Методические указания по выполнению контрольных работ для студентов 2-го курса заочного отделения естественных факультетов

Министерство общего и профессионального образования Российской Федерации РОСТОВСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

Кафедра английского языка естественных факультетов

Методические указания по выполнению контрольных работ для студентов 2-го курса заочного отделения естественных факультетов

Ростов-на-Дону 1999

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Составители: ст.преп. Николаева И.Н., ст.преп. Шаблыкина А.Н. Редактор: доц. Малащенко М.В.

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Методическая записка Данные методические указания предназначены для студентов II курса заочного

отделения

биолого-почвенного

и

геолого-географического

факультетов. Методические указания включают 4 варианта контрольной работы №3

(3 семестр) и 4 варианта контрольной работы № 4 (4 семестр). В

приложении даны четыре текста для самостоятельного чтения. Каждый

вариант

включает

задания

для

проверки

освоения

грамматического и лексического материала, предусмотренного программой, а также задания для контроля навыков перевода и извлечения информации из прочитанного текста. Тексты отражают тематику естественных наук: общие вопросы охраны окружающей среды и некоторые аспекты взаимодействия человека и природы.

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Контрольная работа 3 Вариант 1 1.1.1

Перепишите

и письменно переведите следующие предложения;

определите в каждом

из них видо-временную форму и залог глагола –

сказуемого: 1. The word “science” is derived from the Latin word, “scire” to know, to experience. 2. He said the paper had been published in the latest issue of the

Journal

“Man and Environment”. 3. The word “scientist” was introduced only in 1840. 4. A scientist generalizes from various observations and measurements, the relationships and laws that have been accumulated, to develop theories. 5. Their communication will be carried out through the scientific literature, in scientific meetings and in various discussions. 6. The results of this experiment are being discussed and interpreted

as a

new stage in geochemistry. 1.1.2 Перепишите и письменно

переведите следующие предложения,

обращая внимание на разные значения слов it, one, that: 1. It is proved that man is a part of nature. 2. One should remember that science is a creative and dynamic activity. 3. It was not until 1840 that the word “scientist” was introduced. 4. The result of this experiment is much better than that of the previous one. 5. It takes me 20 minutes to get to the University. 6. It was yesterday that I met him in the street.

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1.3 Перепишите и письменно переведите следующие предложения, обращая внимание на разные значения глаголов to be, to have, to do; определите значения этих глаголов: 1. You have to make use of these facts to prove your theory. 2. We are to take part in the scientific conference on the problems of ecology. 3. We can’t do without mathematics in our research as it helps the scientist to quantify various phenomena. 4. Do you understand the difference between science and humanities? 5. The work was presented in the form of a review. 6. Have you got any friends in Moscow? 1.1.4 Перепишите и письменно переведите следующие предложения, обращая внимание на бессоюзное подчинение: 1. I know you have already returned from the expedition. 2. The fact they see the world in different terms in no way prevents them from collaborating. 3. The book you need is on the shelf. 4. He informed us the conference had begun. 5. Scientists make use of data or facts as historians do. 6. We never say the artist like the physicist considers the environment in the same way. 1.1.5 Перепишите и письменно переведите следующие предложения, обращая внимание на форму и функцию инфинитива: 1. Our aim is to master English. 2. He was the first to prove it. 3. To know much we must learn much. 4. They came to the lab to test this device.

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5. To translate the text without a dictionary is a difficult task. 6. It is necessary to save our planet from air and water pollution. 1.1.6 Прочтите и устно переведите 1-4 абзацы текста. Перепишите и письменно переведите 5-7 абзацы текста. What Is Science? 1. Science is an accumulative body of knowledge about the world. The word science itself is derived from the latin “scire” – to know, to have knowledge of, to experience. The word “scientist” was introduced only in 1840. The “cultivators of science” before 1840 were known as “natural philosophers”. Some 300 years ago they started a technique of inquire known today as the “scientific method”. 2. То understand now what science means we should first look at the meaning of the broader area of science. Science is a creative and dynamic activity. It is an expression of human experience - an expression that seeks to provide an understanding of the total environment and the forces that shape it. Science is the process where man, individually and collectively, uses this experience to devise a commonly accepted explanation of the workings of the universe around him. Science involves observation, and measurement, imagination and hypothesis, communication and criticism, in an endless assault on the unknown or little-known aspects of our surroundings. 3. The scientist who is involved in such activities observes and measures objects and phenomena of the physical world. To experimental results, he applies imagination in an effort to discern some common action or behaviour of matter and energy. He generalizes from the collection of observations and measurements and relationships and laws that have been accumulated, to develop theories which can in some coherent way explain

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what is taking place; and then these predictions serve as guides to new experiments and observations. 4. The scientist maintains continual communication with his colleagues in a variety of ways. This communication is carried out through the scientific literature, in science meetings, and in informal person-to-person seminars and discussions. So important is the role of communication among scientists to the process of mutual criticism that this has led to the assertion by some that modern science is communication. 5. Having briefly discussed the role of the scientists and what science is, we may now compare science to other forms of human endeavour with which most people are more readily familiar. These endeavours are the humanities, including art, literature, music and history, to name a few. Each of these, like science, is in its own way an expression of human experience. The artist, like the physicist, considers his environment, interprets it, and presents his view for criticism. The fact that the two see the world in different terms in no way detracts from the basic premise that all these endeavours are primarily based upon the individual's experience and are his interpretations of the universe. In both instances, and in fact in all creative endeavour, the work is presented in one form or another for general review and criticism. 6. Scientists make use of data or facts as historians do, but the collection of facts in either case is not an end in itself. Facts are used to establish or reinforce a theory or to explain the occurrence of an event. Facts serve to illustrate a law or support a hypothesis. The relationship of facts to the development of a theory applies to the interpretation of history as it does in the development of a law in physics. 7. It is not our intent to imply that the humanities and sciences are identical, because this is not the case. There are substantial differences in that some

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sciences are essentially quantitative, whereas the humanities tend to be more qualitative or descriptive. However, while it is relatively simple to separate, for example, history and physics into either the humanities or science

category

on such a basis, there is no definite dividing line

between the sciences and the humanities. 8. For example the newly developing environmental sciences (e.g.: soil science, biology, chemistry) are closely interrelated. Earth science deals with the inanimated structures and processes in nature, sciences such as physics and chemistry play a support role for earth science by dealing with the nature of matter, the changes that occur in substances, the energy relationships that cause these changes, and the forces of nature. Mathematics enables the scientist to quantify these phenomena and deal with the forces in a manner that is easily recognizable by other scientists. 1.1.7 В первом абзаце текста найдите и письменно переведите предложения, в которых

глагод-сказуемое стоит в страдательном залоге; определите

временную форму глагола. 1.1.8 В третьем абзаце текста найдите и письменно переведите предложение, в котором глагол-сказуемое стоит в форме Present Continuous Tense. 1.1.9 Прочтите четвертый абзац текста и вопрос к нему. Из приведенных вариантов ответа укажите номер предложения, содержащего правильный ответ на поставленный вопрос: What is the most common assertion about science? 1. The communication with his colleagues is of less importance in comparison with the observations and measurements. 2. The communication between scientists is maintained in different ways. 3. The role of communication among scientists is of great importance in all

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spheres. 1.1.10 Ответьте на следующие вопросы письменно: 1. What does a scientist generalize from? 2. What kind of activity is science? 3. Do the humanities have their own expression of human experience? 4. Why is mathematics so important for various scientists nowadays?

Контрольная работа 3 Вариант 2 1.1.1 Перепишите и письменно переведите следующие предложения; определите в каждом из них видо-временную форму и залог глаголасказуемого: 1. This relationship is not viewed in the same way by all people. 2. A new approach to this study is being proposed now. 3. We understood that his theory had been developed long ago. 4. The concept was held by the early settlers of North America. 5. The people are becoming to realize that natural resources must be wisely used. 6. Many scientists have come to this conclusion. 1.1.2 Перепишите и письменно переведите следующие предложения, обращая внимание на разные значения слов it, one, that: 1. This method of research is different from the one described in the book. 2. One must be sure that the increasing noise level is a serious problem today.

