- •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
Listening Comprehension Text “The Atmosphere”
Part A. Pre-listening activities
Task 1. Make sure that you know the following words.
altitude – высота
to pant – задыхаться, часто и тяжело дышать
left hand side – левая сторона
Task 2. Before listening to the lecture answer the following questions.
What are the regions of the atmosphere?
What happens if you climb high mountains?
Part b. Listening activities
Task 1. As you listen to the tape mark whether these statements are correct or incorrect.
The subject of last week's lecture was the properties of the atmosphere.
The lecturer expects all the students to have climbed mountains.
If you climb a mountain, the air gets colder but not thinner.
In the lower atmosphere, the temperature falls at 6,5° C per kilometer of altitude.
The temperature falls at 3,6° F per mile.
At higher altitudes the temperature continues to drop.
Instruments to measure temperature are only carried in aeroplanes.
At even higher altitudes, the pressure continues to drop.
At even higher altitudes, the temperature continues to drop in the same way as at lower altitudes.
Task 2. Label the diagram in the way the lecturer tells you to.
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Part C. After listening activities
Task 1. Summarize the information the lecturer has given you.
Task 2. Interview one of your groupmates who has ever climbed high mountains.
What are the possible questions?
Revision
Ex. 1. Fill in the text with the appropriate word from the box
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sources, destroys, circulate, acid rain, industrialized, pollutants, harmful, inversion, smog, erupt, occurs.
Air pollution
In the past, air pollution in (1) _____ countries caused a visible haze called smog. (2) _____ is a mixture of different pollutants (mainly sulphur dioxide gas and particles of soot) and water vapor in still, cold air. It occurs in unusual weather conditions when there is temperature (3) _____ that is, a layer of cold air close to the ground with a layer of warmer air above it. With temperature inversion the air does not (4) _____ so pollutants become trapped close to the ground.
When these (5) _____ combine with fog, they form a visible suspension in the air; this is known as smog. The main (6) _____ of sulphur dioxide and soot are fossil fuels, particularly coal. Oil, natural gas and hard, black coal produce much less sulphur dioxide than soft, brown coal. Sulphur-based smog rarely (7) _____ in developed countries today, but it is a major source of pollution in newly-industrializing countries such as India and China. Sulphur dioxide is, incidentally also emitted from volcanoes when they (8) _____ . Air pollution in the upper atmosphere does not cause smog, but it has other (9) _____ effects. Sulphuric and nitric acids are carried long distances with air currents and become (10) _____ . Acid rain damages crops and forests, destroys aquatic life in lakes and rivers, and ruins buildings.
It (11) _____ buildings by corroding metal and dissolving stone; some important historical monuments are being washed away by acid rain.
Ex. 2. Translate the text into Russian in writing. Give the title to this text.
How can we stop the greenhouse effect from getting worse? The most important way is to reduce the emission of carbon dioxide by industry and motor vehicles. At the 1992 United Nations Conference of Environment and Development in Rio de Janeiro, 150 countries signed the climatic change treaty, in which they agreed to work toward reducing global emission of carbon dioxide by the turn of the century. However, delegates were worried that the changes would be expensive and inconvenient. Delegates from the United States refused to allow specific targets for reducing carbon dioxide emissions, so the treaty is little more than a general statement of principles.
We cannot see, hear, taste or smell the earth's atmosphere, but it provides vital oxygen, protects us from damaging solar radiation and stabilizes the earth's climate. Pollution has already caused a large hole in the ozone layer and increased global warming. Some people do not believe that CFCs are harmful. They are ignoring the4 scientific evidence. Some people argue that the phenomenon of global warming has not yet been proven beyond doubt. Temperatures vary between day and night (diurnal variation), between winter and summer (seasonal variation), and between different geographical regions (regional variation). It is difficult to prove that average temperatures throughout the world are half a degree higher than they were 50 years ago. But it is surely sensible to try to reduce emissions of greenhouse gases today, rather than wait for another 10 or 15 years until the phenomenon of global warming is absolutely certain. Reducing CFC production and greenhouse gas emission will cost money and compromise our comfortable lifestyle. But if we do not take action to protect the earth's atmosphere, it will soon become unable to protect us.
