English for IT Engineering

Students
CONTENTS
Forward:
Unit I. INTRODUCTION – ENGLISH FOR IT
The Importance of Studying English/ Technical English
I.1. English is Fascinating
I.2. Technical English
I.3. Getting into the Field of Information Technology

Unit II. COMPUTER USE AND APPLICATION

2. 1. The Need for Computers in the Modern Society
2. 2. Computer System

UNIT III. IT CAREERS

3.1. Getting a Diploma in the Field of Information Technology
3.2. Job Related Vocabulary
3.3. Job Opportunities in Computing

UNIT IV. COMPUTER HARDWARE

4.1. Input devices
4.2. Output Devices

UNIT V. SOFTWARE
5.1. Programming Languages
5.2. The differences between Java, C++, and C#
5.3. Compilers

UNIT VI. SYSTEM CONCEPTS

6.1. Open Loop and Closed Loop Control Systems in the Classical Control Theory
6.2. General Nature of the Engineering Control and Automation Problem

VII. GRAPHICS, MULTIMEDIA AND DESIGN

7.1. Graphics and Design
7.2. Multimedia
7.3. Engineering Design

VIII. NETWORK AND SECURITY

8.1. Network Structures and Topologies
8.2. Networks and Security
UNIT IX. THE WORLD WIDE WEB
9.1. The Rise of the World Wide Web
9.2. Graphics Piracy on the Internet

UNIT X. SOFTWARE ENGINEERING

10.1. What is Software Engineering?
10.2. Python for Science and Engineering

UNIT XI. MODERN TECHNOLOGY

11.1. Artificial Intelligence
11.2. Improving Robots’ Senses
Interesting Facts about Robots

XII REVISION
Bibliography
List of irregular verbs
Foreword

The study of English language, applied to a certain field of study, presupposes the
mastering of the foreign language in such a way so as to be able to handle new techniques
of individual learning, as well as a series of specific knowledge from the future field
of study.
This lecture is meant to be a resource pack and a study tool for IT Engineering
students who are familiar with English language at an intermediate level. This book is a
necessary guide for practical course activities. Studying technical English is imperative
for the students who want to improve their language skills by adapting and
contextualizing the theoretical and practical aspects of language study to Information
Technology topics. By enriching their knowledge of English, students will be able to
publish their research results in scientific magazines, to work with foreign specialists or
even continue their studies abroad.
The lecture consists of 11 units centred on Information Technology topics which
combine texts, grammar and specific language practice in such a way as to help students
learn, revise, and improve their English skills. The last unit, 12 is meant as a revision of
all the grammatical problems discussed in the book. The linguistic discourse
corresponds to the curricula and to the special literature of the field.

English for IT Engineering Students este un curs practic ce se adresează

studenților de Facultatea de Inginerie, în special celor de la Tehnologia Informației.
Cursul îi familiarizează pe studenți în ceea ce privește vocabularul specific terminologiei
domeniului calculatoarelor precum și în priviința strucrillor gramaticale ce le vor
permite acestora să utilizeze engleza în comunicarea scrisă și orală.
Cele 11 capitole sunt structurate în secțiuni ce cuprind texte, vocabular, teorie
gramaticală și exerciții atât gramaticale cât și de vocabular specializat. Toate aceste
resurse sunt menite să-i ajute pe studenți să își îmbunătățească cunoștințele de limbă
străină, să-și perfecționeze limbajul tehnic și să capete mai multă încredere în abilitățile
lor lingvistice.
Conținutul este unul tematic, toate problemele discutate fiind tratate în mod
gradual. Materialul lingvistic utilizat se regăsește în literatura de specialitate și pune
bazele limbajului tehnic aferent domeniului tehnologiei informațiilor. În urma
parcurgerii acestui curs practic, studenții vor fi capabili să comunice mai bine în limba
engleză atât în scris precum și oral.
Asist. Dr. Gabriela Andrioai
Faculatea de Litere
Departamentul de Limbi și Literature Străine
Unit I. INTRODUCTION – ENGLISH FOR IT
Lead-in
Questionnaire

The Importance of Studying English/ Technical English

1. When did you start learning English?
2. Was learning English a necessity/ a hobby/ an opportunity or a problem?
3. What was the hardest part about learning English?
4. What language skills do you need to improve?
5. What is, in your opinion, the quickest way to learn new words?
6. How often do you watch English-speaking films or TV programs?
7. How often do you listen to songs in English?
8. How often do you email people in English?
9. How often do you use English?
10. Do you ever take part in online chats and webinars in English?
11. What technical terms do you know from your domain of study?
12. Do you think English is important for your future and for your future career?
Bring arguments to sustain your ideas.

Test Your Reading and Vocabulary Skills

I.1. English is Fascinating

a. Read the following text and express your opinion upon the language problems
signaled by the author. Discuss the words written in italics.
English is the most widely spoken language in the history of our planet, used in
some way by at least one out of every seven human being around the globe. Half of the
world’s books are written in English, and the majority of international telephone calls
are made in English. It is the language of over sixty percent of the world’s radio programs.
More than seventy percent of international mail is written and addressed in English, and
eighty percent of all computer text is stored in English. It has acquired the largest
vocabulary of all the world’s languages, perhaps as many as two million words, and has
generated one of the noblest bodies of literature.
Nonetheless, it is now time to face the fact that English is a crazy language, the most
“lunatic” of all languages. In the crazy English language, the blackbird hen is brown,
blackboards are green, blackberries are green and then red before they are ripe. Even if
blackberries were really black and blueberries really blue, what are strawberries,
cranberries, elderberries, huckleberries, and gooseberries supposed to look like?
To add to this insanity there is no butter in buttermilk, no egg in eggplant, no
grape in grapefruit, no bread in shortbread, neither worms nor wood in wormwood,
neither mush nor room in mushroom, neither pine nor apple in pineapple, neither peas
nor nuts in peanuts, and no ham in hamburger.
To make matters worse, English muffins weren’t invented in England, French
fries in France, or Danish pastries in Denmark. And we discover even more culinary
 madness in the revelations that sweetmeat is made from fruit, while sweetbread, which
isn’t sweet, is made from meat.
Language is like the air we breathe. It’s invisible, inescapable, indispensable, and
we take it for granted. But when we take the time to step back and listen to the sounds
that escape from people’s mouths and to explore the paradoxes of English, we find that
hot dogs can be cold, hours, especially happy hours and rush hours, often last longer
than sixty minutes, quicksand can work slowly, boxing rings are square and a guinea pig
is neither from Guinea nor is it a pig. And why is it the writers write but fingers don’t
fing, grocers don’t groce and hammers don’t ham? If the plural of tooth is teeth, why isn’t
the plural of booth beeth? If teachers taught, why didn’t preachers praught? And if pro
and con are opposites, is congress the opposite of progress?
Sometimes you have to believe that all English speakers should be committed to
an asylum for verbal insanity. In what other language do people drive in a parkway and
park in a driveway? In what other language do people recite at a play and play at a
recital?
You have to marvel at the unique “lunacy of a language” in which your house can
burn up as it burns down, in which you fill in a form by filling it out and in which an
alarm clock goes off by going on. English was invented by people, not computers, and it
reflects the creativity of the human race (which, of course, isn’t a race at all). That is why,
when the stars are out, they are visible, but when the lights are out, they are invisible.
And why, when I wind up my watch, I start it, but when I wind up this essay, I end it.
(Adapted text1)
b. Answer the following questions:
1. What other lexical paradoxes have you discovered during the process of learning
English?
2. Are there any paradoxes in the Romanian language as well?
3. Can you mention the plural of the nouns discussed in the text?
4. Are you familiar with past form of the irregular verbs mentioned in the text?
5. Is there any difference between American and British English or is it just “a common
language”? Can you find some examples in the text? Offer some other well-known
examples.

I.2. Technical English

1 The text has been adapted from Lederer, Richard (1998): Crazy English: The ultimate joy ride through
our language, chapter -“English is a crazy language” - eBook, source https://b-
ok.org/book/1657145/3e9644
a. Read the following text, discuss the words written in italics and express your
opinion on it.
Students of engineering have to already master the elements of English when
they decide to specialise in a technical domain. The language in which scientific and
technical facts are expressed is certainly not a different language from that of everyday
life, but all the same it presents the foreign student with a number of special problems.
The most obvious and most widely recognised of these problems is the vocabulary.
Fortunately a number of excellent dictionaries of scientific and technical terms exist.
Nevertheless, the understanding of the scientific and technical discourse requires an
additional training connected with the knowledge of specific terminology.
There is, of course, a vast vocabulary of technical words, but the problem is not
so frightening as it looks. In the first place, many of the highly technical words are fairly
international; and in the second place, they usually have very specialised meanings.
More difficult are the semi-scientific or semi-technical words, which have a whole range
of meanings and are frequently used idiomatically. As to grammatical patterns and
models, they are the same as in everyday English. However, there are some verbs,
adjectives and adverbs which though they are not specifically scientific, they belong to
the specific phraseology of science. There is a difference in the frequency of some
grammatical forms occurrence. In scientific and technical writing the choice of verb
tenses is quite limited, the simple present, the simple past and the present perfect being
the most commonly used ones.
Scientific and technical writing is usually about things, matter, natural processes,
and is usually done in an impersonal style. Thus, if you want to achieve objectivity when
describing technical things use the passive voice and avoid ambiguous statements. You
should always try to write in plain, clear and straightforward manner. Avoid overlong
sentences as they can easily prevent your reader from understanding what you want to
say. The use of precise and well-established technical terms offers explicitness which is a
key feature of scientific style which requires clarity and precision together with a logical
sequence of presentation of ideas.
Simple sentences are uncommon, for engineers seldom deal with isolated facts or
events. The engineer has to show what the connection is, not only what happens, but
also how it happens, when it happens, why it happens, and what is being affected. The
style of most texts, besides being impersonal, is also very concise. It is because the
author if he or she is trained in science is writing primarily for other scientists.
In order to master technical English the learner must first acquire a thorough
knowledge of everyday literary English with its grammar, vocabulary and rules of word
formation. Subsequently, the peculiarities of technical English will be easy to learn, step
by step. (Adapted from various sources2)

2Herbert, A., J., (1965): The Structure of Technical English, Longman, Singapore (eBook), Svobodova, Z.
(2000): Writing in English: A Practical Handbook for Scientific and Technical Writers (eBook, source:
https://b-ok.org/book/2048014/e102b8), and https://blog.efpsa.org/2011/03/15/the-core-features-
of-the-scientific-writing-style/
b. Topic for debate:
How important is English for your studies? Discuss the pros and cons.

Test Your Translation Skills

1. Translate into English:

Cunoașterea limbilor stăine îți oferă posibilitatea de a comunica și de a accesa

culturi noi. Vei descoperi cum gândesc și ce simt alte societăți, care sunt valorile acestora
și cum se exprimă. Te vei simți față în față cu o cultură nouă, pe care, dacă o cunoști
poți vedea mult mai clar propria ta societate, plusurile si minusurile acesteia. Învățarea
unei limbi se poate face prin călătorii în străinătate sau prin participarea la cursuri de
limbi străine. Un plus îl constituie faptul că limbile străine sunt utilizate în toate
domeniile, ele aduc oamenii aproape și leagă continenete, tări, culturi și civilizații.
Cunoașterea unei limbi străine a devenit un atuu inclusiv în găsirea unui loc de muncă.
Așadar, învățarea unei limbi străine reprezintă o investiție în viitorul tău. Asimilarea
unei limbi străine de circulație internațională, cum este engleza, te va ajuta să te descurci
excelent oriunde ai călători. S-a demonstrat că învățarea unei limbi străine duce și la
îmbunătățirea cunoștințelor referitoare la limba nativă, te va determina să îți analizezi
cu atenâie propria limbă, să înțelegi regulile sale pe care până atunci le percepeai ca
atare.

2. Translate into Romanian and express your opinion about its content:
For non-native English users, studying English is very important as it allows
them to enjoy their life and work. For engineering students, mastering English is even
more important, not only for their academic life but also for their prospective career. In
order to master the engineering knowledge and skills better, engineering students should
own the English language competence.
Most of the scientific papers or journals in the world are written in English. Thus,
engineering students should at least master the basic English ability to deal with the
countless English lectures, tutorials, labs and projects. Moreover, being an engineer
requires team work which means working with different people from various parts of
the world. Consequently, in order to understand and coordinate with your colleagues
and accomplish your projects, you, as future engineers have to speak English fluently.
(Adapted text3)

Test Your Grammar Skills

I. Put the verbs in brackets into the correct tense:

a. The moon through the window when I went to sleep last night. (to shine)
b. When she the money away, she because it was her last coin and her
little girl was ill. (to give; to cry)
c. Mary wondered where he all those years. (to live)

3 https://blog.nus.edu.sg/e10alpha/2009/11/08/the-importance-of-english-for-engineering-students/,
accessed on 11.03.2018
d. I remembered I at the desk and until my wife came to call me for
dinner. (to sit; to write)
e. The telephone for quite a long time before I came to pick up the receiver. (to
ring)
f. I understood that he English since he was a child. (to speak)
g. He as a shop assistant all last summer. (to work)
h. As my friend for the seaside the following day, I didn’t stay with her too long

that afternoon. (to leave)

i. When we arrived in the city we were told that it for the last two days. (to
rain)
j. If he a car, he should take a trip to Bucharest. (to own)

II. Fill in the blanks:

1. Your house differs from......
a. us b. our
c. we d. ours

2. Make her ...... every time you meet.

a. to smile b. smile
c. smiling d. to have smiled

3. There are far too .... mistakes in your paper.

a. much b. little
c. many c. a little

4. There was nothing left to do but....

a. waiting b. to wait
c. wait d. waited

5. This is the very book ..... I need.

a.- b. who
b. that c. what

6. .... news ..... bad

a. This b. is
c. These d. Are

7. Her brother and ..... went sightseeing.

a. she b. herself
b. her c. hers

8. She will leave the country ..... her daughter graduates

a. when b. so that
c. than d. during

9. What did you tell the doctor when your turn....?

a. comes b. had come
c. has come d. Came

10. John and I were surprised that for a few minutes .... of us spoke.
a. both b. neither
c. either d. Any one

III. Complete the second sentence so that it has a similar meaning to the first
sentence, using the word given. Do not change the word given.

a. Do you ever regret not going abroad? WISH

Do you ever....
b. This matter is none of your business. CONCERN
This matter....
c. Whose watch is this? BELONG
Who....
d. She hasn’t been on holiday with her sister before. FIRST
This ....
e. This has been my home for thirty years. LIVED
I....
f. Eating Chinese food is new to me. NEVER
I....
g. Andrew started learning English five years ago. HAS
Andrew ....
h. There is a definite improvement in your work. HAS
Lately....
i. I can’t lift this table on my own. WON’T
Unless I get....

IV. Fill in the blanks with at, in, into, to, towards.
1. He aimed ..... the target.
2. My aunt lived .... Bucharest, but now he lives ..... London.
3. She walks ..... the doctor.
4. Have you added it ...... your list?
5. Don’t go ..... that room.
6. Let’s get ..... the classroom.
7. Certain products must be imported ..... the country.
8. The little boy threw stones ..... the cat.
9. She leaves ..... the Hilton Hotel.
10. . Please send this book .... her.
11. He was waiting for me .... the door.
12. . My daughter needs to sleep .... the afternoon.
13. I’ll see her again.... Christmas.
14. . He will come back .... two months’ time.
15. . Where are you going .... New Year’s Eve?

I.3. Getting into the Field Of Information Technology

Lead-in

What is Information Technology?

What is the utility of Information Technology?

a. Read the text and discuss upon it.

Nowadays, Information technology may be defined as the fundamental change
which takes place in nature and the application of technology in business. IT is a
developing technology that aims at obtaining the maximum information with minimum
of resources, labour or time. It is also the study or use of electronic equipment especially
computers, for storing, analysing and distribution of information of all kinds. When
computer and communications technologies combine, the result is information
technology, or “infotech.” Information technology (IT) is a general term that describes
any technology that helps to produce, manipulate, store, communicate, and/or
disseminate information. Thus, information systems collect, organize, store, process,
retrieve and display information in different formats (data/text, video and
sound/voice). Information technology allows very fast, automated manipulation of
digital data and their transformation from and to analogue. Examples of information
technology include personal computers but also new forms of telephones, televisions,
appliances, and various handheld devices.
Computers are used in IT to store, retrieve, transmit, and manipulate data, or
information in the context of a business, enterprise or corporation which handles
necessary data and applications, for example, word-handling, spreadsheets, and
presentation programming, software applications, databases and much more. Thus, the
computer is a programmable, multiuse machine that accepts data, raw facts and figures,
and processes, or manipulates, it into information we can use, such as summaries, totals,
or reports. Commonly used as a synonym for computers and computer networks, the
term also encompasses other information distribution technologies such as television
and telephones.
IT is considered a subset of information and communications technology (ICT) and has
evolved according to our needs. IT system refers to information/ communication or
computer system including all hardware, software and peripheral equipment, operated
by a limited group of users. Several products or services within an economy are
associated with information technology, including computer hardware, software,
electronics, semiconductors, internet, telecom equipment, and e-commerce.
 Office workers all around the world depend on an effective IT system to carry out
their daily workflow. IT engineers maintain and install these important frameworks.
Their work differs broadly depending on the organization they work for. They can update
your PC, offer programming; get your office PC system working effectively, or your PC,
up and working again if it crashes; set up and keep the servers on which your
organization’s interior applications run up to date, install and maintain the software you
need; and construct and maintain databases that you depend on to run your business
and serve your clients.
There are two important parts of information technology–computers and
communications. Computer technology speeds up problem solving and increase
productivity while communications technology consists of electromagnetic devices and
systems which facilitate communication over long distances.
Computer and communications applications do well support many of the
engineering, manufacturing and business functions that are essential for excellence and
product success. Therefore, research and technology development on information
infrastructure is ongoing, addressing all other information architectures, methodologies,
tools and services.
Information Technology today is rightly called the Technology of the Century as it
has found its application in every corner of the world. It includes and encompasses
within itself the whole technological, social and cultural phenomena that promise an
excellent future for mankind. Nowadays, mobile phones are dethroning the personal
computer and computing is evolving faster to become disembodied more like a cloud,
becoming accessible more easily whenever needed. Information technology has
transformed people and companies and has allowed digital technology to influence
society and economy alike adapting itself to the people’s needs.

Word list
infotech- information technology
disseminate- to spread or give out something, especially news, information, ideas, etc., to
a lot of people
digital- using or relating to digital signal and computer technology
analogue data- data that is represented in a physical way
digital data – a set of individual symbols; digital data uses a simple binary system to
build data sets that represent audio or video input.
spreadsheet – a computer program, used especially in business, that allows you to do
financial calculations and plans
workflow- the way that a particular type of work is organized, or the order of the stages
in a particular work process
to carry out- to do a particular piece of work, research; to do, perform, conduct
set up-to start something such as a business, organization, or institution

Comprehension:
1. What is Information Technology?
2. What is the role of computer in Information Technology?

Choose the correct answer

1. Information Technology is changing mainly because of:
a. the changing needs
b. new technological advances
2. Development of information technology is the result of:
a. advances in computing systems
b. development of machinery in general
3. Computing systems are taking the form of clouds means:
a. computers have become smaller
b. computing power becomes disembodied

Lexical Notes
a. Antonyms:
in-out
into-out of
inside-outside
inward(s)- outward(s)
inner-outer
innermost-outermost
interior-exterior
internal-external

b. Phrasal Verb – to carry

to be carried away – to be very excited
to carry off – to try to do something successfully, to try to take somebody/something away
from a place
to carry on with – to continue with
to carry out – to fulfil orders, tasks, to conduct an experiment
to carry over – to try to postpone
to carry through – to complete something in spite of difficulties, to survive during difficult
times

Check Your Computer Knowledge

I. Answer the questions bellow:

1. What do you call a computer that is designed to be used by one person at home
or at the office?
2. What is a computer?
3. What components does a computer system include?
4. What is hardware, software and data?
 5. What does the hardware consist of?
6. What components of a computer system perform data processing?
7. Give examples of storage devices.
8. What is a program?
9. What do you call the application used to access and view websites?
10. What do you call a collection of data or information that has a name?
11. What do you call the video display of a computer?
12. What do you call the location that stores several files?
13. What do you call the picture on the screen that represents a specific file,
directory or program?
14. What do you call the cheap removable disk used for storing or transferring
information?
15. What do you call the computer program that contains a virus that replicates itself
so that it spreads to other computers?
16. What do you call the resources and users on the Internet?
17. What do you call the file that is attached to another file?
18. What do you call a small portable music player?
19. What do you call the device that enables a computer to transmit data?
20. What do you call a wireless portable computer that accepts input directly to its
screen rather than via a keyboard or mouse?

II. The following pairs of opposites exist in the language of Internet/computer

communications, others do not. Thick the box for exists or doesn’t exist.

word opposite exists doesn’t

exist
delete undelete
download upload
inbox outbox
online offline
update down
install uninstall

III. Combine one word from A and one word from B and match it with the
appropriate definition in C.

A B C
create products a monitor will do this on a computer screen
central information this describes the format of 0 and 1 in which
information is stored
software Processing these enable a computer to perform word
unit processing, to create databases, and to
 manipulate numerical data
display card when two or more components are combined
and then incorporated into a single package
digital files to make new programs, utilities or documents
expansion network a group of electronic machines connected by
cables or other means which can exchange
information and share equipment (such as
printers and disk drivers)
integrated data the main microchip that the computer is built
around
computer circuits you plug this into a slot to add features such as
video, sound, modem and networking

IV. Look at these expressions taken from magazine articles and advertisements for
computers and Internet services. In your own words, say what the words in bold
mean.
1. A new law has given e-signatures the same legal status as handwritten ones.
2. E-books are beginning to seriously compete with traditional books.
3. E-learning will become more and more common as an alternative to traditional
learning.
4. The dotcom economy has attracted hundreds of new businesses hoping to make
a fortune.
5. We have e-enabled everything you need to study on the Internet.
6. Ecommerce is the fastest growing retail market projected to hit $4.135 trillion in
sales in 2010.
 Unit II. COMPUTER USE AND APPLICATION

Lead-in
Do you have all the necessary computer skills?
What is the role of computer skills in the career development?
We are used to speaking about a user-friendly computer. What exactly does it mean?
How do you use a computer to help yourself with learning?
How often do you use Microsoft Word? Are you able to use all of its key features?

II.1. Computers in the Modern Society

a. Read the text and discuss upon it.

An outstanding characteristic of modern society is the powerful flow of
knowledge and information in different fields of human activities. Information is often
called the lifeblood of modern civilization. It plays an ever increasing part in everyday
life, management of business, etc. The present-day information explosion must be
properly dealt with. To handle the information flow properly and instantly, to help
specialists find information and data immediately a multiple of machines have been
invented. Computers have fundamentally altered the way we live and work. They have,
in particular, transformed our ability to deal with information and data. We are now
moving rapidly toward where we can process information infinitely fast, store infinite
amount of data, and transmit data instantaneously. Computers have also empowered the
average person to create products that previously required large corporations with
significant resources. They are ideal for high-volume computing tasks such as the
computation and analysis of statistical and mathematical data as well as scientific and
engineering calculations.
Computers have become the part of our everyday lives. They have an effect on
almost everything you do. When you buy groceries at a supermarket, a computer is used
with laser and barcode technology to scan the price of each item and present a total.
Barcoding items (clothes, food and books) require a computer to generate the barcode
labels and maintain the inventory. Most television advertisements and many films use
graphics produced by a computer. In hospitals, beside terminals connected to the
hospital’s main equipment, computers allow doctors to type in orders for blood tests
and to schedule operations. Banks use computers to look after their customers’ money.
In libraries and bookshops, computers can help you to find the book you want as quickly
as possible.
The Internet has revolutionized the computer and communication world like no other
thing before. The Internet is at once a worldwide broadcasting capability, a mechanism
for the information dissemination, and a medium for the collaboration and interaction
between individuals and their computers without regard for geographic location. As a
result of the emergence of the Internet, knowledge has become the common possession.
Everybody has access to any information and knowledge is no longer ‘owned’ by the
experts.
Electronic Learning or e-Learning is reinventing the way people learn. The desk, the
chalkboard, the paper and pencil, and the knowledge-giver no longer dominate the
classroom. The Internet is the biggest influence. When delivered via the Internet, the
vendors’ curricula can personalize learning. Any student can use a computer as a medium
through which the access to information and resources becomes obtainable.
The computer field continues to experience a huge growth. Computer
networking, computer mail, and electronic publishing are just a few of the applications
that have grown in recent years. Advances in technologies continue to produce cheaper
and more powerful computers offering the promise that in the near future, computers
or terminals will reside in most, if not all homes, offices, and schools. Therefore, the
pressure on those who still are unfamiliar with computers and their use is ever greater.
So, almost everyone will need to become familiar with data processing and computing to
a greater or lesser extent. No matter whether we need it in the home, office, school,
college or factory, it will be almost as commonplace to use a computer as it is to drive a
car. It is absolutely necessary for every active member of a modern society to be able to
use the computer system in data or information processing and management.

Word list
flow of something – a large amount of something
lifeblood - the thing that is most important to the continuing success and existence of
something else
to empower – to give someone official authority or the freedom to do something
barcode – a small rectangular pattern of thick and thin black lines printed on a product,
or on its container, so that the details of the product can be read by and recorded on a
computer system
label - used to describe the characteristics or qualities of people, activities, or things
terminal – the area or building at a station, airport, or port that is used by passengers
leaving or arriving by train, aircraft, or ship
schedule – a list of planned activities or things to be done showing the times or dates
when they are intended to happen or be done
vendor – someone who is selling something
curriculum/curricula- the subjects studied in a school, college, etc. and what each
subject includes
reside- to live, have your home, or stay in a place
less-lesser-least – a smaller amount (of), or a smaller degree

Comprehension
1. What helps people cope with the information explosion and handle the information
flow?
2. Why have computers fundamentally altered the way we live and work?
3. How have computers changed our daily lives?
4. What is the result of the Internet emergence?
5. In what way has the process of computerization changed the system of education?
6. Why can we say that the knowledge delivered via the Internet personalizes learning?
7. What are the most common applications of a computer?

Lexical Notes
Less is an adverb meaning not so much and He is less tall than his brother.)
b. as opposite of more to form the comparative with adjectives it is used:
a. with positive form of one-syllable adjectives (
of two or more syllables (She is less careful than her sister.)
c. as a quantifier, usually with uncountable nouns (My colleagues had less time than your
colleagues to finish the project.)
Lesser is not a true comparative and we cannot use than immediately after it.
Lesser is used as an adjective (to mean not so great) in fixed phrases like to a lesser
degree

Grammar Study
The plural of nouns
With most nouns we add –s to form the plural:
Key(s), journey(s), shop(s), roof(s) etc.
Nouns ending in –s, -ss, -sh, -ch and –x, -o form the plural by adding -es: dish(es),
match(es), peach(es), glass(es), arch(es), potato(es), etc
Nouns that end in -f form the plural by adding an -s: chief(s), hoof(s), handkerchief(s), etc.
Nouns that end in – f/-fe change their ending into -ves in the plural:
knife/knives, leave/leaves, shel/shelves, loaf/loaves, half/halves, etc.
Nouns that end with a consonant+ -y, we change the –y into –ies: story/stories,
lorry/lorries , company/companies, injury/injuries etc.
Irregular nouns: tooth/teeth, child/children, woman/women, goose/geese, foot/feet, ox/
oxen, child/children
Common uncountable nouns: ice, water, money, luggage, information, work, homework,
furniture, happiness, income, intelligence, luck, money, advice, news, meat, milk, butter,
bread, marmalade, food, tea, coffee, sugar, toast, cheese, sand, peace, copper, cotton, etc.
We do not use a/an with uncountable nouns, but we can use some/any, the, much (not
many), such, and my/your/his, etc.
Some nouns can be countable or uncountable. Notice the difference between:
I heard a noise from downstairs. (countable)
I can’t concentrate. The visitors are making so much noise. (uncountable)

The plural of foreign nouns

Some of the foreign nouns have been internalized into English as having a normal
English plural, others have preserved their foreign plural, and others have both English
and foreign plurals.
Some nouns preserve their original Greek and/or Latin forms to make their
plurals according to the rules of Greek and Latin with English pronunciation.
Latin words: singular noun English plural foreign plural
campus campuses -
genius geniuses genii
focus focuses foci
syllabus syllabuses syllabi
bacillus - bacilli
stimulus - stimuli
genus - genera
idea ideas -
era eras -
antenna antennas antennae
curriculum curriculums curricula
forum forums (fora)
bacterium bacteria
index indexes indices
appendix appendixes appendices
matrix matrixes matrices
Greek words: singular ending plural ending
analysis analyses
basis bases
crisis crises
synthesis syntheses
hypothesis hypotheses
phenomenon phenomena
thesis theses
demon demons -
automaton automatons -
criterion criteria

Student Practice
1. Provide the correct plural form of the following nouns:
1. Four .............................. have been presented so far. (hypothesis)
2. For the first time these ..............................were noticed two years ago. (phenomenon)
3. He has written many excellent .............................. for us. (analysis)
4. Some .............................. can be found in the zoological gardens only. (species)
5. Are these two .............................. equal? (radius)
6. .............................. can be seen only through a microscope. (bacterium)
7. All these .............................. are inadequate. (analysis)
8. Have you ever heard of food produced from .............................. . (alga)
9. These magnetic................... explain the motion of the needle. (phenomenon)
10. Newspapers, radio, and television are mass...................... for keeping people informed
about world happenings. (medium)
2. Translate the following sentences into English:
1. Orice clasificare se face în funcție de criterii deosebite.
2. Știrile sunt cu adevărat îmbucurătoare.
3. Automatele au fost inventate dintr-o necesitate de a economisi munca omului.
4. Toate aceste substanțe au formule lungi și complicate.
5. Sindicatele se străduiesc să ne apere.
6. Să sperăm că vom avea vești de la sediu, cât mai curând.
7. După o grevă de 3 zile, ne declarăm mulțumiți. Toate cerințele noastre au fost
indeplinite.
8. Am nevoie de un compas ca să pot termina proiectul.
9. Asemenea fenomene sunt greu de explicat.
10. Casa lor nu este mare și, din păcate locuiesc si la periferia orașului.

3. What is the plural form for the following nouns:

Virus, key, appendix, asterisk, pixel, axis, criterion, file, directory, font.

4. Rewrite the following sentences and change the verbs into nouns:
1. The software is easy to install. The....
2. The new operating system will be launched in March 2020. The...
3. I could not recover your pictures from that corrupted USB flash drive. ....
4. The hardware failed and caused a major data loss. There was ....
5. There is something wrong with this application on your smart phone, it simply does
not respond. There is a .....

Specific Vocabulary Practice

1. Match the following terms with their definition:

1. Computer a. any device internal to the computer, such as

a primary hard disk drive or motherboard
2. Internet b. a group of connected computers which share
resources
3. Hardware c. this term refers to raw information of any
kind
4. Software d. an organized, electronic collection of
information optimized for fast access and
typically consisting of rows, columns, indexes, and keys
5. Peripheral e. a software program which allows a user
to perform specific tasks such as word
processing, email, accounting, database
management
6. Network f. an external computer add-on, such as printer
or a scanner, also known as an “accessory”
7. Data g. the largest known public network in the
world, connecting millions of computers
around the world
8. Application h. an electronic, digital device that stores and
processes information
9. Database i. physical things that make up a computer,
such as a component or a peripheral
10. Component j. any program designed to run on a
computer

2. Complete the text with the missing words:

The equipment associated with a computer........................... is called hardware.
............................ is a set of instructions that tells the hardware what to do. People, however,
are the most important component of a computer system. People use the ...........................
of the computer for some purpose. In fact, a ............................. can be a ........................... for just
about anyone from a business person, to an artist, to a housekeeper, to a student, an
incredibly powerful and flexible tool.
................................ is actually a program. To be more specific, a ................................. is a set of
step-by-step instructions that directs the computer to do the ............................... you want it
to do and produce the .............................. you want. A computer ............................ is a person
who writes programs. Most of us do not write programs, we use .................................... written
by someone else. This means we are ................... who purchase and use computer software.

3. Translate the following text4 into English:

Apariţia şi dezvoltarea calculatoarelor electronice a reprezentat o adevărată
revoluţie în societatea umană, având ca principală consecinţă tranziţia de la societatea
industrială la societatea informaţională. Astfel, calculatorul a devenit o componentă
normală a activităţii noastre zilnice, iar tehnologia comunicaţiilor şi posibilităţile oferite
de Internet au produs transformări în întreaga societate, pătrunzând în toate aspectele
vieţii economice, sociale şi culturale.
Deoarece sistemele informatice moderne oferă toate datele şi informaţiile
relevante din cadrul unei instituţii, folosirea calculatoarelor nu este limitată numai la
sarcinile de rutină. Există programe utilizate în realizarea de prezentări sau în procesul
de predare, dar există şi programe utilizate în procesele de decizie (management
information systems), de exemplu în domeniul financiar sau al planificării proiectelor. În
afară de acestea, în domeniul muncii de birou calculatoarele oferă posibilitatea unei
colaborări mai uşoare între angajaţi. Datele pot fi vehiculate prin reţeaua de calculatoare
în câteva secunde, chiar şi atunci când colaboratorii lucrează la distanță.

