- •Negative (with no auxiliary verb)
- •Questions (with the auxiliary verb)
- •Questions (with no auxiliary verb)
- •Read and translate the following international words:
- •Consult the table above and write full sentences. Use is/are. Where possible change sentences to use isn’t/aren’t.
- •Complete the sentences using the following verbs: emit(s), occur(s), flow(s), define(s), repel(s), attract(s), have(has).
- •Put the verb in brackets into the correct form. Insert always/never/
- •Mind the word-order and compile sentences from the following words:
- •Put questions to the following sentences:
- •Form nouns from the following verbs using the suffix –tion and translate them:
- •Guess the meaning of the following adjectives paying attention to the suffix – ic:
- •Read and translate word-combinations
- •Choose as many words from the table оf ex. 1 as you can and form sensible sentences in Present Simple (affirmative, negative and interrogative).
- •Specialist reading
- •Mark the following sentences as true (t) or false (f). Then read the text “Diodes” and check yourself.
- •Read the text again and complete the sentences with the correct ending.
- •Work in pairs. Ask your partner questions based on the text. Make sure you use correct auxiliary verb.
- •Speaking
- •In Russian write a content-based summary of the text you have translated.
- •Make a reverse written translation (from Russian into English) of your summary.
- •Find more information about conduction of current in a semiconductor diode and tell your group mates.
- •Negative
- •Adjectives and adverbs
- •Degrees of Comparison
- •Fill in the table.
- •Put the verb in brackets into the correct form, Present Continuous or Present Simple.
- •Choose the appropriate English equivalents:
- •Translate the following sentences. Mind the meaning of the highlighted words.
- •Choose as many words from the table оf ex. 1 as you can and form sensible sentences in Present Continuous (affirmative, negative and interrogative).
- •Specialist reading
- •Read the text “Triodes” and choose its best summary.
- •15. Read the text again and complete the sentences.
- •Speaking
- •Forms of the Personal Pronouns and One
- •Fill in the table.
- •Read and translate the following international words:
- •Choose the appropriate English equivalents. What do all of them have in common?
- •Translate starting from the first component:
- •Give the three forms of the following irregular verbs.
- •Choose the appropriate English equivalents:
- •Choose the appropriate Russian equivalents to Participles II:
- •Do not translate! Define where the subject is the doer of the action.
- •Translate paying attention to the Passive Voice.
- •Make up sentences from the following words. Put a in the Present Simple Passive, b – in the Present Continuous Passive.
- •Make questions to match the answers. All of them are in the Passive Voice.
- •Match the following sentences with their translations. Which of them are in Passive?
- •Choose as many words from the table оf ex. 1 as you can and form sensible sentences in Present Simple Passive and Present Continuous Passive (affirmative, negative and interrogative).
- •Match the terms in Table a with their definitions in Table b
- •Translate paying attention to the meanings of the word one.
- •Change the form of the personal pronouns given in brackets.
- •Make up sentences with personal pronouns on the topic of electronics and physics. Specialist reading
- •Read the text again and complete the sentences with the correct beginning or ending.
- •Work in pairs. Ask your partner questions based on the text. Make sure you use correct auxiliary verb.
- •Speaking
- •Conductivity
- •In Russian write a content-based summary of the text you have translated.
- •Make a reverse written translation (from Russian into English) of your summary.
- •Find more information about classification of materials based on other principles and tell your group mates.
- •Negative (with the auxiliary verb)
- •Negative (with no auxiliary verb)
- •Questions (with the auxiliary verb)
- •Questions (with no auxiliary verb)
- •1. Fill in the table.
- •4. Put in the missing words, using the words from the previous units and the table above.
- •5. Put all possible questions to the following statements.
- •6. Put the verb in brackets into the Past Simple.
- •7. Form nouns from the following adjectives using the suffix -ity and translate them:
- •8. Choose the appropriate English equivalents:
- •11. Match the following word-combinations with their translations.
- •12. Match the following sentences with their translations.
- •13. Choose as many words from the table оf ex. 1 as you can and form sensible sentences in Past Simple (affirmative, negative and interrogative).
- •Specialist reading
- •Matter, Elements and Atoms
- •Read the text again and complete the sentences.
- •16. Match the terms in Table a with their definitions in Table b.
