
- •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
Methods of weather modification
1. The first scientific attempt at coaxing moisture from a cloud was in 1946, when scientist Vincent Schaefer dropped 3 pounds of dry ice from an airplane into a cloud and, to his delight, produced snow. The success of the experiment was modest, but it spawned optimism among farmers and ranchers around the country. It seemed to them that science had finally triumphed over weather.
2. Unfortunately, it didn’t work out that way. Although there were many cloud-seeding operations during the late 1940s and the 1950s, no one could say whether they had any effect on precipitation. Cloud seeding, or weather modification as it came to be called, was clearly more complicated than had been thought. It was not until the early 1970s that enough experiments had been done to understand the processes involved. What these studies indicated was that only certain types of clouds are amenable to seeding. One of the most responsive is the winter orographic cloud, formed when air currents encounter a mountain slope and rise. If the temperature in such a cloud is right, seeding can increase snow yield by 10 to 20 per cent.
3. There are two major methods of weather modification. In one method, silver iodide is burned in propane-fired ground generators. The smoke rises into the clouds where the tiny silver-iodide particles act as nuclei for the formation of ice crystals. The alternate system uses airplanes to deliver dry-ice pellets. Dry ice does not provide ice-forming nuclei. Instead, it lowers the temperature near the water droplets in the clouds so that they freeze instantly – a process called spontaneous nucleation. Seeding from aircraft is more efficient but also more expensive.
4. About 75 per cent of all weather modification in the United States takes place in the Western states. With the population of the West growing rapidly, few regions of the world require more water. About 85 per cent of the waters in the rivers of the West comes from melted snow. As one expert put it, the water problems of the future may make the energy problems of the 70s seem like child’s play to solve. That’s why the U.S. bureau of Reclamation, along with state governments, municipal water districts, and private interests such as ski areas and agricultural cooperatives, is putting increased effort into cloud-seeding efforts. Without consistent and heavy snowfalls in the Rockies and Sierras, the west would literally dry up. The most intensive efforts to produce precipitation were during the West’s disastrous snow drought of 1976-1977. It is impossible to judge the efficiency of weather modification based on one crash program, but most experts think that such hurry-up programs are not very effective.
What is the main subject of the text?
the scientific contributions of Vincent Schaefer
developments in methods of increasing precipitation
the process by which snow crystals form
the effects of cloud seeding
The word spawned (given in the text in Italics) is closest in meaning to
intensified
reduced
preceded
created
After the cloud-seeding operations of the late 1940s and the 1950s, the farmers and ranchers mentioned in the first paragraph probably felt
triumphant
modest
disappointed
optimistic
Which of the following can be inferred from the text about the term weather modification?
It is not as old as the term cloud seeding.
It has been in use since at least 1946.
It refers to only one type of cloud seeding.
It was first used by Vincent Schaefer.
According to the passage, winter orographic clouds are formed
on relatively warm winter days
over large bodies of water
during intense snow storms
when air currents rise over mountains
To which of the following does the underlined word they (given in the text in Italics) refer?
water droplets
clouds
ice-forming nuclei
airplanes
When clouds are seeded from the ground, what actually causes ice crystals to form?
propane
silver-iodide smoke
dry-ice pellets
nuclear radiation
Clouds would most likely be seeded from airplanes when
it is important to save money.
the process of spontaneous nucleation cannot be employed.
the production of precipitation must be efficient.
temperatures are lower than usual.
About what percentage of the western United States’ water supply comes from run-off from melted snow?
10 percent
20 percent
75 percent
85 percent
What does the author imply about the energy problems of the 1970s?
They were caused by a lack of water.
They took attention away from water problems.
They may not be as critical as water problems will be in the future.
They were thought to be minor at the time but turned out to be serious.
The author mentions agricultural cooperatives as an example of
state government agencies
private interests
organizations that compete with ski areas for water
municipal water districts
It can be inferred from the passage that the weather-modification project of 1976-77 was
put together quickly
a complete failure
not necessary
easy to evaluate