4 The text for translation has been adapted from https://www.competentedigitale.ro/it/it13.php

 II.2. Computer System

A computer is an electronic device that processes data according to a set of

instructions known as a program. The process carried out by the computer is the
converting of isolated facts into information by relating them to each other. A complete
computer system includes hardware, software and data. The hardware consists of
electronic devices, the parts we can see, while the software consists of a special
organized set of instructions called an operating system. This provides an interface for
the user and allows applications programs to communicate with the hardware. Data
consists of text, numbers, sounds, and images that the computer can manipulate.
The hardware, or physical components, of a computer consists of a processor,
memory, input and output (I/O) devices, and storage. The processing function is divided
between the processor and memory. The processor, or CPU, is the brain of the machine.
The memory holds data and program instructions as the CPU works with them. The
units of measure for memory are the byte, kilobyte, megabyte, gigabyte, and terabyte.
The role of input devices is to provide data from the user or another source. The most
popular input devices are the keyboard and the mouse. The function of output devices is
to present processed data to the user or to another computer. The most commonly used
output devices are the monitor and the printer. Communications devices, such as
modems and network interface cards, perform input and output functions, allowing
computers to share information. Storage devices hold data not currently being used by
the CPU. Storage devices are categorized by the method they use to store files. Common
magnetic storage devices are floppy disk drives, hard disk drives, and tape drives. A
Hard Disk Drive is the main internal backing storage. It stores applications used by the
computer and it contains several iron oxide-covered metal platters that are usually
sealed in a case inside computers. The main benefit of hard drives is that they have a
large storage capacity. Optical storage devices use laser technology to read and write
data on silver platters. Common optical storage devices are CDs and DVDs.
Solid State Flash Storage Devices are small cards enclosed in hard plastic. They
are similar to ROM memory, except that they can be erased so that new data can be
stored on them. Flash storage devices are also called flash drives, thumb drives,
removable drives, or USB drives. Flash drives plug directly into the USB port of a PC and
require no additional cables or software installation.
Programs are electronic instructions that tell the computer how to accomplish
certain tasks. When a computer is using a particular program, it is said to be running or
executing the program. The operating system tells the computer how to interact with
the user and how to use the hardware devices attached to the computer. Application
software tells the computer how to accomplish tasks that the user requires. Some
important kinds of application software are word processing programs for creating and
editing texts; spreadsheets for calculating mathematical formulas; database
management software for storing data in a way that allows the data to be sorted and
searched; presentation programs; graphics programs; multimedia applications;
entertainment and education software; Web design tools and Web browsers, Internet
applications, utilities, and networking as well as communications software.
There is a range of sizes and types of computer. Those designed for use by one
person at a time are known as personal computers although the term PC is usually only
applied to devices that are compatible with the standards laid down by the company
known as IBM. Personal computers include desktop computers (for use on an office desk)
and handheld computers that can be carried around by the user. The main parts of a
computer may also be built into one electronic integrated circuit packaged as a single
electronic chip (the name for microchip). This allows computers to be built into other
devices including household devices such as washing machines and fridges and to be
incorporated into plastic cards such as smart cards. Unlike most machines, computers
are multi-purpose tools being used in a variety of situations and on a wide range of
systems from security systems to cars and phones.
Today's computers are smaller, faster, and cheaper than their predecessors. Future
computers promise to be even faster than today's computers and smaller than a deck of
cards. Perhaps they will become the size of coins and offer “smart” or artificial
intelligence features like expert intelligence, neural network pattern recognition
features, or natural language capabilities. These capabilities will allow users to more
conveniently interact with systems and efficiently process large amounts of information
from a variety of sources. (Adapted from various sources5 )

Word list
byte- a unit of computer information, consisting of a group of buts
kilobyte- a unit of computer information consisting of 1,024 bytes
megabyte- a unit of computer information consisting of 1,048,576bytes
gigabyte-a unit of computer information consisting of 1, 000, 000, 000 bytes
terabyte- a unit of computer information consisting of 1,099,511,627,776 bytes
Solid State Flash Storage Devices- a type of non-volatile computer storage that stores and
retrieves digital information using only electronic circuits, without any involvement of
moving mechanical parts
desktop computer- a computer that fits on a desk but that is not easily moved from place
to place
handheld computer-H/PC for short, is a computer built around a form factor which is
smaller than any standard laptop computer. It is sometimes referred to as a palmtop
computer.
household appliance- home appliances/domestic appliances, are electrical machines
which help in household functions
predecessor- someone who had a job or a position before someone else, or something
that comes before another thing in time or in a series

5 Glendinning, Eric, McEwan, John (1999): Basic English for Computing, Teacher’s Book, Oxford University
Press, Spain, https://www.encyclopedia.com
Lexical Notes
a. Note the possible ways of using verbs like: to make, to do, to carry out, to
perform.
to make - progress, advances, efforts, attempts, predictions, assumptions, assessments,
connections, a list, a choice, a decision;
to do - a calculus, an accurate determination, a presentation/project, your duty;
to carry out – a research, a process, an operation, calculations, instructions, commands,
experiments;
to perform – a task, a function, duties, operations, calculations, specific jobs.

b. Arithmetical Operations
Arithmetical Related verbs Corresponding Results
Operations signs
Addition to add to/and plus + sum
Subtraction to subtract from minus - difference
Multiplication to multiply by times, by, × product
multiplied by
Division to divide by divided by ÷ quotient

Grammar Study
The Adjective - Degrees of Comparison
Regular Comparative and Superlative Forms
1. the positive degree or the basic form of the adjective: cheap, good, high
2. the comparative of equality: as + positive adjective+ as: as fast as
3. the comparative of inferiority: not as/so+ positive adjective + as
less +positive adjective + than
4. the comparative of superiority:
-monosyllabic adjectives take the suffix –er
Easy-easier
- polysyllabic adjectives take the adverb more
e.g. expensive-more expensive
-bi-syllabic adjectives take the suffix ending in –re and –ful usually take the adverb more
and the adjectives ending in -er, -ow, -b/p/le take the suffix –er
e.g. clever-cleverer
e.g. dreadful-more dreadful
e.g. narrow-narrower
5. the superlative relative
-monosyllabic adjectives take the suffix –est and are preceded by the
e.g. easy-the easiest
e.g. short-the shorterst
- polysyllabic adjectives take the adverb more and are preceded by the
-bi-syllabic adjectives take either the suffix –est or the adverb most and are also
preceded by the
e.g. pretty-the prettiest
e.g. simple-the simplest

Irregular comparison forms

positive comparative superlative
good/well better the best
bad/badly/ill worse the worst
much more the most
many/ a lot of more the most
little less/lesser the least
late later/latter the latest/the last
far farther the farthest
far further the furthest

Constructions with Comparisons

The + comparative ...the +comparative
e.g. The earlier you start, the sooner you will finish.
The sooner you start practising the exercises, the better you will feel.
Smart phones become more and more sophisticated.

Adjectives and Prepositions

Some adjectives go with certain prepositions.
Here are some frequently used prepositions:
I’m quite good at English but I’m bad at Maths and I’m terrible at Physics.
Smoking is bad for your health.
The town is famous for its heroes.
Other examples: anxious for, qualified for, ready for, responsible for, suitable for, etc.
I’m capable of taking care of myself, thank you.
I’m very fond of my old friend.
I’m tired of not doing anything all day long.
Other examples: aware of, full of, tired of, conscious of, sure of, certain of, sick of,
independent of, etc.
I’m not pleased with your progress at Informatics.
I am still angry with you and you cannot change facts!
I’m satisfied with your work; you are doing a great job!
Other examples of the same category: bored with, delighted with, satisfied with, etc.
You are responsible for everything that happens from now on.
You are responsible to those people who are in a position of authority.
A preposition may be followed by a noun or a gerund:
I am interested in having a conversation with you.
I am keen on reading in a loud voice.
Nouns and prepositions
approval of hope for
awareness of interest in
belief in love of
concern for need for
confusion about participation in
desire for reason for
fondness for respect for
grasp of success in
hatred of understanding of

Prepositions of Location: in, at, and on and No Preposition

IN AT ON NO PREPOSITION
(the) bed* class* the bed* downstairs
the bedroom home the ceiling downtown
the car
the library* the floor inside
(the) class*
the library* the office the horse outside
school* school* the plane upstairs
work the train uptown

* You may sometimes use different prepositions for these locations

Student Practice
I. Supply with the correct preposition:
a. Romania is famous ......... the Carpathians.
b. I’m very proud ........ my daughter, she worked very hard.
c. She isn’t interested ........ painting right now.
d. He is not very pleased ........ his test result.
e. Unfortunately, they are very kind of bad ........ at Maths.
f. She’s very excited ........ the trip.
g. We are different ........ the other couple.
h. John is afraid ........ heights.
i. Your paper is similar ........ your colleague.
j. It’s wonderful that you got that job, you should be proud ........ yourself!
k. My daughter is afraid..... cats although she likes them.
l. Her article is similar ...... yours.
m. Who are you married.......?
n. I’m pleased ....... my project.
o. We are not enthusiastic ...... leaving the country but we have no other choice.
p. Although she resembles me, she is not related...... me.
q. My daughter has become very attached...... her new companion.
r. Don’t expect his mercy; he is not capable ....... generosity.
s. He is hopeless........ remembering names.
t. She was furious with ..... for not inviting her to his party.
u. The little girl wasn’t pleased ....... the present we gave her.
v. I broke a bottle full ...... wine.
x. Tell me, “Are you fond ...... romantic movies?”
y. I’m not keen ...... going to football matches.
z. Is he coming with us today? It depends ...... his behaviour.

II. Choose the correct preposition.

I haven't jog ….. ages. (since/ for/at/to)
The vixen haunted the hens ….. the garden. (among/between/through/on)
You can look the word ….. in a dictionary. (on/up/through/with)
She had problems ….. solving the equation. (to/by/in/with)
I'm looking …. my key. Has anyone found it? (for/after/of/to)
The sonnet was written …. Shakespeare for his lover. (of/ from/ by/ on)
She can't come to school today. Don't wait ….. her. (at/for/after/on)
I'm tired ….. working for this private firm. (of/ with/ on/ in)

III. Fill in with the appropriate preposition:

We are looking forward …. going out at the weekend.
Maria dreams ….. living ...... the capital. She adores large cities.
Dan apologized …. being late.
Do you agree ….. staying .... a foreign city?
The boys insisted …. going out .... their parents.
Alexa thinks ...... climbing trees ..... the afternoon.
My sun is good ….. playing chess.
She complains …. his lack ...... manners.
She is afraid …. losing her toys.
She doesn't feel ….. tiding the house.

Specific Vocabulary Practice

1. Choose the correct answer6:
1. What does CPU stand for:
a. Core processing unit
b. computer processing unit
c. Central processing unit
2. The CPU is included on a central component of the computer known as:
a. the BIOS adapter
b. the motherboard
c. the command centre
3. What is a CPU’s clock speed?
a. the accuracy of time-keeping function

6 Adapted from https://quizzes.howstuffworks.com/quiz/cpu-quiz

 b. the rate at which it can execute instructions
c. the number of times a second it refreshes its memory
4. The memory that a CPU can use directly is called:
a. cache memory
b. clock memory
c. direct access memory
5. The process size of a CPU refers to:
a. the fineness of the manufacturing technique
b. the number of calculations per second
c. the amount of cache memory
6. Every CPU needs to:
a. dissipate heat
b. spend time in the off state
c. be refreshed by the computer’s ROM
7. Which is an important manufacturer of CPU chips?
a. ADM
b. HP
c. AMD

2. Fill in the blanks with the following terms: burn, peripherals, capacity, eject, card, free
space, run out, hard drive, cache, drawer, stick.
1. The data and applications on your PC are stored on the ................. .
2. To run this application you need at least 50MB of ................. on your hard drive.
3. My computer’s hard drive has a ................. of 120 GB.
4. Do you like this CD? I can ................. you a copy if you want.
5. The opposite of “insert the DVD” is “................. the DVD”.
6. I cannot eject the CD. I think the .................’s stuck.
7. Digital cameras usually store pictures on a memory ................. or a memory ..................
8. Scanners, printers and webcams are called .................. .
9. My printer has ................. of ink.
10. Temporary internet files are stored in the .................. .

3. Fill in the blanks with the following terms: chips, dual core, megabytes, megahertz,
motherboard, processor, speed, upgraded
The brain of the computer is the . Most of these are made by Intel and
AMD, and are sometimes referred to as . The fastest processors are
, which means that there are two processors working together. The
of a processor is measured in _, which is usually written as MHz. A
computer’s memory is measured in _. IF a computer has 1,024 megabytes of

memory, and the memory type is SDRAM, this is written as 1,024 MB SDRAM, and is
pronounced. The processor and memory modules are located on the _.
Changing a computer’s processor is not generally practical, but the memory can usually
be .
4. Match the following terms with their definition: font, bold, upgrade, customized, icon,
graphics, operating system, compiler, software packages
1. a tool needed for writing a program in a high-level language
2. a set of commands and instructions
3. thick typeface used to highlight a word or a group of words
4. the series of characters available for use
5. pieces of software that can be bought in computer shops
6. designed to meet the requirements of the user
7. an improved model
8. graphs and diagrams
9. a symbol that represents a document, basket etc. on the screen

5. Translate the following text into Romanian:

The CPU contains the basic instructions to operate the computer, but it cannot
store entire programs or large sets of data permanently. It contains registers which are
small areas that can hold only a few bytes at a time. In addition to registers, the CPU has
millions of bytes of space where it can quickly read or write programs and data in use.
This area is called memory. Physically, memory consists of chips either on the
motherboard or on a small circuit board attached to the motherboard. This electronic
memory allows the CPU to store and retrieve data quickly.

6. Translate the following text into English:

În 1940 apare primul computer, denumit scurt CNC (Complex Number
Calculator), proiectat de către cercetătorul American George Robert Stibitz și finalizat în
cadrul Bell Telephone Laboratories. Primul computer electromecanic programabil, Z1, a
fost creat in 1936 de catre germanul Konrad Zuse fiind considerat primul calculator
programabil binar. Colossus este primul calculator electric programabil și a fost inventat
de Tommy Flowers, in 1941. A fost folosit de britanici in cel de-al II-lea Razboi Mondial,
pentru a decripta mesajele codate ale germanilor. Sistemul ABC (Atanasoff-Berry
Computer) a fost creat de profesorul John Vincent Atanasoff si studentul acestuia, Cliff
Berry, in 1942 fiind dezvoltat până în 1942. ENIAC a fost inventat de J. Presper Eckert si
John Mauchly, de la Universitatea din Pennsylvania, începând din 1943 si pana in 1946.
In 1954 IBM a lansat modelul de calculator electric numit 701. Acesta a fost primul
calculator produs in masă. În 1981, IBM a lansat computerul IBM PC cu un procesor
8088 și 16 KB de memorie ce putea fi extinsă până la 256 KB. Sistemul de operare folosit
de acesta era de tip MS-DOS.

Student Assignment
1. Write an essay about the importance of computers nowadays.
2. Computer’s role in the modern society.
UNIT III. IT CAREERS
Lead-in
What is the difference between a career and a job?
Would you like a career in IT?
What would you like to be and why?
Where do you see yourselves in five years’ time?

3.1. Getting a Diploma in the Field of Information Technology

IT engineers are employed in many different industries to create, install, or

troubleshoot technology and software programs. If you would like to become an IT
engineer, you will likely need at least a bachelor’s degree. Job growth in this field is
expected to be much faster than average in coming decade. IT engineers apply their
technical knowledge to solve a variety of technological challenges. They may also create
new technologies, including the development of networking solutions and software
programs. A Bachelor’s degree is generally required, and a Master’s degree may be
necessary for more advanced positions. The BA Programs in the Information Technology
field take 4 years to complete and students must acquire 240 ECTS credits. MA programs
take 2 years to complete, the number of ECTS credits is 120, and the students receive a
diploma in Information Technology in Industry. Both BA and MA are open programs,
compatible with the other higher education systems across Europe, by means of:
 The European Credit Transfer and Accumulation System (ECTS)
Student exchange program
 Curricula, syllabi and disciplines similar to most European universities – to
develop skills and abilities that will allow students to compete in the European
job market on an equal footing with students from the other countries of EU.
Postgraduate courses for continuous professional development:
 Applied Informatics and Programming
 Cyber Safety
Courses/Lectures
 Theoretical training for RERA certification (Romanian Energy Regulatory
Authority)
 CISCO/CCNA Routing & Switching (R&S)
Labour market demands highly qualified computer science professionals. The program offers a
coherent approach by combining theoretical knowledge with modern technologies and practical
work. The purposes of the IT program are the following:
- to teach fundamental concepts of computer science and Mathematics
- to teach problem-solving methods and techniques
- to teach how to use software engineering concepts and methods in software
development and maintenance
- to give students the appropriate knowledge and skills related to design and
administration of database systems and computer networks
- to teach students new scientific and didactic approaches
- to give students the appropriate motivation and abilities related to team work,
professional communication and development
By the end of their studies, students will specialize in Computer science
fundamentals, Mathematics, Software engineering, Data modelling and processing,
Computer systems architectures, Artificial intelligence, Programming technologies,
Modelling and simulation, Multimedia techniques, Image processing. Besides theoretical
abilities students will also improve their personal qualities by gaining knowledge and
understanding of the basic concepts and theoretical aspects of Computer Science, of the
fundamental concepts of Mathematics and of the methods, processes and tools of
software engineering, the ability to approach problems and work independently and/or
in a team in order to solve complex problems in professional contexts.

Word list
BA- Bachelor of Arts- is a degree awarded for an undergraduate course program in either
the liberal arts, sciences, or both
MA- Master of Arts (for communication, English, teaching, literature, linguistics, art, and
language) is usually contrasted with Master of Science (for programs that are more
focused on scientific and mathematical subjects)
PhD- Doctor of Philosophy- the highest university degree that is conferred after a course
of study by universities in most countries
ECTS or European Credit Transfer and Accumulation System- designed to make it easier
for students to move between countries and to have their academic qualifications and
study periods abroad recognised
Curricula/curriculum – the subjects comprising a course of study in a school or college
Syllabus/ Syllabi – the subjects in a course of study or teaching
Postgraduate courses- it involves learning or studying for academic/professional degrees
RERA or Romanian Energy regulatory Authority
CISCO/CCNA Routing and Switching (R&S)- it prepares the network engineer with the
knowledge of foundational technologies, but ensure you stay relevant with skill sets
needed for the adoption of next generation technologies
Software engineering- the application of engineering to the development of software in a
systematic method
Data modelling and processing – the process of creating a data model for an information
system by applying certain formal techniques

Lexical Notes
education- the process of receiving or giving systematic instruction, especially at a
school or university; the theory and practice of teaching; a body of teaching acquired
while being educated; information about or training in a particular subject
educational- intended or serving to educate or enlighten – educational institution
educationally- in a way that relates to the provision of education
to educate- to give intellectual, moral, and social instruction to (someone), typically at a
school or university; provide or pay for instruction, especially at a school
educated- having been educated, resulting from or having a good education
educative-intended or serving to educate or enlighten, educational
educator- a person who provides instruction or education; a teacher

Synonyms
Education –culture, discipline, improvement, information, learning, instruction,
teaching, guidance, literacy, schooling, science, study, training, tuition, pedagogy,
enlightenment, apprenticeship.

Grammar Study
Most English nouns are countable. The uncountable ones frequently occur in
academic writing. Names of sciences ending in –ics are usually followed by singular
verbs:
Physics/ Chemistry/Mathematics/Biology is a branch of science. / Economics is a very
difficult subject. / Billiards is easier than pool or snooker. Such words are called
uncountable nouns.
Subjects of Mathematics, Physics, Economics, Optics,
study: Mechanics, Electronics, Cybernetics,
Linguistics, Acoustics, etc.
Activities: gymnastics, athletics, aerobics, etc.
Games: cards, darts, billiards, bowls, etc.
Diseases: mumps, measles, rabies, diabetes, etc
When subject names do not refer directly to a science they occur in the plural as
it follows:
The acoustics are very bad in this hall. This is not a good place for the concert.
We cannot rely on these statistics. They don’t seem accurate enough.

Nouns with no plural form but having a plural meaning, preceded by singular
determinatives and followed by singular verbs:
This advice is correct
That information was important
Much intelligence has been interesting
Little knowledge has been useful
furniture proves heavy
luggage proved light

In order to obtain a singular meaning we use:

A piece of advice is important
An item of information was
A bit of intelligence has been interesting
A detail of knowledge proves
seems
 A piece of furniture seemed heavy
An item of luggage light

Nouns having the same form for singular and plural: species, series, means, works, (and
compounds like gas-works, rush hour, market-survey).
Nouns such as people, public, etc. are always followed by a plural verb.

The Plural of Compound Nouns

a. The most compound nouns form their plural as if they were simple nouns:
e.g. the final element is made plural: classroom(s), breakdown(s)
b. Both elements are made plural: woman teacher- women teachers
c. In syntactical compounds the sign of the plural is added to the main word: passer-by,
passers-by

Concord between Subject and Predicate

a. Collective nouns are followed by singular predicates when we visualize the group as a
whole or, by plural verbs when the members of the group are thought of individually The
police is investigating this case.
The police are questioning the subject.
b. Two or more subjects joined by and the take a plural predicate, unless they are
considered as one thing, in which case they take a singular verb (Bread and butter is
very nourishing.)
c. Singular subjects joined by or or neither...nor take a singular predicate
What shall we buy as a present? A shirt or a blouse is enough.
Neither the girl nor the boy likes the movie.
If one subject is singular and another one is plural, the predicate generally agrees with
the nearest subject
d. Distributives take a singular predicate and a singular possessive adjective (Either
solution is correct. / Everybody is coming on the trip.)

Student Practice
I. Choose the correct form of the verb:
a. Maths is/are her favourite subject.
b. Mumps is/are a very painful ailment.
c. The acoustics in this room is/are very good.
d. Acoustics is/are a very interesting subject.
e. Statistics is/are a branch of economics.
f. Linguistics is/are my first love.
g. These pieces of information seem/seems accurate.
h. Mechanics is/are the basis of many engineering fields.
i. His knowledge of Physics helps/help him solve a lot of difficult problems.
j. The advice you have me proves/prove most useful.
k. People is/are more interested in computer science.
l. The news was/were of great importance.
m. The information was/were not correct.

II. Translate into English:

1. Aceste serii de numere sunt de fapt, rezultatele parțiale.
2. Profesorul a susținut o serie de conferințe foarte interesante la institutul nostrum de
cercetare.
3. Cântarul acesta poate fi folosit numai pentru greutăți de până la 100 de kg.
4. Cunoștințele sale de informatică îl ajută să disemineze mai bine problema server-ului.
5. Dacă pleci într-un concediu de doar 5 zile trebuie să îți iei bagaje puține.
6. Trenul reprezintă un important mijloc de transport.
7. Sindicatul s-a străduit întotdeauna să-i apere pe angajați.
8. Verișorii prietenei mele locuiesc la periferia orașului.
9. Știrile nu sunt prea încurajatoare.
10. Sediul firmei noastre nu este foarte departe dar, dacă ai o ședință acolo la o oră de
vârf, e o corvoadă să ajungi la timp.

III. Choose the correct verb:

1. There (was/were) a lot of people in front of the office.
2. Our team (has/have) won a very difficult match.
3. Fish and chips (is/are) my favourite English dish.
4. Neither he nor I (has/have) understood this problem.
5. Neither he nor they (has/have) succeeded in finding that book.

IV. Choose the correct answer:

a. money is a. countable noun b. uncountable noun
b. information a. countable noun b. uncountable noun
c. furniture a. countable noun b. uncountable noun
d. water a. countable noun b. uncountable noun
e. food a. countable noun b. uncountable noun
f. luggage a. countable noun b. uncountable noun
g. ink a. countable noun b. uncountable noun
h. chalk a. countable noun b. uncountable noun
i. advice a. countable noun b. uncountable noun
j. difficulty a. countable noun b. uncountable noun
3.2. JOB RELATED VOCABULARY

Vocabulary Practice7
Job responsibilities
What does your job involve?
I’m the Project Manager so I have to make sure our projects run smoothly.
I work with Project Engineers. They take care of after-sales service and look after the
maintenance side of the business.
I run the IT Service Department.
Who do you work for?/ What do you do?/ What do you do for a living?
I work for a large multinational company/medium-sized firm/ small, family business
called....
We have five main areas of business-heavy industry, computer industry etc.
Which side of business do you work in? We work in sales...
Where are the headquarters? In London. But the company has operations in over fifty
countries and twenty companies over the world.
Other ways of talking about companies:
We have firms all over Europe. We have production/warehousing facilities in more than
twenty countries.
We manufacture......
For situations which are generally true we use present simple (Not We are
manufacturing...)
We make computer parts for computer manufacturing companies.

Products and markets:

What does your company do exactly?
We specialise in...
Company size:
How many people does your company employ?
We have over sixty employees. We have about forty factory workers and technical
people and the rest are admin (short for administrative) and sales staff. We started off
with only ten people so our workforce has grown a lot.
What’s your annual turnover? (the amount of business that a company does in a period
of time) It was just over two million Euros last year.
Company background
How long has the company been in business?

7The Job related vocabulary was selected and adapted from various sources such as:
McCarthy, M. & O’Dell, F, English Vocabulary in Use, CUP, 1995,
https://www.scribd.com/document/126585211/Technical-English, and
www.english4success.ru/Upload/books/174.pdf, (accessed 10.02.2018)
For over forty years. The original company – Davis Engineering – was founded in 1960
by Davis brothers in a small workshop near Manchester.
Being in charge of a sector
I’m in charge of about thirty-five workers. I have to liaise very closely with our
inspectors. It’s their job to check the quality of the products.
Who do you report to?
I report to the Shift Supervisor, and he reports to the Manager.
Team-working
Tell me about how you work here.
We work in teams. Each team member is responsible for the quality of the goods we
produce.
We are multi-skilled so we can rotate jobs. I like that. It stops the work getting boring.
Hours and holidays
How many hours do you work a week?
I do forty-hour week. I’m on flexi-time. I usually start work at 8. A.M. and finish at 4.30
and have half an hour for lunch.
How many weeks holiday do you get a year?
I usually take two weeks off in the summer and the rest at Christmas.
Do you do overtime?
Yes, if we’re busy. I’m paid double-time if I work at weekends.
Types of work
A full-time job is for the whole of the normal working week; a part-time job is for less
time than an hour.
A permanent job does not finish after a fixed period; a temporary job finishes after a
fixed period. You talk about temporary work and permanent work.
Shift system
We have a three-shift system – that’s three eight-hour shifts each weekday. We’re shut at
weekends. This week I’m on the early shift.
Do you ever have to do the night shift?
Yes, sometimes. I don’t like working nights – I have problems sleeping during the day.

Describing work
- satisfying, stimulating, fascinating, exciting: the work is interesting and gives you
positive feelings.
- dull, boring, uninteresting, unstimulating: the work is not interesting.
- repetitive, routine: the work involves doing the same things again and again.
- Tiring, tough, hard, demanding: the work is difficult and makes you tired.

Describing Colleagues
Well, Andrew is my opposite number (has the same position/does the same job as
me) in the company’s New York office.
He and I have a good working relationship (how we communicate and work
together). Last month we got a new boss, with whom we have quickly established a
good rapport. (a good communication/relationship) I socialise with my workmates
(informal: colleagues, especially in non-professional jobs) but we try not to talk shop
(informal: talk about work)
The company is generally very hierarchical (has a structure with powerful and
less powerful people); there’s a pecking-order (a system where some people have the
right to get benefits/ promotions before others) for everything. I do a job-share (we each
have a 50% contract for the same job) with a woman called Rose. It suits us both as we
each have children to look after.
Phrases with work8:
I leave for work at 6 o’clock every morning.
Given the traffic in London I go to work by train and subway.
I go to/arrive at work at about 8.
I’m usually at work till six.
Luckily, I don’t get ill very much so I’m not often off work. (sick leave certified by a
doctor)
Different work-patterns
a. Most of the day I do routine tasks, but occasionally there’s a crisis or I have to
meet a deadline (have something finished by a fixed day or time). At certain times of the
year I have a very heavy workload (amount of work I have to do) but at other times it can
be quite light. I start work at seven o’ clock when I’m on the day shift. The job’s very
mechanical (without thinking about what you are doing) and repetitive (you do the same
thing every day). All I ever think about is knocking off at three (informal English: finishing
work). The shift I hate most is the night shift, I start at ten and work all night till six in
the morning. The job’s a bit monotonous (boring because it never changes).
b. I have a glamorous job (very exciting, which everyone admires). I’m a pilot. The
hours are irregular and antisocial (do not enable one to have a normal social life), but
I’m not stuck behind a desk (informal: sitting in an office all day) and there’s a lot of
variety. The stress levels can be quite high when you know people’s lives depend on you.
I feel sorry for people who are stuck in a rut (stuck in a job they can’t escape from) or
working in dead-end jobs (jobs with no prospects of promotion).

Types of work
I have a lot of paperwork to do by tomorrow. (letters/reports to complete)
My father did manual work all his life and was very fit. (hard and physical)
I think I’d like vocational work, like being a nurse or a teacher. (helping people)

8 Note that work is the place where you do your job. If you work/ have work then you have a job.
Grammar Study
Possible Grammar Problems when describing a profession
Present Simple vs. Present Continuous - may be wrongly used when describing jobs,
e.g. I’m working in a laboratory when they mean I work in a laboratory.
I’m working describes a temporary or short term activity while I work describes a
regular or long term activity.

Time expressions which often go with Time expressions which often go

Present Simple with Present Continuous
never, often, rarely, most of the time, always, now, at the moment, right now, presently,
three times a year, usually, hardly ever, this year, today, this month, currently, at this
almost never, seldom, generally, once a very moment
week, once every two weeks, very often,
occasionally, every month, sometimes

We use Present Pimple, not will, for future reference after words like when, before, as
soon as, if and whether.
e.g. We’ll come and pick you up as soon as you call.
We don’t use present continuous for facts and permanent situations. We use present
simple:
e.g. Six plus three makes nine.
We don’t use present continuous with verbs expressing feelings or with verbs describing
senses, mental processes:
e.g. Horrible weather, isn’t it? I hear it’s going to get better at the weekend.
We don’t use present simple or present continuous before since when we talk about a
specific time up to now. We use the present perfect:
e.g. I’ve been here since 4 o’ clock.

Student Practice
1. Use present simple and present continuous for describing your company.
2. Offer as many possible answers as you can to the following questions:
What exactly do you do?
What are you working on?
3. Use the examples above to help you think of more suitable answers. Try to use as
many time expressions as possible to make statements with.
Have a look at the following table:

A. Read the following description and complete the profile:

My name’s Mihai Florea and I live in Bacău, Romania. I’m Romanian and I’ve lived
in Bacau for 7 years. I came to Bacau to study at the university. In my fifth year, I got my
Masters in IT.
I love my work. I speak English as well as French, which is useful in my domain.
Right now, I’m working for a company in Bacau. I’m a PC Technician and I’m interested
in climbing the career ladder. My ambition is to become the Head of the department, but
please, don’t tell my boss that! By the way, are any other graduates from university out
there, particularly anyone from Computers and information Technology)?
Please post a message!

B. Complete the following blank spaces, using the verbs between the brackets at
present simple, present continuous:
My name is Alex and I ..................... (work) for a company in Birmingham, England.
Most days I ...................... (work) from 8.30 until 17.00, but on some days I ...........................
(stay) late in order to finish my projects. One of the most exciting aspects of ..........................
(have) a career in IT is how it overlaps with so many other domains. This ........... ( be) an
advantage because you can find work in just about any sector you like. At the moment I
................... (advise) designers to constantly seek new sources of inspiration and to develop
their artistic vision. When you........ (run) your an agency, you ....... (put) both your creative
passion and your business aspirations at work. We ....... (help) our clients use creativity
to lay foundation, provide clear direction and real understanding to what can be achieved
with their brand. I already........................ (have) a Bachelor of Science in Computers and
information technology and my M.A. in Information technology applied in industry , but
I ........................ (start) a new course next year here, in London. The reason for which I ..........
(do) this is because I want to get a Certificate In Digital Media and Technology. I .....
(be) a web designer but my dream is ......... (have) my own company one day so, I need to
cover all the skills I need .........(break) into industry and take on advanced study.9
Imagine you are applying for a job in the field of IT; complete the chart with your
personal information:
Note. Use qualifications (nouns) such as Bachelor of Science, certificate, degree,
diploma, Masters.

Surname/First
name(s)
Nationality
Employer/Desired
employment
Current position
Main activities
and
Responsibilities
Qualifications
Institutions
Skills and

9 Adapted from https://www.wix.com/blog/2013/10/success-stories-by-web-designers

competences

Note: Check out the following sources to see how to complete a CV and a Cover Letter in
English: https://europass.cedefop.europa.eu/ro/documents/curriculum-
vitae/examples
https://www.thebalancecareers.com/job-application-letter-sample-2062548

Other Useful Vocabulary:

Ambition, competence, contentment (satisfaction), experience, modesty, endeavour
(struggle), energy, enthusiasm, foresight (prospect), gift, honesty, industriousness
(assiduity), knowledge, liability (responsibility), obedience (conformity), proficiency
(dexterity), punctuality, resistance, specialization, seriousness, self-control, skill,
spontaneity.

Useful verbs: appreciate, attach, attend, confirm, hesitate, inspect, intend, introduce,
maintain, operate, plan, report, request, run, supervise, train.

Polite requests at a Job Interview

I am interested in, I would like to, I am confident that, I look forward to (v+ing), I am
anxious to/ I hope to, I would appreciate the opportunity to, I feel certain, it would be a
pleasure to, Allow me to..., Please feel free to, at your convenience

Lexical Notes
Notice the difference between: employer/ employee/ employed/ employment/
unemployment
An employer is a person or organization that employs someone. The employer is the
person who hands out the money.
An employee is a person employed by another person or organization for wages (for
physical work) or salary (for intellectual work)
Employment is a relationship between two parties, usually based on a contract where
work is paid for.
Unemployment refers to not having a job.

