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Ex. 19. Answer the following questions. Use the Passive Voice instead of the Active, adding adverbs greatly or deeply.
Model:
1. Did the sights of Leningrad impress you?
2. Yes, I was greatly impressed by the sights of Leningrad.
1. Did the story impress you? 2. Did the report of the new discovery impress you? 3. Did the results obtained by your colleague impress you? 4. Did the speaker impress the audience with his data?
Ex. 20. Translate into English using be impressed by.
1. На меня произвело большое впечатление прекрасное оборудование этой лаборатории. 2. Доклад произвел большое впечатление на слушателей (audience). 3. Поездка в Новосибирск произвела на иностранных ученых большое впечатление. 5. Фильм произвел на меня большое впечатление.
Ex. 21. Describe briefly what impressed you a) during your trip to . . . ; b) while visiting a research centre in . . . ; c) when you heard the lecture by professor . . . .
Ex. 22. Read the following sentences aloud and translate them into Russian paying special attention to the link-verb.
1. Are you familiar with modern views on atomic structure? 2. I got familiar with Darwin's theory while at school. 3. Am I to understand that he is interested in mechanics? 4. He got interested in dynamics when a boy of 14. 5. He wasn't acquainted with my work when he wrote his thesis. 6. She got acquainted with our work after she had read our paper.
Ex. 23. Answer the following questions.
1. You say you are acquainted with the theory of. . . . When did you get acquainted with it? 2. You seem to be greatly interested in this problem. When did you get interested in it? 3. When did you get interested in . . . ?
Ex. 24. Translate into English.
1. Знакомы ли вы с современными гипотезами о происхождении планет? 2. Когда вы познакомились с теорией происхождения видов? 3. Почему вы заинтересовались нашей работой? 4. Он очень (greatly) интересуется нашими результатами. 5. Правильно ли я вас понял, что вы не знаете наших работ?
Ex. 25. React to the following statements. Use the expressions in one's opinion, be of the same (different) opinion on, . . .
Model:
1. I think this theory works well.
2. a) I am of the same opinion.
b) I am of a different opinion. In my opinion this theory does not work at all.
1. To my mind this approach will give reliable re-suits. 2. I am afraid we must use some other approach. 3. There are no opponents of Darwin's theory today. 4. Darwin collected most of his data during his expedition.
Ex. 26. Insert prepositions where necessary and read the sentences aloud.
1. Charles Darwin devoted much time . . . the study of natural history. 2. He went . . . a geological expedition. 3. He was much impressed . . . what he had learned. 4. He is familiar . . . modern views . . . the origin . . . our Galaxy. 5. He consulted . . . an English botanist . . . this point. 6. They differ . . . opinion . . . this subject. 7. He based his theory . . . reliable facts. 8. I was greatly impressed . . . the sights . . . the city. 9. My fellow-worker and I are going . . . a scientific expedition . . . the south. 10. We devote much effort . . . experimental work. 11. I got familiar . . . the theory . . . the descent . . . man while . . . school. 12. Is Dr. Brown here? No, he is away . . . leave. 13. He is . . . the opinion that these facts are reliable. 14. . . . my opinion their approach is quite wrong.
Ex. 27. Translate the following sentences using the words in italics.
devote (to)
1. Кому посвящена эта рукопись? 2. Он посвятил все свое время исследованиям. 3. Они отдали все свои силы (efforts) естественным наукам.
learned (adj.)
4. Кто ученый секретарь в вашем институте? 5. Он выступал в научном географическом обществе. 6. Это научный кружок (society)? 7. Он очень (highly) образованный (знающий) человек;
start
8. Когда отправляется поезд? 9. Они сразу начали свою работу. 10. Он начал свой доклад с (with) короткого вступления (исторического введения).
enter something (without any preposition)
11. Он не входил в комнату. 12. Моя дочь уже поступила в университет. 13. Я поступил в институт в 1967 году.
to consult somebody (something) (without any preposition)
14. Вы должны посоветоваться с врачом. 15. Вы смотрели словарь? (Вы обращались к словарю?) 16. Когда вы поговорите со своим руководителем?
attend (something) (without any preposition)
17. Он не посещает английских занятий (classes). 18. Вы были на прошлой лекции? 19. На нашем семинаре присутствовало 44 человека. 20. Моя дочь ходит в школу.
develop
21. Он разработал новый метод. 22. Они выдвинули смелую (bold) гипотезу. 23. Мой сын проявляет большой (great) интерес к (in) математике. 24. Вы проявили свои фотопленки (films)?