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3. It was he who helped me to solve this problem. 4. The signs of ecological imbalance now are much more dangerous than those observed earlier. 5. It took people much time to realize that earth is finite. 6. That problem was being discussed by many 19 th century scientists. 1.1.3 Перепишите и письменно переведите следующие предложения, обращая внимание на разные значения глаголов to be, to have, to do; определите значения этих глаголов: 1. For those people nature was the enemy and had to be conquered. 2. We are to take care of the environment. 3. Do you always attend scientific conferences? 4. I have just passed the exam on geography. 5. The earth, rivers and seas are dangerously polluted nowadays. 6. They do morning exercises regularly. 1.1.4

Перепишите и письменно переведите следующие предложения,

обращая внимание на бессоюзное подчинение: 1. The air we breath is becoming polluted. 2. Photographs of the earth taken from the space reveal our planet has the finite nature. 3. The way we continue to operate is like a planetary desease. 4. Earth sciences have to develop answers to all the questions we have asked. 5. She said they had obtained all the factual information of water pollution in our region. 6. Were he at the conference, he would read his paper.

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1.1.5 Перепишите и письменно переведите следующие предложения, обращая внимание на форму и функцию инфинитива: 1. To speculate about the future is one of basic qualities of man. 2. To make such a prognosis it is necessary to have the past experience. 3. He was glad to teach such a clever boy. 4. The problem to be solved deals with the new field of biology. 5. He used this device to test his theory. 6. It is a difficult question for you to answer. 1.1.6 Прочтите и устно переведите 1-5 абзацы текста. Перепишите и письменно переведите 6-9 абзацы текста. Man and His Physical Environment 1. Photographs of the earth taken from the space have revealed the finite nature of the planet. Many scientists have come to recognize that both physical and biological environments limit the earth’s capacity to support people at some time in the near future. 2. Environment includes all the conditions and influences surrounding and effecting the life of an individual or population. The interrelationships of living organisms with their environment have been studied for many years by ecologists. 3. But this relationship is not viewed in the same way by all people. Some hold the view that man should have domination over nature and should bring aspects of nature under his control. 4. This concept was held by the early settlers of North America as they tried to make their living. Nature was their enemy and had to be conquered. When man’s impact on nature had become great, then man would pack up

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and move westward. 5.

Now the people are becoming to realize that earth is finite and we must move toward a spaceman economy, where resources must be properly handled, and where humankind must adjust to the available resources. It is the ecological viewpoint on the environment.

6. Unfortunately this view has not been universally accepted. There have been attempts to free man from responsibility for his impact on the environment. According to a pseudoecological view man is considered to be a part of nature. The main statement is the following: We don’t accuse a beaver of interfering with nature when it chops down a lot of trees to build a dam. Then why condemn human being for chopping down a lot of trees to build or do everything that will make their lives safer. 7. We see at present the signs of ecological imbalance. The air we breathe, the earth we live on, its rivers and seas are becoming polluted with ever more dangerous materials – by products of man’s activities. 8. The increasing noise level is a special problem nowadays. Transport is a major source of environmental pollution. Pollutants are not only harmful to health but to building as well. The foundations of the buildings are being shaken by all heavy traffic, the bricks are being eaten by the fumes from the traffic. 9. Thus the way we continue to operate is like a planetary disease. Our view on man and nature does not correspond to reality. Man is an epidemic, destroying the environment upon which he depends. He treats the world as a storehouse existing for his own needs, poisoning and killing this living system, the biosphere, realizing his social determination.

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10. However, these social decisions can be made in such a way that we and our children will never have to regret them. They are to be made in the light of all the factual information it is possible to obtain. If we collectively decide to use the available supply of a nonrenewable resource, for example, we should know how long it will last. Earth science can and have to develop answers to all of the questions we have asked. 1.1.7 В третьем и восьмом абзацах текста найдите и письменно переведите предложения, в которых глагол-сказуемое стоит в страдательном залоге; определите временную форму глагола. 1.1.8 В седьмом абзаце текста найдите и письменно переведите предложение, в котором глагол-сказуемое стоит в форме Present Continuous Tense. 1.1.9 Прочтите девятый абзац текста и вопрос к нему. Из приведенных вариантов ответа укажите номер предложения, содержащего правильный ответ на поставленный вопрос: How does man treat the world? 1. He considers the world corresponding to reality. 2. He is creating everything for his needs. 3. He treats the world as the storehouse existing for his own needs.

1.1.10 Ответьте на следующие вопросы письменно: 1. What does environment include? 2. How did ecologists interprete the relationships between man and nature? 3. Why must the people move toward a spaceman economy? 4. What are the signs of ecological imbalance?

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Контрольная работа 3 Вариант 3 1.1.1 Перепишите и письменно переведите следующие предложения: определите в каждом из них видо-временную форму и залог глаголасказуемого: 1. This material is unaffected by solar radiation. 2. Some of these living things were tested by experiment. 3. Recently this model has been modified and now is being used in many practical situations. 4. The distribution of plants is greatly affected by local conditions. 5. The seminar will be attended by many participants. 6. His lectures were always followed by heated discussions. 1.1.2 Перепишите и письменно переведите следующие предложения, обращая внимание на значения слов it, that, one: 1. One of the major problems in environmental science is soil, air and water pollution. 2. One can watch more and more young people move into environmental research. 3. It is in the sea that the struggle for existence is very keen. 4. These results are very similar to those obtained in their laboratory. 5. It is important to know this law. 6. That he is a famous scientist in this branch of science is known to everybody. 1.1.3 Перепишите и письменно переведите следующие предложения,

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обращая внимание на разные значения глаголов to be, to have, to do; определите значение этих глаголов: 1. The nucleus is the controlling center of the cell. 2. In the late summer of 1831 “The Beagle” was to make a cruise around the world. 3. We have to develop new varieties of plants. 4. We do know that the cell stores its genetic message in the form of DNA. 5. The structure of this soil has been improved. 6. They did not create suitable conditions for the experiment. 1.1.4

Перепишите и письменно переведите следующие предложения,

обращая внимание на бессоюзное подчинение: 1. I heard he had worked at this problem. 2. This is the most serious difficulty we may come across. 3. The man we were talking about this morning came to see you. 4. Materials change according to atmospheric conditions they are subjected to. 5. I think he has made a mistake in his calculations. 6. The sphere of activity the study of geology can be applied to is tunnel building. 1.1.5

Перепишите и письменно переведите следующие предложения,

обращая внимание на форму и функцию инфинитива: 1. Two hydrogen atoms combine to form a hydrogen molecule. 2. The aim was to discuss the results of the experiment. 3. It is necessary to think logically first. 4. The data to be analysed are very important. 5. To make machines work fast and correctly is a very important task.

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6. The results of the experiment to be conducted in our institute should be published. 1.1.6 Прочтите и устно переведите первый - третий абзацы текста. Перепишите и письменно переведите четвертый - шестой абзацы текста. The Biosphere 1. Planet Earth is the only planet in our solar system that has conditions suitable for supporting life. The layer around the Earth where air (atmosphere), water (hydrosphere), and minerals (lithosphere) interact with living things is called the biosphere. 2. No living organism exists or can exist as an entity into itself. Each organism is a member of a particular species. The word “species” refers to the total population of a specific kind of plant, animal, or microbe (microscopic organisms, mainly bacteria and fungi). The life span of individuals is limited, but through continual reproduction and replacement, a species can potentially persist indefinitely. 3. But no species is an entity into itself either. Every animal species depends on various plant species for food and for various habitat conditions. Plant species depend on various animal and microbial species to decompose biological waste and release nutrients so that they can be recycled. All species depend on air, water and nutritive elements from the earth’s minerals. But plants, animals and microbes also play important roles in removing pollutants from air and replenishing its oxygen and carbon dioxide, in purifying water, and in recycling mineral elements. Therefore, we can say that plants support animals; animal activities support plants; and all organisms help to support and maintain air, water, and soil quality.

