- •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
4. How weeds clean water
Fanciers of tropical-fish use marine vegetation to help keep the water in their aquariums clean and the same or similar plants are used in many reservoirs to aid the process of water purification. Now engineers are using the same approach to help purify sewage and industrial water wastes.
The "living-filters", which include a number of reeds, rushes and irises cleanse water in a variety of interrelated ways. They absorb inorganic pollutants such as nitrates, phosphates and metals and toxic organic compounds such as phenol. Their roots trap small particles of insoluble pollutants. The plants reduce the-number of' pathogenic bacteria in water, possibly by producing chemicals that destroy the bugs. They add oxygen to dirty water and act as hosts for-various bacteria, insects and small fish that also clean up pollutants.
Sudanese tribesmen have long used green plants to I make the murky waters of the Blue Nile potable and I palatable, but the large-scale use of this natural treatment is a recent innovation. The most advanced-process of this kind is a system used to purify water from the befouled Rhine River for the German town of Krefeld. The Rhine water, containing huge amounts .of municipal and industrial sewage, is first subjected to chemical treatment which removes the bulk of the pollutants, and then sprayed into a lagoon planted with bulrushes. The spraying increases the amount of oxygen in the water, and the rushes remove almost all of the remaining pollutants, including toxic organic chemicals and coliform bacteria. This water infiltrates the soil below the lagoon —: which purifies it further —- and is then pumped off, through wells dug close to the lagoon into Krefeld’s water system.
Other schemes using green plants are on a somewhat smaller scale. In Holland’s Zuider Zee region, long waterfilled trenches planted with reeds have success-fully cleaned up sewage from summer camp sites, at about a quarter of the cost of conventional plants. Researchers are testing the use of natural and artificial marches to treat municipal effluents and experimenting with lagoons full of water hyacinths for the same purpose.
Experts recognize that the method is not a panacea f or water-treatment problems. The plants require a lot of space, are vulnerable to pollutants that kill plants and cannot work year-round in areas where ponds freeze. Nevertheless green plants could provide-clean water for small communities that cannot afford full-scale purification systems. And in combination with conventional techniques, biological treatment offers relatively cheap way to remove the last traces of the pollutants that now end up in the drinking water of most large cities.
5. Clean water – can it be clean entirely?
“Clean water”, “pure water”, “clear water” are some of the terms we use in describing water of good quality. But what do they mean? Pure water, two parts hydrogen and one part oxygen, is great in a laboratory but not for plants and animals. Scientists have found, in fact, that the water from most streams in their natural state contains the proportions of dissolved minerals necessary for human health.
As we’ve mentioned, water is never entirely pure in nature. Water picks up a broad range of elements as it moves through its cycle of evaporation, condensation, precipitation, and percolation on its way back to stream, lake, or sea. From the air, water picks up dissolved oxygen and other gases. As water passes over and through the rocks and soil, minerals are dissolved into it. Some materials are filtered out, but others remain in solution and are carried along with the water wherever it goes. Generally the deeper the water sinks into the ground the more minerals and other materials it contains.
Large areas of phosphate rock and minerals such as coal, can result in natural water pollution bad enough to effect long stretches of a stream. In addition, natural occurrences, such as earthquakes, volcanic eruptions, and landslides, can cause severe pollution of lakes and streams. Large populations of wild animals can also contribute to high levels of bacteria in a stream, under certain conditions.
Add to the natural sources of pollution the activities of people and truly hazardous conditions that can arise. Just about everything that people cause some pollution. There is no way to avoid this entirely. There always seems to be something left over that can not be used, and that becomes waste. When fuels are burned, they produce smoke and gases of various kinds. These gases and smoke eventually come back to earth and find their way into the water somewhere. There are also ashes or other residues from the burning process that become waste and can contaminate water supplies.
