . . 222
G.12. Глагол to have . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 223
G.12.1 Спряжение глагола to have . . . . . . . . . . . . . . . . . . . . . 223
G.12.2 Функции глагола to have . . . . . . . . . . . . . . . . . . . . . . . 223
G.13. Оборот there + to be . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
G.14. Изъявительное наклонение . . . . . . . . . . . . . . . . . . . . . . . . 224
G.15. Активный залог . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 224
G.15.1 Времена неопределенной группы (The Indefinite
Tenses) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225
G.15.1.1The Present Indefinite Tense . . . . . . . . . . . . . 225
G.15.1.2 The Past Indefinite Tense . . . . . . . . . . . . . . . 226
G.15.1.3 The Future Indefinite Tense . . . . . . . . . . . . . . 227
G.15.2 Времена продленной группы (The Continuous
Tenses) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 228
Contents 7
G.15.2.1 The Present Continuous Tense . . . . . . . . . . . . 229

G.15.2.2 The Past Continuous Tense . . . . . . . . . . . . . . 229
G.15.2.3 The Future Continuous Tense . . . . . . . . . . . . 230
G.15.3 Времена завершенной группы (The Perfect
Tenses) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230
G.15.3.1 The Present Perfect Tense . . . . . . . . . . . . . . . 230
G.15.3.2 The Past Perfect Tense . . . . . . . . . . . . . . . . . . 231
G.15.3.3 The Future Perfect Tense . . . . . . . . . . . . . . . . 231
G.15.4 Времена завершенной продленной группы
(The Perfect Continuous Tenses) . . . . . . . . . . . . . . . . . 232
G.15.4.1 The Present Perfect Continuous Tense . . . . . . 232
G.15.4.2 The Past Perfect Continuous Tense . . . . . . . . 232
G.15.4.3 The Future Perfect Continuous Tense . . . . . . 232
SUPPLEMENT 1 Grammar tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

SUPPLEMENT 2 Grammar terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249
SUPPLEMENT 3 Irregular verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
SUPPLEMENT 4 Texts for Listening ( ссылка на сайте издательства
www.solon-press.ru на странице данной книги). . . 254
SUPPLEMENT 5 Keys to the Comprehensions . . . . . . . . . . . . . . . . . . . . 260
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
About the Authors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
8 Оглавление
ОГЛАВЛЕНИЕ
Введение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
ЧАСТЬ 1. ВВОДНЫЙ КУРС
Глава 1: Введение в специальность . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

1.1 О профессии . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
1.2 Выдержки из ГОС . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Глава 2: Морские путешествия . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Урок 1. Путешествия Христофора Колумба . . . . . . . . . . . . . . . . . . . . . 15
1.1 Грамматика: глагол to be . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
1.2 Аудирование: текст “Как два норвежца пересекли
Атлантический океан на весельной лодке” . . . . 17
1.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
1.3.2 Текст “Христофор Колумб” . . . . . . . . . . . . . . . . . . . . . 20
1.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
1.4 Лексико-грамматический тест . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Урок 2. Путешествие Магеллана вокруг света . . . . . . . . . . . . . . . . . . 27
2.1 Грамматика: глагол to have . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
2.2 Аудирование: текст “Даниель Дефо” . . . . . . . . . . . . . . . . . . . . . 29
2.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
2.3.2 Текст “Первое путешествие вокруг света” . . . . . . . . 31
2.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
Урок 3. Трагедия Титаника . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.1 Грамматика: оборот there + to be . . . . . . . . . . . . . . . . . . . . . . . . 37
3.2 Аудирование: текст “Джеймс Кук” . . . . . . . . . . . . . . . . . . . . . . 39
3.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
3.3.2 Текст “Титаник: интервью” . . . . . . . . . . . . . . . . . . . 41
3.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Урок 4. Современный исследователь Тур Хейердал . . . . . . . . . . . . . . 47
4.1 Грамматика: имя существительное, артикль . . . . . . . . . . . . . . . 47
4.2 Аудирование: текст “Капитан Роберт Скотт” . . . . . . . . . . . . . . 51
4.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
4.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
4.3.2 Текст “Исследователь Хейердал ищет потерянную
цивилизацию в Перу” . . . . . . . . . . . . . . . . . . . . . . . . . . 52
4.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Оглавление 9
ЧАСТЬ 2. БАЗОВЫЙ ПРОФЕССИОНАЛЬНЫЙ КУРС
Глава 3: Виды транспорта . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Урок 5. Водный транспорт . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
5.1 Грамматика: имя прилагательное . . . . . . . . . . . . . . . . . . . . . . . . 57
5.2 Аудирование: текст “Бермудский треугольник” . . . . . . . . . . . . 60
5.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.3.2 Текст “История водного транспорта” . . . . . . . . . . . . . . . . . 62
5.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Урок 6. Автомобильный транспорт . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.1 Грамматика: числительное . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
6.2 Аудирование: текст “Экспериментальный мост” . . . . . . . . . . . 72
6.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
6.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
6.3.2 Текст “История автомобильного транспорта” . . . . . 74
6.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
6.4 Лексико-грамматический тест. . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Урок 7. Воздушный транспорт . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
7.1 Грамматика: местоимение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
7.2 Аудирование: текст “Секрет Бермудского треугольника” . . . . 89
7.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
7.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
7.3.2 Текст “История воздушного транспорта” . . . . . . . . . 91
7.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Урок 8. Железнодорожный транспорт . . . . . . . . . . . . . . . . . . . . . . . . . . 98
8.1 Грамматика: наречие . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
8.2 Аудирование: текст “Виды транспорта” . . . . . . . . . . . . . . . . . . 104
8.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
8.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
8.3.2 Текст “ История железнодорожного
транспорта” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 106
8.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Глава 4: Организация транспорта . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Урок 9. Морские конструкции . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
9.1 Грамматика: предлог . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
9.2 Аудирование: текст “Горацио Нельсон ” . . . . . . . . . . . . . . . . . . 122
9.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
9.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
9.3.2 Текст “На морских сооружениях” . . . . . . . . . . . . . . . . 123
9.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125
9.4 Лексико-грамматический тест . . . . . . . . . . . . . . . . . . . . . . . . . . 128
Урок 10. Порты – средства внешней связи . . . . . . . . . . . . . . . . . . . . . . 130
10.1 Грамматика: союз, слова-заместители . . . . . . . . . . . . . . . . . . . 130
10.2 Аудирование: текст “Туннель, мост, или их сочетание?” . . . 136
10.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
10 Оглавление
10.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

10.3.2 Текст “Порты – средства внешней связи” . . . . . . . 137
10.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
10.4. Лексико-грамматический тест . . . . . . . . . . . . . . . . . . . . . . . . . 141
Урок 11. Общее описание судна . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
11.1 Грамматика: неопределенные времена активного залога . . . . 143
11.2 Аудирование: текст “Френсис Дрейк” . . . . . . . . . . . . . . . . . . . 148
11.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
11.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
11.3.2 Текст “Общее описание судна” . . . . . . . . . . . . . . . . . 150
11.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Урок 12. Типы судов . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157
12.1 Грамматика: продленные времена активного залога . . . . . . . 157
12.2 Аудирование: текст “Светофор” . . . . . . . . . . . . . . . . . . . . . . . . 162
12.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
12.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163
12.3.2 Текст “Типы судов” . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
12.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
12.4 Лексико-грамматический тест. . . . . . . . . . . . . . . . . . . . . . . . . . 169
Урок 13. Типы грузов . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 172
13.1 Грамматика: завершенные и завершенные продленные
времена активного залога . . . . . . . . . . . . . . . . . 172
13.2 Аудирование: текст “Перевозка груза пшеницы
за рубеж” . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
13.3 Говорение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
13.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182
13.3.2 Текст “Типы грузов” . . . . . . . . . . . . . . . . . . . . . . . . . . 183
13.3.3 Упражнения . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 185
ТЕЗАУРУС . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193
ГРАММАТИЧЕСКИЙ КОММЕНТАРИЙ . . . . . . . . . . . . . . . . . . . . . . 201
ПРИЛОЖЕНИЕ 1 Грамматические таблицы . . . . . . . . . . . . . . . . . . . . 234

ПРИЛОЖЕНИЕ 2 Грамматические термины . . . . . . . . . . . . . . . . . . . 249
ПРИЛОЖЕНИЕ 3 Список неправильных глаголов . . . . . . . . . . . . . . 252
ПРИЛОЖЕНИЕ 4 Тексты для аудирования (ссылка на сайте
издательства www.solon-press.ru на странице данной книги). . . . . . . 254
ПРИЛОЖЕНИЕ 5 Ответы к лексико-грамматическим тестам . . . . 260
Заключение . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 267
Биографическая справка об авторах . . . . . . . . . . . . . . . . . . . . . . . . . . . 268
Список использованных источников . . . . . . . . . . . . . . . . . . . . . . . . . . . 269
Список рекомендованной литературы . . . . . . . . . . . . . . . . . . . . . . . . . . 271
Введение 11
ВВЕДЕНИЕ
Учебное пособие предназначено для студентов высших учебных заве-

дений, обучающихся по направлению подготовки 190700 «Организация пе-
ревозок и управление на транспорте». Основной целью пособия является
обучение студентов чтению и пониманию профессионально ориентирован-
ных текстов, а также развитие умений и навыков разговорной речи.
Содержание учебного пособия состоит из следующих составляющих:
грамматический материал, лексический материал и материал для самокон-
троля. Лексический материал (особенно профессиональная тематика), пред-
ставленный в данном пособии, является аутентичным. Учебное пособие со-
провождается большим количеством иллюстрированного материала и фото-
графий взятых их всемирной электронной энциклопедии Wikipedia.
Структура учебного пособия включает три основные части (Parts), в
каждую из которых входит шесть разделов (Sections), освещающих различ-
ные аспекты организации деятельности отрасли грузоперевозок.
Учебное пособие разбито на два тома, что облегчает использование его
в учебном процессе. Тем не менее, каждый том снабжен всеми дополнитель-
ными грамматическими и информационными материалами.
В первой части пособия даются пояснения к требованиям Государст-
венного образовательного стандарта (ГОС) по дисциплине «Английский
язык». Учебное пособие снабжено грамматическим теоретическим материа-
лом, приложениями и тезаурусом.
В учебном пособии 25 уроков (Units), которые и составляют основной
курс обучения. Уроки построены по общему принципу, позволяющему охва-
тить все виды учебной деятельности, а именно: обучение грамматике, разви-
тие навыков аудирования, развитие и совершенствование умений и навыков
коммуникативной направленности, выраженных в изучении лексического
материала, а также закрепление и контроль приобретенных умений и навы-
ков.
В разделе «Грамматический комментарий» (Grammar) представлен тео-
ретический материал, что позволяет студентам самостоятельно изучать неко-
торые его аспекты. В «Приложениях» (Supplements) включены тексты для
аудирования, список грамматических терминов, таблица неправильных гла-
голов, ответы к тестам по самоконтролю и др. Наличие в пособии информа-
ционно справочных материалов позволяет систематизировать знания по
грамматике, поскольку для студентов нелингвистических специальностей ус-
воение грамматического материала является самым трудным этапом в изуче-
нии иностранного языка.
Не смотря на то, что основной акцент в пособии сделан на специаль-
ность «Организация перевозок и управление на транспорте (водном)», данное
пособие представляет интерес и для студентов данной специальности по всем
видам транспорта (автомобильного, железнодорожного и авиационного), т.к.
лексическая тематика уроков сориентирована на работу единого транспорт-
ного узла. Помимо лексического материала по грузоперевозкам, авторы
12 Введение
включили в пособие лексический материал, имеющий непосредственное от-

ношение и к области менеджмента.
Учебное пособие в части информационных материалов может быть по-
лезно и студентам других транспортных направлений, таких, например, как
«Наземные транспортные системы», «Транспортные машины и транспортно-
технологические комплексы», «Эксплуатация транспортных средств», «Экс-
плуатация наземного транспорта и транспортного оборудования», «Эксплуа-
тация водного транспорта и транспортного оборудования».
В первый том данного учебного пособия входят первых 2 части (Pre-
amble и Basic Professional Course) и, следовательно, первых 13 уроков. Грам-
матический и информационный материал, включенный в первый том, соот-
ветствует структурному содержанию уроков.
Данное учебное пособие может быть использовано широким кругом
лиц с различной степенью языковой подготовки.
Part 1. Preamble 13
PART 1. PREAMBLE
SECTION 1: INTRODUCTION TO THE SPECIALITY
1.1 О профессии
Направление подготовки «Организация перевозок и управление на

транспорте» включает в себя четыре вида транспорта: автомобильный, вод-
ный, воздушный и железнодорожный. Специальности данного направления
фактически являются комплексными, т.к. включают в себя одновременно
инженерную, управленческую и экономическую подготовку. Образно выра-
жаясь, можно было бы сказать, что данная профессия и данная образователь-
ная программа есть ценный «продукт три в одном».
Специалист в области организации перевозок и управления на транс-
порте должен знать транспортные узлы и пути, устройство и оборудование
транспортных средств, технологию и организацию перевозок, транспортную
логистику, менеджмент, маркетинг, управление работой транспортных
средств, баз и портов, внешнеторговые операции и их транспортное обеспе-
чение, технологию и организацию перегрузочных процессов, грузоведение,
экономику, безопасность жизнедеятельности и многое другое.
Профессия транспортника была и остается одной из самых универсаль-
ных и востребованных профессий во всех странах и во все времена.
1.2 Выдержки из ГОС
ГОСУДАРСТВЕННЫЙ ОБРАЗОВАТЕЛЬНЫЙСТАНДАРТ
ВЫСШЕГО ПРОФЕССИОНАЛЬНОГО ОБРАЗОВАНИЯ
Направление подготовки дипломированного специалиста

190701 «Организация перевозок и управление на
транспорте (по видам)»
Квалификация – инженер по организации и управлению на транспорте.
Объектами профессиональной деятельности выпускника являются го-

сударственные организации и предприятия по перевозке грузов и пассажи-
ров, транспортные организации и предприятия других форм собственности,
службы безопасности движения, транспортно-экспедиционные предприятия
и организации, региональные органы управления транспортной и государст-
венной транспортной инспекции, маркетинговые службы и подразделения по
изучению и обслуживанию рынка транспортных услуг, региональные систе-
мы товародвижения и перевозки пассажиров, производственные и сбытовые
системы, организации и предприятия информационного обеспечения произ-
водственно-технологических систем.
14 Section 1: Introduction to the Speciality
ТРЕБОВАНИЯ К ОБЯЗАТЕЛЬНОМУ МИНИМУМУ СОДЕРЖАНИЯ

ОСНОВНОЙ ОБРАЗОВАТЕЛЬНОЙ ПРОГРАММЫ
ПО НАПРАВЛЕНИЮ ПОДГОТОВКИ
ДИПЛОМИРОВАННОГО СПЕЦИАЛИСТА
“Организация перевозок и управление на транспорте”
Индекс Наименование дисциплин и их основные разделы Всего

часов
ГСЭ Общие гуманитарные и социально-экономические 1800
дисциплины
ГСЭ.Ф.00 Федеральный компонент 1260
ГСЭ.Ф.01 Иностраннный язык: 340
специфика артикуляции звуков, интонации, акцентуации
и ритма нейтральной речи в изучаемом языке; основные
особенности полного стиля произношения, характерные
для сферы профессиональной коммуникации; чтение
транскрипции; лексический минимум в объеме 4000
учебных лексических единиц общего и терминологиче-
ского характера; понятие дифференциации лексики по
сферам применения (бытовая, терминологическая, обще-
научная, официальная и другая); понятие о свободных и
устойчивых словосочетаниях, фразеологических едини-
цах; понятие об основных способах словообразования;
грамматические навыки, обеспечивающие коммуника-
цию общего характера без искажения смысла при пись-
менном и устном общении; основные грамматические
явления, характерные для профессиональной речи; поня-
тие об обиходно-литературном, официально-деловом, на-
учном стилях, стиле художественной литературы; основ-
ные особенности научного стиля; культура и традиции
стран изучаемого языка, правила речевого этикета; гово-
рение; диалогическая и монологическая речь с использо-
ванием наиболее употребительных и относительно про-
стых лексико-грамматических средств в основных ком-
муникативных ситуациях неофициального и официаль-
ного общения; основы публичной речи (устное сообще-
ние, доклад); аудирование; понимание диалогической и
монологической речи в сфере бытовой и профессиональ-
ной коммуникации; чтение; виды текстов: несложные
прагматические тексты и тексты по широкому и узкому
профилю специальности; письмо; виды речевых произве-
дений: аннотация, реферат, тезисы, сообщения, частное
письмо, деловое письмо, биография.
Section 2: Marine Voyages 15
SECTION 2: MARINE VOYAGES
В этой главе рассматриваются уроки (Units) по следующей тематике:

урок 1 – «Путешествия Христофора Колумба», урок 2 – «Путешествия Ма-
геллана», урок 3 – «Трагедия Титаника» и урок 4 – «Исследования Тура Хей-
ердала».
Грамматический материал охватывает темы: глаголы to be и to have,
оборот there + to be, артикль и имя существительное. Теоретический грамма-
тический материал представлен в разделе «Грамматический комментарий».
UNIT 1. CHRISTOPHER COLUMBUS’ VOYAGES
1. Грамматика: глагол to be (the Verb to be).

2. Аудирование: текст “Two Norwegians Rowed across the Atlantic Ocean”.
3. Лексика: текст “Christopher Columbus” и упражнения.
4. Лексико-грамматический тест.
1.1 Grammar: the Verb to be (See section “Grammar”, G.11)
Ex. 1 Put the sentences into the Past Indefinite and the Future Indefinite
Tenses (See “Grammar”, G.11, G.11.1).
1. He is very busy.
2. She is in London on business trip.
3. I am a post-graduate at the University.
4. It is very kind of you.
5. You are a good mathematician.
6. We are glad to meet you.
7. They are at the lecture.
8. This method is correct and reliable.
9. Universities are great educational and scientific centres.
10. New experiments are always interesting.
11. All shops are open on week-ends.
12. He is interested in mathematics.
13. They are good at English.
14. She is fond of tennis.
Ex. 2 Put the sentences into interrogative and negative forms (See “Gram-
mar”, G.11, G.11.1).
1. He is a post-graduate.
2. They are in the workshop now.
3. She was in the chemical laboratory a week ago.
4. You were there last year.
5. They will be at the plant tomorrow.
16 Section 2:Marine Voyages
6. I will be an engineer in 5 years.

7. They will be good at chemistry.
8. The new shop was open yesterday.
9. She is fond of tennis.
Ex. 3 Translate the sentences paying attention to the different forms of the
verb to be (See “Grammar”, G.11, G.11.1).
1. He is usually at home on Sundays.

2. I am not sure that he is right.
3. You are always late.
4. She is very happy in her family life.
5. We are good friends now, but only a year ago we were on bad terms.
6. They are sociable and easy to deal with.
7. Computer is one of the most important developments of our century.
8. Computers are electronic systems.
9. Second generation computers were smaller than their earlier types.
10. The invention was of great importance for the whole mankind.
11. He was on business trip last month.
12. The main task was to choose the proper equipment.
13. I will be very grateful to you if you accept my invitation.
14. They will be here in time.
15. The equipment will be safe here.
16. Robots are ideal workers.
17. In ancient Rus monasteries were centres of theoretical knowledge.
18. We will be glad to visit you.
19. Will you be so kind as to show me to the theatre?
20. This kind of work will be both interesting and helpful.
Ex. 4 Fill in the blanks with the suitable form of the verb to be (See “Gram-
mar”, G.11, G.11.1).
1. His father … a well-known actor.

2. I … an engineer now, but ten years ago I … a student at the Technical Univer-
sity.
3. My new flat … big and comfortable.
4. Last year he … in the USA.
5. Our laboratories … new and modern, but some equipment … quite out-of-date.
6. In the past they … close friends, but now their relations … rather cool.
7. I … an engineer in five years.
8. Next month our delegation … in France.
9. In future our contacts … permanent and stable.
10. Yesterday the meeting … long and boring, but I hope it … more interesting
tomorrow.
Unit 1.Christopher Columbus’ Voyages 17
11. I don’t know what the results of the last experiment …, but I … quite sure they
… correct next time.
12. Who … responsible for this kind of work today?
13. I … very glad to see you next Sunday.
14. You … as beautiful as you … many years ago.
Ex. 5 Make up sentences, using the verb to be in different forms according

to the model (See “Grammar”, G.11, and G.11.1).
Model: Columbus, a sailor, became, when, 14, he, (to be).

Columbus became a sailor when he was 14.
1. America, an unknown land, earlier, (to be).

2. Columbus, a tall man, (to be).
3. Young men, the University, entered, this year. Now, students, they, (to be).
4. The experiments, last week, were carried out. The results, unexpected, of the
experiments, (to be).
5. Engineers, they, in 5 years, (to be).
6. The world, round, (to be).
7. I, he, sure, a nice man, (to be), (to be).
8. Hope, the weather, I, good, on Sunday, (to be).
9. In 1999, she, a stewardess, (to be).
10. He, of a shipbuilding plant, the manager, (to be).
1.2 Listening
Ex. 6 Get acquainted with new words and some geographical names.
to row – грести the Atlantic Ocean

to get on – поживать New York
nightmare – кошмар port of Havre
France
Ex. 7 Listen to the text “Two Norwegians Rowed across the Atlantic
Ocean”.
Ex. 8 Test you.
1. What ocean did 2 Norwegians row across?

a) the Pacific Ocean b) the Atlantic Ocean c) the Indian Ocean
2. How did they cross the Ocean?
a) they rowed across b) they floated across c) they railed across
3. How did the trip finish?
a) one of the rower died b) both of the rower died
c) they returned alive
1.3 Speech Pattern
1.3.1 Active Vocabulary
Ex. 9 Learn the words from your active vocabulary.
to intend – намереваться
common – простой, обыкновенный
seaman – матрос
sailor – моряк
to steer – вести судно
to chart – наносить на карту
voyage – путешествие
mate – помощник
to own – владеть; собственный
to sail – плыть
to border – граничить
battleship – линейный корабль
rival – соперничающий
exploration – исследование
coast – побережье
to make a fortune – разбогатеть
to lose a fortune – разориться
to sink (sank, sunk) – тонуть
plank – доска
to fall off – падать
flat – плоский
to guess – узнавать
to prove – доказывать
venture – начинание, рискованное дело
supply – запас
goods – товары
to trade – торговать
faith – вера
ragged – одетый в лохмотья
penniless – без денег
to set out – отправляться
messenger – посыльный
to beg – просить, умолять
gift – подарок
to sight – замечать
to climb – подниматься
rigging – такелаж
drifting – плывущий по течению; дрейф
deck – палуба
to peer – всматриваться
Ex. 10 Translate from English into Russian the following words and word-
combinations:
To intend, to intend to become, to intend to stay, to become a seaman, to be-

come a sailor, to stay a common seaman, to steer a ship, to steer a ship by the stars,
to make map, to chart voyage, to chart a ship’s voyage, strange water, to chart a
ship’s voyage through strange water, mate, chief mate, captain mate, second cap-
tain mate, to sail to Africa, not to sail to India, to border the Europe, to border the
Pacific Ocean, to fight with pirates, a battleship, own battleship, to own the battle-
ship, to command the battleship, rival city, rival army, rival country, exploration of
lands, the voyage of exploration, exploration of the coast, the coast of Asia, the
coast of the Indian Ocean, to make fortunes in business, to make fortunes at sea, to
lose fortunes in business, to lose fortunes at sea, to sink, to sink to the bottom,
plank, the end of the plank, to fall off the plank, flat like a plank, to guess, to try to
guess, to guess the mystery, to prove, to prove the truth, to arrange a venture, to
pay for a venture, supply of meat, supply of bread, supply of goods, to trade goods,
to trade on the market, to trade with foreigners, to have faith, by faith and truth,
rich in faith, , ragged and penniless person, to set out to walk, to set out to France,
royal messengers, swift arrow, swift horse, swift bullet, vast field, vast land, vast
water, frightened horse, frightened man, frightened sailors, to beg pardon, to beg
money, to present gift, rich gift, dear gift, to sight a land, to sight sunlight, to climb
mountains, to climb to the ship deck, to climb to the rigging, drifting ice, drifting
boat, drifting weeds, to stand on the deck, a ship deck, to peer into darkness, to
peer into faraway place, a gateway, the gateway to the Europe, the gateway to In-
dia.
Ex. 11 Correlate the two columns.
1. common seaman а) подниматься на палубу корабля

2. to steer a ship by the stars б) наносить на карту неизвестные
3. to border different lands земли
4. to trade supplies and goods в) торговать запасами и товарами
5. flat like a plank г) обширное водное пространство
6. ragged, penniless, but rich in faith д) разориться
7. to set out to the West е) оборванные, без денег, но полныe
8. to climb to the ship deck веры
9. to sight drifting weeds ж) заметить дрейфующую сорную
10. vast water space траву
11. to guess the truth з) владеть книжной лавкой
12. to lose a fortune и) плоский, как доска
13. to own bookshop к) вести корабль по звездам
14. to chart the unknown lands л) простой матрос
15. a bit of paper м) граничить с различными землями
н) отправиться на запад
о) узнать правду
п) клочок бумаги
Ex. 12 Make up your own sentences with the following word-combinations:
To intend to become an engineer, to chart strange countries, to sink during

the fight with pirates, exploration of the coast bordered the Asian part of the Pa-
cific Ocean, to fall off the flat plank, to set out the long voyage on the vast strange
water space, to climb the ship deck, to offer gold and rich gifts.
1.3.2 The Text “Christopher Columbus”
Ex. 13 Remind some proper and geographical names.
Christopher Columbus, India, the Mediterranean Sea, Europe, Africa, West-

ern Asia, Genoa, Venice, South Africa, North Europe, coast of Portugal, Lisbon,
the Great Sea of Darkness, doctor Toscanelli, Spain, God, King John of Portugal,
King Ferdinand of Spain, France, Queen Isabella, Nina, Pinta, Santa Maria, Palos,
the Canary Islands.
Ex. 14 Read and translate the text “Christopher Columbus”.
CHRISTOPHER COLUMBUS
1. The youth of Columbus

Christopher became a sailor when he was fourteen. He was tall, and his
shoulders were broad. But Christopher did not intend to stay a common seaman.
He asked questions. He learned how to steer a ship by the stars, how to make maps
and how to chart a ship’s voyage through strange waters. He was made the second
captain mate, then the first mate, then captain in his own right. He did not sail to
India, but he sailed to all the different lands that bordered
the Mediterranean Sea – Europe, Africa, and Western Asia.
He had bloody fights with pirates.
When he was twenty-four or so, he commanded a
battleship for the city of Genoa in a war against the rival
city Venice. He went on voyages of exploration south along
the coast of Africa, north along the coast of Europe.
Some men made fortunes at sea. Others lost them. In
a terrible storm of the coast of Portugal, Christopher’s ship
sank to the bottom, and Christopher lost everything he
owned. He did not even have money to get home.
2. The dream of Columbus

He soon found work as a mapmaker in a bookshop in the Portuguese city of
Lisbon. Scholars came to the bookshop, and teachers and travelers. Christopher
was a grown man now, but he still asked questions, and he still learned. He used to
ask questions about the east. Now he began asking about the west. The Great Sea
of Darkness was to the west. Beyond it nothing was lying. The world stopped like
the end of a plank, and if you went too far you would fall off. At least that's what
most people said. But some educated men said “no”. “The earth is not flat like a
plank. It is round like a ball. If you sail far enough to the west, you will reach the
east – India.” – they said.
But how was it far? No one knew.
Some people tried to guess. An Italian
doctor named Toscanelli even drew a
map. The Sea of Darkness was in the
middle of the map. Spain and Portugal
and the islands of the African coast were
on one side of it. On the other side of the
Sea India was. It had to be, if the world
was round.
Most people laughed at Toscanelli; but Christopher Columbus believed him.
Moreover, Christopher believed that he himself was the man to prove that the earth
was round. He believed that God had chosen him for that work.
But where would he get the money to pay for such a venture? He needed
ships, men, supplies and goods to trade with the people of India. Columbus never
doubted that he would succeed. He had no money, but he did have faith. If he
could only find someone with both money and faith!
He asked King John of Portugal. “No.”
He asked King Ferdinand of Spain. Ferdinand needed his money to fight a
war. But Queen Isabella of Spain saw the faith in Columbus's eyes. She said, “Ask
us again when the war is over.”
King Ferdinand won his war. So Columbus laid his plans before the Spanish
King once more. Ferdinand still said, “No.”
Then ragged, penniless, but still rich in faith, Columbus set out to walk to
France. Perhaps the French King had both faith and money. But Columbus did not
walk far. Royal messengers on swift horses overtook him and brought him back.
Queen Isabella had been talking to Ferdinand, and so Columbus would have his
ships! Three ships – Nina, Pinta, and Santa Maria.
3. Columbus’ dream came true

Columbus set sail from Palos, Spain, on August 3, 1492. He sailed out of the
well-known Mediterranean into the strange and terrifying Sea of Darkness. He
passed the Canary Islands, the last known bit of land.
The map said there should soon be many islands. Columbus saw not one –
only water, vast, unending water. The sailors grew frightened. The map was wrong
about the islands. Was it wrong about the earth was being round?
“Turn back!” they begged Columbus.
“Sail on,” Columbus said.
“Turn back,” the sailors begged. “We must turn back.”
“We must sail on,” Columbus said.

They sailed. Columbus offered gold and rich gifts to the first man who
would sight land. The sailors climbed to the top of the rigging and looked, looked
and looked. One day a sailor called, “Land! Land, ho!” But it was only a cloud. At
last they began to see a few birds and drifting weeds.
One day the waves carried the branch of a wild rose bush! That night Co-
lumbus stood alone on deck. The men were all below sleeping so that they would
be ready to look for land when the moon came up. Suddenly far ahead Columbus
saw a light. He shouted out the news. They all peered into the darkness. When at
last the moon rose, they all saw it. Land! Land!
In the early sunlight the men saw an island. “The gateway to India,” they
thought, not knowing that it was a gateway to a whole new world.
The sailors who had begged Columbus to turn back now called him their
hero. They said that this date would be the greatest in history – October the twelfth,
fourteen hundred and ninety-two.
1.3.3 Drilling
Ex. 15 Choose the right answers according to the information from the text.
1. What was Columbus when he was 14?

a) Columbus was a worker.
b) Columbus was a scientist.
c) Columbus was a sailor.
2. What was Columbus interested in?
a) He wrote music.
b) He intended to stay a common seaman.
c) He learned how to steer a ship by the stars, how to make maps, and how to
chart a ship’s voyage through strange waters.
3. Who gave the money to pay for Columbus’ venture?
a) The French King.
b) King Ferdinand of Spain.
c) King John of Portugal.
4. When did Columbus open a gateway to a new world?
a) In 1317.
b) In 1565.
c) In 1492.
Ex. 16 Add the sentences, using the information from the text.
1. Ch. Columbus intended to be not only a common seaman, but knew how to ….
2. In his youth he sailed to all different lands that ….
3. He commanded … when he was 24.
4. He worked as … in Lisbon.
5. He asked questions about ….
6. Columbus believed the earth ….

7. He needed … for his trip to India.
8. He had only ….
9. King Ferdinand of Space gave him ….
10. The voyage was ….
11. In the early sunlight sailors and Ch. Columbus saw ….
12. The gateway to India occurred to be ….
13. The date … is the greatest day in the history of adventures.
Ex. 17 Answer the questions to the text.
1. What was Columbus?

2. What do you know about Columbus?
3. When did he become a sailor?
4. What was he interested in his youth?
5. What lands did Columbus want to discover?
6. He began his sailor’s career as the first mate to the captain, didn’t he?
7. Was Columbus successful at the very beginning of his career?
8. Where did he work after his failure?
9. Did he continue interesting in the west?
10. What was Columbus’ faith?
11. Who helped him with money, ships, goods and supplies in his further voyage?
12. Was his voyage successful and difficult?
Ex. 18 Speak about, using key words.
1. The youth of Columbus: sailor, a common seaman, to steer a ship, to make

maps, to chart a ship’s voyage, captain mate, bloody fights.
2. Columbus commanded a battle-ship: voyages of exploration, make and lose for-
tunes, to sink to the bottom, map maker, to ask question about the west, flat like
a plank, round like a ball.
3. An Italian doctor Toscanelli: to draw a map, the Sea of Darkness, to believe, to
get money, to begin venture, supplies and goods, to have faith.
4. Columbus sought for money: Kings of Portugal, Spain, France; to fight a war, to
lay the plans, to be rich in faith.
5. The discovery of new land: to sail out, to brighten, to beg, to stay alone on deck,
to look for land, the gateway to India.
Ex. 19 Dramatize on the basis of the text below.
Example: Christopher Columbus was born in Spain / Portugal / Italy in 1451.

Student A: I think it was in Spain where Christopher Columbus was
born.
Student B: No, it wasn’t Spain.
Student A: OK. Was it …?
CHRISTOPHER COLUMBUS
Christopher Columbus was born in Spain / Portugal / Italy in 1451. He be-

lieved that he could reach India / China / America by sailing west. Manual I of Por-
tugal / Ferdinand of Spain / Henry VII of England eventually agreed to pay for a
voyage and in August 1492 / 1494 / 1496 he set sail on the Santa Maria / His-
paniola / Mayflower and two other ships. They reached the coast of Labrador / the
West Indies / New England on October 12, and took the news back to Europe. Af-
ter three more voyages to America, Columbus died in poverty in Spain / Italy /
Portugal in 1506.
Ex. 20 Make up dialogues discussing Columbus’ discovery.
Ex. 21 Retell the text.
Ex. 22 Guess the riddle.
In fourteen hundred ninety-two,

This sailor sailed the ocean blue.
He left his home for unknown worlds.
In three small ships, their sails unfurled.
Finding islands was his game,
Finding islands was his name.
Ex. 23 Read the text “At the Seaside”. Reproduce the information closely
to the text in your own words.
AT THE SEASIDE
Although more and more people are going abroad for their holidays, a third
of British holidaymakers still go for a traditional seaside holiday in Britain. It is
not surprisingly since nobody in Britain lives more than 120 km from the sea. It
was in the 18th century, when fashionable London society followed George IV to
Brighton. He found the climate agreeable and built himself a summer pavilion
there. Today Brighton is very popular and in summer it is overcrowded with peo-
ple carrying their umbrellas to the beach. There are a lot of places of amusement in
Brighton and people spend lot of money there.
1.4 Comprehension
Ex. 24 Fill in the blanks with the suitable form of the verb to be (See
“Grammar”, G.11, G.11.1).
1. The sky … very blue today.

2. I … not tired.
3. This shelf … very heavy.
4. These shelves … very heavy.

5. The child … asleep.
6. Look ! This … Mabel.
7. I … cold. Can you shut the window, please!
8. The castle … one thousand years old.
9. My brother and I … good tennis players.
10. Amy … at home but her parents … in church.
11. I … a student.
12. My sister … an archeologist.
13. Last year their son … 26, so he … 27 now.
14. Today the weather … nice, but yesterday it … cold.
15. I … cold. Can I have something hot to drink?
16. I … hungry last night, so I had something to eat.
17. Where … you at 10 o’clock last Sunday morning?
18. Don’t buy those shoes. They … too expensive.
19. Why … you so tired yesterday?
20. We must go now. It … very late.
21. This time last year I … in England.
22. We … tired when we arrived home, so we went to bed.
23. Anton Chekhov died in 1904. He … a famous Russian writer.
24. Where … the dogs? – I don’t know. They … in the garden ten minutes ago.
Ex. 25 Write full sentences. Use am, is, are each time (See “Grammar”,
G.11, G.11.1).
1. my grandparents, very old

2. my desk, very comfortable
3. your spectacles, in your bag
4. I, not very clever today
5. this house, very expensive
6. the shops, not open today
7. Mr. Wren’s grandson, six years old
8. the houses in this street, very big
9. the examination, not difficult
10. those flowers, very beautiful
Ex. 26 Write positive or negative sentences with the verb to be (See

“Grammar”, G.11, G.11.1).
1. Brussels ... the capital of Belgium.

2. Pavel Bure ... interested in hockey.
3. I ... angry.
4. It ... cold today.
5. The Hague ... in Switzerland.
6. I ... afraid of dogs.
7. My hands ... dirty.

8. Russia ... a very big country.
9. The Amur ... in Europe.
10. Diamonds ... cheap.
11. Motor-racing ... a dangerous sport.
12. Squirrels ... big animals.
13. We didn’t like that house. It … very old and it … large enough.
14. Helen got married when she … 21 years old.
15. I called you yesterday evening but you … at home. Where … you?
16. My son … at work last week because he … ill. He’s better now.
17. The shops … open yesterday because it … a public holiday.
18. … you … at home at 9.30? – No, I … . I … … at work.
Ex. 27 Translate from Russian into English.
1. Твой брат дома?

2. Эта гостиница очень дорогая.
3. Я интересуюсь искусством.
4. Все магазины сегодня открыты.
5. Моя сестра архитектор.
6. Они не студенты, они врачи.
7. Где они были вчера вечером?
8. Его вчера не было в институте.
9. Меня там не было.
10. Ее не будет дома в 5 часов.
Ex. 28 Fill in the blanks:
a) using the words from the Active Vocabulary.
1. Columbus became … when he was 14.

a) a sailor b) a mate captain c) a map-maker
2. Columbus … to stay a common seaman.
a) did not frighten b) did not intend c) did not want
3. He had bloody fights with ….
a) kings of Europe b) sailors c) pirates
4. The earth was not … like a plank.
a) round b) flat c) square
5. During all the night Columbus was standing alone on ….
a) deck b) rigging c) coast
6. “My … are sleeping,” thought Columbus when he saw the land.
a) captain b) king c) seamen
7. They didn’t know there was a … to a new world.
a) gateway b) weeds c) deck
Unit 2.Magellan’s Voyages round the World 27
b) using the words below.
1. … and … are those who sail on different kinds of ships through different wa-
ter.
2. The captain of any ship is responsible for ….
3. A map-maker … different geographical items.
4. Russia … many countries of Western Europe in the west.
5. Many people like to rest on the Black Sea’s ….
6. Columbus’ battleship … to the bottom in a terrible storm.
7. Columbus needed greatly ships and money in his … to the West.
8. Columbus wanted to trade … and … with the people of India.
9. When sails out of a port a captain always stands on ….
10. Columbus opened the … to India.
Gateway, coast, sailors, seamen, deck, borders, steering, supplies, goods, charts,
venture, sank.
UNIT 2. MAGELLAN’S VOYAGE ROUND THE WORLD
1. Грамматика: глагол to have (the Verb to have).

2. Аудирование: текст “Daniel Defoe (1660?–1731)”.
3. Лексика: текст “The First Voyage round the World” и упражнения.
2.1 Grammar: the Verb to have (See section “Grammar”, G.12)
Tenses (See “Grammar”, G.12, G.12.1).
1. They have a big and comfortable flat.

2. My friend has much work.
3. His mother has a very interesting job.
4. She has a dog and a cat.
5. We have many interesting books.
6. I have a car.
7. These students have 5 lectures every day.
8. All people have equal rights.
9. Each party has its own committees.
10. The laboratories have up-to-date equipment.
mar”, G.12, G.12.1).
1. They have seminars every day.

2. They had a lot of flowers in the garden last summer.
3. We’ll have letters from home next week.

4. He often has a sore throat.
5. I usually have warm shoes in the winter.
6. She had a new dress previous summer.
7. We have many laboratories at the Institute.
8. This system has some advantages.
9. They had some problems with their work.
10. They will have a light supper tonight.
REMEMBER!!!
to have dinner / breakfast – обедать, завтракать
to have tea / coffee, etc. – пить чай, кофе и т.д.
to have a bath / a shower – принять ванну, душ
to have a shave / a wash – побриться, помыться
to have a rest / a sleep / a dream, etc. – отдохнуть, поспать, помечтать и т.д.
to have a holiday / a good time, etc. – отдохнуть, хорошо провести время и т.д.
Ex. 3 Make up 3-5 sentences with the above mentioned set-expressions.
verb to have (See “Grammar”, G.12, G.12.1).
1. We usually have many lectures every day.

2. I have neither time nor desire to discuss this problem.
3. I have a wife and two children.
4. He has a large family.
5. She has many things to do.
6. It has no real value for me.
7. They had many subjects last term.
8. At the end of the 18th century the USA had a population of about 3 million peo-
ple.
9. We will have 5 exams next term.
10. In the nearest future this party will have a majority in our Parliament.
Ex. 5 Fill in blanks with the suitable form of the verb to have (See “Gram-
mar”, G.12, G.12.1).
1. We usually … breakfast at 9 o’clock.

2. This teacher … two lectures every day.
3. Our University library … a big specialized book collection.
4. Now his parents … a nice house in the country.
5. Yesterday they … no lecture on physics.
6. I … no time to visit you last week.
7. Two days ago we … a very interesting talk with Prof. D.
8. We … a meeting tomorrow.
9. Next year our students … practical training at industrial enterprises of our city.
10. I hope I … more free time in a couple of days.
2.2 Listening
Ex. 6 Get acquainted with new words and some proper names.
a shipwrecked man – человек, потерпевший кораблекрушение

desert – пустынный
to catch goats – ловить козлов
pot – горшок
to invent – изобретать
Daniel Defoe Robinson Crusoe Alexander Selkirk
Ex. 7 Listen to the text “Daniel Defoe”.
1. Who wrote the book about Robinson Crusoe?

2. Who was the real prototype of Crusoe?
3. What had happened to Robinson before he occurred on a desert island?
4. Describe Robinson’s life on the island.
5. What was the name of his friend?
6. Can you add any information about D. Defoe or Robinson Crusoe?
Ex.9 Guess the riddle.
Upon an island, left alone,

This outcast sailor made his home.
He sewed his clothes from skin of goats.
He grew his food, he built his boats.
A friend named Friday helped him do so;
Story books call him _______________.
2.3 Speech Pattern
island – остров
round – вокруг
like – подобный, похожий, как
for – так как, в течение, для
to turn out – оказываться

neither … nor … – ни … ни
to reach – достигать
Ex. 11 Translate from English into Russian the following words and word-
combinations:
Island, a big island, I see an island, an unknown island, round the world,
round the global, round the forest, he is like his father, they look like well, bold
like a ball, for two hours, for a whole year, for his sailors, for their friends, for the
king was seriously ill, for they had no food and water, to turn out to be friendly, to
turn out to be a new way, they turned out to become competitors, neither food nor
water, neither friends nor enemies, neither hot nor cold, to reach the coast, to reach
the shore, to reach South America, to reach quickly.
Ex. 12 Correlate the two columns.
1. voyage а) принимать участие

2. to travel by sea б) богатый
3. rich в) торопиться
4. to stop at nothing г) путешествие
5. to do the best д) нуждаться
6. to be in need е) в свою очередь
7. in one's turn ж) путешествовать морем
8. to be in a hurry з) ни перед чем не останавливаться
9. to be pleased и) быть благодарным
10. to take part к) сделать лучшее
Ex. 13 Make up your own sentences with the following word-combinations:
Voyage, to travel by sea, to travel by air, to travel by train, rich, rich in

money, rich in friends, to stop at nothing, to stop at difficulties, to stop at obstacles,
to do the best, to do the worth, to be in need, to be in need of money, to be in need
of ships, to be in need of supplies, to be in need of water, in one’s turn, in his turn,
to be in a hurry, to be pleased, to take part, to take part in voyage , to take part
in battle, to take part in talks.
REMEMBER!!!
to travel by train to travel by ship to travel by land

to travel by rail to travel by ferry to travel by air
to travel by sea to travel by car to travel by plane
to travel by boat to travel by bus to travel on foot
2.3.2 The Text “The First Voyage round the World”
Magellan, Europe, India, Portugal, Spain, South America, the Philippine Is-
lands.
Ex. 15 Read and translate the text “The First Voyage round the World”.
THE FIRST VOYAGE ROUND THE WORLD
1. Preparation for the voyage

Magellan lived from 1480 till 1521. The first voyage round the world was
made by him over 400 years ago. He thought that by going west he could travel by
sea round the world and come to the same place again.
In those early days many people in Europe were interested in India. They
knew it was a very rich country whose culture was older than theirs. Magellan
wanted to find a new way to India. His country, Portugal, did not help him, but he
got money, ships, and all things necessary for the voyage
from Spain.
At last the great day came and the voyage began.
That was in September of 1519. Some people thought that
nothing would come of it, that Magellan and his men
would get lost and never come home again; others were
sure that the whole thing would be a success. Who would
be right, it was difficult to say at the moment. Magellan
belonged to those who stop at nothing and always do their
best to get what they want.
2. An unknown land
One day, after a voyage of many months, Magellan’s crew saw land. It
turned out to be South America. As the travelers were badly in need of food and
water, Magellan decided to stop there. With some of his sailors he went to see what
the country was like. They were soon met by a
crowd of men and women, who looked quite dif-
ferent from them.
These people were dark and had neither
shoes, nor clothes. They soon made friends. They
could not speak, of course, but understood one an-
other well enough. Then these people went off, but
soon returned, bringing with them many different
things to eat. In his turn Magellan and his men gave them things which were not
dear but looked beautiful. Everyone was well pleased.
Magellan did not stay long in South America: he was in a hurry to get to In-
dia. This voyage was long and difficult. Islands were few and far between, and the
travelers were often in need of food and water. Many of them fell ill, but at last,
after many months of travelling, they reached the Philippine Islands. People used
to get to India going east, while Magellan wanted to get there by travelling west.
In the Philippine Islands Magellan and his men were well met by the people.
They stayed there for some time and took part in a war between two different peo-
ples of the islands. Magellan was killed in this war.
Of Magellan’s five ships which started for India in 1519 only one returned
three years later, after making the first voyage round the world.
2.3.3 Drilling
Ex. 16 Add the sentences, using the information from the text.
1. The first voyage round the world was made by ….

2. The voyage began in ….
3. The travelers needed in … and … during the voyage.
4. The travelers turned out in … ….
5. They were met by … of men and women.
6. Magellan did not … long in South America.
7. He was … … to get to India.
8. Magellan wanted to reach India by traveling ….
9. The travelers … … in the war between two different peoples of the islands.
Ex. 17 Agree or disagree with the statements according to the information

from the text, using the clichés:
That’s wrong. – Это неверно.

That’s (quite) right. – (Совершенно) верно.
That’s not quite true to the fact. – Это не совсем соответствует факту.
According to the text … – Согласно тексту …
1. Magellan wanted to go to west to reach India.

2. Portugal, his native country, helped him with necessary for voyage.
3. Some people thought that Magellan would be in success to reach India by going
west.
4. Magellan and his crew reached a land. It turned out to be North America.
5. People that met travelers were dark and had neither shoes nor clothes.
6. There were few islands and Magellan had to stay there. He took part in a war.
7. Magellan was in a success to reach India by going west.
8. Magellan returned home together with his sailors.
Ex. 18 Translate the sentences with the verb to be and state its tenses (See
“Grammar”, G.11, G.11.1).
1. India was a very rich country in the Middle Centuries.

2. People in Europe were interested in India.

3. The culture of India was older than the European culture.
4. The first voyage round the world began. That was in September of 1519.
5. People were sure hat the voyage would be successful.
6. The travelers were badly in need of food and water.
7. Magellan was interested to know what the unknown country was like.
8. The people of this country were dark.
9. Magellan and his crew gave them things which were not dear.
10. Everyone was well pleased.
11. Magellan was in a hurry to get to India.
12. The voyage was long and difficult.
13. Islands were few and far between, and the travelers were often in need of food
and water.
Ex. 19 Put the verb to have in the right tense forms (See “Grammar”, G.12,
G.12.1).
1. Magellan (to have) a dream to reach India by going to west.

2. Magellan (to have) neither ships nor money for the voyage.
3. The travelers (to have) nothing to eat and drink.
4. They (to have) a chance to see a land.
5. People of the land were dark and (to have) neither shoes nor clothes.
6. The sailors (to have) no opportunity to continue their voyage because of the war.
1. What was the aim of Magellan’s voyage?

2. What kind of person was Magellan?
3. What did the people whom Magellan met in South America look like?
4. Why was the voyage to the Philippine Islands difficult?
5. In what war was Magellan killed?
Ex. 21 Make up dialogues discussing Magellan’s voyage.
Ex. 23 The topic. The historic voyage you’d like to take part in.
In the childhood almost all of us were fascinated by the adventures of great

travelers. The most exciting of them happened when travelling by water. Which of
the historic voyages you wish you would have taken part in? Speaking on this voy-
age present information on:
the time the voyage took place;

the name of the person who organized and led it;
the people who took part in it;

the place the travelers wanted to reach and why;
the places the travelers visited during their voyage;
the difficulties the travelers had to overcome;
what you would have done during this voyage;
why this voyage seems so interesting for you.
Ex. 24 The discussion.
One of the world’s greatest mystery stories is about the lost continent of At-
lantis. The people who believe in its existence think that it was in the Atlantic
Ocean between North America, Europe and Africa 12 000 years ago. And one day
Atlantis disappeared in the waters of the ocean because of a violent earthquake.
There are also people who don’t believe in the existence of Atlantis. All of them
have their own arguments. Did Atlantis exist or not?
a) Read the following arguments for and against the existence of Atlantis.
for against
1. Plato wrote about Atlantis in his 1. Atlantis is only a myth.

book Dialogues.
2. Plato learned of Atlantis from Egyp- 2. Atlantis is a myth of Greeks, Egyp-
tians who said that the people of At- tians, Babylonians and even Ameri-
lantis had had a very advanced civi- can Indians about a land where peo-
lization. ple had been living in happiness.
3. On the land under Atlantic Ocean 3. People are ready to believe in any
scientists found hills and mountains mysteries.
which had once been above water.
4. In the Atlantic Ocean scientists 4. 12 000 years ago people couldn’t
found old parts of buildings, walls have an advanced civilization.
which are considered to have been
part of an earlier civilization.
b) Discuss the problem in groups of 3-5 students in order to make a deci-

sion.
Ex. 25 Read the text “The Sea” and render its content in short in Russian.
THE SEA
What do we know about the sea? We all have distinguished it. Most of us
have swum or played in it. We know that it looks very pretty when the sun is shin-
ing on it. We also know that it can be less pretty when it is rough. What other
things do we know about it?
The first thing to remember is that the sea is very big. Look at the map of the
world. There is less land than sea. The sea covers ¾ of the world. The sea is also
very deep in some places. There is one spot near Japan, where the sea is nearly 11
kilometers deep! The highest mountain in the world is about nine kilometers high.
The sea water is very salty. You can taste the salty than other ones. In most parts of
the sea there are plenty of fishes and plants. Some live near the top of the sea. Oth-
ers live deep down. The sea is full of wonders.
2.4 Comprehension
Ex. 26 Fill in the blanks with the suitable form of the verb to have (See
“Grammar”, G.12, G.12.1).
1. They … roses in the garden.

2. Students … many exams this term.
3. Magellan … a lot of ships for voyage.
4. Next academic year he … practical training at the shipyard.
5. The child … a blue ball.
6. Look! This plane … no wings.
7. I … a terrible toothache last week.
8. Our family … a nice flat.
9. My brother and I … good tennis rackets.
10. Amy … a home but her parents … no one.
Ex. 27 Make up sentences, using suitable forms of the verb to have (See
“Grammar”, G.12, G.12.1).
1. my grandparents, a very old house

2. I, a very comfortable desk
3. she, your spectacles, in my bag
4. I, breakfast, yesterday
5. the bag, no handle
6. they, a car, next month
7. Mr. Wren’s grandson, six balls
8. the houses in this street, no balconies
9. the examination, last term, the students
10. the woman, very beautiful flowers, in her garden
1. У них есть три собаки и три кошки.

2. У нее большие зеленые глаза.
3. У моего брата в прошлом году была серая машина.
4. Сколько у вас земли?
5. У моей сестры красная машина.
6. У меня вчера болела голова.

7. У вас есть книги по истории транспорта?
8. Когда вы пьете чай?
9. Мы хорошо проведем завтра время.
10. Она хорошо провела отпуск на юге.
Ex. 29 Fill in the blanks:
a) using the words from the Unit.
1. Magellan made his first … over 400 years ago.

a) voyage b) ship c) report
2. He wanted to go ….
a) west b) south c) east
3. Many people in Europe … … in India.
a) got acquainted b) were interested c) were good
4. Magellan belonged to those who stop … ….
a) not far b) never c) at nothing
5. The land Magellan saw … … to be South America.
a) were like b) reached to c) turned out
6. The dark people had … shoes … clothes.
a) neither / nor b) either / or c) the / the
7. Magellan and his crew … … in a war between peoples of the islands.
a) turned out b) took part c) were interested
b) using the words below.
1. The first … was made by Magellan 400 years ago.

2. Going west he could … by sea round the world.
3. Many people in Europe … … in India.
4. He got money and all … from Spain.
5. People though that nothing would … … it.
6. Magellan did the … to get what he wanted.
7. The travelers were in need of … and ….
8. Magellan’s sailors went to see what the country was ….
9. After many month of …, they … the Philippine Islands.
Travel, reached, were interested, voyage, water, come of, like, necessary, best,
food, traveling.
Unit 3.The Titanic Tragedy 37
UNIT 3. THE TITANIC TRAGEDY
1. Грамматика: оборот there + to be (the Construction there + to be).

2. Аудирование: текст “James Cook (1728–1779)”.
3. Лексика: текст “The Titanic: an Interview” и упражнения.
3.1 Grammar: the Construction there + to be

(See section “Grammar”, G.13)
Tenses (See “Grammar”, G.13).
1. There is a big scientific library at our University.

2. There is a telephone in this room.
3. There are many children there.
4. There is a concert in the concert hall.
5. There is a book-shop in this street.
6. There are many pictures on the wall.
7. How many students are there in your group?
8. There are many foreign books in this library.
9. There is nobody at home.
10. There are 15 sentences in this exercise.
11. There is a beautiful garden near our house.
12. There is no theatre in our city.
13. There is a new department-store in the centre of the city.
14. There are some mistakes in my work.
15. There are many plants and factories in our region.
mar”, G.13).
1. There is a difference between these two departments.

2. There are many scientific workers at our University.
3. There was only a primary school at our village 10 years ago.
4. There were many industrial enterprises in our city in the past.
5. There will be a new computing centre at our faculty.
construction there + to be (See “Grammar”, G.13).
1. There are many interesting articles in this journal.

2. There are 10 students in our group.
3. There are two windows in my room.
4. There are no mistakes in your test-paper.
5. There is some bread and some butter on the table.

6. There is a post-office in this street.
7. There is a Computing centre at every faculty of our University.
8. There will be a telephone in this room in several days.
9. There were many people in the room when I came in.
10. There was nobody there.
11. There will be a new department at our University next year.
12. There was no time left.
13. There is no sense to waste time talking about it.
14. There was a great difference between them.
15. There are different ways of making this experiment.
16. There were two other reasons for the use of such a device.
17. There will be many problems to be discussed.
18. There will be some weak points in his proposal, but we hope to iron out the dif-
ferences.
19. There are different forms of energy and there are many methods of converting
it from one kind into another.
20. There was nothing to be done as there were no means to change the situation;
there will be hardly any changes in future.
Ex. 4 Translate from Russian into English (See “Grammar”, G.13).
1. В этом журнале много интересных статей.

2. В нашем городе много музеев и театров.
3. В этой комнате есть телефон?
4. В этой комнате два окна.
5. В чашке не было чая.
6. Сколько статей было в этом журнале? – Там было несколько статей.
7. Сколько студентов в аудитории? – Двадцать.
8. Рядом с нашим домом будет парк.
9. На этой улице была школа?
10. На стеле лежит несколько книг.
Ex. 5 a) Compare two sentences.
На стене весит картина. – There is a picture on the wall.

Фотографии семьи весят на стене. – The family pictures are on the wall.
b) Translate the following sentences using the construction there + to

be and the verb to be in suitable tense forms (See “Grammar”, G.11, G.13).
1. Рядом с нашим домом есть школа. Школа находится рядом с нашим до-
мом.
2. В городе несколько театров. Театры находятся в центре города.
3. В вазе стояли цветы. Цветы стояли в красивой вазе.
4. В театре много детей. Дети сейчас в театре.

5. Существует несколько способов решения этой задачи. Способы этой зада-
чи приведены на странице 5.
3.2 Listening
Ex. 6 Get acquainted with new words and some geographical and proper
names.
while charting – нанося на карту

scurvy – цинга
uncharted – не нанесенные на карту
The Endeavour – Усилие

The Resolution – Решение
The Adventure – Приключение
The Discovery – Открытие
James Cook the South Pacific

Captain Clerke the Northwest Passage
Tobias Furneaux the Alaska Peninsula
the Royal Navy the Hawaiian Islands
Yorkshire the Bering Strait
Australia the Arctic Ocean
Newfoundland Cape Horn
New Zealand
Ex. 7 Listen to the text “James Cook”.
Ex. 8 While listening to the text fill in the table.
Date The name of the ship Points of visit
1. What was J. Cook?

