Учебная программа одобрена учебно-методическом бюро факультета



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The ministry of education and science of the Republic of Kazakhstan

Semey State Pedagogical Institute

The department of practical course of state and foreign languages

« Professional focused foreign language »

The physics-mathematics faculty

Specialty: physics

For students of the 3rd course

Educational-methodical complex

Семей - 2013.



Предисловие



  1. РАЗРАБОТАНО

Составитель _______«__3__»___09_____2013г. Б.С.Желдыбаева, старший преподаватель кафедры физики, к.п.н.

кафедры физики Государственного университета имени Шакарима г. Семей

2. ОБСУЖДЕНО

2.1 На заседании кафедры «Физики» Государственного университета имени Шакарима г. Семей
Протокол № 1от «__3_»_ __09____2013 г.

Зав. кафедрой __________ д.п.н., профессор С.С. Маусымбаев


2.2 Учебная программа одобрена учебно-методическом бюро факультета

Протокол № 1 от «_11__»__09_____2013 г.

Председатель ______ К.А. Батырова

3. УТВЕРЖДЕНО

Одобрено и рекомендовано к изданию на заседании учебно-методического совета университета

Протокол № 1от «__18_»_ __09____2013 г.
Председатель УМС ______ Г.К. Искакова

4. Введено взамен редакции №2 от._13.09______20 г.



CONTENT

Содержание

МАЗМҰНЫ
1. Glossary
2. The content of practical lessons
3. Methodical recommendation of SIWT
4. Methodical recommendation of SIW
5. Checking measuring facilities

Glossary



English

Russian

Kazakh

physics

физика

физика

physicist

физик

физик

tube

лампа

шам

ice

лед

мұз

steam, vapor

пар

бу

motive

причина

себеп

warmth

теплота

жылу

enough

достаточно

жетерлік

situation

состояние

қалып

pressure

давление

қысым

space

пространство

кеңестік

law;

закон

заң

fabric

ткань

мата

trim

порядок

реттілік

consist of

состоять из

құрамында болу

compact

плотный

тығыз

acid

кислота

қышқыл

loaded

заряженный

энергия алған

phenomenon (pi -ena)

явление

құбылыс

speed

скорость

жылдамдық

apparatus

устройство

құрылым

capacity

мощность

күш

hight

высота

биіктік

burst

испышка

жарқыл

example

пример

мысал

building material

строительный материал

құрлыс жабдығы

substance

вещество

зат

in rough way

приблизительно

жорамалмен

convolute

поверхность

үстіңгі беті

nucleus

ядро

ядро

cool

охлаждать

суыту

turn

вращать(ся)

айналу

plane

плоскость

жазық

pathway

путь

жол

entirely

вполне

болуы мүмкін

broad

широкий

кең

exterior

внешний

сыртқы

cup

кольцо

шеңбер

case

случай

жағдай

female

внутренний

ішкі

full

полный

толық

armature winding

обмотка

орау

default

недостаток

жетіспеушілік

conflict

противоречие

қарама-қайшылық

mode

тип



freeze

замерзать

қату










LITERATURE:

Main liteature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


3. В.П. Дорожкина. Английский язык для студентов – математиков М. Астрель. АСТ 2006
4. В.П. Дорожкина. Английский язык для студентов– математиков и экономистов

Москва Астрель. АСТ 2004

5. С.А. Шаншиева. Английский язык для математиков. Издательство Московского университета 1976
6. Английский файл, продолжающая книга для студентов. English file.

Intermediate Student's Book .- Oxford University Press, 2004.

7.Английский файл, продолжающая книга для студентов. English file.

Intermediate Work Book .- Oxford University Press, 2004..


Additional literature:

II. 1.Р.И. Резник. грамматика английского языка :.М.Иностранный язык: Оникс 21Век 2003

2.. Сасенова У.К. English Grammar Ағылшын тілінен грамматикалық жаттығулар мен тест жинағы (тілдік емес мамандықтарға арналған) Семей 2008

3. Колодяжная Л. Познакомьтесь: Великобритания : Книга для чтения на английском языке / Л. Колодяжная; Под ред. Заниной Е.Л.- 2-е изд., испр.- М.: Рольф, 2001.

4.Модальные глаголы в английской речи : Учебное пособие /

Составители: Л.К. Голубева, Н. М. Пригоровская, Г.И.Туголукова.- М.:

Менеджер, 2004.

5. Корнеева Е.А. Практика английского языка. Сборник упражнений по устной речи. / Е.А. Корнеева, Н.Е. Баграмова.- СПб.: Союз, 2003

6. Практика английского языка.Сборник упражнений по грамматике.

/ Блинова С.И.,Чарекова Е.П.,Чернышева Г.С.,Синицкая Е.И.- СПб.: Союз,

2004.

7. Мюллер В.К. Русско-английский словарь:50 000 слов=Russian-English



dictionary. / В.К. Мюллер, С.К. Боянус.- М.: АСТ, 2005.-

10.Барановская Т.В. Грамматика английского языка. Сборник упражнений: Учебное пособие / Т.В. Барановская.- Москва: Логос, 2004.



The contents of practical lessons

Lessons № 1

Theme: Introduction

Theme:Lexicology

Text: My future profession

Purpose of lesson:

1. to acquaint with need of the education of this subject

2. to develop student’s speech connected with professional interest.

3. To encourage the interest to studying of this subject



Lexicology

Lexicology is a part of linguistics, the science of the word. “Lexics” in Greek means having to do with words and “logos” –studying, learning.

Lexicology of Modern English investigates the problems of a word structure and word-formation, the scientific structure of words, the relations between varies lexical layers of the vocabulary, the source and the growth of the English vocabulary, the changes it has undergone in its history.