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4. Thus, the biosphere consists of a virtually infinite number of mutually dependent and mutually supportive interrelationships among all living organisms, air, water, and minerals. Humans are no less a part of and no less dependent on these interrelationships than any other species. So, the biosphere consists of a great variety of environments, both aquatic and terrestrial. In each environment we find plant, animal and

microbial

species that are adapted to all the abiotic factors and also to each other in various feeding and non feeding relationships. It should be clear that sustainability of human society as well as sustainability of other species will depend on maintaining the integrity of the biosphere. 5. Recognizing that everything in the biosphere is interconnected leads to the conclusion that nothing can be changed without affecting everything else to a greater or lesser degree. Obviously, humans have changed and are continuing to change things on a very large scale. Humans have already caused the extinction of thousands of species and made manifold changes over most of the earth. 6. Before the arrival of humans to the Tennessee Valley (the USA) species were becoming extinct at the rate of only one

every thousand years.

Extinction of most species could usually be attributed to major changes in climate; catastrophes such as earthquakes, volcanoes and floods; or other natural factors such as predation, competition, and desease. But by 1950 one species was being lost every 10 years. By 1980 the rate was one species every year. Current losses are estimated to be as high as 40000 species a year in the tropical forests alone. Some scientists estimate that we will lose one-fourth of all species within 50 years. If there are 30 million species, as some taxonomists suspect, this means the loss of 75 million species.

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1.1.7 Во втором и четвертом абзацах текста найдите и письменно переведите предложения, в которых глагол-сказуемое стоит в страдательном залоге; определите время глагола. 1.1.8 В шестом абзаце текста найдите и письменно переведите предложение, в котором глагол-сказуемое стоит в Past Continuous Passive. 1.1.9 Прочтите шестой абзац текста и вопрос к нему. Из приведенных вариантов ответа укажите номер словосочетания, содержащего правильный ответ на поставленный вопрос: What can extinction of most species be attributed to? 1 the major changes in climate; 2 the industrial revolution. 1.1.10 Ответьте на следующие вопросы письменно: 1. What is called the biosphere? 2. What do plant species depend on? 3. How do humans affect the environment? 4. What do scientists estimate?

Контрольная работа 3 Вариант 4 1.1.1 Перепишите и письменно переведите следующие предложения; определите в каждом из них видо-временную форму и залог глаголасказуемого: 1. The lecturer is listened to with great interest.

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2. When much material had been looked through and some problems had been solved, the article was published. 3. Linnean system of classification was founded on the concept of the basic natural grouping of like individuals, called a species. 4. Systematic botany will be preceeded by a course in general botany. 5. The origin of the race of men who made the Nile valley the cradle of civilization is still being sought by scholars. 6. That law was soon followed by another one. 1.1.2 Перепишите и письменно переведите следующие предложения, обращая внимание на разные значения слов it, that, one: 1. It was Mendeleyev who suggested a system of classification in which the elements are arranged in the order of increasing atomic weights. 2. It is necessary to give a detailed explanation of this phenomenon. 3. That method is looked upon as the most progressive one. 4. The territory of Moscow is larger than that of London. 5. That such mutations are the result of a physical process is supported by some scientists. 6. In London one must get used to the left-side traffic. 1.1.3 Перепишите и письменно переведите следующие предложения, обращая внимание на разные значения глаголов to be, to have, to do; определите значения этих глаголов: 1. Such differences of behaviour do exist between these two species. 2. The engineers are to study the problem of using cosmic rays. 3. These different aspects of natural history have to be taken into account. 4. Many creatures have larger and more elaborate eye structure than man does.

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5. Some of them do not understand the importance of this discovery. 6. The purpose of the lecture is to interpret the results of this research to the nonspecialists. 1.1.4 Перепишите и письменно переведите следующие предложения, обращая внимание на бессоюзное подчинение: 1. The new materials the scientists developed were used in space technology. 2. The methods we have just described are very effective. 3. The general procedure we have just outlined was employed by Summer in 1926. 4. We know these flowering plants are divided into three classes. 5. I think he has made a mistake in his calculations. 6. Every substance a man comes in contact with consists of molecules. 1.1.5 Перепишите и письменно переведите следующие предложения, обращая внимание на форму и функцию инфинитива: 1. The purpose of this article is to describe certain properties of plants. 2. The experiment to be carried out is of great importance for our research. 3. These studies are too recent and too few for us to estimate their importance. 4. To master the general laboratory procedures is absolutely necessary for the students of biology. 5. The enzymes to be studied have been grouped into three classes. 1.1.6 Прочтите и устно переведите первый – четвертый абзацы текста. Перепишите и письменно переведите пятый – седьмой абзацы текста. Environmental Science 1. Biology may be defined as the science of life. The word “biology” is derived from the Greek words “bios” (“life”) and “logos” (“word”, “study”

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or “science”). It deals with living organisms or living systems. It is concerned with their nature, reproduction and place in their environment. 2. Biology is a very broad science which

is bound closely with many

sciences such as chemistry, geology, geography, anthropology, physics, medicine and many others. 3. Environmental science is also about life and how to sustain it on Planet Earth. Environmental science is a composite entity, incorporating natural sciences – such as biology, chemistry, earth science, physics and medicine – and social sciences – such as economics, political science and sociology. 4. Environmental science is about much more than science. Environmental science is also about ethics and values, sociology, law and business, motivation and responsibility. It also involves history, mathematics and statistics, technology, philosophy, religion, morality and aesthetics. Every aspect of human behavior has some relationship to the natural environment. 5. Environmental science has its roots in natural history, the study of where and how organisms carry out life cycles. Natural history observations were the foundation for the science of ecology, the study of environmental factors and how organisms interact with them. Ecological research has given us hard, specific, analyzable information ranging from how specific individuals exchange molecules with their environments to how they affect and are affected by other organisms with which they live.

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6. Of all animal species that ever have inhabited Earth, humans have had the most rapid and drastic impact upon it. Our impact is accelerating because our numbers are increasing at an accelerating rate. This problem is the prime focus of environmental science. It is a problem of human ecology, the interaction of humans with the environment. Understanding human ecology requires an understanding of demography, the study of human population dynamics. 7. Finally environmental science deals with priorities. What conditions of the environment are acceptable and unacceptable? What ways of using the environment are best for people, for native vegetation and animals, and for maintaining usability of the land? How do you balance costs, economic benefits, and environmental impacts? How, also, do you determine what is an acceptable quality of life for the world’s people? Human priorities are linked strongly, on the one hand with economic and political expediencies and on the other hand, with ethics. In the end, each of us will decide, through our priorities, actions and inactions, what the future of Earth will be. 8. So, environmental science is the science of looking at the cause-and-effect relationships underlying environmental issues. In short, it is the science of understanding how the world works on the level of the natural environment, how the natural environment regenerates natural resources and how this generative capacity is being affected by human activities. 1.1.7 В первом абзаце текста найдите и письменно переведите предложения, в которых глагол-сказуемое стоит в страдательном залоге; определите время глагола.

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1.1.8 В шестом абзаце текста найдите и письменно переведите предложения, в которых глагол-сказуемое стоит в Present Perfect и Present Continuous. 1.1.9 Прочтите шестой абзац текста и вопрос к нему. Из приведенных вариантов ответа укажите номер словосочетания, содержащего правильный ответ на поставленный вопрос: What problem is the prime focus of environmental science? 1 the interaction of humans with the environment; 2 resource management; 3 physical factors of the environment (abiotic factors). 1.1.10 Ответьте на следующие вопросы письменно: 1. What does Environmental science involve? 2. What has ecological research given us? 3. What problem is the prime focus of environmental science? 4. Who will decide what the future of Earth will be?

