Запомните необходимый минимум профессиональной лексики:
external factor depletion of the ozone layer rainforest pollution soil contamination introduction into the atmosphere chemicals particulate matter biological material source of emission pollutant cause discharge thermal effect insecticide herbicide pathogen alteration natural soil environment rupture underground storage tank pesticide pollutant type pathway of attack vulnerability chronic exposure | - внешний фактор - уменьшение озонового слоя - тропический лес - загрязнение - загрязнение почвы - выброс в атмосферу - химические препараты, вещества - вещество в форме частиц - биологический материал - источник выброса - загрязнитель - причина - выделение - тепловой эффект - инсектицид - гербицид - патоген, болезнетворное вещество - изменение - естественная окружающая среда почвы - прорыв, разрушение - подземное хранилище резервуаров - пестицид - тип загрязнителя - путь загрязнения - уязвимость - постоянная незащищенность |
Задание I
А) Определите:
а) какой частью речи являются слова:
critical, proportion, responsible, stratospheric, respiratory, discomfort, contribute, recently, volcanic, directly, react, interact, photochemical, groundwater, arise, surface, correlated, intensity, directly, irreversible, unexpectedly
б) переведите приведенные выше слова, учитывая значение их суффиксов/префиксов
Б) Из приведенных ниже слов образуйте однокоренные слова, относящиеся к другим частям речи. Переведите их (при затруднении обратитесь к словарю):
introduction (v, adj), responsible (n), stratospheric (n), atmosphere (adj), contribute (n), global (adv, n), climate (adj), radioactive (n), pollutant (v), intensity (v, adv, adj), migrate (n), occurred (n), hazardous (n), developmental (n), associated (n), unexpectedly (v, n)
Задание II
А. Подберите подходящую пару к словам, обозначенным цифрами. Полученные словосочетания переведите.
1. поток, течение 2. загрязнитель 3. тропический лес 4. окружающая среда 5. внешний 6. фотосинтез | a) environment b) external c) current d) rainforest e) photosynthesis f) pollutant |
Б. Подберите эквиваленты к словосочетаниям, обозначенным цифрами:
1. заболевания органов дыхания 2. выделение промышленных отходов 3. доступный (пригодный) кислород 4. выброс в атмосферу 5. ряд последствий для здоровья 6. токсичный металл 7. передвижной источник 8. широкий диапазон | a) introduction into the atmosphere b) respiratory diseases c) mobile source d) toxic metal e) available oxygen f) wide spectrum g) discharge of industrial wastes h) set of health consequences |
В. Заполните пропуски, используя предложенные слова:
global, children, hazardous, brain, pollutants, carcinogenic, spill
1. Waste material that contaminates soil, air, or water is divided by ecologists into two groups of ______: primary and secondary.
2. Discharge of harmful substances into lakes, rivers, oceans, and groundwater contaminates water bodies in the _________context.
3. Soil can be made impure when_________contaminants are either discharged or put under the ground or get to the soil from a _____that has occurred elsewhere.
4. Heavy metals and organic pollutants could cause irreversible damage to a human body as they might be __________ to population.
5. Some metals, such as lead, for example, present a grave danger to young______: they are in a risk group as heavy metals can damage their _____.
Задание III
А. Укажите фрагмент текста, где говорится о вреде тяжелых металлов для организма человека.
Б. Завершите предложения в соответствии с содержанием текста:
1. The most hazardous environmental pollutants caused by the activity of man present a wide spectrum of substances including various chemicals: sulfur oxides (SOx); nitrogen oxides (NOx); carbon dioxide (CO2), toxic metals, as well as radioactive pollutants produced by nuclear explosions, war explosives, and _______.
2. The degree of soil contamination depends on different factors: the level of industrialization, methods of intensive farming, accidents with the rupture of underground storage tanks, leaching of waste material, direct discharge of chemicals, to which belong the following most common substances as _________.
В. Выберите предложение, смысл которого противоречит содержанию текста
1. The area where an organism or ecological community normally lives comprises different external factors – biotic or abiotic – affecting the organism.
