- •Exercises
- •1. Learn the following active words and use them in the sentences of your own
- •3. Look through the text and write out the English equivalents of the following words and word combinations. Use them in the sentences of your own.
- •7. Give short answers to the following questions:
- •9. Translate the following sentences:
- •5. Translate the following sentences paying attention to the participle:
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own.
- •2. Translate the following chains of words. Define what parts of speech they are
- •3. Look through the text and find the English equivalents to the following words and word combinations; use tem in the sentences of your own.
- •10. Translate the following sentences:
- •11. State the power change that takes place in each of the following devices.
- •12. Retell the text.
- •Exercises
- •1. Learn the following active words and expressions. Use them in the sentences of your own.
- •4. Answer the following questions:
- •5. Work in pairs. Put questions to your partner and he (she) will answer them.
- •8. Translate the following sentences paying attention to the words need and turn:
- •9. Put all possible questions to the following sentences:
- •10. Define the following words according to the model given below.
- •Exercises
- •Learn the following active words and use them in the sentences of your own:
- •2. Translate the following sentences, paying attention to the gerund:
- •7. Translate the following sentences paying attention to the words in bold type:
- •8. Put 5 questions to the text beginning with what.
- •9. Speak on the story told by the early Scandinavians.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own.
- •2. Look through the text and find the English equivalents of the following words and word combinations, use them in the sentences of your own:
- •5. Find the gerund in the text, define its function.
- •7. Put questions to the words in bold type.
- •8. Translate the following sentences paying attention to both, both...And:
- •9. Fill in the blanks with prepositions:
- •10. Translate into Russian:
- •11. Form five sentences combining suitable parts of the sentence given in Columns I and II:
- •12. Describe Franklin's kite experiment.
- •13. Give a short summary of the text.
- •Exercises
- •1. Learn the following active words and Expressions
- •3. Look through the text and find the English equivalents of the following words and word combinations, use them in the sentences of your own:
- •7. Make up a story of Franklin's kite experiment using the following sentences and sentences of your own (our sentences are given in a disorderly way):
- •10. Use the following expressions in sentences of your own:
- •11. Speak on magnetism.
- •Exercises
- •8. For the names of the countries given in Column I find the names of the nations given in Column II:
- •10. Speak on:
- •11. Make an outline of the text.
- •12. Retell the text.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Define the functions of the participle and the gerund in the text.
- •4. Answer the following questions:
- •5. Fill in the blanks with suitable words and word combinations given below:
- •6. For the verbs in (a) find suitable nouns in (b).
- •7. For the nouns in (a) find suitable attributes in (b):
- •8. (A) Translate the following word combinations:
- •11. The following statements are not true to the fact. Correct them:
- •12. Retell the text.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Translate the following word chains into Russian, define what part of speech the words are.
- •4 Translate into Russian:
- •8. Form 10 sentences using the following words:
- •10. Translate the following sentences paying special attention to the words in bold type:
- •11. Retell the text.
- •12. (A) Fill in the blanks with prepositions, if necessary; (b) retell the text:
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Look through the text and find the English equivalents to the following words and word combinations. Use them in your own situations.
- •3. Write out antonyms to the following words:
- •4. Translate the following sentences paying attention to the infinitive
- •5. Translate the following sentences paying special attention to the words in bold type:
- •6. Translate the following sentences paying special attention to the infinitive:
- •7. Fill in the blanks with the words one or for:
- •8. Write out from the text all the sentences where the infinitive is used, and define its function.
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •3. According to the models given below form sentences combining suitable parts of the sentence given in Columns I, II, III, IV,
- •5. Work in pairs, ask your fellow-students the following questions:
- •6. Form six sentences combining suitable parts of the sentence given in Columns I and II:
- •7. Explain why:
- •8. Define the meaning of the following words:
- •Exercises
- •1. Learn the following active words and use them in the sentences of your own:
- •2. Translate the following sentences using the infinitive constructions:
- •Find in (b) synonyms to the words in (a):
- •5. Translate the following questions into English and answer them:
- •7. Translate the following sentences paying special attention to the words in bold type:
- •8. What are the different meanings of the following words?
- •10. Speak on the work of the following scientists using the words given below:
- •Exercises
- •2. Answer the following questions:
- •4. Compare:
- •6. Translate the following sentences paying special attention to the words in bold type:
- •8. Fill in the blanks with suitable prepositions if necessary and make up sentences with the following infinitives:
- •9. Translate the following sentences:
- •10. Speak on:
- •Conditional Sentences
- •2. Translate the following sentences:
- •3. Translate the following sentences paying special attention to the word provided:
- •Exercises
- •1.Learn the following active words:
- •5. Complete the following sentences:
- •6. Fill in the blanks with among or between:
- •8. Put all possible questions to the following sentences:
- •10. Form new words of the same root, define what parts of speech they are:
- •11. Speak on:
- •Exercises
- •1.Learn the following active words:
- •2. Look through the text and find the examples illustrating modality.
- •3. Answer the following questions:
- •4. Translate the following phrases into English using the word combinations given below:
- •5. Define the meaning of the prefixes in the following words and translate them into Russian:
- •6. Translate the following sentences:
- •7. Work in pairs. Put questions to your fellow-student and let him answer them:
- •8. Translate the following sentences paying special attention to the words in bold type:
- •10. Complete the following sentences:
- •11. Speak on the heating effect of an electric current.
