Skripta Za Engleski UKU

VELEUČILIŠTE VELIKA GORICA
Studij – Upravljanje u kriznim uvjetima
CRISIS MANAGEMENT
Skripta za engleski jezik
Pripremila:
mr. sc. Jadranka Majić
rujan 2015.
Contents
page
Introduction i
1 Crisis Management 1
2 Global Warming 7
3 Greenhouse Effect 10
4 Deforestation 11
5 Earth Day - 13
6 World Environment Day 18
6.1 WED A-Z 18
7 Car Crisis 21
8 Avian Influenza 23
8 Mad Cow Disease 25
9 Classical Swine Fever 27
10 Tropical Cyclone 30
11 Flood 33
12 Earthquake 35
13 Further Reading 37
13.1 Seismic Waves 37
13.2 Elastic-Rebound Theory 39
14 Waste Management 40
14.1 Waste Management Concepts 40
14.2. Waste Management Techniques 43
15 E-waste 48
16 Terrorism 50
17 Occupational Health and Safety 53
Glossary 55
Self-Study Materials 65
English Tenses 66
Modal Verbs 74
The Passive 76
Conditionals 77
Compounds 81
Communication Skills 82
1 Presentations 82
2 Telephone English 84
3 Writing Business Letters 86
4 How to Write a Good CV 89
5 E-mail Guidelines 90
Bibliography 92
Introduction
Crisis management is a relatively new field of management. Many people view it as

emergency response or business continuity, while other people will only consider the public
relations aspect concerning recovery of any damage to public image and assuring
stakeholders that recovery is underway. They are all partially correct, since true crisis
management has many facets. In the face of a current, real crisis, it includes identifying the
real nature of a current crisis, intervening to minimize damage and recovering from the crisis.
It must be thoroughly integrated into the organization’s structure and operations. Likewise,
achieving an effective level of crisis management requires a thorough internal analysis,
strategic thinking and sufficient discussion. When it comes to integration, think of it this way –
if you can foresee a risk affecting your organization, then your plan must address all
consequences of that risk.
For example, if a tornado hits your production facility, you obviously have to get everyone out
safely, but you also need to deal with business continuity issues. Your customers and
suppliers will likely be affected – so you must communicate effectively with them. Your
employees may have lost their homes, and you may need to offer some assistance if you
expect them to quickly get back to work. Although no plan can address every possible
scenario, a solid plan can provide a structure for an integrated response.
1 Crisis Management
Before we talk about crisis management, we must first all be speaking the same language. One of
the reasons for the confusion surrounding crisis management is that the terminology is anything but
standardized. Often enough, a single term is used in several ways, or a single element is called by
more than one name. So, let’s first look at the terms that describe the main facets of an integrated
crisis management plan.
Crisis Management is the umbrella term that encompasses all activities involved when an
organization prepares for and responds to a significant critical incident. An effective crisis
management program should be consistent with the organization’s mission and integrate plans
such as Emergency Response, Business Continuity, Crisis Communications, Disaster Recovery,
Humanitarian Assistance, etc.
Emergency Response consists of all activities related to safely managing the immediate physical,
health and environmental impacts of an incident. These include providing first aid and emergency
medical services; containing any fire or hazardous materials that may have been released;
securing sites; and evacuating people who are not actively part of the emergency response.
Business Continuity refers to the efforts required to maintain the consistent delivery of products or
services to customers. It includes, but is much broader than, Disaster Recovery. It is also
sometimes referred to as business resumption and continuity of operations.
Disaster Recovery refers to those activities required to repair and ensure the ongoing function of
technology infrastructure, including data backup and recovery, data processing, and voice and data
communications. It should be considered part of Business Continuity.
Crisis Communications typically refers to the public relations aspect of crisis management. It
involves communicating both internally and externally about what happened, and what the
organization is doing to manage the crisis. The key audiences to be addressed are employees,
shareholders, media, customers, suppliers, and the surrounding community.
Humanitarian Assistance consists of efforts designed to address the psychological and emotional
impact on the workforce. In contrast to emergency response, which typically focuses on the
immediate safety, humanitarian assistance refers to the range of services necessary to get your
employees back to original levels of productivity.
In addition, there are other terms that we often hear misused. The lack of clarity often leads to
inconsistent expectations, which can derail the crisis management planning process. Let’s take a
look at some of these terms.
Crisis Management Planning Committee is the group charged with analyzing vulnerabilities,
evaluating existing plans, developing, and implementing the comprehensive crisis management
program. Sometimes the Crisis Management Planning Committee ends up being the Crisis
Management Team, but often the members are different. The Crisis Management Team is typically
made up of top-ranking officers – whereas the planning can be delegated.
This planning committee should include representatives of all appropriate departments and
disciplines; champions committed to get the task accomplished, who have the support of senior
leadership to shepherd the planning process through to completion. The planning committee is
most effective if you have a mix of creative and analytical types. In addition, an outside consultant
can offer objective advice and guidance.
Crisis Management Team consists of top-ranking individuals responsible for handling the response
in an actual crisis situation. They should be trained and tested through simulations. The Crisis
Management Team exists to protect core assets – people, finances and reputation – during times of
risk. This team must be able to work well together under pressure, and should have clearly
delineated responsibilities and levels of authority.
Notification and Activation Drills have the purpose of practicing and streamlining the assembly of a
crisis response team so that it can quickly get to work, regardless of the nature of any potential
crisis. These drills focus on the processes of communications and logistics that must occur from
the moment an organization is first made aware of a crisis until all team members are in place.
Table-Top Exercises are scheduled meetings that use a discussion-based approach, to introduce a
team to the elements of a crisis response plan. No equipment is involved, and all activity occurs
inside a meeting room, or in the organization’s designated crisis command centre. Participants are
given a hypothetical crisis scenario, and walked through their expected initial responses. Then
additional information updates are distributed, followed by a similar discussion of appropriate
actions. After the exercise, a short debriefing is conducted; written comments and feedback are
collected later. An evaluation report outlines the strengths observed and improvements needed.
Simulation Drills or Full-Scale Exercises are real-time role-playing exercises. They can be either
pre-scheduled, or come as a surprise to team members. In place of the fixed script and limited
objectives of a table-top, in a simulation the crisis management team faces a shifting landscape of
occurrences that require it to implement solutions, just as it would have to do in a real crisis
situation.
Simulations involve two groups: the players, who are the members of the crisis management team,
and the simulators, who are producing the drill and evaluating the players’ responses. A large
simulation can involve multiple participants. The players operate in the same rooms they would use
in a real crisis. The drill then moves in real time, as simulators introduce additional information to
the players via phone, fax, email, pre-recorded mock newscasts, and in person. The information
revealed to the players about the scenario is dynamic, changing based on the players’ decisions.
At the end of the drill, both groups are brought together for a lessons-learned debrief/debriefing.
With clarity and agreement on the terms and processes involved, misunderstandings can be
minimized and organizations will be better prepared to respond effectively.
(www.cmiatl.com/news_article61.html)
2
Language study
1 Find the words in the text that mean:
a part or aspect ______________________________________

fake/false news ______________________________________
theoretical exercises ______________________________________
to guide the process ______________________________________
lessons-learned analysis ______________________________________
common term ______________________________________
2 Write the opposites of these words:
complex ____________________ use ____________________

true ____________________ effective ____________________
success ____________________ understanding ____________________
scheduled ____________________ consistent ____________________
3 Read this passage carefully, and try to classify words into the categories below:
When it comes to integration, think of it this way – if you can foresee a risk affecting your
organization, then your plan must address all consequences of that risk. For example, if a tornado
hits your production facility, you obviously have to get everyone out safely, but you also need to
deal with business continuity issues. Your customers and suppliers will likely be affected – so you
must communicate effectively with them. Your employees may have lost their homes, and you may
need to offer some assistance if you expect them to quickly get back to work. Although no plan can
address every possible scenario, a solid plan can provide a structure for an integrated response.
Noun Verb Adjective Adverb
3
4 Write the synonyms of these words:
actual ______________________ clarity ______________________
encompass ______________________ assembly ______________________
impact ______________________ quick ______________________
large ______________________ champion ______________________
schedule ______________________ respond ______________________
5 Insert the missing words:
Verb Noun
management, manager
recover
maintain
integrate
operation
employ
program
develop
implement
standardisation
simulate
exercise
6 Write correct verb forms:
Present Past Future

am/is
are
bring
commit
cut
develop
equip
have
go
put
run
see
4
7 Insert the right form of the verbs in brackets:
1 Crisis Management _______ (be) the umbrella term that ____________________ (encompass)
all activities _______________ (involve) when an organization __________________ (prepare)
for and _______________ (respond) to a significant critical incident.
2 If a tornado ____________ (hit) your production facility, you obviously _______________ (have
to) get everyone out safely, but you also ___________ (need) to deal with business continuity
issues.
3 It can only _____________________ (discuss) and _____________________ (understand)
with success if there __________ (be) agreement on the meanings of its essential terminology.
4 Many people _______________ (view) it as emergency response or business continuity, while
other people ____________________ (only consider) the public relations aspect.
5 ___________________ (Achieve) an effective level of crisis management ______________
(require) a thorough internal analysis, strategic thinking and sufficient discussion.
6 The planning committee __________ (be) most effective if you __________ (have) a mix of
creative and analytical types.
7 A large simulation can _____________ (involve) multiple participants. The players
_______________ (operate) in the same rooms they ___________________ (use) in a real
crisis. At the end of the drill, both groups ____________________________ (bring) together for
a lessons-learned debriefing.
8 Translate these terms and phrases:
Crisis Management Team
Emergency Response
Table-Top Exercises
Notification and Activation Drills
Simulation Drills
Full-Scale Exercises
Disaster Recovery
Humanitarian Assistance
5
Business Continuity
Crisis Communications
Top-Ranking
Lessons-Learned Debriefing
Planning Committee
Business Resumption
6
2 Global Warming
It Threatens to Kill Off a Million Species
The earth is getting warmer. People burn coal, oil and gas and this produces carbon dioxide (CO 2),
methane and nitrous oxide. These gases, called greenhouse gases, stop the heat of the sun from
leaving the earth’s upper atmosphere and this makes the earth warmer, a process called global
warming. A few weeks ago a group of scientists produced a report about global warming and the
natural world. They wanted to find out if global warming was dangerous for plants and animals. The
scientists were shocked by what they found. They say that during the next 50 years about 25% of
land animals and plants will become extinct. More than 1 million plant and animal species will
become extinct by 2050.
The head of the research team, Chris Thomas, who is professor of conservation biology at Leeds
University, said the results of their research were “ terrifying”. More than 10% of all plants and
animals will become extinct. It is too late to save many plants and animals because of the
greenhouse gases that are already in the atmosphere. But the scientists say if we control
greenhouse gases now, we could save many more plants and animals from extinction. The
scientists studied some regions of the world with a very rich biology. These regions were Europe,
Australia, Central and South America, and South Africa.
Their studies showed that species living in mountainous areas had a better chance of survival
because they could move uphill to get cooler. In flat areas, such as deserts, plants and animals
would have to move very long distances to get cooler, so they are in greater danger of extinction.
The scientists found many shocking things. For example, they found that half of the 24 species of
butterfly they studied in Australia would soon become extinct. 60% of the species in the Kruger
National Park in South Africa would also die out, and more than 100 of the 300 South African plant
species they studied would also become extinct. One of the plants in danger of extinction is the
national flower of South Africa, the King Protea (pronounced [‘proʊtiːə]). They studied 163 tree
species in the Cerrado (pronounced ‘se-HA-do’) region of Brazil and found that 70 would become
extinct. Many of the plants and trees that live in this region live nowhere else in the world. In
Mexico, they studied 1,870 species and found that more than 30% of these were in danger of
extinction.
Global warming is getting worse. Many countries, particularly the USA and the European countries,
are continuing to produce greenhouse gases. We will not know the true results of this for 25 years
but if people continue to burn oil, coal and gas at the same rate as today, about 30% of all life
forms will become extinct by 2050.
(www.onestopenglish.com)
7
Comprehension check
1 Choose the best answer:
1 Why are greenhouse gases dangerous?
a Because people burn coal, oil and gas.
b Because they cause global warming.
c Because they stop the heat of the sun reaching the earth.
2 Why is global warming bad for animals and plants?
a Because many of them will become extinct if global warming continues.
b Because it is too late to save many plants and animals.
c Because some regions of the world have a very rich biology.
3 Why do animals in mountainous regions have a better chance of survival?
a Because they have to move long distances to get cooler.
b Because they can move uphill to get cooler.
c Because there are no deserts in mountainous regions.
4 What could happen to the national flower of South Africa?
a It could become extinct.
b It could grow in the Kruger National Park.
c People could study it.
5 What will happen if people continue to produce greenhouse gases?
a The earth will get colder.
b We will not know the true results for 25 years.
c 30% of all life forms will become extinct by 2050.
Language study
1 Find the words which mean:
1 Very, very surprised. ____________________________
2 Very, very frightening. ____________________________
3 The opposite of “poor“. ____________________________
4 A flat, dry area without many plants or water. ____________________________
5 Another expression for “to become extinct”. ____________________________
6 The opposite of “downhill”. ____________________________
7 Another word for “regions”. ____________________________
8 A word which means “especially”. ____________________________
2 Fill the gaps using an appropriate preposition:

1 _______ example.
2 They were shocked _______ what they found.
3 They want to save plants and animals _______ extinction.
4 Some species have a better chance _______ survival.
5 The King Protea is the national flower _______ South Africa.
6 Many _______ the plants that live in this region are very rare.
7 30% of all life forms may become extinct _______ 2050.
8 Global warming is dangerous _______ plants and animals.
8
3 Insert the definite article (the) where necessary:
_____ Europe _____ Leeds University _____ Kruger National Park
_____ Australia _____ USA _____ Brazil
_____ Central America _____ Cerrado region _____ King Protea
_____ Mexico _____ European countries _____ Chris Thomas
4 Rewrite the following to make words from the text:
icepess _____________________ bogall _____________________

hogneurese _____________________ nitcext _____________________
atomunusion _____________________ futbertly _____________________
5 Rewrite these paragraphs using the present and future tense forms:
A few weeks ago a group of scientists produced a report about global warming and the natural
world. They wanted to find out if global warming was dangerous for plants and animals. The
scientists were shocked by what they found.
The scientists found many shocking things. For example, they found that half of the 24 species
of butterfly they studied in Australia would soon become extinct. 60% of the species in the
Kruger National Park in South Africa would also die out, and more than 100 of the 300 South
African plant species they studied would also become extinct.
Their studies showed that species living in mountainous areas had a better chance of survival
because they could move uphill to get cooler. In flat areas, such as deserts, plants and animals
would have to move very long distances to get cooler, so they are in greater danger of
extinction.
6 Have some fun:

WELCOME TO THE 21st CENTURY
Communication - Wireless Education - Worthless
Phones - Cordless Mistakes - Countless

Cooking - Fireless Arguments - Baseless
Food - Fatless Youth - Jobless
Sweets - Sugarless Ladies - Topless
Labour - Effortless Boss - Brainless
Relations - Fruitless Jobs - Thankless
Attitude - Careless Needs - Endless
Feelings - Heartless Situation - Hopeless
Politics - Shameless Salaries - Less & Less
PROTESTS - USELESS!
9
3 Greenhouse Effect
Have you ever seen a greenhouse? Most greenhouses look like a small glass house, and are used
to grow plants, especially in the winter. Greenhouses work by trapping heat from the sun. The
glass panels of the greenhouse let in light but keep heat from escaping. This causes the
greenhouse to heat up, much like the inside of a car parked in sunlight, and keeps the plants warm
enough to live in the winter. Similarly, the Earth’s atmosphere is all around us. Sunlight enters the
Earth’s atmosphere, passing through the blanket of greenhouse gases. As it reaches the Earth’s
surface, land, water, and biosphere absorb the sunlight energy. Once absorbed, this energy is sent
back into the atmosphere. Some of the energy passes back into space, but much of it remains
trapped in the atmosphere by the greenhouse gases, causing our world to heat up.
The name for the greenhouse effect comes from an

incorrect analogy with the way in which greenhouses are
heated by the sun in order to facilitate plant growth. This
effect was first discovered by Joseph Fourier in 1824,
and first investigated quantitatively by Svante Arrhenius
in 1896. It is the process in which the absorption of infra-
red radiation by an atmosphere warms a planet. So, a
greenhouse gas is any gas that absorbs infra-red
radiation in the atmosphere, and it behaves much like the
glass panels in a greenhouse.
Greenhouse effect
Greenhouse gases include: water vapor, carbon dioxide

(CO2), methane (CH4), nitrous oxide (N2O), halogenated
fluorocarbons (HCFCs), ozone (O3), perfluorinated carbons
(PFCs), and hydrofluorocarbons (HFCs). Without them, the
Earth’s surface would be up to 30°C cooler. In addition to
the Earth, Mars, Venus and other celestial bodies with
atmospheres (such as Titan) have greenhouse effects.
(www.weatherquestions.com/What_is_the_greenhouse_effect.htm)
(www.epa.gov/climatechange/kids/greenhouse.html)
Language study
1 Make your own quiz with multiple choice questions, using the words from the text.
Example: Greenhouses work by trapping heat from the _________________.
a) water b) sun c) atmosphere
2 Insert the missing names of the planets in the solar system:
_________________ _______________ the Earth ________________
_________________ _______________ _________________ ________________
_________________ (?)
3 Fill in the blanks with the correct form of the verbs in brackets:
1 They ___________ (look) like a small glass house, and _______________ (use) to grow plants.
2 This effect _________________________ (discover) by Joseph Fourier in 1824.
3 This _________________ (cause) the greenhouse _____________ (heat) up, and
____________ (keep) the plants warm enough _______________ (live) in the winter.
4 _____________ you _____________________ (ever see) a greenhouse?
5 Once absorbed, this energy ___________________ (send) back into the atmosphere.
10
4 Deforestation
Demand for Beef Speeds Destruction of Amazon Forest
According to a recent report, last year was a very bad year for deforestation in the Amazon region
of Brazil. Satellite pictures showed that almost 26,000 sq km of the world’s largest continuous
forest was lost, 40% more than in the previous year. And this year’s loss could be greater,
according to the Centre for International Forestry Research (CIFOR). The main reason for the
destruction of the forest is the increasing demand for Brazilian beef in Europe. Many people are
afraid that European cattle are still infected with mad cow disease and foot and mouth disease, so
Brazilian beef is becoming more and more popular. The CIFOR report says that EU countries now
take almost 40% of Brazil’s 578,000 tonnes of exported beef. Egypt, Russia and Saudi Arabia
between them import 35%. The US takes only 8% because it has strict limits on imports in order to
protect its own beef producers.
Amazon rainforest Deforestation
“Beef exports are the main cause of the deforestation, as cattle ranchers are destroying the
rainforests,” said David Kaimowitz, Director General of CIFOR. He said that logging contributed
only indirectly to deforestation. The number of cattle in the Amazon region more than doubled to 57
million between 1990 and 2002, the report says. “[In that time] the percentage of Europe’s
processed meat imports that came from Brazil rose from 40% to 74%. Markets in Russia and the
Middle East are also responsible for much of this new demand for Brazilian beef.”
But the report does not agree with the American argument that GM-free soya farming for the
European market is leading to deforestation. “Although there has been a lot of concern in recent
years about the increase of soybean (BE ‘soya bean’) cultivation in the Amazon region, it only
leads to a small percentage of total deforestation,” the authors say. Mr Kaimowitz said that the rate
of Amazonian deforestation could increase in the next few years as foot and mouth disease
disappears from Brazil. The report says that giant ranching operations linked to European
supermarkets are now dominating the beef export market. “In the 1970s and 1980s most of the
meat from the Amazon was being produced by small ranchers selling to local slaughterhouses.
Very large commercial ranchers linked to supermarkets are now targeting the whole of Brazil and
the global market,” Mr Kaimowitz said.
Last month President Luis Inacio (Lula) da Silva announced new measures worth $133m to control
the rate of deforestation in the Amazon and provide greater support for local regions and
community forestry. “The government’s approach goes in the right direction, but without urgent
action the Brazilian Amazon could lose an additional area the size of Denmark over the next 18
months.” CIFOR recommends that the Brazilian government should also try to keep ranchers off
government land, restrict road projects that open up the forest, and provide economic incentives to
maintain land as forest.
11
Comprehension check
1 Choose the best answer for each question:
1 What, according to the report, is the main reason for the increase in deforestation in Brazil?
a soya farming
b logging
c cattle farming
2 Why is there an increased demand for Brazilian beef?
a because there is still a fear of cattle disease in Europe
b because it is cheaper than soya
c because the US has strict limits on imports
3 What, according to the Americans, is the main reason for deforestation in Brazil?
a GM-free soya farming
b logging
c cattle farming
4 What will happen if urgent action is not taken?
a cattle farming will increase even more
b an area the size of Denmark could be lost in the next 18 months
c road building in the forests will increase
Language study
1 Find:
1 a three-word expression that means ‘a brain disease in cattle’ _____________________
2 a noun which means ‘worry’ _____________________
3 a verb which means ‘to increase by 100%’ _____________________
4 a word which means ‘the process of growing crops or plants’ _____________________
5 another word for ‘writer’ _____________________
6 an adjective that means ‘very, very large’ _____________________
2 Complete the table:
Verb Noun
announce
argue
cultivate
demand
destruction
disappear
dominate
increase
produce
research
12
3 Fill in the missing nouns:
Singular Plural
beef
cattle
a foot
a forest
the forests
the information
land
a rancher
the report
research
years
4 Rewrite these sentences in the passive voice in the appropriate tense:

Example: Cattle farming causes deforestation.
Deforestation is caused by cattle farming.
1 The EU imports 40% of Brazil’s exported beef.
_________________________________________________________
2 Cattle ranching is destroying the rainforest.
_________________________________________________________
3 Logging does not cause deforestation.
_________________________________________________________
4 Giant ranches dominate the beef export market.
_________________________________________________________
5 The President announced new measures to control deforestation.
_________________________________________________________
6 In the past small ranchers produced most of the meat.
_________________________________________________________
7 Demand for beef will speed the destruction of Amazon forest.
_________________________________________________________
5 Discussion point
What are the arguments for and against the destruction of the rain forest? Look at it from the point
of view of:
a) cattle farmers
b) loggers
c) local people
13
5 Earth Day
Helping the Environment
Earth Day is officially celebrated on April 22 each year. Earth Day is a global holiday created to
address environmental issues that directly affect the planet. Today, an estimated 500 million
people in over 180 countries participate in Earth Day, staging events and projects to address local
and worldwide environmental issues.
History of Earth Day
The first Earth Day was observed in 1970. Wisconsin U.S. Senator Gaylord Nelson, who had been
considering the idea of Earth Day since 1962, founded Earth Day. Nelson proposed Earth Day in
hopes of shaking up the political establishment by having the first nationwide environmental
protest. The first event was an overwhelming success; more than 20 million Americans showed up
at rallies across the country. The first Earth Day saw individuals from different political and
socioeconomic levels unite for the sole purpose of rallying to fight pollution from factories, oil spills,
raw sewage, toxic dumping and other factors that negatively impact the environment. The first
Earth Day led to the creation of the United States Environmental Protection Agency and the
passage of the Clean Air, Clean Water, and Endangered Species acts.
Earth Day continued to grow over the next two decades and by the 1990s, Earth Day was ready to
go global. Denis Hayes led a group of environmental leaders in another major campaign that
featured more than 200 million people in over 140 countries to once again put the world’s
environmental issues in the forefront. Since the successful debut of the first Earth Day, the
environmental movement has grown from a largely grassroots crusade led by concerned citizens to
a full-fledged campaign led by organized professional groups. According to a 2004 survey
conducted by the National Center for Public Policy Research, environmental organizations today
employ 3,400 full-time employees to address environmental issues year round.
Earth Day Celebrations
Today, Earth Day is not only a recognizable event in the United States, but Earth Day celebrations
take place in countries around the world. While conservation efforts come under the spotlight on
Earth Day, individuals can make a positive impact on the environment by conserving around the
home and in the community. Some of the most basic conservation efforts include turning off lights
in rooms not being used, turning off the faucet while brushing your teeth, and recycling as much of
your trash as possible. Community efforts may include carpooling to cut down on air pollution as
well as collecting trash that gathers by the roadside.
Language study
1 Explain these words in English:
full-fledged ________________ to stage _______________ trash ______________
to observe ________________ crusade ________________ rally ______________
grassroots ________________ impact ________________ sole ______________
2 Read these numbers:
April 22 1962 (year) 1.962 3,400 1990s 2009 (year) 180 1970 (year)
3 Find as many compounds as you can and name the elements they are composed of.
14
Earth Day Quiz
Team A
1 Fill the gaps by choosing the correct word from those below.
11 Global _________________ describes the rise in temperature of the earth’s atmosphere.

