II Ïáõñë, I ÏÇë³ÙÛ³Ï
Unit 1
ECONOMIC ACTIVITIES
Most people work in order to earn their living.
They produce goods and services.
Goods are either produced on farms, like maize and milk, or in factories, like cars and paper.
Services are provided by such things as schools, hospitals and shops.
Some people produce goods and services.
Other people provide both goods and services.
For example, in the same garage, a man may buy a car, or he may buy some service which helps him to maintain activity.
The work which people do is called their economic activity.
Economic activities make up the economic system.
The economic system is the sum – total of what people do and what they want.
The work which people undertake either provides what they need or provides them with money.
People buy essential commodities with money.
Vocabulary Notes
economic activity – ïÝï»ë³Ï³Ý ·áñÍáõÝ»áõÃÛáõÝ
economic system – ïÝï»ë³Ï³Ý ѳٳϳñ·
for example – ûñÇݳÏÇ Ñ³Ù³ñ
to earn one’s living – ѳÛóÛÃ»É /í³ëï³Ï»É/ ³åñáõëïÇ ÙÇçáóÝ»ñ
either … or – ϳ٠… ϳÙ
both … and – ¨ … ¨
to produce goods - ³ñï³¹ñ»É ³åñ³ÝùÝ»ñ
to provide service - ͳé³ÛáõÃÛáõÝ Ù³ïáõó»É /ëå³ë³ñÏ»É/
to provide goods - ³åñ³ÝùÝ»ñ Ù³ï³Ï³ñ³ñ»É
to provide with money - ³å³Ñáí»É ¹ñ³Ùáí
sum – total – ÁݹѳÝáõñ ·áõÙ³ñ
in order to – áñå»ë½Ç
to make up – ϳ½Ù»É
Exercise 1
Give Armenian equivalents for:
for example; economic activity; to make up the economic system; to produce goods; to provide services; to earn one’s living; to undertake some work; essential commodities; in the same garage; to buy essential commodities; by such things as; in order.
Exercise 2
Find English equivalents for the following in the text:
Ýñ³Ýù ³ñï³¹ñáõÙ »Ý ³åñ³ÝùÝ»ñ. Ù³ñ¹ÇÏ ³ß˳ïáõÙ »Ý. áñå»ë½Ç í³ëï³Ï»Ý Çñ»Ýó ³åñáõëïÇ ÙÇçáóÝ»ñÁ. ³åñ³ÝùÝ»ñÝ ³ñï³¹ñíáõÙ »Ý ·áñͳñ³ÝÝ»ñáõÙ. ÇÝã »Ý Ù³ñ¹ÇÏ Ï³ï³ñáõÙ ¨ ÇÝã »Ý ó³ÝϳÝáõÙ. Ù³ñ¹Á ϳñáÕ ¿ û·ïí»É í׳ñáíÇ Í³é³ÛáõÃÛáõÝÝ»ñÇó, áñáÝù û·ÝáõÙ »Ý Çñ»Ý å³Ñå³Ý»Éáõ Çñ Ù»ù»Ý³Ý ë³ñùÇÝ íÇ׳ÏáõÙ. Ù³ñ¹Á ϳñáÕ ¿ ·Ý»É Ù»ù»Ý³. ³ß˳ï³ÝùÁ, áñÁ ϳï³ñáõÙ »Ý Ù³ñ¹ÇÏ. ³å³Ñáí»É Ù³ñ¹Ï³Ýó ¹ñ³Ùáí.
Exercise 3
Answer the questions:
- Why do most people work? 2. What do they produce? 3. Where are goods produced? 4. What do schools, hospitals and shops provide? 5. What two different things can a man buy, in a garage, for example? 6. What do we call the work which people do? 7.What is an economic system the sum – total of? 8. What two things can work provide with the worker? 9. What can people buy with money?
Supplement
Most people work in order to earn their living, and they produce goods and services. This fact can be shown as a diagram:
Most people produce
goodsservices
or
The things which people produce are called their products. So the diagram can be drawn as:
products
goodsservices
Below are 20 kinds of people. Ten of them produce goods; ten produce services. Make a diagram like this one and list the people under goods and services.
cattle – breedercoal – minermusicianfarmer
pilotteacherdoctorbanker
shoemakersteelworkernursefruit-grower
horse-breedershopkeepercookfisherman
builderelectricianpolicemaniron-ore miner
Exercise 4
Translate the following text with a dictionary:
MANPOWER POLICY
Manpower policy is concerned with the development and use of human labor as an economic resource and as a source of individual and family income. Because national manpower policy overlaps national employment and educational policies, a clear definition in difficult. Therefore, we can probably more usefully define national manpower policy in terms of its goals and the tools with which it pursues these goals, recognizing that these same goals are pursued simultaneously with other policy tools. The goals of manpower policy may be identified as follows: first, employment opportunities for all persons who want them, in jobs which balance free occupational choice and adequate income with the relative preferences of members of society for alternative goods and service; second, the provision of education and training capable of fully developing each individual’s productive potential; third, the matching of men and jobs in the economy with a minimum of lost income and production.
