Part I I

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ

ДОНЕЦКОЙ НАРОДНОЙ РЕСПУБЛИКИ
ГОСУДАРСТВЕННОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ
ВЫСШЕГО ПРОФЕССИОНАЛЬНО ОБРАЗОВАНИЯ
«ДОНЕЦКИЙ НАЦИОНАЛЬНЫЙ УНИВЕРСИТЕТ»
Факультет иностранных языков
Кафедра теории и практики перевода

Д. Л. Ковалева, П. К. Липанова, М. Г. Черкасова

Reach for the Earth

Part 2
Учебное пособие

для студентов специальности 45.05.01 Перевод и переводоведение

и направления подготовки 45.03.02 Лингвистика

Донецк 2021
УДК 81’373:811.111(076)
ББК Ш 12=432.1*9*3я73
К 56

Рекомендовано к изданию Ученым советом

ГОУ ВПО «ДОННУ»
(протокол № 7 от 03.12.2021)

Рецензенты:

Воеводина А. В., кандидат филологических наук, заведующая кафедрой

языковой подготовки ГОУ ВПО «Донбасская юридическая академия»;

Гапотченко Н. Е., кандидат филологических наук, доцент, доцент

кафедры романской филологии ГОУ ВПО «ДОННУ»

К 56
Ковалева Д.Л., Липанова П.К., Черкасова М.Г.
Reach for the Earth: Part 2 : учебное для студентов специальности
45.05.01 Перевод и переводоведение и направления подготовки
45.03.02 Лингвистика. – Донецк : ДОННУ, 2021. – 150 с.

Учебное пособие рекомендуется для аудиторной и самостоятельной

работы студентов высших учебных заведений, которые специализируются в
области лингвистики и перевода. В пособии используются аутентичные
тексты британских изданий, что способствует совершенствованию навыков
чтения и перевода. Современная система упражнений предусматривает
параллельное изучение всех видов разговорной деятельности.

УДК 81’373:811.111(076)
ББК Ш 12=432.1*9*3я73

© Ковалева Д.Л., Липанова П.К., Черкасова М.Г.

© ГОУ ВПО «ДОННУ», 2021
 CONTENTS
Introduction ……………………………………………………………… 5
Unit 3 Climate of the Planet Earth ……………………………………… 7
Lesson 1 Whatever the Weather ……………………………………… 7
Lesson 2 Seasons Wheel ……………………………………………… 19
Lesson 3 Natural Disasters …………………………………………… 34
Lesson 4 Environmental Issues ………………………………………. 49
Visual section 3 ………………………………………………………. 60
Unit 4 Flora and Fauna …………………………………………………… 68
Lesson 1 Pets …………………………………………………………. 68
Lesson 2 On a Farm ………………………………………………….. 85
Lesson 3 Wildlife …………………………………………………….. 100
Lesson 4 Plant Kingdom ……………………………………………… 115
Visual section 4 ………………………………………………………. 137
Conclusion ………………………………………………………………… 146
Reference list ……………………………………………………………… 147
5

ВВЕДЕНИЕ

Учебное пособие «Reach for the Earth: Part 2» разработано для курса
лексики, который является одним из аспектов дисциплин «Практика устной и
письменной речи первого иностранного языка», «Практический курс первого
иностранного языка», «Практика устной и письменной речи второго
иностранного языка» и «Практический курс второго иностранного языка» для
студентов направления подготовки 45.03.02 Лингвистика и специальности
45.05.01 Перевод и переводоведение, изучающих английский как первый и
второй иностранный язык на факультете иностранных языков Донецкого
национального университета.
Пособие выполняет важную роль в практической подготовке студентов,
так как формирует прагматическую и развивает социокультурную
компетенции, что является неотъемлемой частью подготовки лингвиста.
Целью этого пособия является обеспечение студентов материалом,
содержащим аутентичные тексты, наполненные активной лексикой по
изучаемым темам, задания для работы с аудио и видео материалами, а также
обеспечение практическими заданиями для обработки материала во время
занятий и самостоятельного закрепления изученного. Ссылки на все аудио и
видео материалы представлены в списке использованной литературы.
Основной задачей учебного пособия является овладение студентами
лингвистической компетенции в мере, которая необходима для коммуникации
в рамках программы 2 курса.
Учебное пособие состоит из двух юнитов, имеющих сквозную
нумерацию, что связывает данное пособие с первой частью. Пособие состоит
из таких структурных элементов как Unit 3 Climate of the Planet Earth и Unit 4
Flora and Fauna, каждый из которых содержит по 4 урока и визуальную
секцию. Каждый урок разбит на 4 части, включающие в себя задания,
направленные на развитие навыков говорения без подготовки, работу с
активным вокабуляром, посвященным изучаемой теме, работу с текстами,
просмотр видеосюжетов по теме, а также творческие групповые и
индивидуальные задания. Каждый урок закачивается списком слов, которые
студент должен освоить за время работы над темой. Визуальная секция
содержит набор изображений по теме юнита и предназначена для упражнений
на формулирование устного высказывания с опорой на визуальный ряд с
использованием активного вокабуляра, что готовит студентов к семестровому
экзамену.
Планируя работу с пособием, каждый преподаватель сможет выбрать те
упражнения и задания, которые оптимально соответствуют его целям, времени
 6

и уровню подготовки студентов. Часть упражнений и заданий рекомендуется

для самостоятельной работы.
Пособие содержит материал, соответствующий рабочей программе по
аспекту «Лексика» в рамках дисциплин «Практика устной и письменной речи
первого иностранного языка», «Практический курс первого иностранного
языка», «Практика устной и письменной речи второго иностранного языка» и
«Практический курс второго иностранного языка» для студентов направления
подготовки 45.03.02 Лингвистика, профиля «Перевод и переводоведение» и
специальности 45.05.01 Перевод и переводоведение, факультета
иносиностранных языков Донецкого национального университета.
7

Lesson 1 Whatever the Weather

Part 1
1. Discuss the weather issues below in your class. Use the good\bad weather
boxes to help you.

Adjectives describing bad weather Adjectives describing good

bad, awful, terrible, nasty, lousy, foul,
rotten, miserable, unpleasant, dull; cool,
cold, freezing, icy, frosty cloudy,
overcast, foggy, smoggy rainy, wet,
humid, dry, arid; sultry, scorching, arid,
blusterous, revolting
weather
good, great, nice, beautiful,
lovely, excellent, fine, fair,
clear, pleasant, terrific; sunny,
warm hot, mild, windless,
balmy
 8

Examples

The weather is excellent today. It’s a sunny, windless and pleasant day, which makes
me feel great. I have big plans for today.

The weather is awful today. It is humid and my hair goes in ringlets, which I hate.
The nasty and dull weather makes me feel miserable.

1. State the role of the weather in our life.

2. Have you ever been caught in bad weather? If so, what did you do?
3. Do you know any interesting myths or stories about weather?
4. Which do you like best hot weather or cold weather? Why?
5. How does weather affect your attitude, your lifestyle?
6. Do you think weather affects the way people feel?
7. What is the weather like today? Does it affect your mood?

2. Read the text below to check your ideas. Do you agree with the author?
Explain the meaning of the words in bold.

Tracking Impact of Weather on Your Life

It is a well-known fact that weather can influence various aspects of our
everyday lives, including physical and mental health, productivity, performance,
social behavior, etc. Sometimes, the connection is direct and obvious. For instance,
extreme temperature fluctuations have been shown to affect our immune systems,
and the quality of air is directly linked to asthma and allergies. More than often,
however, the weather effects are peculiar and more subtle. The heat, for example,
has been linked to aggression and violence. Certain kinds of wind has been shown
to affect negatively human behavior and psyche. A lot of people report sleeping
better at nights when it rains or snows. I personally tend to experience mild
depression on cloudy and rainy days, while plenty of sunshine usually affects my
mood positively. Naturally, the only way to see if any particular weather aspect
actually affects your life, and to what extent would be to include it in your self-
tracking routine, and then analyze the hypothesized patterns. Therefore, for the past
couple of weeks I have been looking for a way to incorporate weather data into my
9

tracking logs, and in today’s post, would like to share my current findings and
potential quantified-self research ideas.
The ideal tool or source for weather tracking, in my opinion, should meet the
following criteria:
 All weather data points are found in one place
 Weather data can be obtained for more than one location (e.g., home are
vs. work area)
The Wunderground reports current weather for pretty much any location in the
world, and covers the following weather aspects: temperature (both actual and “feels
like“), heat index, atmospheric pressure, wind speed and direction (North, etc.),
presence of clouds (% of sky covered), UV index, humidity, chances of
precipitation (%), actual precipitation (rainfall, snow), fallout in inches, pollen (12-
point scale), quality of air (PM 2.5 scale), ozone (5-point scale).
Some of these readings can be recorded only once, whereas other will have to
be tracked depending on time of the day and location. In particular, air quality
readings should stay the same throughout the day, regardless of my work/home
location. The cloud cover, precipitation, temperature and barometric pressure
will need to be recorded in the morning, afternoon, and evening.

3. Complete the given sentences using the information from the text above.
1. It is a well-known fact that weather can influence various aspects of our
everyday life, including…
2. Extreme temperature fluctuations have been shown to affect…
3. The quality of air is …
4. Plenty of sunshine usually affects…
5. The ideal source for weather tracking should meet the following criteria…
6. Air quality readings should stay the same throughout the day…

4. Using the set of letters below make a word or word combination from the text
above.
Example: remettperau lfsucuaiontt temperature fluctuations

1. xeeetmr 
2. rpreessu 
3. dwni pedes 
4. u cdlo rcvoe 
5. ocudyl 
6. ntrcure teaherw 
7. nlotioca 
8. aacltu rnciiippttaoe 
9. oellnp 
 10

5. Complete the weather report with the words from the box below.

Wind, thunderstorms, increasingly cloudy, cloudy, below, drizzle, rain

shower, dry, cloudy intervals, atmospheric pressure, sunny periods, degrees

 Mainly ___________ with a little ____________. Slight chance of a

___________ ___________. Northeastern ___________ at 5 to 10 mph.
Temperature ______________ normal in the north and central regions. Near
normal for southern regions. Maximum temperature 10°C.

 Cold and _________ in the morning, warmer later. Windy and

________________ _______________ with ___________ ____________.
Rain expected at night, with 40 percent chance of showers. Maximum 58
________________ F (14°C) in the afternoon. Strong wind expected
Monday, with temperature in low 50s.

 Sunny in the morning with__________ ________________ later in the day.

Chance of rain 50%. Isolated ______________ possible. Highs in the mid 80s
and lows in the upper 60s.
 Heat wave expected. Temperature 97–98 degrees F (36–37 degrees C) to 101–
103 degrees F (38–39 degrees C) for the next three days. High
________________.

6. Listen to a 30-second audio item with 7-day weather forecast, repeat after the
speaker phrase by phrase, write it down and translate.

Part 2
1. Discuss the questions below in your group.
 Do you agree that the weather is the safest
topic to discuss with new people? Why?
 Do you often discuss weather with your
friends, colleagues, family?
 Think about weather expressions, proverbs
and sayings in English and in your native language.
 Do you watch weather forecasts? Are they
true?
 How to you depend on the weather reports on
TV? When would knowing tomorrow's weather change you plans?
 Do you find weather forecasts standard and boring?
11

2. Watch the video items Rapping Weatherman and Prince Charles Reads
Weather Forecast to check your ideas. Comment on each video item.

3. Team work.

Here is a competition for the most original and true weather forecast among the
representatives of the International Weatherman Association. Work in 2 teams. Each
team gets 2 cities and a set of weather symbols which give the idea about the type
of the weather which is expected in the given locations. Use the Weather symbols to
help you. Each group is to make up a weather report following the card with symbols
for each city for 2 days. You must also include recommendations for clothes (scarf,
umbrella, etc).

Study one of the submitted reports as an example:

Well, for those of you who went out today, I don't have to tell you it is clear,
but muggy for most of the state, with the high temperatures in the low to mid 90s.
The city of Elkview had the high for the day of 97 degrees. And that's hot. I'm glad
I'm working indoors today!
For those of you planning outdoor activities tomorrow, you can expect fair skies
for most of Saturday with temperatures in the high 90's. However, things might
change by Saturday evening with a storm front moving in. We can expect light
scattered showers over the northern part of the state bringing slightly cooler
temperatures in the eighties, but this rain should taper off by mid Sunday morning.
It will be partly cloudy for most of the morning, but these clouds should move out
by mid-afternoon.
Skies should be clear Sunday night for those wanting to catch a glimpse of the
partial lunar eclipse. It should start at 10:47 pm. And that's all for today's weather.
Weather Symbols
 12

Team 1
You are to present the weather forecast for the next two days in Paris and
Rome. Use the weather prompts below to make up a weather forecast. Try to make
an unusual presentation to surprise the audience.

Team 2
You are to present the weather forecast for the next two days in London and
New York. Use the weather prompts below to make up a weather forecast. Try to
make an unusual presentation to surprise the audience.

4. Watch a 40-second video item with weather forecast, repeat after the speaker
phrase by phrase, write it down and translate.
13

Part 3
1. Study the table below.

Sunshine Fog Temperature

warm sun, hot sun, fog, mist, haze, smog, freezing point of water,
blazing sun, Indian dew; thick fog, dense fog, boiling point of water,
summer, sunlight, heavy fog, patchy fog, a room temperature, normal
sunrays, sunbeams blanket of fog body temperature

Weather reports Thunder and lightning Wind

weather report, weather thunderstorm, thunder, a wind, breeze, strong wind,
forecast, weather man, clap of thunder, a high wind, light wind, cold
thermometer, thunderclap, a bolt of wind, warm wind, a gust
barometer; climate, thunder, a thunderbolt; of wind; windstorm,
temperature, air lightning, a bolt of tropical storm, hurricane,
pressure, humidity, lightning, a flash of whirlwind, tornado,
precipitation, three lightning typhoon, dust storm,
inches of snow sandstorm

Snow
snow, snowfall, falling snow,
heavy snow, deep snow, fresh
snow, light snow, wet snow,
melting snow; snowstorm, blizzard,
frost; snowflake, snowdrift /
snowbank, ice, icicle
Rain
rain, rainfall, heavy rain, pouring rain, cold
rain, steady rain, constant rain, warm rain,
light rain, gentle rain; shower, downpour,
deluge, rainstorm, rainbow, drizzle, hail,
sleet; a drop of rain, a droplet, a raindrop

2. Put the sentences below in order to make up a weather forecast.

a) Unfortunately, there is also no rain in the forecast for the next five days.
b) Good morning, this is Alonzo Jacob with your Monday weather report.
c) The heat wave that slowed everybody down this weekend is showing no signs
of letting up this week.
d) However, there is relatively no humidity in the air, so it feels quite comfortable
out here at the moment.
e) That's all for today's weather. Stay tuned for the morning traffic report.
f) Right now, only an hour after sunrise, the temperature here at the airport is
already 29 degrees.
 14

g) This is bad news for the thirsty forest fires that are raging across the interior of
our province.
h) Looks like setting up a tent in the backyard may be the only way to catch some
sleep tonight if you don't have air-conditioning.
i) Our meteorologists suggest that today's temperature could climb to as high as 40
degrees Celsius by the late afternoon.
3. Match the words from the English word box with their Russian equivalents.
Make up a short story using the given word combinations.
жарко it's supposed to clear up later
обещают дождь we're expecting a thunderstorm
позднее должно проясниться it's below freezing point
сейчас ниже 0°С it's going to freeze tonight
температура около 25°С it's forecast to rain
ночью ожидаются заморозки baking hot
ожидается гроза temperatures are in the mid-20s

4. Watch the video item with weather forecast and do the tasks below.
a) Match the areas with the weather.
Iberia scattered showers
North of Spain a few showers
Germany and Denmark a lot of sunshine
Stockholm rain
Budapest heavy rain and wind

b) Are these sentences true or false?

a. There are going to be a lot of thunderstorms in the west.

b. The rain in Scandinavia is perhaps going to be thundery.
c. The weather in Italy is wetter than in earlier days.
d. Heavier rain is going to arrive by Saturday.

5. Translate the sentences below into Russian using the weather adjectives and
vocabulary development box.
Good/ beautiful weather
1. The sun shone brilliantly and the water in the pond glittered invitingly.
15

2. The sun filtered through the clouds, signaling the end of the rain.
3. A golden glow spread across the sky as the sun chased the dark clouds away.
4. The whole landscape was bathed in the warm glow of the rising sun.
5. Palm trees swayed gently in the breeze in the warm tropical sunshine.
6. Fresh air filled my lungs and I felt refreshed and exhilarated.
7. The breath-taking scenery captivated everyone.
8. The pond was bathed in a golden hue by the gentle sunlight and the water was
as clear as crystal.
9. The sunlit clouds drifted across a clear blue sky.
10.1The sun rose in a pool of crimson and gold, spilling light all over the land
and the white clouds.

Bad weather
1. The sky above was full of tumultuous, dark and ragged clouds.
2. It was a cold grey afternoon with a dull sky and threatening rain.
3. Ominous black clouds covered the sky and released a sudden shower.
4. Thunder rolled in from the west and rain began to fall.
5. The dark clouds grew ominous.
6. Lightning and thunder raged with fury.
7. The morning was cold and wet with a
brisk wind sweeping the rain across the
land.
8. A flash of forked lightning and a
great clap of thunder came close upon
each other.
9. Thunder roared and lightning flashed
across the sky.
10.The howling of the wind frightened us
all

6. Watch the video item Прогноз погоды. Translate the weather forecast into
English using the vocabulary above.
 16

Part 4
1. Describe the given photos using active vocabulary.

2. Watch the video item with weather forecast and put the areas to the weather.
Western Russia, The Alps, Iberian Peninsula, Some parts of Norway,
The Low Countries, Eastern Mediterranean, Madrid, London, Middle East
Rain
Calm weather
Dusty weather
Avalanche Risk
Snow
Strong winds
Heavy rain
Sunny
Cloudy

3. Translate the given text into English

Что такое метеорология и погода?
Свое название наука метеорология получила от греческого слова
«метеора», что означает «нечто в небе»; буквально наука о метеорах (не
метеоритах!). Метеорология изучает гидрометеоры (дождь, снег, град),
воздушные метеоры (ветер, пыльные бури), литометеоры (пыль, пыльца),
светящиеся (радуга, миражи), огненные метеоры (молнии) и т.д.
17

Метеорологию называют также

наукой о погоде. Такое более простое
толкование этой науки достаточно
точно отражает ее содержание и в
настоящее время наиболее
применимо.
Метеорологические величины –
это температура и влажность воздуха,
атмосферное давление, скорость и направление ветра, дальность видимости,
количество и высота облаков и другие характеристики состояния атмосферы,
которые могут быть выражены в тех или иных единицах измерения.
Метеорологические явления – туман, гололед, метели, пыльные и
песчаные бури, гроза, шквал, смерч и другие качественные характеристики
процессов, происходящих в атмосфере – не имеют точного количественного
выражения. Их интенсивность определяют или с помощью терминов
«слабый», «умеренный», «сильный», или по метеорологическим величинам,
например, туман с дальностью видимости 500 м и т.д.
Погода – это состояние
атмосферы в какой-то физический
момент или отрезок времени,
характеризуется совокупностью
метеорологических величин и
явлений. Можно говорить о погоде,
которая наблюдается в данную
минуту или наблюдалась в какой-то
момент в прошлом, о погоде одного дня, месяца или сезона и т. д.
Характеризуют погоду при помощи приближенных, упрощенных,
обобщающих терминов (облачная, дождливая, теплая, сухая, жаркая,
холодная, ветреная, сырая), или всей совокупности значений
метеорологических величин (например, полная облачность с прояснениями,
ветер северный, температура воздуха +10 ° С и т.д.).
3. Take 3 minutes to revise all the vocabulary to get prepared to the test.
 18

Word list
A blanket of fog Downpour Sandstorm
A bolt of lightning Drizzle Scorching
A bolt of thunder Dust storm Shower
A clap of thunder Fog Sleet
A drop of rain Foggy Smoggy
A droplet Foul Snowdrift
A flash of lightning Freezing Snowfall
A gust of wind Freezing point of water Snowflake
A raindrop Frost Steady rain
A thunderbolt Frost Sultry
A thunderclap Hail Sunbeams
Air pressure Haze Sunlight
Arid Heavy fog Sunrays
Awful Humid Temperature
Balmy Humidity Temperature fluctuations
Barometer Humidity Terrible
Barometric pressure Hurricane Thermometer
Blazing sun Icy Thick fog
Blizzard Indian summer Thunder
Blusterous Lightning Thunderstorm
Boiling point of water Lousy Tornado
Breeze Miserable Tropical storm
Chances of precipitation Mist Typhoon
Climate Nasty Weather data
Cloud cover Normal body temperature Weather forecast
Cloudy Overcast Weatherman
Constant rain Patchy fog Weather patterns
Current findings Pouring rain Weather report
Deluge Precipitation Weather tracking
Dense fog Revolting Whirlwind
Dew Room temperature Windstorm
Directly linked to Rotten
19

Lesson 2 Seasons Wheel

Part 1

1. Discuss the given questions in the class.

1. What's your favorite season? Why?

2. What comes to your mind when you think of winter?
3. What is your favorite winter activity?
4. What are some things your family used to do in autumn when you were a child?
5. Does your country have special food for any of the seasons?
6. Are there any special traditions associated with different seasons in your
country?
7. What is the best season to get married? Why?
8. Do you think that in recent years we have been losing our four distinct seasons?
2. Think about proverbs and sayings associated with weather and different
seasons in English and in your language. Do they have the same or different
ideas? Find the corresponding equivalent in the foreign language and explain
their meaning. Do you trust weather proverbs?
 20

Example of English sayings:

If it rains before seven, it will clear before eleven (Семь пятниц на неделе)
If there were no clouds, we should not enjoy the sun (Нет худа без добра)

Example of Russian sayings: Как гром среди ясного неба (like the thunder
in a clear sky): A bolt from the blue
Ждать у моря погоды (wait for the weather by the sea): Wait in vain for
something; Wait for the sun to shine

3. Use 7 words to describe each season of the year. How does it make you feel?

Example: New Year (time to leave the old behind and start with the new), warm
chocolate and cookies, crystal ice, the 'family' season, long nights, frost-coated
windows, avoiding catching a cold and flu

4. Watch the video item Water Cycle and fill in the table below with the weather
words you hear and see.

Weather words you know New weather words

5. Study the Cloud Facts for 1 minute. Then cover the text and answer the
questions below.

o There are 10 basic clouds classified according to their height and appearance.
o Clouds develop vertically or horizontally.
o Saturn has clouds. In fact, any planet or moon with an atmosphere has clouds.
o Clouds appear white because they reflect the sun’s light.
o The highest clouds are called noctilucent clouds. They form about 50 miles (80
km) high, much higher than ordinary clouds, which are typically at most about
10 miles (16 km) high
o Cirrus Clouds form only at high altitudes, about 7 km above the earth’s surface
o The biggest clouds are cumulonimbus, climbing up to 9.7 kilometers (6 miles)
high and carrying up to half a million tons of water.
21

o Clouds can reflect so much ultraviolet light from the sunlight that they
dramatically increase the ultraviolet reaching the ground.
o Sunbathing on sunny days with clouds in the sky can be dangerous.
o Cloud droplets are extremely small. They are about ten thousandth of an inch
across, a thousand times smaller than a raindrop.

