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В таком случае определение функции неличной формы и ее перевод значительно легче:

(Before translating) If translating, unknown words should be written out and memorized.

Итак, в качестве подлежащего Subject могут выступать:

- ing-форма

- инфинитив

Способы перевода:

1. Существительным в именительном падеже

2. Инфинитивом

(To write) Writing a thesis is a complicated task – (Писать) Написание диссертации(ю) – непростая задача.

В качестве обстоятельства (Adv) могут выступать:

- ing-форма

- Инфинитив

- причастие II (-ed/3форма)

Способы перевода:

1. Существительным с предлогом

Before writing a thesis you have to analyze a lot of data – Перед написанием диссертации...

2. Деепричастием

When collecting data you should be careful – Собирая данные надо быть внимательным

3. Придаточным предложением

Until collected data could not be analyzed properly – Пока данные не собраны, их нельзя проанализировать надлежащим образом

Дополнения (object) и определения (attribute), выраженные неличными формами.

Напоминаем, что дополнение Object в английском языке стоит справа от сказуемого и может иметь или не иметь перед собой предлог.

Определение Attribute выраженное -ing- формой может стоять как слева, так и справа от определяемого слова (такими словами могут быть подлежащее, дополнение и обстоятельство)

Если -ing- форма стоит справа от определяемого слова, то она в этой функции может 'иметь перед собой предлог.

Определение, выраженное инфинитивом, всегда стоит справа от определяемого слова.

Посмотрим следующие примеры: (storage – хранение, automate – автоматизировать)

1. The task of automating the process of information storage was given to computer scientists.
2. Our efforts resulted in automating the process of information storage.
3. The information to be stored, referred to the field of marine biology.
4. We were ready to retrieve information from the Web site.
5. The information preserved in this Web site has great importance.
6. The lasting importance of this work is without doubt.

В первом примере ing- форма стоит справа от подлежащего и имеет перед собой предлог of, значит это определение:

Задача автоматизации процесса (автоматизировать процесс) хранения информации поставлена перед учеными-компьютерщиками.

Во втором примере ing-форма стоит справа от сказуемого и имеет пред собой предлог, значит это дополнение:

Наши усилия привели к автоматизации хранения формации.

В третьем предложении инфинитив стоит справа от подлежащего, выраженного information, значит это определение:

Информация, которую надо сохранить, относится к области морской биологии.

В четвертом предложении инфинитив стоит справа от сказуемого, значит это дополнение:

Мы готовы скачать информацию с сайта сети.

В пятом предложении ed-форма стоит справа от подлежащего, выраженного существительным information, значит это определение:

Информация, сохраняемая на веб-сайте, имеет большое значение.

В шестом предложении ing-форма стоит слева от подлежащего, выраженного словом importance, значит это определение:

Непреходящее значение этой работы – вне всяких сомнений.

Если в предложении 2 слова с окончанием -ed следуют сразу после подлежащего и не имеют между собой запятой, то в большинстве случаев первое из них это-определение, выраженное ed-формой, а 2-ое сказуемое в прошедшем времени.

The data retrieved attracted our attention. Выведенные данные привлекли наше внимание.

The effect produced caused pain. Произведенный эффект вызвал панику.

Итак, в качестве дополнения могут употребляться инфинитив и ing-форма. На русский язык они переводятся:

- инфинитивом

- существительным (в косвенных падежах) В качестве Attribute – определения могут употребляться все неличные формы. На русский язык они переводятся:

- инфинитивом

- существительным (в косвенных падежах)

- причастием

EXERCISES

IX А-5. Определите, каким членом предложения является подчеркнутая неличная форма в каждом предложении: (construct - построить, dispatch - отправлять, отсылать)

1. Constructing indexes will take some time

2. To construct indexes search engines dispatch programs to every site

3. Constructing indexes search engines find the information asked by the user

4. To construct indexes is not a problem for a professional

5. Constructed indexes may be used as>

6. Until constructed indexes cannot be used as>

Module B.

Listening

Sports and hobbies

Read the following summary, then listen to the tape and fill in the missing words.

Surfing is the most exciting watersport there is. Serious surfes must be brave, love 1)……………….and have lots of energy. Many surfers travel around the 2)……………………going to surf festivals. Some surfers carry pagers which beep when there are 3)………………..reports of perfect conditions. Surfers are always in search of the best waves in an unspoilt 4)………………. Professionales are in the 5)…………… every day, and do exercises with 6) …………….. You don’t need to wear a 7)…………. in summer, but it can protect you from the hot 8)………… as well as from cold 9)……….. Professional surfers look as if they learned to surf as soon as they could 10)……….

Reading

You are going to read an article about surfing. Choose the most suitable headings from the list (A-H) for each part (1-6) of the article. There is one extra heading which you do not need to use. There is am example at the beginning (0).

1. Finding the waves
2. Surfers love the crowds
3. Surfing – it’s addictive
4. Little equipment and a good trainer
5. Never easy – but always enjoyable
6. The international sport
7. Learning from previous generations
8. Two essentials: strength and fearlessness

Surf's up!

Riding the waves can be the thrill of a lifetime. But what does it take to become a surfer?

0___C____

If you have ever dreamt about incredibly big seas with huge powerful waves crashing onto sandy beaches, then you should definitely think about learning to surf. It's the most exciting watersport there is. Serious surfers must be very brave, love adventure and have lots of energy. Once they've experienced the excitement of a ride on top of the waves, they never want to stop.

1________

Surfers say they feel it's the only place to be. Many travel around the world searching for the perfect wave, moving from one surf festival to another and checking weather forecasts to see where the really exciting waves are expected next. Some even carry pagers which beep when there are weather reports of perfect conditions. A surfer's greatest disappointment would be missing the opportunity to surf in the best weather conditions.

2________

Hawaii is where the sport began - the place which most surfers see as their "true home". They love nature and the excitement you get from the deep waters. Enormous waves crash along mile after mile of beautiful sand, and every surfer dreams of experiencing surfing in Maui or Oahu. Other great surfing locations include Australia, the west coast of the U.S., the Caribbean, Brazil, Japan, Hong Kong, South Africa, the Canary Islands, and Cornwall. Experienced surfers are always in search of the best waves in some totally unspoilt paradise that hardly anyone has heard of.

