Tkachenko 2020 Vel new А5+пр 1
Tkachenko 2020 Vel new А5+пр 1
Tkachenko 2020 Vel new А5+пр 1
A.Vl. TKACHENKO
A TEXTBOOK
Version 2.0
edited
desa
Feniks
2020
-
2020
48
1 8 20
- I
) = The English Language for the Students of
Natural Sciences Departments (for the I-III year students of Applied Math and
Information Technology Departments) : . -
20. 15
I-III
.
, 2020
CONTENTS
INTRODUCTION ....................................................................................................... 8
UNIT 1 .......................................................................................................................... 9
Text A. A COMPUTER ............................................................................................. 9
Text B. THE DIGITAL AGE................................................................................... 10
Essential Vocabulary: TO BE .................................................................................. 12
Grammar Revision and Lexical Exercises: .............................................................. 14
UNIT 2 ........................................................................................................................ 17
Text A. COMPUTER PROGRAMMING ............................................................... 17
Text B. WHAT IS A COMPUTER PROGRAM? ................................................... 18
Essential Vocabulary: TO BREAK.......................................................................... 21
Grammar Revision and Lexical Exercises: .............................................................. 23
UNIT 3 ........................................................................................................................ 25
Text A. THE HISTORY OF COMPUTER DEVELOPMENT Part 1. (before 1900)
.................................................................................................................................. 25
Text B. THE HISTORY OF COMPUTER DEVELOPMENT. Part 2. ................ 26
Essential Vocabulary: TO BRING ........................................................................... 28
Grammar Revision and Lexical Exercises: .............................................................. 31
UNIT 4 ........................................................................................................................ 33
Text A. COMPUTER SCIENCE. ............................................................................ 33
Text B. COMPUTER ENGINEERING. .................................................................. 35
Essential Vocabulary: TO COME ............................................................................ 37
Grammar Revision and Lexical Exercises: .............................................................. 39
UNIT 5 ........................................................................................................................ 42
Text A. PARTS OF THE COMPUTER. ................................................................. 42
Text B. What is inside a PC system? ....................................................................... 44
Essential Vocabulary: TO DO ................................................................................. 46
Grammar Revision and Lexical Exercises: .............................................................. 48
UNIT 6 ........................................................................................................................ 51
Text A. HOW DOES A COMPUTER WORK? ...................................................... 51
Text B. COMPUTERS FOR THE DISABLED ...................................................... 52
Essential Vocabulary: TO GET ............................................................................... 55
Grammar Revision and Lexical Exercises: .............................................................. 57
UNIT 7 ........................................................................................................................ 59
Text A. HARDWARE.............................................................................................. 59
Text B. SOFTWARE ............................................................................................... 61
Essential Vocabulary: TO GO ................................................................................. 64
Grammar Revision and Lexical Exercises: .............................................................. 67
UNIT 8 ........................................................................................................................ 69
Text A. MAGNETIC STORAGE ............................................................................ 69
Text B. Different Types of Storage .......................................................................... 70
Essential Vocabulary: TO KEEP ............................................................................. 73
Grammar Revision and Lexical Exercises: .............................................................. 75
UNIT 9 ........................................................................................................................ 77
Text A. Types of Networks ...................................................................................... 77
Text B. What is a Network Administrator? ............................................................. 79
Essential Vocabulary: TO LOOK ............................................................................ 81
Grammar Revision and Lexical Exercises: .............................................................. 84
UNIT 10 ...................................................................................................................... 87
Text A. OPERATING SYSTEM ............................................................................. 87
Text B. GUI OPERATING SYSTEMS ................................................................... 89
Essential Vocabulary: TO MAKE ........................................................................... 92
Grammar Revision and Lexical Exercises: .............................................................. 94
UNIT 11 ...................................................................................................................... 97
Text A. HARD DRIVE ............................................................................................ 97
Text B. SOLID-STATE DRIVE .............................................................................. 98
Essential Vocabulary: TO SET .............................................................................. 100
Grammar Revision and Lexical Exercises: ............................................................ 102
UNIT 12 .................................................................................................................... 105
Text A. E-MAIL ..................................................................................................... 105
Text B. INTERNET ............................................................................................... 106
Essential Vocabulary: TO STRIKE ....................................................................... 108
Grammar Revision and Lexical Exercises: ............................................................ 109
UNIT 13 .................................................................................................................... 111
Text A. MEMORY IN A FLASH .......................................................................... 111
Text B. DATA STORAGE DEVICE .................................................................... 112
Essential Vocabulary: TO TAKE........................................................................... 114
Grammar Revision and Lexical Exercises: ............................................................ 115
UNIT 14 .................................................................................................................... 118
Text A. A COMPUTER VIRUS ............................................................................ 118
Text B. THE ANATOMY OF A VIRUS .............................................................. 119
Essential Vocabulary: TO THINK ......................................................................... 121
Grammar Revision and Lexical Exercises: ............................................................ 122
UNIT 15 .................................................................................................................... 125
Text A. VERTUAL REALITY .............................................................................. 125
Text B. NEW TECHNOLOGIES .......................................................................... 126
Essential Vocabulary: TO TURN .......................................................................... 128
Grammar Revision and Lexical Exercises: ............................................................ 130
The book is intended for the I-III year students of Applied Math and
Information Technology Departments. It includes both professionally oriented texts
and grammar exercises to form and automate language speaking skills. The aim of
the book is to help the students to master grammar and lexical material. It covers all
the aspects of English grammar and lexis in an easy to follow style.
The book contains 15 thematically built units. The first part of the unit
includes professionally oriented texts, taken from English speaking sources, and the
list of terminology necessary to be learnt. The second part of the book has a lexical
vocabulary developing the skills of language speaking and understanding. The third
part of the book contains grammar exercises developing different aspects of
mastering the language.
8
UNIT 1
Text A: A Computer.
Text B: The Digital Age.
Essential Vocabulary: to be.
Grammar Revision: The Article.
Text A. A COMPUTER
We are now living in what some people call the digital ag , meaning that
computers have become an essential part of our lives. Young people who have grown
up with PCs and mobile phones are often called the digital generation. Computers
help students to perform mathematical operations and improve their maths skills.
They are used to access the Internet, to do basic research and to communicate with
other students around the world. Teachers use projectors and interactive whiteboards
to give presentations and teach sciences, history or language courses. PCs are also
used for administrative purposes schools use word processors to write letters, and
databases to keep records of students and teachers. A school website allows teachers
to publish exercises for students to complete online. Students can also enrol for
courses via the website and parents can download official reports.
Mobiles let you make voice calls, send texts, email people and download logos,
ringtones or games. With a built-in camera you can send pictures and make video
calls in face-to-face mode. New smartphones combine a telephone with web access,
video, a games console, an MP3 player, a personal digital assistant (PDA) and a GPS
navigation system, all in one.
In banks, computers store information about the money held by each customer
and enable staff to access large databases and to carry out financial transactions at
high speed. They also control the cashpoints, or ATMs (automatic teller machines),
which dispense money to customers by the use of a PIN-protected card. People use a
Chip and PIN card to pay for goods and services. Instead of using a signature to
verify payments, customers are asked to enter a four-digit personal identification
10
number (PIN), the same number used at cashpoints; this system makes transactions
more secure. With online banking, clients can easily pay bills and transfer money
from the comfort of their homes.
Airline pilots use computers to help them control the plane. For example,
monitors display data about fuel consumption and weather conditions. In airport
control towers, computers are used to manage radar systems and regulate air traffic.
On the ground, airlines are connected to travel agencies by computer. Travel agents
use computers to find out about the availability of flights, prices, times, stopovers and
many other details.
(English for computer users, Infotech, 4th ed)
Exercise 1. Make sure that you know the following words and word
combinations: device, possible, to process, enormous amount of information, data, to
provide, suitable, computer facilities, comparison, combining, matching, addition,
subtraction, multiplication, division, immediately, to produce, to describe, a reason,
simple, a brain, information processing machine, to store, a demand, memory, an
application, a principle, to include, automatic piloting navigation, to guide, computer
programming, to support, computer engineering, to work out, to develop, a mean, to
solve, various.
6.
7.
,
11
.
10.
Essential Vocabulary: TO BE
12
to be out not to be in, to be out of house, e.g.
to be over to finish, to come to an end, e.g. Supper was over. It was four
Exercise 4. Fill in all the blanks use the appropriate form of the preposition.
1. 2. 3. What time will the
4. 5. My
6. 7. The
13
8. 9. Peter failed his
drivi 10.
returning home from Troy.
THE ARTICLE.
Exercise 5. Fill in the blanks with the articles where necessary.
th
6.
14
14.
15.
- decide which
-
type-written copy of his speech was no longer in his bag. With despair in his heart my
15
Exercise 8: A minute for a joke.
English Professor
16
UNIT 2
Text A: Computer Programming.
Text B: What is a Computer Program?
Essential Vocabulary: to break.
Grammar Revision: The Pronouns.
17
with current programs, and take steps to adapt or rewrite sections of code in order to
correct a problem or enhance a function in some manner.
In short, computer programming is all about developing, adapting, and
maintaining all the programs that many of us rely upon for both work and play.
Programmers are constantly in demand for all of these three functions, since
businesses and individuals are always looking for new and better ways to make use of
computer technology for all sorts of tasks. With this in mind, computer programming
is a very stable profession to enter, and provides many different possibilities of
employment opportunities.
The first computers were gigantic calculating machines and all they ever
really did
problems. Today, computers work on a much wider variety of problems but they
are all still, essentially, calculations. Everything a computer does, from helping you
to edit a photogra digital camera to displaying a web page,
digital photo you just taken in a paint or photo-editing program and you decide you
want a mirror image of it (in other words, flip it from left to right). You probably
know that the photo is made up of millions of individual pixels (coloured squares)
arranged in a grid pattern. The computer stores each pixel as a number, so taking a
digital photo is really like an instant, orderly exercise in painting by numbers! To
flip a digital photo, the computer simply reverses the sequence of numbers so they
run from right to left instead of left to right. Or suppose you want to make the
photograph brighter. All you have to d
computer then works through all the pixels, increasing the brightness value for each
one by, say, 10 percent to make the entire image brighter. So, once again, the
problem boils down to numbers and calculations. What makes a computer different
from a calculator is that it can work all by itself. You just give it your instructions
18
(called a program) and off it goes, performing a long and complex series of
operations all by itself. Back in the 1970s and 1980s, if you wanted a home
computer to do almost anything at all, you had to write your own little program to
do it. For example, before you could write a letter on a computer, you had to write a
program that would read the letters you typed on the keyboard, store them in the
memory, and display them on the screen. Writing the program usually took more
time than doing whatever it was that you had originally wanted to do (writing the
letter). Pretty soon, people started selling programs like word processors to save you
the need to write programs yourself. Today, most computer users buy, download, or
share programs like Microsoft Word and Excel. Hardly anyone writes programs any
more. Most people see their computers as tools that help them do jobs, rather than
complex electronic machines they have to pre-program
because most of us have better things to do than computer programming.
Exercise 1. Make sure that you know the following words and word
combinations:
a census, rapidly, general-purpose, a vacuum tube, to wire into, manually, to alter, to
create, to improve, expensive, digital, conceptually, similar, regardless, nevertheless,
a desk-top, a laptop, to fit, a briefcase, to enhance, a capability, an enterprise, a
research establishment, distinct, external, to be composed of, a central processing
unit, distinct, a input device, a memory storage device, an output device, a
communication network, a bus, to link, artificial intelligence.
19
,
2.
-
,
.
Input: Your _________ and ________for example, are just input units: ways of
getting information into your computer that it can process. If you use a ________and
Memory/storage: Your computer probably stores all your documents and files on a
_________________: a huge magnetic ________________ But smaller, computer-
20
based devices like digital cameras and cellphones use other kinds of storage such as
_______________ cards.
Processing: Your
________________________ ) is a microchip buried deep inside. It works amazingly
has a little
________ blowing away: to stop its brain from overheating!
Output: Your computer probably has an ________ screen capable of displaying
high-resolution (very detailed)_______________, and probably also stereo
_______________________ You may have an ______________________ on your
desk too to make a more permanent form of output.
to break (broke, broken) 1. to cut, to tear, to destroy, to ruin .g. fell and
broke his leg. Who broke the window? Glass breaks easily. 2. to feel unwell
(phisically and morally), usu. to be broken, .g. was completely broken as the
21
to break throuth to make a sudden, quick advance, as through an obstruction,
e. g. to break throuth the game.
to break to pieces to split into pieces, .g. The vase fell and broke to pieces.
to break up 1. to separate or be separated into pieces, e. g. She broke up a
chocolate bar. The river ice finally broke up. 2. to interrupt the uniformity or
continuity of, e. g. An impromptu visit broke up the long afternoon. 3. to scatter,
disperse, e. g. The crowd broke up after the game. 4. to cease to function or cause to
stop functioning as an organized unit or group, e. g. His jazz band broke up. The new
CEO broke up the corporation. 5. to bring or come to an end, e. g. Guards broke up
the fight. They argued, and their friendship broke up.
to break with smb. or smth. (old habits, traditions, etc.) to come to an end,
.g.
Synonyms: burst, crack, destroy, fracture, ruin, shatter, smash, splinter, split.
THE PRONOUNS.
Exercise 5. Insert pronouns where necessary.
Exercise 7. Fill in the blanks with the appropriate pronouns and retell the topic.
23
facts about plant and animal life. One nature program
24
UNIT 3
Text: The History of Computer Development (before 1900). Part 1.
Text B: The History of Computer Development. Part 2.
Essential Vocabulary: to bring.
Grammar Revision: The Quantifiers (much, many, few, little, a lot).
Text A.
THE HISTORY OF COMPUTER DEVELOPMENT
Part 1. (before 1900)
People have been using mechanical devices to aid calculation for thousands of
years. For example, the abacus probably existed in Babylonia (present-day Iraq)
about 3000 B.C.E. The ancient Greeks developed some very sophisticated analog
computers. In 1901, an ancient Greek shipwreck was discovered off the island of
Antikythera. Inside was a salt-encrusted device (now called the Antikythera
mechanism) that consisted of rusted metal gears and pointers. When this c. 80 B.C.E.
device was reconstructed, it produced a mechanism for predicting the motions of the
stars and planets. John Napier (1550 1617), the Scottish inventor of logarithms,
War. Joseph-Marie Jacquard (1752 1834) invented a loom that could weave
25
complicated patterns described by holes in punched cards. Charles Babbage (1791
1871) worked on two mechanical devices: the Difference Engine and the far more
ambitious Analytical Engine (a precursor of the modern digital computer), but neither
worked satisfactorily. The Difference Engine can be viewed nowadays in the Science
Text B.
THE HISTORY OF COMPUTER DEVELOPMENT.
Part 2.
The rapidly advancing field of electronics led to construction of the first general-
purpose electronic computer in 1946 at the University of Pennsylvania. It was
Electronic Numerical Integrator And Computer (ENIAC), the device contained
18,000 vacuum tubes and had a speed of several hundred multiplications per minute.
