Speaking About Your Course of Study

Speaking About Your Course of Study

 

Introduction.

QUIZ

How well do you know your university?

 

a) What does RSHU stand for?

b) Can you pronounce ‘hydrometeorological’ correctly? How do you pronounce letter ‘y’?

c) Look at the names below. Translate them into Russian.

· Meteorological Faculty;

· Hydrological Faculty;

· Ecological Faculty;

· The Institute of Information Systems and Geotechnologies.

d) What faculties (institutes) do the following departments belong to?

· Meteorological Forecasts Department;

· The Department of Experimental Physics of the Atmosphere;

· The Department of Land Hydrology;

· The Department of Integrated Coastal Zone Management;

· The Department of Marine Information Technologies;

· The Department of Applied and Systematic Ecology;

· The Department of Environmental Management and Sustainable Development of Polar Regions;

· the Department of Meteorology, Climatology and Atmosphere Protection;

· the Department of Ecology and Bioresources;

· the Department of Aquatic Bioresources, Aquaculture and Hydrochemistry.

f) Put the programmes in the chronological order:

a PhD programme, an Undegraduate course, a Master’s course.

 

2. Vocabulary. Twelve words and phrases you should know to talk about a course of study.

University, study, faculty, department, subject, research, undergraduate programmes, bachelor’s degree, master’s degree, qualification, lectures, laboratory classes, practicals, seminars, apprenticeship, full-time course, part-time course, field training, field station.

Divide the words into groups to talk about the following:

University structure: ______________________________________

The process of study and types of work: ______________________

Programmes of study: _____________________________________

  

3. Word formation. Use a dictionary to fill in the chart. For some words you have to leave one or two spaces blank.

Noun	Person	Adjective	Verb
Science
Study
Environment
Meteorology
Development
Postgraduate
Apprenticeship
Technology
Research

 

4. Reading and vocabulary.

Do you know what the following subjects study? Match each of the subjects with a definition. What do you call specialists who work in each sphere? What suffixes do you use?

1. Ecology	a) studies the Earth’s atmosphere and its changes, which forms the base for the weather forecast
2. Meteorology	b) studies the ocean including marine organisms, ocean currents, waves, the geology of the sea floor
3. Oceanography	c) studies the relation between plants, animals and people and their environment
4. Climatology	d) studies movement, distribution and quality of water throughout the Earth including water resources and environmental sustainability
5. Biogeography	e) studies climate
6. Hydrology	f) studies distribution of species throughout the Earth

 

5. Pronunciation. Как произносятся подчеркнутые буквы (сочетания букв)?  

H y drology, s y stematic, Ph y sics, cl i mate, spec ie s, env i ronmental, appl ie d, d i str i bution, b i odiversity, sc ie nce, satell i te.

6. Vocabulary. Explain the difference between the words in each pair. 

1. ecology, environment

2. climate, weather

3. forecast, prediction

4. faculty, department

5. animals, species

6. programme, course

7. programme, program

8. subject, discipline

7. Reading. Read the text andfind information about the following.

· What does the program concentrate on?

· Where do the graduates work?

· What subjects does the program include?

 

Meteorology

This program focuses on the study of atmospheric processes and climatic variability. Upon completion of the program (operational emphasis), students will meet the requirements for the National Weather Service, the private meteorology sector, or continue their education in graduate school. Students choosing the program with the broadcast emphasis can also work for the National Weather Service and also earn the American Meteorological Society’s Certified Broadcast Meteorologist Seal of Approval.

The Professional Meteorology Program (PMP) track prepares students for graduate school and/or a career as an operational forecaster. Outside of the core meteorology curriculum, PMP students take courses in advanced mathematics, statistics, computer programming, Remote Sensing, GIS, and other courses depending upon individual students' interests.

Source: Mississippi State University

https://www.geosciences.msstate.edu/undergraduate/meteorology/

 

8. Grammar. Объясните разницу в формах глаголов в 1 и 2.

1. The students study …. They don’t study …

2. The programme includes … The programme doesn’t include …

 

He

She     works

It

He

She     doesn’t work

It

9. Grammar. What subjects does you course include? Which of the following don’t you study?

Use the clues: the courses include …; the programme involves ….;

The students of this programme study …..

Also make negative sentences if you do not study some of the subjects.

· Sociology

· Microbiology

· The Theory of Evolution

· Philosophy

· Meteorology

· Climatology

· Synoptic Meteorology

· Satellite Meteorology

· Biology

· Maths

· Physical Geography

· Theory of Communication

· Hydrology

· Fundamentals of Chemistry

 

What are your favourite subjects? Which subjects are you good at?

 

10. Reading. Read the text. Choose the best title for each of the paragraphs.

a) Career opportunities

b) Focus on field practice

c) What is Environmental Geoscience?

d) What skills do the students develop?

 

Word formation.

	adjective	noun
1	analytical
2	observational
3	applied
4	atmospheric
5	variable
6	scientific
7	theoretical
8	resourceful

 

14. Vocabulary. Look at the extract from WMO’s Guide to the Implementation of

Education and Training Standards in Meteorology and Hydrology. Fill in the gaps.

 

Components of the Basic Instruction Package for Meteorologists are the following.