3________

It takes time for a beginner to learn the technique, but during a long hot summer, who minds practising? The professionals, of course, are in the sea every day, then come back onto the beach to do some exercises with weights. You need to be a strong swimmer with good balance and plenty of courage to be an expert surfer.

4________

You can surf almost anywhere in any weather if vow are wearing a wet suit. All you need to do then is choose a surfboard and you're ready to go - hopefully into big waves that are warm, with an experienced teacher to lead you. You don't need to wear a wet suit in summer, but many surfers keep them on all the time since they can protect you from the hot sun as well as from cold water.

5_______

It can take a few weeks or it can take a whole summer for you to learn to catch a wave at the right moment, stand up on your board and stay there. It's an amazing feeling when you look down and see your feet on the board and realise you are finally standing up on the sea, even if you aren't very steady. Professional surfers look as if they learned to surf as soon as they could walk. For example, Shane Powell, an Australian professional, watched videos of Australian surfing heroes like Peter Townsend, Barton Lynch and Tom Carpool as he was growing up. He says, "As a boy I'd watch those surfers and just imagine myself riding the waves." Howell seems to move over the sea without any difficulty. He first prac­tised on small waves, but clearly had talent. By the age of 17 he was touring with the work 's best surfers, and now, at 23, he practises every day and an even younger generation of surfers study videos of him in action.

6________

Simply watching great surfers will make you want to try the sport. If you do try it, you'll find muscles you never knew you had; you may begin to think you might never get it right, but you'll have a lot of fun.

"First printed in British Airways High Life"

Vocabulary Practice

1. Look at the words in bold in the text, and try to explain them.
2. Fill in the correct word from the list below:

location	unspoilt	mind
disappointment	brave	steady
courage	experienced	opportunity
incredibly	generation	enormous

1. The young skier was thrilled when he was given the……………..to take part in the Olympic Games. (chance)
2. The police are looking for……………..divers to help them with their search. (practised)
3. The game was exciting – in fact I've never seen such a good game in my life. (unbelievably)
4. A lot of weightlifters have………..muscles. (huge)
5. I love to go hiking in areas of………………coun­tryside where I feel like I'm the only person on earth. (unaffected by human development)
6. You have to be very to be a Formula One racing driver. (courageous)
7. Julia doesn't working so hard to become a dancer - in fact, she pos­itively enjoys it. (object to)
8. Hawaii was chosen as the best…………….for the surfing competition because of its impressive waves. (place)
9. It was his that kept him from panicking when his boat turned over. (bravery)
10. At first, it's very difficult to remain………………………….on ice skates. (balanced)
11. The new of professional athletes are extremely well paid. (age group)
12. Terry felt great when he missed his favourite team's final game. (regret)

3. Fill in the correct word from the list below. Use the words only once.

to learn powerful to be

to do to miss to catch

to have to love weather

deep strong unspoilt

1....................waters 2.......................waves 3.........................exercises 4.....................................the opportunity 5...................................forecasts 6..................................in search of sth

7....................a wave 8......................... paradise 9.............................the technique 10.......................talent 11.................................. adventure 12 a(n)......................swimmer

4. Underline the correct issue.

1. Tony is only a(n) amateur/professional/champion cricketer, but he hopes to join the national team one day.
2. Athletes have to keep exercised/trained/fit and healthy if they want to succeed.
3. Most athletes wear a wet suit/costume/tracksuit to keep them warm when they are not participating in an event.
4. Although our team did badly at first, we finally beat/won/defeated the game.
5. Hundreds of chess players gathered in Moscow for the international chess race/tournament/game.

5. Fill in the correct preposition, then choose any five items and make sentences.

1) to dream ………..sth; 2) to dream …………..sth (imagine); 3) to be in search.......sth; 4).......one place to another; 5) mile....mile; 6) ………….any weather; 7) to protect oneself......sb/sth; 8)........the right moment; 9)........any difficulty; 10)......action

Talking Points

1. Read the text about surfing again and make notes under the following headings. Then talk about what it takes to become a good surfer.

qualities needed training equipment

2. Are there any dangers involved in surfing?
3. Can you think of any other dangerous sports?

UNIT X

Module A.
Неличные формы и их конструкции в предложении
(Non-finite forms and their constructions)

Конструкция с неличной формой это единый член предложения; он состоит из двух частей речи - существительного или местоимения или числительного + неличная форма; N (Pronoun, Numeral) + Non-Finite.

мы имеем

N+ Infinitive

N+ ing- form

N+ ParticipleII

Конструкция может выполнять функцию любого члена предложения:

Complex Subject (Сложное подлежащее)

Complex Object (Сложное дополнение)

Complex Attributive (Сложное определение)

Complex Adverbial (Сложное обстоятельство)

Мы называем этот член предложения сложный, потому как только что было сказано, он состоит из двух частей. Внутри самой конструкции элементы относятся друг к другу как подлежащее и сказуемое, и можно сказать, что это заготовка для предложения. Следовательно, чаще всего мы переводим такую конструкцию как придаточное предложение, где N - это подлежащее, а V - сказуемое к нему.

Некоторые N+V являются всегда только одним членом вложения и это отражается в самом их названии, другие же могут выполнять различные функции. Начнём с первых.

Сложный субъектный инфинитивный оборот
The Subject Infinitive Construction.

Этот оборот является сложным подлежащим в предложении. Научимся его распознавать.

N+V: These data on the Web are said to have been found by search engines.

Находим в сказуемое - "are said". Оно стоит в страдательном залоге. Переведем его третьим способом “говорят”. Зададим вопрос от него, чтобы найти подлежащие: Говорят что? Попробуем ответить только с помощью одного члена нашей конструкции: “...что данные...” “...что найдены...”

Мы видим, что ни тот, ни другой вариант не может быть ответом на вопрос к подлежащему “что?”. Только переводя всю конструкцию как придаточное предложение, мы получим правильный ответ. “Говорят, что эти данные в Сети найдены с помощью поисковых машин”.

Данная конструкция может существовать, если в качестве сказуемого в страдательном залоге употребляются такие глаголы как:

- описывающие мыслительную деятельность (или высказывание )

То believe, to think, to consider, to know, to say, to expect, to imagine, to assume, to suggest, to find, to understand, to see, to hear, etc.