Ex. 28. Translate into English.
1. Под чьим руководством занимался Дарвин? 2. Под руководством профессора Петрова наш институт стал крупным (important) научным центром. 3. Группа (team) профессора Вагина проводит интересные исследования. 4. Когда Попов был выбран (назначен) профессором? 5. Кто назначен директором вашего института? 6. На Дарвина произвело большое впечатление то, что он увидел в Южной Америке. 7. Картины Рембрандта всегда производят на меня глубокое впечатление. 8. Что вам больше всего понравилось (произвело на вас самое большое впечатление) во время вашей поездки? 9. Его доклад широко обсуждался. 10. Имя Павлова широко известно за пределами нашей страны (outside this country). 11. Кто разработал эту теорию? 12. Теория, разработанная Дарвином, не была общепризнана в его время. 13. На Дарвина оказала большое влияние работа Мальтуса. 14. Советовались ли вы со своим руководителем? 15. Что посоветовал вам ваш руководитель? 16. Кто посоветовал вам вступить (to join) в студенческий клуб? 17. Советовал ли вам ваш преподаватель прочитать эту статью? 18. Посоветуйтесь со своими товарищами по работе (fellow-workers). 19. По моему мнению, он знаком с этой теорией. 20. Он собрал и привел в систему необходимые данные.
Ex. 29. a) Give a survey of Darwin's life before he wrote his first outline of the origin of species.
Use: be born at (in); attend school; spend some years in the study of . . . ; devote oneself to . . . ; be appointed . . . ; come home with rich stores of knowledge; be impressed by . . . ; abandon ideas as to the causes of . . . .
b) Give a short outline of Darwin's work.
Use: write an outline on . . . ; correspond with . . . ; explain one's views; prepare an extensive treatise; work independently of each other; develop identical theories; read a joint paper; differ in some opinion; attempt to work out a logical explanation of . . . ; collect and arrange facts; base the theory of . . . on . . . .
c) Describe briefly your current research.
Use: study (work, do research) under . . . ; consult somebody on . . . ; attend lectures (classes, seminars); go on an expedition (a trip); be impressed by . . . ; develop a method (procedure, theory); be familiar with . . . ; write a joint paper; differ in opinion on . . . ; work out an explanation (a theory, an approach); collect and arrange facts (data, observations); attend the meetings of a learned society.
Ex. 30. Make up a short talk about yourself. Use the questions below as a guide.
1. When were you born? 2. Who were your parents? 3. You attended school in Leningrad, didn't you? 4. Have you ever attended English classes? 5. Under whom did you study at the University (Institute)? 6. You often go on expeditions, don't you? 7. What impressed you most when you joined your laboratory? 8. When did you get familiar with . . . views on . . . ? 9. Have you already collected and arranged necessary data (facts, observations)? 10. When do you usually consult your scientific adviser? 11. Are you always of the same opinion on аll the problems concerning your field or do your opinions sometimes differ? 12. Do you correspond with any foreign scientists? 13. You attend all the laboratory seminars, don't you? 14. Are you familiar with current problems discussed at these seminars? 15. What problems are you especially interested in? 16. Have you written any joint papers with any of your colleagues? 17. Did you take part in the work of the students' learned society when an undergraduate?
Text 3
THOMAS HUNT MORGAN (1866-1945)
Thomas Hunt Morgan is one of the chief founders of modern genetics. An authority on embriology, evolution, genetics and heredity, his theory of the gene is generally accepted.
His interest in biology declared itself while an (undergraduate at the Kentucky CoIlege of Agriculture and Mechanical Arts (now the University of Kentucky), from which he graduated in 1886. It matured at Hopkins' University, where he studied embriology under W. K. Brooks.
In 1904 he was appointed professor of experimental zoology at Columbia University. There he carried on, experimental studies in the laws and mechanics of heredity. His work in genetics came to centre on problems of the physical basis of heredity in the venegar fly Drosophila. Soon a group of graduate students and assistants was at work in what became famous as the "fly-room" in the Department of Zoology, in which the processes of inheritance in this small, rapidly breeding insect were so thoroughly analyzed that by 1915 the main outlines of the chromosome theory of heredity had been laid. His observations formed a basis for a complete theory of paired elements, "factors" or "genes", within the chromosome which are responsible for the transmission of heredity. The nature of these genes constituted the chief subjects of his research. This general theory of transmission mechanism of heredity was clearly the most important step in the development of the science of genetics since Mendel's publication in 1866. Morgan's masterly summary of this published in 1926 as the theory of gene listed the new principles added to genetics by the discoveries of his school.
