Äîêóìåíò âçÿò èç êýøà ïîèñêîâîé ìàøèíû. Àäðåñ îðèãèíàëüíîãî äîêóìåíòà : http://www.ssau.ru/files/education/metod_2/lucenko_razvitie_navykov_chteniya.pdf Äàòà èçìåíåíèÿ: Tue Dec 9 17:26:38 2014 Äàòà èíäåêñèðîâàíèÿ: Mon Apr 11 02:50:11 2016 Êîäèðîâêà: ISO8859-5 Ïîèñêîâûå ñëîâà: earth's atmosphere

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Text 1. Metals. Historical Review. Pre - reading. I. Listen, read and memorize the following words. extent[ ik'stent] n - , to a great extent - jewelry [ ] - , B.C. - before Christ [kraist] - tin n - come into being - ancient [ ] a - , exist [ ] v - undoubtedly [ ] adv - , contest [ ] n - , ore [ ] n - cease [si:s] v - , () ] a- precious [ standpoint [ ] n - lead [led] n - Bible [Äbaibl] - ] n - mercury [ solvent [ ] n - a - medieval [mediÄi:vl] a - alchemy [ ] n - constituent [ ] n - , brass [bra:s] n - , novelty [ ] n - , inscription [ ] n - clay [klei] n - rust [ ] n - v - attempt [ ] n - investigate [inÄvestigeit] v - , lustre [ ] n - impure [ ] a - , harness [Äha:nis] v - , ; ( ) II. Read the international word and guess their meaning.

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Historical, primitive, nature, combination, substance, material, human, general, object, prize, method, career, peak, role, principal, sensational, practical, isolate, electrolysis, element, electricity, produce. III. Translate the derivatives and define their parts of speech. Accident - accidental - accidentally Vary - variable - variability - variant - variation - varied - variance - variety - various Doubt - doubtable - doubtful - doubtless - doubter - doubting - doubtingly - doubtfulness - undoubted - undoubtedly - undoubtful - undoubting Separate - separable - separability - separation - separatism - separatist - separator - separately - separating - separatistic Isolate - isolated - isolation - isolating - isolable - isolationism - isolationist - isolator Reason - reasonable - reasonably - reasoned - reasoning - reasonless Value - valuable - valuation - valued - valueless - valuer Alchemy - alchemist - alchemic (al) - alchemize Exhibit - exhibition - exhibitional - exhibitioner - exhibitionist - exhibitor -exhibitory Science - sciential -scientist - scientific - nonscientific Satisfy - satisfaction - satisfactory - satisfactorily - satisfactoriness - satisfable - satisfied - satisfying - satisfyingly Describe -description - descriptive - descriptively - describable Distribute - distributing - distributable - distribution - distributive - distributor Produce - producer - producible - product - production - productive - productivity IV. 1. 2. 3. 4. 5. 6. Translate the sentences. Define the function of the infinitive and infinitive constructions To foresee what the future will be like requires analysis of the past experience. The new substance readily reacts with alkali, metals, to give rise, to alloys with predetermined characteristics. We do not expect to solve all these problems by the turn of the century. To determine the magnitude of anything it is necessary to make a measurement. The original idea was to take advantage of the high temperature of the process. A liquid is unable to maintain a particular share and it immediately assumes the shape of the container. 4


7. The ancients thought electricity to be invisible fluid. 8. Both instruments and human explorers are sure to find many surprises in the solar system. 9. These metals were found to possess many interesting and useful physical properties. 10. It is important for the model to be accurate but simple enough. 11. A metal may be considered to consist mainly of metal ions and free electrons of high mobility. 12. The question whether the atom can or cannot be split up is known to have interested scientists from ancient times. 13. Mars will probably be one of the first worlds to be reacted by men. 14. There are many things o be taken into consideration when designing a spaceship. 15. We consider nuclear energy to by the prime source of heat energy. 16. The technique of collecting information will differ according to the problem to be solved. 17. Science is known to affect the lives of people. Reading Read and translate the text carefully. METALS. HISTORICAL REVIEW As one might expect, the first metals to be used by primitive man were those that are found free in nature to the greatest extent. These are gold, silver, and copper. They seen to have been employed by the Egyptians in the manufacture of jewelry and dishes as early as 5000 B. C. Coins made from various combinations of these metals were also in use at an early time. Tin entered the metal picture when someone discovered, probably accidentally, that if it were mixed with copper the resulting substance was harder. So there come into being the alloy that we call bronze, a material which was so important in the ancient world that its name is given to one of the cultural stages in human development. The Bronze Age began in Egypt around 3000 B. C. And in Europe some 500 or 1000 year later. Since almost no iron exists free in nature, undoubtedly came into general use somewhat later than those just mentioned. However, the Egyptians and Assyrians seem to have made some use of iron a number of centuries before the birth of Christ. Homer describes weight-throwing contests in Greece, in which a piece of iron served both as the object to be thrown and as the prize to be awarded to the winner. As soon as methods were developed for separating iron from its ores in reasonable large quantities and at fairly low cost it ceased to be classed

