The Ministry of Education and Science of the Republic of Kazakhstan
Semey State University named after Shakarim
The Department of Chemistry and Geography
Professional focused foreign language
The natural-science faculty
Specialty: Geography
For students of the 3rd course
Educational-methodical complex
Семей - 2013
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1. Full name of lecturerSassenova U. K- Senior teacher of Department of Foreign Philology,
Tuleugaliyeva S.S.- Associate Professor of Chemistry and Geography Department
2. Approved on meeting of department
Protocol № _____ from «_____ » ________ 2013
Head of Department of Chemistry and Geography
_______________ Ontagarova D.R.
3 Discussed on meeting scholastic-methodical advice of the faculty of Natural Sciences Protocol
№ ____ from «______» _________ 2013
Chairman of educational-methodical advice of the faculty_____ _________________
Dean of the faculty of Natural Sciences __________ Ibrayeva L.S.
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Contents:
1. Glossary
2. The content of practical lessons
3. Methodical recommendation of SIWT
4. Methodical recommendation of SIW
5. Checking measuring facilities
4
Glosssary
Biogeography (the study of the distribution of biodiversity over space and time. It aims to reveal
where organisms live, and at what abundance.)
Climatology (the study of climate, scientifically defined as weather conditions averaged over a
period of time, and is a branch of the atmospheric sciences.)
Environmental geography (the branch of geography that describes the spatial aspects of
interactions between humans and the natural world)
Geodesy (scientific discipline that deals with the measurement and representation of the Earth,
including its gravitational field, in a three-dimensional time-varying space)
Geomorphology (the scientific study of landforms and the processes that shape them.)
Glaciology (the study of glaciers, or more generally ice and natural phenomena that involve ice)
Hydrology (the study of the movement, distribution, and quality of water throughout Earth, and
thus addresses both the hydrologic cycle and water resources)
Hydrography (the measurement of physical characteristics of waters and marginal land.
Oceanography and limnology are subsets of hydrography).
Meteorology (the interdisciplinary scientific study of the atmosphere that focuses on weather
processes and forecasting (in contrast with climatology).
Pedology (the study of soils in their natural environment.)
Human geography is a branch of geography that focuses on the study of patterns and processes
that shape human interaction with various environments. Human geography can be divided into
many broad categories, such as:
Cultural geography (the study of cultural products and norms and their variations across and
relations to spaces and place) It focuses on describing and analyzing the ways language, religion,
economy, government and other cultural phenomena vary or remain constant, from one place to
another and on explaining how humans function spatially.)
Development geography (the study of the Earth's geography with reference to the standard of
living and quality of life of its human inhabitants)
Economic geography is the study of the location, distribution and spatial organization of economic
activities across the Earth.
Health geography is the application of geographical information, perspectives, and methods to the
study of health, disease, and health care
Historical geography is the study of the human, physical, fictional, theoretical, and "real"
geographies of the past.
Political geography (the study of both the spatially uneven outcomes of political processes and the
ways in which political processes are themselves affected by spatial structures)
Population geography (the study of the ways in which spatial variations in the distribution,
composition, migration, and growth of populations are related to the nature of places.)
Transportation Geography is the branch of geography that investigates spatial interactions; let
them be of people, freight and information
Geography of Tourism is the study of travel and tourism, as an industry and as a social and
cultural activity.
Literature
Basic literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004.
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
5
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007.
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007.
6.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Россия» для студентов 1-2 курсов естественных факультетов университетов.
Скнарина И.И., Кузнецова Л.В., Ростов-на-Дону: УПЛ РГУ, 2005.
7.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Высшее образование в России, Великобритании и США» для студентов 1-2 курсов.
Беляева Н.А., Кузнецова Л.В, Сытникова Е.Б., Ростов-на-Дону: УПЛ РГУ, 2005.
8.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Моя специальность» для студентов 1-2 курсов естественных факультетов
университетов (часть 2). Сафроненко О.И., Белоусова М.М, Скнарина И.И.. Ростов-на-Дону:
УПЛ РГУ, 2005.
9.Essential Grammar in Use Supplementary Exercises, Helen Naylor, Raymond Murphy Cambridge
University Press, 2001.
10. English Grammar in Use Supplementary Exercises, Louise Hachemi, Raymond Murphy
Cambridge University Press, 1995.
Б ) Additional literature:
Тестовые задания по контролю навыков чтения на английском языке для самостоятельной
работы студентов 1 курса естественнонаучных специальностей. Мирошникова О.Х.
1.Тестовые задания по контролю лексико-грамматически навыков на английском языке для
самостоятельной работы студентов 2 курса естественнонаучных специальностей.
Мирошникова О.Х.
2.Тестовые задания по контролю грамматических навыков и навыков написания письма на
основе общенаучной лексики английского языка для самостоятельной работы студентов 1,2
курсов. Байдельдинова А.Д. Улеева Н.М.
В ) программное обеспечение и Интернет-ресурсы
1. www.englandia.ru
2. Мультимедийный курс “Reward” (уровни elementary, pre-intermediate, intermediate, upperintermediate)
3. Мультимедийный курс “Grammar ROM”
The contents of practical lessons
Lessons № 1
Theme: Introduction
Text: My future profession
Purpose of lesson:
1. to acquaint with need of the education of this subject
2. to develop student’s speech connected with professional interest.
3. To encourage the interest to studying of this subject
My future profession
When a person leaves high school, he must choose his future profession.
It isn’t an easy task to make the right choice of future profession and a job at once. We
know leaving school is the beginning of the independent life, the start a more examination of a
man’s abilities and character.
As for me I would like to be a teacher of geography. To my mind, it is a very noble
profession. It is very difficult to be a good teacher of geography. In high school my favorite subjects
was geography
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The word “geography” comes from the Greek word geo, meaning “earth” and graph in,
meaning “description”. Generally it is the study of the Earth and its lands, features, inhabitants, and
phenomena. It was a Greek scientist Eratosthenes (276-194 B.C.) who first used this word.
Geography as a science grew out from the attempts of early people to describe what they had seen
on their travels. Today those who study geography describe and analyze the earth in order to
explain what is where, why it is there and what significance it has.
I have always been interested in geography. I am very fond of geography and I’d like to be a
geographer.
This year I have passed entrance competitive exams successfully and now I am a first -year
student of Semey State Pedagogical Institute. I study at Natural Science Department. Now I am a
third-term (semester) student and study geography and ecology. All our Department graduates are
sure to get jobs they are willing to have. I hope the same might hold true for me as well.
Tasks and questions:
I. Answer the questions:
1. What would you like to be?
2. Say a few words about favorite subjects at school
3. Was it easy for you to choose a profession?
4. When did you decide to choose this profession?
5. Who helped you to make your choice?
6. Why have you chosen this profession?
7. Do you like geography? Why?
8. What is Geography?
9. What quality must a good specialist of your profession possess?
II. Translate the following words into your native language without using a dictionary, relying
on your knowledge or guessing
Geography, earth, independent, ability, character features, inhabitants, phenomena,
scientist, attempt, significance, ecology, geographer,
III. Act out the situation. Ask questions.
Recently you have got acquainted with a British student who is studying one of natural sciences at
the university on student’s exchange programmed in Semey. Talk to him/her.
 Ask about his field of study and tell him/her about yours;
 Ask where and how long he/she has been studying it
 Find out his/her reasons to study it, his/her likes and dislikes;
 Say about your experience in the field of study or any practical training;
Ask about her/his plans in the future; wish good luck in learning natural III.
IV. Supply the three forms of the following verbs:
To tell, to say, to speak, to give, to keep, to make, to lead, to begin, to be, to do, to choose,
to know.
V. State the parts of speech and undertine the suffixes:
 Science, information, to function, engagement, to circulate, biological, preventive, digestion,
constructor, possibility, to repeat, knowledge, various, specialize, to inform.sciences.
VI . Express the following sentences in the passive.
Model: Assima answered this question.
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This question was answered (by Assima)
1. They won’t study this problem. 2. They read this newspaper. 3. They attended professor
Ivanov’s lectures on Mondays and Fridays. 4. Amina worked hard at her English last semester. 5.
Dauren will go to London next time. 6. She can repeat these questions. 7. Our friend reads English
newspapers every day. 8. She will attend classes next week
Methodical recommendations:
1. Read the text and try to understand it.
2. Look up the words you do not know in a dictionary.
3. Lead and support the conversation with partner.
4. Write a short composition about your future profession using questions.
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2. English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3. Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
Lesson № 2 Theme: Lexicology
Text: The Earth
Purpose of the lesson:
1. Formation of basic knowledge on biology.
2. To perceive English speech by hearing.
3. To inculcate skills ability to work with the text.
4. Introduction of new lexical material and fixing of the passed material.
1. to acquire the special text with the aim learning the necessary information.
2. to learn lexical minimum and to use it in practice.
3. to try to communicate in English.
Lexicology
Lexicology is a part of linguistics, the science of the word. “ Lexics” in Greek means
having to do with words and “logos” –studying, learning.
Lexicology of Modern English investigates the problems of a word structure and wordformation, the scientific structure of words, the relations between varies lexical layers of the
vocabulary, the source and the growth of the English vocabulary, the changes it has undergone in its
history.
Words can be studied from different viewpoints. The general study of words and vocabulary
of language universals is known as General Lexicology.
There is Special lexicology which deals with the description of the characteristic
peculiarities of a given language. The evolution of any vocabulary is studied by historical
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lexicology. It investigates the origin of words, their change, development, structure, meaning and
usage.
Descriptive lexicology studies the vocabulary of a given language at a given stage of its
development. Lexicology is closely connected with phonetics, stylistics, grammar, the history of the
language. Lexicology as a branch of linguistics has its own names and methods of scientific
research; its basic task is a study and systematic description of a vocabulary, the origin of words,
the development and current use. Lexicology is concerned with words, variable word-group,
phraseological units and morphemes which make up words and their meanings.
Text: The Earth
Let's recall that our planet, Earth, is only one of the 8 planets in our solar system. 8,
not 9 because in the year of 2006 Pluto was taken away from the list of planets.
The four smaller inner planets; Mercury, Venus, Earth and Mars, also called the terrestrial
planets, are primarily composed of rock and metal.
The four outer planets, Jupiter, Saturn, Uranus and Neptune, also called the gas giants, are
composed largely of hydrogen and helium and are far more massive than the terrestrials.
Earth is the third planet in distance from the Sun which is 149.6 million kilometers away. It
is the fifth largest of the eight planets in the solar system, and the largest of the terrestrial planets in
the Solar System in terms of diameter, mass and density. It is also referred to as the World, the Blue
Planet, and Terra.
Geography is a unique discipline as it is borderline. It touches all the other disciplines.
Generally it can be split into two main sub fields: human geography and physical geography.
Physical geography (or physiogeography) focuses on geography as an Earth science. It aims
to understand the physical lithosphere, hydrosphere, atmosphere, and global flora and fauna patterns
(biosphere).
Vocabulary:
terrestrial - земной, сухопутный
hydrogen - водород
helium - гелий
density – плотность, густота
to refer - отсылать, направлять
lithosphere - литосфера
hydrosphere - гидросфера
to value
- ценить
Tasks and questions:
I. Read the text and translate it using the dictionary
II. Name the planets.
III. Complete the paragraph with the appropriate present tense form of the verbs in brackets.
Discovering your learning style … (be) an excellent way to learn about yourself and the way you …
(absorb) information best. I … (be) glad I … (complete) the Learning Style test because I … (plan)
to use this knowledge of myself in the future.
IV. Explain the similarity and difference between these pairs.

mind
intelligence

knowledge
skills
EXERCISES
I. Translate the following words bearing in mind the meaning of the affixes and memorize
them:
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1. to
discover {v)), discoverer (n), discovery (n)
2. to value (v), value (n), valuable (adj)
3. to construct (v), construction (n), constructive (adj)
4. importance (n), important (adj)
5. to know (v), knowledge (n)
6. to develop (v), developer (n), development (n)
7. to vary (v), variety (n); variation (n), various (adj), variable (adj)
8. mystery (n), mysterious (adj)
9. to observe (v), observer (n), observation (n)
10. to specialize (v), specialist (n), speciality (n), special (adj).
II.
