- •Эмблема мгу
- •Naturally speaking
- •Введение
- •Unit 1. Human body
- •Text a. Blood transfusion
- •Text b. Medical technology
- •Unit 2. Water
- •Text a. Obesity
- •Text b. Water purification
- •Unit 3. Fungi
- •Text a. Plant communications
- •Text b. Magic mushrooms
- •Unit 4. Bacteria
- •Text a. Synthetic biology
- •Text b. Bioengineering
- •Unit 5. Domesticated animals
- •Text a. Canine evolution
- •Text b. Fish farming
- •Text c. Animal rights
- •Unit 6. Brain
- •Text a. Diagnosing dementia
- •Text b. Growing model brains
- •Text c. Genes and intelligence
- •Unit 7. Sleep
- •Text a. Children's intellectual development
- •Text b. How siestas help memory
- •Text c. Restless
- •Unit 8. Coffee
- •Decaf Coffee Plants Developed
- •Text a. Salt-tolerant rice
- •Text b. Decaffeinating waste
- •Text с. High-tech farming
- •Unit 9. Human genetics and diversity
- •Genetic Study Reveals Similarities between Diverse Populations
- •Text a. Evolution
- •Text b. The nature of man
- •Text c. Tibetan genetics
- •Text d. Gene Therapy
- •Unit 10. Animal adaptations
- •Text a. Radiation and evolution
- •Text b. Palaeontology
- •Text c. Marine ecology
- •Unit 11. Human evolution
- •Text a. Human evolution and palaeobotany
- •Text b. Human evolution
- •Text c. Evolution of skin colour
- •Text d. Time's arrows
- •Text e. The demographic transition
- •Unit 12. Alcohol
- •Text a. Allergy to wine
- •Text b. Brewing
- •Text c. Combating addiction
- •Text d. Wine gums
- •Unit 13. Sex and gender
- •Text a. Behaviour of the sexes
- •Text b. Lifespan and the sexes
- •Text c. Prehistoric reptiles and reproduction
- •Text d. Genetic damage and paternal age
- •Text a. Stress and aging
- •Text b. Exercise and longevity.
- •Text c. Rejuvenating bodily organs
- •Text d. Forever young?
- •Unit 15. Food
- •Text a. Diet and the evolution of the brain
- •Text b. Nutrition and health
- •Text c. Obesity
- •Text d. The epigenetics of fat
- •Scripts Unit 1. Human body
- •Unit 2. Water
- •Unit 3. Fungi
- •Unit 4. Bacteria
- •Unit 5. Domesticated animals
- •Unit 6. Brain
- •Unit 7. Sleep
- •Unit 8. Coffee
- •Unit 9. Human genetics and diversity
- •Unit 10. Animal adaptations
- •Unit 11. Human evolution
- •Unit 12. Alcohol
- •Unit 13. Sex and Gender
- •Unit 14. Aging
- •Unit 15. Food
- •Keys Section 1.
- •Section 2.
- •Section 3.
Text c. Marine ecology
Exercise 11. Discuss the questions:
1. What is ecosystem? What components and processes does it include?
2. What is the role of biodiversity for ecosystems?
3. How do anthropogenic actions impact ecosystems? Give examples.
to cull – отбраковывать, отстреливать для контроля численности elk, moose – лось bleaching – обесцвечивание кораллов bait – приманка, наживка sea cucumber – голотурия, морской огурец silvertip – белопёрая серая акула grey reef shark – темнопёрая серая акула bycatch – прилов parrotfish – рыба-попугай, скаровая рыба snapper – рифовый окунь seaweed – водоросли to gnaw at smt. – разъедать, обгладывать to smother – подавлять, душить
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Exercise 12. Listen to the text (Script 28) which compares two marine ecosystems. Explain how sharks account for the ecological health of coral reefs.
Exercise 13. Put the words in brackets in the correct word form. Listen to the text again to check your answers.
For decades, rangers in Yellowstone National Park, in the American West, had to cull the area's red deer ( (1. know) ___________ locally as elk, though they bear no resemblance to European elk, (2. know) ___________ locally as moose) because the animals' numbers were grazing the place to death and thus (3. threat) ___________ the livelihoods of other species. Many ecologists (4. argue) ___________ that the deer had once been kept under control by wolves, which had been hunted to (5. extinct) ___________ by people. When wolves were (6. introduce) ___________ to Yellowstone, in 1995, these (7. argue) ___________ proved correct. The deer population fell to (8. manage) ___________ levels, and culling stopped. Wolves, it turned out, played a crucial role in (9. keep) ___________ the wider ecosystem intact.
Exercise 14. What information is given in the text about each of the following reef groups? Tick the correct column (sometimes the facts refer to both reef groups).
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the Scott Reefs |
the Rowley Shoals |
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1 |
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are located between Indonesia and Australia.
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2 |
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were hit by powerful cyclones and affected by coral bleaching in the mid-1990s. |
3 |
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are rich in fish species.
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4 |
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are impoverished and demonstrate low species diversity. |
5 |
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seem to recover faster from the storms and the bleaching. |
6 |
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has been fished for centuries by people interested in catching sharks. |
7 |
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are a protected area where all fishing is prohibited. |
8 |
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demonstrate three times higher numbers of silvertip and grey reef sharks. |
9 |
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are more abundant in midsized predators, like snappers. |
Exercise 15. What information does the text provide on:
1. the methods that the team used to obtain data on the reef groups;
2. the fishing methods that are employed;
3. the species diversity and relations of the Scott Reefs;
4. the species diversity and relations of the Rowley Shoals;
5. the impact of top predators – sharks - on the ecosystem of coral reefs?
