Комплекс упражнений к учебнику ''Environment Today'' для контроля самостоятельного чтения студентов бакалавриата естественных факультетов университета. Часть II

ФЕДЕРАЛЬНОЕ АГЕНСТВО ПО ОБРАЗОВАНИЮ Федеральное государственное образовательное учреждение высшего профессионального образования «ЮЖНЫЙ ФЕДЕРАЛЬНЫЙ УНИВЕРСИТЕТ»

Л.В. Кузнецова, А.Н. Шаблыкина Комплекс упражнений к учебнику “Environment Today” для контроля самостоятельного чтения студентов бакалавриата естественных факультетов университета часть II

Ростов-на-Дону 2008

Методические указания разработаны доцентом кафедры английского языка естественных факультетов Шаблыкиной А.Н.,

старшим преподавателем

Кузнецовой Л.В. Рецензент - ст. преп. Киселёва М.П. Печатается в соответствии с решением кафедры английского языка естественных факультетов, протокол № 7 от 26 февраля 2008г.

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Методическая записка Данный

комплекс

упражнений

к

учебнику

“Environment

Today”

предназначен для контроля самостоятельной работы по чтению профессионально ориентированных текстов в группах студентов 2-3 курсов естественных факультетов. Разработанное пособие является второй частью, включающей упражнения к текстам уроков 10, 11, 13, 18, 19 и 20. Упражнения имеют своей целью проверку понимания прочитанных текстов учебника, овладение активным словарем по тематике уроков и закрепление лексического материала. В комплекс упражнений входят задания, направленные на выработку и закрепление навыков выделения главной мысли абзаца и текста, а также умения выразить собственное мнение по обсуждаемым проблемам. В конце каждого урока предлагаются темы для обсуждения актуальных экологических проблем, сопровождающиеся рядом творческих заданий, которые побуждают студентов прокомментировать прочитанные тексты, высказать свое отношение к ним и обменяться мнением по полученной информации.

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10 FOOD AND FAMINE (1): THE LAND 10.1 Active vocabulary: demand, strain, availability, to reduce, to exceed, famine, starvation, malnutrition, wealth, to distribute, to feed, cash crops, human consumption, to convert, to replace, exhausted soils, to reach, nutritional deficiency, subsistence farming, to replenish the soil. 10.2 Read and practise the pronunciation of the following words: famine – malnutrition – nitrogen – decline – flour – nutritions – subsistence – 10.3 Read and translate the text to learn more about food and famine in the world. 10.4 Give Russian equivalents for: food productivity, genetic engineering, demand for food, to meet the demand, to be short of food, to be teetering on the edge of starvation, food shortage, export-led Third World economy, undernourished children, land available for cultivation, dried skimmed milk, long-term shortage of food, to ease the problem, to scarify, self-sufficient, to deal with, land cultivation. 10.5 Give English equivalents for: высокоурожайные сорта, выполнить обещание, истощенные почвы, недостаток продовольствия, продовольственная помощь, интенсивные сельскохозяйственные 4

методы, вносить вклад в, питательная пища, пустая трата времени и ресурсов, зависимость, плохоспланированные программы продовольственной помощи, находиться в сильной зависимости от; 10.6 Find in the text nouns and adjectives to the following verbs and translate them: to improve, to produce, to starve, to consume, to depend, to solve, to irrigate, to destroy, to cultivate. 10.7 Give the definition of: irrigation, terracing, fallowing, miracle strains, malnutrition, food aid. 10.8 Find, read and translate the paragraph which: 1) states that increased demand for food was met mainly by increasing the productivity of the land from 1960 to 1980. 2) reports that food productivity has reached a plateau and has even begun to fall. 3) informs that in the next few years demand for food will exceed supply. 4) gives the reasons of the food shortage in the Third World. 5) explains the idea that rich nation’s love of meat has led directly to malnutrition and environmental damage in the Third World. 6) describes the ways of “food aid” of western counties to the poorer countries. 7) reports on three strategies in solution of the world food crisis. 10.9 Fill in the outline that follows from the text: 1) To grow crops on previously unproductive land farmers used techniques such as 1… 2… 3… 5

2) Many courtiers in the world are already desperately short of food. Some of them are 1… 2… 3… 3) Three factors can push country into famine 1… 2… 3… 4) Three strategies can help to solve the problem of the world food crisis 1… 2… 3… 5) Man has been growing crops for a long time 1… 2… 3… 10.10 Read the following statements and try to decide whether they are true or false: 1) Man has been growing crops for 4000 years. 2) In the last 10 years food productivity has risen. 3) Over the past 40 years world demand for food has not increased very much. 4) There is little new land available for cultivation. 5) World population is still rising at a rate of 50 million people a year. 6) Per capita grain production reached a peak in 1985 and is now declining. 6

7) In the next few years demand for food will exceed supply. 8) A quarter of all children in the developing world suffer from malnutrition. 9) Twenty per cent of all children in the developing counties have mild vitamin B deficiency. 10)

Meat is considered a “quality” food.