Manpower policy defined in this context includes the demand side of the national economic equation in the creation of jobs for specific individuals, groups, and locations. It covers the supply side of the equation in the development of skills and bridges the two in the matching process. To the extent it is concerned with the welfare of workers it inevitably becomes involved in income distribution and wage issues. Manpower policy thus clearly involves individuals, employers, labor organizations, and state and local governments, but it recent years the most significant developments in this field have been occurring within the federal government.
In summary, manpower policy may be regarded as a kind of three-legged national stool, with one leg each for job creation, manpower education and training, and the matching of men and jobs. But from the standpoint of the firm, this concept of manpower policy must be altered if it is to be meaningfully understood.
Grammar
The Subjunctive Mood
(êïáñ³¹³ë³Ï³Ý »Õ³Ý³Ï)
êïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÁ óõáÛó ¿ ï³ÉÇë, áñ ·áñÍáÕáõÃÛáõÝÁ ¹ÇïíáõÙ ¿ ËáëáÕÇ ÏáÕÙÇó áã û áñå»ë Çñ³Ï³Ý ÷³ëï, ³ÛÉ áñå»ë ó³ÝÏáõÃÛáõÝ, »Ýó¹ñáõÃÛáõÝ, å³ÛÙ³Ý Ï³Ù Ñݳñ³íáñáõÃÛáõÝ: ijٳݳϳÏÇó ³Ý·É»ñ»ÝáõÙ ëïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÝ áõÝÇ Ñ³Ù³¹ñ³Ï³Ý ¨ í»ñÉáõÍ³Ï³Ý Ó¨»ñ: êïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÇ Ñ³Ù³¹ñ³Ï³Ý Ó¨»ñÝ »Ý µáÉáñ µ³Û»ñÇ Present Subjunctive Ó¨Á ¨ ÙdzÛÝ to be µ³ÛÇ Past Subjunctive Ó¨Á:
The Present Subjunctive
to beto haveto work
I beI haveI work
You beyou haveyou work
He behe havehe work
She beshe haveshe work
It beit haveit work
We bewe havewe work
You beyou haveyou work
They bethey havethey work
So be it! (ÂáÕ ³Û¹å»°ë ÉÇÝÇ)
It is necessary that he correct his mistakes. (²ÝÑñ³Å»ßï ¿, áñ ݳ áõÕÕÇ Çñ ë˳ÉÝ»ñÁ)
The Past Subjunctive
to be
I wereWe were
You wereYou were
He wereThey were
She were
It were
I wish I were young. - ºñ³ÝÇ »ñï³ë³ñ¹ ÉÇÝ»Ç:
I wish he were with us. - ºñ³ÝÇ Ý³ Ù»½ Ñ»ï ÉÇÝ»ñ:
êïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÇ í»ñÉáõÍ³Ï³Ý Ó¨»ñÁ ϳ½ÙíáõÙ »Ý ûųݹ³Ï should (I ¹»Ùù) ¨ would (II ¹»Ùù) µ³Û»Ç ¨ ÉÇÇÙ³ëï µ³ÛÇ ÇÝÇÝÇïÇíÇ (³é³Ýó to Ù³ëÝÇÏÇ) ѳñ³¹ñáõÃÛ³Ùµ:
I should like to speak to her. - ºë Ïó³ÝϳݳÛÇ Ëáë»É Ýñ³ Ñ»ï:
He would like to help you. –ܳ Ïó³Ýϳݳñ û·Ý»É ù»½:
ijٳݳϳÏÇó ³Ý·É»ñ»ÝáõÙ ÙÇïáõ٠ϳ ·áñͳͻÉáõ would ûųݹ³Ï µ³ÛÁ µáÉáñ ¹»Ùù»ñÇ Ñ»ï: êïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÁ ·áñͳÍíáõÙ ¿ »ñÏñáñ¹³Ï³Ý ݳ˳¹³ëáõÃÛáõÝÝ»ñáõÙ, »ñµ ·É˳íáñ ݳ˳¹³ëáõÃÛ³Ý ëïáñá·Û³ÉÁ ³ñï³Ñ³Ûïí³Í ¿ Ñ»ï¨Û³É µ³Û»ñáí ϳ٠µ³é³Ï³å³ÏóáõÃÛáõÝÝ»ñáí. to wish; to require; to demand; to order; it is desirable (ó³ÝϳÉÇ ¿); to insist; it is necessary; it is essential; it is important; to request; to suggest; to propose; to recommend.