TOPICS FOR DEBATE

The more people have work, the less unemployment there is. Talk about unemployment
in your town.
Would you like a career in engineering? Speak about the job opportunities in Romania.
Imagine a Job Interview. Role playing activity.
 3.3. Job Opportunities in Computing

Lead-in
What is success in computing?
Speak about the engineering job opportunities in Romania.
What would you like to do after graduation?
What is the difference between a job and a career?
Where do you see yourselves in five years’ time?

a. What do IT Engineers do? Read the following job descriptions and discuss the
information with your classmates:
If you have an interest in computer hardware and software but you are not sure
which career path to follow, you probably want to learn about information technology
and computer science. Both careers require a slightly different set of skills. The It career
involves installing, organising and maintaining computer systems as well as designing
and operating networks and databases, while computer science focuses entirely on
efficiently programming computers using mathematical algorithms. A career in IT does
not necessarily require a computer science degree, although it would open up ways
which otherwise could not be available. IT professionals typically work in a business
environment installing networks and computer system and even programming.
Computer scientists work in a wider range of environments, ranging from businesses to
universities to video game design companies. Both careers have excellent growth
potential and high salaries.
The IT industry encompasses a wide range of job titles. To help you decide upon
one possible future job, the most encountered job titles will be described in the
following:
IT support engineer is a profession in which the specialist helps computer users
by designing, building and maintaining information technology systems (systems and
equipment such as computers for dealing with information). A support engineer usually
works on a help-desk (a telephone service for helping users solve problems that occur
on computer systems).
Systems analysts study systems in an organisation and decide how to
computerise them (change the system into one controlled by computers), they analyse
requirements and report on options for using information technology (the study and
practice of techniques or use of equipment for dealing with information).
A software engineer or designer produces the programs which control the
internal operations of computers. They use program libraries that is sets of programmed
functions that are made available for use by any program) to produce programs. They
also design, test and improve programs for a variety of purposes
including computer-aided design and manufacture (the production of goods using
machines controlled by computers).
Computer services engineering technicians are responsible for installing,
maintaining and repairing computers and peripherals (associated equipment). They
install, test, troubleshoot, upgrade (add components to improve the features of
performance of a system) and carry out routine maintenance on hardware, ranging from
personal computers (a computer designed to be used by one person at a time) to
mainframes (the largest and most powerful type of computer, usually operated by a
team of professionals).
Network support technicians or computer engineers maintain the link between
PCs and workstations (powerful desktop computers used by power users for work that
requires a lot of processing e.g. graphic design) connected in a network (a number of
computers and peripheral devices connected together). They use telecommunications
(technology concerned with communications over long distances), software, electronic
skills and knowledge of networking software to troubleshoot systems. This may also
involve working with the controlling software, on the wiring, printed circuit boards (the
electronic boards that hold the components of a circuit and connect them together),
software microchips (small integrated electronic circuits) on a file server (a powerful
network computer that stores computer files and makes them available to users on a
network), or on cables either within or outside the building.
Applications programmers write applications programs (computer programs
designed to be used for a particular purpose e.g. word processors (WP), spreadsheets or
database programs).
A systems programmer is a person who specialises in writing systems software (a
program or set of programs that are used to control the basic functions of a computer
system e.g. operating system programs.
Systems support analyst programmers combine systems analysis with computer
programming and are responsible for maintaining, updating and modifying the software
used by companies. Some specialise in systems software (software that handles the basic
operation of the computers). This involves the use of machine code (computer language
that consists entirely of a combination of 1s and 0s) and specialised low-level computer
languages (computer languages, such as machine code or assembly language that is
closer to the form that a computer understands than to that of a human language). They
may sort out the problems encountered by the users including amending an area of code
(text of a program or part of a program using a computer language) in the software,
retrieving files and data lost when a system crashes.
IT managers deal with projects involving technology and people. IT systems
managers are responsible for developing and implementing computer software that
supports the operations of the business. Off-the-shelf systems are ready-made systems
that are purchased from system suppliers. In-house systems are developed by
employees of the company. A university degree is required but not necessarily in
computing science however, experience is imperative in order to become an IT manager.
 The primary requirements for being good IT specialists are: good memory,
attention to detail, a logical mind and the ability to work through a problem in a
methodical manner breaking tasks into smaller, more manageable pieces. Being
employed in any of these jobs requires the person to have particular formal qualifications
(such as standard grades in Maths, the study of hardware and software which is usually
a college qualification and a Higher National University Diploma), personal qualities,
technical skills and, last but not least, talent and devotion. (Adapted from various
sources10)

Lexical notes
Notice the difference between: program/programmer/programming/programmable
A computer program is a set of instructions that tells the computer what to do.
Converting an algorithm into a sequence of instructions in a programming language is
called programming.
A programmable machine can be programmed, so that for example it will switch on and
off automatically or do things in a particular way.
Computer programming gained a lot of popularity in the last years.

Comprehension:
1. Enumerate the typical requirements when choosing a job in IT?
2. State the difference between Information technology and Computer Science and
Engineering?

Grammar Study
Modal auxiliary verbs I – are a special class of auxiliary verbs which express the
modality of action. Modal verbs are used to express functions such as: Permission,
Ability, Obligation, Prohibition, Lack of necessity, Advice, Possibility, Probability
They are followed by an infinitive without to (bare infinitive) so they never change their
form. You cannot add –s, -ed, -ing after them. They are different from normal verbs. They
give additional information about the function of the main verb that follows it and have
a great variety of communicative functions.

Use Modal auxiliary verbs Examples

Probability will, should, ought to, should She will finish soon.
deduction He should win easily.
They ought to be home by now.
Judging by his appearance, he
should be your sun.
Possibility can, could, may, might I can/could type without looking
at the keyboard.

10 Glendinning, Eric, McEwan, John (1999):

Basic English for Computing, Teacher’s Book, Oxford University
Press, Spain and https://www.computersciencedegreehub.com
 Simple problems may/might
require complex solutions.

Use Modal auxiliary verbs Examples

Will someone help me, please!
Volition, will, would, shall I won’t (shows refusal)
willingness Shall I offer you a helping hand?
If you would tell me your name, I
would know whom to announce.

He will do that no matter what

will, would, used to happens. He is such a helping
Habit person!
Every year, on the 8th of March, I
would buy my wife, a bunch of
flowers.
I used to go swimming when I was
young now, not anymore.

Student Practice

I. Work in pairs. Study these requirements for different jobs in computing advertised on the
Internet and then, describe their requirements by taking into consideration the job
descriptions in this unit. Make up dialogues in which to express possibility and probability
with the help of modal auxiliary verbs.

Systems Manager Programmer Webmaster

-technical specialist -3years experience -strong UNIX
-minimum 2 years -team player with experience
work in strong -able to use HTML,
systems programming analytical and DHTML,
-plus experience of problem-solving skills XML, and Java Script
automation -ability to -knowledge of Shell
design and support communicate issues Scripts
and
solutions and manage
time effectively
Information Systems Manager Network support engineer
(IS) -Bachelor’s degree in computer
-experience in hardware, operating science,
systems, software and team
leadership engineering
-experience of ERP11 systems -5-10 years of experience in
implementation information
-very strong managerial skills technology systems
-experience in design, monitoring
and maintenance of computer
systems, networks, servers,
routers, switches, in training staff
and associates, and in creating
manuals and guides

Try to state the necessary requirements for the following possible IT positions:
Visual Basic Developer, IT Engineer (Network and Database), Web Developer, Network
support,
E-commerce Consultant, Team Leader. In your description, make sure to use as
many modal auxiliary verbs as possible.

Student Assignment
Is Computer engineering a career only for men or also for women? Bring arguments to
sustain your ideas. (100 words)

11 Note. ERP stands for Enterprise Resource Planning Systems

 Supplementary reading
THE IMPORTANCE OF COMPUTER TECHNOLOGY FOR YOUR ENGINEERING CAREER

One might think that computers and engineering are distinct technological
pursuits however, since the 90s the two fields have increasingly merged and, as a result,
there was a rise in software engineering jobs and in the adoption of computer-aided
technologies. Thus, engineers are seeing a significant expansion of options in how they
can pursue work.
Product engineers apply science, math and original thought to develop new
products or new product solutions. Traditionally, this consisted of drawing out new
products by hand, then building them. But this was laborious. Today, engineers rely on
computers for much of the process. Using computers and especially computer software,
engineers can design, test and make changes to products in minimal time. Computers
help them complete the task at hand much more quickly. Unquestionably, information
technology enhances productivity; it helps people perform many routine tasks with
greater speed and accuracy, with fewer errors, and at lower cost. Laser-printed
documents are and cheaper to produce than the handwritten or the typewritten ones. In
what follows there will be presented a few different ways young engineers can integrate
computer technology into their careers12.
CAD or computer-aided design for example, is one of the major uses of computer
technology in engineering. Computer aided design software is the application of
computer technology for the purpose of design. Software design helps designers and
engineers put into practice their ideas from a concept state to models in 3-D
environment. CAD software, such as that from SolidWorks, features a user-friendly
interface to allow engineers to bring their ideas to life more quickly. CAD is the key to
being fast and staying competitive on the market. When engineers are developing things
such as airplanes and automobiles, they put the product through wind tunnel testing to
make sure that drag is minimized. Drag (haul/pull) slows the speed of such vehicles,
which can lead to a reduction in fuel economy. CFD, or computational fluid dynamics,
software has allowed engineers to do such testing virtually. Using a computer, they can
take their CAD designs and put them through wind tunnel testing in 3-D. This saves
time, in that they can immediately calculate such effects without having to physically
test them. Industrial art is now widely used in many traditional industries, such as
automobile manufacturing, shipbuilding, aerospace, prosthetics, architectural projects
and even special effects in movies. CAD software is an element of product lifestyle
management, which involves tracing a product from inception to completion. PLM
includes Product data Management, which can be used to study and assess buildings
from structural integrity, ergonomics, voltages and even electromagnetic emissions.

12 Note.If you haven’t heard of the Institute for Engineering Career Development and you want to read
successful stories about young engineers, access the following link:
https://engineeringmanagementinstitute.org/community/
PLM fields helps engineers with specific tasks, such as circuit boards, schematics, and
civil engineering.
One recent example of incredible merger of computer technology and
engineering was the use of computer simulations of origami models to assist in space
satellite assembly and development. These computerized origami models have also been
used in certain nano technological applications as well, including attempts to create
more durable and sustainable materials and substances for manufacturing industries.
IT by no means, enables innovation and thus, scientists rely on computer
software, in order to ensure accuracy in their projects, with the purpose of analysing
vast quantities of data and thereby derive new knowledge that would not be accessible
by other means. (Adapted from various sources13)

Student assignment
Essay – How to achieve career success without sacrificing your personal life (250 words)

13 https://www.techwalla.com/articles/the-importance-of-computers-in-engineering,
https://engineeringmanagementinstitute.org (accessed 24.07.2019)
UNIT IV. COMPUTER HARDWARE
Lead-in
What are the fundamentals of hardware?
What is the difference between an input and output device?

4.1. Input devices

Within the central processor of any computer information can be processed at

very high speeds, but before the central processor can be set to work, the data and
programs must be entered into the computer memory. This can be done by means of
input devices which provide a vehicle for communication between the computer and the
people who are concerned with its operation.
Some form of intermediate coding is required to bridge the gap between the
language of human beings and the internal machine code language of the computer.
There are often various stages of the translation between the original character
representation used by human beings and the internal code of the computer, punched
cards being a good example. A copy of an original document, for instance, is dispatched
to the data preparation centre, where an operator using an automatic keypunch will
punch the information into a card in accordance with a standard punching code. The
card is further checked using a punched card verifier. The cards representing a
particular series of transactions will eventually be batched together and input to the
computer via a card reader. Card readers generally consist of a card hopper into which
the cards are initially loaded, and a card track which transports the cards past a reading
head. The reading head is often a photoelectric sensing device which is able to detect the
holes in each card column and generate appropriate coded signals. After a card has been
read, it is deposited in a stacker.
Paper tape is an input medium similar to punched cards. Paper tape readers and card
readers are fairly reliable devices and are designed to input large batches of data, but
nevertheless they limit the operation of computer routines in which processing is carried
out at electronic speeds.
There are various programming techniques which can be used to mitigate the
limitations of these input devices including the use of input buffers, which permit
peripheral units to be operated continuously at high speed and also the use of time
sharing techniques to enable the computer to perform other functions while waiting for
input from a slow peripheral. With the development of online storage systems and
multiprogramming a further range of input devices comes to force: these are devices
which are permanently connected to the computer but which are situated at distant
terminals to store transactions as they occur. Another feature of these online input
devices is that they frequently incorporate features to permit two-way communication;
for example electric typewriters or teleprinters can be connected via communications
circuits to a computer. These connections may be over long distances or may be part of a
system. Here the operator enters data directly into the system by typing on a keyboard
and the computer may reply by causing a message to be printed directly at the inquiry
terminal.
Most of the input systems described above are designed to reduce the time
required to get data into the computer for processing and to try to eliminate many of the
stages necessary in more conventional systems. Graphical display units probably
provide more potential than the other systems and particularly noteworthy are the
developments being made in the use of light pens (devices which enable data to be input
into memory directly as drawings or graphs). The initial input of data is still a
comparative limitation in most computing systems and it is to be expected that
considerable efforts will be made to develop improved techniques. (Adapted text14)

Word list
input devices- allow us to enter raw data in a computer which it processes to produce
outputs. Input devices can be manual or automatic. The most common manual input
devices are the keyboard and the mouse. Other examples include: keyboard, mouse,
track ball, track pad, joystick, touch screen, light pen, scanner, digital camera, microphone,
graphics tablet.
to bridge-to make a difference or division between two things smaller or less severe
keypunch- a device for transferring data by means of punched holes or notched on a
series of cards of paper tape; put (data) into the form of punched cards or paper tape
with a keypunch
transaction- a single action such as adding a sale or a new customer, which changes data
in a computer database (computer system containing a large amount of information)
to batch- arrange (things) in sets or groups
card hopper- a device that allows cards of varying thicknesses to be fed individually
through n outlet opening in a printer without adjustment
card track-system that tracks cards
(card) stacker- the part of a card punch or card reader that collects into a pile those
cards that have been processed
to mitigate- to make or become less severe or harsh; moderate
to come to the fore- be or become important and noticed by people; play an important
part
inquiry- the process of asking a question; an official attempt to discover something
noteworthy- deserving attention because of being important or interesting

Lexical notes
Antonyms
initially-finally
at first-at last

14Blându, Mihaela, (1977): Limba engleză: automatică și calculatoare, Editura Didactică și Pedagogică
București
in the beginning- in the end/eventually
Eventually means only, finally and it is not a synonym of maybe or perhaps
We say: at the beginning of the book / at the end of the book

Grammar Study
Verbs not used in the continuous aspect
There are verbs which are not generally used in the continuous aspect when the actions
or states they denote cannot be stopped/started at will, being more or less involuntary.
Some of these verbs can be used in the continuous tenses when they have a special
meaning or, when the action takes place at the moment of speaking.
Verbs denoting sensation, perception: bear, notice, recognize, see, smell, taste.
I hear what you are telling me.
Exception: The judge is hearing the witness.
Don’t taste it yet!/ Taste the soup and see if it needs more salt in it!
I’m tasting the soup, it is delicious, it does not need any more salt.
Verbs denoting mental activity: believe, feel (think), mean, expect, realize, understand,
know, suppose, assume, grant, presume, remember, recollect, recall, forget and think.
I feel you are wrong.
Exception: I’m feeling the piece of cloth; it’s satin.
How are you feeling today?
Don’t expect me to believe you!
Exception: I am expecting a baby.
Verbs denoting feeling: like dislike, love, hate, detest, prefer, mind (object to).
I don’t mind your opening the window.
He likes the paper he is writing.
Verbs denoting wish: desire, need, want, wish.
I need this book for the entrance exam.
Verbs denoting appearance: appear, seem, look (appear), resemble.
This book belongs to me.
She resembles her father.
Verbs denoting abstract relationship: contain, consist of, signify, concern, depend, matter,
keep (to continue).
What does the chart contain?
Auxiliary verbs except be and have in certain uses.
He is in London now.
Exception: He is being naughty today.
We have all our belongings there.
Exception: We are having a wonderful time!

Student Practice
I. Translate into Romanian, paying attention to the meaning of the verbs in italics:
a. I’m expecting my new MacBook.
b. She is feeling better today. I think she will be able to come to the university tomorrow.
c. They are seeing their friends off the station later tonight.
d. What are you thinking about?
e. A new block of flats is being built in our district.
f. I’ve been hearing about your success. Let me congratulate you.
g. Don’t disturb him when he is having lunch.
h. He is seeing the sights of the city.
i. She is being too noisy this morning.
j. Wait a minute. The temperature is being measured right now.

II. Use the verbs in the brackets in the correct tense, present simple or present continuous:
a. I (suppose) we must go now. Our friends (wait) for us.
b. You (mean) to say you (believe) he is right?
c. I (notice) you (have) the new dictionary. May I look at it?
d. I (not understand) what she (mean).
e. Ask her what she (want).
f. You (remember) the title of the book we have to read for our next seminar?
g. You (smell) gas? I (think) you (forgot) to turn it out.
h. She (write) all the tables but I (see) she (hate) it.
i. I (see) the doctor tomorrow.
j. You (look) very happy. I (think) you have passed the exam.

III. Identify the mistakes in the following sentences and correct them:
a. I’m guaranteeing that you’ll enjoy playing this video game.
b. I’m exhausted. I’m staying in to watch computer movies.
c. Their train is arriving at 2 o’clock in the morning.
d. He is speaking English very badly though he lives in England.
e. Does he speaks English?
f. The water runs onto the floor.
g. What do you thinking about?
h. What are you doing at the weekend?
i. I think about buying a new laptop.
j. I’m not eating very much for lunch at the moment.

IV. Translate into English:

1. Deseori încep să rezolv câte o problemă seara și ajung să o las nerezolvată pentru că
adorm din cauza oboselii.
2. De obicei nu călăoresc iarna, dar anul acesta în ianuarie vreau să merg la munte.
3. Ce faci cu laptopul pe care lucrez eu de obicei? Nu ai vrea să mi-l vinzi mie?
4. Mă interesează foarte tare să știu ce placă video are acest calculator, ce memorie are,
dacă are hard SSD și cât costă.
5. De ce sunt trimis mereu numai eu atunci când pică serverul si nu mai merge
internetul?
6. Nu vorbi așa de tare, nu vreau să-l deranjezi, învață pentru un examen.
7. Ai grijă să nu uiți să reinstalezi windows-ul, am probleme cu calculatorul și nu aș vrea
să se strice tocmai acum când am atâta nevoie.
8. Semestrul acesta învățăm multe despre cum să scriem programe.
9. Ce este depanarea și în ce constă, cetrebuie să faci mai exact?
10. Când scrii un program trebuie să gandești fiecare pas.

Specific Vocabulary Practice

I. Complete the text15 with the following missing words: system, memory, data (input),
output, hardware, processing, software, processor, programs, data, machine, input,
instructions, storage, diskettes. Some words may be used more than once.
A computer is a ................................ that can be programmed to accept ...................., process it
into useful information (output), and store it away for safekeeping or later reuse. The
processing of input to output is directed by the ................................ but performed by the
............................. . To function, a computer................................ requires four main aspects of
data handling: input, .........................., output and storage. The ................................. is
responsible for four areas of operations. Input devices accept ...................... in a form that
the computer can use; they send the data to the ............................ unit. The ...........................,
more formally known as the central processing unit, has the electronic circuitry that
manipulates ............................... data into the information people want. The ............................
executes computer ................................... that are specified in the program. ..........................
devices show people the processed data-information in a form that they can use. Storage
usually means secondary...................... This consists of devices such as ......................, which
can store data and programs outside the computer itself. These devices supplement the
computer’s ..........................., which, can hold data and ........................ only temporarily.

2. Put these instructions for opening and cleaning your computer 16in the correct order:
a. unplug all of the cables from the back of the computer;
b. shut down the computer;
c. open the desktop;
d. lay the case on your work surface with the I/Opanel laying closest to the surface;
e. identify the motherboard I/O (Input/Output) panel;
f. ground yourself before touching any components;
g. gather your tools (thumbscrews, screwdrivers, screws, and pliers, some compressed air
and a small vacuum, an electrostatic wristsrap- a device that grounds the user when
making repairs to electronic equipment.)
h. find the screws along the back of the case;
i. clean your computer while it’s open

15
Adapted from https://homepage.cs.uri.edu
16 Adapted from https://www.wikihow.com/Open-a-Computer
 4.2. Output Devices
An output device is any peripheral that receives data from a computer, usually for
display, projection, or physical reproduction. The following list contains many different
output devices: 3D Printer, Braille embosser and Braille reader, COM (Computer Output
Microfilm), Flat panel, GPS, headphones, monitor, plotter, printer (dot matrix printer,
inkjet printer, and laser printer), projector, sound card, speakers, SGD (Speech-
generating device), TV, video card. Monitors and printers are two of the most common
output devices used with a computer.
All the data and programs within a computer are stored as electrical impulses in
a coded form according to the machine code system of the particular computer. When
data is held in this form it cannot be readily understood by human beings and therefore
output units are employed to transcribe this data into information that can be used by
human beings as and when they require it. There are various types of units designed to
present information in a particular manner or to deliver it at appropriate speeds. For the
most part output units will deliver information in character form to be examined visually
by the user, but sometimes output data is required for subsequent entry to another
data processing machine and is therefore output in some other coded medium (e.g. on
paper tape or magnetic tape).
The most common types of output units are line printers. These are generally
electro-mechanical devices which print complete lines of print, up to 160 characters in
width, at speeds from about 300 to 2000 lines per minute. There are also page printers
which operate using xerographic printing techniques or the result of electron beam
recording. Of the electromechanical printers we can distinguish two classes, drum
printers and chain printers. Both rely on a similar principle-type characters are driven
continuously at high speed, and print-hammers are energized by electronic signals to
strike the paper and an ink ribbon against the moving tape at precise instants.
Punched card or paper tape output is achieved by card punches and paper tape
punches designed to respond automatically by signals transmitted from the central
processor. Speeds of output vary from about 100 to 1500 cards per minute in the case of
cards, and for paper tape from 25 to 110 characters per second. Output is this form is
often used to record data which will be processed further by other equipment.
Typewriters are often used as input/output units, particularly as interrogating
typewriters used to interrogate programs to ascertain conditions regarding the status of
the program or data being processed. They are also used specifically as console
typewriters in which they satisfy the need for communication between the operator and
a supervisory (or executive) program. The operator is also able to enter data (e.g. run
parameters) or inquiries directly from the keyboard and may receive information typed
automatically on the typewriter. Thus, where a device such as a console typewriter is
used, the output on the stationary forms a complete operating log for all the jobs that
have been run.
Other types of output units include visual display units which can present
information in character form, but will also display data as drawings or graphs. These
units incorporate either a graph plotter or a cathode ray tube and associated control
electronics. For drawings shown on a cathode ray tube, the computer has to calculate
the coordinates of every spot forming the picture to be portrayed. Characters can be
more simply formed by passing the cathode ray through a mask which creates the
appropriate character shape and the beam is then deflected to display the character on
the desired part of the screen. (Adapted text17)

Word list
output devices- includes the monitor, printer, plotter, speaker and multimedia projector,
devices used to display results of processing to the user
Braille embosser- a device that can generate printed material using the Braille writing
system for blind or visually impaired users
Computer Output Microfilm (COM) –a system that converts stored data directly to
microfilm or microfiche (a small, rectangular sheet or film on which information is
photographed in a reduced size)
flat panel- relating to or being a thin flat video display
plotter- a piece of equipment that marks things, such as the position of a ship or aircraft,
on a map or piece of paper
speech generating device (SGDs)- also known as voice output communication aids,
electronic augmentative an alternative communication (AAC) system used to
supplement
transcribe- to record something written, spoken, or played by writing it down
electron beam- a stream of electrons in a gas or vacuum
ascertain- to discover something; to make certain of something
drum printer- refers to different types of printer designs
chain printer- an early line that used type slugs linked together in a chain as its printing
mechanism
xerography - electrophotography
print hammer- a device on certain kinds of printers which, upon receiving the proper
signal, strikes the paper, bringing it in contact with the character to be printed.
ink ribbon- an expendable module serving the function of transferring pigment to paper
in various devices for impact printing
to tie-tied-tied- to fasten together two ends of a piece of string or other long, thin
material, or to hold together with a long, thin piece of string, material, etc.
console typewriter- a typewriter by means of which the computer operator can monitor
system and program operations.
stationary- not moving, or not changing
operating log- refers to keeping the activity of a given system in files so that some
person or program can analyze it later to understand the activities that the system
performed

17Blându, Mihaela (1977), Limba engleză: automatică și calculatoare, Editura Didactică și Pedagogică
București
graph plotter- a piece of computer software that assists in the drawing of graphs
deflected- to change direction, or to prevent something from being directed at you

Lexical Notes
Phrasal verb – to break
to break down – to stop working (machinery), to loose control of feelings, to destroy, to
separate under headings, to fail (negociations)
to break in- to enter by force or illegally, to interrupt, to train a horse to obey
to break into- to enter by force, to interrupt
to break off- to stop (temporarily), to end (an agreement/a relationship), to become
separate
to break out- to begin suddenly, to escape from a place
to break through- to advance in spite of opposition, to make advances towards discovery
or any other aim, to break a way through
to break to- to tell (bad news in a kind way)
to break up- to stop for holidays, to separate/ split up, to cause, to be destroyed, to end

Grammar Study
Past Tense Simple vs. Past Tense Continuous
Past Tense Simple - Uses Examples
Actions completed or states finished in the They inaugurated the design office three
past at a definite time days ago.
-for an action which occurred in or covered He worked at the institute in 1999. (action
a period of time now terminated completed in the past)

Habitual actions and states in the past, She always wore special equipment when
having the same adverbs as the simple she worked in the laboratory.
present tense
Time expressions: yesterday, last week, (how long) ago, then, just now, when, in 1998, etc.

Past tense Continuous- Uses Examples

Actions in progress at a given past At that time they were working in
moment, indicated by an adverb: then, at Bucharest.
that time I was reading a book when she came in.
Two or more simultaneous past actions of He was writing while she was preparing
certain duration lunch.
Actions in progress filling up a whole What were you doing all day yesterday? I
period of time (all yesterday/ last night) was reading the whole day.
Frequently repeated actions/ annoying He was always ringing me up in the middle
habits in the past of the night.
She was always trying to help us.
Actions in the immediate future, when the He came on the day when we were starting
future moment is viewed from the past on the trip.
(with the verbs: to start, to go, to leave, to
come, etc.)
Time expressions: while, when, as, the moment that

Student Practice

I. Fill in the blanks with the Past Tense of these verbs: stir, drip, compel, prefer, skid, knit,
travel, stop, pin, occur.
1. The boys said that they............ playing football to cricket.
2. Judith ................. a cardigan for her niece.
3. The slow train to Liverpool ....................... at every station.
4. The boxer ....................... his opponent to retire.
5. Jane.................... the two pieces of material together.
6. The car......................... on icy road and overturned.
7. Sarah ............... her tea before drinking it.
8. Several children............................ to school by bus.
9. Many accidents in the home........................ last year.
10. Water ....................... from Mark’s raincoat on to the floor.

II. Complete the sentences using these pairs of verbs: arrive/get, go/get, meet/work,
look/slip, wait/order, ski/break.
1. Just as I .......................... into the wagon the fire alarm ............... off.
2. Our visitors were early. They ............................ as I ......................... changed.
3. Michael .............................his leg while he .................... in Brașov.
4. We ......................... when I ................ in a supermarket.
5. When her father .......................... in the other direction John .........................away quitley.

III. Correct the mistakes in the following sentences:

1. When I lived in London, I was spending two hours a day travelling to and from work.
2. Whenever I called in on you, you talked on the phone.
3. He was winning the scholarship four times while he was a student.
4. We were having to play an online video game twice a week when I went to college.
5. The weather was so good last September that we went to the seaside.

Specific Vocabulary Practice

I. Translate into English:
a. Calculatoarele ne-au ajutat în îndeplinirea mult mai eficientă și mai rapidă a task-
urilor de la laboratorul de ora trecută.
b. Ieri, profesorul de informatică ne-a explicat cum au permis extragerea informațiilor
din sistemul de calcul dispozitivele periferice de ieșire.
c. În 14 februarie 1946 a fost lansat official primul calculator electric pentru uz general,
denumit ENIAC (Electronic Numerical Integrator and Computer).
d. Eniac a fost conceput și proiectat de John Mauchly, fizician și inginer la Universitatea
din Pennsylvania.
e. Calculatorul ENIAC avea o greutate de 30 de tone și ocupa o cameră întreagă.
f. Primul microcomputer commercial de success, produs de Digital Equipment
Corporation a fost vândut în 50 de mii de exemplare.
g. Prima generație de calculatoare a avut la bază tehnologia tuburilor vidate.
h. Primul IBM rula un system de procesare în serii, deoarece programele și datele erau
introduce pe rând.
i. În anul 1968 IMB a dezvoltat System/360, o familie de computer disponibile pe scară
largă, cu diferite capacități.
j. În România, primul system de operare a fost elaborate in anul 1968 pentru
calculatorul electronic DACICC-200.

II. Describe your first interaction with the computer. (10 lines)

III. State whether the following statements are true or false:

a. Networks connect computers to each other to allow communication and sharing
services.
b. In the jargon of the computer trade, large computers are called personal computers.
c. Mainframe computers are also called palmtops.
d. The current World Wide Web is based on the client/server paradigm.
e. Notebook computers are also known as handheld computers.
f. Notebooks are not as inexpensive as their size might suggest.
g. Laptops do not have as much computer capacity in terms of speed and storage.
h. Normal sized PCs are more powerful, flexible and cheaper than notebooks.
UNIT V. SOFTWARE
Lead-in
What programming languages do you know?
What is the easiest type of programming language in your point of view?
Which programming language allows you to play animations on the Web?

5.1. Programming Languages

In order to communicate with each other men use language: in the same way,
languages of one sort or another are used in order to communicate instructions and
commands to a computer. The unique feature which distinguishes a computer from
other man-made tools and devices is its versatility in dealing with vastly different issues.
This means that some very versatile method of communicating these enormously varied
problems has to be devised.
A computer performs its various functions by means of a program of instructions.
In the form in which they are actually operated on by the computer’s central processor,
these instructions consist of a series of numbers or a coded pattern of digits. In this
form, the instructions are said to be in machine code. At the beginning all programs had
to be written in the basic machine code. However, machine code as a means of
communication has many drawbacks. The various numeric operation codes have no
relationship to their function. Addresses of store locations used by the programmer have
to be carefully noted and their numeric values used when the area is referred to. Similarly,
the programmer has to keep careful note of the numerical addresses of each program
instruction, so that branches and loops may address the correct branch point.
The first step in the development of computer languages came when it was realised
that much of the detailed checking of addresses, locations, branches and so on can be
done by a computer program. Languages were devised in numeric operations codes
which were replaced with mnemonic codes, such as ADD, SUB, MPY. These mnemonic
codes are like labels easily associated with the items to which they refer. Basic
languages, where the program is similar to the machine code version, are known as low-
level languages or basic programming languages. In these languages, each instruction is
equivalent to a single machine code instruction, and the program is converted into
machine code by a special program called an assembler. Such languages have been
refined, new sophisticated facilities for creating and using macro instruction or the
incorporation of library subroutines at compilation time have been added.
High level languages which have been developed for scientific purposes include
ALGOL and FORTRAN. Features which high level languages have in common are the fact
that they are problem oriented, rather than machine oriented (designed not with a
particular code in mind, but rather so as to make the solving of a specific type of
problem simpler) and so the fact that compilers exist for converting the languages into
machine code of different types of machines.
ALGOL is an acronym for ALGOrithmic language. It is a problem oriented high
level programming language for mathematical and scientific use in which the source
program provides a means for algorithms as a series of statements and declarations
having a general resemblance to algebraic formulae and English sentences. An ALGOL
program consists of data items, statements and declarations, organized in a program
structure in which statements are combined to form compound statements and blocks.
FORTRAN is an acronym for FORmula TRANslation. It is a problem oriented high
level programming language for scientific and mathematical use, in which the source
program is written using a combination of algebraic formulae and English statements of
a standard but readable form. A FORTRAN program consists of data items, executable
statements and non-executable statements. The program is structured in segments, which
consist of a master segment, and optional function segments and subroutines. (Adapted
from various sources18)

Word list
digit- any one of the ten numbers
drawback- a disadvantage or the negative part of a situation
store location- cell, memory location
branch point- transfer point
low-level languages – low refers to the small amount of abstraction between the
language and machine language
assembler – a program that changes computer instructions into machine code (a set of
numbers that gives instructions to a computer)
assembly language – the language used to write a computer program before it is turned
into machine code
library subroutine- library subset
mnemonic – a term, symbol or name used to define or specify a computing function
mnemonic codes- a code that can be remembered relatively easily and that aids the user
in recalling the information it represents
to compile – to change a computer program into a machine language; to collect
information from different places and arrange it in a list/report/book
compilation – the act of compiling something
to assign (ed)- attributed, given, offered
master segment – main section
reference – reference number; a mention of something

Lexical notes
Phrases: In the beginning we consider this to be real.
At the beginning of her career she stated her future plan.
In the end we managed to solve the problem.
At the end of the book we found the list we wanted.
Related words:

18Blându, Mihaela (1977): Limba engleză: automatică și calculatoare, Editura Didactică și Pedagogică
București and http://www3.ifrn.edu.br/~sandroluis/ProgramDesign.htm (accessed on 2.10.2019)
to solve - The given data are sufficient to solve the sequence.
solution – We could not find a valid solution to the problem.
to resolve into - To understand this, we have to resolve the problem into parts first.
resolution – The resolution of the problem into parts solved the whole problem.