Такие глаголы всегда стоят в страдательном залоге. Например:

S Р O

Equal rights were considered/ heard/ expected/ thought/ to be provided to all the members of the society.

Считалось что всем членам общества обеспечены равные права

tо seem - казаться to appear, to prove - оказывается

Эти глаголы всегда стоят в действительном залоге. Например:

S Р O

These calculations seem/appear/prove to be wrong

Кажется/оказывается эти вычисления неверны

В качестве сказуемого к Complex Subject могут употребляться словосочетания:

to be likely - вероятно tо be unlikely - маловероятно, to be sure, to be certain - несомненно

S P О

Automated programs are sure/likely/unlikely to identify the characteristics of a document

Несомненно/вероятно/маловероятно, что автоматизированные программы определят характеристики документа

Как распознать Complex Subject with Infinitive?

Для этого необходимо найти: соседство одного из вышеперечисленных глаголов в страдательном залоге из группы А и инфинитива; соседство одного из вышеперечисленных глаголов в действительном залоге и инфинитива; соседство одного из вышеперечисленных словосочетаний из группы С и инфинитива; Если такая последовательность включает в себя любой другой глагол, например, обозначающий действие или состояние, то инфинитив будет простым обстоятельством или дополнением. Сравните: Не came here to tell the truth. Он пришел сюда, чтобы рассказать правду. Не proved to tell the truth. Оказалось, что он рассказал правду. Внимание! Не забудьте, что глаголы из группы А) должны обязательно быть в страдательном залоге; если они стоят в действительном залоге, то вышеупомянутая конструкция отсутствует. Сравните: Не is said to produce impression. He said to produce impression. Говорят, он производит впечатление. Он сказал, чтобы произвести впечатление.

EXERCISES

Х А-1. Проанализируйте следующие предложения ; сгруппируйте их в две колонки: колонка А включает все предложения с Complex Subject with Infinitive, колонка В - все остальные. Переведите обе колонки: на русский язык. (indexing robots - quiery - запрос)

1. Indexing robots are sure to perform sophisticated analysis.
2. Search engines will do it to service your quiery.
3. Indexing robots are understood to perform sophisticated analysis.
4. Search engines thought for a while to service your quiery.
5. Search engines are thought to service your quiery.
6. Indexing robots understood this to perform sophisticated analysis.
7. Search engines are unlikely to service your quiery.
8. Indexing robots were suggested to perform sophisticated analysis.

Сложный объектный инфинитивный оборот
The Object Infinitive Construction

Этот оборот в предложении является сложным дополнением. Научимся его распознавать.

We know these data to be stored in search engine's database.

Находим сказуемое know. Дополнение, как мы знаем всегда следует за ним. Задаём вопрос к этому дополнению. Мы знаем что? Попробуем ответить на него с помощью только одного компонента N+V, “...что эти данные...” или “...что хранятся...”. Очевидно, что ни первый, ни второй вариант не является полным ответом на вопрос, задаваемый к дополнению. Только переводя N+V как целое придаточное предложение, мы правильно ответим на наш вопрос:

Мы знаем, что эти данные хранятся в базе данных поисковой машины.

Сложный объектный инфинитивный оборот употребляется после тех же глаголов, с которыми употребляется сложное подлежащее:

believe, to think, to consider, to know, to say,, to expect, to want, to assume, to suggest, to tend, to feel*, to see*, to hear*, etc.

Но в отличие от первой конструкции они всегда стоят в действительном залоге. Если первый компонент Complex Object это - местоимение, то оно имеет такие формы как me, you, him, her, us, them. Признаком наличия Object Infinitive Construction является сказуемое в действительном залоге, выраженное одним из вышеперечисленных глаголов, за которым следует или существительное, или местоимение + инфинитив. На русский язык такое сложное дополнение лучше всего переводить придаточным предложением с союзами что, чтобы, как.

* после этих глаголов инфинитив употребляется без частицы to.

I’ve heard him play piano. Я слышал как он играет на пианино

We expect/know /want /believe him to help us

Мы ожидаем/ знаем/ хотим/ верим/ что (чтобы) он нам поможет(помог)

Если в качестве сказуемого употребляется другой глагол, не из этой группы, то Complex Object отсутствует, а инфинитив в таком случае выполняет функцию adverbial(обстоятельства).

/т.н. инфинитив цели/

S P O adver

I found this browser to make a quiery to the engine's database.

Я нашёл этот образец, чтобы сделать запрос в базе данных поисковой машины.

Если второй компонент Complex Object употребляется в страдательном залоге, т.е. является пассивным инфинитивом, то эту конструкцию часто нужно переводить простым предложением:

The librarian supposed this catalogue to be finished as soon as possible. Библиотекарь намеревался закончить этот каталог как можно быстрее.

EXERCISES

Х А-2. Проанализируйте следующие предложения, сгруппируйте их в две колонки: колонка А включит все предложения с Complex Object, колонка В - остальные. Переведите обе колонки на русский язык.

1. We expected the whole body of information in this site to grow very quickly.
2. Our library has got some standards to facilitate automated indexing.
3. He knows some standards to facilitate automated indexing.
4. User wants URL (a uniform resource location) to represent the file residence.
5. He used URL to find the file residence.
6. Operator looked through the whole body of information to find out the necessary data.

Module B.

Reading

You are going to read an article about animal behaviour. Choose from the list A-I the sentence which best summarises each part (1-7) of the article. There is one extra sentence that you do not need to use. There is an example at the beginning.

A	A variety of tricks are used.	F	Males cheat more.
B	Cheats may be more intelligent.	G	You couldn't fool her.
C	This behaviour is familiar.	H	There maybe problems with research.
D	Abnormal behaviour is informative.	I	Parental help is requested.
E	Deception proves effective.

Nature's cheats

0____I____

Anna is digging in the ground for a potato, when along comes Paul. Paul looks to see what Anna's doing and then, seeing that there is no one in sight, starts to scream as loud as he can. Paul's angry mother rushes over and chases Anna away. Once his Mum has gone, Paul walks over and helps himself to Anna's potato.

1________

Does this ring a bell? I'm sure it does. We've all experienced annoying tricks when we were young - the brother who stole your toys and then got you into trouble by telling your parents you had hit him. But Anna and Paul are not humans. They're African baboons, and playing tricks is as much part of monkey behaviour as it is of human behaviour.

