Методические рекомендации для подготовки к экзамену по английскому языку (для студентов химического факультета)

Министерство образования и науки Российской Федерации Омский государственный университет им. Ф.М. Достоевского

УДК 20 ББК 81.2 М545

Рекомендованы ученым советом факультета иностранных языков. Протокол № 1 от 30.08.2004 г. Рекомендованы редакционно-издательским советом ОмГУ. Протокол № 4 от 5 октября 2004 г.

М545

МЕТОДИЧЕСКИЕ УКАЗАНИЯ ДЛЯ ПОДГОТОВКИ К ЭКЗАМЕНУ ПО АНГЛИЙСКОМУ ЯЗЫКУ

Методические рекомендации для подготовки к экзамену по английскому языку (для студентов химического факультета) / Сост. Л.В. Жилина. – Омск: Изд-во ОмГУ, 2004. – 36 с. ISBN 5-7779-0513-7

(для студентов химического факультета)

Предназначено для более эффективной подготовки к экзамену по английскому языку. Разделы пособия соответствуют заданиям экзаменационного билета (письменный перевод текста со словарем, реферирование текста, изложение предложенной темы). Включены правила чтения химических элементов и формул, а также тексты по наиболее сложным разделам грамматики (согласование времен, модальные глаголы и их эквиваленты, времена – пассивный и активный залоги). Для студентов 1-го и 2-го курсов химического факультета. УДК 20 ББК 81.2

ISBN 5-7779-0513-7

Изд-во ОмГУ

© Омский госуниверситет, 2004

Омск 2004 2

ПРЕДИСЛОВИЕ Пособие состоит из пяти разделов. Первый раздел соответствует первому вопросу экзаменационного билета и содержит текст (по сложности соответствующий экзаменационному) для письменного перевода с использованием словаря. Второй раздел соответствует второму вопросу экзаменационного билета: перевод текста без словаря или реферирования текста (на выбор). Для облегчения выполнения этого задания помимо двух текстов даются фразы, помогающие грамотно изложить содержание статьи. Третий раздел соответствует третьему вопросу – изложение разговорной темы – и состоит из шести текстов с вопросами. Все шесть текстов являются примерными разговорными темами, включенными в экзамен. Четвертый раздел помогает студентам научиться правильно читать химические формулы, встречающиеся в текстах, и этот навык закрепляется в конце раздела при выполнении заданий. Пятый раздел – приложение, в которое входят четыре теста, охватывающие наиболее сложные разделы грамматического материала пройденного курса.

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QUESTION I Translate the text with dictionary in written form (45 minutes). RESULTS AND DISCUSSION Talanta,Vol. 37, № 6, pp. 561–571, 1990 The results of rate measurements are summarized in Table1. In both bromination and chlorination in all three solvents kMe/kH < 1(≈ 0⋅7– 0⋅9) is always observed. Thus it can be concluded that the reactions are decelerated by methyl group. Although methyl connected to a sp 3 carbon atom may have as an electron-withdrawing group in some cases, in halogenations of alkenes methyl attached to a saturated carbon atom appears to be electron-releasing. In the bromination of linear alkenes in methanol and acetic acid, introduction of a methyl to an α-carbon of the double bond always leads to an acceleration of the reaction so long as its steric effect is negligible. It cannot be expected that a methyl group is electronreleasing when it is connected to a sp3 carbon atom on an open chain and becomes electron-withdrawing when the carbon atom is on a ring. Based upon these considerations we concluded that the methyl group of 4methylcyclopentene is electron-releasing in the reaction, in accord with its σ1(<0). The observed deceleration by the methyl should be accounted for in terms of steric effect. In syn or anti addition to a cyclic olefinic compound, generally it is more difficult for the reagent to attack the more hindered side. For example, epoxidation of 4-methylcyclopentene gave 76% addition from the less hindered side and 24% from the more hindered side. It should be so in halogenation too. Thus the 4-methyl deactivates the reactions through steric effects. So long as the steric effect of the methyl is not cancelled by its electronic effect, the relative rate kMe/kH < 1. Nevertheless, it should be noted that steric effect of the 4methyl group is small, because (1) the methyl is not a very hindering group and is situated in a remote position to the reaction seat; (2) only one side of the cyclopentene ring can be hindered by the 4- methyl while the other side is free of this interaction; (3) the steric effect is considerable only when the substituent is in an axial position. 4

Phrases for rendering

QUESTION II Task 1 I. Read and translate the text without a dictionary (15 minutes). II. Rendering of the text (15 minutes). HOW MANY TYPES OF HYDROGEN ARE THERE ON EARTH? It was thought previously that there was only one hydrogen on Earth, that with an atomic weight of one. Murphy and his colleagues discovered a second hydrogen, twice as heavy. This was the hydrogen isotope having the atomic weight two. Isotopes are varieties of atoms with the same charge but different atomic weights. In other words, the nuclei of isotopic atoms contain an equal number of protons, but different numbers of neutrons. Isotopes are known for all the chemical elements: some of them exist in nature; others have been obtained artificially by means of nuclear reactions. The hydrogen isotope whose nucleus is a bare proton is called podium and its symbol is H. This is the only atomic nucleus, which contains no neutrons at all (Another unique property of hydrogen!). Add a neutron to this single proton and the result is the nucleus of the heavy hydrogen isotope called deuterium (H2 or D2). Podium is far more abundant in nature than deuterium, constituting over 99 per cent of all the hydrogen. But there is a third variety of hydrogen, with two neutrons in its nucleus; this is tritium (H3 or T3). It forms only to disappear again rather quickly. It is radioactive and decays into a helium isotope (helium-3). Tritium is a very rare element, its content in all the atmosphere of the Earth is only 6 grams. There is only one atom of tritium in every 10 cubic centimeters of air. Just recently still heavier isotopes of hydrogen H4 and H5 have been obtained artificially, but they are unstable. The fact of its having isotopes does not distinguish hydrogen among the chemical elements. What does distinguish it is that hydrogen isotopes differ noticeably in properties, primarily in physical properties. Isotopes of the other elements are almost indiscriminable. 5

