- •Reading Material Text a
- •Before reading the text try to discuss the following questions.
- •Now read the text, translate it and get ready to do the exercises after the text. Geography
- •Word Study
- •Comprehension and Discussion
- •Origin and development of geography. Early history
- •Geographic methods. Map location and measurement
- •The Round Earth on Flat Paper
- •Dialogue
- •Listening Comprehension Text “Geography”
- •Revision
- •What is science?
- •Становление географии как науки
- •Active Vocabulary
- •Additional Reading Geography and people: Ptolemy
- •Components of maps
- •Maps and graphs Maps
- •Isoline maps
- •Choropleth
- •Topological maps
- •Proportional flow maps
- •Dot maps
- •Line graphs
- •Scattergraphs
- •Pie charts
- •Reading Material Text a
- •The History of Exploration
- •Word Study
- •Comprehension and Discussion
- •Captain Cook
- •Text c The Mystery of the Franklin Expedition
- •Text d
- •The History of Maps
- •Dialogue
- •Listening Comprehension Text “Christopher Columbus”
- •Revision
- •Questions:
- •II. Первое русское кругосветное путешествие
- •Active Vocabulary
- •Additional Reading Famous Russian navigators
- •Navigation Tools
- •Unit III
- •Reading Material Text a
- •Before we start reading let’s recollect the composition of the solar system.
- •What does the solar system consist of?
- •What heavenly object is the most beautiful (mysterious, important)?
- •The Universe and the Solar System
- •Word Study
- •Comprehension and Discussion
- •Our local star
- •Text c The Evolution of the Universe
- •Text d Galaxies
- •Dialogue
- •Is the Sun Good or Bad for Us?
- •Is the sun good or bad for us?
- •Listening Comprehension Text “Stars”
- •Fill in the gaps.
- •Note down the temperature of:
- •Note down the colours of :
- •Revision
- •The Lunar Surface
- •Active Vocabulary
- •Additional Reading The Planets
- •Mercury
- •Jupiter
- •Uranus and Neptune
- •Stellar Evolution
- •Unit IV
- •Reading Material Text a
- •Before reading the passage discuss these points with a partner.
- •Is the earth a perfect sphere?
- •This Earth of Ours
- •Word Study
- •Comprehension and Discussion
- •Volcanic Eruptions
- •Text c The Earth. Size. Shape.
- •Text d The Earth
- •Dialogue Discussing the age of the earth
- •Listening Comprehension Text “The Earth’s shape”
- •1. What is the “equatorial bulge”?
- •2. Are all three models only approximations?
- •Revision
- •History of the Earth
- •Latitude and Longitude
- •Active Vocabulary
- •Additional Reading Yellowstone National Park
- •The geological setting
- •Hydrothermal features
- •Reading Material Text a
- •The Atmosphere: Properties and composition
- •Word Study
- •Comprehension and Discussion
- •Oxygen-Carbon Dioxide Cycle
- •The Ozone Layer
- •The Ionosphere
- •Dialogue
- •Listening Comprehension Text “The Atmosphere”
- •Part b. Listening activities
- •Revision
- •Air pollution
- •Active Vocabulary
- •Additional Texts Greenhouse gases
- •The air we breathe
- •Unit VI
- •Reading Material Text a
- •Before reading the text discuss these points with a partner.
- •Now read the text, translate it and get ready to do the exercises after the text. Climate
- •Word study
- •Climate
- •Comprehension and Discussion
- •The climate of the uk
- •The World’s Inconstant Climate
- •Methods of weather modification
- •Weather
- •Days of Abnormal Weather
- •Vocabulary
- •Days of Abnormal Weather Text 1
- •Interpretation
- •Weather Forecast
- •Listening Comprehension Text “The Climate”
- •Revision
- •Climate
- •Weather maps
- •Project Writing
- •Active Vocabulary
- •Additional Reading Climatic Change
- •Origin of Climatic Change
- •Ocean Currents
- •Unit VII
- •Reading Material Text a
- •Before reading the passage discuss these points with a partner.
- •Into how many parts is the earth’s surface divided?
- •How are land and sea distributed?
- •Now read the text, translate it and get ready to do the exercises after the text. Land Forms of the Earth
- •Word Study
- •The Alps
- •Comprehension and Discussion
- •The Surface of the Ground
- •Continental Drift
- •Wegener’s Theory
- •Text d The Soil Beneath our Feet
- •Dialogue Discussing the process of erosion
- •Listening Comprehension Text “Continental drift”
- •Fill in the gaps.
- •Note down the terms used by the lecturer.
- •Note down the thickness of the asthenosphere.