Its program was wired into the processor and had to be manually altered. Later
transistors appeared. The use of the transistor in computers began in the late 1950s. It
marked the advent of smaller, faster elements than it was possible to create with the
use of vacuum-tube machines. Because transistors use less power and have a much
longer life, computers alone were improved a lot. They were called second-
generation computers. Components became smaller and the system became less
expensive to build. Modern digital computers are all conceptually similar, regardless
26
of size and shape. Nevertheless, they can be divided into several categories on the
basis of cost and performance. The first one is the personal computer or
microcomputer, a relatively low-cost machine, usually of desk-top size. Sometimes
they are called laptops. They are small enough to fit in a briefcase. The second is the
workstation, a microcomputer with enhanced graphics and communications
capabilities that make it especially useful for office work. And the server computers,
a large expensive machine with the capability of serving the needs of major business
enterprises, government departments, scientific research establishments. The largest
and fastest of these are called supercomputers.
A digital computer is not actually a single machine, in the sense that most
people think of computers. Instead it is a system composed of five distinct elements:
a central processing unit, input devices, memory storage devices, output devices and
a co that links all the elements of the system
and connects the system itself to the external world. Computer speeds are measured
in gigahertz today. Recently, an optical central processing unit has been invented,
which is capable of executing trillions discrete operations per second or it is as fast as
the speed of light.
So, we are at the threshold of new computer era, when artificial intelligence
could be invented. There are no questions with if, the only question is when. And
time will show us either computers become our best friends or our evil enemies as it
is shown in some movies.
Exercise 1: Make sure that you know the following words and word
combinations: to aid, to calculate, to consist, sophisticated analog computer, ancient,
rusted metal gear, to predict, a motion, to reconstruct, to invent, to simplify, a rod,
mechanical adding machine, to graduate, to advocate, binary system, a loom, to
weave, a pattern, a punched card, satisfactory, to view, to report, sufficient,
complicated, a programming language, to tabulate, a census, rapidly, general-
purpose, a vacuum tube, to wire into, manually, to alter, to create, to improve,
expensive, digital, conceptually, similar, regardless, nevertheless, a desk-top, a
27
laptop, to fit, a briefcase, to enhance, a capability, an enterprise, a research
establishment, distinct, external, to be composed of, a central processing unit,
distinct, a input device, a memory storage device, an output device, a communication
network, a bus, to link, artificial intelligence.
3.
5.
7.
8.
.
XIV XVII
to bring (brought, brought) to carry, to fetch, e.g. What can I bring you?
to bring about to cause smth, e. g. What brought about this quarrel?
28
to bring along to bring someone or something with one to some event, e. g.
I brought my uncle along to the party. Please bring along your camera to the show.
to bring away 1. to come away from some event with some important insight
or information, e. g. I brought some valuable advice away from the lecture. She
brought away some valuable advice from the meeting. 2. to move something away
from something. (A request to move something away from something and toward the
requester.), e. g. Bring the pitcher of water away from the fireplace. Bring away the
pitcher from the fireplace when you get up.
to bring (back) to mind (things of the past), e. g. The snapshot brought back
to me my childhood.
to bring down 1. to cause smth or smb to fall or come down, e. g. The hunter
brought down a deer. 2. to reduce (about prices), e. g. Shopkeepers have been asked
to bring down their prices.
to bring someone down to earth (with a bang/bump) (colloq.) to make
someone face reality, unpleasant truth, etc., e. g. He had no idea how food prices had
to bring forth 1. to give rise to; produce, e. g. plants bringing forth fruit. 2. to
give birth to (young).
to bring forward to suggest (an idea), e.g. Nick has brought forward a
proposal recently.
to bring home to to persuade smb to believe smth, e. g. You must bring the
difficulty home to John.
to bring in to yield (money), as profit or earnings, e. g. He does odd jobs that
brings him in ten to twelve pounds a week.
to bring in a verdict (in a court of law) to give a judgment, e. g. She usually
brings wro
to bring into to start to act, to move, e. g. At last you brought into action.
to bring on to cause (to happen), e. g.
29
to bring out 1. to reveal (smth) to be seen or known, to show to smb, e. g.
e. g.
When are the publishers bringing out his new book?
to bring over to take someone or something from one place to the place where
someone else is, especially their home, e. g. ll bring my holiday photos over when I
come.
to bring around\round to persuade smb to change his opinion, e. g. We must
bring the rest of the committee round to our point of view.
to bring to an end to make something reach its final point
bring to light to reveal or disclose, e. g. brought the real facts to light.
to bring together cau join these two parts
Syn. to draw together, to bind.
to bring through to help someone endure something, such as a disease, an
emotional upset, or a stressful period, e. g. The doctor brought Tom through the
sickness. Liz was brought through the ordeal by her friends.
to bring smb round to cause smb to regain consciousness or remember his
surroundings, e. g. Some cold water on her face might bring her round (bring her to
herself/to her senses). The sudden sound of the train whistle brought me to myself; I
had not known how far I had been walking, deep in thought.
to bring up 1. to educate; raise (a child), e. g. My aunt brought up four
children. 2. to mention or introduce (a subject), e. g. Your suggestion will be brought
up at the next meeting.
30
from the experience. Did you learn anything at all? 6. They brought a pizza and some
7. You are only allowed to bring
8. When we go camping,
THE QUANTIFIERS.
Exercise 4. Insert much, many, (a) little, (a) few, a lot of, plenty of, a great deal.
not like flying on planes.
e,
31
Exercise 6. Fill in the blanks using appropriate form of the quantifiers and retell
the topic.
The Nobel Prize.
people or groups of people have achieved. They are awarded in six areas: physics,
chemistry, medicine, literature, peace and economics. The prizes come from a fund
that was created by the Swedish inventor Alfred Nobel. He wanted to use some of his
medal, a d
countries and religions. Only the Peace Prize can also be given to a group. The first
Nobel Prizes were handed out on December 10, 1901 five years after Alfred
Nobel's death. Nobel was a chemist, engineer and inventor whose most famous
invention, dynamite, made him a rich man. Although he gave the world such a deadly
32
UNIT 4
Text A: Computer Science.
Text B: Computer Engineering.
Essential Vocabulary: to come.
Grammar Revision: The Numerals.
34
Text B. COMPUTER ENGINEERING.
35
transistor by William Shockley, John Bardeen and Walter Brattain at Bell Labs
in 1947, the silicon surface passivation process (via thermal oxidation) by
Mohamed Atalla at Bell Labs in 1957, the monolithic integrated circuit chip by
Robert Noyce at Fairchild Semiconductor in 1959, the metal-oxide-semiconductor
field-effect transistor (MOSFET, or MOS transistor) by Mohamed Atalla and
Dawon Kahng at Bell Labs in 1959, and the single-chip microprocessor (Intel
4004) by Federico Faggin, Marcian Hoff, Masatoshi Shima and Stanley Mazor at
Intel in 1971.
The first computer engineering degree program in the United States was
established in 1971 at Case Western Reserve University in Cleveland, Ohio. As of
2015, there were 250 ABET-accredited computer engineering programs in the U.S. In
Europe, accreditation of computer engineering schools is done by a variety of agencies
part of the EQANIE network. Due to increasing job requirements for engineers who
can concurrently design hardware, software, firmware, and manage all forms of
computer systems used in industry, some tertiary institutions around the world offer a
degree generally called computer engineering. Both computer engineering
and electronic engineering programs include analog and digital circuit design in their
curriculum. As with most engineering disciplines, having a sound knowledge of
mathematics and science is necessary for computer engineers.
(https://en.wikipedia.org/wiki/Computer_engineering)
Exercise 1: Make sure that you know the following words and word
combinations: basic skills, to specialize, a subfield, a variety, whilst, a description,
to focus, a challenge, to consider, to investigate, human-computer interaction,
universally accessible, antiquity, despite, human mind, to contribute, current epoch,
definition, unsolvable, robot vacuum cleaner, increasingly important.
36
2.
3.
4.
5. 1000
6.
7.
8.
9. .
10. 11.
. 12.
13.
14.
15.
16.
to come (came, come) (esp. up to, down to) to reach, e. g. The water came (up)
to my neck.
to come about to happen, e. g. never understand how it came about that
you were an hour late on such a short journey.
to come along (on) to advance, to improve, e. g. coming along
nicely, thank you.
37
come around/round 1. to recover, revive, e. g. fainted but soon came around.
2. to change one's opinion or position, e. g. ll come around after you hear the
whole story.
come at 1. to obtain; get: come at an education through study. 2. to rush at;
attack.
to come by to obtain, e. g. Jobs were hard to come by with so many people out
of work.
to come down to lose position, respect or social rank, e. g. John came down in
my opinion after his bad behaviour at the dance.
to come in to become fashionable, e. g. When did the short skirt first come in?
to come into to acquire, especially as an inheritance, e. g. She came into a
fortune on her 21st birthday.
to come off 1. to cease being joined to smth, e. g. I tried to pick up the bucket,
but the handle came off in my hand. 2. (informal) to succeed, e. g. It was a bold idea,
but it is still came off.
to come on (informal) to start, e. g. I can feel a cold coming on.
to come out to become clear or known, e. g. The truth came out at the inquiry.
to come over 1. to change sides, as in a controversy. 2. to pay a casual visit.
to come up with to bring forth, discover, or produce, e. g. came up with a cure
for the disease.
to come upon to discover or meet by accident.
to come to come to life, to regain consciousness, e. g. The girl faulted, but she
came to when we threw drops of water on her face.
to come true to happen as predicted, e. g. My fondest dreams have at last come
true.
to come with informal to accompany someone; go along, e. g. m going to the
store; do you want to come with?
38
Exercise 3. Complete the phrasal verbs according to their meaning in brackets.
1. When I was reading the paper, I (to be found) this article. 2. How did this
mess (to happen) 3. We were at a complete loss, and then Jane (to produce) a
brilliant idea. 4. His new novel will (to be published) soon. 5. What it all (to
signify) is that ll have to pay more for less. 6. For the production of his new
film, the actor (to come) from the United States. 7. Where did you (to buy)
this old painting in the living-room? 8. Do you think oil prices will (to be lower)
again? 9. It was dark, when we (to reach) his house. 10. When I tried to open the
door, the door handle (to become detached)
1. He came a lot of money at a very early age, so he has never had to work.
2. We are going to the beach later. Would you like to come ? 3. At first, he comes
as rather shy. But when you get to know him, notice he has a hilarious sense
of humor. 4. They were having problems with the radio, so none of the
messages came clearly. 5. The pictures I took on vacation came great. I
wait to show them to you. 6. Although the negotiations lasted more than two weeks,
the representatives came feeling like they had accomplished nothing. 7. Sam and
Evan came with a great marketing strategy for their new product. 8. The toy
come batteries. You have to buy them separately. 9. Camille is coming
for dinner tonight. 10. When I tried to open the door, the knob came in my hand
and I was stuck in the room for more than two hours.
THE NUMERALS.
Exercise 5. Write in Words.
as cardinal numerals: 8; 11; 13; 15; 33; 55; 451; 789; 1440; 8090, 35709,
7536182.
as ordinal numerals: 1; 2; 3; 4; 5; 8; 9; 11; 12; 33; 40; 99; 100; 108.
39
as common and decimal fractions: 0.4; 1.25; 16.49; 253.357; ;4 ;6 ; ;
17 .
as dates: 22.07.1870; 442 . .; 18 . . .; 2013 .
80- 87
1400 1901 2000
1983
70
614-
1. 2.
705- 3.
4. 5. 2005
20 6. 7.
70- 8. 7.55 9.
5.12. 10. 29
11. 15
12. 2,5 13.
14. 18
2013 15.
40
popular medium. By the mid-1990s the Internet connected millions of computers
throughout the world. Many commercial computer network and data services also
provided at least indirect connection to the Internet. The Internet had its origin in a U.
S. Department of Defense program called ARPANET (Advanced Research Projects)
Agency Network), established in 1969 to provide a secure and survivable
communications network for organizations engaged in defense-related research
Researchers and academics in other fields began to make use of the network, and at
length the National Science Foundation (NSF), which had created a similar and
parallel network called NSFNet, took over much of the TCP/IP technology from
ARPANET and established a distributed network of networks capable of handling far
greater traffic. Amateur radio, cable television wires, spread spectrum radio, satellite,
and fibre optics all have been used to deliver Internet services. Networked games,
networked monetary transactions, and virtual museums are among applications being
developed that both extend the network's utility and test the limits of its technology.
1. A lamb ... 2. A mouse ... 3. A pigeon ... 4. A bird ... 5. An owl ... 6. A crow
... 7. A tiger ... 8. A rattlesnake ... 9. A nightingale ... 10. A monkey ...
41
UNIT 5
Text A: Parts of a Computer.
Text B: What is inside a PC system?
Essential Vocabulary: to do.
Grammar Revision: The Plural Form of the Nouns.
43
Text B. What is inside a PC system?
Processing. The nerve centre of a PC is the processor, also called the CPU, or
central processing unit. This is built into a single chip which executes program
instructions and coordinates the activities that take place within the computer
system.The chip itself is a small piece of silicon with a complex electrical circuit 5
called an integrated circuit.
The processor consists of three main parts: 1) the control unit examines the
instructions in the user's program, interprets each instruction and causes the circuits
and the rest of the components monitor, disk drives, etc. to execute the functions
specified; 2) the arithmetic logic unit (ALU) performs mathematical calculations (+, -
, etc.) and logical operations (AND, OR, NOT); 3) the registers are high-speed units
of memory used to store and control data. One of the registers (the program counter,
or PC) keeps track of the next instruction to be performed in the main memory. The
other (the instruction register, or IR) holds the instruction that is being executed.
The power and performance of a computer is partly determined by the speed of
its processor. A system clock sends out signals at fixed intervals to measure and
synchronize the flow of data. Clock speed is measured in gigahertz (GHz). For
example, a CPU running at 4GHz (four thousand million hertz, or cycles, per 20
second) will enable your PC to handle the most demanding applications.
RAM and ROM. The programs and data which pass through the processor
must be loaded into the main memory in order to be processed. Therefore, when the
user runs a program, the CPU looks for it on the hard disk and transfers a copy into
the RAM chips. RAM (random access memory) is volatile that is, its information is
lost when 25 the computer is turned off. However, ROM (read only memory) is non-
volatile, containing instructions and routines for the basic operations of the CPU. The
BIOS (basic input/output system) uses ROM to control communication with
peripherals. RAM capacity can be expanded by adding extra chips, usually contained
in 30 small circuit boards called dual in-line memory modules (DIMMs).
44
Buses and cards. The main circuit board inside your system is called the
motherboard and contains the processor, the memory chips, expansions slots, and
controllers for peripherals, connected by buses electrical channels which allow
devices inside the computer to communicate with each other. For example, the front
35 side bus carries all data that passes from the CPU to other devices. The size of a
bus, called bus width, determines how much data can be transmitted. It can be
compared to the number of lanes on a motorway the larger the width, the more data
can travel along the bus. For example, a 64-bit bus can transmit 64 bits of data.