1) How many basic clouds classified according to their height and appearance are
there?
2) Are there any clouds on the moon?
3) Are clouds white or do they appear to be white?
4) What do we call clouds which form 50 miles high?
5) What type of sky coverage can be dangerous?
6) How does a rainbow appear? Study the types of clouds below and underline
those which were used in the text.

6. Study the text below for 2 minutes. Find and correct 10 mistakes in the given
text

 The average snowflake has a top speed of 1.7 meters per second. For it to
snow the tops of the clouds must be below 0 degrees Celsius, or 32 degrees
Fahrenheit.
 The largest piece of ice to fall to earth was an ice block 6 meters (20 ft) across
that fell in the Scotland on 13 August 1849. The largest hailstone recorded
fell on 14 April 1986 in Bangladesh weighing 1kgm. The hailstorm
reportedly killed 92 people.
 The largest snowflakes in the world fell across Fort Keogh in Montana (USA)
on 28 January 1887.
 22

 Permanent snow and ice cover about 12% (21 million square km's) of the
Earth's land surface. 80% of the world's fresh water is locked up as ice or
snow.
 A single snowstorm can drop 40 million tons of snow, carrying the energy
equivalent to 120 atom bombs.

7. Watch the video item How did clouds get their names and do the tasks below.
a) Choose the right answer

1. From which language were the names of the clouds derived from?

A Latin B Greek C French D German

2. Luke Howard's profession was:

A a meteorologist B a teacher C a pharmacist D a clergyman

3. The name 'cirrus' means:

A heap or pile B layer or sheet C light or pale D tendril or hair

4. Which famous poet wrote a poem called 'The Cloud':

A William B Lord Byron C Percy Shelley D Henry W.

Wordsworth Longfellow

5. The study of clouds is known as:

A Meteorology B Cloudology C Nephology D Geology

b) Answer the questions

1. Why was meteorology such a late developer compared to other branches of

science? Can you think of ways in which weather might have been studied in
the centuries before computers appeared?
2. Name three main cloud types. How many types of clouds exist nowadays?
3. What kind of clouds is called Cirrostratus?
4. What kind of clouds is called Stratocumulus?
5. What does the idiom “to be on cloud nine” mean?
6. How did the cloud naming system influence the art world?
7. What was the most important breakthrough in understanding clouds?
23
Part 2
1. Study the table below.
Season: winter
 early or mid- February; start of winter,
depth of winter, short day, winter day, winter
morning, winter night
 Sky and Elements: frost/hoarfrost,
freeze, hail, ice, icicle, north wind, sleet,
snow/first snow, winter cloud, winter moon,
winter rain/first winter rain, winter solstice
 Landscape: winter creek or stream,
winter mountain, winter sea or ocean, winter
seashore, winter garden, withered moor
 Human Affairs: banked fire, bean
soup, blanket, brazier, buying a new diary, hot
chocolate, charcoal fire, cold or flu, cough,
foot warmer, gloves/mittens, grog, heater, fish
trapper, ice hockey, ice skating or skates, ice
fishing, overcoat/fur coat, popcorn, quilted
clothes, shawl, skiing/skis, sleigh ride,
snowshoes, snowman, snowball fight, winter
seclusion, winter desolation, winter vacation
Season: summer
beginning of summer, end of summer,
midsummer, summer solstice, short night,
slow day
Sky and Elements: calm morning/evening,
cloud peaks, coolness, drought, heat, lightning,
ocean fog, rainbow, south wind, scented
breeze, scorching/blazing sun, sudden shower,
summer dew, summer rain, summer sky,
summer wind, thunder
Landscape: clear water, deep tree shade,
summer grove, summer hills, summer lake,
summer moor, summer mountains, summer
sea, summer river, waterfall
Human Affairs: awning, bare feet, beach,
camp, cooling oneself, fan, fly swatter,
fireworks, fountain, ice water, iced tea,
mosquito net, midday nap, mowing grass,
nakedness, parasol, prayers for rain, rattan
chair, summer hat, summer vacation, sunburn,
sunglasses, sundress, swimming, swimming
pool, sweat
Season: spring
 early spring, departing spring, late
spring, lengthening days, mid-spring, spring
dream, spring dusk, spring melancholy,
tranquility, vernal equinox
 Sky and Elements: balmy breeze,
bright, haze or thin mist, first spring storm,
hazy moon, March wind, melting snow,
lingering snow, spring cloud, spring frost,
spring rain, spring sunbeam, slush
 Landscape: flooded
river/stream/brook, muddy/miry fields, muddy
road, spring fields, spring hills, spring
mountain, spring river, spring sea, spring tide,
red tide
 Human Affairs: balloon, kite, shell
gathering, grafting, planting or sowing (seeds),
plowing or tilling fields, soap bubbles, spring
cleaning
Season: autumn
autumn equinox, autumn evening, autumn
morning, beginning of autumn, chilly night,
departing autumn, long night, lingering
summer heat, mid-autumn
Sky and Elements: autumn rain, autumn sky,
autumn storm, autumn wind, long night, moon
(understood to be the full moon), night of stars,
sardine cloud
Landscape: autumn moor, autumn mountains,
autumn sea, autumn woods, leaves turning,
reaped or harvested fields, stubble fields (corn,
pumpkin, etc.), vineyards
Human Affairs: autumn loneliness, end of
summer vacation, gleaning, harvest, hunting
for red leaves, mushroom gathering,
raking/burning leaves, scarecrow, school
begins
 24

2. Describe each season of the year in approximately 100 words, say which
season is your favorite and why. Speak for 3 minutes using the vocabulary
development box.

3. Work in two groups. Create a travel guide for tourists using the information
blocks for each team. Include in your guide descriptions of the weather and
activities available each season. Using the Internet students of each team
should find out average temperatures for each season, kinds of precipitation,
historical landmarks, as well as fun activities or festivals that occur during
each season. Each group is to present the guide in front of the class. Use the
vocabulary development box to help you.

Team 1: Zakopane
Zakopane is a town in southern Poland. It lies in the southern part of the
Podhale region at the foot of the Tatra Mountains. Zakopane is a center of Góral
culture and is known informally as "the winter capital of Poland". It is a popular
destination for mountaineering, skiing, and tourism. Zakopane is visited by over
250,000 tourists a year. In the winter, tourists are drawn to Zakopane for its
excellent conditions for winter sports: alpine skiing, cross-country skiing,
snowboarding, and ski jumping. In the summer, tourists come to enjoy hiking,
climbing, and spelunking. Many come to experience goral culture, which is rich in
its unique styles of food, speech, architecture, music, and costume. Zakopane is
especially popular during the winter holidays, which are celebrated in traditional
style, with dances, decorated horse-pulled sleighs called kuligs and roast lamb.

Team 2: San Carlos de Bariloche

San Carlos de Bariloche usually known as Bariloche, is a city in the
province of Río Negro, Argentina, situated in the foothills of the Andes on the
southern shores of Nahuel Huapi Lake and is surrounded by the Nahuel Huapi
National Park. After an extensive public works and architectural buildup the city
emerged in the 1930s and 1940s as a major tourism centre with ski, trekking and
mountaineering facilities apart from numerous restaurants, cafés and chocolate
shops. Tourism, both domestic and international, is the main economic activity of
Bariloche, all year around. While popular among Europeans, it is also a very popular
attraction for Brazilians. One of the most popular activities is skiing. The most
popular season to visit Bariloche is the winter, summer for North Americans and
Europeans, and there are regular flights from Buenos Aires with LAN airlines and
Aerolíneas Argentinas.
25

4. Answer the questions below

 While planning a visit to another country or city do you check the weather
forecast for that very period of time?
 Have you ever had problems because you haven’t checked the weather
forecast and you dressed up out of season?
5. Watch the video item “Visit to Shanghai”. State if the given sentences are true
or false
 Jessica and Adam are cousins.
 The week is expected to be cloudy and rainy.
 It’s a rainy season in shanghai at the moment.
 Jessica is bad at geography. She doesn’t know the location of Shanghai and
Siberia.
 Jessica is disappointed with the bad weather and doesn’t really want to come.
 26

Part 3
1. Did you know that an average 4-year-old child asks about 300 questions a
day? Maybe you have a younger sister or brother and can even prove this fact.
What are these questions like? How do you answer? Can you actually explain
anything to anybody in English? Try to explain the laws of nature answering
the following questions.

 Why is the sky blue?

 Why is the grass green?
 Why is it raining?
 Why isn’t there sun at night?
 Why can birds fly but cats/dogs/cows/people can’t?
 Why can’t I walk on the water?
 Why does it thunder?
 Why can’t fish live out of water?

Watch the video item How do rainbows form for children and then the same
question explained in more scientific way. Make notes for you to be able to
explain the same by yourselves.
27

2. Put the correct weather-related idioms into the box in each sentence, paying
careful attention to the form.

under the weather it never rains but it pours

rain on someone's parade
every cloud has a silver lining
head in the clouds
storm in a teacup
get wind of something
under a cloud
hot under the collar
blow hot and cold
make heavy weather of something
any port in a storm

1. I only touched his new car and he went crazy. He is over-protective of it and
made a real ___________________.
2. He has been ______________________ ever since he was caught cheating
in the exam. Everyone looks at him strangely and it will take him long
before he is trusted again.
3. If you are feeling a bit ___________________, go and have a walk around
the block, get some fresh air and try and calm down a bit.
4. Are you feeling a bit _____________________? You have been looking a
bit tired and ill since you arrived at the office this morning.
5. First the bank sent us that rude letter about our loan, then the house got
broken into, then this morning John lost his job! ______________
_________________________.
6. I can never tell what mood she is going to be in. She always _____________
and you have to be really careful around her.
7. When I lost my job three years ago, I felt so depressed but it is true that
____________________: I started my own business and have been happier
ever since.
8. We have hardly any money. You will have to accept any job they offer you
because we need money desperately. We have to accept
__________________.
9. Your uncle was so happy about his new model car he had finished but his
wife turned round and really _________________ saying it was just a toy
for kids.
10.It was only five miles to the next hostel but we ______________________
of it due to the weight of the packs and took nearly three hours to get there.
11.I never knew about the chance of a new job at all. I only ________________
from Kathy who had overheard the managers talking at lunch in the staff
canteen.
 28

12.Daisy always ___________________ - a real dreamer who finds it difficult

to accept the mundane in life. She is a typical teenager!

3. Watch the video item Aurora Borealis and do the tasks below.
a) Choose the right answer

1. What is the region of Earth in which the polar lights occur?

A Auroral oval B North Pole C Hemisphere D Magnetic zone

2. What is a constant gale of plasma from the sun called?

A Sun flare B Solar wind C Coronal mass D Sun current

ejection
3. What is the shield around the Earth that captures charged particles?

A Plasmasphere B Magnetosheath C Trapping region D Magnetosphere

4. What are small bursts of energy in the form of light?

A Ions B Neutrons C Photons D Atoms

5. What is the area of the sun that shoots out particles which head towards
Earth?

A Core B Corona C Photosphere D Convective

b) Imagine the following situations and dwell upon them

6. Have you ever been on a trip that took a lot of detours? Maybe you didn’t ask
for directions or just had to stop at Dinosaur World. Describe the main detours
of the polar lights journey to Earth.
7. You’re a particle in the solar wind and your best friend is an oxygen atom.
Explain how this oxygen atom in the Earth’s atmosphere gets “excited” to see
you and what happens when you meet.
8. You just heard that 2013 is going to be a good year to see the Aurora Borealis.
Imagine you are taking a trip to see the polar lights and describe what factors
have to be in place in order for you to see them.

4. Translate the given text into Russian.

Fascinating facts about weather
Pink snow, a Supreme Court justice, and rock star Bret Michaels. Believe it or
not, they all have something to do with weather.
29

One of the best parts of working at The Weather Channel is the amount of
meteorological knowledge in this building. Sometimes I'll throw a question out in
the newsroom and, within a few minutes, I get a ream of research and information
from the team. So, I used the combined resources of the National Weather Service,
The Weather Channel's meteorologists, and our own pop culture experts to come
up with a short list of fascinating facts about weather.
Snow isn't always white
In California's Sierra
Nevada Mountains and the
alpine regions of Colorado, pink
snow is occasionally spotted.
It's caused by a microscopic
reddish-colored algae,
chlamydomonas nivalis, that
lives only in cold climates.
While the locals call it
"watermelon snow" it is not edible. The algae can be slightly toxic and can give
you an upset stomach if you eat it.
Largest hailstone: 8"
The small town of Vivian, South Dakota holds the record for largest hail stone,
which was an 8" stone that fell on July 23, 2010. Les Scott found the hail stone in
his yard after a particularly strong storm. He said the dents in the ground were as
deep as coffee cans. When he spotted the stone, he put it in a cooler to keep it cold.
The National Weather Service verified
the size of the record-setting stone and
added that it weighed 1.9375 pounds.
What does a storm that pelts your
house with nearly two-pound hail stones
sound like? "A guy throwing bricks at
the house and many of them and it was
scary," Scott said.
 30

Part 4
1. Discus the following questions in a group.

o Why do we have different

seasons? Why do they change?

o What do you know about other

places on the Earth? Is there a place
with all-year-round summer/winter?
Why is it so?

o Do all the countries on the Earth

experience the same season and
weather at the same time?

2. You are going to watch three video items about season changing. You start
with the simple explanation and come to full understanding of the process.
Finally, your task is to be able to explain it on your own.

a) Before you watch study the word box below.

The Earth, the globe, the North Pole, the South Pole, northern hemisphere,
southern hemisphere, the equator, rotation, axis, counterclockwise, to be tilted,
orbit, perpendicular, elliptical eccentricity, ellipse, focal points, solstice,
equinox, equal lengths of day and night, to face towards, 90-degree angle,
intense heating, directly overhead, latitude, longitude, Aphelion, Perihelion,
Tropic of Capricorn, Tropic of Cancer, Antarctic Circle, Arctic Circle

b) Watch the first video item twice and do the tasks below.

Fill in the gaps.

1. If we look at the same image of the globe but from the top, looking down the
axis from the North Pole, we see the Earth is rotating
____________________ around the North Pole.
2. If we look more carefully at this axis of rotation, we see that ___ ___
_________ relative to Earth's orbit around the Sun instead of being
perpendicular. It's tilted _______ degrees.
31

3. During the Earth's orbit around the Sun it follows a nearly circular path but
with a small ______________ ____________________.
4. The Sun is not in the center of the ellipse but one of the _________
__________.
5. On the June 22 solstice the tilt causes the North Pole ___ ______
____________ the Sun while the South Pole _______ ________.
6. Halfway in-between July and January during the _____________ ____
equinox the tilt causes neither pole to face away or towards the Sun. Equal
lengths of day and night is why this time is called ___ ____________.
7. As the Earth moves towards the _____________ solstice the north pole tilts
further and further away from the Sun. At its maximum tilt on ____________
day the sun's rays are now hitting directly at 23.5 degrees’ south latitude or
the Tropic of Capricorn.
8. All points within the Arctic Circle experienced ___ hours of _____________
and the Sun is directly overhead, providing its most intense heating at
the Tropic of Cancer at a location 23.5 degrees north of ____ ___________.

Answer the questions.

1. How long does it take the Earth to make one complete rotation around its
axis?
2. How long does it take the Earth to make one complete orbit around the Sun?
3. The Earth is a little closer to the Sun every January and a little further away
every July. Does that cause us to have seasons?
4. What creates the summer season for the southern hemisphere?
5. Is that right that the winter solstice in the northern hemisphere is the summer
solstice in the southern?

c) Read a short article about a scientist. What

do you know about the science of those
times? Who are the other people mentioned
in the article?

Johannes Kepler (27 December 1571 – 15

November 1630) was a German astronomer,
mathematician, and astrologer. He is a key figure in
the 17th-century scientific revolution, best known for
his laws of planetary motion. These works also
provided one of the foundations for Newton's theory
of universal gravitation.
 32

Kepler was a mathematics teacher at a seminary school in Graz, where he

became an associate of Prince Hans Ulrich von Eggenberg. Later he became an
assistant to the astronomer Tycho Brahe in Prague, and eventually the imperial
mathematician to Emperor Rudolf II and his two successors Matthias and
Ferdinand II. He also taught mathematics in Linz, and was an adviser to General
Wallenstein. Additionally, he did fundamental work in the field of optics, invented
an improved version of the refracting telescope, and was mentioned in the telescopic
discoveries of his contemporary Galileo Galilei.
d) Before you watch the second video item study the word box below.

astronomer, planetary orbits, elliptical, perfectly circular, exaggerated,

elongated, smack-dab, axial tilt, north of the equator, warming effect, solar
energy, sunlit area, astronomical complexity

e) Watch the second video item twice and write T or F if the statements
below are true or false correspondingly. Correct the false ones.

1. One-third of Earth's population has never seen snow.

2. Seasonal change with four distinct seasons happens in four regions on the
planet. And, even in those four, the seasons are reversed.
3. Axial tilt of the Earth doesn’t influence seasonal change.
4. In the summertime at the North Pole, the sun never sets.
5. Solar energy per square kilometer decreases as the sun gets higher in the sky.

