- •Unit 1 geoecology
- •Terms and Vocabulary
- •Pay attention to the pronunciation of the following words.
- •2. Read the text, fulfill the exercises.
- •7. Read the text below, use the word given in capitals at the end of each line to form a word that fits in the space in the same line.
- •8. What are the subjects of the following sciences?
- •9. Here are some definitions. What are they? Complete the sentences.
- •10. Answer the questions.
- •11. 9 Listen to the interview with a senior research engineer called Dr. Michael Blomberg. Dr. Blomberg gives his opinions on future trends in science and technology.
- •12. Read the text, do the tasks after it. Science and values
- •13. Work in pairs. Discuss the following quotations about ecological problems.
- •14. Read the interesting facts about nature and tell one of them to your groupmates.
- •Wordlist
- •Unit 2 the impact of mining and oil extraction on the environment
- •Terms and Vocabulary
- •1. Pay attention to the pronunciation of the following words.
- •Read the text, fulfil the exercises.
- •Match the words with their definitions.
- •9. Answer the questions.
- •10. State whether the sentences are true or false. If true, add the information you know, correct the false ones.
- •11. Read the text through and find the answers to these questions. Remember, you do not have to understand every word to answer the questions.
- •1. Are these statements True or False?
- •2. Classify the following items into four lists according to their role in environmental engineering. Then find a heading for each list.
- •3. Discuss the following points
- •12. 9 You will hear a lecture on impact of some trace elements of ore mineral on the environment. For questions 1-5, choose the best answer a, b, or c.
- •13. Read the text, tell about the impact of different stages of oil extraction on environment Environmental effect of Extracting Delivering, and Using Petroleum Products
- •14. Say in what content these figures are mentioned in the text.
- •15. Complete the sentences according to the text.
- •16. 9 You are going to hear a report about tanker disasters. Work in pairs. List possible causes of tanker disasters. Do you think that most accidents could be avoided or are some inevitable?
- •17. 9 You will hear various people talking about a tanker disaster. You will hear the people twice.
- •18. Imagine you are people from the list in Ex. 17. Act out interviews. Before you begin, decide what attitude you wish to convey by the tone of your voice and the way you speak.
- •19. Imagine you are fisherman or local hotel owners. Plan and write a letter demanding compensation for loss of trade caused by the oil spills.
- •20. Discuss the following facts and figures.
- •21. Discuss the following quotation from the standpoint of the ecological problems in mining and oil production
- •Deepwater Horizon oil spill
- •23. Write a paragraph on one of the topics, be ready to discuss it in group.
- •Wordlist
- •Unit 3 the problems of power generation
- •Terms and vocabulary
- •A) Pay attention to the pronunciation of the following words.
- •2. Read the text, fulfil the exercises.
- •3. Give Russian equivalents to the following words and set-expressions.
- •4. Match the synonyms.
- •5. Match the antonyms.
- •6. Fill in the correct word from the list below.
- •7. Fill in the necessary preposition.
- •8. Read the examples, join the sentences in every possible way.
- •Join the sentences using the words in brackets. Think of other ways of joining them.
- •Translate the sentences, mind Subjective Infinitive Construction.
- •11. Translate the sentences using Subjective Infinitive Construction
- •12. Complete the sentences according to the text.
- •Answer the questions.
- •Read the text, suggest the title to it.
- •Answer the questions.
- •18. Understanding a lecture
- •19. Read the text attentively, do the task after it. Fukushima Daiichi nuclear disaster
- •20. Working in pairs, discuss one of the energy source, its advantages and disadvantages, its perspectives:
- •21. Read the article and answer the questions below: The Truth about Chernobyl
- •22. Organize a students’ conference “The modern problems of energy generation.
- •Wordlist
- •Unit 4 the greenhouse effect
- •Terms and vocabulary
- •1. Guess the meaning of the words and remember the pronunciation.
- •2. Read the text, fulfill the exercises.
- •3. Complete the table with the appropriate word-formations.
- •5. Translate from Russian into English.
- •Fill in each gap with only one word.
