- •1. Learn the following active words and use them in the sentences of your own
- •3. Look through the text and write out the English equivalents of the following words and word combinations. Use them in the sentences of your own.
- •5. Give short answers to the following questions:
- •7. Translate the following sentences:
- •1. Learn the following active words and use them in the sentences of your own.
- •2. Translate the following chains of words. Define what parts of speech they are
- •3. Look through the text and find the English equivalents to the following words and word combinations; use tem in the sentences of your own.
- •4. Translate the following sentences paying attention to the participle:
- •1. Learn the following active words and expressions. Use them in the sentences of your own.
- •4. Answer the following questions:
- •5. Work in pairs. Put questions to your partner and he (she) will answer them.
- •8. Translate the following sentences paying attention to the words need and turn:
- •9. Put all possible questions to the following sentences:
- •10. Define the following words according to the model given below.
- •13. Describe Fig. 2.
- •Exercises
- •Learn the following active words and use them in the sentences of your own:
- •2. Translate the following sentences, paying attention to the gerund:
- •7. Translate the following sentences paying attention to the words in bold type:
- •8. Put 5 questions to the text beginning with what.
- •9. Speak on the story told by the early Scandinavians.
- •10. Make an outline of the text.
- •1. Learn the following active words and use them in the sentences of your own.
- •2. Look through the text and find the English equivalents of the following words and word combinations:
- •5. Find the gerund in the text, define its function.
- •8. Translate the following sentences paying attention to both, both...And:
- •9. Fill in the blanks with prepositions:
- •10. Translate into Russian:
- •11. Form five sentences combining suitable parts of the sentence given in Columns I and II:
- •12. Describe Franklin's kite experiment.
- •13. Give a short summary of the text.
- •Exercises
- •1. Learn the following active words and Expressions
- •Look through the text and find the English equivalents of the following words and word combinations:
- •8. Make up a story of Franklin's kite experiment using the following sentences and sentences of your own (our sentences are given in a disorderly way):
- •11. Use the following expressions in sentences of your own:
- •13. Speak on magnetism.
- •15. Describe Figs 3 and 4.
- •Exercises
- •8. (A) For the names of the countries given in Column I find the names of the nations given in Column II:
- •10. Speak on:
- •11. Make an outline of the text.
- •12. Retell the text.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Define the functions of the participle and the gerund in the text.
- •4. Answer the following questions:
- •5. Fill in the blanks with suitable words and word combinations given below:
- •6. (A) For the verbs in Column I find suitable nouns in Column II.
- •7. (A) Translate the following word combinations:
- •10. The following statements are not true to the fact. Correct them:
- •11. Make an outline of the text.
- •12. Retell the text.
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Translate the following word chains into Russian, define what part of speech the words are.
- •4 Translate into Russian:
- •8. Form 10 sentences using the following words:
- •10. Translate the following sentences paying special attention to the words in bold type:
- •11. Retell the text.
- •12. (A) Fill in the blanks with prepositions, if necessary; (b) retell the text:
- •1. Learn Active Words and Expressions
- •2. Look through the text and find the English equivalents to the following words and word combinations. Use them in your own situations.
- •The Infinitive
- •2. Translate the following sentences paying attention to the infinitive
- •3. Translate the following sentences paying special attention to the words in bold type:
- •4. Translate the following sentences paying special attention to the infinitive:
- •5. Fill in the blanks with the words one or for:
- •6. Write out from the text all the sentences where the infinitive is used, and define its function. .
- •1. Active Words and Expressions
- •3. According to the models given below form sentences combining suitable parts of the sentence given in Columns I, II, III, IV,
- •5. Work in pairs, ask your fellow-students questions:
- •6. Explain why:
- •Exercises
- •Exercises
- •Exercises
- •Exercises
- •Exercises
- •Exercises
- •Exercises
- •1 Learn the following active words and expressions and use them in the sentences of your own.
- •3. (A) Find the non-finite forms of the verb in the text; (b) define their functions.