11)

The production of meat requires much less land than the production of cereals or

vegetables. 12)

Two-thirds of all the grain produced in the world goes to feed livestock.

13)

Western countries like to offer “food aid” to the poorer counties but it sometimes

brings more problems than it solves. 14)

There are no solutions to the world food crisis.

10.11 Answer the questions. Comprehension check: 1) How has the demand for food in the world increased over the past 40 years? 2) What helped to increase productivity of the land from 1960 to 1980? 3) Is there still plenty of land available for cultivation? 4) When did grain production per capita reach a peak? 5) Will demand for food exceed supply in the next years? 6) What countries in the world are desperately short of food? 7) What factors can push a country into famine? 8) What per cent of children in developing countries are near to starvation? 9) What was a tragic consequence of the demand for cheap beef? 10)

How much of all the grain produced in the world goes to feed livestock?

11)

What could reduce meat consumption significantly?

12)

How do western counties offer food aid to the poorer countries?

13)

What three strategies will help to ease the problem of food crisis?

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10.12 Suggested topics for discussion. Split into groups of 3-4, share your opinions and expand on the following: 1) World demand for food. 2) The food shortage in the Third World. 3) Western countries “food aid” to the poorer countries. 4) The ways of solutions of the world food crisis. 11 FOOD AND FAMINE (2): THE SEA 11.1 Active vocabulary: fishing industry, whales, marine, to be responsible for, to conserve, to pass the law, to encourage, to do damage, depletion of the sea, to invest in, to be keen to do smith, subsistence food, in addition to, tuna, turtle, to ban, to plunder, nutritional value, instead of, to exhaust the seas, cod, haddock, aquatic plants, food science, to be eager to do smith; both … and. 11.2 Read and translate the text to learn more about the sea and the fishing industry. 11.3 Give Russian equivalents for: stocks of fish, fishing industry, small-scale industry, large scale deep sea fishing, efficient methods, until quite recently, methods of trapping fish, fishing zones, nearly waters, to subsidize, environmental responsibility, to be reluctant to do smith, development agencies, to lend money, drift netting, endanged species, exciting branch of food science. 11.4 Give English equivalents for: ограничивать деятельность, наносить ущерб, истощать морские ресурсы, извлекать выгоду, границы государственной зоны рыболовства, подписать договор (соглашение), исчезающие виды, находиться на грани вымирания, 8

возрастающее

население

водорослей,

вместо

мира, того

высокая чтобы,

питательная

ценность

мелкомасштабное

морских

рыболовство,

крупномасштабное рыболовство. 11.5 Find some nouns in the text ending in “ion” from the following verbs: to deplete, to add, to populate, to produce, to cooperate, to cultivate, to resolve. 11.6 Try to match the definition with the correct word or phrase: 1) cultivation

a) a large business, a company

2) depletion

b) a decision

3) extinction

c) the dying out a species

4) production

d) what is made or grown

5) cooperation

e) growing plants or crops

6) corporation

f) reducing the quantity of something

7) a decision

g) helping each other

11.7 Find some adjectives in the text ending in “al” from the following nouns: nation,

community,

nutrition,

locality,

office,

coast,

tradition,

environment, policy, particularity. 11.8 Try to match the definition with the correct word or phrase: 1) international

a) the land alongside the sea

2) local

b) just concerned with one country

3) coastal

c) between different countries

4) communal

d) food which is good for you

5) individual

e) existing nearly

6) national

f) something used by everyone

7) nutritional

g) legal or stated in rules 9

individualist,

8) official

h) just concerned with one person

11.9 Form adverbs from the following words adding “ly” and translate them into Russian: progressive, fierce, recent, traditional, practical, particular, partial, illegal, potential. 11.10 Give antonyms to the following words: impossible – powerful – illegally – inefficient – careful – unpalatable – economic – inhumane – 11.11 Find, read and translate the paragraph which: 1) reports on environmental damaged caused by modern fishing industry techniques. 2) deals with the problem of the fishing zone around the country and discusses the developing countries participation in the depletion of the sea. 3) inform on a lucrative fishing industry for tuna in the deep seas and gives a detailed description of drift netting. 4) provides the information on whole hunting and pays our attention to international laws and agreements to save the whales. 5) describes the world’s oceans potential and states that farming the oceans is a new and exciting branch of food science.