All subsequent work in transmission genetics has been based upon reasoning and the evidence provided by Morgan's school.
After his departure from Columbia University, where this groundwork had been laid, Morgan's interests returned to problems of embriology, while his former students and associates continued to develop his fundamental work in genetics.
Morgan was awarded the 1933 Nobel prize in physiology and medicine for his outstanding discoveries concerning the laws and mechanism of heredity. In 1939 he won the Copley Medal of the Royal Society for his development of the study of genetics. He was the author of a great many books, monographs and papers.
Exercises
Ex. 1. Translate the sentences below into Russian paying special attention to the parts in italics.
1. Morgan is an authority on embriology, evolution, genetics and heredity. 2. His interest in biology declared itself while he was an undergraduate at the Kentucky college. 3. He studied embriology under W. K. Brooks. 4. His work in genetics chine to centre on problems of the physical basis of heredity. 5. A group of graduate students was at work in the Department of Zoology. 6. Morgan's former students and associates continued to develop his fundamental work in genetics.
Ex. 2. Answer the following questions.
1. What is Morgan distinguished for? 2. Under whom did Morgan study embriology? 3. In what field did he carry out experimental research? 4. What insect did he choose to study the physical basis of heredity? 5. When did he give the main outlines of his theory? 6. What did his observations enable him to do? 7. What was the chief subject of his research? 8. What was Morgan's most important contribution to the development of the science of genetics? 9. What did his former students and associates do after he had left Columbia University? 10. What prize was Morgan awarded? 11. What won him the Copley Medal? 12. Do you know whether Morgan wrote any books or monographs?
Ex. 3. Answer the following questions using words and expressions from the text instead of those in italics.
Model:
1. When did Morgan take his degree?
2. He graduated from the University in 1886.
1. When was Morgan made professor? 2. In what field did he do research? 3. What problem did his work concentrate ore? 4. When did his summary of transmission mechanism of heredity come out? 5. What did he do after he had left Columbia? 6. When did Morgan win the Nobel prize? 7. What did he receive the Copley Medal for?
Ex. 4. Insert prepositions where necessary and read the sentences aloud.
A
1. Morgan was an authority . . . embriology and related branches . . . science. 2. His interest . . . pure science was striking. 3. He early got interested . . . applied science. 4. Morgan did embriology . . . W. K. Brooks. 5. He carried . . . extensive studies . . . (the field . . . ) genetics. 6. His work . . . botany came to centre . . . general problems . . . species. 7. A group . . . graduate students and postgraduates is . . . work . . . this problem. 8. His observations formed a basis . . . a complete theory. 9. All subsequent work . . . genetics has been based . . . reasoning and the evidence provided . . . Morgan's school. 10. Morgan was awarded a Nobel prize . . . physiology . . . his outstanding discoveries . . . the laws of heredity.
B
11. My manager is an authority . . . genetics (theoretical physics, chemistry, etc.). 12. As to me, I am interested . . . biology (statistics, mechanics, mathematics, etc.). 13. My brother showed interest . . . geology (zoology, archaeology, art, etc.) while an undergraduate. 14. Now his interest is centred . . . problems . . . biochemical processes. 15. I do my postgraduate work . . . the Institute . . . Zoology . . . Leningrad. I did my undergraduate work . . . the University . . . professor Black. 16. One of my associates was awarded the Lenin prize . . . botany . . . his important contribution. 17. The theoretical staff . . . our department are . . . work summarizing the results . . . their calculations. 18. I am expected to base my investigation . . . experimental evidence and theoretical reasoning. 19. His studies . . . Dr. Brown formed a basis . . . further investigation . . . (the field . . . ) botany. 20. He returned . . . his work . . . 1967.
Ex. 5. Answer the following questions. Pay attention to the verb take.
