МІНІСТЕРСТВО ОСВІТИ І НАУКИ УКРАЇНИ
                             Харківська національна академія міського господарства

РОБОЧА ПРОГРАМА 
до вивчення текстового матеріалу з англійської мови 

(для студентів 1-2 курсів за спеціальностями 7.070801 «ЕКОЛОГІЯ ТА ОХОРОНА НАВКОЛИШНЬОГО СЕРЕДОВИЩА», 7.092601 «ВОДОПОСТАЧАННЯ ТА ВОДОВІДВЕДЕННЯ», 7.092108 «ТЕПЛОГАЗОПОСТАЧАННЯ І ВЕНТИЛЯЦІЯ»)

Частина II

Харків - 2005

РОБОЧА ПРОГРАМА до вивчення текстового матеріалу з англійської мови (для студентів 1-2 курсів за спеціальностями 7.070801 «ЕКОЛОГІЯ ТА ОХОРОНА НАВКОЛИШНЬОГО СЕРЕДОВИЩА», 7.092601 «ВОДОПОСТАЧАННЯ ТА ВОДОВІДВЕДЕННЯ», 7.092108 «ТЕПЛОГАЗОПОСТАЧАННЯ І ВЕНТИЛЯЦІЯ»). Частина II. Укладачі: Вергелес Ю. І., Маматова Н. В., - Харків: ХНАМГ, 2005-69с.

Укладачі: Ю. І. Вергелес 
                  Н. В. Маматова 

Рецензент: О. В.Маматова 

Рекомендовано кафедрою іноземних мов,
Протокол № 8 від 17 травня  2005 року.

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Introduction

THIS ENGLISH LANGUAGE LEARNING PROGRAMME is a practical guide. In it clear recommendations are offered in plain English to students who look for guidance on specific points of reading , vocabulary, and modern English Grammar. This Programme provides learners of English with original texts and has the very practical aim of improving students’ reading skills. 
This Programme is intended for the students specializing in Ecology and Environmental Protection, Wastewater Treatment , Heat and Gas Supply & Ventilation.
The Programme introduces to a particular type of learning experience in a computer class.
It is compiled for 4 semesters each covering texts , key words , exercises and drills, tasks for students’ self-dependent work.
All the learners of English can be directed to References, instructions No.845 and 1360.

THIS ENGLISH LANGUAGE LEARNING PROGRAMME is compiled to assist the second-year students specializing in Ecology and Environmental Protection, Wastewater Treatment, Heat and Gas Supply & Ventilation.
                                                  SEMESTER 3
Lexical material, texts	Hours	Work in class : Exercises, drills	Self-dependent work	
Lessons 1 - 2 The Verb Group.
Objectives: to present the verb group in conversation and in sentences, teach students to use verb groups.
Subject: The Warming of the Earth.
Key words: atmosphere – carbon dioxide – carbonate - Carboniferous– Cretaceous – crust – Jurassic – latitude – limestone – lush forests –oxygen – Paleozoic  – pole
TEXT 1: The Occurrence of  Life.
Organisms might have developed photosynthesis as early as 3.5 billion years ago. The oxygen that was produced in this manner, however, was quickly used up by chemical reactions that permanently stored it in the crust. Then, about 2 billion years ago, these oxygen traps became full and the gas began to slowly build up in the ocean and atmosphere. In addition to the generation of oxygen, simple plants removed carbon dioxide from the environment and buried it in the Earth’s crust in the form of carbonaceous sediments.
About this time, mobile crustal plates on the Earth’s surface began to move extensively. This caused carbonaceous sediments and the oceanic crust to be thrust deep into the earth. The newly formed surface area increased the amount of carbon dioxide stored in thick deposits of carbonate rocks such as limestone. The first microscopic plants also developed at this time and began to replace the carbon dioxide in the atmosphere with oxygen.
Another substantial carbon dioxide repository was the great coal forests that spread over the land during the Upper Paleozoic Era 260 million years ago. Plants invaded the land about 450 million years ago and extended to all parts of the Earth. Lush forests that grew during the Carboniferous period absorbed large quantities of carbon dioxide.
During the Cretaceous period from about 135 to 65 million years ago, plants and animals were particularly abundant and spread practically from pole to pole. Volcanoes were especially active during this time. They injected massive amounts of carbon dioxide into the atmosphere, which warmed the planet significantly. The Cretaceous period was the warmest period in the Earth’s history.
The Earth’s climate actually began to warm at the beginning of the Jurassic period about 180 million years ago.
Coral reefs and other tropical biota, for which bright sunlight and warm seas are essential, ranged as much as a thousand miles closer to the poles than they do today. Polar forests extended into latitudes 85 degrees north and south of the equator. One example is found in the fossilized remains of a forest that once thrived on the now frozen continent of Antarctica. Alligators and crocodiles lived as far north as Labrador, whereas today they are restricted to the warm Gulf Coastal region.
Perhaps the greatest contribution to the warming of the Earth, however, came from increased volcanic activity caused by vigorous continental movements called plate tectonics. Volcanoes produced 4 to 8 times the present amount of atmospheric carbon dioxide, which substantially increased greenhouse warming. This also provided an abundant source of carbon for green plants, which contributed considerably to their prodigious growth and helped feed the hungry dinosaurs.

Lessons 3 - 4 Uncount Nouns.
Objective: to revise uncount nouns within the vocabulary assimilated.
Key words: dinosaurs – extinct – fern – to kill – mammals – Pangaea – radiation – species – to survive – Tertiary – Triassic – to vanish – vegetation
TEXT 2: What Killed the  Dinosaurs.
The dinosaurs were the most successful land animals. They inhabited the Earth for 140 million years. Humans, on the other hand, have only been around for the past 4 million years. The dinosaurs originated during the Triassic period, which began 240 million years ago, when all the landmasses were assembled into the supercontinent Pangaea. During the Jurassic period, about 180 million years ago, the continents split apart.
Except for a few temporary land bridges, the newly formed oceans provided a barrier to any further dinosaur migration. At this time, almost identical species lived in North America, Europe, and Africa. The greatest dinosaur that ever lived, brachiosaurus, is found only in Colorado-Utah, southwestern Europe, and eastern Africa. It probably travelled to Africa by way of Europe when the continents were still together.
The success of the dinosaurs is exemplified by their extensive range. They occupied a wide variety of habitats and dominated all other forms of land-dwelling animals. Indeed, if the dinosaurs had not become extinct, mammals would never have achieved dominance over the Earth. Also, humans would not have come into existence because the dinosaurs would have suppressed further advancement of the mammals.
About 500 species of dinosaurs have been discovered thus far, although this is probably only a small fraction of the total. The generally warm climate of the Cretaceous period produced lush vegetation, including ferns and cycads, that supplied the insatiable diets of the plant-eating dinosaurs.
Many theories have been put forward to explain the demise of the dinosaurs. At the end of the Cretaceous period the dinosaurs and 70 per cent of all known species vanished. This indicates that something in the environment made them all unfit to survive, yet did not adversely affect the majority of the mammals. The mammals which were no larger than rodents, coexisted with the dinosaurs for more than 100 million years. They lived a nocturnal life style, however, so as not to compete directly with the dinosaurs.

Lessons 5 - 6 Count Nouns.
Objective: to revise count nouns within the vocabulary assimilated.
Key words: to adapt – to cancel out – community – greenhouse effect – Pleistocene – to creep – to sustain – to migrate - warming
TEXT 3: Global Warming.
Extreme and often record-breaking weather events have recently occurred world-wide. There have been heat waves in American and central European cities, floods in Africa that interrupted nearly 2 decades of drought, and almost continuous rain and cold in the middle of summer at other places. The decade of the 1980s has had six of the hottest years of the century. This might be a symptom of a global climate change that is caused by the chemical pollution of the atmosphere. The climate variability, however, is such that the strange weather can still be a reflection of natural variation.
There might be unknown moderating factors that can cancel out or at least lessen the greenhouse effect. Scientists have yet to determine where all the carbon dioxide being produced today is going. Only half the carbon dioxide produced by the burning of fossil fuels and deforestation has been found in the atmosphere or the ocean. Gaseous sulfur produced by marine single-celled plants called plankton might help counter human-induced global warming by partially regulating the Earth's temperature. The sulfur gas emissions could increase the concentration of cloud-forming particles, which could make clouds whiter and therefore more reflective. This in turn would lower global temperatures.
What is unique about the current warming trend, which amounts to an increase of over 1 degree Fahrenheit this century, is its unprecedented speed. The present warming is 10 to 40 times faster than the average rate of warming that followed the last Ice Age. By the end of the Pleistocene Epoch, between 14,000 and 10,000 years ago, the Earth warmed perhaps 5 to 10 degrees Fahrenheit. Although this temperature increase is similar to the predicted increase for the greenhouse effect, the major difference is that it was spread over a period of several thousand years and not compressed into less than a century.
If present warming trends continue, by the end of the next century global temperatures could be as warm as they were during the Cretaceous period 100 million years ago. This was the hottest period in geological history. 
The effects of global warming could last for centuries. Forests would creep northward. Other wildlife habitats, including arctic tundra, would disappear entirely. Those that are able to migrate could find their routes blocked by natural and man-made barriers. The warming would rearrange entire biological communities and cause many species to become extinct. Other species, commonly called pests, could overrun the land. These changes would diminish the diversity of the world's species and have an adverse affect on humans as the biosphere loses its ability to sustain life. Because of man's disruptive activities, the precious planet called Earth could become a totally alien world.

Lessons 7 - 8 Collective Nouns.
Objective: to revise collective nouns within the vocabulary assimilated. Subject: Revitalizing Growth with Sustainability.
Key words: sustainable – finite – consumption – waste minimization – wasteful consumption – health care – malnutrition – vulnerability – alleviating –ailments - affordable
TEXT 4: Sustainable Living.
The nations of the world have begun to realize that the Earth’s carrying capacity is finite, and that global consumption, production, and demographic patterns must become sustainable as a result, if future generations are to live healthy, prosperous and satisfying lives. Achieving sustainable living for all requires an environmentally responsible global approach to modify these unsustainable patterns, involving efficiency and waste minimization changes in production processes, less wasteful consumption, reducing demographic pressures and ensuring access to health care.
The poverty, malnutrition and health ailments currently afflicting more than 1 billion people worldwide are indicative of today’s unsustainable patterns. Every day, over 800 million people go hungry, many of them children. Some one and a half billion people do not have primary health care, and are threatened by a host of diseases, many of them easily avoidable. In light of present demographic pressures, meeting the needs of all the world’s inhabitants will become an ever greater challenge. Alleviating poverty is a moral imperative and is essential for sustainable development.
At the same time, this century has seen a massive increase in the world’s production and consumption, particularly in developed countries. Although, stimulating economic growth in the short term, Governments now recognize this globally unsustainable use of the Earth’s resources has degraded the environment and generated, unmanageable amounts of waste and pollution.
Natural resources and living standards are often the casualties of population growth. The impact of population on environment and development issues should be further analyzed. Human vulnerability in sensitive areas should be determined. It is proposed that population factors be thoroughly researched and incorporated into national planning, policy and decision-making.
Making primary health care available to everyone is a key aspect of alleviating poverty. Standards of health care for those now receiving poor or moderate services and specialized health care for environmentally related problems must be increased. Access to affordable health care and facilities that communities can maintain on their own are important factors.

Lessons 9 - 10 Determiners.
Objectives: to teach students to comment on the determiners and ask questions.
Key words: global – to decline – to amount – migration - economic polarization - population programmes – priority – integrated policies – to foster - maternal and infant mortality – to enhance - living standards
TEXT 5: Demographic Dynamics and Sustainability.
The world’s population reached 5.4 billion in mid-1991. Of these, 77 per cent lived in developing countries and 23 per cent in developed countries. In the 1960s the global population was growing at about 2.1 per cent annually and this has now declined to some 1.7 per cent per year. The number of people added to the total each year, now amounting to 92 million, is higher than ever before. It is projected that world population will reach some 6.3 billion people in the year 2000 and 8.5 billion in the year 2025.
Rapidly increasing demands for natural resources, employment, education and social services will make attempts to protect natural resources and improve living standards very difficult. The migration of large numbers of people within countries and across national boundaries will, more than likely, continue to increase, driven by a combination of factors, including population growth, concentration of wealth and land, poverty and economic polarization.
Population programmes are at the interface between people and their environment. Local-level sustainability requires a new action framework that examines population dynamics in conjunction with other factors such as the social dimensions of gender, access to resources, livelihoods and the structure of authority. Population programmes should empower people, and be consistent with socio-economic and environmental planning for sustainability. Integrated population\ environment programmes should closely correlate action on demographic variables with resources management activities and development goals.
A major priority is to address the links between population dynamics and sustainable development. Population dynamics must be incorporated in the global analysis and research of environment and development issues. Governments should work to develop a better understanding of the relationships between human populations, technology, cultural behaviour, natural capital and life support systems. In order to determine the priorities for action at global and regional levels, human vulnerability in sensitive areas and centres of population must be carefully assessed.
Another priority is to formulate integrated national policies for population environment and development. National population issues must be integrated into the national planning policy and decision-making process as part of national development and conservation plans. Policies and programmes should combine environment and development issues with population concerns to foster a holistic view of sustainable development that holds as its goals the alleviation of poverty, secure livelihoods, integrated health care, the reduction of maternal and infant mortality, education and services for the responsible planning of family size, the improvement of the status and income of women, the fulfillment of women’s personal aspirations, and individual and community empowerment. These policies and programmes should be people-centred, working to increase the quality and improve the capacity of human resources for environmental conservation.
Lastly, implementing integrated population, environment and development programmes at the local level is also a critical priority. These programmes should work to improve the quality of life, ensure the sustainable use of natural resources and enhance environmental quality.