Контрольная работа 4 Вариант 1 1.1.1 Перепишите и письменно переведите следующие предложения; подчеркните в них инфинитив или объектный инфинитивный оборот, определите их функции: 1. We know this scientist to have established a school of this own. 2. He thinks some problems demand immediate actions. 3. The teacher wanted the students to make this experiment at once.

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4. We considered all water on the surface of this planet to have been liberated by volcanic action. 5. One can hardly expect a true scientist to keep within the limits of one narrow field. 6. The students expected the teacher to explain them different hypotheses of the earth’s early history. 1.1.2 Перепишите и письменно переведите следующие предложения; подчеркните в каждом из них субъектный инфинитивный оборот: 1. The definition of the phrase “improvement of the environment” is considered to be very difficult. 2. There seems to be individual differences in this field. 3. Nowadays science is known to contribute to every aspect of man's life. 4. All of us are certain to know well what environmental pollution is. 5. They happen to work on the same problem. 6. She turned out to have returned from the expedition. 1.1.3 Перепишите и письменно переведите следующие предложения; подчеркните в них модальные глаголы и инфинитивы и определите форму инфинитива: 1. They should have arrived at completely different conclusions. 2. Everyone must have noticed this unusual effect. 3. This experiment could have been performed by his assistant. 4. He suggested that these islands may have been formed long ago. 5. This phenomenon might have been studied with great attention. 6. I think you could have done this work much better.

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1.1.4 Перепишите и письменно переведите следующие предложения, обращая внимание на зависимый и независимый (самостоятельный) причастные обороты: 1. Having returned from the expedition he began to publish his works. 2. The scientist having returned from the expedition, his article appeared in the press. 3. The southern part of the country being protected by mountains, the climate is mild. 4. She was sitting by the fire, her eyes being shut. 5. The atmosphere always contains some moisture, the amount varying from hour to hour. 6. This experiment having been over, we went home. 1.1.5

Перепишите

и

письменно

переведите

следующие

сложные

предложения, обращая внимание на условные предложения: 1. If you listen carefully you will understand. 2. If they had presented the factual data we should have got desirable results. 3. Provided the Committee continued its work, it would succeed in carrying out its task. 4. Had you reached an agreement on the problem, the results would have been better. 5. If you looked at the Earth from the Mars using a telescope it would appear a distant planet. 6. Were I in the town, I should help you. 1.1.6 Прочтите устно и переведите 1-4 абзацы текста. Перепишите и письменно переведите 5-8 абзацы текста.

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Man’s Adaptation to Nature 1. Throughout the ages, it has been believed that mankind could enjoy health and happiness by living in accordance with the ways of nature. This romantic ideal, however, is incompatible with the human conditions. 2. Man abandoned the ways of nature in the very process of becoming human, when he began to modify his environment by using fire, cutting down forests, building houses for shelter, etc. 3. In fact, the word “nature” does not denote human life. There is not one nature; there are combinations of states and circumstances associated with the different ways of life. 4. Although man can exist only within an extremely narrow range of conditions determined by physiological factors, he has learned to manipulate the external world so as to render “natural” many kinds of environment. Indeed, the word “nature” means very different things to different men. 5. Yet man has managed to live and sustain civilization in different places, all of them constituting an equal number of different types of nature. It could be said that there is not such thing as “nature” for man, there are only “homes”. For a particular person, almost everything is “unnatural” outside the home environment to which he has become adapted. 6. Adaptation does not mean a static equilibrium between man and environment. For thousand of years the “nature” to which he had to adapt included various climates and soils, plants and beasts and all other factors of this total environment, with which he came into contact and experienced during his long evolutionary journey. For modern man, the word “nature” must now include his urban and industrial creation. 7. Air, water and soil are most actively threatened by modern civilization. But when the specific problems are obvious, it is much more difficult to

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define the meaning of the phrase “improvement of the environment” because individual factors are very strong. 8. The definition of the phrase meaning “improvement of the environment” is considered to be very difficult. There seem to be individual differences with regard to the environment. Scientists think some problems demand immediate actions. The most immediate is to determine the maximum levels of contamination to be tolerated from the health point of view. 1.1.7 В 8-м абзаце текста найдите и письменно переведите предложения с инфинитивными оборотами. 1.1.8 В 6-м абзаце текста найдите и письменно переведите предложения с модальными глаголами и их эквивалентами. 1.1.9 Прочтите 7-й абзац текста и вопрос к нему. Из приведенных вариантов ответа укажите номер предложения, содержащего правильный ответ на поставленный вопрос: Is there any explanation of the phraze “improvement of the environment”? 1. The definition is obvious. 2. It is much more difficult to define the meaning of the phrase “improvement of the environment”. 3. Individual factors are not very important for the definition. 1.1.10 Ответьте на следующие вопросы письменно: 1. What have the people believed throughout the ages? 2. When did man abandon the ways of nature? 3. Does the word “nature” mean the same for different people? 4. What is threatened by modern civilization?

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Контрольная работа 4 Вариант 2 1.1.1 Перепишите и письменно переведите следующие предложения; подчеркните в каждом из них инфинитив или объектный инфинитивный оборот и определите их функции: 1. A problem to be solved must be expressed clearly. 2. As he wanted her to be a biologist he made her enter the University. 3. We supposed all details of the plan to have been explained to you long ago. 4. He believed plants to influence soil development. 5. Some scientists believe a virus to be a possible cause of cancer. 6. To know how a plant grows one should study the structure of the plants. 1.1.2 Перепишите и письменно переведите следующие предложения; подчеркните в каждом из них субъектный инфинитивный оборот: 1. Molecular biology is expected to dominate other sciences. 2. The work is likely to contribute to the solution of the problem. 3. He seems to have mentioned the problem in the last chapter of this book. 4. He is supposed to be one of the greatest writers of our time. 5. Some research workers of this laboratory are known to work at the same problems. 6. He is said to be describing the results of the experiment now. 1.1.3

Перепишите

и письменно переведите следующие предложения;

подчеркните в них модальные глаголы и инфинитивы и определите форму инфинитива:

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1. Some mistakes must have been made in choosing the method of investigation. 2. You might have met your friend at the conference. 3. We have to introduce scientific farming methods. 4. They could have asked for more information about this research. 5. You must read this story. You must have read this story. 7. The conditions must have been too moist for this plant to develop well. 1.1.4 Перепишите и письменно переведите следующие предложения, обращая внимание на зависимый и независимый (самостоятельный) причастные обороты: 1. Having used a new method scientists obtained good results. 2. The results being obtained at the laboratory are of great importance. 3. The problem having been solved, we could carry on the necessary experiment. 4. Moscow and London have different climate, the average temperature being higher in London than in Moscow. 5. The temperature and air conditions being favourable, the plant begins to grow. 6. Already about 350,000 different kinds of plants have been studied and named, new kinds being discovered each year. 1.1.5 Перепишите и письменно переведите следующие предложения, обращая внимание на условные предложения: 1. If biological experiments are continued, the problem of developing the technology for growing plants in space conditions will be solved. 2. If a new laboratory was founded it could do a lot of useful work. 3. It would be impossible to receive such results without experimental work.