2________

Throughout nature, tricks like this are common - they are part of daily survival. There are insects that hide from their enemies by looking like leaves or twigs, and harmless snakes that imitate poisonous ones. Such behaviour, developed over hundreds of thousands of years, is instinctive and completely natural. Some animals, however, go further and use a more deliberate kind of deception - they use normal behaviour to trick other animals. In most cases the animal probably doesn't know it is deceiving, only that certain actions give it an advantage. But in apes and some monkeys the behaviour seems much more like that of humans.

3________

What about Paul the baboon? His scream and his mother's attack on Anna could have been a matter of chance, but Paul was later seen playing the same trick on others. This use of a third individual to achieve a goal is only one of the many tricks commonly used by apes. Another tactic is the 'Look behind you!' trick. When one young male baboon was attacked by several others, he stood on his back legs and looked into the distance, as if there was an enemy there. The attackers turned to look behind them and lost interest in their victim. In fact, there was no enemy.

4________

Studying behaviour like this is complicated because it is difficult to do laboratory experiments to test whether behaviour is intentional. It would be easy to suggest that these cases mean the baboons were deliberately tricking other animals, but they might have learnt the behaviour without understanding how it worked. So the psychologists talked to colleagues who studied apes and asked them if they had noticed this kind of deception. They discovered many liars and cheats, but the cleverest were apes who clearly showed that they intended to deceive and knew when they themselves had been deceived.

5_____

An amusing example of this comes from a psychologist working in Tanzania. A young chimp was annoying him, so he tricked her into going away by pretending he had seen something interesting in the distance. When the chimp looked and found nothing, she 'walked back, hit me over the head with her hand and ignored me for the rest of the day'.

6_________

Another way to decide whether an animal's behaviour is deliberate is to look for actions that are not normal for that animal. A zoo worker describes how a gorilla dealt with an enemy. 'He slowly crept up behind the other gorilla, walking on tiptoe. When he got close to his enemy he pushed him violently in the back, then ran indoors.' Wild gorillas do not normally walk on tiptoe. Of course it's possible that the gorilla could have learnt from humans that such behaviour works, without understanding why. But looking at the many cases of deliberate deception in apes, it is impossible to explain them all as simple imitation.

7_________

Taking all the evidence into account, it seems that deception does play an 70 important part in ape societies where there are complex social rules and relationships and where problems are better solved by social pressure than by physical conflict. The ability of animals to deceive and cheat may be a better measure of their intelligence than their use of tools. Studying the intelligence of our closest relatives could be the way to understand the development of human intelligence.

Talking points

1. Did you play tricks on your brothers and sisters when you were a child? Do you regret your behaviour now? Have you ever tried to deceive any of the following people?

a friend a customs officer a boss

a parent a teacher a partner

3. Why and how did you do it? What were the consequences?

4. Comment on the pictures. What they might mean?

Unit XI

Module A. Конструкции с ing-формами в предложении
(The ing-form Constructions in a Sentence)

Такие конструкции могут выполнять функции разных членов предложения, а именно:

- the Subject - подлежащего

- an Object - сказуемого

- an Adverbial - обстоятельства

- an Attribute - определения

Каким именно членом предложения является конструкция Ving + N, мы определяем по ее месту в предложении относительно Predicate-сказуемого. Если первый элемент этой конструкции – местоимение, то оно может иметь такие формы, как: my, your, his, her, а также other, this, that, etc. Если первый элемент этой конструкции - одушевленное существительное, то оно может стоять в притяжательном падеже e.g. the librarian's.

The Subject

Проанализируем следующее предложение:

Search engine constructing indexes and finding information on the Web is known to all users.

Находим сказуемое: Is known - известно. Пробуя каждое слово слева от сказуемого, ищем подлежащее: search engine. Слова могут быть или правым определением к подлежащему или вторым компонентом конструкции N + Ving.

Упрощенные конструкции предложения выглядят следующим образом:

engine is known или constructing/finding is known

Переведем сначала исходя из первого предположения: Поисковая машина, конструирующая индексы и находящая информацию в сети, известна всем пользователям. Маловероятно, что это правильно. Значит, верно второе предположение - формы являются компонентами конструкции N + Ving, значит, ее надо переводить придаточными предложением.

Такую конструкцию в роли сложного подлежащего лучше всего переводить, начиная со слов "то что…" или "тот факт, что …".

Тот факт, что поисковая машина конструирует индексы и находит информацию в сети, известен всем пользователям.

Не забудем, что притяжательное местоимение his, my, etc. будет переводиться соответствующим личным местоимением, поскольку оно является подлежащим.

Their having identified characteristics of a document so quickly speaks on their professionalism. - Тот факт, что они определили характеристики документа так быстро, говорит об их профессионализме.

EXERCISES

XI A-1. Найдите в следующих предложениях N + Ving в роли Subject и переведите их на русский язык.

1. Web search machines understanding electronic indexing makes them very useful in information professing.
2. A human indexer's describing a site's rules for the collection and retention of programs can help crawlers in their search.
3. Search engines' recognizing text only is a drawback of automated indexing.
4. The site's assembling a map from different areas of its database on the user's request helped to conduct research in many fields.

An Object

N + Ving может выполнять функцию дополнения. Разберем предложение:

We know of this paper being mentioned in a bibliographic reference.

Найдем сказуемое know - знаем. Слева подлежащее we - мы. Зададим вопрос от сказуемого к дополнению: Мы знаем что? Попробуем сначала ответить на него, исходя из предположения, что being mentioned является правым определением, или факультативным членом предложения, которым можно пренебречь, "не разрушая смысл предложения". Мы знаем об этой статье. Очевидно, что при этом мы делаем ошибку, так как смысл предложения не ясен. being mentioned является здесь компонентом конструкции N + Ving; значит, переводится как сказуемое к слову paper.

Мы знаем о том, что это статья упоминается в библиографической справке.

EXERCISES

XI A-2. Найдите в следующих предложениях N + Ving в роли Object и переведите на русский язык.

1. User insisted on his quiery being submitted to the database.
2. We didn't know of this method having being involved in the process of decision-making.
3. Professionals are objecting to these data being used in catalogue.