1. Where have you taken your degree? 2. When are you going to take your holiday? 3. Who took the first prize in the last game? 4. Do you take interest in art? 5. Does your friend take any interest in science? 6. How long did it take you to translate the paper? 7. Do your experiments take much time? 8. How long will it take you to get through with your experiment? 9. Did it take you long to get ready for your exam in German? 10. When are you going to take your examination in English? 11. When did your friend take post-graduate studies? 12. When did you decide to take up biology (chemistry, physics, botany, embriology) as your field? 13. Do you take an active part in the seminars which are held in your laboratory? 14. Where do you take your postgraduate course?
Ex. 6. Translate the following sentences using the verb take.
1. Она очень интересуется исследовательской работой. 2. Мой опыт занял три часа. 3. Сколько времени нужно, чтобы закончить (to complete) опыт? 4. Сколько вам потребовалось времени, чтобы доехать до (get to) Новосибирска? 5. Кто снял показания (the readings)? 6. Она еще не сдавала экзамена по (in) физике (химии и т. д.). 7. Когда он поступил в аспирантуру? 8. Она решила поступить в аспирантуру. 9. Когда он занялся физиологией (географией, медициной, наукой)? 10. Я пойду в отпуск в июле. 11. Он не принимал участия в обсуждении этого вопроса. 12. Проверка данных берет у меня много времени. 13. Ему потребовалось два месяца для того, чтобы собрать (mount) установку (device, apparatus, assembly).
Ex. 7. Translate the following sentences using the verbs given in brackets.
A
1. Закончили ли вы свой опыт (finish)? 2. Какой университет вы окончили (graduate)? 3. Он окончил школу 7 лет назад (leave). 4. Они закончили читать книгу (finish+ gerund). 5. Оратор (the speaker) закончил, выразив благодарность (express gratitude to) аудитории (the audience) (finish+ by+ gerund). 6. Заседание кончается в 5 часов (be over).
В
7. Он проводит много времени за чтением (spend . . . in). 8. Я провожу исследования в лаборатории (carry on research, do research). 9. Заведующий (the manager) провел меня в свой кабинет (show somebody to). 10. Секретарь провел меня по всем лабораториям (take somebody round, show somebody round). 11. Мы проводим много опытов (perform, do, make, carry on). 12. Я уезжаю (leave) очень рано. Не приходите провожать меня (see somebody off).
С
13. Моя дочь занимается в музыкальной школе (study). 14. Занимается ли он английским (study)? 15. Профессор X. занимается проблемами твердого тела (be engaged in, investigate, study). 16. Мой друг будет заниматься физикой в институте (take up, do, study). 17. Занимается ли он в аспирантуре (take a postgraduate course, do a postgraduate course, do postgraduate studies)? 18. Что делает сейчас ваш лаборант (laboratory assistant)? Он занимается подготовкой к опыту (be busy+ gerund). 19. Ученый занимается научной работой (be engaged in, do research). 20. Наша лаборатория занимается интересными исследованиями (be engaged in, do research). 21. Занимается ли ваш брат спортом (go in for)? 22. Он занимается химией в университете (study, do).
D
23. Он читает лекции в университете (give, deliver). 24. Много ли вы читаете (read)? 25. Он прочитал доклад (read a paper).
Е
26. Он сделал грубую (bad) ошибку (make).
27. Когда он сделает свое сообщение (give a talk)?
28. Он не сделал упражнения (do).
F
29. Моя дочь поступила в школу в прошлом году (go). 30. Я поступил в университет (enter). 31. Он поступил в научный кружок (join). 32. Они поступили на работу в наш институт (come to work, begin working). 33. Когда вы поступили в аспирантуру (take up the postgraduate course)? 34. Я не знаю, как поступить (what to do).
Ex. 8. Complete the following sentences and say them fluently.
Model:
1. My scientific adviser was awarded . . .
2. My scientific adviser was awarded the Lenin prize for his outstanding contribution to plasma physics.
1. My wife graduated from . . . 2. My interests centre on . . . 3. The chief subject of . . . 4. I base my experiments on . . . 5. My scientific adviser is the author of . . . 6. He is an authority on . . . 7. Our team makes a thorough analysis of . . . 8. I carry on . . .
Ex. 9. Agree or disagree with the following statements.
Model:
1. I know (that) your Institute trains postgraduate students.
2. a) Yes, you are right. Besides our Institute does research.
b) No, I see you are misinformed. Our Institute does not train postgraduate students. It trains only undergraduates.
