- •Do you know that:
- •Exercise 1. Decide what parts of speech these words belong to and translate:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match opposites:
- •Exercise 4. Translate the word-combinations and make up the sentences of your own with them:
- •Exercise 5. Match the word with its definition:
- •Exercise 6. Find the derivatives from the words and translate the text: hobby, regular, to manufacture, to win, to participate, original.
- •Exercise 7. Fill in the gaps with the word in the right form. Translate the sentences:
- •Exercise 8. Translate the word-combinations:
- •I. Gerund
- •Exercise 9. Translate the sentences:
- •Exercise 10. Find the sentences with Gerund and translate them:
- •Exercise 11. Find and translate sentences with Gerund in the text:
- •Exercise 12. Put the verbs in brackets in the form of Gerund:
- •Exercise 13. Complete the sentences with Gerund. Use the verbs from your active vocabulary where possible:
- •Exercise 14. Translate English proverbs and sayings and give equivalents if possible:
- •Exercise 15. Translate the sentences:
- •Exercise 18. Compose sentences according to the model:
- •Exercise 19. Translate the sentences:
- •Task 1. Think over the answers to the following questions:
- •Task 2. Read an translate the text:
- •Task 3. Answer the questions using the information you have learnt from the text:
- •Task 4. Discuss the problems:
- •Task 5. Make possible word-combinations which can be ab or ba. For example exhaust gases or road safety:
- •Task 6. Write questions to the answers:
- •Task 7. Translate the sentences:
- •4. Read do's and don'ts of safe driving again. Make a summary of them without looking into the text.
- •1. Translate the word-combinations to understand the text:
- •2. Skim the text and find the answers to the questions after it:
- •3. Find the key sentences and speak on the text.
- •1. Read the text:
- •2. Make a short report on the necessity to avoid using alcohol while driving.
- •Task 1. Open the brackets and put the word in the right form: Some interesting facts about the car-making process
- •Outstanding people
- •Listen to the dialogue twice and reproduce it.
- •Do you know that:
- •Exercise 5. Choose the right word for each sentence:
- •Exercise 6. Translate the word-combinations:
- •I. Infinitive
- •Exercise 7. Translate the sentences:
- •Exercise 8. Complete the sentences with your own ideas according to the models:
- •Exercise 9. Translate the word-combinations:
- •Exercise 10. Translate the sentences:
- •II. Complex Object
- •Exercise 11. Translate the sentences:
- •Exercise 12. Translate the sentences:
- •Task 3. Read and translate the text:
- •Task 4.Write the nouns in the correct column in the table. Translate them:
- •Task 5. Answer the questions concerning each of the three groups of means of transportation:
- •Task 6. Translate the phrases in brackets using Complex Object:
- •Task 7. Translate the sentences:
- •Task 10. You are going to travel around the world. Get divided into groups of three and give arguments in favour of the kind of transportation you have chosen to travel by.
- •1. Look through the text and arrange the parts of the text in the chronological order:
- •2. Find the key sentences and speak on the text.
- •1. Read the text. Are the statements below true or false?
- •2. Give a brief outline of the problems in modern transportation and ways to solve these problems.
- •Improving london
- •1. Listen and choose the best answer to the questions:
- •Do you know that:
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match opposites:
- •Exercise 4. Translate the word-combinations:
- •Exercise 5. Match the words to their definitions. Translate them:
- •Exercise 6. Give English equivalents to the following:
- •Exercise 7. Translate the sentences:
- •Exercise 8. Transform the sentences according to the model:
- •Exercise 9. Translate the sentences:
- •Exercise 10. Fill in the blanks with Future Simple, Future Progressive and Future Perfect:
- •Exercise 11. Compose sentences with different time signals. Use the active vocabulary:
- •Exercise 12. Translate into English. Put different types of questions to the sentences:
- •Task 1. Think over the answers to the following questions:
- •Task 2. Read and translate the text.
- •Task 3. Say whether the statements are true or false:
- •Task 4. Find the right answer:
- •Task 5. Complete the sentences with the information from the text:
- •Task 6. Make up sentences:
- •Task 7. Choose the right form of the verb:
- •Task 8. Translate the sentences using Complex Object, Future Perfect and Perfect Progressive.
- •Task 9. You are walking along the street with small children. Children always put a lot of questions. They ask you “What were the first roads like?” Having read the text you can tell a lot about this.
- •1. Look through the text and choose the titles given below corresponding to the content of each passage of the text.
- •Supplementary vocabulary:
- •2. Here are the definitions of some words from the text. Find these words:
- •3. Summarize the text to produce a short report on road construction.