Read the following words and guess their meaning:
Secret , to construct , function , information , problems, biology, method, control, million,
vaccine, penicillin, sulfa product, laboratory, result, circulation, experiment, accurate, discuss,
inform, faculty , botany, anatomy, microbiology, physiology, zoology, philosophy, genetics,
museum, modern, mathematics, physics, specialization.
Methodical recommendations:
1. Read the text and translate it.
2. Look up the words you do not know in a dictionary
3. Do lexical exercises
4. Asking and answering the questions on this subject
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
Lesson № 3 Theme: The Map of the World
Purpose of lesson:
1. to read and to understand the text on sspecialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3. to interest students in studying professional focused foreign language
Terminology
Terminology is the study of terms and their use. Terms are words and compound words
that in specific contexts are given specific meanings, meanings that may deviate from the meaning
the same words have in other contexts and in everyday language. The discipline Terminology
studies among other things how such terms of art come to be and their interrelationships within a
culture. Terminology differs from lexicography in studying concepts, conceptual systems, and their
labels (terms), whereas lexicography study words and their meanings.
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Terminology thus denotes a discipline which systematically studies the labelling or
designating of concepts particular to one or more subject fields or domains of human activity,
through research and analysis of terms in context, for the purpose of documenting and promoting
consistent usage. This study can be limited to one language or can cover more than one language at
the same time (multilingual terminology, bilingual terminology, and so forth) or may focus on
studies of terms across fields.
The Map of the World
We live on the planet that is called the Earth.
The greatest part of it is taken by the waters of the World Ocean. Large masses of land
surrounded by oceans and seas are called mainlands or continents. They are like big islands.
Looking at the map of the world we can see that there are six continents. They are: Eurasia (Europe
and Asia combined) which is the largest continent, Africa, North America, South America,
Australia and Antarctica, in which the South Pole is situated.
It should be said that Asia lies opposite the five times smaller continent of Australia. Europe,
that is rather small, lies opposite the big continent of Africa. North America almost equals South
America in size. And only Antarctica has no opposite land.
The parts of the world are also six in number. But they differ from the continents. North and South
America form one part of the world — America. The continent of Eurasia is divided into two parts
of the world — Europe and Asia. The largest part is Asia. Australia and the Pacific Ocean are called
Oceania.
There are four oceans. The Pacific is the largest and the deepest of all, its total area is greater
than that of all the dry land, second comes the Atlantic. The Indian Ocean is only slightly smaller
than the Atlantic. The smallest ocean is the Arctic Ocean with the North Pole in the centre.
There are also many seas and rivers in all parts of the world. The largest rivers are
Mississippi and Missouri. The greatest lakes are: Lake Baikal, Lake Victoria and Lake Michigan.
Tasks and questions:
I. Pick up the geographical names from the text and transcribe them.
II. Answer the questions:
1. Name the planet where you live.
2. What is taken the greatest part of the planet?
3. How many are there continents in the Earth? Name them.
4. How many are there oceans in the Earth? Name them
5. What river is the largest in the world?
6. What lake is the largest in the world?
III. Match the following words with their definitions:
1. EnvironmentA) no use or exploitation of natural resources.
2. Ecology-
3. Pollution-
4. Preservation5. Conversation-
B) harmful materials in the air, water or land, that cause
the environment to be dirty, unhealthy or hazardous to
living things.
C) the surrounding things, conditions, and influences
impacting on an organism.
D) the wise and intelligent use and protection of
natural resources.
E) the study of the relationships between organism and
its environment.
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IV. Describe the Earth using a map
EXERCISES
I. Translate the following words bearing in mind the meaning of the affixes and
memorize them:
1)
2)
3)
4)
5)
6)
7)
8)
to specialise (v), specialist (n), speciality (n), special (adj)
specialization (n), especially (adv)
science (n), scientist (n), scientific (adj), scientifically (adv)
to include (v), to exclude (v), inclusion (n), inclusive (adj)
to derive (v), derivation (n), derivative (adj) (извлекать)
to divide (v), division (n), divisor (n), divisible (adj)
to define (v), definition (n), definite (adj)
to differ (v), difference (n), different (adj), differently (adv) indifference (n), indifferent
(adj).
9)
to resemble (v), resemblance (n) ( походить)
II. Read the following words and guess their meaning:
Special, zoology, organize. Fundamental. Microscope, accumulate, basic , principle,
respiration, fact, reproduction, process, temperature, region.
III.
Supply the Infinitives of the following verbs:
told, gave, known, made, led, came, thought, taken, called, climbed, put, written, included,
defined, saw.
IV.
Form adverbs from the following adjectives and translate them:
inclusive, scientific, definite, different, special, certain, common, fundamental, apparent.
Methodical recommendations:
1. Read the text and translate it. Look up the words you do not know in a dictionary
2. Do lexical exercises
3. Asking and answering the questions on this subject
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
12
Lesson № 4 Theme: English Vocabulary as a System
Text: The Science of Geography
Purpose of the lesson:
1. Formation of basic knowledge on biology.
2. To perceive English speech by hearing.
3. To inculcate skills ability to work with the text.
4. Introduction of new lexical material and fixing of the passed material.
1. to read and to understand the text on sspecialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3. to interest students in studying professional focused foreign language
English Vocabulary as a System
In a simple code each sign has only one meaning, and each meaning is associated with only
one sign. This one-to-one relationship is not realized in natural languages. When several related
meanings are associated with the same group of sounds within one part of speech, the word is called
polysemantic, when two or more unrelated meanings are associated with the same form- the words
are homonyms, when two or more different forms are associated with the same or nearly the same
denotative meanings- the words are synonyms.
Similar Lexical Meaning
1.Polysemy
2.Patterned Homonymy
sound 1n
sound1 n
sound3 v
sound2 n
sound 3 as in: to
sound2 as in:
sound a trumpet
a vowel sound
Different Lexical Meaning
3.Partial Homonymy
5.Synonymy
and
Hyponymy
6. Word- Family.
7. Any English Words.
sound1 : :
noise
sound1: :
whistle
Sound1 n
Soundless a
Soundproof a
Sound3 v
Sound n
Simple a
sound n
simplicity n
Same Part of
Speech
Different
Speech
Same Part of
Speech
Part of
sound 1 n
sound 4 a
sound 4 as in:
sound argument
4.Full
Homonymy
sound 1 :
sound 5 n
sound 5 as in :
Long Island
Sound
8. Words of the
Same Part of
Speech
Two or more words identical in sound and spelling but different in meaning, distribution and
( in many cases) origin are called homonyms. The term is derived from Greek homonymous (
homos-‘the same’and onoma ‘name’) and thus expresses very well the sameness of name combined
with the difference in meaning.
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E.g. bank, n – a shore bank, n- an institution for receiving, lending, exchanging, and safeguarding
money.
Ball, n-a sphere; any spherical body
Ball, n.- a large dancing party.
Homonymy exists in many languages, but in English it is particularly frequent, especially among
monosyllabic words. In the list of 254 homonyms given in the “Oxford English Dictionary” 89%
are monosyllabic words and only 9,1% are words of two syllables. From the view-point of their
morphological structure, they are mostly one- morpheme words.
Text: The Science of Geography
A map is a visual representation of an area—a symbolic depiction highlighting relationships
between elements of that space such as objects, regions, and themes.
Many maps are static two-dimensional, geometrically accurate (or approximately accurate)
representations of three-dimensional space, while others are dynamic or interactive, even threedimensional.
Many, but not all, maps are drawn to a scale, expressed as a ratio such as 1:10,000, meaning
that 1 of any unit of measurement on the map corresponds exactly, or approximately, to 10,000 of
that same unit on the ground.
Maps that depict the surface of the Earth also use a projection, a way of translating the threedimensional real surface of the geoids to a two-dimensional picture.
A geographic coordinate system is a coordinate system that enables every location on Earth
to be specified in three coordinates, using mainly a spherical coordinate system.
Latitude (abbreviation: Lat., φ, or phi) is the angle from a point on the Earth's surface to the
equatorial plane, measured from the center of the sphere. Lines joining points of the same latitude
are called parallels, which trace concentric circles on the surface of the Earth, parallel to the
equator. The North Pole is 90° N; the South Pole is 90° S. The 0° parallel of latitude is designated
the equator, the fundamental plane of all geographic coordinate systems. The equator divides the
globe into Northern and Southern Hemispheres.
Longitude (abbreviation: Long., λ, or lambda) is the angle east or west of a reference
meridian between the two geographical poles to another meridian that passes through an arbitrary
point. All meridians are halves of great circles, and are not parallel. They converge at the north and
south poles.
A line passing to the rear of the Royal Observatory, Greenwich (near London in the UK) has
been chosen as the international zero-longitude reference line, the Prime Meridian. Places to the
east are in the eastern hemisphere, and places to the west are in the western hemisphere. The
antipodal meridian of Greenwich is both 180°W and 180°E.
Tasks and questions:
I. Read the text and translate it using a dictionary
II. Translate the following words and word combinations into your native language without
using a dictionary, relying on your knowledge or guessing
Depiction, relationship, measurement, projection, a spherical coordinate, system, abbreviation,
sphere, equator, globe, two geographical poles, parallel, Greenwich, Meridian
III. Answer the questions:
1. What is the map?
2. What kind of maps do you know?
IV. Finish the sentence:
1. A geographic coordinate system is ... 2. Earth to be specified in ... 3.
Latitude (abbreviation:
Lat., φ, or phi) is.... 4. Longitude (abbreviation: Long., λ, or lambda) is... 5. A line passing to the
rear of the Royal Observatory, Greenwich (near London in the UK) has been chosen...
14
EXERCISES
I. Translate the following words bearing in mind the meaning of the affixes and
memorize them:
1.
2.
3.
4.
5.
6.
7.
8.
to estimate (v), estimation (n), estimate (n) (оценивать)
to provide (v), provider (n) (снабжать)
care (n), careful (adj), careless (adj), carefully (adv) .
to depend (v), dependent (n), independence (n),dependent (adj)
to describe (y), description (n), de$criptive (adj)
to classify (v), class (n); classification (n)
power (n), powerful (adj), powerless (adj)
beauty (n), to beautify (v), beautiful (adj)
II. Supply the nouns corresponding to the following verbs:
to construct, to engage, to develop, to include, to estimate, to differ, to resemble, to
provide, to know, to divide, to derive, to depend, to discover, to vary, to acquaint, to define, to
value, to specialize, to describe, to classify, to act.
III. Translate the following word-combinations into Russian and use them in the
sentences of your own:
to do one's best, to be certain, in spite of, to keep, track, in common, no matter, in turn, according
to, in this way, to take care, to be of great value, to keep healthy, to make a contribution, of the
same sense.
IV. Give another word or phrase of similar meaning to the following:
Substance, to be similar to, to study, to consider, to construct, discovery, important,
resemble, minute, earth, century
Methodical recommendations:
1. Read the text and translate it. Look up the words you do not know in a dictionary
2. Do lexical exercises
3. Asking and answering the questions on this subject
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
15
Lesson № 5
Theme: Earth’s waters are never quite still.
Purpose of lesson:
1. to read and to understand the text on sspecialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3. to interest students in studying professional focused foreign language
Earth’s waters are never quite still.
Twice a day daily for the last few billions years the waters on Earth have been gently pulled
first in one direction and then in the other. This rhythmic rising and falling of the sea level we can
call a tide. The tug the waters feel is gravitational attraction to our moon, as it circles the Earth. On
a gigantic scale you can think of the tides as a sloshing of the oceans from side to side. Smaller
bodies of water, such as lakes, also feel tidal forces. Even the Earth’s land masses heave upward a
little bit when the moon passes- as if the Earth were breathing in a deep sleep.
One thing you can’t help but notice at the seaside is the endless motion of waves rolling in
the store. Since water tends to form a quite surface it left undisturbed one might wonder why after
all these millions of years the oceans are still choppy. The tides are one reason. The daily movement
of water, tugged by the tide, means that the oceans never really lie completely quite-at least not
while we have a moon! Winds whip up the waves too. The very large waves are created by
cataclysms beneath the sea. Underwater earthquakes, volcanoes or a sudden slumping of the sea
floor send a shock through the surrounding waters.
Tasks and questions:
I. Read the text and translate it using the dictionary
II. Translate the following words into your native language without using a dictionary, relying
on your knowledge or guessing
gently pulled, rhythmic rising and falling, gravitational attraction, sloshing of the oceans, tidal
forces, land masses, endless motion of waves, movement of water, cataclysms, earthquakes,
volcanoes, a sudden slumping of the sea
III. Match the words in the left hand column with their definitions in the right column:
1. An institute ...
a person who teaches geography.
