В. Н. Бгашев е. Ю. Долматовская английский язык для студентов машиностроительных специальностей учебник
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Большая часть предложений текста построена по модели: may + be + Ving, где may обозначает возможность совершить действие. Переведите следующие фрагменты предложений. The engineer may be designing... 2. The engineer may be analyzing... The engineer may be inventing... 4. The engineer may be testing... He may be concerning himself...6. He maybe utilizing... 7. He maybe working... TEXT STUDY Завершите предложения, выбрав соответствующие окончания в правом столбце. The engineer typifies... Не makes a great contribution... His main functions are... The engineer also analyzes... So he can work in... At present the engineer... The work of the engineer requires... the products’ performances. deals with the automation of production processes. the 20th century. the analytical frame of mind and imagination. to progress. designing, developing and testing the products. the designing office, in the lab and in the production field of engineering. Пользуясь информацией текста, заполните таблицу, ответив на вопрос: What does the engineer do?
DISCUSSION Воспользовавшись заполненной вами таблицей задания 17 и активной лексикой раздела, расскажите о работе инженера: 1) в области конструирования; 2) в исследовательской области; 3) на производстве. Ситуации для высказываний. Используйте активную лексику, приведенную ниже: а) Вы инженер-конструктор. Расскажите, где вы работаете и чем занимаетесь. б) Вы работаете в исследовательской лаборатории по испытанию новых узлов (материалов). Скажите, в чем заключается ваша работа. в) Ваш цех переходит на выпуск нового вида продукции. Скажите, в чем будет заключаться ваше участие (как инженера) в этом процессе. Active Vocabulary
В Прочитайте вслух следующие слова с их русскими соответствиями. to condense down — зд. уменьшить до, objective — цель, to recognize — определять; признавать, to encourage — поощрять, interchange — (взаимо)обмен Прочитайте текст и выполните следующие за ним задания. TEXT В. EDUCATING TOMORROW’S ENGINEERS Engineering education developed very differently on the Continent and in the UK. On the Continent, engineering and technical sciences were set up in technical universities, while in the UK engineering departments were set up in multi-discipline universities. As a consequence, engineering education developed on the Continent as a more professionally oriented subject, while in the UK the emphasis was on engineering science. Perhaps because of their size and their more professional engineering-oriented courses the Continental technical universities have developed a much closer relationship with industry. In Germany, the Herr Professor is also likely to be a Herr Director and there are many visiting industrial professors, who will spend a day a week in the University. In France much of the lecturing is provided by staff from the appropriate industries. There is nothing similar in UK engineering departments. The question is what is to be done about engineering education in the UK? In the opinion of Britain’s specialists, 70 to 80 engineering faculties in English universities and polytechnics should be condensed down into 20 or so major technical universities. They should become more industrially-oriented. Lastly, the objective of engineering education and training should be recognized. So what should be the objective of undergraduate education? It is to educate and train people to think and search out knowledge for themselves, and to have the self-assurance to apply it to the job in hand. Many of the courses are now much too intensive and students have too little time or encouragement, to read and think for themselves. The solution is to recognize that it is impossible to cover all the subjects which an engineer may find useful in a lifetime, and realize that if he has been correctly educated he can read up on subjects which he may need as he progresses in his career. However, industry must recognize that a graduate will need training in the specific area in which he is working, and must also be prepared to encourage him to attend continuing education courses and/or seminars and conferences as appropriate. It is clear that there is to be much more interchange of staff between industry and higher education. The education and training of engineers must be a partnership between industry and higher education, which extends from undergraduate education and training through to post-graduate short and long courses and research. DISCUSSION В первом абзаце текста сравнивается система высшего технического образования в Великобритании и на континенте. Есть ли различия между ними? Какие? Выделите в этом абзаце: а) причину, б) следствие, в) пример. Оставшаяся часть текста является ответом на вопрос: What is to be done about engineering education in the UK? Еще раз прочитайте эту часть текста и перечислите изменения, которые, по мнению автора, должны быть внесены в систему технического образования Великобритании. Одним из способов улучшения подготовки инженеров является сотрудничество высших учебных заведений с промышленностью. В чем оно должно проявляться? Подтвердите свой ответ ссылкой на текст. Step 2 A Прочитайте текст А и определите: а) о каких инженерных профессиях идет речь в первом абзаце; б) о каких механизмах и машинах сообщается в третьем абзаце; в) в связи с чем упомянут XIX век в последнем абзаце. TEXT A. THE ENGINEERING PROFESSION Engineering is one of the most ancient occupations in history. Without the skills included in the broad field of engineering, our present-day civilization never could have evolved. The first toolmakers who chipped arrows and spears from rock were the forerunners of modem mechanical engineers. The craftsmen who discovered metals in the earth and found ways to refine and use them were the ancestors of mining and metallurgical engineers. And the skilled technicians who devised irrigation systems and erected the marvellous buildings of the ancient world were the civil engineers of their time. Engineering is often defined as making practical application of theoretical sciences such as physics and mathematics. Many of the early branches of engineering were based not on science but on empirical information that depended on observation and experience. The great engineering works of ancient times were constructed and operated largely by means of slave labor. During the Middle Ages people began to seek devices and methods of work that were more efficient and humane. Wind, water, and animals were used to provide energy for some of these new devices. This led to the Industrial Revolution that began in the eighteenth century. First steam engines and then other kinds of machines took over more and more of the work that had previously been done by human beings or by animals. James Watt, one of the key figures in the early development of steam engines, devised the concept of horsepower to make his customers understand the amount of work his machines could perform. Since the nineteenth century both scientific research and practical application of its results have escalated. The mechanical engineer now has the mathematical ability to calculate the mechanical advantage that results from the complex interaction of many different mechanisms. He or she also has new and stronger materials to work with and enormous new sources of power. The Industrial Revolution began by putting water and steam to work; since then machines using electricity, gasoline, and other energy sources have become so widespread that they now do a very large proportion of the work of the world. TEXT-BASED ASSIGNMENTS LANGUAGE STUDY |