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11.12 Complete the sentences using the missing information from the text: 1) The fishing zone around a country, – that is … 2) Drift netting – that is … 3) The international campaign “to save the whales” – that is … 4) Farming the oceans – that is … 5) Aquatic plants are … 6) Aquatic plants have a high nutritional value because … 7) Water covers … 8) Nowadays the area where a country can fish in the water around that country is … 11.13 Fill in the outlines the information that follows from the text. 1) Almost all societies have developed techniques for catching fish: 1) ….. 2) ….. 2) Almost every species of marine animal from 1) ….. 2) ….. is now only a small fraction of its former population. 3) Drift nets trap and kill such animals as 1) ….. 2) ….. which are of no interest to the fishermen. 4) There are such problems on the high seas 1) ….. 2) ….. 5) Whale hunting was banned by international agreements from 1986 to 1992 because 1) ….. 2) ….. 11

6) Aquatic plants such as 1) ….. 2) ….. have a high nutritional value because 1) ….. 2) ….. 7) The large-scale use of communal waters will require 1) ….. 2) ….. 3) ….. 8) Traditional western seafood is 1) ….. 2) ….. 3) ….. 11.14 Read the statements below and determine whether they are true or false. If the statements are false, correct them. 1) For thousands of years, fish have been an important part of the human diet. 2) Fishing is not big business now. 3) Large corporations put profit before environmental responsibility. 4) The official limit for the fishing zones around countries is now 70 km. 5) Small-scale fishing does great environmental harm. 6) Each country may now kill a certain quata of whales every year. 7) One-third of the world’s surface is water. 8) The oceans cannot provide large quantities of food for the world’s ever-increasing population. 9) Western nations are not imaginative in their eating habits. 10)

Whale hunting and drift netting do not exist nowadays. 12

11.15 A. Comprehension check. Answer the questions: 1) Why do we say that fishing is now big business? 2) What is the official limit for the fishing zones around countries? 3) Why are governments reluctant to pass laws restricting the activities of their national fishing industries? 4) Why do fish become a “cash crop” rather than a subsistence food in the Third World in 1960’s, 70s and 80s? 5) What is drift netting? 6) What resolution was adopted by the United Nations general assembly in 1989? 7) What was banned by international agreements from 1986 to 1992? 8) Why does the international campaign to “save the whales” still continue? 9) How much of the world’s surface does water cover? 10)

What does farming the oceans mean?

11)

What will farming the oceans require?

B. In your opinion: 1) Do you think that the stocks of fish cannot be replenished fast enough? Why? 2) Do you agree that the seas hold great hope for the future? Why? Or why not? Give reasons for your answer. 3) Do you think that western nations should become more imaginative in their eating habits? Explain your answer. 4) What efforts do you think should be made to stop the depletion of seas? Give reasons for your answer. 5) Is fish an important part of your diet? Why or why not? Explain your answer. 11.16 Suggested topics for discussion: Split into groups of 3-4, share your opinions and expand on the following:

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1) Modern techniques for catching fish deplete the seas and do great environmental harm. 2) International laws and agreements on conservation of seafood resources and against plundering the oceans so selfishly. 3) The oceans can potentially provide large quantities of food for the world’s everincreasing population. 13 NUCLEAR POWER AND NUCLEAR WASTE 13.1 Active vocabulary: the basic building blocks, negatively charged particles; a central core; the arrangement of the outer electrons; rare; fission; fusion; split; escape; release; radioactive decay; radiologically stable; unstable nuclear; a chair reaction, nuclear weapons; nuclear power; pressurized water reactor; naturally-occurring uranium; destructive purposes. 13.2 Read and practise the pronunciation of the following words: sodium chloride [´soudjəm kl :raId]

chlorine [´kl :rI:n]

fission [´fI∫(ə)n]

fusion [´fju: (ə)n]

a turbine [´tə:bIn]

graphite [´græfaIt]

uranium [juə´reInjəm]

pressure [´pre∫ə]

theoretically [θIə´retIkəlI]

thermonuclear [´θə:mou´nju:klIə]

