Past Indefinite (Irregular Verbs) Active Voice.

Утвердительная форма	Вопросительная форма	Отрицательная форма
I He She it wrote we you they	I He She i Did t write? we you they	I He She it did not write. we you they

Historical Background of Research Problem

Active vocabulary

1. at that time/ at that period

2. as early as 19 …

3. over the last / past few years.

4. the first studies / investigations on the problem

5. to be the first / to initiate

6. to date back to / to go back to

7. to pay attention to

8. to find / to discover

9. to show / to demonstrate

10. to assume / to suppose

11. to explain / to account for

12. to give rise to

13. to remain unsolved

14. to be poorly / well understood

15. to require further effort / study

16. to point out the shortcomings / drawbacks

17. to stimulate interest in

18. to add greatly to our knowledge of

19. to lay the foundation for

Ex. 1. Confirm the following statements by repeating the second clause.

Teacher: They say you gave a review of the latest results in that paper.

Student: Yes, I gave a review of the latest results in that paper.

1. They say it took you a week to write your paper.

2. They say you had a lot of work to do yesterday.

3. They say you sent a reprint of your paper to Dr.White last week.

4. They say your paper dealt with polymerization.

5. They say you spoke at the last laboratory seminar.

Ex. 2. Describe the same habitural or repeated actions in the past tense.

Teacher: We often meet at international conferences (met).

Student: We often met at international conferences.

1. I rarely see him in the morning (saw).

2. He generally keeps his word (kept).

3. Dr.Write deals with interesting problems (dealt).

4. They give a thorough analysis of their results (gave).

5. She begins her report with a rewiew of data (began).

6. His colleagues hold their meetings at the laboratory (held).

7. The lecturer makes a comparison between some earlier results and recent data (made).

Ex. 3. Describe the following repeated actions as momentaneous.

Teacher: He used to give lectures on organic chemistry.

Student: He gave a lecture on organic chemistry last Wednesday.

1. He used to write interesting articles on space research.

2. She used to come to this country quite often.

3. I used to see him every week.

4. They used to meet at scientific conferences.

5. She used to read all of his papers that he published.

6. He used to find her books very interesting.

7. We used to know about all new works on chemistry.

Ex. 4. Read about Prof. Wittner’s paper at an international symposium and translate them. Then describe in similar terms another person’s paper. Each student works on the same sentence.

Teacher: Prof. Wittner gave a detailed description of protein synthesis mechanisms.

Student 1st: Dr.White gave a detailed description of ionizing radiation biological effects.

2nd: Dr.Smith gave a detailed description of a particular crystal structure.

1. Prof. Wittner gave a brief account of the existing interpretations of these mechanisms.

2. He made a thorough analysis of the latest microscopic data.

3. He made an attempt to interpret the previous results in terms of the new theory.

4. Prof. Wittner made reference to some earlier works in this field.

5. He drew our attention to the progress in the understanding of these mechanisms.

6. He drew some interesting conclusions from these microscopic studies.

7. He made some comments on Johnson’s monograph on metabolic processes.

8. Prof. Wittner’s paper made a very good impression on his colleagues.

9. His project for further research met enthusiastic support from everyone.

10. Prof. Wittner made his point quite clear.

Ex. 5. Translate the following sentences, then give illustration of the same idioms from the history of your science.

Teacher: The discovery of the structure and function of nucleic acids gave impetus to general studies.

Student 1st: The discovery of the atomic nucleus gave impetus to the study of the atom.

2nd: The development of a new type of fuel gave impetus to space research.

1. In the early 20th century J.J. Thomson’s atom gave wave to a new atomic model.

2. Einstein’s first paper on the relativity theory came out in 1905.

3. The relativity theory gave a clue to many physical phenomena.

4. The development of the relativity theory ran parallel to important experimental observations.

5. Einstein’s ideas had a profound influence on the further development of physics.

6. His theory led to some discoveries in physics and astronomy.

7. Born laid the foundation for the study of wave mechanics.

8. Einstein’s ideas made a great impression on his contemporaries.

9. Niels Bohr set himself the task of studying light emission.

10. They gave rise to numerous articles and books.

Ex. 6. Read the following statements. Speak about yourself in negative statements using the same verbs.

