Федеральное агентство по образованию
Государственное образовательное учреждение высшего профессионального образования
Санкт-Петербургский государственный горный институт им. Г.В. Плеханова
(технический университет)
А.И.МИХЕЕВ, И.Г.ГЕРАСИМОВА
УЧИМСЯ АНАЛИЗИРОВАТЬ,
ЧИТАТЬ И ГОВОРИТЬ
ПО-АНГЛИЙСКИ
Учебное пособие
САНКТ-ПЕТЕРБУРГ
2005
1
УДК 802.0 (075.80)
ББК 81.2 Англ.
М 695
Учебное пособие содержит основные положения грамматики, знания
которых необходимы для успешного выполнения предлагаемых заданий,
грамматические упражнения, охватывающие наиболее сложные темы грамматики
английского языка, тексты с различными заданиями, тесты для проверки
сформированности навыков и ключи к наиболее сложным заданиям для
осуществления самоконтроля.
Учебное пособие предназначено для аудиторских занятий со студентами
1-2-го курсов технических вузов всех форм обучения, ранее изучавших английский
язык, но имеющих перерыв в практике и значительный пробел в знаниях, а также
для тех обучающихся, кто утратил в значительной мере лексико-грамматические
навыки, навыки чтения и разговорной речи.
Рецензенты:
кафедра
иностранных
языков
Санкт-Петербургского
государственного торгового-экономического института; канд. филол. наук проф.
В.В. Кирилова (Санкт-Петербургский государственный технологический университет
растительных полимеров)
Михеев А.И.
М 695. Учимся анализировать, читать и говорить по-английски: Учеб.
пособие / А.И.Михеев, И.Г.Герасимова. Санкт-Петербургский государственный
горный институт (технический университет). СПб, 2005. 74 с.
ISBN 5-94211-214-2
УДК 802.0 (075.80)
ББК 81.2 Англ.
ISBN 5-94211-214-2
2
©
Санкт-Петербургский горный
институт им. Г.В.Плеханова, 2005 г.
Предисловие
Данное пособие предназначено для студентов 1-2 курсов
технических вузов дневных, вечерних и заочных факультетов, ранее
изучавших английский язык, но имеющих перерыв в занятиях и
значительный пробел в знаниях, а также для тех обучающихся, кто
утратил грамматические навыки и навыки чтения и говорения.
Пособие содержит основные грамматические положения,
знания которых необходимо для успешного выполнения
предлагаемых
заданий,
и
грамматические
упражнения,
охватывающие наиболее сложные темы грамматики английского
языка: многофункциональные глаголы have, be, do и их
употребление; многофункциональные слова it, this, that, these, those,
one и их употребление и структура английского предложения.
Все задания, различные тесты, которые следуют за
теоретическими извлечениями и предваряют или сопровождают
специальные тексты, содержат тренировочные упражнения, целью
которых
является
многократное
закрепление
изучаемого
грамматического явления в наиболее характерных контекстах его
употребления. Структурно пособие построено в порядке нарастания
трудностей.
Тексты пособия заимствованы, в основном, из оригинальной
английской и американской научно-популярной и технической
литературы. Часть текстов сокращена и адаптирована в учебных
целях.
Важную обучающую функцию в процессе самостоятельного
и заочного обучения выполняет контроль. Поэтому после каждого
урока, объединенного общей грамматической темой, предлагаются
вопросы для самоконтроля, а также задания тестового характера.
Повторение грамматического материала по вопросам и выполнение
обзорных и итоговых упражнений призваны способствовать
успешному выполнению соответствующих контрольных работ и
экзаменационных тестов.
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Повторение грамматики
Overview of grammar
UNIT 1. Многофункциональные глаголы have, be, do
Употребление глагола have (has; had, had)
Функция
1. Смысловой глагол со
значением иметь, обладать
Примеры
Titanium has many valuable properties.
The museum had a very rich collection of
Shishkin’s paintings.
Do you have a lot of friends?
2. В сочетании с некоторыми существительными Let’s have a walk.
не имеет самостоятельного значения, и эти I don’t have breakfast
устойчивые сочетания означают единичный акт so early.
или кратковременное действие, соответствующее Will you have some
значению существительного
tea?
3. Со сложным дополнением показывает, что Lew had his printer
действие
выполняется
не
субъектом, repaired.
выраженным подлежащим, а другим лицом по Do you want to have
желанию субъекта или, что оно совершается без your hair cut?
его желания
4. Вспомогательный глагол I have seen you at the market this week.
времен группы Perfect
Phil has not done exercise 3 today.
(have + Participle II)
We know that Rolf has gone home.
They have already had some tea.
5. Заменитель (эквивалент) I have to take a taxi as it is late.
модального глагола, близкого Dora had to change her plans.
по значению к глаголу must
Mag will have to go on a business trip.
(have + Infinitive)
Do you have to carry out this experiment
once again?
We didn’t have to work late last Tuesday.
Упражнения
I. Fill in the gaps with the correct form of the verb to have (to).
Translate the sentences into Russian.
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1. My friend … a lot of English, Canadian and American technical
journals.
2. You … (show) your graduation paper to your scientific advisor
tomorrow.
3. The students … (carry out) the first experiment by the end of
September.
4. This new thermal generators … a great capacity.
5. Perhaps Laura … a bath now.
6. We … very interesting English classes and parties with native
speakers last year.
7. I … time now (not). … you … time?
8. Mother told she … lunch between 1 and 2 p.m.
9. Harry and Stacy … (get) a Toyota.
10. Rob … (leave) the rock concert at 8.30 p.m. as he … an
appointment.
11. We … our article (translate) from Russian into English by a
computer, but this translation was very bad.
12. Work done, … your fun.
II. Answer the following questions using the verb to have (to) with
different meanings.
1. Have you ever been to the polar regions?
2. How many lectures and classes will you have tomorrow?
3. How many lectures have you got today?
4. When did you have your hair cut last time?
5. What period are you having now?
6. Do you usually have lunch at home?
7. Did you have to stay at the Institute after classes yesterday to
attend the library or the laboratory?
8. Will you have to work hard to pass the exams successfully?
9. Who has already read today’s newspapers?
10. Are you having a test this week?
III. Read the following text and comment on different meanings of the
verb to have (to) used in it. Choose the answer from a)-e) which you
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think fits best according to the text. Pay attention to the words given
bellow, read and memorize them.
The Greatest Invention
Tool (n) [t u : l] – инструмент, станок,
снаряд, орудие
Carry (v) [kæ r i ] – носить, переносить,
перевозить
Drag (v) [d r æ g] – тащить, тянуть,
волочить
Roll (v) [r o u l] – катить
Invention (n) [i n ` ve n ∫ n ] – изобретение
From the beginning of history, men have had to work and
struggle to live. They had to do this in order to get food, to make clothes
and to build houses.
At first, they had only their bare hands to do this. In time, they
invented tools to help them. Axes were made from stone, spear heads
from flint and needles from bone. Many other simple tools were made.
They helped to make life much easier.
One of the very first problems men had to solve was to transfer
heavy objects.
At first these had to be carried. Then it was learned that they
could be dragged along on a sledge made from branches and skins.
When tree trunks were being moved, they found that they could
be rolled along on top of other tree trunks. Then someone thought of
fastening short round pieces on the side.
Whoever did this had made the greatest invention of all time. It
was the wheel.
1. What did men have to do in early times?
a) They had to work hard.
b) They had to hope against hope.
c) They had to seek fortune.
d) They had to work and fight to survive.
e) No information is given in the text.
2. Why did they have to do that?
a) To get a job.
b) To get food, to make clothes and to construct houses.
c) To become rich.
d) To get clothes, to build houses and sell food.
e) To learn to be good hunters.
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3. What did men have at their disposal to help them at first?
a) Nothing.
d) Animals.
b) Only their hands.
e) Fire.
c) Servants.
4. What made people’s life far easier?
a) The invention of the computer.
b) The discovery of new lands.
c) The invention of tools.
d) The development of new technologies.
e) The evolution of human beings.
5. What was one of the first problems men had to overcome?
a) To move heavy things.
b) To fight against wild animals successfully.
c) To stand against the changing climate effectively.
d) No information is given in the text.
e) The linguistic barrier.
6. How did people have to move heavy things?
a) They had to drift them.
b) They had to cut them into smaller pieces and then they could
carry them.
c) They had to carry them and then drag them along on a sledge.
d) They had to refuse the idea of carrying them.
e) They asked God to help them.
7. When was the wheel invented?
a) It was invented long before our era.
b) No information is given in the text.
c) It was invented in the Stone Age.
d) It was invented in the Iron Age.
e) It was invented in the Ice Age.
Употребление глагола be (am, is, are; was, were; been)
Функция
1.
Смысловой
глагол
со
значением быть, находиться
Примеры
I am in the lab now.
Steve's mine was far from the center of
the town.
Were the books on the table?
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2. Глагол-связка в составном Jerry is a second-year student.
именном сказуемом со значением Hal will soon be an economist.
быть,
являться,
состоять,
заключаться
3. Вспомогательный глагол:
1. Chris is reading now.
1) образует времена группы I wasn't sleeping when you came home.
Continuous
Have they been working in this lab
(be + Participle I)
since afternoon?
конструкция переводится как
есть, имеется, находится
2. I am going to send an e-mail to my
2) выражает намерения лица, American friend.
обозначенного подлежащим, Mrs.Trent is going to be a good process
совершить действие; употреб- control engineer.
ляется также для выражения We were not going to the country as
уверенности говорящего в there was a heavy snowfall.
том, что действие обязательно
произойдет в ближайшем 3. The window is made of plastic, glass
будущем
and aluminium.
(be going+ Infinitive)
Alan was asked a very difficult
3) образует
страдательный question.
залог (Passive Voice)
Were you born in Russia?
(be + Participle II)
4. Заменитель:
1) эквивалент модального глагола со 1. My fellow-student and I are to
значением
должен,
предстоит write a course-paper this term.
(договорились в соответствии с The expedition was to start on
планом, расписанием или по приказу) Wednesday.
(be + Infinitive)
Mr. Fox wasn’t to come there so
2) в составе эквивалента модального early.
глагола can = be able to со значением 2. I hope I will be able to
может быть, быть в состоянии, translate this article in 25
уметь
minutes.
3) в составе эквивалента модального 3. I was allowed to continue
глагола may = be allowed to со doing the experiment.
значением разрешения выполнить They will be allowed to go to the
действие в прошедшем и будущем
night club as they are 18.
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5. В составе конструкции there is/are ;
указывает на наличие или отсутствие
какого-либо не называющегося ранее
предмета или лица в определенном
месте. Английскому предложению
соответствует русское предложение,
которое
обычно
начинается
с
обстоятельства места.
There are 10 computers in our
lab.
There was some coffee in the
cup.
There won’t be any difficulties if
you work hard.
Were there any managers at the
meeting?
Упражнения
I. Fill in the gaps with the correct form of the verb to be. Translate the
sentences into Russian.
1. The meeting … to take place at 2.15 p.m. at our department in
room 3515.
2. Jane … a second year postgraduate student.
3. There … no place like home.
4. The attack on the World Trade Center … one of the most
observed catastrophes in history.
5. Next year I … 18.
6. My dad … a mining engineer.
7. I missed the lecture and seminar yesterday as … ill.
8. It … 7.20 a.m. It … time to have breakfast.
9. There … a lot work … done by the end of this week.
10. What … done can’t … undone.
11. When Mr. Pin entered the room the students … (talk in loud
voices).
12. I … tired as I … all day long (to work).
13. The theory that almost everyone on Earth … to anyone else via a
small number of acquaintances seems to hold true for e-mail, too
(to connect).
14. My friend … to take entrance exams next summer.
15. Next autumn I … for 2 years at the Mining Institute (to study).
16. … retake an exam a third time? (to be allowed)
17. She … to fulfill this task as it … too difficult (to be able to).
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II. Work in pairs. Tell your partner:
1. What your name is.
2. How old you will be next year.
3. What your address is.
4. What your home telephone (cell phone) number is.
5. What your Institute’s address is.
6. What the bus (tram, trolley-bus, Underground line) number is
that you go by to get to the Mining Institute.
7. When you are to take term exams at the Institute in winter.
8. If you were able to take part in any sport (music, school subject)
competitions.
9. If you will be allowed to buy a motorbike.
10. If you were tired after classes yesterday.
III. Read the following text and comment on different meanings of the
verb to be used in it. Choose the answer from a)-e) which you think
fits best according to the text. Pay attention to the words given
bellow, read and memorize them.