Words can be studied from different viewpoints. The general study of words and vocabulary of language universals is known as General Lexicology.

There is Special lexicology which deals with the description of the characteristic peculiarities of a given language. The evolution of any vocabulary is studied by historical lexicology. It investigates the origin of words, their change, development, structure, meaning and usage.

Descriptive lexicology studies the vocabulary of a given language at a given stage of its development. Lexicology is closely connected with phonetics, stylistics, grammar, the history of the language. Lexicology as a branch of linguistics has its own names and methods of scientific research; its basic task is a study and systematic description of a vocabulary, the origin of words, the development and current use. Lexicology is concerned with words, variable word-group, phraseological units and morphemes which make up words and their meanings.


My future profession

When a person leaves high school, he must choose his future profession.

It isn’t an easy task to make the right choice of future profession and a job at once. We know leaving school is the beginning of the independent life, the start a more examination of a man’s abilities and character.

Finishing school is the beginning of the independent life for the millions school leavers. Many roads are open to them: technical schools, institutes and universities. But it is not an easy thing to choose a profession out of more than 2000 existing professions in the world.

Some pupils follow the advice of their parents, others can’t decide even after leaving school. Choosing the kind of you will have career to follow is probably one of the most important decisions you will ever make. Before you make this decision you will have to do a lot of thinking about who you are, about the things you like to do and the things you do well. It is an advantage to choose a future career while at school. It gives a goal to work towards and enables to choose a right, suitable course of study. When deciding your future you must be realistic about your interests and abilities. I deal with computers.

As for me I would like to be a physicist. To my mind, it is a very noble profession. It is very difficult to be a good teacher of physics. In high school my favorite subject was physics. I have always been interested in physics.

This year I have passed entrance competitive exams successfully and now I am a first -year student of State University in Semey city. I study at Physics - Mathematics Department. Now I am a first-term (semester) student and study the Physics. I find my work in the lab very helpful. Besides, I must go to the library. I am going to look through physics journals and periodicals there.

The post graduate course runs for three years. During this period a post graduate must work a lot. He must have two or three articles on the subject of his research published. At the end of the third year the post graduate defends his dissertations. But he must present the abstract of it.



Tasks and questions:

I. Get ready to answer these questions:

  1. What would you like to be?

  2. Say a few words about favorite subjects at school

  3. Was it easy for you to choose a profession?

  4. When did you decide to choose this profession?

  5. Who helped you to make your choice?

  6. Why have you chosen this profession?

  7. Do you like physics? Why?

  8. What quality must a good specialist of your profession possess?


I. Translate the following words into your native language without using a dictionary, relying on your knowledge or guessing

Physics, mathematics, geometry, mathematician, algebra, radio, mechanism, technology, centre, parallel, analysis, physicist, problem.


II. Translate the following words using a dictionary.

calculus, to sophisticate, conductor, to attain, demand, applicability, transformation, magnitude, visible, experimental, algebraic, molecular, simplify, shorten, normalize, locate, technique,


III. Consult the dictionary and write down the meanings of the given verbs. You must learn them!

To account, to accustom, to acquire, to avoid, to claim, to communicate, to confuse, to contribute, to deal with, to denote, to design, to determine, to distinguish, to elaborate, to evaluate



IV.Supply the three forms of the following verbs:

To tell, to say, to speak, to give, to keep, to make, to lead, to begin, to be, to do, to choose, to know.

V. State the parts of speech and undertine the suffixes:

Science, information, to function, engagement, to circulate, biological, preven­tive, digestion, constructor, possibility, to repeat, knowledge, various, specialize, to inform.sciences


VI. Express the following sentences in the passive.

Model: Assima answered this question.

This question was answered (by Assima)

1. They won’t study this problem. 2. They read this newspaper. 3. They attended professor Ivanov’s lectures on Mondays and Fridays. 4. Amina worked hard at her English last semester. 5. Dauren will go to London next time. 6. She can repeat these questions. 7. Our friend reads English newspapers every day. 8. She will attend classes next week
Methodical recommendations:

1. Read the text and try to understand it.

2. Look up the words you do not know in a dictionary.

3. Lead and support the conversation with partner.

4. Write a short composition about your future profession using questions.
Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


Lesson № 2

Theme: Terminology

Text: Three states of matter

Purpose of lesson:

1. to acquire the special text with the aim learning the necessary information.

2. to learn lexical minimum and to use it in practice.

3. to try to communicate in English.



Terminology

Terminology is the study of terms and their use. Terms are words and compound words that in specific contexts are given specific meanings, meanings that may deviate from the meaning the same words have in other contexts and in everyday language. The discipline Terminology studies among other things how such terms of art come to be and their interrelationships within a culture. Terminology differs from lexicography in studying concepts, conceptual systems, and their labels (terms), whereas lexicography study words and their meanings.

Terminology thus denotes a discipline which systematically studies the labelling or designating of concepts particular to one or more subject fields or domains of human activity, through research and analysis of terms in context, for the purpose of documenting and promoting consistent usage. This study can be limited to one language or can cover more than one language at the same time (multilingual terminology, bilingual terminology, and so forth) or may focus on studies of terms across fields


Text: Three states of matter

Matter may exist as a solid, a liquid or a gas. The same substance, such as water, may exist in any of these forms. Water is a liquid but if it is cold enough it can become a solid, ice, and if it is hot enough it can become steam, or gaseous water.

The reason for the difference in these states of matter is heat. Heat is not matter. It is a form of energy of the molecules and atoms of matter.

As already stated, matter may exist in three states: 1) the solid state, 2) the liquid state, 3) the gaseous state. If a solid is heated sufficiently, it can be made to melt, liquefy or vaporize. As a vapour, it is in the gaseous state. If, on the other hand, a gas is cooled sufficiently, it will condense and become a liquid. The continued cooling of a liquid will cause it to solidify or freeze. In the case of water, nature performs all these changes of state: ice is melted to become water, and water is vaporized to become steam; water vapour or clouds condense to become rain, and rain freezes to become ice. Although it may sometimes require extreme heat or extreme cold, all substances can be transformed from any one state to another.