2. What was the crew’s atmosphere during the second voyage?
3. What has happened to Captain Cook after the third trip?
4. How can you characterize the professional skills of James Cook?
Ex. 10 Imagine that you are a seaman of Cook’s crew. Tell us your impres-
sion about one of the voyages. Work in pairs.
Ex. 11 Tell about Cook’s first round-the-world voyage.

Ex. 12 Guess the riddle.
Eastern Australia, Hawaii too,

He was the first from England to view,
Tahiti, New Zealand, Antarctic seas,
His ships and crews explored with ease.
Three trips around the world he took,
A great adventurer, _____________ .
3.3 Speech Pattern
Ex.13 Learn the words from your active vocabulary.
to survive – выжить
disaster – катастрофа, бедствие
to happen – случаться
(to) cost – стоимость; стоить
costs – издержки, затраты
expensive – дорогой, дорогостоящий
for fun – для удовольствия, в качестве развлечения
safe – безопасный
smooth – гладкий, ровный, спокойный (о море)
dangerous – опасный
to appear – появляться
to strike (struck) – столкнуться
to pass nearby – проходить поблизости
passenger – пассажир
mystery – загадка
to fire – стрелять, зд. выпускать ракету
to wear (wore, worn) – носить, быть одетым во что-либо
to sink (sank, sunk) – утонуть
lifeboat – спасательная лодка
to drown – тонуть
to keep (kept) calm – успокаивать
Ex. 14 Make up your own sentences with new words.
Ex. 15 Fill in the blank using the words from the active vocabulary.
1. We bought … to the cinema. They are too … . They … 250 roubles.

2. The captain always stays on the … when the ship leaves the port.
3. The … with The Titanic … last century.
4. Two ships can … if it is deep fog.

5. The … of The Titanic were dancing and … when the ship … with a huge ….
6. At nights we … pajamas and ….
7. All ships are equipped with ….
8. The Pacific Ocean is calm and … in a good ….
9. It is … to swim … sharks.
_______________________________________________________________
Dangerous, tickets, passengers, smooth, deck, lifeboats, expensive, nearby, strike,
laughing, weather, cost, disaster, wear, nightgown, happened, iceberg.
3.3.2 The Text “The Titanic: an Interview”
The Titanic, the British, America, the USA, the Atlantic, The Californian.
Ex. 17 Read the following words, pay attention to the stress.
Interview, survivor, Titanic, understand, disaster, details, American, ticket,

because, passengers, everybody, remember, particular, iceberg, signals, night-
gowns, enough, until.
Ex. 18 Read and translate the dialogue “The Titanic: an Interview” in

pairs, using comments to the dialogue.
THE TITANIC: AN INTERVIEW
Interviewer: I understand you were quite young in 1912 when the disaster hap-
pened. Do you remember the details of your trip?
Survivor: Oh yes, very vividly.
Interviewer: What sort of ship was The Titanic?
Survivor: It was built by the British and they called it “Titanic” because she1
was the biggest ship the world had ever seen2. She was as tall as an
eleven-story building and almost four city blocks long!
Interviewer: Yes, she was 268 meters long, 55 meters high and had 9 decks. Her
cost was 400 million modern American dollars. Do you remember
how much your ticket cost?
Survivor: Well, I’m not sure, but the tickets were very, very expensive.
Interviewer: Even the cheapest tickets for the third-class passengers cost about 500
dollars. These people were going off to find a new home in America.
The trip to America offered them a chance of a new life. So, your fam-
ily was on the way to the USA. Why?
Survivor: My parents were traveling for fun. Everybody said The Titanic was
the biggest and the fastest ship in the world. She was also the safest
ship!
Interviewer: When did the disaster happen?

Survivor: On the third day of the trip. It was the 14th of April, 1912.
Interviewer: Tell us what you remember about that day.
Survivor: The weather was good on that day. But it was cold and people stayed
inside. The sea was quite smooth. The Titanic was almost in the
middle of the Atlantic and she was going very fast. It was a dangerous
thing to do.
Interviewer: Why?
Survivor: Because of icebergs. There were lots of them in that particular part of
the Atlantic at that time of the year. It was very dark that night. Sud -
denly a huge iceberg appeared, almost directly in front of the ship. She
was trying to turn when she struck the iceberg.
Interviewer: There was another ship that was passing nearly, wasn’t there?
Survivor: Yes. The Californian.
Interviewer: Why didn’t The Californian try to take some passengers off?
Survivor: Ah, that’s the big mystery. They must have seen3 the eight white rock-
ets that were fired from The Titanic.
Interviewer: And SOS4 signals?
Survivor: Yes, exactly. It seems they thought they were having a party on board
The Titanic and were just firing the rockets in fun.
Interviewer: They say the Captain was sleeping in his cabin at the time, and so
The Californian just went on … What were you doing?
Survivor: We were sleeping. And then they told us to come out of our rooms.
Many people were wearing nightgowns and pajamas. Some people
were laughing and joking. The band was playing some cheerful music.
People still thought they were on a ship that couldn’t sink.
Interviewer: But what about the lifeboats? Why didn’t the passengers use the life
boats on The Titanic?
Survivor: Some did, but there weren’t enough lifeboats. There were 2,227
people on board and there were only enough lifeboats for 1,100 of
them. We were lucky to get in one of the first lifeboats.
Interviewer: And so you and your parents escaped, but 1,500 people were
drowned.
Survivor: Yes ... with a dance-band playing, by the way. It was playing music
until the last few seconds. They were trying to keep the passengers
calm.
Comments:
1. Обратите внимание на то, что о морских судах говорят “she”
2. the world had ever seen – которое когда-либо видел мир
3. they must have seen ... – oни должны были видеть
4. SOS (Save Our Souls) – спасите наши души (международный сигнал просьбы о
помощи, который подают суда, терпящие бедствие)
3.3.3 Drilling
Ex. 19 Find in the text sentences with the construction there + to be, state
their tenses and convert into any other tense forms (See “Grammar”, G.13).
Ex. 20 Transform the following sentences as shown in the model (See

“Grammar”, G.13).
Model: People were on the deck when the disaster happened.

There were people on the deck when the disaster happened.
1. The Titanic carried above 2 000 passengers.

2. Huge icebergs were all over round.
3. Not enough lifeboats were at passengers’ disposal.
4. The Californian passed nearby.
5. The Titanic fired eight white rockets into the air.
Ex. 21 Continue the sentences according to the information from the text.
1. The Titanic disaster happened on ….

2. She was the biggest ship the world ….
3. The cheapest tickets cost ….
4. The people went to America to find ….
5. The weather that day was ….
6. The night the disaster happened was ….
7. A huge iceberg appeared suddenly and almost directly ….
8. The Californian captain didn’t notice ….
9. Many people were sleeping that night, when the disaster happened they ….
10. Only some passengers escaped, but 1 500 people ….
11. There were enough ….
1. When did the disaster happen?

2. What sort of ship was The Titanic? How tall and how long was she?
3. What was her cost?
4. Who were the passengers on The Titanic?
5. Were there poor people on it?
6. What is the exact date of the disaster?
7. What was the weather like on that day?
8. Was the sea rough or smooth?
9. Was The Titanic moving fast or slowly?
10. Why was it dangerous for her to move fast?
11. Why did The Titanic strike the iceberg?
12. Was there another ship passing nearby?
13. Why didn’t The Californian take some passengers off The Titanic?
14. What was the Captain of The Californian doing when The Titanic struck the
iceberg?
Ex.23 Read the text “The Titanic Found“, say its content in short in Rus-
sian. Use the comments if necessary.
THE TITANIC FOUND
Years passed. People roughly1 knew

where The Titanic was lying down. But it was
hard to reach very deep in cold water. Yet
treasure hunters kept on dreaming of2 the
mystery ship. They expected to find gold,
diamonds and pearls on board.
In the summer of 1985 the scientists
sent a special underwater robot hunting for
the ship3. At first they saw only sand on the
4
ocean floor . Then, on September 1, something different flashed on the screen. It
was a ship! She was lying upright in two pieces5 on the ocean floor at a depth of
about 4 000 m. The scientists explored the ship several times with the help of
manned and unmanned equipment6. The ship’s giant anchors were in the sand
nearby. Bottles of wine were everywhere around, and suitcases. One of the scien-
tists, who did so much to find The Titanic, Robert Ballard didn’t want the treasure
hunters to find the ship7. So some time later he returned to the place of the catas-
trophe on a small submarine. He approached The Titanic and sent the robot inside.
The robot left a message behind. It asked that the great ship be left in peace8. The
whole world followed Robert’s work. They cheered him because to some people it
was very special9. They were children when the accident happened but they and
the whole world would never forget the “unsinkable Titanic”10.
Comments:
1. roughly – зд. примерно, приблизительно
2. kept on dreaming of – продолжали мечтать о
3. sent a ... robot hunting for the ship – послали робот на поиски корабля
4. on the ocean floor – на дне океана
5. upright in two pieces – стоймя, расколотый надвое
6. manned and unmanned equipment – автоматическое и управляемое человеком
оборудование
7. Robert Ballard didn’t want the treasure hunters to find the ship – Роберт Баллард
не хотел, чтобы искатели сокровищ нашли корабль
8. that the great ship be left in peace – чтобы огромный корабль не тревожили
9. very special – зд. очень важно
10. would never forget the “unsinkable Titanic” – никогда не забудут “непотопляе-
мый Титаник”
Ex. 24 Find in the text the following equivalents:
Прошли годы, искатели сокровищ, золото, бриллианты и жемчуг, спе-

циальный подводный робот, на дне океана, на глубине около 4000 м, ученые
исследовали корабль несколько раз, при помощи специального оборудова-
ния, гигантские якоря корабля, место катастрофы, весь мир следил за работой
Р. Балларда, когда произошел несчастный случай, непотопляемый Титаник.
Ex. 25 Ask the questions to the text to each other.
1. When did The Titanic disaster happen?

2. Why was it difficult to find her?
3. Why were treasure hunters dreaming of The Titanic?
4. When did the scientists send a special underwater robot hunting for the ship?
5. How was The Titanic lying?
6. At what depth was she lying?
7. What equipment did the scientists use to explore The Titanic?
8. Where were the ship’s giant anchors?
9. What kind of message did R. Ballard leave behind on the ship?
10. Why did the whole world cheer R. Ballard?
Ex. 26 Make up dialogues about The Titanic.
Ex. 27 Summarize all the information about The Titanic and tell your group-
mates about: a) the disaster of The Titanic;
b) The Titanic found.

3.4 Comprehension
Ex. 28 Read the text. Put the verbs in brackets in the necessary form (See
“Grammar”, G.11, G.12, G.13).
One night in April 1912, a huge new ocean liner crossed the Atlantic. It …
(to be) The Titanic. She carried 2 000 passengers. She went very fast, which …
(be) dangerous because there … (be) icebergs around. The passengers … (have) a
good time when the ship suddenly struck one of these icebergs.
The ship began to sink and the passengers tried to escape, but there … (be)
not enough lifeboats. Another ship passed nearby. The Titanic fired rockets into the
air in order to get the other ship’s help. But it didn’t stop. Two-thirds of the pas-
sengers went down with The Titanic. It … (be) one of the greatest sea disasters of
all time.
Ex. 29 Use the construction there + to be in the necessary tense form (See
1. Look! … … their telephone number in the letter.

2. Kazan is a very old town. … … many old buildings.

3. Excuse me, … … a restaurant near here?
4. How many students … … in your group?
5. I was hungry but … … anything to eat.
6. … … a football match on TV last night.
7. … … many people at the meeting?
8. Look! … … an accident. Call the ambulance!
9. … … 24 hours in a day.
10. This box is empty. … … nothing in it.
11. … … … somebody at the airport to meet you when you arrive tomorrow.
12. When we arrived at the cinema … … a long queue outside.
Ex. 30 Ask questions to the following statements (See “Grammar”, G.13).
1. There is a cat in the window.

2. There are a few changes in the text.
3. There are plenty of glasses in the cupboard.
4. There were a lot of people at the stadium.
5. There isn’t anything on the plate.
6. There wasn’t anybody in the room.
7. There are difficult exercises in this book.
8. There is something on the shelf.
9. There will be some interesting programmes on TV tomorrow.
10. There are several empty seats in the room.
11. There weren’t any pears on the plate.
Ex. 31 Translate from Russian into English using the vocabulary from the
Unit.
1. Трагедия Титаника произошла в апреле 1912 года.

2. Билеты были дорогие даже для пассажиров третьего класса.
3. На корабле было более 2000 пассажиров.
4. Люди думали, что Титаник самое безопасное судно.
5. Море было спокойным и гладким.
6. Ночью появились айсберги.
7. Титаник столкнулся с огромным айсбергом.
8. Многие пассажиры танцевали и смеялись на палубе, когда произошла ка-
тастрофа.
9. Корабль Калифорниец проходил мимо и увидел восемь белых ракет.
10. Пассажиры выбежали на палубу в пижамах и ночных рубашках.
11. На корабле было недостаточно спасательных шлюпок.
12. Многие пассажиры утонули.
13. Титаник утонул.
Unit 4.Modern Explorer Thor Heyerdahl 47
UNIT 4. MODERN EXPLORER THOR HEYERDAHL
1. Грамматика: имя существительное, артикль (the Noun, the Article).

2. Аудирование: текст “Captain Robert Scott (1868–1912)”.
3. Лексика: текст “Explorer Heyerdahl Hunts for Lost Civilization in Peru” и уп-
ражнения.
4.1 Grammar: the Noun, the Article

(See section “Grammar”, G.1, G.2)
Ex. 1 Fill in the blanks with the articles if necessary (See “Grammar”, G.1,
G.1.1, G.1.2).
1. I’m going to … bed. I’ve got … headache.

2. Their son has two dogs and … a bird.
3. We live on … bank of … Amur.
4. … Moscow is … capital of … Russian Federation.
5. … Russia is our native country.
6. … captain always stays on … deck when … ship leaves … port.
7. There is … bridge over … river.
8. I saw … very nice girl yesterday.
9. … lake Baikal is … biggest lake all over … global.
10. I am … first-year student.
Ex. 2 Put the nouns into the plural (See “Grammar”, G.2.2).
Pen, window, wall, week, ship, library, clock, watch, dress, country, glass,
play, bus, leaf, life, colony, hero, fox, language, shelf, roof, ray, bush, copy, brush,
fox, dictionary, factory, mouse, foot, tooth, man, woman, child, postman, school-
girl, text-book, phenomenon, nucleus, datum, basis, comedy, quantity, discovery.
Ex. 3 Translate the sentences paying attention to the nouns in the single and
in the plural (See “Grammar”, G.2.2).
1. My friend works at the factory.

2. My friends work at the factory.
3. The students of our Academy study many subjects.
4. This student studies English at Moscow University.
5. The teacher wants to ask you some questions.
6. At the English lessons we read many texts.
7. The Parliament of the country passes new laws.
8. Knowledge is power.
9. Bad news doesn’t make people happy.
10. The scientist is always busy with his experiments.
Ex. 4 Put the sentences into the plural (See “Grammar”, G.2.2, G.11).
1. He is a student of our University.

2. Put the box on the shelf.
3. Where is the English dictionary?
4. This factory has a good laboratory.
5. The speech was very long.
6. This story is very interesting.
7. I don’t like this play.
8. The roof of the house was covered with show.
9. The key to the box was lost.
10. I need a new copy of the letter.
Ex. 5 Translate the sentences from Russian into English.
1. Этот завод производит корабли.

2. Копии документов находятся в файле компьютера.
3. На столе лежат полученные данные.
4. В этой комнате два окна.
5. Дети играют в саду каждый день.
6. Сколько статей было в этих журналах?
7. В парке гуляли женщины с детьми.
8. В музее висят картины Веласкеса.
9. Осень. На земле лежат красные и желтые листья.
10. У наших детей много друзей.
Ex. 6 Translate the sentences with words formed with the exception to the
rule (See “Grammar”, G.2.2).
1. Women and children can easily do this work.

2. I have bad teeth.
3. I have hurt both feet.
4. Input data are fed into the computer.
5. We can’t explain these phenomena.
6. Political and economic crises form the basis for social conflicts.
7. What criteria did they establish?
8. Atom nuclei are invisible to the naked eye.
9. Postmen deliver newspapers in the morning.
10. These formulae are difficult to explain.
Ex. 7 Translate the word-combinations in the possessive case (See “Gram-

mar”, G.2.3).
My brother’s favourite sport, these two countries’ economy, that man’s

name, those women’s children, University’s computer center, children’s parents,
the deputies’ reports, people’s rights and duties, the People’s Militia, the peoples’
fight for their liberation, two months’ program, scientists’ work, the scientist’s
work, the dean’s office.
Ex. 8 Change according to the model (See “Grammar”, G.2.3).
Model: the ball of the boy – the boy’s ball
The new club of the workers, the clothes of the boys, the voice of his sister,
the watch of my friend Peter, the birthday of my daughter Helen, the parents of all
the other boys, the boats of the fishermen, the opinion of the lawyer, the conclusion
of experts, the house of Mr. Brown, the books of his grandchildren, the surname of
Helen and Peter, the parents of John, the toys of the twins, the plays of Shake-
speare, the times of Peter the Great.
Ex. 9 Do as in the model (See “Grammar”, G.2.3).
Model: Magellan’s ships – the ships of Magellan
My father’s library, the teacher’s questions, the doctor’s advice, the ship’s
crew, the engineer’s drawings, the managers’ instructions, Mr. Green’s proposal,
the lawyer’s signature, the captain’s order, the director’s decision, the directors’
Council.
Ex. 10 Translate the sentences with the nouns in the possessive case (See
“Grammar”, G.2.3).
1. My father’s parents are my grandparents.

2. His granddaughter’s dream is to become a pianist.
3. Nobody could explain the young girl’s behaviour.
4. The young man got his first month’s salary and looked very proud.
5. You don’t object to the speaker’s proposal, do you?
6. The boy was looking through a children’s magazine.
7. After an hour’s break the committee resumed their work.
8. It was a typical student’s mistake.
9. The river was at a mile’s distance from the camp.
10. We couldn’t tear our eyes off the pianist’s hands.
Ex. 11 Translate the following word-combinations (See “Grammar”,

G.2.4):
Trade talks, consumer goods, long-term credits, power station equipment,

world market conditions, home and foreign policy, world copper supply and de-
mand, London Metal Exchange copper price, post Second-World-War prices, the
Public Health Ministry, labour council, UN member states, crime prevention prob-
lems, an anniversary meeting, the railway bridge reconstruction plan, the energy
accumulation process, the temperature limit determination problem, the long-term
research program result, low-temperature physics development.
Ex. 12 Form the nouns with the help of suffixes. Translate the pairs of words
(See “Grammar”, G.2).
1) –er, –or
to employ, to run, to travel, to produce, to mix, to discover, to organize, to conduct,
law, photograph(y), biograph(y);
2) –ian (–an)
India, Estonia, Australia, Canada, library, music, electric, mathematic(s), tech-
nic(s), academy – academic, theory – theoretic(al), parliament – parliamentar(y);
3) –age
to store, to break, to use, to carry, to marry, to drain, to stop, to cover, short, volt,
ton, bag;
4) –ance (–ence), –ancy (–ency)
to accept, to perform, to appear, to exist, to depend, signific(ant), import(ant),
domin(ant), effici(ent), experi(ent), depend(ant), suffici(ent), ag(ent);
5) –ion (–ation, –tion, –sion, –ssion)
to organize, to educate, to decide, to form, to attract, to correct, to generate, trans-
port, to examine, to protect;
6) –ment
to arrange, to employ, to develop, to ship, to move, to manage, to equip, to govern,
to announce;
7) –ness
happy, serious, useful, smooth, bright, cool, thick;
8) –th
broad, long, deep, wide, strong, dead, true, warm, to grow, to heal;
9) –ty (–ity, –ability, –ibility)
possible, special, capable, stable, reliable, minor, major, prior, necess(ary), per-
sonal, secure.
Ex. 13 State the nouns and translate them (See “Grammar”, G.2).
Coldly, softness, to wide, happiness, enlargement, equality, impatient, re-

sponsible, to stabilize, stabilization, possible, probably, freedom, harmful, harm-
lessness, aimless, attention, attentive, quantity, usage, glorious, measure, conver-
sion, convertibility, resistance, attainable, payment, payee, desirable, limitation,
addition, additionally, unrestricted, acceptance, consideration, indifference, ex-
planatory, unexpectedness, to discontinue, disarmament, disappearance, undevel-
oped, significance, to compare, comparable, comparability, exclusion, unsatisfac-
tory, relation, persistence, refusal, rectorship, length, assistance, useful, dangerous,
physician, quality, universal, chemist, mathematician, reliable, effectiveness.
4.2 Listening
Ex. 14 Get acquainted with new words and some geographical and proper
names.
frost-bitten – обмороженные
their strength was going – их силы иссякли
the food was running short – пища подходила к концу
search party – поисковая партия
I am going outside and may be some time – я выйду и, возможно, задержусь
на некоторое время
The Terra Nova Norwegian

Cape Evans Edgar Evans
Australia Amundsen
the Antarctic Doctor E. Wilson
the Barrier Captain L. Oates
Lieutenant Bowers
Ex. 15 Listen to the text “Captain Robert Scott”.
1. What was Robert Scott?

2. What was his intention?
3. Was his journey successful?
4. What difficulties did R. Scott and his friend overcome?
5. Did anybody survive?
6. What did a search party find out?
4.3 Speech Pattern
balsa – бальза (дерево)

to claim – заявлять
clue – ключ
daring – смелый
descendant – потомок
explorer – исследователь
feature – черта
grave – могила
hemisphere – полушарие
hunt – поиск
intact – неповрежденный, невредимый
to involve – принимать участие
to lead excavation work – проводить раскопки
mound – насыпь, курган
pharaoh – фараон
to plunder – грабить
to prove – доказать
raft – плот
ravage of time – разрушительное действие времени
to dig (dug, dug) – копать
to pursue – следовать
replica – модель
to scratch – копать неглубоко
vigour – сила, энергия
Ex. 19 Work with new words and expressions in the following way:
Student 1 – a word from the active vocabulary,

Student 2 – a phrase with the word,
Student 3 – a sentence with the phrase,
Student 4 – translation of the sentence.
Ex. 20 Make up your own sentences with new words.
4.3.2 The Text “Explorer Heyerdahl Hunts for Lost Civilization in Peru”
Thor Heyerdahl, Oslo, Norwegian, Kon Tiki, Peruvian, North-Western Peru,

Tucume, The Aftenposten Daily, the Pacific, South American, Egyptian pharaoh,
local Indian, Knut Haugland, Reuters, Italy, Egypt, Easter Island, Ra Two, Mo-
rocco, Barbados, Christopher Columbus.
Ex. 22 Read the text “Explorer Heyerdahl Hunts for Lost Civilization in
Peru”.
EXPLORER HEYERDAHL HUNTS FOR

LOST CIVILIZATION IN PERU
1. An interview
Oslo. Norwegian explorer Thor Heyerdahl, famous for his daring Kon Tiki
expedition, says he faces the most exciting project of his life in a hunt for clues to a
lost civilization which lies buried in a Peruvian city of pyramids.
Archaeologists working in North-

Western Peru found that 26 mounds, previ-
ously thought to be natural features of the
landscape, were pyramids hidden by the rav-
ages of time. The ancient city is called Tu-
cume.
“This is the most exciting project I
have ever been involved in”, Heyerdahl told
The Aftenposten Daily in an interview. He
will lead excavation work there next spring,
in cooperation with Peruvian archaeologists.
“The whole town is probably intact underneath ... it has never been plun-
dered by grave robbers.”
2. Hunting for old civilization

Heyerdahl has devoted much of his life to rewriting the history books on the
peoples of the southern hemisphere, claiming that they were much more civilized
than previously thought and that their culture was spread through sea travel.
In 1947, he crossed the Pacific on the balsa wood raft Kon Tiki to prove that
ancient South American peoples could have travelled to the Pacific islands and
populated them.
“A culture which is far older than that of the first Egyptian pharaoh must
have been the basis for the spread of civilization,” Heyerdahl said. “I hope Tucume
will be able to put us on the trail of that lost culture.”
Local Indian legends tell that Tucume, spread over a vast area of 220 hect-
ares, was founded by descendants of a king who brought his people to the Peruvian
coast on balsa rafts. The pyramids are between 30 and 40 metres (97 and 130 feet)
high.
Knut Haugland, director of the Kon Tiki museum which houses the famous
raft in Oslo, told Reuters the museum would be working with Heyerdahl on the
project.
“Archaeologists started digging around one of the pyramids in 1986. They
found gold masks among other things, but we’ve only scratched the surface,” he
said.
“None of the other pyramids have been opened. We don’t know exactly how
old they are, but there must have been thousands of people living in that area. The
finds there will be of the greatest archaeological significance.”
3. The book on Kon Tiki

Heyerdahl, who now lives in Italy and is currently working in Egypt, said
the Tucume project would probably take several decades to complete. He was in-
vited to take part while on a visit to Peru in 1986.
Although long past normal retirement age, Heyerdahl has pursued his career
of ethnology – the science of racial origins and characteristics – with vigour for
many decades.
His book on Kon Tiki has sold more than 20 million copies, and two years
ago he visited Easter Island to try to find out more about its huge and mysterious
stone statues.
In 1970, he succeeded in sailing a replica of an Egyptian vessel, called Ra
Two, from Morocco to Barbados in an attempt to prove that the ancient Egyptians
could have reached the western hemisphere centuries before Christopher Columbus
in 1492.
4.3.3 Drilling
Ex. 23 Give short summary of the text in Russian.
Ex. 24 Give English equivalents to the following words and phrases:
Исследователь, потерянная цивилизация, бальзовое дерево, населенные

острова, бальзовый плот, обширная территория, золотые маски, в настоящий
момент, несколько десятилетий, обнаружить, западное полушарие, пересечь
океан, ландшафт, принимать участие, доказать, судно, внизу, разграбить, по-
святить, древний город, столкнуться.
Ex. 25 Give Russian equivalents.
Exciting project, natural feature, through sea travel, to house, probably, ar-
chaeological significance, rewrite, ravages of time, the spread of civilization, vig-
our, mysterious stone statues, attempt, to lead excavation work, pharaoh, to put on
the trail, normal retirement age, racial origins, to sail, to reach.
Ex. 26 Add the sentences according to the information from the text.
1. Norwegian explorer … is famous for his daring Kon Tiki expedition.

2. The expedition hunted for … to a lost civilization.
3. Mounds thought to be … of landscape.
4. They occurred to be pyramids hidden by ….
5. Heyerdahl led … in cooperation with Peruvian archaeologists.
6. He crossed the Pacific on ….
7. Legends tell that Tucume was founded by … of a king.
8. Archaeologists started … around pyramids.
9. All pyramids and their finds are of the greatest ….
10. Ra Two is a … of an Egyptian vessel.
Ex. 27 Find in the text the nouns in the plural (See “Grammar”, G.2.2).
1. What was Thor Heyerdahl?

2. What was he interested in?

3. Where did he hunt the lost civilization?
4. What kind of ship did he use while crossing the Pacific?
5. What did the expedition find out?
6. What was the culture and civilization Heyerdahl’s expedition opened?
7. What does local Indian legend tell?
8. Did the expedition open a new epoch in archaeology?
9. Where did Heyerdahl repeat his expedition in 1970?
10. Do you believe in existence of Ancient lost civilization? Give your arguments.
Ex.29 a) Discuss Thor Heyerdahl’s expeditions to Peru in pairs.

b) Imagine you are a member of this expedition. Tell your group–
mates you had to overcome while preparing to the trip.
4.4 Comprehension
Ex. 31 Fill in the blanks with suitable articles if necessary (See “Gram-
mar”, G.1.1, G.1.2).
1. Don’t come near me. I’ve got … sore throat.

2. Olive oil costs 20 rubles per … liter.
3. … voyages to unknown places are quite exciting.
4. We have … nice apartment in … centre of … Paris.
5. I like standing on … deck in … warm weather.
6. It is … autumn. It rains all … day long.
7. The Ancient Greeks believed in … gods.
8. Would you give me … hot tea?
9. … president of … country is … first person in … state.
10. All students have … telephones nowadays.
Ex. 32 Choose the right variant (See “Grammar”, G.1.1, G.1.2).
1. … Great Britain is washed by … Atlantic Ocean.

a) – / The b) The / – c) The / The
2. It is evident that … people want … peace.
a) a / the b) the /– c) – / –
3. … music is the universal language of the world.
a) A b) The c) –
4. … Tudors is the king family.
a) The b) A c) –
5. Pushkin is … great Russian poet.
a) – b) the c) a
6. The Petrovs has … daughter and … son.
a) a / a b) the / the c) – / –
7. … Titanic disaster happened in1912.
a) A b) – c) The
8. I am hungry. Give me … sandwich, please.
a) – b) the c) a
9. Boris played … tennis very well.
a) a b) – c) the
10. My English teacher brought me … good news. I passed test well.
a) a b) the c) –
Ex. 33 Fill in the table (See “Grammar”, G.2.2).
Model: man men

… games
child …
… feet
shelf …
… sisters-in-law
tomato …
… data
key …
… lorries
office manager …
… boxes
Unit.
1. Тур Хейердал известен за свою смелую экспедицию Кон Тики.

2. Экспедиция искала потерянную цивилизацию в Перу.
3. Экспедиция пересекла Тихий Океан на бальзовом плоту.
4. Исследователь проводил раскопки совместно с перуанскими археологами.
5. Экспедиция обнаружила пирамиды в кургане.
6. Археологи обнаружили золотые маски в пирамиде.
Part 2. Basic Professional Course 57
PART 2. BASIC PROFESSIONAL COURSE
SECTION 3: TYPES OF TRANSPORTS
В лексической части этой главы будут представлены следующие темы:

урок 5 – «Водный транспорт», урок 6 – «Дорожный транспорт», урок 7 –
«Воздушный транспорт», урок 8 – «Железнодорожный транспорт».
В разделе «Грамматика» предстоит изучить следующий материал: имя
прилагательное, числительное, местоимение и наречие.
UNIT 5. WATER TRANSPORT

1. Грамматика: имя прилагательное (the Adjective).
2. Аудирование: текст “The Bermuda Triangle”.
3. Лексика: текст “History of Water Transport” и упражнения.
5.1 Grammar: the Adjective (See section “Grammar”, G.3)
Ex. 1 State the degrees of comparison and translate them (See “Grammar”,
G.3.1).
Most serious, worst, least, less important, best, most favourable, warmer,
farthest, most essential, greatest, more attentive, better, lighter, highest, darker,
worst, more difficult, younger, most interesting, furthest.
Ex. 2 Put the following adjectives in the comparative and the superlative
degrees (See “Grammar”, G.3.1).
Big, heavy, short, dirty, clean, near, bad, famous, little, good, expensive,
cheap, hot, important, beautiful, large, practical, early, happy, bright, dark, fresh,
quick, late, nice, rich, thin, thick, weak, easy, lazy, ugly, comfortable, far, difficult,
wonderful, popular, serious.
Ex. 3 Translate the sentences paying attention to the degrees of comparison

(See “Grammar”, G.3.1).
1. The Pacific Ocean is the greatest ocean in the world.

2. He is playing worse than usually.
3. The Supreme Court considers the most serious cases.
4. What is the highest legislative body in Great Britain?
5. Nothing is more pleasant than to sit in a comfortable chair and to read an inter-
esting book.
6. The Sun is bigger than the Earth.
7. They will get better results if they work hard.
8. February is the shortest month in the year.
9. This is the most interesting book I have ever read.
58 Section 3:Types of Transports
10. Your report was much more interesting than mine.

11. My briefcase is much heavier than yours.
12. It is much colder today than it was yesterday.
13. We should discuss the most important questions today.
14. This is the most beautiful building of our city.
15. Iron is more useful than all other metals.
16. His radio-set is more powerful than ours.
17. The Trans-Siberian railway is the longest in the world.
18. The Neva is wider and deeper than the Moskva River.
19. He is one of the best engineers of our plant.
20. This is the worst film I’ve even seen.
21. He is the least, but not the last.
22. He is the most experienced teacher of our school.
23. The latest news confirmed our worst expectations.
24. They got down to business without further delay.
25. The eldest brother was 20 years older than the youngest.
Ex. 4 Put the adjective in the suitable comparison degree. Translate the sen-
tences (See “Grammar”, G.3.1).
1. My brother is much (young) than myself.

2. The first edition of the dictionary was good, the new one is still (good).
3. That was his (clever) step.
4. The sound grew (faint) and (faint).
5. The opera theatre is one of (beautiful) buildings in the city.
6. He always chooses (easy) way.
7. I don't like your behaviour; you ought to be (respectful).
8. Which is (high) mountain in the world?
9. David was (talented) of the two brothers.
10. I can't imagine (awkward) situation.
11. You have done me (great) service that man can do his fellow-being.
12. She is (kind) woman I have ever seen.
13. The situation was much (bad) than I had expected.
14. He is (courageous) man ever born.
15. It is (cold) here than anywhere else.
16. This is (good) poem ever written.
17. It was (complicated) problem than the one I had solved before.
18. It is known that the diamond is (hard) substance known.
19. Your brother is (capable) of our young engineers.
20. This is (bad) thing that can happen.
Ex. 5 Translate the sentences paying attention to the comparison construc-

tions (as … as, not so … as, the … the), (See “Grammar”, G.3.2).
1. The problem is as serious as the others.

Unit 5. Water Transport 59
2. The conference was not so interesting as I had expected.

3. She is as beautiful as before.
4. This place is not so picturesque now as it used to be.
5. This problem is not so serious as you think.
6. The solution of this problem is twice as serious as they think.
7. It is as cold today as it was yesterday.
8. The temperature today is not so high as it was yesterday.
9. The better we study, the more we know.
10. The longer the night, the shorter the day.
11. The more we go into the thing, the more complex the matter becomes.
12. The more we know, the more we understand how little we know.
13. The less money you have, the less you spend it.
14. The question is not so easy as you imagine.
15. He is twice as old as my brother.
Ex. 6 Translate the following word-combinations (See “Grammar”, G.3):
Long-term educational program, the high quality optical fiber articles, inter-
nal combustion engine, current political events, modern automatic flight control
equipment, essential scientific research programme, life-long hobby, federal bu-
reau of investigation, Electronic Research and Engineering Laboratory, a success-
ful research program development, the most essential experimental results, high
frequency long wave radio station, heavy industry growth, light industry enter-
prises, the Moscow regional environmental protection Committee, foreign aid pro-
grams, scientific and technological progress rapid development.
Ex. 7 Form the adjectives with the help of the suffixes. Translate pairs of
words (See “Grammar”, G.3).
1) –able, –ible
to measure, to break, to read, to imagine, to control, to compare, to move, to wash,
access, comfort;
2) –al
season, continent, exception, condition, nation, education, nature, universe, prac-
tice, norm, fundament, profession, person, industry, physics;
3) –ant (–ent)
to depend, to differ, import(ance), emerg(ence), effici(ency);
4) –ful
law, harm, tact, success, thank, truth;
5) –ary, –ory
reaction, custom, to advise, to prohibit, explanat(ion), preparat(ion);
6) –ic (–ical)
hero, atmosphere, metal, base, climate, geography, academy;
7) –ive (–ative)
to create, to talk, to inform, to communicate, to protect, affect;
8) –less
hope, aim, limit, noise, colour, worth;
9) –ous (–ious, –uous)
advantage, mystery, disaster, humour, scandal, instant;
10) –y
health, storm, earth, noise, dream.
Ex. 8 State the adjectives and translate them (See “Grammar”, G.3).
Darkness, resistant, importance, freely, different, important, to organize,

backwards, rectorship, length, childhood, useful, kindly, to widen, active, resis-
tance, comparative, dangerous, assistance, universal, principal, possibility, aimless,
anywhere, strength, attentive, characteristic, thankful, physician, to know, quality,
quantitative, chemist, mathematically, neighbourhood, various, considerable, nu-
merous, reliable, effective, scientific, brotherhood, respective, productive, under-
standable, natural, physicist, useless, friendship, to realize, closed.
Ex. 9 Translate the following word-combinations (See “Grammar”, G.3):
Good-natured, kind-hearted, old-fashioned, light-minded, strong-willed, nar-

row-minded, blue-eyed, pale-faced, red-haired.
5.2 Listening
to vanish = to disappear
to spin – вращаться, кружиться
the Western Atlantic Ocean the Bermuda Triangle

Bermuda the US Navy
Florida Christmas holidays
Puerto Rico
Ex. 11 Listen to the text “The Bermuda Triangle”.
1. What was the weather like on the 5th of December, 1945?

2. How many officers were going to make a flight to Bermuda?
3. What was the duration of the flight they planned to make?
4. Why did one of the officers want to stay at the base?
5. Did the officer make their flight in the morning, in the afternoon, in the evening
or at night?
6. What happened during the flight?
7. What did the Navy do to find the planes?

8. How many planes and people vanished on that day?
Ex. 13 You heard the report of the event over the radio. Tell your friends
about it.
5.3 Speech Pattern
to weigh – весить
horsepower (h.p.) – лошадиная сила
in order to – для того чтобы
to fly (flew, flown) – летать
to suppose – полагать
tо seem – казаться
iron – железо
steel – сталь
tо replace – заменять, вытеснять
timber – строительный лес, дерево (древесина)
size – размер
tо promote – способствовать, содействовать
quantity – количество
raw – сырой, необработанный
a great deal – много
a few – несколько
owing to – благодаря, из-за, вследствие
tо operate – работать, действовать; управлять, приводить в
движение
negligible – незначительный
capacity – мощность; ёмкость
reliable – надёжный
protection – защита, ограждение
tо widen – расширять(ся)
to deepen – углублять(ся)
narrow – узкий
to run (ran, run) – бежать; пpоходить; работать (о машине)
Ex. 15 Translate the sentences using the Active Vocabulary.
1. This boat weighs several tons.

2. Cars were moving slowly along the mountain road.
3. Moskvitch-2141 has an 82-horsepower engine.
4. He came here in order to see us.

5. Who was the first to fly across the North Pole?
6. He is right, I suppose.
7. He was thirty, but he seemed much older.
8. It is difficult to prove his point of view.
9. He proved (to be) a very good friend, when I needed help.
10. The first iron bridge was built in the 18th century.
11. Modern ships are built of iron and steel.
12. Buses are replacing trams in towns.
13. In Scandinavia trees are planted for timber.
14. The scientists studied the shape and size of meteorites found in the taiga.
15. It is necessary to build good roads to promote the rapid development of this re-
gion.
16. I prefer quality to quantity.
17. A great deal of earth work is to be done before the construction starts.
18. Only a few people could understand the significance of the discovery at that
time.
19. There was much delay of transport owing to the accident.
20. The lift is operated by electricity.
21. This power machine is operated by one person.
22. A negligible quantity of the chemical substance is sometimes enough to deter-
mine its properties.
23. This factory has a production capacity of 200 cars a week.
24. The tank has a capacity of 100 liters.
25. He was recommended as a reliable person.
26. When working an electrician must use some means of protection.
27. The old street had to be widened.
28. This shallow river must be deepened for better navigation.
29. This narrow bridge has been used for many years; now it needs widening.
30. You have to run very quickly, if you want to be the first.
31. For several miles the road runs through a thick forest.
32. The engine was running at full speed.
5.3.2 The Text “The History of Water Transport”
Ex. 16 Read the international words and give their Russian meaning (See
barge compass diesel

port radiation colony
companion army aeroplane
reactor turbine revolution
magnetic ton atomic
canal motor
Ex. 17 Get acquainted with some proper and geographical names.
The Norwegian scientist, Thor Heyerdahl, Kon Tiki, Peru, Tuamotu Islands,
the ancient Romans, the Mediterranean, Europe, America, Africa, India, the Atlan-
tic, The Savannah, New York, Leningrad, the Arctic, the Thames, England, the
Rhine, the Volga, the Mississippi, the United States, the British canals, Great Brit-
ain, France, Paris, the English Channel.
Ex. 18 Read the text “History of Water Transport” and translate it.
HISTORY OF WATER TRANSPORT
1. Ancient water transport

Since the early days people have tried to use rivers, lakes and seas for trans-
portation. They improved the design of ships and there appeared new types of them
during different periods of time.
One of the most important things about water transport is the small effort
needed to move floating craft. A heavy boat or a barge weighing several tons can
be moved through the water, slowly but steadily, by one man. In order to fly an
airplane of the same weight as the barge needs engine of 1000 horsepower or more.
The raft made of logs of wood is supposed to be the earliest type of boat.
Rafts seem to be clumsy vessels, although the Norwegian scientist Thor
Heyerdahl and his five companions in 1947 made a voyage on the raft Kon Tiki
from Peru to Tuamotu Islands – a distance of 4 500 miles.
The water transport in ancient times developed most rapidly on great rivers.
The ancient Romans used vessels to carry their armies and supplies to colonies.
These ships, usually called galleys, continued to be used in the Mediterranean till
1750.
The introduction of the magnetic compass allowed long voyages to be made
with much greater safety. At the end of the 15th century, sailing vessels are known
to have carried men from Europe to America and round Africa to India.
The middle of the 19th century proved the highest point in the development
of sailing ships.
2. Steam and motor ships

One of the earliest steamboats
is known to have been tested at the
end of the 18th century. The first
steamship to cross the Atlantic was
The Savannah, 98-foot ship built in
New York, which made the crossing
in 1819. Like all the early steam-
ships, it had sails as well as pad-
dles1. By the middle of the 19th cen-
tury it became possible to build
much larger ships for iron and steel began to replace timber.
The rapid increase in the size and power of ships was promoted by the in-
dustrial revolution. The industrial countries produced great quantities of goods
which were carried to all parts of the world by ships. On their return voyages, the
ships brought either raw materials such as cotton, metals, timber for the factories,
or grain and foodstuffs for the growing population.
During the same period, a great deal was done to improve ports, and that
permitted larger ships to use them and to make loading and unloading faster.
Improvements introduced in the 20th century included the smoother and
more efficient type of engines called steam turbines and the use of oil fuel instead
of coal. Between 1910 and 1920 the diesel engine began to be introduced in ships.
These diesel-engine ships are called motor ships2. The largest ships, however, are
still generally driven by steam turbines. In the late 1950s a few ships were being
built which were equipped with nuclear reactors for producing steam.
3. The atomic ice-breaker

In 1957 the world’s first atomic ice-breaker was launched in Leningrad.
This atomic ice-breaker is equipped with an atomic engine owing to which
her operating on negligible quantities of nuclear fuel is possible. In spite of the ca-
pacity of her engine being 44 000 h.p. it will need only a few grams of atomic fuel
a week.
The atomic ice-breaker has three nuclear reactors. The operation of the nu-
clear reactor is accompanied by powerful radiation. Therefore, the ice-breaker is
equipped with reliable means of protection. The ice-breaker is designed for opera-
tion in Arctic waters.
4. Canal transport
Sea-going ships can use some rivers, such as the Thames in England, the
Rhine, and the Volga in Europe and the Mississippi in the United States. Gener-
ally, however, a river has to be “canalized” before ships can use it. This means
widening and deepening the channel and protecting its banks so that they do not
wash away and block the river with mud.
We find the British canals to be quite narrow and shallow. The canals in
Europe are much larger than those in Great Britain. France has a big network of
canals, centered on Paris, and linking ports of the Atlantic, Mediterranean and Eng-
lish Channel coasts with each other and with other countries.
Comments:
1. paddle – гребное колесо
2. motor ship – теплоход
5.3.3 Drilling
Ex. 19 Find in the text the passages describing the earliest types of a boat
and how the water transport was developing on great rivers. Read one of these
passages aloud. (Approximate time of reading is 45 seconds.)
Ex. 20 Find in the text key words which can be used to speak about water
transport.
Ex. 21 Look through the text “History of Water Transport” once more and
fill in the table with information about ships.
The name of the When did it What is (was) it What is (was) it

vessel appear? driven by? used for?
Atomic ice-breaker in 1957 by atomic engine for operation in
of 44 000 h.p. Arctic waters
Motor ship
Steamship
Sailing vessel
Galley
Ex. 22 Find in the text sentences with the adjectives in the comparative or
the superlative degrees (See “Grammar”, G.3.1).
Ex. 23 Work with the dictionary. Read and translate the sentences. State the
part of speech of the words in italic.
1. a) A loaded boat was moving in the direction of the port.

b) A lot of people went boating on this Sunday afternoon.
c) Will this boat hold all five of us?
2. a) They used boats to carry supplies of food to the island.
b) I took with me a good supply of books.
c) The expedition was supplied with all the necessary equipment.
3. a) In modern ports the ships are loaded and unloaded mechanically.
b) When does the ship leave?
c) Have the goods for the Polar Station been shipped?
4. a) The boat was sailing at full speed.
b) The boat had beautiful sails.
c) Can you sail a boat?
5. a) Our opinions differ on some points.
b) The water was heated to the boiling point.
c) Everything points to a cold winter.
6. a) Before crossing a street look first to the left, then to the right.
b) Put a cross on the map to show where we are.
c) We can cross the river at the next village.
7. a) The lorries were loaded mechanically.
b) The load weighs a hundred kilograms.
c) They loaded us with work.
8. a) Every machine needs oiling.
b) Water is heavier than oil.
c) What sort of oil is there at this service station?
9. a) What kind of fuel is used in these motor cars?

b) We had to stop to fuel the car.
c) This passenger car needs fuelling every 300 miles.
10. a) He is working on the design for a new machine.
b) The architect is designing a new school.
c) The ice-breaker is designed for operation in Arctic waters.
11. On the fifth day of the voyage they saw an island.
12. In the morning the travellers saw a snowcapped mountain at the distance of
about 5 miles.
13. I’ll be waiting for you here till 5 o’clock.
14. The 20th century ended on the 31st of December, 2000.
15. The children were dancing round a big tree.
16. a) At the end of the lesson the teacher gave us a test.
b) How does the story end?
17. a) He is like his father in everything.
b) They are behaving like children.
18. a) He did not come to the meeting for he was ill.
b) He was ill for 5 days.
c) He has left this book for you.
19. In the 19th century a considerable number of raw materials were imported from
colonial countries.
20. I like English poets such as Keats and Shelley.
21. Some European countries import raw cotton from America and India and ex-
port cotton goods to other parts of the world.
22. It’s easy to drive when the road is smooth.
23. Efficient methods were used to increase the quantity of manufactured goods.
Ex. 24 Find the words from the right column opposite to the words in the left
one.
1. negligible a) internal b) previous с) considerable d) permanent

2. slowly a) chiefly b) directly c) rather d) quickly
3. narrow a) flat b) wide c) shallow d) advanced
4. to load a) to operate b) to design c) to unload d) to develop
5. shortage a) abundance b) protection с) establishment d) significance
6. to repair a) to cross b) to damage c) to test d) to widen
7. the same a) close b) recent c) main d) different
8. weakness a) capacity b) strength c) century d) provision
9. simple a) complicated b) reliable с) successful d) major
10. gradually a) unfortunately b) probably c) at once d) scarcely
11. small a) valuable b) rapid c) main d) huge
Ex. 25 Find the words in the right column proper to the words in the left
one.
1. a great deal a) quantity b) according to c) plenty of d) consist of

2. to promote a) to need b) to require c) to receive d) to facilitate
3. to replace a) to load b) to cross c) to change d) to include
4. till a) round b) until c) in order to d) for
5. to suppose a) to like b) to find out c) to try d) to think
6. boat a) ship b) fuel c) island d) cotton
7. to solve a) to develop b) to consider с) to decide d) to send
8. between a) round b) among с) in spite of d) through
9. to supply a) to sail b) to maintain c) to provide d) to move
10. invention a) century b) influence c) size d) discovery
11. to design a) to point b) to construct c) to test d) to drive
12. earth a) land b) iron c) steel d) coal
Ex. 26 Read the text “Maritime History” and give its short summary in Rus-
sian.
MARITIME HISTORY
The history of transport evolved with the development of human culture.

Long distance walking tracks developed as trade routes in Paleolithic times. For
most of human history the only forms of transport apart from walking were
transport in small boats.
In the Stone Age primitive boats developed to permit navigation of rivers
and for fishing in rivers and off the coast. It has been argued that boats suitable for
a significant sea crossing were necessary for people to reach Australia an estimated
40 000 – 45 000 years ago. With the development of civilization, bigger vessels
were developed both for trade and war. In the Mediterranean, galleys were
developed about 3000 BC1. Galleys were eventually rendered obsolete by ocean-
going sailing ships, such as the Arabic caravel in the 13th century, the Chinese
treasure ship in the early 15th century, and the Mediterranean man-of-war in the
late 15th century. In the industrial revolution, the first steam ships and later diesel-
powered ships were developed. Eventually submarines were developed mainly for
military purposes.
Meanwhile specialized craft were developed for river and canal transport.
Canals were developed in Mesopotamia circa2 4000 BC. The Indus Valley
Civilization in Pakistan and North India (from circa 2600 BC) had the first canal
irrigation system in the world. The longest canal of ancient times was the Grand
Canal of China. It was 1 794 kilometers (1 115 miles) long and was built to carry
the Emperor Yang Guang between Beijing and Hangzhou. The project began in
605, although the oldest sections of the canal may have existed since circa 486 BC.
Canals were developed in the Middle Ages in Europe in Venice and the
Netherlands.
Pierre-Paul Riquet began to organize the construction of the 240 km-long

Canal du Midi in France in 1665 and it was opened in 1681. In the Industrial
Revolution, inland canals were built in England and later in the United States
before the development of railways. Specialized craft were also developed for
fishing and later whaling3.
Maritime history also deals with the development of navigation,
oceanography, cartography and hydrography.
Comments:
1. BC (before Christmas) – до н.э. (до рождества Христова)
2. circa – приблизительно, примерно, около
3. whaling – китобойный промысел, охота на китов
Ex. 27 Form groups of 3-4 students and summarize all the information from
above two texts in your discussions.

5.4 Comprehension
Ex. 28 Choose the right forms in these sentences. In some cases both forms
are right (See “Grammar”, G.3.1).
1. Is the station much (further / farther)?

2. You’ll find the explanation (further / farther) on.
3. Your record is (worse / worst) than mine.
4. It’s the (less / lesser) of two evils.
5. She always wears the (last / latest) fashion.
6. We have no (further / farther) information.
7. Nick skates (good / well).
8. His (latest / last) words were: “The end”.
9. She is the (oldest / eldest) member of our family.
10. My flat is (littler / smaller) than yours.
11. I’ve got (less / lesser) patience than you.
12. He is much (older / elder) than his wife.
13. This is the (more / most) beautiful picture I’ve ever seen.
14. His English is (best / better) than mine.
15. She is (better / best) now.
16. It’s the (furthest / farthest) point west.
17. It’s the (oldest / eldest) building in the city.
18. He’s my (older / elder) brother.
19. I’m not hurt in the (least / less)!
20. It is the (more / most) I can do for you.
Ex. 29 Translate the words in brackets (See “Grammar”, G.3.1).
1. This is (самая интересная книга) I have ever read on this subject.

2. Swimming is (самый популярный) summer sport.

3. Shakespeare is (самый выдающийся) English poet and playwright of all the
ages.
4. Coal is (самый важный) natural resource.
5. He is (самый умный) man.
6. This jacket is too small. I need (больший размер).
7. He’s not so keen on his studies. He’s (больше интересуется) in sports and
music.
8. You’ll find your way around the town (легче) if you have a map.
9. You’re making too much noise. Can you be (потише)?
10. There were a lot of people on the bus. It was (более заполненным) than usual.
11. You’re late. I expected you to be here (раньше).
12. You hardly ever write to me. Why don’t you write (чаще)?
13. The hotel was surprisingly cheap. I expected it to be (дороже).
14. It’s a pity you live so far away. I wish you lived (поближе).
Ex. 30 Make up sentences using not so … as or as … as (See “Grammar”,

G.3.2).
1. The bus, the train, fast.

2. My flat, her flat, big.
3. His voice, Caruso’s, brilliant.
4. The pond, the river, deep.
5. Your typing, hers, fast.
6. This lecture, that lecture, interesting.
7. This hat, that hat, beautiful.
8. His article, her article, long.
Ex. 31 Use the required form of the adjective in the following sentences (See
“Grammar”, G.3.1):
1. The sound grew (faint) and (faint).

2. He’s a far (intelligent) person than my brother.
3. She was the (practical) of the family.
4. He thought how much (advanced) and broad-mended the (young) generation
was.
5. I wanted to ask you both what you thought of my (late) film if you saw it.
6. The first edition of the dictionary is (good), the new one is still (good).
7. He turned out to be (angry) than I had expected.
8. Today I’m not (wise) than yesterday.
9. The (much) we go into the matter, the much (complex) it becomes.
10. Jack is the (clever) of the three brothers.
11. They are (good) people, far (good) than you.
12. He felt (bad) yesterday than the day before.
13. The (near) house is three miles away.
14. He was the (last) man to come.

15. The (long) the night, the (short) the day.
16. He is the (tall) of the two.
17. She is (amusing) in a small company.
18. My brother is much (young) than myself.
Ex. 32 Translate into English (See “Grammar”, G.3.2).
1. Он больше занят, чем ты.

2. Этот год был для нас самым трудным.
3. Ты читал его последнюю статью?
4. Ты такая же красивая, как и твоя мать.
5. Мне гораздо легче знать правду.
6. В прошлом году зима была не такая холодная, как в этом.
7. Чем больше мы читаем, тем больше мы знаем о нашем мире.
8. Я уже старый человек, я в два раза старше вас.
Ex. 33 Fill in the blanks with the words given below.
1. … transport is represented by floating vessels.

2. A heavy boat can … several tons.
3. Different types of ships transport … of goods.
4. Some canals need … because of the … pass.
5. The car moved …. Its … was out of order.
6. The motor of his boat is about 1.8 ….
7. At the … of the 15th … the sailing vessels carried men from Europe to Africa.
8. A good education … better carrier.
9. A group of many small isles were situated … one big ….
10. The … of this engine is larger than of that one.
11. Thor Heyerdahl … the existence of the old civilizations.
12. I was surprised at the … of this ocean liner.
13. In construction we use ….
14. He was … his elder brother as twins.
15. She is the most … person I’ve ever met.
__________________________________________________________________
Widening, horsepower, like, weigh, reliable, engine, narrow, promotes, round,
timber, century, size, water, a great deal, end, island, slowly, proved, capacity.
Unit 6. Road Transport 71
UNIT 6. ROAD TRANSPORT
1. Грамматика: числительное (the Numeral).

