- •Reading Material Text a
- •Before reading the text try to discuss the following questions.
- •Now read the text, translate it and get ready to do the exercises after the text. Geography
- •Word Study
- •Comprehension and Discussion
- •Origin and development of geography. Early history
- •Geographic methods. Map location and measurement
- •The Round Earth on Flat Paper
- •Dialogue
- •Listening Comprehension Text “Geography”
- •Revision
- •What is science?
- •Становление географии как науки
- •Active Vocabulary
- •Additional Reading Geography and people: Ptolemy
- •Components of maps
- •Maps and graphs Maps
- •Isoline maps
- •Choropleth
- •Topological maps
- •Proportional flow maps
- •Dot maps
- •Line graphs
- •Scattergraphs
- •Pie charts
- •Reading Material Text a
- •The History of Exploration
- •Word Study
- •Comprehension and Discussion
- •Captain Cook
- •Text c The Mystery of the Franklin Expedition
- •Text d
- •The History of Maps
- •Dialogue
- •Listening Comprehension Text “Christopher Columbus”
- •Revision
- •Questions:
- •II. Первое русское кругосветное путешествие
- •Active Vocabulary
- •Additional Reading Famous Russian navigators
- •Navigation Tools
- •Unit III
- •Reading Material Text a
- •Before we start reading let’s recollect the composition of the solar system.
- •What does the solar system consist of?
- •What heavenly object is the most beautiful (mysterious, important)?
- •The Universe and the Solar System
- •Word Study
- •Comprehension and Discussion
- •Our local star
- •Text c The Evolution of the Universe
- •Text d Galaxies
- •Dialogue
- •Is the Sun Good or Bad for Us?
- •Is the sun good or bad for us?
- •Listening Comprehension Text “Stars”
- •Fill in the gaps.
- •Note down the temperature of:
- •Note down the colours of :
- •Revision
- •The Lunar Surface
- •Active Vocabulary
- •Additional Reading The Planets
- •Mercury
- •Jupiter
- •Uranus and Neptune
- •Stellar Evolution
- •Unit IV
- •Reading Material Text a
- •Before reading the passage discuss these points with a partner.
- •Is the earth a perfect sphere?
- •This Earth of Ours
- •Word Study
- •Comprehension and Discussion
- •Volcanic Eruptions
- •Text c The Earth. Size. Shape.
- •Text d The Earth
- •Dialogue Discussing the age of the earth
- •Listening Comprehension Text “The Earth’s shape”
- •1. What is the “equatorial bulge”?
- •2. Are all three models only approximations?
- •Revision
- •History of the Earth
- •Latitude and Longitude
- •Active Vocabulary
- •Additional Reading Yellowstone National Park
- •The geological setting
- •Hydrothermal features
- •Reading Material Text a
- •The Atmosphere: Properties and composition
- •Word Study
- •Comprehension and Discussion
- •Oxygen-Carbon Dioxide Cycle
- •The Ozone Layer
- •The Ionosphere
- •Dialogue
- •Listening Comprehension Text “The Atmosphere”
- •Part b. Listening activities
- •Revision
- •Air pollution
- •Active Vocabulary
- •Additional Texts Greenhouse gases
- •The air we breathe
- •Unit VI
- •Reading Material Text a
- •Before reading the text discuss these points with a partner.
- •Now read the text, translate it and get ready to do the exercises after the text. Climate
- •Word study
- •Climate
- •Comprehension and Discussion
- •The climate of the uk
- •The World’s Inconstant Climate
- •Methods of weather modification
- •Weather
- •Days of Abnormal Weather
- •Vocabulary
- •Days of Abnormal Weather Text 1
- •Interpretation
- •Weather Forecast
- •Listening Comprehension Text “The Climate”
- •Revision
- •Climate
- •Weather maps
- •Project Writing
- •Active Vocabulary
- •Additional Reading Climatic Change
- •Origin of Climatic Change
- •Ocean Currents
- •Unit VII
- •Reading Material Text a
- •Before reading the passage discuss these points with a partner.
- •Into how many parts is the earth’s surface divided?
- •How are land and sea distributed?
