Environmental Challenges
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МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РФ ФЕДЕРАЛЬНОЕ ГОСУДАРСТВЕННОЕ БЮДЖЕТНОЕ ОБРАЗОВАТЕЛЬНОЕ УЧРЕЖДЕНИЕ ВЫСШЕГО ОБРАЗОВАНИЯ «ВОРОНЕЖСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ»
С.Н. Черникова
ENVIRONMENTAL CHALLENGES
Учебно-методическое пособие
Воронеж Издательский дом ВГУ 2018
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Утверждено решением научно-методического совета факультета романогерманской филологии 13 февраля 2018 г., протокол № 6
Рецензент – кандидат филологических наук, доцент кафедры общегуманитарных дисциплин и иностранных языков Воронежского института (филиала) автономной некоммерческой организации высшего образования Московского гуманитарно-экономического университета И.Н. Никитина
Учебно-методическое пособие подготовлено на кафедре английского языка естественно-научных факультетов факультета романо-германской филологии Воронежского государственного университета.
Рекомендовано для студентов второго курса дневной формы обучения факультета географии, геоэкологии и туризма.
Для специальности 05.03.06 – Экология и природопользование 2
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ПОЯСНИТЕЛЬНАЯ ЗАПИСКА Целью пособия Environmental Challenges является развитие у студентов продуктивных и рецептивных видов речевой деятельности: говорения, чтения и аудирования в рамках профессиональной сферы общения. Тренируются различные стратегии чтения (просмотровое, поисковое,
детальное),
развиваются
навыки
диалогической
и
монологической речи. В качестве сопутствующей задачи предполагается развитие умений группового и парного взаимодействия. Пособие рассчитано на 54 часа аудиторной и 58 часов самостоятельной работы. Пособие состоит из 8 разделов (Units), охватывающих основную тематику общения в профессиональной сфере.
В данном пособии
рассматриваются основные проблемы, связанные с влиянием человека на окружающую среду. Раздел (Unit) содержит предтекстовые упражнения; аутентичные письменные тексты и тексты для аудирования; послетекстовые упражнения, направленные на проверку понимания; блок упражнений на обсуждение информации, полученной из текстов; а также упражнения, направленные на формирование и развитие навыков письменной речи.
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CONTENT UNIT I ANTHROPOGENIC ENVIRONMENTAL DAMAGE UNIT II
POLLUTION: A LIFE AND DEATH ISSUE
UNIT III
5 14 22
ENDANGERED SPECIES
UNIT IV THE NUCLEAR ENERGY CHALLENGE
32
UNIT V
38
DEFORESTATION
UNIT VI
WASTE MANAGEMENT. RECYCLING
49
UNIT VII NATIONAL PARKS AND RESERVES
57
UNIT VIII
63
SUSTAINABILITY
APPENDIX 1
73
APPENDIX 2
75
APPENDIX 3
75
APPENDIX 4
76
AUDIOSCRIPTS
77
ИСПОЛЬЗОВАННАЯ ЛИТЕРАТУРА
83
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UNIT I ANTHROPOGENIC ENVIRONMENTAL DAMAGE
Lead – in 1a Do this quiz to find out how environmentally friendly you are. HOW GREEN ARE YOU? 1. While you are actually brushing your teeth, you a) leave the tap running. b) turn off the tap and turn it back on to rinse your mouth. c) only use a glass of water. 2. When you leave the room, you a) turn off the light. b) leave the stereo on but turn off the light. c) leave everything on. 3. What do you do with empty bottles? a) Take them to the recycling bin. b) Return them to the market. c) Throw them in the rubbish bin. 4. What are CFCs? a) Aerosols. b) Dangerous gases that deplete the ozone layer. c) A rock group. 5. When you buy eggs, the boxes are a) polystyrene foam or clear plastic. b) cardboard. c) either ‘a’ or ‘b’, but you return them to the shops. 6. When you buy something at the supermarket, you 5
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a) take a plastic carrier bag. b) reuse an old plastic carrier bag. c) use your own bag. 7. When you eat a chocolate bar in class, you a) drop the wrapper under your desk. b) put the wrapper in the litter bin. c) save the wrapper for recycling. 8. Which products do you keep in your bathroom? a) Biodegradable shampoo and cosmetics. b) Aerosols. c) Any kind of products from the supermarket. 9. In university, you use a) refillable pens. b) throwaway plastic pens. c) refillable pens and solar-powered calculators. 10. If you were asked to contribute money to a Save the Environment project, you would a) refuse to give. b) give generously. c) give a small amount. 11. Which of the following do you use? a) Only recycled materials. b) Recycled materials if someone gives them to you. c) The cheapest ones. 12. Tropical forests should be a) cut down so that we can profit from natural resources. b) protected because they are beautiful. c) protected because they produce oxygen. 6
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1b Now learn about your green profile by adding up your score. Answer quiz 1
2
3
4
5
6
7
8
9
10
11
12
a)
0
3
3
2
0
0
0
3
3
0
0
0
b)
2
2
2
3
2
2
2
0
0
3
2
2
c)
3
0
0
0
3
3
3
2
2
2
3
3
31-36 You are not only green but also forest green. Keep up the good work! 26-30 Your heart is green but your actions aren’t always as efficient as they need to be to save the planet. 20-25 You are pale green. There is some room for improvement. Change your habits and you will soon be green. 0-20
You must be allergic to the colour green. Thank, to you, maybe there
won’t be any green in the future. Wise up. 1c
Work in pairs and consult your friend about what you can do to be
greener.
Reading 2a Read the first paragraph of the text below. Predict what the rest of the text will be about, using the choices below. You can underline more than one answer. 1.
Mankind’s disruptive influence on the environment;
2.
Primitive people changed the face of the earth;
3.
The threat of extinction affected many animal and plant species in the Cretaceous period;
4.
In the 20th century the European explorers killed all the buffalo in North America;
5.
Modern man has damaged soil by intensive farming methods;
6.
The destruction of forests caused environmental damage;
7.
The problems of urban expansion are the problems of the 20th century; 7
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8.
The ancient Romans were pioneers of public health;
9.
The world now is an isolated community.
2b Read the text up to the end to check if you were right. ENVIRONMENTAL DAMAGE THROUGH THE HISTORY (1) The world has reached a crisis point. Our modern lifestyle is destroying the fragile environment. Modern men tend to imagine that ancient people were “environmentally friendly” and lived in harmony with nature. Some people (such as the American Indians) did indeed respect and protect their environment. But there are many historical examples of ancient people who destroyed the land they inhabited. In doing this, some of them destroyed their own livelihoods. (2) Many communities today burn down trees to clear land for growing crops. Some of the earliest human communities also burned large areas of woodland for this purpose. Human societies evolved from small groups of hunter-gatherers to larger societies based around agriculture and domestic animals. According to many anthropologists, this was the beginning of “civilization”. But it was also the beginning of mankind’s disruptive influence on the environment. (3) Until that time, most of the earth’s land surface was covered in thick forests. Large forests fires, probably started deliberately by humans, created a new type of landscape in many parts of the world – the savannah or scrubland. The world’s population then was only five or ten million. But these people literally changed the face of the earth. Several centuries later, the inhabitants of Easter Island in the Pacific Ocean cut down all their trees in order to erect huge religious statues. The islanders apparently forgot that the trees were their major source of food, fuel and shelter. Within a few years, the rich and sophisticated society on Easter Island was reduced to destitution and starvation. (4) The threat of extinction affects many animal and plant species in the world today. Thousands of years ago, elephants walked freely over much of the 8
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earth. Elephant hunting by humans, mainly for the ivory trade, eliminated the elephant population from the Middle East and North Africa several centuries ago. The great explorer Marco Polo discovered a lucrative market for ivory in China because the Chinese had already killed all their own elephants. The European explorers who settled in the Americas spent several centuries trying to eradicate the native American Indian population. In the 19th century, they deliberately set out to kill all the buffalo in North America, because the Indians ate buffalo meat and used the hide of the buffalo for making clothes and shelters. Today the buffalo remains an endangered species. (5) Modern man has damaged soil by intensive farming methods. One problem is salinization from excessive irrigation. But salinization is not entirely a problem of modern, high-technology agriculture. Our ancestors probably discovered irrigation about 5,500 years ago. The ancient Mesopotamians, who lived about 4,500 years ago, were enthusiastic farmers. They built extensive irrigation channels in river valleys to try to increase their crop yields. Unfortunately, this led to water logging and salinization of the soil. The yield of the staple crop, barley, fell dramatically and a prolonged famine occurred. The people who survived the famine had to change their staple crop from barley to wheat, which tolerated the salty soil better. The problem of soil erosion has occurred ever since man began to destroy forests. There is geological evidence that a rapid increase in the rate of soil erosion occurred about 4,000 years ago in the northern Europeans countries, particularly Britain, France and Germany. There was also an increase in silt deposits in rivers. The time of this change corresponds to the introduction of agriculture to Europe. The destruction of forests, together with ancient man’s agricultural methods, almost certainly caused this environmental damage. (6) The problem of urban expansion, industrial pollution and waste disposal are largely the problems of an overpopulated world in the 20 th century. 9
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But ever since humans first tried to live together in towns, there have been problems providing food, fuel, water and sanitation for urban communities. The great city of Ur (the biblical home of Abraham) was partially destroyed by floods after the inhabitants removed the trees around the headwaters of the river Euphrates to use as fuel for their fires. With very few exceptions, urban communities used rivers and lakes as lavatories and garbage dumps. The ancient Romans, who understood the connection between sewage and disease, built their famous aqueducts to take the waste out of the city center. But the aqueducts simply transported raw sewage to the countryside and dumped it there! The ancient Romans were pioneers of public health but they were very short-sighted about the health of the environment. (7) There were two important differences between ancient civilizations and the world today. We no longer live in isolated communities many hundreds of miles from our neighbors. The world now is a global village. World population is reaching critical levels. During the past 200 years, humankind has invented powerful technology that multiplies each individual’s destructive impact on the environment. Population growth and modern technology mean that we cannot afford to repeat the mistakes of our ancestors. The environmental crisis we are facing today will not just destroy a tiny corner of the earth. If we do not take action soon, it may cause irreversible damage to the entire planet. 2c Say whether the following statements are true or false. 1.
Human societies evolved from large groups of hunter-gatherers to societies based around agriculture and domestic animals.
2.
The world’s population then was only 5 or 10 million.
3.
The great explorer Marco Polo discovered a lucrative market for ivory in China and India.
4.
One problem is salinization from intensive farming methods.
5.
The ancient Mesopotamians were enthusiastic farmers. 10
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6.
They built extensive irrigation channels in rivers to try to increase their crop yields.
7.
The problems of urban expansion are largely the problems of the 21 st century.
8.
The ancient Greeks built their famous aqueducts to take the waste out of the city centre.
9.
During the 200 hundred years humankind has invented powerful technology that multiplies each individual’s destructive impact on the environment.
2d Answer the questions. 1.
What is our modern lifestyle destroying now?
2.
Who protected and respected the environment?
3.
Why do many human communities burn down trees?
4.
How did human societies evolve?
5.
What time was the beginning of the civilization?
6.
What created a new type of landscape?
7.
What effects many animals and plant species in the world today?
8.
Who discovered a lucrative for ivory in China?
9.
How much time did the European explorers spend in America trying to eradicate the Native Indian population?
10. Who damaged the soil by intensive farming methods? 11. What led to water logging and salinization of the soil? 12. When did a rapid increase in the rate of soil erosion occur? 13. What events caused environmental damage? 14. What problems are largely the problems of an overpopulated world in the 20th century? 15. How did urban communities use rivers and lakes? 16. What people were the pioneers of public health? 17. What are the differences between ancient civilizations and the world today? 11
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18. Why can’t we afford to repeat the mistakes of our ancestors?