(a) Foundation ______ (темы) in mathematics and physics plus complementary ______ (предметы) dealing with other ______ (науки) and related topics, and ______ (анализ и применение данных);

 (b) atmospheric ______ (науки):

– Physical meteorology (i.e. ______ (состав атмосферы), radiation and optical/electrical ______ (явления); thermodynamics and cloud physics; boundary-layer meteorology and micrometeorology; conventional ______ (наблюдения) and instrumentation; remote sensing;

– Dynamic meteorology (i.e. atmospheric dynamics; numerical weather ______ (предсказание);

– Synoptic and mesoscale meteorology (i.e. mid-latitude and polar weather systems; tropical weather systems; mesoscale weather systems; weather ______

(наблюдение), ______ (анализ) and diagnosis; weather ______ (прогнозирование); service delivery;

– Climatology (i.e. climates and climate services; climate ______ (изменчивость) and climate change.

Source. WMO https://library.wmo.int/pmb_ged/wmo_1083_en.pdf

 

15. Speaking. Prepare to talk about the university where you study, your faculty and department, your specialization, the courses you study.

 

Unit 2

Introduction.

A. What kind of job would you prefer field-based survey work, for example collecting information about the numbers and distribution of species, or an office job (analysing and interpreting data, writing reports, etc.)?

B. Certain skills and abilities are important. Which of the following do you think you already have?

· enthusiasm for doing fieldwork in sometimes harsh conditions;

· competence in understanding and using statistics;

· the ability to use computer software for recording, analysing and presenting data and reports;

· research skills;

· excellent written communication and presentation skills;

· experience in report writing;

· confidence in using survey techniques;

· team-working and project-management skills;

· self-motivation, energy and drive.

 

2. Reading. Read the extracts from interviews with two professionals in meteorology and ecology.Who talks about the following, Naomi Benger, Dr Joe Chipperfield or both?

o predicting the future as part of the job

o using specialised software

o conservation of species variety as the main interest

o being interested in scientific methods

o warning clients about certain hazards

o consulting the media

o producing publications for a website

o skills that will make you competitive

Text A. Naomi Benger talks about her life on the job as a Meteorologist at the Bureau of Meteorology.

I work for the Bureau of Meteorology (BoM) as part of the forecaster team in the Adelaide branch. We produce the official weather forecasts for South Australia.

I work two types of shift: public weather and aviation weather. Weather watching is a constant part of both shift types. On a public weather shift I work on producing and communicating the forecast. Producing the forecast involves developing the forecast policy for the following week. We examine a few different types of computer generated forecasts then use our local knowledge and experience to decide what we expect will happen. To communicate the forecast, I do radio interviews and consult TV weather presenters and general media (TV, newspapers). We use a specialised software to format the forecast for publication on our website.

During aviation shifts we forecast weather elements that could be hazardous to aircraft and those working in the aviation industry. We forecast cloud heights, wind, turbulence and storms, for example, amongst other elements. We produce larger forecasts, which cover the whole of SA and over some of the coast, and specific forecasts also for particular locations with aerodromes and airports within South Australia. These forecasts are for, at most, 30 hours in advance.

What is important for a career like mine? Aside from the academic abilities in science, good communication skills are very important. Producing the forecast is only one aspect of the job, we need the forecast to be communicated and understood.

Text B. Dr Joe Chipperfield is a Research Ecologist working in the Biogeography department at the University of Trier in Germany.

The main focus of my research is the development and application of new techniques to determine the ranges of species and predict what may happen to these ranges in the future.

I’ve always been interested in science and the scientific methods, but definitely I’ve always been interested in nature and conservation. I like being able to do something that helps biodiversity, but there’s also a pure scientist in me who enjoys answering questions.

My job is to create and design mathematical and statistical models which describe where species are, where they are going, and to assess the effect of different conservation strategies on species. The majority of my job is computer programming – I sometimes feel more like a computer scientist than an ecologist.

I do like it when I create a product which has an applied angle. It sounds very theoretical when I describe my job to people, but actually I’ve always got a focus on application. For example, one of my jobs has been to create optimal reserve networks and to assess how the current big European-wide networks help conservation.

Certainly there is a lot of daily routine. Much of my work is programming and much of programming is failure really. You try something and it doesn’t work, then you change it to make it work. I know lots of people who work in the laboratory who say the same about their work. You have to be flexible and look critically at where you went wrong and try again.

The key advice I give to my undergraduates is don’t underestimate the value of the quantitative methods in ecology. These are the mathematical or statistical sides of ecology; things where you apply mathematical concepts to data analysis.Only when you have these quantitative skills you can really turn it into a career. These skills are important: if you’re going down a more theoretical line, then mathematics is very important. If you’re going down a more field-based line then you’ll still have to have good statistics skills. You can’t get away from needing quantitative knowledge.

Grammar. Past Simple.

Naomi Benger: I _____ (grow up) in Whyalla and Aldinga (south of Adelaide) in South Australia. I _____ (study) Mathematics at Adelaide University. I _____ (do) an exchange year in Germany and then _____ (take) a break from study to work in Switzerland for 1.5 years. After completing my studies I _____ (decide) to go to Ireland to do a PhD. I _____ (work) in academic institutions in Ireland, France and Australia for a few years, and then I _____ (decide) to change my career and become a meteorologist. The training program to become a forecaster _____ (take) 10 months. But it _____ (was) important that I _____ (have) expertise in related topics, such as maths and physics.