Expansion slots allow users to install expansion cards, adding features like sound,
memory and network capabilities.
Exercise 1: Make sure that you know the following words and word
combinations: to run, flat, a laser, round storage medium, unlike, to allow, to be
written to once, power supply, to integrate, interface, to refer, to manipulate,
permanently, external, an icon, a file, a folder, a display, a tool, to generate, a scanned
object, an image, an expansion, to convert, to sound, a headphone, a screen, to
project, flat surface, letters and numbers.
0 1
Binary Digit.
2. -
3.
,
4. -
5.
45
6.
7.
8.
9.
Essential Vocabulary: TO DO
46
to do good, to do harm, .g. This medicine do you any good. His
holiday has done him a world (a lot, a great deal) of good. It will do you more harm
than good.
to do in slang 1. to tire completely; exhaust, e. g. The marathon did me in. 2. to
kill. 3. to ruin utterly, e. g. Huge losses on the stock market did many investors in.
to do best to do everything possible, .g. I must do my best to help him.
to have to do with smb. (smth.) to deal with, .g. He has to do with all sorts of
people. We have to do with facts, not theories. or to have smth. (nothing, not much,
little, etc.) to do with smb. (smth.), .g. I advise you to have nothing to do with him.
What have I to do with it?
to be done in you are very tired, totally exhausted, e. g. When I got home, I
collapsed into bed. I was completely done in.
to be out to clean and tidy a place thoroughly, e. g. done my wardrobes
out and given away all my old clothes.
to do out in to decorate a place in a certain color or style, e. g. The bedroom
was done out in blue and looked very cold.
to do over to do something again, e. g. I like it, so I have decided to do it
over and paint it another color.
to do up 1. to fasten something, e. g. Can you do the zip up for me, please? I
do it myself. 2. to renovate an old building or house, e. g. They bought an old
house in France and spent a few years doing it up.
to do with 1. to explain there is a connection from one thing to another, e. g.
got nothing to do with me. not responsible for that. 2. used to say that you
would like to have something, e. g. I could do with something to eat. I eaten
since breakfast.
to do without means you manage to live despite not having something, e. g. I
forgot to buy milk so just have to do without.
47
Exercise 3.Choose the correct answer.
1. Do your laces before you trip over them (away with; out; over; up). 2. I
need your help. I can do it (in; out; with; without). 3. something to do
health, but I think ne is a doctor (away with; out in; with; up). 4. I get
the car in the garage any more. going to have to do it and make some space
(away with; in; out; without). 5. The whole house was done country style with lots
of wood and flowers everywhere (out; out in; over; up). 6. I could do a goood
sleep. I had one for weeks (away with; out in; with; without). 7.
do formality and use our first name (away with; up; over; without). 8. I had to do
it because my computer crashed and I saved any data (over; up; with;
without). 9. Our warehouses along the river have been done and made into
beautiful flats (in; out in; up; with). 10. Working in the garden did me . going
to have an early night (in; out; up; over).
48
9. 10.
11. 12.
13. 14.
15.
49
made public. He was known only as He wrote things in green ink. No one else
was allowed to use green ink. It was all very ridiculous.
But nowadays it is different. The SIS advertises for spies in the newspapers,
and even has a website which tells you what the SIS does and what sort of people it
wants to recruit. It has a grand headquarters building at Vauxhall Cross in the centre
of London. And we know that the head of the SIS is called John Scarlett. He is well-
known in Britain. In his previous job, he advised our government that it was OK to
say that Saddam Hussein had weapons of mass destruction. The fact that he was
completely wrong obviously did his career no harm. But that is how many
organizations work. If you are a junior employee and you make a big mistake, they
sack you. If you are a senior person, they promote you.
50
UNIT 6
Text A: How does a Computer Work?
Text B: Computers for the Disabled.
Essential Vocabulary: to get.
Grammar Revision: The Possessive Case of the Nouns.
When you first press the power button the computer sends a signal to the
computer power supply, which converts the alternating current (AC) into a direct
current (DC) to supply the computer and its components with the proper amount of
voltage and electricity. Once the computer and its components have received ample
power and the power supply reports no errors it sends a signal (using transistors) to
the motherboard and the computer processor (CPU). While this is happening, the
processor will clear any leftover data in the memory registers and give the CPU
program counter a F000 hexadecimal number. This number is the location of the first
instruction and tells the CPU that s ready to process the instructions contained in
the basic input/output system (BIOS).
When the computer first looks at the BIOS, it begins the power-on self-test
(POST) sequence to make sure the components in the computer are present and
functioning properly. If the computer does not pass any of these tests, it will
encounter an irregular POST. An irregular POST is a beep code that is different from
the standard one or two beeps. For example, an irregular POST could generate no
beeps at all or a combination of different beeps to indicate the cause of the failure. If
the computer passes the initial POST, it will next look at the first 64-bytes of memory
located in the complementary metal oxide semiconductor (CMOS) chip, which is
kept alive by the CMOS battery even when the computer is turned off. This chip
contains information such as the system time and date and information about all the
hardware installed in your computer. After loading the CMOS information, the POST
will begin inspecting and comparing the system settings with what is installed in the
51
computer. If no errors are found it will then load the basic device drivers and
interrupt handlers for hardware such as the hard drive, keyboard, mouse, floppy
drive. These basic drivers allow the CPU to communicate with these hardware
devices and allow the computer to continue its boot process.
Next, the POST will check the real-time clock (RTC) or system timer and the
computer system bus to make sure both of these are properly working on the
computer. Finally, ll get a picture on your display after the POST has loaded the
memory contained on the display adapter and has made it part of the overall system
BIOS. Next, the BIOS will check to see if s currently performing a cold boot or
warm boot (reboot) by looking at the memory address, if it sees the BIOS knows that
this is a reboot and will skip the remainder of the POST steps. If it is not seen, the
BIOS knows that this is a cold boot and will continue running additional POST steps.
Next, it tests the computer memory (RAM) installed in the computer by writing to
each chip. With many computers, know s performing this step if you see the
computer counting the total installed memory as booting.
Finally, the POST will send signals to the computer floppy, optical, and hard
drive to test these drives. If all drives pass the test, the POST is complete and
instructs the computer to start the process of loading the operating system.
Computers have taken a dominant role in our society, meaning most jobs now
require access to computers and the Internet. But what happens if a person is blind,
deaf or motor-disabled? They needn't worry. The latest assistive technology is
designed to help them use computers and do their jobs in the office, learn at school,
or interact with their families at home. In addition, new laws oblige companies to
adapt the workplace to accommodate disabled people. For example, the Americans
with Disabilities Act (ADA) and the UK's Disability Discrimination Act make it
illegal for employers to discriminate against people with disabilities.
52
To work effectively, most blind users need to have their computers adapted
with technologies such as Braille, screen magnifiers, speech synthesis and Optical
Character Recognition (OCR).
Braille keyboards have Braille lettering on keyboard overlays, allowing the
blind user to easily identify each key. For output, there are printers, called Braille
embossers, that produce tactile Braille symbols on both sides of a page at high speed.
For someone with limited but usable vision, a screen magnifier may be
appropriate. This type of software can enlarge text and images appearing on the
screen by up to 16 times.
A speech synthesis system is used to read aloud the work on the computer. It
has a speech synthesizer, which produces the audio output, and a screen reader the
program which reads aloud text and menus from word processors, databases and the
Web.
OCR uses a flatbed scanner and specialized OCR software to read printed
material and send the text to the computer. The PC can then produce a copy of the
text in Braille, a magnified copy, or a version that can be read aloud by a speech
synthesis system.
Deaf computer users can overcome many communication difficulties with the
aid of visual alerts, electronic notetakers and textphones. Visual alerts are indicators
that alert the deaf user when they receive new mail or when there is a system error.
So instead of hearing a sound, the user is alerted by a blinking menu bar or by a
message on the screen. Electronic notetakers use software that types a summary of
what is said in meetings onto the computer screen.
Textphones allow the deaf to type and read phone conversations. They are also
called TDDs (Telephone Devices for the Deaf) or TTYs (TeleTypewriters). They can
be used in combination with relay services, where an operator says what the text user
types, and types what a voice phone user says. Deaf people can also communicate via
SMS and instant messaging.
53
Motor-impaired workers unable to type on a standard keyboard can employ
expanded or ergonomic keyboards, on-screen keyboards, adaptive switches and
voice recognition systems.
On-screen keyboards are software images of a keyboard that appear on the
screen and may be activated with a trackball, touch screen, screen pointing device, or
eye movements. In an eyegaze system, the keys on the virtual keyboard are activated
by the user's eyes when they pause on a key for two or three seconds.
Switches come in many shapes and sizes. They are operated by muscle
movements or breath control. For example, a pneumatic switch known as a sip and
puff allows someone with quadriplegia to control the PC by puffing and sipping air
through a pneumatic tube. People with quadriplegia can also use sip and puff
joysticks. Finally, there's voice recognition, which allows the computer to interpret
human speech, transforming the words into digitized text or instructions.
Exercise 1: Make sure that you know the following words and word
Combinations: power button, to convert, direct current, ample power, to report, an
error, leftover data, a location, power-on self-test, sequence, to pass, a beep code,
initial, a failure, to load, system settings, to interrupt, complementary, to install, a
handler, a real-time clock, a reboot, to skip, booting.
54
.
to get (got, got) 1. to gain, to obtain; to get smb. smth., to get smth. for smb.,
.g. I can get this book for you. (I can get you this book.). 2. to receive, .g. Did you
get my telegram? 3.to buy, to purchase, .g. The two girls got new hats. 4. to reach,
.g. We cannot get to Moscow tonight. It was very late when he got home. 5. to cook,
to prepare, to get ready, .g. It was decided that Mother would stay home and get the
dinner. 6. to force, to make smb. do smth., .g. We got Mother to arrange the
decorations. 7. to become (as a link-verb), .g. It was getting dark when we arrived at
the station. I got very cold while waiting in the street.
to get about to be out of bed and beginning to walk again, as after an illness.
to get around to to find the time or occasion for.
to get at 1. to touch or reach successfully, e. g. The cat hid where we t
get at it. 2. to try to make understandable; hint at or suggest, e. g. I don t know what
you're getting at. 3. To discover or understand: tried to get at the cause of the
problem. 4. informal to bribe or influence by improper or illegal means, e. g. He got
at the judge, and the charges were dismissed.
to get away 1. to break free; escape. 2. to leave or go away, e.g. wanted to
come along, but t get away.
to get back to return to a person, place, or condition, e. g. getting back to the
subject.
to get by 1. to pass or outstrip. 2. to succeed at a level of minimal acceptibility
55
or with the minimal amount of effort, e. g. just got by in college.
to get down 1. to descend. 2. to give s attention. Often used with to, e. g.
s get down to work.
to get into 1. To become involved in, e. g. got into trouble by stealing cars.
to get off to start, as on a trip; to leave.
to get smth. done to fulfill, .g. I got everything arranged in time.
to have got to have, e, g. I have got something to tell you. I got the
book talking about. N t e: In modern conversational English the word
combination have got in the meaning of , is used much more often
than the verb have in the same meaning, especially with a concrete object.
have got to do smth. must, .g. I have got to finish my work in time. It has got
to be done.
to get over a disease (fear, difficulties, grief, etc.) to recover, .g. worry,
the child will soon get over his illness.
to get on nerves to bother, to annoy, .g. get up and down every
minute, getting on my nerves.
57
Exercise 5: Translate from Ukrainian into English.
1. 2. 3.
4.
5. 6. 7.
8.
9. 10.
11. 12.
13. (nib) 14.
15.
Text A. HARDWARE.
60
Text B. SOFTWARE
61
a databank and sometimes abbreviated as DB. It is a large quantity of information
that can be searched, referenced, compared, changed or otherwise manipulated
without a lot of work; a device driver (or driver) is a group of files that enables one or
more hardware devices to communicate with the s operating system.
Without drivers, a hardware device such as a computer printer would not be able to
work with the computer; an electronic mail (short for e-mail) is text messages that
may contain files, images, or other attachments sent through a network to a specified
individual or group of individuals; a game is software code that has been designed to
entertain or educate an individual. Today, computer gaming is a big business, and
there are millions of different computer games that are enjoyed by people of all ages;
an Internet browser is a software program that allows a person to explore the
Internet in an easy to use way. Navigating the Internet through a series of links the
user is able to browse the Internet. Examples of popular browsers are Chrome,
Internet Explorer, Firefox, Safari, and Opera; a movie player is an electronic signal of
moving graphics, pictures, or text used to combine a smooth source of images used
for entertainment, education, or other uses; an operating system (or OS) is a software
program that enables the computer hardware to communicate and operate with the
computer software. Without a computer operating system, a computer and software
programs would be useless; a photo/graphics program also known as a graphics
editor, a graphics program is a software application that allows you to draw, edit, and
manipulate an image or graphic file; a presentation program (e.g. Power Point) is a
software program that helps create a slideshow that addresses a topic; a simulation in
general, sim refers to a computerized imitation of a real object or real action; a
spreadsheet (e.g. Excel) alternatively referred to as a worksheet. It is a data file made
up of rows and columns that are used to sort data and allow a user to manipulate and
arrange data easily, commonly numerical data. What makes a spreadsheet software
program most unique is its ability to calculate values using mathematical formulas
and the data in the cells; a word processing (e.g. Word) describes the process of
manipulating or creating a text document using a Word processor. For example, a
student could do word processing to create a book report.
62
Exercise 1: Make sure that you know the following words and word
combinations: a hardware, to touch, a circuit, a software, to run, media, responsible,
to handle, to function, random, an access, an expansion, peripheral, although, a
display, an image, to allow, to consider, to refer, a speaker, a headphone, to sound, to
adapt.
63
Essential Vocabulary: TO GO
64
to go into to examine, e. g. The police went into the story to see if he
was telling the truth.
to go on to take place; happen, e. g. t know what was going on.
to go off 1. to undergo detonation; explode. 2. to make a noise; sound, e. g. The
siren went off at noon. 3. to leave, e. g. t go off mad.
to go out 1. to become extinguished. 2. to go outdoors; leave residence,
e. g. He went out at seven.
to go over to examine, to see that it is correct, e.g. The counselor went over his
story in detail and suggested some improvements.
to go round to move around, to be publicly noticed (doing smth.), e. g. You
go round saying nasty things like that about him.
to go through 1. to examine carefully, e. g. went through the papers.
2. to experience, e. g. We went through hell while working on this project. 3. to
perform, e. g. I went through the sonata in 30 minutes.
to go under 1. to suffer defeat or destruction; fail. 2. to lose consciousness.
to go up 1. to increase in price or value. 2. to be in the process of construction,
e. g. Office buildings went up all over town.
Exercise 3: Replace the phrases in bold type by suitable phrasal verbs based on
the verb to go.
1. have to examine those papers closely before I can say anything definite.
2. I had the idea of making a raft but couldn't figure out how to start it. 3. The
engineers examined the machine carefully trying to establish the cause of trouble.