Vocabulary Practice 3a Find the words in the text which mean the following. a
a person that lives in a particular place regularly
b
extreme suffering or death caused by the lack of food
c
material that is used for producing heat or power
d
a person who lived long time ago
e
such as wheat and potatoes that are grown in large quantities for food
f
an open flat area of grassy land in a warm part of the world
g
a way of living, including the kind of home one lives, the things one owns, the kind of job one does
h
a group of people living together or united by shared interests
i
a state of complete agreement in feelings, ideas, etc
3b Match up the following words and phrases. 1.
environment friendly
a continue to live in spite of coming close to death
2.
eradicate
b easily broken or damaged
3.
extinction
c to put an end to something bad or undesirable
4.
survive
d good or harmless for environment
5.
evolve
e any plant or animal species which can no longer be relied upon to reproduce itself in numbers which ensure its survival
6.
endangered species
f when plants or animals evolved they gradually changed and developed into different forms 12
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7.
fragile
g the disappearance of plants and animals from the biota
8.
society
h people in general considered with regard to the structure of laws, organizations, etc
3c Arrange the following words in pairs of synonyms. A Crisis,
B
influence,
sophisticated, irreversible,
major,
affect, deliberately,
shelter, Preserve,
tame,
garbage, visualize, protect, intentionally,
impact,
age-old,
calamity, protection,
experienced,
menace,
domestic, ancient, threat, damage, harm, bring about, act on, take place, imagine, occur, cause
rubbish, final, main.
3d Which verbs and nouns can go together? Verbs
Nouns
reach
life
protect
land
destroy
level
clear
shore
create
lifestyle
reduce
agriculture
discover
speed
make
people
use 3e Complete the sentences with the correct form of the words in brackets. 1.
Protecting the environment is essential to our __________. (survive)
2.
People in the world are threatened with __________. (starve)
3.
Our modern lifestyle is _________ the fragile environment. (destroy)
4.
It was the beginning of mankind’s ________ influence on the environment. (destroy) 13
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5.
Modern man has damaged soil by ________ farming methods. (intense)
6.
We no longer live in _________ communities. (isolate)
7.
The ancient Mesopotamians were ________ farmers. (enthusiast)
Speaking 4
Some problems of the environment are easy to see in our country. Talk
about the environmental crisis today in: a) wildlife; b) farming methods; c) overpopulated world.
UNIT II
POLLUTION: A LIFE AND DEATH ISSUE
Reading 1a Read the text and complete the table below. Environmental Problem #
Date/ Place
Causes
Consequences
1 2
POLLUTION HOTSPOTS Pollution is a worldwide problem which does not respect national boundaries and it intensifies as the spread of industrial development continues. BBC News looks at some of the places around the world which are hit by pollution. (i) The Arctic has a severe problem with persistent organic pollutants 14
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(POPs). POPs are chemical substances which accumulate in the food chain, threatening both human and animal health as well as the environment. According to researchers, dangerous levels of POPs have been found in the Arctic's air, snow, water and wildlife. It is thought that POPs, like the pesticide DDT, are carried on air currents from the mid-latitudes of North America, Europe and Asia. When they reach the Arctic, the harsh climate causes them to freeze into the snow and ice, where they accumulate and concentrate up the food chain. These pollutants can harm many animals, especially those higher up the food chain. According to some researchers, they may be weakening the immune function of mammals like polar bears as well as causing reproductive problems. (ii) The Prestige oil tanker sank near northern Spain on 19 November 2002, polluting about 3,000 km of coastline. The spill killed 300,000 seabirds, making it one of Europe's worst wildlife disasters. The economic cost of the accident to fishing and tourism was about 5 billion euros (£3.4 billion). Although a clean-up operation has removed most of the oil on coastal land, the large quantity of oil sank to the sea bed. WWF says it may release contaminants which could enter the food chain, including such species as sea bass, octopus, shrimps and crabs. (iii) A huge dead zone of deoxygenated water spreads across the Gulf of Mexico every summer because of severe nitrate pollution. This dead zone is completely uninhabitable for most marine animals. In the Gulf of Mexico it can cover an area of about 15,000 sq km. The Gulf of Mexico's dead zone has been an annual problem for the last 30 years, because farmers in the Mississippi watershed are using large quantities of nitrate-based fertilisers. They cause an algal bloom in the water, which guzzles oxygen, suffocating other forms of marine life. At the moment little is being done to solve the problem, and according to conservationists, some local actually welcome the dead zone's 15
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arrival because crabs and lobsters are asy prey as they flee the deoxygenated water. (iv) The world's worst nuclear accident occurred in what is now the Ukraine on 26 April 1986. A reactor exploded in Chernobyl's nuclear power station, killing at least 30 people and forcing the evacuation of 135,000 more. The radioactive cloud spread north over Belarus, where 70% of the radiation fell in the form of contaminated rain, resulting in the long-term pollution of 32% of its territory. More than two million people used to live in this area - about a fifth of the population of Belarus. The disaster led to a dramatic rise in cancer, leukaemia and birth defects in the surrounding area, especially Belarus. (v) The shrinking Aral Sea is a trouble spot in Kazakhstan and Uzbekistan, because of overirrigation and pollution. It has shrunk from a volume of about 1,000 cubic km 40 years ago to 110 cubic km today. The mineral content of the water is now seven times higher than it was four decades ago. The water is being polluted by pesticides and fertilisers, which locals use on their cotton crops. Where the water has gone there is a vision of environmental apocalypse - vast areas of desert with heavy doses of salt and a toxic mix of chemical residues washed down from the farms upstream. This situation devastated natural ecosystems in the area and affected the health of the local human population. Malnutrition and conditions like anaemia and TB are increasing. The rate of cancer of the oesophagus is higher near the Aral Sea than anywhere else in the world.
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(vi) According to the WWF, there are high concentrations of accumulated dioxins in whale and dolphin meat sold in Japan. Dioxins are common pollutants and are produced as the result of many industrial processes. They are unintentional byproducts formed by chemical reactions and combustion processes. Dioxins are extremely toxic. They can trigger cognitive disorders, immune suppression, and other problems in both humans and animals. These chemicals are an issue in several parts of the world, and they can be what are known as Persistent Organic Pollutants (POPs) which become more concentrated up the food chain. They are stored in animal fat, which can pose a health risk to humans who eat meat in problem areas. (vii) China's rapid economic growth and soaring energy demand has caused it to suffer from some major pollution problems. At the moment about two-thirds of the country's power comes from coal and coal products - the cheapest and dirtiest forms of energy. According to the World Bank, air pollution costs the Chinese economy $25bn a year in health expenditure and lost labour productivity - largely because of the use of coal. Official figures say 400,000 Chinese citizens die a year from diseases related to air pollution, and, according to the World Bank, 16 of the 20 most polluted cities in the world are in China. (viii) According to the Food and Agriculture Organization, over 100,000 tonnes of old and unused toxic pesticides have been abandoned in sites around Africa and the Middle East. These chemical leftovers - including the DDT, which is banned in many countries - can harm the environment as well as human health. The problem is dramatically illustrated in Ethiopia, where some 3,400 tonnes of obsolete pesticides - some of which are over 20 years old - are stored at 1,000 sites throughout the country. In the western Ethiopian village over five tonnes of 17
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DDT have been found. The residents had long complained of nausea, respiratory ailments and headaches. 2b Answer the following questions. 1. Why is pollution a worldwide problem? 2. How do POPs get to the Arctic? 3. Where do POPs accumulate? 4. What are the possible dangers of persistent organic pollutants? 5. The main damage of the Prestige oil spill was to the Spanish economy, wasn’t it? 6. Why could the polluting effects of the Prestige oil spill still be an issue today? 7. How big is the dead zone water in the Gulf of Mexico? 8. Who is to blame for the dead zone? 9. Why is little being done to solve the problem of the dead zone? 10. When and where did the world's worst nuclear accident occur? 11. How did the volume of the Aral Sea change over times? 12. What threat do dioxins pose to humans and to the environment? 13. What is the main environmental problem in China? 14. What disorders do people living close to the sites of toxic pesticides storage suffer from? 2c What is the significance of the following numbers and statistics? 100,000; 30; 172; 90,000; 1/5; 110 2d Say if the following statements true or false. Correct false statements. 1)
The Arctic has a severe problem with DDT.
2)
Persistent
organic
pollutants
threaten
humans,
animals
and
the
environment. 3)
POPs are carried from the low-latitudes of North America, Europe and Asia. 18
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4)
The economic benefit of the oil spill near Spain to fishing and tourism is about 5bn euros.
5)
The large quantity of oil sank to the sea bed.
6)
At the moment a lot is being done to solve the problem of the dead zone in the Gulf of Mexico.
7)
The radioactive cloud spread north over Ukraine.
8)
The volume of the Aral Sea is about 1,000 cubic km.
9)
The water in the Aral Sea is being severely polluted by pesticides and fertilisers.
10)
Dioxins are found in low concentrations in whale and dolphin meat sold in Japan.
11)
Coal and coal products are the most expensive and the cleanest forms of energy.
12)
16 of the 20 most polluted cities in the world are in India.
13)
Africa and the Middle East are used as places for storage of the old and unused toxic pesticides.
Vocabulary Practice 3a Match up the words to make collocations and explain the meaning. 1. pollution
chain
2. dangerous
rain
3. food
apocalypses
4. oil
pesticides
5. dead
cloud
6. nuclear
accident
7. radioactive
hotspots
8. contaminated
demand 19
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9. environmental
zone
10.energy
level
11.toxic
spill
3b Find in the text the following: 1) an adjective meaning “lifeless” (para iii); 2) a noun meaning “illness” (para viii); 3) a noun meaning “a place, location” (para viii); 4) a verb meaning “to contract” (para v); 5) an adjective meaning “unsuitable for living” (para iii); 6) a noun meaning “a small amount of something that remains after most of it has disappeared” (para v); 7) an adjective meaning “no longer needed” (para viii). Listening and Speaking 4a Listen to a conversation between a scientist and a farmer (Audio File 1). Mark the following statements as true (T) or false (F). 1_____ The soil’s pH levels are too high. 2_____ The man’s current crops are not salt tolerant. 3_____ The woman recommends changing irrigation methods. 4b Listen again and complete the conversation. Farmer: So, what were the results of 1_______ test? Scientist: Well, unfortunately, the 2_______ were pretty high. Farmer: That’s what I was 3 ________. Scientist: The problem is 4________, probably because of your irrigation system. Farmer: What’s wrong with it? Scientist:
Well, your soil isn’t absorbing water. And irrigation water
generally has some salt in it. So it’s just 5_______. 20
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Farmer: So the salt remains in the soil and 6______?
4c Act out the roles below based on 4b. Then switch roles. USE LANGUAGE SUCH AS: What were the results of …? I’m afraid that … You could try…
Student A:
Student B:
You are a scientist. Talk to Student B You are a farmer. Talk to Student A about about:
solving the soil problems on your farm.
a problem with soil on his or her land what caused the problem how he or she can fix the problem
4d
Comment on the following Indian proverb “The frog doesn't drink up
the pond in which he lives.”
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UNIT III
ENDANGERED SPECIES
Lead - in 1a Test your knowledge of the web of life. 1
There are 13-14 million species in 5 The Sumatran tiger is at risk of
the world. How many of those have
extinction. Which everyday product is
been recorded and described?
behind the threat?
a) 1.75 million
a) Hamburgers - the tiger’s rainforest
b) 5 million
home is being cut down to make way
c) 11 million
for cattle.