Lessons 11 - 12 Main Uses of “the”.
Objective: to teach students main uses of “the” so that they can use it in hearing, speaking, reading and writing.
Key words: proper nutrition – sanitation - food supplies – criteria – infrastructure - environmental care - sound development – healthy - to harm - to exacerbate - hand in hand – preventive – curative – initiatives – malaria – hepatitis - leprosy
TEXT 6: Human Health.
Health ultimately depends on the ability to successfully manage the interactions between the physical, biological and economic and social environment. The condition of the health sector both helps determine and is dependent on overall social and economic development conditions. It is also dependent on a healthy environment, including the provision of clean water, sanitation, adequate food supplies and proper nutrition. These criteria require the building of a primary health care infrastructure in conjunction with primary environmental care.
Although sound development is impossible without a healthy population, most developmental activities to some degree harm the environment and so indirectly cause or exacerbate many health problems. Underdevelopment is both the cause and effect of inadequate health in developing countries. Meeting basic health needs thus goes hand in hand with the alleviation of poverty, and should be seen as a contribution to it. Thus, the fundamental objective, for Governments should be, by the year 2000 to achieve “Health for All”: to meet the basic health needs of all the world’s people. As a matter of priority, health service coverage should be achieved for population groups that are in greatest need.
In order to meet basic health needs, primary health care technologies which are practicable, scientifically sound and greater towards the needs of individual countries should be delivered. Coordination among the public health, environmental protection, and development planning sectors should be strengthened at local and national levels.
Health facilities, aided by mechanisms for sustained local community involvement, should be established and monitored, particularly at the district level, their medical and social services staff trained for basic health care delivery. Traditional knowledge of preventive and curative health practices can often support health care initiatives for the self-management of local communities.
National coordinated action plans and monitoring mechanisms should be established for the control of communicable diseases, including malaria, diarrheal diseases, hepatitis, sleeping sickness, soil-transmitted helminths, schistosomiasis and acute respiratory diseases. Specific targets to be achieved by the year 2000 include the eradication of polio and Guinea worm disease and the effective control of onchocerciasis and leprosy. A global monitoring system for epidemic diseases, in particular those with a potential for transboundary spread, should be established by the year 2000.
National and regional institutions should promote broad intersectoral approaches to prevent and control communicable diseases, including applying new vaccines and chemotherapeutic agents, developing information for public awareness and education, and providing training in immunology, molecular biology, epidemiology and community prevention and control. National and international efforts against AIDS are essential to prevent and reduce the social impacts of HIV infection.
Specific health measures to protect vulnerable groups particularly infants, youth, women and indigenous people and their communities, include: strengthening immunization and nutrition programmes; treating and preventing communicable diseases; providing social services for the education, counseling and treatment of specific health problems, including drug abuse; incorporating health issues in national action programmes on women and development; and utilizing women’s groups at the community and national level in all aspects of health care.

Lessons 13 - 14 Other Uses of “the”.
Objective: to introduce other uses of “the” and use ‘the” in statements. Subject: The Habitable World.
Key words: urban infrastructures - deteriorating air quality - water supplies and water management - noise pollution – to monitor - urban residents - discharge of sludge - to assimilate – disposal of urban wastes – to worsen –– anti-pollution - to enact
TEXT 7: Human Settlements.
Shortly after the turn of the century, half of the world’s population will be living in cities. The urbanization of society into human settlements is an expected outcome of development. It opens new opportunities to society, enabling the efficient provision of basic services. Generating some 60 per cent of the global GNP, cities are a major force behind national economic growth. In developing countries, cities are enlarging by 60 million inhabitants annually a pattern that will lead to a net doubling of urban populations in the next 25 years. This has put enormous pressure on urban infrastructures already under serious stress and unable to meet the needs of the existing inhabitants. Overcrowding inadequate housing, inadequate access to clean water and sanitation, growing amounts of uncollected waste, and deteriorating air quality are already serious problems in these cities and may worsen substantially, if effective and timely action is not taken.
The concentration of people in urban areas presents complex planning and management problems in environmental health, energy and transportation, water supplies and water management. There is a need to develop policies that can connect public, private and social sectors and the institutions to provide training of technical experts and planners.
Environmental health considerations should be incorporated into all aspects of urban development policy. Factors include noise pollution, radiation and waste from factories and power plants. Technology and infrastructure are needed to monitor air and water quality, and anti-pollution laws need to be enacted and enforced.
Rapid urban population growth is also endangering water supplies and quality. It is important that access to safe water be provided to all urban residents. The treatment and safe disposal of an increasing proportion of solid wastes, including sewage, needs priority attention. In the industrialized countries this involves avoiding the discharge of sludge in rivers and at sea. In the developing countries, less than 10 per cent of urban waste receives any treatment and only a small fraction of that meets any quality standards. All countries need to establish disposal standards based on the local capacity of the environment to assimilate the waste produced, and new approaches have to be developed for the collection, storage and disposal of urban wastes.

Lessons 15 - 16 “A” and “an”.
Objective: to revise “a” and “an” within the vocabulary assimilated.
Key words: to lack - safe sanitation – crucial - severe strains – estuaries - coastal zones – elimination – unsustainable - low-cost water supply - supply of affordable water – depletion – to recycle - water tariffs - the marginal and opportunity cost of water – municipal - urban agglomerations
TEXT 8: Urban Water Supplies.
Today some 2.4 billion people in the world live in urban areas. In the developed world, most of the 900 million urban dwellers, are served with water piped into their homes as well as with municipal sanitation services. In contrast 1.5 billion urban dwellers in developing countries do not have safe water, and over 2 billion lack safe sanitation. By the year 2025, the world’s urban population is expected to reach over 5 billion, and it is therefore crucial that a high priority be given to the environmentally sound management of water resources.
Rapid urban population growth and industrialization are putting severe strains on water resources for human consumption and industrial use. A high proportion of large urban agglomerations are located around estuaries and in coastal zones, leading to municipal and industrial pollution and the over-exploitation of available water resources, which combine to threaten both marine environment and the supply of freshwater resources. Better management of urban water resources, including the elimination of unsustainable consumption patterns, is essential for the alleviation of poverty and the improvement of the health and quality of life of the urban population. In developing countries, specific measures such as low-cost water supply, sanitation and waste management programmes need to be targeted at the large numbers of urban poor.
The overall priority is to identify and implement strategies and actions to ensure the continued supply of affordable water for present and future needs, and to reverse current trends of resource degradation and depletion. In particular, activities should aim to ensure that, by the year 2000, each resident has access to at least 40 litres per day of safe water, that 75 per cent are provided with on-site or community facilities for sanitation, and that the solid waste generated in urban areas is collected and recycled or disposed of in an environmentally safe way. The specific actions needed to satisfy this priority are indicated below.
Water resources should be protected through the introduction of sanitary waste disposal facilities based on ecological sound, low-cost and upgradable technologies, urban storm water run-off and drainage programmes, the promotion of recycling and reuse of wastewater and solid wastes, and, the comfort of industrial pollution sources. The operation and maintenance inadequacies malfunctioning systems should be corrected before investing in new systems. City development planning should be consistent with the sustainable management of water resources, and satisfy the basic water needs of the urban population. This may involve the introduction of water tariffs, where affordable, to reflect the marginal and opportunity cost of water, especially in production. Throughout these programmes, the skills and potential of non-governmental organizations, the private sector and local people should be utilized, taking into account public and strategic interests in water resources. The public should also be made aware of water’s social and economic value; in order to encourage its rational use and protect its quality.

Lessons 17 - 18 All, most, no, none.
Objectives: to present “all, most, no, none” in conversation and in sentences, teach students to use “all, most, no, none” in hearing, speaking, reading and writing.
Key words: municipal - domestic refuse - non-hazardous wastes – debris - bacterial and parasitic infections - waste-related diseases - air contamination - processing - disposal services - waste prevention - the life cycle – modification – to enhance - sound management – collaboration - mix
TEXT 9: Environmentally Sound Management of Solid Wastes.
Municipal solid wastes include domestic refuse and non-hazardous wastes such as commercial and institutional wastes, street sweepings and construction debris. By the end of the century over 1 billion people will be without sufficient solid waste disposal services. Inadequate service waste can lead not only to the serious, long-term pollution of land, air and water resources but also bacterial and parasitic infections. The health impacts of this are particularly severe upon the urban poor. At present, as many as 5 million people, 4 million under of the age of 5, die each year from waste-related diseases. The waste problem is particularly severe in the rapidly growing informal settlements of the developing world, where population densities and health risks are high, public awareness of the hazards of uncontrolled disposal is low and the consequent need for municipal waste disposal services is the greatest. These health and environmental effects, moreover, are felt far beyond the unserved settlements themselves in the form of water, land and air contamination and pollution over a wide area. Hence, extending and improving waste collection, appropriate processing and safe disposal services are vital.
By the year 2025, with over 5.5 billion people expected to live in urban areas, waste generation is likely to increase some five-fold. This may be accompanied by a decrease in the biodegradability of wastes, as more as non-organic materials and industrial wastes are discharged into municipal waste facilities. The best chance of reversing this trend is to address its root cause, by attempting to change unsustainable patterns of production of the integrated life cycle management concept, development and environment are taken into account throughout the life cycle of any given product, ask design and production to recycling and disposal. A strategy of waste prevention, minimization and reutilization should become the foundation of all future solid waste management programmes. Waste minimization can be achieved through modification of industrial processes and through changes in the design and use of products.
While the inadequate disposal of wastes gives rise to several environmental problems that contribute toward unsustainable patterns of development, sound waste management policies provide exceptional opportunities for enhancing the environment and supporting development. For example, recycling metal, paper, glass, plastics, and organic waste can lessen the demand for energy, raw materials and fertilizers.
The environmentally sound management of solid wastes requires the integration of four inter-related priority areas, along with the collaboration of national governments and institutions, and inter-governmental organizations. The mix and emphasis given to each of these four areas vary according to the local socio-economic and physical conditions, rates of waste generation and their composition.

Lessons 19 - 20 Both, either, neither.
Objective: to check students’ ability in using “both”, “either”, “neither” covered in the exercise and text for reading.
Key words: to outstrip – municipal authorities – to meet health services needs - peri-urban areas – morbidity - to contribute - respiratory diseases – tuberculosis - meningitis - inevitably – dilemma - prevention and abatement measures - municipal health planning TEXT 10: Urban Pollution and Health.
Rapid urbanization, especially in developing countries, has outstripped society’s capacity to meet basic human needs, leaving hundreds of millions of people with inadequate incomes, diets, housing and services. The financial resources and the administrative capacity of the municipal authorities often cannot meet the increasing environmental health services needs. Environmental pollution in urban areas is associated with excess morbidity and mortality. While overcrowding and inadequate housing in the peri-urban areas contribute to respiratory diseases, tuberculosis, meningitis and other health problems.
In many urban locations the general environment is so badly polluted that altogether the health of hundreds of millions of people is adversely affected. Many countries experience high levels of pollution in urban areas from industrial activities, energy production and use, and transport systems, most of which were developed with little or no regard for environmental protection.
Inevitably, urban development has short and long-term environmental impacts and therefore health implications. The dilemma is to avoid or minimize conflicts between economic development, necessary for the immediate improvement of human health, and environmental protection on which the long-term maintenance of human health critically depends. Supportive environments for health have to be created in the urban settlements.
The priority in urban areas is to clean up and maintain the environment to a degree that human health is not impaired and yet development is encouraged. Specific tasks to incorporate appropriate environmental and health safeguards as part of national and urban development programmes include establishing adequate national infrastructures and programmes for providing requisite pollution surveillance, information gathering on health effects to support cost-benefit analyses, and environmental health impact assessments to help determine pollution control, prevention and abatement measures.
To enhance municipal health planning, city authorities should establish intersectoral committees at both the political and technical level, as a way of forming collaborative networks with scientific, cultural, medical, business, social and other city institutions. These “Healthy City” networks should be expanded and maintained to ensure collaboration and the exchange information and experiences.