Teacher: He took part in the discussion of Smith’s paper.

Student: I didn’t take part in the discussion of Smith’s paper.

1. They made a comment on his paper.

2. She found his paper particularly interesting.

3. He thought of an academic career when he was a student.

4. Dr. White looked through the conference program.

5. He read the program carefully.

6. They knew the names of the speakers.

7. He had some questions to ask.

8. She made some comments on the paper.

9. He bought a few books at the bookstand.

10. They spoke at the last laboratory seminar.

Ex. 7. Add an appropriate question tags to the following statements.

Teacher: They held a seminar course in physics for the staff.

Student: They held a seminar course in physics for the staff, didn’t they?

Teacher: You didn’t bring up the question of data reliability again.

Student: You didn’t bring up the question of data reliability again, did you?

1. They drew this conclusion from the large body of experimental data at hand.

2. The scientist left out the minor problems completely.

3. He did not speak fast.

4. His report took about an hour.

5. He did not make reference to Brown’s work.

6. The lecturer did not give any analysis of recent data.

7. You took all these data into account.

8. She made some progress in her work last year.

9. Description of his results made up half of his talk.

10. D. White did not show a correlation between the structure and function of the cells.

Ex. 8. Ask and answer the following questions.

Teacher: Ask another student if he took part in the last biochemical conference.

Student 1st: Did you take part in the last biochemical conference?

2nd: No, but I attended some previous conferences on biochemistry.

1. Ask another student if he had much trouble with his first experiments.

2. … if he got his degree in physics at Moscow University.

3. … if he thought of becoming a chemist in his childhood.

4. … if his first success in research made him happy.

5. … if his doctor degree thesis took a long time to write.

6. … if he wrote his first research paper at the institute.

7. … if the experiment gave any new information about the moon.

8. … if he came to work at this research institute last year.

9. … if she ever carried out investigations in this laboratory.

10. … if the first results of the experiment made an impression on him.

Ex. 9. Ask your fellow students a few questions about the pioneering works in your science. Use the expressions listed below.

Student 1st: What scientific discovery of this century made a great impression on you?

2nd: I think it is the genetic code.

Expressions to be used: to lay the foundation for; to lead to; to bring forward; to make a great contribution; to have a profound influence on; to give rise to; to put forward; to give impetus to.

Ex. 10. Listen to the following statements. Ask all possible questions to obtain new information about the situations.

Teacher: We made observations last week.

Student 1st: What sort of observations did you make?

2nd: How did you make those observations?

3rd: How long did you make those observations.

4th: What methods did you use to make them.

1. He made a report at the conference.

2. I first met Dr. Smith at an international conference.

3. She put forward a new idea in her paper.

4. They made measurements last week.

5. He gave a thorough analysis of the problem.

Ex. 11. Ask and answer the following questions.

Teacher: Ask another student what contribution Einstein made to science.

Student 1st: What contribution did Einstein make to science?

2nd: His contribution was the relativity theory.

1. Ask another student how long it took him to write his thesis.

2. … when he first thought of becoming a biologist(doctor, economist, etc.).

3. … when she did her first independent research.

4. … why he chose that particular subject for his thesis.

5. … what time he left his laboratory yesterday.

6. … what well – known scientist she met at previous conference.

7. … what contribution Rutherford made to science.

Ex. 12. Answer the questions:

1. Did your research problem attract much attention last time?

2. Did any more scientists study this problem?

3. What aspects of the problem did scientists study?

4. Who was the first to recognize / point out the problem?

5. What time / years do the first studies / observations / investigations date back to?

6. When was the problem first studied intensively?

7. When did the interest in this problem increase?

8. Do scientist understand the problem at present.

9. What aspects of the problem still remain poorly understood / unsolved?

10. Could you point out the gaps or shortcomings in the earlier studies of the problem?

Ex. 13. Complete the sentences with the words from the Active Vocabulary Section. Speak about the historical background of your research problem.

