- •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
11. Retell the text.
12. (A) Fill in the blanks with prepositions, if necessary; (b) retell the text:
Jack London
The great American writer Jack London was born ... the town of San Frincisco in 1876. The young boy longed ... knowledge, but Jack's father could not send him ... school, as the family was very poor. London began working when he was quite young. He sold different newspapers ... the streets. ... the age ... fourteen he began to work ... a factory. Then he worked as a fisherman. He had to work many hours ... a day. Nevertheless he experienced a great want and countless hardships ... that time. In spite of his hard work he was very fond ... reading and read very much. He studied …school and later on ... the university. He took great interest both ... history and ... philosophy. ... 1896 London started ... Alaska for the yellow metal. He did not live ...the North. ... a long time. Soon he came back ... San Francisco, and became famous as a writer. He greatly contributed ... the development ... progressive American literature. ... present his name is known all over the world.
LESSON TEN
FROM THE HISTORY OF ELECTRICITY
There are two types of electricity, namely, electricity at rest or in a static condition and electricity in motion, that is, the electric current. Both of them are made up of electric charges, static charges being at rest, while electric current flows and does work. Thus they differ in their ability to serve mankind as well as in their behavior.
Let us first turn our attention to static electricity. For a long time it was the only electrical phenomenon to be observed by man. As previously mentioned (see Lesson 7) at least 2,500 years ago, or so, the Greeks knew how to get electricity by rubbing substances. However, for practical purposes static electricity was not much more useful than lightning. Indeed, the electricity to be obtained by rubbing objects cannot be used to light lamps, to boil water, to run electric trains, and so on. It is usually very high in voltage, difficult to control; besides it discharges in no time.
As early as 1753, Franklin made an important contribution to the science of electricity. He was the first to prove that unlike charges are produced due to rubbing dissimilar objects. To show that the charges are unlike and opposite he decided to call the charge on the rubber—negative and that on the glass—positive. ' -
In this connection one might remember our Russian-Асademician Petroff. He was the first to carry on experiments and observations on the electrification of metals by rubbing them one against another. As a result he was the first scientist in the world who solved that problem.
So far, almost nothing was said about the electric current. Who does not know that the first man to produce it was Volta. His discovery developed out of Galvani's experiments with the frog. Various writers retell that story in quite different ways. In fact, Galvani observed that the legs of a dead frog jumped as a result of an electric charge. He tried his experiment several times and every time he obtained the same
Alessandro Volta (1745-1827)
result. He thought that electricity was generated within the leg itself.
This thought was not so very strange because he could not help remembering the electric fish which possessed the property of giving more or less, strong shocks.
As previously mentioned, the discovery of the electric current was made possible owing to Volta after whom the" unit of electric pressure, the volt, was named.
Volta was born at Como, in Italy, in February 18, 1745.For some years, he was a teacher of physics in his home town. Later on he became professor of natural sciences at the University of Pavia. After his famous discovery he travelled in many countries, among them France, Germany and England. He was also invited to Paris to lecture on the newly discovered chemical source of continuous current. In 1819 he returned to Como where he spent the rest of his life. Volta died at the age of 82.
Volta took great interest in Galvani's researches. He began to carry on similar experiments and soon found out that the electric source was not within the frog's leg itself, but was, the result of the contact of both dissimilar metals used during his observations. However, to carry on experiments of such a kind was not an easy thing to do. He spent the next few years trying to invent a source of a steady, continuous current. To increase the effect obtained with one pair of metals, Volta increased- the number of these pairs. Thus the voltaic pile consisted of a layer of copper and a layer of zinc placed one above another with a layer of flannel moistened in salt water between them. In this way the voltaic pile looked like a thick sandwich containing copper, zinc, flannel moistened in salt water, copper, zinc, flannel, and so on. A wire was connected to the first disc of copper and to the last disc of zinc.
The year 1800 is a good date to be remembered: for the first time in the world's history a steady, continuous current was generated.
Exercises