- •A fable for tomorrow by Rachel Carson
- •Exercises
- •1. Study the Notes.
- •2. Translate the sentences and use an underlined structure from each group in your own example:
- •3. Say it in English:
- •4. Find in the text and learn the English equivalents of the following words and word-combinations:
- •5. Retell the text using the following words and phrases:
- •7. Discussion.
- •Focus on the environment
- •In this text, young people from Britain and America discuss the environment. What is the biggest environmental problem in your area? How concerned are you about the environment?
- •Exercises
- •3. Find in the text and learn the English equivalents of the following words and word-combinations:
- •4. Find in the text sentences equivalent to the ones given below and learn them by heart:
- •5. Learn the information in italics. It’ll enable you to speak freely on the following environmental issues:
- •6. Study the following:
- •7. Complete the sentences so that they make sense:
- •8. Discussion
- •It's official: the earth is getting hotter
- •Exercises
- •2. Explain what is meant by:
- •3. Find in the text and learn the English equivalents of the following words and word-combinations:
- •5. Study the following:
- •6. Discussion
- •The arguments made by climate change sceptics
- •Acid rain
- •International agreements
- •Exercises
- •2. Explain what is meant by:
- •3. Find in the text and learn the English equivalents of the following words and word-combinations:
- •5. Rephrase the given sentences without using the underlined parts.
- •6. Discussion
- •1. Answer the questions:
- •3. Retell the article using the following:
- •The world's green lungs
- •Interview with David Attenborough
- •Rainforest
- •Exercises
- •6. Rephrase the sentences:
- •Kyoto treaty takes effect today
- •Exercises
- •1. Practise reading the words from the article. Learn their Russian equivalents.
- •2. Find in the article and learn the English equivalents of the following words and word-combinations:
- •3. Explain what is meant by:
- •5. Say what you know about:
- •6. Rephrase the sentences without using the underlined parts:
- •7. Discussion
- •Driving away from air pollution
- •Exercises
- •Cloning the endangered
- •Exercises
- •Nature’s avengers
- •Exercises
- •1. Find in the article and learn the English equivalents of the following word-combinations:
- •2. Correct the sentences:
- •3. Answer the question:
- •What on earth can I do? Rethink at home
- •Save Energy and Combat Air Pollution
- •In the Kitchen
- •Save the Rainforest
- •Waste not…
- •In the Bathroom
- •Rethink at work
- •Exercises
- •1. Practise reading the given words and word-combinations. Learn their Russian equivalents:
- •2. Discussion
- •Green consumers
- •Exercises
- •1. Practice reading the words from the article. Learn their Russian equivalents:
- •2. Find in the article and learn the English equivalents of the following word-combinations:
- •Exercises
- •Impact of Natural Hazards (vocabulary)
- •Supervolcano
- •Megatsunami – wave of destruction
- •When large animals disappear, ecosystems are hit hard
- •The gulf stream
- •Фреоновая война
- •Contents
- •Sources
Exercises
1. Practise reading the words from the article. Learn their Russian equivalents.
advocacy, discriminatory, harangue, to inundate, malaria, quorum, versus
2. Find in the article and learn the English equivalents of the following words and word-combinations:
1) решить окончательную судьбу договора; 2) затопить прибрежные территории; 3) не случайно, что…; 4) взять решение проблемы в свои руки; 5) требовать резкого сокращения автомобильных выхлопов; 6) обеспечить кворум; 7) ратифицировать Киотский протокол; 8) отказаться от своего права на ч-л; 9) аналогичный ч-л; 10) дать к-л финансовый стимул для ч-л; 11) высокие ставки.
Make up 1 sentence for oral translation with any of the items.
3. Explain what is meant by:
1) stony opposition 2) tangible impact 3) ineffectual treaty 4) pollution-cutting innovation 5) discriminatory treaty 6) comprehensive policy 7) hodgepodge system 8) outright participation 9) farsighted companies 10) contentious battles 11) defunct coalition 12) rapidly industrialising countries 13) voluntary emissions control 14) binding limits 15) clean technologies 16) catastrophic consequences 17) steep reductions in vehicle emissions
Find reference to the items in the article.
4. VOCABULARY (define the lexical items, say in what context each of them was employed and exemplify their use with your own sentences/situations)
1) to go into effect / to take effect / to put a treaty into effect; 2) to wrangle (over sth); 3) to derail sth; 4) to address sth; 5) to end up; 6) harbinger; 7) incentive; 8) to link sth to sth/ linked to; 9) to endorse (a proposal); 10) to suffice; 11) analogous (to); 12) given (prep).
5. Say what you know about:
Kyoto; the post-World War I League of Nations; the Gulf Stream.
6. Rephrase the sentences without using the underlined parts:
1. … Kyoto could equally be the harbinger of an international model that rewards pollution-cutting innovation and pushes countries and companies to pursue cleaner forms of growth. 2. The treaty is aimed at controlling global warming linked to carbon dioxide and other greenhouse gases. 3. Although the United States helped shape it, President Bush pulled the United States out as soon as he took office. 4. Developing countries were exempted from limits to give them a chance to catch up with the economic development of the industrialized world. 5. "They are going to take credit for sagging economies and flat populations," said James L. Connaughton… 6. By 2010… developing countries will account for the bulk of greenhouse emissions. 7. The countries that ratified Kyoto believe that wealthy countries need to demonstrate a commitment to reducing emission levels in the first phase of the treaty, from 2008 to 2012, before the developing world can be asked to make cuts. 8. Many environmentalists are getting behind a proposal by Sens. John McCain (R-Ariz.) and Joseph I. Lieberman… 9. …the United States should help spread clean technology in the developing world.
