- •Фгоу впо «Кубанский государственный аграрный университет»
- •Contents
- •Unit 2 Animals Kingdom Unit 3 People and Nature
- •Introduction
- •Unit 1 Plants Kingdom
- •Warm up
- •Vocabulary
- •Word Study
- •1. Give the Russian equivalents to the following words:
- •3. Translate the following word combinations:
- •4. Match a word from list a with its definition in list b.
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •1. Grammar Revision. Find in the text and translate the sentences in which the predicate is:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms. Translate the sentences.
- •5. Finish the sentences using the text.
- •6. Translate.
- •7. Summarize the text “Plants”. Use the following beginnings:
- •8. Work in pairs. Discuss the facts from the text. Use the following expressions:
- •Reading for Understanding
- •2. Find in the text the equivalents to the following word combinations:
- •3. Select the statement that best expresses the main idea of the text.
- •4. Is it true or false? Correct the wrong statements.
- •5. Retell the text.
- •Speaking
- •Unit 2 Animals Kingdom
- •Warm up
- •Vocabulary
- •Word Study
- •1. Give the Russian equivalents to the following words:
- •2. Guess the meaning of the underlined words. Translate the sentences.
- •3. Translate the following word combinations:
- •4. Match a word from list a with its definition in list b.
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •People and Animals
- •1. Grammar Revision. Find in the text and translate the sentences in which the predicate is:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “People and Animals”. Use the following beginnings:
- •Reading for Understanding
- •1. Read the text and choose the headline.
- •4. Is it true or false? Correct the wrong statements.
- •9. Find some interesting information about animals on the Internet. Retell it. Reading for Translating Tigers Return to India
- •Speaking
- •Unit 3 People and Nature
- •Warm up
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •People and Nature
- •1. Grammar Revision. Find in the text and translate the sentences where the predicate is:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “People and Nature”. Use the following beginnings:
- •Reading for Understanding
- •1. Read the text and choose the headline:
- •A Mystery of Nature
- •4. Is it true or false? Correct the wrong statements.
- •Speaking
- •Part II
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Interrelate, prominence, coined, ecology, applied, interaction, gained, highlighted, environment, goals
- •Reading for Speaking and Discussing
- •Ecology as a Science
- •2. Answer the questions.
- •4. Substitute the words in bold type for their synonyms:
- •6. What are the subjects of the following sciences?
- •8. Summarize the text “Ecology as a Science”. Use the following beginnings:
- •4. Is it true or false? Correct the wrong statements.
- •Unit 2 Biosphere
- •Warm up
- •Vocabulary
- •Word Study
- •1.Give the Russian equivalents to the following words:
- •5.Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •Biosphere
- •Evolution
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •6. Complete the definitions.
- •8. Summarize the text “Biosphere”. Use the following beginnings:
- •9. Work in pairs. Discuss the facts from the text. Use the following expressions:
- •Reading for Understanding
- •1. Read the text and choose the headline.
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. What other migrating animals do you know? Where do they migrate and why?
- •Is migration one of the ways of survival? Find the information on the Internet and retell it. Reading for Translating Biosphere Cycles
- •Speaking
- •Unit 3 Ecosystem
- •Warm up
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •6. Complete the definitions.
- •8. Summarize the text “Ecosystem”. Use the following beginnings:
- •Reading for Understanding
- •Ecosystems. Biomes. Habitats
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •7. Find the information about an endangered species on the Internet. Retell it. Use the following questions as a plan:
- •Reading for Translating
- •Speaking
- •Warm up
- •What is a nature (natural) reserve?
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •6. Complete the definitions.
- •8. Summarize the text “Protected Areas”. Use the following beginnings:
- •Reading for Understanding
- •Yellowstone National Park
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. Find the information about a world national park or reserve on the Internet. Retell it. Use the following questions as a plan:
- •Reading for Translating
- •Unit 1 Climate Change
- •Vocabulary
- •5. Place the appropriate word from the list in each of the blanks below:
- •1. Grammar Revision. Find in the text and translate the complex sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •6. Complete the definitions.
- •7. Complete the sentences below with the appropriate words.
- •9. Summarize the text “Climate Changes”. Use the following beginnings:
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •Vocabulary
- •5. Place the appropriate word from the list in each of the blanks below:
- •It should be mentioned, double, waste, fisheries, results in, population, depletion, challenge
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “Population and the Environment”. Use the following beginnings:
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. Find on the Internet the information about the demographic situation in Russia. Retell it.
- •The interview of a correspondent of “Time” with Rwandan President Paul Kagame (extract)
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •7. Summarize the text “Traffic and Air Pollution”. Use the following beginnings:
- •At Home
- •Buy Smart
- •Drive Wise
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. Find on the Internet the information about the air pollution in Russia and in your region. Retell it.
- •Vocabulary
- •5. Place the appropriate word from the list in each of the blanks below:
- •1. Grammar Revision. Find in the text and translate the sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “Acid Rain”. Use the following beginnings:
- •2. Find in the text the equivalents to the following word combinations:
- •6. Find on the Internet the information about the problem of acid rain in Russia. Retell it.
- •Is Acid Rain Killing Off Wood Thrushes?