2 What is the biggest threat to species?
b)
Paper – logging companies are
a) Habitat loss
exploiting the forests for paper pulp.
b) Hunting, fishing and collecting
c) Toothpaste – workers collecting an
c) Alien invasive species
ingredient from the sap of a certain
3 How many plant species are used in
tree are disturbing the tigers’ breeding
medicines worldwide?
cycle.
a) 1,000 – 2,000
6 Which modern day group of animals do
b) 10,000 – 20,000
many experts say are dinosaurs?
c) 100,000 – 200,000 4
Which
country
has
a) Crocodiles the
most
endangered plants in the world?
b) Frogs c) Birds
a) Indonesia b) Ecuador c) Brazil
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1b Now count your score and see the results. Answer quiz 1
2
3
4
5
6
a)
1
1
0
0
0
0
b)
0
0
1
1
1
0
c)
0
0
0
0
0
1
You got 5-6 right! Species-swot - you fall asleep mumbling about invertebrates. You got 3-4 right! Not bad - you've visited a few zoos in your time. You got 0-2 right! Embarrassing - you barely know you're a humanoid. 1c Work in pairs and compare your results with partner.
Reading 2a Read the text and match the paragraph with the heading. i.
Exploitation and disturbances.
ii. Why preserve endangered plants and animals? iii. Habitat loss. iv. Species’ categories as defined by the Red List. v. What are endangered species? vi. How many species are in danger? THE RARE ONES (A) Rare, endangered, or threatened plants and animals are elements of our natural heritage that are declining rapidly or are on the verge of vanishing. They are plants and animals that exist in small numbers that may be lost forever if we do not take quick action to stop their (i) decline. If we cherish these species, like we do other rare and beautiful objects, these living organisms become treasures of the highest magnitude. (B) The scale of the extinction threat facing animals and plants is made clear in the Red List from the World Conservation Union. The Red List divides all species into the following categories: 23
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Extinct - Last known individual has died Critically Endangered - Extreme high risk of extinction Endangered - Species at very high risk of extinction Vulnerable - Species at high risk of extinction Near Threatened - May soon move into above categories Least Concern - Species is widespread and abundant (C) Estimates for the total number of species on Earth vary widely; there may be 10 million, there could be 100 million. What is certain is the limited number of species catalogued by science - barely two million. According to the latest Red List, 15,589 species - 7,266 animals and 8,323 plants and lichens are Critically Endangered, Endangered or Vulnerable. In other words, an eighth of all birds and a quarter of all mammals are in jeopardy, also a third of amphibians and almost 50% of turtles and tortoises are on the brink, too. (D) Preservation of plants and animals is important, not only because many of these species are beautiful, or can provide economic benefits for us in the future, but because they (ii) already provide us many valuable services. These organisms clean air, regulate our weather and water conditions, provide control for crop pests and diseases, and offer a vast genetic "library" from which (iii) we can withdraw many useful items. Extinction of a species could potentially mean the loss of a cure for cancer, a new antibiotic drug, or a disease-resistant strain of wheat. There are many examples of a species' value to society. A new species of corn was found in Mexico; it (iv) is resistant to several diseases of corn. An insect was discovered that when frightened produces an excellent insect-repelling chemical. (E) Loss of habitat or the "native home" of a plant or animal is usually the most important cause of endangerment. Nearly all plants and animals require food, water, and shelter to survive, just as humans do. Humans are highly adaptable, however, and can produce or gather a wide variety of foods, store 24
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water, and create their (v) own shelter from raw material or carry it on their backs in the form of clothing or tents. Other organisms cannot. Some plants and animals are highly specialized in their (vi) habitat requirements. Some animals are dependent on more than one habitat type and need a variety of habitats near each other to survive. (F) Direct exploitation and disturbances caused by human activity can lead to extinction of some species. People exploited animals for food and fur. As a result, some animals were hunted to extinction, others (vii) such as the grizzly bear, maintain remnant populations. The presence of man and his machines may cause some animals to abandon an area, even if the habitat is not harmed. Disturbance during the nesting period is especially harmful. Disturbance combined with exploitation is even worse. 2b Match the beginning of a sentence in column A with an ending in column B to produce a statement which is true according to the text. 1. Rare plants and animals may be a) are those facing a high risk of lost forever
extinction;
2. Loss of habitat or the "native b) more than one habitat type and need a home" of a plant or animal
variety of habitats near each other to survive;
3. Direct
exploitation
and c) a species' value to society;
disturbances caused by human activity 4. Endangered plants and animals
d) divides
all
species
into
different
categories; 5. Some animals are dependent on
e) can lead to extinction of some species;
6. Vulnerable species
f) if we do not take quick action to stop their decline; 25
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7. There are many examples of
g) are elements of our natural heritage that are declining rapidly or are on the verge of vanishing;
8. The Red List published by the h) is usually the most important cause of World Conservation Union 2c
endangerment.
What is the significance of the following numbers and statistics found in
the text? 2,000,000; 15,589; 7,266; 8,323; 1/8; ¼; 1/3; 50. 2d Say what statements are true and what ones are false. Comment on the true statements and correct the false ones. 1.
The scale of the extinction threat facing animals and plants is explained in the Red List published by the United Nations.
2.
Least Concern species are those widespread and abundant.
3.
Scientists know the exact number of species that exist on the Earth.
4.
According to the latest Red List, it is the animals that are mostly Critically Endangered, Endangered or Vulnerable.
5.
A half of amphibians are on the brink.
6.
Preservation of plants and animals is important because they already provide us many valuable services.
7.
A new species of wheat resistant to several diseases of wheat was found in Mexico.
8.
Humans are more adaptable than animals and plants.
9.
All animals are dependent on one habitat type one.
10. People exploited animals for food and fur. 11. Some animals can abandon their habitat area because of the human activity. 12. Disturbance combined with exploitation makes the situation worse. 2e Complete the sentences below according to the information in the text. 1)
Rare, endangered, or threatened plants and animals are those __________. 26
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2)
The Red List divides all species into _____________.
3)
The number of species catalogued by science is ________.
4)
In other words, _____________ are in jeopardy.
5)
Preservation of plants and animals is important because they __________.
6)
The valuable services provided by these organisms are ___________.
7)
Extinction of a species could potentially mean __________.
8)
Nearly all plants and animals require ______________.
9)
Some plants and animals are highly specialized in __________.
10) Direct exploitation and disturbances can lead to ___________. 11) Disturbance during __________. 2f What do the following words stand for? their (i) paragraph A
their (v) paragraph E
they (ii) paragraph D
their (vi) paragraph E
which (iii) paragraph D
others (vii) paragraph F
it (iv) paragraph D Vocabulary Practice 3a Match up the words to make collocations and explain their meaning. 1) natural
material
2) endangered
endangered
3) genetic
period
4) habitat
heritage
5) nesting
concern
6) least
population
7) remnant
loss
8) critically
species
9) raw
library
3b Match up the words and word combinations with their definitions. 27
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1 dependent on
keeping insects away;
2 a cure
to be on the edge, close to something;
3
insect-repelling
an animal that is able to live on land and in water;
4
nesting period
a large reptile that has a thick shell around its body and lives in the sea most of the time;
5
to be on the brink
not alive any more, dead;
6
an amphibian
needing the help or support of something or someone;
7 a tortoise
to terrify;
8
time when birds build nests and settle there to lay
a turtle
eggs; 9
a lichen
being not affected or harmed by diseases;
10 extinct
a remedy;
11 disease-resistant
a cluster of tiny plants that looks like moss and grows on rocks, trees, walls, etc.;
12 to frighten
a slow-moving animal that has a hard shell around its back.
3c Find in the text the following: 1.
a verb meaning “to care for tenderly” (para A),
2.
a noun meaning “ importance” (para A),
3.
a noun meaning “danger; the risk of loss, defeat, harm, etc.” (para C),
4.
a noun meaning “medicine” (para D),
5.
an adjective meaning “able to change so as to be suitable for new needs, different conditions, etc.” (para E),
6.
a verb meaning “to leave completely and forever” (para F),
7.
a verb meaning “to take away or take back” (para D),
8.
an adjective meaning “very large and wide” (para D) ,
9.
a verb meaning “to continue to live or to exist” (para F), 28
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10. an adjective meaning “more than one, plentiful” (para B). Listening 4a Listen to a conversation between two scientists (Audio File 2). Mark the following statements as true (T) or false (F). 1_____ The city encourages the extinction of a generalist species. 2_____ The woman worries about a farm pest extinction. 3_____ Another species relies on the cockroaches for food. 4b Listen again and complete the conversation. Scientist 1: They want to kill 1___________. They are encouraging people to use poison. Scientist 2: Well, cockroaches are a 2__________. They’ll still thrive in other places. Scientist 1: Sure, but what about their role here? They fill 3____________. Scientist 2: I didn’t think of that. So you’re saying that their 4_______ would affect the local ecosystem? Scientist 1: Sure it would. Cockroaches provide an important 5________ for wasps. Scientist 2: Oh of course. The 6_________cockroaches to feed their young. 4c Act out the roles below based on 4b. Then switch roles. USE LANGUAGE SUCH AS: They fill an important… The …. depends on…. I’m worried about…
Student A:
Student B:
You are a scientist. Talk to Student B You are a scientist. Talk to Student A about about:
the possible extinction of a species. 29
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the possible extinction of a species the species’ niche how the extinction will affect the ecosystem
Speaking 5
In your group organize a survey "What measure is the best way to
protect endangered species? Complete the table below and summarize the results of the survey. Share the results with the teacher and the group mates. What measures are the most popular/the least popular in your group? Possible Answers Great
I’d use it
Measures 1. Captive programmes
idea, Pretty good Only a fair Bad idea, I idea
breeding in
zoos
and aquariums 2. Creating
wildlife
reserves 3. Fund-raising
for
organizations dedicated to saving wildlife 4. Banning pesticides and encouraging traditional methods of farming 5. Encouraging tourism in countries endangered
with wildlife
habitats 6. Political campaigns 30
idea
wouldn’t use
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Writing 6
Think of an endangered species you learned about. Write a newspaper
ad to get people to help protect the endangered species. Give ideas of how people can help.
Watching Video 7
Watch the video (Audio File 3), Leopard Under Threat. Then complete
the summary below using the correct form of words from the box. Two words are extra. restore
reversal
reward
scarcity
incentive
landscape
precious
dramatic
drag
accommodate
estimate
hesitate
It is nighttime in the Mala Mala Game Reserve in South Africa, and a quiet leopard is hiding among the branches of a tree. Although there is normally no 1
_______ of food in the reserve, hyenas and wild dogs will use any chance to
take the leopard's 2_____ prey. This gives leopards a great 3______ to become expert tree-climbers. A tree is useful place to hide its kill. But everyone makes mistakes. And in this case, the leopard falls and a lucky hyena runs off with the kill. Seeking a 4________ of its fortune, the hungry leopard goes out and kills another impula, and, again, tries to 5
_______ it up the tree. This time, a lioness comes along and chases the hyena
away. But the lion wants the kill for herself. The leopard doesn't 6_______ to leap upward with its kill. The lioness follows. Survival in this 7______ often requires great skills. This time, the leopard has 8
______ the strength of the tree branches perfectly. The lioness gives up, peace is
9
_______, and the leopard is 10________ with a well-earned meal. 31
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Writing 8 Now write a composition (120-180 words) giving your opinion on the following subject “We should protect all species rather than the ones that are useful”.
UNIT IV THE NUCLEAR ENERGY CHALLENGE
Lead – in 1a What opinion do you agree with and why? 1) Nuclear energy is very dangerous and mankind should stop using it at all. 2) Peaceful use of nuclear energy can solve all energy problems and meet the world’s energy demands. 1b
Listen to the text (Audio file 4) and fill in the dates and some statistics
connected with the nuclear energy use. 1) In the ______ nuclear was the energy alternative. 2) In ________ the use of nuclear power declined due to accidents. 3) Now about ______ nuclear plants generate ______ % of the planet's electric power worldwide. 4) France gets _____% of its electricity of the nuclear power. 5) China builds _______ new plants a year.