2. A house ...
it’s a name of a planet
3. the Earth...
a place where people live.
4. A geographer ...
buildings in which students study.
EXERCISES
I. Translate the following words bearing in mind the meaning of the affixes and
memorize them:nature (n), naturalist (n), natural (adj), unnatural (adj)
1.
2.
3.
4.
5.
6.
7.
8.
to observe (v), observer (n), observation (n) (наблюдать)
to transfer (v), transference (n) (переносить, перемещать)
to apply (v),.application (n), applicant (n) ( применять)
to identify (v), identification (n), identity (n)
to encourage (v), encouragement (n), courage (n) (ободрять)
to agree (v), agreement (n), agreeable (adj), agreeably (adv)
to lead (v), leader (n), leadership (n)
to announce (v), announcer (n), announcement (n) (объявлять)
16
II. Read the following words and guess their meaning:
interest, course, application, expedition, commission, mile, north, system, publish, form,
capital, species, taxonomy, reptiles, nomenclature.
Ill. Arrange the following in pairs of synonyms:
vital processes, to estimate, main, country, enormous, to like, village, great, to think, to
provide, living processes, to supply, principle, to account, help, to consider, to be fond of smb.
IV. Give English equivalents for the following phrases:
Он интересовался растениями и мог отличать их друг от друга. Он имел
обыкновение вставать по утрам в 6 часов. Он мне очень нравится. Он подал заявление в
аспирантуру. Я разработала план работы. Несмотря на плохую лого- ду, он пошел пешком.
Он сделал все, что от него зависело. Согласно его квалификации, все живые организмы
делятся на две группы.
V. Define the tense and translate the sentences into Russian:
a) l.
They are planting a new sort of a tree. 2. He is being asked to follow his sister. 3. He
will be given every assistance in his work. 4. We are being waited for downstairs; 5.1 am being
asked about the system of classification. 6. I am often asked about this system.
b) l.
They were told to go home. 2. I was brought telegram. 3. The children are taught
English at school. 4. The teacher is listening to the students. 5. The teacher is listened to. 6. We
were looking at this picture. 7. We were looked at. 8. The doctor was sent for. 9, The doctor sent
for the medicine. 10. We have bought new equipment for our laboratory. 11. New equipment was
bought for our laboratory. 12. Our laboratory has bought new equipment. 13. This question must be
looked upon from another point of view.
Methodical recommendations:
1. Read the text and translate it. Look up the words you do not know in a dictionary
2. Do lexical exercises
3. Asking and answering the questions on this subject
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
Lesson № 6, 7 Theme: The ways of vocabulary development.
Text: Oceans and weather.
17
Purpose of lesson:
1. to acquire the special text with the aim learning the necessary information.
2. to learn lexical minimum and to use it in practice.
3. to communicate in English with partner on this subject
The ways of vocabulary development.
A word-meaning is liable to change in the course of the development of the language.
Changes of meaning may be illustrated by diachronic semantic analysis of many English words.
The word “glad” ( O.E. glaed) had the meaning of “ bright shining”. The causes of the semantic
change the results of the process of the change of meaning are closely bound up, but the different
aspects of one and the same problem. It’s necessary to find WHY the word changes its meaning, if
we want to discuss the causes of semantic change. Analyzing the nature of semantic change, we
seek to follow the process of this change and describe HOW changes are broad. Investigating the
results of semantic change, we find out WHAT is changed.
The causes of semantic change can be extra-linguistic and linguistic, e.g. the change of the
lexical meaning of the noun: “pen” comes back to the Latin word “ penna” ( a feather of a bird).
As people wrote with goose pens the name was transferred to steel pens which were later on used
for writing. Still later any instrument for writing was called “pen”. On the other hand , causes can
be linguistic, e.g. the conflict of synonyms when a perfect synonym of native word is borrowed
from some other language, one of them may specialize in its meaning, e.g. the noun “ tide” in O.E.
was polysemantic and denoted “ time” , “season” , “hour”, when the French words “ time” ,
“season”, “hour”, were borrowed into English they ousted the word ‘tide” in these meanings. It
was specialized and now means ‘regular” rise and fall of the sea caused by attraction of the moon”.
The meaning of the word can also change due to ellipsis e.g. the word-group” a train of carriages”
had the meaning of “ a row of carriages”, later on “ of carriages” was dropped and the noun “train”
changed its meaning, it is used now in the function and with the meaning of the whole word-group.
Semantic changes have been classified by different scientists. The most complete
classification was suggested by a German scientist Herman Paul. It is based on logical principle.
He distinguishes two main ways where the semantic change is/ gradual ( specialization,
generalization), two momentary ( metaphor and metonymy).
SECONDARY WAYS
gradual
elevation
momentary
degradation
hyperbole
litote.
Specialization- a gradual process when a word passes from a general sphere to some special sphere
of communication, e.g. “ case” has a general meaning “ circumstances in which a person or a thing
is “ It is specialized in its meaning when used in law ( a law suit) , in grammar ( a form in the
paradigm of a noun), in medicine( a patient, illness).
Generalization – a process contrary to specialization, a word becomes more general in the course
of time. The transfer from a concrete meaning to an abstract one is more frequent ( “camp”
originally meant the place where troops are lodged in tents and now denotes “ temporary quarters”)
Elevation – a semantic meaning when it becomes better in the course of time, e.g.” knight
originally meant ‘ a boy’ , then ‘ a young servant’, then ‘a noble man’.
Degradation- a semantic shift when it becomes worse in the course of time. It is usually connected
with nouns denoting common people( “villain’ originally meant” working on a villa’, now it means
“ a scoundrel”).
Hyperbole –an exaggerated statement which express an emotional attitude of the speaker to what
he is speaking about. ( I’ve told you times). It is often used to form phraseological units, e.g. “to
make a mountain out a molehill” , “ to split hairs”, etc.
18
Litote- an expression of the affirmative with or visa versa( not bad-“means “good’, no coward‘brave”, not small-“great”).
Irony –saying one thing while meaning the opposite: ‘how clever of you!’
Euphemism- the substitution of words with mild vague connotations for expressions rough,
unpleasant.
Taboo-a prohibition meant as a safeguard against supernatural.
Metaphor- similarity of meaning; transfer of meaning on the basis of comparison; a semiprocess
of resemble other. Herman Paul points out that metaphor can be based on different types of
similarity.
 similarity of shape: head ( of a cabbage), bottleneck, teeth( of a saw, comb);
 similarity of position: foot ( of a page, of mountain); head( of procession);
 similarity of function, whip ( an official in the British Parliament whose duty is to see that
members were present at the voting);
 similarity of behavior
 similarity of colour: orange, hazel, chesnut,
in some cases we have a complex similarity to a human leg in its shape, position and function.
Many metaphors are based on parts of a human body ( an eye of a needle, arms and mouth of a
river, when proper names become common nouns, e.g. “philistine”- a mercenary person, ‘
‘vandals’-destructive people, “ a Don Juan”- a lover of many women.
Metonymy – contiguity of meaning; a semantic process associating two referents, one of which
makes part of the other or is closely connected with it. There are different types of metonymy.
 the material of which an object is made may become the name of the object: ‘glass’, boards,
iron’;
 the name of the place may become the name of the people or of an object placed there ;
“ White House” –the administration of the USA; “ the House” – members of British
Parliament; “Fleet Street” – bourgeous press.
 names of musical instruments may become names of musicians: ‘ the violin”, “the
saxophone”
 the name of some person may become a common noun, e.g. ‘boycott’ was originally the
name of an Irish family who were so much dislikeв by their neighbors that they didn’t
mix with them. “ Sandwich’ was named after lord Sandwich who was a gambler. He didn’t
want to interrupt his game and his food was brought to him while he was playing cards
between two slices of bread not to soil his fingers.
 names of inventors become terms: ‘watt’, “om”, rengen’, etc.
 geographical names become nouns: ‘holland’= linen fabrics, ‘brussels’- a special kind of of
carpets, ‘china’- dishes made of porcelain ( china is a birthplace of porcelain)
Oceans and weather
In the hierarchy of unavoidable, weather is as inevitable as death and taxes. No matter where
people live, they must think about it – whether they are checking the local news in England to see if
they will need an umbrella, sowing seeds in anticipation of monsoon rains in India or rebuilding in
the wake of catastrophic hurricane in the USA. When most people ponder the weather, they
instinctively look at the sky. But atmosphere does not determine the weather by itself. It has a less
obvious but essential partner; the ocean.
The connections between the ocean and the atmosphere can influence, and often dominate,
changes in the weather and longer-term climate everywhere. Effects range from storms and
hurricanes generated over hours and days to ice ages that develop over millennia. The ocean is the
engine that drives seasonal shifts in weather, such as monsoons, and sporadic events. Understanding
the linkage between the atmosphere and the ocean has engaged meteorologists and oceanographers
for decades. Now scientists have reasonable understanding of how these mechanisms work.
19
Tasks and questions:
I. Read the text and translate using the dictionary
II. Translate and transcribe these words. Do it in writing
unavoidable, inevitable, anticipation, catastrophic, hurricane, instinctively, atmosphere, influence,
obvious, sporadic, oceanographer
III. Answer the questions on the topic: Learning a Foreign language (English).
1. How long have you been learning English?
2. Why do you learn English?
3. Is English of any importance for your future profession?
4. Why do people learn English in this country?
5. Did you enjoy your English classes at school? Why? Why not?
6. What do you like most about your English classes in the university?
7. What, do you think, is the best way to learn English?
8. Do you work hard enough to master English?
9. Are you going to keep on learning English after passing an exam?
10. Would you like to improve your English in future? How are you going to do it?
IY. Expand on a statement. “There are many outstanding geographers in the world
EXERCISES
I. Translate the following words bearing jn mind the meaning of the affixes and
memorize them:
to magnify (v), magnifier (n), magnification (n)
to increase (v), increase (n), increasing (adj), increasingly(adv)
to decrease (v), decrease (n)
to inspire (v), inspiration (n)
to graduate ((v), gradual (adj), gradually (adv)
to extend (v), extention (n), extensive (adj), extensively (adv)
to explore (v), explorer (n), exploration (n), explorative (adj)
vision (n), visionary (n) (adj), visibility (n), visible (adj)
to observe (v), observer (n), observatory (n), observant (adj), observance(n)
to reflect (v), reflector (n), reflection (n), reflective (adj)
to invent (v), inventor (n), invention (n), inventive (adj)
to appear (v), appearance (n) to disappear (v), disappearance (n)
20
II Read the following words and guess their meaning:
Sphere, decade, lens, position, telescope, astronomy , fact, visual, professional, limit,
object, bacteria (pb). Cappilary, sperm, instrument, reflector, platform. Illustrate, film.
III State to what part of the speech the words belong and translate them into Russian; form
the corresponding verbs:
Difference, assimilation, respiration, reproduction, organization, movement, magnification,
resemblance, relation.
IV Form the nouns corresponding to the following verbs:
To discover, to construct, to affect, to know, to develop, to vary, to divide, 'to differ, to
resemble, to observe, to suggest, to apply, to encourage, to agree, to magnify, to appear.
Methodical recommendations:
1. Read the text and to try to understand without the dictionary.
2. Discuss the text with your group mates
3. Write a short composition about oceans and weather
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
Lesson 8
Theme: Revision lesson
Lexical Control test
Lesson № 9,10 Theme: Borrowings
Text: Seasons and Weather
Purpose of lesson:
1. to acquaint with history of mathematics and with the scientists in the field of mathematics
2. to develop communication on foreign language connecting with culture, policy and society
3.to communicate with partner on the subject
Borrowings
More than two thirds of the English vocabulary are borrowings. Mostly they are words of
Romanic origin ( Latin, French, Italian, Spanish) Borrowed words are different from native ones
by their phonetic structure, by their morphological structure and their grammatical forms. It is
characteristic of borrowings to be non-motivated semantically.
21
English history is very rich in different types of contacts with other countries, that’s why it
is very rich in borrowings. The Roman invasion, the adaptation of Christianity, Scandinavion and
Norman conquests of the British Isles, the development of British colonialism, trade and cultural
relations served to increase the English vocabulary. The majority of these borrowings are fully
assimilated in English in their pronunciation, grammar, spelling and can be hardly distinguished
from native words.
