Орлова Г.Д. и др. Английский для бакалавров. Часть II
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to everybody. 10. Whether steel or aluminum is taken as building material depends
upon many factors. 11. That water boils at the temperature of 100
0
С is common
knowledge. 12. That there is an analogy between job stress and engineering stress is
quite clear.
III. Translate the sentences with the predicative clauses.
1. The question is whether they will finish the test in time. 2. The main point
was where he could find the necessary data for his report. 3. This is why I want to be
present at the lecture. 4. The trouble is that I have lost his address. 5. A very
important problem is how job stress can be managed. 6. The most important feature
of the English language is that it has a fixed word order. 7. The thing which greatly
interested the scientists was whether other elements besides uranium possessed the
property of radiation. 8. The most interesting thing about lasers is that they can
transform electrical energy directly into light wave energy. 9. The primary problem
is whether you can cope with job overstress. 10. The trouble is that overstress is as
dangerous to humans as it is to engineering structures.
IV. Translate the sentences with the object clauses. Mind the sequence of
tenses.
1. The designer asked us what we thought of his project. 2. The professor was
told that the new assistant had arrived. 3. I thought I should achieve good results. 4.
When setting up a plan one must pay attention to how this plan should be
implemented. 5. The Curies found polonium was many times more active than
uranium. 6. In 1898 the Curies announced that they had discovered the element
radium. 7. We can now calculate how many atoms there are in 1 gramme of any
element. 8. We can’t imagine how people could do without electrically operated
devices. 9. We know that isotopes are atoms of the same atomic number but of
different atomic weights. 10. We believe that automation not only makes labour
more productive but radically changes its nature. 11. Now we know that 80% of
industrial accidents are caused by a lack of psychological well-being.
V. Translate the sentences with the attributive clauses.
A. 1. The railroad line that connected Moscow with St. Petersburg was built at
the close of the 19th century. 2. I addressed a student who was entering our
laboratory. 3. A number whose value is to be found is called an unknown number. 4.
Aluminium which is preferable to steel for certain parts of electric machinery is a
very light metal. 5. The heat which a body contains is the kinetic energy of its
molecules. 6. The student who is studying these diagrams will make a report at our
conference. 7. The man whose report we appreciated highly spoke very well. 8. The
engineer who invented this device works in our shop. 9. I work at the laboratory
where new measuring devices are tested. 10. The problem which greatly interested
the scientists was how protection could be given against radioactive substances. 11.
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In America where both the Fahrenheit and Centigrade scales are used, it is often
necessary to find what reading on one scale corresponds to a given reading on the
other. 12. In engineering, stress is a force that induces strain – a deformation.
B. 1. The man you ask me about works at our office. 2. The student our teacher
wants to speak to is absent today. 3. The lectures I listen to at the University are very
interesting. 4. Tell me something about the discoveries your friend made in this
branch of science. 5. The student you want to see will come here today. 6. The man
I am waiting for is late. 7. The young man you are speaking about wants to enter our
University. 8. The magazine they asked me about is really very interesting. 9. The
work she did last week was very important. 10. At last we found the material we
were in need of. 11. The hydroelectric plant we are speaking of is not very far from
here. 12. The method of work we are applying results in high efficiency. 13. He
looked up the words he didn’t know in a special dictionary. 14. He approved of the
method they had adopted. 15. The plan she is speaking about is of great importance
for the efficiency of our firm.
VI. Change the following attributive clauses according to the models. Translate
the sentences.
Model 1: This is the lecture which we attend twice a week.
This is the lecture we attend twice a week.
1. This is the device which our engineers have constructed. 2. The subject that
they have chosen for the discussion is connected with the problem of job overstress.
3. At the discussion there was a new person whom we had never met before. 4. The
problem of job stress which we discussed last week is very acute.
Model 2: The laboratory in which they were working was large.
The laboratory they were working in was large.