13.3 Read and translate the text to learn more about nuclear power and nuclear waste. 13.4 Give Russian equivalents for: within the nuclei of atoms; store; tiny; held together; large amounts of energy; such as; along with; the fuel for the atomic bomb; the break-up of a nucleus; cause; over hundreds of years; explosive release of energy; convert; the rate of break-down; absorb 14

free neutrons; fast-breeder reactor; the initial stock of plutonium; a limited supply of fossil fuels; the widespread use of nuclear energy; survivors of the atomic bomb explosions; birth defects. 13.5 Give English equivalents for: расположение протонов и нейтронов, большинство реакций в естественном мире, другое название, практически не употребляется, высокоскоростные нейтроны, вызывать цепную реакцию, другой источник воды, очень вредные для окружающей среды, относительно низкий, опасность ядерной войны, по тому же принципу, современные термоядерные боеголовки, в тысячи раз мощнее, “мирная” ядерная энергия, угроза здоровью, дети с аномалиями, вредная радиация, неограниченное количество. 13.6 Find in the text adverbs to the following adjectives: negative; positive; radiological; spontaneous; continual; normal; slow; quick; careful; efficient; theoretical; possible; relative; thankful; new; probable. 13.7 Find words in the text which mean the opposite of: uneasy; stable; unsafe; unnatural; slowly; inefficient; useful; unlimited. 13.8 Give the definition of: nuclear (or atomic) energy; electrons; protons; neutrons; fission; fusion; radiation; radiologically stable; unstable nuclei; a chain reaction. 13.9 Find, read and translate the paragraph which: 1) describes the composition of atoms; 2) deals with two types of nuclear reaction; 3) points out that most atomic energy is of no practical use; 15

4) states out that the world would not be very safe if atomic nuclei were always splitting and releasing energy; 5) explains that the rate of breakdown of uranium-235 is carefully regulated; 6) claims that fossil fuels are very harmful to the environment; 7) considers the reasons why nuclear power is not the best source of energy; 8) reports on accidental leaks of radiation; 9) touches upon nuclear reprocessing and nuclear waste; 10)

is concerned with making radioactive waste safe.

13.10 Fill in the outline that follows from the text: 1) There are two types of nuclear reaction: 1) … 2) … 2) Most substances in the natural world are radiologically stable: 1) … 2) … 3) There are several arguments for using nuclear power as a source of energy: 1) … 2) … 3) … 4) … 4) There are many reasons why nuclear power is not the best source of energy: 1) … 2) … 3) … 13.11 Read the questions below and choose the best answer to each question: 1) What particles does the nucleus contain? 16

a) protons and neutrons b) electrons 2) When did the British physicist Rutherford discover how to split nuclei more quickly? a) in the 19 century b) in the 18 century 3) Are fossil fuels harmful to the environment? a) fossil fuels are useful b) fossil fuels are very harmful to the environment 4) What supply of natural uranium does the earth contain? a) a small supply of natural uranium b) a large supply of natural uranium 5) What source of energy is nuclear power? a) the best source of energy b) not the best source of energy 13.12 Read the sentences and decide whether each statement is true or false: 1) Atoms are the basic building blocks of all matter. 2) Some reactions in the natural world are chemical reactions. 3) The energy produced from chemical reactions is known as radiation. 4) Radiation causes darkening of photographic film. 5) It is easy to split the nucleus of an atom. 6) Most substances in the natural world are not radiologically stable. 7) Some substances have unstable nuclei. 8) The natural radioactive decay normal releases much energy. 9) Chain reaction leads to a sudden release of energy. 10)

The rate of breakdown of uranium-235 is not regulated.

17

13.13 Comprehension check. Answer the questions: 1) Where does nuclear energy come from? 2) What do atoms contain? 3) What does the nucleus contain? 4) Are most reactions in the natural world chemical reactions? 5) Nuclear reactions are rare, aren’t they? 6) How many types of nuclear reaction are there? 7) Energy produced from nuclear reactions is known as radiation, isn’t it? 8) What causes darkening of photographic film? 9) Is it easy or difficult to split the nucleus of an atom? 10)

Some substances have unstable nuclei, haven’t they?

