3727
.pdf1
Министерство образования и науки РФ
Федеральное государственное бюджетное
образовательное учреждение высшего образования
«Воронежский государственный лесотехнический университет имени Г.Ф. Морозова»
Иностранный язык. Английский язык
Методические указания к практическим занятиям для студентов по направлению подготовки
05.03.06 - Экология и природопользование
Воронеж 2017
2
УДК
Методические указания для самостоятельной работы студентов по
направлению подготовки 05.03.06 «Экология и природопользование»/ Л.А.
Литвинова; М-во образования и науки РФ, ФГБОУ ВО «ВГЛТУ». – Воронеж,
2017. – 31 с.
Печатается по решению редакционно-издательского совета ВГЛТУ
Рецензент: профессор, доктор филологических наук, директор Центра коммуникативных исследований ВГУ И.А. Стернин
Настоящие методические указания представляют собой современный подход к обучению бакалавров в системе высшего образования. Необходимость в появлении таких методических указаний диктуется современным подходом для работы студентов на практических занятиях: в них кратко и информативно представлен алгоритм освоения учебного материала по модулям, позволяющий повысить качество самообразования и стимулировать интерес пользователя к дисциплине «Английский язык». Данные методические указания могут служить руководством для студентов 1 курса по направлению обучения «Экология и природопользование».
3
Text 1.
Forestry and Climatic Change
Scientists have discovered that significant climatic changes can occur abruptly and over a fairly short period of time.
Climatic change can effect forestry. One degree Fahrenheit is significant in growth of tree species.
Keen demonstrated growth loss of ponderosa pine in Easten Oregon from 1908 to the1930s coinciding with the warming and drying climatic trend of that period. Marshall found similar decreases in western white pine during the same period.
However, when temperature increase was the greatest during the late 30s, tree growth in timberline forests reached a peak. Occurance of the seed-ripening conditions are more probable during climaticlly warming periods.
Forests managers may need to take climatic trends into account in silviculture and use them in their projecting.
Tasks:
1.Mind the black words in the text, consult a dictionary to translate/pronounce them correctly.
2.Now read the text and translate it. Translate passages 1, 3 in the written form.
3.Divide the black words into 3 groups – nouns (group 1) – verb (group
2)– adjective (group 3).
4.Make 4 word combinations with the black words from the text.
5.What are the answers to these questions:
What is the text about?
What does passage 1 speak about?
How will you define the key idea of passage 2?
Does the last passage give the same information as the last but one passage?
4
6.Find the key idea of every passage, put them in order to make the plan of the text.
7.Make the summary of the text paying attention to these standard phrases:
The text is about/the text speaks about …
First, we can read/learn about …
The next part/passage describes …
The last part/passage informs us about …
Text 2.
Pollution at danger levels, say experts
Smog masks which filter toxic gases out of the air we breathe could soon be a common sight on city streets, air pollution experts say. Space age masks are already a frequent accessory for cyclists. But, with toxic ozone levels now rising at an alarming rate, experts say pedestrians should be wearing them too.
The Clean Air Act of 1956 that followed the deaths of 4,000 people due to a London pea-soup smog has almost wiped out emissions of deadly sulphur dioxide. But concern is mounting over invisible “ozone smog”, a poisonous cocktail created when car fumes such as nitrogen dioxide and carbon monoxide are heated by sunlight.
Dr. Malcolm Green, British Lung Foundation chairman, said if the current pollution levels continued, all city dwellers, who were outside for 20 minutes or more, would have to wear masks. Traffic wardens, cyclists, messengers, transport police should be wearing them already, he warns, particularly those prone to chest infections, asthma or bronchitis.
The earth air pollution experts say wearing of masks is not a long – term solution.
“Nobody wants a world in which people have to wear masks in the street”, says campaigner Fiona Weir. “There is a new generation of pollution. Numbers of vehicles are constantly rising very, very rapidly – car usage has to be curbed.”
Tasks:
5
1.Mind the black words in the text, consult a dictionary to translate/pronounce them correctly.
2.Now read the text and translate it. Translate passages 1, 3 in the written form.
3.Divide the black words into 3 groups – nouns (group 1) – verb (group
2)– adjective (group 3).
4.Make 4 word combinations with the black words from the text.
5.What are the answers to these questions:
What is the text about?
What does passage 1 speak about?
How will you define the key idea of passage 2?
Does the last passage give the same information as the last but one passage?
6.Find the key idea of every passage, put them in order to make the plan of the text.
7.Make the summary of the text paying attention to these standard phrases:
The text is about/the text speaks about …
First, we can read/learn about …
The next part/passage describes …
The last part/passage informs us about …
Text 3.
ENVIRONMENTALLY COOL
Turning down the thermostat is one of the least efficient, most environmentally demanding ways to cool things off when it is as hot as a blast furnace outside.
As communities lower indoor temperatures in summer, power plants must maximize their output, which leads to the burning of polluting fuels. There is a
6
better way. Instead of switching on air conditioner, try lowering the temperature with some of these simpler, nonmechanical approaches.
Plant deciduous shade trees or trellis-climbing vines around your home to block the sun without expending energy.
Building porches and garages on the sides of your house will also help turn back an invasion of solar heat.
A roof or pergola covering a patio or section of driveway cuts down the amount of heat reflected into a house.
Use only light-colored roofing materials because they will redirect heat than absorb it.
Early maintenance.
For the first year or two, especially after a week or so of especially hot or dry weather, watch your trees closely for signs of moisture stress. If you see leaf wilting or hard, caked soil, water the trees well and slowly enough so the water soaks in rather than runs off. This will encourage deep root growth. Keep the area under the trees mulched and free of other plants. Until the trees are deeply rooted grasses and other plants may take up moisture before the trees can get their share.