1. Over the last few years the interest in the problem was due to the fact that … .

2. X was the first to … the problem of … .

3. The first studies / observations / experiments … .

4. At present I concentrate the research on … .

5. Many aspects of the problem still remain … .

6. It is difficult to point out … and … of the problem.

Ex. 14. Revision dialogues: one student presents a situation true to life. The other students and the teacher try to get exhaustive information on the subject by asking him various questions.

Student 1st: I wrote the article on the results of my investigations.

2nd: Did you publish your, article?

1st: Yes, I did. I published it in the journal “Physics Today”.

3rd: Had the results of your investigation practical application?

1st: Yes, they had.

Ex. 15. Act out the situation.

Two students talk about their fields of research, their research problems. They share information about new approaches, contributions, developments in these areas, and also talk about the literature available on the problem.

TEXT 1.

Ex. 1. Read the text.

Word “sociology” is science about the laws of formation, operation, the developments of society on the whole, of social relations and social generalities. French sociologist O.Kont introduced this term. It primarily meant “social science”. Sociology and social science notions are similar, though not coinciding as to volume. In modern English scientist J.Kherda’s book “Introduction to sociology” the author determines sociology as doctrine about human society. His compatriot E.Giddens considers society in all forms of manifestation – social room (environment, territory, communication), social time (historic past, modern time and willing). “Sociology – it is a doctrine about human lives, groups and societies”. American sociologist J.Snelzez Srbepfd tells that sociology is a science about society. But society is the general object of studies and many other sciences, not accidental receiving title “social science”. These sciences are: History, philosophy, economic theory, science of law, culture, teacher training, psychology, ethnography, demography and others. That is why simple indication of sociology – as the science about society, does not yet will lend of replying to question about special use and subject matter of this science, about the particular sociological method of the studies of society.

Ex. 2. Answer the following questions.

1. What does word “sociology” mean?

2. How did French sociologist O.Knot introduce this term?

3. What is the determination of sociology by modern English scientist?

4. What other definitions do scientists introduce?

5. Whose point of view do you support?

6. What sciences is sociology the general object of studies?

Ex. 3. How could this text he entitled?

Ex. 4. Formulate the main problem of the text.

Ex. 5. Translate the text info Russian.

Text 2.

Ex. 1. Read the text.

Pollution

Pollution is emerging as a widespread social problem, with detrimental effect on personal health and damage to crops, land, and other property. The problem not only is serious today, but is growing at a rate of 4 to 10 per cent annually.

A certain amount of pollution is due to accident, but the forces of competition, that bring us better products at lower costs create the overwhelming bulk. The most important step in pollution control is to replace the competitive incentive to pollute by positive incentives to clean up pollution, to install control devices, and to invest in the development of improved control techniques.

The cost of pollution – control devices is often large compared to the investment in other facilities, but shifting the cost onto the public does not make it smaller. Regulation is only feasible, however, if specialists apply it over entire market.

A significant volume of pollution is nonindustrial and results from the behavior of governments and people in their handling of such things as refuse disposal sewage. To control this kind of pollution it is necessary to invest resources on the same massive scale as we do in military procurement and space research. The problem of pollution is only one facet of the broader problem of maintaining the integrity of the environment. We must learn to account for the effects on environment as an important part of all cost calculations.

Ex. 2. Answer the following questions to the text.

1. What spheres does the pollution effect?

2. What is the most important step in pollution control?

3. What are the ways of different type pollution control?

Ex. 3. Write down the first sentence of every paragraph. Indicate if they are interconnected and how.

Ex. 4. Look through the text and indicate if these sentences can make up a plan to this text.

Ex. 5. Translate the text into Russia.

Lesson 4

future Indefinite (Active Voice).

Утвердительная форма	Вопросительная форма	Отрицательная форма
I shall He She will It work We shall write you will they	Shall I Will he she it work? Shall we write? will you they	I shall He She will Work it not we shall Write you will they will not = won’t shall not = shan’t