4. Watch the teacher’s presentation and make notes.

3. Take 3 minutes to revise all the vocabulary to get prepared to the test.
33

Word list
Season vernal equinox Solar wind
Winter balmy breeze Magnetosphere
Summer spring storm Photons
Spring hazy moon The Earth
Autumn melting snow the globe
Precipitation flooded river the North Pole
Evaporation midsummer the South Pole
Condensation summer solstice northern hemisphere
Water cycle cloud peaks southern hemisphere
Hydrogen cycle drought the equator
Puddle ocean fog rotation
Groundwater rainbow axis
Cumulus scented breeze counterclockwise
Nimbus sudden shower to be tilted
Stratus deep tree shade orbit
Cirrus waterfall perpendicular
Contrails awning elliptical eccentricity
Cumulonimbus bare feet ellipse
Altostratus summer vacation focal points
Nimbostratus sunburn solstice
Cirrostratus sunglasses equinox
Altocumulus pool to face towards
Hoarfrost sweat 90-degree angle
north wind autumn equinox intense heating
sleet indian summer directly overhead
winter solstice autumn rain latitude
winter creek autumn moor longitude
snowball fight leaves turning Aphelion
winter seclusion harvested fields Perihelion
winter desolation autumn loneliness Tropic of Capricorn
departing spring mushroom gathering Tropic of Cancer
lengthening days scarecrow Antarctic Circle
spring melancholy refracting light Arctic Circle
spring dusk droplet
tranquility Aurora Borealis
 34

Lesson 3 Natural Disasters

Part 1
1. All the students are asked to find a sheet of paper and a pencil. The teacher
is going to read the description of a scene below and the students would try to
draw it.
In the middle of the picture draw a man dressed in denims, green t-shirt and a
baseball cap. We cannot see his shoes as he is surrounded by water which reaches
his ankles. In front of him there are six mat-bags filled with sand. He goes to the
mat-bags to add them to a water barrier which is a few meters away from the man
(on his left). Several steps away from him (on the left) draw another person who
helps to form the mat-bag barrier to prevent water flow. He is half-bend as he has
just put a mat-bag to the protective mat line. He has a green t-shirt and denims as
well.
In the left corner of the picture draw a third man holding a mat-bag of sand in
his right hand. He is half turned to the viewer so we cannot see his face. He is dressed
in denim shorts. He wears rubber gloves as well. His feet are covered with water.
Behind the man draw 17 other mat-bags put in a pile.
On the background of the picture draw a two-storied white house with a little
garden around it. The water almost reached it leavening just a few meters of dry
spot. There is a fir tree in front of the house.
Look at the picture you’ve drawn. What has happened in the scene? Think of
the other natural disasters you know.
2. Look at the photos below. Find the photo which was described and drawn by
you in the first exercise. Find 5 details which were not mentioned in the
description above. Name the natural disasters depicted in the photos.
35

3. Check your ideas. Make sentences to read the definition of natural disaster
using the words below.
An opposed natural is event a natural, as to, with cause that in large-scale results
loss of or damage a life disaster to property human. It even to weather related,
geology, be or could outside the biology Earth factors. Examples and hurricanes are
earthquakes, flooding droughts. epidemics be into sometimes Disease category are
natural, but may considered disasters put a different. In factors cases, natural some
and may disaster human to produce a combine.
4. You are going to read an article describing different types of natural
disasters. Some sentences have been removed from the article. Fill in the gaps
with the suitable sentence.
A. the English language is ripe and ready to aptly and precisely depict nature’s
unfolding fury
B. In modern usage a Coriolis storm is a hurricane in the Atlantic, a cyclone in
the Indian Ocean, and a typhoon in the eastern Pacific
C. It also provides as part of its definition of the phrase the shocking statement
that a natural disaster isn't a natural disaster unless it destroys human lives
and/or property
D. Perhaps because no other word seems to have as much poignancy or power.
E. It takes a sociologist to decide that the word refers exclusively to situations of
extreme social disruption.
F. What makes something a tragedy?
G. The difference between a hurricane, a cyclone, and a typhoon seems to be
largely a matter of where it takes place

Tragedy Has a Language All Its Own

by William Lozito
1. __________. Why is it that any event causing great loss and misfortune is
described as "tragic"? Etymology is of little help in answering this question. The
most likely derivation of the Greek word trago(i)dia (a verse play with specific
dramatic structure, metrical expression, and performance conventions) is tragos
("goat") combined with o(i)de ("song" or "poem"). Classicists are still trying to
figure out what goats have to do with anything.
2. So why do English-speakers persist in calling catastrophic but natural events
"tragedies"? __________ “Calamity," "cataclysm," "catastrophe" – all these are
more accurate words to describe a natural disaster. Yet none has the universal
resonance of "tragedy."
 36

3. It is difficult to find the right English words to express sympathy and concern
for those affected by Katrina. When it comes to describing the climatological events
leading up to the storm, however, __________.
4. __________. The word "typhoon" is roughly contemporaneous with
"hurricane," but the Venetian merchant Caesar Frederick was talking about storms
in the East Indies when he made mention of "typhoons." It's anybody's guess whether
he was trying to say tai fung, the Cantonese term for cyclonic storms in the China
Sea, or tufan, the Persian, Arabic, and Hindi term for the same thing.
5."Cyclone" is a relative latecomer to the scene, coined by Henry Piddington
of the British East India Company in 1848 on the basis of the Greek word kyklos,
which can mean either "circle" or "cycle." __________.
6. The Natural Disaster Reference Database classifies wildfires, eruptions,
avalanches, tsunamis, earthquakes, landslides, flooding, hurricanes, tornadoes,
cyclones, storm surges, lahars, and drought as natural disasters.
7. In its article on natural disasters, online encyclopedia Wikipedia adds
blizzards and snowstorms, epidemics, famine, hail and ice storms, and sinkholes to
the list. __________.
8. The word "disaster" itself comes from the Italian disastro, "ill-starred," and
means a state of ruin and misfortune. __________. "Catastrophe" didn't become a
synonym of "disaster" until 1748; prior to that it meant only a reversal, particularly
in a dramatic plot. Strophe is Greek for "turn," and kata is "down" or "downward."
One could therefore say that an economic downturn is equivalent to an economic
catastrophe.
5. Read the text one more time and fill in the table with the corresponding group
of words.

Natural disasters
W___________, e__________, a____________, t__________, e____________,
l___________, f____________, h___________, t____________, c___________,
s____________ s___________, l____________, d___________,
s____________, t____________, h____________, b___________,
s_____________, e____________, f___________, h________, i______
s__________, s______________
Ajectives describing natural disasters Consequences of natural disasters

Catastrophic, t_______________, cause great loss and misfortune, (to be)

c_______________, a___________ b_, d___________
c_______________, c______________ h_________ l______, c______
e_______ s______________
d______________
37

Part 2
1. Study the table below.

Words denoting natural Adjectives describing Synonyms for natural

disasters
Aftershock, tornado,
avalanche, lightning,
blizzard, cyclone, deluge,
drought, earthquake,
epidemics, eruptions, famine,
fire, flood, fog, hail, heat
wave, hurricane, ice storms,
landslide, mudslide,
sinkholes, slide snowstorms,
storm, storm surges, thunder,
tidal wave, tsunami, typhoon,
volcano eruption, whirlpool,
wildfires
natural disasters disasters
Strong, quick, mighty, circumstances beyond one’s
gargantuan, enormous, control, force majeure, freak
devastating, destructive, accident, inevitable accident,
huge, scary, terrifying, unavoidable casualty, vis
damaging, massive, major, debacle, act of God,
sweeping/washing away, calamity, affliction
buried, fierce, seasonal,
tormenting, forceful, violent,
blistering, stuffy, scorching,
raging, vicious, ferocious,
thunderous, powerful,
rampaging, crashing

2. Newspapers often write about natural disasters. Read the newspaper extracts
and match a disaster with the description below.
Floods, Droughts & Extreme Heat, Hurricanes, Tropical Storms & Typhoons,
Winter Weather, Thunderstorms
A. Precipitation is necessary to sustain life, but prolonged periods of rain, or
rains that come too hard and fast can overwhelm the ground's ability to absorb water,
creating a life-threatening situation…
B. Heat waves and drought often go hand-in-hand. And unlike other events,
their effects (which can include heat illnesses, crop failure, and food shortages) are
felt more widely and for longer periods of time (on a timescale of months to years).
It's no wonder, then, that they're considered among the costliest severe weather
events to occur in the United States--both in terms of dollars and loss of life...
C. Learn about these monster storms that threaten U.S. soil every June to
November…
D. Ice, snow, and cold are beautiful, but also deadly. Raise your winter weather
awareness with these articles…
E. A number of severe storm types are associated with the most basic of nature's
storms. A transient, sometimes violent storm of thunder and lightning, often
accompanied by rain and sometimes hail is any-time-of-the-year storms in our
country…
 38

3. Watch the video item 5-day weather forecast. How would you react to such a
forecast? What words from active vocabulary did you catch from the item?

4. Make up 5 Russian sentences using the words from exercise 1-3. One by one,
students read the sentences out for the neighbor to translate them into English.
Example: Несколько дней назад сильный шторм охватил соседний город. Он
нанес значительный ущерб, при этом, к счастью, никто из людей не
пострадал.
5. Do you know what a tsunami is?
Why does it happen? Watch the
video item about tsunami to check
your ideas.

Now when you have watched the video study the table and do the task below.

tsunami, tidal wave, gravitational forces of the Sun and Moon, a trough
and a crest, movement of energy through water, to originate, volcanic eruption,
submarine landslide, an earthquake on the ocean floor, the tectonic plates of
the Earth's surface slip, to displace, sea level, gravity, to pull smth back down,
to ripple outwards horizontally, shallow water, wave shoaling, harbor wave,
to retreat, to drag, debris, sea walls, flood gates, to surpass, nuclear disaster,
underwater pressure, seismic activity
39

Match the words to their definitions on the right.

retreat (v) 1 A a low area between two high waves or hills

gravity (n) 2 B a warning of danger or of a problem
level (v) 3 C the highest part or point of a hill or wave
trough (n) 4 D to surround a city with soldiers and try to take control of it
debris (n) 5 E to move back and cover less of a place
besiege (v) 6 F to happen or appear for the first time in a particular place
alert (n) 7 G the force that makes things fall to the ground
divert (v) 8 H the pieces that are left after something has been destroyed
originate (v) 9 I to knock (someone or something) down to the ground
crest (n) 10 J to change the direction of (something)

Watch the video item once again and fill in the gaps in the following sentences.
1. Tsunamis are commonly known as ______________________.
2. Ocean waves are limited in ______________ and ______________.
3. An earthquake on the ocean floor is caused when the ____________________
of the Earth's surface slip.
4. This energy travels up to the surface, __________________ water and raising
it above the normal sea level.
5. Because there is less water to move through, this massive amount of energy
is ____________________.
6. Tsunami means “_____________________” in Japanese.
7. If the ________________ of a tsunami reaches shore first, the water will
___________________.
8. The 2004 Indian Ocean tsunami was one of the deadliest
_______________________ in history.
9. People have attempted to stop tsunamis with sea walls, _________________,
and channels.
10.When nature is too powerful to stop, the _________________ is to get out of
its way.
Decide whether the following statements are true or false? Write T for True or
F for False.
 The Persian soldiers who were trying to invade Potidaea were drowned by a
tsunami.
 Tsunamis are caused by the gravitational pull of the Moon and the Sun.
 Tsunamis have low and high points just like regular waves.
 Normal ocean waves only involve motion of the uppermost layer of the water.
 The energy that causes normal ocean waves comes from underwater.
 40

 An earthquake on the ocean floor is the most common cause of a tsunami.

 A tsunami can be easily noticed even when it is far from the shore.
 When a tsunami approaches the coast, it travels faster.
 A tsunami can travel a mile or more into the mainland.
 The wall surrounding the power plant in Fukushima was high enough to
protect it from the tsunami.
6. Watch a National Geographic video item about tsunamis making notes. What
new information did you learn?

Part 3
1. Discuss or debate the questions below.
Remember to support your answers with
arguments!

 Are you afraid of natural disasters? How

about man-made disasters, like an
airplane crash? Which is scarier?
 Have you ever experienced a natural
disaster? If yes, what happened?
 Does your country experience natural disasters? If yes, what kind and how often?
 What can people do to prepare for an earthquake? How about a tornado? A flood?
 If you were in a disaster and survived, what would you do immediately
afterwards?
 Why do you think that people continue to live in areas where natural disasters
repeatedly happen? Why do people rebuild and live in the same place?
2. Have you ever experienced an earthquake? What countries struggle from
earthquakes? Do you know what to do when the earthquake hit? Watch a
National Geographic video item about this disaster to check your ideas.
3. Listen to the newscast about tragedy in New Zealand and do the tasks below.
a) fill in the gaps with the given words

buried, damage, struck, toll, comparable, survivors, surrounded, missing,

devastation, magnitude

1. The third tragedy to strike Christchurch in nearly as many months, has the
South Island of New Zealand reeling.
2. ITN: “Rescuers in New Zealand have pulled __________________ out of
the rubble after the country was hit by an earthquake.”
41

3. “But it’s not all good news. The death __________________ has risen to 75.
And many dozens remain trapped inside collapsed buildings.”
4. The third tragedy to strike Christchurch in nearly as many months, has the
South Island of New Zealand reeling. The BBC describes the impact of the 6.3
__________________ earthquake, in the words of those who experienced it.
5. “Eyewitnesses have referred to the streets ‘liquifying’ and the horror of being
__________________ by collapsing buildings; the spire of the city's iconic
cathedral fell into the main square.”
6. Many are calling it New Zealand’s darkest hour. To put the events in context,
The Economist notes, you have to look at the past several months.
7. “First came an earthquake that struck Christchurch last September. Despite
extensive __________________ no deaths resulted. There were no such
miracles left in November, when an explosion at an underground coal mine
across the Southern Alps from Christchurch killed 29 men. On February 22nd,
Christchurch’s luck ran out.”
8. As rescue teams from
around the world rush in
to help, the toll of the
disaster is still setting in.
Euronews reports, 300
people are still
__________________
and getting to them won’t
be easy.
9. “But hopes of finding survivors in another collapsed building are fast
disappearing. At this language school, ten Japanese students are among those
still unaccounted for. ... Elsewhere police say they are getting text messages
and tapping sounds from people who are __________________. Rescue
specialists from abroad are on their way. The next few hours will be crucial.”
10.The Sydney Morning Herald notes, while earthquakes are nothing new for the
island nation, this quake stands apart in New Zealand’s history.
11.“Records show that New Zealanders are likely to experience several
magnitude 6 earthquakes each year. Tragically, the 6.3 earthquake that
__________________ Christchurch yesterday was close to a city of almost
400,000 people and at a relatively shallow depth of 5 kilometres. Accordingly,
this latest earthquake will likely rate among the worst, if not the worst, New
Zealand has experienced.”
12.Even as the rescue goes on, the __________________ of Christchurch’s
infrastructure makes eventual recovery an arduous process. A blogger for
 42

New Zealand’s Stuff compares the impact of this tragedy on Kiwis, to another
notable world event.
13.“Journalists toss words like tragedy around freely. But as the reality of what
had struck the city became clear in the hours after the quake, it felt
__________________ to only one thing - watching the endless replay of the
footage of the Twin Towers falling in 2001.”

b) match the underlined words in the text with their definitions

1 broken pieces of stone and brick from buildings that
have been destroyed
2 extremely difficult and involving a lot of effort
3 extremely important or necessary
4 missing
5 the basic systems and services, such as transport and
power supplies, that a country or organization uses in
order to work effectively
6 the pointed top of a church tower or other building
7 the total amount of harm or damage
8 the opposite of deep

c) answer the questions

1. Where did the earthquake happen?
2. How many people died?
3. How strong was the earthquake?
4. What happened last November?
5. How many people are still missing?
6. How often do similar earthquakes happen in New Zealand?
7. Why was this earthquake so destructive?
4. Watch the next video item to know why buildings fall in earthquakes making
notes. Make a vocabulary set of key words from the video item, provide them
with definitions. Explain in your own words why buildings fall in earthquakes.
5. Volcano eruptions are some of the most
devastating natural disasters. The fact that
you don’t have a volcano in an area doesn’t
mean you are safe from the consequences of
the eruption that may happen at the other
part of the globe. Why? Watch the given
video items to know.
43

Part 4
1. The problem of natural disasters is widely discussed throughout the world as
well as in the Internet forums. Read the questions for the forum issue of the
day. What do you think about it? Do you think there are more natural disasters
now than in the past? Do you think we are prepared to deal with the disasters?
Read the ideas below. Who do you agree with?

Sarah - “I think it’s really scary that there are so many

natural disasters these days. There are far more than in the
past. Every time you switch on the news you see places
that are flooded or countries in drought. I’m sure it’s all
connected to climate change and global warming.”

James - “We have so many natural disasters on the news

these days that you become immune to them. I don’t
mean that in a horrible way, but it always seems so far
away and there’s absolutely nothing you can do to help
the poor people who are there.”
Cindy - “The hurricanes and earthquakes that have
happened in the past month just prove how unprepared we
are for natural disasters. It’s crazy that with all the
technology and information available to us nowadays
natural disasters still kill so many people. They should
spend more money on research to develop warning
systems for floods, earthquakes and tsunamis.”

Roger – “You can’t prepare for natural disasters as

nobody knows when or where they are going to happen.
It’s nature’s way of reminding us that she is in charge and
we should respect her a lot more than we do.”

2. Tornadoes are quite

a serious problem for
some parts of the world.
What do you know
about it? What is the
difference between a
tornado, a typhoon and
a hurricane? Watch the
video item about
tornadoes to check your
ideas.
 44

Now when you have watched the video study the table and do the task below.

powerful towering thunderstorms, supercells, high force winds, to breed,

the byproducts of the clouds, upward draft of air, updraft, downdraft, rear flank
downdraft, moisture, vortex, mesocyclone, stark temperature difference,
to thrive, funnel of air, to lose momentum

a) match the words to their definitions on the right

mesocyclone (n) 1 A the conversion of a substance (such as water) from the

vapor state to a denser liquid or solid state usually initiated
by a reduction in temperature of the vapor
supercell (n) 2 B a mass of fluid with a whirling or circular motion that
tends to form a cavity or vacuum in the center of the circle
and to draw toward this cavity or vacuum bodies subject
to its action
condensation (n) 3 C a rapidly rotating air mass within a thunderstorm that
often gives rise to a tornado
vortex (n) 4 D harsh, blunt; sharply delineated; archaic: strong, robust
stark (adj) 5 E an unusually large storm cell; a severe storm generated by
such a cell

b) watch the video item once again and fill in the gaps in the following sentences
1. Tornadoes begin with especially powerful towering thunderstorms called
supercells. Reaching up to over 50,000 feet, they bring high force
______________, giant _______________, sometimes _______________
and great flashes of lightning, too.
2. Rising air is the first ingredient needed for a tornado to develop. Any storm is
formed when ___________________ occurs, the byproducts of the clouds.
3. Condensation releases heat, and heat becomes the energy that drives huge
upward ___________________. The more condensation and the bigger
____________________ grow, the more powerful those updrafts become.
4. Finally, at the storm’s base, if there is a lot of ___________________, a huge
cloud base develops, giving the tornado something to feed off later.
5. When all these things are in place, _____________ can develop enclosed by
the storm, and forming a wide, tall tube of spinning air that then gets pulled
upwards. We call this a _______________________.
6. Outside, cool, dry, sinking air starts ______________________ the back of
this mesocyclone, forming what's known as a rear flank downdraft.
45

7. This unusual scenario creates a stark temperature difference between the air
inside the mesocyclone, and the air outside, building up a level of
________________ that allows a tornado ______________.
8. If this _________________ moves down into that large, moist cloud base at
the bottom of the parent storm, it sucks it in and turns it into a
____________________________, forming a link between the storm that
created it and the Earth. The second that tube of spinning cloud touches the
ground, it becomes a tornado.
9. When the ________________ difference disappears and conditions grow
more _____________, or the moisture in the air _______________, the once
fierce parent storm loses momentum and draws its tornado back inside.
c) put the events in the right order for a tornado to occur
 outside, cool, dry, sinking air starts to wrap around the back of the
mesocyclone, forming a rear flank downdraft
 a supercell thunderstorm appears
 a vortex develops and forms a wide, tall tube of spinning air that gets pulled
upwards – a mesocyclone
 condensation releases heat
 funnel of air moves down into large, moist cloud base at the bottom of the
parent storm
 heat drives huge upward drafts of air
 rising air and condensation occurs
 the tube of spinning cloud touches the ground and it becomes a tornado
 the mesocyclone’s lower part sucks large, moist cloud base in and turns it into
a rotating wall of cloud, forming a link between the storm that created it and
the earth
 a stark temperature difference occurs between the air inside the mesocyclone,
and the air outside
 a huge cloud base
develops at the
storm’s base
 air climbs and starts
to move more
quickly
 the mesocyclone’s
lower part becomes
tighter, increasing the
speed of the wind
 46

3. Listen to а National Geographic audio item to learn more about tornadoes.

4. You are invited to a birthday party and you hardly know people there. Some
of the guests start sharing stories about natural disasters they’ve witnessed and
their panic-free and reasonable behavior to show off. You decide to tell your
story as well to attract attention of the audience and gain new friends.
Work in two teams. Make up a story using the set of words and phrases
for each team to invent a story to tell at the party.
Example: It began with a slow pitter-pattering of rain, bouncing off the roof
and forming puddles. We thought nothing of it and continued our game of cards,
laughing and talking. It steadily built up to a thunderous deluge, so loud that we had
to look up and peer out the window. The winds were driving the rain faster, harder
and stronger than it had ever before. It died down a little, and I turned back to the
game of cards. But before I could play, lightning struck. It had hit an oak tree,
legendary for surviving lightning strikes. I sighed a quick sigh of relief, but all of a
sudden a loud cracking sound was heard, and with a mighty groan the king of the
trees split in half, charred and alight with fire. It was only then that I began to fear
the storm…
Team 1
Heavy rain, sheets of water falling from dark
skies, flooded streets, clothes soaked, unnatural
darkness of the afternoon, rain beating down
flamboyant trees, sky hot silver, lightning and
thunder, storm overhead, storm far off over the
forest, glorious clouded sunset, unpaved paths awash with
mud, sinking sun shot through layers of grey cloud, streams and rivers swollen,
innumerable little cascades over rocks.
Team 2
Crash of lightening, startled air, booming thunder
rolls through sleepy hills, sheets of rain, forked
lightening striking the church weather vane, blanket
lightening brilliant like a camera flash, counting
between the flash and the roar, storm approaching,
rain pelting against window panes, wind whistling
down the chimney top, fences creaking, tree tops bent, pitted against the unrelenting
gale, streams full to bursting, ground mushy, squelchy, boggy, water lies in rain
pelted puddles, roads become rivers.
47

4. Translate the given text into Rassian.

How do we stay safe from tornadoes?
The U.S. has a wonderful tornado warning systems. The national system of
severe weather watches and warnings has saved untold numbers of lives. In addition
to the sirens, the National Oceanic and Atmospheric Administration’s (NOAA)
Weather Radio network puts nearly everyone within range of government weather
broadcasts. These radios can sound an alarm whenever severe weather warnings are
issued for your area. Even with this excellent warning system, there are fatalities as
we saw in these recent storms. Many deaths result directly from the force of the
tornadoes.
In the event of a tornado, go into a tornado shelter, or the basement, or into a
small interior room on the lowest floor of a building, such as a bathroom or closet.
Protect yourself from flying debris and stay away from windows. If you are away
from a sturdy home, you must seek adequate shelter. Avoid auditoriums,
gymnasiums, and eating areas; their large, high roofs can blow off and the walls can
collapse. If you are in a mobile home or car, leave it and go to a strong building.
Many people are killed when cars and mobile homes are overturned in high winds.
If there are no shelters nearby, get into the nearest ditch or depression and protect
yourself from flying debris.
Videos have wrongly popularized the notion that it is safe to hide under a
highway overpass as the tornado passes overhead. Don’t do it. It is far safer to take
shelter in a sturdy building instead. A highway overpass creates a “wind tunnel”
effect underneath it and can increase the amount of damage from a tornado.
 48

Word list
Act of God Fire Slide
Affliction Flood Snowstorms
Aftershock tornado Fog Storm
Avalanche Force majeure Storm surges
Blistering Forceful Stuffy
Blizzard, Freak accident Sweeping
Calamity Gargantuan Thunder
Circumstances beyond one’s Hail Thunderous
control Heat wave Tidal wave
Crashing Hurricane Tormenting
Cyclone Ice storms Tornadoes
Debacle Inevitable accident Tsunami
Deluge, Lahars Typhoon
Destructive Landslide Unavoidable casualty
Devastating Lightning Vicious
Drought Massive Violent
Earthquake Mighty Vis major
Enormous Mudslide Volcano eruption
Epidemics Raging Washing away
Eruptions Rampaging Whirpool
Famine Scorching Wildfires
Ferocious Sinkholes Wildfire
Fierce Sinkholes
49

Lesson 4 Environmental Issues

Part 1
1. Listen to the two songs: Save Our World and Earth Song.
 What problems does each song bring up?
 Which song impressed more? Why?
 Did the participation of a star influence your decision?
 Do you think that the issues of environmental problems shown in the videos
are really important? Why?
 Did the songs make you think about ecological problems? What are your
ideas?

