- •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
9. Fill in the blanks with prepositions:
1. It is dangerous to go ... a stormy day. 2. Lightning is a very great flash ... light resulting ... a discharge ... atmospheric electricity. 3. Protecting building ... lightning was the first discovery ... the field ... electricity used ... the good ... mankind. 4. ... thousands ... years people knew nothing ... thunderstorms. 5. Lightning flashes are followed ... thunder which can be heard ... kilometres around. 6. There is always some danger ... a thunderstorm ... a very high building or a man standing .. the open field. 7. It is difficult to see a single drop ... water ... the sea. 8. Some scientists ..,
the past melted metals ... the help ... solar furnaces. 9. Modern civilization cannot do ... electrical appliances. 10. The electric current is necessary ... the operation ... trolleybuses, buses and modern trains.
10. Translate into Russian:
the only son; the only example known; the only method of solving the problem; only you can do it for me; coal is not only a source of heat, but also a source of valuable chemical substances; the letter was sent only yesterday;
many students were present; at the present time; the present article; he is in Moscow at present; that is all for the present; good-bye for the present.
11. Form five sentences combining suitable parts of the sentence given in Columns I and II:
I II
1. Generator 1. measures the temperature of
hot melted metals.
2. Lightning conductor 2. lifts objects weighing thou-
sands of tons.
3. Battery 3. turns electrical energy into
mechanical energy.
4. Electric crane 4. protects buildings from light-
ning strokes.
5. Pyrometer 5. turns mechanical energy into
electrical energy.
12. Describe Franklin's kite experiment.
13. Give a short summary of the text.
LESSON SIX
MAGNETISM
In studying the electric current, we observe the following relation between magnetism and the electric current: on the one hand magnetism is produced by a current and on the other hand the current is produced from magnetism.
Magnetism is mentioned in the oldest writings of man. Romans, for example, knew that an object looking like a small dark stone had the property of attracting iron. However, nobody knew who discovered magnetism or where and
when the discovery was made. Of course, people could not help repeating the stories that they had heard from their fathers who, in their turn, heard them from their own fathers and so on.
One story tells us of a man called Magnus whose iron staff was pulled to a stone and held there. He had great difficulty in pulling his staff away. Magnus carried the stone away with him in order to demonstrate its attracting ability among his friends. This unfamiliar substance was called Magnus, after its discoverer, this name having come down to us as "Magnet."
According to another story, a great mountain by the sea possessed so much magnetism that all passing ships were destroyed because all their iron parts fell out. They were pulled out because of the magnetic force of that mountain.
The earliest practical application of magnetism was connected with the use of a simple compass consisting of one small magnet pointing north and south.
A great step forward in the scientific study of magnetism was made by Gilbert, the well-known English physicist (1540-1603). He carried out various important experiments on electricity and magnetism and wrote a book where he put together all that was known about magnetism. He proved that the earth itself was a great magnet.
Reference must be made here to Galileo, the famous Italian astronomer, physicist and mathematician. He took great interest in Gilbert's achievements and also studied the properties of magnetic materials. He experimented with them trying to increase their attracting power. One of his magnets, for example, could lift objects weighing 25 times its own weight.
The process of magnetization consists of turning these little magnets until all their north poles point in one direction and south poles in the other.
Fig. 4.
How is a magnet affected by being divided.