- •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
Exercises
1 Learn the following active words and expressions and use them in the sentences of your own.
Annual (a) ежегодный
apart from (adv) кроме, не считая
blow (v) дуть
designer (n) конструктор, проектировщик
disadvantage (n) недостаток
drive (v) приводить в движение
exact (a) точный
fuel (n) топливо
house (v) вмещать
installation (n) установка
main (a) главный
mostly (adv) главным образом
raise (v) поднимать
ways and means пути и способы
2. Translate the following sentences: (a) into Russian:
1. While flowing along a conductor, the current heats it.
Heat developed in a transmission line is wasted energy.
When were the windmills first utilized as a source of mechanical energy? 4. When heated to the boiling point, water evaporates and forms steam. 5. As mentioned in lesson twenty, one of the basic laws of thermodynamics was first established as early as 1738. 6. Having been supplied with all the necessary data, the engineer could adjust the instrument. 7. The phenomenon described in the article attracted everybody's attention. 8. Almost all metals are good conductors of electricity, copper being one of the best.
(b) into English:
1. Говоря о ветряной электростанции, студент назвал ее основные части. 2. Ответив на вопросы студентов, ученый показал им свое изобретение. 3. Являясь хорошим проводником электричества, медь находит широкое применение в промышленности.
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:
electrify, electricity, electrical, electrically; scientist, scientific, scientifically, science; vary, various, variable, variety; invent, inventor, inventiveness; appliance, application, apply, applicable
5. Write out the adjectives with the suffix -able from the text. Translate them.
6. Fill in the blanks with either should or would and translate the following sentences:
1. It ... be hard to say when windmills were first used as a source of mechanical energy. 2. In order to generate electric current the energy of some kind ... be utilized. 3. The solution of the problem ... require further studies on the part of scientists and engineers. 4. One ... mention here the three principal effects which an electric current produces. 5. If some current flowed along a thin wire and then that same amount of current were sent through a thicker one, a different quantity of heat... be developed. 6. It ... be quite wrong to think that electric energy is the only possible source of heat. 7. One ... be careful when operating this engine. 8. I... like to turn your attention to the use of new sources of power.
7. Answer the following questions:
1. What are the main sources of electric energy? 2. Why are the engineers looking for new sources of energy? 3. What fuels do you know? 4. What are the new sources of energy? 5. For what purpose can the energy of wind be used? 6. What is the principal disadvantage of wind power? 7. When did the windmills first come into use? 8. Have you ever seen a windmill In operation?
8. Work in pairs. Put questions to your fellow-student and let him answer them:
what sources of energy he knows.
if the chemical sources of energy have a limited application.
if velocity influences the efficiency of a wind-power plant.
if natural gas and wood are the new sources of energy.
what amount of wind energy finds an efficient application under present conditions.
if the windmills were first utilized as a source of electri-1 cal energy?
where a large turbine powered by the wind was built in .the USSR.
what factors reduce the efficiency of a wind-driven power plant.
if a windmill can be used for power generation.