- •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
5. Wordlist
5.1 Pronunciation
abandoned |
[ə׳bænd(ə)nd] |
abyssal |
[ə׳bıs(ə)l] |
accretion |
[ə׳kri:ʃ(ə)n] |
Africa |
[׳æfrıkə] |
alias |
[׳eılıəs] |
alien |
[׳eılıən] |
Alpine-Himalayan |
[׳ælpaın ͵hımə׳leıən] |
Andes |
[׳ændi:z] |
angle |
[׳æŋg(ə)l] |
Antarctica |
[ænt׳ɑ:ktıkə] |
anticline |
[׳æntıklaın] |
Arabian |
[ə׳reıbıən] |
arc |
[ɑ:k] |
arch |
[ɑ:tʃ] |
Ascension Island |
[ə׳senʃ(ə)n ׳aılənd] |
aulacogen |
[ɔ:׳lækɔgən] |
Australia |
[ɔ:׳streılıə] |
axial |
[׳æksıəl] |
Bighorn Mountains |
[׳bıghɔ:n ׳mauntınz] |
bisect |
[baı׳sekt] |
boundary |
[׳baund(ə)rı] |
Brazilian |
[brə׳zi:lıən] |
bulge |
[bʌldʒ] |
canyon |
[׳kænjən] |
characterize |
[׳kærıktəraız] |
Circum-Pacific |
[׳sə:kəm pə׳sıfık] |
coalescing |
[͵kəuə׳lesıŋ] |
convergent |
[kən׳və:dʒ(ə)nt] |
Cordillera |
[kɔ:dı׳lje(ə)rə] |
craton |
[׳kreıtɔn] |
crystalline |
[׳krıstəlaın] |
Deccan |
[׳dekən] |
disrupt |
[dıs׳rʌpt] |
divergent |
[daı׳və:dʒ(ə)nt] |
equal |
[׳i:kwəl] |
equivalent |
[ı׳kwıv(ə)lənt] |
Ethiopia’s Afar Depression |
[i:θı׳əupıəz ə׳fɑ: dı׳preʃ(ə)n] |
Eurasia |
[ju(ə)r׳eıʒə] |
fault |
[fɔ:lt] |
feature |
[׳fi:tʃə] |
fold |
[fəuld] |
formidable |
[׳fɔ:m(ı)dəbl] |
fracture |
[׳fræktʃə] |
France |
[frɑ:ns] |
geoanticline |
[͵dʒıə(u)׳æntıklaın] |
gentle |
[dʒentl] |
geometry |
[dʒı׳ɔmıtrı] |
giant |
[׳dʒaıənt] |
graben |
[׳grɑ:bən] |
guyot |
[׳gaıət] |
Hawaiian Islands |
[hə׳waııən ׳aıləndz] |
heave |
[hi:v] |
horst |
[hɔ:st] |
Iceland |
[׳aıslənd] |
imbricate |
[׳ımbrıkeıt] |
immutable |
[ı׳mju:təb(ə)l] |
intersection |
[͵ıntə׳sekʃ(ə)n] |
intervening |
[͵ıntə׳vi:nıŋ] |
Jura Mountains |
[׳dʒu(ə)rə ׳mauntınz] |
Korea |
[kə(u)׳ri:ə] |
limb |
[lım] |
marginal |
[׳mɑ:dʒınl] |
microcontinent |
[׳maıkrə(u)׳kɔntınənt] |
Mid-Atlantic Ridge |
[mıdət׳læntık rıdʒ] |
monocline |
[׳mɔnəklaın] |
nappe |
[næp] |
Nigeria’s Benue Trough |
[naı׳dʒıərıəz ׳benju trɔf] |
North America |
[nɔ:θ ə׳merıkə] |
orientation |
[͵ɔ:rıen׳teıʃ(ə)n] |
orogen |
[׳ɔrədʒən] |
orogenesis |
[ɔrə׳dʒenəsıs] |
orogeny |
[ɔ׳rɔ:dʒənı] |
Pacific’s Mariana Trench |
[pə׳sıfıks ͵mɛərı׳ænə trentʃ] |
Pangea |
[pæn׳dʒıə] |
pericline |
[׳perıklaın] |
perpendicular |
[͵pə:pən׳dıkjulə] |
persistent |
[pə׳sıstənt] |
plateau |
[׳plætəu] |
pliable |
[׳plaıəb(ə)l] |
plume |
[plu:m] |
plunging |
[׳plʌndʒıŋ] |
pretend |
[prı׳tənd] |
recumbent |
[rı׳kʌmbənt] |
reverse |
[rı׳və:s] |
Rhine Valley |
[raın ׳vælı] |
San Andreas Fault |
[sænən׳drɛəs fɔ:lt] |
seismic |
[׳saızmık] |
sheath |
[ʃi:θ] |
shield |
[ʃi:ld] |
sial |
[׳saıəl] |
sima |
[׳saımə] |
Sinai |
[׳saınaı] |
South America |
[sauθ ə׳merıkə] |
submerge |
[səb׳mə:dʒ] |
supercontinent |
[׳sju:pə׳kɔntınənt] |
surveying |
[sə:׳veııŋ] |
suspect |
[sə׳spekt] |
Switzerland |
[׳swıtsələnd] |
syncline |
[׳sıŋklaın] |
tear |
[tıə] |
terrain |
[tə׳reɪn] |
Tethyan |
[׳teθıən] |
theory |
[׳θıərı] |
tiny |
[׳taını] |
transcurrent |
[͵træns׳kʌrənt] |
trough |
[trɔf] |
turbid |
[׳tə:bıd] |
upthrow |
[׳ʌpθrəu] |
Ural Mountains |
[׳ju(ə)rəl ׳mauntınz] |
valley |
[׳vælı] |
Vosges |
[vəuz] |
wrench |
[rentʃ] |
Wyoming |
[waı׳əumıŋ] |