Tasks and questions:

I. Translate and transcribe these words:

solid, liquid , gas, substance, gaseous, energy, molecules, atoms, sufficiently, liquefy, vaporize, condense, solidify, freeze, steam.


II. Arrange the following verbs, nouns, adjectives, adverbs into four columns according to the parts of speech:

Complete, completeness, spherical, electric, electricity, relative, relativity, different, difference, variety, various, easily, typical, repulsive, repulsion, propagate, usually, propagation, motion, movement, distant, distance, normally, horizontal, horizontally, longitude.


III. Form nouns from these verbs:

State, exist, solidify, perform, vaporize, condense, require, transform.


V. Read these word combinations and give equivalents to the international words:

A building block, a spherical form, a specific material, various states, a variety of forms, a physical property, a longitudinal wave, a straight line, a wave machine, a perpendicular line, the musical instrument, the longitudinal vibrations, the relative positions, the simple relations.


VI. Get ready to answer these questions:

1. May matter exist as a solid or a liquid? 2. May it exist as a gas? 3. What are the three states of matter? 4. May water exist as a solid? 5. May it exist as a gas? 6. Can water become steam? 7. Can water become ice or steam when it is hot enough? 8. Is heat a form of energy? 9. What is heat? 10. What changes does nature perform in the case of water? 11. Under what conditions does ice become water? 12. Under what conditions do clouds become rain? 13. When does rain become ice? 14. What is required for transformation of a substance from one state to another?


VII. Choose the countable nouns from the text and give the plural of these nouns.
Methodical recommendations:

1. Read the text and add some facts about mathematics

2. Do lexical exercise with the help of dictionary

3. Write a short composition about physics science


Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


Lesson № 3

Theme: Word building Suffixes

The suffixes of nouns

Theme: Atomic structure of matter

Purpose of lesson:

1. to read and to understand the text on sspecialty

2. to enlarge lexical minimum and enrich lexicon on a subject

3. to interest students in studying professional focused foreign language



The suffixes of nouns

  • ability, - ibility: probability, possibility.

  • age: passage, marriage

  • ance,ence: importance, difference

  • dom: freedom

  • er,or: teacher, worker

  • ion: collection, connection

  • ism: tourism

  • ist: physicist,artist

  • ment: agreement

  • th: depth, growth

  • ty: safety

  • ure: creature, mixture


Text: Atomic structure of matter

The building blocks of matter are atoms. Atoms are approximately spherical with diameters of the order of 10 – 10 ??? m. They consist of a minute, dense, positively charged nucleus. The nucleus consists of heavy, uncharged neutrons and positively charged protons of nearly equal mass. Around the nucleus there is a cloud of light (approximately 10-27g), negatively charhed electrons. As isolated atoms are electrically neutral, the number of electrons is equal to the number of protons in the nucleus.

Atoms may associate and form a specific material. Ice (a solid), water (a liquid), and water vapour (a gas) are examples of three states matter
Tasks and questions:

I. a) Read and guess the meaning of these words;

b) Underline the suffixes of words;

c) Divide them into four columns: noun, adjective, adverb and verb.

Important- importance, present – presence, automatic – automation, system- systematic- systematically, various- variance, to graduate- graduation, usually- usual, to thank-thankful, electric-electricity, to solve-solvable, simple- to simplify, symbol- to symbolize, to close- closure, long- length, short – to shorten, to know- knowledge.


II. Give:

a) some examples of nouns with suffixes - ty; - ture;

b) some examples of nouns with suffixes- ance; -ence; - age;

c) some examples of nouns with suffixes – dom; - er,or;

d) some examples of nouns with suffixes- ion, - ment; - ure.
III. Get ready to answer these questions:

1. What do we know about the form of an atom?

2. What is the diameter of an atom?

3. What do we know about the nucleus of an atom?

4. What is the charge of a proton?

5. What is the mass of a proton and a neutron?

6. What is the mass of an electron?

7. What do you know an isolated atom?

8. What are examples of three common states of matter?

9. What do ice, water and steam consist of?


IV. Change these sentences using the passive voice. Translate them.

1. All the scientists of the world accepted the theory. 2. The scientist has attributed

the change in the properties to the change of the surroundings. 3. We haven't known

the reason for the surd’s radiation, 4. The scientist had performed several experiments

to prove his theory. 5. They haven't recognized our work first. 6. We study the

problems first then solve them. 7. They don't require different kinds of material for

the experiments. 8. The scientists split the nucleus. 9. The rays are striking the

surface. 10.We were working out the new design of our laboratory at that time. 11.

That scientist has not convinced us of his ideas. 12. The wind had altered its direction

by then. 13. They were applying the results of the experiment to practice.


V. Change the sentences using conditional sentences and translate them.

Pattern: The two fields would act on each other, if we (to place

the current-carrying wire between the poles). The two fields would act on

each other, if we placed the current-carrying wire between the poles.
1. The loop would rotate until it would be in a vertical plane, if we (to mount it to turn

about its axis). 2. The current in the loop would be reversed in direction if (sliding

contacts and a split­ting commutator to be used.). 3. They would know the principle

upon which ammeters and voltmeters operate, if they (to know that of the motor).

4. The rotation of a permanent magnet would be restrained, if (a coil of fine copper

wire to be mounted between the two poles of it). 5. The restoring force would be

greater if (the coil to be turned from its equilibrium position). 6. The resultant

magnetic field between the coil and the magnet would be distorted, if (we increase the

current through the moving coil of an ammeter or voltmeter). 7. Very delicate

ammeters would have been used, if we (to have to measure very small currents). 8. We

should have used an electromagnet if we (to require a uniform field of great strength).