Lessons 21 - 22 Much, little, many, few, more, less, fewer.
Objective: to revise “much”, “little”, “many”, “few”, “more”, “less”, “fewer” within the vocabulary assimilated.
Subject: Efficient Resource Use.
Key words: energy production and consumption - fossil fuels – to ameliorate – renewables - set of measures – incentives - methodologies and criteria - disposing of generated wastes - in terms of – land-use – forestry
TEXT 11: Energy Resources.
The world is presently on an unsustainable path in terms of its patterns of energy production and consumption. Most of the energy consumed comes from fossil fuels, which are significant sources of pollutants such as the greenhouse gas carbon dioxide. Furthermore, based on a history of relatively cheap energy supplies, methods for utilizing energy have tended to be highly inefficient and wasteful.
In order to ameliorate atmospheric problems, concerted action is required in a number of economic sectors, including energy, industry, transport, agriculture, forestry and other land-use. The energy sector is the largest contributor to these problems, but it also has the largest potential for improvement.
The world community should rapidly begin to make an energy transition to patterns of energy production and consumption as paramount. Countries need to promote energy efficiency measures and increase the percentage of their energy supply mix devoted to environmentally sound energy systems, particularly renewables.
Increasing the utilization of environmentally sound energy systems will require much effort. Funding for research and development of these options would need to be increased considerably. Countries should implement measures to remove any market barriers to the development and use of environmentally sound energy systems.
More efficient energy use patterns and an increased supply of environmentally sound energy systems can be achieved in different manners by various countries, in accordance with their economic, political and technical circumstances. However, any set of measures will have to feature a mixture of economic instruments that will provide incentives for energy suppliers and consumers to make environmentally sound choices. From an industrial standpoint, methodologies and criteria must be developed to incorporate the environmental costs of industrial production including the cost of treating and disposing of generated wastes, into the price of the final products, and incorporate these in the decision-making process.

Lessons 23 - 24 Some, any, another, each, every
Objective: to revise “some”, “any”, “another”, “each”, “every” within the vocabulary assimilated
Key words: backbone - share of export earnings – to share - rural-urban exodus - urban squalor – upheavals – to enhance - vulnerable groups – priority - land tenure – to promote - sustainable agricultural and rural development – crucial - major investments – to implement
TEXT 12: Sustainable Agriculture and Rural Development.
Agriculture is an important sector, if not the backbone, of the national economies of many developing countries, sometimes representing the major share of export earnings. Over the next 10 years, this sector will bear most of the responsibility for providing rural economies with sufficient growth to offer employment and other remunerative activities to the bulk of their population. Without this growth, the present rural-urban exodus is certain to accelerate, leading to unmanageable urban squalor and, in all likelihood, major socio-political upheavals. Hence the need for sustainable off-farm rural development is also critical.
Major adjustments are needed in national and international policies to create conditions for sustainable agriculture and rural development. A major objective is to increase food production in a sustainable way and enhance household food security. This involves education initiatives, utilization of economic incentives and the development of appropriate and new technologies, thus ensuring stable supplies of adequate food for vulnerable groups and production for markets, employment and rural income generation as well as efficient natural resources management and environment protection. Priority must be given to maintaining and improving the capacity of higher potential agricultural lands to support an expanding population. At the same time conserving and rehabilitating lower potential land is essential. Emphasis should also be given to reforming agricultural policies relating to price, subsidies, trade, land tenure, and appropriate farm practices and technologies.
In promoting sustainable agricultural and rural development, commitment of national governments and the support of the international community in implementing the programmes is crucial. Efficient agriculture will need to be job-creating both on and off farm and thus help reduce poverty levels. Emphasis should be given to reforming agricultural policies relating to price, subsidies, trade, land tenure and appropriate farm practices and technologies. Major investments in rural infrastructure will be required in promoting sustainable agricultural and rural development; the support of national governments and the international community in implementing the following action programmes is crucial.

Lessons 25 - 26 Adjectives with prepositions.
Objective: to teach students the grammar item “adjectives with prepositions” so that they can use adjectives with prepositions in hearing, speaking, reading and writing.
Key words: quality of life – to take into consideration – deforestation - soil conservation - exchanges of gases and nutrients - forest-related issues - to secure - forest expansion activities
TEXT 13: Sustainable Forest Development.
Increasing attention is being given to the condition of the world’s forests and to the role they play in local economies and quality of life. While public concern has focused for several years on tropical forests, it is now clearly accepted that all types of forests should be taken into consideration. Recent estimates indicate that annual deforestation rates of tropical forests amount to some 17 million hectares worldwide. Deforestation is a result of many causes; some natural, but mainly due to human development, such as inappropriate land tenure systems and incentives, expansion of agricultural areas, increasing forest product demand and lack of information and understanding on the value of forests.
In the context of environmentally sound and sustainable development, the benefits to be derived from trees, forests lands are wide and varied.
Forests are not only a source of timber and firewood, but also play an important role in soil conservation, the regulation of hydrological cycles exchanges of gases and nutrients, including carbon dioxide, and the maintenance of reservoirs of rich biodiversity. Many local populations have understood the multiple benefits for their livelihoods obtained from forests, yet only recently has the fundamental value of forests emerged at a wider national scale. The realization that forests significantly affect the lives of both local and distant populations has helped place forest-related issues on national planning and on the international agenda.
In a programme for the sustainable development of forests and woodlands, the first priority should be to secure the multiple roles of trees, forests and forest lands by strengthening national institutions and capabilities to formulate and implement effectively policies, plans, programmes and projects relevant to forest issues. The scope and effectiveness of conservation and forest expansion activities should be enhanced, and the sustainable production of forest goods and services in both developed and developing countries should be ensured. 

Lesson 27 Revision.
Objective: to revise Grammar and Vocabulary of the 3rd semester.

Total:	4

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54	1.	Underline the main verbs in these sentences:
1)	Chaos pervaded the universe then and now.
2)	Many of the motions of our Solar System are driven by chaos.
3)	Life seems to maintain oxygen and carbon dioxide in perfect balance.
4)	Without life, chemical reactions would have run steadily downhill and oxygen would have long since vanished.
2.	Underline the auxiliaries:
1)	Periods are combined to form eras and subdivided into epochs.
2)	 What is happening to the rainforests?
3)	A rainforest is a thick forest of tall trees which is found in tropical areas where there is a lot of rain.
3.	Underline the modals:
1)	We can get a lot of medicines from rainforests.
2)	Organisms might have developed photosynthesis as early as 3.5 billion years ago.
3)	Too much of one with respect to the other could spell the difference between life and death on Earth.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1)	Plants invaded the land about 450 million years ago and extended to all parts of the _____.
2)	This caused _____ _____ and _____ _____ _____ to be thrust deep into the earth.
3)	The Cretaceous period was _____ _____ _____ in the Earth’s history.
2.	Reread the text and then write a brief summary of it.

Look at the following pairs of sentences. Mark the sentences C for count or U for uncount.
1)	People spend their lives worrying about ecology.
How is life?
2)	She’s had nine months’ experience as a technologist.
The credit test was a painful experience.
3)	There was general agreement on the problem.
We hope to come to a general agreement on future action.
3.	Make up sentences with the following uncount nouns: chaos, ice, carbon, oxygen, coal, life, death, dust, rain.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1) _____ ______ ______ ______ _____ is exemplified by their extensive range.
2) The dinosaurs _____ _____ _____ successful land animals.
3) Also, humans ______ ______ ______ _____ into existence because the dinosaurs _____ ______ ______ further advancement of the mammals.
2. What do you know about the dinosaurs? Are these sentences true or false?
1) Dinosaurs were reptiles.
2) Some dinosaurs were very small.
3) Dinosaurs died a long time before people appeared on Earth.
4) Birds lived at the same time as dinosaurs.
5) Dinosaurs lived in all parts of the world.
6) Some dinosaurs moved very quickly.
7) Most dinosaurs did not eat meat.

1.	Give the plurals of the following nouns:
dinosaur
life
trap
area
continent
plant
rainforest
volcano
reptile
era
epoch
2.	Rewrite these sentences in the plural:
1)	A lion is a dangerous animal.
2)	A cat is supposed to have nine lives.
3)	The biggest rainforest is in South America.
4)	An organism is an animal or a plant.
5)	An alligator is a large animal.
6)	A rodent is a small mammal.
7)	The shallow is the shallow part of an area of water.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
2.	Complete the sentences:
1)	The decade of the 1980s _____ ______ six of the hottest _____ _____ _____ _____.
2)	_____ _____ _____ would lower global temperatures.
3)	The effects of _____ _____ could last for centuries.
4)	_____ and often _____-______ weather events have recently occurred world-wide.
3.	What is happening to the climate? Our climate is changing all the time. Many scientists think that the world is getting warmer. Is it important? Tell the class your ideas.

Make up sentences of your own using the following collective nouns:
public, government, data, group, herd, flock, host, population.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1)	_____ _____ _____ care available to everyone is a key aspect of _____ _____.
2)	Natural resources and living standards are _____ _____ _____ of _____ _____.
3)	_____ _____ is a moral imperative and is essential for sustainable development.
4)	Human vulnerability in _____ _____ should be _____.
2. Comment on accelerating sustainable development.
3. Write a summary of the text in English.

Underline the determiners in the following sentences:
1)	These priorities will require strengthening research activities.
2)	The condition of the health sector both helps determine and is dependent on overall social and economic development conditions.
3)	Sound health technology should be developed that is adaptable to local needs as well as maintainable and, in the case of equipment, repairable by local community resources.
4)	Better “population literacy”, an awareness of the population\ environment interactions taking place at local and national levels, should be developed among decision makers.
5)	Alleviating poverty is a moral imperative and is essential for sustainable development.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
2.	Complete the sentences:
1)	_____ _____ _____ _____ added to the total each year, now amounting to 92 million, is _____ _____ _____ _____.
2)	A major priority ______ ______ _____ the links between population dynamics and sustainable development.
3)	_____ _____ are at the interface between people _____ _____ _____.
2	Speak on the main problem of the text for reading.
3.	Make up as many questions as you can connected with the text.

Look at this passage. This time put in either a, an, or the.
Young man was out for a walk in large city when he met penguin. Penguin seemed to like him and began to follow him. Young man didn’t know what to do so he went up to policeman to ask for advice. “Take it to zoo”, policeman said.
Next day policeman saw same young man again still followed by penguin. “What are you doing with that penguin?” he asked. “I told you to take it to zoo”.
“Yes”, young man said, “we went to zoo yesterday. Today we are going to museum”,
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1)	Underdevelopment is both _____ ______ and effect of inadequate health in developing countries.
2)	_____ _____ require the building of a primary health care infrastructure ______ _____ _____ _____ _____ _____.
3)	National and international efforts against AIDS _____ _____ _____ _____ and _____ the social impacts of HIV ______.
2.	Suggest a suitable title for each paragraph of the text for reading.

Read the sentences and mark where the should be. The number in brackets tells you how many times the occurs.
1)	I have been to United Kingdom, Germany, but never to Poland. (1)
2)	Amazon in Brazil is the longest river in South America. (1)
3)	Japan and United States are separated by Pacific Ocean. (2)
4)	Liverpool is in north of England, fairly close to Wales. (1)
5)	I would love to go to Jamaica, Bahamas or somewhere else in Caribbean. (2)
6)	Suez Canal flows through north of Egypt from Port Said to Suez, joining Mediterranean to Gulf of Suez and Red Sea. (5)
7)	Lake Windermere in north-west of England is one of the largest lakes in British Isles. (2)
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1)	Factors include _____ _____, _____ and _____ from factories and power plants.
2)	 _____ _____ _____ _____ of the century, half of the world’s population will be living in cities.
3)	Rapid urban population growth is also _____ _____ _____ _____ _____.
2.	Make up as many questions to the text for reading.

Where you find a noun phrase with a singular count noun but no determiner, put in a or an.
1)	She picked up ….. book.
2)	The information was contained in ….. article on ecology.
3)	I spoke to ….. official and he gave me very good advice.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1)	Rapid urban population growth and industrialization _____ _____ _____ _____ on water resources for human consumption and industrial use.
2)	 _____ _____ 2.4 billion people in the world live in urban areas.
3)	The specific actions _____ _____ _____ this priority are indicated below.
3.	Answer the following questions:
1.	Is the world’s urban population expected to reach over 5 or 10 billion?
2.	What is a high priority given to?
3.	How many litres of safe water per day does each resident have access to?
4.	How should water resources be protected?

Translate the following sentences, paying attention to: all, most, no, none.
1)	The method was suitable for most purposes.
2)	All important decisions were taken by the government.
3)	There is no simple answer to this question because velocity is only indirectly the limiting factor in pipe sizing.
4)	None of them has lasted very long.
5)	None of us are the same.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1)	The health impacts of this are _____ _____ upon the urban poor.
2)	_______ _______ ______ include domestic refuse and non-hazardous wastes such as ______ and _____ _____, street sweepings and ______ _____.
3)	For example, recycling metal, paper, glass, plastics, and _____ _____ _____ _____ the demand for energy, raw materials and fertilizers.
2.	Suggest a suitable title for each paragraph of the text for reading.

Choose the correct form of the verb in brackets to complete these sentences.
1) Both policies ….. good sense. (makes\make)
2) Even in cases where both production records and full billing records are available, disagreements between the two may ….. that need to be resolved. (exists, exist)
3) Transmission and distribution systems can …. either looped or branched. (is, be, am)
4) These probabilities ….. …… either based on historical data or on assumptions of failure. (is obtained, are obtained)
5) In reality, neither party ….. enthusiastic. (were, was)
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1)	Supportive environments for health ______ _____ _____ _____ in the urban settlements.
2)	_____ _____ in urban areas is associated with excess morbidity and mortality.
3)	Inevitably, urban development has short and long-term environmental impacts and _____ _____ _____.
2.	Analyse the predicate in each sentence of the text for reading.