Borrowings can be classified according to different criteria:
 according to the borrowed aspect;
 according to the degree of assimilation;
 according to the language from which the word was borrowed;
a)There are phonetic borrowings translation loans, semantic borrowings, morphemic borrowings.
Phonetic borrowings are loan words borrowed with their spelling, pronunciation and meaning.
Such words are “labour, travel, table, chair, people-French borrowings. “appritchnik, nomenklatura,
sputnik ( Russian); “bank, soprano, duet’-Italian etc.
Translation loans are word-for-word translation of some foreighn words or expressions. In such
cases the notion is borrowed from a foreighn language but it is expressed by native lexical units: “
to take the bull by the horns” ( Latin) , “fair sex”( French), “living space’ ( German)
Semantic borrowings are such units when a new meaning of the unit existing in the language is
borrowed, It can happen when we have two relative languages which have common words with
different meanings. There are semantic borrowings between Scandinavian and English, e.g. “to
live“ for the word “to dwell’ which in OE. had the meaning “to wander’. the meaning “ “gap’,
подарок for the word ‘gift’ which in OE. had the meaning ‘ выкуп за жену’
Morphemic borrowings are borrowings of affixes which occur in the language when many
words with identical affixes are borrowed from one language into another
b) Borrowings are subdivided into:
 completely assimilated;
 partly assimilated
 non-assimilated ( barbarisms)
Completely assimilated borrowings. are not felt as foreign words. Completely assimilated
borrowings belong words to regular verbs ( correct- corrected), form their plural by means of –sinflexion( gate-gates).
Partly assimilated borrowings are subdivided into the following groups:
 borrowings non- assimilated semantically, because they denote objects and notions peculiar
to the country from the language of which they were borrowed, e.g. sari, sombrero, taiga,
kvass;
 borrowings non- assimilated grammatically, e.g. bacillus-bacilli, phenomenon- phenomena,
datum- data, genius-genii,etc.
 borrowings non- assimilated phonetically, e.g. girl, get, give, kid, kill, kettle, German, child,
life-live, police, cartoon, camouflage, bourgeois;
 borrowings can be partly assimilated graphically, e.g. Greek borrowings ‘y’ can be spelled
in the middle of the word ( symbol, synonym), ‘ph’ denotes the sound [f] ( phoneme,
morpheme), ’ch’ denotes the sound [k] ( chemistry, chaos), ‘ps’ denotes the sound [ s]
psychology.
Non-assimilated assimilated borrowings ( barbarisms) are borrowings which are used by
Englishmen rather seldom and are non-assimilated, e.g. addio ( It), tete-a –tete ( French), dolce vita
( Ital), duende (span).
Seasons and Weather
There are four seasons in the year: winter, spring, summer and autumn. Each of them lasts
three months.
Every new year begins in winter, on the first of January. This day is a holiday in our country
and people decorate their flats with New Year trees.
22
In our country winter is usually a cold season. It often snows, the rivers and lakes are frozen
over. The average temperature is about 15-20 degrees below zero. The most unpleasant thing about
winter is that the sun sets early and rises late - especially in December and January. The days are
short, the sky is often grey, nature is sleeping and sometimes it gets rather boring.
But at the end of March the weather gets gradually milder. The sun shines more brightly.
The days become longer, snow begins melting. Spring comes and nature awakens after a long sleep
of winter. All kinds of plants and flowers (snowdrops, tulips, primeroses, etc.) come out. The grass
is amazingly fresh. I can’t help loving it. The birds return from the South and make their nests.
They look so happy and cheerful. I feel happy with them too listening to their pleasant songs. The
farmers begin the sowing campaign. They fertilize the soil, plough the fields, plant trees and
vegetables. Everybody is automatically much happier in spring. You feel as if you were born anew.
Spring is followed by summer. The weather gets still warmer and sometimes it is very hot.
The sky is blue and cloudless. But sometimes there are storms with thunder and lightning. The
gardens are gay with flowers all summer months. The corn gets golden in the fields. In summer
people spend much time in the open air. They find time to get to the forest, to swim in the river, to
sunbathe. Summer is a vacation time. I like it very much, but my favourite season is spring. As the
great Russian poet A.S. Pushkin said: “Oh, summer, fine! I’d love you but for the heat, the
mosquitos and flies”.
Autumn comes in September with the beginning of the school year. Early autumn is still the
harvest time, the time when fruits and vegetables become ripe. It is also a very beautiful time of the
year, when the weather is still warm and the leaves change their colour from green to yellow and
red. Everything around is greenish-gold.
Late autumn is less beautiful. It gets colder, the days are shorter, in the morning it often
freezes. Last leaves fall from trees and cover the ground. There’s much rain and fog. Birds fly away
to warm countries. Low and heavy clouds hang in the sky. The landscape gets rather dull. Nature
slowly falls asleep for winter.
In fact every season has its fine days and is pleasant in its own way. And it is not difficult to
see this beauty.
Tasks and questions:
I. Read the text and translate without a dictionary:
II. Translate and learn by heart the vocabulary:
1) weather forecast, 2) right; 3) awaken;4) melt; 5) freeze; 6) cover; 7) become; 8) it gets; 9) strong
; 10) dry; 11) mild; 12) wet; 13) thunder; 14) lightning; 15)landscape; 16) grass; 17) ground; 18)
average; 19) sowing campaign; 20) fertilize the soil; 21) plough the fields; 22) harvest; 23) ripe; 24)
grow.
III. Use words rainy, sunny, snowy and windy where necessary:
1) When it rains people say that the weather is …;
2) When it snows they say it is …;
3) When the wind blows, it is … ;
4) When the sun shines, the weather is …;
5) Winter is … in our Republic, but not in England;
6) There are many … days in autumn;
7) We had a … summer last year;
8) When it is … we take umbrellas.
IV. Answer the following questions.
1. How many seasons are there in the year?
2. What are they?
23
3. How long does each season last?
4. In what season of the year does nature return to life?
5. What is the nature like in spring?
6. Which season is the hottest in the year?
7. Why do people like to have their holidays in summer?
8. Do you like stay in town or do you go to the country in summer?
9. What season is the harvest time?
10. Is the weather pleasant in September?
11. Does it rain in autumn?
12. What is the shortest (longest) day of the year?
13. What is the busiest season of the year?
14. Which is your favourite season and why?
V. Pick out the adjectives from the text and give comparative and superlative of these
adjectives:
Model:
Сold – colder - the coldest
Вeautiful - more beautiful - the most beautiful
EXERSISES
I. Translate the following words bearing Гп mind the meaning of the affixes and
memorize them:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
to signify (v), significance (n), significant (adj)
to decompose (v), composer (n), composition (n), decomposition (n)
to connect (v), connection (n), connective (adj)
to organize (v), organizer (n), organization (n)
to arrange (v), arrangement (n)
to generalize (v)t generalization (n), generality (n), general (adj)
concept (n), conception (n)
accurate (adj), accuracy (n), accurately (adv)
to actualizev(v), actuality (n), actual (adj), actually (adv)
attention (n),,attentive (adj), attentively (adv)
to brief (v), brief (n), brief (adj), briefly (adv).
II. Read the following words and guess their meaning:
Protoplasmatic, organization,, substance, individual, general, division, chemistry, accurate,
material, crystal, classical, concept, chemicalsm, membrane.
III. Underline prefixes and suffixes having the negative meaning and translate the
words:
Inconvenient, unfavourable, inorganic, invisible, countless, unpleasant, disintegration,
helpless, deformation, useless, irregularity, insoluble.
IV. Find a word or a phrase with a meaning simitar to the following words:
Investigation, period, to situate, small, piece, instrument, idea, result, short, importance,
precisely
24
V. Arrange the following in pairs of synonyms:
Exact, concept, brief, result, immense, to exist, fundamental, tiny, sort, disease, idea,
shortly, conclusion, great, to live, basic, kind, illness, similarity, to make a voyage, likeness,
precise, to travel, tool, instrument, small.
VI. Form verbs from the following nouns:
Classification, organization, development, division, change, use, appearance, usefulness,
observation, composer.
Methodical recommendations:
1. Read the text and to try to understand without the dictionary.
2. Discuss the text with your groupmates
3. Write a short composition about seasons and weather
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
Lesson 11, 12 Theme: Word building
Text: Man and Environment
Suffixes
Purpose of lesson:
1. to read and understand the text on specialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3.to interest students in studying professional focused foreign language
The suffixes of nouns
- ability, - ibility: probability, possibility.
- age: passage, marriage
- ance,ence: importance, difference
- dom: freedom
- er,or: teacher, worker
- ion: collection, connection
- ism: tourism
- ist: physicist,artist
- ment: agreement
- th: depth, growth
- ty: safety
- ure: creature, mixture
25
The suffixes of adjectives
- able,ible: changeable
- al: cental
- ant,ent: different, resistant
- ful: careful
- ic: heroic
- ive: active
- less: helpless
- ous: dangerous
- y: cloudy
The suffixes of verbs
-ate,ute: to indicate, to execute
- en: to sharpen, to blacken
- ify: to simplfy, to classify
- ise,ize: to characterize, to crystallize
The suffixes of adverbs
- ly: easily, daily
- wards: homewards, backwards
Man and Environment
Part I
Human progress has reached the stage of intensive exploration of nuclear and solar energy,
the World Ocean and outer space. It is evident now, however, that often man is adversely affecting
the environment andhis activity is sometimes fraught with fatal consequences.
It becomes increasingly clear that man cannot and must not use his tremendous power so
carelessly, infinitely interfere in nature and radically try to change it, without taking into account
possible negative effects of his economic activity. The more material wealth people create, the more
they realize that they cannot but be concerned about how the biosphere is changing as a result of
productive activity. Current ecological research shows, that man, when over concerned with
technicism, far from turning deserts into oases, can turn oases into deserts, threatening to destroy
everything on Earth, if he continues exerting mostly uncontrolled impact on the biosphere.
In the 19th century and even in the first half of the 20th century, material production didn’t
require taking into account the consequences which man’s interference in nature may have in the
distant future, and it wasn’t considered an objectively essential condition for the existence of the
whole of mankind, whereas, in the second half of the 20th century such as a consideration is
becoming vitally important.
Hence man should carefully study the impact of his activity on various components of the
surrounding nature. It is not only necessary to transform the wild natural environment, which often
has a disastrous effect on the man (earthquakes, typhoons, hurricanes, floods, droughts, magnetic
and solar storms, as well as radioactivity, cosmic radiation, etc.) into a safe environment suitable for
man and meeting his needs. This means that the ecological problem of environmental pollution and
other adverse effects of man’s uncontrolled impact on nature into purposeful and planned
interaction with the latter.
Of course, the biosphere as a complex system also possesses enormous possibilities for selfregulation. Despite the fact that certain biological species, i.e., individual elements of the biosphere,
may become extinct as a result of various impacts thereon, it is still capable on the whole of existing
and developing. The impact of industry on the biosphere is compensated for by the inner resources
of homeostatic self-organization.
Today, however, the impact has reached such proportions that the biosphere’s inner
resources can no longer compensate for society’s harmful influence on the environment, both on
individual species and on all of life on earth without help from outside. Many ecologists consider
26
that the disappearance of particular living species constitutes the main ecological and social
problems of the day. The world’s famous biologists warn that the present situation is fraught with
the extinction of animals and plants on a scale much greater than their both natural and man-caused
extinction during the preceding millions of years.
In this massive biological depletion of the Earth’s resources goes on uncontrolled for several
decades to come, the world environment will change irreversibly.
All this means that at present there has arisen a pressing necessity to change the character of
the interaction between man and nature.
Tasks and questions:
I. Read the text and translate without a dictionary:
II. Translate and learn by heart the vocabulary:
overconcerned with; far from;on the whole; homeostatic; massive; complicated ;unity;
point of view, the world outlook; insoluble – шешілмейтін; inevitable; perish; cause; ensure;
approach; provide; improve; living standards; affect.
III. Translate or guess these international words:
solar, energy, fatal, radically, negative, economic, biosphere, result, ecological, technicism,
oases, objectively, component, transform, typhoon, magnetic, radioactivity, cosmic, system,
biologica, compensate, ecologist
IV. Give equivalents of these nouns:
self-regulation, self-organization, self-ignition, self-purification, self-pollution, self-help,
self-monitoring
V. Give the verbs of these noun and translate thems:
exploration,interference, еxtinction, аctivity,depletion,radiation,transformation, production,
regulation, interaction, existence, consideration
VI. Answer the following questions.
1. What is the main ecological and social problem of the day?
2. What are the differences in opinions about nature in the 19th century, in the first half of the
20th century and in the second half of the 20th century?