A steam engine
Steam engine – паровая машина
Turn (v) [‘t з : n ] – вращать,
поворачивать, вращаться
Tube (n) [‘t j u : b] – труба, трубка
Jet (n) [d e t ] – струя, поток
Pump (v) [p ۸ mp ] – качать, нагнетать
Tin (n) – олово
Pit – шахта, карьер, рудник
More than two thousand years ago, in Greece, a man built an
engine driven by the power of steam. His name was Hero.
He made a hollow metal ball which could turn round. Out of the
sides were two tubes. Water was boiled and jets of steam came out of the
tubes.
The ball turned round in the opposite way to the jets of steam.
Hero’s steam engine was interesting, but it was not powerful
enough to do any work. It did, however, show that steam like water and
wind had energy.
It was not until about two thousand years ago that men learned
how to use steam power.
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One of the most famous inventors was James Watt. Even when
he was a boy, he wanted to become an inventor. He would watch
carefully all the things happening around him.
In the kitchen, he watched the steam from a boiling kettle lifting
up the kettle lid. He thought that if steam could do this, then it might also
work an engine.
James Watt became an engineer when he grew up. Many men
were building steam engines and he worked on them too. They were used
for pumping water from tin pits in Cornwall.
The early engines were very big and clumsy. James Watt
invented engines which were more powerful and used less coal.
The new engines could do much more work than windmills and
waterwheels. The world began to change as engines were built and coal
mines were dug to get coal to drive them.
1. Where was the first power engine made?
a) In Russia.
d) In Holland.
b) In Great Britain.
e) In Italy.
c) In Greece.
2. Who was the inventor of the first steam engine?
a) James Watt.
d) William Murdoch.
b) Hero.
e) Richard Trevithick.
c) George Stephenson.
3. What made a hollow metal ball rotate?
a) Boiling water.
d) Wind.
b) Jets of steam.
e) Running water.
c) Fire.
4. When did people learn how to handle the power of steam?
a) No information is given in the text.
b) A century ago.
d) About 2000 years ago.
c) About 2 centuries ago.
e) About 20000 years ago.
5. Where were steam engines made use of when James Watt
worked as an engineer in Cornwall?
a) In coal mines.
d) In waterwheels.
b) In steamboats.
e) In tin mines.
c) In windmills.
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6. What was James Watt’s steam engine able to do?
a) To use more coal.
b) To produce less power.
c) To carry out much more work than machines worked by
wind and water.
d) To dig coal from the bottom of the North Sea.
e) To lift the kettle kid.
Употребление глагола do (does; did, done)
Функция
1.
Смысловой
глагол
со
значением делать, выполнять,
проводить, осуществлять
2. Вспомогательный глагол при
образовании вопросительной и
отрицательной форм глаголов в
Present и Past Indefinite
3. Заменитель глагола в Present и
Past Indefinite. Употребляется с
тем, чтобы не повторять его
дважды
4. При глаголе для усиления
5. При инверсии в Present и Past
Indefinite
Примеры
I agree to do this work for you.
We did a lot of experiments last month.
Was that paper done in English?
I do not understand you.
Does she speak German?
Did you do the test yesterday?
Mr. Bean works as hard as I do.
My wife likes cookies and so do I.
Do stop smiling.
The oldest uranium deposits do show
an age reaching more than 4 billion
years.
Well do we remember his speech.
Упражнения
I. Fill in the gaps with the correct form of the verb to do. Translate the
sentences into Russian.
1. … trouble till trouble troubles you (not to trouble).
2. Easier said than … .
3. Never put off till tomorrow what you can … today.
4. … Tim … when he was 8 (to speak Spanish)?
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5. “What you … all day long?” – “I have been reading for an exam
that will be held tomorrow.”
6. “Mother … onion.” (not to like) – “ … I.” (neither)
7. He … at 11 p.m. yesterday (to come back). I opened the door and
saw him off as far as his bedroom.
8. “What … ? (to do) – “I am a student of the extra-mural
department of Saint Petersburg Mining Institute.”
9. “How … ?” – “I … well.” (to do = to get on – в устойчивом
выражении ‘Как дела?’ или ‘Как поживаете?’)
10. When the experiment … we left the laboratory.
11. The only way … it quickly is … it immediately.
II. Read the following text and comment on different meanings of the
verb to do used in it. Choose the answer from a)-e) which you think
fits best according to the text. Pay attention to the words given
bellow, read and memorize them.
Computers
Device (n) [d i ‘ va i s ] – устройство,
прибор, аппарат
Tube (n) [t j u : b] – электронная лампа
Integrated circuit [‘s з : ki t ] – микросхема
Store (v) [s t :] – запоминать, хранить
(информацию), вводить в память
Memory (n) – память, запоминающее
устройство
You do know who the first calculating machine has been
invented by, I hope. No, you don’t?
It was invented by Charles Babbage, a professor of mathematics
at Cambridge University, in 1812. that device could do complicated
calculations faster than people were able to.
A computer was invented in the 20th century. The first computers
were very big as there were thousands of tubes in them. That is why they
were not widely used for a long time. Only when scientists invented
transistors and then integrated circuits and later microcircuit chips, the
computers became popular and many people began to use them widely as
they were small and could be placed on a writing desk in a flat. In
addition, they could do calculations much faster. Now a computer can do
one million sums a second and even much quicker. No man can do that.
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At present computers are used widely because they do everything
in a more efficient way than people. They can calculate the orbits of
spaceships, control machines in factories and plants, reserve seats on
planes, pay wages, play chess or cards, compose music, translate from
one language into another.
Different experts can’t do without them: researchers, doctors,
teachers, students, schoolchildren, librarians, composers, designers,
engineers, etc.
How much information computers can store in their memories!
They are ready to help people at any moment. In fact, they can do many
of the things we do, but faster and better.
Today computers control nearly everything we do in the world.
They serve everyone in his everyday life. Do you agree?
1. Who invented the first calculator?
a) No information is given in the text.
b) Lobachevsky.
d) Bill Gates.
c) Charles Babbage.
e) Hero.
2. What could that machine do?
a) It could calculate faster than men.
b) It could translate texts from one language into another.
c) It could construct graphs.
d) It could play chess.
e) It could invent.
3. When was a computer invented?
a) In the twelfth century Anno Domini.
b) In the twentieth century.
c) In the twenty first century Anno Domini.
d) In the twelfth century B.C.
e) In the twentieth century B.C.
4. Why were the first computers very big?
a) They consisted of a great number of tubes.
b) They were made of iron.
c) They used a lot of ceramic material.
d) They consisted of many boxes.
e) There were thousands of meters of wire used in them.
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5. What did scientists invent to replace electronic tubes?
a) Microchips.
b) Integrated circuits and microchips.
c) Cardboards.
d) Artificial intellect.
e) No information is given in the text.
6. Why are computers used widely nowadays?
a) They are cheaper than work done by men.
b) They can do work quicker and better than people.
c) They are safer than people.
d) They can process more information than people.
e) They don’t need to have a rest.
UNIT 2. Многофункциональные слова
it, this, that, these, those, one
It
1. Личное местоимение со значением он, она, оно (о предметах и
животных)
2.
Указательное
местоимение,
синоним местоимения – this
3. Неопределенно-личное местоимение в неопределенно-личных и
безличных предложениях в функции
подлежащего
4. Усилительное местоимение для
выделения
отдельных
членов
предложения. Обычно переводится
словами именно, это, только, лишь,
никто иной как
Примеры
I take my dog for a walk three times
a day. It likes to be out of doors
very much. Say it again, please.
What is it? It’s my new scanner.
It's 2.15 p.m. now.
It's a pity you haven't attended the
lecture.
It took me 10 minutes to get here.
It was me who phoned you last
night.
It was rain that caused a great deal
of destruction.
Упражнения
I. Fill in the gaps with an appropriate word that you think fits best
according to the meaning. Read the sentences given below. Comment
on the functions of these words that are used in the sentences.
Translate them into Russian.
15
1. … is easy to discuss this problem, as … very simple.
2. This PC belongs to the third generation. … should be replaced by
a new one.
3. What time is … now?
4. In Great Britain in every house, no matter whether … is a small
one or a flat in a big modern building, there must be a fireplace.
5. … took me 2 minutes to prepare and send the e-mail message.
6. … was Babbage who invented the first calculating machine.
7. … has been ages since I saw you last time.
8. … is raining heavily. Don’t forget to take an umbrella. … is in
the bathroom.
9. “Whose picture is … ?” – “ … is the photo of my uncle.”
II. Read the following text and comment on different meanings of the
word it used in it. Choose the answer from a)-e) which you think fits
best according to the text. Pay attention to the words given bellow,
read and memorize them.
Granite
Granite (n) [gr æ n i t ] – гранит
Body (n) [‘b‫כ‬d i] – тело, масса
Melt (v) – плавиться
Grow hard – затвердеть
Be made up of – состоять из
Crystal (n) [kr i s t l ] – кристалл
It is known that our planet on which we live, the earth, is a very
large body. It is a great ball of rock.
There are many different kinds of rock, some are hard, and others
are soft. There are white, red, yellow, brown, black and even green rocks.
Some are very dull, others sparkle like sugar.
It is very hot inside the earth. It is there that rocks get hot and
melt. Then they cool off and grow hard again.
Some rocks are very hard, and if you break them, they sparkle as
the light shines on them. It is because they are made up of crystals. One
of these rocks is granite. It is so hard that people use it to construct
houses, roads, bridges and monuments. It is a good building material.
1. What is a very big ball of rock?
a) Granite is.
d) The moon is.
b) The earth is.
e) No information is given
c) The sun is.
in the text.
16
2. What happens inside our planet?
a) Nothing special.
b) Rocks sparkle there.
c) Rocks warm up, melt, then cool off and become solid again.
d) Rocks cool off, then melt, become cool and finally warm up.
e) Inside our planet there are many minerals.
3. Why do some rocks sparkle when you break them?
a) Because they include gold.
b) Because they are made up of diamond.
c) Because they consist of thousands of particles of glass.
d) Because they include crystals.
e) No information is given in the text.
4. For what purposes is granite used?
a) It is used for building and construction.
b) It is used everywhere.
c) It is used for building bridges and roads.
d) It is used for building monuments.
e) It is used nowhere.
This – этот, эта, это
1. Указательное местоимение со
значением это, этот, эта
This is the fellow-student I wanted to
introduce to you.
2. Определяющее слово
(определитель) данный, нынешний,
сегодняшний, сей, вот, этот (эта,
это). Используется перед
существительным.
I lent you this new dictionary.
3. Наречие. Используется перед
прилагательным
или
другим
наречием.
We haven’t had this much fun since
childhood.
Is he this tall?
That – тот, та, то
1. Указательное местоимение со
значением тот, та, это, этот,
эта, данный
That paper was translated by a
computer translator.
2. Определяющее слово
(определитель) тот, та, то.
Используется без
существительного.
Who has given you that?
3. Наречие. Используется перед
прилагательным
или
другим
наречием.
I didn’t know it would be that good.
Is the unit that long?
17
This – этот, эта, это
18
That – тот, та, то
4. Относительное местоимение:
а) вводит придаточное
предложение
This is the program that I use very
often.
б) завершает усилительную
конструкцию
It was in 1942 near Moscow that first
Russian missile called Katyusha was
used.
5. Союз:
а)
присоединяет
придаточное
дополнительное предложение
I am sure that you are right.
Mr. Bones told me that he had to
leave for Leeds.
б)
присоединяет
придаточное
подлежащее
That the fare should be paid is quite
evident.
That the Berlin train was late was
very unusual and strange.
в)
присоединяет
придаточное
сказуемое
The thing is that you are to take your
English exam in a day.
The main difficulty of solving this
problem is that it needs a lot of
investment.
6. Слово-заменитель
The density of ice is lower than that
of liquid.
These – эти
1.
Указательное
местоимение
множественного числа от this со
значением эти. Употребляется
перед существительным.
These business partners are from
Scotland. I’ll have a lot of work to do
these three weeks.
2. Слово-заменитель. Заменяет
существительное
или
личное
местоимение
множественного
числа they – они.
Treat my friends, please. They are
welcome guests. These come very
rarely.
Those – те
1.
Указательное
местоимение
множественного числа от that со
значением
те.
Употребляется
перед существительным.
Don’t use those glasses. They must be
washed.
2. Слово-заменитель. Заменяет
существительное
или
личное
местоимение
множественного
числа they – они.
Some properties of diamond are
similar to those of graphite.
3. Союз для присоединения
придаточного подлежащего.
Those present at the party were Mr.
and Mrs. Johes, Mr. Tight and Mr.
Pet.
Упражнения
I. Read the following sentences and comment on different meanings of
the words this, that, these, those used in them. Translate the sentences
into Russian.
1. “– Is this big money?” “– Yes, it’s a very big sum of money.”