Complete these sentences using the determiners given in brackets:
1)	I haven’t got ….. time. (little, much)
2)	There are ….. trees here. (fewer, less)
3)	She speaks ….. English but she doesn’t speak ….. French. (a lot of, much, many)
4)	If he can spare me ….. time, I’d like to make ….. suggestions. (a few, a little, much)
5)	I have so ….. work to do. (much, many)
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1) Increasing the utilization of _____ _____ _____ _____ will require much effort.
2) ______ _____ is presently on an unsustainable path in terms of its patterns of _____ _____ and _____.
3) The energy sector is _____ ______ _____ to these problems, but it also has the largest potential for improvement.
2. Suggest a suitable title for each paragraph of the text for reading.

Translate the following sentences, paying attention to the determiners:
1. Typically, the internal plumbing of a customer is not included in a water distribution system model; however, in some cases, such as sprinkler system, internal plumbing may be modelled..
2. Including separate modelling elements to represent every fitting and appurtenance present in a real-world system would be an unnecessarily tedious task.
3. With every advance in computer technology and each improvement in software methods, hydraulic models become a more integral part of designing and operating safe and reliable water distribution systems.
4. Ideally, each pipe, pump, and valve in a system has been sized using some design flow.
5. Other treatment options that provide additional barriers to contaminants reaching the water user include regular use of granular activated carbon.
6. Another mechanism, raw water storage, provides a time lag between the water intake and water treatment.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1) _____ ______ _____ is to increase food production in a sustainable way and enhance household food security.
2) Efficient agriculture will need _____ ______ job-creating both on and off farm and thus _____ _____ _____ _____.
3) Agriculture is _____ _____ _____, if not the backbone, of the national economies of many developing countries, sometimes _____ _____ _____ _____ _____ _____ _____.
2. Read the text for reading and then write a brief summary of it.

Complete the definitions using one of the adjectives below with the correct preposition:
furious with; upset with; sensible with; suspicious of.
1)	If something makes you worried and unhappy, you are very ….. ….. it.
2)	If someone makes you very angry, you are ….. ….. them.
3)	If you make a wise decision, someone might say “That’s very ….. ……”
4)	If you feel that you do not trust someone, you are ….. … them.
2.	Work in pairs. Discuss adjectives with prepositions. Note: Some adjectives used after link verbs can be used alone or followed by a prepositional phrase.
e. g. She was afraid.
She was afraid of her enemies.
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
1.	Complete the sentences:
1) In the context of environmentally _____ and _____ _____, the benefits to be derived from trees, forests lands are _____ _____ _____.
2) _____ _____ is being given to _____ _____ _____ _____ world’s forests and to the role they play in local economies and ______ ______ _____.
3) Recent estimates indicate that annual _____ _____ of tropical forests amount to some 17 million _____ _____.
2. Speak of the main facts presented in the text for reading.
	Pick out examples of verb groups from the text. Note: the verb group usually comes after the subject and always has a main verb. Verb groups can also include one or two auxiliaries, or a modal, or a modal and one or two auxiliaries.

Tell of the occurrence of life.

Pick out examples of uncount nouns from the text. Note: some nouns can be both uncount and count nouns.

Discuss the problem of the demise of the dinosaurs.

Ask questions relating to the text.

Pick out examples of count nouns from the text.

Render the text in English.

Pick out examples of count nouns from the text.

Render the text.

Pick out determiners at the beginning of noun groups; specific & general determiners from the text for reading. Note: The specific determiners are: the definite article: the demonstrati-ves: this that these those possessives: my your his her its our their The general determiners are:
a both few all each fewer an either less another enough little any every many more other most several much some neither no

Render the text for reading in a nutshell.

Pick out examples of main uses of “the” from the text.

Find new exciting facts in the text for reading & render it as if you were a full-fledged specialist.

Summarize the text in 8-10 sentences.

Pick out examples of a and an from the text.
Note: You only use “a” or “an” with singular count nouns. You use “a” or “an” to talk about a person or thing for the first time.

Render the text in brief.

Pick out examples of all, most, no, none from the text if there are any.

State what passages contain the most important information.

Render the text in a nut-shell.

Pick out examples of much, little, many, few, more, less, fewer from the text for reading.

State what passages contain the most important information of the text for reading.

Summarize the text for reading in 8-10 sentences.

Pick out examples of some, any, another, each, every from the text for reading if there are any.

Render what you have read in the text, according to your own plan.

Point all the adjectives with prepositions in the text for reading.

	

THIS ENGLISH LANGUAGE LEARNING PROGRAMME is compiled to assist the second-year students specializing in Ecology and Environmental Protection, Wastewater Treatment, Heat and Gas Supply & Ventilation.
                                                  SEMESTER 4
Lexical material, texts	Hours	Work in class : Exercises, drills	Self-dependent work	
Lessons 1 – 2 Position of Adjectives.
Objective: to check students’ ability in using adjectives.
Subject: People Participation and Responsibility.
Key words: crucial - to sustain the environment - women’s work – to sustain close interactions - day-to-day basis – procuring – empowerment - equal and beneficial involvement - to enhance - control of environmental degradation
TEXT 1: Global Action for Women Towards Sustainable and Equitable Development.
Women’s crucial role in sustaining the environment and their real and potential contribution to economic development and political decision-making continue to be inadequately addressed. Their generally lower social and economic status in many societies often results in women and children being the first to be affected by poverty and environmental degradation. Although many environmental movements throughout the world have been led by women, they are poorly represented in decision-making activities and sectors related to environment and development, and have been generally excluded from many of the critical decision-making bodies at both the national and international levels.
Women’s work in communities directly dependent on the local environment is often unrecognized and undervalued. In many countries, women sustain close interactions with nature in performing their multiple roles, with lasting environmental implications.
These women are managers of national resources on a practical, day-to-day basis, have extensive knowledge of local ecosystems and hence can play a major role in conserving biodiversity and protecting the environment. Women make up a substantial number of the world’s food producers, and in general take the main role in procuring, managing and utilizing water and fuel resources.
Present development strategies and attempts to integrate women in development fall well short of the fundamental changes that are essential. Around the world, the division of labour and natural resources by gender still largely determines how resources are used and allocated. Ensuring sustainable development requires women’s empowerment and their full, equal and beneficial involvement in decision-making processes related to sustainable development. It also requires their full participation as planners, managers, scientists and technical advisers in all environment and development fields.
The Nairobi Forward Looking Strategies for the Advancement of Women recognized the important linkages between women’s role in development and protection of the environment, and adapted measures to enhance women’s participation in ecosystem management and control of environmental degradation. Essential to women’s full participation in ecosystem management and sustainable development is the elimination of all constitutional, legal, administrative, cultural, educational, social, behavioural and attitudinal obstacles. The international instrument best addressing the problem of gender equality is the Convention on the Elimination of All Forms of Discrimination against Women, which is based on the United Nations Charter.

Lessons 3 – 4 Adjectives with “to”-infinitive or “that”- clauses.
Objective: to teach students to understand adjectives with “to”-infinitive or “that”-clauses.
Key words: ridges – creek – landscape - control of water - to divert the run-off - to irrigate the land – storage – valleys – climate – soil
TEXT 2: Design for Environment.
If there had been no primary valleys there would be no primary ridges and the main ridge would be the only shape in the landscape and stretch from creek to creek and the creeks would be its boundaries.
But the intrusion, so to speak, of primary valleys into this one massive main ridge shape, gave the land three shapes and assisted in making three land forms. The primary valleys provided higher gathering places for water and higher sites for storing it below the amphitheatre where the three shapes unite and where water continues its attack. This is the place where the landscape can be made stronger, the focal point for improvements to be carried forward the Key point for landscape designs.
The objectives of landscape design are the following: (1) to control and to use for the benefit of the landscape the water which, in the natural landscapes and in the present landscapes of man, flows over the surface of the land to the water courses, and (2) to improve the pattern of behaviour of water which falls as rain on the ridge shapes of the land, for the benefit of the landscape. The second is accomplished by designs for techniques which operate within the new design for the landscape.
The first objective the control and better use of water is the basis of landscape design. It is simply the addition of two new water lines to the landscape design of Nature.
The first water line is for the better control of water, the second is for the improved use of water.
We start off on a farm: if the area of land to be designed has a boundary fence which encloses only a part of the main ridge and one primary valley and its adjacent primary ridges, the first new water line would be placed so as to divert the run-off from rainfall on the higher land to a storage site at the Key line of the primary valley. This is the highest site for water storage in the highest valley of the landscape.
The storage dam in the primary valley is equipped with an outlet pipe to release the water to the second new water line. It uses the stored water to irrigate the land. Added to this plan can be a lower storage from which water would be pumped up to the irrigation dam.
The first new water line is a diversion channel to control the run-off water from rainfall; the second new water line is an irrigation channel to water the land. The design is made to suit the improved use of water during heavy run-off periods which provide water beyond the absorption capacity of the limits of the storages.
These two new water lines are different from the water lines of Nature's landscape design. Whereas the natural drainage lines and water-divide lines do not touch, the new water lines cross over the drainage line of the primary valley and the water-divide line of the primary ridge. They may go on to cross the land and join up several primary valley drainage lines and primary ridge divide lines. In the same manner they cross over the water-divide line of a main ridge and join up with the drainage line of a creek or stream. They may thus connect up two or many unit-regions.
Now a concept is introduced which years ago helped solve the author's problem of designs for the farmscape. Called THE KEY LINE SCALE OF PERMANENCE, it is an order for planning based on the relative permanence of the various items which together make up the completed landscape. This is the scale:
1.	Climate. 
2.	Land shape. 
3.	Water. 
4.	Roads. 
5.	Trees. 
6.	Buildings. 
7.	Subdivision. 
8.	Soil. 
The first three of the eight factors of the scale of permanence climate, land shape and water are THE INSEPARABLE TRINITY OF LANDSCAPE DESIGN.
The first two factors, climate and land shape, are the more or less unalterable background of the landscape. Water, with its lines and its patterns of flow, is the first factor of the landscape design of Nature which we change.
The two new water lines added to the landscape have a fall down the land the same way the creek falls but their gradient is made less than that of the creek below. Therefore the further the two new lines are extended, the greater the height difference between them and the creek below, and progressively more land lies between the new water lines and the drainage line of the creek.
Water is thus retained at higher levels on the land. Before it may join the water courses to flow on to the sea, it must cross-over the surface or go through the soil of the landscape.
The fourth factor, roads, fit in with the new water lines. A road follows alongside the diversion channel right through to the boundary. The diversion channel with its associated road, has now added a 'zone' to the land by dividing the main ridge and the higher parts of the primary ridges--the high catchment area from the rest of the land. Another road follows along the crest line of the main ridge to service this zone. The sites for shelter trees (the fifth factor) and for buildings (the sixth factor) with their work areas are positioned in this first zone of the land.
A second zone is added by the line of the irrigation channel which likewise, with its service road, divides the region from end to end. The second zone is thus bounded by the diversion channel above, the irrigation channel below, and the boundary fence at opposite ends.
The land which contains the areas for irrigating thus lies in another zone--the third zone of the land. This zone has a lower boundary; a channel; which controls the final overflow of water when it is in excess of the capacity of the soil and the storages.
The land lying between the lower boundary of the irrigation land and the creek, is yet another zone, the fourth zone of the land.
The four zones, with their service roads are connected. The site for this road is along the divide-lines, or centre lines, of the one or two large primary ridges in each unit-region. A primary ridge usually has a more or less uniform slope from the main ridge through to the creek below.
The system of new water lines and their roads has not only added four zones to the regions of Nature's landscape design; it has divided those zones in either two or in three parts by the one or two roads which connect and go through them. This further division of the natural regions provides the basis for the complete subdivision of the farmscape, or the cityscape the seventh factor of the scale.
The fifth factor on the scale of permanence is trees.
Trees are absolutely essential for the health, for the balance, for the efficiency and for the aggrandizement of all the special purpose landscapes of man. If, as it is said, they are second only in place to the diatoms of the seas for the supply of atmospheric oxygen, then trees and millions more trees are essential for the total environment.
They must be planted or 'left' in the right places. A plant, or a tree in the wrong place is a weed.
Of the development work which was put in over the course of many years, only the boundary fence may be correctly located. There is a good chance also that the homestead the sixth factor of the scale is well positioned since this is often decided by the womenfolk. Because they like to overlook the entrance to the farm and the work areas, the homestead more often than not is located on a main ridge or on the higher part of a primary ridge.
Design starts with the control of the water of greatest landscape significance. This is invariably water of greatest quantity and lowest cost.
Firstly the entire property is examined to determine the water resources available, to pin-point the features of the landscape and to envisage and decide on the landscape design for the farm.
Secondly, the most advantageous place for a starting-off project is selected. The prime requirements are that it fits the landscape design and be of such significance that it will quickly enhance the overall production and value of the farm. It proceeds by progressively controlling all the water resources which have profitable significance.
While these principles of design are universal in their application, there will be only one way to design each landscape. Every special purpose landscape will be unique; there will be no other like it on the face of the earth.
The last of the eight factors of the scale of permanence is soil.