3. Can we state that the impact of industry on the biosphere is compensated for by the inner
resources of homeostatic self-organization?
4. Is the ecological problem the problem of environmental pollution and other adverse
effects of man’s economic activities?
5. What must we do to protect the environment?
EXERCISES
I. Form from these verbs Simple Gerund Active
Model:
to clean - cleaning
to affect, to provide, to improve, to study, to turn, to study, to surround, to continue, to exert, to
consider, to meet
II. Form adjectives from the following nouns by adding the suffix “al” and translate them
into Russian:
Function, origin, condition, centre, structure, practice, logic, nature, evolution, addition
III. Find the derivatives of the following words in the text and state what parts of speech they
are:
27
Abundance, mysterious, attentive, microscopic, treatment, success, complication, solidity,
exclude, fortune, exchange, usually, comparative .
IV. Form adjectives from the following verbs by adding the suffix "able" and translate them
into Russian:
To desire, to move, to manage, to consider, to distinguish, to compare, to favour, to.
observe, to change.
Methodical recommendations:
1. Read the text and translate it. Look up the words you do not know in a dictionary
2. Do lexical exercises
3. Asking and answering the questions on this subject
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П., Москва
1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
Lesson 13,14 Theme: Word building
Text: Man and Environment
Prefixes
Purpose of lesson:
1. to read and understand the text on specialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3.to interest students in studying professional focused foreign language
Prefixes:
anti-: anticyclone
in,il ir-: incapable, illegal, irresponsible
un-: unpleasant
co-: co-author
en-: enlarge
ex-: ex-champion
inter-: interaction
mis-: to misunderstand
pre-: pre-historic
re-: to reread
under-: to undervalue
Man and Environment
Part II
What are the major aspects and ways of solving this most complicated problem of the 21 st
century – the restoration of the unity between man and nature, the problem of turning the material
28
production from a purely technical and social element into a biosocial one, into a means of the
purposeful transformation of the biosphere?
A scientific understanding of the essence of the relation between man and nature, correct
from the point of view of the world outlook and the methodology, can serve as a general theoretical
foundation for solving ecological problem.
The rational utilization of recourses and the conservation of nature are a matter of general
state policy in all countries. The Constitutions of all countries not only formulate the necessity for
the protection and scientific, rational utilization of the environment, but also entrusts the state with
the task of realizing different measures on preserving a healthy environment.
All the problems concerning the interaction of man and nature are now of international
importance. The pollution of the Ocean by one particular country affects fishing in other countries,
often very far away. Pollutants coming from industrial centers in Germany, Belgium and France
filter down in Scandinavia or even Eastern Europe and affect forests and fish in ponds and lakes
there.
The problem of “Man and the Biosphere” can and must be solved by the efforts of all
countries. Cooperation, long-term coordinated development plans for all countries, or joint solution
of pressing global problems are possible only in the conditions of peace and détente.
It is clear that only the cooperation can provide the means needed for the long-term
programmes proposed and for the solution of global problems.
Tasks and questions:
I. Read the text and translate without a dictionary:
II. Translate and learn by heart the vocabulary:
reduce … to – ... ; rather … than – ... ; exploration; adverse;affect ; take into account; be
concerned; turn into; threaten; destroy;)essential; exist; existence;
disastrous; safe; suitable; meet the needs;purposeful; self-regulation; harmful; warn .
III. Guess the meaning of these words and translate them
restoration, biosocial, methodology, theoretical, global, ideologist, civilization, urban,
demographic, optimization, optimistic, fact, rational, formulate, sphere, filter
IV. Find equivalents of the words of the left from the right column
1. understand
1. protection
2. impact
2. harmful
3. complicated
3. essential
4. effect
4. present
5.normous
5. realize
6. explain
6. exploration
7. decade
7. influence
8. egard
8. tremendous
9. clean
9. complex
10. conservation
10. consider
11. research
11. interpret
12. adverse
12. ten years
13. necessary
13. result
14.current
14. pure
29
Methodical recommendations:
1. Read the text and retell it.
2. Answer the questions and do the tasks belong the text
3. Use a dictionary and enlarge lexical knowledge
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
Lesson 15
Theme: Revision lesson
Lexical Control test
Contents of SIWT
Semester 5
Theme 1 Text: The Earth’s Origin.
Purpose of SIWT:
1. To ensuring fundamental education in the natural-science subjects.
2. To broaden student's outlook and acquaint with professional terms.
3. To encourage the interests of learning foreign language.
The Earth’s Origin.
Before speaking about the Earth formation let’s say some words about the Solar System
formation.
The formation and evolution of the Solar System is estimated to have begun 4.6 billion
years ago. It began with the gravitational collapse of a small part of a giant molecular cloud.
You may see a composite image showing young stars in and around molecular cloud Cepheus B.
A molecular cloud is sometimes called a stellar nursery. It is a type of interstellar cloud whose
density and size permits the formation of molecules, most commonly molecular hydrogen (H2).
Most of the collapsing mass collected in the centre, forming the Sun, while the rest flattened into
a protoplanetary disc out of which the planets, moons, asteroids, and other small Solar System
bodies formed. Nobody saw the birth of the Solar System, so there are no photos of this event,
but slide 2 gives the artist’s idea of the protoplanetary disc, and presents you a protoplanetary
disk forming in the Orion Nebula. This widely accepted model, is known as nebular hypothesis,
and was first developed in the 18th century by Emanuel Swedenborg, Immanuel Kant, and
Pierre-Simon Laplace.
30
The Solar System has evolved considerably since its initial formation. Many moons have
formed from circling discs of gas and dust around their parent planets, while other moons are
believed to have formed independently and later been captured by their planets. Still others, as
the Earth's Moon, may be the result of giant collisions. The giant impact hypothesis (sometimes
referred to as the big splash) is the currently favored scientific hypothesis for the formation of
the Moon, which is thought to have formed as a result of a collision between the young Earth and
a Mars-sized body that is sometimes called Theia. (The name Theia is derived from the Greek
goddess Theia, who gave birth to the Moon goddess Selene).
Tasks and questions:
I. Read the text and translate using a dictionary
II. Answer the following questions
What do you know about the Solar System formation?
III. Guess the meaning of these words and translate them
Evolution, molecular, formation, planet, slide, idea, model, discs, result
Form of reporting
Give a summary of the text. Write a short composition
Methodical recommendations to carrying out of SIWT
1. Read the text and try to translate without dictionary
2. Do the exercises belong the text in writing
3 Form dialogue and monologue speech
Distributing materials: text, lexical exercises
The list of literatures:
Интернет-ресурс
1. www.englandia.ru
2. «Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
3. .English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
Theme 2
Text: The Earth’s Interior
Purpose of SIWT:
1. to acquire the special text with the aim learning the necessary information.
2. to learn lexical minimum and to use it in practice.
3. to communicate in English with group mates
The Earth’s Interior
Earth is a terrestrial planet. What does it mean – a terrestrial planet?
It is the largest of the four solar terrestrial planets, both in terms of size and mass. Of these four
planets, Earth also has the highest density, the highest surface gravity, the strongest magnetic
field, and fastest rotation. It also is the only terrestrial planet with active plate tectonics.
The shape of the Earth is very close to that of an oblate spheroid, a sphere squished along the
orientation from pole to pole such that there is a bulge around the equator. This bulge results
from the rotation of the Earth, and causes the diameter at the equator to be 43 km larger than the
pole to pole diameter. The average diameter of the reference spheroid is about 12,742 km.
Our planet is composed mostly of iron (32.1%), oxygen (30.1%), silicon (15.1%), magnesium
(13.9%), sulfur (2.9%), nickel (1.8%), calcium (1.5%), and aluminium (1.4%), the core region is
believed to be primarily composed of iron (88.8%), with smaller amounts of nickel (5.8%),
sulfur (4.5%), and less than 1% trace elements.
31
Slide 6 presents the structure of our planet. The outer layer of the Earth is a solid crust, which
is underlain by mantle. The crust is separated from the mantle by the Mohorovičić discontinuity.
The thickness of the crust varies: averaging 6 km under the oceans and 30–50 km on the
continents. The crust and the cold, rigid, top of the upper mantle are collectively known as the
lithosphere (from Greek Litos and sphere), and it is of the lithosphere that the tectonic plates are
comprised. Beneath the lithosphere there is the mantle. Beneath the mantle, an extremely low
viscosity liquid outer core lies above a solid inner core.
Tasks and questions:
1. Read the text.
2. Circle the words you do not understand.
4. Find the words in the reading.
5. Talk about the meaning of these words with your classmates.
6. See if you can use them in the sentences of your own.
Form of reporting
Give a summary of the text. Write a short composition
Methodical recommendations to carrying out of SIWT
1. Read the text and try to translate without dictionary
2. Do the exercises belong the text in writing
3 Form dialogue and monologue speech
Distributing materials: text, lexical exercises
The list of literatures:
Интернет-ресурс
1. www.englandia.ru
2. «Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
3. .English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
Theme 3
Text: Continental Drift
Purpose of SIWT:
1. to acquire the special text with the aim learning the necessary information.
2. to learn lexical minimum and to use it in practice.
3. to communicate in English with group mates
Continental Drift
The lithosphere is broken into pieces called tectonic plates. The plates are of 2 types,
Continental and Oceanic.
Major plates
* African Plate covering Africa - Continental plate
* Antarctic Plate covering Antarctica - Continental plate
* Australian Plate covering Australia - Continental plate
* Indian Plate covering Indian subcontinent and a part of Indian Ocean - Continental plate
* Eurasian Plate covering Asia and Europe - Continental plate
* North American Plate covering North America and north-east Siberia - Continental plate
* South American Plate covering South America - Continental plate
* Pacific Plate covering the Pacific Ocean - Oceanic plate
Tectonic plates are able to move. You may see the vectors, where the plates are moving.
Plate tectonic theory arose out of the hypothesis of continental drift proposed by Alfred Wegener
in 1912. He supposed that there had been a large continent that he called Pangaea. Later
32
Pangaea split apart to form two large continents – Laurasia and Gondwanaland. Some millions
years later they broke up to form the continents.
Earthquakes, volcanic activity, mountain-building, and oceanic trench formation can occur
along these plate boundaries. There are three types of plate boundaries:
1) Transform boundaries occur where plates slide or, perhaps more accurately, grind past
each other along transform faults.
San-Andreas Fault is the example of such boundary
2) Divergent boundaries occur where two plates slide apart from each other. Mid-ocean ridges
are examples of divergent boundaries.
3) Convergent boundaries occur where two plates slide towards each other commonly forming
either a subduction zone (if one plate moves underneath the other) or a continental collision (if
the two plates contain continental crust).
Where a dense oceanic plate collides with a less-dense continental plate, the oceanic plate is
typically thrust underneath because of the greater buoyancy of the continental lithosphere,
forming a subduction zone. At the surface, the topographic expression is commonly an oceanic
trench on the ocean side and a mountain range on the continental side. The entire Pacific Ocean
boundary is surrounded by long stretches of volcanoes and is known collectively as the Pacific
ring of fire.
Where two continental plates collide the plates either buckle and compress or one plate delves
under or (in some cases) overrides the other. Either action will create extensive mountain ranges.
(slide 13) The most dramatic effect seen is where the northern margin of the Indian Plate is being
thrust under a portion of the Eurasian plate, lifting it and creating the Himalayas and the Tibetan
Plateau beyond.
When two plates with oceanic crust converge they typically create an island arc as one plate
is subducted below the other. The arc is formed from volcanoes which erupt through the
overriding plate as the descending plate melts below it. Good examples of this type of plate
convergence would be Japan Islands.
But no matter what type of crust we have and what type of boundary it is that result is the
same: earthquakes and volcano eruption.