9. We should be able to define the mechanical force if we (to know the force exerted

by the magnetic induction upon the individual moving electrons within the

conductor). 10. We should have used an electroscope if we (to be to measure the

electrical potential of a charged body).
Methodical recommendations:

1. Read the text and try to understand it.

2 Look up the words you do not know in a dictionary.

3. Lead and support the conversation with partner.

4. Write a short composition about your future profession using questions.
Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


Lesson № 4

Theme: Word building Suffixes

The suffixes of adjectives

Text: What is an Ion?

Purpose of lesson:

1. to read and to understand the text on sspecialty

2. to enlarge lexical minimum and enrich lexicon on a subject

3. to interest students in studying professional focused foreign language



The suffixes of adjectives

  • able,ible: changeable

  • al: cental

  • ant,ent: different, resistant

  • ful: careful

  • ic: heroic

  • ive: active

  • less: helpless

  • ous: dangerous

  • y: cloudy



Text: What is an Ion?

1. An Ion is an atom or group of atoms with an electric charge.

2. A normal atom is electrically neutral. In other words, there are as many protons in the nucleus as there are electrons which rotate around the nucleus.

3. A hydrogen atom has one proton and one electron; nitrogen has seven protons and seven electrons; oxygen has eight protons and eight electrons and so on.

4. The electrons that rotate around the nuclei form an interesting pattern. They are not all in the same plane, but follow closed paths, first a small one quite near the nucleus, then a wider one outside that, and so on. The first path, or ring, may contain no more than 2 electrons; the second ring may contain no more than 8; the third ring 8; in some cases, 18, the next one 18, and so on. In most atoms the inner rings have their full complements of electrons, but the other ring lacks one or more electrons.

5. When an electron leaves an atom, it destroys electrical balance. The atom becomes an ion.

6. To repeat – a normal atom has electrical balance. An ion may have its outer rings of electrons complete; in other words it may have structural balance but it does not have electrical balance.
Tasks and questions:

.

I. Read these international words and give their equivalents:

Atom, proton, hydrogen atom, nitrogen, electron, electrical balance, ion, structural balance

II. Make the adjectives from these nouns. Translate them.

axis, atom, brilliance, bulk, biology, physics, cloud, centre, dif­ference, explosion, east,

electron, element, energy, force, friend, gas, horizon, idea, ion, isotope, ice, leak, law,

molecule, metal, north, nature, nucleus, power, plenty, relation, rain, reason, size,

speed, scientist, theory, west, wind.
III. Give:

b) some examples of adjectives with suffixes- ful; -ic; - ive;

c) some examples of adjectives with suffixes – al; - less;

d) some examples of adjectives with suffixes- ous, - ent; - ant.
IV. Arrange the following words into columns according to the parts of speech.

Ion, normal, electrically, nucleus, first, quite, wider, third, ring, rotate, second, become, electrical, structural, balance, path, may.



V. Translate the following words bearing in mind the meaning of the affixes and memorize them:

  1. to discover {v)), discoverer (n), discovery (n)

  2. to value (v), value (n), valuable (adj)

  3. to construct (v), construction (n), constructive (adj)

  4. importance (n), important (adj)

  5. to know (v), knowledge (n)

  6. to develop (v), developer (n), development (n)

  7. to vary (v), variety (n); variation (n), various (adj), variable (adj)

  8. mystery (n), mysterious (adj)

  9. to observe (v), observer (n), observation (n)

  10. to specialize (v), specialist (n), speciality (n), special (adj).

VI. Write questions to which sentences below are the answers:

1. An Ion is an atom or group of atoms with an electric charge. 2. A normal atom is electrically neutral. 3. A hydrogen atom has one proton and one electron. 4. The electrons that rotate around the nuclei form an interesting pattern. 5. When an electron leaves an atom, it destroys electrical balance. 6. The atom becomes an ion.


VII. Complete these sentences:

1. An Ion is an atom or group of atoms …. 2. In other words, there are as many protons in the nucleus as there are electrons which …. 3. A hydrogen atom has …. 4. The electrons that rotate around …. 5. Nitrogen has seven protons … 6. Oxygen has eight protons and …

7. When an electron leaves an atom, it …. 8 The atom becomes …. 9. To repeat – a normal atom has ….
Methodical recommendations:

1. Read the text and translate it. Look up the words you do not know in a dictionary

2. Do lexical exercises

3. Asking and answering the questions on this subject



Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


Lesson № 5.

Theme: Word building Suffixes

The suffixes of verbs

Text: Radiation

Purpose of lesson:

1. to read and to understand the text on sspecialty

2. to enlarge lexical minimum and enrich lexicon on a subject

3. to interest students in studying professional focused foreign language



The suffixes of verbs

-ate,ute: to indicate, to execute

- en: to sharpen, to blacken

- ify: to simplfy, to classify

- ise,ize: to characterize, to crystallize

Text: Radiation


  1. When the sun comes over the horizon in the early morning, the heat can be felt as soon as the sun becomes visible. This heat, called radiant heat or radiation, travels with the speed of light, 186,000 mi/s.

  2. Radiant heat is one of the many forms of energy and is easily detected by means of a radiometer, thermocouple, thermometer, and so on. In daylight, the little pinwheel made of mica, will spin around as if by perpetual motion.

  3. Each vane of a Crooke’s radiometer is shiny on one face and blackened on the other. The black faces absorb more radiant energy than the polished surfaces, so that the air around is heated. The faster spinning air molecules exert a larger force on the blackened sides.