2. Аудирование: текст “Experimental Bridge”.
3. Лексика: текст “History of Road Transport” и упражнения.
6.1 Grammar: the Numeral (See section “Grammar”, G.4)
Ex. 1 Name the cardinal numerals (See “Grammar”, G.4.1, G.4.2).
3, 13, 30, 4, 14, 40, 5, 15, 50, 8, 18, 80, 12, 11, 100, 500, 225, 86, 32, 93, 78,
27, 41, 705, 826, 348, 923, 635, 1 000, 2 826, 4 568, 6 007, 3 829, 5 732, 75 173,
86 112, 425 712, 1 306 527, 2 032 678.
Ex. 2 Name the ordinal numerals formed from the cardinal ones (See
“Grammar”, G.4.1, G.4.2).
1, 11, 21, 2, 12, 20, 3, 13, 30, 4, 14, 40, 5, 15, 50, 6, 16, 60, 8, 18, 80, 9, 19,
90, 100, 103, 300, 425, 705, 1 000, 1 015.
Ex. 3 Read in English and translate (See “Grammar”, G.4.1, G.4.2).
50 kilometres, 300 cars, 3 mln tons, 200 roubles, 480 dollars, 1 007 maga-
zines, 530 students, 4 550 specialists, 5 400 000 books, 675 miles, page 782, text
25, bus 45, room 216, on the 5th day, in the 2nd text, 320th km.
Ex. 4 Read the following dates (See “Grammar”, G.4.4):
1242, 1848, 1512, 1783, 1905, 1900, 2003, 2000, 1945, 1306, 1400, 2010,
1625, 1903;
on the 1st of May, on January 18th, on the 7th of November, at the beginning
of 1980, at the end of 1899;
12/I – 1946, 22/X – 1983, 31/III – 1995, 27/XI – 1955, 25/V – 1900, 20/VIII
– 1950.
Ex. 5 Read in English (See “Grammar”, G.4.3, G.4.4).
а) 5.4 tons, ⅔ of a kilometre, 0.2 mile, 2.75kg, 5%, 28%, 0.36%, 32°, 21/2
hours, 45 inches, 3.7 tons, 0.5 km, 37.5°.
b) 5 o’clock in the morning, 2 p.m., 10 a.m., 6.30 in the evening, 3.15 p.m.,
4.20 a.m., 3 o’clock in the afternoon, 12 noon.
6.2 Listening
suspension – подвесной Middle Ages

pier = pile – свая Nevada
beam – балка, брус
concrete – бетон
span – промежуток, пролет
truck = lorry
Ex. 7 While listening to the text “Experimental Bridge” try to find some ex-
otic material for bridge building and be ready to fill in the chart.
Material Span Weight Load capacity Width Height
Ex. 8 Listen to the text “Experimental Bridge”.
Ex. 9 Say which of the following materials are used for bridge building:
Crystal, wood, plastics, steel, stone, paper, limestone, glass, sand, clay, rein-
forced concrete, concrete, china.
Ex. 10 Look through the chart and check your answers with your group-
mates.
Ex. 11 Do you think that paper as a material for bridge building is perspec-
tive? Give your reasons using the chart.
Ex. 12 Listen to the text once more and write down the numerals you came
across in the text (See “Grammar”, G.4).
6.3 Speech Pattern
requirement – требование
safety – безопасность
to ensure – обеспечивать
apart – отдельно
volume – объем
shipment – груз, партия товара
van – фургон
pickup truck – малогабаритный грузовик
truckload – грузовой автомобиль
appropriate – подходящий
cargo – груз
delivery – поставка, доставка
vehicle – транспортное средство
to be available – быть в наличии
trail – след, тропа
traffic – движение, транспорт
density – плотность
domestic – домашний
to flatten – выравнивать
to accommodate – приспосабливать
wheel – колесо
to extend – расширять
to maintain – поддерживать
medieval – средневековый
tar – деготь
to design – разрабатывать, проектировать
soil – грунт, почва
macadam – щебень
terrain – ландшафт
to drain – стекать, осушать
washway – размыв
sophisticated – изощренный, утонченный, сложный
to involve – вовлекать, включать
Ex. 14 Pay attention to the word-formation. Translate all the words. Use the
dictionary if necessary.
Transport – transportation;
licence – licencer – licencee – licencing;
require – required – requirement – requisite – requisition;
safe – safety – unsafely;
separate – separately – separation – separable;
industry – industrial – industrious;
depend – dependence – independence – dependent – independent;
develop – developer – development;
weigh – weight;
ship – shipping – shipment – shipowner – shipper;
deliver – deliverance – delivery;
vary – varying – various – variety – variant – variation – variable;
create – creation – creative – creativity – creator – creature.
Ex. 15 Find the synonyms.
Goods, traffic, transportation, lorry, movement, commodity, track, category,

shipping, truck, apart, state, trail, type, marsh, cargo, common, separately, country,
largo, load, similar, to extend, to pave, to consider, east, to increase, to cover, to
think, west, people, humans, place, point, trucking, bog
6.3.2 The Text “History of Road Transport”
Ex. 16 Read the international words and give their Russian meanings (See
transport group category

licence separation industry
nature local infrastructure
distance individual type
service motor package
document courier automobile
mass transit track
domestic element drag
petroleum region chemical
Sumer, the Romans, Europe, India, the Ancient Near East, China, the
medieval Islamic world, the Arab Empire, Baghdad, Iraq, the Industrial
Revolution, John Loudon McAdam.
Ex. 18 Read the text “History of Road Transport” and translate it.
HISTORY OF ROAD TRANSPORT
1. Transportation
Transport on roads can be roughly grouped into two categories:
transportation of goods and transportation of people. In many countries licencing
requirements and safety regulations ensure a separation of the two industries.
The nature of road transportation of goods depends, apart from the degree of
development of the local infrastructure, on the distance the goods are transported
by road, the weight and volume of the individual shipment and the type of goods
transported. For short distances and light, small shipments a van or pickup truck
may be used. For large shipments even if less than a full truckload a truck is more
appropriate. In some countries cargo is transported by road in horse-drawn
carriages, donkey carts or other non-motorized mode.
Delivery services are

sometimes considered a
separate category from
cargo transport. In many
places fast food is
transported on roads by
various types of vehicles.
For inner city delivery of
small packages and
documents bike couriers are
quite common.
People (passengers)
are transported by roads
either in individual cars or automobiles or in mass transit / public transport by bus /
coach vehicle. Special modes of individual transport by road like rikshas or
velotaxis may also be locally available.
2. History of road transport

The first earth tracks were created by humans carrying goods and often
followed game trails. Tracks would be naturally created at points of high traffic
density. As animals were domesticated, horses, oxen and donkeys became an
element in track-creation. With the growth of trade, tracks were often flattened or
widened to accommodate animal traffic. Later, the travois, a frame used to drag
loads, was developed. Animal-drawn wheeled vehicles probably developed in
Sumer in the Ancient Near East in the 4th or 5th millennium BC and spread to
Europe and India in the 4th millennium BC and China in about 1200 BC. The
Romans had a significant need for good roads to extend and maintain their empire
and developed Roman roads.
In the medieval Islamic world, many roads were built throughout the Arab
Empire. The most sophisticated roads were those of the Baghdad, Iraq, which were
paved with tar in the 8th century. Tar was
derived from petroleum, accessed from oil fields
in the region, through the chemical process of
destructive distillation.
In the Industrial Revolution, John Loudon
McAdam (1756–1836) designed the first
modern highways, using inexpensive paving
material of soil and stone aggregate (macadam),
and he embanked roads a few feet higher than
the surrounding terrain to cause water to drain
away from the surface. With the development of
motor transport there was an increased need for
hard-topped roads to reduce washways, bogging
and dust on both urban and rural roads,
originally using cobblestones and wooden
paving in major western cities and in the early 20th century tar-bound macadam and
concrete paving were extended into the countryside.
The modern history of road transport also involves the development of new
vehicles such as new models of horse-drawn vehicles, bicycles, motor cars, motor
trucks and electric vehicles.
6.3.3 Drilling
Ex. 19 Find in the text English equivalents to Russian ones given below.
Автотранспорт, перевозка товаров, пассажироперевозки, лицензионные

требования, правила безопасности, развитие местной инфраструктуры, рас-
стояние, вес и объем перевозок, вид перевозимого товара, на короткое (длин-
ное) расстояние, легковесные и малогабаритные партии, крупногабаритные
партии, управляемые лошадьми повозки, ослиные тележки, немоторизован-
ные виды транспорта, услуги по доставке, различные типы транспортных
средств, доставка в черте города, общественный транспорт, первые земляные
дороги, перевозящие товар люди, места высокой плотности движения, с рос-
том торговли, предоставить возможность для передвижения животных, рама
для перетаскивания груза, волокуша, тысячелетие, существенная потребность
в хороших дорогах, через всю Арабскую империю, покрытые дегтем, нефтя-
ные поля в регионе, во время промышленной революции, первое современ-
ное шоссе, окружающий ландшафт, стекать с поверхности, возросшая по-
требность уменьшить размывы, городские и сельские дороги, развитие новых
видов транспортных средств.
Ex. 20 Add the sentences using the information from the text.
1. Road transport is grouped into 2 categories: ….

2. The nature of road transportation of goods depends on ….
3. For short distance and light and small shipments … are used.
4. For large shipments … is more appropriable.
5. In some countries cargo is transported by road in ….
6. Delivery services are sometimes separated from ….
7. People are transported by roads either in individual cars or in ….
8. The first earth tracks were created by people to ….
9. Tracks are created at points of ….
10. Domesticated animals became an element in ….
11. The most sophisticated roads in the Arab empire were paved with ….
12. John Loudon McAdam designed ….
13. He embanked roads a few feet higher to cause water to ….
14. With the development of motor transport there was an increased need for ….
15. The modern road transport history involves the development of ….
Ex. 21 Carry out the following assignments.
1. Find in the text all types of non-motorized modes.

2. Enumerate all the types of passenger transport.
3. Name other kinds of motor vehicles.
Ex. 22 Fill in the table.
Motorized vehicles Non-motorized vehicles
1. How many categories can road transport be grouped?

2. What are these categories?
3. What does the nature of road transportation depend on?
4. Does the degree of the development of the local infrastructure influence road
transportation?
5. What kinds of transport are used for short distance and light and small ship-
ments?
6. For large shipments a truck is more appropriate, isn’t it?
7. Are small packages and documents delivered by bike couriers or velotaxis?
8. Passengers transportation is made only by individual cars, isn’t it?
9. Who created the first earth tracks?
10. Were the tracks created at points of animal traffic?
11. Where were animal-drawn wheeled vehicles developed?
12. When did it happen?
13. Why did the Romans have a significant need for good roads?
14. What road were the most sophisticated in the medieval Islamic world?
15. Where were these roads located?
16. What was John McAdam famous for?
17. What was the peculiarity of his design?
18. What materials were used in road construction that time?
Ex. 24 Put the items of the text in the proper order.
1. The development of motor transport.

2. Passengers transportation.
3. The developments of roads.
4. The need for roads.
5. Modern highways.
Ex. 25 Make up your own plan to the text.
Ex. 26 Speak on the following:
1. Ancient roads.
2. Modern roads.
3. Animal-drawn vehicles.
4. Motor transport.
Ex. 27 Read the text “The Progress of Motor Car” (7 min.) and say its con-
tent in Russian or English as it is possible for you.

THE PROGRESS OF MOTOR CAR
A motor саг (a British name) or an automobile (an American name) is a road

vehicle with usually 4 wheels which is driven by a motor and used as a means of
transportation for a small number of people.
Now in the world there are 400 million of motor cars. The number of the
cars has been greatly increasing. Every day the plants of Japan, Europe and the
USA produce 100 thousand new cars.
The automobile in its various forms has transformed the way we live, work,
and spend our leisure.
The history of the automobile goes back several hundred years. One of the
earliest attempts to propel a vehicle by mechanical power was suggested by Sir
Isaac Newton in 1680. At first it was little more than a toy consisting of a steam
boiler supplying a steam jet turned to the rear.
Like most other great human achievements the motor car is not the product
of any single inventor. The progress of motor cars was slowed down as it met with
great opposition in many countries.
In Britain the most famous was the restriction resulting from the legislative
act of 1865. It was the Red Flag Act according to which the speed of the steam-
driven vehicles was limited to 4 miles per hour and a man with a red flag had to
walk in front of it. In Russia there were cities where motor cars were outlawed al-
together.
Slowly but surely the auto industry was perfecting a number of alternatives
to conventional engines found in almost all of today’s passenger cars. Constant ef-
forts were made to standardize common components. Multi cylinder engines came
into use, it became possible to achieve greater reliability of motor cars, and brakes
became more efficient.
In modern society automobile transport has grown from a weak child into a
giant whose habits are hard to live with. Most experts believe that the typical car of
the future will differ in many respects from the one most people like to drive they
predict that the cars will become smaller, lighter and considerably more efficient
and despite environmental and sociological consideration an interesting future lies
ahead for the automobile industry.
6.4 Comprehension
Ex. 28 Read and write down the numerals (See “Grammar”, G.4.1, G.4.2).
1. The Titanic was two hundred and sixty-eight metres long, fifty-five metres high
and had nine docks.
2. Her cost was four hundred million American dollars.
3. The price of tickets was fifty thousand dollars for the first-class apartments; one
thousand four hundred and twenty-four dollars for the first-class passengers; six
hundred for the second-class passengers; four hundred and sixty dollars for the
third-class passengers.
4. There were two thousand two hundred and twenty-seven people on board and
there were only enough lifeboats for one thousand and one hundred of them.
5. The Titanic sank with a loss of about one thousand five hundred lives.
Ex. 29 Choose the correct variant (See “Grammar”, G.4).
1. 150 … live in the Russian Federation.

a) millions people b) millions of people
c) million of people d) million people
2. … are starving in the world today.
a) Thousands people b) Thousands of people
c) Thousand of people d) Thousand people
3. You are … who asks me this stupid question.
a) fifth b) the fiveth c) the fifth d) five
4. Two … of my wage I spend on my food.
a) twelve b) twelfth c) twelves d) twelfths
5. Every … person in our company is not satisfied with his salary.
a) three b) the third c) third d) the three
6. Ok! See you on … of April.
a) the twentyth-seventh b) twenty-seven
c) the twenty-seventh d) the twentieth-seven
7. It is … hit. I like such songs.
a) his the third b) his third c) the third his d) the his third
8. … of the territory is covered with ice.
a) One thirds b) One third c) The first three d) The one three
9. This bouquet costs … dollars!
a) two hundreds b) two hundred
c) hundreds two c) two hundred of
10. A fortnight means … weeks.
a) two b) three c) four d) five
11. I wonder what the world will be at the end of … century?
a) twenty one b) the twentieth-first
c) the twenty-first d) twenty-the first
12. Personally, I prefer music of ….

a) nineteen seventys b) the nineteen seventies
c) the nineteen seventeens d) nineteen the seventies
Ex. 30 Change the fractions into words (See “Grammar”, G.4.3).
1. ¼ 2. 0,5 3. ½ 4. ¾
Ex. 31 Choose the right variant (See “Grammar”, G.4).
1. In … The Titanic disaster happened.

a) the 1912th b) the 1912 c) 1912
2. The calendar year lasts … days.
a) the 365th b) 365 c) the 365
3. The classes begin at … o’clock.
a) 9 b) the 9th c) the 9
4. His sister is … years old.
a) the 5th b) the 5 c) 5
5. It took place in … century.
a) the 19th b) the 19 c) 19
6. The population of our country is about ….
a) 150 million b) 150 millions c) the 150 million
7. … tar road was built in the Arab empire.
a) The one b) The first c) First
8. … of the Earth is occupied by water.
a) Three-four b) Three-the fourth c) The three-fourths
9. … of the world wonders is Egyptian pyramids.
a) One b) Two c) Seven
10. … year is famous for Moscow Olympic Games.
a) 1980 b) the 1980th c) 1980s
Ex. 32 Fill in the blanks using the words from the Unit.
1. Transport on … can be grouped into two categories.

2. In many countries … requirements and … regulations ensure a separation of
the two services.
3. The nature of road transportation of goods depends on the distance the goods
are transported by road and the … and … of the individual ….
4. For short distance and light, small shipments a … or … may be used.
5. For large distance and full truckload a … is appropriate.
6. Non-motorized modes are horse-drawn carriages and ….
7. A lot of goods are transported on road by various types of ….
8. … are transported in mass transport.
9. Tracks are created at points of ….
Unit 7. Air Transport 81
10. As animals were …, horses, oxen and donkeys became an element in track-
creation.
11. The roads created in the … Islamic world were paved with ….
12. John McAdam … the first modern ….
13. The modern history of road transportation … the development of new vehicles.
_________________________________________________________________
Shipment, medieval, safety, van, domesticated, weight, roads, licencing, donkey
carts, volume, pickup truck, truck, designed, passengers, vehicles, tar, high traffic
density, highways, involves.
UNIT 7. AIR TRANSPORT
1. Грамматика: местоимение (the Pronoun).

2. Аудирование: текст “The Secret of the Bermuda Triangle”.
3. Лексика: текст “History of Air Transport” и упражнения.
7.1 Grammar: the Pronoun (See section “Grammar”, G.5)
Ex. 1 Translate the sentences paying attention to the personal, object and
possessive pronouns (See “Grammar”, G.5.1, G.5.2).
1. We saw them at the Institute.

2. He knows you very well.
3. Tell us a few words about your work.
4. As a rule we finish our work at 5 o’clock.
5. I have never seen him and his friends.
6. Give them their textbooks on history of transport.
7. This student is a friend of mine.
8. I put my copy-book on his table.
9. Ann took our notes and showed them to her scientific adviser.
10. Will you give me your notebook?
11. What is he? – He is a shipbuilding student.
12. Put your textbook on the table and open it.
13. This is your textbook. It is new. Take it, please.
14. I saw him yesterday and took his notes.
15. Ask them about their work.
Ex. 2 Change the underlined words to the pronouns (See “Grammar”,

G.5.1).
1. The teacher is helping the students to translate the article.

2. Mother will send Mary to buy the tickets.
3. The man gave the books to the boy.
4. My friend gave this book to his wife.
5. The book is not suitable for children.

6. Peter worked hard at mathematics.
Ex. 3 Fill in the blanks with the personal pronouns (See “Grammar”,
G.5.1).
1. Australia is one of the five continents, but … is much smaller than the other
four.
2. I’m afraid it’s none of your business. May I ask … not to bother … any more?
3. My father works at the plant; … is a chief engineer.
4. My sister entered the University last year and now … is a second-year student.
5. The exam will be tomorrow, but … am not ready for … yet.
6. Our engineers are busy now; … are engaged in making a series of experiments.
7. Our work is connected closely with yours, and … are ready to help ….
Ex. 4 Fill in the blanks with the possessive pronouns (See “Grammar”,
G.5.2).
1. Tell him not to forget … ticket; she mustn’t forget … tickets either.
2. Can you lend me … dictionary? I’ve left mine at home.
3. I am an engineer. … name is Petrov.
4. Ann and Mary are students. … friends are students too.
5. What are … names? – … name is Nick and … name is Jack.
6. This car is very small, but … motor is rather powerful.
7. I prefer the Crimea to the Caucasus because of … dry climate.
8. We came late and … turn was the last.
9. She likes to tell us about … children.
10. They always do … lessons at home.
Ex. 5 Fill in the blanks with the personal pronouns in the objective case (See
1. When I met … several years ago he was quite a young man.

2. Do you remember …? What a beautiful girl she was!
3. I received the news which you sent …. But I don’t consider … to be important.
4. Your watch is 5 minutes slow, what’s the matter with …?
5. He is one of our students. I saw … somewhere.
6. I don’t believe … because she always tells lies.
7. These are very good books. Where do you get …?
8. Is he going to speak to … about his new work?
9. Read these words and translate … into Russian.
10. Listen to …! I brought … the latest news.
11. We are tired. Let … have a break.
12. We ask you to forgive … for our behaviour.
13. Do you recognize …? I was your student ten years ago.
14. Tell … not to repeat their mistakes any more.
Ex. 6 Put in the possessive pronouns in the absolute form (See “Grammar”,
G.5.2).
1. His composition is much more interesting than (your) or (my).

2. It was through no fault of (her).
3. You can very well do without my help, but not without (their).
4. His radio-set is always out of order. But so is (your)!
5. (Our) was the last turn.
6. The pleasure was all (my).
Ex. 7 Choose the suitable pronoun from the given in brackets (See “Gram-
mar”, G.5.1, G.5.2).
1. Would you like to see some of (her, hers) latest sketches?

2. He hasn’t read a line of (you, yours), how can he criticize (your, yours) poems?
3. If this book is neither (her, hers) nor (he, his), it should be (my, mine).
4. (Their, theirs) knowledge of the subject is not much superior to (our, ours).
5. I am afraid they will believe (her, hers) words rather than (your, yours).
6. All (our, ours) clothes were extremely dirty, and (my, mine) especially so.
7. Will you help me to sort out the things? I cannot tell which are (your, yours) and
which are (our, ours).
8. (Their, theirs) boat was faster than (our, ours).
Ex. 8 Translate the sentences paying attention to the demonstrative pro-

nouns (See “Grammar”, G.5.4).
1. This is a good story.

2. These are textbooks on history.
3. That was his first lecture.
4. This textbook is new and that one is old.
5. You will read all these articles at home.
6. Yesterday that group of students had two lectures.
7. These criminal cases will be tried by the Crown Court.
8. Those specialists were very experienced.
9. This is my dictionary and that is yours.
10. These are my dictionaries and those are yours.
11. What is this? – This is my copy-book.
12. What are these? – These are my copy-books.
13. I am not going anywhere this summer.
14. It happened in 1980. He was abroad that year.
15. I know these people, but I don’t know those ones.
Ex. 9 Insert the interrogative pronouns (who, whom, whose, what, which),
1. … will help me?

2. … of you will help me?
3. … of these girls is the youngest?
4. … is your telephone number?
5. … notebook is this, Helen’s or Ann’s?
6. … are you drinking?
7. … are you expecting?
8. … understands this rule?
9. … teaches you English?
10. … is he? – He is an engineer.
11. … English books have you read this term?
12. … do you know about him?
13. … gloves are these? – They are mine.
14. … would you like to drink?
15. … is the coldest season of the year?
16. … is he waiting for?
Ex. 10 Translate the sentences paying attention to the pronouns some, any,
no (See “Grammar”, G.5.6).
1. There is some book on the table.

2. They discovered some new facts.
3. There was some water in the glass.
4. Are there any mistakes in his text?
5. There must be some explanation for any phenomenon.
6. Does this article contain any useful information?
7. There is no water in the vase.
8. There isn’t any atmosphere on the Moon.
9. Have you noticed any changes?
10. Did they touch upon any new problem?
11. Let’s meet some other day.
12. Is there any difference between them?
13. I don’t see any difference and I think there is no difference at all.
14. He can answer any question on the subject.
15. Any doctor will tell you that it is harmful to your health.
16. There is no other choice.
17. Is any additional proof necessary?
18. Can we have some milk?
19. Why are some people so boring?
20. Were there any objections?
21. What material do you need? – Any that is available.
Ex. 11 Give short answers according to the pattern. Work in pairs (See
Pattern: a) Have you got any magazines? – Yes, ....

– Yes, I’ve got some.
b) Has Jane got any change for the bus? – No, ….
– No, she hasn’t got any.
1. Have you got any letters for me? – Yes, ....

2. Have you got any roses in the garden? – No, ….
3. Has he got any ink in his pen? – Yes, ....
4. Has she got any books in the bag? – No, ....
5. Have they got any children? – No, ....
6. Have you got any sugar in your tea? – Yes, ....
7. Has John got any relative here? – No, ....
8. Has she got any money in her pocket? – Yes, ....
Ex. 12 Put in the pronouns some, any, no (See “Grammar”, G.5.6).
1. Put … sugar in your tea, there is … sugar in it.

2. Was there … cause for complaint?
3. He took out … strange instrument from his bag.
4. I can do it without … outside help.
5. Did … student answer better than he? – … did.
6. Have … more ice-cream. – Thanks, I don’t want … more.
7. The hall was full, so she could find … vacant seat.
8. They told me … strange stories.
9. What book shall I bring you? – … you like.
10. I can answer now only … questions on the subject.
Ex. 13 Ask questions according to the pattern. Substitute any-forms for no-
forms (See “Grammar”, G.5.6).
Pattern: There’s nobody here. (in that room)

Is there anybody in that room?
1. The book is nowhere in the house. (in the garden)

2. She has got nothing in her hand. (in her pocket)
3. The child has got nobody to play with here. (at home)
4. No one is ready for the test-paper. (for a dictation)
5. There’s nothing in the box. (near the box)
6. We must go nowhere today. (tomorrow)
7. Nobody can do it at once. (by the evening)
Ex. 14 Translate the sentences paying attention to the derivative pronouns

1. I saw somebody at the window.

2. Is there anything new?
3. There is somebody in the next room who wants to speak to you.
4. Has anybody called?
5. I want somebody to copy this text.
6. We have not told anyone about it.
7. Give me something to eat, I am hungry.
8. I haven’t any more money with me, so I cannot buy anything else.
9. Was there anybody absent?
10. Let me know if something happens.
11. Nobody knew his address.
12. He wrote nothing about it.
13. I will give the book to nobody else.
14. Nothing is known about this fact.
15. There was nobody at home when I came back.
Ex. 15 Reword the following sentences using the word else and the deriva-
tives of some, any, no (See “Grammar”, G.5.6).
Pattern: Put the money in some other place.

Put the money somewhere else.
1. Give the ticket to some other person.

2. Jane wants some other thing.
3. There’s no other job to do now.
4. I don’t want to go to any other place.
5. Have they got any other things for us?
6. I can’t be in any other place.
7. He doesn’t want to see any other person.
8. The director wants to talk to no other man.
9. She has to go to some other place.
10. They needn’t go to any other place tonight.
Ex. 16 Fill in the blanks with the derivative pronouns (See “Grammar”,
G.5.6).
1. He has … important to tell you.

2. … entered the room.
3. Can I do … for you?
4. I know … about the trial.
5. You may invite … you want.
6. Is … absent today?
7. … left the door open.

8. Has … come here while I was away?
9. Can you tell me … about the life of this writer?
10. Did you speak to … about it?
Ex. 17 Translate the sentences with the reflexive pronouns (See “Gram-
mar”, G.5.3).
1. I will translate the article myself.

2. The students corrected their mistakes themselves.
3. We have to discuss this problem ourselves.
4. The computer corrected all the mistakes itself.
5. She bought this book for herself.
6. He wants to do it himself.
7. Put on a raincoat to protect yourself from the rain.
8. Be careful! You will hurt yourselves.
9. The villagers built themselves new houses.
10. They built the houses themselves.
11. Would you mind keeping your opinion to yourself?
12. I heard it from a man who himself was present there.
13. She noticed that there was someone standing between herself and the door.
14. He was in a still worse position than (we) ourselves.
15. Go and see it for yourself.
16. You can trust him. He is honesty itself.
17. And then they left me to myself.
18. If one wants a thing done, one had better to do it oneself.
19. She thinks too much of herself.
20. He looked in the mirror and could not recognize himself.
Ex. 18 Finish these sentences using reflexive pronouns (See “Grammar”,

G.5.3).
Pattern: If you want a job done well, do it ....

If you want a job done well, do it yourself.
1. The girl stood at the fire, warming ....

2. He made a mistake, then he corrected ....
3. The man was badly hurt, but he tried to raise ....
4. They went swimming, but they didn’t enjoy ....
5. How will we entertain ...?
6. I hope you didn’t hurt ....
7. What on earth do you mean? Explain ...!
Ex. 19 Translate the sentences with the pronouns many, much, little, few, a
little, a few (See “Grammar”, G.5.7).
1. I haven’t got much time.

2. Were there many guests at the party?
3. There isn’t much snow this winter.
4. Do you know many students at your faculty?
5. I have too little money to buy such expensive things.
6. Do you speak English? – Yes, a little.
7. Very few people knew about it.
8. My parents are going away for a few days.
9. He has little experience in this matter.
10. How much does it cost?
11. Many people want to see this play.
12. You made few mistakes in your test-paper.
13. How much time does it take to go there?
14. How many times have you been there?
15. He had very few friends.
16. He had a few friends.
17. He drank a little water and felt much better.
18. There was very little water in the glass.
19. The chairman said a few words.
20. Hurry up! We have very little time.
Ex. 20 Express the same, idea more emphatically using very few, very little
in your sentences (See “Grammar”, G.5.7).
Pattern: There aren’t many people in the shops.

There are very few people in the shops.
1. There isn’t much I can do to help you.

2. There isn’t much lemonade in the bottle.
3. There aren’t many eggs in the basket.
4. She hasn’t got many dresses.
5. I can’t spend much time on the report.
6. They don’t have many dishes to cook for dinner.
Ex. 21 Insert the pronouns (many, much, little, few, a little, a few), (See
1. How … sheets of paper do you want?

2. We haven’t had … rain this summer.
3. He hasn’t got … work to do today.
4. Have you invited … people to the party?
5. Did the storm do … damage to the crops?
6. I haven’t got … books in my library.

7. It’s no use asking him about it. He has too … experience in this field.
8. Your test-paper is much better this time. You made very … mistakes.
9. May I have … wine, please?
10. He is a man of … words.
11. He has very … knowledge of the matter.
Ex. 22 Choose the necessary pronoun in brackets (See “Grammar”, G.5.7).
1. A good speaker can say much in (few, a few) words.

2. Can you retell the story in (few, a few) words?
3. Why do you eat so (little, a little)? Try (little, a little) of everything.
4. The street looked almost deserted. There were (few, a few) people in it.
5. I have only (few, a few) things left undone.
6. He takes very (little, a little) trouble with his work.
7. It has given me not (little, a little) trouble.
8. (Little, a little) did I know what awaited me!
9. (Few, a few) are as capable at languages as he is.
10. Can you speak French? – Yes, (little, a little).
11. Are there many mistakes in my translation? – Very (few, a few).
7.2 Listening
Ex. 23 Listen to the text “The Secret of the Bermuda Triangle”.
Ex. 24 You’ve just listened to one of the explanations of the Bermuda Trian-
gle secret in detail. Do you find it convincing? If not, give your reasons.
Ex. 25 Look through some legends and say which of them you consider to be
the most convincing.
1. There are sea monsters which pull the boats into the sea bed.
2. There are visitors from outer space who take them to some unknown planet.
3. There are extreme weather conditions in this part of the world (huge waves and
cyclones).
4. The Bermuda Triangle is one of the two places on the earth where a magnetic
compass does not point towards north.
5. The Bermuda Triangle does not exist and all the accidents that happened there
are simply a coincidence.
6. There are small earthquakes in this part of land which create sea storms and that
pull the ships down to the sea bed.
7. There are caves (“blue holes”) under the water which create a whirlpool that can
pull ships into holes.
8. The planes fly into the holes in the sky and disappear there.
7.3 Speech Pattern
to date – датировать
to observe – наблюдать
research – исследование
to imitate – подражать
through trial and error –методом проб и ошибок
glider – планер
to invent – изобретать
kite – воздушный змей
wing – крыло
gunpowder – черный порох
to power – приводить в движение
to fix – устанавливать, прикреплять
to distinguish – различать
rotary – вращающийся, вращательный
rotary wing aircraft – винтокрылый аппарат, вертолет
heliplane – конвертоплан
maintenance – поддержание, сохранение
to stock – поставлять запасы
to restock – пополнять запасы
to fuel – снабжать топливом
to load – грузить, нагружать
amount – количество, величина, сумма
to incur costs – нести издержки
access – доступ
secure – безопасный
tariff – тариф
to guarantee – гарантировать
Ex. 27 Pay attention to the word-formation. Translate all the words. Use the
To fly – flight; to limit – limit – limitation;

to invent – inventor – invention; to stock – to restock;
to control – control – controllable; to fuel – to refuel;
to move – mover – movement; to load – to unload.
Ex. 28 Find the antonyms.
Likely, next, incapable, civil, high, modern, accessible, quick, unlikely, low,
load, partner, last, ancient, long, inaccessible, slow, unload, to lift, competitor,
short, to put down, military, to land, capable, to take off.
Ex. 29 Form the words with the opposite meaning from the given below with
the help of the prefixes (un-, im-, dis-, in-, il-).Translate these words.
Balance, comfortable, legal, load, limited, packing, like, agree, military, con-
trollable, notable, secured, relative, stability.
Ex. 30 Translate the following phrases from English into Russian.
Humanity’s desire, to observe birds, the first flight dates, the early research,
the research through trial and error, the research on imitating birds, to invent flying
machines, to invent glider and kite, to fix wings, to distinguish difference, to dis-
tinguish black and white, to fuel an airplane, to refuel an aircraft, to load and
unload aeroplane, to incur high costs within the limited amount, inaccessible places
for landing, secure type of transport, high tariffs, to guarantee high quality of ser-
vice, fixed-wing aircraft, rotary-wing aircraft, to power flight.
7.3.2 The Text “History of Air Transport”
Ex. 31 Read international words and give their Russian meaning (See
“Grammar”, G. 27).
date observation mythology

focus machine distance
tariff stability illustrate
legend imitate balloon
type agency company
guarantee control partner
Ex. 32 Get acquainted with some proper and historical names.
Daedalus, Icarus, Greek mythology, the Vimanas, Indian mythology, Yuan

Huangtou, Abbas Ibn Firnas, Hezarfen Ahmet Celebi, Lagari Hasan Celebi, Paris,
Jean-François Pilâtre de Rozier, Francois d’Arlandes, the Montgolfier brothers, the
Wright brothers.
Ex. 33 Read the text “History of Air Transport” and translate it.
HISTORY OF AIR TRANSPORT
1. The beginning
Humanity’s desire to fly likely dates to the first time man observed birds, an
observation illustrated in the legendary stories of Daedalus and Icarus in Greek
mythology, and the Vimanas in Indian mythology. Much of the focus of early
research was on imitating birds, but through trial and error, balloons, airships,
gliders and eventually aircraft and other types of flying machines were invented.
The first attempts at flight were made

by Yuan Huangtou using a kite (559),
Abbas Ibn Firnas using a parachute (852)
and a controllable glider (875), Hezarfen
Ahmet Celebi using a winged glider (1630),
and Lagari Hasan Celebi using a
gunpowder-powered rocket (1633).
Another notable human flight took
place in Paris in 1783, when Jean-François
Pilâtre de Rozier and Francois d’Arlandes went 5 miles (8 km) in a hot air balloon
invented by the Montgolfier brothers. The Wright brothers made the first sustained,
controlled and powered heavier-than-air flight on December 17, 1903.
2. Nowadays aviation
A fixed-wing aircraft, commonly called airplane or aeroplane, is a heavier-
than-air craft where movement of the wings in relation to the aircraft is not used to
generate lift. The term is used to distinguish from rotary-wing aircraft, where the
movement of the lift surfaces relative to the aircraft generates lift. A heliplane is
both fixed-wing and rotary-wing. Fixed-wing aircraft range from small trainers and
recreational aircraft to large airliners and military cargo aircraft.
Two necessities for aircraft are air flow over the wings for lift, and an area
for landing. The majority of aircraft also need an airport with the infrastructure to
receive maintenance, restocking, refueling and for the loading and unloading of
crew, cargo and passengers. While the vast majority of aircrafts land and take off
on land, some are capable of take off and landing on ice, snow and calm water.
3. Air transportation
The aircraft is the second fastest
method of transport, after the rocket.
Commercial jets can reach up to
875 kilometres per hour (544 mph1),
single-engine aircraft 175 kilometres per
hour (109 mph). Aviation is able to
quickly transport people and limited
amounts of cargo over longer distances,
but incur high costs and energy use; for
short distances or in inaccessible places helicopters can be used.
Air transportation is the quickest and most secure type of cargo transporta-
tion on average and long distances with low agency tariffs and high quality of ser-
vice.
Stability with airlines and partners helps companies to have high service,
guarantees safety and high speed of delivery with low cost of transportation.
Comments:
1. mph = mile per hour
7.3.3 Drilling
Ex. 34 Change the words from the sentences to the words given below.
Translate both variants of the sentences.
1. The majority of the aircrafts land and take off on land.

1. water 3. rise 5. minority
2. launch 4. airplane
2. Since the early days the humanity has a desire to fly.
1. people 3. want
2. from the very beginning 4. to make flights
Ex. 35 Choose the most suitable variant.
1. Humanity’s desire to fly dates ….

a) the time man invented the flying machines;
b) the time man observed birds;
c) the time man began to move;
2. Two necessities for aircraft are ….
a) an airport and its infrastructure;
b) wings and motor;
c) air flow and an area for landing;
3. The aircraft is the second fastest method of transport ….
a) after train; b) after rocket; c) after ship.
Ex. 36 Enumerate all types of flying machines you came across in the text.
Ex. 37 Find in the text all numerals and write down them in words in the ta-
ble (See “Grammar”, G.4).
Cardinal numerals Ordinal numerals Dates
Ex. 38 Find in the text the comparative constructions and make up your own
sentences with them (See “Grammar”, G.3.2).
1. When does humanity’s desire to fly date?

2. Who of the mythology heroes illustrated this desire most of all?
3. What types of flying machines were invented in earlier days?
4. What were the first attempts to fly?
5. Who made them?
6. What technical peculiarities are essential for modern airplanes?
7. What are the necessities for aircraft?
8. The majority of the aircraft need an airport, don’t they?
9. What does the airport infrastructure include?
10. What is the fastest method of transport?

11. Is air transportation the most secure type of cargo transportation?
12. What does the cargo air company guarantee?
13. Who invented hot air balloon?
Ex. 40 Make up dialogues on the following items:
1. Man’s desire to fly.

2. The development of flying apparatus.
3. Technical peculiarities of modern aeroplanes.
4. Air transportation.
5. The airport peculiarities.
1. Человеческое желание летать проиллюстрировано в легендах о Дедале и

Икаре в греческой мифологии.
2. Ранние исследования были сфокусированы на подражании птиц.
3. Разные виды летальных аппаратов были изобретены.
4. Летальные аппараты это баллоны, воздушные корабли, планеры, пара-
шюты и воздушные змеи.
5. Изобретатели первых воздушных аппаратов были заинтересованы в бы-
стром развитии авиастроения.
6. Первыми знаменитыми изобретателями летальных аппаратов являются
братья Монгольфьер и Райт.
7. Аэроплан это самолет с фиксированными крыльями.
8. Существует также винтокрылый аппарат или вертолет.
9. Самолеты классифицируются от маленьких тренировочных до больших
лайнеров и военных грузовых.
10. Существуют две необходимости для самолета – воздушный поток и место
для посадки.
11. Большинству самолетов нужен аэропорт.
Ex. 42 Read the text “The Progress of Aviation” (5 min.).
THE PROGRESS OF AVIATION
The successful flying machine has had a more dramatic effect on the lives of
the world’s citizens than almost any other invention of the 20th century. It had a
long-drawn-out and difficult birth; but once the aircraft had become a practical
means of public transport, its social impact was quickly felt. It achieved its present
prominence in no more than about 60 years.
However, it would be hard to estimate the ratio of motor vehicles to aircraft
(including all private, commercial and military types) that have been manufactured
worldwide. But, by accounts, it will be many times in favour of the automotive in-
dustry.
Everybody agrees that aviation is more emotive, it could be that since in
general many fewer examples of each aircraft type were built than cars, they tend
to be individually recognized rather than being just one of a mass production.
Aviation is recognized worldwide as an integral part of the twentieth-century
history.
The revolution in freight-carrying has not been as much publicised as that in
passenger traffic, but it is nonetheless profound. A single Boeing 747F jet can
carry as much cargo in a year as was conveyed by all the world’s airlines together
in 1939.
Today any reasonably compact merchandise can go by air. Experts are now
looking ahead to the time when all goods are carried overseas by air. Only the
bulkiest goods, such as mineral ores and timber, will be excluded.
Ex. 43 Find in the above text synonyms to the following words:
To manufacture, freight, freight-carrying, to carry, merchandise.
Ex. 44 Say the content of the text in Russian or English as it is possible for
you.
7.4 Comprehension
Ex. 45 Choose the right answer (See “Grammar”, G.5).
1. Is there ... work for you to do every day?

a) many b) little c) few
2. Does this car use ... petrol?
a) much b) many c) a few
3. There are ... parties that have nice music and pretty decorations.
a) a few b) few c) little
4. … people are early risers.
a) Any b) Some c) No
5. Have you got ... objections?
a) no b) some c) any
6. You can buy stamps at ... post office.
a) any b) some c) no
7. I don’t know about it; ask ... else.
a) nobody b) anybody c) somebody
8. I got the book without ... difficulty.
a) some b) any c) no
9. There is ... new under the sun.
a) no thing b) nothing c) anything
10. Everybody should be able to defend ….
a) him b) himself c) his own

11. Selfish people think mainly of ....
a) one another b) themselves c) each other
12. I don’t like ... jokes.
a) hers b) her c) her’s
13. There is ... uniform school organization or curriculum in the USA.
a) not b) no c) none
14. ... are so fond of secrets as those who do not mean to keep them.
a) None b) Not anybody c) No one
15. It was reported that ... were present at the meeting.
a) both b) all c) everybody
16. ... man has his faults.
a) Both b) Both of c) Every
Ex. 46 Put the pronouns some, any, no (See “Grammar”, G.5.6).
1. Will you have … more tea?

2. Do you have … idea of what it is going to be?
3. The scientist was in … need of an interpreter, he knew the language perfectly.
4. I need … proof of your innocence, I am sure of it.
5. Are there … illustrations in this book? – Yes, there are ….
6. There aren’t … matches left, we must buy….
7. Have you read … good books lately?
8. There is … water left in the glass, it’s empty.
9. I am very busy and have … time for idle talks.
10. You may come at … time that is convenient to you.
Ex. 47 Put in the pronouns many, much, little, few, a little, a few (See
1. There isn’t … harm in it.

2. … was said, but … done.
3. Say … and do ….
4. Very … people were present at the conference, as nobody knew about it.
5. … is spoken about it, but … people believe it.
6. He knows …, but the … he knows he knows well.
7. The forces were unequal, they were …, we were ….
8. Could you describe a situation in … words?
9. Do you know the English language? – Just ….
10. Please, don’t make so … noise.
Ex. 48 Fill in the blanks with the derivative pronouns some, any, no, every
1. We didn’t meet … in the corridor.

2. He doesn’t know … about it.

3. He failed in the exam, because he knew ….
4. He didn’t come, … must have happened.
5. There was … else in the room except my sister.
6. The task is too difficult. I’m afraid … can do it.
7. We know … about it yet.
8. … expected that he would come.
9. … is waiting for you in the hall.
10. He told … that was quite unexpected for everybody.
Ex. 49 Change the following sentences substituting pronouns for the proper
names and nouns (See “Grammar”, G.5.1).
Model: Tom likes the Browns.

He likes them.
1. Come with Kitty and me.

2. Please read this letter.
3. The letter is from Nelly.
4. I don’t know her husband.
5. I’m glad to meet both you and Ann.
6. We often see our friends.
7. I don’t like Ann’s brother.
8. Freddy likes to play with his dog.
Ex. 50 Extend the statement showing possession. Follow the given pattern
Pattern: This dress belongs to my sister. It’s hers.
1. These things belong to my husband.

2. This coat belongs to me.
3. These shoes belong to my wife.
4. These pens belong to Tom and Betty.
5. This suit-case belongs to you.
6. These books and magazines belong to us.
7. These toys belong to those children.
8. This basket belongs to my sister.
Ex. 51 Finish these sentences using the reflexive pronouns (See “Gram-
mar”, G.5.3).
Pattern: If you want a job done well, do it ....

If you want a job done well, do it yourself.
1. He cannot find anyone to repair the radio, so he will repair it ....

2. I never buy anything until I have seen it ....
3. They say John broke their table, but really they did it ....
4. Next year we will live all by ....
5. Did the boys build this boat ...?
6. You cannot leave the baby in the house all by ....
7. In our canteen we have to serve ....
Unit.
1. Любой аэропорт имеет свою инфраструктуру.

2. В аэропорту самолеты могут получать техническое обслуживание, по-
полнять запасы, загружаться и разгружаться и дозаправляться.
3. Большинство самолетов взлетают с земли и садятся на землю.
4. Некоторые самолеты могут взлетать со льда, снега и воды и садиться на
лед, снег и спокойную воду.
5. Самолет второй по скорости способ перевозки.
6. Коммерческие реактивные самолеты могут достигать скорости до 900 ки-
лометров в час.
7. Авиация способна быстро перевозить пассажиров.
8. Самолеты перевозят ограниченный объем груза на разные расстояния.
9. Вертолеты используют для перевозки грузов и пассажиров на более ко-
роткие расстояния.
10. Авиация несет высокие издержки за перевозку грузов.
11. Авиаперевозки самый безопасный вид грузоперевозок.
12. Стабильность в работе авиакомпаний гарантирует высокой уровень об-
служивания, безопасность и скорость доставки груза, и низкие тарифы.
UNIT 8. RAIL TRANSPORT
1. Грамматика: наречие (the Adverb).

2. Аудирование: текст “Means of Transport”.
3. Лексика: текст “History of Rail Transport” и упражнения.
8.1 Grammar: the Adverb (See section “Grammar”, G.6)
Ex. 1 Give the short answers using the adverbs suggested (See “Grammar”,
G.6, G.6.1).
Model: a) Do you ever forget to do your homework? (Yes / sometimes)

– Yes, I sometimes do.
b) Is Bob busy? (Yes / often)
– Yes, he often is.
Unit 8. Rail Transport 99
1. Are cartoon films interesting? (Yes / usually)

2. Does Nina help you with mathematics? (Yes / often)
3. Are your pupils lazy? (Yes / sometimes)
4. Do they go to the country for week-ends? (Yes / usually)
5. Does your bicycle often need mending? (No / seldom)
6. Do you lend money to your friends? (Yes / often)
7. Does he ring you up every day? (No / rarely)
8. Do you understand English speakers? (Yes / usually)
9. Is Mary tired? (No / seldom)
10. Can you get a good breakfast here? (Yes / generally)
11. Is your sister ever wrong? (Yes / frequently)
12. Does your friend miss classes of Grammar? (No / never)
13. Do you understand your teacher of English? (Yes / always)
Ex. 2 Reword the sentences according to the patterns. Use the verbs sug-
gested and the corresponding adverb instead of the adjective in the given sentence
(See “Grammar”, G.6, and G.6.1). Make all the necessary changes.
Model A: Mike is a quick worker. (works)

Mike works quickly.
1. Fred is a quick runner. (runs)

2. Ben is a careful driver. (drives)
3. Your brother is an excellent speaker. (speaks)
4. She’s a beautiful singer. (sings)
5. My granny is a slow walker. (walks)
6. She always gives a prompt reply. (replies)
7. He’s a bad swimmer. (swims)
8. Leonov is a wonderful actor. (acts)
Model B: That is a fast train. (goes)

That train goes fast.
1. Your cousin is a hard worker. (works)

2. Jane is a fast driver. (drives)
3. Kate is an early riser. (rises)
4. This is a daily paper. (comes out)
5. This girl is always a late comer. (comes)
6. He always gives a straight answer. (answers)
Ex. 3 State whether the underlined word is an adjective, pronoun or adverb

(See “Grammar”, G.6, G.5, G.3). Translate the sentences.
1. The questions were so easy that everybody could answer them.

2. I can easily answer all the questions.
3. They spoke loudly.

4. He spoke in a loud voice.
5. He went straight home.
6. The street is quite straight.
7. You would write better if you had a better pen.
8. He has little knowledge of English.
9. I little thought about this problem.
10. We hope to stay here for a long time.
11. I don’t think I’ll stay here long.
12. He works more and better now than he did last year.
13. I have more books than you and they are in a better condition than yours.
14. He is playing worse than usual.
15. This film is much worse than the one I saw last month.
Ex. 4 Choose the suitable form of the words in brackets (See “Grammar”,
G.6).
1. I didn’t sleep (good, well) last night.

2. I always get (good, well) marks.
3. He was (angry, angrily) with me.
4. He spoke (angry, angrily) with me.
5. Smoking is a (bad, badly) habit.
6. You passed all the exams (bad, badly).
7. The soldier behaved (brave, bravely).
8. He is a (brave, bravely) soldier.
9. This is quite (clear, clearly).
10. This (clear, clearly) shows the difference.
11. They received me (cold, coldly).
12. The weather was (cold, coldly) yesterday.
13. This is a (comfortable, comfortably) flat.
14. We travelled (comfortable, comfortably).
15. My daughter is (dangerous, dangerously) ill.
16. Smoking is (dangerous, dangerously).
Ex. 5 Form the comparative and the superlative degrees from the following
adverbs (See “Grammar”, G.6.2):
Often, early, easily, well, little, late, clearly, slowly, quickly, much, closely,
fast.
Ex. 6 Put the adverbs in brackets in the comparative or superlative degrees

1. He works (well) than his assistant.

2. She visits us (frequently) than them.
3. We all ran fast, but Sam ran (fast) than I, Dick ran (fast) of all.
4. Which of all these books did you enjoy (much)?
5. Which of these two books did you enjoy (much)?
6. You should have told me about it (early).
7. He speaks English (correctly) of all in our group.
Ex. 7 Translate the sentences paying attention to the different meaning of

some adverbs (See “Grammar”, G.6, G.6.1).
a) еще (still, yet, else, more, other, only, as early as)

1. She is still sleeping.
2. He is too young yet to get married.
3. He hasn’t come yet.
4. What else can you tell me?
5. Where else are you going tomorrow?
6. Give me some more water.
7. What other books did you buy?
8. It’s only 8 o’clock.
9. He was with us only yesterday.
10. It was known as early as in the 19th century.
б) давно (long, for a long time, long ago, a long time ago)
1. Have you been here long?
2. I have been waiting for you for a long time.
3. It happened long ago.
4. The accident took place a long time ago.
5. I have known him for a long time, since our first meeting which was quite a long
time ago.
в) недавно (not … long, not long ago, lately, recently)

1. I haven’t been sitting here long.
2. This book came out not long ago.
3. It happened quite recently.
4. Have you seen him lately?
5. His new book was published recently, though I haven’t heard anything about
him lately.
г) очень (very, very much, too - слишком)

1. He is a very nice man.
2. The text is very difficult.
3. She is very much better.
4. I like this painting very much.
5. I am very much obliged to you.
6. The bus runs too slowly.
7. You are too young to grumble.
8. It is too late to do anything.

9. It is a very interesting work, but it is too responsible and too complicated.
д) почти (hardly, scarcely, nearly, almost)

1. There were hardly any people in the street.
2. I scarcely ever see him.
3. It is nearly 5 o’clock.
4. I have nearly finished my work.
5. I almost made a mistake.
е) довольно (quite, fairly, rather)

1. The film is quite good.
2. The play is quite awful.
3. What is his English like? – It’s fairly good.
4. She is fairly pretty.
5. I’m afraid his health is rather poor.
6. Your words have been rather unpleasant.
7. The ice-cream is rather good.
8. Your pronunciation is rather good; it’s quite correct and fairly audible.
ж) тоже, также (too, also, either, as well)

1. I will be there too.
2. Have you read the story too?
3. They also agreed with me.
4. He has a dog, but he has also a cat.
5. He is clever and industrious too.
6. I was there as well.
7. Has she gone away as well?
8. I haven’t seen him either.
9. She can’t write yet, she can’t read either.
10. I didn’t know about it either.
Ex. 8 Form the adverbs from the words given below with the help of the suf-
fixes (See “Grammar”, G.6).
1) – ly
quiet, steady, day, month, loud, bright, cheap, recent, probable, certain, obvious,
main, natural;
2) – ward, - wards
up, down, North, East, South, West, back, for.
Ex. 9 Translate the following adverbs and the sentences with them (See
“Grammar”, G.6):
a) somewhere, everywhere, nowhere, anyway, sideways, endways, sidewise,

clockwise, likewise.
b) 1. I’ve seen her somewhere before.

2. This device is used everywhere.
3. You can find this book nowhere.
4. I’ll try to do it anyway.
5. The ship was damaged and moved sideways.
6. Place the instrument endways.
7. You should move clockwise, not sidewise.
8. Look at me and do likewise.
Ex. 10 Reword the given sentences inserting either the adjective or the ad-
verb suggested in the proper place (See “Grammar”, G.6, G.3).
Model: (bright, brightly) The sun was shining.

The sun was shining brightly.
(bright, brightly) There was a fire in the room.
There was a bright fire in the room.
1. (regular, regularly) He attends classes.

(regular, regularly) He has working hours.
2. (real, really) Do you want to go there?
(real, really) She has a lot of friends.
3. (easy, easily) This is an exercise.
(easy, easily) I can translate this article.
4. (complete, completely) These volumes contain the works of Pushkin.
(complete, completely) I am satisfied.
5. (clear, clearly) Give him an answer.
(clear, clearly) This shows the difference.
6. (pretty, prettily) Alice danced too.
(pretty, prettily) They’ve got a little garden.
7. (terrible, terribly) What weather we are having!
(terrible, terribly) It was a long war.
8. (quick, quickly) Peter ran off.
(quick, quickly) That’s a reply!
9. (pleasant, pleasantly) We had a talk on Monday.
(pleasant, pleasantly) The days passed.
10. (rare, rarely) This is a postage stamp.
(rare, rarely) I see him.
11. (angry, angrily) She spoke to him.
(angry, angrily) That was an answer.
Ex. 11 Change the sentences using the adverb as … as. Make all the neces-
sary changes according to the pattern (See “Grammar”, G.6.2).
Pattern: He speaks English fluently. (Nick)

Nick speaks English as fluently as he does.
1. Alec drives the car carefully. (his wife)

2. He usually speaks calmly. (Bill)
3. Your sister speaks English correctly. (you)
4. Mary knows English History well. (Ann)
5. They speak English beautifully. (Madge)
6. We often go to the library. (you)
7. My children will go camping willingly. (your children)
8. I seldom went to the country. (you)
9. My daughter reads a lot. (your son)
10. Nelly and Paul live far from the University. (you)
8.2 Listening
Ex. 12 Get acquainted with the unknown words.
steam-powered locomotive – паровоз

hot-air-balloon – баллон
oar – весло
paddle-wheeled – весельно-колесный
blacksmith – кузнец
Ex. 13 Pronounce the following geographical and proper names:
the Montgolfier brothers Paris

Paul Cornu Philadelphia
Richard Trevithick Trenton
John Fitch Bristol
I. K. Brunel America
The Great Western England
Robert Fulton The Great Britain
The Clermont France
Kirkpatrick MacMillan the Hudson River
Orville Wright Scotland
Jacques Gamerin Flyer I
George Stephenson The Rocket
Ex. 14 Listen to the text “Means of Transport”. While listening to the text
fill in the web chart.
Means of transport Inventors Date

Sea transport
Ground transport
Air transport
Ex. 15 Enumerate all means of:
1. sea transport;
2. ground transport;
3. air transport.
Ex. 16 Do you know any other inventors of transport? Tell your group-
mates about them.
8.3 Speech Pattern
flanged wheel – колесо с ребордой

cast iron – чугун
steam – пар
to haul – буксировать, тянуть
to draw (drew, drawn) – тащить, волочить
to spread (spread) – распространять(ся)
to obtain – получать
collier – углекоп, шахтер
reciprocating engine – поршневой двигатель
fodder – корм для скота, фураж
Ex. 18 Pay attention to the word-formation of the following set-expressions.

Make up your own sentences with them.
a) to mean (meant) – значить, означать

mean – середина
means – средство
by means of – посредством, с помощью
by all means – пожалуйста
b) to move – двигать(ся)
mover – двигатель, движущая сила
movement – движение
moveless – неподвижный
c) to introduce – представлять, знакомить

introduction – введение, нововведение, представление
introductory – вводный, предварительный
d) to invent – изобретать
invention – изобретение
inventor – изобретатель
inventory – инвентарь, товарно-материальный запас
inventive – изобретательный
e) to apply – применять, обращаться (за работой)

appliance – приспособление
applicant – претендент (на работу)
application – применение, заявление
applied – прикладной (наука)
applicable – пригодный, подходящий
8.3.2 The Text “History of Rail Transport”
history transport system

prototype wagon illustrate
operation utilize primitive
technology intensive installation
tonnage mineral fix
modern metal manager
engineer public patent
design locomotive dramatic
economic distance industrialization
Greece, Dialkos, the Isthmus, Corinth , Malta, the Roman Empire, Germany,
Georgius Agricola, Europe, the Wollaton wagonways, Britain, the Coalbrookdale
Company, John Curr, Sheffield, William Jessop, the Surrey Iron Railway, London,
James Watt, Scottish inventor, Richard Trevithick, Cornwall, the Napoleonic
Wars, George Stephenson, the Locomotion, Metropolitan Railways, Russia, Saint
Petersburg, Tsarskoye Selo, Bohemia, Frantishek Gerstner, Asia, India, China,
South Korea, Japan.
Ex. 21 Read the text “History of Rail Transport” and translate it.
HISTORY OF RAIL TRANSPORT
1. Ancient world
The history of rail transport dates back nearly 500 years and includes sys-
tems with man or horse power and rails of wood. They were used especially for
moving coal from the mines. But the earliest prototype of the railways was found
in Greece in 600 BC. In was Dialkos wagonway which transported boats across the
Isthmus of Corinth and was about 8.5 km long. These wagonways were in use for
over 650 years until at least the 1st century AD.
The first horse power wagonways also appeared in ancient Greece, and then
they spread on Malta and the Roman Empire.
2. Early railways
In 1556 in Germany, Georgius
Agricola illustrated the operation of
the wagonways utilizing primitive
wooden rails. The technology spread
across Europe and the Wollaton
wagonways (Britain) obtained the in-
tensive installation. They were capable
to transport about 130-150 kg of coal
hauling by a single horse.
Due to the smooth and hard surface of the wooden rails and greater quantity
and tonnage of bulk goods such as coal and minerals could be carried without
damage to railways.
In the late 1760s the Coalbrookdale Company began to fix plates of cast iron
to the wooden rails. These had flanged wheels as on modern railways, but another
system was introduced, in which unflanged wheels ran on L-shape metal plates –
these became known a plateways. It was John Curr, a Sheffield colliery manager
who invented this flanged rail.
On 26 July, 1803 William Jessop, a civil engineer, opened the Surrey Iron
Railway in south London. It was the world’s first public railway powered by a sin-
gle horse.
Until the beginning of the 19th century only animals were used to draw wag-
ons with people and cargoes.
3. Steam power introduced

James Watt, a Scottish inventor and mechanical engineer, developed a recip-
rocating engine capable of powering a wheel. Day by day he was improving his
invention and patented a design as a steam locomotive in 1784. The first railway
steam locomotive was built in 1804 by Richard Trevithick, an English engineer
from Cornwall.
The impact of the Napoleonic Wars resulted in a dramatic rise in the price of
fodder. This was evident that the locomotive became an economically preferable.
In 1825 George Stephenson built the Locomotion which became the first public
steam railway in the world. Since that day millions of kilometres of rails have been
linking villages, cities, towns and countries. A huge network of long distance rail-
ways was arranged and is applied in everyday life by millions of people nowadays.
4. The development of rail transport

Railways quickly became essential to the swiftest movement of goods and
labour that was needed for industrialization. By 1950s many steam-powered rail-
ways in Britain had reached the mass usage by passengers and the necessity of
connecting several parts of London increased. So Metropolitan Railways was built
under the ground and thus the world’s first Metro appeared.
In Russia the first public railroad was the Saint Petersburg – Tsarskoye Selo
Railway, proposed and built by a Bohemian engineer, Frantishek Gerstner, in
1836.
Rail transport nowadays is one
of the most extensive means of trans-
port. Due to its various benefits it is
not only a means of carrying cargoes
but a major form of public transport
in many countries. In Asia, for ex-
ample, many millions use trains as
regular transport in India, China,
South Korea and Japan. It is also
widespread in European counties.
8.3.3 Drilling
Ex. 22 Find in the text synonyms to the following words. Illustrate your an-
swers with the sentences from the text.
To haul, engine, to transport, mine, wagon, to use, railway, public, to invent.
Ex. 23 Fill in the chart using the information from the text. Compare your
answers with the ones of your group-mates.
Date Country or town The name of inventor or company Invention
Ex. 24 Choose as many words as possible from the right column content
with the words from the left one.
transport to improve, primitive, horse, to open, wooden, rail, man, to

power draw, flanged, public, unflanged, steam, mass, to connect,
rail cast iron, underground, animal, to widespread, to haul, to
wagon power, to apply, to build, to carry, to need, to transport, to
railway spread, to patent, to propose, to use, to move, to appear, to
cargo link, to design, to fix, to invent, to arrange, to introduce, to
technology develop
Ex. 25 Make up your own sentences with the above word-combinations on

the theme “Rail transport”.
Ex. 26 Complete the sentences by the names of the inventors or the compa-
nies. Translate the sentences. Pay attention to the translation of the amplifying
construction (It is (was) … who (that) – именно), (See “Grammar”, G.5.8).
1. It was … who illustrated the operation of the wagonways.