Student Practice
Translate into English:
a. În final am fost cu toții de accord asupra acestei soluții.
b. Rezolvarea acestei probleme cere numeroase experiențe, teste și măsurători
prealabile.
c. La început problema părea simplă dar rezolvarea ei s-a dovedit destul de dificilă.
d. La sfârșitul cărții sunt o serie de tabele și anexe utile.
e. La început vom prezenta caracteristicile principale ale calculatorului.

Grammar Study
Present Perfect Simple vs. Present Perfect Continuous
Present Perfect Simple is used to connect a past action with the present time.
Actions continued up to the present moment:
For – the whole period of duration
Since- the starting point of the action
He has lived in Bacau for ten years, since 2009 (since he graduated).
Actions having results or consequences at present:
I have bought that car I told you about.
I have (already) read the book she gave us to read.
He has turned off the lights.
Actions associated with a period of time which has not yet ended: today, this
week/month/year or adverbs of indefinite time and frequency: often, seldom, always,
never, rarely, just, already, lately, yet, etc.
She has often been there.
The telephone has just rung.
I have never seen him.
I haven’t finished my project yet.
Actions already accomplished at a given future moment in adverbial clauses of time
(after, as soon as, before, now, till, until, when, after)
I shall not leave my country until I have sold all my properties.

Present Perfect Continuous

Actions begun in the past and still continuing at the present moment (uninterrupted
progress) perhaps also in the future, or actions that have only just finished.
for – the whole period of duration
since – the starting point of the action
He has been working in this office all morning.
We have been waiting for you all this afternoon.
Repeated actions:
We’ve been meeting him at the university.
I’ve been calling you all day long.
If the number of times an action has been repeated is mentioned, the continuous tense is
not used.
I have called you a dozen times this morning to tell you that the meeting is off.

Student Practice
I. Rewrite each sentence, beginning as shown. Do not change the meaning.
1. There is no imporovement in your work.
Lately.......
2. It’s a long time since I last to the seaside.
I haven’t.......
3. I haven’t been jogging for such a long time.
It’s a long time......
4. My colleague started studying programming languages one year ago.
My colleague........
5. This is my third visit to UK.
This is the third time........

II. State whether the structures in italics are correct or not:

1. I was expecting the movie to end happily, but in fact it was really sad.
2. He has been looking nervous until I told him the results of the medical test.
3. Have you been seeing Mark lately?
4. I’ve written ten pages this morning.
5. Since 2010 I have lived in a small house near the university.
6. I haven’t been able to typewrite since I have been broken my arm.
7. Since I have been living here, I haven’t seen my friends.
8. I’ve never had problems with my MacBook.
9. I have never seen this person before.
10. I haven’t eaten today.

III. Put the verbs between the brackets into Present Perfect Simple:
1. Where you (be)?
2. You ever (eat) snake meat?
3. How much money you (spend) so far?
4. Why you not bring (your girlfriend) with you?
5. It (not snow) here for two years.
6. I (read) your essay carefully and I think it’s awful. You have no logical ideas in it.
7. You (watch) any movie recently?
8. Your mother (phone) yet?
9. You ever (drive) a BMW?
10. Now that you (leave) college you should find a job.
IV. Translate the following sentences:
1. Fac aceeași greșeală de cînd am învățat să scriu la calculator.
2. Ar trebui să mergi la meditații. Ai deja o săptămână de când te chinui cu testul acela
de matematică.
3. A trecut deja o lună de cînd studenții așteaptă de cu nerăbdare petrecerea de
absolvire.
4. Ai putea pune cafeaua aia? Apa fierbe deja de 10 minute.
5. Michael deține recordul în acest campionat de jocuri video. Joacă deja de 3 zile.

Specific Vocabulary Practice

I. Complete the missing words in the text:
High level .................... which have been developed for scientific purposes include ALGOL
and FORTRAN. Features which high level languages have in ............... are the fact that they
are ..................., rather than machine oriented (designed not with a particular code in
mind, but rather so as to make the ............... of a specific type of problem simpler) and so
the fact that compilers exist for .................. the languages into machine .............. of different
types of machines.

II. Translate into English:

1. În ultima vreme, tot mai multe persoane încep să facă programare, chiar dacă nu au
terminat o facultate de profil.
2. Din ziua în care am decis să învăț să fac programare, am tot urmărit tutoriale și i-am
întrebat pe alții ce concepte trebuie să stăpânești pentru a învăța mai ușor.
3. Te-ai descurajat vreodată constatând cantiatea uriașă de informații de pe internet?
Nu, chiar. Forumurile de specialitate mi-au stat întotdeauna la dispoziție atunci când nu
am știut cum să rezolv o problemă legată de calculator.
4. Întotdeauna mi-am dorit să ajung programator.
5. Conceptele minime de programare mi-au dezvoltat capacitatea de gândire și m-au
ajutat să înțeleg cum funcționează anumite procese.

III. State whether the following statements are true or false:

a. The first computer programmer was a woman, named Ada Lovelace. T/ F
b. The first high-level (very close to English that we use to communicate) programming
language was FORTRAN. T/ F
c. Computer programming is one of the fastest growing occupations currently. T/ F
d. JavaScript is compiled. T/ F
e. Programming can help you develop a new way of thinking. T/ F
f. The first computer bug was named after a real bug. T/ F
g. The first digital computer game never made any money. T/ F
h. If computer programming were a country, it would be the third most diverse for
languages spoken T/ F
IV. Translate the following text into English:
Un limbaj de programare este un set bine definit de expresii și tehnici valide de
formulare a unor instrucțiuni precise pentru un calculator. Ca orice limbaj și limbajul de
programare deține un set de reguli sintactice și semantice. Acesta oferă programatorului
posibilitatea de a specifica în mod exact și detaliat acțiunile pe care trebuie să le execute
calculatorul precum și ordinea în care trebuie să sa desfășoare acestea. Această
specificare constituie mai exact conceptul de programare.

V. Draw a parallel between two different types of programming languages that you use
and present the ideas to your colleagues.

5.2. The differences between Java, C++, and C#

Computer programming languages allow us to give instructions to a computer in

a language that computer understands. The fraction of the language that a computer can
understand is called binary. Translating programming language into binary is known as
compiling. Each language, from C# Language to Python, has its own distinct features,
though many times there is a unity between programming languages. Such languages
allow computers to quickly and efficiently process large and complex basis of
information. Programming languages should be chosen based on their strengths for
performing certain tasks; the problem to solve should determine the language to use.
C# for example is a multi-paradigm programming language very useful in
Information Technology which has been developed by Microsoft. The most recent
version, C# 6.0, was released in 2015 and it was designed with the purpose of
competing with Java which similar in design with C++.
James Gosling, who created the Java programming language in 1994, and Bill Joy,
a co-founder of Sun Microsystems, the originator of Java, called C# an "imitation" of Java
with reliability, productivity and security deleted. As Java came before C# it is quite
normal that C# learned from both the strengths and weaknesses of Java, just as Java
learned from other programming languages. If Java were perfect, then there would have
been no reason to create C# and if the latter is perfect, then I do not see any reason to
create a new programming language. However, both C# and Java are good oriented
programming languages in present, so it is impossible not to compare them.
It is not important whether Java and C# are almost identical programming
languages or whether C# is a much closer version to C++ in its design, what matters is to
correctly determine which language to use in certain situations. Since the release of C#
2.1 in November 2005, the C# and Java languages have evolved on increasingly
divergent trajectories, becoming somewhat less similar. Furthermore, C# has added
several major features to accommodate functional-style programming which enable C#
programmers to use functional programming techniques, such as closures, when it is
advantageous to their application.
 The name "C sharp" was inspired by the musical notation where
a sharp indicates that the written note should be made a semitone higher in pitch. This is
similar to the language name of C++, where "++" indicates that a variable should be
incremented by 1. The sharp symbol also resembles a ligature of four "+" symbols (in a
two-by-two grid), further implying that the language is an increment of C++.
C# is easy to learn, object and component oriented and part of .NET framework. It
is intended to be a simple, modern and a general-purpose programming language.
However, the language, and implementations thereof, should provide support for
software engineering principles such as strong type checking, detection of attempts to
use uninitialized variables, and automatic garbage collection. Software robustness,
durability, and programmer productivity are also important when it comes to C++. The
language is intended for use in developing software components which are suitable for
deployment in distributed environments. Portability is very important for source code
and programmers, especially for those who are already familiar with C and C++.
C# is intended to be suitable for writing applications in the case of both hosted
and embedded systems, ranging from the very large that use sophisticated operating
systems, down to the very small having dedicated functions. Although C# applications
are intended to be economical with regard to memory and processing power
requirements, the language was not intended to compete directly on performance and
size with C or assembly language.
Both Java and C# were designed to be type-safe. C# is easy to learn and very
interesting, especially for those users who like to work with big numbers. It seems to
have more built-in language features and runs on any operating system that has an
installed Common Language Runtime CLR. If you do not have limited development time
use, a good type-safe, powerful language like C# is the best choice. (Adapted from
various sources19)

Word list
binary- consisting of two parts
Python- a programming language which lets you work quickly and integrate systems
more effectively
to feature- to show or advertise something as the most obvious part
Java programming language – a trade name of a programming language and program
definition developed by Sun Microsystems. It is used to create small applications
designed to enhance the functionality of a webpage. It is similar to object-oriented
languages such as C++ and can on any compatible platform.
JavaScript – a trade name for a set of programming commands that can be included
within a normal webpage written using HTML commands. When the web browser loads

19https://en.wikipedia.org/wiki/C_Sharp_(programming_language), https://msdn.microsoft.com/en-
us/library/ms836794.aspx, http://easyscienceforkids.com/all-about-computers/,
http://blog.trifork.com/2013/09/17/windows-phone-8-c-vs-java/,
https://www.shutterstock.com/image-illustration/lessons-learned-education-evaluation-concept-
337903832, (all accessed 24.11. 2017)
the webpage, it runs the Java script commands, normally used to create special effects to
a webpage.
C++ - high level programming language developed mainly for writing structured systems
programs. (C high level programming language developed for writing structured
systems programs, especially for and with UNIX operating system.
C# - a strongly typed object-oriented programming language used to write software
programs; it is open source, simple, modern, flexible, and versatile.
.Net framework- is a software framework developed by Microsoft that runs primarily on
Microsoft Windows. It includes a large class library named as Framework Class Library
(FCL) and provides language interoperability across several programming languages
Semitone-the smallest interval, equal to a twelfth of an octave or half a tone
Pitch-the quality of a sound governed by the rate of vibrations producing it; the degree
of highness or lowness of a tone
thereof- of or about the thing just mentioned
to host- to provide the space and other things necessary for a special event
to embed- inserting and forcing things into other things

Lexical Notes
Common Collocations with in
In principle in fact in common in time in itself in other words
In a way in a sense in the beginning in general in the end
In half in place in sight in all in any case in turn
In a sense in a particular way in short in brief in one word

Grammar Study
Present Perfect vs. Past Simple
Notice the following differences between Present Perfect and Past Tense with reference
to past actions:
My brother’s laptop has broken down. (it is still broken)
My brother’s laptop broke down last night. (no results in the present)
Nobody has ever invented something more extraordinary than the Internet. (indefinite
time)
Blaise Pascal invented the first commercial computer. (the action took place at a definite
time in the past)
Have you been to the circus? (unfinished period of time)
Did you go to the circus? (it is no longer in our town)
 The situation simplifies when we use time adverbials.
- indefinite adverbials used with Present perfect: so far, yet, by now, already, since, lately.
- definite adverbials used with Past Simple: yesterday, in 2011, last week/month, year,
Christmas, the other day, two days ago, when, that time, then.
 The situation gets difficult in the case of some adverbials that occur with both
tenses, such as: never, ever, often, always, for..., all life, today, this morning.
Notice the difference between the following sentences:
I’ve never used a foldable Samsung Galaxy. (up to now/ in my whole life)
I never saw a smart TV when I was a child (but I do now).
She has been a teacher all her life. (she is alive)
Steve Jobs was a successful person all his life. (he is not alive)

Student Practice
I. Put the verbs between the brackets into the Present Perfect or Past Simple:
1. You (hear) from Maria lately? Yes. I (receive) a phone call yesterday. She (be) in the
hospital for 2 weeks now.
2. I (take) my driving lesson yesterday.
How it (go)?
3. You (make) your plane reservation yet?
I (book) a ticket last night but they (not send) my confirmation yet.
4. I (not know) you (have) a new car.
I always (want) to have this model. I (buy) it last Friday.
5. The internet isn’t working. You (pay) the bill?
Yes, I (pay) it two days ago.
6. Look! There (be) a traffic jam.
Oh, you (see) what it (happen)?
7. What your family (do) during the holiday?
We (go) to the seaside for seven days and then we (go) to the mountains for other 3
days.
8. Can you help me? I think I (break) my arm.
How it (happen)?
I (slip) and fall down the stairs.
9. You (be) to America?
Yes, I (go) there last summer with The Work and Experience program.
You (like) it? It (be) great!
10. We (miss) the bus?
I’m afraid so. It (leave) ten minutes ago.

II. Translate into English:

1. Vă amintiți cine a plecat cu bursa Erasmus anul trecut?
2. De ce nu ai rezolvat testul? L-ai primit deja de o săptămână.
3. Ieri, un avion mic a aterizat pe o autostradă din apropierea Londrei.
4. Ne-a plăcut foarte mult vacanța noastră în Grecia.
5. Cine a descoperit eroarea?
6. N-am mai purtat rochia aceasta de secole.
7. Nimeni nu știe cine este autorul acestei povești.
8. Ea a predat la Universitatea „George Bacovia” din anul 2000 și până în 2010.
9. De ce nu m-ai rugat mai devreme? Acum nu mai este timp.
10. Am locuit aici toată viața.
III. Rephrase the following sentences beginning as shown:
1. The last time I was in Berlin was in 2010.
I haven’t.....
2. I didn’t receive the results of my test for a month.
It was...
3. My work won’t be finished by the end of the day.
I...
4. I didn’t know about Mary’s arrival.
I didn’t know that....
5. The number of students who attended the seminars was surprising.
More students.....

III. Complete the following sentences with for or since.

1. It's a long time ……. you last spoken to him.
2. ….. the past ten days , she's had nightmares every night.
3. ……. they came, ten days ago, I've been feeling rather tired.
4. They don't think much of him as a politician: he hasn't come with a good idea ........ a
long time.
5. It seems like years ……. I had so much time.
6. …… you brought me that dog my cat hasn't turned up yet.
7. We haven't seen a good film …. at least two months.
8. Houses have become more and more expensive …. the end of last year.
9. It’s over a fortnight ........ I went to the Theatre.
10. She’s been taking piano classes ....... two weeks.

IV. Read the situations and write sentences ending with BEFORE. Use the verb given in
brackets.
1. The man sitting next to me on the plane was very nervous. It was his first flight.
(fly) He …………
2. A man walked into the room. He was a complete stranger to me.
(see) I …………..…
3. Simon played football yesterday. He wasn’t very good at playing. It was his first
match.
(play) He …………
4. Last year we went to Spain. It was our first time there.
(be) We …………
5. They concluded a contract two weeks ago. It was their second contract.
(sign) They ..........
Specific Vocabulary Practice
I. Put the following steps for writing a program in the correct order:
a. When the program is written, the programmer has to check it for errors.
b. The programmer has to understand and define the purpose of the program.
c. The errors are corrected until the program works smoothly.
d. Software companies deliver program documentations and send reports to users.
e. Programmers write instructions in a high-level language and then compile it.
f. Programmers design flowcharts/diagrams which illustrate the successive steps of the
program.

II. Match the term with its definition:

markup language a. basic language which consists of binary codes
machine code b. programming language such as Java, Visual Basic or C
programming c. low-level language translated into machine code by an
java application assembler
5.high-level language d. a stand-alone program in a client or server
6.assembly language e. writing computer programs
7.compiler f. software which converts a source program into machine
code
g. language used to create and format documents for the Web

III. Complete the text with the missing words:

Computer programming languages allow programmers to give .................... to a
computer in a language that computer ........................ The fraction of the language that a
computer can understand is called .................. . Translating programming language into
binary is known as ..................... Programming languages should be chosen based on their
strengths for ........................ certain tasks; the problem to solve should determine the
.................... to use.

IV. Give synonyms for: compiler, to program, code, machine, binary, feature, framework,
application, data, language and source.

V. Translate into English:

Java este un limbaj de programare orientat către obiect conceput de către James
Gosling la începutul anilor ’90. Cele mai multe aplicații sunt scrise în Java iar noile
evoluții tehnologice permit utilizarea sa și pe dispositive mobile de tip agendă
electronică sau palmtop. Astfel se realizează o platformă unică și diversificată. Java se
dovedește un instrument deosebit de util și în programarea aplicațiilor destinate
intranet-urilor.
 5.3. Compilers

A compiler is a software program that converts high-level source code that is

written by a developer in a high-level programming language into a low level object
code (binary code) in machine language, which can be understood by the processor. The
processor executes object code, which indicates when binary high and low signals are
required in the arithmetic logic unit of the processor. In other words, a compiler is a
complex program which transforms computer instructions written in a source language
into machine code. The resulting object program can be then read and acted upon by the
computer. In order to produce the object program the compiler performs the following
operations:
a. translates each language statement into its machine code equivalent;
b. incorporates into the object program any library subroutines requested by the user;
c. supplies the interconnecting links between the parts of the programs.
Generally, a compiler distinguishes from an assembly program by the fact that a
compiler usually generates more than one machine code instruction for each source
statement, whereas an assembly language is one-for-one with the machine code.
A compiler can be broken down into several distinct sections each of which
performs a specific task. Each of these sections can be thought of as having specific input
data and output, so that each section can be thought of as a subprogram. On small
computers, where the size of programs can be fitted into the main store is severely
limited, it is usual to split the compiler into these subprograms and let one of them
complete its task for the whole program before the next is called. If, however, the complete
compiler can be fitted easily into the main store, then it is often the case that the
subprograms are entered cyclically so that one part of the input program is examined.
Although these two methods will require completely different control structures, the
techniques used will not be very different.
The program in the problem-oriented language is often punched on paper tape
or cards, using some external piece of equipment, and presented to the computer to be
put by one of the readers on the computer. Alternatively, parts of the program may
reside within the computer in previously defined files. In most systems there are several
ways in which the program can be presented. Consequently, it is usual to have an initial
section to the compiler whose purpose is to provide an interface between the outside
world and the rest of the compiler. The aim is that the same program presented to the
compiler in several different ways will be identical as far as the remainder of the compiler
is concerned, once it has passed through this initial phase.
Most programming languages allow a certain amount of redundancy in the
preparation of the program. For example, spaces can often be inserted to aid readability,
and new lines inserted as desired. These redundancies are also removed by this initial
phase which is usually described as lexical analysis. When such analysis has been
completed it is necessary to recognize the individual statements that make up the
program and, if a statement is complex, to break it down into its simpler parts.
Programming languages are generally defined so that this syntax analysis can be done
without knowing the meaning of the statement. This phase of the compiler will verify if
the program is grammatically correct and the output will exhibit the structure of the
program. (Adapted from various sources20)

Word list
high-level source code- contains easy to read syntax that is later converted into a low-
level language, which can be recognized and run by a specific CPU
object-oriented program- a program paradigm based on the concept of objects, which
contain data, in the form of fields, and code, in the form of procedures.
assembly program-a program to convert assembly language into machine language
arithmetic logic unit (ALU)- is a combinational digital electronic circuit that performs
arithmetic and bitwise operations or integer (a whole number not a fraction) binary
numbers
to fit (ed)-to be the right size or shape for someone or something
to reside-to live, have your home, or stay in a place
straightforward- easy to understand or simple
redundancy- a situation in which something is unnecessary because it is more than is
needed
assembly- the structure produced by this process
subprogram-a sequence of instructions whose execution is invoked from one or more
locations in a program, with the expectation that when the subprogram execution is
complete, execution subsumes at the instruction after the one that invoked the
subprogram. In high-level languages, subprograms are also called subroutines,
procedures, and functions. In object-oriented languages, they are usually called methods
or constructors. In most modern-high-level languages, subprograms can have
parameters, local variables, and returned values.
syntax analysis- a second phase of the compiler design process that comes after lexical
analysis. It analyses the syntactical structure of the given input.
statement-something said, or an action done to express an opinion, comment,
announcement
to exhibit-to show something publicly
to distinguish from- to discern, perceive or recognize the way something differs from
what is around it
to break down into- separating something into components or essential features
to split into- divide cleanly or evenly into some smaller number of things

Lexical Notes
Verbs followed by the preposition - from
benefit from something, derive something from something else
distinguish one thing from another thing (also distinguish between two things)

20Blându, Mihaela (1977), Limba engleză: automaticăși calculatoare, Editura Didactică și Pedagogică
București, https://www.techopedia.com/definition/3912/compiler
expel someone from a place, resign from something
result from something, stem from something
translate one language from/into another language

Linking words are used to connect sentences and paragraphs in order to obtain a logical
relationship between ideas.
Logical order: firstly, secondly, thirdly; next, last, finally; in addition, furthermore, also, at
present, presently
Contrast: however, on the one hand/on the other hand, on the contrary, by/ in comparison,
in contrast
Result: as a result, as a consequence, therefore, thus, consequently, hence
Comparison: similarly/ likewise, also
Reason: the cause of, the reason for
Order of importance: most/ more importantly, most significantly, above all, primarily,
essentially.

The difference between compile/compiler/compilation:

Programs written in a high-level language require compilation or translation into
machine code.
A compiler generates several low-level instructions for each source language statement.
Programmers usually compile their programs in order to create an object program.

Grammar Notes
Expressing Purpose
I’m working till late at night so that I can finish my project.
So that is often used with an auxiliary model verb:
He decided to stop yelling so that she wouldn’t disturb the neighbours.
Here are other ways of expressing purpose: to, for, in order to or in order that (which is
more formal) and so as to:
I’m looking for a new apartment to finally have my own place.
They stopped there for a coffee.
You have to work a lot in order to succeed in life.
In order that you can go out and play, please eat your lunch and finish your homework.
So that is far more common than in order that.
He talked to them so as to offer his regrets for the disappearance of their sun.
Other ways for express purpose:
The computer is used with the aim of performing complex calculus.
Education is required so as not to become the object of fierce criticism.
We implement rules for the purpose of optimising our schedule.

Student Practice
I. Join the sentences below into one, using a preposition (a phrase) or a conjunction (a
phrase) expressing purpose:
1. a. Integrated circuits are used.
1. b. They perform the majority of functions in logical systems.
2. a. The total count is digitally processed.
2. b. It drives a readout display or produces a digital output for other systems.

3. a. Follow the directions carefully.

3. b. You avoid any accidents.
4. a. We must analyse the structure.
4. b. We have to interpret the phenomenon.
5. a. She went to England.
5. b. She improved her knowledge of English.

Grammar Study
Past Perfect Simple vs. Past Perfect Continuous
Past Perfect Simple is used to express an action completed before another action
or moment in the past. The time markers used are adverbial phrases of time such as: by,
until: Until yesterday I had never worked on MacBook.
I had finished my project by 10 o’clock yesterday.
When used in a phrase with two sentences, the main clause shall contain a past perfect
while the other clause shall contain a past tense:
He had used a mouse on his computer before he replaced it with a joystick.
Hardly had they got to the station when the train left.
Past Perfect may also be used to denote an action which began before another moment
in the past and continued up to that time. As time markers we may use for and since:
She had been in the laboratory for 10 minutes when the teacher came in.
When we want to emphasize that the action did not materialize we may use past perfect
with verbs like hope, intend, mean, expect, think, want:
I had hoped to catch an early ticket but found out that they did not exist.

Past Perfect Continuous is used to describe an action which began before a point
in the past and continued up to it or maybe even after:
By that time she had been studying computers for 6 years.
How long had you been waiting for the results when I arrived?
When we want to describe an action begun and completed before a given past moment
and to explain the cause of an effect:
He knew almost everything about computers because he had been studying them for a
very long time.
Past Perfect Continuous may also be used to express a continuous, repeated action
happening in the past: He had been trying to get her on the phone.

Student Practice
I. Translate into English:
a. Ma întreb dacă el a mai gasit-o vreodată.
b. El nu a fost în stare să îți facă un back-up al pozelor din telefon și le-a pierdut pe toate.
c. Săptămâna trecută m-am mutat de la firma unde am lucrat timp de 10 ani.
d. El și-a pierdut telefonul la scurtă vreme după ce și l-a cumpărat.
e. Dispozitivul nu s-a încălzit mai devreme de două ore de la utilizare.
f. Când am ajuns la universitate, colega ei plecase deja.
g. Ei lucrau deja de două ore când fratele lor li s-a alăturat.
h. Până să ne explice, nimeni nu înțelesese nimic.
i. El a vrut să știe de ce nu a reinstalat programul și l-a așteptat pe el să o facă.
j. Când el a sosit să ne ajute noi nu mai aveam de lucru.

II. Choose the best alternative to complete each sentence:

1. After eight years I………………that all the time I……………..to my girl friend her
sister……………my letters.
a) discovered/ was writing/ had read
b) had discovered/had written/had been reading
c) discovered/ had been writing/ had been reading
d) had discovered/ had been writing/ had been reading

2. By the time we got home, Mary’s aunt……….already………. .

a) left b) has left c) will have left d) had left

3. Grandma …………….for her glasses for two days when she found them in a pot.
a) was looking b) has been looking c) had been looking d)are looking

4. We…………….England last summer.

a) have visited/ - b) had visited/ the c) visited/ - d) visited/ the

5. Look, he has cuts on his legs. He ........ a lot during the cycling.
a) had fallen over b) has been falling over c) has fallen over d) fell over

6. She ..... never caviar, but she hopes that she will have the chance one day.
a) ate b) was eating c) hasn’t eaten d) has eaten

7. It’s over a year since anyone ...... Michael.

a) has spoken with b) spoke with c) had spoken d) has been speaking with

8. Last year when I was in Italy, I ....... Eros Ramazzoti in the flesh.
a) have seen b) was seeing c) saw d) had seen

III. Put the verbs in brackets into a suitable past tense (Past Tense or Past Perfect):
Yesterday, at the theatre he (feel) out of place without a suit and tie.
Jane (discover) an addiction to shopping which she (never/feel) before.
They (have) no money because they (spend) everything on the latest technology.
They (say) heavy industry (pollute) our waters and soils with noxious chemicals for
ages.
We (try) to find new services which (be) sophisticated and (have) added value.
When (you/be) in this hotel last?
When (you/meet) the manager?
I (realise) someone (use) my tablet because there were scratches on it.
I (look) everywhere for that purse since I lost it at the seaside.
She (always / look) so young, but she (seem) to have aged in the last weeks.

IV. Translate the following sentences paying special attention to the use of the tenses:
1. Mi-a spus că stătea în birou așteptând ca șeful să-i semneze fișa de pontaj și să-i
spună dacă îl angajează.
2. Așteptase atât de mult această clipă iar acum, că sosise, nu avea idée ce să le spună.
3. Pe vremea aceea el avea mari dificultăți în a conduce mașina.
4. Bunica era foarte tânără când s-au întâplat toate astea.
5. Am încercat să dau de tine toată ziua de ieri, dar mi-a fost în zadar.
6. Când au sosit în oraș, ploua de multe zile așa că nu s-au putut plimba așa cum și-ar fi
dorit.
7. Nu i se spusese că bunicul lui murise, așa că sarcina mea era foarte grea.
8. Era ora opt și era foarte obosită deoarece învațase în continuu toată noaptea.
9. Niciodată nu se gândise că o va întâlni acolo.
10. Îl cunoscuse pe fratele ei cu trei ani în urmă, la facultate.

V. Correct the following mistakes:

a. Almost all the guests left by the time he had arrived with the cake.
b. How long they go out together when they split?
c. I just got into the shower when somebody knock at the door.
d. Hardly Anny had come in when the door burst open.
e. The van changed its direction when it hit the tree.
f. The grass was muddy because it had raining all week.
g. The minute they entered, a horrible thing had happened.
h. The telephone rang for almost a minute when I got into the room. I was wondering
why nobody hadn’t answered it.
i. The train left before I arrived.
j. Why did you left when he find you?

Specific Vocabulary Practice

Translate the following text into Romanian:
A compiler can be broken down into several distinct sections each of which performs a
specific task. Each of these sections can be thought of as having specific input data and
output, so that each section can be thought of as a subprogram. On small computers,
where the size of programs can be fitted into the main store is severely limited, it is
usual to split the compiler into these subprograms and let one of them complete its task
for the whole program before the next is called. If, however, the complete compiler can
be fitted easily into the main store, then it is often the case that the subprograms are
entered cyclically so that one part of the input program is examined. The resulting object
program can be then read and acted upon by the computer.

UNIT VI. SYSTEM CONCEPTS

Lead-in
What does control system refer to?
Can you make a distinction between open loop and closed loop operations?

6.1. Open Loop and Closed Loop Control Systems in the Classical Control Theory

A system is a group of integrated components which operate together to

accomplish an objective, by accepting inputs and producing outputs in an organized
transformation process. Control mechanisms are essential for ensuring the proper
working of a system. Feedback process is the control technique used in systems to achieve
this purpose, which is provided through information systems. Feedback processes
involve comparison of actual output with the standard and sending of inputs to
compensate for the difference, and to confirm the output to the standard.
Every feedback control system consists of components which perform specific
functions. A convenient and useful method of representing the functional characteristics
of the system is the block diagram. Basically this is a means of representing the
operations performed in the system and the manner in which signal information flows
throughout the system. The block diagram is concerned not with the physical
characteristics of any specific system but only with the functional relationships among
various parts in the system.
It is important that the distinction between closed-loop and open-loop operation
be clearly understood. An open-loop system is one in which the control action is
independent of the output (or desired result). A closed-loop system is one in which the
control action is dependent upon the output. The key term in these definitions is control
action. Basically it refers to the actuating signal of the system to produce a desired
output. In the case of open-loop system, the input command is the sole factor responsible
for providing the control action, whereas for a closed-loop system the control action is
provided by the difference between the input command and the corresponding output.
To illustrate the distinction, let us consider the control of automobile traffic by
means of traffic lights placed at an intersection when traffic flows along north-south and
east-west directions. If the traffic light mechanism is such that the green and red lights
are on for predetermined, fixed intervals of times, then operation is open-loop. This
conclusion immediately follows from our foregoing defining upon realizing that the
desired output, which here is control of the traffic volume, in no way influences the time
interval during which the light shines green or red. The input command originates from
a calibrated timing mechanism, and this alone establishes how long the light says green
or red. The control action is thereby provided directly by the input command.
Accordingly the timing mechanism has no way of knowing whether or not the volume of
traffic is especially heavy along the north-south direction and therefore in need of longer
green light intervals. A closed-loop system of control would provide precisely this
information. Thus, if a scheme is introduced which measures the volume of traffic along
both directions, compares the two, and then allows the difference to control the green
and red time periods, feedback control results because now the actuating signal is a
function of the desired output. (Adapted from various sources21)

Word list
open-loop control system – a system that uses a device to control the process without
using feedback (the output has no effect upon the signal to the process)
closed-loop feedback control system – a system that uses a measurement of the output
and compares it with the desired output.
feedback control system- automatic system with reaction
block diagram- a diagram showing in schematic form the general arrangement of the
parts or components of a complex system or process, such as an industrial apparatus or
an electronic circuit
input command- the other way of getting user input on the home screen
control action- system controller
actuating signal- the signal that is difference between the reference input and the
feedback signal if actuates the control unit in order to maintain the output of the desired
value
flow along- to move along evenly, as a liquid flows
flow through(out)- to affect someone or something
foregoing- involving what has just been mentioned or described
whether- used especially in reporting questions and expressing doubts, if, or not
therefore- for that reason

Lexical notes
Not to be mixed up: between vs. among
Do you find it difficult to understand the difference between the British and the
American spelling? (it indicates connection or relationship)
How many trees are there between the fence and the house? (it indicates limits of
distance, quantity, etc.)
Please turn off the volume between twelve o’clock and half past three (indicates position
in time)
Flights between London and Crete begin in early March. (position in space or limits)
There was an agreement among themselves. (it indicates sharing activity, etc. by more
than two persons)
Her house is among the trees. (it indicates position meaning in the middle of, surrounded
by)

21 Blându, Mihaela (1977):Limba engleză: automatică și calculatoare, Editura Didactică și Pedagogică

București , https://www.techopedia.com/definition/3912/compiler
https://nscpolteksby.ac.id/ebook/files/Ebook/Computer%20Engineering/Management%20Information
%20System%20(2010)/4.%20Chapter%202%20-%20SYSTEM%20CONCEPTS.pdf.
She was happy to live among special persons. (it indicates association, inclusion)

Grammar Study
Conditional clauses
Types of conditional clauses:
Type zero is used to talk about things that are always true. We use present simple
in both clauses:
e.g. If you push the button, it blinks./ If you don’t eat like a horse, of course you start to
losing weight./ If you mix red and yellow, you get orange.
Type 1
We use present simple and will to talk about real and possible situations.
e.g. I’ll go shopping on the way home if I have time./ If it’s a nice day tomorrow, we’ll go
to the beach.
Avoid the use of will in the conditional sentence unless you are threatening someone.
e.g. If you will continue to use my computer, I will punish you severely!
Type 2
We use past simple and would followed by the infinitive to express an
unreal/hypothetical situation:
e.g. If I won a lot of money, I’d buy a big house in the country./ Where would you live if
you could live anywhere in the world?
Type 1 vs. Type 2
In December: If it snows tomorrow, we’ll go to the mountains. It might snow tomorrow.
In January: If it snowed tomorrow, I’d go skiing. It almost certainly won’t snow tomorrow.
Instead of if we may also use whether, when, as soon as or in case.
Instead of the modal auxiliary verbs will/would, we may also use verbs like can/could,
may/might
Type 3
We use past perfect and would followed by the perfect infinitive to express an impossible
situation :
e.g. If I’d worked harder I would have got a better job.
He didn’t work / study very hard and he didn’t get a good job.
e.g. He might have finished the test if he’d had more time.
He didn't finish the test because he didn't have more time.
Mixed types
In mixed conditional sentences the time in the conditional clause is not the same as the
time in the main clause. There can be various combinations:
e.g. If he’d studied harder he might have a better job.
He didn’t go to university. (in the past)
He doesn’t have a very good job. (the present consequences of a past action.)
Other examples:
If I’d finish my project I’d be going to London next week. (the future consequences of a
past action.)
If he didn’t have to work tomorrow he wouldn’t be so miserable today. (the present
consequence of a future event.)

