- •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
Igneous Rocks
The structure of igneous rocks is characterized by random arrangement of grains, by ragged crystal borders, by intertwinings and embayments such as one might expect in a mass of crystals growing together and interfering with one another's development. In coarse-grained rocks like granite, this structure is visible to the naked eye; in fine-grained rocks it is revealed by the microscope. The principal constituents of these rocks are always minerals containing silicon: quartz, feldspar, mica, and the ferromagnesian group.
The siliceous liquids from which igneous rocks form are thick, viscous materials resembling melted glass both in properties and in composition. Sometimes, in fact, molten lava has the right composition and cool rapidly enough to form a natural glass – the black, shiny rock called obsidian. Usually, however, cooling is slow enough to allow crystalline minerals to form. If cooling is fairly rapid and if the molten material is highly viscous, the resulting rock may consist of minute crystals or partly of crystals and partly of glass. If cooling is extremely slow, mineral grains have an opportunity to grow large and a coarse-grained rock is formed. The grain size of an igneous rock, therefore, reveals something about its history and gives us one logical basis for classification.
Mineral composition provides a convenient means of further classification. Nearly all igneous rocks contain feldspar and one or more of the ferromagnesian minerals; many contain quartz as well. Thus a coarse-grained rock containing quartz, feldspar, and black mica is granite; a fine-grained rock with no quartz and with feldspar in excess of the dark constituents is andesite, and so on.
This classification is convenient for several reasons:
1 Grain size and usually mineral composition can be determined from inspection in the field. Except for a few fine-grained types, an igneous rock can be named without detailed laboratory study.
2. Even if a rock is too fine for its mineral content to be easily determined, its colour often shows its place in the table. Granite and rhyolite, which contain only a little ferromagnesian material, are nearly always light-coloured; gabbro and basalt, with abundant ferromagnesian minerals, are characterictically dark; diorite and andesite usually have intermediate shades. Granite and rhyolite are sometimes designated as felsic rocks (because of their large feldspar content) and gabbro and basalt as mafic rocks (because of their ferromagnesian content).
3. Grain size usually gives an indication not only of the rate of cooling but also of the environment in which a rock was cooled. Sufficiently rapid cooling to give fine-grained rocks occurs most commonly when molten lava reaches the earth's surface from a volcano and spreads out in a thin flow exposed to the atmosphere. Since fine grain size usually betrays volcanic origin, rhyolite, andesite, and basalt are often called volcanic or extrusive rocks.
Coarse-grained rocks, on the other hand, have cooled sufficiently slowly for large crystals to have formed, which must have occurred well beneath the earth’s surface. Such rocks are now exposed to view only because erosion has carried away the material that once covered them Since these rocks do not reach the surface as liquids but are intruded into spaces occupied by the other rocks, they are often called intrusive rocks.