- •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
Minerals
Rocks are aggregates of substances called minerals, which as a rule are crystalline solids with fairly definite compositions and structures. Some rocks, for instance limestone, consist of a single mineral only, but the majority consist of several minerals in varying proportions. The different minerals in a coarse-grained rock like granite are apparent to the eye; in fine-grained rock, the separate minerals can be discerned with the help of a microscope.
What Minerals Are
It is not difficult to understand why certain substances occur as minerals and why others do not. We expect to find the more chemically inactive elements, such as gold, platinum, and sulfur, in the free state, whereas chemically active elements, such as sodium, calcium, and chlorine, are always found in combination as compounds. Compounds readily soluble in water, such as sodium chloride, sodium carbonate, and potassium nitrate, form deposits in desert regions but are rare elsewhere. Substances that tend to react with oxygen occur only well below the surface away from the oxygen of the atmosphere. Unstable compounds like phosphorus pentoxide are necessarily absent from the earth’s crust.
Silicates are by far the most abundant minerals; mica, feldspar, and topaz are familiar examples. Carbonates are another important class, its most conspicuous representative being the carbonate of calcium called calcite. Oxides and hydrated oxides include such common materials as hematite (ferric oxide), the chief ore of iron, and bauxite (hydrated aluminium oxide), the chief ore of aluminium. Various metals are obtained from deposits of sulfide minerals, such as galena (lead sulfide and sphalerite (zinc sulfide). Elements that occur free, or native, were mentioned above. Less frequent as minerals are sulfates, phosphates, and chlorides.
Unfortunately the study of minerals requires the learning of a special list of names, some of them apparently duplicates of other names. As an example, the mineral whose formula is CaCO3 is given the name calcite instead of the chemical name calcium carbonate. For this seeming redundancy there are two reasons:
The formula CaCO3 describes not only the composition of calcite but also that of aragonite, a less common mineral with a different crystal form, hardness, density, and so on; the chemical name calcium carbonate alone does not distinguish between calcite and aragonite.
Calcite often contains small quantities of MgCO3 and FeCO3 , and its composition is not precisely represented by the formula CaCO3 because the iron and magnesium carbonates form an integral part of the calcite structure with Fe and Mg atoms replacing some of the Ca atoms in the crystal lattice.
Many other mineral formulas besides that of calcite apply to two or more distinct substances, and most minerals show a similar slight variability in composition. Hence chemical names are seldom really applicable, and the student of minerals finds necessary a new nomenclature.
Luckily, for present purposes we need only a few additions to our vocabulary. More than 2,000 different minerals are known, but most of these are rare. Even among the commoner minerals, the greater number occur abundantly only in occasional veins, pockets, and layers. The number of minerals that are important constituents of ordinary rocks is surprisingly small, so small that acquaintance with less than a dozen is adequate for an introduction to geology.