Tasks:
1.Mind the black words in the text, consult a dictionary to translate/pronounce them correctly.
2.Now read the text and translate it. Translate passages 1, 3 in the written form.
3.Divide the black words into 3 groups – nouns (group 1) – verb (group
2)– adjective (group 3).
4.Make 4 word combinations with the black words from the text.
5.What are the answers to these questions:
What is the text about?
What does passage 1 speak about?
7
How will you define the key idea of passage 2?
Does the last passage give the same information as the last but one
passage?
6.Find the key idea of every passage, put them in order to make the plan of the text.
7.Make the summary of the text paying attention to these standard phrases:
The text is about/the text speaks about …
First, we can read/learn about …
The next part/passage describes …
The last part/passage informs us about …
Text 4.
NATIONAL PARKS, GOALS OF FOUNDATION
When Yellowstone National Park was established in 1872, its advocates wanted to protect an unusual and interesting collection of geothermal wonders. Today, people recognize that the world’s first national park protects much more than geysers and other fascinating geothermal features. Yellowstone is recognized as a great wildlife sanctuary, one of the last places in the nation where the full complement of wildlife that occurred here during the time of Lewis and Clark’s epic journey to the Pacific in 1804 – 1806 still roam free. Yellowstone is also recognized as an important and unique area for scientific study because it has remained, in large part, as it was more than 200 years ago while other such landscapes in the rest of the world continue to disappear.
Scientists from all over the world come to Yellowstone to conduct research on everything from water quality to animal movements and habitat preferences to fire ecology to the unique lifeforms found in the park’s geothermal waters. Before they are allowed to begin, however, they must submit a research proposal to park management for review and approval. No research is allowed that would threaten or diminish the resources of the park. Any specimen (for example, plants or insects or even microbes) collected for research remain the property of the National Park Service and must be properly cataloged and cared for.
8
Many different animals are radio collared in Yellowstone. Bisons are collared for various research projects, including studies on seasonal movements. Bighorn sheep have been collared in an effort to understand their behavior, movement inside and outside the park, and the locations of specific migration corridor. Wolves are collared so that researches can track their movements and their progress toward recovery. Researchers collared grizzly bears in order to learn more about home range sizes, food habits, habitat use, and behavior pattern. The studies on pronghorn antelope are one of the newest.
As the earth’s human population continues to increase, the remaining wild places take on an added importance in our lives. Yellowstone is the place where personal encounters with nature – an early morning walk in a steamy geyser basin or the haunting howl of a wolf on a moonlight night in the backcountry – provide us with magical moments to recall during our busy lives. But another intangible of this and other national parks is the value such places hold for science to improve our lives, teach us about other lifeforms, and to help solve our problems. Despite all that scientists have already learned from studying Yellowstone and its inhabitants, it is a certainty that there are many more exiting things yet to be discovered.
Tasks:
1.Mind the black words in the text, consult a dictionary to translate/pronounce them correctly.
2.Now read the text and translate it. Translate passages 1, 3 in the written form.
3.Divide the black words into 3 groups – nouns (group 1) – verb (group
2)– adjective (group 3).
4.Make 4 word combinations with the black words from the text.
5.What are the answers to these questions:
What is the text about?
What does passage 1 speak about?
How will you define the key idea of passage 2?
9
Does the last passage give the same information as the last but one
passage?
6.Find the key idea of every passage, put them in order to make the plan of the text.
7.Make the summary of the text paying attention to these standard phrases:
The text is about/the text speaks about … First, we can read/learn about …
The next part/passage describes …
The last part/passage informs us about …
Text 5.
SAVING ENERGY WITH PLANTS
Research has proven that plants can cool the home in the summer and reduce heat loss in the winter. Shade trees planted on the south and west of the home will block heating sunlight in the summer, but allow the warm rays through during cold winter months. Foundation plants protect the home from invading winds. Deciduous vines are most effective on the southern and western walls which receive the full heat of the sun in the summer. Evergreen vines such as English Ivy are best on north surfaces where their foliage reflects winds and creates an insulating effect.
Windbreaks provide the most protection at a distance of 4 to 6 times the height of the break. Rapid – growing varieties that will reach at least the height of the house are best to select. Evergreens are effective, but slow-growing trees for windbreaks are Hybrid or Lombardy Poplar, Chinese Elm and Russian Olive.
Tasks:
1. Mind the black words in the text, consult a dictionary to
translate/pronounce them correctly.
10
2.Now read the text and translate it. Translate passages 1, 3 in the written form.
3.Divide the black words into 3 groups – nouns (group 1) – verb (group
2)– adjective (group 3).
4.Make 4 word combinations with the black words from the text.
5.What are the answers to these questions:
What is the text about?
What does passage 1 speak about?
How will you define the key idea of passage 2?
Does the last passage give the same information as the last but one passage?
6.Find the key idea of every passage, put them in order to make the plan of the text.
7.Make the summary of the text paying attention to these standard phrases:
The text is about/the text speaks about … First, we can read/learn about …
The next part/passage describes …
The last part/passage informs us about …
Text 6.
ENVIRONMENTAL PROBLEMS OF TODAY
We have been spent thousands of years fighting for our survival. Yet now we have discovered that our planet is under threat, and to make the matters worse, it is all our fault.
1. The rainforests are dying, rare plant and animal species are disappearing, rivers and seas are being contaminated, crops are failing to grow, people are dying of hunger and the air is being polluted. It’s time we woke up to these problems and started repairing the damage.