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as a precious material and began its career as the world's most valuable metal from the standpoint of actual use. Lead, which is another metal mentioned in the Bible, was used in Rome in making water pipes. Greek writers refer to mercury and seem to have some knowledge of its power as a solvent for other metals. By the time medieval alchemy reached its peak, gold, silver, copper, tin, iron, lead, and mercury were known as "The Seven Metals". One over metal, zinc, seems to have been kno0wn long before the days of the alchemists in its role as one of the constituents of the alloy brass. Almost no metals other than these seven or eight were known until the eighteenth century and many that we use today, not until the nineteenth. Post-reading I. Complete the followed statements. 1. They seem to have been employed by the Egyptians in... 2. Tin entered the metal picture when someone discovered... 3. Since almost no iron exist free in nature... 4. By the time medieval alchemy reached its peak gold... 5. Almost no metals other than these seven or eight were known... Reproduce the parts of the text in which these words and phrases are used. Use them in sentences of your own. Free in nature; to the greatest extent; the resulting substance; one of the cultural stages in human development; before the birth of Christ; weight-throwing contests; to be classed as a precious material; a solvent for other metals; medieval alchemy; one of the constituents of the alloy brass. II. III. Agree or disagree with the statements. Make use of the following words and phrases. That's right; Certainly (not); Naturally; No doubt (about it); I quite agree here. To my mind; In my opinion; As far as I know. It's partly true; I doubt it greatly; I don't think so; I can't agree with you; I disagree here; That (greatly)depends (on); I am afraid you are mistaken. 1. The first metals to be used by primitive man were those that are found free in nature to the greatest extent. 2. Gold, silver and copper were employed by the Egyptians as early as 5000 B. C. for manufacturing jewelry, dishes, coins, weapon. 3. Bronze had no importance in the ancient world. 4. Iron was in general use as early as gold, silver and copper.

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5. 6. 7. IV. 1. 2. 3. 4. 5. 6. 7. V.

Iron ceased to be classed as a precious material as soon as methods of separating it from its ores were developed. Another two metals famous in Rome and Greece were lead and mercury. Many of metals that we use today were known in the ancient world. Answer the questions. What were the first metals used by primitive man? Why? What was the role of bronze in the ancient world? Why did iron come into general use later than gold, silver, copper? When did it become possible to use iron as the most valuable metal? What metals were known as ''The Seven Metals ''? What was the role of zinc? When did most of metals used today become known? Find in the text and translate the sentences containing the following grammatical forms: a) Passive Voice b) Infinitive. Define the function of the infinitive in the selected. Retell the text concentrating on the most important information you have learned from it.

VI.

VII. Write a brief summary of the text Text 1A Read and translate the text. ALUMINIUM: ITS HISTORY 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 at the metal of the future with great practical possibilities. Scientific and non scientific press devoted long articles to its description. Special attention was paid to the advantages of aluminium - it is light it does not rust and is very strong especially when mixed with other metals. 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 7


nature. Aluminium is one of the most widely distributed of the chemical elements but it is never found in the free state. Metalic aluminium has a beautiful silver lustre, 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 to use. Notes Davy H. (1778-1829), an English chemist. Berzelius J. J. [ ] (1779-1848), a Swedish chemist. Post-reading I. Give Russian equivalents of the following words and phrases. To regard as; to investigate the distribution of; great practical possibilities; specially; to isolate; satisfactory results; to harness; to fail to do; to put the discovery to use; to show the advantages of; to rush. Give English equivalents of the following phrases. in sentences of your own. ; -; ; ; -. II. Use them ; ;