- •Unit 5 Water Pollution
- •Warm up
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •Water Pollution
- •1. Grammar Revision. Find in the text and translate the complex sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “Water Pollution”. Use the following beginnings:
- •Reading for Understanding
- •2. Find in the text the equivalents to the following word combinations:
- •4. Is it true or false? Correct the wrong statements.
- •6. Find on the Internet the information about Gulf of Mexico oil spill, 2010. Retell it. Reading for Translating
- •Speaking
- •Unit 6 Soil Pollution
- •Warm up
- •Vocabulary
- •Word Study
- •5. Place the appropriate word from the list in each of the blanks below:
- •Reading for Speaking and Discussing
- •Soil Pollution
- •1.Grammar Revision. Find in the text and translate the complex sentences with:
- •2. Answer the questions.
- •3. Ask your partner some more questions on the text.
- •4. Substitute the words in bold type for their synonyms:
- •7. Summarize the text “Soil Pollution”. Use the following beginnings:
- •Reading for Understanding
- •Creek –ручей inhospitable –негостеприимный
- •Evaporate –испаряться trash -отбросы, мусор
- •2. Find in the text the equivalents to the following word combinations:
- •6. Find on the Internet the information about soil contamination in Russia. Retell it. Reading for Translating
- •Speaking
- •Great Need to Avoid Soil Pollution
- •2 Этап обучения
- •350044, Г. Краснодар, ул. Калинина, 13
5. Place the appropriate word from the list in each of the blanks below:
detection, pesticides, bio-degradation, fertilizers, grazing animals, grassland, crops
A huge amount of pesticides is used to fight parasite insects that can destroy part of all our ...
Ground-waters pollution is particularly dangerous for the water we drink, coming from
natural sources of the areas where … are used.
Intensive farming tends to deplete the soil of its mineral content using artificial … containing phosphorus and nitrogen.
The … of heavy metals compounds in the soil is very difficult.
Heavy metal deposits on grassland soils remain in the top few centimetres and are directly eaten with soil by ...
There is such a wide variety of organic substances that their … and monitoring in the soil is practically impossible.
One of the good agricultural practices is reducing the intensity of … use (by lowering cattle density).
Reading for Speaking and Discussing
Read the text and answer the question:
What alternatives to pesticides have scientists suggested?
Soil Pollution
Soil is the thin layer of organic and inorganic materials that covers the Earth's rocky surface. The organic portion, which is derived from the decayed remains of plants and animals, is concentrated in the dark uppermost topsoil. The inorganic portion made up of rock fragments, was formed over thousands of years by physical and chemical weathering of bedrock. Productive soils are necessary for agriculture to supply the world with sufficient food.
A soil pollutant is any factor which deteriorates the quality, texture and mineral content of the soil or which disturbs the biological balance of the organisms in the soil. Pollution in soil has adverse effect on plant growth.
Pollution in soil is associated with:
-Indiscriminate use of fertilizers
-Indiscriminate use of pesticides, insecticides and herbicides
-Dumping of large quantities of solid waste
-Deforestation and soil erosion
-Acid rain
Soil nutrients are important for plant growth and development. Plants obtain carbon, hydrogen and oxygen from air and water. But other necessary nutrients like nitrogen, phosphorus, calcium, magnesium, sulfur and more must be obtained from the soil. Farmers generally use fertilizers to correct soil deficiencies. Fertilizers contaminate the soil with impurities, which come from the raw materials used for their manufacture. The over-use of fertilizers reduces quantity of vegetables and crops grown on soil over the years. It also reduces the protein content of wheat, maize, grams, etc., grown on that soil.
Plants on which we depend for food are under attack from insects, fungi, bacteria, viruses, and other animals, and must compete with weeds for nutrients. To kill unwanted populations living in or on their crops, farmers use pesticides. However, pesticides not only bring toxic effect on human and animals but also decrease the fertility of the soil. Some of the pesticides are quite stable and their biodegradation may take weeks and even months.
Pesticide problems such as resistance, resurgence, and heath effects have caused scientists to seek alternatives. Pheromones and hormones to attract or repel insects and using natural enemies or sterilization by radiation have been suggested.
In general, solid waste includes garbage, domestic refuse and solid materials such as paper, plastics, glass, old construction material, packaging material and toxic or otherwise hazardous substances. Since a significant amount of urban solid waste tends to be paper and food waste, the majority is recyclable or biodegradable in landfills. Similarly, most agricultural waste is recycled and mining waste is left on site.
The portion of solid waste that is hazardous such as oils, battery metals, heavy metals from smelting industries and organic solvents are the ones we have to pay particular attention to.
Soil erosion occurs when the weathered soil particles are carried away by wind or water. Deforestation, agricultural development, temperature extremes, precipitation including acid rain, and human activities contribute to this erosion. Humans speed up this process by construction, mining, cutting of timber, over cropping and overgrazing. It results in floods and cause soil erosion.
Forests and grasslands are an excellent binding material that keeps the soil intact and healthy. They support many habitats and ecosystems, which provide innumerable food chains to all species. Their loss would threaten food chains and the survival of many species. During the past few years quite a lot of vast green land has been converted into deserts. The precious rain forest habitats of South America, tropical Asia and Africa are coming under pressure of population growth and development (especially timber, construction and agriculture). Many scientists believe that a wealth of medicinal substances including a cure for cancer and aids, lie in these forests. Deforestation is slowly destroying the most productive flora and fauna areas in the world.