An Adverbial

N + Ving может употребляться в функции обстоятельства как с предлогом, так и без предлога. В 1-м случае мы из предлога делаем союз, имеющий похожий смысл. Например, after переводится "после", если он является предлогом и "после того как", если союзом.

Рассмотрим предложение:

After information having been restricted Web crawler could examine it

Ищем сказуемое - could examine, слева подлежащее - Web crawler. Очевидно, что After information having been restricted может быть или Adverbial выраженным конструкцией N + Ving или существительным с правым определением. Если мы ответим на вопрос к обстоятельству когда?, исходя из второго предположения, то перевод будет выглядеть так:

После информации переструктурированной поисковая машина могла изучить ее.

Понятно, что наше предположение неправильное. Конструкцию N + Ving надо перевести придаточным предложением:

После того как информация была переструктурирована, поисковая машина могла изучить ее.

Рассмотрим второй случай, когда Adverbial употребляется без предлога. Распознать его тогда очень легко, т.к. оно всегда отделяется запятой и может стоять или в самом конце предложения, или в самом начале. В начале предложения такая конструкция переводится с помощью союза "когда", "после того как" или "так как", а в конце "а", "и", "причем".

- Site's content having been analyzed, he could make decision. - После того, как содержимое сайта было проанализировано, он мог сделать свой выбор.

- Database included many various pieces of information, war archives forming a large part of its collection. - База данных включала различные единицы информации, причем военные архивы составляли большую часть.

EXERCISES

XI A-3. Найдите конструкцию N + Ving в следующих предложениях. переведите на русский язык.

1. In spite of his fulfilling cursory inspection, the length of the text was unknown.
2. The Web search machines can construct indexes, the indexed information including the date of publishing.
3. The users having been asked to reaffirm their request, necessary site was identified.
4. User could have access to video image on the screen after his quiery having been serviced.
5. Due to fulfilling all procedures, the programm was successfully run through the computer.

An Attribute

N + Ving конструкция может быть также определением в предложении, когда перед ней стоит предлог of.

Рассмотрим пример:

The problem of these data being deployed on the Web site arose before us.

Находим сказуемое arose - возникла, затем подлежащее - the problem. Значит, группа слов между ними of these data being deployed on the web site является определением. Переводим все предложение:

Проблема, заключавшаяся в том, чтобы разместить эту информацию на сайте, встала перед нами.

или: Проблема размещения этой информации на сайте встала перед нами.

EXERCISES

XI A-4. Переведите:

1. The task of all parts fitting together was given to us.
2. The idea of our friends being invited to join our trip came to our mind.
3. The experiment resulted in a puzzle of some strange effects existing.

The Participle Construction

N + V (part) конструкция выполняет в предложении функцию обстоятельства. Она очень похожа на N + Ving конструкцию тоже Adverbial, когда последняя отделяется запятой и не имеет предлога перед собой.

Правило перевода такое:

1. В начале предложения придаточным с союзами "если, когда, после того как".
2. В конце предложения с союзами "а, и, причем".

-The pattern designed, its image was displayed on the screen. – После того, как модель сконструировали, ее изображение было показано на экране.

-Categorization of metadata can range from author to type of document, text or video image always shown on the screen. - Категоризация метаданных может варьироваться от автора до типа документа, причем текст или изображение всегда выводится на экран

EXERCISES

XI A-5. Найдите в следующих предложениях Participle Construction и правильно переведите на русский язык.

1. The way of information structurization changed, Web crawler could examine it.
2. The user made a request, the information computed by the Web site during a search.
3. The text recognized, we could retrieve what we needed.
4. Covered image of a picture was shown of the screen, its cultural significance deduced by an expert.

Module B.

Reading

Think ahead

1. You are going to read the true story of how Nigel Hughes flew to Brazil by accident. How do you think this could have happened?
2. Read the article quickly, ignoring the spaces, to check whether your prediction was correct.

Settling into my seat on the plane, I felt tired and ready for a drink. I was really looking forward to getting home. As I sipped a glass of lemonade and pushed my seat back, I remember thinking, 'Only a couple of hours and I'll be home.'

I'd phoned my girlfriend, Georgina, from Copenhagen before the plane took off to tell her I was on my way. 0__________. I'd make my own way home.

After another drink, I snoozed until I heard a flight attendant announce, 'We will shortly be landing at Heathrow. 1__________. And that was it. I honestly don't remember another thing until I woke up again later on.

For a couple of minutes I sat wondering sleepily if we were still on our way down to Heathrow. Then I began to realise something funny was going on. The two seats next to me had been empty when I fell asleep. 2__________. There'd been a little girl in front, who'd kept grinning me over the back of her seat. She had gone. And weirdest of all, the lights were off and everyone seemed to be asleep.

Slowly it began to dawn on me what had happened. The plane must have landed at Heathrow, let off some passengers, taken on others and set off on the next part of its journey. And I knew where that was to – Rio de Janeiro, in Brazil.

3__________. Georgina would be wondering what had happened to me, and I was stuck on the plane with no ticket. Would they believe it was an accident?

Not knowing what else to do, I went to look for a flight attendant and told her what had happened. I found out it was about 3 a.m. and we were several hours into the eleven-hour flight to Brazil. The flight attendant thought it was very funny and told me not to worry. There wasn't much anyone could do, anyway.

We landed in Rio at lunchtime on the Saturday. 4__________. In fact, they took me straight to the departure lounge and told me that I had to sit and wait for the next flight to London, which was at ten o'clock.

The first thing I did was ring Georgina to tell her what had happened. 5__________. So, I slipped out of the airport and jumped into a passing taxi. It was surprisingly easy!

As the driver took me round Rio and down to Copacabana beach, I thought about where I should be – at work. The thought of work reminded me of the valuable contract I knew I had now lost, which depressed me momentarily. But then realising that I couldn't do a thing about it, I decided I might as well make the most of it.

In the late afternoon, I headed back to the airport. I had to confess that I'd sneaked out. The airline staff were not at all pleased and gave me an escort to watch my every move. 6__________. I wasn't going to miss that plane home.

Fortunately, there were no problems or delays and we landed at Heathrow at lunchtime on the Sunday. I'd set off from Denmark forty-eight hours earlier, travelled 11,000 miles across the world and back, and landed back home again, tired, but otherwise none the worse for the experience.