- •1. Skim the text to outline the main stages of history of asphalt:
- •2. Put the questions to the answers:
- •1. Mind some special terms to understand the text properly:
- •2. Read the text and match the type of the bridge with one of the features given below:
- •Listen to the text and think of some other outstanding people in the history of road construction.
- •Do you know that …
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Match synonyms:
- •Exercise 3. Match an opposite to the first word of the line:
- •Exercise 4. Translate the word-combinations:
- •Exercise 5. Fill in the gaps with the right verb from the box in the correct form:
- •Exercise 6. Translate the word-combinations:
- •Exercise 7. Translate chains of words:
- •I. Subjunctive mood
- •Exercise 8. Translate the sentences:
- •Exercise 9. Match a line in a to a line in b:
- •Exercise 10. Put the verb in brackets in the correct form:
- •Exercise 11. Rewrite these sentences using sentences of unreal condition:
- •Exercise 12. Restore the questions and answer them:
- •Exercise 13. Complete these sentences using Active Vocabulary:
- •Exercise 14. All people have dreams. Tell other students about your dreams and desires:
- •Exercise 15. Translate the sentences:
- •Task 4. Give definitions of the following:
- •Task 5. Here are the answers to some questions on computers. Write the questions:
- •2. What are the advantages of the portable computer? Name as many as you can.
- •1. Skim the text and get ready to discuss the main stages of the development of the computer:
- •5. Imagine one day of your life in 5 years. How will automatic ma-chines help you to live through this day? Write a composition of 10-15 sentences.
- •Translate the questions given above into English (in the written form) and ask your partners.
- •It’s interesting to read …
- •Listen to Tapescript 8 and complete each sentence:
- •Do you know that …
- •Exercise 1. Translate the derivates:
- •Exercise 2. Match synonyms:
- •Exercise 4. Translate the word combinations:
- •Exercise 5. Read the formulae and match them to their English equivalents:
- •Exercise 6. Study Fig. 9.1. Find out the sources of:
- •Exercise7. Answer the questions making use of the following words and word combinations. Study Fig. 9.1, Fig. 9.3:
- •Exercise 8. Study Fig. 9.2 and speak on how mercury reaches people. Use the verbs:
- •I. Subjunctive mood Exercise 9. Fill in the blanks with adverbs from the box; ask and answer the questions on the information:
- •Exercise 10. Translate the sentences given after the tables:
- •Exercise 11. Match a line in a with a line in b to make statements:
- •Exercise 12. Make unreal conditional sentences for the following situations:
- •Exercise 13. Complete the sentences using the Active Vocabulary of the lesson:
- •Exercise 14. Find and correct one mistake in each sentence:
- •Exercise 15. Decide what parts of speech are words in bold type. Translate the sentences:
- •Task 1. Give your opinion on the following:
- •Task 2. Look through the text and divide it into five parts. Give titles to each part. Task 3. Read and translate the text:
- •Task 4. Answer the questions:
- •Task 5. Make word-combinations. Match nouns to verbs (a) and adjectives to nouns (b):
- •Task 6. Decide which words do not go along with these key words:
- •Task 7. Speak on the harm done to the environment . Use the table:
- •Task 8. Fill in the gaps with the words from the box to complete the sentences:
- •2. Here are the answers to some questions. Work out the questions:
- •3. Continue the list of causes of environmental pollution and explain the ways in which people pollute their surroundings:
- •2. Skim the text and check your answers:
- •1. Before reading the text, fill in the following table:
- •2. Look through the text and give your opinion on the following:
- •Listen to Tapescript 9 and do the following tasks:
- •I. Say what the following numbers refer to:
- •II. Choose the right ending to each sentence below:
- •Do you know that …
- •Active vocabulary
- •Exercise 1. Translate the derivatives:
- •Exercise 2. Translate the word combinations:
- •Exercise 3. Match synonyms:
- •Exercise 4. Match opposites:
- •Exercise 5. Put the verbs in brackets in the correct form. Translate the sentences:
- •Exercise 6. Translate into English to parts in brackets to complete the sentences:
- •Task 4. Answer the questions:
- •Task 5. Mind the following abbreviations of electronic correspondence:
- •Task 6. Translate the word combinations:
- •Task 7. There is an example of one type of messages. Read and translate it, answer the questions given after the message:
- •Task 8. Below are 3 messages. Write them in the form of fax or e-mail:
- •Task 9. Look through the following fax. This is an example of an informal message. Translate it:
- •Task 10. Fax your own messages on:
- •Task 11. Translate the sentences:
- •1. Restore the questions, concerning your c.V. (Resumé) and answer them:
- •2. Before reading text 10 b give your opinion on:
- •3. Read, translate and memorize the recommendations concerning resumé:
- •4. Look through the layouts of cv (1), cv (2) and resumé (3). Find their common features:
- •5. Interview an applicant. You want to begin with the questions about:
- •9. Translate the sentences:
- •10. This is a sample covering letter (or a letter of interest). Read, translate and write your own covering letter and a resumé:
- •1. Think of the answers to the following questions:
- •2. Skim the text:
- •II. The Functional Resumé.