Tasks and questions:
1. Read the text.
2. Circle the words you do not understand.
4. Find the words in the reading.
5. Talk about the meaning of these words with your classmates.
6. See if you can use them in the sentences of your own
Form of reporting
Give a summary of the text. Write a short composition
Methodical recommendations to carrying out of SIWT
1. Read the text and try to translate without dictionary
2. Do the exercises belong the text in writing
3 Form dialogue and monologue speech
Distributing materials: text, lexical exercises
The list of literatures:
Интернет-ресурс
1. www.englandia.ru
2. «Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
33
3. .English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
Theme 4
Text: Water
Purpose of SIWT:
1. to acquire the special text with the aim learning the necessary information.
2. to learn lexical minimum and to use it in practice.
3. to communicate in English with group mates
Water
Water is a ubiquitous chemical substance that is composed of hydrogen and oxygen and
is essential for all forms of life. Water is the only substance on our planet that can be found in all
3 states at the same time.
Water covers 71% of the Earth's surface. On Earth, it is found mostly in oceans and other
large water bodies, with 1.6% of water below ground in aquifers and 0.001% in the air as vapor,
clouds (formed of solid and liquid water particles suspended in air), and precipitation. Oceans
hold 97% of surface water, glaciers and polar ice caps 2.4%, and other land surface water such as
rivers, lakes and ponds 0.6%. A very small amount of the Earth's water is contained within
biological bodies and manufactured products.
Water cycle
The sun, which drives the water cycle (slide 2), heats water in the oceans. Water
evaporates as vapor into the air. (slide 3) Ice and snow can sublimate directly into water vapor.
Evapotranspiration is water transpired from plants and evaporated from the soil. Rising air
currents take the vapor up into the atmosphere where cooler temperatures cause it to condense
into clouds.
Air currents move clouds around the globe, cloud particles collide, grow, and fall out of
the sky as precipitation (slide 5).
Some precipitation falls as snow and can accumulate as ice caps and glaciers, which can
store frozen water for thousands of years. Snow packs can thaw and melt, and the melted water
flows over land as snowmelt. Most precipitation falls back into the oceans or onto land, where
the precipitation flows over the ground as surface runoff.
A portion of runoff enters rivers in valleys in the landscape, with stream flow moving
water towards the oceans.
Oceans
It’s rather difficult to answer the question about the quantity of oceans. The unity and
continuity of the World Ocean, with relatively free interchange among its parts, is of
fundamental importance to oceanography. It is divided into a number of principal oceanic areas
that are delimited by the continents and various oceanographic features: these divisions are the
Atlantic Ocean, Arctic Ocean (sometimes considered a sea of the Atlantic), Indian Ocean,
Pacific Ocean, and Southern Ocean.
* The Pacific Ocean (slide 7)., the largest of the oceans, also reaches northward from the
Southern Ocean to the Arctic Ocean. It spans the gap between Australia, Asia, the Americas and
Oceania. The Pacific Ocean meets the Atlantic south of South America at Cape Horn.
* The Atlantic Ocean (slide 8), the second largest, extends from the Southern Ocean between
South America, Africa, North America and Europe, to the Arctic Ocean. The Atlantic meets the
Indian Ocean south of Africa at Cape Agulhas.
* The Indian Ocean (slide 9) extends northward from the Southern Ocean to India, between
Africa and Australia. The Indian Ocean joins the Pacific Ocean to the east, near Australia.
* The Southern Ocean (slide 10) is the ocean surrounding Antarctica, dominated by the
Antarctic Circumpolar Current, generally the ocean south of sixty degrees south latitude. The
34
Southern Ocean is partially covered in sea ice, the extent of which varies according to the
season. The Southern Ocean is the second smallest of the five named oceans.
* The Arctic Ocean (slide 11) is the smallest of the five. It joins the Atlantic near Greenland and
Iceland, and joins the Pacific at the Bering Strait. It overlies the North Pole, touching North
America in the Western hemisphere and Scandinavia and Asia in the Eastern hemisphere. The
Arctic Ocean is partially covered in sea ice, the extent of which varies according to the season.
Some authorities do not consider the Arctic Ocean a bona fide ocean, because it is largely
surrounded by land with only limited exchange of water with the other oceans. Consequently, it
is considered by some to be a sea of the Atlantic, referred to as the Arctic Mediterranean Sea or
Arctic Sea.
The round Earth on flat paper
Tasks and questions:
1. Read the text.
2. Circle the words you do not understand.
4. Find the words in the reading.
5. Talk about the meaning of these words with your classmates.
6. See if you can use them in the sentences of your own
Form of reporting
Give a summary of the text. Write a short composition about your University Studies
Methodical recommendations to carrying out of SIWT
1. Read the text and try to translate without dictionary
2. Do the exercises belong the text in writing
3 Form dialogue and monologue speech
Distributing materials: text, lexical exercises
The list of literatures:
Интернет-ресурс
1. www.englandia.ru
2. «Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
3. .English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
SIWT 5
Purpose of lesson:
1. to read and understand the text on specialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3.to interest students in studying professional focused foreign language
London
London is the capital of Great Britain, its political, economic and commercial centre. It is
one of the largest cities in the world (together with Tokyo and New York) and the largest city in
Europe. Its population is about 8 million.
London is situated on the river Thames. The city is very old. It has more than a 20century-old history. Traditionally it is divided into several parts: the City, Westminster, the West
End and the East End. They are very different from each other.
35
The city is the oldest part of London, its financial and business centre. Numerous banks,
offices and firms are concentrated here, including the Bank of England, the Stock Exchange and
the Old Bailey. Few people live in the City but over a million come to work here. Two
masterpieces are situated within the City: St. Paul’s Cathedral was built in the 17th century by
Christopher Wren. The tower of London was built in the 11th century. It was used as a fortress, a
palace and a prison. Now it is a museum.
Westminster is the aristocratic official part of London. It includes Buckingham Palace
where the Queen lives and the Houses of Parliament stretching for nearly 1000 feet along the
north bank of the Thames.
The Clock tower of the Houses of Parliament is famous for its big hour bell, known as
“Big Ben”. Westminster Abbey is the place where coronation of nearly all kings and queens has
taken place. Many of them are buried here as well as some other famous people of the country
(G. Chaucer, I. Newton, Ch. Dickens, T. Hardy, R. Kipling, etc.).
The West End is the richest and most beautiful part of London. It is a symbol of wealth
and luxury. The best hotels, restaurants, shops, clubs, parks and houses are situated there.
English aristocracy lives in this district. One of the busiest streets in the West End is Oxford
Street. There are many various shops here which attract customers from different countries of the
world.
Trafalgar Square is the geographical centre of London. It was named in the memory of
Admiral Nelson’s victory at the battle of Trafalgar in 1805. The tall Nelson’s Column stands in
the middle of the square.
Opposite the Nelson monument is the National Gallery and the National Portrait Gallery.
They contain the finest art collections in the world. Not far from the National Gallery is the
British Museum famous for its rich library (about 7,000,000 books).
The East End is an industrial district of London there. The region is densely populated by
working class families, those people who have built the palaces of the West End. Old residents
of the East End are proud to be called cockneys which means true Londoners, hereditary
inhabitants of the area. They love the district very much.
Tasks and questions:
I. Read the text and translate without a dictionary:
II. Form the sentences using the words below the text:
-20 centuries old;
- business centre;
- official residence;
- in the memory;
- to contain.
III. Finish the sentences:
1) London is situated on the banks of the river … .
2) The oldest part of London is … .
3) The aristocratic official part of London is called … .
4) The symbol of wealth and luxury is … .
5) The industrial part of London is called … .
6) Most Government offices in London are situated in … street.
7) The official residence of the Prime Minister is in … .
8) The place where Monarch lives is called … .
9) The place of meetings and demonstrations in London is called ... .
36
10) The largest park in London is … .
11) Old residents of the East End call themselves … .
IV. Answer the questions:
1. What is the capital of Great Britain?
2. Is London a big city?
3. What is its population?
4. What river does London stand on?
5. What parts is London divided into?
6. What is the West End famous for?
7. What do you know about the British Museum?
8. Is London a city of big contrasts?
V. Ask your groupmate:
- if he has ever been to London;
- if it is possible to see anything of London in one day;
- whether he knows the history of Britain;
- what famous theatres he knows in London;
- what big university he knows in London;
- what places of interest he would like to see first.
VI. Use the necessary prepositions:
1) Two masterpieces are situated … the City;
2) The region is densely populated … working class families;
3) Westminster is the aristocratic official part … London;
4) The tall Nelson’s Column stands … the middle of the square;
5) It is a symbol …wealth and luxury. English aristocracy lives … this region;
6) One … the busiest streets … the West End is Oxford Street;
7) It was named … the memory … Admiral Nelson’s victory at the battle … Trafalgar in
1805;
8) … the Nelson monument is the National Gallery and the National Portrait Gallery.
VII. Pick out the sentences in Passive Voice and translate them into native language
Form of reporting
Write a composition
Methodical recommendations:
1. Read the text and retell it.
2. Answer the questions and do the tasks belong the text
3. Use a dictionary and enlarge lexical knowledge
Distributing materials: text, lexical exercises
The list of literatures:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
37
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
SIWT 6
Theme: How Research becomes Scientific Knowledge
Purpose of lesson:
1. to read and understand the text on specialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3.to interest students in studying professional focused foreign language
How Research becomes Scientific Knowledge
As our friends at Megacorp illustrate, doing research in the lab or in the field may be
science, but it isn't necessarily a contribution to knowledge. No one in the scientific
community will know about, or place much confidence in, a piece of scientific research until it
is published in a peer-reviewed journal. They may hear about new research at a meeting or
learn about it through the grapevine of newsgroups, but nothing's taken too seriously until
publication of the data.
That means that our ecologist has to write a paper (called a "manuscript" for rather oldfashioned reasons). In the manuscript she justifies why her particular piece of research is
significant, she details what methods she used in doing it, she reports exactly what she observed
as the results, and then she explains what her observations mean relative to what was already
known.
She then sends her manuscript to the editors of a scientific journal, who send it to two
or three experts for review. If those experts report back that the research was done in a
methodologically sound way and that the results contribute new and useful knowledge, the
editor then approves publication, although almost inevitably with some changes or additions.
Within a few months (we hope), the paper appears in a new issue of the journal, and scientists
around the world learn about our ecologist's findings. They then decide for themselves whether
they think the methods used were adequate and whether the results mean something new and
exciting, and gradually the paper changes the way people think about the world.
To summarize, science becomes knowledge by publication of research results. It then
may become more general knowledge as writers of textbooks pick and choose what to put in
their texts, and as professors and teachers then decide what to stress from those textbooks.
Publication is critical, although not all publication is created equal. The more a newly published
piece of research challenges established ideas, the more it will be noted by other scientists and
by the world in general.
Tasks and questions:
I. Read the text and translate it using the dictionary
II. Copy out the italicized words and word combinations from the text and translate them.
III. Translate these verbs using a dictionary. You must learn them!
To abstract, to advance, to appear, to avail, to believe, to belong, , to check up, to compute, to
connect, to contain, to define, to depend on, to wonder.
IV. Answer the following questions:
1) What do our friends at Megacorp illustrate?
2) What does the ecologist have to do?
3) Where does she send her manuscript?
38
4) How long does it take the ecologist to publish it?
5) How does science become knowledge?
Form of reporting
Write a composition
Methodical recommendations:
1. Read the text and add some facts about Scientific Knowledge
2. Do lexical exercise with the help of dictionary
3. Write a short composition
Distributing materials: text, lexical exercises
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
1. В.П. Дорожкина. Английский язык для студентов – математиков М. Астрель. АСТ
2006
2. В.П. Дорожкина. Английский язык для студентов– математиков и экономистов
Москва Астрель. АСТ 2004
10. С.А. Шаншиева. Английский язык для математиков. Издательство Московского
университета 1976
39
Contents of SECW
SECW
Theme 1
Text: The Science of Geography
Purpose of SECW:
1. to acquire the special text with the aim learning the necessary information.
2. to learn lexical minimum and to use it in practice.
3. to communicate in English with group mates
The Science of Geography
Geography is a unique discipline as it is borderline. It touches all the other disciplines.
Generally it can be split into two main sub fields: human geography and physical geography.
Physical geography (or physiogeography) focuses on geography as an Earth science. It
aims to understand the physical lithosphere, hydrosphere, atmosphere, pedosphere, and global
flora and fauna patterns (biosphere). Physical geography can be divided into the following broad
categories:
Biogeography (the study of the distribution of biodiversity over space and time). It aims
to reveal where organisms live, and at what abundance.)