Вопросы, обсуждаемые в статье: 1. The paper (article) deals with some aspect of… (имеет дело с некоторыми аспектами) 2. The paper (article) considers the problem of… (рассматривает проблемы) 3. The paper (article) represents the basic theory… (представляет основную теорию) 4. The paper (article) providers information on… (обеспечивает информацией) 5. The paper (article) reviews the basic principles of… (делает обзор основных положений) 6. The paper (article) is concerned with… 7. The paper (article) is devoted to… (посвящена) 8. The subject … is… 9. The key-note (main idea) is… Начало статьи: 1. The paper (article) begins with a short discussion on… 2. The paper (article) deals firstly with the problem of… 3. The first paragraph deals with… 4. First (as first, at the beginning) the author points out that (notes that, describes)… Переход к изложению следующей части статьи: 1. Then the author does on to the problem of… 2. The next (following) paragraph deals with (presents, discusses, describes)… 3. After discussing… the author turns to… 4. Next (further, then) the author tries to (indicates that, explains that)… 5. It must be emphasized that (should be noted that)…

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Конец изложения статьи: 1. The author concludes that (summarizes the)… 2. The author recommends to… 3. The author emphasizes (подчёркивает) (the fact that) (admits that)… 4. The author points out… (указывает) 5. The author gives us some information about… 6. The final paragraph states (describes, ends with)… В последнем абзаце: 1. The conclusion (заключение) is that the problem is… 2. To sum up (to summarize, to conclude)… Подводя итог (заканчивая): 1. Finally (in the end) the author admits (emphasizes) that… 2. We can make a conclusion that… 3. It is necessary (interesting) to note… 4. Suffice it to say that… Оценка статьи: 1. In my opinion (to my mind, I think)… 2. This text might be interesting… 3. The paper (article) proves… 4. The paper (article) is interesting of importance (of title importance, not interesting). 5. The paper (article) is valuable (invaluable) (ценная (бесценная)). 6. The paper is up-to-date (out-of-date) (современная (устаревшая)). 7. The paper is useful (useless) (полезная (бесполезная)). 8. This paper (article), to my mind, is a pretty concoction! 9. The language … is rather simple (difficult). 10. There are lots of (no, not many) special terms…

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Task 2 I. Translate the text without a dictionary (15 minutes). THE WORLD OF METAL AND ITS PARADOXES 1. Over eighty of the elements in the Periodic System are metals. On the whole, they resemble one another more than the non-metals. And yet there is no end of surprises in the metal kingdom. For instance, what colors are the different metals? Metallurgists divide all metals into ferrous and non-ferrous. The ferrous metals include iron and its alloys. All the rest are non-ferrous metals, except for the noble ones, their «Majesties» Silver, Gold and Platinum and Co. This is a very crude division and even the metals themselves object strongly to such lack of discrimination. Each metal actually has its own particular hue. Its dark, dull or silvery base always has a definite tint. Scientists have become convinced of this by studying metals in the very pure state. Many of them when left in the air become coated sooner or later with a very thin film of oxide which masks their true color. But the pure metals give a very wide range of colors. The observant eye can discern metals with bluish, greenish-blue and greenish shades, with a reddish or yellowish play of colors, dark-grey like sea water on a cloudy autumn day, and shiny silvery ones which reflect solar rays like a mirror. The color of a metal depends on many factors. Among others, it depends upon the method of its production. 2. If we compare metals by weight we can distinguish light, medium and heavy ones. These «weight classes» have their record holders. Lithium, sodium and potassium do not sink in water, because they are lighter than water. For example, the density of lithium is almost half that of water, which equals unity. Were lithium not so active an element, if would be an excellent material for a great variety of purposes. Imagine a ship or an automobile made entirely of lithium. Unfortunately, chemistry bans this attractive idea. 3. The «heavy-weight champion» among the metals is osmium. One cubic centimeter of this noble metal weighs 22,6 grams. To balance one cube of osmium we would have to put on the other tray, say three cubes of copper, two cubes of lead or four cubes of yttrium. The «performance» of osmium’s closest neighbors, namely, platinum and iridium, is almost as high. The noble metals are also the heaviest metals. 8

4. The hardness of metals has become proverbial. If a man is always composed and cool-headed, we say he has «iron nerves». But in the world of metal the situation is different. Here iron is hardly a model of hardness. The hardness champion is chromium which is just slightly inferior to diamond. By the way, paradoxical though it sounds, the hardest chemical elements are not metals at all. At the top of the conventional hardness scale stands diamond (a from of carbon)and crystalline boron. Iron should rather be classed as a soft metal; it is only half as hard as chromium. And as to the light-weights, the alkali metals, they are as soft as wax. II. Look through passage 2, 3, 4 and answer: 1. How can we classify metals according to their weight? 2. What metals are lighter than water? 3. Are metals the hardest chemical elements? 4. What is the density of water? III. Give the information about: 1. The color of metals the observant eye can discern; 2. The «performance» of osmium’s closest neighbors.