4. In his report the speaker attacked the hedgers who were forever trying to shift the
responsibility onto somebody else. 5. As you get better in English, find it
easier to communicate. 6. I hope I can base my judgment of these events on your
information. 7. He fulfill his promise to work harder. 8. How did your pupils
accept your first lesson? 9. My opinion of him dropped considerably when I found
out the truth. 10. Be kind to the dog, he didn t mean to hurt you. 11. I dare
65
criticize him to his face. 12. You make your feelings so obvious to
everyone.
1. They were party animals in college. They went almost every night and
rarely came home before four in the morning. 2. I am sorry I interrupted you.
Please, go . I really want to hear the end of your story. 3. Our neighbor's car alarm
went several times last night, so I sleep well at all. 4. The project is
classified by the military, so I am not allowed to go the details. just say
going to cost the government a lot of money. 5. The test is fairly complicated. I
would suggest going your notes from class a couple of times before you try to take
it. 6. mail that letter for you. I go the post office on my way to work. 7. Did
you see that news report about the hikers who were lost in the mountains for more
than a week? I believe everything they went . Their story was absolutely
incredible. 8. Jerry really struggled to keep his business going. But after months
without any customers, it finally went . 9. I had the hiccups for over half an hour.
Luckily, my friend Jane showed me a trick to make them go . 10. The doctor made
Joe lie in a cold bath to help his fever go .
66
Grammar Revision and Lexical Exercises:
67
12.
13. 14.
15.
Exercise 8: Put the verbs in brackets into the correct tense form and retell the
story.
Ever since the day I (to decide) to move to London, I (to worry) whether the
decision I (to take) was the right one. As I (to sell) already my house and (to arrange)
a new job, it is too late to change my mind. However, since then I (to hear) a lot of
negative things about living in the capital, and lately some of them (to begin) to
bother me. I (to grow up) in a fairly small town and I (to spend) all of my life there. I
always (to want) to live in a big city and so when my company (to offer) me a job in
their London office, I (to grab) at the chance. But according to a programme I just (to
hear) on the radio, more and more people (to stop) working in London recently, and a
lot of large companies (to choose) to move away from the center. Of course I (to tell)
my parents that I was moving and they (to accept) my decision, but they (to seem)
rather shocked. Since then I (to hope) secretly that the company would tell me that
the move was off!
68
UNIT 8
Text A: Magnetic Storage.
Text B: Different types of Storage.
Essential Vocabulary: to keep.
Grammar Revision: The Passive Voice.
70
The computer remembers where information is stored by noting the track and sector
numbers in a directory.
The average time required for the read\ write heads to move and find data is
called access time; it is measured in milliseconds. confuse access time with
transfer rate, the rate of transmission of data from the disk to the CPU (e.g. 15
megabytes per second).
A portable hard drive is an external unit with the drive mechanism and the
media all in one sealed case. You can use it to make a backup, a spare copy of your
files, or to transport data between computers. External hard drives are connected to
the USB or FireWire port of the computer. They can be small as a wallet but can have
as much capacity as internal drives.
Magnetic tapes and drives: A tape drive and reads and writes data on tapes. It is
sequential-access i.e. to get to a particular point on the tape, it must go through all
the preceding points. Tapes can hold hundreds of gigabytes of data and are used for
data collection, backup and archiving.
Optical storage. Optical drives use a laser to read and write data, so they are
not affected by magnetic fields; but they are slower than hard drives. Modern DVD
recorders accept all CD and DVD formats.
Portable DVD players let you watch movies or TV, play games and listen to
music, wherever you are. They usually run on batteries, have a widescreen
(rectangular 16:9 format) LCD and support multi-format playback, allowing you
access to many file formats including DVD video, JPEG pictures, MP3 music, etc.
They have two built-in stereo speakers or headphones if you want to disturb
other people.
Optical discs and drives. Optical discs can data at much higher densities than
magnetic disks. They are therefore ideal for multimedia applications were images,
animation and sound occupy a lot of disc space. Furthermore, optical discs are not
affected by magnetic fields, meaning that they are secure and stable, and can be
transported through airport metal detectors without damaging the data. However,
optical drives are slower than hard drives.
71
Exercise 1: Make sure that you know the following words and word
Combinations: external, a shell, common usage, to contain, equipment, essentially,
to adjust, a keyboard, a mouse, an interface, a folder, to memorize, to generate, to
convert, digital.
-
- (BIOS),
512 -
-
72
Essential Vocabulary: TO KEEP
to keep (kept, kept) 1. to hold, .g. She always keeps old letters. 2. to leave for
yourself, .g. You may keep the book, I want it yet. 3. to stick to smth, .g.
always keeps his promise. 4. to contain, to compris,, .g. Mr. Watson had a wife and
family to keep. 5. to be late, to make smb. wait, .g. sorry I kept you waiting. 6.
to celebrate, to feast, .g. We Kept She always keeps her
birthday.
to keep around\about to have someone or something nearby habitually, e. g.
Try to keep some spare parts about. He t work very hard, but we keep him
around anyway.
to keep away 1. to refrain or prevent from coming (near). 2. to stop using,
touching, etc.
to keep (smth.) back to detain, to hold back, .g. The young men kept the
crowd back. sure he is keeping something back (not telling all; concealing
something). Mother had guessed that we would be late, so she had kept back the
dinner.
to keep down 1. to prevent from growing, accomplishing, or succeeding, e. g.
keep the revolutionaries down. 2. to hold under control or at a reduced level, e. g.
Keep your voice down. 3. to refrain from vomiting, e. g. Although seasick, I managed
to keep my food down.
to keep in 1. to stay indoors. 2. to restrain (an emotion); repress. 3. to detain (a
schoolchild) after hours as a punishment. 4. (of a fire) to stay alight or to cause (a
fire) to stay alight. 5. to allow a constant supply of, e. g. her prize money kept her in
new clothes for a year.
to keep off to stay away from.
to keep on 1. to continue or persist in (doing something), e. g. keep on running.
2. to continue to wear. 3. to continue to employ, e. g. the firm kept on only ten men.
to keep out to prevent from entering; shut out, e. g. The trees were shutting out
all sunlight.
73
to keep over to cover something with, put something above, e. g. I keep a tarp
over my bicycle at night to prevent it from getting wet.
to keep up 1. to maintain in good condition, e. g. kept up the property. 2. to
persevere in; carry on, e. g. We asked her to stop talking, but she kept it up.
to keep smth. + adj. to stick to, .g. This work kept the children busy. You
must keep your feet warm.
to keep to smth. to follow, .g. Keep to the diet. keep to the middle of
the road.
to keep on doing smth. to go on, to continue, .g. She kept on writing when I
came in.
to keep smb. from doing smth. to avoid, .g. It kept me from joining you.
to keep an eye on 1. to watch over attentively; mind. 2. to watch closely or
carefully, e. g. keep your eye on the ball.
to keep an eye out to be watchful.
to keep s) nose clean informal to stay out of trouble.
1. There was a sign on the door that said, 2. I ran the entire
marathon, but I able to keep with the rest of the runners. In fact, I was the
last to finish. 3. I have much shelf space, so I keep my books the television.
4. If you take the medicine on an empty stomach, you will have problems keeping it
. 5. Watch out, a rattlesnake! Everybody keep 6. You need to keep the
ice cream the refrigerator until we have dessert. Otherwise, it will melt. 7. I told
you to keep the dog the bed. I want dog hair all over the bedspread. 8. The
roast chicken is on the table. Can you keep the cat from it until everyone sits down
for dinner? 9. The house is so dusty that I have to keep a cover the computer to
make sure it stays clean. 10. Fire is a real danger that everyone should be aware of. I
always keep a fire extinguisher , just in case of an emergency.
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Grammar Revision and Lexical Exercises:
5. 6.
7.
8.
9.
10.
11.
12.
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13. 14.
15.
Exercise 6: Put the verbs in brackets into the correct form and retell the text.
What Can Computers Do?
Computers and microchips (to become) part of our everyday lives: we visit
shops and offices which (to design) with the help of computers, we read magazines
which (to produce) on a computer, we pay bills which (to prepare) by computers. Just
(to pick up) a telephone and (to dial) a number involves the use of a sophisticated
computer system, as does (to make) a flight reservation or bank transaction. We
encounter daily computers that (to spring) to life the instant they (to switch on) (e. g.
calculators, the electronic ignition, the timer in the microwave, or the
programmer inside the TV set), all of which (to use) chip technology. What makes
your computer such a miraculous device? Each time you (to turn) it on it is capable of
(to do) anything you ask. It is a (to calculate) machine that (to speed up) financial
calculations. It is a magical typewriter that (to allow) you (to type) and (to print) any
kind of documents letters, memos or legal documents. It is a personal
communicator that (to enable) you (to interact) with other computers and with people
around the word. If you (to like) gadgets and electronic entertainment, you can even
(to use) your PC (to relax) with computer games.
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UNIT 9
Text A: Types of Networks.
Text B: What is a Network Administrator?
Essential Vocabulary: to look.
Grammar Revision: The Sequence of Tenses.
The types of networks are categorized on the basis of the number of systems
or devices that are under the networked area. Computer Networking is one of the
most important wings of computing. Networking is the process by which two or more
computers are linked together for a flawless communication. By creating a network,
devices like printers and scanners, software, and files and data that are stored in the
system can be shared. It helps the communication among multiple computers easy.
By computer networking the user access may be restricted when necessary. There are
some types of networks:
. Peer-to-peer network: In this networking system all computers are given
equal importance. All the software and data are stored on each computer and accesses
to them are given to each user. In a peer-to-peer network, network hosts don't have a
specific role. They provide network services and they also consume network
services. In a peer-to-peer network we can have hosts that will fulfill a variety of
different roles. For example, one computer can have a printer connected to it which is
shared on the network. Another computer can have a large hard drive installed and
everyone is allowed to put files on that hard drive. So, in this situation we have hosts
that both provide and consume network services. In essence, they function both as a
client and as a server at the same time. The main benefit of peer-to-peer network is
the ease of installation. All we have to do is share our resources on the network. It's
also very inexpensive. Of course, s some drawbacks to a peer-to-peer network.
First of all, a peer-to-peer network is not very scalable which means that the bigger it
gets, the harder it is to manage it. That's because they lack centralized control.
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B. Local Area Network: The Local Area Network is also referred as LAN.
This system spans on a small area like a small office or home. The computer systems
are linked with cables. In LAN system computers on the same site could be linked.
C. Wide Area Network: A Wide Area Network or WAN is a type of
networking where a number of resources are installed across a large area such as
multinational business. A wide area network is a group of interconnected LANs,
Local Area Networks that are separated geographically. Through WAN offices in
different countries can be interconnected. Sometimes, user from one city needs to
access some data that is located on a server in another city. To make that possible
we've connected them in some way so that these local area networks are inter-
networked together, making a very large internet work, or a wide area network. The
best example of a WAN could be the Internet that is the largest network in the world.
In WAN computer systems on different sites can be linked.
D. Client Server: Another classification within the host roles category is a
client server network. In a client server network, unlike a peer-to-peer network,
network hosts have specific roles assigned to them. We have certain systems, certain
hosts that are assigned to be servers. A server provides network resources. On a
client server network we also have clients. A client does not provide network
services, it only consumes network services. Clients will not have, for instance,
shared storage or printers. All those services are provided by the server. Server
provides the resources, the client simply use the resources. With a peer-to-peer
network everybody had the same operating system, but in client server network client
workstations have generic operating systems that provide functionality. For example,
clients could have Windows XP or Windows 2000 installed. Servers would have
some special optimized operating system like Server 2003. These operating systems
are designed to provide these network resources and are not designed for client type
tasks. The main benefit of this type of network is that it's very highly scalable. That
means it's very easy to expand the size of the network, it's very easy to add more
clients and it's very easy to add more servers. Client server networks are also much
easier to support. That's because services are centralized. If we know where all the
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services are, we know where to look when we have some problems with them.
Backup is also a lot easier. We can configure that users store their data on the server.
That way, instead of having to back up individual workstations we only need to
backup one location the server. There are some drawbacks. Operating systems for
servers are fairly expensive (the exception, of course, is Linux). The other thing is
that this type of network takes a lot of planning. We have to decide which servers are
going to host which services, where they're going to be placed on the network, etc.
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when there is a need to monitor activity of a specific user or change access protocols
for any reason.
Many companies choose to hire an in-house network administrator. This can be
helpful when the size and function of the company require someone to be on site to
handle hardware and software installations, run diagnostics, assign privileges and in
general maintain the network. The administrator is also able to provide input on the
purchase of new hardware or software, making recommendations for products that
will enhance the productivity of employees. In some cases, the administrator may
also be called upon to modify the configuration of software in order to adapt it to the
specific applications needed by the company.
Smaller businesses may choose to outsource network administration
functions. Today, it is not uncommon for an Information Systems professional to
provide administrator services to a number of clients. While not on site, the service
provider can be called upon when there is the need to alter the network in some
manner, deal with performance issues, or assign new access credentials to new
employees. With this type of outsourcing service, the client normally pays the
network administrator a fixed monthly fee for covered services, with provisions for
additional fees when specialized projects are required.
Exercise 1: Make sure that you know the following words and word
combinations: a collection, to enable, useless, to browse, to be unable, to compile, to
purchase, a local retail computer store, to include, a manual, a warranty, a setup file,
an installation, in addition, available, to register.
. .
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Essential Vocabulary: TO LOOK
to look 1. to use ones eyes, to try to see, . g. He looked at me, but didn't recognize
me. Syn. to stare, to gaze. to stare to look steadily, with wide-open eyes, often
with curiosity or surprise, or vacantly. We may stare at a person or thing, into the
water, distance, fire or anything that has depth, . g. stared at me as if I had asked
him to do something impossible. He stared at the fire, deep in thought. to gaze to
look at smb. or smth. (or into eyes) usu. long and steadily with interest, love,
desire, in wonder, admiration, etc., . g. very fond of this picture, he can gaze at
it for hours. The lovers stood with their hands clasped, gazing into each eyes.
2. to seem (followed by an adjective, noun or like), . g. He looks sad. The child
looks ill (well). She looks like a real teacher. It looks like rain. N o t e: has
two English equivalents to look and to seem; to look means , . g. He
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looks young for his age. She looks beautiful n this dress. She looks a child.; to seem
means (it expresses various degrees of doubt), e. g. She seems
(to be) clever. This village seems (to be) quite small now. He seems (to be) well
educated.
to look about to examine, to view, to look in several different directions,
.g. I looked about, but saw no people anywhere.
to look (a thing) through to see (esp. documents, newspaper, photos etc.), .
g. Look through those documents, please.
to look after to take care of, . g. I\ll look after the child. forget to look
after the flowers when away.
Look ahead! Beware!, Look out!, Steady!, Handle with care!, e. g. Look
ahead, the car is coming!
to look down on/upon to have or show low opinion, e. g. The school looks
down on such behaviour.
to look for to serch for, . g. been looking for you since the very morning.
to look forward to (smth. or doing smth.) to wait for smth with impatience,
. g. John looked forward to seeing Mario and his wife. Students always look forward
to their holidays.