2. This way, please. Watch out! There’s a car coming. This long.
3. “– Does this hotel allow dogs?” “– No, it doesn’t.”
4. It was difficult to define the properties of these substances.
5. It was this plant that I visited first in 2004.
6. From the point of view of transportation it should be noted that
the Baltic Sea is not an open sea and that except for Kaliningrad,
its ports are blocked by ice during the winter.
7. It was not until the discovery of radioactivity that the age of the
earth could be approximately fixed.
8. Man has always been interested in devices that do things for him.
19
9. Now that your test is over and it is a success, you may have a
rest.
10. The symposium will take place between the 18th and 20th of
October. Those giving papers are asked to supply short abstracts
to the Program Committee that plans to present every participant
with a book of abstracts before the opening of the symposium.
11. This rock is heavier than that one.
12. The freezing point of water on the Centigrade scale is 0o and that
on the Fahrenheit scale is +32o.
13. These documents have been translated into English. You can use
them in your work. These are on your research issue (= theme).
14. There are stars with masses millions of times that of the sun.
15. In 1914 Rutherford discovered that the simplest positive rays are
those obtained from hydrogen and that these are positively
charged particles.
16. I’ll try to reply by e-mail so that Dick can book the ticket tonight.
17. Everybody likes that professor’s lectures very much.
18. That J.J. Thomson discovered a tiny electron is well known.
19. The display was hung as high as possible in order that it would
not get broken.
II. Read the following text and choose the answer from a)-e) which you
think fits best according to the text. Pay attention to the words given
bellow, read and memorize them.
Bauxite
Bauxite (n) [‘b ‫כ‬: ks a i t ] – боксит,
алюминиевая руда
Commercial (adj) [k ∂ ‘ mз : ∫ l ] –
промышленный, промысловый,
имеющий промышленное значение
Assign (v) [∂ ‘ s a i n ] – присваивать,
приписывать, причислять
In terms of – исходя из, на основе, в
зависимости от
Fine-grained – мелкопористый,
мелкозернистый
20
Hydrous aluminium oxide –
водосодержащий окисел (оксид)
алюминия
Gibbsite (n) – гибент, гидраргиллит
Boehmite (n) – бомит
Diaspore (n) – диаспор
Residual deposits – рыхлые отложения,
образовавшиеся на месте в результате
выветривания; элювиальные
отложения
Weather (v) – выветривать,
выветриваться
Alumina (n) [∂ ‘ l u : mi n ∂ ] – глинозем,
оксид алюминия
Clay (n) – глина, глинозем
Silica (n) – кремний, диоксид кремния
Composition (n) – состав, смесь,
соединение
The ore of aluminium is called bauxite. It has been the only
commercial source of aluminium since the beginning of the 20 th century.
At that time it was believed to be a mineral and was assigned a chemical
composition and described in terms of its physical properties. Much later,
mineralogic study showed it to be a fine-grained mixture of several
minerals and thus more properly named a rock, its principle mineral
constituents are the hydrous aluminium oxides, gibbsite, boehmite and
diaspore, any of which may be dominant.
Bauxite forms residual deposits in tropical or subtropical regions
by the weathering of rocks high in alumina. In temperature zones clay, in
the main aluminium silicate, is the weathering product of such rocks, but
in the Tropics the silica is also removed, leaving only aluminium and iron
oxides.
1. What is the aluminium raw material called?
a) It is called diaspore.
d) It is called a raw product.
b) It is called bauxite.
e) No information is given in
c) It is called a mineral.
the text.
2. Since what time has this rock been the main mineral source to
obtain aluminium?
a) Since the twelfth century. d) Since nineteen twenties.
b) Nowadays.
e) From the time immemorial.
c) Since the last century.
3. Why is it more correct to call the ore of aluminium a rock rather
than a mineral?
a) Because it is a residual deposit.
b) Nobody knows why.
c) Because it is hard.
d) Because it is a mixture of some minerals.
e) No information is given in the text.
4. What influences the formation of aluminium silicate or
aluminium oxide in tropical and temperate zones?
a) Earthquakes.
d) Industrial activities of man.
b) Floods.
e) Weathering processes.
c) Sun rays.
21
III. Read the following text and choose the answer from a)-e) which you
think fits best according to the text. Pay attention to the words given
bellow, read and memorize them.
From the human voice and cave drawings to radio and TV
Seem (v) [s i : m] – казаться, представляться, выглядеть
Journey (n) [‘d з : n i ] – поездка, путешествие
Development (n) [d i ‘ ve l ∂ p m ∂ n t ] – достижение, эволюция, событие, разработка
Develop (v) – разрабатывать, создавать, совершенствовать, сконструировать
Message (n) [‘m e s i d ] – сообщение, послание, информация, весточка
Means (n) = way, method [mi : n z ] – средство, способ, устройство
No doubt = certainly [d a u t ] – без сомнения, несомненно, конечно
Cord (n) = rope [k ‫ כ‬: d ] – веревка, тонкий трос
Railways, steamships, cars and aircraft have all helped to make
the world seem smaller. In 1900 it took five days to make the Atlantic
crossing in the liner “Lucania”. Passengers on supersonic flights today
will do the same journey in three and a quarter hours. One of the most
remarkable developments over the past hundred years, however, has been
the tremendous increase in the speed of sending messages. When we
remember that for so many centuries the fastest speed for passing on
information over long distances was that of the horse, the changes have
been astounding.
The simplest means of communication is still the human voice. In
prehistoric times, even before speech developed, men shouted friendly
greetings or warnings of danger to each other. Stone Age cave drawings,
discovered in Europe and Africa, have proved that men could express
themselves in pictures as well as in sound and, no doubt, sent rough
drawings to convey information long before they had learnt how to write.
Drum beats, horn blasts, beacons, torches, smoke clouds and even cords
tied with knots have all been used for sending messages.
The ancient Persians had a royal postal service 500 years before
the birth of Christ and letters were carried in horse-drawn carriages in
Greek and Roman times. It is said that by using torches to represent
letters of the alphabet, Alexander the Great could send a message from
hill to hill all the way from India back to Greece in five days.
22
Systems of signaling with flags have been used since the
fourteenth century, especially between ships at sea, although British naval
vessels did not use them until the seventeenth century. One of the earliest
methods of visual signaling on land, known as “telegraph” or
“semaphore”, was invented in 1792 by the Frenchman, Claude Chappé.
His simple machine was a wooden post fitted with movable “arms” and
“hands”. Letters and signs of a code were reproduced by working the
“arms” and “hands” with cords and pulleys.
1. How long did it take one to make a voyage between Europe and
North America at the beginning of the 20th century?
a) About a week.
c) 1/6 of a week.
e) 15 days.
b) A few days.
d) More than a week.
2. How long does a present-day supersonic air travel last?
a) 3 1/4 hours.
c) 3 3/4 hours.
e) 13 3/4 hours.
b) 3 2/4 hours.
d) 13 1/4 hours.
3. What changed greatly?
a) The speed of drawing pictures.
b) The speed of sending information.
c) The speed of sending the human voice.
d) The speed of writing messages.
e) No information is given in the text.
4. Who could send letters long before the birth of Christ?
a) Ancient Romans.
d) Cave people.
b) Ancient Persians.
e) Ancient Persians, Greeks and
c) Ancient Greeks.
Romans.
5. What other methods of sending messages was also used by
people in different countries before sending information with the
use of electricity?
a) Signaling with flags.
b) Signaling with arms.
c) Signaling with torches and flags.
d) Signaling with fireworks.
e) No information is given in the text.
23
***
Arrangement (n) [∂‘r e i n d m ∂ n t ] – расстановка, систематизация, расположение,
компоновка
Cable (n) [‘ke i b l ] – кабель, провод
The Straits of Dover – Па-де-Кале
Attend (v) [∂ ‘ t e n d ] – учиться, ходить, посещать (школу)
Scientist (n) [‘s a i ∂ n t i s t ] – ученый
Successful (adj) [s ∂ k ‘ s e s f u l ] – успешный, удачный
Succeed (v) [s ∂ k ‘ s i : d ] – достигать цели, преуспеть, удаваться
Value (n) = importance [‘væ l j u : ] – значение, ценность, полезность
A revolution in the speed of signals and communication began
with the use of electricity in the nineteenth century. When it was found
that an electric current could run along wires, scientists thought of ways
of sending messages along the wires – by electric telegraph. In 1837, two
British scientists, William Cooke and Charles Wheatstone, linked Euston
railway station with Camden Town station, one and a half kilometers
away, by telegraph.
In the same year, Samuel Morse, in America, invented a faster
method of sending messages – the Morse Code. The code could be used
with flag movements, flashing lights, electric impulses or with sound.
Letters, figures and punctuation marks are represented by an arrangement
of dots and dashes. The dots are short signals and the dashes are long
ones. “Mr Watson, come here. I want you” were the historic first words
spoken on the very first telephone which could transmit speech. They
were spoken by Alexander Graham Bell, inventor of the telephone, in
1876, to his assistant Watson who was in another room of the workshop
in Boston, USA. Watson dashed up three flights of stairs, burst into
Bell’s room and called excitedly, “I can hear you! I can hear the words!”
Telephones have become so much a part of our lives that it is
difficult for us, a hundred years later, to imagine a world without them.
In 1874, two years before Bell had made his telephone,
Guglielmo Marconi was born near Bologna, in Italy, of an Italian father
and an Irish mother. Marconi attended schools in Bologna and Florence
and started making his scientific experiments from his boyhood. After
studying the works of many scientists, Marconi thought that it was
possible to send messages, not only by wires, but also by using the
electro-magnetic waves in the earth’s atmosphere. Marconi’s father gave
him money to buy apparatus and with this he succeeded in sending “wire-
24
less” messages across their estate. The Italian government did not give
Marconi any money to continue with his experiments so he had to go to
live in Britain in 1896. Here he got the help and encouragement he
needed from the Chief Engineer of the Post Office Telegraphy System
and very soon proved the value of his work.
Within two years, Marconi had extended the range of his
wireless, so that ships could make contact with nearby shore stations and,
in 1899, the first wireless communications between Britain and the
Continent were made. The day of 11 December 1901 was a momentous
one. Morse signals were picked up in Newfoundland which had been
transmitted from Marconi’s wireless station in Cornwall nearly 3200
kilometers away. They were the first transatlantic messages that could
travel at the speed of light.
No one person can claim to be the inventor of television. Several
Russian scientists, from 1884 onwards, had made experiments in
transmitting pictures. Francis Jenkins in America transmitted a picture of
a model windmill over a short distance in June 1925. The first public
demonstration of television was given on 26 January 1926 by john Logie
Baird of Scotland, but his system was later abandoned by the BBC for a
better one, the electronic Marconi – EMI system.
6. Who invented the telephone?
a) Mr. Watson.
d) Marconi.
b) A.G. Bell.
e) Samuel Morse.
c) Edison.
7. Where did Guglielmo Marconi go on doing experiments with
making radio contacts?
a) In the USA.
d) In Russia.
b) In France.
e) In Spain.
c) In Great Britain.
8. When did the first public broadcast take place?
a) In 1919.
c) In 1926.
e) In 1899.
b) In 1925.
d) In 1935.
9. Whose system was named the E.M.I. one?
a) J.L. Baird’s.
d) C.Chappé’s
b) Francis Jenkins’s.
e) G. Marconi’s.
c) A. Popov’s.
25
***
Valuable (adj) [‘væ l j υ ∂ b l ] – ценный, чрезвычайно важный, значительный
Dense (adj) [d e n s ] – плотный, густой
Enrich (v) [i n ‘ r i t ∫ ] – обогащать, пополнять, украшать
Ways in which radio and the electro-magnetic waves are used are
very numerous and new developments appear almost every week. One of
the most remarkable of these is radar. It is thanks to a radar, that an
invisible beam is reflected back on to a dark screen when it strikes an
object , so that ships and planes can “see” obstacles even when travelling
through dense cloud or thick fog. Radar systems first used in the USA
were developed in Britain in 1935 by Sir Robert Watson-Watt and
became invaluable during the Second World War.
When Russia launched the first artificial satellite, Sputnik I, on 4
October 1957, a new method of world-wide communication in sound and
vision was to begin. Telstar I, launched on 10 July 1962, from Cape
Canaveral in the USA, was the first fully operational communication
satellite whereby “live” television programs could be watched in America
and Europe simultaneously. Communication satellites orbit the earth and
signals are sent up to them from transmitting stations and are re-directed
down from them to receiving stations thousands of kilometers away.
Many scientists today receive communications from the millions
of galaxies and stars which make up the universe. They are the radio
astronomers who do not look through telescopes but listen with them.
