- •О.И. Сафроненко, к.С.Петросян, с.Ю. Резникова learning to learn in english
- •Методическая записка
- •Contents
- •Unit 1 Learn How to Learn
- •What do you think?
- •Focus on Language
- •Focus on language
- •What do you think?
- •Keep learning? Keep earning!
- •Comprehension check
- •What do you think?
- •Unit 2 Study Smart, Not Hard
- •What do you think?
- •Focus on language
- •What do you think?
- •What are effective study habits?
- •Focus on language
- •Practice
- •Unit 3 Revise & Practise
- •Progress Test
- •Unit 1 Making the Choice of Your Life
- •What do you think?
- •Focus on Language
- •First degree courses in the uk
- •Comprehension check
- •What do you think?
- •Unit 2 Your Personal Science Odyssey
- •What do you think?
- •Comprehension check
- •Focus on Language
- •Practice
- •Unit 3 Revise & Practise
- •Game “Why physics or math, etc.?”
- •Progress Test
- •Unit 1 Secret of Success
- •What do you think?
- •Focus on language
- •Practice
- •Thinking about what we have found!
- •Comprehension check
- •Focus on language
- •“The World Wide Web: the battle for your mind at your fingertips”
- •Unit 2 Hunting for Treasures
- •Comprehension check
- •What do you think?
- •Focus on Language
- •Practice
- •Technology and Libraries
- •Comprehension check
- •What do you think?
- •Unit 3 Revise & Practise
- •Progress Test
- •Unit 1 Scientific Milestones
- •Metric system telescope compass thermometer microscope
- •Comprehension check
- •Focus on Language
- •Practice
- •Practice
- •Invention /discovery
- •Unexpected Discoveries
- •Comprehension check
- •What do you think?
- •Focus on language
- •Practice
- •What do you think?
- •Unit 2 Scientific Revolution
- •Breakthroughs of the 20th century
- •What do you think?
- •Focus on language
- •Verb Suffixes
- •Practice
- •What do you think?
- •Unit 3 Revise & Practise
- •Progress Test
- •Rules of the Lab
- •Unit 1 Global Issues
- •Comprehension check
- •Focus on language
- •Practice
- •Practice
- •What do you think?
- •Global Warming: Facts vs. Myths myths:
- •Comprehension check
- •Focus on language
- •Practice
- •Comprehension check
- •Focus on Language
- •Work in teams of 3. Make as many words as possible using the prefixes re-, dis-, over-, sub-, en-, up- . Compare as a class.
- •Practice
- •Unit 3 Revise & Practise
- •Progress Test
- •Unit 1 The 20th Century and Beyond
- •Science for the Twenty-First Century
- •Focus on language
- •Practice
- •As old as writing
- •What do you think?
- •Unit 2 Into the Future
- •What do you think?
- •Focus on the language
- •Practice
- •Practice
- •What do you think?
- •Unit 3 Revise & Practise
- •Progress Test
- •Unit 1 Job Opportunities for Students
- •Part-time Jobs vs. Holiday Jobs
- •Comprehension check
- •What do you think?
- •Focus on language
- •Practice
- •What do you think?
- •Focus on language
- •Unit 2 On the Job
- •What do you think?
- •Focus on language
- •Practice
- •What can I do with a Science degree?
- •What do you think?
- •Unit 3 Revise & Practise
- •Progress Test
- •Scripts Module 1 Unit 1 Five New Year's Resolutions for English Learners
- •Module 1 Unit 2
- •Module 2 Unit 1 a Look at Washington University
- •Module 2 Unit 1
- •Module 3 Unit 1
- •Module 3 Unit 2 Website of the Week — Universal Digital Library
- •Module 4 Unit 1
- •Module 4 Unit2 The Discoveries Behind This Year's Nobel Prizes for Science
- •Module 5 Unit 1 Cities Around the World Are 'Going Green'
- •Module 5 Unit 2 Electronic Waste
- •Is it illegal to dispose of computers in the trash?
- •Module 6 Unit 1 Scientists Receive National Medals of Science and Technology
- •Module 6 Unit 2
- •Module 7 Unit 1 Job Centre
- •Module 7 Unit 2
- •Interns Provide Free Labor, But Internships Are Not Always Free
- •Keys Module 1 Unit 1
- •Module 1 Unit 2
- •In the Realm of Science 1
- •Module 1 Unit 3
- •Module 2 Unit 1
- •Module 2 Unit 2
- •Module 2 Unit 3
- •Модуль 3 Unit 1
- •Module 3 Unit 2
- •Module 3 Unit 3
- •Module 4 Unit 1
- •Module 4 Unit 2
- •In the Realm of Science 2
- •In the Realm of Science 3
- •Module 4 Unit 3
- •Module 5 Unit 1
- •Module 5 Unit 2
- •Module 5 Unit 3
- •Module 6 Unit 1
- •In the Realm of Science 1
- •Module 6 Unit 2
- •Module 6 Unit 3
- •Module 7 Unit 1
- •Module 7 Unit 2
- •Module 7 Unit 3
- •List of materials used
- •Part-time Jobs vs. Holiday Jobs// Retrieved from e4s:co uk http://www.E4s.Co.Uk/docs/part-time-jobs.Htm
- •Internet recourses
Unit 1 Global Issues
Lead In |
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Work in teams. Brainstorm all the words and phrases you know related to the word environment. Present your mind map to the rest of the class and explain how the ideas are connected.