2. It was … that obtained the intensive installation in Britain.
3. It was … that began to fix plates of cast iron to the wooden rails.
4. It was … who invented flanged rail.
5. It was … who opened the Surrey Iron Railway in south London.
6. It was … who developed a reciprocating engine.
7. It was … who built the first railway steam locomotive.
8. It was … who built the first public steam railway.
9. It was … who proposed and built the first public railway in Russia.

from the text using the clichés:

1. The earliest wagonways appeared in the Roman Empire.

2. They were used to transport cargoes across the Vatican.
3. These kinds of ways exist nowadays.
4. Earlier different animals served as a haul power to carry cargoes.
5. The first wagonways operated utilizing primitive wooden rails.
6. It was James Watt who invented flanged wheel.
7. The first steam engine was designed and patented by William Jessop.
8. Due to its benefit rail transport became the most extensive means of carrying
only cargoes.
9. In many countries all over the global rail transport is applied as form of under-
ground public transport.
10. It is called Metro.
Ex. 28 Translate the sentences from Russian into English.
1. Самые ранние виды железных дорог были обнаружены в Греции еще до

н.э.
2. Эти дороги были в употреблении в течение 650 лет.
3. Первые тягловые дороги появились в древней Греции.
4. Немецкий инженер продемонстрировал работу вагонной дороги с исполь-

зованием деревянных рельсов.
5. Благодаря гладкой и твердой поверхности деревянных рельсов стало воз-
можным перевозить грузы без ущерба для рельсов.
6. Много инженеров, механиков и просто изобретателей внесли огромный
вклад в развитие железнодорожного транспорта.
7. Именно управляющий угольной компанией изобрел рельсы с ребордой.
8. До начала 19 столетия только тягловая сила животных применялась для
перевозки людей и грузов.
9. В России первая общественная железная дорога соединила Санкт-
Петербург и Царское Село.
10. Железнодорожный транспорт является одним из массовых средств пере-
возки пассажиров.
Ex. 29 Read these notes about travelling by train.
Advantages Disadvantages
– fast – expensive
– comfortable – sometimes crowded
– not stressful – sometimes delayed
– not door to door
You can: You must:
– relax – travel at certain times
(read and look out of the window) – use other transport to get
– work to the station
– eat
Ex. 30 Read the text “The Advantages and Disadvantages of Travelling by

Train”. What is the main idea of each paragraph?
THE ADVANTAGES AND DISADVANTAGES

OF TRAVELLING BY TRAIN
1. Travelling by train has many advantages. There are no stressful traffic

jams, and trains are fast and comfortable. You can use the time in different ways.
You can just sit and read, or watch the world go by. You can work, or you can
have a meal or a snack in the buffet car.
2. Travelling by train also has some disadvantages. It is expensive and the
trains are sometimes crowded and delayed. You have to travel at certain times and
trains cannot take you from door to door. You need a bus or a taxi to take you to
the railway station.
3. I prefer travelling by train to travelling by car. I feel more relaxed when I
reach my destination.
Ex. 31 Put the linking words in the correct place in each paragraph. The
linking words are in the right order. Sometimes you will need to change the punc-
tuation.
1. First of all Also for example

2. However Firstly Secondly for example
3. Despite the disadvantages because
Ex. 32 Make topics on one of these items:
1. Travelling by train.
2. Travelling by car.
3. The development of rail roads.
4. The development of steam engine.
5. The trains of future.
8.4 Comprehension
Ex. 33 Choose the suitable word from the given in brackets (See “Gram-
mar”, G.6, G.3).
1. I have a (different, differently) opinion.

2. They were dressed quite (different, differently).
3. His description is not quite (exact, exactly).
4. I don’t know (exactly, exact) what has happened.
5. The work was done (perfect, perfectly).
6. The weather in the country was (perfect, perfectly).
7. He moved (slow, slowly) and (quiet, quietly).
8. Her voice was (quiet, quietly) and her movements were (slow, slowly).
9. It is a very (serious, seriously) thing.
10. Do you (serious, seriously) wish to go there?
11. The task is quite (simple, simply).
12. The question can be answered quite (simple, simply).
13. You will have to work (hard, hardly) to achieve good results.
14. I could (hard, hardly) hear what he said.
15. He was (near, nearly) ready with the experiment.
16. He lives quite (near, nearly) my house.
17. I have seen very little of him (late, lately).
18. You’ve come too (late, lately).
19. His works are (wide, widely) known all over the world.
Ex. 34 Put the adverbs in brackets in the comparative and the superlative
degrees (See “Grammar”, G.6.2).
1. The (much) you read, the (soon) you enlarge your vocabulary.
2. Yesterday he came home (late) than usually.

3. I like this picture (well) of all.
4. She was treated (badly) than anybody else.
5. We were far from our homes, but she suggested that we should go still (far).
6. She writes dictations (badly) of all.
7. The fire was put out (quickly) than we expected.
8. You work (little) now than you did last year.
Ex. 35 Translate the adverbs in brackets from Russian into English (See
“Grammar”, G.6, G.6.1).
1. I am (глубоко) interested in the final settlement of this problem.

2. The equipment was tested (тщательно).
3. He is a (высоко) educated man.
4. She opened the door (широко).
5. The wind was blowing so (сильно) that I could (едва) stand on my feet.
6. (Вскоре) after graduating from the University I went to Siberia.
7. The only thing that was seen (ясно) was his mother’s face.
8. He was breathing (тяжело).
9. He shouted (громко) and (долго) but no one came.
10. (Легче) said than done.
Ex. 36 Reword the sentences, inserting one of the two adverbs suggested in
the proper place (See “Grammar”, G.6, and G.6.1).
1. (pretty, prettily) It is difficult to speak to her.

(pretty, prettily) The hall was decorated.
2. (high, highly) I saw a plane in the sky.
(high, highly) The idea seems improbable.
3. (late, lately) We have heard very little of him.
(late, lately) He usually comes home after classes.
4. (hard, hardly) I can understand what he is saying.
(hard, hardly) You must work at your spelling.
5. (near, nearly) We were late.
(near, nearly) We made sure it was safe before we went.
6. (dear, dearly) I love my son.
(dear, dearly) They sell these coats.
Ex. 37 Choose the right answer (See “Grammar”, G.6, G.6.1).
1. What ... have you seen at the museum?

a) still b) more c) else
2. Tom has ... finished his work.
a) still b) already c) yet
3. Don’t make such a noise! – Are the children ... sleeping?
a) still b) yet c) more
4. Don’t worry. He is ... on the danger list.

a) no more b) not longer c) no longer
5. I want to go for a walk. Has it stopped snowing ...?
a) else b) yet c) still
6. Do you want ... tea?
a) any b) some c) any more
Ex. 38 Match the part of the sentences in the right column with the begin-
ning of the sentences in the left one.
1. The history of rail transport … a) … to fix cast iron plates to the

2. Ancient rail transport included sys- wooden rails.
tems … b) … of powering a wheel.
3. The first horse power wagonways … c) … appeared in ancient Greece.
4. In the 16th century German me- d) … an English engineer from Corn-
chanic … wall.
5. The Coalbrookdale Company was e) … dates back nearly 500 years.
the first … f) … was opened in south London.
6. In 1803 the first public railway … g) … appeared in London as Metropoli-
7. Reciprocating engine is capable … tan Railway.
8. The first railway steam locomotive h) … illustrated the operation of the
was built by R. Trevithick, … wagonways utilizing primitive
9. The first railway underground … wooden rails.
10. The first Russian railroad built by i) … linked St. Petersburg and Tsar-
F. Gerstner … skoye Selo.
j) … with man or horse power and rails
of wood.
Ex. 39 Fill in the blanks with the words given below.
1. The history of rail transport … … nearly 500 years.

2. The first transport systems were used for … coal from the mines.
3. The earliest prototypes of the … was found in Greece.
4. The wagonways were in use until … … the 1st century AD.
5. The first horse power wagonways … on Malta and the Roman Empire.
6. The technology of utilizing primitive … rails spread across Europe.
7. They were capable to … about 150 kg of coal.
8. Due to the smooth and hard surface of the wooden … tonnage of bulk … could
be carried without damage to railways.
9. In the late 1760s … … plates were fixed to the wooden rails.
10. So, John Curr invented … rail.
11. Until the 19th century only animals were used to … wagon.
12. A steam locomotive was … and patented by James Watt.
13. The first … steam railway was built in 1825.
14. Kilometres of rails … villages, cities and countries.
15. A huge … of railways is … in everyday life by millions of passengers.

16. The necessity of connecting several parts of a town ….
17. The metro stations are built … … ….
18. Rail transport is one of the most extensive … of transport.
19. It is the means of … cargoes and a major form of public ….
__________________________________________________________________
At least, transport, flanged, dates back, wooden, draw, moving, rails, cast iron,
public, railways, spread, cargoes, invented, network, means, linked, increased, car-
rying, applied, under the ground.
Section 4: Transport Organization 115
SECTION 4: TRANSPORT ORGANIZATION
В лексической части этой главы будут представлены следующие темы:

урок 9 – «Морские сооружения», урок 10 – «Порты – средство внешней свя-
зи», урок 11 – «Общее описание судна», урок 12 – «Типы судов», урок 13 –
«Типы грузов».
В разделе «Грамматика» предстоит изучить следующий материал:
предлоги, союзы, слова-заместители; познакомиться с системой английского
глагола, в частности со временами активного залога.
UNIT 9. MARINE STRUCTURES
1. Грамматика: предлог (the Preposition).

2. Аудирование: текст “Horatio Nelson”.
3. Лексика: текст “On Marine Structures” и упражнения.
9.1 Grammar: the Preposition (See section “Grammar”, G.7)
Ex. 1 Translate the sentences paying attention to the place and direction
prepositions (See “Grammar”, G.7).
a) at
1. Let’s meet at the bus stop.
2. The teacher is standing at the blackboard.
3. Two tables are at the window, and the third one is at the door.
4. We were at the airport at half past six.
5. My mother works at school.
6. At the lesson we do many exercises.
7. When I am at home I have no time for watching TV.
8. At work I have to meet many people.
9. Usually he is at the office from 9 to 11 a.m.
10. We were at Mike’s house yesterday evening.
11. His signature is at the bottom of the page.
12. I saw him yesterday at the end of the street.
13. The car stopped at the traffic lights.
14. We had a good rest at the seaside.
15. I don’t see anything at the top of the envelope.
b) in
1. We visited several countries in Europe last year; we were in Spain, in France,
in Italy and in the South of Germany.
2. I’d like to live in the country.
3. He lived in London in a small house, nearly in the center of the city.
4. All things were packed in boxes and in small parcels.
5. When walking in the park I have a feeling of being in a village.
116 Section 4: Transport Organization
6. He was sitting comfortably in an armchair.

7. They stood in queue for tickets.
8. I always look so funny in photographs.
9. You should stay in bed, you are seriously ill.
10. He is in hospital now.
c) on
1. He is lying on the sofa all day long.
2. The vase stood on the top of the bookcase.
3. My native town is on the north coast of the Pacific Ocean.
4. Many cities on the Volga are very ancient.
5. On the right-hand side of the street there is a big shop.
6. I live on the ground floor of a multi-storey building.
7. They lived on a small island in the Indian Ocean.
8. On the way to my office I often meet my friends.
9. We were on a farm last month and are going to visit it again.
10. The address must be on the front of the envelope.
d) другие предлоги
1. A car stopped in front of the house.
2. Please, go in front of me.
3. The boy was hiding behind a tree.
4. There was an orchard behind the house.
5. Walk close behind me.
6. Sit beside me.
7. The hotel is near the station.
8. My house is by the river.
9. We passed under a bridge.
10. It was 10˚ below zero.
11. The people in the rooms below are very noisy.
12. There was light above (over) my head.
13. The Mediterranean Sea is between Europe and Africa.
14. I saw him among the people near the bus stop.
15. He will go to America next year.
16. She goes to school every morning.
17. I usually go to bed at 11 o’clock.
18. He was taken to hospital yesterday.
19. In the evening I usually go to the park near my house.
20. Don’t wait outside! Come into the house!
21. I took it out of the water.
22. He was walking slowly towards the sea.
23. He travelled from Rome to London.
24. He jumped from the wall.
25. Bees fly from flower to flower.
26. The ball rolled off the bench.
Unit 9. Marine Structures 117
27. He got off the train.

28. I live across the road.
29. They went across the field.
30. He jumped over the wall.
31. The road went through a forest.
32. The burglar came through the window.
33. We went along the street.
34. There are trees all along the road.
35. We were walking about the town.
36. He has travelled around the world.
37. Ships moved up and down the river.
38. He came up to me.
Ex. 2 Look at the picture below and answer the following questions (See
a) 1. Are the pictures on the wall?

2. Is the reading-lamp on the chair?
3. Is the ball in the middle of the room?
4. Are the apples on the table?
5. Are the lights on the ceiling?
6. Are the note-books in the drawer?
7. Are the books on the desk?
8. Is the telephone on the floor?
9. Is the umbrella in the corner?
10. Are the envelopes in the drawer?
11. Are the pens and pencils on the desk?
12. Is the rug under the desk?
13. Is the table near the wall?
14. Are the chairs behind the desk?
b) 1. Where is the desk?

2. Where are the pictures?
3. Where is the umbrella?
4. Where is the table?
5. Where are the apples?
6. Where is the telephone?
7. Where are the note-books?
8. Where are the envelopes?
9. Where is the ball?
10. Where are the chairs?
11. Where are the lights?
12. Where is the reading-lamp?
13. Where are the pens and pencils?
14. Where is the rug?
Ex. 3 Insert the appropriate place and direction prepositions (See “Gram-
mar”, G.7).
1. My brother works … the factory.

2. I will be … the meeting tomorrow morning.
3. Go … the library!
4. My father returned … Moscow yesterday.
5. Your dictionary is … the shelf.
6. I didn’t go … the lecture yesterday, because I had to go … hospital.
7. His table is … the window, mine is … the door.
8. He was sitting … the sofa and suddenly he stood up and ran … the room.
9. I’ll be … the library all day tomorrow.
10. She came … the room and sat … the chair.
Ex. 4 Translate the prepositions in the brackets (See “Grammar”, G.7).
1. Put the letter (в) the table.

2. Take the letter (из) the table.
3. The ship sailed (по направлению к) the south.
4. He returned (из) Kiev.
5. You’d better get (из) the tram (на) the next stop.
6. They built a new bridge (через) the river.
7. A lamp was hanging (над) the table.
8. She looked (через) the window.
9. Let us walk (вдоль) the shore.
10. The steamer went (вверх по) the river.
11. He walked (по) the garden.
12. I usually go (в) the Institute (по) the street which leads (от) my house (до) the
main building of the Institute.
13. He studies (в) the University and lives (возле) it.
14. It takes me 10 minutes to get (до) my office.

15. He went (из) the room, walked (вдоль по) the corridor, then went (вверх по)
the stairs, looked (в) the laboratory and stopped (перед) the time-table.
Ex. 5 Translate the sentences paying attention to the time prepositions (See
a) at
1. I usually get up at 6 o’clock and go to bed at eleven.
2. The lesson began at a quarter past eight.
3. He came late at night, probably at midnight or even later.
4. Usually we all meet at lunch time.
5. I always stay at home at the week-end.
6. We were in Moscow at Christmas.
7. I can’t help you at the moment.
8. At present there are 9 faculties at our University.
9. He is going on business trip at the end of January.
10. At the beginning of the 20th century people knew nothing about computers.
b) in
1. He was born in 1964, in April.
2. The TV was invented in the 20th century.
3. In summer we usually go to the South.
4. I will return in a few minutes.
5. See you in a week’s time.
6. I read newspapers in the morning.
7. I am always busy in the afternoon.
8. In the evening we usually go to the theatre or watch TV.
9. You will get all the necessary information in the end.
10. He will finish school in 2 years.
c) on
1. He is coming on Sunday, on the third of May.
2. I saw him on Friday morning.
3. He promised to have dinner with us on Sunday afternoon.
4. It happened on Christmas day.
5. On receiving your letter I telephoned to your brother.
6. On coming home I began to work.
d) другие предлоги
1. I’ve lived in this house for 20 years.
2. We watched the game for 2 hours.
3. Are you going away for the weekend?
4. During the last three months he has made great progress in English.
5. It must have been raining during the night.
6. They arrived before holiday.

7. It happened before the war.
8. This event took place in the 2nd century BC.
9. Let’s wait till tomorrow.
10. I’ll wait until 5 o’clock.
11. Children under 16 are not allowed to see this film.
12. It has been known from ancient times to our days.
13. I was at the station from 3 to 5 waiting for you.
14. You should have done it by Monday.
15. By the time I finished my work I was very tired.
16. We will have finished the experiment by tomorrow.
17. I have been working since 12 o’clock.
18. I haven’t seen him since childhood.
19. He works from eight till four. Tomorrow he’ll work from ten.
20. He studied English from the age of five.
21. Come to me after 2 o’clock.
22. Everything got quiet after midnight.
23. It is half past three.
24. Payment will be made within 10 days.
25. We met him the day before yesterday.
Ex. 6 Insert the appropriate prepositions (in, on, for, at, by), (See “Gram-
mar”, G.7).
1. He was born … 1930, I think … May.

2. Our train stops here only … 5 minutes.
3. I can give you this book … a short time.
4. The train arrived … 6 o’clock.
5. Do you go to work … Thursdays?
6. I hope he will come back … five days.
7. I’ll be back … a few minutes.
8. I think I’ll have finished my report … next Friday.
9. I can’t do it … an hour.
10. He read the story … two hours.
Ex. 7 Translate the time prepositions in brackets (See “Grammar”, G.7).
1. He will go abroad (на) two months.

2. Everything must be ready (к) 5 o’clock.
3. I lived in the South (в течение) 10 years.
4. He was sleeping (в течение) the whole lecture.
5. Can you finish this work (к) Saturday? – No, but I can finish it (в) Monday or
(к) the beginning of February.
6. I expect to get an answer from him (через) 2 days.
7. The accident took place (в) Christmas day.
8. I haven’t met him (с) childhood.

9. I will stay here (до) the evening.
10. Applicants seeking admission should be (до) 35 years old.
Ex. 8 Translate the sentences paying attention to the underlined compound

prepositions (See “Grammar”, G.7).
1. According to the schedule the steamer arrives at 7 o’clock.

2. He acted in accordance with our instructions.
3. It can be done by means of heat treatment.
4. We achieved good results due to hard work.
5. We couldn’t get there owing to the storm.
6. Thanks to his help we could finish the work in time.
7. Your essay is good except for a few mistakes.
8. We finished the work in time in spite of all the difficulties.
9. We bought a new car instead of the old one.
10. I am sending you this letter in addition to my telegram.
11. The post-office is just in front of our house.
Ex. 9 Translate the compound prepositions in brackets (See “Grammar”,

G.7).
1. (Согласно) the received information, the delegation is to arrive tomorrow.

2. The production of machinery in our country has greatly increased (по сравне-
нию с) the pre-war period.
3. You should walk (до) the next turning.
4. You can achieve much (благодаря) your good knowledge of English.
5. Your English is excellent (за исключением) pronunciation.
6. We worked out our program (в соответствии с) preset plans.
7. (В дополнение к) the main task you’ll have to solve some additional problems.
Ex. 10 Translate the sentences with the case prepositions (See “Grammar”,
G.7).
1. The roof of the house was painted green.

2. I showed the picture to my brother.
3. The letter was signed by the director.
4. He cut the letter with a knife.
5. The lecture on civil law will be tomorrow.
6. He wrote a book about the judicial system of the USA.
7. The garden is surrounded with a high wall.
8. The port is connected by a system of waterways with several rivers and lakes.
9. The magazine was illustrated with very good pictures.
10. My brother lives on fourth floor of a big house in the center of the town.
11. The plant is equipped with machinery made by foreign firms.
12. I gave several books on history to my friend.

13. The child was washed by his mother with soap and warm water.
14. The lecture on international situation will take place tomorrow.
15. Yesterday he bought several books on transportation.
16. I must send a letter to my mother.
17. I explained everything to him and don’t want to speak about it any more.
18. Your report about the new discovery was rather exhaustive.
19. What are you talking about?
20. The house was destroyed by fire.
21. She paid ten roubles for this book.
22. His watch is made of gold.
23. My brother felt so bad that I sent for a doctor.
24. He was killed by lightning.
25. I can’t write with this pen, it’s very bad.
26. Whom was the theatre built by?
27. Wash your hands with warm water.
28. Whom did you buy this book for? – I bought it for you.
29. He always illustrates his lectures with tables and diagrams.
30. What is your case made of? – It’s made of leather.
31. How much did you pay for your shoes?
32. Your shoes are made of very good leather.
33. Send for him immediately.
34. A thermometer is used for measuring temperature.
35. He telephoned to me yesterday.
36. What is your opinion on this subject?
9.2 Listening
to disobey – не слушаться
the Commander-in-Chief – главнокомандующий
to hoist the signal – поднять сигнал
on his flagship – на своем флагманском корабле
the Danish – датчане
a musket ball – мушкетная пуля
Horatio Nelson Copenhagen

the Royal Naval College Sir Hyde Parker
St.Vincent Cape Trafalgar
Ex.13 Listen to the text “Horatio Nelson”. While listening to the text fill in
the web chart.
Date Events
1. What was H. Nelson?

2. Did he pass his lieutenant’s exam successfully?
3. When did he become famous? What battle?
4. When did he loose his right arm and the sight in his right eye?
5. Remember some details at the battle of Copenhagen in 1801.
6. When and how was Nelson wounded?
7. How was his heroism memorized?
Ex. 15 Make up dialogues discussing Nelson’s bravery heroism.
9.3 Speech Pattern
breakwater – волнолом
port basin – акватория порта
prevailing – преобладающий, господствующий
designation – назначение
to arrange – устраивать
to facilitate – облегчать
gate – ворота
to submerge – погружать в воду
jetty – мол, пристань
Ex. 17 Translate and remember the meaning of the following words:
Accommodation, harbour, to rank among, to claim attention, shore, mostly,

to withstand, thoroughly, to facilitate, excavation, to pump out, float, removal, to
demand for, volume, urgent, pollution, leakage.
9.3.2 The Text “On Marine Structures”
port basin protect

action special nature
marine structure economy

meteorological phenomena storm
designer effect prevail
stability combination per cent
construct dock type
constant excavate selection
local condition discuss
tank steel corrosion
Ex. 19 Read the text “On Marine Structures” and translate it with the help
of dictionary if necessary.
ON MARINE STRUCTURES
1. Breakwaters
To create a quiet and provide safe accommodation for the ships the harbour
should be protected from the wind and wave actions by special engineering works
if sheltering has not been provided by nature.
As marine structures rank among the most expensive the demands for safety
and economy of the engineering works are especially high. As for meteorological
phenomena – winds, frequency of storms, the height and force of waves, etc. –
special attention of the designer is claimed to protect structures, such as breakwa-
ters. As the name implies, they serve to break the waves and reduce their force and
effect on the port basin. They are built away from the shore on the side of the port
mostly affected by prevailing winds and waves. Being gravity structures breakwa-
ters depend for their stability upon their weight. Natural rock and concrete or com-
binations of both are the materials which form 96 per cent or more of all breakwa-
ters constructed.
2. Docks
Any important port can-
not do without docks of which
there are three main types de-
pending on the designation.
They are: harbour docks, repair
or dry docks and shipbuilding
docks. The harbour docks are
particularly useful in harbours
with a considerable water level
change due to tides. It is so ar-
ranged that the water inside
may be kept at a more or less
constant level to facilitate load-
ing and unloading of cargoes.
Repair docks are basins usually made by excavation, having entrance-ways

closed with gates. After the ship is floated in, the gates are closed, the water is
pumped out and the ship settles on the blocks specially provided for the purpose.
Another type of this structure is a floating dock serving the same purpose but func-
tioning on a different principle. It is submerged by letting water into its interior and
the ship is floated into position. The removal of the water from the dock by pump-
ing raises the structure with the ship within. Both the docks have their advantages
and the selection of the type of structure fully depends on local conditions and re-
quirements.
3. Jetties
When discussing port structures mention should be made of coal and oil jet-
ties – special berths situated apart, for reasons of convenience and fire prevention.
They either have storage tanks or are equipped with pipelines leading to storage
tanks on the shore. To move large volumes of oil around the world gigantic tankers
have been developed. This gave rise to the problem of enlarging oil ports to ac-
commodate tankers of, say, 312,000-ton deadweight. No less urgent is the problem
of effective oil pollution control.
As to the materials used for marine structures the leading role is played by
concrete of prestressed and precast kinds and steel. Improved protective coatings
against corrosion help to make steel below water level reasonably permanent.
9.3.3 Drilling
Ex. 20 Agree and disagree with the statements according to the information

1. With the growth of the deadweight of oil tankers the necessity of more effective
pollution control has become very urgent.
2. Navigation is a harnessed river is made possible by providing locks.
3. Breakwaters are built to reduce the force of waves and their effect on the port
basin.
4. Dry docks may be used for providing protection for vessels during unloading
operations.
5. In harbours with a considerable water level change harbour docks are particu-
larly useful.
6. Coal and oil in modern ports are handled together with other cargoes.
7. Passenger transportation traffic has greatly increased of late and forms a special
part of port operation.
8. Ships must be protected against impact at berthing.
Ex. 21 Put the items of the text's content in the right order.
1. Modern means of improving the durability of reinforced concrete in marine

structures.
2. Provision of ship repairing facilities.
3. Problems rose due to increased volumes of oil to be moved around the world.
4. Means of providing safe accommodation of a ship in the port.
Ex. 22 The word formation. Make up adjectives with the help of suffixes
(-able, -ible) and nouns - (-ility) from the following words . Translate them.
Suit, access, desire, advise, capable, able, available, flexible, possible,

responsible, durable.
Ex. 23 Translate the sentences paying attention to the difference of the

meanings of the underlined words.
ready – готовый
readily – свободно, легко
a room – комната
room – пространство, место
to continue – продолжать
continuous – сплошной, непрерывный
to consider – рассматривать, считать
considerable – значительный
various – различный
variable – переменный, колеблющийся
project – проект
to project – выступать вперед, выдаваться
to refer to – ссылаться на
to be referred to … as … – называться
to support – поддерживать, быть основанием, опорой
support – опора, поддержка
1. There was much room provided for some additional machinery to be installed
later on. They were received in a room which resembled a museum hall.
2. The cargoes ready for handling were stored at the nearest end of the pier. The
harbour basin should be wide enough to enable vessels to readily enter and leave
it.
3. The design they considered had definite advantages in many respects over the
rest. The force of waves may be considerable and may cause destruction.
4. The discharge operation should not continue too long so as not to keep other
ships waiting for berthing. A quay is a continuous structure along the river bank
or the sea shore used for berthing.
5. Various marine structures are designed for such loading. The wind velocity and
its direction are variable and it should be taken into consideration in the design.
6. The chapter the author refers to deals with the details of the construction. The
structure referred to as a wharf, serves for berthing operations.
7. The marine structures may support a roadway, railway tracks and some handling
machinery. You may support my proposal or not, but this is my opinion.
8. A structure projecting into the water is called a pier or a jetty. The design data of
the project were thoroughly examined and checked by different means.
Ex. 24 Group the following sentences according to the items A, B, C.
A. Marine structures demand an accurate design of stresses.

B. Docks may be of different types depending on their designation.
C. Sheltering in very important for port location.
1. The foundation character is very important as it takes the reaction of all the
stresses.
2. Sometimes nature provides sites quite sheltered from storms and winds.
3. A harbour dock implies the creation of a basin of constant level to make cargo
handling operations easier in tides.
4. Breakwaters are mostly affected by prevailing storms and winds.
5. Berths, in addition, are to withstand the stresses and loads due to the berthing
ships and the weight of the equipment.
6. As a rule marine engineers should provide artificial sheltering for the port area.
7. A basin made in some part of the port area and provided with gates form a dry
dock used for repairing.
8. Breakwaters are used as the chief protective structure, creating sheltering in any
desirable direction.
9. The floating dock is a box-type structure provided with gates, which is sub-
merged by letting water inside to allow the ship to float in.
Ex. 25 Read the text “A Sheltered Harbour” and say in Russian under what
condition a sheltered harbour can be transformed to a port.
A SHELTERED HARBOUR
A port is a harbour sheltered from winds and storms either naturally or arti-
ficially where marine terminal facilities are provided. These consist of piers or
wharves at which ships berth while loading and unloading cargoes, of storage areas
where goods may be stored for longer periods while awaiting distribution or sell-
ing. Thus the terminal must be served by railroad, highway or inland waterway
connections.
The availability of inland communications has an important bearing on the
location of a port. Unless it is served with good highways, railroads and waterways
leading to inland cities or the conditions are favourable for the development and
enlargement of these arteries of communication a port will not flourish. There are
many excellent natural harbour locations which, from engineering standpoint,
would be ideal for the construction of a port, but which are poorly situated with re-
spect to inland communications. As to the size of a port it is determined to a large
extent by the number and the sizes of the ships to use the harbour.
Ex. 26 Work in pairs. Discuss the following items:

– the advantages of marine structures;
– the types of marine structures.
9.4 Comprehension
Ex. 27 Insert the appropriate place and direction prepositions (at, from, in,
to, out, on, near (by), out of), (See “Grammar”, G.7).
1. The boy threw the stone … the river.

2. He came … the room, sat … the table and took his papers … the brief-case.
3. When the lesson was over, he put his books and copy-books … the brief-case
and came … the classroom.
4. Winters are usually very cold … the central part of our country.
5. When do you want to go … Kiev?
6. … the river there stood two big trees.
7. I lived … the South for 5 years.
8. I got this book … the library.
9. Yesterday he got a letter … his brother.
10. He took the watch … the pocket and put it … the table.
Ex. 28 Translate the time and direction prepositions in brackets (See

1. The post-office is just (перед) our house.

2. The garden is (позади) the house.
3. The house stood (около) the river.
4. He put the basket (над) the table.
5. The t˚ was (ниже) zero.
6. The t˚ was (выше) zero.
7. An aeroplane flew (над) the city.
8. There were (свыше) one hundred people at the conference.
9. The talks (между) two countries were fruitful.
10. We couldn’t find him (среди) the students.
11. He travelled (вокруг) the world.
12. They went either (на) the Caucasus or (в) the Crimea.
13. Send him (к) the manager.
14. He has never been (в) England.
15. In the evening I usually go (в) the theatre, (на) the parties or (к) my friends.
Ex. 29 Insert the appropriate time prepositions (till, at, on, to, for, in), (See
1. I will stay in Odessa … about two months.

2. I usually leave home … eight o’clock … the morning.
3. The lecture on international situation took place … the beginning of the month.
4. He came to Moscow … Saturday … 7 o’clock p.m.
5. Where are you going … the 1st of January?
6. They came to the station … a quarter … eight.
7. It happened … the 1st of June.
8. I saw her … June.
9. I haven’t seen her … June.
10. We read texts and learn new words … our lessons.
Ex. 30 Translate the time prepositions in brackets (See “Grammar”, G.7).
1. I won’t be at home (в) 7 o’clock.

2. He will come back (через) half an hour.
3. I hope you’ll do this work (за) a month.
4. My brother has English lessons (по) Fridays.
5. I will be in the library (с) 2 o’clock.
6. He returned home (в) half past eleven.
7. The bridge was built (за) several months.
8. I always repeat new words (перед) the lesson and (после) the lesson.
9. It is usually very cold (в) January.
10. The Chinese delegation came (в) the end of the month.
Ex. 31 Translate the compound prepositions given in brackets (See “Gram-

mar”, G.7).
1. There is a beautiful garden (перед) our house.

2. (Несмотря на) hard living conditions he worked much and became a well-
known scientist.
3. Give me a new dictionary (вместо) the old one.
4. We had to put off our journey (из-за) rainy weather.
5. (Невзирая на) threats he investigated the criminal case thoroughly.
6. In big ports ships are unloaded (при помощи) cranes.
Ex. 32 Choose the appropriate preposition (See “Grammar”, G.7).
1. The Prime Minister arrived ... the capital on Monday.

a) to b) in c) at
2. He came ... a two-day official visit at the invitation of the Government.
a) with b) for c) on
3. I heard it ... the radio.
a) in b) on c) by
4. I was busy and couldn’t listen ... the radio.
a) to b) on c) for
5. I congratulate you ... the event.
a) on b) with c) for
6. The conference began ... October 18.
a) at b) in c) on
7. You will find the news ... the bottom of the newspaper page.
a) at b) in c) on
8. A glass vase is made ... glass.
a) from b) out of c) with
9. Paper is made ... wood-pulp.
a) from b) with c) out of
10. What is the name of the sea ... England and France?
a) among b) between c) of
11. Two Italians were ... the plane when it crashed.
a) on b) in c) by
12. They were ... business in London.
a) with b) for c) on
13. We’ll go to Rome ... bus.
a) by b) on c) in
UNIT 10. PORTS – MEANS OF OUTER COMMUNICATION
1. Грамматика: союз, слова-заместители (the Conjunction, the Noun-Substitutes).

2. Аудирование: текст “A Tunnel, a Bridge or a Combination?”.
3. Лексика: текст “Ports – Means of Outside Communication” и упражнения.
10.1 Grammar
10.1.1 The Conjunction (See section “Grammar”, G.9)
Ex. 1 Translate the sentences with the compose conjunctions and, but, or,
while, as well as, whereas (See “Grammar”, G.9).
1. The contract was concluded on the 15th of May and the sellers chartered a ves-
sel immediately.
2. We agree to the terms of payment but object to the time of delivery.
3. This book is not very interesting but it is valuable as a historical document.
4. The village is about seven or eight kilometres from here.
5. Hurry up or you will miss the train.
6. Some people like strong coffee, whereas others don’t.
7. The function of the Parliament is to make laws, whereas the government is to
execute laws.
8. Ann works hard at her English while Kate doesn’t.
Unit 10. Ports – Means of Outer Communication 131
9. Some experiments are successful while others are not.

10. While scientists were satisfied with the new material, it was difficult to work
with.
11. We have received your telegram as well as your letter.
12. This instrument may be used for direct current as well as for alternating cur-
rent.
13. They investigated the new substances as well as their components and com-
pounds.
Ex. 2 Translate the sentences with the conjunctions (either … or, neither …
nor, both … and, not only … but also), (See “Grammar”, G.9).
1. The manager is either at the office or at the laboratory.

2. You may either come or ring me up.
3. This instrument can be used to measure either direct or alternating current.
4. The lecture well be either here or in the adjacent room.
5. You may either support or reject our proposals; you are kindly requested to put
forward your own ones as well.
6. Two hundred years ago there were neither electric lamps, nor electric motors,
telephone nor radio.
7. In an isolated system energy can neither be created nor destroyed.
8. He could neither speak nor move.
9. She moved slowly looking neither left nor right.
10. Neither students nor teachers were present at the conference.
11. This book is both interesting and instructive.
12. Both practical and theoretical work is very important for scientific research.
13. Both his friends and relatives tried to prevent him from taking that dangerous
step.
14. Much was said both in favour of and against the proposal.
15. Both iron and coal can be found among natural resources of our district.
16. We object not only to the terms of payment, but also to the time of delivery.
17. The scientist not only made a number of experiments, but also developed a new
theory.
18. Not only people, but also animals and plants suffer from environmental pollu-
tion.
19. I read not only fiction, but also scientific journals and other specialized litera-
ture.
20. The suggestion sounded not only strange but also quite unexpected.
Ex. 3 Insert with the right conjunction (See “Grammar”, G.9).
1. We decided to do our work separately … discuss each other’s part when it was
ready. (and, but)
2. We tried to do our work together … soon decided to divide it for each to do his
part separately. (and, but)
3. The war took away all his friends … relatives. He remained quite alone without
friends … relatives. (and, or)
4. I couldn’t find an answer to my question … in books … in lecture halls. (either
… or, neither … nor)
5. … the books I read … the people I spoke to could give me an answer to my
question. (Either … or, Neither … nor)
6. Much was said … in favour of … against the project. (neither … nor, both …
and)
7. Nothing was said … in favour of … against the project. (neither … nor, either
… or)
8. He spoke of the project in a round way … in favour of … against it. (either …
or, neither … nor, both … and)
9. We study various substances … their properties. (as well as, while)
10. Some substances are subject to heat treatment … others are not. (as well as,
while)
Ex. 4 Translate the sentences paying attention to the different meanings of

the subordinate conjunctions (See “Grammar”, G.9). Mind the difference between
the adverb and the preposition.
а) союз as – т.к., когда, в то время как, по мере того как, (предлог as –

как, в качестве); as long as, as soon as, as if, as though, as … as, not
so … as
1. I’ll do it as you told me.
2. As I have not read the book, I cannot tell you anything about it.
3. As I was coming here I met my brother.
4. As winter approached the day became shorter.
5. As long as you insist on these terms, we shall not be able to come to an agree-
ment with you.
6. He will do it as soon as he comes home.
7. I will send you a telegram as soon as we arrive.
8. She looks as if she were ill.
9. You answer as though you did not know this rule.
10. I get up as early as you do.
11. This book is not so interesting as I thought.
12. He promised to help her as long as she lived.
13. As you probably know, all bodies possess weight.
14. As I was not ready I couldn’t pass the exam.
15. As I rang him up he was busy with visitors.
16. As I have told you, you should not treat him as a child.
б) союз since – с тех пор как, т.к., (предлог since – с; наречие since – с
тех пор)
1. What have you been doing since I last saw you?
2. Since the documents have not arrived we can’t load these goods.
3. Since they haven’t arrived yet, we cannot open the meeting.

4. The art of wood-carving has been known since ancient times.
5. The laser technique has greatly changed since its initial use.
6. He left Moscow last year and I haven’t met him since.
7. Since the car is out of order we’ll go by train.
8. Since you are ill I’ll do the work for you.
9. Since the days of Peter I many reforms have been carried out in our country.
в) союз for – ибо, т.к., (предлог for – для, из-за, за, в течение);
союз because – потому что, т.к., (предлог because – из-за)
1. He walked quickly, for he was in a great hurry.
2. This device cannot be called a machine, for it has no moving parts.
3. We will go to the lecture on mechanics, for it seems to be interesting.
4. This instrument is reliable enough, for it has been tested several times.
5. I am at a loss, for I don’t know what to do.
6. He was working at that design for 2 days.
7. Substances for experiments should be chosen and tested thoroughly.
8. I have brought some articles for you to translate.
9. All progressive people fight for peace.
10. It is for this reason that we cannot finish the work.
11. I cannot do it because I am very busy.
12. I didn’t come yesterday because I was ill.
13. She didn’t go there because of the rain.
14. He didn’t pass the exam because he wasn’t ready.
15. He could not pass the exam because of illness.
г) after – после, после того как (союз, предлог, наречие); before – до,
перед, до того как, раньше (союз, предлог, наречие); when – когда
(союз или союзное слово); while – в то время как, тогда как; until
(till) – до, до того как
1. After the steamer had left the port, we sent a telegram to the buyers.
2. After the experiment was finished, its results were recorded and analysed.
3. After he got home, somebody rang him up.
4. After the experiment it became clear that its results are of great significance.
5. What happened after?
6. The machines must be tested by our engineers before they are shipped.
7. Some scientific theories existed for many years before they were proved to be
true or false.
8. I will leave Moscow before he returns.
9. We’ll finish our work before 5 o’clock.
10. Have you been there before?
11. I’ll speak to him when he comes.
12. I don’t know when he will return.
13. While we are experimenting with substances we must be very careful.
14. While some people recognize this fact, others don’t believe it to be true.
15. You may keep this book for a while.

16. I will stay here until I have finished my work.
17. Let’s wait till the rain stops.
18. I’ll wait until he comes.
19. I will work till dinner.
20. He didn’t go there until after the war.
д) if – если, ли; as if - как будто; in case – если, в случае; once – как

только, если, однажды (союз, наречие); provided (providing) – если,
при условии (глагол to provide – обеспечивать, предоставлять); unless
– если не; whether – ли
1. He will get the letter tomorrow if you send it off now.
2. If I were you I would do it immediately.
3. If I only knew!
4. If you come in time we’ll start the work at once.
5. He looked in the direction of the door as if he were waiting for somebody.
6. I don’t know if he understands me.
7. He asked me if I had received his letter.
8. If I see him tomorrow I will ask him about it.
9. I will ask him about it if he comes.
10. I will ask him if he will come.
11. I cannot decide whether it is true or not.
12. In case you see him, tell him about it.
13. Put on your coat in case it rains.
14. I’ll leave the message on the table in case he calls while I am out.
15. I left my address in case he should want to write to me.
16. I’ll not open the window in case the wind breaks it out.
17. Once you have promised you must do it.
18. Once you show any fear the dog will attack you.
19. I saw him only once.
20. Once he understands he’ll do his best.
21. We will be able to ship the goods at the end of May provided the order is re-
ceived immediately.
22. The test will be carried out successfully provided all the equipment is in perfect
order.
23. We can sign the agreement providing all our requirements are satisfied.
24. Ohm’s law provided the possibility of determining the resistance provided the
voltage and current are known.
25. They are providing us with necessary equipment providing we send them our
specification.
26. The expedition provided with all the necessary equipment will start tomorrow.
27. They would finish the work in time, provided they had the necessary material.
28. The firm providing us with goods is on the verge of bankruptcy.
29. I will go there tomorrow unless I am too busy.
30. He never comes unless he is called.
е) that – что, который, то что; so that – чтобы, так что; so … that –

такой … что; such … that – такой … что; in order that – для того
чтобы; though (although) – хотя
1. I am sure that he is right.
2. The difficulty is that it is impossible to carry out experiments in such a short
time.
3. That the device stopped working surprised everyone.
4. They say that the report will be followed by a discussion.
5. Give us a material that can withstand very high temperature.
6. There is one reason that should be taken into account.
7. The most important uses of this device are those that provide greater reliability.
8. That Newton discovered the laws of motion is known to everybody.
9. I gave him the book so that he might study the subject at home.
10. The loading of the goods was completed on Monday so that on Tuesday the
steamer was able to leave the port.
11. The sea was so stormy that the vessel could not leave the port.
12. I rang him up so that he knew about our arrival.
13. She is so beautiful that I can’t find suitable words to describe her beauty.
14. Our students have passed all the examinations so that now they are free.
15. The device works automatically so that it can be easily controlled.
16. There was such a storm that day that the steamer could not leave the port.
17. She is such a beautiful girl that I can’t put it into words.
18. There was such a noise outside that I couldn’t get asleep till the morning.
19. The invitations were sent out early in order that the delegates might arrive in
time for the conference.
20. The boxes were wrapped in waterproof paper in order that they didn’t suffer
from moisture.
21. In order that the atmosphere be clean we should not pollute it with harmful
substances.
22. He knows English perfectly, though he has never been to England.
23. Although we are very busy, we’ll try to come in time.
24. Though the matter is very simple, you’ll have to work a great deal on it.
25. Though it’s rather dangerous I will take the risk.
10.1.2 The Noun–Substitutes (See “Grammar”, G.8)
Ex. 5 Translate sentences paying attention to the different meaning of the

words one and ones (See “Grammar”, G.8.1).
1. He has given me one of his English books.

2. One must always observe traffic rules.
3. Не hasn’t got a radio-set, he wants to buy one.
4. Those texts are too long, we need shorter ones.
5. I will have to buy a new coat for myself and another one for my sister.
6. One thing is clear to everybody: one must study hard if one wants to pass one’s
examinations.
7. This TV set is very expensive, show me another one.
8. One never knows what may happen.
9. What other methods will they use? The one they are using now is not very ef-
fective.
10. The more one studies, the more one knows.
11. These trucks are too small; they will need bigger ones.
12. This apparatus is more powerful than the one installed in our lab.
13. He is one of the most experienced drivers.
14. This article is much more difficult than the one we translated yesterday.
Ex. 6 Translate sentences paying attention to the meanings of words that

and those (See “Grammar”, G.8.2).
1. Give me that textbook please.

2. Give me those textbooks.
3. That was a hard day.
4. Those were hard days.
5. Не thought that they would arrive tomorrow.
6. I will show you the engine that we must test.
7. The year on the Earth is twice as short as that on Mars.
8. That he is a good driver is a well-known fact.
9. I am afraid that he has fallen ill.
10. That he agreed to help his friends is only natural.
11. She said that she would come back in ten minutes.
12. The book that you gave me is very interesting.
13. The question that was discussed at the meeting yesterday is very important.
10.2 Listening
a suspension bridge – подвесной мост

span – свая
Napoleon Bonaparte the English Channel

Britain France
Ex. 9 Listen to the text “A Tunnel, a Bridge or a Combination?”.
Ex. 10 Answer the questions.
1. Who suggested the building of a tunnel under the English Channel?

2. What was the tunnel proposal?
3. What were disadvantages of this project?

4. Is it preferable to built a bridge? Why?
5. What’s the opinion of the most transport authorities?
6. Which of the project will you join to?
10.3 Speech Pattern
laying out – компоновка

harbour – гавань, порт
wharf – пристань
quay – пристань
pier – пирс
jetty – причал
shore – берег
retaining wall – подпорная стенка
vessel – корабль
accommodate – вмещать
cargo handling – обработка грузов
storage – склад, хранение
offshore structure – морское сооружение в открытом море
Ex. 12 Say Russian words with the identical root.
Location, prospect, position, commercial, expansion, modernization, to

guarantee, operation, piers, provision, liner, transportation, container.
Ex. 13 Give the meaning of the following English words:
Advantage, favourable, convenient, shape, availability, to weigh, capable of,

to double, dimension, to accelerate, extensive, mention, continuity.
10.3.2 The Text “Ports – Means of Outside Communication”
Ex. 14 Translate the word-phrases using the dictionary and paying attention
to the underlined words.
The position of the port is favourable; this structure projects into the sea and
protects the port; provision of better connections; locations of geographic advan-
tage; position for trade and prospects for industrial development.
Ex. 15 Read and translate the text “Ports – Means of Outside Communica-
tion”.
PORTS – MEANS OF OUTSIDE COMMUNICATION
1. Ports location
Historically ports sprung up at loca-
tions of geographic advantage and most fa-
vourable position for trade and prospects for
future industrial development. River or sea
routes promote a convenient means of
transportation for cargoes, building materi-
als, coal and oil, consumption goods and
passenger traffic. There is a mutually benefi-
cial influence of the growing port and the de-
veloping town.
The points claiming the foremost at-
tention in laying out the port are: most con-
venient position, most suitable shape of the
harbour and the availability of transport
routes to keep the port busy. The valuable
experience gained by designers in building
marine structures has to be weighed against
the commercial justification for this or that
project. The design has to be flexible and
capable of being modified under various
circumstances.
2. Types of port structures

Main port structures for landing are wharves or quays, piers or jetties. The
former are built parallel to the shore and are continuous structures mostly acting as
retaining walls used for berthing vessels on one side. A pier or jetty, unlike a quay,
projects into the sea providing an opportunity of both-side berthing, thus doubling
the berthing space for the same length of a wharf. Types of piers and their dimen-
sions are various. The longer the pier, the wider it must be, and the width of basin
must correspondingly be great to accommodate two vessels readily, one at each
pier, and also give room for the entry and departure of either.
With the expansion of world trade there is an everpressing need to accelerate
the speed of the ship turn-round, which, in turn, forces extensive modernization of
port equipment and the provision of better connections both with the sea and the
hinterland served by the port. Among the new cargo handling and transportation
innovations mention should be made of container traffic. It is considered a profit-
able introduction of modern technology into the field of shipping and cargo han-
dling. With the continuity of crane operation it guarantees saving time and expen-
diture.
3. Offshore structures
With the discovery of new oil and gas reserves in seas and oceans offshore
structures – powerful steel or concrete oil platforms to be installed in the open sea
– have been developed. Their purpose is to provide a base from which to perform
drilling, oil producing operations at sea. As compared to the earliest structures of
this kind in water depths of 6-15 m, the modern offshore platforms have increased
in size, weight and strength and extend as deep as 280-300 m.
10.3.3 Drilling
Ex. 16 Join the words in pairs, translate the obtained word-combinations.
carrying activities
berthing areas
cargo handling facilities
harbour movements
storage capacity
crane structures
Ex. 17 Look through the text once more and state which of the sentences ex-
presses the main idea of the text.
1. Port equipment is being increasing modernized and reconstructed.

2. The design of the port, its landing facilities and cargo handling operation are
considered here.
3. One of the fields of port operation is passenger transportation traffic.
Ex. 18 Choose the right addition to the following statements:
1. Nowadays cargo handling and transportation techniques are increasingly devel-

oping.
a) The shape of the harbour should suit the aims of port operation.
b) It forces extensive modernization of port equipment.
2. Quays and piers are the main port structures for landing.
a) The vessels must be given an opportunity of easy entry and departure.
b) Quays are built parallel to the shore while piers project into the sea.
Ex. 19 Add the following sentences with the help of variants.
1. As marine structures rank among the most expensive engineering works …

a) … they must withstand great stresses;
b) … the speed of cargo handling must be very high;
c) … their research and design should provide safety and economy.
2. The carrying capacity of the berth must be high as …
a) … there are wind and wave actions;
b) … heavy cargo handling and storing facilities are placed on it;

c) … container traffic is a cargo transportation innovation.
3. As a pier projects into the sea …
a) … an accurate design of stresses is important;
b) … the old structures demand extension;
c) … on opportunity of both-side berthing is provided.
Ex. 20 Choose the right answers.
1. What contributes to the rapid development of the port?

a) The port basin should be protected from winds and waves.
b) The expansion of trade and increase industrialization together with town de-
velopment creates favourable condition for port growth.
c) The rapid development of the port depends only on meteorological phenom-
ena.
2. How is modern technology introduced into the port operation?
a) Berthing facilities become more various in types, their dimensions increase.
b) Piers and jetties nowadays allow both-side berthing.
c) Continuity of crane operation and container traffic as modern technological
developments promotes successful port operation.
3. Why should the port design be flexible?
a) The port design should be capable of being modified under various condi-
tions.
b) The port design should provide safety and economy.
c) The geographical position should give the port design all the advantages.
Ex. 21 Choose the more suitable items of plan to the content of the text from
the following and put them in the right order.
1. Berthing facilities – wharves and piers: their types, dimensions and advantages.
2. Types of foundations for marine structures.
3. The main requirements the port layout should meet.
4. Structures for oil production at sea.
5. Conditions necessary for a port springing up and its further successful develop-
ment.
6. The necessity of greater speed in ship turn-round requires the port to be provided
with the latest innovations in the field of shipping and cargo handling.
7. Measures to protect the river banks against washing out.
Ex. 22 Correlate the Russian phrases with English ones.

а) в свою очередь 1. claim attention
б) в отличие от набережной 2. in laying out the port
в) требовать внимания 3. unlike a quay
г) при планировки порта 4. the longer the pier the wider
д) взаимовыгодное влияние 5. mention should be made of

е) следует упомянуть о 6. mutually beneficial influence
ж) чем длиннее пирс, тем шире 7. in its turn


1. Old port structures require extension or reconstruction, as the cargo handling

equipment develops and the demands are increased.
2. Quays serve to berth vessels on both sides.
3. Container traffic is assuming a more important role.
4. Port operation prevents the industrial growth of the town.
5. A pier doubles the berthing space of a wharf.
6. Passenger traffic is handled together with the cargoes.
Ex. 24 Answer the following questions to the text:
1. Why does a port design require especially thorough research and an accurate de-
sign?
2. Why is there a need to accelerate the speed of the ship turn-round?
3. Why should continuity of crane operation be guaranteed?
4. How do quays differ from piers?
Ex. 25 Tell about the different port structures.
10.4 Comprehension
Ex. 26 Answer the following questions according to the pattern. Use the
words one or ones instead of the nouns to avoid repetition (See “Grammar”,
G.8.1).
Pattern: a) Have you got a handbag? (black)

– Yes, I’ve got a black one.
b) Has Nelly got winter gloves? (red)
– Yes, she’s got red ones.
1. Have you got a raincoat? (brown)

2. Has she got a bathing-suit? (yellow)
3. Have they got a car? (blue)
4. Has she got a new suit? (grey)
5. Has she got a watch? (gold)

6. Has Peggy got a summer hat? (white)
7. Have the boys got a boat? (green)
8. Has Kate got a new dress? (pink)
9. Has Jim got new shoes? (brown)
10. Has Jane got a new pair of stockings? (black)
11. Has Paul got silk ties? (green and red)
Ex. 27 Ask the general questions replacing the noun by the words one, ones
to avoid repetition (See “Grammar”, G.8.1).
Model: He needs that pencil. (red)

Do you mean the red one?
1. He wants that bag. (black)

2. I need that plate. (small)
3. They want these dictionaries. (English)
4. She wants that cup. (yellow)
5. We want those spoons. (big)
6. She needs these note-books. (brown)
7. I need that novel. (new)
8. He wants that knife. (long)
Ex. 28 Choose the right variant (See “Grammar”, G.9).
1. A man is ... old ... he feels.

a) so ... as b) as ... as c) as ... that
2. The fellow that agrees with everything you say is ... a fool ... he is getting to skin
you.
a) both ... and b) not only ... but c) either ... or
3. Nothing ... needs reforming ... other people's habits.
a) so ... as b) as ... that c) as ... as
4. ... your daughter ... your niece have made great progress.
a) As ... as b) So ... as c) Both ... and
5. Her eyes were ... large ... small.
a) either ... or b) neither ... nor c) nor... or
Ex. 29 Translate from English into Russian using the words from the Unit.
The most favourable position, consumption goods, passenger traffic, laying

out the port, suitable shape of the harbour, to be flexible and capable of being
modified, retaining wall, main port structures (wharves and quays, piers and jet-
ties), storage, the speed of the ship turn-round, container traffic.
Unit 11. General Description of a Ship 143
Ex. 30 Translate from Russian into English using the words from the Unit.
Места географического преимущества, для торговли и перспектив бу-

дущего промышленного развития, взаимовыгодное влияние, коммерческое
оправдание, для швартовки, используемые для швартовки судов одним бор-
том, типы пирсов и их размеры, вмещать два судна сразу, место для входа и
выхода из пристани, с расширением мировой торговли, вечнодавлеющая по-
требность, внутренняя территория суши, обработка груза, нефтяные и газо-
вые месторождения в море, осуществлять бурение.
UNIT 11. GENERAL DESCRIPTION OF A SHIP
1. Грамматика: неопределенные времена активного залога (the Indefinite Active).

2. Аудирование: текст “Francis Drake”.
3. Лексика: текст “General Description of a Ship” и упражнения.
11. 1 Grammar: the Indefinite Active (See section “Grammar”, G.15, G.15.1)
Ex. 1 Put the verbs in brackets in the 3d person singular in the Present In-
definite Tense (See “Grammar”, G.15.1.1).
1. He (to work) hard at his English.