Radio telescopes, like the famous one at Jodrell Bank in Cheshire, do not
have to rely on cloudless, clear nights for good results and they can
receive radio waves from sources in outer space far beyond the reach of
optical telescopes.
When we talk about radio and television we tend to think of them
only as means of entertainment, but these also enrich our lives, provide
many useful services and are important tools in man’s everlasting search
for knowledge.
10. What helps to “see” different objects even through clouds and
fog?
a) Radio.
d) Telescope.
b) TV.
e) Telegraph.
c) Communication satellites.
26
11. What devices help to send acoustic and visual information to
distant places?
a) TV stations.
b) Communication satellites.
c) Radio stations.
d) Mobile phones.
e) No information is given in the text.
12. What kind of information do radio and TV provide us?
a) Different information, including scientific, cognitive and
entertainment.
b) No information is given in the text.
c) Some valuable information.
d) Information for entertainment.
e) Information important for astronomers.
One
1. Имя числительное со значением
один, одна, одно.
2. Определяющее слово
(определитель).
3. Неопределенно-личное
местоимение. Употребляется в
функции
подлежащего
в
неопределенно-личных
и
безличных предложениях. В
предложениях с модальными
глаголами данное подлежащее
не переводится на русский язык
Примеры
It is not enough to know only one
language.
This metro station is one hundred
meter deep.
I bought a one-volume dictionary
yesterday.
On the one hand, I am a student and
on the other hand, I am a teacher.
I combine studies with work.
Pat lived on one side of the street and
her boyfriend on the other.
Sam knew that one day he would
become a good specialist in
economics.
If one really wants to achieve
progress in studies one will always
find time and place for it.
One would like to know the effect of
this new method.
One must learn that grammar rule.
27
4. Слово-заменитель.
Употребляется
вместо
уже
упомянутого, чтобы избежать его
повторения. One (ones) не
переводится на русский язык.
Иногда
это
слово
можно
перевести тем существительным,
которое оно заменяет.
This PC belongs to the third
generation and that one – to the
fourth one.
We were the ones who were asked at
the exam first.
I have bought two CDs – do you
want one?
Упражнения
I. Read the following sentences and comment on different meanings of
the word one used in them. Translate the sentences into Russian.
1. St. Petersburg is one of the world’s most beautiful cities.
2. If one wants to subscribe to this newspaper one can do it not only
at the post-office, but also at a savings bank or even at the
publishing house.
3. Two heads are better than one.
4. Nelly could not tell the difference between one mushroom and
another.
5. My wife lent money to one Mary Brown.
6. I am mother and father in one.
7. Our professor lives in a one-story cottage.
8. You are the one I want to talk to.
9. One can’t always be wrong, can one?
10. One man no man.
11. One cold windy day on Christmas Eve we decided to go to a
Russian bath.
II. Read the following text and choose the answer from a)-e) which you
think fits best according to the text. Pay attention to the words given
bellow, read and memorize them.
A source of inexhaustible energy
Urgent (adj) [‘з : d n t ] – неотложный,
срочный
Predict (v) [p r i ‘ d i kt ] – предсказывать,
прогнозировать
28
Rate (n) [‘r e i t ] – темп, скорость,
степень
Exhaust (v) [i g‘ z : s t ] –
исчерпывать, истощаться, исчезать
Scope (n) [‘s k ∂ υ p ] – размах, охват,
масштаб
Charge (n) [t ∫ a : d ] – подзарядка,
заправка, заливка (топлива)
Installation (n) [i n s t ∂ ‘ l e i ∫ n ] –
установка, устройство,
оборудование, станция
Storage of energy is one of the most urgent world problems and
experts predict that the present rate of increase in energy use could
exhaust the supply of coal and oil in the twenty-first or twenty-second
century. One can expect that the world needs a source of inexhaustible
energy. The one that we have shining down on us is the sun. Solar
radiation is an ideal source of energy due to both its scope and
cleanliness. And there is no charge for the energy that flows so freely
from the sun. Unfortunately its collection and storage can be both
difficult and expensive. The cost of transforming solar radiation into
electricity is still very high. Nonetheless solar energy is now widely used
in solar energy installations. I have never seen one, but I think one day I
shall have a chance to do that.
1. What is one of the most important problems?
a) Energy deficit (= deficiency).
b) Lack of raw materials.
c) Excess of energy.
d) Exhaustion of raw material resources.
e) Insufficient mining operations.
2. What energy source is inexhaustible?
a) Perpetuum mobile.
d) Wind power.
b) Atomic energy.
e) Sun energy.
c) Muscular strength.
3. Why is it difficult and expensive to collect and store this energy?
a) Because it is hard to transform it to electric power.
b) No information is given in the text.
c) Because no effective energy storage system has been
developed yet.
d) Because this source is not powerful enough.
e) Because this source is unreliable.
4. Where is solar power in use?
a) At orbital stations.
d) In southern regions.
b) Everywhere.
e) No information is
c) At sun energy stations.
given in the text.
29
UNIT 3. Структура английского предложения
В английском языке нет развитой системы падежей, поэтому
твердый порядок слов и строевые слова (артикли, предлоги,
вспомогательные глаголы и т.д.) являются основными средствами
выражения грамматических значений слов и их связей в предложении, и
именно их следует использовать в качестве “опор” при анализе
предложений для определения функции того или иного слова в
предложении.
Сложное предложение состоит из двух или нескольких
предложений, каждое из которых имеет свое подлежащее и сказуемое.
Предложение
Sentence
Простое
Simple
Сложное
Composite
Простое
Simple
Повествовательное
Declarative
Вопросительное
Interrogative
Восклицательное
Exclamative
I am a student.
We had a party
last night.
There will be
an exam soon.
She can play
football.
30
Повелительное
Imperative
Are you an economist?
Do you study English?
Will he take a bus?
Where have you been?
What a clever device!
How nice of you!
That was such great
music!
Отрицательное
Negative
Stop talking!
Don’t worry.
Take it easy!
No admittance!
She
doesn’t
like apple jam.
They
didn’t
have a lecture
yesterday?
You won’t cry.
Порядок слов в простом повествовательном предложении
Подлежащее
Subject
Сказуемое
Predicate
Дополнение
Object/
Complement
I
sent
a letter
We
have seen
you
Paul
is listening
to
music
Обстоятельство…
Adverbial Modifier of...
образа
времени
место
действий
time
place
manner
to
by air
two day
France
mail
ago.
in the
laughing
this
library
week.
near the
at the
fireplace
moment.
Порядок слов в отрицательном предложении
Подлежащее
Subject
Вспомогательный
глагол
Auxiliary verb
Смысловой
глагол
Notional verb
John
isn’t
following
We
weren’t
paid
Остальные
члены
предложения
Other
members of a
sentence
you.
for our job last
month.
Порядок слов в вопросительном предложении
Порядок слов в общем вопросе
(это такой вопрос, который относится ко всему предложению и требует
ответа yes или no)
General
Остальные члены
Смысловой глагол или
Подлежащее
предложения
глагол-связка
Subject
Other members of a
Notional/Link-Verb
sentence
Are
you
a student?
Is
Lisa
here?
31
Порядок слов в вопросительном предложении
Вспомогательный
глагол
Auxiliary verb
Do
Has
Подлежащее
Subject
Смысловой
глагол
Notional verb
you
your friend
live
gone
Остальные
члены
предложения
Other members
of a sentence
in New York?
home?
Порядок слов в альтернативном вопросе
(это разновидность общего вопроса, который представляет возможность
выбора – альтернативу – “… или…”)
Alternative (“or”)
Остальные члены
Смысловой глагол или
Подлежащее
предложения
глагол-связка
Subject
Other members of a
Notional/Link-Verb
sentence
Are
you
Russian or American?
Вспомогательный
глагол
Auxiliary verb
Подлежащее
Subject
Смысловой
глагол
Notional verb
Does
he
study
Остальные
члены
предложения
Other members
of a sentence
at the institute
or at the
university?
Порядок слов в разделительном вопросе
(“не так ли”, “не правда ли”)
Disjunctive (Tag-question)
Подлежащее
Subject
Сказуемое
Predicate
They
like
32
Остальные
члены
предложения
Other
members of a
sentence
computer
games,
Вспомогательный
глагол (с
отрицательной
частицей)
Auxiliary verb
Подлежащее
Subject
don’t
they?
Порядок слов в вопросительном предложении
I
don’t
She
mustn’t
can’t
ice cream,
to bed so
early,
Подлежащее
Subject
Смысловой
глагол
Notional verb
like
go
we?
Вспомогательный
глагол
Auxiliary verb
from
Russian into
English,
Остальные члены
предложения
Other members of
a sentence
can
translate
Вспомогательный
глагол
Auxiliary verb
Подлежащее
Subject
We
do
I?
must
she?
do
Остальные члены
предложения
Other members of a
sentence
Where
Смысловой глагол
Notional verb
do
you
go
you
come from?
to the Institute
by bus?
-
Subject
Вспомогательный
глагол
Auxiliary verb
Why
Подлежащее
Вопросительное
слово
Wh- question word
Порядок слов в специальном вопросе
(это такой вопрос, который относится к какому-либо члену предложения
и начинается с вопросительного слова who, whose, which, when, where,
why, how, etc. и требует полного ответа)
Special
Основной
Остальные члены
Вопросительное
глагол или
Подлежащее
предложения
слово
глагол-связка
Subject
Other members of a
Wh- question word
Main/Linksentence
verb
Where
were
your friends
last summer?
How
are
you
now?
33
Порядок слов в вопросительном предложении
Вопрос к подлежащему или его определению
(сохраняется прямой порядок слов)
Остальные члены
Вопросительное слово
Сказуемое
предложения
Wh- question word
Predicate
Other members of a
sentence
Who
wants
coffee?
Whose flat
is
on the second floor?
Сложное
Composite
Сложносочиненное
Сложноподчиненное
(состоит из двух или
нескольких простых
самостоятельных
предложений)
(состоит из главного и
придаточного
предложений)
Complex
Compound
Простое
Simple
+and/but
Простое
Simple
I am 17 and my brother is 21.
My father can speak English but
I can’t do it.
She didn’t go to the university
as she had fallen ill.
34
Главное
The Main
Clause
Придаточное
The Subordinate
Clause
We know that it is not true.
I would take a taxi if I were you.
Molly went for a walk although the
weather was bad.
The teacher asked the students what
they had prepared for that day.
Порядок слов в сложносочиненном предложении
but
his
brothers
I
Остальные члены
предложения
Other members of a
sentence
know
and
Сказуемое
Predicate
I
to
college
you
Подлежащее
Subject
went
Союз, запятая или
точка с запятой
Conjunction/comma
or semicolon
Сказуемое
Predicate
Greg
Остальные члены
предложения
Other members of a
sentence
Подлежащее
Subject
Сложносочиненное
предложение
–
это
сложное
предложение, состоящее из двух или нескольких простых
предложений. Структура данного предложения такая же, как и в
простом предложении. Каждое предложение этого типа имеет свое
подлежащее и сказуемое. Соединяется первое предложение с
последующими союзами and, but, or, и др., или бессоюзно, отделяясь
обычно запятой или точкой с запятой.
worked
don’t
know
at the
mine.
the others.
Порядок слов в сложноподчиненном предложении
Сложноподчиненное
предложение
–
это
сложное
предложение, состоящее из главного предложения (где есть
подлежащее, сказуемое и другие члены предложения), которое
раскрывает основную мысль, и подчиненного ему придаточного
предложения (или нескольких придаточных предложений, где также
имеются подлежащее и сказуемое). Соединяются между собой
главное и придаточное предложения союзами, союзными словами
when, where, why, what, who, which, that, after, before, till/until, since,
for, as, because, if, в некоторых случаях – бессоюзно.
35
The
lecturer
knew
-
that
We
don’t
know
think
-
I
Остальные члены
предложения
Other members of a
sentence
Сказуемое
Predicate
Подлежащее
Subject
Союз/союзное
слово или запятая
Conjunction/
Connective word or
comma
Остальные члены
предложения
Other members of a
sentence
Сказуемое
Predicate
Подлежащее
Subject
Порядок слов в сложноподчиненном предложении
if
the
student
he
had taken
part
comes
in the
conference.
on time.
-
we
shall pass
the exam
well.
Упражнения
I. Read the following sentences. Comment on the type of sentences and
translate them into Russian.
1. Listen to me, please!
2. Experience is the best teacher.
3. The digital age is having a profound impact on jobs.
4. Which of you asked the question?
5. You can take a horse to water, but you cannot make him drink.
6. This method has proved to give good results.
7. The fellow-students were translating the text while I was
speaking with the teacher.
8. One can see many interesting exhibits at the Mining Museum.
9. The Mining Institute of St. Petersburg was founded in 1773.
10. Could we have more reliable information, our conclusion might
be more convincing.