2. Work in small groups of 2-4 people.

What environmental problems do you know? Working with your group, write a list
of ecological problems. Which of them do you consider to be the most serious in
your country? Why? Each group is invited to read the list out and explain the choice
of the most dangerous ecological problem, a burning issue.
3. Look at the list of environmental problems below to check your ideas. Do you
know what causes the problems? Share your ideas with the class.
acid deposition, acid rain, air pollution, climate change, drinking
water pollution, global warming, greenhouse effect,
groundwater pollution, ozone toxicology, nuclear pollution,
deforestation, rubbish, depletion of the ozone layer

1. Read the texts below to check your ideas. Explain the meaning of the words
in bold.

Air Pollution
This is a global problem that affects the atmosphere, oceans, lakes and rivers,
and also land. Many human activities result in the release of toxic chemicals into
the air or into water, which can go on to damage the environment or cause ill health
in people. Two of the worst air pollutants are sulfur dioxide (SO2)
and nitrogen dioxide (NO2). SO2 is produced by sulfur compounds in fossil fuels,
particularly coal, while NO2 comes mostly from car exhausts. Both are toxic, and
high levels in urban environments can cause, or aggravate, respiratory problems
in humans.
 50

Depletion of the ozone layer

Another cause for concern is depletion of the ozone layer, high in the
atmosphere. This layer absorbs ultraviolet light, particularly the most damaging
forms, minimizing exposure at ground level. The release of chemicals known as
chlorofluorocarbons (CFCs), used in aerosol sprays, is blamed for damaging this
layer, and potentially increasing exposure of humans, animals and plants to
dangerous levels of ultraviolet light. These chemicals have been banned in the USA
and Canada, but many other countries are still using them.

Climate Change
One of the biggest environmental problems facing mankind is due to a pollutant
that is not normally directly harmful to humans. Carbon dioxide (CO 2) is produced
in huge quantities by the burning of fossil fuels, for example by cars, industrial
processes, and airplanes. It traps heat in the Earth’s atmosphere, and is the most
important “greenhouse” gas. Increased levels resulting from human activities are
thought to be raising air and ocean temperatures across the planet, a phenomenon
known as “global warming” or “climate change.” This, in turn, seems to be causing
melting of glaciers and ice sheets on a large scale, which may lead to rises in sea
level and the consequent loss of large areas valuable, low-lying agricultural land,
and the displacement of huge numbers of people.

Water Pollution
This can occur through the release of industrial waste, for example from
mining and metal refining activities, into streams and rivers, from where it may make
its way into the ocean. A variety of toxic metals can affect aquatic and marine life
and may accumulate in the food chain, posing a threat to humans. Another major
source of water pollution is fertilizers, which can be washed into rivers and lakes
from farmland, causing a phenomenon known as eutrophication. Nitrates and
phosphates, present in fertilizers, and essential for plant growth, can also promote
uncontrolled multiplication of algae in lakes, causing an “algal bloom.” This
reduces water quality and oxygen levels, and may kill fish.

Acid rain
"Acid rain" is a broad term referring to a mixture of wet and dry deposition
(deposited material) from the atmosphere containing higher than normal amounts of
nitric and sulfuric acids. The precursors, or chemical forerunners, of acid rain
formation result from both natural sources, such as volcanoes and decaying
vegetation, and man-made sources, primarily emissions of sulfur dioxide
(SO2) and nitrogen oxides (NOx) resulting from fossil fuel combustion. Acid rain
occurs when these gases react in the atmosphere with water, oxygen, and other
51

chemicals to form various acidic compounds. The result is a mild solution of sulfuric
acid and nitric acid. When sulfur dioxide and nitrogen oxides are released from
power plants and other sources, prevailing winds blow these compounds across
state and national borders, sometimes over hundreds of miles.

Greenhouse effect
The greenhouse effect is a natural process that warms the Earth’s surface.
When the Sun’s energy reaches the Earth’s atmosphere, some of it is reflected back
to space and the rest is absorbed and re-radiated by greenhouse gases.
Greenhouse gases include water vapor, carbon dioxide, methane, nitrous
oxide, ozone and some artificial chemicals such as chlorofluorocarbons (CFCs).
The absorbed energy warms the atmosphere and the surface of the Earth. This
process maintains the Earth’s temperature at around 33 degrees Celsius warmer
than it would otherwise be, allowing life on Earth to exist.

2. Retell the texts. Add some extra information on each environmental problem.
Write a summary for the texts above.

Example: Report

The researchers looked at more than 600 crop pests from around the world.
These included fungi, such as wheat rust, which is devastating harvests in
Africa and the Middle East; insects like the mountain pine beetle that's destroying
trees in the US; as well as bacteria, viruses and microscopic nematode worms.
They found that over the past 50 years, these destructive species have been on
the move. On average, they're spreading 3km every year, shifting north and south
towards the poles.
The scientists say this correlates with warming temperatures, allowing the
pests to take hold in areas that were once too cold for them to live in.
Currently, between 10% and 20% of the world's crops are lost to pests - and the
team warns that rising global temperatures could make the problem worse. The
researchers say that improvedsurveillance of the problem is needed.
Example: Summary
Global warming is helping pests and diseases that attack crops to spread around
the world, according to a new study published in the journal Nature Climate Change.
Researchers from the universities of Exeter and Oxford found crop pests are moving
towards the poles as regions warm.
 52

Part 2
1. Work in small groups of 2-3 people. Describe the photos using the set of
words below.

Team 1

Affect, human activity, result in, pollutants, car exhausts, respiratory problems,
cause for concern, depletion of the ozone layer, release, face (v), washed into,
algal bloom

Team 2

Trap heat, raising air and ocean temperatures, melting of glaciers, consequent,
displacement, accumulate, sulfuric acids, decaying vegetation, fossil fuel
combustion, prevailing, vapor, maintains
53

2. Run for your answer! Which side would you choose?

Students are invited to gather in the centre of

the class. The teacher reads out a statement. The
students who agree with the statement run to the
right side of the class. The students who disagree
with the statement run to the left side of the class.
Those who are not sure about their decision (or
don’t know what to say) remain in their places (in
the centre of the class). Each group gives arguments to prove their point of view.
Those who stand in the middle of the class can join the group which made them
share their point of view after the discussion.

Points for discussion:

1) Cars should be banned from city centers.

2) Increasing people's standard of living is more important than protecting the
environment.
3) Individual people are more responsible for pollution than government.
4) Our country must have a smoking ban law in public places.
5) We should increase the awareness about environmental pollution.

3. Translate the video item into Russian. Answer the questions below.
Before you watch discuss the following issues in your group
o How has the world changed since you were a child? (technology, values,
environment, health)
o What are some types of pollution you know?
o What stories have you read or heard recently about the environment?
o Do you think international meetings on the environment are useful?

After you watch discuss the following issues in your group

 Do you like the report? Why\why not?
 What impression did it make upon you?
 Do you believe it might have some effect?
 What would you say if you had a chance to deliver a speech on the
environmental issues?
 54

Part 3
1. Work in small groups of 2-3 people. Look at the photo below. Write a slogan
for the photo to encourage people to protect our environment and at least some
little thing to help. Comment upon your idea. Use the Useful language block
to help you.

Environmental slogan

USEFUL LANGUAGE
Keep up the good work Give it your best shot
That's a good effort What have you got to lose?
Keep going You're coming along well
Come on, you can do If at first you don't succeed...
You're on the right lines That's a real improvement

2. Study the table below

Environment - Important Issues Environmental Verbs:

Take Action
non-renewable resources, oil-slick, nuclear fallout, Ban, carpool, clear
pesticide, animal welfare, endangered species, cut \chop down, compost,
unleaded petrol, exhaust fumes, fertilizers, waste, consume, donate, emit,
pollution, biodegradable, disposable products, fertilize, minimize, pollute,
endangered species, recycle waste, sustainable preserve, protect, recycle,
development, acid rain, nuclear energy, forest fires, reduce reuse, use up, waste,
global warming, greenhouse effect, ozone layer, throw away
deforestation, desertification, extinction
55

3. Use the table above to find words to match the definitions below.
1. ___________________ able to decay naturally and harmlessly.
2. ____________________ rain which contains large amounts of harmful
chemicals ___________________ as a result of burning substances such as
coal and oil.
3. ____________________ the cutting down of trees in a large area; the
destruction of forests by people.
4. __________________ the process by which land changes into desert.
5. ___________________ describes an item that is intended to be thrown away
after use.
6. ___________________ endangered birds/plants/species animals or plants
which may soon not exist because there are very few now alive.
7. ___________________ strong, unpleasant and sometimes dangerous gas or
smoke.
8. ___________________ to collect and treat rubbish to produce useful
materials which can be used again.
9. ___________________ a development that is causing little or no damage to
the environment and therefore able to continue for a long time.

4. Use the verbs from the table below to fill in the gaps.
1. The school ________________ water bottles because they are bad for the
environment.
2. I _______________ to work with two of my neighbors who also work
downtown.
3. It is important to plant new trees in nearby areas after ______ ____________.
4. Since we started ____________________ we've reduced our garbage by half.
5. Americans _________________ more than their share of the earth's
resources.
6. When you _____________ money to this fund, the animals' habit is protected.
7. If you are going to ________________ your lawn, make sure to use an
organic fertilizer.
8. We can ________________ pollution by walking instead of driving to work
and school.
9. We need stronger laws in order to _________________our forests.
Please _____________ your junk mail instead of throwing it in the garbage.
10.We are ______ ________ the earth's natural resources faster than ever.
 56

3. Use the words from the vocabulary development to describe the cause of each
ecological problem shown in the spidergram below. How dangerous is each
problem? Speak about possible solutions to each problem.

Part 4
1. Write an essay on one of the given topics:
 What can you do to help prevent pollution?
 What can you do to make this world a better place?
2. Project
Prepare a report on one of the environmental problems discussed in the lesson.
Suggest some solutions to the problems. Present your ideas in the class. You may
use video items, pictures or PowerPoint presentation to illustrate your ideas.
3. Translate the text into English.
Проблема загрязнения воздуха.
Основными источниками загрязнения воздуха являются промышленные
предприятия (заводы, фабрики, тепловые электростанции) и транспорт.
Сжигая горячее или изготовляя продукцию, они выкидывают в атмосферу
пыль, сажу, разные химические соединения. Загрязнение воздуха становится
угрозой для всего живого. Оно раздражает глаза, нос и горло человека,
вызывает отравление, убивает растения. Загрязнение воздуха охватывает
большие районы и беспрепятственно попадает в разные страны, в зависимости
от направления ветра. Последствиями Загрязнения атмосферного воздуха
стали такие глобальные проблемы, как потепление климата, выпадения
кислотных дождей и образование озоновых дыр.
Про глобальное потепление климата часто говорят на страницах газет
и в теленовостях. Оно вызвано увеличением количества углекислого газа и
пыли в атмосфере. Загрязненный воздух мешает излучению тепла от Земли
57

назад в космическое пространство. Тепло накапливается и вызывает

нарушения привычных климатических условий. Повышение температуры
воздуха на Земле даже на 10С, приведет к таянью льдов в Арктике и
Антарктиде. Вскоре повысится уровень Мирового океана. Вследствие
поднятия уровня воды в нем даже на 1 м будут затоплены густонаселенные
прибережные низовья материков, а миллионы людей – лишены своих мест
проживания. Из-за потепления климата участились стихийные бедствия:
ураганы, смерчи, ливни, потопы.
В загрязненном воздухе появился новый вид атмосферных осадков –
кислотные дожди. Они появляются как следствие объединения с
атмосферной влагой химических веществ, которые выбрасываются из труб
заводов и ТЭС. Кислотные дожди приводят к заболеваниям людей,
высыханию лесов, отравлению воды озер и ставков, вследствие чего в них
гибнет рыба. По этой причине, например, за последние 50 лет исчезла форель
из многочисленных озер Норвегии и Швейцарии.
Газы, которые попадают в воздух, разрушают озоновый слой
стратосферы. В результате возникают озоновые дыры. Самая большая из них
найдена над Антарктидой. Уменьшение концентрации озона приводит к
увеличению количества губительного для всего живого ультрафиолетового
излучения, которое поступает на Землю.
Чтобы предотвратить загрязнение воздуха и экологические проблемы,
которые с ним связаны, необходимо устанавливать очистительные
сооружения на промышленных предприятиях, которые уменьшили бы
выбросы химических веществ.
Проблема загрязнения воды.
Основными источниками загрязнения воды являются промышленные
предприятия, которые скидывают в речки и водоемы неочищенные стоки.
Вода загрязняется также смытыми с полей минеральными удобрениями и
ядохимикатами. К ним добавляются бытовые стоки. Загрязненная вода
становится непригодной для питья, купания и полива растений. Опасно
загрязненными являются множество рек и озер на разных материках.
“Сточными канавами” Европы называют речки Рейн и Дунай. К ним можно
отнести и Днепр.
Загрязненную воду речки несут в моря и океаны. Там добавляется еще и
загрязнение нефтью вследствие аварий трубопроводов и танкеров, которые ее
транспортируют. Нефть образовывает на поверхности воды нефтяную пленку,
которая мешает поступлению кислорода, а потому небезопасна для всего
живого. Ныне значительная часть поверхности Мирового океана покрыта
 58

нефтяными пятнами и превращена в безжизненную пыстыню. Сильно

загрязнены Северное и Балтийское моря, Мексиканский и Персидский заливы.
Основными средствами борьбы с загрязнением воды являются очищение
стоков, которые поступают в водоемы. Большое значение имеет введение
современных технологий в промышленном производстве.
59

Word list
Accumulate Emit Pollute
Acid rain Endangered species Pollution
Acid rain Endangered species Preserve
Acid deposition Exhaust fumes Prevail
Affects human activities Extinction Protect
Air pollution Face (v) Raising air and ocean
Algal bloom Fertilize temperatures
Animal welfare Fertilizer Recycle
Ban Forest fires Recycle waste
Biodegradable Fossil fuel combustion Reduce reuse
Car exhausts Fungi Release
Carpool Global warming Respiratory problems
Cause for concern Greenhouse effect Result in
Clear cut \chop down Groundwater pollution Rubbish
Climate change Harvests Sulfuric acids
Compost Maintain Surveillance
Consequent Melting of glaciers Pests
Consume Minimize Sustainable development
Correlates with Non-renewable resources Throw away
Decaying vegetation Nuclear energy To take hold
Deforestation Nuclear fallout Trap heat
Depletion of the ozone Nuclear pollution Unleaded petrol
layer Oil-slick Use up
Desertification On the move Vapor
Displacement Ozone layer Washed into
Disposable products Ozone toxicology Waste
Donate Pesticide
Drinking water pollution Pollutant
 60

Visual Section 3
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63
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65
66
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Lesson 1 Pets
Part 1
1. If you were an animal, what animal would you be? Why? Read the ideas by
different people below to help you. Can you guess the age and gender of each
person? What can you tell about their personalities?

 I would be a koala because they are cute and cuddly but you don't want to
mess with them because they can get nasty if cornered. They can handle their
business and they eat fun stuff like leaves and whatnot, so, a koala.
 I would be a monkey. Flying through the trees would be fun, and bananas are
good and so are peanuts. All that said - according to the Chinese Zodiac, I
already am a monkey.
 A mouse!! I love them! ...plus I'm quiet, small, love cheese and am actually
quite good at climbing haha
 I would be a panther, of course. Panthers are quiet and will wait for the right
moment to attack and not charge right in. They are confident and fearless but
do not like to be noticed. They will attack powerful enemies if need be, but
69

will use a minimum of movement. Plus, panthers purr, are soft and pretty, and
fiercely protective of their young.
 I would be an owl because they are nocturnal, mysterious, beautiful, and
loners. They are also associated with "all-seeing" since they can turn their
heads around so far, and have excellent night vision. I fancy myself very
intuitive and dare-I-say magical and I associate these qualities with owls.
2. Do you have a pet? What is it like? Describe your pet using the adjectives
below to help you.

Positive adjectives Negative adjectives

describing animals describing animals
adorable, cute, happy, naughty, strange, crazy,
playful, sleepy, curious, sneaky, anxious, stressful,
protective, loyal, funny, hilarious, zippy, soft, whiny, greedy, spoiled,
quiet, unique, bashful, brave, cuddly, clumsy, scrawny, silly, boorish, goofy, stinky,
affectionate, jumpy, overjoyed, active, defiant, smelly, odd, tricky, wacky, annoying,
gorgeous, kid-friendly, agile, alert, energetic clingy, lazy

Example: I have a cute little hamster. Its name is Steve. I’ve always wanted to have
one. I find it very brave, active and extremely friendly. Though, my sister
considers it to be a strange, annoying and stinky thing.
3. Do you believe that animals can resemble people both in character and
appearance? Give some examples to prove your idea. Work in small groups of 2
people. Match the photos of people and animals which look alike and fill in the
table below. Explain your choice.

1 2 3 4

5 6 7 8
 70

A B C D

E F G H

A. B. C. D. E. F. G. H.

4. Watch the video item People Really Look Like Their Dogs. Comment on the
video. Do you know any example of the resemblance?
5. Read the text to check your ideas.
Why Dogs Look Like Their Owners
When you see a tall thin woman with long red hair walking her dog – an Irish
Setter, you may smile to yourself thinking they kind of look alike. That’s no fluke.
Many people, including scientists, have noticed that often dogs look like their
owners. It’s a funny phenomenon, that has inspired books, contests, and even
scientific studies.
Gini Graham Scott, Ph.D., was at a dog show where she saw dogs and owners
sitting side by side and she was struck by how much they looked alike. She grabbed
a camera and started taking photos. She later wrote the book, Do You Look like
Your Dog?
“I think there is a fairly simple psychological explanation,” she writes in her
book, “Just as people gravitate toward other people with whom they share an
affinity, so it follows that people will choose to own pets with whom they feel some
kind of connection. Sometimes the choice is very conscious and deliberate,
71

sometimes subconscious, but often people seek out pets who bear some resemblance
to themselves, since physical likeness breeds a natural sense of familiarity.”
Dr. Nicholas Christenfeld, Professor of Psychology at UC San Diego,
conducted a test in a San Diego dog park where he took photos of dogs and owners
separately, then asked people to match photos of dogs to photos of their owners.
People were able to accurately match owner to dog 2/3 of the time – if the dog was
a pure breed. They weren’t quite so accurate with the mutts!
Christenfeld says the accuracy in pure breeds is due to selection – when people
choose a pure breed, they know what the dog will look like as an adult. With a mutt,
you don’t know what he’ll end up looking like. Also, people often acquire mixed
breeds accidentally or spontaneously, so it’s not as if they were seeking out that
particular type of dog.
Of course, it's possible for mixed breed dogs to look like their owners too - and
in one instance we know of, the family resemblance caused a foster dog to become
an adopted dog! Quinn, a tiny pup was fostered as a “trial run” for a family who
wasn’t sure if they could keep a dog due to allergies. They took home this little long-
legged Rat Terrier/Chihuahua/Dachshund mix, from a rescue group event. She was
a bit of a handful, but after a week, the mother noticed that Quinn looked and acted
so much like her daughter, Teà, that she couldn’t give the dog back. Both Quinn and
Teà had an unusual “miniature” quality to them. They are both proportioned like a
tall skinny person/large spindly dog, only shrunk down to a tiny size. Both had a
habit of squirming, an affinity for soft, squishy places, and unusual flexibility. “If
Teà were a dog, she’d be Quinn,” her mother said. How could they not keep her?
6. Answer the questions using the information from the text above.
1. What may you do if you see a tall thin woman with long red hair walking her
dog an Irish Setter?
2. Who noticed that dogs look like their owners?
3. Who is Gini Graham Scott?
4. Is there any psychological explanation to the phenomenon of pet-owner
likeness?
5. What kind of test was conducted by Dr. Nicholas Christenfeld in a San Diego
dog park?
6. What is the difference between a pure breed dog and a mutt?
7. Who or what is Quinn and why is it mentioned in the texts?
7. Put the letters in the correct order to make the words and word combinations
from the text above.
ot akwl a dgo - ______ _________ ________ _________
 72

eflku - __________________
to eb usrckt yb - ___ _____ __________ _________
ot vgrttaaei toardw - ________ ____________ _____________
ebdre - _________
aaccutelyr - _______________
prue rbede - ____________ _____________
utmt - ___________
imxde rebed odg - ___________ ____________ ___________
sfrtoe dgo - _____________ ____________
spndlyi dgo - ____________ ___________
suhrnk owdn - ___________ ___________
8. Use the word and word combinations from the previous exercise to complete
the sentences below.
1. No matter how hard he tried to change the topic, the conversation
____________ ______________ politics anyway.
2. It was my ___________ to be there on time in spite of terrible traffic jams.
3. I really dislike _____ ________ ___ _______ early in the morning. I’m
sleepy and slow while my pet is really energetic and playful.
4. Even though I’d never seen Jane I recognized her at once. I ________
__________ _______ how much she resembled her father.
5. I used to ____________ dogs and sell them as pets. Now I have my own dog
farm and I ___________ dogs for blind and disabled people.
6. Swiss watches are considered to be the best in the world. The watches work
very ___________ and proved to be very durable.
7. __________ ____________ dogs are very delicate and require special care
and attention.
8. I’m deeply attached to my puppy and I hate it when people call it a
___________.
9. _________ ___________ dogs are much cheaper compared to the pure breed
dogs but they are by no means less loyal and adorable.
10._________ __________ are good hunters as their body shape allows them
to develop high speed and chase the prey down to its holes or dens.
73

9. The tables below contain a number of words from the text above. Try to build
a new word by changing its part of speech. Fill in the table. Use the dictionary
if you need some help.