1. We know that the evolution theory is generally accepted in this country. 2. I found that almost all researchers combine activities in research with social work. 3. I believe you base your experiments on theoretical considerations. 4. The head of your laboratory is an authority on mathematics (physics, biology, etc.), isn't he?
Ex. 10. Insert one of the words given in brackets and read the sentences aloud.
Model:
1. I find the subject of your work very. . . . I got . . . in the subject of your work (interesting, interested).
2. I find the subject of your work very interesting. I got interested in the subject of your work.
1. Mathematics is very. . . . I am greatly . . . in it (interesting, interested). 2. The sight of the mountains was very. . . . I got much . . . by it (impressive, impressed). 3. I got deeply . . . in chemistry. I find it very . . . (interesting, interested). 4. The number of people present was. . . . Everybody was . . . by his speech (impressive, impressed). 5. I am really deeply . . . in the results of your experiments. They are very . . . (interesting, interested).
Ex. 11. React to the following statements. Fill in the blanks with interest, interesting, interested. Read the sentences in pairs.
1. - I got interested in the subject of your work.
- I am glad you found it . . . .
2. - My teacher encouraged my interest in physics when I was at school.
- It's good that you got . . . in physics while still at school.
3. - Did you find this book interesting?
- Yes, I read it with great . . . from the first page.
Ex. 12. Translate the following sentences into English.
1. Эта статья весьма интересна. 2. Меня интересует его мнение. 3. Цифра была очень внушительной. 4. На меня оказало большое впечатление его сообщение. 5. Его не интересует проблема, о которой идет речь (the problem in question). 6. Я нахожу, что проблема, о которой идет речь, очень интересна.
Ex. 13. Answer the following questions using the adverb or the adjective given in brackets.
Model:
a) 1. Are you interested in biology? (great, greatly).
2. Yes, I am greatly interested in it.
b) 1. Do you take any interest in experimental physiology? (great, greatly).
2. Yes, I take great interest in it.
1. Did you study the phenomena involved in metabolism? (thorough, thoroughly). 2. Do you make a study of these processes? (thorough, thoroughly). 3. Have you made any mention of our work? (brief, briefly). 4. Did Pavlov's work influence experimental physiology? (profound, profoundly). 5. Do your results show agreement with the theory? (good, well). 5. Did Morgan's works contribute to the development of natural sciences? (large, largely). 7. Did Morgan make any contribution to our knowledge of heredity? (great, greatly). 8. Does your son take any interest in physics? (great, greatly). 9. Has the speaker mentioned your experiments? (brief, briefly). 10. Have you checked your data? (thorough, thoroughly). 11 Does your hypothesis agree with the theory? (good, well). 12. Are you interested in research? (deep, deeply).
Ex. 14. Translate into English.
1. Он автор многих книг и статей. 2. Кто основатель современной физики? 3. Он директор нашего института. 4. Он специалист по этому вопросу. 5. Согласились (accept) ли вы с его точкой зрения? 6. Он не принял моего предложения. 7. Признана (accept) ли эта теория? 8. Его заслуги общепризнаны (recognize). 9. Чья теория теперь общепризнана? 10. Законы Ньютона общеизвестны. 11. Он провел тщательный анализ. 12. Он тщательно проанализировал результаты измерений. 13. Он выработал законченную теорию. 14. Когда вы закончите свою диссертацию (thesis). 15. Когда вы закончили университет? 16. Мои опыты далеко не (far from) закончены. 17. Проводите ли вы экспериментальные исследования? 18. Проведенные мною опыты дали (provide with) мне необходимые данные. 19. Я основываю свои рассуждения на заключениях, которые дает (provide) общая теория. 20. Я занимаюсь под руководством профессора Н. 21. У него большой интерес к биологии. 22. Его интерес к физике проявился, когда он учился в школе. 23. Они интересуются физикой. Физика очень интересный предмет. 24. Я заинтересовался его опытом. Он проводит очень интересные опыты. 25. Моего руководителя назначили директором нашего института. 26. Его назначение очень важно для нашего института. 27. Он известен как хороший певец. 28. Он известен как крупный специалист по (в области) общей химии. 29. Они знамениты своими работами по некоторым специальным вопросам теории жидкостей.
Ex. 15. Describe how Morgan came to be the founder of modern genetics.