  4. Radiant heat ray, like visible light, are electromagnetic waves and have all the general properties known to visible light. The difference between the two is that heat waves, sometimes called intra-red rays, are not visible to the human eye.


Tasks and questions:

I. Translate and transcribe these words:

Heat, radiant, visible, speed, radiometer, thermocouple, thermometer, pinwheel, perpetual, property,


II. Give:

  1. some examples of verbs with suffixes- ize, - en; - fy.

b) some examples of verbs with suffixes- ate, - ute; -ise.
III.Read the following words and guess their meaning:

Secret , to construct , function , information , problems, biology, method, con­trol, million, vaccine, penicillin, sulfa product, laboratory, result, circulation, ex­periment, accurate, discuss, inform, faculty , botany, anatomy, microbiology, physi­ology, zoology, philosophy, genetics, museum, modern, mathematics, physics, spe­cialization.


IV. Read these word combinations and translate into your native language:

A melting substance, a vaporizing liquid, a solidifying liquid, rotating electrons, a rotating plane, the heated solid, a condensed gas, solidified water, melted ice, destroyed balance, the substances transformed, the work made, the problem studied, the molecule formed.


V. Get ready to answer these questions:

1. When can heat be usually felt? 2. What is the radiation? 3. What is the speed of radiation?

4. By what means radiation detected? 5. In what way is a Crooke’s radiometer constructed?

6. Why are the faces of a Crooke’s radiometer blackened? 7 In what way do air molecules travel? 8. Why are the general properties of radiant heat rays and those of visible light the same? 9. What is the difference between heat waves and light waves? 11. What are heat waves sometimes called?


VI. Copy out the word combinations in Participle I and Participle II from the text and translate them.
Methodical recommendations:

1. Read the text and translate it. Look up the words you do not know in a dictionary

2. Do lexical exercises

3. Asking and answering the questions on this subject



Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


Lesson № 6

Theme: Word building Suffixes

The suffixes of adverbs

Text: THE NUCLEUS

Purpose of lesson:

1. to acquire the special text with the aim learning the necessary information.

2. to learn lexical minimum and to use it in practice.

3. to communicate in English with partner on this subject


The suffixes of adverbs

  • ly: easily, daily

- wards: homewards, backwards

Text: THE NUCLEUS

1. On August 6, 1945 the first atomic bomb destroyed the Japa­nese city of Hiroshima.

Since then the peoples of the world have been eager for news of anything

concerning atoms. We have learned to think of the atom as a very small piece of

matter that can be broken into even smaller pieces; we have become familiar with

many sub-atomic particles, like protons and neutrons, positrons, mesons and

electrons.
2. Inside the atom, these particles are rotating one about the other. The atom, which
was long regarded as a very small piece of "solid" matter, has become a miniature
solar system. In its centre is the "sun", a heavy nucleus which contains the bulk of
the sub-atomic particles. Around this nucleus are rotating the electrons,, like planets
round their sun.
3. Much of the importance of the atom lies in its nucleus. It is the nucleus of the atom
that is split; it is the nucleus that releases new types of particle from time to time; and
it is the nucleus that provides us with atomic energy.
Tasks and questions:

I. Read the text and try to understand it.
II. Translate and transcribe these words:

Bomb, nucleus, concerning, protons, neutrons, positrons, mesons, electrons, nucleus, importance, split, miniature, bulk.


II. Make adverbs from these adjectives and translate them.

Easy, heavy, rare, tremendous, careful, perfect, incident, slow, great, dark, like, human, nice, wide, full, extreme, spherical, equal, true, bad, good, real, exact, approximate, inclusive, scientific, definite, different, special, certain, common, fundamental, apparent.


III. Give:

some examples of adverbs with suffixes – ly; - wards;

IV.Translate the following words bearing in mind the meaning of the affixes and memorize them:



  1. to specialise (v), specialist (n), speciality (n), special (adj)

  2. specialization (n), especially (adv)

  3. science (n), scientist (n), scientific (adj), scientifically (adv)

  4. to include (v), to exclude (v), inclusion (n), inclusive (adj)

  5. to derive (v), derivation (n), derivative (adj)

  6. to divide (v), division (n), divisor (n), divisible (adj)

  7. to define (v), definition (n), definite (adj)

  8. to differ (v), difference (n), different (adj), differently (adv) indifference (n), indifferent (adj).

  9. to resemble (v), resemblance (n)

V. Get ready to answer these questions:

1. When was Hiroshima. destroyed? 2. In what way was it destroyed? 3. Since what time have the peoples of the world been eager for news about atoms? 4. In what way have we learned to think of an atom? 5. With what kind of particles have we become familiar? 6. What have we learned about the inside of the atom? 7. .In what way do we think of the atom now?8. Why is the nucleus so important?


VI. Write questions to which sentences below are the answers:

1. The atomic theory has become the basis of modern physics. 2. The scientist has explained the fundamental difference in the atoms. 3. Black velvet can be considered a black body. 4. Due to the unequal exchange of heat, the temperature of the body’s changes. 5. The law has been derived from theory. 6. Radiation is easily detected by means of a radiometer. 7. The circulation of air is altered by the earth’s rotation.


Methodical recommendations:

1. Read the text and to try to understand without the dictionary.

2. Discuss the text with your group mates.

3. Write a short composition about Arithmetic.


Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


Lesson № 7

Theme: Revision lesson

Lexical Control test
Lesson №8

Theme: Matter and electrecity

Purpose of lesson:

1. to acquaint with history of mathematics and with the scientists in the field of mathematics

2. to develop communication on foreign language connecting with culture, policy and society

3.to communicate with partner on the subject



Text: Matter and electrecity
1.By the turn of the century the intimate relationship between matter and electricity was becoming widely accepted. Thomson’s tiny particle of electricity, the electron, was apparently the constituent of all sorts of atoms. It could be removed from atoms of copper or lead, from oxygen or nitrogen. No matter where it came from, the electron was the same size and carried the same amount of electricity. It was an electrical building- block from which all atoms were made.

