- •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
Days of Abnormal Weather
The following 3 texts deal with abnormal weather conditions. Read them and then do the exercises below.
Ex. 1. Consider the 3 texts.
|
Text 1 |
Text 2 |
Text 3 |
1. What sort of weather conditions are being described? |
|
|
|
2. What time of year is it?
|
|
|
|
3. Is the scene described in the city or in the country? |
|
|
|
4. Are the weather conditions unusual for the season and place? |
|
|
|
Now look at each passage in turn and answer these questions.
Text 1 |
Text 2 |
Text 3 |
|
|
|
Vocabulary
The following are words from the three texts. The definitions of these words are grouped together in the box below. Match the definition to the correct word and write in the space provided. One has been done for you.
Text 1 |
Text 2 |
Text 3 |
||||
|
______________________________ _____islands_ _________ |
|
___________________________________ |
|
__________________________________________ |
Days of Abnormal Weather Text 1
Implacable November weather. Smoke lowering down from chimney-port, making a soft black drizzle with flakes of soot in it as big as full-grown snowflakes. Dogs, indistinguishable in mire. Horses, scarcely better. Foot passengers, jostling one another’s umbrellas, and losing their footholds at street corners, where tens of thousands of other foot passengers have been slipping and sliding since the day broke.
Fog everywhere. Fog up the river, where it flows among green aits and meadows; fog down the river, where it rolls defiled among the tiers of shipping, and the waterside pollution of a great (and dirty) city.
The raw afternoon is rawest, and the dense fog is densest, and the muddy streets are muddiest, near Temple Bar. And hard by Temple Bar, in Lincoln’s Inn Hall, at the very heart of the fog, sits the Lord High Chancellor in his Court of Chancery.
Text 2
With the arrival of the monsoon Ghote was no longer able to get out of the house by taking long walks about the city. The roads he had slowly moved along in the days if stifling heat were often deep under flood water now, and where they were not blocked by a foot or more of muddy brown water, pavements and roadways were frequently swirling with the fast-flowing excess of the walls and walls of warm rain.
Indoors, everything smelt day and night of damp cotton and every surface that could hold mould was covered in greeny fungus. Out of doors, cars by the hundred were either brought to a halt in the floods or made immobile by damp in the engines. The trains were frequently unable to run where water covered the rails, and the city’s hundreds of thousands of commuters had to struggle in to their offices on foot, a moving mass of black umbrellas. Gallantly, they would manage to reach their destinations often as late as two in the afternoon, by which time it was only sensible to turn round and start off home again.
Text 3
The week before Christmas, when snow seemed to lie thickest, was the moment for carol singing.
Eight of us set out that night. A blizzard was blowing, but we were well wrapped up, with army puttees on our legs, woolen hats on our heads, and several scarves around our ears.
Steadily we worked through the length of the valley, going from house to house. It was freezing hard, yet not for a moment did we feel the cold. The snow blew into our faces, into our eyes and mouths, soaked through our puttees, got into our boots, and dripped from our woolen caps. But we did not care. The collecting box grew heavier.
We approached our last house high up on the hill, the place of Joseph the farmer. The last stretch of country to reach his farm was perhaps the most difficult of all. In these rough bare lanes, open to all winds, sheep were buried and wagons lost. Huddled together, we tramped in one another’s footsteps, powdered snow blew into our screwed-up eyes, candles burnt low, some blew out altogether, and we talked loudly above the gale.
Crossing, at last, the frozen mill-stream, we climbed up to Joseph’s farm. Sheltered by trees, warm on its bed of snow, it seemed always to be like this. Everything was quiet; everywhere there was the silence of the winter night. We started singing, and we were moved by the words and the trueness of our voices. We were given roast apples, and hot mince-pies, and in our wooden box, as we headed back for the village, there were gifts for all.