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QUESTION III Speak on the topic. TOPIC 1 I. Read and translate the text. STUDENTS STUDIES AT THE FACULTY OF CHEMISTRY I am a student of the Chemical department of Omsk State University which was founded in 1974. The department of chemistry is one of its natural departments. Apart from the main task of training skilled chemists it conducts research in important problems of modern chemistry. Its work in new method of synthesis, in highly sensitive methods of analysis, its research in the basic properties of substances is of great theoretical and practical significance. Investigations and studies are carried on in up-to-date chemical laboratories equipped with all the necessary devices and apparatus. There are three chairs of the chemical department of the University: Chair of Inorganic Chemistry, Chair of Organic Chemistry, Chair of Analytical Chemistry and Petrochemistry. The teaching staff of our faculty is highly qualified. Doctors of sciences and many candidates of sciences work there. The academic year is divided into two terms. At the end of each term students have their credit tests and take their terminal exams. State scholarship is paid to the advanced students. At the end of the course of studies students are to submit a graduation paper and pass their final state examinations. The full university course lasts 5 years. During this period of time the students take 3 years of general course followed 2 years of specialized training in some special fields of chemistry. The main aim of the first stage of the chemical program is to provide aboard and solid foundation for professional knowledge. The curriculum is rather wide and versatile. 10

The chemistry students study general education subjects, such as philosophy, political economy, foreign languages and so on. The syllabus also offers a wide range of special courses. Acquiring skills in research is the major goal of the final stage of the chemistry program. From the very beginning many students start their research work under the supervision of highly qualified specialists. They make a deeper investigation of the problems being studied, get used to a going collective research and develop instruments and apparatus. The student does research mainly for his graduation paper, which reflects the knowledge and practical skills, he has gained in his special field. It is, as a rule, a small research project carried out by the student under the guidance of a supervisor. Then the student submits his graduation paper and defends it before an examination board. If he does this with honors he may be recommended to take postgraduate course. After graduating from the university graduates may become teachers at school, research workers, or may help to control great industrial processes, to develop new ones; we may also collaborate with medical workers in the control of disease. A person who chooses chemistry as a profession does not thereby place narrow limitation on what he will do with his life. Chemists and chemical engineers are needed for many activities. II. Answer the question to the text. 1. When may student be recommended to take postgraduate course? 2. How is the academic year divided? 3. What is the main aim of the first stage of the chemistry program? 4. In what branches of industry may you work after graduating from the University? 5. How many chairs are there at the chemical department of the University? And what are they? III. Retell the text.

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TOPIC 2 I. Read and translate this text. MENDELEYEV Dmitry Ivanovich Mendeleyev, the greatest Russian scientist, the father of the Periodic Table of Elements, was born in Tobolsk in 1834 in the family of director of the town gymnasium. He received a secondary education at Tobolsk gymnasium. At the age of 16 he finished school and went to Petersburg where he entered the Pedagogical Institute and graduated from it with gold medal in 1855. After graduation Mendeleyev worked as a teacher for two years, first in Simferopol and Odessa gymnasiums. In 1859 Mendeleyev received his Master’s Degree and went abroad on two-year scientific commission. In 1860 he took part in the World Chemical Congress in Karlsruhe, Germany. When Mendeleyev returned to Russia he was elected professor of the Petersburg University, where he carried on scientific and pedagogical activities, for twenty years. His lectures on chemistry were always interesting and the students of that time listened to them with great interest and attention. Besides lectures Mendeleyev made a lot of experiments and later analyzed them. Mendeleyev described more than 60 elements and found that all the elements could be divided into nine groups. Each of these groups may be divided into five rows. The elements of one group possess more or less similar properties. In 1869 Mendeleyev published his Periodic Table of Elements which began a new era in chemical thought. Mendeleyev paid much attention to many other objects. He was the first to put forward the idea of studying the upper layers of the atmosphere. Mendeleyev always combined theory and practice. He gave a great deal of attention throughout his life to the development of the industry in Russia. He wrote: “Science and industry – there lie my dreams!” In 1893 Mendeleyev was appointed director of the Bureau of Weights and Measures. He was elected member of many academies abroad. He died in 1907.

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II. Answer these questions. 1. How many elements did Mendeleyev describe? 2. When did Mendeleyev publish his Periodic Table? 3. When did Mendeleyev finish school? 4. Where was World Chemical Congress in 1860? 5. When did Mendeleyev receive Master degree? III. Retell the text.

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TOPIC 3 I. Read and translate the text. THE PERIODIC TABLE The periodic recurrence of properties of the elements with increasing atomic number may be effectively emphasized by arranging them in a table called the periodic table or periodic system of the elements. Several alternative forms of the periodic table have been proposed and used. I would like to tell about the development of the periodic table. A long time was required for the recognition of the fact that all the elements can be classified in the way now described by the periodic law. The most important step in the development of the periodic table was taken in 1869, when the first Russian chemist Dmitri Mendeleyev made a thorough study of relation between the atomic weights of the elements and their physical and chemical properties. He proposed a periodic table containing seventeen columns, with end columns (labeled 0) missing (these elements had not yet been discovered at that time). In 1871 Mendeleyev and the German chemist Meyer, who was working independently, proposed another table, with eight columns, obtained by splitting each of the long periods into a period of seven elements. The periods were later distinguished by use of letters “a” and “b” attached to the group symbols, which were the Roman numerals. The periodic table in the second form, proposed by Mendeleyev (the “short-periodic” form), remained popular for many years, but has now been largely replaced by the “long-periodic” form, which is in better agreement with the new knowledge about the electronic structure of atoms. In 1871 Mendeleyev found that by changing seventeen elements from the position indicated by the atomic weights that had then been assigned to them into new positions, their properties, could be better correlated with the properties of the other elements. Further experimental work verified Mendeleyev’s revisions. He was able to predict the existence of six elements that had not yet been discovered, corresponding to vacant places in his table. He named these elements eka-boron, eka-aluminum, eka-silicon, ekamanganese, dvi-manganese, and-tantalum. 14

Three of these elements (scandium, gallium and germanium) were soon discovered, and it was found that their properties and the properties of their compounds are very close to those predicted by Mendeleyev. Since then the elements technetium, rhenium, and protactinium have been discovered or made artificially, and also have been found to have properties similar to those predicted by Mendeleyev. II. Answer the questions. 1. What had the first Russian chemist Dmitri Mendeleyev made? 2. What has “short-periodic” form been replaced on? 3. What did Mendeleyev find in 1871? 4. What was Dmitri Mendeleyev able to predict? III. Retell the text.