2. So, less than a century after science had been reorganized by the atomic theory, the indivisible, indestructible atoms were beginning to fall apart. The atom of any element remained the smallest particle of that element which could maintain an independent existence; but even so, it could be disrupted into smaller particles, apparently electrical in nature.

3. This link- up between electricity and matter was to cause a revolution in the world of science. Yet it has not taken us very much further in our attempts to answer the question ”What is matter?” the recognition of matter as electricity does little more than gives a name for something that had not been named before.
Tasks and questions:

I. Read the text and translate it using a dictionary.
II. Give:

b) some examples of adjectives with suffixes- ful; -ic; - ive;

c) some examples of adverbs with suffixes – ly; - wards;

d) some examples of verbs with suffixes- ize, - en; - fy.
III. Pick up unknown words from the text and transcribe them. Do it in writing.
IV.Supply the Infinitives of the following verbs:

told, gave, known, made, led, came, thought, taken, called, climbed, put, written, included, defined, saw


V. Get ready to answer these questions:

  1. In what way had the electron been considered by the turn of the century? 2. How was the electron characterized? 3. When was it that atoms were beginning to fall apart? 4. What particle was considered the smallest particle of any element? 5. Why is it that electricity was to cause a revolution in science? 6. In what way can the question “what is matter” be answered?

VI. Compare use of Past Perfect and Past Perfect Continuous. Translate these sentences:

1The scientist had designed the devices before. 2. The scientist had been designing the device for several months you learned about it. 3. The rays had deflected from their path by that time. 4. The rays had been deflecting from their path for a period of time. 5. They had broken the block into several parts.6. They had been breaking the block into parts. 7. The sun had risen over the horizon by. 8. The sun had been rising over the horizon for some time when we started.



Methodical recommendations:

1. Read the text and retell it.

2. Answer the questions and do the tasks belong the text

3. Use a dictionary and enlarge lexical knowledge


Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


Lesson 9, 10

Theme: Theme: Word building. Prefixes

Text: PHYSICS AS AN OBJECTIVE METHOD
Prefixes:

anti-: anticyclone

in,il ir-: incapable, illegal, irresponsible

un-: unpleasant

co-: co-author

en-: enlarge

ex-: ex-champion

inter-: interaction

mis-: to misunderstand

pre-: pre-historic

re-: to reread

under-: to undervalue



Text: PHYSICS AS AN OBJECTIVE METHOD

Purpose of lesson:

1. to learn to take the necessary information from the read text and to use it in informal conversation

2. to transfer the own thought in foreign language.

3. to communicate in English with partner on this subject



Read the text and discuss it with your group mate

PHYSICS AS AN OBJECTIVE METHOD

1. It has long been known that when experiments are to be per-formed, one cannot

rely too much upon the human senses of touch, sight, hearing, etc., to make accurate

observations. Methods of mea­surement that rely upon the senses entirely are called

subjective methods. Methods that make use of scientific instruments are generally

called objective methods.


2.In the early history of science, laws were frequently disco­vered by the use of
subjective methods. Progress was slow, howe­ver, until such methods were replaced by
objective methods using measuring instruments devised to give greater and greater
precision.
3. It is true that many scientific discoveries have been made in the past with what we
now would call the crudest of apparatus and equipment. It is the development of
precision instruments and ap­paratus, however, that has led, particularly within the last
several decades, to discoveries that are far-reaching in their theoretical implications
and are of extreme practical importance to the advan­cement of civilization.

Tasks and questions:
I. Form new words using prefixes and translate them:

In - correct, equality, definite, active, equal, soluble, form;

Dis – agree, order, like, prove, appear, proportion, agreement;

Im - possible, moral, morality,

Re – write, place make, read, produce, appear, form.
II. Make nouns from these verbs and translate them.

accept, alter, apply, arrive, associate, attend, consider, continue,, deflect, destruct,

define, discover, derive, divide, direct, detect, deve­lop, enlarge, estimate, explain,

explode, improve, isolate, know, liberate, measure, move, recognize, represent, reflect,

require, rotate, repeat, use.
.III. a) Translate the words;

b) underline the prefixes;

c) explain the meanings of these prefixes.

Decode, disprove, indirect, illogical, irrational, undefined, misunderstand, reappear, binomial, cooperation, counteraction, autocode, equilateral,, hyperbolic, interaction, semicircle, supercomplex, unidirectional


IV. Write out the international words from the text and translate them.

V.Give synonyms for the following words:

to exist, immense, to form, to need, same, fundamental, some, common, vital, manner, to call, certain, main, likeness, right, basic, high, to resemble, general.

VI. Get ready to answer the following questions:

1. What has long been known concerning the human senses? 2. Why is it that

the human senses of touch, sight and hearing can­not be relied upon? 3. What methods

are called subjective? 4. What methods are called objective? 5. What methods were

used in the early history of science? 6. Why was the progress of science slow in the

early history? 7. What did the objective methods give to science? 8. What has the

development of precision instruments led to?
Methodical recommendations:

1. Read the text and try to understand it.

Look up the words you do not know in a dictionary.

2. Lead and support the conversation with partner.

3. Write a short composition about your future profession using questions.

Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983



Lesson 11, 12.

Theme: The ways of vocabulary development

Text: MAGNETS
Purpose of lesson:

1. to learn to take the necessary information from the read text and to use it in informal conversation

2. to transfer the own thought in foreign language.