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Work in small groups. Which of the environmental problems listed below are the most serious? Put them in order, 1-7 (1 = the most serious, 7 = the least serious). Give reasons for your choice.
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global warming/climate change
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air/water/soil pollution
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shrinking habitats and loss of bio-diversity
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acid rain
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ozone layer depletion
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deforestation
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natural disasters: floods, heavy rainfalls, violent storms, droughts, etc.
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Match the environmental problems with the factors that cause them. Some factors may go with more than one problem. Choose to write about three problems and their factors.
Example: Increased carbon dioxide levels are a result of burning of fossil fuels
such as oil, gas and coal.
The burning of fossil fuels leads to the greenhouse effect which results in climate change.
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industrial toxic waste
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spread of intensive farming methods
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burning of fossil fuels (gas, oil, coal)
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nuclear waste
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destruction of rain forests
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use of CFC gases (chlorofluorocarbons) in industry
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poaching
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Functional language: Cause and effect
… is a result of …
… results/ed in
… is/are due to …
… is the consequence of...
… leads to …
… is responsible for …
… is the main reason for
… affects …
… is affected by…
The cause of … is …
… causes/ed
… is caused by …
Reading |
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Look at the definition. Which environmental problem does it refer to?
............................. is a result of atmospheric contamination when industrial gases and chemicals mix with water in the air.
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Read the text about the acid rain problem and complete the cause and effect chart below.
Managing your learning The meaning of a word or expression can often be worked out from the rest of the context of the sentence, e.g. “sulfur and nitrogen oxides are released into the atmosphere.” From the context, to release must mean something like to throw out or emit. |
Chemical substances released from chemical plant chimneys are a major factor in the contamination of the atmosphere and lead to the formation of acid rain.
Many of us have our own “private factories” for producing modern acid rain - cars. Vehicle exhausts contain NOx (nitrogen oxides), hydrocarbons and other chemicals.
The damage caused by acid rain first appears in rivers, lakes and marshes. When the water of a lake or marsh declines to pH5 or so, at first the plankton and aquatic vegetation disappear. Needless to say, the fish that feed on these living things also decline in number and even die out.
Then, as the acidity level of soil increases, aluminum and other harmful metals contained in the soil begin to dissolve, which also contributes to the death of aquatic life. Eventually the lakes cannot support life at all.
Acid rain makes soil highly acidic, which leads to the drying and death of forests. Soil naturally contains many metallic ions such as calcium and magnesium, and these help to neutralize acid to a certain extent, even in the case of acid rain. However, when this neutralization power is exhausted, the acidity of the soil increases, killing microorganisms and worms. There are also cases when acid rain enters directly into the leaves, trunks, and branches of plants and damages trees.
The damage created by acid rain in Europe and North America is truly grave. It is reported that in many European countries about one half of the total area of forests has been damaged.
Countries like Sweden, Norway, and other Scandinavian countries do not contribute much to atmospheric pollution, but they are suffering extensive damage from atmospheric pollutants carried there from other countries. For example, it has been reported that fish have disappeared from one-third of the lakes and marshes of Norway.
In Asia, acid rain is having truly serious consequences in China, which is the second largest producer of coal in the world. Furthermore, with the expansion of industry and the spread of the automobile, acid rain is becoming a serious issue even in developing countries.
Historical sites and buildings are also damaged by acid rain, especially in Europe with its many historical buildings made of marble and copper. The chemical reaction between marble and sulfuric acid changes the marble into plaster. Therefore, ancient sculptural works made of marble often crumble after contact with acid rain. Copper items also break down in contact with acid rain. For example, the copper plates of the United States' Statue of Liberty were eaten away to a dangerous degree by acid rain, and needed large-scale reconstruction. Historical structures and buildings, which have been handed down as cultural heritage for centuries, have been in danger of being lost in the past several decades simply because of acid rain.
Acid rain is no longer someone else’s problem: it’s happening here.
(Adapted from http://www.virtualglobe.org/en/info/env/)
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ACID RAIN
What causes it? What are the consequences?
exhaust gases from cars …………….
…………………… kills fish
…………………… pollutes the soil