- •7. Match the definitions.
- •8. Complete the following sentences:
- •9. Answer the questions.
- •10. Put the sections of the article from the New Scientist into the correct order. The first section is “ a” and the last is “g”. Looking on the Dark Side of Global Warming
- •11. 9 You will hear a lecture on global warming. For questions 1- 15 fill in the missing information.
- •Read the text without using a dictionary. Speak on the properties and practical applications of ozone
- •13. Tell about the greenhouse effect using this picture
- •14. 9 You will hear a man talking about a climatic phenomenon called El Niňo. For questions 10-14, choose the best answer (a, b, c or d) which fits best according to what you hear.
- •15. Discuss the following facts and figures.
- •16. Discuss the following problems. Find some additional information to prove your point of view.
- •Wordlist
- •Unit 5 the impact of chemical elements on human organism
- •Terms and Vocabulary
- •Read the words and remember their pronunciation.
- •Try to recognize the following words, remember their pronunciation.
- •3. Read the text, fulfil the exercises.
- •8. Fill in the necessary prepositions:
- •9. State whether each of the following sentences are true or false, if false, explain why.
- •10. Read the text again and make notes under the following headings. Find some additional information on each of the topics. Talk about the process of toxicokinetics. Use the scheme.
- •11. Read the text and answer the questions. Toxic heavy metals
- •Mechanisms of toxicity
- •Some principle processes of toxicity
- •Some other reaction of human organism to xenobiotic
- •Dose in the Exposure-Response relationships
- •Interaction of xenobiotics with each other
- •Carcinogenesis
- •More on carcinogenesis
- •Toxicity testing
- •Wordlist
- •Final tests
- •Variant 1
- •Variant 2
- •Glossary
- •Practical part
- •The result processing
- •Questions
- •Laboratory work № 2
- •Investigation of physiological characteristics of organism adaptation to low temperature
- •Theoretical introduction
- •Practical part
- •Questions
- •Laboratory work № 3 Study of calculation method of depletion time for non-renewable resources
- •Theoretical introduction
- •Practical part
- •Questions
- •Project work Types of Anthropogenic Impact in Tomsk Territory
- •References
Answer the questions.
Why do we need the alternative sources of energy?
What are the alternative sources of energy?
What are the disadvantages of nuclear power?
What advantages of nuclear power were mentioned in the discussion?
What point of view do you agree with? Are you an optimist?
18. Understanding a lecture
Listen to the lecture, which has been divided into three sections, and then answer the questions below.
1.
This lecture is one in a series. What is the series about?
What is the lecture about?
Find a suitable sub-heading for each of the three sections.
2. This graph is referred to in Section 1 of the lecture as Graph 1. Draw the curve of the graph according to the description given in the lecture.
3. These questions refer to Section 2 of the lecture.
The terms porous and permeability are used to describe the rock where natural geothermal reservoirs are found. Define the two terms.
Thermal energy is obtained from underground rocks by ………………
Are natural geothermal reservoirs . . .?
a) found everywhere?
b) fairly common?
c) not so common?
d) rare?
What are the four conditions which must be met if a source of geothermal energy is to be made economically viable?
4. This graph is referred to in Section 3 of the lecture as Graph 2. Draw the curve of the graph according to the description given.
5. Discussion.
Could geothermal energy solve some of our energy problems in the future?
Johnson C.N. & D. General Engineering. Prentice Hall, Europe, 1998.
19. Read the text attentively, do the task after it. Fukushima Daiichi nuclear disaster
The Fukushima Daiichi nuclear disaster is a series of equipment failures, nuclear meltdowns (разрушение из-за расплавления), and releases of radioactive materials at the Fukushima I Nuclear Power Plant, following the Tōhoku earthquake and tsunami on 11 March 2011. It is the largest nuclear disaster since the Chernobyl disaster of 1986.
