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- •Preface
- •Content
- •Unit 5- igneous rocks 96
- •Part 2 - continental crust 172
- •Unit 1 geology
- •1. Comprehension
- •Fig. 1. James Hutton (1726-1797)
- •2. Reading comprehension Read the text «What is Geology?»
- •2. 1 Vocabulary
- •Text: What is Geology?
- •2.2 Exercises
- •2.2.2 Translate into Russian:
- •2.2.3 Complete the sentences:
- •2.2.6 Match the word phrases in right column with the word phrases in the left one and compile your own sentences.
- •2.2.7 Give the English equivalents to the Russian words:
- •2.2.8 Read the text and find the English equivalents to the following terms and phrases.
- •2.2.9 Match the science with the description of what it studies:
- •2.2.10 Choose the correct variant.
- •3. Discussion
- •4. Wordlist
- •4.1 Pronunciation
- •4.2 Terms
- •Unit 2 fossils
- •1. Comprehension
- •1.1 Vocabulary
- •3. Pay attention to the underlined terms and expressions in the text:
- •Channel канал
- •2. Exercises
- •2.1 Mark the stressed syllable on the following words from the text:
- •2.3. Give the Russian equivalents to the following word combinations and phrases:
- •2.4 Read the text below and think of the word that best fits each space. Use only one word in each space. There is an example at the beginning.
- •2.5 Form nouns from the following verbs and find the sentences in the text with these new words.
- •2.6 Put a preposition in each of the numbered spaces:
- •2.7 What are the corresponding words?
- •2.8 Choose between the alternatives to complete these sentences:
- •(1) Petrify (2) organ (3) decompose (4) effect (5) cover (6) compact (7) lithify (8) reduce (9) react (10) fossil
- •3. Reading comprehension
- •3.1. Detailed reading: Relative Dating: Using Rocks
- •3.2.1 How to Treat a Fossil in Geological Fieldwork
- •4.1 Read the following text and pay special attention to the pronunciation of the geological periods. The Geological Column
- •Geologic Time Scale
- •History of the time scale
- •Terminology
- •Table 1. Geologic Time Scale
- •4.2 Read the texts “Geological Time Scale» in self-study booklet, pg. 58) Choose one period and using the following plan, make a short report.
- •5. Listening comprehension
- •5.1. You will hear a radio report about fossils. Answer statements 1-10 by writing t (for True) and f (for False):
- •5.2. Listen to the report once more. Then, for statements 11-20, complete the notes that summarize what the speaker says. You will need to write a word or a short phrase in each box.
- •6. Discussion (r.P – 2.1)
- •Communicative formulas
- •7. Wordlist
- •7.1. Pronunciation
- •7.2 Terms
- •7.3 Words and phrases
- •Unit 3 sizing up the earth
- •1. Comprehension
- •1.1 Vocabulary
- •1.2 Read the text «Our layered planet» and pay attention to the terms in bold (r.P – 3.4, 3.5) our layered planet
- •Fig. 7. Differentiation of early Earth
- •2.4 State whether the following statements are true or false.
- •3.1.2 Read the text once more and fill in the chart with the necessary information. Then label the diagram and give an explanation what each item means.
- •3.2 Detailed reading - Earth’s size and shape
- •Isostasy
- •Fig. 10. Relative abundance of elements in whole Earth
- •Fig. 11. Relative abundance of elements in Earth’s crust
- •4. Listening comprehension
- •4.3. You will hear a lecture on the Earth’s origin. For statements 16-20, choose the best answer a, b, c, d.
- •5. Discussion: (r.P – 3.1, 3.3)
- •1. Situational game-
- •2. The earth
- •6. Wordlist
- •6.1 Pronunciation
- •6.2 Terms
- •Unit 4 rocks and minerals
- •1. Comprehension
- •Definitions
- •Fig. 12. Rock cycle
- •1.3 Read the following text and fulfill the after task exercises the rock cycle
- •Vocabulary
- •2. Exercises
- •2.3 Spelling dictation
- •2.4 Read the following definition and fill in the gaps with the missing words and then give a short outline of this definition. (r.P – 8.2.12)
- •Fig. 13. Rock cycle
- •3. Reading comprehension
- •3.1 Scanning: Earth’s building blocks (r.P – 4.2)
- •3.1.1 Pay attention to the pronunciation of the following minerals:
- •3.1.2 Find the information you need to complete the following diagram from the text below.
- •Table 2. Chemical Grouping and Composition of Some Common Minerals
- •3.1.3 Complete the following chart. Give examples of each type of rock forming mineral.