- •4. Compare two tables with salutations and complimentary closes of different letters in British English and American English. Remember the differences:
- •5. Look through the structure of the following business letters and indicate the following parts: the letter-head, references, per pro, company position enclosure. Translate the letter:
- •6. Compose your own business letter.
- •8.Translate into English.
- •9. You want to continue your education abroad (choose any country, college or University). Write your own covering letter for this purpose.
- •In respect of/to-
- •Підрядні додаткові речення: that (щоб, що), whether, if (якщо, якби) Підрядні речення часу:
- •Умовні підрядні речення
Task 4. Answer the questions:
When did the problem of pollution become a major one?
What environmental tragedies have pointed up the seriousness of the pollution problem?
Why is pollution considered to be both a benefit and a killer?
What has the lack of pollution control resulted in?
What can scientists, engineers, governments and individuals do to lessen the amount of pollution? Why hasn’t the pollution been stopped yet?
When do we celebrate the Earth Day and what is the purpose of it?
Task 5. Make word-combinations. Match nouns to verbs (a) and adjectives to nouns (b):
A |
|
B |
||
be under |
the same |
|
human |
advance |
burn |
threat |
|
early |
amount |
call |
environment |
|
ancient |
area |
face |
problem |
|
huge |
awareness |
release |
fuel |
|
urban |
beauty |
remain |
wastes |
|
natural |
being |
ruin |
fire |
|
power |
exhaust |
safeguard |
soil |
|
technological |
people |
set on |
attention (to) |
|
public |
plant |
spill |
steps |
|
hazardous |
times |
take |
oil |
|
automobile |
wastes |
Task 6. Decide which words do not go along with these key words:
to fight |
|
raw |
|
|
problem |
to reduce |
pollution |
hazardous |
sewage |
to cause |
pollution |
to control |
|
plant |
|
|
people |
to decide |
|
poisoned |
|
|
illness |
Task 7. Speak on the harm done to the environment . Use the table:
People Factories We Some companies Vehicles |
dirty poison cut down damage fill burn |
woods the air the water the soil
|
with
|
radioactive wastes gases and smoke chemicals fertilizers and pesticides special equipment |
Task 8. Fill in the gaps with the words from the box to complete the sentences:
dead; disturbing; home heating plants; litter; to persuade; pollutants; pollute; pollution; scattering; ugliness; unfortunately; danger; cut-down
… rivers and lakes can be … found all over the world.
Heavy industries in many cities operate and have operated without … .
Motor vehicles, different machines and mechanisms fill our surrounding with … noise.
4. Our natural beauty is ruined by … junk and … on the land.
People … the air with gases and smoke.
Pollution of soil, air water brings … to our natural surrounding .
Coal was burnt by the first locomotives which were great … .
Many farmers use … … … operating on cleaner fuels than coal and wood.
Poisoned fish and dirty water are of very great … for people.
The “Greens” try to … the Ukrainian government to draw attention to the problems of environment.
Task 9. Translate the word-combinations and ask questions with them:
шкідливий вплив; утиль та сміття; проблеми забруднення; забруднення повітря; отруєння води; порушувати спокій шумом; забруднена вода; здійснювати контроль над забрудненням навколишнього середовища; охоплювати пожежею; зменшити кількість пилу; порушувати природну покрівлю; спалювати паливо; озоновий шар; потепління атмосфери; парниковий ефект; шкідливе ультрафіолетове випромінювання .
Task 10. Explain the fact that pollution problems did not arise with the early people. What was the main reason of environmental pollution during ancient times?
Task 11. Think over the answers to the following questions:
What might have happened if no electricity had been invented?
What will happen if people don’t worry of environmental protection?
What could happen if all rivers and oceans and lakes were poisoned?
What could happen if all woods were cut down?
Task 12. List things you are able to do every day in order to lessen pollution.