Verb Noun
Book __________
Resemble __________
________ Rescue
________ Connection

Noun Adjective Verb Noun

Own __________
Familiarity __________
Look __________
_________ Funny
________ Explanation
Accuracy ________
Adoption ________ Think __________
_______ Flexible Grab ________

Part 2
1. Discuss the given issues in the class.
o Do you have a pet?
o What are the pros and cons of keeping a pet?
o What is the best pet to own?
o Do you know someone who owns an unusual pet?
o What can people learn from animals?
o Have you ever seen a dog that helps people, such as one to assist a blind person
or a policeman?
o Can you think of other
examples of how
animals can help
people?
2. Watch the video item
How hearing dogs help deaf
children to check your
ideas.
 74

3. Team work.
Work in small groups of 2-3 people. Translate the breed names into your native
language. Use a dictionary to help you. Match the dog breeds with the photos and
fill in the table below.

1 2 3 4

5 6 7

8 9 10

a) Dachshund e) Yorkshire Terrier h) Golden Retriever

b) Rottweiler f) Bulldog i) German Shepherd
c) Poodle g) Beagle j) Labrador Retriever
d) Boxer
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

4. Have a look at the dog breed list above. What breeds do you know? Working
in the same teams, make up a story about one of the breeds as in the following
example to highlight as many advantages as possible. Present your story in
class.
75

Example: I would like to speak about German

Shepherd. German shepherds are highly intelligent
and courageous. Known for their tremendous loyalty,
these dogs are typically cheerful, obedient and eager
to learn.
German shepherds prefer to be close to their
families and therefore have a very strong protective
instinct. Generally good with other pets and excellent
with children in the family, it is recommended to train
and socialize German shepherds from an early age with a firm and loving hand.
The breed's ability to rapidly learn has contributed to its wide use as a
sheepdog, guard dog, in police work, as a guide for the blind, in search and rescue
service, and in the military. But most of all, the German shepherd is favored as a
loving family companion.
5. Have you ever wondered why dogs smell everything and everyone, and even
each other? Dogs’ noses appear to be an extremely important part of dogs’ life.
Watch the video item How do dogs ‘see’ with their noses to learn more. Do the
tasks below.
Watch the video item, then study the table. Watch it for the second time
repeating after the speaker phrase by phrase and provide the translation.

Scents, moist spongy nose, nostril, in stereo, sniffing, to become aware of,
fold of tissue, airflow, olfactory receptor cells, olfactory system, exhale, slits,
swirls of air, odor, nasal architecture, scoops up, staggering variety,
a spritz of perfume, enclosed, to boot, vomeronasal organ, roof of the mouth,
hostile, to alert, thalamus, visceral, primal, traverse (time), residue,
bulletin board, in distress

Think up 5 sentences making use of active vocabulary to describe the way dogs
get information from smells.
6. Discuss the questions below in the group.
 What are other spheres of life where dogs are used?
 Frankly speaking, do we have the right to “use” dogs or other animals? Is it
humane? Why?
 What can you suggest to solve the problem?
Watch the video item Dogs’ Safety in Movies to check you ideas.
 76

Part 3
1. It’s commonly believed that there are two types of people – dog-lovers and
cat-lovers. Which one do you belong to? If you don’t like cats it’s time to revise
your views. Read the following text and check your ideas.
How Cats Help Improve Mental Health
By Chelsy Ranard, The Catnip Times
For cat people it’s no question: the whiskers, the
fuzzy faces, the meows, and the head nudges let us
know our cats are definitely beneficial to our mental
health. The rest of the world, however, has some
catching up to do. Those who don’t have cats are
missing out on the cats’ appeal. The reality is that
behind all of the warm cuddles and purring is an
animal that improves mental health by decreasing
stress, offering companionship, purring the pain
away, and serving as a therapy animal.
Cats are Fuzzy Stress Relievers
Adopting a cat is basically like adopting a walking, meowing, sassy, stress
reliever. Cats are shown to relieve stress in a number of different ways by simply
being themselves. When you’ve had a hard day, having come and spending some
time petting a fuzzy feline can cause your body to produce stress reducing hormones.
When you do so, your heart rate and blood pressure decrease and your anxiety level
normalizes.
Many people benefit from a relationship with a pet. Both cats and dogs – along
with a slew of other stress reducing activities, have helped college students during
finals week because they offer powerful stress relieving properties. Hospitals and
nursing homes are other common places where
cats are helpful to patients in stressful settings.
Sitting with your cat and petting them can have a
lasting, positive effect on overall health.
Cats Make Great Companions
An added benefit to having a cat is the feeling
of companionship, and how that friendship
positively affects mental health. Having a cat can
help people with feelings of loneliness and
77

provide purpose. Having an animal that react to you, rely on you, and love you in
such a simple and pure way can elevate positive mental health. The relationship
established with a pet is the one that offers predictability, encouragement, and
positivity, which can be a big help for many that may experience negativity within
human relationships.
In the same way that friendships, family, and romantic relationships can prove
to be positive (as long as they are healthy), animal relationships can also provide an
abundance of mental health benefits. Whether a person suffers from mental health
issues or not, having a relationship with an animal is rewarding. Knowing your furry
little one is waiting for you at home can give purpose to one’s life and combat
loneliness. And as long as you offer plenty of gentle petting and yummy treats your
cat will reward you with head boops, purrs and lap naps. Human and cat are both
happy.
Cats Have the Healing Power of the Purr
A cat purrs within a range of 20-140 Hz which is known to be medically
therapeutic for illnesses in humans. A cat’s purr can not only lower stress it can also
help labored breathing, lower blood pressure, help heal infections, and even heal
bones. For some people it can be difficult to legitimize the positive effects on mental
health that a cat can offer. But studies have shown and proven the physical effects
are real. So it isn’t a far stretch to imagine that if purrs can help heal bones, they can
positively impact the effects of stress and anxiety. Any cat owner will tell you how
relaxing it is to pet a sleeping cat and listen to their purrs – it’s not just in your head.
Cats Make Great Therapy Animals
Therapy animals are highly
effective in so many settings,
some of which were already
discussed. In schools, hospitals,
and addiction centers, pets are
routinely used for therapy. Horses
are popular in addiction settings as
a therapy animal due to their need
for trust and creating a bond. Dogs
are popular therapy animals for
soldiers suffering from PTSD – they offer similar calming effects that cats have on
their owners. Those that suffer from dementia, have experienced sexual assault, or
even those that suffer from seizures use and appreciate therapy animals on both an
emotional and physical level.
 78

Cats are loving and affectionate animals – despite having a reputation for being
aloof and headstrong. Every cat is different, but for cat-people especially, we love
and celebrate their unique personalities and idiosyncrasies. Little did we know, cats
help our mental health just by being themselves. Their ability to reduce stress, offer
companionship, heal with purrs, and offer their services as therapy animals makes
them the ideal champions for mental health. So next time your cat rubs its body
against you, give her a loving pat and thank her for her role in helping your mental
health stay positive.
2. Write out underlined words and word combinations from the text above with
the translation. Take 3 minutes to build one sentence in Russian and one in
English. When everybody is ready, read your sentence for another student to
translate it in oral, perform the exercise one by one mixing Russian and English
sentences. Finally retell the text using the expressions.
3. Watch the video item Why do cats meow to learn more about feline language.
After watching answer the following questions:
 How many types of ‘meow’ can cats produce?
 Do they use the same ‘meows’ to communicate both with each other and with
people?
 How is the idea of ‘meow’ connected with cats’ early days?
 Is it true that every cat’s ‘meow’ is unique? Why?
 Did scientists manage to find the universal language for people and cats?
4. You are going to watch the video item about cats. Before you watch it discuss
the following questions:
 Have you ever noticed that your
cat behaves oddly? What
exactly did it do?
 What may be in the cat’s mind
when it suddenly starts to its feet
and rushes away? Or when it
licks your hand and harshly
bites?
Watch the Why do cats act so weird to check your ides. Make notes extracting
as much vocabulary as possible and share with the group after watching.
Summarize the ideas using the vocabulary from the video item.
5. There are as many cats’ breeds as the dogs’ ones. Make a report about one
of the breeds and present it in the class.
79

Part 4
1. Read and translate the text.

6 Tragic Stories of Exotic Pet Ownership

Zanesville, Ohio's Terry Thompson made national headlines when he released
a horde of wild animals that he and his wife kept on their property, and then killed
himself leaving the gruesome task of trying to control endangered Bengal tigers,
monkeys, lions, wolves, baboons, and more.
The police ended up shooting nearly 50 of the animals in an effort to stop them
from terrorizing Thompson's town, and while this may be the most horrific story of
exotic pet ownership we've heard lately, it's certainly not the only one.
There are a lot more reasons not to own exotic pets – it's impossible to
reproduce its natural habitat, breeding difficulties, and more – but perhaps death will
deter some.
1. Charla Nash and the Chimpanzee
In 2009, Sandra Herold called her friend Charla Nash for help getting Herold's
200-pound pet chimpanzee, Travis, back into his cage.
But Travis turned on Nash, brutally attacking her by mauling her face and
hands. Connecticut officials declined to prosecute Herold, although when Herold
died of a rupture aortic aneurysm in 2010, Nash's family still had a $50 million civil
suit in the works.
Nash later became the first patient to ever receive a double hand and face
transplant.
 80

2. Kelly Ann Walz and the Black Bear

Naming a bear "Teddy" doesn't mean you've done away with its animal
instincts which the Walz family of Allentown, Pennsylvania, tragically found out
when the 350-pound black bear they'd raised since it was a cub attacked and killed
37-year-old Kelly Ann Walz as she was cleaning its cage.
Though cages for wild animals often have a section that contains the animal
while the other side is cleaned, Walz entered the cage with the bear loose. According
to USA Today and the Pennsylvania Game Commission, "Her children and the
neighbor's children saw the attack and summoned help, and the neighbor shot and
killed the bear while it was atop Walz."
3. A Toddler and a Python
Jaren Hare and her boyfriend,
Charles Darnell, were sentenced to 12
years in prison after the pet python they
kept strangled Hare's two-year-old
daughter, Shaianna in July 2009.
The couple told police that the
reptile, which they kept inside a laundry
bag in a tank pinned closed by a quilt,
had escaped 10 times before they found
it in the crib with Shaianna, "wrapped
around her head and body."
4. Child and a Mountain Lion
The animal control department of Odessa, Texas, had already cited Amber
Michelle Couch for not keeping her 150-pound mountain lion current on his vaccines
and pointed out that the cage the lion lived in was too small -- and the gaps in
between the bars too wide -- to be safe.
But in October 2011, Couch's nephew got too close to the cage and the lion --
which was later killed -- lacerated and punctured the child's face, according to the
Odessa American Online.
5. Deer
When you think of exotic animals, deer aren't always the first four-legged
creatures that come to mind -- but they're still wild animals that aren't built for living
in captivity. In 2010, Waskom, Texas resident Gerald Rushton, who was keeping a
550-pound deer as a pet, was killed when the animal kicked him while he was trying
to move it.
81

2. After reading the text, discuss the following issues in the group:
o Who is the one to blame in all the cases mentioned in the text – an animal or
a human?
o What exactly went wrong? Could the accidents have been prevented?
o Does it make much sense to keep an exotic or wild animal as a pet? Why do
people do this?
o Did you know that major exotic animals which are being sold were caught by
poachers? Do you know what percent of captivated animals die before being
sold?
o Do you know other stories about someone who kept an exotic animal? Was it
alright? What should one have or know before having an exotic animal?
3. Watch the video item 6 Unusual but legal pets by ‘Good Mythical Morning’.
Make notes. What are other animals, which are legal to have, that were not
mentioned in the video item?
4. Role play: «Why don’t we have a …»
Work in small groups of 2 people. Persuade your parents to have a pet. Yet not
just a pet but …
TEAM 1
You’d like to have a tarantula as a pet. Try to persuade your
parents to agree to buy one. Use the following words in your
dialogue: Tarantula makes great pet, tarantula bites, defend,
unconventional, hairy, scary, creepy, safe, tarantula's venom,
fear of spiders, feed on, a diet of crickets, supplemented with
insects, an adult tarantula, take care of, never consider sharing
one’s home with a spider

TEAM 2
You’d like to have a pig as a pet. Try to persuade your
parents to agree to buy one. Use the following words in your
dialogue: consider sharing one’s home with a pig, be charmed
by intelligence and the personality of pet pigs, demanding pets,
affectionate, curious, playful, clean, generally quiet, odor free,
non-allergenic; pigs are quite trainable, much the same as a
dog; destructive, unrelenting in quest for food, getting
aggressive, snouts, need to root, firm discipline, social animals,
need of attention and interaction, consider keeping more than
one pig
 82

TEAM 3
You’d like to have a tiger cub as a pet. Try to persuade your
parents to agree to buy one. Use the following words in your
dialogue: large, strong, dangerous cats, to be very territorial,
males mark their territories, tiger cubs are small and cute,
quickly grow up to be hundreds of pounds, several inch long
canine teeth and claws, tearing apart food, jump, climb and
swim, a lot of meat and money, not to mention the …, to add to
the diet, makes up a tiger's diet, a tiger in captivity, you can't predict the behavior of a tiger, roar

TEAM 4
You’d like to have an eagle as a pet. Try to persuade your
parents to agree to buy one. Use the following words in your
dialogue: extremely powerful feet, massive and sharp talons, to
snatch up a variety of prey, to feed on live rodents, foxes,
tortoises, snakes, rabbits; an eagle can kill a human, fear
enemies, versatile pet with a good survivability, dangerous
abilities, attack speed, damage, properly trained bird, bird of
prey, it should be flying high and soaring through the winds, it
is illegal to capture and keep an eagle as a pet, eagles eat in
their natural environment

5. Translate the given text into English.

Домашние животные рядом с нами
Домашние животные живут с человеком, который их содержит,
предоставляя жилье и еду. Домашние животные приносят человеку пользу,
или как источник материальных благ и услуг, или как друзья, которые
скрашивают досуг. Домашние животные могут размещаться или в
специальных помещениях (скотный двор, стойло, собачья будка), но могут
жить и непосредственно в доме человека. Из тех животных, которые живу в
доме, одни содержатся в клетках, аквариумах, террариумах и других
«домиках», а другим (например, кошкам, собакам, кроликам и даже
обезьянам) позволяют свободно перемещаться по помещению.
У каждого человека свои предпочтения относительно животных. Одни
любят собак, другие их не любят, в больше предпочитают кошек. Многие
одинаково относятся и к тем, и к тем, да и остальных животных любят не
меньше. Например, если у человека в доме живут и кошка, и собака, то что ему
мешает завести ящерицу или паука? Скажите, пауков и так хватает. Но ведь
весь интерес в том, чтобы завести животное экзотическое, невиданное доселе.
Особенно это популярно среди богатых людей, которым по карману
83

приобрести на рынке любое животное. Конечно, приобрести медвежонка или

тигренка можно не на каждом рынке. Даже имея достаточно денег. К тому же,
это действительно серьезное задание – содержать большого хищника в доме,
ведь его нужно будет кормить, а ест он немало. Да и проблема безопасности
тоже становится под вопрос – такие животные всегда были и остаются дикими,
как бы их не приручали. Поэтому им необходимо изолированное помещение
для содержания. То же самое относится и к ядовитым паукам, варанам, змеям,
крокодилам и прочей экзотике.
 84

Word list

a diet of crickets gorgeous spindly dog

a foster dog greedy spoiled
a good survivability hairy stinky
a variety of prey handle one’s business stressful
adorable happy supplemented with
affectionate hilarious take care of
agile in captivity tarantula's venom
alert intelligence the first thing one knows
an adult tarantula jumpy to be much the same as
annoying kid-friendly to be struck by
anxious lazy to be trainable
bashful loner to be trapped
be charmed by loyal to be unrelenting in quest
bird of prey male for food
boorish mixed breed dogs to be very territorial
brave nasty to consider keeping more
breed n,v natural environment than one pet
bring somebody into need of attention and to consider sharing one’s
something interaction home with a
clingy need to root to gravitate toward
clumsy non-allergenic to groom
cornered odd to knock off
creepy odor free to make great pet
cuddly overjoyed to make up one’s diet
curious playful to mark one’s territories
cute protective to mess with
defend pure breed to predict the behavior of
defiant riches to snatch up
demanding pet roar to stuff somebody with
destructive scary food
do time scrawny to tear apart food
energetic shrink down to walk a dog
fear of spiders silly tricky
feed on sleepy unconventional
firm discipline smelly versatile pet
fluke sneaky wacky
funny snout whiny
get aggressive soar zip
goofy social animals
85

Lesson 2 On a Farm
Part 1

1. Team work: I know more.

Work in small groups of 2-3 people. Look at the pictures below. In 5 minutes
present as many facts about each animal on the photo as you can. In terms, each
group voices one fact at a time about one picture. The winner is the group which
voiced their fact the last and the opponents have nothing to add. Then the teams
start the discussion of the next picture.

What do you know

about farm animals?
 86

2. Remain in your teams. The table below contains some facts about farm
animals. Match the facts with the animals. Share your ideas in the class.

Turkeys, cattle, pigs, bees, sheep, chickens

____________ have an almost total 360-degree panoramic vision.

______________ have an excellent good long-term memory, they can remember

as many as fifty faces for up to two years.

_________ can run 7 minute a mile.

_______________are able to communicate with their mother whilst still in the egg
and she with them

________________have a large vocabulary. Yes that's right! They have been

found to have twenty distinct and specific vocalizations.

___________ are fascinating creatures and have been around an incredibly long
time; the oldest known _________ fossil is 100 million years old!