 

4. Vocabulary. Make phrases.

determine	new techniques
predict	the effect of different conservation strategies on species
forecast	fieldwork
work	the weather
analyse and present	what may happen to these species in the future
develop and apply	the forecast policy
assess	as a research assistant
develop	the ranges of species
do	data

5. Vocabulary. Fill in the gaps. Use the -ing forms to translate the professional functions. Example: разработка новых методов – developing new methods.

In weather forecasting, common tasks include:

· _______ and _______ _______ (сбор и анализ данных) from satellite images, radar, remote sensors and weather stations all over the world;

· _______ and _______ _______ (измерение и оценка факторов) such as air pressure, temperature and humidity at various atmospheric levels;

· _______ and _______ _______  (анализ и предоставление информации) to customers in the form of weather briefings;

· _______ (применение) sophisticated computer models to make short and long-term forecasts;

· _______ and _______ _______ (коммуникация и обмен информацией) with colleagues from around the country and worldwide.

In research, work includes:

· _______ (исследование)  subjects such as airflow in the lowest kilometres of the atmosphere, the physics of clouds and precipitation, or global climate change;

· _______ and _______ _______ _______ (разработка и доработка (улучшение) компьютерных моделей) to predict atmospheric processes and improve the accuracy of forecasts;

· _______ and _______ _______ _______ (наблюдение и предсказание климатических изменений);

· _______ (исследование) changes in the stratosphere (10 to 50km above the Earth), including the ozone layer;

· _______ (оценка) the likely effects of global warming.

 

6. Vocabulary. Who would use the words and phrases below most often, a meteorologist or an ecologist (or both)? Divide the words into 3 groups.

Meteorologist	Ecologist	Both

  the ozone layer, conservation strategies, species, atmospheric processes, the accuracy of prediction, reserve networks, precipitation, global climate change, computer generated forecasts, air pressure, temperature, humidity, quantitative methods, biodiversity, weather patterns, satellite images, to provide up-to-date weather information, pollution, sustainability of ecosystems.

7. Grammar. Present Perfect. Talking about experience. Посмотрите на пример и сформулируйте правило: в каких случаях используется Present Perfect и в каких Past Simple.

- How many CVs have you reviewed? How many candidates have you interviewed?

- This is a difficult question! It is true that I have seen quite a number of applications since I started this job in 2007.

 

Ask and answer questions about the following. Use Present Perfect.

- do fieldwork

- write a CV

- have a job interview

- prepare an environmental survey report

- participate in a conference

- communicate with foreign colleagues in English

- develop or use any software for data analysis

How did you feel? Nervous, excited, interested, or confused by the difficulties?

 

8. Skills development. В объявлениях о приеме на работу найдите и запишите на русском языке информацию о вакансиях.

 

Название компании (организации), отрасль
Должность
Обязанности
Образование
Опыт
Личные качества

 

Vacancy 1. Broadcasting, Zolo Media, is looking for a M eteorologist to join our team to produce daily weather content. Our goal is to provide up-to-date weather information to Central Oregonians via KOHD, KBNZ and our broadcast, cable and online platforms. High Desert weather can include complex weather patterns, from wild fires and thunderstorms to snow and sunshine.

This person will need to know how to use the science to always lead the market in weather coverage. We are looking for someone who has the ability to incorporate the scientific weather information into entertaining weather stories. This person will report the weather in the studio as well as report from field locations and community events. This person will also be responsible for publishing weather information on our website.

Qualifications

• Bachelor’s degree in meteorology/atmospheric science.
• Field work experience preferred.

• Certified Broadcast Meteorologist from the American Meteorology Society preferred.
• Excellent written, verbal, interpersonal and communication skills.
• Ability to meet deadlines.

Vacancy 2. City of Carrollton council. Water Resource Management Specialist.

SUMMARY: Responsible for developing, administering and evaluating water conservation education programs for residents, schools, businesses and community. Give presentations related to water conservation methods, techniques, and current status within the North Texas region and the City of Carrollton.

JOB FUNCTIONS:

· coordinate educational programs supporting, promoting waste recycling;

· give presentations regarding water conservation and waste reduction to various community and business groups;

· design and prepare press releases, media announcements, brochures, fliers, news articles, websites and other public awareness materials for environmental education programs;

· coordinate with local businesses on water conservation programs and practices;

· assist in developing and maintaining department budget;

· develop and maintain regional contacts and actively participate in regional water conservation activities and discussions.

KNOWLEDGE, SKILLS, AND ABILITIES:

· knowledge of water conservation practices;

· knowledge of municipal services and operations;

· skills of preparing and giving written and oral presentations;

· skills in Microsoft Office including Word, PowerPoint and Excel;

· skilled in collecting and analyzing information and making recommendations based on findings and in support of organizational goals;

· skilled in communicating effectively with a variety of individuals;

MINIMUM QUALIFICATIONS:

Bachelor’s Degree in Public Administration, Environmental Science and 1 year of related experience; a valid Driver’s License.

WORKING CONDITIONS: in both standard office and outdoor environments, with potential exposure to adverse weather conditions.