Lessons 5 – 6 Adjectives ending in 
“-ing” or “-ed”.
Objectives: to teach a grammar item within the vocabulary assimilated by the students and to teach students to write an abstract of the text.
Subject: Preserving the Environment.
Key words: halting pollution - factory smoke and stuff - invisible gases - drinking water – effluents - D.D.T. - food-chains – inevitable - synthetic chemical poisons – to protest - chaotic landscapes
TEXT 3: H.E.R.
There is a wide feeling of pessimism about halting pollution which is frequently accompanied by an individual sense of guilt; there have been too many shocks!
It seemed simple enough to clean-up smog; it was only factory smoke and stuff! But it was a shock to learn that the worst air pollution was caused by the invisible gases from our own motor cars.
Water pollution seemed just a matter of being careful with drinking water and treating all sewerage; but it was another shock to discover that after treatment, the effluents which look quite clear still pollute the rivers and the seas.
It was a shock to learn that the milkman delivers the D.D.T. every morning and that it is in everything we eat.
The disclosures about how the chemicals concentrate along the living food-chains was very interesting. The crunch came when we realized we were the final link and got the biggest dose.
D.D.T. in penguins in the Antarctica gave cause to wonder how much we eat in a meal of fish caught along our coastline. And in October, 1971 there was a locust plague and 20,000 square miles of our country was sprayed with tons of synthetic chemical poisons and not an alternative suggestion or a word of protest from anyone until it was too late just a fatal acceptance of the inevitable? Hell! What a world and there is sure to be worse to come!
Pollution in this country was not an inevitable part of progress or of over-crowded cities.
Pollution is the result of the normal functioning over many decades of an inefficient, arrogant and impersonal establishment. The environment is polluted because it is made up of the chaotic landscapes of the establishment.
WE NEED A HUMAN ENVIRONMENT REVOLUTION (H.E.R.). Not until there is health and harmony in all our landscapes can there be humanity and common sense in the society of man. 
THE FIRST CAUSE IS THE COMPLETELY INEXPLICABLE FAILURE OF MANKIND TO DESIGN HIS LANDSCAPE--HIS TRUE LIVING PLACE.
THE SECOND CAUSE IS THE BASTARDIZATION OF AGRICULTURE.
Mankind ages ago used his skills to design a shelter from the rain where he could sleep safely at night, but he lived in the natural landscape. Eventually he designed a house, his castles and cathedrals, even a place for the repose of his corpse, but he did not design the landscape which he came to completely dominate. He became an architect but still he ignored the architecture of the natural landscapes. But if he had used his developing skills and had learned to understand the landscape design of Nature and also had come to terms with the soil which fed him, he could have avoided his crimes against Nature which have caused his problems of today.
He could have designed a landscape that was; healthy, pleasant, efficient and clean by using his skills and arts as they developed and combining them harmoniously in his living environment. If he had, he could not have fallen prey to the utter foolishness of divorcing his advancing knowledge into separated compartments. The fragments of science, which are his principal downfall, would surely in such an environment, have been combined in wisdom and common sense. If he had remained at peace with Nature he may have been able to live more peacefully with his fellow man and have avoided his problems of pollution and of perpetual fear.
The principal difficulty in eliminating pollution may be the mental attitudes of people. The older members of the population have been brainwashed and conditioned all their lives to believe in doctrines which in today's crowded world are false and anti-landscape. There has been no preparation in their education or in their lives for understanding the problems of today which have seemingly rushed at them so quickly! It is difficult to accept that modern science is often different from wisdom and that technology sometimes loses itself in its own clever creations. They do not fully understand why their own kids are so different from themselves as youths. They have not yet appreciated that the revolt of kids against the establishment represents the dawning of sanity and common sense in a society otherwise hell-bent on its own destruction.
The young people of today are the most important to world survival in all human history and their destiny offers them only two courses of purposeful action. Firstly, that they select and, by using their voting rights, take over a place and build an environment of humanity and healthy balance as a demonstration of living; secondly, that they start the Human Environment Revolution now wherever they are; get with it and stay with it, no matter what!
They have the numbers and the strengths to do it. They have what no other age group ever possessed; a capacity to organize their thoughts and their actions to proceed almost spontaneously both as individuals and as a multitude. And they have a mutual integrity which is not a particular characteristic of the Establishment.
In the past, the great revolutions came from empty bellies. The Human Environment Revolution is different. The dissatisfaction of youth and its demanding search for a better way of life is the power. Of course the Establishment is the enemy, where the stupid and the complacent within government, and the evils and the avarice of finance, science and big business, can never be reconciled in a common sense solution to the problems of the sick landscape or the inhumanity of society.
The chemical sciences which have been debauched by business to make billions from polluting the Planet will continue to out-shout the healthy but financially crippled biological and social sciences. Business will fight strenuously and as ruthlessly as ever against changes which threaten their influence and their profits, while at the same time, they will advertise with the power of their money, that they will save the world.
Youth has a task on its hands but they do not have to fight everyone. The strangers, the confused and the lost in this world are not the young people, but their parents. Youth should not dismiss them but should guide and teach their elders. Their most valuable ally may be the 'healthy' farmers and their wholesome food. It could well be that city kids and these 'rebel' farmers will create the human environment revolution.

Lessons 7 – 8 Comparatives and Superlatives: Forms.
Objective: to teach students comparatives and superlatives so that they can use them in hearing, writing & speaking.
Key words: apparent – to rectify - water position - elimination of pollution – to filter - filtered effluent - used waters – to grow forests -  growth stimulants - clear fresh water - air and soil pollution

TEXT 4: The Proposition. 
For reasons which become apparent later, pollution started with water. Rectifying the water position is the starting point for designing the elimination of pollution. The City Forest refers to a specific area of the remedy. As a first step, it is proposed that the filtered effluent from sewerage treatment works and other used waters of town and city, be delivered via pump and pipeline to selected areas of land and not to the rivers and the seas as it is today. On the selected land these waste waters would be re-used to grow forests in the likeness of Nature's rain forest. The growth stimulants of the effluents would stimulate the growth of the trees. The water would be cleaned and reconstituted in the natural processes of the forests and flow from the forest soil to join the common waters of the land and the seas as clear fresh water.
While nothing which man has devised for either getting rid of water or for reconstituting used water approached the efficiency of the natural rain forests, the designed City Forest will far excel them in effectiveness for the purpose.
This is the immediate action suggested for today's cities in order to partly offset the mistakes of the past and the problems of water pollution now. But because air, water and soil are the trinity of life and indivisible, this is also an attack on air and soil pollution.
The prospects for tomorrow are brighter. A balance of the water budget in our take and return of good water would extend to balance and health in the total environment.
Cities on their own cannot be made pollution free; the problem is continent wide and world wide. The City Forest and a Strip Forest for every farm, would be an integral part of the new landscape design for city, town and country. New cities can then be made pollution free and function with a degree of efficiency not now approached. The wide agricultural landscape can be redesigned economically and profitably in farmscapes with complete control of water, with trees planted to enhance and improve the land and with fertile soil to add the final elegance to the countryside. Instead of farming land being the greater polluter it is now, it would become the perpetual guardian of the health and balance of the environment.
Even great industrial complexes and large mining enterprises can be designed to remain in balance with the landscape and not destroy and degrade it.
Our Australia is a divergent land. It has landscapes and plant life and animal life which are unique. Those who have controlled its land polities and those also who have occupied so much of this land in the past, have not always discharged their responsibilities to it or to its peoples.
Australia is a damaged land. There are places which few Australians have seen where the surface to several feet has been taken by wind from thousands of square miles.
The tough land has proved to be a fragile land.
The impaired landscapes can be recovered and made the most attractive land on earth both for Australians to live in and for the world's people to visit and enjoy. But all our landscapes have to be guarded and enhanced, because even now big business interests are planning the "development" of land where the destruction of all trees over vast areas, together with other orthodox agricultural practices, will inevitably lead to further wide landscape destruction.
The acquisition of low priced land in Australia by overseas investors, has placed a value of a few cents in the dollar on our land, compared with similar land in their own countries. Already the areas lost in the North are than the states of Victoria and Tasmania combined. This is a form of pollution by the Establishment which needs to be reversed.

Lessons 9 – 10 Comparatives and Superlatives: Uses.
Objective: to revise comparative and superlative adjectives within the vocabulary assimilated.
Key words: Wide Enfolding Landscapes of Nature - Special Purpose Landscapes of Man - mountain chains - river systems - coastal plains - shore lines – grassland - few scattered trees – steppes – prairies – marshes - wet lands - semi-arid lands – migrating birds - emu and kangaroo - herds of grass eaters
TEXT 5: Landscapes.
Point out what main subjects are dwelt upon in this text: 
There are two classes of landscapes. Class one is the Wide Enfolding Landscapes of Nature. Class two is the Special Purpose Landscapes of Man.
The landscapes within class one are the larger of the two. They are the landscapes of the great mountain chains and river systems; of coastal plains and shore lines; of the great rain forests to the savannah type of grassland with its few scattered trees; of the wide grasslands of the continents of the world the pampas, the great plains, the steppes and the prairies of the marshes and the wet lands, of the semi-arid lands and the deserts.
They are the landscapes of the geographer, the geologist and the anthropologist; the landscapes of the migrating birds, of our emu and kangaroo, of the elephant and the giraffe, of the lion and the leopard, and of the herds of the grass eaters.
The landscapes within class two the special purpose landscapes of man have been imposed on the natural landscapes of class one and now appear to dominate them; even climates have been affected and land shape has been altered by great movements of soil and earth. These landscapes are the cityscapes and townscapes; they are the landscapes of the grazing properties and the farms, of the planted forests, of the rail systems and the roads, of the nature reserves and the parklands, and of the many smaller landscapes within them, down to the house block with the dog-house in the backyard.
They are the landscapes of the city dwellers and townsfolk, of the farmers and the foresters; of the sociologists, the biologists and the doctors; of the industrialists and the miners; the golfers and the skiers; of the scientists and the artists of all of us. This is our world.
These are the landscapes of mismanagement which are offending Nature and polluting the planet. 

Lessons 11 – 12 Other Ways of Comparing Things.
Words like: as…as, the same (as), like.
Objective: to teach new vocabulary on the grammatical material familiar to students.
Key words: landscape design of Nature - water lines – blitzkrieg - sea tides and tidal waves - infantry of raindrops - Water-Drainage Line - Contour Water Line - watershed regions - land disintegration - Great Regional Design of Nature
TEXT 6: The Geography Of Landscapes.
Read the text and then state the tense and the form of the predicate in each sentence:     
There is a landscape design of Nature. It is made up of three water lines and three land shapes. It includes also three land forms and one special pattern.
We start a trip to the origins of landscape in order to learn how to design better landscapes for ourselves.
In the beginnings of the world there was chaos. There were no forms, no design and no life. Then there was a great change; the land was divided from the water; the continents and the islands became separated and defined from the seas.
The dividing line around each was a contour. THE FIRST LINE OF NATURE'S LANDSCAPE DESIGN IS A CONTOUR WATER LINE. The natural contour lines show where the surface of still water makes contact with the land.
Now the water attacked the land with the blitzkrieg of sea tides and tidal waves, the artillery of storms and the infantry of raindrops. The water drained off the land back to the sea to attack again. THE SECOND LINE OF NATURE'S LANDSCAPE DESIGN IS THE WATER-DRAINAGE LINE. It is the line of the water courses, the streams and the rivers.
Here in the drainage lines of the land, Nature made first use of the branching and joining pattern which became one of her favourites.
The draining of the water back to the sea also divided the land surfaces into watershed regions. THE THIRD LINE OF NATURE'S LANDSCAPE DESIGN IS THE WATER-DIVIDE LINE. It separated all the lands of the Earth into great regions and divided all the land within them into lesser regions.
The attack by water on the land and the draining of the water back to the sea, aided by the other forces of land disintegration, fashioned and sculptured the surface while much of the land was lost to the sea. The result was the foundation for the GREAT REGIONAL DESIGN OF NATURE, and for the shapes and the forms of the land.
The grand strategy of Nature was the creation and the deployment of life to protect the land from the agression of water. The movements of the water over the land were slowed down by the soil, the grass and the trees. Slowly thereafter the natural landscapes developed as the life forms within them became numerous and varied. Nature sided with the land against the water to create great variety in life and durability in Her landscapes.
THERE ARE THREE SHAPES OF LAND; THE MAIN RIDGE, THE PRIMARY VALLEY AND THE PRIMARY RIDGE.
The main ridge is the first land shape. It carries the water-divide line and is thus the boundary of all the regions of Nature's landscape design. Look at the skyline; it is the line of a main ridge.
A main ridge almost surrounds the catchment-areas of the great river systems of the world; a main ridge almost surrounds the catchments of every water course and stream within these regions. The 'almost' indicates there is a low place where water escapes from the confining region and main ridge, as it does where two streams join and where a river flows into the sea.
From the main ridge the two creeks are in view. The sides of the main ridge slope more or less uniformly to the creeks below. Valleys form into the sides of the main ridge. They are named primary valleys. The side slopes of the main ridge left standing, as it were, on each side of these valleys are also called 'primary' primary ridges.
There will be a few or many primary valleys and primary ridges belonging to each main ridge. Since the primary valley has a primary ridge on both sides of it, there is always one more primary ridge than there are primary valleys in any main ridge system.
The primary valley is the smallest of the three shapes of land. It is the first valley and the only true valley shape in the landscape. The so-called valleys of streams and rivers are in reality, watershed areas Nature's regions and they contain both primary ridges and primary valleys.
The primary valley has a special shape. The start of the valley at the top end is the steepest slope in the landscape. This first steep slope at the head of the valley is short, then the slope changes to a flatter and longer slope which extends to the creek below.
The primary ridge is the largest of the individual shapes of the land. Because there are many more primary ridges than main ridges and because the primary valleys are the smallest shape, the primary ridges include more of the land surface than the other two shapes combined.