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4. We should have been able to distinguish these minute plants if we had had a microscope. 5. There will be no biological activity in the soil, provided its temperature is near the freezing point of water. 6. If I were a botanist, I should know the difference between these plants. 1.1.6 Прочтите и устно переведите 1-3 абзацы текста. Перепишите и письменно переведите 4-6 абзацы текста. Pollution Problems 1. Pollution – of water, air, or soil – is the human – caused addition of any material or energy (heat) in amounts that cause undesired alterations. The material that causes the pollution is called “a pollutant”. Any part of the environment may be affected, and virtually anything may be a pollutant. The impact of the undesirable alteration may be largely aesthetic. Or the impact may be biological, such as causing the dieoff of fish or forests. Or the impact may be on human health-toxic wastes contaminating water supplies, for example. Also the impact may range from very local – the contamination of an individual well, for instance – to global. 2. In all cases, pollution is the result of mistreatment of the environment; the additions that cause pollution are almost always the by-products of human activities, such as producing crops, creating comfortable homes, providing transportation, manufacturing products, harnessing the atom, and of our basic biological functions (excreting wastes). 3. Pollution problems have become more pressing over the years, both because of increasing population and because of increasing per capita use of materials and energy. Also, many materials now widely used, such as aluminium cans, plastic packaging and innumerable synthetic organic chemicals, are nonbiodegradable. They resist attack and breakdown by

31

decomposers and consequently accumulate in the environment. As long as we exist, there will be by-products of our activities. Ridding the environment of pollution will require basic changes in the way we generate power, provide transportation, manufacture products, and so on. 4. Air pollutants are substances in the atmosphere that have harmful effects. Air pollution is everywhere. Even the most remote areas have traces of industrial pollutants that are transported worldwide by winds. Air pollution is generally the most widespread and obvious kind of environmental damage. Ecosystems are sensitive to air pollution. Air pollutants have killed aquatic life in millions of lakes and play a role in the widespread rapid death of forests in many areas. Crop losses resulting from air pollution in the United States may reach $ 10 billion per year. Destruction of the protective stratospheric ozone shield by air pollutants could expose us to damaging ultraviolet rays that would increase cancers and damage crops. 5. According to the Environmental Protection Agency (EPA) some 147 million metric tons of air pollution are released into the atmosphere each year in the United States by human activities. Total worldwide emissions of various pollutants are around 2 billion metric tons per year. The air in a typical industrial city can contain unhealthy concentrations of hundreds of different toxic substances; in door air can be even worse. Concentrations of toxic materials in our homes, smoke from cooking and heating fires in unventilated rooms, tobacco smoking are environmental health threats. 6. Over the past twenty years air quality has improved appreciably in most cities in Western Europe, North America and Japan. Significant progress has been made in reducing air pollution in most of the United States in the past two or three decades, but the biggest cities have not yet met the air quality standards mandated by the Clean Air Act. The Clean Air Act of

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1990 greatly extended the EPA’s regulatory work by naming 189 toxic air pollutants. 7. There are several effective techniques for preventing air pollution including precipitators, filters, scrubbers, and catalytic converters on effluent streams. Some of the worst pollution problems in the world are in developing countries where control technology, regulatory procedures and environmental ethics are decades behind those in the most developed countries. 1.1.7 В 1-м абзаце текста найдите и письменно переведите предложения с модальными глаголами. 1.1.8 В 4-м абзаце текста найдите и письменно переведите предложения с Participle I и с глаголом would. 1.1.9 Прочтите 6-й и 7-й абзацы текста и вопрос к ним. Из приведенных вариантов ответа укажите номер предложения, содержащего правильный ответ на поставленный вопрос: Where has significant progress been made in? 1. Significant progress has been made in meeting the air quality standards mandated by the Clean Air Act. 2. Significant progress has been made in reducing air pollution in most of the United States. 1.1.10 Ответьте на следующие вопросы письменно: 1. What is pollution? 2. Why have pollution problems become more pressing over the years? 3. What are the consequences of air pollution?

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4. What did the Clean Air Act of 1990 mandate?

Контрольная работа 4 Вариант 3 1.1.1 Перепишите и письменно

переведите следующие предложения;

подчеркните в каждом из них объектный инфинитивный оборот: 1. Most people believe science to be correlated with the standard of living in the country. 2. One can think this to be true. 3. Some scientists regard biology to become a central ground of scientific advance in the near future. 4. We consider the air conditions of the soil to influence the course of organic matter decomposition. 5. I want the letter to be sent to-morrow. 6. She knows the student to work much. 1.1.2

Перепишите и письменно переведите следующие предложения;

подчеркните в каждом из них субъектный инфинитивный оборот: 1. This method proved to be useful. 2. The people seem to believe that man should hold domination over nature. 3. They are likely to understand the importance of environment protection. 4. The first settlers of America were known to have conquered the new lands. 5. According to this theory man is considered to be a part of nature. 6. The increasing noise level is sure to become a serious problem nowadays. 1.1.3 Перепишите и письменно переведите следующие предложения; подчеркните в них модальные глаголы и инфинитивы и определите форму инфинитива: 1. He spoke so rapidly that we could not clearly understand him.

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2. By that time the resources of the planet may have been completely exhausted. 3. It has happened so often that it might be regarded as law of nature. 4. Uncontrolled development of science could lead to disaster. 5. You must have noticed this unusual phenomenon. 6. They cannot have reached the same level of development. 1.1.4 Перепишите и письменно переведите следующие предолжения, обращая внимание на зависимый и независимый (самостоятельный) причастные оброты: 1. The speed of light being extremely great, we cannot measure it by ordinary methods. 2. Man has become a geological and biological factor, the rate of his intervention in nature steadily increasing. 3. Having been formulated by a great Russian scientist V.I. Vernadsky the concept of biosphere in wholly accepted today. 4. Having learned to manipulate the external world man began rendering natural many kinds of environment. 5. Everything being ready we can start making experiments. 6. Using radioactive isotopes biologists are able to carry out new kinds of research. 1.1.5 Перепишите и письменно переведите следующие предолжения, oбращая внимание на условные предожения: 1. If we want to continue living in the biosphere, we have to introduce unprecedented processes. 2. Had he known this rule, we would not have made so many mistakes. 3. He will come to see you provided he knows your address.

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4. If your brother came to Rostov I should show him the city. 5. Unless it were their close cooperation the task would not have been accomplished in time. 6. But for this method the measurements would be inaccurate. 1.1.6 Прочтите и устно переведите 1-4 абзацы текста. Перепишите и письменно переведите 5 и 6 абзацы текста. The Biosphere 1. The idea of the biosphere was introduced almost a century ago by the Austrian geologist Edward Suess. He was considered to be the first to use the term in a discussion of the various envelopes of the Earth. But the concept played little part in scientific thought until the publication of two lectures by the Russian mineralogist V.I. Vernadsky. Vernadsky's concept of the biosphere, developed about 50 years after Suess wrote, was sure to have been accepted today. 2. The biosphere is defined as “the part of the earth in which life exists”. But this definition immediately raises some problems and demands some qualifications. Above the Earth’s surface the spores of bacteria and fungi can he obtained. In general, however, such “acroplankton” does not appear to be engaged in active metabolism. Today, of course, life can exist in a space capsule outside the natural biosphere. 3. What is so special about the biosphere as a terrestrial envelope? The answer seems to have three parts. First, it is a region in which liquid water can exist in substantial quantities. Second, it receives a supply of energy from an external source, ultimately from the sun. And third, within it there are interfaces between the liquid, the solid and the gaseous states of matter. These three conditions are considered to be important for the existence of a biosphere.

