- •Pay attention to the pronunciation of the following words.
- •2. Read the text, fulfill the exercises.
- •7. Read the text below, use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
- •8. What are the subjects of the following sciences?
- •9. Here are some definitions. What are they? Complete the sentences.
- •10. Answer the questions.
- •11. 9 Listen to the interview with a senior research engineer called Dr. Michael Blomberg. Dr. Blomberg gives his opinions on future trends in science and technology.
- •12. Work in pairs. Discuss the following quotations about ecological problems.
- •Wordlist
- •Unit 2 the impact of mining and oil extraction on the environment
- •Terms and Vocabulary
- •1. Pay attention to the pronunciation of the following words.
- •Read the text, fulfil the exercises.
- •Match the words with their definitions.
- •9. Answer the questions.
- •10. State whether the sentences are true or false. If true, add the information you know, correct the false ones.
- •11. Read the text through and find the answers to these questions. Remember, you do not have to understand every word to answer the questions.
- •1. Are these statements True or False?
- •2. Classify the following items into four lists according to their role in environmental engineering. Then find a heading for each list.
- •3. Discuss the following points
- •12. 9 You will hear a lecture on impact of some trace elements of ore mineral on the environment. For questions 1-5, choose the best answer a, b, or c.
- •13. Read the text, tell about the impact of different stages of oil extraction on environment Environmental effect of Extracting Delivering, and Using Petroleum Products
- •14. Say in what content these figures are mentioned in the text.
- •15. Complete the sentences according to the text.
- •16. 9 You are going to hear a report about tanker disasters. Work in pairs. List possible causes of tanker disasters. Do you think that most accidents could be avoided or are some inevitable?
- •17. 9 You will hear various people talking about a tanker disaster. You will hear the people twice.
- •18. Imagine you are people from the list in Ex. 17. Act out interviews. Before you begin, decide what attitude you wish to convey by the tone of your voice and the way you speak.
- •19. Imagine you are fisherman or local hotel owners. Plan and write a letter demanding compensation for loss of trade caused by the oil spills.
- •20. Discuss the following facts and figures.
- •21. Discuss the following quotation from the standpoint of the ecological problems in mining and oil production
- •Deepwater Horizon oil spill
- •23. Write a paragraph on one of the topics, make a presentation in group (see Appendix 4 ).
- •Wordlist
- •Unit 3 the problems of power generation
- •Terms and vocabulary
- •A) Pay attention to the pronunciation of the following words.
- •2. Read the text, fulfil the exercises.
- •3. Give Russian equivalents to the following words and set-expressions.
- •4. Match the synonyms.
- •5. Match the antonyms.
- •6. Fill in the correct word from the list below.
- •7. Fill in the necessary preposition.
- •8. Read the examples, join the sentences in every possible way.
- •Join the sentences using the words in brackets. Think of other ways of joining them.
- •Translate the sentences, mind Subjective Infinitive Construction.
- •11. Translate the sentences using Subjective Infinitive Construction
- •12. Complete the sentences according to the text.
- •Answer the questions.
- •Read the text, suggest the title to it.
- •Answer the questions.
- •18. 9 Understanding a lecture
- •19. Read the text attentively, do the task after it. Fukushima Daiichi nuclear disaster
- •20. Working in pairs, discuss one of the energy source, its advantages and disadvantages, its perspectives:
- •21. Read the article and answer the questions below: The Truth about Chernobyl
- •22. Organize a students’ conference “The modern problems of energy generation.
- •Wordlist
- •Unit 4 the greenhouse effect
- •Terms and vocabulary
- •1. Guess the meaning of the words and remember the pronunciation.
- •2. Read the text, fulfill the exercises.
- •3. Complete the table with the appropriate word-formations.
- •5. Translate from Russian into English.
- •Fill in each gap with only one word.
- •7. Match the definitions.
- •8. Complete the following sentences:
- •9. Answer the questions.
- •10. Put the sections of the article from the New Scientist into the correct order. The first section is “ a” and the last is “g”. Looking on the Dark Side of Global Warming
- •11. 9 You will hear a lecture on global warming. For questions 1- 15 fill in the missing information.
- •Read the text without using a dictionary. Speak on the properties and practical applications of ozone
- •5. Is it right that:
- •13. Tell about the greenhouse effect using this picture
- •14. 9 You will hear a man talking about a climatic phenomenon called El Niňo. For questions 10-14, choose the best answer (a, b, c or d) which fits best according to what you hear.
- •15. Discuss the following facts and figures.
- •16. Discuss the following problems. Find some additional information to prove your point of view.