Look here! Listen! . g. Look here, it be better to stay indoors in
such nasty weather?
to look on to watch instead of doing something, e. g. Two men stole the jewels
while a large crowd looked on.
to look out to take care, e. g. catch cold if you look out.
own look-out (informal) own concern or responsibility, e. g.
your own look-out whether you pass or fail.
to look up (informal) to find and visit someone, e. g. If ever here on
business again look you up.
to look up to to respect someone, e. g. Every child needs someone to look up
to and copy.
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Exercise 3. Use stare or gaze instead of look where possible.
1. impolite to look at people like that. 2. A big crowd stood on the pavement
looking at a broken car. 3. No wonder people stand looking at this picture for hours:
beautiful. 4. The little boys stood looking at each other ready to start a fight.
5. Look at her: again she is looking out of the window with that strange expression of
hers. 6. When I looked at her eyes I guessed that she had cried. 7. The Greek myth runs
that Narcissus looked at his own reflection in the water until he fell in love with it.
8. He stood looking around as if he tried to impress on his memory everything he saw.
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taking a look, making big strokes with his brush on the paper (to see; to look; to
glance; to stare; to peep). 6. He was sitting with his arms crossed, ... straight in front of
him (seeing; looking; glancing; staring; peeping). 7. Sam got up and cautiously ...
through the half-closed curtains (saw; looked; glanced; stared; peeped). 8. Stella sat
and ... at the Thames as if she had seen the river for the first time (saw; looked;
glanced; stared; peeped). 9. The old woman ... at her granddaughter and shook her head
sadly (saw; looked; glanced; stared; peeped). 10. The visitor ... at all the pictures but
without any particular interest (saw; looked; glanced; stared; peeped). 11. The Gadfly
... at Montanelli stealthily and turned away (saw; looked; glanced; stared; peeped).
12. Joe said nothing but quickly ... at his wife (saw; looked up; glanced; stared;
peeped). 13. The man bent down and ... through the keyhole (saw; looked; glanced;
stared; peeped). 14. There is nothing wrong with you. I have never ... you looking
better, old boy (seen; looked; glanced; stared; peeped).15. I have arranged your
interview with Adderly; he will ... you on Monday (see; look; glance; stare; peep).
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is interesting to note that people (to try) for a long time to find an answer to this
question. 16. I promised everything (to be done).
2.
3.
4. 5.
6.
7.
. 8.
9.
10.
11.
12.
13.
14.
15.
Exercise 9: Choose the most suitable word given for each blank and retell the
passage.
What Will the Future Bring?
One of the most exciting predictions I have heard (to, about, across, up) the
twenty-first century is that we will be living longer and longer. Scientists will have
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(turned, made, come, found) up with a cure for a lot of the most (common, usual,
everyday, known) diseases that people die of at the moment. They say that (until,
by, up to, on) the year 2020, the average life-span will have (gone, come,
turned, risen) to one hundred years. They also (predict, tell, wait, advise) that work
will take (on, over, up, away) less of our lives and we will have more (break,
enjoy, fun, free) time to spend. Robots, which will look more and more (as, like,
similar, how) human beings, will have taken (up, off, over, in) a lot of the boring
everyday (jobs, works, employment, occupation) we do today. In the next five
years, the Japanese will have (discovered, found, done, invented) a robot that
understands human speech. This will (bring, turn, take, come) about a big change
in the way we live, and some people see robots as a (damage, dream, threat,
problem) to human freedom. They are afraid that we will not be (reaching, able,
manage, succeed) to control them and that in the end, they will control us.
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UNIT 10
Text A: Operating System.
Text B: GUI Operating Systems.
Essential Vocabulary: to make.
Grammar Revision: The Direct and the Indirect Speech.
The term user interface refers to the standard procedures that the user follows
in order to interact with a computer. In the late 1970s and early 80s, the way users
accessed computer systems was very complex. They had to memorize and type a lot
of commands just to see the contents of a disk, to copy files or to respond to a single
prompt. In fact, it was only experts who used computers, so there was no need for a
user-friendly interface. In 1984 Apple produced the Macintosh, the first computer
with a mouse and a graphical user interface (GUI). Macs were designed with one
clear aim: to facilitate interaction with the computer. A few years later, Microsoft
launched Windows, another operating system based on graphics and intuitive tools.
Nowadays, computers are used by all kinds of people, and as a result there is a
growing emphasis on accessibility and userfriendly systems. A good user interface is
important because when you buy a program you want to use it easily. Moreover, a
graphical user interface saves a lot of time: you need to memorize commands in
order to execute an application; you only have to point and click so that its content
appears on the screen.
A GUI makes use of a WIMP environment: windows, icons, menus and
pointer. The background of the screen is called the desktop which contains labeled
pictures called icons. These icons represent files or folders. Double-clicking a folder
opens a window which 10 contains programs, documents, or more nested folders.
When you are in a folder, you can launch a program or document by double-clicking
the icon, or you can drag it to another location. When you run a program, your PC
opens a window that lets you work with different tools. All the programs have a high
level of consistency, with similar toolbars, menu bars, buttons and dialog boxes. A
modern OS also provides access to networks and allows multitasking , which means
you can run several programs and do various tasks at the same time.
Today the most innovative and popular operating systems are:
- the Windows family designed by Microsoft and used on most PCs. The most
recent version is Windows Vista;
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- Mac OS (the Macintosh) created by Apple and used on Macintosh computers;
- Unix a multi-user system, found on mainframes and workstations in corporate
installations;
- Linux open-source software developed under the GNU General Public License.
This means anybody can copy its source code, change it and distribute it. It is used in
computers, appliances and small devices;
- Windows Mobile used on most PDAs and smartphones (PDAs incorporating
mobile phones);
- Palm OS used on Palm handheld devices;
- RIM used on Blackberry communication devices. Developed by Research in
Motion;
- the Symbian OS used by some phone makers including Nokia and Siemens.
These computer platforms differ in areas such as device installation, network
connectivity or compatibility with application software.
Exercise 1: Make sure that you know the following words and word
combinations: to protect, to detect, a vault, a network, to remove, to ignore, a term,
to describe, a warning a sound range, a reference, a database, to manipulate, an
attachment, to entertain, to educate, computer gaming, a navigating, smooth source,
to combine, to draw, to edit, a simulation, to arrange, a worksheet, a row, an ability,
to sort, to create.
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Windows Microsoft.
2.
3.
4.
5.
6.
7.
8.
9.
1970 10.
Microsoft Windows,
Macintosh, Apple.11.
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Essential Vocabulary: TO MAKE
make (made, made), to perform, to be done of, .g. What is the box made of?
2.to become, to appeare, .g. sure make an excellent teacher. 3. to force,
.g. have to make him take the medicine.
to make a mistake to be at fault, e. g. you who made a mistake.
to make (a) noise to noise, to sound off, e. g. You are making so much noise.
to make a (the) bed to do bed, e. g. Today make your bed, but I do it
any more.
to make friends with smb. to friend with smb., .g. Soon she made friends
with her fellow-passengers. She easily makes friends.
to make oneself at home to feel like at home, .g. Come in and make yourself
at home.
to make a joke (jokes) to joke, .g. Why do you always make jokes? Can't you
be serious?
N o t e : Make is also used with numerous adjectives giving emotional
characteristics, as to make smb. happy (angry, sad, etc.).
to make up 1. to list, .g. Before packing make up a list of things you are
going to take.; 2. to compose; to invent, e. g. The teacher asked the children to make
up a poem about their summer holidays. 3. to use cosmetics (in ordinary life and on
the stage), e. g. At one time it was not considered good taste for women to make up.
4. to become reconciled after a quarrel, to put up with, e. g. When a quarrel has been
made up, the best thing to do is to forget it. 5. to recoup, .g. We must make up for
lost time. you let me try to make up for all failed to do in the past?
to make it up to smb to compensate smb for smth missed or suffered, or for
money, etc. spent, e. g. Thanks for buying my ticket, I'll make it up to you later.
to make up mind to decide, e. g. I have already made up my mind.
to make ends meet to live within income, e. g. The Evans family found
it very difficult to make ends meet after the birth of the new baby.
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to make haste to hurry, e. g. Make haste or we shall miss the train. If you
make haste, the stores will be closed.
to make head or tail (of smth.) to understand, to make sense of it (colloq.), e.
g. I have read the document through three times, but I make head or tail of it.
to make it to get to a destination or an appointment in time, e. g. I had hoped
to get to the meeting, but I found at the last minute that I make it.
to make much of to make a great fuss of, e. g. The newspapers all made much
of his achievement.
to make smth of smb (smth) to understand, to interpret, e. g. What are we to
make of his behaviour?
to make off to run away, to bolt, e. g. The thieves smashed the shop window
and made off with a large amount of jewelry.
to make smth out 1. to write out, e. g. Make out a cheque for $ 10. 2. to
manage to see, read, e. g. We made out a figure in the darkness. The outline of the
house could just be made out. 3. to understand, e. g. I make out what he wants.
a strange sort of person; I make her put.
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being fitted for a new mother said. 7. whatever has been said on
the subject as she confided to me. something in the air, I feel
8. brood over Jane said. are sure to get right if you
bother about 9. me at half past six tomorrow, mom, I must catch the
early train to Chris asked. 10. purse was empty when I found it.
Quite the girl repeated stubbornly. 11. have you been doing since I
saw you he inquired. done something to your hair. It makes you look
quite grown 12. has not been to his office the clerk said. have
been trying to reach him since we got the 13. Then she told me, saw that
doctor yesterday. quite all right 14. have you done with the
he said, see
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Exercise 7: Read and retell the text.
The First Hackers.
The first were students at the Massachusetts Institute of Technology
(MIT) who belonged to the TMRC (Tech Model Railroad Club). Some of the
members really built model trains. But many were more interested in the wires and
circuits underneath the track platform. Spending hours at TMRC creating better
circuitry was called mere Those members who were interested in creating
innovative, stylistic, and technically clever circuits called themselves (with pride)
hackers.
During the spring of 1959, a new course was offered at MIT, a freshman
programming class. Soon the hackers of the railroad club were spending days, hours,
and nights hacking away at their computer, an IBM 704. Instead of creating a better
circuit, their hack became creating faster, more efficient program with the least
number of lines of code. Eventually they formed a group and created the first set of
hacker's rules, called the s Ethic.
Hackers were given free reign on the computer by two AI Lab professors,
John McCarthy and Marvin Minsky, who realized that hacking created new
insights. Over the years, the AI Lab created many innovations: LIFE, a game about
survival; LISP, a new kind of programming language; the first computer chess game;
the CAVE, the first computer adventure; and SPACEWAR, the first video game.
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UNIT 11
Text A: Hard Drive.
Text B: Solid-State Drive.
Essential Vocabulary: to set.
Grammar Revision: The Use of the Subjunctive Mood.
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unit using both flash memory and a HDD in order to improve the performance of
frequently-accessed data.
While the price of SSDs has continued to decline over time, SSDs are (as of
2020) still more expensive per unit of storage than HDDs and are expected to remain
so into the next decade.
SSDs based on NAND Flash will slowly leak charge over time if left for long
periods without power. This causes worn-out drives (that have exceeded their
endurance rating) to start losing data typically after one year (if stored at 30 to
two years (at 25 in storage; for new drives it takes longer. Therefore, SSDs are
not suitable for archival storage. 3D XPoint is a possible exception to this rule,
however it is a relatively new technology with unknown long-term data-retention
characteristics.
SSDs can use traditional hard disk drive (HDD) interfaces and form factors,
or newer interfaces and form factors that exploit specific advantages of the flash
memory in SSDs. Traditional interfaces (e.g., SATA and SAS) and standard HDD
form factors allow such SSDs to be used as drop-in replacements for HDDs in
computers and other devices. Newer form factors such as mSATA, M.2, U.2, NF1,
XFMEXPRESS[11] and EDSFF (formerly known as Ruler SSD) and higher speed
interfaces such as NVMe over PCI Express can further increase performance over
HDD performance.
Exercise 1: Make sure that you know the following words and word
combinations: to store permanently, a drive platter, inside, air sealed casing, an
internal drive bay, to determine, file location, to examine, an area, to scatter,
magnetic polarities, to align, an enclosure, a backup external device, a shape, a size, a
multiple hard drive, a cell.
99
(UNESCO the United Nations
Educational, Scientific and Cultural Organization),
100
give (a piece of work) for (someone) to do, e. g. Who sets the questions for the
examination? The teacher sets the class various exercises. 3. to fix firmly (a part of
the body, esp. regarded as showing intentions, feelings, etc.), e. g. He set his
jaw and refused to agree to anything I said. set against her daugh marriage.
4. to put into action, e. g. He set the machine going with a push; to set the ball rolling;
5. to cause (a liquid, paste, soft material, etc.) to become solid, e. g. Set the jelly by
putting it in a cold place. 6. to write or provide (music) for a poem or other words to
be sung, e. g. The poem was set to an old working song tune.
to set about is to dealing with something in a particular way, e. g. I need to
find a new flat but not sure how to set about looking for one.
to set against balance one thing against another, e. g. The advantages are not
so big when set against the disadvantages.
to be set against something to be opposed to doing it, e. g. He change
his mind. He is absolutely set against it.
to set aside to use something, often time or money, for a specific purpose, e.g.
I have enough money for the deposit set aside.
to set back is to cause a delay, e. g. Bad weather was the reason that the launch
of the rocket was set back until Monday.
to set down something you are holding means to put it down, e. g. She lifted
up the teapot but set it down again without pouring any tea.
to set down your ideas or some facts to record by writing them, e. g. Here is
the leaflet where we have set down guidelines for our employees.
to set in is when something unpleasant starts and seems likely to continue, e.g.
It looks as if the rain has set in for the afternoon.
to set off to start on a journey, e. g. Sorry late. We set off until
half past eight.
to set eyes on to see, e. g. I hope I never set eyes on that fellow again.
to set teeth on edge to frighten smb., e. g. set my teeth on
edge, afraid of you.
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to set heart (mind, hopes) on to be filled with strong desire for, e. g.
The boy has set his heart on becoming an engineer.
Exercise 3. Choose the correct answer.
1. I think you are setting ... (against, about, back, down) in the right way.
2. We can set our expenses (about, against, aside, back) the tax. 3. His parents
were set (about, against, aside, down) him becoming a musician and made him
study engineering. 4. set (about, against, aside, in) Monday and Tuesday to
work on it. 5. The whole project has been set (down, off, aside, back) by the late
delivery of some of the parts. 6. The waitress set (off, down, aside, in) an
enormous plate of steak and salad in front of me. 7. We were all asked to set
(about, down, aside, in) our views on what had happened. 8. Panic really set
(aside, down, in, off) until just before I was due to give my presentation. 9. The
weather was perfect when we set (back, down, in, off) but it was raining when we
got back.
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will certainly come. 14. Even if my parents disapproved of my plans, I had
given them up. 15. I wish the weather be so dreadful today.
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UNIT 12
Text : E-mail.
Text B: Internet.
Essential Vocabulary: to strike.
Grammar Revision: The Infinitive.