 

9. Skills development. Подготовка к собеседованию. Preparing for an interview.Choose a vacancy from Ex. 8. Prepare to talk about the following.

· Your education.

· Your experience (relevant jobs, apprenticeship, volunteer work).

· Relevant skills.

· Why you might be interested in a job in this sphere (your attitudes, interests and ambitions). 

 

Проведение собеседования. В парах проведите собеседование.

Студент 1. Менеджер организации, проводящий собеседование и отбор кандидатов.

Студент 2. Кандидат.

Unit 3

Climate Change

1. Introduction. Look at the quotations.

a) NASA: “Arctic sea ice set a record low in September 2007.”

b) IPCC: “The global temperature will grow by 3 to 7 F.”  

c) EU commission: “Carbon dioxide emissions rose 3.5 % in 2009 across the European Union, as power demand and industrial output rose."

 

What do you know about the relationship between carbon dioxide emissions, average global temperature increase and melting of Arctic sea ice?

 

2. Vocabulary. Определите возможное значение следующих слов по их «родственникам» в русском языке. Значение некоторых из них может отличаться от оригинала в английском языке.

absorb, to have an effect, record, source, radiative, trend, to generate, approximately, to contain, chemical reactions

 

3. Reading. Find the answer to the question in Ex. 1 (Introduction) in the text below. What greenhouse gases are mentioned? Which one has the longest lifetime? Which one absorbs the most energy? What are the sources of greenhouse gases emissions?

Greenhouse gases

Greenhouse gases (GHGs) warm the Earth by absorbing energy and slowing the rate at which the energy escapes to space; they act like a blanket insulating the Earth. Different GHGs can have different effects on the Earth's warming. Two key ways in which these gases differ from each other are their ability to absorb energy (their "radiative efficiency"), and how long they stay in the atmosphere (also known as their "lifetime"). Earth's 2015 surface temperatures were the warmest since modern record keeping began in 1880, continuing a long-term warming trend. Most of the warming occurred in the past 35 years, with 15 of the 16 warmest years on record occurring since 2001. Last year was the first time the global average temperatures were more than 1 degree Celsius above the 1880-1899 average, a change largely driven by increased carbon dioxide and other human-made emissions into the atmosphere.

The Global Warming Potential (GWP) was developed to allow comparisons of the global warming impacts of different gases. Specifically, it is a measure of how much energy the emissions of 1 ton of a gas will absorb over a given period of time, relative to the emissions of 1 ton of carbon dioxide (CO₂). The larger the GWP, the more a given gas warms the Earth compared to CO₂ over that time period. The time period usually used for GWPs is 100 years. GWPs provide a common unit of measure, which allows analysts to add up emissions estimates of different gases, and allows policymakers to compare emissions reduction opportunities across sectors and gases.

· CO₂, by definition, has a GWP of 1 regardless of the time period used, because it is the gas being used as the reference. CO₂ remains in the climate system for a very long time: CO₂ emissions cause increases in atmospheric concentrations of CO₂ that will last thousands of years.

· Methane (CH₄) is estimated to have a GWP of 28–36 over 100 years CH₄ emitted today lasts about a decade on average, which is much less time than CO₂. But CH₄ also absorbs much more energy than CO₂. The net effect of the shorter lifetime and higher energy absorption is reflected in the GWP. The CH₄ GWP also accounts for some indirect effects, such as the fact that CH₄ is a precursor to ozone, and ozone is itself a GHG.

· Nitrous Oxide (N₂O) has a GWP 265–298 times that of CO₂ for a 100-year timescale. N₂O emitted today remains in the atmosphere for more than 100 years, on average.

· Chlorofluorocarbons (CFCs), hydrofluorocarbons (HFCs), hydrochlorofluorocarbons (HCFCs), perfluorocarbons (PFCs), and sulfur hexafluoride (SF₆) are sometimes called high-GWP gases because, for a given amount of mass, they trap substantially more heat than CO₂. The GWPs for these gases can be in the thousands or tens of thousands. The environmental concern for CFCs follows from their long atmospheric lifetime (55 years for CFC-11 and 140 years for CFC-12, CCl₂F₂), which limits our ability to reduce their abundance in the atmosphere.

The primary sources of greenhouse gas emissions are transportation, electricity production, industry, commercial and residential sources.

Transportation. The transportation sector generates the largest share of greenhouse gas emissions. Greenhouse gas emissions from transportation primarily come from burning fossil fuel for our cars, trucks, ships, trains, and planes. Over 90 percent of the fuel used for transportation is petroleum based, which includes primarily gasoline and diesel.

Electricity production generates the second largest share of greenhouse gas emissions. Approximately 62.9 percent of our electricity comes from burning fossil fuels, mostly coal and natural gas.

Industry. Greenhouse gas emissions from industry primarily come from burning fossil fuels for energy, as well as greenhouse gas emissions from certain chemical reactions necessary to produce goods from raw materials.

Commercial and Residential. Greenhouse gas emissions from businesses and homes arise primarily from fossil fuels burned for heat, the use of certain products that contain greenhouse gases, and the handling of waste.

 

4. Word formation. Complete the chart. Mark the word stress. Highlight the word suffixes in the third column. Pay attention to the word stress.