Task 13. Write an essay “Things we can do to protect environment in our region":
For ideas: to re-use plastic bags and cans; to dry clothes in the open air; to walk or use a bicycle; to switch off light; to repair faucets; to eliminate leaks; to re-cycle paper; to use environmentally friendly technologies; to use re-charged batteries; to share books and manuals; to plant trees…
Text 9 B
1. Look through the text and agree or disagree with the statements after the text:
Kinds of pollution
There are several kinds of environmental pollution. They include air pollution, water pollution, soil pollution, and pollution caused by solid wastes, noise, and radiation.
All parts of the environment are closely related to one another. A kind of pollution that chiefly harms one part of the environment may also affect others.
For example, air pollution harms the air. But rain washes pollutants out of the air and deposits them on the land and in bodies of water. Wind, on the other hand, blows pollutants off the land and into the air.
Most common forms of air pollution are smog and cigarette smoke.
Most of the gases and particles that people put into the air come from combustion (burning) processes. The furnaces in factories, homes, and office buildings; the engines in automobiles, airplanes, and other motor vehicles; and the burning of trash are the chief sources of pollution from combustion. The pollutants from these sources have a wide variety of effects, one serious result of air pollution is its harmful effect on human health. Both gases and particles harm people’s eyes and irritate their lungs, worsen such respiratory diseases as asthma, bronchitis and pneumonia. In cities throughout the world, long periods of heavy air pollution dramatically increased illness and death rates.
Poisonous gases in the air can restrict the growth of and kill nearly all kinds of plants. Polluted air even harms such hard and strong materials as concrete and steel. In some cities, statues and other art objects that stood outdoors for centuries have been moved indoors because air pollution threatened to destroy them.
Air pollutants may also affect climate. Some gases, including, carbon dioxide, may cause a phenomenon called the greenhouse effect. Carbon dioxide, like glass in a greenhouse, allows sunlight to warm the earth but prevents heat from escaping back into space. The greenhouse effect could permanently raise temperatures on the earth, partially melting the polar icecaps and causing floods.
In addition, air pollutants may damage the layer of ozone in the atmosphere. The ozone layer protects animals and plants from the sun’s harmful ultraviolet light.
Most of the pollutants that people put into water come from treated and untreated sewage, from agricultural drainage, and from industrial wastes. The pollutants reduce valuable supplies of pure, fresh water by upsetting the natural cycles that work to keep water clean. By upsetting the cycles, the pollutants harm the animals and plants that live in the water.
The addition of heated water to a body of water also upsets cycles. Heated water can kill animals and plants that are accustomed to living at lower temperatures. It also reduces the amount of oxygen that water can hold. The addition of heated water is called thermal pollution. Most heated water comes from industries and power plants that use water for cooling.
Another major pollutant is fuel oil, which enters oceans mainly from oil tankers and offshore oil wells. Such spills ruin beaches and kill birds and marine life.
Soil pollution damages the thin layer of fertile soil that covers much of the earth’s land and is essential for growing food. Natural processes took thousands of years to form the soil that supports crops. But people can destroy soil in a few years.
Solid wastes are probably the most visible forms of pollution. People throw away billions of tons of solid material each year. Much of this waste litters roadsides, floats in lakes and streams, and is collected in ugly dumps. Examples of solid wastes include junked automobiles, tires, refrigerators, and stoves; cans and other packaging materials; and scraps of metal, paper, and plastic.
Solid wastes present a serious problem because most of the methods used to dispose them result in some type of damage to the environment.
Noise pollution is a problem in urban areas. Loud noises annoy people and can cause damage to hearing. Some studies have linked loud noises with the development of high blood pressure and ulcers.
The amount of radioactive waste from nuclear weapons testing and nuclear power plants is increasing. Scientists are studying ways to dispose of these wastes safely and permanently.
Acid rain has become an increasingly serious problem. This pollutant forms when moisture in the air combines with nitrogen oxide and sulfur dioxide released by automobiles, by factories, and by power plants that burn coal or oil. The acids pollute lakes, streams, oceans, fish and contaminate drinking water. They also can damage crops, forests, soil, even buildings and statues. In addition, acid rain pollutants sometimes travel long distances, even from one country to another.
Pollution that harms one part of the environment can’t affect others.
Smog and cigarette smoke are the most common forms of pollution.
Poisonous gases in the air don’t influence our life and plants.
Solid wastes are the most visible forms of pollution.
Noises annoying people cannot cause damage to hearing.
Heavy metals are not long lasting and therefore can not spread over large areas.
The greenhouse effect can be caused by some gases, excluding carbon dioxide.
The greenhouse effect can permanently raise temperature on the earth.
Acid rain is a pollutant which is formed when moisture in the air combines with oxide and sulfur dioxide released by automobiles, factories, plants.
The acids pollute lakes, streams, oceans, crops, forests, soil.