22 If the earth gets warmer the level of the sea will ________________.
3 The ‘________________ effect’ describes what happens when the atmosphere starts to contain
too much of certain kinds of gas like, for example, carbon dioxide.
34 One of the ways carbon dioxide is produced is by burning ________________.
5 The global average temperature increased by 0.6 ________________ centigrade during the
twentieth century.
46 The country that ________________ the most ‘greenhouse gases’ is the United States.
57 There are now more than six ________________ people on Earth.
8 The World Health Organization says that three million people die every year because of air
________________.
9 There are about 600 million ________________ in the world, and they produce a lot of
pollution.
degrees
petrol
cars
produces
rise
greenhouse
pollution
billion
warming
2 Prepare a multiple-choice quiz for Team B. Create questions and answers by using the
sentences in 1 and in the previous text. Try to be as creative as possible!
Example: How many cars are there in the world?
0 a. About 600 million b. About 1 billion c. About 1.5 billion
23 Take it in turns to read your questions to Team B or exchange tests with Team B and work
together to complete Team B’s quiz.
4 Find defining and non-defining relative clauses in 1 and in the previous text.
5 Make your own clauses using pronouns who, which, that ...
15
Earth Day Quiz
Team B
1 Fill the gaps by choosing the correct word from those below.
61 Many scientists have said that a lot of the ________________ in the Arctic and Antarctic is
melting.
72 The global average ________________ is now about 15 degrees.
3 A ________________ is a long period of very dry weather, when there is not enough rain to
grow food – many countries now have more of them than they did 30 years ago.
84 The world’s ________________ are much smaller than they were 100 years ago.
5 The world’s average ________________ level has risen by 10-15 centimetres in the last 100
years.
96 July 1998 was the world’s ________________ month since records began.
7 Scientists think that ________________ global temperatures will rise by between 1.8 and 5.4
degrees centigrade between now and 2100.
8 The World Wildlife Fund says that lots of species of animals could become ________________
because of global warming.
109 The 1990s was the warmest ________________ since records began.
temperature
decade
hottest
ice
extinct
forests
drought
average
sea
2 Prepare a multiple-choice quiz for Team A. Create questions and answers by using the
sentences in 1 and in the previous text. Try to be as creative as possible!
Example: Which was the world’s hottest month since records began?
0 a. November 2005 b. July 1998 c. August 1976
3 Take it in turns to read your questions to Team A or exchange tests with Team A and work
together to complete Team A’s quiz.
4 Find defining and non-defining relative clauses in 1 and in the previous text.
5 Make your own clauses using pronouns who, which, that ...
16
Earth Day Quiz
What small steps can YOU take toward sustainable* living?
Please take a few minutes to have some fun! The answers are below.
1. What is your single most harmful activity to the health of both humans and
the environment?
A. Driving your car or light truck.

B. Reading the newspaper and watching television.
C. Using disposable diapers.
2. Which foods significantly impact land and water use as well as water
pollution?
A. Coffee, candy bars and chocolate.

B. Meats and poultry.
C. Beer, wine and other alcoholic beverages.
3. Fruit and vegetable production uses lots of land and water (about 30% of
total water used). Fertilizers and pesticides used in their production and the
resulting soil erosion contribute to water pollution. What can you do?
A. Buy dehydrated fruits and vegetables because they use less water.
B. Eat foods made with artificial fruit flavors.
C. Buy organic fruits and vegetables.
4. Which of the following will improve the energy efficiency of your home and
reduce your heating and cooling bills?
A. Insulate around your doors and add insulation to code in your attic and
walls.
B. Plant shade trees.
C. Replace your three most used lights with compact fluorescent bulbs.
5. When looking to buy a new refrigerator, it’s important to compare the:
A. Ability of the salesperson to describe the details of their floor models.

B. ENERGY STAR rating comparing the energy efficiency of the different
brands.
C. Store hours.
6. Clean, renewable energy is:
A. Electricity that is produced from sources such as wind, sun, and natural
stream.
B. Electricity that can be used over again.
C. Energy that was sorted and washed.
17
*sustainable = continuable, harmless
Answers:
1. A. Household driving is responsible for 28% of greenhouse gases, 51% of

toxic air pollution, and 23% of toxic water pollution according to a recent study
reported in The Consumer’s Guide to Effective Environmental Choices.
2. B. According to the same report, meat and poultry production have the largest
impact. Forty percent of U.S. land is used for grazing cattle, most of which is
for household consumption. Compared with pasta, red meat is responsible for
20 times the land use, 17 times the water pollution, and 3 times the
greenhouse gas emissions.
3. C. Although usually somewhat more expensive than traditional produce,
organic foods are produced using techniques that are far less harmful to the
environment and life in general.
4. All are wonderful steps to improve energy efficiency of your home.
5. B. When purchasing new appliances always compare the ENERGY STAR
ratings for their energy efficiency.
6. A.
What you do – matters! Every small step is significant. These questions and
answers highlight the most significant steps individuals can take toward living
sustainably with the Earth.
So, what can YOU do that will have an impact? Try the following:
1. Driving less.
2. Eating less meat and poultry.
3. Buying organic fruits and vegetables.
4. Improving the energy efficiency of your home’s heating, air conditioning,
hot water, lighting, and appliances.
5. Buying 100% clean, renewable energy!
“It’s not easy bein’ green!”
18
(http://www.libraryjournal.com/article/CA6725491.html?&rid=)
19
6 WORLD ENVIRONMENT DAY
World Environment Day (WED) is an annual event that is aimed at
being the biggest and most widely celebrated global day for positive
environmental action. WED activities take place all year round but
climax on 5 June every year, involving everyone from everywhere.
WED celebration began in 1972 and has grown to become the one of
the main vehicles through which the UN stimulates worldwide
awareness of the environment and encourages political attention and
action.
Through WED, the UN Environment Programme is able to
personalize environmental issues and enable everyone to realize not
only their responsibility, but also their power to become agents for
change in support of sustainable and equitable development.
WED is also a day for people from all walks of life to come together to ensure a cleaner, greener
and brighter outlook for themselves and future generations. Everyone counts in this initiative and
WED relies on you to make this happen! We call for action – organize a neighborhood clean-up,
stop using plastic bags and get your community to do the same, plant a tree or better yet organize
a collective tree planting effort, walk to work, start a recycling drive - the possibilities are endless.
http://www.unep.org/wed/about/
6.1 WED A-Z

It takes only a few simple steps to easily green your daily routine and make good eco behavior into
a habit! Green is forest friendly!
A
Act now.
Adopt as many eco-friendly lifestyle choices as you can and make them habits for WED!
Add it up. Our impact is exponential when the global chorus sings together.
B
Buy FSC (Forest Stewardship Council) certified products and decrease the trade of exotic wood
from endangered forests.
Bring a cloth bag to do all you’re shopping. But not just for groceries, even on your trips to the mall.
A sturdy, reusable bag will last for years, and only needs to be used 5 times to have a lower
environmental impact than a plastic bag.
Bring a mug with you whenever you go for take-out beverages, so you avoid using paper cups.
Most paper cups are made in a way that makes it more difficult for them to degrade, and in some
ways more hazardous to the planet than the plastic cup – so why not just bring your own mug for
your favorite beverage?
C
Consume locally. You will help reduce the demand for cutting down forests in foreign countries to
meet export demands.
Choose public transport.
Compost your organic food waste.
Conserve energy. Turn off the lights to brighten our environment.
Create a greenspace wherever you can from the car you drive to the building you live in.
D
Don’t run the water when brushing your teeth. You will save as much as 3 gallons every time! Only
2.5% of the world’s water is drinkable.
Discover an alternative to using traditional wrapping paper for holidays and birthday gifts.
E
Engage in an environmental activity like school or neighborhood beautification or tree planting.
20
Eat organic and locally grown foods and help reduce the clearing of forests for agricultural land.
Educate your friends on how individual actions can have an exponential impact and motivate action
for WED.
F
Find an unusual insect in your garden. Fewer than 10% of the world’s described species have been
assessed to determine their conservation status.
Form a group of peers or colleagues to oversee the greening of your school, neighborhood or
workplace with recycling, car pooling, or energy-efficiency.
Form a tree-planting group with family and friends and commit to planting and maintaining these
trees together.
G
Green your office: print double-sided, turn off monitors, start an office recycling program.
Grow an organic garden and your own delicious food.
Give memberships to an environmental organization or seedlings as birthday gifts.
Go electronic for bills and payments: at home, in the office, at the bank etc.
H
Host a World Environment Day celebration. Clean up your neighborhood, carpool with friends,
have a vegan (no animal products) dinner party!
I
Identify the nature that surrounds you – take note of the beautiful plants and animals that you may
not always appreciate. Learn about the amazing ecosystem services they provide.
Improve the insulation of your home – it will really help you reduce energy consumption - and your
monthly bills!
J
Join a local environmental or conservation group. You can team up with those around you and
make a real difference for your community.
Jog outside and save the energy you would have used on the treadmill!
K
Kick the habit! Don’t print unless it’s absolutely necessary. And when you do print – always print
double-sided!
Keep your cup! When traveling on airplanes, ask to reuse your plastic cup.
L
Learn more about environmental protection.
M
Mobilize your networks! Message your friends about WED to get the word out!
N
Nominate a WED Hero from your world. Notify us about the great environmental work they’re doing
and why they should be a WED Hero.
O
Optimize the use of your washing machine – use the cold-wash option and significantly save energy
and reduce your daily carbon emissions.
Offset your travel whenever possible – most airlines provide an option to offset your travel when you
book your tickets.
Opt for public transport whenever possible.
P
Plant a tree (2011 - the International Year of Forests)!
Pile up! Lay the grounds for a compost pile and start sorting your garbage.
21
Q
Quantify how much money you could save each cold winter if you lowered the temperature inside
your home by 2 degrees Celsius. It could reduce your energy consumption by 14 per cent!
R
Reduce. Reuse. Recycle. (And Rethink!)
S
Sacrifice something small each month – eat locally grown vegetables instead of imported
vegetables, do without a steak as cattle ranching has high impact, carpool with co-workers, take
your bike to work etc.
Support and motivate companies that use certified materials and operate in ways that are
environmentally responsible.
Switch your lightbulbs to energy-efficient LEDs. You will see substantial savings on energy bills!
T
Think how green is your daily routine. Just by making a few small changes, like remembering to
turn off the lights, turning down the heat, stop running the water while you brush your teeth - you
could cut your daily emissions by more than 60 per cent.
Think again! Before you toss, consider if the item can be reused or recycled?
Think outside of the bottle! Bottled water costs 1900 times more than tap water.
U
Use your common sense!
Understand your options. Learn about the small ways you, as an individual, can make a positive
impact on the environment.
Use rainwater for your indoor plants – they love it, and you’ll save water at the same time.
V
Visit the WED website regularly and see how you can get involved!
W
Whenever you feel like buying books, magazines or newspapers, go to your local library or borrow
from friends and neighbors.
X
X-plore! Get out into the forest and enjoy what our planet has to offer.
Y
You can make a difference – individual actions, when multiplied, can make an exponential
difference to the planet!
Z
Zip around town on your bike, on public transport, or your own two feet. Avoid your car whenever
possible – it’s cheaper!
http://www.unep.org/wed/A-Z/
Language study
1 Explain the following expressions in English:
to be aimed at _______________________ sustainable _______________________
a walk of life _______________________ beautification _______________________
equitable _______________________ carpool _______________________
opt for _______________________ offset _______________________
team up _______________________ sturdy _______________________
exponential _______________________ kick the habit _______________________
treadmill _______________________ vehicle _______________________
22
2 Insert the appropriate terms to complete the sentences:
sturdy greening endangered beautification walks of life carpooling peers
opt for oversee decrease environmental increase planting zip
degrade foresee efficiency consumption insulation dangerous tap
1 Form a group of __________________ or colleagues to ____________________ the

_____________________ of your neighborhood.
2 ________________ the trade of exotic wood from _____________________ forests.
3 Engage in an __________________ activity like neighborhood __________________or tree
_____________________.
4 WED is also a day for people from all _____________________________ to come together.
5 ________________ public transport or ______________________whenever possible.
6 A __________________ bag will last for years.
7 ___________ around town on your bike, public transport or on your two feet.
8 ____________ is the synonym for ‘faucet’.
9 Improve the ___________________ of your home – it will really help you reduce energy
_________________.
10 Most paper cups are more difficult to ____________________ than plastic ones.
3 Complete the sentences with the correct form of the words in brackets:
1 Before you ________________ (toss), ___________________ (consider) if the item
______________________ (can reuse) or ______________________ (recycle).
2 A __________________ (reuse) bag only _________________ (need)
____________________ (use) 5 times _______________ (have) a ___________ (low)
_______________________ (environment) impact than a plastic bag.
3 __________________ (bottle) water _________________ (cost) 1900 times more than tap
water.
4 WED celebration ___________________ (begin) in 1972 and ________________________
(become) one of the main vehicles for _________________ (stimulate) worldwide
___________________________ (aware) of the environment.
5 ____________________ (not run) the water when __________________ (brush) your teeth.
6 WED ___________ (be) an annual event ________________ (aim) at _______________ (be)
the ________________ (big) and most widely celebrated global environment day.
4 Discussion point
1 Which of the above mentioned activities do you practice?
2 Which of them do you find most effective to protect the environment?
3 What are you going to do for WED, after you have read this article?
23
7 Car Crisis
1 Fill the gaps in the following conversation with the correct words from the box below. There are
some words that you will not be able to use.
quality relationship convenient manufactured emissions

depend polluters carpooling healthier developing
surrounded supermarket environmental pick cleaner
global warming contribution person weightlifter hugely
ROBERT: Cars have now become a serious _______________________ problem. As a society,

we in Britain ______________________ far too much on our cars – and the same can be said
about most other rich countries. We are setting a bad example to ___________________
countries. Just imagine if other countries like China and India, which both have populations of over
a billion, end up having the same number of cars per _______________________ as we do! That
would mean a very big increase in the world’s carbon dioxide ___________________. Therefore
the ___________________________ crisis would become even more serious.
GEORGE: It’s wrong to say that cars make a significant ______________________ to global
warming. Of course I’m aware that cars produce carbon dioxide emissions, but the problem has
been ____________ exaggerated. What people don’t realize is that cars are actually getting
_______________. The newest models produce fewer emissions than those that were
______________________ five or ten years ago. And anyway, not all scientists think there is a
______________________ between carbon dioxide emissions and global warming, so I don’t
believe the stuff the environmentalists are always saying on the TV and the radio. It’s just
scaremongering, I reckon.
JO: For me, the contribution cars make to global warming is not the only issue. I think there are
loads of other ways that our ______________________ of life would be better if there were fewer
cars on our roads. For a start, our streets would be less noisy and the air would be cleaner. But it’s
not just that – I also reckon people who live in cities would feel freer if they weren’t always
______________________ by hundreds of cars. Imagine if more areas of our cities were
pedestrianized: it would suddenly become much safer and more enjoyable to walk or cycle from A
to B, so people would start leading ______________________ lifestyles.
SARAH: I don’t know whether the amount of cars in the world makes a difference to global
warming, but I do know that every day I need to use my car to take my children to their school,
which is two miles from our house, and then ___________ them up again in the afternoon. What
else am I supposed to do? Make them walk? And then there’s my weekly shop at
the______________________, which is at least ten minutes’ walk away. Do you think I’m strong
enough to carry all those bags on my own? I’m not a professional ____________________, you
know!
24
2 There are ten mistakes (misspelled or wrong words) in the text below. Find and correct them.
CARFORCE UK
MOTORISTS OF BRITAIN, UNITE!
All over the UK, environmentalists are trying to make motorists feel guilty just because they
choose to drive to their local shops to buy a newspaper or a pint of milk. But why should you to
feel guilty? Why should they turn your comfortable one-minute journey by car in a physically
exhausted twenty-minute hike, dodging puddles, rude pedestrians and aggressive dogs?
We at Carforce believe that everyone in the UK – and everyone in the world – have the right to
use their cars to drive where they want, when they want. We are sick and tired of
environmentalist scaremongring. They have always exaggerated the connects between
carbon dioxide emissions and global warming. (And even if they haven’t, so what? Wouldn’t it
be quite nice if Britain is a little warmer, particularly in the winter?)
Why should we let the environmentalists push us of our cars and make us walk everywhere?
Drivers have human writes too! The environmentalists might want us to live in the eighteenth
century, but we don’t believe in live in the past: we believe in the future, and the future is full of
cars – big, fast, shiny, beautiful cars! Join us now!
*Remember! 22nd September is ‘Car Free Day’ in the European Union.
pedestrianize _______________________________________________
scaremongering _______________________________________________
environmentalist _______________________________________________
exaggerate _______________________________________________
dodging puddles _______________________________________________
carpooling _______________________________________________
4 Insert the missing adjective forms:
Positive Comparative Superlative

bad
better
enjoyable
few
freer
healthy
many
less noisy
safer
5 Scan the text and find as many conditional or if-clauses as you can. Study the tenses used and
then make your own sentences.
25
8 Avian Influenza
Avian influenza is an infection caused by avian influenza (or bird

flu) viruses, which occur naturally among birds. Wild birds
worldwide carry the viruses in their intestines, but usually do not
get sick from them. However, avian influenza is very contagious
among birds and can make some domesticated birds, including
chickens, ducks, and turkeys, very sick and kill them. Infected
birds shed influenza virus in their saliva, nasal secretions, and
feces. Susceptible birds become infected when they have
contact with contaminated secretions or excretions or with
surfaces that are contaminated with secretions or excretions
from infected birds.
The HPN1 Avian influenza virus
Domesticated birds may become infected with avian influenza virus through direct contact with
infected waterfowl or other infected poultry, or through contact with surfaces (such as dirt or cages)
or materials (such as water or feed) that have been contaminated with the virus.
Infection with avian influenza viruses in domestic poultry causes two main forms of disease that are
distinguished by low and high extremes of virulence. The “low pathogenic” form may go undetected
and usually causes only mild symptoms (such as ruffled feathers and a drop in egg production).
However, the highly pathogenic form spreads more rapidly through flocks of poultry. This form may
cause disease that affects multiple internal organs and has a mortality rate that can reach 90-100%
often within 48 hours.
Usually, “avian influenza virus” refers to influenza A viruses found chiefly in birds, but infections
with these viruses can occur in humans. The risk from avian influenza is generally low to most
people, because the viruses do not usually infect humans. However, confirmed cases of human
infection from several subtypes of avian influenza infection have been reported since 1997. Most
cases of avian influenza infection in humans have resulted from contact with infected poultry (e.g.
domesticated chicken, ducks, and turkeys) or surfaces contaminated with secretions/excretions
from infected birds. The spread of avian influenza viruses from one ill person to another has been
reported very rarely, and transmission has not been observed to continue beyond one person.
Symptoms of avian influenza in humans may depend on which virus caused the infection, and have
ranged from typical human influenza-like symptoms (e.g., fever, cough, sore throat, and muscle
aches) to eye infections, pneumonia, severe respiratory diseases (such as acute respiratory
distress), and other severe and life-threatening complications.
Of the few avian influenza viruses that have crossed the species barrier to infect humans, H5N1
has caused the largest number of detected cases of severe disease and death in humans. In the
current outbreaks in Asia and Europe more than half of those infected with the virus have died.
Most cases have occurred in previously healthy children and young adults. However, it is possible
that the only cases currently being reported are those in the most severely ill people, and that the
full range of illness caused by the H5N1 virus has not been defined yet.
(http://www.cdc.gov/flu/avian/gen-info/facts.htm)
Comprehension check
1 What is avian influenza?
2 How is its virus shed?
3 In what way can it occur in humans?
4 Which are usual symptoms of bird flu in humans?
5 Which bird flu virus is most dangerous among humans?
6 Is the bird flu issue blown up in public?
Language study
26
Verb Noun Adjective
affection
contaminate
depend
detect
found
infected
occur
reportable
transmit
spread

contagious ____________________________________
domesticated ____________________________________
secretion ____________________________________
undetected ____________________________________
poultry ____________________________________
outbreak ____________________________________
3 Find sentences with different verb forms used and name them.
6 Insert the correct form of the words in brackets:

1 Symptoms of avian influenza ______________ (include) severe _____________________
(respire) diseases and other severe and life-threatening ____________________ (complicate).
2 The expression ‘_____________________ (domesticate) birds’ _______ (be) the synonym for
‘poultry’.
3 The __________________ (spread) of avian influenza viruses from one ill person to another
_________________________________ (report) very _____________ (rare), and
_____________________ (transmit) has not been observed __________________ (continue)
beyond one person.
4 Most cases of avian influenza ________________ (infect) in humans
_____________________ (result) from contact with __________________ (infect) poultry or
surfaces _____________________ (contaminate) with their secretions/excretions.
5 Avian influenza _______________ (virus) ____________________ (occur)
_____________________ (natural) among birds.
27
9 Mad Cow Disease
Mad cow disease, or bovine spongiform encephalopathy (BSE), is a fatal brain disorder that occurs
in cattle and is caused by some unknown agent. In BSE, the
Mad Cow Disease = BSE
unknown agent causes the cow’s brain cells to die, forming sponge-
Mad cow disease is more
like holes in the brain. The cow behaves strangely and eventually
correctly referred to as bovine
dies. The connection between BSE and humans was uncovered in
spongiform encephalopathy,
Great Britain in the 1990s when several young people died of a
or BSE.
human brain disorder, a new variation of a rare brain disorder
called Creutzfeldt-Jakob Disease (CJD), which typically strikes elderly people. The new variation
was called new variant Creutzfeldt-Jakob Disease (nvCJD), was similar to BSE and its connection
to BSE was based on the following findings:
 The nvCJD victims had lived in areas where outbreaks of BSE had occurred in cattle years
earlier. No victims were found in areas without BSE outbreaks.
 The brains of nvCJD victims had proteins called prions (pronounced [‘pri:onz]) that were similar
to those from the brains of BSE-infected cows, but different from those found in victims of classic
CJD.
 The time between the BSE outbreaks and the deaths of the victims was similar to the time that
it takes for Creutzfeldt-Jakob disease to develop.
 Brain tissue from BSE-infected cows caused experimental animals to develop symptoms and
brain tissue disorders similar to those of the nvCJD victims.
The British government concluded that BSE was probably the cause of nvCJD, and that the victims
contracted the disease probably by eating meat from BSE-infected cows.
Origins of BSE
BSE is thought to have come from a similar disease in sheep
called scrapie. In the 1980s, producers of cattle feed (which
often included ground meat and bone meal by-products from
sheep) changed the way they processed feed. The change
somehow allowed the scrapie disease agent to survive the
cattle feed production process. Thus, contaminated food was
fed to cattle, which then came down with BSE. At the time,
neither scrapie nor BSE were thought to affect humans. So,
meat (nervous tissue) from BSE-infected cows made it into the
food supply. Humans who ate the infected meat (probably
hamburger or other processed meats) contracted the BSE-
causing agent and developed nvCJD.
BSE virus
(http://en.wikipedia.org/wiki/Bovine_spongiform_encephalopathy)
Comprehension check
1 What is mad cow disease or BSE?
2 What is it caused by?
3 How is it manifested?
4 When was its connection with humans revealed and how?
5 Explain the connection between BSE and nvCJD.
6 What are the origins of BSE?
7 How did the disease transmit from sheep to cattle?
28
Language study

contract a disease _________________________________________________________
affect _________________________________________________________
brain disorder _________________________________________________________
contaminate _________________________________________________________
victim _________________________________________________________
2 Write the opposites of these words:

uncover ___________________ earlier ___________________
different ___________________ infected ___________________
unknown ___________________ often ___________________
disorder ___________________ young ___________________
probably ___________________ fatal ___________________
3 Write the correct forms of these verbs:
Present Past Past Participle

come
ate
died
feed
found
ground
include
made
process
referred
strike
think

1 The ________________ (connect) between BSE and humans _______________________
(uncover) in Great Britain in the 1990s.
2 CJD _________________ (typical) _____________________ (strike) elderly people.
3 In the 1980s, ______________________ (produce) of cattle feed ________________ (change)
the way they _____________________ (process) feed.
4 At that time, neither scrapie nor BSE __________________ (think) ___________________
(affect) humans.
5 BSE ____________________ (think) ____________________ (come) from a similar disease in
sheep __________ (call) scrapie.
29
10 Classical Swine Fever (CSF)
Classical swine fever (CSF) or hog cholera (also sometimes called

pig or swine plague based on the German word Schweinepest) is
a highly contagious viral disease of swine (pigs and wild boar)
which can spread via trade in live pigs, fresh pig meat (pork) and
certain meat-based products. The infectious agent responsible is a
virus CSFV (previously called hog cholera virus). It causes fever,
skin lesions, convulsions and usually (particularly in young
animals) death within 15 days.
African swine fiver virus (ASFV)
The symptoms are indistinguishable from those of African swine fever. The disease is endemic in
much of Asia, Central and South America, and parts of Europe and Africa. It was believed to have
been eradicated in the United Kingdom by 1966 (according to the Department for Environment,
Food & Rural Affairs), but an outbreak occurred in East Anglia in 2000. It was eradicated in the
USA by 1978, according to the United States Department of Agriculture. Other regions believed to
be free of CSF include Australia, Canada, Ireland, New Zealand and Scandinavia.
Transmission takes place through direct contact between animals (secretions, excretions, semen,
blood) or indirect contact through vehicles, clothes, instruments, needles, insufficiently cooked
waste food fed to pigs; it can also be spread by pig traders and farm visitors. Transplacental
infection of foeti in the uterus can also take place.
Sources for the virus are blood and all tissues, secretions and excretions of sick and dead animals.
Congenitally infected piglets may be persistently viraemic and may shed the virus for months.
Spread from infected wild boar to domestic pigs has taken place on several occasions in the past in
some areas of Europe.
Prevention can be achieved through effective communication between veterinary authorities,

veterinary practitioners and pig farmers, effective disease reporting and animal identification
system, a strict import policy for live pigs, fresh and cured meat, prohibition of feeding pigs with
waste food and serological surveillance. Eradicating CSF is problematic. Current programmes
revolve around rapid detection and diagnosis, and preventive culling, possibly followed by
emergency vaccination.
In case of outbreaks, one needs to resort to the slaughtering of all pigs in the infected farms and
the destruction of cadavers. A protection zone (3 km radius) and surveillance zone (10 km radius)
are established around each outbreak, with restrictions on pig movements. An epidemiological
investigation with tracing the source of infection and the possible spread is carried out. If
appropriate, emergency vaccination can also be used. Additional ad hoc protection measures may
be adopted by competent authorities.
(http://en.wikipedia.org/wiki/Classical_swine_fever)
Comprehension check
1 What is CSF?
2 How is it spread?
3 What is it caused by?
4 Describe the symptoms of CSF.
5 How does transmission take place?
6 Which are sources for the virus?
7 Which preventive measures can be taken?
8 What does one need to do in case of outbreaks?
Language study
30
1 Write the following proper names correctly, using the definite article the, where necessary:
______ New Zealand ______ United Kingdom ______ Osbornes
______ USA ______ Lake Jarun ______ Zagreb Airport
______ Australia ______ Netherlands ______ Scandinavia
______ Europe ______ United States ______ South America
______ Croatia ______ Hague ______ Americas
______ Adriatic Sea ______ Zagreb ______ Ireland
______ Plitvice Lakes ______ Marko ______ Croats
______ Mount Everest ______ Alps ______ River Sava
2 Match some of the words below to their synonyms:

outbreak contagious pandemic eradicate culling endemic
______________ infectious ______________ exterminate or destroy

______________ selective killing ______________ epidemic
3 Whose meat is this?

(wild) boar cow chicken lamb swan sheep
turkey calf deer horse pig goat
_______________ beef _______________ venison
_______________ chicken _______________ boar meat
_______________ veal _______________ turkey
_______________ pork _______________ lamb
_______________ mutton _______________ goat meat
4 Write plurals of the following nouns:

a pig __________________ the pig ____________________
meat __________________ fever ____________________
infected meat __________________ the policy ____________________
the measure __________________ an animal ____________________
a needle __________________ the authority ____________________
5 Choose the correct word(s):

1 Transmission/Transmition takes place through direct/directly contact between animal/animals.
2 Congenital/Congenitally infected piglets may be persistently viraemic/viremical.
3 An epidemic/epidemiological investigation carries out/is carried out.
4 Emergence/ emergency vaccination can also use/be used.
5 Prevention also includes effective/affective communication.
6 The symptoms are distinguishing/indistinguishable from those of African swine fever.
31
6 Read the following article carefully:
PIG PLAGUE IN VRBANJA
Police Block Forest Due to Pig Plague

The police have blocked a forest near Vrbanja because of swine plague. Farmers think it is a
fabrication. Police have cordoned off all entrance points to the Vrbanja forest because of the
incidence of swine plague in the Spačva basin where a dead pig was found last week. The pig died
from the disease, Jutarnji list reports.
Between 1,500 and 2,000 pigs are being held in the open at 4,600 hectares in the oak forest, which
is a 300-year long tradition for local farmers that they do not want to give up. Since the disease was
confirmed, 19 breeders from Vrbanja are allowed to go to the forest to feed the pigs, but police are
forbidding any transport of the animals from the forest to the village and vice-versa. Disinfectant
barriers have also been set up on forest paths, next to the police check points.
“The swine plague is fabricated; they are playing games to get us pig breeders out of the forest.
They have been chasing us away for the past 30 years.” – said Josip Ćosić, a local who has been
breeding pigs in the forest for the past 26 years. He owns 150 pigs.
(Jutarnji list, 5 March 2007)
Insert appropriate verb tenses and explain why you used particular forms:
1 They _________________________________ (chase) us away for the past 30 years.

2 The pig ____________________ (die) from the disease last week.
3 The police _____________________________ (block) a forest near Vrbanja.
4 A dead pig _________________________ (find) there two weeks ago.
5 The police ___________________________ (forbid) any transport of the animals
now.
6 Josip Ćosić _____________________________ (breed) pigs for the past 26 years.
7 He _______________ (own) 150 pigs.
8 Pigs ____________________________ (hold) in the open at 4,600 hectares in the
oak forest at the moment.
9 Farmers __________________ (think) it _________ (be) a fabrication.
10 Some people ___________________ (think) that the swine plague
_________________________ (fabricate).
11 A dead pig _____________________ (find) last week.
32
11 Tropical Cyclone
A tropical cyclone is a storm system characterized by a large low pressure center and numerous
thunderstorms that produce strong winds and flooding rain. Tropical cyclones feed on heat
released when moist air rises, resulting in condensation of water vapor contained in the moist air.
They are fueled by a different heat mechanism than other cyclonic windstorms such as nor’easters,
European windstorms, and polar lows, leading to their classification as warm core storm systems.
The term tropical refers to both the geographic origin of these systems, which form almost
exclusively in tropical regions of the globe, and their formation in Maritime Tropical air masses. The
term cyclone refers to the cyclonic nature of storms, with counterclockwise rotation in the Northern
Hemisphere and clockwise rotation in the Southern Hemisphere. Depending on its location and
strength, a tropical cyclone is referred to by many other names, such as hurricane, typhoon,
tropical storm, cyclonic storm, tropical depression, and simply cyclone.
Tropical cyclones can produce extremely powerful winds and torrential rain, and they are also able
to produce high waves and damaging storm surge as well as spawning tornadoes. They develop
over large bodies of warm water, and lose their strength if they move over land. This is the reason
coastal regions can receive significant damage from a tropical cyclone, while inland regions are
relatively safe from receiving strong winds. Heavy rains, however, can produce significant flooding
inland, and storm surges can produce extensive coastal flooding up to 40 kilometres (25 miles)
from the coastline.
Although their effects on human populations can be devastating, tropical cyclones can also relieve
drought conditions. They also carry heat and energy away from the tropics and transport it toward
temperate latitudes, which makes them an important part of the global atmospheric circulation
mechanism. As a result, tropical cyclones help to maintain equilibrium in the Earth’s troposphere,
and to maintain a relatively stable and warm temperature worldwide.
Structure
All tropical cyclones are areas of low atmospheric
pressure near the Earth’s surface. The pressures
recorded at the centers of tropical cyclones are
among the lowest that occur on Earth’s surface at
sea level. Tropical cyclones are characterized and
driven by the release of large amounts of latent
heat of condensation, which occurs when moist air
is carried upwards and its water vapor condenses.
This heat is distributed vertically around the center
of the storm. Thus, at any given altitude (except
close to the surface, where water temperature
dictates air temperature) the environment inside
the cyclone is warmer than its outer surroundings.
Eye and center
A strong tropical cyclone will harbor an area of sinking air at the center
of circulation. If this area is strong enough, it can develop into an eye.
Weather in the eye is normally calm and free of clouds, although the
sea may be extremely violent. The eye is normally circular in shape,
and may range in size from 3 km (1.9 miles) to 370 km (230 miles) in
diameter. Intense, mature tropical cyclones can sometimes exhibit an
outward curving of the eyewall top, making it resemble a football
stadium; this phenomenon is thus sometimes referred to as the
Inside the eye of Hurricane stadium effect. There are other features that either surround the eye,
Katrina
or cover it.
The central dense overcast (CDO) is the concentrated area of strong thunderstorm activity near the
center of a tropical cyclone; in weaker tropical cyclones, it may cover the center completely. The
eyewall is a circle of strong thunderstorms that surrounds the eye; here is where the greatest wind
33
speeds are found, where clouds reach the highest, and precipitation is the heaviest. The heaviest
wind damage occurs where a tropical cyclone’s eyewall passes over land.
Hurricane Katrina
Hurricane Katrina of the 2005 Atlantic hurricane season was

the costliest hurricane, as well as one of the five deadliest, in
the history of the United States. Among recorded Atlantic
hurricanes, it was the sixth strongest overall. Hurricane
Katrina formed over the Bahamas on 23 August 2005, and
crossed southern Florida as a moderate Category 1
hurricane, causing some deaths and flooding there before
strengthening rapidly in the Gulf of Mexico. The storm
weakened before making its second landfall as a Category 3
storm on the morning of Monday, 29 August in southeast
Louisiana.
Hurricane Katrina as seen from space
It caused severe destruction along the Gulf coast from central Florida to Texas, much of it due to
the storm surge. The most severe loss of life and property damage occurred in New Orleans,
Louisiana, which flooded as the levee system catastrophically failed, in many cases hours after the
storm had moved inland.
The federal flood protection system in New Orleans
failed at more than fifty places. Nearly every levee in
New Orleans was breached as Hurricane Katrina
passed just east of the city limits. Eventually 80% of the
city became flooded and also large tracts of neighboring
parishes, and the floodwaters lingered for weeks. At
least 1,836 people lost their lives in the actual hurricane
and in the subsequent floods, making it the deadliest
U.S. hurricane since the 1928 Okeechobee Hurricane.
The storm is estimated to have been responsible for
$81.2 billion (2005 U.S. dollars) in damage, making it
the costliest tropical cyclone in U.S. history.
(http://wapedia.mobi/en/Hurricane_Katrina)
(http://en.wikipedia.org/wiki/Tropical_cyclone)
Comprehension check
1 Are these statements true or false?

1 A tropical cyclone is a storm system characterized by a large high pressure center. T F
2 Tropical cyclones can produce extremely powerful winds and torrential rain. T F
3 Tropical cyclones can also relieve drought conditions. T F
4 The environment inside the cyclone is colder than its outer surroundings. T F
5 The heaviest wind damage occurs where a tropical cyclone’s eye passes over land. T F
6 Weather in the eye is normally calm and free of clouds. T F
Language study
1 Insert correct verb forms, either active or passive:

1 There ________ (be) other features that either _________________ (surround) the eye, or
_______________ (cover) it.
2 If this area ________ (be) strong enough, it can ________________ (develop) into an eye.
34
3 Hurricane Katrina ________________ (form) over the Bahamas on 23 August 2005.
4 It _________________ (cross) southern Florida as a moderate Category 1 hurricane,
_______________ (cause) some deaths and flooding there before
__________________________ (strengthen) rapidly in the Gulf of Mexico.
5 Nearly every levee in New Orleans ___________________ (breach) as Hurricane Katrina
________________ (pass) just east of the city limits.
6 It ________________ (cause) severe destruction along the Gulf coast from central Florida to
Texas.
7 Tropical cyclones ___________ (help) ________________ (maintain) equilibrium in the Earth’s
troposphere.
8 This also ______________ (help) people ________________ (live) at relatively stable
temperatures.
2 Find synonyms for these words:

equilibrium _______________________________
costly _______________________________
large _______________________________
severe _______________________________
powerful _______________________________
3 Insert articles, where necessary.
1 _____ weather in _____ eye is normally calm and free of _____ clouds, although _____ sea
may be extremely violent.
2 _____ heaviest wind damage occurs where _____ tropical cyclone’s eyewall passes over
_____ land.
3 _____ eyewall is _____ circle of strong _____ thunderstorms that surrounds _____eye.
4 Insert correct adjective forms:

the costliest
deadlier
devastating
great
heavy
important
large
moderate
powerful
35
severer/more severe
more stable
36
12 Flood
A flood or a deluge is an overflow or an expanse of water over an area of land, usually low-lying.
Since soil and vegetation cannot absorb all the water, it then runs off the land in quantities that
cannot be carried in stream channels or kept in natural ponds or man-made reservoirs. Periodic
floods occur naturally on many rivers, forming an area known as the flood plain. River or riverine
floods normally occur as a result of heavy rain, sometimes in combination with melting snow and
glaciers in spring, which causes the rivers to overflow their banks.
A flood that rises and falls rapidly with little or no advance warning is called a flash flood. Flash
floods usually result from intense rainfall over a relatively small area. Coastal areas are
occasionally flooded by high tides caused by severe winds on ocean surfaces, or by tidal waves
caused by undersea earthquakes. Monsoon rainfalls can cause disastrous flooding in some
equatorial countries, such as Bangladesh, due to their extended periods of rainfall.
A flood can also occur when a volcanic eruption melts a large
amount of ice and snow quickly. In the case where a snow-capped
volcano erupts, the meltwater often picks up substantial amounts of
volcanic ash and other debris to become a lahar (mudflow).
Hurricanes have a number of different features which, together,
can cause devastating flooding. One is the storm surge (sea
flooding as much as 8 metres high) caused by the leading edge of
the hurricane when it moves from sea to land. Another is the large
Lahar from the eruption of Mount
St. Helens, USA amounts of precipitation associated with hurricanes.
The eye of a hurricane has extremely low pressure, so sea level may rise a few metres in the eye
of the storm. This type of coastal flooding occurs regularly in Bangladesh. In Europe floods from
sea may occur as a result from heavy Atlantic storms, pushing the water to the coast. Especially in
combination with high tide this can be damaging. Under some rare conditions associated with heat
waves, flash floods from quickly melting mountain snow have caused loss of property and life.
Undersea earthquakes, eruptions of island volcanoes
that form a caldera (collapse of land) and marine
landslips on continental shelves may all give rise to an
ocean wave called tsunami that causes destruction to
coastal areas (they are also called seismic sea waves).
Floods are the most frequent type of disaster
worldwide. Thus, it is often difficult or impossible to
obtain insurance policies which cover destruction of Crater Lake Caldera
property due to flooding, since floods are a relatively Oregon, USA
Santorini Caldera, Greece
predictable risk.
Flood defenses, planning, and management

In western countries, rivers prone to flooding are often carefully managed. Defences such as
levees, bunds, reservoirs, and weirs are used to prevent rivers from bursting their banks. Coastal
flooding has been addressed in Europe with coastal defenses, such as sea walls and beach
nourishment.
London is protected from flooding by a huge mechanical barrier
across the River Thames, which is raised when the water level
reaches a certain point (the Thames Barrier). Venice has a
similar arrangement, although it is already unable to cope with
very high tides, and will become increasingly inadequate if
anticipated rises in sea level occur. The biggest and most
elaborate flood defences can be found in the Netherlands, where
The Thames Barrier
they are referred to as Delta Works with the Oosterschelde Dam
as its crowning achievement.
37
These works were built in response to the North Sea flood of 1953 of the south western part of the
Netherlands. The Dutch had already built one of world’s largest dams in the north: the Afsluitdijk in
response to a flooding in 1916.
In some flood-prone areas with high population density, such as parts of the Netherlands, England,
and New Orleans and Mississippi River Delta, planning laws have been used to prevent building on
flood plains. In some cases, pressure from developers has caused these controls to be eroded,
with an increasing number of new developments reliant on artificial defences for protection from
floodwaters.
(http://en.wikipedia.org/wiki/Flood)
Comprehension check
1 Find the words related to weather phenomena.
2 What is flood?
3 Where does it occur?
4 What does it result from?
5 Define the term flash flood.
6 What is lahar and how is it created?
7 What is caldera and how is it created?
8 What is tsunami and how is it created?
9 How do we defend from floods?
Language study
1 In the following lines, three words rhyme. Read them and underline the odd one out:
mud flood blood bloom
plain rain lower blame
shake break freak lake
build field big fill
huge bridge deluge refuge
2 Explain the following expressions:

flood plain _____________________________________________
coastal floods _____________________________________________
riverine floods _____________________________________________
the eye of a hurricane or a storm _____________________________________________
river bank _____________________________________________
prone to floods (flood-prone) _____________________________________________
3 Insert the definite article (the) where necessary:

_____ Netherlands _____ Mississippi River Delta _____ Dutch
_____ England _____ New Orleans _____ Europe
_____ London _____ Thames Barrier _____ Bangladesh
_____ River Thames _____ Oosterschelde Dam _____ North Sea
38
13 Earthquake
An earthquake is a sudden and sometimes catastrophic
movement of a part of the Earth’s surface. Most earthquakes are
powered by the release of the elastic strain that accumulates
over time; typically at the boundaries of the plates that make up
the Earth’s lithosphere via a process called elastic-rebound
theory. Some are also caused by the movement of magma in
volcanoes, and can be an early warning of volcanic eruptions. A
rare few earthquakes have been associated with the build-up of
large masses of water behind dams, and with the injection or
extraction of fluids into the Earth’s crust. Such earthquakes occur
because the strength of the Earth’s crust can be modified by fluid
pressure. They can also be caused by the removal of natural gas
from subsurface deposits.
Finally, ground shaking can also result from chemical or nuclear explosions, landslides and
collapse of old mine shafts. Scientists have been able to monitor nuclear weapons tests performed
by governments that were not disclosing information about these tests along normal channels.
Such earthquakes are caused by human activity, and referred to as induced seismicity. A recently
proposed theory suggests that some earthquakes may occur in a sort of earthquake storm, where
one earthquake will trigger a series of earthquakes each triggered by the previous shifts on the
fault lines, similar to aftershocks, but occurring years later.
Large numbers of earthquakes occur on a daily basis on Earth, but the majority of them are
detected only by seismometers and cause no damage. Most occur in narrow regions around plate
boundaries down to depths of a few tens of kilometres where the crust is rigid enough to support
the elastic strain. Where the crust is thicker and colder they will occur at greater depths and the
opposite in areas that are hot.
Large earthquakes can cause serious destruction and massive
loss of life through a variety of agents of damage, including fault
rupture, vibratory ground motion (i.e. shaking), inundation
(caused by tsunami, seiche - change of water level in a lake or
bay, dam failure etc.), various kinds of permanent ground failure
(e.g. liquefaction, landslide), and fire or a release of hazardous
materials. In a particular earthquake, any of these agents of
damage can dominate, and historically each has caused major
damage and great loss of life, but for most of the earthquakes
Seiche shaking is the dominant and most widespread cause of damage.
There are four types of seismic (pronounced [‘saizmik]) waves that are all generated
simultaneously and can be felt on the ground. The two types of body waves – P-waves or primary
waves and S-waves (secondary or shear waves), and the two types of surface waves (Love waves
and Rayleigh waves) are responsible for the shaking hazard. Most large earthquakes are
accompanied by other, smaller ones, that can occur either before or after the principal quake —
these are known as foreshocks or aftershocks, respectively. While almost all earthquakes have
aftershocks, foreshocks are far less common occurring in only about 10% of events. The power of
an earthquake is distributed over a significant area, but in the case of large earthquakes, it can
spread over the entire planet.
Ground motions caused by very distant earthquakes are called teleseisms. Using such ground
motion records from around the world it is possible to identify a point from which the earthquake’s
seismic waves appear to originate. That point is called its focus or hypocenter and usually proves
to be the point at which the fault slip was initiated. The location on the surface directly above the
hypocenter is known as the epicenter. The total size of the fault that slips, the rupture zone, can be
as large as 1000 km, for the biggest earthquakes. Earthquakes that occur below sea level and
have large vertical displacements can give rise to tsunamis (seismic sea waves), either as a direct
39
result of the deformation of the sea bed due to the earthquake or as a result of submarine landslips
or slides directly or indirectly triggered by it.
(http://www.experiencefestival.com/a/Earthquake/id/466877)
40
Comprehension check
1 What are earthquakes?
2 What are they caused/powered by?
3 What is induced seismicity?
4 What hazards do earthquakes include?
5 Name the types of seismic waves.
6 Define the term teleseism.
7 Explain the terms hypocenter and epicenter.
Language study
1 Match the words in the table with their synonyms or definitions listed below:
inundation landslip layer break-up crust shaft
seiche teleseism vibratory motion deposit tsunami
Word Synonym/Definition
flood
ground motion caused by distant earthquakes
landslide
fluctuation in the lake or bay water level
fault
Earth’s outer portion
shaking
natural layer of gas, coal, etc.
seismic sea wave
2 Insert the missing comparatives and

superlatives:
big
common
great
large
massive
narrow
serious
significant
strong
41
widespread
3 Find some more adjectives in the text, and say their comparatives and superlatives.
42
14 Further Reading
14.1 Seismic Waves
Seismic waves are the waves of energy caused by the sudden breaking of rock within the earth or
an explosion. They are the energy that travels through the earth and is recorded on seismographs.
There are several different kinds of seismic waves, and they all move in different ways. The two
main types of these waves are body waves and surface waves. Body waves can travel through the
earth’s inner layers, but surface waves can only move along the surface of the planet like ripples on
water. Earthquakes radiate seismic energy as both body and surface waves.
Body Waves
P Waves
The first kind of body wave is the P wave or primary wave. This is the fastest kind of seismic wave.
The P wave can move through solid rock and fluids, like water or the liquid layers of the earth. It
pushes and pulls the rock it moves through just like sound waves push and pull the air. Have you
ever heard a big clap of thunder and heard the windows rattle at the same time? The windows
rattle because the sound waves were pushing and pulling on the window glass much like P waves
push and pull on rock. Sometimes animals can hear the P waves of an earthquake. Usually we
only feel the bump and rattle of these waves.
The arrow shows the direction that the wave is moving.
S Waves
The second type of body wave is the S wave or shear (transverse) wave, which is the second wave
you feel in an earthquake. An S wave is slower than a P wave and can only move through solid
rock. This wave moves rock up and down, or side-to-side.
43
Surface Waves
Love Waves
The first kind of surface wave is called the Love wave, named after Augustus Edward Hough Love,
a British mathematician who was famous for his work on the mathematical theory of elasticity, and
who worked out the mathematical model for this kind of wave in 1911. It’s the fastest surface wave
and moves the ground from side-to-side.
Rayleigh Waves
The other kind of surface wave is the Rayleigh wave, named for/after John William Strutt, aka Lord
Rayleigh, a British physicist who mathematically predicted the existence of this kind of wave in
1885, and (with William Ramsay) discovered the element argon, an achievement that earned him
the Nobel Prize for Physics in 1904. A Rayleigh wave rolls along the ground just like a wave rolls
across a lake or an ocean. Because it rolls, it moves the ground up and down, and side-to-side in
the same direction that the wave is moving. Most of the shaking felt from an earthquake is due to
the Rayleigh wave, which can be much larger than the other waves.
(http://en.wikipedia.org/wiki/Seismic_wave)
Language study
1 Practise reading this text by passages.

2 Put simple questions about the basic terms therein (following the QUASI word order) and give
simple answers.
Example: Q: What are two main types of seismic waves?

A: Body and surface waves.
44
14.2 Elastic-Rebound Theory
In geology, the elastic rebound theory was the first theory to satisfactorily explain earthquakes.
Previously it was thought that ruptures of the surface were the result of strong ground shaking
rather than the converse suggested by this theory.
Following the great 1906 earthquake in San Francisco, Henry Fielding Reid examined the
displacement of the ground surface around the San Andreas Fault. From his observations he
concluded that the earthquake must have been the result of the elastic rebound of previously
stored elastic strain energy in the rocks on either side of the fault. In an interseismic period the
earth’s plates move relative to each other except at most plate boundaries where they are locked.
Thus if a road is built across the fault as in the figure panel Time 1 it is perpendicular to the fault
trace at the point E where the fault is locked. The far field plate motions (large arrows) cause the
rocks in the region of the locked fault to accrue elastic deformation, figure panel Time 2.
The deformation builds at the rate of a few cm per year, over a time period of many years. When
the accumulated strain is great enough to overcome the strength of the rocks an earthquake
occurs. During the earthquake the portions of the rock around the fault that were locked and had
not moved ‘spring’ back, relieving the displacement in a few seconds that the plates moved over
the entire interseismic period (D1 and D2 in Time 3). The time period between Time 1 and Time 2
could be months to hundreds of years, while the change from Time 2 to Time 3 is seconds. Like an
elastic band the more the rocks are strained the more elastic energy is stored and the greater
potential for the event. The stored energy is released during the rupture partly as heat, partly in
damaging the rock and partly as elastic waves. Modern measurements using GPS largely support
Reid’s theory as the basis of seismic movement, though actual events are often more complicated.
(http://en.wikipedia.org/wiki/Elastic-rebound_theory)
Language study
1 Make your own presentation on earthquakes.
45
15 Waste Management
Waste management is the collection, transport, processing (or treatment), recycling or disposal of
waste materials (solid, liquid or gaseous), usually ones produced by human activity, in an effort to
reduce their effect on human health or the environment.
Waste management practices differ for developed and developing nations, for urban and rural
areas, and for residential, industrial, and commercial producers. Waste management for non-
hazardous residential and institutional waste in metropolitan areas is usually the responsibility of
local government authorities, while management for non-hazardous commercial and industrial
waste is usually the responsibility of the generator.
15.1 Waste Management Concepts
The waste hierarchy
There are a number of concepts about waste management, which vary in their usage between
countries or regions. The waste hierarchy classifies waste management strategies according to
their desirability:
 reduce,
 reuse,
 recycle.
It has taken many forms over the past decade, but the basic concept has remained the cornerstone
of most waste minimisation strategies. The aim of the waste hierarchy is to extract the maximum
practical benefits from products and to generate the minimum amount of waste. Some waste
management experts have recently incorporated a ‘fourth R’: “re-think”, with the implied meaning
that the present system may have fundamental flaws, and that a thoroughly effective system of
waste management may need an entirely new way of looking at waste.
Source reduction
Source reduction involves efforts to reduce hazardous waste and other materials by modifying
industrial production. Source reduction methods involve changes in manufacturing technology, raw
material inputs, and product formulation.
Another method of source reduction is to increase incentives for recycling. Many countries in the
world are implementing variable rate pricing for waste disposal (also known as Pay as You Throw –
PAYT) which has been effective in reducing the size of the municipal waste stream. Source
reduction is typically measured by efficiencies and cutbacks in waste.
Resource recovery
A relatively recent idea in waste management has been to treat the waste material as a resource to
be exploited, instead of just being managed and disposed of. There are a number of different
methods by which resources may be extracted from waste: the materials may be extracted and
recycled, or the calorific content of the waste may be converted to electricity. The process of
extracting resources or value from waste is variously referred to as secondary resource recovery,
recycling, and other terms. The practice of treating waste materials as a resource is becoming
more common, especially in metropolitan areas where space for new landfills is becoming scarcer,
and disposing of waste materials is unsustainable in the long term, as there is a finite supply of
most raw materials.
46
Recycling
Recycling is reprocessing of materials into new products, and the
means to recover for other use a material that would otherwise be
considered waste. It prevents useful material resources being
wasted, reduces the consumption of raw materials and reduces
energy usage, and hence greenhouse gas emissions. Recycling is a
key concept of modern waste management and is the third
component of the waste hierarchy. The popular meaning of
‘recycling’ in most developed countries has come to refer to the
widespread collection and reuse of various everyday waste
materials. They are collected and sorted into common groups, so The international recycling symbol
that the raw materials from these items can be used again (i.e. recycled).
Recyclable materials, also called “recyclables” or “recyclates”, may originate from a wide range of
sources including the home and industry. They include glass, paper, aluminium, asphalt, iron,
textiles and plastics. Biodegradable waste, such as food waste or garden waste, is also recyclable
with the assistance of microorganisms through composting or anaerobic digestion. Recyclates
need to be sorted and separated into material types.
There are two common household methods of helping to increase recycling. Firstly kerbside
collection (US: curbside collection) is where consumers leave pre-sorted materials for recycling at
the front of their property, typically in boxes or sacks to be collected by a recycling vehicle.
Alternatively, the householder may take the materials to recycling banks or civic amenity centres
where recyclates are placed into recycling bins based on the type of material. Recycling does not
include reuse where items retain their existing form for other purposes without the need for
reprocessing.
In developed countries, the most common consumer items recycled include: aluminium beverage
cans, steel, food and aerosol cans, plastic bottles, glass bottles and jars, paperboard cartons,
newspapers, magazines, and cardboard.
The recycling of obsolete computers and electronic equipment is important, but more costly due to
the separation and extraction problems. Much electronic waste is sent to Asia, where recovery of
the gold and copper can cause environmental problems (monitors contain lead and “heavy metals”
such as selenium and cadmium are commonly found in electronic items).
The cost of collecting and sorting the materials often means that they are equally or more
expensive than virgin materials. In some countries, recycling programs are subsidised by deposits
paid on beverage containers. The economics of recycling junked automobiles also depends on the
scrap metal market except where recycling is mandated by legislation (as in Germany). In many
areas, material for recycling is collected separately from general waste, with dedicated bins and
collection vehicles. Other waste management processes recover these materials from general
waste streams.
(http://en.wikipedia.org/wiki/Waste_management)
Comprehension check
1 What is waste management?
2 How is the responsibility for waste management shared?
3 Explain the waste hierarchy.
4 What do 3Rs and 4Rs stand for?
5 What is source reduction characterized by?
6 What is resource recovery?
7 What idea stands behind the process of recycling?
8 Which recyclable materials are most common?
9 Which methods of the household collection of materials are most popular?
47
Language study
1 Find as many verbs with the prefix “re” in the text as possible.
2 Find the words that mean:

decrease ______________________________
fault or defect ______________________________
encouragement or initiative ______________________________
reprocessing or recovery ______________________________
treatment ______________________________
3 Make gerunds (verbal nouns) from the following verbs:

extract _____________________ help _____________________
make _____________________ manage _____________________
place _____________________ process _____________________
recycle _____________________ reuse _____________________
separate _____________________ try _____________________
4 Write the spelling equivalents:
British English American English British English American English

aluminum kerbside
center minimisation
favourite organization
harbour subsidise
garbage vapor
tin car
yard bin
5 Discussion point
Put forward your concept of waste management in Croatia.
48
15.2 Waste Management Techniques
Managing municipal waste, industrial waste and commercial waste has traditionally consisted of
collection, followed by disposal. Depending upon the type of waste and the area, a level of
processing may follow collection. This processing may be to reduce the hazard of the waste,
recover material for recycling, produce energy from the waste, or reduce it in volume for more
efficient disposal.
Collection methods vary widely between different countries and regions,
Landfill
Disposing of waste in a landfill is the most traditional
method of waste disposal, and it remains a common
practice in most countries. Historically, landfills were often
established in disused quarries, mining voids or borrow
pits. Running a landfill that minimises environmental
problems can be a hygienic and relatively inexpensive
method of disposing of waste materials; however, a more
A landfill compaction vehicle in operation
efficient method of disposal will be needed in time as less
land becomes available for such purposes.
Older or poorly managed landfills can create a number of adverse environmental impacts, including
wind-blown litter, attraction of vermin and pollutants such as leachate, which can leach into and
pollute groundwater and rivers. Another product of landfills containing harmful wastes is landfill
gas, mostly composed of methane and carbon dioxide, which is produced as the waste breaks
down anaerobically.
Characteristics of a modern landfill include methods to contain leachate, such as lining clay or
plastic liners. Disposed waste should be compacted and covered to prevent attracting mice and
rats and preventing wind-blown litter. Many landfills also have a landfill gas extraction system
installed after closure to extract the gas generated by the decomposing waste materials. This gas
is often burnt in a gas engine to generate electricity. Even flaring the gas off is a better
environmental outcome than allowing it to escape to the atmosphere, as this consumes the
methane, which is a far stronger greenhouse gas than carbon dioxide. Some of it can be tapped for
use as a fuel.
Incineration
Incineration is the process of destroying waste material by burning it. It is often alternatively named
“energy-from-waste” (EfW) or “waste-to-energy”; however, this is misleading as there are other
ways of recovering energy from waste that do not involve directly burning it (e.g. anaerobic
digestion, pyrolysis and gasification).
Incineration is carried out both on a small scale by individuals, and on a large scale by industry. It is
recognised as a practical method of disposing of hazardous waste materials, such as biological
medical waste. Many entities now refer to disposal of wastes by exposure to high temperatures as
thermal treatment (however this also includes gasification and pyrolysis).
This concept encompasses recovery of metals and energy from municipal solid waste (MSW) as
well as safe disposal of the remaining ash and reduction of the volume of waste. Though classic
incineration is still widely used in many areas, especially developing countries, incineration as a
waste management tool is becoming controversial for several reasons.
49
Composting and anaerobic digestion
Waste materials that are organic in nature, such as plant
material, food scraps, and paper products, are increasingly
being recycled. These materials are put through a
composting and/or digestion system to control the biological
process to decompose the organic matter and kill
pathogens. The resulting stabilized organic material is then
recycled as mulch or compost for agricultural or landscaping
purposes.
There are a large variety of composting and digestion
methods and technologies, varying in complexity from
simple windrow composting of shredded plant material, to
automated enclosed-vessel digestion of mixed domestic
waste. These methods of biological decomposition are
differentiated as being aerobic in composting methods or
anaerobic in digestion methods, although hybrids of the two
An active compost heap
methods also exist.
Mechanical biological treatment

Mechanical biological treatment (MBT) is a technology category for
combinations of mechanical sorting and biological treatment of the
organic fraction of municipal waste. It is also sometimes termed BMT-
Biological Mechanical Treatment – however this simply refers to the
order of processing.
Pyrolysis & gasification

Pyrolysis and gasification are two related forms of thermal treatment
where materials are heated with high temperatures and limited oxygen.
The process typically occurs in a sealed vessel under high pressure.
Converting material to energy this way is more efficient than direct
incineration, with more energy able to be recovered and used.
Pyrolysis of solid waste converts the material into solid, liquid and gas products. The liquid oil and
gas can be burnt to produce energy or refined into other products. The solid residue ( char) can be
further refined into products such as activated carbon.
Gasification is used to convert organic materials directly into a synthetic gas (syngas) composed of
carbon monoxide and hydrogen. The gas is then burnt to produce electricity and steam.
Gasification is used in biomass power stations to produce renewable energy and heat.
(http://en.wikipedia.org/wiki/Waste_management)
Comprehension check
1 Explain briefly each of the waste management techniques.
2 Which of them, in your opinion, is/are mostly used in Croatia?
Language study
1 Find the words that mean:
without air/oxygen _____________________________
to destroy by burning _____________________________
conversion of organic materials into gas _____________________________
solid residue _____________________________
50
conversion of solid waste into solids, liquids and gases _____________________________
2 Fill in the blanks with the correct form of the word in brackets:
1 Waste _______________________ (manage) ______ (be) the ____________________
(collect), _______________________ (transport), ________________________ (process) or
______________________ (treat), ____________________ (recycle) or
___________________ (dispose) of waste materials.
2 Source ___________________ (reduce) ________________ (involve) efforts

_________________ (reduce) ______________________ (hazard) waste and other materials
by __________________ (modify) _____________________ (industry)
________________________ (produce).
3 The cost of ___________________ (collect) and ______________ (sort) the materials often
______________ (mean) that they ______ (be) __________________ (equal) or
_______________________ (expensive) than virgin materials.
4 ___________________ (dispose) of waste in a landfill ______ (be) ______________________

(traditional) method of waste ___________________ (dispose), and it _______________
(remain) a ____________________ (common) practice in most countries.
5 Landfill gas ____________________ (produce) as the waste _______________________

(break down) ___________________ (anaerobic).
6 There ______ (be) a large variety of ____________________ (compost) and

________________ (digest) methods and technologies.
7 __________________ (convert) material to energy this way ________ (be)

_________________________ (efficient) than direct ____________________ (incinerate) with
more energy able _______________________ (recover) and _______________ (use).
8 _______________________ (gasify) ________________ (use) in biomass power stations

_____________________ (produce) _____________________ (renew) energy and heat.
3 Turn these passive sentences into active ones:

1 Classic incineration is still widely used in many areas.
____________________________________________________________________________
2 Landfills were often established in disused quarries, mining voids or borrow pits.
____________________________________________________________________________
3 Disposed waste should be compacted and covered.
____________________________________________________________________________
4 In some countries, recycling programs are subsidised by deposits paid on beverage containers.
____________________________________________________________________________
5 Recyclates need to be sorted and separated into material types.
____________________________________________________________________________
51
4 Read this article carefully:
Sweden imports trash for energy
Yes, you read it right: Sweden is importing trash from
its neighbors —and using the waste as fuel for its
energy program. The program is such a success that
waste incineration plants in Sweden account for up
to a fifth of the country’s district heating, Public Radio
International (PRI) reported. But now, Sweden’s
waste recycling program may have proven too
successful. “We have more capacity than the
production of waste in Sweden and that is usable for
incineration,” said Catarina Ostlund, Senior Advisor
for the Swedish Environmental Protection Agency.
A waste incineration plant
She said that this means the country is producing much less burnable waste than it needs - it is not
generating enough trash to power the incinerators, prompting it to import waste from European
neighbors. The solution? Importing about 800,000 tons of trash from the rest of Europe per year to
use in its power plants.
Most of the imported waste comes from neighboring Norway as it is more expensive to burn the
trash there and cheaper for the Norwegians to simply export their waste to Sweden. Under the
arrangement, Norway pays Sweden to take the waste and Sweden also gets electricity and heat.
Environmental balance
However, dioxins in the ashes of the waste byproduct pose a serious environmental problem.
Ostlund added there are also heavy metals captured within the ash that need to be landfilled.
Those ashes are then exported to Norway. “So that’s why we have the world’s best incineration
plants concerning energy efficiency. But I would say maybe in the future, this waste will be valued
even more so maybe you could sell your waste because there will be a shortage of resources
within the world,” Ostlund said.
Recycling
The PRI report said Sweden is “incredibly successful” in recycling, with only four percent of
household waste ending up in landfills. “The rest winds up either recycled or used as fuel in waste-
to-energy power plants,” it said. Sweden’s garbage burning system distributes heat by pumping
heated water into pipes through residential and commercial buildings, and providing electricity for
250,000 homes. It recovers the most energy from each ton of waste in the waste to energy plants,
and energy recovery from waste incineration increased dramatically over the last few years.
Future plans
Ostlund said Sweden hopes Europe will build its own plants in the future, so it can take care of its
own waste. “I hope that we instead will get the waste from Italy or from Romania or Bulgaria or the
Baltic countries because they landfill a lot in these countries. They don’t have any incineration
plants or recycling plants, so they need to find a solution for their waste,” Ostlund said.
Landfilling remains the principal way of disposal in those countries, but new waste-to-energy
initiatives have been introduced in Italy, Romania, Bulgaria, and Lithuania. Ostlund added it is also
important for Sweden to find ways to reduce its own waste in the future. “This is really not a long-
term solution, because we need to be better to reuse and recycle, but in the short perspective I
think it’s quite a good solution,” Ostlund said.
(TJD, GMA News, 29 October 2012)
(With acknowledgements to student Boris Sić)
5 Find synonyms for the following words:
trash pose landfill increase garbage reduce residential
6 Make your own sentences using the following promts:
burnable waste-to-energy incineration byproduct landfilling import plant
7 Discuss this new concept of burning waste with your colleagues.
52
16 E-waste
A recent investigation claims that some computers are being disposed of in ways which are
damaging to both health and the environment. What does happen to old computers?
Investigations by BBC programme-makers reveal that computer

waste is still being dumped in developing nations. This c ontravenes
the Basel Convention, which regulates the shipment and disposal of
hazardous materials. E-waste is a growing problem with much of it
being sent to India and China. About 130 million computers will be
manufactured and sold this year, and turnover is fast. A number of
western countries have made it illegal to dump old computers in
landfill sites. They have to be recycled, a process which costs tens of
dollars per computer.
But some companies choose a cheaper option — they export them to developing countries where
regulations on processing are either non-existent or ignored. Many of these discarded machines
end up being dismantled in ways that are damaging to the environment and to the health of the
workers who take them apart. These workers, who often have no protective clothing, are exposed
to dangerous materials such as lead, mercury, arsenic and cadmium which can result in serious
illness and disability.
Next year, a new European Union directive called WEEE — Waste Electrical and Electronic
Equipment — comes into force which should make e-waste dumping from Europe a thing of the
past. Manufacturers will have to take back computers that have reached the end of their useful
lives and make sure they are properly recycled. Unfortunately, negotiations on setting up a similar
scheme in the United States, which environmental groups regard as the principal source of e-
waste, have broken down. However, most industrialised nations agree that as long as IT products
are seen as disposable — it’s cheaper to buy a completely new system than it is to upgrade — the
only way to control their disposal is through legislation.
http://www.businessenglishonline.net/wp-content/uploads/2010/10/IC037S-e-waste.pdf
Language study
1 Find words or expressions in the article which mean:
(a) to do something that is not allowed by a rule, law, or agreement __________________
(b) large holes in the ground where rubbish from industry is buried __________________
(c) official controls on an activity, process, or industry __________________
(d) an official order __________________
(e) to make a computer or machine more powerful or effective __________________
2 What is the meaning of the following verbs? Choose the synonym from the list.
get rid of take apart make harm reprocess throw away discharge
damage ______________________________________
discard ______________________________________
dismantle ______________________________________
dispose of ______________________________________
dump ______________________________________
recycle ______________________________________
3 Scan the article and find as many of these verbs, or derivatives of them, as you can.
53
Verb Noun Adjective

(to) damage
discard
dispose
dump
exposed
investigation
recycle
regulate
5 Underline correctly spelled words:

damagable producible discardible damageable recycleable claimable
agreeable upgradible regulable upgradable productible dismantleable
6 Insert the correct form of the verbs in brackets, either active or passive:
1 Many of these machines end up ___________________________ (dismantle).
2 Workers without protective clothing _________________________ (expose) to dangerous
materials.
3 About 130 million computers _____________________________ (manufacture) and
______________ (sell) this year, and turnover __________________ (be) fast.
4 Manufacturers __________________________ (have) to take back computers that
_____________________ (reach) the end of their useful lives and _____________________
(make sure) that they ________________________________ (properly recycle).
5 The BBC investigations ______________________ (reveal) that computer waste
_________________________________ (still dump) in developing countries.
6 A number of western countries ___________________________ (make it illegal) to dump old
computers in landfill sites.
7 E-waste is a growing problem, with much of it ____________________________ (send) to
India and China.
8 Unfortunately, negotiations on ___________________ (set up) a relevant recycling scheme
____________________________ (break down).
7 Discuss the following questions in small groups and report your ideas to the class:
(a) What happens to old computers?
(b) What does your company do with computers it no longer needs?
(c) Should companies be responsible for recycling their own e-waste?
54
(d) How should electronic waste be disposed of?
17 Terrorism
Terrorism is the systematic use of terror especially as a means of

coercion. It has been practiced by: a broad array of political
organizations for furthering their objectives, both right-wing and left-
wing political parties, nationalistic groups, religious groups,
revolutionaries, and ruling governments.
At present, there is no internationally agreed definition of terrorism. The
word itself is politically and emotionally charged, and this greatly
compounds the difficulty of providing a precise definition.
Key definition criteria

Common definitions refer only to those violent acts which are intended to create fear (terror), are
perpetrated for an ideological goal (as opposed to a lone attack), and deliberately target or
disregard the safety of non-combatants, which are also often recognizable by a following statement
from the perpetrators. Official definitions determine counter-terrorism policy, and are often
developed to serve it. Most government definitions outline the following key criteria: target,
objective, motive, perpetrator, and legitimacy or legality of the act . In line with that, a proper
definition of terrorism should take the following factors into consideration:
Violence – includes many acts not usually considered terrorism: war, riot, organized crime, property
destruction, or even a simple assault.
Psychological impact and fear – each act of terrorism is a “performance” devised to have an impact
on many large audiences. Terrorists also attack national symbols, to show power and to attempt to
shake the foundation of the country or society they are opposed to.
Perpetrated for a political goal – terrorism is a political tactic, which is used by activists when they
believe that no other means will effect the kind of change they desire. This is often where the inter-
relationship between terrorism and religion occurs.
Deliberate targeting of non-combatants – intentional and specific selection of civilians as direct
targets just because they are specific “symbols, tools, animals or corrupt beings” that tie into a
specific view of the world that the terrorists possess.
Unlawfulness or illegitimacy – actions that would otherwise qualify as terrorism would not be
considered terrorism if they were government sanctioned.
Types of terrorism
Researchers in the United States began to distinguish different types of terrorism in the 1970s, as
part of the larger effort to understand how to counter and deter it, following a decade in which both
domestic and international groups flourished. By that point, modern groups had began to use
techniques such as hijacking, bombing, diplomatic kidnapping and assassination to assert their
demands and, for the first time, they appeared as real threats to Western democracies, in the view
of politicians, law makers, law enforcement and researchers. Today these types include:
Civil disorder – a form of collective violence interfering with the peace, security, and normal
functioning of the community.
Political terrorism – violent criminal behaviour designed primarily to generate fear in the community,
or substantial segment of it, for political purposes. Genuine political terrorism is characterized by a
revolutionary approach.
Limited political terrorism – refers to acts of terrorism which are committed for ideological or political
motives but which are not part of a concerted campaign to capture control of the state.
Non-political terrorism – not aimed at political purposes but exhibits conscious design to create and
maintain high degree of fear for coercive purposes.
Quasi-terrorism – the modalities and techniques of the genuine terrorism producing similar
consequences and reaction, but for quite different purposes, e.g. the fleeing felon who takes
hostages is a quasi-terrorist, but without intentions to induce terror in the immediate victim.
Official or state terrorism – the use of force or the threat of force by states, without declaring war, to
terrorize citizens and achieve a political goal. Germany under Nazi rule has been described in this
55
way. It may also be referred to as structural terrorism defined broadly as terrorist acts carried out by
governments in pursuit of political objectives, often as part of their foreign policy. The Abu Nidal
Organization is an example of state-sponsored terrorism.
Nationalist or domestic terrorism – using violence to fight for ‘national liberation’ in non-
democracies, thus getting people’s sympathy. ETA, IRA, Shining Path in Peru, the Kurdistan
Workers Party etc. Democracies, such as the United States, Israel, Indonesia, and the Philippines,
also have experienced domestic terrorism.
Suicide terrorism – the readiness to sacrifice one’s life in the process of destroying or attempting to
destroy a target to advance a political goal. The aim of the psychologically and physically war-
trained terrorist is to die while destroying the enemy target.
Religious terrorism – performed by groups or individuals, whose motivation
is typically rooted in the faith based tenets, e.g. Al-Qaeda, Hamas,
Hezbollah etc. They use violence as their strategy.
Bioterrorism – the intentional release of toxic biological agents (i.e. viruses,
bacteria and toxins) to harm and terrorise civilians, in the name of a
political or other cause. Category A Biological Diseases, those most likely
to do the most damage, include: anthrax, botulism, the plague, smallpox,
tularaemia, hemorrhagic fever due to Ebola Virus or Marburg Virus etc.
Cyber-terrorism – uses information technology, such as computer systems or telecommunications,
as a tool to orchestrate a traditional attack to civilians and draw attention to their cause. More often,
it refers to an attack on information technology itself in a way that would radically disrupt networked
services, e.g. disabling networked emergency systems or hacking into networks housing critical
military or financial information.
Eco-terrorism or environmental terrorism – a recently coined term describing violence in the
interests of environmentalism. In general, environmental extremists sabotage equipment and
unmanned facilities (e.g. by arson, tree spiking, paint splashing etc.) to inflict economic damage on
industries or actors they see as harming animals or the natural environment, such as fur
companies, logging companies and animal research laboratories.
Nuclear terrorism – exploiting nuclear materials as a terrorist tactic. These include attacking nuclear
facilities, purchasing or building nuclear weapons, or otherwise finding ways to disperse radioactive
materials.
Narco-terrorism – it has had several meanings since its coining in 1983. It once denoted violence
used by drug traffickers to influence governments or prevent government efforts to stop the drug
trade. In the last several years, narco-terrorism has been used to indicate situations in which
terrorist groups use drug trafficking to fund their other operations.
Responses
Responses to terrorism are broad in scope. They can include realignments of the political spectrum
and reassessments of fundamental values. The term counter-terrorism has a narrower connotation,
implying that it is directed at terrorist actors. Specific types of responses include:
 targeted laws, criminal procedures, deportations, and enhanced police powers;
 target hardening, such as locking doors or adding traffic barriers;
 pre-emptive or reactive military action;
 increased intelligence and surveillance activities;
 pre-emptive humanitarian activities;
 more permissive interrogation and detention policies, etc.
(http://en.wikipedia.org/wiki/Terrorism)
Comprehension check
1 Put the words into the correct order to make questions and instructions, and then answer them:
1 term/define/’terrorism’/the
___________________________________________________________
2 refer/what/definitions/do/to/common?
___________________________________________________________
56
3 official/determine/what/do/definitions?
___________________________________________________________
4 government/outline/do/what/definitions?
___________________________________________________________
5 the/name/types/terrorism/of.
___________________________________________________________
6 each/briefly/them/define/of.
___________________________________________________________
7 should/which/considered/be/factors/specifically?
___________________________________________________________
8 responses/which/taken/can/terrorism/be/to/combat?
___________________________________________________________
9 been/ever/have/exposed/attack/you/a/to/terrorist?
___________________________________________________________
Language study
1 Match the terms with their synonyms/definitions:
coercive tenet pre-emptive assert arson compound perpetrate
Term Synonym/Definition
to declare or fight for
using force or threat of force
principle or belief
preventive
deliberate fire setting
commit a crime or do something wrong
complicate

_____________________ (suicide) terrorism can _________________ (define) as the
__________________ (ready) ___________________ (sacrifice) one’s life in the process of
__________________ (destroy) or _________________ (attempt) _________________ (destroy)
a target ________________ (advance) a ________________ (politics) goal. The aim of the
_____________________ (psychology) and ___________________ (physics) war-trained terrorist
is __________ (die) while __________________ (destroy) the enemy target. Bioterrorism _______
(be) the __________________ (intention) release of toxic __________________ (biology) agents.
_________________ (religion) terrorism ______________________ (perform) by groups or
individuals, whose __________________ (motivate) ______ (be) ________________ (typical)
_______________ (root) in the faith based tenets. The responses ______________ (include):
___________________ (target) laws, ___________________ (crime) procedures,
____________________ (deport), and ___________________ (enhance) police powers.
57
18 Occupational Health and Safety
The average person finds it difficult to assess risks. For this reason, work practices need to be
regulated; otherwise some employees will take risks. In line with that, the labour law addresses the
following issues:
 occupational health and safety,
 accident prevention regulations,
 special regulations for hazardous occupations such as mining and building,
 provisions for risks such as poisons, dangerous machinery, dust, noise, vibration and radiation,
 full range of dangers arising from modern industrial processes, e.g. widespread use of
chemicals.
Examples of dangerous activities are:

 welding or grinding without goggles,
 working on a construction site work without a hard hat,
 working in noisy factories, cabs, on airport tarmacs and with outdoor machinery without ear
protection,
 working in chemical areas without protective clothing,
 smoking near hazardous substances.
The key concerns for health and safety are to assess the risks and hazards, such as:
 combustion contamination drains dust explosion

 flammable materials friction fumes fumigation gas
 harmful materials shock spraying toxic materials vapour
Risk assessment is conducted by identifying and quantifying the effects, such as:
 adverse effects impaired fertility cancer burns vomiting

 irreversible effect genetic damage dizziness birth defect drowsiness
Having completed it, appropriate protective measures can be taken. They include: wearing
protective clothing, using safety equipment, avoiding contact with hazardous materials, proper
handling and use of machinery, etc.
Safety equipment and protective clothing
Safety equipment and protective clothing comprise:

 Workwear – coveralls (overalls or boiler suits), protective suits, dustcoats, uniforms and
vests,
 Protective headwear – hard hats and safety helmets,
 Eye protection – safety glasses, safety goggles, visors and shields,
 Ear defence (protection) – earplugs, ear protectors, etc.
58
 Respiratory protection – disposable masks, respirators, emergency escape smoke hoods
etc.
 Protective footwear – safety anti-slip shoes or boots,
 Protective handwear – various gloves,
 Foul weather gear – waterproof wear (macks or raincoats, jackets, suits, boots, gloves, hats
and caps), high visibility clothing (hi-vis vests, jackets or suits),
 Fall arrest – helps with working at heights (safety harnesses, restraint belts, lanyards and
fall arrestors).
(Briegel, N., Pohl, A.: Technical English – Vocabulary and Grammar, 2002)
Language study
1 Which parts of the safety equipment can you also recognise in the previous photos?
2 Can you name these items of safety equipment?
_________ _________ _________ _________ ________
3 The manager in charge of health and safety is explaining things to some new employees. Fill in
the blanks with the correct word from the list below.
accidents protectors drowsiness dust safety equipment workplace aware