2. The most important factors causing global warming and ozone depletion during the XXth century are not connected with air pollution.
3. Water pollution in the global context presents the greatest problem for the mankind nowadays.
4. Ecologists view the result of soil contamination as the presence of manufactured chemicals or other harmful substances in the natural soil environment which can appear as the result of some accidents with underground storage tanks andby usage of pesticides in farming.
Задание IV
А. Преобразуйте данные предложения из утвердительных в отрицательные, а затем переведите:
1. Environment comprises all of the external factors affecting an organism
2. Water pollution is a major problem in the global context.
3. Water pollution has many causes and characteristics.
Б. Найдите в тексте предложения, содержащие союзы: «either …. or»
В. Переведите следующие предложения, обращая внимание на страдательный залог сказуемого.
1. It has been suggested that it is the leading worldwide cause of deaths and diseases.
2. This occurrence of this phenomenon is correlated with the degree of industrialization and intensity of chemical usage.
3. Soil contamination results when hazardous substances are either spilled or buried directly in the soil or migrate to the soil from a spill that has occurred elsewhere.
4. Chronic exposure to at sufficient concentrations is known to be associated with higher incidence of leukemia.
5. Obsolete pesticides such as mercury are known to induce higher incidences of kidney damage, some irreversible.
Задание V
Составьте и напишите фрагмент аннотации текста “Factors threatening the environment” с использованием следующих клише:
Special attention is paid to …..
The data presented in the text seem to be ….
To summarize all mentioned above it should be noted that …
The text under discussion is of great value for those who ….
Unit 7
Подберите русские эквиваленты следующим словам, содержащим интернациональные корни:
region, dynamic, process, reconstruct, indicator, distribution, signal, regenerate, fluctuation, reservoir, innovation, era, statistical, concentration, continent, solar, cycle, modulation, cyclical, anthropogenic, emission, generate, hypothesis
Прочитайте текст. Пользуясь словарем, определите значение незнакомых слов и выпишите их в тетрадь.
CLIMATE CHANGE
Climate change is any long-term significant change in the “average weather” that a given region experiences. Average weather may include average temperature, precipitation and wind patterns. It involves changes in the variability or average state of the atmosphere over durations ranging from decades to millions of years. These changes can be caused by dynamic processon Earth, external forces including variations in sunlight intensity, and more recently by human activities.
Evidence for climatic change is taken from a variety of sources that can be used to reconstruct past climates. Most of the evidence is indirect—climatic changes are inferred from changes in indicators that reflect climate, such as vegetation, dendrochronology, ice cores, sea level change, and glacial retreat. Different branches of knowledge contribute to the research of climate change. Palynology (the science that studies contemporary and fossil palynomorphs, including pollen) is used to infer the geographical distribution of plant species, which vary under different climate conditions, as different groups of plants have pollen with distinctive shapes and surface textures which resist decay.
Glaciers are considered one of the most sensitive climate indicators and their recent observed variations provide a global signal of climate change. They advance substantially during climate cooling and retreat during climate warming on moderate time scales. For the last century, however, glaciers have been unable to regenerate enough ice during the winters to make up for the ice lost during the summer months
On the scale of decades, climate changes can also result from interaction of the atmosphere and oceans. Many climate fluctuations owe their existence at least in part to different ways that heat can be stored in the oceans and move between different reservoirs.
Greenhouse gases are considered to be the primary cause of global warming. The greenhouse effect, which is the warming produced as greenhouse gases trap heat, plays a key role in regulating Earth's temperature. Over the last 600 million years, carbon dioxide concentrations have varied significantly due primarily to the effect of geological processes and biological innovations. During the modern era, the naturally rising carbon dioxide levels are implicated as the primary cause of global warming since 1950. According to the statistical statements in 2007, the atmospheric concentration of CO2 in 2005 was 379 ppm³ compared to the pre-industrial levels of 280 ppm³.
On the longest time scales, plate tectonics will reposition continents, shape oceans, build and tear down mountains and generally serve to define the stage upon which climate exists.