Student Practice
I. Put the verbs in the brackets in the correct form:
a. Unless she (study) Information Technology, she will become an IT Engineer.
b. Angela (not to make) her decision, if she doesn’t talk to us.
c. They wouldn’t have lost if they (have) a GPS with them.
d. If you (not to threaten) her, she wouldn’t have told the police.
e. He (hurt) him if he hadn’t been a well – educated man.
f. She wouldn’t have been so relaxed if she (finish) her project
g. I wouldn’t have made up my mind so quickly if it (be) for her.
h. If the weather (be) fine, we’ll go for a swim in the lake.
i. If she (meet) him, she will invite him to her sister’s wedding.
j. If you don’t take these pills, you (get) sick.
k. You can leave to America, provided you (work) hard.
l. You (disappoint) your teachers if you don’t come to the last exam.
m. She (not to expect) so good results if she hadn’t worked so much.
n. You would have caught the train, if he hadn’t kept you so much.

II. Finish the following sentences:

1. If you had a diamond on your finger.....
2. If you should see a bear.....
3. If I lived in London....
4. The apple wouldn’t have rotten if.....
5. You windows wouldn’t have crushed if....
6. If it weren’t for the books....
7. But for Andrew....
8. If I were you....
9. We’ll have to go without you if....
10. If planes were free....

III. rewrite the sentences beginning as shown:

1. They had planned to visit you, but their little daughter fell ill.
If.....
2. I must wear glasses because I worked too much lately and I cannot see very well.
If....
3. He modernised his shop a month ago, and now he is full of customers.
If....
4. Open the door, or I won’t be able to enter.
If....
5. I won’t go to the seaside if you don’t come.
Unless....
6. What would you do if you failed the test?
Supposing....
7. In case of emergency, dial 911.
If....
8. You won’t be allowed in without a suit and a tie.
You haven’t got a suit and a tie so....
9. He would have told you the truth if you hadn’t pressured him so much.
You pressured .....
10. If you hadn’t offer to lend me the money, I wouldn’t be able to make the investment.
But for....

IV. Translate the following sentences into English:

1. El ar arăta mult mai bine fără acești ochelari cu formă pătrată.
2. Ea nu i-ar mai cere luna de pe cer, dacă el nu i-ar da absolut tot ce vrea.
3. Acum te-ai plimba pe plajă dacă ieri plecai la Constanța.
4. Ei nu te-ar ocoli dacă nu te-ai fi certat cu toată lumea.
5. Te-aș minți dacă aș spune că ideea ta nu a mers.
6. Cățeii ar fi mâncat ieri toată ziua dacă ar fi avut suficientă mâncare.
7. Unde se ducea fata dacă era izgonită ea din casă?
8. Ce ai face dacă nu ai mai avea serviciu?
9. Unde ai pleca dacă nu te-ai mai simți bine în țara ta?
10. Dintele ar fi fost scos dacă ai fi stat nemișcată.

V. Put the verbs in the brackets into the correct tenses:

1. If you (not take) your thick clothes off you (not get) hot.
2. He didn’t tell me that he was a vegetarian till halfway through the meal. If he (tell) me
earlier I (cook) him something different.
3. I overslept; that is why I’m half an hour late; and if my phone (not ring) at eight
o’clock I might still sleep.
4. Of course I’m not going to give him a bracelet. If I (gave) him a bracelet he (sell) it.
5. If you (ask) him for money, what he (say)?

Specific Vocabulary Practice

I. Match the term with its definition:

control action system that uses a device to control the

closed-loop feedback control system process without using feedback
open-loop control system system that uses a measurement of the output
feedback control system and compares it with the desired output.
input command getting user input on the home screen
automatic system with reaction
system controller
II. Identify the missing words:
The distinction between closed-loop and open-loop operation should be clearly
understood. An open-loop system is one in which the control action is ................... of the
output (or desired result). A closed-loop system is one in which the control action is
........................ upon the output. The key term in these definitions is ............ .............. Basically
it refers to the actuating signal of the system to produce a desired ................. . In the case
of open-loop system, the input command is the sole factor responsible for .................... the
control action, whereas for a closed-loop system the control action is ......................... by the
difference between the input command and the corresponding output.

III. Are these statements22 true or false:

1. A control system controls other systems. T/ F
2. The control system is present in every aspect of our daily life. T/ F
3. The principles of control theory are applicable to both engineering and
nonengineering field. T/ F
4. The main feature of a control system is that there should not be a clear mathematical
relationship between input and output of the system. T/ F
5. Error detectors do not increase the accuracy of control systems T/ F

IV. Translate the following text into Romanian:

A system is a group of integrated components which operate together to
accomplish an objective, by accepting inputs and producing outputs in an organized
transformation process. Control mechanisms are essential for ensuring the proper
working of a system. Feedback process is the control technique used in systems to
achieve this purpose, which is provided through information systems. Feedback
processes involve comparison of actual output with the standard and sending of inputs
to compensate for the difference, and to confirm the output to the standard.

V. Translate the following text23 into English:

Un sistem de calcul este o mașină care prelucrează date cu ajutorul unor
programme. Datele de prelucrat se numesc date de intrare. Rezultatele obținute din
prelucrare se numesc date de ieșire sau informații.
Informația este un mesaj care înlătură o nedeterminare în legătură cu un anumit
aspect sau eveniment. Ea este rezultatul prelucrării unor date și poate servi, la rândul ei,
ca material pentru alte prelucrări. Informația digitală este informația codificată sub formă
numerică penru a fi prelucrată de către calculator. Informația analogă este informația
necodificată numeric, cum ar fi cea care circulă prin diverse medii de transmisie.

22
Adapted from https://www.electrical4u.com/control-system-closed-loop-open-loop-control-system/
(accessed 10.08.2019)
23
Adapted from http://colegiulgib.rdsweb.ro/resources/mat_didactice/tehnologii_aplicate_calculator/1 -
1.html (accesed 10.08. 2019)
 6.2. General Nature of the Engineering Control and Automation Problem

In the most general sense, control and automation engineering endeavours the
problem which compels a system to the desired situation via appropriate software and
hardware. A number of problems that occurs as a result of rapid increase in production
with the rapidly developing technology after the industrial revolution impel people to
seek new ways from which more potential can be obtained. The utilization of the
information resulting from the research in industry and other production systems has
led to emerge a new branch of engineering, Control and Automation Engineering. This
branch of engineering develops and implements information and technology providing
electrical, electronic, mechanical and computer-based all industrial systems to work
intended and planned manner. Control Engineering Program provides training and
conducts research in the subjects automatic control theory and its applications,
industrial automation, measurement and instrumentation, robotics, design and
implementation of computer-based industrial information systems.
In general, a control problem can be divided into the following steps: 1. a set of
performance specifications must be established; 2. as a results of the performance
specifications a control problem exists; 3. a basic mathematical model that describes the
physical system must be formulated; 4. the performance of the basic (or original system
is determined by application of one of the methods of analysis) or a combination of
them. In other words, system structure and parameters are known, and we wish to
study the performance of this system under specified conditions; 5. a system that will
meet a certain set of performance specifications must be found, a stage referred to as
synthesis.
The classical theory of servomechanisms was concerned exclusively with linear
systems, and transfer-function presentation became standard. The ratio of the transform
of the output to the transform of the input is called transfer function. A complete block
diagram shows the manner in which the functional components are connected, and
represents a useful tool for the description of the system dynamic behaviour, as a step in
the general problem of analysis. The analysis can be simplified by reducing the block
diagram and using signal graph theory. A signal flow graph is a diagram which
consists of a network in which nodes are connected by direct branches. The nodes
represent each of the system variables. A branch connected between two nodes acts
as a one-way signal multiplier. There are three types of nodes that are of particular
interest such as:
a. source nodes, representing independent variables and having only outgoing branches;
b. sink nodes-representing dependent variables and having only incoming branches;
c. mixed nodes-having both incoming and outcoming branches. A path is any connected
sequence of branches whose arrows are in the same direction. While a forward path
between two nodes is one which follows the arrows of successive branches and in which
a node appears only once. A self-loop is one which contains only one node.
The problem of analysis can be treated using the time domain in approach or the
frequency domain approach. Classical analysis is concerned with discrete time invariant
linear (DTIL) systems. Consequently, in the time domain approach, the mathematical
description of the system is made by a set of integral differential equations. The classical
method for the solution of a differential equation is based upon the principle of
superposition. Thus, any solution representing the output (the effect) will be made up of
a particular (or driven, or forced) solution and a source-free solution (or
complementary function or natural solution) for a particular driving or forcing function,
standing for an input (or cause). In the frequency domain approach the Laplace
transform is a useful tool which can be used to find the complete solution of the linear
differential equation. (Adapted text24)

Word list
automation - the use of machines that operate automatically
compel- to bring about by the use of force or pressure, to force or oblige (someone) to
do something
control problem – automation problem
performance specification- a document that specifies the operational requirements of a
component or installation
signal flow graph theory (SFG) – graph’s theory, a specialized flow graph, a directed
graph in which nodes represent system variables, and branches represent functional
connections between pairs of nodes
specification (-s) – statement(s) that explicitly state what the device or product is to be
and to do (a set of prescribed performance criteria).
flow graph- is a network of nodes interconnected by directed branches, representing a
set of linear algebraic equations
node- any system or device connected to a network. If a network connects a file server,
five computers, and two printers, there are eight nodes on the network
branch- discipline, domain
source node- a communication point
sink node- special node where data collected is sent
self-loop-is an edge of a graph which starts and ends at the same vertex (the point where
two lines meet to form an angle, or the point that is opposite the base of a shape
synthesis- the mixing of different ideas, influences, or tings to make a whole that is
different, or new
discrete time invariant linear system- commonly known as LTI system theory, investigates
the response of a linear and time-invariant system to an arbitrary input signal.
source free/natural/complementary solution – free solution
driving solution- forcing solution (funcție de excitație)

24 http://www.kontrol.itu.edu.tr/en/page/details/what-is-control-and-automation-engineering, Blându,
Mihaela (1977): Limba engleză: automatică și calculatoare, Editura Didactică și Pedagogică București, and
https://www.techopedia.com/definition/3912/compiler
frequency response approach - is the quantitative measure of the output spectrum of a
system or device in response to a stimulus, and is used to characterize the dynamics of
the system (metoda răspunsului în frecvență)
control ratio- transfer function in a closed circuit

Lexical Notes
Phrasal verb – to make
to be made for- to suit exactly
to make for- to go towards; to head for
to make off- to run away, to escape
to make out- to try to distinguish, to understand
to make over- to give the possession of something to somebody else
to make up- to invent, to reconcile
to make up for- to compensate
to make up one’s mind- to decide

Grammar Study
Non-Finite Verb Forms
The Accusative with Infinitive Construction (a noun/pronoun in the accusative with an
infinitive) – suggests a completed activity and can be used after certain verbs:
- verbs of perception: feel, her, notice, see (I noticed her enter the building.)
- verbs expressing likes, wishes: like, love, prefer, want, wish (They wanted me to go in for
the examination.)
- verbs expressing mental activities: believe, consider, think, imagine, know, understand
(They expected him to write the report.)
- verbs expressing order, permission, allow, let, have, order (I will not allow you to be
rude.)
- causative verbs: cause, get, make, have (I’ll have my hair cut.)
- declarative verbs: declare, report, to acknowledge (The lawyer declared the suspect to
be not guilty.)

The Nominative with the Infinitive

The construction (a noun or pronoun in the nominative and an infinitive) is a passive
construction and it is used after verbs of mental activity, verbs of physical perception,
declarative verbs, or verbs expressing order: e.g. appear, prove, turn out, or verbal phrases
such as: to be sure, to be likely.
e.g. This plant is believed to be a remedy for cancer.
e.g. She is said to be a very intelligent student.
e.g. The suspect proved to be guilty.
e.g. He is sure to learn the lesson now.
The Accusative with Participle
This construction (a noun or pronoun in the accusative with a participle) is an –ing
construction which implies an action in progress. The past participle construction is the
one that results in meaning. It is used after:
- verbs of perception: feel, hear, see (I felt gas coming from the kitchen.)
- verbs such as: find, keep, like, leave (I found her sitting at the breakfast table.)
- causative verbs: have, get, set, start (I going to have my hair cut.)
- verbs expressing wish: want, wish, prefer, like (The teachers wanted the curricula
respected.)

The Nominative with the Participle

This is noun or pronoun in the nominative with a participle construction used after:
-verbs of perception (She was seen crossing the street on the red light.)
-verbs such as: leave, find, keep, catch (He was caught trying to hide the proofs.)
The Absolute Participial Construction
The noun or pronoun in the nominative is not the subject of the sentence. (The novel
having been read, she put it aside.)

Student Practice
I. Translate into English, using the Accusative with the Infinitive construction:
a. Presupun că sunteți ocupați cu această problem.
b. Am rugat-o să ne explice aceste detalii.
c. L-am convins să preinte întreaga lucrare în fața audienței.
d. Ne-am așteptat ca el să se ofere să repare greșeală comisă față de noi.
e. Da-mi voie să te ajut să refaci proiectul.
f. Noi considerăm ca rezultatele proiectului nostru arată cu exactitate situația de față.
g. Suspectez ca semnalul este buruiat și de aceea se întrerupe atât de des.
h. Am făcut-o să înțeleagă importanța acestei situații deosebit de periculoase.
i. Ne-am dorit ca ei să vină mai devreme.
j. El a crezut că acela nu este testul său pentru că se aștepta să fie cel mai bun.

II. Translate into English:

1. Se asteaptă ca ei să sosească dintr-un moment în altul
2. Am convins-o ân cele din urmă să se înscrie la facultate la noi.
3. Nu ne-au lăsat să intrăm la concert până nu le-am arătat dovada achitării biletor
electronice.
4. Cum de îndrăznește să ne învinuiască pe nedrept că i-am furat cursurile?
5. Pot să te invit în oraț mâine după amiază?
6. S-ar cuveni să știți aceste lucruri pentă că este fiul vostru.
7. Nu e nevoie să repeți, am înțeles mesajul de la început.
8. Ne-au spus să ne grăbim dacă mai dorim să vizităm grădina botanică deoarece se
închidea în cinci minute.
9. vei putea înțelege cât de importante sunt studiile când vei crește mai mare.
10. . Mergeam mult mai des la mare când eram tânăr.

III. Rewrite the following sentences using the accusative with the infinitive. Begin as shown.
a. I can’t go alone. You surely don’t expect............
b. His pronunciation is excellent. He enjoys..........
c. Look, the application stopped working. Do you want......
d. He offered her a wonderful perfume. He expects........
e. She is a trendy young girl. She likes...........

IV. Complete the following sentences with an object and a Full Infinitive. Follow the
pattern:
I persuaded.....
I persuaded her to eat healthy food.
a. She didn’t want......... .
b. He wouldn’t allow.......... .
c. Does he expect.......... .
d. we have invited.......... .
e. She advised ................ .
f. Did he promise................. .
g. They wished ............. .
h. He instructed .............. .
i. She finally convinced............... .
j. We ordered.............. .

Specific Vocabulary Exercises

I. Read the following statements and check whether they are correct:
a. Control Engineering Program provides training and conducts research in the subjects
of automatic control theory and its applications.
b. The ratio of the transform of the output to the transform of the input is called transfer
ratio.
c. A signal flow graph is a diagram which consists of a network in which nodes are
connected by indirect branches.
d. Source nodes represent dependent variables and have only incoming branches.
e. Sink nodes represent independent variables and have only outgoing branches
f. Mixed nodes have both incoming and outcoming branches.
g. A path is any connected sequence of branches whose arrows are pointed in different
directions.

II. Complete with the missing words:

The problem of analysis can be treated using the .................. domain in approach or
the ........................... domain approach. Classical analysis is .......................... with discrete time
invariant linear (DTIL) systems. Consequently, in the time domain approach, the
mathematical description of the system is made by a set of integral differential
........................... . The classical method for the solution of a differential equation is based
upon the principle of ............................. .

III. Translate the following text25 into English:

Teoria sistemelor automate constituie o punte de legătură între etapa pregătirii
tehnice fundamentale și etapa pregătirii de specialitate, introducând o serie de
cunoștințe, principii, proceduri, precum și un mod de gândire sistemic, care să permită
înțelegerea și aprofundarea problemelor specifice domeniului automatizării și
informatizării proceselor. În literatura de specialitate există diverse definiâii ale
conceptului de sistem, unele reflectând tendința definirii conceptului în întreaga sa
generalitate, altele tendința de particularizare la un anumit domeniu al cunoașterii. Prin
sistem înțelegem de fapt, un ansamblu de entităâi (elemente) ce interacționează între
ele și cu exteriorul, în vederea atingerii unei finalități (sens, obiectiv, scop).

25 Adapted from https://profs.info.uaic.ro/~fliacob/An2/2016.../Teoria%20sistemelor.pdf (accessed

10.08.2019)
VII. GRAPHICS, MULTIMEDIA AND DESIGN
Lead-in
Are you passionate about design?
Have you ever designed something such as a logo?
What are your favourite graphics programs?
Can you describe one?

7.1. Graphics and Design

Computer graphics are anything that can be displayed on the screen except the
text and sometimes even text falls into the graphics category if it is saved in a graphics
format. Commercial graphics programs include: Corel PhotoPaint, Corel Draw,
Macromedia, Fireworks, Macromedia Freehand, Adobe Photoshop, Adobe Illustrator,
LView ULead and so on. There are basically two types of computer graphics, bitmapped
and vector structured.
A bitmap is a type of image file format used to store digital information (images).
It can be defined as a map of bits (an array of coloured dots). The smallest piece of
information in an image is called a pixel. The pixel is like the atom of a body. They look
like dots or rectangles. Each pixel has its own colour, defined, normally, by three bytes
(1byte=8bits); a byte for red, a byte for blue and a byte for green.
If you intend to draw a line of 10 meter in a bitmap you need a lot of bytes just to
do the same thing over and over again, pixel after pixel. In a vector graphics program we
give the starting point and the end point and the program does the rest. If we zoom a
bitmap image then the image is bad but in Vector graphics, zooming an image does not
involve a bad image because the image is created by a mathematical formula.
Bitmapped graphics are images that are mapped to the monitor or screen. The
screen is made up of tiny dots called pixels. These dots can display various colours
depending on the type of computer hardware and software you have. Using shades of
red, green and blue (RGB) an image can be formed on the screen by mapping different
colours in various sequences.
Vector graphics use objects created from mathematical formulas to represent
things like lines, curves, fills, line thickness etc. to create the image. Each type of graphics
has its own advantages and drawbacks. HTML only recognizes bitmapped graphics,
therefore anything created for the Internet, using standard HTML, must be in a bitmap
format. Within each of the two main types are dozens of different formats,
distinguished by their filename extensions.
Bitmapped graphics can be created and modified in a paint program and vector
or structured graphics can be created and modified in a draw program. The main tools
in a graphics program allow you to select a section of a picture, erase a part of it, fill a
defined area, select a colour, magnify a section, draw free hand, draw with various tools
such as a straight line, a curved line, a rectangle, an oval and a polygon. You can also
modify a drawing by changing the size, colour, placement, and, depending on the
program, hundreds of other modifications can be made.
 Designers use a variety of methods to combine art and technology in order to
communicate a particular message and creative an impressive visual. Their work is art
with a purpose because it involves a creative and systematic plan to solve a problem or
achieve certain objectives, with the use of images, symbols or even words. The result is
the aesthetic expression of concepts and ideas using various combinations of graphic
elements and tools. Professional designers possess a creative mind with an artistic
inclination. And even more. Keen observation skills and analytical thinking are essential
tools for the graphic design, before they dig into their physical tool kit and touch pen to
paper or stylus to tablet. (Adapted from various sources26)

Word list
Corel PhotoPaint- is a raster graphics editor developed and marketed by Core since 1992
Corel Draw- is a vector graphics editor developed and marketed by Corel Corporation
Macromedia- was an American graphics, multimedia and web development software
company (1992-2005) that produced Flash and Dreamweaver
Adobe Fireworks- (formerly Macromedia Fireworks) is a discontinued bitmap and vector
graphics editor, which Adobe acquired in 2005
bitmapped- of, relating to, or being a digital image or display for which an array of binary
data specifies the value of each pixel
vector graphic - a simple yet powerful web and desktop cross-platform tool

Lexical Notes
Phrasal verb – to look
to look after- to take care of, to attend to
to look back- to consider something in the past
to look down on – to disrespect
to look for – to search for, to seek
to look forward to – to expect with pleasure
to look into – to investigate, to examine carefully
to look on/upon – to watch an event as a spectator, to consider, to regard
to look out – to be on one’s guard
to look over – to inspect, to examine
to look through – to examine, to revise, to study
to look up to- to respect
to look up- to visit, to pay a call

Grammar Study
Gerund
The Gerund is an –ing form that has both substantival and verbal characteristics.

26 Miu , Cristina
9(2004): English for IT: engleza în informatica tehnică, Paralela45, Pitești and
https://www.petervaldivia.com/computer-graphics/ , https://www.treefrog.ca/what-is-graphic-design
(accessed 1.08.2019)
The verbs after which the gerund appears may be used as a direct object, take the
infinitive as object:
a. verbs such as: avoid, enjoy, give up, excuse, forgive, fancy, keep, can’t help
(Please enjoy your staying here.)
b. verbs followed by a gerund (as an object clause): admit, mind, suggest, deny
(He denied having stolen the money.
c. verbs followed by either gerund or infinitive: (Mary started talking/to talk really fast.)
-aspectual verbs: begin, continue, start (After a long pause she continued talking.)
-verbs of likes and dislikes: adore, hate, love, prefer (I prefer reading English books.)
-verbs like: forget, regret, remember (She remembers giving me her dictionary.)
-to try + infinitive (to attempt, to make an effort)/ + Gerund (to make an experiment) I
tried taking a pill but I couldn’t swallow it.
-to stop + Infinitive (to halt) / + Gerund (to cease) (I stopped to take the children from
school.) (I stopped listening to him. I can’t stand his lies anymore. )
-to mean+ Infinitive (to intend)+ gerund (to involve, to result, to signify) (I didn’t mean to
disappoint you.) I won’t stop eating sweets even if it means losing weight.
-verbs such as: deserve, need, require, want can be followed by an Accusative Gerund or
by a Possessive Infinitive (My car needs polishing/ to be polished.)
-verbs like: advise, allow, forbid, permit can be followed by a Gerund or an Accusative +
Infinitive (The rules don’t allow smoking in public places. / The rules don’t allow people
to smoke in public places.)
Object of a preposition
-verbs with prepositions: obtain from, apologize for, approve of, congratulate on, consent
to (I apologize for being late.)
-adjective with obligatory preposition: angry at, capable of, fond of, good at, interested in,
used to (I am fond of reading good books.)
Attribute – after nouns with preposition: difficulty in, objection to, reason for (There is no
reason for disobeying the orders.
Adverbial modifier – after prepositions such as: after, before, on, by, in, without, for,
because of, with (After having a shower, I waited for Steven.) / (The tablet must not be
taken before getting up in the morning.) / I manage it by working much longer than I am
supposed to.

Student Practice
I. Use the verbs in the brackets in the Gerund:
a. They admitted (to be) sorry for being late.
b. She suggested (to play) chess instead.
c. Would you mind (to go) to the theatre instead of (to go) to the cinema?
d. They stopped (to talk) about his sun behaviour.
e. We delayed (to go) to the conference because his presentation got stolen.

II. Translate the following sentences:

1. Eram atât de obosiți încât nu puteam să ne ținem ochii deschiși.
2. Ea nu ne-a ascuns niciodată adevărul așa că trebuia să fim cinstiți și să-i spunem
adevărul despre cele întâmplate.
3. Office-ul Mariei trebuie reinstalat, nu-i merge word-ul cum trebuie.
4. Te deranjează dacă nu merg cu tine la concert? Nu sunt într-o formă prea bună astăzi.
5. Nu s-a putut abține să plângă când a auzit vestea morții lui tragice.
6. Lui nu-i place ca studenții mai mari să râdă de el.
7. Ai chef să jucăm un joc video nou? Nu pot, trebuie să imi schimb placa video, in ultima
vreme mi-a tot făcut probleme.
8. Când l-a văzut cum arăta, nu s-a putut abține să nu-l întrebe ce i s-a întâmplat.
9. Când am văzut cât de târziu era, nu am putut să nu-i închid cartea fiicei mele și să nu o
trimit la culcare.
10. Prietenul meu avea nevoie de bani așa că nu am putut să nu-i împrumut câțiva.

III. Supply the correct preposition in the blank spaces. Use the Gerund of the verb in the
brackets after this preposition.
1. The bad weather prevented me ...... (to go) to the pool that day.
2. She can’t forgive him .... (to make) such a harsh remark.
3. Were they accustomed .... (to hear) his stupid comments every day?
4. They surprised us ..... your (to refuse) to see us off to the train station.
5. He takes great pleasure ....... (to help) her friends.
6. Michael is a very smart student; he has just found out a new method ..... (to solve) this
problem.
7. He was not capable.... (to tell) her the truth about his former marriage.
8. I’m looking forward ..... (to see) you again.
9. I never succeeded .... (to understand) him.
10. Your new friend was interested .... (to hear) as many new things as possible about
you.

IV. Make up sentences of your own using the Gerund with one of the following verbs: o
concentrate on, to criticize for, to be fond of, can’t stand/bear, to dream of, to pay for.

V. Put in the Infinitive with or without to:

a. Why don’t you let him ................ what he wants? (DO)
b. I saw the children............... their ice-cream on the beach. (HAVE)
c. I tried hard but I didn’t manage ................ the door. (LOCK)
d. I have never hear her ................. business with her boss. (TALK)
e. He agreed .................... to the seaside. (GO)

VI. Finish the following sentences using Gerund:

1. She can’t stand .........
2. I am fond of..........
3. I’d appreciate............
4. You’d better give up.................
5. Nobody likes................
6. Do you feel like................
7. I couldn’t help but....................
8. Do you mind............
9. Don’t start...................
10. You can’t avoid.........

Specific Vocabulary Practice

I. Fill in with the missing words:
The main tools in a graphics program allow you to select a section of a picture, ........... a
part of it, ......... a defined area, .......... a colour, magnify a section, ........... free hand, ............
with various tools such as a ............ line, a curved line, a rectangle, an oval and a polygon.
You can also modify a drawing by changing the size,............, placement, and, depending on
the program, hundreds of other modifications can be made.

II. Translate the text27 into English:

Designul graphic este procesul de comunicare 91isual și soluționare a
problemelor prin folosirea tipografiei, fotografiei și ilustrației. Designerii creează și
combină simboluri, imagini și text pentru a forma o reprezentare vizuală a unei idei sau
a unui mesaj. Există două componente principale pe care trebuie să le cunoști: principii
de design grafic (compoziție, culoare, tipografie) și programe de editare (suita Abobe).
Designul grafic este aplicat în tot ceea ce este vizual, de la semnele de circulație pe lângă
care treci zilnic, până la coperta de album a trupei tale preferate.

III. State wether the following information is true or false:

a. Bitmapped graphics represents images as vectors; they are stored as pixels and can
become a bit distorted when manipulated. T/F
b. Vector graphics represent images as mathematical formulae in order to be changed or
scaled without losing quality. T/F
c. A zoomed bitmap image has a good quality. T/F
d. In Vector graphics, zooming an image involves a bad image because it is created by a
mathematical formula. T/F
e. HTML does not recognise bitmapped graphics. T/F

IV. a. Think of one advantage of using computer graphics in industry. For what industry do
you find it useful? (150 words)
b. Describe a paint program that you use at home. (150 words)
c. What are the elements that can be found on a web page? Enumerate and describe them.
(150 words)

27
https://klain.ro/blog/cum-sa-inveti-design-grafic/ (accessed 1.08.2019)
 7.2. Multimedia
A medium is a way of communicating information, such as speech or text.
Multimedia is the use of more than one unique medium at a time. Multimedia programs
are described as interactive if they accept input from the user and enable the user to
direct the flow of information or action in the program. The term new media is used to
describe the combination of multimedia programming and communications
technologies that enable multimedia to be distributed in different ways (such as on disk,
via the Internet, or over television).
Effective multimedia programming provides information that is layered and
multidimensional. In layered multimedia, multiple types of information may be presented
simultaneously. In multidimensional programming, the user can approach information in
different ways, such as a text-only description or an animated demonstration.
Navigation is the act of moving through electronic information. Multimedia
products typically provide the user with a set of navigation tools.
Hypermedia is commonly used in multimedia products. When the user chooses a
hypermedia link the program moves to a different piece of information, which may be
represented by a different type of media. In creating multimedia products, developers
must be aware of the capabilities and features of the user's computer. Hardware and
software manufacturers have developed sets of standards for computer systems that
will be used with multimedia products.
Multimedia programs are used in a wide variety of ways but especially in
educational institutions, where students use CD-ROM-based reference materials and
tutorials and use the Internet to collaborate with students in other locations. By using
multimedia programs and delivery mechanisms like the Internet and television, schools
can support distance learning, which allows students to take classes without actually
travelling to school. Online courses are typically called virtual universities. In the
workplace, companies commonly use multimedia programs to train employees. These
training programs (called computer-based training or CBT) are sometimes done online
but can also be provided on disk. Multimedia is frequently used in the home, whether on
a PC, television, or the Internet. Home users consume a wide variety of multimedia
products for entertainment and learning.
The process of creating a multimedia product usually results from the effort of a
group of professionals who follow a multistep process. The development process
involves defining the audience, designing the product, choosing development tools,
creating content, multimedia authoring, and testing. Multimedia developers must gain a
detailed understanding of the audience who will use the final product to make sure it
will succeed. Using basic tools such as outlines and storyboards, designers lay out and
organize the content and flow of the information for their products. Because a
multimedia product can use so many types of media, designers use a wide variety of
tools to create individual components, ranging from text editors to video editors. After
the individual components of a multimedia product are created, the developer uses
sophisticated multimedia authoring tools to assemble them into a single working
program.
A wide range of new technologies has been created to support multimedia on CD-
ROM and the Internet. These technologies enable developers to create sophisticated
content using almost any type of medium and allow the end user to play the content in a
seamless manner.
The MPEG, AVI, and QuickTime formats are just a few technologies that allow full-
motion video files to be compressed and played back on a PC, whether from a CD or an
Internet connection. The RealAudio and RealVideo formats are the current standard for
streaming audio and video played over an Internet connection. Formats such as
Macromedia's Shockwave allow developers to create entertaining, colourful animation
that not only displays directly within a browser but also accepts input from the user.
The three primary means of distributing new media content are CD-ROM (or
DVD-ROM), the Internet, and television. CD-ROM is the most widely used vehicle for
distributing multimedia programs. Because of its storage capacity and ease of use, CD-
ROM is used for games, references, CBTs, and many other types of multimedia products.
The Internet is rapidly becoming an effective way to distribute new media content as
new technologies emerge to enhance interactivity and performance. Television is seen
as the ultimate multimedia delivery vehicle, but its interactive capabilities are limited.
This limitation may change, however, as two-way Internet and satellite connections are
integrated into television programming. (Adapted text28)

Word list
Hypermedia – a combination of videos, images, sounds, text, etc. that are connected
together on a website, which you can click on in order to use them or to go to other
related videos, websites, etc.
MPEG - (Moving Pictures Experts Group)
AVI – Audio Video Interleave
QuickTime File (format)- QTFF is a computer file format used natively by the Quick Time
framework
lay out- to arrange something on a flat surface

Comprehension:
1. What are multimedia programs?
2. Enumerate possible ways of creating media content?
3. What are the technologies that support new media?
4. Enumerate possible ways of distributing media content?

28 Morozova, E., N., (2007): English for IT Students, e-book, https://b-ok.org/book/2991075/9f6932,

https://www.twirpx.com/file/973270/
Lexical Notes
Phrasal verb – to draw
to draw back – to find or move away, to be unwilling to fulfil a promise
to draw in –to arrive at a station slowing down to stop, to attract people
to draw on – to make use of something
to draw out- to show the general idea of, to encourage somebody to be less shy, to take
money out of a bank account
to draw up – to write something

Grammar Study
Subjunctive
The Synthetic Subjunctive
The Present Subjunctive is identical in form with the short infinitive. It is used:
to express wishes or set expressions / Formulaic Subjunctive
God save us!
So be it!
God bless us!
-In subordinate that- clauses (Mandative Subjunctive) when the main clause expresses a
demand, necessity or obligation.
-Subject clauses- It is necessary/advisable/possible/impossible that your cousin arrive
here first.
-Object clauses- after verbs such as: to suggest, to order, to demand, to urge, to
recommend
She urged that he sit down and listen to her carefully.
-Attributive appositive clauses
They made the suggestion/proposal/demand that our team leader come and explain
everything.

