- •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
Comprehension and Discussion
Ex. 1. Say whether the following statements are true or false. Justify your answers with information from the text. For the statements you consider to be false, provide the correct information.
Climate is the average condition of the atmosphere.
There is no agreement on the approach to the classification or the kind of classification of climatic belts to be used.
The most important elements of any climate are humidity of the air and cloudiness.
Due to the daily and yearly movements of the earth the sun’s heat is unevenly distributed.
The oceans don’t influence climate.
Proximity to large water bodies affects precipitation levels.
Climate depends on position of the particular place on the earth with respect to the sun at different times of the year.
Ex. 2. Do you strongly agree or disagree with the following statements. Explain your answers. Here are the possible openings for you.
Agreeing |
Disagreeing |
absolutely so really so it can’t be denied as far as I know |
That is only partly true on the contrary it is absolutely wrong as far as I remember (from the text) |
The weather is very important to me.
I feel at my best when it rains cats and dogs.
The weather influences the way I feel in general.
I believe that weather conditions can influence people’s well-being and their behavior.
It’s hard to stand the heat when it’s damp.
The weather in Belarus is very changeable.
Talking about the fashion is a good way to “break the ice” when you meet someone new.
Climate is what we expect, weather is what we get.
Ex. 3. Complete the following sentences.
Climate is …
The most important elements in determining climate are …
Climatic patterns depend on …
Continentality means …
Interior lands experience …
Maritime locations have smaller …
Summer and winter extremes in coastal communities are moderated by …
Proximity to large water bodies influences …
The third prime geographic influence…
Ex. 4. Talk to a partner and find out.
how he / she understands the term climate
what principal categories of climate he knows
why there are different climates
what part of the world has no winter
in what climate trees don’t grow
what category Belarus (the UK) comes in
what continentality means
what precipitation level depends on
how oceans influence the climate
how continental climates differ from marine climates
the difference between hot and temperate climates
how topography influence the climate
Ex. 5. Speak on:
Climate and its classification: aggregate, weather conditions, to determine, temperature and precipitation, belts (zones), to be distinguished, average temperature, rainfall.
Three geographic controls:
latitude, sun’s heat, to be distributed, to be exposed to direct rays of the sun, daylight period, short, long.
contitentality, to experience, seasonal extremes of temperatures, water bodies; maritime locations, temperature ranges, extremes, to be moderated by, proximity, influence, precipitation levels, water bodies, provide, evaporation, increase, the amount of moisture, coastal locations, to receive.
topography, the relationship between elevation and temperature, to lie astride a normal wind direction, to force the air to rise and cool, the amount of moisture, to be reduced, the relative humidity, to reach 100 percent, the windward side, the lee.
Ex. 6. Draw a scheme of climatic belts using any approach to the climate classification you know and describe it.
Ex. 7. Choose one of the following items and write an essay. Use additional material.
Climatic change and its origin.
Climatic controls.
Ocean currents.
Global warming.
Text B
Task. Read the text and get ready to discuss various climates.