Georgina recovered from the shock and was able to see the funny side of it, eventually. 7__________

Gapped text

1. Read the story again. Choose from sentences A-I the one which fits each gap 1—7. There is one extra sentence which you do not need to use. There is an example at the beginning.

1. I was slightly worried that I might be hauled off the plane and locked up as an illegal immigrant.
2. As for me, I still haven't worked out how I slept through a whole landing and take-off.
3. I couldn't believe my luck!
4. However, I wasn't planning on going anywhere else.
5. What on earth was 1 going to do?
6. 'Better get my things together,' I thought.
7. Having done that, I decided it would be a shame to be in Rio and not see any of it.
8. Now a man was lying across them sleeping.
9. She'd said she'd pick me up at Heathrow Airport, but I told her not to bother.

2. Discuss these questions in pairs.

1. When did Nigel Hughes discover he was on the wrong plane?
2. What had probably happened to the little girl?
3. Why were the Rio airport staff angry with Nigel?

3. Answer the questions

1. Has anything ever gone wrong when you've been travelling?
2. What do you most like and most dislike about travelling by air?

4. Match the phrasal verbs in a-g with their meanings 1-7.

We'll come to the airport to see you off. If they set off at seven o'clock, they should be here by eight. I can give you a lift to the station. I'll pick you up at six. You don't need to drive me home. You can drop me off here. The plane took off on time despite the bad weather. We had to check in two hours before the plane left. On our way to Australia we stopped over in Singapore for two days.

go somewhere to collect someone in a car register as a passenger at an airport go to a railway station, airport, etc., to say goodbye to someone break a journey to stay somewhere, especially when travelling by air begin a journey stop for someone to get out of a car leave the ground and begin to fly

5. Discuss these questions.

a. If your flight was at 6 p.m., what time would you set off for the airport?

b. After you have checked in for a flight, what do you usually do?

c. Do you like people to come to the station or airport to see you off?

d. Do you feel nervous when the plane takes off and lands?

e. Would you pick a friend up at the airport if they arrived in the early morning?

f. Would you prefer to stop over somewhere on a long distance flight or fly direct to your destination

Talking points

Structure the text. Entitle its parts. Retell the text.

Look at Bidstrup’s comics below. Make a short funny story based on it. Have fun!

UNIT XII

Module A. Придаточные предложения (Subordinate Clauses)

В английском языке (как и в русском сложноподчиненные предложения Complex Sentence состоят из главного и придаточного предложений Principal Clause and Subordinate Clause. Между собой они соединяются с помощью союзов. Основные типы придаточных предложений соответствуют членам предложения. Каждый такой тип придаточного предложения имеет соответствующий союз. В качестве такого слова-связки могут также выступать союзные местоимения и наречия.

Название придаточного предложения	Союзы, союзные местоимения и наречия, соединяющие его с главным предложением	Примеры придаточных предложений
1. Придаточное предложение (The subject Clause). Подлежащее отвечает на вопросы: Кто? Что?	that – что if, whether – ли who – кто what – что, какой where – где whose – чей which – который when – когда how – как why – почему	a) Whether such a test will be a success is not clear. - Будет ли иметь это испытание успех - неясно. b) That the action should fail will become evident later. - То что эта акция потерпит неудачу, станет ясно позже.
2. Придаточное предложение (The Predicative Clause). Сказуемое отвечает на вопросы: Каково подлежащее? Что оно собой представляет? Что? Что оно такое?		2. The result is that this inquired book will be available only next week. - Результат заключается в том, что эта запрашиваемая книга будет доступна только на следующей неделе.
Дополнительное придаточное предложение: (The Object Clause) Отвечает на вопросы: Что? О чем? На чем?		3. He said that this failure had resulted from one initial error. - Он сказал что эта неудача произошла в результате одной ошибки.
Определительное придаточное предложение (The Attributive clause). Отвечает на вопрос: Какой?	Основные союзные слова: Who whose – чей which, what – который (неодушевл. сущ-е)	4. This page which was examined by the web crawlers is indexed with 5 letters. - Эта страница, которая была исследована поисковой программой сети, имеет индекс из 5 букв.
Обстоятельственное придаточное предложение (The Adverbial clause). Отвечает на вопросы: Когда? С каких пор? Где, куда, как, каким образом? Несмотря на что? Для чего? Если что? Почему?	when - когда, whenever - всякий раз когда, while - в то время как as - по мере того как, till (until) - пока (не), before (after) - до (после) того как where - где, куда, wherever - где бы ни because - потому что, since - т.к., as - т.к., for - т.к., либо, now that - теперь когда as - как, as if - как будто so that - т.к. though (although) - хотя so that -, in order that - для того чтобы if - если	Since this book is mentioned in a bibliographic reference it is easy to find it on the WEB site. – Поскольку эта книга упоминается в библиографической справке, ее легко найти на сайте Сети. A professional indexer can describe components of an individual page of all sorts wherever client asks him to fulfil it. – Профессиональный индексатор может описать компоненты отдельной страницы любых видов всякий раз, когда клиент его просит сделать это.

EXERCISES

XII A-1. Insert connection words between the principal and subordinate clauses: wherever, which, until, so … that…, when, whether, how that, who, that.

1. I met boatmen … had taken me across the river.
2. … he came to the beach, the storm was at its height.
3. The place was … delightful … we stayed there all summer.
4. The commission, … consisted of ten members, was unanimous in its decision.
5. I should like to know … they will come or not.
6. They decided to remain in town … they received an answer to their letter.
7. The problem is … this challenge cannot be taken just now.
8. … he managed to do it remained unknown.
9. … the river made its way, the vegetation was fresh, green and luxuriant.

Особенностью английских придаточных предложений является тот факт, что некоторые их виды соединяются с главным т.н. бессоюзным способом, т.е. союз вообще отсутствует. К таким видам относятся:

- дополнительные,

- определительные,

- обстоятельственные придаточные предложения.

В дополнительных придаточных предложениях иногда союз that опускается. При переводе его надо вставить.

We believe_ similar remarks may be made concerning other theories. – Мы полагаем, что аналогичные замечания можно сделать относительно других теорий.

Формальным признаком такого соединения является наличие рядом глагола (сказуемого) и существительного или местоимения (иногда с левым определением).

В определительных придаточных предложениях союзное слово (which, that, when, etc.) иногда опускается. При переводе оно восстанавливается.