Text A. E-MAIL
Every day, the citizens of the Internet send each other billions of e-mail
messages. If re on-line a lot, you yourself may send a dozen or more e-mails
each day without even thinking about it. Obviously, e-mail has become an extremely
popular communication tool.
Have you ever wondered how e-mail gets from your computer to a friend
halfway around the world? According to Darwin Magazine: Prime Movers, the first
e-mail message was sent in 1971 by an engineer named Ray Tomlinson. Prior to this,
you could only send messages to users on a single machine. s
breakthrough was the ability to send messages to other machines on the Internet,
using the @ sign to designate the receiving machine. An e-mail message has always
been nothing more than a simple text message a piece of text sent to a recipient. In
the beginning and even today, e-mail messages tend to be short pieces of text,
although the ability to add attachments now makes many messages quite long. Even
with attachments, however, e-mail messages continue to be text messages ll see
why when we get to the section on attachments. ve probably already received
several e-mail messages today. To look at them, you use some sort of e-mail client.
Many people use well-known, stand-alone clients like Microsoft Outlook, Outlook
Express, Eudora or Pegasus. People who subscribe to free e-mail services like
Hotmail or Yahoo use an e-mail client that appears in a Web page. No matter which
type of client you're using, it generally does four things:
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Shows you a list of all of the messages in your mailbox by displaying the
message headers. The header shows you who sent the mail, the subject of the
mail and may also show the time and date of the message and the message size.
Lets you select a message header and read the body of the e-mail message.
Lets you create new messages and send them. You type in the e-mail address
of the recipient and the subject for the message, and then type the body of the
message.
Lets you add attachments to messages you send and save the attachments from
messages you receive.
Text B. INTERNET
The Internet is a huge network of computers spanning this planet and is now
started to bring in the surrounding area like space. Some computers like servers
share data, others just surf the web as clients downloading the data. Public Internet
began in the late 70s. In the 70s web users used an interface called telnet, but now
that program is mainly obsolete. Telnet is most widely deployed in accessing
college e-mail accounts. The Internet is very helpful, because a huge database of
knowledge, from the picture of family trips to an analysis of a quantum mechanics.
Everyone should have the Internet because of its near instantaneous communication
and huge wealth of knowledge. But how to go on with the Internet and do a search
for information we need? There are two ways to do it. The first is when you know
an internet address of data you need and the second one is when you try to find
information you need by using a search program. In the beginning we have to enter
any browser you like. It could be an Internet Explorer, Netscape Navigator or
Opera, etc. If we have a broadband connection, we connect to the Internet at once. If
not, we have to set up and connect to our dial-up service. Finally, if we want to find
some information in the Internet, we are to type and address to this data in the
browser we use or simply use the existing search-program such as the google search
program, rambler search program, yandex search program, yahoo search program.
They are very simple and popular networks of sites. In these programs we can just
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type the word or name of thing, we would like to find and then press enter. A search
program solves this problem. We get our results in the same window. After we get
our results, we simply choose whatever site matches our query or keep searching.
Besides data, one can get from the Internet; we can also send and receive e-
mail or electronic mail. This internet service is cheaper than ordinary mail and much
quicker. It is becoming popular day by day. We can get some news from the
Internet, because there are many informational servers in the web.
Exercise 1: Make sure that you know the following words and word
combinations: a citizen, a billion, a dozen, a message, obviously, extremely, a
breakthrough, a sign, to designate, to tend, a recipient, however, to matter, to
subscribe, to appear, a header, a mailbox, a subject.
5.
6.
. 7.
8.
9.
,
10.
11.
12.
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13.
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Grammar Revision and Lexical Exercises:
THE INFINITIVE
Exercise 4: Use the Infinitive instead of complex sentences.
Model: I looked out. He was backing the car into the garage. I saw him back
the car in the garage.
1. He ordered that the mail should be brought at once. 2. No one had expected
that she would marry so young. 3. I could hear it perfectly well. They were discussing
me. 4. shout so! The whole house will know what has happened. Do you want
it? 5. I shall stay at home and do my lessons. Mother said so. 6. They will win the
game. We are sure of it. 7. I never smoke indoors. My parents like it. 8. He is a
truthful boy. I know it. 9. We eat ice-cream before dinner because Mother has
forbidden it. 10. You got off the train at Austin. The porter saw you.
Exercise 6: Put each of the following words in its place in the passage below and
Retell it.
software computers peripherals calculator ports
monitor keyboard configuration hardware printer
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So you only have a pocket (1) to do addition, multiplication and so on, and
you want to know about real (2)? Right. Well, the machines themselves are called
the (3) and the programs that you feed into them are called the (4). If you want
to see the results of what you are doing, need a (5) or have to plug
into a television set. operate your machine like a typewriter by pressing keys
on the (6). If you want a record on paper of what doing, need a
(7). On the rear panel of the computer there are several (8) into which you can
plug a wide range of (9) modems, fax, machines and scanners. The main
physical units of a computer system are generally known as the (10).
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UNIT 13
Text A: Memory in a Flash.
Text B: Data Storage Device.
Essential Vocabulary: to take.
Grammar Revision: The Gerund.
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also called volatile memory storage. The primary purpose for volatile data storage is
to provide an area where a device can quickly access information such as code for
an application which does not necessarily have to be saved once the device is
turned off or reset. This volatile information is often copied or compiled from data
stored on a permanent data storage device.
A permanent data storage device is designed to hold information for the life of
the medium, regardless of whether the unit is actively powered. Computer hard drives
that write to spinning magnetic disks are one of the most common forms of non-
removable devices. A CD or DVD drive is another example and, although they are
sometimes non-removable, they write to disks that can be removed and read by
another computer or other device.
One of the most used types of data storage device is known as a solid state
drive or, more commonly, a flash drive. This type of device is often a self-contained,
portable drive that can hold a certain amount of information and can be used on
nearly any computer or device with a universal serial bus (USB) drive. The
popularity of solid state drives comes from the fact that they do not have any moving
parts, making them more resistant to damage, especially in mobile devices. One
drawback to using a solid state drive is that, while the technology is very fast, small
and efficient, it also wears out over time, meaning a drive will eventually become
prone to errors and, ultimately, unusable.
Exercise 1: Make sure that you know the following words and word
combinations: to span, huge, a surrounding area, a space, to be obsolete, to be
deployed, an account, wealth of knowledge, instantaneous, to enter, a broadband
connection, a dial-up service, to exist, to press, to match, a query, to keep doing smth,
cheap, ordinary.
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,
1980-
1990-
2011 2,1
THE GERUND
Exercise 4: Open the brackets.
1. My watch keeps (to stop). 2. I suggested (to go) by sea. 3. The taxi-driver
tried to stop in time, but he avoid (to hit) the old woman. 4. Please, go on (to
write). 5. no use (to wait). 6. The book is worth (to read). 7. When I came he was
busy (to write) a letter to his friend. 8. I feel like (to work) so I suggested (to
spend) the day in the country. 9. Where is Ann? She is busy (to do) her homework.
10. He insisted on (to help) me. 11. You should clean your teeth before (to go) to bed.
12. After (to walk) for three hours we decided to have a rest. 13. Would you mind (to
come) again in a day or two? 14. I mind (to do) this exercise. 15. She stopped
(visit) us. 16. very sorry for (to be) late. 17. The shoes need (to repair). 18. Why
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do you avoid (to speak) to me? 19. She tried to avoid (to speak) to. 20. The doctor
insisted on (to send) the sick man to hospital. 21. The child insisted on (to send)
home at once. 22. He had a strange habit of (to interfere) in other people's business.
23. I was angry at (to interrupt) every other moment. 24. He was always ready for (to
help) people. 25. He was very glad of (to help) in his difficulty.
Exercise 5: Put the verb in brackets into the correct form, Gerund or Infinitive.
1. thinking of (to go) to Brazil. 2. You cannot live without (to do) such
stupid things. 3. He good at (to drive) his car. 4. Try to avoid (to lose) your
temper. 5. He seems (to know) everything about it. 6. no use (to cry) over spilt
milk. 7. Would you mind (to repeat) your threat? 8. You should practice (to say),
little lorry, yellow little 9. useless (to argue) with him. He
listen to any reason. 10. They were advised (to take) a packed lunch. 11. Do you
think worth (to see) this film? 12. If you want (to lose) weight, try (to eat) less.
13. forbidden (to smoke) here. 14. not keen on (to work) late. 15. not
very fond of (to shop). 16. He managed (to calm) her by promising to return soon. 17.
Mary is crazy about (to take) photos. 18. In Arabia the usual way of (to travel) is by
camel. 19. You needed (to add) some more sugar to that.
Exercise 6: Use the right form of the Gerund, opening the brackets and retell the
story.
One day dog broke a leg. The artist loved his dog so much that he
decided to send foe the best doctor in London instead of (to send) for a veterinary.
When the doctor arrived, Turner said to him, me for (to send) for you. I
know of your (to be) a great doctor but I beg you to help my dog. It is so important
for The doctor was angry but show it. The next day the doctor asked
Turner to come to his house. When Turner arrived the doctor said, Turner,
glad at your (to come). I am sorry for (to ask) you to come. But my door needs (to
paint). I know of your (to be) a great painter but I beg you to do it. so important
for
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Exercise 7: Read and render the text in English.
The Myth of Pygmalion
We know the Greek philosophers to call art an of but their
own mythology tells a different story. The story of Pygmalion is the most famous of
the myths that believe art to have the power of creation rather than the power of
portraying. Here is the myth of Pygmalion. In ancient Greece there lived a sculpture,
Pygmalion by name. People knew him to be a great sculpture. Once he made a statue
of a young woman. The statue was so beautiful that Pygmalion fell in love with it. He
wanted the statue to become alive and asked the gods to help him. For a long time he
waited, expecting the statue to talk but it was silent. Then Pygmalion decided to go to
Aphrodite, the Goddess of Love. He expected her to help him. Aphrodite,
Goddess of Love, only you can help me. I know you to be very kind. Give me a wife
as beautiful as my statue or make my statue On returning home Pygmalion ran
up to his statue, looked at it, and suddenly he noticed it move and then heard it speak.
Soon the statue turned into a beautiful young woman, and Pygmalion married her.
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UNIT 14
Text A: A Computer Virus.
Text B: Types of Networks.
Essential Vocabulary: to think.
Grammar Revision: The Complex Object.
A computer virus is a computer program that can replicate itself and spread
from one computer to another. The term virus is also commonly, but erroneously,
used to refer to other types of malware, including but not limited to adware and
spyware programs that do not have a reproductive ability. Malware includes
computer viruses, computer worms, Trojan horses, most spyware, dishonest adware
and other malicious or unwanted software, including true viruses. Viruses are
sometimes confused with worms and Trojan horses, which are technically different.
A worm can exploit security vulnerabilities to spread itself automatically to other
computers through networks, while a Trojan horse is a program that appears harmless
but hides malicious functions. Worms and Trojan horses, like viruses, may harm a
computer s data or performance. Some viruses and other malware have
symptoms noticeable to the computer user, but many are surreptitious or simply do
nothing to call attention to themselves. Some viruses do nothing beyond reproducing
themselves.
The actual term virus was first used to denote a self-reproducing program in a
short story by David Gerrold in Galaxy magazine in 1969 and later in his 1972
novel HARLIE Was In that novel, a sentient computer named HARLIE
writes viral software to retrieve damaging personal information from other computers
to blackmail the man who wants to turn him off. The first IBM PC virus in the wild
was a boot sector virus dubbed Brain, created in 1986 by the Farooq Alvi Brothers in
Lahore, Pakistan, reportedly to deter piracy of the software they had written. Before
computer networks became widespread, most viruses spread on removable media,
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particularly floppy disks. In the early days of the personal computer, many users
regularly exchanged information and programs on floppies. Some viruses spread by
infecting programs stored on these disks, while others installed themselves into the
disk boot sector, ensuring that they would be run when the user booted the computer
from the disk, usually inadvertently. Personal computers of the era would attempt to
boot first from a floppy if one had been left in the drive. Until floppy disks fell out of
use, this was the most successful infection strategy and boot sector viruses were the
most common in the wild for many years.
Macro viruses have become common since the mid-90s. Most of these viruses
are written in the scripting languages for Microsoft programs such as Word and Excel
and spread throughout Microsoft Office by infecting documents and spreadsheets.
Since Word and Excel were also available for Mac OS, most could also spread to
Macintosh computers. Although most of these viruses did not have the ability to send
infected email messages, those viruses which did take advantage of the Microsoft
Outlook COM interface. A virus may also send a web address link as an instant
message to all the contacts on an infected machine. If the recipient, thinking the link
is from a friend follows the link to the website, the virus hosted at the site may be
able to infect this new computer and continue propagating. Viruses that spread using
cross-site scripting were first reported in 2002, and were academically demonstrated
in 2005. There have been multiple instances of the cross-site scripting viruses in the
wild, exploiting websites such as MySpace and Yahoo!.
A biological virus is a very small, simple organism that infects living cells,
known as the host, by attaching itself to them and using them to reproduce itself. This
often causes harm to the host cells.
Similarly, a computer virus is a very small program routine that infects a
computer system and uses its resources to reproduce itself. It often does this by
patching the operating system to enable it to detect program files, such as COM or
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EXE files. It then copies itself into those files. This sometimes causes harm to the
host computer system.
When the user runs an infected program, it is loaded into memory carrying the
virus. The virus uses a common programming technique to stay resident in memory.
It can then use a reproduction routine to infect other programs. This process
continues until the computer is switched off.
The virus may also contain a payload that remains dormant until a trigger event
activates it, such as the user pressing a particular key. The payload can have a variety
of forms. It might do something relatively harmless such as displaying a message on
the monitor screen or it might do something more destructive such as deleting files on
the hard disk.
When it infects a file, the virus replaces the first instruction in the host program
with a command that changes the normal execution sequence. This type of command is
known as a JUMP command and causes the virus instructions to be executed before the
host program. The virus then returns control to the host program which then continues
with its normal sequence of instructions and is executed in the normal way.
To be a virus, a program only needs to have a reproduction routine that enables
it to infect other programs. Viruses can, however, have four main parts. A
misdirection routine that enables it to hide itself; a reproduction routine that allows it
to copy itself to other programs; a trigger that causes the payload to be activated at a
particular time or when a particular event takes place; and a payload that may be a
fairly harmless joke or may be very destructive. A program that has a payload but
does not have a reproduction routine is known as a Trojan.
Exercise 1: Make sure that you know the following words and word
combinations: to replicate, to spread, a malware, an adware, a spyware programs, a
reproductive ability, a worm, a Trojan horse, malicious, dishonest, harmless, to
exploit, a security, a vulnerability, to hide, noticeable, to be surreptitious, to
reproduce, a sentient computer, to retrieve, to damage, to deter, an attempt, to fall out
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of, successful, to host, instant, a link, cross-side scripting, to demonstrate, to execute,
to transfer, a background.
50
1986
Brain,
18
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to think out to prepare or plan something fully before you start doing it, e. g.