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4. The biosphere is sure to remain habitable for a long time. As inhabitants of the biosphere we may regard ourselves as being in our infancy. Some scientists believe the biosphere as an inhabitable region for organisms is to be measured in decades rather than in hundreds of millions of years. We are likely to approach a crisis that is comparable to the one that occurred when free oxygen began to accumulate in the atmosphere. If we want to continue living in the biosphere we have to introduce unprecedented processes. 5. The necessity of quite a new approach to the biosphere was realized by V.I. Vernadsky in the mid-forties. He was not only the founder of modern biogeochemistry but he was also a man of deep scientific insight who could forsee the long-range impact of production activities of man on the biosphere. 6. According to him man has become a geological and biological factor, the rate of his intervention in nature steadily increasing. Yet he looked ahead with optimism when he wrote: “I think we undegro not only a historical but also a planetary change as well. We live in a transition to the noosphere. By “noosphere” Vernadsky meant the envelope of mind that was to supersede the biosphere, the envelope of life. 7. Thus biosphere, according to Vernadsky is to be governed and operated in accordance with laws of the human mind. So the urgent need is to get profound knowledge of the cause-effect relationship. The time factor is to be taken into account in the sphere of human environment. We must use the time for learning how to preserve our planet in good shape and in running order for a long time. 1.1.7 В 1-2 абзацах текста найдите и письменно переведите предложения с инфинитивными оборотами.

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1.1.8 В 7-м абзаце текста найдите и письменно переведите предложения с модальными глаголами и их эквивалентами. 1.1.9 Прочтите 3-й абзац текста и вопрос к нему. Из приведенных вариантов ответа укажите номер предложения, содержащего правильный ответ на поставленный вопрос: What is so special about the biosphere? 1. There are 2 main aspects of the biosphere. 2. The biosphere received a supply of energy from various sources. 3. Three conditions are very important for the existence of the biosphere. 1.1.10 Ответьте на следующие предложения вопросы письменно: 1. Who was the first to introduce the idea of the biosphere? 2. What is the age of humanity in the biosphere? 3. When did V.I. Vernadsky realize the necessity of a new approach to the bioshere? 4. How is the bioshere to be operated according to V.I. Vernadsky?

Контрольная работа 4 Вариант 4 1.1.1 Перепишите и письменно переведите следующие предложения; подчеркните в каждом из них инфинитив или объектный инфинитивный оборот, определите функции инфинитива: 1. The vegetables to be stored should be as clean as possible. 2. He found the enzymes to have played an important part in the building of complex substances. 3. My friend wants me to go to the lecture with him.

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4. In the study of plants it is necessary for us to begin with a single plant. 5. They considered all water on the surface of this planet to have been liberated by volcanic action. 6. We know him to have objected to this style of research. 1.1.2 Перепишите и письменно переведите следующие предложения; подчеркните в каждом из них субъектный инфинитивный оборот: 1. Molecular biologists are known to borrow their techniques from other sciences. 2. This method is known to be established by Bacon. 3. Science is known to affect the lives of people. 4. He happens to work at the same problem. 5. He is said to have graduated from Oxford University. 6. This idea does not seem to be remarkably advanced. 1.1.3 Перепишите и письменно переведите следующие предложения; подчеркните в них модальные глаголы и инфинитивы и определите форму инфинитива: 1. The students must finish this work by 5 o’clock; some of them must have finished it already. 2. You must have been asked to hurry with your report. 3. She must meet her friend at the station. She must have met her friend at the station. 4. The prototype of a stone house may have been a natural cave. 5. The strength and safety of ancient bridges could have been verified by expert mathematicians. 6. We have to introduce scientific methods for this research.

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1.1.4 Перепишите и письменно переведите следующие предложения, обращая внимание на зависимый и независимый (самостоятельный) причастные обороты: 1. New methods of cultivation being applied in our locality, we received good yields. 2. Illustrating his lecturer the lectures gave many interesting examples. 3. Having been given the invitation I could be present at the conference. 4. The chemists have developed new polymers, some of them having a high degree of strength. 5. Good storage conditions having been provided, the seeds retained their good quality. 6. Our work having been completed, he made a report at the conference. 1.1.5 Перепишите и письменно переведите на русский язык следующие предложения, обращая внимание на условные предложения: 1. She will be given a new task, provided she has solved the first problem. 2. If I were you, I should keep regular regime in the studies. 3. It would be impossible to determine the properties of these plants without intensive studies in our research laboratory. 4. If the gathered data had been presented in time, the results of the experiments would have been different. 5. If scientists use the new methods, they will have better results. 6. If all the energy radiated by the sun were used to heat the oceans of the Earth, the temperature would rise from freezing point to boiling point in less than two seconds’ time. 1.1.6 Прочтите и устно переведите 1-3 абзацы текста. Перепишите и письменно переведите 4-6 абзацы текста.

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Water Pollution 1. Water is essential for life. It is a universal solvent that carries all nutrients into cells. Within living cells, all metabolic functions occur in a water medium. Then water carries wastes out of the cells and out of the body. 2. There is plenty of water on spaceship Earth; about 70 percent of the earth’s surface is covered by oceans and seas, but this water is salty. All major terrestrial ecosystems and humans depend on fresh water. The supply of fresh water on our planet is much more limited; less than 1 percent of the global water supply. Since water is constantly recycled in the biosphere, it is theoretically a sustainable resource. However, in many situations, humans are overdrawing and depleting water resources. 3. Water pollution is any physical, biological, or chemical change in water quality that adversely affects living organisms or makes water unsuitable for desired uses. The major categories of human-caused water pollution are infections agents, toxic organic and inorganic chemicals, radioactive wastes, sediment or suspended solids, plant nutrients, oxygen-demanding wastes and thermal pollution. 4. Worldwide, the most serious water pollutants, in terms of human health are pathogenic organisms from untreated or improperly treated human and animal wastes. In more developed countries of the world, sewage treatment plants and other pollution-control techniques have reduced or eliminated most of the worst sources of pathogens in inland surface waters. Drinking water is generally disinfected by chlorination so that epidemic of waterborn deseases have become rare in Europe, North America and Japan. 5. The United Nations estimates that 90 percent of the people in the more developed countries have adequate (safe) sewage disposal, and 95 percent have clean drinking water. The situation is quite different in the less developed countries of the world: less that 25 percent of the people in

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these countries have adequate sanitation and only 43 percent have access to clean drinking water. The World Health Organization (WHO) estimates that 80 percent of all sickness and desease in less developed countries can be attributed to waterborne infections agents. Effective sewage treatment systems are needed that purify wastewater before it is released to the environment. 6. In industrialized nations, toxic chemical wastes have become an increasing problem, agricultural and industrial chemicals have been released or spilled into surface waters and are seeping into groundwater supplies. Pollution levels in the ocean are increasing. Major causes of ocean pollution are oil spills from tankers, accidents, and oil well blowouts. Some marine biologists warn that the oceans are “dying”, but others feel that the oceans are more resilient and dynamic than we may have thought. 7. There are many techniques for preventing pollution or reducing its effects. Appropriate land-use practices and careful disposal of industrial, domestic and agricultural wastes are essential for control of water pollution. Municipal sewage treatment plants can remove essentially all contaminants if they are designed and operated properly. 8. Water pollution legislation has been among the most popular and most effective of all environmental legislation. The Clean Water Act is the farthest reaching of all water legislation to date. It sets “BAT” – best available, economically achievable technology for 129 priority toxic pollutants. 1.1.7 В 6-м абзаце текста найдите и письменно переведите предложение с модальным глаголом. 1.1.8 В 6 и 7 абзацах текста найдите и письменно переведите предложения: а) с условным придаточным предложением;

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б) с Participle I и Participle II. 1.1.9 Прочтите 7-й абзац текста и вопрос к нему. Из приведенных вариантов ответа укажите номер предложения, содержащего правильный ответ на поставленный вопрос: What techniques can essentially reduce water pollution? 1. Appropriate land-use practices and careful disposal of industrial, domestic and agricultural wastes are essential for control of water pollution. 2. Sewage treatment plants can essentially remove contaminants in the water and reduce water pollution. 1.1.10 Ответьте на следующие вопросы письменно: 1. What is water pollution? 2. Why is water essential for life? 3. What is the water pollution situation in the less developed countries? 4. What does the Clean Water Act legislate?