The Past Subjunctive

It is identical to the Past Tense of the verb. (For the verb to be we use the form were in
written English.) It is used:
Subordinate clauses:
-in conditional clauses to express a Present Conditional:
She would like this story if she heard it.
If I were you, I wouldn’t tell her about the missing file.
-subject clauses
It’s high about time you understood the situation.
-object clause
Wish you were here.
-adverbial clauses of comparison
She treats me as if I were her child.
-concessive clauses
Even if/though I knew the truth, I wouldn’t tell it to you.
Subordinate clauses:
-in object clauses
The Past Perfect Subjunctive
It is identical in form with the Past Perfect.
I wish you hadn’t done that.
-in conditional clauses
I would have bought it you if I had found it.
-in adverbial clauses of comparison
If only I had known the truth...
-in concessive clauses
Even if/though I had told her the secret, I wouldn’t have told you.

Student Practice
I. Use the Past Subjunctive or the Perfect Subjunctive after if/as though according to the
meaning:
1. George speaks English as if he (to be) a native English speaker.
2. I remember our discussion as though we (not to have) it such a long time ago.
3. The little girl swims as though she (to train) herself for a competition.
4. I asked her to behave as if she (to be) part of our family.
5. She smiled as if as if she (to recognize) us.

II. Translate into English:

1. Se comport ca și cum ar fi socrul meu.
2. Plimbându-mă ân acea zonă mă simțeam ca și cum aș fi fost în concediu la munte.
3. După ce am căzut, mă simțeam ca și cum toată lumea s-ar fi uitat la mine.
4. Cățelul merge ca și cum l-ar durea piciorul.
5. În casa ta miroase ca și cum ar fi fost deschis aragazul.
6. Tatăl ei vorbește ca și cum n-ar fi știut că fiica lui era cea vinovată.
7. Sora mea râde ca și cum i s-ar fi spus o glumă bună.
8. Discutam ca și când am fi fost prieteni de o viață.
9. Mă măsura de parcă nu m-ar mai fi văzut niciodată.
10. . Ninge ca și cum am fi în plină iarnă.

III. Use the Past Subjunctive or the Perfect Subjunctive in the following conditional clauses
according to the meaning:
1. You might go to jail if you (to steal) that file.
2. Would you mind if I (to bring) a friend to dinner?
3. I would have locked the door if you (to give) me the key.
4. You might be asked to lose some weight if you (to go) to the doctor.
5. No one would be admitted abroad if they (not have) a passport.
IV. Put the verbs between the brackets into the correct forms:
1. If only we (have) a vacation! I’m tired of working so much without even going for a
walk.
2. She walks as if she (have) a wooden leg.
3. It’s high time we (leave)! I can’t stand the heat anymore!
4. It looks like rain; you (have) better take an umbrella.
5. It’s time we (do) something about these leaky pipes.
6. If only I (know) this disease was curable!
7. I hate (lie) in the sun. I’d rather climb the mountain.
8. He treats us as if we (be) all idiots.
9. If only (take) your advice!
10. . I wish I 9not try) to convince her. I only made things worse.

Specific Vocabulary Practice

I. Translate into English:
Multimedia face referire la capacitatea anumitor suporturi de a stoca informații
de natură diversă cum ar fi: texte, sunet, imagine, film, animație, programe informatice,
adică date diverse cu scopul de a le combina și reprezenta cu ajutorul calculatorului.

II. Are the following statements true or false:

a. Multimedia programs are interactive. T/F
b. The term new media refers to a combination of multimedia programming and
communication applications. T/F
c. Effective multimedia programming grants three-dimensional information. T/F
d. Multimedia products offer a set of navigation tools.

III. Complete the text with the missing words: home, tutorials, delivery mechanisms,
virtual universities, employees, educational institutions, disk, entertainment, distance
learning.
Multimedia programs are used in a wide variety of ways but especially in
........................ ........................., where students use CD-ROM-based reference materials and
.......................... and use the Internet to collaborate with students in other locations. By
using multimedia programs and ...................... ......................... like the Internet and television,
schools can support ....................... .......................... , which allows students to take classes
without actually travelling to school. Online courses are typically called ..................
.................. . In the workplace, companies commonly use multimedia programs to train
.................... . These training programs (called computer-based training or CBT) are
sometimes done online but can also be provided on........... . Multimedia is frequently used
in the .................... , whether on a PC, television, or the Internet. Home users consume a
wide variety of multimedia products for ............................. and learning.
IV. The difference between Multimedia Designers vs. Graphic Designers29
- multimedia art involves animation and motion graphics (such as Power Point, flesh
presentations, etc).
- multimedia graphic designers can work on print graphics that combine both art and
technology.
-graphic designers - tend to produce work geared towards print (such as designers for
agency ads, packaging and informational design for static work). Print work is related to
graphic design.
- graphic designers (with training in multimedia) may also create animations and visual
effects for use in videos.

V. Discuss the following topics:

a. Give examples of individual content forms that can be combined in multimedia.
b. In what areas does multimedia find application/usage?
c. What is multimedia used for in the entertainment industry?
d. Does Virtual reality use multimedia content?

7.3. ENGINEERING DESIGN

Engineering design is the central task of the engineer. It is a complex process in

which both creativity and analysis play major roles. Design is the process of conceiving
or inventing the forms, parts, and details of a system to achieve a specified purpose.
Design activity can be thought of as planning for the emergence of a particular
product or system. Design is an innovative act whereby the engineer creatively uses
knowledge and materials to specify the shape, function, and material content of a system.
The design steps are (a) to determine a need arising from the values of various groups,
covering the spectrum from public policy makers to the consumer; (b) to specify in detail
what the solution to that need must be and to embody these values; (c) to develop
and evaluate various alternative solutions to meet these specifications; and (d) to decide
which one is to be designed in detail and fabricated.
An important factor in realistic design is the limitation of time. Design takes place
under imposed schedules, and we eventually settle for a design that may be less than
ideal but considered good enough. In many cases, time is the only competitive
advantage. A major challenge for the designer is to write the specifications for the
technical product. Specifications are statements that explicitly state what the device or
product is to be and do. The design of technical systems aims to achieve appropriate
design specifications and rests on four characteristics: complexity, trade-offs, design
gaps, and risk.
Complexity of design results from the wide range of tools, issues, and knowledge
to be used in the process. The large number of factors to be considered illustrates the
29
Adapted from https://fremont.edu/10-facts-you-didnt-know-about-the-multimedia-design-program-at-
fremont-college/ (accessed 10.08. 2019)
complexity of the design specification activity, not only in assigning these factors their
relative importance in a particular design, but also in giving them substance either in
numerical or written form, or both. The concept of trade-off involves the need to make a
judgment about how much of a compromise can be made between two conflicting
criteria, both of which are desirable. The design process requires an efficient compromise
between desirable but conflicting criteria.
In making a technical device, the final product generally does not appear the
same as it had been originally visualized. For example, our image of the problem we are
solving is not what appears in written description and ultimately in the specifications.
Such differences are intrinsic in the progression from an abstract idea to its realization.
This inability to be absolutely sure about predictions of the performance of a
technological object leads to major uncertainties about the actual effects of the designed
devices and products. These uncertainties are embodied in the idea of unintended
consequences or risk. The result is that designing a system is a risk-taking activity.
Complexity, trade-off, gaps, and risk are inherent in designing new systems and
devices. Although they can be minimized by considering all the effects of a given design,
they are always present in the design process. Within engineering design, there is a
fundamental difference between the two major types of thinking that must take place:
engineering analysis and synthesis. Attention is focused on models of the physical
systems that are analyzed to provide insight and that indicate directions for
improvement. On the other hand, synthesis is the process by which these new physical
configurations are created.
Design is a process that may proceed in many directions before the desired one is
found. It is a deliberate process by which a designer creates something new in response
to a recognized need while recognizing realistic constraints. The design process is
inherently iterative - we must start somewhere! Successful engineers learn to simplify
complex systems appropriately for design and analysis purposes. A gap between the
complex physical system and the design model is inevitable. Design gaps are intrinsic in
the progression from the initial concept to the final product. We know intuitively that it
is easier to improve an initial concept incrementally than to try to create a final design at
the start. In other words, engineering design is not a linear process. It is an iterative,
nonlinear, creative process.
The main approach to the most effective engineering design is parameter
analysis and optimization. Parameter analysis is based on (1) the identification of the
key parameters, (2) the generation of the system configuration, and (3) the evaluation of
how well the configuration meets these three steps form an iterative loop. Once the key
parameters are identified and the configuration synthesized, the designer can optimize
the parameters. Typically, the designer strives to identify a limited set of parameters to
be adjusted. (Adapted text30)

30 http://www.ent.mrt.ac.lk/~rohan/teaching/EN5001/Reading/DORFCH1.pdf.
Word list
Engineering design – the process of designing a technical system
Complexity of design – the intricate pattern of interwoven parts and knowledge required.
Optimization – the adjustment of the parameters to achieve the most favourable or
advantageous design
Control system – an interconnection of components forming a system configuration that
will provide a desired response
Design gap – a gap between the complex physical system and the design model intrinsic
to the progression from the initial concept to the final product
optimize – to make something as good as possible
iterative – doing something again and again in order to improve it

Lexical Notes
Phrasal verb – to cut
to cut across- to take a shorter way
to cut back (on) – to reduce the expenses/ production
to cut down – to cause to fall by cutting, to reduce something in order to save money
to cut in – to move suddenly in front of another car, to interrupt an activity
to cut into – to divide into parts , to break
to cut off – to disconnect, to isolate
to cut out – to cut pieces from paper
to cut out for – to be suited for
to cut through – to cut
to cut to – to reduce, to reach something by omitting part of it
to cut up – to cut into small pieces

Grammar Study
The Analytical Subjunctive
It is more used in contemporary British English and it is formed of a modal verb –
shall/should/would/ may/ might/ could (used as an auxiliary verb) and the infinitive or
perfect infinitive of the lexical verb. It may appear in both subordinate and main clauses.
-in main clauses
Shall I help you with your project?
-in subordinate clauses
-in subject clauses after phrases like- it is necessary/ essential/ important/odd/strange/ a
shame/ a pity (It is essential that you should be present.)
- in object clauses after verbs like- to agree, to insist, to order, to command, to demand
(He demanded that an inspection should be undertaken.)
-in attributive appositive clauses after nouns such as proposal, suggestion, order, desire
(Her desire that no one should call her that weekend totally surprised us.)
-in conditional clauses (type II, III) to express a higher degree of uncertainty:
If she should come here, what would you tell her?
-in clauses of purpose – after so that
We left in a hurry so that nobody should see us.
We left in a hurry lest she should see us there.
May/Might + infinitive
-in main clauses (to express a wish)
May all your wishes come true!
-in subordinate clauses
-in subject clauses - after phrases like: it is possible/likely/ probable
It is possible that she may come tomorrow afternoon.
-in clauses of purpose – introduced by that, in order that, so that
She bought some vegetables so that she might cook.
-in concessive clauses – after though, although, however, whatever, no matter
No matter how expensive that dress might be I still want to buy it.

Would + Infinitive
In main sentences
I would like to see him.
-in subordinate clauses
-in object clauses – after the verb wish – to express unreal future
The wish I would pay them a visit soon.
-in clauses of purpose
He learnt all the new words so that he would be able to take good marks.
Can/Could + Infinitive
-in clauses of purpose
I’ll work hard so that I could finish my project.

Student Practice
I. Rephrase the sentences below so as to use the Subjunctive after the verb wish. Follow the
pattern:
I am sorry you don’t like my present.
I wish you liked my present.
1. I regret I haven’t got any brothers.
2. I am sorry you don’t want to come with us to the seaside.
3. I regret I haven’t done this before.
4. I regret they eat so many sweets.
5. I’m sorry you can’t find your Smartphone.
6. I’m sorry I’m not on holiday.
7. We regret your child is ill.

II. Replace can’t + Present Infinitive by it’s impossible/ unbelievable/ improbable/ +

subject+ should +Present/Perfect Infinitive according to the model:
They can’t do this.
It’s impossible (that) they should do this.
1. They can’t have imagined such nonsense.
2. You can’t sleep in my room.
3. This can’t be true!
4. My children can’t have broken the window.
5. She can’t make such a mistake
6. He can’t be home now.
7. You can’t have lied to me.
8. You can’t have lost it, I was counting on you!
9. This storm can’t stop soon, stay with us.
10. You can’t have finished your homework.

III. Translate into English using should + Infinitive:

1. Am cerut să mi se dea altă cameră, aceea nu era una de 4 stele.
2. A insistat să venim cu toții la sedință.
3. Am hotărât ca toate camerele să fie renovate.
4. Le-am propus să iasă la plimbare măcar o oră.
5. De ce să-i aștepți afară? Intră în birou, te rog!
6. I-am sugerat să încerce o altă pereche de pantaloni. Aceștia nu-i veneau prea bine.
7. Le-am recomandat să facă recapitulare pentru data viitoare.
8. Mai degrabă v-ați duce la un film decât să-l așteptați în casă.
9. Am sfătuit-o să se odihnească. Arăta foarte obosită.
10. . El a insitat ca și ea să fie prezentă atunci când le dădea vestea.

IV. Translate into Romanian:

1. I wish your results at the test were equal to your hopes.
2. He apologises as if his error had been due to hurry.
3. He has come early for tea, as though I had told him I did not like people who came too
soon, and disturbed me from my scheduled activities.
4. This part is distinct from the other, as if it did not belong to the same work.
5. The headmaster requested that the students should dance the girls off their legs.
6. As the girl was away from home she demanded that she should be sent money to live
on.
7. I suggest that she should study English, and then she will know the difference
between present perfect and past tense.
8. The teacher ordered that his students should wear their uniforms every day.
9. He is delighted with the idea of going to the seaside as though he did not know it was
too cold there now.
10. . I wish you would leave him alone, as he is hostile to all of us.
Specific Vocabulary Practice
I. Match the term with its definition:
a. engineering design 1. making a judgement about how much of a compromise can
be made between two conflicting criteria
b. design 2. statement that specifies what the device or product is to be
and to do
c. specification 3. the process of conceiving or inventing the forms, parts and
details of a system to achieve a specified purpose
d. trade-off 4. a complex process in which both creativity and analysis
play an essential role

II. The main approach to the most effective engineering design is parameter analysis and
optimization. Enumerate the three steps on which parameter analysis bases.

III. Put the following steps of design in the correct order:

1. to decide which one is to be designed in detail and fabricated.
2. to specify in detail what the solution to that need must be and to embody these
values;
3. to develop and evaluate various alternative solutions to meet these specifications;
4. to determine a need arising from the values of various groups, covering the spectrum
from public policy makers to the consumer;

IV. Translate the following text31 into English:

Inginerul este persoana care practică o activitate de inginerie. Termenul de
inginerie provine de la „ingenious” și are diverse variante. Iată cateva variante mai vechi
de definire a acestui concept:
Ingineria face referire la aplicațiile tehnicii și matematicii în scopul și utilitatea populației.
Ingineria reprezintă proiectarea și fabricarea de produse complexe.
Ingineria este arta sau știința de a face ceva util. (Samuel C. Florman)

V. Express your opinions upon the following topics and discuss them with your colleagues:
a. What is engineering from your point of view?
b. What is the difference between a designer and an engineer?

31
Adapted from http://mec.upt.ro/dolga/PSM_capitolul_2.pdf. (accessed 10.08.2019)
VIII. NETWORK AND SECURITY
Lead-in
What are the advantages and disadvantages of using networks?
What have you learnt/do you know about networks?
How many types are they?

8.1. Network Structures and Topologies

A network is a way to connect computers for communication, information

exchange, and resource sharing. The four most important benefits of networking are
simultaneous access to programs and data, peripheral sharing, streamlined
communications, and easier backups. E-mail, videoconferencing, and teleconferencing
are examples of the personal communications that can be conducted over a network or
the Internet.
Networks can be categorized in different ways, such as by geography (how much
terrain they cover) or by the use or absence of a central server.
A local area network (LAN) consists of computers that are relatively near one
another. A LAN can have a few PCs or hundreds of them in a single building or in
several buildings. On a network, data is broken into small groups called packets before
being transmitted from one computer to another. A packet is a data segment that
includes a header, payload, and control elements that are transmitted together. The
receiving computer reconstructs the packet into the original structure. The payload is
the part of the packet that contains the actual data being sent. The header contains
information about the type of data in the payload, the source and destination of the
data, and a sequence number so that data from multiple packets can be reassembled at
the receiving computer in the proper order. Each LAN is governed by a protocol, which
is a set of rules and formats for sending and receiving data. TCP/IP, IPX/SPX, and
NetBEUI are examples of network protocols.
LANs can be connected by a bridge or router to create a much larger network that
covers a larger geographic area. To connect LANs, a gateway may be required to enable
them to share data in a way that the different LANs can understand.
A wide area network (WAN) is the result of connecting LANs through public
utilities. Many networks are built around a central server. The PCs that connect to the
server are called nodes. In a file server network, each node has access to the files on the
server but not necessarily to files on other nodes. In a client/server network, nodes and
the server share the storage and processing workload.
A peer-to-peer network is a small network that usually does not include a central
server. In a peer-to-peer network, users can share files and resources on all the
network's nodes.
Network typologies
A topology is the physical layout of the cables and devices that connect the nodes
of a network. The three basic topologies are bus, star, and ring. These topologies are so
named because of the shape of the network they create. The less common type of
physical topology is the mesh topology.
The bus network uses a single conduit to which all the network nodes and
peripheral devices are attached. Each node is connected in series to a single cable. At the
cable's start and end points, a special device called a terminator is attached. A
terminator stops the network signals so they do not bounce back down the cable.
The star network is the most common topology in use today. In a star network, a
device called a hub is placed in the centre of the network; that is, all nodes are connected
to the central hub and communicate through it. Groups of data are routed through the
hub and sent to all the attached nodes, thus eventually reaching their destinations. Some
hubs known as intelligent hubs can monitor traffic and help prevent collisions. In a star
topology, a broken connection (between a node and the hub) does not affect the rest of
the network. If you lose the hub, however, all nodes connected to that hub are unable to
communicate.
The ring topology connects the nodes of the network in a circular chain, with
each node connected to the next. The final node in the chain connects to the first to
complete the ring. With this methodology, each node examines data sent through the
ring. If the data known as a token is not addressed to the node examining it, that node
passes it along to the next node in the ring.
The mesh topology is the least used network topology and the most expensive to
implement. In a mesh environment, a cable runs from every computer to every other
computer. If you have four computers, you must have six cables – three coming from each
computer to the other computers. The big advantage to this arrangement is that data can
never fail to be delivered; if one connection goes down, there are other ways to route the
data to its destination. The mesh topology is used for connecting routers on the Internet
to make sure that data always gets through. (Adapted text32)

Word list
terrain- an area of land, when considering its natural features
central server- is a computer system that provides local area networking services to
multiple users. It consists of one or more high-speed computers that store office
applications and data files that can be shared by many different people
local area network (LAN)- a computer network that links devices within a building or
group of adjacent buildings, especially one with a radius of less than 1km
wide area network (WAN)- is a telecommunications network that extends over a large
geographical area for the primary purpose of computer networking
node- is a point f intersection/connection within a network
file server- is a computer attached to a network that provides a location for shared disk
access, i.e. shared storage of computer files (such as text, image, sound, video) that can
be accessed by the workstations that are able to reach the computer that shares the
access through a computer network

32 Morozova, E., N., (2007): English for IT Students, e-book, https://b-ok.org/book/2991075/9f6932

client/server network- is a central computer, also known as a server, which hosts data
and other forms of resources. Clients such as laptops and desktop computers contact the
server and request to use data or share its other resources with it
bus network- is an arrangement in a local area network in which each node (workstation
or other device) is connected to a main cable or link called the bus
star network – is an implementation of a spoke-hub distribution paradigm in computer
networks. In a star network every host is connected to a central hub
peer-to-peer network- or P2P network, the peers are computer systems which are
connected to each other via the Internet
ring topology-is a network configuration in which device connections create a circular
data path; each networked device is connected to two others, like points on a circle
mesh topology- in this type of connection, every computer in the network has a
connection to each of the other computers in that network
topology-the way the parts of something are organized or connected
mesh- a piece of metal like a net with spaces in it, made from wire, plastic, or thread
conduit- a way of connecting two places
to bounce- to cause to move up or away after hitting a surface
hub- the central of an activity, region, or network
to prevent from- to stop something from happening or someone from doing something
token- something that you do, or a thing that you give someone, that expresses your
feelings or intentions, although it might have little practical effort

Comprehension
1. What are the most important benefits of networking?
2. What types of the personal communications can be conducted over a network?
3. What are the basic topologies?
4. What is the bus network?
5. What does a payload contain?
6. What is the most common topology in use nowadays?
7. What tasks do intelligent hubs perform?
8. Characterize each type of topology.

Lexical Notes
Phrasal Verb – to go
to go about – to get about
to go ahead – to proceed, to be in front, to continue
to go along – to proceed, to advance
to go along with – to agree with
to go- to attack
to go away – to leave
to go back - to date back, to return
to go back on - to break a promise
to go by – to pass, to let it pass without taking it
to go down- to be reduced, to set, to sink
to go down with – to become
to go for – to apply for
to go in for- to take part in
to go into- to investigate thoroughly
to go off – to explode, to ring, to stop
to go on – to continue, to make progress
to go out – to stop burning, to be extinguished
to go over – to examine details, to repeat
to go round – to be enough for everyone to have a share
to go through – to examine carefully, to discuss in detail
to go through with – to complete something in spite of opposition
to go up – to rise, to increase
to go with – to match, to be part of
to go without – to endure the lack of something

Grammar Study
Direct and Indirect Speech
Changes that take place when turining from Direct Speech into Indirect Speech:
I→ he/ she tomorrow → the next day
we
my →→� ℎ𝑒𝑦her
his/ yesterday → the day before/ the previous day
ago → before
our → � ℎ𝑒𝑖� next→ the next
this → that the day after tomorrow→ in two days’ time

these → � ℎ𝑜� 𝑒 the day before yesterday→ two days before

As for the tenses used in Indirect Speech, when the reporting verb is in the Present
Tense or in the Present Perfect, no tense change occurs:
Main Clause Subordinate Clause
Present tense The tense used in Direct Speech remains unchanged
Present Perfect
Future
Past Tense Present
Present
Past TensePast
Perfect
Tense→ Past
→→Past Tense
Perfect
Perfect
Future→
Past
ImperativeFuture-in-the-Past
Perfect →
→ Past
Long Perfect
Infinitive
Past Perfect may
will→
can→ → might
would
could→ in that place
here→
in there
this place
now→
Future-in-the-Past today→then
on that day
last evening→ on the previous evening
 the
the day beforetomorrow
day after yesterday→ two days
→ two dayslater
before

The rules above do not apply in other cases such as:

-when the statement in the subordinate clause contains a natural law/ a universal
assertion, an eternal truth (e.g. The religion teacher told them that the soul lives forever.)
-would, should, ought to, used to, must, need, had better – do not change
-in conditional clauses type II and III
-after wish, would rather and it’s time.

Student Practice
I. Turn the following sentences into Indirect Speech:
a. “I wish I’d had the chance to visit London,” he said.
b. “What a beautiful view!” she said.
c. “I have used this equation to solve the problem,” he said.
d. “How about listening to some good music?”she suggested.
e. “Mary regretted having told Jenna about her new trip”.
f. “No matter what happens, I will always be your friend,” he said.
g.”If John came to school today, I should be surprised,” she said.
h.”I’ll return the book next week,” he said.
i.”Shall I ring you up this afternoon?” I asked Marry.
j.”I have lost my keys,” said the little kid.

II. Use an appropriate introductory verb to report the following.

Pattern: “It wasn’t me who stole the car,” said Henry.
Henry denied stealing/having stolen the car.
1. “May I have a piece o cake, please?” she said.
2. “No, I certainly won’t do your project John,” Said Bill.
3. “Mark is always shouting at me,” she said.
4. “Leave now, or I’ll phone the police,” she said to the salesman.
5. “You must sign the contract, Mr. Harrison,” she said.
6. “Would you like me to show you how to use the computer?” she said to me.

III. Change the following sentences to indirect speech:

1. I asked them, “Where do you live?”
2. He asked me, “When did you get here?”
3. They asked, “What is he up to?”
4. He asked everybody, “Whose money is this?”
5. The strangers asked, “Is this the way to the station?”
IV. Answer the following questions in indirect form:
a. What time do you start classes each day?
I didn’t know.......
b. Whose books are these?
I asked them....
c. How much did you pay for the new car?
He asked me.....
d. Where does your brother live?
She asked me.....
e. When do you get married?
They asked us.....

Specific Vocabulary Practice

I. Match the terms with their definition:
a. bus network 1. the peers are computer systems which are connected to
each other via the Internet
b. star network 2. is an arrangement in a local area network in which each
node is connected to a main cable or link called the bus
c. peer-to-peer network 3. in this type of connection, every computer in the network
has a connection to each of the other computers in that
network
d. ring topology 4. is a network configuration in which device connections
create a circular data path; each networked device is
connected to two others, like points on a circle

e. mesh topology 5. is an implementation of a spoke-hub distribution paradigm

in computer networks. In a star network every host is
connected to a central hub

II. The next diagram illustrates network topologies. Discuss the differences between them
and their characteristic features.

Figure 1.33

33
Figure 1, Source: https://i1.wp.com/www.vidyagyaan.com/wp-content/uploads/2017/10/network-
topology.png?resize=550%2C247 (accessed 10.08.2019)
 8.2. Networks and Security
Network software controls how computers communicate. As they have become
easy to set up and maintain, networks are more and more used by people who want to
share resources such as disk space, printers, Internet connections and access to
software. Computers can be connected directly through a bi-directional cable or through
other pieces of hardware such as the hub or the switch. The hub ties together all the
computers in your local network. Both solutions cost about the same, but hub allows
more than two computers to connect. Moreover, a hub can be used to connect two local
networks together to create a wide area network.
As for the software required, the network protocol software is installed through
the network preferences. NetBIOS was commonly used, though recently a secure TCP/IP
protocol has been developed. The network protocol determines how computers become
part of the network and how they are recognized. The network must have a name and
creativity plays an important role at this point. Each computer must also have a unique
name to be accessed with all the other computers on the network. To establish exactly
how the computer will communicate, your network needs a set DNS server address and
each computer in the network to be assigned a unique IP address. The addresses are
usually in the range of 192.168.xx where the x means any number between 0 and 255.
Once these numbers have been entered, your network should be functioning with each
computer able to see the other computers on the network.
In order to make refers to the resources you want to share, you may choose to
make a disk or folder available, so that everyone can use them. On the other hand, you
may want to have parts of the network that are either inaccessible or accessible only
through a password. Therefore, the host computer or the computer sharing its resources
must determine how these ones are accessed by other computers or clients.
A computer with an Internet connection can also share it with other computers
on the network, but you should check with your ISP what their policy on sharing Internet
connections is. Sharing an Internet connection also raises some serious security issues.
Many cable high-speed Internet connections use the Network Neighbourhood settings,
and connecting your home or office network to this existing system can cause problems.
Though you may want to allow a computer in another room of the house to access files
or run programs on your computer, you probably do not want other persons to have the
same access.
Security on networks begins with passwords. If you wish to access the network,
you must login with a username and a password. If someone cancels the password, they
will be able to access files and programs on that individual computer, but they will be
denied access to any specific passwords; moreover, access to them can be forbidden.

Word list
communication protocol- is a system of rules that allow two or more entities of a
communications system to transmit information via any kind of variation of a physical
quantity
network software- a broad term for a range of software aimed at the design and
implementation of modern networks
NETBIOS-an acronyms for Network Basic Input/ Output System which provides services
related to the session layer of the OSI model allowing applications on separate
computers to communicate over a local area network.
TCP/IP protocol- or the Transmission Control Protocol/Internet Protocol is a suite of
communication protocols used to interconnect network devices on the internet
DNS server- a computer server that contains a database of public IP addresses and their
associated hostnames, and in most cases serves to resolve, or translate, those names to
IP addresses as requested
IP address- a unique string of numbers separated by full stops that identifies each
computer using the Internet Protocol to communicate over a network
ISP-Internet service provider
moreover- more importantly

Lexical Notes
Note the difference between:
connection- a relation between things or events
to connect – to fasten or put together two or more pieces
connected – joined or linked together
connectivity – the property of being connected or the degree to which something has
connections
connectedness – the state of being connected
connecter- an instrumentality that connects
connective- connecting or tending to connect
connector- an instrumentality that connects
connexion- a relation between things or events (as in the case of one causing the other or
sharing features with it)

Grammar Study
Verbs followed by prepositions
A preposition is a word used before a noun or pronoun to relate it to the other words
(e.g. for, by, to, in, at, with, under, over, from, before) other words in a sentence.
Determining the correct preposition to use can sometimes be difficult. It is very difficult
to memorise where and when to use individual prepositions. A better strategy is to try
to learn which prepositions are used with certain combinations of verbs, nouns and
adjectives.

Verbs followed by for

to account for something
to allow for something (to take into consideration)
to charge someone for something (make them pay for it)
to count for something (especially: / count for nothing in this company.)
to pay for someone/something

Verbs followed by to
to answer to something (especially: answer to a description)
to appeal to someone (beg) also It appeals to me (meaning I like the idea., I find it
attractive)
to apply oneself to something (This aspect doesn't apply to you.)
to attend to something said/heard
to attribute something to someone
to commit oneself to something (especially passive: be committed to)
to devote oneself to something
to emerge to (also emerge from)
to react to something
to refer to something (This number refers to the next street.)
to refer someone to someone (The doctor referred me to a technician.)
to be resigned to something
to resort to something
to see to something (meaning make sure it is done)
to subject someone to something (stressed: subject)
to succeed to the throne
to be used to doing something

Verbs followed by in
to involve someone in something
to result in something
to specialise in something
to succeed in something

Verbs followed by with

to associate someone with something
to charge someone with something
to clutter with something (especially passive: The office was cluttered with books.)
to coincide with something
to collide with something
to concern with something (usually passive: be concerned with)
to confront someone with something
to cram with something (especially passive: be crammed with)
to deal with someone/something
to discuss something with someone
to face with something (especially passive: be faced with)
to meet with something (especially: meet with an accident)
to pack with something (especially passive: be packed with)
to provide someone with something
to trust someone with something

Verbs followed by into

to convert something into something else
to melt something into something else
to run into somebody
to tear into

Verbs followed by about

to argue about something
to be concerned about something (be worried about something)
to decide about something
to protest about something

Verbs followed by against

to insure something against something
to protest against something

Verbs followed by at
to glance at something
to guess at something
to hint at something
to marvel at something

Verbs followed by on
to base something on someone
to centre something on something (usually passive: be centred on)
to concentrate something on something
to decide on something
to depend on someone/something
to elaborate on something
to insist on something/someone doing something
to pride oneself on something

Student Practice
1. Complete each sentence with one suitable preposition:
b) Today’s match coincided ...... one important exam.
c) Is it possible to insure my car ...... theft?
d) The problem stems ..... the team's lack of action.
e) She isn’t accustomed .... having a lot of money.
f) Being rich doesn't count .... much on a desert island.
g) He is always confusing anode with cathode.
h) The old woman suffered .... lumbago.
i) I must insist .... your learning these verbs!
j) How does the man account .... having all the money in his pocket?
k) She is very dependable. I always know I can count ..... her absolutely.
l) I just couldn’t agree ..... his plan, it was much too dangerous!
m) Young people today can communicate ...... each other using a lot of different
machines.
n) What does the dish consist .... ? Just rice and beans.
o) Please include me .... your plans! I would love to go to the cinema with you.
p) He is always trying to prevent me ... doing what I want.
q) I approve ..... the president’s foreign policy.
r) I cannot cope .... so much work. I am very tired.
s) She was always very pleased ..... her students.
t) Most people aren’t accustomed ..... working hard.
u) If you try hard, you can succeed ..... reaching your goal.
v) I will need to concentrate ..... studying these topics.
x) It’s important not to worry .... being successful right now. It takes time.

2. Make up sentences of your own using the following prepositions: with, to, about, against,
from, in, of and for.

3. Complete the second sentence so that it means the same as the first:
a. She won the scholarship, so I congratulated her.
I congratulated her ......
b. She eats only raw food. She lives.....
c. The fault was all mine. I apologised.....
d. There are 25 pupils in a class.
The class consists.....
e. You were such a disaster. She blamed me.......

4. Fill in with the missing prepositions:

a. Stop worrying ...... this trip, everything is going to be great.
b. Don’t forget .... pay the rent.
c. The specialist explained the computer program ..... me.
d. She will arrive ..... Bucharest .... 4 P.M.
e. I like ..... listen ...... the radio when I wake up.
f. She was in a hurry and left without paying ..... the ticket.
g. Who does this car belong .....?
h. I’m fed up ..... waiting ..... the holiday.
i. I do not know what to say to you, the answer depends ..... you.
j. When I arrived ..... the police, the officers were gone.
Specific Vocabulary Practice

I. Match each term with its definition:

a. central server is a telecommunications network that extends over a
large geographical area for the primary purpose of
computer networking
b. local area network (LAN)- is a computer attached to a network that provides a
location for shared disk access

c. wide area network (WAN)- Is a point f intersection/connection within a network

d. node is a central computer, also known as a server, which

hosts data and other forms of resources.
e. file server a computer network that links devices within a building
or group of adjacent buildings, especially one with a
radius of less than 1km

f. server network f. is a computer system that provides local area

networking services to multiple users

II. Fill in the blanks with the following terms34: intranet, local, log onto, network card,
satellite, server, terminals, WAN.
LAN stands for ........................ Area Network. In a typical LAN, there is a central
network............................ which supports a number of ....................................... Users have to
.......................... the network server. Pages of information that can be viewed within a LAN
are called an ........................ . A number of LANs connected to each other via
....................................... or other form of ......................... communication are called a
............................ To be used as network terminals, each computer needs to have a
............................ installed.