Reading 2a Read the text and entitle it. (i) The atom, the smallest component of any element, contains enormous 32
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energy. When it is split in a process called fission, this energy is released in the forms of tremendous heat and light. It is this energy that was released on Hiroshima and Nagasaki, Japan, by two separate atom bombs in 1945 that led to the end of World War II. The horrors created by those two bombs led the international community to condemn further use of atomic weapons. (ii) Still, engineers, governments and scientists realized that if the atom's energy could be controlled, it would revolutionize the world's energy markets and provide significant electricity reserves to help meet the world's energy demands. It could one day replace the need for fossil fuels. As a result, the first usable electricity from nuclear fission was produced at the Idaho National Engineering Laboratory in 1951. (iii) In 1954, The Atomic Energy Act was passed to promote the peaceful use of nuclear energy. Subsequently, in 1957, the International Atomic Energy Agency was formed to promote peaceful use of nuclear energy and to provide international safeguards and an inspection system to ensure nuclear materials are not diverted from peaceful to military uses. (iv) Commercial nuclear power plants became a commercial reality in the late 1960s when there were large numbers of orders for nuclear power reactors in the United States. However in 1979 America's fears about nuclear power were realized when a partial meltdown occurred in a reactor at the Three Mile Island facility in Harrisburg, Pennsylvania. Though minimal radioactive material -which can cause serious damage to or kill living tissue -- was released, the potential for greater disaster lurked. (v) This greater potential was realized in April 1986 when a full reactor meltdown and fire occurred at the Chernobyl Nuclear Power Plant in the former Soviet Union. This resulted in the massive release of radioactive materials that led to major environmental catastrophe. After these disasters, global support for nuclear energy dramatically decreased. 33
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(vi) Over the last 15 years, vast improvements to nuclear reactors have been made to make them safer and last longer. There is still strong support for nuclear energy from many sectors which are sure that it is the future of the world's energy sources. However despite of nuclear energy has several advantages over fossil fuels - it does not release the harmful greenhouse gas carbon dioxide into the atmosphere- public resistance remains high. Perhaps the greatest challenge facing nuclear energy production is disposal of the highly radioactive wastes. It could take at least 10,000 years for these materials to fully break down into harmless elements so the problem is to store them safely for at least that length of time. It is possible, but where and how are still a subject for discussion. 2b Say which paragraph: (1)
contains information about the major environmental catastrophe.
(2)
describes pros and cons of nuclear energy.
(3)
mentions the appearance of commercial nuclear power plants.
(4)
describes an event that made international community ban further use of
atomic weapons. (5)
mentions the promotion of the peaceful use of nuclear energy by
legislation. 2c Find in the text what happened in the years bellow. 1945; 1951; 1979; 1954; 1986; 1957; 1960s 2d Match up the beginning of the sentence in column A with the ending in column B to make up a statement which true according to the information in the text. A
B
1. Nuclear energy
a. the smallest component of any element.
2. Global support for nuclear b. occurred in a reactor at the Three Mile energy
dramatically
Island facility in Harrisburg, Pennsylvania 34
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decreased
in 1979.
3. The first usable electricity c. after a full reactor meltdown and fire at the from nuclear fission 4. The atom
Chernobyl Nuclear Power Plant. d. was produced at the Idaho National Engineering Laboratory in 1951.
5. A partial meltdown
e. could one day replace the need for fossil fuels.
2e
Answer the following questions. 1. What happens when the atom is split? 2. Could atom’s energy replace the need for fossil fuels? 3. Why was the International Atomic Energy Agency formed? 4. What can minimal radioactive material cause? 5. What did the catastrophe result in at the Chernobyl Nuclear Power Plant? 6. Does nuclear energy have some advantages over fossil fuels? Give an example. 7. Why is disposal of the radioactive waste still the greatest problem facing nuclear energy production?
Vocabulary Practice 3a
Give the Russian equivalents to the following English words and word
combinations. To split, to release, tremendous heat and light, to condemn, energy demands, to replace, usable electricity, subsequently, living tissue, to lurk, military uses, fossil fuels, public resistance, nuclear energy challenge, wastes disposal. 3b
Read and translate the following words with the same roots. Use them
in your own sentences. Harm – harmful – harmless – harmfully –harmfulness – harmlessly – 35
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harmlessness; to save – safe – safer – safely – safeguard; to use – usable – usage – useful – useless; sure – sureness – to ensure – insurer. 3c Match the terms from the left column with the definitions from the right column. greenhouse gas
splitting of a heavy atomic nucleus, with a release of energy
fission
material for burning or as a source of heat, power, or nuclear energy
fossil
gas occurring naturally in the atmosphere and formed by respiration
fuel
remains or impression of a (usu. prehistoric) plant or animal hardened in rock
meltdown
something used or valueless
waste
great or sudden misfortune; catastrophe
disaster
melting of a structure, esp. the overheated core of a nuclear reactor
carbon dioxide
any of the gases, esp. carbon dioxide and methane, that contribute to the greenhouse effect
3d Fill in the correct word from the list below. combustion
hydrogen
core
fusion
man-made
1. The chain reaction in a kilogram of Uranium fuel supplies as much energy as the ………. of about 100 metric tons of coal. (burning) 2. Plutonium used in nuclear reactors is …….. . It occurs when Uranium isotope is forced to acquire extra particles inside a nuclear reactor. (artificial, synthetic) 36
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3. If all the world's electricity were to be provided by …… power stations, the source materials would last for millions of years. (melting with intense heat) 4. The ……… isotopes in one gallon of water have the fusion energy equivalent of 300 gallons of gasoline. (tasteless odourless gas, the lightest element, occurring in water and all organic compounds) 5. The ……. is the innermost region of the Earth, probably consisting of iron or nickel. (inner central or most important part of anything)
Writing 4a Using information from the text and your own ideas fill in the table. Nuclear Energy Pros / Advantages
4b
Cons / Disadvantages
Write a composition in four paragraphs (Introduction, Advantages,
Disadvantages, Conclusion) with the following title: Nuclear Energy: is it a good thing? You should write between 120-180 words (Appendix 3). Extra Activities 5a
Read and translate the text, completing it with the words below. man-made
splits
safer
converted
universe
fusion
provider
radiation
hydrogen
Nuclear energy requires sources of radioactive elements found naturally in our environment and man-made to create the nuclear fission process that ___(1)____ the atoms. The most common and most used of these elements is Uranium. The other available sources that are used for nuclear energy are 37
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Plutonium and Thorium. Plutonium is not naturally occurring. It is ____(2)____, coming from a nuclear reactor. It is not as stable as Uranium and is harder to use. Thorium is being heavily studied and applied as a ___(3)_____, cleaner alternative to Uranium. Thus Uranium is still a king as the main ___(4)____ of nuclear energy. A second form of nuclear energy comes from the same process that gives life to our sun and other stars in the ___(5)_____: nuclear fusion. Fusion occurs when two lighter elements, like ___(6)____, are forced together - or fused - to create a heavier element, Helium. This occurs only under extraordinary heat and pressure, but it releases enormous energy in the form of heat, light and other ___(7)____. Deep inside the sun's core, hydrogen is __(8)_____ to helium at temperatures of 10-15 million degrees Celsius. Fusion provides the energy necessary to sustain life on Earth. Sunlight is energy released from ___(9)_____reactions inside the sun. This process also produces all of the chemical elements found on Earth.
UNIT V
DEFORESTATION
Lead – in 1
Read the following data on the trees. Which sentences contain
information about: 1)
location of the forests
2)
origin of the forests
3)
amount of forests / their area
4)
the importance of the forests. 38
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Today, there are only three great forests left on Earth: the Amazon Forest of Brazil, and the boreal forests in Russia and Canada. Forests contain between 50-90% of terrestrial species. Tropical forests alone are thought to contain between 10-50 million species - over 50% of species on the planet. Rainforests cover two percent of the Earth's surface and six percent of its land mass. Yet they are home to over half of the world's plant and animal species. Originally, rainforest covered twice the area they do today. There are approximately 1.6 acres of forests per person living on the planet. All of Earth's oxygen is produced by photosynthesis, the process plants use to combine water and carbon dioxide to create glucose (their own food) and oxygen. The first dinosaurs on Earth appeared only about 140 million years after trees first appeared - about 230 million years ago. Just three trees planted around the average size home can lower airconditioning bills by up to 50%, and trees that shield homes against the wind can lower heating bills by up to 30%. Trees produce natural anti-freeze chemicals which can keep them from freezing in temperatures up to -40 degrees Fahrenheit in some species. An average tree absorbs ten pounds of pollutants from the air each year, including four pounds of ozone and three pounds of particulates.
Reading 2a While reading the text fill in the table. Causes of deforestation
Consequences of deforestation
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DEFORESTATION Today, forests occupy around a third of Earth's land area and contain 70% of the carbon present in living things. They are home to more than half the world's terrestrial species. The over-exploitation of forests for timber, fuel, agricultural land, and other basic needs has led to widespread deforestation and pollution - wiping out more than half of the world's original forest cover. Around 1% of the world's forests are lost every year. Two million hectares disappear each year in Brazil alone and this figure is on the increase. Half of the trees felled across the world are used for fuel. In less developed countries it is difficult to find alternative sources, particularly in rural areas. The burning of animal dung, for instance, removes an important fertiliser and reduces crop production. Wood and paper consumption, primarily in industrialised countries, is one of the primary factors driving global deforestation. At least half of the world's timber and nearly three-quarters of world's paper is consumed by a mere 22% of the world's population, those living in the United States, Europe and Japan. Cattle ranching is a major cause of rainforest destruction in Central and South America. Ranchers slash and burn rainforests to grow grass pasture for cattle. Once the cattle have grazed sufficiently, they are slaughtered and exported to industrialised countries, including the US, to be made into fast food hamburgers and frozen meat products. It has been estimated that for every quarter pound hamburger made from rainforest cattle, 5 square meter of rainforest is cleared. Forests are also cleared to grow crops. In the southern Amazon, largescale soya farming is a profitable industry and vital for the region's economy. The activities of multinational corporations, particularly resource extraction corporations involved in mining, oil extraction and logging, are one of the leading causes of rainforest destruction. Even when these activities aren't 40
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directly responsible for large-scale rainforest destruction, they create the infrastructure that opens the way for the degradation of forest areas. Population is one of the most important factors affecting rainforest destruction today. People are increasingly moving into previously undisturbed forests to log, mine, or farm, causing unprecedented forest degradation. This process is frequently referred to as colonisation. Forests are highly sensitive to climate change and up to one third of currently forested areas could be affected by climate change in some way. Global warming poses myriad threats to the survival of rainforests. Warmer temperatures and changing rainfall patterns may create the conditions for increased forest fires. In addition, as global temperatures rise, tree species may not be able to shift their range fast enough to survive. When trees are removed, particularly from mountainous areas, top soil is exposed and may be washed away by rain. The resulting erosion can clog streams with silt, harm fish populations and degrade water quality. This problem can be reduced by the use of terracing and the planting of ground cover crops. Deforestation is a major contributor to the habitat loss that continues to threaten endangered species across the planet. For example, the rate of destruction of the Amazonian rainforest increased by 40% between 2001 and 2002. More than 25,000 sq km were cleared in a year, mainly for farming. That represents an area of land larger than Belgium. The Amazon is home to up to 30% of the world's animal and plant life. Trees also convert carbon dioxide into oxygen, thereby playing a major part in reducing pollution and controlling climate change caused by excess greenhouse gases. It is impossible to stop deforestation in the foreseeable future, but there are many opportunities for bringing it under control and minimising its negative impacts. Residual forests can be preserved, logged areas replanted and new laws 41
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can be introduced to limit the amount of land that can be deforested each year. People can also explore the use of alternative materials and recycled materials. 2b Say whether the statements below true or false. Correct the false ones. 1) Soya farming is a major cause of rainforest destruction in Central and South America. 2) The activities of multinational corporations are indirectly responsible for large-scale rainforest destruction. 3) More than 25,000 sq km of Amazonian rainforest cleared annually represents an area of land larger than Brazil. 4) Trees convert oxygen into carbon dioxide. 5) Global warming poses many threats to the survival of rainforests. 6) The Amazon is home to 50% of the world's animal and plant life. 7) Colonization is one of the most important factors affecting rainforest destruction today. 2c Answer the questions. 1) What is the importance of the forests? 2) What has the over-exploitation of forests lead to? 3) What are forests cleared for in Central and South America? 4) What is wood used for in the developed countries? 5) What are the activities of multinational corporations that lead to the destruction of the rainforests? 6) Name the negative effects of deforestation in mountainous areas. 7) How can the problem of deforestation be reduced in mountainous areas? 8) In what way is it possible to reduce the negative impacts of the deforestation? 2d Match up the beginning of the sentence (column A) with the ending (column B).
