Unit IV

Grammar: 1. Indirect questions

2. Reported speech:

a). statements

b). questions

c). commands

3. Word Formation

• Pre-reading exercises

Exercise І. Pronounce the following words and word combinations:

attribute – властивість, відмітна риса;

to burn – горіти, палати;

clarification – прояснення, роз’яснення;

concern – відношення, причетність;

constituent substance – складова речовина;

discovery – виявлення, відкриття;

extensive – всебічний, вичерпний;

flammable – горючий;

host – сукупність;

oxygen – кисень;

species – вид;

artificially – штучно;

subatomic domain – субатомна сфера;

quicklime – негашене вапно.

Exercise ІІ. Read the headline of the text. What do you know about chemistry and its history? What are the prominent scientists in this field?

• Reading

Read closely the text, translate it into Ukrainian and try to retell it:

Chemistry

Chemistry is the science that deals with the properties, composition, and structure of substances, the transformations they undergo, and the energy that is released or absorbed during these processes. Every substance, whether naturally occurring or artificially produced, consists of one or more of the hundred species of atoms that have been identified as elements. Although these atoms are composed of more elementary particles, they are the basic building blocks of chemical substances. Chemistry, therefore, is concerned with the properties of atoms and the laws governing their combinations and how the knowledge of these properties can be used to achieve specific purposes.

In the second half of the 17^th century R. Boyle gave the first definition of the chemical element. One of the major advances in chemistry in the 18th century was the discovery of the role of air, and of gases generally, in chemical reactions. This role had been dimly glimpsed in the 17th century, but it was not fully seen until the classic experiments of Joseph Black on magnesia alba (basic magnesium carbonate) in the 1750s. By extensive and careful use of the chemical balance, Black showed that an air with specific properties could combine with solid substances like quicklime and could be recovered from them. This discovery served to focus attention on the properties of "air," which was soon found to be a generic, not a specific, name. Chemists discovered a host of specific gases and investigated their various properties: some were flammable, others put out flames; some killed animals, others made them lively. Clearly, gases had a great deal to do with chemistry.

The Newton of chemistry was Antoine-Laurent Lavoisier. In a series of careful balance experiments Lavoisier untangled combustion reactions to show that, in contradiction to established theory, which held that a body gave off the principle of inflammation (called phlogiston) when it burned, combustion actually involves the combination of bodies with a gas that Lavoisier named oxygen. The chemical revolution was as much a revolution in method as in conception. Gravimetric methods made possible precise analysis, and this, Lavoisier insisted, was the central concern of the new chemistry. Only when bodies were analyzed as to their constituent substances was it possible to classify them and their attributes logically and consistently.

• Text-based exercises

Exercise III. Translate the following sentences into English:

1. Хімія – це наука, що має справу з властивостями, складом та структурою речовин.

…………………………………………………………………………….………………

2. Хімія займається властивостями атомів та законами, які керують їх комбінаціями.

…………………………………………………………………………….………………

3. У другій половині 17 сторіччя Р.Бойль дав перше визначення хімічного елементу.

…………………………………………………………………………….………………

4. Хіміки відкрили безліч своєрідних газів та дослідили їх різноманітні властивості.

…………………………………………………………………………….………………

5. Гравіметричні методи зробили можливим точний аналіз і це становило основний інтерес нової хімії.

…………………………………………………………………………….………………

Exercise IV. Fill in the correct word from the list below. Use the words only once:

balance	building
elementary	generic
principle	precise
host	structure
achieve	use

………...…….. of substance	a …………....…..of gases
……………….….... particle	careful ….…... experiment
……………................ block	………….…….... analysis
to ….....…. specific purpose	the …..…. of inflammation
extensive ………..………..	to be a ……..…....... name

Exercise V. Answer the following questions:

1. What was one of the major advances in chemistry in the 18th century?

…………………………………………………………………………….………………

2. What is magnesia alba?

…………………………………………………………………………….………………

3. What are the main properties of the specific gases?

…………………………………………………………………………….………………

4. Who was Antoine-Laurent Lavoisier?

…………………………………………………………………………….………………

5. What is oxygen?

…………………………………………………………………………….………………

• Grammar exercises

Exercise VI. Underline the correct word and define the type of speech (direct/reported):

1. “Don’t forget to ask/say the Johnsons to come to our celebration,” Kate told/said to me. …….

2. Tina said/told that she had failed her test. …….

3. Can I tell/ask you a question, please? …….

4. You mustn’t say/tell lies,” Dad said/told. …….

5. The professor asked/said him where the student was. …….

Exercise VII. Turn the following sentences into reported speech:

1. He said: “How does one determine the values?”

…………………………………………………………………………….………………

2. She said: “Will this scientific model apply to the industrial plant?”

…………………………………………………………………………….………………

3. They said: “Such an idea never troubled us.”

…………………………………………………………………………….………………

4. “The sun sets in the west,” the teacher said.

…………………………………………………………………………….………………

5. “If I have time, I’ll come round,” Lisa said.

…………………………………………………………………………….………………

6. He said: “She can type fast.”

…………………………………………………………………………….………………

7. She said: “I can talk to you tomorrow.”

…………………………………………………………………………….………………

8. James said: “My boss wants me to go to London tomorrow”.

…………………………………………………………………………….………………

Exercise VIII. Use the introductory verbs below to turn the following sentences into reported speech:

deny accuse insist demand admit

Model: “You should study chemistry,” Ellen said to me.

Ellen encouraged me to study chemistry.

1. “No, I didn’t take your credit card,” Rick said to Kim.

…………………………………………………………………………….………………

2. “You cheated in the Maths test,” Mr Nichols said to Mike.

…………………………………………………………………………….………………

3. “You must clean the laboratory tomorrow,” the professor said to the laboratory assistant.

…………………………………………………………………………….………………

4. “Yes, I used your mobile phone,” Max said to Donna.

…………………………………………………………………………….………………

5. “Tell me why you didn’t do your homework,” the lecturer said to the student.

…………………………………………………………………………….………………

Exercise IX. Turn the following into indirect questions:

1. How do they already know the results?

Have you any idea ………………………………………………………………..…..

2. How much does this test tube cost?

Could you tell me …………………………………………………………………….

3. Why are there no students today?

Have you any idea ……………………………………………………………………

4. What’s the time?

Could you tell me …………………………………………………………………….

5. Who left this flask here?

Do you know………………………………………………………………………….

6. How did they find the missing microscope?

Have you any idea ……………………………………………………………………

7. Did the caller leave the message?

I’d like to find out…………………………………………………………………….

8. Are the laboratories open tomorrow?

Can you tell me ……………………...……………………………………………...…

Exercise X. Form the verbs by adding the suffixes –en, –ify, –ize to the following nouns and adjectives:

active - ……………….

length - …………….....

liquid - ………………..

simple - ……………....

threat - ………………..

wide - ………………...

• Speaking task

Exercise XI. Look at the Picture 3 and try to describe the process of distillation with the help of the following words and word combinations: to demonstrate, to boil, to produce water vapour, to remain in the liquid solution, to rise through sth., to pass into sth., to consist of sth., glass tube, within sth., to flow through the space between sth., to cool the vapour in sth., to condense, to flow into sth.

Picture 3. A laboratory distillation apparatus

Unit V

Grammar: 1.Present Participle

2.Past Participle