- •Part three
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •4. Summarize the issue presented in the text.
- •3.2 B. Listening and Watching
- •1. Check the statement that summarizes the commentator's viewpoint.
- •2. Read the following questions and answers. Listen to the commentary again and circle the best answer.
- •3. For discussion
- •3.2 C. Live and Let the Others Live
- •1. Read the article
- •Based on the article by Jon Bowermaster1
- •2. Find the words meaning the same in text.
- •3. Match the words that collocate.
- •4. Authors can have different viewpoints, but their opinions can sometimes be similar. Read the statements below and say whether Trefil and or Bowermaster would agree with them.
- •5. After you have distinguished the opinions of the commentator and the author, express your own opinions on the above statements.
- •3.2 D. Vocabulary in Focus
- •1. “All Creatures Great and Dying” is an allusion to Biblical all creatures great and small.
- •2. Match the following allusions with their meaning.
- •3. Replace the italicized words with one of the discussed allusions.
- •4. Use allusions from the list above no more than once in completing the sentences below.
- •5. Choose the word that best completes each of the sentences.
- •6. Explain the meaning of the following animal idioms and use them in the sentences, change the form if necessary.
- •3.2 E. Creative Consolidation
- •2. Complete the sentences with the terms from the previous exercise.
- •3.3 B Words in Context
- •1. Tick the word closest in meaning to that of the each boldfaced word. Use the context of the sentences to help you figure out each word’s meaning.
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •Indoor pollution
- •3.3 C. Economics and Ecology
- •1. Read the article.
- •2. Find the words in the article which mean the same.
- •2. Read the four questions below and answer them after listening to the first part of the interview.
- •3. Match the words from the second part of the interview with their explanations.
- •4. Listen to the second part of the interview about eco-efficiency label. And answer the questions below.
- •5. Discuss the following questions.
- •3.3 E. Vocabulary in Focus
- •1. Explain the meaning of the words and phrases in bold.
- •2. Make the sentences more formal using the words from the previous exercise instead of the underlined ones. Make any other necessary changes to produce a correct sentence.
- •3. Complete the sentences with the following expressions from the box.
- •4. What do the words in the bold mean? Match the words with their explanations. Answer the questions that follow.
- •5. Study the following expressions and match the two parts of the sentences containing these expressions.
- •6. Use the words in the box once each to complete the paragraph below.
- •3.3 F. Creative Consolidation
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •3.4 B. Strive to Thrive
- •1. Read the article.
- •In Time for a Divine Comedy4
- •2. Match the following words from the article with their explanation.
- •3. What evidence is there in the article for the following statements? If there is no evidence, decide what the article really says.
- •4. There are a number of questions or unfinished sentences below. Choose the best answer from a, b, c or d.
- •5. We can infer the writer's views on certain aspects of medieval and modern life by his choice or words.
- •6. Which of these statements would the writer agree with?
- •6. Find the following sentences in the article. What does each sentence comment on? Which sentences express approval and which express disapproval?
- •7. Discuss the following questions.
- •3.4 C. Listening and Watching
- •1. Say whether the statements are true or false, according to what Prof. Abrahams says.
- •2. Discuss the following questions:
- •3.4 D. Vocabulary in Focus
- •1. Complete the text with the words from the box.
- •2. Answer the following questions.
- •3. Guess the meaning of the following words and match them with their definitions.
- •4. Choose the three best answers to fill the gap in each sentence.
- •3.4 E. Creative Consolidation
- •2. Write the word next to its definition. The sentences in the previous exercise will help you decide on the meaning of each word.
- •3. Using the answer line provided, complete each item below with the correct word from the box. Use each word once.
- •3.5 B Genetic Engineering
- •1. Read the article.
- •2. Explain the meaning of the following expressions connected with genetic engineering.
- •3. Look at the title of the article and comment on the interplay of words.
- •4. Answer the following questions.
- •5. Discuss the following questions.