3. Read and translate the words from the table below. Name the words which
denote a group of animals, males and females. Use a dictionary if you need
help.

calf, livestock, flock, poultry, kid, domesticated, veal, stallion, hatch, brood,
chicken, jackass, colt, foal, buck, billy goat, nanny, goat meat, mare, foal

4. Read the given text to learn more about the animals from the photos from
exercise 1. Fill in the gaps with the words from the table above. Pay special
attention to the words in bold.
Farm animals in North America are collectively called ____________ (cows,
horses, pigs, etc.). ________________ is the collective term for birds raised on a
farm for meat and eggs (chicken, ducks, turkey, etc.).
87
Farm animals have been _____________. They are animals that have been
tamed and trained for work (or to live with humans). The opposite of tamed and
domesticated animals is wild animals (or animals that live in the wild).
5. Study the information below and make notes. Fill in the gaps where necessary
with the vocabulary from previous exercises.
Cattle (commonly known as ‘cows’)
- a male is a bull
- a female is a cow
- a baby is a _______
- a group of cattle is a herd, (a herd of
cattle, a herd of cows)
- meat from cattle is called beef, meat
from calves is called ________
Chickens
- a male chicken is a rooster
- a female chicken is a hen
- a baby is a chick
- a hen lays eggs; when the chicks
________ (come out of the eggs), the
hen has a __________ of chicks
- a group of chickens is a__________,
(a flock of chickens)
- a chicken clucks (verb) to make a
sound, and the sound it makes is cluck
(noun)
- meat from a chicken is ___________
NOTES:
- chick is also a slang word for a young girl
(it is sometimes considered offensive)
- a brood is also used to describe all the
children in a big family
Donkeys
- a male donkey is a jack or a ________
- a female donkey is a a jenny
- a baby donkey is a _____ or a ______
- a donkey brays (verb) when it makes
a sound, and the sound it makes is hee
haw (in American English) or eeyore
(in British English, where the ‘r’ is not
pronounced)
- donkeys are kept on farms mainly for
labor, not for their meat
NOTES:
- donkeys are thought to be dumb animals, so
the term jackass now also means a stupid
person in English (it is a very impolite and
sometimes offensive word)
- Eeyore is also the name of the donkey in the
stories of Winnie-the-Pooh
Goats
- a male goat is a ______ or a _______
- a female goat is a __________
- a baby goat is a ________ (yes, the
same word for a young human!)
- a goat bleats (verb), but there is no
word for the sound it makes
- meat from a goat is called ________
Horses
- a male horse is a _________
- a female horse is a __________
- a baby horse is a _________ (male –
colt, female – filly)
- the sound horse makes is neigh
- horse meat is not eaten in North
America

NOTES:
- a pony is a small horse (it could mean a child
horse or a breed of horses that is smaller than
others)
- the word horse is used in a lot of idioms in
English; Example: Wild horses couldn’t drag
it out of me! = I will not tell you my secret
['it' = secret information]!
Pigs
- a male pig is a boar
- a female pig is a sow
- a baby pig is a piglet; a female pig
gives birth to a litter of piglets
- the sound a pig makes is oink
- pig meat is called pork
NOTES:
- pigs can’t fly, but a common expression in
English ‘when pigs fly’, means something
will never happen! Example: - He says he’ll
get a Mac when pigs fly!
It can also be used to answer a question: - Do
you think you’ll get into Harvard? - When
pigs fly!”
88
- a group of sheep is a flock (a flock of
sheep)
- when a sheep bleats (verb), the sound
it makes is baa
- the meat from an adult sheep is called
mutton; the meat from a lamb is lamb
NOTES:
- in North American pop culture, counting
sheep has become a common reference for
sleep or insomnia (the inability to sleep);
people who can’t sleep are told to imagine
sheep jumping over a fence and then count
them – a task so boring that it is supposed to
put the person back to sleep!
- it doesn’t work, but in pop culture sheep
have become a symbol for sleep!
Turkey
- a male turkey is a tom
- a female turkey is a hen
- a baby turkey is a poult
- the sound a turkey makes is gobble
- meat from a turkey is turkey

Sheep NOTES:
- a turkey is also a play or film that is failure
*The singular and plural forms of or a flop, and it is also a silly, stupid, foolish
sheep are the same: 1 sheep, 2 sheep, 3 person
sheep etc. - if you ‘quit something cold turkey’ (like
smoking), you just stop doing it, suddenly
- a male sheep is a buck or ram
and completely, with no help
- a female sheep is a ewe
- a baby sheep is a lamb

6. Complete the sentences below using the information from the exercises
above.
1. Farm animals in North America are collectively called ___________.
2. The word ___________ is also used to describe all the children in a big family.
3. The name of the donkey in the stories of Winnie-the-Pooh
is______________.
4. Donkeys are kept on farms mainly for _______________, not for
________________.
89

5. Wild horses couldn’t drag it out of me! = ____________________________.

6. “When pigs fly” means _______________________________________!
7. The singular and plural forms of _______________________ are the same.
8. If you quit something “cold turkey”, you ____________________________.
7. Using the information from exercise 5, complete the table below.

Animal Meat
Cattle Beef
Veal
Chicken
Goat
Pork
Adult sheep
Lamb
Turkey
Horseflesh

8. Think about the following issues. Write a 100-200-word essay expressing

your point of view and present it to the class. Try to develop the topic, maybe
you would be able to bring somebody to you opinion.
 Do you think animals dream?
 Do animals have emotions? Have you ever seen an animal express what you
consider to be an emotion? Should we take this into account while farming?
 What role did farming industry play in people’s lives 100 years ago and what
role does it play nowadays? What countries suffer from the poor agricultural
development?
 Do you think it is wrong to eat animals? What are the advantages or
disadvantages of being a vegetarian?
 90

Part 2
1. Look at the pictures. Farm and wild animals often act out as main characters
of fairytales, cartoons, books and films. Which animal character is your
favorite? Why? Do story-makers take into account the natural abilities and
behavior of the animals? Give some examples.

Working in small groups of 2-3 people, create your own animal character,
develop a story and present your fairytale in the class. Each group has a special
task.
Team 1: Your character is a pet. Make a picture of the animal; describe its character
and behavior. Explain why your character is special.
Team 2: your character is a farm animal. Make a picture of the animal; describe its
character and behavior. Explain why your character is special.
Team 3: Your character is a wild animal. Make a picture of the animal; describe its
character and behavior. Explain why your character is special.
Team 4: Your character is a bird. Make a picture of the animal; describe its character
and behavior. Explain why your character is special.
91

2. Study the table below. Read and translate the blocks of words below
containing typical terms that we use to refer to some of the most common
animals which can be found on a farm.

Animal Plural Male Female Young Collective term

buffalo buffalo, bull cow calf a herd of buffalo

buffalloes,
buffaloes

cat cats tom queen, kitten a clutter of cats

tabby

chicken chickens rooster hen chick a brood of chickens, a

flock of chickens

cow cattle bull cow calf a herd of cattle

dog dogs dog bitch puppy, a pack of dogs

pup

duck ducks drake duck duckling a raft of ducks

goose geese gander goose gosling a flock of geese, a

gaggle of geese

goat goats billy nanny kid a flock of goats, a herd

of goats

horse horses stallion, mare, filly foal a herd of horses, a team

colt (young) of horses (in harness), a
(young) string of horses (for
racing)

ox oxen bull cow calf a herd of oxen, a drove

of oxen (when driven in
a group), a team of oxen
(in harness)

pig pigs boar sow suckling, a herd of pigs, a flock of

piglet pigs

rabbit rabbits buck roe bunny, a colony of rabbits, a

bunny nest of rabbits, a warren
rabbit of rabbits (strictly,
where they live)

sheep sheep ram ewe lamb a flock of sheep

 92

3. Translate the given text into Russian using the vocabulary from the table
above. Pay attention to the words in bold.
Мне очень нравятся животные на ферме моего дяди Ивана. У него
довольно большое хозяйство: одна коровка и два маленьких теленка, одна
овца (правда, недавно она привела трое ягнят, так что можно сказать, что у
дяди целое стадо!). Есть у него также симпатичная свинка Пигги и кабан
Хрю, который любит подрывать стены в стойле и громко требовать
вкусненького.
А еще у дяди есть настоящая птичья ферма! Кого там только нет:
медленные гусыни и драчливые гуси, целая стая шумных уток, и, конечно,
куры, петухи и даже маленькие, пушистые цыплята.
Дяде также очень нравятся лошади, он всегда мечтал приобрести
молодого жеребца и выпасать свои стада в поле на коне. Но, пока он еще не
нашел подходящего коня. Однажды ему предлагали купить кобылу и
жеребенка, но он долго не решался пока сосед не купил их обоих.
Мне очень нравится наша маленькая ферма и наши животные. Есть
только одна маленькая проблема – петух не дает мне спать, ведь он
просыпается в 4.00 утра и своим пением пробуждает не только всех нас, но и
всех наших соседей!
4. Read and translate the words below. Use a dictionary to help you. Do you
have animal-related words in your language? Give examples.

horsey, doggy, catty, fishy, ratty, catlike, lamb-like,

sheepish, sluggish, waspish, foxy, to dog

5. Use the words from the table above to complete the definitions.
___________________ is someone who moves in a stealthy manner
___________________ is a gentle, quiet person
___________________ is someone who is embarrassed because they have done
something wrong
___________________ is someone who moves in a slow or lazy way.
___________________ is someone's aggressive or bad temper.
6. Complete the sentences below using the correct animal-related adjective.
1. Marry is such a meek and kind person. She is almost _______________.
93

2. Johnson gave me such a ___________ grin, I was sure he had been up to

something naughty.
3. I'm always very ______________ in the morning. It takes me a few hours to
wake up.
4. Jane loses her temper rather quickly. I can understand why Nick described her
___________.
5. I was really offended by the ______________ remarks he passed last night.
6. Did mum cook seafood for dinner? The whole house smells
______________!
7. I could hear her loud __________________ laugh from outside the house!
8. Have you visited the stables lately? There are quite a few new members of the
______________ family.

Part 3
1. Project.
Imagine that you’ve decided to start a farm. And not just a farm but a special
and unique one! Choose an animal or animals that you’d like to breed. Tell
about the behavior of the animal, its peculiarities, diets and keeping conditions.
What are you going to grow the animals for (for food, for sale, for sport, for fur
ets.) Present your ideas in the class using the active vocabulary of the lesson.
Choose the best farm.
 94

2. Translate the text into English.

Иппотерапия как альтернативное лечение
«Катайтесь верхом – и будете здоровы, как лошади!» – говорил
Гиппократ. Раненым он прописывал верховую езду, чтобы помочь им
восстановить мышцы. Меланхоликам –
чтобы они, катаясь, развеивали темные
мысли и наполнялись светлыми. А
здоровым – для профилактики. К тому же
на собственном опыте Гиппократ доказал,
что общение с лошадьми способствует
долголетию – говорят, отец медицины
прожил 104 года.
Давно забытые старые лекарства
Почему методика лечения с помощью лошадей – иппотерапия – не
вызывала у последователей Гиппократа должного энтузиазма? И
действительно, сомнительное какое-то лечение – нет таблеток тебе, ни уколов.
Возможно, иппотерапия так и оставалась бы в забвении, если бы не наша
современница, норвежский врач Элизабет Бодикер. Она долгих 9 лет
применяла эту методику для лечения инвалидности спортсменки Лиз Харел,
но все-таки полностью вылечила женщину и даже сделала возможным ее
участие в Олимпийских играх.
Впоследствии Бодикер стала сажать на
лошадей и других инвалидов и снова
достигла неплохих результатов. Это
вызвало большой резонанс и привело к
открытию первого специального центра
лечебной верховой езды для детей. Так,
чуть более полувека назад, иппотерапия
вернулась из забвения.
Лошадь-партнер
Будущим лошадкам-«врачам» устраивается тщательный конкурсный
отбор. «Врачами» становятся лошади со знаменитым спортивным прошлым –
лидеры, стремящиеся достичь только лучшего результата, сочувствовать. К
тому же с возрастом характер лошади меняется. Он становится спокойнее,
добрее, умнее, а главное – воспринимает человека как партнера. Есть
специальная программа и для здоровых детей. Ее цель - не только исправлять
95

сколиоз у детей и отрывать их от компьютерных игр, но и научить

внимательности, чуткости, умению работать в команде.
Конь способен чувствовать настроение наездника, его характер,
намерения и даже уровень умения кататься верхом. «Берет человек лошадку в
поводу, и она сразу же определяет, «чайник» перед ней или профессионал, и в
зависимости от этого, может, конечно, и характер показывать», – говорит
Елена, директор центра верховой езды. – «Но если лошадь, отобранная для
программы, знает, что его всадник нуждается в лечении, она будет
профессионально выполнять свою миссию».
Лошади-психотерапевты
За рубежом домашние животные, которые живут вместе с бабушками и
дедушками в домах престарелых – это даже не норма, а обязательное условие.
У животных сильное биополе, которое в основном положительно действует на
человека – в частности, снимает ощущение одиночества и безысходности. В
павильоне «Экспоцентра», соседями лошадей являются птицы, кошки, собаки.
Очень часто новенькие дети начинают общение не с лошадок, а именно с этих
животных. Ведь немногие семьи с больным ребенком заводят домашних
любимцев.
Наши так называемые меньшие братья добрее людей. Они готовы
отдавать, не требуя ничего взамен. Но из всех животных именно лошади
отдают себя человеку полностью.
 96

Part 4

1. To your surprise, farms and fields are the ground to major GM studies and
development. What do you know about genetic modification? What is that?
How does it work? Why is it considered to be bad? Read the text to learn more.

Selective breeding
Selective breeding can produce faster growing chickens, hens which lay more
eggs, cows that produce more milk, etc. Farmers have realised for thousands of years
that if you cross the chickens which lay the most eggs with cockerels whose mothers
laid well, the offspring may well lay many eggs. Repeat this process over many
generations and egg laying increases enormously. Our modern understanding of
genetics has enabled us to speed up the process of selective breeding considerably.
Up until 10-15 years ago genetic manipulation was achieved by selective breeding.
Selective breeding is carried out for the selection of ‘traits’, rather than for
individual genes. Because of this, selective breeding is less likely to produce adverse
effects in the animals than is the modification of specific genes, as is done in
transgenic research.
Genetic modification
Farm animal genetic engineering usually involves taking genes from one
species of animal and inserting them into a completely different species. Genetic
97

engineering is therefore not the same as selective breeding, where animals of the
same species (displaying “desirable” traits) are bred with one another.
Genes are chemical messengers made from a complex chemical called DNA.
Genes carry the information about how we look, some of our behaviour patterns and
other characteristics. Genes are passed on through generations. You, for example,
will have inherited your particular eye or hair colour from your parents or
grandparents. Your genes will also be an important factor in determining how tall
and big you will grow and so on.
A female animal’s egg which has already been fertilised by a male sperm (often
by artificial insemination) is taken from an animal. This fertilised egg is injected
with a new gene from a different species. This process is called micro-injection; the
egg is very small and the whole process is done under the microscope. The egg is
then put into ‘foster mother’ who will give birth to a transgenic animal.
Why do scientists want to produce transgenic farm animals? These are the main
reasons:
 To increase the amount of milk, meat etc produced by an animal. Scientists
aim to make animals grow faster and produce less fatty meat.
 To make farm animals resistant to diseases which are usually common in
intensive farming systems.
 To produce animals which make proteins in their milk/blood for human
medicines.
 To produce animals whose organs might be used in human transplant
operations.
2. You are going to watch two video items that will show you the real examples
of transgenic farm animals. After watching share your feelings with the group
and discuss the issue. What are pros and cons? Is it worth it?
3. Now you are learning how GM is used in crops. Listen to the audio item about
papaya plants on Hawaii and answer the following questions.
o Why was the genetic modification of papaya on Hawaii in 1998 so special?
o What is the problem of using intensive agriculture?
o What is the name of the disease that threatened papaya population and what
are its symptoms?
o What organism did the gene that was inserted
into the papaya come from? Why this gene?
o How was it inserted into the papaya genome?
o What was the economic ‘cost’ of the GM of
papaya on Hawaii?
 98

4. Comment on the statements below. Choose one and write a 100-150 word
essay.

Genetic modification of
If we continue to make crops
crops has the potential to
resistant to pests by using
reduce hunger and
genetic modification, this
malnutrition, especially for
might mean that the pests
those living in the
evolve more quickly or start
developing world. It can
eating other plants.
make crops more tolerant to
cold or drought.

Genetic modification
is ‘playing God’.

Genetic modification has We are still not sure if

many uses in medicine. these ‘Frankenstein
Insulin for diabetics is now foods’ made by
produced in genetically genetic modification
modified bacteria. really are safe.
99

Word list

A brood of chickens Calf Mare

A clutter of cats Catlike Mutton
A colony of rabbits Catty Nanny
A drove of oxen Chick Piglet
A flock of chickens Chicken Pork
A flock of geese Cold turkey Poult
A flock of goats Colt Poultry
A flock of pigs Doggy Queen
A flock of sheep Domesticated Ram
A gaggle of geese Drake Ratty
A herd of buffalo Duckling Roe
A herd of cattle Ewe Rooster
A herd of cows Filly Sheepish
A herd of goats Fishy Sluggish
A herd of horses Flock Sow
A litter of piglets Foal Stallion
A nest of rabbits Foxy Suckling
A pack of dogs Gander Tabby
A raft of ducks Goat meat Tamed
A string of horses Gosling To dog
A team of horses Hatch Tom
A warren of rabbits Horseflesh Tom cat
Beef Horsey Turkey
Billy goat Jackass Veal
Boar Jenny Waspish
Brood Kid When pigs fly
Buck Lamb-like Wild horses couldn’t drag it
Bull Lays eggs out of me
Bunny Livestock
 100

Lesson 3 Wildlife
Part 1
1. Look at the pictures. Can you name these animals? What do they have in
common and what is different in them and their lifestyle?

Watch the teacher’s presentation on the classification of animals to learn more.

Make as many notes as possible.
2. Characterize the following animals according to the classification you have
learned from the presentation.
Butterfly, hedgehog, baboon, cheetah, polar bear, lizard, rabbit, mouse, nightingale,
ostrich, elephant, black widow spider, toad, guinea pig, anemonefish, penguin, sea
urchin, sloth, peacock, cow
Example: Panda, also known as Giant Panda or Panda Bear, is vertebrate viviparous mammal,
which means that they have a skeleton with a backbone and a skull, they give birth to the live
young and nurse their cubs with milk. Pandas are omnivores but they are thought to be herbivores
because bamboo shoots and leaves make up to 99% of their diet. Just like major land mammals,
they have four lags, fur and ears that stick out, breath through lungs and they are warm-blooded.
Their habitat is South Central China and Tibet. Pandas belong to endangered species and they
became a Chinese national symbol.

3. Discuss the following issues in the group: Do animals have a language to

communicate? Can we really call it a language? Watch the related video item
to check your ides. Summarize the information learned.
101

4. Translate the words in the box. Distribute the animals from the box to the
families below.

SIMIAN CANINE SERPENTINE

TAURINE ELEPHANTINE

MARSUPIAL FELINE RODENTS

URSINE CERVINE
 102

antelope, chimpanzee, grizzly, boa, elk, leopard, hare, cobra, moose, wolf,
gorilla, jaguar, beaver, caribou, python, buffalo, fox, baboon, cheetah,
rattlesnake, reindeer, mammoth, mamba, gibbon, roe deer, fallow deer, adder,
puma, bison, hyena, rabbit, rhesus, panther, koala, jackal, gazelle, hamster,
orangutan, badger, brown bear, kangaroo, mole, viper

5. What are the names of male, female and young species of each of the animals
you can see above? What are the groups of such animals and the place they live
at called? What sounds do they make? Fill in the table below.
Animal Male Female Young Group Habitat Sound
Deer
Elephant
Fox
Hare
Lion
Wolf
Bear

6. You are going to watch the video item called Three different ways mammals
give birth.
Before you watch it discuss the following questions:
 What are the two ways of animals’ reproduction you’ve learned?
 Do you know animals that can be classified neither one way nor another?
Make notes and fill in the table below after watching.
The three different ways mammals give birth

special characteristics
103

Part 2

1. Look at the pictures. Can you name these birds? What are other bird species
that live in your city/ country?

2. Study the word-box below. Distribute the words among the five categories in
the table.

canary, cuckoo, crane, crow, eagle, falcon, finch, grouse, gull, hawk, heron,
magpie, nightingale, ostrich, owl, parrot, partridge, peacock, pheasant, quail,
robin, skylark, sparrow, starling, stork, swan, swallow, swift, thrush, turkey,
vulture, woodpecker

category definition bird

Birds of pray kill other birds or small
animals for food
Aquatic birds living on water
Wading birds feeding on fish in water
that is not very deep
Granivorous birds feeding on grain
Insectivorous birds Feeding on insects
 104

3. New Zealand is known as ‘bird kingdom’, islands of New Zealand are full of
rare or even endemic species of birds. Read and translate the text about one of
them.
The kea is a species of large parrot found in
the forested and alpine regions of the South Island
of New Zealand. About 48 cm long, weighing
about a kilogram, it is mostly olive-green with a
brilliant orange under its wings and has a large,
narrow, curved, grey-brown upper beak. The kea
is the world's only alpine parrot. Its omnivorous
diet includes carrion, but consists mainly of roots,
leaves, berries, nectar, and insects. The kea is one
of ten endemic parrot species in New Zealand.
The kea nests in burrows or crevices among
the roots of trees. Kea are known for their
intelligence and curiosity, both vital to their
survival in a harsh mountain environment. Kea can solve logical puzzles, such as
pushing and pulling things in a certain order to get to food, and will work together
to achieve a certain objective. They have been filmed preparing and using tools.
The common name kea is from Māori, probably an onomatopoeic
representation of their in-flight call – 'keee-aaa'. The word "kea" is both singular and
plural. A gathering or group of kea is called a circus.
The total kea population was estimated at between 1,000 and 5,000 individuals
in 1986, contrasting with another estimate of 15,000 birds in 1992. The kea's
widespread distribution at low density across inaccessible areas prevents accurate
estimates. Current estimates suggest a population of between 3000 and 7000
individuals.
Mortality is high among young kea, with
less than 40% surviving their first year. The
median lifespan of a wild subadult kea has
been estimated at five years. Around 10% of
the local kea population were expected to be
over 20 years of age. The oldest known
captive kea was 50 years old in 2008.
An omnivore, the kea feeds on more
than 40 plant species, beetle larvae, other birds, and mammals (including sheep and
rabbits). It has been observed breaking open shearwater nests to feed on the chicks
after hearing the chicks in their nests. The kea has also taken advantage of human
garbage and "gifts" of food.
105

Kea are social and live in groups of up to 13 birds. Isolated individuals do badly
in captivity, but respond well to seeing themselves in a mirror.
The kea's notorious urge to explore and manipulate makes this bird both a pest
for residents and an attraction for tourists. Called "the clown of the mountains", it
will investigate backpacks, boots, skis, snowboards, and even cars, often causing
damage or flying off with smaller items. Kea have been kept as pets before being
protected, but rarely, since they were difficult to capture and destructive when in
captivity.
People commonly encounter wild kea at South Island ski areas, where they are
attracted by the prospect of food scraps.
Their curiosity leads them to peck and carry
away unguarded items of clothing, or to pry
apart rubber parts of cars – to the
entertainment and annoyance of human
observers. They are often described as
"cheeky". A kea has even been reported to
have made off with a tourist's passport
while he was visiting Fiordland National
Park.
Find more information about endemic bird species of New Zealand and present
it to the class. Take the text above as an example. Provide your reports with
illustrations.
4. You are going to watch
the video item about birds
of paradise. What do you
think these so artistic-
named birds should look
like? Before watching the
video item let each student
draw the bird of paradise.
Compare the drawings and
try to describe them. Then
watch the trailer to the
documentary about birds
of paradise to check your
ideas.
 106

Part 3
1. Look at the pictures and name the animals you see. What groups of animals
do they represent? What other sea creatures do you know?