It is desirable that all should be ready by 6 o’clock.
It is desirable that all be ready by six o’clock.
ò³ÝϳÉÇ ¿, áñ ³Ù»Ý ÇÝã å³ïñ³ëï ÉÇÝÇ ÙÇÝ㨠ųÙÁ 6-Á:
I suggested (proposed) that we should start.
ºë ³é³ç³ñÏ»óÇ, áñ ׳ݳå³ñÑ ÁÝÏÝ»Ýù:
²Ûë ¹»åù»ñáõÙ í»ñÉáõÍ³Ï³Ý Ó¨»ñáõÙ ·áñͳÍíáõÙ ¿ ÙdzÛÝ should ûųݹ³Ï µ³ÛÁ:
êïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÁ ѳïϳå»ë Ñ³×³Ë ¿ ·áñͳÍíáõÙ as if, as though (ϳñÍ»ë) ß³ÕϳåÝ»ñáí ϳå³ÏóíáÕ Ó¨Ç å³ñ³·³ »ñÏñáñ¹³Ï³Ý ݳ˳¹³ëáõÃÛáõÝÝ»ñáõÙ:
She greeted him as if he were her brother.
ijٳݳϳÏÇó ³Ý·É»ñ»ÝáõÙ ëïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÇ ³ñï³Ñ³Ûï³Í ÇÙ³ëïÝ»Á ϳñáÕ »Ý ³ñï³Ñ³Ûïí»É ݳ¨ ë³ÑÙ³Ý³Ï³Ý »Õ³Ý³ÏÇ Past Simple ¨ Past Perfect Ó¨»ñÇ ÙÇçáóáí.
I wish I knew his address. - ²÷ëáë ã·Çï»Ù Ýñ³ ѳëó»Ý: / ºñ³ÝÇ ÇٳݳÛÇ Ýñ³ ѳëó»Ý:
I wish I had come earlier. - ²÷ëáë ³í»ÉÇ í³Õ ã»Ï³: / ºñ³ÝÇ ³í»ÉÇ í³Õ ·³ÏÇ:
Exercises.
- Compose sentences expressing an unreal wish, using the model.
Model: 1) She doesn’t know him well enough. –I wish she knew him well enough.
2) I left the child alone in the room for five minutes. – I wish I had not left the child alone in the room for five minutes.
- I did not bring a heavy sweater.
- I missed the ten fifteen.
- She hasn’t seen the film.
- You don’t realize how important it is.
- She always interferes into what doesn’t concern her.
- You are still making spelling mistakes.
- I have a pile of compositions to mark.
- Nobody helped him.
- It’s very late.
- I knew no one there.
- Translate into Armenian.
- Now she wished she had taken the chance.
- You’ll wish you had not interfered.
- How I wished I had let her alone.
- Before long we wished we had stayed at home.
- Don’t you wish you had m\never set eyes on him?
- Do you wish you had left with the others?
3. Express the probability of the actions stated in the sentences below, using the model.
Model: 1. He will make a good teacher. – It looks as if he would make a good teacher.
2. They have left. – It looks as if they had left.
3. Somebody has been here before. – It looks as if somebody had been here before.
- The rain has stopped for good.
- She knows all about it.
- She will be just right for the job.
- She has never had such a good time.
- Somebody has broken my fountain pen.
- We have never really liked each other.
Unit 2
THE LIMITS OF ECONOMIC FREEDOM
A person is economically free, if he can do what he wishes with his own property, time and effort.
In all communities, of course, limits are set upon this personal freedom.
In some countries the limits are complex; in others they are relatively simple.
All individual citizens are required to conform to the laws made by their governments.
Complete economic freedom of action can cause great difficulties, because the freedom of various individuals will conflict.
If citizens were completely free, some landowners might build factories in unsuitable places.
If there was no system of control, factory – owners might make their employees work too long each day.
If they were completely free, workers might stop working when they got their first pay, and come back to do more work only when they needed more money.
Such economic freedom could create a very unstable economy.
Laws related to economic conditions are sometimes concerned with workers’ health, wages and pensions.
They are sometimes concerned with contracts between employers and employees.
They are sometimes concerned with the location of placesof work.