III. Restate the following sentences according to the pattern. A. It was exhibited in Moscow. It will be exhibited in Moscow. 1. It was regarded as one of the principal novelties. 2. Spetial attention was paid to the advantages of the metal. 3. The first attempts to isolate the metal were made by a group of scientists. 4. It was put to use. 5. The metal was isolated by electrolysis. B. They showed the new metal as a bar. The new metal was shown as a bar. 1. Scientific press devoted many articles to ots description. 2. They obtained satisfactory results. 3. We investigated the distribution of the metal. 4. A group of scientists isolated aluminium in 1854. 5. They made attempts to isolate the metal from its oxide. C. It is regarded as an important discovery. It can be regarded as an important discovery. 8


1. 2. 3. 4. 5.

It is never found in the free state. The element is investigated in many laboratories. Many articles are devoted to its description. The results are shown in a table. The element is isolated by electrolysis.

D. Aluminium was exhibited for the first time in 1855. They exhibited aluminium for the first time in 1855. 1. It was regarded as one of the novelties of that year. 2. Aluminium was shown at the exhibition as a bar. 3. Special attention was paid to the advantages of the metal. 4. Some attempts to fined the metal in the free state were made ten years ago. 5. Interesting results were obtained after a number of experiments. E. 1. 2. 3. 4. 5. IV. 1. 2. 3. 4. Change into negative. They devoted many articles to this problem. We shall make an attempt to put it to use. It is possible it obtain satisfactory results. They could investigate it without electrolysis. It was regarded as one of the principal novelties.

Choose the right form from the two given in brackets. The new metal (showed, was shown) as a bar. Scientific press (devoted, was devoted) long articles to its description. Aluminium never (found, is found) in the free state. Nearly fifty years (passed, were passed) before aluminium (isolated, was isolated). 5. The scientists also (investigated, were investigated) the distribution of the metal in nature. Correct the wrong statements using the following as phraseopenings. On the contrary. I don't believe that. To my mind. In my opinion. As far as I know. It seems to be wrong. I'm afraid you are mistaken. I can't agree with you. It seems unlikely that. As is known. 1. At the Paris Exhibition of 1855 aluminium was exhibited for the second time. 2. It was not regarded as the metal of the future. 3. Scientific press did not devoted any articles to its description. 4. Davy and Berzelius obtained satisfactory results. 5. Aluminium is one of the most rare chemical elements. 6. Nowadays the isolated of aluminium is very complicated. V.

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7. It was possible to produce aluminium easily before man harnessed electricity. VI. Ask questions to which the following could be answers. 1. They investigated the distribution of the element in nature. 2. Impure aluminium is grey or bluish. 3. It was first described in scientific articles. 4. The new metal was called "silver from clay". 5. Nearly fifty years passed before scientists isolated aluminium. VII. Comprehension check-up. 1. When and where was aluminium first exhibition? 2. Why was it regarded as the metal of the future? 3. When were the first attempts to aluminium made? 4. Did Davy and Berzelius obtain any satisfactory results? 5. When was aluminium isolated? 6. How was aluminium isolated? 7. Can aluminium be found in the free state? 8. What made the isolation of aluminium simple and cheap? VIII. Retell the text briefly.

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Text 2 Pre-reading I. Listen, read and memorize the following words. predict [priÄdikt] v - collapse [ ] v - , , , white-dwarf [ ] - ( ) immense [iÄmebs] a - , squeeze [skwi:z] v - , ~ out - , particle [ ] n - coin [ ] v - , confirm [ ] v - , , burst [ ] n - , precision [ ] n - , apparent [ ] a - , exceed [ikÄsi:d] v - , ultimate [ ] a - , ; , ; , ] n - ; certainty [ escape [isÄkeip] v - , , boundary [ ] n - wink [ ] v - , exert [ ] v - , ; () evidence [ ] n - , ; , expand [iksÄpönd] v - (); (); () ] n - , , globule [ condense [ ] v - (), () onset [ ] n - dilute [daiÄlu:t] v - , a - , venture [ ] v - , , contract [ ] v - (), () collide [ ] v - annihilation [ ] n - , shrink (shrank, shrunk) [ ] v - (), () II. Match up. 1. the synonyms a) to rotate, to exert, ordinary, to contain, dense, to increase, immense, to leave, precision, intense. 11


