- •Южный федеральный университет о. И. Сафроненко
- •Southern Federal University
- •Предисловие
- •Contents
- •Focus on Language
- •Keep learning? Keep earning!
- •What are effective study habits?
- •Focus on Language
- •First degree courses in the uk
- •Focus on Language
- •Starting your haunt of treasures
- •A university is just a group of buildings gathered around a library.” Shelby Foote
- •Unexpected Discoveries
- •Metric system microscope thermometer telescope
- •Invention /discovery
- •Breakthroughs of the 20th century
- •Verb Suffixes
- •Inventor
- •Double-edged sword
- •Learning Objectives
- •In this module you will learn how:
- •Discuss
- •Environmental Hazards of the Computer Revolution
- •Comprehension check
- •Work in teams of 3. Make as many words as possible using the prefixes re-, dis-, over-, sub-, en-, up- . Compare as a class.
- •The advent of “green” computer design
- •Learning Objectives
- •Science for the Twenty-First Century
- •As old as writing
- •Discuss
- •Learning Objectives
- •Part-time Jobs vs. Holiday Jobs
- •The Experience that is shaping the rest of my life
- •Complete the table to illustrate the basic rules for backshift when transforming direct speech into reported speech.
- •What Can I Do with a Science Degree?
- •Scripts Module 1 Unit 1
- •Module 1 Unit 2
- •Module 2 Unit 1
- •Module 2 Unit 2
- •Module 3 Unit 1
- •Module 3 Unit 2
- •Module 4 Unit 1 Abacus
- •Module 4 Unit 2
- •Module 5 Unit 1
- •Module 5 Unit 2
- •Module 6 unit 1
- •Module 6 Unit 2
- •Module 7 Unit 1
- •Module 7 Unit 2
- •Interviewer
- •Interviewer
- •Interviewer
- •Keys Module 1 Unit 1
- •Module 1 Unit 2
- •Module 1 Unit 3
- •Module 2 Unit 1
- •Module 2 Unit 2
- •Comprehension check 1
- •Comprehension check 2
- •Module 2 Unit 3
- •Module 3 Unit 1
- •In the Realm of Science 2
- •Module 3 Unit 2 Reading
- •Reading Focus on language 2
- •Module 3 Unit 3
- •Module 4 Unit 1
- •Module 4Unit 2
- •Module 4 Unit 3
- •Module 5 Unit 1
- •Module 5 Unit 2
- •Unit 3 Review
- •Module 6 Unit 1
- •In the Realm of Science 1
- •Module 6 Unit 2
- •In the Realm of Science 2
- •Module 6 Unit 3
- •Module 7 Unit 1
- •Module 7 Unit 2
- •Module 7 Unit 3
Learning Objectives
In this module you will learn how:
to make use of diagrams and flowcharts to describe processes, steps and stages
to express purpose
to express cause-effect relationships
learn how to write a letter of inquiry
to talk about various environmental problems, their causes, consequences and solutions
to revisit relative clauses
Unit 1 Our Home – Planet Earth
Lead In |
Work in teams. Brainstorm all the words and phrases you know related to the word environment. Present your mind map to the rest of the class and explain how the ideas are connected.
Work in small groups. Which of the environmental problems listed below are the most serious? Put them in order, 1-7 (1 = the most serious, 7 = the least serious). Give reasons for your choice.
global warming/climate change
air/water/soil pollution
shrinking habitats and loss of bio-diversity
acid rain
ozone layer depletion
deforestation
natural disasters: floods, heavy rainfalls, violent storms, droughts, etc.
Match the environmental problems with the factors that cause them. Some factors may go with more than one problem. Choose to write about three problems and their factors.
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Functional language: Cause and effect
… is a result of …
… results/ed in
… is/are due to …
… is the consequence of...
… leads to …
… is responsible for …
… is the main reason for
… affects …
… is affected by…
The cause of … is …
… causes/ed
… is caused by …
Reading |
Look at the definition. Which environmental problem does it refer to?
Look at the picture below. With a partner brainstorm your ideas about acid rain. What causes acid rain? How can it harm the environment?
Look through the text about the acid rain problem and check your predictions.
Acid rain is strongly acidic rain that absorbs microscopic particles of nitric
acid or sulfuric acid as it falls towards the ground. But why do we have acid
Study help The meaning of a word or expression can often be worked out from the rest of the context of the sentence, e.g. “sulfur and nitrogen oxides are released into the atmosphere.” From the context, to release must mean something like to throw out or emit. |
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Chemical substances released from chemical plant chimneys are a major factor in the contamination of the atmosphere and lead to the formation of acid rain.
Many of us have our own “private factories” for producing modern acid rain - cars. Vehicle exhausts contain NOx (nitrogen oxides), hydrocarbons and other chemicals.
The damage caused by acid rain first appears in rivers, lakes and marshes. When the water of a lake or marsh declines to pH5 or so, at first the plankton and aquatic vegetation disappear. Needless to say, the fish that feed on these living things also decline in number and even die out.
Then, as the acidity level of soil increases, aluminum and other harmful metals contained in the soil begin to dissolve, which also contributes to the death of aquatic life. Eventually the lakes cannot support life at all.