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TOPIC 4 I. Read and translate the text. CHEMISTRY Chemistry is the science which is concerned with the composition of substances and their transformations, their changes, the conditions under which such changes take place, and the energy, which accompany them. Being one of the fundamental sciences chemistry plays an important part in the development of biology, physics, geology, medicine and other fields of science. The science of chemistry constitutes today a major tool of progress in the hands of mankind. In collaboration with physics and power engineering, chemistry faces the global problems of the 20th century, such as search for new power resources, provision of the growing population of the earth with food, environmental protection, and human health. The modern scientists studying the basic laws that govern chemical transformations are searching for the methods of producing more and more novel substances noted for their properties. They develop new effective techniques and processes in the field of chemical engineering. It is common knowledge that chemical science and technology are part and parcel of man's everyday existence. The chemical industry produces new types of building materials and fertilizers, fabrics and clothes, medicines and dyestuffs – in short, everything necessary for industry, agriculture, and for man's cultural and home needs. The contribution made by Russian chemists to world science is widely known. We can't but mention Academician Vernadsky, originator of geochemistry, Academician Zelinsky, founder of the school of organic chemistry, Academician Semyonov, founder of the theory of chemical chain. The fine traditions of chemistry development date back to the period when the foundation of Russian chemical science was laid. In this connection we may mention Lomonosov, Butlerov, Zinin and particularly Mendeleyev, the great Russian scientist who discovered the Periodic Law. The classical works of Russian scientists not only served as a theoretical basis for the development of chemical industry, but also enabled to set up a number of modern branches of the chemical industry. Everyone now understands the importance of chemistry and its future is practically unlimited. 16

II. Answer the questions to the text: 1. Do you know what science is concerned with the composition of substances and their transformations? 2. What does the science of chemistry constitute today? 3. What does the chemical industry produce? 4. Who discovered the Periodic Law? IV. Retell the text.

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TOPIC 5 I. Read and translate the text. ORGANIC CHEMISTRY The field of chemistry is now a very large one. There are more than 30 different branches of chemistry. Some of them are inorganic chemistry, organic chemistry, physical chemistry, analytical chemistry, pharmaceutical chemistry, nuclear chemistry, industrial chemistry, colloidal chemistry, electrochemistry, magneto chemistry, and biochemistry. Inorganic chemistry is the study of all substances except the hydrocarbons and their derivatives. Physical chemistry. This part of chemistry is closely linked with physics. Electrochemistry is concerned with the relation between electrical energy and chemical change. Magneto chemistry is the study of behavior of a chemical substance in the presence of a magnetic field. Biochemistry. Biochemist works on the boundaries between biology and chemistry. Organic chemistry. It is the study of the compounds of carbon. The name “organic” evolved from the theory that any material derived from any living organism required a “vital force” identified with live itself. All other compounds were considered to be of mineral origin. They were termed “inorganic”. The organic compounds were thought to be utterly complex and impossible to synthesise in the laboratory. In 1828 Fr. Wohler, a German scientist, made an “organic” substance using a simple laboratory process. Today over 500 000 (five hundred thousand) different organic compounds have been isolated of synthesized. The number of possible compounds is extremely large. Organic compounds can form isomers. Isomers are different compounds containing the same elements in the same proportions. Thus a study of organic chemistry would be extremely complex, except for the orderly manner of arrangement and comparison of the various possible classes of compounds. The field of organic chemistry is usually broken down intro three divisions, namely: 1) aliphatic, 2) aromatic, 3) heterocyclic. 18

II. Answer the questions: 1. Who made an “organic” substance? 2. When did Fr. Wohler make “organic” substance? 3. What are the branches of chemistry? 4. What is organic chemistry? 5. What are isomers? III. Retell the text.

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TOPIC 6 I. Read and translate the text. ANALYTICAL CHEMESTRY The field of chemistry is now a very large one. There are more than 30 different branches of chemistry. Some of them are inorganic chemistry, organic chemistry, physical chemistry, pharmaceutical chemistry, nuclear chemistry, industrial chemistry, colloidal chemistry, electrochemistry, magneto chemistry, biochemistry and analytical chemistry. The analytical chemistry is the science about the determination of chemical composition of substance and its structure. The subject of the analytical chemestry is the chemical analysis. The analytical chemistry and the chemical analysis are very important for science and industry. For example, the chemical analysis is a major research method in geology, medicine, technique etc. In industry all the materials are yielded only with usage of chemical analysis. The chemical analysis existed and in ancient times. The first analytical device was weights. Then the aerometer and other devices were invented. In Russia the creator of chemical analysis was Lomonosov who inserted systematic applying of weights. He opened the laws, which are the basis of modern analytical chemistry. Also Lomonosov staged first in Russia chemical lab. Modern analytical chemistry consists of quality and quantitative analysis. The analysis can be chemical, physical or physicochemical. There are basic methods of the analysis: gravimetric, titrimetric, kinetic, electrochemical, optical, thermal, biological etc. Now the analytical chemistry is closely bound with other sciences: physics, technique, mathematics etc. For example, mathematics is necessary for data processing of the analysis. The computers are necessary for automation of analytical processes. The other hand, the analytical chemistry supplies other fields of science with methods and devices. The discovery of laws and the development of industry have made the analytical chemistry one of major sciences. The analytical chemistry is influencing on chemistry and all science very much.

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II. Answer the questions to the text. 1. How many branches of chemistry are there? 2. Who was the creator of chemical analysis in Russia? 3. What kind of basic methods of the analysis are there? 4. Is the analytical chemistry influencing on all science very much? 5. What was the first analytical device? III. Retell the text.