- •Wordlist
- •Unit 5 the impact of chemical elements on human organism
- •Terms and Vocabulary
- •Read the words and remember their pronunciation.
- •Try to recognize the following words, remember their pronunciation.
- •3. Read the text, fulfil the exercises.
- •8. Fill in the necessary prepositions:
- •9. State whether each of the following sentences are true or false, if false, explain why.
- •10. Read the text again and make notes under the following headings. Find some additional information on each of the topics. Talk about the process of toxicokinetics. Use the scheme.
- •11. Read the text and answer the questions. Toxic heavy metals
- •Mechanisms of toxicity
- •Some principle processes of toxicity
- •Some other reaction of human organism to xenobiotic
- •Dose in the Exposure-Response relationships
- •Interaction of xenobiotics with each other
- •Carcinogenesis
- •More on carcinogenesis
- •Toxicity testing
- •Wordlist
- •Final tests
- •Variant 1
- •Variant 2
- •Appendix 1 Glossary
- •Practical part
- •The result processing
- •Questions
- •Laboratory work № 2
- •Investigation of physiological characteristics of organism adaptation to low temperature
- •Theoretical introduction
- •Practical part
- •Questions
- •Laboratory work № 3 Study of calculation method of depletion time for non-renewable resources
- •Theoretical introduction
- •Practical part
- •Questions
- •Appendix 3 project work Types of Anthropogenic Impact in Tomsk Territory
- •Appendix 4 Tips for making presentation
- •Introduction
- •Reducing anxiety
- •If you think you can, you can.
- •If you think can’t, you’re right.
- •Defining objective
- •Structure of presentation. Getting started
- •Involving the audience
- •The main content
- •Conclusion
- •Dealing with questions
- •Using your voice
- •Intonation and stress
- •Body language
- •Preparing visuals
- •Appendix 5
- •Supplementary reading
- •Actual ecological problems of the biosphere
- •Acid rain's effect on plants and wildlife
- •The Science of the Ozone Hole
- •The Special Features of Polar Meteorology
- •Chemical Processes Leading to Polar Ozone Depletion
- •What Is Being Done?
- •Montreal Protocol
- •Unit 2 the impact of mining and oil extraction on the environment
- •1. Are these statements True or False?
- •2. Classify the following items into four lists according to their role in environmental engineering. Then find a heading for each list.
- •Unit 3 the problems of power generation
- •Complete the table
- •Answer the questions.
- •18. Understanding a lecture
- •2) Make up a discussion on some problem using the following as phrase-openings:
- •Assignments
- •Unit 4 the greenhouse effect
- •Unit 5 the impact of chemical elements on human organism
- •References
- •Content
- •Man and environment
- •634050, Г. Томск, пр. Ленина, 30
Unit 3 the problems of power generation
Exercise 14. Read the text, suggest the title to it.
Possible titles:
Perspectives of using (utilizing) oil as a source of energy.
Problems of Oil utilization today and tomorrow. Etc.
Exercise 15. Answer the questions to the text.
1. What is the difference between the terms “resource” and “reserves”? - A mineral resource is the entire amount on Earth – sometimes called the total resource. A reserve is what we can get at now economically, the portion of the resource that we can extract now at a profit.
2. Why is it so important to know when we will reach oil peak production? - Because after we reach peak production, less oil will be available, leading to shortages and price shocks.
3. Why do economists argue that we will never entirely run out of crude oil? - Because we will reach a point where finding it and extracting it will cost much more than it can sell for, and when that happens it will no longer be used as a fuel, but as a mineral to be made into comparatively expensive products.
4. Why does oil available reserve grow? - The increase is due primarily to discoveries in the Middle East, Venezuela, and Kazakhstan.
5. What problems did the discovery of oil cause in the Middle East? - Because so much of the world’s oil is in the Middle East, oil revenues have flowed into that area, causing huge trade imbalances and many political consequences.
6. What are the other sources of oil? - Two other sources of oil play a minor role: oil shale and oil sands. Both are sediments that contain low concentrations of oil, but because they are massive, in total they contain a lot of energy.
Exercise 16. Explain the meaning of the following terms in your own words.
Resource is the entire amount on Earth – sometimes called the total resource.
Reserve is what we can get at now economically, the portion of the resource that we can extract now at a profit.
Proven reserve is what we can get at now economically, the portion of the resource that we can extract now at a profit.
Peak production is the maximum in oil production after which less oil will be available, leading to shortages and price shocks.
Oil revenue is an income from oil production.
Oil shale is a fine-grained shale containing oil.
Oil sand is sandstone impregnated with hydrocarbons.
Exercise 17. Listen to the discussion of energy crisis.