- •3.2 Informative reading- Minerals and their physical properties.
- •Part 1 Minerals
- •3.2.2 Read the text and fulfill the after-reading exercises. (r.P – 4.3, 4.6) Physical Properties
- •Table 3 Mohs Hardness Scale
- •Fig. 18. Pyrite cube showing metallic luster (Photo by John Bett) Fig. 19. Vitreous luster on quartz crystal faces (Photo by John Bett)
- •3.2.2.3 Give examples of the following physical properties of minerals
- •Fig. 24. Conglomerate – sedimentary rock
- •4. Listening comprehension
- •5. Discussion
- •5.1 Complete the mind map. Discuss the following questions:
- •5.2 Exploratory speaking (short talk)
- •Use the mind-maps and the table below. Don’t forget communicative formulas. Communicative formulas
- •Table 4. Rocks and minerals
- •6. Wordlist
- •6.1 Pronunciation
- •6.2 Terms
- •6.3 Words and phrases
- •Igneous rocks
- •1. Comprehension Read the following text «Anatomy of a volcano»
- •1.1 Vocabulary
- •1.2 Anatomy of a volcano Pay attention to the following terms in bold. (r.P. – 5.3)
- •2. Exercises
- •2.1 Read the text (once) more carefully and choose the correct alternative for these words:
- •Round-formed opening
- •2.2 Use two words from the corresponding line to complete each sentence.
- •2.3. Give the Russian equivalent the following phrases:
- •2.4 Match the words in the right column with the words in the left one.
- •2.5 Use the terms and fill in the gaps
- •3. Reading comprehension
- •3.1 Scanning - Igneous rocks (r.P. -5.5)
- •Fig. 26. Classification of igneous rocks
- •3.1.1. Correct the following statements where necessary (Igneous rocks)
- •3.1.2. You have one minute to read this part of the text -Classification and chemical differentiation of igneous rocks
- •3.2 Informative reading – Igneous Rocks (r.P.-5.4)
- •Fig. 27. Various modes of occurrence of igneous rocks
- •3.2.2 Can these terms and phrases be understood without translating? Why?
- •3.2.3 State, which sentences, is t (true) or f (false) according to the text.
- •3.2.6 Complete the following sentences, using words and phrases from the text.
- •3.2.7 Answer the following questions and give more / extra information.
- •4. Listening comprehension
- •4.1 You will hear a radio report about volcanic rocks. Answer statements 1-10 by writing t (for True) and f (for False):
- •4.3 Listen to the lecture in geology at the Aberdeen University. The topic of the lecture is intrusive igneous rocks. Complete the following chart with the missing information.
- •Igneous Rocks- Intrusive
- •4.4. Listen to the lecture once more. Look at the diagram and describe the features produced by intrusive rocks, using the given definitions:
- •5. Discussion
- •Fig. 28. Shapes of volcanoes
- •6. Wordlist
- •6.1 Pronunciation
- •6.2 Terms
- •Unit 6 sedimentary rocks
- •Comprehension
- •1.1 Vocabulary
- •1.2 Read the text and fulfill the after reading exercises (r.P – 6.1)
- •Fig. 29. Breccia
- •Exercises
- •2. 2 Read the following phrases, write down the word. Read the word and find sentences with this word.
- •2.3 Match the verb with the noun. (Add the preposition where necessary)
- •2.4 Complete the following sentences, by unscrambling the bolded words. Spell the word. Give its definition.
- •2.5 There is a spelling mistake in each line. Write the correct word in the space provided. Prepare for a spelling dictation.
- •2.6 Fill in the space with the appropriate word or phrase.
- •3. Reading comprehension
- •3.1 Scanning
- •3.1.1 Rocks from living things
- •3.1.2 Rocks from chemicals
- •1. Match the words with the Russian equivalent.
- •2. Translate the following word combinations and phrases.
- •3. Compose questions to the text, using the following Wh-words: what, which, where, when, how
- •3.2 Informative reading- Rocks from fragments
- •3.2.1 Read the text (Part 1, Part 2) and for statements 1-12, choose the best answer: a, b, c or d. Then explain the words in bold. Part 1
- •Fig.33. Ferruginous sandstone Part 2
- •B. No bigger than sand grain
- •A. Medium-grained
- •B. Greywacke
- •3.2.2 Read the text once more and fill in the charts with the necessary information from part 1 and part 2. Sedimentary rocks
- •Types of sedimentary rocks
- •3.2.3 Give detailed information to the following questions.