b) to consist, common, to raise, to revolve, thick, to escape, strong, accuracy, to influence, enormous. 2. the antonyms a) collapse, to result in, to squeeze, slow, inside, to condense, invisible, to confirm, stable, to heat. b) outside, to expand, to dilute, birth, fast, to result from, to cool, visible, to deny, unstable. III. Translate the worlds formed by conversion. burst - to burst; collapse - to collapse; coin - to coin; escape - to escape; evidence - to evidence; squeeze - to squeeze; venture - to venture; wink - to wink; influence - to influence; crash - to crash; form - to form; space - to space; mark - to mark. IV. 1. 2. 3. 4. 5. 6. 7. 8. V. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. Translate the sentences defining ht part of speech of the underlined words. Problem of this kind usually interest pure scientists. Information theory aroused considerable interest among intellectuals. This fact limits the scope of investigation. In the same way the necessary limits can be found for these coefficients. We note that figures are much more reliable than the previous ones. The text is difficult to read, there being too many reference notes in it. Thi9s argument will convince anyone who doubts this point. There can be no doubt about it. Translate the sentences paying attention to degrees of comparison to adjectives and comparative construction. Physics is the most fundamental of the experimental sciences as it is the most precise and mathematical. Iron is not so hard as steel. We define an atom as the smallest particle of an element which can take part in a chemical change. Acceleration occurs when thrust is greater than drag. The nearer the earth is, the denser the atmo0sphere is. Ultraviolet light is far more effective in production chemical reactions than visible light. The higher the altitude of the balloon flight is the greater pressure is exercised against its inner walls. Mars is a planet smaller and colder than our own and it can be recognized by its brilliant red colour. The old device is not so powerful as the new one. The more carbon the steel contains the harder it becomes. 12


11. Chemistry is as difficult as physics. Reading Read text 2 and suggest a title for it. As far back as 1930 Robert Oppenheimer and others predicted that the co0llapse of a big star, several times the mass of our sun, could lead to a stable object very much smaller than a white - dwarf. The collapse of such a star would result in an extremely dense object about ten miles in diameter. The immense gravitational force would crush the very atoms themselves, squeezing out all the space and leaving chiefly nuclear particles called neutrons. For such an unusual body of ultradense matter, the term "neutron star" was coined. In 1967 astronomers confirmed these speculations by the discovery of pulsars - pulsing stars whose intense bursts of radiation come with clock - like precision at as slow as every 4 seconds and as fast as 30 times a second. Soon it became apparent that the pulsars must be rotating neutron stars. Only a body as small as a neutron star could rotate 30 times a second a not fly apart from centrifugal force. Density of a neutron star (more that 100 have been discovered) far exceeds anything known in our ordinary world. A teaspoon of neutron star material for example, would weigh a billion tons - the equivalent of 200 million elephants. There is something in the universe still smaller, still denser and still more mysterious than the neutron star: the so called black hole. A black hole is an end product of the catastrophic collapse of a really large star. A black hole is the ultimate concentration of matter predicted by Einstein theory of relativity and only recently confirmed as a near certainty by X-ray telescopes on rockets and satellites. Put simply, if a collapsing star is compressed enough, its gravity is so strong that not even light can ever escape its boundaries. Thus the star simply winks out and is never seen again. Yet this astrophysical fantasy, though permanently invisibly, exerts a powerful influence in the universe. What is inside a black hole? It's impossible to tell. You can never know what has happened inside, since no energy in any form ever comes out to carry the information. Post - reading. I. Reproduce the parts of the text in which the following phrases are used.

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The collapse of a big star; clock - like precision; rotating neutron stars; the ultimate concentration of matter; exerts a powerful influence in the universe. II. 1. 2. 3. Make up sentences out of the two parts. The immense gravitational 1. ...30 times a second and not fly apart from centrifugal force. force... A teaspoon of neutron star 2. ... its gravity is so strong that material... not even light can ever escape its boundaries. Only a body as small a neutron 3. ... would crash the very atoms themselves, squeezing out all star could rotate... the space and leaving chiefly nuclear particles called neutrons. A black hole is an end 4. ... since no energy in any form ever comes out to carry the product... information. If a collapsing star is 5. ... for example, would weigh a billion tons - the equivalent of compressed enough... 200 million elephants. You can never know what has 6. ... of the catastrophic collapse of a really large star. happened inside... Complete the following sentences in Russian and then translate then into English. ... '' '' ... 1967 ... ... , , ... , , ... , , ... Divide the text into logical parts, define the main idea and suggest a title for each part. Fill in the blanks with the proper word choosing it among the words a suggested in brackets.

