- •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
The Ionosphere
In the year 1901 Marconi was able to send radio signals across the Atlantic Ocean for the first time. Radio waves, like light waves, tend to travel in straight lines, and the curvature of the earth therefore apparently presents an insuperable obstacle to long-distance radio communication. For this reason Marconi's achievement came as a great surprise. In a short time, however, Oliver Heaviside in England and Arthur Kennelly in the United States suggested that the effect could be caused by a reflecting layer high up in the atmosphere. Such a layer, together with the sea, could channel radio waves from one side of the Atlantic to the other (Fig. 1). Electromagnetic theory was able to predict the mechanism of the reflection: If some of the atoms and molecules in the upper atmosphere are ionized (become electrically charged) by the action of solar ultraviolet light and x-rays, the resulting assembly of charged particles will behave precisely like a mirror to radio waves (though not to the shorter-wavelength light waves).
Experimental confirmation of the presence of ionized layers high up in the atmosphere followed, and today the region properly called the thermosphere is often referred to as the ionosphere. During the day the ionosphere has four distinct layers, D, E, F1 and F2 in order of ascending altitude. At night the D layer disappears, the E layer wekens, and the F1 and F2 layers coalesce into a single weak F layer. The D layer tends to absorb rather than reflect radio waves, which is why radio reception from distant stations is best at night when this layer is absent. Solar outbursts from time to time increase the ionization in the D layer and produce radio blackouts that prevent long-range radio communication.
Fig. 2. The D, E, f1, and F2 layers in the ionosphere. Several possible paths of radio waves are indicated. The D layer tends to absorb rather than reflect radio waves. At night much of the ionization disappears, leaving only E and F layers in weakened form.
Dialogue
Ex. 1. Read the following dialogue and act as an interpreter. Try to guess where this conversation might take place and who the people talking to each other might be.
– Кислород – это химический элемент?
– Да, кислород – это газ. У него нет цвета. Это бесцветный газ. Он не имеет ни вкуса, ни запаха.
– Воздух – тоже газ, как и кислород. У него есть вес?
– Воздух тоже имеет вес. И у кислорода, и у воздуха есть вес. Но воздух легче кислорода. Кислород немного тяжелее воздуха.
– Кислород – это химически активное вещество?
– Это самое химически активное вещество из всех известных.
– Водород – тоже газ, как и кислород?
– Да, подобно кислороду, у него тоже нет ни цвета, ни запаха. Как и кислород, водород тоже химически активен. Тогда как кислород – самый химически активный элемент, водород – самый легкий элемент.
– Кислород широко распространен в земной коре?
– Да, кислород – наиболее часто встречающийся элемент. Он составляет почти 50% массы земной коры.
– Кислород – устойчивый элемент?
– При обычной температуре и давлении кислород встречается в свободном состоянии в больших количествах и известен как устойчивый элемент.
– С какими другими элементами соединяется кислород?
– Кислород очень активный элемент. Например, соединяясь с водородом, он образует воду, а при соединении с углеродом – углекислый газ. Как кислород, так и водород соединяются со многими химическими элементами, образуя важные соединения.
Ex. 2. Dramatize the possible situation using the following key words:
colourless, tasteless, odourless, to have weight, chemically active substance, to be heavier than, the lightest of the elements, to occur, to unite, important compounds, widely spread element, stable element, a free state, under conditions of ordinary temperature and pressure.
Ex. 3. Reproduce this dialogue in the form of a monologue. Use the key words from Ex. 2.