Тексты для чтения Тext 1 The Mistery of the Biological Clocks 1. Why do plants flower in spring? How do birds know it is time to fly South? Why do you feel more active at certain periods of the day? Scientists are beginning to discover the mystery of Nature's built-in timepieces. 2. All living beings seem to be able to tell time. How, it has been a mystery for a long time. Today scientists are studying the relation between the Earth's 24-hour day-and-night cycle, the length of the day and night and the mechanisms, often called biological clocks.

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3. The experiments of Dr. Karl Hamner with soya-bean plants showed that flowering took place only when multiples of 24 hours were used.

For

example, there was flowering after 8 hours of light and 40 hours of darkness (a 48-hour day), and also after 8 hours of light and 64 hours of darkness (a 72-hour day), while there was no flowering after, for example, 8 hours of light and 24 hours of darkness (a 32-hours day). Strange, isn't it? 4. French scientists made an interesting experiment. Some scientists stayed in a cave without clocks or watches for a long time. It turned

out that

men, who did not know time, started living according to a different cycle than the one in which we live. They worked for 36 hours and slept for 12 hours. French scientists think that their discovery may be of great importance for future interplanetary flights. 5. Even more surprising is the ability of birds and animals to navigate by the sun and the stars. Such navigation needs not only a feeling of direction, but a feeling of time because the sun and the stars are in different positions in the sky at different times of the day. A bird, navigating by the sun, must "know" the difference between a 10-o'clock-in-the-morning sun and a 2-o'clock-in-the-afternoon sun if it is to fly correctly. We know very well that birds can do this, though how they do it is still a mystery. 6. Science has learnt much. Yet there are many important questions still to be answered. For example: where is the biological clock mechanism situated in plants and animals, and how does it work? Do the clocks work by physical or chemical means? Is it in every living cell or is it centred in some part of the body? 7. Further knowledge of biological clocks and what makes them go will undoubtedly help to a better understanding of the- main processes of life. 1.1.1 Прочтите текст и письменно переведите со словарем 3,4 и 5 абзацы

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1.1.2 Прочтите 1-5 абзацы текста и письменно ответьте на следующие вопросы: 1. What has been a mystery for a long time? 2. What do the experiments of Dr. Hamner show? 3. Why is the discovery of French scientists so important? 4. What ability of birds is especially surprising? 5. What do scientists study now? 6. What must a bird navigating by the sun “know”? 1.1.3 Прочтите без словаря 5-7 абзацы текста и письменно передайте их содержание на русском языке. Text 2 Acid Rains 1. Every year more and more plants and animals disappear never to be seen again. Strangely, it is the most intelligent but most thoughtless animal that is causing most of the problems — man. Nature is very carefully balanced and if this balance is disturbed, animals can disappear alarmingly fast. Every day, thousands of species of animals draw closer to extinction. There are countless number of species which may become extinct before they are even discovered. 2. In many lakes the fish are dying. Fishermen are worried because every year there are fewer fish and some lakes have no fish at all. Scientists are beginning to get worried too. What is killing the fish? 3. The problem is acid rain. Acid rain is a kind of air pollution. It is caused by factories that burn coal or oil or gas. These factories send smoke high into the air. Modern industry produces a lot of dangerous gases. Two of the most dangerous are sulphur dioxide and nitrogen oxide. To stop pollution near factories

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and power stations., these gases enter the atmosphere from tall chimneys. Then they mix with water in the air. The wind often carries the smoke far from the factories. Some of the harmful substances in the smoke may come down with the rain hundreds of miles away. 4. The rain in many places isn't natural and clean any more. It's full of acid chemicals. When it falls in lakes, it changes them too. The lakes become more acidic. Acid water is like vinegar or lemon juice. It hurts when it gets in your eyes. It also kills the plants and animals that usually live in lake water. That is why the fish are dying in lakes. 5. But dead fish may be just the beginning of the problem. Scientists are finding other effects of acid rain. In some large areas trees are dying. Not just one tree here and there, but whole forests. At first scientists couldn't understand why. There were no bugs or diseases in these trees. The weather was not dry. But now they think that the rain was the cause. Acid rain is making the earth more acidic in these areas. Some kinds of trees cannot live in the soil that is very acidic. 6. Now scientists are also beginning to study the effects of acid rain on larger animal. For example, they believe that some deer in Poland are less healthy because of acid rain. If deer are hurt by the rain, what about people? This is the question many people are beginning to ask. No one knows the answer yet. But it is an important question for us all. The Size of the Problem 7. Trees and lakes all over Europe are dying. Already there are 18,000 Swedish lakes where fish cannot live, and by the year 2000 West Germany’s Black Forests may be dead. Why? Because of acid rain. Here are some facts and figures on acid rain pollution in Europe. Seven million hectares of European forests are dead or dying because of acid rain.

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Country

% of Forest Dead or Dying

West Germany

54

Switzerland

50

Netherland

50

Poland

27

Austria

25

Belgium

45

Denmark

2,9

8. 80 % of the lakes in south Norway have acid pollution. 50 % of that pollution comes from Britain. Britain produces 36 million tonnes of sulphur dioxide every year. 75 % of it falls in other countries as acid rain. The soil in parts of Scandinavia is now 10 times more acid than 50 years ago. In Britain there are dangerously high levels of acid in 120 Welsh rivers and 57 Scottish lakes. When scientists tried to put new fish into one lake, all the fish died in less than two days. 9. Acid rain doesn’t just kill trees and lakes. It’s also attacking many of Europe’s most famous buildings – Notre Dame in Paris and St. Paul’s in London, for example. Also, doctors now think that acid rain can harm people, too. Figures show more lung and kidney illness in countries with high levels of acid pollution. Is It Possible to Stop Acid Rain? 10. The short answer is “yes”, but not quickly or easily. That’s because money is at the centre of the acid rain problem. It’s not cheap to make power stations and factories cleaner. In other words, less acid

rain means more

expensive electricity. Even so, that’s a price which some countries are ready to pay. In 1983 a group of European nations, “The 30 % club”, agreed to produce 30 % less acid rain pollution by 1993. The cost of their plan was $ 1.4 billion. It’s a start, but many scientists believe, it’s not enough. In parts of Norway, for

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example, the acid

level needs to be 80 % lower, not 30 %, to save the

environment. 11. Many young people are worried about the acid rain problem, too. In fact, several British and Norwegian schools are now twinned and send each other information about acid rain. In 1986 there was an international “Acid Drops” project. Students all over Europe produced information and sent it to scientists, politicians and environmental groups. 2.1.1 Прочтите текст и письменно переведите со словарем 1-5 абзацы. 2.1.2 Прочтите 6-9 абзацы текста и письменно ответьте на следующие вопросы: 1. What do scientists believe of the effects of acid rain on larger animals? 2. How many lakes are there in Sweden where fish can not live? 3. How many million hectares of European forests are dead or dying of acid rain? 4. In what parts of Britain are there dangerously high levels of acid? 5. What else does acid rain harm people? 6. How can acid rain harm people? 2.1.3 Прочтите без словаря 10-11 абзацы текста и письменно передайте их содержание на русском языке. Text 3

City of Predators 1. For wild animals, the massive metropolis called Moscow is at the same time attractive and very dangerous. It's easy for them to find food here, but even easier to step into harm's way. In the Losiny Ostrov National Park, people recently found trees felled by beavers just a few meters from the extremely-busy