4. 5. 6. III. 1. 2. 3. 4. 5. 6. 7. IV. V.

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1. Scientists predicted that the...(birth, collapse, collision) of a big star could lead to a stable object very much smaller than a ...(planet, sun, white-dwarf) 2. The immense gravitational force would...(crash, rotate, create) the very atoms themselves squeezing out all the space and leaving chiefly nuclear...(electrons, particles, molecules) called neutrons. 3. Only a...(thing, earth, body) as small as a neutron star could rotate 30 times a second and not fly apart from...(centrifugal, longitudinal, axial) force. 4. A... (universe, meteorite, black hole) is an end product of the ...(weak, catastrophic, quick) collapse of a really large stare. 5. If a collapsing star is ...(destroyed, compressed, heated) enough, its gravity to so strong that not even light can ever...(enter, escape, affect) its boundaries. 6. A black hole though permanently...(bright, stable, invisible) exerts a powerful...(pressure, influence, impression) in the universe. VI. Find in the text and translate the sentences with the following grammatical forms: a) Degrees of comparison of adjectives and comparative constructions. b) Modal verbs. VII. Make up a dialogue discussing in it the most important ideas of the text. VIII. Give a brief summary of the text. Text 2A Read and translate the text. The Life of a Star There is evidence that ten billion years ago the universe was a dense hot globule of gas expanding rapidly outward. At that time the universe contained nothing but hydrogen. There were no stars and no planets. About one hundred million years later, stars began to condense out of the hydrogen and continued to form as the universe aged. The sun arose in this 4,5 billion years ago. Many stars came into being before the sun was formed; many others formed after the sun appeared. The process continues, and through telescopes we can now see stars forming out of compressed pockets of gas in outer space. When a star begins to form as a dense cloud the individual atoms fall towards the center of the cloud under the force of the star's gravity. As

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they fall they pick up speed and their energy increases. The increase in energy heats the gas and raises the temperature. After this process has continued for some millions of years the temperature reaches about 20 million degrees Fahrenheit. At this temperature the hydrogen within the star ignites and burns in a continuing series of nuclear reaction. The onset of these reactions marks the birth of the star. Notes. Fahrenheit [ ] (1686-1736), German physicist; the thermometer or the scale on which the boiling point of water is 212o and the freezing point 32o. I. Give Russian equivalents of the following phrases. There is evidence; to contain nothing but; to come expand outward; under the force of gravity; to pick continuing series of nuclear reactions; to mark the birth; reaction. II. worlds and into being; to up speed; a the onset of a

1. 2. 3. 4. 5.

Paraphrase the following sentences. Remember that we can say instead of anything except nothing but to appear to came into being to grow old to age to gain speed to pick up speed start onset Ten billion years ago the universe did nut contain anything except hydrogen. Many stars appeared before the sun was formed. Stars continued to form as the universe grew older. Atoms gain speed as they fall towards the center of the cloud. The start of nuclear reactions marks the birth of the star.

III. Correct the wrong statements using the phrase - openings. 1. All the stars and planets in our Galaxy came into being at the same time. 2. Scientists can't suggest any theory explaining the evolution of stars. 3. The force of gravity within the star has no effect on its evolution. 4. As far back as the 19th century scientists knew all the details concerning nuclear reactions taking place within the star. 5. The telescope is the only instrument of studying the planets of the solar system. 16


IV. Fill in the blanks with prepositions or adverbs if necessary. 1. Ten billion years ago the universe was a dense, hot globule... gas expanding rapidly... 2. Then stars began to condense... ... the hydrogen and continued to form as the universe aged. 3. ...telescopes we can now see stars forming... ... compressed pockets ... gas in outer space. 4. As the atoms fall ... the center of the cloud ... the force of gravity they pick ... speed. 5. The increase ... energy heats the gas. 6. After this process has continued ... some millions of years, the temperature reaches ... 20 million degrees F. 7. ... this temperature the hydrogen ... the star ignites and burns ... a continuing series ... nuclear reactions. Comprehension check-up. What was the structure of the universe ten billion years ago? What gases did it contain at that time? What was happening as the universe aged? When did the sun arise? Why does the temperature within the star increase at a certain period of its formation? 6. What marks the birth of a star? VI. 1. 2. 3. 4. 5. Ask questions to which the following statements could be answers. Through telescopes astronomers can see stars forming in outer space. Many stars came into being before the sun was formed; many others formed after the sun appeared. The individual atoms fall towards the center of the could under the force of the star's gravity. The energy of atoms increases because while falling they pick up their speed. When the temperature within the star reaches about 20 million degrees F the hydrogen ignites. V. 1. 2. 3. 4. 5.