11. You have been, to Canada, haven’t you?
12. It is known that ice can freeze hard if the temperature is low.
13. What beautiful weather we are having!
14. Sam told he would go to the woods next Saturday.
36
II. Read the text and choose the answer from a)-e) which you think fits
best according to the text. Pay attention to the words given bellow,
read and memorize them. State and comment on the types of
sentences. Translate the text into Russian.
Engineering materials
Engineering (n) [,e n d i ‘ n i ∂ r i ŋ ] – техника, машиностроение, инженерное дело,
конструирование, строительство
Engineering materials – машиностроительный материал, конструкционные
материалы, технические материалы
Hardness (n) [‘h a : d n i s ] – твердость, жесткость, стойкость
Toughness (n) [‘t fn i s ] – сопротивление, ударная прочность, изломостойкость,
пластичность
Elasticity (n) [,e l æ s ‘ t i s i t i ] – эластичность, гибкость, упругость, нежесткость,
деформируемость
Put through (v) – обрабатывать
Anneal (v) [∂ ‘ n i : l ] – отжигать, прокаливать, закалять
Internal stress – внутреннее напряжение
Quench (v) [‘k we n t ∫ ] – быстро охлаждать, закаливать
Brittle (adj) – хрупкий, ломкий
Ferrous metal – черный металл, сталь
Pig iron – чугун в чушках, первичный чугун
Cast-iron – чугун, литейный чугун, вторичный чугун
Open hearth process – мартеновский процесс, мартеновское производство
Do you know that of all the numerous kinds of materials, metal
has always been the most important for an engineer? No doubt, you do!
The properties of metal, such as hardness, toughness, elasticity, etc.,
depend on its crystalline structure and grain size. Before using metal in
certain types of construction, it is first put through the process of
annealing, which is a heat treatment. By annealing, the grain size of the
metal is reduced and the internal stresses are removed. A metal may be
hardened by quenching it, but this process makes it brittle.
Ferrous metals are the most common and also the most
important. Pure iron has been used seldom in engineering, but we can
hardly get along without its alloys.
Pig iron is produced from iron ore. Grey and white cast-iron is
made by remelting pig iron. Steel is obtained from iron by different
processes, such as the Bessemer process or the open-hearth process.
37
The important non-ferrous metals are copper, zinc, tin, lead, gold,
silver, and some others.
What other engineering materials do you know?
1. What do the qualities of metal depend on?
a) They depend on nothing.
b) No information is given in the text.
c) They depend on the crystalline and size of particles of metal.
d) They depend on the grain size of metal.
e) They depend on the crystalline structure of metal.
2. What kind of process is annealing?
a) It is quenching.
d) It is melting.
b) It is the thermal treatment. e) No information is given in
c) It is processing.
the text.
3. What is removed by this process?
a) Grain.
d) Toughness.
b) Hardness.
e) Crystalline structure.
c) Internal stress.
4. How can any metal be hardened?
a) By means of making it brittle.
b) By quenching.
d) By remelting.
c) By sheathing.
e) By means of affinage.
5. What metals are used most commonly?
a) None.
c) Steel.
e) Ferrous metals
b) Pure iron.
d) Pig iron.
6. What can we hardly do without?
a) Without the open-hearth process.
b) Without white cast-iron.
c) Without gold.
d) Without iron alloys.
e) Without the Bessemer process.
III. Read the text and choose the answer from a)-e) which you think fits
best according to the text. Pay attention to the words given bellow,
read and memorize them.
38
Where and how is oil found?
Explose (v) [i ks ‘ p ∂ υ z ] – выходить (на поверхность), обнажаться
Exploratory well = wildcat well – разведочная скважина, разведочноэксплуатационная скважина, поисковая скважина
Search for (n) [‘s 3 : t ∫ ] – поиск
Trap (n) – сброс, складка или моноклиналь, служащая ловушкой для нефти
Nonrenewable resources – невозобновляемые (невосполнимые) ресурсы
Oil shale – нефтеносный сланец, горючий сланец
In their search for oil, geologists study and map rocks exposed at
the surface, or examine rock fragments brought to the surface when
exploratory wells (or so-called wildcat wells) are drilled.
Many oil companies use the science of geophysics in their search
for oil and employ a seismograph similar to that used to record
earthquakes. Such seismic prospecting is carried on by producing small
artificial “earthquakes” with explosives. The seismic record of the shock
waves as they travel through the earth can suggest the type of rocks, their
depth and whether a suitable trap is present.
Although the major source of oil and natural gas is rocks deeply
buried within the earth’s crust, increasing demands placed on this rapidly
exhausting nonrenewable resources have kindled interest in other sources.
An especially promising source of new oil is oil shale.
1. What helps to find oil?
a) Everything.
b) No information is given in the text.
c) Collecting rocks.
d) Studying and mapping rocks found on the surface or
analyzing pieces of rock extracted with the help of a well.
e) Studying and mapping rocks that are found on the earth’s
surface.
2. What kind of registration shows the presence of oil in rocks?
a) Sound recording.
b) Seismic recording of shock waves.
c) Earthquakes in mountains.
d) Satellites (=orbital bodies).
e) No information is given in the text.
39
3. Where is the principle source of natural gas and oil hidden
(=occur)?
a) Deep underground.
b) Not far in the earth’s crust.
c) At the bottom of the sea.
d) In the oil pipeline.
e) At the oil refinery.
4. What is one of the potential sources of natural gas and oil?
a) Offshore deposits.
d) Peat bogs.
b) Oil shale.
e) Uranium mines.
c) Coal mines.
IV. Read the text and choose the answer from a)-e) which you think fits
best according to the text. Pay attention to the words given bellow,
read and memorize them.
Oil shale
Yield (v) [‘j i : l d] – добывать, извлекать, образовывать, производить
Floor (n) – поверхность, русло-ложе
Body of water – водоем, водный объект, масса воды
Process (v) [‘p r ∂ υ s e s ] – перерабатывать, подвергать обработке
Combustible [k ∂ m‘ b s t ∂ b l ] – горючий (газ), топливный
Fossiliferrous rock – порода, содержащая ископаемые организмы
Jurassic period [d u ‘ r æ s i k ] – юрский период
Cretaceous period [kr i ‘ t e i ∫ ∂ s ] – критский (меловой) период
Triasic period [t r a i ‘ æ s i k ] – триасовый период
It is a very fine-grained sedimentary rock that when processed
contains sufficient organic matter (hydrocarbon) to yield oil. Most oil
shale is dark black (dark brown or dark gray). Fine-grained rocks
represent sediments deposited on the floors of ancient lake and oceans
that covered parts of the earth during prehistoric time. The remains of the
organisms that lived in these ancient bodies of water were trapped in the
sediments after they died; they sank to the bottom and were later
converted into oil. Oil shale can be burned as a solid fuel or processed to
produce oil or combustible gas.
Oil shale is present in some of the earliest known fossiliferrous
rocks (about 600 million years old) and also in many younger rocks,
40
including a few small deposits that formed in modern lakes. It is rather
widely distributed in certain sedimentary rocks throughout the world.
The known deposits of oil shale are estimated to be capable of
yielding 10 gallons or more oil per ton of rock or a total of more than 2
trillion barrels. Some of this source of oil hydrocarbon gas or solid fuel is
low-grade and some is a high-grade source of extracting gas or oil
products. The most extensive high-grade oil shale deposits known are in
North America. These lie in the United States in the Rocky Mountain
region, extending almost 8000 square kilometers in parts of Colorado,
Utah and Wyoming.
Large deposits of oil shale that formed during the Jurassic and
Cretaceous periods occur near the Brooks Range in northern Alaska, and
deposits of Triassic period occur in eastern Alaska. They also occur in
New Zealand.
1. What materials does oil shale have when it is processed to
produce oil?
a) Inorganic substances.
b) Gas.
d) Pulp.
c) Hydrocarbon.
e) Non-ferrous metals.
2. What formed oil during prehistoric time?
a) Sphacelus.
b) Failed plantation.
c) Decomposed animals, birds and plants.
d) Animal, bird and plant remains.
e) Burned-out animals, birds and plants.
3. How can oil shale be used as combustibles?
a) It can be burned.
b) It can be processed.
c) It can be sublimated.
d) It can be either refined or stored.
e) It an be either burned or processed.
4. In what state (=form) can oil shale be combusted?
a) In solid state.
d) In plasma state.
b) In liquid state.
e) In any gaseous, liquid and
c) In gaseous state.
solid state.
41
5. Where do the major oil shale deposits of commercial significance
occur?
a) In the Russian Federation.
b) In Estonia.
d) In Iraq.
c) In Kuwait.
e) In the USA.
UNIT 4. Образец теста. Испытай себя
Sample Test. Test yourself
№
Вопросы
Варианты
ответов
БЛОК ЧТЕНИЯ
Read the text and choose the right answer.
Natural gas
Natural gas is a naturally occurring, gaseous hydrocarbon, which is
commonly associated with deposits of oil.
Natural gas, like oil, is believed to have originated from the remains of
microscopic plants and animals buried in sediments of ancient prehistoric seas, where
they with time decomposed. The natural gas in an oil reservoir may occur as free gas,
that occupies the upper part of the reservoir; as gas dissolved in oil; as gas dissolved in
water; or as liquefied gas. Liquefied gas may occur at depths below 1800 m under
reservoir conditions of high temperature and high pressure.
Natural gas, like oil and coal, is a most important fuel and energy source and
is found in most oil-producing areas.
Natural gas issuing from a well may be classified according to the amount of
natural gas liquid vapors that it contains. A dry gas contains less than 0.1 gallon of
natural gas liquid vapors per 1000 cubic feet, and 0.3 or more of other types of gas.
Natural gas from which the vapors of natural gas liquids have been extracted is called
residue gas. The terms sweet gas and sour gas are used to describe natural gases that
are low or high in hydrogen sulfide. The principle gaseous impurities in natural gas are
nitrogen, carbon dioxide, hydrogen sulfide and helium. Too much of carbon dioxide
and nitrogen will decrease the flammability of natural gas and thus lower its heating
value. Nitrogen and carbon dioxide also raise the temperature necessary for the
combustion of natural gas.
1. Coal
What other fuel does
2. Oil
natural gas often occur
1.
3. Hydrocarbon
with?
4. Petrol
5. Hydrogen
42
№ п/п
Вопросы
Варианты ответов
1. igneous
2. metamorphic
Natural gas is believed to
2.
3. sedimentary
be of … origin.
4. organic
5. inorganic
1. Great depths and high temperature.
What conditions are
2. Great depths and high pressure.
3.
necessary for liquefied gas 3. High temperature and high pressure.
to occur?
4. Oil and water.
5. Ancient prehistoric seas.
1. The amount of natural gas liquid vapors.
2. The amount of natural gas solid vapors.
What is the criterion of
4.
3. The amount of natural gas extracted.
classifying natural gas?
4. The amount of sweet gas and sour gas.
5. The amount of gaseous impurities.
1. Its flammability increases.
What happens to natural
2. Its heating value becomes higher.
gas if it contains too much
5.
3. It doesn’t change.
carbon dioxide and
4. It becomes more combustible.
nitrogen?
5. It becomes less combustible.
ЛЕКСИКО-ГРАММАТИЧЕСКИЙ БЛОК
Choose the correct answer
1. for
2. in
In this shop you can buy a lot of things … a
6.
3. at
reasonable price.
4. with
5. on
1. to
2. with
7.
What happened … him yesterday?
3. for
4. of
5. by
1. stood
2. were standing
8.
When I went downstairs they … round the car.
3. had stood
4. has been standing
5. are standing
1. to forget
2. forgetting
9.
I can't make her … this crazy idea.
3. forgot
4. forget
5. will forget
43
№ п/п
10.
11.
12.
13.
14.
15.
16.
17.
44
Вопросы
Варианты ответов
1. will have
2. would have
She said at that time she … a lesson.
3. will be having
4. would be having
5. has
1. played
2. playing
I have never heard you … the piano.
3. play
4. to play
5. will play
1. has returned
2. was return
When … he … from the seaside?
3. had returned
4. did return
5. returned
1. for
2. after
These children must be looked … well.
3. through
4. out
5. at
1. haven't seen
2. didn't see
They say they … much of him lately.
3. hadn't seen
4. not saw
5. saw
1. neither
2. either
The new doctor knew nothing of the incident … . 3. too
4. also
5. as
1. can he do
2. could he do
He asked me what … for me.
3. he can do
4. he could do
5. he can't do
1. was working
2. worked
My friend was very tired when I met him. He… all
3. had been working
night long.
4. has worked
5. had worked
18.
Must I do it? - No, you … .
19.
