- •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
Weather
Ex. 1. Decide which of these words are “hot” words and which are “cold” words.
to boil to pour to brew to drizzle to soak to shiver to freeze to thaw to the skin
|
warm chilly severe dry haze ice
|
harsh inclement hail sunshine gale fog patches |
frost to melt sleet drought thunderstorm hurricane
|
gust cloud-burst pea-souper shower blizzard hoarfrost
|
“Hot” words |
“Cold” words |
|
|
Ex. 2. a) Work in pairs. These words are used to describe weather. Add them to the chart below under the appropriate column.
gusty breezy drizzly cloudy thundery occasional torrential |
sultry freezing misty wintry unsettled scattered stifling |
violent muggy blustery cloudless heavy slushy dense |
gentle foggy windy flurry prolonged thick |
strong mild frosty showery frequent dense |
damp rainy sunny muddy nasty dull
|
windy weather |
cold weather |
wet weather |
hot weather |
|
|
|
|
b) Compare your answers. Can some words go under more than one column?
Ex. 3. With a partner, make a list of as many words and phrases as you can that can be used to talk about weather (in summer, in winter, when it rains cats and dogs, when it pours with rain, on a nasty (bright) day). Compare your list with those of the others.
Ex. 4. Complete the sentences with prepositions.
Winter sets … … the end … of December … our parts. … a hard frost rivers and ponds are frozen … . When the temperature falls … 250 C … zero it gets very cold.
London is famous … its fog. They have fogs especially often … autumn. When a thick fog spreads … the city people can’t see each other at arm’s length.
After heavy rains we are … … a spell … good weather again.
It looks like rain: the sky is covered … dark clouds, a cold wind is blowing … the sea.
It’s a lovely sight when everything is covered … hoarfrost and glistens … the sun.
I prefer to stay indoors … rainy weather.
Nature looks … its best … early spring.
Indian summer is a short period … warm sunny weather … the beginning … autumn.
The temperature has fallen … zero and it is freezing.
It’s poring … rain. You’d better stay indoors.
Many people are fond … winter sports.
Ex. 5. The British love talking about the weather. It’s a neutral topic and there’s always something to say on the topic. Consequently, there are many idioms in the language based on the weather. Read the following expressions and decide which ones could replace the underlined sections of the sentences below. Make up situations with new expressions.
a storm in a teacup
under a cloud
make heavy weather of
the calm before the storm
under the weather
get wind of
bright and breezy
it’s an ill wind that blows nobody any good
***
You’re very cheerful for a dismal Monday morning.
Things are quiet at the moment but it’s an uneasy truce.
It seems like a tragedy now, but someone will derive some benefit from it.
He finds doing his homework very difficult indeed.
She is not very well at the moment.
We tried to keep the party a secret but, they’ve managed to find out about it somehow.
He is in disgrace because of the way he behaved at the party last night.
The whole affair is a lot of fuss about nothing.
Ex. 6. Some people have strong reactions to the weather. What about you? Find out how other members of the group often feel:
on a cold winter’s morning
on a warm summer’s evening with a gentle see breeze
on a wet and windy day
towards the end of a long spell of very hot humid weather
just before a violent thunderstorm
Ex. 7. Give profound answers to the following questions.
thunderstorm drought hurricane flood
|
blizzard typhoon tornado |
snow shower |
hail storms
|
Which of these events occur where you live?
Which have you (never) experienced?
Which one is the most frightening?
Which does the most damage?
Which one is the most mysterious?
Ex. 8. Think of a specific day in the past week, and describe the weather in detail. Can your classmates guess which day you’re describing?
Ex. 9. Read the dialogue and reproduce it: a) abridged; b) in the form of a monologue.
Weather
Simon: |
Isn’t it marvellous to take a walk in Hyde Park on such a beautiful day, Mr. Winter? |
Winter: |
It is. These parks are really the lungs of London. – By the way, I’m a bit tired. There’s a nice bench. |
S.: |
You mean the bench where the girl is sitting? |
W.: |
Yes. I’d like to talk to her. She looks a nice girl. |
S.: |
It’s best to start with the weather. That’s always a safe subject. |
W.: |
Let’s try. |
W.: |
Lovely day today, isn’t it? |
Girl: |
It is. |
W.: |
It seems a glorious day. |
G.: |
I think we are in for a fine spell. |
S.: |
I hope it will last long. There’s hardly a cloud in the sky. |
G.: |
We’ll have a heat wave, I fear. |
W.: |
The thermometer is rising, but the barometer is falling. It must be 25 degrees in the shade. |
S.: |
25 degrees centigrade correspond with – wait a minute – 77 degrees Fahrenheit. |
G.: |
Goodness me, an electronic computer seems to be necessary to compare centigrade and Fahrenheit thermometers, |
W.: |
It is very close and sultry today. |
S.: |
You are right. It is muggy and oppressive. |
W.: |
Not a leaf is stirring. |
S.: |
There’s hardly a breath of air. |
G.: |
I am hot. And the sun dazzles my eyes. |
W.: |
It would be better to wear sun-glasses. |
G.: |
By the way, I’ve just read the weather forecast in my newspaper here. |
S.: |
Let me see. |
G.: |
Pressure will remain high to the south-west of the British Isles. |
S.: |
There will be occasional rain drizzle. |
G.: |
But bright weather with a few scattered showers will spread to England and Wales. |
W.: |
And here is the weather-chart. |
S.: |
On the Continent we’ve had so much of English weather, and we’ve always wanted to experience a real London fog. |
G.: |
A pea-souper, you mean. But not in late spring or summer; it is in autumn and winter that you get the real pea-soupers. Then the whole traffic is put out of order, and the bobbies have to carry torches. |
W.: |
I fear a thunderstorm is brewing. Do you see the sheet lightning there? |
G.: |
Yes, I do. The sky is overcast, and the sun is going in. It looks like rain. |
S.: |
What a gust of wind! |
W.: |
Thunder and lightning! |
G.: |
It’s beginning to rain. |
S.: |
And we’ve forgotten our umbrellas and macs! |
W.: |
It never rains, but it pours! |
G.: |
Fortunately enough, I’ve brought my folding umbrella. Let me put it up … |
W.: |
What a tremendous clap of thunder! |
S.: |
And what a flash of lightning! |
G.: |
Chain-lightning. I hope it didn’t strike a building. |
W.: |
I don’t think so, because all the buildings have lightning conductors. |
S.: |
The rain is torrential. It’s absolutely pouring down now. |
G.: |
It’s raining cats and dogs. |
S.: |
A real cloud-burst. |
G.: |
The ground is becoming soft and muddy. |
S.: |
It’s clearing up. |
W.: |
The clouds are lifting. |
G.: |
Yes, it has left off raining. Look at this wonderful rainbow! |
S.: |
Bright sunshine again. |
W.: |
Now we know why English weather is something worth talking about. |
Ex. 10. Sum up the information you’ve learnt from the dialogue and justify the following: Talking about the weather is a good way to break the ice.
Ex. 11. Make a detailed contrast of the two most extreme seasons of summer and winter. Here are some ideas about the aspects you could consider:
light and temperature
the clothes we wear
the way we spend our free time