Lessons 13 – 14 Possession.
Objective: to teach students the grammar item so that they can use it in speaking on sentence level.
Key words: efficiency and aggrandizement of the landscape – to flow - water from underground – household - stock water – available - city design - to move - gravity flow - land shape
TEXT 7: Design Of A New City.
Divide the text into several logical units. Express the main idea of each unit:
The basis of design for any landscape is the control and use of the water which has greatest significance for the efficiency and aggrandizement of the landscape. On the farm there are two general water resource avenues; one is the water which flows from rain on the farm, the other is water which flows to the farm from outside it. On some occasions the most significant source may be water from underground.
The provision of household and stock water at the several points where it is needed and where it must always be available even in the longest drought, is a subject for good design. But it is a flexible feature within the landscape and not of particular significance to landscape design.
The principal water for city design, in like manner, is not the water supply for houses and industry but the run-off from rainfall and the waste water of the effluents from the city. This water is to move by gravity flow.
The first three factors of the scale of permanence have been named, "the inseparable trinity of landscape design;" they are climate, land shape and water. These same factors are the special considerations for the selection of a site for a new city. Climate is eternally the most discussed aspect of anywhere it is always of importance. It is the most permanent factor of the landscape.
Land shape will guide site selection by the influence of such matters as the size of the primary ridges and their lengths and slopes downwards and the size of the unit-regions and their association with regional units. Land shape is second to climate in the order of permanencies.
Water for the city is a site consideration but it comes from outside and may be brought in from a considerable distance. City water must be reliable, pure and permanent.
A great influence for site selection may well be, in the first place, some geographical or geological feature of the wide landscape which offers particular advantages for city considerations.
The city should have a definite size and a boundary which may be selected as an appropriately sized natural region. The boundary of the city may be principally the crest line of a large main ridge. The land for the city would first be surveyed and put on paper as a contour map. The natural drainage lines and the natural water-divide lines would clearly display the natural unit-regions within ever larger regions within the boundary of the design.
The layout of the new water lines and their roads would divide the land into its characteristic zones as was illustrated for the farmscape. The higher land of the first zone would have a lower boundary related to the particular features and shapes of the primary valleys at their Key lines. But there would be other water lines within this zone. For instance the first of such lines would be located along the main ridge just above the first steep heads of the significant primary valleys.
The underground conduits for the two classes of water from rain run-off and from sewerage could be placed near each other and lie under a common road, or be some distance apart and have their own separate roads.
The principal road of the first zone would follow, as in farmscape design, along the crest line of the main ridges.
The new city, like all landscapes, is designed from the main ridges downwards, and not as in the past, upwards from the shore lines and the river lines.
The fourth factor of the scale, roads, have followed along the uniquely located water lines to provide their service access. They have connected up the main ridges and the new zones of the landscape. They have added the final lines to the anatomy of the cityscape.
The fifth factor of the scale, trees, have been located to use for the benefit of the landscape, the rain run-off and the waste water of the city.
The sixth factor of the scale is buildings. On the farms they are the homesteads which are the centres for control, administration and management.
The sixth factor for city design is the location of centres; for control, administration and management. The locations of these centres fit into the overall pattern of the water lines, the roads and the City Forests, so that they all serve their particular purposes.
The seventh factor of the scale of permanence is subdivision.
Soil is the eighth and last factor on the scale of permanence.

Lessons 15 – 16 Nouns with prepositions.
Objective: to develop students’ speaking, reading, writing & listening within the material covered.
Key words: benefits – cityscape – rightfully - underground mains - underground mining operations - pumping stations - at low cost - critical zone – compatible - waste water treatment works - City Forests - to maintain - oxygen balance
TEXT 8: The New City.
Look up the meaning of the unknown words in the dictionary and then read the text.
What has this design achieved? What if any, are the benefits for the cityscape and for the people who will live there?
Firstly it has ensured a logical and forward planned sequence of developments, natural region by natural region, which can be studied on paper and fully understood by the many divergent professional peoples from sociologists to engineers and from biologists to architects who must play their parts in the countless, final and detailed designs within the framework of the city design. Each can appreciate the special province of the other and reach agreements and decisions more readily. A wide unity of purpose would be an expected result.
Construction and engineering aspects of the design, ensure that the major water lines with their roads, precede other developments as they should rightfully do. The locating of underground mains at uniform depths below the surface is efficient and economical, particularly by comparison with present city practices where the placement and servicing of these mains turn many cities into vast underground mining operations where excavations are often very deep and pumping stations innumerable. Moreover, other service mains which are not dependent on gravity alone city water supply, electricity, gas and telephone would be associated in a practical manner with the water design lines. Each would have its appropriate and regular place in relation to all others, to be tapped and serviced with simplicity and expedition at low cost.
The major new division of the land into zones by the gravity flowing water lines and their overhead and interconnecting roads, offers opportunities for rational subdivisions into suburban areas and for subdivisions within the suburbs. The excellence of many facets of design within the present cities, but which exist now only as disconnected and disordered mosaics, would produce in the new city, an overall harmony of efficiency and beauty.
Lessons 17 – 18 Nouns with  “-ing”, “-ed”, or “to”-Infinitive.
Objective: to revise nouns with “-ing”, “-ed”, or “to”-Infinitive within the vocabulary assimilated.
Key words: application - landscape design - grazing properties - marking-in – peg - enrichment of the soil – maturity - out-of-date structures – to clean up - overcrowded city canyons

TEXT 9: To Clean A City.
a)	Write a summary of the text in English.
b)	Write a review of the recent developments in your field.
The application of landscape design to the established farm and grazing properties is simple and direct. Although the designs are never repetitive but are of wide and fascinating variety, the principles of design are constant and essentially uncomplicated. The potential of each farm may be fully disclosed and design decisions reached in a matter of an hour or two's inspection with the owner. Only rarely would it take longer than two days. The marking-in of the design on the land with hundreds of pegs, may occupy only two or three days, and the practical constructions thereafter, be completed by the owner in a matter of weeks.
Because the landscape designer works with only those who have an adequate appreciation of the concepts and the principles involved, all decisions are the owner's; it is his farm; the design is his and he knows there is no other like his farm. Now he will live and work with the landscape design, knowing that everything he does on the land adds to the enrichment of the soil and to the glorious maturity of the farmscape.
Nature is the Master Designer. She is not slow and may be fast in Her appreciative reactions to good design, which is deeply satisfying and very flattering to the prideful owner.
But the application of the same landscape design to a large city is something entirely different. There is no enthusiastically co-operative owner who knows well the entire landscape, but instead a multitude of city officials, who are interested and knowledgeable each in his particular segment of a vast and complicated undertaking. On the farm the boundary fence, at least, is correctly located and the homestead the centre of administration and management--usually so. But the city doesn't even have a boundary and the centres of administration and management are either scattered with apparent abandon or, with less sense of practical reality, clustered together in overcrowded city canyons. They possess no related or designed location but simply occupy land which happened to be available at the time, or was cheaper, or occupied only by poorer, small and out-of-date structures.
Present large cities cannot be redesigned or altered quickly to substantially improve the efficiency and economy of city functions. It is too late for that. They are more likely to become less efficient and more costly until, if and when, they cease to grow. But growth could be stopped and a new city designed nearby, but divorced from the function of the present city, except for the joining of the two by roads, public transport and communications. Who could doubt that this would be the best for the larger cities and for the great majority of their citizens? The provision of those facilities which now lag behind population demands could catch up. Progressively rain run-off water control could be applied in the more critical areas and the water added to effluent movements to the City Forests. Although the efficiency of the city operations is not improved immediately great environmental amelioration would be achieved. The city would cease to be a major contributor to environment destruction.
Lessons 19 – 20 Other ways of adding to a noun group.
Objective: to teach students to write an abstract on the text.
Key words: healthy environment - fertile soils - soil science - process of ageing - process of living – to support the life of the Earth - top-soil - rock debris - soft rock - the dead subsoil - soil formation
TEXT 10: Soil Sense.
Read the text given below and point out what you consider to be new & important information for you.
The foundation trio of a healthy environment is clean air, good water and fertile soils. These are the inseparables and the essentials.
Soil is a science of its own and a part of a lot of other sciences; so it is fortunate that it is not necessary to know all about soil in order to develop it and to use it. Few good gardeners have degrees in soil science, but they know how to make soil deeper and more fertile.
Soil may be considered as the conversion of rock by two processes. One is a process of ageing, the other is a process of living.
The soil is a complete universe. It has varying inhabitants which occupy specific atmospheres. There is the world of the aerobes which breathe air, and the world of the anaerobes which do not breathe air--they extract their oxygen from matter in the earth. The soil has climates (soil climates) of great diversity. The size of the populations of the soil (soil life) is fantastic. To try to assess the numbers of all these multitudes would be like trying to express light years in inches.
All forms of life require two things for optimum development; good living conditions, which embrace air (oxygen), moisture, warmth and space, and a plentiful supply of suitable food. Then they breed like hell--what else is there to do? This a soil climax. Multiple soil climaxes can be promoted to make soil quickly.
It has been found that the best and cheapest food of all for soil making on the grand scale is the dead roots of good pasture. It is known how to promote this special organic matter in abundance, successions of climaxes can be promoted.
Nature produced Her most fertile soil on only limited areas of the Earth where the climate was moderate. Always legumes and grasses grew together. The herds of grazing animals ate Nature's pastures. By learning from Nature's methods and applying techniques which improve the relationship of both air and water in the soil and by good stock control, the fertile soil belts of Nature can be extended to cover both higher and lower rainfall influences in hotter and colder climates.
In Nature's grasslands the carnivores ate the old, the sick and the excessive young of the grazing herds and maintained the Balance of the Landscape.
Now mankind dominates all. He must maintain the Balance of the Landscape or perish.

Lessons 21 – 22 Adverbials of time.
Objectives: to teach students to find topical sentences while reading the text and revise adverbials of time.
Key words: to submit – droughts – rainfall – devastation of land – to afflict - lack of finance – to envisage - dry regions - 'hard' areas - shallow storage – to select a site
TEXT 11: The Desert Rainforest.
Read the text & write an abstract of the text.
If the design for the environment which has been submitted is the right way for the landscape then it must be the right way for all the special purpose landscapes of man, including the lands which are seriously drought prone and which have been the most difficult for man to hold with any great degree of permanence.
We have been encouraged to believe that droughts are getting worse in Australia because the climate is providing less rainfall and the number of consecutive years of far below average rainfall, is increasing. The opposite is the truth. If indeed there was less rain the cause would be the devastation of land and not the other way round. And this change of climate caused by the deterioration of the balance of the landscape over large areas, has occurred many times on the continents of the world during the last 3,000 years. Natural landscape of trees and grass have been turned into desert and given a desert climate by the action and the innocence of man of the way to work with the soil.
Like most properties that cover many tens of square miles in these dry regions, this one had 'hard' areas which shed almost every drop of rain. The run-off from storms normally disappears in a bed of sand or a dry creek.
The plan was to intercept the rain run-off from some of the hard country with a diversion channel and lead the water to a large shallow storage dam for which we selected a site.
Apart from the land shape, we designed for the climate. Firstly, it was known that the drought could continue for years; secondly, there would be some rain every year. It could be as low as three inches but no previous drought year had been without rain. Therefore the design provided that the drought would be broken before the drought broke and with as little as three inches of rain.
The best use of the focus area for the prevention of drought losses and for profit will depend on the circumstances pertaining on each property. Under the worst climatic condition, growing edible trees and shrubs for stock fodder may be the objective. Moreover pasture plants will more quickly provide the stock feed which may be so desperately needed in a drought.
A focus area of 500 acres could carry 300,000 or more trees especially selected for the purpose, all planted in rows to suit the manner decided for harvesting the fodder. The trees would continue to increase their capacity to grow more fodder and to grow it in the years when it may not be needed and store the leafy fodder in top condition "above the ground" ready for when it is needed. They would also grow again in a drought after their fodder had been harvested.
RAINFORESTS IN THE LAND OF DROUGHT on focus areas, are the strip forests of this dry landscape. They are as logical as City Forests and as practical as strip forests anywhere else.

