- •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
Active Vocabulary
amount n количество
burn (burnt) v гореть, пылать
by-product побочный продукт
carbohydrate n углевод
carbon n углерод
~ dioxide n углекислота, углекислый газ
~ monoxide n угарный газ
charge v заряжать
combine v 1. объединять (ся); 2. сочетать (ся), смешивать (ся)
compound n смесь; состав, соединение
constituent n составная часть
content n содержание (вещества)
derive v 1. получать, извлекать; 2. происходить
emit v 1.испускать, выделять; 2. излучать
evaporation n испарение; парообразование
evolve v развиваться; развертываться
exert v оказывать давление, влиять
grain n зернышко; крупинка, песчинка; мельчайшая частица
harmful a вредный, губительный
interaction n взаимодействие
layer n слой, пласт
manufacture n производство
nitrogen n азот
nitrous a азотистый
nutrient n питательное вещество
odorless a без запаха
oxide n окись. окисел
oxygen n кислород
particle n частица, крупица
penetrate v проникать внутрь, проходить сквозь
require v требовать
respiration n дыхание
scatter v рассеиваться
vapour n пар; пары
Additional Texts Greenhouse gases
An increase in the greenhouse effect (caused by an increase in the concentration of greenhouse gases in the atmosphere) may lead to global warming, with disastrous consequences.
The higher average temperatures produced by global warming could cause dramatic changes in the weather. Less rain might fall over large land masses. Central Africa, south Asia and some of the United States could risk severe drought and famine. More rain might fall in coastal areas and over the oceans; there might be more storms and hurricanes in the Pacific. A rise in the earth’s average temperature of only one or two degrees would probably melt large expanses of ice in the Arctic and the Antarctic (the polar ice caps) and raise sea levels. Sea levels throughout the world are already rising by about two millimeters a year. If the polar ice caps melt, sea levels could rise by more than a meter over a few decades. Many heavily populated regions, such as Bangladesh, the Nile delta, the Netherlands and Indonesia, would be permanently flooded. Cities are often found on the coast where a river meets the sea, so many of the world’s major population centers could become uninhabitable. About one billion people would lose their homes and become environmental refugees. Some islands, such as the Maldives in the Pacific, might disappear completely.
Carbon dioxide accounts for 55 percent of the greenhouse effect; CFCs account for 17 percent; methane for 15 percent and nitrous oxide for 5 percent. Carbon dioxide occurs naturally in the atmosphere. It is produced when animals and plants respire. But “natural” carbon dioxide forms only 0.03 percent of the atmosphere. Higher concentrations of carbon dioxide are not natural at all. Carbon dioxides are produced when living things burn, so it is a by-product of industrial processes which use fossil fuels (coal, gas or oil), and motor vehicles which burn gasoline or diesel fuel. It is also produced when volcanoes erupt and when tropical rainforests are cleared by burning. Methane is also a “natural” gas, produced when living things decompose in the absence of oxygen. Methane in the atmosphere comes from rotting vegetation, particularly rice fields, and from cattle (because bacteria in their intestines produce methane). It also comes from leaks in the extraction of natural gas. Methane in the atmosphere breaks down relatively quickly (in about 10 years, compared to over 100 years for carbon dioxide and CFCs), so it is a relatively minor environmental problem. However, some scientists believe that huge quantities of methane are trapped within the polar ice caps and will be released suddenly if the polar ice caps melt. This phenomenon would accelerate global warming. Nitrous oxide in the atmosphere comes from bacteria beneath the earth’s surface, which convert nitrates in the soil to the gases nitrogen and nitrous oxide. The increased use of artificial fertilizers in recent years has increased the production of nitrous oxide. Levels of nitrous oxide in the air will continue to increase for many years, because there is already a large reservoir of artificial nitrates within the soil.