2. She (to speak) many foreign languages.
3. It (to take) me much time to cook dinner.
4. My friend (to receive) many letters from England.
5. His father (to write) articles on cargo transportation and (to send) them to many
journals.
6. The lecture (to begin) at 9 sharp.
7. The new equipment (to cost) 5 million roubles.
8. The book (to give) a good idea of this problem.
9. He (to teach) German at the University.
10. The airplane (to cross) the Pacific Ocean for about 2 hours.
Ex. 2 Answer the questions using the Present Indefinite. Use the adverbs in
brackets (See “Grammar”, G.15.1.1).
1. What time do you go to the Institute? (generally, usually)

2. What do you do on Sunday mornings? (often)
3. How do you spend your leisure time? (usually, occasionally)
4. What sort of radio programmes do you listen to? (usually, often, always)
5. How do you help your parents? (always, sometimes, usually)
6. What sort of films do you enjoy? (nearly always)
7. Where do you read for your examinations? (normally, sometimes)
8. Where do you have your meals? (usually, sometimes)
9. What do you take if you have a headache? (generally, usually)

10. How do you celebrate your birthday? (nearly always, occasionally)
Ex. 3 Put the following sentences in the Past and the Future Tenses (See
“Grammar”, G.15.1, G.15.1.1, G.15.1.2, G.15.1.3):
а) with regular verbs

1. He plays tennis very well.
2. She helps me in my work.
3. They repeat new grammar rules before the lesson.
4. I prepare my home-task in the evening.
5. I watch TV every day.
6. He asks many questions.
7. I never listen to the radio.
8. Our students always answer well at the lessons.
9. I translate texts from Russian into English.
10. My father returns home very late.
b) with irregular verbs

1. The film begins at 6 p.m.
2. He always comes in time.
3. We go to the University by bus.
4. They do everything properly.
5. My friend gives me interesting books to read.
6. I know English well.
7. I see it with my own eyes.
8. She takes books from the library.
9. My son tells me everything.
10. We write test-papers at the end of the term.
11. He finds all the necessary data in reference books.
12. Our manager leaves abroad.
13. Our family spends summer holidays in the country.
14. Our teacher speaks three foreign languages.
15. I think about your suggestion.
Ex. 4 Make up questions. A friend has just come back from Italy and you are
asking him (See “Grammar”, G.15.1).
Examples: What place / go? – What place did you go to?

The weather / fine? – Was the weather fine?
1. how long / stay there?

2. stay in a hotel?
3. go alone?
4. how / travel?
5. the food / good?

6. what / do in the evenings?
7. make any friends there?
Ex. 5 Put the following sentences in the interrogative and the negative forms
(See “Grammar”, G.15.1):
а) Present Indefinite
1. He speaks French.
2. She plays the piano.
3. They often come here.
4. We work in the library every day.
5. I read newspapers in the morning.
6. His parents always give him foreign magazines to read.
7. You write new words before the lesson.
8. His sister lives in Siberia.
9. My friend goes to the theatre every week.
10. Her son learns two foreign languages.
11. He usually does English exercises at home.
12. The article describes the new scientific discovery.
13. The articles describe the newly discovered phenomena.
14. I often meet this engineer here.
15. He meets foreign delegations every month.
b) Past Indefinite
1. She translated many exercises yesterday.
2. Last year he lived in Moscow.
3. They returned home late.
4. We discussed a lot of problems at the meeting.
5. The scientist finished his experiment two days ago.
6. My working day lasted eight hours.
7. The students repeated the new grammar rules.
8. He knew English when he was a child.
9. She spoke to us about her plans.
10. He went home after classes.
11. My parents wrote to me very often last year.
12. I got this letter yesterday morning.
13. The commission took all the facts into account.
14. The lesson began at 9 o’clock.
15. She told the news to everyone.
с) Future Indefinite
1. I’ll do it tomorrow morning.
2. He will go there by bus.
3. It will take me two hours to get there.
4. We will graduate in 5 years.

5. My sister will stay with us for several days.
6. She will forget about it.
7. They will remember us.
8. Our students will go to the UK next summer.
9. The plant will produce new machinery.
10. Our University will train specialists in ship-building.
Ex. 6 Make up questions. Begin the questions using the word(s) in brackets
Examples: Bob plays chess. (How often)? –

How often does Bob play chess?
I get up early. (What time / usually?) –
What time do you usually get up?
1. Felix watches birds. (How often?)

2. I write to my parents. (How often?)
3. I have dinner in the evening. (What time / usually?)
4. She works. (Where?)
5. I go to the Zoo. (How often?)
6. People do stupid things. (Why?)
7. The motor breaks down. (How often?)
Ex. 7 Make one sentence from two sentences using the conjunctions in
brackets (See “Grammar”, G.15.1).
Example: They are off soon. You must visit them before that. –
You must visit them before they are off.
1. I’m going to finish my work. Then I’ll go to the cinema. (when)

2. He’ll spend a week in Brussels. Then he’ll go to England. (before)
3. He’ll come to London in April. He can stay with us. (when)
4. It’s going to be dark soon. Let’s leave before that. (when)
Ex. 8 Make up the tag questions (See “Grammar”, G.15.1, G.25.2).
1. The engineers design the new type of the vessel.

2. The team of designers introduces a new vessel.
3. The ship left the harbour yesterday.
4. The manufacturers supplied us with all necessary goods regularly last year.
5. They will become engineers in 5 years.
Ex. 9 Say when you are going to do something. Use the adverbs in brackets.
Model: to write to your parents (tomorrow)

I am going to write to my parents tomorrow.
1. to speak to the manager (after lunch)

2. to take examination period (in winter)
3. to build a ship (next year)
4. to ring your sick friend (in the evening)
5. to become a manager (after graduating from the University)
6. to write the Christmas cards (on the eve of the holiday)
7. to buy train tickets for Vladivostok (in a week)
8. to get married (soon)
9. to play with children (just now)
Ex. 10 Translate the sentences paying attention to the tenses (See “Gram-
mar”, G.15.1).
1. Our library supplies the students with all necessary books.

2. He worked hard and finished the work before the appointed time.
3. I am sure he will follow my advice.
4. We got a letter from him and everything became clear.
5. He will join the Students Scientific Society next term.
6. He did everything in his power to help us.
7. The train arrives in an hour and leaves tomorrow morning.
8. Water turns into ice when the temperature drops below zero.
9. I think you gave up the idea of learning French.
10. Practical work follows theoretical study.
11. Most English Universities combine faculties of engineering with science facul-
ties.
12. The close contacts of higher schools with research Institutes help the students
to learn modern research methods.
13. Our scientists and engineers work out new systems and new models of robots.
14. This professor graduated from Moscow University and obtained his doctor’s
degree two years ago.
15. Last year he published many works and took part in numerous conferences and
symposia.
16. Next month he will make a report on cargo transportation.
17. The work will be difficult; it will probably take us a few years to complete.
18. We wrote an article on the results of the experiment.
19. Next week we will make all the necessary measurements and obtain additional
data.
20. The experiments will help us to get reliable information.
21. He said he would take part in the conference.
22. She answered she would never forget us.
23. The professor said that he would deliver lectures on nuclear physics.
24. The student asked if he would have practical training at the plant.
25. The director assured us that he would consider all our proposals.
11.2 Listening
Ex. 11 Get acquainted with the unknown word.
a born sailor – прирожденный моряк
Plymouth the Strait of Magellan

Cape Horn the Pacific
Java England
the Cape of Good Hope Spanish ships
the Canary Islands the Atlantic Ocean
the West Indies Spain
Francis Drake South America
Central and North America the south of Asia
the Indian Ocean the Spanish Armada
the English Channel
Ex. 13 Listen to the text “Francis Drake”.
1. What was F. Drake?

2. How did he become the captain of a ship?
3. What made him become a pirate?
4. How did Drake revenge the king of Spain?
5. What has happened to Drake at the end of his life?
6. Where was he buried?
Ex. 15 Tell about his round-the world voyage.
11.3 Speech Pattern
hull – корпус
foremost – передний, носовой
bow – нос судна
rearmost – кормовой, самый задний

stern – корма судна
midships – середина судна
side – сторона, борт
portside – левый борт
starboard – правый борт
bottom – дно, днище
frame – шпангоут, мн.ч. набор (корпуса корабля)
plating – обшивка, лист, плита
ship's underwater body – подводная часть корпуса
waterline – ватерлиния
freeboard – надводная часть судна
watertight – водонепроницаемый
compartment – отсек
bulkhead – переборка
across the ship and along – вдоль и поперек
engine room – моторное отделение
cargo space – грузовое помещение
tank – танк, резервуар, цистерна
dry cargo ship – сухогруз
hatch – люк
access – доступ
hold – трюм
liquid cargo ship – танкер
opening – отверстие
forepeak – форпик
afterpeak – ахтпик
wing tank – бортовая цистерна
tanktop – второе дно, палубное перекрытие над
цистернами двойного дна
double bottom tank – междудонная цистерна
permanent housing – постоянные постройки
superstructure – надстройка
to gain more space for cargo – чтобы выиграть больше места для груза
location – местоположение
forecastle – бак
raised forecastle – возвышенный бак
after – кормовой, задний
poop – корма, ют
cargo handling facilities – оборудование для обработки груза
winch – лебедка
derrick – грузовая стрела
mast – мачта
post – стойка, мачта
fluid – жидкий
to incline – наклонять, зд. иметь тенденцию
(to) watch – вахта, наблюдение; следить, наблюдать
trim – дифферент, посадка судна, правильное
размещение груза на судне
stem – форштевень
draught marks – марки углубления
inclination – уклон, скат
faulty loading – неправильная нагрузка
(to) heel – крен; наклонять(ся)
grid – решетка, гребень
to engrave – (вы)гравировать
Load Line Certificate – свидетельство о грузовой марке
fluid pressure – давление текучей среды
list – крен
severe penalty – серьезное наказание, большой штраф
Ex. 17 Translate and remember the meaning of the following words:
Кормовая часть, носовая часть, основная палуба, левый борт, правый

борт, ряд водонепроницаемых отсеков, водонепроницаемые переборки, вер-
тикальные стальные стенки, вдоль и поперек судна, отверстия для доступа,
люки и трюмы сухогруза, люки и трюмы танкера, грузовое помещение для
оборудования, чистое моторное отделение, марки углубления на ватерлинии,
решетка на палубе, дифферент и крен судна, сильное давление текучей сре-
ды, серьезное наказание за неправильную нагрузку.
11.3.2 The Text “General Description of a Ship”
port penalty cover

marine structure distance
tank steel vertical
liquid double permanent
contain location pressure
extreme indicate circle
Ex. 19 Read the text “General Description of a Ship” and translate it with
the help of dictionary if necessary.
GENERAL DESCRIPTION OF A SHIP
1. The main body of a ship
The main body of a ship is called a hull. The hull is divided into three main
parts: the foremost part is called the bow; the rearmost part is called the stern; the
part in between is called midships. The hull is the main part of the ship. This is the
area between the main deck, the sides (port and starboard) and the bottom. It is
made up of frames covered with plating. The part of the hull below water is the
ship’s underwater body. The distance between the waterline and the main deck is
the vessel’s freeboard. The hull is divided up into a number of watertight com-
partments by decks and bulkheads. Bulkheads are vertical steel walls going across
the ship and along.
The hull contains the engine room, cargo spaces and a number of tanks. In
dry cargo ships the cargo space is divided into holds. Openings giving access to
holds are called hatches. In liquid cargo vessels the cargo space is divided into
tanks.
2. On deck facilities
At the fore end of the hull are the forepeak tanks, and at the after end are af-
terpeak tanks. They are used for fresh water and fuel. If a ship has double sides, the
space between the sides contains wing tanks. The space between the tank top and
the space contains double bottom tanks.
All permanent housing above the main deck is known as superstructure.
Nowadays, cargo vessels are normally built with the after location of the engine
room and bridge superstructure to gain more space for cargo. The forward raised
part of the deck is called the forecastle and its after raised part is the poop. On deck
there are cargo handling facilities, such as cranes, winches, derricks, etc. Ships
having derricks also have cargo masts and cargo posts (or Samson posts) on deck.
3. Ship location when loading

Since a ship is supported by fluid pressure, she will incline in any direction
in the process of loading according to the position of the weights placed on her.
Therefore the ship’s position below water must be closely watched. The angle that
a ship is making fore and aft with the water is known as trim. An extreme differ-
ence between the water levels at each end of the ship indicates bad loading. The
levels are read by numbers painted on the ship’s stern and called draught marks. A
list or inclination from one side to another, caused by faulty loading, is known as
heel. In the course of loading load lines must be watched above all. The load lines
are engraved and then painted on the both sides of ships. The divided circle on the
left shows the depth to which the ship may be loaded in summer time. Below this
line are, on the grid to the right, two lines. The one marked W means winter load-
ing, the lower one marked WNA means the maximum depth to which the ship may
be loaded if she is going across the North Atlantic in winter. The other marks
above these are: Т for tropical, F for fresh water. These lines are shown on the
ship’s Load Line Certificate. In case of overloading a ship, so that these lines are
under water, the penalties are severe.
11.3.3 Drilling
Ex. 20 Find in the text the main part of the ship and write down then in your
copy-books.
Ex. 21 Find and read out:

– the sentences in the Present Indefinite Active from the passage 1 “The main body
of a ship” (6 sentences).
– the words with the ending –s from the passage 3 “Ship location when loading”
and state whether they are – a) nouns in the plural, b) verbs in the 3d person singu-
lar in the Present Indefinite Active, c) nouns in the possessive case.
Ex. 22 Fill in the sentences using words and phrases from the text.
1. The main body of a ship is called a ….

2. The foremost part of the hull is called the …; its rearmost part is called the …;
the part in between is called ….
3. The hull is the area between the main …, the … and the ….
4. The hull is made up of … covered with ….
5. The part of the below water is the ship’s … body.
6. The distance between the waterline and the main deck is the vessel’s ….
7. The hull is divided up into a number of watertight … by … and bulkheads.
8. … are vertical steel walls going across the ship and along.
9. The hull contains … room, … spaces and a number of ….
10. In dry cargo ships the cargo space is divided into ….
11. Openings giving access to holds are called ….
12. At the fore end of the hull are the … tanks, and at the after end are … tanks.
13. They are used for … water and ….
14. If a ship has double sides, the space in between contains … tanks.
15. All permanent housing above the main deck is known as ….
16. The forward raised port of the deck is called the … and its after raised part is
the ….
_________________________________________________________________
Freeboard, midships, tanks, forepeak, compartments, superstructure, holds, hull,
engine, frame, deck, underwater, bow, sides, fuel, poop, wing, bottom, stern,
hatches, bulkheads, cargo, plating, decks, afterpeak, fresh, forecastle.


1. The main body of a ship is called a trim.

2. The hull is divided into five main parts.
3. The part of the hull below water is the ship’s upwater body.
4. The distance between the waterline and the main deck in the vessel’s freeboard.
5. The hull is divided up into one watertight compartment.
6. Bulkheads are horizontal steel walls going across the ship and along.
Ex. 24 Ask your groupmates (See “Grammar”, G.25.2):
1. how the main body of a ship is called;

2. how many parts the hull is divided into;
3. how the main parts of the hull are called;
4. what the hull of a ship is made up of;
5. what spaces the hull contains;
6. what tanks the hull contains.
Ex. 25 Make up as many questions as possible to the following sentences

(See “Grammar”, G.25.2):
1. The space between the tank top and the space contains double bottom tanks.
2. The ship will incline in any direction in the process of loading.
3. Last century all vessels had fore location of superstructures.
1. How is the main body of a ship called?

2. What parts is the hull divided into?

3. What is the hull made up of?
4. What cargo spaces are there in dry cargo ships?
5. What tanks are there in dry cargo ships?
6. What are these tanks be used for?
7. Can these tanks be used for carrying the cargo?
8. What is a superstructure?
9. Where is the superstructure located on modern ships?
10. What cargo handling facilities are there on deck?
11. What do we call the forecastle / the poop?
12. What is trim / heel?
Ex. 27 Make up dialogues about parts of a ship.
Ex. 28 Give the general description of a ship.
Ex. 29 Look through the text (5 min). Give a short summary of the text in
Russian.
The total length of the navigable inner waterways in the Khabarovsk Krai is
3.2 thousand km (along the Amur, the Ussuri, the Amgun, the Tunguska and the
Maya rivers) with the navigation period on the Amur River lasting 160-180 days a
year.
The advantage of the Amur River basin is the possibility of a direct connec-
tion with the Sea of Okhotsk coast, the Sakhalin Island, China and with the sea-
ports of most of the Asia-Pacific Region countries. During the previous years the
geography of outward voyages of the Russian river seagoing ships was expanded
considerably. New routes to Japan, Shanghai, Singapore, Hong Kong, Pusan and
Inchon were developed.
There are excellent prospects for increasing the volume of Chinese transit
along the rivers of the Sungari, the Ussuri and the Amur. The main seaport of the
Khabarovsk Krai is Vanino. Every year 3.5 thousand ships, 170 thousand railways
cars and 10 million tons of cargo are processed at the port, with 500 thousand tons
of cargo processed through a complex of large capacity containers.
The year round operation of the port is ensured by the ice breaker fleet.
11.4 Comprehension
Ex. 30 Write down the following sentences in the singular in the Present In-
definite (See “Grammar”, G.15.1.1).
1. The students work in the laboratory every day.

2. My children go to school.
3. They get new books from the library every month.
4. They usually visit their grandparents on week-ends.
5. The postmen bring newspapers twice a day.

6. They know many English words.
7. My friends take English lessons three times a week.
8. The pupils repeat new rules before the lesson.
9. We usually read newspapers in the evening.
10. The workers come to the factory at 8 o’clock.
Ex. 31 Put the verbs in brackets in the appropriate tense form (See “Gram-
mar”, G.15.1).
1. The delegation (to start) for London two days ago.

2. The train (to leave) at 5 p.m. every day.
3. I usually (to stay) with my friends for the week-end.
4. He (to finish) the experiment next week.
5. He (to come) to us only yesterday.
6. He (to write) letters to his parents every week.
7. He always (to read) English books in the original.
8. I often (to speak) with my friend about our plans.
9. He (to put) the documents on the table and (to go) out of the room.
10. Last year I often (to go) to the theatre.
11. I (to read) a lot in childhood.
12. I (to wait) for you tomorrow.
13. I hope the next mail (to bring) news from home.
14. He (to work) in the laboratory the day after tomorrow.
15. He (to become) an engineer in 5 years.
16. He said that he (to return) very soon.
17. She knew that he (to come) in a day or two.
18. He said that he (to send) the telegram the following day.
19. They informed us that the delegation (to arrive) next Sunday.
20. I was sure that he (to join) us as soon as possible.
Ex. 32 Match the words in the two columns.
1. hull a) fresh water

2. bow b) vertical steel walls across and along the ship
3. stern c) foremost part
4. midships d) tanks at the after end
5. underwater body e) tropical
6. freeboard f) openings of holds
7. bulkheads g) main body
8. hatches h) distance between waterline and the main
9. tanks deck
10. forepeak tanks i) winter loading
11. afterpeak tanks j) cargo handling facilities
12. heel k) rearmost part
13. superstructure l) maximum depth to be loaded crossing the

14. cranes, winches, derricks North Atlantic in winter
15. W mark m) tanks at the for end
16. WNA mark n) part between the bow and the stern
17. T mark o) cargo space for fluid
18. F mark p) all permanent housing above the deck
q) part below water
r) list, inclination
Ex. 33 Choose the right verb form (See “Grammar”, G.15.1, G.11, G.12).
1. There … not a passion so strongly rooted in the human heart as envy.

a) is b) were c) are
2. … there millions of stars within our galaxy?
a) is b) are c) has … been
3. Civilization will never flow backward while there … youth in the world.
a) has been b) are c) is
4. There is … in the garden waiting for you.
a) Pete b) your friend c) a man
5. There … ten pens and a magazine on the table.
a) is b) are c) was
6. … there … a lecture tomorrow?
a) Will … be b) Was … be c) Would … be
7. About 85 percent of American students … public schools which are supported
by state and local taxes.
a) attended b) have attended c) attend
8. What … American public schools teach?
a) are b) do c) does
9. Wise kings generally … wise councilors.
a) to have b) has c) have
10. All historical places of London … in the West End.
a) had been b) were c) are
11. The city of Montreal … 70 square miles.
a) covering b) covers c) is covered
12. Man … live by bread alone.
a) do not b) does not c) is not
13. Perhaps in the future men … on the sea, away from the crowded and noisy cit-
ies on land.
a) will live b) would live c) are living
14. The student … as an apprentice to a trained worker next week.
a) works b) will work c) would work
15. During the apprenticeship period the student … to earn money.
a) begins b) would begin c) will begin
16. We … take a vacation this month.
a) is not b) did not c) will not
Unit 12. Types of Vessels 157
17. Sir Walter was a proud knight and … to think that he had to submit to the
commands of a tyrant lord.
a) had hated b) was hating c) hated
18. … you … the ancient stone carvings at the museum last week?
a) Have … seen b) Did … see c) Had … seen
19. Dinosaurs … millions of years ago.
a) died out b) had died out c) were died out
20. In the year 1620 a ship named The Mayflower … 120 Englishmen to the rocky
coast of America.
a) has brought b) brought c) had brought
UNIT 12. TYPES OF VESSELS
1. Грамматика: продленные времена активного залога (the Continuous Active).

2. Аудирование: текст “Traffic Lights”.
3. Лексика: текст “Types of Vessels” и упражнения.
12.1 Grammar: the Continuous Active (See section “Grammar”, G.15.2)
Ex. 1 Translate the sentences paying attention to the tense forms of the
predicates (See “Grammar”, G.15.1, G.15.2).
1. She usually translates new texts very quickly.

She is translating a new text now.
2. She translated the new text yesterday.
She was translating the new text all the evening yesterday.
3. She will translate the new text tomorrow.
She will be translating the new text from 5 to 7 o’clock tomorrow.
4. We write dictations every day.
We are writing a dictation now.
5. We wrote a dictation at the previous lesson.
We were writing a dictation for half an hour.
6. We will write a dictation next time.
We will be writing a dictation when you come.
7. They often make experiments in the laboratory.
They are making an experiment.
8. They made a number of experiments last week.
They were making experiments for a long time.
9. They will make an experiment in a week.
Tomorrow at 5 o’clock they will be making an experiment.
Ex. 2 Change the Indefinite tenses to the Continuous ones adding necessary
adverbs or time attributives (See “Grammar”, G.15.1, G.15.2).
1. I prepare for examinations in the library.

2. He reads scientific journals.
3. My sister works at her thesis.
4. The students study new words at the lesson.
5. They have dinner at home.
6. The engine rotated with high speed.
7. They built a new metro line.
8. The car went in the opposite direction.
9. We discussed a very important problem.
10. The scientist spoke about the discovery.
11. They will listen to the lecture tomorrow.
12. Tomorrow we shall have a laboratory work.
13. The engineer will test the new equipment on Monday.
14. They will show a new TV program next week.
15. The plant will install the new safety system.
Ex. 3 Put the following sentences into the Past Continuous and Future Con-
tinuous Tenses adding necessary adverbs or time attributives (See “Grammar”,
G.15.2).
1. They are looking at the blackboard.

2. I am listening to the concert from the Philharmonic Society.
3. He is looking through a magazine.
4. The train is approaching the station.
5. We are speaking over the telephone for 10 minutes.
6. The English students are writing their examination paper.
7. The professor is delivering a lecture.
8. I am working in the laboratory.
9. The doctors are examining their patients.
10. The director is making arrangements over the telephone.
Ex. 4 Put the sentences into the interrogative and negative forms (See
1. They are still discussing the first report.

2. The secretary is looking through the morning mail.
3. I am carrying out an experiment.
4. We are leaving the town tonight.
5. You are having a rest now.
6. The secretary was typing the report all the morning.
7. People were hurrying to the station.
8. We were packing our things when he came.
9. He was waiting for us at 5 o’clock.

10. I was having visitors at this time yesterday.
11. We will be playing chess for half an hour.
12. They will be still discussing our proposal when we come.
13. I will be writing a report at 5 o’clock tomorrow.
14. The laboratory assistant will be taking readings of the apparatus from 5 to 7
p.m.
15. Tomorrow at this time you will be sailing across the English Channel.
Ex. 5 Put the verbs in brackets in the appropriate Continuous tenses (See
1. Now they (to organize) another kind of experiments in the laboratory.

2. Where is Peter? – He (to play) volley-ball.
3. Listen! The telephone (to ring).
4. The man who (to smoke) a pipe at the window now is my brother.
5. Don’t ring him up now! I think he still (to work) in the laboratory.
6. I (to read) all the evening yesterday.
7. When I came the secretary (to type) the letters.
8. Large crowds of people (to wait) at the station when the delegation arrived.
9. It (to rain) from nine to eleven last night.
10. The train couldn’t stop at once because it (to travel) too fast.
11. I (to wait) for him at 7 o’clock tomorrow.
12. At this time tomorrow I (to have) an English lesson.
13. He (to work) all day tomorrow.
14. The day after tomorrow we (to install) the new equipment from 6 to 8 p.m.
15. When you come back they still (to discuss) our proposal.
Ex. 6 Translate the sentences paying attention to the predicates (See

1. He is planning to begin a new set of experiments on crystals.

2. We are analysing the experimental data.
3. The laboratory staff is gathering for a meeting.
4. I am taking a post-graduate course in shipbuilding.
5. Our scientists are making a great contribution to the development of world sci-
ence and technology.
6. The students were checking and adjusting the devices all day yesterday.
7. We were making measurements and recording the data for 2 hours.
8. He was making computations in the laboratory when the telephone rang.
9. My scientific adviser was working on a new theory when the conference be-
gan.
10. I was writing the article for a long time.
11. The department will be conducting tests on new materials for two weeks.
12. During the whole next year those specialists will be studying new substances.
13. At 5 o’clock tomorrow I will be testing this device.

14. When you come we will be making preparations for the departure.
15. The students will be making measurements and recording the data from 5 to 7
p.m.
16. He said that he would be making computations for 2 hours.
17. The laboratory assistant confirmed that he would be taking readings of the ap-
paratus all the evening.
18. She said she would be taking her exam from 9 to 11 a.m.
19. It was clear that the device would be functioning only for half an hour.
20. He asked if we would be still working during the break.
Ex. 7 Put the verbs in brackets into the Present Indefinite and the Present
Continuous (See “Grammar”, G.15.1.1, G.15.2.1).
1. Mr. Smith (teach) us at present. He (substitute) for Mr. Reese, who (be) our
regular teacher.
2. I (go) to visit Peter tonight. He (leave) tomorrow morning. – He (come) back
the same day? – I (not / know).
3. John often (stay) in a hotel when he (come) to town, but tonight he (stay) with
us.
4. The fourth class always (meet) on the 18th floor, but our class (meet) on the 17th
floor. However, since they (paint) our regular classroom now, we (go) to meet
in the club-room today.
5. Nick (leave) today. – What train he (take) for his journey? – He (catch) the
5.50 train.
6. The mechanic (repair) my car today. So I must go to work by the underground.
7. You (write) him tonight? – Yes, I always (write) him on his birthday. You
(want) send any message? – Certainly.
8. John (say) he (leave) for Chicago on the fifteenth.
9. I (go) to the seaside on my holiday.
10. My brother (come) to see me next week.
11. Whenever I (call) at the Smiths’ home, they (play) cards. I really (think) they
(play) every night.
12. Jack (make) at least ten spelling errors in every lesson.
Ex. 8 Open the brackets. Use the Past Indefinite in case of permanent, re-
peated one-time actions. Use the Past Continuous if the action is a temporary one
taking place at a given moment in the past (See “Grammar”, G.15.1.2, G.15.2.2).
1. I (open) the shutters and (look) out. The car (stand) where I had left it.
2. Suddenly I (realize) that they (not / pay attention) to me any longer. They (mut-
ter) something and all (look) in the same direction. I (turn) my head and (look)
where they all (look). A man (come) slowly down a steep little street that (lead)
uphill between the houses on my right.
3. On my left I (see) the lights of the first house of the village, and I (hurry) to-
wards it through the wood when a sudden flash of light (make) me stop.
4. At that time I (look) for a job.

5. Miss Nobbs (not / see) him leave the office. At half past four she (make) herself
a cup of tea in a small recess off the main corridor.
6. The idea first (occur) to me that afternoon as I (back) the car into the garage.
7. I probably (drop) the key when I (fish) for small change in my bag at the news-
stand.
8. All through the night I (hear) them work, open drawers, drag cases over the
floor. They (pack).
Ex. 9 Extend the statements in the Future Continuous Tense, using the
words in brackets (See “Grammar”, G.15.2.3).
Example: Don’t call for me at six. (have a bath)

Don’t call for me at six; I will be having a bath.
1. Don’t ring them up at seven in the morning. (sleep)

2. Don’t send us any letters in June. (travel)
3. Don’t call on us tonight. (pack)
4. Don’t come to see her after lunch. (type)
5. Don’t leave the child alone. (cry)
6. Don’t tell Granny about it. (grumble)
7. Don’t expect him to come next Saturday. (work)
8. Don’t wait for Maggie tomorrow. (keep to her room)
Ex. 10 Put the verb in brackets into the Present Indefinite, the Future In-
definite and the Future Continuous Tenses (See “Grammar”, G.15.1.1, G.15.1.3,
G.15.2.3).
1. When I (get) home, my animals (sit) at the door waiting for me.
2. It (be) the middle of June. They (come) soon.
3. If you (want) to see us, come to Tom’s on Sunday. We (wait) for you there at
midday.
4. At this time next week they (board) the plane to London.
5. They (have) English from nine to ten in this room.
6. I (wait) for you when you (come).
7. I (call) for her at eight. – No, don’t; she still (sleep).
8. They are so angry. A few more words and they (quarrel) again.
Ex. 11 Read the story. Insert while, during, or for (See “Supplement 1”, ta-
ble 9).
A DISASTROUS SAILING HOLIDAY
Bill and Simone Butler left Miami one summer weekend on their annual
sailing holiday in their boat Siboney. They wanted to sail round the Caribbean Sea
… two weeks.
… their holiday, they saw a large group of whales (киты). Bill and Simone
were very excited. Unfortunately, … they were watching them, the whales began
to hit the side of the boat.
Suddenly, water started flooding in (захлестывать), and they realized that

they were in trouble. They quickly jumped into the lifeboat ... the boat was sinking,
and watched it disappear under the sea.
Fortunately, they had enough food and water … twenty days. They also had
a fishing line and a machine which made salt water into drinking water. These two
things helped them to survive … their terrible experience.
… the next 50 days they caught about ten fish a day and ate them raw. They
saw about twenty ships, but although they waved and shouted … they were pass-
ing, nobody saw them. They were becoming weaker and weaker. Then, just as they
were beginning to lose hope, a fishing boat rescued them. Their disastrous holiday
was over.
12.2 Listening
traffic lights – светофор

to explode – взрываться
Ex. 13 Pronounce the following geographical names:
the House of Parliament America

New York Britain
London St. James’s Street
Piccadilly Los Angeles
Ex. 14 Listen to the text “Traffic Lights”. When listening to the text fill in
the table.
Date Place Event
Ex. 15 Say which of the following is not true using the clichés:

1. The first traffic signal was the cause of death of a British policeman.
2. The fist traffic signal was invented in the House of Parliaments.
3. The first traffic signal didn’t look like the traffic lights of today.
4. The first traffic signal was placed near the Palace of Westminster.
Ex. 16 Choose the right variant answering the question: what are ‘traffic
lights’ installed for?
a) special signal controlling road traffic by colored lights;

b) movement of cars along roads;
c) an official controlling the movement of cars;
d) regulation of traffic with the help of colored lights.
Ex. 17 Whom do we owe to the traffic lights of the type we use now?
1. Americans;
2. Members of Parliament from Westminster Palace;
3. Britons;
4. Sleeping motorists.
12.3 Speech Pattern
reefer = reefer ships – суда для перевозки рефрижераторных

грузов
LASH–carrier =
lighters aboard ship-carrier – лихтеровоз
OBO ship =
oil / bulk / ore–carrier – нефтерудовоз, балктанкер
PROBO ship =
product / oil / bulk / ore–carrier – судно, предназначенное для транспор-
тировки нефтепродуктов, сырой нефти,
навалочных грузов и руды
CONBULKER =
container / bulk–carrier – комбинированное судно, предназначен-
ное для перевозки контейнерных и / или
навалочных грузов
hybrid vessels – суда гибридного типа, сочетающие раз-
личные способы погрузки / выгрузки
adjustable – регулируемый
ramp – аппарель
barge – баржа
cellular – ячеистый
to encourage – способствовать
cargoport – лацпорт
running costs – эксплуатационные расходы
fuel consumption – расход топлива
versatility – многосторонность
classification type tanker

universal principal specialize
refrigerator popular crane
assistance dock contain
extreme form barge
foot combine condition
ocean port compromise
transform multi adapt
standard roll method
12.3.2 The Text “Types of Vessels”
Ex. 20 Read the text “Types of Vessels” and translate it with the help of dic-
tionary if necessary.
TYPES OF VESSELS
1. Classification of vessels
On one hand, all cargo ships are divided into two types: dry cargo ships and
tankers. On the other hand, cargo ships may be divided into universal ships de-
signed to carry principal different types of cargo and specialized ships designed to
carry one type of cargo (e.g. bulk cargo, timber, refrigerated goods, oil, etc.) Such
specialized ships as bulkers (= bulk-carriers), timber-carriers, reefer ships, tankers
have long been known.
2. Specialized ships
Nowadays three kinds of specialized ships are very popular. One is cargo-
carriers with cargo handling equipment on board for special purposes or routes,
such as, for example, heavy / bulky cargo ships with derricks or cranes capable of
handling single lifts over 500 tons without requiring outside assistance (these ships
are also called special-purpose ships). The second trend is Roll-on / Roll-off ships,
in which bow and stern doors and adjustable steel ramps permit vehicles to drive
on board and drive off again, requiring only minimum dock-side facilities. The
third trend is the container ship. The use of con-
tainers for cargoes has encouraged the design of
ships specifically to carry containers. In their
extreme form, as in the LASH barge-carrying
ships, the container is a 60-foot steel lighter,
which can be quickly launched over the ship's
stern. One (single) purpose ships designed to
carry one particular kind of cargo are also
widely used, the most popular of them being cellular type full container ships.
There are specialized ships designed to carry different types of cargoes (e.g.
OBO ships, PROBO ships, CONBULKERs, etc.). These are called combined
ships.
3. Universal vessels
Universal vessels can carry practically any types of cargoes, including re-
frigerated goods and liquids (in special tanks). However, most of them are de-
signed to carry certain types of goods. These ships must be of sufficient size to
carry a profitable cargo and must be able to cope with bad weather conditions in
any ocean; they must not be too large to enter the smaller ports of the world; speed
is necessary but it increases running costs, so that a compromise between fuel con-
sumption and speed is desirable.
4. Multi-purpose vessels
Nowadays universal vessels are gradually being
transformed into multi-purpose vessels. Multi-purpose
vessels, retaining versatility of universal vessels, that is
their capability to carry different bulk and general car-
goes, are becoming, to a certain extent, specialized.
Thus, all multi-purpose vessels are adapted to carry
standard containers. Some of them are also adapted to
carry rolled vehicles or heavy / bulky cargoes. A com-
paratively new development is the multi-purpose ship
combining characteristic features of both universal and
specialized vessels.
5. Cargo handling methods

In dependence of the cargo handling method
used dry cargo ships may also be divided into: LO-LO (lift-on / lift-off) vessels
where handling of cargo is effected by derricks or cranes through cargo hatches;
RO-RO (roll-on / roll-off) vessels where the cargo is rolled on board and rolled off
through cargo ports or doors in the bow, stern or sides of the ship; FO-FO (float-on
/ float-off) vessels where dock lift cargo handling method is used, that is floating
cargo units (e.g. barges) are floated into cargo spaces (usually large holds). But
there are also hybrid vessels where combinations of the above mentioned methods
are used, such as LO-LO / RO-RO (or LO / RO), RO-RO / FO-FO (or RO / FO)
vessels and others.
12.3.3 Drilling
Ex. 21 Give English equivalents to the following words and phrases:
С одной стороны – с другой стороны, тяжеловесное навалочное судно,

один вес, внешняя помощь, не требуя внешней помощи, носовой / кормовой
проход, левый борт, транспортное средство, шестидесятифутовый стальной
лихтеровоз, портовое оборудование, быть способным, не зависимо от, спосо-

бы портовой обработки груза, вплывающие грузовые единицы, быть значи-
тельного размера, справляться с плохими погодными условиями, соответст-
вие потребления топлива и скорости, многосторонность универсальных су-
дов, сравнительно новая разработка.
Ex. 22 Translate into Russian.
1. Universal dry cargo ships are designed to carry principal different types of
cargo.
2. Special-purpose ships are designed to carry one particular cargo.
3. This ship is designed to carry heavy bulky cargoes.
Ex. 23 Complete the sentences as given in the model.
Model: A: Combined ships … .

B: Combined ships are designed to carry different cargoes.
1. Fruit ships … .
2. OBO ships … .
3. PROBO ships … .
4. Bulk carriers… .
5. Timber carriers … .
6. Container ships … .
7. Heavy-lift cargo ships … .
8. Passenger ships … .
9. Reefers … .
Ex. 24 Object your group-mates. Work in pairs.
1. I believe you can’t give examples of specialized vessels.

2. I’m afraid you don’t know what OBO (PROBO) ships are.
3. To my mind you don’t see the difference between specialized and special-
purpose ships.
4. I think you’ve never heard about FO-FO ships.
5. I guess you can’t explain what dock lift method of handling the cargo is.
6. As far as I know you don’t understand the usage of universal vessels.
7. I consider you confuse what multi-purpose and universal vessels are.
Ex. 25 Ask the questions (See “Grammar”, G.25.2). Make up groups of 3-4
students.
Ask: 1. what we call ship designed to carry automobiles and passengers;

2. how many trends in specialized ship design you know;
3. what trends in specialized ship design you know;
4. how you can classify all cargo ships in dependence of the cargo carried;
5. how he or she can classify them in dependence of the cargo handling
method used;
6. why expensive specialized ships are so widely used nowadays;
7. what we call ship designed to carry liquids;
8. what the difference between universal and multi-purpose ships is.
1. What two types are all cargo ships divided into?

2. How can dry cargo vessels be classified in dependence of the cargo handling
methods they use?
3. What are advantages / disadvantages of specialized vessels?
4. Do you believe that specialized ships will increase in number in future?
5. Why do you think so?
6. What are special-purpose ships?
7. Can you give any examples of special-purpose ships?
8. What kinds of combined ships do you know?
9. What features do they combine?
10. What are hybrid ships?
11. What are universal vessels?
12. What are multi-purpose vessels?
13. What are their peculiarities?
Ex. 27 Read the following dialogues. Give short summary of them. Drama-
tize any you like.
A
A: Here’s a fine pair of ships coming down. The first one’s a passenger liner. It
looks very smart, doesn’t it? And what is the ship next astern of her?
B: It’s a RO-RO ship.
A: RO-RO, sir?
B: Yes. The name comes from the initials of “roll-on, roll-off”. You see that
very raked bow (нос со штевнем) she’s got? Well, the whole bow section
lifts up, leaving a massive entrance for lorries and cars. And there’s another
pair of doors and ramp in the stern.
A: Do you mean the cars and lorries drive around inside the ship?
B: That’s right. There are clear, wide decks right down the full length of the
ship. And there are ramps inside, to enable the cars and smaller trucks to
climb up to a higher deck. It’s amazing how many vehicles you can pack
into those ships. And as long as you’re careful about securing them, they’re quite
safe even in a seaway (во время рейса).
A: I see.
B
A: What’s that ship with the superstructure right forward and a couple of gantry
cranes?
B: She’s one of LASH ships. They pick up fully-laden (с полным грузом)
barges and stow them in layers in the hold. Then when they get to their des-
tination they launch the barges over the stern and tugs take them in tow. That
way LASH ships can load and unload very quickly. It’s like a bigger version
of container ship.
A: I see.
C
A: What about that ship just ahead? She’s got something sticking out of her
bow, at the waterline.
B: That’s just her bulbous (бульбообразный) bow coming into view because
she’s flying light (следует без груза). Lots of ships these days are built
with a bulbous projection at the foot of the stern, below the waterline.
You can see the warning sign painted on her bows.
A: What’s the bulbous bow for, sir?
B: It makes the hull drive more easily through the water. The ship does faster,
uses less fuel, and makes much less wash (волнение, создаваемое движу-
щимся грузом).
Ex. 28 Tell about:
a) classification of cargo ships;

b) universal, specialized, special-purpose, combined and multi-purpose ships;
c) advantages and disadvantages of above-mentioned ships;
d) ships in dependence of the cargo handling method.
Ex. 29 Read the text below and give its short summary in Russian.
RADAR GUIDES HARBOUR TRAFFIC
A number of world’s largest ports has already installed radar systems in their
harbours. Radars survey ship traffic in fog and bad weather. They are designed not
only to assist ships entering and leaving the harbour during poor visibility, but also
to provide continuous observation of shipping and give immediate information on
the location of ships in the harbour.
From a radio control room having the necessary transmitting appliance of
ship-to-shore communication, with a radar unit set at a certain range, the operator
can observe the harbour and give necessary orders immediately to ships.
Ex. 30 Translate the following word-phrases:
Ultra-high frequency radio wave energy, ground controlled radar, low fre-
quency signaling current, straight-line wave length, long distance radio station,
daily current consumption, load carrying capacity, hand control system.
Ex. 31 Translate the words formed with the prefix pre-.
Predetermined, presupposed, prefabricated, pre-established, pre-war, prehis-

torical, prerevolutionary.
Ex. 32 Translate paying attention to the various meanings of as.
1. As ordinary radars can’t detect very small objects, microwave radars are used
for the purpose.
2. The possibility of using microwave radars as an aid to meteorological forecast-
ing was recognized long ago.
3. As the radar transmitter sends out ultra-high frequency radio wave energy in
short powerful pulses, the directional antenna takes this energy and concentrates
it into a beam.
4. As soon as the beam strikes an object, a portion of its energy is reflected back.
5. The electron beam sweeps across the fluorescent screen just as a hand of a click
sweeps across its face.
6. As to the weather, it’s known that it greatly affects the direction ranges of radar
sets.
12.4 Comprehension
Ex. 33 Open the brackets, using the appropriate Continuous or Indefinite

tense forms (See “Grammar”, G.15.1, G.15.2).
1. I wondered why he (laugh). I could see nothing funny in what (go on).
2. What you two (talk) about? You (discuss) his plan?
3. You (leave) the town early this summer?
4. When you (speak) to her about her lessons?
5. She (wear) dark spectacles. They are not just sun glasses. She (not / see) very
well.
6. Why you (wear) sun glasses on a grey day like this?
7. He (live) with his parents now. I think, he (look) for a job.
8. I could not see his face, he (sit) so that his face was in shadow.
9. When I (see) her last she (try) on hats at Angela’s.
10. For some fifteen minutes he (write) in silence without once raising his eyes
from what he (write).
11. We (walk) for some time. The road (get) worse, just a narrow goat trail.
12. You (leave) us soon. It (get) colder every day.
13. We were friendly at school. I still (see) him from time to time.
14. You (hear) from me one of these days.
15. Phone as late as you can. I (be) up. I (watch) the football game on TV. It’s the
semi-finals tonight.
16. The rain started when I (wait) for my bus.
17. Why did you speak to him so? He only (try) to help.
18. I hate the place in autumn. It always (rain) there. It (rain) when we came and it
(rain) when we left.
Ex. 34 Choose the right variant (See “Grammar”, G.15.1, G.15.2).
1. How much … this sweater cost?

a) is b) does c) do
2. It often … in this part of the world.
a) is raining b) rains
3. I don’t know Spanish, but I … it now.
a) am learning b) learn
4. I … stay at home on Sundays.
a) am not b) doesn’t c) don’t
5. That hotel … expensive.
a) doesn’t b) isn’t c) don’t
6. He … have much money.
a) isn’t b) doesn’t c) don’t
7. Granny is in the kitchen. She … a plum-cake.
a) is making b) makes
8. Run downstairs. Your sister … for you.
a) is waiting b) waits
9. I saw a light in your window when I … by.
a) passed b) was passing
10. Yesterday as I was walking down Cherry Lane I … Thomas, an old friend of
mine.
a) met b) was meeting
11. Liz’s elder brother said that he … to enter Leeds University.
a) went b) was going
12. While my son … for my call somebody knocked at the door.
a) waited b) was waiting
13. We still … about him when he suddenly … in.
a) talked, was coming b) were talking, came
14. This time tomorrow they … in the train on their way to Chicago.
a) will sit b) will be sitting
15. Yesterday while Dad … he … himself slightly.
a) shaved, was cutting b) was shaving, cut
16. They … while they … their car.
a) quarreled, were washing b) were quarreling, washed
17. Don’t phone Jim from 5 till 6, he … English.
a) will have b) will be having

18. Why are you in a hurry? If you arrive at 8 o’clock, they still … the meal.
a) will cook b) will be cooking
19. He … at eight in the evening.
a) will come b) will be coming
20. … you … with me on Friday?
a) Will …have lunch b) Will …be having lunch
21. I’m not sure I’ll recognize Eve. I haven’t seen her for ages. She … a dark blue
pullover and jeans.
a) will wear b) will be wearing
Ex. 35 Render in English.
1. Грузовые суда можно разделить на универсальные, пригодные для пере-

возки практически любых типов груза, и специализированные, предназна-
ченные для перевозки одного типа груза или даже одного конкретного гру-
за (например, железной руды, скота, вина, апельсинового сока и т.д.).
2. Среди специализированных судов можно выделить узкоспециализирован-
ные, предназначенные для перевозки одного контейнера груза или для об-
служивания конкретных путей следования, и комбинированные суда,
предназначенные для перевозки различных грузов или различных типов
грузов.
3. В последние 20 лет наблюдалось три основных направления в развитии
специализированных судов: а) первое – суда со специальным оборудова-
нием для обработки тяжеловесных или крупногабаритных грузов (т.е. суда
специального назначения); б) второе – суда с горизонтальной погрузкой
(выгрузкой); в) третье – контейнерные суда.
4. Дальнейшим развитием универсальных судов являются многоцелевые су-
да, специально сконструированные для перевозки нескольких типов гру-
зов.
5. В будущем количество специализированных судов будет постоянно воз-
растать. Тем не менее, будут строиться и универсальные суда усовершен-
ствованной конструкции, отвечающие современным требованиям.
UNIT 13. TYPES OF CARGOES
1. Грамматика: завершенные и завершенные продленные времена активного зало-

га (the Perfect and the Perfect Continuous Active).
2. Аудирование: текст “Shipment of a Cargo of Wheat Abroad”.
3. Лексика: текст “Types of Cargoes” и упражнения.
13. 1 Grammar: the Perfect and Perfect Continuous Active

(See section “Grammar”, G.15.3, G.15.4)
Ex. 1 Translate and compare the sentences paying attention to the usage of
tenses (See “Grammar”, G.15.2, G.15.3).
1. I read this book last year.

I have just read this book.
2. I was in London many years ago.
I have been to London many times.
3. He wrote the composition yesterday.
He has already written the composition.
4. I saw him last month.
I have never seen him.
5. I met her the day before yesterday.
I haven’t met her since childhood.
6. They were discussing the new article when I entered the room.
They had already discussed the new article when I entered the room.
7. We were testing the equipment when the commission arrived.
We had already tested the equipment when the commission arrived.
8. They completed the experiment two days ago.
They had completed the experiment by the end of last month.
9. We checked the device yesterday.
We had checked the device by yesterday.
10. He made measurements yesterday and was making them for 2 hours.
He had made measurements before we started the experiment.
11. We will finish the work tomorrow.
We will have finished the work by 7 o’clock tomorrow.
12. We will equip the laboratory with modern devices.
We will have equipped the laboratory by September.
13. Tomorrow evening I will be making a report on environmental protection.
I will have made the report before the lecture starts.
14. The delegation will be conducting talks for a whole week.
The delegation will have conducted talks by the end of next week.
15. The secretary will look through all the documents.
The secretary will have looked through all the documents by the time the direc-
tor comes.
Unit 13. Types of Cargoes 173
Ex. 2 Put the sentences into the Present Perfect using the appropriate ad-
verbial modifier of time (See “Grammar”, G.15.3.1).
а) Pattern: I am making the experiment. (already)

I have already made the experiment.
1. He is writing a letter. (already)

2. She spoke to the teacher. (just)
3. I saw her. (just)
4. They will go home. (already)
5. He was translating the text. (just)
b) Pattern: I was in London 2 years ago. (never)

I have never been to London.
1. He was in Africa last year. (never)

2. I met him yesterday. (never)
3. They saw northern lights. (never)
4. We were in the British Museum. (never)
5. The plant produces ships. (never)
c) Pattern: I knew him in childhood. (since)

I have known him since childhood.
1. I didn’t meet her last year. (since)

2. We didn’t see him in summer. (since)
3. My brother was in hospital in September. (since)
4. He didn’t write any scientific works in 1990. (since)
5. They didn’t test the equipment last autumn. (since)
d) Pattern: I am learning grammar rules. (today)

I have learned grammar rules today.
1. We are writing a composition now. (this month)

2. I am finishing reading Vanity Fair. (this week)
3. They are completing the experiments. (this year)
4. He is leaving abroad. (today)
5. He is going to enter the University. (this year)
Ex. 3 Translate the sentences and put them into the Past Perfect and the Fu-
ture Perfect adding the suitable adverbial modifier of time (See “Grammar”,
G.15.3.2, G.15.3.3).
1. I have made all the experiments. (by yesterday, by tomorrow)

2. We have finished our work. (before he came, before he comes)
3. He has written the article. (by last week, by next week)

4. She has passed her exams. (before the new academic year began, before the
new academic year begins)
5. They have completed all the preparations. (by 5 o’clock yesterday, by 5
o’clock tomorrow)
6. You have done the greater part of the work. (when we joined you, when we
join you)
7. The workers have studied all the instructions. (before they got to work, before
they get to work)
8. We have taken all the necessary steps. (by last autumn, by next summer)
9. I have done all exercises. (by the time he came, by the time he comes)
10. Our plant has produced new type of vessels. (by last year, when the reconstruc-
tion begins)
11. The train has gone. (when we came to the station, by 5 o’clock)
Ex. 4 Put the sentences into the interrogative and the negative forms (See
1. I have been to the picture gallery.

2. We have seen the new film.
3. He has taken books from the library.
4. She has changed very much.
5. They have improved their behaviour.
6. Our students have made great progress in English.
7. Your friend has told me about the accident.
8. He has rung me up.
9. They had begun the experiment by last month.
10. The secretary had typed the letters by 12 o’clock.
11. The train had arrived before they came to the station.
12. The committee will have drafted the plan by tomorrow.
13. The librarian will have registered all the books by the end of the month.
14. I’ll have returned by the time of your departure.
15. We will have obtained the necessary data by next week.
Ex. 5 Put the verbs in brackets into the Present Indefinite and the Present
Perfect Tenses (See “Grammar”, G.15.1.1, G.15.3.1).
1. Look! They (stop).

2. I (want) to see you. I (not / see) you for ages!
3. What (be) you name? – My name (be) always Cole.
4. You (read) this book? – Yes. – What you (think) of it?
5. I (not / be) to a zoo before. It (be) a nice feeling to go somewhere you never
(be) before.
6. You (know) Nick? – Yes. – How long you (know) him? – I (know) him for 10
years.
7. There (be) a lot of things I (want) to do for a long time and I (not / do) them.
8. You (realize) we (know) each other for quite a period of time now? And this
(be) the first occasion you (ask) me to come with you.
9. You (know) the girl who just (leave) the shop? – Yes, that (be) Bella York. –
She (be) a customer of yours? – Not, exactly. She (be) here several times, but
she never (buy) anything.
10. Come in, I (be) awake since sun-up.
11. I (not / see) your pictures for a long time. Can I look round?
12. It’ll be good to see him again. How long he (be) away? It (seem) ages.
13. I (know) you nearly all my life, but I never (see) you excited about anything.
Ex. 6 Put the verbs in brackets into the correct form, the Present Perfect or
the Past Indefinite Tenses (See “Grammar”, G.15.3.1, G.15.2.2). Fill the gaps with
the appropriate tense forms.
1. A: You ever (visit) Chicago?

B: Yes, I (be) there several times.
C: Yes, I (be) there a few years ago.
2. A: You (be) to the Ryan’s lately?
B: Yes, I ….
C: Yes, I (go) there last night.
3. A: He (speak) to you about his plans recently?
B: No, he ….
C: No, he (go) to Vilnius last week and (not / arrive) yet.
4. A: You (see) your brother this morning?
B: Yes, I ….
C: No, I (not / see) him since last Monday.
5. A: You (be) here before?
B: Yes, I ….
C: Yes, I (be) here last year.
6. A: You (go) to the theatre last week?
В: Yes, I …. I (go) to the Bolshoi Theatre.
7. A: You (see) the new monument in that street?
B: No, I (not / see) it yet.
C: No, I (be) there on Friday but I (not / see) the monument.
8. A: You ever (show) your water-colours to anybody?
В: Yes, I ….
C: Yes, I (show) them to my friends a few days ago.
Ex. 7 Open the brackets using the Present Indefinite, the Present Continu-
ous, the Past Indefinite or the Present Perfect Tenses (See “Grammar”, G.15.1.1,
G.15.2.1, G.15.1.2, G.15.3.1).
1. In the morning, coming down the stairs, Rosemary (see) Tony (lying) in the sit-
ting room. What you (do) here? – I (sleep) here. – I am sorry we (take) your
room.
2. He’s a night watchman. He works at night and (sleep) in the daytime. It’s noon
now, and he still (sleep).
3. I first (meet) Richard a month ago, and I (meet) him several times since then.
4. I usually (go) to bed before midnight.
5. I (sit) here all night and I swear I (not / doze) for a moment.
6. What’s your brother doing? – He (play) tennis with our neighbour, they (play)
it every day.
7. He wants to buy a car, but first he must learn how to drive, so he (take) driving
lessons.
8. I (write) to my parents a fortnight ago, but I’ve not had a reply, so I just (write)
again.
9. Where is my daughter? – She (talk) to a policeman. – What (happen)? – She
(drive) without a licence.
10. It’s 3 p.m. and he (not / eat) anything today, but he (eat) a good dinner last
night.
11. Is Mary ready to come out? – No, she still (dress).
12. I (read) this book several times. I first (read) it in 1990.
13. He often (read) detective stories; he (read) a very good one now.
14. She (not / have) a holiday since 2007, but she (have) a very long holiday in
2008.
15. We (stay) here for nearly a week. – I hope you (not / think) of leaving.
Ex. 8 Put the verbs in brackets into the Past Indefinite and the Past Perfect
(See “Grammar”, G.15.1.2, G.15.3.2).
1. We (sit) down to the table only when all the guests (arrive).
2. There (be) a curious expression on his face I never (see) before.
3. Almost opposite (be) that gallery where she first (meet) him and John.
4. He (be) a teacher at the University, as his father (be) before him.
5. There (be) silence after she (go).
6. From downstairs (come) the sound of a radio playing a song he never (hear)
before.
7. And, paying for what he (not / eat), he (go) out, passing two acquaintances
without sign of recognition.
8. Very deliberately and carefully Poirot (retell) the conversation he (hold) with
Saitrana at Wessex House.
9. Julia, who (go) half way down one flight, (come) back.
10. There (be) something vaguely familiar about her face but I couldn’t remember
where I (see) her before.
11. He (re-read) what he (write).
12. When Val (leave) them, Soames and Winifred (make) their way to the Cheshire
Cheese.
13. She (be) ill for two days when we (learn) about it.
14. About twenty people already (arrive) when they (enter) the hall.
15. We (not / go) far when we suddenly (notice) the dark clouds on the horizon.
Ex. 9 Put the verbs in brackets into the Past Indefinite, the Past Continuous
or the Past Perfect Tenses (See “Grammar”, G.15.1.2, G.15.2.2, G.15.3.2).
1. He (close) the window and (sit) in his armchair, reading a newspaper.