- •2. Revise the active vocabulary. Complete the text with the words from the boxes.
- •3.6 Reading Selection
- •Vocabulary
- •Divert – to change the direction or purpose of sth: diverted traffic; divert sth into; divert attention/criticism; divert people – entertain them; diverting (adj) – entertaining and amusing.
- •1. Find the words and expressions which mean the same.
- •2. Explain the meaning of the following expressions.
- •3. Answer the following questions.
- •4. For discussion
- •By Masha Gessen
- •Vocabulary
- •1. Find the words and expressions in the article which mean the same.
- •Vocabulary
- •1. Scan the text as quickly as possible to find where these ideas are mentioned. Read the article and decide whether the statements are true or false.
- •2. There are a number of questions or unfinished sentences below. Choose the best answer from a, b, c or d.
- •3. Scientific texts often look more complicated than they really are. Look at the article in this section again and note down any 'difficult' scientific words or expressions.
- •4. The opening sentence of the text suggests that there are other 'nightmare scenarios'. What scenarios is the writer probably referring to?
- •By Dick Thompson
- •Vocabulary
- •1. Find the words in the article which mean the same.
- •2. Explain the meaning of the following phrases.
- •3. Answer the following questions.
- •4. Comment on the title of the article summarizing the information provided by the writer.
- •5. For Discussion
- •By Joseph t.Straub and Raymond f.Attner
- •Voicing Concerns
- •Vocabulary
- •1. Find the words in the article which mean the same.
- •2. Explain the meaning of the following words and expressions.
- •3. Choose the most suitable answer.
- •4. Summarize the article.
- •5. For discussion
- •By Nancy Shute
- •Vocabulary
- •1. Find the words and expressions in the article meaning the same.
- •2. Explain the meaning of the following expressions.
- •3. Answer the following questions.
- •4. Comment on the title of the article summarizing the arguments provided by the writer.
- •5. For discussion
- •Vocabulary
- •2. According to the article, genetic engineering has already been used to modify the following foods:
- •3. Decide where the following sentences should go in the article.
- •4. What evidence is there in the article for the following statements?
- •5. Would you say the writer of this article has done the following?
- •6. Which arguments in the article do you sympathize with?
- •7. Write a short paragraph summarizing your views.
- •Vocabulary
- •Vocabulary
- •1. Find the equivalents in the article.
- •3.8 Panel Discussion
- •3.9 Creative Consolidation
- •1. Project-Making
Vocabulary
dump – to put sth such as a load somewhere in a careless, untidy way; get rid of: dumping ground; dump on – to criticize someone very strongly; to tell someone all your problems; dump (n); down in the damps – very sad and without much interest in life.
envision – imagine that something will happen in the future.
curtail – to reduce sth such as the amount of money spent: curtail the powers; curtailment (n).
quash – to officially state that a judgment is no longer legal or correct: to quash a decision; to use force to end protests or disobedience: quash a rebellion.
earmark – (usually passive) to decide that someone or something will be used for a particular purpose in the future: earmark sb/sth for; earmark sb/sth as.
peril – great danger, especially of being harmed or killed: in peril; the perils of; you do sth at your peril; perilous.
1. Find the words and expressions in the article which mean the same.
Lack of knowledge; lack of interest on concern; the most frightening situation that you can imagine; misfortunes; carelessness in standards of behaviour; extremely unlikely to happen; more or less; the ordinary people; polluted areas.
2. Explain the meaning of the following phrases.
Nuclear fuel reprocessing plant; spent nuclear fuel; environmental relief; to prove a mixed blessing; to have one’s own reasons to reconsider.
3. Comment on the title of the article summarizing the information of the article.
4. For discussion
- What are your impressions of the article? Do you find the examples the writer gives convincing?
- What is your stance on the problem raised? Do you consider it topical for Russia?
- What are the key arguments of the opponents and proponents of the legislation?