At these words everybody couldn't … .
20.
Would you like some … soup?
21.
He will … help us … remain quietly out of our
way.
22.
He had his watch … the other day.
23.
You may smoke here. I … it.
24.
With this money you can live … a king.
25.
I haven't time to argue with him. … .
1. mustn't
2. needn't
3. don't
4. shouldn't
5. didn't
1. help to laugh
2. help laughing
3. help laugh
4. help to laughing
5. helped laughing
1. else
2. another
3. yet
4. more
5. much
1. no … no
2. nor … neither
3. neither … nor
4. nor … nor
5. not … not
1. repairing
2. to repair
3. repair
4. repaired
5. repairs
1. quite used to
2. to quite used to
3. get used to
4. am quite to
5. got used to
1. as well
2. like
3. as if
4. how
5. in case
1. So have I
2. I haven't it too
3. Neither have I
4. Neither do I
5. Neither I do
45
46
26.
I heard somebody … a lovely song.
27.
Suppose he … free now, where would he go?
28.
Can she … it?
29.
He wouldn't have fallen if it … so slippery.
30.
I wish … summer now.
31.
The Mining Institute is named … Plekhanov.
32.
You … it a long time ago.
33.
There … some good news for you.
1. sung
2. singing
3. to sing
4. to be singing
5. sang
1. were
2. is
3. was
4. are
5. will
1. has said
2. have said
3. has to say
4. said
5. have to say
1. wasn't
2. hadn't been
3.wouldn't have been
4. hasn't been
5. were not
1. it were
2. it was
3. it is
4. is
5. are
1. for
2. by
3. after
4. about
5. of
1. should do
2.should to do
3. should done
4. should have done
5. done
1. be
2. have
3. has
4. are
5. is
34.
The meeting at the shop …be held at 5.15 p.m.
35.
You … not worry. Everything is going to be fine.
36.
My parents spent a three … holiday in Greece.
37.
… is your brother? - He is a geologist.
38.
Our team consists … 15 members.
39.
… you and me enjoyed the party.
40.
If I … you, I'd stay indoors today as the weather is
nasty.
41.
All the … are usually located at the end of the
article.
1. was
2. was to
3. were to
4. had
5. has
1. can
2. ought
3. could
4. need
5. would
1. weeks
2. week
3. week's
4. weeks'
5. weekly
1. How
2. Why
3. Who
4. What
5. When
1. in
2. with
3. at
4. out
5. of
1. Each
2. Everyone
3. Both
4. Every one
5. Each one
1. be
2. was
3. am
4. were
5. have been
1. refer
2. reference
3. references
4. referee
5. referable
47
48
42.
There were many lakes in
that area.
43.
We heard him work from
morning till night.
44.
Let me introduce the head
of our office!
45.
This news has been much
spoken of lately.
1. В этом районе было много озер.
2. Много озер в этом районе.
3. Во многих районах много озер.
4. В этих районах много озер.
5. В районе было много озер.
1. Мы видели, как он работает с утра до
ночи.
2. Мы слышали, будто он когда-то
работал с утра до ночи.
3. Мы слышали, как он собирается
работать с утра до ночи.
4. Мы слышали, как он работает с утра до
ночи.
5. Мы слышали, что он будет работать с
утра до ночи.
1. Позвольте представиться.
Я руководитель нашего учреждения.
2. Позвольте представить руководителя
нашего учреждения.
3. Вот я и представил Вам руководителя
нашего учреждения.
4. Представьтесь руководителю нашего
учреждения.
5. Представьте
меня
руководителю
нашего учреждения.
1. Они много говорят об этих известиях.
2. Много будут говорить об этой новости.
3. Много сказано об этом за последнее
время.
4. Многие говорят об этой новости.
5. Недавно очень много говорилось об
этих известиях.
UNIT 5. Упражнения на повторение лексико-грамматического
материала
Vocabulary and grammar. Revision
I.
1.
2.
3.
4.
5.
6.
7.
8.
Which of the sentences on the right are answers to the questions on
the left? Choose the answer that matches each question.
What is she doing?
What does she do?
When are you having lunch?
When do you have lunch?
Where are you going for lunch?
Where do you go for lunch?
Does he speak Japanese or Chinese?
Is he speaking Japanese or Chinese?
A.
B.
C.
D.
E.
F.
G.
H.
Both, I think.
Finishing her homework.
It sounds like Chinese to me.
Later than usual today.
Probably to the cafeteria today.
She’s a student.
To the cafeteria most days.
Usually at one thirty
II. In most sentences there are grammar mistakes. Find and correct them.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
When have you left school?
The weather were lovely yesterday and the sun shined all day.
I’m going to the zoo last weekend.
Where you went on holiday last year?
They got married two years ago.
She has been born in 1980.
Our family was used to living in a smaller flat when I’m younger.
She speak German fluently.
It was rain yesterday.
They are arriving tomorrow.
III. Choose the correct answer.
1. Could I have … milk in my coffee?
a) few
c) little
b) a few
d) a little
2. He’s boring. He has … friends.
a) few
c) little
b) a few
d) a little
49
3. The weather isn’t going to be dry, it’s sure to be … .
a) warm
c) wet
b) sunny
d) cold
4. The bed wasn’t hard, it was … .
a) soft
c) light
b) easy
d) difficult
5. I agree … you that it was an awful program.
a) on
c) with
b) to
d) about
6. Water consists … hydrogen and oxygen.
a) of
c) about
b) from
d) at
7. We would like to congratulate you … getting engaged.
a) with
c) on
b) from
d) about
8. Would you like to borrow a pen … me?
a) of
c) on
b) from
d) about
9. You can’t blame me … your own mistakes.
a) about
c) on
b) for
d) with
IV. Read the text and choose the correct answer.
Success from abroad
Thomas Eckhardt came to London from Germany almost four
years ago. After doing a course in theatre costume design, he began
working at the National Theatre in London a year ago. ‘I really enjoy
designing clothes, and I’ve always loved the theatre, so this job is
absolutely perfect for me,’ he says. ‘I started work on a new production
of Romeo and Juliet two weeks ago and I’m really excited about it.’
1. Where did Thomas arrive?
a) in Paris
c) in London
b) in Berlin
d) in Venice
50
e) in Rome
2. Where does Thomas come from?
a) England
c) Spain
e) Sweden
b) France
d) Germany
3. When did he arrive?
a) a year ago
d) four years ago
b) two years ago
e) five years ago
c) three years ago
4. What did he study in England?
a) economy
c) science
e) traditions
b) philosophy
d) costume design
5. Where does he work?
a) in a pub
c) at the theatre
e) at school
b) at the cinema
d) in a factory
6. When did he start working there?
a) a year ago
c) three years ago
e) five years ago
b) two years ago
d) four years ago
7. What has he always loved?
a) the theatre
c) museums
e) factories
b) the cinema
d) art galleries
8. What is he working at now?
a) a new production of Romeo and Juliet
b) an old production of Romeo and Juliet
c) a new image of Romeo
d) a new image of Juliet
e) a new image of Romeo and Juliet
9. When did he start it?
a) a week ago
c) three weeks ago
e) five weeks ago
b) two weeks ago
d) four weeks ago
10. What is he feeling about his new job?
a) He is embarrassed.
c) He is nervous.
e) He is excited.
b) He is disappointed.
d) He is fed up.
51
V. Fill in the gaps with the most suitable word.
Diamonds are forever
‘Diamonds,’ sang Marilyn Monroe in the film Gentlemen Prefer
Blondes, ‘are a girl’s best friend.’ You might agree or not agree, but we
can be sure of this: diamonds are not only the hardest substance in the
_1_, they are also the most expensive. A single diamond _2_ $16.5
million when it was sold in Geneva in 1995!
Diamonds are found in a number of _3_ including Australia,
South Africa, Brazil and The Russian Federation. In fact, there are two
_4_ of diamond; colourless diamonds (about 25% of those found) are the
hardest and are often _5_ into jewels. Black diamonds – the remaining
75% - are usually used _6_ industry. Industrial diamonds are also _7_
artificially.
Diamonds are also used for _8_. Between 1885 and 1917, the
Russian _9_ Peter Carl Fabergé made a number of decorated Easter _10_
for the tsars and their families. The most valuable of them is decorated
with more than 3,000 diamonds. It was sold at Christie’s, Geneva,
Switzerland for $ 5.5 million.
1.
a) peace
b) air
c) soil
d) water
e) world
a) bought
b) cost
c) gave
d) took
e) lent
a) planets
b) villages
c) cities
d) countries
e) suburbs
a) types
b) levels
c) dimensions
d) structures
e) textures
a) got
b) sent
c) brought
d) made
e) done
2.
3.
4.
5.
52
6.
a) at
b) into
c) behind
d) from
e) by
a) established
b) drawn
c) produced
d) mined
e) invented
a) satisfaction
b) decoration
c) education
d) composition
e) edition
a) jeweler
b) painter
c) composer
d) writer
e) plumber
a) books
b) watches
c) eggs
d) bread
e) butter
7.
8.
9.
10.
VI.
Fill in the gaps in the following sentences with the correct
form. Choose from the list a)-e).
1. The book … by our professor is very interesting.
a) write
c) written
e) writes
b) wrote
d) writing
2. He avoided … there.
a) be
c) been
e) are
b) being
d) is
3. I’d better phone Carol, … ?
a) wouldn’t I
c) hadn’t I
e) won’t I
b) would I
d) had I
4. I want this article … in the newspaper.
a) publish
c) be publish
e) to be published
b) to publish
d) publishing
5. When … he was always ready to help.
a) asked
c) asks
e) asking
b) ask
d) to ask
53
6. They congratulated me … getting the driving license.
a) with
c) at
e)
b) on
d) for
7. Who is that man … to your brother?
a) talking
c) talks
e)
b) talk
d) talked
8. Our new flat … at the moment is on the fifth floor.
a) decorate
c) being decorated
e)
b) decorates
d) decorating
9. Don’t make me … this story again!
a) repeat
c) repeating
e)
b) repeats
d) to repeat
10. She was afraid of … alone.
a) travel
c) to travel
e)
b) traveling
d) traveled
54
in
to talk
decorated
to be repeated
travels
UNIT 6. Блок чтения
Special Field Reading
Read the following texts and answer the questions.
Mineral Resources of Great Britain
Northumberland [n :θ m b e r l e n d ] –
Нортумберленд
Yorkshire [‘j :k∫i∂] – Йоркшир
Nottinghamshire [‘n t i ŋ æ m∫ i ∂] –
Ноттингемшир
Cornwall [‘k :nw∂l] – Корнуолл
Devonshire [‘d∂v∂n∫i∂] – Девоншир
Derbyshire [‘dα:bi∫i∂] – Дербишир
Cumberland [’k mb∂lend] –
Кемберленд
Great Britain is rich in coal. There are rich coal fields in
Northumberland, Lancashire, Yorkshire, Nottinghamshire, South Wales,
North Wales and near Glasgow. Among other mineral resources, iron
ores found alongside coal layers are of great importance, but the iron
content of most of the ores is very low. There are tin and copper mines in
Cornwall and Devonshire, copper and lead mines in England. Lead and
silver are also mined in Derbyshire, Cumberland and Lancashire.
1.
2.
3.
4.
5.
What mineral resources is Great Britain rich in?
Where are the coal deposits located?
Where are the iron ores found?
What is the drawback of the iron ores in Great Britain?
In what parts of Great Britain are the tin, copper, lead and silver mines
located?
Mineral Resources of the USA
Kansas [‘kæ n z ∂s] – Канзас
Birmingham [‘bз:mi ŋ ∂m] – Бермингэм
Pittsburgh [‘p i t s b з:g] – Питтсбург
Philadellphia [‚fil∂’delfi∂] –
Филадельфия
Texas [’t ∂ks∂s] – Техас
The United States of America is rich in coal, iron and oil. There
are coal-mines in the Cordillera Mountains, in the Kansas City region and
in the east near Birmingham and Pittsburgh. Iron is mined near the Great
Lakes and in the Pittsburgh, Birmingham and Philadelphia areas. In
55
California and Texas there are rich oil fields. There are also deposits of
silver and gold there.
1.
2.
3.
4.
5.
What natural resources is the USA rich in?
Where are the deposits of coal located?
In what parts of the country is iron mined?
What parts of the country are rich in oil?
Where are deposits of silver and gold located?
I. Tell your fellow-students about different deposits of Russia where
different minerals (coal, iron, diamond, etc.) are mined.
II. Speak about minerals that are mined near your native place.
***
Aluminium: its history
Before you read the text, discuss in groups what you know about
aluminium and see if you can guess the missing words. Then find the
answers to the questions in the text below.
1. Aluminium has the following advantages – this metal is …, … and
….