2. When I (arrive) the lecture already (start).
3. The rain (stop) and the sun (shine) brightly.
4. Unfortunately when I arrived Ann just (leave), so we only had time for a few
words.
5. I (watch) his eyes pretty closely while we (exchange) these remarks.
6. When we (reach) the field, the game already (start).
7. He suddenly (realize) that he (travel) in the wrong direction.
8. When I (look) for my passport, I (find) this old photograph.
9. You looked very busy when I saw you last night. What you (do)?
10. He (not / be) there five minutes, when the storm (begin).
11. He (not / allow) us to go out in the boat yesterday as a strong wind (blow).
12. I (call) Paul at 7.00 but it wasn’t necessary because he already (get) up.
13. When I (hear) his knock I (go) to the door and (open) it, but I (not / recognize)
him at first because I (not / wear) my glasses.
14. When he (seal and stamp) the envelope, he (go) back to the window and (draw)
a long breath.
15. I (see) you yesterday from the bus. Why you (use) a stick? – I (use) it because I
(hurt) my leg that morning.
16. We (return) home at nightfall and we (be) very glad to get home again, but we
(have) a wonderful day.
17. As they (walk) along the road they (hear) a car coming from behind them. Tom
(turn) round and (hold) up his hand. The car (stop).
18. When I (arrive) at the station Mary (wait) for me. She (wear) a blue dress and
(look) very pretty.
19. When I (see) him he (paint) a portrait of his wife.
20. While he (water) the flowers it (begin) to rain.
21. While I (say) goodbye to the rest of the guests Isabel (take) Sophie aside.
22. The men (say) that they (work) on the road outside my house and that they
(want) some water to make tea.
Ex. 10 Put the verbs in brackets into the Present Indefinite, the Future In-
definite and the Future Perfect Tenses (See “Grammar”, G.15.1.1, G.15.1.3,
G.15.3.3).
1. He (be) here for two hours by the time you (come) back.
2. It (be) very late. – They (be) back soon.
3. There (be) no planes tonight. – Never mind, I (go) by train.
4. You (be) angry if I (talk) to you about it?
5. By the time you (finish) cooking they (do) their work.
6. I (be) afraid, my train (leave) by that time. – (not/worry), I (drive) you home.
7. I hope it (stop) snowing by tomorrow morning.
8. If you (think) it over you (see) I am right.
9. If you (not / take) a taxi, you (be) late. By the time you (get) to the theatre the
first act (be) over and you (miss) the most interesting dialogues.
Ex. 11 Translate the sentences in the Perfect Continuous Tenses (See

1. How long have you been working on your report?

2. Here you are at last! I have been waiting for you for twenty minutes.
3. She has been speaking over the telephone long enough; it’s time for her to stop
talking.
4. It has been snowing steadily the whole week and it is still snowing.
5. They have been discussing this question since I came here.
6. He has been working at the language all the time and has made great progress.
7. They had been driving in the car for many hours before they came to the cross-
roads.
8. The scientists had been carrying out experiments for 2 years before they
achieved satisfactory results.
9. It had been raining for two weeks before the weather cleared up.
10. The students had been writing the test paper for 2 hours when the bell rang.
11. We felt tired as we had been repairing the engine for a long time.
12. By next year he will have been working at the plant for 20 years.
13. When you come in the evening we will have been making the experiment for 7
hours.
14. He said that by the 1st of September he would have been working at the plant
for 20 years.
15. She answered that she would have been making the experiment for 7 hours by
the time of our arrival.
16. He has been living in Moscow for 5 years.
17. He said that he had been living in the city for 5 years.
18. For how long have you been doing your morning exercises?
19. Since when have you been making preparations?
20. I have been teaching at the Institute for 10 years and by next year I will have
been writing my doctoral thesis for 5 years.
Ex. 12 Use the Present Continuous or the Present Perfect Continuous Tense
(See “Grammar”, G.15.2.1, G.15.4.1).
1. He had barely entered the room when his secretary said: “Somebody (ring) for
you for the last five minutes.”
2. I (read) Shakespeare in your absence and now I (try) to learn this beautiful son-
net.
3. What the children (do)? – They (play) games all morning and now they (learn)
to tell time by the position of the sun.

4. Our friends (leave). – How long they (stay) with you?
5. What you (think) about? – I (not / think), I (count) the birds in the sky.
6. Where’s my daughter? – She (talk) to a policeman. – What’s happened? – She
(drive) without a license.
7. What you (do) to yourself since I’ve been away?
8. Florence, dear, I (look) for you everywhere. – What’s happened? – Mr. Cusak
(wait) for you in the house.
Ex. 13 Put the verbs in brackets into the Present Perfect or the Present Per-
fect Continuous Tenses (See “Grammar”, G.15.3.1, G.15.4.1).
1. We (meet) before?
2. I often (see) his name in the papers this year.
3. I (try) to catch the waiter’s attention for about 15 minutes now.
4. She (study) English for a year and (learn) many words and expressions.
5. I (not / hear) about him since yesterday.
6. I (look) for him since I finished my lesson but I (not / find) him. I (be) to his
office and to the laboratory but he isn’t there.
7. Hello, Sven. You (see) Alex yet? – No, I (not / be) to the shop floor today. I
(talk) on the phone to our clients all morning.
8. I (be) up here since about six. I (wander) around for hours.
9. I (come) to you to invite you for a ride in the car.
10. I expect these young men (inform) you who I am.
11. I really don’t know what you (do) there all this time.
12. I (love) you ever since I first saw you.
13. And that’s where they (stay) ever since.
Ex. 14 Put the verbs into the correct form, the Past Perfect Continuous or
the Past Continuous (See “Grammar”, G.15.4.2, G.15.2.2).
Examples: Their swimming suits were wet. – They had been swimming.
She was in the swimming pool. – She was swimming.
1. The boy was leaning against the tree, out of breath. He (run) very fast.
2. He came into the kitchen. His parents stopped talking. They (talk) about him.
3. She came into the room. Her husband was at his desk. He (write).
4. When the newly weds arrived at the restaurant, their guests (wait) for them.
They felt rather hungry because they (wait) for a long time.
5. Julia (stand) at the bus stop for twenty minutes when Ivo drove up and got out of
the car.
Ex. 15 Put the verbs in brackets into the Past Indefinite, the Past Continu-
ous, the Past Perfect and the Past Perfect Continuous Tenses (See “Grammar”,
G.15.1.2, G.15.2.2, G.15.3.2, G.15.4.2).
1. How your chief (find out) that you (come) to work late?
2. I (leave) my house yesterday in a hurry, but I (not / go) far before I (discover)
that it (be) going to rain and I (leave) my umbrella at home.
3. He told me that his aunt (live) with them for three months.
4. The discovery of the art of writing (enable) the Ancient Egyptians to remember
what their ancestors (do) before them.
5. The Romans (destroy) Jerusalem with fire and (kill) many of the inhabitants.
6. He scarcely (get) outside the door when he (hear) Wardle’s voice talking
loudly.
7. I knew right away that that was the place I (look for) all my life.
8. At nine o’clock that evening a long black Packard roaster (draw) up to her
door, and Arnie (step) out of the front seat where he (sit) with the driver and a
girl between them.
9. Mrs. Monroe put down the telephone receiver. She (ring) twice and each time
the answer (be) the same: Miss Marple was out.
10. I (shout) to him to stop, but at that moment he (run) too fast to hear.
11. He (pick) up the book he (read) before I (come) into the room, and (turn) the
corner of the page to mark the place where he (stop) reading.
12. He (not / eat) since nine that morning and his stomach (growl) with hunger.
13. No sooner they (arrive) at this point than a most violent and startling knocking
was heard at the door.
Ex. 16 Put the verb in brackets into the Future Perfect Continuous Tense
(See “Grammar”, G.15.4.3).
1. By the end of this month we (learn) this language for ten years.
2. When my daughter goes to school we (live) here for over five years.
3. When the new century begins, they (reconstruct) this church for nearly 25 years.
4. If nobody stops him, he (grumble) for hours.
5. We can there at 7 at the earliest. They will be painting the fence. If we arrive at
8.30, they (paint) it for 3 hours at least; and if we come at 9.30, they will have
probably finished the work.
Ex. 17 Translate the sentences paying attention to the predicates (See

1. The research team has put forward a new theory.

2. We have found the answer to the problem.
3. The group has completed the statistical analyses of the data.
4. Our students have revised a number of concepts on environmental protection.
5. You have succeeded in determining how the reaction took place.
6. The scientist has developed new and exact methods for obtaining low tempera-
ture.
7. The experiments have confirmed the hypotheses he had advanced.
8. We hadn’t yet analysed the results when the commission arrived.
9. The latest data we have obtained are very interesting.
10. He had taken readings from apparatus and recorded data when suddenly the
equipment broke down.
11. The new model had passed all the tests by last month.
12. The labour productivity will have grown twice by next decade.
13. The conference will have considered all the questions by next week.
14. We will have installed the equipment by the time you come.
15. He will have tested the new approach to robot-making before it is factory-
proved.
16. He said he would have passed exams by the beginning of the term.
17. She explained that she would have done everything by the appointed time.
18. It was evident that the talks wouldn't have ended by the following week.
19. I was sure they would have received the letter by Saturday.
20. He said that we would have finished the inspection of the new engine by 5
o’clock.
21. We have designed this electronic equipment to speed up production.
22. The scientist has chosen several possible solutions.
23. The engineer asked us if we had ever seen a jet engine in action.
24. The newspaper reported that some hours before there had taken place a launch-
ing of a new rocket.
25. They will have shipped the goods when the documents are received.
13.2 Listening
to be in collision – столкнуться
to have at the disposal – иметь в распоряжении
Soviet the specialized ship Martha

the Mediterranean Sea
Ex. 20 Listen to the text “Shipment of a Cargo of Wheat Abroad”.
1. What was the item of a contract?

2. What type of vessel was chartered?
3. What happened to the vessel before the arrival?
4. What caused the collision?

5. What did the sellers offer?
6. How was the problem solved?
13.3 Speech Pattern
gain – прибыль, доход

mode – способ, тип, средство
project cargo – строительный груз
heavy lift cargo – тяжеловесный груз
oversized cargo – негабаритный (по размерам) груз
overweight cargo – негабаритный (по весу) груз
bulky cargo – крупногабаритный груз
to stack – штабелировать
pallet – поддон, подстилка
to decline – уменьшаться, спадать
bulk cargo – насыпной, навалочный груз
tallow – смазочный материал
gypsum – гипс
log – бревно
freight – фрахт, груз
lack – недостаток, отсутствие
to subject to – подвергать
transshipment – перегрузка, пересадка, перевалка
to encourage – поощрять
cost – стоимость; стоить
costs – затраты
retailer – розничный продавец
deliverance – доставка
Ex. 24 Render in English.
Получать прибыль, получать высокую прибыль, получать прибыль

выше средней, разные способы транспортировки грузов, морской способ пе-
ревозок, воздушный способ перевозок, строительный груз это бревна и дре-
весина, тяжеловесным грузом являются электрооборудование и станки, пре-
вышающий размеры груз состоит из энерго- и теплотурбин, крупногабарит-
ный груз штабелируется на деревянные поддоны, уменьшить объем перево-
зок, снизить объем грузов, нефть является насыпном грузом, груз (фрахт),
груз, недостаток фрахта, нехватка груза, отсутствие портового оборудования,

подвергать гибкости, подвергать снижению доходов, подвергать снижению
грузоперевозок, перегрузка с одного вида транспорта на другой, перегрузка в
контейнер, затраты по перегрузке, подвергать снижению затрат, розничный
продавец, доставка, доставка на грузовиках.
13.3.2 The Text “Types of Cargoes”
commercial container transport

automobile lift component
generator turbine material
crane dock metal
aluminium gypsum chip
business collect start
convert nation utilize
Ex. 26 Read the text “Types of Cargoes” and translate it with the help of
TYPES OF CARGOES
Cargo (or freight) is a term used to denote goods or produce being

transported generally for commercial gain, usually on a ship, plane, train, van or
truck. In modern times, containers are used in all types of cargo transport.
1. Marine cargo types

There is a wide range of marine cargoes at seaport terminals.
Containers are the largest and fastest
growing cargo category at most ports
worldwide. Containerized cargo includes
everything from auto parts and machinery
components to shoes, toys, and frozen meat
and seafood.
Automobiles are handled at many ports.
Project cargo and heavy lift cargo may
include items such as manufacturing
equipment, factory components, power
equipment such as generators and wind
turbines, military equipment or almost any other oversized or overweight cargo too
big or too heavy to fit into a container.
Bulky cargo is typically material stacked on wooden pallets and lifted into
and out of the hold of a vessel by cranes on the dock or aboard the ship itself. The
volume of bulky cargo has declined dramatically worldwide as containerization

has grown.
Bulk cargoes, such as salt, oil, tallow, and scrap metal, are usually defined as
commodities that are neither on pallets nor in containers, and which are not
handled as individual pieces, the way heavy-lift and project cargoes are.
Aluminium, grain, gypsum, logs and wood chips, for instance, are bulk cargoes.
2. Plane cargo
Air cargo is commonly known as freight.
There are many businesses which collect freight
and deliver it to the customer. Aircraft were first
put to use carrying mail as cargo in 1911, but
eventually manufacturers started designing planes
just for freight. There are many commercial planes
suitable for carrying cargo such as the Boeing 747, which was built to be easily
converted to a cargo aircraft. Such very large aircraft also employee quick loading
containers known as unit load devices much like containerized cargo ships.
The military of most nations own and utilize large numbers of cargo planes,
for airlift logistics needs of such operations.
3. Freight train
Trains are capable of transporting large
numbers of containers which have come off the
shipping ports. Trains are also used for the
transportation of steel, wood and coal. Trains are
used as they can pull a large amount and
generally have a direct route to the destination.
Under the right circumstances, freight transport
by rail is more economic and energy efficient
than by road, especially when carried in bulk or
over long distances.
The main disadvantage of rail freight is its lack of flexibility. For this reason,
rail has lost much of the freight business to road transport. Rail freight is often
subject to transshipment costs since it must be transferred from one mode to
another in the chain; these costs may dominate and practices such as
containerization aim at minimizing these. Many governments are now trying to
encourage more freight onto trains, because of the environmental benefits that it
would bring; rail transport is very energy efficient.
4. Van or lorry (truck) cargo

There are many businesses which transport all types of cargo, ranging from
letters to houses to cargo containers. A good example of road cargo is for
supermarkets, these require deliveries every day to keep the shelves stacked with
goods for sale. Retailers of all kinds rely upon delivery trucks; either they are full
size semi trucks or smaller delivery vans.
13.3.3 Drilling
Ex. 27 Form 3 forms of the verbs (See “Supplement 3”, table 16).
To be, to grow, to fit, to know, to put, to build, to have, to come, to bring, to

keep, to become, to read, to begin, to understand, to take, to write, to arise, to
break, to deal, to drive, to fall, to lay, to lose, to mean, to pay, to tear, to swing, to
throw, to wear.
Ex. 28 Form the –ing form of the verbs.
To use, to produce, to transport, to operate, to include, to handle, to manu-

facture, to stack, to own, to rang, to dominate, to carry, to build, to ship, to require,
to rely, to full, to encourage, to decline, to convert.
Ex. 29 Find the synonyms.
Lorry, to decline, plane, security, cargo, type, to deliver, safety, to minimize,

to convert, gain, category, aircraft, to produce, equipment, meal, volume, marine,
to manufacture, food, truck, to decrease, freight, mode, to transport, profit, to trans-
form, facility, to grow, amount, sea, part, component, ship, vessel, to increase.
Ex. 30 Complete the sentences using the information from the text “Types of
Cargoes”.
1. Cargo is the term to denote goods or product being transported ….

2. Containers are the largest and fastest growing ….
3. Project cargo and heavy lift cargo may include items such as ….
4. Bulky cargo is generally stacked on ….
5. Bulk cargoes are not handled as ….
6. Plane cargo is commonly known as ….
7. Many commercial planes are built to be easily converted to ….
8. The military forces possess and utilize large number of ….
9. Trains are used for transportation not only containers but ….
10. The main disadvantage of rail freight is its ….
11. Train cargoes must be transferred from ….
12. For this reason it is often subject to ….
13. Rail transport is very ….
14. Road cargo transports all types of cargo ranging ….
15. Thanks to lorry cargo retailers stacked the shelves of supermarkets with ….
Ex. 31 Read the text “Classification of Cargoes” and say its content in Rus-
sian. See the comments.
CLASSIFICATION OF CARGOES
Owing to their origin all the most industrial products, semi-manufactured

goods, natural recourses and consumer commodities may be classified as general,
container, packaged, bulk, grain, liquid, dangerous, and gas cargoes.
General cargoes comprise goods of the following types: bagged, baled, bar-
reled, boxed, metals and machinery, heavyweights, goods in packages, containers
and timber cargoes. The majority of general cargoes is transported in containers or
required special packaging.
Bulk cargoes comprise ores, coal, salts, green (raw) sugar, grain, fertilizers.
Transportation of bulk cargoes requires special knowledge to deal with.
Liquid, dangerous and gas cargoes are the most important cargoes in trans-
portation. It must be taken into consideration their inflammable or explosive na-
ture. They are liable to spontaneous fume or tainting odours.
Comments:
bagged – груз в мешках
baled – груз в кипах
barreled – груз в бочках
semi-manufactured goods – полуфабрикаты
fertilizer – удобрение
combustion – возгорание
fume – испарение
tainting odours – испорченные, заразные запахи
Ex. 32 Transform the sentences into the Perfect Tenses using the suggested
adverbial modifiers of time (See, “Grammar”, G.15.3).
1. The significance of cargo transportation grows constantly. (recently)

2. Containerized cargo includes all types of goods and products. (since the last
century)
3. The volume of bulky cargo declined dramatically and containerization one
grew. (after)
4. Many businesses collect freight and deliver it to customer. (by the eve of the
millennium)
5. The military forces of the USA utilize large number of cargo planes. (by the
beginning of the Iraq war)
6. Trains usually have a direct route to the destination. (yet)
7. Van cargo delivers mail to the post-offices. (since 1911)
8. Many governments are trying to encourage train freight. (already, during 30
years)
9. Aircraft manufacturers are designing special cargo planes. (by the end of the
decade)
10. Many ports use in-dock handling facilities for loading / unloading operations.
(already)
Ex. 33 Match types of cargoes (left column) and cargo items (right column).
1. container a) metals and machinery

2. dangerous b) cars, their parts and components
3. packaged c) overweight and oversized equipment
4. gas d) salt, sugar, wheat, rice
5. boxed e) ores, coal, salts, grain, fertilizers
6. marine f) iron, manganese, copper ores
7. train g) wheat, rye, rice, barley, oats, buckwheat
8. plane h) oil products
9. road i) military equipments
10. bagged j) medical and health care facility
11. baled k) maize, beans, soy-beans, sunflower seeds
12. barreled l) fuel oils, petrol, kerosene and lubricants
m) scientific apparatus and glasses items
n) pizza, food and meal products
o) mail
p) timber, logs, coal, mineral
q) scrap metal, aluminium, gypsum
r) consumer goods: toys, shoes, clothes
Ex. 34 Insert prepositions (for, on, by, from, to, into, of, out, in, owing to,
with, upon) where necessary.
1. Goods are transported … commercial gain.

2. Products are transported … a ship, plane, train and … road.
3. Containerized cargo includes … auto parts … consumer goods.
4. Oversized and overweight cargoes are too big and too heavy to fit … a con-
tainer.
5. Bulky cargo is generally stacked … wooden pallets.
6. The volume … bulky cargo has declined … recent years.
7. Bulky cargo is lifted … and … of the hold … a vessel … cranes … the dock or
… aboard the ship.
8. Bulk cargoes are stacked neither … pallets nor … containers.
9. The first plane carried mail as cargo … 1911.
10. Manufacturers designed commercial planes which can be easily converted … a
cargo aircraft.
11. The military forces … the most nations use … large number … cargo planes.
12. Trains are capable … transporting large number … containers.
13. … their origin all goods can be classified as general cargoes.
14. Rail freight is often subject … transshipment costs.
15. One must deal … special knowledge while transporting bulk cargoes.
16. Retailers rely … delivery trucks.

17. The main disadvantage … rail freight is its lack … flexibility.


1. Cargo is not the same as freight.

2. Marine cargo includes only containerization.
3. Plane freight is used to carry mail.
4. Freight train is widely used because of its flexibility.
5. Lorry cargo delivers only consumer goods.
6. In addition to marine, plane, train, road types of cargoes there exist another
classification of cargo.
7. Oil products are not dangerous cargoes.
8. It is convenient to transport glass goods as bulk cargo.
9. Packaged cargo is subject to enormous transshipment costs.
10. Perfume and cosmetic goods are considered to be liquid cargo.
1. What is cargo?
2. Is this term used parallel to the term ‘freight’?
3. What does the term ‘freight’ mean?
4. How many types of cargo there exist?
5. Do they depend upon the mode of transportation?
6. What are these types?
7. What categories of cargo does marine cargo include?
8. What does overweight and oversized cargo mean?
9. What cargo items does project and heavy lift cargo comprise?
10. Is bulky cargo handled by cranes?
11. What other types of marine cargo do you know?
12. Where is plane freight utilized especially?
13. Are there any advantages or disadvantages of freight train?
14. What do we transport by lorry?
15. What is dangerous cargo?
13.4 Comprehension
Ex. 37 Change Russian phrases (they are in brackets) to English ones.
1. There exist several types of cargo (в зависимости от средства перевозки).

2. (Благодаря своему происхождению) commodities may be classified as gen-

eral, container, packaged (навалочные, опасные) cargoes.
3. Containers are the largest and fastest growing cargo category (в большинстве
портов по всему миру).
4. (Контейнерные грузы) include everything from machinery components to
toys.
5. Air cargo is commonly known (как фрахт).
6. There are (много коммерческих самолетов подходящих для) carrying
cargoеs.
7. (При соответствующих обстоятельствах), freight transport by rail is more
(экономичен и энергетически эффективен) than by road.
8. Rail freight is subject to (затратам, связанным с перевалкой).
9. Transshipment occurs when cargo must be transferred (с одного средства пе-
редвижения на другой).
10. (Существует много коммерческих предприятий) which transport all types
of cargo.
Ex. 38 Put the verbs in brackets into the appropriate Perfect tense forms
1. I (to do) my work and I am free now.

2. They (to move) just into a new flat.
3. I don’t know what (to happen) here.
4. He (to refuse) to make the experiment because he is very busy now.
5. She (to finish) already translating the text.
6. You (to travel) ever to the North? – No, I (to be) never there.
7. You (to be) to the Hermitage? – Yes, I (to visit) it many times.
8. We (to finish) our work before he came.
9. He said he (to change) his plans.
10. The rain (to stop) and the sun was shining brightly.
11. We (to test) all the devices by yesterday.
12. By this time tomorrow I (to make) all the necessary measurements.
13. The group (to complete) the data analysis before the experiment begins.
14. He (to repair) the engine when you come.
15. The device (to stop) functioning by next week if you don’t check it.
Ex. 39 Put the verbs in brackets into the appropriate Perfect Continuous
tense forms (See “Grammar”, G.15.4).
1. It seems to me I (to ring) for an hour at least.

2. They (to play) chess for 2 days already.
3. He (to work) at his thesis for 3 years.
4. They (to discuss) this question for a long time and haven’t yet come to any
conclusion.
5. What you (to do) since our last meeting?
6. It (not to rain) for more than two months when suddenly the storm broke out.
7. The musician (to practise) the passage hour after hour until he mastered it at
once.
8. The committee (to work out) the program for several weeks before the final
project was approved.
9. By next September we (to test) the new equipment for 3 months.
10. He said that by next September we (to test) the new equipment for 3 months.
Ex. 40 Choose the right form of the Indefinite, Continuous, Perfect and Per-
fect Continuous Tenses (See “Grammar”, G.15).
1. All historical places of London … in the West End.

a) had been b) were c) are
2. The city of Montreal … 70 square miles.
a) covering b) covers c) is covered
3. The world sea surrounds the earth and … to us all.
a) is belonging b) belongs c) has belonged
4. Scientists in many different countries … to explain its mystery.
a) are working b) have worked c) worked
5. … you ever a film in which a train crashed or a ship sank?
a) Did … see b) Have … seen c) Do … see
6. It … since early morning.
a) rained b) had rained c) has been raining
7. You are a good foot-ball player. Since when … you … football?
a) have … been playing b) did … play c) had … been playing
8. My brother … music lessons for three years now.
a) have taken b) has been taking c) took
9. The student … as an apprentice to a trained worker next week.
a) works b) will work c) would work
10. What … you … at 4.30 tomorrow afternoon?
a) would … do b) were … do c) will … be doing
11. Probably, I … my friends at this time.
a) will have visited b) will be visiting c) have visited
12. Have you finished the translation yet? – I … the translation by 9 o’clock to-
morrow morning.
a) will have finished b) have finished c) had finished
13. In three months he … here a year.
a) has been b) will have been c) was
14. My friend … on the ship for 15 years by next year.
a) will have been serving b) have served c) was serving
15. By two o’clock the students will … the test translation for two hours.
a) be doing b) have been doing c) do
16. Dinosaurs … millions of years ago.
a) died out b) had died out c) were died out
17. In the year 1620 a ship named Mayflower … 120 Englishmen to the rocky
coast of America.
a) has brought b) brought c) had brought
18. When Jim came out of the army he … what to do.
a) is wondering b) has wondered c) was wondering
19. Those who couldn’t do it … TV or looking through the newspapers.
a) were watching b) have watched c) are watching
20. By the sixteenth century a new economic system … feudalism.
a) replaced b) was replacing c) had replaced
21. The war broke out in 1914. The European ruling classes … for it for 20 years.
a) prepared b) had prepared c) had been preparing
22. He wondered if she … the article by noon.
a) would be translating b) would translate c) would have translated
23. I found out that by the year 1997 she … at the University for 20 years.
a) would have been working b) would have worked
c) would be working
24. It … any more. Let’s have some fun on the lawn.
a) does not rain b) is not raining
c) has not rained d) did not rain
25. I taught Italian for my Master’s degree but now I … Chinese.
a) will teach b) have taught
c) am teaching d) teach
26. Your accent is not local. Where … come from?
a) have you b) do you
c) did you d) you
27. He … me flowers for my birthday.
a) is always sending b) always sends
c) had always send d) always sent
28. She … soup on her dress. Well, what do you expect from a child?
a) is always spilling b) always spills
c) has always spilt d) always spilt
29. I … the boss tomorrow morning.
a) will see b) see
c) am seeing d) will have seen
30. Why … so rude?
a) you have been b) are you being
c) do you behave d) you are
31. She … very hard before the exam and passed it.
a) had studied b) did study
c) was studying d) studied
32. The travel was very enjoyable. – Where … to?
a) did you go b) have you gone
c) were you going d) had you gone
33. After the party last night I … home.
a) was walking b) walked
c) had walked d) have walked

34. Have you ever … a horse?
a) ride b) rode
c) rid d) ridden
35. I … Sandra for a long time.
a) have known b) know
c) am knowing d) have been knowing
36. It’s ages since he … shopping. I am beginning to worry.
a) went b) was going
c) had gone d) has gone
37. The Chinese … printing, not the Japanese. This invention is really great.
a) have invented b) had invented
c) invented d) were inventing
38. Sarah had left the club before I ….
a) arrived b) had arrived
c) was arriving d) have arrived
39. I … breakfast this morning and it has been such a long day.
a) did not have b) have not had
c) was not having d) had not had
40. I … my holiday in France.
a) have always taken b) always take
c) am always taking d) had always taken
41. After his mother … him, poor Tom was alone in the world.
a) had abandoned b) abandoned
c) has abandoned d) did abandon
42. Sally’s eyes were still red because she … onions.
a) was peeling b) had been peeling
c) has been peeling d) peeled
43. Walt Disney … his first cartoon film before 1928.
a) had made b) has made
c) made d) was making
Thesaurus 193
THESAURUS bale – кипа, тюк

bargain – сделка
A barge – баржа
barrel – бочка
abaft – в кормовой части, на корме batten – планка, брусок; задраивать
access – доступ battens – батенсы
accommodate – приспосабливать bay – бухта, губа, залив
accommodate vessels – вмещать, be available – быть в наличии
принимать суда beam – бимс, ширина (судна)
accommodation – жилые помещения berth – причал
accomplish – осуществлять bill of lading – коносамент
adherence – соблюдение binding – обязательный
adjust – регулировать, устанавливать board – борт, доска
adjustable – регулируемый Board – Совет директоров
advantage – преимущество boardroom – зал заседания Совета дирек-
aft – корма, кормовой, на корме торов
after – кормовой body – корпус судна
afterpeak – ахтерпик underwater ~ – подводная часть
agency – ведомство, агентство, корпуса
представительство bog – тонуть, увязать; болото, трясина
aircraft – самолет, летательный аппарат boiler – котел
rotary wing ~ – винтокрылый bottom – дно, днище
аппарат, вертолет bound – граница
single-engine ~ – одномоторный bow – нос судна
самолет brake – тормоз
alight – сходить, высаживаться breadth – ширина
allotment – распределение (груза, breakdown – полный упадок сил
тоннажа) breakwater – волнолом
amount – количество, величина, сумма, bridge – мост
объем foot ~ – пешеходный мостик
anchor – якорь; становиться на якорь navigation ~ – штурманский
angle – угол мостик
apart – отдельно bulb – выпуклость, бульба
appropriate – подходящий bulbous – бульбообразный
aqueous – водный bulk cargo – насыпной (навалочный) груз
area – область, сфера; поле bulker – судно для перевозки навалочных
airside ~ – летное поле (аэродром) грузов
landside ~ – наземный комплекс bulkhead – переборка
(аэровокзал) burnout – истощение физических и
arrange – устраивать, образовывать духовных сил
arrival – прибытие
ashore – на берегу C
athwartships – поперек судна;
перпендикулярно диагональной cable – канат, трос
плоскости судна capacity – вместимость, мощность
autoloader – автопогрузчик lifting ~ – грузоподъемность
autotruck – автопогрузчик car – вагон
cargo – груз
B ~ handling machinery – механизмы
для обработки груза
bag – мешок ~ officials – лица, ответственные за
baggage – багаж грузовые операции
194 Thesaurus
~ production unit – грузовое compartment – отсек

хозяйство water tight ~ – водонепроницаемый
~ space – грузовое помещение отсек
bagged ~ – груз в мешках comprise – включать
baled ~ – груз в кипах concourse – главный вестибюль вокзала
bulk ~ – насыпной, навалочный connection – соединение
груз consign – отправлять
bulky ~ – крупногабаритный груз consignee – грузополучатель
drummed ~ – груз в железных consignment – партия грузов
бочках consumption – потребление;
flowing ~ – сыпучий груз потребительский
general ~ – генеральный груз fuel ~ – расход топлива
heavy lift ~ – тяжеловесный груз controller – диспетчер
officer ~ – грузовой помощник convey – перевозить
ordinary ~ – обычный груз corrosion – ржавчина
oversized ~ – негабаритный (по corrosive – ржавый, разъедающий
размерам) груз cost – стоимость
overweight ~ – негабаритный (по costs – расходы
весу) груз operating ~ = running ~ – эксплуа-
palletized ~ – груз на паллетах тационные расходы
piece ~ – грузовое место covering hatch – крышка грузового люка
project ~ – строительный груз cranage – пользование краном, плата за
cargoport – лацпорт пользование краном
carriage – перевозка crane – кран
carrier – перевозчик automatic grab ~ – кран с
cart – повозка автоматическим захватом
cask – бочонок bridge ~ – мостовой кран
cast iron – чугун gantry ~ – портальный кран
cell – ячейка grab ~ – грейдерный кран
cellular – ячеистый jib ~ – стреловой кран
challenging – многообещающий, crew – экипаж
требующий сил crewman – член судового экипажа
charge – плата; грузить, загружать customs – таможня
free of ~ – бесплатно
to be in ~ of – возглавлять что- D
либо, быть ответственным;
взимать плату damage – повреждать, повреждение,
charter – фрахтовать ущерб
charter Party – чартер (договор о damp – сырой, влажный
перевозке) dampness – сырость, влажность
charterer – фрахтователь danger – опасность
chartering – фрахтование dangerous – опасный
claim – претензия deadweight – дедвейт (осадка судна)
clearance – зазор, промежуток; deal – сделка; иметь дело с чем-либо
оформление (транспорта) deck – палуба
coating – покрытие weather ~ – открытая или верхняя
collar – воротник палуба
collier – углекоп, шахтер decline – уменьшаться, спадать
commencement – начало decrease – уменьшение, уменьшать(ся)
combustible – горючий, deep – глубокий
воспламеняющийся delay – задерживать, замедлять
combustion – воспламенение deliverance – доставка
Thesaurus 195
delivery – доставка, сдача, поставка ~ room – моторное отделение

demand – требование conventional ~ – стандартный
density – плотность двигатель
department – отдел, служба multi cylinder ~ – многоцилиндро-
departure – отправление, отбытие вый двигатель
depot – депо, база reciprocating ~ – поршневой
depth – глубина, высота двигатель
deputy – заместитель ensure – обеспечивать
derrick – грузовая стрела enterprise – предприятие
heavy duty ~ = heavy-lift ~ = jumbo entertainment – развлечение
– тяжеловесная стрела entry – запись; вход
description – перечень, описание exchange – обмен
designation – назначение air ~ – воздухообмен
develop – развивать, разрабатывать expenditure – расход
development – развитие, разработка expose – подвергать действию
disadvantage – недостаток explosion – взрыв
disaster – катастрофа explosive – взрывчатый
discharge – разгружать, выгружать extend – расширять
design – разрабатывать, проектировать extraweight – тяжеловес
distinguish – различать
dock – док F
dry ~ – сухой док
floating ~ – плавучий док facilitate – облегчать
harbour ~ – док в гавани facility – средство; оборудование,
repair ~ – ремонтный док приспособление
shipbuilding ~ – судостроительный dockside ~ – портовое
док оборудование
domestic – домашний; внутренний fertilizer – удобрение
downshifting – дауншифтинг (смена fix – устанавливать, прикреплять
финансово привлекательной, но flatten – выравнивать
полной стресса карьеры на более float – плавать
спокойный, хотя и с меньшими float on / in (off) – вводить (выводить) в
экономическими возможностями трюм дока
образ жизни) floating – плавучий
drain – стекать, осушать flow – течь, поток
drag – тащить fluid – жидкий
draught marks – марки углубления fodder – корм для скота, фураж
draw (drew, drawn) – тащить, волочить fore – носовая часть, нос судна; впереди,
draw up – составлять в носовой части
drilling – бурение forecastle – бак
duties – пошлины raised ~ – возвышенный бак
durability – долговечность foreman – бригадир грузчиков
foremost – передний, носовой
E forepeak – форпик
foreward – носовая часть; носовой;
elevator – элеватор, грузоподъемник, направлять; впереди, вперед
лифт forwarding – переправка
employee – служащий ~ operations – экспедиторские
empty – порожний; опорожнять операции
encourage – способствовать; поощрять ~ services – экспедиторские услуги
endurance – выносливость
engine – двигатель
196 Thesaurus
frame – шпангоут (линия, делящая судно hot air balloon – воздушный шар с
пополам); набор (корпуса судна), высоким давлением
рама (автомобиля) hull – корпус судна
freeboard – надводная часть судна
freight – фрахт, груз, грузовой I
frequency – частота
fresh – пресный (о воде) ignite – воспламеняться, зажигаться
fuel – топливо, горючее; снабжать ignition – горение
топливом impact – уплотнять; столкновение
~ oil – жидкое топливо, мазут implement – осуществлять
~ consumption – расход топлива improve – улучшать, совершенствовать
inaccessible – недоступный
G inch – дюйм
inclination – уклон, скат
gain – прибыль, доход; получать incline – наклонять
gang – бригада incur costs – нести издержки
~ foreman – бригадир induce – порождать, вынуждать
gear – устройство inflammable – легковоспламеняющийся
cargo ~ – грузовое устройство inflammables – горючие вещества;
lifting ~ – подъемный механизм огнеопасные (грузы)
gearless – без механизмов injury – ущерб, повреждение
glider – планер inland – удаленный от моря
goal – цель installation – установка
go-slow – замедление темпов работы port ~ – портовое сооружение
grain – зерно intend – предназначать
grid – решетка, “гребенка” interaction – взаимодействие
guarantee – гарантировать intermodal operations – операции,
guidance – руководство осуществляемые смежными
gunpowder – черный порох (различными) видами транспорта
gypsum – гипс involve – вовлекать, включать
H J
haggle – торговаться jet – реактивный

handling – обработка, погрузка jetty – мол, пристань
harbour – гавань
~ master – капитан порта K
hatch – люк
haul – буксировать, тянуть kite – воздушный змей
head office = headquarter – главный офис knot – узел
heavy-lift = heavy-weight – тяжеловес
heel – крен, наклонять(ся) L
heliplane – конвертоплан
hermetically – герметически lack – недостаток, отсутствие
hire – наем, аренда landside – наземный
hitch – скреплять launch – спускать на воду
hold – трюм layout – план, расположение, компоновка
halt – платформа, остановка leak – течь, протекать
horse-drawn – на конной тяге leakage – течь, утечка
horse-trading – обсуждение условий leaky – имеющий течь
сделки, сопровождаемое lengthy – длинномерный
взаимными уступками lessen – уменьшать, ослаблять
Thesaurus 197
level – уровень net – сеть

lighter – лихтер
lighterage – разгрузка или погрузка судов O
лихтерами; плата за разгрузку или
погрузку лихтерами objective – цель, задача
liquefy – сжижать(ся), превращать(ся) в obtain – получать
жидкость odour – запах
list – крен offshore structure – морское сооружение
load – груз, грузить в открытом море
loader – погрузчик oil – нефть
side ~ – погрузчик с боковым crude ~ – нефть-сырец
захватом opening – отверстие
loadline – грузовая ватерлиния open-plan office – офис с открытой
location – месторасположение планировкой
lock – шлюз, плотина ore – руда
log – бревно overtime ban – запрет на сверхурочную
lorry – грузовик работу
lot – партия груза overwhelm – заваливать, загружать
lubricant – смазочный материал
lubricate – смазывать P
luggage – багаж
package – место (груза), пакет
M pallet – поддон, паллет, подстилка
parking lot – место стоянки
macadam – щебень party – сторона (договора, предприятия)
machinery – механизмы, машины ~ concerned – заинтересованная
maintain – поддерживать сторона
maintance – уход, содержание (механиз- passage – проход
мов), техническая эксплуатация pave – мостить, выстилать
make decision – принимать решение payroll – платежная ведомость
manpower (by) – вручную performance – деятельность
marine – морской permanent – постоянный
maritime – морской ~ housing – постоянные постройки
mast – мачта personnel – штат, персонал
master – капитан pier – пирс
medieval – средневековый pilot – лоцман; проводить судно
means – средство pilotage – лоцманское дело,
merchant – торговый пилотирование
midships – середина судна pipeline – трубопровод
mode – форма, вид plate – лист, пластина
non-motorized – немоторизованный plating – обшивка, листы, плиты
moist – влажный pollution – загрязнение
moisture – сырой poop – корма, ют
monitoring – проверка port – порт, отверстие
~ basin – акватория порта
N ~ of call – порт захода
~ of arrival – порт прибытия
nature – характер груза; природа; ~ of departure – порт отхода
природный, естественный side ~ – лацпорт
navigate – управлять судном portside – левый борт
navigation – навигация post – стойка, мачта
navigator – судоводитель power – приводить в движение
198 Thesaurus
precast – сборный (о железобетоне) shift – смена (рабочая)

prestressed – предварительно shift-day plan – сменно-суточный план
напряженный (о бетоне) shifting – перешвартовка
project – выступать; разрабатывать, ship = vessel – корабль, судно
проектировать dry cargo ~ – сухогруз
proof – непроницаемый feeder ~ – фидерное судно
gas-~ – газонепроницаемый inbound ~ – прибывающее судно
water-~ – водонепроницаемый liquid cargo ~ – танкер
propel – толкать вперед, двигать outbound ~ – уходящее судно
propeller – гребной винт tramp ~ – трамповое судно
provide – обеспечивать (не совершающее
pump – насос регулярные рейсы)
cargo ~ – грузовой насос shipment – груз, партия товара
fire ~ – пожарный насос shipper – грузоотправитель
~ out – откачивать shipping – судоходство
purchase – приобретать shop – цех, мастерская
maintenance ~ – обслуживающая
Q (сервисная) мастерская
repair ~ – ремонтная мастерская
quay – причал rigging ~ – такелажная мастерская
quiet – тишина, безмолвие, затишье shore – берег
side – сторона, борт
R site – место
soil – грунт, почва
rail – поручни sophisticated – изощренный, утонченный,
rails – рельсы сложный
ramp – аппарель; трап spread (spread) – распространять(ся)
rear – задний, кормовой stack – штабель; штабелировать
rearmost – кормовой, самый задний staff – штат, персонал
rebate – скидка starboard – правый борт
receipt – расписка в получении station – станция, вокзал
regulation – правило, инструкция crossing ~ – узловая станция
reinforced – армированный (о бетоне) dispatch ~ – станция отправления
requirement – требование end ~ – конечная станция
restock – пополнять запасы flag ~ – остановочный пункт
restrict – ограничивать fuel ~ – заправочная станция
retailer – розничный продавец interchange ~ – транспортная
reward – награждать, вознаграждать развязка
rewarding – стоящий junction ~ – узловая станция
rotary – вращающийся, вращательный main ~ – главный вокзал (станция)
route – маршрут multiple ~ – узловая станция
section ~ – участковая станция
S spotting ~ – сортировочная станция
starting ~ – станция отправления
safe – безопасный stub ~ – тупиковая станция
safety – безопасность steam – пар
screw – винт steel – сталь
seal – пломба; изоляция stem – форштевень
secure – крепить (груз); безопасный stern – корма судна
serve – служить, обслуживать stevedore – стивидор
service – услуга stimulate – стимулировать, побуждать
sheltering – укрытие stock – поставлять запасы
Thesaurus 199
rolling ~ – подвижной состав terms – условия договора

storage – склад, хранение на складах terrain – ландшафт
covered ~ – крытый склад tidal – приливо-отливный
heated ~ – отапливаемый склад tide – прилив и отлив
store – хранить tightness – непроницаемость
storehouse – склад timber – пиломатериал
strain – напряжение tire – шина, покрышка
stretch – напрягать(ся), тянуть tonnage – тоннаж
strike – забастовка torque – крутящий момент
subject to – подвергать tow – буксир
submerge – погружать в воду take in ~ – взять на буксир,
submergence – погружение буксировать
submit (to) – подчиняться towage – буксировка
subordinate – подчиняться tower – башня
suffer damage – получить повреждение track – след, путь
suitability for occupation – профпригод- car repair ~ – вагоноремонтный
ность путь
superintendent – начальник, broad-gauge ~ – ширококолейный
управляющий путь
superstructure – надстройка dead-end ~ – тупиковой путь
supervision – контроль delivery ~ – приемный путь
supply – снабжать; припас departure ~ – путь отправления
support – поддержка dispatch ~ – путь отправления
surface – поверхность empties ~ – свободный путь
sustain – поддерживать freight ~ – товарный путь
sustained – длительный, непрерывный main ~ – главный путь
sweatshop – предприятие с очень marshalling ~ – сортировочный
тяжелыми условиями труда путь
narrow-gauge ~ – узкоколейный
T путь
railway ~ – железнодорожный путь
tackle – такелаж service ~ – маневровый путь
tallow – смазочный материал spur ~ – подъездной путь
tank – танк, резервуар, цистерна station ~ – станционный путь
~ farm – место заправки storage ~ – запасный путь
afterpeak ~ – кормовая цистерна stub ~ – тупиковой путь,
ballast ~ – балластная цистерна подъездной путь
deep~ – диптанк switch ~ – маневровый путь,
double bottom ~ – междудонная сортировочный путь
цистерна trade – торговля; торговать
forepeak ~ – носовая цистерна traffic – движение, транспорт
slop ~ – цистерна грязной trail – след, тропа
трюмной воды trailer – прицеп
storage ~ – резервуар для хранения train – состав, поезд; подготовка
wing ~ – бортовая цистерна ~s formation – формирование
tanker – танкер составов
oil ~ – нефтеналивной танкер transaction – сделка
tanktop – второе дно, палубное перекры- transfer – перегружать, переваливать
тие над цистернами двойного дна transshipment – перегрузка, пересадка,
tar – деготь перевалка
tarpaulin – брезент travois – повозка
terminal – терминал, вокзал
200 Thesaurus
treadmill – однообразный механический hybrid ~ – судно гибридного типа

труд volume – объем
trim – дифферент, посадка судна; voyage – рейс
правильное размещение груза на
судне W
truck – погрузчик, тележка, грузовик
pickup ~ – малогабаритный way – путь, дорога, способ
грузовик entrance ~ – входной путь
truckload – вагон, грузовик; hatch~ – люк, отверстие люка
грузоподъемность middle ~ – среднемагистральный
tug – буксир high ~ – магистральный
~ boat – буксирное судно plate~ –железная дорога с
turnover – оборот металлическими рельсами
cargo ~ – грузооборот rail~ – железная дорога
turn-round – оборот run~ – проход; взлетно-посадочная
ship's ~ – судооборот полоса
sub~ – туннель
U taxi~ – рулежная дорожка
wagon~ – вагонный путь
ultimate – конечный wall – стенка, стена
union – союз warehouse – склад, пакгауз
unit – единица (груза); часть, covered ~ – крытый склад
подразделение heated ~ – отапливаемый склад
cargo ~ – грузовое место washway – размыв
production ~ – производственное watch – вахта
подразделение waterline – ватерлиния
unload – разгружать watertight – водонепроницаемый
urgent – срочный, неотложный; wave – волна
настойчивый weather forecast – прогноз погоды
utilize – использовать wharf – пристань
wheel – колесо
V flanged ~ – колесо с ребордой
unflanged ~ – колесо без реборды
van – фургон winch – лебедка
vehicle – перевозное транспортное wing – крыло; палубный карман в трюме
средство workforce – рабочая сила
versatility – многосторонность workshop – мастерская
vessel = ship – судно
Грамматический комментарий 201
ГРАММАТИЧЕСКИЙ КОММЕНТАРИЙ
1. АРТИКЛЬ (THE ARTICLE)
Артикль является одним из определителей имени существительного и

ставится перед существительным или перед словами, являющимися опреде-
лениями к нему.
1.1 Неопределенный артикль (The Indefinite Article)
Неопределенный артикль a (an – перед словами, начинающимися с

гласной) происходит от числительного one и означает один из многих, какой-
то, любой.
I am a student. – Я студент (один из многих).
Не is an English engineer. – Он английский инженер.
Если перед существительным в единственном числе стоит неопре-

деленный артикль, то во множественном числе он опускается.
This is a book. – These are books.
Иногда артикль a (an) переводится словом один.

in а month – через (один) месяц
Неопределенный артикль употребляется в устойчивых выражениях:

in a hurry – второпях
it’s a pity – жаль
it’s a shame – стыдно, жалко
it’s a pleasure – приятно
to have a good time – хорошо провести время
1.2 Определенный артикль (The Definite Article)
Определенный артикль the переводится словами этот, эта, это, эти.

Употребляется перед существительными, как в единственном, так и во мно-
жественном числе.
Определенный артикль употребляется:
– когда речь идет об определенном лице или предмете:
Where is the professor? – Где профессор? (известный нам)
– перед существительным, если ему предшествует прилагательное в

превосходной степени или порядковое числительное:
The Moscow Metro is the longest in Russia. – Московское метро – самое
протяженное в России.
The first examination will be in mathematics. – Первый экзамен будет по
математике.
202 Грамматический комментарий
– перед географическими названиями (названиями океанов, морей, рек,

горных хребтов, частей света и т.д.):
the Pacific – Тихий океан the Volga – Волга
the Black Sea – Черное море the Urals – Уральские горы
the North – север the South – юг
– перед названиями ряда стран и местностей (с определяемыми слова-

ми – States, Federation, Republic и т.д.):
the United States of America – Соединенные Штаты Америки
the Crimea – Крым
– перед существительными, единственными в своем роде:

the Sun – солнце
the Moon – луна
– перед фамилиями, употребленными во множественном числе для

обозначения членов одной и той же семьи:
the Petrovs – Петровы
the Hutts – семья Хаттов
– в выражениях:
in the morning – утром
in the evening – вечером
in the afternoon (in the day-time) – днем
to play the piano – играть на пианино
to keep the house – сидеть дома
to tell the truth – говорить правду
Определенный артикль не употребляется:

– перед именами собственными:
England, St. Petersburg, London, Smith, Petrov
– перед названиями времен года, месяцев и дней недели:

We have our exam periods in winter and in summer. – У нас сессии зимой и ле-
том.
English classes are on Monday. – Занятия по английскому языку состоятся в
понедельник.
– в выражениях:
from morning till knight – с утра до вечера
from head to foot – с головы до ног
at first sight – с первого взгляда
by chance – случайно
for hours – часами
by sea – морем
on deck – на палубе
to play football – играть в футбол
2. ИМЯ СУЩЕСТВИТЕЛЬНОЕ (THE NOUN)
Имя существительное – это название лица (designer – конструктор),

предмета (design – проект), явления (light – свет) или процесса (development
– развитие).
Род существительного в английском языке, в отличие от русского, оп-
ределяется только по значению существительного.
Название лица мужского пола относится к мужскому роду; вместо него
употребляется местоимение he.
Название лица женского пола относится к женскому роду; вместо него
употребляется местоимение she.
Название неодушевленного предмета относится к среднему роду; вме-
сто него употребляется местоимение it.
This is a door. It is white. – Это дверь. Она белая.
This is a table. It is big. – Это стол. Он большой.
This is the Sun. It is hot. – Это солнце. Оно горячее.
2.1 Исчисляемые и неисчисляемые существительные

(The Count and Non-count Nouns)
К исчисляемым существительным относятся названия предметов и лиц,

которые можно пересчитать, поэтому они употребляются как в един-
ственном, так и во множественном числе:
a room (комната) – two rooms, a worker (рабочий) – many workers
К неисчисляемым существительным относятся названия предметов, ко-

торые не подлежат счету. Они употребляются только в единственном числе:
– вещественные существительные: steel сталь, oil нефть, air воздух и
др.
– отвлеченные существительные, обозначающие состояния, действия,
науки, процессы и т.п.: freedom свобода, labour труд, mathematics матема-
тика и др.
2.2 Число существительных (The Number)
Множественное (the plural) число существительных образуется путем

прибавления окончания -s или -es к форме единственного числа (см. Прило-
жение 1, таблица 1 Таблица образования множественного числа существи-
тельных).
2.3 Падеж существительных (The Case)
В английском языке два падежа: общий и притяжательный.