Climatology (the study of climate, scientifically defined as weather conditions averaged
over a period of time, and is a branch of the atmospheric sciences.)
Environmental geography ( the branch of geography that describes the spatial aspects of
interactions between humans and the natural world.)
Geodesy (scientific discipline that deals with the measurement and representation of the
Earth, including its gravitational field, in a three-dimensional time-varying space)
Geomorphology (the scientific study of landforms and the processes that shape them)
Glaciology (the study of glaciers, or more generally ice and natural phenomena that
involve ice)
Hydrology (the study of the movement, distribution, and quality of water throughout
Earth, and thus addresses both the hydrologic cycle and water resources)
Hydrography (the measurement of physical characteristics of waters and marginal land).
Hydrography generally refers to the measurement and description of any waters, and specifically
refers to those measurements and descriptions of navigable waters necessary for safe navigation
of vessels.
Oceanography and limnology are subsets of hydrography.)
Meteorology ( the interdisciplinary scientific study of the atmosphere that focuses on
weather processes and forecasting (in contrast with climatology).
Pedology (the study of soils in their natural environment.)
Human geography is a branch of geography that focuses on the study of patterns and
processes that shape human interaction with various environments. It encompasses human,
political, cultural, social, and economic aspects. While the major focus of human geography is
not the physical landscape of the Earth (see physical geography), it is hardly possible to discuss
human geography without referring to the physical landscape on which human activities are
being played out, and environmental geography is emerging as a link between the two. Human
geography can be divided into many broad categories, such as:
Cultural geography (the study of cultural products and norms and their variations across
and relations to spaces and places. It focuses on describing and analyzing the ways language,
religion, economy, government and other cultural phenomena vary or remain constant, from one
place to another and on explaining how humans function spatially.)
40
Development geography (the study of the Earth's geography with reference to the
standard of living and quality of life of its human inhabitants.)
Economic geography is the study of the location, distribution and spatial organization of
economic activities across the Earth.
Health geography is the application of geographical information, perspectives, and
methods to the study of health, disease, and health care
Historical geography is the study of the human, physical, fictional, theoretical, and "real"
geographies of the past.
If I’m not mistaken, it was Vernadskiy, who said that geography is history in space
(spatial history) and history is temporal geography.
Political geography ( the study of both the spatially uneven outcomes of political
processes and the ways in which political processes are themselves affected by spatial
structures.)
Population geography (the study of the ways in which spatial variations in the
distribution, composition, migration, and growth of populations are related to the nature of
places.)
Transportation Geography is the branch of geography that investigates spatial
interactions, let them be of people, freight and information
Geography of Tourism is the study of travel and tourism, as an industry and as a social
and cultural activity.
The round Earth on flat paper
Tasks and questions:
1. Read the text.
I. Consult the dictionary and write down the meanings of the given words. You must learn
them!
a. Circle the words you do not understand.
b. Find the words in the reading.
c. Talk about the meaning of these words with your classmates.
d. See if you can use them in the sentences of your own
Form of reporting
Give a summary of the text. Write a short composition about The Science of Geography
Methodical recommendations to carrying out of SIWT
1. Read the text and try to translate without dictionary
2. Do the exercises belong the text in writing
3 Form dialogue and monologue speech
The list of literatures:
Интернет-ресурс
1. www.englandia.ru
2. «Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
3. .English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
SECW 2
Theme: The Geography of the USA
Purpose of lesson:
1. to read and understand the text on specialty
41
2. to enlarge lexical minimum and enrich lexicon on a subject
3.to interest students in studying professional focused foreign language
The Geography of the USA
The USA is the 4th largest country in the world (after Russia, Canada and China). It is
situated in central North America and stretches from the Pacific to the Atlantic Ocean. It borders
on Canada in the north and Mexico in the south and has a sea-border with Russia. It also includes
Alaska and Hawaii. The total area of the country is 9,4 million square kilometers. The enormous
size of the country influences the diversity of landscape, climate and even people.
The USA is a federal republic, union of 50 states. The capital of the country Washington
is situated in a special federal area called the District of Columbia.
The population of the country is about 260 million people. They are the people of all
races and nationalities, either descendants of immigrants or immigrants who have come to
America from all countries of the world in search of independence and self-realization. It’s
impossible to generalize about the weather, the landscape and the way of living because the
nation occupies nearly half of the continent, which is divided into 4 time zones and has almost
every type of climate. If you look at the map of the USA you’ll see snow-topped mountains and
flat prairies, fertile valleys and deserts, the areas of tropical heat and artic cold.
One of the most important geographical boundaries in the USA is the 50-centimeters
rainfall line, which runs from north to south almost through the middle of the country. East of the
line farming is relatively easy and the population is large. There are man-made irrigation
systems, dry farming, grazing and fewer people west of the line.
The West is a mountainous area of the Rocky Mountains, the Cordillera and the Sierra
Nevada. The highest peak is Mount McKinley in Alaska (6,000 meters). As compared with the
Appalachians in the east, the Rocky Mountains are sharp and rugged, over 4,000 meters high,
rich in gold, copper, lead, silver and other minerals.
The USA has many thousands of streams. Some of them are mightily rivers, which flow
lazily across the valleys. Others rush swiftly down deep canyons and steep gorges. The longest
are the Mississipi (6,400 kilometers), “the father of waters”, the Missouri (1,600 kilometers),
“too thin to plough and too thick to drink”, the Colorado wild, restless and angry, the Columbia
full of quiet dignity and the Rio Grand (3,200 kilometers), a national boundary between the USA
and Mexico. The Colorado forms the Grand Canyon, which strikes one’s imagination as a
fabulous phenomenon of nature. Its perpendicular walls go up to 1,500 meters above the river
level. The USA has thousands of lakes of all kinds and sizes. The Great Lakes make up the
largest group; they are the greatest collection of fresh water lakes in the world with the total area
equal to that of Great Britain. Here the famous Niagara Falls precipitate from the height of 50
meters. Among salty lakes the Great Salt Lake in Utah and the Salton Sea in California are the
most famous. They are rich in salt (6,000 million tons).
The climate of the country varies greatly from arctic in Alaska, through continental in the
central part to subtropical in the south. The climate along the Pacific coast is warmer than that of
the Atlantic coast. The temperature changes little between winter and summer there. In the
eastern part the difference between summer and winter is distinct, but not so extreme as in the
north central part where the difference between winter and summer is 36 degrees C and even
more.
Among the largest cities of the USA are New York, Los Angels, Chicago, Philadelphia,
Detroit, San Francisco and others. But a great proportion of the country consists of open land
marked with farm-houses and small towns.
The USA is one of the greatest industrial and leading nations in the world. With only
about 5 % of the world’s population and about 6 % of its land area, the USA produces around 25
% of the world’s industrial products, agricultural goods and services. It’s world’s leader in
biochemical and genetic engineering, aerospace research and development, communications,
42
computer and information services and similar high-technology fields. One of the reasons is
America’s vitality, its spirit of enterprise and initiative as well as its size and natural resources.
Tasks and questions:
I. Read the text and translate without a dictionary:
I. Consult the dictionary and write down the meanings of the given words. You must learn
them!
a. Circle the words you do not understand.
b. Find the words in the reading.
c. Talk about the meaning of these words with your classmates.
d. See if you can use them in the sentences of your own
II. Translate and learn by heart the vocabulary:
Boundary; descendant ; desert; dignity; distinct; diversity; enormous; enterprise; extreme;
fabulous. fertile;generalize; gorge; grazing; irrigation;mighty; plough; precipitate;
restless; rugged ; rush; steel; stretch; strike; swiftly; valley;vitality.
III. Insert the sentences with necessary words::
1) The USA is situated in … North America and … from the Pacific
to the Atlantic Ocean;
2) It is impossible to … about the weather, the landscape and the way of living because
… occupies nearly half of a continent, which is … into four time zones and has almost every
type of … ;
3) West of the line there are man-made … systems, dry-farming, … and fewer people;
4) As compared with the Appalachians in the east, the Rockies are … and … , over 4,000
meters high, rich in …, …, …, … and other minerals;
5) The Colorado forms the … …, which strikes one’s imagination as a fabulous … of
nature;
6) Here the famous Niagara Falls … from the height of 50 meters;
7) The climate of the country varies greatly from … in Alaska, through … in the central
part to … in the south;
8) The USA is one of the greatest … and the leading … nations in the world.
IV. Finish the sentences and do the test:
1) The USA borders on Canada in the north and Mexico in the south and has a sea-border
with
а) Great Britain;
б) Russia;
в) Japan.
2) The capital of the country Washington is situated
а) in a special federal area called the District of Columbia;
б) in the state of Washington;
в) in the centre of the country.
3) East of the 50-centimeters rainfall line
а) fewer people live;
б) the population is large;
в) there are thousands of streams.
4) The climate along the Pacific coast
а) is very cold;
б) is warmer than that of the Atlantic coast;
в) is mild.
43
5) Among the largest cities of the USA are
а) New York, Los Angeles and Washington;
б) Seattle, Miami and Santa Barbara;
в) Manchester, Liverpool, Dresden.
V. Answer the following questions.
1. What is the territory of the USA?
2. How many states are there in the USA?
3. What can you see if you look at the map of the USA?
4. What is the West like?
5. What are the longest rivers?
6. There are no lakes in the USA, are there?
7. Where is the difference between summer and winter temperatures the most distinct?
8. In what fields of economy is the USA the world’s leader?
VI.Write out the sentences with superlative degree from the text:
Model:
Among salty lakes the Great Salt Lake in Utah and the Salton Sea in California are the
most famous.
Write out the sentences with comparative degree from the text:
Model:
The climate along the Pacific coast is warmer than that of the Atlantic coast.
VII. Use prepositions:
1) The USA is situated in central North America and stretches … the Pacific … the
Atlantic Ocean;
2) It borders … Canada in the north and Mexico in the south and has a sea-border …
Russia;
3) The USA is a federal republic, union … 50 states;
4) The capital of the country Washington is situated in a special federal area called the
District … Columbia;
5) If you look … the map of the USA you’ll see snow-topped mountains and flat prairies,
fertile valleys and deserts, the areas … tropical heat and artic cold.
Form of reporting
Give a summary of the text, composition.
Methodical recommendations:
1. Read the text and retell it.
2. Answer the questions and do the tasks belong the text
3. Use a dictionary and enlarge lexical knowledge
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
44
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
SECW 3
Theme: The United Kingdom of Great Britain and Northern Ireland
Purpose of lesson:
1. to read and understand the text on specialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3.to interest students in studying professional focused foreign language
The United Kingdom of Great Britain and Northern Ireland
The United Kingdom of Great Britain and Northern Ireland is situated on the British
Isles. It consists of four parts: England, Wales, Scotland and Northern Ireland. England, Wales,
Scotland occupy the territory of Great Britain. Northern Ireland is situated in the northern part of
Ireland.
The territory of the United Kingdom is about 244,000 square kilometres, it takes the 75th
place among other countries in the world. The population is more than 57 million. About 80 per
cent of the population is urban. The capital of the country is London. Great Britain is separated
from the continent by the English Channel which is 34 km wide in its narrowest point. The
country is also washed by the North Sea, the Irish Sea and the Atlantic Ocean.
The surface of Great Britain varies greatly. The northern and western parts of the country
is mountainous and is called the Highlands. All the rest (south, east and centre) is a vast plain
which is called the Lowlands. The mountains are not very high. The rivers are not long. The
most important of them are the Severn, the Thames, the Trent. There are many beautiful lakes in
the mountainous parts of the country.
The mountains, the Atlantic Ocean and the warm waters of the Gulf Stream influence the
climate of Great Britain. It is mild the whole year round.
Great Britain is a highly developed industrial country. It is known as one of the world’s
largest producers and exporters of iron and steel products, machinery and electronics, chemicals
and textile, aircraft and navigation equipment. One of the chief industries of the country is
shipbuilding. 7 per cent of the population is engaged in farming.
Great Britain is a country with old cultural traditions and customs. The most famous
educational centers are Oxford and Cambridge universities. They are considered to be the
intellectual centers of Europe. The education is not free, it is very expensive.
The United Kingdom is a monarchy and the Queen is the head of the state. But in practice
it is ruled by the elected government with a Prime Minister at the head. The British Parliament
consists of two chambers: the House of Lords and the House of Commons. It sits in the Houses
of Parliament in Westminster.