We have described some of the methods we used in conducting our research. – Мы описали некоторые методы, которые мы использовали в проведении своего исследования.

This is the place we left 20 years ago. – Это то место, которое мы покинули 20 лет тому назад.

Формальным признаком бессоюзного соединения является наличие рядом двух имен: двух существительных или существительного и местоимения. В нашем случае place we.

В придаточных предложениях условия иногда союз "если" if, provided, etc. опускается и глагол ставится на 1-ое место перед подлежащим, т.е. помимо исчезновения союза происходит т.н. инверсия.

Сравните:

1. If this book were written in English, I could read it easily.	Если бы эта книга была написана по-английски, я бы смог легко прочитать ее.
2. Were this book written in English, I could read it easily.

Как можно видеть, оба предложения переводятся одинаково. Бессоюзные условные предложения начинаются с глаголов, или модальных глаголов в прошедшем времени.

EXERCISES

XII A-2. Определите, является ли это придаточным или главным предложением

1. it started to rain 2. after the runner fell down 3. before the telephone was invented 4. which no one clearly understood 5. she left because of you 6. what you said to me 7. a singer performed after dinner 8. because the chicken was burned 9. she has been crying a lot 10. when you left town

11. the cost of chicken has gone up 12. whom he saw at the theatre 13. exercise promotes health 14. walking develops leg muscles 15. winning is not everything 16. that apples are very nutritious 17. while the choir was singing 18. if prices continue to climb 19. they arrived after the deadline

XII A-3. Определите, является ли это главным предложением, придаточным или фрагментом предложения

the water is used for irrigation 2. which is used to make chewing gum 3. a famous talk show host 4. her hopes for the future 5. the population increased greately 6. a brain infection causing jerking 7. the fourth largest city of the state 8. although the law was repealed 9. who lived in Oregon 10. several different writing systems

11. when the radio was invented 12. the first ships were only logs 13. molluscs live in shells for protection 14. a city located near the coast 15. a boat floating down the river 16. staying busy makes the time fly 17. alligators living in Florida 18. before inflation slowed 19. because the temperature is never high 20. walking burns many calories

XII A-4. Является ли выделенная часть главным, придаточным предложением или фрагментом предложения, переведите.

1. The aardvark, which hunts at night, feeds entirely on ants and termites.

2. In a group of African musicians, the drummer will probably serve as the leader.

3. Before he entered public service in 1794, John Quincy Adams was a successful Boston lawyer.

4. Former President Dwight Eisenhower considered himself a Kansas although he was born in Denison, Texas.

5. King Edward VIII of England abdicated his throne in 1936 because the government disapproved of his marriage plans.

6. In terms of population, Bangkok is quite a bit larger than Barcelona.

7. Adsorption, which is often confused with absorption, refers to a mixing or intermingling of two substances.

8. Through his use of the mobile, Alexander Calder created a new definition of sculpture.

9. When winter descends on North America, the weather in Acapilco, Mexico is warm and pleasant.

10. An accountant is a person who organises, maintains, analyses, and interprets business records.

11. In ancient Chinese medical procedure, acupuncture involves the insertion of thin metal needles into various parts f the human body.

12. An adult American alligator will range in length from six to twenty feet.

13. Sacramento, the capital of California, is located about ninety miles Northeast of San Francisco.

14. As the price of pocket calculators has dropped, engineering students have almost completely given up slide rulers which were once extremely popular.

15. Although growing children need up to twelve hours of sleep in some cases, many adults do well on only six hours per night.

16. The tsetse fly is primarily responsible for the transmission of the sleeping sickness from one victim to another.

17. Florida is located at about the same latitude in the northern hemisphere as parts in South Africa are in the southern hemisphere.

18. Born in Athens about 469 BC, Socrates was the son of a sculptor.

19. The sextant is an instrument that is used by navigators to find their location on the earth’s surface.

20. Saturn is the second largest planet in our solar system and the sixth from the Sun.

XII A-5. Переведите, обращая внимание на отсутствие союзных слов. Восстановите союзные слова.

1. The twenty-eight space missions the US launched in the 60’s and 70’s involved very expensive spacecraft NASA could use only once.
2. The rocket system engineers designed launched the spacecraft successfully but burned up as it fell to earth.
3. The capsule the astronauts rode in was also designed to be used only once.
4. The Space Transportation System programme President Nixon approved in 1972 called for the development of a spacecraft NASA could reuse many times.
5. The design NASA selected for the STS programme is made up of three main parts.
6. The part the astronauts can control is the cargo-carrier.
7. The first STS flight NASA had originally scheduled for April 10 finally lifted off on Sunday, April 12, 1981.
8. The first launch was delayed because of a problem with the computer system the spacecraft used.
9. The astronaut the NASA officials chose for the first STS flight had a great deal of experience because of the five other space flights he had made.
10. The STS flight NASA launched in April 1981 was intended to be the first of many shuttle flights the US would send up in the following years.

Module B.

Reading

Volcanoes

1. Answer these questions about volcanoes. Guess if you don't know.

a. Approximately how many active volcanoes are there in the world?

1 150

2 550

3 1,350

b. How many people live in the vicinity of an active volcano?

1 million

2 10 million

3 1 billion

c. Where is the world's largest active volcano?

1 Italy

2 Hawaii

3 Mexico

The Last Day of Pompeii by Karl Bryullov

Read the text quickly to check your ideas.

They died where they stood. Violently, with almost no warning. Wealthy women in their jewels. Armed soldiers. Babies. Almost 2,000 years ago a seaside town in southern Italy had the misfortune to be in the shadow of Mount Vesuvius – one of Europe's active volcanoes – at the wrong time. The 16,000 inhabitants of the Roman towns of Herculaneum and neighbouring Pompeii who were buried beneath 30 metres of dust on an August night in ad 79 bear silent witness to the destructive force of volcanoes.

Objects of terror and fascination since the beginning of human time, volcanoes take their name from Vulcan, the Roman god of fire. Today there are some 1,350 active volcanoes in the world: At any given moment, somewhere between one dozen and two dozen are throwing out ash and molten rock from the earth's core.

Approximately one billion people live in their dangerous shadows. Experts expect the number to rise. The rapid growth of population, greater competition for land and an increase in urban migration are driving more and more people to settle around volcanoes, significantly increasing the potential loss of life and property in the event of eruptions.