Acid rain makes soil highly acidic, which leads to the drying and death of forests. Soil naturally contains many metallic ions such as calcium and magnesium, and these help to neutralize acid to a certain extent, even in the case of acid rain. However, when this neutralization power is exhausted, the acidity of the soil increases, killing microorganisms and worms. There are also cases when acid rain enters directly into the leaves, trunks, and branches of plants and damages trees.
The damage created by acid rain in Europe and North America is truly grave. It is reported that in many European countries about one half of the total area of forests has been damaged.
Countries like Sweden, Norway, and other Scandinavian countries do not contribute much to atmospheric pollution, but they are suffering extensive damage from atmospheric pollutants carried there from other countries. For example, it has been reported that fish have disappeared from one-third of the lakes and marshes of Norway.
In Asia, acid rain is having truly serious consequences in China, which is the second largest producer of coal in the world. Furthermore, with the expansion of industry and the spread of the automobile, acid rain is becoming a serious issue even in developing countries.
Historical sites and buildings are also damaged by acid rain, especially in Europe with its many historical buildings made of marble and copper. The chemical reaction between marble and sulfuric acid changes the marble into plaster. Therefore, ancient sculptural works made of marble often crumble after contact with acid rain. Copper items also break down in contact with acid rain. For example, the copper plates of the United States' Statue of Liberty were eaten away to a dangerous degree by acid rain, and needed large-scale reconstruction. Historical structures and buildings, which have been handed down as cultural heritage for centuries, have been in danger of being lost in the past several decades simply because of acid rain.
Acid rain is no longer someone else’s problem: it’s happening here.
(Adapted from http://www.virtualglobe.org/en/info/env/)
Read the text again and complete the cause and result chart for acid rain.
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ACID RAIN
What causes it? What are the consequences?
exhaust gases from cars increase the amount of
dangerous gases in the
atmosphere
…………………… kill(s) fish
…………………… pollutes the soil
…………………… …………………..
Comprehension check
Look back in the text and find words that have similar meaning to
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participle.) |
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In the text find and translate into your native language the words that:
refer to a means of transport
can be used to describe the movement up and down
are the names of chemical elements and compounds
Focus on language
Complete the table. Turn the words given in the table into verbs, nouns and adjectives. Use a dictionary if necessary.
VERB |
NOUN |
ADJECTIVE |
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damage |
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exhaust |
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increase |
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emission |
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absorb |
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industrial |
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extinction |
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developing/developed |
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contaminate |
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contribute |
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pollutant |
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decline |
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harm |
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endanger |
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expansive |
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reaction |
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Fill in the gaps with the right form of the words in capitals.
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DEVELOP |
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INCREASE |
poaching. |
DANGER |
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EXTINCTION |
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CONTAMINATE |
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HARM |
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DECLINE |
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REACTION |
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DAMAGE |
Read these sentences. What grammar rule do they follow?
Acid rain is strongly acidic rain which/that absorbs microscopic particles of nitric acid or sulfuric acid as it falls towards the ground.
In Asia, acid rain is having truly serious consequences in China, which is the second largest producer of coal in the world.
As the acidity level of soil increases, aluminum and other harmful metals contained in the soil begin to dissolve, which also contributes to the death of aquatic life.
Relative clauses with which, that, who, whose and where
e.g. A good lab assistant is one whose equipment works well.
comma before the clause and a comma or a full stop after it. e.g. My junior brother wants to study in Boston university, where I did my postgraduate course.
e.g. The book (that/which) he is reading now is about great maritime explores.
e.g. Acid rain makes soil highly acidic, which leads to the drying and death of forests.
e.g. What the lecturer said about the consequences of acid rain was shocking. |
Put in which, what or that. Put comma if necessary.
She cycles to work every day, which makes her healthy.
Everything ………… he told us about water pollution made me upset.
Graffiti is vandalism. This is ……… we need to understand.
The world’s population is growing very fast ……… makes the world critically short for food and water.
Even with just an A-level in Biology I could understand ……… they were doing.
Planting trees is a great thing ……… also makes us feel better and encourage less littering.
I did everything ……… I could to save an entangled seal.
She joined a Girl Scout team ………… surprised us all.
Our modern lifestyle is destroying the fragile environment ………leads to the environmental catastrophe.
Get real |
Search the environmental websites or specialized magazines to get information about the ways to solve the acid rain problem. Make notes on what you have found and report back to the class.
Listening |
W ork with a partner. Brainstorm as many environmental problems typical for big cities as you can. Compare your ideas as a class.
You are going to listen to an environmentalist talking to the students about the pollution of the environment. The words below are all to do with different types of litter. Explain the difference in their meaning. Use a dictionary if necessary.
What sources of pollution can you name? Which of them are the most/least harmful?
Listen to the talk and answer the questions.
What kind of pollution is the main focus of the talk?
Why aquatic pollution is such a serious environmental problem?
What types of pollution does the environmentalist mention?
What are the main sources of water pollution?
Why plastic litter is so harmful?
Why entanglement and indigestion are the two major problems for the wildlife in waterways?
How does debris contaminate water?
What is the purpose of the talk?