13.14 Suggested topics for discussion. Split into groups of 3-4, share your opinions on the following: 1) Types of nuclear reaction. 2) Rutherford’s discovery. 3) Using nuclear power as a source of energy. 18 POVERTY AND ENVIRONMENTAL DAMAGE 18.1 Active vocabulary: relationship; population growth; land ownership; transfer of technology; deliberately; cost-effective way; people’s general health; to encourage borrowing; huge loans; to feed the debt; reduced public spending; the average income; a direct consequence; gross national product; to spend money sensibly; military expenditure; sophisticated hightechnology weapons; devastate; pointless violence; sustainable development; immediate survival; long-term survival.

18

18.2 Read and practise the pronunciation of the following words: reserve [rI´zə:v]

subside [səb´saId]

utility [ju:´tIlItI]

hydroelectric [´haIdrəI´lektrIk]

episode [´epIsoud]

budget [´b d

It]

prevent [prI´vent] 18.3 Read and translate the text to learn more about environmental damage. 18.4 Give Russian equivalents for: poverty; environmental damage; to fear; to owe money; almost every developing country; to divert money; the International Monetary Fund; life expectancy; large-scale; neighboring tribes; to be near starvation; environmentally friendly; sustainable development; the only food supply; exhausted soil; inefficient furnace; poor-quality coal; to face a choice. 18.5 Give English equivalents for: выплачивать долги, потребовать (принятия) мер, хуже, затраты на оборону, увеличиваться в пять раз, предпочитать агрессию диалогу, жадный, нечестный, собственность, безземельные работники, закупать сырьё, выплачивать низкую зарплату, ограничивать. 18.6 Find in the text adverbs to the following adjectives: deliberate, sensible, dramatic, environmental, eventual, recent, relative, new.

18.7 Find words in the text which mean the opposite of: wealth, rich, to induce, to borrow, high, to decrease, able, better, indirect, less.

19

18.8 Give the definition of: poverty, environmental damage, land ownership, transfer of technology, cost-effective way, huge loans, to “feed the debt”, hunger, aid, fivefold. 18.9 Find, read and translate the paragraph which: 1) points out that many poor countries owe money to richer countries; 2) states that the developing countries did not spend money sensibly; 3) explains that war devastates any country; 4) pays our attention to the fact that the fight for survival can make people greedy and dishonest; 5) provides information on the great influence that large multinational companies have over developing countries; 6) considers that free trade between all countries is essential to the world economy; 7) is concerned with energy-efficient technology; 8) deals with the environment and world poverty; 9) claims that the developing countries cause more environmental destruction as they get poorer. 18.10 Fill in the outline that follows from the text: 1) Six factors contribute to the relationship poverty and environmental damage: 1) … 2) … 3) … 4) … 5) … 6) … 2) The developing countries spent some money they borrowed on: 1) … 20

2) … 3) … 3) Large multinational companies have great influence over developing countries. They: 1) … 2) … 3) … 4) The multinational companies can cause or prevent massive environmental damage: 1) … 2) … 18.11 Read the questions below and choose the best answer to each question: 1) What countries borrowed some money? a) rich countries b) developing countries 2) How much money do people need to rebuild their lives after wars? a) not much money b) large sums of money 3) What countries do wars devastate? a) rich countries b) developing countries 4) When do landless laborers starve or migrate? a) when there is much work b) when there is no work 18.12 Read the sentences and decide whether the statement is true or false: 1) Poverty creates environmental damage. 2) Educated women have more children. 21

3) Many rich countries owe money to poor countries. 4) The banks offered low interest rates to encourage borrowing. 5) Only several developing countries borrowed some money. 6) The developing countries were able to pay their debts. 7) The International Monetary Fund demanded measures. 8) In many developing counties the average income, water quality are better today. 9) The developing counties spent much money on economic or social developments. 10)

Most wars in the world today occur within or between developing counties.

18.13 Comprehension check. Answer the questions: 1) What is the most cost-effective way to reduce population growth? 2) When did the Third World debt arise? 3) The banks offered very low interest rates, didn’t they? 4) When did interest rates increase? 5) What countries became unable to pay their debts? 6) What measures did the International Monetary Fund demand? 7) How many children die every year? 8) Is the national debt of several developing countries great? 9) Did the developing countries spend much money on economic or social developments? 10)

What choice do poor people face?