There are three main political parties in Great Britain: the Labour, the Conservative and
the Liberal parties. The Labour party with Antony Blair at the head is the ruling party nowadays.
There’s no written constitution in Great Britain only precedents and traditions.
Tasks and questions:
I. Read the text and translate without a dictionary:
II. Pick out the new words from the text and transcribe them:
III. Make the sentences using the italicized words and word combinations from the text.
1) The British Isles are washed by the Atlantic Ocean and the North Sea;
2) On the continent the country borders on France;
45
3) It occupies the territory of about 244,000 square kilometers;
4) Great Britain is a highly developed industrial country;
5) The power in the country belongs to the Queen and the two Houses of Parliament.
IV. Finish the sentences:
1) The United Kingdom consists of …;
2) The British Parliament consists of …;
3) There are the following political parties in Great Britain …;
4) There are some famous educational establishments such as …;
5) The United Kingdom is satiated on …;
6) The British Isles are washed by …;
7) The Queen’s rights are limited by …;
8) The territory of Great Britain is …;
9) The population is ….
V. Answer the questions:
1. What is the official name of Great Britain?
2. Where is the U.K. situated?
3. What parts does it consist of?
4. What is the territory and the population of the United Kingdom?
5. What city is the capital of the U.K.?
6. What is the surface of the country?
7. Are there any big rivers and lakes?
8. Why is the climate of the British Isles milder than that of the Continent?
9. What goods does the British industry produce?
10. Are there any big educational establishments in Great Britain?
11. Great Britain is a constitutional monarchy, isn’t it?
12. What is the name of the Queen of Great Britain?
13. Is her power limited by Parliament?
14. How many chambers does the British Parliament consist of? What are they?
15. What are the main political parties in Great Britain?
16. Who is the Prime Minister of Great Britain?
17. Which political party does he represent?
VI. Use the necessary prepositions:
The United Kingdom … Great Britain and Northern Ireland is situated … the British
Isles. It consists … four parts: England, Wales, Scotland and Northern Ireland. England, Wales
and Scotland occupy the territory … Great Britain. Northern Ireland is situated … the northern
part … Ireland.
Form of reporting
Give a summary of the text, composition.
Methodical recommendations:
1. Read the text and retell it.
2. Answer the questions and do the tasks belong the text
3. Use a dictionary and enlarge lexical knowledge
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
46
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
SECW 4
Theme: Kazakhstan
Purpose of lesson:
1. to read and understand the text on specialty
2. to enlarge lexical minimum and enrich lexicon on a subject
3.to interest students in studying professional focused foreign language
Kazakhstan
The Republic of Kazakhstan is an independent state in the center of Eurasian continent.
According to the most recent data, the population of Kazakhstan at the end of 1997 was 15.5
million: 55% - urban, 45% - rural. The territory of the country stretches 1600 km from north to
south and 2800 km from west to east: a total area is 2.7 mln. square km. Kazakhstan borders on
Russia in the North, China in the East, Kirghizia, Uzbekistan and Turkmenistan in the South,
and the Caspian Sea in the West.
Kazakhstan consists of a vast flatland, bordered by a high mountain belt in the southeast. It
extends from the lower Volga and the Caspian Sea in the west to the Altai Mts. in the east. It is
largely lowland in the north and west, hilly in the center (Kazakh Hills), and mountainous in the
south and east (Tian Shan and Altai ranges). Kazakhstan is a region of inland drainage; the Syr
Darya, the Ili, the Chu, and other rivers drain into the Aral Sea and Lake Balkash. Most of the
region is desert or has limited and irregular rainfall.
Kazakhstan relatively developed economic structure is based on its vast deposits of
natural resources such as ore, oil, natural gas. In addition Kazakhstan is a major producer and
exporter of agricultural products – primarily grain, wool and meat. The main branches of
industry are metallurgy, production of heavy machinery, industrial equipment, chemicals,
textiles and processed food. National currency of Kazakhstan is Tenge.
Kazakhstan is divided into 5 main zones, according to climatic and economic conditions.
They are: Eastern, Northern, Central, Southern and Western Kazakhstan.
Eastern Kazakhstan is about 1.7 mln. people. The main cities are Semipalatinsk,
Oskemen, Zyryanovsk. The region is rich in polymetal ores, containing lead, zinc, copper, gold,
silver. The main branches of industry are metallurgy and production of heavy machinery, nonferrous metallurgy, machine- building, timber cutting.
Northern Kazakhstan is the granary of the country, about three quarters of agricultural
land is used for grain production. The useful minerals are deposits of iron, hard coal, limestone:
industries include machine – building, instrumental and food processing.
Central Kazakhstan covers the territory of 398 square km. The main cities are:
Karaganda, Jeskazgan, Temirtau. The population is overwhelmingly urban – more than 80 per
cent live in cities. The region is famous for hard coal deposits; about 30 per cent of the
Republic’s hard coal stocks are concentrated in Central Kazakhstan. Highly developed industries
are: ferrous and non-ferrous metallurgy, chemical industry and construction industry.
The Kazakh Hills in the core of the region have important mineral resources. Coal is mined
at Qaraghandy and Ekibastuz, and there are major oil fields in the Emba basin. The country's
47
industries are located along the margins of the country. Steel, agricultural and mining machinery,
superphosphate fertilizers, phosphorus acids, artificial fibers, synthetic rubber, textiles, and
medicines are among the manufactured goods. Temirtau is the iron and steel center. The
Baikonur (Bayqongyr) Cosmodrome in central Kazakhstan was the Soviet space-operations
center and continues to serve Russian space exploration through an agreement between the two
nations. The main trading partners are Russia, Ukraine, and Uzbekistan.
The population density of Southern Kazakhstan is the highest in the Republic. The main
cities are: Almaty (the former capital of the state), Kyzylorda, Aralsk, Taraz, Shymkent. The
region is the main center of irrigated agriculture with well-developed cotton, sugar, beet and rice
growing.
Western Kazakhstan is mainly famous for its mineral resources such as oil, gas,
chromate, copper. The Tengis oil field is one of the largest in the world. The region attracts
foreign investments to stimulate the development of the industry in the region.
Tasks and questions:
I. Read the text and translate without a dictionary:
II. Translate and learn by heart the vocabulary:
data ; urban ; rural; deposits; ore; currency; lead; copper; granary; limestone; viticulture.
III. Form nouns from these verbs and translate them:
- to export;
- to import;
- to concentrate;
- to construct;
- to develop;
- to product;
- to calculate.
IV. Finish the following sentences:
1) The population of Kazakhstan is …;
2) Kazakhstan borders on … to the North;
3) To the West Kazakhstan borders on …;
4) The main cities of Eastern Kazakhstan are …;
5) About 30 per cent of the Republic hard coal stocks are concentrated in…;
6) Western Kazakhstan is mainly famous for …;
7) Ferrous and non-ferrous metallurgy, chemical industry and construction industry are
highly developed in ….
V. Make the sentences from these verbs::
- to stretch;
- to border;
- to develop;
- to divide;
- to concentrate;
- to attract;
- to stimulate;
- to live;
- to produce;
- to export.
VI. Answer the questions using the text:
48
1. What is the population of Kazakhstan?
2. What is the national currency of Kazakhstan?
3. Name the main cities of Kazakhstan?
4. Where is the highest population density in Kazakhstan?
5. What is Southern Kazakhstan famous for?
6. What kind of region is Northern Kazakhstan?
7. What countries does Kazakhstan border on to the North, to the West, to the East, to the
South?
8. Give the description of Central Kazakhstan?
VII. Copy out the sentences in Passive from the text and translate them:
Model:
Kazakhstan is divided into 5 main zones, according to climatic and economic conditions.
- Present Simple Passive
VIII. Name the numerals and do the exercise in writing:
1) 55 per cent;
2) 45 per cent;
3) 1600;
4) 2.7 mln.;
.
5) 1.7 mln.;
6) 398 square km.;
7) 1.7 mln.;
8) 1600 km..
Form of reporting
Give a summary of the text, composition
Methodical recommendations:
1. Read the text and retell it.
2. Answer the questions and do the tasks belong the text
3. Use a dictionary and enlarge lexical knowledge
Literature:
1.«Английский язык для географов» Еремина В.А., Майоршина С.В., Цыбина Л.П.,
Москва 1999.
2.English for Academic Purposes; Сафроненко О.И., Петросян К.С., Резникова С.Ю. 2008.
3.Inside Out by Sue Kay and Vaughan Jones; Mackmillan, Heineman 2004
4.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть1,
Ростов-на-Дону, 2007
5.Методические указания по развитию навыков чтения и устной речи на английском языке
по теме «Outstanding Scientists and Inventors» для студентов 1 курса, изучающих
информационные и компьютерные технологии. Резникова С.Ю., Самолетова М.А. Часть2,
Ростов-на-Дону, 2007
Checking measuring facilities
Examination supplementary questions
11. What would you like to be?
12. Say a few words about favorite subjects at school
49
13. Was it easy for you to choose a profession?
14. When did you decide to choose this profession?
15. Who helped you to make your choice?
16. Why have you chosen this profession?
17. Do you like geography? Why?
18. What is Geography?
19. What quality must a good specialist of your profession possess?
20. How long have you been learning English?
21. Why do you learn English?
22. Is English of any importance for your future profession?
23. Why do people learn English in this country?
24. Did you enjoy your English classes at school? Why? Why not?
25. What do you like most about your English classes in the university?
26. What, do you think, is the best way to learn English?
27. Do you work hard enough to master English?
28. Are you going to keep on learning English after passing an exam?
29. Would you like to improve your English in future? How are you going to do it?
20. Name the planet where you live.
21. What is taken the greatest part of the planet?
22. How many are there continents in the Earth? Name them.
23. How many are there oceans in the Earth? Name them
24. What river is the largest in the world?
25. What lake is the largest in the world?
26. How many seasons are there in the year?
27. What are they?
28. How long does each season last?
29.In what season of the year does nature return to life?
30. What is the nature like in spring?
31. Which season is the hottest in the year?
32. Why do people like to have their holidays in summer?
33. Do you like stay in town or do you go to the country in summer?
34. What season is the harvest time?
35. Is the weather pleasant in September?
36. Does it rain in autumn?
37. What is the shortest (longest) day of the year?
38. What is the busiest season of the year?
39. Which is your favourite season and why?
40. What is the territory of the USA?
41. How many states are there in the USA?
42. What can you see if you look at the map of the USA?
43. What is the West like?
44. What are the longest rivers?
45. There are no lakes in the USA, are there?
46. Where is the difference between summer and winter temperatures the most distinct?
47. In what fields of economy is the USA the world’s leader?
48. What is the official name of Great Britain?
49. Where is the U.K. situated?
50. What parts does it consist of?
51. What is the territory and the population of the United Kingdom?
52. What city is the capital of the U.K.?
53 What is the surface of the country?
54. Are there any big rivers and lakes?
50
55. Why is the climate of the British Isles milder than that of the Continent?
56. What goods does the British industry produce?
57. Are there any big educational establishments in Great Britain?
58 Great Britain is a constitutional monarchy, isn’t it?
59. What is the name of the Queen of Great Britain?
60. Is her power limited by Parliament?
61. How many chambers does the British Parliament consist of? What are they?
62. What are the main political parties in Great Britain?
63. Who is the Prime Minister of Great Britain?
64. Which political party does he represent?
65. What is the population of Kazakhstan?
66. What is the national currency of Kazakhstan?
67. Name the main cities of Kazakhstan?
68. Where is the highest population density in Kazakhstan?
69. What is Southern Kazakhstan famous for?
70. What kind of region is Northern Kazakhstan?
71. What countries does Kazakhstan border on to the North,
to the West, to the East, to the South?
72. Give the description of Central Kazakhstan?
73.What do our friends at Megacorp illustrate?
74.What does the ecologist have to do?
75. Where does she send her manuscript?
76. How long does it take the ecologist to publish it?
77. How does science become knowledge?
78. The protection of our environment is important, isn’t it?
79. What causes of water pollution do you know?
80. What causes of air pollution do you know?
81. Are there any laws on this question?
82. Do our state organizations pay attention to the environment?
83. We are against the pollution of the environment, aren’t we?
84. Why is the problem of protecting our nature so important now?
85. What is Pollution?
86. What types of pollution do you know?
87. When does pollution occur?
88. Is there natural pollution?
89. Why is pollution a worldwide problem?
51