1. The man to whom I was introduced offered me a new job. 2. The staff of the
college at which he arrived was not numerous. 3. The laboratory in which students
are allowed to work has just been started up. 4. He was offered to work with the
manager of whom he had heard much before.
VII. Complete the following sentences using a clause with that (which, who).
Model 1: The train leaves at 8.
You are too late to catch the train that leaves at 8.
1. Mary has two brothers. One lives in America.
Do you know the one ……….?
2. Some things were stolen.
Have you got back the things ……….?
3. A man plays James Bond.
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What’s the name of the man ……….?
4. A woman answered the phone.
The woman ………. asked me to call back later.
5. A book was left behind on the desk.
The book ………. belongs to me.
Model 2: I read a book last week.
I really enjoyed the book that I read last week.
1. I met someone on the train.
Someone ………. gave me some good advice.
2. We took some photographs on holiday.
Have you seen the photographs ……….?
3. You asked for some information.
We cannot provide the information ………. .
4. You read things in the newspaper.
You shouldn’t believe all the things ………. .
5. The Beatles recorded this song in 1966.
This is one of the songs ………. .
VIII. Complete the sentences by adding when, where, whose, or why.
1. This is definitely the place where I left it.
2. Do you remember the time ………. we got lost?
3. There must be a good reason ………. he's late.
4. They are building a hospital on the street ………. we live.
5. Peter? Is he the one ………. car you borrowed?
6. Can you give me any reason ………. I should help you?
7. Mary is the one ………. desk is next to mine.
IX. Join the sentences below using who, whose, which. Make sure that the
relative clause goes next to the word it gives extra information about.
Model: Peter is studying French and German. He has never been abroad.
Peter, who is studying French and German, has never been abroad.
1. I met Jane’s father. He works at the university.
2. You’ve all met Michael. He is visiting us for a couple of days.
3. Michael is one of my oldest friends. He has just gone to live in Canada.
4. Manchester is in the north-west. It is one of England’s fastest growing towns.
5. I’ll be staying with Nora. Her sister is one of my closest friends.
X. Translate the sentences with the adverbial clauses. Pay attention to the
conjunctions.
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1. The student could not solve the problem as he had missed many lectures. 2.
Whenever you work, you ought to work well. 3. Your work may be published,
though it doesn’t contain all the necessary data. 4. When Sophia Kovalevskaya came
to St. Petersburg, she asked for permission to attend lectures at the University. 5.
Water will not flow in a pipe unless there is a difference in pressure or water level. 6.
Since air is not a compound but a mixture of the various components, each
component behaves as if the others were absent. 7. Further flights by unmanned
spaceships to Venus and Mars will be tried in order that these planets should be
thoroughly studied. 8. Not a few scientists and medical men lost their lives before it
was found out how protection could be given against radioactive rays.
XI. Look at these pairs of sentences. Complete one sentence with so and the
other with such a.
Note! You only use ‘such’ before a noun, with or without an adjective. If a noun
is a singular countable noun, put ‘a’ (‘an’) in front of it.
You only use ‘so’ before an adjective or an adverb.
1. He was …such a… fool that no one took any notice of him.
He was ……so…... silly that no one took any notice of him.
2. The room was in ………. mess it took two hours to tidy.
The room was ………. untidy it took three hours to sort out.
3. We were ………. tired we went straight to bed when we got home.
We had had ………. tiring day that we went straight to bed.
4. It took us ………. long to get home that we missed our supper.
It took us ………. long time to get home that we missed our supper.
5. Her throat was ………. sore that she could hardly speak.
She had ………. sore throat she could hardly speak.
6. He spoke in ………. soft voice we could hardly hear him.
His voice was ………. soft we could hardly hear him.
7. I got ………. shock when I heard the news I didn’t know what to say.
I was ………. shocked when I got the news I didn’t know what to say.
8. He lived ………. long way off that we hardly ever saw him.
He lived ………. far away that we hardly ever saw him.