18.14 Suggested topics for discussion. Split into groups of 3-4, share your opinions on the following: 1) Poverty creates environmental damage. 2) Many poor countries owe money to richer countries. 3) War devastates any country.

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19 CRUELTY TO ANIMALS 19.1 Active vocabulary: assumption, to test drugs, growing awareness, less acceptable, annual cull, pilot whales, bullfighting; to be justified, an endangered species, illegal, economic gain, poaching, smuggle, black rhinoceros, a huge illegal trade, to bleed to death, a worldwide ban, shoot-to-kill policy, surgical techniques, animal experiments, the benefits of medical progress, to throw smb overboard, a minor painkiller, all caged animals, overcrowded, expensive to replace, avoidable suffering. 19.2 Read and practise the pronunciation of the following words: rhinoceros [raI´n s(ə)rəs]

ivory [´aIv(ə)rI]

capsize [kæp´saIz]

sacrifice [´sækrIfaIs]

terrify [´terIfaI]

vegetarian [ ِ ved

ammonia [ə´mounjə]

raccoon [rə´ku:n]

I´tεərIən]

ermin [´ə:mIn] 19.3 Read and translate the text to learn more about cruelty to animals. 19.4 Give Russian equivalents for: growing awareness, less acceptable, annual cull, rhino horns, magical properties, shootto-kill policy, a lifeboat, to be guilty, as long as, a new laxative, overcrowded, to be deprived of one’s dignity, avoidable suffering, to be chained up, to go blind, to stun, to develop deformities, the more brutal methods, horrific conditions, free-range eggs, to ensnare. 19.5 Give English equivalents for: жестокое убийство животных; подобный чему-то; редкие животные; оставаться; в ближайшие несколько лет; для научных целей; обязаны своей жизнью; польза 23

медицинского прогресса; равноценно – с точки зрения морали; для того, чтобы; этически приемлемо; ради медицинского исследования; живой и здоровый; быстрый уровень роста. 19.6 Find in the text adverbs to the following adjectives: particular, usual, moral, ethical, direct, instinctive, pure, needless, certain. 19.7 Find words in the text which mean the opposite of: ever, more, kind, legal, unpopular, to buy, easy, impossible, to disagree, sick. 19.8 Give the definition of: annual cull, an endangered species, to smuggle, a worldwide ban, shoot-to-kill policy, a minor painkiller, overcrowded, avoidable suffering, free-range eggs, to go out of fashion. 19.9 Find, read and translate the paragraph which: 1) claims that deliberate and cruel killing of animals is not a new phenomenon; 2) states that the use of animals for scientific purposes is a more difficult ethical issue. 3) points out that some animal research leads directly to the development of important new drugs; 4) explains that rabbits are often kept in laboratories because the antibodies in their blood are used for immunological research; 5) touches upon the killing of animals for food; 6) considers the reasons for becoming vegetarian; 7) deals with the fur trade; 8) reports on cramped conditions in which some animals are kept. 9) provides information on the philosophy of the major religions of the Far East;

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19.10 Fill in the outline that follows from the text: 1) People use animals for: 1) … 2) … 3) … 4) … 2) The use of animals for scientific purposes includes: 1) … 2) … 3) The scientists have a strong motive to keep the rabbits in labs alive and healthy because: 1) … 2) … 4) The killing of animals for food causes a lot of avoidable suffering: 1) … 2) … 5) There are good economic reasons for becoming vegetarian: 1) … 2) … 3) … 19.11 Read the questions below and choose the best answer to each question: 1) How many black rhinos remain in the world? a) 10,000 animals b) 3,000 animals 2) What do many people owe their lives to? a) to doctors b) to modern drugs and surgical techniques 25

3) What does some animal research lead to? a) to the development of new drugs b) to animals’ suffering 4) Why does the killing of animals cause a lot of avoidable suffering? a) Living conditions are cramped and uncomfortable. b) The animals are deprived of their dignity. 19.12 Read the sentences and decide whether each statement is true or false: 1) Human beings have the right to kill animals. 2) Cruel killing of animals is not a new phenomenon. 3) Most people believe that cruelty to animals for sport is justified. 4) Shooting tigers in India was not a popular sport for gentlemen. 5) The rhino horn is said to have magical properties. 6) Many people owe their lives to modern drugs that were first tested on animals. 7) People who campaign for animal rights are usually old and sick. 8) The scientists have a strong motive to keep the rabbits alive and healthy. 9) The killing of animals for food doesn’t cause any suffering. 10)

Cows, pigs and chickens are usually kept outdoors.