Tapescript
Good evening, and welcome again to the “Michael Parkhurst Talkabout”. In tonight’s programme, we’re looking at the problem of energy. The world’s energy resources are limited. Nobody knows exactly how much fuel is left, but pessimistic forecasts say that there is only enough coal for 450 years, enough natural gas for 50 years and that oil might run out in 30 years. Obviously we have to do something, and we have to do it soon!
I’d like to welcome our first guest, Professor Marvin Burnham of the New England Institute of Technology. Professor Burnham.
Well, we are in an energy crisis and we have to do something quickly. Fossil fuels (coal, oil and gas) are rapidly running out. The tragedy is that fossil fuels are far too valuable to waste on the production of electricity. Just think of all the things you can make from oil! If we don’t start conserving these things now, it will be too late. And nuclear power is the only real alternative, we are getting some electricity from nuclear power-stations already. If we invest in further research now, we’ll be ready to face the future. There’s been a lot of protest lately against nuclear power – some people will protest at anything – but nuclear power-stations are not as dangerous as some people say. It’s far more dangerous to work down a coal-mine or on a North Sea oil-rig. Safety regulations in power-stations are very strict.
If we spent money on research now, we could develop stations which create their own fuel and burn their own waste. In many parts of the world where there are no fossil fuels, nuclear power is the only alternative. If you accept that we need electricity, then we will need nuclear energy. Just imagine what the world would be like if we didn’t have electricity – no heating, no lighting, no transport, no radio or TV. Just think about the ways you use electricity every day. Surely we don’t want to go back to the Stone Age. That’s what will happen if we turn our backs on nuclear research.
Thank you, Professor. Our next guest is a member of CANE, the Campaign Against Nuclear Energy, Jennifer Hughes.
Right. I must disagree totally with Professor Burnham. Let’s look at the facts. First, there is no perfect machine. I mean, why do aeroplanes crash? Machines fail. People make mistakes. What would happen if there were a serious nuclear accident? And an accident must be inevitable – sooner or later. Huge areas would be evacuated, and they could remain contaminated with radioactivity for years. If it happened in your area, you wouldn’t get a penny in compensation. No insurance company covers nuclear risks. There are accidents. If the nuclear industry didn’t keep them quiet, there would be a public outcry. Radioactivity causes cancer and many affect future generation.
Next, nuclear waste. There is no technology for absolutely safe disposal. Some of this waste will remain active for thousands of years. Is that what you want to leave to your children? And their children’s children? A reactor only lasts about 25 years. By the year 2000 we’ll have “retired” 26 reactors in the UK.
Next, terrorism. Terrorists could hold the nation to ransom if they captured a reactor. In the USA the Savannah River plant, and Professor Burnham knows this very well, lost (yes, “lost”) enough plutonium between 1955 and 1978 to make 18 (18!) atom bombs. Where is it? Who’s got it? I consider that nuclear energy is expensive, dangerous, and evil, and most of all, absolutely unnecessary. But Dr. Woodstock will be saying more about that.
Thank you, Jennifer. Now I’m very pleased to welcome Dr. Woodstock. She is the author of several books on alternative technology.
Hello. I’d like to begin by agreeing with Jennifer. We can develop alternative sources of power, and unless we try we’ll never succeed. Instead of burning fossil fuels we should be concentrating on more economic uses of electricity, because electricity can be produced from any source of energy. If we didn’t waste so much energy, our resources would last longer. You can save more energy by conservation than you can produce for the same money. Unless we do research on solar energy, wind power, wave power, tidal power, hydroelectric schemes etc, our fossil fuels will run out, and we’ll all freeze or starve to death. Other countries are spending much more than us on research and don’t forget that energy from the sun, the waves and the wind lasts for ever. We really won’t survive unless we start working on cleaner, safer sources of energy.
Thank you very much, Dr. Woodstock. Our final speaker, before we open the discussion to the studio audience, is Charles Wicks, MP, the Minister for Energy.
I’ve been listening to the other speakers with great interest. By the way, I don’t agree with some of the estimates of world energy reserves. More oil and gas is being discovered all the time. If we listened to the pessimists (and there are a lot of them about) none of us would sleep at night. In the short-term, we must continue to rely on the fossil fuels – oil, coal and gas. But we must also look to the future. Our policy must be flexible. Unless we thought new research was necessary, we wouldn’t be spending money on it. After all, the government wouldn’t have a Department of Energy unless they thought it was important. The big question is where to spend money – on conservation of present resources or on research into new forms of power. But I’m fairly optimistic. I wouldn’t be in this job unless I were an optimist!