9. He was ………. badly injured that they took him straight to hospital.
He had suffered ………. serious injury that they took him straight to
hospital.
10. The children made ………. noise we could hardly hear ourselves speak.
The kids were ………. noisy we could hardly hear ourselves speak.
XII. A. Rewrite these sentences with so…that.
1. The hill was very steep. I had to get off my bike and walk.
The hill was so steep that I had to get off my bike and walk.
2. Her writing was very small. I could hardly read it.
3. The winter was bitterly cold. All the streams were frozen.
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4. His favourite shoes were very badly worn. He had to throw them away.
5. He looked very young. Everyone took him for a student.
6. Ken got very excited. He kept jumping up and down.
B. Rewrite these sentences with such…that.
1. The hill was very steep. I had to get off my bike and walk.
It was such a steep hill that I had to get off my bike and walk.
2. He was a dreadful liar. Nobody believed anything he said.
3. It proved to be a very difficult problem. Nobody could solve it.
4. We had a very good time. We didn’t want to go home.
5. His clothes were very old. They were falling apart.
6. The food was very good. We all ate far too much.
XIII. The sentences below all have though, although, or even though. Use one
of these phrases to complete them.
we only arrived just in time we had no time for lunch she kept her coat on
he was difficult to understand you're not so tall as he was
he still wasn’t tired
I used to when I was younger the water was awful I really like John
1. Although we were desperately hungry, …we had no time for lunch .
2. We enjoyed our holiday, even though ………. .
3. ………. , even though it was very warm.
4. I don’t play the piano now, although ………. .
5. You look very like your grandfather, although ………. .
6. Though he hadn’t stopped working all day, ………. .
7. ………. , even though his English was very good.
8. ………. , although he can be very annoying at times.
9. Although we set off early, ………. .
XIV. The sentences below all have in spite of or despite. Use one of the noun
groups given to complete them.
the unpopularity of his decision his recent illness her fear
the difference in their ages all his precautions his injury
the high cost of living the heavy traffic the rain
1. The air was fresh and clean in spite of …the heavy traffic.
2. He looked very well in spite of ………. .
3. Despite ………. she did her best to smile bravely.
4. He refused to change his mind despite ………. .
5. Despite ………. they were very close friends.
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6. I didn’t earn much in Japan in spite of ………. .
7. In spite of ………. his money was still stolen.
8. He continued the race despite ………. .
9. We still had our picnic in spite of ………. .
XV. Rewrite the following pairs of sentences to make one complex sentence.
Use the adverbial clauses.
(1) (although) John is only sixteen.
He has already entered the university.
(2) (because) He studied hard at school.
He wanted to be accepted by a good university.
(3) (as if) He always conducted himself properly.
He was older than his years.
(4) (since) His family lived a long way from the university.
He had to move to a strange city.
(5) (when) He reached the university.
Classes had not started yet.
(6) (while) He was searching for a place to live.
He met a foreign student.
(7) (after) The two boys became acquainted.
They decided to share a room.
XVI. Read the following complex sentences. Find out the subordinate clauses,
define the type of each clause and translate the sentences.
1. We don’t know whether the new financial policy of the government will be
successful. 2. Whenever man’s friends begin to compliment him about looking
young, he may be sure that they think he is growing old. 3. Don’t trust a subordinate
who never finds fault with his superior. 4. Everyone knows that taxation is necessary
in a modern state. 5. Though everyone knows that taxation is necessary, different
people have different ideas about how taxation should be arranged. 6. If you are to
have a good command of a foreign language, you must read a lot. 7. Why a good
vocabulary is important is obvious. 8. That poetry is difficult for some readers is a
fact. 9. What caused the accident was a complete mystery. 10. They soon repaired the
car, which had not been badly damaged. 11. That Charlie Chaplin was a great
comedian is common knowledge. 12. I will return your book on Monday as soon as I
have read it. 13. The question is what caused the job stress. 14. Whether we can help
you is a difficult question.
