JAG01 Unit 5 Earth Processes Task 1 Speaking: A geologist´s superhero In pairs, think of a superhero for geologists. What is his/her superpower? Who is their arch-enemy? What costume do they wear in action? What is their daytime job? Task 2 True or false? Discuss the following statements: 1. An earthquake is a motion, trembling, or vibration of the ground caused by the release of stress that has slowly been building up in the Earth´s core. 2. Earthquakes are common along active fault zones. 3. Certain types of earthquakes are associated with volcanic activity. 4. Many shallow-focus earthquakes immediately follow a volcanic eruption. 5. Earthquakes can be caused by huge waves in the ocean called tsunami. 6. Scientists can predict in a general way where earthquakes are most likely to occur. Task 3 Earthquakes – vocabulary Can you guess the word? 1. a scientist who studies earthquakes: _____________ 2. a device that measures and records the strength of an earthquake: _____________ 3. a number that characterises the relative size of an earthquake: ____________ 4. the point or area on the Earth´s surface directly above the focus or the point of origin of an earthquake: ___________ 5. a transverse wave – the particle motion is perpendicular to the direction in which the wave is moving: _____________ 6. a longitudinal wave (also called a compressional wave) – the particles of material move in the same direction that the wave is travelling: __________ 7. the system giving an official measurement of the strength of an earthquake (each of the numerical steps represents a ten-fold increase in the amount of energy released): _________ 8. a type of scale used to show damage done by an earthquake: __________ (adapted from Addison-Wesley, Earth Science. Addison-Wesley Publishing Company, 1987.) Task 4 Scales A) Put the adjectives in the order of intensity, starting with the weakest ones: terrified petrified startled afraid panicky unnerved shocked scared B) Now put the descriptions from the simplified Richter magnitude scale in the order of magnitude: - some small objects fall over - felt by very few people - large cracks in walls - most buildings collapse - noticed by many people, windows and doors rattle - detected by seismic instruments only - severe damage or collapse to all buildings, heavy damage extends to distant locations - damage to a moderate number of well-built structures - cracks to plaster, objects fall off shelves Task 5 Earthquake damage Fill in the gaps with the words below: amount bedrock build epicentre experiencing flexibility sewer slip suffer The amount of damage caused by an earthquake depends on several factors. · The (1) ………….. of energy in the earthquake waves a) Usually the damage is greatest at the (2) ………… and becomes less severe as the earthquake waves get farther away b) In areas where fault movement is fairly frequent, earthquakes are usually not strong enough to cause severe damage. On the other hand, in the areas where the movement along a fault is rare, stresses in the earth may (3) ……. up to such a strength that, when the earth does (4) ………, a great amount of energy is released and can cause heavy damage. · The type of rock or sediment through which the earthquake waves are moving. Soft sediments will allow more damage than a solid (5) ……… such as granite. · The type of building materials and the type of construction used in the area that is (6) ………… an earthquake (wood frame buildings, for example, may (7) ……….. less damage than buildings made of materials that are cemented together). In an earthquake, some (8) …………… within the individual structures is desirable. In some cases, the earthquake-caused breaking of water and (9) ……….. pipes is a greater threat to a community than is the initial shock damage. (adapted from Addison-Wesley, Earth Science. Addison-Wesley Publishing Company, 1987.) Task 6 Giving advice: What to do in an earthquake A ) Give your friend advice using some of the following: - Use a modal verb (You should…; You ought to…; You have to…) - Ask a question (Why don´t you…?; How about…?) - Use conditional II (If I were you, I would…) - Make a suggestion (I would suggest…) B) Use the following tips in sentences, adding a negative where appropriate. If you are indoors during an earthquake, - stay in bed and cover your head with a pillow - take cover by getting under a sturdy table - use elevators If you are outdoors during an earthquake, - look for shelter in a building - stay away from utility wires If you are trapped under debris, - cover your mouth - light a match - shout (https://www.ses.vic.gov.au/get-ready/quakesafe/what-to-do-in-an-earthquake) Task 7 Modal verbs Transform the sentences using modal verbs and keeping the meaning of the original sentences. 1. It is not necessary for you to wear a helmet on the site. You …………………………………………………… . 2. It is a good idea to bring your laptop to the workshop. You …………………………………………………… . 3. Do you mind if I leave earlier today? ………………………………………………………… ? 4. Smoking is prohibited here. You ……………………………………………………. . 5. We are allowed to use all the facilities on the campus. We ………………………………………………………. . 6. It was necessary for them to use a different measurement in the experiment. They ………………………………………………….. . 7. I regret using this type of measurement. I ……………………………………………………….. . 8. I am sure they used a different measurement in the experiment. They …………………………………………………… . 9. Maybe they used the other method. They ………………………………………………….. .