Use: show interest in . . . ; graduate from . . . ; study under . . . ; be appointed professor of . . . ; carry on (out) experimental studies; centre on; analyze thoroughly; lay the main outlines of the theory of . . . ; form a basis for . . . ; constitute the chief subject of one's research; be the most important step in . . . ; list the new principles of . . . ; be awarded a prize; win a medal.
Ex. 16. Speak about your own research.
Use: centre on . . . ; be concerned with . . . ; collect data; make observations; measure; calculate; investigate; arrange new facts; read (give) a paper; joint paper; agree with . . . ; work under . . . ; the method (approach) proved fruitful.
Ex. 17. Give a talk about the problems studied at your laboratory.
Use: interest is concentrated on . . . ; explain (provide explanation of . . . ); analyze thoroughly; form a basis for . . . ; study the nature of . . . ; provide evidence far, . . . ; be an important step in the development of . . . ; be responsible for . . . .
Text 4
FREDERIC HOPKINS
Hopkins, a famous English biochemist, was born in 1861 at Eastbourne, East Sussex, in England He was educated at private schools and took his first training in the Laboratory of Consulting Chemists. In 1888 he began his medical studies at Guy's hospital. He combined activities in research with clinical work and after taking his degree at the University of London became a member of the staff of the medical school of Guy's hospital. In 1899 he was called by Sir M. Foster to Cambridge where he joined the illustrious school of physiology which Foster was founding. In 1913 he became the first professor of the newly created department of Physical Chemistry at Cambridge.
He early realized that one of the urgent needs of biochemistry then entering its modem" phase under Felix Hoppe-Seyler and Franz Hofmeister was accurate knowledge of the proteins.
He became known internationally for his important researches and discoveries in the fields of biochemistry and dietetics. His experiments with rats were the first of their kind that were scientifically planned and based on sound theoretical considerations. He succeeded (in association with S. W. Cole) in isolating from proteins the amino-acid triptophane.
In 1906, while a reader in chemical physiology he announced the importance of vitamins as essential constituents of the health diet. In 1912 he published a report clearing up a few of the mysteries of nutrition He did not himself isolate any of the vitamins of which he studied the effects - chiefly A and В - but he is rightly regarded as the father of vitamin chemistry
In collaboration with the late Sir W. Fletcher he did important research into chemical changes that accompany muscle contraction. He was a pioneer in the physiological study of muscular activity and carbohydrate metabolism. He laid the foundation of our knowledge of the chemistry of muscular contraction by his research into lactic acid production in muscle.
In 1921 Hopkins made his most fundamental contribution by isolating from living tissues the sulphur-containing depeptide glutation and by showing its importance for the oxidations in living cells.
In 1929 he was joint winner of the Nobel prize in physiology for his contribution on growth-promoting vitamins. He held many honorary degrees and memberships in numerous societies and academies.
Exercises
Ex. 1. Read the sentences aloud and translate them into Russian paying special attention to the parts in italics.
1. Hopkins was educated at a private school. 2. He took his first training in the Laboratory of Consulting Chemist. 3. He combined activities in research with clinical work. 4. After taking his degree at the University of London he became a member of the staff of the medical school. 5. He joined the illustrious school of physiology which Foster was founding. 6. He early realized the urgent needs of biochemistry. 7. Biochemistry was then entering its modern phase, under F. Hoppe-Seyler and F. Hofmeister. 8. In 1906 while a reader in chemical physiology he announced the importance of vitamins. 9. In collaboration with the late Sir W. Fletcher he did research into the chemical changes that accompany muscle contraction. 10. In 1929 he was joint winner of the Nobel prize in physiology for his contribution on growth-promoting vitamins. 11. He held many honorary degrees.
Ex. 2. Answer the following questions.
1. Where did Hopkins receive his primary education? 2. Where did he take his first training? (Where did he do his first studies?). 3. Was he engaged in any activities outside his research? 4. Where did he take his degree? 5. What hospital did he work at? 6. What
did M. Foster propose to him? 7. What was one of the urgent needs of biochemistry at that time? 8. What was Hopkins famous for? 9. In what field of science did he work? 10. Why can Hopkins be considered the father of vitamin chemistry? 11. What research did he do in collaboration with Fletcher? 12. In what areas was he a pioneer? 13. What fundamental contribution did ho make in 1921? 14. What won Hopkins the Nobel prize? 15. Did he hold any scientific degrees?