3. to communicate in English with partner on this subject



The ways of vocabulary development

A word-meaning is liable to change in the course of the development of the language. Changes of meaning may be illustrated by diachronic semantic analysis of many English words. The word “glad” ( O.E. glaed) had the meaning of “ bright shining”. The causes of the semantic change the results of the process of the change of meaning are closely bound up, but the different aspects of one and the same problem. It’s necessary to find WHY the word changes its meaning, if we want to discuss the causes of semantic change. Analyzing the nature of semantic change, we seek to follow the process of this change and describe HOW changes are broad. Investigating

the results of semantic change, we find out WHAT is changed.

The causes of semantic change can be extra-linguistic and linguistic, e.g. the change of the lexical meaning of the noun: “pen” comes back to the Latin word “ penna” ( a feather of a bird). As people wrote with goose pens the name was transferred to steel pens which were later on used for writing. Still later any instrument for writing was called “pen”. On the other hand, causes can be linguistic, e.g. the conflict of synonyms when a perfect synonym of native word is borrowed from some other language, one of them may specialize in its meaning, e.g. the noun “tide” in O.E. was polysemantic and denoted “ time” , “season” , “hour”, when the French words “ time” , “season”, “hour”, were borrowed into English they ousted the word ‘tide” in these meanings. It was specialized and now means ‘regular” rise and fall of the sea caused by attraction of the moon”. The meaning of the word can also change due to ellipsis e.g. the word-group” a train of carriages” had the meaning of “ a row of carriages”, later on “ of carriages” was dropped and the noun “train” changed its meaning, it is used now in the function and with the meaning of the whole word-group.

Semantic changes have been classified by different scientists. The most complete classification was suggested by a German scientist Herman Paul. It is based on logical principle.

He distinguishes two main ways where the semantic change is/ gradual ( specialization, generalization), two momentary ( metaphor and metonymy).


SECONDARY WAYS
gradual momentary
elevation degradation hyperbole litote.
Specialization- a gradual process when a word passes from a general sphere to some special sphere of communication, e.g. “ case” has a general meaning “ circumstances in which a person or a thing is “ It is specialized in its meaning when used in law ( a law suit) , in grammar ( a form in the paradigm of a noun), in medicine( a patient, illness).

Generalization – a process contrary to specialization, a word becomes more general in the course



of time. The transfer from a concrete meaning to an abstract one is more frequent (“camp” originally meant the place where troops are lodged in tents and now denotes “ temporary quarters”) .

Elevation – a semantic meaning when it becomes better in the course of time, e.g.” knight originally meant ‘a boy’ , then ‘ a young servant’, then ‘a noble man’.

Degradation - a semantic shift when it becomes worse in the course of time. It is usually connected with nouns denoting common people( “villain’ originally meant” working on a villa’, now it means “ a scoundrel”).

Hyperbole –an exaggerated statement which express an emotional attitude of the speaker to what he is speaking about. ( I’ve told you times). It is often used to form phraseological units, e.g. “to make a mountain out a molehill” , “ to split hairs”, etc.

Litote- an expression of the affirmative with or visa versa( not bad-“means “good’, no coward-‘brave”, not small-“great”).

Irony –saying one thing while meaning the opposite: ‘how clever of you!’

Euphemism - the substitution of words with mild vague connotations for expressions rough, unpleasant.

Taboo-a prohibition meant as a safeguard against supernatural.

Metaphor - similarity of meaning; transfer of meaning on the basis of comparison; a semiprocess of resemble other. Herman Paul points out that metaphor can be based on different types of similarity.

  • similarity of shape: head ( of a cabbage), bottleneck, teeth( of a saw, comb);

  • similarity of position: foot ( of a page, of mountain); head( of procession);

  • similarity of function, whip ( an official in the British Parliament whose duty is to see that members were present at the voting);

  • similarity of behavior

  • similarity of colour: orange, hazel, chesnut,

in some cases we have a complex similarity to a human leg in its shape, position and function. Many metaphors are based on parts of a human body ( an eye of a needle, arms and mouth of a river, when proper names become common nouns, e.g. “philistine”- a mercenary person, ‘ ‘vandals’-destructive people, “ a Don Juan”- a lover of many women.

Metonymy – contiguity of meaning; a semantic process associating two referents, one of which makes part of the other or is closely connected with it. There are different types of metonymy.

  • the material of which an object is made may become the name of the object: ‘glass’, boards, iron’;

  • the name of the place may become the name of the people or of an object placed there ;

“ White House” –the administration of the USA; “ the House” – members of British Parliament; “Fleet Street” – bourgeous press.

  • names of musical instruments may become names of musicians: ‘ the violin”, “the

saxophone”

  • the name of some person may become a common noun, e.g. ‘boycott’ was originally the name of an Irish family who were so much dislikeв by their neighbors that they didn’t

mix with them. “ Sandwich’ was named after lord Sandwich who was a gambler. He didn’t want to interrupt his game and his food was brought to him while he was playing cards between two slices of bread not to soil his fingers.

  • names of inventors become terms: ‘watt’, “om”, rengen’, etc.

  • geographical names become nouns: ‘holland’= linen fabrics, ‘brussels’- a special kind of of carpets, ‘china’- dishes made of porcelain ( china is a birthplace of porcelain)



Text: MAGNETS

1. Magnetism was known to the early Greek philosophers. According, to one story

Magnets, a shepherd, when he was on Mt. Ida on island of Crete, was so strongly

attracted to the ground by the tip of his stick and the nails in his shoes that he had

difficulty in getting. away. | Upon digging into the ground to find the cause, he at

Stove Fed a stone with the most amazing properties of attracting iron. This stone is

now called lodestone or magnetite.
2. The idea that a loadstone can be used as a compass is a very old one. The evidence
that a piece of iron could be magnetized by a lodestone and used as a compass
appears to have been mentioned. as early as the beginning of the 12th century.
3. A compass as it is often made for demonstration purposes 'usually consists of a
straight steel needle which has been mag­netized and mounted free to turn on a sharp
pointed rod. In the early days of the mariner's compass, it was common to float
several small magnetic needles on water by mounting them on a block of wood or
other light material.

