- •Фгоу впо «Кубанский государственный аграрный университет»
- •Contents
- •Unit 2 Animals Kingdom Unit 3 People and Nature
- •Introduction
- •Unit 1 Plants Kingdom
- •Warm up
- •Vocabulary
- •Word Study
- •1. Give the Russian equivalents to the following words:
- •3. Translate the following word combinations:
- •4. Match a word from list a with its definition in list b.
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •1. Grammar Revision. Find in the text and translate the sentences in which the predicate is:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms. Translate the sentences.
- •5. Finish the sentences using the text.
- •6. Translate.
- •7. Summarize the text “Plants”. Use the following beginnings:
- •8. Work in pairs. Discuss the facts from the text. Use the following expressions:
- •Reading for Understanding
- •2. Find in the text the equivalents to the following word combinations:
- •3. Select the statement that best expresses the main idea of the text.
- •4. Is it true or false? Correct the wrong statements.
- •5. Retell the text.
- •Speaking
- •Unit 2 Animals Kingdom
- •Warm up
- •Vocabulary
- •Word Study
- •1. Give the Russian equivalents to the following words:
- •2. Guess the meaning of the underlined words. Translate the sentences.
- •3. Translate the following word combinations:
- •4. Match a word from list a with its definition in list b.
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •People and Animals
- •1. Grammar Revision. Find in the text and translate the sentences in which the predicate is:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “People and Animals”. Use the following beginnings:
- •Reading for Understanding
- •1. Read the text and choose the headline.
- •4. Is it true or false? Correct the wrong statements.
- •9. Find some interesting information about animals on the Internet. Retell it. Reading for Translating Tigers Return to India
- •Speaking
- •Unit 3 People and Nature
- •Warm up
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •People and Nature
- •1. Grammar Revision. Find in the text and translate the sentences where the predicate is:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “People and Nature”. Use the following beginnings:
- •Reading for Understanding
- •1. Read the text and choose the headline:
- •A Mystery of Nature
- •4. Is it true or false? Correct the wrong statements.
- •Speaking
- •Part II
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Interrelate, prominence, coined, ecology, applied, interaction, gained, highlighted, environment, goals
- •Reading for Speaking and Discussing
- •Ecology as a Science
- •2. Answer the questions.
- •4. Substitute the words in bold type for their synonyms:
- •6. What are the subjects of the following sciences?
- •8. Summarize the text “Ecology as a Science”. Use the following beginnings:
- •4. Is it true or false? Correct the wrong statements.
- •Unit 2 Biosphere
- •Warm up
- •Vocabulary
- •Word Study
- •1.Give the Russian equivalents to the following words:
- •5.Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •Biosphere
- •Evolution
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •6. Complete the definitions.
- •8. Summarize the text “Biosphere”. Use the following beginnings:
- •9. Work in pairs. Discuss the facts from the text. Use the following expressions:
- •Reading for Understanding
- •1. Read the text and choose the headline.
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. What other migrating animals do you know? Where do they migrate and why?
- •Is migration one of the ways of survival? Find the information on the Internet and retell it. Reading for Translating Biosphere Cycles
- •Speaking
- •Unit 3 Ecosystem
- •Warm up
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •6. Complete the definitions.
- •8. Summarize the text “Ecosystem”. Use the following beginnings:
- •Reading for Understanding
- •Ecosystems. Biomes. Habitats
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •7. Find the information about an endangered species on the Internet. Retell it. Use the following questions as a plan:
- •Reading for Translating
- •Speaking
- •Warm up
- •What is a nature (natural) reserve?
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •6. Complete the definitions.
- •8. Summarize the text “Protected Areas”. Use the following beginnings:
- •Reading for Understanding
- •Yellowstone National Park
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. Find the information about a world national park or reserve on the Internet. Retell it. Use the following questions as a plan:
- •Reading for Translating
- •Unit 1 Climate Change
- •Vocabulary
- •5. Place the appropriate word from the list in each of the blanks below:
- •1. Grammar Revision. Find in the text and translate the complex sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •6. Complete the definitions.
- •7. Complete the sentences below with the appropriate words.
- •9. Summarize the text “Climate Changes”. Use the following beginnings:
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •Vocabulary
- •5. Place the appropriate word from the list in each of the blanks below:
- •It should be mentioned, double, waste, fisheries, results in, population, depletion, challenge
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “Population and the Environment”. Use the following beginnings:
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. Find on the Internet the information about the demographic situation in Russia. Retell it.
- •The interview of a correspondent of “Time” with Rwandan President Paul Kagame (extract)
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •7. Summarize the text “Traffic and Air Pollution”. Use the following beginnings:
- •At Home
- •Buy Smart
- •Drive Wise
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. Find on the Internet the information about the air pollution in Russia and in your region. Retell it.