ADDITION TEST 1. MODAL VERBS AND ITS EQUALS I. Translate the sentences with modal verbs (active voice). 1. Adsorption can be either general or selective. 2. Chemical changes may take place with various degrees of rapidity. 3. Water for domestic use must be free from objectionable color, taste, and odour. 4. Everyone needs to know something of the chemistry of fuels. 5. Any student should become familiar with the important properties of the elements and their behavior. 6. One should note the difference between the nitro and nitrate atom groups. 7. We often need to prove the identity of a substance. 8. For good solvent action on ionic or polar compounds a solvent must be a polar substance. 9. At ordinary room temperature, oxygen may act slowly with substances, and in some cases not at all. 10. Robert Boyle could not accept either the theory of Aristotle or that of Democritus. 11. Surface solutions may be gaslike, liquid-like, or solid-like. 12. The body can survive for several weeks without food, but only a few days without water. 13. One should set down the correct formulas for the molecular weights of the substances. 14. Forms of matter may change, but matter itself is neither destroyed nor created. 15. Green plants can utilize nitrogen in the form of nitrites, or ammonium salts. 16. Ideally a text-book should stimulate a student to further reading and study. 17. Strong bases and acids (particularly oxidizing acids) may cause severe burns to the skin. II. Translate the sentences with modal verbs (passive voice). 1. Nineteenth century alkali manufacture and its accompanying operations may be most appropriately referred to as the Leblanc system. 2. Sodium hydroxide must never be touched with the bare hands, and it must not be used in contact with silk or woolen clothing or other fabrics. 3. Few substances, if any, ought strictly to be termed colorless. 4. Careful distinction should be made between mixtures of the elements and compounds of the same elements. 5. The characteristic odour of chlorine can often be determined in laundries and clothing-cleaning establishments. 6. Energy cannot be created or destroyed by chemical means. 7. A chemical change may be represented briefly by the use of symbols and formulas. 8. Every gas freely mixes with every other gas in all proportions, and such a mixture may be

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thought of as a solution of one gas in another. 9. Beakers, flasks, and evaporating dishes must always be protected from the flame with the wire gauze. 10. A laboratory coat should always be worn in a radiochemistry laboratory. 11. Colloid chemistry may be defined as a chemistry of very small particles, droplets, threads, and films. 12. A good vanish should not be discolored by water. 13. Neither oxygen nor hydrogen can be liquefied at room temperature, regardless of the pressure. 14. Hydrogen sulfide is a little heavier than air and may be condensed to a colorless liquid. 15. Inflammable liquids should on no account be handled with the fingers. 16. For cooking purposes and for the table sodium chloride (NaCl) must be purified and ground to a fine crystalline powder. III. Translate the sentences and state the function of the verb “to be”, “to have”, “to do”. 1. Numerical solutions of the Navier-Stokes equations have proliferated in the past ten years. The range of these solutions has expanded rapidly and several methods of solution have been developed to high degrees of sophistication. 2. In what follows we will have to make use of multidimensional spaces and we will have need for the basic concepts of analytic geometry. 3. Extremal problems have to do with finding maxima and minima. 4. Before proving a mathematical fact, one has to discover it, guess it, conjecture it. 5. The sensitivity of the apparatus required for the test has to be so great that the results so far are at best inconclusive. 6. The word “set”, “function”, “relation” and “operation” have mathematical meanings, that are entirely divorced from their every day meaning. 7. We have no means of finding out what is the actual magnitude of the force between two bodies during the impact. 8. The theory in question has received considerable attention recently. 9. Suppose we are to find the mean of several approximate numbers. When one approximate number is to be subtracted from another, they must both be rounded off at the same place before subtracting. 10. The principal advantage of the integro-differential approach is its ability to confine the numerical computation to the region of viscous flow. 11. The primary purpose of this work is to demonstrate the applicability of the integrodifferential approach for various types of viscous flow problems. 12. The purpose of this paper is to describe a numerical method of solution of the Navier-Stokes equations for time-dependent incompressible flow problems. 13. The purpose of the present study is to show how the internal molecular energy may be accounted for in the simulation of a reacting gas. 14. The simplest type of elastic wave is the longitudinal wave, in which the material 23

is alternately compressed and expanded. 15. The fact remains that liquids do have tensile strength, and it can be measured. 16. Experiments that he did describe as having been actually carried out have been repeated and they work well. 17. Galileo did not, however, describe many such experiments and he did not give his results in numerical form. 18. Sunspots near the equator traveled more rapidly across the face of the sun than sunspots farther to the north or south did. 19. When surfaces meet along curves or when curves and surfaces meet at points, they do so at equal angles. 20. It was a long time, probably more than 20 years, before Galileo realized what the medieval writers had always assumed, namely that there does exist a uniform motion equivalent to any uniformly accelerated motion from rest. A trace of this realization first appeared as theorem I, that does not employ any mean speed to represent accelerated motion in free fall. 21. At that time many people did everything but help Galileo. 22. We do not consider the definition entirely satisfactory, however, until we indicate a procedure for determining it effectively after a finite number of operations. 23. The time required to do the work determines the rate of working but has nothing to do with the amount of work.