Despite major advances in technology, the ability to predict when a volcano might erupt remains imprecise. But meeting the challenge is vital because volcanoes are 'people magnets'. A recent study identified 457 volcanoes where there are one million or more people living within 100 kilometres. Many of these volcanoes – several in Indonesia and Japan, for instance – have surrounding populations greatly exceeding one million. Today, 3.75 million people live within 30 kilometres of the summit of Mount Vesuvius in the southern Italian city of Naples. 'What do they do if it starts erupting? No one can imagine evacuating a city the size of Naples,' said С Dan Miller, chief of the US Geological Survey's Volcano Disaster Assistance Program.

'Persuading people to move permanently out of hazard zones is not usually an option. Many of the land-use patterns are long established, and people just won't do it', Miller went on. 'The only thing you can do is have systematic volcano monitoring to detect the earliest departure from normal activity.'

Nowadays it is easier to predict volcanic activity, but evaluating the threat of eruption is frequently still difficult. Mexico City knows the problem well. The city, which has a population of more than twenty million, lies within 60 kilometres of the summit of Popocatepetl, a volcano which has erupted at least fifteen times in the last 400 years. The flanks and valleys surrounding 'Popo' have been evacuated several times since 1994 in response to earthquakes and eruptions of volcanic ash and plumes of steam. Each time the mountain has settled down without a major eruption, although some activity has continued. Yet when, or if, a major eruption will occur next remains unknown.

'There could be weeks, months, or years between the time a volcano shows some activity and the time of its eruption,' said Miller. 'It may never erupt. Most people are willing to be evacuated once. But if nothing happens, the loss of credibility could cause people to ignore future warnings.'

Volcanic eruptions, when they do come, are sometimes relatively slow and quiet. There was no loss of life when the world's largest active volcano erupted in 1984. The people who lived in the proximity of Hawaii's Mauna Loa volcano had plenty of time to get out of the way when it erupted in 1984. Its lava crept down the slope at about the speed of honey. At other times the eruption is sudden and violent, and evacuation unfortunately comes too late.

Read questions 1-7 below. Then, read the article again and choose the correct answers.

1. What happened when Mount Vesuvius erupted in AD 79?

1. The rich managed to escape.
2. It covered many towns with dust.
3. A few people were killed.
4. People were unprepared.

2. What do experts think will happen in the future?

1. More volcanoes will become active.
2. People will move away from volcanic areas.
3. More people will set up home near volcanoes.
4. Around one billion people will die in volcanic eruptions.

3. According to the article, what is the present situation regarding volcanic eruptions?

1. Eruptions arc most likely to happen in Indonesia and Japan.
2. Experts can predict when there will be a volcanic eruption.
3. Most large cities have no appropriate evacuation plans in place.
4. People will be less affected than before.

4. What does 'do it' in line 28 refer to?

1. Go and live somewhere else
2. Build farms on the land
3. Force people to leave the area
4. Leave the area until the danger has passed

5. What does the article say about Popocatepetl?

1. There was a major eruption in 1994.
2. Experts expect a major eruption within a few years.
3. Nobody knows whether it will erupt again.
4. People who live nearby are fed up with being evacuated.

6. Why was the eruption of Mauna Loa less dangerous?

1. People had been evacuated from the area beforehand.
2. People were able to keep ahead of the lava.
3. Scientists had warned people well in advance.
4. It was not a major eruption.

7. What would be the most appropriate title for this article?

1. Volcanoes: Sleeping threat for millions.
2. Volcanic eruptions and other natural disasters.
3. Volcanic activity in Italy.
4. Volcanic eruption: A study of volcanic behaviour.

Word building

1. Underline all the nouns in the text related to these root verbs. What do they have in common?

Compete erupt evacuate fascinate populate migrate

2. Underline all the adjectives in the text related to these root verbs and nouns.

act danger destroy science system volcano

3. Complete these sentences with an appropriate word made from the root word in brackets.

a. A great deal of __________research is being carried out on volcanoes. (science)

b. It is __________to play golf during a thunderstorm. (danger)

с. The early nineteenth century was a period of mass __________from Ireland. (migrate)

d. The police made a __________search of the area where the crime was committed. (system)

e. I have never really understood the__________some people have for tornadoes. (fascinate)

f. The__________of Western European countries is ageing. (populate)

g. Despite the fact that he is in his eighties, he still leads an__________life. (act)

h. There was fierce __________ between the companies for the government contract. (compete)

Talking points

Over to you:

Why do people choose to live near volcanoes? Would you?

Why would it be so difficult to evacuate a large city? Can you think of any solutions to the problems?

Make up questions to the text covering its key ideas(15-20). Retell the text.

APPENDIX 1

How to retell a text

1. Look through the text. What is its main topic? What field is it in? What is its main idea?
Start with...

“It’s an abstract from the (research) work of a famous/well-known/major/ scientist(historian, linguist, economist, theorist, analyst, practitioner, etc.)

The article I’ve just read deals with the problems of...

The article might be regarded a part of a bigger research which deals in...

The main topic of this article is...

This chapter is devoted to...

The main questions touched upon by this chapter/article/work are numerous. They are...

This original paper/article/work addresses itself to some of the central issues in (the relevance theoretic research, modern economic theory of... etc)

The aim of the article is to investigate/explore/show/help understand/ some of the issues of...

This chapter/article provides an outline of the theoretical basis of...

2. Now read the text more carefully. What parts can you divide it into? How many parts are there?

3. Work on the parts of the text one by one (the parts the text falls into may show as paragraphs). What is the main idea of each part? Try to find the topic statements or sentences in each part and put them down. They might be 1-2 sentences at the beginning of each paragraph but not necesserily.
Use...

Several paragraphs of the article investigate...(the distinction, the features, characteristics of..)
In (the) other part(s) of the article/chapter the author explores.. ( the role of the theoretic notion of...)
Some of the central issues dealt with in this part are.....
The author	shows...
	combines ideas of...
	assumes that...
	further develops the idea that...
	examines the data received from.../the matter/major theoretic perspectives of...
	explores the methodological issues of... pays tribute to....
By concentrating on....., the authors analyze how.....
This exploration provides a description of......, and also reveals the nature and significance of.....