Sometimes they help the employers; sometimes they protect the interests of the workers.
Vocabulary Notes
economic freedom – ïÝï»ë³Ï³Ý ³½³ïáõÃÛáõÝ, ³ÝϳËáõÃÛáõÝ
economic conditions – ïÝï»ë³Ï³Ý å³ÛÙ³ÝÝ»ñ
to conform to the laws - »ÝóñÏí»É ûñ»ÝùÝ»ñÇÝ
to cause great difficulties - ³é³ç³óÝ»É Ù»Í ¹Åí³ñáõÃÛáõÝÝ»ñ
to be concerned with contracts - ³éÝãí»É å³Ûٳݳ·ñ»ñÇ Ñ»ï
of course – ÇѳñÏ», ³Ýßáõßï, ѳñϳí
factory – owner - ·áñͳñ³Ý³ï»ñ /Ó»éݳñϳï»ñ/
unsuitable places - ³Ýѳٳå³ï³ëË³Ý ï»Õ»ñ
unstable economy - ³ÝϳÛáõÝ ïÝï»ëáõÃÛáõÝ
to get one’s pay – ëï³Ý³É ³ß˳ï³í³ñÓ
Exercise 1
Translate the following international words into Armenian:
person; limit; personal; complex; individual; conflict; system; control; stable; economy; passion; contract; location; protect; interest.
Exercise 2
Give Armenian equivalents for:
Personal freedom, to conform to the laws; completely free; various individuals; to cause great difficulties; to work too long; to create a very unstable economy; laws related to economic conditions; to be concerned with workers’ wages; the location of places of work; to need money; relatively simple; they get their first pay.
Exercise 3
Find English equivalents for the following in the text:
ݳ ϳñáÕ ¿ ³Ý»É ³ÛÝ, ÇÝã ó³ÝϳÝáõÙ ¿ ³Ý»É ñ ë»÷³Ï³Ý áõÝ»óí³ÍùÇ Ñ»ï. ûñ»ÝùÝ»ñÁ, áñáÝù ë³ÑÙ³Ýí³Í »Ý Çñ»Ýó ϳé³í³ñáõÃÛ³Ý ÏáÕÙÇó. »ñµ Ýñ³Ýù ëï³ó³Ý Çñ»Ýó ³é³çÇÝ ³ß˳ï³í³ñÓÁ. Ýñ³Ýù ÝáñÇó ÷áÕÇ Ï³ñÇù ¿ÇÝ ½·³ó»É. ³ÛëåÇëÇ ïÝï»ë³Ï³Ý ³½³ïáõÃÛáõÝÁ ϳñáÕ ¿ñ ëï»ÕÍ»É ß³ï ³ÝϳÛáõÝ ¿ÏáÝáÙÇϳ. ûñÝ»ùÝ»ñ, áñáÝù í»ñ³µ»ñíáõÙ »Ý ïÝï»ë³Ï³Ý å³ÛÙ³ÝÝ»ñÇÝ, ûñÝ»ùÝ»ñÝ »ñµ»ÙÝ í»ñ³µ»ñíáõÙ »Ý ³ß˳ïáÕÝ»ñÇ ³éáÕçáõÃÛ³ÝÁ, í³ñÓ³ïñáõÃÛ³ÝÁ ¨ Ãáß³ÏÝ»ñÇÝ. ³ß˳ï³ï»Õ»ñÇ ï»Õ³¹ñáõÃÛáõÝÁ. ųßïå³ÝáõÙ »Ý ³ß˳ïáÕÝ»ñÇ ß³Ñ»ñÁ.»ÝóñÏí»É ϳé³í³ñáõÃÛ³Ý ÏáÕÙÇó ë³ÑÙ³Ýí³Í ûñ»ÝùÝ»ñÇÝ, ÉñÇí ïÝï»ë³Ï³Ý ³½³ïáõÃÛáõÝ. ³ÛÝ Ï³ñáÕ ¿ ³é³ç³óÝ»É Ù»Í ¹Åí³ñáõÃÛáõÝÝ»ñ. »Ã» ù³Õ³ù³óÇÝ»ñÁ ÉÇÝ»ÇÝ ÉÇáíÇÝ ³½³ï. í»ñ³¹³éÝ³É ÝáñÇó ³ß˳ï»Éáõ. ųÛٳݳ·ñ»ñÁ Ó»éݳñϳï»ñ»ñÇ ¨ ³ß˳ïáÕÝ»ñÇ ÙÇç¨ ³ÝÓÁ ÁÝï»ë³å»ë ³ÝÏ³Ë ¿. áñáß »ñÏñÝ»ñáõÙ.