- •4. Translate the following words and define what parts of speech they are:
- •5. Write out the adjectives with the suffix -able from the text. Translate them.
- •7. Answer the following questions:
- •9. Translate the following word combinations and use them in sentences of your own:
- •Exercises
- •2. (A) Give headings to each paragraph of the text; (b) explain why you have given such headings.
- •3. Translate the following sentences:
- •4. Define the non-finite forms of the verb met in the text.
- •5. Put 10 questions to the text.
- •6. Translate the following sentences:
- •7. Speak on:
- •Exercises
8. Translate the following sentences paying attention to the words need and turn:
1. Modern civilization needs more and more electricity. You needn't go to the laboratory today. 3. The energy needs in industry are increasing day by day. 4. People needn't use kerosine lamps today._5. What do we need electric energy for? 6. The Earth turns round the Sun. 7. Cold turns water into ice. 8. The Sun in its turn turns ice into water. 9. The turbines are turned by steam, gas and water. 10. In their turn turbines turn generators. 11. The teacher "says: "It is your turn to read." 12. When you enter a dark room, turn the light on, and leaving it turn the light off. 13. It is possible to turn solar energy into electric energy owing to semiconductors.
9. Put all possible questions to the following sentences:
Useful energy can be got from a nuclear reactor.
The first nuclear power station was constructed in the former USSR.
10. Define the following words according to the model given below.
Model: The motor is a device transforming electric energy into mechanical energy.
energy, battery, kinetic energy, nuclear reactor, potential energy
11. Speak on:
The operation of a nuclear reactor.
The first industrial nuclear power station.
The peaceful uses of atomic energy.
12. Retell the text.
13. Describe Fig. 2.
LESSON FOUR
LIGHTNING
The lightning flash is certainly the earliest manifestation of electricity known to man, although for a long time nobody knew that lightning and atmospheric electricity are one and the same thing. Indeed, for thousands of years people knew nothing about thunderstorms. However, they saw long sparks falling from the dark sky and heard thunder. They knew that these sparks could kill people or strike their houses and destroy them. Trying to understand that dangerous phenomenon, they imagined things and invented numerous stories. Take the early Scandinavians as an example! They thought that thunderstorms were produced by Thor, the god of thunder. Besides his throwing both thunder and lightning at some people, he was a hammer-thrower. According to the story, his powerful hammer had the property of always coming-back to his hands after it had been thrown. The fifth day of the week, that is Thursday, was named after him. A story like that invented by those early Scandinavians could be also heard from other peoples.
However, time flies. Thunderstorms have long stopped being a problem that scientists tried to solve. All know, at present, that lightning is a very great flash of light resulting from discharge of atmospheric electricity either between charged clouds or between a charged cloud and the earth.
Even now some people do not like being out during a thunderstorm. Dark clouds cover the sky, turning day info night. There are lightning flashes followed by thunder which can be heard for kilometres around. Needless to say, there is always some danger in a thunderstorm for a very high building or a man standing in the open field.
Many years ago people learned to protect their houses from thunderstorms. Coming down from a charged cloud to the earth, lightning usually strikes the nearest conductor. Therefore, it is necessary, to provide an easy path along which electrones are conducted to the earth. That Benjamin Franklin invented the lightning conductor is a well-known fact. The lightning conductor, familiar to anybody at present, is a metal device protecting building from lightning strokes by conducting the electrical charges to the earth.
V Franklin's achievements in the field of electricity were known to Lomonosov who, in his turn, made experiments of his own. Among other scientific problems that Lomonosov studied was also that of atmospheric electricity. It greatly interested both Lomonosov and his friend Professor Rihman. Both of them tried to solve the problem in question. They made numerous experiments and observations without thinking of the possible danger. In order to get better results Rihman constructed the first electrical measuring device in the world. However, making experiments of that kind was so dangerous that Professor Rihman was killed by a stroke of lightning during one of his observations.