- •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
Complex Object
We believe the students (them) |
to secure specimens in mines. to be securing specimens now. to have secured many specimens already. to be sent to the expedition. to have been sent to the expedition. |
Объектный инфинитивный оборот употребляется после глаголов:
Глаголы |
Конструкция |
Перевод |
1. выражающих физическое восприятие (без to): to hear – слышать to see – видеть to feel – чувствовать to watch, to observe – наблюдать to notice - замечать |
I saw him perform the experiment. |
Я видел, как он провел эксперимент. |
2. выражающих умственное восприятие: to expect – ожидать, надеяться, to consider – считать, полагать t o assume to believe полагать to hold to find – обнаруживать, находиться to note – отмечать to state – устанавливать, констатировать to claim – утверждать to know – знать to think – думать to understand – понимать to report – сообщать to show – показывать to declare – заявлять to mean – подразумевать |
The students expected the teacher to explain to them different hypotheses of the earth’s early history. |
Студенты надеялись, что преподаватель объяснит им различные гипотезы. |
3. выражающих желание и потребность: to want – хотеть, требовать, нуждаться to wish – желать to desire – желать to like – в значении “хотеть” should (would) like – хотел бы to intend – в значении “хотеть” |
The dean of the faculty wants the students to attend the scientific conferences once a year. |
Декан факультета требует, чтобы студенты посещали научные конференции раз в год. |
4. выражающих разрешение: t o get to make заставлять (без to) to let (без to) – позволять, разрешать to ask (for) – просить to enable - давать возможность to cause – причинять, вызывать to request – просить, вежливо приказывать to force – вынуждать t o command велеть, to order приказать to allow – позволять, разрешать to encourage – поощрять, стимулировать, содействовать |
Studies of present glaciers enable us to understand the Pleistocene glaciation. |
Изучение современных ледников дает нам возможность понять плейстоценовое оледенение. |
Task 6. Translate the following into Russian. State the Objective Infinitive Construction.
The Rocky Mountains look jagged because water freezes in cracks and forces rocks to break apart.
High temperatures and heavy rainfall encourage forests to grow.
Good roads and railway systems allow people to live in smaller towns and to travel into the big cities to work – commuting.
Saturn’s satellite Dione exhibits bright wispy areas, perhaps where large fractures have allowed water to escape and form frost.
When the ice sheets extended across the site of Great Lakes the weight of ice caused the region to be depressed.
Scientists believe the total quantity of water on and around the earth to have been more or less uniform throughout geologic time.
Constant expansions and contractions cause the outer layers to crack and disintegrate.
Since rock is a relatively poor conducter of heat, the sun’s rays cause exposed surface to become heated and expanded more than the interior resulting in strains that weaken the rock.
The melt water has caused the oceans to spill over.
Great pressures cause the molten rock to rise up.
The heat of the sun causes the rocks to expand.
Cooling and consolidation of internal material caused the earth to shrink and thus forced the cool outer crust to adapt itself to a shrinking interior.
Venera-4 found the temperatures in the equatorial regions of Venus to be at about 2000C.
Modern techniques enable us to desalt water from the sea.
In certain situation natural heat and pressure can cause preexisting rocks to crystallize or recrystallize.
Probably increased pressure does not cause the velocity of the wave to increase in iron as much as it does in basic rocks.
Precipitation results if the cooling causes the relative humidity to reach 100 percent.
Throughflow causes the soil to be wetter at the foot of a slope than it is higher up.
British government encouraged farmers to diversify away from agriculture.
Steep slopes give debris flows their energy and enable them to travel long distances and become major hazards to settlements lower down the valley.
Task 7. Translate the sentences from Russian into English using the models whenever possible.
Model 1: see (hear, observe) smb. do smth.
Я слышал, как профессор упомянул об этих фактах в своей лекции.
Туристы наблюдали извержение вулкана.
Студенты наблюдали за изменениями направления ветра.
Model 2: want (expect, assume) smb. to do smth.
Нагрев вызывает расширение поверхностных слоев пород.
Ученые полагают, что в этой гипотезе много противоречий.
Преподаватель хотел, чтобы студенты установили возраст пород. Он также рекомендовал им объяснить геологическую историю области, содержащей их.
Model 3: let smb. do smth.
make smb. do smth.
Коллеги не могли понять, что заставило его прекратить исследование в данной области.
Ничто не заставит его изменить свое решение.
Дайте мне знать, когда закончите работу над статьей.
Task 8. Study the following.