He obviously hadn't thought it out properly before starting.
to think over to consider something carefully before deciding, e. g. got
all the information we need. like to think it over.
to think through to consider something carefully with all the possible
consequences, e. g. It sounds like a good idea but we need to think it through to see if
it will work.
to think up to create something using your imagination, e. g. I want to
go to their party but I think up an excuse.
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make my parents to tidy up me room. 11. I want you to go to the library yourself and
find what you need. 12. Could you make your son be quiet? 13. My parents never let
me coming back home late. 14. My father likes dinner be in time. 15. Let us know
when they will go on a hike. 16. The teacher helped the students correct all the
mistakes. 17. Seeing her enter the room everybody stood to greet her. 18. Have you
ever seen a television throw through the window? 19. He ordered the documents to be
check carefully. 20. I heard his name mentioned several times.
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UNIT 15
Text: Virtual Reality.
Text B: New Technologies.
Essential Vocabulary: to turn.
Grammar Revision: Modal Verbs.
Not long ago computers were considered an amazing invention. Today they
form part of our life. The latest thing today is Virtual Reality. A Virtual Reality
system can transport the user to exotic locations such as a beach in Hawaii or the
inside of the human body. The Virtual Reality system is still in the early stages of its
development. At the moment it is necessary to put a large helmet on your head to
see the simulated world and you have to wear a special glove on your hand in order
to manipulate the objects you see there. Lenses and two miniature display screens
inside the helmet create the illusion that the screen surrounds you on every side.
You can computer generated objects, pick them up and examine
them, walk around and see things from a different angle.
Already today Virtual Reality is used in medicine. In hospitals, surgeons
could plan operations by first through the brain, heart or lungs without
damaging the body. It is also used in police training schools. In schools pupils could
explore the Great Pyramid or study molecules from the inside. Developers of Virtual
Reality say its potential is powerful.
The word which comes closest to describing Virtual Reality is
Virtual Reality technology resembles the flight stimulators that are used to train
pilots. But of course there are dangers as well as benefits. In the wrong hands
Virtual reality can be used for power fantasies and pornography.
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Text B. NEW TECHNOLOGIES
Exercise 1: Make sure that you know the following words and word
combinations: to consider, amazing, virtual, a human body, a stage, a development,
necessary, to manipulate, to generate, a helmet, to locate, to surround, to pick up, a
surgeon, a brain, to explore, to resemble, to train, a danger, a benefit.
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.
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to turn out to appear, to be, . g. He turned out a bad actor. The day turned out
a fine one. It turned out that there were no vacant seats in the bus.
as it turned out... as it happened, e. g. As it turned out, he is married.
to turn over to flip, to coup, . g. He turned over a page. He turned over in
bed.
to turn up to come, .g. We expected him to join us, but he never turned up.
to turn smth. upside down to make a mess, . g. Someone has turned
everything upside down in my drawer.
at every turn in every place; at every moment.
by turns one after another; alternately, e. g. From the ... testimony emerges a
man by turns devious and honest, vulgar and gallant, scatterbrained and
(Life).
1. I was afraid there enough light in the room when I took these
pictures, but they actually turned great! 2. Can you please turn the air-
conditioning. really hot in here. 3. When I heard my favorite song on the radio, I
turned it really loud and danced around my apartment. 4. I applied to Yale
University, but they turned me . 5. We have to turn our research papers by next
Wednesday. 6. They were showing so many commercials during that movie that I
finally just got up and turned the TV. 7. The witch turned the handsome prince
a frog. 8. Although Sam wanted to keep the bag of money he found in the bus station,
he knew he should turn it to the authorities. 9. The tailor told her to turn so he
could adjust the hemline of the dress. 10. Those nomads are incredibly hospitable.
Someone seeking food and shelter would never be turned .
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Grammar Revision and Lexical Exercises:
MODAL VERBS
Exercise 4: Find the mistakes and correct them if necessary.
1. Fred go to school so he has not to get up so early. 2. very
unlikely, but he might be prepared to help you. 3. better to do as the doctor
says and take the medicine. 4. Horses can sleeping standing. 5. Could you light a fire
yourself when you were seven? 6. You eat all at once. 7. You can to buy
only second-hand books in that shop. 8. They want have to go there next month.
9. All drivers of cars should wear seat belts. Seat belts make driving much safer.
10. You to wait for me. 11. You may eat your supper so quickly. Do you
want to get a stomach ache? 12. Cactus plants much water. why they
cannot grow in the dry desert. 13. You to try to crack nuts with your teeth.
14. We would rather you cooked dinner for us.
4.
5.
6.
7. 8.
9.
10. 11.
12.
13.
14.
15.
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Exercise 6: Read and retell the text.
Computer Crimes
More and more, the operations of our businesses, governments, and financial
institutions are controlled by information that exists only inside computer memories.
Anyone clever enough to modify this information for his own purposes can reap
substantial rewards. Even worse, a number of people who have done this and been
caught at it have managed to get away without punishment. These facts have not been
lost on criminals or would be criminals. A recent Stanford Research Institute study of
computer abuse was based on 160 case histories, which probably are just the
proverbial tip of the iceberg. Here are a few areas in which computer criminals have
found the pickings all too easy.
All even the smallest banks now keep their accounts on computer files.
Someone who knows how to change the numbers in the files can transfer funds at
will. For instance, one programmer was caught having the computer transfer funds
from other accounts to his s checking account. Often, tradition ally
trained auditors t know enough about the workings of computers to catch what is
taking place right under their noses. There is a trend toward using cards similar to
credit cards to gain access to funds through cash-dispensing terminals. Yet, in the
past, organized crime has used stolen or counterfeit credit cards to finance its
operations. Banks that offer after-hours or remote banking through cash-dispensing
terminals may find themselves unwillingly subsidizing organized crime. Much
personal information about individuals is now stored in computer files. An
unauthorized person with access to this information could use it for blackmail. Also,
confidential information about a s products or operations can be stolen and
sold to unscrupulous competitors.
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Exercise 7: A minute for a brainteaser.
A monk has a very specific ritual for climbing up the steps to the temple. First
he climbs up to the middle step and meditates for 1 minute. Then he climbs up 8 steps
and faces east until he hears a bird singing. Then he walks down 12 steps and picks
up a pebble. He takes one step up and tosses the pebble over his left shoulder. Now,
he walks up the remaining steps three at a time which only takes him 9 paces. How
many steps are there?
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GRAMMAR REFERENCE
1. ARTICLES
The article is a structural word specifying the noun. The
absence of the article, which may be called the zero article, also
specifies the noun and has significance. There are two articles in English which
are called the definite and the indefinite article. The use of articles, as well as
their absence, has grammatical meaning and follows certain rules. There are
cases, however, in which the use of articles cannot be accounted for
grammatically as it has become a matter of tradition. This is found in numerous
set phrases, as in, e. g. at night in the night, in the distance at a
distance, as a result of under the influence of, to take the trouble to take care
of, to be in danger to be in a rage, etc.
The Indefinite Article (a/an) is used 1. with singular countable nouns
when we talk about things in general, e. g. An plane is faster than a train. 2. after
the verbs to be and to have, e.g. He is a doctor. He has a family.
The Definite Article (the) is used 1. before singular and plural nouns, but
countable and uncountable when we are talking about something specific or
when the noun is mentioned for the second time, e.g. The boy who has just left is
my cousin. The cat is sleeping. 2. with the words cinema, theatre, radio,
country(side), seaside, beach, etc., e. g. We go to the beach every Sunday.
Both the Definite and the Indefinite Articles are used before a singular
countable noun to represent a class of people, animals or things, e. g. A/the
dolphin is more intelligent than a/the shark.
2. PRONOUNS
Pronouns include a miscellaneous group of words which function in the
sentence as noun pronouns or as adjective pronouns. It should be pointed out that
although pronouns function as nouns or adjectives in the sentence, they do not
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cover all the functions of the two parts of speech, but can only have some of
them. Pronouns can be divided into the following classes: personal pronouns (I,
you, we, they, he, she, it), indefinite pronouns (some, any, no; somebody,
anybody, nobody; someone, anyone, no one; something, anything, nothing; one,
none all, every, each, other, either, neither, both; everybody, everyone,
everything, much, many, little, few, a little, a few, a lot of, lots of, a great deal,
a great many), possessive pronouns (my mine, your yours, his his, her
hers, our ours, their theirs), reciprocal pronouns (each other and one
another), reflexive pronouns (myself, yourself, ourselves, themselves, himself,
herself, itself), interrogative pronouns (who, whom, whose, what, which, how
much and how many), emphatic pronouns (the same forms as reflexive
pronouns), conjunctive pronouns (who, whom, whose, what, which, how much,
how many, that are used to connect subordinate clauses with the principal
clause), demonstrative pronouns (this these, that those).
3. NUMERALS
Numerals include two classes of words cardinal and ordinal numerals.
Cardinal numerals indicate number e. g. one, two, three, four, ten, twelve,
eighteen, twenty, thirty-three, seventy-five, ninety-one, a hundred, one hundred
and forty-six, two hundred and twenty- eight, a thousand, three thousand and
fifty-two, seven thousand three hundred and seventeen, etc. N o t e. The numerals
hundred, thousand and million are always preceded by the indefinite article a or
the numeral one. The latter is generally used when these numerals are followed by
some other numerals, e.g. a hundred but one hundred and twenty three; a thousand
but one thousand seven hundred and thirty. N o t e. Care should be taken to
remember the following patterns: a) five hundred books, three thousand cars, two
million workers; b) hundreds of books, thousands of cars, millions of workers. In the
examples under (a) the exact number of persons or things is given; in the
examples under (b) hundred, thousand and million do not indicate any exact
number but only a great multitude of persons or things.
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Ordinal numerals indicate order, e. g. the first, the second, the third, the
fourth, the tenth, the twelfth, the hundredth, the two hundred and thirty-ninth,
etc. N o t e. Dates are read in the following way e. g. September, 1, 1944 the
first of September (September the first), nineteen forty four. N o t e. Common
fractions are read in the following way, e. g. 2/3 two thirds; 3/8 three eights;
5/12 five twelfths. Decimal fractions are read as e. g. 3.5 three point five,
4.76 four point seven six, 8.03 eight point naught three.
4. PHRASAL VERBS
Phrasal verbs are mainly used in spoken English and informal texts. Phrasal
verbs consist of a verb plus a particle (preposition, adverb). The particle can change
the meaning of the verb completely, e. g. look up consult a reference book (look a
word up in a dictionary), look for seek (look for her ring), look forward
anticipate with pleasure (look forward to meeting someone). There are no rules that
might explain how phrasal verbs are formed correctly all you can do is look them
up in a good dictionary and study their meanings. The particle is placed either after
the verb or after the object, e. g. Write down the word or Write the word down. If the
object is a pronoun, however, the particle has to be placed after the pronoun, e. g.
Write it down.
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Present Perfect shows: 1. an emphasis on the result; 2. an action that is still
going on; 3. an action that stopped recently; 4. a finished action that has an influence
on the present; 5. an action that has taken place once, never or several times before
the moment of speaking. Markers: already, ever, just, never, not yet, so far, till now,
up to now.
Present Perfect-Continuous shows 1. an emphasis on the course or duration
(not the result); 2. an action that recently stopped or is still going on; 3. a finished
action that influenced the present. Markers: all day, for 4 years, since 1993, how
long?, the whole week.
Past Simple shows: 1. an action in the past taking place once, never or
several times; 2. an actions taking place one after another; 3. an action taking place in
the middle of another action. Markers: yesterday, 2 minutes ago, in 1990, the other
day, last Friday.
Past Continuous shows 1. an action going on at a certain time in the past; 2.
an actions taking place at the same time; 3. an action in the past that is interrupted by
another action. Markers: when, while, as long as.
Past Perfect shows: 1. an action taking place before a certain time in the past;
2. sometimes interchangeable with past perfect progressive; 3. putting emphasis only
on the fact (not the duration). Markers: already, just, never, not yet, once, until that
day.
Past Perfect-Continuous shows: 1. an action taking place before a certain
time in the past; 2. sometimes interchangeable with past perfect simple; 3. putting
emphasis on the duration or course of an action. Markers: for, since, the whole day,
all day.
Future Simple shows: 1. an action in the future that cannot be influenced; 2.
spontaneous decision; 3. assumption with regard to the future. Markers: in a year,
next tomorrow, I think, probably, perhaps.
Future Continuous shows: 1. an action that is going on at a certain time in
the future; 2. an action that is sure to happen in the near future. Markers: in one year,
next week, tomorrow.
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Future Perfect shows an action that will be finished at a certain time in the
future. Markers: by Monday, in a week.
Future Perfect-Continuous shows 1. an action taking place before a certain
time in the future; 2. putting emphasis on the course of an action. Markers: for
the last couple of hours, all day long.
Future Simple-in-the-Past shows an action that might take place.
Future Progressive-in-the-Past shows: 1. an action that might take place; 2.
putting emphasis on the course/duration of the action.
Future Perfect-in-the-Past shows an action that might have taken place in
the past.
Future Perfect continuous-in-the-Past shows: 1. an action that might have
taken place in the past; 2. puts emphasis on the course/duration of the action.
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he should accept the offer. Since these forms have no tense distinctions the rules
of the sequence of tenses are not observed here.
Tense distinctions are expressed only by the forms of the Conditional
Mood (which has two tenses Present and Past) and also by the use of the forms
of the Past Indefinite and the Past Perfect. The Present Conditional Mood and
the form of the Past Indefinite (also the form were for all persons singular) serve
to refer an action to the present or future when they are used in complex sentences
with a clause of condition (or a clause of concession introduced by even if or even
though). e. g. If I had time I should go on a short holiday. The Past Conditional
Mood and the form of the Past Perfect serve to refer an action to the past in the
same kinds of clauses. e. g. If I had had time I should have gone on a short
holiday. The Present Conditional Mood is used with reference to the present or
future also in simple sentences with implied condition, while the Past Conditional
refers an action to the past. e. g. It would not be possible to decide anything
without him.
10. MODAL VERBS
We find the following modal verbs in English: can, may, must, ought, shall,
should, will, need and dare. Besides, to have and to be in some of their uses
are also classed among modal verbs. A modal verb in combination with the
infinitive forms a modal compound predicate. Modal verbs are defective verbs
since they lack many forms characteristic of regular verbs: they have no -s in
the third per- son singular in the present tense and no verbals, so they have no
analytical forms; some of them lack the form of the past tense. Modal verbs have
the following peculiarities: 1. they are followed by the infinitive without the
particle to (with the exception of ought, to have and to be); 2. their interrogative
and negative forms are built up without the auxiliary do. e.g. He may be in the
hall now, waiting for me.
The modal verb CAN has the following forms: can the present tense: e.
g. He can speak English and could the past tense. Can has the following
meanings: 1. ability and capability, e. g. I can imagine how angry he is. He can read
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a little French; 2. possibility due to circumstances, e. g. You can see the forest
through the other window; 3. permission, e. g. You can take my umbrella; 4.
uncertainty, doubt, e.g. Can it be true? 5. improbability, e. g. It be true. (
)
The modal verb MUST has only one form. It is used in present-time
contexts with reference to the present or future and in combination with the
Perfect infinitive it refers to the past. In past-time contexts this form is used only
in reported speech, i.e. the rules of the sequence of tenses are not observed with
must. Must has the following meanings: 1. obligation (from the point of
view), e. g. You must talk to your daughter about her future. 2. prohibition, e. g.