2. To put aluminium to use it is necessary to … it.
Novelty (n) – нововведение, новшество
Rust (v) – ржаветь, подвергаться коррозии
Bar (n) – брусок, кусок, слиток
Harness = use (v) – использовать
At the Paris exhibition of 1855 aluminium was exhibited for the
first time. It was regarded as one of the principal novelties of that year.
The new metal was shown as a bar, bearing a very sensational inscription
"Silver from Clay". It was regarded even at that time as the metal of the
future with great practical possibilities. Scientific and non-scientific press
devoted lengthy articles to its description. Special attention was paid to
the advantages of aluminium – it is light, it does not rust, and it is very
strong especially when mixed with other metals.
56
The first attempts to isolate this metal from its oxide were made
in 1807 by Davy and some years later by Berzelius. But both failed to
obtain any satisfactory results. Nearly fifty years passed before French
and German scientists isolated aluminium in 1854. It was isolated by
electrolysis. Scientists also investigated the distribution of the metal in
nature. Aluminium is one of the most widely distributed of the chemical
elements but it is never found in the free state. Metallic aluminium has a
beautiful silver luster, but when impure aluminium has a gray or a bluish
colour. The isolation of aluminium became simple and cheap only when
man harnessed electricity. Only then was it possible to produce
aluminium and put it to use.
I. Find 7 passive constructions in the text and make questions using
them. Discuss the questions in pairs.
II. Retell the text using the following words and expressions:
to be exhibited, to be regarded, to be shown, advantages, to make
attempts, to obtain satisfactory results, to be widely distributed
***
Read the text and answer the questions.
What is iron
Iron is a kind of metal. It is hard. No other metal is so hard as
iron. People find iron in the ground. When it is extracted from the
ground, it looks like rocks – red, or brown, or black.
The rock that has iron is called iron ore. Iron in it is mixed with
earth and many other things too. People have to remove all these things
from it; then iron is ready for use.
Nails, horse-shoes and many other things are made of iron. Steel
is made of iron. Steel is much prettier than iron. It is much brighter, but it
is not so strong. Scissors, knives, forks and many other things are made
of steel. And they are very useful.
1. What is iron?
2. Is it hard or soft?
57
3.
4.
5.
6.
7.
Where do people find it?
What does it look like?
What do people call these stones?
What do people make from iron?
What do you know about steel?
***
Read the text and decide which answer A, B, C, D or E best fits each
space.
Water
Water is one of the _1_ of all substances, and without it life
would be impossible. The seas and oceans cover about seven tenths of the
Earth’s surface but water is also _2_ in the soil, in the atmosphere and in
all living things. More than half of the human body consists of water,
which also forms a large part of the food we eat, _3_ vegetables and fruit.
Man can live as long as ninety days or more without food, but we _4_
live long without water.
Water exists as a substance in three states: ice, which melts at 0
degree Centigrade; liquid water and steam? The latter is formed when
water boils at 100 degrees Centigrade. Water _5_ from other liquids in
that it expands when cooled from 0o Centigrade, contracts when heated
from 0o Centigrade to 4o Centigrade, and reaches its maximum _6_ at 4o
Centigrade. No other liquid possesses this property.
_7_ water is rarely found in nature. This is because water is able
to dissolve so many substances from the air, the soil and the rocks. The
saltiness of sea water is caused by the mineral substances _8_ are
dissolved from the Earth’s surface by rivers and carried down to the sea.
The Sun’s heat causes the surface sea water to evaporate, or change into
_9_, why the seas are so much more salty than rivers _10_ into them.
1.
A. common
D. the commonest
B. more common
E. much common
C. most common
2.
A. container
D. uncontainable
B. containing
E. containable
C. contained
58
3.
4.
5.
6.
7.
8.
9.
10.
A. special
B. especially
C. especial
A. could
B. were able to
C. can’t
A. different
B. differs
C. indifferent
A. density
B. dense
C. denser
A. Purity
B. Impure
C. Purely
A. which
B. what
C. whose
A. vaporise
B. vapour
C. vaporiser
A. flowed
B. flowing
C. flows
D. specialized
E. specializing
D. will be able
E. can
D. difference
E. differing
D. densest
E. densities
D. Purifying
E. Pure
D. where
E. while
D. vaporization
E. vaporising
D. will flow
E. was flowed
Answer the following questions:
1. How much water is there in the human body?
2. What are the three states of water?
3. What causes the saltiness of water?
59
***
Read the text and answer the questions.
What is the difference between surface water and ground water?
Lakes, rivers, reservoirs, streams, swamps and any other natural
storage basin contain surface water. These areas are all open to the sky
and accessible to rainfall. Not all surface water areas are natural, of
course, as there are many man-made lakes and reservoirs. Rain, melting
glaciers and underground water are all sources of refreshment for surface
water bodies.
Ground water on the other hand is that fresh water (from rain,
melting snow or ice) which soaks into the soil. This water first enters a
layer of earth containing air and water surrounding rock fragments or soil
particles. This particular area is called the zone of aeration. The water
gradually replaces the air, as it seeps through the soil, until the soil is
finally saturated. The top of this saturated zone is known as the water
table. At the bottom of the zone, very often is bedrock which can be 10
miles below the surface. As the ground water moves through the
saturated zone, it replenishes dry or low-water volume cavities in the
ground which must have plenty of water if they are to keep lakes and
wells supplied.
Sometimes vegetation draws water from the saturated zone
upwards to its roots. Too, the water can become trapped deep within the
bowels of the earth and remain in natural underground reservoirs for
many years. Underground water is not limited to regions of the earth with
high precipitation. Deserts, plains, many arid sections of the world, as
well as mountains, rivers, cities, have a great deal of underground water.
There is even underground water beneath the oceans. If the water table in
a certain region is at a ground level, then what will occur? A swamp, of
course, for the soil is saturated at the point. If the table happens to be
above the land’s surface, then natural lakes or ponds are formed.
1. Where is the fresh water accumulated?
2. What natural water basins contain surface water?
3. What sources of replenishment for surface water do you know?
60
4. Is there any underground water beneath the ocean?
5. Under what conditions will a swamp occur?
***
Read the text and decide which answer A, B, C, D or E best fits each
space. Translate the text into Russian.
Energy
_1_ to do work is called energy, and when the energy is due to
motion it is _2_ kinetic energy. A weight which has been lifted from the
floor to the top of the table _3_ work on it; if we allow the weight to fall
back again to the floor it will _4_ velocity, and therefore kinetic energy.
This energy was simply “stored up” in the weight when it was at rest on
the table: it had energy _5_ its position on the table; and we call this
energy potential. Or, potential energy is the energy of a mass due to its
position. Water, at the _6_ of the waterwheel, has potential energy. As it
falls it gradually loses this potential energy, but gets kinetic energy at the
_7_ time.
1.
2.
3.
4.
5.
A. Capacitor
B. Capacity
C. Capacitance
A. calling
B. caller
C. uncalled
A. will have
B. had had
C. was having
A. do
B. put
C. give
A. because
B. on account
C. due to
D. Capacities
E. Incapacitant
D. called
E. calls
D. will be having
E. has had
D. get
E. take
D. owing
E. as a result
61
6.
7.
A. side
B. bottom
C. center
A. next
B. same
C. other
D. top
E. base
D. past
E. latest
***
Read the text and answer the questions.
Channel Tunnel
Before you read the text, try to match the figures given in the list below
with the questions:
50; 15,000; 220; 10bn; 575; 1,200; 10; 45
What was the total cost of the project? (… pounds)
How many workers died during the project?
How deep is the tunnel below the sea-bed?
How many companies supplied equipment?
How long is the total amount of railway track in the tunnel? (…
kilometers)
6. How long is the tunnel? (… kilometers)
7. How heavy were the drilling machines? (… tons)
8. How many workers built it?
1.
2.
3.
4.
5.
Now read the article and check the answers.
The Channel Tunnel is also called Eurotunnel, rail tunnel
between England and France that runs beneath the English Channel. The
Channel Tunnel, consists of three tunnels, each 50 km long: two for rail
traffic and a central tunnel for services and security. It is the second
longest tunnel in the world. The longest is the Seikan tunnel in Japan, but
the Channel Tunnel has a longer under-sea section. The tunnel runs
between Folkestone, England, and Sangatte (near Calais), France, and is
used for both freight and passenger traffic. Passengers can travel either by
62
ordinary rail coach or within their own motor vehicles, which are loaded
onto special rail cars. Trains can travel through the tunnel at speeds as
high as 160 km per hour; the trip takes about 35 minutes. The oftenconsidered idea of constructing a tunnel under the English Channel was
revived in 1986 by Great Britain and France. A rail tunnel was chosen
over proposals for a very long suspension bridge, a bridge-and-tunnel
link, and a combined rail-and-road link, and the project was privately
financed by a consortium of British and French corporations and banks;
the Anglo-French company operating the tunnel is called Eurotunnel.
Fifteen thousand workers built it and 1,200 companies supplied
equipment. It cost ten billion pounds to build.
One team began drilling in France and the other in England. The
biggest problem for the builders was ensuring that the tunnels met at
exactly the same place under the sea in the middle of the channel. The
drilling machines were the heaviest ever made, each weighing up to 575
tons. In the opinion of Roger Dobson, Director General of the Institute of
Civil Engineers, ‘The Channel Tunnel is the greatest engineering project
ever accomplished.’ The tunnel itself is an average of 45m below the seabed and has 220 km of railway track. It has the most sophisticated
railway control system in the world.
The tunnel was officially opened in May 1994.
***
Read the text and answer the questions.
Development in trade and industry
Queen Victoria opened the Great Exhibition in Hyde Park,
London, on 1 May 1851. Two thousand workmen had been employed to
build a “Crystal Palace”, made of glass and iron, and designed by Joseph
Paxton, to show the “Works and Industry of All Nations”. Among the
things on display were railway engines, steam ploughs, cranes, ships’
engines, printing machines, clocks, pumps, furniture and hundreds of
tools, implements and gadgets of all kinds from several countries. The
Exhibition, however, was mainly a show-piece for British products and
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achievements, proving that it was the “Workshop of the World”. It was
an enormous success.
Britain kept ahead of all other countries in trade and industry
during the second half of the nineteenth century. It was the first to benefit
from foreign trade because it had successfully colonized India, Canada,
Australia and large parts of Africa. British goods were in great demand in
many countries. Cotton, woolen, linen and silk fabrics, hardware and
leather were exported and these were followed later by iron, steel, coal,
railway stock and ships. At the same time, there were large imports of
raw cotton, timber, tin, jute and, especially, food. By the end of the 19th
century Britain could feed its population on home produced food for only
five days a week, so the rest had to be imported.
Shipyards and ports flourished. Half the world’s shipping was
British built and the three greatest ports of the world at that time were
London, Liverpool and Glasgow. The British navy controlled the sea
routes, and ships made much faster voyages as the steamship displaced
the sailing vessels. First came the steam paddle ship, then the screw ship,
and, afterwards, in 1897, the steam turbine invented by Sir Charles
Parsons. By 1913 almost all British ship-owners had turned to steam.
The opening of the Suez Canal in 1869 shortened the voyage
from Britain to Australia by nearly 2000 km and to India by almost
6500 km. On 24 August 1892, the first Shell oil tanker, the “Murex” of
4000 tones, went through the canal but today the largest tankers are too
big to use it and have to sail round the Cape of Good Hope. The Panama
Canal opened in 1914, shortened the route between British ports and
those on the western seaboard of the USA and Canada by about
10000 km. Considerable saving was made in the fuel costs of shipping, as
well as time, with the cutting of the canals.
Railways had caused a revolution in land transport but they were
superseded when the petrol-driven engines were invented at the
beginning of the 20th century. Not only did the motorcars speed up
transport and trade with door-to-door service but they began a new kind
of factory system – mass production. Henry Ford, in America,
manufactured his famous “Model T” car in 1909 by mass, or assemblyline, production to provide “motoring for the millions”. With “line”
production, the work moves from worker to worker, with each man doing
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his own special job on it throughout his working hours. The “line”, or
conveyor, is rather like a moving work-bench and the product is virtually
complete and ready for the sales department when it reaches the end of its
factory journey. British motor manufacturers followed the American lead
and used mass-production methods where possible. To be profitable
however, mass-production can only be applied where there is a great
demand for the products, all of which have to be exactly alike. The
British Rolls-Royce car, for instance, is not mass-produced and so only
the rich can afford to buy it.
Increase in air travel caused a big decline in passenger shipping
which is so much slower, although large, bulky cargo still has to go by
sea. Many ships, which at one time were in passenger service, have been
converted into cruise ships for package holidays. it is sad but true that
hardly any large passenger ships are being built anywhere in the world
today. The investment is in supersonic air-liners like the Anglo-French
Concorde.