- •Speaking
- •18. You are taking your exam in Physics. Your examination card says: Matter, its definition and basic notions. Your partner is your examiner. Answer his questions and try to get a good mark.
- •19. Divide into 2 groups. Group 1 translates Extract a and group 2 – extract b of the text “Electricity” with a dictionary in writing, paying attention to the use of the Past Simple.
- •3. Read the dialogue and learn how to speak about your past activities. Put the verb in brackets into the Past Continuous. Pay attention to the terms of electricity.
- •4. Put in the missing words, using the words from the table above:
- •5. Put all possible questions to the following statements.
- •6. Put the verb in brackets into the Past Continuous.
- •7. Form nouns from the following verbs using the suffix -ment and translate them:
- •8. Choose the appropriate English equivalents.
- •9. Translate the text. Use a dictionary if necessary. To each sentence put different type of question in Present Continuous.
- •11. Match the following word-combinations with their translation.
- •12. Match the following sentences with their translation.
- •13. Choose as many words as you can of ex.1 and form sensible sentences.
- •Specialist reading
- •14. Read the text “Covalent Bonds” only once. How much can you remember? Answer these questions without additional reading.
- •If you failed try to answer these questions again after doing the exercises given below the text.
- •15. Read the text again and complete the sentences.
- •16. Study the text and translate the following:
- •17. Match the terms in Table a with their definitions in Table b.
- •Speaking
- •18. Summarize the text “Covalent Bonds” in 150 words.
- •19. In pairs ask and answer text-based questions.
- •20. Divide into 2 groups. Group 1 translates Extract a and group 2 – extract b of the text “Semiconductors” with a dictionary in writing.
- •Past Continuous Passive Affirmative
- •Negative
- •1. Fill in the table.
- •2. Read and translate the following international words:
- •3. Put in the missing words, using the words from the table above:
- •4. Put all possible questions to the following statements.
- •5. Put the verb in brackets into the Past Simple Passive.
- •6. Change the following sentences so as to use the Past Simple Passive.
- •7. Form nouns from the following verbs and translate them:
- •9. Match the following words and phrases with their translation.
- •10. Choose the nouns from the following words.
- •11. Match the following expressions with their translation:
- •12. Choose as many words from the table оf ex. 1 as you can and form sensible sentences in Past Simple Passive or Past Continuous Passive (affirmative, negative and interrogative).
- •Specialist reading
- •13. Read the text “Electrons and Holes” only once. How much can you remember? Answer these questions without additional reading.
- •If you failed try to answer these questions again after doing the exercises given below the text.
- •14. Read the text again and complete the sentences.
- •15. Match the terms in Table a with their definitions in Table b.
- •Speaking
- •17. In pairs ask and answer text-based questions.
- •18. Divide into 2 groups. Group 1 translates Extract a and group 2 – Extract b of the text “Supernovae” with a dictionary in writing.
- •Unit VII
- •Language Work Present Perfect Active (I have patented)
- •Present Perfect Passive (measurements have been done)
- •Fill in the table.
- •Fill in the gaps using the following verbs: break, free, move, come, occur, appear.
- •Make up sentences using Present Perfect. Use the prompts in brackets. Mind the position of just/already/yet.
- •Open the brackets and complete the dialogues with just, already, yet. Use Passive Voice where nessesary.
- •You are asking students questions about things they have done. Make questions with ever using the words in brackets.
- •Read the situations and write sentences using the example.
- •Rewrite these sentences into Passive Voice.
- •Make sentences from the words in brackets using the Present Perfect Passive.
- •Form adjectives from the following nouns using the suffix -ous and translate them.
- •Read and translate word-combinations.
- •Match the following sentences with their translations.
- •Choose as many words from the table of ex.1 as you can and form sensible sentences.
- •Specialist reading
- •Read the text “The Movement of Holes”. Mark the following sentences as true (t) or false (f).
- •The Movement of Holes
- •Read the text again and complete the sentences with the correct ending.
- •Work in pairs. Ask your partner some questions based on the text. Make sure you use the correct auxiliary verb.
- •Speaking
- •Measuring the Movement of Holes in Crystal Surfaces
- •In Russian write a content-based summary of the text you have translated.