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MKAD highway. Martens showed up in Moscow in the mid 1970s. Why then? Like numerous other questions about the urban life of wild animals, this one has never been answered. 2. In the historical center of Moscow, nature is limited to a few small birds. But just off the Garden Ring, where old parks and green courtyards still remain, one can enjoy the concerts of nightingales and other musically-talented birds. They are singing today, but will they still be there tomorrow? Of the 119 bird species in Moscow, 83 of them will be listed in Moscow's "Red Book" (Endangered Species List) when it is finally published. A sharp drop in the number of swimming birds resulted when a new residential area, Marinsky Park, was built on the Lyubinsky aeration meadows. 3. Still, birds of prey are doing quite well in Moscow - especially those who aren't too visible during reproduction (many nests are ravaged due to a new "fashion" in Moscow of keeping the birds at home or using them for hunting). Over 20 pairs of goshawks nest within the city limits. 4. Certain bird species are subject to strange fluctuations. For instance, the number of forest pigeons has dropped considerably - there are practically none left in Ismailovsky Park and Losiny 0strov. Ecologists are blaming martens for the change. However, many other factors should also be taken into account, including birds of prey and acid rain. 5. The urban atmosphere in Moscow is extremely aggressive chemically, and this has a direct effect on the birds, which feed on all different kinds of invertebrates in the soil. For example, this is how researchers explain the drop in the number of Moscow's woodcocks. Yes, don't be surprised - woodcocks do live in the depths of Losiny Ostrov. Or, maybe it would be better to say, they lived there. Obviously, the disappearance of moles from many of Moscow's forests can be accounted to the same thing. On the other hand, they prosper in places actively visited by humans (like the oak forest near the Ostankino tower).

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6. These seemingly insignificant changes really worry scientists. Quite soon, the capital's larger forests, no longer be capable of cleansing themselves of the flood of chemicals from the urban atmosphere, may find themselves lifeless. 7. Of course, the public is most interested in larger mammals. They are more noticeable and, alas, are more vulnerable. The reconstruction of the MKAD highway probably dealt the most serious blow to their livelihood. In 1994, the highway locked Moscow's forests inside the city, and the 24-hour traffic makes it impossible for animals to cross over at night. In the Losiny Ostrov region, where only six underfed moose are left, a moose can still jump over the barrier; but in Bittsevsky and Serebryany Parks, they are impeded by fencing along the MKAD highway. 8. The Ring Road isn't an obstacle for boars. They easily cross over through the culverts under the road. They probably won't take up permanent residence in the capital anytime soon, but they do drop in on city dumps occasionally. 9. There have been no roe deer in Moscow since 1979, when they were overcome by a snowy winter and stray dogs. The deer couldn't run through the deep snow to escape the dogs, and were consequently torn to pieces. It might seem that cats and dogs are the only significant predators in Moscow, but that is not the case. Forest martens, for instance, keep the crow, pigeon and rat populations under control. Martens easily reproduce in all of Moscow's larger forests, and one or two litters are delivered every year in Losiny Ostrov. 10. Ermines, weasels and even minks live in the capital city. Minks have the toughest plight - they need clean water, which is very scarce in the city. Because of this, minks can now only be found in the Losiny Ostrov National Park. 11. The capital also "boasts" a multitude of rodents - the main staple for birds of prey. They include not only mice and rats, but hamsters, voles, dormice,

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and everybody's favorite -squirrels. In a few small parks in central Moscow, squirrels live on the generosity of Muscovites, who regularly feed them walnuts and cedar nuts. Even injured squirrels with damaged teeth or paws can survive in Moscow's parks. However, though no one feeds the squirrels in the Khimki region, they thrive in the pine cone-rich woods. 12. However amazing, rabbits also inhabit Moscow, including European and white hares. In spite of the large number of dogs and goshawks, the number of rabbits in Moscow compares to that of the country - about 20 hares for every thousand hectares (in non-residential areas, of course). 13. Оur capital city is far from being a paradise, and it is truly a miracle that some wild animals are still left. Sadly, they may not be around for long, being that the city's present policies don't take wildlife preservation into account. The chain is easy to follow: birds of prey eat rodents; rodents inhabit abandoned lots, industrial sites, vegetable gardens, the area along railway lines and the flood plains of small rivers. In short, they inhabit areas that government officials have earmarked for active construction. A portion of the Botanical Gardens is being handed over for construction, and cottages are to be built along a small river near Prospekt Mira. All of this is being done by the Moscow city government, which is supposed to harbor at least some ecological concerns. Maybe our government simply doesn't know that the preservation of biological diversity in large cities is of the utmost importance in civilized countries. Overseas, so-called "green corridors" are created to enable animals to move through the city freely. In short, everything possible is done to preserve what little is left. It is now quite likely that Moscow will soon be home to only humans, crows and rats. 3.1.1 Прочтите текст и письменно переведите со словарем 2-6 абзацы. 3.1.2 Прочтите 7-13 абзацы текста и письменно ответьте на следующие

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вопросы: 1. What dealt the most serious blow to livelihood? 2. What are significant predators in Moscow? 3. Where can minks be found now? 4. What rodents can be seen in Moscow? 5. What is the number of rabbits inhabiting Moscow? 6. What areas do rodents inhabit? 7. What is being done by Moscow city government? 3.1.3 Прочтите без словаря 12 и 13 абзацы текста и письменно передайте их содержание на русском языке. Text 4

Let Us Save the Black Sea Together 1. Professor

Akhmedov's project continues to raise scientific

controversy. After all much power will be needed to pump contaminated water to the surface from a depth of almost two kilometers and great amounts of sulfuric acid will be needed to degasify growing concentrations of hydrogen sulfide which continue to threaten the Black Sea. 2. The ecological consequences of such a huge project must be carefully weighed but they will become evident only after Akhmedov's project has commenced—too late if something goes wrong. Are we rushing from the frying pan into the fire, from a natural phenomenon to man-made catastrophe, such as that which afflicted the Aral Sea? 3. Manу aspects of this project are downright alarming. Scientists fear, for instance, that pumping large amounts of water from great depths to the surface could violently stir and destroy the thin aerobic zone to which life is still clinging,

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thus threatening not only the sea itself but densely populated costal areas. 4. Another concern is that large-scale combustion of hydrogen sulfide can only pollute the environment. The technological processes and raw materials involved in Akhmedov's project are similar to those applied in the Astrakhan gasconcentrate

complex whose harmful impact on the Lower Volga area is well

documented. Costing billions of roubles, the gigantic enterprise ultimately had to be closed. 5. Nor should we forget that the layer of "living" water in the Black Sea is steadily diminishing, thus precipitating the prospects of a natural catastrophe. Which way do we turn? 6. Some specialists are opting to increase fresh water inflow into the ' Black Sea because changes in the level of the hydrogen sulfide zone are closely linked with a reduction of that inflow. New reservoirs on rivers and intensive irrigation have resulted in a jump of the contaminated zone to the surface. The zone is also pushed upward by a growing organic pollution of the Black Sea 7. Dumped into streams and rivers crude industrial and municipal sewage. fertilizers, and pesticides all coalesce into the sea. New and powerful concentrations of hydrogen sulfide have invaded the shallow waters of the northwestern part of the Black Sea. 8. These processes cannot be arrested in time. The situation is deteriorating. Measures to stabilize and improve it should be taken not only in the disaster zone, but over the entire Black Sea basin. Hydrogen sulfide continues to rise to the surface. 9. And Akhmedov's project might become a kind of ambulance service, an attempt at saving the dying sea with its consequent long and thorough

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treatment. The

ongoing

hydrogen sulfide contamination of the Black Sea is

extremely serious and must be solved. 4.1.1 Прочтите текст и письменно переведите со словарем 1 и 2 абзацы. 4.1.2 Прочтите 3 – 6 абзацы теста и письменно ответьте на следующие вопросы: 1. Why do the scientist fear? 2. Does pumping threaten coastal areas? 3. What can strongly pollute the environment? 4. Was Astrakhan gas-concentrate complex successful? 5. What happens to the “living” water of the Black See? 6. What has intensive irrigation resulted in? 4.1.3 Прочтите без словаря 7 и 8 абзацы текста и письменно передайте их содержание на русском языке.