2. Scientists say the world ocean is even poorer explored than the dark side of
the Moon – only 2-5 %. But this tiny part appears a real cosmos for us! And all
that is thanks to people who are brave enough to dive and explore the dark
waters. Watch the video item by National Geographic marine photographer
Brian Skerry about North Pacific Ocean shallow water seamount Cortes Bank.
Discuss the following questions after watching:
 What is the most difficult and the most fascinating thing about this job?
 What fish species names did you hear? What are the Russian equivalents?
 What is Cortes Bank? Describe this place. Why does it require protection?
3. Distribute the water creatures from the box among the categories below.
catfish, whale, octopus, walrus, cod, jellyfish, haddock, clam, squid, tortoise,
mussel, starfish, herring, crayfish, eel, urchins, mackerel, dinosaur, shark,
shrimp, seal, roach, sponge, anchovy, frog, carp, prawn, mullet, turtle, pike,
chameleon, plaice, coral, perch, toad, bass, dolphin, trout, snail, piranha,
crab, bream, swordfish, limpet, gudgeon, crocodile, sardine,
oyster, sole, lobster, salmon
107

FISH SEA MAMMALS REPPTILES

SPONGES ECHINODERMS

CRUSTATIONS AMFIBIANS WORMS

GASTROPODS MOLLUSCS
 108

4. Study sea creatures’ body parts listed in the box.

horn, shell, tentacle, sucker, mantle, siphon, soft ray, spiny ray, fin, tail, gills,
scales, antenna, claws, flippers, snout, keel, dorsal fin, ventral fin, coronet,
blowhole, belly, spine, beak, melon, flukes

Translate the text below using words from the box. Make short reports about
other sea creatures’ body structure taking the text as an example.
Тело осьминогов мягкое, овальной формы, одето в кожно-мускульный
мешок – мантию, которая вмещает внутренние органы. Голова осьминога
сращена с мантией. На голове расположены глаза и руки-щупальца,
окружающие рот осьминога.
Под глазами осьминогов можно увидеть отверстие или короткую
трубочку — это сифон. Сифон ведет в мантийную полость, в которую
осьминог набирает воду. Сокращая мускулы мантии он с силой выдавливает
воду из мантийной полости, тем самым создавая реактивную струю, которая
толкает его тело вперед.
Внутренняя поверхность щупалец усажена в несколько рядов
присосками. При помощи присосок осьминог может захватывать и удерживать
добычу, а также прикрепляться к подводным предметам. Количество присосок
на одном щупальце может доходить до 220 штук. Кроме того, на присосках
расположены вкусовые и осязательные рецепторы.
У половозрелых самцов одно щупальце преобразуется в
совокупительный орган (гектокотиль), которым животное переносит половые
продукты в семяприемник самки.
Щупальца осьминогов подвержены наиболее частым нападениям врагов,
поскольку они постоянно двигаются вокруг
убежища хозяина и ощупывают предметы,
находящиеся поблизости. Поэтому природа
снабдила осьминогов свойством автотомии
— способностью отрывать куски своей
плоти в случае необходимости и опасности.
Присоски щупалец осьминога попавшей в
ловушку конечности резко и сильно
сокращаются, в результате чего происходит
разрыв щупальца. Оторванный кусок «руки»
осьминога извивается и плавает автономно,
отвлекая врага от своего бывшего хозяина.
109

5. Watch the video item Why do we harvest horseshoe crab blood twice and do
the tasks below. Before you watch it, explain the words in the box and provide
Russian equivalents,

to emerge, to spawn, cerulean, batches, juvenile, shallow waters,

amebocytes, bacterial endotoxins, Gram stains, LAL, medicine sample,
circulatory system, blood vessels, body cavity, tissues, vulnerability,
ocean and shoreline habitats, immune response, invincible, disruptions,
biomedical industry, fishing bait, ample evidence, to eliminate the reliance

a) Fill in the gaps

1. Waiting for them are teams of ______________ who capture the

horseshoe crabs by the hundreds of thousands, take them to labs, harvest their
cerulean blood, then ______________ them to the sea.
2. A female horseshoe crab lays as many as _____ batches of up to
________ eggs on her annual visit to the beach.
3. Horseshoe crab blood contains ______________ called amebocytes
that protect them from infection by ___________________________ _.
4. Endotoxins are molecules from the ______________ of certain
bacteria, including ______________. Large amounts of them are released when
bacterial cells die, and they can make us sick if they enter the ______________.
5. So scientists use an extract called LAL produced from harvested
horseshoe crab blood to test for endotoxins. They add ______________ to a
medicine sample, and if gels form, bacterial endotoxins ______________.

b) True or false

1. We capture horseshoe crabs on the beach because that's the only

place we know we can find them in. We don’t know where they live.
2. Horseshoe crabs reach sexual maturity in two years and never shed
their shells as they grow.
3. Amebocytes form gels around viruses, fungi, and bacteria to prevent
them from going outside.
4. All animals have protective immune systems.
5. Tests called Gram stains can recognize endotoxins.
 110

c) Answer the questions

1. What type of circulatory system do horseshoe crabs have? What

does it mean?
2. What happens when bacteria enters their blood?
3. Horseshoe crabs lived for millions of years and even survived in
meteorite catastrophe that killed dinosaurs. What can endanger them now?
4. What measures are taken to eliminate our reliance on the blood of
these ancient creatures?

Part 4
1. Describe, compare and contrast the pictures. Use the prompts below.

o All/These pictures/photos show/depict/present … (name the group)

o There are/is … (name each unit)
o (Tell what units have something in common)
o (Tell what units have differences)
o Thus/To sum up/Finally/So/That is why … (summarize the information or
make a conclusion)
Do you know any other insects not shown in the pictures? What is your attitude
to these creatures? Are you afraid of them or do you feel inquisitive about
them? What insects live at your home or yard?
111

2. Read and translate the text.

Facts about insects
National Geographic
 All insects belong to the phylum Arthropoda. But unlike other
arthropods – like lobsters, spiders, or millipedes – insects have three pairs of jointed
legs, segmented bodies, an exoskeleton, one pair of antennae, and (usually) one or
two pairs of wings.
 Insects live in nearly every habitat, and it’s estimated that there are
currently 10 quintillion (1018) insects on the globe. So far scientists who study bugs,
called entomologists, have named one million insect species but studies estimate that
four million are still uncategorized.
 The oldest insect fossil—a mandible (or jaw) found in Scotland—is
between 408 and 438 million years old. The oldest winged fossil dates back 330
million years ago, suggesting that insects were among the first animals to leave the
oceans for land during the Devonian period some 400 million years ago.
 Insects are vital to every ecosystem. They pollinate plants, decompose
plant and animal matter, and are themselves a source of food. Birds alone are
estimated to eat 400 to 500 million tons of insects per year.
3. Study the word-sets. Look at the pictures below, name the insects and their
body parts.
slug, spider, grasshopper, beetle, dragonfly, ant, cicada, fly,
ladybug, caterpillar, butterfly, bee, wasp, cockroach, mosquito, locust,
moth, worm, earwig, flee, scorpion, gnat
head, thorax, abdomen, legs, compound eyes, ocellus, feeler/antenna, stinger,
wings, forewing, hind wing, mandible, spiracle, elytron, pronotum
 112

4. You are going to watch two related video items. Watch the first one and share
your feelings with the group. Then watch the second one and discuss the issue
again. Did you change your mind after watching the second video? Why/Why
not?
113

Word list
abdomen cheetah flee
adder chimpanzee flippers
amebocytes cicada flukes
amfibians circulatory system fly
ample evidence clam forewing
anchovy claws fox
anemonefish cobra frog
animal cockroach gastropods
ant cod gazelle
antelope compound eyes gibbon
antenna coral gills
aquatic birds coronet gnat
baboon cow gorilla
backbone crab Gram stains
bacterial endotoxins crane granivorous birds
badger crayfish grasshopper
bass crocodile grizzly
batches crow grouse
beak crustations gudgeon
beaver cuckoo guinea pig
bee dinosaur gull
beetle disruptions habitat
belly dolphin haddock
biomedical industry dorsal fin hamster
birds of pray dragonfly hare
bison eagle hawk
blood vessels earwig head
blowhole echinoderms hedgehog
boa eel herbivores
body cavity elephant heron
bream elephantine herring
brown bear elk hind wing
buffalo elytron horn
butterfly endangered species hyena
canary falcon immune response
canine fallow deer insectivorous birds
caribou feeler invincible
carp feline jackal
caterpillar female jaguar
catfish fin jellyfish
cerulean finch juvenile
cervine fish kangaroo
chameleon fishing bait keel
 114
koala piranha sponges
ladybug plaice squid
LAL polar bear starfish
legs prawn starling
leopard pronotum stinger
limpet puma stork
lizard python sucker
lobster quail swallow
locust rabbit swan
mackerel rattlesnake swift
magpie reindeer swordfish
male repptiles tail
mamba rhesus taurine
mammals roach tentacle
mammoth robin thorax
mandible rodents thrush
mantle roe deer tissues
marsupial salmon to eliminate the
medicine sample sardine reliance
melon scales to emerge
mole scorpion to spawn
molluscs sea urchin toad
moose seal tortoise
mosquito serpentine trout
moth shallow waters turkey
mouse shark turtle
mullet shell urchins
mussel shoreline habitats ursine
nightingale shrimp ventral fin
ocellus simian vertebrate
octopus siphon viper
orangutan skylark viviparous
ostrich sloth vulnerability
owl slug vulture
oyster snail wading birds
panther snout walrus
parrot soft ray wasp
partridge sole whale
peacock sparrow wings
penguin spider wolf
perch spine woodpecker
pheasant spiny ray worms
pike spiracle
115

Lesson 4 Plant Kingdom

Part 1

1. Describe the pictures. Discuss the questions below in the group.

 What comes to your mind when you hear the word 'nature'?
 How does being in nature make you feel? Why?
 Do you have a garden? (If not, would you like to have one?)
 Do you think gardening is good to your health?
 Would you prefer to have a flower garden or a vegetable garden? Why?
2. Read the texts below. Choose the heading for each paragraph. There are 2
more headings which you don’t have to use. Fill in the gaps with the missing
words. Explain the meaning of words in bold.
a) The role of water in the garden e) Cats and Fish
b) The British Man's Retreat f) Little Men
c) British garden g) A mystery of modern science
d) Garden Activities h) Gardening makes the world better
 116

____________________________________
Lawns, look down, spend hours and hours, activity, nature, despise
The British love their gardens; and British men and women
_______________________________ every week trying to make their garden look
as perfect as possible, competing with one another to produce the flattest, greenest
_____________ in the neighborhood. Deep down, they __________ anyone who
has a better garden than them; and they ___________________ on anyone who
doesn't bother to look after their garden at all. Working in the garden provides the
British with hours of fun, work and ______________. The garden is the perfect place
to relax and contemplate life, and to be in touch with __________, or to have a cup
of tea on one of those rare English sunny days.
____________________________________
Bed, pond, growing, cats, typical, politely, authentic, throwing
So what can you find in a ____________ British garden? The average garden
has a lawn and a flower _________. Others may have vegetable patches, where the
British can pretend they are self-sufficient by __________ their own food. The fact
that the only thing they produce consists of a few potatoes and a bunch of tiny
tomatoes is ___________ ignored. Another typical addition to the garden is the
__________. These are small areas of water that are designed to look like
____________ rock pools, with running water, fish, and vegetation. They are very
popular with _______, who eat all the fish; and children, who enjoy ___________
the cat in the water.
____________________________________
Pointed hats, plastic, fantasy, decoration, world
One particularly popular item of __________ for the garden is the garden
gnome. Garden gnomes are strange creatures made of __________ or porcelain and
with pointed hats on their heads. For many people, the gnome is the perfect
adornment for a garden. But a gnome is much more than just decoration as the
British like to think of their garden as a little _______________, peopled by funny
looking men in _______________ where they are the gentle, loving giants.
____________________________________
Wooden, unusual, personality, sacred, gardening tools
One of the most __________ objects to be found in a garden is the shed. This
is a __________ place, particularly for British men. Sheds are little __________ or
117

plastic constructions filled with _________________, and any other junk that finds
its way there. The shed is a place where British men are truly at home. It's a refuge
from the harsh reality of the outside world, and a place where hobbies can be
pursued in peace. __________
Psychologists have been studying men and their sheds for centuries, but they
still remain a mystery to modern science. No one is really sure what goes on in those
sheds, but one look inside a British man's shed will tell you all about his
__________, his passions and his obsessions. So now you know what to do when
you want to discover the truth about a British man.
____________________________________
Picking, digging, cool off, entertainment, mowing
So what do the British do in their gardens? Most of the time is devoted to hard
gardening work. This may involve __________ the lawn, cutting roses, moving pots
from one part of the garden to another (for no apparent reason), __________ fruit,
__________ holes, laying paths, planting seeds, and watering things with the garden
hose.
Of course, not all gardening activities consist of hard work. The garden is also
a place for relaxation and _____________. The British love to organize barbecue
parties in their gardens, and have their meals on garden furniture whenever possible.
On particularly hot days they may even bring out the paddling pool, which is a
plastic pool filled with water where the British can _____________. their aching
feet. Other garden activities include sitting, drinking tea on a white plastic chair, and
killing insects.
3. Translate the given words into English. Use the text above to help you.
Russian English
проводить часы
презирать
соревноваться, конкурировать
обдумывать, раздумывать
самодостаточный
растительность
творения, существа
украшение
преследовать, гнаться за
навязчивая идея
 118

4. Study the word-box below.

Gardening verbs Words used to describe garden tools

Cover, fertilize, gather, hoe,
pick, plant, plow, rake,
shovel, sort, sow, spray, tie,
water, shift, clear, weed, dig,
burn, prune, trim, pull, pour,
harvest
bulb dibble, dibble, garden hoe, garden line,
hosepipe, hedge shears, hoe, lawn edger, lawn-
mower, lopping shears, mattock, rubber gloves,
pitch fork, rake, seeder, skeep\ sprinkle, shovel,
small hand cultivator, spade, spading fork, tree
pruner, weeder

5. Translate the given sentences into English using the active vocabulary from
the text above.
Британцы стараются ухаживать за своим садом как можно лучше. Они
часами трудятся в саду чтобы сделать свой газон самым ровным и зеленым
окрестности. Они даже соревнуются с соседями у кого более ухоженный сад.
Среднестатистический британский сад обязательно должен включать
газон и клумбу. Некоторые сады также включают небольшой участок где
британцы пытаются выращивать свои собственные овощи. Хотя, как правило,
весь урожай – это всего несколько картофелин и немного помидоров, но важно
совсем не это.
Многие британцы считают, что садовые гномы – это прекрасное
украшение для сада. Садовые гномы – это удивительные создания, сделанные
из пластика или фарфора, с остроносыми шляпами на голове.
Так зачем же британцам сады? Большинство свободного времени они
посвящают тяжелой физической работы в саду. Например, стригут газоны,
подрезают розы, собирают фрукты, сажают семена и поливают растения с
садового шланга.
Жители Великобритании любят собирать гостей в своем саду и проводить
пикники с барбикю. Они везде расставляют пластиковые стулья и стульчики,
пьют чай, разговаривают и наслаждаются природой. Естественно, ни один
британец не упустит возможности похвастаться своим прекрасным садом
перед гостями.
6. Fill in the table with the correct word. Use a dictionary to help you.
Noun Verb Adjective
competition competing
self-sufficient
vegetation vegetated
119

create
adornment adorned
contemplation contemplated
pursue

7. Choose the best option to fill in the sentences below.

1) I don’t understand the boys. They always _________ with each other and do their
best to win.
a) competing b) compete c) competition d) competed
2) I love all these Christmas _____________ for the house and the Christmas tree.
Every year I spend a fortune on it!
a) adornment b) adorns c) adorned d) adornments
3) The forest was wonderful: green ___________ covered its floor and the most
incredible odor of flowers was in the air.
a) vegetate b) vegetation c) vegetated d) vegetating
4) He is a very _____________ person. I’m sure, he can easily win this designer
competition.
a) creator b) create c) creative d) created
8. Translate the given sentences into English using active vocabulary.
1. Размышления о потерянной любви навевали на него уныние.
2. Выходя на новый рынок мы должны быть уверены, что являемся
конкурентоспособной организацией и что конкурирующие компании не
смогут переманить к себе наших клиентов.
3. Нам необходимо создать все условия для того, чтобы наш урожай рос и
процветал.
4. Том всегда знает, чего хочет и как этого достичь. Его уверенность и
самодостаточность раздражает очень многих.
5. Екатерина самодостаточная и целеустремленная девушка. Она явно
достигнет своей цели.
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Part 2

1. Study the table below. Translate the names of flowers and make sure you
know what they look like.
Aster, Alstroemeria (parrot flower), anemone (windflower), Begonia,
buttercup, cactus, calla (arum lily, deep-bodied crevalle), chamomile,
carnation, cornflower, crocus, chrysanthemum (golden daisy), daffodil
(narcissus), dahlia, daisy, eustoma (lisianthus), forget-me-not, foxglove,
freesia, gerbera (gerber daisy, African daisy), geranium, gladiolus, hyacinth,
iris, jasmine, lavender, lilac, lily, lily-of-the-valley, marigold, mimosa, orchid,
ox-eye daisy, pansy, peony, poppy, rhododendron, rose,
sunflower, thistle, tulip, violet; pot-flower, creeping plant

Then watch the teacher’s presentation and guess the flowers.

2. Translate the adjectives describing flowers.
abloom, abundant, attention-getting, breathtaking, boldly colored, captivating,
clustered, dazzling, exotic, eye-catching, fresh-cut, fragrant, gorgeous, in bloom,
long-lasting, one-of-a-kind, ravishing, ready-to-bloom, seasonal, silky, stunning,
sun-kissed, year-round
3. Study the words denoting parts of flowers. Look at the pictures below, name
the flowers and their parts. Describe the flowers using words from exercise 2
and color lexis from the topic of Fashion (Unit 2).
Root, rootstock, stem, stalk, leaves, bud, petals, (to) bloom, (to) flower,
blossom, florescence, sap, pollen, seeds, thorns
121

4. Discuss the following questions in the class.

 Do you often receive flowers? Do you like it?
 Do you often give flowers as a present? Do you consider flowers to be a good
present? How do you choose flowers for a person?
 Do men like to receive flowers?
 Is it romantic to be given flowers or you’d rather recieve another gift?
 Which is more romantic: to give flowers in person or to send them with a
card?
 Have you ever given flowers to express your emotions but not just on a
holiday?
 Do you believe that each flower conveys some meaning?
 122

5. Work in small groups of 2-3 people to perform the task.

Team 1 You have just met a girl and you really like her. You’d like to invite her for
a date. Choose what flowers you’d give her. Explain your choice and think
about the words which would precede your present.
Team 2 You are to greet your best friend on his\her birthday. Choose what flowers
you’d give him\her. Explain your choice and think about the words which
would precede your present.
Team 3 You are to congratulate your college (whom you dislike and despise) on
his\her promotion. Choose what flowers you’d give him\her. Explain your
choice and think about the words which would precede your present.
Team 4 You are to congratulate your best friends on their wedding. Choose what
flowers you’d give them. Explain your choice and think about the words
which would precede your present.
Team 5 You are to greet your mother-in-law on her anniversary. Choose what
flowers you’d give her. Explain your choice and think about the words
which would precede your present.
6. Read the text below and explain the meaning of the words in bold.
The saying goes, 'say it with flowers!' And indeed, people have been saying it
with flowers since time immemorial, using the special meanings of flowers to
express all kinds of emotions. Whether to woo somebody special on Valentine's Day,
display affection on Father's Day or Mother's Day, or to express a 'get well soon'
message for somebody ill, flowers have been used to say it all. In fact, the symbolic
meaning of flowers has given birth to a language of its own, known as floriography.
Apart from each of the names of flowers being imbued with symbolism such
as romance or sympathy or affection, all flowers express specific phrases as well.
As a matter of fact, the Victorians were the ones who used flower symbolism most
profusely to communicate subtly what they wanted to say, but could not speak aloud
since decorum would not allow it. With flowers, and their symbolic meanings, they
could verbalize communication without saying anything or evince a feeling. Thus,
the Victorians would often make a bouquet that they could use as an expression of
an unvoiced message to the person receiving it, using various kinds of symbolism
like the number, the arrangement, the color, and of course the type of flower.
Find as much information about floriography as possible and share with the
group.
123

7. Watch the video item about Carnivorous plants twice and do the tasks below.
a) Put the names of carnivorous plants in the order they are mentioned in
the video item. Provide Russian equivalents.
Venus fly trap, corkscrew plant, butterwort plant, pitcher plant,
bladderwort, sundew plant
Carnivorous Plant Translation

b) Match the words and word-combinations in the right column to their

equivalents in the left column.