Variations in solar activity during the last several centuries were based on observations of sunspots and beryllium isotopes. The sun is the ultimate source of essentially all heat in the climate system. There are also a variety of forms of solar variation, including the 11-year solar cycle andlonger-term modulations. The cyclical nature of the sun's energy output is not yet fully understood.
A single volcano eruption that occurs several times per century can affect climate, causing cooling for a period of a few years. Huge eruptions occur only a few times every hundred million years, but can reshape climate for millions of years and cause mass extinctions.
However, this contribution is insignificant compared to the current anthropogenic emissions. There are estimates that human activities generate more than 130 times the amount of carbon dioxide emitted by volcanoes. Anthropogenic factors are human activities that change the environment and influence climate. Various hypotheses for human-induced climate change have been debated for many years. The biggest factor of present concern is the increase in CO2 levels due to emissions from fossil fuel combustion, followed by aerosols (particulate matter in the atmosphere), which exert a cooling effect. Other factors, including land use, ozone depletion, animal agriculture and deforestation, also affect climate.
Запомните необходимый минимум профессиональной лексики:
climate change | - изменение климата |
average temperature | - средняя температура |
precipitation | - выделение осадков |
wind patterns | - типы ветров |
external forces | - внешние силы |
intensity | - интенсивность |
reconstruct past climate | - реконструировать климат прошлого |
evidence | - свидетельства, данные, факты, основания |
vegetation | - растительность |
dendrochronology | - дендрохронология |
ice cores | - центральные слои льда |
sea level | - уровень моря |
retreat | - отход, отступление |
geographical distribution | - географическое распределение |
glacier | - ледник |
indicator | - показатель, индикатор |
cooling | - похолодание |
warming | - потепление |
regenerate ice | - восстанавливать, регенерировать лед |
fluctuation | - колебание |
greenhouse effect | - парниковый эффект |
plate tectonics | - образование и движение больших пластов, поверхности земли |
solar activity | - солнечная активность |
sunspot | - пятно на солнце |
ultimate source | - основной источник |
the 11-year solar cycle | -11-летний цикл солнечной активности |
modulation | - модуляция |
cyclical nature | - циклический характер |
reshape climate | - менять климат |
mass extinction | - массовое исчезновение |
human-induced climate change | - изменения климата, вызванные деятельностью человека |
fossil fuel combustion | - сгорание ископаемого топлива |
deforestation | - вырубка леса |
Задание I
А. Определите:
а) какой частью речи являются слова:
region, dynamic, variability, recently, indirect, contemporary, considered, substantially, unable, owe, trap, heat, significantly, due, primarily, innovation, naturally, ultimate, source, essentially, output, fully, single, generate
б) переведите приведенные выше слова, учитывая значение их суффиксов/префиксов.
Б) Из приведенных ниже слов образуйте однокоренные слова, относящиеся к другим частям речи. Переведите их (при затруднении обратитесь к словарю):
variation (v), distinctive (n, adv), resist (n), intensity (v, adj), generally (adj), reflect (n), reconstruct (n), indicator (v), contribute (n), distribution (v), provide (n), concentration (v), consider (n), innovation (adj), statistical (n, adv), cyclic (n)
Задание II
А. Подберите подходящую пару к словам, обозначенным цифрами. Полученные словосочетания переведите.
1. long-term
| a) innovations b) weather c) process d) change e) emissions f) isotopes g) distribution h) signal i) statements j) levels |
Б. Подберите эквиваленты к словосочетаниям, обозначенным цифрами:
| a) мощное извержение b) не подвергаться распаду c) различные гипотезы d) основная (главная) причина e) различные области знания f) разные источники |
В. Заполните пропуски, используя предложенные слова:
indicators, output, interaction, variability, reconstruct, cause
1. Climatic changes involve fluctuations in average temperature, ______of the amount of rain, snow that falls on the ground, the average state of the atmosphere over the length of time ranging from decades to millions of years.
2. Scientists use mainly indirect data to understand and _______ climate change on Earth during the past.
3. Huge masses of ice, called glaciers, are used by ecologists and glaciologists for observations of changes in climate as they are regarded to be the most sensitive _____of global warming.