 

Part of speech:	Part of speech:	Part of speech:
		different
absorb
reflect
insulate
	efficiency
	occurrence
increase
	emissions
	comparison
	impact
	estimate

5. Vocabulary. Fill in the gaps in the sentences with the most appropriate word, (a), (b), (c) or (d).

 

1. Earth's surface …………… radiation from the sun.

(a) emits (b) reflects (c) responds  (d) enhances

2. Greenhouse gases …………… infra-red radiation in the atmosphere.

(a) increase (b) reflect (c) absorb (d) stop

3. The concentrations of greenhouse gases ………… due to the burning of fossil fuels.

(a) enhance (b) fall (c) increase (d) decrease

4. The ………… global temperature is expected to rise by 1.4 to 5.8 degrees C by the year 2100.

(a) medium (b) middle (c) average (d) estimated

5. A temperature increase of 0.6 degrees C ………… last century.

(a) enhanced (b) existed (c) rose (d) occurred 

 

6. Grammar. Look at the sentences. What verb tenses are used? Why?

 

Snow cover has decreased by some 10 per cent in the mid- and high latitudes of the Northern Hemisphere since the late 1960s.

The annual duration of lake and river ice cover apparently shortened by about two weeks during the 20th century.

 

The text describes changes in extreme weather events. Fill in the gaps using the correct verb forms.

 

Since 1950, the number of heat waves _____ (increase). The extent of regions affected by droughts _____ also _____ (increase) as precipitation over land _____ (decrease) while evaporation _____ (increase) due to warmer conditions. Generally, number of heavy daily precipitation events _____ (rise), but not everywhere. Tropical storm and hurricane frequencies vary considerably from year to year, but evidence suggests substantial increases in intensity and duration since the 1970s.

 

7. Grammar. Passive and active forms. Look at the examples to learn how the Passive Voice is formed.

The net effect of the shorter lifetime and higher energy absorption is reflected in the Global Warming Potential (GWP).

The GWP was developed to allow comparisons of the global warming impacts of different gases.

 

Fill in the gaps in the text using the correct forms of the verbs in brackets.

 

Forests _______ (call) “carbon sinks” because they ______ (take) CO2 from the air and _______ (store) it. When trees _______ (cut down) and _______ (burn), the CO2 that _______ (store) in them ______ (release) back into the air. Scientists ______ (believe) that every year, 2 billion to 5 billion tonnes of CO2 ______(release) into the air from forests that ______ (cut down) and ______ (burn).

 

8. Grammar. Express the same ideas using passive forms. Use the Passive with “by” where appropriate.

a) Scientists first measured atmospheric concentration of CO2 at the South Pole in 1958. 

b) Climatologists use large computer models to estimate future possible warming.

c) The governments signed the Montreal Protocol in 1989.

d) Under the Protocol the industrialized countries stopped CFCs production.

e) Until the 1970-s people thought that CFCs were absolutely safe.

f) NASA uses satellites to check the ice in the Arctic region.

g) Ultraviolet radiation (UV-B) causes mutations in animal and plant cells.

e) They founded IPCC in 1972.

9. Reading. Read the article. Prepare to talk on the following questions.

1. What are two reasons why sea level has risen?

2. Does sea level rise have only social and economic consequences?

3. What does amplified Arctic warming mean?

4. What threats can lead to population reduction or even extinction of Arctic animals?

5. Explain why warmer temperatures lead to changes in precipitation patterns.

Skills development.

Describing changes and trends. Write the verbs in the Past Simple and the Present Perfect.

Rise, increase, decrease, drop, fall, reduce

Which trend, (a) or (b) is described in each of the sentences below?

a)                                                b)

 

 

1. … has risen/increased (sharply/steadily/sufficiently/dramatically/slightly).

2. ……… has gone up to … (number).

3. There has been a decrease/drop/fall in ….

4. … decreased over the period from … to ….

5. … rose over the period from … to ….

6. This graph shows an increase in the number of …

7. … has fallen/dropped/decreased/reduced

8. There has been a/an (slight/sharp/steady/sufficient) increase/rise in ….

9. … has gone down to … (number).

14. Skills development. Saying figures and years. Match a figure on the left with a word or phrase on the right.

 

1954 2005 (year) 1905 50% 10 F 15 C 125 000 1972 1900 (year) 2/3 2.5 2.56 1/2

Fifteen degrees Celsius Two thousand and five Nineteen seventy two A half Two thirds One hundred and twenty five thousand Nineteen fifty four Ten degrees Fahrenheit Fifty percent Two point five Two point fifty six Nineteen hundred Nineteen five

Note the stress!!! Fifty per´cent

Say the numbers: 560, 45 980, 450 000, 500 000, 560 000, 351 670, 56.25, 33.33 %, 4.9, 1/3.

15. Skills development. Find statistics on the following subjects. Greenhouse gas emissions, sea level rise, deforestation. Comment on the changes and the effects of the changes.

 

Unit 4

Natural Resources

Reading.