- •Revision
- •Relief form of the earth
- •Earthquake waves
- •Earthquakes
- •Active Vocabulary
- •Additional Reading Erosion
- •Weathering
- •1999 A bad year for earthquakes
- •Limestone in Europe
- •Vulcanism
- •Volcanic Eruptions
- •Glaciers
- •Minerals
- •What Minerals Are
- •Mineral Properties
- •The Earth’s Interior
- •Interior Structure
- •Rock Classification
- •Igneous Rocks
- •Sedimentary Rocks
- •Grammar focus the system of tenses
- •Charles Robert Darwin
- •Passive voice
- •The Greenhouse Effect
- •Participle
- •The gerund
- •Функции герундия в предложении и способы его перевода на русский язык
- •Infinitive
- •I. Образование
- •II. Функции инфинитива в предложении.
- •Complex Object
- •Complex Subject
- •Subjunctive mood
- •Subjunctive Mood Conditional Sentences
- •Modal verbs
- •(Выражение «вероятности», «предположения»)
- •The system of tenses
- •Charles Robert Darwin
Unit IV
-
THE EARTH
Reading Material Text a
Task
Before reading the passage discuss these points with a partner.
What is the Earth?
Is the earth a perfect sphere?
b) Now read the text, translate it and get ready to do the exercises after the text.
This Earth of Ours
Earth is a minute fragment of a universe that is believed to have come into existence1 as a result of a cataclysmic explosion of a single mass of highly concentrated matter some ten billion years ago. Out of this explosion evolved the galaxies, such as our Milky Way, that are made up of the many billions of stars that are known to exist in the heavens.
All of these stars, of which Sun is one, have been rushing farther and farther out into space at an extremely rapid rate ever since. But this rate is now believed to be slowing down2. If so, eventually this expanding movement may come to a halt and its direction may then be reversed. In that event all the separate units of the universe might be pulled back together with a resulting new explosion that would repeat the sequence.
Where Earth had its origin and how it came to be have long been subjects of much speculation among mathematicians and astronomers, geologists and biologists, physicists and chemists, and philosophers and theologians. Some of the more modern concepts of highly capable scientists especially concerned with this subject appear sufficiently conclusive to make it possible to accept them as working hypotheses. But they still leave many points to be more fully explained.
Earth, located some 93 million miles out in space from Sun and revolving around it once every 365 days at a speed of about twenty-two miles a second, is believed to be3 an offshoot from Sun. It came into existence largely as a gaseous mass that began to solidify into its present form some four and one-half billion years ago. It is the third of a series of eight planetary satellites of Sun, of which Mercury and Venus are nearer to Sun, and Mars, Jupiter, Saturn, Uranus and Neptune are increasingly farther away from it.
Our solar system is not unique, and neither is Earth. Many millions of such systems are believed to exist4 in the universe. The number of stars, among the largest of which our sun is a mere midget, has been estimate at 1020 , which means 10 multiplied by itself 20 times. And of these millions of millions of millions of stars, some 108 have been estimated to have5 planetary systems similar to the one of which Earth is a part. From this, one may speculate that there are millions of planets that are so located with reference to the stars round which they revolve as to have conditions that are favorable for life. The living forms on these Earthlike planets may be very different from those with which we are familiar. Conceivably, the highest forms of life on some of these plants may be superior to man.
The history of Earth is recorded on part in the rocks that are exposed to view and that have been reached by quarrying and boring. For convenience, this history is divided into five eras, of which the most recent, the Cenozoic era, covers the last 60n million years, since the folding that formed the Rocky Mountains. The next earlier Mesozoic era, extending back 130 million years farther, began with the folding that formed the Appalachian Mountains. Prior to that were the Paleozoic era of 360 million years following an extended period of widespread overflows of molten lava, the Proterozoic era of 900 million years after the Laurentian revolution, and the Archeozoic era that began in obscurity. These five eras total 2,000 million years, leaving 2,500 million more years to get us back to the beginning of time on Earth.
During the pre-Archeozoic era, Earth was a molten mass, the surface of which was cooling down to form a solid crust of rock. The moist vapor that originally surrounded Earth gradually condensed to form water. This existed mostly as such, but some of it joined to the minerals that formed as the molten rock cooled, and now exists in combined solid form. But the interior of Earth has remained hot down to the present time, the temperature of its central core being estimated to be6, at least 1, 500º C.
Notes:
is believed to have come into existence – полагают, что … появилась
is believed to be slowing down – полагают, что …замедляется
is believed to be – полагают, что … является
are believed to exist – полагают, что …существует
have been estimated to have … – установлено, что …имеют
…, the temperature being estimated to be … – считается, что температура составляет