- •3.2.4 Use the following, so as to write a description of sedimentary rocks. Label each description (conglomerate / breccia / rudite)
- •3.3 Detailed reading
- •Text 1 - Sedimentary Rocks
- •Table 5. Classification of Common Sedimentary Rocks
- •3.3.2. Match the English terms with the Russian ones in the right column
- •3.3.3. Match the words from column a with the words in column b.
- •3.3.4. Fill in the blanks with the correct word.
- •3.3. 5. Compile sentences using the following phrases.
- •3.3.6. State whether the following statements are true or false.
- •3.3.7. Answer the following questions.
- •Fig. 36. Sedimentary stages in the rock cycle
- •Fig. 37. Continental, shoreline and marine sedimentary environments
- •Read the following text and fill in the missing words.
- •3.3.9. Complete the following sentences.
- •4. Listening comprehension
- •4.2 You will hear a lecture. You will hear it twice. For questions 6-10 choose the best answer a, b or c.
- •B. Destruction of sedimentary rocks
- •5.2 You have to give a lecture on sedimentary rocks. Use the following diagram.
- •5.3 Group discussion
- •6. Wordlist
- •6.1 Pronunciation
- •6.2 Terms
- •Unit 7 metamorphic rocks
- •1. Comprehension
- •1.1 Vocabulary
- •3. Read the following word formations and remember their pronunciation:
- •1.2 Read the text and fulfill the after reading exercises. (r.P – 7.2, 7.3) metamorphic rocks
- •Fig. 38. Gneiss Fig. 39. Marble
- •Fig. 40. Grade and facies describe metamorphism
- •Table 6. Classification of Common Metamorphic Rocks
- •2. Exercises
- •2.1 Define the following terms with their similar meaning in Russian
- •2.2 Match the English equivalents to the Russian terms.
- •2.4 Fill in the gaps using the word formations.
- •2.7 State whether the following statements are true or false.
- •3. Readng comprehension
- •3.1 Detailed reading: Occurrence and classification of metamorphic rocks
- •3.1.1. State whether the following sentences are t (true) or f (false), according to the information from the text
- •3.2 Informative reading: Metamorphic rocks
- •Fig. 41. Metamorphic facies
- •4. Revision
- •4.1 Choose the correct variant
- •5. Listening comprehension
- •5.1 You will hear part of a lecture. For statements 1- 10, complete the notes, which summarize what the speaker says. You will need to write a word or short phrase in each box.
- •5.2 You will hear a conversation between a student and a teacher in Geology at Aberdeen University. For statements 1-10, choose the best answer a, b, or c.
- •6. Discussion: task 1
- •Communicative formulas
- •7. Wordlist
- •7.2 Terms
- •7.3 Words and phrases
- •Unit 8 the restless crust part 1: oceanic crust
- •1. Comprehension
- •1.1 Vocabulary
- •1.2 Read the text «The Ocean Floor». Pay attention to the diagram. Fulfill the exercises after the text. (r.P – 8.1.1)
- •Fig. 42. Ocean floor
- •2. Exercises
- •2.1 Look at the geographical map and point out the oceans. Name them.
- •2.2 Look at the diagram below and answer the following questions (r.P.- 8.2.1)
- •Fig. 43. Ocean areas and depths
- •2.3 Match the English term with the Russian one.
- •2.6 Look at the (r.P – 8.1.1) cross section of an imaginary ocean. The vertical scale is exaggerated for effect. Name the 10 major features of an ocean floor. Point them out.
- •3. Reading comprehension
- •3.1 After-reading tasks.
- •3.1.1. Look through the text and pick out the terms, which have the following definition.
- •3.1.3. Spreading ridge evolves several stages. Put the words according to the stages. Compose sentences to describe the process. (r.P – 8.1.2, 8.1.3)
- •3.1.4. Put the facts in the correct order which shows how sea floor spreading develops.
- •4. Listening comprehension
- •6. Discussion (r.P – 8.1.5)
- •Earth’s changing surface
- •Fig. 45. Three types of plate boundaries
- •1. Comprehension
- •1.1 Vocabulary
- •1.2 Mountain building (r.P – 8.2.7, 8.2.8, 8.2.9)
- •Fig. 46. Mountain building
- •Fig. 47. Ocean-ocean subduction zone
- •Fig. 48. Ocean-continent boundary
- •Fig. 49. Continent-continent collision
- •2.3 Complete the following short description of mountain building. Scan the text once more.