- •Make a reverse written translation (from Russian into English) of the text “Measuring the Movement of Holes in Crystal Surfaces”.
- •Serve as simultaneous interpreter. Make an oral reverse interpretation of the text. Unit VIII
- •Language Work Past Perfect Active (I had measured)
- •Past Perfect Passive (it had been measured) Affirmative
- •Questions
- •Open the brackets and put the verbs into the Past Perfect or Past Indefinite/Continuous Tense(Active or Passive).
- •Make the sentences of ex.2 negative and interrogative.
- •For each situation, write a sentence ending with never … before. Use the verbs in brackets.
- •Put the verb into the correct form, Past Perfect (I had measured) or Past Simple (I measured).
- •Complete these sentences with the following verbs (in the form of Past Perfect Passive):change, know, analyze, use, install.
- •Rewrite these sentences into Past Perfect Passive/Active.
- •Match the following sentences with their translations.
- •Specialist reading
- •Read the text “Silicon”. Find the answers to the following questions.
- •Silicon
- •Read the text again and select the best completion for each sentence. Complete the following sentences using the multiple choice suggested. There might be more than one variant.
- •Complete the sentences with the correct ending according to the text.
- •Speaking
- •Summarize the text “Silicon” in 150 words.
- •Translate the text “Applications of Silicon” paying attention to new technical terms in writing. Applications of Silicon
- •In Russian write a content-based summary of the text you have translated.
- •Make a reverse written translation (from Russian into English) of your summary.
- •Find more information about silicon applications and tell your group mates.
In Russian write a content-based summary of the text you have translated.
Make a reverse written translation (from Russian into English) of your summary.
Find more information about classification of materials based on other principles and tell your group mates.
UNIT IV
MATTER, ELEMENTS AND ATOMS |
Language Work
Past Simple
Affirmative
I/we/you/they/he/she/it |
carried out/turned off/left |
For example:
Alex carried out the experiment yesterday.
They turned the gas off several hours ago.
The past of be (am/is/are) is was/were:
I/he/she/it |
was/wasn’t |
|
was |
I/he/she/it? |
we/you/they |
were/weren’t |
|
were |
we/you/they? |
For example:
Physics was my favourite subject at school.
In the 19th and early 20th century electricity wasn’t a part of the everyday life of many people.
Were you interested in electronics earlier?
There were a lot of electrical devices in the laboratory.
Negative (with the auxiliary verb)
I/we/you/they/he/she/it |
didn’t |
carry out/turn off/leave |
For example:
Alex didn't carry out her instructions precisely.
The student left the laboratory, but he didn’t turn off the light.
Negative (with no auxiliary verb)
I/we/you/they/he/she/it |
could/might |
not |
carry out/ turn off/ leave |
I/we/you/they/he/she/it |
was/were |
not |
(a) specialist(s) |
I/we/you/they/he/she/it |
had |
no/hadn’t or didn’t have |
time |
For example:
We could not carry out more research.
I had no time to finish my test.
You were not a specialist when you studied at the University.
Questions (with the auxiliary verb)
Did |
I/we/you/they/he/she/it |
carry out?/ turn off?/leave? |
For example:
Did Alex carry out the experiment yesterday?
Did you turn off the water supply before carrying out repairs?
Questions (with no auxiliary verb)
Could/ Might |
I/we/you/they/he/she/it |
carry out?/turn off?/leave? |
Was/were |
I/we/you/they/he/she/it |
(a) scientist(s)? |
Had |
I/we/you/they/he/she/it |
a lab class yesterday? |
For example:
Could you work under these circumstances?
Was your grandfather a scientist?
Had you any problems while testing a new device?
Spelling
The verb ending |
Changes |
Examples |
-e |
only -d is added |
to measure – measured |
-y, preceded by a consonant |
-y is changed into -–i and -ed |
to apply – applied |
a one-syllable verb ends in a single consonant (except c, w, z), preceded by a short vowel |
the final consonant is doubled and -ed is added |
to stop – stopped
|
Remember: Irregular past tense forms must be memorized because they are not related to simple forms in any predictable way.
For example:
leave – left become – became make – made
spend – spent |
He left the battery on charge an hour ago. The object became positively charged. A.Volta made a battery from alternating layers of zink and copper. Last week Alex spent a lot of time in the laboratory. |