III. Do you use computer networks? How do you connect to the networks you use? (5 lines)

IV. Translate the text35 into English:

Administratorul de rețea este persoana responsabilă cu mentenanța sistemelor
de tip hardware și software care alcătuiesc o rețea de calculatoare. Acesta este de
asemenea responsabil cu mentenanța și monitorizarea rețelei de calculatoare sau a
infrastructurii convergente și a echipamentelor asociate. Administratorii de rețea își
canalizează atenția pe componentele rețelei în infrastructura LAN/ WAN a unei
companii, asigurând inegritatea. El este cel care gestionează și implementează
protocoalele de rutare, mentenanța anumitor servere, gatway-uri VPN, sisteme de
detecție a intruziunilor (IDS) etc.

34
The exercise was taken from Marks, Jon, ( ): Check your English Vocabulary for Computers
35
Adapted from https://ro.wikipedia.org (accessed 10.08.2019)
UNIT IX. THE WORLD WIDE WEB
Lead-in
Who invented the Internet?
What do you know about the history of Internet?

9.1. The Rise of the World Wide Web

By the early 1990's, people were using computers in many different ways.
Computers were already installed in most schools, offices, and homes. They were
commonly used for writing papers, playing games, financial accounting, and business
productivity applications. Few people used them for communication, research, and
shopping the way we do it today. Tim Berners-Lee changed the situation in 1990, when
he added an exciting hypertext and multimedia layer to the Internet and called it the
World Wide Web.
The original backbone of the Internet based on an old military network called
ARPANET which was built by ARPA in the late 1960's. ARPANET was built so information
could withstand a nuclear war. The idea was not to have a single point of failure. What
made ARPANET so successful was its packet-switching technology, invented by
Lawrence Roberts. The idea was that "packets" of information have a "from" address
and a "to" address. How they could get from point "a" to point "b" depended on what
ways were open. Without packet switching the Internet wouldn’t have simply worked.
The Web was not the first attempt at building a worldwide online community, computer
experts of that time have been using online services such as CompuServe all the way
back to the early 1980's. There were thousands of other privately run Bulletin Board
Systems (BBS) as well, which served the general interest of the researchers from around
the world. Perhaps the most ambitious project was the French system Minitel, but it has
eventually faded into obscurity. Those experiences were poor in comparison with today's
standards: no graphics or colour, no sound except for the obnoxious beeps a modem
makes when it initiates a dial-up connection to a server. Bandwidth was slow too and
typical operating speeds were between 300 and 1200 baud. Today, a typical broadband
connection is thousands of times faster. The Web was built for everyone, with very
high ideals; no single company, government, or organization controls it. New ideas and
words appeared almost daily. Obscure technical terms became household words
overnight. First it was email, then it was URL and domain name and then, rather quickly
came spam, homepage, hyperlink, bookmark, download, upload, cookie, e- commerce,
emoticon, ISP, search engine, and so on. Nowadays we are still making up new words to
describe our online world. Now we "google" for information, we "tweet" everything that
is happening around us. The new words never seem to stop!
In 1994, Tim Lee started the W3C, a worldwide organization dedicated to setting
standards for the Web. This group is probably the most respected authority for what
Web standards should be. W3C's mission is to lead the Web to its full potential.
As a student of Information Technology, you will hear people use the words Internet and
World Wide Web almost interchangeably. They are, of course, not the same thing. So
what is the difference between the two? The simplest answer would be that the Internet
is the biggest network in the world, while the World Wide Web is a collection of software/
protocols or application that runs on The Internet. People view the World Wide Web
through a software application called a web browser or simply a "browser". Some
popular examples of web browsers include Microsoft Internet Explorer, Google Chrome,
Mozilla Firefox, and Apple Safari. Browsers allow people to search, view, and even add
and edit data on the World Wide Web. The Web is not supposed to be a passive experience.
Creating new pages for the Web is getting easier all the time. Web editing software is
specially designed to work with hypertext languages such as HTML, which is the original
specification for the Web. Web editing software normally allows for the WYSIWYG
creation of text, images, and hyperlinks between related documents. With web
applications such as Wikis, MySpace and FaceBook, a typical user can create his or her
first online profile in a matter of hours.
In 1999, Internet suffered its first financial crash. Many companies selling
products and services on the Web were not living up to sales expectations. This situation
has led to the Dot Com Bubble and the most important reasons consisted in a
combination of slow connection speeds and too much optimism. People could not have
fast internet connections and many of them thought the Internet would pass as a fad but
it was more than this because Web 2.0 appeared. What is Web 2.0? It's just a phrase to
describe a transition from the pre-existing state of “Web 1.0”, which was slow, static, and
unusable, to a new, “second web”, which was faster and more dynamic. How did these
things happen? Broadband modems enabled sites like video-streaming YouTube to
become possible. Better design and development practices enabled social media sites
like MySpace and then Facebook to attract hundreds of millions of users. Finally, search
engine technologies improved sites like Google where people could actually find the
information they were looking for.
In the future, digital distribution on the Internet will replace all other forms of
media distribution including CDs, DVDs, and even radio and television broadcasts. I,
personally, consider myself lucky to be alive in the age of Web. It is one of the greatest
things ever invented. It is unlikely that another wonderful and major revolutionary
invention will occur in our lifetime, but, who knows, maybe you will invent it! (Adapted
text36)

Word list
hypertext – any electronic cross-referencing document first prophesized by Vannevar
Bush in 1954. It refers to the text displayed on a computer or other electronic device
with references to other text that the reader can immediately access. Hypertext
documents are interconnected by hyperlinks, which are typically activated by a mouse
click, keypress set or by touching the screen.
www (World Wide Web) – a global hypertext operating on the Internet that enables
electronic communication of text and multimedia.

36 Text adapted from English4 IT, www.english4it.com

baud – is the unit for symbol rate or modulation rate in symbols per second or pulses
per second; it determines the speed of communication over a data channel.
CompuServe – was the first major commercial online service provider in the U.S –
described in 1994 as “the oldest of the Big Three information services”
BBS (Bulletin Board System) – a predecessor to modern websites, these were early
online communities that users could dial into using a modem
Minitel – a Videotex online service accessible through telephone lines, and is considered
one of the world’s most successful pre-World Wide Web online services
URL – the address which specifies the location of a file on the Internet
domain name – the unique name which identifies a web site
hyperlink – a document cross-reference technique enabling the retrieval of a related
document or resource simply by clicking on an underlined word or image
download – to copy or move programs or information into a computer’s memory,
especially from the internet or a larger computer
upload – to copy or move programs or information to a larger computer system or to the
internet
cookie – a text file created by web sites which contains personal information about the
end user
fad – a style, activity, or interest that is very popular for a short period of time
emoticon – a symbol that uses the characters on a computer keyboard to convey emotion
to an email or instant message, such as a smiley face
ISP – an organization which provides access to the Internet to other organizations
W3C (World Wide Web Consortium) an organization which develops specifications and
guidelines for the World Wide Web
Backbone – a central high speed network that connects smaller, independent networks
ARPANET (Advanced Research Projects Agency Network) developed by the US Military
Department of Defence with the purpose of creating a large computer network with
multiple paths, in the form of telephone lines, that could survive a nuclear attack or
other disaster.
HTML (Hypertext Mark-up Language) the coding or tagging syntax used to write
documents for web browser

Comprehension
Choose the correct answer
1. DARPA’s objective was to:
a. explore the Internet in science labs around the world
b. connect supercomputers are universities
c. develop protocols
d. see how they could connect together different packet networks
2. The World Wide Web is:
a. a set of rules governing the movement of data between devices
b. connect together different packet networks
 c. the ability to link hypertext documents in information systems and make them
available from any node on the network
d. national supercomputing centres at universities
3. The Internet began to carry commercial traffic in:
a. 1995
b. 1990
c. 1986
d. 1980

Lexical Notes
Note the following prefixes and their use in IT words/phrases:
prefix meaning of use
prefix
inter- between internet, interconnect, interactive,
international
intra- within intranet
trans- across transmit, transfer, transaction
co-/com- with combine, compatible, connect,
/con- configure
up- up (to internet) upload
down- down (from the download, downtime (when the
internet) network is not working)

Specific Vocabulary Practice

1. Decide which of the Internet effects listed below, are positive and which are negative.
Bring arguments to sustain your ideas. Think of other examples which are not listed below.

Internet effects Positive effects Negative effects

faster communication
entertainment
theft of personal
information
sending unsolicited
messages
social networking
hackers
malware threats
access to online
services
the possibility of
booking different
things/services
interaction
social isolation
obesity
virtual reality
vulnerability

2. Starting from one of the quotes37 listed below write an essay about the Internet
continuing the idea emphasized by the author. (150 words)
“The internet could be a very positive step towards education, organisation and
participation in a meaningful society”. Noam Chomsky
“As a couple, we mutually decided to stay away from it, and rather than spending
time on Internet, we be with each other. And if I need to tell Himanshu anything, I would
rather whisper it in his ears than on social media. He is, after all, just beside me”. Amruta
Khanvilkar
“People are very reluctant to talk about their private lives but then you go to the
internet and they’re much more open”. Paulo Coelho
“We are all now connected by the Internet, like neurons in a giant brain”. Stephen
Hawking
“If your business is not on the internet, then your business will be out of business”.
Bill Gates
“Internet is so big, so powerful and pointless that for some people it is a complete
substitute for life”. Andrew Brown

3. Match the term with its definition:

1. Cookie a. the text displayed on a computer display or other
electronic device with references to other text that the reader can
immediately access
2. e-commerce b. a document cross-reference technique enabling the
retrieval of a related document or resource simply by clicking on
an underlined word or image
3. Download c. to transfer a file or files from remote computer to
the user’s computer
4. Upload d. to transfer a file from a local computer to a remote
computer
5. Hyperlink e. the term for buying and selling goods and services
over the World Wide Web
6. Hypertext f. a text file created by web sites which contains
personal information about the end user

37 The quotes were taken from https://www.brainyquote.com/topics/internet, accessed on 10.07.2018

4. Give synonyms for the following: avatar, virtual, computer, network, download, navigate,
boot, restart, interactive, electronic, device, memory, broadcast.
5. Give antonyms for the following: digital, automatic, output, machine, technology, design,
cooler, virtual, command.

6. Use a dictionary, if necessary, to help you complete the chart below. All of the words must
begin with the letter of the alphabet given.

A - attachment N
B O
C P
D Q
E R
F S
G T
H U
I V
J W
K X
L Y
M Z

7. Computer idioms
Match the idioms on the left with their corresponding on the right:
1. silver surfer a. suddenly panic
2. mouse potato b. if computers process incomplete or
inaccurate data (garbage in), they will produce
undesired output (garbage out)
3. inside information c. cut one’s way through something
4. slip through the net d. an older person who uses the Internet
5. a safety net e. extra, fancy accessories
6. net war f. try very hard to do something
7. can’t hack it g. an attack on computer systems via the
Internet
8. call the shots h. information available to a certain group of
people
9. hack one’s way through i. start up a computer
10. . cast your net wider j. in a hurry
11. . a gold mine of information k. any means of providing protection
against misfortunes
12. on the fly l. let all your toes hang over the edge of
the surf board (when you are tired)
13. surf the net m. to draw money from the ATM
14. garbage in, garbage out n. quit, stop doing something
15. it’s a Norton thing o. pretend to work
16. defrag all morning p. someone or something that is full of
useful information
17. . bells and whistles q. an action that may fail but has a
good chance to succeed
18. . hang ten r. decide what has to be done
19. come hell or high water s. look for information on the Internet
20. . calculated risk t. resort to a larger group of things or
people when choosing the thing or
person that you want
21. . beat your brains out u. no matter what happens
22. I’m going to bang the bricks v. very modern and technically advanced
23. . boot something up w. It’s a two-faced case
24. . call it quits x. unable to do the job
25. all singing, all dancing y. avoid being caught by the system
that one is dealing with
26. hit the panic button z. a person who spends excessive
amounts of time using a computer

9.2. Graphics Piracy on the Internet

Piracy is a form of theft and refers to unauthorized copying or use of intellectual

property. There are three major types of intellectual property: creative works, including
music, written material, movies, and software, which are protected by copyright law;
inventions, and software, which are protected by patent law; and brand-name products,
which are protected by trademarks. Many of the issues surrounding piracy have to do
with the difference between intellectual property and physical property. A CD for
example, is a piece of physical property, but the songs on the CD are intellectual property.
A customer in a record store can purchase a CD, but someone else has the copyright
to the songs on the CD. A copyright gives its owner the exclusive right to make copies of
the material in question.
The growth of online file sharing demonstrates how new technologies pose a
fundamental problem for copyright law. Computers and the Internet have made the
transmission of information easier than ever before, but the entire copyright system
depends on the ability of copyright holders to control the transmission of information in
such a way as to control who has the ability to access and copy their work. One reason
the World Wide Web has become so popular is its support of graphics in Web pages. By
adding all sorts of images to HTML documents, Web designers make their sites more
attractive and appealing to visitors. Similarly, Internet services such as FTP and
newsgroups enable users to find, download, and exchange files of all types quickly,
including graphics.
This easy access to images, however, has also created a cottage industry of
graphics piracy because some Internet users gather large quantities of images and
distribute them online. The primary purpose of hundreds of Web sites and Usenet
newsgroups is to provide users with a place to find, exchange – and sometimes even
purchase – illegally obtained graphics.
The Internet provides a seemingly limitless number of pirated images, including
clip art, electronic photographs, scanned artwork and photographs, video clips, and
more. Although a small percentage of these online graphics are homemade (created by
the person distributing them), the vast majority are illegally acquired by scanning or
copying from digital sources.
The real problem is that pirates distribute these copyrighted graphics freely,
ignoring the rights of the images' actual owners. The most daring pirates scan images
from popular magazines, then attempt to sell them over Web sites, through newsgroups,
or on CD-ROM as though this were perfectly legal. Many graphics pirates take up this
practice because they do not understand copyright laws or the possible consequences of
their actions. They believe that once an image has been digitized, it becomes public
domain – that is, the property of no one and free for anyone to use. Some graphics
pirates believe that by making a small change to an image (such as adding a name or
logo), they are making it their personal property. However, the pirates are wrong in both
cases. Photographic images, illustrations, and other types of graphics are indeed
protected – in the United States, at least – by copyright laws that strictly limit the way
they can be reused.
Here are some steps you can take to make sure you are handling electronic
graphics properly:
Firstly, you should consider the source. If you find images of any kind on a Web
site or newsgroup, consider them suspect. If you need electronic images for a document
of your own, especially if you want to sell the document, look for sources of license-free
images (you do not need to pay a license fee to use them) or be ready to pay a fee for an
image from a legitimate source.
Secondly, try to get proof and permission. Regardless of where you obtain an
image, the distributor should be willing and able to provide proof of ownership of the
image and to grant or deny permission to use it, regardless of whether a fee is involved.
If you cannot obtain this type of documentation in writing (not over e-mail or on a Web
page), then do not use the image.
Thirdly, never upload images to newsgroups or the web. Whether you illegally
scan published images or acquire images from a legitimate source, resist the urge to put
them on the Internet. Even if you own an image or have the right to use it commercially,
you can assume that once it is on the Internet, it will be copied and distributed in ways
you never intended.
 Last, but not least, you should know what you are doing. If you get involved in
electronic graphics, become acquainted with copyright laws and the protections in place
to safeguard the rights of copyright holders. (Adapted from various sources38)

Word list
piracy- the act of illegally copying a computer program, music, a film, etc. and sending it
copyright law- the body of law that governs the protection of ownership and usage
rights for creative works including works of art and written books, among other types of
media
intellectual property – intangible property that is the result of creativity, such as patents,
copyrights
physical property - any property that is measurable and whose value describes a state of
a physical system
copyright holder - it refers to the owner/ author or authors of a work
HTML- stands for Hypertext Markup Language; it represents a way of marking text so
that it can be seen on the internet
Usenet- an early non-centralized computer network for the discussion of particular
topics and the sharing of files via newsgroups
seemingly- appearing to be something, especially when this is not true; according to the
facts that you know
logo- a design or symbol used by a company to advertise its products
license free- an amount of money that you pay a company or organization to give
permission to use, do, or have something
to acquire- to get or buy something
legitimate source- a credible source
safeguard- to protect something from harm

Lexical Notes
Notice the difference between
computer – machine for performing calculations automatically
compute- to make a mathematical calculation
computerise – to provide with computers
computerised – to be operated by computer
computerization – the control of processes by computer
computational – involving the calculation of answers, amounts, results

38 Torr, J., James (2005): Internet Piracy, Greenhaven Press, U.S.A. and Morozova, E., N., (2007): English
for IT Students, e-book, https://b-ok.org/book/2991075/9f6932
Grammar Study
Modal Auxiliary Verbs II
Use Modal auxiliary verbs Examples
Permission can/can’t, could, may, might, You can/can’t borrow my laptop.
mustn’t, may not You may open the window if you
want.
Might I borrow your dictionary,
please?
I’m afraid you mustn’t see this.
Children may not be left
unaccompanied.
Necessity/ must, have to, need, don’t have I must/need/have to/don’t have
obligation to/needn’t, shall, ought to, to to buy a new PC.
be to All the members of the class shall
wear a school uniform.

Use Modal auxiliary verbs Examples

Ability can, could, be able to I can/am able/could use the
computer.
Logical must, can’t, couldn’t She must be working.
assumptions He can’t be over forty.
He couldn’t be at work, I really
don’t think.
Advice should, ought to, had better, You should/ought to/had better
shall drink more water. (if you want to
be hydrated)
Shall I buy that car? (asking for
advice)
Prohibition Can’t (cannot/ can not), You can’t use windows without a
mustn’t (must not), may license.
not You mustn’t hack into this
computer!
You may not smoke in here!
(formal)

Student Practice
I. Translate the following sentences:
1. S-ar putea să ai nevoie de un hard exterior, nu ai suficient spațiu pentru stocarea
atâtor informații.
2. Trebuie să îmi devirusez calculatorul, nu am mai făcut această operație de ceva timp și
este necesar.
3. N-am putut rula acest program, îmi dă eroare.
4. A trebuit să lucrez tot week-end-ul ca să termin treaba.
5. Te-aș sfătui să înveți bine cursurile dacă dorești să treci examenul.
6. Până să câștig acest proiect a trebuit să aplic de multe ori.
7. Probabil că a fost nevoie de multă cercetare până să ajungi profesor, nu-i așa?
8. De ce nu scrii lucrarea la calculator? Ți-ai ușura foarte mult munca.
9. Ei au profitat cât au putut de ultimele gadget-uri ieșite pe piață, cred ca le-au
cumpărat pe toate.
10. Când am încercat sof-ul am fost pur și simplu fascinat.
11. Copiiilor nu li se permite să folosească calculatorul, tableta sau telefonul mai mult de
o oră pe zi și cu siguranță nu, la orele nopții.
12. . Mihai nu putea afla parola, el nu se pricepe deloc la calculator.
13. Nu ar fi trebuit să uiți calculatorul deschis, acum nu mai avem la ce lucra la birou.
14. Trebuie să ai experiență ca să poți lucra în acest domeniu.
15. Oricât am încercat, nu am putut face imprimanta să meargă.
16. . Nu era nevoie să-i spui despre incident. Ai intristat-o!
17. N-ar fi fost necesar să scrii acest raport, se putea discuta față în față problema.
18. Ar trebui să te odihnești pentru că arăți cam obosit.
19. . Simt miros de gaz în încăpere.
20. Aș dori să te ajut dar nu-mi permiți.

II. Add question tags to the following sentences:

a. I need to finish the article, .....?
b. You needn’t talk to her, ......?
c. He needs money, .....?
d. Your hair needs cutting, .....?
e. You don’t need to call her madam, ....?

III. Complete the sentences using must or a form of have to. Sometimes two answers are
possible.

a. You … get a visa to visit the UK from now on.

b. The doctor gave me a prescription. I ….. to take some pills, three times a day, after
meals.
c. Jane … wear glasses since she was a child.
d. Marry… hurry. She’s plenty of time.
e. Alex will … do her project next week.
f. It’s getting very late. We … go now.
g. I don’t … work at weekends.
h. I couldn’t go to the cinema last weekend because I … wait for my guests.
i. I … stay in bed yesterday because I didn’t feel very well.
j. … (you/ work) home last Sunday?

IV. Complete the gaps with a suitable modal auxiliary verb:

1. The power comes on automatically. You ............................................. turn it on.
2. These gardens are wonderful. Without them our town ................................. empty.
3. The weather is great and the atmosphere ..................... more satisfying.
4. Without oxygen we .............................. breathe.
5. I ................... do this on your own. I’m interested as much as you are to finish it earlier.
6. Try as I might, I ...................understand her gesture.
7. I’m sorry I told you the truth, I .............. done it. You don’t seem to appreciate my
sincerity.
8. I’ve sent you an email, you ............... received it by now.
9. I ....................... eaten so much last night! I don’t feel well.
10. . Don’t you ever do that again, you .................... drowned.

Specific Vocabulary Practice

1. Find the corresponding pair of expressions that have similar meaning:
Hypertext Markup Language sysop
system operator FTP
file of structured data BBS
telephone wires IRC
facsimile machine fax
Internet relay chat kbps
modulator/demodulator HTML
file transfer protocol MSC
phone network database
kilobits per second bulletin board system
mobile switching centre39 modem

2. Describe the Internet user’s behaviour when socialising on the network. Use as may
auxiliary verbs as possible.

3. Continue the following story:

You might think that a hacker just gets lucky and happens to target a victim who’s in
the wrong place at the wrong time, but that’s not the case. Hackers rely on sophisticated
hardware and software to help them scan thousands of computers at a time. That’s
why..........

39 Note the difference between the British spelling centre and the American spelling center
Supplementary Reading

THE IMPACT OF COMPUTER AND INTERNET ON EVERYDAY LANGUAGE

Internet has revolutionized the whole world, turning it into a global network of
people, businesses and governments communicating and interacting with each other
through a variety of channels. As a result, new information technologies amplify the
volume of information that circulates and reduces distance and time. The term virtual
space/ cyber space defines the notion of a world of information present/ possible in a
digital form. The potential of the Internet is currently limited by its relatively slow speed
data transmission and management of such a large amount of information, but no one
can deny the unprecedented scale and importance of it worldwide (which also results
from the fact that the capital letter is always used with reference to the Internet
phenomenon.)
The development of the specialized IT language is corroborated with the
elements of cultural and social progress. People, communities and all sorts of
organizations rely on computer technology to improve the majority of things in our
lives: food, services, entertainment, healthcare, communication, education, etc.
Desktops, laptops and mobile devices connect the whole world together by performing
multiple operations at once. The world itself became a network and the internet an
ocean of information. Communication on the Internet has become a free language thanks
to the existence of an IT vocabulary. A new official language was born, a computerized
language full of various abbreviations, acronyms and emoticons.
A similar phenomenon is present in Romanian language as well where, various
technical terms from the field of IT have entered the common language in a process
called Anglicisation. Adopting technology related terms gave rise to new vocabularies,
new grammatical forms and new ways of speaking and even writing. Nowhere is the
effect of this expansion of English, into the new domains, seen more clearly than in
Internet communication. With terms like antivirus, avatar, boot, restart, hard disk,
download, upload, update, bookmark, browser or web navigator, web software, blog, etc.
English became a kind of net English.
When it comes to lexical change, technology is always a good place to start with.
Internet language gave rise to a lot of neologisms and expressions that have become
common. An idiomatic expression such as mouse potato for example, is used to
designate a person who spends a lot of time in front of the computer. The term google,
once used as a noun to designate the name of a popular online search engine has
changed its grammatical value into a verb. Nowadays, people simply say: Why don’t you
google this? Stop bothering me with so many questions! You have Google for this! Some
even say that people who google a lot are google-minded.
The formation of the new words is not a random process because linguistic
expressions take new forms through compounding as in the case of mouse potato, which
joins together two or more existing words to make one word. Couch surfing or couch
surfer is used to refer to travelling on a low budget by using a broad network of contacts
in order to get overnight accommodation for free. Such terms have become registered
trademarks of the website and are written under the following form: CouchSurfing and
CouchSurfer being used by people all over the world on a regular basis.
Abreviations and acronyms are another category of terms derived from computer
terminology. Thus, phrases become collections of initials which are commonly used in
internet chat but have lost their technical specification.
Words like emoticons (emotion and icon), E-zine (electronic magazine), E-
commerce (electronic commerce), E-signature, spyware (spy and software), webcam (web
which comes from World Wide Web and camera) and are words that already exist in the
language but combine two words together in order to describe new creations.
Studying language and technology it becomes obvious that technology influences
the use of language. The actual wide use of (net)English tends to divide the world into
Internet users and Internet illiterates. Within the Internet literature, terminology
usually varies when discussing the different kinds of Internet situation, such as
environment and virtual space. In its broadest sense, language includes notions of speech
and writing, regional and class dialects, occupational genres (such as legal and scientific
language), creative linguistic expressions (as in literature), and a wide range of other
styles of expression.
Spoken language has only a limited presence on the Internet, through the use of
sound clips, films, and videos; but, the use of speech will undoubtedly grow as
technology develops. It will not be too long before we shall see the routine use of
interactive voice and video dialogues to provide a spoken representation of what we can
see on a screen or giving vocal support to a graphic presentation, and automatic speech
recognition to enable users to interact verbally between sites.
Grammatical, lexical, and discourse features play a distinctive role in all spoken
varieties of a language, as they do in written communication. The term Netspeak is an
alternative to Netlish, Weblish, Internet language, cyberspeak, electronic discourse or
electronic language, interactive written discourse, computer-mediated communication and
other odd expressions. Each term has a different implication: Netlish, for example, has
derived from English but it has no direct implication as the Net becomes more
multilingual. Netspeak is a type of language displaying features that are unique to the
Internet where the influence is mainly on vocabulary (with the possibility of becoming a
new type of linguistic communication).
All these examples prove that technology and language are continually evolving
and that Internet is an essential tool for communication which shall not cease to exist.
English has become the dominant language of the Internet and, it is obvious that, in the
process of globalization it is impossible to stop the process of new words’ formation.
UNIT X. SOFTWARE ENGINEERING
Lead-in
What does Software Engineering refer to?
What do you know about Engineering Design?

10.1. What is Software Engineering?

Software engineering is the process of analyzing user needs and designing,

constructing, and testing end user applications that will satisfy these needs through the
use of software programming languages. It is the application of engineering principles to
software development. In contrast to simple programming, software engineering is used
for larger and more complex software systems, which are used as critical systems for
businesses and organizations. A software engineer takes the software needs of end
users into account and consequently develops or designs new applications. Furthermore,
software engineering may involve the process of analyzing existing software and
modifying it to meet the current application needs. As computer hardware becomes
cheaper, the focus transfers to software systems. Large software systems may be more
complex than the hardware used to run them, so there is a great demand for the best
practices and engineering processes that can be applied to software development. There
must be discipline and control during software engineering, much like any complex
engineering endeavour.
In modern consumer electronics, devices in direct competition often have similar
hardware and processing power, but the user experience will vary greatly depending on
the software being used.
Software Development Principles
Measure twice and cut once. This principle is the most important one. In terms of
engineering it emphasises quality, confidence in your code, process, system, etc. But this
confidence cannot derive from the code itself, it should derive from tests.
Don’t Repeat Yourself! It is a simple, but very useful principle, which says that
repeating the same code in different places is a bad idea. This is primarily due to the
need of further maintaining and modifying the code. If some code snippet duplicates in
several places within the program then, there is a high probability of two disastrous
situations: 1. If it imperative to make even small corrections into source code, you need
to change the same code in several places, which will require additional time and effort.
2. You or another developer may accidentally miss one of the fixes and face subsequent
errors in the application. In this regard, there is a recommendation, if any code is found
in the listing more than two times, then it should be placed in a separate method.
Ockham’s Principle has its roots in philosophy. The principle got its name from
the English monk William of Ockham. His principle states that “entities are not to be
multiplied without necessity”. In IT this principle means that you don’t have to create
extra entities if you don’t need them. It is important to think first about the benefits of
adding one more methods, classes, tools or processes. If you add more of these and you
don't get any benefits but only increase complexity then, what is the point?
 Keep it Simple! This principle says that a code should be simple, without any
obstacles because otherwise it will burden debugging and code maintenance. In
addition, it would be much more difficult for another programmer to understand the
intricacies and complex branches of the listing, which will also require additional time
and effort. Thus you have to try to use simple and logical constructions without deep
nesting. By doing this you will simplify life for yourself and for the others. Remember
that complexity breeds bugs and that is why “simplicity is always better than
functionality."
Avoid Premature Optimization! "Premature optimization is the root of all evil in
programming" said Donald Knuth. Optimization is an essential process that allows you
to speed up the program, as well as to reduce the consumption of system resources. If
optimization is carried out in the early stages of development, then it can do more harm
than good. This is primarily due to the fact that developing optimized codes requires a
lot of time and effort on behalf of the developer (which leads to complexity). In this case
it is essential to check the development approach. Therefore, at the beginning, it is more
profitable to use simplest solutions and not the optimal ones. And in the future,
assessing how much this application slows down the work of the application, perform
the change to a faster or less resource-intensive algorithm. Nevertheless, while you
initially implement the most optimal algorithm, the requirements may change and the
code may not be useful anymore. Thus, there is no need to spend time on premature
optimization! Let’s just be engineers and create well-implemented systems! (Adapted
from various sources40 )

Word list
endeavour- an attempt/strive to do something
code snippet-a programming term for a small region of re-usable source code, machine
code, or text
optimization- the act of making something as good as possible
implement- to start using a plan or system
slightly - as an adjective: a little/as an adverb: thin or delicate
nevertheless -despite what has just been said or referred to
furthermore – in addition, more importantly

Comprehension:
What is the most important engineering principle?
Do you find these principles objective or subjective?
Do they have limitations?
What other principle would you add?
Do Engineers need principles?

40 https://www.techopedia.com/definition/13296/software-engineering and
https://dev.to/luminousmen/what-are-the-best-software-engineering-principles--3p8n
Lexical Notes
Note the difference between: bug/debug/debugger/debugging
Programs need debugging to make them work properly.
The errors and malfunctions of a computer are also known called bugs.
A debugger or debugging tool is a computer program that is used to test and debug other
programs.

Grammar Study
Word Order of Adverbs
Adverbial modifiers can be used in front, mid or end position in a sentence.
-Adverbs of manner can come in front, mid or end position.
(He answered the questions in the test easily. /He easily answered….. / Easily, he
answered….)
-When there is more than one adverb in a sentence, their usual order is manner, place,
time.
(He watched Tv quietly in his room until 6.00.)
-When there is a verb of movement in the sentence the order is place, manner, time.
(She was taken to hospital suddenly, an hour ago.)
-Time adverbs go at the end of the sentence. They also go in front position when we
emphasize the time. (She goes to the gym on foot, every day. / Every day she goes to the
gym on foot.)
-When there is more than one time adverb, we usually put the more specific before the
more general ones. (time, day, date, year).(She was born at 10 on Tuesday March 17th,
2008.)
-Adverbs of frequency (often, seldom, never, ever, usually, normally, scarcely, rarely,
always, etc) come after the auxiliary verb but before the main verb. (She never comes to
work on time.) In short answers, we put them before the auxiliary. (Yes, she always is.)
-Adverbs of degree (absolutely, completely, just, totally, extremely, quite, seriously, very,
etc.) go before the adjective or the adverb they describe. (He’s absolutely hopeless at
Physics.)
-When these adverbs describe verbs, they go before a main verb or after an auxiliary
verb. (We quite enjoyed the film. I’ve quite finished.)
-Absolutely, completely and totally can go in mid or end position. He completely forgot
our appointment. / He forgot our appointment completely. A lot, much, a little, a bit,
awfully, terribly can go mid position (before adjectives- I’m terribly sorry.) or end position
(when they describe verbs – My tooth hurts terribly).
-Already, no longer, hardly, nearly, almost, still go in mid position. He nearly knocked me
down. I could hardly see through the blizzard.
-Sentence adverbs (probably, certainly, possibly, perhaps, maybe, clearly, luckily, etc.) go in
any position: front, mid or end; the front position is the most usual, though. Luckily, she
didn’t break her hand./ She luckily didn’t break…../ She didn’t break her hand, luckily.
-In negations certainly, possibly and probably usually go before the auxiliary or between
two auxiliaries. He certainly didn’t steal the money. / He couldn’t possibly have done it.
-Adverbs are used after action verbs and adjectives after linking verbs: appear, be,
become, get. It tastes delicious./ He looked happy at the party. / She looked happily at the
children.
General Word Order in a Statement
Most adverbial modifiers follow the predicate and the object. They must not be placed
between the predicate and the object.
The usual order in which adverbial modifiers follow the predicate is:
Adverbial Subject Predicate Object Adverbial Adverbial Adverbial
Modifier (Nominal Modifier Modifier of Modifier of
Group) of Place Time
Manner
When? Who? Action Who? How? Where? When?
Which? Which?
What? What?
The chart shows the results
of the
experiment
Yesterday we presented a project at the (yesterday)
conference.
All last he hard. (all last
week prepared week)
Tomorrow we shall the carefully. (tomorrow)
examine students

Student Practice
I. Put the verbs in the brackets in the correct place in these sentences:
a. She has done her work (this week, very well).
b. They arrived (at about nine, to the university).
c. These calculations may be done (by means of a computer, quickly).
d. The Professor delivered lectures (thrice a week, at our faculty).
e. We were (when they arrived, there)

II. Arrange the words below in the correct order to form statements:
a. He, his driving license, has got, three months ago.
b. They, the translation, have to, by next week.
c. He, the book, on Monday, us gave.
d. He, there, usually, plays, tennis, on Monday.
e. We, seldom, have, gone there.
f. He, just, cannot, go there, by car.
g. He, frequently, must, respond, in, front, of his colleagues.
h. He, never, will, attend, the classes, of, this, university.
i. Some of my friends, have met, I, today.
j. The problem, could solve, all students, in about an hour.