Exercise 4
Combine some of the words in these sentences in order to make new compound nouns:
Example: He owns a house.
He is a house-owner.
They breed pigs.
They are pig-breeders.
1. He owns a car. 2. That man owns some land. 3. They breed horses. 4. Some capitalists own factories. 5. That man earns his wages. 6. Those men mine for coal. 7. Those women grow fruit. 8. Mr. Jones works with steel. 9. Mr. Brown packs meat in that factory. 10. Mr. Smith makes shoes.
Exercise 5
Make these adjectives negative by adding the prefix “un”:
Example: stable-unstable
Economic; economical; satisfactory; systematic; necessary; scientific; enjoyable; available; suitable; equal; productive; conditional; important; usual; desirable.
Exercise 6
Answer these questions:
1. Under what conditions is a person economically free? 2. What are all citizens required to do? 3. Why does complete economic freedom of action cause great difficulties? 4. What three things might happen if citizens were completely free? 5. Between whom are contracts arranged? 6. What else might the laws relate to, besides workers’ needs and contracts?
Grammar
The Subjunctive Mood
Exercises.
1. Complete the following sentences, using the words in brackets:
Model: 1.He insisted that (we … not to do it) He insisted that we should not do it that night.
2. It was arranged that (the car … not to be taken). It was arranged that the car should be taken to the nearest garage.
- No one demanded that (the meeting … to be adjourned).
- She suggested that (I … to speak).
- It is not advisable that (the child … to eat).
- It will be arranged that (she … to be examined).
- She has arranged that (the textbooks … to be bought).
2. Complete the following sentences (give several variants in each case)
Model: … that nothing should be done for the present. – She insisted or It si advisable or It was important … .
- … that she should see a good doctor.
- … that no one should interfere.
- … that someone should be held responsible.
- … that hot meals should be provided for the children.
- … that nobody should know about it.
3. Translate into English:
- γñÍ»ë û í³ÕÁ É³í »Õ³Ý³Ï ¿ ÉÇÝ»Éáõ:
- γñÍ»ë û ûɳ¹ñáõÃÛáõÝÁ ¹Åí³ñ ¿ñ:
- ÆÝãáõ± »ëݳÛáõÙ ÇÝã ³ÛÝå»ë, ³ë»ë ³é³çÇÝ ³Ý·³Ù »ë ï»ëÝáõÙ:
- ܳ ÏËáëÇ Ó»½ Ñ»ï, ³ë»ë û áãÇÝã ãÇ å³ï³Ñ»É:
- ²÷ëáë áñ ³Ûëûñ ³Ûëù³Ý óáõñï ¿:
- ºñ³ÝÇ Ã» ݳ ßáõï ·³ñ:
- ȳí ÏÉÇÝ»ñ »Ã» ݳ Ù»½ ¹ÇÙ³íáñ»ñ:
Unit 3
AN OBJECT OF LABOUR
An object of labour is everything to which man’s labour is applied. Objects of labour can be both things provided by nature and things which have already been subjected to preliminary treatment.
Let us take, for example, a miner who is extracting coal or ore. Ore haws the seal pr breaks the ore and delivers it to the surface. Ore deposits or coal seams, that is, objects given by nature itself, are the objects of his labour.
An object of labour which is already a product of preceding labour is called raw material in economic science, any raw material is an object of labour, while not every object of laour is a raw material.
The land with its minerals and waters is universal object of labour. Nature represents a gigantic storehouse in which, inexhaustible reserves of objects of labour are concealed. The task of man is to wrest these objects of labour from underground, from the depth of the seas and oceans. Such is ore extracted from the ground, fish caught in a river or a sea, and so on.
Means of labour are all things with the help of which man works the objects of labour.
As long as these means were simple their role was very clear. This was the case of handicraft production.
Let us take a shoemaker, for example. His object of labour was leather and his simple means of labour were an awl, a knife, etc. these are the things with the help of which he works the leather: cuts it, sews it together, etc.
Implements or instruments of labour are of the greatest importance among means of labour. These are machines, tools, machine and equipment of all kind with eth help of which production is carried out. It is this part of the means of labour that determines the nature of production. An improvement in the instruments of labour, replacement of old instruments by new enhances man’s power over nature.
In a broader sense all the material conditions needed for the process of production are means of labour, and also production buildings, annals, roads, etc.
If we examine the entire process of production from the point of view of its results, the product, both the means of labour and the objects of labour are means of production.