19.13 Comprehension check. Answer the questions: 1) Have human beings the right to kill animals? 2) Do people hunt animals for sport? 3) Is cruelty to animals for sport justified? 4) Shooting tigers in India is illegal now, isn’t it? 5) What countries do the poachers smuggle the horns into? 6) Is killing an animal morally equivalent to killing a human being? 7) What does any animal research lead to? 8) Why are rabbits often kept in labs? 26

9) What for are animals reared in factory farms? 10)

What reasons are there for becoming vegetarian?

19.14 Suggested topics for discussion. Split into groups of 3-4, share your opinions on the following: 1) People use animals for … 2) The use of animals for scientific purposes. 3) The reasons for becoming vegetarian. 20 SUSTAINABLE DEVELOPMENT 20.1 Active vocabulary: sustainable, devastating effects, to turn one’s back on, fertilizers, self-sufficient, to recycle, to achieve a solution, to insulate, to avoid, waste, to rely on, to counteract, a fine, to discourage, to prohibit, staple foodstuffs, a pineapple, subsistence farming, an agreement, to recycle, recyclable waste. 20.2 Read and translate the text to learn more about sustainable development. 20.3 Give Russian equivalents for: sustainable development, to stem from, subsistence farming, cash crops, the increase in taxation, teepee (tepee) people, artificial fertilizers, to be self-sufficient in food and clothing, to make contribution, to emit less pollution, to become less dependent on, short-lived consumer goods, environmentally friendly products, to develop a taste for, recycling centers, carbon tax, organic farming, it is hard to believe, disposable products. 20.4 Give English equivalents for: достигнуть кризисной точки; увеличение налогов; разрушительное воздействие; устойчивое развитие; образ жизни; вносить вклад; потребители; перерабатывать 27

отходы; развивать вкус к (музыке …); способствовать; запрещать; иметь побудительную

причину;

поощрять

(одобрять);

жизненно

необходимое

земледелие; основные пищевые продукты. 20.5 Find in the text nouns to the following verbs: to contribute, to divide, to separate, to pollute, to collaborate, to conserve, to recommend, to tax, to legislate. 20.6 Form adjectives from the following words adding “able” or “al”, translate them: comfort, technology, industry, environment, to dispose, to recycle, theory, globe, tropic, new, nation, essence, electricity, artifice, use. 20.7 Give antonyms to the following words: essential – popular – courage – useful – to cycle – leaded – to increase – bleached – 20.8 Give the definition of: development, sustainable development, organically-grown vegetables, unleaded gasoline.

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20.9 Find, read and translate the paragraph which: 1) reports on human kind’s attempts at “developments”. 2) describes some people who refused from any form of development. 3) discusses some contributions an individual can make to help the environment. 4) considers local authorities duties to promote sustainable development. 5) touches upon national governments’ measures which can promote sustainable development. 6) draws our attention to central governments’ actions in national agricultural policies. 7) deals with the documents and international agreements produced at UNCED in Rio de Janeiro, 1992. 20.10 Fill in the outline that follows from the text: 1) Developments include such changes as a) … b) … c) … 2) Sustainable development requires actions on four levels a) … b) … c) … d) … e) … 3) We can adopt lifestyle that a) … b) … c) … 4) We should buy “environmentally friendly” products such as a) … 29

b) … c) … 5) Local authorities should discourage the use of motor vehicles in towns by a) … b) … c) … 6) National governments can promote sustainable development through a) … b) … c) … 7) The taxes that national governments could impose include a) … b) … c) … 8) Governments in developed countries should prohibit the export of a) … b) … c) … to developing countries and discourage the import of a) … 9) They should guarantee a fair price for imports of staple foodstuffs such as a) … b) … and discourage imports of exotic foods such as a) … b) … 10)

The document known as agenda 21 covers issues such as a) … 30

b) … c) … d) … 20.11 Read the statements below and determine whether they are true or false. If the statements are false correct them: 1) The state of the environment today has reached a crisis point. 2) All the developments sometimes called “progress” cannot have devastating effects on the environment. 3) Pacifists try to live in harmony with one another as well as with the environment. 4) The primitive, “back to nature” lifestyle of a group of idealistic hippies can achieve a global solution to the world’s environmental crisis. 5) The most important contribution an individual can make is to have fewer children. 6) We should try to develop a taste for art, music and literature rather than fashionable clothes, videos and sport cars. 7) A large proportion of all traffic pollution today is caused by trucks carrying food from one end of a country to another. 8) If gasoline was 10 or 100 times more expensive we would all have a strong incentive not to use our cars. 9) Governments are interested in protecting the environment through unpopular taxes. 10)