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A 1) Forests are highly sensitive
B wiped out more than half of the world's original forest cover.
2) A half of the trees cut down
under control and minimising its
across the world 3) Large-scale soya farming is a
negative impacts. are lost every year.
profitable industry 4) There are many opportunities for
to climate change.
bringing deforestation 5) Around 1% of the world's forests
in the southern Amazon.
6) The over-exploitation of forests
are used for fuel.
2e Read and translate the following number expressions and say what they refer to. a third
nearly three-quarters by 40 %
more than half
more than 25,000 sq km
around 1%
by a mere 22%
half
up to 30%
at least half
up to one third
Vocabulary Practice 3a Match up and explain. rainforest
areas
fast
extraction
profitable
farming
large-scale
destruction
resource
species
climate
food 43
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global
industry
tree
warming
logged
change
3b Fill in the appropriate word from the table below. large-scale
meat
greenhouse
global
rainfall
foreseeable
recycled
habitat
endangered
living __________ loss
_________ warming
__________ area
_________ things
__________ product
_________ gases
__________ species
_________ materials
__________ patterns
_________ farming
_________ future 3c Find the pair of words with the similar meaning.
earthly
lost
timber
decreasing
profitable
crop
wood
unprecedented
wiping out
rural
destruction
disappear
over-use
terrestrial
country
over-exploitation
degradation
yield
beneficial
unparalleled
Listening 4a Listen to a conversation between two environmentalist scientists (Audio File 5). Choose the correct answer. 1 What is the conversation mainly about? A causes of recent forest fires B a decline in the rate of deforestation C the increase in clear cutting operations 44
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D the costs of tree plantations 2 Which of the following is the man mostly concerned about? A illegal logging operations B clear cutting operations C tree plantations D forest fires 4b Listen again and complete the conversation. Environmental Scientist 1: Have you seen this report? Environmental Scientist 2: The one on the 1________?. Environmental Scientist 1: Yes, That’s the one. It’s very 2_______. Environmental Scientist 2: What does it say? Environmental Scientist 1: It says deforestation 3________ in the last year. Environmental Scientist 2: Wow! That is good news. It helps that there has been more 4_______ of logging. Environmental Scientist 1: Yeah. They’ve been monitoring the forests 5______, looking for illegal logging operations. Environmental Scientist 2:
That’s really great, but land management
practices aren’t 6________. 4c With a partner act out the roles below based on 4b. Then switch roles. USE LANGUAGE SUCH AS: Have you seen this report? On the one hand/ On the other hand … What worries me…
Student A:
Student B:
You are an environmental scientist. Talk You are a scientist. Talk to Student A about to Student B about:
your concerns about deforestation.
the current deforestation rate in 45
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the area the improvements that have been made the problems that still exist
Speaking 5a
Put the following remarks of the dialogue in the right order. The first
two have been done for you as an example. Background information: The dialogue represents a radio interview between a journalist, Gerald Brook and an environmentalist, Trevor Stern. Gerald Brook: So tell us, Trevor, why is it important to save the rain forests? Trevor Stern: There are a number of reasons. One is that many plants which could be useful in medicine grow in the rainforest. We don’t know all the plants yet – there are thousands and thousands of them. Researchers are trying to discover their secrets before they are destroyed. Gerald Brook: I see. Trevor Stern: Well, what happens when you heat ice? What other reasons are there? Gerald
Brook:
you, Trevor.
Thank Trevor Stern: OK. The polar ice caps consist of millions of tons of ice. If they melt the level of the sea will rise and cause terrible floods. Many scientists believe that the temperatures are already rising. We must do everything we can to prevent global warming, and that includes the preserving of the rainforests.
Gerald Brook: But is Trevor Stern: That’s right. The rainforests have an global
warming
really important effect on the earth’s climate. They are
such a problem? I enjoy disappearing at a terrifying rate and soon they will be 46
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warm sunshine.
gone. People are not doing enough to save them.
Gerald Brook: You mean Trevor Stern: Well, I am sure you’ve heard about the idea that the world is global warming? getting warmer? Gerald Brook: It melts of Trevor Stern: Thank you. course. 5b Work in pairs. Make up an interview between a journalist and a conservationist. Choose one of the topics of interview: 1.
Deforestation. Its causes and consequences. How can the nations reduce its rates and its negative impacts?
2.
The destruction of the rainforests and its negative effects.
5c
Read the statement by Franklin Delano Roosevelt (32nd President of the
United States): "Forests are the lungs of our land, purifying the air and giving fresh strength to our people." Do you agree with it? Give your own reasons why trees are so important in our ecosystem and our life (Appendix 2). Watching Video 6
Watch the video, Global Warming (Audio File 6). Then complete the
summary below using the correct form of words from the box. urgent
critical
environmentalist
fund
melt
quantity
consequences
solve
sufficient
slide
resources
unstoppable
The global warming situation has become 1_______. Humans are adding more and more greenhouse gases to the atmosphere. The large 2______ of greenhouse gases have been 3______ to raise temperature approximately 1°C over the past century. This is causing ice to 4_______ everywhere. 47
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Different experts predict different effects including rising sea levels and floods. Other 5________ such as more frequent storms and animal species dying out have also been predicted. Is the problem 6________, or is there some way to 7
________it? 8_____ tell us that we need to act 9________ before it is too late.
There are different ways that consumers can respond to this problem, such as saving energy, driving car less, and reducing consumption of 10________.
Extra Activities 7 Read the text below and supply the best title for it. Trees and plants have a great impact on our air quality. Trees act like filters. The leaves capture particulates like dust, soot, and pollen and remove them from the air. They also remove and store carbon and reduce our need for energy. Trees act like a carbon warehouse. In the process of photosynthesis, plants remove carbon dioxide from the air and release oxygen. A healthy tree uses over 20 lbs. of carbon dioxide each year. The carbon is stored in the tree (wood is about 45 percent of carbon) and the oxygen is released back into the atmosphere. Trees are outdoor air conditioners. They provide a natural way to shade and cool your house in summer and can shield your home from the cold winds of winter. A person can save energy by landscaping with trees. Deciduous trees planted on the south, west, and east will protect your home from the direct rays of the sun in summer. In winter, without their leaves, they allow most of the sun’s energy to reach the house. Conifers to the north and west can block cold winter winds. This reduces consumption of energy to heat your home. A successful urban tree program can also impact whole communities. Cities are often 10 degrees Fahrenheit warmer than suburbs, partially due to the heat island effect cause by concrete, steel, and asphalt. The planting and care of trees can minimize this phenomenon and greatly reduce energy consumption. 48
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UNIT VI
WASTE MANAGEMENT. RECYCLING
Lead – in 1a
Study the recycling facts and say what materials can be recycled and
what recycling can save. Recycling 1 ton of paper saves 17 trees and 7,000 gallons of water. Recycling one aluminium can saves enough electricity to run a TV for 3 hours. Recycling one glass bottle or jar saves enough electricity to light a 100watt bulb for four hours. Recycling one ton of plastic saves the equivalent of 1,000–2,000 gallons of gasoline. More than 30 million trees are cut down to produce a year’s supply of newspapers.
Reading 2a
Read the text and match up the headings with the paragraph number. 1. Recycling. 2. Statistics of waste management. 3. Methods to manage wastes. 4. Source reduction. 5. The three Rs approach. WASTE MANAGEMENT (i) As natural part of the life cycle, waste occurs when any organism
returns substances to the environment. No society has been immune from the day-to-day problems associated with waste disposal. Communities use a variety 49
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of methods to manage wastes depending on the type of waste involved. The methods used include landfills, incineration, and composting, with separation of usable materials for recycling, especially for incineration. Landfills remain the primary place where waste goes, but incineration, recycling, composting, source reduction are all part of a comprehensive waste management program. Wastes come from residential, commercial, and industrial sources. Industrial wastes result from manufacturing and can be either hazardous or non-hazardous in nearly any form. (ii) The trend among communities in the United States is to take an integrated approach to disposing of municipal wastes. Almost every community has some type of recycling program and encourage citizens to practice the three Rs, i.e. reduce, reuse, and then recycle to minimize the amount of waste generated. (iii) The three “chasing arrows” called the Mobius are a symbol for recycling. The arrows represent collection, processing, and usage of materials. American products bearing the symbol are supposed to have been made from recycled materials. Plastic materials often have numbers inside of the Mobius to indicate whether or not the plastic is recyclable or not. According to the governmental estimates, in 2001, 28% of municipal solid waste was recycled or composted about three times as much as was recycled in 1990. (iv) According to estimates by the US Environmental Protection Agency, in 2000 Americans disposed of about 232 million tons of municipal solid waste. Of this, about 55% was put in landfills, another 30 % was recycled or composted, and 15 % burned. Although waste management in the United States is decentralized and diverse, regulations are enforced by the Environmental Protection Agency and similar agencies at the state and local levels. (v) A very important component of minimizing waste is source reduction. 50
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Manufacturers are making products lighter, using fewer materials, and packaging them more efficiently. Most household goods and appliances were made with pounds of steel and metals three decades ago. Now lightweight plastics and other materials have made these goods smaller and lighter. The amount of packaging used has also decreased. Think of the large, bulky cardboard boxes used only a few years ago for compact discs, designed to discourage theft. Now, technology has replaced those bulky boxes with a magnetized strip that serves the same purpose. Technology, and particularly, green design are reducing the amount of materials that have to be disposed. 2b
Match up the beginning of a sentence in column A with an ending in
column B to produce a statement which is true according to the text. A
B
1) Waste
can be either hazardous or non-
hazardous.
2) Depending on the type of waste involved
take an integrated approach to
disposing of municipal wastes.
3) According to estimates, 28% of
is decentralized and diverse.
are reducing the amount of
municipal solid waste 4) Waste
management
in
the
United States
materials that have to be disposed.
5) The arrows
communities use a variety of
methods to manage wastes 6) Communities in the United
is a natural part of the life cycle.
had been recycled or composted
States 7) Technology and green design
in 2001.
8) Industrial wastes
represent collection, processing,
and usage of materials. 51
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2c
Say whether the following statements true or false and give paragraph
number to show where your information comes from. Statement 1)
True/ False
# paragraph
Incinerators are the primary place where waste goes.
2)
Glass containers often have numbers inside of the Mobius to indicate whether or not the glass is recyclable or not.
3)
Nowadays
lightweight
plastics
and
other
materials have made these goods bigger and heavier. 4)
American products having the Mobius are supposed to have been made from recycled materials
5)
British citizens are encouraged to practice the “3 Rs”, i.e. reduce, reuse, and then recycle to minimize the amount of waste generated.
6)
In 2000 Americans disposed of about 232 million tons of industrial solid waste.
7)
The amount of used packaging has increased.
2d Answer the following questions. 1.
When does waste occur?
2.
What methods do communities use to manage wastes?
3.
What sources do wastes come from?
4.
Where do the most wastes go?
5.
What is meant by the integrated approach to disposing of municipal waste?
6.
How much waste was put in landfills in 2000?
7.
What is the symbol for recycling? 52
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8.
What does the Mobius represent?
9.
All plastic materials are recyclable, aren’t they?