III. Rephrase the following sentences using an adverb in place of the words in italics:
a. He could jump high with ease.
b. Now we can look forward to the future with hope.
c. The baby is sleeping in peace.
d. Our teacher left the classroom in a hurry.
e. The child is a genius; he can work all the sums in his head with rapidity.

IV. Put the following adverbs in the right place:

a. She forgot to refill de cartridges. (completely)
b. I have finished my work for today. (nearly)
c. This is a difficult problem for their age. (rather)
d. I know she didn’t like me. (very much)
e. He criticized me for that. (seriously)

V. Put the adverbs in the right position:

a. My friend is polite, but he was rude to my cousin. (extremely, surprisingly, normally,
last night)
b. He has lived in England. (in a small village, luxuriously/ all her life/ in a large house)
c. The victims of the accident were taken to hospital. (quickly, seriously, fortunately)
d. She’s certain he’ll be happy with his new life. (in this town, very, absolutely)
e. The wind is blowing. (hard, still, today, extremely, outside)

Specific Vocabulary Practice

I. Put the following stages of programming in the correct order. To which operation do they
belong?
a. Code the program
b. Design a solution
c. Test the program
d. Clarify the program
e. Document and maintain the program

II. What are the principles of engineering from your point of view? Discuss them with your
colleagues. (150 words)

III. Give synonyms for the following words: principle, stage, design, solution, code, tool,
process, technique.

IV. Translate the following text into Romanian:

A software engineer takes the software needs of end users into account and consequently
develops or designs new applications. Furthermore, software engineering may involve
the process of analyzing existing software and modifying it to meet the current
application needs. As computer hardware becomes cheaper, the focus transfers to
software systems. Large software systems may be more complex than the hardware
used to run them, so there is a great demand for the best practices and engineering
processes that can be applied to software development.

10.2. Python for Science and Engineering

Python is programming language useful for all kinds of scientific and engineering
tasks. You can use it to analyze and plot data. You can also use it to numerically solve
science and engineering problems that are difficult or even impossible to solve
analytically. While we want to marshal Python’s powers to address scientific problems,
you should know that Python is a general purpose computer language that is widely
used to address all kinds of computing tasks, from web applications to processing
financial data on Wall Street and various scripting tasks for computer system
management.
Over the past decade it has been increasingly used by scientists and engineers for
numerical computations, graphics, and as a “wrapper” for numerical software originally
written in other languages, like Fortran and C. Python is similar to MATLAB, another
computer language that is frequently used in science and engineering applications. Like
MATLAB, Python is an interpreted language, meaning you can run your code without
having to go through an extra step of compiling, as required for the C and Fortran
programming languages. It is also a dynamically typed language, meaning you don’t have
to declare variables and set aside memory before using them. One advantage of Python
compared to MATLAB is that it is free. It can be downloaded from the web and is
available on all the standard computer platforms, including Windows, macOS, and Linux.
This also means that you can use Python without being tethered to the internet, as
required for commercial software that is tied to a remote license server. Another
advantage is Python’s clean and simple syntax, including its implementation of object-
oriented programming. This should not be discounted; Python’s rich and elegant syntax
renders a number of tasks that are difficult or arcane in other languages either simpler
or more understandable in Python.
An important disadvantage is that Python programs can be slower than compiled
languages like C. For large-scale simulations and other demanding applications, there
can be a considerable speed penalty in using Python. In these cases, C, C++, or Fortran is
recommended, although intelligent use of Python’s array processing tools contained in
the NumPy module can greatly speed up Python code. Another disadvantage is that,
compared to MATLAB, Python is less well documented. This stems from the fact that it is
public open source software and thus is dependent on volunteers from the community of
developers and users for documentation. The documentation is freely available on the
web but is scattered among a number of different sites and can be terse. This manual
will acquaint you with the most commonly used web sites. Search engines like Google
can help you find others.
Python is useful in solving engineering tasks because it is an object-oriented
programming language. In fact, everything in Python is an object. Some of these objects
are built-in to the Python core language, like an integer, a string or a list, but there are
also objects which you can define yourself. Objects are defined by classes. A class can be
seen as a template for an object. You have one template and many objects.
Engineers are almost always working with objects no matter if the objects are
buildings, bridges, dams, airplanes, or cars. These are all objects that consist of smaller
objects and they can be described by classes. You only need to define the class once,
after you can use it to create as many objects as you need. When something changes or
when you have found an error, you always know where to look, because the logic about a
bridge is in the class bridge and the logic about a car in the class car. (Adapted from
various sources41)

Word list
Python- Python- a programming language which lets you work quickly and integrate
systems more effectively
wrapper- after Python’s literal meaning, wrapping around something
MATLAB – another computer language that is frequently used in science and engineering
applications.
interpreted language- is a type of programming language for which most of its
implementations execute instructions directly and freely without compiling a program
into machine-language instructions
to compile– to change a computer program into a machine language; instructions are
compiled and packaged into a program
dynamically typed language- it types checked on the fly, during execution (the static one
types checked before run-time)
syntax- the structure of statements or elements in a computer language (the
grammatical arrangement of words in a sentence)
object oriented programming- is a programming paradigm based on the concept of
objects which can contain data, in the form of fields, and code, in the form of
procedures/methods
penalty- a punishment for doing something that is against the law
Python array- a multidimensional array of objects all of the same type
module- one set of separate parts that, when combined, form a complete whole
open source software- or OSS is a type of computer software in which source code is
released under a license in which the copyright holder grants users the rights to
study/change or distribute the software to anyone and for any purpose
NumPy – short for Numerical Python, it provides Python with a multidimensional array
object (like a vector or matrix) that is at the centre of virtually all fast numerical
processing in scientific Python. NumPy is a Python extension module that provides

41 Koen van Viegen, “Why Engineers Are Learning Python” (https://www.linkedin.com/pulse/why-

engineers-learning-python-koen-van-viegen/), Pine, J, David, Introduction to Python for Science and
Engineering, Series in Computational Physics, CRC Press, Taylor Francis Group, London, New York, ebook
(https://www.crcpress.com/).
efficient operation on arrays of homogenous data. It allows Python to serve as high-level
language for manipulating numerical data, much like for example IDL (Interface
definition language used to set up communications between clients and servers in remote
procedure calls (RPC) or MATLAB.

Lexical Notes
Phrasal verbs – to set
to set about – to start, to be prepared to do something, to take steps towards
to set apart – to distinguish from others
to set aside - to keep or save something from a larger amount or supply in order to use it
later for a particular purpose
to set back – to hinder or reverse the progress of
to set down – to put down
to set forth – to state an opinion, to start a journey
to set in – to start and seem likely to continue
to set off – to cause, to trigger events to happen, to start (journey, a race)
to set on – to attack (someone) violently
to set out – to display, to organise, to make known, to show
to set to – to begin doing something, or dealing with something in a determined way
to set up- to prepare something for use, to start a business

Student Practice
I. Make up sentences of your own using the phrasal verb to set.
II. Discuss the following phrasal verbs frequently used in the field of computers, determine
their meanings. Make up a short dialogue in which to use all of them: to break into, to
hack into, to phone up, to run up, to shut down, to throw away, to log on/off, to find out, to
hand over, to grow up, to work out.

Grammar Study
Time Clause
Future Tense shall never occur in a time clause. Instead, the following tenses are used:
In the subordinate clause we use Present tense to describe simultaneous actions or
Present Perfect to describe anterior actions.
In the main clause we use The Future in both cases. When is used to show that one
action happens immediately after another.
She will tell us the truth when she knows it.
She will give us the results of the test after she has received them.
When in the main clause there is a Past tense or a Future-in-the-Past, in the time clause
there will be used:
-Past Tense - for simultaneous actions:
I visited them whenever they were home.
I promised my daughter I would take her a new doll when I found one.
-Past Perfect – for anterior actions:
I went to the seaside after I had finished my project.
My daughter understood that we would go to the seaside after I had finished my project.
In other types of subordinate clauses, we will use the tenses required by the context:
Last year she swam better than hers brother does now. (adverbial clause of comparison)
-We can use once instead of when to emphasize the completion of the first action. It often
occurs with Present Perfect:
Once my mother has found the doll she buys it for me.
-We can use until to link an action and the limit of that action:
We are sent from office to office until we reach the bottom line and give up.
-Before may be also used in order to show which action comes first:
We may travel by different routes before we reach/reaching our destination.
-We can also use as to link two connected actions if they are happening at the same time:
As the children travelling separately reach the destination at the same time, they are put
together in the same car again.

Student Practice
I. Translate into English:
1. Când va înțelege că l-a trădat v-a fi cam târziu.
2. Cred ca am văzut-o pe fosta mea profesoară de liceu pe când încerca să se urce în
autobuz.
3. De îndată ce ne vede ne vom așeza cuminți la locurile noastre.
4. Anul trecut am locuit impreună cu verișoara mea dar apoi a trebuit să mă mut pentru
că ea a plecat din țară.
5. Când am vazut că se ridică din pat am înțeles că se simte mult mai bine.
6. Până să ajung să discut cu ea nu mi-am dat seama că situația era atât de dificilă.
7. Ne-a asigurat că ne va ajuta de îndată ce va ajunge acasă.
8. Ei s-au instalat abia după ce au ajuns la hotel.
9. Înainte de a se fi inventat calculatorul, oamenii își scriau gândurile pe hârtie.
10. Când m-am întâlnit cu el dimineață spunea ca va veni să ia pranzul cu noi dar e ora
patru și încă nu a sosit.

II. Complete the following gaps with the correct form of the verb given in the brackets.
a. When it................... (to get) hot we shall open the window.
b. I will call you up before ................ (to get) to the supermarket.
3. When they ................... (to come) from school he will have pay attention how he
behaves.
4. He ..................... (to stay) home until his brother comes back.
5. The machine simply ....................... (to start). I’ve pressed all the buttons.

III. Translate the following sentences:

1. Spune că are să vină când va fi gata. Până atunci nu putem decât să așteptăm.
2. Ea se gândi că se va strecura în birou și va lua cartea fără ca cineva să își dea seama.
3. Mama le-a explicat să nu dea drumul la ușă până ce nu îi vor auzi glasul.
4. Toată lumea se întreba când va ninge.
5. El înțelese că nu va putea lua ciocolata de pe raft până nu se va urca pe un scaun.
6. Odată ce va lua ciocolata o va mânca pe toată.
7. Te voi suna când voi porni acasă spre tine.
8. De îndată ce a văzut-o a rămas uimit, gândindu-se că nu mai văzuse niciodată o fată
atât de frumoasă.
9. Am sosit aici doar de trei zile dar mă simt ca și cum aș fi venit de mult.
10. Odată ce va trece ploaia va ieși și soarele.

IV. Make up sentences of your own using the phrasal verb to set.

Specific Vocabulary Practice

I. Translate the following text :
Over the past decade it has been increasingly used by scientists and engineers for
numerical computations, graphics, and as a “wrapper” for numerical software originally
written in other languages, like Fortran and C. Python is similar to MATLAB, another
computer language that is frequently used in science and engineering applications. Like
MATLAB, Python is an interpreted language, meaning you can run your code without
having to go through an extra step of compiling, as required for the C and Fortran
programming languages. It is also a dynamically typed language, meaning you don’t have
to declare variables and set aside memory before using them.

II. Are the following statement true or false?

a. MATLAB is used to analyze and plot data. T/F
b. Python is not suitable for engineering tasks. T/ F
c. Python has an intricate syntax. T/F
d. Python is fast. T/F

III. Complete the following sentences with: program, programmable, programmer,

programmatic, programmatically
1. There is a lot of software that comes without an uninstall.......................... .
2. The company sells ............................ motion-control cameras.
3. Web services enable ........................... access to a wide variety of data over the internet.
4. The style properties of a Web control can be ............................ manipulated.
5. He used to work as a computer ................................. for a software company.

IV. What kind of computer/laptop do you have? Can you enumerate its technical
specifications?

V. Try to create a logo and a motto for advertising a computer or any other electronic
device/equipment. Pay attention to the choice of words. (5-6 lines)
UNIT XI. MODERN TECHNOLOGY
Lead-in
What are the future trends in terms of technology?
How does the future “sound”?

11.1. Artificial Intelligence

Artificial intelligence is an area of computer science which emphasizes the

creation of intelligent machines that work and react, like humans. Artificial intelligence
is a branch of computer science that aims to create intelligent machines, thus, becoming
an essential part of the technological industry. Artificial intelligence is designed to solve
problems or recognize patterns. Some of the activities computers with artificial
intelligence are designed for include: Speech recognition, learning, planning and
problem solving. Research associated with artificial intelligence is highly technical and
specialized. The core problems of artificial intelligence include programming computers
for certain traits such as: knowledge, reasoning, problem solving, perception, learning,
planning and even ability to manipulate and move objects.
Artificial intelligence software is used in many real-world applications, from
determining if banks should grant loans, to voice recognition and terrain-following missile
guidance systems. Even applications like word processors and e-mail make use of AI
concepts. For example, a word processor's grammar checker attempts to understand and
correct a language concept that most users cannot fully explain themselves. Regardless of
the actual task, artificial intelligence is used in two basic areas:
In problem solving, the artificial intelligence program must look at a problem or
collection of data and determine what to do next. For example, a bank may use an
artificial intelligence system to look at your credit history and life style before deciding
whether or not to lend you money. This type of system is called an expert system.
In pattern recognition, the artificial intelligence program must look for repeated
or known occurrences of data. Examples include artificial vision and speech recognition.
Of course, many artificial intelligence programs combine elements of both areas
to solve a problem. For example, a data compression utility must look for repeated
patterns in the data and then decide how to rewrite the data to eliminate the
duplications.
Artificial intelligence may be applied in many different ways depending on the
problem to be solved and the resources available. Some common techniques include the
following:
Decision Trees are software guides that function like maps that tell the computer
what to do next based on each decision it makes. Each decision leads to a new branch
with new decisions and consequences.
Rules-Based Systems work by following a set of rules given by the programmer. So
long as the programmer has anticipated every possible circumstance that the program
may encounter, it can solve any problem.
 Feedback is a technique through which programs can be modified. Basically, a
feedback system monitors the results of a solution to see if the solution worked or in
what areas it failed.
Knowledge-based systems are similar to a rules-based system, but they use
feedback to learn from their mistakes. As a result, knowledge-based systems can actually
learn to solve new problems.
Heuristics is a software technique similar with a recipe used for a problem- solving
approach rather than an algorithm that solves a specific problem. In order to create a
true artificial intelligence, scientists could try building an artificial brain called a neural
network. The human brain consists of billions and even trillions of neurons, each with as
many as a million connections to other neurons. Scientists have identified hundreds of
different types of neurons and more than fifty different patterns of neuron connections.
This level of complexity is simply beyond any computer currently in existence. Even the
most powerful parallel computers with tens of thousands of processors don't come
close to equalling the number or variety of connections in a human brain. (Adapted
from various sources42)

Word list
regardless- despite, not being affected by something
duplication-the act or process of doing the exact copy of something
decision tree- is a decision support tool that uses a tree-like graph or model of decisions
and their possible consequences, including chance event outcomes, resources and utility.
It is one way to display an algorithm that contains conditional control statements rules-
based systems- used to store and manipulate knowledge to interpret information in a
useful way. It is often used in artificial intelligence applications and research.
feedback- the return back into a machine or system of part of what it produces,
especially to improve what is produced
Knowledge-based system – or KBS – is a computer program that reasons and uses a
knowledge base to solve complex problems.
Heuristics- a way of solving problems by discovering things yourself and learning from
your own experience
billions- 1.000.000.000
trillions-1.000.000.000.000

Comprehension
1. Enumerate some examples of AI techniques.

“The Future of IT technology” - https://witanworld.com/blog/2019/06/20/informationtechnology/ ,

42

Morozova, E., N., (2007): English for IT Students, e-book, https://b-ok.org/book/2991075/9f6932

2. What can we create with the aid of artificial intelligence?

Lexical Notes
Numerals
Common Fractions Multiplicative Numeral
½ a/one half 1x single, one
¼ one fourth 2x double/twofold, twice
2/3 two thirds 3x triple/ threefold, three times
3/5 three fifths 10x tenfold/ten times
23.98 twenty-five point nine eight 100x a hundredfold, a hundred
0.02 nought43 point nought two times

Grammar study
Passive statements
Passive Voice is frequently used in technical English to describe the steps in a process
where the action is more important and where the agent is already known to the reader.
Study the following sentences:
My wireless sends out a weak signal. (the agent in included)
The information is stored on a USB drive. (the agent is not included but known)
The information is stored on a smart card by the microprocessor. (the agent is added)

Types of verbs used in the Passive:

a. transitive verbs (followed by direct objects)
We must transfer the file into the main directory.
The file must be transferred into the main directory.
Verbs like offer, promise, give, allow, send, lend, show, tell are followed by an indirect
object and allow two passive forms:
The computer gave me two solutions.
I was given two solutions by the computer.
Two solutions were given to me by the computer.
Transitive verbs like believe, think, suppose, know, hear, say, see, expect followed by a
that-clause (allow two passive forms)
They expect that Apple will launch a faster model before March.
It is expected that the Apple will launch a faster model before March.
The Apple is expected to launch a faster model before March.
b. Intransitive verbs
- verbs like live, sleep, sit followed by a prepositional phrase:
Nobody has slept in that apartment.
The apartment hasn’t been slept in.
- prepositional verbs like to listen to, to look for/ after, to rely on:

43 In sports, 0 is read nil, in tennis love, cipher (nulitate)

We will have to search for the missing file.
The missing file have to be searched for.
- idiomatic expressions such as: to make fun, to lose sight of, to put an end to, to make use
of, to pay attention to
He must put an end to his way of behaving.
His way of behaving must be put an end to.
-phrasal verbs:
A car ran over my friend’s cat.
My friend’s cat was run over by a car.
-phrasal prepositional verbs like to put up with, to do away with
Our neighbours can’t put up with the noise.
The noise can’t be put up with.
Pseudo passives
Verbs like to read, to sell, to feel, to wash, to iron can sometimes be used in the active
voice with a passive meaning: The new Samsung 10+ sell well.

Student Practice
I. Translate the following sentences:
a. Nu pot folosi telefonul, aplicația se află în curs de actualizare.
b. Din cauza unei utilizări greșite a calculatorului informțiile stocate au fost șterse.
c. CD-urile nu mai sunt folosite atât de des ca memorie auxiliară.
d. Un nou dispozitiv este în curs de lansare.
e. Grație unui sistem de corectare a erorilor, acestea sunt eliminate.
f. Se așteaptă ca noul model de telefon să fie și mai performant.

Notice how the active to passive transformation works for the main verbal tenses:

tenses Active Voice Passive Voice

present tense install am/is/are installed
simple
present tense is/are is/are being processed
continuous processing
paste tense installed was/were installed
simple
past tense was/were was/were being
continuous processing processed
present perfect has/have saved has/have been saved
past perfect has saved had been saved
future tense will/shall will/shall be backed up
simple back up
future perfect will/shall have will/shall have been
installed installed
 conditional would process would be processed
perfect would have would have been saved
conditional saved
gerund processing being processed

II. Turn into Active Voice:

1. The radio has been broken into pieces.
2. The thief was arrested in less than an hour.
3. The books had been sent to the library.
4. The famous musician was being guarded by the security personnel.
5. The happening had been seen by all the pupils in the classroom
6. Someone will have to be found to replace me in the contest.
7. My computer was just being repaired by a guy from Data System when I arrived.
8. He is expected to be elected MP at the end of the month.
9. The witness will be taken to the Court by his lawyers and the police.
10. A speech to the nation was made by the President.

III. Turn into Passive Voice:

1. Students don’t take into consideration the possibility of skipping classes.
2. I’m sure nobody has discovered a solution to this problem for years.
3. They expected that the company would introduce new places of work.
4. They agreed upon devise a new operating system
5. Women do not yet hold a sizable number of top jobs in industry.

IV. Finish the following sentences:

a. They were testing a new tracking system in the laboratory. A new…..
b. He didn`t find out about the accident until later. Not until later…..
c. They are just narrowing the space. The space…..
d. The man had never before seen such a beautiful creature. Never…..
e. Someone should offer her the required information. She….
f. She has proved that all his actions are complete fraud. All his actions…..
g. He will never tell them the truth about the incident. They…..
h. She admitted this on very few occasions. On very few occasions…..
i. Everyone knows that gym exercises are good for health. Gym exercises…..
j. All the pupils know the rules well. The rules…..

V. Translate the following sentences:

1. Li s-au arăat toate planurile și li s-au oferit toate explicațiile necesare.
2. Ședința s-a terminat dar nu s-au făcut nici un fel de propuneri.
3. Sper să fiu consultată în această problem.
4. Poți să-i adresezi orice întrebare.
5. Cei din vamă nu le-au permis să-și ia toate bagajele.
6. Fumatul ar trebui interzis total.
7. Se crede că ei dorm liniștiți în camera lor.
8. Este trist că tu nu ai putut veni.
9. Se spune că nu ar trebui să ne pese ce se spune despre noi.
10. La ora 11 fix Cortina s-a ridicat și spectacolul cu marionete a început.

Specific Vocabulary Practice

I. Match the terms with their definition:
a. Artificial Intelligence 1. A new concept in computer
programming, designed to replicate the
human ability to handle ambiguity by
learning from trial and error.
b. Androids 2. Computer software that mimics human
reasoning through a set of rules that
analyse data and reach conclusions.
c. Expert Systems 3. The science that tries to recreate the
human thought process and build machines
that perform tasks which require human
intelligence.
d. Neural Networks 4. Anthropomorphic robots designed to look
and behave like a human being.

II. Fill in the blanks with the missing words: branch, recognize, react, technological,
area, create, creation, manipulate, specialized, designed, problem, reasoning.
Artificial intelligence is an ............... of computer science which emphasizes the
.................... of intelligent machines that work and ..............., like humans. Artificial
intelligence is a ..................... of computer science that aims to ..................... intelligent
machines, thus, becoming an essential part of the ....................... industry. Artificial
intelligence is ..................... to solve problems or ......................... patterns. Some of the
activities computers with artificial intelligence are designed for include: Speech
recognition, learning, planning and ..................... solving. Research associated with artificial
intelligence is highly technical and ....................... The core problems of artificial
intelligence include programming computers for certain traits such as: knowledge,
.........................., problem solving, perception, learning, planning and even ability to
........................... and move objects.

III. Translate the following text44 into English:

Inteligența artificială este o ramură a informaticii cu ajutorul căreia se încearcă
construirea de mașini inteligente și modelarea inteligenței umane. Acest lucru se
realizează prin utilizarea unor algoritmi care identifică modele pe baza datelor primite,
astfel încât mașinile să poată lua decizii și să facă predicții, mai exact să raționeze. Astfel,
mașina nu mai trebuie programată în mod specific pentru fiecare acțiune în parte. Cu alte
cuvinte, știința le conferă calculatoarelor abilitatea de a învăța fără să fie în mod explicit
programate.

44
https://www.stiintaonline.ro (accessed 10.09.2019)
 11.2. Improving Robots’ Senses

Robotics is a branch of engineering that involves the conception, design,

manufacture, and operation of robots. It deals with the design, construction, operation,
and use of robots, as well as computer systems for their control, sensory feedback, and
information processing.
These technologies are used to develop machines that can substitute for humans and
replicate human actions. Robots can be used in any situation and for any purpose, but
today many are used in dangerous environments (including bomb detection and de-
activation), manufacturing processes, or where humans cannot survive. Robots can take
on any form but some are made to resemble humans in appearance. This is said to help
in the acceptance of a robot in certain replicative behaviours usually performed by
people. Such robots attempt to replicate walking, lifting, speech, cognition, and basically
anything a human can do. Many of today’s robots are inspired by nature, contributing to
the field of bio-inspired robotics.
The concept of creating machines that can operate autonomously dates back to
classical times, but research into the functionality and potential uses of robots did not
grow substantially until the 20th century. Throughout history, it has been frequently
assumed that robots will one day be able to mimic human behaviour and manage tasks
in a human-like fashion. Today, robotics is a rapidly growing field, as technological
advances continue; researching, designing, and building new robots serve various
practical purposes, whether domestically, commercially, or militarily. Many robots are
built to do jobs that are hazardous to people such as defusing bombs, finding survivors
in unstable ruins, and exploring mines and shipwrecks. Robotics is also used
in STEM (science, technology, engineering, and mathematics) as a teaching aid.
Although a robot can only be really autonomous if neural network systems are
used, improvements in their “eyesight” – pattern recognition and machine vision – can
lead to greater robot autonomy, and this has long been one of the central concerns in
robotics research. One of the latest developments for improved vision is a TV camera
whose movements imitate those of human head. This kind of “nodding” head can discern
the shape and position of unidentified objects and robots equipped with the system
can assemble objects placed at random just as competently as humans.
Unlike conventional factory robots, which are pre-programmed to recognize the
size and the shape of certain objects positioned in a particular way specific locations,
these robots can accurately determine shapes and measure distances without being
programmed. The head behaves like a human head, gauging distances and shops. One of
the most obvious applications of these “all-seeing” robots is for painting. The system
maps the geometry of the components to be sprayed and stores this information in
robot’s computer system.
If good vision is central to pattern recognition, other senses are required in order
to gather the information without which the robots’ “brains” cannot function. The more
information they gather-usually by means of electronic devices such as switches and
sensors – the more efficiently they will be able to work on the factory floor. However,
some of the five senses are more important in robotics than others, and some are easier
to obtain. Taste and smell are not likely to have high priority since not only are they the
least useful, but they are probably the most difficult to design. However, robots can be
provided with senses humans do not possess. For instance, they can be given an “echo
sounding” sense similar to bats, as well as radar, which is a sense that can only be
produced electronically and is of considerable use in hazardous environments.
In the near future, it is quite likely that robots will be given all sorts of jobs to do.
In California, some bars are already equipped with robot barmen who can who can mix
up to 30 different cocktails. Robot guards are being developed for use in American
prisons. Self-activating, thinking versions of the Prowler (Programmable Robot Observer
with Logical Enemy Response) are also under development. (Adapted from various
sources45)

Word list
replicative – relating to or involving the replication of genetic material or living
organisms
bio-inspired robotics- a fairly new subcategory of bio-inspired design; robots that mimic
animals found in nature to create lifelike robotic counterparts
autonomous- autonomous machine or system able to operate without being controlled
directly by humans
neural network- inspired but not necessarily identical to the biological neural networks
that constitute animal brains
gauge-to calculate an amount, especially by using a measuring device
prowler – someone who moves around quietly near a place, trying not to be seen
take on- to start to employ someone
to take on something- to develop a particular character or appearance

Lexical Notes
Note the difference between:
sequence – a series of related things or events, or the order in which they follow each
other
sequential – following a particular order
sequentially – in a way that follows a particular order

function – purpose
functional – designed to be practical and useful rather than attractive
functionality – any or all of the operations performed by a piece of equipment or a
software program

45 Michael Brookes, François Lagoutte (1999) : Engleza pentru informatică, ed. Teora, and “Future trends
of information technology (IT)” - https://witanworld.com/blog/2019/06/20/informationtechnology/
Grammar Study
Future Tenses
Future Simple vs. Future Continuous
Future Simple is used to indicate an action that takes place after the moment of speaking;
predictions (Tomorrow’s weather will be windy.); future intensions: Will you bring the
new computer into my room?/ I won’t bring the new PC into your room, I bought it for
your brother.
Time markers: tomorrow, next week/month/year, in a few minutes, in two
years/days/weeks, by next week/tomorrow/ 10 o’clock, in two years’ time, in a month,
two weeks from now on
Future Continuous is used to express an action that will be in progress at a certain future
moment. As time markers we may use adverbial phrases like at 10 o’clock, this time
tomorrow, in two days. Future continuous may also be used with adverbial clauses of
time:
When they come back he will still be working at his project.
For future predictions not influenced by willingness or intensions:
Will you be bringing the new laptop into my room?
I won’t be bringing the new laptop into your room.

Future Perfect Simple vs. Future Perfect Continuous

Future Perfect Simple is used to express a future action which will take place or will be
completed before a certain future moment.
Time markers: adverbial phrases: by, before, in
I hope he will have repaired my computer by next week.
Future Perfect Continuous is used to denote an action begun before a certain future
moment and still going on at that future moment:
By the end of the month he will have been working here for 19 years.
Future Perfect Continuous may also express an action begun before a given future
moment and still going on at that future moment:
By the end of the year I shall have been here for five months.

Other ways of expressing the future:

Be going to (with the infinitive): The weather is going to change.
Be about to (near, immediate future): They are about to break up.
To be to (arrangement, order): The meeting is to begin at 12 o’clock.
Due to (arrangement, schedule): The plane is due to lend at 6 o’ clock.
Future in the Past (action seen from a past perspective): I was going to call you but
something came up.

Student Practice
I. Rephrase each sentence so that it contains the word in capitals. Do not change the word
and use future tenses.
a. The concert will start in half an hour. start
b. If he isn’t at home you’ll find him playing tennis in the court. unless
c. What does your colleague intend to do? going
d. The team has decided to leave the championship tomorrow. leave
e. The plane is on the point of landing. about
f. Her sister is expecting her first baby. have
g. I’m bound to work here till the end of the month. won’t
h. His fate is to become a great lawyer. be
i. What time is the plane for Rome? fly

II. Put the verbs in the brackets in the correct tense:

a. She (meet) him at the airport at five o’clock.
b. They (leave) as soon as it (stop) snowing.
c. The orchestra (play) some Mozzart next.
d. She told me she (see) her new boyfriend at five p.m. the day after tomorrow.
e. My sister (sit) for an exam on Friday.
f. It’s eight. Anna (call) for you at nine.
g. I (take) my parents to the theatre tomorrow evening.
h. Hurry up! The bus (leave) in five minutes.
i. How you (get) to the university tomorrow?
j. Metallica (perform) in Romania next week.

III. the verbs in brackets into the correct tense (present, present perfect, future):

a. When we (provide) all the facilities we’ll speak about leaving the country.
b. What (you do) this weekend? I was thinking of inviting you out.
c. What (offer) your daughter for her wedding?
d. This device is expensive but useful. I think I (buy) it.
e. In five days’ time I (travel) to Iași.
f. If you accept the price you (have) to confirm it.
g. If this terrible heat (not come) to an end we’ll suffer from hunger next year.
h. I’ll wait for her in the lobby till the clock (strike) three.
i. Ok, I’ve brought the tools where you told me. Now what I (do) next?
j. ‘There’s someone at the door. ‘That (be) the postman.

IV. . Provide the Future Continuous form of the verbs in the brackets:
1. He ................... his lesson when you are not at home. (to do)
2. Our friend ..................... for you at the university. (to wait)
3. At this time next week, Mary....................... badminton. (to play)
4. I ............... my light pink dress today since I know my husband likes it. (to wear)
5. You .................... on them the day after tomorrow? (to call)
6. We our dinner at 5.30 p.m. (to eat)
7. I ........................ when you come home tonight. (to sleep)
8. If we get to their place in the morning, they ......... breakfast. (to have)
9. I .................you for coffee tomorrow morning. (to expect)
10. At 6 o’clock on Sunday I ............ to London. (to fly)
Supplementary Reading
Interesting Facts46 about Robots
Robots are computer-programmed machines which perform actions and
manipulate objects in a precise way. Each robot has its own unique features, and vary
hugely in size, shape, and capabilities.
The largest category of robots belongs to the broad category of aerospace and
includes flying robots such as the SmartBird robotic seagull and the Raven surveillance
drone, and robots that can operate in space such as Mars rovers and NASA’s Robonaut,
the humanoid that flew to the International Space Station and is now back on earth.
Consumer robots are another category of robots that we can buy and use just for
fun or to help us with different tasks such as robot dog Aibo, the Roomba vacuum, AI –
powered robot assistants, etc.
There are also robots that perform dangerous jobs, like searching for survivors in
the aftermath of an emergency, such as Packbots. Drones also known under the name of
unmanned aerial vehicles come in different sizes and have different levels of autonomy:
(DJI’s popular Phantom series and Parot’s Anafi, as well as military systems like Global
Hawk).
Another broad category belongs to education and aims at using the next
generation of robots at home or in classrooms. Examples of this category are: the hands-
on programmable sets from Lego, 3D printers with lesson plans and even teacher robots
like EMYS.
Traditional industrial robots consist of a manipulator arm designed to perform
repetitive tasks. A famous example is the Unimate, the grandfather of all factory robots.
There are also robots designed for the entertainment industry that evoke emotional
responses such as Robo Thespian, Navi Shaman, etc.
Last but not least in the hierarchy we shall refer to humanoids, the type of robots
that most people think of when they think of a robot. Examples of humanoid robots
include Honda’s Asimo, which has a mechanical appearance, and also androids like the
Geminoid seris, which are designed to look like people.

Robots may be automata or man-like machines (whose basic components are

similar to a human body).
- they have mechanical links and joints (which connect movable parts)
- their heart and muscles are the electric or pneumatic motors or systems, the
actuators, which create the movement
- they have hands, usually tools or grippers, called end effectors
- they may be equipped with camera or intrared controls, sensors (which transmit
information to the central system in order to locate objects or adjust movements)
- they depend on a computer system, the brain that directs the actions.

46
Selected and adapted from https://robots.ieee.org/learn/types-of-robots/ (accessed 12.08.2019) and
Cambridge (2007), Professional English in Use: Computers and the Internet, edition Cambridge University Press
(ebook), (source https://b-ok.cc/book/2966633/9c1cc5)