The plant comprises six separate boiling water reactors originally designed by General Electric (GE), and maintained by the Tokyo Electric Power Company (TEPCO). At the time of the quake, Reactor 4 had been de-fuelled while 5 and 6 were in cold shutdown (холодная остановка) for planned maintenance. The remaining reactors shut down automatically after the earthquake, and emergency generators came online to control electronics and coolant systems. The tsunami broke the reactors' connection to the power grid (сетка) and resulted in flooding of the rooms containing the emergency generators. Consequently those generators ceased working and the pumps that circulate coolant water in the reactor ceased to work, causing the reactors to begin to overheat. The flooding and earthquake damage hindered (помешать) external assistance.
In the hours and days that followed, reactors 1, 2 and 3 experienced full meltdown. As workers struggled to cool and shut down the reactors, several hydrogen explosions occurred. The government ordered that seawater be used to attempt to cool the reactors—this had the effect of ruining the reactors entirely. As the water levels in the fuel rods (топливный стержень) pools dropped, they began to overheat. Fears of radioactivity releases led to a 20 km (12 mi)-radius evacuation around the plant, while workers suffered radiation exposure and were temporarily evacuated at various times. Electrical power was slowly restored for some of the reactors, allowing for automated cooling.
Japanese officials initially assessed the accident as Level 4 on the International Nuclear Event Scale (INES) despite the views of other international agencies that it should be higher. The level was successively raised to 5 and eventually to 7, the maximum scale value. The Japanese government and TEPCO have been criticized in the foreign press for poor communication with the public and improvised (плохо подготовленный) cleanup efforts. On 20 March, the Chief Cabinet Secretary Yukio Edano announced that the plant would be decommissioned (вывести из эксплуатации) once the crisis was over.
The Japanese government estimates the total amount of radioactivity released into the atmosphere was approximately one-tenth as much as was released during the Chernobyl disaster. Significant amounts of radioactive material have also been released into ground and ocean waters. Measurements taken by the Japanese government 30–50 km from the plant showed radioactive cesium levels high enough to cause concern, leading the government to ban the sale of food grown in the area. Tokyo officials temporarily recommended that tap water should not be used to prepare food for infants.
A few of the plant's workers were severely injured or killed by the disaster conditions resulting from the earthquake. There were no immediate deaths due to direct radiation exposures, but at least six workers have exceeded lifetime legal limits for radiation and more than 300 have received significant radiation doses. Future cancer deaths due to accumulated radiation exposures in the population living near Fukushima have been estimated to be between 100 and 1,000. Fear of ionizing radiation could have long-term psychological effects on a large portion of the population in the contaminated areas. On 16 December 2011 Japanese authorities declared the plant to be stable, although it would take decades to decontaminate the surrounding areas and to decommission the plant altogether.
From www.wikipedia.ed.
Put the sentences in the correct order according to the text without looking into it:
1. The tsunami broke the reactors' connection to the power grid and resulted in flooding of the rooms containing the emergency generators.
2. At the time of the quake, Reactor 4 had been de-fuelled while 5 and 6 were in cold shutdown for planned maintenance.
3. The generators ceased working and the pumps that circulate coolant water in the reactor ceased to work, causing the reactors to begin to overheat.
4. International agencies consider that it should be higher. The level was successively raised to 5 and eventually to 7, the maximum scale value.
5. In the hours and days that followed, reactors 1, 2 and 3 experienced full meltdown.
6. The government ordered that seawater be used to attempt to cool the reactors—this had the effect of ruining the reactors entirely.
7. The water levels in the fuel rods pools dropped, they began to overheat. Fears of radioactivity releases led to a 20 km (12 mi)-radius evacuation around the plant.
8. Workers struggled to cool and shut down the reactors, several hydrogen explosions occurred.
9. The Japanese government and TEPCO have been criticized in the foreign press for poor communication with the public and improvised cleanup efforts.
10. Japanese officials assessed the accident as Level 4 on the International Nuclear Event Scale (INES).
11. The flooding and earthquake damage hindered external assistance.
12. The remaining reactors shut down automatically after the earthquake, and emergency generators came online to control electronics and coolant systems.
13. Electrical power was slowly restored for some of the reactors, allowing for automated cooling.
