- •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
Dialogue
Ex. 1. Read the dialogue and say who the people talking might be to each other.
1 – |
Why don’t you begin by telling me something about yourself? |
2 – |
What do you want to know? |
1 – |
The usual – you know – something about your background and experience and anything personal. |
2 – |
Well, I was born in Iowa and went to school there. My father is a chemist, and my mother is a biologist. |
1 – |
Sounds as if you come from a professional family. |
2 – |
That’s right. One of my sisters is an ecologist and the other one teaches geography at a university. |
1 – |
And what made you decide to get into geology? |
2 – |
Oh, nothing in particular, I guess, I always liked collecting different stones and minerals and things like that. |
1 – |
Now what about your experience? How long have you been working in this field? |
2 – |
More than five years now. |
1 – |
You’ve got a degree in mineralogy, haven’t you? |
2 – |
Just a Masters degree. After I did my degree, I began to specialize in ecology, dealing with a whole series of environmental issues. |
1 – |
Sounds like an interesting field. By the way, could you explain me one thing? What’s the difference between an environmentalist, an ecologist and a conservationist? |
2 – |
Well, a conservationist is really someone who, in my mind, wants to keep things exactly as they are, and, as long as they can keep the world around them in the same familiar shape that they’ve always known it, then they’re happy. An environmentalist is someone who accepts that there’s going to have to be a change, but they want that change to be of such a kind that it doesn’t destroy the earth’s resources, or cause too much pollution, or anything else. An ecologist is likely to look a lot deeper than that, into the economic and political systems that govern our lives, and to understand that there are going to have to be profound political and economic changes if we’re going to preserve the environment. So it’s a sequence, if you like, or a hierarchy of depth, in terms of the extent to which one looks at the root causes of what’s going wrong. And think that the ecological movement, or the green movement, as I call it, is more radical, because it goes right to the root of what’s going wrong. You can actually be an environmentalist, and get away with thinking that the systems aren’t going to change much. It’s an illusion, but a lot of people do it. |
1 – |
Oh, thank you very much. |
Ex. 2. Reproduce the dialogue: a) abridged; b) in the form of a monologue using the following verbs:
to wonder, to know, to ask, to be interested in, to confirm, to want to know, to explain, to compare, to respond.