One and the same object may be the product of one process of labour and play the part of means of production in another production process. That is why products represent not only a result, nut also a requisite of the labour process whether one or another object serves as a raw material, a means of labour process, on its role in this process. Thus, coal is a product of labour at the coal mine and a raw material at a coke oven. A loom is a labour at a textile mill.
Means of production remains an inert heap of tings as long as they are not set into motion by human labour. Coal seams lie underground, machines stand idle as long as living human labour that a necessary condition for the means of production to discharge their function – serve the needs of production. On the contrary if means of production remains outside the influence of living labour, they are doomed to idleness, to more or less rapid destruction, coal stocks self – ignition, machines rust, buildings gradually deteriorate. Thus living human labour that is, man himself is the decisive element of any production process.
Vocabulary Notes
man’s labour – Ù³ñ¹áõ ³ß˳ï³Ýù
human labour – Ù³ñ¹áõ ³ß˳ï³Ýù
implements of labour - ³ß˳ï³ÝùÇ ·áñÍÇùÝ»ñ, ÙÇçáóÝ»ñ
instruments of labour – ³ß˳ï³ÝùÇ ÙÇçáó /·áñÍÇù/
living labour – ϻݹ³ÝÇ ³ß˳ï³Ýù
raw materials –ÑáõÙù
preliminary treatment - ݳËÝ³Ï³Ý Ùß³ÏáõÙ
material condition – ÝÛáõÃ³Ï³Ý å³ÛÙ³ÝÝ»ñ
to carry out production - ³ñï³¹ñáõÃÛáõÝ Ï³½Ù³Ï»ñå»É
the nature of production - ³ñï³¹ñáõÃÛ³Ý µÝáõÛÃÁ
means of production - ³ñï³¹ñáõÃÛ³Ý ÙÇçáóÝ»ñ
needs of production - ³ñï³¹ñáõÃÛ³Ý å³Ñ³ÝçÙáõÝùÝ»ñÁ , ϳñÇùÝ»ñÁ
economic science – ïÝï»ë³·ÇïáõÃÛáõÝ
decisive element – í×é³Ï³Ý ï³ññÁ
on the contrary – Áѹѳϳé³ÏÁ
in a broader sense - ³í»ÉÇ É³ÛÝ ÇÙ³ëïáí
more or less – ùÇã û ß³ï
that is why - ³Ñ³ û ÇÝãáõ
point of view – ï»ë³Ï»ï
to extract coal /ore/ - ³ñ¹ÛáõÝ³Ñ³Ý»É ù³ñ³ÍáõË, ѳÝù³Ýù³ñ
coal seam - ³Íß»ñï
coal stocks - ³ÍËÇ å³ß³ñÝ»ñ
to send idle – ã³ß˳ï»É, ϳݷݻÉ
as long as – ù³ÝÇ ¹»é
so long as – ù³ÝÇ ¹»é
to set in motion – ß³ñÅÙ³Ý Ù»ç ¹Ý»É
to put in motion - ß³ñÅÙ³Ý Ù»ç ¹Ý»É
to discharge functions - ýáõÝÏódzݻñ Çñ³Ï³Ý³óÝ»ñ
to play a part - ¹»ñ ˳ճÉ
inexhaustible reserve - ³Ýëå³é å³ß³ñ
to be of great importance – Ù»Í Ý߳ݳÏáõÃÛáõÝ áõݻݳÉ
entire process of production - ³ñï³¹ñáõÃ³Ý ÉñÇí ÁÝóóù, åñáó»ë
chemical reaction – ùÇÙÇ³Ï³Ý é»³Ïódz
Exercise 1
Translate the following international words into Armenian:
Mineral; universal; gigantic; reserve; ocean; role; machine; canal; examine; result; textile; function; element; production; process; object.
Exercise 2
Give Armenian equivalents for:
an object of labour; a product of preceding labour; economic science; while; the tasks of man; a gigantic storehouse; inexhaustiblereserves; with the help of which; these are the things; machine and equipment of all kind; to determine the nature of production; as long as these means were simple; thus; to remain outside the influence of living labour; to serve as a raw material; from the point of view of its results.