Lessons 23 – 24 Adverbials of frequency and probability.
Words like: always, ever, never, perhaps, possibly, probably
Objective: to check students’ skill in reading and understanding an unfamiliar text using a dictionary.
Key words: bastardization - non-renewing resources – application - exploitive principles - global catastrophe - critical need – legitimate – to maintain - fertility of the soil – to squander – to reverse - ash of burnt plants – humus – bacteria - chemicals
TEXT 12: The Bastardization of Agriculture.
Give a written translation of the text. Put questions to your comrades on the text. Let them give you full answers.
The concern for the non-renewing resources of Nature which lie below the earth has not been how they can be used more rationally and be made to last longer, but principally a matter of finding better and faster ways of getting them out and using them up. The highly efficient and scientific application of the same exploitive principles to the renewing and renewable resources of the soil has opened wide the road to global catastrophe.
There is a critical need that a firm line be drawn between the legitimate use of the surpluses of Nature and their straight-out destructive exploitation. But who is to draw the line and who could maintain the line? Authority? Not likely! Youth then? Perhaps they had better, because they and their children are the people who will be worst affected.
Mankind generally has never come to terms with the soil. All through history the fertility of the soil had been squandered and great areas have eroded away and were abandoned. But there were also some notable and oft-times accidental successes in reversing the process of soil destruction and recreating soil of the highest fertility. However on the slow road to advancing knowledge of soil, one scientific observation of considerable moment was misunderstood and applied wrongly. An avenue of great profit was disclosed in the misapplication of the scientific discovery. The pushing aside of the farmers' practical knowledge and love of the soil, started the bastardization of agriculture. In the years since, the process has been one of almost constant acceleration.
Departments of Agriculture were installed in the universities and agricultural experiment stations were established over the world. All deliberately or unconsciously laid emphasis on the N.P.K. mentality and forced the farmer to believe them. Another great mischief was being added the fear of the parasite, the pest and the weed.
This was a time of high-speed in the bastardization of agriculture.
The living wonder of the fertile soil is its completeness and its durability, when it is properly managed. A mm. or two of surface soil moves on each year to lower levels while a mm. or two of the subsoil below, with its store of minerals, becomes a part of the fertile top-soil. Year after year and century after century, good food can be produced and the fertility of the soil can remain intact.
Only through a fertile soil can the plants, the animals, ourselves and our children, and the whole environment, recover from the effects of the bastardization of our agriculture.

Lessons 25 – 26 Adverbials of duration – already, still, yet.
Objective: to check students’ ability in using adverbials of duration covered in the exercises and the text for reading.
Subject: A Key Problem of Our Day.
Key words: deterioration – to cause - perennial irrigation - Human Environment Revolution – destruction – wrongful – to go down - "crumbs" - as a film – fertility – grasslands – to wash away - silt
TEXT 13: Water, Life or Death.
In the following text point out the introductory part, the main part and the conclusion:
The deterioration of the land which is caused by perennial irrigation is of special moment for the Human Environment Revolution.
The basis of landscape design is water in association with land; a principal factor for the improvement of the landscape is the better use of water, yet the destruction of land by irrigation has kept pace and very often exceeded that caused by other wrongful agricultural practices.
There are the two movements in the soil which come from outside it; the first is air, the second is water. The movement of air into and out of the soil and the movement of water into and through the soil cannot be separated.
It rains! Water goes down into the soil and pushes out the air. The rain stops! The free water drains from the soil and sucks air back in. Much water remains trapped in the "crumbs" of the soil structure and as a film covering the particles of the soil. The kind of association of air and water in the soil has been a principal factor in the fertility of the soil.
The most fertile natural soil for the production of good food for the welfare of man and his animals was in the natural grasslands where the rainfall was moderate. Where the rainfall was much below 16 inches annually the minerals necessary for the production of high quality complete protein were not so readily available. But where the rainfall exceeded 30 inches, the extra amount of water going down through the soil had not only speeded up the process for the release of the nutrients minerals, but had partially overcome the capacity of the organic matter in the soil to retain them. They were leached downwards to deeper levels in the earth or washed away. In the regions where the temperatures were higher, both of these reactions were more pronounced.
The health and constitution of animals from the over-dry and the over-wet natural regions is markedly inferior to those produced in the regions of moderate rainfall, (16 to 30 inches). For instance, the thigh bones of rabbits from both the wet and the dry regions are of almost tissue paper thinness compared with the normal thick and strong bones of rabbits from the moderate regions, (W. A. Albrecht, "Soil Fertility and Animal Health", and his concept "insoluble yet available").
These simple natural facts relating to air, water and soil, illuminate the problems of irrigating the land and the reasons why some irrigation schemes have been successful and many others have destroyed land.
Man loves to boast of his irrigation making the desert bloom. Of course the desert will bloom for a time. The desert lands had too little rainfall to release the mineral elements of plant nutrition so they remained richly endowed with minerals. The irrigation water first aids their release causing plant life to luxuriate. And all would be well if the soil was managed rationally to create a store of humus and surplus fertility. Instead, because water made the desert bloom, the emphasis is too generally on water alone and not on soil aeration or on developing a humus laden soil which would both extend the value of the water and prevent the leaching of the minerals from the soil. When eventually the irrigated land does not bloom so well, the reduced production is often blamed on too little water so more is added to cause more leaching and less aeration. This hastens the destruction of the soil by either the formation of alkali land (salting) or by water-logging.
This last statement seems to be asking; should the polluted land be abandoned and new dams built and new canals constructed to supply water to new irrigation districts to ruin more land and to pollute the rivers? Yet of the public who pay for these highly photogenic government irrigation catastrophies, how many have even heard of the Salinity Report?
Government irrigation in Australia is an enormously high priced ecological and landscape disaster caused by irrational engineering design and agricultural practices which are anti-landscape in their methods of handling water.
Our agricultural water developments have started at the wrong water-line the drainage line of the river after the water had left the land, instead of at the water-divide line of the main ridges and retained the water on the land a little longer.
THE HUGE REMEDIAL EXPENDITURE mentioned by the magazine is $110,000,000. It is by no means 'huge' by comparison with the original costs or with the damage already done to the region. A particularly disquieting aspects of the "Salinity Report" is that it was produced by engineers and proposes an engineering solution for a calamity of engineering design. There was no report of any solutions, alternative to engineering, having been sought for the salt problem from the less financially involved sciences of the ecologists, the biologists and other more landscape orientated professions.
However, these matters illustrate that water can be life or death to the landscape. The wrong handling of water by state governments in Australia has turned the good water of costly irrigation storages, into a powerful instrument of pollution. This, along with other crimes against the landscape in the region, could make the Murray River become what is already has been called Australia's largest sewer.

Lesson 27.
Objective: to revise Grammar and Vocabulary of the 4th semester.

Total:	4

4

4

4

4

4

4

4

4

4

4

4

4

4

2

51	Rewrite the phrases by putting one of these adjectives in front of the appropriate noun:
eastern, atomic, neighbouring, digital, introductory, maximum, northern
1)	….. the region in the east of the country.\.....
2)	….. power produced by nuclear fission.\.....
3)	…..a watch which uses figures to show the time.\.....
4)	….. the first paragraph in a piece of writing.\.....
5)	….. the number possible.\.....
6)	….. the border to the north of the country.\.....
7)	….. countries on the borders.\.....
Read and translate the text using a dictionary.
Drills:
Comprehension of the information.
4.	Complete the sentences:
1)	Women’s work in communities directly dependent _____ _____ _____ _____ is often unrecognized and undervalued.
2)	Women’s ______ _____ _____ _____ the environment and their real and potential contribution to economic development and political decision-making continue _____ ______ _____ _____.
3)	_____ _____ _____ and _____ _____ _____ women in development fall well short of the fundamental changes that are essential.
5.	Point out what main subjects are dwelt upon in the text for reading.

Use these adjectives to complete the sentences below: bound, important, unlikely, wrong, impossible.
1)	You must arrive on time.\It is ….. to arrive on time.
2)	They probably won’t come.\They are ….. to come.
3)	I am certain he will agree.\He is …… to agree.
4)	Nobody can read his writing.\His writing is …… to read.
5)	You ought not to have done that.\You were ….. to do that. 
Read the text, study it and then write a précis.

Use the “-ing” adjectives or the“-ed” adjectives below to complete the sentences which follow:
existing, ageing, bored, surprising, convincing, pleased.
1)	Britain is an ….. society.
2)	Things will have to change. The ….. system simply doesn’t work.
3)	The ecologists are ….. with the results.
4)	His arguments were more ….. than mine.
5)	There is nothing very ….. in this.
6)	A ….. student complained to his teacher.

Revision exercises on Comparison.
1.	Write the comparative and superlative form of  following adjectives:
careful, valuable, important, intelligent, expensive, difficult, certain, useful, disappointed.
2.	Write down the comparative and superlative form of 
      these adjectives:
simple, cold, wide, slender, generous, friendly, tiny, gentle, slim, white, bad, good.

Тranslate the following into Russian, paying attention to comparative and superlative adjectives.
1)	Risk communication explains the data derived from toxico-logical risk analysis and economic risk analysis to decision makers in the most compelling manner in order to encourage pollution prevention at the source.
2)	Generally, the simulation should be based on the longest reasonable estimate of the outage duration (that is, model the worst-case situation). 
3)	One of the largest operating costs for water utilities is the cost of energy to run pumps.
4)	The most obvious and immediate impact, however, is that the oxidized iron particles give the water a murky, reddish-brown colour.

Translate the following into Russian, paying attention to other ways of comparing things.
1)	As much as possible, life-cycle design seeks to integrate these components.
2)	As a result of the formation of a layer of carbon dioxide around the Earth which encloses it like a glass cover the threat of unfavourable changes in climate has arisen that may transform our blue planet into an enormous greenhouse during the next decades, with possibly catastrophic effects.
3)	Noise levels as low as 50-55 decibels may delay or interfere with sleep and result in a feeling of fatigue on awakening.
4)	The problem of a healthy environment has now become as vital as that of providing man with food stuffs or energy.

Underline possessives, possessive pronouns and the adjective own in these sentences:
1)	To the users, therefore they seem less and less like the gifts of nature and more like man’s own product.
2)	With great amounts of power at their disposal, men now exploit earth resources on a large scale, often very destructively, and not just for their own use but to sell to others for profit.
3)	Man’s mastery over the Earth, however, makes him more and more its slave.
4)	He took from his own immediate locality the materials that would meet his own immediate needs, and he used them largely in their original form.

Recognize nouns with prepositions while reading the following sentences:
1) The citizenry must learn to recognize our fundamental dependence on the Earth, and they must recognize that the earth environment is a wonderful, beautiful, and complex system of interrelated parts, easily damaged by man’s thoughtless attack upon it.
2) People used to believe that air pollution was the cause of malaria.
3) In the last storm there was a lot of damage to the roof.

Use the following nouns to complete the sentences below: decision, inability, need, opportunity, refusal, willingness.
1) I was surprised that he couldn’t understand. I was surprised at his ….. to understand.
2) We were angry when he made up his mind to withdraw from the competition. We were angry at his ….. to withdraw from the competition.
3) John’s manager arranged for him to work abroad. John’s manager gave him the ….. to work abroad.
4) It is necessary to send the books by air mail. There is no ….. to send the books by air mail.
5) We were disappointed when she said she wouldn’t help. We were disappointed at her …… to help.
6) We thanked the headmaster when he offered to help. We thanked the headmaster for his ….. to help.

1.	Write six true sentences from the table below.

People Life	
in the 21st century	
are much better off than they used to be	

in most parts of the world	
is much easier than it used to be	

in the 2000’s	
was often difficult	

In Ukraine	
has changed very rapidly	

today	
have lived through difficult times	

	
is changing very rapidly 	

………………………………..
………………………………..
………………………………..
……………………………….
………………………………..
………………………………..
2. Complete these sentences using that or to.
1) The decision ….. raise prices was bound to be unpopular.
2) I have a feeling ….. things will get worse before they get better.
3) There is a distinct possibility ….. we’ll be late for the meeting.
4) They gave us a promise ….. to provide whatever help we needed.
5) There was a danger ….. the building might catch fire.

Complete the following sentences using ago, for or since.
1.	Columbus discovered America about six hundred years ….. .
2.	Ghana has been an independent country ….. .
3.	Russia has been a republic ….. over seventy years.
4.	Oxford has been a centre of learning ….. more than a thousand years.
5.	Most British universities were founded less than fifty years …… .
6.	There has been a university in Birmingham …. about 1900.
7.	Two thousand years ….. Britain was part of the Roman Empire.
2. Complete the following sets of sentences using ago, for or since.
1) It was about ten years ….. that I started learning English.
I have been learning English ….. I started secondary school.
I studied English …… five years at school.
2) Ten years ….. very few people knew much about computers.
My kids have been using a home computer ….. the last four years. The youngest one has been using a computer …… the age of four.
3) I’ll be staying in Newcastle ….. about a couple of weeks.
I’ve been awaiting here ….. five o’clock.
I got here about an hour….. .

Give true replies to the following questions using one of these adverbials for each answer:
definitely, certainly, probably, possibly, probably not, definitely not.
1) Will you enjoy your next English lesson?.....
2) Will you do your next piece of homework on time?.....
3) Do you think you will visit England within the next year?.....
4) Will you ever be abroad?.....
5) Do you think you will learn to speak English really fluently?......
6) Do you think the best way of learning a language is by living in a country where that language is spoken?......
7) Do you think that reading a lot in English is a good way to improve your English?.......

Fill in the blanks with yet, any longer\ any more, still or already.
1)	I’ve started learning French but I haven’t learned very much….. .
2)	Time is running out. We can’t wait ….. .
3)	We aren’t ready to start ….. . Let’s wait a little longer.
4)	You mustn’t leave …. . The lecture is only just beginning.
5)	Have you started your new job ….. or are you ….. working in London?
6)	A: Have you finished your homework ….., or are you ….. working on it?
7)	B: I’ve ….. finished it.

	Pick out examples of adjectives in front of a noun, or as the complement of a link verb used in the text for reading. Note: Most adjectives can be used in either of these positions, but some adjectives can only be used in one.