Р А Б О Т А С Т Е К С Т О М
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Text A. A HEALTHY YOU CAN COPE WITH WORK STRESS
There is a clear analogy between job stress and the engineering characterization
of stress. In engineering, stress is a force that induces strain – a deformation. An
excessive force, or overstress, leads to rupture. In job stress, some combination of
work factors interact with a person to disrupt his physiological or psychological well-
being; his reaction to those stress factors is called strain.
The analogy becomes a little fuzzy when you examine some of the basic sources
of job stress. For example, stressors include such things as too much or too little to
do; extreme ambiguity or extreme rigidity associated with tasks; extreme role conflict
or too little conflict; and extreme amounts of responsibility or little responsibility.
As this list suggests, some job stress is not only acceptable, it can be beneficial.
But overstress is as potentially dangerous to humans as it is to engineering structures.
In cases of job overstress you won’t hear a sharp crack as something fails nor
will the human mechanism simply cease to function. But the job-related strain will be
there, in several possible forms: short term effects (anxiety, tension, anger, paranoia);
chronic psychological states (depression, feelings of fatigue, alienation, a general
malaise); clinical-psychological changes (level of blood lipids, blood pressure, gut
motility); physical health status (gastrointestinal disorders, coronary heart disease,
asthmatic attacks); and a fall off in work performance (severe decrease in
productivity, increase in error rates, high absenteeism, inflexible behavior).
No one in a responsible production position can ignore these effects of
overstress – in others or himself. One source has estimated that 80% of industrial
accidents may be caused by a lack of psychological well-being. Job success is highly
correlated with the ability to cope with stress. In short, effective management of
stress is a worthy goal.
Learning to cope, or manage stress, involves three major
components – physical activity, nutrition, and intellectual
activity. Physical activity is concerned with relaxation
techniques, control of bodily activities, and physical exercises.
It is an outlet for the release of energy built up during stressful
activity. Nutrition is concerned with a balanced program for
eating and drinking. A nutrition program helps to eliminate
eating and drinking habits as a stress factor. Intellectual activity
is concerned with communication skills, goal setting, assertiveness, elimination of
self-defeating attitudes, and improving self-concept. It serves to lower the effects of
stress by developing specific resistances and coping mechanisms.
Success also depends upon first mastering the physical and nutritional
components of stress management. In short, to state the obvious, good intellectual
activity is enhanced by good health. And various activities that promote good health
are particularly relevant to stress management.
======================VOCABULARY===================
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stress, n давление, напряжение, стресс
strain, n натяжение, растяжение, напряжение,
деформация
rupture, n прорыв, пролом, разрыв, пробой
disrupt, v разрывать, разрушать
fuzzy, adj неясный, неопределенный
beneficial, adj выгодный, полезный
cease, v переставать, прекращать,
приостанавливать
crack, n треск, узор, трещина
fatigue, n усталость, утомление
malaise, n недомогание
gut, n кишка, пищеварительный канал
fall off, n ослабление, уменьшение, снижение
absenteeism, n абсентеизм (уклонение от посещений
собраний), прогул, невыход на работу без
уважительной причины
accident, n несчастный случай
correlate (to, with), v находиться в связи, в определенном
соотношении; устанавливать соотношение
cope (with), v справиться, совладать
worthy, adj достойный, заслуживающий,
соответствующий
nutrition, n питание, пища
concern, v касаться, иметь отношение; заниматься,
интересоваться (чем-либо); заботиться,
беспокоиться
outlet, n выход; выпускное или выхлопное
отверстие
release, n освобождение, избавление
eliminate, v устранять, исключать, уничтожать,
игнорировать
skill, n искусство, умение, мастерство, ловкость,
сноровка
goal, n цель, задача
set, v ставить, устанавливать
self-defeating, adj обреченный на провал самой своей
природой
self-concept, n общее представление о себе
attitude, n отношение
resistance, n сопротивление
obvious, adj явный, очевидный, ясный
enhance, v увеличивать, усиливать, усугублять
======================================================
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I. Transcribe the words consulting a dictionary. Read them in transcription:
rupture, fuzzy, associate, ambiguity, cease, anxiety, chronic, fatigue, alienation,
malaise, coronary, technique, asthmatic, absenteeism, accident, cause, nutrition,
assertiveness, enhance, obvious, particularly, analogy, psychology.