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TEST 2. TENSES IN ACTIVE AND PASSIVE VOICES I. Translate into Russian. a) 1. The books by N are often referred to. 2. Oxygen is spoken of here as an active element. 3. The action of the apparatus cannot be much relied upon as it is not new. 4. A mixture may be thought of as a combination of substances. 5. Matter is acted upon by cathode rays. 6. Faraday was sent for. 7. The results of your experiment were spoken of last time. 8. Many materials now commonly made use of were not even thought of thirty years ago. b) As is mentioned above it is stated that the atoms of mercury and oxygen have been forced apart and as was to be expected two substances different from the red oxide have come into being. As is known this type of change has been called a chemical change. c) As is known the improvements that chemistry has made in metals and other structural materials, such as oils have been so numerous that they can not be listed. d) In 1911 some experiments were made by Ernest Rutherford which showed that the particles of which atoms are made up are very small in size compared with the atoms. It is known that other nuclei, but this was not known before Lord Rutherford made his experiment. e) It is found by experiment that all substances can be divided into two classes elementary substances and compounds. As is stated an elementary substance is composed of one element, a compound is composed of two or more elements. It is known that an element is a kind of matter all of whose atoms have the same atomic number. This number can hence be referred to as the atomic number of the element. II. Say it in English using the Past Continuous, the Past Indefinite, the Past Perfect or the Past Perfect Continuous. 1. Что вы делали вчера в восемь часов вечера? 2. Спортсмены тренировались вчера целый день. 3. Когда она вошла в комнату, дети читали книгу. 4. Когда мы приехали в Горький, мы посетили музей А.М. Горького и побывали в картинной галерее. 5. В прошлом году я часто ходила в театр. 6. Я обедал, когда он мне позвонил. 7. Дождь шел с пяти до семи. 8. Я вчера читал весь вечер. 9. Я очень много читал 25

прошлым летом. 10. Я пришел домой, поужинал и начал читать газету. 11. Шел сильный дождь, когда я вышел вчера из университета. 12. Пока он готовился к лекции, я просматривал новые журналы. 13. Он хорошо изучил английский язык до того, как поехал в Англию. 14. Я жил в Ленинграде до того, как приехал в Москву. 15. Мы уже пришли домой, когда пошел дождь. 16. Я обедал, когда мне позвонили. 17. Дождь еще не прекратился, когда мы вышли из дому. 18. Мы упаковывали вещи, когда он пришел. III. Translate the text below (in written form) and prepare 5 questions to the text. Whether the differentiation of chemical substances into two groups: elements and compounds, was possible, had been achieved by the end of the eighteen century. A long time was required for the recognition of the fact that the elements could be classified in the way now described by the Periodic Law. The first step was taken in 1817, when the German chemist J.W. Dobereiner (1870-1849) showed that the combining weight of strontium lies midway between the combining weight of the two related elements calcium and barium. Some years later he found the existence of other “triads” of similar elements (chlorine, bromine, iodine, lithium, sodium and potassium). Other chemist then showed that the elements could be classified into groups consisting of more than three similar elements. Fluorine was added to the halogens, and magnesium to the alkaline – earth metals. Oxygen, sulphur, selenium, and tellurium had been classed as one group, and nitrogen, phosphorus, arsenic, antimony, and bismuth as another group of elements by 1854. In 1862 the French chemist A.E.B. de Chancourtois arranged the elements in the order of atomic weight on a helical curve in space. The English chemist Newlands in 1863 proposed a system of classification of the elements in order of atomic weights, in which the elements were divided into seven groups of seven elements each. Both of these systems were not developed further. But the final and most important step was taken by Mendeleyev. He classified the elements according to their atomic weights, their physical and chemical properties with special attention to valence. Mendeleyev not only classified the elements known to chemist at that time but predicted the existence of some other elements.

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TEST 3. SEQUENCE OF TENSES

TEST 4. CONTROL TEST

I. Use the verbs in brackets in appropriate tenses observing the rules of the sequence of tenses. 1. They promised that they (to bring) us to all the necessary books. 2. He did it better than I (to expect) he would. 3. He said that the tractors (to be) there soon. 4. I think it all happened soon after the meeting (to end). 5. He said that he (can) not do it without my help. 6. The astronomer told us that the Moon (to be) 240,000 miles from the Earth. 7. We asked the delegates whether the ever (to see) such a demonstration. 8. It was decided that we (to start) our work at four o’clock. 9. I told you that I (to leave) town on the following day. 10. I did not know that you already (to receive) the letter. 11. The boy did not know that water (to boil) at 100 ºС. 12. He wanted to know what (to become) of the books. 13. I was told that the secretary just (to go out) and (to come back) in half an hour. 14. We were afraid that she not (to be able) to finish her work in time and therefore (to offer) to help her. 15. He said we (may) keep the book as long as we (to like). 16. When I called at his house, they (to tell) me that he (to leave) an hour before. 17. It (to be) soon clear to the teacher that the new pupil (to cause) much trouble. 18. I was thinking what a pleasure it (to be) to see my old friend again; I not (to see) him since my schooldays. 19. I have not yet told them that I (to get) them those books in the nearest future.

I. Translate this text. Aprotic solvents include the inert materials which have no affinity for the proton and/or which are incapable of dissociating the proton. It is perhaps incorrect to assume that there is any such thing as an inert solvent. On the other hand, in relation to those other materials which have been designated above as basic, acidic, or amphiprotic solvents, it must be recognized that hydrocarbons and the halogenated hydrocarbons are aprotic in nature and will not affect strongly the properties of either a base or an acid which may be dissolved in them. Classification of solvents on the basis of their protophylis nature is especially useful in connection with the Bronsted-Lowry concept which defines the behavior of hydrogen-containing compounds as acids. Whether or not a substance will behave as an acid or as a base depends upon the character of the solvents. Urea is very weakly basic in aqueous solution, but behaves as a weak acid in liquid ammonia. Many substances which are weak bases in aqueous solution exhibit an enhanced basic character when dissolved in an acidic solvent. From a practical point of view this is quite important since salts of weak acids can be prepared most readily in basic solvents, whereas salts of weak bases can be synthesized most readily in acidic solvents.