                              

Pre-reading task. Answer the following questions:

1. What natural resources do you know?

2. How do people use natural resources?

3. What natural resources do you use in your life?

 

The Earth’s Resources

  On the Earth there are a lot of natural resources which help people satisfy their needs and wants. Natural resources –naturally occurring materials that can be used to produce goods and services – exist as a part of the environment and are an important part of an area’s characteristics. The natural resources are divided into exhaustible and inexhaustible. The difference between exhaustible and inexhaustible is extremely important. If an exhaustible resource is not conserved, it ultimately disappears.

  Among the resources there are not only minerals, soil, water, forests, and wildlife, but also air and the energy of the sun which people know how to make use of. People convert them into useful machines, tools and foods. Even the most desolate and isolated areas of the world contain at least some resources or materials that people use to meet basic needs.

  Not all people in the world use natural resources in the same way. There are some factors that affect the use of natural resources: cultural differences, technological change, economic factors, and others. People in different times and places may have different ideas about whether something supplied by nature can be used as a natural resource. Technological changes make it possible to use previously unevaluated natural resources. In the 1700’s people did not use uranium ores and did not find them to be useful resources. Uranium gained value only after modern advances which were able to show its advantage as a source of nuclear energy.

Besides, there are economic factors that influence the way people use natural resources. Scarcity and rising prices have always led people to seek substitutes for costly resources. In colonial days, for example, people burned whale oil for lighting. As demand for whale oil rose, more and more whales were hunted. Eventually overhunting made whales harder to find and prices rose. As a result, people looked for cheaper substitutes. In time they found a way to make kerosene from petroleum. Because kerosene cost less than whale oil, it quickly replaced whale oil as a lighting fuel.

 

Comprehension check

A. Answer the questions.

a) Why are natural resources important?

b) What is the difference between exhaustible and inexhaustible resources?

c) What factors affect the value and use of natural resources?

d) How do technological advances and economic factors change the way people meet their needs?

e) What happens if a resource becomes rare and expensive?

B. What is the main idea of each paragraph of the text? Think of a title for each paragraph.

C.Put at least one question to every paragraph of the text.

D. Translate the text.

 

9. Vocabulary. Make nouns from the following verbs:

to concentrate, to exist, to deposit, to change, to demand, to locate, to use, to expect, to discover, to resist, to forecast.

10. Vocabulary. Match the verbs from a) with the nouns (or phrases) from b) to make word combinations.

a) to meet, to produce, to convert, to gain, to have demand for, to find, to replace, to look for, to affect, to regard, to use;

b) natural resources, materials into tools and food, whale oil, value, the use of resources, goods and services, fuel, a substitute, in the same way, a way, needs.

 

11. Vocabulary. Pay attention to the prefix over in the words below. What does it mean? Translate the words.

Overuse, Overconsumption, overpopulation, overexploitation, oversimplifying, overfertilizing.  

 

12. Vocabulary. Fill in the gaps with necessary propositions.

1) A natural resource’s value is based … the amount of the material available and the demand … it.

2) Developed nations are those which are less dependent … natural resources … their wealth, due … their greater reliance … production.

3) Both extraction … the basic resource and refining it … a purer, usable form are considered natural-resource activities.

4) Resources can be classified … basis … their origin as biotic and abiotic.

5) Fossil fuels, … example, take millions … years to form and so are not considered renewable.

6) Many environmentalists proposed to tax … consumption … non-renewable resources. 

7) High prices have always caused people seek substitutes …. costly resources.

 

13. Vocabulary. Translate the word combinations into English:

удовлетворять потребности, экономические факторы, искать заместители, производить товары и услуги, приобретать ценность, рассматривать как, неисчерпаемые ресурсы.

14. Vocabulary. Try to explain the following words and word combinations in English.

natural resources, exhaustible resources, to recycle resources, economic factors, advantage of some material, find substitutes for a resource, overuse.                                 

 

15. Vocabulary. Put the words given below into the gaps.

Man is the most highly evolved animal that has always been dependent on …. The development enabled him to identify materials of nature and … them for his comfort. He converted most of the natural … for his own interest. This was possible later, when development and technological ….  allowed to transform these natural sources into ….  goods. Thus, natural resources can be defined as ….  of the nature, that can be used by human beings for their development, comfort and to meet their ….. At present, total global production is nearly enough to satisfy the human … for energy and materials. Now the boundaries of  ….  are from polar ice to equatorial mountain tops and from deep ocean to ionosphere of sky. Everything which is … in this environment is …  as natural resource.

Words to put into the gaps: materials, environment, valuable, regarded, nature, resources, needs, demand, available, advance, to use.

 

16. Skills development. Give a summary of the text about natural resources (Ex. 8) using the following word combinations.

  to satisfy needs and wants, naturally occurring materials, exhaustible resources, to convert into useful things, to affect the use of, to regard the area, unevaluated resources, to gain value, economic factors, to seek substitutes (for), costly resources. 

17. Grammar: ways to translate THERE IS (ARE). Translate the sentences.

1) There is a growing concern over the protection of species habitat and biodiversity.

2) There have been many reports about deforestation which is destroying large areas of tropical rain forests.

3) There was no mistaking the pride with which he spoke about the success of their project.

4) There have been no experiments done in the marine environment that are equivalent to those done in the Mediterranean.

5) There would be problems if there were more rain.

6) There seems to be a lot of sense in his suggestion.

7) There is no possibility to stop the progress in industry.