The demand for man-made fibres such as Acrilan, Orlon,
Terylene, Trevira and Bri-Nylon, along with foreign competition, have
resulted in the closure of many cotton and woolen mills in Britain. Some
mills are using the new fibres but others had come too out-of-date to
make the changes profitable. In a similar way, iron and steel manufacture
has slumped because of the increase in the use of aluminium and plastics.
Coal and gas industries have declined because of the increased
consumption of oil and electricity, which are easier and cleaner to convey
and use. Natural gas was discovered under the North Sea in 1965 and
almost all Britain’s gas supply is expected to come from these fields by
1980. similarly, oil began to be extracted in 1975 from fields under the
seas surrounding Britain. Electricity consumption has been doubling
every ten years and nuclear power stations have been meeting much of
this demand since 1956.
The 20th century has seen the rise of the “multi-national”
companies. Small firms and family business have found it very difficult
to remain independent of, or in competition with, the large companies and
many have been “taken over” or have had to closes down altogether.
Huge organizations such as ICI, Unilever, Ford, Tate and Lyle, Shell and
Imperial Tobacco are trading all over the world.
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Today’s new factories are quite different from the old ones, both
in appearance and lay-out. They are not like the grim, prison like
buildings of the first industrial revolution but are light, airy and often
sited in semi-rural areas. Their products serve today’s demand for
processed foods, medicines, refrigerators, vacuum cleaners, cameras,
sewing machines, radio and television sets, tape recorders and, of course,
motor cars. Some developments in industry are causing problems at the
same time as they are solving others. Automation, when a product is
taken through various stages automatically, and computers, machines
which do highly complicated calculations in a few seconds, have put
many people out of work. New factories set up in India and in African
and South American countries are supplying their own peoples with
goods which at one time they used to buy from Britain.
Unemployment is a matter of great concern in the industrialized
countries of the world. Some factories work a five, or even a four day
week and employees are encouraged to retire early. Whether we like it or
not, it seems that we shall all be having more leisure time in the future. If
we use it well, we may be all the better for it.
1. Who designed the “Crystal Palace” of 1851?
2. What sort of things did the Great Exhibition display?
3. Which ports were the greatest in the world in the 19th century?
4. When was the Suez Canal opened?
5. Who invented the steam turbine engine?
6. Which oceans are linked by the Panama Canal?
7. Who first started “assembly-line” production in factories?
8. What was the “Model T”?
9. What is a supersonic air-liner?
10. When was natural gas discovered under the North Sea?
11. Make a list of “man-made” fibres.
12. What kind of machine is a computer?
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***
Read the text and answer the questions.
Geology
Read the first paragraph, translate it. Open the brackets and put the verbs
into the correct form.
Geology (1) (to be) the science which deals with the earth’s
constitution and structure, with the various stages which it (2) (to pass),
with the living things, with the agencies and processes which are altering
it, and with the utilization of the earth’s materials by man. Geology
includes the study of rocks and their relation to each other; the study of
the atmosphere, its movements and its reactions with the mineral
constituents of rocks. A geologist is called upon not only to classify
minerals and rocks but to locate valuable mineral deposits and to direct
their exploration and to give advice regarding dam sites, tunnels,
irrigation systems, control of floods and other engineering projects.
The earth (3) (to change) continually. Some changes are great and
rapid while others are small and slow although they are nevertheless
effective. The geologist seeks to analyse the changes and the processes
that cause them. He assumes that these processes have been operative
during the past as well as in the present, although perhaps with different
intensifies, and he seeks to explain the present earth as the result of
processes which (4) (to act) through long ages of time. Thus the present,
which is the outgrowth of the past, is also the key to the history of the
past.
Discuss the following questions:
1. What does geology deal with?
2. What are the duties of a geologist?
3. Do the processes altering the earth differ or are they the same?
Read the rest of the text, translate it. Open the brackets and put the verbs
into the correct form.
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Geology may (5) (to divide) into physical geology and historical
geology. Physical geology (6) (to deal) with materials of the earth, earthcrust movements, the structure of the earth, and the processes and
agencies by which the earth has been for many millions of years modified
and (7) (to modify) now, including such agencies as weather, wind,
streams, glaciers, seas, organisms, volcanoes, subterranean waters, and
lakes. Historical geology deals with the records of the successive events
of the earth’s history, and with the history and evolutionary changes of
the organisms which have lived upon the earth.
The science of geology commonly is divided into several
branches, each of which emphasizes certain phases of the subject.
Cosmology deals with the early history of the earth and the relations of
the earth to other heavenly bodies in the universe such as the sun, the
other planets and the other stars. Petrology treats of the rocks of the earth.
Structural geology deals with the arrangements or the structural relations
of rocks. Dynamic geology treats of the forces and the movements that
have affected the rocks and the results of these movements. All of these
branches (8) (to relate) closely to each other and form part of the general
subject of geology.
Geology shows us that the earth (9) (to go) through vast changes
in its geography, its inhabitants and its physical condition; and that the
history is not ended yet but (10) (to write) at present day.
Discuss the following questions:
1. What branches can geology be divided into? What do you know
about them?
2. Why is geology a significant science?
***
Read the text. The following sentences have been removed from the text.
Read it again and decide in which numbered gap each sentence should
go. There is one extra sentence which you do not need to use.
A. The nature and extent of environmental problems arising from the
mining industry are very wide.
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B. In these cases the water can be retained in a closed circuit and no
pollution results.
C. To sum it up it should be stressed that the nature and extent of the
environmental problems are very wide.
D. Air pollution can cause damage, the extent of which depends upon
their composition and concentration.
E. There is no evidence of a serious decline of the forest.
F. A common practice of mining is to plan blasting at times of the day
when it will be least noticeable.
Range of Environmental Problems
Lime (n) – известь
Limestone (n) – известняк
Crusher (n) – дробилка
Bearing (n) – подшипник
Pollute (v) – загрязнять
Circuit (n) [‘sз:ki t ] – цикл, система
An impact = influence – сильное воздействие, влияние
Treatment (n) – обработка
Liquid (adj) – жидкий, текучий, жидкость
Blasting – взрывные (подрывные) работы
Subsidence [s ∂ b ‘ s a i d ( ∂ ) n s ] –
оседание (почвы)
Contaminate (v) – загрязнять,
портить, отравлять
Mining – горное дело, горные
разработки,
добыча
полезных
ископаемых
Revegetation (n) – рекультивация,
восстановление
растительного
покрова
Effluent (n) – сброс, сток,
промышленные отходы
The aspects of mining may cause pollution of different nature.
__1__ .Dust from mining operations may become a serious problem
especially in areas of dry climate. Mine site dust control requires a good
knowledge of wind conditions. Where dust is a serious problem it is
necessary to use more intensive methods of control. Physical stabilization
especially revegetation is more economical than chemical treatment.
The wide range of liquid effluents from mining can pollute
sources of water. The most important water pollution problem is the
drainage of mine acid into the adjacent lakes and rivers. The most popular
technique of treating mine acid pollution is lime and limestone
neutralization. In mining water is mainly used for cooling equipment
such as crusher bearings, pumps and compressors. __2__. Ground water
may become contaminated with acids, heavy metals and other toxic
substances. In stating these impacts it should be kept in mind that the
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causes are very difficult to establish. This is due to the very complex
nature of surface and ground hydrology.
Noise is the most commonly noticed environmental impact of
mining. Noise cannot be eliminated but it can be reduced. Noise from
blasting is also a problem. __3__. Ground vibrations are a more difficult
problem to overcome. Noise reduction equipment is constantly being
improved. Making use of up-to-date noise reduction equipment and
keeping it in good repair will reduce the noise effect of mining.
__4__. For example, in those cases where underground mining is
required, surface subsidence can have a serious impact on the land.
__5__. The most important thing to be done is to take measures
for environmental protection and to use nature with care.
I.
Answer the questions choosing the correct variant. Use information
from the text.
1. What may cause pollution?
a) the aspects of mining
c) storage bins
b) noise reduction equipment
d) heavy metal
2. What does the extent of air pollution depend on?
a) on landscape
c) on make-up and concentration
b) on surface damage
d) on temperature
3. It is necessary to know wind conditions to reduce
a) water pollution
c) air pollution
b) noise
d) marine pollution
4. Sources of water can be polluted by
a) carbon monoxide
c) hydrogen
b) mine acid
d) nitrogen
5. With the help of lime they
a) treat air pollution
c) treat acid pollution
b) treat flu
d) treat noise pollution
6. They cool equipment with
a) cool air
c) lime
b) liquid
d) acid
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7. The causes of ground water pollution are
a) always evident
c) easy to establish
b) difficult to determine
d) never clear
8. What kind of pollution can not be removed but only reduced?
a) air pollution
c) noise
b) water pollution
d) marine pollution
9. What can reduce the noise effect of mining?
a) modern equipment
c) drilling mud
b) storage bin
d) out-of-date equipment
10. The environmental problems arising from the mining industry are
a) unimportant
c) interesting
b) varied
d) boring
II.
Find in the text sentences with modal verbs and their equivalents
translate them.
III. Find in the text sentences with non-finite forms of the verbs and
translate them.
IV. Find in the text the passage describing the primary area of use of
water in the mining industry. Read this passage aloud (approximate
time of reading is 15 seconds).
V. Find in the text key words that you can use to speak about
environmental problems that arise from the mining industry. Copy
them out into your exercise-books. Read them aloud.
***
Read the text and translate it.
Prospecting
Prospecting – разведка, разведочные работы
Deposit (n) – месторождение, залежь
Lead (n) – свинец
Ligneous (adj) – вулканического происхождения, изверженный
Molten (adj) – расплавленный, горячий
Mapping – топографическая съемка, нанесение на карту
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Outcropping – выход на поверхность, обнажение (пород), голова пласта
Confirm estimates – подтвердить выводы (заключения)
Sophisticated (adj) – сложный (в научном и техническом отношении)
Prospecting is search for economically exploitable mineral
deposits. Up to the 20th century, prospecting was done by men roaming
likely areas on foot and recognizing gold, iron, lead, or other valuable
ores by sight. Certain types of mineral deposits are associated with
certain types of rock and land forms; copper, lead and zinc, for example,
generally appear in igneous rock formed by cooling of masses of molten
minerals at or near the Earth’s surface. Geologists can sometimes infer
the extent of deposits by mapping outcroppings; drilling is then used to
confirm the estimates.
In the 20th century, more sophisticated techniques were developed
as the result of the maturing of the physical sciences and the need to seek
minerals beneath the surface. Some valuable minerals, such as iron and
copper are magnetic: first the compass and later the more sensitive
magnetometer have been used to detect them. The gravimeter, an
instrument that can detect minute changes in the Earth’s gravitational
field, can be used to detect certain minerals that have densities different
from those of the surrounding formations. Some sulfide mineral deposits
have undergone partial oxidation, and the resulting non-uniformity in
chemical composition creates an electric potential that causes currents to
flow in the surrounding ground; voltmeters can be used to detect them.
Another electrical method involves implanting electrodes in the ground
and tracing the current between them by means of a galvanometer; the
current will seek out conductors in the ground.
I. Tell your fellow-students what the aim of prospecting is.
II. Tell your fellow-students what methods were used to discover
mineral deposits up to the last century.
III. Tell your fellow-students what helps to infer minerals and their
extent.
IV. Tell your fellow-students what modern methods are used to make a
search for mineral deposits nowadays.
V. Find in the text the synonym for the word complicated.
VI. What heading would you supply with each paragraph?
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Ключ к тестy Test Yourself
1
2
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5
4
2
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2
1
10
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3
1
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1
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Содержание
Предисловие ................................................................................... 2
Повторение грамматики ................................................................ 4
UNIT 1. Многофункциональные глаголы have, be, do ............... 4
Употребление глагола have (has; had, had) ............................. 4
Употребление глагола be (am, is, are; was, were; been) ........... 7
Употребление глагола do (does; did, done) ............................ 12
UNIT 2. Многофункциональные слова it, this, that, these, those,
one .................................................................................................. 15
UNIT 3. Структура английского предложения ......................... 30
Порядок слов в простом повествовательном предложении 31
Порядок слов в отрицательном предложении ....................... 31
Порядок слов в вопросительном предложении .................... 31
Порядок слов в сложносочиненном предложении ............... 35
Порядок слов в сложноподчиненном предложении ............. 35
UNIT 4. Образец теста. Испытай себя ....................................... 42
UNIT 5. Упражнения на повторение лексико-грамматического
материала ...................................................................................... 49
UNIT 6. Блок чтения .................................................................... 55
Ключ к тестy Test Yourself .......................................................... 73
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