Render the text in English using the words and phrases supplied below. , . , . , 17

VII.


. , , , . . . - . . , , . . , , . to shine brightly; the temperature of its interior; the nuclei ... collided; an ordinary star; it occupies an intermediate position between; to end in an explosion; to serve as building material; the second generation. Do you know that... There are two current theories which explain the nature of the universe's evolution. The first is the "big bang" theory, the second is the "steady state" theory. The "big-bang" theory assumes that the universe started from an "ylem", or extremely dense ball consisting only of what we know as ordinary matter. The steady-state theory is based on the concept of continuous creation of matter. In its "initial state" the universe consisted of an extremely dilute cloud of gas, or rather a plasma of electrified particles. The scientists called it an ambiplasma, because it contained both particles and antiparticles. We do not venture to say how the cloud of ambiplasma originated. For that matter, the big-bang theory does not attempt to explain how the original ylem came into being. We simply assume the existence of the cloud and go on to show that by gravitation it would begin to contract very slowly. When the cloud has contracted to a radius of a few billion light-years the particles begin to collide. Their mutual annihilation releases energy, mainly in the form of radiation. As the contraction proceeds the collisions become more and more frequent and the radiation pressure grows stronger. When the radius of the cloud has shrunk to about a billion light years, the radiation arising from particle-antiparticle annihilation is so strong that it overcomes the gravitational attraction. The cloud, including the galaxies that have condensed within it by that time, begins to expand. The result is the expanding universe we now observe with our telescopes. 18


1. 2. 3. 4. 5.

Answer the following questions. What are the two current theories which explain the nature of the universe's evolution? What did the universe start from according to the "big-bang" theory? What is the steady-state theory based on? What is an ambiplasma? Why is the universe expanding now?

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Text 3. Contracts with Other Intelligent Societies. Pre - reading. I. Listen, read and memorize the following words. ancestor [ ] n - worm [ ] n - surpass [ ] a - ; ] n - ; wisdom [ assume [ ] v - , vice versa [ ] adv - ; regrettable [ ] a - ; interstellar [ ] a - ~ space - threshold [ ] n - ; , inhabited [inÄhöbitid] a - refine [riÄfain] v - ; extraterrestrial [ ] 1a - ; 2n - , ] adv - exceptionally [ decipher [ ] v - representative [ ] 1n - ; 2a - ; circuitry [ ] n - ; attitude [Äötitju:d] n - ; ( -) hostile [ ] a - respond [ ] v - ; ; (to) stupid [Ästju:pid] a - , keen [ ] a - (-); ( ); , ( ) warn [ ] v - ; (of) dreadful [ ] a - , drawback [ ] n - ; ; , gain [ ] v - , ; , humanity [ ] n - , obstacle [ ] n - , favourable [ ] a - , ant n - alien [ ] a - , staircase [ ] n -

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II. Form nouns from the following verbs. Translate them. to develop, to exist, to direct, to assume, to expect, to discover, to receive, to explore, to transmit, to require, to detect, to explain, to consider, to treat. Define the original words from which the following derivatives are formed. passage, imagination, extremely, comparison, achievement, regrettably, advanced, difference, communication, hopeless, systematically, remarkable, technological, dreadful, favourable. IV. Translate the words formed by conversion. Make up your own sentences with some of these words. circle - to circle, change - to change, blink - to blink, start - to start, contact - to contact, cover - to cover, a cross - cross - to cross, message - to message, search - to search, reply - to reply, a level - level - to level, gain - to gain, experience - to experience, estimate - to estimate. V. 1. 2. 3. 4. 5. 6. VI. Translate the sentences defining the part of speech of the underlined words. The context is a guide to the meaning of the words. While one of the crew remains in orbit two astronauts guide the Lunar Module to a soft landing. The astronauts were going to sample the rocks and minerals of the Moon surface. The re