The failure of UNCED to produce legally binding agreements on the

environmental issues is one of the biggest failings of international diplomacy last century. 20.12 Complete the paragraph by putting one verb in each of the bank spaces; the verbs are given below, put the verbs in a proper tense. The environmental crisis ….. largely from humankind’s attempts at “development”. Some people have decided to ….. their backs on any form of 31

development. The teepee people in Wales …. great personal sacrifices. Sustainable development does not …… the environment. We can …. lifestyles that emit less pollution. We should ….. our houses. We should …. all our metal glass and paper waste. Local governments can …. sustainable development through better planning of towns and cities. National agricultural policies should …. organic farming and …. the use of fertilizers and pesticides. Governments in developed countries should ….. the export of toxic chemicals, obsolete technology and military weapons to developing countries. Many of the most complex problems of the environment today ….. collaboration between countries. UNCED in Rio de Janeiro, 1992 ….. a document known as Agenda 21. It ….. issues such as population control, food and agricultural policy, waste disposal and financial aid for conservation projects in developing countries. 1) to damage

8) to produce

2) to cover

9) to stem

3) to adopt

10) to make

4) to insulate

11) to turn

5) to promote

12) to recycle

6) to encourage

13) to discourage

7) to demand

14) to prohibit

20.13 Answer the following questions: A. Comprehension check: 1) What does the crisis stem largely from? 2) What changes does development include? 3) What does sustainable development mean and what actions does it require? 4) What can the individual do to help the environment nowadays? 5) How can local authorities promote sustainable development? 32

6) What taxes should national governments impose to promote sustainable development? 7) What should governments in developed countries prohibit? 8) Are cooperation and action needed between countries? 9) What issues does a document known as Agenda 21 cover? 10)

What environmental problems are on a global scale?

B. In your opinion: 1) What have you learned from the text about sustainable development? Do you agree that we should think globally and act locally and need to be aware of global conditions, but each of us should work to improve our own particular place? 2) What do you think about you life-style? Is it damaging to other people or to the environment? If so, should you adjust your behavior accordingly? 3) What changes in our economic and political systems would be necessary to make the transition to a sustainable society? 4) Is it feasible or desirable to rebuild or relocate our cities to encourage sustainability? What can be done in existing cities to increase sustainability? 5) What are the benefits and disadvantages of international environmental laws? 6) Some environmental groups advocate direct violent action to attack environmental problems; others prefer to work within existing systems to bring about gradual progressive reform. Which tactic do you favor? Why? 7) What can you do personally to make the world a better place? What actions are the best done individually and which ones require group efforts? 20.14 Suggested topics for discussion in a group of 3-4 share your opinions and expand on the following: 1) Various kinds of development and sustainable development. 2) Local authorities measures on sustainable development. 33

3) National governments legislations and agricultural policies promoting sustainable development. 4) International agreements and resolutions for working toward sustainable development. 20.15 Fill out the questionnaire below to find out how environmentally aware you are. How green are you? How often do you …

always

1) buy eggs and milk in cardboard cartons instead of plastic? 2) reuse plastic and glass containers as refrigerator dishes for leftovers? 3) take your own shopping bags to the store? 4) buy rechargeable batteries and recharge them when needed? 5) avoid buying “disposable” paper and plastic products such as table ware, handkerchiefs and diapers? 6) use old grocery bags for garbage bags? 7) use only the exact amount of wrapping (wax paper, foil, plastic wrap) you need? 8) try to eat a healthier diet and try to avoid too much fat or sugar? 9) buy free-range eggs? 10)

buy organically grown vegetables? 34

sometimes

never

11)

try to save energy at home?

12)

try to use public transport or ride a

bicycle as much as possible? 13)

avoid using chemicals to kill

garden pests? 14)

buy soap and cosmetics not tested

on animals? 15)

try to save as much water as

possible?

Scoring: always = 2 points sometimes = 1 point never = 0 points

Your score: 25-30 – congratulations, you’re already green! 15-24 – very good, you’re moving in the right direction 5-14 – you need to become more environmentally aware 0-4 – you really need to increase your awareness

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