Speak of the main facts presented in the text.

Pick out examples of adjectives with “to”-infinitive or “that”-clauses from the text for reading.

Summarize the text in 8-10 sentences.

Point adjectives ending in 
“-ing” or 
“-ed” in the text for reading.

Write an abstract of the text.

Pick out examples of the comparative and superlative form of adjectives from the text.

Divide each sentence of the text into sense groups and then read the sentence out loud.

Pick out examples of comparative and superlative adjectives from the text.

Render the following text in English.

Express the main idea of the article in English. 

Pick out examples of possessives and possessive pronouns from the text.
Note: You can add own after a possessive, or a noun or name with apostrophe s (‘s), for emphasis, e.g. My own view is that there are no serious problems.

Ask and answer questions on the text.

Render the text in brief.

Render the text in a nutshell.

Working in pairs, dwell upon the information, presented in the text. Use the key words.

Study the text and then make a report on the desert rainforest adding whatever information you find appropriate.

Note: Adverbials of frequency are used to say how often something happens.

Study the new words and word-combinations in the text.

Pick out examples of adverbials of duration from the text for reading.
Note: You use adverbials of duration to say that an event or situation is continuing, or is not happening at the moment.

Comment on the problem:
All this means that at present there has arisen a pressing necessity to change the character of the interaction between man & nature.

	

ЦІЛІ ТА ЗАДАЧІ УЧБОВОЇ ДИСЦИПЛІНИ „ІНОЗЕМНА МОВА” В ПІДГОТОВЦІ БАКАЛАВРА

Учбова дисципліна "Іноземна мова" є складовою гуманітарного циклу підготовки бакалавра.
Основна мета: підготовка майбутнього бакалавра до використання іноземної мови за своєю фаховою діяльністю, як один із засобів досягнення успіху в професійній діяльності.
Предмет: обсяг лексики та граматики іноземної мови, необхідної для роботи з іноземною літературою з тим, щоби вміти одержувати професійну інформацію з іноземних джерел, а також для розвитку навичок студентів щодо проведення бесіди-діалогу на елементарному рівні професійного мовлення.

Задачі курсу
формування вмінь:
•	працювати   з   оригінальною   літературою   (володіння  ознайомчим, переглядовим і вивчаючим видами читання);
•	реферувати і анотувати наукову літературу;
•	виступати ініціаторами діалогу в ситуації професійного спілкування з метою виявлення окремих фактів (деталей, пов'язаних з прочитаним матеріалом, причому в процесі бесіди допускається повернення до друкованого джерела); мовлення 
•	реалізація комунікаційних намірів: установлення контакту; запит, оцінка інформації, згода/незгода з думкою партнера чи автора; аудіювання - розуміння аналогічних реплік партнера.
Тематика  професійна,  яку рекомендується установлювати  кафедрою   іноземних  мов  разом   із спеціальними кафедрами.

формування навичок:
•	читати літературу без словника з метою пошуку інформації, перекладати тексти із словником,
•	складати анотації, реферати
•	вести  іноземною  мовою  бесіду-діалог,  пов'язану  зі спеціальністю, грамотно використовувати базову професійну лексику у своєму мовленні.

Організація навчального процесу
1. Організація навчального процесу згідно з календарним планом.
2. Курс іноземної мови передбачає такі форми занять як: 
•	а групові під керівництвом викладача; 
•	а обов'язкова самостійна робота студента згідно завданням викладача та за його особистим вибором (як складова практичного заняття та його самостійна робота вдома як підготовка до практичних занять).

Форми контролю
Систематичний контроль є дієвим засобом зміцнення знань, навичок і вмінь, важливим засобом управління процесом засвоєння навчального матеріалу.
1. Поточний контроль передбачає регулярний облік і контроль виконання різних видів домашніх завдань.
2. Проміжний контроль ставить за мету перевірку результатів вдосконалення навичок і вмінь студента і може проводитися посеред кожного семестру у вигляді контрольних робіт і усного опитування.
3. Підсумковою формою контролю має бути заліковий тест як складова форма контролю наприкінці семестру.
4. За затвердженим учбовим планом наприкінці 1, 2, 3 семестрів проводиться залік, а наприкінці 4 семестру - іспит.

Вимоги до екзаменів
1. Письмовий переклад прочитаного зі словником тексту за спеціальністю. Обсяг тексту - не менше 1500 друк. знаків за одну акад. годину.
2. Переказ на іноземній мові змісту тексту за загальною професійною тематикою вузу без словника. Темп читання - не менше 400 др. знаків за хвилину. Обсяг тексту - не менше 900 друк. знаків. Текст має до 3-4^о незнайомої лексики.
3. Розмова чи коротке повідомлення на іноземній мові згідно тематики, передбаченої програмою.

Стандартні вимоги курсу (змістовні модулі)
Фонетичні норми іноземної мови. 2000 лексичних одиниць, знання яких забезпечує студентам можливість вести бесіду з фаху та одержувати інформацію з іноземних письмових та усних джерел, а також граматичний матеріал -  нормативна граматика іноземної мови. Аудіювання та мовлення. Лексичний мінімум (категорії буття, їх властивості та відносини; географічні, демографічні, економічні та політичні дані) конкретної країни світу, мова якої вивчається. Лексичний мінімум регіональних та соціальних відмінностей між Україною та країною, мову якої вивчають. Ознайомче та пошукове читання з визначеною швидкістю без словника. Вивчаюче читання з визначеною кількістю невідомих слів (із використанням словника). Абревіатури іншомовних фахових термінів у певній професійно-орієнтованій галузі. Структура діалогу загальнонаукового характеру. Особливості діалогу професійно-орієнтованого характеру. Лексичний мінімум ділових контактів, ділових зустрічей, нарад.
Мовленнєвий етикет спілкування: мовні моделі звертання, ввічливості, висічення, погодження тощо. Мовно-культурологічний аспект проведення міжнародних виставок. Лексико-граматичний мінімум забезпечення та мовно-комунікативний рівень проведення презентацій.
Елементи усного перекладу інформації іноземною мовою в процесі ділових контактів, ділових зустрічей, нарад.
Іншомовні особливості ділового листування: лексика, граматика, синтаксис, діловий етикет, культурологічний аспект.
Професійно-орієнтовані іншомовні джерела. Методика пошуку нової інформації в іншомовних джерелах. Лінгвістичні методи аналітичного опрацювання іншомовних джерел. Дослідження друкованої іншомовної оригінальної літератури та розширення лексико-граматичних навичок. Методи та лінгвістичні особливості анотування та реферування іншомовних джерел. Електронні іншомовні джерела. Пошук інформації у мережі Інтернет за методом ключових слів. Основи перекладу професійно-орієнтованих іншомовних джерел. Комп'ютерний переклад великих обсягів іншомовної інформації. Лексичний мінімум комп'ютерних (інформаційних) технологій.

                                                              REFERENCES
1.	Adams, Mc Kay; Connections; Eco Education; 1994.
2.	American Water Works Association (1975). “Sizing Service Lines and Meters”. AWWA Manual M-22, Denver, Colorado.
3.	American Water Works Association (1989). “Distribution Network Analysis for Water Utilities”. AWWA Manual M-32, Denver, Colorado.
4.	American Water Works Association (1996). “Ductile Iron Pipe and Fitting.” AWWA Manual M-41, Denver, Colorado.
5.	Andrew Littlejohn & Diana Hicks. Cambridge English Worldwide. Cambridge University Press, 1999.
6.	Arora, H., and Le Chevallier, M.W. (1998) “Energy Management Opportunities.” Journal of the American Water Works Association, 90(2), 40.
7.	ASCE (1975). Pressure Pipeline Design for Water and Wastewater, ASCE, New York, New York.
8.	ASCE Committee on Pipeline Planning (1992) Pressure Pipeline Design for Water and Wastewater, ASCE, Reston, Virginia.
9.	ASCE\ WEF (1982) Gravity Sanitary Sewer Design and Construction. ASCE, Reston, Virginia.
10.	Babbitt, H.E., and Doland, J.J. (1931). Water Supply Engineering. McGraw-Hill, New York, New York.
11.	Beard, Jonathan. “Glaciers on the Run”. Science 85 Vol.6, 1985.
12.	Benedict, R.P. (1910) Fundamentals of Pipe Flow. John Wiley and Sons, New York, New York.
13.	Brdys, M.A., and Ulanicki, B. Operational Control of Water Systems: Structures, Algorithms, and Applications. Prentice Hall.
14.	Broecker, Wallace S. “Carbon Dioxide Circulation Through Ocean and Atmosphere”. Nature Vol. 308, 1984.
15.	Business English Exercises http://www.better-english.com\exerciselist.html,
16.	 Cesario, A.L. (1995). Modelling, Analysis, and Design of Water Distribution Systems. AWWA, Denver, Colorado.
17.	Clark, R.M. and Grayman, W.M. (1998). Modelling Water Quality in Drinking Water Distribution Systems. AWWA, Denver, Colorado
18.	Collins COBUILD, Student’s Grammar. Harper Collins Publishers Ltd. 1991.
19.	English for Science and Technology http://www.wfi.fr\est\estl.html.
20.	English for Science Links http://www.hut.fi\~rvilmi\EST\.
21.	Europe’s Environment – The Dobris Assessment; Stanners / Bourdeau European Environmental Agency, 1995.
22.	Erickson, Jon. “Greenhouse Earth: Tomorrow’s Disaster Today”. U.S.A., 1990.
23.	Haestad Methods, Inc. (1997). Computer Applications in Hydraulic Engineering. Haestad Press. Waterbury, Connecticut.
24.	Haestad Methods, Inc. (2001). Current Methods. Haestad Press. Waterbury, Connecticut.
25.	Haestad Methods, Inc. (2003). Advanced Water Distribution. Modelling & Management. First Edition. Waterbury, Connecticut.
26.	Harry, M. Freeman McGraw-Hill Inc. (1995). Industrial Pollution Prevention Handbook, USA.
27.	Longman. Dictionary of Contemporary English. – Langescheidt: Longman, 1987.
28.	Maurice F. Strong. The Global Partnership for Environment & Development. UNCED, Geneva, 1992.
29.	Schneider, Stephen H. “ The Greenhouse Effect. Science and Policy”. Science Vol. 243, 1989.
30.	Towe, Kenneth M. “Earth’s Early Atmosphere”. Science Vol. 235, 1987.

                                                             CONTENTS
                                                                                                                             Page

I.	Introduction……………………………………………………………     3
II.	 Semester III .  Texts :
1.	The Occurrence of Life......................................................................      4
2. What Killed the Dinosaurs..................................................................     7
3. Global Warming..................................................................................     9
4. Sustainable Living...............................................................................     11
5. Demographic Dynamics and Sustainability........................................     12
6. Human Health......................................................................................    15 
7. Human Settlements.............................................................................     17
8. Urban Water Supplies.........................................................................     18
9. Environmentally Sound Management of Solid Wastes.......................    20
10. Urban Pollution and Health...............................................................    22
11. Energy Resources..............................................................................    24
12. Sustainable Agriculture and Rural Development..............................    26
13. Sustainable Forest Development.......................................................    27
 III   Semester IV.   Texts:
1.	Global Action For Women Towards Sustainable and Equitable Development.................................................................. ……………..   29 
2.	Design for Environment.....................................................................    31 
3.	H.E.R.................................................................................................     36
4.	The Proposition..................................................................................    40
5.	Landscapes.........................................................................................    43
6.	The Geography of Landscapes..........................................................     44
7.	Design Of A New City.......................................................................    47 
8.	The New City.....................................................................................    50
9.	To Clean A City.................................................................................    52
10.	Soil Sense........................................................................................    54
11.	The Desert Rainforest......................................................................    56
12.	The Bastardization of Agriculture...................................................    58
13.	Water, Life or Death.......................................................................     60
IV.	Цілі та задачі учбової дисципліни "іноземна мова" в підготовці
 бакалавра...................................................................................................    64
V. References..............................................................................................    68

      РОБОЧА ПРОГРАМА до вивчення текстового матеріалу з англійської мови (для студентів 1-2 курсів за спеціальностями 7.070801 «ЄКОЛОГІЯ ТА ОХОРОНА НАВКОЛИШНЬОГО СЕРЕДОВИЩА», 7.092601 «ВОДОПОСТОЧАННЯ ТА ВОДОВІДВЕДЕННЯ», 7.092108 «ТЕПЛОГАЗОПОСТАЧАННЯ І ВЕНТИЛЯЦІЯ»).    Частина II. 

Укладачі:                                                 Вергелес Юрій Ігорович
                                                                 Маматова Н. В.
Відповідальний за випуск:                    Наумова І. О.
Редактор:                                                 Аляб′єв М. З.
Комп′ютерна верстка:                            Маматова О. В.

    План 2005, поз.413

Підп. до друку                           Формат 60X84 
Папір офісний                            Умовн. – друк. арк. 3            
Друк на ризографі                     Тираж50 прим.   
Замовл. №                                   Ціна договірна

               610012, м. Харків, ХНАМГ, вул. Революції, 12.
	Сектор оперативної поліграфії при ІОЦ ХНАМГ
                   61002, м. Харків, ХНАМГ, вул. Революції, 12.