■ 3.6 C. Current Accounts of the Fate of the Planet
Steve Connor on a vast sea search for clues to climate
In their darker moments, climatologists talk about their own "nightmare scenario". This is one where global warming has brought about such significant climatic changes that ocean currents change direction. One scene from the nightmare has the Gulf Stream moving south or even going into reverse, making winter in London look and feel like a St Petersburg January.
The ocean is a great moderating influence on the planet, soaking up heat around the tropics and depositing it in the cooler polar regions. Yet scientists know surprisingly little about how the sea does this - they estimate that the North Atlantic alone moves energy equivalent to the output of several hundred million power stations.
Last year oceanographers began their biggest international research initiative to learn more about ocean circulation. The first results from the World Ocean Circulation Experiment demonstrate just how complex the movement of sea water can be. They have also given scientists a glimpse of the amount of heat being exchanged between the oceans and the atmosphere. As part of the experiment,- researchers are monitoring the speed and direction of ocean currents, water temperature and salinity.
Research ships taking part will gather detailed measurements at 24,000 points or "stations" along carefully designated trans-ocean routes. This undertaking dwarfs the 8,000 hydrographic stations created in the past hundred years of ocean surveying. A fleet of ships, buoys, seabed sensors and satellites will collect so much data that Britain, one of the 40 countries taking part, has opened a research institute, the James Rennell Centre for Ocean Circulation in Southampton, to process them.
One of the justifications for the experiment, says John Woods, director of marine and atmospheric sciences at the Natural Environment Research Council, is that the oceans hold the key to understanding long-term changes in the global climate. The Earth has two "envelopes" - the ocean, consisting of slowly circulating water, and the atmosphere, made of fast-moving air. Far from being independent, they interact, one modifying the other until a balance is reached between them. The present balance came about at the end of the last Ice Age, about 10,000 years ago. Scientists hope that knowing more about the ocean's "weather patterns" will help them to predict climate changes further ahead.
Knowing how heat is moved around the ocean is crucial to such long-term forecasting. The top three metres of the ocean store more heat than all of the atmosphere. Some of the heat can be transported downward between 30 metres and several thousand metres. The deeper it goes, the longer it stays out of the atmosphere. Water heated in the equatorial region flows in shallow currents north or south towards the poles, where it releases its heat to the air and, as it becomes colder and denser, sinks to the sea floor, where it forms deep, cold currents that flow back to the equator.
John Gould, one of the British scientists taking part in the ocean circulation experiment, is discovering just how this occurs in the North Atlantic. Shallow currents, less than 500m deep, of warm water at about 8°C flow from the Atlantic into the Norwegian Sea, mainly along a path that follows the point where the continental shelf ends and the deep mid-ocean valleys begin. Meanwhile, at depths down to 5,000m, deep currents of cold water at about minus 1 °C flow south into the Atlantic along the deep ocean valleys. (Salt water at this depth does not freeze at 0°C.)
Sensors positioned on the seabed have given Dr Gould and his researchers an accurate assessment of just how much cold water is flowing back into the North Atlantic having given up its heat to the atmosphere over north-west Europe. In total, he estimates, about 5 million cubic metres of water per second flows in these deep currents between Greenland and the British Isles. This means the warm water of the
North Atlantic must be giving up about 200 million megawatts of energy to the atmosphere over north-west Europe. '
Research at the other end of the world, in the seas around Antarctica, is also finding that sea-floor topography plays a crucial role in determining the direction of ocean currents. In the past, oceanographers have assumed, for instance, that surface currents such as the Gulf Stream do not extend much beyond a kilometre in depth. But an analysis of currents in Antarctic waters has shown that currents are not concentrated in the top kilometre, but reach down to the submerged mountain ranges.
Dr Woods believes such research will help to save lives. "More deaths can be prevented by ocean forecasting than by weather forecasting, and our economic and social well-being are more vulnerable to change in the ocean than in the atmosphere."