10. The amount of recycled municipal solid waste is increasing, isn’t it? 11. How do manufacturers minimize waste?
Vocabulary Practice 3a Match up the words with their definitions. 1. Recycling
to make something into a mixture of decaying plants and animals;
2. Composting
a low area of land that is built up by deposits of solid refuse in layers covered by soil;
3. Incineration
processing of used or waste materials by making them suitable for reuse;
4. Landfills
burning of waste
3b Find in the text words and word combination which mean the following. 1) an adjective meaning “domestic” (para i); 2) an adjective meaning “of less than average weight” (para v);. 3) a noun meaning “the act of getting rid of something, removal” (para i); 4) a noun meaning “articles for sale” (para v); 5) an adjective meaning “containing risks or danger” (para i); 6) a noun meaning “burning unwanted things” (para i); 7) a verb meaning “to prevent or try to prevent something” (para v). 8) an adjective meaning “happening as a regular part of life” (para i). 3c
Complete the following table of corresponding nouns and verbs. Make
sentences of your own with these words.
53
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Noun
Verb
?
to incinerate
recycling
?
?
to manage
disposal
?
?
to manufacture
usage
?
?
to compost
?
to reduce
package
?
3d Fill in the gaps with the appropriate word(s) from the list below. plastic
environment
decompose
environmentally aware
products
disposing of
recycling
aluminum
bottle banks
It is important these days to try to be as ____(1)_____ as possible, which means ____(2)_____ our waste instead of ____(3)____ it in the usual way. For example, instead of throwing ____(4)____ cans away, they can be crushed and taken for recycling, and bottles can be taken to ____(5)_____ instead of being put in the rubbish bin. We should try to use as little ____(6)____ as possible because it takes a long time to ____(7)_____, and to buy recycled paper to write on. Recycled __(8)____ are often the same price as normal ones, but are a lot kinder to the ___(9)______.
Listening 4a
Read the terms and definitions that are used in the dialogue. Supply
their Russian equivalents. pollution - harmful waste which has been put into the environment patch - covering, spot, bit 54
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Great Pacific Garbage Patch - an area in the Pacific Ocean where a lot of garbage is kept garbage - an American word for something that's been thrown away rubbish - a British word for garbage litter - another word for rubbish biodegradable - something that decays naturally decompose / decay - to change chemically and begin to rot packaging - protective covering used to transport products and display a company's image to discard - to throw something away 4b Listen to the dialogue (Audio File 7) and fill in the gaps. 1) Pollution is the term for __________ which has been put into the _______. 2) The Pacific Garbage Patch is an area of the Pacific Ocean where _______ has collected. 3) It is essentially a big floating soup of ________ and bits of rubbish that have been thrown away on land and have ended up in the sea. 4) The Pacific Garbage Patch is ______ the size of France. 5) Plastic pollution in the seas kills over ______ sea birds and 100,000 ______ and turtles each year. 6) If a product isn’t biodegradable it won’t ________ or _______ organically. 7) Some plastic bags could last in the environment for up to a _________ years. 8) To lower the amount of plastic waste, scientists recommend the ________ for packaging. 9) Recycle means to _____ used materials into new products. 4c Listen again and answer the questions. 1) When was the Great Pacific Garbage Patch discovered? 2) What is the area of the the Pacific Garbage Patch? 55
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3) What things can be found in the Great Pacific Garbage Patch? 4) How much plastic is used as packaging material? 5) What are “three Rs” for packaging? 6) What materials can you recycle? 7) Does Dan recycle? 4d
Read the dialogue and act it out.
Speaking 5 Get ready to talk about one of the topics: 1. Waste management in the USA. 2. Green design. 3. The importance of recycling.
Writing 6
Look at the picture by Bidsstrupp (Appendix 4) and make up a story.
Write what you think about other people's behaviour. The words and wordcombinations in brackets can help you. (A lovely day, have a picnic in the country, fresh air, green grass, be ecologically aware individuals, love nature, be responsible travellers, discover a pile of litter, be filled with indignation, search for some unpolluted place, consequences of other people's visits, be angry with, irresponsible behaviour, careless attitude to nature, set a bad example, lose all hopes, discover, at last, rejoice, have a splendid time, birds' twittering, the sense of peace and harmony, have the loveliest day, gather strength, full of energy, positive emotions, leave all the rubbish, be satisfied, feel closer to nature, spend time wonderfully.)
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UNIT VII NATIONAL PARKS AND RESERVES
Lead – in 1 Discuss the following questions in groups. 1)
What National Parks and Nature Reserves do you know?
2)
What makes them different from regular pieces of nature?
3)
Are there any in your region?
Reading 2a
Read the text below and put the sentences (A-G) into the numbered
gaps (1-7). 1. The first national park in Europe was designated in Sweden. 2. These areas may be inside national parks - for example, the Kanha Tiger Reserve in Kanha National Park, northern India - and in general they are smaller than most national parks. 3. In parks where mining, electricity generation, or other large scale activities are permitted, they are carefully and expensively monitored to minimize pollution and degradation of the landscape. 4. National parks and nature reserves in developing countries are supported and sponsored by international organizations, like UNESCO. 5. In response to this threat, parts of several American national parks have been closed to the public and a limit placed on the number of visitors permitted to enter certain fragile areas. 6. Yellowstone National Park, covering parts of Montana, Wyoming, and Idaho, is regarded as the first national park in the world. 7. National parks and nature reserves are areas selected by governments or 57
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private organizations for special protection against damage or degradation.
NATIONAL PARKS AND NATURE RESERVES (i) One of the pioneering ideas of conservation was that of creation of national parks. ____(1)____. They are chosen for their outstanding natural beauty, as areas of scientific interest, or as forming part of a country's cultural heritage, and often also to provide facilities for public recreation. (ii) The concept of creating national parks and nature reserves developed in the early 19th century in response to increasing industrialization which had begun to cause large scale damage or destruction to natural environments in western Europe and North America. ___(2)___. It was designated by the United States Congress in 1872. The term "national park", however, was first used for the Royal National Park established in New South Wales, Australia, in 1879. The concept of national parks then spread to Canada and New Zealand. ___(3)___. Similar parks were created in Japan, Mexico, the former Soviet Union, Britain and France. (iii) In addition to the original purposes of landscape conservation and public recreation many parks have been established to protect endangered species of animals or plants and to promote scientific research. They may therefore be seen as nature reserves, a term which refers to a variety of areas in which rare animals, plants, or whole environments are protected and studied. Hunting and other disruptive activities are limited or banned and public access is often strictly controlled or even forbidden. ____(4)____. (iv) Many national parks and nature reserves are affected by a conflict between the needs of conservation and recreation. Visitors may unintentionally destroy the landscapes or interfere with the flora and fauna that the parks were created to protect. ___(5)____. Designated trails or roads have been created, as in several African national parks, and guided tours made compulsory, as in some na58
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tional parks in India. (v) The designation of national parks and nature reserves can also conflict with other possible uses for the land and resources, especially in the relatively remote, sparsely populated, and politically unimportant areas which tend to be most suitable for conservation. Some conservation areas may be threatened by commercial exploitation of their minerals or trees. ____(6)___. (vi) The conservation of such areas of natural beauty, cultural heritage, or scientific interest is especially problematic in developing countries where, in contrast to those industrialized nations which were the first to establish national parks and nature reserves, governments and pressure groups often find that proposals to impose limits on further development are too costly or unpopular.__(7)____. 2b Answer the following questions. 1. When and why did the concept of creating national parks and nature reserves develop? 2. Where and when was the first national park in the world created? What is its name? 3. Where did the first national park in Europe appear? 4. What criteria are used when selecting an area as a national park or a nature reserve? 5. What is a nature reserve? 6. What activities are banned in a nature reserve? 7. What activities can be permitted in a national park? 8. What conflict do many national parks and nature reserve face? 9. Why is the conservation issue problematic in the developing countries? 10.Name all the national parks mentioned in the text. 2c
Say whether the following statements true or false. Correct the false
ones. 59
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1.
According to the text, all animals, plants, or whole environments are protected and studied in a reserve.
2.
Hunting is limited or banned in the reserves.
3.
Sometimes reserves can be situated within national parks.
4.
Visitors may intentionally destroy the landscapes or interfere with the flora and fauna of the parks.
5.
According to the text, the relatively remote, sparsely populated, and politically unimportant areas tend to be most suitable for conservation.
6.
Developing countries were the first to establish national parks and nature reserves.
7.
National parks and nature reserves in developing countries are supported and sponsored by governments and pressure groups.
2d
Complete the following statements according to the information to the
text. 1)
Many parks have been established with the purposes of _____________.
2)
National
parks
and
nature
reserves
are
areas
selected
by
_______________. 3)
The term "national park" was first used for _____________.
4)
Yellowstone National Park is situated in ____________.
5)
Public access to the reserves is _____________.
6)
Mining, electricity generation, and other large scale activities can be
permitted, if they are _________.
Vocabulary Practice 3a Match up and explain the meaning. 1.
nature
tours
2.
national
areas
3.
guided
heritage 60
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4.
electricity
species
5.
developing
conservation
6.
fragile
reserve
7.
public
generation
8.
endangered
park
9.
cultural
countries
recreation
10. landscape 3b
Find in the text words and word combinations which mean the
following. 1)
an adjective meaning “easily broken or damaged” (para iv);
2)
a noun meaning “a piece of land set aside for wild animals, plants, etc”(para i);
3)
a verb meaning “ to forbid” (para iii);
4)
an adjective meaning “costing a lot of money” (para vi);
5)
a verb meaning “to watch how something is changing or progressing over a period of time” (para iii);
6)
an adjective meaning “not common, scarce” (para iii);
7)
a verb meaning “to appoint, to lebel” (para ii).
3c Match up the words with their definitions. 1) pioneering
the preservation and protection of the environment and the natural things in it;
2) flora
way of spending free time
3) sparsely populated
a group of people that actively tries to influence public opinion and government action;
4) large scale
all the plants of a particular place, country, or period; 61
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5) conservation
introducing new ways of doing things, which others later follow;
6) recreation
populated in a scattered way;
7) pressure group
happening over a very wide area or involving a lot of people or things.
Speaking 4a Find information about some national park or reserve either in Russia or overseas and share it with your group mates. Make a presentation (4-5 minutes) about a national park or a reserve (Appendix 1). Use Power Point Presentation during your talk.
Extra Activities 5a Fill in the gaps with the words from the table. resources threat
balance
recreation
conservation hunting
preservation
impact
on the other hand
residences
minerals
acres
The National Parks in the United States differ from the National Forests. The National Parks are set aside for ___(1)__ meaning that their __(2)___ are not to be used: trees will not be cut, hunting is not allowed. Within the National Parks there are no private __(3)___, people do not live there except for the people who manage the NP. ___(4)_______, the National Forests in the USA are set aside for __(5)____. Within the National Forest visitors are allowed to hunt, to make fires, to cut down trees and to mine ___(6)__. The National Park System in the United States contains 80 million acres of land, whereas the National Forest System contains well over 170 million __(7)__ of land. Our National Parks and National Forests are also used for ___(8)___. 62
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Many tourists visit them each year. So many tourists, in fact, that the National Parks are in _(9)___ of "being loved to death". Yellowstone NP has over 12 million visitors per year, and certain sections of the park had to be closed down because of the __(10)___of those people on the park. The National Forests are used for backpacking, __(11)____, fishing, and camping. A wide range of outdoor recreation activities is provided by different recreation facilities: hiking trails, horseback riding trails, campgrounds, picnic grounds, visitor centers, lodging and food facilities, etc. It is very important to ___(12)___ the preservation of nature with using natural areas for recreation and never forget that "we do not inherit our world from our forefathers, we borrow it from our children".
UNIT VIII
SUSTAINABILITY
Lead – in 1a What is sustainable development? Choose the best variant. a)
Development that is an improvement on the present situation, but damages the environment to some extent.
b)
Development that can continue without affecting the environment.
c)
Development that shouldn’t be accepted at all because it badly damages the environment.