Exercise 3
Find English equivalents for the following in the text:
³ß˳ï³ÝùÇ ³é³ñÏ³Ý ³ÛÝ ³Ù»ÝÝ ¿, ÇÝãÇ íñ³ ·áñͳ¹ñíáõÙ ¿ Ù³ñ¹áõ ³ß˳ï³ÝùÁ. Çñ»ñÁ, áñáÝù ³ñ¹»Ý »ÝóñÏí»É »Ý ݳËÝ³Ï³Ý Ùß³ÏÙ³Ý. Ù³ñ¹áõ ËݹÇñÝ ¿. µ³ó³Ñ³Ûï»É ³ß˳ï³ÝùÇ ³é³ñϳݻñÁ. ³ß˳ï³ÝùÇ å³ñ½ ÙÇçáóÝ»ñÝ ¿ÇÝ. µáÉáñ ï»ë³ÏÇ Ù»ù»Ý³Ý»ñÝ áõ ë³ñù³íáñáõÙÝ»ñÁ, áñáÝó û·ÝáõÃÛ³Ùµ Çñ³Ï³Ý³óíáõÙ ¿ ³ñï³¹ñáõÃÛáõÝÁ. áñÁ áñáßíáõÙ ¿ ³ñï³¹ñáõÃÛ³Ý µÝáõÛÃÁ. ³ß˳ï³ÝùÇ ·áñÍÇùÝ»ñÇ Ï³ï³ñ»É³·áñÍáõÙÁ. ÑÇÝ ·áñÍÇùÝ»ñÇ ÷á˳ñÇÝáõÙÁ Ýáñáí. ³í»ÉÇ É³ÛÝ ÇÙ³ëïáí. ³ÛÝ Ï³Ëí³Í ¿ ³ß˳ï³ÝùÇ åñáó»ëáõÙ Ýñ³Ýó ·ñ³í³Í ï»ÕÇó. Ù³ñ¹Á ó³Ýϳó³Í ³ñï³¹ñ³Ï³Ý åñáó»ëÇ í×é³Ï³Ý ï³ññÝ /·áÍáÝÝ/ ¿. Ù³ÝÇ ¹»é Ýñ³Ýù Ù³ñ¹áõ ÏáÕÙÇó ß³ñÅÙ³Ý Ù»ç ã»Ý ¹ñí»É. ³ñï³¹ñáõÃÛ³Ý ³ÙµáÕç åñáó»ë. ùÇã û ß³ï ³ñ³· ù³Ûù³ÛáõÙ.
Exercise 4
Find nouns from the text corresponding to the following verbs”
to replace; to improve; to equip. to produce; to build; to act; to destruct; to result; to help.
Grammar
Adverbial Clauses of Condition
ä³ÛÙ³ÝÇ å³ñ³·³ »ñÏñáñ¹³Ï³Ý ݳ˳¹³ëáõÃÛáõÝ
´³ÛÇ ³å³·ÛÇÝÇ í»ñ³µ»ñáÕ Çñ³Ï³Ý å³ÛÙ³Ý ³ñï³Ñ³ÛïáÕ Ý³Ë³¹³ëáõÃÛáõÝÝ»ñÇó, ³Ý·É»ñ»ÝÝ áõÝÇ ³å³·³ÛÇÝ í»ñ³µ»ñáÕ å³ÛÙ³Ý ³ñï³Ñ³ÛïáÕ Ý³Ë³¹³ëáõÃÛ³Ý Ù»Ï ³ÛÉ ïÇå, áñï»Õ å³ÛÙ³ÝÇ Çñ³Ï³Ý³óáõÙÁ ¹ÇïíáõÙ ¿ áñå»ë Ñݳñ³íáñ, ë³Ï³ÛÝ ³Ýѳí³Ý³Ï³Ý: ²Ûë ¹»åùáõÙ å³ÛÙ³ÝÇ »ñÏñáñ¹³Ï³Ý ݳ˳¹³ëáõÃÛáõÝáõÙ ·áñͳÍíáõÙ ¿ ëïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÇ should+infinitive Ó¨Á, ·É˳íáñ ݳ˳¹³ëáõÃÛ³Ý µ³Û-ëïáñá·Û³ÉÁ ¹ñíáõÙ ¿ ë³ÑÙ³Ý³Ï³Ý Ï³Ù Ññ³Ù³Û³Ï³Ý »Õ³Ý³Ïáí.
If he should come to my house, I shall be delighted to welcome him
If you should have any difficulty, ring this number.