poisonous fumes machinery burns chemicals dangerous masks
goggles noise smoke fire no smoking damages risks
Manager: New government regulations mean that we are all required to be more ___________ of
__________________ in the ____________________. As your employer, we will provide you with
the necessary ____________________________. You must wear ______________________ to
protect your eyes when working on this __________________. You should also wear ear
______________________ because the _________________ from the machines is high enough
to cause ___________________ to your hearing. And, of course, there is a lot of
_____________________ in the air, so please wear __________________ to stop you breathing it.
But, you too are responsible for your safety and for preventing ____________________.
Employee: Are we looking at ___________ risks?
Manager: Yes, of course. Remember that it is very _____________________ to smoke near the
chemical store. In fact, we have a ____________________ policy throughout the company.
___________________ themselves are, of course, _______________________, so they should
never enter your mouth. They could cause ____________________ if you get them on your skin. If
59
you leave them without a lid, ______________ may escape and cause headaches,
_________________________ or dizziness.
60
4 Choose the correct word:
1 Store containers in a well-ventilated/good-ventilated place.
2 Wipe up any spillages immediately and wash/rinse with soapy water.
3 Process cooling water can be returned/recycled.
4 This chemical is toxic/intoxicating if swallowed.
5 Leftover chemicals should be disproved/disposed of safely.
6 Please wear protective gloves when fingering/handling this chemical.
7 Remember that asbestos fibres can cause cancer/coma.
8 Pregnant women should not take this medicine as it may cause birth defects/effects.
9 Increased levels of radiation may lead to compared/impaired fertility.
10 Do not empty chemical paint products into the drains/grains.
11 Protect/Avoid contact with skin and eyes.
12 Do not use with other products as it may release dangerous fumes/fumigation.
5 Fill in the blanks with the correct form of the words in brackets:
1 When ________________ (work) in this area, please ___________ (wear)
____________________ (protect) clothing.
2 ___________________ (not pour) ___________ (use) chemicals into the drains, as they
________________ (cause) __________________________ (contaminate).
3 ___________________ (heat) this liquid may ____________ (cause) an
______________________ (explode).
4 These chemicals must ________________ (keep) in a _____________ (lock) cupboard
because they ________ (be) _______________________ (harm).
5 While they ___________________ (repair) the roof, we __________________ (close) this
department as a ____________________________ (precaution) measure.
6 ____________________________ (occupation) health _______ (be) part of Health and Safety.
7 _________________ (work) in a ___________ (noise) factory without ear _________________
(protect) ________ (be) _____________________ (danger).
8 Petrol and air _________ (be) __________________________ (flame) chemicals.
9 ____________________ (make sure) the containers ______________ (close)
___________________ (tight).
10 ____________________ (make sure) you __________________ (wear) ________________
(breathe) equipment before _______________ (start) ___________________ (fumigate).
6 Give advice on protection to your classmates using modal verbs (must, should, have to, need
to, ought to, etc.), following this pattern:
You ________________ wear /take/use _____________ when working with/in/on ____________.
7 Discussion point
What precautionary measures do you take at your job?
61
GLOSSARY
ache [eik] bol
activation drill vježba aktiviranja, aktivacijska vježba
address obratiti se; odnositi se, baviti se, raspravljati
ad hoc poseban, specijalan, za posebnu svrhu
add up dodati, zbrojiti, povećati, udružiti
adverse negativan, štetan, loš (utjecaj)
aerobic digestion aerobna razgradnja, razgradnja kisikom
aerosol raspršivač, ‘sprej’
affect pogoditi, napasti, imati štetan utjecaj
affection bolest, oboljenje; naklonost
aftershock podrhtavanje tla nakon potresa, naknadni udar
agent uzročnik bolesti
(to be) aimed at imati za cilj/svrhu
anaerobic digestion anaerobna razgradnja, razgradnja bez kisika
anthrax crni čir; bedrenica
appliance kućanski aparat; naprava; primjena
area/field of expertise uža specijalnost, uže područje rada, specifičnost
array niz, poredak, postava
arrestor zatega, sigurnosna kopča
arson palež, podmetanje vatre
assassin ubojica, atentator
assassination ubojstvo, atentat; razaranje, uništavanje
assault napad, juriš
assert zagovarati, proklamirati; izjaviti; braniti
assess procijeniti, ocijeniti
attic potkrovlje, mansarda
avian influenza ptičja gripa
awareness svijest, osviještenost
barrier pomična/mehanička brana
basin bazen; porječje; zaljev
beach nourishment nasipavanje pijeska na obalu
beautification uređenje, uljepšavanje
bed sloj, naslaga, korito (rijeke), dno (mora); gredica
bedrock kamen temeljac
beltway/belt highway obilaznica, kružni tok
beverage piće, napitak
bird flu ptičja gripa
birth defect prirođena mana (npr. zečja usna)
blown up prenapuhan, pretjeran, preuveličan
body wave unutarnji/dubinski seizmički val
bone meal koštano brašno
borrow pit materijalni rov
botulism botulizam, trovanje krvi uzrokovano otrovom clostridium botulinum
bovine spongiform kravlje ludilo
encephalopathy
breach probiti (nasip), prodrijeti; prekršiti (zakon)
62
breed vrsta, pasmina; uzgajati (životinje)
breeder uzgajivač
brighten razvedriti, oživjeti, učiniti prijatnijim
build-up nagomilavanje; jačanje intenziteta
bulk waste/trash glomazni otpad
bulb žarulja
bump mukli udarac
bund (wall) zidani/betonski nasip, betonski bazen
burst probiti, provaliti, razvaliti
business continuity neprekidnost poslovanja, kontinuitet
business resumption nastavak poslovanja, ponovna uspostava, normalizacija
bypass (road) obilaznica
cadaver leš, lešina
caldera urušeni vulkanski krater
calorific toplinski
capture preuzeti, osvojiti, oteti
cardboard ambalažni karton, (valovita) ljepenka
carpooling vožnja uz podjelu troškova ili po dogovoru više ljudi
carton kartonska kutija
channel kanal; korito, matica rijeke
char karbonizirani/pougljenjeni ostaci
circle road kružni tok
civic amenity (CA) centre reciklažno dvorište
civil disorder remećenje javnog reda
classical swine fever svinjska kuga
clay ilovača, glina
clap prasak (groma)
climax kulminacija, vrhunac
coastline obala
coercion prisila, prinuda
coercive prisilan, prinudan
coin skovati (novu riječ); kovanica
come down with oboljeti od neke bolesti
committed počinjen
compaction zbijanje, stlačivanje, sažimanje
compost pile kompostište, kompostna hrpa
compound komplicirati, povećavati, pogoršavati
comprehensive opsežan, sveobuhvatan
compression stlačivanje, zbijanje, sužavanje
concerted zajednički, usklađen
congenital prirođen
connotation sporedno značenje, podrazumijevanje
conservation zaštita, očuvanje
contagious zarazan
contain zadržavati, zaustaviti; sadržavati
contamination zagađivanje, kontaminacija
continental shelf kontinentalna ploča
contract a disease razboljeti se, dobiti neku bolest
63
contravene prekršiti, doći u sukob sa (zakonom, propisom)
cordon off zatvoriti, zapriječiti kordonom; ograditi vrpcom
cornerstone kamen temeljac
cough [kɒf] kašalj
counter-intuitive neshvatljiv, nelogičan
coveralls (radni) kombinezon
crisis management krizno upravljanje
crisis management team krizni stožer
crops usjevi, žitarice
crusade kampanja
crust kora
culling selektivno klanje, probir
cultivation obrađivanje; uzgajanje (biljaka, životinja)
cutback smanjenje, redukcija
cured meat usoljeno/dimljeno/sušeno meso ili mesne prerađevine
dam zidana brana
damage oštetiti; šteta
debrief(ing) završna raščlamba/analiza, sagledavanje
debris krhotine, ostaci, ‘šuta’, ruševine
decomposition raspadanje, truljenje
deforestation krčenje šuma, deforestacija, ‘odšumljavanje’
degrade razgraditi
deliberate namjeran, svjestan, planiran
delineate prikazati, odrediti, utvrditi
deluge poplava
dense overcast gusta naoblaka
dependable pouzdan
dependent (dependant) ovisan; (uzdržavan)
derail uništiti, poremetiti
detention uhićenje, pritvor, zadržavanje
deter spriječiti; odvratiti
devastating razoran
developer građevinski poduzetnik
development stambeno naselje, novogradnja
die out izumrijeti
digestion razgradnja; probava
dilatation proširenje
dirt zemlja, tlo; blato; prljavština
disable onemogućiti, onesposobiti
disaster recovery oporavak od katastrofe, sanacija posljedica katastrofe
disastrous katastrofalan, poguban, strašan
disease bolest
discard odbaciti, otpisati
discipline struka
disinfectant barrier sanitarna/dezinfekcijska barijera
dismantle rastaviti, rashodovati, razmontirati
disorder nemir, nered; poremećaj, smetnja
displacement premještanje, pomicanje
64
disposal odlaganje, zbrinjavanje
dispose of odlagati, riješiti se
disrupt prekinuti, poremetiti, uništiti
distress nevolja, bol, smetnja, poremećaj
disused quarry napušteni kamenolom
dizziness vrtoglavica
dodge izbjegavati, preskakivati
domesticate pripitomiti, udomaćiti (biljke, životinje)
downstream nizvodan; u opadanju
drains odvod, kanalizacija
drill (mehanička) vježba, vježbovna izobrazba
drive pogon; niz, krug; akcija, kampanja
drought [‘draut] suša
drowsiness pospanost
dump odlagalište otpada; odlagati
ear protector antifon, zaštitne slušalice
ear plug čepić za uši
(earth)quake potres, zemljotres, podrhtavanje tla
efficiency učinkovitost, efikasnost
elaborate složen, kompliciran, opširan, razrađen
elastic-rebound theory teorija elastičnog odraza
elastic strain elastična napetost/naprezanje
elderly stariji, postariji
emergency response žurna/hitna intervencija, žurno djelovanje
emission emisija, ispuštanje (lpinova)
encephalopathy moždano oštećenje, encefalopatija
endemic karakterističan, svojstven, endemičan
enclosed zatvoren, ograđen; priložen
encourage poticati, ohrabrivati
endangered ugrožen
enforcement provedba (zakona); prisila
enhance pojačati, povećati, popraviti, unaprijediti
environment okoliš, okolina, ambijent
environmentalist stručnjak za zaštitu okoliša, ekolog
epidemic epidemija
equilibrium ravnoteža
equitable pravedan, nepristran
eradicate iskorijeniti, istrijebiti
erode podrivati, potkapati, propadati
exaggerate uveličavati, pretjerivati
excretion otpadna izlučevina ili nusprodukt (CO2, urin, izmet)
expanse prostranstvo; širenje, razlijevanje
exponential rastući, ogroman
exterminate iskorijeniti, istrijebiti
extinct izumro; ugašen (vulkan)
extinction izumiranje
eye oko tropske oluje, mirno područje oko središta oluje
eyewall olujni prsten
65
fabric pattern uzorak tkanine/tekstila
fabrication izmišljotina, laž
facility objekt, postrojenje,uređaj
f(a)eces fekalije
failure propadanje, nestajanje, urušavanje (zemlje); kvar
fall arrestor sigurnosna zatega, kočnica za uže
farm obrađivati zemlju; uzgajati (stoku, žitarice)
fatal koban, smrtan, smrtonosan
faucet slavina, pipa (USA)
fault planinski rasjed
feed stočna hrana, krmivo
feature osobina, crta; angažirati, uključiti, okupiti; karakterizirati
feed on opskrbljivati se, hraniti se (nečim)
feel like željeti, imati volju, htjeti
fertiliser umjetno gnojivo
finite ograničen, konačan
flammable zapaljiv
flare off izgarati
flash flood bujica
flaw mana, nedostatak, pogreška
fleeing felon počinitelj krivičnog djela u bijegu
flock jato (ptica), stado (ovaca, koza), krdo (deva)
flood poplava; bujica; plima; pljusak
flooding rain pljusak, prolom oblaka
flood plain naplavna nizina
flood-prone sklon poplavama
flourish cvasti, napredovati, širiti se
flyover nadvožnjak
f(o)etus fetus
foot-and-mouth disease slinavka i šap
forest šuma; pošumljavati
forestry šumarstvo
foreshock podrhtavanje tla prije potresa
formulation oblikovanje, osmišljavanje (proizvoda)
full(y)-fledged potpun, pravi, posve izgrađen
fuel opskrbljivati
full-scale exercise praktična vježba
fume(s) isparina, zagušljiva para/dim (ispušnih plinova, goriva, kemikalija)
fumigation dezinsekcija plinovitim pesticidima
gallon mjera za tekućinu (4,54 l/3,78 l - USA)
garbage smeće
gaseous plinovit
gasification dobivanje sintetičkog plina iz organskih tvari
generator izvor; proizvođač
genuine pravi, izvorni, autentičan
get the word out razglasiti
glacier ledenjak, glečer
global warming globalno zatopljenje/zagrijavanje
66
grassroots široke mase, obični ljudi
graze uzgajati stoku, voditi stoku na ispašu; pâsti travu
greenhouse effect efekt staklenika, staklenički efekt/učinak
greenhouse gas staklenički plin
grind (ground/ground) mljeti, drobiti; brusiti
groundwater podzemne vode
harbo(u)r zaštititi, zadržati
harden učvrstiti
harmful štetan, škodljiv
harness uprtač, remenje za vezivanje
hazardous opasan, štetan
hemorrhagic fever hemoragijska groznica, vrućica s krvarenjem
herd stado (krava), krdo (svinja)
high tide plima
high-vis(ibility) vest reflektirajući prsluk
highway bridge nadvožnjak
hijacking otmica zrakoplova
hog cholera svinjska kuga
horn morski zaljev; rog; sirena (na automobilu, motociklu)
household waste komunalni otpad
humid vlažan
illegitimacy netakonitost, nelegitimnost
illness bolest, oboljenje, bolesno stanje
impact utjecaj, djelovanje; sudar, sraz
impair oštetiti, oslabiti, umanjiti
incentive ekonomski poticaj; inicijativa
incineration spaljivanje
induce izazvati, potaknuti, prouzrokovati
induced seismicity umjetno izazvani potres
inflammable zapaljiv
inflict nanijeti (štetu), zadati, izazvati
institutional waste javni otpad
insulate izolirati
intestines crijeva, utroba
intoxication omamljenost, ošamućenost
inundation poplava
irreversible nepovratan, trajan
junk starudija, odbačene stvari, smeće
junked odbačen, star
kerbside rub pločnika, ‘rinzol’
lahar blatna bujica
land kopno; tlo; posjed
landfall odron, obrušavanje zemlje
landfill deponij, odlagalište otpada
landscaping uređenje okoliša
landslide odron zemlje, klizište
landslip odron zemlje, klizište
lanyard uže, vrpca
67
latent skriven, pritajen, latentan
latitude geografska širina
leachate procjedne vode
leach into cijediti se, doteći u (podzemne vode, rijeku)
leading edge napadna ivica (uragana, krila zrakoplova)
legal u skladu sa zakonom, pravovaljan, pravni, zakonit
legitimate zakonski utemeljen, opravdan, priznat, zakonit
lesion ozljeda;bolesna promjena, lezija
levee zemljani nasip
linger zadržavati se (voda)
lining obloga, oblaganje
liquefaction likvefakcija, preplavljivanje urušene zemlje
litter otpaci, ostaci, razbacane stvari (na ulici)
logging sječa i prijevoz stabala/trupaca
lone izdvojen, izoliran, pojedinačan
longitude geografska dužina
low područje niskog tlaka
low-lying nizinski, nisko položen
low tide oseka
mad-cow disease kravlje ludilo
mandate narediti, propisati
Maritime Tropical air mass morsko-tropska zračna masa
(a) means sredstvo, način
melt topiti (se)
mine shaft rudarsko okno
moist vlažan
mucus slina iz nosa
mulch zaštitni biopokrov
municipal waste gradski otpad
nausea mučnina, gađenje; morska bolest
natural disaster elementarna nepogoda
natural streams vodeni tokovi, prirodni tokovi (rijeke, potoci)
non-combatant neborac; neborilački
non-flammable nezapaljiv
notification drill vježba obavješćivanja, obavijesna vježba
observe slaviti, obilježavati
occurrence pojava, učestalost
offset nadoknaditi, obeštetiti, neutralizirati, smanjiti (troškove)
onset početak, izbijanje, pojava, napadaj
opt for odlučiti se, odabrati
orchestrate koordinirati, uskladiti
origin podrijetlo; izvorište, početak
outbreak početak, pojava, izbijanje, epidemija
outlook izgled (za budućnost)
overflow izlijevanje, prelijevanje; višak
overpass nadvožnjak
overwhelming golem, velik
paperboard čvrsti ambalažni papir
68
parish župa, crkvena općina
passage prolaz; prihvaćanje zakona, ratifikacija
peer stručnjak/kolega istog ranga, područja ili dobne skupine
perish kvariti se, propadati
perishable pokvarljiv (hrana)
permissive liberalan, popustljiv
perpetrator počinitelj, zločinac
pest control dezinsekcija
pig flu svinjska gripa
pig plague svinjska kuga
pile up slagati na hrpu, sortirati, odvajati
planning law urbanistički propis
plate tektonska ploča
pneumonia [nju:’mounia] upala pluća
pollutant zagađivalo, tvar koja zagađuje
polluter zagađivač
pollution zagađivanje, onečišćenj
pond manje jezero; ribnjak
the (Big) Pond Atlantik, ‘(Velika) bara’
poultry perad
precipitation padaline, količina padalina, oborine
pre-emptive preventivan, suzbijajući
primary wave primarni seizmički val, longitudinalni val
processed meat mesne prerađevine
prone (to) sklon nečemu
puddle mlaka, lokvica vode
pursuit progon; bavljenje, provedba (ciljeva)
pyrolysis piroliza, termička razgradnja
quasi-terrorism prividni/tobožnji terorizam, poluterorizam
rainforest kišna šuma, prašuma
rally javni skup, okupljanje
rancher stočar
rating stupanj, ocjena
rattle klepetati, drmati se
reactive represivan, reaktivan (mjera)
re-alignment preraspodjela
re-assessment ponovna procjena
recovery obnavljanje, oporaba
recycle preraditi, reciklirati
recyclable obradiv, koji se može reciklirati
recyclate proizvod dobiven recikliranjem, reciklat
recycling bank/centre/site reciklažno dvorište
regulation propis, pravilo
relieve ublažiti, prekinuti, zamijeniti; osloboditi
renewable obnovljiv
reservoir kolektor, akumulacijsko jezero
residential waste komunalni otpad
residue [‘rezidju:] ostatak, talog
69
resource sredstvo, resurs, bogatstvo
restraint belt sigurnosni remen
reveal otkriti
ring road obilaznica, kružni tok
riot nemiri, nered, pobuna, remećenje javnog reda
riparian riječni obalni (zona, ekosustav)
ripple nabor, mreškanje vode
river bank obala rijeke
river bed korito rijeke
riverside obala rijeke
roll kotrljati/valjati (se)
rooted ukorijenjen
rubbish smeće
ruffled feathers nakostriješeno perje
rule vlast, vladavina; pravilo, propis; ravnalo, mjerilo
rupture lomljenje, puknuće
sabotage sabotaža, oslabljivanje
safety harness sigurnosni uprtač
saliva slina iz usta
sanction odobriti, obvezati, kazniti; sankcija, kazna
sandbag barrier zečji nasip
scarce oskudan, rijedak
scaremongering širenje panike
scrap komadić, krpica; ostaci, otpaci
scrap metal staro željezo
scrapie grebež ovaca
sea bed morsko dno
seaside primorje
sea wall morski zid, zaštitni zid (obale, luke)
secretion aktivna izlučevina (hormoni, žuč, znoj, suze, sperma)
seedling sadnica
seiche promjena razine vode stacionarnog vala (u jezeru, zaljevu)
seismic [‘saizmik] seizmički
serologic(al) serološki, serumski
sewage kanalizacija, otpadne vode
shear wave posmični seizmički val, transverzalni val
shed odbacivati, otpuštati, širiti
shepherd voditi
shield štitnik; varilačka maska
shock wave udarni val
shredded nasjeckan
sickness bolest; mučnina
simulation drill ogledna/pokazna vježba, simulacijska vježba
slaughterhouse klaonica
slide odroniti se, otklizati
slip odroniti se, otklizati
smallpox velike boginje
spawn izazvati, pokrenuti, začeti
70
species vrsta, rod
spectrum raspon, lepeza, spektar
spit pljuvačka
spring odskočiti; raspuknuti (se); izvitoperiti (se)
stage prirediti, organizirati
stewardship uprava, upravljanje
store hours radno vrijeme trgovine
storm surge veliki olujni val
strain (of virus) oblik, vrsta, tip (virusa)
strait (morski) prolaz
stream rijeka; struja; gomila, mnoštvo, obilje
stream channel korito rijeke
streamlined moderniziran, usavršen, dobro organiziran
sturdy čvrst, jak; uporan
subsidise subvencionirati, dotirati
subsidy subvencija, dotacija
substantial znatan, značajan, temeljni
subway podvožnjak; podzemna željeznica (USA)
surface wave površinski val
surveillance nadzor, praćenje, prismotra
susceptible osjetljiv
sustainable održiv
swine flu svinjska gripa
table-top exercise teorijska vježba
tap iskoristiti; slavina, pipa
target cilj; ciljati, odabrati za cilj
team up (with) udružiti se (sa)
teleseism gibanje tla izazvano udaljenim potresima
temperate blag, umjeren
tenet načelo, nauk, postavka
thunderstorm grmljavinska oluja
tidal wave plimni val
tissue tkivo, staničje
torrential rain prolom oblaka
toss baciti; uzburkati se (valovi)
tract područje, površina; trakt
trap uhvatiti, zarobiti, zadržati
trash smeće; loša roba
(human/drug) trafficking trgovanje (ljudima)/preprodaja (droge)
treadmill pokretna traka za hodanje/trčanje; jednolični posao
treatment obrada; liječenje
tree spiking zabijanje čavala ili klinova u debla
trigger aktivirati, pokrenuti
tsunami oceanski ili morski seizmički val
(the) tube podzemna željeznica (V. Britanija)
tularaemia zečja kuga
turnover fluktuacija, uvođenje/plasiranje novih modela/proizvoda
umbrella (term/organisation) okvirni, opći, sveobuhvatni, matični (pojam/organizacija)
71
(the) underground podzemna željeznica (V. Britanija)
unlawfulness nezakonitost
underpass podvožnjak
unmanned bez ljudi/posade
upstream uzvodan; povećan, u porastu
vap(o)ur para, raspršena tekućina
vermin štetočine, nametnici
vessel spremnik; brod; krvna žila
victim žrtva (bolesti, napada, nasilja)
violence nasilje, primjena sile
vir(a)emic zarazan, zaražen virusom
virgin material neobrađeni materijal
visor vizir, prozirni štitnik
virulence virulencija, štetnost, stupanj patogenosti bakterije/virusa
walk of life područje rada, društveni sloj, sfera
waste smeće, otpad
waste management gospodarenje otpadom
water vapour vodena para
waterfowl močvarne ptice
weir ustava, pomična brana, prelijevna komora
wildlife životinjski svijet
windrow composting kompostiranje po redovima/hrpama
zip (around) juriti (naokolo)
72
SELF-STUDY MATERIALS
73
ENGLISH TENSES
Signal Examples Examples Examples
Tense Use Form
words affirmative negative interrogative
something I don't
I work. Do I work?
happens work.
repeatedly
He doesn't
He works. Does he work?
every day how often work.
something I go. I don't go. Do I go?
sometimes happens
always one action follows

Simple another
Present often infinitive
or things in general he/she/it
Present usually + -s
Simple general truths
seldom He doesn't
He goes. Does he go?
after the following go.
never verbs (to love, to
hate, to think,
first ... then etc.)
future meaning:
timetables,
programmes
something (sth) is I'm not
now I'm working. Am I working?
happening at the working.
same time of
at the He's He isn't
speaking or Is he working?
Present moment to be working. working.
around it
Progressive (am/are/i
or for the time s) + I'm not
future meaning: I'm going. Am I going?
Present being infinitive + going.
when you have
Continuous -ing
already decided
Look!
and arranged to He isn't
He's going. Is he going?
do it (a fixed going.
Listen!
plan, date)
regular: I didn't
action took place I worked. Did I work?
last ... infinitive + work.
in the past,
Simple -ed
mostly connected He didn't
Past ... ago irregular: He worked. Did he work?
with an work.
or 2nd
expression of
Past in 1990 column of I went. I didn't go. Did I go?
time (no
Simple table of
connection to
yesterday irregular He didn't
the present) He went. Did he go?
verbs go.
74
Tense Use Form
an action I was I wasn't Was I
happened in working. working. working?
the middle of
another action He was He wasn't Was he
working. working. working?
two parallel I was I wasn't
Past Was I going?
actions in the going. going.
Progressive while was/were +
past
or infinitive +
Past when -ing
someone was
Continuous
doing sth at a
certain time (in He was He wasn't
Was he going?
the past) - you going. going.
do not know
whether it was
finished or not
just I have I haven't Have I
worked. worked. worked?
yet
you say that He has He hasn't Has he
never sth has worked. worked. worked?
have/has +
happened or is I have I haven't
past Have I gone?
ever finished in the gone. gone.
Simple participle*
past and it has
Present
already a connection to
Perfect *(infinitive +
the present
or -ed) or (3rd
so far
Present column of
action started
Perfect table of
up to now in the past
irregular He has He hasn't
and continues Has he gone?
verbs) gone. gone.
since up to the
present
for
recently
I haven't
action began in I have been Have I been
been
the past and working. working?
all day working.
has just
Present stopped He has He hasn't
the whole Has he been
Perfect been been
day have/has + working?
Progressive how long the working. working.
been +
or action has been
how long infinitive + I haven't
Present happening I have been Have I been
-ing been
Perfect going. going?
since going.
Continuous emphasis on
the length of
for He hasn't
time of an He has Has he been
been
action been going. going?
going.
75
Tense Use Form
mostly when I had I hadn't
Had I worked?
two actions in a worked. worked.
story are
after related to each He had He hadn't Had he
had + past worked. worked. worked?
other: the
Simple participle*
already action which I hadn't
Past I had gone. Had I gone?
had already gone.
Perfect *(infinitive +
before happened is
or -ed) or (3rd
put into Past
Past column of
just Perfect, the
Perfect table of
other action
(Simple) irregular
never into Simple He had He hadn't
verbs) Had he gone?
Past gone. gone.
the past of the

Present Perfect
I hadn't
I had been Had I been
been
working. working?
working.
how long He had He hadn't
Past Perfect how long something had Had he been
been been
Progressive been had + been + working. working?
working.
or since happening infinitive +
Past Perfect before ing I hadn't
I had been Had I been
Continuous for something else been
going. going?
happened going.
He hadn't
He had Had he been
been
been going. going?
going.
predictions I won't
I'll work. Will I work?
about the work.
future (you
think that sth He won't
He'll work. Will he work?
will happen) work.
tomorrow I'll go. I won't go. Will I go?