1b Listen to a conversation between a scientist and a farmer (Audio File 8). Mark the following statements as true (T) or false (F). 1_____ The woman recommends growing additional crops. 2_____ The man practices monoculture. 3_____ The man worries about the cost of organic farming. 63
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1c Listen again and complete the conversation. Scientist: Okay, well, I’m glad to hear that you’ve already practising sustainability. You’re doing the right thing. What methods do you use? Farmer: 1 always 1________, and I also switched to control farming. This has helped my soil erosion a lot. Scientist: Great stuff. Do you use 2__________ or intercropping? Farmer: Well. right now I use monoculture. Scientist: Hmmm. You might want to mix it up a little. Try some 3_______. Farmer: You’re right. I’ll look into that. Scientist: Great. And what about growing 4_______ ? Farmer: Yeah, I’ve 5___________ it. It’s just so hard to switch over. The process takes years. Scientist: 6________, it’s worth it in the end. 1d Act out the roles below based on 1c. Then switch roles. USE LANGUAGE SUCH AS: I’d like to talk about… Do you use …? And what about…?
Student A:
Student B:
You are a farmer. Talk to Student B You are a scientist. Talk to Student A about about:
sustainability methods.
what farm methods you use what
additional
sustainable
actions you’d like to take why you’re unsure about taking actions
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Reading 2a Read the text and choose the most suitable heading from the list below for each numbered part of the text. 1.
Devastating effects on the environment
2.
The work of national governments
3.
A good example of sustainable development
4.
Promotion of local authorities
5.
International agreement’s issues
SUSTAINABLE DEVELOPMENT (i) The state of environment today has reached a crisis point. The crisis stems largely from humankind’s attempts at “development” - that is, our efforts to make our lives more sophisticated, more comfortable and more satisfying. Development includes technological changes (such as the industrial revolution in the 19th century and today’s electronic revolution), social changes (such as an increase in the division of labor and the separation of the home from the workplace) and economic changes (such as the change from subsistence farming to crash crops, the increase in taxation by central governments and the introduction of banks so that people can save or borrow money). Al these changes are sometimes called progress. They can have devastating effects on the environment. Some people have decided to turn their back on any form of development. (ii) Most realistic environmentalists today aim for sustainable development – that is, the development that does not damage the environment and which, theoretically, could continue indefinitely. Sustainable development requires action on four levels: by individuals, local authorities, national governments and the international community. The most important contribution an individual can make is to have fewer children. We can also adopt lifestyles that emit less 65
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pollution, use less energy and create less waste. We should walk or bicycle rather than travel by car. We should insulate out houses and become less dependent on electrical labor-saving devices. We should avoid “disposable” paper and plastic products such as tableware, handkerchiefs and diapers. We should recycle all our metal, glass and paper waste. As consumers, we should become less dependent on manufactured goods in general, since a high proportion of industrial pollution comes from the manufacture of short-lived consumer goods. We should buy “environmentally friendly” products such as unbleached toilet paper, organicallygrown vegetables and unleaded gasoline. In addition, perhaps we should try to develop a taste for art, music, and literature rather than fashionable clothes, videos, and sports cars! (iii) Local authorities can promote sustainable development through better planning of towns and cities. Each town should be small enough to feed its population from the surrounding countryside, and should rely as much as possible on local industry. A high proportion of all traffic pollution today is caused by trucks carrying food from one end of a country to another, or by company representatives carrying samples of inessential consumer goods. Local authorities should discourage the use of motor vehicles in towns by prohibiting cars in shopping districts, building public amenities within walking distance of residential areas, and creating bicycle paths instead of more roads. Trees and flowers in public parks make a town more pleasant and also help to counteract the greenhouse effect. Local authorities should provide recycling centers and other collection points for recyclable waste. They should also invest in the technology for disposing of human waste responsibly, rather than simply pouring raw sewage into the sea. (iv) The human waste in Calcutta, India, is channeled into the lakes around the city where it fertilizes the growth of aquatic plants. The fish that feed on these plants are an important source of food for the population of Calcutta. This is a 66
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good example of sustainable development in practice. National governments can promote sustainable development through legislation, and through policies on agriculture, energy, transportation and trade. If energy-efficient technology actually made industrial process cheaper, all industries would install such technology. (v) National agricultural policies should encourage organic farming and discourage the use of fertilizers and pesticides. Central governments should fund more research into renewable energy sources, and stop subsidizing the nuclear power industry. Governments in developed countries should prohibit the export of toxic chemicals, obsolete technology and military weapons to developing countries, and discourage the import of cheap, useless consumer goods. They should guarantee a fair price for imports of staple foodstuffs (such as tea and coffee), and discourage imports of exotic foods (such as pineapples and avocadoes) in order to encourage a return to sustainable subsistence farming in the Third World. (vi) Many of the most complex problems of the environment today demand collaboration between countries. The Unites Nations Conference on Environment and Development in Rio de Janeiro, 1992, produced a document known as Agenda 21, which is an international agreement for working toward sustainable development. It covers issues such as population control, food and agricultural policy and waste disposal, and financial aid for conservation projects in developing countries. When we look at the world’s environmental problems on a global scale, it is hard to believe that any action by one person, one small community or even one whole country will make a difference. But we should remember the ancient Chinese proverb that says that a journey of a thousand miles begins with a single step. It is time for all of us to take that first step, before it is too late. 2b Answer the questions below. 67
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1.
What does environmental crisis stem from?
2.
Who tries to make our lives more sophisticated?
3.
What can have devastating effects on the environment?
4.
What does sustainable development require?
5.
What lifestyles can we adopt?
6.
What the most important contribution can an individual make?
7.
What should consumers avoid?
8.
What products should consumers buy?
9.
What can local authorities promote?
10. Who should rely only on local authorities? 11. What makes towns more pleasant? 12. What should people invest money in? 13. What is a good example of sustainable development in practice? 14. What can national governments promote sustainable development through? 15. Who must prohibit the export of toxic chemicals into the developing countries? 16. What is the aim of national agricultural policy? 17. Who produced a document known as Agendas 21? 18. What is this document about?
2c Decide whether the following sentences about the text are true or false. Correct the false ones. 1.
National governments can promote sustainable development through law.
2.
They should guarantee a fair price for exports.
3.
It covers issues such as people control, food and agricultural policy.
4.
It is time for all of us to take these first steps.
5.
The human waste in Calcutta is channeled into ponds around the city.
6.
Sustainable development requires action on five levels. 68
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7.
All these changes are called developments.
8.
Each town should rely on local industry.
9.
Trees and flowers in public parks make a town more pleasant.
10.
All these changes can have devastating effects on the environment.
Vocabulary Practice 3a Put the words and expressions below into three groups. 1.
“developments”
2.
sustainable development
3.
national policy
Less dependent, borrow money, financial aid, planning of towns, few children,
technological
changes,
devastating
effect,
plastic
products,
environmentally friendly, economic changes, increase in taxation, cash crops, taste for art, less waste, organic farming, population control, avoid, money, obsolete, counterpart, sophisticated, recycle, prohibit, inessential, staple, foodstuffs,
subsidizing,
legislation,
community,
devices,
introduction,
fashionable. 3b Form nouns by adding these suffixes to all or part of an adjective. Find these adjectives in the text. 1. adjective + ist (i)
2. adjective + gy (i)
3. adjective + ity (i)
4. adjective + ture (i)
5. adjective + re (i)
6. adjective + ance (ii)
7. adjective + ry (i)
8. adjective + ity (iii)
3c Think of as many nouns as possible which collocate with the following verbs.
save
adopt
borrow
develop
damage
guarantee
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3d Find words in text which have the following meanings. a law
b collaborate
c ban
d oppose
e place
f
archaic
g tropical 3e Match up the words with their definitions. 1.
discourage
a something that is not needed
2.
pesticides
b the act of getting rid of something
3.
disposal
c a food that is used and needed in the house all the time
4.
staple
d any chemical designed to kill insects, fungi, rodents, or other organisms that are considered by humans undesirable
5.
promote
e to protect a person from ordinary experience
6.
subsistence farming
f to keep actively forming or arranging something
7.
insulate
g form of agriculture using mostly hand or animal labor and often producing an inadequate food supply
8.
inessential
h to take away courage, confidence or hope from
Listening 4a Listen to a conversation between two co-workers (Audio File 9). Choose the correct answer. 1 What is the conversation mainly about? A the woman’s efforts at sustainability 70
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B how the man can reduce his carbon footprint C why a company should be boycotted D upcoming legislation about conserving water 2 What does the man agree to do? A support the legislation B purchase a rain barrel C boycott the company D join a carpool 4b Listen again and complete the conversation. Co-worker 1: You’d be surprised. Over time, changes like that 1__________. Co-worker 2: I don’t know. I just don’t see something that small making a difference. Co-worker 1: Well, that’s why you have to do a lot of things. It’s the same reason 1 2________. Co-worker 2: How does that save energy? Co-worker 1: Well, if people grow vegetables at home, fewer trucks use fuel to drive 3_______ to stores. Co-worker 2: Fair enough. But don’t you use a lot of water on that garden? Co-worker 1: Not really. I have a few 4_________. They supply most of the water. Co-worker 2: Really? Interesting. I can see how people doing that could add up. Co-worker 1: Yeah, it’s like a boycott. Dedicated individuals can make a difference. Also, I’m organising a 5__________. Would you like to join? Co-worker 2: 6______________. You’ve convinced me. 4c With a partner act out the roles below based on 4b. Then switch roles.
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USE LANGUAGE SUCH AS: Do you want to sign …? They use …. We could …
Student A:
Student B:
You work with Student B. Talk to him or You work with Student A. Talk to him or her about:
her about sustainability.
avoiding apathy how to get involved ways to influence people
Speaking 5a
Work in pairs. Discuss the question “Should the international
community work out aims for sustainable development?” Give your reasons. 5b Discuss “for” and “against” humankind’s attempts at “development”
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APPENDIX 1
The language of presentations I. Introduction Let me just start by introducing myself. My name is … It’s good to see you all here. Good evening, everyone. Thank you for inviting me to speak on… Tonight I am going to talk about … I am here to talk about / give a presentation on … My topic is very important for you because … I have divided my presentation into three main parts. The subject of my talk is … The talk is in (three) parts. The first second
part looks at … / is about …
last I would like to start by … I shall begin by … Then I will speak about … Thirdly I will talk about … I’ll end with… And lastly … My presentation will take about 30 minutes. II. The main part of the talk Let us begin with … As far as …… is concerned … Moving on to … 73
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This leads directly to my next point. My third point deals with … So much for point two. And last but not the least … As you can see here ... I have a slide here that shows... Let us look at … To illustrate this, let us have a closer look at... The picture on the next slide shows … III. Summing up / conclusion So, in conclusion, you can see that … Just to summarize the main points of my talk … I hope I have been able to tell you a little bit about … That covers just about everything I wanted to say about … Before I sit down I would first like to thank … for … Thank you all for listening so attentively. Does anyone have any questions? Are there any questions so far? IV. Dealing with questions I'm afraid I didn't (quite) catch that. So, in other words you would like to know whether... Does that answer your question? Well, actually, I'd prefer not to discuss that today. If you don't mind, could we discuss that on another occasion?
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APPENDIX 2 I think that...
Expressing opinion I doubt that..
I believe that...
In my opinion/ In my view
I feel that...
To my mind
I consider that...