²ÝÇñ³Ï³Ý å³ÛÙ³ÝÁ ϳñáÕ ¿ í»ñ³µ»ñ»É Ý»ñϳÛÇÝ, ³ÝóÛ³ÉÇÝ ¨ ³å³·³ÛÇÝ í»ñ³µ»ñáÕ ³ÝñÇ³Ï³Ý å³ÛÙ³Ý ³ñï³Ñ³ÛïáÕ »ñÏñáñ¹³Ï³Ý ݳ˳¹³ëáõÃÛáõÝÝ»ñÇ µ³Û- ëïáñá·Û³ÉÝ»ñÁ áõÝ»Ý ÙǨÝáõÛÝ Ó¨Áª ³ñï³Ñ³Ûïí³Í to be µ³ÛÇ ¹»åùáõÙ Past Subjunctive Ó¨áí, ÙÛáõë µ³ÛÇ ¹»åùáõÙ Past Subjunctive Ó¨áí, ÙÛáõë µ³Û»ñÇ ¹»åùáõÙ ë³ÑÙ³Ý³Ï³Ý »Õ³Ý³ÏÇ Past Simple Ó¨áí: ¶É˳íáñ ݳ˳¹³ëáõÃÛáõÝÝ»ñÇ µ³Û-ëïáñá·Û³ÉÝ»ñÁ ÝáõÛÝå»ë áõÝ»Ý ÙǨÝáõÛÝ Ó¨Áª ³ñï³Ñ³Ûïµ³Í ëïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÇ í»ñÉáõÍ³Ï³Ý Ó¨»ñáíª should/would + infinitive (³é³çÇÝ ¹»Ùù) ¨ would + infinitive (»ñÏñáñ¹ ¨ »ññáñ¹ ¹»Ùù»ñ).
If Tom were here he would tell us what to do.
ºÃ» ÂáÙÁ ³Ûëï»Õ ÉÇÝ»ñ, ϳë»ñ, û ÇÝ㠳ݻÝù:
If I had a map I would lend it to you.
ºÃ» »ë ù³ñ﻽ áõݻݳÛÇ, Ïï³ÛÇ ù»½:
I should be pleased if you came.
ºë ·áÑ ÏÉÇÝ»Ç, »Ã» ·³ÛÇù:
²ÝóÛ³ÉÇÝ í»ñ³µ»ñáÕ ³ÝÇñ³Ï³Ý å³ÛÙ³ÝÁ ³ñï³Ñ³ÛïáõÙ¿ ãÇñ³Ï³Ý³óí³Í »Ýó¹ñ³Ï³Ý ݳ˳¹³ëáõÃÛ³Ý µ³Û – ëïáñá·Û³Éõ ³ãï³Ñ³ÛïíáõÙ ¿ ë³ÑÙ³Ý³Ï³Ý »Õ³µ³ÏÇ Past Perfect Ó¨áí (ݳ¨ to be µ³ÛÇ ¹»åáõÙ) ·É˳íáñ ݳ˳¹ëáõÃÛ³Ý µ³Û ëïáñá·Û³ÉÁ ³ñï³Ñ³ÛïáõÙ ¿ ëïáñ³¹³ë³Ï³Ý »Õ³Ý³ÏÇ í»ñÉáõÍ³Ï³Ý Ó¨»ñáíª should/would +Prefect Infinitive (³é³çÇÝ ¹»Ùù), would + Perfect Infinitive (2-¹ ¨ 3-¹ ¹»Ùù»ñ):
We should (would) have started yesterday, of it hadn’t been for the rain:
Ø»Ýù Ï׳ݳå³ñÑí»ÇÝù / ׳ݳå³ñ³Ñí³Í ÏÉÇÝ»ÇÝù »ñ»Ï, »Ã» ³ÝÓñ¨ ãÉÇÝ»ñ:
If I had had time, I should have visited you.
ºÃ» Å³Ù³Ý³Ï áõݻݳÛÇ / áõÝ»ó³Í ÉÇÝ»Ç Ï³Ûó»É»Ç ù»½:
Exercises.
1. Replace the infinitives in brackets by the right form of the verb. (All the sentences contain unreal conditions and refer to the present or future):
Model: If you (to know) him better, you (to be) sorry for him. – If you knew him better, you would be sorry for him.
- If you (to understand) children, you (not to speak) like that.
- She (to grow up) a sensible person if they (to stop) treating her like a plaything.
- Even if she (to see) it with her own eyes, she (not to believe) it.
- They (to lose) the game if there (to be) no rain.
- They (to go) there even though you (to try) to stop them.
2. Replace the infinitives in brackets by the right form of the verb. (All the sentences contain unreal conditions and refer to the past):
Model: If I (to know) about it, I (to help) you.
If I had known about it, I should have helped you.
- If it (not to be raining) steadily for a fortnight, we (to cross) this river easily.
- If you (not to interfere), they (to forget) all about it in an hour.
- If you (to trust) me, I (to lead) you safely through.
- The dinner (not to be spoiled) if you (to turn up) when you promised you would.
- She (to know) how to act if she (to be given) all the particulars.
3. Replace the infinitives in brackets by the right form of the verb.