- •3. Reading comprehension
- •Informative reading: How continents evolve
- •4. Listening comprehension
- •5. Discussion
- •3.1 Comprehension: faults
- •3.1.2 Fault terminology (r.P – 8.3.1.3, 8.3.1.2)
- •Fig. 50. Fault anatomy
- •Fig. 51. Three types of fault motion
- •3.1.3 Exercises
- •1. Match the English term with the Russian variant. (text: Fault terminology)
- •3. Match the term with its definition and then find its translation.
- •4 Fill in the gaps with the missing words.
- •5 Read the following fault types. The look at the diagrams and then try to draw them by heart. And draw a diagram. (r.P – 8.3.1.3, 8.3.1.4)
- •Fig. 52. Fault types
- •6. Here are six definitions. Read the definition, then name the term and give its translation (r.P – 8.3.1.3, 8.3.1.4)
- •3.1.4 Listening comprehension
- •3.2 Comprehension: folds
- •3.2.1 Vocabulary
- •Word formation
- •Fold terminology (r.P. - 8.3.2.1, 8.3.2.3)
- •Fig. 54. Folding structure
- •4. Discussion
- •5. Wordlist
- •5.1 Pronunciation
- •5.2 Terms
- •Appendix test 1 (unit 1- Geology)
- •B. Isaac Newton d. James Hutton
- •Test 2 (unit 2-Fossils)
- •B. Found in
- •Permeation
- •A. How old the rocks are
- •A. Crust rock
- •Test 3 (unit 3-Earth)
- •Test 4 (unit 4 - Rocks and Minerals)
- •Test 5 (unit 5-Igneous Rocks)
- •B. Central
- •A. Circular
- •A. Mafic lava
- •C. Felsic lava
- •Test 6 (unit 6- Sedimentary Rocks)
- •Test 7 (unit 7- Metamorphic Rocks)
- •C. Burial metamorphism
- •Test 8-1 (unit 8- Restless Crust)
- •Test 8-2 (unit 8- Restless Crust)
- •A. Faults
- •References
2.2 Match the English equivalents to the Russian terms.
1. as a result of the chemical and physical changes |
a. составляющие пород |
2. constituents of rocks |
b. расщепляться на отдельные слои |
3. to be subjected to constant development |
c. в результате химических и физических изменений |
4. to undergo changes |
d. избыток воды |
5. excess of water |
e. находиться в постоянном развитии |
6. to cleave into separate layers |
f. следы первоначального строения |
7. traces of original structure |
g. изменяться |
2.3 Match the Russian equivalents to the English terms.
1. сланцеватая текстура |
a. unlike granite |
2. в отличие от гранита |
b. schistose structure |
3. недостаток воды |
c. pre-existing rocks |
4. существовавшие ранее породы |
d. to define (determine) rock texture |
5. расслоенные породы |
e. deficiency of water |
6. мрамор и сланец |
f. flaky rocks |
7. гнейс |
g. marble and slate |
8. определить структуру |
h. gneiss |
2.4 Fill in the gaps using the word formations.
cleave |
cleaves |
cleavage |
Metamorphic rocks which have a schistose structure can___________.
As a result of splitting _________________ is formed.
Generally speaking, the constituents of gneiss are distributed in bands or layers and the rock ______________ easily.
relationship |
related |
relate |
The _____________ between rock pressure and temperature is interdependent.
The role of water in metamorphism can be characterized at least by four variable geologically ____________ parameters.
These parameters _______________ to each other.
foliates |
foliation |
foliated |
A rock ___________ when it splits into thin sheets.
Marble and quartzite are non-_____________ metamorphic rocks.
______________ is a characteristic feature of only metamorphic rocks.
differ |
different |
difference |
Gneiss, marble and slate _____________ from granite due to their schistose structure.
There are many _________________ types of metamorphic rocks due to two main factors.
The _____________ between low-grade and medium-grade metamorphic rocks is the amount of water present.
2.5 Match the similar word in column A to the one in column B
1. band |
a. allow |
2.cleave |
b. size |
3. constituent |
c. fissure |
4. foliated |
d. take place |
5. be like |
e. speed |
6. permit |
f. layer |
7. crack |
g. split |
8. occur |
h. component |
9. rate |
i. flaky |
10. dimension |
j. be similar to |
2.6 Match the opposite word in column A to the one in column B
1. deep |
a. small |
2. cool |
b. shallow |
3. slowly |
c. low-grade |
4. vast |
d. non-foliated |
5. extrusive |
e. rapidly |
6. like |
f. unlike |
7. high-grade |
g. intrusive |
8. common |
h. deficiency |
9. excess |
i. heat |
10. foliated |
j. uncommon |
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