you decide to
do sth
next week/ will +
will - future spontaneously
month/ infinitive
at the time of
year /
speaking, you
summer…
haven't made a He won't
He'll go. Will he go?
decision before go.
main clause in
type I of the if
clauses
76
Tense Use Form
I'm not
I'm going to Am I going to
going to
work. work?
work.
tomorrow when you have
already decided He's not
He's going Is he going to
next week/ to do sth in the be going to
to work. work?
going to - month/ future (am/are/is) work.
future year/ + going to + I'm not
summer… what you think infinitive I'm going Am I going to
going to
what will to go. go?
go.
soon happen
He's not
He's going Is he going to
going to
to go. go?
go.
An action will I'll be I won't be Will I be
be in progress working. working. working?
at a certain
time in the He won't
He'll be Will he be
tomorrow future. This be
working. working?
Future action has working.
Progressive next week/ begun before will + be + I'll be I won't be Will I be
or month/ the certain infinitive + going. going. going?
Future year/ time. ing
Continuous summer
Something
happens He'll be He won't Will he be
because it going. be going. going?
normally
happens.
I won't
by the I'll have Will I have
will + have + have
time… worked. worked?
past worked.
Simple
participle*
Future by sth will already He won't
Perfect tomorrow have happened He'll have Will he have
*(infinitive + worked. have
or before a certain worked?
-ed) or (3rd worked.
Future by next time in the
column of I'll have I won't Will I have
Perfect year future
table of gone. have gone. gone?
Simple
irregular
by the
verbs) He'll have He won't Will he have
year…
gone. have gone. gone?
77
Tense Use Form
I'll have I won't
Will I have
been have been
sth will already been working?
by the time working. working.
have happened
Future before a certain He'll have He won't
by Will he have
Perfect time in the
tomorrow will + have + been have been
been working?
Progressive future working. working.
been +
or
by next infinitive + I won't
Future I'll have Will I have
year ing have been
Perfect emphasis on been going. been working?
Continuous the length of going.
by the
time of an
year… He won't
action He'll have Will he have
have been
been going. been working?
going.
I would I wouldn't Would I
work. work. work?
sth that might He
happen He would Would he
wouldn't
work. work?
Conditional would + work.
main clause in
Simple infinitive I wouldn't
type II of the I would go. Would I go?
Conditional go.
sentences
He
He would Would he
wouldn't
go. go?
go.
I wouldn't
I would be Would I be
be
working. working?
working.
sth that might He
Conditional happen He would wouldn't Would he be
Progressive would + be + be working. be working?
or emphasis on infinitive + working.
Conditional the length of ing
Continuous time of an I would be I wouldn't Would I be
action going. be going. going?
He
He would Would he be
wouldn't
be going. going?
be going.
78
Tense Use Form
I wouldn't
I would have Would I have
have
worked. worked?
would + have worked.
sth that might
+ past
have happened He
participle* He would
in the past wouldn't Would he have
(It's too late have
Conditional *(infinitive + worked. have worked?
now.) worked.
Perfect -ed) or (3rd
column of I would I wouldn't Would I have
main clause in
table of have gone. have gone. gone?
type III of the
irregular
if clauses
verbs) He
He would Would I have
wouldn't
have gone. gone?
have gone.
I would have I wouldn't
Would I have
been have been
been working?
working. working.
sth that might
have happened He
Conditional He would Would he
in the past wouldn't
Perfect have been have been
(It's too late would + have have been
Progressive going. working?
now.) + been + going.
or
infinitive + I would I wouldn't
Conditional Would I have
emphasis on ing have been have been
Perfect been going?
the length of going. going.
Continuous
time of an
action He
He would Would he
wouldn't
have been have been
have been
going. going?
going.
Remember:
We sometimes use the term Continuous instead of Progressive. Some signal words can be found in
more tenses. For some tenses there are no specific signal words. Always remember what action is
described.
This is a timeline of English tenses:
79
ENGLISH TENSES
Future Perfect Continuous By 2015 I shall have been working with/for CCL for 30 years.
/trajni perfekt budući/ /već započeta radnja, za koju se zna do kada će trajati/
Future Perfect Simple 1. By 2015 I shall have worked here for 30 years.
/perfekt budući/ 2 By the time you finish, the taxi will have arrived.
/radnja koja će se dogoditi u budućnosti ali je već započela
ili dvije povezane, već započete radnje/
  
Future Continuous I shall be working for 3 days next week.
/trajni futur/ /naglasak na trajanju buduće radnje/
Future Simple 1. He will be 40 next year. /neizbježna činjenica/ - Pure Future
/čista i željena budućnost/ 2. I shall (will) come with you. /želja, odluka/
3. You shall not be late. /naredba/ - shall (not) - u svim licima
  
Close Future 1. "going to" Future - He is going to spend a holiday in France.
/bliska budućnost/ /namjera/
It is going to rain in the afternoon. /prognoza/
2. trajni prezent - Mark is playing tennis tomorrow. /plan, dogovor/
3. jednostavni present - The train/plane leaves at 8 a.m. /vozni red/
4. prezent glagola biti + to We are to play tennis next week.
/radnje koje su planirane ili će se sigurno dogoditi/
  
Future-in-the-Past He said he would leave Zagreb soon.
/futur u prošlosti/ /Indirect Speech - kao zamjena za futur/
Future-in-the-Past Continuous He said he would be working for 3 days next week. /trajanje radnje/
/trajni futur u prošlosti/ /Indirect Speech - kao zamjena za trajni futur/
  
PRESENT CONTINUOUS I'm watching TV now (at the moment, currently). 
/trajni present, prava sadašnjost/ /sadašnja radnja koja traje/
Present Simple 1. The moon goes round the earth. /istinita tvrdnja, činjenica/
/čisti prezent , 2. He speaks English very well. /tvrdnja, mišljenje/
neprava sadašnjost/ 3. He drives his car every day. /svakodnevna, učestala radnja/
  
Present Perfect Continuous 1. He has been studying English for three years.
/trajni perfekt sadašnji/ 2. He has been living here since he moved from Zagreb.
/naglasak na trajanju radnje/.
Present Perfect Simple 1. He has lived here since 1990 (for years).
/perfekt sadašnji/ /radnja započeta u prošlosti, još traje i trajat će/
2. The plane has just (already) landed at Zagreb Airport.
/radnja koja je upravo (već) završila/
3. I have been to Paris recently (often, many times).
/radnja za koju nije važno kada se dogodila ili ne znamo/
  
Past Simple I went to the cinema yesterday. (last week, two days ago, last Monday)
/prošlo svršeno vrijeme, preterit/ /Indirect Speech - kao zamjena za obični prezent/
Past Continuous 1. I was driving along Zagrebačka, when a car from the side street
/trajni preterit/ crashed into me (yesterday).
/radnja prekinuta nekom drugom radnjom u prošlosti/
2. I was reading, while my wife was watching TV (yesterday evening).
/dvije usporedne radnje u prošlosti /
/Indirect Speech - kao zamjena za trajni prezent/
  
Past Perfect Simple 1. I had worked here for 15 years, before I moved to Zagreb in 1994.
/pluskvamperfekt 2. I went to the cinema after I had finished repairing my car.
pretprošlo svršeno vrijeme/ /prošlo vrijeme svršeno prije neke druge prošle radnje/.
/Indirect Speech - kao zamjena za perfekt/
Past Perfect Continuous The journalist reported it had been heavily raining for a week.
/trajni pluskvamperfekt/ /radnja koja je trajala i završila prije neke druge prošle radnje/
/Indirect Speech - kao zamjena za trajni perfekt/
80
EXERCISES
1 Match the sentences with the adverbials and tense names below:
since 1970 tomorrow for 5 years for 20 years by the time for 2 hours
3 days in shifts yesterday every day last week very soon
by 2015 now next week two days ago here last night
1 He works ____________________________. Present Perfect Simple
2 He is working _________________________. Future Simple
3 He worked on the night shift ____________________. Present Continuous
4 He will work _________________________. Future Continuous
5 He will be working ___________________ next week. Past Perfect Simple
6 He has been married ______________________________. Going-To Future
7 He was working _____________________ yesterday. Future Perfect Simple
8 He is going to work for a new company ________________. Present Perfect Continuous
9 He has been working here __________________________. Past Continuous
10 He had lived in Zadar ______________________________ Past Perfect Continuous

before he moved abroad.
11 He had been living in Zagreb ________________________ Future Perfect Continuous

before he moved to Dubrovnik.
12 _________ he will have been working here ____________. Present Simple
13 The project will have been completed _________________ Past Simple

you finish the schedule.
2 In the following text choose the suitable option in italics:

There is / are some who says / say that computers has / have a very short history but, because they
are / were machines that manipulate / manipulated numbers, others disagree / disagreed. More than
5000 years ago, a need to counting / count was recognized / recognized, and somebody had / have
the idea of using / to use first his fingers, then pebbles to keep / keeping track of the count. History is /
was not clear as to whether the need was recognizing / was recognized before or after the idea was
occurred / occurred. Since that time, the abacus was invented / had been invented and some form of it
used / was used well into the 16th century. During the 17th and 18th centuries many easy ways of
calculate / calculating was devised / were devised. Logarithm tables, calculus and the basis for the
modern slide rule borne / were born out of that period of time. It was / is not until the early 1800s that
the first calculating machine was appeared / appeared and not too long after, Charles Babbage
designed / had designed a machine which becomed / became the basis for building / build today's
computers. A hundred years later the first analog computer was built / was builded, but the first digital
computer has not been completed / was not completed until 1944. Since then computers have gone /
went through four generations from digital computers using / to use vacuum tubes in the 1950s,
transistors in the early 1960s, integrated circuits in the mid-60s, and a single chip in the 1970s. At the
rate computer technology grows / is growing now, we can expecting / expect more changes in this
field by the end of this decade.
81
MODAL VERBS
Modal verbs (or modals) are can, could, may, might, must, ought to, shall, should, will and would. Dare (to), need
(to), have to and used to also share some of the features of modal verbs. The expressions have got to (the short
form ‘ve got to and had better (the short form ‘d better are also closely related to modals in meaning and are
often interchanged with them.
They denote the mood of another verb or the manner in which an action is done.
They have no -ing or -ed forms and do not add -s to the 3rd person singular form: He can speak three
languages. - She will try and visit us tomorrow.
They are followed by the infinitive of another verb without to. The exceptions are ought to and used to: You
must find a job. - You ought to stop smoking. - I used to smoke but I gave up two years ago.
Questions are formed by the subject/predicate inversion, i.e. without do/does in the present, or did in the
past: Can I invite Mary? - Should I have invited Mary? – Will you invite Mary?
Negative sentences are formed with not or the short form n't, and do not use do/does or did. – I can’t do it.
They usually have only one form for the present or past, and some of them take other infinitives to form
various tenses (can = to be able to, must = to have to, may = to be allowed to) – You must/had to/will have to wait.
Ability No necessity
can • could • be able to don't have to • shouldn't have •
didn't need to • needn't have
Can he swim?
My brother could swim when he was two. You don't have to pick us up -we can take a taxi.
I couldn't find my keys this morning. They didn't have to go through customs.
I could have run faster, but I didn't want the others to get You shouldn't have bothered making lunch - we could
tired. have bought a sandwich.
She has not been able to walk since the accident. He didn't need to have any fillings at the dentist's.
He was able to speak to Ann before she left. They needn't have waited.
Will people be able to live on the moon one day, do you
think? Advice and criticism
ought to • should
Possibility Ought we to/Should we write and thank him?
She ought to/should go out more often.
could • may • might • can
You ought to have/should have gone to bed earlier.
Could /Might you have lost it on the way home? You shouldn't borrow the car without asking.
She may/might/could be ill. I’ll phone her. I ought to/should go on a diet.
I may have/might have left my purse in the shop. I ought to have/should have asked her first.
Amy might/may know the answer.
I might/may not go if I'm tired.
Assumptions and deductions
He might have enjoyed the party if he’d gone.
will • should • must • can't
It can get very cold in here at night.
That will be James - he's often early.
The book should be interesting.
Permission
There must be a leak.
can • could • may You must have dialled the wrong number.
Can we come in? You can't have finished already!
Could we possibly stay at your flat?
Staff may take their break between 12 and 2. (written English)
Requests
May I sit here? (formal English) can • could • will • would
Can you pass me the dictionary?
Prohibition Could you help me with my translation?
must not • may not • cannot Will you buy me an ice cream, Mum?
You mustn't tell her anything. Would you type this letter for me, please?
You can't get up until you're better. Open the window, will you? (in question tags, after the
Crockery may not be taken out of the canteen. (written E.) imperative).
You must not begin until I tell you. (formal E.) NOTE Could and would are more formal than can and will.
Obligation Offers and suggestions

have (got) to • must • shall shall • will
All visitors must report to reception on arrival. (written E.) Shall I do the washing-up?
I must get that report finished today. Shall we go now?
Do you have to write your name on the form? I'll (I will) take you to the airport.
She had to throw the burnt cake away. Let’s go, shall we?
You will have to wait, I'm afraid. Don’t be late, will you?
Passengers shall remain seated during take-off. (formal E.)
82
EXERCISE
Circle the right answer(s) to complete the sentence:
1. Ted ________________ be exhausted after such a long flight.

a) must b) can c) had better
2. The book is optional, so we________________ read it if we don't want to.
a) cannot b) must not c) don't have to
3. Susan ________________ hear the speaker because the crowd was cheering so loudly.
a) couldn't b) can't c) might not
4. The television isn't working. It ________________ damaged during the move.
a) must have been b) must c) must be
5. ________________ hold your breath for more than a minute?
a) Are you able to b) Might you c) Can you
6. You ________________ be rich to be a success.
a) can't b) don't have to c) shouldn't
7. The answer key ________________ be wrong. I keep getting different results all the time.
a) have to b) must c) should
8. You ________________ do the job if you didn't speak Japanese fluently.
a) can't b) won't be able to c) couldn't
9. You ________________ worry so much about that job. It doesn't do you any good.
a) shouldn't b) don't have to c) can't
10. You ________________ be kidding! That can't be true.
a) should b) have to c) must or ought to
11. You ________________ leave the classroom once you have finished your test.
a) would b) might c) may
12. Jenny's engagement ring is enormous! It ________________ a fortune.
a) must cost b) must be costing c) must have cost
13. ________________ we move into the living room? It's more comfortable in there.
a) Shall b) Must c) Will
14. If I had gone rafting with my friends, I ________________ down the Colorado River right now.
a) would have float b) would float c) would have been floating
15. I told my boss that he ________________ take another look at Sam’s application for this job.
a) must b) ought to c) has to
16. You ________________ take along some cash, perhaps they don’t accept credit cards.
a) had better b) has to c) can
17. The machine ________________ on by flipping this switch.
a) may turn b) could be turning c) can be turned
18. I can't stand these people - I ________________ get out of here.
a) might b) have got to c) had better
19. You ________________ forget to pay the rent tomorrow.
a) mustn't b) don't have to c) couldn't
20. ________________ you think once in a while before you speak?
a) Can not b) Can't c) Doesn't
21. Frank said he would come over right after work, so he________________ be here by 6:00.
a) have to b) can c) should
22. Yesterday, I ________________ cram all day for my French final.
a) had to b) should c) must
83
THE PASSIVE
The passive is very common in technical writing, where we are more interested in facts, processes
and events than in people involved in. We form the passive forms by using the tense of the verb to be
that is the same as the tense of a verb used in the sentence followed by the past participle of that
verb. Do not forget that the object of an active sentence becomes the subject of the corresponding
passive sentence.
Example:
Active sentence Passive sentence

The system processes the data. (Present Simple) The data is processed by the system.
Bell invented the telephone. (Past Simple) The telephone was invented by Bell.
He is preparing a report. (Present Continuous) A report is being prepared by him.
Have you settled the problem? (Perfect Simple) Has the problem been settled (by you)?
She will make a presentation. (Future Simple) A presentation will be made by her.
EXERCISES
1 Change these active sentences into the passive:
1 We will discuss this matter tomorrow.
________________________________________________________________________
2 Is he checking the input data?

________________________________________________________________________
3 She proposed a new date for the meeting.

________________________________________________________________________
4 They offer me a better job and a pay rise.

________________________________________________________________________
5 I have prepared a new version of the document.

________________________________________________________________________
2 Fill in the gaps using the correct passive form of the verb in brackets.
1 Microsoft ___________________ (found) by Bill Gates.
2 The first digital computer ___________________ (build) by the University of Pennsylvania
in 1946.
3 An operating system ___________________ (store) on disk.
4 Horizontal visibility ___________________ (restrict) by dense fog.
5 We ___________________ (give) further instructions tomorrow.
6 Further instructions ___________________ (give) to us tomorrow.
7 The contract ___________________ (not sign) yet.
8 The antenna ___________________ (just repair).
9 No changes can _________________ (make), until the system _________________ (test).
10 Our maintenance technician _________________________ (already send) to fix it.
3 Now turn the passive sentences back into active ones.
84
CONDITIONALS
They are also known as conditional sentences/clauses or if-clauses, and are used to
express a certain condition (real or hypothetical) for the fulfilment of an action
mentioned in the main clause (without if).
Zero Conditional
Usage
Examples
Situations that are always true if something happens.
If we heat ice, it melts.
She doesn't worry if Julian stays out NOTE
after school. This use is similar to, and can usually be replaced by, a time clause using
'when' (example: When I am late, my father takes me to school.)
Structure
Conditional 0 is formed by the use of the present simple in the if clause followed by a comma + the present simple in
the result clause. You can also put the result clause first without using a comma between the clauses.
If he comes to town, we have dinner.
We have dinner if he comes to town.
Conditional 1
Usage
Examples
Often called the "real" conditional because it is used for real - or possible -
If it rains, we will stay at home.
situations. These situations take place if a certain condition is met.
He will arrive late unless he hurries up.
NOTE
Simon will buy a new car, if he gets his
raise. In conditional 1 we often use unless which means 'if ... not'. In other words,
'...unless he hurries up.' could also be written, '...if he doesn't hurry up.'
Structure
Conditional 1 is formed by the use of the present simple in the if clause followed by a comma + will + verb (base form)
in the result clause. You can also put the result clause first.
If he finishes on time, we will go to the cinema.
We will go to the cinema if he finishes on time.
Conditional 2
Usage
Examples
Often called the "unreal" conditional because it is used for unreal -
If he studied more, he would pass the
impossible or improbable - situations. This conditional provides an imaginary
exam.
result for a situation, and is often expressed with ’I wish’ + the past simple.
I would lower taxes if I were the Prime
Minister. NOTE
I wish you were here. The verb 'to be', when used in conditional 2, is conjugated as ' were' ('was'
can be also used with I- you - he/she/it).
Structure
Conditional 2 is formed by the use of the past simple in the if clause followed by a comma + would + verb (base form) in
the result clause. You can also put the result clause first.
If they won the lottery, they would buy a new house.

They would buy a new house if they won the lottery.
Conditional 3
Examples Usage
If he had known that (or Had he known Often referred to as the past conditional because it concerns only past
that), he would have decided differently. situations with hypothetical results. Used to express a hypothetical result to
I wish I hadn’t eaten so much last night a past given situation. The phrase ’I wish’ + past perfect can be also used
(but I really did). here.
Structure
Conditional 3 is formed by the use of the past perfect in the if clause followed by a comma + would have + past
participle in the result clause. You can also put the result clause first.
Had Harry won the competition, life would have changed.
85
Life would have changed if Harry had won the competition.
Mixed Conditionals
Examples
If I had married him, I would live happy Usage
now (but I didn’t marry him). With a combination of conditionals 2 and 3, we describe:
My computer wouldn’t be so slow now if I - an unreal past condition and its probable result in the present (as in the first
had installed an antivirus. two examples), or
If I were you, I wouldn't have done that. - an unreal present situation and its probable (but unreal) past result.
If I didn't love him, I wouldn't have married
him (but I loved him).
Structure
Mixed conditionals are formed by the use of the past tense in the if clause followed by a comma + would have + past
participle in the result clause or the past perfect in the if clause and would + infinitive in the result clause. You can also
put the result clause first without using a comma between the clauses.
If he wasn’t so lazy, he would have passed the exam easily.
He would have passed the exam easily if he wasn’t so lazy.
EXERCISE
Choose the correct conditional form to complete the sentences below:
1 If I _________________________ (stay) in Berlin, I would have found a new flat.
2 He would do more to help the poor if he ______________ (be) the Pope.
3 If he goes to London on a business trip, he often _____________ (visit) Soho.
4 We won't go to the film unless they ________________ (arrive) in the next 5 minutes.
5 She _____________________________ (buy) a new car if she had had the money.
6 If Yoko were in my place, she ___________________ (go) to Manchester immediately.
7 They will talk to Jack if he _______________ (come).
8 He takes his daughter out to dinner, if she _____________________ (come) to town.
9 If Peter _______________________ (think) twice, he wouldn't have made such a stupid mistake.
10 Kate ____________________ (become) a university lecturer if she studies hard.
11 If they _____________________ (know) all the facts, they would have found the defendant guilty.
12 Unless you ___________________ (hurry up), we will never arrive on time.
13 If I were in charge, I _____________________ (change) our business routines.
14 I wish you _____________ (be) here.
15 I wish I ____________________ (drink) so much last night.
16 Jane comes to work 30 minutes later if her child _____________ (miss) the bus to school.
17 If I didn't love him, I _______________________________ (not marry) him (but I loved him).
18 If I had known that before, I _______________________________ (not trust) him.
19 My computer wouldn’t be so slow now if I _____________________________ (install) an antivirus

(but I didn’t).
20. If you heat ice, it ___________________ (melt).
COMPOUNDS
86
A compound is a noun or phrase that is made up of two or more words, with a meaning often different from
them. Most compounds in English are formed by nouns modified by other nouns or adjectives.
Example:
The words foot and ball are each nouns but if you join them together, you get a new word – football, with a
different meaning.
Compounds can also be formed using other combinations of words, e.g. greenhouse (adjective + noun),
feedback (verb + adverb), outbreak (preposition + verb), without (preposition + preposition) etc.
The two words may be written together (bedroom), with a hyphen (check-in) or separately (full moon,
swimming pool).
EXERCISES
1 Match the word in the first column to the word in the same row, to make a compound. There may be
more than one correct answer. Use a dictionary to learn the meaning or definition of the compound you
have made.
news conference paper stand
in come competent door
pig nose pen tail
sand box paper storm
lady bug finger purse
thumb nail print tack
copper head sheet wire
break dance neck through
bed pillow rock time
black berry mail out