II. Guess the meaning of the following international words:
engineering, characterization, deformation, analogy, extreme, technique, effect,
clinical, physiological, psychological, component, relaxation, program, function,
energy, conflict, potentially, activity, reaction, management, induce.
III. Define the stem of the following words, name the suffixes and prefixes.
Translate the words:
stressor, overstress, rigidity, disorder, inflexible, relaxation, assertiveness,
resistance, particularly, nutritional, communication, management, deformation.
IV. Read the adjectives and the nouns derived from them. Translate the nouns:
rigid – жесткий, непреклонный, стойкий rigidity -
active – активный, деятельный activity -
flexible – гибкий flexibility -
ambiguous – двусмысленный, сомнительный,
неопределенный
ambiguity -
stable – устойчивый, трезвый, прочный stability -
responsible – ответственный responsibility -
possible – возможный possibility -
alien – чуждый, отдаленный alienation -
particular – особый, исключительный particularity -
anxious – озабоченный, тревожный, беспокойный anxiety -
motile – подвижный, способный передвигаться motility -
assertive – настойчивый, самоуверенный,
напористый
assertiveness -
V. Match the words on the left with their definitions on the right:
1) to cope A) to be busy with, interest oneself in
2) to induce B) to add to (the value, attraction, etc)
3) to concern C) to help to organize and start
4) to cease D) to persuade or influence; to lead or to cause
5) to eliminate E) to manage successfully
6) to enhance F) to come or bring to an end; to stop
7) to promote G) to remove, to take or put away
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Answer key: 1E; 2D; 3A; 4F; 5G; 6B; 7C.
VI. Look through the text ‘A Healthy You Can Cope with Work Stress’ and
find the English equivalents for the following words and expressions:
вызывает напряжение; вызывает пробой, влияет (воздействует) на
человека; психологическое состояние (здоровье); стресс, вызванный работой;
технические конструкции; очень большая ответственность; большая
неопределенность (неясность, двусмысленность); чрезмерная стойкость;
чрезмерное напряжение; перестает функционировать; состояние физического
здоровья; снижение производительности труда; чувство усталости; общее
недомогание; ответственный пост; способность справиться со стрессом;
достойная (стоящая) цель; включает в себя три основных компонента;
интеллектуальная (умственная) деятельность; методы релаксации; физические
упражнения; сбалансированная программа питания; специальные механизмы
направленные на повышение сопротивляемости организма и его умение
справиться с напряжением; различные виды деятельности; способствуют
обеспечению хорошего здоровья.
VII. Read the sentences and explain their grammar structures. Translate them
using a dictionary.
1. In cases of job overstress you won’t hear a sharp crack as something fails nor
will the human mechanism simply cease to function.
2. No one in a responsible production position can ignore these effects of
overstress – in others or himself.
3. In job stress, some combination of work factors interact with a person to
disrupt his physiological or psychological well-being.
4. Overstress is as potentially dangerous to humans as it is to engineering
structures.
5. In short, to state the obvious, good intellectual activity is enhanced by good
health.
VIII. Read the text ‘A Healthy you Can Cope with Work Stress’ silently. Find
the sentences with the attributive and adverbial clauses. Translate them.
IX. Answer the following questions. The text ‘A Healthy You Can Cope with
Work Stres’ will help you.
1. Why is there a clear analogy between job stress and the engineering
characterization of stress?
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