- •Contents
- •Ecology. Introduction.
- •I. The terms “environmrnt, ecology, ecosystem”
- •1. Enrich your vocabulary:
- •2. Read and translate the text :
- •2. My future profession is an ecologist
- •1.2. Read the text and translate it into Russian:
- •2.1 Answer the following questions.
- •2.2 Fill in the table and translate.
- •3 Join the words to combination and enumerate environmental problems.
- •2.3 Join the words to combination and enumerate environmental problems.
- •2.4 Explain the meaning of the following:
- •2.6 Аrе you аn environmentally-minded person?
- •2.7 Retell the text.
- •3. Risk Assessment
- •1. Vocabulary
- •2. Read and translate the text:
- •Unit I ecological problems. Pollution
- •What is pollution?
- •1.Vocabulary
- •2. Read the text:
- •Read the text and study the vocabulary.
- •Write the summary of the text in English and try to retell it.
- •Natural Resources and Environment.
- •2. Read the text
- •4.Ecological problems across the globe
- •Unit II. Air pollution
- •1.Warm up.
- •1.1Read and learn the following new words.
- •1.2 Read the text and translate it into Russian
- •The usa law on clean air - the "arcane" for pollution
- •Sources of air pollution
- •Vocabulary
- •Text 4. Acid Rain.
- •Read the text and study the vocabulary.
- •Complete the sentences and translate them:
- •Find in the text the sentences describing the following problems, translate them and retell the text in English:
- •4. Do you know anything about acid rains? Study the scheme:
- •Unit III water pollution
- •1.Warm up.
- •1.1Read and learn the following new words
- •2 Read the text and translate it into Russian
- •2.1 Answer the following questions
- •2.2 Match these words from the text with their meanings:
- •2.3Complete the following sentences.
- •2.4 Agree or disagree with the statements below. Begin your sentence with one of the following :
- •2.5 Retell the text using the scheme:
- •3.Read the text. Pay attention to the words after the text:
- •Sea or Sewer?
- •3.1. Translate the following words into Russian and analyze the parts of speech:
- •3.2. Give derivatives of the following verbs and translate them:
- •Comprehension
- •1. Paraphrase the italicized words and word-combinations:
- •2. Pick out from the text sentences or parts of sentences showing:
- •3. Translate into English:
- •4. Retell the text using the plan below:
- •Dioxides launch а new attack on our nature
- •Ecology of the Caspian Sea region - the last line of defense before the beginning of the " big" oil
- •Unit IV. Chemicals in the environment
- •Vocabulary
- •Text 2 Hazards and chemical fertilizers
- •Unit V radioactivity
- •Vocabulary:
- •The burial of radioactive wastes
- •Text 2 Norway fury at uk nuclear waste floods
- •Chernobyl’s deadly legacy
- •1. The accident
- •2. Lingering effects
- •3. Environmental effects
- •I. Highlight the following words and in the article and provide their definitions:
- •II. Explain the meaning of the following words and word-combinations:
- •III. Make a list of:
- •I. Answer the following questions:
- •II. Choose the correct definition for each word:
- •I. Work in pairs to discuss:
- •II. Make up a list of actions one should undertake in case such an accident occurs. Text 4
- •The time "cures", but there is no safe spot
- •Unit VI. Overpopulation
- •2. Read and translate the text:
- •1. Join these split sentences and translate them:
- •2. Complete these word combinations with verbs used in the text:
- •3. Write questions to these answers:
- •4.Translate into English:
- •Unit VII. Noise pollution
- •2.2 What other sources of the noise pollution do you know ?
- •2.3 Complete the following sentences:
- •Unit VIII rubbish live life, do not waste it.
- •1.Read and learn the following new words:
- •2. Read the text and translate it into Russian
- •2.2 Complete the following sentences.
- •2.3 Agree or disagree with the statements below. Begin your sentence with one of the following:
- •2.4 Match the synonyms:
- •2.Тне throw-away society
- •1. Warm up.
- •1.1Read and learn the following new words:
- •1.2 Read the text and translate it into Russian.
- •2.6 Agree or disagree with the statements below. Begin your sentence with one of the following:
- •2.7 Join these split sentences and translate them.
- •3.Тне green answers
- •2.5 Complete the following sentences.
- •2.6 Resume the text, using the following expression:
- •4.Incineration
- •W aste
- •Incineration recycling reuse decomposition
- •1.Read and learn the following new words:
- •2. Read the text and translate it into Russian
- •2.5 Agree or disagree with the statements below. Begin your sentence with one of the following:
- •2.6 Join the words to combinations used in the text. Use them in the sentences.
- •Unit IX
- •Indoor pollution
- •1.Don’t miss your chance to enrich your vocabulary.
- •1.1.Read and learn the following new words:
- •2. Read and translate the text
- •1. Answer the following questions:
- •2. Find in the text sentences containing the words:
- •3. Translate into English:
- •5. Using the information from the text, try to make up a short report.