- •Now read the text, translate it and get ready to do the exercises after the text. Land Forms of the Earth
- •Word Study
- •The Alps
- •Comprehension and Discussion
- •The Surface of the Ground
- •Continental Drift
- •Wegener’s Theory
- •Text d The Soil Beneath our Feet
- •Dialogue Discussing the process of erosion
- •Listening Comprehension Text “Continental drift”
- •Fill in the gaps.
- •Note down the terms used by the lecturer.
- •Note down the thickness of the asthenosphere.
- •Revision
- •Relief form of the earth
- •Earthquake waves
- •Earthquakes
- •Active Vocabulary
- •Additional Reading Erosion
- •Weathering
- •1999 A bad year for earthquakes
- •Limestone in Europe
- •Vulcanism
- •Volcanic Eruptions
- •Glaciers
- •Minerals
- •What Minerals Are
- •Mineral Properties
- •The Earth’s Interior
- •Interior Structure
- •Rock Classification
- •Igneous Rocks
- •Sedimentary Rocks
- •Grammar focus the system of tenses
- •Charles Robert Darwin
- •Passive voice
- •The Greenhouse Effect
- •Participle
- •The gerund
- •Функции герундия в предложении и способы его перевода на русский язык
- •Infinitive
- •I. Образование
- •II. Функции инфинитива в предложении.
- •Complex Object
- •Complex Subject
- •Subjunctive mood
- •Subjunctive Mood Conditional Sentences
- •Modal verbs
- •(Выражение «вероятности», «предположения»)
- •The system of tenses
- •Charles Robert Darwin
Text c The Mystery of the Franklin Expedition
Task. Scan the text and get ready to discuss its main points.
Many years ago, explorers wanted to find a way by sea from Europe to China, via Alaska. In 1845, John Franklin left England with 134 men to look for a route through the Arctic.
Franklin’s ships had everything they needed. They had enough food in tins for three years and thousands of litres of lemon juice to stop disease. They also had two libraries with 3000 books, excellent maps, scientific instruments, musical instruments and a new invention: a camera.
Franklin and his men left England on May 19th, 1845 and they sailed without problems across the Atlantic towards Canada. When Franklin arrived at Baffin Bay in July 1845, things were going very well for the expedition. On July 26th, some sailors saw Franklin’s ships when they were entering the bay. That was the last time that anyone saw Franklin and his men alive.
The British government became very worried when they heard nothing from Franklin. They sent expeditions to look for him, but the expeditions all returned without any news. The government offered ₤20000 to anybody who could help Franklin or anybody who had information about Franklin. Nobody came with information. By 1850 there were 14 ships in the Arctic looking for him.
Lady Franklin sent several expeditions to search for her husband. Francis McClintock led one such expedition in the Fox (a small steam yacht that belonged to Lady Franklin). In 1859 a party of his men solved the mystery. On King William Island they found a tin cylinder buried in a mound of stones. Inside was the document that explained what had happened. The note, signed by two of Franklin’s officers, recorded Franklin’s death in 1847. It also reported that, after the expedition’s two ships had been stuck in the ice for a year and half, the crews tried to reach safety by travelling south overland. Not one men survived.
Ex. 1. Look at the list of supplies on Franklin’s ships. Which things are the most important, do you think? Why?
Supplies on Franklin’s ships:
8000 tins of meat, soup and vegetables
900 litres of wine for the sick
4250 kilograms of chocolate
1000 kilograms of tea
62000 kilograms of flour
17000 litres of rum
3200 kilograms of tobacco
4200 litres of lemon juice
Ex. 2. Write the correct number of the paragraph in the following statements.
Paragraph … says what the British government did to search Franklin expedition.
Paragraph … says why Franklin went to the Arctic.
Paragraph … reveals the mystery of Franklin expedition.
Paragraph … says what Franklin took with him.
Paragraph … says who saw Franklin for the last time.
Ex. 3. Imagine you are going to make a trip by ship from Europe to Alaska. Work with a partner and look at the maps. Make some notes about the things that might be useful (a possible route, the things you should take, possible problems that may arise), using the suggested phrases.
We can go from ……to …… We should take lots of food. We should take …… We might hit an iceberg. We might …… |