- •Vocabulary
- •5. Place the appropriate word from the list in each of the blanks below:
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “Acid Rain”. Use the following beginnings:
- •2. Find in the text the equivalents to the following word combinations:
- •6. Find on the Internet the information about the problem of acid rain in Russia. Retell it.
- •Is Acid Rain Killing Off Wood Thrushes?
- •Unit 5 Water Pollution
- •Warm up
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •Water Pollution
- •1. Grammar Revision. Find in the text and translate the complex sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “Water Pollution”. Use the following beginnings:
- •Reading for Understanding
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. Find on the Internet the information about Gulf of Mexico oil spill, 2010. Retell it. Reading for Translating
- •Speaking
- •Unit 6 Soil Pollution
- •Warm up
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •Soil Pollution
- •1.Grammar Revision. Find in the text and translate the complex sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “Soil Pollution”. Use the following beginnings:
- •Reading for Understanding
- •Creek –ручей inhospitable –негостеприимный
- •Evaporate –испаряться trash -отбросы, мусор
- •2. Find in the text the equivalents to the following word combinations:
- •6. Find on the Internet the information about soil contamination in Russia. Retell it. Reading for Translating
- •Speaking
- •Great Need to Avoid Soil Pollution
- •2 Этап обучения
- •350044, Г. Краснодар, ул. Калинина, 13
5. Place the appropriate word from the list in each of the blanks below:
features, objective, sacred, preservation, set up, landscapes, categories, protected areas
Particularly rapid growth of … occurs in developing countries.
V. Dokuchaev was among the first who drew attention to the importance of … of virgin steppe.
The main … of the reserve consists of the strictest standards of wildlife protection.
Nature reserves fall into different IUCN (International Union for Conservation of Nature) … depending on the level of protection.
The first major nature reserve was Yellowstone National Park … by a federal government entirely for the scientific study of nature.
Natural Monument is an area containing one, or more, specific natural … which are of outstanding or unique value.
In one of the old songs Lake Baikal is called “glorious sea, … Baikal”.
Nature reserves and national parks are created for the protection and study of unique plants, rare animals, beautiful …, mountains, volcanoes and caves.
Reading for Speaking and Discussing
Read the text and answer the question:
-Why are protected areas of great significance?
Protected Areas
The term “protected area (PA)” describes a wide array of land and water designations, of which some of the best known are national park, nature reserve, wilderness area, wildlife management area and landscape protected area. More importantly, the term embraces a wide range of different management approaches, from highly protected sites where few if any people are allowed to enter, through parks where the emphasis is on conservation but visitors are welcome, to much less restrictive approaches where conservation is integrated into the traditional human lifestyles. The term “protected area” includes Marine Protected Areas, which refers to protected areas whose boundaries include some area of ocean.
Protected areas are essential for biodiversity conservation. They are the cornerstones of all national and international conservation strategies. They are areas designed to maintain functioning of natural ecosystems, to act as refuges for species and to maintain ecological processes that cannot survive in most intensely managed landscapes and seascapes. Protected areas act as benchmarks against which we understand human interactions with the natural world. Today they are often the only hope we have of stopping many threatened or endemic species from becoming extinct. Protected areas also have direct human benefits. People – both those living in or near protected areas and others from further away – gain from the opportunities for recreation available in national parks and wilderness areas. Many protected areas are also essential for vulnerable human societies and conserve places of value such as sacred natural sites. Most protected areas are set up by governments, others are increasingly established by local communities, private individuals, companies and others.
There are currently over 120,000 protected areas covering 12.2 per cent of the Earth’s land area, 5.9 per cent of the territorial seas and only 0.5 per cent of the extraterritorial seas.
IUCN (the International Union for Conservation of Nature) categories for protected areas
The definition of a protected area adopted by IUCN is:
An area of land and/or sea especially dedicated to the protection and maintenance of biological diversity, and of natural and associated cultural resources, and managed through legal or other effective means.
Although all protected areas meet the general purposes contained in this definition, in practice the precise purposes for which protected areas are managed differ greatly. The following are the main purposes of management:
-Scientific researches
-Protection of nature and wilderness
-Preservation of species and genetic diversity
-Provision of environmental services
-Protection of specific natural and cultural features
-Tourism and recreation
-Education
-Maintenance of cultural and traditional features
The IUCN has defined a series of protected area management categories based on management objectives. The six categories are:
CATEGORY I a: Strict Nature Reserve: protected area managed mainly for science.
CATEGORY I b: Wilderness Area: protected area managed mainly for wilderness protection.
CATEGORY II: National Park: protected area managed mainly for ecosystem protection and recreation.
CATEGORY III: Natural Monument: protected area managed mainly for conservation of specific natural features.
CATEGORY IV: Habitat/Species Management Area: protected area managed mainly for conservation.
CATEGORY V: Protected Landscape/Seascape: protected area managed mainly for landscape/seascape conservation and recreation.
CATEGORY VI: Managed Resource Protected Area: protected area managed mainly for the sustainable use of natural ecosystems.