Ex. 3. Translate into English using the vocabulary of the Unit.
Вещества, загрязняющие воздух
С 1970-х в программах борьбы с загрязнением воздуха основное внимание уделялось предотвращению выбросов в атмосферу наиболее опасных веществ, отравляющих городской воздух: макрочастиц (дыма и сажи), углеводородов, двуокиси серы, окиси азота, озона (фотохимического смога), угарного газа и свинца. Угарный газ. Всемирная Организация Здравоохранения обнаружила, что во многих городах содержание угарного газа регулярно достигает опасного для здоровья уровня. Во многих городских районах выбросы окиси углерода в атмосферу почти полностью приходятся на выхлопные газы транспортных средств. Поэтому успех программ по снижению содержания окиси углерода в воздухе зависит, прежде всего, от контроля за выбросами выхлопных газов, например, от применения каталитических нейтрализаторов, превращающих большую часть окиси углерода в его двуокись. В городах всего индустриального мира подобные контрольные устройства существенно снижают выделение окиси углерода и ее концентрацию в воздухе: в Японии в период 1973 – 1984 гг. содержание окиси углерода в окружающей среде снизилось приблизительно на 50 процентов. Окиси азота. Эти вещества, образующиеся посредством соединения атмосферного азота и кислорода под воздействием тепловой энергии, выделяющейся в результате работы двигателей внутреннего сгорания, представляют собой целый ряд опасностей для здоровья человека. Сами по себе окиси азота разрушают легкие. Атмосферная реакция приводит к образованию мельчайших частиц нитрата, очень глубоко проникающих в легкие. Двуокись серы. Выбросы двуокиси серы происходят в основном в результате сжигания серосодержащих ископаемых видов топлива – в основном угля – для производства электроэнергии или отопления жилых домов. Представляющая собой едкий, но бесцветный газ, двуокись серы может вызвать приступы астмы. Находясь в атмосфере, это соединение подвергается реакции, образуя твердые частицы и кислоты. Твердые частицы. Обычно называемые просто дымом или сажей, твердые частицы часто являются наиболее очевидными и, как правило, также наиболее опасными загрязняющими веществами в воздухе. Углеводороды. Называемые «летучими органическими соединениями» (ЛОС) или «активными органическими газами» (АОГ), углеводороды являются несгораемыми парами бензина и побочными продуктами неполного сгорания. Некоторые из них вызывают лейкемию, рак или другие угрожающие жизни заболевания. Озон, или фотохимический «смог». Состоящий буквально из сотен химических веществ, содержащихся в смоге, озон образуется в результате реакции всех присутствующих в городском воздухе углеводородов с окисями азота. Многие ученые считают, что это наиболее токсичное из всех обычных загрязняющих воздух веществ, даже в сельской местности концентрация озона удвоилась и сейчас приближается к предельному уровню токсичности для многих биологических видов. Свинец. Серебристо-серый металл, токсичный в любой известной форме, свинец представляет собой особенно серьезную угрозу для детей до шести лет. Поскольку основным источником свинца являются выхлопные газы транспортных средств, заправленных бензином, содержащим примеси свинца, его можно найти повсюду, где только есть легковые автомобили, грузовики и автобусы. Даже в странах, отказавшихся от использования бензина с примесью свинца, пыль остается загрязненной после десятилетий его использования. |
pollution of the air emission into the atmosphere
carbon monoxide World Health Organization
carbon monoxide
exhaust gases
catalytic neutralizer to convert to reduce the emission
internal-combustion engine
sulphur dioxide
fossil fuels
an attack of asthma solid particles
incombustible
leucaemia, cancer
lead
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Ex. 4. Answer the following questions and give your comments on the problem:
What is the acid rain?
What will be the consequences of acid rain?
Where does the carbon dioxide come from?
What are the causes of the ozone hole?
In what way could the pollutants coming from the automobile industry be reduced?
Will the greenhouse effect make the world hotter?
What could be done to improve the quality of air we breathe?