Ex 37 Study the chart

close apposition	1. Meet Professor Jones (Captain Smith, etc). 2. The writer (worker, student, composer, etc) Smirnov lives next door.
loose apposition	1. Speak to Ivanov, head of the expedition. 2. Yesterday I met Pavlov, a student of group 3.

Ex 38 Insert the article where necessary.

1. — worker Ivanov is — deputy to — Supreme Soviet. 2. Fomin, — scientist, is known for his Arctic expeditions. 3. I'd like to speak to Matveyev, — engineer at your plant. 4. — Professor Mikhailov hopes he will get your paper before — conference starts. 5. I can recommend' — very good doctor, — Doctor Vetrova. — doctor called on me every day when I was down with pneumonia. 6. — composer Petrov is well-known to — cinema-goers for his music to many films. 7. Meet —Captain Trent, he is our new colleague. 8. — writer Gardner will always remember — day he walked into — publishing house with his first manuscript under his arm.

(b) the use and omission of the article before nouns used predісatіve1у

Ex 39 Study the chart.

She waschairman at the meeting. Ivanov wasa president of this Association. He waspresident since 1980 to 1982.

Ex 40 Insert the article where necessary.

1. George Washington was — president of the USA; he was — president from 1789 to 1797. 2. He studied nights to become — algebra teacher and finally rose to be — headmaster of a high school. 3. She is — head librarian at our local public library. 4. — Doctor Smith is — president of — Medical Association. 5. "Who will be — chairman of Monday's conference?" "— student Stepanov agreed to be — chairman."

Ex 41 Translate the following.

1. О. Ю. Шмидт был руководителем экспедиции на легендарном «Челюскине». 2. И. Д. Папанин был начальником первой советской экспедиции на Северный полюс. 3. Отец Д. И. Менделеева был директором гимназии в Тобольске. 4. Авраам Линкольн был президентом США с 1861 по 1865 год. 5. Вы когда-нибудь слышали о новом методе профессора Николаева? 6. Смирнов, староста нашего факультета, просил передать вам, что конференция состоится в среду. 7. Вам может помочь мой друг Кузьмин, студент института иностранных языков. 8. Где я могу найти инженера Петрова? 9. Форд, капитан корабля, был на мостике, когда пароход входил в порт. 10. За доктором Крюковым уже послали, он будет через полчаса.

READING

Ex 42 Read the text, and do the assignments coming after it.

THE DISCOVERY OF THE X-RAY

Scientists working on a problem do not know and sometimes can't even guess what the final result will be. Professor Röntgen* was a physicist at the University of Würzburg in Germany. Late on Friday, 8 November, 1895, he was doing an experiment in his laboratory when he noticed something extraordinary. He had covered an electric bulb with black cardboard, and when he switched on the current he saw little dancing lights on his table. Now the bulb was completely covered; how then could any ray penetrate? On the table there were some pieces of paper which had been covered with metal salts. It was on this paper that the lights were shining. Professor Röntgen took a piece of this paper and held it at a distance from the lamp. Between it and the lamp he placed a number of objects, a book, a pack of cards, a piece of wood and a doorkey. The ray penetrated every one of them except the key. This mysterious ray could shine through everything except the metal. He called his wife into the laboratory and asked her to hold her hand between the lamp and the photographic plate. She was very surprised by this request, but she obediently held up her hand for a quarter of an hour, and when the plate was developed there was a picture of the bones of her hand and of the ring on one finger. The ray could pass through the flesh and not through the bone or the ring.

At a scientific meeting where he described what happened. Professor Röntgen called this new ray "the Unknown", the X-ray. Doctors quickly saw how this could be used, and soon there were X-ray machines in all the big hospitals. At first the doctors did not understand how powerful the rays were and many of them were injured, losing a finger or an arm through exposure to X-rays when they were using the machines. The most obvious use for this discovery was to make it possible for doctors and surgeons to see exactly how a bone was fractured. Other uses came later. It was found that these rays could be used to destroy cancer cells, just as they destroyed the healthy cells of the doctors who first used the machine. Methods were found later by which "ulcers in the stomach could be located, and the lungs could be X-rayed to show if there was any tuberculosis present. "Mass X-ray" units are sent round to factories and detect early signs of trouble in the lungs.

Unfortunately for Professor Röntgen, whose discovery did so much for medical science, envious colleagues spread the story that he had stolen his discovery from a laboratory assistant who worked for him. He died, poor and forgotten, in 1923.

(After "Britain in the Modern World, The Twentieth Century" by E. N. Nash and A. M. Newth)

Assignments

(a) Explain the meaning of the following words. (Look for clues in the text.)

1. current, 2. penetrate, 3. plate, 4. request, 5. injured, 6. cell, 7. detect.

(b) Quickly look through the list and mark the lettered phrase nearest in meaning to the word or phrase tested.

1. Guess: (i) know for sure; (ii) be in two minds; (iii) suppose.

2. At a distance: (i) not very near; (ii) very close; (iii) a long way off.

3. Mysterious: (i) hard to explain; (ii) unexplainable; (iii) easy to explain.

4. Obediently: (і) unthinkingly; (ii) unwillingly; (iii) willingly.

5. Through in "through exposure to X-rays": (i) with the help of; (ii) in spite of; (iii) as a result of.

6. Destroy: (i) kill; (ii) make useless; (iii) break to pieces.

(c) Briefly describe the experiment made by Professor Röntgen.

(d) Say whether, in your opinion. Professor Röntgen knew he was going to discover the X-ray, or he discovered it by chance. Quote facts from the text.

(e) Look through the text once again, and select the statement which best expresses its main idea. Explain your choice.

(f) Sum up what the text has to say on each of the following points.

1. How the X-ray got its name. 2. How it happened that many doctors were injured through exposure to X-rays. 3. The most important uses of the X-ray at the present time.

(g) Write a précis of the text.

Ex 43 Read the text carefully, consulting the dictionary, if necessary. During the second reading note the key sentence in each paragraph. Write five questions covering the main points, answer each question in one complete sentence in your own words as far as possible; then, using your answers as guides, write a summary of the text.

In the intricate complex of historical processes in the second half of the 20th century, one of the most crucial is the scientific-technological revolution. It is going on in socialist and capitalist countries and is beginning to take hold in the countries of the Third World; it is thus acquiring a global character. The scientific-technological revolution itself is a profound, qualitative revolution in the forces of production — in this lies its importance. It offers possibilities for a radical transformation of the methods of production, creating advanced instruments of production, incorporating new principles, advanced materials, it brings new industries to life and makes possible a previously unheard of increase in efficiency in all aspects of production.

The current revolution in technology signifies a profound transformation both in the instruments and other technical means of labour and in the methods of managing and organising the process of production and even in the objects of labour. Consequently, it is necessary to think of the technological revolution in the broadest sense of the term — as a revolution in the very elements of the productive forces.

The revolution in science is a dialectical negation of all the previous and essentially mechanistic views of the world. The process of revolutionary transformation encompasses almost all the natural sciences. Their paradigms, i.e., the established, basic premises, canons and conceptions that yesterday seemed certain today reveal their shortcomings and limitations and are being rapidly replaced with new paradigms.

One of the most important results of Marxist research on the problem of the technological revolution is the conclusion that it is impossible to restrict the modern technological revolution to scientific or technological progress. To the extent that science becomes a productive force, the universal education of people, the development of the creative forces of every man, becomes a crucial parameter in the development of the material base of civilisation and all the more becomes an inseparable component and an independent factor in the growth of the forces of production.