1. to fall prey to smth/smb a. удушающая хватка

2. to hold a benefit for smb b. давать к-л преимущество
3. crucial nutrients c. мериться силами, противостоять, встретиться
лицом к лицу, вступить в схватку с к-л/ч-л
4. to lure, trap, and digest prey d. приземляться, совершать посадку
5. bog (n) e. имеющий дурную репутацию, печально
известный, пресловутый, скверный
6. to reign supreme f. невредимый
7. to grow sluggish g. решить ч-л судьбу
8. to face off with smth/smb h. жизненно необходимые питательные вещества
9. adhesive, viscous, goo (adj) i. развертываться, распускаться, раскрываться
10. suffocating grip j. стать добычей к-л/ч-л
11. to unfurl k. липкий, клейкий, вязкий
12. to snare l. захлопываться, защелкиваться, закрываться
резко и накрепко
13. murky depths m. завлекать, опутывать, обманывать
14. to tread on smth n. быть околдованным, одурманенным
15. to be bewitched o. темные глубины
16. infamous (adj) p. болото
17. to snap shut q. наступать на ч-л
18. to seal one’s fate r. тяжелеть, терять подвижность
19. to alight on smth s. заманить, схватить и переварить добычу
20. unscathed (adj) t. править бал, господствовать, безраздельно
властвовать, не иметь себе равных
 124

c) Translate the sentences using vocabulary from the previous exercise.

1. Способность заманить, схватить и переварить добычу дает

плотоядным растениям преимущество – так они получают жизненно
необходимые питательные вещества.
2. На болоте балом правит саррацения. Насекомые, одурманенные яркими
цветами и привлекательным ароматом, становятся ее добычей – пьют
нектар, тяжелеют и падают в
воронку с вязкой жидкостью.
3. Когда насекомое садится на
лепестки Венериной мухоловки,
они захлопываются, и их
удушающая хватка решает
судьбу насекомого. Как только
насекомое переварено, лепестки
снова раскрываются, чтобы
завлечь следующую жертву.

Part 3

1. Study the table below. Translate the names of the trees and make sure you
know what they look like.

Ash, beech, birch, conifer, cedar, cypress, fir, larch, maple, oak, pine, spruce,
sycamore, sycamore maple, bird cherry tree, chokecherry Shubert, linden,
(weeping) willow, yew, cottonwood, poplar, chestnut tree, dragon tree,
eucalyptus tree, baobab, redwood (sequoia), rowan tree, elm, ; fruit tree/sweet
woods, (apple/cherry/peach) tree/orchard; grove, holt, coppise/copse

Then watch the teacher’s presentation and guess the trees.

2. Translate the adjectives describing trees.
Branchy, motely, variegated, particoloured, dried out, shrunk, sphacilated,
mighty, overtop, towering, rising, shady, umbrageous, dense, thick, bushy,
abloom, abundant, breathtaking, clustered, exotic, eye-catching, fragrant,
gorgeous, in bloom, one-of-a-kind, ravishing, stunning
125

3. Study the words denoting parts of trees and fill in the gaps in the picture
below.
Root, rootstock, trunk, bark, birch bark, branch, scaffold branch,
leaves, acerose leaf\needle, leafage, crown, fruitage, hollow

4. Look at the pictures, name the trees and their parts. Describe the trees using
words from exercise 2.
 126

4. Discuss the following questions in the class.

 Have you ever planted a tree? If not, would you like to try?
 Many cultures have a tradition of planting trees connected with family events,
(birth, death, wedding). Why do you think do? What can it symbolize?
 Why is forest believed to be ‘the lungs of the planet’? What role does it play
in the ecosystem of Earth?
 What is deforestation? Why is it common nowadays? What are actual and
possible consequences?
 What do you think about hybridization or crossbreeding of trees and bushes
for the purpose of getting beautiful ornamental plants?
127

5. Translate the sentences into English.

1. Ясень, бук, береза, дуб, клен, ясень и ива – знакомые нам с детства
деревья. Все они – лиственные. Есть также хвойные деревья, вместо листвы у
них хвойные иглы. Например, сосна, ель, пихта. Хвойные деревья зеленые
круглый год, так что даже зимой они привлекают наше внимание, радуют наш
глаз и имеют прекрасный аромат.
2. Моя подруга Елена все свободное время проводит в своем саду.
Она часами сажает или сеет цветы, затем тщательно полет свой участок, потом
пересаживает цветы с одного конца сада к другому, а осенью убирает граблями
листья, выкапывает корневища цветов, собирает (как правило
незначительный) урожай овощей и вскапывает свой участочек.
3. Мне всегда нравилась ботаника. Мне интересно изучать строение
цветов и деревьев. Различные статьи о бутонах, листьях, пыльце, семенах,
лечебных соках растений и удобрениях всегда привлекали мое внимание. И
полученные мной знания пригодились мне на практике для ухода за моими
комнатными растеньицами дома и бабушкиными вьющимися цветами в саду.
6. Watch the video item about ways plants defend themselves twice perform the
tasks.
a) Explain the meaning of the words in the box.

aphid, to repel, repellent, lignin, waxy cuticle, to deter, thorns, spines, prickles,
trichomes, nettle, raphides, early warning system, appealing, charge,
tailor-made, airborne, parasitic wasps, quarantine

b) Answer the questions.

o Why do plants need defense mechanisms? Who are plants’ potential enemies?
o What plants produce microscopic needle-shaped crystals? What purpose do
they serve?
o How does mimosa defense strategy work?
o How do plants use the idea of quarantine?
o How does cotton plant straggle with caterpillars?
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Part 4

1. Watch the video item introducing the topic of fungi. Then read and translate
the text. Explain the meaning of the words in bold.

The secret life of fungi

"Fungi is a whole another kingdom equal if not greater in diversity than
both the plants and animals." © Dr Oliver Ellingham
They're all around us, in the soil, our bodies and the air, but are often too small
to be seen with the naked eye. They provide medicines and food but also wreak
havoc by causing plant and animal diseases.

According to the first big assessment of

the state of the world's fungi, the fungal
kingdom is vital to life on Earth. Yet, more than
90% of the estimated 3.8 million fungi in the
world are currently unknown to science. DNA
studies show that there are thousands of
different fungi in a single sample of soil, many
of which are unknown and hidden – so-called
"dark taxa".
Many people are familiar with edible
mushrooms or the mould behind penicillin.
But fungi have a range of vital roles, from
helping plants draw water and nutrients from
the soil to medicines that can lower blood
cholesterol or enable organ transplants.
"It's such an interesting set of organisms
and we really know so little about them," says
129

Prof Kathy Willis, director of science at the Royal Botanic Gardens, Kew. "They're
really weird organisms with the most bizarre life cycle. And yet when you
understand their role in the Earth's ecosystem, you realise that they underpin life on
Earth." Fungi play a key role in the cycle of nutrients in the environment. They are
one of the main decomposers of dead organic matter. Without them, the leaves,
dead trees, and other organic matter that build up in the forests wouldn't have their
nutrients available for other plants to use. For example, nitrogen is a key component
that is released when fungi decompose organic matter.
Fungi also hold promise for
breaking down plastics and generating
new types of biofuels. But they have a
darker side: devastating trees, crops
and other plants across the world, and
wiping out animals such as
amphibians. Dr Ester Gaya, who leads
a research project at Kew exploring the
diversity and evolution of the world's
fungi, says fungi are a bit like
Dr Jekyll and Mr Hyde. "They can be good and also bad at the same time," she
says. "The same fungus, it can be seen as a detrimental thing – it can be bad – but
also can have a lot of potential and have a lot of solutions."
Fascinating facts about fungi
 Fungi are in a kingdom of their own but are closer to animals than
plants. They have chemicals in their cell walls shared with lobsters and crabs –
chitin, a polymer that is similar in structure to glucose from which it is derived.
 A fungus has been discovered capable of breaking down plastics in
weeks rather than years. At the same time plastic car parts, synthetic rubber and lego
are made using itaconic acid derived from a fungus. Also products made from fungi
can be used as replacements for
polystyrene foam, leather and
building materials.
 A Fungus Is the Largest
Living Organism on the Planet. A
fungus known as the honey
mushroom is the largest living
organism on the planet. It is believed
to be about 2400 years old and covers
over 2000 acres (3.8 km).
 130

Interestingly enough, it kills trees as it

spreads. Depending on the conditions, many
fungi, like mushrooms, can be dormant for
extended periods of time. Some can sit
dormant for years and even decades and still
have the ability to grow under the right
conditions.
 216 species of fungi are thought
to be hallucinogenic. Some fungi are toxic. Some are so toxic that they can cause
instant death in animals and humans. Deadly fungi often contain a substance known
as amatoxins. Amatoxins typically are very good at inhibiting RNA polymerase II
– a necessary enzyme involved in the production of a type of RNA called messenger
RNA (mRNA). Messenger RNA plays an important role in DNA transcription and
protein synthesis. Without RNA polymerase II, cell metabolism will stop and cell
lysis occurs.
 Only 56 types of fungi have been evaluated for the IUCN Red List,
compared with more than 25,000 plants and 68,000 animals.
Fungi in medicine
Fungi Can Cure Disease. Many may
be familiar with the antibiotic known as
penicillin. Did you know that it was
produced from a mould that is a fungus?
Around 1929, a doctor in London, England
wrote a paper on what he called 'penicillin'
which he had derived from the Penicillium
notatum mold. It had the ability to kill bacteria. His discovery and research started a
chain of events that would lead to the development of many antibiotics that would
save countless lives. Similarly, the antibiotic cyclosporine is a key
immunosuppressant and is used in organ transplants.
Fungi Can Also Cause Disease. For example, while many associate ringworm
with being caused by a worm, it is caused by a fungus. It gets its name from the
circular shape of the rash produced. Athlete's foot is another example. Many other
diseases such as eye infections, valley fever, and Histoplasmosis are caused by
Fungi.
2. Watch the video item Fungal Morphology and answer the questions.
o What is the difference between the terms ‘mushroom’ and ‘fungi’?
o What do we call the study of fungi and scientists who study the area?
131

o Name the parts of fungi they consists of. What is mycelium?

o What is mycorrhizae and what is called a parasitic relationship? What’s
the difference?
o What do we call fungi that decay dead organic matter such as leaf litter or
rotting wood?

3. In the video item from the previous exercise were mentioned a number of
mushrooms. Provide Russian equivalents to their names and English
equivalents to the rest in the list below.
honey mushroom
Caesar’s mushroom
death angel
porcini mushroom
reishi mushroom
puffballs
мухомор
подосиновик
подберезовик
шампиньон
вешенка
лисички
сыроежки
маслята
боровик

Make sure you know what these mushrooms look like. Watch the teacher’s
presentation and guess the mushroom.
4. Read and translate the text.
Тихая охота
Только тот, кто хоть однажды ходил на «тихую охоту», знает, насколько
это увлекательное и приятное дело – настоящий охотничий азарт, восторг от
каждого найденного крепкого белого гриба или подберезовика, приятная
усталость, и ни с чем несравнимое удовольствие от прогулки по осеннему
лесу, раскрашенному самыми чудесными красками и источающему самые
невообразимые запахи. Однако, и здесь есть своя «ложка дегтя»: ложные и
ядовитые грибы. Чтобы удовольствие от тихой охоты не омрачилось после
 132

трапезы, нужно научиться хорошо

разбираться в съедобных и ядовитых
грибах.
В мире грибы делятся на две
категории: съедобные и ядовитые
грибы. В России и странах СНГ есть
еще одна категория – это условно-
съедобные грибы.
Съедобные грибы не содержат в
себе ядов и токсинов и при употреблении не создают никаких проблем со
здоровьем.
К условно-съедобным грибам относятся грибы, которые не содержат
ядов, но они ужасны на вкус и не пригодны к употреблению, например,
некоторые трутовики, или желчный гриб. Также к этой категории относятся
грибы, которые токсичны в необработанном виде.
Ядовитые грибы – это те, которые при попадании в организм, причиняют
серьезный вред здоровью вплоть до летального исхода. Существуют
отдельные виды грибов, содержащие в себе токсины, которые не убивают
сразу, а имеют накопительный эффект и, накапливаясь в органах, постепенно
разрушают организм. Например, свинушка тонкая – гриб содержит токсин,
который не разрушается при термической обработке, и со временем взывает
разрушение клеток эритроцитов, почечную недостаточность и другие
серьезные заболевания.
Очень часто яды, содержащиеся в грибах, действуют не сразу, а в течении
3-6 дней, что может создать проблемы
при выяснении причин отравления в
больнице, и усложнить врачам
постановку диагноза и назначения
лечения. Не от всех ядовитых грибов
есть противоядие и врачи не всегда
могут помочь, употребление таких
грибов чаще всего заканчивается
летальным исходом.
Как отличить ядовитый гриб от не ядовитого
В интернете есть множество статей, дающих советы по тому, как
отличить съедобный гриб от несъедобного, но только на них опираться нельзя.
При себе всегда нужно иметь справочник и уметь им пользоваться. Не стоит
доверять окружающим и знакомым грибникам, так как даже опытные
грибники не являются профессиональными микологами и могут ошибаться,
доверяйте только себе! Если вы не уверены и есть хоть малейшее сомнение в
съедобности гриба, не берите его в свою корзину!
133

Тем не менее, ядовитым грибам часто присущи некоторые отличительные

признаки. Такие же признаки могут быть и у съедобных грибов, поэтому их
присутствие должно сразу насторожить грибника. Вот на что нужно обращать
внимание при идентификации гриба:
 Бородавки или чешуйки на шляпке гриба. Встречаются и на
съедобных грибах, но чаще присутствуют на ядовитых;
 Форма шляпки. Большинство съедобных грибов имеют выпуклые
шляпки, а некоторые съедобные грибы, такие как лисички, имеют вогнутые,
волнистые или даже трубчатые шляпки. Ядовитые виды, чаще имеют
сплющенные шляпки, но могут также быть и выпуклыми и искаженных форм.
 Наличие вольвы (или покрывальца). Многие ядовитые грибы в
основании ножки имеют вольву и произрастают из нее, например, мухоморы,
но она может находиться под землей.
 Цвет спор. Ядовитые грибы можно определить по цвету спор.
Достаточно положить шляпку на лист белой бумаги и через пару часов на нем
«отпечатаются» споры гриба. По цвету этих спор и справочнику можно более
точно идентифицировать гриб, так как эти данные всегда указаны в
справочнике определителе.
 Нижняя
сторона шляпки. Съедобные
пластинчатые грибы часто
имеют пластины под
шляпкой, которые прочно с
ней связаны и при удалении
ножки они не отрываются от
шляпки. У ядовитых грибов
часто происходит наоборот.
 Цвет среза.
Очень часто у съедобных
грибов на срезе меняется
цвет, в зависимости от возраста гриба. У ядовитых грибов наоборот, срез
практически всегда остается того же цвета, независимо от возраста.
 Характерный запах. Некоторые грибы можно идентифицировать
по запаху, присущему только этому виду. Например, ядовитый желтокожий
шампиньон имеет запах миндаля, а съедобный гриб чесночник имеет запах
чеснока. Приятный или не приятный грибной запах не является показателем
съедобности.
 Время года и тип местности. Большинство грибов растут только
в определенное время года. Например, строчки растут только весной, при этом
ядовитый строчок обыкновенный растет в основном в хвойных горелых лесах
и песчаных почвах, а съедобный строчок гигантский в лиственных. При этом
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строчок осенний, встречается осенью, и является ядовитым грибом. По этой

причине любой строчок, встреченный осенью в лесу, нужно считать опасным.
Помните, что все эти признаки могут быть присущи как съедобным, так
и ядовитым грибам, и их наличие свидетельствует только о том, что к
идентификации гриба следует отнестись более внимательно!
5. Watch the video item Cordyceps parasitic fungi and discuss it in the group.
Then read and translate the text.
 What exactly is going on in the video? How did you understand it?
 Can we find examples of such behavior/way of life beneath humans?
 Scientists often borrow the ideas from nature. How can such mechanism/
process be used for the good?
Fungal Terminators: Bicontrol
What is Biocontrol?
We cannot survive without the plants that feed and clothe us. Crops planted
closely together in fields allow the rapid spread of diseases and harmful insects.
Pesticides keep these organisms from destroying our crops. Chemical pesticides are
most often used for controlling pests, but biological control (biocontrol) is less
expensive and does not put any man-made chemicals into ecosystems. Biocontrol is
the use of one living organism to kill or control another. Biocontrol artificially
creates a disease epidemic that spreads rapidly but targets only harmful organisms.
For example, an effective biocontrol of a plant disease would quickly kill the
disease-causing organism without harming the plant. The biocontrol organism
would die off when its target was eliminated.
Using Fungus as Biocontrol
The species used for biocontrol are often parasites. Fungi that parasitize insects
are a valuable weapon for biocontrol. Usually, the spores of a parasitic fungus are
sprayed on the pest insects. The fungal attack takes place in three stages: entry into
the host, growth, and spore production by the mature fungus. The picture on this
page shows the spore producing structure of Cordyceps australis sprouting from the
corpse of its host, an ant. In 1834, the Italian scientist Bassi found that an
entomogenous fungus was killing valuable populations of silkworms. Now, years
later, spores of this same fungus are being used as a mycoinsecticide to control
Colorado potato beetles. The spores of at least a half-dozen other fungi are being
used to control spittlebugs, leaf hoppers, citrus rust mites and other insect pests.
Fungi are also used as biocontrols for other species of fungi which cause root
diseases and plant rusts. The mycoherbicide Devine® contains the spores of a fungus
that controls weeds. Many more species of fungi are waiting to be discovered and
tested for their use in biocontrol.
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Word list
abloom chestnut tree foxglove
abundant chokecherry Shubert fragrant
acerose leaf chrysanthemum freesia
adhesive clear fresh-cut
adornment clustered fruit tree
african daisy conifer fruitage
airborne contemplate garden hoe
alstroemeria contemplation garden hose
anemone coppise garden line
aphid copse gather
appealing corkscrew plant geranium
ash cornflower gerbera
aster cottonwood gladiolus
attention-getting cover golden daisy
baobab creeping plant goo (adj)
bark crocus gorgeous
beech crown grove
begonia crucial nutrients harvest
birch cypress hedge shears
birch bark daffodil hoe
bird cherry tree dahlia hollow
bladderwort daisy holt
blossom dazzling honey mushroom
bog (n) death angel hosepipe
boldly colored decorum hyacinth
branch dense imbue
branchy despise immemorial
breathtaking dibble impending danger
browsing animal dig in bloom
bud dragon tree infamous (adj)
bulb dibble dried out iris
burn early warning system jasmine
bushy elm larch
buttercup eucalyptus tree lavender
butterwort plant eustoma lawn
cactus evince lawn edger
Caesar’s mushroom exotic lawn-mower
calla eye-catching leafage
captivating fan-trained trees leaves
carnation fertilize lignin
cedar fir lilac
chamomile florescence lily
charge forget-me-not lily-of-the-valley
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linden pull stalk
long-lasting pursue stem
lopping shears quarantine stump
maple rake stunning
marigold raphides subtly
mattock ravishing suffocating grip
mighty ravishing, stunning sundew plant
mimosa ready-to-bloom sunflower
motely redwood sun-kissed
murky depths refuge sweet woods
narcissus reishi mushroom sycamore
needle repellent sycamore maple
nettle rhododendron tailor-made
oak rising thick
one-of-a-kind root thistle
orchard rootstock thorns
orchid rose tie
overtop rowan tree towering
ox-eye daisy rubber gloves tree pruner
pansy sap trichomes
parasitic wasps scaffold branch trim
parrot flower seasonal trunk
particoloured seeder tulip
peony seeds umbrageous
petals self-sufficient unscathed (adj)
pick sequoia unvoiced message
pine shady variegated
pitch fork shed vegetable patches
pitcher plant shift vegetation
plant shovel Venus fly trap
plow shrunk verbalize
pollen silky violet
pollinated skeep viscous
pollinator small hand cultivator water
poplar sort waxy cuticle
poppy sow weed
porcelain spade weeder
porcini mushroom spading fork weeder
pot-flower sphacilated willow
pour spines windflower
prickles spray woo
prune sprinkle year-round
puffballs spruce yew
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Visual Section 4
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ЗАКЛЮЧЕНИЕ
Учебное пособие разработано в соответствии с требованиями
государственного образовательного стандарта высшего профессионального
образования по направлению подготовки 45.03.02 Лингвистика и
федерального государственного образовательного стандарта высшего
образования по специальности 45.05.01 Перевод и переводоведение. Пособие
отвечает требованиям рабочих программ, разработанных на кафедре теории и
практики перевода факультета иностранных языков ГОУ ВПО «ДОННУ», и
может быть использовано как для аудиторной, так и для самостоятельной и
индивидуальной работы студентов.
Пособие выполняет важную роль в практической подготовке студентов,
так как формирует прагматическую и развивает социокультурную
компетенции, что является неотъемлемой частью подготовки лингвиста.
Целью этого пособия является обеспечение студентов материалом,
содержащим аутентичные тексты, наполненные активной лексикой по
изучаемым темам, задания для работы с аудио и видео материалами, а также
обеспечение практическими заданиями для отработки материала во время
занятий и самостоятельного закрепления изученного.
Задачей учебного пособия является овладение студентами
лингвистической компетенции в мере, которая необходима для коммуникации
в рамках программы 2 курса.
Пособие включает в себя задания для тренировки навыков говорения,
письма и аудирования студентов второго курса, изучающих английский язык
как первый и второй иностранный. Планируя работу с пособием, каждый
преподаватель сможет выбрать те упражнения и задания, которые оптимально
соответствуют его целям, времени и уровню подготовки студентов.
Учебное пособие «Reach for the Earth: Part II» рекомендовано к изданию в
качестве учебного пособия по дисциплинам «Практика устной и письменной
речи первого иностранного языка», «Практика устной и письменной речи
второго иностранного языка», «Практический курс первого иностранного
языка», «Практический курс второго иностранного языка» для студентов
бакалавриата и специалитета по указанным направлениям подготовки и
специальностям.
147

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