3. Find in the text and learn the English equivalents of the following words and word-combinations:

1) выбрасывать ядовитые отходы в атмосферу; 2) поддерживать высокий уровень жизни; 3) выпускать(ся) в атмосферу; 4) угольная электростанция; 5) препятствовать росту растений; 6) извержение вулкана; 7) располагаться по направлению ветра / с подветренной стороны; 7) эксплуатация зданий; 8) сбрасывать иголки (о хвойных деревьях); 9) собирать/накапливать питательные вещества; 10) забирать питательные вещества из почвы; 11) перегнивать в почве; 12) быть эквивалентным (равняться) ч-л; 13) нейтрализовать воздействие кислотного дождя; 14) оседать на дне; 15) поставить к-л в экономически невыгодное положение; 16) меры по экономии электроэнергии; 17) снижение уровня жизни; 18) более экологически чистые источники энергии; 19) установить каталитический конвертер в выхлопную систему машины; 20) пользоваться стиральной машиной только при полной загрузке; 21) эффективнее использовать топливо.

Make up 1 sentence for oral translation in class with any of the items.

4. VOCABULARY (define the lexical items, say in what context each of them was employed and exemplify their use with your own sentences/situations)

GENERAL	THEMATIC
culprit to corrode (tr/intr) to be at risk from to trace sth (back) to sth to blow (sth) over to be short of sth to be prone to sth exposed (adj) to droop 10) to decline 11) to feed on sth 12) to safeguard sth	pollutant precipitation photosynthesis coniferous/deciduous trees fungi catalytic converter lead-free petrol

5. Rephrase the given sentences without using the underlined parts.

1. Developed countries which are dependent on fossil fuels to maintain their high standards of living are the main culprits. 2. Also, they are short of other vital nutrients and the wood can be very soft making the trees more prone to attacks from insects. 3. If energy conservation measures were expanded, developed countries .. could use much less fuel without suffering a drop in their standard of living. 4. … although all of these [less polluting sources of energy] have other implications for the environment.

6. Discussion

1. Answer the questions:

1) How does rainfall become acid?

2) What are the sources of the gases causing acid rain?

3) What other factors contribute to the acidification of the environment?

4) Why are Scandinavia, Scotland and northern Canada more prone to damage caused by acid rain?

5) How is the acidity or the alkalinity of a substance measured?

6) How does acid rain affect a) the built environment? b) farming? c) trees and forests? d) water courses and lakes?

7) What can be done to fight the problem?

2. Describe the mechanism of interaction between precipitation, air pollution, soil and wildlife using the picture. Why did the tree die? Use the following verbs and phrases to make your description coherent:

to cause sth to do sth, to lead to sth, to bring about sth, to result in sth, to result from sth, to stem from sth, to be caused by sth, to influence, to make sth do sth, to damage, to cause damage to, to harm, to do harm to, it accounts for…, this explains why… etc.