II. Translate into English observing the rules of the sequence of tenses. 1. Я её спросила, почему она так расстроена (upset). 2. Они сказали нам, что немного выше по реке есть место, где легко перебраться на другой берег. 3. Он обещал, что принесет нам английские книги для домашнего чтения. 4. Я ему сказала, когда я пришла и сколько сделала за это время. 5. Он сказал, что он скоро вернется обратно и тогда мы напишем вместе программу. 6. Вы знали, что я больна, почему же вы меня не навестили? 7. Я вам сказала по телефону, что я её ещё не видела и что я надеюсь увидеть её в четверг. 8. Он заявил, что он никогда не брал этой книги из библиотеки и что у него самого есть такая книга. 9. Я не знала, что вы так долго были больны. Мне только вчера сказали, что вы пропустили десять занятий. 10. Было решено, что мы пойдем в лес за грибами и не вернемся домой до вечера. 11. Она сказала мне, что у неё не было времени прочесть эту статью и что она собирается сделать это в ближайшем будущем. 12. Я не знала, что у вас есть маленькая дочка. 13. Он выразил сожаление, что заставил меня ждать так долго, но добавил, что это была не его вина, так как его задержали на работе. 27

II. Grammar. Translate into Russian. 1. The precipitated AgCl curds readily when shaken. 2. A standard solution of an acid and a standard solution of a base, when prepared for use together, should have approximately equal normalities. 3. The solvent power of the amines for ionic compounds is definitely inferior to that of the parent substance, liquid ammonia. 4. None of these substances have been shown to be definite compounds, and it is at least possible that the solids merely contain adsorbed helium on the dispersed metal; indeed, Damianovich says that his platinum product gave X-ray diagrams resembling those given by colloidal platinum. 5. The chemistry of the alkali metals, as ordinary by understood, is almost entirely that of the ions Li+, Na+, K+, Rb+ and Cs+; it is concerned with the behavior and the reactions of the salts, which are practically all strong electrolytes- that is, they are ionized under all conditions. 28

6. No reactions are observed in the absence of the ammonium salt. 7. No reactions take place at the boiling point of liquid ammonia or even at somewhat higher temperatures. 8. Aliphatic amines are generally uncreative towards sodium solutions in liquid ammonia. No salt formation occurs. Aromatic amines, on the other hand, react more readily to give sodium compounds which are to a very extent solvolyzed. III. Vocabulary. Translate into Russian. 1. Nitrogen compounds are generally more soluble in liquid ammonia than in any other solvent. 2. Fluorspar, together with other fluoride-containing minerals, is found in the end fractions of magmatic intrusions as well as in the surrounding and sometimes highly metamorphosed country rock. 3. These properties are of considerable practical as well as theoretical interest, since a widely used method of analysis of hydrogen-deuterium mixtures consists in measurements.

ЧТЕНИЕ ФОРМУЛ Латинские буквы, входящие в уравнения или обозначающие названия химических элементов, читаются как английские буквы в алфавите. В формулах химических соединений и уравнений химических реакций цифра перед обозначением элемента указывает число молекул и читается следующим образом: 2MnO2 [‘tu:’molikju:lz əv ‘em ‘en ‘ou ’tu:] Знаки «+» и «–», стоящие в левом верхнем углу, обозначают положительную и отрицательную валентность иона: Н+ hydrogen ion [‘haidrodən ‘aiən] или univalent positive hydrogen ion [ju:ni’veilənt ‘pozitiv ‘haidridən ‘aiən] Cu++ divalent positive cuprum ion [‘daiveilənt ‘pozətiv ‘kju:prəm ‘aiən] Al+++ trivalent positive aluminium ion [‘tri: veilənt ‘pozətiv ,ælju’minijəm aiən] Cl– negative chlorine ion [‘negətiv ‘klo:’ri:n ‘aiən] или negative univalent chlorine ion [‘negətiv ‘ju:ni’veilənt ‘klo:’ri:n ‘aiən] Знак «–» или «:» обозначает одну связь и не читается: .. :Cl : :Cl:C:Cl :Cl:

или

Cl  Cl  C  Cl  Cl

[‘si: ‘si: ‘el ‘fo:]

Знак «=» или «::» обозначает две связи и также не читается: .. :О::С::О: или О=С=О [‘si: ‘ou ‘tu:]

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Знак «+» читается: plus, and или together with Знак «=» читается: give или form Знак «→» читается: give, pass over to или lead to (пример 3) Знак «←» читается: forms или is formed from (пример 8) или form или are formed (пример 7: так как подлежащее во мн. ч.) () round brackets [‘raund ‘brækits] – круглые скобки [] square brackets [‘skwεə ‘brækits] – квадратные скобки •(x) multiplication sign (знак умножения) (пример 10) Примеры чтения химических формул 1. 4KCl [‘fo:’molikju:lz əv ‘ke ‘si: ‘el] 2. 4HCl + O2 = 2Cl2 + 2H2O [‘fo:’molikju:lz əv ‘eit∫ ‘si: ‘el pls ‘ou ‘tu: ‘giv ‘tu: ‘molikju:lz əv ‘si: ‘el ‘tu: ənd ‘tu: ‘molikju:lz əv ‘eit∫ ‘tu: ‘ou] 3. Zn + CuSO4 = Cu + ZnSO4 [‘zed ‘en ‘pls ‘si: ‘ju: ‘es ‘ou ‘fo: ‘giv ‘si: ‘ju: ‘pls ‘zed ‘en ‘es ‘ou fo:] 4. PCl3 + 2Cl → PCl5 [‘pi: ‘si: ‘el ‘θri: pls ‘tu: ‘molikju:lz əv ‘si: ‘el ‘giv ‘pi: ‘si: ‘el ‘faiv] 5. H2 + J2 ← 2HJ [‘eit∫ ‘tu: ‘pls ‘dei ‘tu: ‘fo:m ənd a: ‘fo:md frəm ‘tu: ‘molikju:lz əv ‘eit∫ ‘dəi] 6. C2H2 + H2O → CH3CHO [‘si: ‘tu: ‘eit∫ ‘tu: ‘pls ‘eit∫ ‘tu: ‘ou giv ‘si: ‘eit∫ ‘θri: ‘si: ‘eit∫ ‘ou] 7. N2 + 3H2 ← 2NH3 [‘en ‘tu: ‘pls ‘θri: ‘molikju:lz əv ‘eit∫ ‘tu: ‘fo:m ənd a: ‘fo:md frəm ‘tu: ‘molikju:lz əv ‘en ‘eit∫ ‘θri: ] 8. AcOH ← AcO- + H+ [‘ei ‘si: ‘ou ‘eit∫ ‘fo:mz ənd iz ‘fo:md ‘frəm ‘ei ‘si: ‘negətiv ‘oksidən ‘aiən ‘pls ‘haidrodən ‘aiən ] H | H — H — C — H [‘si: ‘eit∫ ‘fo:] | H 31