Ex. 3. Confirm the statements below. Use words and expressions from the text instead of those in italics.
Model: 1. To my knowledge, Hopkins was a distinguished scientist.
2. Yes, (that's right; you're right; exactly, etc.) he was a famous biochemist.
1. As far as I know, Hopkins received education at private schools. 2. He did his first studies in the laboratory of Consulting. Chemist, didn't he? 3. From what I know, he took up his medical studies in 1888. 4. I know that Hopkins not only did research but also carried out clinical work. 5. If I am not mistaken, Hopkins graduated from the University of London. 6. As far as I remember, after graduation Hopkins came to work at the medical school of Guy's hospital. 7. He became world-famous for his researches and discoveries, didn't he? 8. If I remember right, working together with W. Fletcher Hopkins studied chemical changes that accompany muscle contraction. 9. As far as I know, in 1929 he shared the Nobel prize in medicine and physiology with Eijkman for his contribution on growth-promoting vitamins.
Ex. 4. Answer the following questions. Use one of the verbs:
explain, realize, graduate, join, invite instead of those in italics.
Model:
1. Would you like to become a member of our club?
2. Yes, I would gladly join it, if possible.
1. Where did Hopkins take his degree? 2. When did he become a member of the staff of a medical school? 3. Why was he called to Oxford? 4. Was he aware of
the importance and urgency of his work? 5. Did his report clear up some facts concerning nutrition?
Ex. 5. Insert prepositions where necessary and read the sentences aloud.
1. Hopkins was educated . . . private schools. 2. His activities . . . research were generally recognized. 3. . . . 1899 he joined . . . the illustrious school . . . physiology. 4. Biochemistry was then entering . . . its modern phase. 5. Hopkins became world-known . . . important researches and discoveries . . . the field . . . biochemistry. 6. He based his experiments . . . sound theoretical considerations. 7. He succeeded . . . isolating a new substance. 8. He was a reader . . . chemical physiology. 9. He did important research . . . the chemical changes that accompany muscle contraction. 10. He was joint winner . . . the Nobel prize . . . physiology . . . his contributions . . . growth-promoting vitamins. 11. My supervisor's activities . . . experimental work are well-known. 12. Dr. N. combines deep theoretical knowledge . . . great experimental skill. 13. My wife joined . . . the laboratory two years ago. 14. While a student I joined . . . a learned society. 15. My scientific adviser became known . . . his paper issued . . . 1960. 16 . . . what field do you do research? 17. Do you base your work . . . evidence provided . . . experiment? 18. Last year I succeeded . . . passing my entrance examination and was admitted to the Institute.
Ex. 6. React to the wrong statements below using some of the following introductory phrases: you are not quite right, you are mistaken, you are wrong, it is not quite so, it would be wrong to say so, I can't agree with you, just the reverse.
Model: 1. If I a not mistaken, Hopkins was a
well-known chemist.
2. No, it's not quite so. As far as I know (as a matter of fact) Hopkins wasn't a chemist. He was engaged in biochemistry and was a famous biochemist.
1. Can you clear up one point to me? Did Hopkins really come to work at the medical school of Guy's hospital before graduation? 2. I believe that Hopkins was only engaged in theoretical work. Is it really so? 3. I thought it was Hopkins who invited Forster to Cambridge. 4. I was of the opinion that biochemistry enters its modern phase nowadays. 5. To my mind, Hopkins' experiments with rats (on rats) are of no interest to us. 6. As far as I know Hopkins is regarded as the father of vitamin chemistry. This gave me the idea that Hopkins must have isolated some of the vitamins himself.
Ex. 7. Give an extensive answer to the following questions. Use the words in brackets.
Mоde1:
1. Is your laboratory only engaged in theoretical research? (experimental work; train postgraduate students; combine).
2. . No, it's not quite so. Our laboratory combines activities in theoretical research with experimental work. Besides it trains postgraduate students.
1. What did your friend do after he graduated from the University? (call; become a member of the staff; work in the field of . . . ; combine research with teaching). 2. Why have you decided to take up biology (physics, chemistry, astronomy, physiology, botany, etc.) as your field? (while at school; join; give the matter a thorough consideration).
3. How is your work progressing? (quite well; succeed in . . . ; base; work in collaboration with . . . ; joint paper).
4. Is your scientific adviser a prominent scientist? (yes, rather; hold honorary degrees; make a contribution to . . . ;
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