Tasks and questions:

I. Read the text and retell it.

II.Translate the following words bearing in mind the meaning of the affixes and memorize them:


  1. to estimate (v), estimation (n), estimate (n)

  2. to provide (v), provider (n)

  3. care (n), careful (adj), careless (adj), carefully (adv) .

  4. to depend (v), dependent (n), independence (n), dependent (adj)

  5. to describe (y), description (n), de$criptive (adj)

  6. to classify (v), class (n); classification (n)

  7. power (n), powerful (adj), powerless (adj)

  8. beauty (n), to beautify (v), beautiful (adj)

III. Supply the nouns corresponding to the following verbs:

to construct, to engage, to develop, to include, to estimate, to differ, to resemble, to provide, to know, to divide, to derive, to depend, to discover, to vary, to acquaint, to define, to value, to specialize, to describe, to classify, to act.


IV. Get ready to answer the following questions.

1. What does the story of a shepherd from Crete say? 2. What did the shepherd find out about a lodestone? 3. When did people begin using a lodestone as a compass?

4. What does the picture of magnetized bodies show? 5. What does a compass consist of? 6. What did the old mariner’s compass look like? 7. What does a modern compass look like?
V. Translate these sentences into native language and define the function of Gerund.

1. Permitting electrons to pass freely through a substance is to conduct electricity. 2. Electrons following through the material is observed until the electron pressure is even throughout. 3. There was much discussing of the new approach to the problem. 4. What is considered important is understanding the nature of the phenomenon. 5. To most of us the mathematical conceptuionof the atom is beyond all understanding.


Methodical recommendations:

1. Read the text and try to understand it.

Look up the words you do not know in a dictionary.

2. Lead and support the conversation with partner.

3. Write a short composition about your future profession using questions.
Literature:

1. Е.И.Курашвили. Английский язык для студентов – физиков.

Москва Астрель. АСТ 2005

2. Е.В. Хомутова. Интенсивный курс английского языка для физиков. Издательство Московского университета 1983


Lesson 13, 14

Theme: Borrowings

Text: Theory of Electrification

Purpose of lesson:

1. to learn to take the necessary information from the read text and to use it in informal conversation

2. to transfer the own thought in foreign language.

3. to communicate in English with partner on this subject


Borrowings

More than two thirds of the English vocabularies are borrowings. Mostly they are words of Romanic origin ( Latin, French, Italian, Spanish) Borrowed words are different from native ones by their phonetic structure, by their morphological structure and their grammatical forms. It is characteristic of borrowings to be non-motivated semantically.

English history is very rich in different types of contacts with other countries, that’s why it is very rich in borrowings. The Roman invasion, the adaptation of Christianity, Scandinavion and Norman conquests of the British Isles, the development of British colonialism, trade and cultural relations served to increase the English vocabulary. The majority of these borrowings is fully assimilated in English in their pronunciation, grammar, and spelling and can be hardly distinguished from native words.

Borrowings can be classified according to different criteria:



  • according to the borrowed aspect;

  • according to the degree of assimilation;

  • according to the language from which the word was borrowed;

a)There are phonetic borrowings translation loans, semantic borrowings, morphemic borrowings.

Phonetic borrowings are loan words borrowed with their spelling, pronunciation and meaning. Such words are “labour, travel, table, chair, people-French borrowings. “appritchnik, nomenklatura, sputnik ( Russian); “bank, soprano, duet’-Italian etc.

Translation loans are word-for-word translation of some foreighn words or expressions. In such cases the notion is borrowed from a foreighn language but it is expressed by native lexical units: “ to take the bull by the horns” ( Latin) , “fair sex”( French), “living space’ ( German)

Semantic borrowings are such units when a new meaning of the unit existing in the language is borrowed, It can happen when we have two relative languages which have common words with different meanings. There are semantic borrowings between Scandinavian and English, e.g. “to live“for the word “to dwell’ which in OE had the meaning “to wander’ the meaning “ “gap’, подарок for the word ‘gift’ which in OE had the meaning ‘ выкуп за жену’

Morphemic borrowings are borrowings of affixes which occur in the language when many words with identical affixes are borrowed from one language into another

b) Borrowings are subdivided into:



  • completely assimilated;

  • partly assimilated

  • non-assimilated ( barbarisms)

Completely assimilated borrowings. are not felt as foreign words. Completely assimilated borrowings belong words to regular verbs ( correct- corrected), form their plural by means of –s-inflexion( gate-gates).


Каталог: ebook -> umkd
umkd -> Семей мемлекеттік педагогикалық институты
umkd -> 5 в 020500 «Бастауыш оқытудың педагогикасы мен әдістемесі»
umkd -> «Баспа қызметіндегі компьютерлік технологиялар»
umkd -> Гуманитарлық-заң, аграрлық факультетінің мамандықтарына арналған
umkd -> 5B050400 «Журналистика» мамандығына арналған
umkd -> Әдебиет (араб тілінде «адаб» үлгілі сөз) тыңдарман, оқырманның ақылына, сезіміне, көңіліне бірдей әсер беретін дарынды сөз зергерлерінің жан қоштауынан туған көрнек өнері
umkd -> 5В020500 «Филология: қазақ тілі» мамандығына арналған ХІХ ғасырдағы қазақ әдебиеті пәнінің
umkd -> «Өлкетану тарихы және мәдениеті»
umkd -> Қазақстан республикасы білім және ғылым министрлігі шәКӘрім атындағы семей мемлекеттік
umkd -> 5 в 011700 : -«Қазақ тілі мен әдебиеті» мамандығына арналған


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