8) There are no problems of pollution associated with solar energy use, except those related to the devices that may be used to capture or transport this energy.

9) On occasion in borders of parks there can be land areas of other users and also proprietors.

10) Since the heat and energy is collected during the warm seasons and used during the cold seasons, there must be a way to collect that energy efficiently and sustainably.

18. Grammar: THERE IS (ARE). Translate the sentences into English.

1) Существует постоянный поток энергии на поверхность и с поверхности Земли.

2) Есть несколько видов ископаемого топлива, которые являются исчерпаемыми источниками энергии. Это означает, что, когда они израсходуются, их невозможно будет заменить.

3) Наблюдается чрезмерное потребление энергии, воды и сырья, что в результате приведет к загрязнению воздуха.

4) Происходит выделение неразлагающихся продуктов, которое добавляет загрязнение в атмосферу.

5) Есть и другие ресурсы, которые рассматриваются как неисчерпаемые, например, солнечная энергия.

6) Во всем мире ведутся обсуждения по поводу распределения природных ресурсов, и это особенно важно в период растущего дефицита (scarcity).

 

19. Skills development. Ways to explain complicated concepts. Make full sentences.

 

Sustainable development means	as it is stable and available in plenty.
Solar energy is considered	that people meet their needs without destroying the environment.
Solar energy is referred to as sustainable energy source	as a renewable resource. People replant trees.
Forests are regarded	a sustainable energy source.

 

Talk about wind energy as an inexhaustible energy source. 

Talk about oil and coal as an exhaustible fossil fuels.

Unit 5

Reading.

Pre-reading task. Look at the title. What issue do you think the article raises?

Read the text and answer the questionsbelow the text.

                 

GRAMMAR: MODALS

Put suitable modals into gaps (can, could, may, must, to be to, to have to).

1. Mineral reserves constitute those ores that are known to exist or … be expected to exist at a high probability.

2. If we change automobile for other means of transportation because we obviously …, the demand for some metals … rise.

3. New discoveries and improvements in technology …. affect both demand and supply.

4. The attempt to forecast the future … run into the conflict between technological optimists and pessimists.

5. The wire may also be made of any metal though soft metals ….  to be avoided.

 

14. GRAMMAR. Translate the sentences paying attention to the words in bold. Put them into negative and interrogative forms if possible.

1. They were able to seek the profit without too much concern for its future effects.

2. To make shale oil (сланцевая нефть) available, great amounts of water have to be provided to operate the processing plants, if oil shale occurs where water is scarce.

3. Greenpeace estimates that no more than 225 billion tons of carbon can be burned if global warming is to be limited to the increase of 1 degree Centigrade.

4. Some environmentalists argue that governments should ban all production of CFC immediately to prevent an irreversible environmental crisis.

5. It should be clear that sustainability of human society as well as sustainability of other species will depend on maintaining the integrity of the biosphere.

6. To support the integrity of the biosphere we need to know how the biosphere functions to support all life.

7. One should remember that environmental health is of great importance for all people in the world, that’s why whole mankind must be responsible for the ecology.

8. It is supposedly going to be a costly affair to finally be able to develop a method to produce energy from tides.

9. Hydroelectricity can be easily produced; all we have to do is construct a reservoir, store water in it and manipulate its movement and flow.

10. Not having to pay for resources does not make it free, it simply reduces the price of producing energy.

11. If you want to commit yourself to a renewable energy source, you may have to learn more about that. Also, you have to know that there are several types of renewable energies and before you decide to use one (or multiple) energy source, you must first dig a bit deeper into this sphere.

 12. Whatever bit of maintenance is required, it is required for maintaining the equipment with which the alternative energy is to be harnessed.

13. If you want to commit yourself to a renewable energy source you may have to learn more about that.

 

15. GRAMMAR. Read the instructions and translate them. Explain use of the modals.

Batteries to store your energy. You must use a special type called deep cycle batteries. These are capable to discharge a smaller amount of energy and still keep a long life. They need special maintenance and they won’t last you a lifetime – you must replace them every few years.

Backup (резервный) generators. These are to be used when your energy income is low. This means that you will actually have to acquire the generator and the necessary fuel and make sure that it can support your entire household for at least a few days.

 Only the idea of living completely off the grid and not be dependent of a national system that charges you every month with overpriced energy should be a pretty strong motivation.

 

16. GRAMMAR. Choose the proper modal verb:

1. можно найти (must, may, can) be found

2. нужно использовать (may, must, can) be used

3. нельзя поймать (may not, cannot, can) be caught

4. нужно сохранить (can, may not, must) be preserved

5. можно доказать (can, may, must) be proved

6. нельзя сгруппировать (must not, can, cannot) be grouped

17. GRAMMAR: MODALS PLUS PRESENT PERFECT. Translate the sentences into Russian and explain the use of Present Perfect after modal verbs.

 

1. Increased volcanic activity in the late 18^th and early 19^th centuries produced dust wells in the upper atmosphere which may have prolonged the cold spell. 

2. The broken and contorted chromosomes that appeared under researchers’ microscopes might have been exposed to radiation.

3. Windmills must have been used for centuries to grind grainand pump water.

4. There could have been several alternative energy projects running in various countries to reduce our dependence on traditional fossil fuels.