If you ask me
APPENDIX 3 Here are some useful expressions for a composition on advantages and disadvantages of a particular topic. One of the advantages/ disadvantages of ... is ...; There are some advantages and disadvantages to ...; The (main) advantage/ disadvantage of ... is ...; The main problem / drawback with ... is ...; A further advantage (of)/ problem (with).. is ... First of all / Firstly; In addition / Moreover/ Futhermore; So / As a result / Therefore; However / On the other hand / In contrast; In conclusion / To sum up / On the whole
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APPENDIX 4
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AUDIOSCRIPTS Audio File 1 Farmer: So, what were the results of the soil salinity test? Scientist: Well, unfortunately, the salt levels were pretty high. Farmer: That’s what I was afraid of. Scientist: The problem is secondary salinity, probably because of your irrigation system. Farmer: What’s wrong with it? Scientist: Well, your soil isn’t absorbing water. And irrigation water generally has some salt in it. So it’s just evaporating. Farmer: So the salt remains in the soil and accumulates? Scientist: That’s correct. You are trying to grow spinach in your field, right? Farmer: Yeah, that’s right. Scientist: I am afraid that would be quite difficult. Spinach isn’t a salt tolerant crop. Farmer: So, what can I do? Scientist: You could try a crop with a higher salt tolerance. Barley or even cotton for instance. Farmer: Emm, is there anything I can do to improve soil, you know, remove the salt? Scientist: Well, there are methods, but they are difficult. And if you don’t change your irrigation patterns, it will just come back. Farmer: I see Scientist: That’s why I’d look at irrigation options before anything else. Audio File 2 Scientist 1: I am a little concerned about a city’s new pest control effort. Scientist 2: Why? What are they doing? Scientist 1: They want to kill all the cockroaches. They are encouraging people to use poison. Scientist 2: Well, cockroaches are a generalist species. They’ll still thrive in other places. Scientist 1: Sure, but what about their role here? They fill important niche. Scientist 2: I didn’t think of that. So you’re saying that their ecological extinction would affect the local ecosystem? Scientist 1: Sure it would. Cockroaches provide an important food source for wasps. Scientist 2: Oh of course. The wasps depend upon the cockroaches to feed their young. Scientist 1: I am really worried that this will lead to wasp extinction. Scientist 2: Wasps eat other pests too, don’t they? 77
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Scientist 1: That’s right. They control other insects that damage crops. Farmers rely on them. Scientist 2: So, without the cockroaches there won’t be enough wasps to control farm pests. Scientist 1: That’s what I am concerned about. Audio File 3 Leopards spend much of their time in trees. They eat there, they sleep there. In fact, leopards spend more time in trees than any other big cat. This leopard is in a tree in the Mala Mala Game Reserve in Kruger National Park, South Africa. The rason leopards spend so much time in trees ia because other cats – like lions – kill leopards, and because hyenas and wild dogs love to steal their precious kill. This gives leopards a great incentive to master the art of treeclimbing, never failing to know exactly which branch will support thier weight. Well, almost never failing ... Sometims a leopard must carry himself and his dinner up the tree. The leopard has incredibly strong neck muscles. This enables it to drag its prey up into trees, where it won't be troubled by predators. The prey may be double – even triple- the leopard's own weight.Yoy might think that finding and killing an impala would be the hard part, but, in fact, the really difficult thing is knowing which branch will support all that weight. And then, after all that trouble, a lucky hyena grabs the kill and runs away. Seeking to reverse its fortune, the hungry leopard goes out and kills another impala, and, afain, tries to drag its up the tree. Another hyena arrives and decides it would like the lepard's precious prize. Who'll win this conflict? Well, consider this: relative to their weight, hyenas have the strongest jaw in the Mala Mala Game Reserve. Nothig is going to make this hyena let go. Well, except maybe this ... a lioness. The hyena quickly runs off, and the leopard doesn't hesitate to leap upwards with its kill. But the lioness decides that she has eyes for the prize and also heads up the tree. Survival in this landscape often requires great skill. But this time, leopard has estimated the strength of the tree branches perfectly. Even though the lioness is a short distancefrom a juicy meal, she knows that she's too heavy to climb any higher. At last, the drama is over and the leopard rewarded with a well-earned meal – in peace. Audio File 4 In the 1970s nuclear was the energy alternative. Nuclear power produces vast amounts of electricity more cheaply than gas or coal, with no carbon emissions. For a number of years in the 1980s and '90s, however, the use of nuclear power declined due to accidents, concerns about nuclear waste storage and disposal, and high construction costs. Today, though, times are changing. Worldwide about 440 plants now generate 16 % of the planet's electric power, and some countries have invested heavily in nuclear energy. France, for 78
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instance, gets 78 % of its electricity of the nuclear power. China has started to build one or two new plants a year, and Japan and India have also begun to utilize nuclear energy on a large scale. Though there are still concerns about the safety of nuclear power, many now believe it may be one of the future's greenest energy alternatives.
Audio File 5 Environmental Scientist 1: Have you seen this report? Environmental Scientist 2: The one on the deforestation? Environmental Scientist 1: Yes, That’s the one. It’s very encouraging. Environmental Scientist 2: What does it say? Environmental Scientist 1: It says deforestation dropped by 10 per cent in the last year. Environmental Scientist 2: Wow! That is good news. It helps that there has been more government regulation of logging. Environmental Scientist 1: Yeah. They’ve been monitoring the forests by air, looking for illegal logging operations. Environmental Scientist 2: That’s really great, but land management practices aren’t the best. Audio File 6 For 2.5 million years, the Earth's climate has varied, moving between extremely cold ice ages and warmer periods. But in the last century, Earth's teperature has risen unusually fast – by nearly one degree Celcius. Scientists believe that human activity is making the temperature go up, a process known as global warming. And many are worried the situation is becoming crutical. Ever since the Industrial Revolution, factories, power plants, and, more recently, cars have burned fossil fuels such as coal and oil, releasing huge quantities of carbon dioxide and other gases into the atmosphere. These greenhouse gases trap heat near the Earth through a naturally occuring process called "greenhouse effect". The greenhouse effect begins with the sun and the energy it sends to the Earth. The Earth and the atmosphere take in some of this energy, while the rest goes back into the space. Naturally occuring gases in the atmosphere trap some of this energy and reflect it back, warming the Earth. Scientsts now believe that the greenhouse effect is being strengthened by greenhouse gases that are released by human activity. Evidence for global warming includes a number of unexpectedly warm years in recent years. Scientists report that 1998 was the warmest year in measured history and 2005 was the second. Studies of ice cores show that greenhouse gases hace reached their highest levels in the past 420,000 years. Actic sea ice is also shrinking. According to NASA studies, the area 79
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covered by Actic sea ice has decreased by about ten percent in the last 30 years. If countries continue to use a lot of fossil fuel resources, the amount of greenhouse gases in the atmosphere will continue to rise. Researches predict that temperatures will increase by about one to six degrees Celsius by the end of the century. So what are the possible consequences for environment of these rising temperatures? Some climate models say there will be only slight changes. Others predict rises in sea levels that could flood coastal areas. Changing weather patterns could make huge storms like hurricanes more frequent. Extreme droughts could become more common in warm areas, and some animals, which may not be able to adapt, could face extinction. There is still a lot to be learnt about global warming. However, many believe that governments and corporations can help to reduce the impact of global warming by cutting greenhouse gases emissions. Consumers can also help by saving energy around the house, for example, by using light bulbs that require less energy and driving fewer miles each week. These simple changes may help to keep the Earth cooler in the future. Audio File 7 Dan: Hello, I’m Dan Walker Smith and today I’m joined by Kate. Kate: Hello Dan. Dan: Now today Kate and I are talking about pollution. K: Yes, well pollution is the term for harmful waste which has been put into the environment, and which can be damaging to plants and animals. D: So I’m going to start the show today with a question, Kate; have you ever heard of the ‘Great Pacific Garbage Patch’? K: No, I’m afraid I haven’t; I’ve never heard of that. D: Well, let me explain. And the Pacific Garbage Patch is an area of the Pacific Ocean where rubbish has collected. It was discovered in 1997, and is essentially a big floating soup of plastic garbage and bits of rubbish that have been thrown away on land and have ended up in the sea. K: Ooh that sounds absolutely horrible. D: We don’t actually know the size of the garbage patch, but some people say it could be 600,000 square miles across – which is twice the size of France. K: What? Twice the size of France? That’s absolutely huge! D: And it could be bigger. K: That’s very frightening. Now plastic pollution in the seas kills over a million sea birds and 100,000 mammals and turtles each year. OK, so the plastics they’re finding aren’t just things that might have been thrown into the sea, like fishing nets and ropes, but are actually things 80
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that have come from the land, like pieces of bottles and children’s toys. D: Apparently 80% of all the plastic found in the ocean is actually litter that’s been thrown away on land. K: And part of the problem is that most plastics aren’t biodegradable. D: Well, if something biodegrades it means it breaks down naturally. So if a product isn’t biodegradable it won’t decompose or decay organically. And some plastic bags could last in the environment for up to a thousand years. OK, so 40% of the world’s plastic is used as packaging material and then discarded. To lower the amount of plastic waste, scientists recommend the ‘three Rs’ for packaging. We can reduce the amount of packaging used on products; we can reuse packaging more than once, and we can recycle the materials used. K: And recycle means to process used materials into new products. So you can recycle old glass, paper and plastic products to make something new. Do you recycle, Dan? D: I’m actually very lucky, because where I live in London has a great recycling programme. So... K: Oh that sounds great, you’re really lucky. Actually I’ve got the same thing. D: And even if you can’t recycle, just try and reuse or reduce the amount of waste that you’re going to be producing. If we all try and reduce waste, and use less packaging, and recycle more, then maybe things will get better. Thanks very much indeed for listening, and goodbye! K: Goodbye! Audio File 8 Scientist: Okay, well, I’m glad to hear that you’ve already practising sustainability. You’re doing the right thing. What methods do you use? Farmer: 1 always rotate my crops, and I also switched to control farming. This has helped my soil erosion a lot. Scientist: Great stuff. Do you use monoculture or intercropping? Farmer: Well, right now I use monoculture. Scientist: Hmmm. You might want to mix it up a little. Try some additional crops Farmer: You’re right. I’ll look into that. Scientist: Great. And what about growing organic crops ? Farmer: Yeah, I’ve thought about it. It’s just so hard to switch over. The process takes years. Scientist: Trust me, it’s worth it in the end. Audio File 9 Co-worker 1: You’d be surprised. Over time, changes like that that can add up. 81
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Co-worker 2: I don’t know. I just don’t see something that small making a difference. Co-worker 1: Well, that’s why you have to do a lot of things. It’s the same reason I keep a garden. Co-worker 2: How does that save energy? Co-worker 1: Well, if people grow vegetables at home, fewer trucks use fuel to drive produce to stores. Co-worker 2: Fair enough. But don’t you use a lot of water on that garden? Co-worker 1: Not really. I have a few rains barrels. They supply most of the water. Co-worker 2: Really? Interesting. I can see how people doing that could add up. Co-worker 1: Yeah, it’s like a boycott. Dedicated individuals can make a difference. Also, I’m organising a company couple. Would you like to join? Co-worker 2: Sure thing. You’ve convinced me.
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ИСПОЛЬЗОВАННАЯ ЛИТЕРАТУРА 1.
Carattoli M. C. Nature and Environment / M. C. Carattoli. - Richmond Publishing, 2002. - 66 p.
2.
Collins T., Maples M. J. Gateway to Science / T. Collins, M. J. Maples. Thomson Heinle, 2008. - 280p.
3.
Douglas N. Reading Explorer 3 / N. Douglas. - Heinle Cengage Learning, 2010. - 192 p.
4.
Environmental Literacy Council - http://enviroliteracy.org
5.
Grussendorf M. English for Presentations / M. Grussendorf. - Oxford University Press, 2007. – 80 p.
6.
Hashemi L., Murphy R. English Grammar in Use. Supplementary Exercises / L. Hashemi , R. Murphy. - Cambridge University Press, 2001. - 126 p.
7.
Learning English - http://www.bbc.co.uk/worldservice/learningenglish
8.
Maclntyre P. Reading Explorer 2 / P. Maclntyre. - Heinle Cengage Learning, 2009. - 192 p.
9.
Rillero P., Zuke D. Ecology / P. Rillero, D. Zuke. - Glencoe McGraw Hill, 2005. - 198 p.
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Учебное издание
Черникова Светлана Николаевна ENVIRONMENTAL CHALLENGES Учебно-методическое пособие
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