- •Exercises
- •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.
- •7. Give short answers to the following questions:
- •9. Translate the following sentences:
- •Exercises
- •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.
- •5. Translate the following sentences paying attention to the participle:
- •10. Translate the following sentences:
- •11. State the power change that takes place in each of the following devices.
- •12. Retell the text.
- •Exercises
- •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.
- •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.
- •Exercises
- •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, use them in the sentences of your own:
- •5. Find the gerund in the text, define its function.
- •7. Put questions to the words in bold type.
- •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
- •3. Look through the text and find the English equivalents of the following words and word combinations, use them in the sentences of your own:
- •7. 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):
- •10. Use the following expressions in sentences of your own:
- •11. Speak on magnetism.
- •Exercises
- •8. 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. For the verbs in (a) find suitable nouns in (b).
- •7. For the nouns in (a) find suitable attributes in (b):
- •8. (A) Translate the following word combinations:
- •11. The following statements are not true to the fact. Correct them:
- •12. Retell the text.
- •Exercises
- •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:
- •Exercises
- •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 to the following words and word combinations. Use them in your own situations.
- •3. Write out antonyms to the following words:
- •4. Translate the following sentences paying attention to the infinitive
- •5. Translate the following sentences paying special attention to the words in bold type:
- •6. Translate the following sentences paying special attention to the infinitive:
- •7. Fill in the blanks with the words one or for:
- •8. Write out from the text all the sentences where the infinitive is used, and define its function.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •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 the following questions:
- •6. Form six sentences combining suitable parts of the sentence given in Columns I and II:
- •7. Explain why:
- •8. Define the meaning of the following words:
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Translate the following sentences using the infinitive constructions:
- •Find in (b) synonyms to the words in (a):
- •5. Translate the following questions into English and answer them:
- •7. Translate the following sentences paying special attention to the words in bold type:
- •8. What are the different meanings of the following words?
- •10. Speak on the work of the following scientists using the words given below:
- •Exercises
- •2. Answer the following questions:
- •4. Compare:
- •6. Translate the following sentences paying special attention to the words in bold type:
- •8. Fill in the blanks with suitable prepositions if necessary and make up sentences with the following infinitives:
- •9. Translate the following sentences:
- •10. Speak on:
- •Exercises
- •1.Learn the following active words:
- •Conditional Sentences
- •2. Translate the following sentences:
- •3. Translate the following sentences paying special attention to the word provided:
- •5. Complete the following sentences:
- •6. Fill in the blanks with among or between:
- •8. Put all possible questions to the following sentences:
- •10. Form new words of the same root, define what parts of speech they are:
- •11. Speak on:
- •Exercises
- •1.Learn the following active words:
- •2. Look through the text and find the examples illustrating modality.
- •3. Answer the following questions:
- •4. Translate the following phrases into English using the word combinations given below:
- •5. Define the meaning of the prefixes in the following words and translate them into Russian:
- •6. Translate the following sentences:
- •7. Work in pairs. Put questions to your fellow-student and let him answer them:
- •8. Translate the following sentences paying special attention to the words in bold type:
- •10. Complete the following sentences:
- •11. Speak on the heating effect of an electric current.
- •12. Translate the following text.
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences into Russian:
- •4. Fill in the blanks with where, which, when, who, that:
- •5. Translate the following sentences paying special attention to the words in bold type:
- •6. Fill in the blanks with either should or would:
- •Exercises
- •12. Look at Fig. 11, name a, b, c, d, e and describe the figure.
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences paying special attention to the impersonal construction:
- •3. Answer the following questions:
- •4. Complete the following sentences:
- •5. Define the meaning of the following words:
- •6. Choose the right term and explain the statement:
- •7. Translate the following text:
- •8. Look at Fig. 12 and speak on power generation in Russia.
- •9. Retell the text.
- •Exercises
- •1. Learn the following active words:
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences:
- •3. Define the function of the words in bold type:
- •4. Translate the following sentences:
- •6. Define the function of the words one and bat:
- •7. Form sentences using the following word combinations.
- •8. Fill in the blanks with the following expressions:
- •9. Complete the following sentences:
- •11. Speak on:
- •12. Translate the following text:
- •Exercises
- •1.Learn the following active words:
- •2. Translate the following sentences paying attention to the participle:
- •3. Answer the following questions:
- •5. Make up six sentences using the following nouns qualified by adjectives.
- •6. Translate the following text without consulting a dictionary and retell the text.
- •If There Were No Electricity
- •7. Describe the following:
- •9. Form statements which are not true to the fact. Ask your fellow-students to correct them.
- •Exercises
- •1. Learn the following active words:
- •3. Define the function of the word do in the following sentences:
- •4. Translate the following questions and answer them:
- •Exercises
- •1 Learn the following active words and expressions and use them in the sentences of your own.
- •8. Answer the following questions:
- •10. Translate the following word combinations and use them in the sentences of your own:
- •Exercises
- •1. Learn the following active words:
- •2. (A) Give headings to each paragraph of the text.
- •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. Put 5 questions to the text beginning with what.
9. Speak on the story told by the early Scandinavians.
LESSON FIVE
ATMOSPHERIC ELECTRICITY
Electricity plays such an important part in modern life that in order to get it, men have been burning millions of tons of coal. Coal is burned instead of its being mainly used as a source of valuable chemical substances which it contains. Therefore, finding new sources of electric power is a most important problem that scientists and engineers try to solve. In this connection one might ask: "Is it possible to develop methods of harnessing lightning?" In other words, could atmospheric electricity be changed into useful power?
Indeed, hundreds of millions of volts are required for a lightning spark about one and a half kilometre long. However, this does not represent very much power because of the intervals between single thunderstorms. As for the power spent in producing lightning flashes all over the world, it is only about 1/10,000 of the power got by mankind from the sun, both in the form of light and that of heat. Thus, the source in question may interest only the scientists of the future.
It has already been mentioned in Lesson 4 that atmospheric electricity is the earliest manifestation of electricity known to man. However, nobody understood that phenomenon and its properties until Benjamin Franklin made his kite experiment. On studying the Leyden jar (for long years the only known condenser), Franklin began thinking that lightning was a strong spark of electricity. He began experimenting in order to draw electricity from the clouds to the earth. The story about his famous kite is known all over the world.
On a stormy day Franklin and his son went into the country taking with them some necessary things such as: a kite with a long string, a key and so on. The key was connected to the lower end of the string. "If lightning is the same as electricity," he thought, "then some of its sparks must come down the kite string to the key." Soon the kite was flying high among the clouds where lightning flashed. However, the kite having been raised, some time passed before there was any proof of its being electrified. Then the rain fell and wetted the string. The wet string conducted the electricity from the clouds down the string to the key. Franklin and his son both saw electric sparks which grew bigger and stronger. Thus, it was proved that lightning is a discharge of electricity like that got from the batteries of Leyden jars.
Trying to develop a method of protecting buildings during thunderstorms, Franklin continued studying that problem and invented the lightning conductor. He wrote necessary instructions for the installation of his invention, the principle of his lightning conductor being in use until now. Thus, protecting buildings from lightning strokes was the first discovery in the field of electricity employed for the good of mankind.