5. Newton couldn’t use present day technologies. He had to rely on observation. He must have been influenced by the data available at his time. He might have been mistaken.

 

18. GRAMMAR:   MODALS PLUS PRESENT PERFECT. Fill in the spaces of the text with phrases (modals plus Present Perfect) given below. Translate the text.

                                              

EASTER ISLAND

Easter Island, 3,000 km off the coast of Chile in the Pacific Ocean, is very far from land. Today, it is a small island with few people or trees, but at one time a lot of people lived there. Scientists believe that the original inhabitants …. the island by accident. Around 100 people ….  on the western coast of the island. But then the number of inhabitants increased too quickly. Scientists agree that the inhabitants ….  all the food on the island and finally all died. The Easter Island statues are famous, but nobody knows why they are there or why there are so many. The statues … gods, or Easter Island … part of a much bigger island. The statues are very large and heavy, so they …  easy to move. Scientists still do not know how the inhabitants …  this.

Phrases to put into spaces:

may have landed

might have done this

must have used up all the food

can’t have been easy

may have discovered the island

could have been part

might have been gods

Unit 6

Nuclear Energy

 

1. Introduction. Discuss the questions.                                            

1. What are the advantages and disadvantages (pros and contras) of nuclear power? 2. Why do some countries remain nuclear-free?

3. Do you know if there are any nuclear power stations in the place where you live?

4. Do you think it is true that nuclear reactors supply about 15% of all electricity generated in the world?

5. Will the share of nuclear energy in the world’s electricity production will rise in the long-term future?

5. What accident (accidents) has led people to question the wisdom of building and using nuclear power plants?

6. Are there any possible ways to replace nuclear power?

7. How many electrical appliances have you got at home? Are there any you can do without?

Wordsto remember

nucleus (pl. nuclei)                                 

to bind (bound)                          

to associate

attractive                                    

to combine                                 

fusion/fission

to split                                        

to supply

to consume                                 

quantity                                      

relative(ly)

to sustain                                   

self-sustained                             

even

to release                                    

to cause

to prove (оказываться)

to lead (to)

to convert

to carry out (research)

coal-burning power plant

to melt

explosion

chain reaction

devastating

to develop

to involve

to run (generator)

steam

to generate (energy)

break-u

 

2. Reading. Look at the information about accidents at spent nuclear fuel treatment facilities. Which ones did you know about? Which one had the most serious consequences?

Comprehension check

A) 1. Which forces can be observed in nuclear processes?

2. Which reaction produces more energy if you compare nuclear and chemical ones?

3. What makes the nucleus a very attractive source of energy?

4. What types of nuclear process produce energy?

5. What is needed for a chain reaction to take place?

6. What principle does a nuclear reactor depend on when it is in operation?

7. What problems do scientists have to solve for safe operation of the reactor?

8. What is the difference between fusion and fission?

 

 B) Choose the statement that best expresses the main idea of the paragraph:

Paragraph 1.

1. Nuclear power may be produced in the course of a chain reaction.

2. There are two types of nuclear processes that produce energy: fission and fusion.

3. The energies released by nuclear processes are more than a million times greater than those associated with chemical reactions; there are two types of nuclear processes (fission and fusion) that produce energy.

Paragraph 2.

1. Nuclear fission was discovered in the late 1930.

2. A chain reaction, which leads to a release of energy, is the basis of both nuclear weapons and nuclear power.

3. Nuclear fission is the process in which nuclides of certain heavy metals can be split into lighter elements with a release of great amount of energy. Nuclear weapons and nuclear power work on principles of nuclear fission.

Paragraph 3.

1. Nuclear fusion is the process of combining two light nuclei with a release of huge quantities of energy even more than in the process of nuclear fission.

2. Stars produce their energy through nuclear fission.

3. A thermonuclear bomb works on the principle of nuclear fusion.

Paragraph 4.

1. Fission-based power plants are used to heat water to produce steam that runs turbine generators, in much the same way that a coal-burning power generates energy.

2. A great deal of controversy now exists about the safety of the systems in power plants.

3. There are different types of fission-based power plants provided with the safety systems but accidents occur and much controversy surrounds the use of nuclear energy to generate electricity.

           

4. Vocabulary. Match the verbs in column A with the nouns in column B to make phrases.

 

A	B
To cause	harmful radiation
To carry out	heavy nucleus
To run	neutrons
To consume	electric generator
To run	electricity
To combine	research
To produce	two nuclei
To split	materials
To absorb	chain reaction

  

5. Vocabulary. Complete the sentences with the following words: chain, generations, fusion, break-up, threat, harmful.

1. There two types of nuclear reactions: fission and ….

2. Natural radioactive decay does not normally release much energy because the nuclei … very slowly, sometimes over hundreds of years.

3. A nuclear … reaction can result if neutrons from each fission cause more nuclei to split.

4. Nuclear power stations are a potential source of … radiation.

5. Genetic damage is damage to the genetic mechanism of the organism which will be manifested in future ….

6. The use of the nuclear fuels could lead to the pollution of the environment or a dangerous terrorist ….

6. Vocabulary. Match two words that are synonyms: to separate, to start, to combine, to change into, to bring about, to split, to find out, to observe, to result in, to discover, to cause, to convert, to lead, to initiate,