He must not leave his room for a while. 3. emphatic advice, e. g. You must come
and see us when in London. 4. supposition implying strong probability, e. g.
He must be ill. He looks so pale.
TO HAVE TO as a modal verb is not a defective verb and can have all
the necessary finite forms as well as the verbals. The verb to have to serves to
express obligation or necessity imposed by circumstances. e. g. He is an invalid
and has to have a nurse. She knew what she had to do.
TO BE TO as a modal verb is used in the present and past tenses. To be to
as a modal verb has the following meanings: 1. a previously arranged plan or
obligation resulting from the arrangement, e. g. We are to discuss it next time. 2.
orders and instructions, often official (frequently in reported speech), e. g. I
just mention it because you said I was to give you all the details I could. 3.
something that is destined to happen, e. g. He was to be my teacher and friend
for many years to come. 4. possibility, e. g. Her father was often to be seen in
the bar of the Hotel Metropole.
The modal verb OUGHT TO has only one form which is used with
reference to the present or future. Ought is always followed by the infinitive
with to. Ought to has the following meanings: 1. obligation, which in different
contexts may acquire additional shades of meaning, such as advisability and
desirability, e. g. You ought to say a word or two about yourself. 2. supposition
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implying strong probability, e. g. The new sanatorium ought to be very
comfortable. The use of ought to in this case is not very common as this
meaning is normally rendered by must.
The modal verb MAY has the following forms: may the present tense:
e. g. It may be true, and might the past tense. May has the following
meanings: 1. supposition implying uncertainty; e. g. He may be busy getting
ready for his trip; 2. possibility due to circumstances, e. g. You may order a
taxi by telephone; 3. permission, e. g. The director is alone now. So you may see
him now.
Historically, SHALL and SHOULD were two forms of the same verb
expressing obligation. But later they came to express different meanings and in
present-day English their use is not parallel they are treated as two different
verbs. In modern English the modal meaning of obligation in shall is always
combined with the function of an auxiliary verb of the future tense. Shall is still
used to express obligation with the second and third persons, but at present it is
not common in this meaning in spoken English. Its use, as a rule is restricted to
formal or even archaic style and is mainly found in subordinate clauses, i.e. it is
structurally dependent. e. g. It has been decided that the proposal shall not be
opposed. At present, however, this meaning of obligation, somewhat modified,
is found with the second and third persons in sentences expressing promise,
threat or warning. It is used in affirmative and negative sentences and
combined with the simple infinitive. e. g. You shall have my answer tomorrow.
The meaning of obligation may also be traced in interrogative sentences
where shall is used with the first and third persons to ask after the will of the
person addressed. In this case it is also followed by the simple infinitive. e. g.
Shall I get you some fresh coffee, Miss Fleur? In modern English the modal verb
should is used with reference to the present or future. It remains unchanged in
re- ported speech. Should has the following meanings: 1. obligation, which in
different contexts may acquire additional shades of meaning, such as advisability
and desirability, e. g. late. You should go to bed. 2. supposition implying
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strong probability, e. g. The film should be very good as it is starring first-class
actors.
The verb WILL has the following forms: will the present tense and
would the past tense. The latter form is used in two ways: a) in past-time
contexts to express an actual fact and b) in present-time contexts to express
unreality or as a milder and more polite form of will. The use of will and would
which denotes an actual fact in the past is parallel in the following cases: 1.
when they express habitual or recurrent actions, e. g. She will (would) sit for
hours under the old oak tree looking at the beautiful country around her. 2. when
they express refusal to perform an action, e. g. The doctor knows I be
operated on. 3. when they are used with lifeless things to show that a thing
fails to perform its immediate function. e. g. My fountain pen won't
write. 4. when they are used with the first person to express will, intention or
determination, e.g. he thought, going to get out of this hole. I
will make Would also occurs in certain subordinate clauses where it is
structurally dependent. e. g. I wish the rain would stop for a moment. I wish they
insist on it.
The modal verb NEED may be used either as a defective or as a regular
verb. a) need as a defective verb has only one form which is the present tense.
In reported speech it remains unchanged. It is followed by the infinitive without
to. Need expresses necessity. When reference is made to the present or future
it is followed by the simple infinitive. It is used in negative and interrogative
sentences. In interrogative sentences need usually implies that there is no
necessity of performing the action. e.g. You be afraid of me. b) as a
regular verb need can have all the necessary forms, including the verbals. It also
expresses necessity. It is followed by the infinitive with to and is mainly used in
interrogative and negative sentences (like the defective need). e. g. He did not
need to explain.
The modal verb DARE may also be used as a regular and as a defective
verb. a) dare as a defective verb has two forms which are the present and the past
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forms. It means to have the courage or impertinence to do something. Its use is
very restricted. In present-day English it is mainly found in questions beginning
with how, which are actually exclamations, and in negative sentences. e. g. How
dare you say that! How dare she come here! b) dare as a regular verb has all the
necessary forms including the verbals. It has the same meaning as the
defective dare. Its use is also restricted. It is mainly found in negative
sentences. e. g. He does not dare to come here again. N o t e the colloquial set
phrase / dare say. e. g. I dare say I looked a little confused. My son is not in
town, but I dare say he will be before long.
+ Perfect infinitive and TO + Perfect
infinitive show that an action has been carried out though it was undesirable;
+ Perfect infinitive indicates that an action has been carried out though it
was unnecessary. e. g. You shouldn't have come (because you are ill).
11. VERBALS
(NON-FINITE FORMS OF THE VERB)
There are three verbals in English: the infinitive, the ing-form and
the participle.
The infinitive is a plain verb stem which is usually preceded by
the unstressed particle to. In addition to the simple form, the infinitive has
the following analytical forms: continuous to be taking, perfect to
have taken, perfect continuous to have been taking, simple passive to
be taken, perfect passive to have been taken.
The ing-form is built up by adding the suffix -ing to the stem of the
verb, e. g. to take taking. The ing-form also has analytical forms: perfect
having taken, passive being taken, perfect passive having been taken.
The participle of regular verbs is formed by adding the suffix -ed
to the stem. The participle of irregular verbs may be formed in different
ways, e. g. a finished book, a done work. The participle has only one form
it is invariable.
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12. WORDFORMATION
1. Suffixes:
a) nouns:
-ance, -ence, e.g. to appeare (v) appearance, important (adj) importance;
-er, -or, e.g. to buy (v) buyer, to invent (v) inventor;
-ian, e.g. history (n) historian, mathematics (n) mathematician;
-ing, e.g. to begin (v) beginning, to build (b) building;
-ion (-ation, -tion, -sion, -ssion), e.g. to act (v) action, success (n)
succession;
-ment, e.g. to agree (v) agreement, to announce (v) announcement;
-ness, e.g. dark (adj) darkness, calm (adj) calmness;
-ship, e.g. friend (n) friendship, leader (n) leadership;
-ty, (-ity), e.g. active (adj) activity, real (adj) reality;
b) adjectives:
-able, -ible, e.g. to change (v) changeable, comfort (n) comfortable;
-al (-ical), e.g. history (n) historical, biography (n) biographical;
-ed, e.g. talent (n) talented, gift (n) gifted;
-ful, e.g. beauty (n) beautiful, joy (n) joyful;
-ic, e.g. atom (n) atomic, hero (n) heroic;
-ive, e.g. to act (v) active, to create (v) creative;
-less, e.g. end (n) endless, friend (n) friendless;
-ous, e.g. danger (n) dangerous, fame (n) famous;
-y, e.g. noise (n) noisy, to rain (v) rainy.
Prefixes:
dis- e.g. to agree (v) disagree;
im- e.g. possible (adj) impossible;
re- e.g. to build (v) rebuild;
un- e.g. comfortable (adj) uncomfortable.
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COMPREHENSION QUESTIONS
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28. Do we need to have a computer to get access to the Internet today?
29. Who was the first to come up with the idea of using fiber optic cable?
30. What is the alternative way to get access to the Internet today?
31. What is a computer virus?
32. Virtual Reality?
33. Why do you need to wear helmet and special glove?
34. What are the possible uses of Virtual Reality?
35. What are some of the disadvantages of Virtual Reality?
36. Do you think Virtual Reality is an important invention or not?
37. What is the logical structure of the presentation?
38. Do you use your computer when you do homework for school?
39. Have you ever studied English using your computer?
40. How many times have you upgraded your computer?
41. How powerful is your computer?
42. What company made your computer?
43. What kind of computer do you have?
44. What size is your computer screen?
45. What do you think is the best size to have?
46. Where do you use your computer?
47. Where in your room is your computer?
48. Why did you buy your computer?
49. Do you have a digital camera?
50. Do you send photos by email?
51. Do you have a web page?
52. s the URL?
53. When did you start it?
54. How much time did it take to make?
55. Do you use a computer?
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COMPUTER GLOSSARY
agile development a way of building card reader the generic term for an
software input device that reads flash memory
alignment the adjustment of an object cards. It can be a standalone device that
in relation to other objects, or a static connects to a computer via USB or it
orientation of some objects or set of may be integrated into a computer,
objects in relation to others printer, or multifunction device.
binary code code using a string a circuit switching network a network
binary digits to represent characters in which computers establish a constant
blu-ray an optical disc format such as bandwidth connection before they start
CD and DVD. It was developed for to share any data
recording and playing back high- code, coding refers to the process of
definition (HD) video and for storing transforming a concept into a program
large amounts of data code
boot a program used on the Internet cognitive science the scientific study
that performs a repetitive function such of mind or intelligence based on relevant
as posting a message to multiple news- fields, including psychology, philosophy,
groups or searching for information and neuroscience, linguistics, anthropology,
news computer science, and biology
buffer a region of memory used to computational involving computers
temporarily hold data while it is being computational complexity an area of
moved from one place to another computer design dealing with the
bug an error in software, something problems of algorithms and their ability
that spoils the flow of the program to solve a given problem
bus is called the frontside bus and computer vision a branch of artificial
connects the CPU to the rest of the intelligence that deals with computer
components on the motherboard. processing of images from the real world
Expansion buses, such as PCI and AGP, contract a legally binding exchange
allow data to move to and from of promises or agreement between
expansion cards, including video cards parties which is enforceable by law
and other I/O devices
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cookbook a book of recipes and discrete not supporting or requiring
solutions for different problems on the notion of continuity
writing software, usually connected with downloading getting/transferring files
a particular programming language and (software, music, films, etc.) from a
platform remote computer via the Internet
correlate (with) to have a close expansion card a printed circuit board
similarity, connection or causal that can be installed in computer to add
relationship with functionality to it
CPU (Central Processing Unit) the extreme programming (XP) a
pretty much the brain of your computer. programming methodology which is very
It processes everything from basic closely connected with the Agile style
instructions to complex functions Firefox one of the most popular web
cyber vandalism cyber attacks that browsers
deface web pages Google an American public
cyber war the usage of computers and corporation whose domain is open-
the Internet in conducting warfare in the source software and whose earning
cyberspace revenue from advertising related to its
database software designed for Internet search, web-based e-mail,
holding large amounts of data online-mapping, office productivity,
Denial of Service a kind of cyber social networking and video sharing
attack which results in unavailability of activities
service hard disk a spindle of magnetic disks,
desktop a personal computer used at called platters, that record and store
home or work (stationary) information
developer person who develops the hardware all the physical parts of the
software computer
differential equation a mathematical incoherent confused and inconsistent,
equation for an unknown function of one illogical
or several variables that relates the integrated circuit (IC) small chip that
values of the function itself and of its can function as an amplifier, oscillator,
derivatives timer, microprocessor, or even computer
memory. An IC is a small wafer, usually
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made of silicon, that can hold anywhere open a program, the interface and
from hundreds to millions of transistors, functions used by that program are also
resistors, and capacitors. loaded into RAM
Internet a global network connecting mouse one of the primary input
millions of computers devices used with today's computers. The
Internet provider a company that name comes from the small shape of the
sells bandwidth and access to the Internet mouse, which you can move quickly
interval a set of real numbers with the back and forth on the mouse pad, and the
property that any number that lies cord, which represents the mouse's tail.
between two numbers in the set is also Of course, if you are using a wireless
included in the set mouse, the analogy does not work so
kernel the central component of most well.
computer operating systems (OS) MPL Microsoft Public License
keyboard basically a board of keys. network protocol a set of rules that
Along with the mouse, the keyboard is set out how to establish communication
one of the primary input devices used between two or more computers over the
with a computer. network
malware software designed to operating system the software that
infiltrate or damage a computer system manages the sharing of the resources of a
without the informed consent computer and provides programmers
mathematical model an abstract with an interface used to access those
model that uses mathematical language resources
to describe a system OS (Operating System) a piece of
memory can refer to any medium of data software that is responsible for the
storage, it usually refers to RAM, or management of a computer and, above
random access memory. When your all, running programs (examples: MS
computer boots up, it loads the operating Windows, Linux, Mac OS)
system into its memory, or RAM. This PCs what most of us use on a daily
allows your computer to access system basis for work or personal use
functions, such as handling mouse clicks peripheral is any external device that
and keystrokes, since the event handlers provides input and output for the
are all loaded into RAM. Whenever you computer. For example, a keyboard and
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mouse are input peripherals, while a skybox a method to create a
monitor and printer are output background to make a computer and
peripherals video game location look bigger than it
P.O.S.T. (Power On Self Test) a series really is
of system checks run by computers and software in general, computer
other electronic devices when they are programming
turned on. The results of the test may be computer storage device any type of
displayed on a screen, output through hardware that stores data. The most
flashing LEDs, or simply recorded common type of storage device, which
internally. On computer systems, the nearly all computers have, is a hard drive
POST operation runs at the beginning of system unit, also known as a "tower" or
the boot sequence. If all the tests pass, "chassis," the main part of a desktop
the rest of the startup process continues computer. It includes the motherboard,
automatically CPU, RAM, and other components. The
primary memory is computer memory system unit also includes the case that
that is accessed directly by the CPU. houses the internal components of the
This includes several types of memory, computer
such as the processor cache and system USB (Universal Serial Bus) the most
ROM. However, in most cases, primary common type of computer port used in
memory refers to system RAM today's computers. It can be used to
punched card a card on which data connect keyboards, mice, game
can be recorded in the form of punched controllers, printers, scanners, digital
holes cameras, and removable media drives,
router a network device that groups just to name a few. With the help of a
computers in the network and establishes few USB hubs, you can connect up to
an area inside it 127 peripherals to a single USB port and
secondary memory refers to storage use them all at once (though that would
devices, such as hard drives and solid require quite a bit of dexterity)
state drives. It may also refer to video card can be used to process the
removable storage media, such as USB graphics portion of the processing load.
flash drives, CDs, and DVDs.
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REFERENCE BOOKS
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