- •Unit X wildlife and animals protection warm up
- •1. Huge wildlife rescue operation launched
- •2.Read and translate the text:
- •Word study
- •Explain what the following proper names mean:
- •Match the names of species and their habitats:
- •Make up a list of phrases used in the text to say:
- •Answer the question:
- •Discuss in small groups:
- •What species are threatened with extinction in other parts of the world?
- •3. The last thousand polar bears.
- •4. The tropical forests
- •Ecological problems should be solved together
- •The chips are down for fast-food wrappers
- •1. Don’t miss your chance to enrich your vocabulary:
- •2. Read and translate the text:
- •3. Find words in the text that mean:
- •4. Underline these things in the text:
- •5. Choose the right variant:
- •6.Talk to your partner.
- •A first step in solving the planet’s pollution problems.
- •1. Don't miss your chance to enrich your vocabulary:
- •2. Read the text and translate it into Russian
- •5. Friends of the earth
- •Organisation
- •I. Discuss with a partner/partners (make up dialogues):
- •You are members of Friends of the Earth. Organize a campaign the purpose of which make more people environmental-minded.
- •7. Environmental protection - nationwide concern
- •I. Use the dictionary to check the pronunciation of the following words:
- •IV. Match the words from the first column with the words from the second one:
- •V. Write the correct combination of the verb and the particle. Insert particles and prepositions where necessary.
- •I. Explain the meaning of the following:
- •II. Answer the following questions:
- •How green are you?
- •Interview
- •I: Oh, good!
- •Test How green are you?
- •Score: one point for every “yes”
- •B) Discuss which of the ways of being “green” listed in the quiz you think are the most important and the most difficult. Give your reasons.
- •Learn to solve problems
- •1. Analyze the scheme. Think about the measures suitable for each kind of pollution:
- •Project: Join our conference
- •Make your reports argumentative and informative. Use additional sources of information such as magazines and newspapers or the Internet. Take photos if possible.
- •Try to conduct a poll among 10 people on your topic. Use the results of the poll in your report at the conference.
- •Design a t-short with a message corresponding to the environmental problems e) Write an essay “ How to make our planet greener?”
- •Unit XII
- •Industrial ecology
- •Industrial Ecology: a Coming of Age Story
- •1. Warm up.
- •1.1Read and learn the following new words:
- •1.1 Read the text and translate it into Russian.
- •2.2 Complete the following sentences:
- •2 .3 Match the synonyms:
- •Fill in the table and translate.
- •2.5 Match the word expressions:
- •Industrial Ecology and the Building Environment
- •2.1 Translate the following word expressions:
- •2.3 Join these split sentences and translate them:
- •2.4 Resume the sentences from the text:
- •2) Provision of....
- •3) Description of...
- •2) Offering of… texts for supplementary reading
- •1. Degradation of the ozone layer
- •2.Oil and Fish(1)
- •3. Oil and Fish (2)
- •4. How weeds clean water
- •5. Clean water – can it be clean entirely?
- •6.The radioactive wastes of the mining industry
- •7. How to Make Man Environment-Conscious?
- •8.The Netherlands
- •9.Cleaning up Canada
- •10. Mllitary space installation’s pollution
- •11. The Ecological problems in the Galapagos Islands(Equador)
- •5.Scandinavia
- •6.Underground waters in Kazakhstan
- •Check yourself
- •3.Complete the text using the modal verbs from the box: How to be a friend of Earth.
- •4. Put the verbs in brackets into the correct tense form. Some of the verbs should be in the active and some in the passive. Animals on the road
- •1.Fill in the missing information about the problem or its description or give definitions to some words:
- •2. Which word is correct?
- •3.Read the text and decide which answer a, b, c or d best fits each space: The doomed planet
- •4. Fill in the blanks in the text using a word given above the text:
- •Save it!
- •1. Ecological nouns
- •Study the word-building chart. Use different suffixes to form “ecological “ nouns from the verbs in the left column.
- •Now complete these sentences using appropriate forms of the nouns in ex. 1a
2.1 Answer the following questions
1. What are the sources of water pollution?
2. What are the consequences of water pollution?
3. Why do fertilizers and chemicals used by the farmers cause pollution?
2.2 Match these words from the text with their meanings:
1)acid rain,
2) sewage,
3)to choke,
4)oxygen,
5)fertilizers
a) waste and used water, that is carried away from buildings through passages and pipes;
b) rain containing a high level of acid that can damage the environment;
c) a gas in the air that all animals depend on to breathe;
d) a chemical substance added to soil in order to help plants grow;
e) to fill so that it is difficult to move;
2.3Complete the following sentences.
1. Air pollution can become water pollution as we ... .
2.Many towns still pour their... .
3.Without oxygen none of the ... .
4..... can also cause water pollution.
5. ..... poisonous drain in which nothing can live.
6. ... crops against pests, weeds and disease sometimes get into rivers and kill fish.