(http://www.janbrett.com/piggybacks/compound.htm#activity)
2 Can you think of some other compounds?
87
COMMUNICATION SKILLS
1 PRESENTATIONS
1.1 How to make a good presentation
Golden rule: Human attention is very limited. Don't cram too much information, either in each slide, or
in the whole talk. Avoid details: they won't be remembered anyway.
 Do use PowerPoint if the facilities are available.
 Be very clear about how much time you have - and stick to that time in preparing your
presentation.
 Be very clear about your key message - and ensure that everything in your presentation is
both consistent with, and supportive of, that key message.
 E-mail your presentation to the event organisers in advance.
 The first slide should announce the title of your presentation (try to make it catchy), the
event and date, and your name and position.
 The second slide should seize the attention of your audience for your presentation.
 The third slide should set out the structure of your presentation. The default structure
should consist of three themes that you intend to examine. For a very short presentation, there
might only be time for two; if you want to look at more than five areas, write a book instead.
 Each theme should be the subject of a small number of slides. Again, a good working
assumption is that three slides for each theme is about right.
 Each slide should have clear heading. A question is often a good way of winning attention
but, in that case, make sure you answer the question in the body of the slide.
 Each slide should normally contain around 25-35 words, unless it is a quote (when you
might use more) or contains an illustration (when you will probably use less).
 Each bullet point should consist of an intelligible phrase. So, for instance, do use "Focus
on profitable and growing markets" rather than simply "Focus" or "Markets" Consider this test:
your slides should make sense and be useful to someone who was not present at your
presentation.
 Make appropriate use of pictures. It's a good idea to break up text with illustrations and it
is true that a picture is worth a thousand words.
 The last slide should set out all appropriate contact details: certainly e-mail address and
possibly snail mail address, the web site of your organisation, and any personal website or weblog
if you have one.
 Make copies of your slides available, either at the beginning of your presentation or at the
end.
88
1.2 How to Give a Successful Presentation
a) Presentation structure
 greet (the audience, the chairpersons, the

moderator, organisers etc.);
 introduce yourself (the name, main areas of
interest);
 introduce your talk;
 outline the talk;
 present the main part divided into points;
 summarise the main points;
 conclude the talk;
 invite questions.
Every speech should have:

 an introduction to grab the audience's attention and preview the main idea,
 a body of information to support the main idea, and
 a conclusion to summarize the main points and close the discussion.
b) Introduction
Remember: First impressions count; so let the audience see your best qualities.
In particular try to be:

 organised (make your plan of your talk transparent);
 human (make some reference to the immediate situation, and relax);
 fluent (learn this part perfectly);
 brief (the audience have come for the information).
Here are some phrases that you can use to introduce yourself and your talk:
 Good morning/afternoon/evening, ladies and gentlemen/colleagues.
My name is … and I am …(position)….. at …(company/institution).
I’d like to: say a few words to you today about ….
talk to you today about …
explain to you today the operation of …
The subject of my talk is …
 My talk will take about 10 minutes of your time.

I aim to talk to your for about 15 minutes.
The presentation will take about half an hour.
 I’ve divided my talk into five main parts.

The subject can be looked at under five main headings.
 If you have any questions, please feel free to interrupt.

I’ll be glad to try to answer them at the end of my talk.
 To start with, then, I’d like to consider …
89
c) Linking sentences
These give a clear signal to your listeners as to the point you have reached in the structure of your
presentation.
Introducing your first point Finishing a point

First of all, I’d like to look at …. Those are the main points on ….
Starting a new point That’s all I have to say about …..
Now let’s turn to/move on to…. Now we’ve looked at/dealt with ….
I’d like now to consider/examine …
Next we come to ….
The next point I’d like to make is ….
Referring to what you have said Referring to what you will say
As I said at the beginning … I’ll come to that later.
I told you a few moments ago that …. I’ll return to this point in a few minutes.
In the first part of my talk, I said … …. and I’ll talk about this in the next part of my
As I have already said/I mentioned presentation.
earlier…
Summarising Concluding
So now I’d just like to summarise the That’s all I have to say for now.
main points. (I think) that covers most of the points.
In brief, we have looked at … That concludes my talk.
Thank you for your attention.
Inviting questions Questioning
And now, if you have any questions, I’ll May I ask a question?
be glad to (try to) answer them. Could you please explain to us again the point you
Does anyone have any questions? made about ….
Any questions? I wasn't very clear about …
I'd like to ask you about (what you said on the
subject of … / concerning …)
(http://www.rogerdarlington.co.uk/Presentation.html)
EXERCISE
Read the comments from the audience who are listening to a presentation at an international
conference. Say what caused the problem in each case:
1 “What on earth is he talking about?” “I have no idea.”

The presentation is _____________________________________________________________.
2 “Hey, Susan! Wake up! He has finished.”

3 “Read that! I can’t read that! I’d need a pair of binoculars!”

4 “Speak up! I can’t hear a thing.”

The speaker is ________________________________________________________________.
The microphone is _____________________________________________________________.
5 Summarise four main points? I only noticed one! Have I been asleep?”
90
2 TELEPHONE ENGLISH
There are a number of phrases and idioms that are only used when telephoning. Let's first take a look
at an example dialogue.
 Operator: Hello, Airline Babylon, How can I help you?
 Peter: This is Peter Jackson. Can I have extension1 3421?
 Operator: Certainly, hold on a minute, I'll put you through 2...
 Frank: Bob Peterson's office, Frank speaking.
 Peter: This is Peter Jackson calling, is Bob in?
 Frank: I'm afraid he's out at the moment. Can I take a message?
 Peter: Yes, Could you ask him to call me at 212 456-8965. I need to talk to him about the
Nuovo line, it's urgent.
 Frank: Could you repeat the number please?
 Peter: Yes, that's 212 456-8965, and this is Peter Jackson.
 Frank: Thank you Mr Jackson, I'll make sure Bob gets this asap.
 Peter: Thanks, bye.
 Frank: Bye.
As you can see, the language is rather informal and there are some important differences to everyday
English. Look at the chart below for key language and phrases used in telephone English.
Introducing yourself Asking who is on the telephone

This is Ken. Excuse me, who is this?
Ken speaking. Can I ask who is calling, please?
Hello, my name's… (I'm) calling from… Can I have your name, please?
Asking for someone

I'd like to speak to… please.
Connecting someone
Can I have extension 321?
I'll put you through.
Could I speak to...? (Can I - more informal / May I - more
Can you hold the line?/Can you hold on
formal)
a moment?
Is Jack in? (informal idiom meaning: Is Jack in the
office?)
Taking a message
How to reply when someone is not available
Could (Can, May) I take a message?
I'm sorry he's/she's not available.
Could (Can, May) I tell him who is
I'm afraid ... is away / not in / at a meeting / in London.
calling?
The line is busy... (when the extension requested is
Would you like to leave a message?
being used).
If you give me the number, I'll ask
Mr Jackson isn't in./Mr Jackson is out at the moment.
him/her to call you later.
Asking for repetition
Offering to help in other ways
Sorry, I didn't catch your name / your
Can anyone else help you?
number.
Can I help you perhaps?
Could you spell that/your name, please?
Shall I ask him/her to call you back?
Sorry, could you repeat, please?
1
extension - internal number at a company
2
put through - phrasal verb meaning 'connect'
EXERCISE
Now practice these phrases in a simulated telephone call.
91
2.1 Saying numbers
LOVE, NIL, NULL, NOUGHT, OH, ZERO!
These are all ways of saying 0 in English.
 We say oh:
- after a decimal point 5.03 five point oh three
- in telephone numbers 67 01 38 six seven oh one three eight
- in bus numbers No. 701 Get the seven oh one.
- in hotel room numbers Room 206 I'm in room two oh six.
- in years 1905 nineteen oh five
 We say nought:
- before the decimal point 0.02 nought point oh two
- for the figure 0 0 A million is written with six noughts.
 We say zero:
- for the figure/number 0 0 the figure/number zero
- for temperature -5°C It’s five degrees below zero or minus five
degrees.
 We say nil:
- in various scores 5-0 Spain won five nil.
 We say null :
- in science 0 a null result/character/modem/morpheme
 We say love:
- in tennis 15-0 The score is fifteen love.
THE DECIMAL POINT

 In English, we use a point (.) and not a comma (,) for decimals. We use commas in figures only
when writing thousands.
10.001 ten point oh oh one but 10,001 ten thousand and one
 In computerised accounts, commas are not used. The above number appears as 10001.
 All numbers after a decimal point are read separately, especially when doing business on the
phone:
10.66 ten point six six not ten point sixty six
0.37 nought point three seven not nought point and thirty-seven
0.001 nought point oh oh one or 10-3 (ten to the power minus three)
You will also hear people say e.g. 0.05 as zero point oh five or oh point oh five.
 But if the number after the decimal point is a unit of money, it is read like a normal number:
£12.50 twelve (pounds) fifty or EUR 2.95 two (euros) ninety five
EXERCISE
Say the following:
1 It's somewhere between 3.488 and 3.491.
2 Look, it's less than 0.0001! It’s hardly worth worrying about.
3 I changed all those dollars into sterling and I only got £13.60! The dollar is at 1.95.
4 That's about 14.50 in Swiss francs.
5 Did you say 0.225 or 0.229?
6 I meant 15.005 not 15,005.
7 Can you get back to me on 01244 249071? I'll be here all morning.
8 Can you put that on my bill? I'm in room 804.
9 Do we have to hold the conference in Reykjavik? It's 30 degrees below 0!
10 What's the score? 2-0 to Juventus.
92
3 WRITING BUSINESS LETTERS
Business letters are an essential part of business communication. They represent you and your firm;
and the way you express yourself along with the appearance of your letters forms an impression in the
reader’s mind of you and your business. Although there is no special language for business letters,
the most effective letter is concise, vivid and, above all, clear and simple.
EXERCISES
1 To check your former knowledge of letter writing, find whether the following statements are true or
false.
1 Ref. (Reference) means that you relate your letter to a subject matter or filing
number of the letter you are replying to. T F
2 Attn. (Attention)/For the attention of means that you refer your letter to a
particular person. T F
3 In the UK, the date 4/2/03 means 4 February 2003, while in the USA it means
April 2, 2003. T F
4 If you begin a letter with Dear Sir/Sirs or Dear Sir or Madam, you end it with
Yours faithfully (or Yours truly in the USA). T F
5 If you begin a letter with Dear Mr Smith, you end it with Yours sincerely
(or Yours truly in the USA). T F
6 The initials p.p. (per pro) indicate that the person signing the letter is doing so
on behalf of someone else. T F
7 It is unusual for the writer to put his/her company position at the end of the letter. T F
8 Dates should always appear as numbers separated by full points (.) or slashes (/). T F
9 The abbreviation Ms refers to both married (Mrs) and unmarried women (Miss). T F
10 If you are writing to Mrs Anne Swanson, you open with Dear Anne Swanson. T F
11 Short business letters are regarded as impolite. T F
12 Americans usually begin a letter to a company with Gentlemen, and end it with
Yours truly/Truly yours, while the British use Dear Sirs and Yours faithfully. T F
13 Enc. or Encl. (Enclosure) means that you add a document to your letter. T F
14 Enclosure is the British equivalent for Attachment. T F
15 When you are writing a formal letter, you can use short forms like you’ll, you’d,
shouldn’t , wouldn’t, haven’t, etc. T F
16 Messrs is the plural of Mr, i.e. the abbreviation of “Messieurs”. T F
17 The initials c.c. mean “carbon copy”. T F
18 When you write a letter to your friend or acquaintance, you will start with
Dear (Peter) and end with Best wishes or (Best/Kind) regards. T F
19 Accept, Sir, the assurances of my highest appreciation, or We remain yours faithfully,
or Respectfully yours, are the closing phrases you should use in your letters. T F
20 Always type your name and the position in the company after your signature. T F
93
2 Have a look at the layout of this business letter. Is there anything you would redesign or replace?
3 Choose the correct word to fill the gap. Somewhere two replies are possible.
1 I would be __________ if you could send me details of your PS/2 range.
a pleased b please c content d grateful
2 Thank you for your letter __________ 19 June.
a dated b on c of d from
3 Please __________ enclosed (attached) our current catalogue and price list.
a look b find c receive d examine
4 We would appreciate __________ you could send us further details of your product.
a it that b this c (it) if d from
5 __________ to your letter of 19 June 2002, I would like to inform of the following.
a further b with refer c calling d with reference
6 We look (are looking) forward __________ from you.
a hear b to hear c hearing d to hearing
7 Thank you __________ an early reply.
a with b of c for d to
8 Should you require any further information, please do not __________ to contact me.
a delay b hesitate c try d prevent
4 Fill the gaps in the letter with the following words:
94
a send b together c forward d Project
e Madam f based g attention h protecting
i sell j graphics k faithfully
(Oxford English for Electronics by E. H. Glendinning & John McEwan)
5 Now try to write your own business letter.
95
4 HOW TO WRITE A GOOD CV
A CV (curriculum vitae) or résumé ['rezjumei] is a short list of facts about you and your work history,
skills, qualifications and experience. It is often the first contact a potential employer has with a job
seeker.
To be useful, it must make a good impression immediately. The current practice by corporate
personnel is to give each CV a quick glance (10-20 seconds), discard those that appear disorganized
or too wordy and file the rest.
On the average, only one or two out of 100 CVs mailed will result in an interview. But employers still
ask for CVs, which provide a competitive edge in the majority of professional, administrative and
managerial occupations.
Your CV should:
• be neat, and to the best standard you can achieve in content and layout,
• be short, 2 sides of a sheet of A4 paper is normally enough,
• emphasise your achievements, strengths, successes, and
• make a good impression. This means presenting the facts about yourself in a positive way.
DO:
• Be positive.
• Identify your relevant accomplishments. They should be quantitatively stated where appropriate.
Describe how they benefited the employer.
• Have friends who know your professional accomplishments comment on your resume and
suggest items you may have forgotten or perhaps dismissed as unimportant.
• Be specific. Choose words carefully; make every word count and eliminate unnecessary words.
• Use concise sentences.
• Use bullet entries for a clean, easy-to-read look.
• Use action verbs (e.g. conducted, coordinated, developed, directed, established, evaluated,
facilitated, formulated, guided, improved, scheduled, supervised, trained etc.).
DON'T:
• Devote space to items not directly related to the job you are seeking, such as hobbies, personal
data such as height, weight and marital status or descriptions of former career jobs.
• Use more than a few lines to describe your accomplishments. Keep it short. A one- or two-page
resume is best. However, if you have a long work history, your resume might be longer.
• Explain employment gaps.
• Include references. However, a separate list of references should be available for distribution to
employers on request, especially at the interview. Individuals and firms listed as a reference
should be informed that a contact may be made on your behalf. On your resume, your last section
might read "REFERENCES: Available upon request."
• Include salary requirements.
(http://www.labor.ny.gov/careerservices/findajob/write.shtm)
EXERCISE
Write your own CV in English and Croatian using the templates downloaded from:
http://europass.cedefop.europa.eu/en/documents/curriculum-vitae/templates-instructions
96
5 E-MAIL GUIDELINES
Important points to remember

 E-mail (or email) is much less formal than a written letter. E-mails are usually short and concise.
 If you are writing to someone you don't know, a simple "Hello" is adequate. Using a salutation
such as "Dear Mr Smith," is too formal.
 When writing to someone you know well, feel free to write as if you are speaking to the person.
 Use abbreviated verb forms (He's, We're, He'd, etc.).
 Include a telephone number to the signature of the e-mail. This will give the recipient the chance
to telephone if necessary.
 It is not necessary to include your email address as the recipient can just reply to the e-mail.
 When replying, eliminate all the information that is not necessary. Only leave the sections of text
that are related to your reply. This will save your reader time when reading your e-mail.
Here is what the new message screen looks like in Hotmail:
To specify recipients, an e-mail message may contain addresses in any of these three fields:
 To: Primary recipients,
 CC: Carbon copy to secondary recipients—other interested parties,
 BCC: Blind/Blank carbon copy to recipients who receive the message without others including
the TO and CC recipients seeing who else received it .It is common practice to use the
BCC field when addressing a very long list of recipients, or a list of recipients that should
not (necessarily) know each other, e.g. in mailing lists.
In the following examples you can see two different styles of e-mail writing:
Example 1: Formal e-mail
Hello,
I read on your web site that you offer Music CD copying for large quantities of CDs. I'd like to
inquire about the procedures involved in these services. Are the files transferred online, or are
the titles sent by CD to you by standard mail? How long does it usually take to produce
approximately 500 copies? Are there any discounts on such a large quantity?
Thank you for taking the time to answer my questions. I look forward to your response.
Jack Finley
Sales Manager, Young Talent Inc.
(709) 567 - 3498
97
Example 2: Informal e-mail
At 16.22 01/07/2002 +0000, you wrote:

> I hear you're working on the Smith account. If you need any information don't hesitate to get
in > contact with me.
Hi Tom,
Listen, we've been working on the Smith account and I was wondering if you could give me a
hand? I need some inside information on recent developments over there. Do you think you
could pass on any information you might have?
Thanks
Peter
Peter Thompsen
Account Manager, Tri-State Accounting
(698) 345 - 7843
EXERCISE
Spot the differences in these two e-mails and explain them.
98
Bibliography
Briegel, N., Pohl, A.: Technical English – Vocabulary and Grammar, Bloomsbury Publishing
Plc, 2002
Glendinning, E. H., McEwan, J.: Oxford English for Electronics, Oxford University Press
(OUP), 1996
Hewings, M.: Advanced Grammar in Use, Cambridge University Press (CUP), 2001
Murphy, R.: Essential Grammar in Use, CUP, 2001
Murphy, R.: English Grammar in Use, CUP, 2001
http://www.businessenglishonline.net/wp-content/uploads/2010/10/IC037S-e-waste.pdf
http://www.cdc.gov/flu/avian/gen-info/facts.htm
www.cmiatl.com/news_article61.html)
http://en.wikipedia.org/wiki
www.epa.gov/climatechange
http://europass.cedefop.europa.eu/en/documents/curriculum-vitae/templates-instructions
http://europass.cedefop.europa.eu/hr/resources/european-language-levels-cefr
http://www.experiencefestival.com/a/Earthquake/id/466877
http://www.janbrett.com
http://www.labor.ny.gov/careerservices/findajob/write.shtm
http://www.onestopenglish.com
http://www.rogerdarlington.co.uk/Presentation.html
http://www.unep.org/wed/about/
http://www.unep.org/wed/A-Z/
http://wapedia.mobi/en
www.weatherquestions.com
99

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VELEUČILIŠTE VELIKA GORICA

Studij – Upravljanje u kriznim uvjetima

Skripta za engleski jezik

Crisis management is a relatively new field of management. Many people view it as

1 Find the words in the text that mean:

a part or aspect ______________________________________

2 Write the opposites of these words:

complex ____________________ use ____________________

Noun Verb Adjective Adverb

5 Insert the missing words:

6 Write correct verb forms:

Present Past Future

8 Translate these terms and phrases:

Crisis Management Team

Notification and Activation Drills

2 Fill the gaps using an appropriate preposition:

4 Rewrite the following to make words from the text:

icepess _____________________ bogall _____________________

6 Have some fun:

Phones - Cordless Mistakes - Countless

The name for the greenhouse effect comes from an

Greenhouse gases include: water vapor, carbon dioxide

Amazon rainforest Deforestation

2 Complete the table:

4 Rewrite these sentences in the passive voice in the appropriate tense:

11 Global _________________ describes the rise in temperature of the earth’s atmosphere.

What small steps can YOU take toward sustainable* living?

A. Driving your car or light truck.

A. Coffee, candy bars and chocolate.

5. When looking to buy a new refrigerator, it’s important to compare the:

A. Ability of the salesperson to describe the details of their floor models.

6. Clean, renewable energy is:

1. A. Household driving is responsible for 28% of greenhouse gases, 51% of

“It’s not easy bein’ green!”

6.1 WED A-Z

1 Form a group of __________________ or colleagues to ____________________ the

quality relationship convenient manufactured emissions

ROBERT: Cars have now become a serious _______________________ problem. As a society,

4 Insert the missing adjective forms:

Positive Comparative Superlative

Avian influenza is an infection caused by avian influenza (or bird

2 Explain these words in English:

6 Insert the correct form of the words in brackets:

1 Explain these words in English:

2 Write the opposites of these words:

3 Write the correct forms of these verbs:

Present Past Past Participle

4 Insert the correct form of the words in brackets:

Classical swine fever (CSF) or hog cholera (also sometimes called

Prevention can be achieved through effective communication between veterinary authorities,

2 Match some of the words below to their synonyms:

______________ infectious ______________ exterminate or destroy

3 Whose meat is this?

4 Write plurals of the following nouns:

5 Choose the correct word(s):

PIG PLAGUE IN VRBANJA

Police Block Forest Due to Pig Plague

1 They _________________________________ (chase) us away for the past 30 years.

Hurricane Katrina of the 2005 Atlantic hurricane season was

complex use

icepess _ bogall _

1 Form a group of or colleagues to __ the

infectious exterminate or destroy

2 Source ___ (reduce) (involve) efforts

4 _ (dispose) of waste in a landfill (be) ______

5 Landfill gas (produce) as the waste ___

6 There (be) a large variety of ______________ (compost) and

7 __________ (convert) material to energy this way (be)

8 _______ (gasify) (use) in biomass power stations

_____ _ _ _ ____

12 _ he will have been working here ____. Present Simple