9. Al2 (SO4)3 [‘ei ‘el ‘tu: ‘raund ‘brækits ‘oupənd ‘es ‘ou ‘fo ‘raund ‘brækits ‘klousd ‘θri: ] 10. a·b=c

a multiplied by b equals c

Task I. Read the following elements: 1. Be, Mg, Ca, Sr, Ba, Ra, Al, Ga, In, Tl; 2. B, Zn, Na, Ag, Cl, K, F, O, H, N, U; 3. Mo, Cu, Hg, Fm, He, Kr, Li, Ni, S, C, Pb; 4. Pt, Ti, Se, Cd. Task II. Read the formulae of chemical compounds: 1. H2O, HCl, H2SO4, FeSO4, Fe2O3, CuSO4; 2. V2O5, NaCANb2O6F, 5TiF3, Na2O, AgO2; 3. Cu2S, Cu2O, HgO, Na2SO4, NaOH, CaCl; 4. NaHSO4, MgO2, Na2SO3, ZnSO3, 4CaSO4; 5. 2H2S, 2BaO2, Sb2O3, 2H3AsO4, MgSO4; 6. P2O5, N2O3, Mg3O2, PbCl4, Na2SiO3, MgCl2; 7. Be2C, BaC2, Al4C3, ZnO, InCl3, In2O3; 8. InS, H3BO3, Ca2B6O11, NaCaBgOg, RaCO3. Task III. Read the formulae of chemical compounds: 1. 2Fe2+, Mn2+, 2Cl, 2OH, S2-, Fe3+, Co2+, Ni2+, Cu2+, V4+, V3+, Cr2+, Cl; 2. Pb2+ + 2X → PbX2; 3. Sn2+ + S2– → SnS; 4. Tl+ + Cl– → TlCl ↓; 5. 6H+, 2SbS43–; 6. Bi3+ + 3OH– → Bi(OH)3; 7. 2Bi3 + 3S2 → Bi2S3; 8. NaOH → Na+ + OH–; 9. H2S ← H+ + HS– ← 2H+ + S2–; 10. NaH + H+ → Na+ + H2.

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Task IV. Read the equations of chemical reactions: 1. GeO2 + 4HCl → GeCl4 + 2H2O; 2. 2AuOH → Au2O + 2H2O; 3. CH3–CH2–O–N=O; 4. 2H3S + 3O2 → 2SO2 + 2H2O; 5. H2 + S → H2S; 6. S + O2 → SO2; 7. NO + NO2 ← N2O3; 8. 2Beo + 3C → Be2C + 2CO; 9. 2NO2 ← N2O4; 10. TeO2 + 2NaOH → Na2TeO3 + H2O.

ПРИМЕР ЭКЗАМЕНАЦИОННОГО БИЛЕТА

ОМСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ Факультет Кафедра Дисциплина

химический Иностранных языков Английский язык

Экзаменационный билет № 4 1. Translate the Text with dictionary in written form (time 45 minutes). «Extraction and separation of uranium and lead with liquid anion-exchangers» (Talanta, Vol. 38, № 2, pp. 233, 1991) 2. Read and translate the text without dictionary (15 min) / Rendering of the text (15 min) «Atomic absorption» (Analytical Chemistry, Vol. 48, № 1, 1976) 3. Speak on the topic Экзаменатор

Зав. кафедрой

Примечание: Разговорная тема дается непосредственно на экзамене. Список тем может дополняться в течение учебного процесса.

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Содержание ПРЕДИСЛОВИЕ ..................................................................................3 QUESTION I........................................................................................4 QUESTION II .......................................................................................5 Task 1................................................................................................5

Составитель Лариса Владимировна Жилина

Task 2................................................................................................8 QUESTION III ....................................................................................10 Topic 1 ............................................................................................10

МЕТОДИЧЕСКИЕ УКАЗАНИЯ

Topic 2 ............................................................................................12

ДЛЯ ПОДГОТОВКИ К ЭКЗАМЕНУ

Topic 3 ............................................................................................14 Topic 4 ............................................................................................16

ПО АНГЛИЙСКОМУ ЯЗЫКУ

(для студентов химического факультета)

Topic 5 ............................................................................................18 Topic 6 ............................................................................................20 ADDITION .........................................................................................22 Test 1. Modal verbs and its equals....................................................22 Test 2. Tenses in Active and Passive voices .....................................25 Test 3. Sequence of Tenses ..............................................................27 Test 4. Control Test .........................................................................28 ЧТЕНИЕ ФОРМУЛ............................................................................30 ПРИМЕР ЭКЗАМЕНАЦИОННОГО БИЛЕТА .................................34

Технический редактор М.В. Быкова Редактор Е.С. Радионова Подписано в печать 10.11.2004. Формат бумаги 60х84 1/16. Печ. л. 2,25. Уч.-изд. л. 2,8. Тираж 200 экз. Заказ 571. Издательство Омского государственного университета 644077, г. Омск, пр. Мира, 55а, госуниверситет

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