2.4 Agree or disagree with the statements below. Begin your sentence with one of the following :
I fully agree
I quite agree here
I suppose so
I am afraid so
I disagree
I don not think so
On the contrary
It is not so
Far from it
1. Air pollution can become water pollution as we have seen with acid rain.
2. Factories never cause water pollution by pouring poisonous wastes into streams and rivers.
3. The chemicals used by the farmer to protect crops against pests, weeds and disease sometimes get into rivers and kill fish.
4. The fertilizers which the farmer uses to make crops grow sometimes cause pollution when the rain washes them into rivers.
5. When they rot, they take all the oxygen out of the water, so that fish can live in it.
2.5 Retell the text using the scheme:
W
ater
pollution
a
cid
rain sewage factories wastes
fertilizers
consequences
3.Read the text. Pay attention to the words after the text:
Text 2
Sea or Sewer?
Forecasts of what the sea will do are becoming more necessary depending on what we are doing to the sea; it has become mankind’s great sewer. Lakes, rivers and the air itself have become clogged with our wastes. The sea, in its immensity, would appear to have an indefinite capacity to hide anything that might be thrown into it.
On the face of it there does not seem to be much of a problem. The North Sea, for example, contains 54 000 cubic kilometers of water. Consequently, if 54 000 tons of any substance were dumped into this sea and perfectly dispersed, it would show up in a concentration of only one part per billion. This kind of reasoning has encouraged the use of the North Sea as a receptacle for everything from the raw sewage of the cities to the wastes of industry along the Rhine, one of the world’s busiest areas of economic activity.
Such reasoning does not stand up because the sea is not a tub of water mixed every day by wind and tide. Currents not only disperse waste, they also concentrate it. That was what happened in spring 1965 when the beach near The Hague was suddenly covered with rows of dead fish. Analysis of the water just off the beach showed that its copper content was no less than 500 times higher than normal.
It has been estimated that one or two truckloads – twenty tons in all – of copper were enough to do the trick. Dumped stealthily on some beach at low tide they were not diluted by the sea. Instead tides and currents concentrated the waste into a narrow lethal river about 200 yards wide and flowing north ever so slowly.
Another case where the inability to predict the behaviour of the atmosphere and the sea had a disastrous effect was the wreck of the Torrey Canyon in March 1967. She piled up on the Seven Stones off Cornwall dumping 117 000 tons of crude oil into the sea from her rent hull. 14 000 tons landed on the Cornish coast where it was fought with 10 000 tons of detergents that destroyed the oil but at same time killed most marine life on the shore as well. The French followed the event from a “safe distance”. They had every right to expect that the beaches of northern Brittany would be spared thanks to the south-west winds that usually prevail at that time of the year. Meteorologists and oceanographers could not forecast what wind and sea would do. It was ten to one that the wind would not back around to the north-east. But it did – and 15 000 tons of oil came ashore in a black tide that had to be fought with only shovels, buckets and bulldozers.
The problem of oil pollution grows more complex every day with new technological developments. The opening of the Northwest Passage from Alaska to the east coast of North America has drastic implications for the Arctic environment. If a giant tanker were to be wrecked in those waters, the effect would be more lasting than in the temperate zone. In a cold climate the volatile components of oil are no longer volatile and the breakdown of petroleum by bacteria in the sea occurs at much slower pace.
More and more we realize that we live on what has been called Spaceship Earth. We cannot just throw out garbage away into the environment; sooner or later we will have to go on living with it – unless we blast it off into outer space.
The most frightening case in point is the pesticides. The scientists see them to be the most immediate danger to the ocean because their threat is invisible. Chlorinated hydrocarbons of which the oldest and best known DDT were first considered to be a blessing, the all-time world champion insect killer. They have become part of our life on land.
Unfortunately, they have also become part of life in the sea. Pesticides are present in sea water in only minute quantities but they are not evenly diluted. They are taken up by plants, then by shellfish and fish. Traces of DDT have been found even in the penguins of Antarctica; heavy dozes have been observed in seals caught off the coast of Scotland. It has been blamed too, for the mysterious disappearance of sea birds colonies.
So the sea is threatened on all sides. The worst of it is that often we do not know we are polluting the environment until it is too late. To avert such a fate for the world ocean the nations that have joined the Intergovernmental Oceanographic Commission have recommended the establishment of a world-wide system to monitor marine pollution. Under their recommendation samples would be collected sources at regular intervals, then submitted for analysis and the results of these analyses published widely.
Finally we must learn more about the ocean itself and the life it contains so that we will be able to recognize changes, whether harmful or beneficial, when and if they occur.
Notes:
sewer сток, сточная труба
to clog засорять
consequently следовательно
to be dumped быть сброшенным (о мусоре)
to disperse распределять
receptacle хранилище
raw sewage сырые отходы
content содержание
truckloads грузовики
crude oil сырая нефть
drastic решительный
volatile летучий
minute незначительный
to dilute разбавлять, разжижать
to monitor контролировать
WORDS STUDY