Общий падеж (the Common Case) не имеет специальных окончаний:
an example пример, drawings чертежи, data данные.
Существительное в общем падеже может переводиться на русский язык
разными падежами в зависимости от его функции в предложении. Функция
существительного определяется:
– его местом в предложении;
– наличием перед ним предлогов of, to, by, with, about.
Подлежащее, выраженное одним словом (или группой слов) без пред-
лога, стоит перед сказуемым и соответствует русскому именительному паде-
жу (кто? что?).
The lecturer sees the students. – Лектор видит студентов.
Прямое дополнение, выраженное существительным без предлога, стоит

после сказуемого и соответствует русскому винительному падежу (кого?
что?).
The students see the lecturer. – Студенты видят лектора.
(см. Приложение 1, таблица 2 Таблица сравнения падежных отношений

в русском и английском языках)
Притяжательный падеж (the Possessive Case) обозначает принадлеж-

ность предмета или лица и отвечает на вопрос whose чей. Существительное в
притяжательном падеже является определением к другому существи-
тельному и всегда стоит перед ним. Существительное в притяжательном па-
деже имеет окончание:
– ’s (апостроф и буква s) в единственном числе:
our teacher's lectures – лекции нашего преподавателя
–’ (только апостроф) во множественном числе:

the students’ drawings – чертежи студентов
Примечание: Если существительное во множественном числе не имеет окончания

–s, прибавляется ’-s: the children’s pictures – рисунки этих детей.
Притяжательный падеж в основном употребляется с одушевленными

существительными, однако он может употребляться и с некоторыми неоду-
шевленными, например:
the sun’s rays – солнечные лучи (лучи солнца)
the country’s economy – экономика страны
Существительное в притяжательном падеже переводится на русский

язык либо соответствующим прилагательным, либо существительным в ро-
дительном падеже.
2.4 Существительное в функции определения
Для английского языка характерно употребление в роли определения

одного или нескольких существительных (в общем падеже), образующих це-
почку слов. В такой цепочке последнее существительное является основным,
а все предшествующие ему слова являются определениями к нему.
Существительное в функции определения переводится:
– прилагательным:
room temperature – комнатная температура
limit pressure – предельное давление
– существительным без предлога или с предлогом:

a physics teacher – преподаватель физики
the institute radio equipment laboratory – институтская лаборатория радио-
оборудования
the atomic energy conference – конференция по проблемам атомной энергии
3. ИМЯ ПРИЛАГАТЕЛЬНОЕ (THE ADJECTIVE)
Прилагательное – часть речи, выражающая качество или свойство

предмета (явления, лица). В английском языке прилагательные не изменяют-
ся ни по числам, ни по падежам, ни по родам и переводятся в соответствии с
родом, числом и падежом существительного, к которому относятся:
a young man – молодой человек
a young woman – молодая женщина
young people – молодые люди
В предложении прилагательное выполняет роль определения или

именной части сказуемого. В функции определения прилагательное стоит
перед определяемым словом, а в функции составной части сказуемого – по-
сле глагола-связки.
Не used a new method in his work. – Он использовал новый метод в своей
работе.
This method is new. – Этот метод – новый.
Некоторые прилагательные – present присутствующий, dependent за-

висящий, essential существенный, different различный, able способный – в
функции именной части составного сказуемого переводятся на русский язык
соответствующим глаголом.
Water is always present in the air. – Вода всегда присутствует в воздухе.
3.1 Степени сравнения прилагательных (The Degrees of Comparison)
Сравнительная степень односложных и некоторых двусложных прила-

гательных образуется при помощи суффиксов –еr, -r:
high – higher – высокий – более высокий, (выше)
late – later – поздний – более поздний, (позже)
Суффиксы превосходной степени –est, -st. Перед прилагательным в

превосходной степени обычно стоит определенный артикль the:
the highest – самый высокий, (наивысший, высочайший)
the latest – самый поздний
Многосложные прилагательные образуют сравнительную и превосход-

ную степени при помощи наречий more и most соответственно:
more accurate – более точный
the most accurate – самый точный
В английском языке есть ряд прилагательных, образующих степени

сравнения не по правилам и являющиеся исключением (см. Приложение 1,
таблица 3 «Таблица степеней сравнения прилагательных»).
3.2 Сравнительные конструкции (The Comparative Constructions)
После сравнительной степени употребляется союз than, который соот-

ветствует русскому чем:
The Earth is bigger than the Moon. – Земля больше Луны (больше, чем Луна).
This exercise is more difficult than that one. – Это упражнение труднее того.
Для усиления сравнительной степени употребляются наречия much и

far, которые ставятся перед прилагательным в сравнительной степени и пе-
реводятся на русский язык словами гораздо, значительно.
The distance from the Sun to the Earth is much longer than that from the Moon. –
Расстояние от Солнца до Земли гораздо больше, чем от Луны.
При сравнении двух предметов, которым в равной степени присуще

одно и то же качество, употребляется сравнительный союз as … as такой же
… как и. Прилагательное употребляется в исходной форме:
Water is as necessary as air. – Вода так же необходима, как и воздух.
Если же степень качества различна, употребляется союз с отрицанием

not so … as не такой, … как:
Gold is not so light as aluminium. – Золото не такое легкое, как алюминий.
Сочетания типа as high as, as long as и т.д. могут выражать не только

сравнение. Если после такого сочетания стоит числительное, то это сочета-
ние обычно не переводится. Сравните:
The speed of this plane is as high as the speed of sound. – Скорость этого само-
лета такая же высокая, как скорость звука.
The speed of this plane is as high as 1,200 kilometres per hour. – Скорость этого
самолета 1200 километров в час.
Сочетание типа as + прилагательное + as possible на русский язык пе-

реводится как можно + прилагательное в сравнительной степени:
The speed of the rocket must be as high as possible. – Скорость ракеты должна
быть как можно выше.
Сочетание типа five metres + прилагательное, указывающее меру

(long длинный, wide широкий, high высокий и т.д.), на русский язык перево-
дится длиной (в) 5 метров и т.д.
The walls of this experimental house are ten centimeters thick. – Стены этого
экспериментального дома имеют толщину 10 см.
В конструкции the (more) … the (better) артикли, стоящие перед прила-

гательными или наречиями в сравнительной степени, переводятся чем …,
тем.
The higher the temperature, the more rapid is the motion of the molecules. –
Чем выше температура, тем быстрее движение молекул.
Признаками прилагательного являются суффиксы: -ful, -less, -ic, -al,

-able, -ible, -ant, -ent, -ish, -ive, -ous, -y.
4. ЧИСЛИТЕЛЬНОЕ (THE NUMERAL)
Числительные обозначают количество или порядок предметов и делят-

ся на количественные и порядковые.
4.1 Количественные и порядковые числительные

(The Cardinal and Ordinal Numerals)
Количественные числительные обозначают количество и отвечают на

вопрос how many? – сколько?
One – один, five – пять и т.д.
Порядковые числительные обозначают порядок предметов и отвечают

на вопрос which? – который?
the first – первый, the fifth – пятый и т.д.
Обратите особое внимание на написание следующих числительных:

thirteen, fifteen, twenty, thirty, forty, fifty (см. Приложение 1, таблица 4 Табли-
ца образования числительных).
4.2 Чтение числительных свыше 100
100 — a (one) hundred

101 — a (one) hundred and one
125 — one hundred and twenty-five
200 — two hundred
300 — three hundred
1 000 — a (one) thousand
1 005 — one thousand and five
1 235 — one thousand two hundred and thirty-five
2 000 — two thousand
5 345 — five thousand three hundred and forty-five
1,000,000 — a (one) million
1,000,000,000 — a (one) milliard (в Англии); one billion (в Америке)
В отличие от русского языка, числительные hundred, thousand, million

не принимают окончания множественного числа (-s), когда перед ними стоит
количественное числительное, которое является его определением:
three hundred students, five thousand houses, ten million books.
Hundred, thousand и million могут быть и существительными, когда

после них употребляется существительное с предлогом of. В этом случае они
принимают окончание –s:
hundreds of people – сотни людей
thousands of houses – тысячи домов
4.3 Чтение дробей (The Fractions)
В простых дробях:
1. числитель выражается количественным числительным, а знамена-
тель – порядковым;
2. когда числитель больше единицы, знаменатель принимает окончание
–s.
В десятичных дробях:
1. целое число отделяется от дроби точкой (а не запятой, как в русском
языке);
2. каждая цифра читается отдельно. Точка, отделяющая целое число от
дроби, читается point; 0 читается о [ou] (буква алфавита), (в Америке 0 чита-
ется zero). Если целое число равно нулю, то оно часто не читается.
Простые дроби (Common Fractions) Десятичные дроби (Decimal Fractions)

½ – a (one) half 0. 1 – o point one или: point one
⅓ – a (one) third 0.01 – o point o one или: point o
⅔ – two thirds 2.35 – two point three five
¾ – three quarters или: three fourths 32.305 – three two (thirty-two) point
1⅓ – one and a third three o five
2 ⅝ – two and five eighths
Проценты обозначаются знаком % или словами per cent.
4.4 Хронологические даты (The Dates)
Годы, в отличие от русского языка, обозначаются количественными

числительными, причем слово год отсутствует:
1900 – nineteen hundred – тысяча девятисотый год
in 1907 – in nineteen о [ou] seven – в тысяча девятьсот седьмом году
1965 – nineteen sixty-five – тысяча девятьсот шестьдесят пятый год
2000 – two thousand – двухтысячный год
Даты обозначаются количественными или порядковыми числительны-

ми.
April 12, 1961 April the twelfth (April twelve),
April 12th, 1961 читаются nineteen sixty-one или:
12th April, 1961 the twelfth of April, nineteen sixty-one
5. МЕСТОИМЕНИЕ (THE PRONOUN)
Местоимение – это часть речи, которая употребляется вместо имени

существительного или прилагательного. Местоимения делятся на личные,
притяжательные и возвратно-усилительные (см. Приложение 1, таблица 5
Таблица местоимений).
5.1 Личные местоимения (The Personal Pronouns)
Личные местоимения имеют формы двух падежей: именительного и

объектного. Объектный падеж соответствует русским косвенным падежам.
Личные местоимения в именительном падеже выполняют в предложе-
нии функцию подлежащего и, следовательно, стоят непосредственно перед
сказуемым:
Не is an engineer. – Он инженер.
They work at our plant. – Они работают на нашем заводе.
Местоимение it заменяет неодушевленные существительные и со-

ответствует местоимениям он, она, оно в зависимости от рода сущeствитель-
ного в русском языке.
A line has one dimension. It has length. – Линия имеет одно измерение. Она
имеет длину.
Местоимение they заменяет и одушевленные и неодушевленные суще-

ствительные.
Личные местоимения в объектном падеже являются дополнением
(прямым, косвенным, предложным) и всегда стоят после глагола-сказуемого:
I know him well. – Я хорошо знаю его.
Не usually shows me his books. – Он обычно показывает мне свои книги.
They often talk with her. – Они часто беседуют с ней.
5.2 Притяжательные местоимения (The Possessive Pronouns)
Притяжательные местоимения выражают принадлежность и отвечают

на вопрос whose? чей? чья? чье? чьи? Притяжательные местоимения имеют
две формы:
1. простую, которая употребляется в функции определения перед су-
ществительным:
Show me your drawing. – Покажите мне ваш чертеж.
Если перед существительным есть другие определяющие слова, то при-

тяжательное местоимение стоит перед ними:
Show me your two last drawings. – Покажите мне ваши два последних
чертeжа.
2. абсолютную, которая употребляется вместо ранее упомянутого су-

ществительного и выполняет в предложении функцию подлежащего, допол-
нения или именной части сказуемого:
This book is mine. – Это моя книга.
Притяжательные местоимения, как правило, переводятся на русский

язык местоимениями свой, своя, свое, свои, если они стоят в том же лице, что
и подлежащее:
I help my friend in his work. – Я помогаю своему другу в работе.
They completed their experiments. – Они завершили свои опыты.
Притяжательные местоимения английского предложения не всегда пе-

реводятся на русский язык:
Не raised his hand. – Он поднял руку.
5.3 Возвратно-усилительные местоимения (The Reflexive Pronouns)
Все личные местоимения в английском языке имеют соответствующие

возвратные местоимения, которые имеют окончание –self в единственном
числе и –selves во множественном числе.
Возвратные местоимения обычно стоят после глагола-сказуемого и пе-

реводятся:
1. возвратным глаголом:
Be careful! Don’t hurt yourself! – Осторожно! Не ушибитесь!
2. русским местоимением себя (себе, собой):

Не never speaks about himself. – Он никогда не говорит о себе.
Усилительные местоимения, которые совпадают по форме с возврат-

ными, употребляются для усиления значения существительного или место-
имения и соответствуют русским местоимениям сам, сама, само, сами. В
этом случае они стоят в конце предложения или после слова, которое они
усиливают.
We will solve this problem ourselves. – Мы решим эту задачу сами.
The new crane itself turns the derrick. – Новый кран сам поворачивает стрелу.
5.4 Указательные местоимения (The Demonstrative Pronouns)
К указательным местоимениям относятся местоимения this, that, it,

such, same.
Указательные местоимения this, that имеют формы единственного и
множественного числа:
this – этот, эта, это these – эти
that – тот, та, то those – те
В предложении они выполняют функцию подлежащего или опре-

деления.
Подлежащее: This is our plant. – Это наш завод.
Определение: We work at this plant. – Мы работаем на этом заводе.
Если перед существительным есть несколько определений, то указа-

тельное местоимение занимает первое место в цепочке определений:
We work at this large steel plant. – Мы работаем на этом большом металлур-
гическом заводе.
В значении указательного местоимения употребляется также ме-

стоимение it, соответствующее русскому местоимению это:
What is this? It is a new vehicle. – Что это? Это новое транспортное средство.
К указательным местоимениям относятся также местоимения such та-

кой и местоимение same, которое всегда употребляется с определенным ар-
тиклем и переводится на русский язык тот же самый, такой же.
Род, число, падеж указательных местоимений зависит от рода, числа и
падежа соответствующих русских существительных:
such an instrument – такой прибор
the same instrument – тот же самый прибор

such a length – такая длина
the same length – та же самая длина
5.5 Вопросительные и относительные местоимения

(The Interrogative and Relative Pronouns)
Вопросительные и относительные местоимения в английском языке, в

основном, совпадают по форме; это местоимения who (whom) кто (кому, ко-
го), whose чей, which который, what что, а перед существительным – какой:
Whose discovery is this? – Чье это открытие?
What is this? – Что это?
What institute do you go to? – В каком институте вы учитесь?
Относительные местоимения служат для присоединения придаточного

предложения к главному и являются союзными словами, т.е. не только свя-
зывают придаточное предложение с главным, но и являются членами прида-
точного предложения:
This is the element whose properties we are interested in. – Это элемент, свойст-
ва которого нас интересуют.
I am explaining to him what we are working at. – Я объясняю ему, над чем мы
работаем.
5.6 Неопределенные местоимения и их производные

(The Indefinite Pronouns and their Derivatives)
К неопределенным местоимениям относятся местоимения some, any,

every (и их производные) и местоимение one.
Some употребляется в утвердительных предложениях и имеет следую-

щие значения:
1. несколько, некоторые, если стоит перед исчисляемым сущест-
вительным во множественном числе:
I have some friends here. – У меня здесь есть несколько друзей.
2. некоторое количество, немного – перед неисчисляемыми существи-

тельными. В этом случае some обычно не переводится на русский язык:
There is some water in the tank. – В танке есть вода.
Местоимение some, как правило, не употребляется в вопросительных и

отрицательных предложениях. Оно заменяется местоимением any какой-
нибудь.
I have some friends here. There is some water in the tank.
Have you any friends here? Is there any water in the tank?
I have no (not any) friends here. There is no (not any) water in the tank.
3. какой-то – перед исчисляемыми существительными в единственном

числе:
The engineer read about this mode in some magazine. – Инженер читал об этой
модели в каком-то журнале.
4. приблизительно, около – перед числительным:

There are some 30 students at the lecture. – На лекции присутствует приблизи-
тельно 30 студентов.
Местоимение any употребляется также в утвердительных предложени-

ях со значением любой, всякий:
You can find this book in any shop. – Вы можете найти эту книгу в любом ма-
газине.
Неопределенные местоимения each и every каждый стоят перед суще-

ствительным в единственном числе и исключают употребление артикля, по-
скольку являются определителями существительного:
Every engineer must learn foreign languages. – Каждый инженер должен изу-
чать иностранные языки.
Each student of our group takes part in some research. – Каждый студент нашей
группы принимает участие в каком-нибудь исследовании.
Отрицательное местоимение no никакой, нет имеет то же значение, что

и not any, и употребляется перед существительным как в единственном, так и
во множественном числе. При наличии nо артикль перед существительным
не употребляется, а глагол стоит в утвердительной форме, так как в англий-
ском предложении может быть только одно отрицание:
Не has no lectures today. – У него сегодня нет лекций.
Перед существительным в функции подлежащего обычно упот-

ребляется nо, которое переводится как никакой, ни один:
No magazine writes about this discovery. – Ни один (никакой) журнал не
пишет об этом открытии.
No information comes from him. – От него не поступает никакой информации.
Отрицательное местоимение none заменяет как исчисляемое, так и не-

исчисляемое существительное:
None of them answered this question. – Никто из них не ответил на этот
вопрос.
Is there any liquid in the tank? – Есть в резервуаре какая-нибудь жидкость?
No, there is none. – Нет. (Там нет никакой жидкости.)
Местоимения some, any, every, no употребляются в сочетаниях со сло-

вами: thing – для обозначения неодушевленных предметов, body и one – для
одушевленных. В сочетании со словом where они образуют неопределенные

наречия (см. Приложение 1, таблица 6 Таблица производных слов).
В функции подлежащего могут употребляться только nobody (no one),

nothing, а не not … anybody или not … anything, причем глагол-сказуемое
употребляется с ними в 3-м лице единственного числа в утвердительной
форме:
Nobody has read this article yet. – Никто еще не читал этой статьи.
С отрицательными местоимениями и наречиями может быть два вари-

анта построения предложения, так как в английском предложении возможно
только одно отрицание:
Не knows nothing about it. – Он ничего не знает об этом.
Не does not know anything about it. – Он ничего не знает об этом.
Местоимение one употребляется в качестве подлежащего для обозна-

чения неопределенного лица.
Как правило, оно употребляется в сочетании с модальными глаголами
must, should, can. Такое сочетание переводится нужно, следует, можно в за-
висимости от модального глагола. Иногда само местоимение one переводит-
ся словами каждый, всякий:
One cannot always find time for reading. – He всегда можно найти время для
чтения.
One should always come to the classes in time. – Следует всегда приходить на
занятия вовремя.
One can do it easily. – Можно (Каждый может) легко сделать это.
5.7 Количественные местоимения (The Quantitative Pronouns)
К количественным местоимениям относятся местоимения many, few,

much, little.
Many много и few мало употребляются с исчисляемыми сущест-
вительными:
Не has many (few) mistakes in his test-paper. – У него в контрольной работе
много (мало) ошибок.
Much много и little мало употребляются с неисчисляемыми существи-

тельными:
Не has much (little) work today. – У него сегодня много (мало) работы.
Much и many могут заменяться синонимами: a lot (of), lots (of), plenty
(of). Кроме того, в утвердительном предложении сочетания а great many, a
great number (of) употребляются вместо many; a great deal (of), a great
amount (of) – вместо much:
I have plenty of work. – У меня много работы.
Little и few могут употребляться с неопределенным артиклем – а little

немного, a few немного, несколько:
Не has little time. – У него мало времени.
We have a little time, let’s go to the cinema. – У нас есть немного времени,
пошли в кино.
There are few English magazines in the library. – В библиотеке мало английских
журналов.
There are a few chemical magazines on that shelf. – На той полке есть несколько
журналов по химии.
5.8 Многофункциональность местоимения it
Местоимение it может выступать в роли:

1. личного местоимения (подлежащее, дополнение):
Your solution is correct. – Ваше решение правильно.
Explain it, please. – Объясните его, пожалуйста.
2. указательного местоимения (подлежащее):

What is this? It is a new device. – Что это? Это новый прибор.
3. безличного местоимения (подлежащее):

It is said that he is an experienced engineer. – Говорят, что он опытный
инженер.
4. усилительного местоимения (для выделения отдельных членов пред-

ложения):
It is Popov who invented the radio. – Радио изобрел не кто иной, как Попов.
5.9. Многофункциональность слова that
Слово that выполняет в предложении функции:

1. местоимения:
а) указательное (подлежащее, определение):
That new instrument is very precise. – Этот (тот) новый прибор очень
точный.
б) относительное – вводит придаточные определительные предложения и за-

вершает усилительную конструкцию:
An equation that states a rule in brief form is called a formula. – Уравнение, ко-
торое кратко выражает правило, называется формулой.
2. союза:
а) для присоединения придаточных дополнительных предложений:
D. I. Mendeleyev was sure that the missing elements would be found. –
Д. И. Менделеев был уверен, что недостающие элементы будут открыты.
б) для присоединения придаточных подлежащих:

That it is possible to convert heat to energy and energy back to heat can be dem-
onstrated in a number of ways. – To, что тепло можно преобразовать в энергию
и энергию обратно в тепло, можно продемонстрировать разными способами.
в) для присоединения придаточных сказуемых:

The main difficulty is that the experiments haven’t shown good results yet. –
Главная трудность заключается в том, что эксперименты еще не дали поло-
жительных результатов.
3. слова-заместителя:
The power of atomic ice-breaker is much greater than that of tanker. – Мощность
атомного ледокола гораздо больше мощности танкера.
6. НАРЕЧИЕ (THE ADVERB)
Наречие – это часть речи, указывающая на признак действия или каче-

ства. По форме наречия делятся на две группы: простые и производные.
Простые наречия: here здесь, сюда, now теперь, soon скоро и др.
Производные наречия образуются от прилагательных или других час-
тей речи при помощи суффикса –ly: easily легко, daily ежедневно.
6.1 Место наречия в предложении
Наречия неопределенного времени always всегда, often часто, seldom

редко, already уже, usually обычно, sometimes иногда, soon скоро, never ни-
когда и т.д. ставятся перед смысловым глаголом:
We often make experiments. – Мы часто проводим опыты.
Когда сказуемое состоит из нескольких компонентов, наречие не-

определенного времени ставится после первого глагола:
We have already made this experiment. – Мы уже провели этот опыт.
Но эти наречия ставятся после глагола to be:

Не is always present at the lectures. – Он всегда присутствует на лекциях.
Наречия, являющиеся в предложении обстоятельством места или вре-

мени, стоят либо в начале предложения перед подлежащим, либо в конце
предложения:
Tomorrow I will go to the library. – Завтра я пойду в библиотеку.
Наречия, относящиеся к прилагательному, причастию-определению

или другому наречию, обозначают признак или степень качества и всегда
стоят перед словом, к которому относятся:
highly important problem – чрезвычайно важная проблема
quickly moving vehicle – быстро движущийся транспорт
6.2 Степени сравнения наречий (The Degrees of Comparison)
Односложные наречия образуют степени сравнения путем прибавления

к исходной форме наречия суффиксов –еr (в сравнительной степени) и –est (в
превосходной). Двусложное наречие early образует степени сравнения таким
же образом:
late – later – latest
early – earlier – earliest
Двусложные и многосложные наречия образуют степени сравнения пу-

тем прибавления слов more и most:
clearly – more clearly – most clearly
Некоторые наречия образуют степени сравнения не по правилу (см.

Приложение 1, таблица 7 Таблица степеней сравнения наречий).
При сравнении двух действий, которым присущ один и тот же признак,

употребляется, как и с прилагательными, парный союз as … as:
This plane moves as quickly as the sound does. – Этот самолет движется так
же быстро, как и звук (т.e. Со скоростью звука).
Сочетание as well as может, наряду со сравнительной конструкцией,

быть составным союзом так же, как (и). Сравните:
Не knows mathematics as well as his friend does. – Он знает математику так
же хорошо, как и его друг.
The English system of weights was used in England as well as in a number of

other countries. – Английская система весов применялась в Англии также,
как и в ряде других стран.
Наречие as well имеет значение также и всегда стоит в конце предло-

жения:
The plant produces cars. It produces vessels as well. – Этот завод выпускает
автомобили. Он также выпускает корабли.
Некоторые наречия совпадают по форме с прилагательными, но часто

отличаются от них по значению:
long – длинный, долгий long – давно
Некоторые наречия, образованные от прилагательных при помощи

суффикса –ly, также отличаются по значению от соответствующих прилага-
тельных:
real – настоящий really – действительно
Некоторые наречия имеют две формы: одну без суффикса, совпадаю-

щую с прилагательным, другую – с суффиксом –ly. Последние часто не сов-
падают по значению с соответствующим и прилагательными (см. Приложе-
ние 1, таблица 8 Таблица наречий):
high –высокий high – высоко highly – весьма, очень, чрезвычайно
7. ПРЕДЛОГ (THE PREPOSITION)
Предлоги – служебные слова, которые указывают на связь суще-

ствительных (или местоимений) с другими словами в предложении. (см.
Приложение 1, таблица 9 Таблица основных предлогов)
Предлоги в английском языке бывают: предлоги места (place) и на-
правления (direction), предлоги времени (time), составные (compound)
предлоги, предлоги, передающие падежные отношения (case). Помимо са-
мих предлогов, существуют устойчивые словосочетания с предлогами
(prepositional phrases).
Предлоги места означают нахождение предмета на поверхности чего-

либо, внутри какого-либо замкнутого пространства, под другим предметом
или около другого предмета:
on the table – на столе
in the room – в комнате
under the book – под книгой
at the desks – у столов
Предлоги направления и движения обозначают движение по направ-

лению к какому-либо предмету, внутрь замкнутого пространства, от одного
лица к другому или из одного места в другое, из замкнутого пространства:
to the table – к столу
into the room – в комнату
from (off) the table – со стола
from Kiev to Moscow – из Киева в Москву
out of the bag – из портфеля
8. СЛОВА-ЗАМЕСТИТЕЛИ (THE NOUN-SUBSTITUTES)
В английском языке есть слова, которые употребляются в предложе-

нии, чтобы избежать повторения одного и того же слова. Такие слова назы-
ваются словами-заместителями.
8.1 Местоимения one, ones
Для замены существительного в единственном числе употребляется

местоимение one. Местоимение one имеет форму множественного числа
ones, когда оно употребляется вместо существительного во множественном

числе:
The new laboratory is equipped better than the old one. – Новая лаборатория
оборудована лучше, чем старая (лаборатория).
There are many diagrams here. – Здесь много диаграмм.
The most interesting ones are on that wall. – Самые интересные (диаграммы) –
на той стене.
Местоимение one как слово-заместитель или совсем не переводится на

русский язык или переводится тем существительным, которое оно заменяет.
Местоимение one как слово-заместитель не употребляется после при-
тяжательных местоимений, так как в этом случае употребляется независимая
форма притяжательных местоимений. Оно также не употребляется после су-
ществительных в притяжательном падеже:
This experiment is more complicated than yours. It will take more time. – Этот
опыт более сложен, чем ваш. На него потребуется больше времени.
Your drawing is good, but Victor’s is much better. – Ваш чертеж хороший, но
чертеж Виктора гораздо лучше.
8.2 Местоимения that, those
Для замены предшествующего существительного, за которым следует

какой-либо предложный оборот, употребляется местоимение that (множест-
венное число those).
The speed of the TU-154 is greater than that of the TU-124. – Скорость самолета
ТУ-154 больше, чем (скорость) самолета ТУ-124.
Слова that, those в этой функции переводятся существительными, ко-

торые они заменяют, или не переводятся совсем.
8.3 Глагол to do
Для того чтобы избежать повторения глагола, употребляется глагол to

do в соответствующей форме:
Metals conduct electricity better than semiconductors do. –Металлы проводят
электричество лучше, чем полупроводники.
The new computer works with greater precision than the old one did. – Новый
компьютер работает с большей точностью, чем (работал) старый.
9. СОЮЗЫ (THE CONJUNCTIONS)
Союзы – служебные слова, которые устанавливают связь между слова-

ми, словосочетаниями, частями предложения и предложениями (см. Прило-
жение 1, таблица 10 Таблица основных союзов и союзных слов).
Союзы в английском предложении выполняют соединительную функ-

цию и называются сочинительными, если вводят сложносочиненное предло-
жение; подчинительными, если вводят сложноподчиненное предложение (см.
G.26.3 Придаточное предложение).
10. ГЛАГОЛ (THE VERB)
Глагол – это часть речи, которая обозначает действие или состояние

лица или предмета. Глагол отвечает на вопросы: что делает лицо (предмет)?
что делается с лицом (предметом)?
Формы английского глагола делятся на личные и неличные:

1. Личные формы глагола выражают лицо, число, наклонение, время,
залог. Сюда относятся формы глаголов во всех лицах единственного и мно-
жественного числа во всех временах активного и пассивного залога в изъяви-
тельном и сослагательном наклонении. Они служат в предложении сказуе-
мым и согласуются с подлежащим в лице и числе.
2. Неличные формы глагола – инфинитив (the Infinitive), герундий (the

Gerund) и причастие (the Participle), в отличие от личных форм, выражают
действие без указания лица, числа и наклонения. Поэтому они не могут быть
в предложении сказуемым.
По своему значению и функции в предложении глаголы делятся на

смысловые, модальные, глаголы-связки и вспомогательные.
1. Смысловые глаголы имеют самостоятельное значение и в предложе-
нии являются сказуемым:
We study at the Technical Institute. – Мы учимся в техническом институте.
2. Модальные глаголы can, may, must и др. служат для выражения воз-
можности, вероятности, необходимости или желательности совершения дей-
ствия и употребляются в сочетании с инфинитивом смыслового глагола. (см.
G.20 Модальные глаголы).
3. Глаголы-связки служат для образования составного именного ска-

зуемого. К ним относятся глаголы: to be (который в настоящем времени на
русский язык не переводится), to become, to get, to turn, to grow в значении
становиться и др.:
My father is an engineer. – Мой отец – инженер.
She will become a doctor. – Она будет (станет) врачом.
4. Вспомогательные глаголы to be, to have, to do, will (would) служат

для образования аналитических (сложных) глагольных форм. Они не имеют
самостоятельного значения и поэтому на русский язык не переводятся:
I did not like the article. – Мне не понравилась эта статья.
Не has been to England. – Он был в Англии.
Глаголы в английском языке имеют категории наклонения, залога и

времени.
1. Наклонение. В английском языке три наклонения:
а) изъявительное наклонение выражает действие как реальный факт во всех
временах:
Our studies begin in September and end in July. – Наши занятия начинаются в
сентябре и заканчиваются в июле.
б) повелительное наклонение выражает побуждение к действию, т.е. просьбу,

совет, приказание, запрещение:
Measure the temperature of the water. – Измерьте температуру воды.
в) сослагательное наклонение выражает действие не как реальный факт, а как

действие предполагаемое или желательное:
If she were present at the conference, she would take part in the discussion. – Ес-
ли бы она присутствовала на конференции, она бы приняла участие в дис-
куссии.
2. Залог. В английском языке имеются два залога:

а) активный залог показывает, что лицо (или предмет), являющееся подле-
жащим, само производит действие:
They equipped the port with modern facilities. – Они оборудовали порт совре-
менными средствами.
б) пассивный залог показывает, что лицо (или предмет), являющееся подле-

жащим, подвергается действию со стороны другого лица (или предмета):
The port was equipped with modern facilities. – Порт был оборудован совре-
менными средствами.
3. Время. В английском языке имеется четыре группы глагольных вре-

мен: Indefinite, Continuous, Perfect и Perfect Continuous.
Английский глагол имеет три основные формы (см. Приложение 3,

таблица 16 Список неправильных глаголов).
Эти формы служат для образования как простых, так и сложных (в со-
четании с модальными и вспомогательными глаголами) глагольных форм.
11. ГЛАГОЛ to be (THE VERB to be)
Глагол to be переводится на русский язык быть, есть, находиться, от-

носится к группе неправильных глаголов (to be – was, were – been) и спряга-
ется по лицам и числам.
11.1 Спряжение глагола to be
Present Past Future

I am I was I will be
you are you were you will be
he, she, it is he, she, it was he, she, it will be
we are we were we will be
you are you were you will be
they are they were they will be
Вопросительная форма образуется с помощью соответствующей фор-

мы глагола to be, которая ставится перед подлежащим:
Are you students? – Yes, we are. (No, we aren’t.)
Were they workers? – Yes, they were. (No, they weren’t.)
Will she be a teacher? – Yes, she will. (No, she won’t.)
Отрицательная форма образуется с помощью отрицательной частицы

not, которая ставится сразу же после глагола to be:
I am not an engineer.
He was not a doctor.
We will not be workers.
Существуют следующие краткие формы: I’m, I’m not, you’re, you

aren’t, he’s, she’s, it’s, he isn’t, she isn’t, it isn’t, we’re, we aren’t, they’re, they
aren’t, wasn’t, weren’t, I’ll be, I’ll not be, won’t be.
11.2 Функции глагола to be
1. Смысловой глагол – (переводится быть, есть, находиться). В на-

стоящем времени глагол часто не переводится:
The book is on the table. – Книга (лежит) на столе.
2. Глагол-связка – (переводится являться, быть; или не переводится

вообще):
You were pupils. – Вы были школьниками.
3. Модальный глагол – (переводится должен):

She is to study well. – Она должна хорошо учиться.
4. Вспомогательный глагол для образования времен группы Continuous

и пассивного залога (the Passive Voice) – (не переводится):
They are writing now. – Они сейчас пишут.
The ship was built last year. – Корабль построили в прошлом году.
12. ГЛАГОЛ to have (THE VERB to have)
Глагол to have переводится на русский язык иметь, обладать и отно-

сится к группе неправильных глаголов (have – had – had).
Глагол to have может употребляться наравне с выражением to have got,
которое имеет тоже лексическое значение, но является разговорной формой.
¡ HAVE = HAVE GOT !
They’ve got savings in the bank. – У них есть сбережения в банке.
12.1 Спряжение глагола to have
Present Past Future

I have I had I will have
you have you had you will have
he, she, it has he, she, it had he, she, it will have
we have we had we will have
you have you had you will have
they have they had they will have
Вопросительная форма глагола to have образуется с помощью вспомо-

гательных глаголов соответствующих временных форм (см. G.15.1 Времена
неопределенной группы):
Do you have any classes to day? – Yes, I do. (No, I don’t.)
Did you have any classes yesterday? – Yes, I did. (No, I didn’t.)

no, которая ставится сразу же после глагола to have:
I have no classes today.
I had no (not any) classes yesterday.
Существуют следующие краткие формы: I’ve, you’ve, we’ve, they’ve,

you haven’t, you’ve not.
Вопросительная и отрицательная формы выражения to have got образу-

ется по правилам завершенной группы времен (см G.15.3 Времена завершен-
ной группы):
Have you got any classes to day? – Yes, I have. (No, I haven’t.)
I haven’t got any classes today.
12.2 Функции глагола to have
1. Смысловой глагол – (переводится иметь, есть, обладать):

He has a dog. – У него есть собака.
2. Модальный глагол – (переводится должен):

You have to consult a doctor. – Ты должен проконсультироваться у врача.
3. Вспомогательный глагол для образования времен группы Perfect –

(не переводится):
I have read this book recently. – Я недавно прочитала эту книгу.
13. ОБОРОТ there + to be (THE CONSTRUCTION there + to be)
Оборот there + to be переводится быть, находиться, существовать

употребляется для выражения наличия (или отсутствия) в определенном мес-
те еще неизвестного лица или предмета. Данный оборот стоит в начале пред-
ложения, за ним следует подлежащее, выраженное существительным.
1. Если в предложении с оборотом there + to be имеется обстоятельство
места, то перевод начинается с этого обстоятельства:
There is a magazine on the desk. – На письменном столе есть (лежит)
журнал.
2. При отсутствии обстоятельства места перевод предложения начина-

ется с самого оборота:
There are different kinds of vessels. – Имеются (существуют) различные
типы судов.
3. В обороте there + to be вместо глагола to be могут употребляться

глаголы: to stand, to exist, to hang, to live и др.
There exist many types of cargoes. – Существует много типов грузов.
Вопросительная форма образуется с помощью соответствующей фор-

мы глагола to be, которая ставится перед there:
Are there many types of ships? – Yes, there are. (No, there aren’t.)

not, которая ставится сразу же после глагола to be:
There isn’t much fuel in the tank.
14. ИЗЪЯВИТЕЛЬНОЕ НАКЛОНЕНИЕ (THE INDICATIVE MOOD)
Изъявительное наклонение предполагает факт выполнения действия. В

отличие от русского языка в английском языке существует расширенная сис-
тема передачи факта совершения действия в различных временах как в ак-
тивном, так и в пассивном залогах.
15. АКТИВНЫЙ ЗАЛОГ (THE ACTIVE VOICE)
Активный залог показывает, что лицо (или предмет), являющееся под-

лежащим, само производит действие, выраженное различными временными
формами.
15.1 ВРЕМЕНА НЕОПРЕДЕЛЕННОЙ ГРУППЫ

(THE INDEFINITE TENSES)
Времена группы Indefinite употребляются:

1. для передачи констатации факта совершения действия, или
2. для выражения обычно совершаемого действия в настоящем, про-
шедшем или будущем времени.
В эту группу входят три времени: Present, Past и Future Indefinite.
15.1.1 The Present Indefinite Tense [do (does), V1(s)]
Формы Present Indefinite совпадают с формами инфинитива глагола без

частицы to для всех лиц, кроме формы 3-го лица единственного числа (he,
she, it), которая принимает окончание –s или –es. На русский язык переводит-
ся настоящим временем:
We begin our studies in September. – Мы начинаем наши занятия в сентябре.
He works at the port. – Он работает в порту.
Present Indefinite употребляется со следующими наречиями или обстоя-

тельствами времени: usually обычно, sometimes иногда, seldom редко, today
сегодня, often часто, always всегда и т.д.
Отрицательная (Negative) и вопросительная (Interrogative) формы Pre-

sent Indefinite образуются при помощи вспомогательного глагола to do (для
3-го лица единственного числа does) и смыслового глагола в форме инфини-
тива без частицы to.
При образовании отрицательной формы сохраняется порядок слов ут-
вердительного предложения. Отрицание not ставится между вспомогатель-
ным и смысловым глаголом.
При образовании вопросительной формы вспомогательный глагол ста-
вится перед подлежащим, а смысловой глагол следует за подлежащим (см.
G.25.2 Вопросительное предложение).
Вопрос, начинающийся с вспомогательного глагола (общий вопрос),
как правило, требует краткого ответа. Краткий ответ состоит из слов Yes или
No, за которыми следует подлежащее, выраженное соответствующим лич-
ным местоимением, и вспомогательный глагол:
The job gives her satisfaction. – Работа приносит ей удовлетворение.
The job does not give her satisfaction. – Работа не приносит ей удовлетворе-
ния.
Does the job give her satisfaction? – Приносит ли ей работа удовлетво-
рение?
Yes, it does. (No, it does not.) – Да. (Нет.)
Показателем времени, лица и числа в вопросительной и отрицательной

формах является вспомогательный глагол do (does).
В ряде случаев глагол в Present Indefinite в утвердительной форме нель-

зя отличить от существительного, например:
the lectures – лекции he lectures – он читает лекции
the load – загрузка they load – они загружают
Поэтому необходимо знать следующие признаки, по которым можно

опознать сказуемое:
а) личное местоимение в именительном падеже (I, you, he, she, it, we, they)
показывает, что следующее за ним слово – сказуемое:
It (the bus) stops at our house. – Он (автобус) останавливается у нашего дома.
б) личное местоимение в объектном падеже (me, you, him, her, it, us, them)
показывает, что предшествующее ему слово – глагол-сказуемое:
This vessel interests us greatly. – Это судно очень интересует нас.
в) существительное (или существительное с определением), стоящее в сере-

дине предложения без предлога (прямое дополнение), показывает, что пред-
шествующее ему слово – глагол-сказуемое:
We change the data in our table. – Мы меняем данные в нашей таблице.
г) наличие глаголов-связок, вспомогательных или модальных глаголов после

подлежащего: to be, to have, to do, shall (should), will (would), can (could),
may (might), must:
My friend is a student. – Мой друг – студент.
The stevedore must examine the ship himself. – Стивидор должен проверить
судно сам.
15.1.2 The Past Indefinite Tense [did, V2(ed)]
По образованию Past Indefinite все глаголы делятся на две группы:

1. правильные глаголы (Regular Verbs), которые образуют Past Indefinite
для всех лиц единственного и множественного числа прибавлением к основе
глагола окончания –ed:
to work – I worked
to play – he played
2. неправильные глаголы (Irregular Verbs), которые образуют Past In-

definite путем изменения корневой гласной, прибавлением окончания или
другими способами, т.е. является второй формой глагола (см. Приложение 3,
таблица 16 Список неправильных глаголов).
Глагол в Past Indefinite Tense на русский язык переводится глаголом в

прошедшем времени как несовершенного, так и совершенного вида в зави-
симости от контекста:
Не delivered cargoes. – Он доставил (доставлял) грузы.
Past Indefinite употребляется, как правило, с обстоятельствами: yester-

day вчера, last month (year, week) в прошлом месяце (году, на прошлой неде-
ле), а также с датами, относящимися к прошлому: in 1960 и т.д.
Отрицательная и вопросительная формы Past Indefinite как правильных,

так и неправильных глаголов образуются при помощи вспомогательного гла-
гола to do в форме did для всех лиц единственного и множественного числа и
инфинитива смыслового глагола без частицы to.
вердительного предложения; отрицание not ставится между вспомогатель-
вится перед подлежащим, а смысловой – после подлежащего (см. G.25.2 Во-
просительное предложение):
The ship left the port. – Корабль покинул порт.
The ship did not leave the port. – Корабль не покинул порт.
Did the ship leave the port? – Покинул ли корабль порт?
Yes, it did. (No, it didn’t.) – Да. (Нет.)
15.1.3 The Future Indefinite Tense [will + V1]
Future Indefinite образуется при помощи вспомогательного глагола will

и инфинитива смыслового глагола без частицы to.
На русский язык переводится глаголом в будущем времени как не-
совершенного, так и совершенного вида в зависимости от контекста:
Не will make a report next week. – Он сделает (будет делать) доклад на
следующей неделе.
Future Indefinite употребляется, как правило, с обстоятельствами: to-

morrow завтра, next month (year, week) в следующем месяце (году, на сле-
дующей неделе), in … days (years) через … дней (лет), а также с датами, от-
носящимися к будущему: in 2020 и т.д.

вердительного предложения, отрицание not ставится между вспомогатель-
вится перед подлежащим, а смысловой – после подлежащего:
We will change our plans for Sunday. – Мы изменим свои планы
на воскресенье.
We will not change our plans for Sunday. – Мы не будем менять свои
планы на воскресенье.
Will you change your plans for Sunday? – Вы измените свои планы
на воскресенье?
Yes, we will. (No, we won’t.) – Да. (Нет.)
Future Indefinite заменяется временем Present Indefinite в придаточных

предложениях времени и условия, которые вводятся, союзами: if если, when
когда, as soon as как только, provided при условии, before перед, in case в
случае, after после, till (until) до тех пор пока:
If he asks me, I will readily help him. – Если он попросит меня, я охотно помо-
гу ему.
We will discuss her paper as soon as we get it. – Мы обсудим ее работу, как
только получим ее.
Примечание: есть несколько способов передачи будущности в анг-

лийском языке:
1. с помощью времени the Present Indefinite, когда речь идет о расписа-
нии, графике и пр.:
The train leaves at 5 o’clock p.m. every day. – Поезд отправляется в 5 часов
вечера каждый день.
2. с помощью времени the Present Continuous, если речь идет о заплани-

рованном событии. Часто употребляется выражение going to (do) собираться
делать что-либо:
They are visiting us on week-end. – Они придут к нам в выходной день.
I am going to read all day long. – Я собираюсь читать весь день.
3. с помощью выражений be to, be about to, be due to в официальной

речи или исходя из договоренности и расписания:
Summit is to take place in Brussels. – Саммит будет проходить в Брюсселе.
Hurry up! The ship is about to depart. – Поторопись! Корабль отправляется.
The plane is due to land at 2.15. – Самолет совершит посадку в 2.15.
15.2 ВРЕМЕНА ПРОДЛЕННОЙ ГРУППЫ

(THE CONTINUOUS TENSES) [to be + Ving]
Continuous Tenses выражают длительные, незаконченные действия в

процессе их совершения и переводятся на русский язык глаголами только не-
совершенного вида.
Continuous Tenses образуются при помощи вспомогательного глагола to
be в соответствующем времени, лице и числе и смыслового глагола c окон-
чанием –ing (эту форму глагола еще называют Participle I – причастием на-
стоящего времени).
Во временах группы Continuous время, лицо и число глагола-ска-

зуемого определяется по вспомогательному глаголу to be. Смысловой глагол
в форме Participle I не изменяется:
Students are making an experiment in the hydrodynamic research pool. – Студен-
ты проводят эксперимент в гидродинамическом опытовом бассейне.
The scientist was making a very interesting experiment when we entered the pool.
– Ученый проводил очень интересный эксперимент, когда мы вошли в бас-
сейн.
С временами группы Continuous употребляются следующие наречия и

обстоятельства времени: now сейчас, at present moment в настоящий мо-
мент, from 5 to (till) 7 o’clock с 5 до 7 часов, from morning till night с утра
до вечера, when he came когда он пришел while в то время, during (for) в те-
чение и др.
Группа глаголов, относящихся к категориям ментального и чувствен-
ного восприятия не употребляется с временами группы Continuous: to see
видеть, to hear слышать, to know знать, to think думать, to feel чувство-
вать, to wish желать, to want хотеть, to hate ненавидеть, to understand
понимать, to consider считать и др.
При образовании отрицательной формы времен группы Continuous со-

храняется порядок слов утвердительного предложения, отрицание not ста-
вится между вспомогательным и смысловым глаголом:
The gang is not loading the container with boxes. – Бригада не загружает кон-
тейнер ящиками.

вится перед подлежащим, а смысловой глагол – после подлежащего:
Will we be preparing for а very important experiment at 8 o’clock tomorrow? –
Завтра в 8 часов мы будем готовиться к очень важному эксперименту?
Yes, will be. – Да. No, won’t be. – Нет.
15.2.1 The Present Continuous Tense [am, are, is + Ving]
Present Continuous переводится глаголом несовершенного вида в на-

стоящем времени:
The gang is loading the container with boxes. – Бригада загружает контейнер
ящиками.
15.2.2 The Past Continuous Tense [was, were + Ving]
Past Continuous переводится глаголом несовершенного вида в прошед-

шем времени:
They were analyzing the results of their research from 4 to 6 o’clock yesterday. –
Они анализировали результаты своей исследовательской работы с 4 до 6 ча-
сов вчера.
One student was carrying out the experiment while the other was putting down
all the details. – Один студент проводил эксперимент, а другой подробно все
записывал.
15.2.3 The Future Continuous Tense [will be + Ving]
Future Continuous переводится глаголом несовершенного вида в буду-

щем времени:
At 8 o’clock tomorrow we’ll be preparing for а very important experiment. – Зав-
тра в 8 часов мы будем готовиться к очень важному эксперименту.
15.3 ВРЕМЕНА ЗАВЕРШЕННОЙ ГРУППЫ (THE PERFECT TENSES)

[to have + V3(ed)]
Perfect Tenses выражают действия, законченные к определенному мо-

менту в настоящем, прошедшем или будущем.
Perfect Tenses образуются при помощи вспомогательного глагола to
have в соответствующем времени, лице и числе и 3-ей формы (или Participle
II – причастия пассивного залога) смыслового глагола.
Во временах группы Perfect время, лицо и число глагола-сказуемого

определяется по вспомогательному глаголу to have. Смысловой глагол не
изменяется:
A group of Moscow researchers has developed new equipment for cargo handling.
– Группа московских исследователей разработала новое оборудование для
обработки груза.
The scientists had completed their research by the beginning of the year. – Уче-
ные завершили свои исследования к началу года.
При образовании отрицательной формы времен группы Perfect сохра-

няется порядок слов утвердительного предложения, отрицание not ставится
между вспомогательным и смысловым глаголом:
We had not finished handling cargo by 5 o’clock. – Мы не закончили обрабаты-
вать груз к пяти часам.

вится перед подлежащим, а смысловой глагол – после подлежащего:
Had we finished handling cargo by 5 o’clock? – Мы не закончили обрабатывать
груз к пяти часам?
Yes, we had. – Да. No, we hadn’t. – Нет.
15.3.1 The Present Perfect Tense [have / has + V3(ed)]
Present Perfect употребляется:

1. когда время совершения действия не указано, но действие явно за-
кончено к настоящему моменту и связано с этим моментом:
We have finished handling cargo. – Мы закончили обрабатывать груз.
2. со словами, выражающими период времени, не закончившийся к на-

стоящему моменту: this week на этой неделе, this month в этом месяце, this
year в этом году, today сегодня и т.д.:
I haven’t seen him today. – Я не видел его сегодня. (день еще не закончился)
3. с наречиями неопределенного времени, которые обычно стоят между

вспомогательным и смысловым глаголом: often часто, seldom редко, always
всегда, never никогда, ever когда-нибудь, just только что, not yet еще не,
sometimes иногда:
We have just finished handling cargo. – Мы только что закончили обрабаты-
вать груз.
4. с предлогом since с (с какого-то момента в прошлом до настоящего

времени) и с союзом since с тех пор, как, а также с предлогом for в течение:
I have not seen him for two years. – Я не видел его в течение двух лет.
I have not seen him since he finished handling cargo. – Я не видел его с тех пор,
как он закончил обрабатывать груз.
Present Perfect переводится на русский язык прошедшим временем гла-

гола совершенного вида, реже – несовершенного вида, в зависимости от кон-
текста:
The astronomers have determined the distance between the Sun and the Earth.
– Астрономы определили расстояние между Солнцем и Землей.
15.3.2 The Past Perfect Tense [had + V3(ed)]
Past Perfect переводится прошедшим временем. Чтобы подчеркнуть за-

конченность действия к определенному моменту в прошлом, употребляется
предлог by к:
We had finished handling cargo by 5 o’clock. – Мы закончили обрабатывать
груз к пяти часам.
We had finished handling cargo our experiment before he came. – Мы уже за-
кончили обрабатывать груз, когда он пришел.
15.3.3 The Future Perfect Tense [will have + V3(ed)]
Future Perfect переводится на русский язык глаголами совершенного

вида в будущем времени обычно с наречием уже, чтобы подчеркнуть, что
действие закончится до определенного момента в будущем:
They will have completed handling cargo by the end of the week. – Они закон-
чат обрабатывать груз уже к концу недели.
They will have completed handling cargo before you return. – Они закончат об-
рабатывать груз, прежде чем вы вернетесь.
15.4 ВРЕМЕНА ЗАВЕРШЕННОЙ ПРОДЛЕННОЙ ГРУППЫ

(THE PERFECT CONTINUOUS TENSES) [have been + Ving]
Времена группы Perfect Continuous выражают длительное действие и

переводятся на русский язык глаголом несовершенного вида в настоящем,
прошедшем или будущем времени соответственно.
Времена группы Perfect Continuous образуются при помощи вспо-
могательного глагола to be в соответствующей форме Present, Past или Future
Perfect и смыслового глагола с окончанием –ing (или Participle I).
Отрицательная и вопросительная формы образуются так же, как и в
других сложных временах:
We have not been handling cargo for three hours. – Мы не обрабатываем груз
уже три часа.
Had I been handling cargo for a long time when the captain came? – Я уже долго
обрабатывал груз, когда пришел капитан?
Yes, I had been. – Да. No, I hadn’t been. – Нет.
15.4.1 The Present Perfect Continuous Tense [have / has been + Ving]
Present Perfect Continuous выражает длительное действие, начавшееся

до момента речи и все еще продолжающееся в момент речи. Present Perfect
Continuous переводится на русский язык глаголом в настоящем времени час-
то с добавлением наречия уже:
They have been handling cargo for two hours. – Они обрабатывают груз уже
2 часа.
15.4.2 The Past Perfect Continuous Tense [had been + Ving]
Past Perfect Continuous выражает длительное действие, протекавшее до

указанного момента в прошлом и часто продолжавшееся и после этого мо-
мента:
They had been handling cargo for two hours before you came. – Они обрабаты-
вали груз в течение двух часов, до того как вы пришли.
15.4.3 The Future Perfect Continuous Tense [will have been + Ving]
Future Perfect Continuous выражает длительное будущее действие, ко-

торое начнется ранее другого будущего действия или момента и будет еще
совершаться в момент его наступления:
When the ship return to the port, the sailors will have been waiting for several
hours. – Когда корабль вернется в порт, моряки уже будут ждать в течение
нескольких часов.
При употреблении времен группы Perfect Continuous всегда указывает-
ся, как долго совершается, совершалось, или будет совершаться действие.
Сравните:
Временная форма Пример Перевод

Present Perfect We have been handling Мы обрабатываем груз уже
Continuous cargo for three hours. три часа.
Present Continuous We are handling cargo Мы обрабатываем груз сей-
now. час.
Past Perfect I had been handling cargo Я уже долго обрабатывал
Continuous for a long time when the груз, когда пришел капитан.
captain came.
Past Continuous I was handling cargo when Я обрабатывал груз, когда
the captain came. пришел капитан.
(см. Приложение 1, таблица 11 Таблица времен активного залога)

234 Приложение 1. Грамматические таблицы
ПРИЛОЖЕНИЕ 1
ГРАММАТИЧЕСКИЕ ТАБЛИЦЫ
Таблица 1
Таблица образования множественного числа существительных
№ Правила Примеры
1 Cуществительныe образуют множествен- scientist – scientists,
ное число прибавлением окончания -s к science – sciences,
форме единственного числа day – days, radio – radios
2 Существительные, оканчивающиеся на class – classes,
свистящий или шипящий звук, принимают box – boxes,
окончание -es match – matches,
3 В существительных, оканчивающихся на city – cities,
-у с предшествующей согласной, у перехо- library – libraries
дит в i и прибавляется окончание -es
4 Существительные, оканчивающиеся на -о negro – negroes,
с предшествующей согласной, принимают tomato – tomatoes
окончание -es
5 В существительных, оканчивающихся на leaf – leaves,
-f или -fe, f обычно переходит в v и при- life – lives,
бавляется окончание -es но roof – roofs
6 Cуществительные, заимствованные из basis – bases,
греческого и латинского языков, сохрани- crisis – crises,
ли форму множественного числа этих datum – data,
языков phenomenon – phenomena
7 Некоторые существительные латинского medium – media – mediums,
происхождения имеют две формы множе- memorandum – memoranda
ственного числа – memorandums
8 Несколько существительных сохранили man – men,
древнюю форму образования множествен- woman – women,
ного числа и являются исключениями child – children,
tooth – teeth,
foot – feet
9 Сложные имена существительные обра- sister-in-law – sisters-in-law,
зуют множественное число путем добав- editor-in-chief –
ления окончания к основному слову editors-in-chief,
carpet-sweeper –
carpet-sweepers
Приложение 1. Грамматические таблицы 235
Таблица 2
Таблица сравнения падежных отношений

в русском и английском языках
Падеж В русском языке В английском Собственное лексическое

языке значение предлогов
(кто? что?) Нет предлога. Место
И.п.
друг – перед сказуемым.
Р.п. (кого? чего?) of of – из
друга The book of friend. one of them – один из них
is made of glass – сделан из
стекла
Д.п. (кому? чему?) to to – указывает направление
другу I often write to my to the plant – на завод
friend. to Moscow – в Москву
В.п. (кого? что?) Нет предлога. Место
друга – после сказуемого.
Т.п. (кем? чем?) by by – у, к, посредством
другом The work is done by by the window – у окна
my friend. by summer – к лету
by radio – посредством (по)
радио
with with – с
(с неодушевленными with my friend –
предметами) с моим другом
I write with a pen.
П.п. (о ком? о чем?) about – о, of – о аbout – около,
о друге I often think about (of) приблизительно
my friend. About 45 students are pre-
sent at the lecture. –
На лекции присутствует
около 45 студентов.
Таблица 3
Таблица степеней сравнения прилагательных
Исходная форма Сравнительная степень Превосходная степень

(the Comparative Degree) (the Superlative Degree)
Односложные прилагательные
big bigger the biggest
young younger the youngest
Многосложные прилагательные
interesting more interesting the most interesting
beautiful more beautiful the most beautiful
Исключения
good/well better the best
bad worse the worth
many more the most
much more the most
little less the least
old older / elder the oldest / the eldest
far farther / further the farthest / the furthest
Таблица 4
Таблица образования числительных
Числительные
Количественные Порядковые
1 — 12 13 — 19 20 — 90
(суффикс –teen) (суффикс –ty)
1 — one 1 — the first (1st)
2 — two 20 — twenty 2 — the second (2nd)
3 — three 13 — thirteen 30 — thirty 3 — the third (3rd)
4 — four 14 — fourteen 40 — forty 4 — the fourth (4th)
5 — five 15 — fifteen 50 — fifty 5 — the fifth (5th)
6 — six 16 — sixteen 60 — sixty 13 — the thirteenth (13th)
7 — seven 17 — seventeen 70 — seventy 15 — the fifteenth (15th)
8 — eight 18 — eighteen 80 — eighty 20 — the twentieth (20th)
9 — nine 19 — nineteen 90 — ninety 21 — the twenty-first (21st)
10 — ten 30 — the thirtieth (30th)
11 — eleven 40 — the fortieth (40th)
12 — twelve 100 — the hundredth (100th)
Таблица 5
Таблица местоимений
Личные Притяжательные
и.п. объект. п. простая абсолют. Возвратно-
(кто? (кому? кого?) форма форма усилительные
что?) (чей?) (чей?)
I me мне, меня my mine myself
you you тебе, тебя your yours yourself
he him ему, его his his himself
she her ей, её her hers herself
it it ему, его, ей, её its its itself
we us нам, нас our ours ourselves
you you вам, вас your yours yourselves
they them им, их their theirs themselves
Таблица 6
Таблица производных слов
Местоиме- + thing + body + where

Употребле-
ния + one ние
some something somewhere в утверди-
somebody
некоторый что-то someone где-то тельном
какой-то что-нибудь куда-нибудь предложе-
кто-то
какой- кто-нибудь куда-то нии
нибудь где-нибудь
any anything anybody anywhere в утверди-
всякий всё anyone везде тельном
любой всякий повсюду предложе-
все нии
not any not … anything not … anуbody not … в отрица-
= no = nothing = nobody anуwhere тельном
никакой ничто no one, none = nowhere предложе-
ничего никто нигде нии
никуда
any? anything? anybody? anywhere? в вопроси-
какой- что-то? кто-то? где-то? тельном
нибудь? что-нибудь? кто-нибудь? куда-то? предложе-
где-нибудь? нии
куда-
нибудь?
еvery everything everybody everywhere во всех трёх
каждый всё everyone везде типах пред-
всякий все повсюду ложений
Таблица 7
Таблица степеней сравнения наречий
Простая форма Сравнительная степень Превосходная степень

well – хорошо better – лучше best – лучше всего
badly – плохо worse – хуже worst – хуже всего
much – много more – больше most – больше всего
little – мало less – меньше least – меньше всего
far – далеко farther (further) – дальше farthest (furthest) – дальше всего
Таблица 8
Таблица наречий
Прилагательные Наречия Наречия с суффиксом

без суффикса
long – длинный, долгий long – давно
very – самый, тот самый very – очень
only – единственный only – только
far – далекий far – далеко;
намного
direct – прямой directly – сразу, непосредст-
венно
ready – готовый readily – быстро, легко
large – большой largely – в основном, очень,
главным образом
real – настоящий real – настоящий really – действительно
hard – трудный hard – упорно hardly –едва
high – высокий high – высоко highly – весьма, очень, чрез-
вычайно
wide – широкий wide – широко widely – очень, значительно
near – близкий near – близко nearly – почти
late – поздний late – поздно lately – за последнее время,
недавно
close – близкий close – близко, closely – тщательно, тесно,
рядом внимательно
Таблица 9
Таблица основных предлогов
Предлог Значение
аbout 1. вокруг, кругом (расположение или движение вокруг ч.-л.)
2. около, близ, у (расположение вблизи ч.-л.)
3. по (место совершения действия)
4. около, к (приблизительность во времени)
5. о, об; насчет, относительно
above 1. над
2. свыше, больше; выше
according to 1. согласно, в соответствии с
2. по утверждению, по словам, по мнению
across сквозь, через; на другой стороне, по другую сторону
after 1. за, позади (местонахождение позади предмета или движе-
ние вдогонку)
2. после, за, через, спустя (последовательность во времени,
промежуток времени)
3. по, с, согласно (сходство с ч.-л. или подражание к.-л.)
against 1. против (противоположное направление или положение)
2. о, об, по, на, к (опора, фон, препятствие)
3. рядом, у (непосредственное соседство)
4. на, с (столкновение или соприкосновение)
along вдоль, по
among среди, между
around (round) 1. вокруг
2. по; за; около
3. около; приблизительно
at 1. в, на, у, при (местонахождение)
2. в, к, на (движение в определенном направлении)
3. в, на (момент, время действия)
4. за (действие, занятие)
5. в, на (состояние, положение)
before 1. перед (местонахождение)
2. до, перед (время)
behind за, сзади, позади; после
below ниже, под
beside рядом с; около, близ
besides помимо, кроме
between между
beyond 1. по ту сторону; за
2. вне; сверх, выше
Продолжение табл. 9
by 1. у, при, около (близость)
2. мимо (прохождение мимо предмета или через определенное
место)
3. к (приближение к определенному моменту, сроку и т.д.)
4. a book by Tolstoy (указание на автора; предложный обо-
рот передается тв. или род. п.)
5. by plane (указание на средство передвижения; предложный
оборот переводится тв. п.)
6. через, посредством, от, по (причина, источник)
by means of посредством
concerning относительно, касательно
down вниз, (вниз) по; вдоль по
due to благодаря
during в течение, в продолжение; во время
except исключая, кроме
except for за исключением, кроме
for 1. для, ради
2. за
3. к, в (направление)
4. из-за, за, по причине, вследствие
5. в течение, в продолжение
from 1. от, из, с (пространственное значение)
2. с, от, из (временнóе значение)
in 1. в (о), на, у (нахождение внутри или в пределах ч.-л.)
2. в, на (вхождение или внесение в пределы или внутрь ч.-л.;
проникновение в к.-л. среду)
3. в, во время, в течение, через (временнóе значение)
4. в, при, с, на (условия, окружающая обстановка, обстоя-
тельства совершения действия)
in accordance with в соответствии с, согласно
in addition to вдобавок, в дополнение к, кроме того, к тому же
in front of перед, впереди
in spite of несмотря на, невзирая на
instead of вместо
into в, на (движение или направление внутрь, в сферу или область
ч.-л.)
like подобно, как
near возле, у, около
of 1. (указывает на принадлежность; предложный оборот перево-
дится род. п.) the wall of the room
2. из (указывает на отношение части и целого)
3. о, об, относительно
on 1. на (нахождение на поверхности); (то же upon)
2. на (направление); (то же upon)
3. в (временнóе значение)
4. по, после (последовательность наступления действий)
5. в, на (состояние, процесс, характер действия)
6. из, на, в, по, у (основание, причина, источник)
7. о, об, относительно, касательно
opposite против, напротив
out of вне, за, из
over 1. над, выше
2. по ту сторону, за, через
3. через, о; поверх, на; по, по всей поверхности (харак-
тер движения)
4. за, в течение (промежуток времени, в течение которого
происходит действие)
5. свыше, сверх, больше (количественное или числовое
превышение)
owing to из-за, вследствие, по причине, благодаря
past 1. мимо
2. за, по ту сторону
3. после, за, спустя, более (о времени)
since с, после, спустя
thanks to благодаря
through 1. через, сквозь, по (пространственные отношения)
2. в течение, в продолжение (временные отношения)
3. по причине, вследствие, из-за, благодаря
throughout 1. через, по всему
2. в продолжение (всего времени)
till (until) до, до тех пор, пока
to 1. к, в, на (направление)
2. на, до (предел движения, расстояния, времени, количества)
3. (указание на лицо, по отношению к которому совершается
действие; предложный оборот переводится дат. п.) a letter
to a friend
toward (s) 1. к, по направлению к
2. к, около (время)
under 1. под, ниже (положение одного предмета ниже другого, на-
правление действия вниз)
2. при, под, на (условия, обстоятельства, при которых совер-
шается действие)
until см. till
up 1. вверх, по, на
2. вдоль по; вглубь
up to вплоть до
upon см. on
with 1. с (связь, совместность, согласованность)
2. (указание на предмет действия или орудие, при помощи ко-
торого совершается действие; предложный оборот перево-
дится тв. п.) to write with a pen
3. а, причем (обстоятельство, сопутствующее действию): he
fell asleep with his candle lit
within 1. в, в пределах
2. в, внутри;
3. не далее (как), не позднее, в течение
without 1. без
2. вне, за
3. без того, чтобы (перед герундием или отглагольным сущ.)
Таблица 10
Таблица основных союзов и союзных слов
Союз Значение Союз Значение

after после того как once раз уж, стоит
только ... как (и)
although см. though or или, иначе
and и, а, но (or) else в противном
случае, иначе
as когда, в то время otherwise в противном
как; так как; хотя случае, иначе
as ... as так же ... как и provided (that) при условии ес-
ли
as far as поскольку, providing (that) при условии ес-
насколько ли
as if как будто, seeing поскольку,
(as though) как если бы так как
as long as (до тех пор) пока, since с тех пор как;
(so long as) если только, так как; хотя
при условии что
as soon as как только so так что, итак
Союз Значение Союз Значение

as though см. as if so as чтобы,
для того чтобы
as well as так же, как (и) so long as cм. as long as
because потому что, so ... that так что
так как
before прежде чем still тем не менее, все
же
both ... and и ... и, supposing если, предполо-
как … так и жим (что);
допустим (что)
but но, а, однако, than чем
тем не менее
either ... or или ... или that что
for так как, ибо; that is why вот почему;
ввиду того, что поэтому
hardly (scarcely) едва только ... как thence см. hence
... when
hence (thence) следовательно therefore поэтому
how как though (although) хотя,
несмотря на;
даже если бы;
хотя бы
however однако thus таким образом
if если, если бы; ли till (until) до тех пор пока
in case если; unless если только не,
в случае если разве только
in order для того чтобы until см. till
in order that для того чтобы what что
lest чтобы не; when когда
как бы не
neither ... nor ни ... ни where где
nevertheless тем не менее whereas тогда как;
поскольку
no sooner ... than как только, whether ли
едва только ... как
nor и ... не; which который
также ... не
not only ... but не только ... но и while в то время как,
also пока
notwithstanding несмотря на who кто, который
now (that) теперь когда, whose чей
поскольку
on condition при условии если yet тем не менее,
(that) все же
Таблица 11
Таблица времен активного залога
(Active Voice Tenses)
to ask – asked – asked (спрашивать) to take – took – taken (брать)

Группа
Present Past Future Временные

указатели
usually,
do (does), V1(s) did, V2(ed) will + V1 seldom, ago,
Indefinite
ask(s) asked will ask every day,

take(s) took will take always,
спрашивает спрашивал спросит today,
берёт брал возьмёт yesterday,
tomorrow
am + V(ing) was + V(ing) will be + V(ing) during,
is + V(ing) were + V(ing) now,
Continuous
are + V(ing) at this

am asking was asking will be asking moment,
is taking were taking will be taking at present,
are asking спрашивал будет спрашивать for,
спрашивает брал будет брать from 5 to 7
берёт
have + V3(ed) had + V3(ed) will have + V3(ed) ever, never,
has + V3(ed) just,
Perfect
have asked had asked will have asked already, yet,

has taken had taken will have taken lately, since,
спросил спросил спросит when he came
взял взял возьмёт
Perfect Continuous
have been + V(ing) had been + V(ing) will have been + V(ing) by the time,
has been + V(ing) had been asking will have been asking since
have been asking had been taking will have been taking morning,
has been taking спрашивал будет спрашивать for 3 hours,
спрашивает, брал будет брать since he came
берёт
Таблица 12
Таблица времён пассивного залога

(Passive Voice Tenses)
to ask – asked – asked (спрашивать)

to take – took – taken (брать)
Группа
Present Past Future
am + V3(ed) was + V3(ed) will be + V3(ed)

are + V3(ed) were + V3(ed)
Indefinite
is + V3(ed)
The student is asked. The student was asked. The student will be asked.
Студента спрашивают. Студента спросили. Студента спросят.
The books are taken. The books were taken. The books will be taken.
Книги берут(ся). Книги были взяты. Книги возьмут.
am being + V3(ed) was being + V3(ed)
are being + V3(ed) were being + V3(ed)
Continuous
is being + V3(ed)
The student is being asked. The student was being asked.
Студента спрашивают. Студента спрашивали. -----------------------
The books are being taken. The books were being taken.
Книги берут(ся). Книги брали.
have been + V3(ed) had been + V3(ed) will have been + V3(ed)
has been + V3(ed)
The student has been asked. The student had been asked. The student
Perfect
Студента спросили. Студент был спрошен. will have been asked.