4. Several consequences of climate alteration are due to the _____of the atmospheric conditions and big masses of water in seas and oceans.
5. Environmentalists consider the rise of carbon dioxide levels the primary______ of global warming since the middle of the XXth century.
6. Fluctuations of solar energy during the sun’s 11-year cycles and the cyclic character of the solar energy_____ has not been understood to the full.
Задание III
А. Переведите предложенные выражения:
On the scale of decades; to play a key role; on the longest time scales; at least in part; compared to.
Б. Найдите в третьем, шестом и девятом абзацах текста прилагательные в превосходной степени сравнения и переведите данные предложения.
В. Переведите следующее предложение, обращая особое внимание на сравнительную конструкцию, начинающуюся с ‘more than’:
There are estimates that human activities generate more than 130 times the amount of carbon dioxide emitted by volcanoes.
Г. В пятом абзаце найдите предложения, содержащие различные группы числительных. Переведите предложения с ними.
Д. Использование какого модального глагола преобладает в тексте ‘Climate change’?Найдите предложения с ним и переведите их.
Д. Определите функцию инфинитива в следующих предложениях:
1. Evidence for climatic change is taken from a variety of sources that can be used to reconstruct past climates.
2. For the last century, however, glaciers have been unable to regenerate enough ice during the winters to make up for the ice lost during the summer months.
3. On the longest time scales, plate tectonics will reposition continents, shape oceans, build and tear down mountains and generally serve to define the stage upon which climate exists.
Задание IV
Ответьте на вопросы к тексту «Climate change»:
1. What involves changesin the variability of the atmosphere over durations ranging from decades to millions of years?
2. How does indirect evidence from different branches of knowledge help reconstruct past climates?
3. Why (how) does the greenhouse effect play a key role in regulating Earth's temperature?
Задание V
Выполните письменно аннотацию текста “Climate change”.
Unit 8
Подберите русские эквиваленты следующим словам, содержащим интернациональные корни:
academia, industrialized, tragic, terrorist, attack, routinely, classic, tsunami, transport, motive, criminal, act
Прочитайте текст. Пользуясь словарем, определите значение незнакомых слов и выпишите их в тетрадь.
NATURAL AND MAN-MADE DISASTERS
A disaster is the impact of a natural or human-made hazard that negatively affects society or environment. In contemporary academia, disasters are seen as the consequence of inappropriately managed risk. These risks are the product of hazards and vulnerability. Hazards that strike in areas with low vulnerability are not considered a disaster, as is the case in uninhabited regions.
Developing countries suffer the greatest costs when a disaster hits – more than 95 percent of all deaths caused by disasters occur in developing countries. Losses due to natural disasters are 20 times greater in developing countries than in industrialized countries.
A disaster can be also defined as any tragic event that involves at least one victim of circumstance, such as an accident, fire, terrorist attack, or explosion.
Some experts argue that all disasters can be seen as being human-made. All disasters are hence the result of human failure to introduce appropriate disaster management measures.
Disasters are routinely divided into natural or human-made, although there are complex disasters, where there is no single root cause. A classic example is an earthquake that causes a tsunami, resulting in coastal flooding.
A natural disaster is the consequence when a natural hazard (e.g., volcanic eruption or earthquake) affects humans. The resulting loss depends on the capacity of the population to support or resist the disaster: their resilience. A natural hazard will hence never result in a natural disaster in areas without vulnerability, e.g., strong earthquakes in uninhabited areas. The term ‘natural’ has consequently been disputed because the events simply are not hazards or disasters without human involvement.
Disasters caused by human action, negligence, error, or involving the failure of a system are called human-made disasters. Human-made disasters are in turn categorized as technological or sociological. Technological disasters are the results of failure of technology, such as engineering failures (bridge, balcony collapses, dams failures; power outages), transport disasters (car accidents, train crashes, air disasters, space disasters), or environmental disasters (avalanches, earthquakes, landslides and mudflows, sinkholes, volcanic eruptions, floods, whirlpools, maelstroms, tsunamis, blizzards, droughts, fires and some others)
Sociological disasters have a strong human motive, such as criminal acts, stampedes, riots, and war.