- •12. Translate the following text.
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences into Russian:
- •4. Fill in the blanks with where, which, when, who, that:
- •5. Translate the following sentences paying special attention to the words in bold type:
- •6. Fill in the blanks with either should or would:
- •Exercises
- •12. Look at Fig. 11, name a, b, c, d, e and describe the figure.
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences paying special attention to the impersonal construction:
- •3. Answer the following questions:
- •4. Complete the following sentences:
- •5. Define the meaning of the following words:
- •6. Choose the right term and explain the statement:
- •7. Translate the following text:
- •8. Look at Fig. 12 and speak on power generation in Russia.
- •9. Retell the text.
- •Exercises
- •1. Learn the following active words:
- •Exercises
- •1. Learn the following active words:
- •2. Translate the following sentences:
- •3. Define the function of the words in bold type:
- •4. Translate the following sentences:
- •6. Define the function of the words one and bat:
- •7. Form sentences using the following word combinations.
- •8. Fill in the blanks with the following expressions:
- •9. Complete the following sentences:
- •11. Speak on:
- •12. Translate the following text:
- •Exercises
- •1.Learn the following active words:
- •2. Translate the following sentences paying attention to the participle:
- •3. Answer the following questions:
- •5. Make up six sentences using the following nouns qualified by adjectives.
- •6. Translate the following text without consulting a dictionary and retell the text.
- •If There Were No Electricity
- •7. Describe the following:
- •9. Form statements which are not true to the fact. Ask your fellow-students to correct them.
- •Exercises
- •1. Learn the following active words:
- •3. Define the function of the word do in the following sentences:
- •4. Translate the following questions and answer them:
- •Exercises
- •1 Learn the following active words and expressions and use them in the sentences of your own.
- •8. Answer the following questions:
- •10. Translate the following word combinations and use them in the sentences of your own:
- •Exercises
- •1. Learn the following active words:
- •2. (A) Give headings to each paragraph of the text.
- •3. Translate the following sentences:
- •4. Define the non-finite forms of the verb met in the text.
- •5. Put 10 questions to the text.
- •6. Translate the following sentences:
- •7. Speak on:
- •Exercises
12. Look at Fig. 11, name a, b, c, d, e and describe the figure.
LESSON EIGHTEEN
THE TRANSMISSION OF ELECTRIC POWER
One reason electricity serves us so well is that it can be generated in a suitable locality, transmitted over long distances, and supplied with almost unchangeable power to exactly the locality where it is wanted, i.e., where we want to use it and wherever wires can pass.
Until a hundred years ago, or so, power was never carried far away from its source. Later on, the range of transmission was expanded into a few miles. And now, in a comparatively short period of time, electrical engineering has achieved so much, that it is quite possible, at will, to convert mechanical power into electrical power and transmit it over hundreds of kilometres and more in any direction required. Then, electric power may be reconverted into mechanical power whenever and wherever it is desirable. It is not difficult to understand that the above process has been made possible owing to the generators, transformers, and motors, as well as to other necessary electrical equipment. We should also name here Dolivo-Dobrovolsky, the outstanding Russian electrical engineer, who was the founder of the three-phase technique. It was his invention that made possible the long-distance power transmission and, hence, electrification in the real sense of the word.
You will find below two examples illustrating the growth of electric power generation in our country: perhaps, you are familiar with the fact that the longest transmission line in prerevolutionary Russia was that connecting the Klasson Power Station with Moscow. It is said to have been built 70 km long, while the present Samara-Moscow high-tension transmission line is 900 kilometres long. ( the English terms "high-tension" and "high-voltage" are interchangeable.)
Generally speaking, the length of high-tension transmission lines in our country is so great that they could circle the globe six times.
It goes without saying that as soon as electric power is produced at the power station, it is to be transmitted over wires to the consumer. However, the longer the wire, the greater is its resistance to current flow. On the other hand, the higher the offered resistance, the greater are the heating losses in electric wires. We can lower these undesirable losses in two ways, namely, we can reduce either the resistance, or the current. It is easy for us to see how one can reduce resistance: it is necessary to make use of better conducting material and as thick wires as possible. However, such wires would require too much material and, hence, they would be too expensive. Can the current be reduced? It is quite possible to supply the consumer with the amount of power he needs and at the same time to reduce the current in the transmission line by employing transformers. In effect, the unnecessary waste of useful power has been greatly decreased due to high-voltage lines, so that one may transmit power over long distances with small loss. High voltage means low current, low current, in its turn, results in reduced heating losses in electrical wires. It is dangerous, however, to use power at very high voltages for anything but transmission and distribution. For that reason, the voltage is always lowered again before the power is made use of.
Russian scientists are successfully developing quantum generators, called lasers, for emitting light amplitude radio waves. Theoretical calculations have shown that lasers are very likely to transform the power of light radio waves into electrical power with an efficiency amounting to about 100 per cent. It means that electrical power might be transmitted over considerable distances with negligible losses and what is very important without the use of transmission lines.