The books have been taken. The books had been taken. Студента спросят.
Книги взяли. Книги были взяты. The books
will have been taken.
Книги возьмут.
Таблица 13
Таблица модальных глаголов
Модальный Случаи Перевод Примеры

глагол употребления
1. возможность 1. могу, умею, 1. I can speak English.
can (could) = возможно
to be able to 2. разрешение 2. можно 2. You can read aloud.
3. запрещение 3. нельзя 3. You can’t cross street
here.
1. разрешение 1. можно, 1. May I come in?
разрешается
may (might) = 2. строгое запрещение 2. не смей 2. You may not smoke
to be allowed to here.
3. предположение 3.возможно, 3. He may know her ad-
может быть dress.
must = 1. долг, обязательство 1. должен 1. We must study hard.
2. настоятельный 2. должен 2. You must consult a
совет, приказ doctor.
3. запрещение 3. запрещено, нельзя 3. You mustn’t run here.
to have to, 4. в связи с 4. приходится, 4. You have to go to
обстоятельствами вынужден hospital.
to be to 5. с планом, 5. должен 5. He is to meet us at 5.
по договорённости
моральный долг, должен, следует, You should stop smok-
should обязательство, совет, нужно (было бы), ing.
ought to рекомендация, следовало бы You ought to help your
порицание friends.
1. необходимость 1. нужно, есть ли не- 1. Need I do it today?
обходимость
2. отсутствие 2. не надо, 2. He needn’t hurry.
need (–,?) необходимости нет необходимости
3. разрешение не 3. можно не 3. You needn’t copy the
делать чего-либо text.
4. смысловой глагол 4. нуждаться в чём- 4. He needs a long rest.
либо
Таблица 14
Порядок слов в вопросительном предложении
Пример
1 The chief engineer took part in the testing last month.
2 The chief engineer took part in the testing last month, didn’t he?
3 Who took part in the testing last month?
4 What engineer took part in the testing last month?
5 Did the chief engineer take part in the testing last month?
6 Did the chief engineer take part in the testing or in the party last month?
7 What did the chief engineer take part ------------ last month in?
8 When did the chief engineer take part in the testing --------- ?
1 – повествовательное предложение
2 – разделительный вопрос
Тип вoпроса
3 – вопрос к подлежащему
4 – вопрос к определению подлежащего
5 – общий вопрос
6 – альтернативный вопрос
7 – специальный вопрос (к обстоятельству места)
8 – специальный вопрос (к обстоятельству времени)
Таблица 15
Таблица основных префиксов (приставок)
Префиксы с отрицательным значением

не- important – важный unimportant – неважный
un- без(с)- limited – ограниченный unlimited – безграничный
раз(с)-
im- accuracy – точность inaccuracy – неточность
in- не- possible – возможный impossible – невозможный
il- без(с)- legal – легальный illegal – нелегальный
irresponsible – irresponsible –
ответственный безответственный
non- не- conductor – проводник non-conductor –
без- непроводник (изолятор)
раз(с)- to disclose – раскрыть
to close – закрыть
dis- без(с)- to disconnect – разъединить
to connect – соединить
не-
mis- означает to understand – to misunderstand –
неверно понимать неверно понять
Префиксы с разными значениями
re- снова write – писать rewrite – переписать
еще раз use – использовать reuse – снова использовать
super- сверх- conductive – superconductive –
над- проводимый сверхпроводимый
sub- ниже- way – путь, дорога subway – подземная дорога
под- и др. system – система subsystem – подсистема
сверх-
over- пере- to load – нагрузить to overload – перегрузить
над-
semi- полу- semiconductor –
conductor – проводник
полупроводник
между- interaction –
action – действие
inter- среди- взаимодействие
взаимо-
(для
large – большой
еn- образования to enlarge – увеличить
глагола)
рrе- до- to preheat –
to heat – нагреть
заранее предварительно нагреть
post- после- war – война post-war – послевоенный
Приложение 2. Список грамматических терминов 249
СПИСОК ГРАММАТИЧЕСКИХ ТЕРМИНОВ
adjective (adj.) – прилагательное

degrees of comparison – степени сравнения
comparative constructions – сравнительные конструкции
adverb (adv.) – наречие
article – артикль
definite article – определенный артикль
indefinite article – неопределенный артикль
case – падеж
common case – общий падеж
nominative case – именительный падеж
objective case – объектный падеж
possessive case – притяжательный падеж
conjunction (cj.) – союз
form – форма
finite form – личная форма
interrogative form – вопросительная форма
negative form – отрицательная форма
non-finite form – неличная форма
gerund – герундий
infinitive (inf.) – инфинитив

for-to-infinitive construction – for + инфинитив
objective infinitive construction – сложное дополнение
subjective infinitive construction – сложное подлежащее
inversion – инверсия
mood – наклонение
imperative mood – повелительное наклонение
indicative mood – изъявительное наклонение
subjunctive mood – сослагательное наклонение
noun (n.) – существительное

compound noun – составное существительное
count noun – исчисляемое существительное
non-count noun – неисчисляемое существительное
proper noun – личное существительное
verbal noun – отглагольное существительное
250 Приложение 2. Список грамматических терминов
noun-substitute – слова-заместители
number – число
plural number – множественное число
singular number – единственное число
numeral (num.) – числительное

cardinal numeral – количественное числительное
ordinal numeral – порядковое числительное
fraction – дробь
date – хронологическая дата
participle (part.) – причастие

absolute participle construction – независимый причастный оборот
objective participle construction – объектный причастный оборот
subjective participle construction – субъектный причастный оборот
preposition (prep.) – предлог

direction preposition – предлог направления
movement preposition – предлог движения
place preposition – предлог места
time preposition – предлог времени
pronoun (pron.) – местоимение

demonstrative pronoun – указательное местоимение
distributive pronoun – производное местоимение
interrogative pronoun – вопросительное местоимение
indefinite pronoun – неопределенное местоимение
negative pronoun – отрицательное местоимение
personal pronoun – личное местоимение
possessive pronoun – притяжательное местоимение
quantitative pronoun – количественное местоимение
reflexive pronoun – возвратное местоимение
relative pronoun – относительное местоимение
question – вопрос
alternative question – альтернативный вопрос
general question – общий вопрос
special question – специальный вопрос
subject question – вопрос к подлежащему
tag question – разделительный вопрос
sentence – предложение
affirmative sentence – утвердительное предложение
compound sentence – сложносочиненное предложение
complex sentence – сложное предложение
conditional sentence – условное предложение
declarative sentence – повествовательное предложение
exclamatory sentence – восклицательное предложение
impersonal sentence – безличное предложение
Приложение 2. Список грамматических терминов 251
interrogative sentence – вопросительное предложение

negative sentence – отрицательное предложение
subordinate sentence – придаточное предложение
set- expression – устойчивое словосочетание
tense – время
continuous tense – продленное время
indefinite tense – неопределенное время
perfect tense – завершенное время
perfect continuous tense – завершенное продленное время
sequence of tenses – согласование времен
verb (v.) – глагол

auxiliary verb – вспомогательный глагол
irregular verb – неправильный глагол
link verb – смысловой глагол
modal verb – модальный глагол
regular verb – правильный глагол
voice – залог
active voice – активный залог
passive voice – пассивный залог
252 Приложение 3. Список неправильных глаголов
Таблица 16
СПИСОК НЕПРАВИЛЬНЫХ ГЛАГОЛОВ
Infinitive Past Indefinite Participle II Перевод

to be was, were been быть
to become became become становиться
tо begin began begun начинать(ся)
tо blow blew blown дуть
to break broke broken ломать, разбивать
to bring brought brought приносить
to broadcast broadcast; -ed broadcast; -ed передавать по радио
to build built built строить
to buy bought bought покупать
to choose chose chosen выбирать
to come came come приходить, приезжать
to cost cost cost стоить
to cut cut cut резать
to deal (with) dealt (with) dealt (with) иметь дело с
to do did done делать
to draw drew drawn рисовать, чертить
to drink drank drunk пить
to drive drove driven везти, управлять
to eat ate eaten есть (принимать пищу)
to fall fell fallen падать
to feel felt felt чувствовать
to find found found находить
to fly flew flown летать
to foresee foresaw foreseen предвидеть
to forget forgot forgotten забывать
to get got got получать, становиться
to give gave given давать
to go went gone идти, ехать
to grow grew grown расти, становиться
to hang hung hung висеть, вешать
to have had had иметь
to hear heard heard слышать
to hold held held держать, владеть
to keep kept kept держать, хранить
to know knew known знать
to lay laid laid класть
to lead led led вести
Приложение 3. Список неправильных глаголов 253
Infinitive Past Indefinite Participle II Перевод

to learn learnt; ~-ed learnt; ~-ed учиться, узнавать
to leave left left оставлять, уезжать
to let let let позволять, пускать
to lose lost lost терять
to make made made делать
to mean meant meant значить, предполагать
to meet met met встречать
to pay paid paid платить
to put put put класть
to read read read читать
to ring rang rung звонить, звенеть
to rise rose risen вставать
to run ran run бежать
to say said said говорить, сказать
to see saw seen видеть
to sell sold sold продавать
to send sent sent посылать
to set set set ставить, устанавливать
to show showed shown показывать
to sit sat sat сидеть
to speak spoke spoken говорить
to spend spent spent тратить, проводить
to spread spread spread распространять(ся)
to stand stood stood стоять
to swim swam swum плавать
to take took taken брать
to teach taught taught учить, обучать
to tell told told рассказывать
to think thought thought думать
to understand understood understood понимать
to wear wore worn носить
to win won won выигрывать
to write wrote written писать
254 Приложение 4. Texts for Listening
ПРИЛОЖЕНИЕ 4 (ссылка на сайте издательства www.solon-press.ru на странице

данной книги)
TEXTS FOR LISTENING
Unit 1. TWO NORWEGIANS ROWED ACROSS THE ATLANTIC OCEAN
More than 100 years ago two Norwegians rowed – really rowed – across the Atlantic.
They were in New York. The weather was fine. They wanted to row home and see how
their families were getting on. For this they built a very good rowing-boat, 18 feet long and
named it Fox.
They started from New York at 5 o’clock on the afternoon on the 6th of June, 1896.
During a month they were rowing. The sun shone. The ocean was still. They rowed in turn.
But suddenly the weather changed and the rest of the way their trip was a nightmare.
However, after 62 days’ voyage they landed at the port of Havre, France.
Unit 2. DANIEL DEFOE (1660?–1731)
The eighteenth century in England was an age of industrial development. English ships
and colonizers appeared in various parts of the world. And it was quite natural that the hero of
the first novel of that period was a shipwrecked man who lived on a desert island.
The name of this man is Robinson Crusoe. The title of the first novel in English literature
is “The Life and Strange Surprising Adventures of Robinson Crusoe”. The name of its author is
Daniel Defoe, who wrote this novel when he was nearly 60 years old.
The story of “Robinson Crusoe” was based on the real adventures of a shipwrecked
sailor, Alexander Selkirk by name, who had lived alone for four years on a desert island. But the
book, of course, contains a great deal of the author’s imagination as well.
When the first volume of the book was published in 1719, it became popular at once. De-
foe made his story so realistic that everyone believed it.
Defoe did not write his book for children. But every child now knows Robinson Crusoe,
how he learned to catch goats and to make pots, how he invented an umbrella, found Friday’s
footprints, and met with other hundreds adventures.
Daniel Defoe wrote many other books, but it is for his “Robinson Crusoe” that he is
called “Father of English prose”.
Unit 3. JAMES COOK (1728–1779)
James Cook was born in Yorkshire on October 17, 1728. At the age of eighteen he took
his first voyage as an apprentice on board a ship. In 1755 he enlisted in the Royal Navy as an
able seaman and was sent to the American coast. While charting the boast of Newfoundland,
Cook mastered the skills of a mapmaker.
Cook’s first round-the-world voyage took place in 1768–1771. On board The Endeavour
he sailed round Cape Horn and explored the South Pacific. He discovered several islands in the
South Pacific, sailed around both islands of New Zealand and explored the eastern coast of Aus-
tralia.
The second voyage (1772–1775) was undertaken in search of the Southern Continent.
There were two ships: The Resolution commanded by James Cook, and The Adventure com-
manded by Tobias Furneaux. The second voyage demonstrated the outstanding skills and experi-
ence of Cook as a seaman and a captain. Cook did more than any other man of his time to pro-
mote the health of his crew. In those times lots of sailors on long voyages died of scurvy because
of the lack of vitamins in food and bad hygiene. Cook made his men wash every day and air their
beds; he tried to get as much fresh food as he could; he made his men eat sauerkraut. His second
Приложение 4.Texts for Listening 255
voyage lasted three years and eighteen days; they sailed into the stormiest seas on earth, through
uncharted southern seas filled with ice. Out of 112 men Cook lost four, among whom only one
died of an illness.
The purpose of Cook’s third voyage (1776–1779) was to look for the Northwest Passage
(between the Atlantic and the Pacific Oceans) from the Pacific side.
Cook set out from England on The Resolution, in company with Captain Clerke on The
Discovery. They sailed around Africa and across the Indian Ocean into the Pacific, and then
turned north to find the passage. They sailed round the tip of the Alaska Peninsula, through the
Bering Strait and into the Arctic Ocean, where they were stopped by thick ice. After spending
there as much time as he could, Cook turned south to reload and repair the ships for the next
year.
But he never returned to the Bering Strait. Captain Cook met his death on the Hawaiian
Islands where he and his crew were attacked by the natives on February 14, 1779.
Unit 4. CAPTAIN ROBERT SCOTT (1868–1912)
In June 1910 Captain Robert Scott set sail on board The Terra Nova and started for the
south. He wanted to reach the South Pole. When the ship got to Australia, Scott received the
news that the Norwegian explorer Amundsen was also on the way south to reach the South Pole.
Arriving at the place in the Antarctic called Cape Evans, Captain Scott and his crew
started for the Pole.
First they had to cross the Barrier, a great plain of ice of nearly 500 miles, and climb a
huge glacier. When they reached the foot of the glacier, the dogs and some of the men went
back, but three sledges, each pulled by four men, went on.
It was a terrible journey. It was bitterly cold, the snow was so soft that they sank to their
knees in it, and the heavy sledges were very difficult to pull.
Scott watched the men carefully. He had decided that the final part of the journey – 150
miles – would be made by four men and him. These were the men he chose: Doctor E. Wilson,
Lieutenant Bowers, Captain L. Oates and Edgar Evans.
On January 3, 1912, when the South Pole was150 miles away, the five heroes said good-
bye to their friends and went on, five brave men who would never again see living faces except
one another’s. For thirteen months nothing was heard of them, but from Scott’s diaries we know
all about their last days.
On January 18 they reached the Pole, frost-bitten, hungry and weak. And at the Pole they
saw a tent with the Norwegian flag flying above it. Amundsen had been here a month before.
Bitterly disappointed, Scott and his companions set out on the return journey. It was 950
miles to the ship. Their strength was going and the food was running short. Their sleeping bags
were covered with ice. Evans was the first to lose his strength. When he could no longer walk,
the group stopped. They did not leave Evans till his death. Without Evans the party moved a lit-
tle quicker, but the weather grew worse. Oates was the second man who lost his strength. He
knew that he was slowing the progress of his friends. He said to them, “I am going outside and
may be some time.” He never came back.
At last they came to a spot only eleven miles from the place where they had left store of
food and fuel, but the storm was so violent that they couldn’t go on. Scott and his companions
died there in their tent.
Eight months later a search party found that silent tent. They were lying in their sleeping
bags as they had died. On the sledges near the tent there were rocks for scientific study, which
they had brought back from the Pole. In the last painful march they had not forgotten that they
were scientists.
Unit 5. THE BERMUDA TRIANGLE
There is one part of the Western Atlantic Ocean that has a very strange history. From
time to time ships and planes vanish in this area. It lies between Bermuda, Florida and Puerto
Rico and is known as “the Bermuda Triangle”. The Bermuda Triangle got its name after one
mysterious event which took place on the 5th of December, 1945.
It was a warm sunny day, and there were only a few clouds in the sky. It was good
weather for flying, and 5 officers in the US Navy were planning their 2-hour flight to Bermuda.
The date – early December, and the crew members were already thinking about their Christmas
holidays and their families. The planes were ready just after lunch.
At the last minute one of the crew members went to the doctor. He didn’t feel well. He
wanted to stay at the base. The commanding officer needed him, however. He said: “The flight is
only 2 hours. Don’t worry! You’ll be back soon. You have to go.”
At 2.00 p.m. the planes were in the air. One hour later, their work was finished, and they
began the journey back to their base in Florida. Suddenly their radio controller at the Navy base
received this message from Flight 19.
“Emergency! This is an emergency! We cannot see land. We are not sure of our position.
Everything is strange. The compass is spinning wildly. We don’t know our direction. We don’t
know where we are …”
Then the voices stopped. Radio contact stopped. The Navy immediately sent a search
plane out to look for the men. All 6 planes and 22 men were never seen again.
Unit 6. EXPERIMENTAL BRIDGE
Early bridges had to be built out of material close at hand. In tropical jungles suspension
bridges were made of long bamboo poles. In the places where there were many forests it was
wood. In northern areas pier bridges were built out of stone. In Middle Ages people constructed
wooden beam type bridges. They were usually built on stone piers or wooden piles. Later there
appeared concrete and metal bridges.
Nowadays some people are experimenting with different unusual materials. One of them
is paper. Everyone associates paper with weakness. But paper-makers consider it to be a very
strong material. In order to prove it paper-makers built a paper bridge across a narrow canyon in
Nevada.
The bridge covered a span of 32 ft. The designers calculated that it could safely span 80
ft. The structure is 10 ft wide and 4 ft high. It took the engineers only two months to design the
bridge, to test and construct it.
For testing the engineers chose a truck which weighed 12 000 lb. This truck drove quite
safely across the paper bridge. The engineers are sure that the bridge can take six times the truck
load of 12 000 lb.
The bridge itself weighs 9 000 lb. So the structure was light enough to be laid into place
by helicopter.
Note: lb – pound foot
Unit 7. THE SECRET OF THE BERMUDA TRIANGLE
Some records show that since 1945 near the Bermuda Triangle over 100 planes and ships
have disappeared and more than 1000 people have been lost. There are different explanations of
these disappearances. They are based on legends, experience, facts.
According to some reports over 100 ships and planes have disappeared in the Bermuda
Triangle since 1945. There are many explanations of this mystery. But I think it’s very difficult
to believe that in this area there are some sea monsters that pull the ships into the sea bed or visi-
tors from outer space who take the planes, ships and the people to the unknown planet.
More reasonable people say that a large number of losses in this part of the world can be
explained more simply. Let’s sum up the information we have and try to find some reasonable
explanation.
Disappearances very often happen in good weather, without any warning. Ships and
planes just seem to vanish into the air. Usually radio contact is broken and SOS signals are sel-
dom received from the planes and ships that disappear.
Some people survived the dangers of the Bermuda Triangle and returned to land safely. A
ship’s captain and an aeroplane pilot are among them. They say that the compass was spinning
wildly. They couldn’t see the horizon. They didn’t know where they were because there was a
cloud around the ship and the plane. There was no electricity, all the instruments stopped work-
ing. The electric system started working only after the ship and the plane moved forward out of
the cloud.
So the simplest explanation is connected with the earth’s magnetic field. There are only
two places on the earth where the compass points to a real north. One is in the Pacific Ocean, off
the east coast of Japan, and the other is in the area of sea known as “The Bermuda Triangle”. It’s
possible that this magnetic field may cause pilots and captains to lose their direction. It may also
cause changes in the atmosphere and create storms which pull ships and planes into the sea. It’s
interesting to know and note that both these places are well-known for such mysterious disap-
pearances.
Unit 8. MEANS OF TRANSPORT
On 21st November, 1783, the Montgolfier brothers flew in the first hot-air balloon, in
Paris.
On 13th November, 1907, Paul Cornu made the first flight in a helicopter. He was in the
air for 20 sec.
Richard Trevithick, an Englishman, built the world first steam-powered locomotive in
1803. By that time he had already invented a steam-powered carriage, but it lasted only one ride.
In 1804 he made an improved version of it, which became an ancestor of the automobile.
In 1800 John Fitch offered people of Philadelphia and Trenton the first regular steamboat
service. His boat used steam-powered oars. But people hadn’t accepted steamboat travel until
1807.
I. K. Brunel was the greatest of the great engineers of the 19th century. Among his great
transport inventions are The Great Western, first of the transatlantic steam liners, and his iron
ship, The Great Britain, which was built in 1840 in Bristol.
Robert Fulton, an American engineer, developed a way to use steam power for ships. In
1807 Fulton successfully tested The Clermont, a paddle-wheeled steamship, on the Hudson
River.
In the 1830s a Scottish blacksmith Kirkpatrick McMillan added pedals to the first bicy-
cles which had been already invented by that time but without pedals. Safer and more comfort-
able bicycles began to appear in the 1880s.
Orville Wright made the first flight in an airplane on the 17th December, 1903. The plane
was called Flyer I. It was in the air for 12 sec.
In 1829 George Stephenson, an English mining engineer, developed The Rocket, the first
steam-powered locomotive.
Jacques Gamerin made the first jump with a parachute in 1797 in France.
Unit 9. HORATIO NELSON (1758–1805)
Horatio Nelson entered the Royal Naval College in January 1771 at the age of twelve. He
studied excellently and passed his lieutenant’s examination more than a year under the official
age in 1777.
Nelson’s bravery as a naval commander was never doubted by his contemporaries. He

always led his men by his own example. He first made his name at the battle of St. Vincent in
February 1797, during which he captured two enemy ships. During the wars against France in
the 1790s he took part in many sea battles and lost his right arm and the sight in his right eye.
Besides his personal bravery, Nelson was a skilful commander enjoying great love and
devotion of the men who served under him: they were ready to die for him.
Nelson took daring but calculated risks. He openly disobeyed his superiors when he
thought it necessary. At the battle of Copenhagen in 1801 the Commander-in-Chief Admiral Sir
Hyde Parker, thought that the British were losing, and he hoisted the signal on his flagship:
“Stop fighting”. Nelson, on his ship, put the telescope to his blind eye and exclaimed: “I really
do not see the signal!” He continued fighting until the Danish surrendered.
Nelson sailed from England for the last time in 1805, as Commander-in-Chief of the Brit-
ish fleet to meet France and Spain at Cape Trafalgar, the most south-westerly point of Spain.
At Nelson’s instruction, the famous signal was hoisted on the flagship: “England expects
that every man will do his duty.”
As the battle raged around, Nelson was on deck. A musket ball fired from a French ship
struck him in the left shoulder and pierced one of his lungs. The wound was mortal. He died a
few hours after that. But before he died he learned that he had won a great victory.
Admiral Nelson is Britain’s national hero. A tall column crowned with his statue stands
in Trafalgar Square in London, in memory of this great man.
Unit 10. A TUNNEL, A BRIDGE OR A COMBINATION?
It was Napoleon Bonaparte who first suggested that a tunnel be built under the English
Channel between France and Britain. Several proposals are being studied now, including a
bridge, a tunnel or a combination.
The tunnel would be prefabricated and laid on the seabed and would carry two rail lines
underwater. Critics say that ventilation shafts would be needed every three or four miles and that
they would create problems for shipping in the channel. Another plan is to construct a suspen-
sion bridge carrying 12 lanes or auto traffic and encased in a waterproof plastic tube. Some com-
panies propose an opendeck suspension bridge with spans of about 2 000 yards. It would cost
half as much as the bridge in a plastic tube but it would present shipping dangers.
Many transportation authorities believe that the most likely government recommendation
will be a rail tunnel under the seabed. It will be six meters in diameter and would cost about 2
billion pounds. It will combine the advantages of a tunnel and a bridge. It will cause the least
damage to the environment; it doesn't need any ventilation and will require no new technology.
Unit 11. FRANCIS DRAKE (1540–1596)
Francis Drake, one of the most famous of English sailors and pirates, was born in Ply-
mouth, a seaport and the largest town in the south of England.
The boy spent much of his time looking at the ship in Plymouth harbour and talking to
the seamen. At fifteen he was taken on a small ship and worked there for some years. The boy
learned the duties of a sailor very soon and did his work so well that people said that he was a
born sailor. When Drake was twenty five, he was made a captain's mate, and soon after the cap-
tain of a ship.
Sea-battles between English and Spanish ships were common at that time. Once a small
fleet of six English ships was attacked by Spanish ships in the Atlantic Ocean. Four of the Eng-
lish ships were burnt and only two, one of which was commanded by Drake, came back to Eng-
land.
Drake demanded that the king of Spain should pay him for the lost ships. Of course, the
king of Spain refused to pay. Drake was very angry and declared that he would take all he could
from the king of Spain. And he fulfilled his threat. He crossed the Atlantic with two small ships
and captured several Spanish ships loaded with gold and silver.
In November 1577 five ships with Francis Drake at the head sailed off from Plymouth.
Drake crossed the Atlantic, passed through the Strait of Magellan and reached Cape Horn, the
southernmost point of South America.
After a short rest the ships sailed north all along the west coast of South, Central and
North America. Leaving North America, Drake crossed the Pacific and visited the island of Java,
in the south of Asia. After that he sailed across the Indian Ocean to the Cape of Good Hope,
where he came in June 1580.
Sailing north along the west coast of Africa, Drake visited the Canary Islands, and then
sailed on and in 1580 he returned to England.
The voyage lasted nearly three years. Drake was the first Englishman who sailed round
the world.
In 1588 Francis Drake distinguished himself in the sea-battle against the Spanish Armada
in the English Channel.
Seven years after the victory over the Spanish Armada, in 1595, Drake, at the head of a
large fleet, sailed from Plymouth again to attack the Spaniards in America and the West Indies.
The Atlantic was crossed in a month, but soon afterwards Drake fell ill. In January 1596 he died
and was buried in the sea. There is a monument to Francis Drake in Plymouth.
Unit 12. TRAFFIC LIGHTS
The first traffic signal was invented by a railway signalling engineer. It was installed in-
side the House of Parliament in 1868. It looked like any railway signal of the time, and was op-
erated by gas. However, it exploded and killed a policeman, and the accident discouraged further
development until cars became common.
Modern traffic lights are an American invention. Red-green systems were installed in
1914. Three-color signals, operated by hand from a tower in the middle of the street, were in-
stalled in New York in 1918. The first lights of this type in Britain were in London on the junc-
tion between St. James’s Street and Piccadilly, in 1925.
In the past, traffic lights were special. In New York, some lights had a statue on the top.
In Los Angeles the lights did not just change loudly but rang bells to wake the sleeping motorists
of the 1930s. These are gone and have been replaced by standard models, which are universally
adopted.
Unit 13. SHIPMENT OF A CARGO OF WHEAT ABROAD
On the 12th of August, 1953, a Soviet foreign trade organization concluded a contract
with a foreign firm for the sale of a cargo of 6 000 tons of wheat. The wheat was to be shipped in
September. The sellers chartered the specialized ship Martha for the transportation of wheat.
About 10 days before the expected arrival the vessel at the port of loading, the ship owners in-
formed the sellers that Martha had been in collision with another boat during a dense fog in the
Mediterranean Sea and would not be able to arrive at the port of loading before the end of Sep-
tember. The sellers had at their disposal a larger vessel of 6 500 tons. Therefore they sent a tele-
gram to the buyers asking them to accept 6 500 tons of wheat instead of 6 000 tons. The buyers
agreed, but requested the sellers to ship the wheat in the first half of October. The sellers con-
sented to postpone the shipment of a cargo in accordance with the desire of the buyers, and the
cargo was shipped on the 10th of October.
260 Приложение 5. Keys to the Comprehensions
KEYS TO THE COMPREHENSIONS

To Unit 1:
Ex. 24
1. is, 2. am, 3. is, 4. are, 5. is, 6. is, 7. am, 8. is, 9. are, 10. is, are, 11. am, 12. is, 13. was, is, 14.
is, was, 15. am, 16. was, 17. were, 18. are, 19. were, 20. is, 21. was, 22. were, 23. was, 24. are,
were
Ex. 25
1. My grandparents are very old. 2. My desk is very comfortable. 3. Your spectacles are in your
bag. 4. I am not very clever today. 5. This house is very expensive. 6. The shops are not open
today. 7. Mr. Wren’s grandson is six years old. 8. The houses in this street are very big. 9. The
examination is not difficult. 10. Those flowers are very beautiful.
Ex. 26
1. is, 2. is, 3. am, 4. is, 5. is, 6. am, 7. are, 8. is, 9. isn’t, 10. aren’t, 11. is, 12. aren’t, 13. was,
wasn’t, 14. was, 15. weren’t, were, 16. wasn’t, was, 17. weren’t, was, 18. will be, won’t, will be
Ex. 27
1. Is your brother at home? 2. This hotel is very expensive. 3. I am interested in art. 4. All shops
are open today. 5. My sister is architecture. 6. They aren’t students, they are doctors. 7. Where
were they yesterday evening? 8. He wasn’t at the Institute yesterday. 9. I wasn’t there. 10. She
won’t at home at 5.
Ex. 28
a) 1. a, 2. b, 3. c, 4. b, 5. a, 6. c, 7. a; b) 1. sailors, seamen, 2. steering, 3. charts, 4. borders, 5.
coast, 6. sank, 7. venture, 8. supplies, goods, 9. deck, 10. gateway
To Unit 2:
Ex. 26
1. have, 2. have, 3. had, 4. will have, 5. has, 6. has, 7. had, 8. has, 9. have, 10. has, have
Ex. 27
1. My grandparents have a very old house. 2. I have a very comfortable desk. 3. She has your
spectacles in my bag. 4. I had breakfast yesterday. 5. The bag has no handle. 6. They will have a
car next month. 7. Mr. Wren's grandson has six balls. 8. The houses in this street have no balco-
nies. 9. The students had the examination last term. 10. The woman has very beautiful flowers in
her garden.
Ex. 28
1. They have three dogs and three cats. 2. She has large green eyes. 3. My brother had a grey car
last year. 4. How much ground do you have? 5. My sister has a red car. 6. I had a headache yes-
terday. 7. Have you got any books on transport history? 8. When do you have tea? 9. We’ll have
a good time tomorrow. 10. She had a good vacation on the south.
Ex. 29
a) 1. a, 2. a, 3. b, 4. c, 5. c, 6. a, 7. b;
b) 1. voyage, 2. travel, 3. were interested, 4. necessary, 5. come of, 6. best, 7. food, water, 8. like,
9. traveling, reached
To Unit 3:
Ex. 28
was / was / were / had / were / was
Приложение 5.Keys to the Comprehensions 261
Ex. 29
1. there is, 2. there are, 3. is there, 4. are there, 5. there wasn’t, 6. there was, 7. were there, 8.
there is, 9. there are, 10. there is, 11. there will be, 12. there was
Ex. 30
1. Is there a cat in the window? 2. Are there a few changes in the text? 3. Are there plenty of
glasses in the cupboard? 4. Were there a lot of people at the stadium? 5. Is there anything on the
plate? 6. Was there anybody in the room? 7. Are there difficult exercises in this book? 8. Is there
anything on the shelf? 9. Will there be any interesting programmes on TV tomorrow? 10. Are
there several empty seats in the room? 11. Were there any pears on the plate?
Ex. 31
1. The Titanic disaster happened in April, 1912. 2. The tickets were expensive even for the third-
class passengers. 3. There were over 2000 passengers on the ship. 4. People thought The Titanic
the safest ship. 5. The sea was calm and smooth. 6. Icebergs appeared at night. 7. The Titanic
struck with a huge iceberg. 8. Most of the passengers were dancing and laughing when the disas-
ter happened. 9. The Californian passed nearby and saw eight white rockets. 10. The passengers
run to the deck in pajamas and nightgowns. 11. There were not enough lifeboats on the ship. 12.
Many people were drowned. 13. The Titanic sank.
To Unit 4:
Ex. 31
1. a, 2. –, 3. –, 4. a / the / –, 5. – / a, 6. – / –, 7. –, 8. –, 9. the / a / the / the, 10. –
Ex. 32
1. a, 2. b, 3. –, 4. the, 5. c, 6. a, 7. c, 8. a, 9. –, 10. a
Ex. 33
game, children, foot, shelves, sister-in-law, tomatoes, datum, keys, lorry, office managers, box
Ex. 34
1. Thor Heyerdahl is famous for his daring Kon Tiki expedition. 2. The expedition hunted for a
lost civilization. 3. The expedition crossed the Pacific Ocean on the balsa raft. 4. The explorer
led excavation work in cooperation with Peruvian archeologists. 5. The expedition found pyra-
mids in mounds. 6. The archeologists found gold masks in the pyramids.
To Unit 5:
Ex. 28
1. farther, 2. farther, 3. worse, 4. lesser, 5. latest, 6. further, 7. well, 8. latest, 9. eldest, 10.
smaller, 11. less, 12. elder, 13. most, 14. better, 15. better, 16. farthest, 17. oldest, 18. elder, 19.
least, 20. most
Ex. 29
1. the most interesting book, 2. the most popular, 3. the most outstanding, 4. the most important,
5. the cleverest, 6. bigger size, 7. more interested, 8. easier, 9. quieter, 10. more crowded, 11.
earlier, 12. more often, 13. more expensive, 14. nearer
Ex. 30
1. The train isn’t so fast as the bus. 2. My flat is as big as her flat. 3. His voice isn’t so brilliant as
Caruso’s. 4. The pound isn’t so deep as the river. 5. Your typing as fast as hers. 6. This lecture is
as interesting as that lecture. 7. This hat isn’t so beautiful as that hat. 8. His article isn’t so long
as her article.
Ex. 31
1. fainter, fainter, 2. more intelligent, 3. most practical, 4. more advanced, young, 5. latest, 6.
good, better, 7. more angry, 8. wiser, 9. more, more complex, 10. cleverest, 11. good, better, 12.
worse, 13. nearest, 14. last, 15. longer, shorter, 16. tallest, 17. more amusing, 18. younger
Ex. 32
1. He is more busy then you. 2. This year was the most difficult for us. 3. Have you read his last
article? 4. You are as beautiful as your mother. 5. It’s easier for me to know the truth. 6. Last
winter wasn’t so cold as this one. 7. The more we read, the more we know about our world. 8. I
am an old man already, I’m twice older than you.
Ex.33
1. water, 2. weigh, 3. a great deal, 4. widening, narrow, 5. slowly, engine, 6. horsepower, 7. end,
century, 8. promotes, 9. round, island, 10. capacity, 11. proved, 12. size, 13. timber, 14. like, 15.
reliable
To Unit 6:
Ex.28
1. 268 metres long, 55 metres high, 9 docks; 2. 400 mln American dollars; 3. 50 000 dollars for
the 1st-class apartments; 1 424 dollars for the 1st-class passengers; 600 for the 2nd-class passen-
gers; 460 dollars for the 3d-class passengers; 4. 2 227 people, lifeboats for 1 100; 5. about 1 500
lives
Ex. 29
1. b, 2. b, 3. c, 4. d, 5. c, 6. c, 7. b, 8. b, 9. b, 10. a, 11. c, 12. b
Ex. 30
1. a quarter, 2. a half, 3. a half, 4. three quarters
Ex. 31
1. c, 2. b, 3. a, 4. c, 5. a, 6. a, 7. b, 8. c, 9. a, 10. b
Ex. 32
1. roads, 2. licencing, safety, 3. weight, volume, shipment, 4. van, pickup truck, 5. truck, 6. don-
key carts, 7. vehicles, 8. passengers, 9. high traffic density, 10. domesticated, 11. medieval, tar,
12. designed, highways, 13. involves
To Unit 7:
Ex. 45
1. b, 2. a, 3. a, b, 4. b, 5. a, c, 6. a, 7. c, 8. b, 9. b, 10. b, a, 11. b, 12. b, 13. b, 14. b, 15. c, 16. c
Ex. 46
1. any, 2. any, 3. no, 4. no, 5. any, some, 6. any, some, 7. any, 8. no, 9. no, 10. any
Ex. 47
1. much, 2. much, little, 3. little, much, 4. few, 5. much, few, 6. little, little, 7. many, few, 8. a
few, 9. a little, 10. much
Ex. 48
1. anybody, 2. anything, 3. nothing, 4. something, 5. somebody, 6. nobody, 7. nothing, 8. every-
body, 9. somebody, 10. nothing
Ex. 49
1. her, 2. it, 3. it, her, 4. him, 5. her, 6. them, 7. him, 8. he, it
Ex. 50
1. They are his. 2. It’s mine. 3. They are hers. 4. They are theirs. 5. It’s yours. 6. They are ours.
7. They are theirs. 8. It’s hers.
Ex. 51
1. himself, 2. myself, 3. themselves, 4. ourselves, 5. themselves, 6. themselves, 7. ourselves
Ex. 52
1. Any airport has its infrastructure. 2. In the airport airplanes can receive maintenance, restock,
load and unload and refuel. 3. The majority of the airplanes takes off and land on land. 4. Some
airplanes can take off and land on ice, snow and calm water. 5. Airplane is the second fastest
means of transportation. 6. Commercial jets can reach up to 900 km per hour. 7. Aviation is able
to transport passengers quickly. 8. Airplanes transport limited cargo amounts on various dis-
tances. 9. Helicopters are used to transport cargoes and passengers on shorter distances. 10.
Aviation incurs high costs for cargo transportation. 11. Air transportation is the most secure type
of cargo transportation. 12. Stability with air companies’ performance guarantees high service,
safety and high speed of delivery and low tariffs.
To Unit 8:
Ex. 33
1. different, 2. differently, 3. exact, 4. exactly, 5. perfectly, 6. perfect, 7. slowly, quietly, 8. quiet,
slow, 9. serious, 10. seriously, 11. simple, 12. simply, 13. hard, 14. hardly, 15. nearly, 16. near,
17. lately, 18. late, 19. widely
Ex. 34
1. more, sooner, 2. later, 3. the best, 4. worse, 5. farther, 6. the worst, 7. more quickly, 8. less
Ex. 35
1. deeply, 2. thoroughly, 3. highly, 4. wide, 5. strongly, hardly, 6. soon, 7. clearly, 8. heavily, 9.
loudly, long, 10. easier
Ex. 36
1. It is pretty difficult to speak to her. The hall was prettily decorated. 2. I saw a plane high in the
sky. The idea seems highly improbable. 3. We have heard very little of him lately. He usually
comes home late after classes. 4. I can hardly understand what he is saying. You must work hard
at your spelling. 5. We were nearly late. We made sure it was safe before we went near. 6. I love
my son dearly. They sell these coats dear.
Ex. 37
1. c, 2. b, 3. a, 4. c, 5. b, 6. b
Ex. 38
1. e, 2. j, 3. c, 4. h, 5. a, 6. f, 7. b, 8. d, 9. g, 10. i
Ex. 39
1. dates back, 2. moving, 3. railways, 4. at least, 5. spread, 6. wooden, 7. transport, 8. rails, car-
goes, 9. cast iron, 10. flanged, 11. draw, 12. invented, 13. public, 14. linked, 15. network, ap-
plied, 16. increased, 17. under the ground, 18. means, 19. carrying, transport
To Unit 9:
Ex. 27
1. in, 2. in, at, from, 3. in, out, 4. in, 5. to, 6. near (by), 7. in, 8. from, 9. from, 10. out of, on
Ex. 28
1. in front of, 2. behind, 3. near (by), 4. over, 5. below, 6. above, 7. over, 8. above, 9. between,
10. among, 11. round, 12. to, to, 13. to, 14. to, 15. to, to, to
Ex. 29
1. for, 2. at, in, 3. in, 4. on, at, 5. on, 6. at, to, 7. on, 8. in, 9. till, 10. at
Ex. 30
1. at, 2. in, 3. for (during), 4. on, 5. since, 6. at, 7. for (during), 8. before, after, 9. in, 10. at
Ex. 31
1. in front of, 2. in spite of, 3. instead of, 4. because of, 5. in spite of, 6. by means of
Ex. 32
1. b, 2. c, 3. b, 4. a, 5. a, 6. c, 7. a, 8. b, 9. a, 10. b, 11. a, 12. c, 13. a
To Unit 10:
Ex. 26
1. Yes, I’ve got a brown one. 2. Yes, she’s got a yellow one. 3. Yes, they’ve got a blue one. 4.
Yes, she’s got a new grey one. 5. Yes she’s got a gold one. 6. Yes, Peggy’s got a white one. 7.
Yes, the boys have got a green one. 8. Yes, Kate’s got a new pink one. 9. Yes, Jim’s got new
brown ones. 10. Yes, Jane’s got a new pair of black ones. 11. Yes, Paul has got silk green and
red ones.
Ex. 27
1. Do you mean the black one? 2. Do you mean the small one? 3. Do you mean the English
ones? 4. Do you mean the yellow one? 5. Do you mean the big ones? 6. Do you mean the brown
ones? 7. Do you mean the new one? 8. Do you mean the long one?
Ex. 28
1. b, 2. c, 3. a, 4. c, 5. b
Ex. 29
самое благоприятное положение, потребительские товары, пассажиропоток, ком-
поновка порта, соответствующий размер гавани, быть гибким и способным к изменению,
подпорная стена, основные портовые сооружения (пристани, пирсы и причалы), склад
(хранение), скорость оборота судна, контейнерные перевозки
Ex. 30
locations of geographic advantage, for trade and prospects for future industrial develop-
ment, a mutually beneficial influence, the commercial justification, for landing, used for berthing
vessels on one side, types of piers and their dimensions, to accommodate two vessels readily,
room for the entry and departure of quay, with the expansion of world trade, an everpressing
need, hinterland, cargo handling, oil and gas reserves in sea, to perform drilling
To Unit 11:
Ex. 30
1. The student works in the laboratory every day. 2. My child goes to school. 3. He gets new
books from the library every month. 4. She usually visits her grandparents on week-ends. 5. The
postman brings newspapers twice a day. 6. You know many English words. 7. My friend takes
English lessons three times a week. 8. The pupil repeats new rules before the lesson. 9. I usually
read newspapers in the evening. 10. The worker comes to the factory at 8 o’clock.
Ex. 31
1. started, 2. leaves, 3. stay, 4. will finish, 5. came, 6. writes, 7. reads, 8. speak, 9. put, went, 10.
went, 11 read, 12. will wait, 13. will bring, 14. will work, 15. will become, 16. would return, 17.
would come, 18. would send, 19. would arrive, 20. would join
Ex. 32
1. g), 2. c), 3. k), 4. n), 5. q), 6. h), 7. b), 8. f), 9. o), 10. m), 11. d), 12. r), 13. p), 14. j), 15. i), 16.
l), 17. e), 18. a)
Ex. 33
1. a, 2. b, 3. c, 4. c, 5. b, 6. a, 7. c, 8. b, 9. c, 10. c, 11. b, 12. b, 13. a, 14. b, 15. c, 16. c, 17. c, 18.
b, 19. a, 20. b
To Unit 12:
Ex. 33
1. was laughing, was going on, 2. are you talking, are you discussing, 3. are you leaving, 4. will
you speak, 5. wears, doesn’t see, 6. are you wearing, 7. is living, is looking, 8. was sitting, 9.
saw, was trying, 10. was writing, wrote / was writing, 11. were walking, was getting, 12. are
leaving, is getting, 13. see, 14. will hear, 15. ’ll be, ’ll be watching, 16. was waiting , 17. was try-
ing, 18. rains, was raining, was raining
Ex. 34
1. b, 2. b, 3. a, 4. c, 5. b, 6. b, 7. a, 8. a, 9. b, 10. a, 11. b, 12. b, 13. b, 14. b, 15. b, 16. a, 17. b, 18.
b, 19. a, 20. a, 21. b
Ex. 35
1. Cargo ships may be divided into universal ships suitable to carry principal any types of cargo
and specialized ships encouraged to carry one type of cargo or even one special cargo (for exam-
ple, ore, livestock, wine, orange juice, etc.). 2. Among specialized ships one can mark special-
ized ships encouraged to carry one container or to service special routes, and combined vessels
encouraged to carry different cargoes and different types of cargo. 3. In recent 20 years there are
three main trends in developing specialized vessels: first, ships with specialized heavy and bulk
cargo handling facilities (that is, specialized vessels), second, horizontal loading / unloading
ships, third, container ships. 4. The further development of universal ships is multi-purpose ves-
sels designed to carry several types of cargo. 5. In future the quantity of specialized ships will
grow constantly. However, improved universal ships with modern requirements will be con-
structed.
To Unit 13:
Ex. 37
1. depending on the mode of transportation, 2. Owing to their origin; bulk, dangerous, 3. at the
most ports worldwide, 4. Containerized cargoes, 5. as freight, 6. many commercial planes suit-
able for, 7. Under the right circumstances; economic and energy efficient, 8. transshipment costs,
9. from one mode to another, 10. There are many businesses
Ex. 38
1. have done, 2. have moved, 3. has happened, 4. has refused, 5. has finished, 6. have traveled,
have been, 7. have been, have visited, 8. had finished, 9. had changed (would have changed), 10.
had stopped, 11. had tested, 12. will have made, 13. will have completed, 14. will have repaired,
15. will have happened
Ex. 39
1. have been ringing, 2. have been playing, 3. has been working, 4. have been discussing, 5. had
been doing, 6. hadn’t been raining, 7. had been practicising, 8. had been working out, 9. will
have been testing, 10. would have been testing
Ex. 40
1. c, 2. b, 3. b, 4. a, 5. b, 6. c, 7. a, 8. b, 9. b, 10. c, 11. b, 12. a, 13. b, 14. a, 15. b, 16. a, 17. b, 18.
c, 19. a, 20. c, 21. c, 22. c, 23. a, 24. b, 25. c, 26. b, 27. b, 28. b, 29. a, 30. b, 31. a, 32. b, 33. a,
34. a, 35. a, 36. a, 37. c, 38. a, 39. a, 40. b, 41 a, 42 b, 43 c
Заключение 267
ЗАКЛЮЧЕНИЕ
Вы закончили знакомство и изучение только первого тома данного

учебного пособия. Первый том дает минимальное количество базовых лекси-
ческих и грамматических знаний по английскому языку для студентов транс-
портных направлений и специальностей.
Первый том учебного пособия позволяет осуществить процесс овладе-
ния английским языком поэтапно, по принципу «от простого к сложному».
Все тексты и упражнения составлены с учетом взаимодействия различных
видов коммуникативной деятельности, а именно, чтения, говорения, аудиро-
вания и письма.
Предполагается, что студенты в процессе обучения будут использовать
и другие учебные рекомендации и информационно-справочные материалы,
имеющиеся в их распоряжении в тех вузах, в которых они проходят обуче-
ние.
268 Об авторах
ОБ АВТОРАХ
Тарануха Николай Алексеевич

Заслуженный работник высшей школы Российской Феде-
рации, доктор технических наук, профессор, заведующий ка-
федрой кораблестроения Комсомольского-на-Амуре государст-
венного технического университета, академик Международной
инженерной Академии, действительный член Международного
Совета по гранично-элементным технологиям (Англия).
Автор более 170 научных трудов, в том числе, изданных в
США, Англии, Германии, Бельгии, Болгарии, Польше, Корее,
Китае. Автор семи научных монографий и четырех учебных по-
собий.
Область научной деятельности – транспортные системы, механика деформируемого
твердого тела, математическое моделирование, численные методы. Владеет английским и
немецким языками. Делал научные доклады в США, Германии, Бельгии, Норвегии, Бол-
гарии, Республики Корея. Вел научную работу и преподавал в университетах России,
Германии, Польши и Республики Корея.
Окончил Открытый университет Великобритании по направлению менеджмент и эко-
номика. В качестве тьютора этого университета преподает курсы по эффективному ме-
неджменту, управлению финансами и маркетингом, управлению деятельностью и разви-
тием предприятия.
С 1982 года руководит кафедрой кораблестроения КнАГТУ, которая является выпус-
кающей кафедрой по двум специальностям: «Кораблестроение» и «Организация перево-
зок и управление на транспорте (водном)». При этом в рамках второй специальности сту-
денты при рассмотрении транспортного процесса изучают все виды транспорта. Три года
работал деканом кораблестроительного факультета и десять лет проректором по учебной
работе КнАГТУ.
E-mail: taranukha@knastu.ru.
Першина Елена Юрьевна

Старший преподаватель кафедры общего и профессио-
нального английского языка Комсомольского-на-Амуре го-
сударственного технического университета. Автор более 20
научных и методических трудов.
Окончила Новокузнецкий государственный педагогиче-
ский институт, факультет иностранных языков. Проводит
практические занятия со студентами, бакалаврами и магист-
рами направлений «Организация перевозок и управление на
транспорте», «Кораблестроение и океанотехника», «Про-
мышленное строительство», «Городской кадастр», «Земель-
ный кадастр», «Экспертиза недвижимости», «Финансы и
кредит», «Бухгалтерский учет и аудит», «Менеджмент организаций», «Коммерция», «Фи-
нансовая экономика», «Технология самолетостроения и вертолетостроения» и «Техноло-
гия химического производства».
Занимается научной и методической работой в области особенностей преподавания
английского языка для студентов технических и экономических специальностей и, в част-
ности, для студентов транспортной специальности «Организация перевозок и управление
на транспорте».
E-mail: g.curl@mail.ru.
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Серия «Библиотека студента»
Н. А. ТАРАНУХА, Е. Ю. ПЕРШИНА
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ДЛЯ ТРАНСПОРТНЫХ СПЕЦИАЛЬНОСТЕЙ ВУЗОВ
Том 1: Базовый профессиональный курс
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ЛЕКСИКА И ГРАММАТИКА, ТЕКСТЫ И УПРАЖНЕНИЯ,

2-е издание, дополненное и переработанное

Допущено УМО вузов РФ по образованию в области

Тарануха Н. А., Першина Е. Ю.

Пособие посвящено изучению английского языка в области базового

Section 1: Introduction to the Specialty . . . . . . . . . . . . . . . . . . . . . . . . 13

Section 2: Marine Voyages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

PART 2. BASIC PROFESSIONAL COURSE

Section 3: Types of Transports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Section 4: Transport Organization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Unit 10. Ports – Means of Outer Communication . . . . . . . . . . . . . . . . . . . 130

G.2.4 Существительное в функции определения . . . . . . . . . 205

G.15.2.1 The Present Continuous Tense . . . . . . . . . . . . 229

SUPPLEMENT 1 Grammar tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234

ЧАСТЬ 1. ВВОДНЫЙ КУРС

Глава 1: Введение в специальность . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Глава 2: Морские путешествия . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

ЧАСТЬ 2. БАЗОВЫЙ ПРОФЕССИОНАЛЬНЫЙ КУРС

Глава 3: Виды транспорта . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Глава 4: Организация транспорта . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

10.3.1 Лексика . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137

ГРАММАТИЧЕСКИЙ КОММЕНТАРИЙ . . . . . . . . . . . . . . . . . . . . . . 201

ПРИЛОЖЕНИЕ 1 Грамматические таблицы . . . . . . . . . . . . . . . . . . . . 234

Учебное пособие предназначено для студентов высших учебных заве-

включили в пособие лексический материал, имеющий непосредственное от-

SECTION 1: INTRODUCTION TO THE SPECIALITY

Направление подготовки «Организация перевозок и управление на

1.2 Выдержки из ГОС

Направление подготовки дипломированного специалиста

Квалификация – инженер по организации и управлению на транспорте.

Объектами профессиональной деятельности выпускника являются го-

ТРЕБОВАНИЯ К ОБЯЗАТЕЛЬНОМУ МИНИМУМУ СОДЕРЖАНИЯ

Индекс Наименование дисциплин и их основные разделы Всего

SECTION 2: MARINE VOYAGES

В этой главе рассматриваются уроки (Units) по следующей тематике:

UNIT 1. CHRISTOPHER COLUMBUS’ VOYAGES

1. Грамматика: глагол to be (the Verb to be).

1.1 Grammar: the Verb to be (See section “Grammar”, G.11)

6. I will be an engineer in 5 years.

1. He is usually at home on Sundays.

1. His father … a well-known actor.

Ex. 5 Make up sentences, using the verb to be in different forms according

Model: Columbus, a sailor, became, when, 14, he, (to be).

1. America, an unknown land, earlier, (to be).

to row – грести the Atlantic Ocean

Ex. 8 Test you.

1. What ocean did 2 Norwegians row across?

1.3 Speech Pattern

1.3.1 Active Vocabulary

Ex. 9 Learn the words from your active vocabulary.

To intend, to intend to become, to intend to stay, to become a seaman, to be-

Ex. 11 Correlate the two columns.

1. common seaman а) подниматься на палубу корабля

Ex. 12 Make up your own sentences with the following word-combinations:

To intend to become an engineer, to chart strange countries, to sink during

1.3.2 The Text “Christopher Columbus”

Ex. 13 Remind some proper and geographical names.

Christopher Columbus, India, the Mediterranean Sea, Europe, Africa, West-

Ex. 14 Read and translate the text “Christopher Columbus”.

1. The youth of Columbus

2. The dream of Columbus

3. Columbus’ dream came true

“We must sail on,” Columbus said.