Запомните необходимый минимум профессиональной лексики:
disaster consequence tragic event victim of circumstance terrorist attack explosion human-made disaster engineering failure disaster management measures root cause capacity resilience human involvement negligence error transport disaster environmental disaster motive | - бедствие, несчастье, катастрофа - последствия - трагическое событие - жертва обстоятельств - террористическая атака - взрыв - катастрофа, вызванная деятельностью человека - ошибка в расчетах - меры по предотвращению бедствий, катастроф - основная причина - способность - восстановление физических и душевных сил - вовлеченность человека, людей - небрежность, неосторожность, халатность - ошибка - катастрофа на транспорте - катастрофа окружающей среды - мотив |
Задание I
А. Определите:
а) какой частью речи являются слова:
contemporary, inappropriately, vulnerability, low, uninhabited, developing, suffer, tragic, failure, introduce, appropriate, complex, single, coastal, support, resist, involvement, strong, criminal, stampede, riot
б) переведите приведенные выше слова, учитывая значение их суффиксов/префиксов.
Б. Из приведенных ниже слов образуйте однокоренные слова, относящиеся к другим частям речи. Переведите их (при затруднении обратитесь к словарю):
occur (n), inappropriately (adj), routinely (n), vulnerability (adj), tragic (n), failure (v), introduce (n), consequently (adj, n), complex (n), simply (adj, n), coastal (n), resist (n), involvement (v), motive (v)
Задание II
А. Подберите подходящую пару к словам, обозначенным цифрами. Полученные словосочетания переведите.
1. contemporary 2. low 3. routinely 4. classic 5. human 6. strong 7. criminal 8. industrialized | a) example b) countries c) academia d) motive e) acts f) example g) vulnerability h) divided |
Б. Подберите эквиваленты к словосочетаниям, обозначенным цифрами:
1. ненаселенные районы 2. развивающиеся страны 3. cложные катастрофы 4. классический пример 5. техногенные катастрофы 6. сильные землетрясения | a) technological disasters b) classic example c) uninhabited areas d) strong earthquakes e)developing countries f) complex disasters |
В. Заполните пропуски, используя предложенные слова или словосочетания:
disaster, tragic event, human-made, negligence, environmental disasters, sociological disasters
1. Hazards that occur in uninhabited regions and can not negatively affect people are not considered a ______.
2. If a collision, fire, criminal assault, terrorist attack, or explosion would lead to even one casualty, such a disaster can be designated as a ____ _____.
3. Many scientists think that nearly all types of disastrous events should be attributed to people’s mistakes therefore all of them are _____.
4. Some catastrophes, such as earthquakes, landslides, volcanic eruptions and some others are defined as ________ _________ because they have severe consequences for the environment.
5. Human-made disasters, usually caused by people’s mistakes or their ______, are classified by environmentalists into two main groups: the first group unites tragic events as the results of failure in technology while the second group, called _____ ______, have a strong human motive
Задание III
A. Переведите предложения, содержащие следующие выражения:
«In contemporary academia…», «Some experts argue…», «The term …. has consequently been disputed» «…. are hence the result….»,. «…. will hence never result …».
Б. Найдите в тексте предложения с числительными в сравнительных конструкциях и переведите их.
В. Найдите в тексте предложения, в которых использован модальный глагол «can», переведите их.
Задание IV
Задайте к тексту пять общих и специальных вопросов.
Задание V
Выполните письменно аннотацию текста.
Unit 9
Подберите русские эквиваленты следующим словам, содержащим интернациональные корни:
discipline, evacuation, quarantine, effective, integration, original, focus, resources, academic, reduction, phase, expert, cycle, infrastructure, communication, plan, terminology, coordination, method, mobilization
Прочитайте текст. Пользуясь словарем, определите значение незнакомых слов и выпишите их в тетрадь.
EMERGENCY MANAGEMENT
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